U1 ING 5B (01-33) 22/5/08 09:30 Página 3

TEXTO PARA EL ESTUDIANTE INGLÉS

Patricio Bracamonte Bustos Ana Manonellas Balladares

Teacher of English Teacher of English
Universidad de Chile. Universidad de Santiago.
M.A. in Applied Linguistics, Postgraduate Diploma of Education básico
University of Birmingham, U.K. Monash University - Melbourne Australia.
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DISCOVER YOUR BOOK

ga
nd speakin ctivities a
a re r
ng

eco
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Liste

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List

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The English Village: This is a big picture to introduce the place where
lots of things will happen – The English Village, and the characters that
will help you learn English: the English tutors Susan and Tony, and the
Chilean students Carolina, Gonzalo, Macarena and Pablo.

Listening lesson with activities to help you

understand a spoken text and learn English.

At the beginning of each unit, a big picture will show you the characters,
the places and the situations you will find in the unit. You can read the
objectives of the unit there and also answer one or two questions to
activate your previous knowledge.

Reading lesson with activities to help you

understand a written text and learn English.

4 four
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Listening lesson Reading lesson

Activities for fast

learners or keener
students.
Synthesis: At the end of 2 lessons, this section will help you reflect on what you have done
and the abilities you have developed, identifying the activities that contributed in this process.
Check your progress: This is a formal test to evaluate how you are doing. Your results will
tell you what you need to improve and what you have done well.
LANGUAGE FORM
Glossary: Your personal word list made with picture cut-outs that you have to find and stick Analysis and discovery of a key grammatical item.
next to the corresponding word.
Verbs: Important verbs from the lessons are listed here.

N
FU A simple joke connected with the topic,
supported by a picture.

P R O J E C T

Collaborative work to help you

Games to help you practise and share with your friends. put into practice the language
you have learnt.

Statements to help you reflect on your strengths

and weaknesses and measure your learning.
Small pictures representing important words that you
have to find and stick next to the corresponding word
in the glossary.

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INDEX

Unit 1

Unit 2
Unit 1 The school, the classroom . . . 10 Unit 2 At home . . . . . . . . . . . . . . . . . 34

Lesson 1. The participants . . . . . . . . . . . . . . 12 Lesson 1. Accomodation . . . . . . . . . . . . . . . 36

Lesson 2. The competition . . . . . . . . . . . . . . 16 Lesson 2. Houses . . . . . . . . . . . . . . . . . . . 40

Synthesis Lessons 1 and 2 . . . . . . . . . . . . . . 20 Synthesis Lessons 1 and 2. . . . . . . . . . . . . . 44

Check your progress Lesson 1 and 2 . . . . . . 20 Check your progress Lesson 1 and 2 . . . . . . 44

Glossary Lesson 1 and 2 . . . . . . . . . . . . . . . 21 Glossary Lesson 1 and 2 . . . . . . . . . . . . . . 45

Lesson 3. Classroom language. . . . . . . . . . . 22 Lesson 3. Families . . . . . . . . . . . . . . . . . . . 46

Lesson 4. The village . . . . . . . . . . . . . . . . . . 26 Lesson 4. Meet my family . . . . . . . . . . . . . . 50

Synthesis Lessons 3 and 4 . . . . . . . . . . . . . . 30 Synthesis Lessons 3 and 4. . . . . . . . . . . . . . 54

Check your progress Lesson 3 and 4 . . . . . . 30 Check your progress Lesson 3 and 4 . . . . . . 54

Glossary Lesson 3 and 4 . . . . . . . . . . . . . . . 31 Glossary Lesson 3 and 4 . . . . . . . . . . . . . . 55

Fun, fun, fun . . . . . . . . . . . . . . . . . . . 32 Fun, fun, fun . . . . . . . . . . . . . . . . . . . . . . . 56

6 six
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Unit 3

Unit 4
Unit 3 Food and Health . . . . . . . . . . 58 Unit 4 Nature . . . . . . . . . . . . . . . . . 83

