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STUDENT’S BOOK

STUDENT’S BOOK INGLÉS The English Village 6º básico Ana Manonellas Balladares EDICIÓN ESPECIAL PARA EL MINISTERIO

INGLÉS

The English Village
The English Village

básico

Ana Manonellas Balladares
Ana Manonellas Balladares
The English Village 6º básico Ana Manonellas Balladares EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN.
The English Village 6º básico Ana Manonellas Balladares EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN.
The English Village 6º básico Ana Manonellas Balladares EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN.

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN. PROHIBIDA SU COMERCIALIZACIÓN

Este libro pertenece a: Nombre: Curso: Colegio: Te lo ha hecho llegar gratuitamente el Ministerio

Este libro pertenece a:

Nombre:

Curso:

Colegio:

Te lo ha hecho llegar gratuitamente el Ministerio de Educación a través del establecimiento educacional en el que estudias.

Es para tu uso personal tanto en tu colegio como en tu casa; cuídalo para que te sirva durante todo el año.

Si te cambias de colegio lo debes llevar contigo y al finalizar el año, guardarlo en tu casa.

© 2014 Ediciones Cal y Canto® Reimpresión

The English Village 6º básico N˚ de Inscripción: 223.591

ISBN: 978 956 339 058 2

Original text ©

Ana Manonellas Balladares Teacher of English, Universidad de Santiago. Postgraduate Diploma of Education Monash University - Melbourne Australia.

Methodological support

María Teresa Sepúlveda Leiva MA in Professional Development for Language Education Leeds Metropolitan University, UK.

Original illustrations © Design ©

Ediciones Cal y Canto Ltda. Ediciones Cal y Canto Ltda.

General Manager

Jorge Muñoz Rau

Editor

Ariel Acosta Arancibia

Assistants Editors

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Designed by Layout by Proofreading Illustrations General Production Production Assistant Recording Producer Recording Engineer Photos

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Ignacio Arriagada Maia Banco de Fotos Ediciones Cal y Canto © 2013 Ediciones Cal y Canto®

© 2013 Ediciones Cal y Canto®

The English Village 6º básico N˚ de Inscripción: 223.591

ISBN: 978 956 339 058 2

Original text ©

Methodological support

Ana Manonellas Balladares Teacher of English, Universidad de Santiago. Postgraduate Diploma of Education Monash University - Melbourne Australia.

María Teresa Sepúlveda Leiva MA in Professional Development for Language Education Leeds Metropolitan University, UK.

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

Impreso RR Donnelley Chile Se terminó de imprimir 200.000 ejemplares en el mes de enero de 2014.

TEXTO DEL ESTUDIANTE

Ana Manonellas Balladares Teacher of English Universidad de Santiago. Postgraduate Diploma of Education Monash University - Melbourne Australia.

Universidad de Santiago. Postgraduate Diploma of Education Monash University - Melbourne Australia. INGLÉS básico

INGLÉS

básico

DISCOVER YOUR BOOK
DISCOVER YOUR BOOK
cafeteria gym cabins recreational facilities fruit and vegetable garden swimming pool E football field M
cafeteria
gym
cabins
recreational facilities
fruit and vegetable garden
swimming pool
E
football field
M
T
picnic area
animal farm
O
THE THE
ENGLISH ENGLISH VILLAGE VILLAGE
O
nine
8
eight
9
C
L
E
W

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 to learn English: the English tutors Susan and Tony, and the Chilean students Carolina, Gonzalo, Macarena, and Pablo.

PEOPLE AROUND US grandfather LEARNING OBJECTIvES Oral Expression Written expression You will: You will: Reading
PEOPLE AROUND US
grandfather
LEARNING OBJECTIvES
Oral Expression
Written expression
You will:
You will:
Reading
You will use different strategies to read
talk about likes and preferences.
complete a paragraph and sentences
and understand
describe personal characteristics.
expressing feelings.
express feelings.
write sentences expressing likes and
a
magazine article.
reproduce chants and tongue twisters.
preferences.
an
e-mail.
Listening
write about your possessions.
write questions withWho.
You will use different strategies to listen
and understand
a
telephone conversation.
a
soap opera.
eleven
10
ten
11
LET’S GET READY!
In your
opinion,
what’s
importance
of
family
and
friends?
We
all
individual
in differences. the
at have Why you for
Should
we
respect
that?
Why?/
not?
Would
like
to
live
an
English
Village
some
time?
Why?/Why
not?
Look
the
pictures.
Can
you
name
the
family
members?
Write
the
4. 3. 2. 1. names
in the
boxes.
Unit 1

At the beginning of each unit, a big picture will show you the characters, the places, and the situations you will find in it. You can read the objectives of the unit, and also answer some questions about the topic and the learning objectives of the unit.

FINALFINAL TESTTEST Listening Writing Speaking 18 Listen and choose the correct answer. 5 Write a
FINALFINAL TESTTEST
Listening
Writing
Speaking
18 Listen and choose the correct answer.
5 Write a paragraph about two members
Talk about your family with your partner.
1 Places
Activities
Feelings
Food
(4 marks)
of your family. Include name, age,
Take turns to ask and answer 2 different
physical characteristics, occupation,
questions about your family.
a. Where is Nancy from?
possessions and likes.
(4 marks)
holiday
i. Asia.
ii. Australia.
iii. America.
Work out your score and read about your result
b. How many brothers and sisters does
0
to 15
HELP!
You have not understood
she have?
3 Read the sentences and write true (T) or
correct
an important part of the
i. One brother and two sisters.
false (F). Correct the false sentences.
answers
ii. Three brothers and two sisters.
contents. Study, get some
help from a partner or
(6 marks; 2 each false sentence,
iii.Two brothers and one sister.
your teacher, revise the
1 each true sentence)
unit, and then do the
a. Gina is in Iquique.
c. What is her father’s occupation?
exercises again.
.
i. He’s a taxi driver.
16
to 23
FAIR
You have been able to
ii. He’s a teacher.
b. Tom’s playing with a friend.
correct
understand an important
answers
part of the contents;
iii.He’s a school bus driver.
.
however, there are still
c. Gina’s listening to the radio.
d.
What’s her mother’s occupation?
vocabulary
some you need to
.
consolidate. Correct the
i. She’s a dancer.
6 Match each adjective with its opposite.
wrong answers. You can
d Alicia and Gabriel are
ii. She’s a shop assistant.
(3.5 marks; 0.5 each)
ask for help if you want.
iii.She’s a housewife.
swimming in the sea.
Revise the contents. You
1. young
thin
.
can do much better!
Reading
2. short (hair)
old
24
to 28
EXCELLENT
You have learnt all or
Language
correct
almost all the contents in
2 19 Read the postcard, and then organise
3. short (person)
hot
answers
the unit. Very good! Keep
the information in the chart.
4 Put the words in order to make a correct
4. fat
black
up the good work!
(7.5 marks, 0.5 each)
question.
(3 marks, 1 each)
Dear Ed,
I’m sitting on the beach, eating an
5. cold
new
a.
that – ? – tall – Who – boy – is
A:
6. blonde (hair)
tall
ice-cream. Alicia and Gabriel are
swimming in the sea and Tom’s in the
B: He’s my brother.
7. old (thing)
long
park. He’s playing with a friend.
Pedro’s listening to the radio and
b.
Joe’s – How – is – father – old?
Total score: 28 marks
reading. We’re having a fantastic
holiday. Dichato’s a little fishing village and it’s
A:
B: He’s 44.
very quiet. Everybody here’s very happy. We are
very happy, too! This is our second holiday this
year and we’re doing just what we want to do:
c.
the – Who – those – are – in – people – ?
– living room
sleeping, eating, and playing games. The food is
lovely, too. Hope you can come here soon.
Love, Gina
A:
B: They are my friends from Argentina.
thirty-seven
36
thirty-six
37
Unit 1

At the end of every unit, there is a formal test that includes the contents of the whole unit, assessing reading and listening comprehension, as well as oral and writing production. The teacher will correct the test, but it also includes a rubric that will allow you to know, in detail, what you have done well and what you need to improve.

