ENGLISH 1 William Marshall
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To the student
Welcome to English 1, your English Book for First Grade! Using this book, you will learn how to use English for a wide variety of social practice. A few tips before we start: Get to know your book - look at the Table of Contents to see what you will learn in each Unit and in each Lesson - use the language reference section - consult the audioscript to check your understanding of the listening material - use the English-Spanish dictionary to look up unfamiliar words Make the most of your time in class - participate in all the class activities - don’t worry if you can’t understand everything all the time - ask for repetition - don’t worry about making mistakes because they help you to learn - ask your teacher for help - look at your book between classes and review what you did - learn how to use a bilingual or a monolingual dictionary Try to practice your English outside class - read magazines and books in English - go to see movies in English or choose the English-language option when you watch them on DVD - listen to music in English (pop, rock, ballads, etc.) on the radio and learn the words of the songs - visit Internet sites that are in English (news, sports, entertainment, information, etc.) - find some e-pals and write to them in English - talk in English with visitors to your country Learning a language can be a lot of fun.
Enjoy it!
English 1
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Using a dictionary
Your dictionary is a very useful tool. You can use it to find: • • • •
the meanings of unfamiliar words, check the spelling of unfamiliar words in texts that you read check the spelling in written texts that you and your classmates produce expand your vocabulary. A monolingual dictionary, can offer the following information:
Headword the key word for this entry in the dictionary
stu·dent /'stud nt, 'styud-/ –noun
Syllables the word is divided into syllables
Pronunciation how the word is pronounced
1. a person formally engaged in learning, esp. one enrolled in a school or college: He is a high school student. 2. any person who studies, investigates, or examines thoughtfully: I am a student of human nature.
Definition what the word means
Part of speech what type of word it is (an adjective, a verb, etc.)
Example a model of how to use the word in a sentence
Introductory Unit 1
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Introductory Unit Lesson 1.1
Greeting people
Experience it 1. Read and listen to the conversations.
Track 1
Conversation a Robbie: Hi, David. David: Hi, Robbie.
Conversation c Jessica: Good morning, Mr. Robinson. Mr. Robinson: Good morning, Jessica.
Conversation b Mrs. Harris: Hello, Anne. How are you? Anne: I’m fine, thank you. And you?
Conversation d Emily’s mom: Goodbye, Emily. Emily: Bye, Mom.
2. Match each conversation with the correct people in the illustration.
3. Listen to the conversations again. Repeat the expressions. 4. Work in pairs. Practice the conversations. 16
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Reflect on it 185
1. Look at the conversations again. Underline the greetings.
Language Tip
175
2. Look at these expressions. Write formal or informal.
In English, some greetings are more formal and some are more informal. Is it the same in Spanish?
a. Hi. b. Good morning. c. Bye. 3. Match each greeting with the correct time.
a. Good morning.
12 p.m. – 6 p.m.
b. Good afternoon. 6 p.m. – 12 a.m.
c. Good evening. 12 a.m. – 12 p.m.
Practice it
See Language Reference, page 165.
1. Under each picture, write morning, afternoon, or evening.
Use it 1. Work in pairs. Choose roles and a time of day. Practice greeting each other. Roles
Times
a student
8:00 a.m.
a teacher
9:00 p.m.
a friend
2:00 p.m.
the school principal
10:00 a.m.
2. Present one of your conversations to your classmates. 175
3. Write out one of your conversations in your notebook. Introductory Unit
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Introductory Unit Lesson 2.1
Saying the date March
January M TU W TH 4
5
6
7
2010
M TU W TH
F
1
2
3
5
8
9
10 11 12 13 14
4
April
2010
M TU W TH
SA SU 6
7
5
SA SU 1 2 3 8 9 10
1
2
3
8
9
10 11
February
2010
M TU W TH
F
1
2
3
5
8
9
10 11 12 13 14
M TU W TH 1 2 3 7 8 9 10 14 15 16 17
SA SU 6
22 23 24 25 26 27 28
Track 6
1. In pairs, look at the illustration and answer the questions. a. What type of text is it? b. Which words in the text are similar to words in Spanish? 2. Complete the calendar with the months from the box.
