Santillana Secundariaenglish

Recursos didácticos Recursos didácticos
Secundaria 1 English
1
Recursos didácticos
Nelly Pérez Islas
English
1
English
1
Guía del docente y Edición anotada: Nelly Pérez Islas
El libro English 1. Recursos didácticos es una

obra colectiva, creada y diseñada en el Departamento de
Investigaciones Educativas de Editorial Santillana, con la
dirección de Clemente Merodio López.
El libro English 1. Recursos didácticos fue elaborado en Editorial Santillana por el siguiente equipo:
Edición: Nelly Pérez Islas
Asistencia editorial: Liliana Plata Quiroz
Revisión técnica y corrección de estilo: Nelly Pérez Islas, Liliana Plata Quiroz
Diseño de portada: Francisco Ibarra Meza
Ilustraciones de personajes de portada: Teresa Martínez, Carlos Vélez, Tania Juárez
Diseño de interiores: Alicia Prado Juárez, Eliete Martín del Campo Treviño, Juan Manuel Santamaría González
Dibujo: Duendes del Sur, Imanima Studio, Eliete Martín del Campo, Luis Sánchez Hernández, René Sedano Hernández,
Apolinar Santillán Martínez.
Diagramación: Alicia Prado Juárez
Estudio de grabación: Sonica Audio
Digitalización de imágenes: José Perales Neria, Gerardo Hernández Ortiz, María Eugenia Guevara Sánchez
English
Nelly Pérez Islas
1
1
Guía del docente y Edición anotada: Nelly Pérez Islas
La presentación y disposición en conjunto de cada página de English 1. Recursos didácticos son propiedad del editor. Queda estrictamente prohibida la reproducción
PROHIBIDA SU VENTA
parcial o total de esta obra por cualquier sistema o método electrónico, incluso el fotocopiado, sin autorización escrita del editor.
D. R. © 2009 por EDITORIAL SANTILLANA, S. A. DE C. V.

Av. Universidad 767
03100, México, D. F.
ISBN: 978-607-01-0122-9
Primera edición: enero de 2009
Miembro de la Cámara Nacional de la

Industria Editorial Mexicana. Reg. Núm. 802
Impreso en México
>PRESENTACIÓN
Este libro es fruto de un esfuerzo colectivo para hacer de la enseñanza del Inglés una
asignatura que permita el desarrollo integral de los estudiantes. Con base en las orienta-
ciones precisas que hemos estructurado, y en el sentido humano y creativo asentado en
cada página, su objetivo es proporcionar a los alumnos las competencias del lenguaje para
participar en las prácticas sociales del mismo tanto de manera oral como escrita. Deberán
aprender a usar el lenguaje para organizar su pensamiento y su discurso, para analizar y
resolver problemas y para producir e interpretar textos hablados o escritos.
English I. Recursos didácticos es una herramienta con la que los maestros de la asigna-
tura pueden optimizar el trabajo de los escolares. Este material brinda los elementos para
promover el aprendizaje del idioma Inglés satisfaciendo las necesidades de comunicación
básica en situaciones familiares y auténticas para los alumnos.
El libro English I. Recursos didácticos presenta en su primera parte la Guía docente

que incluye una dosificación organizada en cinco bimestres de los temas del libro del
alumno, prevista para 40 semanas de clases. En ella se especifican los propósitos de cada
bloque y las competencias, además de los aprendizajes esperados y de las evidencias de
cada tema. Asimismo, con base en las actividades realizadas, el logro de los propósitos
previstos, las observaciones de los docentes y la aplicación de la ejercitación de los conte-
nidos, se sugieren los momentos convenientes para evaluar el aprendizaje de las alumnas
y los alumnos.
Se incluyen, además, dos modelos de examen bimestral elaborados a partir de la dosifi-

cación de los contenidos del libro del alumno y, para facilitar el trabajo de calificación,
ofrece las respuestas de los diez exámenes.
Incluye también una sección denominada Los momentos de clase, en la cual se muestran
algunas estrategias de enseñanza y de aprendizaje útiles en el tratamiento de los temas
PROHIBIDA SU VENTA
del libro del alumno.
La segunda parte de este material presenta la Edición anotada que consiste en la re-
producción del libro del alumno, acompañado de sugerencias didácticas en inglés para
conducir las clases de English I, adecuadas al tiempo destinado a cada sesión y al
enfoque de la asignatura. De igual manera se presentan las respuestas sobreescritas de
las actividades del libro. El propósito es proporcionar a las profesoras y los profesores
algunos elementos que, sumados a su experiencia y creatividad, les permitan organizar
y dirigir el trabajo de los educandos.
Deseamos que este material responda a las necesidades de los docentes que dedican su
práctica profesional y su entusiasmo a la enseñanza del idioma Inglés.
III
>ESTRUCTURA DEL LIBRO DE RECURSOS
El libro English 1. Recursos didácticos tiene como finalidad apoyar a las maestras y los maestros en la organización,
preparación y desarrollo de sus clases.
Este material consta de dos grandes partes. La primera ofrece recursos para la planeación del curso y para la evaluación
de los y las estudiantes. Comprende los siguientes elementos:
La dosificación semanal de los contenidos del Programa Oficial de Inglés I, organizada en 40 semanas de clase y divi-
dida en cinco bimestres:
• Aprendizajes esperados. Estos son indicadores • Reflexión linguística. En esta sección se pone especial
de producción de textos (HABLAR Y ESCRIBIR) énfasis en los aspectos lingüísticos, pragmáticos y
• Propósito general y describen lo que los estudiantes producirán: discursivos de la lengua sobre los que los estudiantes
de la unidad. crear textos, para realizar una función y para reflexionarán para descubrir las regularidades y
participar en una práctica social. particularidades de la lengua y su relación o distancia
con la lengua materna.
• Número y Título • Prácticas Sociales. Establece • Evidencia de logro. Muestras del

de la unidad. en cuál práctica social tipo de producciones que se esperan
participará el estudiante. de los estudiantes.
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• Aprendizajes esperados. Estos son indicadores de

interpretación de textos (ESCUCHAR, LEER) y describen el
trabajo de los estudiantes con los textos, para realizar una
• Páginas donde se encuentran
función y para participar en una práctica social.
los contenidos.
• Las evaluaciones bimestrales formales

• Función muestra que ejemplifica el empiezan a partir de la unidad 1 donde
• Semana del año escolar tipo de producción esperada de los se incluirán los conocimientos adquiridos
para llevar a cabo el trabajo. estudiantes en el contexto del bloque. durante esta breve introducción.
IV Guía docente
Dos modelos de exámenes (term exams) para cada
bimestre: Incluye espacios para que cada escolar Se indica el factor en que se
anote sus datos personales, y el docente registre los dividirá la cantidad de aciertos
aciertos y la calificación correspondiente. de cada examen.
5=@IJKK<ID<O8D8
Name: Date: 4. Fill in the blanks with the correct words from the box. (5 points)
Total correct points divided by 4
their my our your her
1. Underline the correct option. (5 points)

Is she neighbor?
2. I am from Ireland. name is Alex. 4. caps are nice!
I am from Seattle, Washington. Seattle is (1) a/an city in the United States. It is near the border of Canada in the
3. Wendy is Irish, but mom is Indian. 5. We love parents.
northwest corner of the USA. I live in (2) a/an town called Olympia which is on Puget Sound. I live in (3) a/an house
in the countryside. The street is called “Bear Street”, it is a quiet street, and the house is old –more than 100 years
5. Fill in the blanks with this or that. (4 points)
old! I am (4) a/an English teacher at (5) a/an school in the center of my town.
2. Fill in the blanks writing the correct nationality. (5 points)

1. is a sun.
(0) (1) 2. is my brother.
A: Where is Nadia from? A: Are they Colombian?
B: She’s from Canada. B: No, they aren’t. Serena is (1) ,
A: Oh, She’s Canadian . she’s from Italy. Luz is (2) , 3. is a comet. 4. is Saturn.
she’s from Peru.
(2) (3)
A: Is Yuriko Chinese? A: Are you Spanish? 6. Write the name of the following numbers. (7 points)
B: No, she isn’t. She’s from Japan, she’s (3) B: No, we aren’t. Joe is (4) , he
. is from Brazil, and I’m from Guatemala, I’m (5) 1st 60 3rd. 15 5th 19 20
.
3. Complete the conversation using am, is, are or not. (10 points) 7. Write what these people do and the name of the objects. (4 points)
A: Hello, My name (0) is Pedro. What (1) your name?

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B: Janet.
A: Where (2) you from, Janet?
B: I (3) from Newcastle. And you? 1. . 2. .
A: I (4) from Cordoba. (5) you American?
B: No, I’m (6) . I (7) Australian. And you, (8) you Spanish?
A: No, I’m (9) . I (10) from Argentina.
B: Oh, nice to meet you. 3. . 4. .
A: Nice to meet you, too.
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Se indica el valor en puntos de

Cada examen está compuesto por dos cada reactivo.
páginas que pueden ser fotocopiadas para
que los estudiantes trabajen con ellas.
La sección Los momentos de clase presenta algunas
estrategias de enseñanza y de aprendizaje útiles en el
Para facilitar al educador la tarea de calificar se tratamiento de los temas del libro del alumno.
incluyen las respuestas (answers) de los exámenes
modelo. Si la respuesta no es única, se muestra una
5CFJDFD<EKFJ;<:C8J<
respuesta sugerida: suggested answers, y si es abierta o La vida moderna y, sobre todo el mundo globalizado,
obligan a conocer otro idioma como un medio para in-
Para lograr lo anterior, es indispensable que el docente
sea consciente de la importancia del nuevo enfoque y
tegrarse a la sociedad mundial. El idioma inglés ofre- tome en cuenta que los momentos didácticos en el aula
libre: students’ own answer. ce el mayor rango de comunicación entre la población