4

four

What do you know? PEOPLE AT ThE vILLAGE I MISS YOU 1 Complete this dialogue.
What do you know?
PEOPLE AT ThE vILLAGE
I MISS YOU
1
Complete this dialogue.
1 Make sentences with like, using
!
the picture.
,
Peter.
How are you?
,
a.
I like
thanks. And you?
b.
c.
2 Write a sentence about something
2 Correct the mistake in each sentence.
you like.
Example : I like fruit.
a. I is at school.
3 What numbers are these?
b. We am happy.
Three =
Eight =
c. It are a toy.
Sixteen =
Twenty =
Twelve =
d.He aren’t happy.
Five =
e. They isn’t cats.
12
twelve
Lesson 1
Unit 1
Lesson 2
They isn’t cats. 12 twelve Lesson 1 Unit 1 Lesson 2 Short activities to activate previous

Short activities to activate previous

knowledge and to deal with the starting point for the activities that will follow.

Listening lesson with activities to

help you to understand a spoken text and learn English.

I MISS YOU office Mum Before listening Dad 1 What member of your family would
I MISS YOU
office
Mum
Before listening
Dad
1 What member of your family
would you like to phone? Answer
this question and tick (3) your
choices.
My dad
My mum
My grandparents
(grandpa and granny)
My sister
My brother
IN ThIS LESSON YOU WILL:
Grandson
listen and show comprehension
of a telephone conversation.
read and show comprehension of
sentences showing appreciation.
reproduce a telephone
conversation orally.
complete sentences with language
structures, supported by pictures.
2 Look at the picture. Match the
people (a – d) with their likes (i – iv).
a. Dad
i. books
Grandma
b. Grandma and
ii. his work
her grandson
c. Grandpa
iii. homework
d.The girl
iv. the library
3 Susan is phoning home, in
England. Predict who is going to
answer the phone.
a. Her brother.
b. Her father.
Grandpa
c. Her mother.
d.Her sister.
18
eighteen
Lesson 2
PEOPLE AT ThE vILLAGE Before reading 1 Answer these questions in your group. swimming pool
PEOPLE AT
ThE vILLAGE
Before reading
1 Answer these questions in
your group.
swimming pool
a. Do you participate in any
activities in English?
b. Do you speak English
outside the classroom?
c. Can you introduce yourself
in English?
2 Look at the illustration and
find the following:
singing
Activities
Carolina
Students
The English Village
Tutors
vegetables
3 Have a quick look at the text
on Page 15, and underline the
cognates. Can you guess what
the text is about? Compare
ideas with your partner.
a. It’s about an
English magazine.
b. It’s about the English Village.
sheep
c. It’s about a place to
practise sports.
IN ThIS LESSON YOU WILL:
extract specific information from an informative text.
listen to an interview exchanging personal
information.
repeat numbers and reproduce an interview.
complete a written text with personal information.
14
fourteen
Lesson 1

Reading lessons with activities to help you to understand a written text and learn English.

ChECk ChECk SynthesisSynthesis GlossaryGlossary YOUR PROGRESS YOUR PROGRESS Read this learning synthesis. Write the
ChECk ChECk SynthesisSynthesis GlossaryGlossary YOUR PROGRESS YOUR PROGRESS Read this learning synthesis. Write the
ChECk
ChECk
SynthesisSynthesis
GlossaryGlossary
YOUR PROGRESS
YOUR PROGRESS
Read this learning synthesis. Write the exercise
number and the page of the activities you did
in Lessons 3 and 4:
Lessons 3 & 4
YES NO
English
Spanish
Language
a. There are six people in my family.
b. My mother is very short.
PASTE
1 Match the opposites.
(5 marks)
hair
pelo
Listening skills Exercise Page
PICTURE
c.
My sister isn’t very happy.
similar
blonde
here
Make and check predictions.
d.My sister’s hair is red.
old
thin
Find specific information.
fat
young
Listening
Identify speakers.
black
tall
PASTE
fun
Relate oral and written texts.
4
17 Listen to the conversation about the
divertido / a
short
different
PICTURE
soap opera again, and write the missing
HERE
Reading skills
expressions.
(4 marks)
Writing
Make and check predictions.
2 Describe these people.
(2 marks)
Tom:
Find specific information in a text.
PASTE
Identify correct information.
Judy: A new soap opera.
It’s about three friends.
nice
PICTURE
simpático / a
here
Writing skills
Tom:
Complete paragraphs.
Tom: I have two tickets for the latest
Complete sentences.
PASTE
She has
and
comedy with Corbin Bleu and
Ashley Tisdale.
same
PICTURE
mismo / a
Write a paragraph.
here
Judy:
Oral production
He has
and
Listen and repeat a conversation.
Tom: Do you want to go, Judy?
Listen and repeat expressions.
Judy:
Sing a song.
Reading
verbsverbs
Language and vocabulary
Speaking
3 16 Read the text and answer Yes or No.
Ask questions with Who.
(2 marks)
5
Sing the song The More We Get Together to
Infinitive
Past
Spanish
Express possession.
Describe people.
There are six people in my family. My father’s
a shop assistant. He’s 38 years old. My
mother’s 37 and she’s very tall. I have two
brothers and one sister. My brothers are
Simon and Charles. My little sister’s name’s
Roxanne. She’s very sweet. She likes playing
with her dolls all day! Her hair’s black and her
eyes are green. She’s very happy!
your classmates.
have
had
tener
help!
Not too bad
Great
Values
enjoy
enjoyed
disfrutar
Characteristics of good friends.
Check with your teacher
and find your score:
0
-
2:
Oh! Oh! Oh!
TOTAL:
3
-
6:
Fair
7
-
9:
Good
10
- 13:
Excellent
thirty-three
32
thirty-two
33
Go to page 133
Unit 1

Synthesis: at the end of two lessons, this section will help you to 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. Glossary: your personal word list made with picture cut-outs that you have to find and stick next to the corresponding word. Verbs: important verbs from the lessons are listed here.

