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1Jean Denise Salazar WolfeEliseo Gustavo Ramírez Toledo
EnglishEn
glis
h
1
Secundaria 1
English1
1
El libro English 1 es una obra colectiva, creada y diseñada en el Departamento de Investigaciones
Educativas de Editorial Santillana, con la dirección de Clemente Merodio López.
Jean Denise Salazar WolfeEliseo Gustavo Ramírez Toledo
2
El libro English 1 fue elaborado en Editorial Santillana por el siguiente equipo:
Edición: Margarita Javiedes Romero y Nelly Pérez IslasAsistente editorial: Rosalinda Bazán HernándezCoordinación editorial: Roxana Martín-Lunas RodríguezRevisión técnica: Eduardo Benitez SánchezCorrección de estilo: Eduardo Benitez Sánchez y Nelly Pérez IslasDiseño de portada: José Francisco Ibarra MezaIlustraciones de personajes de portada: Carlos Velez, Tania JuárezDiseño de interiores: Alicia Prado Juárez y Eliete Martín del Campo TreviñoDiagramación: Alicia Prado JuárezCoordinación de Iconografía: Germán Gómez LópezIconografía: Eliete Martín del Campo Treviño y Miguel BucioIlustraciones: Luis Sopelana, Judith Meléndez, Alejandro Zárate, Carlos Vélez, Tania Juárez, Israel Ramírez, Humberto GarcíaFotografía: Rocío Echávarri Rentería, Archivo Santillana, Jupiter ImagesFotografías páginas 160: Gregg Newton. (C) Reuters 1998Gerencia de Internet y Multimedia: Arturo Mercenario Pérez NegrónEstudio de grabación: Sonica Audio
Editora en Jefe de Secundaria: Roxana Martín-Lunas RodríguezGerencia de Investigación y Desarrollo: Armando Sánchez MartínezGerencia de Procesos Editoriales: Laura Milena Valencia EscobarGerencia de Diseño: Mauricio Gómez Morin FuentesCoordinación de Arte y Diseño: José Francisco Ibarra MezaCoordinación de Iconografía: Germán Gómez LópezCoordinación de servicios electrónicos: Víctor Vallejo PaquiniDigitalización de imágenes: José Perales Neria, Gerardo Hernández Ortiz y María, Eugenia Guevara SánchezFotomecánica electrónica: Gabriel Miranda Barrón, Benito Sayago Luna y Manuel Zea Atenco
La presentación y disposición en conjunto de cada página de English 1 son propiedad del editor. Queda estrictamente prohibida la reproducción parcial o total de esta obra por cualquier sistema o método electrónico, incluso el fotocopiado, sin autorización escrita del editor.
D. R. © 2006 por EDITORIAL SANTILLANA, S. A. DE C. V.Av. Universidad 76703100, México, D. F.
ISBN: 978-970-29-1636-9Primera edición: julio, 2006Primera reimpresión: mayo, 2007Segunda reimpresión corregida: abril, 2007Tercera reimpresión: septiembre, 2007Cuarta reimpresión: marzo, 2008
Miembro de la Cámara Nacional de la Industria Editorial Mexicana. Reg. Núm. 802
Impreso en México
Jean Denise Salazar Wolfe
Eliseo Gustavo Ramírez Toledo
3
> PrEsEntation
to the teacher
The way we teach foreign languages, particularly English, has changed radically over the last thirty years. Today, classroom dynamics are enriched with a host of innovative technical and methodological considerations.
English 1, is student-centered as well as teacher-friendly. It follows the methodology established in the official program and offers the five thematic units plus an Introductory unit to be covered during the 1st grade in Secondary school. The units have been designed in modules of three lessons each; the number of lessons agree with the amount of teaching sessions that conform a school year. A lesson can be covered in a 45-50 minute-class period, nevertheless the timing devoted in each unit is flexible and will depend on the needs of every group.
The units in English 1 offer the following:
Unit Modules LessonsIntroductory 2 6
1 6 182 8 243 7 214 10 305 7 21
The modules, which shape the programmatic basis of this textbook, follow three stages:
• Connecting: introduces students to the topic, the specific notions of language and the communicative functions to be developed throughout the unit.
• Chatting: engages students to practice what they’ve learned while transferring language concepts to their own reality.
• Downloading: promotes critical thinking skills development and increases accuracy and fluency through oral and written activities.
A more detailed description of what each stage offers is included in the following section Meet Your Book! (page 4)
English 1 also offers you the following supplementary material:
• Audio CD: aimed to help you engage your students to practice pronunciation and to develop listening strategies. Includes all listening activities such as dialogs, chants and readings.
• Teacher’s Edition: aimed to help you plan and optimize your teaching strategies. It offers a front matter that reviews the methodology to be followed; a detailed lesson plan for each week in the school year; ten term exams -two different evaluations per bimester (A and B); all Student book pages with overwritten answers and teaching suggestions, a Grammar Reference and the audio scripts.
We are sure that English 1 will be a highly successful tool for you and your students throughout the school year.
to the student
Welcome to English 1, designed to be your companion during your first course in English in Secondary school. This book is aimed to help you enjoy the learning process of the new language while developing useful strategies to start understanding and communicating in English.
English 1 is organized in modules of three lessons each that offer a variety of activities that will help you acquire basic vocabulary and fixed expressions in order to communicate in English with your classmates and teacher during your foreign language class and to start understanding the language in magazines, songs, TV programs, movies, Internet, games, etc., in things and activities of your interest. Throughout the book, you will also become familiar with different kinds of texts and use them for personal and limited purposes.
A very important issue about learning a foreign language is to acquire confidence in using a limited range of structures and vocabulary so as to speak or write about yourself and/or others. Therefore, English 1 helps you to develop self-confidence and some basic strategies at learning the language. You will find different activities in the book that engage you to understand, think, produce and reflect on how to use the language properly in familiar situations. You will also have lots of practice and fun while working and developing the four skills you need to start managing the new language: speaking, reading, writing and listening. To help you develop this last skill in an easier way, an audio CD is included in your book. A detailed description of the way to approach a unit, what each lesson offers and what you will find in the last sections in your book is included in the section: Meet Your Book!
Finally, we invite you to enjoy every moment of your English course and every page in this book; and we wish you the best of luck throughout this school year!
Denise and Gustavo
4
> mEEt yoUr book!
APProACHING A UNIT
Let’s all Plug in and start reading about what each unit in this book offers for you to approach English with enthusiasm and succeed at learning and using the language in daily life situations. Each unit offers three main components: Unit Presentation, Unit Modules and Unit Review.
◗ Unit Presentation: It’s a two-page spread where you will find the following:On the left-hand-page:• Pictionary: illustrates in a context, the main vocabulary to learn in the unit.On the right-hand-page:• Unit title: establishes the theme and context of the social practices.• Purpose and Social Practices: a clear overview of what language concepts
you will learn throughout the unit and how to use them to interact in communicative situations.
• My Personal Predictions and a Pre-Unit Investigation: an invitation to browse through the unit to find relevant information about the social practices and functions you will learn in the unit.