Track 4
October August December
March January July
3. Listen to the months and check your answers. Listen again and repeat the months.
1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th 15th 16th
4. Listen and number the days of the week in the correct order.
Track 5
20
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1
Saturday Tuesday Thursday Sunday Monday Friday Wednesday
F
SA SU 1 2
F 4
SA SU 5 6
11 12 13 18 19 20 25 26 27 24 21 22 23 28 29 30
7
Experience it
2010
3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 2010
June
15 16 17 18 19 20 21
M TU W TH
4
26 27 28 29 30
29 30 31
4
SA SU
19 20 21 22 23 24 25
22 23 24 25 26 27 28
15 16 17 11 12 13 14 22 23 24 21 18 19 20 29 30 31 28 25 26 27
7
F
12 13 14 15 16 17 18
15 16 17 18 19 20 21
F
6
May
2010
5. Listen and complete the table with the correct ordinal numbers. first second third
fourth fifth
eighth ninth eleventh twelfth thirteenth fifteenth sixteenth
17th 18th 19th 20th 21th 22nt 23th 24th 25th 26th 27th 28th 29th 30th 31st
seventeenth nineteenth twentieth twenty-first twenty-third twenty-fourth twenty-sixth twenty-seventh twenty-ninth thirtieth
18
Track 7
6. Listen and, in each pair, underline the date that you hear. Then circle the dates on the calendar.
a. Sunday, September 19th Sunday, September 9th b. Friday, April 13th Friday, April 30th c. Monday, June 28th Monday, June 20th d. Thursday, August 5th Thursday, August 6th e. Wednesday, December 3rd Wednesday, December 1st
English 1
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July
2010
M TU W TH 1
F SA SU 2 3 4 9 10 11
0
5 6 7 12 13 14 19 20 21 26 27 28
August M TU W TH 3
9
10 11 12 13 14 15
4
5
6
7
8
M TU W TH F 1 2 3 4 5 8 9 10 11 12 15 16 17 18 19 22 23 24 25 26
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
M TU W TH
F
1
2
3
8
9
10 11 12
4
29 30
October
SA SU
M TU W TH
5
5
6
7
F
2010 SA SU
1
2
3
8
9
10
SA SU 6 7 13 14 20 21 27 28
December 2010 M TU W TH 6
7
F
SA SU
1
2
3
8
9
10 11 12
4
4
20 21 22 23 24 25 26
11 12 13 14 15 16 17
13 14 15 16 17 18 19
27 28 29 30
18 19 20 21 22 23 24
20 21 22 23 24 25 26
25 26 27 28 29 30 31
27 28 29 30 31
Practice it
1. Look at the underlined letters in these words. Say the words. (Use your dictionary to check the pronunciation. See page IX for instructions on using a dictionary.)
1. Work in pairs. Choose dates from the calendar. Ask your partner what days they are. What day is April 23rd? It’s Friday. 2. Answer the questions.
a. Saturday, third b. Monday, October c. Wednesday, nine 2. Now write each pair of words in the correct boxes. same sound, different letters same letter, different sounds letters with no sound 3. Look at the table in Exercise 5, page 20. 185 Underline these endings: -st, -nd, -rd, -th. Then complete the sentence. The ending for most ordinal numbers is
Language Tip
.
a. What day is it today? It is
.
b. What’s the date today? Today is
.
Use it 1. In your notebook, make a list of important dates for this year. Include school vacations, public 175 holidays, birthdays, anniversaries, etc. Teacher’s Day Christmas Day 2. Select one month and make a calendar. Mark special dates on your calendar and, if you wish, keep it for your portfolio.
In English, days and months start with capital letters. Monday, October Is it the same in Spanish?
Introductory Unit
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5
13 14 15 16 17 18 19
Reflect on it
See Language Reference, page 165.
