Ingles i 2012

English
Inglés
Telesecundaria
1er grado
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Inglés I. Telesecundaria fue elaborado por la Dirección General de Materiales Educativos ( dgme) de la Subsecretaría de Educación Básica,
Secretaría de Educación Pública.
Coordinación técnico-pedagógica
Dirección de Desarrollo e Innovación de Materiales Educativos,
dgme/sep
María Cristina Martínez Mercado, Alexis González Dulzaides,
Adriana Rojas Lima
Autores
Jezabel Barrera Fuentes, Claudia Yvette Gómez Martínez
Revisión técnico-pedagógica
Yuliemy Carmona Rivas
Coordinación editorial
Dirección Editorial dgme/sep
Alejandro Portilla de Buen, Olga Correa Inostroza
Cuidado editorial Lizbeth Zavala Mondragón
Producción editorial
Martín Aguilar Gallegos

Primera edición, 2012
(ciclo escolar 2013-2014)
D.R. © Secretaría de Educación Pública, 2012
Argentina 28, Centro,
06020, México, D.F.
ISBN: 978-607-514-019-3
Impreso en México
Distribución gratuita-Prohibida su venta
Servicios editoriales
Chanti Editores
Ilustración
A corazón abierto, Richard Zela, Bana Fernández, Julieta Gutiérrez,
Beatriz Martínez, Elvia Leticia Gómez Rodríguez, Agustín Azuela de la
Cueva
Cuidado editorial
Chanti Editores, Arlette de Alba, Hugo Ibáñez
Diseño y diagramación
Agustín Azuela de la Cueva
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Presentación
En el marco del Acuerdo 592, por medio del cual se establece la Articulación
de la Educación Básica, así como del Acuerdo 593 que señala los programas
de estudio de la asignatura de Tecnología para la educación secundaria, la
Secretaría de Educación Pública ha consolidado una propuesta de libros
de texto, a partir de un nuevo enfoque centrado en la participación de los
alumnos en su proceso de aprendizaje y en el desarrollo de las competencias
básicas para la vida y el trabajo. Especialmente en el contexto de la Telesecundaria,
el libro de texto se complementa con las Tecnologías de la Información y
Comunicación (
TIC), con los objetos digitales de aprendizaje, los materiales y
equipos audiovisuales e informáticos que, junto con las bibliotecas escolares,
representan el soporte pedagógico de los niños mexicanos en su proceso de
adquisición del conocimiento escolarizado.
Esta nueva generación de libros de texto para Telesecundaria responde al
principio de mejora continua, por lo que ha puesto atención en el replanteamiento
de las cargas de contenido para centrarse en estrategias innovadoras para el
trabajo escolar, incentiva habilidades orientadas al aprovechamiento de
distintas fuentes de información, busca que los estudiantes adquieran
habilidades para aprender de manera autónoma incentivando el uso intensivo
de la tecnología informática. Asimismo, con la intención de dar continuidad a
la propuesta editorial iniciada en los libros de texto de primaria, en este libro
se ha fortalecido la línea editorial que promueve una lectura integral capaz
de interpretar tanto el discurso textual como el visual. Se ha incluido en sus
páginas una muestra representativa de géneros y técnicas plásticas, así como
propuestas iconográfi cas que no sólo complementan el contenido textual, sino
lo enriquecen y conforman por sí mismos una fuente de información para el
alumno.
En la preparación de este libro confl uyen numerosas acciones de colaboración
de organismos y profesionales, entre los que destacan asociaciones de padres
de familia, investigadores del campo de la educación, instituciones evaluadoras,
maestros, editores y expertos en diversas disciplinas. A todos ellos la Secretaría
de Educación Pública les extiende un agradecimiento por el compromiso
demostrado con cada niño residente en el territorio nacional y con aquellos
mexicanos que se encuentran fuera de él.
Secretaría de Educación Pública
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4
This is your book
According to the previous points, the book units
are developed as follows:
a) Purpose. It brieﬂ y describes what it is
meant to be learned through the lesson
development.
b) Content. The topic, individual and group
exercises, pictures, readings and practice
suggestions are developed according to
the topic.
c) Self-evaluation. This section is divided in
two parts:
• Drills that will help you see how much
y
ou learned from previous topics.
• A series of questions to self-evaluate your
le
arning in the English lessons.
d) Support material. They are didactic
materials related to the topics of the
unit, and that may help to reinforce your
learning.
e) Bibliography. It is the list of materials
checked to make this book, which can help
as a teaching aid if thorough learning is
pursued.
This material was created with the aim to facilitate your learning at a basic level with a communicative approach, with reference on the 2006 Foreign Language English Syllabus.
The lessons are designed to aid your personal
development and integration to society through interaction and exchange of experiences with others. This is fulﬁ lled through oral and written texts production and interpretation, with the aim to create, discover and explore the world around us, building up your knowledge.
The expected learning aim is that you obtain
the necessary knowledge to participate in some social practices of language, that is, through the interpretation of oral and written texts.
The applied teaching methodology in this text
consists of three stages that correspond to the 2006 Syllabus:
1 Text. The process starts with the exposition
of an oral or written text.
2 Reﬂ ection on language. This segment leads
you to reﬂ ective observation, that is, it helps you deduce how English language works.
3 Use of language. It consists in making you
use language through tasks (oral or written production) that show the expected learning.
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5
Conoce tu libro
De acuerdo con lo anterior, las unidades del libro se
desarrollan de la siguiente manera:
a) Propósito. Describe brevemente el aprendizaje
que se quiere conseguir con el desarrollo de la
lección.
b) Contenido. En esta parte se desglosan los
temas, ejercicios individuales y de grupo,
ilustraciones y lecturas, y sugerencias de
prácticas de acuerdo con la temática abordada.
c) Autoevaluación. Esta sección se divide en dos
partes:
• Ejercicios que te ayudarán a ver cuánto
apr
endiste de los temas vistos con
anterioridad.
• Una serie de preguntas para poder
aut
oevaluar tu aprendizaje en las lecciones
de inglés.
d) Material de apoyo. Aquí encontrarás materiales
didácticos que tienen relación con los temas de
la unidad y que pueden servir para reforzar los
aprendizajes.
e) Bibliografía. Es la lista del material revisado
para la elaboración de este libro, que puede
servir de apoyo a la práctica docente si se
desea profundizar en el conocimiento de las
temáticas.
El presente material fue creado con el ﬁ n de facilitar
la conducción de tu aprendizaje en un nivel básico y con ﬁ nes comunicativos, según el Plan y Programa de
Estudio 2006 de la Lengua Extranjera Inglesa.
Las lecciones están diseñadas de forma que
permitan tu desarrollo personal e integración a la sociedad, mediante la interacción y el intercambio de experiencias con los demás. Esto se logra a través de la producción e interpretación de textos orales y escritos, para crear, descubrir y explorar el mundo que nos rodea, construyendo de esa manera tu aprendizaje.
El propósito de estudiar la lengua extranjera
es obtener los conocimientos para participar en algunas prácticas sociales del lenguaje, a través de la interpretación de textos orales y escritos.
La metodología de enseñanza que se aplica en
este texto consta de tres etapas que corresponden al Programa de Estudio 2006:
1 Texto. El proceso comienza con la exposición de
un texto oral o escrito.
2 Reﬂ exión sobre la lengua. Esta parte te conduce
a la observación reﬂ exiva, es decir, a que
deduzcas cómo funciona la lengua inglesa.
3 Uso de la lengua. Consiste en que uses el
lenguaje a través de tareas (de producción oral o
escrita) que reﬂ ejen los aprendizajes esperados.
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6
Contents • Contenido
Introduction • Introducción 7
Classroom Language •
Expresiones en el salón de clases
Sequence 1 • Secuencia 1
7
Unit 1 • Unidad 1 21
Personal identiﬁ cation • Identiﬁ cación personal
Sequenc
e 1 • Secuencia 1 21
Unit 2 • Unidad 2 55
Action in Progress • Acciones en progreso
Sequence 1 • Secuencia 1 55
Sequence 2 •
Secuencia 2 69
Sequence 3 •
Secuencia 3 83
Unit 3 • Unidad 3 101
Hobbies, Leisure and Sports •
Pasatiempos, tiempo libre y deporte
Sequence 1 • Secuencia 1 101
Sequence 2 •
Secuencia 2 121
Sequence 3 •
Secuencia 3 133
Unit 4 • Unidad 4 141
Daily Life • Vida diaria
Sequence 1 • Secuencia 1 141
Sequence 2 •
Secuencia 2 155
Sequence 3 •
Secuencia 3 169
Sequence 4 •
Secuencia 4 179
Sequence 5 •
Secuencia 5 189
Unit 5 • Unidad 5 201
Places and buildings • Lugares y ediﬁ cios
Sequence 1 • Secuencia 1 201
Sequence 2 •
Secuencia 2 207
Sequence 3 •
Secuencia 3 231
Answer key • Hoja de respuestas 239
Bibliography •
Bibliografía 253
Families Sheet •
Hoja para las familias 255
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7
Introduction
Introducción
Classroom Language
Expresiones en
el salón de clases
Sequence 1
Secuencia 1
In this sequence you will learn to:
En esta secuencia aprenderás a:
• Recognize expressions to
say hello and goodbye .
Reconocer expresiones para
s
aludar y despedirse.
• Spell words.
Deletrear palabras.
• Express your age.
Decir tu edad.
• Recognize instructions in
t
he classroom.
Reconocer instrucciones dentro
del s
alón de clases.
• Express dates.
Expresar fechas.
• Ask for the meaning or
t
ranslation of words.
Preguntar por el signiﬁ cado
o
la traducción de palabras.
• Ask for permission.
Pedir permiso.
Purpose • Propósito
The purpose of this unit is to
provide students with some basic
classroom language expressions that
will enable them to communicate
in English all the time during their
foreign language lessons.
El propósito de esta unidad es
proporcionar a los estudiantes algunas
expresiones básicas usadas dentro
del salón de clases que les permitirán
comunicarse en inglés durante las
lecciones del idioma extranjero.
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8
2
Write the time of the day that each picture shows.
Escribe el momento del día que muestra cada imagen.
Lesson 1 Goodbye!
You will recognize expressions of greetings and farewells.
Reconocerán expresiones para saludar y despedirse.
Think and write
1
Look at the pictures. Write the conversation number (1, 2, 3) to the corresponding picture.
Observa las imágenes. Escribe el número correspondiente a cada conversación.
Bus driver: Good morning, my name is Paul. Welcome aboard!
Pedro: My name is Pedro. Good morning, sir.
Bus driver: Pleased to meet you, Pedro.
Pedro: Pleased to meet you, Paul.
Pedro: Hi, my name is Pedro.
Okan: Hello, Pedro. I am Okan. How are you?
Pedro: Very well, thank you. What about you?
Okan: I’m ﬁ ne, thanks.
Pedro: Nice to meet you, Okan.
Bus driver: Have a nice day, guys!
Pedro: Bye, Paul!
Students: Goodbye!
Bus driver: See you in the afternoon! Take care. Bye-bye.
3
2
1
Hello!
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9
3
Look at the pictures and complete the dialogues.
Observa las imágenes y completa los diálogos.
Ema: , my name is Ema.
Paco: , Ema. Paco.
Ema: How you?
Paco: I’m ﬁ ne, .
Memo: Good , Mr. Gomez.
Mr. Gomez: morning, Memo.
are you?
Memo: I’m , thanks. And you?
Mr. Gomez: .
4
Fill in the blanks whether the dialogue is formal or informal.
Escribe sobre la línea si el diálogo es formal o informal.
Dialogue 1 is .
Dialogue 2 is .
Write
5
In pairs create a dialogue
similar to the ones
in exercise 3. Then
present it to the class.
En parejas elaboren un
diálogo similar a los del
ejercicio 3. Posteriormente
preséntenlo a la clase.
6
Complete the chart.
Completa la tabla.
Regards Time Spanish
Greetings
Farewells
1 2
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10
Lesson 2 you spell it?
You will identify the English alphabet letters in order to spell words correctly.
Identiﬁ carán las letras del alfabeto inglés para deletrear correctamente las palabras.
Think
Can you think of some objects you need for class?
¿Puedes pensar en algunos objetos que necesitas para la clase?
Read
1
Read the dialogue. Fill in the blanks
with the words in the box.
Lee el diálogo. Completa los espacios en
blanco con las palabras del cuadro.
eight twenty
Teacher: Good morning, class. I’m going
to take attendance.
Number one, Alvarez.
Alvarez: Present.
T
eacher: Number two, Bonilla.
Bonilla: Here.
T
eacher: Number
, Huerta.
Student: Absent
Teacher: Number twelve, Linares. L
inares: Present.
Teacher: Number
, Suarez.
Suarez: Present. Teacher: Number twenty-three, Mmm! Tes,
tech...
Texcalapa: It is Texcalpa. Teacher: How do you spell it?
Texcalpa: T-E-X-C-A-L-P-A.
Think
2
Look at the words in red in the
p
revious dialogue and use them
to complete these sentences.
Lee en el diálogo anterior las palabras en rojo y
úsalas para completar las siguientes oraciones.
You answer
or
when you are in the class.
You answer when somebody is
not in the class.
What is the question used to ask to spell?
¿Qué pregunta se utiliza para pedir que deletreen?
How do
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11
Speak
3
Look at the chart below. Repeat the pronunciation of the letters.
Observa la siguiente tabla y repite la pronunciación de las letras.
Letter Sound Letter Sound Letter Sound
A Ei K Kei U Iu
B Bii L El V Vi
C Cii M Em W Dobl iu
D Dii N En X Ex
E I O Ou Y Uai
F Ef P Pi Z Dzi
G DYi Q Qiu
H Eich R Ar
I Ai S Es
J Yei T Ti
Write
4
Create a classroom directory.
Ask three partners for their
full name, to spell their
name or last name, and take
notes. Follow the example.
Crea un directorio del salón
de clases. Pregúntale a tres
compañeros su nombre
completo, pídeles que
deletreen su nombre o
su apellido, y toma nota.
Sigue el ejemplo.
First name Middle name Last name
What’s your name? My name is Juanita.
What’s your last name?
How do you spell it?
It’s Alvarado.
A-L-V-A-R-A-D-O
rectory.
their
ir
d take
mplee.
lón
tress
.
What’s your last name?y
How do you spell it?
It’s Alvarado.
A-L-V-A-R-A-D-O
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12
Lesson 3 are you?
You will identify the English writing of numbers in order to express age.
Identiﬁ carán la escritura de los números en inglés para expresar la edad.
Think
1
Complete this table with the missing numbers.
Completa la tabla con los números que faltan.
1 One 11 Eleven 21 Twenty-one 40 Forty
2 Two Twelve 22 Twenty-two 50 Fifty
3 Three 13 Thirteen 23 60 Sixty
Four 14 Fourteen 24 Twenty-four Seventy
5 Five Fifteen 25 80 Eighty
6 Six 16 Sixteen 26 90 Ninety
Seven 17 Seventeen 27 Twenty-seven 100 One hundred
8 Eight Eighteen 28 101 One hundred one
Nine 19 Nineteen 29 102 One hundred two
10 Ten Twenty 30 Thirty 103 One hundred three
Speak
2
Say the numbers
from 1 to 100.
Di los números en
inglés del 1 al 100.
Think
3
Answer the questions.
Responde las preguntas.
Go back to the chart. Look at the numbers 21, 23, 101, etc. What do
they have in common? How are these numbers formed in English?
Write the rule.
Regresa a la tabla. Observa los números 21, 23, 101, etc. ¿Qué tienen en
común? ¿Cómo se forman estos números en inglés? Escribe la regla.
How old
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13
Write
4
Answer the following questions about yourself. Write the numbers with letters.
Contesta las siguientes preguntas que se reﬁ eren a ti. Escribe los números con letra.
How old are you? I am years old.
How old is your teacher? He/she is years old.
How old is your best friend? He/she is years old.
How old is your mother? She is years old.
How old is your father? He is years old.
Speak and write
5
Ask your classmate the questions above and write his/her answers. Write the numbers with letters.
Haz las preguntas del ejercicio anterior a tu compañero o compañera
y anota sus respuestas. Escribe los números con letra.
Example: How old is your mother?
She’s thirty-ﬁ ve years old.
Pa
rtner’s name:

Age:
Teacher’s age:
Best friend’s age:
Mother’s age:
Father’s age:
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14
Lesson 4 down!
You will recognize expressions to give instructions inside the classroom.
Reconocerán expresiones para dar instrucciones dentro del salón de clases.
Think
Which are the most common instructions you receive in class?
¿Cuáles son las instrucciones más comunes que recibes en clase?
Read
1
Read the sentences
Lee las oraciones.
1
I’m sorry, I’m late. May I
come in?
2 Yes, Peter. Close the door.
Sit down and open your
book on page 25.
3 Everybody be quiet, please.
If you want to talk, raise
your hand.
Think and write
3
Look at the sentences in exercise 1. Which instructions is the teacher giving to the students?
Observa las oraciones del ejercicio 1.
¿Qué instrucciones está dando la
profesora a los estudiantes?
Think and write
2
Look at the images and match them (1, 2, 3)
with the sentences in exercise 1.
Observa las imágenes y escribe sobre
las líneas el número de oración
del ejercicio 1 que les corresponda.
4
Write the right answer.
Escribe la respuesta correcta.
Commands always start with a .
a) verb
b) noun
Sit
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15
a cb
Write
5
Fill in the blanks with the letter that matches each picture.
Escribe sobre las líneas la letra que corresponda a cada imagen.
Close the door.
Please, stand up.
Sit down.
Be quiet.
May I come in?
Open the window.
Speak
6
Work in pairs. Student A will command student B according to
the images. Then, switch roles. Look at the example.
Trabajen en parejas. El estudiante A le dará órdenes según las imágenes al estudiante B
para que las ejecute. Después, cambien papeles. Observa el ejemplo.
Ejemplo:
Circle. Listen to it.
Point.
Draw.
Student A: Read a book. Write. Highlight.
bb
resespopopopndndndndnddaaaaa a a aaaaaaaaccacacacacacacacacacacadadadadadadadadadadadadaiiiiiiimamamamamamamamagegegegegegegegeggggn.n.nnn
d fe
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16
Lesson 5 your birthday?
You will identify the months of the year and the days of the week in order to express dates.
Identiﬁ carán los meses del año y los días de la semana para expresar fechas.
Think
When is your birthday?
¿Cuándo es tu cumpleaños?
1
Look at the calendar. Complete it with the words in the box.
Observa el calendario. Complétalo con las palabras del cuadro.
October May July
April February November
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
January
31 days
28 days
(29 every four years)
March
31 days
30 days
31 days
June
30 days
31 days
August
31 days
September
30 days
31 days 30 days
December
31 days
When is
he week in order to express dates.
xpresarffeeechachachachacchachahahasssssss.s.s.
(2(29 9everey ffoooooourururururuurrururryyyyyyyyeaaeaeaeersrsrr))(( yyy yyyyy))))(
mber
31 dayyss
DeDececembmbererrrerererererr
311dddayaayayyyayyyyyssssssssss
Maarchhh
31ddaaaayyyyyysssss31dddaaaayyayayaayyayayyyyyyyssssssssss
303030
A tt
0 dayayyayayyyysssss
un
0 d
3
unJu
30
JuJnee
daayyyyyssssssssss
nee
3131313131311dddddddddayaayayaayayyyyssssss3333333
3131313131313113131ddddddddayayayyayayaayayayyssssssssss
ddayyyyyyssss30d
3
ddaayayyyyyyyyyyssssssssssss0dd
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17
2
Complete the information.
Completa la información.
Example:
St. Valentine’s Day is on February 14
th
.
Labour Day is on
.
Flag Day is on .
Spring starts on .
Children’s Day is on .
Mother’s Day is on .
Columbus Day is on .
Christmas is on .
Think
4
Choose the correct answers.
Elige las respuestas correctas.
1
We use
to indicate dates.
a) on b) in
2 We use to indicate the date.
a) ordinal numbers (1
st
, 2
nd
, 3
rd
, 4
th
, …)
b) cardinal numbers (1, 2, 3, 4, …)
3 Months of the year start with .
a) small letter b) capital letter
5
Look at the calendar below. Use the ordinal
numbers (1
st
, 2
nd
, etc.) to complete it.
Observa el calendario. Complétalo con
los números ordinales: (1
st
, 2
nd
, etc.).
Oct 20___
Sun Mon Tue Wed Thurs Fri Sat
1
st
2
nd
3
rd
4
th
5
th
6
th

7
th
8
th
21
st
22
nd

28
th
29
th

3
Read the dialogues and complete the chart.
Lee los diálogos y completa el cuadro.
1
Alessandra: Cesar, when is your birthday?
Cesar: It’s on April 2
nd
.
2 Alessandra: Susan, when is your birthday?
Susan: It’s on June 19
th
.
3 Alessandra: Pamela, when is your birthday?
Pamela: It’s on March 21
st
.
4 Alessandra: Joe, when is your birthday?
Joe: It’s on November 23
rd
.
My Birthday Calendar
Susan Joe Cesar Pamela
6
Put the letters in the right order to form the
days of the week. Write them on the lines.
Ordena las letras para formar los nombres de los
días de la semana. Escríbelos sobre las líneas.
Sun n / y / S / d / u / a
Mon o / n / d / M / a / y
Tues s /T / a / u / d / e / y
Wedd / e / W / n / a / s / d / y / e
Thurs d / y / h / T / a / r / u / s
Fri y / d / a / r / F / i
Sat t / r / a / y / a / S / u / d
7
Choose your favorite people and write
their birthdays on a calendar.
Escribe en un calendario los cumpleaños de tus personas favoritas.
Write
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18
Lesson 6 sharpener mean?
You will identify expressions to ask for the meaning of words.
Identiﬁ carán expresiones para preguntar el signiﬁ cado de palabras.
Think and speak
How can you learn the meaning of new words?
¿Cómo puedes aprender el signiﬁ cado de palabras nuevas?
Read
1
Read the dialogue.
Lee el siguiente diálogo.
Miss Suarez: Good morning, Juan.
Juan: Good mo rning, Miss Suarez.
This is my mother. She wants
to know the list of items for
the class.
Miss Suarez: Of course. The students will
need a dictionary, a notebook,
a sharpener, an eraser, a pen,
a pencil, scissors, glue and
colors. Juan, please copy the
list on the blackboard.
Juan’s mother: Thank you, Miss Suarez.
Goodbye.
Miss Suarez: Have you ﬁ nished copying the
information?
Students: Yes.
Juan: Excuse me, what is the
me
aning of sharpener?
Miss Suarez: It is the object used to make
penc
ils pointy.
Lucia: And, what is the meaning of
s
cissors?
Miss Suarez: It is a cutting instrument with
t
wo blades whose cutting
edges slide past each other.
What does
mmmm
ng the e
aaaakekekeee
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19
Write
2
Write on the blackboard the missing words.
Escribe en el pizarrón las palabras que faltan.
3
Cross out the words that are not classroom objects.
Cruza con una línea las palabras que no son
objetos del salón de clase.
For example:
six
pen scissors
blackboard morning notebook pencil case chair house four schoolbag desk
Think
5
Answer the following questions.
Contesta las siguientes preguntas.
What’s the question that Juan and Lucia use to ask for the meaning of a word?
What is the meaning of sharpener?
What is the meaning of scissors ?
4
Look at the picture and write the numbers in the circles
to match the objects with the words.
Observa la imagen y escribe los números en los círculos
para relacionar los objetos con las palabras.
board desk notebook
schoolbag pencil pencil case
1
5
6
3
4
2
oom
n
sors
eboo
use
k
kkaattthhththeiipitctureanddddwriititehthththenubbmbmbersiiintthhheheciiirllclcles
objeccts.
s
ok
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20
Self Evaluation • Autoevaluación
I.
Answer the following questions and expressions.
Contesta las siguientes preguntas y expresiones.
1
Write the expressions used for greetings and farewells:
2 How do you spell your last name?
3 How old are you?
4 Can you spell house, please?
5 When is your birthday?
6 What’s the meaning of sharpener?
II.
Remember your English lessons and answer the following questions:
Recuerda tus lecciones de inglés y contesta las siguientes preguntas:
1
¿Qué hice bien en esta unidad de inglés?
2 ¿Cómo puedo mejorar mi desempeño en la asignatura de inglés?
3 ¿Qué voy a mejorar para cuando termine la siguiente unidad de inglés?
Support material • Material de apoyo
Topics / Temas Suggested material / Material sugerido
Visit the BBC ofﬁ cial website and learn how to use greetings
and farewells.
Visit the
BBC ofﬁ cial website and learn how to spell words.
Visit the
BBC ofﬁ cial website and learn the language used
to communicate in the classroom.
http://www.bbc.co.uk/worldservice/learningenglish/
grammar/learnit/learnitv52.shtml
http://www.bbc.co.uk/worldservice/learningenglish/
grammar/pron/features/spelling/
http://www.bbc.co.uk/worldservice/learningenglish/
grammar/pron/sounds/
http://www.bbc.co.uk/worldservice/learningenglish/
radio/specials/142_requests_offers/page2.shtml
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21
Unit 1
Unidad 1
Personal
identiﬁ cation
Identiﬁ cación
personal
Sequence 1
Secuencia 1
In sequence 1 you will learn to:
En la secuencia 1 aprenderás a:
• Indicate near or far objects
using the words this or that.
Señalar objetos cercanos o lejanos
utilizando las palabras this (esto,
ésta, éste) y that (eso, ésa, ése).
• Use the verb to be (am, is, are) in
afﬁ rmative, negative or interrogative
sentences to give personal information.
Utilizar el verbo to be (am, is, are) en
enunciados aﬁ rmativos, negativos o
interrogativos para dar información
personal.
• Talk about your family using
possessive adjectives, that is:
my, your, his, her, its, our, their.
Hablar sobre tu familia usando adjetivos
posesivos: my , your, his, her, its, our, their.
• Give your/others’ personal information
such as age, address, phone number,
e-mail, origin, profession, and so forth.
Dar datos personales tuyos o de otras
personas, tales como edad, dirección,
teléfono, correo electrónico, lugar de
procedencia, profesión, etcétera.
• Describe your hometown using
descriptive adjectives.
Describir el lugar donde vives
utilizando adjetivos caliﬁ cativos.
• Use cognates to facilitate
comprehension of texts.
Usar cognados para facilitar la
comprensión de textos.
Purpose • Propósito
The purpose of this unit is to
enable students to introduce
themselves and others, and to
exchange personal details.
El propósito de esta unidad es
capacitar a los estudiantes para
presentarse a sí mismos y a otros,
e intercambiar detalles personales.
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22
a
b
c
Lesson 7 party
You will identify the use of this/that in order to express the physical proximity
or distance in a singular form.
Identiﬁ carán el uso de las palabras this/that para expresar cercanía o lejanía física en forma singular.
Think
1
Answer the following
question.
Responde la siguiente
pregunta.
What expressions do we
use for greetings?
Read and think
2
Read the dialogue. Put its parts in the correct order.
Lee el diálogo. Coloca sus partes en el orden correcto.
Marcos: Nice to meet you, too.
Hugo: Nice to meet you, too.
Carolina: Look, that is my friend Lucia.
Lucia! Come, please.
Lucia, this is Hugo and this is Marcos.
Lucia: Nice to meet you.
Carolina: Hello! My name is Carolina. What is your name?
Marcos: Hi! I am Marcos and this is my friend Hugo.
Hugo: Nice to meet you.
Write
3
Look at the pictures. Write the conversations in exercise 2 in the correct space.
Observa las imágenes. Escribe las conversaciones del ejercicio 2 en el espacio correcto.
At a
g Escribe las converrsasaciciciononoese delleeejjejejercrcccicicioio 2 en el espacioo correcto.espacio
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23
4
Look at the pictures. Underline the correct
option or write the right letter in the circle.
Observa las imágenes y subraya la
opción que corresponda o escribe
la letra correcta en el círculo.
Write
5
Write this or that.
Escribe this o that.
This / That
This / That
Look, Maria! That is my brother.

This is my friend Jorge.
a
b
1 Look! Susana, is my sister.
2 I live in yellow house.
3 is my schoolbag.
pq p
la letra correcta en el cícíírrcrcrcrccccculululululululululululloooooooo.o.oo.
Thhisis//TThahahattt
2
Write
This / That
t
e..
LLookkMMariia!!ThThatiismybbrohthherra
b
ismyymysssiiisisisssstteteteteteerrr.r.r.r.
bb
1
323232323223232322222222222
3
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24
Lesson 8 is Azucena
You will identify the use of possessive adjectives in order to talk about your family.
Identiﬁ carán el uso de los adjetivos posesivos para hablar acerca de su familia.
Think
What words do we use in Spanish to talk about
our or other people’s possessions?
¿Qué palabras utilizamos en español para hablar
sobre las cosas que poseemos o poseen los demás?
Good morning. My name is Ruben. I want to talk about my family. This is my mother, her name is
A
zucena, and this is my father, his name is Fernando. He is a teacher. I have two brothers, their names
a
re Joaquin and Jorge. I have one sister, her name is Soﬁ
a. My brothers and I play soccer every Sunday
in a team called Los Rayos. My father is our coach. He is my favorite soccer player.
Read and think
1
Read the text.
Lee el texto.
Think and write
2
Write the name of the person the
words refer to in the exercise 1.
Escribe el nombre de la persona a quien se reﬁ eren las palabras del ejercicio 1.
Her (line 1) refers to: Azucena
His (line 2) refers to:
Their (line 2) refers to:
Her (line 3) refers to:
Our (line 4) refers to:
My (line 4) refers to:
Write
3
Look at the red words in exercise 1. Fill
in the blanks with the right words.
Observa las palabras en rojo en el ejercicio 1.
Llena los espacios con las palabras correctas.
Personal pronouns Possessive adjectives
I
You
His
Her
It
Their
Our
Her name
ssive
poses
ut
s???
alalallalalalalalalalkkkkkkkkkkkkababababababababababbbouoouououououououuuuttttttttmymymymymymymmymymyfffffffffffffamamamamamamamamamammilililililiilililililyyyyyyyyyyTTTTTTTTTTTTTThihihihihihihihihihihhihihihihhihhissssssssssssssisisisisiisiiisisisisissisissisiismmmmmmmmmmmmyyyyyyyyymomomomomomomomommthththhththththththererererereererhernnnnnnnnnamamamamammamamameeeeeeeeisisisisisisisisis
adjectives in order to talk about your family.
sivos para hablar acerca de su familia.
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25
Grandfather Grandmother
MotherFather
Uncle Aunt
CousinCousinDaughterSon
4
Write the missing words to complete the sentences.
Escribe las palabras que faltan para completar las oraciones.
Example: She is my sister. Her name is Mariana.
L
uis is my brother.
room is clean.
My mother is a nurse. name is Victoria.
My father is thirty-ﬁ ve years old. name is Fernando.
Luis and Toño are my cousins. classroom is in the ﬁ rst ﬂ oor.
I am Jorge Luis. favorite sport is soccer.
5
Complete the family tree with the names of your
family members and illustrate it.
Completa el árbol genealógico con los miembros
de tu familia e ilústralo.
6
Write a short text about your
family and draw it.
Escribe un pequeño texto para describir a
tu familia. Usa el espacio para dibujarla.
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26
Lesson 9 is a mechanic
You will recognize the personal pronoun contractions to describe a member of
your family.
Reconocerán las contracciones de los pronombres personales para describir a un miembro de su familia.
Think
Which are the personal pronouns in English?
¿Cuáles son los pronombres personales en inglés?
Think and write
3
Write the contractions. Follow the example.
Escribe las contracciones. Sigue el ejemplo.
Pronoun + Verb to be = Contraction
I + am = I’m
He + is = He’s
She + is =
It + is = It’s
You + are =
We + are =
They + are = They’re
Write
2
Answer the questions.
Responde las preguntas.
What does her father do?
What’s the name of her father?
What’s his last name?
How old is he?

