Page 1

Telesecundaria 1er grado

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English Ingl茅s

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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

Servicios editoriales Chanti Editores

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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.

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

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 D istribución gratuita -P rohibida su venta

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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 iconográficas que no sólo complementan el contenido textual, sino lo enriquecen y conforman por sí mismos una fuente de información para el alumno.

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Presentación

En la preparación de este libro confluyen 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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This is your book

The lessons are designed to aid your personal development and integration to society through interaction and exchange of experiences with others. This is fulfilled 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

2

3

Text. The process starts with the exposition of an oral or written text. Reflection on language. This segment leads you to reflective observation, that is, it helps you deduce how English language works. Use of language. It consists in making you use language through tasks (oral or written production) that show the expected learning.

According to the previous points, the book units are developed as follows: a) Purpose. It briefly 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 you learned from previous topics. • A series of questions to self-evaluate your learning 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.

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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.

4

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Conoce tu libro

1

Texto. El proceso comienza con la exposición de un texto oral o escrito.

2

Reflexión sobre la lengua. Esta parte te conduce a la observación reflexiva, 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 reflejen los aprendizajes esperados.

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 aprendiste de los temas vistos con anterioridad. • Una serie de preguntas para poder autoevaluar 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.

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El presente material fue creado con el fin de facilitar la conducción de tu aprendizaje en un nivel básico y con fines 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:

5

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Contents • Contenido 7

Classroom Language • Expresiones en el salón de clases Sequence 1 • Secuencia 1

Unit 1 • Unidad 1

7

21

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

21

Unit 5 • Unidad 5 Unit 2 • Unidad 2

141

Daily Life • Vida diaria

Personal identification • Identificación personal Sequence 1 • Secuencia 1

Unit 4 • Unidad 4

55

Action in Progress • Acciones en progreso

201

Places and buildings • Lugares y edificios Sequence 1 • Secuencia 1

201

Sequence 1 • Secuencia 1

55

Sequence 2 • Secuencia 2

207

Sequence 2 • Secuencia 2

69

Sequence 3 • Secuencia 3

231

Sequence 3 • Secuencia 3

83

Unit 3 • Unidad 3

101

Hobbies, Leisure and Sports • Pasatiempos, tiempo libre y deporte

Answer key • Hoja de respuestas

239

Bibliography • Bibliografía

253

Families Sheet • Hoja para las familias 255

Sequence 1 • Secuencia 1

101

Sequence 2 • Secuencia 2

121

Sequence 3 • Secuencia 3

133

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Introduction • Introducción

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Classroom Language Expresiones en el salón de clases 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.

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 saludar y despedirse. • Spell words. Deletrear palabras. • Express your age. Decir tu edad. • Recognize instructions in the classroom. Reconocer instrucciones dentro del salón de clases.

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Introduction Introducción

• Express dates. Expresar fechas. • Ask for the meaning or translation of words. Preguntar por el significado o la traducción de palabras. • Ask for permission. Pedir permiso. 7

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Lesson 1

Hello! Goodbye! You will recognize expressions of greetings and farewells. Reconocerán expresiones para saludar y despedirse.

Think and write Observa las imágenes. Escribe el número correspondiente a cada conversación.

1

2

3

2

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 fine, 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.

Write the time of the day that each picture shows. Escribe el momento del día que muestra cada imagen.

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1

Look at the pictures. Write the conversation number (1, 2, 3) to the corresponding picture.

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Observa las imágenes y completa los diálogos.

1

2

Ema:

, my name is Ema.

Paco:

, Ema.

Ema:

How

Paco:

I’m fine,

Memo: Paco.

Good

Mr. Gomez:

morning, Memo. are you?

you? .

Memo:

, Mr. Gomez.

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.

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3

Look at the pictures and complete the dialogues.

Completa la tabla.

Regards

Time

Spanish

Greetings

Farewells

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How do you spell it?

Lesson 2

You will identify the English alphabet letters in order to spell words correctly. Identificarán las letras del alfabeto inglés para deletrear correctamente las palabras.

Think Can you think of some objects you need for class?

Read

1

Think

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 Teacher:

twenty

Good morning, class. I’m going to take attendance.

2

Look at the words in red in the previous 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 when you are in the class. You answer not in the class.

or

when somebody is

Number one, Alvarez. Alvarez:

Present.

What is the question used to ask to spell?

Teacher:

Number two, Bonilla.

¿Qué pregunta se utiliza para pedir que deletreen?

Bonilla:

Here.

Teacher:

Number

Student:

Absent

Teacher:

Number twelve, Linares.

Linares:

Present.

Teacher:

Number

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.

, Huerta.

, Suarez.

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¿Puedes pensar en algunos objetos que necesitas para la clase?

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Speak

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

My name is Juanita. What’s yyour last name?

What’s your name?

Create a classroom directory. rectory. Ask three partners for their ir full name, to spell their d take name or last name, and mplee. notes. Follow the example.

It’s Alvarado.

How do you spell it?

A-L-V-A-R-A-D-O

Crea un directorio del salón lón de clases. Pregúntale a tress compañeros su nombre completo, pídeles que deletreen su nombre o su apellido, y toma nota.. Sigue el ejemplo.

First name

Middle name

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3

Look at the chart below. Repeat the pronunciation of the letters. Observa la siguiente tabla y repite la pronunciación de las letras.

Last name

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Lesson 3

How old are you? You will identify the English writing of numbers in order to express age. Identificarán la escritura de los números en inglés para expresar la edad.

Think Completa la tabla con los números que faltan.

1

One

2

Two

3

Three Four

11

Eleven

21

Twenty-one

40

Forty

Twelve

22

Twenty-two

50

Fifty

13

Thirteen

23

60

Sixty

14

Fourteen

24

Fifteen

25

80

Eighty

90

Ninety

Seventy

5

Five

6

Six

16

Sixteen

26

Seven

17

Seventeen

27

Eighteen

28

101 One hundred one

Nineteen

29

102 One hundred two

Twenty

30

8

Eight Nine

19

10 Ten

Speak

2

Twenty-four

Say the numbers from 1 to 100. Di los números en inglés del 1 al 100.

Twenty-seven

Thirty

100 One hundred

103 One hundred three

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.

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1

Complete this table with the missing numbers.

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.

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Write Contesta las siguientes preguntas que se refieren 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-five years old.

Partner’s name: Age: Teacher’s age: Best friend’s age: Mother’s age: Father’s age:

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4

Answer the following questions about yourself. Write the numbers with letters.

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Lesson 4

Sit 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?

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.

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¿Cuáles son las instrucciones más comunes que recibes en clase?

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.

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?

4

Write the right answer. Escribe la respuesta correcta.

Commands always start with a

.

a) verb b) noun

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Write

5

Fill in the blanks with the letter that matches each picture. Escribe sobre las líneas la letra que corresponda res espo p nd po da a ca cada iimagen. cada mage ma g n. ge n

a

b

d

e

c

Close the door.

Sit down. Be quiet. May I come in?

f

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:

Point.

Student A: Read a book.

Write.

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Please, stand up.

Highlight.

Draw. Circle.

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Listen to it.

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When is your birthday?

Lesson 5

You will identify the months of the year and the days of the he week in order to express dates. Identificarán los meses del año y los días de la semana para expresar xpresar fechas. fecha cha hass. s.

Think When is your birthday?

January 31 days

31 d days ays ay

30 0 da d days ays

31 days day ys

30 0d days ays ay

31 1d days ays ay

Saturday

Friday

Thursday

Wednesday

Tuesday

Sunday

Saturday

Friday

Monday

0 days day ay ys 30

Augustt A 31 31 days day ays

September mber 30 days

Thursday

March Ma arch h 28 days (29 years) ((29 every ever e y ffour our ur y ears ea r )

JJune Ju un ne e 31 days

Wednesday

Tuesday

Monday

Sunday

Saturday

Friday

Thursday

Wednesday

Tuesday

November

Monday

February Sunday

April Saturday

July

Friday

May

Thursday

October

Wednesday

Tuesday

Observa el calendario. Complétalo con las palabras del cuadro.

Monday

Sunday

1

Look at the calendar. Complete it with the words in the box.

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¿Cuándo es tu cumpleaños?

December Dece De cemb mber err 31 3 1d days ays ay

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Write

3

Completa la información.

Example:

Read the dialogues and complete the chart. Lee los diálogos y completa el cuadro.

1 Alessandra: Cesar, when is your birthday?

St. Valentine’s Day is on

It’s on April 2nd.

Cesar:

th

February 14 .

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

.

2 Alessandra: Susan, when is your birthday?

It’s on June 19th.

Susan:

3 Alessandra: Pamela, when is your birthday?

Pamela:

It’s on March 21st.

4 Alessandra: Joe, when is your birthday?

It’s on November 23rd.

Joe:

My Birthday Calendar

Think

4

Susan

to indicate dates. b) in

We use

6

to indicate the date. st

nd

rd

th

a) ordinal numbers (1 , 2 , 3 , 4 , …) b) cardinal numbers (1, 2, 3, 4, …)

Months of the year start with

3

a) small letter

5

.

b) capital letter

Look at the calendar below. Use the ordinal numbers (1st, 2nd, etc.) to complete it.

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

Wed

d/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

Observa el calendario. Complétalo con los números ordinales: (1st, 2nd, etc.). Oct 20___

Sun

Mon

Tue

Wed

Thurs

Fri

Sat

1st

2nd

3rd

4th

5th

6th

7th

8th

21st

22nd

28th

29th

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Pamela

Elige las respuestas correctas.

a) on 2

Cesar

Choose the correct answers.

We use

1

Joe

7

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2

Complete the information.

Choose your favorite people and write their birthdays on a calendar. Escribe en un calendario los cumpleaños de tus personas favoritas.

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Lesson 6

What does sharpener mean? You will identify expressions to ask for the meaning of words. Identificarán expresiones para preguntar el significado de palabras.

Think and speak How can you learn the meaning of new words?

Read

1

Read the dialogue. Lee el siguiente diálogo.

Miss Suarez:

Good morning, Juan.

Juan:

Good morning, 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:

ng thee Have you finished copying information?

Students:

Yes.

Juan:

Excuse me, what is the meaning of sharpener?

Miss Suarez:

It is the object used to m make akee pencils pointy.

Lucia:

And, what is the meaning of scissors?

Miss Suarez:

It is a cutting instrument with two blades whose cutting edges slide past each other.

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¿Cómo puedes aprender el significado de palabras nuevas?

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Write

3

Escribe en el pizarrón las palabras que faltan.

Cross out the words that are not classroom oom objec objects. cts. Cruza con una línea las palabras que no son n objetos del salón de clase.

For example: six

pen

scissors sorss

blackboard

morning

notebook eboo ok

pencil case

chair

house use

four

schoolbag

desk k

6 1

4

5

2 3 4

Look k aatt th the h pi picture icture t and d wri write it th ite the h nu numbers mbers mb b iin n tthe he ci he circles ircl cles l 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

Think

5

Answer the following questions.

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2

Write on the blackboard the missing words.

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?

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Self Evaluation • Autoevaluación 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 official website and learn how to use greetings http://www.bbc.co.uk/worldservice/learningenglish/ and farewells. grammar/learnit/learnitv52.shtml Visit the BBC official website and learn how to spell words.

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I.

http://www.bbc.co.uk/worldservice/learningenglish/ grammar/pron/features/spelling/ http://www.bbc.co.uk/worldservice/learningenglish/ grammar/pron/sounds/

Visit the BBC official website and learn the language used to communicate in the classroom.

http://www.bbc.co.uk/worldservice/learningenglish/ radio/specials/142_requests_offers/page2.shtml

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Personal identification Identificación personal 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.

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).

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Unit 1 Unidad 1

Sequence 1

• Use the verb to be (am, is, are) in affirmative, negative or interrogative sentences to give personal information. Utilizar el verbo to be (am, is, are) en enunciados afirmativos, 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 calificativos.

• Use cognates to facilitate comprehension of texts. Usar cognados para facilitar la comprensión de textos.

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Lesson 7

At a party You will identify the use of this/that in order to express the physical proximity or distance in a singular form. Identificarán el uso de las palabras this/that para expresar cercanía o lejanía física en forma singular.

1

Read and think

2

Answer the following question. Responde la siguiente pregunta.

What expressions do we use for greetings?

a b

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:

c

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. g Escribe las conversaciones converrsa saci cion ci o es on e dell e ejercicio jerccic jerc je icio cio 2 en el espacio o correcto.

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Think

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4

Look at the pictures. Underline the correctt e.. option or write the right letter in the circle. Observa las imágenes y subraya la opción p que q corresponda p o escribe la letra correcta en el cí círculo. írc rcullo. o.

This / That

a

L ook k M ariia!! Th That iiss my b roth herr Look, Maria! brother.

b

This is my friend Jorge.

Write

5

2

Write this or that. Escribe this o that.

1 1

Look! Susana,

2

I live in

3

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This Th his / T That hatt ha

is myy ssister. iste is ter. r. yellow house.

3

is my schoolbag. 23 23

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Lesson 8

Her name is Azucena You will identify the use of possessive ssive adjectives in order to talk about your family. Identificarán el uso de los adjetivos posesivos posessivos para hablar acerca de su familia.

Think

¿Qué palabras utilizamos en español para hablar sobre las cosas que poseemos o poseen los demás? s??

Read and think

1

Read the text. Lee el texto.

Good morning. My name is Ruben. I want to talk alk al lk ab about bou out my my ffamily. am mil i ly T ily This hiis h is is is m myy mo m mother, ther th her er her n name ame am me is Azucena, and this is my father, his name is Fernando. He is a teacher. I have two brothers, their names are Joaquin and Jorge. I have one sister, her name is Sofia. 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.

Think and write

2

Write

Write the name of the person the words refer to in the exercise 1. Escribe el nombre de la persona a quien se refieren las palabras del ejercicio 1.

Her (line 1) refers to: His (line 2) refers to:

Azucena

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

I You His

Their (line 2) refers to: Her (line 3) refers to:

Possessive adjectives

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What words do we use in Spanish to talk about ut our or other people’s possessions?

Her It

Our (line 4) refers to:

Their

My (line 4) refers to:

Our

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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. room is clean.

Luis is my brother. My mother is a nurse.

name is Victoria.

My father is thirty-five years old. I am Jorge Luis.

5

classroom is in the first floor.

favorite sport is soccer.

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.

Grandfather

Father

Grandmother

Mother

Son

Daughter

6

Uncle

Aunt

Cousin

Cousin

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Luis and Toño are my cousins.

name is Fernando.

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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Lesson 9

My father 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?

Read

1

Write

2

Read the following text. Lee el siguiente texto

Laura is describing her father to her classmates.

Answer the questions. Responde las preguntas.

What does her father do?

My father is a mechanic. His name is Alonso Hernandez. He’s 40 years old. He has his own business 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 the youngest child. I have two brothers. They’re al alw lways h elpi el p ngg m pi ffather atth her w itth hi hiss job. helping myy fa with always

What’s the name of her father?

What’s his last name?

How old is he?

Think and write

3

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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

=

You

+

are

=

We

+

are

=

They

+

are

=

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¿Cuáles son los pronombres personales en inglés?

It’s

They’re

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Write 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 is 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.)

Think and write

5

The question Who is this? is used to ask for: La pregunta: Who is this? se utiliza para preguntar:

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.

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4

Answer the questions using the words from the box.

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I’m a student

Lesson 10

You will write personal data in order to write an autobiography. Escribirán datos personales para redactar una autobiografía.

Think What information on do you need in order to write an autobiography?

Read

1

Read the text. xt. Lee el texto.

My name is Robert ertt Sm er Smi Smith. ith II’m ith it ’m a B ’m British r itiish ri sh w writer. rite ri iterr II’m ’m 2 ’m 22 2 yye years ear ars old ol old. ld st My birthday is on June 21 . I live in 312 Rivolli Street, Paris, France. My telephone number is 34 56 89. My e-mail address is robsm@lovepoems.com. I have one brother. His name is Tom. He is a photographer.

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¿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.

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Write

2

Complete with the information from exercise 1. Completa con la información del ejercicio 1.

First name: Last name: Occupation: 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

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Address:

Present your personal information to the classroom. Presenta tus datos personales a la clase.

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Lesson 11

What do you do? You will identify the use of a/an in order to talk about professions or occupations. Identificarán el uso de los artículos indefinidos a/an para hablar acerca de profesiones u ocupaciones.

Which are the indefinite articles in Spanish? ¿Cuáles son los artículos indefinidos en español?

Read

1

Read the dialogue with a classmate. Lee el diálogo con un compañero o compañera.

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!

Think

Think

2

3

Fill in the blank with the correct article for the sentence. Escribe sobre la línea el artículo que corresponde a la oración.

