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    STUDENT S BOOK ING

    The English VillagAna Manonellas Balladares 5ºbásico

    EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN. PROHIBIDA SU COMERCIALIZACIÓN

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    STUDENT S BOOK

    The English Villa5ºbásicoAna Manonellas BalladaresTeacher of English,Universidad de Santiago.Postgraduate Diploma of EducationMonash University, Melbourne, Australia.

    Nombre:

    Curso:

    Colegio:

    Este libro pertenece a:

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

    Es para tu uso personal tanto en tu colegio como en tu casa; cuídalo para que te sirva durante toSi te cambias de colegio lo debes llevar contigo y al finalizar el año, guardarlo en tu casa

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    2

    DISCOVER YOUR BOOK

    LET’SGETREADY!

    1. Tellyour partner threethingsaboutyourself.

    2. Makealistof twoobligationsathomeandtwoatschool.Sharewith theclass.

    3. What’syour favouriteplacein your school?Sharewith theclass.

    LEARNINGOBJECTIVES

    ReadingYou will usedifferentstrategies toreadand understand• an e-mail.• abrochure.• cardswith personalinformation.

    ListeningYou will usedifferentstrategies tolisten andunderstand• adialoguewith personalintroductions.• classroom instructions.• asongwith instructions.

    OralexpressionYou will• introduceyourself.• giveinstructions.• actoutdialogues.• singa song.

    WrittenexpressionYou will• completecardswith personalinformation.• writean e-mail.• completechartswith information from a brochure.

    U n

    i t 1

    THE PEOPLE, THE SCHOOL,THE CLASSROOM

    school

    playground

    5th gradeclassroom

    students

    school entrance

    9nine 8 eight

    At the beginning of each unit, a big picture will show you thecharacters, the places and the situations you will find in it. You can

    read the objectives of the unit there, and also answer somequestions about the topic and the learning objectives of the unit.

    Listening lesson with activitiesto help you to understand aspoken text and learn English.

    7seven 6 six

    THE

    ENGLISH VILLAGE

    W E L C O M E T O

    swimming pool

    picnic area

    football field

    gym

    cafeteria

    recreational facilities

    cabins

    fruit and vegetable garden

    animal farm

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

    L i s

    t e n i n g

    , r

    e a d i n g

    a n d s pe a ki n g a c t i v i t i e s a r e r e c o

    r d e d .

    L i s t e n t o t h e C D w i t h y o u r t e a c

    h e r .

    23twenty- three

    U n

    i t 1

    CLASSROOMLANGUAGE

    1 2

    3

    4

    6

    5

    L e s s o n

    3

    INTHISLESSONYOUWILL:

    • listen andshowcomprehensionof instructions.• readinstructionsandrelatethemtoimages.

    •completeinstructionsinwriting.• organiseandreproduceadialoguein aclassroom.

    5 TheDirector of TheEnglish Villageis teachingthec hildren someimportantinstructions.Match theactions ( a -j ) to thepictures ( 1 -10 ).

    a. Closeyour books. ____

    b. Cometo theboard. ____

    c. Can I comein? ____

    d. Listen. ____

    e. Open your bookson page10. ____

    f. Readtheinstructions. ____

    g. Silence, please. ____

    h. Sitdown. ____

    i. Standup. ____

    j. Closethedoor. ____

    Listening

    6 8 Listen andcheck your answersin Exercise5.

    7 8 Listen andpoint atthe actionsin thepictures (1 -10) .

    8 8 Listen andmime theactions.

    Before listening

    1 Workin your group. Can youndthese objectsin thepictureand in your classroom?

    board bookdesk door page

    2 Match usingthecolour code.

    Close Open Read

    Sit down Stand up

    Abra Cierre Lea

    Párese Siéntese

    3 Lookatthepictureson theleftwith your partner. Match thenumbersto thefollowingclassroominstructions.

    Cometo theboard. ____

    Listen. ____

    Silence. ____

    Open your books. ____

    Sitdown. ____

    Standup. ____

    4 In your group, collectinstructionsyou normallyreceiveatschoolandathome. Shareandcomparewith theclass.

    1 2

    53 64

    97 108

    22 twenty-two

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    LANGUAGE FORMAnalysis and discovery of a key gramm

    Collaborative work to help you toput into practice the language youhave learnt.

    P R O E C TJ

    F U NA simple joke connected witsupported by a picture.

    F U N

    Statements to help you to reflect on yoand weaknesses and measure your lear

    3thre e

    29twenty-nine

    U n

    i t 1

    THE VILLAGE L e s s o n

    4

    The tutors are fromEnglish- speakingcountries.

    For example:

    The English Village Students Tutors

    It is located in Santiago.

    Facilities in the Village: A pool A football field A gym

    A cafeteria An animal farm A fruit and vegetable

    garden Cabins Parks

    The students are from allover Chile. They are hereto practise English.

    For example:Gonzalo; he is fromIquique.

    Carolina; she is fromSantiago.

    Macarena; she is fromChillán.

    Pablo, he is fromCoyhaique.

    INTHISLESSONYOUWILL:

    • readandshow comprehensionof abrochuredescribingTheEnglish Village.

    • listen andidentify English sounds.•completedialoguesinwriting.• practiseand producedialogues

    tointroducepeople.

    Before reading

    1 Lookat theill ustration on theleftandndfour studentsandtwo tutorsyouknow.

    2 Findthefollowingwordsinthepicture.

    • a cafeteria• accommodation

    • a fruit and vegetable garden• a pool • a football field

    3 Workwith your partner. Crossout(✘) thewordswhich arenotfacilities (Facilities:buildingsand services).

    a. Acafeteria.b. Apool.c. Acomputer.d. Afootballeld.e. An animal.f. Agym.

    4 Nowthatyouknowthis, takea lookatthetext. Thereare10cognates. Howmany can youndandunderlinein30seconds?

    5 Lookatthetexton page29.Whatisit?

    a. Adescription.b. An invitation.c. Astory.

    6 Readthetextandcheckyour prediction in Exercise5.

    7 Readthetextagain. Findandwritetheinformation in thecharts.

    a.

    TheEnglish VillageLocationFacilities

    b.

    StudentsCountryCities

    c.

    TutorsCountries

    Reading

    28 twenty-eight

    This is SusanHardy; she isfrom England.

    This is TonyWilson; he isfrom the USA.

    This is GraceBrown; she isfrom Australia.

    12

    Reading lesson with activities to help you to

    understand a written text and learn English.

    41fo rty-one

    U n

    i t 1

    40 forty

    FINAL TESTFINAL TESTReading

    1 Answer T (True) or F (False) (4 marks)

    a. ____ TheSports Schoolis in Europe.b. ____ Thechildren do differenttypesof sports.c. ____ Theteachers arenot goodat sports.d. ____ Thefacilities of theschool includetwo gyms.

    2 Circlethe wordsthatare facilities. (3 marks)a. Gym c. Children e. Tenniscourtsb. Footballeld d. Athletics f. Professional

    3 On a separatesheetof paper, writea postcardto a studenti n Singapore, describingyourschool. Remember thewritingsteps. (2 marks)

    4 Completethe sentences. (3 marks)

    a. Tony _______ fromNewYork.b. I_______ fromSantiago.c. Carolina _______ fromMaipú.

    5 Copythe correctinstruction belowthe correspondingpicture. (4 marks)

    • Open your books • Sit down • Listen! • Come to the board!

    a. _____________ b. _____________ c. _____________ d. _____________

    6 20 Listen to a conversation abouta Spanish Villagein England. Fill in theblanks (a – f) .(6 marks)

    A: HelloB: Hi!A: What’syour name?B: Myname’sPaulandI’ma studentatthe (a) _______ Villagein Newcastle, in England.A: Whereareyoufrom?B: I’mfrom Liverpool.A: Can youdescribethe Spanish village?B: Of course!The villagehas many (b) __________ , such asan animal (c)_____ , a (d) _____ ,

    andmany (e) _____ . Myfavouriteplaceisthe (f) _________ room, becauseI can chat

    with myfriendsin Spanish!A: Thankyou verymuch!B: You’rewelcome.

    7 Workin pairs. Roleplay theconversation with Paul.Great! Nottoobad! Help!

    The English Village0 t o 7 co r re ct a ns we rs H EL P! A n im po r ta nt p ar t of t he c on te nt s h as n o t be en c o mp le t el y

    understood.Study the contents,get some help,and thendo theexercisesagain.

    8 to 18 correct answers FAIR You havebeenableto understandanimportant part of thecontents;however, there are still some youneed to consolidate.Revise the contents.C orrect the wronganswers. Youcan askforhelpif youwant.Youcando muchbetter!

    1 9 to 2 2 c or r ec t a ns we r s E XC EL LE NT You h av e le ar nt a ll o r al mo s t allthecontentsinthisunit.Verygood! Keepupthe goodwork!

