the english village 6º, student's textbook. inglés 6º, texto del estudiante

ENGL

ISH

6º

bás

ico

ST

UDEN

T´S

TEXT

BOOK

STUDENT’S TEXTBOOK

Ana Manonellas Balladares

ENGLISH

The English Village

9 789563 391848EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN. PROHIBIDA SU COMERCIALIZACIÓN EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN. PROHIBIDA SU COMERCIALIZACIÓN

6 básicoº

Nombre:

Curso:

Colegio:

Este libro pertenece a:

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

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

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

© 2015 Ediciones Cal y Canto® ReediciónThe English Village 6º básicoN˚ de Inscripción: 223.591ISBN: 978 956 339 184 8Original text © Ana Manonellas Balladares Teacher of English, Universidad de Santiago. Postgraduate Diploma of Education Monash University - Melbourne Australia.Methodological support María Teresa Sepúlveda Leiva MA in Professional Development for Language Education Leeds Metropolitan University, UK.Original illustrations © Ediciones Cal y Canto Ltda.Design © Ediciones Cal y Canto Ltda.

General Manager Jorge Muñoz RauEditor Ariel Acosta ArancibiaAssistant Editors Lina Alvarado Jantus Gloria Caro OpazoDesigned by María Jesús Moreno GuldmanLayout by Marcela Silva PedrerosProofreading James DooIllustrations César Letelier SantanaGeneral Production Cecilia Muñoz RauProduction Assistant Lorena Briceño GonzálezRecording Producer Rodrigo González DíazRecording Engineer Ignacio Arriagada MaiaPhotos 123RF Stock Photos

© 2014 Ediciones Cal y Canto® ReimpresiónThe English Village 6º básico N˚ de Inscripción: 223.591ISBN: 978 956 339 058 2Original text © Ana Manonellas Balladares Teacher of English, Universidad de Santiago. Postgraduate Diploma of Education Monash University - Melbourne Australia.Methodological support María Teresa Sepúlveda Leiva MA in Professional Development for Language Education Leeds Metropolitan University, UK.

© 2013 Ediciones Cal y Canto®The English Village 6º básico N˚ de Inscripción: 223.591ISBN: 978 956 339 058 2Original text © Ana Manonellas Balladares Teacher of English, Universidad de Santiago. Postgraduate Diploma of Education Monash University - Melbourne Australia.Methodological support María Teresa Sepúlveda Leiva MA in Professional Development for Language Education Leeds Metropolitan University, UK.

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

Impreso RR Donnelley ChileSe terminó de imprimir 198.300 ejemplares en el mes de enero de 2015.

The English Village

STUDENT’S TEXTBOOK ENGLISH

The English VillageAna Manonellas BalladaresTeacher of English,Universidad de Santiago.Postgraduate Diploma of EducationMonash University, Melbourne, Australia. 6 básicoº

4 four

DISCOVER YOUR BOOK

Let’s talk!: This section allows students to reinforce their speaking abilities through reading and reproducing dialogues. They also have to answer some questions regarding comprehension, directly related to the topic of the unit.

Check your progress: this is a formal test to evaluate how you are doing. Your results will tell you what you need to improve and what you have done well.

Let’s read!: This section allows students to reinforce their reading skills. Students have to read a text directly related to the topic of the unit and answer some questions regarding comprehension.32 thirty-two

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

Listening skills Exercise Page

Make and check predictions.

Find specific information.

Identify speakers.

Relate oral and written texts.

Reading skills

Make and check predictions.

Find specific information in a text.

Identify correct information.

Writing skills

Complete paragraphs.

Complete sentences.

Write a paragraph.

Oral production

Listen and repeat a conversation.

Listen and repeat expressions.

Sing a song.

Language and vocabulary

Ask questions with Who.

Express possession.

Describe people.

Values

Characteristics of good friends.

ChECk YOUR PROGRESSChECk YOUR PROGRESS

Lessons 3 & 4Language

1 Match the opposites. (5 marks)

similar blondeold thinfat youngblack tallshort different

Writing

2 Describe these people. (2 marks)

She has _______________________ and

_______________________.

He has _______________________ and

_______________________.

Reading

3 16 Read the text and answer Yes or No. (2 marks)

There are six people in my family. My father’s a shop assistant. He’s 38 years old. My mother’s 37 and she’s very tall. I have two brothers and one sister. My brothers are Simon and Charles. My little sister’s name’s Roxanne. She’s very sweet. She likes playing with her dolls all day! Her hair’s black and her eyes are green. She’s very happy!

33thirty-three

Unit

1

GlossaryGlossary

SpanishEnglish

divertido / afun PASTE

PICTURE

HERE

hair peloPASTE

PICTURE

here

simpático / anicePASTE

PICTURE

here

YES NOa. There are six people in my family. ___ ___

b. My mother is very short. ___ ___

c. My sister isn’t very happy. ___ ___

d. My sister’s hair is red. ___ ___

Listening

4 17 Listen to the conversation about the soap opera again, and write the missing expressions. (4 marks)

Tom: I have two tickets for the latest comedy with Corbin Bleu and Ashley Tisdale.

Judy: _____________________.

Tom: __________________.Judy: A new soap opera.

It’s about three friends.

Tom: __________________.

Tom: Do you want to go, Judy?

Judy: _________________.

Speaking

5 Sing the song The More We Get Together to your classmates.

help! Not too bad Great

0 - 2: Oh! Oh! Oh! 3 - 6: Fair 7 - 9: Good 10 - 13: Excellent

TOTAL:

Check with your teacher and find your score:

verbsverbsInfinitive

have

enjoy

Past

had

enjoyed

Spanish

tener

disfrutar

mismo / asamePASTE

PICTURE

here

Go to page 133

33thirty-three

Unit

1

32 thirty-two

CHECK YOUR PROGRESSCHECK YOUR PROGRESS





Listening

4 17 Listen to the conversation about the TV programme again, and write the missing expressions. (4 marks)


Judy: _____________________.



Tom: __________________.


Judy: _________________.

Speaking


Help! Not too bad Great


TOTAL:

Check with your teacher and fi nd your score:




Writing

2 Write a description of these people in your notebook.

(2 marks)

She has … and … .

He has … and … .

Reading

3 16 Read the text and answer Yes or No.

(2 marks)


Lessons 3 & 4

1 Read this conversation between a boy and his teacher.

Chris: Miss Jane! I have a new baby brother! I’m so happy!

Jane: Really? Congratulations! What’s his name?

Chris: His name is Ben and he’s really funny.

Jane: Does he look like you?

Chris: Yes, we are very similar. He has dark skin and curly hair, and he is a little fat.

Jane: Are his eyes green, like your eyes?

Chris: Yes, they are. Do you want to meet him?

Jane: That sounds great!

2 Read the dialogue again and practise it with a partner.

3 Now, create a similar dialogue, changing some information. Use the dialogue as a model and the Useful expressions on Page 30.

4 Choose a partner and describe him/her in front of the class. Let the rest of the class guess who he/she is.

Lessons 3 & 4

1 Read this text about two best friends.

This is my best friend, Pablo. He’s 12 years old and his house is next to mine, so we are neighbours too. We like watching the same TV programmes and the same comedies, but we like different types of music; I love rock and he loves hip hop. He’s a really nice person and he’s very smart too. And his dad is a rock singer! Who’s your best friend?

2 Write about your best friend, following the model in Exercise 1. Use a dictionary if necessary. Then read it to a partner.

3 Are your friend's interests similar to yours? Explain.

Let’s talk!Let’s talk! Let’s read!Let’s read!

Listening lesson with activities tohelp you to understand spokentexts in English.

14 fourteen

Before reading

1 Answer these questions in your group.

a. Can you introduce yourself in English?

b.Would you like to live in the country? Why? Discuss with your class.

2 In your notebook, write four short sentences using these words.

• Garden • Sing

• Help • English Village

3 You are going to read a text about The English Village. Take a quick look at the text, or skim it, and fi nd only essential information. Can you say what the text is about?

IN THIS LESSON YOU WILL:

extract specifi c information from an informative text. listen to an interview exchanging personal information. repeat numbers and reproduce an interview. complete a written text with personal information.

Let’s sing a song aboutthe English Village

I‘m happy when I swim!

Yes, and then let’s help Carolina in the garden.

I need help with the sheep too!

STRATEGIES!Skimming is a reading strategy in which you only look for general or main ideas.

PEOPLE AT THE VILLAGELesson 1

Activities to present new vocabulary in context and in a text, so that you can learn about their use and practice it in a dialogue.

Reading lessons with activities tohelp you to understand writtentexts in English.

18 eighteen


listen and show comprehension of a telephone conversation.

read and show comprehension of sentences showing appreciation.

reproduce a telephone conversation orally.

complete sentences with language structures, supported by pictures.

Before listening

1 4 What member of your family would you like to phone? Answer this question and tick (✓) your choices.

____ My dad

____ My mum

____ My grandparents (grandpa and granny)

____ My sister

____ My brother

2 Write one sentence for each of these words. You can use a dictionary, if necessary. Then, practice them with your partner, aloud.

• library • work • office • grandma • reading • grandpa

3 You are going to listen to a phone conversation. Take a look at the picture and predict. Who do you think are going to be mentioned?

I MISS YOULesson 2

Are you in the office?

Yes, I’m working. Come in.

What are you doing,Grandma?

I’m reading. Your grandpa and I love the library!

STRATEGIES!Anticipate what will come, by paying attention to visual aids.

13thirteen

Unit

1

12 twelve

VOCABULARY IN CONTEXTUnit

1

1 Study the cards. Then use a dictionary to check the meaning of each highlighted word.

Village1

She lives in a small village near the mountains.

Country4

At the weekend, my parents and I usually ride our bikes across the country.

Campsite2

The campsite is only open at weekends and holidays.

Farm5

David loves to spend the summer playing with the animals on his grandpa's farm.

Parents3

Hyun Su’s parents are from Korea.

Cabin6

All the cabins are near the lake.

2 Read Paul’s e-mail. Are there any similar places in Chile? Which ones? Discuss with your class.

[email protected]@fpastmail.com

Greetings!

Hi Sylvie!

I’m your cyber-friend, Paul. I’m 12 and I’m in 6th grade. I come from a big city but now I live in a small village in the country, with my family. There are fi ve people in my family: my parents, my brother and my little sister. My uncle Tim and his family live on a farm near the village.

My parents work on the Redhill campsite near the village. My dad is the tour guide and my mother is the receptionist. They like their work very much. It’s a special campsite for students from state schools in the country. They come to the campsite to go on fi eld trips and adventure tours. They can put up their tents or rent small cabins. There are horses and bicycles to ride. They love the place!

Tell me about your life!

Paul

3 Work in pairs. Complete the dialogue between Sylvie and Paul in your notebook, with the words in the box. Then practise it and act it out in front of your classmates.

• country • friendly • like • love • much • people • quiet • things • village

Sylvie: Do you … living in the … ?

Paul: I … it! The … is … but I do many … with my friends.

Sylvie: Do you like the … ?

Paul: I like them very … ! They are very … .

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

9nine8 eight

THE ENGLISH VILLAGE

THE ENGLISH VILLAGE

WELCOME TO

I’m in the swimming pool

Let’s sing a happy song!

Hello, how are you?

I love coming to the cafeteria.

This vegetable garden is so beautiful!

Football is my favourite sport!

Farm animals are lovely!

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

Unit

1

PEOPLE AROUND US

11eleven10 ten

LEARNING OBJECTIVES

Listening Listen and show comprehension of a telephone conversation.

Listen and show comprehension of a soap opera extract.

Reading Read and show comprehension of a magazine article.

Read and show comprehension of an e-mail.

Oral expression Talk about likes and preferences.

Describe personal characteristics.

Express feelings. Reproduce chants and tongue twisters.

Writing Complete a paragraph and sentences expressing feelings.

Write sentences expressing likes and preferences.

Write about your possessions.

Write questions with Who.

Getting into it!

1. Take a look at the pictures. Who are the people? Do you see any familiar situations? Discuss with your partner.

2. What’s the importance of family and friends in your life? Look at the picture on Page 11. Is the family there any similar to yours?

3. Write a list of the activities you like to do with your family in your free time, and make sentences. Then, practise them with your partner.

Eg. A: What do you like doing?

B: I like playing chess with my grandfather.

I enjoy watching TV with my family.

Playing chess is so fun, grandpa!

I like Reading with you, mum!

5five

Visual Glossary that will help you with unknown vocabulary.

Visual GlossaryVisual Glossary

133one hundred and thirty-three

Championship

Bay

Countryside

Forty

Cabin

Beach

Everyday

Friend

Costumes

Beautiful

Flag

Fun

LANGUAGE FORM

Analysis and discovery of a key grammatical item.

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

P R O E C TJ

ICONS AND SECTIONS

Reading lesson

ReadingListening lesson

Listening

All the material for the listening tasks.

1It indicates the connection with complementary work in the Workbook

1

Useful expressions Phrases that will help you create dialogues of your own.

STRATEGIES!Useful tips to help you complete some tasks.

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

Unit

1

34 thirty-four 35thirty-five

Unit

1

1 Find these words in the Word Search puzzle.

big blonde fat fun nice old short tall thin young

D G T E M F O G

R L C R A F C N

O I O T O V X U

N T A L L H B O

X D V U T G S Y

N U F N S H B H

E D N O L B I P

M I G J D Q G N

2 Follow the clues and complete all the steps of the ladder from start to fi nish.

3 Unscramble the words to fi nd what the pictures show.

4 Possessions. Circle the tick or the cross and write sentences about what you have / don’t have (pets, TV, sister, grandparents, football, brother).

CLUE a.

CLUE b.

CLUE d.

CLUE c.

13

CLUE e.

12

FINISH

a. I ________ from __________.

b. They _________ from _________.

c. He __________ __________.

d. They _________ from _________.

e. She __________ __________.

START

B B A Y R B R H T O E

________ _________________

R T T O U

_________________________

W O T S F D R N I E

________ _________________

I V E F S T T I E C K

__________ _______________

K B C L A R H I A

_____________ ____________

a. ____________________________

c. ____________________________

d. ____________________________

e. ____________________________

f. ____________________________

b. ____________________________

FUN, FUN, FUNFUN, FUN, FUN

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

Unit

1

36 thirty-six

FINAL TESTFINAL TESTListening

1 18 Listen and choose the correct answer. (4 marks)

a. Where is Nancy from?

i. Asia. ii. Australia. iii. America.

b. How many brothers and sisters does she have?

i. One brother and two sisters.

ii. Three brothers and two sisters.

iii. Two brothers and one sister.

c. What is her father’s occupation?

i. He’s a taxi driver.

ii. He’s a teacher.

iii. He’s a school bus driver.

d. What’s her mother’s occupation?

i. She’s a dancer.

ii. She’s a shop assistant.

iii. She’s a housewife.

Reading

2 19 Read the postcard, and then copy the following chart in your notebook and organise the information in it.

(7.5 marks, 0.5 each)

Vocabulary

5 Match each adjective with its opposite. (3.5 marks; 0.5 each)

1. young thin

2. short (hair) old

3. short (person) hot

4. fat black

5. cold new

6. blonde (hair) tall

7. old (thing) long

Dear Ed,I’m sitting on the beach, eating an ice-cream. Alicia and Gabriel are swimming in the sea and Tom’s in the park. He’s playing with a friend. Pedro’s listening to the radio and reading. We’re having a fantastic holiday. Dichato’s a little fi shing village and it’s very quiet. Everybody here’s very happy. We are very happy, too! This is our second holiday this year and we’re doing just what we want to do: sleeping, eating, and playing games. The food is lovely, too. Hope you can come here soon.

Love, Gina

Activities Places Feelings Food

Holiday

3 Read the sentences and write true (T) or false (F). Correct the false sentences in your notebook.

(6 marks; 2 each false sentence, 1 each true sentence)

a. ____ Gina is in Iquique.

b. ____ Tom’s playing with a friend.

c. ____ Gina’s listening to the radio.

d. ____ Alicia and Gabriel are swimming in the sea.

Language

4 Put the words in order to make a correct question. (3 marks, 1 each)

a. that – ? – tall – Who – boy – is

A: … .

B: He’s my brother.

b. Joe’s – How – is – father – old?

A: … .

B: He’s 44.

c. the – Who – those – are – in – people – ? – living room

A: … .

B: They are my friends from Argentina.

Writing

6 In your notebook, write a paragraph about two members of your family. Include name, age, physical characteristics, occupation, possessions and likes.

(4 marks)

Total score: 28 marks

Speaking

Talk about your family with your partner. Take turns to ask and answer 2 diff erent questions about your family.

Check with your teacher and � nd your level 0 to 15 correct answers: You have not understood an important part of the contents. Revise the unit, and then do the exercises again.16 to 23 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.24 to 28 correct answers: You have learnt all or almost all the contents in the unit. Keep up the good work!

I can introduce myself and express feelings in writing. ✔ ✘

I can express preferences and report on people’s preferences. ✔ ✘

I can participate in dialogues, introduce myself and express feelings and interests. ✔ ✘

I can identify physical features of people. ✔ ✘

I can identify family members. ✔ ✘

I can identify occupations. ✔ ✘

I can express quantity. ✔ ✘

I can write descriptions of people. ✔ ✘

I can ask questions with Who, to identify people. ✔ ✘

Refl ect on what you have achieved so far.

Unit 1Unit 1 SELF EVALUATIONSELF EVALUATION

If you are not sure about something, revise the contents with your teacher.

37thirty-seven

Unit

1

G U E S S A R I D D L E !

A short brain-teaser that will test your logic!

6 six

Unit 1 People around us . . . . . . . . . . . . 10

Vocabulary in context . . . . . . . . . . . . . . . . . . . 12

Lesson 1. People at the village . . . . . . . . . . . 14

Lesson 2. I miss you . . . . . . . . . . . . . . . . . . . . . 18

Let’s talk! Lessons 1 and 2 . . . . . . . . . . . . . . . . 22

Check your progress Lesson 1 and 2 . . . . . 22

Let’s read! Lesson 1 and 2 . . . . . . . . . . . . . . . . 23

Lesson 3. My temporary family. . . . . . . . . . . 24

Lesson 4. Best friends . . . . . . . . . . . . . . . . . . . . 28




Fun, fun, fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Final Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Self evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Unit

1

Unit 2 Extra-curricular activities. . . . . 38


Lesson 1. Join the activities . . . . . . . . . . . . . . 42

Lesson 2. Which ones? . . . . . . . . . . . . . . . . . . . 46




Lesson 3. Come to our party . . . . . . . . . . . . . 52

Lesson 4. At the party. . . . . . . . . . . . . . . . . . . . 56




Fun, fun, fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Final Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Self evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Unit

2

INDEX




What are you doing?

Can you sing in English?

I’m acting as Romeo!

Of course I can.

Pass the ball!

You come and get it!

