INGCC16E5B

STUDENTS TEXTBOOK
ENGLISH
The English Village
Ana Manonellas Balladares
bsico
EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN. PROHIBIDA SU COMERCIALIZACIN
STUDENTS TEXTBOOK
ENGLISH
The English Village

Teacher of English,
Universidad de Santiago.
Postgraduate Diploma of Education
Monash University, Melbourne, Australia.
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Nombre:
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bsico
DISCOVER YOUR BOOK
This vegetable garden

is so beautiful!
Farm animals
are lovely!
speaking activ
ities
g and
n
i
a
ad
ded.
ecor
re r
Im in the
swimming pool
Listen
ing,
re
I love coming to
the cafeteria.
Hello, how
are you?
Football is my
favourite sport!
Lets sing a
happy song!
LCOME TO
e
List
THE
ENGLISH VILLAGE
n to
seven
six
er.
WE
the CD with your tea
ch
Unit 1
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
tutors Susan and Tony, and the Chilean students Carolina, Gonzalo, Macarena, and Pablo.
THE PEOPLE, THE SCHOOL,

THE CLASSROOM
Hello, whats your name?

Im
Gonzalo
LEARNING OBJECTIVES
Reading
Listening
Oral expression
Writing
Identify cognates.
Show comprehension of
explicit information.
Identify purpose of a text.
Identify key words and
expressions.
Identify topic and

general ideas.
Make predictions based on
previous knowledge.
Greeting.
Give and follow
instructions.
Describe everyday activities.
Write personal information.

Write an e-mail.
Im from Chile.
?
Getting into it!

1. Look at the pictures on Page 9. Have you ever been in a similar situation? When?
2. Do you remember your first day of school? Did you enjoy it? Explain.
3. Complete the dialogues on Page 9 with the following expressions.
, and you?
Hi, children.
Fine,thanksHowareyou?Whereareyoufrom?
4. Copy this dialogue in your notebook and complete it with your information. Then, practice it
with your partner and change roles.
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 there, and also answer some
questions about the topic and the learning objectives of the unit.
A: Hello, whats your name?

B: .
A: ?
B: Im .
A: are you from?
B: Im from .
nine
eight
Unit 1
VOCABULARY IN CONTEXT
1 Study each card. Use a dictionary to verify the meaning of the words.
2 Read the text about the English Village. Find and highlight the words you studied. Would you
like to go to the English Village?
Accommodation
Facilities
School
The program includes

accommodation for
the students.
The local school has a

good sports field and
other recreational
facilities.
The English Village is a special place in Chile.

Students live three weeks there and practise English
with children from different Chilean schools. All the
activities are in English. The tutors are from the
USA and the UK. The village has accommodation
and many recreational facilities: computer room,
gym, cafeteria, swimming pool, etc.
There is a big school in

my city.
3 Complete the dialogue with the expressions in the box. Then practise and role-play it with
your partner.
4
Students
United Kingdom
Tutors
In Chile, students in
elementary and
secondary schools wear
uniforms.
(the UK)
The United Kingdom

consists of four countries:
England, Scotland, Wales
and Northern Ireland.
Hello...Whats...Whereareyou...Hi!I'mfromNicetomeetyou!
Tutors help children

with their homework.
Brittany: , Im Brittany. your name?

Kevin:
! Im Kevin.
Brittany: !
from?
Unit 1
Kevin:
Brittany: the USA.
10
ten
two
eleven
11
This section includes vocabulary in a specific context. The

words are presented in use, in small, illustrated flashcards
with sentences, and they are connected to a reading text.
There is also a permanent activity to practice speaking.
Lesson 3
CLASSROOM LANGUAGE
ICONS AND SECTIONS
5 The Director of The English Village is teaching the children some important instructions.
Match the actions (a - g) to the pictures (1 - 7).
a. Close your books.
Before listening
b. Come to the board.

c. Can I come in?
1 Work in your group. Can you
d. Listen.
find these objects in the

picture and in your classroom?
board
desk
3
e. Close the door.
book
door
STRATEGIES!
Focus on the visual aids to predict the topic
of a text!
f. Stand up.
page
g. Silence.
Reading
2 Discuss with your class.

IN THIS LESSON YOU WILL:
a. Are there any specific rules

in your classroom? Which
are they?
listen and show

comprehension of instructions.
read instructions and relate
them to images.
complete instructions in writing.
organise and reproduce a
dialogue in a classroom.
Listening
b. Why do you think teachers

give instructions?
2
Reading lesson
3 Look at the pictures on the left

with your partner. Match the
numbers to the following
classroom instructions.
5
4
Listening lesson
Come to the board.

Listen.
Silence.
Open your books.
Listening
Sit down.
Stand up.
4 You are going to listen to a
8 Listen and check your answers in Exercise 5.
8 Listen and point at the actions in the pictures (1 - 7).
8 Listen and mime the actions.
22
1
Unit 1
text. Predict what it is going to

be about, by looking at the
previous activities.
twenty-three
twenty-two
23
All the material for

the listening tasks.
It indicates the connection

with complementary work
in the Workbook
Listening lesson with activities to help you to understand a spoken text and learn English.
Lesson 4
THE VILLAGE
Reading
12
The English Village
Before reading
left. What activities are the
people doing? Are they having
fun? Why?
the picture. Are there any

similar places in your school?
Discuss.
a cafeteria
accommodation
a fruit and vegetable garden
a pool
a football field
read and show comprehension

of a brochure describing
The English Village.
listen and identify English sounds.
complete dialogues in writing.
produce dialogues to
introduce people.
3 Work with your partner. Cross

out () the words that 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.
It is located in Santiago.
Facilities in the Village:
A pool
A football field
A gym
A cafeteria
An animal farm
A fruit and vegetable
garden
Cabins
Parks
For example:
Analysis and discovery of a key grammatical item.
This is Susan
Hardy; she is
from England.
This is Tony
Wilson; he is
from the USA.
This is Grace
Brown; she is
from Australia.
6 Read the text and check your prediction in Exercise 5.
7 Read the text again. Copy this chart in your notebook, find the information in the texts and
classify it in the chart.
a.
The English Village
Collaborative work to help you to

put into practice the language you
have learnt.
Location
4 Do you think all schools have
Facilities
the same facilities? Do you think

they are necessary? Explain.
b.
Students
Country
5 You are going to read a text on
Cities
Page 29.Take a look at the

picture on the left and the
questions in Exercise 4 again.
Can you guess what type of
text it will be? Why?
28
The tutors are from

English-speaking countries.
c.
Tutors
Unit 1
2 Find the following places in
For example:
Gonzalo; he is from
Iquique.
Carolina; she is from
Santiago.
Macarena; she is from
Chilln.
Pablo; he is from
Coyhaique.
LANGUAGE FORM
Tutors
Students
The students are from all
over Chile. They are here
to practise English.
1 Look at the illustration on the
Countries
twenty-nine
twenty-eight
29
Reading lesson with activities to help you to understand a written text and learn English.
Useful expressions
FINAL TEST
15
b.
a.
Are you good at sports? Can you imagine a school

where the only thing students do is practise sports?
That is the case of the students at the Singapore
Sports School in Asia, a school specialised in sports.
The children do sports such as football, tennis,
athletics, etc.
The teachers are professional sportspeople, and the
children enjoy going to school every day.
The facilities of the school are:
two olympic swimming pools.
a multi-sport auditorium.
a synthetic football field.
a gym.
a cycle track.
two tennis courts.
c.
d.
Listening
16 Listen to a conversation about a
Spanish Village in England. Fill in the blanks

(a - f).
(6 marks)
A: Hello.
a.
The Sports School is in Europe.
disadvantage of a Sports School. Explain.

(2 marks)
Check with your teacher and ind your level
The children do different types

of sports.
c.
The teachers are not good at sports.
a. Tony from New York.
d.
The facilities of the school include

two gyms.
b. I from Santiago.
Unit 1
c. Carolina from Maip.
Reflect on what you have achieved so far.
a. gym
b. football field
c. children
d. athletics
e. tennis courts
f. professional
thirty-two
(3 marks)
Useful tips to help you complete some tasks.
a similar dialogue, using personal

information, such as your city, school, and
your house. Practice the dialogue in pairs.
3 Mention one advantage and one
b.
2 Circle the words that are facilities.
32
(4 marks)
STRATEGIES!
Speaking
7 Follow the model in Exercise 6, and create
B: Hi!
A: (a) ?
1 Write true (T) or false (F).
Phrases that will help you create dialogues of your own.
B: My names Paul and Im a (b)

at the (c) in
Newcastle, in England.
A: (d) are you from?
B: (e) .
A: Can you describe the Spanish village?
B: Of course! The village has many
(f) , such as an animal
(g) , a (h) , and
many (i) . My favourite place
is the (j) room, because I
can chat with my friends in Spanish!
A: (k) !
Total score: 22 marks
B: Youre welcome.
4 Complete the sentences.
(3 marks)
5 Look at the pictures and copy the correct

answer in your notebook.
Open your books.
Listen!
(4 marks)
Sit down.
Come to the board.
0 to 7 correct answers: You have not understood an important part of the contents. Revise the unit, and then do the exercises again.
8 to 18 correct answers: You have been able to understand only part of the contents. Revise the unit and correct the wrong answers.
19 to 22 correct answers: You have learnt all or almost all the contents in the unit. Keep up the good work!
SELF EVALUATION
I can give personal information

I can use predictions to understand a text
I can count to 10
I can write an e-mail
I can mention five places in my school
I can give and follow instructions
I can participate in dialogues
Unit 1
Reading
Singapore Sports School
If you are not sure about something, revise the contents with your teacher.
thirty-three
33
Final test: At the end of every unit, there is a formal test that includes the contents of the whole
unit, assessing reading and listening comprehension. It also includes a rubric that will tell you in
detail what you have done well and what you need to improve. At the bottom of the page, you
will find a Self-Evaluation chart, so that you can reflect on your performance throughout the unit.
GUESS A
RIDDLE!
A short brain-teaser that will
test your logic!
three
INDEX
Unit 1
Im
Gonzalo
Im from Chile.
?
, and you?
Hi, children.
?
8
The people, the school, the classroom..................................
Unit 2
....................
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Lesson 1 The participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Lesson 2 The competition . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Lesson 3 Classroom language . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Lesson 4 The village . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Final Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
,
?
brother,
Come on,
get into the
10
12
18
22
28
32
33
, lets
.
and
with me, grandpa!
At home .................................................................................
.. 34
....................
Lesson 1 Accommodation . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Lesson 2 Houses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Lesson 3 Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Lesson 4 Jobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Final Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Unit 3
Id
and
?
will you.
?
57
........ 56
Food and health ...............................................................
....................
....................
Lesson 1 The weekly menu. . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Lesson 2 Lunch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Lesson 3 Healthy food v/s junk food. . . . . . . . . . . . . . . . . . . . .
....................
Lesson 4 At the English Village kiosk. . . . . . . . . . . . . . . . . . . . .
....................
Final Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
four
36
38
42
46
50
54
55
58
60
64
68
72
76
77
is beautiful!
Unit 4
I love
Yes, but we have

a lot of work.
Me too, its cold

but its fun.
is my favourite season.
I love the smell
of flowers.
..... 78
No matter the weather! ......................................................
. . . . . . . . . . . . . . . . . . . . 80
. . . . . . . . . . . . . . . . . . . . 82
Lesson 1 Whats the weather like? . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 86
Lesson 2 My holiday activities . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 90
Lesson 3 Technology at hand . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 94
Lesson 4 Im sorry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 98
Final Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 99
Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I love
Unit 5
And I love swimming!
I love this garden. It's full of

plants and flowers.
Yes, I love the trees and

watching the leaves move
with the wind.
Nature.................................................................................
...100
...................
Lesson 1 Plants and trees . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................
Lesson 2 Starting a garden . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................
Lesson 3 National flowers . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................
Lesson 4 Our pets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................
Final Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................
Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................
...............
Visual Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.........
Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
102
104
108
112
116
120
121
. . . . 122
. . . . . . . . . . 126
..........
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . 127
five
Hello, how
are you?
Im in the
swimming pool
Lets sing a
happy song!
six
I love coming to
the cafeteria.
This vegetable garden

is so beautiful!
Farm animals
are lovely!
Football is my
favourite sport!
LCOME TO
E
W
THE
ENGLISH VILLAGE
seven
Unit 1
THE PEOPLE, THE SCHOOL,

THE CLASSROOM
LEARNING OBJECTIVES
Reading
Listening
Oral expression
Writing
Identify cognates.
expressions.
Identify topic and

general ideas.
previous knowledge.
Greeting.
Give and follow
instructions.
Write personal information.

Write an e-mail.
Getting into it!

1. Look at the pictures on Page 9. Have you ever been in a similar situation? When?
2. Do you remember your first day of school? Did you enjoy it? Explain.
3. Complete the dialogues on Page 9 with the following expressions.
Fine,thanksHowareyou?Whereareyoufrom?
4. Copy this dialogue in your notebook and complete it with your information. Then, practice it
with your partner and change roles.
A: Hello, whats your name?
B: .
A: ?
B: Im .
A: are you from?
B: Im from .
eight

Im
Gonzalo
Im from Chile.
?
, and you?
Hi, children.
?
nine
Unit 1
Accommodation
Facilities
School
The program includes

accommodation for
the students.
ten
There is a big school in

my city.
Students
United Kingdom
Tutors
In Chile, students in
elementary and
secondary schools wear
uniforms.
10
The local school has a

good sports field and
other recreational
facilities.
(the UK)
The United Kingdom

consists of four countries:
England, Scotland, Wales
and Northern Ireland.
Tutors help children

with their homework.
2 Read the text about the English Village. Find and highlight the words you studied. Would you
like to go to the English Village?
The English Village is a special place in Chile.

Students live three weeks there and practise English
with children from different Chilean schools. All the
activities are in English. The tutors are from the
USA and the UK. The village has accommodation
and many recreational facilities: computer room,
gym, cafeteria, swimming pool, etc.
3 Complete the dialogue with the expressions in the box. Then practise and role-play it with
your partner.
Hello...Whats...Whereareyou...Hi!I'mfromNicetomeetyou!
Brittany: , Im Brittany. your name?