Lesson 1. The weekly menu . . . . . . . . . . . . . 60 Lesson 1. Plants and flowers in the area . . . 84

Lesson 2. Lunch . . . . . . . . . . . . . . . . . . . . . 64 Lesson 2. Starting a herb garden . . . . . . . . 88

Synthesis Lessons 1 and 2 . . . . . . . . . . . . . . 68 Synthesis Lessons 1 and 2 . . . . . . . . . . . . . 92

Check your progress Lesson 1 and 2 . . . . . . 68 Check your progress Lesson 1 and 2 . . . . . 92

Glossary Lesson 1 and 2 . . . . . . . . . . . . . . . 69 Glossary Lesson 1 and 2. . . . . . . . . . . . . . 93

Lesson 3. Healthy Food V/S Junk Food . . . . . 70 Lesson 3. British National flowers . . . . . . . . 94

Lesson 4. At the English Village Kiosk . . . . . . 74 Lesson 4. Our Pets . . . . . . . . . . . . . . . . . . 98

Synthesis Lessons 3 and 4 . . . . . . . . . . . . . . 78 Synthesis Lessons 3 and 4 . . . . . . . . . . . . 102

Check your progress Lesson 3 and 4 . . . . . . 78 Check your progress Lesson 3 and 4 . . . . 102

Glossary Lesson 3 and 4 . . . . . . . . . . . . . . . 79 Glossary Lesson 3 and 4. . . . . . . . . . . . . 103

Fun, fun, fun . . . . . . . . . . . . . . . . . . . . . . . 81 Fun, fun, fun. . . . . . . . . . . . . . . . . . . . . . 104

Cut - outs. . . . . . . . . . . . . . . . . . . . 107

Bibliography . . . . . . . . . . . . . . . . . 111

seven 7
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gym

swimming pool

football field

picnic area
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cafeteria

cabins

recreational facilities

fruit and vegetable garden

ELCOME TO animal farm

W
THE
ENGLISH VILLAGE
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Unit 1
THE SCHOOL,
THE CLASSROOM
school

playground

LET’S LEARN

Values Listening Comprehension Reading Comprehension

To discover English in To infer meanings. To infer meanings.
everyday life. To make and check predictions. To identify specific information.
To appreciate the value of English To identify specific information. To match oral and written language.
in communication. To make and check predictions.

Language and Vocabulary Oral Production Written Production

Personal information. To exchange personal information. To use specific vocabulary.
Numbers. To ask and answer about places To complete sentences.
Places. at school. To fill in ID cards.
Classroom instructions.

10
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students

5th grade classroom

LET’S ACTIVATE
OUR PREVIOUS
KNOWLEDGE school entrance

1. In your group,
say and compare
English words you
use every day.
Example: mall.
2. In your group,
make a list of
words in English
that you know.
Example: table,
father, etc.

11
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Lesson 1
THE
THE PARTICIPANTS
PARTICIPANTS

Before listening

1 Look at the illustrations and

tick the places in the factfile.

Countries Australia The USA

Chile England
Capital London Santiago
cities Canberra Washington
Cities Arica Chillán
Coyhaique Iquique
Manchester New York
Sydney London
Suburbs Maipú Manhattan
Nottinghill La Pintana

2 Locate your city, town or

suburb relation to the places
in the illustrations.

3 Predict the cities of the

participants.