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Think

How do we ask about someone’s occupation? ¿Cómo preguntamos por la ocupación de alguien?

a Article a vowel sound.

an is used with words starting with

is used with words starting Article with a consonant sound. 30

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Write Relaciona las ocupaciones con los dibujos.

1

A mechanic

2

A soccer player

3

An architect

4

A plumber

5

An actress

5

Write a or an in the blanks. Escribe a o an sobre la línea.

artist

accountant

Speak eak k hotel manager

journalist

policeman

electrician

lawyer

designer

6

Interview one of your classmates tes and nd 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.

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4

Match the occupations with the drawings.

plumber 1) 2) 31

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Lesson 12

Are you a student? You will identify negative and affirmative expressions to give answers about personal information. Identificarán expresiones afirmativas y negativas para dar respuestas sobre información personal.

Think

What questions do we make in order to get personal information? ¿Qué preguntas usamos para pedir información personal?

2

Responde las siguientes preguntas de acuerdo con el diálogo.

For example: Are Emma and Luis students?

No, they aren’t.

Is Frank fifteen years old?

Yes, he is.

Is Ema a housewife?

Read

1

Answer the next questions according to the previous dialogue.

Is Luis a journalist? Is Ema’s grandmother 79 years old?

Read the dialogue with a classmate. Lee el diálogo con un compañero o compañera.

Ema and Luis are looking at Ema’s photo album.

Write

3

Complete the information. Completa la información.

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.

Yes, No,

. .

Liu:

. .

Tomas: I sorry. Please say that again. Lou Huang your first name?

2 Is she a teacher?

Yes, No, 3 Is it hard to be an architect?

Yes, No,

Completa el diálogo.

Tomas: Hi, are you a student?

1 Are you a student?

Luis:

4

Complete the dialogue.

Liu: . .

Yes, I am. My name is Liu Huang.

No, it

Lou. L-I-U.

Tomas: OK! today your first day here? Liu:

Yes, it

.

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Think

Tomas: Nice to meet you!

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.

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Lesson 13

My school 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.

Think

3

What are the questions to ask for personal information? ¿Cuáles son las preguntas necesarias para pedir información personal?

¿Cómo preguntamos por información personal? a) b) c) d)

Read the dialogue with a classmate.

¿Cómo preguntamos la edad de alguien?

Speak

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.

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 identification card contains: a) name, last name, age : b) a conversation Fir st name : Last name c) a favorite TV program

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.

dary n o c e s e l Te Age: Address:

Ingles Unid 1.indd 33

name? last name? address? telephone number?

How do we ask someone’s age?

Lee el diálogo con una compañera o un compañero.

Teacher:

2

Complete las preguntas.

How do we ask about personal information?

Read

1

Complete the questions.

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Think

Escribe tus datos en la credencial y pega tu foto o dibújate en ella.

Group:

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Lesson 14

Where do 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

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.

Read the text. Lee el texto.

a) David is an engineer. b) He is thirty-five years old. c)

Tom lives in Dallas.

d) Sally is an astronaut.

David is an American astronaut. He lives in New York. He’s thirty-five 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.

Write

3

Match the columns. Relaciona las columnas.

Name Address Last name Age

a b c d

How old are you? What is your name?

An interesting fact • Un dato interesante

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Think

The first Mexican astronaut was PhD Rodolfo Neri Vela, who traveled in the Discovery spaceship in 1986. The first 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.

Where do you live? What is your last name?

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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?

5

6

Complete plete the h d dialogue ialo ia logu gue with ith tthe he w he words ord or ds ffrom ds rom ro m th the iinvitation nvitation i ccard. ard ar d 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 6th, 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

Complete the invitation card with the information from the dialogue. Completa la invitación con la información del diálogo.

? ? ?

at five o’clock.

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Write e

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Lesson 15

I live in a small town You will identify adjectives to describe the place where you live. Identificarán adjetivos para describir el lugar donde viven.

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?

2

Elige la palabra que describa las imágenes como en el ejemplo.

Read

1

Read the dialogue with a classmate.

Hot / Cold

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 are very kind.

Lucia:

Wow! Sounds interesting!

Big / Small

Modern / Historic

Clean / Dirty

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.

Speak

3

Choose the word that describes the images as in the example.

Versión de evaluación 23/04/12

Think

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:

. .

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Lesson 16

David is a soccer player You will identify personal data to talk about others. Identificarán datos personales para hablar acerca de otras personas.

Think Who is your favorite soccer player? What information can you share about him?

Read

1

Think

Read David’s biography. Lee la biografía de David.

2

Match the columns. Relaciona las columnas.

David Roberts was born in Leytonstone, London, on April 2nd, 1974. He is a soccer player and the most famous sports personality in the world. He lives in Los Angeles.

Which is his favorite sport? a) He lives in Los Angeles. What is his last name?

b) It is on April 2nd.

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 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.

1

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.

This word refers to a place. a) What

2

c) When

This word refers to a date. a) When

3

b) Where b) Which

c)

How

This word means cuál. a) When

b) Where

c) Which

Versión de evaluación 23/04/12

¿Cuál es tu jugador de soccer favorito? ¿Qué información puedes compartir sobre él?

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.

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At the archaeological site

Lesson 17

You will identify the expression used to know someone’s place of origin. Identificarán la expresión usada para saber el lugar de origen en de la gente. g te. ge gen

Read

1

Lee los diálogos. Escribe el número junto a la bandera del país del que es originario el turista. a.

Juan:

Good morning. What’s your name? e?

Scott:

I’m Scott Johnson. And you?

Juan:

I’m Juan. Nice to meet you. Where are you from?

2

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?

3

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

Versión de evaluación 23/04/12

1

Read the dialogues. Write the number next to o th the he om m. m. flag according to the country the tourist is fro from.

English is the official language in 56 countries around the world including South Africa, India, Jamaica, Ireland and New Zealand, among others. El inglés es la lengua oficial en 56 países del mundo incluidos Sudáfrica, India, Jamaica, Irlanda y Nueva Zelanda, entre otros.

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Think

2

Complete the information. Completa la información.

3

Locate on the map the countries from the box. Localiza en el mapa los países de la tabla:

Write the three countries mentioned in the dialogue.

Write the three nationalities mentioned in the dialogue.

a b c d e

f g h i j

Japan England Russia Greece Chile

Brazil Mexico France China Italy

Think and write

4

Match the columns. Relaciona las columnas.

5

Complete the sentences. Completa los enunciados.

Country

Nationality

Example:

Japan

Brazilian

a) Nicole is from France.

She’s French.

England

French

b) Rommy is from Chile.

He’s

Russia

Italian

Greece

Chinese

Chile

Russian

Brazil

English

Mexico

Chilean

France

Greek

China

Japanese

Italy

Mexican

c) Ivan is from

.

.

He’s Russian.

d) Greco is from Greece.

He’s

.

e) Taoshi is from Japan.

He’s

.

She’s

.

f) Juanita is from

.

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Where are you from? means:

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Where are you from?

Lesson 18

You will notice the nationalities of some countries in order to talk about other people. Identificarán las nacionalidades de algunos países para hablar de otras personas.

1

Think

3

Read the texts. LLee los textos. Le

Choose the answer that corresponds. Elige la respuesta que corresponda.

My name is Jennifer Robins. I’m from Toronto, M CCanada. a I’m Canadian. I’m 12 years old. My birthday is on November 20th. My father is an b actor. ac He is now working on Broadway.

We use of origin.

H name is Pierre Toulouse. He’s from France. His H French. He’s 13 years old. His birthday is He’s on September 1st. His sister is 3 years old. Her name naa n is Lisa.

Write

a) from

4

Sh is Nora Stevens. She is from Texas. She’s She Am American. She’s 11 years old. Her birthday is on Ju 25th. Her mother’s from Guatemala. She’s Ju July Guatemalan. Gu

to say the country or the place b) for

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

Write

2

Germany

Completa la información con las historias del ejercicio anterior.

Ireland

years old. He’s His birthday is on

b Nora’s from

She’s years old. She’s Her mother’s from

She’s

Canada

. .

Sweden

.

Turkey

. .

Australia

South Africa Switzerland Poland Peru Spain

. . Canadian.

Jennifer’s from

Nationality

Portugal

Pierre’s from a He’s

c

Country

Complete the information with the stories in the previous exercise.

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Read

years old.

5

Write a paragraph using the information in the previous chart. Escribe un párrafo usando la información del cuadro anterior.

November 20th. 40

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Lesson 19

Are you 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 ¿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.

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

Think

3

Answer the next questions. Contesta las siguientes preguntas.

Answer the questions according to your answers in exercise 2.

Is Carlos a new student?

.

Contesta las preguntas de acuerdo con las respuestas del ejercicio 2.

Is Paulo’s last name Correia?

.

What’s the structure of these questions?

Is Paulo from Brasilia?

.

How do you give an affirmative answer?

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Where are you from? Where is your favorite star from?

How do you give a negative answer? 41

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Read

4

Read the text. Lee el texto.

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

5

Write the questions according to the information. Escribe las preguntas de acuerdo con la información.

? Roger. ? No, his last name is Walters.

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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 14th.

? From Manchester, England. ? In Warsaw, Poland. ? Yes, he is. ? No, his birthday is on February 14th.

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Lesson 20

A creature from space You will write a biography. Redactarán una biografía.

Read

Can you mention five countries and their nationalities? ¿Puedes mencionar cinco países y sus respectivas nacionalidades?

1

Read the biography of Zyanya nya the alien. Lee la siguiente biografía sobre re Zyanya la extraterrestre.

She is Zyanya. She is a nursee in her country. She is from Zyanyaland. She is 165 years old. Her nationality is age Zyanyashian and her language is Zyanyish. Her address is 39 Blue Star in the Milky Way. Her phone number is 2873-28892-000.

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

3

Age

Country

Nationality

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?

Language

Address

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Think

Speak

4

Share the information about the extraterrestrial you’ve just created. Comparte la información sobre el extraterrestre que creaste.

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Lesson 21

Nationality 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?

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 use uses es el d diccionario). icci ic cci cion onario).

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 Taoshi T hi O Okito ki iis ffrom JJapan, h he iis JJapanese. H He iis thirty-fi h 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.

Write the words you underlined in the text. Escribe las palabras que subrayaste en el texto.

Example:

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¿Conoces palabras que se parezcan en inglés y en español? ¿Cuáles?

Nationality

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4

Write the meaning in Spanish of the following words. Escribe en español el significado de las siguientes palabras.

a) Nationality b) Doctor c) Important

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 signifique cognado?

e) Vacation f) Museum g) Intelligent

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?

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d) Hospital

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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Lesson 22

What about your 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?

Read

1

Write

2

Read the text. Lee el texto.

Answer the questions about the text. Responde las preguntas acerca del texto.

Is Mario a student? What does he play? W n sse eve venth nth ggr nt rad ade de at at JJunior uniior un ior H io Hi igh gh. He He p layyss la Mario is a student iin seventh grade High. plays soccer with his brothers. They play on Sundays in the park. His mother brings the lunch. She prepares some sandwiches and brings sodas to drink. His father goes with them too. He is the coach of the team.

When do they play? W Who is the coach?

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 first line, he refers to: a) Mario 2

b) Mother and father

c) Mario and his brothers

b) Mario

c) The sister

b) The teacher

c) The mother

In the third line, she refers to: a) The mother

4

c) The mother

In the second line, they refers to: a) Mario and his father

3

b) The father

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¿Cuáles son los pronombres ombres pe per personales erssso e onaale les e en español? p ¿¿Para q qué los usamos?

In the fourth line, he refers to: a) The father

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4 1

Underline the option that corresponds. Subraya la opción que corresponda.

These are personal pronouns: a) I, you, he, she, it, they, we

b) In, on, under, next to

2 These are possessive adjectives:

3

b) My, your, his, her, its, their, our

When do we use personal pronouns?

5

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

A

I

T

W

M

S

H

E

F

T

H

E

Y

M

E

H

G

S

E

B

O

U

R

I

Y

O

U

R

U

S

D

M

T

H

E

M

X

H

I

S

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.

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a) One, two, three, four, five, six

What is your name? What is your last name? Where are you from? When is your birthday? What is your favorite sport? 47

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Lesson 23

Send me 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.

What is the meaning of personal information? Which are some common questions? ¿Qué significa información personal? ¿Cuáles son algunas preguntas comunes?

Read

1

Read the e-mail. Lee el correo electrónico.

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 yokot@makefriends.com.

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 / ?

Sincerely, Yoko Tamaguchi

Think

3

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Think

What questions do you need to ask for personal information? ¿Qué preguntas necesitas para pedir información personal?

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Speak and write

a

Entrevista a dos de tus compañeros o compañeras utilizando estas preguntas y completa la información.

What’s your name?

My name is

How

?

Where are you from?

b

years old.

I’m from

.

What’s your

?

My telephone number is

What’s

?

His name is

How old are you?

He’s

Where are you from?

He’s from

What’s your telephone number?

His

your name?

c

I’m

.

How old

?

. .

years old. . is

.

Her name is She’s

you from?

She’s from

telephone number?

Her telephone

. years

. . is

Write

5 From: To: Subject:

Reply to Yoko’s e-mail, including all your personal information. Contesta el correo electrónico de Yoko incluyendo tus datos personales.

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4

Interview two of your classmates using these questions and complete the information.

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Lesson 24

Review You will solve exercises about the unit topics. Resolverán ejercicios acerca de los temas tratados en la unidad.

Order the dialogue and write the corresponding numbers (1, 2, 3 or 4)

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 five 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

3 1

Find the 12 months of the year in the alphabet soup. Encuentra los 12 meses del año en la sopa de letras.

N

X

I

P

H

F

A

P

R

I

O

C

T

O

B

E

R

B

J

M D

V

L

M

V

J

B

Q

X

M A

E

E

W U

D

Z

R

C

T

A

R

C

M

K

J

A

N

U

A

R

Y

C

E

B

Z

R

U

H

A

K

B

C

H M

E

T

P

G

C

R

P

J

S

L

B

R

H

J

U

L

Y

G

U

T

Z

E

Y

D

O

S

W D

X

N

G

H

R

S

E

P

T

E

B

E

R

Y

X

Pedro Xtabay

M

Match the columns. Relaciona las columnas.

May I go to the bathroom?

L

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1

Answer the puzzle in English. 53 Responde Open your en books. inglés el crucigrama. Across / Horizontales

2

Sit down!

4

Close the window.

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Answer the puzzle in English. Responde en inglés el crucigrama.

7

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 first day of the working week.

Busca en un diccionario inglés-español el significado en español de las siguientes palabras y escríbelo sobre la línea.

Reply:

Down / Verticales

Topic: Journalist:

5

Its name is similar to the planet 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

Find on an English-Spanish dictionary the meaning in Spanish of the following words and write it on the line.

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5

1

Classmate:

8

Answer the questions about yourself. Contesta las preguntas sobre ti.

a) What is your name?

6

b) What is your last name? c) How old are you? 3 d) What is your address?

2 4

e) Where are you from? f) Where do you live?

9 6

Match the ordinal and cardinal numbers. Follow the example. Relaciona los números ordinales y cardinales. Fíjate en el ejemplo.

Complete the sentences. Use the pronouns. Completa los enunciados. Usa los pronombres.

her Laura:

she This is my friend Mariana.

Mariana: Where is

twenty-four

thirty-third

one

second

fifty

thirteenth

two

sixty-ninth

sixty-nine

fiftieth

Mariana: What’s

thirty-three

twenty-fourth

Laura:

thirteen

first

Laura:

from? ’s from Brazil.

Mariana: And who’s in this picture? Laura:

name is Rosario. from Spain.

’s

last name? last name is Castillo. 51

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Choose the correct answer. Write the occupation under the picture. Use a or an 10 Selecciona 11 and the words in the box. Follow the example. la respuesta correcta.

Escribe la ocupación debajo de cada dibujo. Usa a o an y las palabras del cuadro. Fíjate en el ejemplo.

Hi. I’ (m/s) Dave.

lawyer

Hello. We (’s/’re) Mary and Helen.

mec mechanic chanic nic

nurse

plumberr

teache teacher er

ar architect rchitect ct

astronaut a

She (’re/’s) a nurse. John’s birthday is (on/an) November 11th. An An astronaut

the sentences and match them 12 Read with the pictures. Follow the example.

a) Mr. Fernando Garcia is Mexican. He is a

plumber and he is thirty-three years old.

Lee las oraciones y relaciónalas con los dibujos. jos. Fíj Fíjate jate en n el e eje ej ejemplo. empl p o. plo. pl

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 1.. ((b) 1 b))

2. 2. (

)

3. 3. (

)

4. 4. (

)

5. 5. (

Brazil. He’s twenty-eight years old.