Kevin:
! Im Kevin.
Brittany: !
from?
Unit 1
Kevin:
Brittany: the USA.
eleven
11
Lesson 1
1
THE PARTICIPANTS
3
Before listening
1 Write the number of the
picture next to the
corresponding place.
2
a.
Big Ben, London,

England.
b.
Buoy marking where

the Esmeralda sank,
Iquique, Chile.
c.
Chilln Cathedral,
Chilln, Chile.
d.
Statue of Liberty, New

York, the USA.
e.
Maip Temple,
Santiago, Chile.
f.
Shepherds Monument,
Coyhaique, Chile.
g.
Opera House, Sydney,

Australia.
4
find and show comprehension

of information about different
people and places.
show comprehension of short
written texts.
complete dialogues and cards
with specific information.
produce and reproduce dialogues
to share personal information.
2 What do you know about

6
3 You are going to listen to some
12
twelve
English speaking countries? In

which ways are they similar or
different to your country?
Discuss.
people talking. Take a look at

the pictures here. Predict what
you think the text is going to
be about.
Listening
STRATEGIES!
Predicting can help you improve your
comprehension of difficult listening
segments!
2 Listen and check your prediction in Exercise 3.
2 Look at the pictures of the participants and listen again.
Number them 1 - 4, in the order they speak

Tony
Gonzalo
Macarena
2 Listen and complete the conversation.
Tony:
Hello, Im Tony Wilson, Im a . Im from

in the United States and this is Susan Hardy, a tutor too.
Susan:
Hello, Im Susan. Im from .
Gonzalo:
Hello. Im Gonzalo. Im from . is in the

north of Chile. Im in fifth grade at the George Washington School.
Macarena:
Im Macarena Henrquez. Im from . Im also in 5th grade,

at The International School.
Tony and
Susan:
, children!
Macarena and
Gonzalo:
Goodbye, Tony and Susan!
Unit 1
Susan
thirteen
13
2 Copy the cards in your notebook, listen once more and complete them with the
information you hear. (a - d).

a.
b.
NAME:
Gonzalo
SCHOOL:
NAME:
George Washington
Macarena
SCHOOL:
International School
School
CITY:
CITY:
MAIL:
gonso@&themail.&com
MAIL:
c.
macahe@mymail.com
d.
NAME:
Tony
NAME:
SCHOOL:
SCHOOL:
CITY:
CITY:
MAIL:
Susan
tonyw@mailcity.com
MAIL:
susanh@mailcity.com
After listening
8
3 First only listen and then listen and repeat.
Whats
Im
Whats your name?
Im in fifth
Im in fifth grade.
Hello
Im
Hello, Im Gonzalo.
Im a student
Im a student at the Lord Cochrane School.
Im
Im from
Im from Santiago.
14
fourteen
Goodbye!
LANGUAGE FORM
Im
1. Notice these sentences from the text.

a. Im Tony.
Im Susan.
Im Gonzalo.
b. Im from Iquique.
Im from London.
Im from Chilln.
2. What information can you find in a. and in b.?
3. Find more examples of each type in this lesson.
9 Follow the model on Page 13, and practice a dialogue with your partner, using the
information in these cards. Can you spell the childrens names?
NAME: Pablo
NAME: Carolina
Fuentes
Gonzlez
COUNTRY: Chile
COUNTRY: Chile
GRADE: Fifth grade
GRADE: Fifth grade
SCHOOL: Liceo Regional, Coyhaique
SCHOOL: Lincoln School, Maip,
Santiago
10 Have you ever had any classmates from a different city in your school? Was his/her life similar
or different to yours? Explain.
11
Copy the tables in your notebook and follow the instructions:
a. Invent information about yourself and complete card 1.

b. Follow the model on Page 13 to create a dialogue with your partner, and complete card 2
with his/her information.
2.
NAME:
NAME:
NICKNAME:
NICKNAME:
ADDRESS/CITY:
ADDRESS/CITY:
COUNTRY:
COUNTRY:
GRADE:
GRADE:
SCHOOL:
SCHOOL:
SCHOOL ADDRESS:
SCHOOL ADDRESS:
Unit 1
1.
fifteen
15
12
4 Listen to some fiction characters introducing themselves. Answer the questions.
a. Which of these characters is NOT in the recording?
Leela
Batman
2
Homer Simpson
4
Stewie
Goku
b. Who is your favorite fictional character? Why? What do you think about these characters?
c. Imagine you are a superhero. Invent a name and an imaginary place of origin and
introduce yourself to the rest of your class.
13 Copy this chart in your notebook and complete it with English names you know. Compare in
your group.
14
Friends names
Places in Chile
Schools
Johnny
Cochrane
Saint Patrick
In your notebook, write sentences with the names in the chart.
Example: Im Johnny, Im from Cochrane, Im a student at Saint Patrick School.
16
sixteen
15 Read this letter and put the sentences in the correct order (1 - 6).
Im from Munich, in Germany.

I study art at the University of London, and now I live in London, UK.
My nickname is Russ
I like watching TV, playing video games, and I love my job.
My name is Russell Hillmann, and Im a cartoon drawer.
Hello
Writing
16 Write a short paragraph to introduce yourself. Follow the model in Exercise 15. Consider
these points.
Write the sentences one by one.
Remember to use capital letters, commas, and full stops.
What is yours, but other people

use it more than you?
Role play
1. Get in groups of 4.
2. Write the names of your partners on four
separate bits of paper.
3. Pick one name that is not you, and
introduce yourself as if you were
him / her, to the rest of your group.
Unit 1
GUESS A
RIDDLE!
seventeen
17
Lesson 2
THE COMPETITION
Before reading
1 Take a look at the map of the
school. Is it similar or different
to your school? Discuss with
your partner.
2 Notice.
COGNATES Words in English
that are similar in Spanish. If
you identify them in a text, they
can help you understand better.
Examples:
invitation = invitacin
participate = participar
vacations = vacaciones
3 Similar in Spanish? (or ).

____ Cafeteria
____ Classroom
____ Computer lab
____ Directors office
____ Playground
____ School
Identify cognates
Show comprehension of a short
written text
Identify and repeat English sounds
Produce a short written text
____ Teachers room

____ Toilet
4 Point to the places in this map

and say the names. Use the
words in Exercise 3.
5 Have a quick look at the text

on Page 19. Find and circle
four cognates. Check their
meaning in a dictionary.
18
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(photo of school attached).
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to visit the English Village in Santiago for three weeks,&KHFNVSHOOLQJ
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Carolina Gonzlez.
5th grade A student.

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6 Read the text and check if there are any more cognates. Did they help you understand the
text better?
7 Read the text again and then write true (T) or false (F).
a.
Carolina is a student.
c.
Carolina is in 6th grade.
b.
The competition is in Maip.
d.
The visit is for three weeks.
8 Read the text again and answer in your notebook.

a. Type of text
b. From
c. To
9 What is your favorite place in your school? Why? Discuss your ideas with a friend, and then
Unit 1
share with the class.
nineteen
19
After reading
10
a. These pairs of words.
b. These numbers.
1one
2two
c. These places
A classroom
Classroom 3
three
3three
4four
5five
6six
7seven
8eight
tea
The boys toilet

The cafeteria
The computer lab
The Directors office
throne
tone
9nine
10ten
11eleven
12twelve
The girls toilet

The playground
The school entrance
threw
11
two
13thirteen
14fourteen
The teachers room
Complete this dialogue with numbers and places in a school. Then, practice it with
your partner.
4
Gonzalo: Is your school big or small?

Mark:
Its quite big. There are , and big .
Gonzalo: Thats nice! My school is very small, so theres only and .

Mark:
Small schools are usually very friendly.
Gonzalo: Yes, I love my school.
LANGUAGE FORM
1. Study these examples.
I am (Im) a student.
It is (Its) a classroom.
2. Find and underline more examples
in the e-mail on Page 19.
20
twenty
I am / It is
12
7 Follow this model to play Memory Game in groups of four students.
a. Student A: Look at the school map for a minute. Memorise 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
14.
13
SCHOOL
ENTRANCE
DIRECTORS
OFFICE
1
CAFETERIA
12
COMPUTER
LAB
2
TEACHERS
11 ROOM
P L A Y G R O U N D
14
CLASSROOM
1
3
CLASSROOM
2
CLASSROOM
3
Its the playground.
7
BOYS
TOILET
GIRLS
TOILET
10
CLASSROOM
6
CLASSROOM
5
CLASSROOM
4
Writing
13 a. Read this description of a school.
My school is very small, and very beautiful. It has ten classrooms,
one cafeteria, one big playground, and two big vegetable
gardens. It also has a new laboratory, with fifteen computers.
b. Complete the sentences in your notebook, using information about your own school.
i. My school is
ii. It has
iii. It also has
GUESS A
RIDDLE!
What is black when it is clean
and white when it is dirty?
My school
1. Work in groups of four.
2. Draw a map of your school on a piece of
colour cardboard.
3. Number and label the places.
4. Add illustrations.
5. Display it in the classroom.
6. Describe it to your classmates.
Example: Number 1 is the school entrance.
twenty-one
Unit 1
21
Lesson 3
CLASSROOM LANGUAGE
Before listening
1 Work in your group. Can you
find these objects in the
picture and in your classroom?
boardbook
deskdoorpage
2 Discuss with your class.

listen and show

comprehension of instructions.
read instructions and relate
them to images.
complete instructions in writing.
organise and reproduce a
dialogue in a classroom.
5
4
a. Are there any specific rules

in your classroom? Which
are they?
b. Why do you think teachers
give instructions?
3 Look at the pictures on the left

with your partner. Match the
numbers to the following
classroom instructions.
Come to the board.
Listen.
Silence.
Open your books.
Sit down.
Stand up.
22
twenty-two
4 You are going to listen to a

text. Predict what it is going to
be about, by looking at the
previous activities.
5 The Director of The English Village is teaching the children some important instructions.
Match the actions (a - g) to the pictures (1 - 7).
a. Close your books.
c. Can I come in?
STRATEGIES!
Focus on the visual aids to predict the topic
of a text!
d. Listen.
e. Close the door.
f. Stand up.
g. Silence.
8 Listen and check your answers in Exercise 5.
8 Listen and point at the actions in the pictures (1 - 7).
8 Listen and mime the actions.
Unit 1
Listening
twenty-three
23
After listening
LANGUAGE FORM
Imperatives
1. Read 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. Make them polite.
9 Complete this dialogue with words from the box. Then, check the words with
the recording.
Stopthenoise,please
Closethewindow,please
Gobacktoyourdesk
Listentothemusic
Teacher: Martin, (1) , its a bit cold.

Martin: Of course, miss.
Teacher: Julie, (2) , and sit down.
Julie:
OK, miss.
Teacher: OK, children, we are going to (3) now, so (4) .

Children: Yes, miss.
10
10 Listen and put this dialogue in order.
a.
Teacher: Do Exercise 10, please.
f.
Students: Goodbye, Miss Taylor.
b.
Teacher: Goodbye, children.
g.
Students: Good morning, Miss Taylor.
c.
Teacher: Thats all. Close your books. h.
Students: Thank you, Miss Taylor.
d.
Teacher: Good morning, children.
Students: Yes, Miss Taylor.
e.
Teacher: Sit down, please.
i.
11 Listen and repeat the dialogue. Then role-play it in your group.
24
twenty-four
12
Discuss with your partner.
a. Are all instructions at school necessary? Why?

b. Can you think of any other instructions? Share with your partner.
13 Practice this dialogue with your partner. Then, replace the underlined expressions with
information of your own.
Tutor:
Good morning, children!
Students: Good morning, miss!

Tutor:
Open your books on Page 15, please.
Student: Which page, miss?

Page 15. Diego, close the door, please.
Diego:
Yes, miss.
Tutor:
Thank you very much, Diego.
11 Listen and repeat this rap.
The school rap

1, 2, 3, 4,
Please come in and close the door!
5, 6, 7, 8,
Its time for school, youre really late!
9, 10, 9, 10,
Dont be late for school again!
Unit 1
14
Tutor:
twenty-five
25
15 Complete the sentences (a - f) with instructions from the box.

stopthenoise
sitdown,please!
makeyourbed
cometotheboard,please
closethewindow,please
doyourhomework
a. Tom! before going to school!

b. Children, ! This is a test!
c. Boys, , its 2 am!
d. Marcelo, its cold! Can you ?
e. Junior, you cant watch TV. first.
f. Exercise 1, Gonzalo, can you ?
16 Match these instructions to one of the pictures (1 or 2).

a. Close the door.
c. Listen to music.
d. Make your bed.
e. Open your book.
f. Read the lesson.
g. Silence.
h. Watch TV.
26
twenty-six
17 Play Instructions Game in your group.

a. One student is the teacher.
b. The teacher gives an instruction.
c. If the teacher says please, the students obey. If the teacher does not say please, the students
do not obey.
18 In your notebook, write a list with five instructions you receive in your house. Then, practice
them with your partner.
19 Mime the actions in Exercise 18, not making any sounds. Ask your partner to guess the
instructions. Then, change roles.
20 Create a short dialogue using the house instructions on your list. Follow the model in
Exercise 13 and replace tutor for one of your family members. Practice it with your partner.
21 Whats the difference between school instructions and house instructions? Discuss.
What has two hands, a round face,

always runs, but stays in place?
Classroom instructions
1. Work in groups.
2. Cut out a piece of cardboard and draw a
sign and a picture, representing one of
these classroom instructions:
a. Sit down.
b. Stand up.
c. Silence, please!
d. Listen!
e. Come to the board.
3. Write the instruction on your poster and
stick it on the wall at the back of the
classroom.
Unit 1
GUESS A
RIDDLE!
twenty-seven
27
Lesson 4
THE VILLAGE
Before reading
1 Look at the illustration on the
left. What activities are the
people doing? Are they having
fun? Why?
2 Find the following places in

the picture. Are there any
similar places in your school?
Discuss.
acafeteria
accommodation
afruitandvegetablegarden
apool
afootballfield

of a brochure describing
The English Village.
listen and identify English sounds.
complete dialogues in writing.
produce dialogues to
introduce people.
3 Work with your partner. Cross

out () the words that 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 Do you think all schools have

the same facilities? Do you think
they are necessary? Explain.
5 You are going to read a text on

Page 29.Take a look at the
picture on the left and the
questions in Exercise 4 again.
Can you guess what type of
text it will be? Why?
28
twenty-eight
Reading
12
The English Village
Students
The students are from all
over Chile. They are here
to practise English.
It is located in Santiago.
Facilities in the Village:
A pool
A football field
A gym
A cafeteria
An animal farm
A fruit and vegetable
garden
Cabins
Parks
For example:
Gonzalo; he is from
Iquique.
Carolina; she is from
Santiago.
Macarena; she is from
Chilln.
Pablo; he is from
Coyhaique.
Tutors
The tutors are from
English-speaking countries.
For example:
This is Susan
Hardy; she is
from England.
This is Tony
Wilson; he is
from the USA.
This is Grace
Brown; she is
from Australia.

7 Read the text again. Copy this chart in your notebook, find the information in the texts and
classify it in the chart.
a.
The English Village
Location
Facilities
b.
Students
Country
Cities
c.
Unit 1
Tutors
Countries
twenty-nine
29
After reading
8 Create a dialogue, using the information you classified in Exercise 7, and practice it with your
partner. Complete this model as a start, then, expand it.
A: Where is The English Village?
B: Its in .
Useful expressions
How many...?
Are there any...?
There is also...
That's amazing!
These expressions can be used in dialogues.
A: Are there any facilities at the English village?

B: Yes, there is .
A: .
B: .
13 Listen.
a. Listen and repeat these words. Pay 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 this rhyme.
Poor old English turtle

Poor old English turtle,
He has got no cash,
Fishing with no shell on,
He will get a rash.
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.
30
thirty
10
14 Listen, repeat, and then practise in your group.
Where is Avril
Lavigne from?
Where is Lil
Chris from?
Where are
you from?
Hes from
England.
Im from
Chile.
Shes from
Canada.
11 Complete, and then practise in pairs.