Gonzalo: Susan:
Iquique Manchester
Chillán London
Macarena: Tony:
Santiago New York
Chillán Texas

4 What is this text about?

a. Maps
b. People at The Village
c. Cities

12
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Listening

5 Listen and check your prediction in exercises 4.

6 Look at the pictures. Listen again and write the order in which the people speak.

Susan Tony Gonzalo Macarena

7 Listen once more and complete the identification cards.

NAME: Gonzalo NAME: Macarena

SCHOOL: George e Wash

Georg ington
Washington Internaetional
SCHOOL: Georg Wash School
ington
School l
Schoo School

CITY: CITY:

MAIL: gonso @ themail.com MAIL: macahe@mymail. com

NAME: Tony NAME: Susan

SCHOOL: George Washington SCHOOL: George Washington

School School

CITY: CITY:
tonyw@mailcity.com MAIL: susanh@mailcity.com
Unit 1

MAIL:

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After listening
8 First only listen and then listen and repeat.
What’s Hello I’m
What’s your Hello, I’m Gonzalo I’m from
What’s your name? I’m from Santiago
I’m I’m
I’m in fifth I’m a student
I’m in fifth grade I’m a student at the Lord Cochrane School

LANGUAGE FORM I’m

1. Notice these sentences from the text.

a. I’m Tony. I’m Susan. I’m Gonzalo.
b. I’m from Iquique. I’m from London. I’m from Chillán.
2. What information can you find in a. and in b?
3. Find more examples of each type in this lesson.

9 Practise in small groups. Use the different identification cards.

NAME: Pablo Fuentes NAME: Carolina González

COUNTRY: Chile COUNTRY: Chile

GRADE: Fifth grade GRADE: Fifth grade

SCHOOL: Liceo Regional, Coyhaique SCHOOL: Lincoln School, Maipú, Santiago.

10 Complete and talk to your partner.

a. Invent your information and complete Card 1.
b. Do this dialogue with your partner and complete card 2 with his / her information.
You: What’s your name?
You partner: ______________. I’m from ______________. I’m in ______________ grade at
the ______________. School in ______________.

NAME: NAME:

COUNTRY: COUNTRY:

GRADE: GRADE:

1 SCHOOL: 2 SCHOOL:

14 fourteen
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11 Match the characters and the places. Which of the countries are cognates?

a b c d e
Batman Leela Goku Seiya Stewie

1 2 3 4 5
Sanctuary of Athena Planet Vegeta Rhode Island Gothic City New York

12 Complete this list with English names you know. Compare in your group.

Friends’ names Cities Schools

Johnny Cochrane Saint Patrick

13
Make your favourite famous person’s identification card. Use it to introduce yourself.

Self Evaluation
YES MM NO

I can introduce myself.

I can say numbers 1 to 14.
Unit 1

I can recognize cognates.

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Lesson 2
THE
THE COMPETITION
COMPETITION

Before reading

1 Look at pages 10 and 11

and read the labels that
indicate places in a school.

2 Notice.

COGNATES Words in English

that are similar in Spanish.
Examples:
invitation = invitación
participate= participar
vacations = vacaciones
visit = visitar

3 Similar to Spanish? (✔ or X)
___ Cafeteria
___ Classroom
___ Computer lab
___ Director’s office
___ Playground
___ School
___ Teachers’ room
___ Toilet

4 Point to the places in the map

and say the names. Use the
words in exercise 3.

5 Have a quick look at the text.

Find and circle four cognates.

16
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Reading
Compose
Address Mail Go Links
Compose Mail Send Save Now Discard

Settings Help Sign out

Inbox
From: Carolina Gonzalez, 5th grade student
Show search options
To: Search Mail Search the Web
Starred The English Village Create a Filter

Chats Add Cc Add Bcc

Compose Mail Send Save Now Discard
Sent Mail Subject: Competition
Drafts From: Attach a file
Compose
Inbox Mail
All Mail
Starred
Spam To: 1
2
3 « Plain text Check spelling
Chats
Trash Add Cc Add Bcc
Sent Mail
Contacts
Hello,
Subject: I am a student from the Lincoln School in Maipú, Santiago (map of school
Contacts
Drafts
attached).
Attach a file
AllQuick
Mail contacts
Spam
Search, add or invite
I am in 5th grade A and I want to participate «inPlain
1
2
3
thetextcompetition to visit Check
the spelling
Compose Mail English Village in Santiago for 3 weeks, to practise English.
Trash