)

the correct word and 13 Choose write it on the line.

the country and 14 Write nationality under the flag. Escribe el país y la nacionalidad debajo j de cada bandera.

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

.

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Dianna’s (from/on) Argentina.

.

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Self Evaluation • Autoevaluación

1

Remember your English lessons and answer the questions. Recuerda tus clases de inglés y contesta las preguntas.

¿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?

Answer the following questions about the grammatical points you studied in unit 1: II. 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 affirmative, 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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I.

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Support material • Material de apoyo Suggested material / Material sugerido

Use of this-that or these-those

http://learnenglish.britishcouncil.org/en/english-grammar/ pronouns/that-these-and-those

Possessive adjectives

http://learnenglish.britishcouncil.org/en/english-grammar/ possessives/possessives-adjectives

Wh- questions

http://learnenglish.britishcouncil.org/en/english-grammar/ pronouns/questions

Use of adjectives

http://learnenglish.britishcouncil.org/en/english-grammar/ adjectives

Use of a/an

http://learnenglish.britishcouncil.org/en/english-grammar/ determiners-and-quantifiers/indefinite-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, dificultades o deficiencias 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, dificultades o deficiencias, que se han detectado en:

Para solventarlos deberá:

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Topics / Temas

Observaciones o comentarios del padre de familia o tutor:

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Actions in Progress Acciones en progreso

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.

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.

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Unit 2 Unidad 2

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Sending an e-mail

Lesson 25

You will use possessive adjectives in order to express possession. Usarán los adjetivos posesivos para expresar pertenencia.

Read Look at the picture and read the text. Observa la imagen y lee el texto.

3

Answer the questions according to the e-mail. Responde las preguntas de acuerdo con el correo electrónico.

1 What’s Mauricio describing? From: mauricio@cooltown.com To: nigel@meetme.com Subject: Greetings from Mexico

a) An e-mail

b) A Picture

2 What’s Mauricio’s favorite color? 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 to me is my little brother. His name is Arturo. In the picture, he is wearing 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 mother has a nice outfit. Her dress is full of bright colors. Send me an e-mail soon. Regards, Mauricio

a) Blue

b) Red

Think

4

Look at the red words. Underline the 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’ outfit b) Independence Day 3 The words my, his, their are possessive

Versión de evaluación 23/04/12

1

Write

adjectives, and they are used to show: a) Possession

2

b) Description

Answer the question. Responde la pregunta.

What kind of text is this? a) A letter

b) A dialogue

c) An e-mail

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Write

Completa la tabla con las palabras del cuadro.

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…).

I You He

Example:

She

My

skirt is blue.

It We You They

her your

6

Their

my our

his their

your its

Fill in the blanks using the names of the colors from the box.

book is

.

Escribe sobre las líneas el nombre de cada color utilizando las palabras del cuadro.

red

green

brown

purple

black

yellow

blue

orange

pink

white

schoolbag is

.

house is

.

uniforms are

.

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5

Complete the chart with the words from the box.

57 7

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This is Samuel’s sweater

Lesson 26

You will identify the use of the apostrophe ’s to indicate possession. Identificarán el uso del apóstrofo ’s para indicar pertenencia.

1

Write

Read the text with a classmate. Lee el texto con una compañera o compañero.

3

Answer the questions about the dialogue. Contesta las preguntas acerca del diálogo.

Versión de evaluación 23/04/12

Read

1 Why are Laura and Mauricio arguing?

2 What color is Laura’s sweater?

3 Who owns the sweater?

Mauricio:

Mom, tell her this is not her sweater.

Mom:

Hey Laura, Mauricio is right.

Laura:

No, mom. It’s mine.

Mauricio:

Laura’s sweater is blue and this is green. This is my friend’s sweater.

Mom:

What friend?

Mauricio:

Samuel.

Mom:

Why do you have Samuel’s sweater?

Mauricio:

Because he left it on the bus.

Mom:

Ok.

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:

2

It’s refers to

.

Samuel’s refers to

.

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

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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

Mario

2 Whose t-shirt is this?

.

It’s

Paco 3 Whose shoes are these?

They are

.

Andrea

4 Whose dress is this?

This is

.

Maria

Versión de evaluación 23/04/12

Laura

5 Whose sweat suit is this?

It’s

.

Gabriel

Ingles Unid 2.indd 59

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Lesson 27

Whose shorts are these? You will identify the plural form of nouns in order to refer to clothes. Identificarán la forma plural de los sustantivos para hablar de prendas de vestir.

1

Write

Read the dialogue. Lee el diálogo.

Mauricio’s family is on vacation, they are leaving soon and they are packing to go.

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.

Laura:

Whose shorts are these, Monica?

Monica:

They’re Mauricio’s.

Laura:

Really? Aren’t Mauricio’s shorts white? h horts whi hite t ? te

Monica:

Yes, they are white, but they black ey look blac ck because they are very dirty. y.

Laura:

Wow!, that’s a color change! e e! And whose sunglasses are th those? hose ho se??

Monica:

They’re mine.

Laura:

Look, they are broken.

Monica:

Oops! I need to get new ones. n s. nes s.

Read

2

Answer the question.

2 The shirts aren’t clean.

3 Laura’s sunglasses are broken.

Versión de evaluación 23/04/12

Read

Responde la pregunta.

Where’s Mauricio’s family? a) On vacation b) In the forest c) At school

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Think

4

Write

Answer the following questions. Responde las siguientes preguntas.

5

Match the columns. Relaciona las columnas. mnas.

1 Is there a plural form for shorts? a) Yes

Gloves

b) No

a) Yes

Tennis shoes

b) No

3 How do you form plural nouns? Jeans 4 Words like

are plural because they

are always together. Socks a) Cap, coat, skirt, dress, etc. b) Jeans, shorts, pants, socks, etc. Shorts 5 Complete the chart. Singular

Plural

dress

dresses

Shoes

pants coat

Sunglasses jackets

cap shorts

An interesting fact • Un dato interesante The famous French fashion designer Coco Chanel was the first woman in history who wore trousers and made them part of a woman’s wardrobe.

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 comp ompañe lleva puestas. p

Versión de evaluación 23/04/12

2 Is there a plural form for sunglasses?

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.

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That is my favorite jacket

Lesson 28

You will identify the use of this/that to express proximity or distance of items in the singular form. Identificarán el uso de las palabras this/that para expresar proximidad o distancia de objetos en forma singular.

Read

t

Ordena las letras para formar una palabra. Escríbelas sobre la línea.

r

i

k

s

e

a

j

s

n

c

2

k

t

e

a

j

Read the dialogue. Lee el diálogo.

Erika:

Wow! That jacket is so cool!

Laura:

Oh, thanks. This is my favorite one. My father bought it for me.

Erika:

And that t-shirt that you are wearing is fabulous!

Laura:

Thank you. This is not my favorite one, it’s not really comfortable.

Versión de evaluación 23/04/12

1

Put the letters in the right order to form a word. Write them on the line.

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3

Answer the questions about the dialogue. Responde las preguntas acerca del diálogo.

1 What is Laura’s favorite item of clothing?

Think

4

Answer the questions. Responde las preguntas

In line 1, that refers to…. a) the jacket

2 Who bought the jacket for her?

In line 6, this refers to …. a) the jacket

3 Why doesn’t Laura like her skirt?

b) Erika

b) the t-shirt

This/that are used with….. a) singular nouns

b) plural nouns

This is used to show…. a) proximity

b) distance

Write

5

___________ is her

Complete the information. Use this/that. Completa la información. Usa this/that.

I like ___________ jacket.

sweater. sweater

Versión de evaluación 23/04/12

Write

___________ is my watch. Look at ___________ skirt.

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Lesson 29

These blue jeans are comfortable You will identify these/those to express proximity or distance of items in the plural form. Identificarán these/those para expresar cercanía o lejanía en forma plural.

Read

1

Read the dialogue with a classmate. Lee el diálogo con una compañera o compañero.

Laura:

Hurry up, Monica! It is getting late for the movie. These tickets for 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?

Laura:

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?

Think

3

Choose the answer that corresponds. Elige la respuesta que corresponda.

Those is used to show…. a) proximity

What time is the movie starting?

Versión de evaluación 23/04/12

What is Monica doing?

b) distance

These is used to show…. a) proximity

b) distance

Does Monica hate to wear her jeans? Those/These is used with… a) plural nouns

b) singular nouns

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Write

5

Escribe sobre la línea these/those.

Look at Greg’s picture. Write on the lines these/those. Observa la foto de Greg. Escribe sobre la línea these/those.

are Alejandra’s ’s jeans.

are your shorts.

are Greg’s family photos. Look are Julio’s tennis shoes.

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 the teacher’s glasses.

are my

cousins Paco and Tino.

Speak and write aree h his iiss p pants. an nts ts.

6

Versión de evaluación 23/04/12

4

Write on the line these/those.

Write a description of a picture. Share it with your classmates Haz la descripción escrita de una foto. Comparte tu texto Haz H con cco on tu tus compañeros.

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Are these your sunglasses?

Lesson 30

You will distinguish this/that/these/those usage to express possession. Distinguirán entre el uso de this/that/these/those para expresar pertenencia.

1

Read

Complete the chart. Completa la tabla.

Singular

Proximity Distance

Plural

2 A

This Those

B

C

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.

Versión de evaluación 23/04/12

Write

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Write

3

Think

4

Answer the questions. Responde las preguntas.

Read the dialogue. Answer the questions. Lee el diálogo. Responde las preguntas.

To ask questions about someone’s possessions we say:

1 What are Paul and Roger talking about?

a) Is this your jacket? 2 Are they the teacher’s glasses?

In plural we say:

3 Are they Mauricio’s glasses?

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. Are _________ your jeans?

Is ________ a nice sweater?

6

Order the words to form questions and answer them. Ordena las palabras para formar preguntas y contéstalas.

Example: those / your / Are / gloves /? Are those your gloves? Yes, they are. 1. bag / Is / this / your/ ?

2. your / these / ? / books / Are Is _______ cap on sale?

Are _______ people celebrating Halloween?

Versión de evaluación 23/04/12

b) This is your jacket?

3. my / ? / Is / coat / that

4. those / his / Are/ shoes?

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Lesson 31

Mini Check You will answer some drills related to the topics of the unit. Resolverán ejercicios relacionados con los temas de la unidad.

Read

2

Lee el texto.

Choose the answer that corresponds. Elige la respuesta que corresponda.

What kind of text is it? a) A letter

From: mauricio@cooltown.com To: nigel@meetme.com Subject: Greetings from Mexico

b) A postcard

c) An e-mail

Write

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 das. ass. W Write rite me soo soon. o n. n buying sodas. Regards, Mauricio

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?

Think

4

Find the information in text 1 and complete the chart.

Versión de evaluación 23/04/12

1

Read the text.

Encuentra la información en el texto 1 y completa la tabla. Possessive Adjectives My

Demonstrative Pronouns

Colors

Clothes

‘s to show possession

Plural nouns

white bathing suit

sunglasses

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Unit 2

Write

Encuentra y encierra las palabras del cuadro en la sopa de letras.

red pink

black cap

white scarf

brown jeans

yellow skirt

R

S

D

B

I

N

B

D

O

Y

Z

E

M

L

Q

O

H

G

M

E

R

T

D

A

U

I

P

L

T

L

B

X

V

C

A

P

J

I

G

L

R

L

B

K

O

M

H

K

T

O

O

X

O

O

F

W

X

A

C

W

W

B

H

U

J

N

O

C

Z

R

N

V

R

G

S

C

A

R

F

V

Y

D

R

J

J

E

A

N

S

Y

S

K

I

R

T

P

I

N

K

N

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.

6

Describir lo que alguien trae puesto.

Reply to Mauricio’s e-mail. Responde al correo electrónico de Mauricio.

From: ______________________ To: mauricio@cooltown.com Subject: ________________________

• 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 specific place.

Versión de evaluación 23/04/12

5

Unidad 2

Find the words in the box and circle them in the wordsearch.

Expresar dónde están específicamente ubicados los objetos o las personas.

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Lesson 32

Looking for Arturo You will describe what a classmate is wearing. Describirán la vestimenta de algún compañero.

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?

May I have your attention, please? We are looking for a boy. He is six years old, his name is Arturo. He is Fiona’s brother. He is wearing yellow shorts, a white T-shirt and a red cap. If somebody sees him, please look for security. Security personnel are wearing navy blue pants, green shirts, white gloves and beige hats. Thanks for your attention.

Think

3

Choose the right answer. Elige la respuesta correcta.

To describe what somebody is wearing, we use: a) am / is / are wearing.

Versión de evaluación 23/04/12

Read

b) am / is / are wears.

What are they doing? a) Looking for someone.

Write

b) Watching TV.

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4

5

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.

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.

She is wearing...

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

He is wearing...

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 específico o algún objeto que

Draw yourself

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.”

I am wearing... 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.

Speak Las personas que estén utilizando la ropa descrita deberán cambiar de lugar, mientras que el que

Versión de evaluación 23/04/12

The one standing up will have to say: “I’m a

está de pie ocupará una de las sillas que queden libres, dejando a un integrante de pie, quien repetirá la instrucción con otras características.

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Lesson 33

Speaking on 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

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 iss ok ok. o k. 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.

Versión de evaluación 23/04/12

1

Read the dialogues. Match them with the images.

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.

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Write

5

Answer the questions. Responde las preguntas.

1 What is Arturo doing?

2 What is Fiona’s father doing?

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

3 What is Fiona’s mother doing?

Think

4

Look at the words in red. Choose the 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

his red car.

My father is b) happened yesterday

My mother is

2 How do you form present continuous?

I’m

breakfast. TV

because I’m sick!

. a) am/is/are + -ing b) am/is/are + -ed

Play

6

Versión de evaluación 23/04/12

3

Write

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 five 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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Lesson 34

Getting ready 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.

Recuerda las lecciones anteriores y completa la tabla.

Yellow

+

White

+

= =

gray

orange

+

yellow

=

+

blue

=

Read

2

blue

Write

Read the conversation with a partner. Lee la conversación con una compañera o compañero.

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? 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.

What’s Fiona wearing?

Versión de evaluación 23/04/12

1

Remember the previous lessons and complete the chart.

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.

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Think

4

Find the questions in the conversation to complete the chart. Encuentra las preguntas en la conversación y completa la tabla.

5

Choose the right answer. Elige la respuesta correcta.

We use short answers (yes/no, I am...) with . a) inverted questions

b) Wh- questions

Write What are you wearing?

Is/Are/Am + verb-ing + ?

7

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.

Order the words of the question stion sentences an answer them. Ordena las palabras para formar arr llas as preguntas y contéstalas.

1

Example: wearing/ Is/ he/ pants?? Is he wearing pants? No, he isn’t. 1 is/ doing/ ?/ he/ What

2

Versión de evaluación 23/04/12

What + is/are/am + verb-ing +?

2

playing/ football/ ?/ Is/ he/

3 she/ wearing/ Is/ jeans/ ?

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Lesson 35

Enjoying the party You will identify the present continuous tense structure. Identificarán cómo se estructuran enunciados en tiempo presente continuo.

Read Lee la conversación con una compañera o compañero.

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. Mike:

Hi, Ben! Are you coming to the party?

Benjamin: 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? Mike:

Charly and Fiona are getting some drinks, Maria is dancing with Fred, and I’m talking to you.

Benjamin: Ooh! Ok. See you in some minutes. Mike:

Hurry up!

Think

4 Write

3

Answer the questions about the text. Responde las preguntas acerca del texto.

Who is calling?

Look at the words in red. Complete the chart. Observa las palabras en rojo. Completa la tabla.

Infinitive verb

Verb + -ing

come

coming

Versión de evaluación 23/04/12

1

Read the conversation with a classmate.

dance do talk

Are Charly and Fiona dancing?

getting

Where is Mike?

calling

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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

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) We form present continuous with: a) am, is, are + verb + -ed

The woman is running. She is sleeping.

1 (read / write)

b) am, is, are + verb + -ing

Verbs that end in vowel + consonant (get, run, sit) to form present continuous need:

2 (stand / sit)

a) Double consonant in the

end + -ing b) adding -er. 3 (play / swim)

4 (drink / eat)

7

Match the column with the pictures. Relaciona los enunciados de la columna con las imágenes.

Versión de evaluación 23/04/12

b) add -’s

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.

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Lesson 36

What’s happening at the party? You will use prepositions to indicate where people are. Utilizarán las preposiciones para indicar la ubicación de las personas.

Think

¿Qué palabras usas en español para localizar a las personas que están e a tu alrededor?

Read

1

Read the dialogu dialogue. gu ue. e. Lee el diálogo. logo.

Mike:

F Finally you aare here!