Read
1
Read the following text.
Lee el siguiente texto
Laura is describing her father to her classmates.
My father is a mechanic. His name is Alonso
Hernandez. He’s 40 years old. He has his own
busi
ness and he knows everything about
mechanics. He has a lot of experience, almost
20 years. His job is to repair all kinds of motor
vehicles like trucks, double deck buses , cars and
motorcycles. He is the best mechanic in town. I’m
t
he youngest child. I have two brothers. They’re
al
ways helping my father with his job.
My father
alalallllallllllllalwwwawwawwwwawwwwwwysyshhelelpipippngngggggggmmmyy y yyffaafafafaaththtthttererwwitth hhhihis s
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27
Write
4
Answer the questions using the words from the box.
Contesta las preguntas usando las palabras del cuadro.
grandfather sister father mother brother
uncle aunt grandmother cousins niece
Example: Who is this? (He is the son of my mother.) He’s my brother.
Who is this? (She is the daughter of my sister.) She’s my niece.
Who i
s this? (He is the father of my father.)
Who is this? (She is the wife of my father.)
Who is this? (She is the daughter of my mother and father.)
Who is this? (He is the brother of my father.)
Who are these? (They are the sons of my uncle.)
Who is this? (She is the mother of my mother.)
Who is this? (She is the sister of my mother.)
Who is this? (He is the son of my grandmother.)
Write
6
Write a small paragraph, like that in exercise
1, to describe a member of your family.
Escribe un pequeño párrafo como el del ejercicio
1 para describir a un miembro de tu familia.
Think and write
5
The question Who is this? is used to ask for:
La pregunta: Who is this? se
utiliza para preguntar:
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28
Lesson 10 student
You will write personal data in order to write an autobiography.
Escribirán datos personales para redactar una autobiografía.
Think
What information do you need in order to write an autobiography?
¿Qué información necesitas para escribir una autobiografía?
An interesting fact • Un dato interesante
The British writer J.K. Rowling, author of the Harry
Potter saga, was a primary teacher and now she’s the
second richest woman in the United Kingdom, only after
Her Majesty The Queen Elizabeth II.
La escritora británica J.K. Rowling, autora de la saga de Harry
Potter
, fue maestra de primaria y hoy es la segunda mujer más
rica del Reino Unido, sólo después de la reina Isabel II.
Read
1
Read the text.
Lee el texto.
My name is Robert Smith. I’m a British writer. I’m 22 years old.
My birthday is on June 21
st
. I live in 312 Rivolli Street, Paris,
France. My telephone number is 34 56 89. My e-mail address is
[email protected]. I have one brother. His name is Tom.
He is a photographer.
I’m a
ererertttSmSmSmSmSmiiitiititithhhhhIIIIIIIII’’’m’m’maaaaBBBBBBiiririrrriiitititihhhhhhhshhshshswwiiiriritetterrrIIIIIII’’’m’m’m222222222222yeyyeyararrararasssslllollolddddddd
on do you need in order to write an autobiography?
necesitas para escribir una autobiografía?
xt.
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29
Write
2
Complete with the information from exercise 1.
Completa con la información del ejercicio 1.
First name:
Last name:
Occupation:
Address:
E-mail:
Nationality:
Telephone number:
Date of birth:
3
Draw yourself.
Dibújate.
Write
4
Write a text, similar to excercise 1,
using your personal information.
Escribe un texto con tus datos personales
tomando como ejemplo el ejercicio 1.
I’m…
Speak
5
Present your personal information
to the classroom.
Presenta tus datos personales a la clase.
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30
Think
Which are the indeﬁ nite
articles in Spanish?
¿Cuáles son los artículos
indeﬁ nidos en español?
Read
1
Read the dialogue with a classmate.
Lee el diálogo con un compañero o compañera.
Think
2
How do we ask about someone’s occupation?
¿Cómo preguntamos por la ocupación de alguien?
Think
3
Fill in the blank with the correct
article for the sentence.
Escribe sobre la línea el artículo
que corresponde a la oración.
aa n
Article is used with words starting with
a vowel sound.
Article is used with words starting
with a consonant sound.
Karla : Hi. My name is Karla.
Robert: I’m Robert. What do you do?
Are you a model?
Karla: No, I’m a journalist, and you?
Robert: I’m a photographer. I work here.
Karla: Cool! I’m looking for a job.
Robert: Good luck!
Lesson 11 you do?
You will identify the use of a/an in order to talk about professions or occupations.
Identiﬁ carán el uso de los artículos indeﬁ nidos a/an para hablar acerca de profesiones u ocupaciones.
What do
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31
Write
4
Match the occupations with the drawings.
Relaciona las ocupaciones con los dibujos.
A mechanic
A soccer player
An architect
A plumber
An actress
5
Write a or an in the blanks.
Escribe a o an sobre la línea.
artist accountant
hotel manager journalist
policeman electrician
lawyer designer
plumber
Speak
6
Interview one of your classmates and
write down the information you collect
from him/her. Use your key questions.
Entrevista a tu compañero o compañera
y escribe la información que obtengas.
Usa las preguntas clave.
For example:
What does your father do? He’s a carpenter.
What does your mother do? She’s a nurse.
1)

2)
1
2
3
4
5
eakk
tes andnd
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32
Think
What questions do we make
in order to get personal
information?
¿Qué preguntas usamos para
pedir información personal?
Think
2
Answer the next questions according to the previous dialogue.
Responde las siguientes preguntas de acuerdo con el diálogo.
For example:
Are Emma and Luis students? No, they aren’t.
Is Frank ﬁ
fteen years old? Yes, he is.
Is Ema a housewife?
Is Luis a journalist?
Is Ema’s grandmother 79 years old?
4
Complete the dialogue.
Completa el diálogo.
Tomas: Hi, are you a student? Liu: Yes, I am. My name is
Liu Huang.
Tomas: I
sorry.
Please say that again.
Lou Huang
your ﬁ rst name?
Liu: No, it Lou.
L-I-U.
Tomas: OK! today
your ﬁ rst day here?
Liu: Yes, it .
Tomas: Nice to meet you!
Read
1
Read the dialogue
with a classmate.
Lee el diálogo con un
compañero o compañera.
Ema and Luis are looking at
Ema’s photo album.
Luis: Who is this, Ema?
Ema: He is my brother
Frank!
Luis: How old is he?
Ema: He is 15 years old.
Luis: Is he a student?
Emma: Yes, he is. And you?
Luis: No, I’m a middle
school teacher. Who
is she?
Emma: She is my
grandmother!
Luis: How old is she?
Emma: She’s 79 years old.
Luis: What does she do?
Emma: She’s a housewife.
3
Complete the information.
Completa la información.
1
Are you a student?
Ye s,
.
No, .
2 Is she a teacher?
Ye s, .
No, .
3 Is it hard to be an architect?
Ye s, .
No, .
Speak
5
Practice the dialogue in excersise 4 with your
classmates, using your own names.
Practica el diálogo del ejercicio 4 con tus
compañeros, usando sus propios nombres.
Write
Are you
Lesson 12 a student?
You will identify negative and afﬁ rmative expressions to give answers about
personal information.
Identiﬁ carán expresiones aﬁ rmativas y negativas para dar respuestas sobre información personal.
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33
Lesson 13 ID card
You will answer questions about personal information in order to complete
the data for a school
ID.
Responderán a preguntas sobre información personal para completar los datos de una credencial escolar.
Read
1
Read the dialogue with a classmate.
Lee el diálogo con una compañera
o un compañero.
Think
What are the questions to ask
for personal information?
¿Cuáles son las preguntas
necesarias para pedir información
personal?
Teacher: Good morning!
Student: Good morning, teacher.
Juan: Hello, Miss.
Teacher: Hi. Show me your
ID card, students.
Where is your
ID card, Juan?
Juan: I lost it, Miss.
Teacher: You need a new
ID. Remember we will
visit the zoo tomorrow.
2
Circle the option that corresponds.
Encierra la opción que corresponda.
Juan needs the school ID card to visit:
a) a museum
b) a supermarket
c) a zoo
An identiﬁ cation card contains:
a) name, last name, age
b) a conversation
c) a favorite TV program
Speak
4
Interview a classmate and complete the
data for the
ID card.
Entrevista a un compañero o compañera y
completa la información para una credencial.
a)
What’s your name?
b) What’s your last name?
c) How old are you?
d) What’s your mother’s name?
e) What’s your father’s name?
5
Complete the ID card with your information
and paste your photograph or drawing on it.
Escribe tus datos en
la credencial y pega
tu foto o dibújate
en ella.
Think
3
Complete the questions.
Complete las preguntas.
How do we ask about personal information?
¿Cómo preguntamos por información personal?
a) name?
b) last name?
c) address?
d) telephone number?
How do we ask someone’s age?
¿Cómo preguntamos la edad de alguien?
Telesecondary
First name:
Last name:
Age: Group:
Address:
My school
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34
a
b
c
d
Lesson 14 you live?
You will recognize questions to ask about the place where you live.
Reconocerán expresiones para preguntar por el lugar donde viven.
Think
What is the meaning of the question where do
you live?
1
Read the text.
Lee el texto.
Think
2
Circle T if the sentence is true, or
F if it is false. Use excercise 1.
Encierra T si el enunciado es verdadero
o F si es falso. Usa el del ejercicio 1.
a)
David is an engineer.

b) He is thirty-ﬁ ve years old.
c) Tom lives in Dallas.
d) Sally is an astronaut.
An interesting fact •
Un dato interesante
The ﬁ rst Mexican astronaut was
PhD Rodolfo Neri Vela, who
traveled in the Discovery spaceship
in 1986. The ﬁ rst woman to travel
to space was the Russian Valentina
Tereshkova in 1963.
El primer astronauta
mexicano fue el Dr.
Rodolfo Neri Vela,
quien voló en la nave
Discovery en 1986.
La primera mujer que
salió al espacio exterior
fue la rusa Valentina
Tereshkova en 1963.
Write
3
Match the columns.
Relaciona las columnas.
Name How old are you?
Address What is your name?
Last name Where do you live?
Age What is your last name?
David is an American astronaut. He lives in
New York. He’s thirty-ﬁ ve years old. He has a
brother, his name is Tom and he lives in Dallas.
He also has a sister, her name is Sally and she is
a teacher. She lives in Houston. Their parents live
in Houston, too.
Where do
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35
Think
4
What is the question used to ask about
the place where someone lives?
¿Qué pregunta se utiliza para preguntar
por el lugar donde alguien vive?

6
Complete the invitation card with the
information from the dialogue.
Completa la invitación con la
información del diálogo.
Write
5
Complete the dialogue with the words from the invitation card.
Completa el diálogo con las palabras de la invitación.
Mariana: Hello, boys and girls! I want to invite you to my
birthday party.
Jorge: When is your ?
Mariana: It is on July 6
th
, next Saturday.
Marcos: Where do you
?
Mariana: I live downtown.
Lucia: What is your ?
Mariana: It is 5 Miguel Hidalgo Street, near the school.
Will you go?
Claudia: Yes, of course. Marcos: Sure. Mariana: Ok, see you on
at ﬁ ve o’clock.
e
plete thehddiaialologugueiwiththtthehhewworordddsdsffffrorommththeiinivitationccararddd
Ingles Unid 1.indd 35Ingles Unid 1.indd 35 19/04/12 18:14 19/04/12 18:14???????????????????;<9=:;

36
Think
What words do you need in order to describe the place
where you live?
¿Qué palabras necesitas para describir el lugar en donde vives?
Read
1
Read the dialogue with a classmate.
Lee el diálogo con un compañero o compañera.
Teacher: Good morning, boys and girls. This is Armando.
Students: Welcome, Armando.
Jorge: What’s your last name?
Armando: Ortega.
Mariana: How old are you?
Armando: I’m twelve years old.
Lucia: Where did you use to live?
Armando: In Queretaro.
Susana: Who do you live with?
Armando: I live with my grandmother and grandfather.
Lucia: Armando, could you tell us about Queretaro?
Armando: Well, it is a small, historic, clean and hot city. People
a
re very kind.
Lucia: Wow! Sounds interesting!
Think
2
Choose the word that
describes the images
as in the example.
Elige la palabra que
describa las imágenes
como en el ejemplo.
Hot / Cold
Big / Small
Modern / Historic
Clean / Dirty
Lesson 15 a small town
You will identify adjectives to describe the place where you live.
Identiﬁ carán adjetivos para describir el lugar donde viven.
Speak
3
Interview a classmate about the
place where she or he lives.
Realiza una entrevista a tu compañero
o compañera sobre el lugar donde vive.
You: Where do you live?
Classmate: I live in
.
You: Tell me about it.
Classmate: .
Speak
4
Describe the place where
you live, draw it and
share it with your class.
Describe cómo es el
lugar donde vives,
dibújalo y compártelo
con tus compañeros.
I live in
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37
Lesson 16 a soccer player
You will identify personal data to talk about others.
Identiﬁ carán datos personales para hablar acerca de otras personas.
Think
Who is your favorite soccer player? What information can you share about him?
¿Cuál es tu jugador de soccer favorito? ¿Qué información puedes compartir sobre él?
Read
1
Read David’s biography.
Lee la biografía de David.
David Roberts was born
in Leytonstone, London,
on April 2
nd
, 1974.
He is a soccer
player and the
most famous sports
personality in the world.
He lives in Los Angeles.
Think
2
Match the columns.
Relaciona las columnas.
Which is his favorite sport? a) He lives in Los Angeles.
What is his last name?
b) It is on April 2
nd
.
What does he do?
c) He is a soccer player.
How old is he (2012)?
d) Soccer.
Where does he live?
e) Roberts.
When is his birthday?
f) He is thirty-eight years old.

Think
3
Go back to exercise 2. Review the questions. Underline the right answer.
Regresa al ejercicio 2. Revisa las preguntas
y subraya la respuesta que corresponde.
1
This word refers to a place.

a) What b) Where c) When
2 This word refers to a date.

a) When b) Which c) How
3 This word means cuál.

a) When b) Where c) Which
An interesting fact • Un dato interesante
The American Women’s Soccer Team has more fans
than the American Male’s Soccer Team.
La selección femenil de soccer
de Estados Unidos cuenta con
más seguidores que la
selección masculina.
Write
4
Imagine you can meet your favorite
star. What would you ask him/her?
Imagina que conoces a tu estrella
favorita. ¿Qué le preguntarías?
5
Imagine you are your classmate’s favorite
star. Answer to his/her questions.
Imagina que eres la estrella favorita
de tu compañero/compañera.
Contesta a sus preguntas.
David is
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38
Lesson 17 archaeological site
You will identify the expression used to know someone’s place of origin.
Identiﬁ carán la expresión usada para saber el lugar de origen de la gente.
Read
1
Read the dialogues. Write the number next to the
ﬂ ag according to the country the tourist is from.
Lee los diálogos. Escribe el número junto a la
bandera del país del que es originario el turista.
Juan: Good morning. What’s your name?
Scott: I’m Scott Johnson. And you?
Juan: I’m Juan. Nice to meet you.
Where are you from?
Scott: I’m from Germany, I’m German.
Juan: Do you like Teotihuacan?
Scott: Yes, it is wonderful.
Susana: Hello.
What’s your name?
Nicole: Hi. I’m Nicole. And you?
Susana: I’m Susana.
Where are you from?
Nicole: I’m from France, I’m French.
Susana: What’s your opinion about Teotihuacan?
Nicole: It is a beautiful place.
Mariana: Hi. What’s your name?
Liu: Hi. I’m Liu Woo. What’s your name?
Mariana: My name is Mariana.
Liu: Nice to meet you.
Mariana: Where are you from?
Liu: I’m from China. I’m Chinese.
An interesting fact •
Un dato interesante
English is the ofﬁ cial language
in 56 countries around the world
including South Africa, India,
Jamaica, Ireland and New Zealand,
among others.
El inglés es la lengua oﬁ cial en 56
países del mundo incluidos Sudáfrica,
India, Jamaica, Irlanda y Nueva
Zelanda, entre otros.
3
2
1
At the
saber el lugar de origenendedede de lalalalagengengegte.
to
fro
a.
ee???
o thheeee
ommm.m..
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39
2
Complete the information.
Completa la información.
Where are you from? means:

Write the three countries
mentioned in the dialogue.
Write the three nationalities mentioned in the dialogue.
4
Match the columns.
Relaciona las columnas.
Country Nationality
Japan Brazilian
England French
Russia Italian
Greece Chinese
Chile Russian
Brazil English
Mexico Chilean
France Greek
China Japanese
Italy Mexican
3
Locate on the map the countries from the box.
Localiza en el mapa los países de la tabla:
Think
5
Complete the sentences.
Completa los enunciados.
Example:
a) Nicole is from France. She’s French.
b) Rommy is from Chile. He’s .
c) Ivan is from . He’s Russian.
d) Greco is from Greece. He’s .
e) Taoshi is from Japan. He’s .
f) Juanita is from . She’s .
Think and write
Japan Brazil
England Mexico
Russia France
Greece China
Chile Italy
a
c
b
d
e
f
h
g
i
j
Ingles Unid 1.indd 39Ingles Unid 1.indd 39 19/04/12 18:15 19/04/12 18:15???????????????????;<9=:;

40
Lesson 18 you from?
You will notice the nationalities of some countries in order to talk about other people.
Identiﬁ carán las nacionalidades de algunos países para hablar de otras personas.
Write
2
Complete the information with the
stories in the previous exercise.
Completa la información con las
historias del ejercicio anterior.
Pierre’s from
.
He’s .
He’s years old.
His birthday is on .
Nora’s from .
She’s .
She’s years old.
Her mother’s from .
Jennifer’s from .
Canadian.
She’s years old.
November 20
th
.
Read
1
Read the texts.
Lee los textos.
5
Write a paragraph using the
information in the previous chart.
Escribe un párrafo usando la
información del cuadro anterior.
Think
3
Choose the answer that corresponds.
Elige la respuesta que corresponda.
We use to say the country or the place
of origin.
a) from b) for
Write
4
Complete the chart using the words
from the box.
Completa la tabla con las palabras del cuadro.
Irish Swiss South African
Swedish Turkish Australian
German Peruvian Portuguese
Canadian Spanish Polish
Country Nationality
Germany
Canada
Ir
eland
Portugal
Sweden
South Africa
Switzerland
Turkey
Poland
Australia
Peru
Spain
a
b
c
My name is Jennifer Robins. I’m from Toronto,
Canada. I’m Canadian. I’m 12 years old. My
birthday is on November 20
th
. My father is an
actor. He is now working on Broadway.
His name is Pierre Toulouse. He’s from France.
He’s French. He’s 13 years old. His birthday is
on September 1
st
. His sister is 3 years old. Her
name is Lisa.
She is Nora Stevens. She is from Texas. She’s
American. She’s 11 years old. Her birthday is on
July 25
th
. Her mother’s from Guatemala. She’s
Guatemalan.
Where are
LeL
MMMM
CCCaa
bbb
aacc
HHH
HH
on
nanan
aac
a
SSSShhS
AAAAAAAmm
JJJJJuJuuu
GGGu
nnaa
hh
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41
Lesson 19 from Brazil?
You will recognize the expressions used to give information about their
home country and nationality.
Reconocerán las expresiones usadas para proporcionar información sobre su país de origen y nacionalidad.
Think
Where are you from? Where is your favorite star from?
¿De dónde eres? ¿De dónde es tu persona famosa favorita?
Read
1
Read the next dialogue with a classmate.
Lee el siguiente diálogo con un compañero o compañera.
Think
3
Answer the questions according
to your answers in exercise 2.
Contesta las preguntas de acuerdo
con las respuestas del ejercicio 2.
What’s the structure of these questions?How do you give an afﬁ rmative answer?
How do you give a negative answer?

Paulo: Hi. Are you a new student?
Carlos: Yes, I am. My name is Carlos Gomez.
What is your name?
Paulo: My name is Paulo Da Silva.
Carlos: Your accent is different.
Are you from Portugal?
Paulo: No, I’m from Brazil. I’m Brazilian.
I speak Portuguese.
Are you Mexican?
Carlos: Yes, I’m Mexican.
Are you from Rio de Janeiro?
Paulo: No, I’m from Brasilia, the capital city.
Carlos: Paulo, nice to meet you.
Write
2
Answer the next questions.
Contesta las siguientes preguntas.
Is Carlos a new student? .
Is Paulo’s last name Correia? .
Is Paulo from Brasilia? .
Are you
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42
Read
4
Read the text.
Lee el texto.
Roger Walters is 14 years old. He’s from Manchester, England.
His parents are from Belgium, they all live in Warsaw, Poland.
He is a student at middle school in Poland. His birthday is on
February 14
th
.
Write
5
Write the questions according to the information.
Escribe las preguntas de acuerdo con la información.
? Roger.
? No, his last name is Walters.
? From Manchester, England.
? In Warsaw, Poland.
? Yes, he is.
? No, his birthday is on
February 14
th
.
An interesting fact •
Un dato interesante
England conquered territories all around the world under the rule of two amazing queens: Queen Elizabeth I in the
XVI century and
Queen Victoria in the
XIX century.
Both made their country grow more than any other monarch in their history.
Inglaterra conquistó territorios en
todo el mundo bajo el mando de dos
asombrosas reinas: Isabel I en el siglo
XVI y la reina Victoria en el siglo XIX.
Ambas hicieron prosperar a su nación
más que ningún otro monarca en su
historia.
Write
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43
Think
Can you mention ﬁ ve countries and their
nationalities?
¿Puedes mencionar cinco países y sus respectivas
nacionalidades?
An interesting fact • Un dato interesante
The word alien is used to refer to foreigners in
general. So, it can be used to refer to
either extraterrestrials or simply
people from other countries.
La palabra alien se utiliza para hacer
referencia a los extranjeros en general.
Entonces puede usarse para hablar de un
extraterrestre o simplemente de gente de
otros países.
Write
2
Use the information in the text to complete the chart.
Usa la información del texto para completar el cuadro.
Name Age Country Nationality Language Address
3
Draw an extraterrestrial creature in your notebook.
Use the questions as a guide to create a text.
Dibuja un extraterrestre en tu cuaderno. Usa las
preguntas como guía para crear un texto.
What is the name of the creature?
Where is it from?
How old is the creature?
What are its nationality and language?
What is its address?
Speak
4
Share the information
about the extraterrestrial
you’ve just created.
Comparte la información
sobre el extraterrestre
que creaste.
Read
1
Read the biography of Zyanya the alien.
Lee la siguiente biografía sobre Zyanya la extraterrestre.
She is Zyanya. She is a nurse
in her country. She is from
Zyanyaland. She is 165
years old. Her nationality is
Zyanyashian and her language
is Zyanyish. Her address is
39 Blue Star in the Milky
Way. Her phone number is
2873-28892-000.
Lesson 20 from space
You will write a biography.
Redactarán una biografía.
A creature
nya the alien.
re
e e
aagegegegege
Ingles Unid 1.indd 43Ingles Unid 1.indd 43 19/04/12 18:15 19/04/12 18:15???????????????????;<9=:;

44
Lesson 21 means nacionalidad
You will notice the function of cognates to help the reading comprehension.
Reconocerán la función de los cognados para facilitar la comprensión de la lectura.
Think
Do you know any words that are similar in English and in Spanish? Which ones?
¿Conoces palabras que se parezcan en inglés y en español? ¿Cuáles?
Nationality
Read
1
Read the text and underline the words you
understand (do not use the dictionary).
Lee el texto y subraya las palabras que puedes
entender (no uses el diccionario).
Taoshi Okito is from Japan, he is Japanese. He is thirty-ﬁ ve years
old. He is a doctor and works at the most important hospital in his
country. He practices basketball and tennis. He is in Mexico City
on vacation. He visited Chapultepec park, the Zocalo, the Palacio
de Bellas Artes and the National Anthropology Museum. I think
Taoshi is a very intelligent and interesting person.
Think
2
A cognate is a word that is

in English and Spanish and you can easily understand it.

a) different

b) similar
Write
3
Write the words you underlined in the text.
Escribe las palabras que
subrayaste en el texto.
Example:
Nationality
entender(no useess eleleldddcicicicciciciononario).
TTThihiOOOOkikiiiffJJ hhhiiiiJJJJ HHHiihh
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45
4
Write the meaning in Spanish of the following words.
Escribe en español el signiﬁ cado de las siguientes palabras.
a)
Nationality
b) Doctor
c) Important
d) Hospital
e) Vacation
f) Museum
g) Intelligent
Think
5
The words you wrote
are cognates. What do
you think a cognate is?
Las palabras que escribiste se
llaman
cognados. ¿Qué crees
que signiﬁ que cognado?
Read
6
Read the text and answer the questions.
Lee el texto y responde a las preguntas.
Mongo is a gorilla. He’s from South Africa and
he lives in a zoo located in Australia. His best
friends are the elephants, the hippopotamus, the
chimpanzees and the crocodiles. Mongo loves to
eat bananas and apples. You can visit him at the
safari. He will be happy to see you. He is very
intelligent.
a) Where is Mongo from?
b) Where does he live?
c) Who are his friends?
d) Write the cognates.
e) Write in Spanish what you understand from the text.
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46
Lesson 22 brother or sister?
You will use personal pronouns in order to replace a person’s name.
Emplearán los pronombres personales para sustituir el nombre de una persona.
Think
Which are the personal pronouns in Spanish? What do we use them for?
¿Cuáles son los pronombres personales en español? ¿Para qué los usamos?
What about your
Read
1
Read the text.
Lee el texto.
Think
3
Look at the words in red. Choose the correct option.
Observa las palabras en rojo. Elige la opción que corresponda.
1
In the ﬁ rst line, he refers to:
a) Mario b) The father c) The mother
2 In the second line, they r
a) Mario and his father b) Mother and father c) Mario and his brothers
3 In the third line, she refers to:
a) The mother b) Mario c) The sister
4 In the fourth line, he refers to:
a) The father b) The teacher c) The mother
Mario is a student in seventh grade at Junior High. He plays
soc
cer with his brothers. They play on Sundays in the park. His
mot
her brings the lunch. She prepares some sandwiches and
b
rings sodas to drink. His father goes with them too. He is the
c
oach of the team. Write
2
Answer the questions
about the text.
Responde las preguntas
acerca del texto.
Is Mario a student?
What does he play?
When do they play?
Who is the coach?
ombres pererssosoooonananananananaaaallelelelelelelelellsssssssenenee español? ¿Para qué los usamos?
iiiiinn nseseseseesveveveevevevevevtntntntntntntnntnthhhhhhhhhhhhhhhgrgrgrgrgrggrgdddddddadadadadadadadadeeeeeee atataatatttatatattatJJJJJJJJJJJJJununununununuuuniiiioioioiooioiooiorrrrrrr HiHiHiHiHiHiHiHiHiHHiHHihhhhhhghghghghghghghghghg..HHHeHeHeHeHepppppppppppplllllllalalalalaalalalasysysysysysyysy
Is
WW
W
peessooooaaaeeesseep¿q
Ingles Unid 1.indd 46Ingles Unid 1.indd 46 19/04/12 18:15 19/04/12 18:15???????????????????;<9=:;

47
4
Underline the option that corresponds.
Subraya la opción que corresponda.
1
These are personal pronouns:
a) I, you, he, she, it, they, we b) In, on, under, next to
2 These are possessive adjectives:
a) One, two, three, four, ﬁ ve, six b) My, your, his, her, its, their, our
3 When do we use personal pronouns?

5
Find eight pronouns in the alphabet soup.
Encuentra los ocho pronombres escondidos en la sopa de letras.

AITWMSHE
FTHEYMEH
GSEBOUR I
YOURUSDM
THEMXHIS
Write
6
Interview a classmate using the questions
below and write his/her answers.
Entrevista a uno de tus compañeros o
compañeras y escribe sus respuestas.
What is your name?
What is your last name?
Where are you from?
When is your birthday?
What is your favorite sport?
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48
Lesson 23 an e-mail
You will give personal data to answer a letter or an e-mail.
Proporcionarán datos personales para responder una carta o correo electrónico.
Think
What is the meaning of personal information?
Which are some common questions?
¿Qué signiﬁ ca información personal? ¿Cuáles son
algunas preguntas comunes?
Read
1
Read the e-mail.
Lee el correo electrónico.
Think
2
Put the questions in order and answer
them according to Yoko’s information.
Ordena las preguntas y contéstalas de
acuerdo con la información de Yoko.
Example:
old / Yoko/ How / is/?
How old is Yoko?
She is fourteen years old.
is / Yoko’s / last / name / What/?
she / does /do / What /?
her / What’s / occupation / father’s / ?
are / Where / from / they / ?