November 2010
SA SU
2
September 2010 7
F
1
8 15 16 17 18 22 23 24 25 29 30 31
6
2010
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Introductory Unit Lesson 2.2
Spelling words
Experience it
1. Listen to the conversations and circle the two school items that you hear.
Track 8
ruler
eraser
pencil
pen
2. Match each question with the correct answer. a. What’s this in English?
R-U-L-E-R.
b. How do you spell ruler?
You say ruler.
c. How do you say regla in English?
It´s a ruler.
Reflect on it 1. Listen and complete the English alphabet. Aa, Bb, Cc, Dd Nn, Oo, Pp,
Track 9
, Ff, Gg, Hh, , Jj, Kk, Ll, , Rr, , Tt, Uu, Vv, Xx, Yy,
, .
2. Discuss the questions in pairs. a. Which letters have the same sound as the letter A? b. Which letters have the same sound as the letter E? c. Which letters do you find more difficult to say?
Practice it 1. Listen and write the letters you hear. m
Track 10
b
Use it 175
22
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1. In pairs, take objects from your schoolbag. Ask for the names of the objects and how to spell the words. Use your dictionary to look up the words you do not know.
What’s this in English? It’s a ruler.
Language Tip If you don’t understand a word, ask the other person to spell it. Then make a note of the word.
English 1
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Personal Identification
UNIT 1
Jessica
Unit Purpose The purpose of this unit is to enable you to introduce yourself and others, and to exchange personal details.
Social practices Establishing and maintaining social contacts 1.1 Introducing oneself and other people. Giving and obtaining factual information of a personal and non-personal kind 1.2 Asking for and giving personal details.
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Unit 1 Lesson 1.1
Introducing yourself and others
Experience it 1. Look at the pictures and answer the questions in pairs. a. Where are the people? b. Who is the man? 2. Listen to the conversations and label the people in the pictures. David
Emily
Mr. Morris
Robbie
Jessica
Diego
Track 11
d
c
a e
b
a
d
b
e
c
3. Listen again. Complete each sentence with a word from the box. a. b. c. d. e. 28
name is Amy. is Diego. name is Jessica. is David. name is Diego.
This
His
My
That Her
English 1
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Project Session 1
Planning and preparation
Unit 1 Lesson 2.3
Information about your School
Objective
ol and the on about your scho ati m or inf ide ov pr To d study here. people who work an
1. In your group, discu ss what type of document you want to produce: • a poster • a booklet • another type of docu ment
oup. es what in your gr 2. Discuss who do Assign people to: ol. mation for your scho • find contact infor about your teachers • find information bjects they teach, (their names, the su h). the grades they teac n of your project. • work on the desig s, photos, diagrams, • work on illustration etc. • write the text. • check the text.
3. Discuss what materials you need, and write a list.
ect (See Proj n o session 2 ) page 46.
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Unit 1 Lesson 3.1
Taking about people´s occupations
Experience it 1. Look at the pictures. Complete each text with an occupation from the box. artist
doctor
teacher
student
engineer
This is my mother. teacher . She’s a
mechanic
This is my mother. She’s a
.
And this is my father. He’s a .
This is my father. He’s an
.
This is my brother. He’s a .
And this is my mother. She’s an .
Language Tip 2. Listen to check your answers.
Track 18 3. Look again at Exercise 1. Make a list of the occupations that are very similar in Spanish. artist – artista
36
A cognate is a word in one language that looks similar and has a similar meaning to a word in another language. Use your knowledge of cognates to help you to understand new words
English 1
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Actions in Progress
UNIT 2
Robbie
Unit Purpose The purpose of this unit is to enable you to give and obtain information about possessions and to describe actions in progress at the moment of speaking.
Social practices Giving and obtaining factual information of a personal and non-personal kind 2.1  A   sking and answering questions about personal possessions 2.2 Describing what people are wearing and / or doing at the moment of speaking
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Unit 2 Lesson 1.1
Identifying clothes
Experience it 1. Look at the pictures and discuss the questions in pairs. a. Where are the boys? b. What do you think the problem is?
Track 22
2. Listen and complete the conversation with the words from the box.
Hey, isn’t my shirt! Where’s my shirt?
this
that
Is
these
those
your shirt?
No, that isn´t it.