Benjamin: Y Yes, I know. Wow! Everybody is having Myy car is h ha ving i g a llot ott off ffun! un! M i in r ront off your neighbor’s house. front it ok ok?? Iss it Mike:

No N problem.

Benjamin: Great. Hey, who’s girl? Great. H ey, wh who’ o’s th that at gir irl? l? Mike:

Which one? Wh hich hi ch ho ne?? ne

Benjamin: The one that is sitting next to Maria, between the door and the table… Mike:

Ah! Her name’s Angelica. She’s very nice.

Benjamin: And who’s standing behind Angelica? Mike:

Ah! He is Ed, her boyfriend.

Benjamin: Ouch!

Write

2

Circle T if the sentence is true and F is the sentence is false.

Versión de evaluación 23/04/12

What words do d you use in Spanish to locate d you? people around

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.

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Think

3

Complete the chart. Completa la tabla.

Preposition

Example

Translation

detr谩s

al lado

in front of

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. 1 Sandra is sitting

Alex Andrea

Luis and Andrea.

2 Alex is sitting

Luis.

3 Miriam is

Luis.

4 Sandra is

Andrea.

5 Sandra is

Alex.

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between

Sandra

Luis

Miriam

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Lesson 37

A day in Acapulco You will identify the comma (,) and the conjunction and to describe activities. Identificarán el uso de la coma (,) y la conjunción and para describir actividades.

Think What words or punctuation marks do we use to link ideas?

Read

1

Read the letter. Complete the missing information. Lee la carta. Completa la información.

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 beautiful. We are staying at a very big and comfortable hotel. There is a tenniscourt, a swimming pool, a big fountain and a discotheque. Arturo is sleeping and I’m taking a suntan. My 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.

Think

3

Read the letter. Choose the correct answer. Lee la carta. Escoge la respuesta correcta.

We use (,) to:

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¿Qué palabras o signos de puntuación usamos para unir ideas?

a) end a sentence or idea b) separate parts of the sentences

Acapulco is cold and it’s raining. We use and to: The hotel is big and comfortable.

a) join two similar elements b) pause the idea

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Write

4

Complete the gapped text. Write ( , ) or and on the lines. Completa el texto que falta. Escribe sobre las líneas ( , ) o and.

I’m writing you from Mazatlan. I’m here with my parents _____ my brother _____ my sister _____ my grandmother. There are many restaurants _____ hotels. I love eating fish _____ crabs _____ shrimps _____ squids. My father likes swimming _____ playing soccer 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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Dear Mara,

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Lesson 38

Mini Check You will solve a number of drills related to the topics of the unit. Resolverán ejercicios relacionados con los temas de la unidad.

1

4

Read the text. Lee el texto.

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.

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 .

I’m in exams now. have go, but will write ams ms n ow. So ow. ow So, I h So, ha aave ve tto ve o go g o, bu b ut I wi w illll w ill rite rite ri te you soon. n. Regards, Mike 2 Victor

John

Sam

2

.

Choose ho oose tthe he ccorrect he orre or rect re ct aanswer. nswe ns werr. we Elige la respuesta correcta.

What kind of text is it? a) An e-mail

B)

A letter

3 Bob

the piano.

Think

3

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Write

Read

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.

4 Karla

Amanda skirts. s.

Mike is wearing a pink sweater. Benjamin is drinking water. 82

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5

Unit 2

Unidad 2

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.

? Yes, they are playing basketball. ? He is listening to music. ? No, she is not studying.

6

Sequence 3

Secuencia 3

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.

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.

Sue S u

Dylan Dy D y Peter Pe P eterr

Ma M a o Mario

Sue is Peter is Dylan and Rose are Rose is

7

Ro R os Rose

Mario. Sue and Rose. Peter.

Trabajar en equipo para desarrollar una revista.

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? No, he is watching TV.

Dylan.

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.

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Project Lesson 39 Part one

A class magazine You will choose the content in order to create a magazine. Elegirán el contenido para desarrollar una revista.

Read

2

To reaffirm the knowledge acquired during this unit you will make a class magazine, using what you have learned and your creativity.

4

Para reafirmar los conocimientos adquiridos a lo largo de la unidad elaborarás una revista utilizando lo que has aprendido y tu creatividad.

5

Work in teams. Trabajen en equipos.

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.

Find a magazine, look at it and analyze it. Encuentra una revista, obsérvala y analízala.

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.

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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1

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Project Lesson 40 Part two

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.

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

Puzzles

Recipes

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 specific 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.

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1

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Make a draft. Elabora un borrador.

Correct and edit: Did I capitalize the first letter of the proper nouns?

Use your prewriting notes and the picture.

Did I begin titles and initials with capital letters?

Sandra lopez is a girl who is studying high school in guanajuato.

Did I misspell some words? Look for the correct spelling in a dictionary.

Sandra has brown eyes, blond hair, she is slim and tall. She is very beautiful, she is always smiling.

Are the apostrophes in the correct position?

Sandra is writing a tale about animals. She is a very good writter.

Sandra Lopez is a girl who is studying high school in Guanajuato.

Sandra’s family loves her because she is very sweet and lovely.

Sandra has brown eyes, blond hair, she is slim and tall. She is very beautiful, she is always smiling.

She is always helping poor people with their studies to prepare themselves at school.

Sandra is writing a tale about animals. She is a very good writer. Sandra’s family loves her because she is very sweet and lovely.

7

Revision

She is always helping poor people with their studies to prepare themselves at school.

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. 86

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8

Make a final copy. Elabora la copia final.

Include all the revisions you have made.

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6

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.

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Project Part three

1

A class magazine You will write an interview that will be part of the magazine. Redactarán una entrevista para incluirla en la revista.

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

Example: Laura is interviewing a nurse named Janice. Laura: Janice: Laura: Janice:

Good morning, Janice. Good morning, Laura. In what hospital are you working? 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.

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.

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”.

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Lesson 41

Do not repeat information.

4

Publishing Publicación

Get one piece of construction paper and glue. Glue your interview on the sheet of construction paper.

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Project Lesson 42 Part four

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 1

Writing a letter Redacción de una carta

It is a way to share or get information or news.

2

Prewriting

.

Date Dear

,

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.

.

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Carta

Regards,

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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 first letter of the proper nouns? Did I begin titles and initials with capital letters? k for Did I misspell some words? Look ry. the correct spelling in a dictionary. Did I use commas... · after the greeting and closingg of the letter? nd the · between the city, the street and state in a document? onth · to separate the day of the month g)? from the year (in the heading)? · to separate words and word groups e? with a series of three or more? · to separate two adjectives?

5 6

Make corrections and do a final copy. Realiza correcciones y haz una copia final.

Publishing Publicación

Get one piece of construction paper and glue. Glue your letter on the sheet of construction paper.

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4

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Project Part five

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.

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 finished item. Example: Making a sock puppet Materials aterials ials

Pieces Pi

Steps

Socck So ck Sock

1

We are making a sock puppet. How are we going to make it?

Discuss with your classmates and tell each other how to do it well.

2

Thread the needle. Buttons But B Butt Bu utt u ttttton tton on ons o nss n

2

Paste with glue the yarn like hair.

Make an observation chart. Elabora una tabla de observaciones.

List the materials and steps.

Materials

Pieces

sew the buttons up as if they were eyes.

Yaarrn YYarn n

as as required rre eq

Needle Ne eed edl dle le

1

Thread Th hre ead d

as required rre e

Glue Glue Gl

as a required rre

Steps

Place your hand inside the sock and start plaing with your puppet.

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Lesson 43

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4

Revision Revisión

Read your draft. Materials eria

Pieces

Steps

Soc So ock ck Sock

1

We are making a sock puppet. How are we going to make it? Thread the needle.

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.

Buttons Bu B uttt tto tto on o ns

2

Sew the buttons up as if they were eyes. Paste with glue the yarn like hair.

Yarn YYaarn rn

as as required rre eq

Needle Ne eed edle le

1

Thread Th hread d

as required rre e

Glue Glue Gl

as a required rre

Place your hand inside the sock and start playing g with your puppet. pupp ppet et..

Correct and edit. Did I capitalize the first 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.

5

Publishing Publicación

Get two pieces of construction paper and glue.

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Share the article with your partner and ask him/ her to explain the steps without looking at your article.

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.

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Project Lesson 44 Part six

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.

Crucigrama

Example: Down 1.

1

Making a crossword

The action of walking fast.

Across

Elaboración de un crucigrama

2.

Start writing a list of ten words and verbs.

When you are reviewing your notes, you are…

Write sentences about the words or verbs you listed.

1

R

The sentences must contain the meaning or a reference that describes the word or verb.

U N

2

N

Make a layout. Elabora un diseño.

2

R

E

A

D

I

N

G

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. 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.

4

Publishing

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Crossword

Publicación

Get one piece of construction paper and glue. Glue your puzzle on the sheet of construction paper.

Number the sentences and place the numbers in the layout. 92

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Project

Lesson 45 Part seven

A class magazine You will gather the designed information in previous lessons to obtain a final product: the magazine. Integrarán la información diseñada en las lecciones anteriores para formar su revista.

2

Collect all the contents you have made. Reúne todos los contenidos que ya elaboraste.

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.

4 5

Bind them together using string or yarn. Únelos usando hilo o estambre.

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.

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1

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Part one

1

Review You will solve drills about the topics of the unit. Resolverán ejercicios relacionados con los temas de la unidad.

3

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

Escribe sobre la línea la forma posesiva de los sustantivos. Usa (‘s).

favorite one.

2 Put on

Write on the line the possessive form of the nouns. Use (’s).

coat when you go out.

It’s very cold outside.

Example: Susan is wearing a yellow skirt. Susan’s skirt is yellow. 1 Ana is wearing a black jacket.

jacket is black.

3 My friends are playing basketball,

2 Randy is wearing a blue scarf.

scarf is blue.

score is 10-2. We are going to buy

4

uniforms.

pants are very cool! Adrian is

5

3 Harry is wearing a green t-shirt.

t-shirt is green. 4 Nora is wearing pink shorts.

shorts are pink.

always in fashion. 6

Poor dog! old, it’s full of holes.

2

sweater is very

Write on the line the name of the colors.

5 Mike is wearing white underwear.

underwear is white.

4

Escribe sobre la línea el nombre de los colores. a)

+ yellow

= green

b)

+ blue

= purple

c) yellow

+ red

=

d) white

+

= pink

e) black

+

= gray

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.

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Lesson 46

Escribe sobre la línea that/those.

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Review

Lesson 47 Part two

Resolverán ejercicios para evaluar su progreso.

2

Complete the crossword. Completa el crucigrama.

Complete the gapped text. Completa el texto.

4 2

1

5

Dear Sam,

3 3

4

5 2 1

Across

Down

1.

1.

2.

2.

3.

3.

4.

4.

5.

5.

I’m writing you to say hello. I’m sending you a picture of ________ new house. Here it is ______ grandmother sitting in the yard. Look! I have a new dog. _______ name is Fofo. ______ on the back with the ______ t-shirt is Gina, Tom___ girlfriend. _______ parents are playing basketball. Here we have a pool, a big yard and a house for Fofo. Take care. Write soon. Regards, Linda

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1

You will solve drills in order to evaluate your progress.

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Date

3

Reply to Linda’s letter.

Dear

,

Responde la carta a Linda.

Regards,

4

Complete the chart. Answer the questions. Completa la tabla. Responde las preguntas.

What are you wearing?

5

What is your partner wearing?

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

.

What color is it?

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.

3 They/ wearing/ are/ shorts

. 4 wearing/ are/ pants/ We

.

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Part three

1

Review You will solve drills to reassure what has been learned throughout the unit. Resolverán ejercicios para reafirmar lo aprendido a lo largo de la unidad.

4

What’s happening right now? Write true sentences. ¿Qué está pasando en este momento? Escribe enunciados verdaderos.

Example: (I/ sit/ on a chair)

Questions Are you between

I’m sitting on a chair. .

and

?

Who is in front of you?

.

2 (It/rain)

(I / run / in the park)

5

. .

4 (I/ do/ this excercise)

2

Answers

Who is behind you?

1 (I/ wash/ my car)

3

Complete the chart with your information. Completa la tabla con tu información.

Order the questions and put them in present continuous.

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

Ordena las preguntas y escríbelas en presente continuo:

Example: (you/ watch/ TV?)

Are you watching TV?

1 (the children/ ?/ play)

.

Dear Mark,

2 (what/ ?/ you/ do)

.

3 (you/ write/ a letter/ ?)

.

4 (you/ ?/ eat/ a banana)

.

rien ri ends. ds. A ds Al of tthem hem ar he hem aare re These are myy ffriends. Allll of Junior High. Look picture. Look oo o ok at at tthe he p he icttu ic ure re. We We aare re re o our urr uniforms. u un niifo form rmss.. Mike Mikke iiss me. That pretty girl ett tty gi g irl irl rl M Mike ikke is Fiona. Benjamin guy njjam amin amin in is is th tthe he gu g uy that is . He is m me. e.. e He is my best friend.

3

Answer the questions. Responde las preguntas.

Are you wearing a hat? . What are you doing? . Is the sun shining? . What are you writing?

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Lesson 48

Greetings, Jessica

. Are your parents working? .

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Self Evaluation • Autoevaluación I.

Remember your English lessons and answer.

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?

Answer the following questions. II. 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 affirmative 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.

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Recuerda tus lecciones de inglés y responde.

5 Tell what your classmates are doing using commas and the conjunction and.

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Support material • Material de apoyo

Visit the BBC official website and review how to ask and answer questions about personal possessions.

Visit the BBC official website and review how to describe what people are wearing or doing at the moment of speaking.

Suggested material / Material sugerido

http://learnenglish.britishcouncil.org/en/english-grammar/ verbs/present-tense/present-continuous

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Topics / Temas

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Parents’ sheet • Hoja para padres

Presenta los siguientes rezagos, dificultades o deficiencias, que se han detectado en:

Para solventarlos deberá:

Observaciones o comentarios del padre de familia o tutor:

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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, dificultades o deficiencias 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.

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Hobbies, Leisure and Sports Pasatiempos, tiempo libre y deporte 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.

Sequence 1

Secuencia 1

In unit 3 sequence 1 you will learn to: En la unidad 3 secuencia 1 aprenderás a:

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Unit 3 Unidad 3

• 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.

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Lesson 49

I like playing 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.

Identificarán que cuando hablamos de acciones que nos gustan o disgustan, podemos usar el verbo like seguido de otro verbo con terminación -ing.

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?

Read

3

Check the activities Mario likes to do. Marca las actividades que le gusta realizar a Mario.

a) Verbs in simple form b) Verbs in gerund form (verb + -ing)

2

Playing basketball

Read the e-mail. Lee el correo electrónico. Playing soccer

From: mario123@e-mail.com To: davidsmith@yuupi.com Subject: Greetings from Mexico

Riding a bike

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.

Watching TV

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Read

Dancing

Going to the movies

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Think Regresa al texto. Escribe sobre la línea el verbo que corresponda.

1 Mario likes

video games.

2 Mario likes

his bike.

Write

5

Write a next to the activities that you like doing.

6

Escribe una junto a las actividades que te gusta hacer.

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.

From: To: Subject:

Dear

Riding a horse

Watching TV

Playing soccer

Writing stories

,

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4

Go back to the text. Write on the line the verb that corresponds.

Regards,

Reading books

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Lesson 50

I like to ride my bike

You will notice that verbs that express likes or dislikes can also be followed by other verb in infinitive form. Identificarán que los verbos que expresan gustos o disgustos también pueden ser seguidos por otro verbo en infinitivo.

Read

2

Identifica las partes de la carta.

Closing line

Opening line

Recipient

Date

Read the letter. Lee la carta.

Writer

1 2 3

1 2 3 Opening line 4 5

August 29th, 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.

4 5 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.

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.

Regards, David.

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1

Identify the parts of the letter.

a) video games / I / to / like / play b) David likes to ride his

horse.

c) David’s mother likes to go

b) mother/ go / movies / to / My/ to / likes / the c) ride / I / like / to / my bike

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

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Write

6

Escribe tres actividades que te gusten y tres que no te gusten.

I like…

I don’t like…

to watch TV

to eat cheetos

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.

1 2 3

4 5

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5

Write three activities you like and three you don’t like.

Kisses,

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Lesson 51

I like movies You will identify that the verbs that express likes and dislikes require a complement. Identificarán que los verbos para expresar gustos y disgustos requieren de un complemento.

Read

Observa los dibujos y relaciónalos con las palabras del cuadro según corresponda. Escríbelas sobre las líneas.

2

Read the dialogue. Lee el diálogo.

Mrs. Smith: Hello, Mario. Welcome to our house! Mario:

Horror movies

Romantic movies

Action movies

Thank you, Mrs. Smith. I’m so happy to be here!