mundial, por lo que el dominio de este idioma en Méxi-
co es indispensable.
son fundamentales para lograr que los alumnos compren-
dan y desarrollen las competencias requeridas para inte-
ractuar tanto de manera escrita, como oral, en el nuevo
idioma. Los momentos didácticos son tres: planeación,
La enseñanza de este idioma en la etapa de educación bá- instrumentación didáctica y evaluación.
sica (secundaria) permite utilizar instrumentos novedosos
y prácticos que atraigan la atención de los estudiantes por Planeación, define qué se aprenderá, para qué y cómo; la
aprender y participar en prácticas sociales del lenguaje, forma en que se utiliza el tiempo y el espacio en el aula;
orales y escritas, tanto en situaciones familiares como aca- los materiales que se utilizarán para apoyar el aprendi-
PROHIBIDA SU VENTA
démicas, y tener acceso a la información mundial. zaje; y, las interacciones en las que el alumno participa.
En resumen, la planeación es la dosificación que se hace
para trabajar los contenidos curriculares y así, facilitar la
construcción de conocimientos.
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El enfoque del programa actual considera que el propó-
First Term Exam (A) 4. b) In front of c) Next to d) On e) Under
sito de cada bloque así como las prácticas sociales en las
5. 1. Do don’t 2. Does does 3. Does doesn’t
1. 1) a 2) a 3) a 4) an 5) a 4. Does doesn’t 5. Do don’t 6. Do do
que el alumno participará, son la base fundamental para
2. 1) Italian 2) Peruvian 3) Japanese desarrollar lo anteriormente expuesto, por lo que al pla-
4) Brazilian 5) Guatemalan Third Term Exam (A) near una clase, se debe también considerar lo siguiente:
3. 1) is 2) are 3) am 4) am 5) Are
6) not 7) am 8) are 9) not 10) am 1. (Suggested answers) • Identificar las habilidades y competencias intelectua-
4. 1. your 2. My 3. her 4. Their 5. our 1. Shall we go to the soccer match? O.K. Thanks. les que se pretende desarrollar o fortalecer, y los logros
5. 1. This 2. That 3. That 4. That 2. Shall we go to the baseball match? That sounds great! de aprendizaje.
6. First Sixty Third Fifteen Fifth Nineteen Twenty 3. Shall we go to the concert? I’d prefer to play baseball.
7. 1. He’s an electrician. 3. It’s a notebook. 4. Shall we go to the movies? Sure!
• Promover estrategias de aprendizaje congruentes con
2. It’s a blackboard. 4. He’s an artist / a painter. 5. Shall we go swimming? Yes, I’d love to.
2. (1) Sorry (2) visiting (3) Why
los contenidos.
First Term Exam (B) (4) park (5) funny (6) Why don’t
(7) sounds (8) Let’s (9) take (10) O.K. • Activar permanentemente la recuperación de conoci-
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1. (1) is (2) are (3) am (4) am (5) Are 3. 1. isn’t / is not 2. studies 3. enjoys mientos previos.
(6) not (7) am (8) are (9) not (10) am 4. goes 5. likes 6. collects 7. practice
2. 1) Brazilian 2) Guatemalan 3) Japanese 4. 1. Tom likes weightlifting, but he hates boxing. • Generar conflictos cognitivos que motiven a la re-
4) Italian 5) Peruvian 2. Jules likes basketball, but he dislikes fishing. flexión y aplicación de lo aprendido.
3. (1) a (2) a (3) a (4) an (5) an 3. Sarah loves mountain biking, but she hates parachuting.
Es del conocimiento de todos los docentes que el nuevo
4. 1. your 2.Their 3. my 4. Our 5. his 4. Sean likes studying and he loves rafting.
programa de inglés está dirigido a los alumnos que no • Propiciar situaciones de participación individual, en
5. First Fourteen Ninth Three Eight Fifteen 5. 1. b) eating 2. a) Yes, he does.
6. 1. It’s a blackboard. 2. She is a nurse. 3. b) Is 4. c) Yes, they do.
cuentan con conocimientos previos del idioma, pero que equipo y grupal.
3. He’s a carpenter. 4. It’s a book. 5. It’s a chair. 6. 3 5 2 1 6 4 ya son competentes en el uso de su lengua materna. Esto
7. 1. This 2. This 3. That 4. That significa que los estudiantes que ingresan en la escue- • Fomentar la retroalimentación entre los alumnos y la
Third Term Exam (B) la secundaria poseen un sólido conocimiento acerca de autoevaluación.
Second Term Exam (A) cómo funciona el lenguaje y cuentan con diversas habi-
1. (1) River (2) Sorry (3) swimming lidades que pueden ser transferidas o adecuadas para el • Ofrecer una evaluación congruente con el enfoque
1. 1. This is her book. 2. These are his shoes. (4) Why (5) cool (6) Why don’t aprendizaje de la lengua extranjera. propuesto.
3. That is their car. 4. This is her schoolbag. (7) great (8) Let’s (9) take (10) O.K.
5. Those are his caps. 2. 3 2 6 5 4 1
2. 1. skirt 2. blouse 3. jacket 3. 1. goes 2. teaches 3. collects MAK> <jVYdXZciZ
4. pants 5. short 4. enjoys 5. don’t listen to 6. practice
3. a) On b) In front of c) Under d) Next to 7. isn’t / is not
4. 1. swimming 2. reading 3. driving 4. 1. b) Is 2. a) Yes, they do.
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4. playing 5. singing 3. c) drinking 4. c) Yes, she does.

5. 1. Do do 2. Do don’t 3. Does doesn’t 5. (Suggested answers)
4. Does does 5. Does does 6. Do don’t 1. Shall we go swimming? O.K. Thanks.
2. Shall we go to the soccer match? I’d prefer to play
Second Term Exam (B) baseball.
La segunda parte incluye la Edición anotada,

3. Shall we go to the concert? Yes, I’d love to.
1. 1. This is her schoolbag. 2. That is their car. 4. Shall we go dancing? Sure!
3. Those are his caps. 4. This is her eraser. 5. Shall we go to the movies? That sounds great!
5. These are his shoes. 6. 1. Andy likes basketball and he loves fishing.
2. 1. jacket 2. short 3. pants 2. Patty loves parachuting, but she dislikes
sugerencias para conducir la clase y respuestas de

4. blouse 5. skirt mountain biking.
3. 1. driving 2. reading 3. swimming 3. George hates studying, but he likes rafting.
4. singing 5. playing 4. Joe dislikes boxing and he hates weightlifting.
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las actividades.
Estructura del libro de recursos V

>DOSIFICACIÓN
PRIMER BIMESTRE
Unit 0 (Introductorio). Classroom Language
Unit I. Personal Identification
Propósitos:
• Proveer a los estudiantes de vocabulario para el salón de clases que les permitirá comunicarse en inglés en las lecciones posteriores de lengua extranjera.
• Habilitar a los alumnos para presentarse a sí mismos y a otras personas, e intercambiar datos personales.
Semana Lección Página Prácticas sociales Funciones Principales aprendizajes esperados (INTERPRETACIÓN)
Week Lesson Page Social Practices & Functions Strategic Competences
1. Welcome to English Class 10 Dar y obtener • Saludar y responder • Usar información verbal y no verbal para facilitar
Unit 0
2. Spelling 12 información de tipo a saludos. la comunicación.

1 3. Let’s sing 14 personal y no personal. • Usar información verbal y no verbal para enriquecer
Establecer y mantener • Comunicarse en el la comunicación.
contactos sociales. salón de clases y fuera
4. What’s today’s date? 16 del mismo. • Interpretar gestos, expresiones faciales y
5. My birthday 18 contextos visuales.
2 6. Wrapping up! 20 • Reconocer cuándo están confundidos.
• Usar lenguaje verbal y no verbal para aclarar confusiones
en una comunicación.
1. Personal identification 24 Dar y obtener • Compartir información • Leer y completar un formato de registro para obtener una
2. It’s a pretty city 26 información de tipo personal. cuenta de correo electrónico.
personal y no personal. • Escuchar a personas presentándose a sí mismas y a otras.
Unit 1
Establecer y mantener • Presentarse a sí mismos Identificar datos personales.

3 contactos sociales. y presentar a otros.
3. They are my friends 28 • Describir una fotografía.
Reconocer datos personales.
• Resolver un crucigrama.
4. My father is a teacher 30 • Escuchar una conversación acerca de las ocupaciones de
personas. Identificar profesiones.
5. Where are you from? 32 • Escuchar una rima para practicar nombres de países
y nacionalidades.
4
6. World languages 34 • Leer un artículo acerca de los idiomas en el mundo.
Obtener información específica.
• Leer un e-mail para identificar datos personales,
y responderlo.
Dar y obtener • Compartir información
7. Claudia is Italian 36 información factual personal. • Escuchar a personas hablando de ellas mismas. Identificar
de tipo personal y diferentes nacionalidades y lenguajes.
8. Let’s chat 38 no personal. • Leer un una conversación electrónica (chat). Obtener
5 información relacionada con nacionalidades.
PROHIBIDA SU VENTA
9. What’s your e-mail 40 • Leer presentaciones personales y una identificación.

address? Extraer datos personales.
10. Erick’s ID 42 • Leer una identificación personal. Extraer datos personales.
6 11. Where is my ID? 44 • Escuchar a personas hablando de sus pertenencias.
Identificar a los dueños de las cosas.
12. A famous person 46 • Leer la presentación de una persona famosa
(Mario Molina). Extraer datos personales.
13. Wrapping Up! 48
7 14. Print Out 49 Establecer y mantener • Presentarse y • Resolver ejercicios tipo examen.
contactos sociales. presentar a otros.
15. Time for Culture and Fun 50 Dar y obtener
16. Tuning up! 51 información de tipo • Compartir información
personal y no personal. personal.
17. The Cool Teens Magazine 52 • Leer un artículo para identificar datos personales de
8 18. My personal English file 53 deportistas famosos.
FIRST TERM EXAM (EVALUACIÓN PRIMER BIMESTRE)
VI Guía docente
Principales aprendizajes esperados (PRODUCCIÓN) Reflexión lingüística Producciones muestra (EVIDENCIA DE LOGRO)
Performance Evidence Reflection on the Language Examples
• Reconocer y entender textos cotidianos para usarlos • Que el imperativo se usa para dar instrucciones. • Come in.
con un propósito. Usar conocimientos del mundo • Palabras de saludo: Hello, good morning, how are you? • Good afternoon. How do you do?
y claves para inferir el significado de palabras • Elementos para comunicarse en clase. • May I come in?
desconocidas. Inferir el significado de un mensaje. • Deletrear palabras y manejar números y fechas. • Today is Monday, September 5th.
• Reconocer y entender textos académicos para • Asociar palabras o textos con imágenes. • Match the correct number of objects with
usarlos eficientemente. Reconocer los contenidos • Usar el diccionario para inferir significados. the corresponding word.
de las entradas de un diccionario y entender • Completar diálogos y ser capaces de repetir y crear • A notebook is a small book with anotations
su función. conversaciones. on it.
• Usar el lenguaje creativa y apropiadamente. • How are you?
• Estructurar diálogos intercambiando información • Palabras que describen nacionalidades (terminaciones: an, • I’m Chinese.
relacionada con nacionalidades. ian, ish, ese) y algunas excepciones ( Ej: Greek, Arab)
• Estructurar conversaciones brevísimas • Diferencia entre la forma completa y la contracción del • This is Erick.
intercambiando información personal. verbo to be (I am - I’m, he is - he’s, they are- they’re, …). • He’s a new student.
• They are my cousins.
• Proporcionar datos personales y de otras personas. • Algunos elementos lingüísticos indican adición (and, “,”). • My name is Mariana and I’m from Yucatán.
• My friends are from México.
• Estructurar conversaciones intercambiando • La relación entre artículos indefinidos (a, an) y sustantivos • His father is a pilot.
información respecto a las ocupaciones de sus padres. que inician con sonidos de vocales (a pilot, an actress, etc.). • His mother is an actress.
• Completar información acerca del trabajo de • Repaso de la lección previa. • Vocabulario de empleos y profesiones
algunas personas. (nurse, doctor, carpenter, electrician, etc.).
• Escribir la respuesta a un e-mail, proporcionando • El formato de un e-mail. • My name is Fiorella Gazzara.
datos personales. • El uso de algunos signos de puntuación del español al inglés • My e-mail address is:
y sus diferencias (En inglés se usa coma después del saludo, fgazzara94@english1.com
en vez de punto.)
• Hacer una tabla con datos personales de otras • Similitudes y diferencias entre las palabras usadas para • Vocabulario de países, nacionalidades
personas (país, nacionalidad e idioma). referirse a idiomas y nacionalidades. e idiomas
• Hacer un cuadro con diferentes nacionalidades. • Repaso de la lección previa. • Vocabulario de nacionalidades (Scottish,
Chinese, Colombian, etc.).
PROHIBIDA SU VENTA
• Redactar la semblanza de una persona admirada. • El formato de una identificación personal. • My phone number is five, double oh,
• Cómo deletrea la dirección de correo electrónico y teléfono. seven, six, six.
• Proporcionar datos sobre una • La diferencia en el orden de los elementos de una dirección • Her address is 23 Nebraska.
identificación personal. postal en español y una en inglés (name of the street + • His ID card number is 443321.
number of house). Repaso de lección previa.
• Estructurar una conversación referente a • El empleo de adjetivos posesivos • This is my ID.