Are your shorts, Andy?
What about this one?
No, they aren’t. Yes is my shirt. Now, where are my shorts?
are my shorts.
Good. So can we get ready now?
3. Work in groups of three. Act out the completed conversation. 48
English 1
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Reflect on it 185
1. Listen to the conversation in Experience it, Exercise 2 again. Complete the table.
this it
they those 2. Complete each sentence with this or these. has a long sound, / i:z /.
has a short sound, / is /. See Language Reference, page 165.
Practice it 1. Look at the pictures and complete each sentence with this, that, these, or those.
These
are my socks.
is my sweatshirt.
is my shirt.
are my shorts.
is my cap.
are my gloves.
2. Work in pairs. Practice saying the sentence in Exercise 1. Check your pronunciation of this and these.
Use it 175
1. Work in pairs or groups of three. Bring various items of clothing to class and improvise conversations like the one in Experience it. Act out your conversation for another group. Where are my socks? Are these your socks? Unit 2
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Unit 2 Lesson 1.2
Asking about possessions
Experience it 1. Listen to the conversations and underline the answers that you hear.
Track 23
Teacher: David:
David, is this your cap? Yes, it is. / No, it isn’t.
Teacher: David:
Is that your shirt? Yes, it is. / No, it isn’t.
Teacher: David:
Are these your shoes? Yes, they are. / No, they aren’t.
Teacher: David:
Are those your shorts? Yes, they are. / No, they aren’t.
2. Work in pairs. Practice similar conversations using other items of clothing.
Reflect on it 1. Look at the conversations in Experience it, Exercise 1, and read these examples. Then read and complete the sentences with the words from the box. Is this her cap? Are those his socks? this these Are these your gloves? Is that her sweatshirt? that
See Language Reference, page 165.
a. We use b. We use
and and
those
for talking about one person or thing. (singular) for talking about more than one person or thing. (plural)
Practice it 1. Label the pictures with the correct words. Then beside each picture, write singular or plural.
Use it 1. Work in small groups. Cut out pictures from old magazines and make a vocabulary poster of various items of clothing, including sports clothes. Label each item of clothing and mark it as singular or plural. 50
English 1
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Unit 2 Lesson 1.3
Personal possessions Experience it 1. Read the conversation and match it with the correct picture. A: Is this Anna’s cap? B: No, it isn’t. It’s John’s.
Picture number
3
5
2
4
1
Reflect on it 1. Read this sentence and underline the correct answer. To show possession, we use… a. …a period ( . ). b. …an apostrophe + s (’s).
c. …a comma ( , ).
Practice it 1. Below each picture above, write a sentence explaining who it belongs to. This is Jorge’s T-shirt. 2. Work in pairs. Look in magazines and newspapers for photos of celebrities wearing special clothes. Stick the photos on sheets of paper. Next to each photo, write a sentence about the celebrity’s clothes. This is Jessica Alba’s dress.
Use it 1. Work in pairs. Using your photos from Practice it, Exercise 2, cut out just the items of clothing. Take turns trying to guess the owner of the clothes. Is that Johnny Depp’s jacket? Yes, it is. Unit 2
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Unit 2 Lesson 3.1
Checking clothes to identify someone
Experience it 1. Look at the picture and, in pairs, discuss the questions. a. Where is Jessica? b. What is she doing?
Track 25
2. Listen to the telephone conversation and circle Katie in the picture. 3. Match the questions and the answers. a. Where are you? b. What are you wearing? c. Are you wearing an orange cap? 4. Work in pairs. Practice the questions and answers.
56
I’m wearing blue jeans and a white jacket. No, I’m not. I’m not wearing a cap. I’m here by the exit. 185
English 1
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Reflect on it 1. Underline the yes/no questions and circle the statements. Look at the order of the words. She is wearing an orange cap. Is she wearing an orange cap?
Yes, she is. / No, she isn’t.
You are wearing jeans. Are you wearing jeans?
Yes, I am. / No, I’m not.
They are wearing white shirts. Are they wearing white shirts?
Yes, they are. / No, they aren’t.