. . 3 Unscramble the words to find what the 4 Possessions. Circle the tick
.
.
3
Unscramble the words to find what the
4
Possessions. Circle the tick or the cross and
pictures show.
write sentences about what you have / don’t
have (pets, TV, sister, grandparents, football,
d
brother).
1 Find these words in the Word Search puzzle.
B
B
A Y
R B R H T O E
big
blonde
fat
fun
nice
old
short
tall
thin
young
D G
T
E
M
F
O
G
e
R
L
C
R
A
F
C
N
a.
O
I
O
T
O
V
X
U
N
T
A
L
L
H
B
O
FUN,FUN, FUN,FUN, FUNFUN
X
D
V
U
T
G
S
Y
R T T O U
N
U
F
N
S
H
B
H
E
D
N
O
L
B
I
P
UE
12
b.
M
I
G
J
D
Q
G
N
2 Follow the clues and complete all the
a.
steps of the ladder from start to finish.
FINISH
W
O
T
S F D R N I E
UE
b.
c.
e.
She
d.
They
from
d.
I
V
E F
S T T I E C K
c.
UE
He
.
b.
They
c
from
e.
a. I
from
UE
K
B C L A
R H I A
13 START
UE
f.
thirty-five
34
thirty-four
35
CL
CL
CL
CL
CL
Unit 1 1Unit

Games to help you to practise and share with your friends.

CutCut -- outsouts ✁ ✁ ✁ Unit 1, page 23 Unit 1, page 33 Unit
CutCut -- outsouts
Unit 1,
page
23
Unit 1,
page 33
Unit 2,
page
51
Unit 2,
page 61
=
one hundred and thirty-three
133
Unit 2, page 61 = ✁ one hundred and thirty-three 133 Small pictures representing important words

Small pictures representing important words that you have to find and stick next to the

corresponding word in the glossary.

ICONS AND SECTIONS
ICONS AND SECTIONS
the corresponding word in the glossary. ICONS AND SECTIONS Listening lesson Reading lesson 1 Activities for

Listening lesson

word in the glossary. ICONS AND SECTIONS Listening lesson Reading lesson 1 Activities for fast learners

Reading lesson

1
1

Activities for fast learners or keener students.

All the material for the listening tasks.

LANGUAGE FORM Analysis and discovery of a key grammatical item.
LANGUAGE FORM
Analysis and discovery of a key grammatical item.

P

R

O

J

E

C

T

 

Collaborative work to help you to put into practice the language you have learnt.

 
SSelfelf EvaluationEvaluation
SSelfelf EvaluationEvaluation

Statements to help you to reflect on your strengths and weaknesses and measure your learning. There are three different levels:

Your performance was very good.

No:

You need to review the contents.

Yes:

Mm: Your performance was OK, but it can be better.

five

5

PLAN OF THE BOOK
PLAN OF THE BOOK
PLAN OF THE BOOK Unit 1 People around us 10 What do you know? 12 Lesson
Unit 1 People around us 10 What do you know? 12 Lesson 1. People at
Unit 1 People around us
10
What do you know?
12
Lesson 1. People at the village
14
Lesson 2. I miss you
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Synthesis Lessons 1 and 2
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Check your progress Lesson 1 and 2
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Glossary Lesson 1 and 2
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Lesson 3. My temporary
24
Lesson 4. Best friends
28
Synthesis Lessons 3 and 4
32
Check your progress Lesson 3 and 4
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Glossary Lesson 3 and 4
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Fun, fun,
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Final Test
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Unit 1

6

six

Unit 2 Extra curricular activities 38 What do you know? 40 Lesson 1. Join the
Unit 2 Extra curricular
activities
38
What do you know?
40
Lesson 1. Join the activities
42
Lesson 2. Which
46
Synthesis Lessons 1
and 2
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Check your progress Lesson 1
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Glossary Lesson
1 and 2
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Lesson 3. Come to our party
52
Lesson 4. At the
56
Synthesis Lessons 3 and 4
60
Check your progress Lesson 3 and 4
60
Glossary Lesson 3 and 4
61
Fun,
fun, fun.
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Final Test
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2Unit
Unit 3 Holidays and Special Events 66 What do you know? 68 Lesson 1. Celebrating
Unit 3 Holidays and Special Events
66
What do you know?
68
Lesson
1. Celebrating National
70
Lesson 2. The Interactive Museum
74
Synthesis Lessons 1
and 2
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Check your progress Lesson
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and 2
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Glossary Lesson
1 and 2
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Lesson 3. Special Holidays
80
Lesson 4. Plans
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Synthesis Lessons 3 and 4
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Check your progress Lesson 3 and 4
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Glossary Lesson 3 and 4
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Fun, fun,
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Final Test
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Unit 3
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Unit 4 Past 94 What do you know? 96 Lesson 1. Last Weekend Activities 98
Unit 4 Past
94
What do you know?
96
Lesson
1. Last Weekend Activities
98
Lesson 2. An Unforgettable
102
Synthesis Lessons 1 and 2
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Check your progress Lesson 1
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Glossary Lesson
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and 2
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Lesson 3. Legends
108
Lesson 4. Going to the City
112
Synthesis Lessons 3 and 4
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Check your progress Lesson 3 and 4
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Glossary Lesson 3 and 4
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Fun, fun, fun.
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Final Test
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Answers
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Thematic
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Glossary
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.
.
.
.
.
.
133
4Unit

seven

7

8

eight

swimming pool

picnic area

gym
gym

football field

cafeteria

recreational facilities

cafeteria recreational facilities O T E M O C L E W THE THE ENGLISH ENGLISH
O T E M O C L E W
O
T
E
M
O
C
L
E
W

THE THE

ENGLISH ENGLISH VILLAGE VILLAGE

cabins

fruit and vegetable garden

animal farm

nine

9

Unit 1

PEOPLE AROUND US
PEOPLE AROUND US
Unit 1 PEOPLE AROUND US LEARNING OBJECTIVES Reading Oral Expression Written expression You will: You will:
LEARNING OBJECTIVES Reading Oral Expression Written expression You will: You will: You will use di
LEARNING OBJECTIVES
Reading
Oral Expression
Written expression
You will:
You will:
You will use di erent strategies to read
and understand
a magazine article.
talk about likes and preferences.
describe personal characteristics.
express feelings.
reproduce chants and tongue twisters.
an e-mail.
Listening
complete a paragraph and sentences
expressing feelings.
write sentences expressing likes and
preferences.
write about your possessions.
write questions withWho.
You will use di erent strategies to listen
and understand
a telephone conversation.
a soap opera.

10

ten

LET’S GET READY!

in differences. the

whats

friends?

opinion,

and

family

In your

of

1.

importance

individual

that?

at have Why you for

all

respect

2. We

we

English

Should

not?

an

Why?/

like to live

some time?

Would

3.

name

Village

not?

Can you

Why?/Why

pictures.

the

in the members? boxes. Write

the

Look

4.

the family

names

pictures. the i n t h e members? b o x e s . Write the
pictures. the i n t h e members? b o x e s . Write the

grandfather

pictures. the i n t h e members? b o x e s . Write the
pictures. the i n t h e members? b o x e s . Write the
pictures. the i n t h e members? b o x e s . Write the

eleven

11

Unit 1

What do you know?