algunas pertenencias. (my, your, his, her, etc.). • Your math book in on the table.
• Presentar por escrito a un personaje imaginario. • Cómo se organiza la información de una presentación. • Mario Molina is a famous Mexican chemist.
• Algunos elementos lingüísticos indican adición (and, “,”) • He is a Nobel Price winner.
• Escribir un e-mail para intercambiar • Revisión del lenguaje visto en esta unidad. • Repaso del vocabulario visto en
datos personales y presentar correspondencia. esta unidad.
FIRST TERM EXAM (EVALUACIÓN PRIMER BIMESTRE)
Dosificación VII
>DOSIFICACIÓN
SEGUNDO BIMESTRE
Unit 2. Actions in Progress
Propósitos:
• Habilitar a los alumnos para dar y obtener información acerca de posesiones.
• Describir acciones que están en progreso al momento de hablar.
1. Look at this mess! 56 Dar y obtener • Preguntar y responder • Escuchar una conversación acerca de pertenencias.
información factual preguntas acerca de Determinar posesiones y dueños.
2. What’s going on? 58 de tipo personal y posesiones personales. (Words and expressions from conversation in Lesson 1).
no personal.
3. This is Sully’s sweater 60 • Escuchar una conversación. Discriminar pertenencias
propias y ajenas. Determinar posesiones e identificar
9 el posesivo ‘s.
4. What is she wearing? 62 Realizar algunas • Comprar y vender • Escuchar una conversación respecto a la ubicación de
transacciones básicas. cosas (ropa). pertenencias. Identificar la localización de objetos.
5. Where is my cell phone? 64
• Escuchar una conversación respecto a la compra de
6. These are my personal 66 ropa. Identificar la localización de algunas prendas.
belongings Introducir el pronombre demostrativo these.
10
• Escribir una canción relativa a prendas de vestir y
preposiciones de lugar.
7. Are these your things? 68 Dar y obtener • Preguntar y responder • Leer descripciones de fotografías de dormitorios.
información factual preguntas acerca de Identificar posesiones y ubicación de objetos.
8. A secret location 70 de tipo personal y posesiones personales
no personal. (haciendo referencia a • Escuchar una conversación en la oficina de objetos
9. The word chain 72 su ubicación). perdidos (Lost and found).
Identificar posesiones y determinar las posesiones de
• Describir lo que la gente una persona.
viste o está vistiendo.
11
PROHIBIDA SU VENTA
• Leer un diálogo respecto a la ubicación de

algunas pertenencias.
• Leer la descripción de una fotografía.
• Discriminar entre varias personas y localizar a una.
10. I’m catching a cold 74 • Describir lo que la gente • Determinar lo que alguien está haciendo/vistiendo.
está haciendo/vistiendo.
11. What is she doing? 76
12. Working out! 78

12
VIII Guía docente

Escribir oraciones relativas a pertenencias. • La implicación de proximidad o distancia física al emplear • This is my pocket calculator.
los pronombres demostrativos this y that. • That is your History book.
Crear una conversión respecto a pertenencias • Vocabulary of clothes: skirt, T-shirt, blouse,
personales. Establecer posesiones propias y de • Repaso del lenguaje incluido en la lección 1. scarf, cap, etc.
otras personas. • This is Sully’s…
• El empleo del apóstrofe para indicar posesión • That is Oscar’s backpack.
(e.g. It is Ivan’s shirt).
Elaborar un dibujo que muestre localización de objetos • Algunas preposiciones como on, in, next to, under y • Where’s my cell phone?
personales en su dormitorio. Los alumnos pueden, between, entre otras, indican ubicación. • Is it in your schoolbag?
oralmente, describirle a un compañero la ubicación de • Your cell phone is between Din and Dan.
dichos objetos. • Los pronombres demostrativos tienen forma singular: • Look at those pants on that table.
this y that, y plural: these y those. • That blouse is beautiful.
Escribir una canción relativa a prendas de vestir y • This is my room.
preposiciones de lugar. • Algunos sustantivos no tienen forma singular: jeans, pants, • These are my personal belongings.
eyeglasses, etc.
Describir por escrito el propio dormitorio. Incluir
posesiones y ubicación de objetos
Recrear una conversación en la oficina de objetos • El orden de las palabras cambia cuando son oraciones y • Is this your book? No, it isn’t.
perdidos (preguntar y responder acerca de cuando son preguntas: This is a book ➝ Is this a book? • Are these your keys? Yes, they are.
algunas pertenencias). • Where’s my pocket calculator? It’s in
• La pronunciación entre los sonidos de vocal corta y larga, your bag.
Dialogar respecto a la ubicación de hacen la diferencia en significado al usar pronombres
algunas pertenencias. demostrativos: this (/Is/) y these (/i:z/).
• Algunas preposiciones next to, under, y between, etc.,

PROHIBIDA SU VENTA
indican ubicación.
Describir por escrito una fotografía. Detallar la • El Presente Continuo se utiliza para describir cómo • She’s wearing a blue cap.
vestimenta de las personas. viste/está vistiendo la gente. • He’s wearing tennis shoes.
• Oscar is taking medicine.
Crear una conversación telefónica acerca de acciones • El Presente Continuo indica acciones que están sucediendo • I’m pasting the gang’s picture in my
que están sucediendo en ese momento. al momento de hablar. photo album.
Dosificación IX
>DOSIFICACIÓN
13. Hot dogs and sodas 80 • Escuchar a alguien describiendo una fotografía donde
aparecen varias personas. Determinar lo que esas
personas están haciendo/vistiendo. Introducir la
forma en plural del Presente Continuo.
14. Taking pictures 82 • Leer un diálogo en desorden para ordenarlo.

13
15. They aren’t eating 84 • Identificar en un crucigrama palabras relacionadas con
ice cream actividades en progreso.
16. What are you doing now? 86 • Escuchar una conversación telefónica en la cual se
describen actividades de la gente que está alrededor.
17. They’re wearing sweats 88 • Leer un una conversación electrónica (chat) acerca de
actividades en progreso.
14 18. Chatting on the Net 90 • Leer un correo electrónico de alguien que da y pide
información de actividades en progreso. Determinar
esas actividades.
Dar y obtener
• Describir lo que la gente
información factual
está haciendo/vistiendo
19. Wrapping up! 92 de tipo personal y • Resolver ejercicios tipo examen.
al momento de hablar.
no personal.
20. Print Out 93
21. Time for Culture and Fun 94
15 22. Tuning up! 95

PROHIBIDA SU VENTA
23. The Cool Teens Magazine 96 • Leer un artículo de moda.
24. My personal English file 97 • Identificar acciones en progreso y vocabulario

de ropa.
16
SECOND TERM EXAM (EVALUACIÓN SEGUNDO BIMESTRE)
X Guía docente
Estructurar por escrito oraciones respecto a lo que la • El Presente Continuo indica acciones que están en progreso • What are you doing?
gente de la fotografía está haciendo. al momento de hablar. • Is Peter working out? Yes, he is. / No, he
isn’t.
Describir una fotografía propia. Especificar vestimenta • El orden de las palabras cambia cuando son oraciones y • I am wearing my favorite sweater.
y actividad. cuando son preguntas. • I am standing next to Liz.
He is wearing a cap → Is he wearing a cap? • Are they having lunch? Yes, they are. / No,
Estructurar conversaciones brevísimas relacionadas they aren’t.
con lo que las personas de algunas fotos están o • El Presente Continuo indica acciones que están en progreso • They are eating hot dogs.
no haciendo. al momento de hablar.
Estructurar una conversación con base en una imagen. • El orden de las palabras cambia cuando son oraciones y • Is Lucy riding a bike?
Describir lo que la gente de esa imagen está o cuando son preguntas. They are drinking milk → Are they • Are they playing soccer?
no haciendo. drinking milk?
Elaborar un crucigrama en el cual otros identifiquen • Diferencias en la terminación de los verbos en Presente • Vocabulario de palabras en gerundio.
palabras relacionadas con actividades en progreso. Participo (en gerundio) para formar el Presente Continuo.
dance → dancing, shop → shopping, go → going, etc.)
• What are they doing? They are
Estructurar una conversación respecto a las actividades studying math.
en progreso de las personas que lo rodean. • I’m watching the boys.
Estructurar por escrito una conversación electrónica • El empleo del lenguaje de las lecciones previas para reforzar • I’m listening to Shakira.
(chat) acerca de actividades en progreso. el aprendizaje en situaciones nuevas. • Are you doing homework?
Escribir un correo electrónico en relación con las

actividades en progreso. (Podría darse respuesta al
correo leído.)
Resolver ejercicios tipo examen.