7seven

Unit

3

Unit 3 Holidays and Special Events . . . 66


Lesson 1. Celebrating National Holidays. . 70

Lesson 2. The Interactive Museum . . . . . . . 74




Lesson 3. Special Holidays . . . . . . . . . . . . . . . 80

Lesson 4. Plans . . . . . . . . . . . . . . . . . . . . . . . . . . 84




Fun, fun, fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Final Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Self evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Unit

4

Unit 4 Past Days. . . . . . . . . . . . . . . . . . . . 94


Lesson 1. Last Weekend Activities . . . . . . . . 98

Lesson 2. An Unforgettable Experience. . 102

Let’s talk! Lessons 1 and 2 . . . . . . . . . . . . . . . 106

Check your progress Lesson 1 and 2 . . . . 106

Let’s read! Lesson 1 and 2 . . . . . . . . . . . . . . . 107

Lesson 3. Legends . . . . . . . . . . . . . . . . . . . . . . 108

Lesson 4. Going to the City . . . . . . . . . . . . . 112

Let’s talk! Lessons 3 and 4 . . . . . . . . . . . . . . . 116

Check your progress Lesson 3 and 4 . . . . 116

Let’s read! Lesson 3 and 4 . . . . . . . . . . . . . . . 117

Fun, fun, fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Final Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

Self evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . 121

I acted as Juliet!

And I swam almost every day!

I remember when I worked in the garden.

And I loved the times playing video games!

Reading Booklet . . . . . . . . . . . . . . . . . . . . . . . . 122

Thematic Index. . . . . . . . . . . . . . . . . . . . . . . . . 129

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

Visual Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . 133

8 eight

I’m in the swimming pool

Let’s sing a happy song!

Hello, how are you?

9nine

THE ENGLISH VILLAGE

THE ENGLISH VILLAGE

WELCOME TO

I love coming to the cafeteria.

This vegetable garden is so beautiful!

Football is my favourite sport!

Farm animals are lovely!

Unit

1PEOPLE AROUND US

10 ten

LEARNING OBJECTIVES

Listening Listen and show comprehension of a telephone conversation.

Listen and show comprehension of a soap opera extract.

Reading Read and show comprehension of a magazine article.

Read and show comprehension of an e-mail.

Oral expression Talk about likes and preferences.

Describe personal characteristics.

Express feelings. Reproduce chants and tongue twisters.

Writing Complete a paragraph and sentences expressing feelings.

Write sentences expressing likes and preferences.

Write about your possessions.

Write questions with Who.

Getting into it!

1. Take a look at the pictures. Who are the people? Do you see any familiar situations? Discuss with your partner.

2. What’s the importance of family and friends in your life? Look at the picture on . Is the family there any similar to yours?

3. Write a list of the activities you like to do with your family in your free time, and make sentences. Then, practise them with your partner.

Eg. A: What do you like doing?

B: I like playing chess with my grandfather.

11eleven




12 twelve

VOCABULARY IN CONTEXTUnit

1


Village1

She lives in a small village near the mountains.

Country4

At the weekend, my parents and I usually ride our bikes across the country.

Campsite2

The campsite is only open at weekends and holidays.

Farm5

David loves to spend the summer playing with the animals on his grandpa's farm.

Parents3

Hyun Su’s parents are from Korea.

Cabin6

All the cabins are near the lake.

13thirteen

Unit

1

2 Read Paul’s e-mail. Are there any similar places in Chile? Which ones? Discuss with your class.

[email protected]@fpastmail.com

Greetings!

Hi Sylvie!

I’m your cyber-friend, Paul. I’m 12 and I’m in 6th grade. I come from a big city but now I live in a small village in the country, with my family. There are fi ve people in my family: my parents, my brother and my little sister. My uncle Tim and his family live on a farm near the village.

My parents work on the Redhill campsite near the village. My dad is the tour guide and my mother is the receptionist. They like their work very much. It’s a special campsite for students from state schools in the country. They come to the campsite to go on fi eld trips and adventure tours. They can put up their tents or rent small cabins. There are horses and bicycles to ride. They love the place!

Tell me about your life!

Paul

3 Work in pairs. Complete the dialogue between Sylvie and Paul in your notebook, with the words in the box. Then practise it and act it out in front of your classmates.

• country • friendly • like • love • much • people • quiet • things • village

Sylvie: Do you … living in the … ?

Paul: I … it! The … is … but I do many … with my friends.

Sylvie: Do you like the … ?

Paul: I like them very … ! They are very … .

14 fourteen

Before reading


a. Can you introduce yourself in English?

b.Would you like to live in the country? Why? Discuss with your class.

2 In your notebook, write four short sentences using these words.

• Garden • Sing

• Help • English Village

3 You are going to read a text about The English Village. Take a quick look at the text, or skim it, and fi nd only essential information. Can you say what the text is about?


extract specifi c information from an informative text. listen to an interview exchanging personal information. repeat numbers and reproduce an interview. complete a written text with personal information.

Let’s sing a song aboutthe English Village

I‘m happy when I swim!

Yes, and then let’s help Carolina in the garden.

I need help with the sheep too!

STRATEGIES!Skimming is a reading strategy in which you only look for general or main ideas.

PEOPLE AT THE VILLAGELesson 1

15fifteen

Unit

1

4 Skim the text, then read it and check your predictions in Exercise 3.

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

a. The events are: i. in English. ii. in English and Spanish. iii. in Spanish.

b. The tutors are from: i. the United States. ii. English-speaking countries. iii. Chile.

c. The English Village is: i. noisy everyday. ii. a lovely place. iii. generally a quiet place.

6 Copy this chart in your notebook and complete it with the students’ information.

Name Age Nationality Feelings

Gonzalo 12 Chilean Happy

11

Chilean

Angry

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

THE ENGLISH VILLAGE MAGAZINEThe English Village is a farm located in Santiago, Chile. It’s a special place to practise English.

Here, all the activities are in English, and the students are from Chile; the tutors are English,

American and Australian. There are forty-fi ve students at the moment.

Our reporter asked: “Please, introduce yourself”. Some of the students said:

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

Some participants said: "I love the English Village.""It’s very noisy at weekends, but it’s

generally quiet.""The tutors are fun and friendly."

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

“Hello. I’m Carolina. I’m in 6th grade. I’m 11 years old. I’m very happy, too.”

“Hello. I’m Macarena. I’m 12 years old. I’m also in 6th grade. I’m not happy today. I’m very sad.”

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

Reading 2

a. Learn about the English Village

c. The participants at the English Village

b. ENGLISH AT THE ENGLISH VILLAGE

16 sixteen

After reading

1. Notice these sentences from the text. a. I’m very happy today. b. I’m very sad. c. I’m feeling happy/sad.2. Revise these forms: I’m / He’s / She’s / It’s / You’re / We’re / They’re + name, age, nationality +

characteristics + feelings. Example: This is Alice. She’s ten years old. She’s Chilean/She is from Chile. She’s very tall. She’s very quiet.3. Find two more examples in the text.

LANGUAGE FORM Very + Adjectives

8 2 In your notebook, create new sentences using these words.

Eg. My tutor is British. He’s very quiet.

• Reporter • Tutor • Noisy • Quiet • Fun • Friendly • Sad

9 2 Match the people, their nationality, and their country. Then, create a sentence for each person, and practice them with your partner, aloud.

Example: Harry Potter is British. He’s from Britain.

British Chilean American Spanish Spanish

Chile Spain The United States Britain

10 2 Copy this paragraph in your notebook and complete it with information about.Macarena and Gonzalo.

This is … . … is … and Gonzalo … eleven, too. They are … . … and

Macarena … students at the English … . Macarena is … , but Gonzalo is … .

11 3 Listen and repeat these numbers.

1. one 7. seven 13. thirteen 19. nineteen 50. fifty2. two 8. eight 14. fourteen 20. twenty 60. sixty3. three 9. nine 15. fifteen 21. twenty - one 70. seventy4. four 10. ten 16. sixteen 22. twenty - two 80. eighty5. five 11. eleven 17. seventeen 30. thirty 90. ninety6. six 12. twelve 18. eighteen 40. forty 100. one hundred

12 4 3 Listen and read this interview. In your notebook, fi ll in the gaps with what you hear and then replace the underlined parts with your own information. Role play the conversation with your partner.

Reporter: Hello.

Tony: Hi.

Reporter: What’s …?

Tony: I’m Tony Wilson.

Reporter: … , Tony?

Tutor: I’m eighteen.

Reporter: … are you?

Tutor: I’m American.

Reporter: Are you happy?

Tutor: Yes, I am!

Reporter: Who’s that?

Tutor: That’s Pablo. He’s very angry today.

Reporter: Oh!... Well, … .

Tutor: You’re welcome.

13 Complete this dialogue in your notebook with expressions from the lesson. Then, practise it with your partner.

Pedro: Hello, Antonia. … ?

Antonia: I’m … , my cat is sick!

Pedro: Oh, are you taking him to the vet?

Antonia: Yes, we’re all very … .

Pedro: But don’t worry, everything will be … .

14 Create a new dialogue between Pedro and Antonia, after she took her cat to the vet. Follow the model in Exercise 13, and use expressions from the box. Then, practise it with your partner.

17seventeen

Unit

1

P R O E C TJ

Create your school magazineWork in groups of three students.

1. Write a name for your school English magazine.

2. Interview two people in your school. You can ask questions such as: How are you feeling today/now?.

3. Put the information of your interviews on a piece of cardboard.

4. Add pictures.

5. Display it on a notice board.

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

Useful expressions "How are you today?" I’m fi ne/ok/good/not bad/not too good/

worried/sad/scaredThese expressions can be used in dialogues.


I drink tea at 4 o’clock and my favourite food comes from the sea. Where am I from?

18 eighteen


listen and show comprehension of a telephone conversation.

read and show comprehension of sentences showing appreciation.

reproduce a telephone conversation orally.

complete sentences with language structures, supported by pictures.

Before listening

1 4 What member of your family would you like to phone? Answer this question and tick (✓) your choices.

____ My dad

____ My mum

____ My grandparents (grandpa and granny)

____ My sister

____ My brother


• library • work • office • grandma • reading • grandpa

3 You are going to listen to a phone conversation. Take a look at the picture and predict. Who do you think are going to be mentioned?

I MISS YOULesson 2

Are you in the office?

Yes, I’m working. Come in.

What are you doing,Grandma?

I’m reading. Your grandpa and I love the library!

STRATEGIES!Anticipate what will come, by paying attention to visual aids.

Listening

4 5 Listen to the telephone conversation and check your prediction in Exercise 3.

5 5 Listen and choose the best alternative.

a. Susan’s father is: i. at home. ii. at the library. iii. at work.

b. Susan’s grandpa and granny are: i. at home. ii. at the library. iii. with friends.

c. Susan’s brother is: i. at home. ii. at school. iii. at work.

6 5 Listen again and number the sentences in the order you hear them.

a. ____ Hello, Paul. It’s me. c. ____ Hi, sister! How are you?

b. ____ I’m very well, thanks. d. ____ Hello, Paul Hardy speaking.

After listening

LANGUAGE FORM Like, love, and very

1. Read these sentences. I like the village very much. / They love people.Dad likes his work very much. / Susan loves Chile.

2. Complete.a. When we talk about he, she or it, we add … to the action.

b. When we use the verb like, we can add … to intensify the feeling.

7 5 Match the phrases to create full sentences. Then, practice them with your partner, aloud.

A B

• Dad likes • dad.

• Mum loves • Chile.

• They like • computers.

• Susan loves • libraries very much.

19nineteen

Unit

1

20 twenty

8 Practise this dialogue with your partner. Then, change the underlined parts with your own information.

A: Hi, sister. How are you doing?

B: I’m fi ne, thanks. England is a nice country.

A: Are you living with our cousin?

B: Yes, I like it very much. What's the English Village like?

A: It’s very nice. The tutors and children are really nice.

B: That’s very good! I have to go now, take care!

A: You too, bye!

9 In groups, tick (✓) the sentences and expressions that show you care about your family.

Santiago is beautiful. They like books very much.

I miss you a lot. What about grandpa and granny?

How are mum and dad? Tell me about them. Take care of yourself.

Give them all my love. Bye for now.

10 6 Listen and repeat the sentences and expressions that show you care about your family, in Exercise 9.

11 5 Complete the sentences in your notebook, with like, love, and much.

a. My dad … his TV, he …

hot dogs very … , and he … books.

b. I … ice-cream very … and

I … my bicycle and my videogames.

21twenty-one

Unit

1

P R O E C TJ

Di� erent people, di� erent likes1. Work in groups of three students.2. Each student makes a list of likes for one

of these groups. It should include food, activities and people.a. Children (1 to 12 years old).b. Parents.c. Grandparents.

3. Organise the information in a spidergram. 4. Display it on the notice board in your

classroom, and present it to the class.

grandparentsparentschildren

12 7 Listen and repeat this telephone conversation. Then, change the underlined parts with your own information and role play it.

A: Hello. Sonia speaking.

B: Hello, Sonia. It’s me, Simon.

A: Hi, Simon! How are you?

B: I’m very well, thanks. And you?

A: Oh, I’m very, very happy.

13 Create new sentences with the expressions below.

• playing football • riding my bike • playing video games

• playing the drums • painting • writing

14 Work with your partner. In your notebook, create a dialogue using the sentences you made in Exercise 13, and some Useful Expressions. Practise them aloud.

15 Now you know how to express what you like! In your notebook, draw yourself and a member of your family, and write two things you like and love. Then, report to the class.

Useful expressions It’s me, ............... speaking! And you? I..........everyday.

These expressions can be used in dialogues.


I come from the tip of a pencil, and I travel around the world. What am I?

22 twenty-two

Let’s talk!Let’s talk! CHECK YOUR PROGRESSCHECK YOUR PROGRESS

Lessons 1 & 2Listening

1 8 Listen and choose the best alternative. (3 marks)

a. The text you listened to is:

i. an interview.ii. a play.iii. a telephone conversation.

b. Carolina misses:

i. her friends.ii. her family.iii. her pet.

c. Susan tells Carolina to send her family:

i. fl owers.ii. a letter.ii. her love.

Reading 9

2 Read this postcard, and then answer the questions. (3 marks, 1 each)

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

a. Is Pedro feeling happy?

b. Where is he?

c. Are the tutors from Temuco?

Lessons 1 & 2Lessons 1 & 2

1 Read this dialogue between two friends who meet in the park.

Emma: Hello! How are you?

Kate: I’m good thanks, and you?

Emma: I’m very happy today. My cousin Oliver is coming from Australia to visit me.

Kate: That’s great! How old is he?

Emma: He’s 13 years old. He likes music very much. He plays the guitar and the drums, like you!

Kate: Wow! Well, you can invite him and we can make a band. You love singing, so we are ready!


3 Now create a similar dialogue, replacing the underlined information.

4 Discuss with your partner.

a. Do you have any family or friends who live in another country or city? Who are they?

b. Do you have any favourite hobbies or pastimes?

23twenty-three

Unit

1

Let’s read!Let’s read!Lessons 1 & 2

Listening

1 8 Listen and choose the best alternative. (3 marks)

a. The text you listened to is:

i. an interview.ii. a play.iii. a telephone conversation.

b. Carolina misses:

i. her friends.ii. her family.iii. her pet.

c. Susan tells Carolina to send her family:

i. fl owers.ii. a letter.ii. her love.

Reading 9

2 Read this postcard, and then answer the questions. (3 marks, 1 each)

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

a. Is Pedro feeling happy?

b. Where is he?

c. Are the tutors from Temuco?

Lessons 1 & 2Writing

3 Give information about your school and a classmate. Complete the paragraph in your notebook. (7 marks)

Speaking

4 Number these sentences in a logical order. Substitute the underlined information and practise the telephone conversation with your partner. (5 marks)

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

___ Hello, Paul, I’m Sally. Is Mum there?

___ Bye and take care of yourself.

___ No, she’s at the supermarket.

___ Hello, Paul Hardy speaking.

Help! Fair Very good!

Dear Fionna,

How are you? I’m in the country, enjoying my holidays. I’m with my friend Frank, and we are staying on a campsite. There is a farm near here, and we want to go there tomorrow. There are cows, horses, pigs and ducks. I’m really excited, you know I love animals. Frank is happy too; he really likes riding horses.

What about you? Are you enjoying your new school? Are your classmates friendly?

Miss you!

Grandma.

1 Read the text and answer the questions.

a. What type of text is it?

b. Who wrote the text?

c. Where is Grandma staying?

d. What animals are there on the farm?

e. Do you like farms? Why?

0 - 5: Help! 5 - 10: Fair 11 - 16: Good 17 - 18: Excellent

TOTAL:



read and show comprehension of an e-mail. listen and show comprehension of a conversation describing people physically.

role play a dialogue describing people. write about possessions.

Before reading

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


• black

• short

• thin

• long

• blonde

• tall

3 What do the rest of the people in the picture look like? Can you describe what you look like? Practise with your partner.

4 Look at the text on and identify the type of text.

a. A poster.

b. A letter.

c. An e-mail.

24 twenty-four

MY TEMPORARY FAMILYLesson 3

I’m tall and I have short hair.

I’m blonde and I have short hair.

I’m short and I have black hair.

I’m thin, and I have brown hair

25twenty-five

Unit

1

Reading

10

Soto Contreras’s family

Gonzalo

My group

Dear family,

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

Love

Gonzalo

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

6 Read the e-mail and, in your notebook, the sentence that contains the main idea.

7 Copy this chart in your notebook and complete it with information from the e-mail. Then, write three sentences describing the people in the chart.

Name Age Physical description Occupation

Tony Wilson 18 Tall, thin, blonde hair... B.A. student at New York State University

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

a. ____ There are fi ve people in Gonzalo’s temporary family.

b. ____ Eduardo’s from Coyhaique.

c. ____ The tutor’s name’s Willy.

d. ____ The students are Chilean and Canadian.

STRATEGIES!You can identify the main idea of a text by focusing on the introductory and concluding parts.

26 twenty-six

After reading

LANGUAGE FORM Possessive adjectives

1. Notice these sentences from the text.We are four people in our cabin. / Our tutor’s name’s Tony Wilson.

2. Study these sentences.My friends are from Chile. Your mother is tall. His sister is beautiful. Her brother is very happy. Our family is in Santiago. Their names are Paula and Sergio.

3. Circle the correct option to complete the grammar rule.We have to use a noun before / after the possessive adjective.

9 6 Complete the dialogue in your notebook, using the words below. Then, practise it with your partner.

• thin • fat • blonde • short • his • tall • brown • black • my • long

Paula: Do you want to see some pictures of my family?Romina: Of course! Who is the … , … man?Paula: He is … father, he’s really good looking, isn’t he? Romina: Yes, he is.Paula: This is my brother, he is a little … and … , and has … eyes.Romina: And who is she?Paula: She’s … girlfriend. She’s … and … hair is … and … . She is really beautiful!

10 6 Complete these sentences in your notebook, using your own ideas. Then, practice them aloud.

a. We like apples, but … .b. The children are playing with … .c. I’m very happy now, but … .d. She lives in Santiago and her friend … .e. You and Peter are in the school. I … .f. Chris is eleven, and his … .

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

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

Student 4: I have a friend, a room, a cabin and a tutor.Student 5: I have a friend, a room, a cabin, a tutor and a family.

27twenty-seven

Unit

1

12 11 Listen to these words and repeat them.

• Sue – zoo • buses – buzzes • peace – peas • pens – pence

13 In your notebook, draw two people in your family to illustrate some physical characteristics.

14 12 Listen to the conversation and repeat. Substitute the underlined parts according to your drawing. Role play the conversation with your partner.