    Are y ou goo d at sp orts? Can you imag ine a school where th e only thing studen ts do is practise sports? That is the case of the stu dents at the SingaporeSports School in Asia, a school specialised in spo rts. The children do sp orts such as f ootbal l,tenn is,athletics ,etc. Thet eachers a r e professionalsp ortspeople,andthechildren enjoy goingtoschoolevery day. Thef acilitiesofthe schoolare:- twoO lympic swimmingpools.-a m ulti-sportauditorium.- asyntheticfootball field.-a g ym.- acycle track.-tw otenni scourts.

    Sin gap ore Sp orts School

    19

    Final test:At the end of every unit, there is a formal test that includes the contents ofthe whole unit, assessing reading and listening comprehension. It also includes a rubricthat will tell you in detail what you have done well and what you need to improve.

    ICONS AND SECTIO

    Listening lesson Reading

    Activities for fast

    learners or keenerstudents.

    All the materi

    the listening ta

    1

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    INDEX

    U n i t 1

    Lesson 1 – The participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

    Lesson 2 – The competition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

    Lesson 3 – Classroom language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

    Lesson 4 – The village . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

    Final test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 - 33

    Unit 1 – The people , t he s chool, the cla ssro om . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

    n

    t

    Lesson 1 – Accomodat ion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Lesson 2 – Houses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Lesson 3 – Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Lesson 4 – Jobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Final t est . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 - 55

    U n it 2 – A t h o m e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 4

    U n

    i t 3

    Lesson 1 – The weekly menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 60

    Lesson 2 – Lunch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

    Lesson 3 – Healthy food / junk food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 68

    Lesson 4 – At the English Village kiosk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72

    Final test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 - 77

    Unit 3 – Food a nd hea lth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 56

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    U n i t 4

    Lesson 1 – What’s the weather like? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 82

    Lesson 2 – M y holida y acti vities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

    Lesson 3 – Technolog y at hand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 90

    Lesson 4 – I’m sorr y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

    Final test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 - 99

    Unit 4 – N o ma tter the w ea ther . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

    n

    t

    Lesson 1 – Plant s and f lowers in the area. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Lesson 2 – Start ing a herb garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

    Lesson 3 – Nat ional flowers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Lesson 4 – Our pets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Final test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120 - 121

    U n it 5 – N a tu r e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 0 0

    Ans wer ke y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

    Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

    Bibliograph y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127

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    swimming pool

    picnic area

    football field

    gym

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    THEENGLISH VILLAGE

    W E L C O M E T O

    cafeteria

    recreational facilities

    cabins

    fruit and vegetable garden

    animal farm

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    LEARNING OBJECTIVES

    ReadingYou will use different strategies toread and understand• an e-mail.

    • a brochure.• cards with personal information.

    ListeningYou will use different strategies tolisten and understand• a dialogue with personal introductions.• classroom instructions.• a song with instructions.

    Oral expressionYou will• introduce yourself.• give instructions.• act out dialogues.• sing a song.

    Written expressionYou will• complete cards with personal information.• write an e-mail.• complete charts with information from a brochure.

    U n

    i t 1

    THE PEOPLE, THE SCHOOL,THE CLASSROOM

    school

    playground

    8 eight

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    LET’S GET READY!

    1. Tell your partner threethings about yourself.

    2.Make a list of twoobligations at homeand two at school.Share with the class.

    3. What’s your favouriteplace in your school?Share with the class.

    5th grade classroom

    students

    school entrance

    9nin e

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    U n

    i t 1

    What do you know?

    10 ten

    THE PARTICIPANTS L e s s o n

    1

    1 Make a list of English words you know.

    a.

    b.

    c.

    d.

    2 What languages are spoken in thesecountries?

    a.

    c.

    b.

    d.

    THE COMPETITION L e s s o n

    2

    1 Match the words to the pictures.

    a. Teacher

    b. Boy

    c. Girl

    d. Director

    1

    2

    4

    3

    2 Copy the following numbers in order.

    TWO

    SEVEN

    SIX

    TEN

    ONENINE

    FOUR THREE

    EIGHT

    FIVE

    _______________ _______________

    _______________ _______________

    _______________ _______________

    _______________ _______________

    _______________ _______________

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    CLASSROOM LANGUAGE L e s s o n

    3

    1 Complete the names of these schoolplaces.

    P_ _ _ _ r_ _ _ _ C_ _ _ _ r_ _ _

    C_ _ e _ _ r _ _ C_ _ _ _t_ _ l_ _

    2 Complete the dialogue.

    Hi! I’m _____ ,I _____ from Chile,____ in fifth grade.

    Hi! ___ ______ , ___ from Chillán, ___ also in fith grade.

    THE VILLAGE L e s s o n

    4

    1 Match the pictures to the words.

    THREE

    TWO

    ONE

    FOUR

    2 Complete this dialogue.

    Where _____ you _____?

    I’___ fromSantiagode Chile.

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    THE PARTICIPANTSBefore listening

    1 Write the number of thepicture next to thecorresponding place.

    a. ____ Big Ben, London,England.

    b. ____ Buoy marking wherethe Esmeralda sank,Iquique, Chile.

    c. ____ Chillán Cathedral,

    Chillán, Chile.d. ____ Statue of Liberty, New

    York, the USA.

    e. ____ Maipú Temple,Santiago, Chile.

    f. ____ Shepherd’s Monument,Coyhaique, Chile.

    g. ____ Opera House, Sydney,Australia.

    2 Where in Chile do you live?Complete the sentence.

    I live in .

    3 What is the text about?Guess and tick (✓ ) an option.

    a. ____ English-speaking

    countries.b. ____ People at

    The English Village.

    c. ____ Buildings.

    L e s s o n

    1

    3

    5

    6

    7

    IN THIS LESSON YOU WILL:

    • nd and show comprehensionof information about differentpeople and places.

    • show comprehension of shortwritten texts.

    • complete dialogues and cardswith specic information.

    • produce and reproduce dialoguesto share personal information.

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    Listening

    4 2 Listen and check your prediction in Exercise 3.

    5 2 Look at the pictures of the participants. Mark the speakers you hear with a tick.

    Susan Tony Gonzalo Macarena

    6 2 Listen again and write the name of the people in the order they speak.

    Speaker 1: ______________________ Speaker 3: ______________________

    Speaker 2: ______________________ Speaker 4: ______________________

    7 2 Listen once more and complete the identication cards (a – d) .

    1th irtee n

    NA ME: G o n z a l o

    SCHOOL: G e o r g e W a s h i n g t o n

    S c h o o l

    CI T Y:

    MA IL: g o n s o @ &t h e m a i l . &c o m

    NA ME: Macarena

    SCHOOL: InternationalSchool

    CIT Y :

    MA IL: macahe@my mail.com

    a

    b

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    After listening

    8 3 First only listen and then listen and repeat.

    I’m I’m a student

    I’m a student at the Lord Cochrane School.

    I’m

    I’m in fth

    I’m in fth grade.

    What’s

    What´s your name?

    Hello Hello, I’m Gonzalo.

    Goodbye! I’m

    I’m from

    I’m from Santiago.

    LANGUAGE FORM I’m 1. Notice these sentences from the text.

    a. I’m Tony. I’m Susan. I’m Gonzalo.b. I’m from Iquique. I’m from London. I’m from Chillán.

    2. What information can you nd in a. and in b.?3. Find more examples of each type in this lesson.

    NA ME: T o n y

    SCHOOL:

    CI T Y:

    MA IL: t o n y w @m a i l c i t y .c o m

    NA ME: Susan

    SCHOOL:

    CIT Y :

    MA IL: susanh@ mailc it y.com

    c

    d

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    9 Practise in small groups. Use the different identication cards in this lesson.

    NA ME: P a b lo

    Fue nte s

    COUNT RY : ChileGRA DE: Fif th g r a d e

    SCHOOL: Lic e o Re g io na l, Coy ha iq ue

    NA ME: Ca r o lina

    Go nzá lez

    COUNT RY : ChileGRA DE: Fif th g r a d e

    SCHOOL: Linc o ln S c hoo l, Ma ipú,

    Sa ntia go

    10 Answer the following questions.

    a. Where’s Pablo from? b. What’s Carolina’s grade?

    ____________________________ ____________________________

    11 Complete and talk to your partner.

    a. Invent your information and complete Card 1.

    b. Practise this dialogue with your partner and complete Card 2 with his / her information.

    You: What’s your name?

    Your partner: ______________ . I’m from______________ . I’m in______________

    grade at ______________ in ______________ .

    1 2

    NA ME:

    COUNT RY :

    GRA DE:SCHOOL:

    NA ME:

    COUNT RY :

    GRA DE:SCHOOL:

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    12 4 Listen and match the characters to the places. Which words are similar in Spanish? Compare with your partner.