PEOPLE AT THE VILLAGE 1 Complete this dialogue. ! , Peter. How are you? ,
PEOPLE AT THE VILLAGE
1
Complete this dialogue.
!
,
Peter.
How are you?
,
thanks. And you?
2 Write a sentence about something
you like.
Example: I like fruit.
3 What numbers are these?
Three =
Eight =
Sixteen =
Twenty =
Twelve =
Five =
Lesson 1

12

twelve

Sixteen = Twenty = Twelve = Five = Lesson 1 1 2 twelve I MISS YOU
I MISS YOU 1 Make sentences with like, using the picture. a. I like b.
I MISS YOU
1 Make sentences with like, using
the picture.
a.
I like
b.
c.
2 Correct the mistake in each sentence.
a. I is at school.
b. We am happy.
c. It are a toy.
d.He aren’t happy.
e.
They isn’t cats.
Lesson 2
MY TEMPORARY FAMILY 1 Can you complete these sentences? a. I’m family is big. b.
MY TEMPORARY FAMILY
1 Can you complete these sentences?
a. I’m
family is big.
b. Susana’s at home
sister is at school.
c. Alan lives in a flat with
father.
2 Look at the objects in the pictures and
write a description.
Example: The pencil is red.
a.
b.
c.
d.
e.
Lesson 3
Example: The pencil is red. a. b. c. d. e. Lesson 3 BEST FRIENDS 1 Complete
BEST FRIENDS 1 Complete the questions below with What, When, or Where. a. are you
BEST FRIENDS
1 Complete the questions below with
What, When, or Where.
a.
are you doing?
b.
is your birthday?
c.
were you born?
In Concepcion?
d
was she born? In 1993?
e.
is your name? Justin?
f.
are you from?
Puerto Aysen?
2 Circle the picture that does not
correspond in the series.
a.
b.
Lesson 4
Unit 1

thirteen

13

PEOPLE AT THE VILLAGE
PEOPLE AT
THE VILLAGE

swimming pool

vegetables

sheep

singing

IN THIS LESSON YOU WILL:

extract specific information from an informative text.pool vegetables sheep singing IN THIS LESSON YOU WILL: listen to an interview exchanging personal information.

listen to an interview exchanging personal information.extract specific information from an informative text. repeat numbers and reproduce an interview. complete a

repeat numbers and reproduce an interview.listen to an interview exchanging personal information. complete a written text with personal information. 1 4

complete a written text with personal information.information. repeat numbers and reproduce an interview. 1 4 fourteen Lesson 1 Before reading 1 Answer

14

fourteen

Lesson 1
Lesson 1

Before reading

1
1

Answer these questions in your group.

a. Do you participate in any activities in English?

b. Do you speak English outside the classroom?

c. Can you introduce yourself in English?

2
2

Look at the illustration and find the following:

Activities Carolina Students The English Village Tutors

3
3

Have a quick look at the text on Page 15, and underline the cognates. Can you guess what the text is about? Compare ideas with your partner.

a. It’s about an English magazine.

b. It’s about the English Village.

c. It’s about a place to practise sports.

a. It’s about an English magazine. b. It’s about the English Village. c. It’s about a

Unit 1

Reading 2 THE ENGLISH VILLAGE MAGAZINE The English Village is a farm located in Santiago,
Reading
2
THE ENGLISH VILLAGE MAGAZINE
The English Village is a farm located in Santiago, Chile.
It’s a special place to practise English.
Here, all the activities are in English, and the students are from Chile; the tutors are English,
American, and Australian. There are forty-five
students at the moment.
Our reporter asked: “Please, introduce yourself”. Some
of the students said:

“Hello. I’m Gonzalo. I’m Chilean. I’m 12. Im very happy today.”

“Hello. Im Carolina. Im in

“Hello. I’m Macarena. I’m

“Hi! Im Pablo. Im 11. I’m angry today. My favourite tutor is not here.”

grade. I’m 11 years old. Im very happy, too.”

th

6

th

12 years old. Im also in 6

grade. I’m not happy today. I’m very sad.

Then, our reporter asked: "Please, tell us about the English Village."

very noisy at weekends, but its

Some participants said: "I love the English Village.""It’s generally quiet.""The tutors are fun and friendly."

e r a l l y q u i e t . " " T h
e r a l l y q u i e t . " " T h
e r a l l y q u i e t . " " T h
4
4

Read the text and check your prediction in Exercise 3.

 
5
5

Read the text again and choose the best alternative to complete each sentence.

a. The events are:

i.

in English.

ii. in English and Spanish.

iii. in Spanish.

b. The tutors are from:

i.

the United States.

ii. English-speaking countries.

iii. Chile.

c. The English Village is:

i.

noisy everyday.

ii. a lovely place.

iii. generally a quiet place.

6
6

Fill in the chart with the students’ information.

Name

Age

Nationality

Feelings

Gonzalo

     
 

11

   
   

Chilean

 
     

Angry

7
7

Read the text again and choose the best title for the article.

 

a.

Learn about the English Village

b.

ENGLISH AT THE ENGLISH VILLAGE

c.

The participants at the English Village

fifteen

15

After reading LANGUAGE FORM Very + Adjectives 1. Notice these sentences from the text. a.
After reading
LANGUAGE FORM
Very + Adjectives
1. Notice these sentences from the text.
a. I’m very happy today.
b. I’m very sad.
2. Revise these forms: I’m / He’s / She’s / It’s / You’re / We’re / They’re + name, age, nationality +
characteristics + feelings.
Example: This is Alice. She’s ten years old. She’s Chilean. She’s very tall. She’s very quiet.
3. Find two more examples in the text.
8 Unscramble the adjectives. ISYON PYPAH TIQUE ADS NYGRA 9 Ask two friends about their
8
Unscramble the adjectives.
ISYON
PYPAH
TIQUE
ADS
NYGRA
9
Ask two friends about their feelings and complete the chart.
a. Write full sentences in your notebook.
Example: Peter is very angry today.
Name
Feelings (angry, happy, etc.)
Friend 1
Friend 2
b. Answer.
How are you today?
10
Match the people, their nationality and their country.
Example: Harry Potter is British. He’s from Britain.
British
Chilean
American
Spanish
Spanish
Chile
Spain
The United States
Britain
11
3
Listen and repeat these numbers.
1. 7.
one
seven
13. thirteen
19. nineteen
50.
fifty
2. two
8.
eight
14. fourteen
20. twenty
21. twenty - one
22. twenty - two
30. thirty
60. sixty
3. three
9.
nine
15. fifteen
70. seventy
4. four
10. ten
16. sixteen
80. eighty
5. five
11. eleven
17. seventeen
90.
ninety
6. six
12. twelve
18.
eighteen
40.
forty
100. one hundred

16

sixteen

Unit 1

Listen and read this interview. Replace the underlined parts with your own informationUnit 1 and then, role play the conversation with your partner. Reporter: Hello. Tony: Hi. Reporter:

and then, role play the conversation with your partner.

Reporter:

Hello.

Tony:

Hi.

Reporter:

What’s your name?

Tony:

I’m Tony Wilson.

Reporter:

How old are you, Tony?

Tutor:

I’m eighteen.

Reporter:

What nationality are you?

Tutor:

I’m American.

Reporter:

Are you happy?

Tutor:

Yes, I am!

Reporter:

Who’s that?

Tutor:

That’s Pablo. He’s very angry today.

Reporter:

Oh!

Well, thank you very much.

Tutor:

You’re welcome.