A: Who is she?
B: She is .
Nicole Kidman Australia
A: Where is she from?
Rihanna the USA
B: from .
A: Oh, right! And who is ?
B: This is .
A: And where is from?
Prince William England
B: s .
12 In pairs, create a short dialogue about your favourite artist. Use the model in Exercise 11,
and explain why you like him/her.
GUESS A
RIDDLE!
They come out at night and are
lost in the day. What are they?
Famous people
1. In pairs, stick a world map in the centre of
a big piece of colour cardboard.
2. Choose famous people from different
countries, and stick them all around the map.
3. In pairs, the students match the people to
their countries.
4. The students show the poster to the class
saying:
Student: This is .
Class: Wheres he from?
Student: He / Shes from .
thirty-one
Unit 1
31
FINAL TEST
Reading
15
Singapore Sports School

Are you good at sports? Can you imagine a school
where the only thing students do is practise sports?
That is the case of the students at the Singapore
Sports School in Asia, a school specialised in sports.
The children do sports such as football, tennis,
athletics, etc.
The teachers are professional sportspeople, and the
children enjoy going to school every day.
The facilities of the school are:
two olympic swimming pools.
a multi-sport auditorium.
a synthetic football field.
a gym.
a cycle track.
two tennis courts.
1 Write true (T) or false (F).

a.
The Sports School is in Europe.
b.
The children do different types

of sports.
3 Mention one advantage and one

disadvantage of a Sports School. Explain.
(2 marks)
4 Complete the sentences.
c.
The teachers are not good at sports.
a. Tony from New York.
d.
The facilities of the school include

two gyms.
b. I from Santiago.
2 Circle the words that are facilities.

a. gym
b. football field
c. children
d. athletics
e. tennis courts
f. professional
32
(4 marks)
thirty-two
(3 marks)
(3 marks)
c. Carolina from Maip.
5 Look at the pictures and copy the correct

answer in your notebook.
(4 marks)
Openyourbooks.Sitdown.
Listen!Cometotheboard.
a.
b.
c.
d.
Listening
16 Listen to a conversation about a
Spanish Village in England. Fill in the blanks

(a - f).
(6 marks)
A: Hello.
B: My names Paul and Im a (b)

at the (c) in
Newcastle, in England.
A: (d) are you from?
B: (e) .
A: Can you describe the Spanish village?
B: Of course! The village has many
(f) , such as an animal
(g) , a (h) , and
many (i) . My favourite place
is the (j) room, because I
can chat with my friends in Spanish!
A: (k) !
B: Youre welcome.
Speaking
7 Follow the model in Exercise 6, and create
B: Hi!
a similar dialogue, using personal

information, such as your city, school, and
your house. Practice the dialogue in pairs.
A: (a) ?

Unit 1
SELF EVALUATION
Unit 1
I can give personal information

I can use predictions to understand a text
I can count to 10
I can write an e-mail
I can mention five places in my school
I can give and follow instructions
I can participate in dialogues
thirty-three
33
Unit 2
AT HOME
LEARNING OBJECTIVES
Reading
Listening
Oral Expression
Writing
descriptions of people and
objects.
expressions.
Identify family members.
descriptions.
Identify topic and general
ideas.
previous knowledge.
Use visual support.
Reproduce and produce

sentences and dialogues.
Describe objects, people
and places.
Identify and express

quantity.
Give specic information.
Describe position of objects.
Complete short dialogues.
Getting into it!

1. Look at the picture on Page 35. Who are they? Where do you think they are?
2. Do you live with your family? Do you live in a house or a flat? Share with the class.
3. Complete the texts on Page 35 with the words in the box.
Hello
play
house
come
children
howareyou?
4. Copy this short dialogue in your notebook, complete it with your information and practice it
with your partner. Then, change roles.
A: do you live?
B: I live in a ?
A: I live in a .
B: Do you like it?
A: , and you?
34
thirty-four
brother,
Come on,
get into the
,
?
, lets
.
and
with me, grandpa!
thirty-five
35
Unit 2
Bungalow
Cabin
Cottage
The bungalows are new

and they have a small
garden.
The cabins are

comfortable. They all
have a bedroom,
bathroom and kitchen.
The cottage is near the

mountains.
Flats
Garden
Semi-detached
My uncle Bill lives in a

block of flats
downtown.
36
thirty-six
This is a beautiful
garden.
There are many semidetached houses in this

area.
2 Work in pairs. Read the text and compare the types of houses in England and Chile.
Types of houses in England
England has different types of homes. In small cities and towns, people live in
houses. There are many types of houses.
Some houses are joined together by a common wall. These are called
semi-detached houses. Detached houses are separated from other houses.
They often have a garden and a garage.
In large cities, people often live in flats. A block of flats is a large building
divided into flats.
A bungalow is a big, one-storey house. All the rooms are on the ground floor.
A cottage is a small house in the countryside. Cabins are also small houses in
the forest. They are made of wood.
3 Work with your partner. Read the dialogue and match the names and the pictures.
Tracy: Tell me about your house, Ben.
Ben: I live in a big house. It has two storeys, a garage
and a beautiful garden. How about you?
Tracy: My house is very nice! It has only one storey. It
does not have a garage, but it has a small garden.
Useful expressions
Tell me about
How about you?
Unit 2
4 Tell your partner about your house. Follow the model in Exercise 3.
thirty-seven
37
Lesson 1
ACCOMMODATION
Before reading
1 Look at the picture and tick
small window
your favourite room.
2
big window
Write the correct room

next to the furniture.
6
identify furniture and places in a house.

show comprehension sentences and short dialogues.
show comprehension of short written texts.
complete dialogues, paragraphs and charts with specic
information about furniture and places in a house.
produce and reproduce dialogues to share information
about furniture and places in a house.
Furniture
Room
Sofa
Table
Bed
bathroom
bedroom
TV
Chair
3 Look at the picture and tick the

places you have in your house /
flat. Are they similar or different
to yours? Explain.
kitchen
4 You are going to read a text.

What do you think it is about?
Look at the pictures and tick ().
a.
b.
c.
terrace
dining room
living room
38
thirty-eight
garden
Houses at the seaside.

Rooms in a school.
Cottages at The English
Village
Reading
21
Hi kids!
the village. There are
Here is a description of the cottages in
They are not too big,
many cottages for all our participants.
m and kitchen in each
but there is a living room, dining roo
one of them.
r participants and
There are two small bedrooms for fou
om. There are two
one for the tutor. There is also a bathro
tutors room, there is
beds in the participants rooms. In the
a bed, a stereo, and a notebook.
/DVD set, and a
In the living room, there is a sofa, a TV
re is also Wi-Fi
computer with Internet connection. The
Internet connection.
and a table.
in the dining room, there are six chairs
a pool and
For recreation, there is a terrace with
barbecue area.
THE
ENGLISH
Jack Wales
VILLAGE
r
ato
rdin
Coo
l
era
Gen
STRATEGIES!
Skimming is reading only the parts that
help you understand the text. You can use
this strategy to guess the topic.
5 Read the note and check your prediction in Exercise 4.

6 Read the note again and decide which map corresponds to the description.
a.
7 Read the note once more, and circle the objects that are in the map and the text. Then, draw
the missing objects.
thirty-nine
Unit 2
b.
39
After reading
LANGUAGE FORM
There is / there are
1. Notice these examples from the text.

There is a living room. / There are three small bedrooms.
2. Which of the sentences is singular and which is plural? Whats the difference?
3. Read the text again and underline all the cases of there is / there are.
Complete with there is or there are.
Tony:
Hi, Gonzalo. Welcome! This is going to be your

cottage during your stay at The English Village.
Gonzalo: Hi, Tony. Thats great! Its beautiful!

Well, inside five bedrooms. also a bathroom.
a big living room with a TV and a small
garden with many flowers.
Gonzalo: Really? Thats cool! Is there a pool too?
Tony:
Tony:
Yes, one next to the gym.
a. These words.
living-room
dining-room
bedroom
bathroom
b. These sentences.
This is my house.
This is the dining room.
This is my bedroom.
This is my bathroom.
This is the living room.
10 Your house.
a. Circle the correct alternatives for your house or flat.
b. Exchange notebooks with a partner. Write your name and circle the correct alternatives.
You
Your partner
Santiago a region
Santiago a region
Size
Big - medium sized - small
Big - medium sized - small
Bedrooms
One - two three four
One - two three four
Bathrooms
One two three
One two three
sofa - small table lamps chairs pictures
sofa - small table lamps chairs pictures
Location
Objects in living-room
40
forty
11 In your notebook, complete this paragraph with information from Exercise 10.
My house is in (location). It is (size). There are (number) bedrooms, there are

(number) bathrooms. In the living room, there are (number and furniture) and
(number of furniture).
I like it, because .
12 Guessing game.
a. Choose two of the objects in the box and draw them. Dont let your partner see them.
Bed
Chair
Computer
Lamp
Picture
b. 23 Listen and practise this model dialogue. Imitate it to play the guessing game with
your partner.
Example.
A: Is it a sofa?
B: No, it isnt.
A: Is it a chair?
B: No, it isnt.
A: Is it a lamp?
B: Yes, it is.
13 Pick two different objects from Exercise 12, and describe them to your partner. Do not
mention the name.
It loses its head in the morning and

gets it back at night. What is it?
My house and my family

1. Cut out a piece of cardboard.
2. Draw a map of your house / flat.
3. Write a description of your house / flat.
4. Add photos of your family and tag them.
5. Display your work in a visible place in
your classroom.
Unit 2
GUESS A
RIDDLE!
forty-one
41
Lesson 2
HOUSES
listen and show comprehension of instructions.

identify key vocabulary in a text.
identify and recognise some colours in English.
identify and repeat English sounds.
write and reproduce a short dialogue about houses.
Before listening
1 Match the names to the
pictures.
A two-storey house
1.
A big house
A flat
A small house
A semi-detached house
2 Look at the pictures. Are they

any similar to the houses in
your city/town? Which is your
favourite one? Why?
2.
3 Answer in your group.
3.
Is your house big, small or

medium-sized ?
What colour is your house?
4 Look at the flowers and houses

in the pictures. How many of
the colours can you name?
5 Look at the pictures and

5.
predict what the text is about.

a. Houses
4.
b. Flats
c. Schools
42
forty-two
Listening
6
24 Listen and circle the correct alternative.
Susan
Age of the house
Size
Colour
Susans
new / old
small / medium / big
white / grey / green
Tonys
new / old
small / medium / big
white / grey / green
Tony
24 Who said the sentences, Susan or Tony? Listen again, and tick the corresponding box.
Susan
Tony
a. What colour is your house?

b. What colour is it?
c. Wow! Thats really big.
a.
I live in a medium-sized flat in London. What colour is your house, Tony?
b.
I live in a big old house near New York. And you, Susan?
c.
Yes, there are five bedrooms and four bathrooms in it.
d.
White, and the door and windows are green. Susan, what colour is your flat?
e.
Its white and grey. So your house is big, Tony.

24 Complete this dialogue using words from the text. Then, practice it.
Juan: Where do you , Luca?

Luca: I live in a , and you?
Juan: .What is your ?
Luca: Its and .
Unit 2
10
24 Listen again and put the sentences in the order you hear them.
Juan: Thats beautiful! Mine is and .

forty-three
43
After listening
11
25 First only listen, and then listen and repeat these sentences.
There is a garden.
There are flowers in the garden.
There isnt a garden.
There arent any flowers in the garden.
12
26 Listen and circle the correct answer. Then, practise with a partner.
A:
B:
A:
B:
A:
B:
13
Is your house big?

Yes, it is / No, it isnt.
Is there a garden in your house?
Yes, there is. / No, there isnt.
What colour is your house?
It is white / black / grey / green / blue / red / etc.
Copy this text in your notebook and complete it with information about your own
house. Then, draw and colour a map of your house.
7
I live in a (house / flat). It is a house / flat (size), and it is (colour).

In my house / flat, there are bedrooms and bathroom(s).
14 What kind of houses do you see in your neighbourhood? Why do you think people prefer
this kind of house in your area? Explain.
15 Play Draw and guess in your group.

a. Write the names of different types of houses.
b. Get together with another group.
c. Give one of your cards to a member of the other group.
d. That student must draw the house on a piece of paper.
e. The other members of his / her group guess the type.
44
forty-four
16 Write a short paragraph about the house in the pictures below. Describe objects and colours,
and explain why you like it or not. You can start your paragraph like this, and write it in your
notebook.
This house is (size, color, opinion). There is/are , and (number of
rooms). I like it because (opinion).
I have a head but never cry, I have 4

feet but never walk, you come to me
to get some sleep.
House for rent

1. Invent a poster of a house or flat for rent.
2. Include location, size, number of rooms,
facilities and e-mail address.
3. Display it in your classroom.
Unit 2
GUESS A
RIDDLE!
forty-five
45
Lesson 3
FAMILIES
read and demonstrate comprehension of a short letter.

identify and recognise family members.
complete a text about your family.
visualize dierent aspects of a text.
identify specic vocabulary.
Before reading
1 Who are the members of your
family? Write two sentences
describing each of them, and
compare with your partner.
2 Choose and underline the
members of a typical family.

O
EDR
father/brother
sister/brother
LUIS
A
A NT O N
IA
sister/mother
sister/brother
L
JOSMIGUE
3 Are the families in the picture

any similar to yours? Discuss
with your partner.
4 Read only the first sentence of

the text on Page 47. Can you
predict what the text is about?
46
forty-six
Reading
27
Hello, English Village,

This is a picture of my family. This photo was
taken in the garden of our house in Quilicura.
My fathers name is Juan; he is a big man, nice
and gentle. My mothers name is Francisca;
shes beautiful and friendly.
I am in the middle there. The boy is my brother
Miguel, hes eight years old, and the little girl
is my sister Margarita, shes five years old. In
the picture, you can see a special member of
my family, my dog Fido; he is three years old
and I am twelve years old.
Greetings,
Luca

6 Tick () the correct alternative.
a. The letter is from Luca to
the director
STRATEGIES!
You can predict the topic of a text by
focusing on pictures, titles, etc.
her friends
The English Village
mother
sister
b. Margarita is Lucas
dog
7 Read Lucas letter and complete the family tree. Copy it in your notebook.
father
_______________
_______________
_______________
Francisca
_______________
_______________
_______________
_______________
Unit 2
_______________
_______________
8 years old
_______________
forty-seven
47
After reading
8
28 First only listen and then listen and repeat these sentences.
My fathers names George.

My mothers names Helen.
My brothers names Michael.
My sisters names Alice.
LANGUAGE FORM
Possessive s
1. Notice these examples from the text.

My fathers name is Juan. / He's eight years old.
2. Which of these indicates possession? Which of these indicates the verb to be?
3. Find more examples in this lesson.
9 Look at the picture and decide if the sentences are true or false.
a. Mary is Toms sister.
Tom (brother)
b. Mary is Jennys mother.
father
Mary
(sister)
mother
c. Mary is Richards sister.

d. Mary is Toms mother.
Jenny
(sister)
Richard (brother)
10 Complete the dialogue with words below. Then, practice it with your partner.
tallquietshortfriendlyslimserious
A: Do you live with your family?

B: Yes, my father, mother, and sister.
A: Can you describe them?
B: Well, my dad is and very . My mother is and ,
and my little sister is and really . Do you want me to
show you a picture of them?
A: Of course!
48
forty-eight
Useful expressions
well...
of course!
11
Read and listen to a description of a family. Then, change the underlined parts with
information about yourself. Practise saying the description to your partner.
29
My fathers name is Allan; hes 40 years old.