    1

    Ba tman2

    Leela

    3

    Goku

    4

    Seiy a

    5

    Stewie

    d

    Gotham City

    c

    Quahog, Rhode Island

    a

    Athena’s Sanctuaryb

    Plane t Vege ta

    e

    Ne w Ne w York

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

    Friends’ names Places in Chile SchoolsJohnny Cochrane Saint Patrick

    14 Create sentences with the names in the chart.

    Example: I’m Johnny, I’m from Cochrane, I’m a student at Saint Patrick School.

    1.

    2.

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    16 I can introduce myself now! Create a short paragraph introducing yourself, following thisbasic writing steps:

    Make a list of the ideas you are going to mention in your paragraph. Write a draft of the paragraph on a separate sheet of paper, clearly stating the order of yourideas (beginning, middle, end).

    Write a denite version of the paragraph and ask your teacher to correct it. Finally, read it aloud in front of the class.

    1 5

    P R O E C TJ

    My ID card 1. Work in pairs.2. Cut out two pieces of cardboard and

    make two big identication cards.3. Draw yourselves on the picture spaces

    and write your personal information.4. Stick your ID cards on the walls of your

    classroom.

    I can write three words in English whichare similar in Spanish.

    , , .

    I can introduce myself in one sentence.

    . Tick according to your performance.

    YES MM NO

    Self EvaluationSelf Evaluation

    Make your favourite famous person’s identication card.Use it to introduce yourself, indicating your city and school.

    NA ME:

    A GE:

    Ci T Y:

    COUN T R Y:

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    Before reading

    1 Look at Pages 8 and 9 and readthe labels that indicate placesin a school.

    2 Notice.

    COGNATES Words in Englishthat are similar in Spanish.Examples:invitation = invitación

    participate = participar vacations = vacacionesvisit = visitar

    3 Similar in Spanish? (✓or ✗).

    ____ Cafeteria

    ____ Classroom

    ____ Computer lab____ Director’s offi ce

    ____ Playground

    ____ School

    ____ Teachers’ room

    ____ Toilet

    4 Point to the places in this map

    and say the names. Use thewords in Exercise 3.

    5 Have a quick look at the texton Page 19 . Find and circlefour cognates.

    L e s s o n

    2

    IN THIS LESSON YOU WILL:

    • read and demonstrate

    comprehension of an e-mail.• identify and repeat English sounds.• reproduce specic vocabulary.• write a short e-mail.

    THE COMPETITION

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    6 Read the text and check if there are more cognates.

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

    a. ____ Carolina is a student. c. ____ Carolina is in 6th grade.

    b. ____ The competition is in Maipú. d. ____ The visit is for three weeks.

    8 Read the text again and complete. Type of text: _________________ . From:_________________ . To:_________________ .

    9 Choose the best option to complete the sentence.

    The purpose of Carolina’s mail is to __________________________________ .

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

    CAFETERIA

    The English Village

    Carolina Gonzalez, 5 th grade student

    Competition

    Hello, I am a student at the Lincoln School in Maipú, Santiago(map of school attached).I am in 5 th grade A and I want to participate in the competition to visit theEnglish Village in Santiago for three weeks, to practise English.Thank you.Carolina González.5 th grade A student.

    SCHOOLENTRANCE

    P L A Y G R O U N D

    DIRECTOR’SOFFICE 1

    2

    3

    5

    7

    10

    9

    8

    BOYS’TOILET

    GIRLS’TOILET

    COMPUTERLAB

    CLASSROOM1

    CLASSROOM2

    CLASSROOM3

    TEACHERS’ROOM

    CLASSROOM6

    CLASSROOM5

    CLASSROOM4

    12

    13

    14

    Reading 5

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    After reading

    10 6 First only listen and then listen and repeat.b. These numbers.

    1 one 2 two

    5 five 6 six

    11 eleven 12 twelve

    3 three 4 four

    9 nine 9 ten

    7 seven 8 eight

    13 thirteen 14 fourteen

    a. These pairs of words.

    three tea

    threw two

    throne tone

    c. These places

    A classroom

    Classroom 3

    The boys’ toilet

    The cafeteria

    The computer lab

    The Director’s office

    The girls’ toilet

    The playground The school entrance

    The teachers’ room

    11 Match the numbers and the corresponding words.

    five four one seven six three two

    1 2 3 4 5 6 7

    eleven eight fourteen nine ten thirteen twelve

    8 9 10 11 12 13 14

    LANGUAGE FORM1. Study these examples. Iam (I’m) a student. It is (It’s) a classroom.

    2. Find and underline more examplesin the e-mail on Page 19 .

    I am / It is

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    12 7 Follow this model to play Memory Game in groups of four students.

    a. Student A: Look at the school map for a minute. Memorise the rooms and the numbers.

    b. Student B, C or E: Say a number between 1 and 14.

    c. Student A: Say the corresponding place.

    CAFETERIASCHOOL

    ENTRANCE

    P L A Y G R O U N D

    DIRECTOR’SOFFICE 1

    2

    3

    4

    5

    6 7

    11

    10

    9

    8

    BOYS’TOILET

    GIRLS’TOILET

    COMPUTERLAB

    CLASSROOM1

    CLASSROOM2

    CLASSROOM3

    TEACHER’SROOM

    CLASSROOM6

    CLASSROOM5

    CLASSROOM4

    12

    13

    14

    Number14. It’s the playground.

    13 You can write an e-mail in English now! Write a short e-mail to a friend in your notebook,with your personal information. Follow the example on Page 19 and remember the writingsteps on page 17.

    P R O E C TJ

    My school 1. Work in groups of four.

    2. Draw a map of your school on a piece ofcolour cardboard.3. Number and label the places.4. Add illustrations.5. Display it in the classroom.6. Describe it to your classmates.

    Example: Number 1 is the school entrance.

    I can say three numbers in English. , , .

    I can name three places in my school. , , .

    Tick according to your performance.

    YES MM NO

    Self EvaluationSelf Evaluation

    My problem is that in EnglishI can count only up to three.

    F U N F U N

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    CLASSROOMLANGUAGE

    1 2

    3

    4

    6

    5

    L e s s o n

    3

    IN THIS LESSON YOU WILL:

    • listen and showcomprehension of instructions.

    • read instructions and relatethem to images.

    • complete instructions in writing.• organise and reproduce adialogue in a classroom.

    Before listening

    1 Work in your group. Can yound these objects in thepicture and in your classroom?

    board bookdesk door page

    2 Match using the colour code.

    Close Open Read

    Sit down Stand up

    Abra Cierre Lea

    Párese Siéntese

    3 Look at the pictures on the leftwith your partner. Match thenumbers to the followingclassroom instructions.

    Come to the board. ____ Listen. ____

    Silence. ____

    Open your books. ____

    Sit down. ____

    Stand up. ____

    4 In your group, collectinstructions you normallyreceive at school and athome. Share and comparewith the class.

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    5 The Director of The English Village is teaching the children some important instructions.Match the actions ( a - j) to the pictures ( 1 - 10 ).

    a. Close your books. ____

    b. Come to the board. ____

    c. Can I come in? ____

    d. Listen. ____

    e. Open your books on page 10. ____

    f. Read the instructions. ____

    g. Silence, please. ____

    h. Sit down. ____

    i. Stand up. ____

    j. Close the door. ____

    Listening

    6 8 Listen and check your answers in Exercise 5.

    7 8 Listen and point at the actions in the pictures (1 - 10) .

    8 8 Listen and mime the actions.

    1 2

    53 64

    97 108

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    After listening

    LANGUAGE FORM Imperatives 1. Read these sentences from the text.

    Close your books.

    Open the door. Sit down.2. How can we make these orders more polite? (Find the magic word).3. Find and copy two more examples from this lesson. Make them polite.

    9 9 Match the pictures to the instructions. Listen and check, and then listen and repeat.

    i. Close the window, please. iii. Listen to the music.

    ii. Go back to your desk. iv. Stop the noise, please.

    1

    2

    3

    4

    10 10 Listen and put this dialogue in order.

    a. ____ Teacher: Do Exercise 10, please. f. ____ Students: Goodbye, Miss Taylor.

    b. ____ Teacher: Goodbye, children. g. ____ Students: Good morning, Miss Taylor.

    c. ____ Teacher: That’s all. Close your books. h. ____ Students: Thank you, Miss Taylor.

    d. ____ Teacher: Good morning, children. i. ____ Students: Yes, Miss Taylor.

    e. ____ Teacher: Sit down, please.

    11 Listen and repeat the dialogue. Then role play it in your group.

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    12 Complete the instructions according to the pictures.

    a. ___________________ , please, Mario.

    b. That’s all.___________________ your books.

    c. ___________________ to the board, please, Cristóbal.

    d. ___________________ and open your books.

    13 Work with your partner.

    Student A: Give three instructions.Student B: Obey.Student B: Give three instructions.Student A: Obey.