PROHIBIDA SU VENTA
Crear un póster promocional de ropa. Incluir • Su aprendizaje y avance en el uso del lenguaje visto en • Revisión del lenguaje visto en esta unidad.
información sobre famosos que visten esa ropa. esta unidad.
Describir por escrito, con base en una imagen, a un

actor o actriz famosos. Mencionar qué ropa viste y qué
está haciendo.
Registrar información importante de la unidad.
SECOND TERM EXAM (EVALUACIÓN SEGUNDO BIMESTRE)
Dosificación XI
>DOSIFICACIÓN
TERCER BIMESTRE
Unit 3. Hobbies, Leisure and Sport
Propósitos:
• Habilitar a los alumnos para expresar sus intereses relacionados con aficiones, pasatiempos y deportes, así como describir esas actividades y distinguirlas de las que no
son de su agrado.
• Hacer y responder a invitaciones a lugares y eventos relacionados con el tema.
1. I like basketball! 100 • Expresar preferencias • Leer y escuchar un diálogo para expresar algunas
personales y las de actividades de su agrado y desagrado.
2. I hate swimming 102 otras personas.
• Escuchar una conversación para diferenciar el uso de
3. X-treme sports 104 • Expresar agrado y verbos que expresen actividades de su gusto.
desagrado por
deportes extremos. • Describir las actividades de su agrado y desagrado.
17 • Leer y escuchar un diálogo para usarlo como

referencia, crear diálogos respecto a ellos mismos.
4. Scrapping 106 • Expresar agrado y • Leer y escuchar un texto y una conversación para
desagrado por determinar el uso de verbos y auxiliares en tercera
ciertas aficiones. persona del singular.
5. Movies and music 108 • Escribir a un amigo por • Leer dos cartas para determinar el contraste entre una
correspondencia acerca oración afirmativa y una negativa.
de los gustos de
sus amigos.
Establecer y mantener
18 6. Remembering 110 contactos sociales. • Responder preguntas • Completar un correo electrónico para usar
good moments sobre sus propias información de lecciones anteriores, y responder a
aficiones y hablar de preguntas de tipo personal para expresar sus propias
buenos momentos que aficiones y los buenos momentos de su vida.
siempre quiera recordar.
PROHIBIDA SU VENTA
7. Does she like 112 • Hablar de lo que a otras • Escuchar una conversación acerca de las cosas que
teddy bears? personas les agrada y agradan y desagradan a dos chicas, para exponer de
desagrada hacer. manera más clara el uso de la tercera persona del
singular en Presente Simple.
8. Leisure, activities 114 • Hablar de pasatiempos
and sports y deportes. • Leer y escuchar un diálogo acerca de pasatiempos
y deportes, para exponer el uso de do al hablar en
9. The opera singer 116 • Hablar de lo que a otras primera persona.
19 personas les agrada y
desagrada hacer. • Escuchar conversaciones acerca de lo que a otras
personas les agrada y desagrada hacer, a fin de repasar
el empleo de la tercera persona del singular en
Presente Simple.
• Tener como referencia estas conversaciones para

escribir un breve texto en tercera persona.
XII Guía docente

Estructurar oraciones con las cuales se muestre • Los verbos para expresar gustos y actividades: like/love, • I like basketball.
preferencia por ciertas actividades y desagrado dislike son seguidos por un objeto directo (sustantivos, • I like swimming.
por otras. gerundios o infinitivos). • I like to play chess.
• I love to read novels.
Estructurar oraciones con las cuales se describan • El empleo de do como auxiliar para oraciones negativas. • I don’t like boxing.
actividades que a otra persona le • Letters.
desagrade realizar. • La letra ‘s’ es la terminación de un sustantivo para indicar el • Mariana likes to visit her friends.
plural, y la terminación de un verbo cuando hablamos de la • He likes working out but he hates boxing.
Dialogar acerca de los propios gustos y desagrados tercera persona del singular. • Do you like X-treme sports?
respecto a deportes extremos.
• But se emplea para indicar contraste.
• El empleo de do como auxiliar para estructurar preguntas.
Responder a algunas preguntas basadas en la lectura, • El uso de ‘s’ es la terminación de los verbos en tercera • Does your mom like rock music?
así como en los propios gustos y los de los papás. persona del singular, en Presente Simple. • My mom doesn’t like rock music.
• My mom hates rock music.
Escribir una carta a un amigo a fin de describir • El empleo de does como auxiliar para estructurar preguntas • Óscar loves adventure movies but he
actividades que a otro amigo le gustan o le disgustan. y formas negativas en la tercera persona del singular, en doesn’t like horror movies.
Presente Simple. • I like scrapping.
Responder algunas preguntas sobre sus • Yes, I do / No, I don’t.
propias aficiones. • El empleo de but para indicar contraste entre una acción • Everyday, once a month…
que agrada y otra que desagrada.
Expresar, mediante recortes o dibujos, cinco
momentos memorables de su vida. • Repaso del lenguaje incluido en lecciones anteriores.
PROHIBIDA SU VENTA
Escuchar una conversación y completar un cuadro con • Cuando se habla en tercera persona del singular en • She likes books.
información respecto a ésta. Presente Simple. • She doesn’t like teddy bears.
• She does no/doesn’t like music.
Escribir oraciones, basadas en dibujos, que expresen • Se añade ‘s’ en la terminación de los verbos. • Do you like football?
actividades que a otras personas agradan o desagradan. • Yes, I do/No, I don’t.
• Cuando se emplea el auxiliar does, se omite la terminación
Ordenar fotos de acuerdo con lo escuchado. ‘s’ en el verbo.
Emplear el auxiliar do en oraciones interrogativas.
• En las negaciones, puede emplearse does not o la
contracción doesn’t.
• En Presente Simple, exceptuando la tercera persona del

singular, se emplea el auxiliar do.
Dosificación XIII
>DOSIFICACIÓN
10. Inviting your friends 118 • Hacer invitaciones. • Leer y escuchar un diálogo acerca de una invitación
para conocer el modo interrogativo en preguntas a
alguien, respecto a acudir a un determinado lugar.
11. A music show 120 • Hacer invitaciones y • Leer y escuchar un diálogo acerca de la próxima
responder a ellas. realización de un festival de música, para repasar la
20 forma de hacer una invitación.
12. Do you like opera? 122 • Hacer ofrecimientos y • Observar el menú de la cafetería del lugar donde se
responder a ellos. realiza el festival, a fin de determinar la forma de
hacer ofrecimientos.
13. Let’s go to the mountains! 124 • Hacer propuestas y • Leer y escuchar una conversación respecto a la
responder a ellas. planeación de una excursión; prestar atención
a ciertas frases, para captar cuáles pueden ser
empleadas en expresiones de propuestas.
14. Planning an excursion 126 • Leer y escuchar un diálogo acerca de las actividades
que pueden realizarse en una excursión, a fin de
repasar frases empleadas en expresiones
de propuestas.
21 15. Let’s go to the movies! 128 • Leer y escuchar una conversación acerca de las
actividades que pueden llevarse a cabo en una
Establecer y mantener
excursión, a fin de determinar el empleo del auxiliar
contactos sociales.
shall para hacer propuestas.
16. Wrapping up! 130 • Expresar gustos • Revisar el vocabulario y las estructuras mostradas
y preferencias. en la unidad.
PROHIBIDA SU VENTA
17. Print Out 131 • Emplear el vocabulario y las estructuras

22 mostradas. Basarse en lo hablado respecto a
18. Time for Culture and Fun 132 excursiones escolares.
19. Tuning up! 133 • Hacer propuestas y • Leer y escuchar un texto relacionado con deportes
responder a ellas. extremos. Escribir un breve texto que hable de lo
20. The Cool Teens Magazine 134 relacionado con un deporte extremo favorito.
• Expresar gustos
23 21. My personal English file 135 y preferencias. • Revisar el vocabulario y las estructuras mostradas en
la unidad.
THIRD TERM EXAM (EVALUACIÓN TERCER BIMESTRE)
XIV Guía docente

Escribir un breve texto en el que se hable sobre lo que a • Repaso del auxiliar does en preguntas en tercera persona • Does Mrs. Taylor like to run? No, she
alguien de la familia le gusta coleccionar. del singular, en Presente Simple. doesn’t.
• Would you like to go to the party?
Leer información y estructurar preguntas basándose en • El empleo de would you like to go to… en invitaciones. • Would you like to go to the festival?
esa información. A diferencia de like, would like debe ir seguido de to. • I’d love to.
• No, thanks. I’d prefer to stay at home.
Escribir una invitación a algunos amigos, en la cual se • El empleo de would en invitaciones.
les invita a asistir a una fiesta de cumpleaños.
• Cómo responder para aceptar o rechazar invitaciones.
Estructurar respuestas a algunas preguntas basadas en
el programa del festival de música.
Crear un menú similar, tomando en cuenta las • Repaso de las estructuras de la lección 11. • Would you like some coffee?
preferencias personales. • Yes, I’d love to.
• La diferencia entre to like y would like, en relación con • No, thanks. I’d prefer…
Estructurar y representar diálogos en los que se los alimentos. • Why don’t we go to an excursion to the
proponga el lugar ideal para una excursión. mountains?
• El empleo de expresiones fijas en proposiciones. • I’d prefer to go to the Fraile Mountain.
Describir por escrito, las actividades favoritas durante E.g. Why don’t…? O Let’s… • That sounds great!
una excursión escolar. • Let’s go to the mountains.
• Repaso de las estructuras de la lección 13. • Why don’t we go hiking on the mountains?
Hacer propuestas y responder a ellas. • Yes, I’d love that.
• El empleo del auxiliar shall para hacer proposiciones. • Why don’t we go to the movies tonight?
Crear una conversación similar al diálogo leído. • Do you like romantic movies? Yes, I do.
• Shall no va seguido de to. • Shall we rent a skate board?
Estructurar preguntas y respuestas similares a las de That’s a good idea.
la conversación.
Utilizar el auxiliar shall en oraciones interrogativas.
Planear una excursión de la escuela para trabajar • Revisión del vocabulario y las estructuras mostradas • Oscar loves collecting postcards.
un proyecto. en la unidad. • Sully hates watching TV.
PROHIBIDA SU VENTA
Describir, brevemente y por escrito, • Revisión del vocabulario y las estructuras mostradas • Revisión del vocabulario y las estructuras
un deporte favorito. en la unidad. mostradas en la unidad.
THIRD TERM EXAM (EVALUACIÓN TERCER BIMESTRE)
Dosificación XV
>DOSIFICACIÓN
CUARTO BIMESTRE
Unit 4. Daily Life
Propósitos:
• Habilitar a los alumnos para describir acciones diarias o periódicas de personas y de animales, en los cuales están interesados.
1. What time is it? 138 • Preguntar y dar la hora. • Escuchar una conversación parar determinar cómo
podemos preguntar y dar la hora.
2. World friends, 140 • Responder preguntas • Leer una conversación para mostrar el uso de la hora.
world times acerca de • Leer un anuncio acerca de eventos presentados en
24 eventos sociales. diferentes horas.
3. What time is the 142 • En una conversación establecer el orden cronológico
band playing? de una serie de actividades.
4. With my friends 144 • Utilizar adverbios de • Leer un texto en el cual se identifiquen adverbios
frecuencia para describir de frecuencia.
actividades diarias
5. She usually brushes her 146 y horarios. • Escuchar una conversación acerca del horario semanal
hair at night de una persona. Relacionarla con sus actividades.
25 6. What do you do 148 • Leer y escuchar una conversación acerca de
on weekends? horarios semanales.
• Completar un texto usando adverbios de frecuencia.
7. My new pet 150 • Responder preguntas • Observar ilustraciones para hacer predicciones
acerca de un texto. sobre éstas.
8. A tiny, little dog! 152 • Describir características • Leer un texto sobre mascotas. Describir sus
26 Dar y obtener particulares. características para redactar un texto breve.
9. A really big dog! 154 de tipo personal y • Escuchar una descripción y observar algunas fotos
no personal. acerca de diferentes tipos de perros. Discriminar entre
ellas y seleccionar ésa de la que se está hablando.
10. A biography on wheels 156 • Entender textos • Escuchar un diálogo en el que se habla de una persona
cotidianos. famosa. Responder preguntas usando los auxiliares do
y does.
11. A daily routine 158 • Leer un texto acerca de la rutina diaria de dos
PROHIBIDA SU VENTA
personas. Responder preguntas usando

respuestas cortas.
27 12. A Canadian friend 160 • Leer un correo electrónico de una persona para
responder a él.
13. A busy timetable 162 • Pedir y dar • Leer y escuchar una conversación acerca de las
información acerca de actividades de otras personas. Hacer preguntas con
14. Daily activities 164 actividades diarias. base en esa información.
28 15. Weekend fun! 166 • Entender textos
cotidianos.
XVI Guía docente