2. Work in pairs. Look at the diagram and discuss the question.
He is wearing a blue sweater. Is He wearing a blue sweater?
See Language Reference, page 165.
Which words do we change to make a yes/no question?
Practice it 1. Look at the picture on the previous page. Answer the questions about Jessica. a. Is she wearing a yellow T-shirt? b. Is she wearing green pants? c. Is she wearing white sneakers?
2. Work in pairs. Practice the questions and answers. 3. Work in pairs. Act out a telephone conversation like the one in Experience it, Exercise 2. What are you wearing? I’m wearing a brown jacket.
Use it 1. Work in pairs. Play a guessing game about what people are wearing.
• • • •
Draw a picture of you wearing certain clothes. Don’t show your partner your picture! Take turns asking your partner what he/she is wearing in his/her picture. Are you wearing jeans? Yes, I am. Try to draw a picture of your partner. Finally, compare your pictures. Unit 2
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Unit 2 Lesson 3.2
Asking what people are wearing
Experience it 1. Read and complete the conversation. Janice:
What’s the concert like?
Emily:
It’s fantastic!
Janice:
What wearing?
Emily:
is wearing white shorts and a purple blouse. She looks great!
Janice:
What wearing?
Emily:
are wearing white pants and purple shirts.
Brionna
the dancers
Reflect on it 1. Complete the table with the full forms or the contracted forms of the verb to be. Full form I am
Contracted form I´m you´re
he is she´s we´re you are they´re
Practice it 1. Answer the questions. Use contracted forms. a. What is Brionna wearing now? b. Emily, what are you wearing? c. What are the dancers wearing now? d. What are Tina and Madison wearing?
wearing wearing wearing wearing
a fantastic black dress. jeans and a red sweatshirt. blue pants and white shirts. black pants and yellow T-shirts.
Use it 1. You are at a concert (or some other event) and your friend is at home. Plan and write out a telephone conversation like the one in Experience it, Exercise 1. Act out your conversation for some of your classmates. 58
English 1
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Reflect on it 1. Look at this question and statement. Look at the order of the words.
She is babysitting. See Language Reference, page 165.
Is She babysitting? 2. Work in pairs. Answer the questions. a. In questions about what people are doing now, where does the verb be go? b. In statements about what people are doing now, where does the verb be go? 3. Write the correct question for each statement. Then check your answers in pairs. a. He is playing his guitar. b. They are studying.
Is he playing his guitar?
c. She is studying. d. You are watching TV.
Practice it 1. Unscramble the questions or statements. a. she / sleeping / is / ? b. are / TV / ? / you / watching c. magazine / he / is / a / . / reading d. studying / you / now / ? / are e. their / are / homework / . / they / doing
Is she sleeping?
2. Complete the questions and answers. a. b. Are c. d. e. Is
you babysitting right now? watching a movie? he playing his guitar? you writing an e-mail? doing her homework?
No Yes, they No, he Yes, I
, I’m not. . . . , she is.
Use it 1. In teams, play charades. A player from one team acts out an action in silence. Members of the other team ask questions to try to guess the action. Before you start, make a list of actions (watching TV, listening to music, playing the guitar, reading a magazine, doing homework, etc.) Are you writing an e-mail?
Unit 2
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Unit 2 Lesson 5.2
Asking questions about what someone is doing
Experience it 1. Work in pairs. Look at the picture and answer the questions. a. Where is Emily? b. Where is her dad?
2. Listen to the conversation and match the two halves of each sentence.
Track 27
a. Emily and her friends are at b. Emily’s Dad is calling from c. Emily and her friends are going to d. Emily is hanging out with
the movies. her friend Alexa. the mall. Emily’s house.
Reflect on it 185
1. Listen to the conversation again. Write down all the question words.
2. Now complete each sentence with places, people, or things. a. To ask about b. To ask about c. To ask about
, we use who. , we use what. , we use where.
Practice it 1. First, complete each question with the correct question word. Then match each question with the correct answer. a. b. c. d. e.
are you eating? are they going? is she reading? are you talking to? is he staying?