A: Who’s that boy?B: Take a guess!A: I don’t know.B: Look. He’s twelve and he’s short and thin.A: I know! That’s Eduardo!B: No, he’s our new friend in the cabin.A: Ah! That’s Alex.

15 WRITING A SHORT PARAGRAPH In your notebook, write a paragraph describing a person. It can be a member of your family, a

friend, etc. - Make a list of the person’s information: Name, age, nationality, etc.

- Make a list of the person’s physical characteristics, including adjectives such as tall, short, thin, etcetera, and colour of hair and eyes.

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

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

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

P R O E C TJ

Two families 1. Work in groups of three students.2. Find information about a family (number

of people, members’ names, ages, physical characteristics and occupations).

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

4. Describe the family to another group.5. Compare both families.6. Which family do you prefer? Why?7. In which situations can you describe your

family?


My mother is your father’s mother’s daughter. Who am I?

Useful expressions Take a guess! I know! That’s...


Before listening

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

____ honest

____ loyal

____ handsome

____ famous

____ similar likes

____ fun

____ other

2 8 Look at the picture and circle the interests people share. What interests do you share with your friends?

tennisfootballcomediescomputersfoodwalking musicshopping

TV programmes

3 You will listen to a part of a TV programme. What kind of programme do you think it is? Take a look at the picture and predict.


listen and show comprehension of a soap opera extract.

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

28 twenty-eight

BEST FRIENDSLesson 4

Football is the best! But we have to score goals!

This comedy is amazing!

I can’t believe it! It’s so funny!

29twenty-nine

Unit

1

STRATEGIES!Focus on each speaker separately, to identify specifi c information.

Listening

4 13 Listen and check your prediction in Exercise 3.

5 13 Listen again and choose the best alternative.

a. Judy’s interests are: i. tennis and fi lms. ii. soccer and tennis. iii. tennis and comedies.

b. Judy and Gordon have: i. the same interests. ii. diff erent interests. iii. similar likes.

c. Judy and Tom enjoy: i. action fi lms. ii. tennis. iii. comedies.

6 13 Who said these sentences, Tom, Gordon, or Judy? Write the name for each sentence, in your notebook.

a. ____________ : Who’s your best friend, Gordon?

b. ____________ : Judy, of course!

c. ____________ : That sounds great.

d. ____________ : I’d love to!

e. ____________ : Who’s Corbin Black?

f. ____________ : Can I go with you?

7 13 Listen to the fi rst part of the soap opera again and fi nd fi ve diff erences between what you hear and this text.

Speaker A: Who are you talking about?Speaker B: Best friends.Speaker C: Friends, yeah!Speaker A: And, who’s your best

classmate, Gordon?

Speaker C: Judy, sure! She’s my best friend, because we read about many things and we share the same sports.

After listening

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

LANGUAGE FORM Questions with Who

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

(Name)

(Name)

(Name)

(Name)

(Name)

(Name)

30 thirty

9 9 In your notebook, write short paragraphs describing two of the tree people in the pictures. Use some of the words below, and vocabulary from the unit. Use a dictionary, if necessary.

Curly hair • Wavy hair • Straight hair • Freckles • Dark skin • Light skin • Young • Old

Corbin Bleu Selena Gomez Alexis Sánchez

10 Read and practise this dialogue, and invent an ending. Write it in your notebook, including vocabulary from Exercise 9 and the whole unit.

Bruce: Who’s this woman in the picture?

Carol: She’s my aunt. She is young, has brown, curly hair and brown eyes.

Bruce: She looks very diff erent to my mother.

Carol: Really? What does your mother look like?

Bruce: … .

11 14 First only listen, and then listen and repeat these expressions.

What are you talking about? Very interesting! That sounds great! I’d love to!

12 14 Use the information in the box to complete and act out this conversation with your partner. Then, create your own dialogues using the same useful expressions.

a. Listen, check, and then repeat. b. Role play it.

• I have two tickets to meet the actors. • Do you want to meet them?• A new soap opera. It’s about three friends.

A: What are you talking about?

B: … .

A: Very interesting!

B: … .

A: That sounds great!

B: … .

A: I’d love to!

Useful expressions really? That sounds great! Very interesting


31thirty-one

Unit

1

13 15 First, listen and repeat the lyrics. Then, sing the song!

The More We Get TogetherThe more we get together,

together, together.The more we get together,

The happier we'll be.Cause your friends are my friends,

And my friends are your friends.The more we get together,

the happier we'll be!

14 9 Put this description in order.

He is short, with blonde hair, brown eyes, and a little fat.

My friend’s name is George.

He likes playing video games and chess.

He is 13 years old.

He is really intelligent, but very quiet.

15 Write a paragraph in your notebook, describing a friend or a family member. Follow the model in Exercise 14. Then, read it in front of the class.

P R O E C TJ

A person I admire1. Think about a person you admire. 2. Draw a picture of him / her. Include name,

age, nationality and occupation.3. Make a card with the paragraph, and add

nice decorations.4. Show it to some classmates.5. Why do you admire this person? Think of

3 reasons and make sentences like this: I admire this person because... Include these sentences in the cards.


I’m a box that talks and shines. I can keep you awake past midnight. What am I?

32 thirty-two





Writing

2 Write a description of these people in your notebook.

(2 marks)

She has … and … .

He has … and … .

Reading

3 16 Read the text and answer Yes or No.

(2 marks)


Lessons 3 & 4

1 Read this conversation between a boy and his teacher.

Chris: Miss Jane! I have a new baby brother! I’m so happy!

Jane: Really? Congratulations! What’s his name?

Chris: His name is Ben and he’s really funny.

Jane: Does he look like you?

Chris: Yes, we are very similar. He has dark skin and curly hair, and he is a little fat.

Jane: Are his eyes green, like your eyes?

Chris: Yes, they are. Do you want to meet him?

Jane: That sounds great!


3 Now, create a similar dialogue, changing some information. Use the dialogue as a model and the Useful expressions on Page 30.

4 Choose a partner and describe him/her in front of the class. Let the rest of the class guess who he/she is.

Let’s talk!Let’s talk!

33thirty-three

Unit

1





Listening

4 17 Listen to the conversation about the TV programme again, and write the missing expressions. (4 marks)


Judy: _____________________.



Tom: __________________.


Judy: _________________.

Speaking




TOTAL:


Lessons 3 & 4

1 Read this text about two best friends.

This is my best friend, Pablo. He’s 12 years old and his house is next to mine, so we are neighbours too. We like watching the same TV programmes and the same comedies, but we like different types of music; I love rock and he loves hip hop. He’s a really nice person and he’s very smart too. And his dad is a rock singer! Who’s your best friend?

2 Write about your best friend, following the model in Exercise 1. Use a dictionary if necessary. Then read it to a partner.

3 Are your friend's interests similar to yours? Explain.

Let’s read!Let’s read!

34 thirty-four

1 Find these words in the Word Search puzzle.

big blonde fat fun nice old short tall thin young

D G T E M F O G

R L C R A F C N

O I O T O V X U

N T A L L H B O

X D V U T G S Y

N U F N S H B H

E D N O L B I P

M I G J D Q G N

2 Follow the clues and complete all the steps of the ladder from start to fi nish.

CLUE a.

CLUE b.

CLUE d.

CLUE c.

13

CLUE e.

12

FINISH

a. I ________ from __________.

b. They _________ from _________.

c. He __________ __________.

d. They _________ from _________.

e. She __________ __________.

START


Unit

1

35thirty-five

Unit

1

3 Unscramble the words to fi nd what the pictures show.

4 Possessions. Circle the tick or the cross and write sentences about what you have / don’t have (pets, TV, sister, grandparents, football, brother).

B B A Y R B R H T O E

________ _________________

R T T O U

_________________________

W O T S F D R N I E

________ _________________

I V E F S T T I E C K

__________ _______________

K B C L A R H I A

_____________ ____________

a. ____________________________

c. ____________________________

d. ____________________________

e. ____________________________

f. ____________________________

b. ____________________________

36 thirty-six


1 18 Listen and choose the correct answer. (4 marks)

a. Where is Nancy from?

i. Asia. ii. Australia. iii. America.

b. How many brothers and sisters does she have?

i. One brother and two sisters.

ii. Three brothers and two sisters.

iii. Two brothers and one sister.

c. What is her father’s occupation?

i. He’s a taxi driver.

ii. He’s a teacher.

iii. He’s a school bus driver.

d. What’s her mother’s occupation?

i. She’s a dancer.

ii. She’s a shop assistant.

iii. She’s a housewife.

Reading

2 19 Read the postcard, and then copy the following chart in your notebook and organise the information in it.

(7.5 marks, 0.5 each)

Dear Ed,I’m sitting on the beach, eating an ice-cream. Alicia and Gabriel are swimming in the sea and Tom’s in the park. He’s playing with a friend. Pedro’s listening to the radio and reading. We’re having a fantastic holiday. Dichato’s a little fi shing village and it’s very quiet. Everybody here’s very happy. We are very happy, too! This is our second holiday this year and we’re doing just what we want to do: sleeping, eating, and playing games. The food is lovely, too. Hope you can come here soon.

Love, Gina

Activities Places Feelings Food

Holiday

3 Read the sentences and write true (T) or false (F). Correct the false sentences in your notebook.

(6 marks; 2 each false sentence, 1 each true sentence)

a. ____ Gina is in Iquique.

b. ____ Tom’s playing with a friend.

c. ____ Gina’s listening to the radio.

d. ____ Alicia and Gabriel are swimming in the sea.

Language

4 Put the words in order to make a correct question. (3 marks, 1 each)

a. that – ? – tall – Who – boy – is

A: … .

B: He’s my brother.

b. Joe’s – How – is – father – old?

A: … .

B: He’s 44.

c. the – Who – those – are – in – people – ? – living room

A: … .

B: They are my friends from Argentina.

Unit

1

Vocabulary

5 Match each adjective with its opposite. (3.5 marks; 0.5 each)

1. young thin

2. short (hair) old

3. short (person) hot

4. fat black

5. cold new

6. blonde (hair) tall

7. old (thing) long

Writing

6 In your notebook, write a paragraph about two members of your family. Include name, age, physical characteristics, occupation, possessions and likes.

(4 marks)


Speaking

Talk about your family with your partner. Take turns to ask and answer 2 diff erent questions about your family.


I can introduce myself and express feelings in writing. ✔ ✘

I can express preferences and report on people’s preferences. ✔ ✘

I can participate in dialogues, introduce myself and express feelings and interests. ✔ ✘

I can identify physical features of people. ✔ ✘

I can identify family members. ✔ ✘

I can identify occupations. ✔ ✘

I can express quantity. ✔ ✘

I can write descriptions of people. ✔ ✘

I can ask questions with Who, to identify people. ✔ ✘




37thirty-seven

Unit

1

Unit

2EXTRA-CURRICULAR ACTIVITIES

LEARNING OBJECTIVES

Listening Listen and show comprehension of a conversation about extracurricular activities.

Listen and show comprehension of a conversation at a party.

Reading Read and show comprehension of a school announcement.

Read and show comprehension of an invitation to a party.

Oral expression Talk about extra-curricular activities.

Express preferences. Ask and answer questions about future events.

Talk about events happening at the moment.

Writing Complete an invitation. Write sentences using new vocabulary.

Write about obligations. Write about what people are doing.

Getting into it!

1. Take a look at the pictures on . Where are the children? What are they doing?

2. Do you participate in any extra-curricular activities in your school? Do you like them? Discuss with your class.

3. Create sentences using the words in the box. Write them in your notebook and practice them with your partner. Use the dialogues on Page 39 as a model.

• sing • acting • ball • have to • English

4. Interview two of your partners. Ask them about their favourite pastimes, copy the chart in your notebook and complete it. Then, report to the rest of the class.

Name Favourite Pastime

38 thirty-eight

39thirty-nine

What are you doing?

Can you sing in English?

I’m acting as Romeo!

Of course I can.

Pass the ball!

You have to come and get it!

40 forty

Unit

2VOCABULARY IN CONTEXT


Championship1

Wimbledon is an important tennis championship.

Join4

If you like playing basketball, you can join our group.

Competition2

We hope to win the athletic competition against Lincoln School.

Register5

Participants need to register with the secretary.

Team6

Our team is not playing very well this season.

Fee3

There is no entrance fee to the art gallery.

Unit

2

41forty-one

2 Read these two announcements. Which event would you like to join? Why?

Join our team and cycle with us to River Walden.

The greatest adventure on your bicycle!

Saturday 10th May, at 8 a.m.Children aged 11 to 14 are welcome.

Register with Alice (345321) or [email protected]

Remember to bring suitable clothes for mountain weather: scarf, jacket, gloves and sweater!

Redhill Tracks Cycling ClubRedhill Tracks Cycling ClubRedhill Tracks Cycling ClubRedhill Tracks Cycling ClubRedhill Tracks Cycling ClubRedhill Tracks Cycling Club

Children aged 11 to 14 are welcome.

RegisterRegister with Alice (345321) or [email protected]

3 Work in pairs. Complete the dialogue in your notebook, with information in Exercise 2 and / or your own ideas.

A: What event would you like to join, … or … ?

B: The … .

A: When is the … ?

B: … .

A: What time?

B: … .

A: How much is the fee?

B: … .

A: Who can participate?

B: … .

4 Practise and act out the dialogue in front of your classmates.

Do you play chess, draughts, dominoes or card games?

Participate in this amazing championship!

All 5th to 8th graders are invited.

Prize for the winners: a visit to the County Zoo and Botanical garden.

Fee: a donation for the Children’s Hospital (colour pencils, story books, etc.).

Place / time: Redhill campsite canteen / 3 to 6 pm

Board games Board games Board games competition today!competition today!competition today!

42 forty-two

Before reading

1 Take a look at the picture. Are there any of the activities off ered at your school? Which one? Do you like them?

2 10 Classify these words into outdoor and indoor activities.

a. cooking

b. dancing

c. drawing

d. fi shing

e. playing cards

f. reading

g. singing

h. swimming

3 Choose the best defi nition. A team is a group of

people who:

a. choose the winners of a festival (the champions).

b. do something as a group (play football, sing, prepare a sketch).

c. live in the same house.

4 Take a look at the picture again. What do you think the text on is going to be about?

Less

on 1

JOIN THE ACTIVITIESLesson 1

IN THIS LESSON YOU WILL: show comprehension of an announcement.

listen and repeat a tongue twister. repeat words and reproduce a dialogue.

complete a written text with instructions.

express obligation. tell the time.

Swimming is so good in summer.

Dancing makes me happy.

I prefer fishing.

Singing in English is not that difficult.

Mine is drawing.

My mum says I’m very good at cooking.

You’re very good at playing cards, Sandra!

Reading under the trees is my favourite pastime.

Unit

2

43forty-three

5 Read the announcement and check your prediction in Exercise 4.

6 Look at the highlighted words in the text. Find their meaning in a dictionary. Then, in your notebook, write a short sentence with each one of them.

7 Read the text again and copy this chart in your notebook, to complete it with the following information.

sketch presentation six students Mrs Elliot 15th February song festival baby- football championship 6:00 pm

ActivitiesStudents in a teamRegistration withDate of eventsTime of events

8 Read the text once more and answer these questions.

a. In how many events can children participate?

b. What language do children need to use?

c. Who is Mrs Elliott?

Reading

Join the following extra-curricular activities at The English Village.

1. Sketch Presentation 2. Song Festival 3. Baby Football Championship

You have to get together with five friends and register for one event.

This is the process you have to follow:

a. you have to select one event you like very much;

b. you have to form a team with five friends, so your team is six people in total;

c. you have to give your team a name, for example, The dolphins, The tigers,

The champions, etc.;

d. you have to get a tutor to help you;

e. you have to register with Mrs Elliot, the Director’s secretary;

f. you have to prepare a sketch or a song, or train to play baby football;

g. you have to present the play or song in the final event or participate in the

championship;

ATTENTION, VILLAGE STUDENTS AND TUTORS!

All the activities have to be in English.

The events are on February 15th at 6 p.m.

29

STRATEGIES!Focus on titles, subtitles or numbers to identify the type of text you’re reading.

After reading

1. Read these sentences from the text and other examples.a. The events are at 6 pm.b. I get up at 7:15.c. We fi nish classes at 3:45.d. My sister goes to bed at 8:30.e. The English class starts at 9:20. f. The sketch presentation is at 4:50.

2. Choose an expression to replace the times in bold in Point 1. Half past eight Twenty past nineA quarter to four Six o’clock Ten to fi ve A quarter past seven

LANGUAGE FORM The time Have to1. Read these sentences from the text. Pay

attention to the words in bold. a. First, you have to select one event

you like very much.b. Next, you have to form a team with

fi ve friends, six in total.c. Then, you have to give your team

a name.2. Circle the correct option. Have to is

used to express___________. a. possession. b. obligation. c. contradiction.

LANGUAGE FORM

9 10 Complete the sentences in your notebook, with have to and the phrases in the box.

• visit my family • go to school • call my uncle • clean your bedroom • do my homework

a. I … before watching TV.

b. I … to thank him for his gift.

c. I can’t go, sorry, I … on Sunday.

d. You … , because it’s too dirty.

e. We … every day, until December.

10 What time is it? Draw the hands in the clocks.

It’s three o’clock. It’s quarter past two. It’s half past twelve. It’s quarter to nine.

11 11 Ask and answer these questions with your partner.

1. What do you have to do at:

a. seven o’clock in the morning? b. ten past four in the afternoon?

2. What time do you have to do your homework?

3. What time is it?

44 forty-four

Unit

2

12 30 Listen and repeat this dialogue. Then, create a similar one with a partner, using some useful expressions from the Useful Expressions box.

Student I want to participate in an extra-curricular activity.Tutor: Well, you have to select an event and register with the secretary. Student: And then?Tutor: You have to participate in the fi nal event.

Student: What time are the events?Tutor: They’re at six pm.

Student: OK. Thank you very much.Tutor: You’re welcome.

13 31 Listen to this tongue twister. Then, practise it and repeat it.

Thelma sings the theme song.

Thelma sings the theme song.

THELMA SINGS THE THEME SONG.

14 WRITE AN INVITATIONYou are going to write an invitation to an event.

- Decide the type of event you are having (party, festival, dinner, etc).

- In your notebook, write a draft of the invitation, on a separate sheet of paper, clearly stating the order of your ideas (beginning, middle and end). Remember to include type of event, address, price and other details).

- Make changes and corrections, and then write a defi nite version of the paragraph. Ask your teacher to check it.

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

45forty-five

P R O E C TJ

Create your announcement1. Find out what extra-curricular activities

your school off ers.2. Form groups of fi ve students and choose

one of the activities.3. Write the instructions to join the activity.4. Get together with the other groups and

make a set of brochures to promote the diff erent activities.

5. Display the brochures in a visible place in your classroom. Are you able to understand your own brochure?


Open me, and you enter a new world. Close me, and I live in your drawer. What am I?

Useful expressions and then? Thank you very much! You’re welcome!


46 forty-six

Before listening

1 Look at the picture and answer the questions.

a. Who’s in the picture?

i. The tutors, the girls and the boys.

ii. The girls and the boys.

iii.The tutors.

b. What are they doing?

i. They are acting.

ii. They are reading.

iii. They are dancing.