Relacionar con relojes una hora determinada. • El Presente Simple se usa cuando hablamos de hechos que • It is five thirty.
son siempre verdaderos. • It is twenty past seven.
Escribir tres diferentes formas de dar la misma hora. • It is twenty after seven.
• Existen diversas formas de expresar una misma hora. • It is seven twenty.
Contestar preguntas de comprensión y ordenar • El Presente Simple se usa para hablar de actividades que • Kathy Livine drinks hot tea at 9:00 p.m.
una conversación cronológicamente. ocurren con determinada frecuencia.
• El Presente Simple posee una forma irregular para la tercera

persona del singular (e.g. drinks).
Describir actividades diarias, empleando • Los adverbios de frecuencia se colocan antes del • I always play with my friend at school.
adverbios de frecuencia. verbo principal. • study – studies
• brush – brushes
Escribir oraciones en tercera persona, empleando • Cuando se añade s a la terminación del verbo en tercera • teach – teaches
algunos adverbios de frecuencia. persona y termina en y, se cambia la y por i y se añade es. • fix –fixes
• Cuando el verbo termina en ch, sh o x sólo se añade-es a la

terminación de éste.
Escribir oraciones acerca de las actividades propias. • El Presente Simple posee una forma irregular para la tercera • Sully usually takes scrapping lessons.
Contestar preguntas de comprensión de un texto. persona del singular (e.g. thinks). • Oscar’s dog is a great dane. It is very big.
Escribir una breve descripción acerca de sus mascotas. • La presencia de los adverbios de frecuencia no altera esta • My school is very nice, it is a secondary
Escribir una breve descripción acerca de una de las forma irregular. school.
fotografías de los diferentes tipos de perros. • El pronombre it puede referirse a animales u objetos. • My house is white and it’s near my school.
PROHIBIDA SU VENTA
Escribir una breve biografía. Formular preguntas • Se puede emplear it is o su contracción it’s. • The Rottweiler is a very strong dog.
empleando los auxiliares do y does. • Revisión del lenguaje visto acerca de descripciones. • It is usually brown and black.
Contestar preguntas con el auxiliar does, tercera • Para hacer preguntas en Presente Simple, empleamos el • Does Sully admire Belem Guerrero?
persona del singular, con respuestas cortas. auxiliar does para la tercera persona del singular y do para • Do you have any brothers?
Responder un correo electrónico. las demás. • Yes, he does.
Dar información verdadera. • El uso del auxiliar does en respuestas afirmativas y doesn’t • No, he doesn’t.
en las negativas para la tercera persona del singular, en • What does she say?
respuestas cortas en Presente Simple. • She talks about her school.
• Repaso del vocabulario de las lecciones previas.
Estructurar preguntas con base en respuestas dadas. • Repaso del vocabulario de las lecciones previas. • What do they usually do on Saturdays? They
Escribir acerca del horario semanal de una persona. usually play soccer in the park.
Pedir información a un compañero acerca de sus • Cuando hablamos de una secuencia de actividades, usamos • He jogs and after that, he goes to the gym.
actividades y tomar notas. algunos conectores como later, then, after that. • They eat breakfast together. After that, they
Contestar algunas preguntas de comprensión. Escribir always go shopping.
un texto similar al presentado, pero con • Repaso del vocabulario de las lecciones previas.
información propia.
Dosificación XVII
>DOSIFICACIÓN
16. Personal schedules 168 • Pedir y dar información • Leer y escuchar una conversación referente a
acerca de actividades diarias para relacionarlas con la propia
17. At what time do you 170 actividades diarias. experiencia. Introducir los adverbios de frecuencia en
wake up? oraciones interrogativas.
29 18. What a life! 172 • Observar y poner en orden algunas oraciones
interrogativas referentes a actividades diarias para
relacionarlas con la propia experiencia. Introducir
preposiciones de tiempo.
19. An interview 174 • Pedir y dar información • Escuchar tres diálogos para determinar el empleo de
acerca de in para lugares.
20. Cool magazines! 176 actividades diarias.
• Leer y escuchar un diálogo para identificar la rutina de
21. What sport do you like? 178 • Pedir y dar información una patinadora. Repasar preposiciones de tiempo.
30 acerca de la práctica de
un deporte. • Formular preguntas orales en relación con el horario
de práctica de un deporte favorito. Repasar las
preposiciones de tiempo.
22. How often do you visit 180 • Pedir y dar información • Leer y escuchar una conversación acerca de la
your friends? acerca de la frecuencia frecuencia con que se realizan algunas actividades
con que se realizan para relacionarlas con la propia experiencia. Introducir
23. Sunday schedule 182 Establecer y mantener ciertas actividades. la estructura “How often do / does…?”
contactos sociales. • Observar imágenes. Escribir un texto referente a las
24. Do gorillas like bananas? 184 • Dar información acerca actividades dominicales y relacionarlas con la
de actividades cotidianas propia experiencia.
31 y realizadas en fin • Completar oraciones afirmativas mediante imágenes.
de semana. Repasar el uso de “How often…?” Introducir las frases
adverbiales once a week/month, twice a week, three
• Dar información acerca times a week.
de los hábitos de • Leer y escuchar un texto respecto a los hábitos del
ciertos animales. gorila. Repasar el Presente Simple.
PROHIBIDA SU VENTA
25. Wrapping up! 186 • Pedir y dar información • Resolver ejercicios tipo examen.
acerca de actividades
26. Print Out 187 diarias y las que se hacen • Planear un curso de verano con diferentes actividades
32 en un curso de verano. para niños entre 8 y 10 años de edad. Repasar
27. Time for Culture and Fun 188 estructuras y vocabulario de la unidad.
28. Tuning up! 189 • Pedir y dar información • Leer un texto acerca del tiempo y cómo es medido.
sobre deportes y Empleo de adverbios de frecuencia.
29. The Cool Teens Magazine 190 deportes extremos.
• Resolver distintos ejercicios.
33 30. My personal English file 191
FOURTH TERM EXAM (EVALUACIÓN CUARTO BIMESTRE)
XVIII Guía docente

Escribir un texto acerca de las actividades diarias. • Los adverbios de frecuencia se colocan antes del verbo • What time do you usually take a shower?
principal y después del verbo to be. • I always take a shower at six o’clock.
Elaborar, utilizando información verdadera, el horario • What time do you usually have breakfast?
de terceras personas. • Algunas colocaciones típicas referentes a actividades diarias, • My mother usually cooks dinner at two
e.g. Take a shower, have breakfast, etc. o’clock everyday.
• Repaso de las estructuras de la lección 15.
• El Presente Simple posee una forma irregular para la tercera

persona del singular.
Crear preguntas y responderlas para conocer las • El uso de adverbios de frecuencia en oraciones • What time do you usually watch TV?
actividades diarias de terceras personas. interrogativas y afirmativas. • I usually watch TV in the evenings.
• Mr. Taylor and Miss Smith are talking in the
Completar oraciones acerca de los diálogos. • Algunas preposiciones indican tiempo. street.
• My English classes are at 7:00 in the morning
Hacer un calendario de actividades diarias . • El uso de la preposición in para indicar lugar. and on Monday, Wednesday and Friday.
• Algunas preposiciones indican tiempo.
• Su colocación: at + horas, in + partes del día, on + días

de la semana.
Reunir la información y estructurar oraciones con la • Repaso de las preposiciones vistas en la lección 15. • Shall we rent a skate board? That’s a
información sobre el deporte practicado. good idea.
• El uso de “How often…? para preguntar con qué frecuencia • How often do you practice basketball?
Contestar por escrito preguntas acerca de la frecuencia se realiza u ocurre algo. • I usually practice basketball twice a week.
con que se llevan a cabo ciertas actividades. • He eats fried eggs twice a week.
• She goes out to the restaurant once
Escribir un texto breve que describa las actividades a month.
familiares un domingo por la mañana. • Gorillas don’t like water very much. They
often get the water from the fruit they eat.
• Gorillas are usually very active.
PROHIBIDA SU VENTA
Estructurar preguntas y respuestas orales y escritas • El uso de “once a week / month, twice a week, three times • It’s gettings late.
relacionadas con la frecuencia con que se realizan a week ” y su colocación al final de la oración. • Lucy doesn’t like the movies.
ciertas actividades. She never goes to the movies.
• El pronombre it puede referirse a animales u objetos.
Describir por escrito a un animal favorito.
• El sujeto puede ser sustituido por un pronombre.
Escribir un texto breve con la descripción de un • Revisión de las estructuras y el vocabulario • Revisión de las estructuras y el vocabulario
deporte favorito. vistos en la unidad. vistos en la unidad.
Elaborar un póster para promocionar el curso
de verano.
Escribir un texto breve acerca de su hora favorita y las
actividades realizadas en ese tiempo.
FOURTH TERM EXAM (EVALUACIÓN CUARTO BIMESTRE)
Dosificación XIX
>DOSIFICACIÓN
QUINTO BIMESTRE
Unit 5. Places and Buildings
Propósitos:
• Habilitar a los alumnos para describir el lugar donde ellos u otras personas viven, así como indicar y preguntar direcciones.
1. My hometown 194 • Dar información acerca • Contestar preguntas sobre el lugar donde viven.
de lugares. Emplear preposiciones de lugar.
2. Where’s the restaurant? 196
• Responder preguntas con there is y there are, con
3. My neighborhood 198 respuestas cortas para ubicar lugares.
34 • Leer y escuchar un diálogo acerca de la ubicación de