    14 11 Listen and repeat this rap.

    The school rap1, 2, 3, 4,

    Please come in and close the door! 5, 6, 7, 8,

    It’s time for school, you’re really late! 9, 10, 9, 10,

    Don’t be late for school again!

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    15 Complete the sentences (a – f ) with instructions from the box.

    • stop the noise • sit down, please!• make your bed • come to the board, please• close the window, please • do your homework

    a. Tom! ___________________________ before going to school!

    b. Children, ___________________________ ! This is a test!

    c. Boys,___________________________ , it’s 2 am!

    d. Marcelo, it’s cold! Can you ___________________________ ?

    e. Junior, you can’t watch TV. ___________________________ rst.

    f. Exercise 1, Gonzalo, can you ___________________________ ?

    1 2

    Match these instructions to one of the pictures (1 or 2) .

    a. Close the door. ____

    b. Come to the board. ____

    c. Listen to music. ____

    d. Make your bed. ____

    e. Open your book. ____

    f. Read the lesson. ____

    g. Silence. ____

    h. Watch TV. ____

    1 6

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    17 Play Instructions Game in your group.

    a. One student is the teacher.

    b. The teacher gives an instruction.

    c. If the teacher says please, the students obey. If the teacher does not say please, the studentsdo not obey.

    18 You can give and follow instructions now! Write two instructions, one for home and onefor school. Remember to look at the writing steps on Page 17 .

    a. _____________________________________________________________________________

    b. _____________________________________________________________________________

    P R O E C TJ

    Classroom instructions1. Work in groups.2. Cut out a piece of cardboard and draw a

    sign or picture representing one of theseclassroom instructions:

    a. Sit down.b. Stand up.c. Silence, please!d. Listen!e. Come to the board.

    3. Write the instruction on your poster andstick it on the wall at the back of theclassroom.

    I can complete these instructions.

    Children, your books,

    and to the CD, please.

    Tick according to your performance.

    YES MM NO

    Self EvaluationSelf Evaluation

    Stand up, Bobby!Time for school! F U N F U

    N

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    THE VILLAGE L e s s o n

    4

    IN THIS LESSON YOU WILL:

    • read and show comprehensionof a brochure describingThe English Village.

    • listen and identify English sounds.• complete dialogues in writing.• practise and produce dialoguesto introduce people.

    Before reading

    1 Look at the illustration on theleft and nd four students andtwo tutors you know.

    2 Find the following words inthe picture.

    a cafeteriaaccommodation

    a fruit and vegetable garden

    a poola football field

    3 Work with your partner. Crossout (✗) the words that are notfacilities (Facilities: buildingsand services).

    a. A cafeteria.b. A pool.

    c. A computer.d. A football eld.e. An animal.f. A gym.

    4 Now that you know this, takea look at the text. There are10 cognates. How many canyou nd and underline in

    30 seconds?

    5 Look at the text on Page 29 .What is it?

    a. A description.b. An invitation.c. A story.

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    The tutors are fromEnglish-speaking countries.

    For example:

    The English Village Students Tutors

    It is located in Santiago.

    Facilities in the Village: A pool A football field A gym A cafeteria An animal farm A fruit and vegetable

    garden Cabins Parks

    The students are from allover Chile. They are hereto practise English.

    For example:Gonzalo; he is fromIquique.

    Carolina; she is fromSantiago.

    Macarena; she is fromChillán.

    Pablo; he is fromCoyhaique.

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

    7 Read the text again. Find and write the information in the charts.a.

    The English VillageLocationFacilities

    b.

    StudentsCountryCities

    c.

    TutorsCountries

    Reading

    This is SusanHardy; she isfrom England.

    This is Tony

    Wilson; he isfrom the USA.

    This is GraceBrown; she isfrom Australia.

    12

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    After reading

    8 Read these words from the text and classify them.

    animalcabins

    cafeteriacountries facilities

    farm field

    gardengym

    parkspool

    students tutors village

    Singular Plural

    9 13 Listen.

    a. Listen and repeat these words. Pay attention to the nal sound.brush cash crush English nish sh ash push splash wash

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

    1. ___ 2. ___ 3. ___ 4. ___ 5. ___ 6. ___ 7. ___ 8. ___ 9. ___ 10. ___

    c. Listen and repeat this rhyme.

    Poor old English turtlePoor old English turtle,

    He has got no cash,Fishing with no shell on,

    He will get a rash.

    LANGUAGE FORM Pronouns 1. Personal pronouns in this lesson: I / you / he / she / it / they .2. Notice:

    · The English Village – It is located in Santiago.· Students are from all over Chile – They are here to practise English.· This isTony Wilson – He is from the USA.· This isSusan Hardy – She is from England.

    3. Find, say and copy more examples from the text. Use the same colours as in the example.

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    11 Complete, and then practise in pairs.a. A: Where is ______________ from?

    B: ______________ ’s from ______________ .

    b. A: Where is ______________ ______________ ?

    B: ______________ ’s______________ ______________ .

    c. A: Where ______________ ______________ ______________ ?

    B: ______________ ’______________ ______________ ______________ .

    Now you can produce a dialogue! Invent three more about the people in thesepictures. Remember to look at the writing steps on Page 17 .

    a. A: ______________ ? B: ______________ .

    b. A: ______________ ? B: ______________ .

    c. A: ______________ ? B: ______________ .

    3t hir ty-on e

    N ico le K idman

    Aus tra l ia

    Rihannat he USA

    Prince WilliamEngland

    10 14 Listen, repeat, and then practise in your group.

    Where is AvrilLavigne from?

    She’s fromCanada.

    Where are you from?

    I’m fromChile.

    Where is Lil’Chris from?

    He’s fromEngland.

    Jim CarreyUSA

    Lucas EscobarChile

    Justin TimberlakeUSA

    P R O E C TJ

    Famous people1. In pairs, stick a world map in the centre of

    a big piece of colour cardboard.2. Choose famous people from different

    countries, and stick them all around the map.3. In pairs, the students match the people to

    their countries.4. The students show the poster to the class

    saying:Student: This is________________ .Class: Where’s he from?Student: He / She’s from ____________ .

    I can complete this sentence withsingular and plural words.

    My school has many

    and just one . Tick according to your performance.

    YES MM NO

    Self EvaluationSelf Evaluation

    1 2

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    FINAL TESTFINAL TESTReading

    1 Write T (true) or F (false). (4 marks)

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

    of sports.

    c. ____ The teachers are not good at sports.

    d. ____ The facilities of the school includetwo gyms.

    2 Circle the words that are facilities. (3 marks)

    a. gymb. football eldc. childrend. athleticse. tennis courtsf. professional

    3 On a separate sheet of paper, write apostcard to a student in Singapore,describing your school. Remember thewriting steps. (2 marks)

    4 Complete the sentences. (3 marks)

    a. Tony _______ from New York.

    b. I_______ from Santiago.

    c. Carolina _______ from Maipú.

    5 Copy the correct instruction below thecorresponding picture. (4 marks)

    Open your books. Sit down.

    Listen! Come to the board.

    A re y ou g ood at sports? Can y ou imag ine a school where the onl y thing students do is practise sports? That is the case of the students at the Sing apore Sports School in A sia , a school specialised in sports. The children do sports such as f oot ball , tennis , athletics , etc. The teachers are prof essional sportspeople , and the children en jo y g oing to school e v er y da y . The f acilities of the school are:- two ol y mpic s wimming pools.- a multi-sport auditorium.- a s y nthetic f oot ball f ield.- a g y m.- a c y cle trac k.- t wo tennis courts.

    Singapore Sports School

    15

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    a. ___________ b. ___________

    c. ___________ d. ___________

    Listening

    6 16 Listen to a conversation about aSpanish Village in England. Fill in the blanks(a – f). (6 marks)

    A: Hello.B: Hi!A: What’s your name?B: My name’s Paul and I’m a student at

    the (a) _______ Village in Newcastle,in England.

    A: Where are you from?B: I’m from Liverpool.A: Can you describe the Spanish village?

    B: Of course! The village has many

    (b)__________ , such as an animal

    (c)_____ , a (d) _____ , and many

    (e) _____ . My favourite place is the

    (f) _________ room, because I can

    chat with my friends in Spanish!A: Thank you very much!B: You’re welcome.

    Total score: 22 marks

    Speaking

    7 In which situations can you introduceyourself? Give an example.

    Great! Not too bad! Help!

    The English Village

    0 to 7 correctanswers

    HELP! An important part ocontents has not beencompletely understoodStudy, get some help, athen do the exercises a

    8 to 18correctanswers

    FAIR You have been ableunderstand an importapart of the contents;however, there are stillsome you need toconsolidate. Correct th wrong answers. You c

    for help if you want. Rthe contents. You can dmuch better!