2 12 Answer with a ✓(Yes, I do), or a (No, I don’t).

a. Do you sing? ____

b. Do you want to sing in English? ____

c. Do you act? ____

d. Do you want to act in aplay in English? ____

e. Do you play football? ____

3 Which of the extra activities in the picture do you prefer? Have you ever done any of them? Discuss with your partner.

ATTENTION, VILLAGE STUDENTS AND TUTORS!Join the following extra-curricular activities at

The English Village.

1. Sketch Presentation 2. Song Festival 3. Baby Football Championship

You have to get together with five friends and register for one event.

This is the process you have to follow:

a. you have to select one event you like very much;

b. you have to form a team with five friends, so your team is six people in total;

c. you have to give your team a name, for example, The dolphins, The tigers, The champions, etc.;

d. you have to get a tutor to help you;

e. you have to register with Mrs Elliot, the Director’s secretary;

f. you have to prepare a sketch or a song, or train to play baby football;

g. you have to present the play or song in the final event or participate in the championship;


show comprehension of a conversation. reproduce a dialogue. pronounce the letter o in diff erent ways. express preferences.

All the activities have to be in English.The events are on February 15th at 6 p.m.

WHICH ONES?Lesson 2

Listening


5 32 Listen and choose the best option (i - iii) to complete the sentences (a - b).

a. Pablo and Gonzalo mention other boys

i. to form a team.

ii. to act in a play.

iii. to sing in a festival.

b. Carolina selects her activity because

i. she is an actress.

ii. she is happy.

iii. she is with Macarena.

6 32 Cross out what is NOT said in the conversation.

a. I want to act with Carolina. / I want to act with Macarena.

b. I’m an amateur actress. / I’m an amateur player.

c. We want to be the champions. / We want to be the football champions.

7 32 Listen again, copy this chart in your notebook, and write the activities beside each student.

Name Activity

Carolina

Gonzalo

Macarena

Pablo

Susan

Tony

8 32 Listen and join the parts with a line to form two true sentences.

Susan wants to help the boys with the acting practise.

Tony wants to help the girls with the football in a sketch.

Unit

2

47forty-seven

STRATEGIES!Before starting, always take a look at the activities, and evaluate what you will have to focus on.

48 forty-eight

LANGUAGE FORM Simple Present (Affirmative / Interrogative)

1. Read these examples from the text.I like football. Do you sing, act or play football? I want to help you. Do you like playing football?I want to act.

2. What is special about the questions?

We use the special word …

9 12 Complete in your notebook with the vocabulary in the lesson.

a. A: … you want to sing in our group?

B: Yes, I … singing!

b. A: … you like water sports?

B: Yes, I … swimming very much.

10 33 Listen to the diff erent ways of pronouncing the letter o in English. Then, repeat each group of words.

a. love – some – come – mother b. lost – cost – rock – top c. lose – move – prove - who

11 13 Complete the dialogue in your notebook with the vocabulary in the box.

• work • acting • do you like • an actress • television • do you want • doing

A: What … … ?

B: I like … very much. I want to be … .

A: That’s great! … to … on … in the future?

B: I’d love that!

12 34 13 Listen to this dialogue. First, listen and repeat. Then, change the parts underlined with your own ideas and practise it with your partner.

Sally: Hello, Rick.Rick: Hi, Sally.Sally: Do you like acting, Rick?Rick: No, I don’t.Sally: And do you like singing?Rick: Yes, I do.Sally: Do you want to sing now?Rick: Yes, I do.

After listening

Unit

2

49forty-nine

P R O E C TJ

A pet fair1. Interview ten people in your school.

a. Ask them if they like pets.b. Ask them why they like / don’t like pets.c. Find out what pets are the most popular.d.Take note of their answers.

2. Make a poster with a classmate. Illustrate it with pictures of the most popular pets according to the interview.

3. Organize the results of your interviews in a graph, showing who likes pets, who doesn’t, and the most popular animals.

4. Display your project in a visible place and report your fi ndings and conclusions to the class.

5. Why do people usually have pets? Explain.

13 Complete this comic strip with the appropriate words from the box. There are two words you do not need to use.

• finally • like • Do • want • first

14 Now you can express your preferences! What do you like doing? Interview your partner and write his answers on a piece of paper. Then, correct it with your teacher.


It makes your feet move, it makes your body shake! What is it?

50 fifty


Lessons 1 & 2Listening

1 35 Listen and complete the sentences. (5 marks)

a. I love … and … football.

b. … you like martial arts?

c. First, choose an … . Then, form a … .

Writing

2 In your notebook, write three extra activities at your school. (3 marks)

Language

3 Copy this paragraph in your notebook and fi ll in the blanks with a word from the box.

(4 marks)

• text • play • participate • have to • act • perform • select • team

To … in a theatre … , you have to

invite some friends to … . As a … , you

have to … a play or sketch and you …

practise the … several times. Then, you

have to … your play or sketch in front

of an audience.

Lessons 1 & 2

1 Read this conversation between two classmates.

Oscar: Look! There’s a new extra-curricular activity: photography.

Patty: Mm, very interesting. Do you like taking photos, Oscar?

Oscar: Yes, very much. Do you?

Patty: Yes, but I prefer the hip hop dance club. I registered there yesterday.

Oscar: There is a hip hop dance club? Wow! When is it?

Patty: On Tuesdays and Thursdays, at 5.30 p.m.

Oscar: Where?

Patty: At the school gym. If you like, you can register in both: photography and hip hop.

Oscar: Yeah, why not?

2 In pairs, read the dialogue again and change the underlined information.

3 Practise the new dialogue with your partner and act it out in front of your classmates.

4 Answer these questions.a. Do you like any of the activities in the dialogue? Why? Discuss with your partner.

Let’s talk!Let’s talk!

51fifty-one

Unit

2

Reading 36

4 Read the text and write true (T) or false (F). Correct the false statements in your notebook. (8 marks)

Rebecca: What do you want to do now?

Leo: I want to watch TV.

Rebecca: First, we have to do our Spanish homework.

Leo: Well, yes, but I want to see the new TV programme! Do you want to watch it with me?

Rebecca: No, thanks. I prefer to do my homework fi rst. Spanish is very diffi cult for me.

Leo: And after that, do you want to watch TV?

Rebecca: OK, OK. T F

a.Rebecca and Leo have to do their Spanish homework.

b. Leo wants to do his homework fi rst.

c. Rebecca wants to watch the programme fi rst.

d. English is very diffi cult for Rebecca.

0 - 5: Help! 6 - 12: Fair 13 - 18: Good 19 - 20: Excellent

TOTAL:


Lessons 1 & 2

1 You are going to read the same announcement Oscar read in the Let’s talk activity.

New extra-curricular activity: Photography Club

Join our Photography Club! We can help you to take better pictures using your own mobile phone! Watch the weather, learn about the light, choose your target, focus on your objective and shoot fast.

To join us, you have to register with your teacher. You have to give your name, age, class and e-mail address. You also need a mobile phone with a good camera or a digital camera.

Classes are on Mondays and Wednesdays, at 5.15 p.m., in room 23 (second fl oor).

2 Which picture represents the Photography Club better? Tick (✔) the correct picture.


a.

b.b.

c.


read and understand an invitation to a party. express future events. follow directions. say when things happen. ask and answer about quantities using How much and How many.

Before reading

1 Tick (✓) the elements included in an invitation to a party.

a. ___ name

b. ___ cost

c. ___ date

d. ___ colour of the house

e. ___ father’s name

f. ___ address

g. ___ time

2 In your notebook, number these activities in order of preference. Share with your partner.

• video games • dance • drink • watch • eat

3 In your notebook, write as many words as you can, connected with the word party.

Eg. food, invitations, etc.

4 14 Take a quick look at the text on . What do you think it is about?

____ Cake ____ Water

____ Sandwiches ____ Soda

____ Hot-dogs ____ Fruit

52 fifty-two

COME TO OUR PARTYLesson 3

Do you want to dance with me?

I’m hungry! I’m going to eat something.

And I’ll drink some orange juice.

Yes! Let’s watch the game on TV.

Great!

Yes, he’s right here, playing video games.

STRATEGIES!Connecting the text with your real life will help you with comprehension. Have you ever seen anything similar to the text before?

Reading 37

Unit

2

53fifty-three

Cabin 12 invites all the participants of The English Village to a party!WHEN? Saturday February 12th WHAT TIME? 8 p.m.WHERE? On Manor Road, opposite the cafeteria and next to the camping site.FEE. HOW MUCH? $1,000ACTIVITIES. HOW MANY? Six! We will eat, dance, talk and listen to music, watch the football match and play computer games.FOOD? We will have hot-dogs, pizzas and sodas.

HOPE YOU CAN MAKE IT!RSVP to Gonzalo or Macarena at 831-82-834

INVITATION TO A PARTYWe want to have a party

with all the students and the tutors in the English Village because a party is a good occasion to meet people, dance and talk. It is also a good occasion to drink soda and eat hot-dogs.

5 Read the text and check your predictions in Exercise 4.

6 Read the text again and choose the write the correct answer in your notebook.

a. Who is inviting?

b. How much is the fee?

c. When is the party?

7 Read the text. Match (a - d) and (i - iv).

The students at the party will:

a. play i. the football match

b. eat ii. to music

c. watch iii. pizza

d. listen iv. computer games

8 Answer these questions.

a. Have you ever been invited to a party? Share with the class.

b. What activities would you like to do in a party? Check the vocabulary in the lesson and share with the class.

c. Are you having a party soon? Give details.

54 fifty-four

After reading

1. Notice these examples from the text.We will eat hot-dogs. / We will eat, dance and listen to music.

2. What is the person talking about?a. The past. b. The present. c. The future.

LANGUAGE FORM Will How much? / How many?

1. Analyse these questions and answers from the text.a. How much? $1,000 b. How many? Six!

2. Complete these sentences. a. We use How much when we want to ask

about:i. the time. ii. the price. iii. the date.

b. We use How many when we want to ask about:i. quantity. ii. manner.

LANGUAGE FORM

9 Complete indicating future actions or predictions, using will and the vocabulary about parties.

a. I … to the party on Saturday. (go)

b. They … computer games. (play)

c. We … a lot. (dance)

d. People … only pills. (eat)

e. Doctors … a cure for everything. (fi nd)

10 38 First only listen and then listen and repeat

a. These words: b. These sentences.

I’ll go to the party.I’ll eat hot-dogs

We’ll go to the party.We’ll eat hot-dogs.

kill Bill fill Sydbean deal feel seed

11 14 Complete the dialogue using how much/how many and the vocabulary about parties in the box. Then, practise it with your partner. Use question from the Useful Expressions box.

• food • balloons • music • people • fee

A: Hello! Ready for the party?

B: Of course! Where are the … ? … do you have?

A: I have about twenty, don’t worry! What about the … ? Are the hot dogs ready?

B: Yes, they are! And the … too!

A: That’s great! … … are coming?

B: Probably about twenty fi ve people. … is the … .

A: It’s fi ve hundred pesos!

Useful expressions How many people are coming? What about the food? How much is the fee? What time is the party?


Unit

2

55fifty-five

P R O E C TJ

A telephone conversation.1. Work in pairs. 2. Write a short dialogue with your friend,

confi rming your attendance to a party, using all you have learnt in this lesson.

3. Make sure you include greetings, questions with how many/how much and vocabulary related to parties. Include expressions such as how much, how many people, great!, etc.

4. Record your conversation and play it to the rest of the class. You can also act it out in front of the class.

12 39 Listen to this dialogue. Then, practise it with your partner changing the underlined parts.

A: When is the party?

B: On Saturday.

A: How much is it?

B: $100.

A: How many children will go?

B: About 50.

A: Great!

13 Continue the dialogue in Exercise 12, using questions from the Useful Expression box and your own information. Then, practise it with your partner.

14 15 THROW YOUR OWN PARTY!a. You are going to invent your own party. Take a look at the invitation on Page 53, and create

a similar one, but adding more information of your own. Make sure you include:

• Introduction• Date• Address• Time• Food• Activities• Price• Final message

b. Write it on a nice piece of paper and give it to some friends, or send it through e-mail.


I wanted to be a football, but all I got was air. What am I?

Before listening


a. What type of parties do you go to?

b. What do you do at parties?

2 Circle options according to your own preferences.

a. What do you drink at a party?

soft-drinks juice milk

water mineral water

b. What do you eat at a party?

pizza hot-dogs crisps cake hamburgers

sandwiches

c. What type of music do you dance at a party?

reggae tropicalrock funk

reggaeton

3 Take a look at the pictures and, in your notebook, create a short dialogue (not more than three lines) including some of the characters in the picture. Include questions and vocabulary about parties.


listen to a conversation at a party. identify healthy food and learn about its benefi ts.

exchange information about things that are happening at the moment.

learn to pronounce the sounds / d / and / ð /.

56 fifty-six

AT THE PARTYLesson 4

Do you want some orange juice? Sure!

This is my new friend.

Nice to meet you!

Unit

2

57fifty-seven

Listening

4 40 Listen and check your predictions in Exercise 3.

5 40 Listen and tick (✓) Yes or No.

Yes No

a. Do you want to dance? ____ ____

b. Do you want a piece? ____ ____

c. Are you eating a sandwich? ____ ____

d. Are you eating an apple, too? ____ ____

e. Do you like this party? ____ ____

f. Do you like parties, Sandra? ____ ____

6 40 Listen and tick (✓) the food mentioned.

7 40 Listen and underline what you hear.

a. Nice / Happy to meet you.

b. My name’s / I’m David.

c. I’m drinking some soda / some orange juice.

d. Are you eating a sandwich? / a hot dog?

e. No, I’m eating cheese / pizza.

STRATEGIES!Check out the words in the questions. That will give you an idea of what to look for, while listening.

a.

d.

b.

e.

c.

f. g.

58 fifty-eight

8 16 What are these people doing? Write the sentences in your notebook.

a. They … . b. Bob … . c. Sheila … .

9 41 Listen and repeat this poem. Pay attention to the pronunciation of the sounds / d / and / ð /.

After listening

What Does the Bee Do?Christina Rossetti

What does the bee do?Bring home honey.

And what does the Father do?Bring home money.

And what does the Mother do?Lay out the money.

And what does the baby do?Eat up the honey.

Source: Rossetti, C. (1893) What does the bee do? Retrieved July 10, 2012, from http://www.poemhunter.com/poem/what-does-the-bee-do/

LANGUAGE FORM The Present Continuous

1. Read these sentences from the text.

a. I’m drinking some orange juice.

b. Are you eating a sandwich?

c. No, I’m eating pizza.

2. Answer these questions about the sentences in Point 1.

a. What type of actions do they refer to?

i. Permanent. ii. Happening now.

b. What is the ending of the main verb?

i. –ing. ii. –ed.

3. Complete the rule.

We use the Present Continuous tense to express _______.

We form the Present Continuous tense with the verb _______ and the main verb ending in _______.

Unit

2

59fifty-nine

10 42 16 Listen and complete the dialogues in your notebook. Then, practise and role play them with your partner.

i … you … a chocolate?

ii. Yes, please.

i. What … you … ?

ii. I … my history lesson.And you?

i. … you … fruit?

ii. No, … chips.

i. … the teacher … the tests?

ii. Yes, he is.

11 In your notebook, complete this dialogue with the verbs below in the present continuous. Then, practise it with your partner.

• drink • chat • buy • do • visit

Carolina: What are you doing, Tony?Tony: I’m … with my mother. She is in New York.Carolina: Oh! That’s nice! And what is she … there?Tony: She’s … friends and … souvenirs.Carolina: That´s good!Tony: What are you … , Carolina?Carolina: Oh! It’s a cup of tea. Do you want some?Tony: No, I’m OK, thanks.

12 LET’S FIND OUT1. Work in pairs2. Go on the internet and fi nd out about a charity institution in your area or city.3. Write an invitation for the rest of the class to support this institution.4. In your invitation, include the name of the institution, a picture and some sentences

stating what the institution is doing at the moment. Eg. They are receiving money to help homeless people.

5. Send the invitation through e-mail or write it on a nice piece of paper.

P R O E C TJ

A healthy food fair!1. Organise a healthy food fair in your classroom.2. Set up tables and display healthy food

on them.3. Label the food and write brief descriptions.4. Were your descriptions clear? Did your

friends understand them?


I run but have no feet, without me you cannot live. What am I?

60 sixty


Lessons 3 & 4

Language

1 Copy these vocabulary diagrams in your notebook and complete them.

(11 marks)

Listening

2 43 Listen to the conversation in Lesson 4 again and complete. (4 marks)

a. Do you … a … , Jennifer?

b. We … , … , and talk and talk and talk!

b. Activities at a party

a.

Food / drinks at a party

Let’s talk!Let’s talk!Lessons 3 & 4

1 Complete this dialogue with appropriate phrases and words. Check other dialogues and the Useful expressions in Lesson 3.

Michelle: I think the party tomorrow will be great! Are you coming?

Richard: Well, I’m not so sure.

…?

Michelle: About 50 people, I think.

Richard: …?

Michelle: It’s here, at the school gym.

Richard: …?

Michelle: It’s only six hundred pesos.

Richard: Mm, it’s cheap. …?

Michelle: It’s at 7 p.m. Well, are you coming or not?

Richard: …?

2 In your notebook, write another dialogue using similar or the same questions, but giving information about a diff erent party.

3 Read and practise the second dialogue and present it in front of the class.

4 Vote for the most interesting party.

Unit

2

61sixty-one

Reading 44


TOTAL:


Bobby's Birthday PartyBobby will be ten years old next week. His mum and dad will have a birthday party for him. He will invite twenty of his friends to the party. They will wear hats and they will eat birthday cake. The children will play table tennis and they will dance to their favourite music. On that day, Bobby will be very happy!

3 Read the text and tick (✓) Yes or No. (4 marks)

a. He will invite 12 of his friends.

b. They will wear hats.

c. They will eat pizza.

d. The children will play table tennis.

Writing

4 Copy this invitation card in your notebook and complete it with your own ideas.

(4 marks)

Yes No

Help! Fair Very good!

Come to my party!When: …Where: …What time: …Food: …


1 These two boys are at the same party. Read and compare what they are thinking.

2 Answer these questions:

a. Who is enjoying the party? Why?

b. Who isn’t enjoying the party? Why?

c. Do you like parties?

d. Do you like tropical music?

e. Do you like dancing?

3 Imagine you are at the same party. Write a similar monologue saying how you feel. Practise and act it out in groups.

Daniel

This party is terrible! I’m really bored. I want to go home

and be in my bed sleeping, but I arrived only thirty minutes ago. Ok, what can I

do? I’ll eat a sandwich. Oh! And I’ll drink some more juice.

Carlos

I’m drinking soda, I’m eating hot-dogs, I’m

listening to tropical music, I’m talking to my friends... I’m really happy here. Oh! And then, I will dance with Sara.

It’ll be great! Only if she wants to, of course...

62 sixty-two

1 Complete the sentences with the corresponding names. There are some pictures you will not need to use.

Adam Barbara Chris and Dan

Gilbert HeidiEric and Fran

Laura MikeIris, Joe, and Ken

a. like dancing.

b. are champions.

c. are thirsty.

d. is a dancer.

e. eats hamburgers.

f. listens to music.


Unit

2

63sixty-three

2 Off er the food items or invite your friend to do the activities. Circle the answers you receive.

Eg. What do you want to…? Would you like some…?