◗ Unit ModUles: According to the number of sessions in each bimestrial term, you will find a different amount of modules per unit. However, each module always includes the following three lessons aimed to enable you to connect, learn and apply English to your interest and needs:
• Connecting: Introduces you to the main topic of the module through an illustrated dialogue or short text to engage meaningful comprehension of language and functions. Practice on reading, listening, speaking and writing for you to produce some performance evidence follows along and finally, you finish the lesson focusing on developing strategic competences and reflecting on how you can apply language. This lesson always includes:a. Words and Expressions: where you learn, reinforce and apply the main
vocabulary in the lesson.b. Your Turn!: where reflection, application and transferring of knowledge is
performed in your own personal context.• Chatting: It encourages you to practice and extend language in a different
context Through this lesson your performance evidence will be stronger and will engage you to consolidate communication in the foreign language. This lesson includes:a. Focus!: a task aimed to help you understand and consolidate grammatical
structures being learned in the lesson through practice activities that are correlated to the Grammar Reference found at the end of the book.
• Downloading: it is the third and last lesson in each module. Here, you will find new contexts that will enable you to apply your knowledge to daily and familiar life situations while producing performance evidence, developing different strategic competences and reflecting on how to use the language accurately. This lesson always concludes with a Your Turn! activity.
Throughout each module, you will also find the following activities flagged with specific icons that tell you what the final purpose of the task is:
ERICK: Hi, Sully. you?
SULLY: Erick. I’m fine thanks, and you?
ERICK: fine too, thanks.
MR. TAYLOR: Good afternoon, Mr. Suárez. How do you do?MR. SUÁREZ: I’m fine, thank you, Mr. Taylor. And you?MR. TAYLOR: I’m fine, thank you, sir.
ERICK: Hi, Óscar. How are you?ÓSCAR: Good morning, Erick, I’m fine thanks, and you?ERICK: I’m fine too, thanks.
SULLY: Good morning, Mr. Taylor.MR. TAYLOR: Good morning, Sully.SULLY: May I come in?MR. TAYLOR: Yes, of course!
ÓSCAR: Mr. Taylor. How do you do?
MR. TAYLOR: Fine thanks, Óscar, and ?
ÓSCAR: I’m fine too, sir, .
a. Good morning b. Good night
a. I b. you
a. thanks b. hi
a. How are b. Who are
a. Good morning b. Good afternoon
a. I’m b. You are
a
window
book chalkblackboard desk (student) desk (teacher)
door janitor marker notebookeraser
pen pencil sharpener principal
ruler
principal’s office
student studentsschoolbag school
SCHOOL
pencil case
classroom
pencil
teacher
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z
Read the instructions for activities 1 and 2. Underline the action word (verb) in each sentence and rewrite them on the lines below. Follow the example.1. Look and . .2. . and . and stand up.Answer the question: What are these sentences for? They give you an order or an . These sentences are imperatives. (Look up the Grammar Reference section-page 230 for more information)
D
ERICK: Look at these ads, Óscar! Do you like X-treme sports?
ÓSCAR: They’re fantastic! I love mountain biking a lot, and you?
ERICK: Well, I don’t like mountain biking but I like hiking a lot with my family.
ÓSCAR: Hiking? No, I don’t like hiking, I prefer water sports, I love kayaking!
ERICK: Kayaking? What about exploring?ÓSCAR: Yes! I love exploring, too.
You: Look at the ads (name of a friend)! Do you like X-treme sports?
Friend: They’re horrible! I hate hiking, and you?
My sister and I come to school on weekdays. I take
classes from 8:00 a.m to 2:00 p.m.
My mom picks us up at school
at 2:00 p.m.
We get ready for bed every night around
9:00 p.m.
I take extra math classes in the afternoons.
I take a shower and brush my teeth every
day at 6:30 am.
My sister and I are twins. My father takes us to school
everyday at 7:00 a.m.
“It’s a quarter past seven.” is in:
Lesson page
The expression: “What’s the time?” is in:
Lesson page
A chart of Óscar’s daily routine is in:
Lesson page
A reading: “Laika the astronaut” is in:
Lesson page
My Personal English File is in:
Lesson page
My Personal Weekly Time Table is in:
Lesson page
The Time Line using: sometimes,
usually, never, always, and often is in:
Lesson page
Belem Guerrero’s biography is in:
Lesson page
“The Western Gorilla” is in:
Lesson page
1. I think that this unit is about:
a. Leisure activities.
b. Classroom activities.
c. Daily activities and routines at home and at school.
The purpose of this unit is to enable students to describe actions that happen daily or periodically in their life or in the life of people and animals they are interested in.
Giving and obtaining factual information of a personal and non-personal kind.
4.1. Asking and telling the time.
4.2. Asking for and giving information about everyday activities.
5
Partner: You: Partner: You: Partner: You: Partner:
My state is: In this state there are
1. Locate the places on a map.2. What is there to see and do in these places?3. How can you get to these places?4. Are these traditional or modern places to visit?
SeemsActually
NeighborhoodSee you later!
Watch out!Drugstore
Till you hit (street)Self-Access Center
General information on the place (name, address, phone number).Party schedule.Party goods you have to take to the place.A very well designed and interesting map to locate the place. Include nearby places and mark them on the map.A list of people to contact for this event.
1
16
15
14
13
12
2
11
3
10
4
5
6
7
8
9
How many students are there in the classroom
now?
How many sandwiches are
there in the picture?
How many chairs are there in the
picture?
How many boys are playing this
game now?
How many teachers are there in their
classrooms now?
How many dogs are chasing cats in the picture?
How many cats are there in the
picture?
How many girls are wearing a
sweater right now?
How many clocks are at five o’clock
in the picture?
How many clocks are there in the
picture?
How many girls are there in the classroom now?
How many students are
wearing glasses right now?
How many soccer balls in backpacks
are there in the picture?
How many classrooms and labs are there in
our school?
How many people live in your house?
Name them.
How many books and notebooks
are you carrying today?
Are some friends that you want to meet?Vacation time is coming soon, and there lots of things to do.
There are many sitesFor you to visit enjoy
your to come alongAnd don’t forget to have some !
Where these ? How can you get there?Take the bus, ride a bike, get a plane behind the clouds.
Between the waves on a boat,Just surf the ocean and you go!
, is here to stay , we meet again.
yourself and don’t forget School’s a place where English is !
D
• Portfolio: for these activities, we suggest using a notebook and dividing it into three sections: a) Dossier: in this section, you save the activities where you produce new texts: dialogues, descriptions, chants, e-mails, and all the Print Out lesson activities such as: posters, invitations, brochures, etc. b) Language: where you can include the language entry activities described below and that will help you consolidate understanding of new words; and c) Personal section, for you to write the information that interested you the most from the unit (friend’s information, your own experiences, etc). These activities are only suggestions of what can be kept as Portfolio activities and are aimed for reviewing and reinforcing purposes. However, you and your teacher are free to choose the activities you may want to use for a Portfolio purpose.
• Language: stands for every dictionary entry in the book. Each entry is correlated with the colored word printed in the body of the lesson to facilitate comprehension and use of vocabulary. An example using the word in a sentence is included in each language entry. We invite you to look up the word in your dictionary to find more definitions. Finally, there’s an activity for you to consolidate the use of he word in a written way. You can do this activity as part of your portfolio work and keep it in the Language section for further reference and practice.
• Blog: where you will find tips to help you develop strategies to use and apply the language in an easier way, as well as to raise awareness of the differences or similarities between English and Spanish.