un lugar. Determinar los artículos definidos
e indefinidos.
4. Is the subway 200 • Dar y pedir direcciones. • Leer y escuchar un diálogo acerca de la ubicación de
station near? un lugar, a fin de determinar la forma de
dar direcciones.
5. How can I get to…? 202 • Identificar señales viales. • Observar un mapa y escuchar la ubicación de un lugar,
para seguir instrucciones y localizar dicho lugar.
35 6. Watch out for signs! 204
• Reconocer señales viales. Dar detalles acerca
de lugares.
Dar y obtener
7. Where can I find a bank? 206 de tipo personal y no • Dar y pedir direcciones. • Leer y escuchar una conversación respecto a la
personal. localización de lugares.
8. Where is your house? 208 • Dar detalles acerca • Leer y escuchar un diálogo acerca de la localización de
de lugares. lugares. Ubicar direcciones.
9. Self-access center 210
36 • Leer y escuchar un correo electrónico acerca de la
ubicación de un lugar. Detallar información sobre ése.
PROHIBIDA SU VENTA
10. Beautiful clocks 212 • Dar detalles acerca • Completar información acerca de la descripción de un
de lugares. lugar. Dar detalles específicos.
11. What a beautiful place! 214
• Leer y escuchar una conversación sobre los lugares
12. My favorite brochure 216 interesantes en México. Relacionarla con la propia
experiencia. Repasar el uso de many y any.
37
• Crear un folleto acerca de lugares interesantes y
dibujar un mapa. Mostrar cómo llegar a esos lugares
para relacionarlos con la propia experiencia. Practicar
las estructuras y vocabulario vistos hasta ahora.
XX Guía docente
Completar un mapa con lugares y preposiciones • Algunas preposiciones indican ubicación de lugar. • Next to the bank.
de lugar. There is a library between the school and
• En las oraciones afirmativas o negativas el verbo is va the supermarket.
Escribir preguntas basadas en un mapa y responder a siempre después de there. En preguntas, is va antes. • In front of the bank.
ellas usando there is y there are. • Across the park.
• Los artículos indefinidos (a, an) se emplean antes de • There is a church.
Dibujar un mapa de su colonia. Ubicar su casa y calles sustantivos singulares, cuando se refieren a personas o cosas • Is there a church?
principales. Breve descripción por escrito respecto a que no han sido mencionadas anteriormente. Los artículos • There is a park in front of my house.
ese lugar. definidos (the) se emplean cuando se refieren a personas o • The coffee shop is in the park.
cosas que ya han sido mencionadas anteriormente.
Describir por escrito, la ubicación de algunos lugares • Para dar direcciones se utiliza el imperativo. • Walk two blocks.
con respecto a un mapa. • Turn left.
• Algunos conectores indican adición (and), mientras otros • Walk straight ahead for three blocks along
Escribir instrucciones para llegar a un indican secuencia (then). Peru St. Then, turn to your left and walk
determinado lugar. along the W7th for 1 block.
• En la forma imperativa y negativa utilizamos do not. • Do not turn left.
Relacionar señales viales con su significado y otras • Do not run.
acerca del salón de clases.
Escribir las instrucciones para localizar determinados • Empleamos la expresión “ Where can I find a…?” para • Where can I find a supermarket?
lugares. Contestar preguntas acerca de la ubicación de preguntar la ubicación de algún lugar. • Is there a bank?
lugares en su colonia. • Is there an airport?
• Cuando un sustantivo o adjetivo empiezan con un sonido • Is there a library in your school?
Escribir las instrucciones para llegar a vocal, el artículo correspondiente es an. Cuando empieza • No, there isn’t.
determinados lugares. con un sonido consonante el artículo es a.
Redactar un correo electrónico (tomando como • Revisión de estructuras y vocabulario, vistos en esta unidad.
modelo el primero), en el que se hable de la ubicación
PROHIBIDA SU VENTA
y de algunos detalles de su escuela.
Responder preguntas acerca de la ciudad de Londres. • Utilizamos there are cuando hablamos de sustantivos • Are there many parks in Pachuca City?
en plural • Yes, there are.
Responder preguntas acerca de la ciudad de Pachuca • There are many modern shopping malls in
en México. • Any se usa en oraciones interrogativas y negativas, tanto Mexico City.
plurales como singulares. • There aren’t any lakes in the park.
Contestar preguntas de forma oral y escrita con
información real acerca de lugares ubicados en • Many se usa en oraciones plurales interrogativas • Revisión de estructuras y vocabulario vistos
la ciudad. y afirmativas. la lección 11.
Comparar los folletos elaborados por los alumnos. • Revisión de estructuras y vocabulario vistos en la lección 11.
Contestar por escrito preguntas acerca de ésos.
Dosificación XXI
>DOSIFICACIÓN
13. I like huts 218 • Dar información acerca • Escuchar un diálogo acerca de diferentes tipos de
de lugares. casas habitación. Identificar las características
de éstas. Relacionarlas con la propia experiencia.
14. What a cool poster! 220 • Dar información acerca de • Leer y escuchar una conversación sobre un póster con
las instalaciones de lugares interesantes. Identificar las características y
un edificio. ubicación de esos lugares.
38 15. There’s a house in a tree 222 • Leer y escuchar la descripción de algunos lugares con
climas y tipos de casa diferentes. Identificar
sus características. Relacionarlas con la
propia experiencia.
16. Wrapping up! 224 • Dar detalles acerca • Resolver ejercicios tipo examen.
de lugares.
17. Print Out 225 • Organizar una fiesta de despedida de fin de curso.
18. Time for Culture and Fun 226
• Dar y obtener
39 información factual
de tipo personal y
no personal.
PROHIBIDA SU VENTA
19. Tuning up! 227 • Dar información acerca • Repasar las estructuras y el vocabulario vistos en
de lugares. esta unidad.
20. The Cool Teens Magazine 228
• Leer y escuchar un texto acerca de la brújula y los
21. My personal English file 229 mapas. Conocer instrumentos que pueden ser usados
para localizar un lugar. Relacionarlo con la
propia experiencia.
40 • Resolver distintos ejercicios.
FIFTH TERM EXAM (EVALUACIÓN QUINTO BIMESTRE)
XXII Guía docente

Describir por escrito un monumento o edificio • Revisión de estructuras y vocabulario vistos en esta unidad. • There are many different houses in
importante ubicado en la ciudad. the world.
• El uso de la preposición in para indicar que se vive en cierto • There is a garden in my house.
Crear un póster que describa un lugar real y tipo de casa o lugar.
sus características.
• Vocabulario relacionado con distintos tipos de casas.
Crear un póster que describa la escuela y algunas
características importantes de ésa. • Vocabulario relacionado con el clima.
Escoger la opción correcta para completar oraciones.
Contestar preguntas basadas en el diálogo.
Dibujar y dar una descripción escrita de su casa. • Revisión de estructuras y vocabulario de la lección previa. • I live in a small house in the city.
• I live in front of the Alamo Park.
Resolver ejercicios tipo examen. • El uso de made of para indicar el material de hechura • The house is made of wood.
de algo.
Crear una invitación a la fiesta, incluyendo un mapa
para localizar el lugar. • Revisión de estructuras y vocabulario, vistos en esta unidad.
PROHIBIDA SU VENTA
Dibujar y escribir acerca de un invento, el cual ayudará • Revisión de vocabulario visto en la unidad. • A compass is an instrument which helps
a encontrar lugares sin utilizar un mapa o brújula. people find their way anywhere in
• Revisión de estructuras y vocabulario vistos en esta unidad. the world.
Registrar información importante de la unidad. • It is made of magnetic needles.
FIFTH TERM EXAM (EVALUACIÓN QUINTO BIMESTRE)
Dosificación XXIII
>FIRST TERM EXAM A
Name: Date:
Total correct points divided by 4
I am from Seattle, Washington. Seattle is (1) a/an city in the United States. It is near the border of Canada in the
northwest corner of the USA. I live in (2) a/an town called Olympia which is on Puget Sound. I live in (3) a/an house
in the countryside. The street is called “Bear Street”, it is a quiet street, and the house is old –more than 100 years
old! I am (4) a/an English teacher at (5) a/an school in the center of my town.
(0) (1)
A: Where is Nadia from? A: Are they Colombian?
B: She’s from Canada. B: No, they aren’t. Serena is (1) ,
A: Oh, She’s Canadian . she’s from Italy. Luz is (2) ,
she’s from Peru.
(2) (3)
A: Is Yuriko Chinese? A: Are you Spanish?
B: No, she isn’t. She’s from Japan, she’s (3) B: No, we aren’t. Joe is (4) , he
. is from Brazil, and I’m from Guatemala, I’m (5)
.
3. Complete the conversation using am, is, are or not. (10 points)
A: Hello, My name (0) is Pedro. What (1) your name?

PROHIBIDA SU VENTA
B: Janet.
A: Where (2) you from, Janet?
B: I (3) from Newcastle. And you?
A: I (4) from Cordoba. (5) you American?
B: No, I’m (6) . I (7) Australian. And you, (8) you Spanish?
A: No, I’m (9) . I (10) from Argentina.
B: Oh, nice to meet you.
A: Nice to meet you, too.
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4. Fill in the blanks with the correct words from the box. (5 points)
their my our your her
1. Is she neighbor?
2. I am from Ireland. name is Alex. 4. caps are nice!
3. Wendy is Irish, but mom is Indian. 5. We love parents.
1. is a sun.
2. is my brother.
3. is a comet. 4. is Saturn.
6. Write the name of the following numbers. (7 points)
1st 60 3rd. 15 5th 19 20
7. Write what these people do and the name of the objects. (4 points)
PROHIBIDA SU VENTA
1. . 2. .
3. . 4. .
First Term Exam A XXV

>FIRST TERM EXAM B
Name: Date:
Total correct points ÷ 4
1. Circle the correct option. Look at the example. (10 points)
A: Hi, I (0) am/are Daniel. What (1) are/is your name?

B: Jackie.
A: Nice meeting you, Jackie.
B: Nice meeting you, too.
A: Where (2) are/is you from, Jackie?
B: I (3) am/are from Mérida. And you?
A: I (4) am/are from Córdoba. (5) Are/Is you from México?
B: No, I’m (6) are/not. I (7) am/are from Argentina. And you, (8) are/is you Mexican?
A: No, I’m (9) are/not. I (10) am/are Spanish.
(0) (1)
A: Where is Nadia from? A: Are you Mexican?
B: She’s from Canada. B: No, we aren’t. Mirna is (1) , she is
A: Oh, She is Canadian . from Brazil, and I’m (2) , I’m
from Guatemala.
(2) (3)
A: Is Kumiko Korean? A: Are they Argentinian?
B: No, she isn’t. She’s (3) , B: No, they aren’t. Maresa is (4) , she’s
she’s from Japan. from Italy. Maria is (5) ,
PROHIBIDA SU VENTA
she’s from Perú.
3. Complete the following using a or an. (5 points)
Hi, everybody! I am from Melbourne, Victoria. Melbourne is (1) city in Australia. It is one of the biggest
cities of Australia. I live in (2) town called Geelong which is on Ballarat. I live in (3) small house in
the countryside. The street is called “Rainbow Street” and the house is old –more than 50 years old! I am (4)
accountant at (5) company in the center of my town.
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4. Fill in the blanks with the words from the box. (5 points)
their his my our your
1. Is she neighbor?
2. They are rich. house is really big! 4. We are students. teacher is Mr. Arnold.
3. This is sister Fiona. 5. He is from England, name is John.
5. Write the name of the following numbers. (6 points)
1st 14 9th 3 8 15
6. Write what these people do and the name of the objects. (5 points)
0. He’s an electrician. 1. 2.
3. 4. 5.
PROHIBIDA SU VENTA
1. is a sun. 2. is a present for you.
3. is the moon. 4. is her house.
First Term Exam B XXVII

>SECOND TERM EXAM A
Name: Date:
1. Rewrite on the lines below the sentences on the left substituting the words in bold by a possessive adjective.
(2 pts. each = 5 pts.)
0. This is Peter’s sweater. This is his sweater.