3 Guess Felipe’s dream car. Read the clues and tick your answer.

a. It is red.

b. It is very modern.

c. It has two doors.

+

-

soda+

-

dance

a. b.

+

-

sandwich+

-

chocolate

c. d.

+

-

ride a bike+

-

chips

e. f.

64 sixty-four


1 45 Listen to a telephone conversation and answer the following questions.

(3 marks)

a. What is Sam doing?

b. Why is he playing computer games?

c. Does his father like computer games?

2 Listen again and tick (✓) the sentences you hear. (3 marks)

a. She doesn’t like these games. ____

b. He doesn’t like these games. ____

c. The same as my father! ____

d. The same as my mother! ____

e. Is your father near you now? ____

f. Is your father next to you now? ____

Language

3 Read the sentences and correct the mistakes. ( 3 marks)

a. I am watch TV now.

b. Richard and Susan are plays in the kitchen.

c. What is your sister drinks?

Reading

4 46 Read the following text and answer the questions in your notebook. (3 marks)

James: Hi Alice. How are you today?

Alice: Hi James. I'm fi ne, and you?

James: Great, thank you. Remember, the Spanish class is at 3 o'clock today.

Alice: At what time?

James: At three o’clock.

Alice: Thank you, James... By the way, what time is it now?

James: It's quarter past eleven.

Alice: It's time for lunch!

James: Lunch, now? Lunch time is at twelve.

Alice: Well, I'm hungry now.

James: You're funny Alice. This is a serious school!

Alice: But I'm hungry Let’s have a snack.

a. What time is the Spanish class?

b. What’s the time now?

c. Who’s hungry?

Writing

5 In your notebook, write a short e-mail to a friend, describing your daily activities. Include the times.

(4 marks)

Vocabulary

6 Copy the chart in your notebook and complete each section with three items.

(12 marks)

Healthy Food Extra-curricular activities1. 1.2. 2.3. 3.

Party activities Time (in words)1. 1.2. 2.3. 3.


Speaking

Ask your partner what time it is.

Ask your partner what time the class is.

Ask your partner where the physical education teacher is.

Ask your partner what the teacher is doing now.

Check with your teacher and � nd your level 0 to 15 correct answers: You have not understood an important part of the contents. Revise the unit, and then do the exercises again. 16 to 23 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.24 to 28 correct answers: You have learnt all or almost all the contents in the unit. Keep up the good work!

Read and show comprehension of announcements. ✔ ✘

I can give and ask for the time. ✔ ✘

I can express obligations. ✔ ✘

I can write announcements. ✔ ✘

I can write an invitation to a party. ✔ ✘

I can express my favourite pastimes and extra-curricular activities. ✔ ✘

I can talk about future expectations. ✔ ✘

I can ask questions and make offers. ✔ ✘



If you are not sure about something, revise the contents with your teacher. Unit

2

65sixty-five

Unit

3HOLIDAYS AND SPECIAL EVENTS

LEARNING OBJECTIVES

Listening Listen and show comprehension of a conversation at a museum.

Give and follow directions.

Reading Read and show comprehension of articles about culture.

Read and show comprehension of a tourist brochure.

Oral expression Talk about national celebrations and how actions are performed.

Express habitual activities. Talk about places and climate.

Give and follow directions.

Writing Write about a Chilean festival.

Write about a Chilean celebration.

Write about abilities. Write about future plans.

Getting into it!1. Take a look at the pictures. What do they show? Can you identify the countries and

celebrations? Write the names of the countries in the picture. Discuss with your class.

2. What’s the national holiday in Chile? Do you know what is celebrated on this day?

3. In pairs, go on the internet or use an encyclopedia, and fi nd out about traditional celebrations around the world. Copy this chart in your notebook and complete it with your information.

Country Celebration Date Details

Chile National holidays 18th and 19th of September. Eat traditional food, fly kites...

4. Report your fi ndings to the rest of the class.

66 sixty-six

67sixty-seven

68 sixty-eight

Unit


1 Study the cards. Then, use a dictionary to check the meaning of each highlighted word.

Barbecue1

Let’s have a barbecue in the garden!

Fireworks 4

The � reworks start at midnight.

Costumes2

The kimono is Japan's national costume.

Holiday5

Today is a holiday in our country. It’s the Independence Day.

Emblem3

USA’s national emblem is the bald eagle.

Parade6

People celebrate St Patrick’s Day with a big parade.

Unit

3

69sixty-nine 69

2 Read the text and highlight the key words that appear in it. After that, give it a title.

National holidays happen on special dates. Each celebration has its own tradition. Chilean people, for example, celebrate on 18th and 19th of September. They have barbecues, dance and wear traditional costumes.

In the UK, people celebrate Pancake Day. It is in February or at the beginning of March, six weeks before Easter. People eat pancakes on this day. In some towns, there are pancake races.

In other countries, people celebrate carnival at this time of the year. There are parades through the streets, fireworks and people wear masks and costumes.

In some countries, people give presents on the 25th of December. It is a big day, especially for children. In other countries, this tradition takes place on the 6th of January.

3 Work with your partner. In your notebook, complete the dialogue between these Chilean and British children. Practise and act it out, taking turns to play both roles. Use information from the text.

British child: What do people celebrate in your country?

Chilean child: … .

British child: When do they celebrate it?

Chilean child: … .

British child: What do people do?

Chilean child: … . What about your country?

British child: In the UK, … .

70 xxxxxxxxxxx70 seventy

Before reading

1 What do you usually do to celebrate your national day? Is there a particular food you eat? Share with the class.

2 Look at the picture and copy this chart in your notebook, to complete it.

Celebration Colours related Activities

Chilean national day Red... Dance

“cueca”, ...

3 Find these words in the text on and then write them on the picture.

Flag Costumes Sky

4 Take a quick look at the titles and subtitles in the text on Page 71. Can you guess what the text is going to be about?


show comprehension of articles. learn how to say dates. role play a dialogue. write a text about a Chilean festival. make a poster about National Days in diff erent countries.

CELEBRATING NATIONAL HOLIDAYSLesson 1

STRATEGIES!Titles and subtitles in a text will give you a good idea about the main topic of each paragraph.

Unit

3

71seventy-one

Reading

THE USAThe USA celebrates Independence Day (commonly known as the 4th of July) to commemorate the declaration of independence from Great Britain in 1776. People associate Independence Day with � reworks, parades, barbecues, picnics, baseball games and various other public and private events celebrating the history, government and traditions of the United States.

C H I L EChile o� cially proclaimed independence on the12th February 1818, but Chileans celebrate theirindependence from Spain on September 18th. Celebrations include parades, dancing, music, drinking and eating traditional Chilean food.Children and their families usually � y kites cheerfully. The day after Independence Day, 19th September, is also a national holiday, the Armed Forces Day. It includes military and naval parades and events celebrating Chile’s military victories, including independence.Parades also include “huasos”, the Chilean cowboys.Adapted from: Independence Day in the USA. (n.d.) Retrieved July 10, 2012, from http://www.timeanddate.com/holidays/us/independence-dayAdapted from: St. Patrick’s Day. (n.d.) Retrieved July 9, 2012, from http://www.history.com/topics/st-patricks-day Adapted from: Ottey, M. (2011, September 3). Independence Day In Chile. Retrieved July 10, 2012, from http://miketendstotravel.com/2011/09/03/independence-day-in-chile/

I R E L A N DThis is the � ag of St Patrick. St Patrick’s � ag represents Ireland. Saint Patrick is the patron saint of Ireland. He initiated Christianity in Ireland. Irish people celebrate this festivity enthusiastically on 17th March and it is known as St. Patrick ’s Day. On this day, people wear a clover (see the picture), the national emblem. This national day is celebrated joyfully with a big parade and festival in Ireland and England. The parade includes marching bands from Britain, Ireland and Europe, costumes, community groups, dancing schools and Irish music.

5 Read the text and check your prediction in Exercise 4.

6 Read the text, copy this chart in your notebook, and complete it.

Date Reason

Ireland St. Patrick’s day

The USA

Chile September 18th

57

CELEBRATING NATIONAL HOLIDAYS

72 seventy-two

7 Read the text again. Copy this chart in your notebook and classify these words and phrases.

traditional food and music picnics dancing schools fireworks community parades

military paradesbarbecues

After reading

1. Read these sentences from the text and other examples. Pay special attention to the words in bold. a. Irish people celebrate this festivity enthusiastically.b. Drive carefully, it’s raining hard. c. Kevin runs fast. He’s the best runner at school.

2. What do the words in bold indicate? Circle an alternative.a. When the actions are performed. b. How the actions are performed.

3. Complete the rule.When we want to indicate ________ an action is performed, we use ________. They usually end in __________. Notice that there are exceptions, such as __________ and __________.

LANGUAGE FORM Adverbs of manner

8 18 Complete these sentences with an adverb from the box.

a. My brother can do these exercises … .

b. My mother smiles … when I arrive home.

c. You must clean your room … .

d. Mahani Teavi plays the piano … .

9 Read this dialogue and complete using the adverbs below. Then, practise it with your partner.

• responsibly • carefully • Sadly

A: My brother is a very good driver, he drives very … , especially during these holidays.

B: That’s good! … , there are many accidents during these celebrations.

A: Yeah, people should drink more … .

B: I agree, we can start a campaign!

A: That’s a very good idea!

• easily

• quickly

• perfectly

• happily

Unit

3

73seventy-three

10 58 18 First only listen and then listen and repeat.

a. these ordinal numbers. first second third fourth fifth sixth seventh

eighth ninth tenth eleventh nineteenth twentieth twenty first

b. these dates (the … of … ).

1st January 17th March 18th September 4th July

c. these years.1492 1776 1818 1995 2008 2010

11 59 19 Put this dialogue in order. Then listen and check.

B: _____ On 18th September.

A: _____ When is the National day in Chile?

B: _____ We eat barbecues and fl y kites.

A: _____ What do you do?

12 Change the underlined parts in the dialogue in Exercise 11. Practise and role play it with your partner.

13 19 Find information about the Tapati Rapanui Festival, and write a paragraph about it in your notebook. Follow these steps.

- Make a list of the things you are going to write about, such as date, competitions, selection, crowning of the queen, etc.

- Write a draft of the paragraph on a separate sheet of paper, clearly stating the order of your ideas (title, introduction, body and end).

- Write a defi nite version of the paragraph and ask your teacher to correct it.- Finally, read it aloud in front of the class or publish it in your classroom.


I’m the colours of the country you love, waving with the wind. What am I?

P R O E C TJ

Talent report1. Work in pairs.2. Interview, at least, fi ve partners and ask them

which things they are really good at. 3. Make a list of adverbs to describe the actions

you have compiled. You can use a dictionary.4. Classify your information in a chart on a

separate piece of paper. Include name, talent and adverbs describing the talent (quickly, beautifully, etc.)

5. Write a report of your fi ndings, using full sentences. Eg. Pablo sings beautifully/Andrea reads quickly, etc.

6. Share your information with the class.

74 seventy-four

Before listening

1 Have you been to an interactive museum? If the answer is Yes, ask and answer questions a – c. If the answer is No, ask and answer questions d – f.

a. Did you like it?

b. What did you see?

c. What did you do?

d. Would you like to visit one?

e. What would you like to see?

f. What would you like to do?

2 Ask your partner what he/she would include in an interactive museum. Write at least 2 ideas.

3 You are going to listen to a conversation. Take a look at the pictures. What do you think the children are doing there?

a. They are learning about International Holidays.

b. They are answering questions about Columbus Day in Chile.

c. They are asking questions about Chilean holidays.


listen and show comprehension of a dialogue about technological advances. participate in dialogues to express facts. practise English sounds. complete written texts to express facts.

AN INTERACTIVE MUSEUMLesson 2

This museum is amazing!

Yes, technology is very interesting.

Unit

3

seventy-five

Listening


5 60 Listen again and check the order of the questions in Exercise 3.

6 60 Listen and tick (✓) the sentences you hear.

a. _____ I know the answer! d. _____ The hero’s birthday.

b. _____ Wow! It’s a test! e. _____ I’ll answer this question.

c. _____ Well done. Continue. f. _____ Sorry, try again.

7 60 Listen again. Find and correct the mistakes on the screens.

a.

c. d.

b.

8 60 Listen to the recording once more and answer. How many correct and wrong answers did the visitors get? Answer in your notebook.

a. Correct answers: b. Wrong answers:

STRATEGIES!Pay attention to the parts of the listening that are relevant to the activities! Always revise the activities before listening.

76 seventy-six

9 61 First only listen and then listen and repeat:

a. these pairs of words. day - they dose - those do - the don't - that

b. these sentences.What did they do? Do the exercise now. Don’t answer that question.

c. this tongue twister. Dan said: “Don’t do that on that day; they don’t dance on Dad’s day.“

LANGUAGE FORM Simple Present Affi rmative and Negative

1. Negative sentences: I / we / you / they do not (don’t)he / she / it does not (doesn’t)

2. Read these examples. A� rmative Negative Children go to school. Children don’t go to school. Tony likes the test. Tony doesn’t like the test.

10 20 Complete the sentences in your notebook with the correct form of the verb and vocabulary from the text.

• Columbus • answer • celebration

a. Tony … (not know) the … .

b. People … (celebrate) the arrival of … in America.

c. Susan … (select) a Chilean … .

11 What about you? Circle your answer.

a. I celebrate / don’t celebrate Columbus Day.

b. I like / don’t like interactive museums.

c. I go / don’t go to school on Columbus Day.

12 Read this dialogue and then practise it, in pairs.

Susan: Choose another category, Tony.Tony: OK, let’s click on British celebrations!Susan: Oh, I love that!Tony: What’s your favourite celebration, Susan?Susan: Mm, I guess it’s “Bonfi re night”. People light big fi res and have a good time with their

friends. There are also fi reworks.Tony: That sounds like fun!

After listening

Unit

3

77seventy-seven

13 62 Listen and repeat this dialogue. Then practise it with your partner.

A: What do you do on the 12th of October?

B: I stay at home and I rest. And you?

A: I visit my grandmother and play with my cousins.

14 Work in pairs. In your notebook, complete the dialogue with your own ideas.

A: What do you do on …?

B: I … and … . How about you?

A: I don’t … . I … and … .

Useful expressions Who is...? Very interesting! What are you saying? What about...?


15 Imagine you are visiting an interactive museum with a friend. Create a short dialogue, using the listening text, some of the useful expressions, and Exercise 12 as a model.

Include questions with who/what, and information about new technological advances you know about. You can use internet or an encyclopedia, if necessary.

Christopher Columbus1. Work in groups.

2. Find out about a museum you can access to through internet or that you can go to.

3. Compile information about the type of museum, what they display, location, opening and closing times, entrance fee, etc.

4. Write a personal recommendation, to explain your classmates why you recommend visiting it.

5. Make a presentation for the rest of the class. Add pictures, videos or web links.

P R O E C TJ


I’m a robot with no body, just a mind to make your life easier. What am I?

Lessons 1 & 2

Listening

1 63 Listen to the dialogue in Lesson 2 again and complete the sentences in your notebook. (4 marks)

a. Touch the screen to select a … .

b. Let's select a Chilean … .c. Steve, click on the next … .

d. What do people do on … ?

Language

2 Match the words with the pictures. (3 marks)

parade flag screen

a. b. c.

3 Tick the September activities in Chile.(2 marks)

Go to school Fly kites

Military parades Go to see the fi reworks

Writing

4 Complete the paragraph with the words in the box. Write it in your notebook.

(4 marks)

• 1492 • celebrate • small • discovery

On 12th October, people … the … of America.

Columbus arrived in America in … .

He used three … ships.

78 seventy-eight

CHECK YOUR PROGRESSCHECK YOUR PROGRESSLet’s talk!Let’s talk!

Lessons 1 & 2

1 Read this conversation between two friends. What do you think they are talking about?

Andrea: Wow! This is amazing! The sky looks beautiful with so many colours.

Daniela: Yeah, it’s great! But the explosions are very noisy…

Andrea: Oh! Look at that, they are really big! Wow!

Daniela: Oh, I think it stopped.

Andrea: Yes… Well, we’ll see them again next year.

Daniela: And we can go and see them in Valparaíso. It’s wonderful there!

Andrea: Are you inviting me to your grandpa’s house? I’ll go happily!

2 Read the conversation again. Find three words that mean really good and write them in your notebook.

3 Read the dialogue again and practise it with a partner. Pay attention to both pronunciation and intonation. Act it out in front of the class.

Unit

3

79seventy-nine

5 In your notebook, write two things you do / don’t do at weekends.

(2 marks)

Reading

6 64 Read the text and complete the chart in your notebook.

(4 marks)


TOTAL:


In the USA, people celebrate Columbus Day on

the second Monday in October. They celebrate

Columbus's trip from Spain to Hispaniola (Haiti) in 1492. In many cities of the country there are parades in commemoration of the day. Many American people celebrate Columbus Day as a day of rest and relaxation.

CelebrationDateReasonEvents

Speaking

7 Talk about Independence Day celebrations in Chile. Use this short dialogue as a model.

A: What … you … on … ?

B: I … and … . And you?

A: I … .



1 Read this text about a celebration in China. Then, match the pictures to the underlined words.

_________________ _________________

_________________ _________________

The Chinese New Year or Spring Festival celebrates the fi rst day of the Chinese Lunar Calendar. Each year they celebrate one of the 12 animals of the Chinese zodiac. People celebrate for fi fteen days, fi nishing with the Lantern Festival. In this festival, people light lanterns and they watch parades, where they can see dancers wearing different costumes and performing the lion and the dragon dances. When the Chinese celebrate New Year, the colour red is very important; they say it brings them good luck.*Created by Publishing Team

2 Circle the best title for the text.

a. New Year in China b. The Lion Dancec. The Chinese Zodiac

3 Is this New Year celebration any similar to how you celebrate it? Discuss with a partner.


read and understand a tourist brochure. talk about the climate in Chile. express possibility and ability to do something. use but to contrast information. complete a paragraph about a city in Chile.

make a list of things tourists can do in Chile.

Before reading

1 Make a list of tourist attractions you know or want to know.

2 In your notebook, write three main attractions in Santiago de Chile.

3 Answer these questions.

a. Where is San Pedro de Atacama?

i. In the north of Chile.

ii. In the centre of Chile.

iii. In the south of Chile.

b. Where is Sydney?

i. In Great Britain.

ii. In Australia.

iii. In the USA.

4 Which of the destinations in the picture would you prefer to visit? Explain the reasons for your choice.

E.g: It’s old/fun/important, etc.

5 Take a look at the pictures again. What do you think the text will be about?

80 eighteen

SPECIAL HOLIDAYS Lesson 3

STRATEGIES!Make sure you support your predictions with the visual aids available.

San Pedro de Atacama is very hot in summer.

London is in the south of England.

Sydney is a coastal city.

Reading 65

6 Look at the pictures in the text to help you guess the topic. Then, read it and check your predictions.

7 Read and decide: San Pedro (SP) or Sydney (S).

a. ___ European colony b. ___ Pre - Hispanic village c. ___ National Parks

d. ___ Immigrants e. ___ North of Chile f. ___ Archaeological museum

8 Go through the text again and circle the right alternative.

a. In a multicultural city, there are

i. many races. ii. many children. iii. many villages.

b. Padre Le Paige museum has

i. mummies. ii. pictures. iii. sculptures.