Contacts
Thank you
Show all Carolina González
Quick contacts
Show all
Contacts 5th grade A student
13
DIRECTOR S SCHOOL
CAFETERIA
OFFICE 1 ENTRANCE 12
Show all
Contacts COMPUTER TEACHER S
LA B 2 11 ROOM
Search, add or invite
C LASSROOM P L A Y G R O U N D
C LASSROOM
1 3 14 10 6
Show all
C LASSROOM C LASSROOM
2 4 6 7 9 5
BOYS GIRLS
C LASSROOM TOILET TOILET C LASSROOM
3 5 8 4

Send Save Now Discard

Internet

6 Read the text and check the cognates.

7 Read the text again and then write T (True) or F (False).

a. Carolina is a student. ___
b. The competition is in Maipú. ___
c. Carolina is in 6th grade. ___
d. The visit is for 3 weeks. ___

8 Read the text again and complete.

Type of text: __________________________ From: __________________________
To: __________________________________ Purpose: __________________________

9 Carolina’s mail is to:

Unit 1

a. describe her school. b. present some students. c. participate in the competition.

seventeen 17
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After reading

10 First only listen and then listen and repeat.

a. Sounds. b. Numbers c. Places

1 one 2 two A classroom
The girls’ toilet
three tea 3 three 4 four
The boys’ toilet
5 five 6 six The cafeteria
The school entrance
7 seven 8 eight
throne tone
The computer lab
9 nine 9 ten Classroom 3
The director’s office
11 eleven 12 twelve
The playground
threw two 13 thirteen 14 fourteen The teachers’ room

11 Read the numbers and then find the words.

1 2 3 4 5 6 7

Five four one seven six three two

8 9 10 11 12 13 14

eleven eight fourteen nine ten thirteen twelve

LANGUAGE FORM I am / It is

1. Study these examples.

I am (I’m ) a student.
It is (It’s ) a classroom.
2. Find and underline more examples in the e-mail on page 17.

18 eighteen
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12 Play Memory Game in groups of four students.

a. Student A: Look at the school map for a minute. Memorize the rooms and the numbers.
b. Student B, C or E: Say a number between 1 and 14.
c. Student A: Say the corresponding place. Number
It’s the playground.
14?
13
DIRECTOR S SCHOOL
CAFETERIA
OFFICE 1 ENTRANCE 12
COMPUTER TEACHER S
LA B 2 11 ROOM

C LASSROOM P L A Y G R O U N D
C LASSROOM
1 14 6
3 10
Compose Mail Compose Mail Compose Mail
C LASSROOM C LASSROOM
2 4 6 7 9 5
BOYS GIRLS
C LASSROOM TOILET TOILET C LASSROOM
3 5 8 4
Compose Mail Compose Mail Compose Mail

Contacts
13
Contacts Contacts

Look at the text again and write a similar e-mail with your personal information.
1 1
2
3 « Plain text 2
3 « Plain text Check spelling

Contacts Contacts Contacts

Send Save Now Discard Send Save Now Discard

Internet

N
FU P R O J E C T
My problem is that in My school
English I can count a. Work in groups of four.
only up to 3. b. Draw a map of your school on
a piece of colour cardboard.
c. Number and label the places.
d. Add illustrations.
e. Display it in the classroom.
Describe it to your classmates:
Example: Number 1 is the
school entrance.
Unit 1

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Synthesis CHECK
YOUR PROGRESS
Read this learning synthesis. Write the page Lessons 1 & 2
and exercise number of the activities you did
Reading
in lessons 1 and 2:
Exercise Page 1 Read the letter and complete Dakota’s
Listening skills
identification card. (2 point)
Make and check predictions.
Find specific information about people. Hi, children at the English Village.
I am Dakota Fanning, I’m from Conyers, USA.
Identify order of information.
I am an actress and one of my main
Reading skills characters was as Lucy Diamond in the
film “I am Sam”.
Make and check predictions.
I hope to see you soon.
Discriminate between Take care
true and false information. Yours
Find specific information in a text. Kota
xxx.
Identify purpose of a tex.