    19 to 22correctanswers

    EXCELLENT You have learntalmost all the contentsthe unit. Very good! Kup the good work!

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    LEARNING OBJECTIVESReadingYou will use different strategies to readand understand

    • a house description.• a letter describing a family.ListeningYou will use different strategies to listen and understandtexts about• house descriptions.• family connections.• jobs.

    Oral expressionYou will• describe houses.• talk about jobs.• act out dialogues.Writing expressionYou will• write and complete short dialoguesand paragraphs.

    • write a brief description of a house.• complete ID cards about family members and occup

    U n

    i t 2

    AT HOME

    34 thirty-four

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    LET’S GET READY!

    1. Do you live in ahouse or a at?

    2. How many peoplelive with you?

    3. What is your

    favourite room inyour house? Why?

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    U n

    i t 2

    What do you know?

    36 thirty-six

    ACCOMODATION L e s s o n

    1

    1 Match the words to the correct picture.

    i. Living room

    ii. Bedroom

    iii. Bathroom

    iv. Dining room

    a.

    b.

    c.

    d.

    2 Fill in the gaps with your family members’information.

    a. My mother’s name is .

    b. My father’s name is .

    c. My sister is______________ years old.

    d. My cousin is ____________ years old.

    HOUSES L e s s o n

    2

    1 Write and paint four colours you can sayin English.

    a. _______________

    b. _______________

    c. _______________

    d. _______________

    2 Write the names of these types of housesbelow in the pictures.

    _ I_t H_ us_

    M_ ns _ o _

    a. b.

    c.

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    FAMILY L e s s o n

    3

    1 Match the pictures to the familymembers.

    Baby

    Sister

    Mum

    Grandmother

    a.

    b.

    c.

    d.

    2 Write the words to name these familymembers.

    a. __________

    c. __________

    b. __________

    d. __________

    JOBS L e s s o n

    4

    1 Complete the dialogue.

    Hi! I’m _____ . I amfrom Santiago and Iam a _____ .

    Hi! I’m_____ . I amfrom Los Angelesand I am a _____ .

    M e lissa

    2 Match the jobs to the pictures.

    Teacher

    Doctor

    Nurse

    Policeman

    a.

    b.

    c.

    d.

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    big window

    small window

    bedroombathroom

    kitchengarden

    rrace living room

    dining room

    38 thirty-eight

    ACCOMODATION L e s s o n

    1

    3 Look at the pictures and circlethe names of the places thatare similar in Spanish.

    4 What is the text on the nextpage about? Guess and tick ( ✓ ).a. ____ Houses at the seaside.b. ____ Rooms in a school.c. ____ Cottages at The English

    Village

    1 Look at the picture and tickyour favourite room.

    2 Write the correct room next tothe furniture.

    Furniture Room

    Sofa

    Table

    Bed

    TV

    Chair

    Before reading

    IN THIS LESSON YOU WILL:

    • locate and identify furniture and places in a house.• show comprehension of short written texts.• complete dialogues, paragraphs and charts with specicinformation about furniture and places in a house.

    • produce and reproduce dialogues to share informationabout furniture and places in a house.

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    Hi k ids!Her e is a descr i pt ion of t he cot t ages in t he v il

    lage. T her e ar e man y

    cot t ages f or a ll our par t ici pant s. T he y ar e not t oo big , but t her e is a

    liv ing r oom , dining r oom and k it chen in each one of t hem. T her e ar e t w o small bedr ooms f or f our par t ic

    i pant s and one f or t he

    t ut or . T her e is a lso a bat hr oom. T her e ar e t w o beds in t he

    par t ici pant s’ r ooms. In t he t ut or ’ s r oom , t her e is a bed , a st er eo , and

    a not ebook .

    In t he liv ing r oom , t her e is a sof a , a T V / DV D set , and a com put er

    w it h Int er net connect ion. T her e is a lso W i-F i Int er net connect ion.

    in t he dining r oom , t her e ar e si x chair s and a t able.

    F or r ecr ea t ion , t her e is a t er r ace w it h a pool and bar becue ar ea .

    J a c k W a l e s

    Gener a l C oor dinat or

    T H E

    EN GLIS H

    V ILL A GE

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

    6 Read the note again, and choose the best map.

    3th irt y-nin e

    Reading

    7 Read the note once more, and circle the objects that are in the map and the text. Then, drawthe missing objects.

    21

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    After reading

    LANGUAGE FORM There is / there are 1. Notice these examples from the text.

    There is a living room. / There are three small bedrooms.2. Which of the sentences is singular and which is plural? What’s the difference?3. Read the text again and underline all the cases of there is / there are.

    8 Complete with there is or there are .

    Tony: Hi, Gonzalo. Welcome! This is going to be yourcottage during your stay at The English Village.

    Gonzalo: Hi, Tony. It’s beautiful!Tony: Well, inside ________ ve bedrooms. ________

    also a bathroom. ________ a big living room with

    a TV.________ a small garden with many owers.Gonzalo: Is there a pool?Tony: Yes, ________ one next to the gym.

    9 22 First only listen and then listen and repeat.

    a. These words.

    living-room • dining-room • bedroom • bathroom

    b. These sentences.

    This is my house. This is my bedroom. This is the living room. This is the dining room. This is my bathroom.

    10 Your house.

    a. Circle the correct alternatives for your house or at.b. Exchange notebooks with a partner. Write your name and circle the correct alternatives.

    You Your partner

    Location Santiago – a region Santiago – a regionSize Big - medium sized - small Big - medium sized - sm

    Bedrooms One - two – three – four One - two – three – fouBathrooms One – two – three One – two – three

    Objects in living-room sofa - small table – lamps – chairs – pictures sofa - small table – la

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    HOUSES

    1.

    2.

    4.

    5.

    3.

    L e s s o n

    2

    Before listening

    1 Match the names to thepictures.

    A two-storey house

    A big house

    A at

    A small house

    A semi-detachedhouse

    2 Look at the pictures and tick(✓ ) big, medium-sized or small.

    Big Medium-sized Small

    A big houseA two - storey

    houseA semi -

    detached houseA small house

    A flat

    3 Answer in your group.

    Is your house big, small ormedium-sized ?

    What colour is your house?

    4 Look at the owers and trees inthe picture. Make a list of thecolours you see.

    5 Guess what the nextconversation is going tobe about.

    a. Houses b. Flats c. Schools

    IN THIS LESSON YOU WILL:

    • listen and show comprehension of instructions.• listen and demonstrate comprehension of conversations about houses.

    • identify and recognise some colours in English.• identify and repeat English sounds.• write and reproduce a short dialogue about houses.

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    Listening

    6 24 Listen and check your prediction in Exercise 5.

    7 24 Listen and circle the correct alternative.

    Age of the house Size ColourSusan’s new / old small / medium / big white / grey / Tony’s new / old small / medium / big white / grey /

    Susan

    Tony8 24 Listen again and write the number of rooms.

    Bedrooms Bathrooms

    Susan ____ ____

    Tony ____ ____

    9 24 Who said the sentences, Susan or Tony? Listen again, and tick the corresponding box.

    Susan Tony

    a. What colour is your house?

    b. What colour is it?

    c. Wow! That’s really big?

    10 24 Listen again and draw the map of each house.

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    After listening

    11 25 First only listen, and then listen and repeat these sentences.

    There is a garden. There are owers in the garden.

    There isn’t a garden. There aren’t any owers in the garden.

    12 26 Listen and circle the correct answer. Then, practise with a partner.

    A: Is your house big?B: Yes, it is / No, it isn’t.A: Is there a garden in your house?B: Yes, there is. / No, there isn’t.A: What colour is your house?B: It is white / black / grey / green / blue / red / etc.

    13 Write about your house. Then, draw and colour a map of your house.

    I live in a _________________ (house / at). It is a _________ house / at (size), and it

    is (colour). In my house / at, there are ________________ bedrooms and

    ___________________ bathroom(s).

    14 Play Draw and guess in your group.

    a. Write the names of different types of houses.b. Get together with another group.c. Give one of your cards to a member of the other group.d. That student must draw the house on a piece of paper.e. The other members of his / her group guess the type.

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    Use Exercise 12 as a model and create similar dialogues about these pictures.

    P R O E C TJ

    House for rent 1. Invent a poster of a house or at for rent.2. Include location, size, number of rooms,

    facilities and e-mail address.3. Display it in your classroom.

    This house is new and

    there’s a very big garden with trees andflowers at the back.

    Self EvaluationSelf Evaluation I can name three places in a house:__________ , __________ , __________ .

    I can name three objects of my house:__________ , __________ , __________ .

    Tick according to your performance.

    YES MM NO

    F U N F U N

    1 5

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    FAMILIES

    46 forty-six

    L e s s o n

    3

    Before reading

    1 Look at the picture and circlethe words associated with it.

    father familieschildren brother

    small books the USAliving-room mother

    sofa sister

    2 Choose and underline themembers of a typical family.

    3 Look at the pictures andpredict the topic of the text.

    a. A picnic.

    b. A family.c. A classroom.