81eighty-one

Adapted from: Destination New South Wales. (n.d.) Retrieved March 10, 2012, from http://www.visitnsw.com/

SYDNEY, AUSTRALIA

Come to Sydney and enjoy its national parks and beaches with warm waters. Rivers surround the metropolitan area, and you can visit them and camp for the night, if you want. Sydney has a temperate climate, with warm summers and mild winters. January is a very warm month. Can you do surfi ng, ride motor skis and do waterskiing? You will fi nd all your favourite sports in Sydney. Sydney was the fi rst European colony in Australia in 1788. It is a multicultural city with many immigrants from other countries, who live and work here.Sydney is located on Australia's south-east coast of the Tasman Sea. The population of Sydney is approximately 4,626,780 people.

Adapted from:March 10, 2012, from http://www.visitnsw.com/

SYDNEY, AUSTRALIA

Come to Sydney and enjoy its national parks and beaches with warm waters. Rivers surround the metropolitan area, and you can visit them and camp for the night, if you want. Sydney has a temperate climate, with warm summers and mild winters. January is a very warm month. Can you do surfi ng, ride motor skis and do waterskiing? You will fi nd all your favourite sports in Sydney. Sydney was the fi rst European colony in Australia in 1788. It is a multicultural city with many immigrants from other countries, who live and work here.Sydney is located on Australia's south-east coast of the Tasman Sea. The population of Sydney is approximately 4,626,780 people.

SAN PEDRO DE ATACAMA, CHILE

Do you want the perfect holiday? Then go to San Pedro de Atacama! Make sure you visit all its attractions: the desert, the

geysers, the valleys and the pre-Hispanic villages. You can’t miss the Museo Arqueológico Padre Le Paige. It contains over 380,000 fi nds (ceramics, textiles, metals and mummies) from the surrounding Atacama Desert area, dating from the year 100 BC (before Christ) to 900 AC (after Christ). If you don’t speak Spanish, don’t worry! The tourist guides can speak English, Spanish and Italian. They are also very good at sports. They can ride horses, they can play football very well, and they can climb mountains very fast.San Pedro is located in the North of Chile, 1,574 km from Santiago. The population is about 5,000 people. Is the weather good? It is hot during the day, but very cold at night, so take enough warm clothes for the night!

Adapted from: Welcome to San Pedro de Atacama. (n. d.) Retrieved February 12, 2012 from http://www.sanpedroatacama.com/ingles/visitar.htm

82 eighty-two

9 Copy this chart in your notebook and classify the information about San Pedro and Sydney.

Location Weather Population

San Pedro

Sydney

10 Read the text and complete the sentences in your notebook.

a. In San Pedro, you can … .

b. The tourist guides can speak … very well.

c. In Sydney, you can … .

After reading

LANGUAGE FORM Can

1. Revise these sentences from the text and other examples. Pay attention to the verbs in bold.a. The guides can speak English, Spanish, and Italian.b. They can ride horses and they can play football.c. Andrew can speak German, but he can’t speak French.d. I like cheese but I don’t like jam.

2. What does the verb can express? Choose an alternative.a. An obligation. b. A necessity. c. An ability.

3. What does the word but express? Choose an alternative.a. comparison. b. contrast. c. similarity.

11 22 Write three sentences using some of the words from the Language Form.

E.g: guides/speak/German/but/English

12 66 First only listen and then listen and repeat.

a. these words.

bus bush culture cup museum multicultural population pull put unique

b. these sentences.

The museum is unique.Sydney has a multicultural population.The tutor is from the bush.

Unit

3

83eighty-three

13 In your notebook, complete this text with can/can’t and vocabulary from the texts.

Chile is a very interesting and varied country to visit. You … explore many places and be

surprised by how culturally rich it is. In the north, you … meet the Chinchorro … , and also

visit the … , which are springs of hot water. Further south, you … fi nd the Elqui … , where

most of Chile’s pisco is produced. There are many small … where you … try local products.

14 67 Listen, read, and practise this dialogue.

A: I’m going to San Pedro on holiday. B: Where’ s San Pedro?A: It’s in the North of Chile.B: Is the weather cold?A: Yes, it is. B: Can you ride horses in San Pedro?A: Of course you can!B: Great! I’d love to go there.

15 In pairs, create a new dialogue about tourist destinations. Use some useful expressions and the dialogue in Exercise 14 as a model, replacing the underlined parts with your own information.

Act it out in front of the class.

16 23 WRITING SENTENCES Complete these sentences and then share with your partner.

Example: I can speak Spanish very well, but I can’t speak Italian.

a. We can play football, but we can’t speak German.

b. My friend can draw a house very fast, but … .

c. They can’t swim, but … .P R O E C TJ

My place for tourists 1. In your group, choose a place in Chile to

make a tourist brochure.2. Get information about the place.3. Write full sentences describing what

tourists can do in this place.4. Describe the weather.5. Draw a picture or collect photographs of

the place.6. Display your brochures in your classroom.7. Is it important to understand the weather

report? Why?


A metal bird with no feathers, travels around to take you places. What is it?

Useful expressions Can you...? Of course! I’m going to... I’d love to go there!

You can use these expressions in dialogues.

84 eighty-four84 eighty-four


ask for and give directions. talk about future plans. interview some classmates. listen and repeat sentences. complete a paragraph.

PLANS Lesson 4

Before listening

1 24 Read the following sentences. Can you match them with places in the picture?

a. I’m going to see a fi lm tonight.b. Let’s have dinner together!c. It’s a good place to read a book.d. I’m sick. I need to fi nd a doctor.e. I need to take the bus into

town.f. I go to mass every Sunday

Monday.g. I need to send a letter to my

uncle in the south.h. I love learning and playing

with my friends here.i. I need to report a crime.

2 What are your plans for your next holidays. Tick (✓) your answer.

I am going to stay at home. I am going to go to the beach.

I’m going to go to the countryside.

I don’t know yet.

3 Look at the words below and their colours. Paint the arrows using the corresponding colour.

LEFT RIGHT

4 Show your partner two things that are on your right and two things on your left.

Unit

3

85eighty-fi ve

Listening

5 68 Listen and pay attention to the starting and fi nishing points in the instructions. Then, take a look at the map below and mark them with diff erent colours.

6 68 Listen and follow the route on the map.

MA

IN

ENTR

AN

CE

Firs

t Stre

et

Seco

nd S

treet

Main Street

Central Avenue

VEGETABLE GARDEN

GYM

CAFETERIA

ANIMAL FARM

LIBRARY

SCHOOL

COMPUTER ROOM

RECREATIONAL FACILITIES

7 68 Listen and circle the correct option.

a. The animal farm is on your right / left.

b. Then walk straight up / on as far as the cafeteria / recreational facilities.

c. Finally, turn right / left.

d. The tutors are going to be / see there.

e. Carolina is / can going to go to the gym.

8 68 Who says these sentences, Donna or Gonzalo?

a. ____________: Are you going to see the competition tomorrow?

b. ____________: I’m going to study for the English test.

(Name)

(Name)

86 eighty-six

9 69 Listen and repeat this tongue twister.

They have to shop for chops at the Chinese shop.

10 70 Listen and practise this dialogue with a partner. Then, change the underlined parts with your own ideas.

A: Are you going to buy a new computer?B: Yes, I am.A: When are you going to buy it?B: Next Friday.A: Where are you going to get it?B: At the new shopping centre.A: Where is it?B: Next to the station.A: How can we get there?B: It’s very easy. First we walk along Green Street as far as 4th Avenue. Then we turn right and fi nally, we walk straight on. The shopping centre’s opposite the bank.

LANGUAGE FORM Future plans

1. Notice these examples from the text.

a. Are you going to meet your friends?

b. The tutors are going to be there.

c. Carolina is going to go to the gym.

2. What do the sentences in Point 1 indicate?

a. Habitual activities.

b. Future plans.

c. Actions that are happening now.

3. Complete.

To indicate ____________ plans we use:

A person + a form of the verb ___________ + __________ + action.

LANGUAGE FORM Directions

1. Look at the pictures. What do they show?

2. Match the directions to the pictures. Write the corresponding letter. A B

C D

____ Walk straight on

____ Turn left

____ As far as

____ Turn right

3. When we want to express ________ we use expressions such as : ________, ________, ________, ________.

After reading

25

Useful expressions How can…? It’s very easy! Walk along...


Unit

3

87eighty-seven

11 What is the best place to visit in your city? Tell your opinion to your partner and check with your teacher.

12 Read and practise this dialogue with your partner. Then, create a new one with your own information, using the underlined words, and some useful expressions. Check the Language Form.!

A: Aw, I have a headache!

B: Oh, that’s bad! Maybe we should get some medicine at the drugstore.

A: Good idea! How can we get there?

B: I think we have to walk down this street, pass the bakery, and it’s there, right next to the supermarket.

A: It’s not far, let’s go!

B: OK, you go in, I’ll wait for you at the library. I need to buy a book.

13 Report about a classmate.

Example: Alicia is going to buy a new mobile phone. She’s going to buy it next Saturday at the mall. The mall is next to the cinema.

14 25 Answer the following questions in your notebook.

a. What are you going to do next weekend?

b. Where are you going to be tomorrow morning?

c. Is your teacher going to stay at home next week?

P R O E C TJ

My ideal holiday – a poster1. Write a list of holiday places and things to

do for your next holiday.2. Write a paragraph about your ideal

holiday on a nice piece of paper.3. Present your poster to the class.4. Is English useful when you travel? Why?


Three eyes I have, when the red one opens, all freeze!

Useful expressions How can…? It’s very easy! Walk along...


88 eighty-eight


Lessons 3 & 4Reading

1 71 Read the text, copy the chart in your notebook and complete it with information from the text. (4 marks)

Puerto Varas is a city located in Los Lagos

Region, near Puerto Montt. The city’s well

known for its German traditions, its food, its

� sh and seafood, the natural environment,

its casino and its four- star hotels. Puerto

Varas has an excellent hotel infrastructure,

a wide variety of restaurants and lots of

cultural events.

CityLocationFamous forTourist attractions

Listening

2 72 Listen to this conversation. Match questions (a – d) and answers (i – iv).

(4 marks)

a. Where are you going to go?b. Where are you going to stay?c. How long are you going to stay?d. What are you going to do?

i. Two weeks.ii. Go to the cinema, parks, mall, etc. iii. To Ottawa.iv. At my grandparents’ house.


1 Read these sentences. Order them (1 – 6) in a logical way to create a dialogue.

a. ____ Then, you have to turn right.

b. ____ You’re welcome!

c. ____ Yes, there is. First, you have to walk straight on.

d. __1_ Excuse me; is there a bus station near here?

e. ____ Thank you very much!

f. ____ After you turn right, you’ll see the station immediately.

2 Now write a similar dialogue using your own ideas. Take a look at the Language form on Page 86, and follow the model in Exercise 1.

3 Think about a place near here (a school, a library, a restaurant, etc.). Ask a partner for real directions.

4 Act out your dialogue in front of the class, but don't mention the name of the place. Let the rest of the class guess where you're giving directions to.

Unit

3

89eighty-nine

Language

3 In your notebook, complete the paragraph about next summer. (5 marks)

Next summer, I am going to … . It is a … in the … .

The main tourist … are … , … and … . It is a very nice … . I can … , and … there.

4 Complete the questions (3 marks)

a. Where are you … go next summer?

b. Where are you going to … ?

c. How … are you going to stay?

Speaking

5 Ask your partner about his / her next holidays. Then change roles.

A: … are you … go next … ?

B: I … to go to … . And you?


TOTAL:




1 Read this e-mail.

Hi Joe! Are you going to come with us to Cajón del Maipo on Saturday? We have everything ready. I’m going to take the football and Billy is going to take his cards. My dad is going to buy the food and he’s going to take a tent, because we’re going to stay on a campsite. Tell me if you’re going to come! See you!Ben.

2 Answer these questions in your notebook.

a. Where are they going to go? They are going to go to … .

b. How many people are going to go?

c. Where are they going to stay?

3 Which object are they going to take? In your notebook, write Ben, Billy or Dad.

90 ninety

1 Look at the pictures (1 – 5) and follow the direction of the arrows to fi nd the corresponding months in the Word Search puzzle. Then, complete the sentences in your notebook. (a – e).

P S T Q X M N R ZZ E R W B F K C CO P W X R P V J IH T C W Q N Z A TB E R O G D Z N XX M A R C H V U RD B L G X C T A PD E C E M B E R IJ R G C J U L Y F

1 2

3 4 5

a. I like going to the beach in … .

b. I receive a lot of presents in … .

c. We celebrate Independence Day in … .

d. We start school in … .

e. It rains a lot in … .

2 Take a look at the pictures. Choose two places, look for information about them on the internet or an encyclopedia (country, location, interesting places, etc), and report your fi ndings to the class.

Easter Island London the USA

Sydney Antofagasta San Pedro de Atacama


Unit

3

91ninety-one

3 Form groups of four. Answer the questions or say the dates in the calendar to move forward. You will need a die.

STARTSTART

M T W T F S S

OC TOBER

M T W T F S SM T W T F S S

SEPTEMBER

M T W T F S S

MAY

M T W T F S S

M T W T F S S

JANUARY

M T W T F S S

FINIS

HFIN

ISH

When is your best friend’s birthday?

What do you do on your holidays?

Why do we

celebrate the 21st

of May?

How do you

celebrate New

Year's Eve

When is your

favourite holiday?

When is your birthday?

92 ninety-two


1 73 Listen and circle the correct option. (4 marks)

a. Friday / Saturday at last!b. I’m going to ride my bicycle in the park /

on the beach.c. In the evening, I’m going to do my

homework / read a book.d. I’m going to watch TV / listen to music

before I go to bed.

2 73 Listen again and answer the questions in your notebook.

(6 marks, 2 each)

a. What is there on High Street?

b. When is the girl going to go to the gym?

c. What time is she going to meet her friends?

Reading

3 74 Read the text and decide if the statements are true (T) or false (F).

(8 marks)

a. ____ The Mapuche New Year starts on June 24th.

b. ____ The Mapuche people wait for the new sun to return from the west.

c. ____ According to the Mapuche, winter brings the renewal of the sun.

d. ____ Rituals are directed by a religious chief.

Writing

4 What do you do on New Years’ Eve? In your notebook, write two sentences describing what you do before midnight and two about what you do after midnight.

(4 marks)

Language

5 Put the words in order to form correct sentences. (8 marks)

a. going – to – are – ? – wear – What – you

b. Justin Bieber’s – new – going – Carla’s – to – CD – buy

c. church – on – and – straight – you’ll – Walk – see – the

d. well – father – the – can’t – My – play – guitar – very

We TripantuWe Tripantu, or the Mapuche New Year, begins in the evening of

June 23 and � nishes at

sunrise on June 24, as the

indigenous Mapuche people wait for the the new

sun to return from the west.

The new year coincides with the winter

solstice, as the Mapuche believe that winter

brings the renewal of life. The celebration is

directed by a religious or community chief.

a. Turn right (use a red pen or pencil).

b. Walk straight on (use a black pen or pencil).

c. Turn left (use a blue pen or pencil).


6 Complete this map to illustrate the directions below (a – c). Follow the instructions in brackets. (3 marks)

Speaking

Use the map in Exercise 6 to act out this dialogue.

A: Say hello to your partner.B: Respond.A: Ask where the cinema is on the map.B: Answer.A: You are at the train station. Ask for directions.B: Give directions.A: Thank your partner.

Check with your teacher and � nd your level 0 to 15 correct answers: You have not understood an important part of the contents. Revise the unit and then do the exercises again.16 to 27 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.28 to 33 correct answers: You have learnt all or almost all the contents in the unit. Keep up the good work!

MA

IN

ENTR

AN

CE

Firs

t Stre

et

Seco

nd S

treet

Main Street

Central Avenue

VEGETABLE GARDEN

GYM

ANIMAL FARM

LIBRARY

SCHOOL

COMPUTER ROOM

RECREATIONAL FACILITIES

CAFETERIA

You are here!

I can show comprehension of informative articles. ✔ ✘

I can express ideas about national celebrations. ✔ ✘

I can describe how people perform actions. ✔ ✘

I can write short informative texts. ✔ ✘

I can state facts and ask questions. ✔ ✘

I can recommend tourist destinations. ✔ ✘

I can ask for and give directions. ✔ ✘

I can express possibilities. ✔ ✘



93ninety-three

Unit

3


94 ninety-four

Unit

4PAST DAYS

LEARNING OBJECTIVES

Listening Listen and show comprehension of a TV programme.

Listen and show comprehension of a rap song.

Reading Read and show comprehension of an e-mail.

Read and show comprehension of a Chilean legend.

Oral Expression Talk about past events. Sing a song. Reproduce a poem. Talk about means of transport.

Writing Write about past activities. Complete a dialogue. Identify irregular plurals.

Getting into it!1. Do you remember your last weekend? Tell your partner about three activities you did last

Saturday or Sunday. Share with the class.

2. Can you remember any good times you had in the past with your family or friends? Share with the class. Use the dialogues in the picture as a model, to start your conversation.

3. Interview your class. Ask three of your partners about the best holiday they’ve ever had. Copy this chart in your notebook and classify the information you compile. Follow the example.

Name Place Year/month Activities

Rodrigo Villarrica 2012 Swimming in the lake, etc.

4. Report your fi ndings to the rest of the class. Then, interview your teacher, following the same model.

95ninety-five

I acted as Juliet!

And I swam almost every day!

I remember when I worked in the garden.

And I loved the times playing video games!

96 ninety-six

Unit


1 Study the cards. Then, use a dictionary to check the meaning of each highlighted word.

Played1

The school team played against the leader yesterday.

Stopped2

The rain stopped at midday.

Took3

Sylvie took the dog for a walk.

Amazing4

We saw the Atacama Desert in bloom. It was amazing!

Went6

Last weekend, my family and I went for a trip to the mountains.

Was5

Yesterday the weather was very pleasant, it was warm and sunny.

Yesterday Today Tomorrow

Unit

4

97ninety-seven

2 Read Jenny’s journal and fi nd the key words in it. Which picture illustrates her experience better?

Saturday, 27 July

Last holidays were cool!

I went to the country with mom, dad and my little brother Jeff.

The weather was great and we did a lot of amazing things.

One day, we went for a trip. My parents took food and drinks for lunch. We stopped at a beautiful place and had a picnic by the river. Jeff and I helped dad with the bags, and my mother prepared the sandwiches. After lunch, we played under the trees and walked along the river.

It was an amazing day!

3 Work with your partner. In your notebook, complete the dialogue with information that is true for you. Use the phrases in the box and / or your own ideas.

• visited my grandma • watched TV • practised sports • did homework• went to the cinema • listened to music • took the dog for a walk

You: Hi … ! What did you do last weekend?

Your partner: On Saturday, I … , … and … .

You: What did you do on Sunday?

Your partner: I … What about you?

You: I … , … and … .

4 Practise and act the dialogue out in front of your classmates.

98 ninety-eight

Before reading

1 Look at the pictures and answer the questions.

What are the people saying? Check the meaning of the underlined words in a dictionary.

What do you think Macarena is writing about?

Have you ever communicated with your family or friends through e-mail or chat? Was it a good experience? Explain.

2 26 Think about yesterday. Tick (✓) what is true for you.

a. Yesterday morning,

I studied at school.