COMPLETE THE PARAGRAPH Write about Macarena and Gonzalo. Write about Macarena and Gonzalo.

COMPLETE THE PARAGRAPH Write about Macarena and Gonzalo. . This is is and Gonzalo . eleven,
COMPLETE THE PARAGRAPH Write about Macarena and Gonzalo. . This is is and Gonzalo . eleven,
.
.

This is

is

and Gonzalo

.
.

eleven, too. They are

Gonzalo. . This is is and Gonzalo . eleven, too. They are and Macarena students at

and Macarena

students at the English

. eleven, too. They are and Macarena students at the English . Macarena is , but
.
.

Macarena is

, but Gonzalo is

.

SSelfelf EvaluationEvaluation
SSelfelf EvaluationEvaluation

,

SSelfelf EvaluationEvaluation , Complete this dialogue. A: Hi! B: A: I’m Sandra Evans. ! YES MM

Complete this dialogue. A: Hi! B:

A: I’m Sandra Evans.

!

SSelfelf EvaluationEvaluation , Complete this dialogue. A: Hi! B: A: I’m Sandra Evans. ! YES MM

YES

SSelfelf EvaluationEvaluation , Complete this dialogue. A: Hi! B: A: I’m Sandra Evans. ! YES MM

MM

?

? NO

NO

Write three words to express feelings:

Tick according to your performance.

P

R

O

J

E

C

T

Create your school magazine Work in groups of three students.

 

1. Write a name for your school English magazine.

2. Interview two people in your school. Include questions about their feelings.

3. Put the information of your interviews on

a

piece of cardboard.

 

4. Add pictures.

5. Display it on a notice board.

 

6. it useful to be able to give personal information? Why?

Is

seventeen

17

I MISS YOU
I MISS YOU

office

Dad

Mum

IN THIS LESSON YOU WILL:

listen and show comprehension of a telephone conversation.I MISS YOU office Dad M u m IN THIS LESSON YOU WILL: read and show

read and show comprehension of sentences showing appreciation.listen and show comprehension of a telephone conversation. reproduce a telephone conversation orally. complete

reproduce a telephone conversation orally.and show comprehension of sentences showing appreciation. complete sentences with language structures, supported by

complete sentences with language structures, supported by pictures.appreciation. reproduce a telephone conversation orally. 1 8 eighteen Grandma Grandson Grandpa Lesson 2 Before

18

eighteen

Grandma

Grandson

Grandpa

Lesson 2
Lesson 2

Before listening

1
1

What member of your family would you like to phone? Answer this question and tick () your choices.

My dad

My mum

My grandparents (grandpa and granny)

My sister

My brother

2
2

Look at the picture. Match the people (a – d) with their likes (i – iv).

a. Dad

i. books

b. Grandma and

ii. his work

her grandson

c. Grandpa

iii. homework

d.The girl

iv.

the library

3
3

Susan is phoning home, in England. Predict who is going to answer the phone.

a. Her brother.

b. Her father.

c. Her mother.

d.Her sister.

in England. Predict who is going to answer the phone. a. Her brother. b. Her father.

Listening

4 5
4
5

Listen to the telephone conversation and check your prediction in Exercise 3.

5 5
5
5

Listen and choose the best alternative.

a. Susan’s father is:

i. at home.

ii. at the library.

iii. at work.

b. Susan’s grandpa and granny are:

i. at home.

ii. at the library.

iii. with friends.

c. Susan’s brother is:

i. at home.

ii. at school.

iii. at work.

6 5
6
5

Listen again and number the sentences in the order you hear them.

a. Hello, Paul. It’s me.

b. I’m very well, thanks.

Hi, sister! How are you?

Hello, Paul Hardy speaking.

After listening

How are you? Hello, Paul Hardy speaking. After listening LANGUAGE FORM Like, love, and very 1.
LANGUAGE FORM Like, love, and very 1. Read these sentences. I like the village very
LANGUAGE FORM
Like, love, and very
1. Read these sentences.
I like the village very much. / They love people.
Dad likes his work very much. / Susan loves Chile.
2. Complete.
a. When we talk about he, she or it, we add
to the action.
b. When we use the verb like, we can add
to intensify the feeling.
7
Look at the pictures and complete the sentences using words from the box.
• very much
• like
• love
• loves
• likes
• very much
• loves
a. Dad
computers
b. Mum
Dad.
c. They
libraries
d.Susan
Chile.
Unit 1

nineteen

19

8
8

Classify these phrases in the chart below.

 
8 Classify these phrases in the chart below.  
 

Hi, sister

Take care of yourself

Cousin

England and friends

The English Village

Fine

Family members

State of being

Likes

Greetings

Saying good-bye

sister

very well

 

hello

Bye for now

9
9

In groups, tick () the sentences and expressions that show appreciation for the family members.

Santiago is beautiful.expressions that show appreciation for the family members. I miss you a lot. How are mum

I miss you a lot.appreciation for the family members. Santiago is beautiful. How are mum and dad? Tell me about

How are mum and dad? Tell me about them.the family members. Santiago is beautiful. I miss you a lot. Give them all my love.

Give them all my love.I miss you a lot. How are mum and dad? Tell me about them. They like

They like books very much.are mum and dad? Tell me about them. Give them all my love. What about grandpa

What about grandpa and granny?them. Give them all my love. They like books very much. Take care of yourself. Bye

Take care of yourself.They like books very much. What about grandpa and granny? Bye for now. 10 6 Listen

Bye for now.much. What about grandpa and granny? Take care of yourself. 10 6 Listen and repeat the

10 6
10
6

Listen and repeat the sentences and expressions that show appreciation for the

family members in Exercise 9.

11
11

Complete the sentences with like, love, and much.

9 . 11 Complete the sentences with like, love, and much . a. My dad his
9 . 11 Complete the sentences with like, love, and much . a. My dad his

a. My dad

his TV, he

b. I

ice-cream very

and

hot dogs very

,

and he

I

my bicycle and my videogames.

books.

20

twenty

Unit 1

12 7
12
7

Listen and repeat this telephone conversation. Then, change the underlined parts with

your own information and role play it.

A: Hello. Sonia speaking.

B:

A: Hi, Simon! How are you?

B:

A: Oh, I’m very, very happy.

I’m very well, thanks. And you?

Hello, Sonia. It’s me, Simon.

well, thanks. And you? Hello, Sonia. It’s me, Simon. 13 Try to say this tongue twister.
13
13

Try to say this tongue twister.

Grandma gathers great green grapes; Grandpa, grateful, gives her grapefruit.

14
14

Now you know how to express what you like! Draw yourself and a member of your family, and write two things you like and love. Circle He or She depending on the person.

This is me.

This is my

I like

He / She

SSelfelf SSelfelf EvaluationEvaluation EvaluationEvaluation
SSelfelf SSelfelf EvaluationEvaluation EvaluationEvaluation
Does Susan like Santiago?

Does Susan like Santiago?

Does Susan like Santiago?
Does Susan like Santiago?
Does Susan like Santiago?
SSelfelf SSelfelf EvaluationEvaluation EvaluationEvaluation Does Susan like Santiago? YES MM

YES

SSelfelf SSelfelf EvaluationEvaluation EvaluationEvaluation Does Susan like Santiago? YES MM

MM

Y E S NO M M N O .