◗ Unit review:Each unit ends with six lessons which are intended for reviewing and consolidation purposes of what you learned in the unit.• Wrapping Up! aimed to review and consolidate the language
introduced in the unit.• Print out: offers you the opportunity to work in small groups, to have fun
creating a hands-on-activity and to produce written samples of work based on the different topics included in the unit. This activity is time-flexible, depending on the needs of the group and on your teacher’s instructions. You can start at school, finish it at home and bring it in the next class to share and comment with the rest of your group and with your teacher.
• Time for Culture and Fun: fun way for using language! This lesson always includes a game where comprehension and application of the language is done in an interactive way.
• Tuning Up! where focusing on pronunciation is the purpose. You will always find a chant specifically written for each unit.
• The Cool Teens Magazine: this section includes reading texts using a magazine format to introduce general cultural facts in a teen-appealing way.
• My Personal English File: where you register everyday useful words and expressions; interesting facts from the unit and to keep a record of your personal outcome. This section also asks for the use of a monolingual dictionary to increase your vocabulary and offers an activity correlated to the previous magazine page.
Finally, at the end of your book, you will find four very useful sections: ◗ GraMMar reference: correlated to the Focus! activities and it’s aimed to help you to
review and reinforce English.◗ reflections aboUt My first year of enGlish: you can write your personal opinion
about your English course and share it with your teacher and your classmates.◗ biblioGraPhy: this section provides information about books and Websites that
may be consulted. Some references are for you and some others for your teacher.◗ aUdio scriPts: where you will find the text of every listening activity not printed
in the body of each unit. And for you to practice pronunciation and enjoy working at developing listening strategies, an audio CD which includes all listening activities –dialogs, reading texts and chants, is offered with this book.
There are 15 countries in Latin America where Spanish is the official language: México, Guatemala, El Salvador, Honduras, Nicaragua, Costa Rica, Panamá, Colombia, Perú, Ecuador, Chile, Argentina, Bolivia, Paraguay and Uruguay. People in Latin American countries learn English, too.
1. Marcos is janitor and Martha is teacher. They work in school.
2. Eduardo is doctor and Silvia is dentist. They work in hospital.
3. Carlos is artist and Rosy is secretary. They work in museum.
4. My father is accountant and my mother is housewife.
Colombian Colombia
WHERE ARE YOU FROM?
I’m from Guatemala, open the door and see El Salvador.Listen everybody:
Peruvians, Argentinians, Chileans and Colombians.People from Costa Rica all the way to Panama.
Come visit my country and have some fun!Where am I from?México, of course!
a a
"lœ NgwIdZ
D
D
To: Jenny HarperFrom:
Dear ,
My name’s , and I live in
Write u later,
To: Mr TaylorFrom:
Dear ,
My name’s , and I live in
When writing to a friend, you close letters, e-mails, postcards with informal but friendly sentences: Bye, bye for now, write u later, etc. When writing formal letters or e-mails, you use closing sentences such as: Yours sincerely / Best regards / Regards.
Introductory Unit: Classroom languageThe ImperativeThe Imperative is an obligation to do something. It has no subject. Open the book. Close the door. Raise your hands.
We use imperatives to give instructions to do or to make something. Stand up. Underline the correct answer. Listen to the teacher.
The negative is formed with the auxiliary don’t + the infinitive form. Don’t circle that word. Don’t open your notebooks. Don’t come in.
Unit 1: Personal IdentificationThis and TheseUse this with a singular countable or uncountable noun and these with plural nouns. Use this/these when you are near the object.
This is a classroom. These are pens.This is a pilot and these are architects.This is a teacher and these are janitors.
That and Those Use that with a singular countable or uncountable noun and those with plural nouns. Use that/those when you are distant from the object.
That is an actor. Those are students.That is a girl and those are doctors.That is a pencil and those are markers.
The indefinite article a / an.Use a before a noun beginning with a consonant sound. Use an before a noun beginning with a vowel sound. Mr. Rogers is an accountant. Luis Miguel is a pop singer. This is an orange. That is a desk.
The definite article the. Use the when referring to something specific. Mr. Smith is the doctor and Mrs. Jones is the nurse of that hospital. Mr. Taylor is the teacher of English in my school. Mary Thomas is the new student, she is from England.
Verb : To Be (am, is, are)Question Form
Short Answer Form Affirmative
Contracted form -use an apostrophe ( ’ ) to form the contraction-
Negative
Am I a student?Are you a teacher?Is he a doctor?Is she a nurse?Is it a dog?Are we students?Are you engineers?Are they janitors?
Yes, I am.Yes, you are.Yes, he is.Yes, she is.Yes, it is.Yes, we are.Yes, you are.Yes, they are.
I’myou’rehe’sshe’sit’swe’reyou’rethey’re
No, I’m not.No, you aren’t.No, he isn’t.No, she isn’t.No, it isn’t.No, we aren’t.No you aren’t.No they aren’t.
Linking devices: These refer to words that help us join ideas to convey clear meaning. Some linking devices that indicate addition are: and and using a , (comma) My blouse and my shoes are black. My dad, my mom, my brother and my sister are my family.
Unit 2: Actions in progressThe present continuous indicates actions that are in progress at the moment of speaking.
Complete Form Contracted Form Question form Affirmative Answer Negative AnswerI am reading now.You are reading now.He is reading now.She is reading now.It is eating now.We are walking now.You are walking now.They are walking now.
I’m reading now.You’re reading now.He’s reading now.She’s reading nowIt’s eating now.We’re walking now.You’re walking now.They’re walking now.
Am I reading now?Are you reading now?Is he reading now?Is she reading now?Is it eating now?Are we walking now?Are you walking now?Are they walking now?
Yes, I am.Yes, you are.Yes, he is.Yes, she is.Yes, it is.Yes, we are.Yes, you are. Yes, they are.
No, I’m not.No, you aren’t.No, he isn’t.No, she isn’t.No, it isn’t.No, we aren’t.No, you aren’t.No, they aren’t.
NOTE: Verbs ending with e: ommit the e and add ing: Take – taking love – loving erase – erasing change – changing Verbs ending with a vowel + a single consonant: double the consonant and add ing: Jog – jogging shop – shopping run – running rob – robbing
Indicating possession We use an apostrophe followed by s to indicate possession. This is Tom’s sweater. That is Pedro’s backpack.
Unit 3: Hobbies, Leisure and SportLikes and dislikesAlways use a direct object –nouns, gerunds or infinitives, immediately after the verbs like, love, dislike and hate.I like ice cream and I hate strawberries.
1. What I like a lot about my English book:
2. What I like a lot about my English teacher:
3. What I think about the rhyming chants in my book:
4. My favorite game in the book:
5. When I don’t understand a word I
6. It is very difficult for me to
7. It is very easy for me to
8. I often use English
9. I use my dictionary
10. My favorite character in this book is
6
> tablE of ContEnts
introduCtory unit Classroom languagEPurpose Social Practices Module Lesson Page
To provide students with basic classroom language that will enable them to communicate in English at all times during their foreing language lessons.
• Establishing and maintaining social contacts.1. Greeting people and responding
to greetings.2. Communicating in the classroom.3. Mantaining communication in or out of
the classroom.
Picture dictionaryUnit entry
89
1 1. Welcome to English Class2. Spelling3. Let’s Sing
101214
2 4. What’s Today’s Date?5. My Birthday6. Wrapping Up!
161820
unit 1 PErsonal idEntifiCationPurpose Module Lesson Page Module Lesson Page
To enable students to introduce themselves and others, and to exchange personal details.