I played with my friends.

I helped my mother.

b. Yesterday evening, after school,

I watched TV.

I listened to music.

I visited some friends.

3 In your notebook, make a list of the things you like doing on the weekend. What’s your favourite one? Share with your partner.

4 Take a look at the images again. What do you think the text will be about?

IN THIS LESSON YOU WILL: read and show comprehension of an e-mail about past events.

identify parts of a text. reproduce and produce dialogues and tongue twisters.

write short texts describing past events.

LAST WEEKEND ACTIVITIESLesson 1

I have so many good memories!

Look! Macarena sent us an e-mail!

99ninety-nine

Reading

5 26 Read the e-mail, paying attention to the key words that refer to the past. Check your predictions in Exercise 4.

6 Read the e-mail again and underline these elements in it. Use the same colours.

closing information introduction saying good bye saying hello signature

7 Read the e-mail again and write two sentences in your notebook, describing Macarena´s feelings. Then, report them to your partner.

8 Read the text again and look at the pictures.

a. Number the pictures in the order the actions happened.

b. Write if the actions happened in the morning (M), in the afternoon (A), or in the evening (E).

Dear family,

It’s incredible. This fabulous experience at The English Village is coming to an end. Yesterday I was sad and my friends were sad too, but in the evening we were all happy again.

In the morning, we played ball games; some boys and girls played basketball, others played baseball, and others played football. I played volleyball.

In the afternoon, with the tutors, we participated in a conversation about nature, pollution and possibilities to recycle litter. I was in a group with Pablo, Carolina and Gonzalo.

In the evening, we relaxed in the common room: some boys and girls played computer games, others watched TV and read comics, and I started this email to you.

We did so many amusing activities during the day! In the evening, we were not so sad any more.

Well, that’s all for now.

All my love,

Macarena.

iv.iii.ii.i.

Unit

4

85

After reading

1. Notice these examples from the text.• Yesterday I was sad and my friends were sad too, but in the evening we were all happy again.• We played ball games.• We relaxed in the common room.

2. Answer these questions in your group.• What do these sentences refer to: future events, or past activities?• Why are the examples separated into two groups?• What do the verbs in the second group have in common?

3. Find and copy all the sentences in the text that contain the same pattern.

LANGUAGE FORM The Simple Past tense

9 Read this dialogue and use a dictionary to fi nd the meaning of the underlined words. Then, use the Useful expressions box to create a similar dialogue, and practise it with your partner.

Tony: Hi, Carolina! What are you doing?

Carolina: Hi, Tony. I’m writing an e-mail to my family!

Tony: Oh, good to know! What are you writing about?

Carolina: What I did here, at the English Village. I’m

writing that we ate really good food, and talked about very interesting topics too, such as the

environment and culture.

Carolina: Oh!, Did you tell them we worked in the garden too?

Carolina: Of course I did! I also wrote that I’ll miss the English Village very much.

10 27 Circle the correct form, was or were.

a. The students was / were in the playground.

b. Macarena was / were in the gym.

c. The boys was / were in the common room.

d. I was / were very sad that morning.

11 27 In your notebook, complete the sentences with the correct form of some of the verbs in the box.

• answer • cook • participate • start • watch

a. The students … in a group activity in the afternoon.

b. Macarena … an e-mail to her family.

c. The boys and girls … TV in the common room.

100 one hundred

Useful expressions I... too! What are you doing? Of course I did! Oh, good to know.


Unit

4

12 86 Listen and repeat this tongue twister. Then say it in your group. Who can say it better?

Betty bought butter, but the butter was bitter, so Betty bought betterbutter to make the bitter butter better.

13 87 Listen and repeat this dialogue. Practise it with your partner, changing the parts underlined with your own ideas. You can use the suggestions in the box.

• answer an e-mail • bake a cake • call a friend • dance salsa • enter a... competition • finish some homework • help at home• invite a friend to the mall • listen to music • mend something

• order pizza • play cards • relax at home • skate in the park• travel to... • watch...

A: I cooked dinner on Saturday afternoon. What about you?

B: I visited my cousin Philip.

14 In your notebook, write a short message to a friend, about activities you did last weekend.

Follow these steps.

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

- Write a draft of the paragraph on a separate sheet of paper, clearly stating the order of your ideas (beginning, middle, end). Remember to include greetings at the beginning and a concluding sentence. Use a dictionary to correct spelling of words.

- Write a defi nite version of the paragraph, and add some illustrations of your activities. Ask your teacher to correct the message.

- Choose a partner, write his/her name on the message and hand it out to him/her.

101one hundred and one

P R O E C TJ

A busy weekend1. In pairs, prepare a dialogue about the

activities you did last weekend.2. Add illustrations of your activities, and use

them as fl ashcards to support your dialogue.

3. Act out your dialogue in front of the class. 4. Decide which pair had the nicest, busiest,

most interesting weekend. 5. After you fi nish, interview your teacher

about his/her weekend too.


Two days of joy, rest and sleeping late!

102 one hundred and two

Before listening

1 In your group, talk about an interesting excursion you made. Mention place, people, and activities.

2 Look at the pictures and answer these questions.

a. Where are the Village children?

b. What are they doing?

3 Look at the pictures. In which of the TV programmes, 1st, 2nd or 3rd are these sentences said?

a. _____ It got dark and it began to rain.

b. _____ We went on an excursion to the mountain.

c. _____ Which question do you want to answer?

4 Take a look at the pictures again. What do you think the text is going to be about?


listen and show comprehension of a television programme.

reproduce a song and get familiarized with English sounds.

reproduce and produce dialogues in past tense. sing a song to get familiarized with English sounds.

1

2

3

AN UNFORGETTABLE EXPERIENCELesson 2

That’s so scary!

That’s cool! I love excursions!

Question A

Me too!

STRATEGIES!Make sure you understand the context beforehand, to facilitate comprehension.

Listening

5 88 Think about some TV programmes you like to watch and what they are about. Then, listen to the text and check your predictions in Exercise 4.

6 88 Listen again and tick (✓) the sentences you hear.

a. We had breakfast. d. We had classes.

b. We left at about 8.00 o’clock. e. We took photographs.

c. We walked and walked. f. We were lost.

7 88 Listen again and number the actions in the order they happened.

a. The day was cloudy b. We played a ball game. c. We stopped for lunch.and cold.

d. We took photographs. e. We went to the mountain.

8 88 Listen again and circle the correct alternative.

We were very happy / sad and full of / out of energy. We took photographs of clouds / trees, birds, and big / small animals and played a ball game after breakfast / lunch.

9 Write three sentences in your notebook, using words from the box below. Then, practice them with your partner.

• before • took • practiced • did • went • scared

Unit

4

103one hundred and three

104 one hundred and four

10 29 Read the paragraph about a visit to the Animal Farm. Circle the verbs in the Past tense. Then, use the same model to create a new text, with your own information. Replace all the verbs in past.

Yesterday was / is Sunday. The students in the Village get / got up at 10 o’clock, they had / have breakfast and then they all went / go to the animal farm. They had / have a great time there.

11 29 Find fi ve verbs in the Past tense in this snake puzzle.

r w g u w a l k e d i n g o t y n e f o u n d p w e r w a s t h y t o o ky k k w a i b e g a n t h

12 89 First only listen and then listen and repeat

a. these regular verbs in the Past tense.arrivedbeggedcalled

decidedfollowedinvited

joinedlovedmoved

playedrestedstopped

travelledvisitedwalked

b. these irregular verbs in the Past tense.

atebeganbrokecame

chosedrankforgotfound

gothadkeptleft

madeputreadsold

tookunderstoodwentwrote

After listening

28 LANGUAGE FORM The Simple Past tense – Regular and irregular verbs

1. Study these examples from the text.Past Tense – Regular verbs. Past Tense – Irregular verbs. We walked. We left at 8.00.We stopped. We took photographs.

2. Complete this general rule.

To form the Simple Past tense of regular verbs we often add _____________ to the root of the verb. Examples: play – played; relax – relaxed; ________________; ________________.

3. Some verbs are irregular.

Examples: get – got; have – had; go – went; _________; _________.

4. NOTICE! These expressions indicate that we are referring to the past: Before / Yesterday / Last weekend / Last summer / Last Monday, etc.

105one hundred and five

P R O E C TJ

A conversation about the past

1. Work in pairs.2. Make a list of all the underlined verbs in

the song above, and fi nd their meaning in a dictionary.

3. Create a dialogue about the past, using those verbs. You can add new verbs using your dictionary. Use the listening text on Page 103 as a model.

4. Act out the dialogue in front of the class.

13 90 Listen and repeat this dialogue. Practise it with your partner, changing the parts underlined. Role play it in front of the class.

A: Last weekend I played computer games. B: Really? I went to the cinema.

14 Read the lyrics to the song Jealous Guy, by John Lennon. Find and underline all the verbs in the Past tense. Use a dictionary to check the meaning of the words you don’t know. Then, get the song, play it in the class, and sing along!

Unit

4G U E S S A R I D D L E !

I fall from the sky, electric and bright!

What am I?

I was dreaming of the pastand my heart was beating fast

I began to lose controlI began to lose control

I didn't mean to hurt you I'm sorry that I made you cry

Oh my I didn't want to hurt youI'm just a jealous guy

I was feeling insecureYou might not love me anymore

I was shivering insideI was shivering inside

Oh I didn't mean to hurt youI'm sorry that I made you cry

Oh my I didn't want to hurt you I'm just a jealous guy

I didn't mean to hurt you I'm sorry that I made you cry

Oh my I didn't want to hurt youI'm just a jealous guy

I was trying to catch your eyesI thought that you were trying to hide

I was swallowing my painI was swallowing my painI didn't mean to hurt you

I'm sorry that I made you cryOh my I didn't want to hurt you

I'm just a jealous guywatch out baby I'm just a jealous guyLook out baby I'm just a jealous guy

"Jealous Guy"

106 one hundred and six



1 Complete the answer to this question. (3 marks)

What did you do yesterday afternoon?

I was … ; I … and I … .

2 Circle was or were. (3 marks)

a. My mother was / were at work all day.b. My brothers was / were at home in the

afternoon.c. My teacher was / were at a meeting.

Reading

3 91 Read the following paragraph and complete the chart in your notebook.

(6 marks)

Last weekend, I went to the seaside with my family. We walked on the beach and we took photographs; we had lunch at 2.00 and we came back home in the evening.

Place:

Activities:

Lunch time:


1 Number these sentences (1 – 9) to create a dialogue.

a. ____ I stayed at home.

b. ____ How was your weekend?

c. ____ I went to the beach with my family and two friends.

d. ____ What about you?

e. ____ But, what did you do at home?

f. ____ It was great!

g. ____ What did you do?

h. ____ I think I had a better weekend.

i. ____ I just fi nished some homework and ate pizza. Ah! And I broke a window by accident.

2 In pairs, talk about your weekends. You can follow this model and use some of the expressions from Lessons 1 and 2.

3 Think about the best day of your life and share your experience with the rest of the class.

1

9

107

Unit

4

Listening

4 92 Listen to the TV programme in Lesson 2 again and fi ll in the blanks. (6 marks)

Last summer Jennifer and Michael … to

go on an excursion.

They … to the mountain. They … early

in the morning, at about 8.00 am. The

day … cloudy and cold. They … and

walked and … for lunch at about 12.30.

Speaking

5 Develop a short conversation with your partner about your activities at the weekend.



TOTAL:


one hundred and seven

Lessons 1 & 2

1 Put this e-mail in order. a. ____ How are you? I’m feeling sad today

because I had a bad day yesterday. b. ____ Tell me about you and your cat! See you soon!c. ____ My dog, Gargamel, had a little

accident. He tried to jump from a chair to another chair, but he fell and hit his head. He cried a lot. Fortunately, nothing serious happened.

d. ____ Hi Paula! e. ____ Estebanf. ____ Well, I guess it’s normal to have bad days sometimes.

2 Find these e-mail parts in the text above. Write the corresponding letter (a - f).

i. Saying hello ____

ii. Introduction ____

iii. Information ____

iv. Closing ____

v. Saying good bye ____

vi. Signature ____

3 Write an e-mail to a classmate. Talk about an experience you had in the past. Follow this model or the model on Page 99. Make sure you include all the e-mail parts.

4 Answer your classmate’s e-mail.


Less

on 3

Before reading


a. What is a legend?

i. A song.

ii. A traditional story.

b. Where is Monte Patria?

i. In the north of Chile.

ii. In the south of Chile.

c. What do you know about the desierto fl orido? Find out about it on the internet or an encyclopedia, and share with the class.

2 Choose one of these names for the pictures on the left. What are the legends about?

El Caleuche

Añañuca

La Pincoya

La Tirana

3 Take a quick look at the text on , and look for the main ideas only. Skimming is a strategy that will help you with comprehension in the following activities.

108 one hundred and eight


• read and show comprehension of a Chilean legend.

• express past events in the negative form.• exchange information about the past.• listen and show comprehension of a poem.• Write a summary of a legend.

a

b

c

d

LEGENDSLesson 3

Unit

4

109one hundred and nine

Reading

93

A Chilean Legend Many years ago, there was a young woman called Añañuca, who lived in Monte Patria, a village near the Limarí river. All the young men in the village loved and admired beautiful Añañuca, but they did not get her love.

One day, a handsome miner arrived in Monte Patria, searching for gold. When he saw Añañuca, he fell in love with her, and she loved him too. They were very happy, but one night the miner did not sleep very well because he had a disturbing dream. A mountain spirit revealed to him the precise location of the gold that he was seeking. He decided to go for the gold, promising Añañuca that he would return.

Añañuca waited day after day, but the miner did not return. After some time of terrible grief, she died. The villagers cried for her and buried her on a rainy day. The next day, the sun warmed the valley and the spot where the young woman had died was full of beautiful red � owers. The legend says that Añañuca transformed herself into a � ower to remain close to her love. Today, you can still see the añañuca � owers bloom between Copiapó and the Quilimarí Valley, transforming the pampa with the marvellous phenomenon known as ‘desierto � orido’ (desert in bloom).

4 Did the strategy help you understand the text better? Share with the class.

5 The legend is about

a. young men who loved Añañuca.

b. the origins of the desierto fl orido.

c. a gold mine.

d. the Quilimarí Valley.

6 Read and complete these sentences in your notebook, with words from the text.

a. All the young men … .

b. Añañuca waited … .

c. The villagers … .

7 Read the text carefully and correct these false statements in your notebook.

a. Añañuca lived in Monte Grande.

b. The miner wanted to fi nd copper.

c. Añañuca married another man.

110 one hundred and ten

After reading

LANGUAGE FORM The Simple Past tense – Negative form1. Read these sentences from the text.

a. The miner did not sleep very well.b. The miner did not return.c. They did not get her love.

3. Complete the rule.

When we want to express a _________ idea that refers to ________ events, we use the auxiliary _________ + not + verb in the Infi nitive without _________. Note: the contraction for did not is didn’t.

2. Answer these questions. a. What do these sentences express?

i. An affi rmative idea.ii. A negative idea.iii. A question.

b. What do these sentences refer to?i. Present events. ii. Future events. iii. Past events.

8 30 Match the halves of these sentences to get a defi nition.

A Ba. A Village is... i. to produce fl owers or blossoms.

b. A handsome person... ii. to put it under ground.

c. Gold is... iii. a small community of houses.

d. To bury something is... iv. has an attractive appearance.

e. To bloom is... v. a precious yellow metal.

9 30 Read this dialogue and complete it in your notebook it with the correct form of the verbs in brackets. Then, practise it with your partner.

A: Are you OK?

B: I think so. I just … (see) an accident yesterday.

A: Really! What … (happen)?

B: A car … (crash) into a tree, and the tree … (fall) to the ground.

A: That’s really bad! … (Be) everyone OK?

B: Yes! Fortunately the driver … (have) his seatbelt fastened.

A: That’s good to hear.

30

Unit

4

111

P R O E C TJ

A booklet of legends1. Work in groups of fi ve.2. Each member of the group chooses a Chilean

legend.3. Write a short version of your legend, in English,

on a nice piece of paper. Make a list of the most important parts of the story and write sentences about them. You can use a dictionary.

Write a draft of your summary on a separate sheet of paper, putting your ideas in chronological order, and add connectors. Then, write a defi nite version of the paragraph and ask your teacher to correct it.

4. Illustrate it beautifully.5. Write a short comment saying why you chose it.6. Collect all the legends and put them together

to make a booklet.7. Create a cover for the booklet.8. Display the booklets in your classroom.

one hundred and eleven

10 94 Listen, read, and learn this love poem. Then, recite it to your classmates.

Taken from: Young, A. (n.d.) Beauty and Love. Retrieved April 16, 2012, from http://www.love-poetry-of-the-world.com/famous-love-poetry-examples9.html

Beauty and Loveby Andrew Young

Beauty and love are all my dream;They change not with the changing day;

Love stays forever like a streamThat � ows, but never � ows away.And beauty is the bright sun-bow

That blossoms on the spray that showersWhere the loud water falls below,

Making a wind among the � owers.

11 95 Listen to the beginning of this dialogue. Then, in pairs, extend it, using verbs in past. Follow Exercise 9 as a model. Write the dialogue in your notebook and practise it with your partner. Act it out in front of the class.


I dress in beautiful colours, ornamenting fi elds and gardens. What am I?

Before listening

1 In groups, talk about rap music.a. Do you listen to rap bands?

b. Do you know any rap songs?

c. Do you have a favourite singer or band?

2 The children at the English Village had a party. Write three sentences guessing what they did. You can use a dictionary, if necessary.

3 Ask your partner to tell you about his sentences in Exercise 2. Then, change roles.

Eg. A: What do you think they did at the party?

B: I think they ...and...

4 Complete the sentences below with these words. You can use a dictionary, if necessary.

• go back • treasure • lives

a. Their … are important for their families.

b. Carolina and Pablo don’t want to … home.

c. I will always … this moment.

5 Take a look at all the activities on Page 112. Anticipate what the next listening text is about, by checking recurrent expressions and ideas in the activities.


listen to a rap in English. talk about holidays. learn some irregular plurals. classify words. invent a rap.

112 one hundred and twelve

GOING TO THE CITYLesson 4

What an amazing party!

Yes, and such great music!

Unit

4

113

Listening

6 96 Listen to a song about the English Village. Did the strategy in Exercise 5 help you with comprehension while listening? Why? Explain.

7 96 Listen to the fi rst part of the song and fi nd out where the singer went.

a. To the gym.

b. To the English Village.

c. To the theatre.

8 96 Listen and tick (✓) the item(s) mentioned.

a. friends b. pens c. trains

9 96 Listen to the second verse and tick (✓) the activities your hear.

a.

c.

b.

d.

10 96 Listen and circle what you hear.

a. We are going back home apart / alert.b. We are happy for the rap / past.c. We are going to treasure / hate this experience.d. For the end / rest of our lives.

one hundred and thirteen

114

11 96 Listen to the song once more and, in your notebook, copy the expressions that describe your favourite activities. Then, share them with your partner.

After listening

12 97 Listen and repeat these words and sentences.

We

We are

We are going

We are going back home

We are going back home apart.

Experience

What

What an

What an experience!

What an experience!

13 98 Work in pairs.

a. Listen and repeat this dialogue.