Writing skills
Write words in English that NAME:
we use in Chile.
Complete cards, CITY:
dialogues and sentences.
COUNTRY:
Oral production FILM:
Role-play a dialogue
giving personal information.
Play a game.
Oral Practice
Describe your school map.
2 Complete and Role play a conversation
Language and vocabulary with Dakota. (3 point)
Match words and pictures.
Match pictures. You: I’m ________________________.
Roleplay conversations. Dakota: I’m ________________________.
Identify cognates. You: I’m form ___________________.
Dakota: I’m form Conyers in Georgia,
Appreciation of these values
USA.
Notice the presence of You: I’m student.
English in Chile. Dakota: I’m an actress.
Discover the importance of English
Great Not too bad Help!
as a means of communication.

20 twenty
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Glossary
Language English Spanish

3 Order the words to form sentences.(2 points) PASTE

grade PICTURE curso
HERE
a. from is Maca Chillán
__________________________________
PASTE
playground PICTURE patio
HERE
b. am 5th I in grade

__________________________________
PASTE
small PICTURE pequeño/a
4 Write the names of 4 rooms at school. HERE
(2 points)
a. __________________________________
PASTE
city ciudad
b. __________________________________ PICTURE
HERE
c. __________________________________
d. __________________________________
PASTE
country PICTURE país
Listening HERE

5 Listen to a conversation between two

participants in the English Village and
PASTE
complete the chart. (6 points) week PICTURE semana
HERE
to
Name Go
07
age1
City p

Country
Grade Verbs
School
Classroom Infinitive Spanish

Check with your teacher can poder

and find your score:
introduce presentarse
0 - 4: Oh! Oh! Oh! TOTAL:
5 - 8: Fair
want querer /
Unit 1

9 - 12: Good
desear
13 - 15: Excellent

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CLASSROOM
CLASSROOM

Lesson 3
LANGUAGE
LANGUAGE
a b
Before listening

1 Work in your group. Can you

find these objects in the
picture and in your classroom?
board book
desk door page

2 Match using the colour code.

c Close Open Read
Sit down Stand up

Abra Cierre Lea

Párese Siéntese

3 Look at the pictures with your

partner. Find and point at
these classroom instructions.
Come to the board ____
d e
Listen ____
Silence ____
Open your books ____
Sit down ____
Stand up ____

4 In your group, collect

instructions you normally
receive at school and at
f
home. Share and compare
with the class.

22
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5 The Director of The English Village is teaching the children some important instructions.
Match the photos and the actions.
a. Close your books
b. Come to the board
c. Can I come in?
d. Listen
e. Open your books on page 10
f. Read the instructions
g. Silence, please
h. Sit down
i. Stand up
j. Close the door
1 2

3 5 6
4

7 8 9 10

Listening
6 Listen and check your predictions in exercise 5.

7 Listen and point at the actions in pictures 1 to 10.

Unit 1

8 Listen and mime the actions.

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After listening

LANGUAGE FORM Imperatives

1. Look at these sentences from the text.
Close your books.
Open the door.
Sit down.
2. How can we make these orders more polite? (Find the magic word).
3. Find and copy two more examples from this lesson.

9 Match the pictures and the instructions.Listen and check and then listen and repeat.
a. Close the window, please. c. Listen to the music.
b. Go back to your desk. d. Stop the noise, please.

1 2
3 4
10 Listen and put this dialogue in order.

____ Teacher: Do exercise 10, please. ____ Students: Good bye, Miss Taylor.
____ Teacher: Good bye, children. ____ Students: Good morning, Miss
____ Teacher: That’s all. Close Taylor.
your books. ____ Students: Thank you, Miss Taylor.
____ Teacher: Good morning, children. ____ Students: Yes, Miss Taylor.
____ Teacher: Sit down, please.