YES

Y E S NO M M N O .

NO

MM

NO

.

How are Susan’s mum and dad?

Ask your partner the things he / she likes. Complete the sentence. He / she

Tick according to your performance.

P

R

O

J

 

E

C

T

Di erent people, di erent likes

 

1. Work in groups of three students.

 

2. Each student makes a list of likes for one of these groups:

a. Children (1 to 12 years old).

 

b. Parents.

 

c. Grandparents.

3. Organise the information in a spidergram.

4. Display it on the notice board in your classroom.

 
children
children
parents
parents
grandparents
grandparents
 

twenty-one

21

SynthesisSynthesis
SynthesisSynthesis

Read this learning synthesis. Write the exercise number and the page of the activities you did in Lessons 1 and 2:

Listening

skills

Exercise Page

Make and check predictions.Listening skills E x e r c i s e P a g e Find specific

Make and check predictions.
Make and check predictions.

Find specific information about a telephone conversation.e r c i s e P a g e Make and check predictions. Find cognates.

Find specific information about a telephone conversation.
Find specific information about a telephone conversation.

Find cognates.Find specific information about a telephone conversation. Reading skills   Answer questions about your use of

Find cognates.
Find cognates.

Reading skills

 

Answer questions about your use of English outside the classroom.conversation. Find cognates. Reading skills   Recognise cognates. Make and check predictions. Find

Answer questions about your use of English outside the classroom.
Answer questions about your use of English outside the classroom.

Recognise cognates.questions about your use of English outside the classroom. Make and check predictions. Find specific information

Recognise cognates.
Recognise cognates.

Make and check predictions.use of English outside the classroom. Recognise cognates. Find specific information in a text. Writing skills

Make and check predictions.
Make and check predictions.

Find specific information in a text.classroom. Recognise cognates. Make and check predictions. Writing skills   Use specific vocabulary. Complete

Find specific information in a text.
Find specific information in a text.

Writing skills

 

Use specific vocabulary.specific information in a text. Writing skills   Complete dialogues and sentences. Oral production  

Use specific vocabulary.
Use specific vocabulary.

Complete dialogues and sentences.a text. Writing skills   Use specific vocabulary. Oral production   Role play a dialogue giving

Complete dialogues and sentences.
Complete dialogues and sentences.

Oral production

 

Role play a dialogue giving personal information.Complete dialogues and sentences. Oral production   Practise a telephone conversation. Listen and repeat

Role play a dialogue giving personal information.
Role play a dialogue giving personal information.

Practise a telephone conversation.  Role play a dialogue giving personal information. Listen and repeat sentences. Language and vocabulary

Practise a telephone conversation.
Practise a telephone conversation.

Listen and repeat sentences.personal information. Practise a telephone conversation. Language and vocabulary   Match words and pictures.

Listen and repeat sentences.
Listen and repeat sentences.

Language and vocabulary

 

Match words and pictures.and repeat sentences. Language and vocabulary   Express likes. Complete sentences using he, she, it +

Match words and pictures.
Match words and pictures.

Express likes.Language and vocabulary   Match words and pictures. Complete sentences using he, she, it + an

Express likes.
Express likes.

Complete sentences using he, she, it + an action. he, she, it + an action.

Complete sentences using he, she, it + an action.
Complete sentences using he, she, it + an action.

Values

Appreciation for family members.

Appreciation for family members.

Appreciation for family members.
Appreciation for family members.

22

twenty-two

CHECK CHECK

YOUR YOUR PROGRESS PROGRESS

Lessons 1 & 2 Listening
Lessons 1 & 2
Listening

Listen and choose the best alternative.YOUR YOUR PROGRESS PROGRESS Lessons 1 & 2 Listening (3 marks) a. The text you listened

(3 marks)

a. The text you listened to is:

i. an interview.

ii. a play.

iii.a telephone conversation.

b. Carolina misses:

i. her friends.

ii. her family.

iii.her pet.

c. Susan tells Carolina to send her family:

i. flowers. ii. a letter. ii. her love. Reading 9
i.
flowers.
ii.
a letter.
ii.
her love.
Reading
9
i. flowers. ii. a letter. ii. her love. Reading 9 2 Read this postcard, and then
2
2

Read this postcard, and then answer the

questions.

(3 marks, 1 each)

Dear Mum and Dad, How are you? Are you happy in Santiago? The English Village is beautiful. I’m very happy here. I have two new friends from Temuco and one from Arica. The tutors are from Australia, England, and the USA. See you in a week! Lots of love,

Pedro

a. Is Pedro happy?

b. Where is he?

c. Are the tutors from Temuco?

Unit 1

Unit 1 Writing Give information about your school and a classmate. Complete the paragraph. The name)
Writing
Writing

Give information about your school and a classmate. Complete the paragraph.Unit 1 Writing The name) is a school located in (7 marks) (your school’s , The

The

name) is a school located in

(7 marks)

(your school’s

,

The teachers and the students

are

(nationality).

(a student’s name) is

(age). He / she is in

th grade. Speaking
th grade.
Speaking
4
4

Number these sentences in a logical order. Substitute the underlined information and practise the telephone conversation with

your partner.

I’ll ring her later. Bye for now, Paul.

(5 marks)

Hello, Paul, I’m Sally. Is Mum there?

Bye and take care of yourself.

No, she’s at the supermarket.

Hello, Paul Hardy speaking.

Help!

Fair

Very good!

Check with your teacher and find your score:

0

-0

5:

Help!

5- 10:

- 10:

Fair

11- 16:

- 16:

Good

17- 18:

- 18:

Excellent

TOTAL:

GlossaryGlossary
GlossaryGlossary
English Spanish PASTE library biblioteca PICTURE here PASTE forty cuarenta PICTURE HERE PASTE granny
English
Spanish
PASTE
library
biblioteca
PICTURE
here
PASTE
forty
cuarenta
PICTURE
HERE
PASTE
granny
abuelita
PICTURE
HERE
PASTE
beautiful
PICTURE
bonito / a
here
page Go 133 to
VerbsVerbs
VerbsVerbs

Infinitive

bonito / a here page Go 133 to VerbsVerbs Infinitive can like miss give Spanish poder

bonito / a here page Go 133 to VerbsVerbs Infinitive can like miss give Spanish poder

bonito / a here page Go 133 to VerbsVerbs Infinitive can like miss give Spanish poder

bonito / a here page Go 133 to VerbsVerbs Infinitive can like miss give Spanish poder

can

like

miss

give

Spanish

/ a here page Go 133 to VerbsVerbs Infinitive can like miss give Spanish poder gustar

/ a here page Go 133 to VerbsVerbs Infinitive can like miss give Spanish poder gustar

/ a here page Go 133 to VerbsVerbs Infinitive can like miss give Spanish poder gustar

/ a here page Go 133 to VerbsVerbs Infinitive can like miss give Spanish poder gustar

poder

gustar

echar de menos

dar

twenty-three

23

MY TEMPORARY FAMILY
MY TEMPORARY FAMILY

IN THIS LESSON YOU WILL:

read and show comprehension of an e-mail.MY TEMPORARY FAMILY IN THIS LESSON YOU WILL: listen and show comprehension of a conversation describing

listen and show comprehension of a conversation describing people physically.LESSON YOU WILL: read and show comprehension of an e-mail. role play a dialogue describing people.

role play a dialogue describing people.of a conversation describing people physically. write about possessions. 2 4 twenty-four Lesson 3 Before

write about possessions.people physically. role play a dialogue describing people. 2 4 twenty-four Lesson 3 Before reading 1

24

twenty-four

Lesson 3
Lesson 3

Before reading

1
1

In your group, talk about e-mails, letters, and cards you have written or received.