A: Where are you going to spend your summer holidays?

B: In the south of Chile.

A: How are you going to travel?

B: By car

A: Are you going with your family?

B: Yes, of course!

b. Replace the underlined words and practise the dialogue with a partner.

LANGUAGE FORM Irregular Plurals

1. Study these examples and identify the diff erences between regular and irregular plurals.

Singular Regular Plural Singular Irregular Plurals

Car Cars Child Children

Plane Planes Man Men

Train Trains Woman Women

Bus Buses Foot Feet

Taxi Taxis Tooth Teeth

one hundred and fourteen

Unit

4

115

14 31 What’s your favourite means of transport? Share your opinion with your partner, giving reasons for your choice. Check with your teacher.

Eg. I like to travel by... because...

15 31 Complete this dialogue in your notebook with the plurals of the vocabulary in the box, and the verbs in the past.

• song • game • sport • activity • friend

Pablo: What a great time we had at the English Village,

right Susan?

Susan: Yes it was great! We … (play) so many … , and …

(sing) so many … together. I will really miss it.

Pablo: I agree. I … (love) the … and … . I will miss my

… too!

16 Practise the words in the box with your teacher. Then, copy the chart in your notebook and classify the words according to pronunciation.

Advantage baggage bear bend care Cornish hair

lend luggage send Swedish ticklish

English/ʃ/ Village/d�/ Friend/e/ There/eə/

one hundred and fifteen

P R O E C TJ

A rap1. Get into groups of three students.2. Brainstorm words related to transport and life

in the city.3. Write sentences using the words.4. Invent a rap to say the sentences. Use connectors.5. Perform your rap to the rest of the class. You

can add music and support your song displaying the lyrics on the board.

6. Is it useful to know English when listening to music? Why?


When I ride, I'm all right. When I stop, I fl op.

Useful expressions I agree I will really...

It was great! What a great...


116


Lessons 3 & 4Reading

1 99 Read, copy the chart in your notebook and complete it with information from the text. (7 marks)

Ivan Zamorano was born on January 18, 1967 in Maipú, Chile. He was a famous Chilean football player who played internationally in clubs like Sevilla FC and Real Madrid in Spain, Inter in Italy and Club América in Mexico. Zamorano retired from competition in late 2003, after a career of more than 16 years. Zamorano played 69 times for Chile, scoring 34 goals.

Name:

Nationality:

Place of Birth:

Date of Birth:

Nº of games he played for Chile:

Countries of international teams:

Nº of goals for Chile:

one hundred and sixteen


1 Read this conversation between a girl and her grandpa. Practise it with your partner and act it out in front of your class.

Suzy: Grandpa, did you have Internet when you were young?

Grandpa: No, I didn’t. We didn’t have electronic things at that time.

Suzy: And what did you do to have fun?

Grandpa: We read a lot and we listened to music. We played football or games. We talked to people more.

Suzy: It sounds boring!

Grandpa: Boring? No, it wasn’t. We didn’t have Internet and we didn’t have mobile phones, but we had more time. And real friends!

Suzy: Oh, grandpa…

2 In pairs, answer these questions. Use affi rmative and negative sentences.

Example: Our grandparents played chess, but they didn’t play videogames.

a. What did your grandparents do in their free time when they were young?

b. What games did they play?

Unit

4

117

Language

2 Order the words to write sentences in your notebook. (3 marks)

a. you / born / were / Where / ?

b. born / was / in / Valparaíso / I

c. film / We / yesterday / good / a / saw

Listening

3 100 Listen to the rap in Lesson 4 again and write the missing parts in your notebook.

(4 marks)

a. I … English there.

b. We swam in the … there.

c. We are going to see our … and … .

Speaking

4 Say this dialogue changing the parts underlined.

A: Last weekend I went to the park and I watched television, and you?

B: I played computer games and I went to a birthday party.


TOTAL:


one hundred and seventeen



1 Skim the text and match the underlined words with the pictures.

Ha ha ha!

2 Read the text about a Chilean urban legend.

Ghosts appearing in the halls, lights that go on and off, voices crying and sinister laughs. This is what happens in the National Library in Santiago. Before the library, there was a convent of nuns... and its cemetery. People say this is the reason why so many strange things happen here.

3 Do you believe in ghosts? Discuss with your partner.

118

1 Order the pictures logically. Then, write four sentences in your notebook, using the Past tenses in the boxes.

Eg. We danced at the party.

Dance - Danced

Leave - Left Get - Got

Blow out - Blew out

2 Look at the clues and fi nd their corresponding plurals in the Word Search puzzle.

e f

a b

c d

Clues Plurals

S H M N J C H R L F G V BW U T V W H X T Q F C M TR O C P F I S L E A V E ST Q M H O L G L R E X V BD U O E F D W R D G T L QG N Q X N R L M F C J N PM H Q F E E T X R W F T VO P R M E N U B C C R D G

one hundred and eighteen


Unit

4

119

3 Follow the lines to discover where each person was born. Write the full sentences in your notebook.

Raúl and

Pablo

José Maríai Victoria

Santiago

Chillán

Coyhaique

Calama

a. José was born in Chillán.

b. … .

c. … .

d. … .

one hundred and nineteen

120

Listening

1 101 Listen and circle the correct answer. (4 marks)

a. James was in Valparaiso last Wednesday / week.

b. They didn’t go to the park / Viña del Mar.

c. They took about thirteen / thirty photographs.

d. They were / weren’t very happy.

2 101 Listen again. Number the sentences in the order you hear them. (2 marks)

a. They went back to Santiago.

b. They took photographs.

c. They went to the park and to the beach.

d. They stayed in a hotel near Las Torpederas beach.

Reading

3 102 Read the text below and decide if the statements are true (T) or false (F). (4 marks)

Gabriela Mistral was born in 1889 in Vicuña, Chile. She grew up in Montegrande, where she attended primary school. She was the � rst Latin American person who won the Nobel Prize in Literature, in 1945. Her poems are about nature, love, mother’s love, travel and Latin American identity. She died in 1957.

a. Gabriela Mistral attended primary school in Montegrande. T / F

b. She didn’t win the Nobel Prize. T / Fc. She wrote about love. T / Fd. She died in nineteen thirty six. T / F

4 Read the text again. Answer the following questions in your notebook. (3 marks)

a. Where was Gabriela Mistral born?

b. What prize did she win in 1945?

c. What are Gabriela Mistral’s poems about?

one hundred and twenty

FINAL TESTFINAL TEST

Unit

4

Language

5 Read these sentences carefully. Circle and correct the mistakes. (7 marks)

a. My father didn’t went to Paris last year.

b. We saw a very romantic fi lm tomorrow.

c. The teacher not was at home last Friday.

d. The childrens are at school now.

e. Henry playd the guitar in the last school party.

f. Alfred buyed a new bag yesterday.

g. The leafs in the trees have beautiful colours in autumn.

6 Write correct sentences in your notebook, with the following words or phrases.

(3 marks)

a. women

b. man

c. had breakfast

Writing

7 In your notebook, write a short paragraph about a holiday you had in the past. Mention the place, the dates and the activities. Use verbs in the Past tense. (4 marks).

Total score: 27 marks.

Speaking

Tell your teacher about what you did last weekend.


I can read and show comprehension of e-mails. ✔ ✘

I can express ideas in the past. ✔ ✘

I can show comprehension of dialogues, tv shows, and songs about past events. ✔ ✘

I can narrate past events. ✔ ✘

I can write emails narrating past events. ✔ ✘

I can summarize a literary text. ✔ ✘

I can recite a poem and sing a song in English. ✔ ✘

I can participate in dialogues about past events. ✔ ✘


SELF EVALUATIONSELF EVALUATION


Unit 4Unit 4

Unit

4

121one hundred and twenty-one

122 four122 one hundred and twenty-two

Hi, my name is Risotis. I ’m

10 years old and this is my

family. We are from the Risotiso

planet. I have two sisters. Their na-

mes are Risotisa and Risotisis. Risotisa’s

15 years old. Risotisis is 12 years old. They are

very nice, but today, Risotisis is not very happy. She

is sad.

My mother’s name is Risotisona. She is 40 years old. She is

tall and beautiful. My mother is also very nice and she is always

happy! My father’s name is Risotison. He is smart. He is an engineer. He

builds bridges between different planets.

I also have a pet. My pet’s name is Pawitis. He is a big brown pet and he is

very quiet!

I love my family!

Unit 1

My Family TB 234bookle

tbbookkkllklkklk

etReadin

g

123five 123one hundred and twenty-three

Unit 1Unit 1

Hi! I’m Benjamin and this is my class. We are 40 children in our

class. Our class teacher s Mr Jones. He’s nice and ver�

fr iendly. He’s fr om Aust�alia, and his wife s Chilean.

I have some ver� good fr iends in my class. They are

Tom, Bar��, and Er�esto. Tom and Bar�� are fr om

England (they are par� of an exchange prog�amme)

and Er�esto’s fr om Chile.

Tom’s 11 years old and Bar��’s 12. They are ver� tall!

They are here with their families, but they miss their

fr iends in England. They are ver� good st�dents

and they speak English and Spanish. Er�esto’s a

good st�dent, too. He’s a ver� happy boy!

My classroom’s ver� small, but I like it because it has a nice

cor�er called ‘The reading cor�er’. It’s f�ll of ver� good books in

English, Spanish and French. We can read them in our lang�a-

ge classes.

MY CLASS TB 235

124 four124 one hundred and twenty-four

Unit 1

DJ: Hello, Angelina.

Angelina: Hi!

DJ: Do you have a best friend?

Angelina: Yes, of course. His name’s Brad Pete.

DJ: Is he from Chile?

Angelina: No, he’s from the USA, but he lives in Calama.

DJ: Is his hair black?

Angelina: No, Brad’s hair is blond.

DJ: What colour are his eyes?

Angelina: Blue.

DJ: How old is he?

Angelina: He’s twelve.

DJ: Does he have any brothers or sisters?

Angelina: No, he doesn’t. He’s an only child.

DJ: What’s Brad’s favourite book?

Angelina: Harry Pott er.

DJ: Fine. Now tell me, who’s your favourite fi lm star?

Angelina: Brad Pitt !

BEST FRIENDSTB 236

booklet

bookklklket

Reading

125five 125one hundred and twenty-five

Unit 2

Interviewer: Good morning, children. Today, I’ll interview some of you to talk about extra-curricular activities. What are the extra-curricular activities in your school?

Amy: Well, there are Spanish workshops, sports, drama, garde-ning, and technology.

Interviewer: What activities are you doing?

Sam: I’m doing gardening. I love plants and nature!

Amy: I love technology.

Burt: I’m very good at Spanish, so I’m doing the Spanish work-shops.

Interviewer: It sounds very interesting. What time do you do the extra-curricular activities?

Sam: Well, we have classes until 2 o’clock and the activities are from 3 to 5.

Interviewer: What’s good about having extra-curricular activities?

Amy: Well, in my opinion, it’s a good opportunity to meet other children with the same interests and curiosity.

Sam: Yes, you can get new friends.

Burt: I have a lot of new friends now!

Interviewer: Well, children, thanks a lot for your time. It’s been very interesting. Goodbye!

All the children: Goodbye!

An interview interview interviewwith school children

TB 237

Unit 2

The Guests

A young man and his wife were on a trip to visit his mother. Usually, they arrived in time for supper, but they had had a late start and now it was getting dark, so they decided to look for a place to stay overnight and drive on in the morning.

Just off the road, they saw a small house in the woods. “Maybe they rent rooms,” the wife said, so they stopped to ask. An elderly man and woman came to the door. They didn’t rent rooms, they said, but they would be glad to have them stay overnight as their guests. They had plenty of room, and they would enjoy the company. The old woman made coffee, brought out some cake, and the four of them talked for a while. Then, the young couple were taken to their room. They insisted on paying for the room, but the old man said he would not accept any money.

The young couple got up early the next morning, before their hosts had awake-ned. They left an envelope with some money in it on a table near the front door, to pay for the room. Then, they went on to the next town. They stopped at a restaurant and had breakfast. When they told the owner where they had stayed, he was shocked. “That can’t be,” he said. “That house burned to the ground, and the man and the woman who lived there died in the fi re.”

The young couple could not believe this, so they went back to the house. Only now there was no house. All they found was a burned-out shell. They stood staring at the ruins, trying to understand what had happened. Then, the woman screamed: in the rubble was a badly burned table, like the one they had seen by the front door, and on the table was the envelope they had left that morning.

Source: Anonymous. (n.d.). The guests – A short story for Hallowe’en. Learn-english.com. Retrieved 27 June, 2013, from http://learn-english-network.org/stories/halloween/guests.html

Supper: cena. Overnight: toda la noche. Envelope: sobre. Burned-out: quemado. Rubble: escombros.

The young couple got up early the next morning, before their hosts had awake-

A short story for Hallowe’en

(Anonymous)

126 four126 one hundred and twenty-six

TB 239bookle

tbookklklk

etReadin

g

Unit 3

To: [email protected]

From: [email protected]

Dear Aunt Louise,How are you? I am writing to you in English because it’s good for me to practise a lot!I am studying English in an academy in London (London is very big and beautiful, but it s very expensive).My classmates are from di� erent countries: France, Spain, Germany, and Italy. My teacher s English, her name is Joanna Fowler. I think she is from London, but I’m not sure. She is tall, blonde and has got blue eyes. She s a good teacher.I get up at 07:00 every day and I take the tube to the centre. The journey takes 25 minutes. My classes start at 09:00. I have � ve hours of English a day. I usually arrive home at 6 p.m. When I get home, I do my homework and watch television. English television is very good. I normally go to bed at 11 p.m.

Write to me soon.Lots of love,Jorge

Mail

AN E -MAIL FROM LONDON

I get up at 07:00 every day and I take the tube to the centre. The journey takes

127five 127one hundred and twenty-seven

TB 242

128 four128 one hundred and twenty-eight

Unit 3

MY PLANS FOR THE FUTUREWhen I grow up, I’m going to be a T.V. presenter. I

would love to work on television.

I go to acting classes three times a week, and my tea-

cher says that I’m very good. I’m going to travel all

over the world presenting programmes. I’m going to

learn Spanish, French, and Italian.

I’m not going to marry until I’m thirty and I’m going to

have two children. First, I’d like a boy and then, a girl!

I’m going to earn lots of money, and with my money

I’m going to buy lots of designer clothes, a beautiful

house, and a nice sports car. What about you? What

are your future plans?

Y PLANS FOR THE FUTUREY PLANS FOR THE FUTUREY PLANS FOR THE FUTUREY PLANS FOR THE FUTUREY PLANS FOR THE FUTUREY PLANS FOR THE FUTUREY PLANS FOR THE FUTUREY PLANS FOR THE FUTUREY PLANS FOR THE FUTUREY PLANS FOR THE FUTUREY PLANS FOR THE FUTUREY PLANS FOR THE FUTUREY PLANS FOR THE FUTUREY PLANS FOR THE FUTUREY PLANS FOR THE FUTURETB 243

booklet

bookklklket

Reading

129five 129one hundred and twenty-nine

UNIT 1: PEOPLE AROUND US

Topic Page

Introductions 14 – 17

Numbers 1 – 100 16

Personal characteristics 16 24 – 27

Likes and preferences 18 – 21

Friends 28 – 31

UNIT 2: EXTRA-CURRICULAR ACTIVITIES

Topic Page

Extra-curricular activities 42 – 4546 – 47

The time 44Parties 52 – 55

56 - 59Food and drinks 56 – 59

UNIT 3: HOLIDAYS AND SPECIAL EVENTS

Topic Page

National Holidays in the USA, Ireland, and Chile 70 – 73

Dates 73

Columbus Day 74 – 77

Places, activities, and climate 80 – 83

Directions 84 – 87

UNIT 4: PAST DAYS

Topic Page

Weekend activities 89 – 101

Past experiences 102 – 105

A Chilean legend 108 – 111

Music – A rap 112 – 113

Means of transport 114

Irregular plurals 114

THEMATIC INDEX THEMATIC INDEX

130 four

GLOSSARY

130 one hundred and thirty

UNIT 1 UNIT 2

English Spanish English Spanish

Beautiful Bonito (a) Cabin Cabaña

Can Poder Championship Campeonato

Forty Cuarenta (4) Choose Escoger, elegir

Fun Divertido (a) Drink Beber

Give Dar Eat Comer

Granny Abuela Everyday Todos los días

Hair Cabello, pelo Friend Amigo (a)

Library Biblioteca Help Ayudar

Like Gustar Meet Conocer

Miss Echar de menos Play Jugar

Nice Simpático (a) Register Inscribirse

Same Mismo(a) Road Camino

Sing Cantar

Soft drinks Bebidas gaseosas

Song Canción

Talk Conversar

Team Equipo

Understand Entender

Want Querer, desear

131five 131one hundred and thirty-one

UNIT 3 UNIT 4

English Spanish English Spanish

Bay Bahía Begin Comenzar, empezar

Beach Playa Fall in love Enamorarse

Buy Comprar Find Encontrar

Clover Trébol Get lost Perderse

Costumes Disfraces Go Ir

Countryside Campiña Gold Oro

Do Hacer Grief Profunda pena

Flag Bandera Last Último

Fly Volar, remontar Litter Basura

Get Obtener Pollution Contaminación

Holiday Día feriado Remain Permanecer

Holidays Vacaciones Rest Descansar

Hostel Hostal Reveal Revelar

Kite Volantín Search Buscar

Stay Quedarse Stream Riachuelo

Surrounded Rodear Take Llevar

Wear Usar ropa Traffic lights Semáforo

Underground Metro, tren subterráneo

Warm Cálido

132 four132 one hundred and thirty-two

• http://www.eduplace.com/activity/index.html

• http://www.genkienglish.net/games.htm

• http://www.abcteach.com/directory/fun_activities/easy_puzzles/

• http://www.english-online.org.uk/games/gamezone2.htm

• http://www.freecoloringpages.com/

• http://www.britishcouncil.org/kids-games-fun.htm

• http://www.syvum.com/games/word_games/jumble/

• http://www.manythings.org/voa/stories/

• http://www.pdictionary.com/

• http://www.enchantedlearning.com/Dictionary.html

• http://www.timeforkids.com/around-the-world

• http://www.manythings.org/wf/3/food.html

WEBSITESWEBSITES BIBLIOGRAPHYBIBLIOGRAPHY

• 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.

• 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). Writer’s 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.

• 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/writers-toolbox 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.

Visual GlossaryVisual Glossary

133one hundred and thirty-three

Championship

Bay

Countryside

Forty

Cabin

Beach

Everyday

Friend

Costumes

Beautiful

Flag

Fun

Hair Happy Holiday

Gold Granny Grief

Holidays Hostel Kite

Last Library Litter

134 one hundred and thirty-four

Holidays

135one hundred and thirty-five

Nice Play Pollution

=

Road Sad Same

Shamrock Soft drinks Song

Stream Surrounded Team

Traffic lights Underground

ENGL

ISH

6º

bás

ico

ST

UDEN

T´S

TEXT

BOOK

STUDENT’S TEXTBOOK

Ana Manonellas Balladares

ENGLISH

The English Village

9 789563 391848EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN. PROHIBIDA SU COMERCIALIZACIÓN EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN. PROHIBIDA SU COMERCIALIZACIÓN

6 básicoº