PictionaryUnit entry
2223
11. Personal Identification2. It’s a Pretty City3. They Are My Friends
242628 4
10. Erick’s ID11. Where Is My ID?12. A Famous Person
424446
24. My Father Is a Teacher5. Where Are You from?6. World Languages
303234 5
13. Wrapping Up!14. Print Out15. Time for Culture and Fun
484950
37. Claudia Is Italian8. Let’s Chat9. What’s Your e-mail Address?
363840 6
16. Tuning Up!17. The Cool Teens Magazine18. My Personal English File
515253
unit 2 aCtions in ProgrEssPurpose Module Lesson Page Module Lesson Page
To enable students to give and obtain information about possessions and describe actions that are in progress at the moment of speaking.
PictionaryUnit entry
5455
11. Look at This Mess!2. What’s Going on?3. This Is Sully’s Sweater
565860 5
13. Hot Dogs and Sodas14. Taking Pictures!15. They aren’t Eating Ice Cream
808284
24. What is She Wearing?5. Where’s My Cell Phone?6. These Are My Personal Belongings
626466 6
16. What are You Doing Now?17. They’re Wearing Sweats18. Chatting on The Net
868890
37. Are These Your Things?8. A Secret Location9. The Word Chain
687072 7
19. Wrapping Up!20. Print Out21. Time for Culture and Fun
929394
410. I’m Catching a Cold11. What Is She Doing?12. Working Out!
747678 8
22. Tuning Up!23. The Cool Teens Magazine24. My Personal English File
959697
Social Practices
• Giving and obtaining factual information of a personal and non-personal kind.2.1 Asking and answering questions about
personal possessions.2.2 Describing what people are wearing
and/or doing at the moment of speaking.
Social Practices
• Establishing and maintaining social contacts.1.1 Introducing oneself and
other people.1.2 Asking for and giving personal details.
Reflection on Language• Demonstrative pronouns• Indefinite articles.• Linking devices
Reflection on Language• Demonstrative pronouns• Present continuous• Prepositions of location
Reflection on Language• Imperative form
7
unit 3 HobbiEs, lEisurE and sPortPurpose Module Lesson Page Module Lesson Page
To enable students to express their personal interests around the topic of hobbies, leisure and sport, and to make / respond to invitations to events / places related to the topic.
Picture dictionaryUnit entry
9899
11. I Like Basketball!2. I Hate Swimming3. X-treme Sports
100102104 5
13. Let’s Go to the Mountains14. Planning an Excursion15. Let’s Go to the Movies
124126128
24. Scrapping5. Movies and Music6. Remembering Good Moments
106108110 6
16. Wrapping Up!17. Print Out18. Time for Culture and Fun
130131132
37. Does She Like Teddy Bears?8. Leisure Activities and Sports9. The Opera Singer
112114116 7
19. Tuning Up!20. The Cool Teens Magazine21. My Personal English File
133134135
410. Inviting Your Friends11. A Music Show12. Do You Like Opera?
118120122
unit 4 daily lifEPurpose Module Lesson Page Module Lesson Page
To enable students to describe actions that happen daily or periodically in their life or in the life of people and animals they are interested in.
Picture dictionaryUnit entry
136137
1 1. What time Is It?2. World Friends, World Times3. What Time Is The Band Playing?
138140142
6 16. Personal Schedules17. At What Time Do You Wake Up?18. What a Life!
168170172
2 4. With My Friends5. She Usually Brushes Her Hair at Night6. What Do You Do on Weekends?
144146148
7 19. An Interview20. Cool Magazines!21. What Sport Do You Like?
174176178
3 7. My New Pet8. A Tiny, Little Dog!9. A Really Big Dog
150152154
8 22. How Often Do You Visit Your Friends?23. Sunday Schedule24. Do Gorillas Like Bananas?
180182184
4 10. A Biography on Wheels11. A Daily Routine12. A Canadian Friend
156158160
9 25. Wrapping Up!26. Print Out27. Time for Culture and Fun
186187188
5 13. A Busy Timetable14. Daily Activities15. Weekend Fun!
162164166
10 28. Tuning Up!29. The Cool Teens Magazine30. My Personal English File
189190191
unit 5 PlaCEs and buildingsPurpose Module Lesson Page Module Lesson Page
To enable students to describe the place where they or other people live, and to ask the way/give directions.
Picture dictionaryUnit entry
192193
11. My Hometown 2. Where’s The Restaurant?3. My Neighborhood
194196198
513. I Like Huts14. What a Cool Poster!15. There’s a House in a tree
218220222
24. Is The Subway Station Near?5. How Can I Get to …?6. Watch Out for Signs!
200202204
616. Wrapping Up!17. Print Out18. Time for Culture and Fun
224225226
37. Where Can I Find a Bank?8. Where Is Your House?9. Self-access Center
206208210
719. Tuning Up!20. The Cool Teens Magazine21. My Personal English file
227228229
410. Beautiful Clocks11. What a Beautiful Place!12. My Favorite Brochure
212214216
• Grammar Reference• Reflections About My First Year of English• Scripts• Bibliography
230232233238
Social Practices
• Establishing and maintaining social contacts. 3.1 Expressing preferences, likes and
dislikes.3.2 Inviting and responding to invitations.
Social Practices• Giving and obtaining factual
information of a personal and non-personal kind.4.1 Giving simple infromation
about places.4.2 Asking the way and giving
directions.
Social Practices
• Giving and obtaining factual information of a personal and non-personal kind.5.1 Giving simple infromation
about places.5.2 Asking the way and giving
directions.
Reflection on Language• Present simple• Frequency adverbs• Prepositions of time
Reflection on Language• Verbs to express likes/dislikes• Auxiliary verb Do in questions• “s” for plurals vs “s” for third person
Reflection on Language• Definite/indefinite articles• Prepositions of location• Imperative form to give directions
8
>Unit 1 >Introductory UNIT
teacher
desk
bookrole list
chair
blackboard
bulletin
bulletin boardglobe
bookcase
floor
platform
schoolbagportfolio
shoes
table
wheelchair
notebook
pencil
pencil case
pen
eraser
watch
books
eraser
chalk
schoolbag
student
9
Social Practices
• Establishing and maintaining social contacts.1. Greeting people and responding to
greetings.2. Communicating in the classroom.3. Maintaining communication in or
out of the classroom.
Good morning; hello; how are you? ; are in:
Lesson page
Numbers 1-12, 20 and 30 are in:
Lesson page
January, February, March, etc., and
Monday, Tuesday, Wednesday, are in:
Lesson page
The alphabet is in:
Lesson page
Numbers 14,15,100, etc., are in:
Lesson page
Nationalities are in:
Lesson page
Pre-Unit investigation
CLASSROOM LANGUAGE
• Circle the best option.
1. Vocabulary in this unit is related to:a. restaurantsb. schoolsc. cars
2. Dialogues in this unit refer to:a. communication in the classroomb. physical exercisec. introducing people
My Personal Predictions
The purpose of this unit is to provide students with basic classroom language that will enable them to communicate in English at all times during their foreing language lessons.
Purpose
• Imperative form
Reflection on Language
10
Welcome To eNglIsh class
Introductory Unit Classroom Language
Erick: Hi, Sully. you?
Sully: Erick. I’m fine thanks, and you?
Erick: fine too, thanks.