Kato / Who / Tamaguchi / is / ?

Think
3
What questions do you need to ask for personal information?
¿Qué preguntas necesitas para pedir información personal?
From: Yoko Tamaguchi
To: Stephen Morrissey
Subject: Hi, Stephen!
Dear Stephen:
Hi! My name is Yoko Tamaguchi. I’m from Japan, I’m fourteen years
old, I’m a student. I live in Kyoto. My father is a doctor, his name is
Kato Tamaguchi, and he’s very intelligent. My mother is a nurse, her
name is Akane Tendo, she is from Tokyo, and she’s very careful with
her patients. They work together at the same hospital. I have a little
brother named Daero, he’s seven years old. I will be very glad if you
call me, my telephone number is 26 26 11 44, or send me an
e-mail to [email protected].
Sincerely,
Yoko Tamaguchi
Send me
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49
Speak and write
4
Interview two of your classmates using these questions and complete the information.
Entrevista a dos de tus compañeros o compañeras utilizando estas preguntas y completa la información.
What’s your name? My name is .
How ? I’m years old.
Where are you from? I’m from .
What’s your ? My telephone number is .
What’s ? His name is .
How old are you? He’s years old.
Where are you from? He’s from .
What’s your telephone number? His is .
your name? Her name is .
How old ? She’s years .
you from? She’s from .
telephone number? Her telephone is
Write
5
Reply to Yoko’s e-mail, including all your personal information.
Contesta el correo electrónico de Yoko
incluyendo tus datos personales.
a
b
c
From:
To:
Subject:
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50
1
Order the dialogue and write the
corresponding numbers (1, 2, 3 or 4)
Ordena el diálogo y escribe el
número que corresponda.
( ) Nice to meet you, too.
( ) Hello, Mario. I am Lucy.
( ) Nice to meet you.
( 1 ) Hi. My name is Mario.
2
Listen to the ﬁ ve different names given
by the teacher, and spell them to the class,
then write the names in the blanks.
Escucha los cinco nombres que dará
el docente y deletréalos para la clase,
posteriormente escríbelos en las líneas.
Example: Pedro Xtabay
P-E-D-R-O-X-T-A-B-A-Y Pedro Xtabay

3
Match the columns.
Relaciona las columnas.
1

May I go to the bathroom?
2

Sit down!
4
Find the 12 months of the year
in the alphabet soup.
Encuentra los 12 meses del año
en la sopa de letras.
NX I PHFAPR I L
O CTOB E RB JMD
VLMVJBQXMAE
EWUDZRC TARC
MK J ANUARY C E
BZRUHAKBCHM
ETPGCRPJSLB
RHJ ULYGUTZE
YDOSWDXNGHR
SEPTEMBERYX
5
Answer the puzzle in English.
Responde en inglés el crucigrama.
Across / Horizontales
Lesson 24 Review
You will solve exercises about the unit topics.
Resolverán ejercicios acerca de los temas tratados en la unidad.
3

Open your books.
4

Close the window.
3
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51
7
Find on an English-Spanish dictionary
the meaning in Spanish of the following
words and write it on the line.
Busca en un diccionario inglés-español el
signiﬁ cado en español de las siguientes
palabras y escríbelo sobre la línea.
Reply:
Topic:
Journalist:

Classmate:
8
Answer the questions about yourself.
Contesta las preguntas sobre ti.
a)
What is your name? b) What is your last name?
c) How old are you?
d) What is your address?
e) Where are you from?
f) Where do you live?
9
Complete the sentences. Use the pronouns.
Completa los enunciados. Usa los pronombres.
her she
Laura: This is my friend Mariana.
M
ariana: Where is
from?
Laura: ’s from Brazil.
Mariana: And who’s in this picture? Laura:
name is Rosario. ’s
from Spain.
Mariana: What’s last name?
Laura: last name is Castillo.
5
Answer the puzzle in English.
Responde en inglés el crucigrama.
Across / Horizontales
1 Name of the day formed by seven letters that
begins with “T” and ends with “y”.
2 Day that the family gathers.
3 Last day of school.
4 This is the ﬁ rst day of the working week.
Down / Verticales
5 Its name is similar to the p lanet with rings.
6 This day begins with “W” and ends with “y”.
7 This day has eight letters; in Spanish it begins
with “j”.
5
7 1
6
3
2
4
6
Match the ordinal and cardinal numbers. Follow the example.
Relaciona los números ordinales y
cardinales. Fíjate en el ejemplo.
twenty-four thirty-third
one second
ﬁ fty thirteenth
two sixty-ninth
sixty-nine ﬁ ftieth
thirty-three twenty-fourth
thirteen ﬁ rst
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52
10
Choose the correct answer.
Selecciona la
respuesta correcta.
Hi. I’ (m/s) Dave.
Hello. We (’s/’re) Mary and
Helen.
She (’re/’s) a nurse.
Dianna’s (from/on) Argentina.
John’s birthday is (on/an)
November 11
th
.
lawyer mechanic nurse plumber teacher architect astronaut
An
astronaut
12
Read the sentences and match them
with the pictures. Follow the example.
Lee las oraciones y relaciónalas con
los dibujos. Fíjate en el ejemplo.
11
Write the occupation under the picture. Use a or an
and the words in the box. Follow the example.
Escribe la ocupación debajo de cada dibujo. Usa a o an
y las palabras del cuadro. Fíjate en el ejemplo.
13
Choose the correct word and
write it on the line.
Elige la respuesta correcta y escríbela sobre la línea.
1
Mario is from Brazil. He is
.
a) Brazilian b) French
2 Ivan is from Russia. He is .
a) Rustic b) Russian
3 Nicole is from France. She is .
a) French b) Francois
4 Robert is from England. He is .
a) English b) Peruvian
5 Yoko is from Japan. She is .
a) Chinese b) Japanese
1. (b) 2. ( ) 3. ( ) 4. ( ) 5. ( )
a)
Mr. Fernando Garcia is Mexican. He is a
plumber and he is thirty-three years old.
b) Mr. Lawrence is an English teacher. He is from
England. He’s thirty years old.
c) Mrs. Sumiko Tokana is a Japanese actress. She’s
fourty years old.
d) Mr. Paul Dupont is a lawyer. He’s from France.
He’s fourty-four years old.
e) Mr. Mario Correia is a mechanic. He’s from
Brazil. He’s twenty-eight years old.
14
Write the country and
nationality under the ﬂ ag.
Escribe el país y la nacionalidad debajo de cada bandera. j
nurse
..((((((((( )
n el ejejeemplppo.
((((((( )))))))
plplo.
)))))))))5555.(((((( )))))
os. Fíjjaate enen el e
44444
rchitectarteacheerarchanicnic astronautcta
2222.2.(((((( )))))
jj
))))333.
jj
222((()))))111.(((((((b)b)b)b)b)b)b))))))))22222222
lawyermec
AAnAnAn
mec
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53
Self Evaluation • Autoevaluación
I.
Remember your English lessons and answer the questions.
Recuerda tus clases de inglés y contesta las preguntas.
1
¿Cuánto siento que aprendí en la clase de inglés?
Mucho Poco Nada
¿Por qué?
2 ¿Cómo puedo aprender más en la clase de inglés?
3 ¿Qué puedo mejorar para cuando termine la siguiente unidad?
II.
Answer the following questions about the grammatical points you studied in unit 1:
Contesta las siguientes preguntas sobre los temas gramaticales que aprendiste en la unidad 1:
1
Write the meaning of the words this and that.

2 Write the possessive adjectives.
3 Write three questions to ask for personal information.

4 Write the conjugation of the verb to be in afﬁ rmative, negative and interrogative form.

5 How do you form contractions?
6 What is a cognate?
7 What is the difference between the articles a/an?
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54
Support material • Material de apoyo
Topics / Temas Suggested material / Material sugerido
Use of this-that or these-those
Possessive adjectives
Wh- questions
Use of adjectives
Use of a/an
http://learnenglish.britishcouncil.org/en/english-grammar/
pronouns/that-these-and-those
http://learnenglish.britishcouncil.org/en/english-grammar/
possessives/possessives-adjectives
http://learnenglish.britishcouncil.org/en/english-grammar/
pronouns/questions
http://learnenglish.britishcouncil.org/en/english-grammar/
adjectives
http://learnenglish.britishcouncil.org/en/english-grammar/
determiners-and-quantiﬁ ers/indeﬁ nite-article-and
Parents’ sheet • Hoja para padres
Con el propósito de ayudar al alumno a mejorar su aprendizaje, solicitamos atentamente a los padres
de familia que colaboren con el maestro para conseguir este objetivo. Por lo que en esta sección deberán
mencionar los rezagos, diﬁ cultades o deﬁ ciencias que presenta el estudiante durante el transcurso de cada
uno de los bloques, así como las acciones que ustedes consideren que deberán emprender para superarlos.
Presenta los siguientes rezagos, diﬁ cultades o deﬁ ciencias, que se han detectado en:
Para solventarlos deberá:
Observaciones o comentarios del padre de familia o tutor:
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55
Unit 2
Unidad 2
Actions in Progress
Acciones en progreso
Sequence 1
Secuencia 1
In unit 2 sequence 1, you will learn to:
En la unidad 2 secuencia 1 aprenderás a:
• Ask and answer questions
about personal possessions.
Preguntar y responder sobre
posesiones personales.
• Indicate one or several, close
or far objects, using the words
this, that, these, those.
Señalar uno o varios objetos,
cercanos o lejanos, utilizando las
palabras
this, that, these, those.
Purpose • Propósito
The purpose of this unit is to enable students
to give and obtain information about
possessions and to describe actions that are
in progress at the moment of speaking.
El propósito de esta unidad es capacitar a
los estudiantes para que den y obtengan
información sobre posesiones y describan
acciones que están en progreso en el momento
en que se está hablando.
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56
Lesson 25 an e-mail
You will use possessive adjectives in order to express possession.
Usarán los adjetivos posesivos para expresar pertenencia.
Read
1
Look at the picture and read the text.
Observa la imagen y lee el texto.
Write
3
Answer the questions according to the e-mail.
Responde las preguntas de acuerdo
con el correo electrónico.
1
What’s Mauricio describing?
a) An e-mail b) A Picture
2 What’s Mauricio’s favorite color?
a) Blue b) Red
Think
4
Look at the red words. Underline
t
he correct answer.
Observa las palabras en rojo . Subraya
la respuesta que corresponda.
1
In the fourth line, his refers to:
a) The charro suit
b) Arturo
2 In the last paragraph their refers to:
a) The parents’ outﬁ t
b) Independence Day
3 The words my, his, their are possessive
a
djectives, and they are used to show:
a) Possession
b) Description
2
Answer the question.
Responde la pregunta.
What kind of text is this?
a) A letter b) A dialogue c) An e-mail
From: [email protected]
To: [email protected]
Subject: Greetings from Mexico
Dear Robert,
I’m sending you a photograph of me with my family. Here
I’
m dressed all in red . Red is my favorite color. The boy next
t
o me is my little brother. His name is Arturo. In the picture,
he is w
earing his
charro suit, because the photo is on the
Mexican Independence Day.
Behind me and my brother are my parents. They only wear
their typical clothes to celebrate Independence Day, my
mo
ther has a nice outﬁ t. Her dress is full of bright colors.
Send me an e
-mail soon.
Regards,
Mauricio
Sending
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57575775757575757
5
Complete the chart with the
words from the box.
Completa la tabla con las palabras del cuadro.
I
You
He
She
It
We
You
They Their
her my his your
your our their its
6
Fill in the blanks using the names of the colors from the box.
Escribe sobre las líneas el nombre de cada
color utilizando las palabras del cuadro.
red green brown purple black
yellow blue orange pink white

7
Look at the pictures. Complete the
information. Use possessive adjectives (my,
your, her…) and colors (blue, black, white…).
Observa las imágenes. Completa la información.
Usa los adjetivos posesivos (
my, your, her
…) y los colores (
blue, black, white…).
Example: My skirt is blue.
Write
book is .
schoolbag is .
house is .
uniforms are .
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58
Lesson 26 Samuel’s sweater
You will identify the use of the apostrophe ’s to indicate possession.
Identiﬁ carán el uso del apóstrofo ’s para indicar pertenencia.
Read
1
Read the text with a classmate.
Lee el texto con una compañera o compañero.
Write
3
Answer the questions about the dialogue.
Contesta las preguntas acerca del diálogo.
1
Why are Laura and Mauricio arguing?
2 What color is Laura’s sweater?
3 Who owns the sweater?
Think
4
Go back to the dialogue. Look at the red
words. Choose the correct answer.
Regresa al diálogo. Observa las palabras
en rojo. Elige la respuesta correcta.
1
What does ’s mean?
a) Plural
b) Possession
c) Contraction of is
2 In the dialogue the mom says: “Samuel’s”.
Write on the line what the ’s are refering to:
It’s refers to
.
Samuel’s refers to .
Mauricio: Mom, tell her this is not her sweater.
Mom: Hey Laura, Mauricio is right.
Laura: No, mom. It’s mine.
M
auricio: Laura’s sweater is blue and this is
gr
een. This is my friend’s sweater.
M
om: What friend?
Mauricio: Samuel.
Mom: Why do you have Samuel’s sweater?
M
auricio: Because he left it on the bus.
Mom: Ok.
2
Answer the question about the text.
Responde a la pregunta respecto al texto.
What is this text?
a) A chart b) An e-mail c) A dialogue
This is
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59
Laura
Mario
Andrea
Paco
Maria
Gabriel
59
Laura
Mario
Andrea
Paco
Maria
Gabriel
Write
5
Complete the information according to the images.
Completa la información de acuerdo con las imágenes.
Example: Whose sweater is this?
It’s Laura’s sweater.
1 Whose jacket is this?
It’s .
2 Whose t-shirt is this?
It’s .
3 Whose shoes are these?
They are .
4 Whose dress is this?
This is .

5 Whose sweat suit is this?
It’s .
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60
Lesson 27 are these?
You will identify the plural form of nouns in order to refer to clothes.
Identiﬁ carán la forma plural de los sustantivos para hablar de prendas de vestir.
Read
1
Read the dialogue.
Lee el diálogo.
Mauricio’s family is on vacation, they are leaving soon
and they are packing to go.
Laura: Whose shorts are these, Monica?
M
onica: They’re Mauricio’s.
Laura: Really? Aren’t Mauricio’s shorts white?
M
onica: Yes, they are white, but they look black
because they are very dirty.
Laura: Wow!, that’s a color change!
And whose sunglasses are those?
M
onica: They’re mine.
Laura: Look, they are broken.
Monica: Oops! I need to get new ones.
Read
2
Answer the question.
Responde la pregunta.
Where’s Mauricio’s family?
a) On vacation
b) In the forest
c) At school
Whose shorts
h
e
yy
ee
n
hortswwwhihitetet??
y look bl acckk k
yy.
e!e!
thhooohooooosesesesesese??????
ness.s.s.s.s.s
Write
3
Circle T if the sentence
is true or F if it is false.
Encierra en un círculo
T si el enunciado es
verdadero o F si es falso.
1
The shorts are Monica’s.

2 The shirts aren’t clean.

3 Laura’s sunglasses are broken.

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61
Think
4
Answer the following questions.
Responde las siguientes preguntas.
1
Is there a plural form for shorts?
a) Yes b) No
2 Is there a plural form for sunglasses?
a) Ye s b) No
3 How do you form plural nouns?

4 Words like are plural because they
ar
e always together.
a) Cap, coat, skirt, dress, etc.
b) Jeans, shorts, pants, socks, etc.
5 Complete the chart. Singular Plural
dress dresses
pants
coat
jackets
cap
shorts
Write
5
Match the columns.
Relaciona las columnas.
Gloves
Tennis shoes
Jeans
Socks
Shorts
Shoes
Sunglasses
6
Work in pairs. Circle the pieces of
clothing that your classmate is wearing.
Trabajen en parejas. Encierra en un
círculo las prendas que tu compañera
o compañero lleva puestas.
An interesting fact • Un dato interesante
The famous French fashion designer
Coco Chanel was the ﬁ rst woman in
history who wore trousers and made
them part of a woman’s wardrobe.
La famosa diseñadora francesa Coco Chanel
fue la primera mujer en la historia que usó
pantalones y los convirtió en una prenda
más del guardarropa de la mujer.
o ocompmpañe p
661
mnas.
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62622
Lesson 28 favorite jacket
You will identify the use of this/that to express proximity or distance of items in the
singular form.
Identiﬁ carán el uso de las palabras this/that para expresar proximidad o distancia de objetos en forma singular.
Read
1
Put the letters in the right order to form a word. Write them on the line.
Ordena las letras para formar una palabra. Escríbelas sobre la línea.
Erika: Wow! That jacket is so cool!
L
aura: Oh, thanks. This is my favorite one.
M
y father bought it for me.
Erika: And that t-shirt that you are wearing
i
s fabulous!
Laura: Thank you. This is not my favorite
one
, it’s not really comfortable.
ckteaj

2
Read the dialogue.
Lee el diálogo.
That is my
ea j sn
triks
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63
Write
3
Answer the questions about the dialogue.
Responde las preguntas acerca del diálogo.
1
What is Laura’s favorite item of clothing?
2 Who bought the jacket for her?
3 Why doesn’t Laura like her skirt?
Think
4
Answer the questions.
Responde las preguntas
In line 1, that refers to….
a) the jacket b) Erika
In line 6, this refers to ….
a) the jacket b) the t-shirt
This/that are used with…..
a) singular nouns b) plural nouns
This is used to show….
a) proximity b) distance
___________ is
my watch.
I like ___________
jacket.
___________ is her
sweater.
Look at
___________ skirt.
Write
5
Complete the information. Use this/that.
Completa la información. Usa this/that.
ersweat
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64
Lesson 29 are comfortable
You will identify these/those to express proximity or distance of items in the plural form.
Identiﬁ carán these/those para expresar cercanía o lejanía en forma plural.
These blue jeans
Read
What is Monica doing?
1
Read the dialogue
with a classmate.
Lee el diálogo con una compañera o compañero.
Think
3
Choose the answer that corresponds.
Elige la respuesta que corresponda.
Those is used to show….
a) proximity b) distance
These is used to show….
a) proximity b) distance
Those/These is used with…
a) plural nouns b) singular nouns
Laura: Hurry up, Monica! It is getting
late for the movie. These tickets
fo
r Mystic Romance are for the
6 p.m. show and it is 5:40 now.
Monica: I know, I know. Please, can I have
those jeans?
L
aura: Which ones?
Monica: The blue ones.
Laura: Here you are.
Monica: Thanks, dear. I love these jeans.
Write
2
Answer the questions about the text.
Responde las preguntas acerca del texto.
Where are Laura and Monica going to?
What time is the movie starting?
Does Monica hate to wear her jeans?
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65
4
Write on the line these/those.
Escribe sobre la línea these/those. 5
Look at Greg’s picture. Write
on the lines these/those.
Observa la foto de Greg. Escribe
sobre la línea
these/those.
Speak and write
6
Write a description of a picture. Share it with your classmates
Haz la descripción escrita de una foto. Comparte tu texto con tus compañeros.
Write
are Greg’s family photos. Look
at this one. girls wearing
jeans and
t-shirts are my sisters. Their names are Susan and
Jenny, they are twins. The one next to them is
Memo, he is Susan’s boyfriend.

are my grandparents. are my
cousins Paco and Tino.
are Alejandra’s jeans.

are your shorts.

are Julio’s tennis shoes.

are the teacher’s glasses.

are his pants.
shoes.

’s jeans.
Write
la
tu
ppanntsts.eeeeeeeeeeeeeeeeehhhhhhhhhhhhhhhhhhhhhisisisisiisiiisiiisiiiii
HaHHz
ccococooccccn n
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66
Lesson 30 your sunglasses?
You will distinguish this/that/these/those usage to express possession.
Distinguirán entre el uso de this/that/these/those para expresar pertenencia.
Write
1
Complete the chart.
Completa la tabla.
Singular Plural
Proximity This
Distance Those
Read
2
Read the dialogues. Order the pictures according to the
dialogues. Write on the circle the letter that corresponds.
Lee los diálogos. Ordena las imágenes de acuerdo con los
diálogos. Escribe en el círculo la letra que corresponda.
Roger: Hey! Those glasses belong to the teacher.
Paul: Really? I’m not sure. I think they are Mauricio’s
glasses.
Roger: Well, let’s ask the teacher.
Paul: Teacher, are these Mauricio’s or yours?
Teacher: No, they aren’t mine. I’m sure they are Mauricio’s, I
saw him wearing them.
Roger: Ok, we will ask Mauricio.
Roger: Mauricio, are these your glasses?
Mauricio: Oh, yes, they are mine. This is my lucky day. Thanks
a lot.
Are these
C
B
A
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67
Write
3
Answer the questions.
Responde las preguntas.
1
What are Paul and Roger talking about?
2 Are they the teacher’s glasses?
3 Are they Mauricio’s glasses?
Think
4
Read the dialogue. Answer the questions.
Lee el diálogo. Responde las preguntas.
To ask questions about someone’s possessions we
say:
a) Is this your jacket?
b) This is your jacket?
In p
lural we say:
a) Are these your shoes?
b) These are your shoes?
Write
5
Write on the lines this/that/these/those.
Escribe sobre las líneas this/that/these/those.
Example:
those / your / Are / gloves /?
Are those your gloves?
Yes, they are.
1. bag / Is / this / your/ ?
2. your / these / ? / books / Are
3. my / ? / Is / coat / that
4. those / his / Are/ shoes?
Is ________ a
nice sweater?
6
Order the words to form
questions and answer them.
Ordena las palabras para formar
preguntas y contéstalas.
Are _________ your jeans?
Is _______ cap on sale?
Are _______
people celebrating
Halloween?
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68
Lesson 31 Check
You will answer some drills related to the topics of the unit.
Resolverán ejercicios relacionados con los temas de la unidad.
Read
Think
4
Find the information in text 1 and complete the chart.
Encuentra la información en el texto 1 y completa la tabla.
Possessive
Adjectives
Demonstrative
Pronouns
Colors Clothes
‘s to show
possession
Plural nouns
My white
ba
thing suit sunglasses

2
Choose the answer that corresponds.
Elige la respuesta que corresponda.
What kind of text is it?
a) A letter b) A postcard c) An e-mail
Write
3
Answer the questions about the e-mail.
Responde las preguntas acerca
del correo electrónico.
1
Where are the people in the picture?
2 Why are Mauricio’s shorts black?
3 Why is Laura not wearing her sunglasses?
4 What are Mauricio’s parents doing?
From: [email protected]
To: [email protected]
Subject: Greetings from Mexico
Dear Nigel:
I’m sending you a picture of my last weekend. In this
picture I’m wearing my white shorts.
Believe me, these shorts are white, but look black
because they are very dirty.
My sisters are in the picture too. Monica is wearing
her sunglasses. Laura’s glasses are broken, so she isn’t
wearing them. She is wearing her red bathing suit.
Those people at the back are my parents. They are
buying sodas. Write me soon.
Regards,
Mauricio
1
Read the text.
Lee el texto.
Mini
das. Wr ite me soon.ass. WWrite meme sooon.n
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69
Sequence 2
Secuencia 2
In unit 2 sequence 2 you will learn to:
En la unidad 2 secuencia 2 aprenderás a:
• Describe what a person is wearing.
Describir lo que alguien trae puesto.
• Express what is happening at
the moment you speak.
Expresar lo que está ocurriendo
al momento de hablar.
• Use the comma or the conjunction
and to describe activities.
Utilizar la coma o la conjunción and
para describir actividades.
• Express where objects or people are
located within a speciﬁ c place.
Expresar dónde están especíﬁ camente
ubicados los objetos o las personas.
Unit 2
Unidad 2
Write
5
Find the words in the box and
circle them in the wordsearch.
Encuentra y encierra las palabras del
cuadro en la sopa de letras.
red black white brown yellow
pink cap scarf jeans skirt
RSDB I NBDOY
ZEMLQOHGME
RTDAUIPLTL
BXVCAP J I GL
RLBKOMHKTO
OXOOFWXACW
WBHU J NO C Z R
NVRGS CARFV
YDR J J EANSY
SKIRTPINKN
6
Reply to Mauricio’s e-mail.
Responde al correo electrónico de Mauricio.
From: ______________________
To: [email protected]
Subject: ________________________
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70
Lesson 32 for Arturo
You will describe what a classmate is wearing.
Describirán la vestimenta de algún compañero.
Read
1
Read the text. Then answer the question.
Lee el texto. Después responde la pregunta.
At the amusement park
Write
2
Answer the questions acording to the text.
Responde las preguntas de acuerdo al texto.
1
Who is looking for the boy?
2 Where are they?
3 What do you have to do if you see the boy?
4 Why are they describing people’s clothes?
Think
3
Choose the right answer.
Elige la respuesta correcta.
To describe what somebody is wearing,
we use:
a) am / is / are wearing.
b) am / is / are wears.
Write
May I have your attention, please?
We are looking for a boy. He is six years old,
h
is name is Arturo. He is Fiona’s brother. He
is wearing y
shorts , a wh T-shirt and a
re
d cap. If somebody sees him, please look for
se
curity. Security personnel are wearing na

blue pants, gr
shirts, wh gloves and
be
ige hats.
T
hanks for your attention.
What are they doing?
a) Looking for someone.
b) Watching TV.
Looking
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71
5
Place the chairs in a circle around the
classroom. All the classmates will occupy
a place except for one standing up.
Coloquen las sillas formando un círculo en el
salón. Todos los alumnos ocuparán un lugar
excepto un integrante que permanecerá de pie.
The one standing up will have to say: “I’m a
new neighbor, and I love the neighbors that are
wearing...”, and will complete the phrase saying
a clothing, specifying the color, or an object they
have or are wearing at the moment, for example:
“I’m a new neighbor, and I love the neighbors that
are wearing green sweaters.”
El que esté de pie dirá la siguiente instrucción: “I´m
a new neighbor, and I Iove the neighbors that are
wearing...”
y completará la frase mencionando alguna
prenda de un color especíﬁ co o algún objeto que
traigan en ese momento, dando características de
color. Por ejemplo:
“I’m a new neighbor, and I love
the neighbors that are wearing green sweaters.”
The people wearing those clothes will have to
change places, and the one that is standing up
will take a place on one of the chairs that are free,
leaving someone standing up, who will repeat the
instructions with other characteristics.
Las personas que estén utilizando la ropa descrita
deberán cambiar de lugar, mientras que el que
está de pie ocupará una de las sillas que queden
libres, dejando a un integrante de pie, quien repetirá
la instrucción con otras características.
4
Look at the images. Describe on the lines
the clothes that the people are wearing.
Observa las imágenes y describe sobre la línea
las prendas que están usando las personas.
She is wearing...
I am wearing...
.
Speak

.
He is wearing...
.
Draw yourself
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72
Lesson 33 the phone
You will express the actions that are happening at the moment of speaking.
Expresarán las acciones que están ocurriendo en el momento de hablar.
Read
1
Read the dialogues. Match
them with the images.
Lee los diálogo. Relaciónalos
con las imágenes.
1

Dad: Hello?
Fiona: Hi, dad. What’s up?
Dad: How are you doing?
Fiona: Fine, dad, everything is ok.
Are you at work?
2

Dad: Yes, I am. What is Arturo doing?
Fiona: He’s watching
TV.
3
Dad: And your mom? What is she doing? Fiona: She is baking a cake and I am studying.
Speaking on
Read
2
Choose the answer that corresponds.
Elige la respuesta que corresponda.
What is Fiona doing?
a) Writing a letter. b) Talking on the phone.
ssssoooooookokokokokkkkkkkkkkkookkkkkkkkkkkkkokkkkkokkkkkkkkkkkokk........... .
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73
Write
3
Answer the questions.
Responde las preguntas.
1
What is Arturo doing?
2 What is Fiona’s father doing?
3 What is Fiona’s mother doing?
Think
4
Look at the words in red. Choose
t
he option that corresponds.
Observa las palabras en rojo. Elige
la opción que corresponda.
1
We use present continuous to express
actions that
.
a) are happening now
b) happened yesterday
2 How do you form present continuous?
.
a) am/is/are + -ing
b) am/is/are + -ed
Write
5
Look at the image. Complete the sentences with the words from the box.
Observa la imagen. Completa los
enunciados con las palabras del cuadro.
watching washing making
My father is his red car.
My mother is breakfast.
I’m TV because I’m sick!
Play
6
The teacher will previously make cards of verbs ending in -ing: jumping, sleeping, watching,
shouting, dancing, sitting and standing. Then he/she will give them to ﬁ ve students. They will
have to act the verb and the other students will have to imitate what they are doing, and every
time they mention the verb, everybody will have to act it and say: “He’s/she’s (jumping ).”
El profesor previamente elaborará tarjetas de verbos con terminación en -ing: jumping,
sleeping, watching, shouting, dancing, sitting,
y standing. Después repartirá los verbos al
azar a cinco alumnos, quienes los actuarán. El grupo adivinará la acción que están realizando
y cada vez que mencionen el verbo todos lo actuarán y dirán: ”
He’s/she’s (jumping).”
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74747474747444
Lesson 34 for the party
You will ask and answer what is happening at the moment.
Preguntarán y responderán acerca de lo que está ocurriendo en ese momento.
1
Remember the previous lessons
and complete the chart.
Recuerda las lecciones anteriores
y completa la tabla.
Write
3
Answer the questions
about the conversation
between Maria and Fiona.
Contesta las preguntas
sobre la conversación
entre María y Fiona.
What’s Maria wearing?
What’s Fiona wearing?
Read
2
Read the conversation with a partner.
Lee la conversación con una compañera o compañero.
Yellow+ blue =
White += gray
+ yellow= orange
+ blue =
Maria: Hi. This is Maria speaking.
Fiona: Oh. Hi, what’s up, Maria?
Maria: I’m just getting ready for the party. Are
you ready?
Fiona: Almost.
Maria: I’m wearing yellow clothes.
Fiona: Are you wearing pants?
Maria: No. I’m wearing a dress. What about
you? What are you wearing? Are you
wearing your green skirt? I love it!
Fiona: No, I’m not. I’m wearing jeans this time.
Getting ready
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75
4
Find the questions in the conversation
to complete the chart.
Encuentra las preguntas en la
conversación y completa la tabla.
What + is/are/am + verb-ing +?
What are you wearing?
Is/Are/Am + verb-ing + ?
5
Choose the right answer.
Elige la respuesta correcta.
We use short answers (yes/no, I am...) with
.
a) inverted questions b) Wh- questions
7
Order the words of the question
sentences an answer them.
Ordena las palabras para formar las
preguntas y contéstalas.
Think
Write
6
Match the columns.
Relaciona las columnas.
a)
What is she wearing?
They are
playing soccer.
b) Is she watching TV?
Yes, I am
having dinner.
c) Are you having dinner?
No, she is
sleeping.
d) What are they doing?
She’s
wearing a black
skirt.
Example: wearing/ Is/ he/ pants?
Is he wearing pants? No, he isn’t .
1 is/ doing/ ?/ he/ What
2 playing/ football/ ?/ Is/ he/
3 she/ wearing/ Is/ jeans/ ?
1
2
33

sti
ar
?
oonnnn n nn
r r llaaaaaaaasssssss s
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76
Lesson 35 the party
You will identify the present continuous tense structure.
Identiﬁ carán cómo se estructuran enunciados en tiempo presente continuo.
Read
Write
3
Answer the questions about the text.
Responde las preguntas acerca del texto.
Who is calling?
Are Charly and Fiona dancing?
Where is Mike?
Do you like parties?
Think
4
Look at the words in red. Complete the chart.
Observa las palabras en rojo. Completa la tabla.
Inﬁ nitive verb Verb + -ing
come coming
dance
do
talk
getting
calling

2
Choose the correct answer.
Elige la respuesta correcta.
Where are they?
a) At school b) At a party
Benjamin: Hello Mike. This is Benjamin calling .
M
ike: Hi, Ben! Are you coming to the party?
Benjam
in: Yes, I’m on my way, but tell me, who is there?
Mike: Oh. Here is Fiona, Maria, Fred, Charly... Everybody is here.
Benjamin: What are you doing?
M
ike: Charly and Fiona are getting some drinks, Maria is dancing with
F
red, and I’m talking to you.
Benjam
in: Ooh! Ok. See you in some minutes.
Mike: Hurry up!
1
Read the conversation with a classmate.
Lee la conversación con una compañera
o compañero.
Enjoying
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7777
7
Match the column with
the pictures.
Relaciona los enunciados de la
columna con las imágenes.
1
He is watching T.V.
2 He is taking a shower.
3 He is cooking chicken.
4 She is writing a letter.
5 It is snowing.
5
Choose the right answer.
Elige la respuesta correcta.
To form present continuous with
verbs that end with -e we:
a) take out -e and add -ing
b) add -’s
We form present continuous
with:
a) am, is, are + verb + -ed
b) am, is, are + verb + -ing
Verbs that end in vowel +
consonant (get, run, sit) to form
present continuous need:
a) Double consonant in the
end + -ing
b) adding -er.
Write
6
Write two sentences about what people are doing.
Use the verbs in parentheses.
Escribe dos enunciados sobre las acciones que las personas
están realizando. Usa los verbos que están entre paréntesis.
Example: (run / sleep)
The woman is running.