Comedies

Mrs. Smith: So, do you like watching movies? M Mario: M

Yes, I love movies.

Mrs. M Smith: What kind of movies do you like? Mario: M

I like comedy and action movies. And you?

Mrs. Smith: I love action movies, but I also like M romantic ones.

Write

3 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 Cinematográficas de los Estados Unidos es Meryl Streep, con 17 nominaciones para mejor actriz.

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

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1

Look at the pictures and match them with the words from the box. Write them on the lines.

Mario

a) Mrs. Smith likes

and

.

b) Mario likes

and

.

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Think

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.

Gerunds ____________________

Regresa a las lecciones 49 y 50. Observa con cuidado los verbos y completa el cuadro con algunos posibles complementos del verbo like.

____________________ ____________________

____________________

Like

____________________ ____________________ Nouns ____________________ ____________________ ____________________

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

c) I love

movies.

.

d) Mrs. Smith likes

e) I like

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Infinitives

.

.

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Lesson 52

I love soccer You will express preferences about a number of topics. Expresarán preferencias sobre temass diversos. diivers div ersos. os. os

Read Imita cada una de las expresiones.

2

Read the dialogue with a classmate. Lee el diálogo con una compañera o compañero.

Mary: M

What about you, Mr. Smith? Do you like romantic movies?

M Brown: No, that’s not for me. Mr. I hate them. I like horror movies, but you know, what I really enjoy is watching soccer games. I love soccer. Mary:

Write

3

Oh! Please, don’t start talking about soccer. I don’t like soccer.

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 prefieres.

a) I like

.

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.

and

b) I don’t like

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1

Reproduce the expressions.

and .

c) I love

and .

d) I hate

and .

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Lesson 53

My mother likes 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 final de un verbo para conjugarlo en tercera persona del singular (he, she, it) en tiempo presente simple.

1

Complete the letter. Use the words from the chart. Completa la carta. Usa las palabras de la tabla.

Dear mom:

2

Think

Mario

4

September 5th, 2011

Read the letter. Lee la carta.

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.

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.

Kisses,

Watching TV

Soccer

Movies

Swimming

My mother My father

Write

3

My sister

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.

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My brother

6

Complete the letter with your information.

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Read

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 and she hates . doesn’t like 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,

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Lesson 54

Mini Check You will solve drills to reaffirm what you have learned in previous lessons. Resolverán ejercicios para reafirmar lo que aprendieron n en en las las lecciones lec eccio ciones nes es anteriores. antter an terrior iores ores es.

Read and write

Lee el texto. Mario está presentándose ante sus nuevos compañeros.

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 sterr are four members: my mother, my father, my sister and myself. My mother’s name is Rosalia. She iss a the her, r, secretary. She likes her job and cooking. My father, l Francisco, 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. About sports, I don’t like boxing because I think it is aggressive, I prefer basketball. We love to have dinner together.

Classmates: Nice to meet you, Mario.

Write

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

Encierra en un círculo T si el enunciado es verdadero o F si es falso.

a) Mario has a big family.

Mario Son

3

Circle T if the sentence is true or F if it is false.

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1

Read the text. Mario is introducing himself at his new classmates.

b) Rosalia likes her job.

Daughter

c) Francisco loves teaching. d) Sandra loves mathematics.

Mother

Father

e) Mario prefers playing

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Think

Completa la información con las palabras que estan en rojo en el texto. Infinitive

He

likes

Relaciona las columnas. Likes

Occupations

a

He likes to win gold medals at the Olympic Games.

b

She loves writing stories with the correct punctuation marks.

c

He likes to play modern music.

d

He hates to hurt himself at a contest.

e

She loves to heal people at the hospital.

f

He hates it when he doesn’t get the right tone.

g

He loves doing exercise.

h

She loves medicine magazines.

i

She hates it when people forget to take their pills.

j

She doesn’t like mathematics, she prefers Spanish.

k

He loves to play guitar.

l

He likes playing the piano.

m

She likes reading.

c) Francisco

n

She likes to help people.

a) Mario

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.

It Gerund

love Noun You They

5

6

Match the columns.

Underline the correct option.

A doctor

A Spanish teacher

An athlete

Subraya la opción correcta. a) Sandra

1 She likes her job and cooking.

2

He loves playing soccer.

b) Rosalia

b) Sandra c) Francisco

A musician

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4

Complete the information with the red words in the text.

a) Rosalia 3

She doesn’t like mathematics.

b) Mario c) Sandra

a) Mario 4

He doesn’t like boxing.

7

Write about your family. Escribe acerca de tu familia.

Hello, I’m (big/small).

. My family is

b) Francisco c) Sandra

We are

members. 111

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Lesson 55

Do you like tennis? You will identify the use of do as an auxiliary verb to make questions about preferences. Identificarán el uso de do como verbo auxiliar para hacer preguntas sobre todo tipo de preferencias.

Read

2

Mario: Do you like comics?

Lee el diálogo con un compañero o compañera.

David:

Let me show you my room.

Mario:

OK.

David:

Look. I like sports and movies.

Mario:

Do you like tennis?

David:

No, I don’t. That’s my father’s er s er racquet. queet. t. I llike ike so ike ik ssoccer. occ ccer cer er.

David: Yes, I do. I love them. They’re interesting and funny. What about you, what else do you like? Mario: Well, I like listening to music and ggoingg to the movies.

Fill the blanks with the underlined ed words that are in the dialogue. Escribe sobre las líneas las palabrass subrayadas del diálogo.

Write

3

Think

Answer the questions with your information. Contesta las preguntas con tu información.

a) Do you like swimming?

4

Complete the sentences. Completa los enunciados.

you like basketball?

a)

b) Do you like basketball?

Yes, I

.

No, I

.

c) Do you like English? d) Do you like reading stories? e) Do you like horseback riding?

Speak

5

6

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

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1

Read the dialogue with a classmate.

Write about one classmate. Use the information from the chart. Escribe sobre uno de tus compañeros. Usa la información del cuadro.

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Lesson 56

Does your father like soccer?

You will notice the use of does for the third hird person singular form (she, he, it) in the presentt simple tense to make questions about preferences. eren nces. Reconocerán el uso de does en la terceraa p pe persona erson er so a del son del e sin singul singular g ar gu gul a (she she,, he, sh he, itt) en en tiempo tiem mpo o presente presen pr sente t simple para realizar preguntas sobre preferencias. efe f re encia en cias. cia s.

Read

2

Identifica la recámara de Mario y la de David.

Read the dialogue with a partner. Lee el diálogo con una compañera o compañero. ero o..

David: This is your room. I hope you like it.

Mario: Mario: i Y es h oesss. H Hee plays l s wi th hh is sstudents. is tud tu dentss. dent Yes, hee d does. with his

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 he like to see movies? i ?

David: Does your father love soccer as mine?

David: Our fathers have similar likes.

Mario: No, he prefers to watch TV, especially soccer games.

Write

3

Think

4

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

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.

movies? d) Does Mario’s father prefer to

watch movies than soccer games?

Write

5

6

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)

?

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1

Identify Mario’s and David’s bedroom.

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

.

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Lesson 57

Does she like cooking? You will answer questions about different preferences. Responderán preguntas acerca de diversas preferencias.

Read Lee el diálogo con una compañera o compañero.

Mario:

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1

Read the dialogue with a classmate.

Good morning, Mrs. Smith. What are you ou u doing?

Mrs. Smith: Good morning, Mario. I’m cooking ke 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 shee 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!

2

Identify the place where Mrs. Smith and Mario are. Write a Identifica el lugar donde están la señora Smith y Mario. Escribe una

bathroom

kitchen

. .

living room

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Write

3

Circle the correct option. Encierra en un círculo la opción correcta.

Think

4

Complete the chart. Completa la tabla.

1 Mrs. Smith is cooking:

Do / Don’t

Does / Doesn’t

They

It

We

b) pizza c) breakfast 2 Mario’s mother likes: a) cooking

Write

5

Look at the pictures and classify th the them. e Observa Ob bse serv serv rva los d dib dibujos y clasifícalos.

b) sleeping c) swimming 3 Does Mrs. Smith like

cooking?

Apples pp

Avocados A d

CCh Chili hili illii peppers p ppe peppe pep pe pe ers

Pineapple Pi l

Lettuce LLettu ettuce tt e

Onions

Grapes

Pears ears

Tomatoes

Oranges O anges

a) No, she doesn’t. b) Yes, she does. c) No, she don’t. 4 Where does Mario’s mother

Fruits

buy fruits and vegetables?

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.

6

Match the columns. Relaciona las columnas. Does your mother like onions?

b) Yes, she does.

Do you like apples?

c) No, she don’t.

Does your father love pears? Does your dog like grapes? Do your friends like oranges?

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a) dinner

a b c d e

No, it doesn’t. Yes, he does. Yes, they do. Yes, I do. No, she doesn’t.

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Lesson 58

I like fruits and vegetables You will identify addition and contrast conjunctions to express preferences. Identificarán conjunciones que indican adición o contraste para expresar preferencias.

Read

Ordena las letras de las palabras y completa la lista del supermercado.

2

Read the dialogue. Lee el diálogo.

David:

Okay, we have to buy carrots, tomatoes and lettuce.

a) d a v o c a o

Mario:

Don’t forget the cucumbers.

b) p n e i p a l e p

David:

You’re right. Do you like vegetables, Mario?

c) o n i n o

Mario:

Yes, but I don’t like broccoli. And you?

David:

I like some vegetables, but I hate onions. I think it is sad, it always makes you cry.

d) n g e r o a

List 1.

carrots

Mr. Smith: Ha, ha, ha! And, what about fruits, Mario?

2.

cucumbers

Mario:

3. 4. 5. 6.

Well, I like oranges, apples and strawberries, but I hate bananas and papaya.

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1

Unscramble the letters of the words and complete the supermarket list.

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Write Match the columns. Use the text. Relaciona las columnas con la información del texto.

5

Write a list of fruits and vegetables. Ask a classmate if he likes or not the vegetable or fruit. Then write a a

Likes some vegetables, but hates onions.

a un compañero o compañera si le gusta o no esa verdura o fruta. Después marca

Hates papaya and bananas.

Likes vegetables, but doesn’t like broccoli.

David Likes oranges, apples and strawberries.

Think Complete the sentences. Completa los enunciados.

1 You use this word to link ideas.

I like oranges, apples I love vegetables

strawberries. fruits.

2 You use this word to contrast ideas.

I like vegetables, I like fruit,

next to each word on the list.

Escribe una lista de frutas y verduras. Pregunta

Mario

4

or

con una

6

o un

sus respuestas.

Write on the lines the information you have about your classmate. Escribe sobre las líneas la información de tu compañero o compañera.

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3

Speak and write

I don’t like onions. I hate bananas.

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Lesson 59

David loves comics

You will notice the difference between the usage of the ending s for affirmative 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 afirmativos en tercera persona del singular en presente simple y la s agregada a sustantivos para indicar plural.

1

Write

2

Read the letter. Lee la carta.

Underline the option that corresponds. Subraya la opción que corresponda.

In the letter, who’s Sandra?

Dear Sandra,

a) Sandra is Mario’s mother.

are getting u o y e p o h I t. I miss you a lo l. I want to tell o o h sc t a s e d good gra ds at school: n ie fr w e n y m you about Roxane. David d n a ip il h P y, David, Sand loves fashion y d n a S s, ic m likes co d ’t like water an sn e o d ip il h P shows, e ames. We hav g r e cc so s te a Roxane h od t we all are go u b s e k li t n re diffe ith me and w d in k so re a friends. They sh. Please, li g n E re o m rn help me to lea or an e-mail. I r e tt le a k c a b send me love you. Kisses, Mario

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

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Read

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.

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Think Contesta las preguntas.

1 What do you notice in the following words?

2 What do you notice in the next words? Why

Why do they have an s?

do they have an “s”?

a) She hates soccer games.

a) Monica likes to watch soccer games.

b) She loves fashion shows.

b) Frank loves epic movies.

c) He writes the letter.

c) We enjoy eating apples.

Versión de evaluación 23/04/12

4

Answer the questions.

Write the rule:

Write the rule:

Write

5

Complete the sentences. Completa los enunciados.

a) She

. (love)

(grape in plural)

(like)

(movie in plural)

(hate)

(soccer game in plural)

(prefer)

(sport in plural)

b) He

.

c) He

.

d) My father

.

e) My mother

delicious (cook)

. (potato in plural)

f) My sister

. (like)

6

Write a letter to someone in your family. Talk her/him about your friends’ favorite things.

Dear

(strawberry in plural)

,

Escribe una carta para tu familia. Platícale a alguien sobre las cosas favoritas de tus amigos.

,

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Lesson 60

Mini Check You will solve exercises in order to verify what you learned in previous lessons. Resolverán ejercicios para verificar lo aprendido en lecciones anteriores.

1

Write

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?

2

Use the information from the dialogue and

P, or O (like / don’t like), or PP, or OO (love/hate) to complete the chart.

write

Usa la información del diálogo y marca con

Po O, (like/don’t like), o PP, o OO (love/hate) para completar la tabla. una

Sport

Mario

David

Philip

Basketball

Philip: I hate swimming, because I don’t like water, it is always cold.

Soccer

David: We think you don’t like to take a shower! Ha, ha, ha, ha!

Swimming

3

Steve

Think

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

4

Answer the question. Responde la pregunta.

D Does the dialogue mention any ssports you to play? Yes

No

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Read

Which one? W

cycling

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Unit 3

Read and write

5

Unidad 3

Read and answer the questions about you and your family. Lee y contesta las preguntas acerca de ti y tu familia.

b) Does your father like baseball? c) Does your mother like cooking? d) Do you like basketball? e) Does your sister like mathematics?

Sequence 2

f) Does your brother like movies?

Secuencia 2

6

Use the questions to interview a classmate and complete the text.

In unit 3 sequence 2 you will learn to:

Usa las preguntas para entrevistar a un compañero y completa el texto.

En la unidad 3 secuencia 2 aprenderás a:

a) What sports do you like?

• Make, accept or reject invitations to different events. Hacer, aceptar o rechazar invitaciones a diversos eventos.

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)

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a) What sports do you like?

doesn’t like nor

.

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Lesson 61

Would you like to go to a party? You will notice the most common expressions to make invitations. Identificarán las expresiones más comunes para hacer invitaciones.

Read

Lee el diálogo con una compañera o compañero.

2

Answer the question. Responde la pregunta.

What’s the dialogue about? a) A baseball game

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 finish my chores. When is it?

b) A party

Write

3

Use the dialogue to complete the sentences. Usa el diálogo para completar los enunciados.

a) Do you like parties?

David: It’s today at five in the afternoon. You have enough time to do them.

b)

Mario: OK. Where is it?

c)

David: It’s at Sandy’s. It’s her birthday. Mario: Do you have a gift for her? David: Yes, of course.

c) A concert

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1

Read the dialogue with a classmate.

? That sounds great. the party? It is at Sandy’s house.

d) Do you have a gift for her? Yes,

.

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Think

4

Go back to the dialogue. Identify the question used to make an invitation. Regresa al diálogo. Identifica la pregunta para hacer una invitación.

You use

to make an invitation.

5

Write

or

in the charts according to your preferences.

Escribe Escrib ib be

o

en los cuadros de acuerdo con tus preferencias.

Versión de evaluación 23/04/12

Write

Would you like to go to…?

6

A soccer game

A picnic i i in i the th forest f t

An expedition to the mountain

An exhibition at the museum

bi thd party t A birthday

A rock concert

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…? A soccer game

Student 1

Student 2

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

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Why don’t we go to the movies?

Lesson 62

You will make, accept or reject invitations. Realizarán y aceptarán o rechazarán invitaciones.

1

Read the dialogue. Lee el diálogo. Mom, can we invite my friend to come with us?

Would you like to come with us to the movies?

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:

2

Order the days of the week and answer the question.

a) Monday b)

Ordena los días de la semana y contesta la pregunta.

Wednesday

Tuesday

Friday

Monday

Saturday

Sunday

That sounds great.

c) Thursday

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Read

d) e) f) g)

On what day does the dialogue take place? 124

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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.

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.

5

watch an action movie.

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

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c) They decide to watch a romantic movie.

?

Student A: Yes,

.

What do you think? Student B:

.

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Lesson 63

Let’s eat Mexican food You will express preferences about food. Expresarán preferencias sobre comida.

Read Escribe la letra de la opción que corresponda.

Mexican food

B

C

Chinese food Fast food

A Combo 2 Chicken Combo 1 Hamburger Fries Baked potato Bacon Ice cream Hamburger Juice Soda Pie

2

Tacos Enchiladas Drinks Sopes Fruit water Mole Sodas Fajitas Juice

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.