My sisters name is Susan. Shes 12 years old.
This is my brother Ben; hes 5 years old, and this
is me! My names Dan and Im 10 years old.
12 Make your own family tree including names, relationships, and descriptions (appearance and
personality). Copy this diagram in your notebook.
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
GUESS A
RIDDLE!
My brother doesnt have a brother.
Who am I?
Family tree
1. Draw a family tree with your family.
2. Write their names and add
characteristics.
3. Get in pairs.
4. Create a dialogue with your partner,
using information from your respective
trees. Use Exercise 10 as a model.
forty-nine
Unit 2
_________________
49
Lesson 4
JOBS
I'm a constructor.
Before listening
I'm a nurse.
I'm a doctor.
I'm a teacher.
I'm a police woman.
Look at the picture. Do

you know these jobs? Does
any member of your family
have one of these jobs?
9
I'm a dentist.
2 Match the words and the

numbers. Use the colour code.
I'm a shop assistant.
15
twenty
16
fifty
17
seventeen
18
sixteen
19
fifteen
20
nineteen
35
thirty-five
40
forty
50
eighteen
3 Which of these jobs would you

like to have? Explain why.
Discuss with your partner.
50
fifty
identify and recognise occupations in English,

connecting them to images.
show comprehension of specic information.
listen and identify numbers in English.
participate in a dialogue about occupations.
Listening
4 You will hear some people talking. What type of text is it?
a. A face to face conversation.
b. A class.
STRATEGIES!
Think of what you already know about the
topic. Use your background knowledge.
c. A telephone conversation.
30 Listen to Susan and Tony and write the ages with words, in your notebook.
a. Susans brother Henry is years old.

b. Susans sister Rita is years old.
c. Tonys brother Peter is years old.
d. Tonys brother George is years old.
30 Listen to Susan and circle the correct information.
a. Susan is a future nurse / dentist.

b. Her father is a doctor / constructor.
c. Her mother is a teacher / doctor.
d. Her brother is in medicine / law school.
e. Her sister is in primary / secondary school.
30 Listen to Tony and complete the sentences with the information in the pictures.
ateacher
aconstructor
anengineer
Tonys father is , his mother is , his brother

Peter is in secondary school, and his brother George is .
30 Listen again and number these sentences in the order you hear them.
a. ____ I also have a sister.
d. ____ Thats correct.
b. ____ I have a brother.
e. ____ What about your father?
c. ____ Its tea time now.
f. ____ Whats her occupation?
Unit 2
fifty-one
51
After listening
LANGUAGE FORM
Asking about occupations
1. Notice these questions from the text.

Whats your fathers job? Whats your mothers job?
2. Discover how to ask about
a. your partners job. (his / her)
b. your partners sisters job. (her job)
c. your partners brothers job. (his job)
31 First only listen, then listen again and repeat.
actor
doctor
journalist
optician
shopassistant
actress
dentist
lawyer
policeman
socialworker
artist
engineer
miner
receptionist
vet
carpenter
guard
nurse
secretary
writer
10 Write a sentence in your notebook, using the correct occupation for each place of work.
11
Theatre
Shop
Hospital
Hotel
Workshop
Office
32 Listen and repeat the dialogue below.
A: Whats your fathers occupation?

B: Hes a shop assistant.
A: Whats your mothers occupation?
B: Shes a receptionist.
52
fifty-two
12 Complete this dialogue using information about the members of your family. Then, practice it
with your partner.
A: My father had an emergency today, he is a doctor. Whats your job?
B: He is a .
Useful expressions
Thats cool!
That sounds great!
These expressions can be used
in dialogues.
A: Thats cool! And whats your job?

B: Shes a . Where does your father work?
A: He works in a . How about your father?
B: He works .
A: That sounds great!
13 Copy this family tree in your notebook and complete it with names and occupations of the
members of your family.
__________________
__________________
__________________
__________________
__________________
__________________
My job is to be who I am not.

Who am I?
__________________
__________________
GUESS A
RIDDLE!
__________________
My family
1. Bring a photograph of your family.
2. Stick it on a piece of colour cardboard.
3. Label the people with name, occupation,
age, etc.
4. Show it and introduce the people to
your class.
5. Ask and answer questions about the people,
including everything you have learnt in
the unit.
fifty-three
Unit 2
__________________
53
FINAL TEST
Reading
33
Family is a gift
Do you live with your family? Can you imagine a
life without them?
This is the case of many orphans in the world
and in our country.
People take family for granted, but it is a blessing,
a gift of life, even if you live just with your
mother, father, or grandparents. When we are
angry, sad, or happy, they will always be there to
support you and love you. In Chile, orphans and
abandoned children go to the SENAME centres,
where the government provides them with a
home, food, and clothes.However, what they
cannot give them is their real family. So, when
you get angry at your mum, dad, sister, or
grandparents, remember that they love you and
all they want is good things for you!
1 Read the text and write true (T) or false (F).

(4 marks)
2 Find at least four cognates in the text and

write them down in your notebook.
(4 marks)
a. ____ Family always love us.

b. ____ Some children do not live with
a family.
c. ____ SENAME gives orphans a home,
food, and clothes.
d. ____ Orphans have a family.
54
fifty-four
3 Think about your favourite member of your

family and write a short note about him/
her. Include name, occupation, and
personality features.
(3 marks)
Listening
5 Write the name of the type of house in your

notebook.
(5 marks)
34 Listen to the text about a house
description and fill in the missing words.

(6 marks)
Cody: Hello, Jenny!

Jenny: Hi, Cody! Is this
your (a.) ?
Cody: Yes, it is.
Jenny: How many (b.) are there?
Cody: There are four bedrooms,
(c.) bathrooms, a kitchen, and
(d.) pool in the garden.
Jenny: Really?
Cody: Yes! Here is a (e.) .
Jenny: It is (f.) ! Congratulations!
Speaking
6 Work in pairs. Role-play a conversation with

pop star Cody Simpson. Ask information
about jobs, family, a description of his
house, etc. Then, change roles.
Cody: Thank you!

Unit 2
SELF EVALUATION
Unit 2
I can locate and identify places in the house
I can identify types of houses
I can identify colours
I can show comprehension of descriptions
I can identify and name members of the family
I can identify occupations
I can count to fifty

fifty-five
55
Unit 3
FOOD AND HEALTH
LEARNING OBJECTIVES
Reading
Listening
Oral expression
Writing
frequent vocabulary and actions.
Express likes and preferences.
authentic texts.
Relate texts to personal
experiences.
Identify frequently used

expressions and thematic
vocabulary.
Show comprehension of a
specic topic.
Make predictions
Identify English sounds.
Express likes and

preferences.
Give and ask for information.
Participate in dialogues.
Give and ask for

information.
Add information.
thematic vocabulary.
Getting into it!

1. Look at the picture on Page 57. Where do you think the students are? Describe the place.
2. Whats your favourite food? How often do you eat it?
3. Complete the texts on Page 57 with the words in the box.
eatspaghettisaladWhatlike
4. Complete this short dialogue with your information and practice it with your partner.
Then, change roles.
A: Whats your favourite food?
B: I like , what about you?
A: I like .
B: Do you eat it at school?
A: , and you?
B: .
56
fifty-six
Id
and
?
will you.
?
fifty-seven
57
Unit 3
Soft-drinks
Snack
Healthy
I only drink soft-drinks

at the weekend.
fifty-eight
A healthy diet helps

prevent illnesses.
Junk food
Nutrients
Meals
Junk food has a great

impact on childrens
obesity around the
world.
58
Fresh fruit and

vegetables make an
ideal snack.
A healthy diet gives all

the essential nutrients.
Experts recommend to
eat, at least, three meals
a day.
2 Are your habits healthy? Read the text and answer the question. Share opinions with
your partner.
H E A LTHY EATING HA BITS

Your body is a machine. It needs different materials for energy. If you usually eat
different types of food, your body is healthy. If you only eat junk food, youre in trouble!
Here are some tips that can help you develop healthy habits.
Eat breakfast
Eating breakfast helps the body maintain energy throughout the day.
Choose healthier snacks
Chips or biscuits are low in nutrients and high in calories.
Try to eat healthy snacks such as fruit, popcorn, unsalted nuts and unsweetened yoghurt.
Drink water
Drink water at meal times. Keep juice and sweet soft-drinks as occasional treats.
Eat regular meals
Eat regular meals, it helps reduce snacking.
Eat colourful
All the vibrant colours in fruit and vegetables come from natural plant elements
that have healthy effects on our body. Different colours have different effects, so
its good to eat a variety of different colours each day.
3 Cody and Phil are talking about their snacks. Complete the dialogue giving examples of
healthy food. Work with your partner.
Its very too! I
have , and .
I dont like .
Unit 3
Look, Cody! My
snack is very
today! I have ,
and .
What about you?
4 Practise and act out the dialogue in front of your classmates.

fifty-nine
59
Lesson 1
THE WEEKLY MENU

Before reading
1 Find 5 words related to food in
this crossword puzzle. Then,
complete.
S
V
O
M
Y
B
P
E
P
C
L
T
L
M
K
P
A
Z
E
B
A
A
D
L
G
K
Q
L
C
M
T
J
H
Z
S
N
E
D
O
B
E
Z
A
O
T
R
R
T
T
P
P
X
U
B
Y
D
T
T
R
Y
L
P
Q
Y
a. s
b. p
c. t
d. c
e. s
2 What's your favourite food?

Draw it on the picture.
3 Whats the most common

food in your city/country?
Is it included in the picture?
Do you like it? Discuss with
your partner.
60
show comprehension of information in a menu

identify days of the week
identify vocabulary related to food
produce and reproduce dialogues related to food
classify vocabulary
sixty
4 What kind of text do you see

on Page 61? What kind of
information does it show?
I
R
Q
Q
D
V
Y
Y
Reading
39
CHICKEN SOUP MIXED SALAD
BEEF AND
BAKED
POTATOES
BANANA
SPAGHETTI
WITH MEAT
SAUCE
VEGETABLE
SOUP
CELERY AND
AVOCADO
SALAD
FISH FINGERS
AND CHIPS
ROAST
ROAST TURKEY
CHICKEN AND AND CREAM
RICE
CORN
FRUIT SALAD RICE PUDDING BAKED APPLE
MIXED SALAD CHICKEN SOUP
PANCAKE
TOMATO
SALAD
PIZZA
HAMBURGER
AND RICE
KIWI AND
ORANGE
QUARTERS
ICE CREAM
Alternative main course: tuna salad or ham and cheese sandwich. Milk or fruit juice is included.
5 Read the menu and check your prediction in Exercise 4.

6 Read the text again. Write in your notebook the day on which they will serve this food.
a. Pizza
b. Chicken and rice
c. Beef and baked potatoes
7 Read the menu again and circle the correct answer.

a. Main course on Thursday?
Roast chicken and rice. / Beef and baked potatoes.
b. Roast turkey served?
On Wednesday. / On Friday.
c. Fresh vegetables?
On four (4) days. / On five (5) days.
d. To drink with your lunch?
Milk. / Milk or fruit juice.
8 Answer the questions.

Unit 3
a.Where can you find this kind of text?

b. What day, in the menu, do you like the most?
sixty-one
61
After reading
9 Classify the food into different categories: fruit, meat types, vegetables and others. Then,
compare with your classmates.
banana
beef
avocado
chicken
fish
lettuce
milk
pancakes
kiwi
rice
tomatoes
oranges
LANGUAGE FORM
The days of the week
1. Read the days of the week as they appear on the menu.

2. Notice these examples related to the menu.
There's banana for dessert on Monday.
There are fish fingers on Wednesday.
3. What word do we use before the day of the week?
10
a. The days of the week.

Monday
Tuesday
Wednesday
Thursday
b. These sentences.
There's ice cream for dessert on Sunday.
There's broccoli salad on Monday.
There are chips on Wednesday.
62
sixty-two
Friday
Saturday
Sunday
11
10
Choose food from this lesson to create your ideal menu. Copy this model in your
notebook and complete it.
My ideal weekend menu
Saturday
My partner's ideal weekend menu
Sunday
Saturday
Sunday
Starter
Main course
Dessert
12
41 Listen and repeat this dialogue. Then, practice it with a partner, changing the underlined
parts with your own preferences. After that, complete the chart in Exercise 11.
A: What's your starter on Saturday?
B: Celery and avocado salad.
A: What's your main course on Sunday?
B: Pizza. And beef and rice on Saturday.
A: And what's for dessert?
B: Baked apple on Saturday and pancakes on Sunday.
Useful expressions
I love...
Again?
Good!
I dont like...
13 Complete the crossword puzzle, following the clues below.
Across:
1. You can make a sweet salad with it.
4. It comes from a cow.
5. It includes different types of vegetables.
7. A green, creamy fruit
5
6
Down:
1. The day before the weekend.
2. The second day of the working week.
3. Meat, vegetables and sauces inside two pieces
of bread.
6. The food group including beef, chicken, pork, etc.
GUESS A
RIDDLE!
I grow underground, have eyes,
but cant see. What am I?
Our school menu

1. Prepare a three-day menu for your school.
2. Make sure your menu includes healthy
food and is balanced.
3. Use colour cardboard and illustrations.
4. Display the menu in your class, and explain
your choices of food. Make sure you use
vocabulary related to food, days of the
week, and useful expressions.
sixty-three
Unit 3
63
Lesson 2
LUNCH
What is there
for lunch?
show comprehension of food expressions and

collocations.
Identify specic information associated to food.
produce and reproduce short dialogues about
lunch time.
ask for food and make requests.
express likes and dislikes in writing.
Before listening
1 Answer these questions in
your group.
a. Is there a cafeteria in your
school?
b. What food do you normally
order there?
2 Classify these words into
The salad looks

delicious!
breakfast, lunch or dinner. Are

there any similarities between
these meals in your country?
Toast
Salad
Milk
Coffee
Rice
Bread
3 What do you think the listening

text is going to be about?
a. Tutors talking about their
favourite food.
b. Tutors talking about today's
menu.
c. Tutors organising the
school menu.
4 Take a look at the pictures on

Page 65. Tick the group of
expressions you think will
appear in the conversation.
a. I'm starving.
I'm not very hungry.
Here is your tray.
b. Today is Tuesday.
A glass of coke, please.
I love spaghetti.
c. Hamburger and rice.
Beef and baked.
potatoes, please.
Pizza, please.
64
sixty-four
Listening
5
42 Listen and check your predictions in Exercises 3 and 4.
42 Listen again and circle the best alternative.
a. The conversation is between

i. a student and a tutor.
ii. two students.
iii. two tutors.
ii. fantastic.
iii. great.
b. The dessert looks

i. delicious.
42 Number the pictures according to the conversation.
MIXED SALAD
a.
e.
c.
f.
42 Who said these sentences, Susan (S), Tony (T), or the waitress (W)?
a. I'm starving.
b. Here is your tray.
c. Here you are: salad, spaghetti and your fruit salad.
d. Thank you.
e. What is there for lunch today?
f. The fruit salad looks delicious.
g. I love spaghetti.
Unit 3
d.
b.
sixty-five
65
42 Listen again and count the number of times you hear please and thank you in the
11
conversation. Write them down in your notebook.
After listening
10
43 Listen and repeat.
a. These pairs of words.

thank
sank
thing
sing
thick
sick
thaw
saw
thigh
sigh
b. These sentences.
Can I...?
Can I have...?
Can I have the menu?
Can I have the menu, please?
Any
Anything
Anything else?
LANGUAGE FORM
1. Read these sentences:
a. Can I have todays menu, please?
b. I like spaghetti.
11
2. Which sentence expresses:

preference?
a request?
44 Listen and repeat this conversation.
Waiter:
Ed:
Waiter:
Ed:
Cathy:
Waiter:
Cathy:
66
Ordering food
sixty-six
Good afternoon! Can I help you?

Hello! Can I have a cheese sandwich, please?
Sure. Anything to drink?
Fruit juice, please. And you, Cathy?
I dont like fruit juice. Can I have the pizza and milk, please?
Sure, just a second.
Thanks.
Useful expressions
Im hungry!
I like
Im thirsty
I dont like...
12 Form collocations with words from A and B. Write them in your notebook.
fruit
jelly
strawberry
juice
tuna
salad
13 Complete this dialogue. Then, practice it with your partner.