1 Look at the pictures and listen to the conversations.• Work in pairs. Listen again and practice with a classmate.
2 Look at the pictures and complete the conversations with the correct option.
Mr. Taylor: Good afternoon, Mr. Suárez. How do you do?Mr. SuárEz: I’m fine, thank you, Mr. Taylor. And you?Mr. Taylor: I’m fine, thank you, sir.
Erick: Hi, Óscar. How are you?ÓScar: Good morning, Erick, I’m fine thanks, and you?Erick: I’m fine too, thanks.
Sully: Good morning, Mr. Taylor.Mr. Taylor: Good morning, Sully.Sully: May I come in?Mr. Taylor: Yes, of course!
ÓScar: Mr. Taylor. How do you do?
Mr. Taylor: Fine thanks, Óscar, and ?
ÓScar: I’m fine too, sir, .
a. Good morning b. Good night
a. I b. you
a. thanks b. hi
a. How are b. Who are
a. Good morning b. Good afternoon
a. I’m b. You are
a
coNNecTINg
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ac k1
11Welcome to English Class Lesson 1
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ac k2
3 Practice the dialogues in activity 2 with three friends. Write the names of your friends on the lines below.
names
1.
2.
3.
1111
Mr. SuárEz: Hello, Mariana, how are you?
Mariana: Fine thanks, sir. ?
Mr. SuárEz: I’m thank you, and how are you today, Sully?
Sully: I’m fine too, . Thank you.
a. How are you? b. How do you do?
a. fines b. fine
a. sir b. I
4 Words and Expressions!• Look at the picture. Listen and complete the conversation with a word from the box.
Practice in groups of five and check ( ✓ ) the place where this is happening.
recess absent here present raise TEachEr: Good morning everyone. your hand, when I call your name… Erick Gallegos.Erick: !TEachEr: Mariana Íñiguez.Mariana: !TEachEr: Óscar Robles.ÓScar: Present!TEachEr: Sully Yiang… Sully Yiang?ÓScar: .Sully: Sorry! May I come in?TEachEr: Mmm… O.K. Sully, come in, but please be on time for class.Sully: Yes, sir. Promise!TEachEr: Please close the door, Sully.ÓScar: Time for !
• Answer the questions.
1. In the dialogue, who asks permission to enter the classroom?
2. What is the expression we use to ask for permission?
• Work in pairs and underline the correct options. You ask for permission, when you:a. enter a place b. exit a place c. go to the bathroom
c Cinema c Classroom c Restaurant
Your Turn!
12
Introductory Unit Classroom Language
window
book chalkblackboard desk (student) desk (teacher)
door janitor marker notebookeraser
pen pencil sharpener principal
ruler
principal’s office
student studentsschoolbag school
spellINg
SCHOOL
pencil case
classroom
pencil
teacher
1 Words and Expressions! • Look and listen to your teacher carefully. Read and identify.
2 Listen to your teacher carefully. Read the letters in the alphabet and follow. Choose a letter in the alphabet and stand up when your turn comes. Say your letter aloud.A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z• What letters in the Spanish alphabet are not part of the English alphabet.
chaTTINg
• Read the instructions for activities 1 and 2. Underline the action word (verb) in each sentence and rewrite them on the lines below. Follow the example.1. Look and . .2. . and . and stand up.
• Answer the question: What are these sentences for? They give you an order or an . These sentences are imperatives. (Look up the Grammar Reference section-page 230 for more information)
Focus
13Spelling Lesson 2
Maestro
student teacher schoolbag notebook blackboardpencilsharpenerjanitor desk
pencil pen notebook book eraserpencilsharpener
student students pencil pen
penpencilsharpener
eraser ruler
Student’sname
Materials
pencil sharpener pencil pen notebook English book eraser
Emilio ✓ ✓ ✓ ✓
4 Work in teams of four. Look at what your classmates have in their schoolbags or desks and check (✓) the chart below. then, share the information with your teacher and classmates. Follow the example:Emilio has a pencil sharpener, a pencil, a pen, and an English book in his schoolbag.
• Now, work in pairs and spell other words from activity 3 or from the Pictionary (page 8).
3 Look at the pictures and underline the correct word. Follow the example.
• Work in pairs. Practice with a classmate and spell the underlined words in activity 3. Follow the example. How do you spell teacher? Teacher = T-e-a-c-h-e-r• Listen to the words again and this time, SPELL the words.
To spell a word is to name each letter on a word. Read the example and listen. SCHOOL = S – C – H – O – O – L
14 Introductory Unit Classroom Language
leT’s sINgtr
ac k3
1 Look at the pictures and read.
One, two, open your book.
Three and four, sit on the floor.
Five and six, get together and mix
Seven and eight, stand up straight
Nine and ten, take a pen!
2 Work in teams of ten and choose a number. Listen to the rhyme and act out your number.
My mom is forty years old.
My grandparents are celebrating fifty years of marriage. Wow! This person is a hundred years old.
Thirty days have September, April, June and November.
12345 6
78
9
10
DoWNloaDINg
15Let’s Sing Lesson 3
3 Match the correct number of objects with the corresponding word. Follow the example.
4 Work in pairs and write the number of objects there are of each in your classroom. Follow the example.• Compare your answers with another pair of students.
OBJECtS in YOUR CLASSROOM
nUMBER OF OBJECtS
windows 4 Four
sharpeners
rulers
English books
erasers
pencils
Fifty
Fourteen
Twenty
One hundred
Thirty
Twelve
Forty
Eleven
Thirteen
Fifteen
8Your Turn!
16 Introductory Unit Classroom Language
WhaT’s ToDaY’s DaTe?tr
ac k4
The months of the year are:January, February, March, April, May, June, July, August, September, October, November, December.
The days of the week are:Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday.
coNNecTINg
2 Look at the calendar. Read and listen to the months of the year. Use the months in the box to complete the calendar.
February April May June July September October December
1 Listen to your teacher and read.
• Check your answers with a partner and your teacher.
3 Words and Expressions!• Write Mexico’s celebrations in their corresponding month.
Follow the example.
Flag’s Day
When listening and reading at the same time, focus attention on how you pronounce and write the words. Example: August.
• Mother’s Day • México Independence Day • México Revolution Day • New Year’s Eve• Flag’s Day
• First day of Spring • Children’s Day • Christmas • Beginning of summer• Father’s Day
• End of national vacation season• Columbus Day • My birthday
• Underline the month of your birthday and circle your favorite day of the week.
17What’s today’s Date? Lesson 4
tr
ac k6
tr
ac k5 4 Look at the days of the week. School is on weekdays and fun activities on weekends.
Listen to the days of the week and complete the chart below with the words from the box. Pay attention to the spelling and pronunciation of the different days of the week.
Monday Wednesday Thursday Sunday
7 What’s today’s date? Look at the example and answer the question with true information.
Example: Today’s date is Monday, September 4th 2006. Reality: Today’s date is
• Complete this information:
My English class is on , , and .My birthday is in .My best friend’s birthday is in .