Chop Suey Noodles Rice with pork Fried rice Drinks Sodas Water Green tea

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1

Write the letter on the corresponding line.

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3

Think

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.

4

Complete the sentences. Completa los enunciados.

is another way to talk about your preferences. For example: I would like to try Mexican food. eat

a)

Chinese food. watch a

b)

soccer game.

David would like to try tacos.

Speak

5

Work in pairs. Ask your partner about the menus. Write next to the food or drink that he or she prefers.

P or O

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

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?

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Write

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.

What food doesn’t your classmate like?

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Lesson 64

Shall we go to a rock concert? You will identify the expressions to make invitations and answer to them. Identificarán las expresiones para hacer y responder a invitaciones.

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, fiesta, 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?

Mario:

Sure, I’d love to.

David:

Let’s ask my father.

David:

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 finishes 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 influential woman in hip-hop music in the last decade and one of the most creative women in the world’s music industry.

Versión de evaluación 23/04/12

Think and speak

Missy Elliot es considerada la mujer más influyente en la música hip-hop de la última década y una de las mujeres más creativas en la industria discográfica mundial.

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3

Circle the option that corresponds. Encierra la opción que corresponda.

Think

4

1 Mario and David are going to a… a) party

Complete the chart with information from previous lessons. Completa el cuadro con información de las lecciones anteriores. Expressions to make an invitation

b) concert

Expressions to accept an invitation

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 finish?

Write

5

a) at eight o’clock

Complete the dialogue with the phrase from the box. Completa el diálogo con la frase del cuadro. Shall we go?

b) at one o’clock c) at eleven o’clock

Sandy: Look David, there is a fashion show next Saturday.

4 Who do Mario and David ask for permission

to go? a) Mrs. Smith b) Mr. Smith c) Mario’s mother

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.

Versión de evaluación 23/04/12

Write

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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Lesson 65

Would you like 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.

Read

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 see a movie today? Sandy: No, thanks. Today I’m going to visit my grandmother. David:

OK. I

understand. What about tomorrow?

Sandy: Yes, I’d love to. David:

Versión de evaluación 23/04/12

1

Match the activity with the picture. Write on the line the option that corresponds.

OK. See

you tomorrow at three o’clock at your place.

Sandy: Sure. See you tomorrow.

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Write

3

Think

Correct the sentences according to the dialogue. Corrige los enunciados de acuerdo con el diálogo.

4

a) Sandy has to visit her grandfather.

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

c) David is going to see Sandy at school.

Answers

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

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

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Invitation b) David invites Sandy to a soccer game.

Write a dialogue with the expressions from the box. Escribe un diálogo con las expresiones del cuadro.

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Lesson 66

No, thanks. I hate horror movies You will accept or refuse invitations. Aceptarán o rechazarán invitaciones.

Read

3

Read the dialogue with a classmate. Lee el diálogo con un compañero o una compañera.

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. 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 finish?

Mrs. Smith: Thanks, but I don’t like soccer, as you know. Mr. Smith:

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.

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 five o’clock. Why don’t you come with me? Mr. Smith:

OK. Let’s

go to 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

2

Find five cognates in the dialogue. Encuentra cinco cognados en el diálogo.

?

b) Shall we c) Would you like to d) Let’s

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1

Write

? ? .

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5

Unit 3

Complete the chart.

Unidad 3

Completa la tabla. Yes

No

Yes, I’d like.

No, ____________________.

That sounds great.

No, I prefer to stay at home.

It’s

No, thank you. I’m very busy.

_________________

Thanks, I prefer to watch TV.

idea.

Sequence 3

Secuencia 3

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 first 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.

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.

Versión de evaluación 23/04/12

Yes, I’d love to.

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.

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Part one

1

to our St. Valentine’s celebration 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.

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.

Dear Principal:

celebrate

day.

Regards,

3

Discuss the food and drinks for the party. Make a list. Hablen acerca de la comida y las bebidas para la fiesta. Hagan una lista.

Food

2

would like to

The first grade group

Drinks

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?

Versión de evaluación 23/04/12

Lesson 67

Project • We invite you

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 fiesta?

With: a) a letter b) an invitation card c) an e–mail

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Part two

1

to our St. Valentine’s celebration 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.

Design an invitation card for the St. Valentine’s party. Look at the example.

2

Diseña una tarjeta de invitación para la fiesta del día de San Valentín. Observa el ejemplo.

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 fiesta. Después intercambien opiniones acerca de lo que pasó.

Versión de evaluación 23/04/12

Lesson 68

Project • We invite you

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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 Unscramble the letters of the words according to the images. Reacomoda Re eac acom mod oda da las las letras la letr let le tras tras a de de las las palabras paala p lab la ab brass de e acuerdo con las imágenes.

recocs

gwsimnmi

bxongi

2

Versión de evaluación 23/04/12

1

nsitne

llasbektba

yllabveoll

Look at the chart and complete the text. Observa el cuadro y completa el texto.

Mario David Mrs. Smith Mr. Smith

Mario likes

Soccer

Basketball

Boxing

   

   

   

, but he doesn’t like

nor

, but he doesn’t like

David likes soccer and

. She doesn’t like

Mrs. Smith hates

. He likes

Mr. Smith loves

. .

, but she likes basketball. , but he doesn’t like

. 136

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3

Locate the words.

apples

pineapple

oranges

bananas

watermelon wa

mangoes g

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?

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:

5

7 Order the dialogue. Ordena el diálogo.

So, let’s invite some clowns.

Complete the chart with information from the dialogue. Completa el cuadro con información del diálogo. Invitations

1

Mario: Sandy, what kind of movies do you like?

Answers

Versión de evaluación 23/04/12

Ubica Ubi bic ic las palabras.

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? 137

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Self evaluation • Autoevaluación I.

Remember your English lessons and answer the questions.

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 final de la unidad anterior? ¿Por qué?

3 ¿Qué puedo hacer para aprender más en la clase de inglés?

Answer the following questions. II. 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 people in a room? 4 What’s the conjunction we need to mention similar elements?

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Recuerda tus clases de inglés y contesta las preguntas.

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Support material • Material de apoyo

Visit the BBC official website an review how to express preferences, likes and dislikes.

Suggested material / Material sugerido

http://learnenglish.britishcouncil.org/en/englishgrammar/verbs/infinitive http://learnenglish.britishcouncil.org/en/englishgrammar/verbs/verbs-ing-forms http://learnenglish.britishcouncil.org/en/englishgrammar/verbs/verbs-followed-ing-clauses

Visit the BBC official website and review how to invite and respond to invitations.

http://learnenglish.britishcouncil.org/en/englishgrammar/verbs/modal-verbs/ability-permissionrequest-and-advice http://learnenglish.britishcouncil.org/en/how/howto-turn-down-invitation http://learnenglish.britishcouncil.org/en/english-grammar/ verbs/question-forms

Versión de evaluación 23/04/12

Topics / Temas

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Parents’ sheet • Hoja para padres

Presenta los siguientes rezagos, dificultades o deficiencias, que se han detectado en:

Para solventarlos deberá:

Observaciones o comentarios del padre de familia o tutor:

Versión de evaluación 23/04/12

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, dificultades o deficiencias 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.

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Daily Life Vida diaria

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.

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 specific hour or schedule. Utilizar la preposición at para hablar de una hora precisa o un horario.

• Use the preposition on to mention specific days of the week. Utilizar la preposición on para señalar días de la semana específicos.

Versión de evaluación 23/04/12

Unit 4 Unidad 4

• 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.

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Lesson 70

Long distance call You will notice expressions to ask for and give the time. Reconocerán expresiones para preguntar y dar la hora.

Read Observa las imágenes y lee el texto.

2

Answer the question about the text. Responde la pregunta sobre el texto.

What is this text? a) A letter b) An article c) A dialogue

Jessica: Hello! Nikki? This is Jessica speaking from Mexico. Nikki:

Hello, Jessica! How are you?

Jessica: I’m fine. 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.

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.

Jessica: It’s great to hear you! At what time do you start school?

Nikki is in Mexico.

Nikki:

Jessica is in Mexico.

At eight fifteen a.m. I’m late! I’ll call you later!

Jessica: OK. Have a nice day! Goodbye. Nikki:

Bye.

Versión de evaluación 23/04/12

1

Look at the pictures and read the text.

Jessica is going to bed. Nikki is going to school. Nikki starts school at ten fifteen.

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Think

Regresa al diálogo. Completa la oración y la tabla.

We use

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?

to tell the time.

It’s ten sixteen.

a) it’s b) its

Time

Time

Ten o’clock

10:00 8:15

Translation

What time is it now? It’s

.

Ocho y cuarto

Write

5

Match the columns. What time is your English class?

Relaciona las columnas.

. Ten fifteen

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 fifty four

7:42

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4

Go back to the dialogue. Complete the sentence and the chart.

What time is it in New York? .

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Lesson 71

It’s quarter 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 Lee el diálogo.

Mom:

Jessica, it’s getting late!

Jessica: What time is it? Mom:

It’s quarter to seven.

Jessica: 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 seven! Mom:

2

You are right! You are in trouble, young lady!

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1

Read the dialogue.

Answer the question. Responde la pregunta.

Where is Jessica? a) At home b) At school

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Encierra la T en un círculo si el enunciado es verdadero o F si es falso.

Jessica is getting ready to go to school.

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

Jessica is on her way to school.

We say there are 15 minutes after the hour. a) quarter to

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-five

past

two

1:15

Quarter

11:30

Half

1:05

Five

6

b) quarter past

Complete the information. Completa la información.

Example: It’s two fifteen. It’s quarter past two.

when

b) quarter past

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3

Think Circle T if the sentence is true or F if it is false.

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Lesson 72

What time is it? You will identify the time differences in other countries. Identificarán la diferencia de horarios en otros países.

Read Lee el diálogo en la pantalla del chat.

 Find friends and chat with people all over the world in www.worldfriend.com  Jessica says: Good morning! 

2

Answer the question. Responde a la pregunta.

What is this?

 Rachid says:

a) A chat screen

Good afternoon!   Jessica says:

b) An e-mail

Afternoon? What time is it there?  Rachid says: Here in Morocco it’s quarter past SEVEN p.m. What’s the time

c) An article

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! 

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.

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1

Read the dialogue on the chat screen.

Jessica is chatting with a friend in Morocco. It’s 11:45 a.m. in Mexico. Rachid is in Morocco. Morocco is five hours ahead of Mexico. It’s 7:15 p.m. in Morocco. 146

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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)

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.

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

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Write

? . 147

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Lesson 73 Lesson 73

What time does the next bus leave? You will identify the use of at/in in order to explain a bus schedule. Identificarán el uso de at/in para explicar un horario de autobús.

What time is it now? At what time does the English lesson end?

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 five-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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Think

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.

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Write

3

Match the columns

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

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Relaciona las columnas.

Question 2

? You Your partner

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Lesson 74

I start at 8 o’clock in the morning You will identify the use of at/in so as to express the time of the day. Identificarán el uso de at/in para expresar la hora.

1

Write on the linee below the time shown on the clock. Escribe sobre cadaa línea la hora que aparece en el reloj.

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. Interviewer:

What time do you stop playing?

Jack Jackson: I stop playing at 6 o’clock in the afternoon. At that time I go home and have dinner. Interviewer:

What do you do at night?

Jack 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, Argentina. In Argentina, summer is in December.

Write

3

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Read

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? 150 15 1 50

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Think

4

8 o’clock

Go back to the interview. Look at the words in red. Complete the information.

At

that time

Regresa a la entrevista. Observa las palabras en rojo. Completa la información.

midnight

In

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the afternoon December the summer

Write

5

Complete the gapped text. Use in/at. Completa los espacios del texto. Usa in/at.

the morning Bertha takes a shower. r. rs Then she gets ready to go to school. She enters seven thirty to school 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. ssmates. Complete n. 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 Leticia

In the morning get up

At (hour) 6:00 a.m.

In the afternoon do homework

At (hour) 4:00 p.m.

At night go to sleep

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Lesson 75

I wake up at 11:30 a.m. on Saturdays You will identify the use of at/on to talk about o the time and days of the week. out Reconocerán el uso de at/on para hablar de laa ho hora ra y los los día días as d de e llaa ssemana. emana em ema na na.

Read Lee el texto y responde la pregunta.

From: jessica@happypeople.com To: nikki@londongirls.com Subject: Hello, Nikki! Dear Nikki, Hello, I’m Jessica. Today is Saturday. On Saturdays I wa up half past eleven wake k u p att h hal lf pa lf asstt ele l ven because b 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

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.

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1

Read the text and answer the question.

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.

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Think

Regresa al texto. Observa las palabras en rojo. Completa la información.

7:30 At

Saturdays

On

Weekdays

Write

4

Complete the gapped text. Use on/at. Completa los espacios del texto. Usa on/at.

From: peter@worldpeople.com To: george@americanteenagers.com 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.

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3

Go back to the text. Look at the words in red. Complete the information.

Write soon. Regards, Peter

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Mini Check

Lesson 76

You will solve drills in order to review what has been learned throughout the previous lessons. Resolverán ejercicios para reafirmar lo aprendido a lo largo argo de las las lecciones llecc ecccion ones on ess anteriores. ant an ntteri n teriore eriiore eri o s.

1

Write the time on the line. Escribe la hora sobre la línea.

Quarter past ten

2

Read the dialoguee with a classmate. Lee el diálogo con un compañero o compañera. añe era.

Half past two

Jessica: What time do o yyou ou ol? start at school?

Four fifty-six

Nikki:

I start at eight ht o’clock o ng.. ng in the morning.

Jessica: What time do you ou h have ve llunch? unch ch? h? 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.

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Read

Think

4

Go back to the dialogue. Complete the chart. Regresa al diálogo. Completa la siguiente tabla. at

on

in

8 o’clock

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Unit 4

Write

5

Look at the clocks and underline the answer that corresponds.

Unidad 4

Observa los relojes y subraya la respuesta que corresponde.

It’s five past two. It’s five to two.

What time is it?

Sequence 2

Secuencia 2

It’s five past seven. It’s five to seven. In unit 4 sequence 2 you will learn to: What’s the time?

En la unidad 4 secuencia 2 aprenderás a:

• Express your daily activities. Expresar tus actividades diarias.

It’s four twenty. It’s twenty to four.

What time is it?

It’s half past eight. It’s seven thirty.

• Use the simple present tense with first, second and third person form in affirmative, negative and interrogative form. Utilizar el presente simple con primera, segunda y tercera persona en enunciados afirmativos, negativos e interrogativos.

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What time is it?

What’s the time?

It’s ten thirty-five. It’s ten twenty-five.

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Lesson 77

Jessica gets up 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

2

Escribe on, in, at, sobre la línea

Read the text. Lee el texto.

My name is Jessica. I get up at 6:00 in the m orrn ni and make my bed. Then I take a shower morning at 6 6:0 05 and get ready to go to school, after that 6:05 I he h elp p my mother make breakfast and then I have help b br eakf breakfast. Then I go to school, and when I come b ack ck h n tthe he aafternoon, fter ft erno er noon no on,, I have lunch;; la on late terr I te home in later back eex xe n after nd er tthat hat I do my home ha mewo work k. do exercise and homework. usua us uall lly finish lly nish ni sh at at n ni igh ght ght. night. I usually

Wednesday night the afternoon n ten o’clock the evening the weeke weekend end d

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1

Write on, in, at on the line.

Write Wri ite ite

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. 156

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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

Write

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 I have breakfast

at 7:30 A.M.

watch TV

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exercise

I have lunch I do homework I watch TV I have dinner 157

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Lesson 78

Jessica loves 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. Identificarán que los verbos en presente simple para la tercera persona del singular terminan en s, es o ies.

Read

Recuerda tus lecciones de geografía. Responde las preguntas.

2

Read the text. Lee el texto.

Where is Guanajuato o lo located? oca cate ted? d?

Jessica Flores is a junior high student. She lives in Guanajuato. She is a very smart girl. She studies very hard.. She walks w to the bus stop early in the very mo g and ttak takes the bus to school. morning

Name the states which ch have borders with Guanajuato.

play She likes to pl p aayy basketball. She thinks sports aaree very ar very interesting. intter eres esti She watches professional es bask kettball baa l on T TV with her father. basketball

An interesting esting ffact act • U Un nd dato t iinteresante t t Enriqueta Basilio was the first st woma wo w woman oma man man n to t llight ight ig h tthe h ttorch he orch or ch in an Olympic Stadium in modern history. Those games were were we r ccelebrated eleb el eleb bra rated in nM Mexico in 1968. Enriqu Enriqueta Basilio fue la primera mujer que encendió el pebetero en un q estadio olímpico en la historia moderna. Tal evento ocurrió en México, en los juegos olímpicos celebrados en 1968.