She’s reading a magazine. I’m talking to my friend Jenna. He’s staying at my house. I’m eating pizza. They are going to the library.
Use it 1. Work in pairs. Act out a telephone conversation. Student A, you are a teenager. Decide where you are, who you are with, and what you are doing. Student B, you are Student A’s mother or father. Ask questions to find out where he/she is, who he/she is with, what he/she is doing. Hi, Roberto. What are you doing? 66
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Audio Scripts Intro Unit Track 1, Lesson 1.1, page 16 1. Read and listen to the conversations. Conversation a Robbie: Hi, David. David: Hi, Robbie. Conversation b Mrs. Harris: Hello, Anne. How are you? Anne: I’m fine, thank you. And you? Conversation c Jessica: Good morning, Mr. Robinson. Mr. Robinson: Good morning, Jessica. Conversation d Emily’s mom: Goodbye, Emily. Emily: Bye, Mom. Track 2, Lesson 1.2, page 18 2. Listen to check your answers in pairs. a. Go to the board. b. Open your book. c. Stand up. d. Come in. e. Raise your hand. f. Sit down. g. Don’t talk. h. Close the door. Track 3, Lesson 1.3, page 19 2. Listen to the teacher. By each student’s name, write present or absent.
Teacher: Aldama: Teacher: Baker: Teacher: Student: Teacher: Jackson: Teacher: Lopez: Teacher:
Aldama. Present. Baker. Present. Ferris. He’s absent. Jackson. Present. Lopez. I’m here! May I come in? You’re late. Come in and sit down.
Track 4, Lesson 2.1, page 20 3. Listen to the months and check your answers. Listen again and repeat the months. January February March April May June July August September October November December Track 5, Lesson 2.1, page 20 4. Listen and number the days of the week in the correct order. Sunday Monday Tuesday Wednesday Thursday Friday Saturday Track 6, Lesson 2.1, page 20 5. Listen and complete the table with the correct ordinal numbers. In English, we use ordinal numbers to say the date. These are the ordinal numbers: first second third fourth fifth sixth seventh eighth ninth tenth eleventh twelfth thirteenth fourteenth fifteenth sixteenth
seventeenth eighteenth nineteenth twentieth twenty-first twenty-second twenty-third twenty-fourth twenty-fifth twenty-sixth twenty-seventh twenty-eighth twenty-ninth thirtieth thirty-first
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Audio Scripts Track 7, Lesson 2.1, page 20 6. Listen and in each pair underline the date that you hear. Then circle the dates on the calendar. a. Sunday, September 19th b. Friday, April 30th c. Monday, June 28th d. Thursday, August 5th e. Wednesday, December 1st Track 8, Lesson 2.2, page 22
1. Listen to the conversations and circle the two school
items that you hear.
Conversation Student 1: Teacher: Student 1: Teacher: Student 1: Teacher: Student 1:
a What’s this in English? It’s a pencil. Can you say that again, please? Pencil. How do you spell pencil? P-E-N-C-I-L. Thank you.
Conversation Student 2: Teacher: Student 2: Teacher: Student 2: Teacher: Student 2:
b How do you say goma in English? Eraser. How do you spell eraser? E-R-A-S-E-R. Can you spell that again? E-R-A-S-E-R. Thank you.
Track 9, Lesson 2.2, page 22 1. Listen and complete the English alphabet. A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z Track 10, Lesson 2.2, page 22 1. Listen and write the letters you hear. M-Y E-N-G-L-I-S-H B-O-O-K
Unit 1 Track 11, Lesson 1.1, page 28 2. Listen to the conversations and label the people in the pictures. 180
Conversation a Teacher: Hello. I’m Mr. Morris. I’m your new English teacher. What’s your name?
Jessica: Teacher:
Conversation David: Jessica: David: Jessica: David: Jessica:
My name is Jessica. This is David. Nice to meet you. b What’s her name? Her name is Amy. What’s his name? That is Diego. What did you say? His name is Diego.
Track 12, Lesson 1.2, page 30 2. Listen and complete the conversation with the words from the box.