6 Read the numbers. Underline the ordinal numbers and circle the cardinal numbers. Follow the example.
3 1st 13 100 20th 4th 1
20 5 15th 6 7th 50
8 18 7 30 19
5 Look at the differences in the numbers and listen to the pronunciation. Repeat the numbers.
CARDinAL nUMBERS ORDinAL nUMBERS1 - one 11 - Eleven 1st. - First 11th. - Eleventh2 - two 12 - twelve 2nd. - Second 12th. - twelfth3 - three 13 - thirteen 3rd. - third 13th. - thirteenth4 - Four 14 - Fourteen 4th. - Fourth 14th. - Fourteenth5 - Five 15 - Fifteen 5th- - Fifth 15th. - Fifteenth6 - Six 20 - twenty 6th. - Sixth 20th. - twentieth7 - Seven 30 - thirty 7th. - Seventh 30th. - thirtieth8 - Eight 40 - Forty 8th. - Eighth 40th. - Fortieth9 - nine 50 - Fifty 9th. - ninth 50th. - Fiftieth10 - ten 100 - one hundred 10th. - tenth 100th. - one hundredth
WEEKDAYS WEEKEnD
tuesday Friday Saturday
(school) (school) (school) (school) (school) (fun activities) (fun activities)
Your Turn!
18 Introductory Unit Classroom Language
mY bIrThDaYtr
ac k7 2 Look at the calendars and listen to the information. Who celebrates a birthday today? Write the name
of the person under the corresponding birthday calendar.
3 Write the name of the missing number on the left. Follow the example.• Practice your pronunciation. Listen to the rhyme and put the sentences in order. Write the number in
the parenthesis. Then, listen again, check and repeat the rhyme.
One - - four -
Six – seven –
- ten
Three, four, five, everybody’s fine ( )
Nine, ten. Let’s sing again! ( )
One, two, happy birthday to you. ( )
Six, seven, eight, now cut the cake ( )
4 Walk around the classroom and find out who celebrates a birthday in September. Write the name, the day and the age under the corresponding column in the chart. Follow the example.
nAME OF StUDEnt
SEPtEMBER AGEnAME OF StUDEnt
SEPtEMBER AGE
Lalo 11 - Eleventh 12
chaTTINg
1 Look at the picture. Listen to your teacher and complete the dialogue with true information.
TEachEr: What day is today, group? Group: Today is
, (month of the year) (number of day)
¡Happy birthday!
TEachEr: Good Morning boys and girls. Today is
Monday, September 5th.
19My Birthday Lesson 5
4 Work in pairs. Look at the chart and fill in the blanks with the correct number.
One year = months
One month = weeks
One week = days
One day = hours
One hour = minutes
One minute = seconds
5 Work in groups of five. tell your friends about yourself and answer these questions.
1. When’s your birthday? My birthday is September 11th.2. How old are you? I’m 11 years old.• Fill in the chart with the correct information. Follow the example.
nAME BiRtHDAY AGE
Mariana September 11th 11 (eleven)
1.
2.
3.
4.
5.
• Is there someone in your class with your some birthday?
• Share your information with the rest of the group and with your teacher.
12
24
Language
birthday ["b‰Ü∏deI] n • the date on which someone was born; a date of birth, e. g. My birthday is February 2nd.*Write a new sentence using the word in the language entry in the language section in your Portfolio.
DoWNloaDINg
When we say the date in English, we mention the day of the week, the month, the number of day using ordinal numbers and finally, the year, e.g., Tuesday, September 6th, 2008. Is it the same in Spanish?
Wrapping Up!Wrapping Up!
20 Introductory Unit Classroom Language
1 Words and Expressions!• Match each word or expression with the corresponding picture. Follow the example.
Work in pairs ( g )
Open your book ( )
Answer the roll ( )
May I come in? ( )
How do you do? ( )
Hi, how are you? ( )
Work in groups of three ( )
Sit down ( )
2 Unscramble the words and complete the expressions below. Follow the example.
ETONBOKO ODRO LOEHL
Open your . Close the . , how are you?
a b c
d
f h
e
g
notebook
21Lesson 6
3 Work in pairs and complete the dialogues. Go back to page 10, and follow activity 1 as an example.
DialoGuE 1
a: How are you?
B: a: I’m fine, too.
DialoGuE 2
a: Hello Mr. Figueroa. ?
B: I’m fine, thank you. ?
a:
4 Answer the questions:
When is your birthday?
When is your teacher’s birthday?
5 Work in pairs. Find the following pictures in page 12. Use your dictionary and write the meaning for each word. the first person to finish is the winner.
WORD MEAninG
School A place where you take classes.
6 Play a memory game. • Look at your picture dictionary for one minute. Close your book. Look around the classroom and find
as many objects as you can from the picture dictionary. • In your portfolio - language section, write a list of these words. You only have two minutes. The person
who writes more words with no spelling mistakes…wins!
222222
>Unit 1 >Unit 1 window
janitor
computer
personal I.D.
glasses
bracelet
pants
boots
napkinssalt
lemonade
girl
haircounter
boy
t-shirt
schoolbag
mouse
computer screen
construction plan
coat
engineer
helmet
doctor
refrigerator
restrooms
bottles
sodaswatch
shirt
clerk
telephone
ceiling
lamp
clock
faucet
keyboard
chair
sneakers
jeans
shoes
cell phone
mouse pad
woman
2323
Brazilian, Mexican, Guatemalan are in:
Lesson page
I, you, he, she, it, etc., are in:
Lesson page
An engineer, a doctor, are in:
Lesson page
Telephone numbers are in:
Lesson page
The rhyme “Where are you from?” is in:
Lesson page
An e-mail from Fiorella Gazzara is in:
Lesson page
Rodolfo Neri Vela is in:
Lesson page
Pre-Unit investigation
• Choosethebestoption.
1. Vocabulary in Unit 1 is about:
a. occupations
b. people’s names
c. trade marks
2. To tell your age and nationality is a
good way of:
a. studying math
b. identifying yourself
c. watching T.V.
My Personal Predictions
PERSONAL IDENTIFICATION
The purpose of this unit is to enable students to introduce themselves and others, and to exchange personal details.
Purpose
Social Practices• Establishing and maintaining social
contacts.1.1 Introducing oneself and other people.1.2 Asking for and giving personal
details.
• Demonstrativepronouns• Indefinitearticles.• Linkingdevices
Reflection on Language
Unit 1 Personal identification2424
1 Look at the computer screen below. What’s the information in the format for?• Listentotheconversationandfillintheblankswiththeinformationyouhear.
Personal identification
When listening, and not understanding ask people to repeat the ideas. Focus on the information you need, not on everything.
* First name:
* Last name:
* Nationality:
* Male Female
ID may consist of a-z and 0-9.
* ID: @englishone.com
Six characters or more. No capital letters.
* Password:
* Re-type password:
Create Your E-mail ID
connectinG
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ac k9
• Workinpairs.CreateapasswordforErick’se-mail.Askyourpartnertoguessthepassword.
2 Work in pairs. With the information on Erick’s e-mail id, write a description about him on the lines below.
25Personal identification Lesson 1 25
3 Words and Expressions!• Listenandidentify.Matchthepeople
andtheirnationalitiesontheworldmap.Followtheexample.
• Workingroupsoffive.Takeoutyourgeographybook.Chooseacountryonthemapandwrite5characteristicsaboutitinyourdossier.Whennotknowingaword,consultadictionary,askyourpartnersoryourteacher.
• Shareyourinformationwiththerestofyourgroupandyourteacher.Explainthereasonsforchoosingthatcountry.