A: Mm, . Whats for lunch today, do you know?
B: I think there are two options, mash potatoes and , or and salad.
A: Oh, thats good! I love .
B: Im now, I want a drink.
A: I think we can drink water or .
B: I dont like very much. I prefer .
GUESS A
RIDDLE!
Whats orange and sounds like
a parrot?
My favourite food
1. Find colourful magazine illustrations
of food.
2. Draw a weekend menu on a piece of
cardboard and make a poster showing
your favourite and non-favourite food at
the weekend.
3. Make sure you include starters, main
courses, and desserts.
4. Display your poster in your classroom.
sixty-seven
Unit 3
67
Lesson 3
HEALTHY FOOD V/S JUNK FOOD

Before reading
1 Answer these questions.
a. Do you like any of the snacks
in the picture?
b. What consequences do these
snacks have on your health?
2 Use a dictionary to find the
D
CTE
E
J
E
R
meaning of junk food and

healthy food. Classify the food
from the kiosks into the
categories of Healthy Food
and Junk Food.
3 Find the meaning of these

show comprehension of no literary texts.

identify word families
give information about a specic topic.
write about a well-known topic.
The children will love
this healthy food!
words in a dictionary. How are

they related to food?
Cavities
Environment
Fats
Flavour
Fibres
Nutrients
Additives
Flavour
D
E
V
RO
APP
4 Underline the cognates in the

text on the next page.
5 Take a quick look at the text on

Page 69. What do you think it
will be about?
68
sixty-eight
Reading
45
THE ENGLISH VILLAGE MAGAZINE
Junk food is food with poor nutritional value. Junk

food contains large amounts of fat, salt, or sugar and
food additives; it does not have proteins, vitamins or
fibre. It is popular because it is easy to buy; it requires
little or no preparation and has lots of flavour.
Consumption of junk food is associated with obesity,
heart problems, type 2 diabetes, and dental cavities.
Healthy food improves or maintains good health.
A healthy diet has nutrients from all the food
groups, especially fruits and vegetables, and it
includes an adequate quantity of water. A healthy
diet contains vitamins and fibre. It is important to
eat healthy food to maintain good health.
6 Read the magazine article and check your prediction in Exercise 5.

7 Read the article again and tick the correct information.
a. Healthy food contains
fats and sugar.
fibres.
food additives.
nutrients.
vitamins.
water.
dental problems.
diabetes.
food problems.
heart problems.
school problems.
weight problems.
b. Junk food can produce
8 Read the magazine article again and circle the correct option.
a. Junk food requires a lot / a little preparation.
Unit 3
b. A healthy diet is high / low in sugar, fat, salt and additives.

c. Junk food is / isnt associated with diabetes, obesity and heart problems.
sixty-nine
69
After reading
9
12
Complete the dialogue with the words below. Then, practice it with your partner, taking turns.
additivescheeseburgerfatsalt
vegetablesvitaminssugarfruits
Mark: Hey, Marie! Do you want to have a ?

Marie: Mm, Im not sure; Im trying to eat healthy food.
Mark: What do you mean healthy?
Marie: Well, food like and .
Useful expressions
I love...
Lets have...!
I only eat...
Mark: Yeah, I understand, healthy food has a lot of .

On the other hand, junk food has too much and too many .
Marie: Yes, and usually junk food has a lot of and too, which make you fat.
Mark: I have an idea, then. Lets have a sweet fruit salad!
Marie: I like that!
10
46 Listen and repeat.
a. These words.
healthhealthyunhealthy
b. This tongue twister.

ThelmaandTheoeathealthy,notunhealthyfood.
11
47 Learn and say this poem.
Peter, Peter, Pizza-Eater

by Bruce Lansky
Peter, Peter, pizza-eater,

How I wish that you were neater.
Half the pizza's on your shirt.
Clean the mess, or no dessert.
LANGUAGE FORM
1. Read these examples from the text.
a. Affirmative sentences
Healthy food contains nutrients. It requires preparation.
2. Find more examples in the reading text.
70
seventy
Simple Present (3rd person)
12 Put the words in order to form correct sentences.
13
a. lots of / a chocolate bar / has / sugar.
c. eats / Michelle / healthy / a variety of / food.
b. has / vitamins / Fruit / fibres / and
d. contains / Milk / nutrients
12
Complete this summary of the reading text on Page 69.
Junk food is not good because it has fats, , or .

Healthy food is balanced because it contains vitamins from all the groups.
14 AN EMAIL ABOUT FOOD.

a. Read this email and complete it with words from the unit.
Dear director
We are writing about the food in the school kiosk. They offer a lot ,
which is bad for our health and contains .
We want to have more food in our kiosk, like and .
Thanks very much.
Pablo and Carolina.
b. Write a similar email to your school, asking them to change the food they serve in the
cafeteria or kiosks. Use a dictionary, if necessary.
c. Send your message to your teacher by email or in writing.
GUESS A
RIDDLE!
You can either eat me or give
me to your teacher! What am I?
Junk v/s healthy

1. Prepare a poster for your school.
2. Divide it into two parts, junk food and
healthy food. Represent each part with an
interesting illustration.
3. Draw some food and write a sentence
below each one of them. Describe them
and say if they are healthy or unhealthy.
4. Display the poster in your school.
seventy-one
Unit 3
71
Lesson 4
AT THE ENGLISH VILLAGE KIOSK

Before listening
Welcome, kids. Here you have

a selection of healthy food!
1 Look at the illustration.

a. Who are the people in
the picture?
b. Who is speaking?
c. Where are they?
d. What are they doing?
Id like some fresh

cheese. I love it!
13
Read the items in this chart.
a. Find them in the picture.

b. Tick the food you usually
buy at the kiosk.
c. Tick the healthy food.
The food I
usually buy
show comprehension of an
interview extract about a
new healthy food kiosk.
show comprehension of a
dialogue about a healthy
food kiosk.
complete charts to classify
vocabulary.
take part in dialogues and
express quantity and prices.
Healthy
food
biscuits
cakes
celery and
carrot sticks
chocolate
crisps
dips
fresh cheese
fresh fruit
fruit juice
hot-dogs
ice cream
milk
sandwiches
soft-drinks
sweets
yoghurt
3 Take a look at the picture. What

do you think the text is going
to be about?
72
seventy-two
Listening
4
48 Listen to the text. Was your prediction in Exercise 3 correct? What elements helped you
to make a good guess? Explain.
48 Copy the list of food items in Exercise 2 into your notebook. Listen again and tick the
food you hear.
48 Listen again. Cross out the items that you can't find in the kiosk.
48 Listen again and answer the following questions.
a. What of the items mentioned do you have in your fridge, at home?

b. What of the items do you usually eat at school?
c. Do you think it is possible to have a healthy diet? How? Discuss.
48 Copy this short paragraph in your notebook, listen and fill in the blanks with one of
these words.
convenienthealthynormalproductsstudents
This is not a kiosk, this is a food kiosk. We only sell healthy to our
and the prices are very .
48 Answer the following questions in your notebook.
a. Listen once more and complete with your own ideas.

1. The idea of the healthy kiosk is to .
2. Some of the products sold at the kiosk are .
3. The children at the English Village .
b. Would you like to have a healthy kiosk in your school? Why?
Unit 3
seventy-three
73
After listening
LANGUAGE FORM
Offering and ordering food
Notice
Offering food: What do you want?
Ordering: I want a sandwich, please. Can I have a sandwich, please?
Saying the price: Sure, it's $250. Thanks.
10
49 First only listen. Then listen and repeat.
a. These numbers.
50fifty
60sixty
51Fifty-one
65sixty-five
52Fifty-two
70seventy
53Fifty-three
75seventy-five
54Fifty-four
80eighty
55Fifty-five
85eighty-five
56Fifty-six
90ninety
57Fifty-seven
95ninety-five
58Fifty-eight
100onehundred
59Fifty-nine
150onehundredandfifty
b. These words.
waiter
want
warm
what
would
c. These dialogues.
i. A: What do you want?
B: A glass of orange juice, please.
ii. A: What do you want, please?
B: A fruit salad, please.
74
seventy-four
iii. A: What would you like?

B: A cheese sandwich, please.
iv. A: Would you like a yoghurt?
B: Yes, please.
11
50 Listen to this model dialogue and then listen and repeat.
A:
B:
A:
B:
12
What do you want, please?

I want a yoghurt, please.
It's $150. Here you are.
Thank you.
Useful expressions
Sure!
Here you are!
Thanks!
Now practise the dialogue with your partner. Use the healthy food in the pictures and
invent the prices. Add other expressions to complete your dialogue, such as thank you, please,
can I have) etc.
13
Writing
13 Take a look at the image, and write four sentences in your notebook, using all the vocabulary
seen in the unit.
GUESS A
RIDDLE!
Whats green or yellow, and
sound like a chair?
A kiosk poster
1. Make a list of your favourite healthy food.
2. Make a list of your favourite junk food.
3. Make a kiosk poster with these categories
on a piece of cardboard.
4. Add the real prices in Chilean pesos.
5. Display in your classroom.
seventy-five
Unit 3
75
FINAL TEST
Reading
51
8 tips to stay healthy!

To prefer healthy food and have a balanced diet is important
to keep healthy, and it can help you to feel great. It is easy.
Just follow these fabulous eight rules to start off with.
Base your meal on starchy food, like bread and pasta.
Include a lot of fruit and vegetables.
Add more fish to your diet.
Cut down on the excess of fat and sugar.
Cut down on the salt.
Get active and avoid obesity.
Always drink water, never get thirsty.
Never skip breakfast.
So, keep in shape and look great for summer! Its advisable to
start eating healthy food as soon as possible, so, when
summer comes, youll be ready for the beach!
1 Are these statements true (T) or false (F)?
Language
(5 marks)
76
a.
It is important to eat healthy food.
b.
We have to eat a lot of salt.
c.
We must not drink water.
d.
We must never skip breakfast.
e.
We only have to eat healthy

food in summer.
seventy-six
2 Circle the words that are fruits.

a. orange
b. strawberry
c. tuna
d. apple
e. tomato
f. potato
(3 marks)
Justin: I a tuna .
Writing
What do want?
3 In your notebook, write a restaurant menu

that contains junk food and healthy food.
(3 marks)
Karen: Ill have the tuna , and dessert.

Waiter: Ok, Ill go and get your order.
Would you something to ?
Listening
Justin: An juice, please.
52 Listen to this dialogue in a restaurant

(6 marks)
and fill in the blanks.
Karen: Hi, I have the , ?
Karen: for me, please.

Waiter: Ill be right back.
Waiter: Yes, of course.

Justin: Wow! They a special
Mondays!
Karen: Thats today!
Waiter: And today we have , so
Speaking
5 Work in pairs. Discuss with your partners the

advantages of following a healthy diet. Why
is it good? Is it cheap or expensive? etc.
it have so much .
6 to 12 correct answers: You have been able to understand an important part of the contents, but you can do much better!
Revise the contents and correct the wrong answers.
Unit 3
SELF EVALUATION
Unit 3
I can express likes and preferences

I can ask for food at a restaurant
I can offer food
I can say the days of the week
I can participate in dialogues about food
I can identify vocabulary related to food
I can write short notes concerning food
seventy-seven
77
Unit 4
NO MATTER THE WEATHER!
LEARNING OBJECTIVES
Reading
Listening
Oral expression
Writing
non-literary texts about
weather.
explicit information about
weather.
Show comprehension of key
expressions in a text.
Identify thematic
vocabulary.
weather forecast.
Identify frequent
expressions.
React to audio texts,
connecting them to
personal experiences.
Participate in dialogues
describing the weather.
Show knowledge of
frequently used thematic
vocabulary.
Show knowledge of
everyday expressions.
Reproduce chants about a
particular topic.
Write sentences and short

paragraphs about weather.
Write a weather report.
Write short texts about
everyday activities.
Getting into it!

1. Look at the pictures on Page 79. Can you recognize the seasons? Which is your favourite
season? Why?
2. Discuss with your partner.
a. Do you like cold or hot weather? Why?
b. What activities can you do in each season?
3. Take a look at the pictures on Page 79 again. Fill in the bubbles with the vocabulary in the box.
autumnwinterspringsummer
4. Complete this chart with information from the pictures on Page 79 and your own ideas. Use
a dictionary, if necessary. Then, compare with your partner.
Season
A
W
S
S
78
seventy-eight
Your favourite activities
is beautiful!
I love
Yes, but we have

a lot of work.
Me too, its cold

but its fun.
is my favourite season.
I love the smell
of flowers.
I love
And I love swimming!
seventy-nine
79
Unit 4
Cold
Hot
Seasons
In winter, it is cold and

snowy. Children love
making snowmen!
eighty
There are four seasons in

a year: autumn, winter,
spring and summer.
Warm
Wear
Weather
On 18th September,
Chilean children usually
wear traditional clothes.
Im listening to the
weather report for next
week.
These gloves are nice

and warm.
80
I love hot and sunny

days!
2 What is the weather like in your region? Read the text and check.
The climate of Chile includes different weather conditions

along the country. There are four seasons: summer
(December to February), autumn (March to May), winter
(June to August), and spring (September to November).
In summer, the weather is hot and sunny. People wear light
clothes. They usually go to the beach and practise water
sports. In autumn, it is cloudy and cool. People wear sweaters
and jackets.
In winter, it rains a lot. The weather is cold and in some
places it snows. People wear thick clothes and children play
in the snow. In spring, the weather is warm and sunny.
Sometimes it is windy. People wear light sweaters and shoes.
Summer is coming again!
3 Work in pairs. Complete the dialogue with your own ideas.

A: Which is your favorite season?
B: I love !
A: What do you do in ?
B: I , and . How about you?
A: I like . I and .
Unit 4
4 Practise and act out the dialogue with your partner.
eighty-one
81
Lesson 1
WHATS THE WEATHER LIKE?

Before listening
1 Why are these pictures
different? What do they show?
2 Take a look at the picture on

show comprehension
of explicit information
about weather.
identify specic
information associated
to weather.
identify key vocabulary
participate in a dialogue
describing the weather.
write short sentences
describing the weather
in specic places.
the left. Match these words

with the pictures.
1. Snowy
3. Rainy
2. Windy
4. Sunny
3 Write the name of the

corresponding season.
Its very cold, it
a.
rains, and it snows.
Trees and flowers
b.
start to grow.
Its hot and sunny.
c.
People go on holiday.
Its cool and
d.
cloudy. Leaves fall from
the trees.
AutumnWinter
SpringSummer
4 Whats the weather like in your

city? Do you enjoy it? Why?
82
eighty-two
Listening
5
57 You are going to listen to a weather forecast for South America. Pay attention to the
information, and focus only on the weather conditions (rain, snow, wind, etc.) Draw the
weather symbols on the map, according to what you hear.
wind
snow
rain
sun
cloudy
Bogot
Lima
Sao Paulo
Asuncin
Santiago
Montevideo
Buenos Aires
57 Listen again and write the temperatures for each city in the corresponding boxes.
57 Listen again. Tick () the correct information and cross () the incorrect information.
a.
Its snowy in Colombia.
b.
Its rainy in Lima.
c.
Its hot and sunny in the north of Chile.
d.
Its rainy in Montevideo.
e.
It is sunny in Bogot.
Unit 4
eighty-three
83
After Listening
8 Answer these questions:
a. Which place in South America is the hottest and which place is the coldest?
b. Why do you think temperatures are so different in each place?
c. Which places do you prefer? Why?
9 Put these letters in order to form weather words. Write them in your notebook.
10
a. n s u y n
d. d w i y n
b. l o c d
e. d c y o u l
c. t o h
f. t e w
Look at this map of Europe. Can you name the countries? Write them in your notebook.
Use the internet or an encyclopedia, if necessary.
Write sentences in your notebook to create your own weather forecast, using the vocabulary
in the lesson.
14
Eg. In , its going .
84
eighty-four
LANGUAGE FORM
Formation of adjectives
1. We can form adjectives adding y to words like

sun sunny, cloud cloudy, snow snowy
2. Rewrite the following sentences using adjectives.
a. Its going to rain tomorrow.
b. Its going to snow next Tuesday
Its going to be tomorrow.
Its going to be next Tuesday.
11
12
58 First listen and then listen and repeat.
aweatherreportwindysunnycloudysnowyrainy
59 Listen and complete the telephone conversation in your notebook.
Linda:
Mum:
Linda:
Mum:
Linda:
Mum:
Linda:
Mum:
Linda:
Mum:
Hello, Mum!
.
What is the like at the seaside today?
Its and here.
Thats nice! Here in Santiago, its and rainy.
Keep !
Enjoy the !
Yes! you, Linda!
Love you , Mum! Bye.
Bye, .
Useful expressions
Thats nice!
Enjoy...!
Yes!
13 Practise the dialogue with your partner, changing the information.