1. This is Vanesa’s book.
2. These are Jaime’s shoes.
3. That is Alex and Vero’s car.
4. This is Rosy’s schoolbag.
5. Those are Julio’s caps.
2. Unscramble the words and find clothes. Look at the first letter. (2 pts. each = 10 pts.)
1. riskt s 4. tanps p
2. lobuse b 5. thsor s
3. ajkcet j
3. Look at the pictures and write a preposition, from the box below, on the line according to the position of the
alliens. (2 pts. each = 8 points)
On under next to in front of

PROHIBIDA SU VENTA
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4. Choose a word from the box to complete the sentences. (2 pts. each = 10 points)
swimming playing driving singing reading
1. The monkey is on the sea.
2. The monkey is an interesting book.
3. The monkey is a car.
4. The monkey is soccer.
5. The monkeys are a mariachi song.
5. Write do, does, don’t or doesn’t. (1 pt. each = 12 pts.)
1. you like Mexican food? Yes, I .

2. they play soccer everyday? No, they .
PROHIBIDA SU VENTA
3. Andrew take the bus to school? No, he .

4. Betty eat vegetables? Yes, she .
5. the dog like cats? Yes, it .
6. Brenda and Tony live in the same house? No, they .
Second Term Exam A XXIX

>SECOND TERM EXAM B
Name: Date:
1. Rewrite on the lines below the sentences on the left substituting the words in bold by a possessive adjective.
(2 pts. each = 10 pts.)
0. This is Peter’s sweater This is his sweater.

1. This is Rosy’s schoolbag.
2. That is George and Sophie’s car
3. Those are Julio’s caps.
4. This is Mariana’s eraser.
5. These are Andrew’s shoes.
2. Unscramble the words and find clothes. Look at the first letter. (2 pts. each = 10 pts.)
1. ajkcet j 4. lobuse b
2. thsor s 5. riskt s
3. tanps p
3. Choose a word from the box to complete the sentences. (2 pts. each = 10 pts.)
playing swimming singing reading driving
1. The monkey is a car.

PROHIBIDA SU VENTA
2. The monkey is an interesting book.
3. The monkey is on the sea.
4. The monkeys are a mariachi song.
5. The monkey is soccer.
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4. Look at the pictures and write a preposition (from the box below) on the line according to the position of the
aliens. (2 pts. each = 8 points)
On Under Next to In front of

PROHIBIDA SU VENTA
5. Write do, does, don’t or doesn’t. (12 pts.)
1. they play soccer everyday? No, they .

2. Betty eat vegetables? Yes, she .
3. the dog like cats? No, it .
4. Andrew take the bus to school? No, he .
5. Brenda and Tony live in the same house? No, they .
6. you like Mexican food? Yes, I .
Second Term Exam B XXXI

>THIRD TERM EXAM A
Name: Date:
1. Use the words given to create questions and answers. Look at the example. (5 points)
0. motorcycle—great idea Shall we rent a motorcycle? Yes, that’s a great idea.

1. soccer match—thanks
2. baseball—sounds great
3. concert—I’d prefer
4. movies—sure
5. swimming—I’d love
2. Choose a word from the right to complete the conversation. (10 points)
A: Why (0) don’t we go to the Metropolitan Museum of Art? O.K.

B: (1) , no (2) museums, remember? why don’t
funny
A: Oh, yes. (3) don’t we go to an amusement (4) ?
sorry
It’ll be nice! Amusement parks are (5) . sounds
B: Yes! (6) we take some food? visiting
A: That (7) great! let’s
don’t
B: (8) take some sandwiches and orange juice.
take
A: No, I’d prefer to (9) hamburgers and sodas. why
B: (10) . So let’s go! park
3. Fill in the blanks writing the verbs in the correct form. (7 points)
PROHIBIDA SU VENTA
0. My dog loves (love) cats. 4. Diane (go) to the park every morning.
1. Beatrice (not-be) my sister. 5. Anne’s mom (like) baking cakes.
2. My brother (study) English. 6. Lisa (collect) Shakira’s pictures.
3. She (enjoy) swimming. 7. We (practice) skateboarding.
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4. Look at the pictures and write what they like ♥, dislike ✗, love ♥♥ or hate ✗✗. (4 points)
I Tom Jules Sarah Sean

♥ ♥ ♥♥ ✗✗ ♥
Surfing Weightlifting Basketball Parachuting Studying

✗ ✗✗ ✗ ♥♥ ♥♥
Skiing Boxing Fishing Mountain biking Rafting
0. I like surfing, but I dislike skiing.

1.
2.
3.
4.
0. Do you like swimming? a) Yes, you do. b) Yes, I do. c) No, I’m not.
1. Does she like pizza? a) drinking b) eating c) hating
2. Does Sam practice soccer? a) Yes, he does. b) No, he don’t. c) Yes, he is.
3. he your father? a) Does b) Is c) Do
4. Do they play the piano? a) No, they do. b) Yes, they are. c) Yes, they do.
6. Unscramble the following dialogue. (2pts. each=10 points)

PROHIBIDA SU VENTA
Oscar: Would you like to go to the festival?

Marian: Yes, I’d love to! Are you going, too?
Oscar: O.K. but I don’t want to see Robbie.
Marian: Why not?
Oscar: Do you like him?
Marian: Yes, he’s my favorite rock singer!
Oscar: Look Marian! The Music Festival is next week!
1 Marian: Wow! Robbie Stevens. He’s playing at the festival.
Oscar: Because I hate Robbie Stevens. I’d prefer to see the jazz band.
Marian: O.K. let’s go get the tickets.
Oscar: No, thanks. I’d prefer to study.
Marian: Oh, come on! Let’s go to the festival.
Third Term Exam A XXXIII

>THIRD TERM EXAM B
Name: Date:
1. Choose a word from the right to complete the conversation. (10 points)
A: Why (0) don’t we go to Yellow (1) ? cool great

B: (2) ?(3) no, remember? take River
A: Oh, yes. (4) we go camping? swimming OK
let’s don’t
It’ll be nice! Evergreen Park is (5) .
sorry Why
B: Yes! (6) we rent bicycles? why don’t
A: That sounds (7) !
B: (8) take some fruit.
A: No, I’d prefer to (9) hamburgers and sodas.
B: (10) So let’s go!
2. Unscramble the following dialogue. (2 pts. each =10 points)
Sully: Would you like to go to the festival?

Val: Yes, of course! Are you going, too?
Sully: Do you like him?
Val: Yes, he’s my favorite singer!
Sully: Because I don’t like Willie. I’d prefer to see Freddy Collins.
Val: O.K. let’s get the tickets.
Sully: O.K. but I don’t want to see Willie.
Val: Why not?
Sully: No, thanks. I’d prefer to watch TV.
Val: Oh, come on! Let’s go to the festival.
Sully: Look Val! The Music Festival is next Friday!
PROHIBIDA SU VENTA
1 Val: Wow! Willie Stone is playing at the festival.
3. Fill in the blanks writing the verbs in the correct form. (7 points)
0. My dog loves (love) cats. 4. The cat (enjoy) eating mice.

1. Dana (go) to work by bus. 5. I (not-listen to) pop music.
2. Nancy (teach) English. 6. They (practice) soccer everyday.
3. He (collect) postcards. 7. Bob (not-be) my brother.
XXXIV Guía docente

0. Do you like swimming? a) Yes, you do. b) Yes, I do. c) No, I’m not.
1. she a teacher? a) Does b) Is c) Do
2. Do they play the guitar? a) Yes, they do. b) Yes, they are. c) No, they do.
3. Does Sam like juice? a) taking b) playing c) drinking
4. Does Lucy study French? a) Yes, she is. b) No, she don’t. c) Yes, she does.
5. Use the words given to create questions and answers. Look at the example. (5 points)
0. motorcycle—great idea Shall we rent a motorcycle? Yes, That’s a great idea.

1. swimming—thanks
2. soccer match—I’d prefer
3. concert—I’d love
4. dancing—sure
5. movies—sounds great
6. Look at the pictures and write what they like ♥, dislike ✗, love ♥♥ or hate ✗✗. (4 points)
I (1) Andy (2) Patty (3) George (4) Joe

♥ ♥ ♥♥ ✗✗ ✗
Surfing Basketball Parachuting Studying Boxing

✗ ♥♥ ✗ ♥ ✗✗
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Skiing Fishing Mountain biking Rafting Weightlifting
0. I like surfing, but I dislike skiing.

1.
2.
3.
4.
Third Term Exam B XXXV

>FOURTH TERM EXAM A
Name: Date:
Total of correct answers ÷ 4
1. Write the different ways to express the time. Look at the example. (9 points)
(0) (1)
11:47 6:45
1. It’s eleven forty seven. 1.
2. It’s fortyseven minutes past eleven. 2.
3. It’s fortyseven after eleven. 3.
(2) (3)
3:20 5:10
1. 1.
2. 2.
3. 3.
2. Write the questions to the following answers. (2 pts. each = 8 points)
0. How often do you go to the beach?

I go to the beach once a year.
1. 3.
She watches television twice a day. He always does his homework.
2. 4.
They go to parties every weekend. We play football once a week.
PROHIBIDA SU VENTA
3. Answer the questions using the words in brackets. (2 each = 6 points.)
0. How often does Patty go running? (Five times a week)

Patty goes running five times a week.
1. How often does William play the guitar? (Three times a week)
2. How often does Juliet visit her grandmother? (Once a month)
3. How often do they have a picnic? (Twice a month)
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4. Write 5 sentences using the information from the chart. (2 pts. each = 10 points)
Eat hamburgers Feed the dog Play soccer Use the computer Play tennis
Betty sometimes everyday never always sometimes
Jessy usually often hardly ever sometimes never
John often always always sometimes never
James hardly ever never rarely always always
0. Betty always eats hamburgers, but she never plays soccer.