4 Complete the idea below with nationalities from the map.
Most nationalities end in as Mexican, and . These are regular endings. But there are some other endings such as , and ish. These are regular endings. But there are some other endings such as like in Japanese, in nationalities like Indian, , , Canadian, and . And the ending as in English. These are irregular endings.Some exceptions: Arab, Dutch, French, Greek, Iraki, Icelandic and Thai. • Think about another nationality for each ending and complete the following sentences. Follow the example:
Xavier is argentinian.a. (an).
b. (ian)
c. (ese)
d. (ish)
5 Work in pairs. Where do you think these teens are from? Look at the flag and their name. Write a short sentence on the line. Follow the example.
I’m James. I’m from Ireland and I’m Irish .
I’m Yumiko .
I’m Melina Teodorakis. I’m from and I’m .
• Walkaroundtheclassroom,checkyouranswersandfindout:IssomeoneinyourgroupnotMexican? who?
Your turn!
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Italian
Panamanian
Brazilian
IndianCanadianPeruvianJamaican
Russian
Japanese
Greek
French
English
Unit 1 Personal identification26
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2 Words and Expressions!• Workingroupsofthree.Lookattheunderlinedwordsinthedialogue.• Theyareexpressions.Usethecorrectexpressiontocompletethedialoguebelow.
Dulce: Look Silvia. That’s the new boy in school and he’s good looking.
Silvia: Mm! he’s very .
PeDro: Hello girls. What are you doing this afternoon?
Dulce: Nothing really.
PeDro: I’m going to the movies.
Dulce: That’s .
Silvia: Hey, let’s hurry up. Math class is .
it’s a PrettY citY
Mariana: Hi, Óscar.ÓScar: Hi again, Mariana. This is Erick. He’s anew student in our group.Mariana: Hi, Erick. Nice meeting you. Where are you from?erick: I am from Guatemala City. It’s the capital of Guatemala.Mariana: Guatemala? Cool! I’m from Mérida. It’s a pretty city in Yucatán, México.erick: What about you, Óscar? Where are you from?ÓScar: I’m Mexican, too. I am from Veracruz.erick: Wow! Look at those girls! They are cute. Who are they?ÓScar: Oh, oh! They are my cousins.erick: Oops!ÓScar: Hurry up guys! Now, we have to run. Mariana: Classes are about to start!
• Then,answerthequestionundereachpicture.
1 Listen to the dialogue and read. then, answer the question aside each picture.
cHattinG
Who is from Guatemala?
is from Guatemala.
Who is from Mérida?
is
.
Who is from Veracruz? .
27it’s a Pretty City Lesson 2
• In conversational English we commonly to be. Help Óscar complete his ideas using the correct pronoun and the contracted form of the verb to be.
focus
3 Work in groups of five. Find out some personal information about your friends and fill in the chart below. Follow the examples.
— Hi, what’s your name? — Hi, what’s your name?— Arturo — Nelly— What’s your last name? — What’s your last name?— It’s Suárez. S-U-Á-R-E-Z. — It’s Millán. M-I-L-L-Á-N.— Where are you from? — Where are you from?— I’m from Tepic. — I’m from Mexico City.
name Last name the student is from
Arturo Su rez Tepic
Nelly Mill n Mexico City
• Exchangeyourinformationwithanothergroupandanswerthequestion:Iseveryoneinyourgroupfromyourhometown? .
from Veracruz.
my friends.
my teacher.
my grandfather.
(Look up the Grammar Reference section-page 230 for more information)
Unit 1 Personal identification28
1 Use the correct word or phrase from the box to complete the sentences and fill out the crossword below. Follow the example.
teacher student about to start Brazilian cool school classmate
DOWN
1. A friend in your class is your .
2. Your favorite music is .
3. A person from Brazil is .
4. Your classroom is a room where you take classes in your .
ACROSS
5. When the school bell rings, classes are .
6. Mr. Taylor teaches English. He’s an English .
7. In school, I’m a .
tHeY are MY friends
classmate
2 Check your answers with a partner.
C
L
A
S
S
M
A
T
E
1
5
2 3
4
6
7
Language
partner [ "pAÜtn´r] n • a person who shares the ownership of a bussiness, or a place, with one or more people. 2. someone that you do a particular activity with, e.g. My father and my uncle are partners.*Write a new sentence using the word in the language entry in the language section in your Dossier.
doWnloadinG
29they Are My Friends Lesson 3
tr
ac k12 3 Work in pairs. Look at the picture and complete the text with the verb to be and
the expressions in lesson 2.• Listenandcheckyouranswers.
4 Write a short description about you, your friends and your school. Follow activity 3 as an example. Save it in your Personal Dossier.
Hi again. My name Mariana and I’m from Yucatán. Erick and Óscar my
friends. Erick Guatemalan and Óscar is from Veracruz. We are in our English class now.
Mr. Taylor is the English and he is fantastic. English class is ! What about you?
Hi, my name is . I’m in my English class now.
My friends
Your turn!
D
Unit 1 Personal identification30
1 Listen and read the following telephone conversation between Mariana and Lillian. the underlined words are expressions.
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ac k13
• Now,expressyouropinion.Lillianisnervous.Shehasaproblem.What’stheproblem?Usethewordsintheboxtohelpexpressyourselfandshareyouropinionwithyourclassmates.
• Now,practicethedialoguewithapartner.
2 Listen again and correct the following sentences. Look at the example.
1. Tom is 14 years old and he’s from France.
2. Tom is 12 years old. His father is a doctor and his mom is an engineer.
3. Tom and his family speak Spanish.
4. The visitors are from México.
5. Lillian and Mariana practice French with Tom.
MY fatHer is a teacHer
lilian: Hi, Is that 5280-7649?Mariana: Yes, it is. Who’s speaking?lilian: Hi, Mariana. This is Lilian.Mariana: Oh, hi, Lillian. What’s up?lilian: I have visitors from the U.S. Tom and
his family. Mariana: Tom and his family?lilian: Yes. Tom is 12 and very cute. His father
is a pilot and his mom is an actress.Mariana: An actress? Cool!lilian: Listen, I have a problem. They speak
English.Mariana: Good! Practice your English.lilian: Hey, I have an idea. Come over and
meet Tom and his family. You can practice your English!
Mariana: Great idea! I’m on my way.
Language
conversation [kÅnv´"seIS´n] n. when two or more persons talk about the same subject. Discussion. Chat, e.g. The phone conversation is interesting.*Write a new sentence using the word in the language entry in the language section in your Dossier.
connectinG
Lilian is afraid to practice English.Lilian is not friendly.Lilian wants to practice English, but needs vocabulary.Lilian wants to practice English with Mariana.
Tom is 12 years old and he’s from the U.S.
31My Father is a teacher Lesson 4
4 Walk around the class and find out the following information about three people in your class. Look at the different professions on the next page to help yourself with vocabulary. Follow the example. • Whatoccupationorprofessionsoundsinterestingtoyou?
.
Language
accountant [´"kAunt´nt] n. someone who is responsible for maintaining financial records or accounts, e.g. My aunt is an accountant.*Write a new sentence using the word in the language entry in the language section in your Dossier.
3 Words and Expressions!• Lookatthepeopleinthepictures.Theyhavedifferentprofessions.Readthewordsandrepeat.
Thenfillintheblanksasintheexamples.
This is George Scott. He’s a pilot.
1. is an accountant.
2. my classroom.
3. is my computer.
4. is an English book.
5. is Carol. She is an excellent actress!
6. is my father. He’s an engineer.
• Writethecorrectoptiontocompletetheidea.• Weusethistoindicate ,andweusethat (proximity/distance)
toindicate .this/thataresingulardemonstrativepronouns. (proximity/distance)
That
This is Mr. JonesHe’s a doctor.