14 In groups, go on the internet or use an encyclopedia, and find out about the weather in the
United Kingdom and Chile (considering weather in the north, center and south), and create a
poster comparing both countries, writing full sentences. Then, compare with your partners.
GUESS A
RIDDLE!
What goes up when the rain
comes down?
Radio forecast
1. In groups, choose five towns or cities in Chile.
2. Find information about the weather in those
places at the moment.
3. Make a report, writing simple sentences and
using all the expressions in the unit.
4. Record your report and add music, to create a
radio weather forecast.
5. Play your forecast to the rest of the class.
eighty-five
Unit 4
85
Lesson 2
MY HOLIDAY ACTIVITIES
Before reading
1 What sports are the people in
the picture practising? Match
the names (a - d) to the
pictures (1 - 4). Write them in
your notebook.
a. bodyboarding
b. swimming
c. ice skating
d. snow boarding
2 Make a list of four sports you

practise in winter and summer
and write it in your notebook.
2
3 Take a look at the pictures on

the left. Then, take a quick look
at the texts on Page 87. What
do you think the texts are
going to be about?
a. School.
b. Holidays.
c. Olympic sports.
3
read and show comprehension of weather descriptions.

identify purpose of written texts.
identify and repeat English sounds.
write a brief paragraph following a model.
4
86
eighty-six
Reading
60
Florencias blog.
10/01/2013
Jacks blog.
18/02/2013
Hello, friends at
the English
Village! Im in
Canada at the
moment! Canada is a very cold country
in winter.
Winter is very long, and theres a lot of
snow. People wear boots, hats, scarves,
and jackets when they go out. People can
do lots of things in Winter. Some people
go skiing or practise snowboarding, and
some people go ice-skating. They dont
go swimming, because the water is very
cold. Children usually play in the snow
and make snowmen.
This is my second
post from the north
of this amazing
country. Chile
is a very long country,
so the weather is different, depending
on where you live.
In Arica, the weather is usually warm; its
generally sunny and people go to the
beach to practise surfing and
bodyboarding. I am taking swimming
lessons! I dont go running because I
dont have much time, but many people
do, and they usually wear T-shirts, shorts,
and trainers. I love this city!
4 Answer these questions.

a. Where is Florencia, at the moment?
b. Whats the weather like in Arica?
c. Do you think Florencia and Jack enjoy their weather? Explain.
a.
Canada is warm in winter.
b.
In Canada, there is a lot of snow in winter.
c.
In the north of Chile, you can swim and practise ice-skating.
d.
In Canada, people dont do too many things.
e.
Jack is taking swimming lessons.
f.
Rodrigo practises summer sports.

Unit 4
5 Read the blogs. Are these statements true (T) or false (F)?
eighty-seven
87
In your notebook, write sentences about each picture. Use expressions from the text as
a model.
15
bodyboarding
swimming
skiing
ice-skating
surfing
snowboarding
They are practising
After reading
7
61 a. Listen and repeat the following words.
snow
run
ski
eat
surf
do
swim
play
b. Listen and repeat this tongue twister.
Useful expressions
Its very hot/cold
I wear... in summer
I enjoy... in winter
I denitely prefer...
Sixsmallslicksealswithsixcrispsnacksandslicksilk.
LANGUAGE FORM
The Simple Present
1. Notice these examples.

Affirmative sentences.
a. People wear boots.
b. Chileans go to the beach.
Negative sentences.
a. I dont go running.
b. They dont go swimming.
2. Write more affirmative and negative sentences.
8 Put the words in order to form correct sentences. Then, write them in your notebook.
a. dont/in /running/like/snow/the/I
b.love/I/chocolates/eating/winter/in
c. running/summer/dont/in/like/I/dont
d.In/I/winter/playing/love/basketball
88
eighty-eight
62 a. Listen and fill in the blanks in this dialogue.
Mathew: I winter in Chile. It is , but I drink chocolate and feel much better.
Sally:
What can you in Santiago?
Mathew: I can snowboarding and .
Sally:
I dont like because its too and the streets are wet.
Mathew: In Chile, children usually do indoor , and people generally eat , but they
the
dont often roasted marshmallows.
b. Create a similar dialogue, using vocabulary and expressions from the lesson. Then,
practise it with your partner.
10
15
Read Paulo's blog entry about his activities. Then, in your notebook, write your own
blog post about your favourite holiday activities.
Paulos blog. 14/03/14

Hello, everybody!
My name is Paulo, and Im living in Brazil, at the moment.
This country is amazing, because the weather is very good,
most of the time. I love running on the beach, riding my
bike along the coast and swimming in the sea. People here
go out a lot, and I like to meet new people on the street.
I love it here!
GUESS A
RIDDLE!
I prefer to ride waves, rather than
horses. What am I?
Winter sports around the world.

1. Work in groups.
2. Cut a piece of cardboard, and make a big blog note.
3. Look up information, on the internet or an
encyclopedia, about winter sports in different
countries. Include details such as:country,
equipment, number of players, etc.
4. Check with your teacher and display your work
in your classroom.
eighty-nine
Unit 4
89
Lesson 3
TECHNOLOGY AT HAND
listen and demonstrate comprehension of a

dialogue about technological resources.
show comprehension of short written texts.
complete dialogues and chat conversations
with specic information.
produce and reproduce chat dialogues to
stay in touch with other people.
Chat
Before listening
1
Match the pictures with

their corresponding actions.
16
a. Listen to music
b. Have a videoconference
c. Look for information
d. Play video games
e. Click on a link
Computer
f. Talk to friends online

g. Write
h. Watch videos and photos
Printer
Internet
i. Print documents and photos
2 How do you communicate

with your friends and family?
Make a list in your notebook.
3 Look at the pictures again.
Keyboard
What do you think the text is

going to be about?
Mouse
a. Computers.
Screen
b. Technology.
c. Shopping for computers.
Webcam
90
ninety
CD
Listening
STRATEGIES!
Pay attention to specic information such
as names, objects, etc.
63 Listen and check your prediction.
63 Look at the pictures and tick the names you hear.
John
Jill
Pamela
Stevie
63 Listen again and, in your notebook, write a list of the objects in the computer room at TEV.
63 Listen once again and match the pictures (1 4) to their location (a f).
1.
3.
a. ___ On the screen.

b. ___ Under the desk.
c. ___ In the computer towers.
d. ___ On the desk.
4.
e. ___ In the computer.

f. ___ Under the computer.
Unit 4
2.
ninety-one
91
After listening
8
a.
b.
on the desk
in the computer
under the screen
on the printer
under the keyboard
modem
Internet
webcam
computer
printer
keyboard
mouse
microphone
chat window
LANGUAGE FORM
in / on / under
1. Notice these sentences from the text.

a. Its on the desk.
b. Its under the keyboard.
c. Its in the computer.
Prepositions such as in/on and under indicate position of people and things.
2. Find more examples of each preposition in the lesson.
16 Listen and complete the dialogue. Then, practise it with your partner. Change the
65
information to make it true for you.
A: What does your new study look like?
A: What is there?
Useful expressions
Im glad.
Take care.
You too.
B: There a computer the desk, with the keyboard
B: Its small, but comfortable! I will send you a .
and a on the screen.

A: What about the microphone?
B: Its the computer.
A: Well, Im glad; now we stay in touch.
B: Yes, can chat and I can surf the , too.
A: Good! Take care, bye.
B: You too, .
92
ninety-two
10
66 Listen and chant along.
The preposition chant

In, on, under (x2)
Now Im in the lab, Chatting with my pals!
In, on, under (x2)
Checking my mail, Surfing the web!
In, on, under (x2)
Now Im in the car, Under the stars
11 a. Complete the short description with prepositions from the lesson. Revise the Language Form.
b. Write a description of your bedroom, house, or a friends house, in your notebook,
following this model. Include as many prepositions as possible.
My bedroom is my favourite place in the house. There is a computer on my

desk, with a very modern webcam the screen.
I also have a video console, which is the TV, and I have an old
radio the closet, in case we dont have electricity. I love staying
here when its cold outside.
GUESS A
RIDDLE!
It plays music with no instruments,
and sings with no mouth. What is it?
Our dream laboratory

1. Work in groups.
2. Go on the internet, or use an
encyclopedia, and find out about new
technological advances.
3. Decide which advances you would like to
have in your school, explaining why, and
make a presentation. Illustrate with
pictures or drawings. Make sure you use
expressions such as: Its a/Its used for
4. Present in front of the class.
ninety-three
Unit 4
93
Lesson 4
IM SORRY
Before reading
1 Answer the following
questions with your partner.
a. The kids in the picture are
chatting. What do you think
they are chatting about?
Hi, Pete! Do you

want to chat now?
b. Do you chat with your

friends or family?
c. What do you talk about?
2 Have you ever made an

invitation to a party? What did
it include? Discuss with your
partner and write a list of the
elements included. Use a
dictionary, if necessary.
Im sorry, I have a
cold and dont feel
very well, Maggie.
read and show comprehension of a

chat conversation.
listen and show comprehension of
a dialogue with frequent expressions.
reproduce conversations to apologize
and show appreciation.
write a short invitation, using
frequent expressions.
3 Look at the picture and the

chat conversation on the next
page. What do you think the
text is about?
a. homework.
b. going out.
c. an invitation.
94
ninety-four
Reading
67
Pete: Im so sorry, but the

weather is terrible, its cold,
its raining. I really
appreciate the invitation.
Maggie: Hey! My birthday

partys today.
Pete: Is it?
Maggie: Its all right, I understand.

Pete: Thanks for your
invitation, and Im very
sorry I cant go.
Maggie: Yeah! Are

you coming?
Maggie: Dont worry, just

take care of yourself, OK?
Pete: I would love to, but I

have a cold. Im not sure.
Pete: I will. Enjoy your party!
Maggie: Youre not coming then?
Maggie: Thanks.

5 Read the text again and correct the information in your notebook.
a. Pete is very well.
b. Maggie says: Im sorry.
a. Who is having a party ?
Pete. / Maggie.
b. What is the weather like?
It is snowing / raining.
c. Who has a cold?
Pete. / Maggie.
Unit 4
6 Read the text again and circle the correct answer.
ninety-five
95
After reading
LANGUAGE FORM
Thanking and apologising
1. Read these sentences from the text.

a. Thank you for the invitation. b. Thank you so much!
2. What is the purpose of the sentences in Point 1?
a. To show gratitude.
b. To apologise.
3. Read the following sentences from the text.
a. I am very sorry.
b. I am so sorry.
4. What is the purpose of the sentences in Point 3?
a. To say hello.
b. To apologise.
c. I really appreciate...
68 Useful Expressions.
Listen and repeat these expressions.

Would you like to come?
Can you come?
Im not sure.
I would love to, but...

Im so sorry, but...
Are you coming?
8 Discuss with your partner.

a. How do you communicate with friends?
b. What is your favourite way to communicate with people? Why?
69 Listen and practise the following dialogue with your partner, using your own names
and information.
Hello?
Hello, Michael, its me, Linda.
Hi, Linda! How are you?
Im fine, thanks! Hey, Mike, would you like to come over to my house tomorrow?
We will have a barbecue with some friends.
Michael: Im so sorry, but Im travelling to Edinburgh tonight, and Ill be there for three days.
Linda:
Oh! OK, well, we can get together after your trip, then!
Michael: Great! I will call you when I get back.
Linda:
Have a safe trip, Michael. Bye!
Michael: Bye, now.
Michael:
Linda:
Michael:
Linda:
96
ninety-six
10
In your notebook, complete this dialogue in pairs. Then, practise and role play it with
your partner.
17
A: Hi, .
Useful expressions
Im not sure.
Can you come?
Are you coming?
Id love to, but...
B: .
A: How you?
B: Not too good, afraid.
A: Oh dear, you are not coming to then.
B: No, Im sorry, I .
A: Oh well, next time then.
B: I am so .
A: Its OK, dont worry.
11 Write a short message inviting a friend to a party. Use a dictionary, if necessary. It should
include greetings, event, address and time.
GUESS A
RIDDLE!
What can you catch but not throw?
Safety online
1. Work in groups.
2. Go on the internet and look up information
about safety online, how to control false
internet information, viruses, grooming, etc.
3. Make a big poster with tips to control the
dangers on the internet. Illustrate with pictures.
4. Put it up on a visible place in your classroom.
ninety-seven
Unit 4
97
FINAL TEST
Reading
70
A holiday abroad!
Do you like travelling when you are on
holiday? Can you imagine going to
totally different places from your home
country?
The English Village exchange
programme for Chilean students and
tutors offers you the chance to stay in
a foreign country for three weeks.
Participants can go to Australia,
Canada, Switzerland, or Brazil. In these
countries, you can experience weather
that is totally different from what you
have in Chile. If in Chile it is windy and
cold in July, it can be sunny and warm,
or rainy and snowy in one of these
countries.
This programme also gives you the
chance to meet people from different
countries and practise different sports,
such as snowboarding, surfing, skiing,
and windsurfing.
Think about it! You can visit a new
country, make new friends, and
continue practising English.
Apply now!
98
ninety-eight
1 Answer the questions.
(4 marks)
a. What kind of text is it?

i. An advertisement
ii. A personal experience
b. What are the characteristics of the
programme?
c. Would you like to take part in a
programme like this one? Why
2 Circle the countries included in the

exchange programme.
(4 marks)
a. The USA
b. Switzerland
c. Brazil
d. Australia
e. Canada
Writing
3 Imagine you are taking part in the TEV

Exchange Programme. Write an e-mail to a
friend and mention the place, the weather,
your new friends, and your activities.
(6 marks)
E-mail
Write an e-mail to a friend
and mention:
The place.
The weather.
Your news friends.
Your activities.
Anne:
Language
4 Complete the following sentences.

(4 marks)
a. The weather in Santiago is and .

b. Im , but I cant go.
Georgina: Oh, Im to hear that.

Anne:
c. The mouse is the desk.
5 Write 3 sentences using the vocabulary

you used in Exercise 4.
Listening
, I think I cant. All my final

exams are next week and I
have to .
Hey, when the are over, we

can organise something here
in my house.
Georgina: Good idea. Talk to you next

then, and good luck with your
.
Anne:
a lot! Bye for now.
71 Listen to a telephone conversation.

Fill in the blanks. (6 marks, each blank)
Anne:
Hello, Georgina. Its Anne .
Georgina: , Anne!
Anne:
Listen, thank you very much for

the to your .
Speaking
7 Whats the importance of technology in

your life? Talk to your partner.
Georgina: Its OK. Are you then?