11 Listen and repeat the dialogue. Then roleplay it in your group.1

12 Complete the instructions according to the pictures.

a. ___________________, please, Mario.

b. That’s all. ___________________ your books.
c. ___________________ to the board, please Mary.
d. ___________________ and open your books.

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13 Work with your partner.

Student A: Give 3 instructions Student B: Give 3 instructions

Student B: Obey Student A: Obey

14 Play the instructions game in groups.

a. One student is the teacher.
b. The teacher gives an instruction.
c. If he/she says please, students obey. If teacher does not say please, students do not obey.

15
a Match the instructions with one of the pictures.

a. Close the door ____ e. Open your book ____

b. Come to the board ____ f. Read the lesson ____
c. Listen to music ____ g. Silence ____
d. Make your bed ____ h. Watch TV ____

1 2

Self Evaluation
YES MM NO

I can follow instructions.

I can understand cognates.
Unit 1

I can make and check predictions.

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Lesson 4
THE
THE VILLAGE
VILLAGE

Before reading

1 Look at the illustration on the

left and find 4 students and 2
tutors you know.

2 Find the words in the box in

the picture.

a cafeteria
accommodation
a fruit and vegetable garden
a pool
a football field

3 Work with your partner. Cross

out (XX) the words which are
not facilities.
(Facilities: buildings and
services).
a. a cafeteria
b. a pool
c. a computer
d. a football field
e. an animal
f. a gym

4 There are 12 cognates in the

text. How many can you find
and underline in 30 seconds?

5 Look at the brochure and

predict. The reading text is:
a. a description
b. an invitation
c. a story

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Reading

The English Village Students Tutors

Students are from all over Tutors are from English

Chile. They are here to speaking countries.
practise English.

For example:
This is Gonzalo; he is
It is located in Santiago. from Iquique.
This is Carolina; she is
Facilities in the Village: from Santiago.
A pool This is Macarena; she is For example:
A football field from Chillán. This is Susan Hardy; she
A gym This is Pablo, he is from is from England.
A cafeteria Coyhaique. This is Tony Wilson; he is
An animal farm from the USA.
A fruit and vegetable garden This is Grace Brown; she
Cabins is from Australia.
Parks

6 Read the text and check your prediction in exercise 5.

7 Read the text again. Find and write the information in the charts.
a.
The English Village
Location
Facilities
b.
Students
Country
Cities
c.
Unit 1

Tutors
Countries

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After reading

8 Read these words from the text and classify them.

SINGULAR PLURAL
animal garden
_______________ _______________ cabins gym _______________ _______________
cafeteria parks
_______________ _______________ _______________ _______________
countries pool
_______________ _______________ facilities students _______________ _______________
_______________ _______________ farm tutors _______________ _______________
field village

9 Listen and repeat the words in exercise a.

a. Listen to these words and pay special attention to the final sound.

brush cash crush English finish fish flash push splash wash

b. Listen to ten words and tick those with the same final sound.

1. _____ 2. _____ 3. _____ 4. _____ 5. _____

6. _____ 7. _____ 8. _____ 9. _____ 10. _____

c. Listen and repeat the words in a.

LANGUAGE FORM Pronouns

1. Personal Pronouns in this lesson: I / you / he / she / it / they.

2. Notice:
The English Village – it is located in Santiago.
Students are from all over Chile – They are here to practise English.
This is Tony Wilson – He is from the USA.
This is Susan Hardy – She is from England.
3. Find, say and copy more examples from the text. Use the same
colours as in the example.

10 Practise in your group.

Where is Avril
Where are I’m from Where is Lil’
Lavigne from?
you from? Chris from?
Chile.

He’s from
England. She’s from
Canada.

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11 Complete and then practise in pairs.

a. A: Where is ___________________ from?

ole Kidman
B: ____________ ’s from ______________. Nic
Australia

b. A: Where is _____________________ _____________________?