    4 Look at the rst two lines of thetext and circle the cognates.

    father / brother sister / mother

    sister / brother sister / brother

    P E D R O AN T O N I A

    J O S É M I G U E L L U I S A

    IN THIS LESSON YOU WILL:

    • read and demonstrate comprehension of a short letter.• identify and recognise family members.

    • complete a text about your family.• make a family tree.

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    Hello, English Village,

    This is a picture of my family. This photo was

    taken in the garden of our house in Quilicura.My father’s name is Juan; he is a big man, niceand gentle. My mother’s name is Francisca;she’s beautiful and friendly.

    I am in the middle there. The boy is my brotherMiguel, he’s eight years old, and the little girlis my sister Margarita, she’s five years old. Inthe picture, you can see a special member ofmy family, my dog Fido; he is three years oldand I am twelve years old.

    Greetings,

    Lucía

    Reading

    5 Read the text and check your prediction in Exercise 3.

    6 Tick (✓ ) the correct alternative.

    a. The letter is from Lucía to

    the director her friends The English Village

    b. Margarita is Lucía’s

    dog mother sister

    7 Read Lucía’s letter and complete the family tree.

    _______________

    _______________

    _______________

    _______________ _______________

    _______________8 years old

    _______________

    _______________Francisca

    _______________

    _______________

    father

    27

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    Richard (brother)

    Tom (brother) father

    mother

    Jenny(sister)

    Mary(sister)

    After reading

    8 28 First only listen and then listen and repeat these sentences.

    My father’s name’s George.

    My mother’s name’s Helen.

    My brother’s name’s Michael.

    My sister’s name’s Alice.

    LANGUAGE FORM Possessive‘s 1. Notice these examples from the text.

    My father’s name is Juan. / He 's eight years old.2. Which of these indicates possession? Which of these indicates the verb to be?3. Find more examples in this lesson.

    9 Look at the picture and tick T (true) or F (false).

    T F

    a. Mary is Tom’s sister. ____ ____

    b. Mary is Jenny’s mother. ____ ____

    c. Mary is Richard’s sister. ____ ____

    d. Mary is Tom’s mother. ____ ____

    10 Complete this paragraph about a family or an imaginary family. Indicate relationships and ages.

    There are ________________ (1/2/3/4/5/6) people in my family. My ________________,my ________________, my ________________ and my ________________. My ________________

    name is ________________, my ___________________ name is ________________, mybrother ________________name is ___________________, my sister ________________ name is ________________. My brother is ________________ years old and my sister is________________ years old.

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    11 29 Read and listen to a description of a family. Then, change the underlined parts withinformation about yourself. Practise saying the description to your partner.

    My father’s name is Allan; he’s 40years old. My sister’s name is Susan.She’s 12 years old. This is my brotherBen; he’s 5 years old, and this is me!My name’s Dan and I’m 10 years old.

    Draw your family in the box above. Then, make your own family tree including namesand relationships.

    Self EvaluationSelf Evaluation I can write three cognates.__________ , __________ , __________ .

    I can write a sentence describing amember of my family._______________________________ .

    Tick according to your performance.

    YES MM NO

    People around me1. Work in pairs.2. Find names in English in your class,

    family, friends, or the T.V.3. Write a list, specifying who they are

    (brother, father, friend, etc).4. Share your information with the class.

    P R O E C TJ

    _________________

    _________________

    _________________

    _________________

    _________________

    _________________

    _________________

    _________________

    _________________

    _________________

    _________________

    _________________

    1 2

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    teacher

    constructor

    nurse

    doctor

    dentist

    policewoman

    shop assistant

    L e s s o n

    4

    Before listening

    1 Look at the picture. Do youknow these jobs? Does anymember of your family haveone of these jobs?

    2 Match the words and thenumbers. Use the colour code.

    15

    16

    17

    18

    19

    20

    30

    35

    40

    50

    twenty fifty seventeen

    sixteen fifty nineteen

    thirty- five forty eighteen

    3 You will hear some peopletalking. Guess the type of textand tick.

    a. A face to face conversation.b. A class.c. A telephone conversation.

    50 fifty

    JOBS

    IN THIS LESSON YOU WILL:

    • identify and recognise occupations in English,connecting them to images.

    • listen and show comprehension of a text aboutfamily and occupations.

    • listen and identify numbers in English.• practise and produce dialogues about occupations.

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    4 30 Listen and check your prediction in Exercise 3.

    5 30 Listen to Susan and Tony and write the ages.

    a. Susan’s brother Henry is ____ years old.b. Susan’s sister Rita is____ years old.

    c. Tony’s brother Peter is ____ years old.

    d. Tony’s brother George is ____ years old.

    6 30 Listen to Susan and circle the correct information.

    a. Susan is a future nurse / dentist.

    b. Her father is a doctor / constructor.

    c. Her mother is a teacher / doctor.

    d. Her brother is in medicine / law school.

    e. Her sister is in primary / secondary school.

    7 30 Listen to Tony and complete the sentences with the information in the pictures.

    a teacher a constructor an engineer

    Tony’s father is ____________________ , his mother is ____________________ , his brotherPeter is in secondary school, and his brother George is ____________________ .

    8 30 Listen again and number these sentences in the order you hear them.

    a. I also have a sister. ____ b. I have a brother. ____c. It’s tea time now. ____d. That’s correct. ____e. What about your father? ____f. What’s her occupation? ____

    Listening

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    After listening

    LANGUAGE FORM Asking about occupations 1. Notice these questions from the text. What’s your father’s job? What’s your mother’s job?

    2. Discover how to ask abouta. your partner’s job. (his / her)b. your partner’s sister’s job. (her job)c. your partner’s brother’s job. (his job)

    9 31 First only listen, then listen again and repeat.

    actor actress artist carpenter doctor dentist engineer guard journalist

    lawyer miner nurseoptician policeman police womanreceptionist secretary shop assistant social worker vet writer

    10 Complete the cards about members of your family.

    N AM E:

    AG E: O C C U PA TIO N

    N AM E :

    AG E : O C C U P AT I O N

    N AM E:

    AG E: O C C U PA T IO N

    11 32 Listen and repeat the dialogue below.

    A: What’s your father’s occupation?

    B:He’s a shop assistant.

    A: What’s your mother’s occupation?B:She’s a receptionist.

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    12 In pairs, talk about the jobs of the members of your family. Use the model in Exercise 11 ,changing the parts underlined.

    A: What’s your __________ job?

    B: He is a _______________________________________ .

    A: What’s your __________ job?

    B: She’s a _______________________________________ .

    1 3 Complete the family tree with the names of the members of your family.

    P R O E C TJ

    My family 1. Bring a photograph of your family.2. Stick it on a piece of colour cardboard.3. Label the people with name, occupation,

    age, etc.4. Show it and introduce the people to

    your class.5. Ask and answer questions about the people.

    He’s my brotherTommy; he is in

    prison, but I am

    sure he is innocent.

    Grandfather: __________

    Aunt: __________

    My sister: __________ Me: __________ My brother: __________

    Uncle: __________ F: __________ ___________ Mother: __________

    G _____________ : __________

    Self EvaluationSelf EvaluationI can answer:

    My sister is my __________ ’s daughter.

    My ideal job is ____________________ .

    Tick according to your performance.

    YES MM NO

    F U N F U N

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    FINAL TESTFINAL TESTReading

    1 Read the text and write T (true) or F (false).(4 marks)

    a. ____ Family always love us.b. ____ Some children do not live with

    a family.c. ____ SENAME gives orphans a home,

    food, and clothes.d. ____ Orphans have a family.

    2 Find at least four cognates in the text andwrite them down (4 marks)1. ________2. ________ 3. ________4. ________

    3 Write a letter to your family, saying howmuch you love them, and inviting them tothe English Village to see you. (3 marks)

    Do y ou li v e with y our f amil y ? Can y ou imag ine a life without them? This is the case of man y orphans in the world and in our countr y .People ta ke f amil y f or g ranted , but it is a blessing , a g if t of lif e , e v en if y ou li v e just with y our mother, father , or g randparents. When we are ang r y , sad , or happ y , the y will al wa y s be there to support y ou and

    lo v e y ou. In Chile , orphans and a bandoned children g o to the SEN A ME centres , where the g o v ernment pro v ides them with a home , f ood , and clothes.Ho we v er , what the y cannot g i v e them is their real f amil y . So , when y ou g et ang r y at y our mum , dad , sister , or g randparents , remem ber that the y lo v e y ou and all the y want is g ood thing s for y ou!

    Family is a gift

    Dear family ,

    33

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    Listening

    4 34 Listen to the text about a house

    description and ll in the missing words. (6 marks)

    Cody: Hello, Jenny!