10 to 19 correct answers: You have been able to understand an important part of the contents, but you can do much better! Revise
the contents and correct the wrong answers
Unit 4
SELF EVALUATION
Unit 43
I can understand a weather report
I can report the weather in my city
I can talk about my favourite free time activities
I can apologize
I can identify words and expressions related to technology
I can describe the position of objects in a room
I can write an invitation to a party

xxxxxxxxxxx
ninety-nine
99
Unit 5
NATURE
LEARNING OBJECTIVES
Reading
Listening
Oral expression
Writing
magazine article about
environmental issues.
Read and show comprehension
of a literary text, identifying
characters, places and time.
sequence of events in a
literary text.
Listen and show

comprehension of
dialogues about
environmental issues.
Identify topic and
general ideas.
React to texts, making
connections with personal
experiences.
Visualize dierent aspects.
of a text.
Give general information

about a well-known topic.
Reproduce words and
sentences to get
familiarized with
English sounds.
Write sentences giving

general information about
a specic topic.
thematic vocabulary and
frequently used words.
Getting into it!

1. Look at the pictures on Page 101. Where are the children? What are they doing? Which
season do you think it is?
2. Discuss with your partner.
a. Do you like being in contact with nature? Explain.
b. Do you think it is important to take care of nature? Discuss.
3. Look at the picture on Page 101 and find the actions and vocabulary in the box below. Then,
create a sentence with each one of them. Use a dictionary if necessary.
WatertheplantsLeavesGardenTreesFlowers
4. Take a look at the picture on Page 101 again. Read the dialogue and then practice it with
your partner.
5. Invent a new short dialogue with your partner, following the model on Page 101.
100 one hundred
I love this garden. It's full of

plants and flowers.
Yes, I love the trees and

watching the leaves move
with the wind.
one hundred and one
101
Unit 5
1 Study each card. Use a dictionary to verify the meaning of the words
Compost
Ecosystem
Environment
They collect leaves and

plants to make
compost.
Algae and plants in the

marine ecosystem help
produce food, water
and oxygen.
Industries are affecting

the environment in this
region.
Ground
Nature
Wildlife
Susy and her mother

are preparing the
ground.
102
one hundred and two
In Chile, people can

enjoy 96 beautiful
nature reserves and
national parks.
We must help preserve

our forests and wildlife.
2 Read the text about an interesting school program in Thailand. Is there a similar place in your
town / city / region / country? If yes, which one? If not, where can we learn about nature?
In Thailand, children from state schools can go to visit the Ecological

Childrens Park. This is a unique project in Thailand. In this park,
students interact directly with wildlife and they learn to protect and
respect nature and animals.
Children go to the park and stay there for 3 or 4 days. They
participate in many different activities to help protect the
environment.
Park tutors explain how human activities affect the ecosystem.
They teach how to prepare compost to improve the ground and
they give ideas to start an ecology club in the schools.
3 Work in pairs. Complete the telephone conversation between Mike and Vincent using the
words and phrases from the box.
e-mailenvironmentGreatholidaysnaturereserve
photographsstrangeplantsvisitwildanimals
Vincent: So, Mike, tell me about your !

Mike:
Well, the Great Lake is a beautiful place to .
Vincent: What can you do there?

Mike:
You can see a lot of and in their own .
Vincent: Do you have ?

Mike:
Sure! I can send them by !
Vincent: !
4 In pairs, think about an interesting place you can visit in your area and complete the
Unit 5
conversation with your own ideas. Act it out in front of your classmates.
one hundred and three
103
Lesson 1
PLANTS AND TREES
Before reading
read a magazine article and show comprehension

of the purpose of the text.
listen to a dialogue about nature and identify
specic information.
role-play a dialogue giving information about a
well-known topic.
write simple sentences following a model.
These trees are really tall.
Read the following actions.

Match them to the pictures.
18
a.
Water the plants.
b.
Fertilise flowers and

plants.
c.
Plant seeds.
d.
Water the trees.
2 Circle whats true for you.

This tree will be
very tall too!
a. I have a garden. / I don't

have a garden.
b. I have flowers / plants / trees
in my garden.
c. I water the flowers. / I don't
water the flowers.
3
Let's plant
them carefully!
3 Tick your responsibilities at

home:
I love watering the

plants in summer
a.
I have to water the

flowers.
b.
I have to water trees

and plants.
c.
I have to look after

the garden.
d.
I have to sweep dry

leaves.
4 Take a look at the pictures

again. Now take a look at the
picture in the text on Page 105.
What do you think the text is
going to be about? Why?
104
one hundred and four
Reading
77
THE ENGLISH VILLAGE MAGAZINE

Nature is an important part of our lives; trees, plants, and flowers have visual beauty and also a practical
use: they transform carbon dioxide into oxygen; humans cannot live without oxygen.
Trees and plants give fruit and vegetables to people. We
have to plant trees, flowers, and plants and we have to
take care of them or we can die.
At home, we have to water our plants and trees and we
have to fertilise them and make compost with dry leaves,
or we can have problems in the future.
Nature and people are part of a team. They work together
to keep the planet alive and healthy.
Nature and humans co-exist. Humans are part of nature.
In nature, we have animals, plants, flowers, and trees.
They are all part of our planet.
The final message is:
Plant trees, flowers, and plants. Love them and enjoy them.

6 Read the text again. Are these sentences true (T) or false (F)?
a.
Trees, plants and flowers transform carbon dioxide into oxygen.
b.
We can make compost with fruit.
c.
People have to enjoy nature and take care of it.
7 Read the text again and, in your notebook, complete the sentences with the words below.
Then, add reasons.
natureoxygentrees,plantsandflowers
a. Trees and plants produce .

b. Humans have to plant .
c. We have to take care of .
18
Choose one of these titles for the article you just read. Write it on the blank line at the
top of the article.
a. Water your plants and trees
b. The importance of nature
c. Fertilise your plants and flowers

one hundred and five
Unit 5
105
After reading
LANGUAGE FORM
Connectors
1. Read these examples from the text.

a. In nature we have animals and plants.
b. We have to take care of nature or we can die.
2. What do the connectors and and or indicate?
a. The connector and indicates addition.
b. The connector or indicates alternative.
3. Find and copy other sentences with and and or in the text.
9 Match the parts in A and B, adding and / or, and create a long sentence.
A
IcanstudyEnglish
Ilikeplants
Iwantacoke
Wecanplantflowers
B
asandwich.
French.
Iwaterthemeveryday.
trees,itsyourchoice.
10 Read the dialogue and complete with connectors.

Jess: Whats your favourite place in your house, Dan?
Dan: I think its the garden, because its big beautiful.
Jess: So you like nature then.
Dan: I love nature, the plants the trees, and I dont care if its the seaside the mountains,
I just love being out in the nature.
Jess: I love nature too, but I prefer the desert, its so big lonely.
11
78 First only listen, then listen and repeat.
a. These words.
late
mate
nature
rate
b. These sentences.
Nature is important.
Nature is an important part of our lives.
106
one hundred and six
take
12
79 Listen to the dialogue. Then practise and role play it with your partner.
Amanda:
Barry:
Amanda:
Barry:
Amanda:
Barry:
Amanda:
Barry:
Do you like flowers?

Yes I do; trees and plants too.
Do you have a garden?
Yes, I do.
Do you water your garden or do you use a sprinkler?
I dont water the garden, but my mum has a sprinkler.
Do you or your mum take care of the garden?
My mum takes care of it.
13 Put the following words in order to form and write correct sentences in your notebook.
a. garden / in / The / are / dry / plants / my
The dry.
b. love / flowers / I / red
I flowers.
c. in/and/are/flowers/my/many/backyard/There/trees
d. part/team/and/Nature/of/a/people/are
14 a. Read this short description of a garden. Look up the words you dont know in a dictionary.
The garden in my house is amazing. I fertilize it compost every day, and it has one tree in
the middle, with lots of flowers and plants around it. Many butterflies and lady bugs live
in it. The grass is green, and I water it every day.
b. In your notebook, write your own description of a garden, including vocabulary from the
lesson, there is/are, and following the example in letter a.
15 Draw the results in your notebook.
GUESS A
RIDDLE!
What has a foot, but has
no legs?
An experiment
Materials
a big glass
a stick
a bean seed
a flag
a piece of cotton
Instructions
1. Put the piece of cotton in the glass.
2. Put the bean on the cotton.
3. Water it everyday.
4. Place a long stick with the name of the seed.
5. Draw the results in your notebook.
one hundred and seven
Unit 5
107
Lesson 2
STARTING A GARDEN
listen and show comprehension of a

sequence of events.
show comprehension of vocabulary
in context.
identify and reproduce English sounds.
identify common expressions.
write to give and ask for information
about a specic topic.
Im preparing
the ground.
Im removing
the ground.
Before listening
1 Answer these questions in
pairs.
a. Is there a garden in your
school?
b. What plants does this
garden have?
2 Number these actions in the

picture, predicting the
sequence to make a garden.
Lets add some
compost!
Water the plants.

Remove the weeds.
Add compost.
Lets plant
some seeds!
Prepare the ground.

Plant the seeds.
Cultivate the herbs.
3 a. Have you ever worked in a

garden? If not, would you
like to?
Im watering
the plants.
b. What are the advantages or

disadvantages of having a
garden in your house?
Explain.
4 What do you think the text is

about, based on the images on
this page?
a. A friend's garden.
b. A herb garden.
c. A botanical garden.
108
one hundred and eight
Listening
5
6
80 Listen and check your predictions in Exercises 2, 3 and 4.
80 Listen and tick the herbs mentioned. Are these herbs popular in your country? What are
they used for? Find out.
a.
Oregano
e.
Mint
b.
Basil
f.
Pepper
c.
Parsley
g.
Rosemary
d.
Chives
h.
Thyme
STRATEGIES!
Make connections between the text and
your everyday life, to help yourself with
comprehension.
80 Listen and answer these questions.
a. Which other herbs or plants can be found in a garden? Find out.

b. Would you like to have gardening classes at school? Why? Why not?
80 Listen and circle the best alternative to complete the sentences.
a. You have to the garden everyday.

i. move
ii. fertilise
iii. water
b. The herbs are ready in about days.

i. 9
iii. 12
80 Listen and number the pictures in the correct order.
prepare
theground
add
compost
remove
weeds
water
theseeds
plant
theseeds
one hundred and nine
Unit 5
ii. 10
109
After listening
LANGUAGE FORM
Have to (obligations)
1. Read this extract from the text and notice the words in bold. What do they express?
First, we have to prepare the ground, then we have to add some organic compost, and
inally we have to plant the seeds. We have to water and cultivate the herbs.
2. Read the extract again and notice the words in italics. What do they express?
10
11
19
Talk to your partner about your obligations at home or at school. When you arrive home,
what do you do? When you wake up before you go to school, what do you do? Discuss.
81 First only listen, and then listen again and repeat.
a. These words.
he
herb
high
home
how
b. These sentences.
He has a herb garden.
He has a herb garden at home.
12
Useful expressions
Please!
Give up
Hurry up!
Wait a minute
82 Listen and repeat the dialogue. Then, practise it with your partner.
Cliff:
Is it number 10 or 100! Listen! Its number 10. Listen! Its a place for flowers and plants.
Donna: Mm, another clue, please?

Cliff :
Its a place for bushes and weeds.
Donna: Well, Im not sure.

Cliff :
Hurry up or give up!
Donna: Ill hurry up and not give up!

Cliff :
What is it?
Donna: Wait a minute!

Cliff :
Tick tock, tick tock!
Donna: Its a garden!

Cliff :
110
house
Yes! Well done!
one hundred and ten
13 In pairs, complete and say these instructions to play with numbers.

a. To get 100, you have to add (+) 20 and .
b. To get 50, you have to multiply (x) by 5.
c. To get , you have to substract () 40 from 70.
d. To get 6, you have to divide ( ) 60 by .
14 Circle the best answer for each question.

a. What is mint used for?
i. For stomachaches.
ii. For eye infections.
iii. For bad colds.
ii. With bananas.
iii. With tomatoes.
b. What is basil used with?

i. With potatoes.
15 Discuss with your partner.

a. What is a herb garden?
b. Why do people grow a herb garden?
c. Do you think you could grow your own garden some day? Explain.
16 In your notebook, write a short paragraph with the steps to create your own herb garden.
Which plants would you have? Use words such as first, then, finally, and have to, to describe
the process. You can use a dictionary if you want.
GUESS A
RIDDLE!
I fall from the sky and make
things grow.
A display of herbs
1. In groups of four, prepare a poster with
different herbs.
2. Stick photos, illustrations or leaves of the
herbs.
3. Classify them according to size (big,
medium, small), colour (dark green, grey,
light green), and characteristics of the
leaves (long, round, thin, fat).
4. Find out about the properties of the herbs
and add suggestions to use them. Eg. Eat
parsley to... /drink camommille to...
one hundred and eleven
Unit 5
111
Lesson 3
NATIONAL FLOWERS

of a legend, to identify topic,
characters, setting, time and
listen and show comprehension
of texts to visualize its
dierent aspects.
make predictions based on
previous knowledge.
participate in a dialogue giving
information about a specic topic.
write to complete a dialogue.
Before reading
1
The Copihue is a red flower from Chile.
20
Take a look at the picture.
a. Can you recognize the

countries?
b. Why do you think countries
have a national flower?
Discuss.
2 What is Chile's national flower?

a. The carnation.
The Thistle is Scotlands national flower.
b. The copihue.
c. The rose.
The Calafate grows in Chile and Argentina.
3 How much do you know about

The Shamrock brings good luck.
the countries in the map?

Discuss with your partner. Use
internet or an encyclopedia, if
necessary.
4 Do you know any stories about

flowers and plants? Ask your
partner.
The Daffodil is big and yellow.
5 Look at the images and the

title of the text on next page.
What do you think the text will
be about? Why?
a. A national flower.
b. Geography.
c. History.
The Rose is very popular in England.
112
one hundred and twelve
Reading
83
THE LEGEND OF THE CALAFATE

Koonex was an old woman from the Tehuelche tribe. When
the tribe had to move to another territory, she couldnt go
because she was very weak, so the women of the tribe
made her a sunshade out of guanaco skin and left her
food and wood. Winter arrived, and some birds came to
keep Koonex company. One of the birds said: We need
food and a place to stay and keep warm. Koonex said: I
understand. As from today, you will have food and shelter
all year round Some wind blew the sunshade away and
Koonex transformed into a beautiful bush with perfumed
yellow flowers. In summer, the flowers turned into fruit.
This is why there are always birds around the Calafate bush.
STRATEGIES!
Use visual aids, such as images or
illustrations, to support your reading
comprehension.

7 Read the text again. Are these statements true (T) or false (F)?
a.
The calafate flower exists all year round.
b.
The woman made her own clothes.
c.
Koonex was a bird.
8 Read the text once more.

a. Did you like the ending of this legend? Explain.
b. Why do you think countries have legends? Where do you think they come from? Discuss
with your class.
a.
Koonex turns into a bush.
b.
The tribe moves away.
c.
There are always birds around the calafate.
d.
The bird says they need food and shelter.

Unit 5
9 Read the text once more and number these sentences in the order the events happen.
one hundred and thirteen
113
After reading
LANGUAGE FORM
The Simple Present tense
1. Look at these sentences from the text.