B: ____________ ’s _________________ __________________. Rihanna
the USA

c. A: Where ___________________ ___________________ ___________________?

iam
B: ____________ ’ _________________ __________________ _________________. Prince Will
England

12
Invent more dialogues.

A: _____________________? B: _____________________.
A: _____________________? B: _____________________. Jim Carrey
A: _____________________? B: _____________________. USA Belén Soto
Chile

Justin Timberlake
USA

P R O J E C T
Famous people
N Where’s the new boy from? a. Work in groups of four or five
FU students.
No idea, but he’s b. Stick a world map in the centre of
very popular.
a big piece of colour cardboard.
c. Choose five very famous people
from different places in the world.
d. Stick their pictures around the
map.
e. Join the picture with the place
they are from.
f. Show your poster to the class,
saying:
You: This is _________________.
Class: Where is he / she from?
Unit 1

You: He / she is from

_________________.

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Synthesis CHECK
YOUR PROGRESS
Read this learning synthesis. Write the page Lessons 3 & 4
and exercise number of the activities you did
in lessons 3 and 4: Language
Exercise Page
Listening skills 1 Draw and write the names of two facilities
Make and check predictions. in your school. (3 points)

Match oral, written and

picture information.
Mime actions.

Reading skills
Make and check predictions.
Find specific information
about a place.
Classify information in charts. _______________________________________

Writing skills
Complete instructions.
Complete dialogues.

Oral production
Repeat dialogues.
Play a game.
Give and follow instructions.
Roleplay dialogues.
_______________________________________
Language and vocabulary
Match words and pictures
or real objects. 2 Complete the classroom instructions.
Match pictures and instructions. (3 points)
Classify words. a. Open your __________________, please.
Identify cognates. b. Sit __________________, please.
c. Go back to your __________________,
Appreciation of these values
please.
Give polite instructions.
Discover the importance of English
as a means of communication.

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Glossary
Listening English Spanish

3 Listen and complete the dialogue with words

PASTE
from the box. (9 points) board PICTURE
pizarrón
HERE
Are Canada
Chile Hi
the USA They from all PASTE
de todo
over the PICTURE el mundo
HERE
A: Hello world
B: ____________________________.
A: Where are you from? place PASTE
lugar
PICTURE
B: I’m from ____________________________. HERE

A: Where is “Sabrina Spellman” from?

B: She’s from ___________________________. PASTE
desk PICTURE escritorio
A: Where are your friends from? HERE

B: __________________ __________________
from all over the world. PASTE
pool PICTURE piscina
A: And your boyfriend? HERE
to
B: He’s from ____________________________. Go 07
e1
pag
A: Really!

Oral Practice

4 Work in pairs. Roleplay the conversation Verbs

with “Sabrina Spellman”.
Infinitive Spanish
Great Not too bad Help!
listen escuchar

Check with your teacher read leer

and find your score:
sit down sentarse
0 - 4: Oh! Oh! Oh! TOTAL:
5 - 8: Fair
stand up levantarse
9 - 12: Good
13 - 15: Excellent

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FU N
, FUN
, FU
N

1 Find the items in the box in this Crazy Warehouse.

a. A computer e. A whiteboard i. The English book

b. A desk f. The boys’ toilet j. The girls’ toilet
c. A garden g. The computer lab k. The school entrance
d. A pool h. The Director’s office l. The teachers’ room

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, F UN
, F UN
FUN
2 Match the signs and the instructions.
ii
i
a. Listen
b. Close the box
c. Open the box iii
d. Silence ix
e. Speak
f. Stop
g. Stand up
h. Sit down iv
i. Read

viii v

vii
vi

3 Do the maths operations to help the train move.

Example: Three plus one is four, minus two is two, etc.

1+2 +2 -1 x2
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

+2 -2 +4 +5
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Unit 1

thirty - three 33