    Jenny: Hi, Cody! Is thisyour (a.) _______ ?

    Cody: Yes, it is.

    Jenny: How many (b.) _______ are there?

    Cody: There are four bedrooms,(c.) _______ bathrooms, a kitchen,and (d.) _______ pool in the garden.

    Jenny: Really?

    Cody: Yes! Here is a (e.) _______ .

    Jenny: It is (f.) _______ ! Congratulations!

    Cody: Thank you!

    5 Write the name of the type of house beloweach picture. (5 marks)

    ____________

    ________________________

    ________________________

    Total score: 22 marks

    Speaking

    6 Work in pairs. Roleplay the conversation

    with the pop star Cody Simpson.Great! Not too bad! Help!

    Check with your teacher and find your leve0 to 11correctanswers

    HELP! An important part of contents has not beencompletely understood.Study, get some help, anthen do the exercises

    again.12 to 19correctanswers

    FAIR You have been able tounderstand an importantpart of the contents;however, there are stillsome you need toconsolidate. Correct the wrong answers. You canask for help if you wantRevise the contents. You

    can do much better!20 to 22correctanswers

    EXCELLENT You have learnt aalmost all the contents ithe unit. Very good! Keeup the good work!

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    LEARNING OBJECTIVESReadingYou will use different strategies to read and understand

    • a menu.• a magazine article about healthy and junk food.

    ListeningYou will use different strategies to listen and understand• an interview extract.• a dialogue about food.

    Oral expressionYou will

    • reproduce dialogues.• practise English sounds.Writing expressionYou will• write a menu.• write about the benets of having healthy food and thconsequences of having junk food.

    U n

    i t 3

    FOOD AND HEALTH

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    LET’S GET READY!1. What’s your favourite food?2. Where are the people in the picture?3. Make a list of the food you see in the

    picture. Do you like it?

    fif ty -seve n

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    U n

    i t 3

    What do you know?

    58 fifty-eight

    THE WEEKLY MENU L e s s o n

    1

    1 Make a list of the fruit and vegetablesyou can name in English.

    a. .

    b. .

    c. .

    d. .

    2 What are the names of these dishes?

    a. .

    b. .

    c. .

    d. .

    LUNCH L e s s o n

    2

    1 Match the words to the pictures.

    a. Cake

    b. Juice

    c. Pizza

    d. Hamburger

    2 Copy the following days of the weekin order.

    1. .

    2. .

    3. .

    4. .

    5. .

    6. .

    7. .

    Friday

    TuesdaySunday

    Thursday

    Monday

    Saturday

    Wednesday

    i.

    ii.

    iii.

    iv.

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    HEALTHY FOOD V/S JUNK FOOD L e s s o n

    3

    1 Complete these names.a.

    c.

    b.

    d.

    B__ __ a __

    V __ __ __ m __ __ s

    __ a __ __ r

    __ __ g __ r

    2 Complete the dialogue with healthy food.

    AT THE ENGLISH VILLAGE KIOSK L e s s o n

    4

    1 Match the food to the correct group.

    Healthy food

    Junk food

    2 Write the correct number.a. Eighty ________________

    b. Sixty ________________

    c. Fifty ________________

    d. Seventy ________________

    Hi, Francisco!I ________ It’s veryhealthy,and so is yours

    Hi, Cody! I’m having_____ for lunch.What about you?

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    L e s s o n

    1

    3 Have a quick look at the menuon the next page. How manycognates can you nd?

    4 Look at the picture on the leftagain. Try to predict what foodis served on different days ofthe week.

    1 Find and label this food in thepicture.

    ChickenFish

    Mashed potatoesMeat Rice

    Salad

    2 What's your favourite food?Find it in the picture, draw itand label it.

    Before reading

    THE WEEKLY MENU

    60 sixty

    IN THIS LESSON YOU WILL:

    • locate and show comprehension of the information in a menu.• show comprehension of short texts.• produce and reproduce dialogues that talk about food menus.• ll in charts with names of different types of food.

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

    6 Read the text again. Write the day on which they will serve this food.a. Pizza b. Chicken and rice c. Beef and baked potatoes

    _______________ _______________ _______________

    7 Read the menu again and circle the correct answer.

    a. Main course on Thursday? Roast chicken and rice. / Beef and baked potatoes.

    b. Roast turkey served? On Wednesday. / On Friday.

    c. Fresh vegetables? On four (4) days. / On ve (5) days.

    d. To drink with your lunch? Milk. / Milk or fruit juice.

    8 Read the menu once more and complete the names of the desserts.

    a. B__ __ __ __ a __ __ __ __ c. __ __ u __ __ __ __ l __ d

    b. __ __ __e p __ __ __ __ __ __ d. K__ __ __ __ __ __ __ r __ __ __ __

    6s ix ty-on e

    Reading

    CHICKEN SOUP MIXED SALADVEGETABLE

    SOUP

    CELERY ANDAVOCADO

    SALADMIXED SALAD CHICKEN SOUP

    TOMATOSALAD

    BEEF ANDBAKED

    POTATOES

    SPAGHETTIWITH MEAT

    SAUCE

    FISH FINGERSAND CHIPS

    ROASTCHICKEN AND

    RICE

    ROAST TURKEYAND CREAM

    CORNPIZZA

    HAMBURGERAND RICE

    BANANA FRUIT SALAD RICE PUDDING BAKED APPLE PANCAKE KIWI ANDORANGE

    QUARTERS ICE CREAM

    Alternative main course: tuna salad or ham and cheese sandwich. Milk or fruit juice is included.

    39

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    After reading

    9 Classify the food into the different categories.

    10 40 First only listen and then listen and repeat.

    a. the days of the week.

    Monday • Tuesday • Wednesday • Thursday • Friday • Saturday • Sunday

    b. these sentences.

    There's ice cream for dessert on Sunday. There's broccoli salad on Monday. There are chips on Wednesday.

    LANGUAGE FORM The days of the week 1. Read the days of the week as they appear on the menu.2. Notice these examples related to the menu.

    There's banana for desserton Monday.There are sh ngerson Wednesday.

    3. What word do we use before the day of the week?

    Fruit Meat Types Vegetables Otherbanana beef avocado milk

    banana

    milk

    beef

    pancakes

    avocado

    kiwi

    chicken

    rice

    fish

    tomatoes

    lettuce

    oranges

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    P R O E C TJ

    Our school menu1. Prepare a three-day menu for your school.2. Make sure your menu includes healthy

    food and is balanced.3. Use colour cardboard and illustrations.4. Give the cafeteria a name and invent a logo.5. Display the menu in your class.

    11 Choose food from this lesson to create your ideal menu.

    My ideal weekend menu My partner's ideal weekend mSaturday Sunday Saturday Sunda

    Starter

    Main courseDessert

    12 41 Listen and repeat this dialogue.

    A: What's your starter on Saturday?B: Celery and avocado salad.A:What's your main course on Sunday?B: Pizza. And beef and rice on Saturday.

    A: And what's for dessert?B: Baked apple on Saturday and pancakes on Sunday.

    13 Practise the dialogue in Exercise 12 with a partner. Change the underlined parts with yourown preferences. Then, complete the chart in Exercise 11 (My partner’s ideal weekend menu).

    F R U I T A B B FH A M B U R G E RC V E D E F G E IH O A I S J K F DL C T M D N O P AQ A R S A L A D YS D T U Y V W X YZ O J K N P A I S

    Self EvaluationSelf Evaluation I can name three days of the week.__________ , __________ , __________ .

    I can write a sentence about my favouritefood._______________________________ .

    Tick according to your performance.

    YES MM NO

    Find eight words from this lesson in the Word Search puzzle. Highlight the words withdifferent colours.

    1 4

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    LUNCHIN THIS LESSON YOU WILL:

    • show comprehension of food expressionsand collocations.

    • show comprehension of short aural texts.• produce and reproduce short dialoguesabout lunch time.

    • ask for food and make requests.

    L e s s o n

    2

    Before listening

    1 Answer these questions inyour group.a. Is there a cafeteria in your

    school?b. What food do you normally

    order there?

    2 Look at the picture and answer.a. Who are the people in the

    picture?

    b. Where are they?c. What is today's menu?

    3 What do you think thelistening text is going to beabout?

    a. Tutors talking about theirfavourite food.

    b. Tutors talking about today'smenu.

    c. Tutors organising theschool menu.

    4 Tick the group of expressionsyou think will appear in theconversation.

    a. I'm starving.I'm not very hungry.Here is your tray.

    b. Today is Tuesday.A glass of coke, please.I love spaghetti.

    c. Hamburger and rice.Beef and baked.potatoes, please.Pizza, please.

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    Listening

    5 42 Listen and check your predictions in Exercises 3 and 4.