Write

3

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1

Remember your Geography lessons. Answer the questions.

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?

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4

Write

Look at the words in red in the text. Complete the chart. Observa las palabras en rojo del texto. Completa la tabla con la información. I/ we/ you/ they

he/ she/ it

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

hate

buy

listen

read

live

Example: Laura speaks four languages. nggua uage g s. ge love takes

George vegetables. He always eats junk food.

likes play My father

thinks

5

Choose the answers that correspond. Elige las respuestas que correspondan.

five cups of coffee a day.

Lupita when she is taking a shower.

rd

To form simple present in 3 person singular, to verbs ending with -e vowel we add (like, love, raise, etc.). Alfred

a) -es

b) -s

To form simple present in 3rd person singular, to verbs ending in a consonant we add (wear, walk, sing, etc.). a) -ies

b) -s

To form simple present in 3rd person singular, to verbs ending in vowel we add + y (play, say, pay, etc.).

classical music.

Mark

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Think

poems.

Cathy fruits in the market.

a) -s

b) -es

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Lesson 79

He studies 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 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 att 6 o’clock, Then hen he goes hen takes a shower and has breakfast. T niiversity. He to school. He studies at Queens University. e, th that’s wh hy tries to get good grades all the time, why es to w orrk. IIn n he does his homework after he goes work. st he washes the afternoon he goes to work. First g. He H ggets etss ho et home me his hands before he starts cooking. and d hee does around eight o’clock in the eveningg an w TV V. homework, studies and sometimess watches sh hes h is tee tteeth eeeth hb efor ef oree going goin go ingg to to b ed.. eed He brushes his before 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 g

b) A doctor

c) A chef

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1

Read the text.

Write ite te

3

Answer the questions about thee 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? 160

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4

Write

Look at the words in red. Choose the answer that correspond and complete the chart. Observa las palabras en rojo. Elige la respuesta que corresponda y completa la tabla.

5

To form simple present in 3rd person singular, we to verbs ending in consonant + -y (study, try, cry, etc.).

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

cry

catch

fly

Example: a) eliminate -y and add -ies b) eliminate -y and add -s

Joe is a teacher. Joe teaches math at

To form simple present in 3rd person singular, we to verbs that end in -ch,-s,-sh, add -z, -x or -o (wash, watch, pass, etc.).

high school.

He is a very good receiver. He a) -es

b) -ies

I/ we/ you/ they

he/ she/ it

all the passes.

six legs.

An insect

fix finish brushes watches

to the e

Alan likes art. He museum frequently.

catch Lisa

pass

her boyfriend

because she loves him. goes

A condor is a kind of bird.

Be/ are and have/has are two verb forms. a) regular

have

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Think

It

very high.

b) irregular That baby

because she e

is hungry.

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Does he wake up at half past five?

Lesson 80

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

2

Ordena las letras para formar una palabra y encierra en un círculo la que está relacionada con el diálogo.

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.

c

o

d

r

o

Romina: What does he do?

t

Jessica:

He teaches Spanish.

Romina: Does he work in the city? t

s

c

i

t

t

e

e

h

c

n

a

i

r

s

e

Jessica:

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 five.

Romina: Does he get up at five thirty? Jessica:

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? Jessica:

3

Yes, I do. I love him.

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1

Order the letters to form a word. Then circle the word related to the dialogue.

Answer th the he questions about bout bo ut tthe he d he dialogue ia ogu ialo guee an and nd abo ab about bou out yo you.. Responde las la siguientes pr preg preguntas egu eg untas acer acerca erca ca del diálogo y sob sobre bre tti.i

Does Sandro ttea teach Spanish? Does it take h him a long time to get to his work? Do you feel pr proud rou of someone in your family? Why?

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Think 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/?

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4

Choose the answer that corresponds.

4) music/ listen/ she/ Does/ to/?

5) bake/ a/ cake/ she/ Does/?

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Lesson 81

Romina doesn’t 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 bo auxiliar auxili auxili aux iliar ilili iarr para paar p par ara expresar ara expr expr xp presa esar e sa sar enunciados enun enu n cia nu ciados dos negativos negat ne gativo ivoss en en presente present pres ente e ssim simple. imp im

Think Answer the following questions. Do you have any brothers or sisters? Does your ou ur best friend have any brothers or sisters?

Read

1

Read the dialogue with a classmate. Lee el diálogo con un compañero o compañera. ñera. ñe ea

Jessica:

Tell me now about your family. Does your mother work?

2

Circle C i l T if i f th the he se sent sentence nten nce iiss tr true o 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: No, she doesn’t. She doesn’t work right now.

Romina’s mother works.

Jessica:

Jessica’s brother plays basketball.

Dou you have any brothers or sisters?

Jessica’s brother plays soccer.

Romina: I don’t have any sisters, but I have two brothers. Jessica:

How old are they?

Romina: Jeff is five years old and Brandon is eight. Does your brother play soccer? Jessica:

No, he doesn’t play soccer, he plays basketball.

Versión de evaluación 23/04/12

Responde las siguientes preguntas.

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.

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Think Elige la respuesta que corresponde. p

We use

ffor or activities thatt do d n not o occur. ot

a) shouldn’ shouldn’t h ldnt ’tt

4

b) don’t/doesn’t d n’t don n doesn’tt n’t/d

Complete l the h chart h accor according rd din di d ng tto n o the red words in the dia dialogue. alog ogue gu ue. Completa la tabla de acuerdo do con las palabras en rojo del diálogo. diálogo Pronouns

Don’t/doesn’t

Verb

Predicate

I/ you/ they/ we

play

soccer

He/ she/ it

have

sisters

Write

5

Write on the line don’t/doesn’t accordingly. Escribe sobre la línea don’t/doesn’t según corresponda.

6

Write the negative statements. Escribe la forma negativa.

Example: I play soccer with my friends. I don’t play soccer with my friends.

Laura

eat eggs for breakfast. She 1 I take a shower in the afternoon.

prefers to eat cereal and fruit. She drink orange juice or grape juice.

2 She takes the bus to go to school.

Mauricio is very clean but he

Versión de evaluación 23/04/12

3

Choose the answer that corresponds.

clean his room every day. He never cleans his 3 We have lunch at 5:30 p.m.

room. I

go to parties on Mondays. I go

to school on Mondays. I

read

4 They watch TV in the evening.

magazines. I read the newspaper. 5 I brush my teeth after breakfast.

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Lesson 82

I visit the dentist twice a year You will express the frequency in which you perform different activities. Expresarán la frecuencia con que realizan diferentes actividades.

Answer the following questions. Responde las siguientes preguntas.

Think

3

Do you brush your teeth three times a day? Do you visit the dentist once a year?

Go back to the text. Look at the words in red. Complete the charts.

Versión de evaluación 23/04/12

Think and speak

Observa las palabras en rojo del texto y completa las tablas.

_______ (x 1)

Read

1

Read the text. Lee el texto.

twice (x 2)

week

_______ times (x 3)

a

four times (x 4)

weekend month

many times

I visit the dentist twice a year. Every six months I visit the dentist. He checks my teeth. I don’t have cavities because I brush my teeth three times a day and whenever I eat something. I try not to eat candy or bubble gum. I use dental floss 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 as a minimum.

week weekend every

3 years year

Write

4 2

Answer the questions about the text.

Does he have any cavities? What’s the dentist’s recommendation?

Ingles Unid 4.indd 166

Usa las expresiones de la tabla para escribir enunciados acerca de ti. every day

twice a week

four times a month

every year

once a year

Responde las preguntas de acuerdo con el texto.

How often does he brush his teeth?

166

Use the expressions from the chart to write some sentences about you.

a)

.

b)

.

c)

.

d)

.

e)

.

f)

.

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Lesson 83

Mini Check You will solve drills to reassure what has been learned throughout the previous lessons. Resolverán ejercicios para reafirmar lo aprendido a lo largo de las lecciones anteriores.

Read Lee la carta.

Dear Charly, e a computer. co om mp mpu pu pute uter. ter.. I really te rea eal alllly enjoy en e njjo joy oy writing writ wr rittin ing letters. ing le lett ett tterrs. s. I know that you don’t have Thanks for your letter. Now, me tell w, llet w, et m et e tte ellll yyou ell ou aabout ou bout bo ut my my daily daaililily da ly life. lilife e. I wake up at 6:20 a.m. and ttake then have breakfast. akke a show sshower, sh ho ow we err, tth hen en I h ave br av b rea eakf kfa faasst. t. I don’t have juice or eggs forr b breakfast, have milk reakfa rea re fast, stt, I ha h ave ve ssome ome mi om m ilkk aand nd n d ssweet we eett bread, and then I go to school. ool ol.. My father takes me to school his car every morning oo oll iin n hi h is cca ar e ev ve erry mo m orn rniin ng an aand nd then he goes to work. He w works Morelos orrks o ks aatt Mo M ore relo los University. He teaches physics. sics. si css. I get home at about 2:00 p p.m. .m m. and and an have lunch with my mother. the er.r. IIn n tth he afternoons I go swimming ttwice wiice w wice ce a week, and three times a we week eek ek I play basketball. Do you practice any sports?? Do Do yyou ou have ou hav ave ve any brothers or sisters? Regards, Linda Perry

2

Answer the following questions. Responde las siguientes preguntas.

a) Who’s the writer?

Charly / Linda Perry b) Who’s the recipient?

3

Answer the questions about the letter. Responde las preguntas acerca de la carta.

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1

Read the letter.

1 What’s the letter about? 2 What does she have for breakfast? 3 Who does she have lunch with?

Charly / Linda Perry 4 How often does she play basketball?

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Think

Completa la tabla con la informaci贸n de la carta.

Activities

Verbs in simple present 3rd 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 liste en e n

play

ttake a

1 He

breakfast. b reak akfa fast st.

3 She

2 He

to school.

4 He

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4

Complete the chart with the information of the letter.

th the h piano i TV.

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Unit 4

5 He

his homework.

6 She

to music.

Sequence 3

Secuencia 3

7 She

the bus.

8 He

a cake.

In unit 4 sequence 3, you will learn to: En la unidad 4 secuencia 3, aprenderás a:

Speak and write

6

• Express how often you do different activities.

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

Do you go to school every 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?

Person 2 Person 3

Expresar con qué frecuencia realizas actividades diversas.

• Describe your class schedule. Describir tu horario de clases.

Versión de evaluación 23/04/12

Unidad 4

• 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.

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Lesson 84

How often do you 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

Read

1

Look at Ben’s schedule. Observa el horario de Ben.

Monday

Wednesday

Thursday

Friday

7:30 8:20

Spanish

Spanish

Spanish

Spanish

Spanish

8:20 9:10

Technology

Math

Social Studies

Social Studies

History

9:10 10:00

History

History

Technology

Math

Math

10:00 10:50

Social Studies

Geography

Math

Technology

Geography

10:50 11:10

Recess

Recess

Recess

Recess

Recess

11:10 12:00

English

Physics

English

Physics

English

12:00 12:50

Math

Physical

Physics

Geography

Physical Education

12:50 13:40

Technology

Technology

Art

Technology

Write

2

Tuesday

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?

Education Art

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?

How often does he have Spanish lessons? b) What time is it?

How often does Ben have Physical Education? How often does Ben have Art?

Versión de evaluación 23/04/12

What classes do you take? How many days do you take them per week?

to ask We use in 3rd 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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Write

Observa la tabla. Completa y responde las preguntas.

Play a sport

Go to the movies

Read a book

Watch TV

Never

1

2

1

2

Once a week

1

7

4

Twice a week

4

1

Total of interviewed students:

Three times a week

10

Four times a week

Example: How often do students play a sport?

Listen to music

3 1

1

Five times a week

2

2

Every day

2

3

5

1 7

7

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

How often do students

Play a sport

?

Go to the movies

Never Once a week

How often do students ?

Twice a week Three times a week Four times a week Five times a week

How often do students ?

Every day

Questions: How often do students

Read a book

Watch TV

7

1

Speak and write

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 five times a week and two of them play a sport everyday.

Go to parties

Listen to music

Versión de evaluación 23/04/12

4

Investigation Report

Look at the chart. Complete and answer the questions.

Go to parties

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 students ?

How often do you listen to music? How often do you go to parties? 171

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Lesson 85

Today is my birthday You will use frequency adverbs in order to talk about your routine. Usarán adverbios de frecuencia para expresar rutinas.

Read

Lee el texto y después encierra en un círculo la letraa T si el enunciado es verdadero o la F si es falso.

From: nikki@londongirls.com To: jessica@happypeople.com Subject: Hello, Jess! Dear Jessica, Today is my birthday. I always celebrate it with my friends. We usually nd nds ds W e us usua uallllllyy go tto ua o th the he 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

Today is Nikki’s birthday. Nikki always celebrates with her friends. They usually go to the theatre.

2

Choose the correct option. Elige la opción correcta.

Versión de evaluación 23/04/12

1

Read the text and then circle T if the sentence iss true or F if it is false.

Who is the e-mail for? a) Nikki

b) Jessica

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Think

4

Completa la tabla.

Always

100%

Usually

90%

. a) before the verb

Seldom

10%

Never

0%

b) after the verb

With verb to be (am, is, are, etc.) frequency adverbs go .

50% 20%

Elige la respuesta que corresponde.

We use frequency adverbs

70%

Occasionally

Choose the answer that corresponds.

a) before the verb

b) after the verb

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

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3

Complete the chart.

Do homework Go to school Get up early Play soccer Eat tamales Wash clothes 173

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Lesson 86

Does she usually have 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.

1

2

Find the days of the week.

S

U

N

D

A

Y

Y

S

A

Encuentra los días de la semana.

M

T

U

E

S

D

A

Y

S

O

D

H

I

N

A

R

T

A

N

G

N

U

S

D

H

S

T

D

S

P

A

R

U

U

Z

U

A

N

F

Y

M

S

M

S

R

Y

A

R

S

A

F

D

U

D

B

M

I

A

Y

D

E

A

A

W

E

D

N

E

S

D

A

Y

Y

A

A

E

O

H

G

A

H

S

A

Y

O

R

D

A

E

T

Look at Elena’s timetable. Observa la agenda de Elena. Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Breakfast

Breakfast

Breakfast

Breakfast

Breakfast

French

Biology

French

Biology

French

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

Laboratory

Physics

Laboratory

Physics

1:00 p.m.

Dance

Theatre

Dance

Theatre

Lunch

Lunch

Lunch

Lunch

8:00 a.m 9:00 a.m.

2:00 p.m.

Breakfast

Family lunch

4:00 p.m.

Guitar lessons

6:00 p.m.

Homework

Guitar lessons Homework

Homework

Saturday

Breakfast

Versión de evaluación 23/04/12

Read

Lunch Lunch

Homework

Go to the movies

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Write

4

Answer the questions with the chart’s information. Responde las preguntas con la información de la tabla.

Choose the answers that correspond. Elige las respuestas que correspondan.

For questions beginning with do you…? we answer

Does Elena usually have breakfast at 8 o’clock?

a) Yes, I do/No, I don’t

Does she usually have breakfast after school?

b) Yes, she/he does/No, she/he doesn’t

Does she usually go to the movies on Saturdays?

For questions beginning with does he/she…? we answer

Does she always have French lessons at 9 o’clock?

a) Yes, I do/No, I don’t

Does she always have lunch at 2 o’clock?

b) Yes, she/he does/No, she/he doesn’t

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

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3

Think

Watch TV Listen to rock music Chat on the internet Eat eggs for breakfast Go to bed late Play soccer

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Lesson 87

Are 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

Escribe sobre la línea los verbos en presente simple para la tercera persona del singular.

eat sleep do drink walk

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 ver

How often do you eat vegetables?

a

b

c

How often do you eat fruits?

a

b

c

How often do you eat fish?

a

b

c

How often do you eat meat?

a

b

c

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1

Write on the line the verbs in present simple tense for the 3th person singular.

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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?

a

b

c

How often do you go on a diet?

a

b

c

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.

Versión de evaluación 23/04/12

Do you drink more than 2 liters of water a day?

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Lesson 88

Sending an e-mail You will use sequencing adverbs to express your daily routine. Usarán los adverbios secuenciales para expresar su rutina diaria.

What are your daily activities? Name them all.

Read

1

Read the e-mail.

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

Lee el correo electrónico.

Write From: noel_gm@happypeople.com To: eliz-a-beth@londongirls.com 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

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 on n llas a imágenes. as imá

1 2 3

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?

4 5

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Speak

6 7

At what time does Noel go to bed?

8 178

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Wake up (8:30 a.m.)