Librarian:
David: Librarian: David: Librarian: David: Librarian: David: Librarian: David:
David, I need some information for your library card. Okay. What’s your last name? Thorpe. How do you spell it? T-H-O-R-P-E. How old are you? I’m twelve years old. When is your birthday? It’s on March 19th.
Track 13, Lesson 1.3, page 31 1. Listen to the conversation and complete Jessica’s form for her school identification card.
Librarian:
Jessica: Librarian: Jessica: Librarian: Jessica: Librarian: Jessica: Librarian: Jessica: Librarian:
Okay, let’s fill out the form for your school identification card. What’s your first name? Jessica. And what’s your last name? Moore. How do you spell Moore? M-O-O-R-E. How old are you, Jessica? I’m twelve years old. When is your birthday? It’s on October 20th. Good. Thank you.
Track 14, Lesson 2.1, page 32 1. Look at the illustrations. Listen and complete each address with the correct number.
Friend: John:
What’s your address, John? It’s 48, 17th Street, Kansas City, Missouri.
Friend: Owner:
What’s the address of your restaurant? It’s 65, Travis Street, Austin, Texas.
English 1
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Friend: Samuel:
Samuel, what’s your address? I t’s 70, Encino Avenue, San Diego, California.
Friend: Mary:
What’s your address, Mary? It’s 13, Oak Drive, Atlanta, Georgia.
Track 15, Lesson 2.1, page 32 3. Listen and match each person or place with the correct telephone number.
Friend: John:
Friend 1:
Friend 2:
Secretary:
Samuel:
Friend: Mary:
John, what’s your telephone number? It’s 513-3051. hat’s the phone number of that W Mexican Restaurant? The number is 475-3352. hat is your telephone number, Mr. W Dawson? It’s 781-4309. What’s your phone number, Mary? It’s 488-2734.
Track 16, Lesson 2.1, page 33 1 Listen and underline the addresses and telephone numbers you hear. a. 470-6284 b. 14, Lakeside Avenue c. 919-4782 d. 80, Hudson Drive e. 16, Addison Street f. 535-4703 Track 17, Lesson 2.2, page 34 2. Listen to the conversation and underline the two e-mail addresses that you hear.
Tommy: Robbie:
Tommy:
Robbie: Tommy: Robbie: Tommy: Robbie: Tommy: Robbie:
Okay, so send me the information, okay? Sure. But wait… what’s your e-mail address? Oh, yeah. I nearly forgot! Send it to tommy g at worldmail dot com. Okay. And I have another address that I use. Okay. What is it? It’s tommy grant at zippmail dot com How to you spell zippmail? It’s Z-I-P-P mail. Okay, got it.
Track 18, Lesson 3.1, page 36 2. Listen to check your answers.
Emily:
T his is my mother. She’s a teacher. And this is my father. He’s a mechanic.
Robbie:
This is my mother. She is a doctor.
Jessica:
T his is my father. He’s an engineer. And this is my mother. She’s an artist.
David:
This is my brother. He’s a student.
Track 19, Lesson 3.2, page 38 1. Listen to the conversations and number the photographs in the correct order.
A: B:
A: Woman:
A: Man:
A: B:
What’s his occupation? He’s a bus driver. What do you do? I’m a chef. What’s your occupation? I’m a pilot. What does she do? She’s an actress.
Track 20, Lesson 4.1, page 40
2. Listen to the conversation and complete each space
in the text with a country from the box.
Jessica: David:
Jessica: David:
Jessica: David: Jessica: David:
Jessica: David: Jessica: David:
Jessica: David:
Hi, David. What are you reading? I t’s an article about sports stars from around the world. Cool! Let me see. Who is this? His name is Lewis Hamilton. He’s a Formula 1 racing driver. Where’s he from? He’s from the United Kingdom. And who is this? Her name is Serena Williams. She’s a tennis player. And this tennis player? Who is he? His name is Rafael Nadal. Where are they from? Serena Williams is from the United States but Rafael Nadal from Spain. And who is this soccer player? He’s Cristiano Ronaldo. He’s from Portugal. 181
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