2
2

Look at the people in the picture and write the physical characteristics.

young

old

short

tall

short hair

thin

long hair

blonde hair

fat

black hair

3
3

Look at the text on Page 25 and identify the type of text.

a. A poster.

a. A poster.

b. A letter.

c. An e-mail.

4
4

You are going to read a message Gonzalo sent to his family. Tick () the questions that you think the text will answer.

How old are Gonzalo’s family members?( ✓ ) the questions that you think the text will answer. How old are Gonzalo’s

How old are Gonzalo’s friends at his cabin?think the text will answer. How old are Gonzalo’s family members? Who are the people in

Who are the people in Gonzalo’s temporary family?that you think the text will answer. How old are Gonzalo’s family members? How old are

Unit 1

Reading 10 Gonzalo Soto Contreras’s family My group Dear family, This e-mail is to tell
Reading
10
Gonzalo
Soto Contreras’s family
My group
Dear family,
This e-mail is to tell you about my temporary family in the English Village. We are five
people in our cabin. Our tutor’s name is Tony Wilson. He’s from the USA. He’s young; he’s
18 years old and he’s a student of Business Administration at New York State University.
He’s tall and thin and has blonde hair. I have a room with Eduardo. He’s 12 and he’s from
La Serena. Eduardo’s short and thin. Tomás is another student in our cabin. He’s eleven
and he’s from Concepción. Pablo’s from Coyhaique. He’s tall and a little fat. His hair’s short
and black (see photos). We are all good friends and we are enjoying our stay.
Love
Gonzalo
5
5

Read the text and check your predictions in Exercise 4. Underline the answers.

6
6

Read the e-mail and copy the sentence that contains the main idea.

7
7

Fill in the gaps with the corresponding information from the text.

a. Tony’s

and

b. Eduardo’s

and

c. Pablo’s hair’s

and

8
8

Write True (T) or False (F) next to each statement.

a.

There are five people in Gonzalo’s temporary family.

b.

Eduardo’s from Coyhaique.

c.

The tutor’s name’s Willy.

d

The students are Chilean and Canadian.

twenty-five

25

After reading

LANGUAGE FORM Possessive adjectives 1. Notice these sentences from the text. We are four people
LANGUAGE FORM
Possessive adjectives
1. Notice these sentences from the text.
We are four people in our cabin. / Our tutor’s name’s Tony Wilson.
2. Study these sentences.
My friends are from Chile. Your mother is tall. His sister is beautiful. Her brother is very happy.
Our family is in Santiago. Their names are Paula and Sergio.
3. Circle the correct option to complete the grammar rule.
We have to use a noun before / after the possessive adjective.
9
9

Order the words below to make sentences.

 

a. in

books

my

are

bedroom

my

.

b. the

have

our

we

bikes

garden

in

.

c. friends

are

his

house

Raul’s

in

 

.

10
10

Complete these sentences using: my, your, his, her, our, their.

10 Complete these sentences using: my, your, his, her, our, their .

a. We like apples, but

 

parents don’t like them.

b. The children are playing with

toy train.

c. I’m very happy now, but

 

sister is sad.

d.You live in Santiago and

friend lives in Santiago, too.

e. Peter and you are at

 

mum is at home.

f. Chris is

 

sister is eleven, too.

 

g.Alice is in Arica

 

family is in Rancagua.

11
11

Play Memory Chain. First only listen and then listen and repeat. Pay special attention to the intonation of the longer sentences.

Student 1: I have a friend. Student 2: I have a friend and a room. Student 3: I have a friend, a room, and a cabin.

26

twenty-six

Student 4: I have a friend, a room, a cabin, and a tutor.

Student 5:

a tutor, and a family.

I have a friend, a room, a cabin,

Unit 1

12 11
12
11

Listen to these words and repeat them.

Sue – zoo

buses – buzzes

peace – peas

pens – pence

Draw two people in your family to illustrate some physical characteristics.buses – buzzes • peace – peas • pens – pence 14 12 Listen to the

14 12
14
12

Listen to the conversation and repeat.

Substitute the underlined parts according to your drawing. Role play the conversation with your partner.

A: Who’s that boy?

B: Take a guess!

A: I don’t know.

B:

A: I know! That’s Eduardo!

Look. He’s twelve and he’s short and thin.

B:

No, he’s our new friend in the cabin.

A:

Ah! That’s Alex.

15
15
new friend in the cabin. A: Ah! That’s Alex. 15 WRITING A SHORT PARAGRAPH In your
new friend in the cabin. A: Ah! That’s Alex. 15 WRITING A SHORT PARAGRAPH In your

WRITING A SHORT PARAGRAPH In your notebook, write a paragraph about five things you have in your bedroom, following these basic writing steps:

- Make a list of the things you are going to write about.

- Write a draft of the paragraph on a separate sheet of paper, clearly stating the order of your ideas (beginning, middle, end).

- Write a definite version of the paragraph and ask your teacher to correct it.

- Finally, read it aloud in front of the class or publish it in your classroom.

SSelfelf EvaluationEvaluation
SSelfelf EvaluationEvaluation
  Tony Eduardo 11 12
 

Tony

Eduardo

11

12

  Tony Eduardo 11 12
  Tony Eduardo 11 12
  Tony Eduardo 11 12
SSelfelf EvaluationEvaluation   Tony Eduardo 11 12 YES MM

YES

SSelfelf EvaluationEvaluation   Tony Eduardo 11 12 YES MM

MM

NO Tomás 18 .

NO

Tomás

18

.

Match the people to their ages, according to the text you read.

Make a list of three things you have in your school bag. Talk about them with a classmate.

Write a sentence using a possessive adjective.

Tick according to your performance.

P

R

O

J

E

C

T

Two families

 

1. Work in groups of three students.

 

2. Find information about a family (number of people, possessions, members’ names, ages, physical characteristics, and occupations).