She is sleeping.
1 (read / write)
2 (stand / sit)
3 (play / swim)
4 (drink / eat)
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78
Think
What words do you use in Spanish to locate
people around you?
¿Qué palabras usas en español para localizar a las
personas que están a tu alrededor?
Read
1
Read the dialogue.
Lee el diálogo.
Write
2
Circle T if the sentence is true
and F is the sentence is false.
Encierra T en un círculo si el enunciado
es verdadero y F si es falso.
Benjamin has arrived to the party.

Everybody is having fun.
Angelica is standing next to Maria.
Ed is dancing with Angelica.
Lesson 36 at the party?
You will use prepositions to indicate where people are.
Utilizarán las preposiciones para indicar la ubicación de las personas.
What’s happening
Mike: Finally you are here!
Benjamin: Yes, I know. Wow! Everybody is
having a lot of fun! My car is in
front of your neighbor’s house.
I
s it ok?
Mike: No problem.
Benjamin: Great. Hey, who’s that girl?
Mike: Which one?
Benjamin: The one that is sitting next to
M
aria, between the door and
t
he table…
Mike: Ah! Her name’s Angelica. She’s very
nice.
Benjamin: And who’s standing behind Angelica?
M
ike: Ah! He is Ed, her boyfriend.
Benjamin: Ouch!
d
d
e
F
Y
hh
r
sss
N
GG
WWWhihichchoonene??
Utilizarán las preposiciones para indicar la ubicación de las personas.
do you use in Spanish to locate
d you?
usas en español para localizar a las
están a tu alrededor?
dialoguguuee.e.e.e..
logo.
Finallyyou aFinally you are her e!
Yes, I know. Wow! Everybody is
hahaivingg allottoff ffun!MMy car isi in
ront ofyour neighbor’s house . f
sssiiit t t okokok???
No problem .
GGreat.HHey, whwho’o’s ththatat girirl?l?
hhh
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79
Think
3
Complete the chart.
Completa la tabla.
Preposition Example Translation
between
de
trás
al lado
in front of

1 Sandra is sitting Luis and Andrea.
2 Alex is sitting Luis.
3 Miriam is Luis.
4 Sandra is Andrea.
5 Sandra is Alex.
Write
4
Look at the image. Complete the sentences using the
prepositions behind, next to, in front of, between.
Observa la imagen. Completa los enunciados usando las
preposiciones
behind, next to, in front of, between.
Alex
Luis
Sandra
Andrea
Miriam
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80
Lesson 37 in Acapulco
You will identify the comma (,) and the conjunction and to describe activities.
Identiﬁ carán el uso de la coma (,) y la conjunción and para describir actividades.
Think
What words or punctuation marks do we use to link ideas?
¿Qué palabras o signos de puntuación usamos para unir ideas?
Read
1
Read the letter. Complete the missing information.
Lee la carta. Completa la información.
Think
3
Read the letter. Choose the correct answer.
Lee la carta. Escoge la respuesta correcta.
We use (, ) to:
a) end a sentence or idea
b) separate parts of the sentences
We use and to

a) join two similar elements
b) pause the idea
Date: Dear Mike,
I’m writing you from Huatulco. We are enjoying the beach.
We are having a lot of fun. It’s very warm, humid and
be
autiful. We are staying at a very big and comfortable
ho
tel. There is a tenniscourt, a swimming pool, a big
fountain and a discotheque. Arturo is sleeping and I’m
taking a suntan. M
y parents are playing tennis. I’ll be back
on Saturday.
Take care,
Fiona
Write
2
Circle T if the sentence is true and F
if the sentence is false.
Encierra T en un círculo si el enunciado
es verdadero y F si es falso.
Fiona is in Huatulco.

Acapulco is cold and it’s raining.
The hotel is big and comfortable.
A day
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81
Write
4
Complete the gapped text. Write ( , )
or
and on the lines.
Completa el texto que falta. Escribe
sobre las líneas ( , ) o
and.
Dear Mara,
I’m writing you from Mazatlan. I’m here with my parents _____ my
br
other _____ my sister _____ my grandmother. There are many
r
estaurants _____ hotels. I love eating ﬁ sh _____ crabs _____
shrimps _____ squids. My father likes swimming _____ playing
soc
cer on the beach. My mother is shopping with my sister. My
grandmother is very happy. She is having a very good time.
Love,
Carlos
5
Write a letter similar to the one in exercise 1.
Escribe una carta similar a la del ejercicio 1.
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82
Lesson 38 Check
You will solve a number of drills related to the topics of the unit.
Resolverán ejercicios relacionados con los temas de la unidad.
Read
1
Read the text.
Lee el texto.
Write
4
Complete the information according to
the images. Use the verbs in the box in
the correct form. Add ( , ) and and .
Completa la información de acuerdo con las
imágenes. Usa los verbos del cuadro en la
forma que corresponde. Agrega (,) y
and.
run read ride
study wear play
1 Tomas
Paula
.
2
Choose the correct answer.
Elige la respuesta correcta.
What kind of text is it?
a) An e-mail B) A letter
Think
3
Circle T if the sentence is true
and F if the sentence is false.
Encierra T en un círculo si el enunciado
es verdadero y F si es falso.
Fred is dancing with Maria.

Mike is wearing a pink sweater.
Benjamin is drinking water.
Monday, June 20_____
Dear Brenda,
How are you doing? I’m missing you a lot. I’m sending
you a picture of a party with friends from my new
school. Look! I’m wearing the blue sweater and the
scarf you gave me for Christmas. You know, all the
guys are very nice. Here Fred and Maria are dancing.
Benjamin is holding a soda and Fiona is standing next
to him. Charly is wearing a purple jacket and is sitting
between the stereo and the speaker.
I’m in exams now. So, I have to go, but I will write
you soon.
Regards,
Mike
2 Victor John
Sam .
3 Bob
the piano.
4 Karla Amanda
skirts.
Mini

s.
hoooosesesetttthhhheheheheccccororororrerererectctctctaaaansnsnsnswewewewerrrr.
aaaaaaaaaaaaaaaaaaamsmsmsmsmsmsmsmsmsmsmsmsmmsmsmssmmsmsmssssmmssmssnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnoowowowoowwowowowowowowoowowwoowowwowowowowwwwwwowowowowowowowwowowowowowowowowowowowowowow...... . . . SoSoSoSoSoSoSoSoSoSooSoSoSSSoSoSoSoSoSSooSoSoooSSoSoSoooSoooooSSoSoSoSooSoSo,,,,,,,,,,,,,,IIIIIIIIIIIIIIIIIII hahahhahahahhahhahhahahahahhhahahahhhhhahahahaahahahahahaaahahahhahhhahahahahhahhavevevevevevevevevevevevevevvveveveveveveeeveeevevevvevvvevevvvevveveveveveveevvevettttttttttttttttttttttttttttttttttoooooooooooooooooooooooooooooo ooooooogogogogogogoogogogogogoooogogogogogogooogogoooogogoggogogogogoggogogggggggggggg,,,,,,,,,,,,,,,bububububbbubbubububububuubububububuuubbuububububuububububububububbubuutttttttttttttttttttttttttt t t ttt IIIIIIIIIIIIIIIIIIIIIIIIIIIwiwiwiwiwiwiiwiwiwiwwwiwiwwiwiwiwwiwwwwiwiwiwiwwwwwiwiwwilllllllllllllllllllllllllllllllllllllllllllllllwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwriririririiriririririririririrriiriirirriririririiriririrriririritetetetetetetetetetetteeetetettetetteteetetttetetteteteetete
nnnnnnnnnnnnnnnnn.....
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83
5
Write on the line the question
according to the answer.
Escribe sobre la línea la pregunta
que corresponda a la respuesta.
?
She’s wearing a pink dress.
?
No, he is watching
TV.
?
Yes, they are playing basketball.
?
He is listening to music.
?
No, she is not studying.
6
Write on the line where the people
in the picture are. Use next to, in
front of, behind, between.
Escribe sobre la línea dónde se ubica la gente en
la foto. Usa
next to, in front of, behind, between.
Sequence 3
Secuencia 3
In unit 2 sequence 3 you will learn to:
En la unidad 2 secuencia 3 aprenderás a:
• Work in a team to
develop a magazine.
Trabajar en equipo para
desarrollar una revista.
Sue is Mario.
Peter is Sue and Rose.
Dylan and Rose are Peter.
Rose is Dylan.
7
Reply to Mike’s letter (excercise 1) in your
notebook. Draw a picture to illustrate it.
Responde la carta (ejercicio 1) de Mike en tu
cuaderno. Dibuja una imagen para ilustrarla.
Sue
Mario
Dylan
Rose
Peter
Unit 2
Unidad 2
MaMaaMMMMMMMMMMMMMMMMMMMMMMMM RRoRooRRRRRRs
ter
RRRRRRRRRRooo
PPPPPPPePeePPPP
SSSSuu DDDyDyDyDyyD
r
DDDDDDDDDDDDDDDD
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84
Lesson 39 A class magazine
You will choose the content in order to create a magazine.
Elegirán el contenido para desarrollar una revista.
Read
1
To rea f ﬁ rm the knowledge acquired
during this unit you will make a
class magazine, using what you have
learned and your creativity.
Para reaﬁ rmar los conocimientos adquiridos
a lo largo de la unidad elaborarás una revista
utilizando lo que has aprendido y tu creatividad.
2
Find a magazine, look at it and analyze it.
Encuentra una revista, obsérvala y analízala.
4
Work in teams.
Trabajen en equipos.
5
Choose different contents to create
something unique, something
that communicates what you
want to say to other people.
Elijan diferentes contenidos para crear
algo único, algo que comunique lo que
ustedes quieren decir a otras personas.
6
Each team must choose different contents.
Share what you have chosen with your
classmates so that contents are not repeated.
Cada equipo debe tener diferentes tipos de
contenidos. Comparte con tus compañeros
los que elegiste para evitar que se repitan.
Part one
Project
3
Look at the list of contents the
magazines often have.
Observa la lista de contenidos que
por lo general traen las revistas.
Interviews /Entrevistas Letters / Cartas
Descriptions / Descripciones Recipes / Recetas
Horoscopes / Horóscopos Questionnaires /Cuestionarios
Pictures / Imágenes Articles / Artículos
Advertisements / Anuncios Puzzles / Crucigramas
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85
Lesson 40 A class magazine
You will write down a decription of someone or something that you will
include in the magazine.
Redactarán la descripción de alguien o algo que incluirán en la revista.
1
Begin your class magazine by organizing
it into sections. Then decide what
contents to put in each section.
Comienza organizando la revista en
secciones. Después decide qué contenido
vas a incluir en cada sección.
Information Stories Entertainment
Articles
R
ecipes
Puzzles
Horoscopes
Advertisements
2
Decide in which section of the magazine
each of these contents should go and
complete the chart with the sections
that you decided to use.
Decide en qué sección de la revista deberán
ir los contenidos y completa la tabla con
las secciones que has decidido usar.
Information Stories Games
3
How to write a description of
someone or something.
Cómo describir a alguien o algo.
To describe something use details that tell exactly
what you are seeing, hearing, tasting, smelling or
touching.
A description of a person captures something
special about its subject.
Para describir algo, utiliza detalles que expresen
exactamente lo que ves, oyes, saboreas, hueles o
tocas.
La descripción de una persona capta algo especial
acerca de ese sujeto.
4
Think of someone or something
you would like to describe.
Piensa en algo o alguien que te
gustaría describir.
Find a picture of your subject. Study it
closely. Use speciﬁ c details.
Choose someone you know well. Find a photo of
your subject.
5
Prewriting
Antes de empezar a escribir.
Study your subject and note details.
Part two
Project
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86
6
Make a draft.
Elabora un borrador.
Use your prewriting notes and the picture.
Correct and edit:
Did I capitalize the ﬁ rst letter of the
proper nouns?
Did I begin titles and initials with
capital letters?
Did I misspell some words? Look for
the correct spelling in a dictionary.
Are the apostrophes in the correct
position?
7
Revision
Revisión
Read your draft.
Mark the areas that need correction.
Read the draft to your partners and notice this
out:
Does the description bring a picture to
your mind?
What details interested you? Should
details be added?
Does each paragraph stick to the main
idea?
Should some details be taken out or
moved around?
Make changes. Use your partner’s comments to
improve your paper.
8
Make a ﬁ nal copy.
Elabora la copia ﬁ nal.
Include all the revisions you have made.
9
Publishing
Publicación
Get two pieces of construction paper and glue. Glue your description on one sheet of construction paper. Glue the photo or drawing of your subject on the other sheet.
Sandra Lopez is a girl who
is s
tudying high school in
Guanajuato.
S
andra has brown eyes,
blond hair, she is slim and
tall. She is very beautiful,
she is always smiling.
Sandra is writing a tale about
animals. She is a very good
writer.
S
andra’s family loves her
because she is very sweet
and lovely.
She is always helping poor
people with their studies
to prepare themselves at
school.
Sandra lopez is a girl who is studying high school in
guanajuato.
Sandra has brown eyes,
blond hair, she is slim and
tall. She is very beautiful,
she is always smiling.
Sandra is writing a tale about
animals. She is a very good
writter.
Sandra’s family loves her
because she is very sweet
and lovely.
She is always helping poor
people with their studies
to prepare themselves at
school.
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87
1
Preparing an interview
Preparación de una entrevista
Choose someone in your classroom that you
would like to interview.
Plan and write a list of questions to ask.
Example:
Is writing poems your passion?
What are you doing to improve your score?
2
Interviewing
La entrevista
Have a pencil and paper for taking notes.
Ask the questions to the person you have chosen.
Write the answers down on a sheet of paper
exactly like he/she is saying them. You have to be
very careful with the information you will gather.
Listen carefully as the person talks. If you write
the person’s exact words put them in quotation
marks (“”).
Wait until he/she stops talking to ask another
question.
Be polite and friendly all the time.
Finish the interview and write down your
impressions about him/her.
Example: Laura is interviewing a nurse named Janice.
Laura: Good morning, Janice.
Janice: Good morning, Laura.
Laura: In what hospital are you working?
Janice: Now I’m working at the General
Hospital.
Laura: Is being a nurse a big responsibility?
Janice: Yes, it is a big responsibility.
Notes: The nurse is very polite but serious. She
likes a lot being a nurse.
3
Transcription of the interview
Transcripción de la entrevista
Distinguish between the interviewing and the
interviewed person.
Example:
Maria: What are you doing to improve your
dance technique?
Lia: I’m training eight hours per day.
(Maria is interviewing Lia)
You have to rewrite the texts you get exactly like
they were told. Use quotation marks (“”).
Example: She told me, “I’m looking for help”.
Do not repeat information.
4
Publishing
Publicación
Get one piece of construction paper and glue.
Glue your interview on the sheet of construction
paper.
Lesson 41 A class magazine
You will write an interview that will be part of the magazine.
Redactarán una entrevista para incluirla en la revista.
Part three
Project
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88
Date .
Dear ,
.
Regards,
Lesson 42 A class magazine
You will write a letter to the editor that will be included in the magazine.
Escribirán una carta al editor para incluirla en la revista.
Letter
Carta
1
Writing a letter
Redacción de una carta
It is a way to share or get information or news.
2
Prewriting
Antes de empezar a escribir
Choose a topic (you can ask for information, you
can talk about sports, music, movies, etc.).
List some details and write them in order.
3
Writing
Redacción
Make a draft; include the parts of the letter.
Begin the letter introducing yourself.
Continue telling what is happening.
Part four
Project
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89
4
Revision
Revisión
Read your letter.
Discuss with your partner these questions:
Does your letter include the parts of
a letter?
Does each paragraph have a main idea?
Do they keep the main idea?
Make changes. Use your partner’s comments to
improve your paper.
Correct and edit:
Did I capitalize the ﬁ rst letter of the
proper nouns?
Did I begin titles and initials with
capital letters?
Did I misspell some words? Look for
the correct spelling in a dictionary.
Did I use commas...
· after the greeting and closing of the
letter?
· between the city, the street and the
state in a document?
· to separate the day of the month
from the year (in the heading)?
· to separate words and word groups
with a series of three or more?
· to separate two adjectives?
5
Make corrections and do a ﬁ nal copy.
Realiza correcciones y haz una copia ﬁ nal.
6
Publishing
Publicación
Get one piece of construction paper and glue. Glue your letter on the sheet of construction paper.
k for
ry.
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onth
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groups
e?
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90
Lesson 43 A class magazine
You will write a manual to be included in the magazine.
Diseñarán un manual para incluirlo en la revista.
Manual
Manual
1
Making an manual
Elaboración de un manual
Begin choosing a topic:
Make a list of topics and choose the
one you like the best and that would
be the most interesting thing to do.
For example: making a sock puppet,
making a robot with a box of milk,
making a paper airplane, etc.
Discuss with your classmates and tell
each other how to do it well.
2
Make an observation chart.
Elabora una tabla de observaciones.
List the materials and steps.
Materials Pieces Steps
3
Writing
Redacción
Make a draft. Make an introduction about the item you are going to make. List the materials you need. Describe the making process step by step. Describe the way you are going to use the ﬁ nished
item.
Example:
Making a sock puppet
Materials Pieces Steps
Sock 1 We are making a sock puppet.
Ho
w are we going to make it?
Thread the needle.
sew the buttons up as if they
were eyes.
Paste with glue the yarn like
hair.
Place your hand inside the
sock and start plaing with your
puppet.
Buttons 2
Yarn as
required
Needle 1
Thread as
required
Glue as
required
Part five
Project
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91
Materials Pieces Steps
Sock 1 We are making a sock puppet.
Ho
w are we going to make it?
Thread the needle.
Sew the buttons up as if they
we
re eyes.
Paste with glue the yarn like
hair.
Place your hand inside the sock
and start playing with your
puppe
t.
Buttons 2
Yarn as
required
Needle 1
Thread as
required
Glue as
required
5
Publishing
Publicación
Get two pieces of construction paper and glue.
Glue your article on one sheet of construction
paper.
Glue photos or drawings of your article on the
other sheet. You can illustrate the steps.
4
Revision
Revisión
Read your draft.
Share the article with your partner and ask him/
her to explain the steps without looking at your
article.
Discuss with your partner
Did I put all the steps in the
right order?
Make changes. Use your partner’s comments to
improve your paper.
Correct and edit.
Did I capitalize the ﬁ rst letter of the
proper nouns?
Did I start titles and initials with capital
letters?
Did I misspell any words? Look for the
correct spelling in a dictionary.
Materials
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92
Lesson 44 A class magazine
You will design a crossword that will be included in the entertainment section
of the magazine.
Diseñarán un crucigrama que será incluido en la sección de entretenimiento de la revista.
Crossword
Crucigrama
1
Making a crossword
Elaboración de un crucigrama
Start writing a list of ten words and verbs.
Write sentences about the words or verbs you
listed.
The sentences must contain the meaning or
a reference that describes the word or verb.
2
Make a layout.
Elabora un diseño.
Decide which of the words and verbs are going to be across and which ones are going to be down.
Write letter by letter the words in the layout.
Mark the spaces with black lines and make
squares for each letter.
Be sure the words are complete and spelled
correctly.
Number the sentences and place the numbers in
the layout.
Example:
Down
1. The action of walking fast.
Across
2. When you are reviewing your notes, you
are…
1
R
U
N
N
2READING
N
G
3
Revision
Revisión
Make sure the words are spelled correctly.
Make sure you are leaving the exact number of
spaces for the words.
4
Publishing
Publicación
Get one piece of construction paper and glue.
Glue your puzzle on the sheet of construction
paper.
Part six
Project
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93
1
Collect all the contents you have made.
Reúne todos los contenidos que ya elaboraste.
2
Organize the information according
to the chart in lesson 40.
Organiza la información de acuerdo
con la tabla de la lección 40.
3
Place the information in the
corresponding section.
Coloca los contenidos en las
secciones que correspondan.
Each section has to be distinguished by
a title.
Each section must have a special drawing.
Lesson 45 A class magazine
You will gather the designed information in previous lessons to obtain
a ﬁ nal product: the magazine.
Integrarán la información diseñada en las lecciones anteriores para formar su revista.
4
Bind them together using string or yarn.
Únelos usando hilo o estambre.
5
Give a title to your magazine.
Dale un título a tu revista.
Be creative; remember you have to give it a name
according to the contents.
6
Illustrate your magazine.
Ilustra tu revista.
Be creative; remember you have to draw things
according to the contents.
7
Present your project to your classmates.
Presenta el proyecto a tus compañeros.
Discuss about your contents.
Part seven
Project
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94
Lesson 46 Review
You will solve drills about the topics of the unit.
Resolverán ejercicios relacionados con los temas de la unidad.
1
Complete the sentences. Use
my/ our/ his/ her/ their/ its.
Completa los enunciados. Usa
my/ our/ his/ her/ their/ its.
1 I like red color. It’s
favorite one.
2 Put on coat when you go out.
It’s very cold outside.
3 My friends are playing basketball,

score is 10-2.
4 We are going to buy
uniforms.
5 pants are very cool! Adrian is
always in fashion.
6 Poor dog!
sweater is very
old, it’s full of holes.
2
Write on the line the name of the colors.
Escribe sobre la línea el nombre de los colores.
a)
+ yellow = green
b) + blue = purple
c) yellow + red =
d) white + = pink
e) black + = gray
3
Write on the line the possessive form of the nouns. Use (’s).
Escribe sobre la línea la forma posesiva
de los sustantivos. Usa (‘s).
Example: Susan is wearing a yellow skirt. Susan’s
sk
irt is yellow.
1 Ana is wearing a black jacket.
jacket is black.
2 Randy is wearing a blue scarf.
scarf is blue.
3 Harry is wearing a green t-shirt.
t-shirt is green.
4 Nora is wearing pink shorts.
shorts are pink.
5 Mike is wearing white underwear.
underwear is white.
4
Write on the line this/these.
Escribe sobre la línea this/these.
dress
jeans
shoes
pants
skirt
glasses
5
Write on the line that/those.
Escribe sobre la línea that/those.
jacket
blouse
cap
sneakers
gloves
socks
Part one
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95
Lesson 47 Review
You will solve drills in order to evaluate your progress.
Resolverán ejercicios para evaluar su progreso.
1
Complete the crossword.
Completa el crucigrama.
4
2
15
3
34
5
2
1
2
Complete the gapped text.
Completa el texto.
Part two
Across Down
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Dear Sam,
I’m writing you to say hello. I’m sending
you a picture of ________ new house.
Her
e it is ______ grandmother sitting in
the y
ard. Look! I have a new dog. _______
name is F
ofo. ______ on the back with the
______ t-shirt is Gina, Tom___ girlfriend.
_______ parents are playing basketball.
Her
e we have a pool, a big yard and a
house for Fofo. Take care. Write soon.
Regards,
Linda
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96
3
Reply to Linda’s letter.
Responde la carta a Linda.
4
Complete the chart. Answer the questions.
Completa la tabla. Responde las preguntas.
What are you wearing? What is your partner wearing? What color is it?
5
Order the words to form a sentence.
Ordena las palabras para formar un enunciado.
1
wearing/ You/ a/ T-shirt/ are
.
2 is/ She/ jeans/ and/ a jacket/ wearing/ a
.
3 They/ wearing/ are/ shorts
.
4 wearing/ are/ pants/ We
.
Date
Dear ,
.
Regards,

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97
1
What’s happening right now?
Write true sentences.
¿Qué está pasando en este momento?
Escribe enunciados verdaderos.
Example:
(I/ sit/ on a chair) I’m sitting on a chair.
1 (I/ wash/ my car)
.
2 (It/rain) .
3 (I / run / in the park)
.
4 (I/ do/ this excercise) .
2
Order the questions and put
them in present continuous.
Ordena las preguntas y escríbelas
en presente continuo:
Example:
(you/ watch/
TV?) Are you watching TV?
1 (the children/ ?/ play)
.
2 (what/ ?/ you/ do) .
3 (you/ write/ a letter/ ?) .
4 (you/ ?/ eat/ a banana) .
3
Answer the questions.
Responde las preguntas.
Are you wearing a hat?
.
What are you doing?
.
Is the sun shining?
.
What are you writing?
.
Are your parents working?
.
Lesson 48 Review
You will solve drills to reassure what has been learned throughout the unit.
Resolverán ejercicios para reaﬁ rmar lo aprendido a lo largo de la unidad.
4
Complete the chart with your information.
Completa la tabla con tu información.
Questions Answers
Who is behind you?
Ar
e you between

and ?
Who is in front of you?
5
Complete the text. Use the words in the box.
Completa el texto. Usa las palabras del cuadro.
sitting studying wearing behind
smiling in front of next to standing
Dear Mark,
These are my friends. All of them are

Junior High. Look at the picture. We are
our uniforms. Mike is
me. That pretty girl
Mike
is Fiona. Benjamin is the guy
that is .
He is me.
He is my best friend.
Greetings,
Jessica
Part three
97
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98
Self Evaluation • Autoevaluación
I.
Remember your English lessons and answer.
Recuerda tus lecciones de inglés y responde.
1
¿Mejoré lo que me propuse al terminar la unidad anterior?

¿Por qué?
2 ¿Qué puedo hacer para mejorar mi desempeño en la asignatura de inglés?
3 ¿Cuánto siento que aprendí en la materia de inglés en esta unidad?
Mucho Poco Nada
¿Por qué?
4 ¿Qué puedo mejorar en la materia de inglés para cuando termine el siguiente bloque?
II.
Answer the following questions.
Responde las siguientes preguntas.
1
Write down the possessive adjectives.
2 Write down the translation of the following words: this , that , these
, those
3 Write an afﬁ rmative idea, a negative idea and a question talking about what’s happening now in
your classroom
4 Write the description of the place where you are taking this class.