1

Unit 4

Unidad 4

Have lunch (2:30 – 3:00 p.m.) Have breakfast (9:30 – 10:00 a.m.) Get up (9:00 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.

Sequence 4

Secuencia 4

In unit 4 sequence 4 you will learn to: En la unidad 4 secuencia 4 aprenderás a:

Versión de evaluación 23/04/12

Take a shower (11:30 – 11:50 a.m.)

• Identify cognates to help you understand texts about some animals.

Identificar cognados para ayudarte a comprender textos sobre algunos animales.

From: To: noel_gm@happypeople.com Subject:

• Make questions about a number of animals.

Hacer preguntas sobre diversos animales.

Dear Noel,

• Describe animals and their routine. Describir animales y su rutina.

Regards,

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Lesson 89

Crocodiles are an endangered species You will identify cognates in a text to look for specific information about some animals’ features. Identificarán cognados en un texto para buscar información específica sobre características de algunos animales.

Read Ordena las letras para formar una palabra.

2 G

Read the text. Lee el texto.

fe

(a/r/f/i)

E

p

(e/n/l/h/a)

K (o/a/a) ( /a (o /a/a /a))

l

t

Crocodiles are reptiles

Versión de evaluación 23/04/12

1

Order the letters to form a word.

Crocodiles are reptiles. Their habitat is the fresh salty water of rivers and lagoons. They feed mostly on fish, 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, Central America, the Caribbean, and northern South America. They are considered an endangered species in all parts of North, Central and South American range.

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Write

3

Think

4

Complete the table with the information about the crocodiles. Completa la tabla con la información acerca de los cocodrilos.

Circle the cognates in the text. Write them on the lines. Encierra en un círculo los cognados del texto. Escríbelos sobre las líneas.

Type Habitat Physical characteristics Diet Size

Write

5

Complete the information about different animals. Completa la información acerca de diferentes animales.

Animal

Lion

Type

Mammal

Diet

Habitat

Origin

Animals

Whale

Panda

China

Butterfly

Snake

Versión de evaluación 23/04/12

Crocodiles

Tropical rain forest

Reptile

Insects, animals 181

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Lesson 90

Elephants 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 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.

Elephant, a heavy animal!

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 in the African Savannah. The elephant is usually grey and is a very big animal. It has a long trunk. It uses its trunk to take showers, to carry things and to eat. It is an extension of its lips and nose. It is 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 lives 60 years approximately. It drinks between 100 and 200 liters of water a day. The elephant eats grass, leaves, fruits and seeds.

Versión de evaluación 23/04/12

1

Show what you know about animals. Write true or false.

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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

a) elephant

b) Africa

c) the text

In line 7 the word it refers to: a) trunk

b) elephant

c) Africa

to refer to animals and objects.

We use 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

The chimpanzee is an ape.

They lives in central Africa.

have ten legs.

Mauricio loves spiders.

The seahorse lives in the ocean.

is a type ype off fi fish sh. h

The octopus has eight tentacles.

eats small animals. mals.

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In line 5 the word it refers to:

lives in China and eats bamboo;

Chami is a panda.

is its principal food.

The forest is the house of bears.

Rose has a cat.

is full of ve vege vegetation vegetation. g ta ge tation n.

takes care of it.. 183

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Lesson 91

Do Bengal tigers live 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 Recuerda tus lecciones de Geografía.

Where is India located?

Read

2

Read the text. Lee Le e ell ttexto. exto ex t .

IIndia, nd n the house of tthe he Bengal tiger Robert Ro R ober Greenhouse, Bombay, India.

3

Answer An A sweer tthe sw he q h question. uest stio iion. Responde la pregunta.

What are the boys reading?

Tigers Ti iger live in the tropical fores st o est of India. They are orangeb br ow with black stripes. o brown Be en ngg tigers are usually soliBengal tar ta r y, they occasionally travel tary, in ggroups. r They live around 1 to 12 years. Bengal tigers 10 iin 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 camouflage. 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 tigers can climb trees effectively. They are also strong and frequent 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.

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1

Remember your Geography lessons.

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Write

4

Write

Answer the questions about the text. Contesta las preguntas sobre el texto.

a) Do Bengal tigers travel alone?

5

Write on the line do or does as necessary. Escribe sobre la línea do o does según corresponda.

a tiger like cheese? No, it doesn’t.

c) Does their color give them an excellent

Bengala tigers live in hot weather? No,

camouflage?

they don’t. a tiger climb trees? Yes, it does.

d) Does a tiger consume up to 30 kilograms

of meat at a time?

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 we 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 five 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

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Bengala tigers hunt? Yes, they do. b) Do Bengal tigers prefer to hunt at night?

1. 2. 3. 4. 5. 185

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Lesson 92 Lesson 92

Where do grey whales travel in winter? You will express animals’ characteristics in plural form. Expresarán características de animales en forma plural.

Read 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.

Read

2

Read the text. Lee el texto.

Long Trip Grey whales migrate from the cold waters of the Arctic to the warm bays of Baja California. They migrate in winter. They start their trip in October. It takes them between five and eight weeks to get to Magdalena Bay and San Ignacio Lagoons. They use this space to procreate and take care of their babies. The females suckle the

Write

3

babies until they are ready to leave. They remain there from December to April. Because of the hunt chase grey whales became an endangered species in 1946, and Mexican authorities prohibited the hunting in the lagoons. Nowadays the gray whale is not considered an endangered species anymore.

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1

Circle the incorrect word from the underlined words.

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. 186

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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

a) grey whales

We use animals and objects. a) it

b) ocean

c) lagoons

to refer to plurals for women, men, 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

Where do they live?

Answers

What is it?

They live in the ocean. They are a type of fish. They are the only species in which the male gets pregnant. They are found in tropical and warm waters.

Questions

Answers

They are marsupials. They are fat and hairy, most of them are grey.

What is it?

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In line 9 the word they refers to:

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. 187

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Lesson 93

Mini Check You will solve exercises in order to review what you have learned d throughout t the previous lessons. Resolverán ejercicios para reafirmar lo aprendido a lo largo de las lecciones cion nes anteriores. anteri ant eriore ore es.

Read Escribe en la línea las palabras que faltan.

0%

50 %

75 %

85 %

3

always sometimes

Lee el texto.

100%

never often

2

Read the textt

usually

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?

I always wake up p at 5 o’clock. ’ l k I take k a shower, h 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 finish 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 aiting forr me aiting me. La Later L ter I French poodle. It is always wa waiting get ready to go to bed.

Is Penny a dog?

Think

4

Read the text again. Complete the table. Lee el texto otra vez. Completa la tabla. Frequency adverbs

Pronouns

Verbs in present simple

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1

Write on the line the missing words.

Sequencers

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Unit 4

Write

5

Order the words to form questions. Answer them with true information.

Unidad 4

Ordena las palabras para formar preguntas. Respóndelas con información verdadera.

2 often/ to/ you/ parties/ go/ How/ do/ ?

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

Sequence 5

Secuencia 5

4 your/ Where/ do/ grandparents/ live/ ?

In unit 4 sequence 5 you will learn to: En la unidad 4 secuencia 5 aprenderás a: 5 vegetables/ eat/ you/ Do/ regularly/ ?

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1 eat/ What/ your/ pet/does/?

• Develop an exposition about animals that you like with posters and brochures. Desarrollar una exposición sobre animales que te gusten con folletos y anuncios.

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.

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Project Lesson 94 Part one

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 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

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

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

5

Work in pairs. Choose an animal you like. Trabajen en parejas. Elijan un animal que les guste.

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 filter.

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1

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 filtro escolar.

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Project

Come and visit our school zoo

Lesson 95 Part two

You will make a brochure about the chosen animal will be written down. Redactarán un folleto sobre el animal que hayan elegido.

Read

Elabora un folleto o anuncio

1

3

Revising Revisión

Read your draft to your partner.

Prewriting Antes de escribir

Let your partner read the draft to verify the details are important. Correct and edit:

Choose a topic. Gather specific details.

Did I capitalize the first letter of the proper nouns?

2

Did I begin titles and initials with capital letters?

Writing Redacción

Did I misspell some words? Look for the correct spelling in a dictionary.

1.

Get a sheet of paper.

2.

Divide the sheet in three parts of the same size.

3.

Fold the sheet.

4

4.

Write specific details (example: gorilla- is an animal similar to human, it is a mammal, etc.).

Glue or draw the images of your subject on the folded sheet.

5.

Mark with bold, underlined, etc., the important words.

6.

Illustrate your brochure.

Publishing Publicación

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.

It liv the oes in It ea cean. shr i ts smal mp… l

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Make a brochure or advertisement

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Project Lesson 96

Come and visit our school zoo

Part three

You will create a poster about the animal you chose. Crearán un póster sobre el animal que hayan elegido.

Read

Elabora un formato

1

Prewriting Antes de escribir

Gather specific details about the animal you have chosen.

2

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 first letter of the proper nouns? Did I begin titles and initials with capital letters?

Writing Redacción

Did I misspell some words? Look for the correct spelling in a dictionary.

Get a sheet of paper or construction paper. Draw a layout. Complete the layout with the information you gathered.

4

Publishing Publicación

Work at the playground. Type Origin Habitat Physical characteristics

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.

Diet Size

5

Write the information of the animal.

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Make a layout

Endangered species

Write the most important information. Try to be short and specific. Think about an illustration and make a layout of it. 192

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Project Lesson 97

Come and visit our school zoo

Part four

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

Diseña una invitación para ir al zoológico

1

Revising Revisión

Read your draft to your partner.

Before writing

Let your partner read the draft to verify that the information you include is important.

Antes de escribir

Correct and edit:

Gather specific details.

2

3

Did I capitalize the first letter of the proper nouns?

Writing Redacción

Did I begin titles and initials with capital letters?

Write a draft.

Did I misspell some words? Look for the correct spelling in a dictionary.

Write the most important information, try to be short and specific. Think about an illustration and make a layout of it. For example:

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.

Come to visit our

ZOO

Just for TODAY

nimals Know the a imagine! you’d never arn Come and le everything als about anim

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Design an invitation to the zoo

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Lesson 98

Review You will solve drills in order to verify what you have learned throughout the previous lessons. Resolverán ejercicios para reafirmar lo aprendido a lo largo de las lecciones anteriores.

Write Choose the letter that corresponds to each clock. Elige la letra que corresponde a cada reloj.

What time is it?

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) Sh She he ccooks. ooks oo k.

2 What does he do?

a) He takes a shower.

b) H Hee go goe goes es tto es o work. wo

3 What does he do?

a

It’s a quarter to eight.

b

It’s three o’clock.

It’s seven forty five.

c

It’s six past six.

a) He reads a newspaper.

d

It’s six six.

e

It’s five to eleven. It’s ten fifty five.

It’s half past eight.

b) He b) He eea eats ats ts b breakfast. reak re eak akfa kfa fast s. st

4 What does she do?

It’s eight thirty.

f

It’s a quarter past six.

me. a) She comes back home.

It’s six fifteen.

5 What does he do?

a) He watches TV.

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1

b)) S She Sh h rreads he eaads ead ds a b book. oo o ok. k

b) H Hee go goes to bed bed.

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have (3) cook

Complete the chart. Use the words in the chart. Completa la tabla. Usa las palabras de la tabla.

get help

take play y

do go (2)

Hello I’m Juan. I up at six ixx o’clock in n the morning ng g fr from rom m Mondayy to Friday. ay. y

I a sh sho showerr aatt ssix fifteen. een.

Then, TTh I breakfast b st at seven o’clock. o

I tto school ol at half past h st seven.

I soccer in n the recess. ess.

I back h home e at half pastt two.

I am meal att thr three rree o’c o’clock. lock. k..

I homework hom mew k at twenty ttwen past pas st fou four.

I TV at ha half alf past pas ast six.

I

Myy familyy and and I dinner diinner at eight o’clock.

I to bed d at nine thirty. r y. rty

4

my mother to dinner aat halff past sseven..

watch come

Write on the line the missing words. Escribe sobre la línea las palabras faltantes.

the

5

Complete the chart. Use the words in the chart.

the afternoon

the

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3

Go

Completa la tabla. Usa las palabras de la tabla.

Get Have

my teeth

up

dinner

to church

breakfast

a shower

to the park

my mother’s car

to school

dressed

to bed

English lessons

Walk Wash Take

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Lesson 99

Review You will solve drills in order to review what has been learned throughout the previous lessons. Resolverán ejercicios para reafirmar lo aprendido a lo largo de las lecciones anteriores.

Write 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

eat

have

take

get

have go be

at 7:30 a.m. then she Jennifer Gomez has a very busy day. She dressed, then she breakfast. At 8:30 a shower. After that, she to work. She a secretary. She a.m. 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 a bath and then goes to bed. aerobics. Then she

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

Susan

Get up early

Get up early

Get up early

Get up early

Get up early

Peter

Watch TV

Read a book

Listen to music

Go to the movies

Visit friends Watch TV

Susan Peter Susan

from Monday to Friday. on Mondays. on Saturdays.

Peter

on Tuesdays.

Susan

on Sundays.

Peter

Clean her room

Sunday Go to visit her grandparents Clean the house

on Wednesdays.

Susan doesn’t

on Saturdays.

Peter

on Thursdays.

Peter doesn’t

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1

on Saturdays.

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6

Complete the sentences with do or does. Completa los enunciados con do o does.

Yes, I

you like classical music? .

Luis

not like vegetables.

Mary

not speak French.

I dancing.

not go to parties. I

Write the questions to the following answers. Escribe las preguntas para las siguientes respuestas.

? I always brush my teeth. ? They live in the ocean.

not like

? you do exercise? Yes, I

.

I usually eat eggs for breakfast.

Laura love English lessons? Yes, she .

? No, I don’t. I’m afraid of water.

4

?

Complete the sentences with the prepositions in, on or at.

Lucy likes to eat vegetables and fruits.

Completa los enunciados con las preposiciones in, on o at.

I often do exercise

?

the morning.

Mario never eats fish.

I usually have an apple for breakfast 7:00 o’clock. I never go to parties

The Bengal tiger lives in India.

Tuesday.

I like to watch TV

night.

She goes to school

Saturdays.

5

?

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.

Complete the sentences with your information. Completa los enunciados con tu información.

I always

.

I usually

.

I often

.

I sometimes

.

I never

.

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3

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Self Evaluation • Autoevaluación I.

¿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?

Answer the following questions. II. 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 specific time?

3

Which is the preposition we use to talk about a specific 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 that you studied in this unit.

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1

Think about the English lessons and answer the following questions: Reflexiona sobre las lecciones de inglés y contesta las siguientes preguntas:

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Support material • Material de apoyo

Visit the BBC official website and review how to ask and tell the time.

Suggested material / Material sugerido

http://learnenglish.britishcouncil.org/en/englishgrammar/verbs/present-tense/present-simple http://learnenglish.britishcouncil.org/en/englishgrammar/verbs/verbs-ing-forms http://learnenglish.britishcouncil.org/en/englishgrammar/adverbials/adverbials-time

Visit the BBC official website and review how to give information about everyday activities.

http://learnenglish.britishcouncil.org/en/english-grammar/ verbs/question-forms

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Topics / Temas

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Parents’ sheet • Hoja para padres

Presenta los siguientes rezagos, dificultades o deficiencias, que se han detectado en:

Para solventarlos deberá:

Observaciones o comentarios del padre de familia o tutor:

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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, dificultades o deficiencias 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.

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Iconografía

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.

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Ilustraciones

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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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

Algunas recomendaciones: •

Si a usted se le dificulta 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. •

Cuando su desempeño no sea óptimo, usted puede acudir a la escuela para recibir asesoría sobre cómo

apoyar al niño en su formación académica. •

Si al revisar las tareas y ejercicios del niño no están registradas las calificaciones 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 eficaz. 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

Desempeño del niño

N˚ 1 2 3

Reactivos

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decisiones junto con los docentes para mejorar el aprovechamiento escolar.

Bloque I

II

III

IV

V

Las calificaciones obtenidas en las tareas del libro de texto reflejan que su trabajo fue Las calificaciones obtenidas en los ejercicios realizados en su cuaderno reflejan que su trabajo fue Al realizar actividades fuera de la escuela su desempeño fue

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Bloque

Reactivos

I

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

II

III

IV

V

IV

V

Mi desempeño

Bloque

Reactivos

I

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

II

III

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

Si obtuvo en más de 4 preguntas C. Mal. Requiere apoyo urgente

Se recomienda poner atención 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.

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 influye la familia. Le recomendamos contribuir con la escuela estando al pendiente de sus avances.

Versión de evaluación 23/04/12

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Ingles 1 telesecundaria  

es un libro de ingles básico para los estudiantes de telesecundara

Ingles 1 telesecundaria  

es un libro de ingles básico para los estudiantes de telesecundara

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