3. Organise the information on a piece of cardboard and make an attractive poster.

4. Describe the family to another group.

5. Compare both families.

 

6. Which family do you prefer? Why?

 

7. In which situations can you describe your family?

twenty-seven

27

28

BEST FRIENDS
BEST FRIENDS

football

IN THIS LESSON YOU WILL:

listen and show comprehension of a soap opera extract.2 8 BEST FRIENDS football IN THIS LESSON YOU WILL: sing a song and reproduce a

sing a song and reproduce a dialogue.WILL: listen and show comprehension of a soap opera extract. complete and produce a paragraph, and

complete and produce a paragraph, and make a card.a soap opera extract. sing a song and reproduce a dialogue. read and show comprehension of

read and show comprehension of sentences and of a dialogue.dialogue. complete and produce a paragraph, and make a card. comedies twenty-eight TV programmes Lesson 4

comedies

twenty-eight

TV programmes

Lesson 4
Lesson 4

Before listening

Tick () the main characteristics of a good friend. Compare the answers in your group.

honestof a good friend. Compare the answers in your group. loyal handsome famous similar likes fun

loyalof a good friend. Compare the answers in your group. honest handsome famous similar likes fun

handsomegood friend. Compare the answers in your group. honest loyal famous similar likes fun other Look

famousCompare the answers in your group. honest loyal handsome similar likes fun other Look at the

similar likesthe answers in your group. honest loyal handsome famous fun other Look at the picture and

funin your group. honest loyal handsome famous similar likes other Look at the picture and circle

otheryour group. honest loyal handsome famous similar likes fun Look at the picture and circle the

Look at the picture and circle the interests people share.

tennis football comedies computers food walking music shopping TV programmes

comedies computers food walking music shopping TV programmes You will listen to a part of a

You will listen to a part of a soap opera called Best Friends. Predict the main characters.

a. Two men and a woman

b. A man and a woman

c. Two women and a man

Unit 1

Listening

4 13
4
13

Listen and check your prediction in Exercise 3.

5 13
5
13

Listen again and choose the best alternative.

5 13 Listen again and choose the best alternative. a. Judy’s interests are: i. tennis and

a. Judy’s interests are:

i.

tennis and films.

ii. soccer and tennis.

iii. tennis and comedies.

b. Judy and Gordon have:

i. the same interests.

ii. different interests.

iii. similar likes.

c. Judy and Tom enjoy:

i.

action films.

ii.

tennis.

iii. comedies.

6 13
6
13

Who said these sentences, Tom, Gordon, or Judy? Write the name next to each sentence.

a.

: Who’s your best friend, Gordon?

b.

: Judy, of course!

c.

: That sounds great.

d

: I’d love to!

e.

: Who’s Corbin Black?

f.

: Can I go with you?

7 13
7
13

Listen to the first part of the soap opera again and find five differences between what

you hear and this text.

Speaker A:

Who are you talking about?

Speaker C:

Judy, sure! She’s my best

Speaker B:

Best friends.

friend, because we read

Speaker C:

Friends, yeah!

about many things and we

Speaker A:

And, who’s your best classmate, Gordon?

share the same sports.

After listening

8
8

Do you think Judy, Tom, and Gordon are good friends? Yes? No? Why?

LANGUAGE FORM Questions with Who 1. Notice this question from the text. Who’s your best
LANGUAGE FORM
Questions with Who
1. Notice this question from the text.
Who’s your best friend, Gordon?
2. Study these examples.
Who’s Corbin Black? An actor. Who’s Mario Rodríguez? He’s my father.
3. Complete.
We use who when we want to ask about

twenty-nine

29

9
9

Answer the questions with Selena Gomez, Alexis Sánchez or Corbin Bleu.

 
 
 
 
 
  Who’s this young man? Who’s this woman? Who’s this football player?

Who’s this young man?

  Who’s this young man? Who’s this woman? Who’s this football player?

Who’s this woman?

  Who’s this young man? Who’s this woman? Who’s this football player?

Who’s this football player?

10
10

Draw two members of your family and write questions and answers about them, following the example in Exercise 9.

answers about them, following the example in Exercise 9 . Who’s ? ? He / She
answers about them, following the example in Exercise 9 . Who’s ? ? He / She
answers about them, following the example in Exercise 9 . Who’s ? ? He / She

Who’s? ?

?

Who’s ? ?

?

He / She is myWho’s ? ?

He / She is my
11 14
11
14

First only listen, and then listen and repeat these expressions.

What are you talking about?

Very interesting!

That sounds great!

I’d love to!

12 14
12
14

Use the information in the box to complete and act out this conversation with your partner.

a. Listen, check, and then repeat.

b. Role play it.

I have two tickets to meet the actors.

Do you want to meet them?

A new soap opera. It’s about three friends.

A: What are you talking about?

B:

.

A: Very interesting!

B:

.

A: That sounds great!

B:

.

A: I’d love to!

30

thirty

Unit 1

13 15
13
15

First, listen and repeat the lyrics. Then, sing the song!

The More We Get Together The more we get together, together, together. The more we
The More We Get Together
The more we get together,
together, together.
The more we get together,
The happier we'll be.
Cause your friends are my friends,
And my friends are your friends.
The more we get together,
the happier we'll be!

Write a paragraph in your notebook about your favourite famous person. Include:

Nameyour notebook about your favourite famous person. Include: Age Characteristics (fun, intelligent, etc.) Likes (sports,

Agenotebook about your favourite famous person. Include: Name Characteristics (fun, intelligent, etc.) Likes (sports,

Characteristics (fun, intelligent, etc.)about your favourite famous person. Include: Name Age Likes (sports, computers, etc.) Ask and answer these

Likes (sports, computers, etc.)Include: Name Age Characteristics (fun, intelligent, etc.) Ask and answer these questions with your partner. a.

(fun, intelligent, etc.) Likes (sports, computers, etc.) Ask and answer these questions with your partner. a.

Ask and answer these questions with your partner.

a. Who is the president of your country?

.

b. Who is Barack Obama? He is

.

c. is your best friend?

 

.

SSelfelf EvaluationEvaluation
SSelfelf EvaluationEvaluation

YES

SSelfelf EvaluationEvaluation YES MM

MM

NO ?

NO

?

What interest (s) do you share with your best friend?

Write a question with Who. Ask your partner.

Sing the song in Exercise 13 again.

Tick according to your performance.

P

R

O

J

E

C

T

A person I admire

 

1. Think about a person you admire.

 

2. Draw a picture of him / her. Include name,

age, class, why he / she is your best friend

(because he / she is / has / likes

).

3. Make a card with the paragraph, and add nice decorations.

4. Show it to some classmates.

 

5. Why do you admire this person? Think of 3 reasons and make sentences like this:

I admire this person because

 

thirty-one

31

SynthesisSynthesis
SynthesisSynthesis

Read this learning synthesis. Write the exercise number and the page of the activities you did in Lessons 3 and 4:

Listening skills

Exercise Page

Make and check predictions.Find specific information. Identify speakers. Relate oral and written texts. Reading skills   Make and

Make and check predictions.
Make and check predictions.

Find specific information.Make and check predictions. Identify speakers. Relate oral and written texts. Reading skills   Make and

Find specific information.
Find specific information.

Identify speakers.Make and check predictions. Find specific information. Relate oral and written texts. Reading skills   Make

Identify speakers.
Identify speakers.

Relate oral and written texts.predictions. Find specific information. Identify speakers. Reading skills   Make and check predictions. Find

Relate oral and written texts.
Relate oral and written texts.

Reading skills

 

Make and check predictions.Relate oral and written texts. Reading skills   Find specific information in a text. Identify correct

Make and check predictions.
Make and check predictions.

Find specific information in a text.texts. Reading skills   Make and check predictions. Identify correct information. Writing skills  

Find specific information in a text.
Find specific information in a text.

Identify correct information.and check predictions. Find specific information in a text. Writing skills   Complete paragraphs. Complete

Identify correct information.