This is Mr. Brown. He’s an engineer.
That’s Judy Smith. She’s an accountant.
That’s Carol.She’s an actress.
This is
Your turn!
Unit 1 Personal identification32
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ac k14
1 Look at the people in the pictures. they have different professions. Choose the profession from the box and write it under the corresponding picture. Follow the example.
doctor actress accountant engineer
WHere are You froM?
An engineer ( ) An accountant ( )An artist ( )A teacher ( )
An actress ( )
A doctor ( )A nurse ( )
An astronaut ( )An electrician ( )A driver ( )
A plumber ( )
A carpenter ( )
2 Look at the pictures. Listen and read. number the pictures as you listen.
Singular nouns use an indefinite article. Singular nouns that start with a vowel sound (a, e, i, o, u) use the article
, e.g.: engineer. Singular nouns that start with a consonant use the indefinite article , e.g.:
. Look at these exceptions when using “a” or “an”: a university, an honest man, a hungry boy, etcetera. What’s the reason for these exceptions? Simple! Read the exceptions aloud and notice the difference. It’s all in the pronunciation. (Look up the Grammar Reference section-page 230 for more information)
cHattinG
She likes to work in a theater. She is an actress
focus
0
He loves to build houses. He is an .
She works with numbers and bills. She an .
He works in a hospital. a .
33Where Are You From? Lesson 5
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ac k15 4 Listen and read.
There are 15 countries in Latin America where Spanish is the official language: México, Guatemala, El Salvador, Honduras, Nicaragua, Costa Rica, Panamá, Colombia, Perú, Ecuador, Chile, Argentina, Bolivia, Paraguay and Uruguay. People in Latin American countries learn English, too.
• Listenandreadtherhyme.Underlinethecountriesandcirclethenationalities.• Listenagain,clapandchantalong.
3 Complete the sentences with a or an. Follow the example.
1. Marcos is janitor and Martha is teacher. They work in school.
2. Eduardo is doctor and Silvia is dentist. They work in hospital.
3. Carlos is artist and Rosy is secretary. They work in museum.
4. My father is accountant and my mother is housewife.
5 Work in groups of three. Write some countries and nationalities from the chant under the corresponding column in the chart below. Choose one country in your list different to Mexico and talk about this country. Find out information about this place in books, magazines, web sites, encyclopedias, newspapers, etc. Write your information in your dossier and bring it the following class to share with the rest of your group and your teacher.
nationalities Countries
Colombian Colombia
WHERE ARE YOU FROM?
I’m from Guatemala, open the door and see El Salvador.Listen everybody:
Peruvians, Argentinians, Chileans and Colombians.People from Costa Rica all the way to Panama.
Come visit my country and have some fun!Where am I from?México, of course!
a a
Language
language ["lœ NgwIdZ] n • a system of words people use to communicate their ideas, e.g. My mother’s language is náhuatl.*Write a new sentence using the word in the language entry.
D
34 Unit 1 Personal identification
1 Remember the list of countries in activity 5, page 33? tell your classmates and your teacher what you know about one of the countries in the list. • Readthisinformation.Underlinethecountriesandcirclethelanguagespeoplespeakinthe
differentcountries.Followtheexample.
World lanGuaGes
2 Work in groups of three and fill in the information for each country. Follow the example. then, check your answers with your teacher and classmates.
Country Language people speak nationality
Germany German German
Taiwan Taiwanese
Australia
Suadi Arabia Arab
China
Switzerland Swiss
Mexico
United States
Colombia
Egypt Egyptian
People in the world speak different languages. Chinese is language number one
in the world. People in Taiwan, China and other countries speak Chinese. 1300 million people speak Chinese.The official language in Germany, Austria, Belgium, and Switzerland is German and it’s language number 10 in the world. People in Egypt, Iraq, Syria, Sudan, Saudi Arabia and 18 other countries, speak Arabic.
This language is the number five in the world.What about Spanish? Spanish is language number four in the world. 300 million people speak Spanish. People in México, Costa Rica, Nicaragua, Colombia, Perú and 16 other countries, speak Spanish. English is language number two in the world. People from United States, England, Canada, Australia, and 53 other countries speak English.
doWnloadinG
35World Languages Lesson 6
D
3 Read the following e-mail from Fiorella Gazzara.
4 Respond to Fiorella’s e-mail in the space below. tell Fiorella your name, where you are from, your favorite color and add any ideas that you have. Check your e-mail with other classmates.
Hello friends,
My name is Fiorella Gazzara and I’m Italian. Italy is a pretty country and I live and go to school in Rome. Italian people are cool! We eat pizzas, ice cream and spaghetti. I love to write e-mails to people in different countries. My e-mail address is: [email protected] What about you? What’s your name? Where are you from? What’s your e-mail address? What’s your favorite color? Write me and tell me about your country and city.
Your friend,Fiorella Gazzara 804 Piagianni Av.Rome, ItalyPhone number: 804-439258
Hello Fiorella,
My name is and I’m from
Hello from Italy
Your turn!
Unit 1 Personal identification36
tr
ac k16
claudia is italian
(13) Sandra
(12) Nidia
(11) Bob
(12) Monique (14) Claudia (12) Zaid
(13) Iván
(11) Sully
(11) Alex
connectinG
2 Draw a line from each kid to the corresponding country on the map. Check your answers with a partner.
1. Hi, I’m Sandra. I am Mexican and I speak . I’m years old.
2. Hello, I’m Monique. I’m years old. I speak . I’m from France.
3. I’m Claudia. I’m . I’m years old. I speak Italian.
4. Hi, I’m Zaid. I’m Egyptian. I’m years old. I speak .
5. I’m Iván. I speak Russian. I’m from . I’m years old.
6. Hello, I’m Sully. I’m Chinese. I’m years old. I speak .
7. Hi! I’m Nidia. I’m years old. I speak Spanish. I’m from .
8. I’m Alex. I’m German. I’m years old. I speak .
3 Answer with true information about you.a. Where are you from? (specific information: city and state) .b. What’s your native language? .• Taketurnstosaywhereyouarefromtoyourgroupandyourteacher.
1 Words and Expressions!• Lookatthepictures.Wherearethesepeoplefrom?What’stheirlanguage?Listenandcompletethe
sentencesbelow.Followtheexample.Example: I’m Bob. I’m from the U.S. I speak English and I’m 11 years old.
• Lookatthenumberintheparenthesisineachpicture.That’stheageofeverykid.
37Claudia is italian Lesson 7
3 Who is the favorite celebrity in your group? Vote on each celebrity from activity 2 and write the information in the chart. • Withthehelpofyourteacher,reproducethischartontheboardandcompleteit.
• Writetheinformationaboutthewinner.
name of celebrity Votes
Name:
Country:
Nationality:
Language:
2 Find four famous people in a magazine or newspaper. Where are these famous people from? Write the nationality, language and country for each celebrity on the corresponding line. Follow the example and check your answers with a friend.
name
Country M xico
nationality Mexican
Language Spanish
Rodolfo Neri Vela
Your turn!
In English we don´t have accents, but when writing proper names in Spanish such as México, Andrés, Colón, and others, we can write the accent. Mexico City is an exemption.
1Jean Denise Salazar WolfeEliseo Gustavo Ramírez Toledo
English
Engl
ish
1
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