    6 42 Listen again and circle the best alternative.

    a. The conversation is between

    i. a student and a tutor. ii. two students. iii. two tutors.

    b. The dessert looks

    i. delicious. ii. fantastic. iii. great.

    7 42 Number the pictures according to the conversation.

    b.

    MIXED SALAD

    a. c.

    d. e. f.

    8 42 Who said these sentences, Susan ( S), Tony (T), or the waitress (W)?

    a. I'm starving. ______b. Here is your tray. ______c. Here you are: salad, spaghetti and your fruit salad. ______d. Thank you. ______e. What is there for lunch today? ______

    f. The fruit salad looks delicious. ______g. I love spaghetti. ______

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    P R O E C TJ

    My favourite food 1. Find colourful magazine illustrations

    of food.2. Draw a weekend menu on a piece ofcardboard and make a poster showingyour favourite and non-favourite food atthe weekend.

    3. Make sure you include starters, maincourses, and desserts.

    4. Display your poster in your classroom.

    Self EvaluationSelf Evaluation I can say what food I don’t like.____________________________ .

    I can order food: Can ____________________ , please?

    Tick according to your performance.

    YES MM NO

    1 3 Complete the information card about yourself and your preferences in food.

    12 Form collocations with words from A and B. Write them under the corresponding picture.

    ___________________. ___________________. ___________________.

    A B fruit jellystrawberry juice

    tuna salad

    Name: ___________________.

    Age: ___________________.

    I like: ___________________.

    I don’t like:___________________.

    (Draw orpaste a photoof yourself)

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    R E J E C T

    E D

    A P P R O V E D

    HEALTHY FOODV/S JUNK FOOD

    IN THIS LESSON YOU WILL:

    • show comprehension of a magazine article about healthyfood and junk food.

    • show comprehension of dialogues and short written texts.

    • complete charts to classify healthy food and junk food.

    68 sixty-eight

    L e s s o n

    3

    Before reading

    1 Write a list of the snacks youusually have at school. Classifythem into approved or rejected according to the picture.

    2 Guess the meaning of junk food and healthy food. Classifythe food from the kiosks intothe following categories.

    A P P R O V E DHealthy

    food R E J E C T E DJunk

    food

    3 Match the words in A withtheir Spanish equivalent in B.

    A Bcavities

    environment

    fats

    flavor

    cariesgrasasmedio

    ambientesabor

    4 Underline the cognates in thetext on the next page.

    5 Have a quick look at the text.Predict the type of informationyou will nd.

    a. Approved and rejected food.

    b. A list of food and drink.

    c. Denitions of junk andhealthy food.

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    Reading

    6 Read the magazine article and check your prediction in Exercise 5.

    7 Read the article again and tick the correct information.

    a. Healthy food contains

    fats and sugar. bres. food additives.

    nutrients. vitamins. water.

    b. Junk food can produce

    dental problems. diabetes. food problems.

    heart problems. school problems. weight problems.

    8 Read the magazine article again and circle the correct option.

    a. A healthy diet maintains / contains good health.

    b. Water / Sugar is important in the diet too.

    c. A healthy diet has / is vitamins and ber.

    THE ENGLISH VILLAGE MAGAZINE

    Junk food is food with poor nutritional value. Junkfood contains fat, salt, or sugar and food additives; itdoes not have proteins, vitamins, and bre. It ispopular because it is easy to buy; it requires little orno preparation and has lots of avour. Consumptionof junk food is associated with obesity, heartproblems, Type 2 diabetes, and dental cavities.

    Healthy food improves or maintains good health.A healthy diet has nutrients from all the foodgroups, especially fruits and vegetables, and itincludes an adequate quantity of water. A healthydiet contains vitamins and bre. It is important toeat healthy food to maintain good health.

    45

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    9 Classify the words.

    additives cheeseburger fats fibre fruit nutrientssalt sugar vegetables vitamins

    10 46 Listen and repeat.

    a. these words.

    health healthy unhealthyb. this tongue twister.

    Thelma and Theo eat healthy, not unhealthy food.

    11 47 Learn and say this poem.

    Peter, Peter, Pizza-Eater by Bruce Lansky

    Peter, Peter, pizza-eater,How I wish that you were neater.

    Half the pizza's on your shirt.Clean the mess, or no dessert.

    Junk

    Healthy

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    Self EvaluationSelf Evaluation I can say why healthy food is good for me.____________________________ .

    I can say why it is not good to eat junk food.____________________________ .

    Tick according to your performance.

    YES MM NO

    P R O E C TJ

    Junk v/s healthy 1. Prepare a poster for your school.2. Divide it into two parts, junk food and

    healthy food. Represent each part with aninteresting illustration.

    3. Draw some food and use the vocabularyyou learnt in this lesson.

    4. Display the poster in your school.

    1 4 Write a short list of the benets of having healthy food and of the consecuences ofeating junk food. Check your list with your teacher.

    LANGUAGE FORM Simple Present (3 rd person)

    1. Read these examples from the text.a. Affirmative sentences Healthy food contain s nutrients

    It requires preparation.b. Negative sentences Healthy food doesn't contain additives. It doesn't contain lots of sugar.

    2. Find more examples in the reading text.

    12 Put the words in order to form correct sentences.

    a. doesn't / a chocolate bar / preparation / require

    b. has / vitamins / Fruit / bres / and

    c. eat / Michelle / junk food / does not

    d. contains / Milk / nutrients

    13 Complete this summary of the reading text on page 69 .

    Junk food is not good because it has fats, __________________ , or __________________ .

    Healthy food is balanced because it contains vitamins from all the _________ groups.

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    Before listening

    1 Look at the illustration.

    a. Who are the people inthe picture?

    b. Who is speaking?c. Where are they?d. What are they doing?

    2 Read the items in this chart.a. Find them in the picture.b. Tick the food you usually

    buy at the kiosk.c. Tick the healthy food.

    The food Iusually buy

    Healthyfood

    biscuitscakes

    celery andcarrot stickschocolate

    crispsdipsfresh cheesefresh fruitfruit juicehot-dogsice cream

    milksandwiches

    soft-drinkssweetsyoghurt

    3 The following text is going to beabouta. a competition.b. a new kiosk.c. food prices.

    72 seventy-two

    AT THE ENGLISHVILLAGE KIOSK L e s s o

    n 4

    IN THIS LESSON YOU WILL:

    • show comprehension of aninterview extract about anew healthy food kiosk.

    • show comprehension ofshort aural texts.

    • complete charts anddialogues with specicinformation.

    • Express prices.

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    4 48 Listen and check your prediction in Exercise 3.

    5 48 Copy the list of food items in Exercise 2 into your notebook. Listen again and tick thefood you hear.

    6 48 Listen again. Cross out the items that you can't nd in the kiosk.

    7 48 Listen again and underline the correct option.

    a. At the Village kiosk, you can buyhealthy / junk food.b. We have nice and delicious fruit / yoghurt.c. We have nice red / green apples.d. We are also selling fresh vegetables / cheese.

    8 48 Listen and ll in the blanks with one of these words.convenient healthy normal products students

    This is not a_____________ kiosk, this is a_____________ food kiosk. We only sell healthy_____________ to our _____________ and the prices are very _____________ .

    9 48 Listen once more. Draw and colour ve items of healthy food and three items of junk foodmentioned.

    Listening

    Healthy food Junk

    food

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    11 50 Listen to this model dialogue and then listen and repeat.A: What do you want, please?B: I want a yoghurt, please.A: It's $150. Here you are.B: Thank you.

    P R O E C TJ

    A kiosk poster

    1. Make a list of your favourite healthy food.2. Make a list of your favourite junk food.3. Make a kiosk poster with these categories

    on a piece of cardboard.4. Add the real prices in Chilean pesos.5. Display in your classroom.

    Self EvaluationSelf Evaluation I can offer food.

    ____________________________ . I can say the price of some food.__________ , __________ , __________ .

    Tick according to your performance.

    YES MM NO

    A fork!

    F U N F U N

    What's thebest thing to

    put in a pie?

    1 2 Now practise the dialogue with your partner. Use the healthy food in the picturesand invent the prices.

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    FINAL TESTFINAL TEST

    1 Are these statements true (T) or false (F)?(5 marks)

    a. ____ It is important to eat healthy food.

    b. ____ We have to eat a lot of salt.

    c. ____ We must not drink water.

    d. ____ We must never skip breakfast.

    e. ____ We only have to eat healthyfood in summer.

    Language

    2 Circle the words that are fruits. (3 marks)

    a. orangeb. strawberry

    c. tunad. applee. tomatof. potato

    8 tips to stay healthy! To prefer healthy food and have a balanced diet is importantto keep healthy, and it can help you to feel great. It is easy.Just follow these fabulous eight rules to start off with.• Base your meal on starchy food, like bread and pasta.• Include a lot of fruit and vegetables.• Add more fish to your diet.• Cut down on the excess of fat and sugar.• Cut down o