5 Tell what your classmates are doing using commas and the conjunction and .
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99
Support material • Material de apoyo
Topics / Temas Suggested material / Material sugerido
Visit the BBC ofﬁ cial website and review how to ask
and answer questions about personal possessions.
Visit the
BBC ofﬁ cial website and review how to
describe what people are wearing or doing at the
moment of speaking.
http://learnenglish.britishcouncil.org/en/english-grammar/
verbs/present-tense/present-continuous
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100
Parents’ sheet • Hoja para padres
Con el propósito de ayudar al alumno a mejorar su aprendizaje, solicitamos atentamente a los padres de
familia que colaboren con el maestro para conseguir este objetivo, por lo que en esta sección deberán
mencionar los rezagos, diﬁ cultades o deﬁ ciencias que presenta el estudiante durante el transcurso de cada
uno de los bloques, así como las acciones que ustedes consideren que deberán emprender para superarlos.
Presenta los siguientes rezagos, diﬁ cultades o deﬁ ciencias, que se han detectado en:
Para solventarlos deberá:
Observaciones o comentarios del padre de familia o tutor:
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101
Unit 3
Unidad 3
Hobbies, Leisure and Sports
Pasatiempos, tiempo
libre y deporte
Sequence 1
Secuencia 1
In unit 3 sequence 1 you will learn to:
En la unidad 3 secuencia 1 aprenderás a:
• Talk about things, food or actions that
you like and the ones you do not like.
Hablar de las cosas, comida o acciones
que te gustan y de las que no te gustan.
• Express anyone’s routine.
Expresar la rutina diaria de
cualquier persona.
Purpose • Propósito
The purpose of this unit is
to enable students to express
their personal interests around
the topic of hobbies, leisure
and sports, and to make and
respond to invitations to events
or places related to the topic.
El propósito de esta unidad es
que los alumnos sean capaces de
expresar sus intereses personales
sobre pasatiempos, tiempo libre
y deporte, así como hacer y
responder invitaciones a eventos o
lugares relacionados con el tema.
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102
Lesson 49 video gamesLesson 49
You will identify that when we talk about actions that we like or don’t like, we may use the verb like
followed by another verb ending with -ing.
Identiﬁ carán que cuando hablamos de acciones que nos gustan o disgustan, podemos usar el verbo like
seguido de otro verbo con terminación
-ing.
I like playing
Read
1
Choose the correct answer.
Elige la respuesta correcta.
Which are the verbs that follow the verb to be ,
that is, am , is, are to form the present continous?
a) Verbs in simple form
b) Verbs in gerund form (verb + -ing)
2
Read the e-mail.
Lee el correo electrónico.
Read
3
Check the activities
Mario likes to do.
Marca las actividades
que le gusta realizar a Mario.
Playing basketball
Playing soccer
Riding a bike
Watching TV
Dancing
Going to the
movies
From: [email protected]
T
o: [email protected]
Subject: Greetings from Mexico
Dear David:
I’m very excited because I’m looking forward to
going to study to the United States. I hope we can
do things together. I like playing video games and
playing basketball. I also like riding my bike and
going to the movies. What about you? What do you
like to do in your free time?
Regards,
Mario.
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103
6
Write an e-mail to a friend in which you
describe the activities that you like doing .
Escríbele un correo electrónico a un amigo
en el que describas las actividades que te
gusta hacer.
5
Write a next to the activities
that you like doing.
Escribe una
junto a las
actividades que te gusta hacer.
Think
4
Go back to the text. Write on the line the verb that corresponds.
Regresa al texto. Escribe sobre la línea el verbo que corresponda.
1 Mario likes video games.2 Mario likes his bike.
Write
Riding a horse Watching TV
Playing soccer Writing stories
Reading books Dancing
From:
To:
Subject:
Dear ,
Regards,
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104
Lesson 50 ride my bike
You will notice that verbs that express likes or dislikes can also be followed by
other verb in inﬁ nitive form.
Identiﬁ carán que los verbos que expresan gustos o disgustos también pueden ser seguidos
por otro verbo en inﬁ nitivo.
Read
Write
3
Circle T if the sentence
is true or F if it is false.
Circula T si el enunciado es
verdadero o F si es falso.
a)
David likes to go to the
movie theater.

b) David likes to ride his horse.

c) David’s mother likes to go to the movies.

1
Identify the parts of the letter.
Identiﬁ ca las partes de la carta.
Closing line Opening line Writer
Recipient Date
1

2
3 Opening line
4
5
2
Read the letter.
Lee la carta.
August 29
th
, 2011
Dear Mario:
Thanks for your letter! I’m happy you are
coming to my country to study. I promise
you will have a great time in my house.
I’m making plans for you and me. We have
similar likes. I like to play video games and
I love to ride my bike. I don’t like to go to
the movie theater but my mom really likes
to see movies. Don’t worry, we will have fun
anyway.
Regards,
David.
Think
4
Look at the example and order the sentences.
Observa el ejemplo y ordena las oraciones.
Example: my grandmother/I/to/like/visit
I like to visit my grandmother.
a) video games / I / to / like / play

b) mother/ go / movies / to / My/ to / likes / the

c) ride / I / like / to / my bike

d) the/ movie/ theater / don’t/ go / to / I / to / like

I like to
2
3
4
5
1
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105
Write
5
Write three activities you like
and three you don’t like.
Escribe tres actividades que te
gusten y tres que no te gusten.
I like… I don’t like…
to watch TV to eat cheetos
6
Write a letter to a friend. Tell
him/her about your hobbies.
Escríbele una carta a un amigo o amiga.
Platícale acerca de tus pasatiempos.
Kisses,
2
3
4
5
1
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10606
Lesson 51 movies
You will identify that the verbs that express likes and dislikes require a complement.
Identiﬁ carán que los verbos para expresar gustos y disgustos requieren de un complemento.
Read
1
Look at the pictures and match them with the
words from the box. Write them on the lines.
Observa los dibujos y relaciónalos con las
palabras del cuadro según corresponda.
Escríbelas sobre las líneas.
An interesting fact
Un dato interesante
The person with most Oscar Award nominations
is Meryl Streep, with 17 nominations for best
actress category.
La persona con más nominaciones a los premios
Oscar de la Academia de las
Artes Cinematográﬁ cas de los
Estados Unidos es Meryl Streep,
con 17 nominaciones para
mejor actriz.
Write
3
Use a or a according to the
dialogue. Then, complete the sentences.
Marca una
o una de acuerdo con
el diálogo. Completa los enunciados.
Watching
movies
Comedy
movies
Romantic
movies
Action
movies
Mrs.
Smith
Mario
a) Mrs. Smith likes

and .
b) Mario likes
and .
Horror
movies
Romantic
movies
Action
movies
Comedies
2
Read the dialogue.
Lee el diálogo.
Mrs. Smith: Hello, Mario. Welcome to our
house!
Mario: Thank you, Mrs. Smith. I’m so
happy to be here!
Mrs. Smith: So, do you like watching movies?
M
ario: Yes, I love movies .
M
rs. Smith: What kind of movies do you like?
Mario: I like comedy and action movies.
A
nd you?
Mrs. Smith: I love action movies, but I also like
r
omantic ones.
I like
MM
MMMMMM
MMMMM
MMMM
MMMMMMMMMMM
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107
Think
5
Look at the images and choose a word to complete each sentence.
Observa las imágenes y elige una palabra para completar las oraciones.
a)
I like
apples.

b) My mother doesn’t like
movies.

c) I love
.

d) Mrs. Smith likes
.

e) I like
.
4
Go back to lessons 49 and 50. Look carefully
at the verbs and complete the chart with
some possible complements of the verb like.
Regresa a las lecciones 49 y 50. Observa con
cuidado los verbos y completa el cuadro con
algunos posibles complementos del verbo
like.
Like
Gerunds
____________________
____________________
____________________
Inﬁ nitives
____________________
____________________
____________________
Nouns
____________________
____________________
____________________
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108
Lesson 52 soccer
You will express preferences about a number of topics.
Expresarán preferencias sobre temas diversos.
Read
2
Read the dialogue with a classmate.
Lee el diálogo con una compañera
o compañero.
Write
3
Circle T (true) or F (false)
Encierra en un círculo T (verdadero) o F (falso).
a)
Mr. Brown likes horror movies.

b) Mr. Brown doesn’t like soccer.
c) Mr. Brown loves soccer.
d) Mr. Brown hates romantic movies.
Write
5
Complete the sentences about the
kind of movies you prefer.
Completa los enunciados acerca de
las películas que preﬁ eres.
a)
I like
and
.
b) I don’t like and
.
c) I love and
.
d) I hate and
.
Mary: What about you, Mr.
Smith? Do you like
r
omantic movies?
M
r. Brown: No, that’s not for me.
I hate them. I like
ho
rror movies, but
y
ou know, what
I really enjoy is
watching soccer
games. I love soccer.
M
ary: Oh! Please, don’t
start talking about
soccer. I don’t like soccer.
Think
4
Look at the images and write I like, I love,
I dont’ like, I hate.
Observa las imágenes y escribe I like, I love,
I don’t like, I hate
segun corresponda.
I love
Expresarán preferencias sobretemas s ivdivdivdivdivdiersersersos.osos.
M
M
Write
1
Reproduce the expressions.
Imita cada una de las expresiones.
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109
Lesson 53 going to the movies
You will identify that an ending s is placed at the end of a verb to indicate the third
person form (he, she it) in the simple present tense.
Reconocerán que una s se coloca al ﬁ nal de un verbo para conjugarlo en tercera persona del
singular (
he, she, it) en tiempo presente simple.
My mother likes
Read
1
Complete the letter. Use the
words from the chart.
Completa la carta. Usa las palabras de la tabla.
Dear mom: Mario September 5
th
, 2011
2
Read the letter.
Lee la carta.
Think
4
Write the verbs in the category that corresponds.
Escribe los verbos en la categoría
que corresponda.
loves eat hates plays
eats hate play sleep
swims swim sleeps love

She, he, it I, you, they, we
Loves Love
Write
5
Draw
, , etc., according
to your own information.
Dibuja
, , etc., de acuerdo
con tu propia información.
Watching TV Soccer Movies Swimming
My mother
My father
My brother
My sister
6
Complete the letter with your information.
Completa la carta con tu información.
Dear ,
How are you? I’m
OK. You asked about my family. Well, my mother’s
name is
. She likes . She
doesn’t like and she hates .
My father’s name is and he likes
.
My father hates and loves .
What do your mother and father like? Please tell me about.
Regards,
Write
3
Correct the sentences. Use the
information from the letter.
Corrige las oraciones. Usa la
información de la carta.
a)
The father’s name is Philip.
b) Robert doesn’t like watching soccer.
c) Sally likes going to the supermarket.
I think a lot about you, although the family I’m
staying with is very nice. The father’s name is
Robert. He likes watching soccer games on Sundays
and sometimes I join him. The mother’s name is
Sally. She likes going to the movies and cooking.
Their son, David, likes playing basketball the same
as I. He has a dog and it also likes playing with a
ball. We play basketball everyday.
Kisses,
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110
Lesson 54 Check
You will solve drills to reafﬁ rm what you have learned in previous lessons.
Resolverán ejercicios para reaﬁ rmar lo que aprendieron en las lecciones anteriores.
Read and write
1
Read the text. Mario is introducing himself at his
new classmates.
Lee el texto. Mario está presentándose ante sus
nuevos compañeros.
2
Write the names on the lines.
Use Mario’s information.
Escribe los nombres sobre las líneas.
Usa la información de Mario.
Mario’s family
Mario
Son Daughter

Mother Father
Write
3
Circle T if the sentence is true or F if
it is false.
Encierra en un círculo T si el enunciado
es verdadero o F si es falso.
a)
Mario has a big family.

b) Rosalia likes her job.
c) Francisco loves teaching.
d) Sandra loves mathematics.
e) Mario prefers playing
basketball.
Teacher: Good morning. We have a new student.
Mario: Hello, I’m Mario. I’m from Mexico. Now I’m
living at David’s house. I have a small family, we are four members: my mother, my father, my sister and myself. My mother’s name is Rosalia. She is a
se
cretary. She likes her job and cooking . My father,
F
rancisco, is a teacher. He loves to teach and to play
soccer with his students. My sister’s name is Sandra. She is a student in junior high, she
doesn’t like mathematics . And about me, I like to study English and play video games.
A
bout sports, I don’t like boxing because I t hink
it is aggressive, I prefer basketball. We
lo
ve to have dinner together.
Classmates: Nice to meet you, Mario.
Mini
nn
wewe
ttt
l
n en en ln ln lasaslecleceecciocionesesnesanananttertertertertererererererrioriorioriorioriororioriorioreseseseseses.eses.es.es.
wewe
ster r
s s aa
tttheheher,r,r,
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111
Likes Occupations
a
He lik
es to win gold medals at
the Olympic Games.
A doctor
b
She loves writing stories with
the correct punctuation marks.
cHe likes to play modern music.
d
He hates to hurt himself at a contest.
e
She loves to heal people at the hospital.
A Spanish
teacher
f
He hates it when he doesn’t get the right tone.
gHe loves doing exercise.
h
She loves medicine magazines.
i
She hates it when people forget to take their pills.
An athlete
j
She doesn’t like mathematics, she prefers Spanish.
kHe loves to play guitar.
lHe likes playing the piano.
mShe likes reading.
A musician
nShe likes to help people.
o
He doesn’t like jeans and boots, he prefers pants and tennis shoes.
p
She gets mad at students who don’t do their homework.
4
Complete the information with
the red words in the text.
Completa la información con las palabras
que estan en rojo en el texto.
Inﬁ nitive
He likes
It
Gerund
love
Noun
You
They
5
Underline the correct option.
Subraya la opción correcta.
1 She likes her job and cooking.
a) Sandra
b) Rosalia
c) Francisco
2 He loves playing soccer.
a) Mario b) Sandra c) Francisco
3 She doesn’t like mathematics.
a) Rosalia b) Mario c) Sandra
4 He doesn’t like boxing.
a) Mario
b) Francisco
c) Sandra
6
Match the columns.
Relaciona las columnas.
7
Write about your family.
Escribe acerca de tu familia.
Hello, I’m . My family is
(big/small).
We are members.
Think
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112
Lesson 55 like tennis?
You will identify the use of do as an auxiliary verb to make questions about preferences.
Identiﬁ carán el uso de do como verbo auxiliar para hacer preguntas sobre todo tipo de preferencias.
Read
Speak
1
Read the dialogue with a classmate.
Lee el diálogo con un compañero o compañera.
2
Fill the blanks with the underlined
words that are in the dialogue.
Escribe sobre las líneas las palabras
subrayadas del diálogo.
Write
3
Answer the questions with your information.
Contesta las preguntas con tu información.
a)
Do you like swimming? b) Do you like basketball?
c) Do you like English?
d) Do you like reading stories?
e) Do you like horseback riding?
Think
4
Complete the sentences.
Completa los enunciados.
a)

you like basketball?
Yes, I .

No, I
.
6
Write about one classmate.
Use the information
from the chart.
Escribe sobre uno de
tus compañeros. Usa la
información del cuadro.
5
Interview some classmates and complete the chart with
or . Ask questions beginning with Do you like…?
Entrevista a algunos compañeros y completa el cuadro con
o . Haz preguntas que empiecen con Do you like…?
Name Basketball Soccer Watching TV Dancing
David: Let me show you my room.
Mario:
OK.
David: Look. I like sports and movies .
M
ario: Do you like tennis?
D
avid: No, I don’t. That’s my father’s
racquet. I like soccer.
Mario: Do you like comics ?
D
avid: Yes, I do. I love them. They’re
interesting and funny. What
about you, what else do you
li
ke?
M
ario: Well, I like listening to music
and going to the movies.
Do you
eedd
s
qqqueueueueeeueett.t..IIIIIIllllllllikiikikikikikeee e esossosososcccccccccccccccccerereereererererrere..
d dd
ereerrssssss gggggg
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113
Lesson 56 father like soccer?
You will notice the use of does for the third person singular form (she, he, it ) in the present simple
tense to make questions about preferences.
Reconocerán el uso de does en la tercera persona del singular (she, he, it) en tiempo presente
simple para realizar preguntas sobre preferencias.
Read
1
Identify Mario’s and David’s bedroom.
Identiﬁ ca la recámara de Mario
y la de David.
2
Read the dialogue with a partner.
Lee el diálogo con una compañera o compañero.
David: This is your room. I hope you like it.
Mario: Sure, thanks. It’s great. I’m going to hang
a picture of my family. Look, these are my
mother, my sister, my father and I.
David: Does your father love soccer as mine?
M ario: Yes, he does. He plays with his students.
David: Does he like to see movies?
M
ario: No, he prefers to watch
TV, especially
soccer games.
David: Our fathers have similar likes.
Write
3
Answer the questions.
Contesta las preguntas.
a)
Does Mario’s father love soccer?
b) Does Mario’s father play soccer
with his students?
c) Does Mario’s father like to see movies?
d) Does Mario’s father prefer to
watch movies than soccer games?
Think
4
Underline the sentences that are written correctly.
Subraya los enunciados que estén
escritos correctamente.
Do he like soccer? Does he like soccer?
Yes, he does. Yes, he do.
No, he doesn’t. No, he don’t.
Write
5
Prepare an interview for a classmate.
Prepara una entrevista para un compañero o compañera de tu clase.
a)
What’s your mother’s name? b) Do you like cooking?
c) ?
d) ?
e) ?
6
Interview your classmate, write
the answers, and then a text.
Entrevista a tu compañero, escribe las
respuestas, y después un texto.
name is .
She/He likes
Does your
hird person singular form (she, he, it)
MMMaMiirio:YYYeshhhhhhehhdddoes
eren
apepepe
efeefefrerere
ppp
ero
nces.
ererersonsonsoa da da delelesinsinsingulgulgugulgggar araa((sheshesh, h, he, e, itit) e) e)nn tiemmmmpott
enenenciaciacias.s.s.
o..
s. H
in
sHHH
o prp
i?
t simple
He plays swihthhthhhhhisiissstutuddddddedentntss.
the present
HHHellplays
resensente t
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114
Lesson 57 like cooking?
You will answer questions about different preferences.
Responderán preguntas acerca de diversas preferencias.
Read
1
Read the dialogue with a classmate.
Lee el diálogo con una compañera o compañero.
2
Identify the place where Mrs. Smith and Mario are. Write a .
Identiﬁ ca el lugar donde están la señora Smith y Mario. Escribe una .
Mario: Good mo rning, Mrs. Smith. What are you
doing?
Mrs. Smith: Good morning, Mario. I’m cooking
breakfast. I love it. Does your mother like
cooking?
Mario: Yes, she does. And she does it very well.
Mrs. Smith: Really? Tell me about her. What does she
like cooking?
Mario: She likes cooking vegetables and chicken.
Mrs. Smith: Does she go to the supermarket?
Mario: No, she doesn’t. She goes to the market.
There she also buys fruit.
Mrs. Smith: I love Mexican markets. They’re so pretty!
bathroom kitchen living room
Does she
ou
kkee
ee
uu
ee ee
e
u
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115
Write
3
Circle the correct option.
Encierra en un círculo
la opción correcta.
1
Mrs. Smith is cooking:
a) dinner
b) pizza
c) breakfast
2 Mario’s mother likes:
a) cooking
b) sleeping
c) swimming
3 Does Mrs. Smith like
cooking?
a) No, she doesn’t.
b) Yes, she does.
c) No, she don’t.
4 Where does Mario’s mother
buy fruits and vegetables?
a) at the supermarket
b) at the grocery store
c) at the market
5 Does Mrs. Smith hate
Mexican markets?
a) No, she doesn’t.
b) Yes, she does.
c) No, she don’t.
Think
4
Complete the chart.
Completa la tabla.
Do / Don’t Does / Doesn’t
They It
We
Write
5
Look at the pictures and classify them.
Observa los dibujos y clasifícalos.
Apples Avocados Chili peppers Pineapple Lettuce
Onions Grapes Pears Tomatoes Oranges
Fruits Vegetables
6
Match the columns.
Relaciona las columnas.
Does your mother like onions? No, it doesn’t.
Do you like apples? Yes, he does.
Does your father love pears? Yes, they do.
Does your dog like grapes? Yes, I do.
Do your friends like oranges? No, she doesn’t.
a
b
c
d
e
e
Oanges
Lettuettuce
Oranges
LLtt
TomatoesTomatoes
rsPineapplelPi l
ears
eilili ppe
Pears
ththee
ilippeli peppeipepep
Grapes
AvocadosCChChhhhAd CCpp
Onions
ObObbseseseseervvrvrvraalos dib
Apples AA
Obbbsseseseservvvrvrra alos d
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116
Lesson 58 and vegetables
You will identify addition and contrast conjunctions to express preferences.
Identiﬁ carán conjunciones que indican adición o contraste para expresar preferencias.
Read
1
Unscramble the letters of the words
and complete the supermarket list.
Ordena las letras de las palabras y
completa la lista del supermercado.
a)
d a v o c a o
b) p n e i p a l e p
c) o n i n o
d) n g e r o a
2
Read the dialogue.
Lee el diálogo.
David: Okay, we have to buy carrots,
tomatoes and lettuce.
M
ario: Don’t forget the cucumbers.
David: You’re right. Do you like vegetables,
Mario?
Mario: Yes, but I don’t like broccoli. And
y
ou?
David: I like some vegetables, but I hate
on
ions. I think it is sad, it always
makes you cry.
Mr. Smith: Ha, ha, ha! And, what about fruits,
Mario?
Mario: Well, I like oranges, apples and
st
rawberries, but I hate bananas and
pa
paya.
List
1. carrots
2. cucumbers
3.
4.
5.
6.
I like fruits
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117
Speak and write
5
Write a list of fruits and vegetables.
Ask a classmate if he likes or not the
vegetable or fruit. Then write a
or
a

next to each word on the list.
Escribe una lista de frutas y verduras. Pregunta
a un compañero o compañera si le gusta
o no esa verdura o fruta. Después marca
con una
o un sus respuestas.
6
Write on the lines the information
you have about your classmate.
Escribe sobre las líneas la información
de tu compañero o compañera.
Write
3
Match the columns. Use the text.
Relaciona las columnas con la información del texto.
Mario
Likes some vegetables, but
hates onions.
Hates papaya and bananas.
David
Likes vegetables, but doesn’t
like broccoli.
Likes oranges, apples and
strawberries.
Think
4
Complete the sentences.
Completa los enunciados.
1
You use this word to link ideas.
I
like oranges, apples
strawberries.
I love vegetables fruits.
2 You use this word to contrast ideas.
I l
ike vegetables,
I don’t like onions.
I like fruit, I hate bananas.
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118
Lesson 59 loves comics
You will notice the difference between the usage of the ending s for afﬁ rmative verbs in the
third person singular form of the simple present and the ending s added to nouns to indicate plural.
Distinguirán entre el uso de la s agregada a los verbos aﬁ rmativos en tercera persona del singular
en presente simple y la
s agregada a sustantivos para indicar plural.
Read
1
Read the letter.
Lee la carta.
Write
2
Underline the option that corresponds.
Subraya la opción que corresponda.
In the letter, who’s Sandra?
a) Sandra is Mario’s mother.
b) Sandra is Mario’s sister.
c) Sandra is Mario’s girlfriend.
3
Match the columns. Use the
information in exercise 1.
Relaciona las columnas. Usa la información
del ejercicio 1.
He doesn’t like water. a) Roxane
She hates soccer games. b) Sandra
She loves fashion shows. c) Philip
He writes the letter. d) Sandy
She is Mario’s sister. e) Mario
Dear Sandra,
I miss you a lot. I hope you are getting
good grades at school. I want to tell
you about my new friends at school:
David, Sandy, Philip and Roxane. David
likes comics, Sandy
loves fashion
shows, Philip
doesn’t like
water and
Roxane
hates soccer games. We have
different likes but we all are good
friends. They are so kind with me and
help me to learn more English. Please,
send me back a letter or an e-mail. I
love you.
Kisses,
Mario
An interesting fact • Un dato interesante
Sports are the best hobbies you can ever have. When you practice them
your heart works better, your skin, hair and nails look shiny, you
avoid diseases and produce endorphins, the hormones that make
you feel happy.
El deporte es el mejor pasatiempo que puedes tener. Cuando lo practicas,
tu corazón trabaja mejor, tu piel, cabello y uñas se ven brillantes, evitas
enfermedades, y produces las hormonas que te hacen sentir feliz.
David
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119
Think
4
Answer the questions.
Contesta las preguntas.
1
What do you notice in the following words?
Why do they have an s?
a) She hates soccer games.
b) She loves fashion shows.
c) He writes the letter.
W
rite the rule:
6
Write a letter to someone in your family. Talk her/him about your friends’ favorite things.
Escribe una carta para
tu familia. Platícale a
alguien sobre las cosas
favoritas de tus amigos.
Write
5
Complete the sentences.
Completa los enunciados.
a)
She
.
(love) (grape in plural)
b) He
.
(like) (movie in plural)
c) He
.
(hate) (soccer game in plural)
d) My father
.
(prefer) (sport in plural)
e) My mother
delicious .
(cook) (potato in plural)
f) My sister
.
(like) (strawberry in plural)
2 What do you notice in the next words? Why
do they have an “s”?
a) Monica likes to watch soccer games .
b) Frank loves epic movies .
c) We enjoy eating apples .
W
rite the rule:
Dear
,
,
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Lesson 60 Check
You will solve exercises in order to verify what you learned in previous lessons.
Resolverán ejercicios para veriﬁ car lo aprendido en lecciones anteriores.
Read
1
Read the dialogue with a classmate.
Lee el diálogo con una compañera o compañero.
Steve: Do you like soccer, Mario?
Mario: No, not really, I like basketball. And you,
Steve? Do you like playing soccer?
Steve: Yes, I like it, but I hate basketball. What
about you, David? What sports do you
like?
David: I like swimming and basketball, and I
love playing soccer.
Steve: Yes, we know. And what about you,
Philip?
Philip: I hate swimming, because I don’t like
water, it is always cold.
David: We think you don’t like to take a shower!
Ha, ha, ha, ha!
Write
2
Use the information from the dialogue and
write
P
, or O
(like /
don’t like), or PP
,
or
OO

(love/hate) to complete the chart.
Usa la información del diálogo y marca con
una
P
o O
, (like/don’t like), o PP
, o
OO

(love/hate) para completar la tabla.
Sport Steve Mario David Philip
Basketball
Soccer
Swimming
3
Match the images with the words from the box.
Relaciona las imágenes con las palabras del cuadro.
swimming cycling baseball soccer
jogging tennis basketball volleyball
Think
4
Answer the question.
Responde la pregunta.
Does the dialogue mention any
sports you to play?
Ye s

No
Which one?
Mini
cycling
volleyball D
s
WW
cycling
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121
Read and write
5
Read and answer the questions
about you and your family.
Lee y contesta las preguntas
acerca de ti y tu familia.
a)
What sports do you like?

b) Does your father like baseball?
c) Does your mother like cooking?
d) Do you like basketball?
e) Does your sister like mathematics?
f) Does your brother like movies?
6
Use the questions to interview a
classmate and complete the text.
Usa las preguntas para entrevistar a un
compañero y completa el texto.
a)
What sports do you like? b) Do you like baseball?
c) Do you like swimming?
d) Do you like volleyball?
e) Do you like basketball?
(name) likes ,
and
but (he/she) doesn’t like
nor .

Sequence 2
Secuencia 2
In unit 3 sequence 2 you will
learn to:
En la unidad 3 secuencia 2 aprenderás a:
• Make, accept or reject
invitations to different events.
Hacer, aceptar o rechazar
invitaciones a diversos eventos.
Unit 3
Unidad 3
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122
Lesson 61 to go to a party?
You will notice the most common expressions to make invitations.
Identiﬁ carán las expresiones más comunes para hacer invitaciones.
Read
Would you like
2
Answer the question.
Responde la pregunta.
What’s the dialogue about?
a) A baseball game b) A party c) A concert
1
Read the dialogue with
a classmate.
Lee el diálogo con una
compañera o compañero.
David: Do you like parties?
Mario: Yes, I love them.
David: Would you like to go to a party?
Mario: That sounds great, but I have to ﬁ nish
my chores. When is it?
David: It’s today at ﬁ ve in the afternoon.
You have enough time to do them.
Mario: OK. Where is it?
David: It’s at Sandy’s. It’s her birthday.
Mario: Do you have a gift for her?
David: Yes, of course.
Write
3
Use the dialogue to complete the sentences.
Usa el diálogo para completar los enunciados.
a)
Do you like parties? b) ? That sounds great.
c) the party? It is at
Sandy’s house.
d) Do you have a gift for her? Yes,
.
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123
Think
4
Go back to the dialogue. Identify the question used to make an invitation.
Regresa al diálogo. Identiﬁ ca la pregunta para hacer una invitación.
You use to make an invitation.
Write
5
Write or in the charts according to your preferences.
Escribe o en los cuadros de acuerdo con tus preferencias.
Would you like to go to…?
A soccer game A picnic in the forest
An expedition
to the mountain
An exhibition
at the museum
A birthday party A rock concert
6
Interview two classmates and register their answers in the chart.
Entrevista a dos compañeros y registra sus respuestas en la tabla.
Would you like to go to…? Student 1 Student 2
A soccer game Yes No Yes No
Y
esNoYesNo
YesNoYesNo
YesNoYesNo
YesNoYesNo
YesNoYesNo
A soccer game
Escribibbeeeee o en
Ai iithf t
Would you like to go to…?
A soccer game A picnic in the forest
A bi thd t
A picnic in the forest
An expedition
Arockconcert
AnexpeditionAn expedition
to the mountain
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124
Lesson 62 go to the movies?
You will make, accept or reject invitations.
Realizarán y aceptarán o rechazarán invitaciones.
Read
Why don’t we
1
Read the dialogue.
Lee el diálogo.

2
Order the days of the week
and answer the question.
Ordena los días de la semana
y contesta la pregunta.
Wednesday Tuesday Friday Thursday
Monday Saturday Sunday
David: Relax. Today is Sunday.
Would you like to go to the
movies?
Mrs. Smith: That’s a good idea.
David: There is a romantic movie, a
horror movie and an action
movie. What would you like
to watch?
Mario: I’d prefer to watch an action
movie. What do you think?
Mrs. and
Mr. Smith: That sounds great.
a) Monday
b)
c)
d)
e)
f)
g)
On what day does the dialogue take place?