We need food, and a place to stay and keep warm
I understand. As from today, you will have food and shelter all year round.
2. Notice we use this verb form to express and describe a fact.
3. Find more examples in the text.
10 Are these sentences facts (F) or opinions (O).

a.
The Atacama Desert is a hot, dry place.
b.
Peru is a very beautiful country.
c.
The United Kingdom has some very interesting traditions.
d.
The calafate is a flower that grows in Patagonia.
11 In your notebook, write one fact and one opinion. Use the examples in Exercise 10 as
a model.
12 Read this short text about green houses and underline all the connectors you can find.
Greenhouses
Greenhouses are small buildings made of
glass or plastic fiber, designed to create a
microclimate for plants to grow inside.
The energy from the sun is absorbed by
the building, and the air inside gets hotter,
which helps plants grow better, and also
prevents them from being damaged,
either by bad weather or by animals.
114
one hundred and fourteen
13 Answer the following questions about Exercise 12.

a. Do the different connectors in the text indicate addition or contrast? Explain why.
b. Why do you think greenhouses are necessary in many parts of the world? Discuss.
c. Are there any greenhouses in Chile? Where?
14
84 First only listen. Then listen and repeat.
a. These names of flowers.

carnation
clove
dahlia
lilac
lily
sunflower
dafffodil
tulip
daisy
rose
dandelion
violet
b. This poem.
Roses are red,
Violets are blue,
Sugar is sweet,
But not as sweet as you.
15
85 Listen and repeat this dialogue. Then, practise it with your partner, changing the
underlined parts.
Where is Chile?
Its in South America.
What is the national flower there?
The copihue.
16 Expand the dialogue in Exercise 15, giving more details

about your country, such as language, weather, and other
plants and trees. Use a dictionary if necessary. Practice it
with your partner.
GUESS A
RIDDLE!
What has no fingers, but
many rings?
Useful expressions
Whats the...there? That sounds good!
I prefer...
Thats beautiful!
Country fact file

1. Work in pairs.
2. Find information about another country.
3. Make a poster showing the countrys
name, language, location, and national
flower.
4. Draw the countrys flower, flag, coat of
arms, and add some information about
capital city, important cities and weather.
one hundred and fifteen
Unit 5
Eleanor:
Farrell:
Eleanor:
Farrell:
115
Lesson 4
OUR PETS
Before listening
1 Look at the animals and their
names in the picture. Repeat
the names after your teacher.
2 Do you have a pet? Copy this

this fact file in your notebook
and complete it.
Name:
listen and show comprehension

of an interview about pets.
complete texts and charts with
specic information.
practice and reproduce dialogues
about animals and pets.
write a short paragraph about a pet
to show comprehension of thematic
vocabulary.
Age:
Colour:
Favourite toy ()
ball
soft toy
plastic toy
carrot
bone
other
3 Take a look at the picture. Do

you know any other animals
that can be kept as pets? Make
a list and describe them to
your partner.
116
one hundred and sixteen
Listening
4
86 Listen again and write the colour of the animal in your notebook. Choose the colours
from the words below.

blackandwhitewhitebrownblack
a. Cat:
b. Horse:
c. Rabbit:
d. Dog:
86 Listen again and tick () the toys mentioned.
a.
ball
b.
car
c.
soft toy
d.
old blanket
e.
bus
f.
carrot
g.
doll
h.
bone
86 Listen, copy the chart in your notebook and complete it according to what you hear.
Pet
Pets name
Pets age
Mark
Tim
Sharon
86 Listen once more and fill in the blanks in these sentences.
a. People in love and animals.
Unit 5
b. Her favourite is a carrot.

one hundred and seventeen
117
After listening
9
21
Look at the picture on Page 116 and classify the animals. Then, find five more animals
in a dictionary and classify them. Copy this chart in your notebook, to complete it.
Big farm animals
Small farm animals
horse
Domestic animals
cat
rabbit
10 Write a sentence to describe a pet. It can be your real pet or an imaginary one. Use the
information in Exercise 2.
11
Useful expressions
Tell me about your...
What kind of...is it?
What does it look like?
How about...?
a. These words.
get
let
met
pet
set
b. These sentences.
My pet's a dog.
12
Her pet's a cat.
His pet's a rabbit.
88 Listen and repeat this dialogue. Then, practise it with your partner.
Geoffrey: Do you have a pet?

Hester:
Yes, I do. My pet is a dog. Her name is Skyler. And you, do you have a pet?
Geoffrey: Yes, I do. Its a dog, too. And that is his toy.
Hester:
Does he have a kennel or does he sleep inside your house?
Geoffrey: Look! This is his kennel.

Hester:
My pet, Skyler, lives inside my house. She doesnt have a kennel.
13 Use Exercise 12 as a model to create a new dialogue, about a real or imaginary pet. Practise it
with your partner. Make sure you add descriptions, and favourite toys. You can use a
dictionary, if necessary.
118
one hundred and eighteen
LANGUAGE FORM
Possesive adjectives
1. Read these examples from the text. Circle the correct option.
Tim is playing with his dog.
Sharon is playing with her cat.
2. Circle the correct option.
a. We use his for masculine / feminine.
b. We use her for masculine / feminine.
3. Read these other examples.
Ryan likes your dog.
I love my cat.
4. Answer these questions.
a. Which sentence in Point 3 is referring to my possession?
b. Which sentence in Point 3 is referring to someone elses possession?
14 Interview your partner following the model in Exercise 12. Then, copy this chart in your
notebook and complete it with your partner's information.
Pets name
Pets age
Pets house
Pets favourite toy
15
21
Write 2 full sentences about your partners pet, using the information in Exercise 13.
Eg. My friends pets name is .
16 Now, use all the ideas in Exercise 13 and 14 to write a short paragraph about a pet (it can be
your pet or your friends). Include details such as name, age, color, physical description, house,
and favourite toy.
GUESS A
RIDDLE!
Tall as a tree, thin as a branch,
yellow and spotted, Im a...
Unusual pets
1. In pairs, get information about two unusual pets.
2. Make a poster with information and pictures of
animals. Include colour, weight, habitat,
lifespan, etc.
3. Present the poster to the class. Include your
opinion about the animal (if you like or not,
give reasons).
one hundred and nineteen
Unit 5
119
FINAL TEST
Reading
89
Canberras Greenhouse for Kids

of them?
ers? Can you imagine a place with lots
ow
fl
and
,
hes
bus
s,
tree
,
ure
nat
like
Do you
about
Kids. It is a place where you can learn
for
e
ous
enh
Gre
ras
ber
Can
of
e
cas
That is the
e, children can
bushes, and flowers. In this greenhous
s,
tree
of
e
car
e
tak
to
how
and
ure
nat
same time!
learn about nature and have fun at the
nts, and
nts! Children can plant seeds, water pla
The gardeners there know all about pla
s.
y can even cut and trim plants and tree
prepare the ground with compost. The
and plants that you can find here.
These are some of the beautiful flowers
willow
Drumsticktree Weeping
Wattle
Pattersonscurseflower
to care for
there is a place where you can learn how
When you come to Canberra, remember
e time!
the environment and play at the sam
1 Read the text and find this information.

Write it in your notebook.
(4 marks)
a. What can you learn about at the

greenhouse?
b. Who knows everything about plants?
c. What can kids do at the greenhouse?
2 Circle the words that are related to taking

care of plants.
a. trim
b. step
c. compost
120
one hundred and twenty
(3 marks)
d. water
e. burn
f. fertilise
3 Complete the sentences with the

demonstratives this / that, or the
connectors and / or.
(3 marks)
a. is my pet. His name is Rex.
b. Water trim your plants regularly.
c. We must take care of our environment
it will disappear.
4 Write sentences below each picture,

describing the actions.
(4 marks)
Josh: Sure, ! Hey, Nina, is that a Bonsai

?
Nina: Oh! . My gave it to me.
Josh: ! Does it special care?
a.
Nina: Well, a little bit. They have , you

know? You must take of them, or
they can get depressed and die.
You have to to them, them
every day, and keep them near a .
b.
Josh: It sounds !
c.
Nina: Not really, and this ones so pretty!

I nature and .
d.
Total score: 22 marks.
Listening
90 Listen to the dialogue and fill in
the blanks.
(8 marks)
Nina: Hello Josh, ! to my home;

come in!
Josh: Thanks, Nina. Its .
Speaking
6 Is it important to take care of the

environment? Discuss with your partner
what can happen if we dont take care of
our plants, trees, and natural resources.
Nina: Have a seat, . Would you like ?

SELF EVALUATION
I can read and show comprehension of texts about environmental issues.
I can react to texts, making connections with my personal experiences and culture.
I can follow steps to carry out a project.
I can reproduce and produce dialogues about environmental issues.
I can discuss with my partners about relevant topics.
I can write sentences and short paragraphs about a specific topic.
I can follow steps to write short texts.

one hundred and

xxxxxxxxxxx
twenty-one
Unit 53
Unit 5
121
Visual Glossary
122
Accomodation
Board
Cabin
Cavities
City
Country
one hundred and twenty-two
Crisps
Desk
Dips
Door
Drinks
Flat/Apartment
Food
For Sale
From over the world
Grade
Grass
Healthy
Hungry/starving
Junk food
one hundred and twenty-three
123
124
Lawyer
Leaves
Nurse
Pets
one hundred and twenty-four
Main course
Playground
Pool
Shop assistant
Size
Small
Starter
Toy
Tree
Tray
War
Week
Weed
Window
one hundred and twenty-five
125
WEBSITES
Unit 1
Video: The school
http://learnenglishkids.britishcouncil.org/es/kids-talk/
owen-talks-about-school
Prctica de vocabulario: Countries
http://kidseslgames.com/vocabulary%20games/
Countries%20&%20Nationalities/countriesandnationalities.
html
Juego interactivo: The classroom
http://www.sesamestreet.org/games#media/
game_4ab931f6-14e5-11dd-83fd-12199def8e
Prctica gramatical: Verbo To be
http://learnenglishkids.britishcouncil.org/es/node/14084
Unit 2
Prctica de vocabulario: The family
http://www.anglomaniacy.pl/familyQuiz.htm
Actions: http://www.manythings.org/lulu/j1.html
Juegos interactivos
Possessive s
http://www.vocabulary.co.il/english-language-games/
primary-possessive-nouns-memory-match/
The house
http://www.anglomaniacy.pl/furnitureMatching.htm
http://kidseslgames.com/vocabulary%20games/Household/
Furniture%20and%20Prepositions%20of%20Place.html
Prctica gramatical: There is, there are
http://www.anglomaniacy.pl/grammar.htm
126
one hundred and twenty-six
Unit 3
Video: Food
john-talks-about-food
Prctica de vocabulario: Days of the week
http://www.freddiesville.com/games/days-of-the-weekcrossword-puzzle-online/
Food
http://www.anglomaniacy.pl/foodHangman.htm
Unit 4
Juego interactivo: The weather
http://learnenglishkids.britishcouncil.org/en/fun-games/
whats-the-weather
Prctica de vocabulario: Clothes
http://www.anglomaniacy.pl/clothesQuiz.htm
Actions
http://www.manythings.org/lulu/j1.html
Unit 5
Video: Animals
whats-your-favourite-animal
Juegos interactivos
Nature
http://pbskids.org/caillou/games/matching/leaf_1.html
Animals
http://www.eslgamesworld.com/members/games/
vocabulary/labeling/farm%20animals/index.html
Prctica de vocabulario: Toys
http://www.anglomaniacy.pl/toysPictureTest.htm
BIBLIOGRAPHY
Adelson-Goldstein, J. & Shapiro, N. (2008) Oxford Picture
Dictionary. Oxford: OUP. The content is organized within
thematic units, which ends with a story page, where new words
are introduced in a realistic visual context.
Blanchard, K. L., & Root, C. B. (1997). Ready to write more:
From paragraph to essay (3rd ed.). Harlow: Longman. This book
presents paragraph development and composition skills in clear
steps, and offers you strategies to bring your own ideas to the
writing process.
Broukal, M. (2003) Weaving It Together (Vol. 1 4). Boston:
Heinle & Heinle Pub. This book connects high-interest readings
with clear writing activities. It has plenty of writing practice to
help you develop your ideas clearly and with confidence.
Peregoy, S.F. et al. (2005). Reading, Writing and Learning in ESL.
(3rd ed.). White Plains, NY: Addison Wesley Publishing Company.
This book helps you improve your reading and writing skills. It
is connected with all the reading and writing activities of the
book.
Schampfer, B. & Hagen, S. (2009) Understanding and Using

English Grammar. Harlow: Pearson Education Ltd. This book has
a comprehensive reference grammar.
Walker, E. & Elsworth S. (2000). Grammar Practice for
elementary students (New Edition). Harlow: Pearson Education
Ltd. This book is a useful resource to practice grammar.
Grammar points are presented clearly and reinforced by exercises.
http://www.timeforkids.com/homework-helper/a-plus-papers
This link will show you how to write eight different types of
texts, including the book report, the persuasive essay and the
personal narrative.
http://www.timeforkids.com/homework-helper/writerstoolbox
You will find suggestions for helpful writing tools in this site.
http://www.timeforkids.com/homework-helper/writing-tips
You will find answers to all of your writing questions here.
Rinvolucri, M. et al. (1995). More Grammar Games. (1st ed.).

Cambridge: Cambridge University Press. This book helps you
improve your knowledge of grammar through fun activities.
Robitaille, J., & Connelly, R. (2006). Writers Resources: From
Paragraph to Essay. Heinle & Heinle Pub. It helps develop your
confidence and skills as writers with practice exercises that
provide you the opportunity to apply what you have learned.
one hundred and twenty-seven
127
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The English Village 5 bsico
N de Inscripcin: 223.588
ISBN: 978 956 339 181 7
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Teacher of English,
Universidad de Santiago.
Postgraduate Diploma of Education
Monash University - Melbourne Australia.
Mara Teresa Seplveda Leiva
MA in Professional Development for Language
Education Leeds Metropolitan University, UK.
Ediciones Cal y Canto Ltda.
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STUDENTS TEXTBOOK

The English Village

Ana Manonellas Balladares

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN. PROHIBIDA SU COMERCIALIZACIN

The English Village

Este libro pertenece a:

Te lo ha hecho llegar gratuitamente el Ministerio de Educacin a travs del establecimiento

DISCOVER YOUR BOOK

This vegetable garden

the CD with your tea

THE PEOPLE, THE SCHOOL,

Hello, whats your name?

Identify topic and

Write personal information.

Getting into it!

A: Hello, whats your name?

The program includes

The local school has a

The English Village is a special place in Chile.

There is a big school in

The United Kingdom

Tutors help children

Brittany: , Im Brittany. your name?

Brittany: the USA.

This section includes vocabulary in a specific context. The

ICONS AND SECTIONS

b. Come to the board.

1 Work in your group. Can you

find these objects in the

e. Close the door.

2 Discuss with your class.

a. Are there any specific rules

listen and show

b. Why do you think teachers

3 Look at the pictures on the left

Come to the board.

Open your books.

4 You are going to listen to a

8 Listen and check your answers in Exercise 5.

8 Listen and point at the actions in the pictures (1 - 7).

8 Listen and mime the actions.

text. Predict what it is going to

All the material for

It indicates the connection

The English Village

the picture. Are there any

read and show comprehension

3 Work with your partner. Cross

Analysis and discovery of a key grammatical item.

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

Collaborative work to help you to

4 Do you think all schools have

the same facilities? Do you think

5 You are going to read a text on

Page 29.Take a look at the

The tutors are from

2 Find the following places in

1 Look at the illustration on the

Are you good at sports? Can you imagine a school

16 Listen to a conversation about a

Spanish Village in England. Fill in the blanks

The Sports School is in Europe.

disadvantage of a Sports School. Explain.

Check with your teacher and ind your level