Mom, can we
invite my friend
to come with us?
Would you like to
come with us
to the movies?
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125
Write
3
Circle T if the sentence is true or F if it is false.
Encierra T en un círculo si el enunciado es verdadero o F si es falso.
a)
It is Monday.

b) David suggests to go to the movies.
c) They decide to watch a romantic movie.
d) Mrs. Smith agrees with David to go to the movies.
Think
4
Write the missing expression.
Escribe la expresión que falta.
Situation Optional invitation
I don’t like romantic movies. watch an action movie.
5
Make teams of four students to complete the dialogue.
Forma un equipo de cuatro estudiantes para completar el diálogo.
Student A: What are we going to do next weekend?
Student B: Would you like to ?
Student C: No, .
Student D: So, why don’t we ?
Student A: Yes, .
What do you t hink?
Student B: .
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126
1
Write the letter on the corresponding line.
Escribe la letra de la opción que corresponda.
Mexican food
Chinese food
Fast food
Lesson 63 Mexican food
You will express preferences about food.
Expresarán preferencias sobre comida.
Read
2
Read the dialogue with a partner.
Lee el diálogo con una compañera o compañero.
David: The movie was exciting, wasn’t it?
Mario: Yes, you’re right; but now I’m
hungry.
Mr. Smith: Me too. Let’s eat Chinese food.
Mrs. Smith: No, I’d prefer Mexican food.
What do you think, Mario?
Mario: Wow! It’s a great idea. I miss
Mexican food a lot.
David: I would like to try tacos.
Mr. Smith: OK. You win! Let’s eat Mexican food.
Let’s eat
Combo 1
Fries
Bacon
Hamburger
Soda
Pie
Chop Suey
Noodles
Rice with pork
Fried rice
Drinks
Sodas
Water
Green tea
Tacos
Enchiladas
Sopes
Mole
Fajitas
Combo 2
Chicken
Hamburger
Baked potato
Ice cream
Juice
Drinks
Fruit water
Sodas
Juice

A
C
B
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127
An interesting fact • Un dato interesante
The third best place to eat in the world is Mexico
City, just surpassed by Paris and Tokyo according
to the famous American newspaper The New York
Times.
El tercer mejor lugar en el mundo para comer es la
Ciudad de México, sólo superada por París y Tokio, según
el famoso periódico norteamericano
The New York Times.
Write
3
Put the events in order according to
the information in the dialogue.
Ordena los eventos de acuerdo con
la información del diálogo.
Mrs. Smith doesn’t want Chinese
food, she prefers Mexican food.
At the end of the movie Mario is
hungry.
Finally, they decide to eat Mexican
food.
Mr. Smith suggests to eat Chinese
food.
David would like to try tacos .
Write
6
Answer the questions.
Contesta las preguntas.
What kind of food does your classmate like?
What kind of food do you like?
What food don’t you like?
What food doesn’t your classmate like?
Think
4
Complete the sentences.
Completa los enunciados.
is another way
to talk about your preferences.
For example:
I would like to try Mexican food.
a)
eat
Chinese food.
b)
watch a
soccer game.
Speak
5
Work in pairs. Ask your partner about the menus. Write P
or O

next to the food or drink that he or she prefers.
Trabajen en parejas. Pregunta a tu compañera o compañero sobre el menú.
Escribe
P
o O
junto a la comida o bebida de su preferencia.
Do you like…?
Hamburgers Tacos Chop suey Soda
Soda Fried rice Pie Green tea
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128
Lesson 64 a rock concert?
You will identify the expressions to make invitations and answer to them.
Identiﬁ carán las expresiones para hacer y responder a invitaciones.
Shall we go to
Think and speak
1
What fun events are coming (dancing,
concerts, party, etc.)? Would you invite
someone in the class? Who?
¿Qué eventos divertidos se acercan (baile,
concierto, ﬁ esta, etc.)? ¿Invitarías a alguien
de tus compañeros de clase? ¿A quién?
Read
2
Read the dialogue with a classmate.
Lee el diálogo con una compañera o compañero.
David: There will be a concert next
weekend. Shall we go?
M
ario: Sure, I’d love to.
David: Let’s ask my father.
D
avid: Can we go to the concert,
dad?
Mr. Smith: Mmmmm! What time does it
start?
Mario: It’s at eight in the evening,
Mr. Smith. And it ﬁ nishes at
eleven o’clock.
Mr. Smith: It’s too late.
Mario and David: Please, please, please.
Mr. Smith:
OK. But your mother and I
will be waiting for you at the
end of the concert.
An interesting fact • Un dato interesante
Missy Elliot is considered the most inﬂ uential
woman in hip-hop music in the last decade
and one of the most creative women in the
world’s music industry.
Missy Elliot es considerada la mujer más
inﬂ uyente en la música hip-hop de la última
década y una de las mujeres más creativas en
la industria discográﬁ ca mundial.
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129
Write
3
Circle the option that corresponds.
Encierra la opción que corresponda.
1
Mario and David are going to a…
a) party
b) concert
c) soccer game
2 The concert is at …
a) eight in the evening
b) eight in the morning
c) nine in the evening
3 What time does the concert ﬁ nish?
a) at eight o’clock
b) at one o’clock
c) at eleven o’clock
4 Who do Mario and David ask for permission
to go?
a) Mrs. Smith
b) Mr. Smith
c) Mario’s mother
Think
4
Complete the chart with information from previous lessons.
Completa el cuadro con información
de las lecciones anteriores.
Expressions to make
an invitation
Expressions to accept
an invitation
Write
5
Complete the dialogue with
the phrase from the box.
Completa el diálogo con la frase del cuadro.Shall we go?
Sandy: Look David, there is a fashion show next
Saturday.

David: No, that’s not for me. Look, there is a car
show on Sunday. Shall we go?
Sandy: I don’t think so. I don’t like cars.
David: Well, there is a basketball game at the
school gymnasium on Sunday.

Sandy: Yes, we shall go to the game, I really like
basketball.
Speak
6
Practice the dialogue with a classmate, using your own information, and share it with the class.
Practica el diálogo con un compañero o
compañera con tu propia información,
y preséntalo a la clase.
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130
Lesson 65 to see a movie today?
You will use a number of expressions to make invitations and respond to them.
Realizarán y responderán a invitaciones con diferentes expresiones.
Would you like
Read
1
Match the activity with the picture. Write
on the line the option that corresponds.
Relaciona la actividad con la imagen. Escribe
sobre la línea la opción que corresponda.
a)
They are chatting.
b) They are talking by phone.
2
Read the dialogue with a partner.
Lee el diálogo con un compañero o compañera.

David: Hi, Sandy, it’s David. Would you like to
se
e a movie today?
S
andy: No, thanks. Today I’m going to visit my
g
randmother.
David:
OK. I understand. What about
tomorrow?
Sandy: Yes, I’d love to.
David:
OK. See you tomorrow at three o’clock at
your place.
Sandy: Sure. See you tomorrow.
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131
Write
3
Correct the sentences according to the
dialogue.
Corrige los enunciados de acuerdo con el diálogo.
a)
Sandy has to visit her grandfather.

b) David invites Sandy to a soccer game.

c) David is going to see Sandy at school.

d) David is going to see Sandy at ﬁ ve o’clock.

Think
4
Complete with the expressions
in red in the dialogue.
Completa con las expresiones que
aparecen en rojo en el diálogo.

Invitation
Answers
Read
5
Read the expressions from the chart.
Lee las expresiones de la tabla.
Would you like to go to
the park?
Would you like to go to
the museum?
Let’s go to see a movie at
your place.
Yes, I’d love to. Yes, of course. That’s a good idea.
Write
6
Write a dialogue with the expressions from the box.
Escribe un diálogo con las expresiones del cuadro.
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132
Lesson 66 I hate horror movies
You will accept or refuse invitations.
Aceptarán o rechazarán invitaciones.
No, thanks.
Read
1
Read the dialogue
with a classmate.
Lee el diálogo con
un compañero o
una compañera.
Mr. Smith: What are you doing?
Mrs. Smith: I’m writing an e-mail to Mario’s
mother.
Mr. Smith: Good! Shall we go to the stadium
when you ﬁ nish?
Mrs. Smith: Thanks, but I don’t like soccer, as
you know.
Mr. Smith: Well, why don’t we go to the
movies? Today is the premier of
Killerman.
Mrs. Smith: No, thanks. I hate horror movies.
Mr. Smith: So, would you like to visit the zoo?
Mrs. Smith: No, I can’t. I have to go to the
dentist at ﬁ ve o’clock. Why
don’t you come with me?
Mr. Smith:
OK. Let’s go to the dentist.
2
Find ﬁ ve cognates in the dialogue.
Encuentra cinco cognados en el diálogo.
Write
3
Circle T if the sentence is
true or F if it is false.
Encierra T en un círculo si el enunciado
es verdadero o F si es falso.
a)
Mrs. Smith is watching TV.

b) Mrs. Smith hates
horror movies.
c) Mr. Smith invites Mrs. Smith to the movies.

d) Mrs. Smith and Mr. Smith are going to visit the zoo.

e) Mrs. Smith has an appointment with the dentist.

Think
4
Complete the questions in order to make invitations for places you like.
Completa las preguntas para hacer
invitaciones a lugares que te gusten.
a)
Why don’t we
?
b) Shall we ?
c) Would you like to ?
d) Let’s .
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133
5
Complete the chart.
Completa la tabla.
Yes No
Yes, I’d love to.
Yes, I’d like.
That sounds great.
It’s
_________________
idea.
No, ____________________.
No, I prefer to stay at home.
No, thank you. I’m very busy.
Thanks, I prefer to watch TV.
Write
6
Work in pairs to make a dialogue.
Trabaja en parejas y elabora un diálogo.
You: Why don’t we
Classmate: No,
You:
Classmate: No,
You:
Classmate: Yes,
An interesting fact • Un dato interesante
In 2010, for the ﬁ rst time ever, a woman was
awarded the best director’s award by the Academy
of Arts and Cinematography. Her name is Kathryn
Bigelow, and as an interesting fact, she beat her
former husband, James Cameron, director of
Avatar.
En el año 2010, por primera vez en la historia, una
mujer fue premiada como mejor directora por los
premios Oscar. Su nombre es Kathryn Bigelow y, como
dato curioso, le ganó a su ex esposo James Cameron,
director de la película
Avatar.
Sequence 3
Secuencia 3
In unit 3 sequence 3 you will
learn to:
En la unidad 3 secuencia 3 aprenderás a:
• Write an invitation to a
Valentine’s Day party.
Escribir una invitación para
celebrar el día de San Valentín.
Unit 3
Unidad 3
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134
Lesson 67 to our St. Valentine’s celebration
Part one
1
In order to enrich friendship and
comradery between your classmates
and all the students from your school,
you can organize a celebration for St.
Valentine’s Day. First, write a letter to
ask for permission from the Principal at
school. You can use the letter format below.
Discuss with your classmates and teacher
the date, place and time of celebration of
St. Valentine’s. Answer the questions.
Para enriquecer la amistad y el compañerismo
entre tus compañeros y todos los alumnos en
tu escuela, puedes organizar el festejo
del día de San Valentín. Primero, escribe
una carta para pedir permiso al director
de tu escuela. Usa el formato de la
siguiente carta. Acuerda con tus compañeros
y maestro la fecha, el lugar y la hora
para la celebración del día de San
Valentín. Contesta las preguntas.
3
Discuss the food and drinks
for the party. Make a list.
Hablen acerca de la comida y las bebidas
para la ﬁ esta. Hagan una lista.
Food Drinks

4
How are you going to invite the students
from your school to your party?
¿Cómo van a invitar a los alumnos
de la escuela a su ﬁ esta?
With:
a) a letter
b) an invitation card
c) an e–mail
Project • We invite you
You will plan a party to boost friendship and comradery at school.
Planearán un convivio para fomentar la amistad y el compañerismo en la escuela.
2
Copy the letter on a sheet of paper and send
it to the Principal. Wait for the answer.
Copia la carta en una hoja de papel y
envíala al director. Espera la respuesta.
a)
Where is the celebration?
b) When is the celebration?
c) At what time is the celebration?
d) Who are going to attend the party?
Dear Principal:
The ﬁ rst grade group would like to
celebrate day.
Regards,
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135
1
Design an invitation card for the
St. Valentine’s party. Look at the example.
Diseña una tarjeta de invitación para la ﬁ esta
del día de San Valentín. Observa el ejemplo.
Lesson 68 to our St. Valentine’s celebration
Part two
Project • We invite you
You will design an invitation for the party in order to let the community know about
the date and time of it.
Diseñarán una invitación para su convivencia donde se informe la fecha y la hora del mismo.
2
Give an invitation to each
student at your school.
Da una invitación a cada uno de
los alumnos de tu escuela.
3
Next class you are going to do
your party. After that, exchange
opinions about what happened.
En la próxima clase realizarán su
ﬁ esta. Después intercambien
opiniones acerca de lo que pasó.
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136
Lesson 69 Review
You will solve drills to review the developed topics along the unit.
Resolverán ejercicios para revisar los temas desarrollados a lo largo de la unidad.
Read and write
1
Unscramble the letters of the words according to the images.
Reacomoda las letras de las palabras de acuerdo con las imágenes.
r e c o c s g w s i m n m i n s i t n e

b x o n g i l l a s b e k t b a y l l a b v e o l l

2
Look at the chart and complete the text.
Observa el cuadro y completa el texto.
Soccer Basketball Boxing
Mario

David 
Mrs. Smith   
Mr. Smith   
Mario likes
, but he doesn’t like nor .
David likes soccer and , but he doesn’t like .
Mrs. Smith hates . She doesn’t like , but she likes basketball.
Mr. Smith loves . He likes , but he doesn’t like
.
o n

n g i
ii
brassdeeacuerdo con las imágenes.
i i
yl l a b v e o l l
nsitnen
yllabveoll
ns it ne
b l l a s b
ReReeaacaccommomomdododaa a llalalalalalaasssssssllelelelettrtrtrtrtrasasasaadde llalassspapaplalab
r e c o c s
alaabpp
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137
3
Locate the words.
Ubica las palabras.
apples pineapple oranges
bananas watermelon mangoes

4
Answer the questions with your information.
Contesta las preguntas con tu información.
a)
Do you like vegetables?
b) Does your mother like apples?
c) Does your father like fruit?
d) What’s your favorite fruit?
e) Do you like oranges?
5
Order the dialogue.
Ordena el diálogo.
1 Mario: Sandy, what kind of movies do you
like?
Sandy: Yes, I’d love to.
When is it?
Sandy: I like comedy movies and horror
movies.
Mario: It’s next Friday at four o’clock.
Mario: Would you like to go to the premier
of Killerman?
6
Read the dialogue.
Lee el diálogo.
Roxane: Hi! What are you doing?
David: We are planning a party at Philip’s
house.
Roxane: That sounds great.
Sandy: We are talking about food. Shall we
prepare some sandwiches?
Philip: No, it’s better to order some pizzas.
Mario: Yes, that’s a good idea. I love pizzas. Why
don’t we buy some sodas too?
David: Sure. I will buy the sodas.
Roxane: Would you like a chocolate cake?
Philip: Yes, of course. It’s my birthday.
Mario: So, let’s invite some clowns.
7
Complete the chart with
information from the dialogue.
Completa el cuadro con información del diálogo.
Invitations Answers
g

Ubiic
wa
bic
apples
bananaswa

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138
Self evaluation • Autoevaluación
I.
Remember your English lessons and answer the questions.
Recuerda tus clases de inglés y contesta las preguntas.
1
¿Cuánto siento que aprendí en la clase de inglés en esta unidad?
Mucho Poco Nada
¿Por qué?
2 ¿Logré mejorar lo que me propuse al ﬁ nal de la unidad anterior? ¿Por qué?

3 ¿Qué puedo hacer para aprender más en la clase de inglés?
II.
Answer the following questions.
Responde las siguientes preguntas.
1
What expressions do you use in order to express the things that you like?
2 What expressions do you use to express the things that you don’t like?
3 What are the expressions we use to describe the location of objects or peop le in a room?
4 What’s the conjunction we need to mention similar elements?
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139
Support material • Material de apoyo
Topics / Temas Suggested material / Material sugerido
Visit the BBC ofﬁ cial website an review how to
express preferences, likes and dislikes.
Visit the
BBC ofﬁ cial website and review how to
invite and respond to invitations.
http://learnenglish.britishcouncil.org/en/english-
grammar/verbs/inﬁ nitive
http://learnenglish.britishcouncil.org/en/english-
grammar/verbs/verbs-ing-forms
http://learnenglish.britishcouncil.org/en/english-
grammar/verbs/verbs-followed-ing-clauses
http://learnenglish.britishcouncil.org/en/english-
grammar/verbs/modal-verbs/ability-permission-
request-and-advice
http://learnenglish.britishcouncil.org/en/how/how-
to-turn-down-invitation
http://learnenglish.britishcouncil.org/en/english-grammar/
verbs/question-forms
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140
Parents’ sheet • Hoja para padres
Con el propósito de ayudar al alumno a mejorar su aprendizaje, solicitamos atentamente a los padres de
familia que colaboren con el maestro para conseguir este objetivo, por lo que en esta sección deberán
mencionar los rezagos, diﬁ cultades o deﬁ ciencias que presenta el estudiante durante el transcurso de cada
uno de los bloques, así como las acciones que ustedes consideren que deberán emprender para superarlos.
Presenta los siguientes rezagos, diﬁ cultades o deﬁ ciencias, que se han detectado en:
Para solventarlos deberá:
Observaciones o comentarios del padre de familia o tutor:
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141
Unit 4
Unidad 4
Daily Life
Vida diaria
Sequence 1
Secuencia 1
In unit 4 sequence 1 you will learn to:
En la unidad 4 secuencia 1 aprenderás a:
• Ask for and give the time.
Preguntar y dar la hora.
• Use the preposition at to talk about
a speciﬁ c hour or schedule.
Utilizar la preposición at para hablar
de una hora precisa o un horario.
• Use the preposition on to mention
speciﬁ c days of the week.
Utilizar la preposición on para señalar
días de la semana especíﬁ cos.
• Use the preposition in to talk about the
morning, the afternoon and the evening.
Utilizar la preposición in para hablar
de la mañana, la tarde o la noche .
Purpose • Propósito
The purpose of this unit is to
enable students to describe
actions that happen daily or
periodically in their lives or in the
lives of people and animals they
are interested in.
El propósito de esta unidad es
capacitar a los estudiantes para
describir acciones que pasan diaria
o periódicamente en sus vidas o en
la vida de otras personas y animales
en los que estén interesados.
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142
Lesson 70 distance call
You will notice expressions to ask for and give the time.
Reconocerán expresiones para preguntar y dar la hora.
Read
1
Look at the pictures and read the text.
Observa las imágenes y lee el texto.
3
Circle T if the sentence is
true or F if it is false.
Encierra la letra T en un círculo si el
enunciado es verdadero o la F si es falso.
Nikki is in Mexico.

Jessica is in Mexico.
Jessica is going to bed.
Nikki is going to school.
Nikki starts school at ten ﬁ fteen.
Jessica: Hello! Nikki? This is Jessica speaking
from Mexico.
Nikki: Hello, Jessica! How are you?
Jessica: I’m ﬁ ne. I’m almost going to bed, here
it’s midnight.
Nikki: Well. I’m getting ready to go to school.
Here in London it’s eight o’clock in the
morning.
Jessica: It’s great to hear you! At what time do
y
ou start school?
Nikki: At eight ﬁ f
I’m late! I’ll call you
lat
er!
Jessica:
OK. Have a nice day! Goodbye.
Nikki: Bye.
2
Answer the question about the text.
Responde la pregunta sobre el texto.
Long
What is this text?
a) A letter
b) An article
c) A dialogue
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143
Think
4
Go back to the dialogue. Complete
the sentence and the chart.
Regresa al diálogo. Completa
la oración y la tabla.
We use
to tell the time.
a) it’s
b) its
Time Time Translation
Ten o’clock 10:00
8:15 Ocho y cuarto

Write
5
Match the columns.
Relaciona las columnas.
Ten ﬁ fteen 3:20
Five o’clock 11:13
Three twenty 2:00
Seven forty two 9:54
Eleven thirteen 5:00
Two o’clock 5:20
Five twenty 10:15
Nine ﬁ fty four 7:42
6
Answer the questions and draw
the hands of the clocks.
Responde las preguntas y dibuja
las manecillas en los relojes.
Example: What time is it in France?
It’s ten sixteen.
What time is it now?
It’s
.
What time is your English class?
.

What time is it in New York?
.
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144
Lesson 71 past eight
You will use quarter to and quarter past to talk about minutes before and after a certain hour.
Emplearán quarter to y quarter past para hablar de minutos antes y después de cierta hora.
Read
1
Read the dialogue.
Lee el diálogo.
Mom: Jessica, it’s getting late!
Jessica: What time is it?
Mom: It’s quarter to seven.
J
essica: I’m almost done!
Mom: You are going to miss the bus!
Jessica: Mom, I’m in trouble!
The bus has left me! It’s quarter past
sev
en!
Mom: You are right! You are in trouble, young
lady!
2
Answer the question.
Responde la pregunta.
Where is Jessica?
a) At home
b) At school
It’s quarter
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145
Think
4
Choose the answer that corresponds.
Elige la respuesta que corresponda.
We say when
there are remaining 15 minutes to the hour.
a) quarter to b) quarter past
We say
when
there are 15 minutes after the hour.
a) quarter to b) quarter past
3
Circle T if the sentence is
true or F if it is false.
Encierra la T en un círculo si el enunciado
es verdadero o F si es falso.
Jessica is getting ready
to go to school.

Jessica is on her way to school.

Jessica missed the bus.
Jessica’s mom is happy because Jessica missed the bus.

Jessica is in trouble.
Write
5
Complete the chart.
Completa la tabla.
12:50 Ten to one
2:25 Twenty-ﬁ ve past two
1:15 Quarter
11:30 Half
1:05 Five
6
Complete the information.
Completa la información.
Example: It’s two ﬁ fteen.
It’s quarter past two.
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146
Lesson 72 time is it?
You will identify the time differences in other countries.
Identiﬁ carán la diferencia de horarios en otros países.
Read
1
Read the dialogue on the chat screen.
Lee el diálogo en la pantalla del chat.
2
Answer the question.
Responde a la pregunta.
What is this?
a) A chat screen
b) An e-mail
c) An article
3
Circle T if the sentence is true or F if it is false.
Encierra T en un círculo si el enunciado es verdadero o F si es falso.
Jessica is chatting with a friend in Morocco.
It’s 11:45 a.m. in Mexico.
Rachid is in Morocco.
Morocco is ﬁ ve hours ahead of Mexico.
It’s 7:15 p.m. in Morocco.
What
 Find friends and chat with people all over the world in
www
.worldfriend.com
 Jes

Good morning! 
 Rachid says:
Good afternoon! 
 Jessica says:
Afternoon? What time is it there?
 Rachid says:
Here in Morocco it’s quarter past SEVEN p.m. What’s the time
in Mexico now?
 Jessica says:
It’s quarter past eleven a.m.
 Rachid says:
So, Morocco is 9 hours ahead of Mexico.
 Jessica says:
Yes, we aren’t living at the same time! 
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147
Think
4
Go back to the dialogue. Write the questions.
Regresa al diálogo. Escribe las preguntas.
Two different ways in English to ask for the time:
a) ? b) ?
1 time/ is/ in/ What/ it/ Russia? ?
It’s .
2 in/ China/ What/ the/ ’s/ time/ ? ?
It’s .
3 is/ in/ time/ England/ What/ it/ ? ?
It’s .
4 Sydney/ What/ the/ ’s/ time/ in/ ? ?
It’s .
5 time/ is/ in/ What/ the/ Dakar? ?
It’s .
Write
5
Look at the map. Order the words to form a question and answer it.
Observa el mapa. Ordena las palabras para formar una pregunta y contéstala.
Example: Chile/ What/ the/ ’s/ time/ in/ ? What’s the time in Chile?
It’s twenty past four p.m. / It’s four twenty p.m.
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1481148
Lesson 73 the next bus leave?
You will identify the use of at/in in order to explain a bus schedule.
Identiﬁ carán el uso de at/in para explicar un horario de autobús.
Lesson 73 What time does
Think
What time is it now? At what
time does the English lesson
end?
Think
2
Find in the dialogue the expressions in English to ask the time of different activities and underline them.
Encuentra en el diálogo las expresiones
en inglés para preguntar la hora de
diferentes actividades y subráyalas.
Read
1
Read the dialogue with a classmate.
Lee el diálogo con un compañero o compañera.
Jessica: Mom, what time do you want to go to the bus station?
Mom: I would like to go at 6 o’clock in the morning.
(Jessica is sleeping on her bed.)
Mom: Jessica, it’s ﬁ ve-thirty, get ready to go.
Jessica: What time does the bus leave?
Mom: I don’t have the tickets yet. I’m going to buy them when
we get there.
Jessica:
OK, we have to hurry.
(At the bus station…)
Mom: I want two tickets to Puebla, please. What time does the
next bus leave?
Assistant: The next bus leaves at 7:30 in the morning.
Mom: And what time does it arrive?
Assistant: At 10:30 in the morning. It takes three hours to get there.
Mom: How much do they cost?
Assistant: Each ticket costs $250.
Mom: Give me two, please.
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149
Write
3
Match the columns
Relaciona las columnas.
What time do you have breakfast? She does exercise at seven o’clock in the morning.
What time does she do exercise? He goes to church at six thirty in the afternoon.
What time do you start at school? I do homework at 5:00 in the afternoon.
What time do you do homework? I start at school at 7:30 a.m.
What time does he go to church? I have breakfast at 9 o’clock.
Speak and write
4
Work in pairs. Make the questions with your information.
Ask them to your classmate and write the answers.
Trabajen en parejas. Haz las preguntas con tu información y
la de tu compañero o compañera. Escribe las respuestas.
Question 1
?
You
Your partner
Question 2
?
You Your partner
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Lesson 74 in the morning
You will identify the use of at/in so as to express the time of the day.
Identiﬁ carán el uso de at/in para expresar la hora.
Read
I start at 8 o’clock
1
Write on the line below
the time shown
on the clock.
Escribe sobre cada
línea la hora que
aparece en el reloj.
Write
3
Answer the questions.
Responde las preguntas.
What’s the name of the magazine?
What time does he go home?
What does he do in the morning?
2
Read with a classmate the interview to a rock star.
Lee con un compañero o compañera la entrevista a una estrella de rock.
Interviewer: Hi! I’m reporting for Star Magazine . What time do you start playing?
Jack Jackson: I start at 8 o’clock in the morning.
Int
erviewer: What time do you stop playing?
Jack Jackson: I stop playing at 6 o’clock in the afternoon. At t

Interviewer: What do you do at night?
J
ack Jackson: I use to write my lyrics and spend time with my family.
Interviewer: Are you going to give a concert soon?
Jack Jackson: Yes, I’ll be playing in the summer in Buenos Aires,
A
rgentina. In Argentina, summer is in December.
e below
a
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151
Write
5
Complete the gapped text. Use in/at.
Completa los espacios del texto. Usa in/at.
Think
4
Go back to the interview.
Look at the words in red.
Comp
lete the information.
Regresa a la entrevista.
Observa las palabras en rojo.
Completa la información.
At
8 o’clock
that time
midnight
In
the afternoon December the summer
the morning Bertha takes a shower.
Then she gets ready to go to school. She enters
to school seven thirty
the morning. She goes back to her house
half past one. the
afternoon she does homework.
Speak and write
6
Work in small groups of two or three classmates. Complete the chart with your partner’s information.
Trabajen en grupos pequeños de dos o tres compañeros. Completa la
tabla con la información de tu compañero o compañera.
Example:
What time do you get up, Leticia? At six o’clock in the morning.
Name In the morning At (hour) In the afternoon At (hour) At night
Leticia get up 6:00 a.m. do homework 4:00 p.m. go to sleep
r.
rs
ssmates. Complete
n.
compañeros.Completala
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152
Lesson 75 11:30 a.m. on Saturdays
You will identify the use of at/on to talk about the time and days of the week.
Reconocerán el uso de at/on para hablar de la hora y los días de la semana.
I wake up at
Read
1
Read the text and answer the question.
Lee el texto y responde la pregunta.
Write
2
Circle T if the sentence is true or F if it is false.
Encierra la letra T si el enunciado es verdadero o la F si es falso.
Jessica is writing an e-mail to Nikki.
Jessica doesn’t go to school on Saturdays.
Jessica and her family go to church on Sundays.
On Sundays Jessica goes to bed late.
Jessica goes swimming on Mondays and Wednesdays.
From: [email protected]
To: [email protected]
Subject: Hello, Nikki!
Dear Nikki,
Hello, I’m Jessica. Today is Saturday. On Saturdays I wake up at half past eleven because
I don’t go to school on Saturdays. On Sundays I go downtown with my parents, we
get back home approximately at three and have a meal. I go to bed early at night. On
weekdays I go to school, I start school at seven thirty a.m. I go swimming after school on
Mondays and Wednesdays.
Write soon.
Regards,
Jessica
What kind of text is it?
a) An article
b) An interview
c) An e-mail
o
aa
wawakeuupatthallffpapaasttsstelelvenbecause
out the time and days of the week.
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kh lf l b
os os díadíaaasdsds ds dddeeelele lee lsasasa sa saemaemaemaemaememna.na.
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153
From: [email protected]
To: [email protected]
Subject: Hello, George!
Dear George:
Hello, George. Today is Friday. weekdays I go to school from Monday to Friday.
Fridays I usually visit my grandmother and night I watch scary movies.
Saturdays I like to go biking. I wake up early in the morning, 8 o’clock. I go back
home to have breakfast ten thirty a.m.
I like when my parents take me to visit museums Sundays.
Please send me an e-mail and keep in touch. Write soon. Regards,
Peter
Think
3
Go back to the text.
Look at the words in red.
Comp
lete the information.
Regresa al texto. Observa
las palabras en rojo .
Completa la información.
At
7:30
On
Saturdays
Weekdays
Write
4
Complete the gapped text. Use on/at.
Completa los espacios del texto. Usa on/at.
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154
Lesson 76 Check
You will solve drills in order to review what has been learned throughout the previous lessons.
Resolverán ejercicios para reaﬁ rmar lo aprendido a lo largo de las lecciones anteriores.
Read
1
Write the time on the line.
Escribe la hora sobre la línea.
Quarter past ten
Half past two
Four ﬁ fty-six
2
Read the dialogue
with a classmate.
Lee el diálogo con un
compañero o compañera.
Jessica: What time do you
start at school?
Nikki: I start at eight o’clock
in the morning.
Jessica: What time do you have lunch?
Nikki: I have lunch at three or three-thirty.
Jessica: What time do you do homework?
Nikki: In the afternoon. After that, I go and play basketball.
Jessica: What time is it now?
Nikki: Here it’s half past eight p.m.
Jessica: Where do you go on Saturdays?
Nikki: On Saturdays I go to visit my grandparents.
Jessica: Me too.
3
Circle T if the sentence is true or F if it is false.
Encierra en un círculo la letra T si el enunciado es verdadero o la F si es falso.
Nikki has lunch at three or three thirty in the afternoon.
Nikki starts school at nine o’clock in the evening.
On Saturdays Nikki goes to visit her grandparents.
Think
4
Go back to the dialogue. Complete the chart.
Regresa al diálogo. Completa la siguiente tabla.
at on in
8 o’clock
Mini
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e
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155
Write
5
Look at the clocks and underline
the answer that corresponds.
Observa los relojes y subraya la
respuesta que corresponde.
What time is it?
It’s ﬁ ve past two.
It’s ﬁ ve to two.
What time is it?
It’s ﬁ ve past seven.
It’s ﬁ ve to seven.
What’s the time?
It’s four twenty.
It’s twenty to four.
What time is it?
It’s half past eight.
It’s seven thirty.
What’s the time?
It’s ten thirty-ﬁ ve.
It’s ten twenty-ﬁ ve.
Sequence 2
Secuencia 2
In unit 4 sequence 2 you will
learn to:
En la unidad 4 secuencia 2 aprenderás a:
• Express your daily activities.
Expresar tus actividades diarias.
• Use the simple present tense
with ﬁ rst, second and third
person form in afﬁ rmative,
negative and interrogative form.
Utilizar el presente simple con
primera, segunda y tercera
persona en enunciados aﬁ rmativos,
negativos e interrogativos.
Unit 4
Unidad 4
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156
Lesson 77 at 6 o’clock
You will express the time of your daily routines.
Expresarán a qué hora realizan cada una de sus actividades cotidianas.
Read
1
Write on, in, at on the line.
Escribe on, in, at, sobre la línea
Wednesday
night
the afternoon
ten o’clock
the evening
the weekend
2
Read the text.
Lee el texto.
My name is Jessica. I get up at 6:00 in the
morning and make my bed . Then I take a shower
at 6:0
5 and get ready to go to school, after that
I help m
y mother make breakfast and then I have
breakfast. Then I go to school, and when I come
b
ack home in the afternoon, I have lunch; later I
do exercise and after that I do my homework .
I usu
ally ﬁ nish at night.
Write
3
Circle T if the sentence is true or F if it is false.
Encierra T en un círculo si el enunciado es verdadero o F si es falso
Jessica gets up at 6:30 in the afternoon.
She makes her bed before taking a shower.
Jessica does exercise in the afternoon.
Jessica gets up
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157
Write
Think
4
Go back to the text. Look at the underlined and red words. Complete the information.
Regresa al texto. Observa las palabras subrayadas y en rojo. Completa la información
en la siguiente tabla.
do make have take go
exercise
watch TV
5
Write on the lines the activities that
correspond to the images. Use the
words from the box.
Escribe sobre las líneas las actividades
que correspondan a cada imagen.
Usa las palabras del cuadro.
take a shower have lunch
go to parties watch tv
make coffee do homework
do shopping
Speak and write
6
Work in pairs. Complete the sentences
with your information. Share and
compare with your partner.
Trabajen en parejas. Completa las oraciones con
tu información. Compártelas y compáralas con tu
compañero o compañera.
I get up at 7:30 A.M.
I have breakfast
I have lunch
I do homework
I watch TV
I have dinner
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158158
Lesson 78 basketball
You will identify that the verbs in simple present tense for the singular third person form
end in an s , an es or an ies .
Identiﬁ carán que los verbos en presente simple para la tercera persona del singular terminan en s, es o ies.
Read
1
Remember your Geography
lessons. Answer the questions.
Recuerda tus lecciones de geografía.
Responde las preguntas.
Where is Guanajuato located?
Name the states which
have borders with
Guanajuato.
An interesting fact • Un dato interesante
Enriqueta Basilio was the ﬁ rst woman to light the torch in an Olympic Stadium in modern history. Those games
were celebrated in Mexico in 1968.
Enriqueta Basilio fue la primera mujer
que encendió el pebetero en un
estadio olímpico en la historia
moderna. Tal evento ocurrió
en México, en los juegos
olímpicos celebrados
en 1968.
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Enriqu
q
Write
3
Answer the questions about the text and about you.
Responde las preguntas acerca
del texto y sobre ti.
Where does Jessica live?
What does Jessica like to do?
Do you like sports?
Which sport do you practice?
2
Read the text.
Lee el texto.
Jessica Flores is a junior high student. She lives in
G
uanajuato. She is a very smart girl. She studies
v
ery hard. She walks to the bus stop early in the
mo
rning and takes the bus to school.
S
he likes to play basketball. She thinks sports
a
re very interesting. She watches professional
b
asketball on
TV with her father.
Jessica loves
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159
Think
4
Look at the words in red i
text. Complete the chart.
Observa las palabras en rojo del texto.
Completa la tabla con la información.
I/ we/ you/ they he/ she/ it
live
love
takes
likes
play
thinks
5
Choose the answers that correspond.
Elige las respuestas que correspondan.
To form simple present in 3
rd
person singular,
we add
to verbs ending with -e vowel
(like, love, raise, etc.).
a) -es b) -s
To form simple present in 3
rd
person singular,
we add
to verbs ending in a consonant
(wear, walk, sing, etc.).
a) -ies b) -s
To form simple present in 3
rd
person singular,
we add
to verbs ending in vowel
+ y (play, say, pay, etc.).
a) -s b) -es
Write
6
Complete the sentences with the verbs in
the box. Write them in the right form.
Completa los enunciados con los verbos del
cuadro. Escríbelos en la forma que corresponde.
sing drink speak read
hate buy listen
Example: Laura speaks four languages.
George
vegetables. He always eats junk food.
My father
ﬁ ve cups of coffee a day.
Lupita
when she is taking a shower. Alfred

classical music. Mark

poems. Cathy

fruits in the market.
ngnggguauagegegss.
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160
Lesson 79 at Queens University
You will identify the change in the third person of the singular form of the simple present.
Reconocerán el cambio en la terminación de los verbos para tercera persona del singular.
Read
He studies
1
Read the text.
Lee el texto.
Carol Pavlov is from Poland. He is 26 years
old. He lives in Canada. He works part time at
the Chateau Meilleur Hotel in the restaurant
Antiques. He is a professional chef. He loves to
cook. On a typical day he gets up at 6 o’clock,
takes a shower and has b
goes
t
o school. He studies at Q

tries to get good grades all the time, that’s why
he does his homework after he goes to work. In
t
he afternoon he goes to work. First he washes
h
is hands before he starts cooking. He gets home
around eight o’clock in the evening and he does
homew
ork, studies and sometimes watches
TV.
He brushes his teeth before going to bed.
2
According to the text, choose the answer that corresponds.
Según el texto, elige la respuesta
que corresponda.
What’s his occupation?
a) A biologist b) A doctor c) A chef
Write
3
Answer the questions about the text.
Responde las preguntas acerca del texto.
Where is Carol Pavlov from?
Where does he work?
When does he do his homework?
What does he do when he goes home?
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161
Think
4
Look at the words in red. Choose the answer
t
hat correspond and complete the chart.
Observa las palabras en rojo. Elige la respuesta
que corresponda y completa la tabla.
To form simple present in 3
rd
person singular, we
to verbs ending in consonant + -y
(study, try, cry, etc.).
a) eliminate -y and add -ies
b) eliminate -y and add -s
To form simple present in 3
rd
person singular, we
add
to verbs that end in -ch,-s,-sh,
-z, -x or -o (wash, watch, pass, etc.).
a) -es b) -ies
I/ we/ you/ they he/ she/ it
ﬁ x
ﬁ nish
brushes
watches
catch
pass
goes
Be/ are and have/has are two

verb forms.
a) regular b) irregular
Write
5
Write on the line the words in the box
in the right form. Look at the images.
Observa las imágenes y escribe sobre la línea las
palabras del cuadro en la forma que corresponde.
teach go kiss have
cry catch ﬂ y
Example:

Joe is a teacher. Joe teaches math at
high school.
He is a very good receiver. He
all the passes.
An insect six legs.
Alan likes art. He to the
museum frequently.
Lisa her boyfriend
because she loves him.
A condor is a kind of bird.
It very high.
That baby because she
is hungry.
6
ee
1611
ee
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162
Lesson 80 at half past ﬁ ve?
You will use the auxiliary verb does in the singular third person form in order to learn
how to make questions.
Usarán el verbo auxliar does para hacer preguntas sobre la rutina de una tercera persona del singular (he/she).
Read
Does he wake up
1
Order the letters to form a word. Then
circle the word related to the dialogue.
Ordena las letras para formar una
palabra y encierra en un círculo la que
está relacionada con el diálogo.
codrot

tsitecnis
ctehare

2
Read the dialogue.
Lee el diálogo.
Jessica: This is my father. His name is Sandro,
he’s a primary teacher. He is
45 years old.
Romina: What does he do?
J
essica: He teaches Spanish.
Romina: Does he work in the city?
J
essica: No, he doesn’t. He teaches in a rural
community in Oaxaca. He gets up very
early to get there. He wakes up at half
past ﬁ ve.
Romina: Does he get up at ﬁ ve
thirty?
J
essica: Yes, he does. It’s because it takes one
hour and a half to get to the
school where he teaches.
Romina: Do you feel proud of him?
J
essica: Yes, I do. I love him.
3
Answer the questions about the dialogue and about you.
Responde las siguientes preguntas acerca del diálogo y sobre ti.
Does Sandro teach Spanish?
Does it take him a long time to get to his work?
Do you feel proud of someone in your family? Why?
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he
la
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Answer th
Responde
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163
Think
4
Choose the answer that corresponds.
Elige la respuesta que corresponde.
We use do with these pronouns: a) you, we, they b) he, she, it
We use does with these pronouns: a) you, we, they b) he, she, it
Discover the rule. When we use
does the verb in present simple a) doesn’t change b) changes
Write
5
Order the words to form a question and answer it according to the images. Follow the example.
Ordena las palabras para formar una pregunta y respóndela de acuerdo con
las imágenes agregando una idea completa, sigue el ejemplo.
Example:
he/ basketball/ Does/ play/?
Does he play basketball?
No
, he doesn’t. He plays soccer.
1) parties/ like/ she/ Does/?
2) school/ to/ Saturday/ he/ go/ Does/ on/?
3) exercise/ she/ Does/ do/?
4) music/ listen/ she/ Does/ to/?
5) bake/ a/ cake/ she/ Does/?
163
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164
Lesson 81 have a sister
You will use don’t/doesn’t as an auxiliary verb to express negative sentences in simple present tense.
Utilizarán don’t/doesn’t como verbo auxiliar para expresar enunciados negativos en presente simple.
Think
Answer the following questions.
Responde las siguientes preguntas.
Do you have any brothers or sisters? Does your
best friend have any brothers or sisters?
2
Circle T if the sentence is true or F if it is false.
Encierra la letra T en un círculo si el
enunciado es verdadero o la F si es falso.
Romina’s mother works.

Jessica’s brother plays soccer.
Jessica’s brother plays basketball.
An interesting fact •Un dato interesante
A can of soda contains 40 grams of sugar when in a
healthy diet you should not take more than 15 grams
of sugar per day. Besides, you must do exercise for 30
minutes every day.
Una lata de refresco contiene 40 gramos
de azúcar, cuando en una dieta sana no
se deben ingerir más de 15 gramos de
azúcar al día. Además, debes hacer 30
minutos de ejercicio al día.
Read
1
Read the dialogue with a classmate.
Lee el diálogo con un compañero o compañera.
Jessica: Tell me now about your family. Does
your mother work?
Romina: No, she doesn’t. She doesn’t work right
no
w.
Jessica: Dou you have any brothers or sisters?
Romina: I don’t have any sisters, but I have two
b
rothers.
Jessica: How old are they?
Romina: Jeff is ﬁ ve years old and Brandon is
eight. Does your brother play soccer?
Jessica: No, he doesn’t play soccer, he plays
b
asketball.
Romina doesn’t
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165
Think
3
Choose the answer that corresponds.
Elige la respuesta que corresponde.
We use for activities that do not occur.
a) shouldn’t b) don’t/doesn’t
6
Write the negative statements.
Escribe la forma negativa.
Example: I play soccer with my friends.
I don’t play soccer with my friends.
1 I take a shower in the afternoon.
2 She takes the bus to go to school.
3 We have lunch at 5:30 p.m.
4 They watch TV in the evening.
5 I brush my teeth after breakfast.
4
Complete the chart according to the red words in the dialogue.
Completa la tabla de acuerdo con las palabras en rojo del diálogo.
Pronouns Don’t/doesn’t Verb Predicate
I/ you/ they/ we play soccer
He/ she/ it have sisters
5
Write on the line don’t/doesn’t accordingly.
Escribe sobre la línea don’t/doesn’t
según corresponda.
Laura
eat eggs for breakfast. She
prefers to eat cereal and fruit. She
drink orange juice or grape juice.
Mauricio is very clean but he
clean his room every day. He never cleans his
room.
I go to parties on Mondays. I go
to school on Mondays. I read
magazines. I read the newspaper.
Write
a)hld’t b)d
Complete the chart accor
a) shouldn’ntt b)don
lhh
p
o con las palabras en rojo del diálogo.d
rd
n
d
fforactivities that
doesn’tt
ngngttoothe red words in the diaaloggueu..
oconlas palabras enrojodeldiálogo
n’t/d
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n’t
dd
t d
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166
Lesson 82 twice a year
You will express the frequency in which you perform different activities.
Expresarán la frecuencia con que realizan diferentes actividades.
I visit the dentist
Think and speak
Answer the following questions.
Responde las siguientes preguntas.
Do you brush your teeth three times a day? Do
you visit the dentist once a year?
Read
1
Read the text.
Lee el texto.
I visit the dentist twice a year. Every six months I
vi
sit the dentist. He checks my teeth. I don’t have
cavities because I brush my teeth three times a
da
y and whenever I eat something. I try not to eat
c
andy or bubble gum. I use dental ﬂ oss also to
take care of my teeth. My dentist says that it’s very
important to visit him regularly to prevent cavities
and to keep the mouth healthy. He recommends
visiting the dentist once a year a

Think
3
Go back to the text. Look at the words in red. Complete the charts.
Observa las palabras en rojo del texto
y completa las tablas.
_______ (x 1)
a
twice (x 2) week
_______ times (x 3) weekend
four times (x 4) month
many times
every
week weekend
3 years
year
Write
4
Use the expressions from the chart to
write some sentences about you.
Usa las expresiones de la tabla para
escribir enunciados acerca de ti.
every day twice a week once a year
four times a
month
every year
a) .
b) .
c) .
d) .
e) .
f) .
2
Answer the questions about the text.
Responde las preguntas de acuerdo con el texto.
How often does he brush his teeth?
Does he have any cavities?
What’s the dentist’s recommendation?
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167
Lesson 83 Check
You will solve drills to reassure what has been learned throughout the previous lessons.
Resolverán ejercicios para reaﬁ rmar lo aprendido a lo largo de las lecciones anteriores.
Read
1
Read the letter.
Lee la carta.
3
Answer the questions about the letter.
Responde las preguntas acerca de la carta.
1
What’s the letter about?
2 What does she have for breakfast?
3 Who does she have lunch with?
4 How often does she play basketball?
2
Answer the following questions.
Responde las siguientes preguntas.
a)
Who’s the writer?
Charly / Linda Perry
b) Who’s the recipient?
Charly / Linda Perry
Dear Charly,
I know that you don’t have a computer. I really enjoy writing letters.
Thanks for your letter. Now, let me tell you about my daily life. I
wake up at 6:20 a.m. and take a shower, then I have breakfast. I
don’t have juice or eggs for breakfast, I have some milk and sweet
bread, and then I go to school.
My father takes me to school in his car every morning and
then he goes to work. He works at Morelos
University. He teaches physics.
I get home at about 2:00 p.m. and
have lunch with my mother. In the
afternoons I go swimming twice a
week, and three times a week I
play basketball.
Do you practice any sports? Do you have
any brothers or sisters?
Regards,
Linda Perry
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168
Think
4
Complete the chart with the
information of the letter.
Completa la tabla con la información de la carta.
Activities
Verbs in simple present
3
rd
person
Questions Negative statements
Write
5
Use the words in the chart to complete the sentences with the correct form of the verb.
Usa las palabras de la tabla para completar los enunciados usando la forma correcta del verbo.
watch bake go have
do listen play take
1 He breakfast.
2 He to school.

3 She the piano
4 He TV.
n play ttaplay tdo listeenendo
bbrreakakfafastst.
listee
thhii
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169
7 She the bus.
8 He a cake.
Speak and write
6
Work in groups of three. Ask your
partners the questions. Write
your answers on the chart.
Formen grupos de tres. Haz las preguntas a tus
compañeros. Escribe las respuestas en la tabla.
You Person 2 Person 3
Do you go to school
e
very day?
Do you have physical
education class twice
a week?
Do you clean your
bedroom on Saturdays?
Do you go swimming
in winter?
Do you brush your
teeth three times
a day?
Do you take a shower
once a week?
Sequence 3
Secuencia 3
In unit 4 sequence 3, you will learn to:
En la unidad 4 secuencia 3, aprenderás a:
• Express how often you do
different activities.
Expresar con qué frecuencia
realizas actividades diversas.
• Describe your class schedule.
Describir tu horario de clases.
• Express how often you do daily routines.
Expresar con qué frecuencia
realizas actividades rutinarias.
• Express how often you eat
fruits and vegetables.
Expresar con qué frecuencia
comes frutas y verduras.
• Describe your routine in
chronological order.
Describir tu rutina en orden
cronológico.
5 He his homework.
6 She to music.
Unit 4
Unidad 4
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170
Lesson 84 have English class?
You will use frequency adverbs to talk about your class schedule.
Usarán los adverbios de frecuencia para hablar de su horario de clases.
Think and speak
How often do you
Write
2
Answer the questions with the
information of Ben’s schedule.
Responde las preguntas con la
información del horario de Ben.
How often does Ben have English lessons?
How often does he have Spanish lessons?
How often does Ben have Physical
Education?
How often does Ben have Art?
What classes do you take? How many days do you take them per week?
Read
1
Look at Ben’s schedule.
Observa el horario de Ben.
Monday Tuesday Wednesday Thursday Friday
7:30
8:20
Spanish Spanish Spanish Spanish Spanish
8:20
9:10
TechnologyMa
th Social
S
tudies
Social
Studies
History
9:10
10:00
History History T
echnology Math Math
10:00
10:50
Social
S
tudies
Geography Ma th TechnologyGeography
10:50
11:10
Recess Recess Recess Recess Recess
11:10
12:00
English Ph
ysics English Physics English
12:00
12:50
Math Ph
ysical
Education
Physics Geography Physical
Education
12:50
13:40
TechnologyArt T
echnologyArt Technology
Think
3
Choose the answer that corresponds.
Elige la respuesta que corresponda.
We use to ask
the number of times an activity occurs in a period
of time.
a) How often do you?
b) What time is it?
We use
to ask
in 3
rd
person the number of times an activity
occurs in a period of time.
a) How often do you?
b) How often does he/she?
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171
4
Look at the chart.
Complete and answer
the questions.
Observa la tabla. Completa
y responde las preguntas.
Speak and write
5
Do your own research report about free time activities.
Interview your classmates. Answer the questionnaire
with your classmates’ information. Mark on the table
your results.
Elabora tu propio reporte de investigación acerca del tiempo
libre. Entrevista a tus compañeros. Llena el cuestionario
con sus respuestas. Marca en la tabla las respuestas.
Investigation Report
Play a
sport
Go to the
movies
Read a
book
Watch TV
Listen to
music
Go to
parties
Never
Once a week
Twice a week
Three times a week
Four times a week
Five times a week
Every day
Questions:
How often do you play a sport?
How often do you go to the movies?
How often do you read a book?
How often do you watch TV?
How often do you listen to music?
How often do you go to parties?
Write
Investigation Report
Play a
sport
Go to the
movies
Read a
book
Watch TV
Listen to
music
Go to
parties
Never
1212 3
Once a week 174 17
Twice a week 41
Three times a week 11
Four times a week
Five times a week
221
Every day 2 377
Total of interviewed students:
10
Example:
How often do students play
a sport?
One of the students never plays
a sport; one of the students
plays a sport once a week;
four of the students play a
sport twice a week; two of the
students play a sport ﬁ ve times
a week and two of them play a
sport everyday.
How often do students
?
How often do students
?
How often do students
?
How often do students
?
How often do students
?
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172
Read
1
Read the text and then circle T if the sentence is
true or F if it is false.
Lee el texto y después encierra en un círculo la letra
T si el enunciado es verdadero o la F si es falso.
Lesson 85 my birthday
You will use frequency adverbs in order to talk about your routine.
Usarán adverbios de frecuencia para expresar rutinas.
Today is Nikki’s birthday.

Nikki always celebrates
with her friends.
They usually go to the theatre.
From: [email protected]
To: [email protected]
Subject: Hello, Jess!
Dear Jessica,
Today is my birthday. I always celebrate it with my friends. We usually go to the
cinema and then we come to my house. My mother makes a chocolate cake every
year, and she often makes pizzas for dinner. Sometimes my mother invites my
grandparents to celebrate my birthday. They never forget this important day for
me. I am sometimes sad because I miss you.
Write me soon.
Regards,
Nikki
2
Choose the correct option.
Elige la opción correcta.
Who is the e-mail for?
a) Nikki b) Jessica
Today is
ss
aaaaa
ndddndsssWWWWeeeusususuauauallllllllllyyygogogottttooohththththeee
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173
Write
5
Order the words to form a sentence.
Ordena las palabras para formar una oración.
Example: Saturdays/ to/ go/ I/ church/ never/ on
I never go to church on Saturdays.
eat/ I/ vegetables/ always/.
I/ never/ am/ class/ for/ late/.
We/ respect/ always/ other/ each/.
programs/ You/ watch/ usually/ TV/.
get/ I/ sick/ occasionally/.
6
Complete the chart with your information. Mark your answers with a check ().
Completa la tabla con tu información. Marca tus respuestas con una palomita ().
Always Usually Often Sometimes Never
Do homework
Go to school
Get up early
Play soccer
Eat tamales
Wash clothes
Think
3
Complete the chart.
Completa la tabla.
Always 100%
Usually 90%
70%
50%
Occasionally 20%
Seldom 10%
Never 0%
4
Choose the answer that corresponds.
Elige la respuesta que corresponde.
We use frequency adverbs
.
a) before the verb b) after the verb
With verb to be (am, is, are, etc.) frequency
adverbs go .
a) before the verb b) after the verb
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174
Lesson 86 breakfast at 8 o’clock?
You will answer questions about the frequency of your activities.
Responderán preguntas sobre la frecuencia con que realizan sus actividades.
Read
Does she usually have
1
Find the days of the week.
Encuentra los días
de la semana.
2
Look at Elena’s timetable.
Observa la agenda de Elena.
SUNDAYYSA
MTUE SDAYS
ODH I NARTA
NGNUSDHS T
DSPARUUZU
ANF YMSMSR
YARSAFDUD
BM I A YD E AA
WEDNE SDAY
YAAEOHGAH
SAYORDAET
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
8:00
a.m Breakfast Breakfast Breakfast Breakfast Breakfast
9:00
a.m.Breakfast French Biology French Biology French Breakfast
10:00
a.m. Social
Studies
English Social
Studies
English Social
Studies
11:00
a.m. Break Break Break Break Break
11:30
a.m. Math Math Math Math Math
12:30
p.m. Physics LaboratoryPhysics LaboratoryPhysics
1:00
p.m. Dance Theatre Dance Theatre
2:00
p.m.Family lunch Lunch Lunch Lunch Lunch Lunch
4:00
p.m. Guitar
lessons
Guitar
lessons
Lunch
6:00
p.m. Homework Homework Homework Homework Go to the
mo
vies
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175
Write
3
Answer the questions with
the chart’s information.
Responde las preguntas con la
información de la tabla.
Does Elena usually have breakfast
at 8 o’clock?
Does she usually have breakfast after school?
Does she usually go to the movies on Saturdays?
Does she always have French lessons at 9 o’clock?
Does she always have lunch at 2 o’clock?
Speak and write
5
Ask your partner the next questions to complete the chart. Mark the answers with an .
Haz a tu compañero o compañera las siguientes preguntas y
completa la tabla. Marca con una
 las respuestas.
How often do you watch TV in the afternoons?
How often do you listen to classical music?
How often do you chat on the internet?
How often do you eat eggs for breakfast?
How often do you go to bed late?
How often do you play soccer?
Activity Never Sometimes Usually Always
Watch
TV
Listen to rock music
Chat on the internet
Eat eggs for breakfast
Go to bed late
Play soccer
Think
4
Choose the answers that correspond.
Elige las respuestas que correspondan.
For questions beginning with do you…? we
answer
a) Yes, I do/No, I don’t
b) Yes, she/he does/No, she/he doesn’t
For questions beginning with does he/she…? we
answer
a) Yes, I do/No, I don’t
b) Yes, she/he does/No, she/he doesn’t
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176
Lesson 87 you healthy?
You will use frequency adverbs to express how often you eat fruits and vegetables.
Emplearán los adverbios de frecuencia para expresar qué tan seguido comen frutas y verduras.
Write
1
Write on the line the verbs in present
simple tense for the 3
th
person singular.
Escribe sobre la línea los verbos en presente
simple para la tercera persona del singular.
eat
sleep
do
drink
walk
Are
Read and write
2
Read the text and answer the test.
Lee el texto y contesta el test.
Are you healthy?
• Answer the questionnaire.
a) always b) usually c) never
How often do you eat vegetables? a b c
Ho
w often do you eat fruits? a b c
How often do you eat ﬁ sh? a b c
How often do you eat meat? a b c
ver
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177
Now check your answers and say if you have a healthy diet or not.
Are you healthy?
• Get your score.
Mostly a’s: You are always taking care of your health. But do not exaggerate. Take a
breath and relax. Take care with the diet you follow, remember that you
are growing up.
Mostly b’s: You are a healthy person. You know there’s a time for everything and you
also control your nutrition. Keep going that way and be healthy now and
in the future.
Mostly c’s: You are not very healthy. You enjoy doing nothing and eating junk food.
You never worry about your health. Try to do more physical activities
and control your eating habits. You really need to do something.
Do you drink more than 2 liters of
water a day?
a b c
Do you sleep 8 hours a day? a b c
How often do you exercise for more
than an hour?
a b c
Do you eat fast food? a b c
Do you watch
TV for more than 2
hours?
a b c
Do you use the stairs instead of the
elevator?
ab c
How often do you go on a diet? a b c
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178
Lesson 88 an e-mail
You will use sequencing adverbs to express your daily routine.
Usarán los adverbios secuenciales para expresar su rutina diaria.
Think
3
Choose the answer that corresponds.
Elige la respuesta que corresponda.
We use later, then, after that and next to make:
a) time references b) habits and routines
Write
4
Order the sentences in the next page. Write
on the line the number that corresponds.
Ordena los enunciados de la siguiente
página. Escribe sobre la línea el número que
corresponde de acuerdo con las imágenes.
1
2
3
4
5
6
7
8
Speak
What are your daily activities? Name them all.
Read
1
Read the e-mail.
Lee el correo electrónico.
From: [email protected]
To: [email protected]
Subject: Hello
Dear Elizabeth,
Thanks for your last e-mail. Let me tell you more about my
lifestyle here in Mexico. I wake up at 6:30 a.m. and take a
shower, then I get dressed and have breakfast. After that I take
the bus at 7:20 a.m. to get to school at about quarter to eight.
I have classes from 8 to 10:30. Next I have a break. After that I
go back to classes until 2 o’clock.
When I get back home I have lunch with my mother and then I
do my homework. After that I watch TV and later I get ready to
go to bed at about 9 o’clock.
Write soon.
Regards,
Noel
Write
2
Answer the questions about the e-mail.
Responde las preguntas acerca
del correo electrónico.
What’s the e-mail about?
At what time does Noel get up?
Does Noel watch TV after doing his homework?
At what time does Noel go to bed?
Sending
acuerdo cononnllllasasasaiimá
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179
Wake up (8:30 a.m.) 1
Have lunch (2:30 – 3:00 p.m.)
Have breakfast (9:30 – 10:00 a.m.)
Get up (9:00 a.m.)
Take a shower (11:30 – 11:50 a.m.)
Watch TV (6:00 – 7:00 p.m.)
Play soccer (10:30 – 11:30 a.m.)
Go to bed (10:00 p.m.)
5
Answer the e-mail. Use the sentences
in exercise four and the sequencers
then, next, after that and later.
Responde el correo electrónico. Usa
los enunciados del ejercicio cuatro y
usa
then, next, after that y later.
From:
To: [email protected]
Subject:
Dear Noel,
Regards,
Sequence 4
Secuencia 4
In unit 4 sequence 4 you will learn to:
En la unidad 4 secuencia 4 aprenderás a:
• Identify cognates to help you
understand texts about some animals.
Identiﬁ car cognados para ayudarte a
comprender textos sobre algunos animales.
• Make questions about a
number of animals.
Hacer preguntas sobre diversos animales.
• Describe animals and their routine.
Describir animales y su rutina.
Unit 4
Unidad 4
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180
Lesson 89 an endangered species
You will identify cognates in a text to look for speciﬁ c information about some animals’ features.
Identiﬁ carán cognados en un texto para buscar información especíﬁ ca sobre características de algunos animales.
Read
Crocodiles are
1
Order the letters to form a word.
Ordena las letras para formar una palabra.
2
Read the text.
Lee el texto.
G f e
(a/r/f/i)
E p t
(e/n/l/h/a)
K l
(o/a/a)
Crocodiles
are reptiles
Crocodiles are reptiles. Their habitat is the
fresh salty water of rivers and lagoons. They
feed mostly on ﬁ sh, reptiles and mammals,
mollusks and crustaceans.They have a body
that helps them swim fast and easily. They
can be as small as 1 meter long up to 4.85
meters and weigh about a ton. Most of
them are found in southern Mexico, Cen-
tral America, the Caribbean, and northern
South America. They are considered an en-
dangered species in all parts of North, Cen-
tral and South American range.
KK ll
(o(o(o(((/a/a/a/a))
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181
Write
3
Complete the table with the
information about the crocodiles.
Completa la tabla con la información
acerca de los cocodrilos.
Type
Habitat
Physical
characteristics
Diet
Size
Think
4
Circle the cognates in the text.
Write them on the lines.
Encierra en un círculo los cognados del
texto. Escríbelos sobre las líneas.
Crocodiles
Write
5
Complete the information about different animals.
Completa la información acerca de diferentes animales.
Animal Type Diet Habitat Origin
Lion Mammal Animals
Whale
Panda China
Butterﬂ y Tropical rain forest
Snake Reptile Insects, animals
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182
Lesson 90 live in Africa
You will identify the pronoun it to refer to animals or objects in singular form.
Reconocerán el pronombre it para hacer referencia a animales u objetos en forma singular.
Read
1
Show what you know about animals. Write true or false.
Muestra lo que sabes acerca de los animales.
Escribe true (verdadero) o false (falso).
Lions are hunters.
Whales live in the ocean.
Parrots can swim.
Cows eat grass.
Mice love cats.
2
Read the text.
Lee el texto.
3
Answer the questions
about the text.
Responde las preguntas
acerca del texto.
Where does the elephant live?
What’s its main feature?
Does it eat meat?
The elephant is considered a mammal.
It is an endangered species. It is found
i
n the African Savannah. The elephant
is usually grey and is a very big animal.
It has a long trunk. It uses its trunk to
t
ake showers, to carry things and to eat.
It is an extension of its lips and nose. It
i
s used to drink water, dry its body, lift
and hold things. The most important
function of its trunk is to gather food and
bring it to its mouth. It is a very heavy
animal. It weighs 12 000 kilograms. It
l
ives 60 years approximately. It drinks
between 100 and 200 liters of water
a day. The elephant eats grass, leaves,
fruits and seeds.
Elephant, a
heavy animal!
Elephants
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183
Think
4
Look at the words in red. Answer the questions.
Observa las palabras en rojo. Responde las preguntas.
In line 2 the word it refers to:
a) Africa b) elephant c) the text
In line 5 the word it refers to:
a) elephant b) Africa c) the text
In line 7 the word it r

a) trunk b) elephant c) Africa
We use
to refer to animals and objects.
a) he b) she c) it
Write
5
Complete the sentences with the words in the chart. Words can be used more than once.
Completa los enunciados con las palabras de la tabla. Las palabras pueden utilizarse más de una vez.
He She It They
The chimpanzee is an ape. lives in central Africa.
Mauricio loves spiders. have ten legs.
The seahorse lives in the ocean. is a type of ﬁ sh.
The octopus has eight tentacles. eats small animals.
Chami is a panda. lives in China and eats bamboo;
is its principal food.
The forest is the house of bears. is full of vegetation.
Rose has a cat. takes care of it.
mals.
ype ofﬁshhffﬁﬁhh
is full of vegetationnn is full of vevegegegtatationnn.
.
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184
Lesson 91 in the forest?
You will use the auxiliary verb do/does to make questions about animal features.
Emplearán do/does para hacer preguntas acerca de las características de un animal.
Think
1
Remember your Geography lessons.
Recuerda tus lecciones de Geografía.
Where is India located?
Do Bengal tigers live
Read
2
Read the text.
Lee el texto.
3
Answer the question.
Responde la pregunta.
What are the boys reading?
Tigers live in the tropical for-
est of India. They are orange-
brown with black stripes.
Bengal tigers are usually soli-
tary, they occasionally travel
in groups. They live around
10 to 12 years. Bengal tigers
in captivity can live up to 30
years. They are carnivores and
hunters. Bengal tigers prefer
to hunt mostly at night, but
they are awake in the daytime.
Their color gives them an
excellent camouﬂ age. Tigers
kill their prey by a suffocat-
ing bite on the neck, and then
they usually drag their prey to
a safe place to eat. Bengal ti-
gers can climb trees effectively.
They are also strong and fre-
quent swimmers. The Bengal
tiger consumes up to about 30
kilograms of meat at a time
and then go without eating for
days. These tigers normally
hunt deer or anything above
45 kilograms, but when they
are very hungry they eat frogs,
crocodiles, and sometimes
humans.
India, the house of
the Bengal tiger
Robert Greenhouse, Bombay, India.
ll
AnAnAswsweertthehehqqueststioion.
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185
Write
4
Answer the questions about the text.
Contesta las preguntas sobre el texto.
a)
Do Bengal tigers travel alone?
b) Do Bengal tigers prefer to hunt at night?
c) Does their color give them an excellent
camouﬂ age?
d) Does a tiger consume up to 30 kilograms
of meat at a time?
Write
5
Write on the line do or does as necessary.
Escribe sobre la línea do o does
según corresponda.
Bengala tigers hunt? Yes, they do.
a tiger like cheese? No, it doesn’t .
Bengala tigers live in hot weather? No,
they don’t.
a tiger climb trees? Yes, it does .
a tiger eat up to 45 kg of meat at a
time? No, it doesn’t .
Think
6
Review the questions you have just answered. Choose the answer that corresponds.
Revisa las preguntas que acabas de contestar. Elige la respuesta que corresponda.
When we ask questions about tigers (in plural):
a) the verb ending doesn’t change and we use the auxiliary do .
c) the verb ending changes and we use the auxiliary do .
When w
e ask questions about one tiger (in singular):
a) the verb ending doesn’t change and we use the auxiliary does.
b) the verb ending changes and we use the auxiliary does .
7
Work in pairs. Write ﬁ ve different questions using does about your favorite
animal. Then, ask them to your partner and write his/her answers.
Trabajen en parejas. Escribe cinco preguntas diferentes acerca de tu animal favorito usando
does. Hazle a tu compañero o compañera las preguntas y escribe sus respuestas.
Questions Answers
1.
2.
3.
4.
5.
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186
Lesson 92 travel in winter?
You will express animals’ characteristics in plural form.
Expresarán características de animales en forma plural.
Read
1
Circle the incorrect word from the underlined words.
De las palabras subrayadas, marca con un círculo la palabra incorrecta.
The vampire bat don’t live in Central America. It is blind and lives in humid and dark caves.
Lesson 92 Where do grey whales
Read
2
Read the text.
Lee el texto.
Write
3
Circle T if the sentence is true or F if it is false.
Circula la letra T si el enunciado es verdadero o la F si es falso.
Grey whales live in the Tropic.
They travel in winter.
They start their trip in September.
They stay in Baja California Bays.
Nowadays they are an endangered species.
Grey whales migrate from the
cold waters of the Arctic to the
warm bays of Baja California.
They migrate in winter. They
st
art their trip in October. It
takes them between ﬁ ve and
eight weeks to get to Magda-
lena Bay and San Ignacio La-
goons. They use this space to
p
rocreate and take care of their
babies. The females suckle the
babies until they are ready to
leave. They remain there from
De
cember to April. Because
of the hunt chase grey whales
became an endangered species
in 1946, and Mexican authori-
ties prohibited the hunting
in the lagoons. Nowadays the
gray whale is not considered
an endangered species any-
more.
Long Trip
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187
Think
4
Go back to the text. Choose the answer that corresponds.
Regresa al texto. Elige la respuesta que corresponde.
In line 4 the word they refers to:
a) the Arctic b) grey whales c) lagoons
In line 9 the word they refers to:
a) grey whales b) ocean c) lagoons
We use
to refer to plurals for women, men,
animals and objects.
a) it b) they c) she
Write
5
Work in pairs. Read each sentence about an animal. Form a question
for each statement. Guess which animal is being described.
Trabajen en parejas. Lee cada enunciado y formula preguntas acerca de
un animal. Adivina qué animal se está describiendo.
Questions Answers What is it?
Where do they live? They live in the ocean.
They are a type of ﬁ sh.
They are the only species in which
the male gets pregnant.
They are found in tropical and
warm waters.
Questions Answers What is it?
They are marsupials.
They are fat and hairy, most of
them are grey.
They are found in Australia.
They do not drink much water.
They sleep 18 hours every day.
What do they eat?
Where do they live?
They eat and live in eucalyptus
trees.
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188
Lesson 93 Check
You will solve exercises in order to review what you have learned throughout
the previous lessons.
Resolverán ejercicios para reaﬁ rmar lo aprendido a lo largo de las lecciones anteriores.
Read
2
Read the text
Lee el texto.
I always wake up at 5 o’clock. I take a shower,
then I have breakfast and after that I get ready
to go to work. Then I go to the restaurant at
7 o’clock. I often go to the market and buy
vegetables, fruits, meat and everything I need to
cook. When I come back to the restaurant I set
the day menu and give instructions to the cooks.
I change the menu everyday. After that, we start
cooking. At 2 o’clock people usually arrive for
lunch. When we ﬁ nish serving approximately at
5 o’clock the cooks start cleaning the area and I
get ready to leave. Then when I get home I usually
take a walk with Penny, that’s my dog. It is a
French poodle. It is always waiting for me. Later I
get ready to go to bed.
Think
4
Read the text again. Complete the table.
Lee el texto otra vez. Completa la tabla.
Frequency adverbs Pronouns Verbs in present simple Sequencers
1
Write on the line the missing words.
Escribe en la línea las palabras que faltan.
0 % 50 % 75 % 85 % 100%
never always
often sometimes usually
3
Answer the questions about the text.
Responde las preguntas acerca del texto.
How often does he wake up at 5 o’clock?
What time does he get to the restaurant?
What does he do at the restaurant?
How often does he take a walk with Penny?
Is Penny a dog?
Mini
waaitingformeLaterI
Sequencers
aiting for r meme. LaLter I
Sequencers
d t
ccionion
t
p at 5 o’clock. I take a shower,
throughout
nnes es antanterierioreoreeessss..ss.ss...ss
5’l kI kkh
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189
Write
5
Order the words to form questions.
Answer them with true information.
Ordena las palabras para formar preguntas.
Respóndelas con información verdadera.
1
eat/ What/ your/ pet/does/?
2 often/ to/ you/ parties/ go/ How/ do/ ?

3 you/ usually/ Do/ celebrate/ birthday/ your/ ?

4 your/ Where/ do/ grandparents/ live/ ?
5 vegetables/ eat/ you/ Do/ regularly/ ?
6
Write true sentences about yourself.
Use frequency adverbs.
Escribe enunciados verdaderos acerca
de ti. Usa adverbios de frecuencia.
I
get up early every weekend.
I take a shower at night.
I read the newspaper.
I watch romantic movies.
I listen to rock music.
I play with my friends.
Sequence 5
Secuencia 5
In unit 4 sequence 5 you will learn to:
En la unidad 4 secuencia 5 aprenderás a:
• Develop an exposition about animals
that you like with posters and brochures.
Desarrollar una exposición sobre animales
que te gusten con folletos y anuncios.
Unit 4
Unidad 4
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190
Lesson 94 Come and visit our school zoo
You will choose and organize information about an interesting animal to develop a school zoo.
Elegirán y organizarán la información sobre un animal que les guste para montar un zoológico escolar.
Read
1
The aim of this project is to help
students build their English vocabulary.
They should collect as many words
as possible outside the classroom.
El propósito de este proyecto es ayudar a
los estudiantes a construir su vocabulario
en inglés. Deben recopilar tantas palabras
como sea posible fuera del salón de clases.
2
This project involves a description of
activities carried out in the classroom. The
students are expected to use their general
knowledge and information they have
researched to complete the project. Students
have to present their work to the class.
Este proyecto involucra una descripción de
actividades hechas dentro del salón de clases.
Se espera que los estudiantes usen su
conocimiento e información para realizar
su proyecto. Deben presentarlo a la clase.
3
Discuss with your classmates which animals
they would like to present in the school zoo.
Platica con tus compañeros qué animales les
gustaría presentar en el zoológico escolar.
4
Work in pairs. Choose an animal you like.
Trabajen en parejas. Elijan un animal que
les guste.
5
Look at the chart.
Observa la tabla.
Brochures
The animals that live
in your zoo
Information about
the animals
Layout with the
relevant information
about an animal
Invitation
Why don’t you come
to our school zoo?
Presentation Exhibition of the zoo
Gather information about the animals you
choose. If you use the internet, it must include the
name of the author, the name of the website and
the date when the information was uploaded; try
to search in pages with an academic ﬁ lter.
Recopila información acerca de los animales que
elegiste. Si usas internet, debes incluir el nombre del
autor, el nombre del sitio y la fecha cuando se subió
la información; trata de buscar en páginas del ﬁ ltro
escolar.
Part one
Project
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191
It lives in
the ocean.
It eats small
shrimp…
Lesson 95 Come and visit our school zoo
You will make a brochure about the chosen animal will be written down.
Redactarán un folleto sobre el animal que hayan elegido.
Read
Make a brochure or advertisement
Elabora un folleto o anuncio
1
Prewriting
Antes de escribir
Choose a topic.
Gather speciﬁ c details.
2
Writing
Redacción
1. Get a sheet of paper.
2. Divide the sheet in three parts of the same
size.
3. Fold the sheet.
4. Write speciﬁ c details (example: gorilla- is an
animal similar to human, it is a mammal,
etc.).
5. Mark with bold, underlined, etc., the
important words.
6. Illustrate your brochure.
3
Revising
Revisión
Read your draft to your partner.
Let your partner read the draft to verify the
details are important.
Correct and edit:
Did I capitalize the ﬁ rst letter of the
proper nouns?
Did I begin titles and initials with
capital letters?
Did I misspell some words? Look for
the correct spelling in a dictionary.
4
Publishing
Publicación
Glue or draw the images of your subject on the
folded sheet.
Share your brochure with your classmate (you can
photocopy your brochure and distribute it in your
school).
Place the brochure on the windows or in the
bulletin board.
Part two
Project
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192
Lesson 96 Come and visit our school zoo
You will create a poster about the animal you chose.
Crearán un póster sobre el animal que hayan elegido.
Read
Make a layout
Elabora un formato
1
Prewriting
Antes de escribir
Gather speciﬁ c details about the animal you have
chosen.
2
Writing
Redacción
Get a sheet of paper or construction paper.
Draw a layout.
Complete the layout with the information you
gathered.
Type
Origin
Habitat
Physical
characteristics
Diet
Size
Endangered
species
Write the most important information. Try to
be short and speciﬁ c.
Think about an illustration and make a layout
of it.
3
Revising
Revisión
Read your draft to your classmate.
Let your classmate read the draft to verify that the
information you include is important.
Correct and edit:
Did I capitalize the ﬁ rst letter of the
proper nouns?
Did I begin titles and initials with
capital letters?
Did I misspell some words? Look for
the correct spelling in a dictionary.
4
Publishing
Publicación
Work at the playground.
Get chalks or pencils of different colors and
construction paper.
Make a picture of the animal you chose.
The picture of the animal must be big size.
Be creative when you make your picture.
Use different materials, for example, recycled ones.
5
Write the information of the animal.
Part three
Project
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193
Come
to visit
our
ZOO
Know the animals
you’d never imagine!
Come and learn
everything
about animals
Just for
TODAY
Lesson 97 Come and visit our school zoo
You will design an invitation to the zoo formed by the posters already created in the
previous class.
Diseñarán una invitación para el zoológico que será montado con los posters creados en la clase anterior.
Read
Design an invitation to the zoo
Diseña una invitación para ir al zoológico
1
Before writing
Antes de escribir
Gather speciﬁ c details.
2
Writing
Redacción
Write a draft.
Write the most important information, try to be
short and speciﬁ c.
Think about an illustration and make a layout
of it.
For example:
3
Revising
Revisión
Read your draft to your partner. Let your partner read the draft to verify that the
information you include is important.
Correct and edit:
Did I capitalize the ﬁ rst letter of the
proper nouns?
Did I begin titles and initials with
capital letters?
Did I misspell some words? Look for
the correct spelling in a dictionary.
4
Publishing
Publicación
Make enough copies so that everyone can
have one.
Publish your invitation.
Make enough copies for the people that are
coming to the zoo.
Organize the visit to the zoo.
Receive the people in your zoo.
Part four
Project
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194
Lesson 98 Review
You will solve drills in order to verify what you have learned throughout the previous lessons.
Resolverán ejercicios para reaﬁ rmar lo aprendido a lo largo de las lecciones anteriores.
Write
2
Circle the option that
corresponds to the image.
Encierra en un círculo la opción que
corresponde a la imagen.
1
What does she do?
a) She washes her hands. b) She cooks.
2 What does he do?
a)
He takes a shower. b) He goes to work.
3 What does he do?
a)
He reads a newspaper. b) He eats breakfast.
4 What does she do?
a)
She comes back home. b) She reads a book.
5 What does he do?
a)
He watches TV. b) He goes to bed.
1
Choose the letter that corresponds
to each clock.
Elige la letra que corresponde a cada reloj.
What time is it?

It’s a quarter
to eight.
It’s seven forty
ﬁ ve.
It’s three o’clock.
It’s six past six.
It’s six six.
It’s half past eight.
It’s eight thirty.
It’s ﬁ ve to
eleven.
It’s ten ﬁ fty
ﬁ ve.
It’s a quarter past
six.
It’s six ﬁ fteen.
a
b
c d
e f
Sh

HH
hecccooooooookskskskk.
e egogogogogoeeesesesestttttoooo wwowork.
bb)b)b))HHeeeaaettsbbrereakakkfafafastst

b)Shhddbbkk
)) He e eeeaatssbbbbbrerererereeakakakakakakakfafafafafafafaststststs..
)SShhdddbbbbbkkme.
b)b)HHHHeegogoestobed
b)SShehrrreaaeaddsdsdsaaabbbbooooook.k.k)
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195
3
Complete the chart. Use the words in the chart.
Completa la tabla. Usa las palabras de la tabla.
5
Complete the chart. Use the
words in the chart.
Completa la tabla. Usa las palabras de la tabla.
Hello I’m Juan. I
up at six
o’clock in the
morning from
Monday
to Friday.
I

a shower at six ﬁ fteen.
Then, I

breakfast at seven o’clock.
I

to school at half past seven.
I

soccer in the recess.
I

back home at half past two.
I

a meal at three o’clock.
I

homework at twenty past four.
I
TV at
half past six.
I my mother to
dinner
at half past seven.
My family and I

dinner at eight o’clock.
I to
bed at nine thirty.
4
Write on the line the
missing words.
Escribe sobre la línea las
palabras faltantes.
the
the afternoon
the
Go
Get
Have
Walk
Wash
Take
my teeth up dinner to church
breakfast a shower to the park my mother’s car
to school dressed to bed English lessons
have (3) get take do watch
cook help play go (2) come
Th
b
o
de la tabla.
r
eeeennnn...
T
b
o
kk
aa
s
I TV at
haalflfppppasast six.
st atseven
I
t
h
e
t two.
d
r
to
d at nine
rtyy.
up at sixx
in
ng
yyy
aayy
asho
six
up at sixixx
n the
g frromommmm
yy
y.y.y.y.y
aash
aat s
My family and I I
mew
twen
st fou
I
am
thr
o’c
I
mealatt
ree
lock.k..
I
hom
att
pas
y familyananddII I
m
r
my mother to
dinner
f past
.
Myy
inner at eight o’clock.di
ol at
st seven.
ygo(2)come
n
ess.
I
backh
at half
I
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196
Lesson 99 Review
You will solve drills in order to review what has been learned throughout the previous lessons.
Resolverán ejercicios para reaﬁ rmar lo aprendido a lo largo de las lecciones anteriores.
Write
1
Complete the text with the verbs in the chart. Write the verbs in the tense that corresponds.
Completa el texto con los verbos de la tabla. Escribe los verbos en el tiempo que corresponda.
take get up do start have
eat have take get
go
be
J
ennifer Gomez has a very busy day. She
at 7:30 a.m. then she
a shower. After that, she dressed, then she breakfast. At 8:30
a.m. she to work. She a secretary. She
calling her boss to remind him about an appointment at 9:30 a.m. with a transnational company. She
lunch at 2:00 o’clock. Later she goes back home. At 7:00 p.m. she
aerobics. Then she a bath and then goes to bed.
2
Look at the chart. Complete the information with the correct form of the verb.
Observa la tabla. Completa la información con la forma correcta del verbo.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Susan
Ge
t up
early
Get up
early
Get up early Get up early
Get up
early
Clean her
room
Go to visit her
grandparents
PeterWatch
TV
Read a
book
Listen to music
Go to the
movies
Visit friends Watch
TV
Clean the
house
Susan
from Monday to Friday.
Peter on Mondays.
Susan on Saturdays.
Peter on Tuesdays.
Susan on Sundays.
Peter on Wednesdays.
Susan doesn’t on Saturdays.
Peter on Thursdays.
Peter doesn’t on Saturdays.
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197
3
Complete the sentences with do or does.
Completa los enunciados con do o does.
you like classical music?
Yes, I .
Luis not like vegetables.
Mary not speak French.
I not go to parties. I not like
dancing.
you do exercise? Yes, I .
Laura love English lessons? Yes, she
.
4
Complete the sentences with the
prepositions in, on or at.
Completa los enunciados con las
preposiciones
in, on o at.
I often do exercise
the morning.
I usually have an apple for breakfast
7:00 o’clock.
I never go to parties Tuesday.
I like to watch
TV
night.
She goes to school Saturdays.
5
Complete the sentences with your
information.
Completa los enunciados con tu información.
I always
.
I usually .
I often .
I sometimes .
I never .
6
Write the questions to the following answers.
Escribe las preguntas para las
siguientes respuestas.
?
I always brush my teeth.
?
They live in the ocean.
?
I usually eat eggs for breakfast.
?
No, I don’t. I’m afraid of water.
?
Lucy likes to eat vegetables and fruits.
?
Mario never eats ﬁ sh.
?
The Bengal tiger lives in India.
7
Write a paragraph about someone you
know describing his/her daily activities.
Escribe un párrafo acerca de una persona que
conozcas, describiendo sus actividades diarias.
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198
I.
Think about the English lessons and answer the following questions:
Reﬂ exiona sobre las lecciones de inglés y contesta las siguientes preguntas:
1
¿Cuánto siento que aprendí en esta unidad?
Mucho Poco Nada
¿Por qué?
2 ¿Logré mejorar lo que me propuse al principio de la unidad?
3 ¿Cómo puedo aprender más en la materia de inglés?
4 ¿Qué puedo mejorar para cuando termine la siguiente unidad?
II.
Answer the following questions.
Responde las siguientes preguntas.
1
What are the common expressions to give the time? Mention three.
2 Which is the preposition we use to talk about a speciﬁ c time?
3 Which is the preposition we use to talk about a speciﬁ c day?
4 Which is the expression we use to refer to the period of time from 12:00 p.m. to 6:00 p.m.?
5 Mention three daily activities you do.

6 Mention all of the frequency adverbs t hat you studied in this unit.

Self Evaluation • Autoevaluación
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199
Support material • Material de apoyo
Topics / Temas Suggested material / Material sugerido
Visit the BBC ofﬁ cial website and review how to
ask and tell the time.
Visit the
BBC ofﬁ cial website and review how to
give information about everyday activities.
http://learnenglish.britishcouncil.org/en/english-
grammar/verbs/present-tense/present-simple
http://learnenglish.britishcouncil.org/en/english-
grammar/verbs/verbs-ing-forms
http://learnenglish.britishcouncil.org/en/english-
grammar/adverbials/adverbials-time
http://learnenglish.britishcouncil.org/en/english-grammar/
verbs/question-forms
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200
Parents’ sheet • Hoja para padres
Con el propósito de ayudar al alumno a mejorar su aprendizaje, solicitamos atentamente a los padres
de familia que colaboren con el maestro para conseguir este objetivo. Por lo que en esta sección deberán
mencionar los rezagos, diﬁ cultades o deﬁ ciencias que presenta el estudiante durante el transcurso de cada
uno de los bloques, así como las acciones que ustedes consideren que deberán emprender para superarlos.
Presenta los siguientes rezagos, diﬁ cultades o deﬁ ciencias, que se han detectado en:
Para solventarlos deberá:
Observaciones o comentarios del padre de familia o tutor:
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254
Iconografía
Ilustraciones
Bloque 1
A corazón abierto, todas excepto:
Agustín Azuela de la Cueva, p. 1, 16, 21, 29, 34, 38,
41, 42, 43 y 53.
Elvia Leticia Gómez Rodríguez, p. 35 y 39.
Bloque 2
Richard Zela, todas excepto:
Agustín Azuela, p. 55, 57, 61, 69, 83, 84 y 93.
Bloque 3
Bana Fernández, todas excepto:
Agustín Azuela de la Cueva, p. 101, 106, 118, 121,
128 y 133.
Elvia Leticia Gómez Rodríguez, p. 135.
Bloque 4
Julieta Gutiérrez, todas excepto:
Elvia Leticia Gómez Rodríguez, p. 147 y 193.
Agustín Azuela de la Cueva, p. 141, 155, 158, 164,
166, 169, 179, 180, 184 y 189.
Beatriz Martínez, p. 191 y 193.
Bloque 5
Beatriz Martínez, todas excepto:
Elvia Leticia Gómez Rodríguez, p. 230 y 233.
Agustín Azuela de la Cueva, p. 201, 203, 207, 210,
215, 217, 220, 221, 222, 224, 227, 228, 234, 231, 235
y 236.
Ilustraciones base para entrada de bloques
y secuencias © Can Stock Photo/ borodaev,
csp4289388.
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255
Families Sheet • Hoja para las familias
Seguimiento de los avances de los niños en la escuela
Estimada familia y tutores
Con el propósito de fortalecer su participación en la escuela para impulsar las actividades escolares y extraescolares que
sus niños y niñas realizan, les presentamos el siguiente cuestionario en el cual pueden registrar sus avances y tomar
decisiones junto con los docentes para mejorar el aprovechamiento escolar.
Algunas recomendaciones:
• Si a usted se le diﬁ culta el llenado del cuestionario, solicite ayuda a un familiar o amigo para responderlo e
interpretar el resultado. Recuerde que es muy importante dar seguimiento a los avances y logros de su niña o niño.
•
apoyar al niño en su formación académica.
• Si al revisar las tareas y ejercicios del niño no están registradas las caliﬁ caciones o algún dato que le permita
responder cuestionario, pida ayuda al maestro para determinar con él cómo puede dar seguimiento a los resultados
del niño.
• Recuerde que este cuestionario no es una evaluación o examen, es un registro que sirve para reconocer y
ayudar a las niñas y los niños a nuestro cargo de una manera oportuna y eﬁ caz.
Para dar seguimiento a los avances de los niños es importante que:
• Revise con atención las tareas, los ejercicios y las actividades del libro de texto y del cuaderno de trabajo al
menos cada dos meses (duración aproximada de un bloque).
• Observe su conducta al realizar las actividades extraescolares y ponga atención en lo que platica de sus
actividades en la escuela.
Cuestionario
Con base en sus observaciones sobre el trabajo del niño, marque la respuesta que corresponde a cada pregunta.
A. Excelente B. Bueno o bien C. Mal o malo D. No lo he observado
N˚ Reactivos
Bloque
I II III IV V
1
Las caliﬁ caciones obtenidas en las tareas del libro de
texto reﬂ ejan que su trabajo fue
2
Las caliﬁ caciones obtenidas en los ejercicios realizados en
su cuaderno reﬂ ejan que su trabajo fue
3 Al realizar actividades fuera de la escuela su desempeño fue
Desempeño del niño
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Cuando su desempeño no sea óptimo, usted puede acudir a la escuela para recibir asesoría sobre cómo

256
N˚ Reactivos
Bloque
I II III IV V
4 He observado que trabaja en equipo y lo hace
5 Las actividades de estudio extras las hace
6 Su actitud para sistir a la escuela generalmente es
Mi desempeño
N˚ Reactivos
Bloque
I II III IV V
1 Su asistencia a la escuela es
2 Su puntualidad en la escuela es
3 Su aseo personal y de sus útiles para asistir a la escuela es
Recomendaciones para contribuir a mejorar el desempeño de su niño
Si obtuvo de
7 a 10 respuestas
A. Excelente
Se recomienda felicitar
a su niño o niña y
preguntarle sobre el tipo
de apoyo que requiere
para seguir con ese
avance y mantener los
buenos resultados.
Si obtuvo
de 5 a 7 respuestas
B. Bien, aunque
necesita apoyo
Se recomienda
poner at
ención en
aquellas actividades
en las que se obtuvo
esta valoración y
acompañar a los
niños para repasar las
tareas y/o ejercicios
en los cuales no
obtuvo un buen
desempeño. Si tiene
dudas al respecto, es
recomendable que
se acerque con el
maestro de grupo.
Si obtuvo en más
de 4 preguntas
C. Mal. Requiere
apoyo urgente
Se recomienda consultar
con el maestro de su hijo
o hija sobre cómo puede
ayudarlo a mejorar el
desempeño educativo.
Si en 2 o más
preguntas respondió
D. No lo he
observado
Recuerde que en el buen
desempeño de sus hijos
en la escuela también
inﬂ uye la familia. Le
recomendamos contribuir
con la escuela estando
al pendiente de sus
avances.
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