1. Jessy
2. John
3. James
4.
5.
5. Match the columns. (7 points)
0. Go on a) Wait a minute.
1. Hold your horses! b) Very small.
2. Number one fan c) Not to have enough time.

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3. Getting late d) To have good health.
4. Tiny e) Fanatic or crazy about someone.
5. Healthy f) Continue doing something.
6. Schedule g) Angry because you want what someone else has.
7. Jealous h) The timing for different actions to take place.
Fourth Term Exam A XXXVII

>FOURTH TERM EXAM B
Name: Date:
1. Write the different ways to express the time. Look at the example. (9 points)
(0) (1)
11:47 3:10
1. It’s eleven forty seven. 1.
2. It’s fortyseven minutes past eleven. 2.
3. It’s fortyseven after eleven. 3.
(2) (3)
8:24 9:45
1. 1.
2. 2.
3. 3.
2. Write the questions to the following answers. (2 pts. each=8 points)
0. How often do you go to the beach?

I go to the beach once a year.
1. 3.
He always does exercise. She never watches television.
2. 4.
They go to school everyday. He studies math twice a week.
PROHIBIDA SU VENTA
3. Answer the questions using the words in brackets. (2 each=6 points.)
0. How often does Patty go running? (Five times a week)

Patty goes running five times a week.
1. How often does Alma visit her grandmother? (Once a month)
2. How often do they go shopping? (Twice a month)
3. How often does Alexis play the guitar? (Three times a week)
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4. Match the columns. (7 points)
0. Number one fan a) Wait a minute
1. Hold your horses! b) very small
2. Healthy c) Not to have enough time.
3. Getting late d) To have good health.
4. Jealous e) Fanatic or crazy about someone.
5. Schedule f) Continue doing something.
6. Tiny g) Angry because you want what someone else has.
7. Go on h) The timing for different actions to take place.
5. Write 5 sentences using the information from the chart. (2 pts. each = 10 points)
Eat hamburgers Feed the dog Play soccer Use the computer Play tennis
Betty sometimes everyday never always sometimes
Jessy usually often hardly ever sometimes never
John often always always sometimes never
James rarely sometimes never always always

PROHIBIDA SU VENTA
0. Betty always eats hamburgers, but she never plays soccer.

1. Jessy
2. John
3. James
4.
5.
Fourth Term Exam B XXXIX

>FIFTH TERM EXAM A
Name: Date:
1. Complete the following sentences using there is, there are. (2 pts. each=12points)
0. There is no one watching TV because there are no good programs on.

1. a cat in the kitchen because mice in there.
2. no hot water because a power shortage.
3. many flies there because a lot of garbage.
2. Match the columns. (2 pts. each=10 points)
0. Drugstore ( ) To change the direction you are walking.

1. Watch out ( ) Meeting you in a future moment.
2. Neighborhood ( ) A place where two streets join.
3. See you later! ( ) Be careful!
4. Turn ( ) The streets and places around your house.
5. Corner (0) Pharmacy.
3. Fill in the blanks with a word from the box. Look at the map. (2 pts. each=8 points)
turn left opposite excuse me turn right go straight on there’s one
Post
office
Cinema
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you
are here
A: 1. , where is the post office, please?

B: 2. at the next corner.
3. Then until you come to the traffic lights.
4. there.
5. The post office is opposite the cinema.
A: Thank you very much.
B: No problem.
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4. Look at the map to answer the questions. (1.5 pts. each = 6 points)
Café Police Station My house

Internet
Third Street
Drugstone Bank
Road Street
Second Street
Supermarket Post office Hotel

Park
Main Street
Elm Street
You are here
Library School Bookstore
Church Restaurant
0. Is there a library next to the supermarket? No, there isn’t.

1. Is there a hotel in front of the church?
2. Is there a post office at the corner of Third Street?
3. Is there a restaurant next to the library?
4. Is there a bank near your house?
5. Look at the map again and answer the questions. (2 pts. each=4 points)
0. How do I get to the bookstore? Turn left. Walk two blocks.

Turn left on Elm street and walk a block.
PROHIBIDA SU VENTA
There is a bookstore!
1. How do I get to your house?
2. How can I get to the drugstore?
Fifth Term Exam A XLI

>FIFTH TERM EXAM B
Name: Date:
1. Fill in the blanks with a word from the box. Look at the map. (2 pts. each=8 points)
turn left opposite excuse me turn right go straight on there’s one
Post
office
Cinema
you
are here
A: 1. , where is the post office, please?

B: 2. at the next corner.
3. Then until you come to the traffic lights.
4. there.
5. The post office is opposite the cinema.
A: Thank you very much.
B: No problem.
2. Complete the following sentences using there is, there are. (2 pts. each=12points)
0. There is no one watching TV because there are no good programs on.

1. no swimming today because no water in the pool.
PROHIBIDA SU VENTA
2. a cat in the kitchen because mice in there.

3. no hot water because a power shortage.
3. Look at the map on next page to answer the questions. (1.5 pts. each = 6 points)
0. Is there a library next to the supermarket? No, there isn’t.

1. Is there a bank near your house?
2. Is there a restaurant next to the library??
3. Is there a post office at the corner of Third Street?
4. Is there a hotel in front of the church?
XLII Guía docente

Café Police Station My house
Internet
Third Street
Drugstone Bank
Road Street
Second Street
Supermarket Post office Hotel

Park
Main Street
Elm Street
You are here
Library School Bookstore
Church Restaurant
4. Look at the map again and answer the questions. (2 pts. each=4 points)
0. How do I get to the bookstore? Turn left. Walk two blocks. Turn left on Elm street and walk a block.
There is the bookstore!
1. How do I get to the school?
2. How do I get to the restaurant?

PROHIBIDA SU VENTA
5. Write the words from the box next to the sentences which have the same meaning. (2 pts. each=10 points)
Drugstore Neighborhood Self-Access Center Turn Corner See you later!
0. Pharmacy. Drugstore
1. To change the direction you are walking.
2. Meeting you in a future moment.
3. A place where two streets join.
4. The streets and places around your house.
5. A place where you access your own information.
Fifth Term Exam B XLIII

>RESPUESTAS (ANSWERS)
First Term Exam (A) 4. b) In front of c) Next to d) On e) Under
5. 1. Do don’t 2. Does does 3. Does doesn’t
1. 1) a 2) a 3) a 4) an 5) a 4. Does doesn’t 5. Do don’t 6. Do do
2. 1) Italian 2) Peruvian 3) Japanese
4) Brazilian 5) Guatemalan Third Term Exam (A)
3. 1) is 2) are 3) am 4) am 5) Are
6) not 7) am 8) are 9) not 10) am 1. (Suggested answers)
4. 1. your 2. My 3. her 4. Their 5. our 1. Shall we go to the soccer match? O.K. Thanks.
5. 1. This 2. That 3. That 4. That 2. Shall we go to the baseball match? That sounds great!
6. First Sixty Third Fifteen Fifth Nineteen Twenty 3. Shall we go to the concert? I’d prefer to play baseball.
7. 1. He’s an electrician. 3. It’s a notebook. 4. Shall we go to the movies? Sure!
2. It’s a blackboard. 4. He’s an artist / a painter. 5. Shall we go swimming? Yes, I’d love to.
2. (1) Sorry (2) visiting (3) Why
First Term Exam (B) (4) park (5) funny (6) Why don’t
(7) sounds (8) Let’s (9) take (10) O.K.
1. (1) is (2) are (3) am (4) am (5) Are 3. 1. isn’t / is not 2. studies 3. enjoys
(6) not (7) am (8) are (9) not (10) am 4. goes 5. likes 6. collects 7. practice
2. 1) Brazilian 2) Guatemalan 3) Japanese 4. 1. Tom likes weightlifting, but he hates boxing.
4) Italian 5) Peruvian 2. Jules likes basketball, but he dislikes fishing.
3. (1) a (2) a (3) a (4) an (5) an 3. Sarah loves mountain biking, but she hates parachuting.
4. 1. your 2.Their 3. my 4. Our 5. his 4. Sean likes studying and he loves rafting.
5. First Fourteen Ninth Three Eight Fifteen 5. 1. b) eating 2. a) Yes, he does.
6. 1. It’s a blackboard. 2. She is a nurse. 3. b) Is 4. c) Yes, they do.
3. He’s a carpenter. 4. It’s a book. 5. It’s a chair. 6. 3 5 2 1 6 4
7. 1. This 2. This 3. That 4. That
Third Term Exam (B)
Second Term Exam (A)
1. (1) River (2) Sorry (3) swimming
1. 1. This is her book. 2. These are his shoes. (4) Why (5) cool (6) Why don’t
3. That is their car. 4. This is her schoolbag. (7) great (8) Let’s (9) take (10) O.K.
5. Those are his caps. 2. 3 2 6 5 4 1
2. 1. skirt 2. blouse 3. jacket 3. 1. goes 2. teaches 3. collects
4. pants 5. short 4. enjoys 5. don’t listen to 6. practice
3. a) On b) In front of c) Under d) Next to 7. isn’t / is not
4. 1. swimming 2. reading 3. driving 4. 1. b) Is 2. a) Yes, they do.
PROHIBIDA SU VENTA
4. playing 5. singing 3. c) drinking 4. c) Yes, she does.

5. 1. Do do 2. Do don’t 3. Does doesn’t 5. (Suggested answers)
4. Does does 5. Does does 6. Do don’t 1. Shall we go swimming? O.K. Thanks.
2. Shall we go to the soccer match? I’d prefer to play
Second Term Exam (B) baseball.
3. Shall we go to the concert? Yes, I’d love to.
1. 1. This is her schoolbag. 2. That is their car. 4. Shall we go dancing? Sure!
3. Those are his caps. 4. This is her eraser. 5. Shall we go to the movies? That sounds great!
5. These are his shoes. 6. 1. Andy likes basketball and he loves fishing.
2. 1. jacket 2. short 3. pants 2. Patty loves parachuting, but she dislikes
4. blouse 5. skirt mountain biking.
3. 1. driving 2. reading 3. swimming 3. George hates studying, but he likes rafting.
4. singing 5. playing 4. Joe dislikes boxing and he hates weightlifting.
XLIV Guía docente

Fourth Term Exam (A) 4. 1. a) 2. d) 3. c)
4. g) 5. h) 6. b) 7. f)
1. (1) 1. It’s six forty five. 5. 1. Jessy usually eats hamburgers but she never plays tennis.
2. It’s forty five minutes past six. 2. John always feeds the dog but he hardly ever plays
3. It’s forty five after six. soccer.
(2) 1. It’s three twenty. 3. James always uses the computer but he hardly ever eats
2. It’s twenty minutes past three. hamburgers.
3. It’s twenty after three. 4. Betty feeds the dog everyday but she never plays soccer.
(3) 1. It’s five ten. 5. James hardly ever eats hamburgers but he never feeds
2. It’s ten minutes past five. the dog.
3. It’s ten after five.
2. 1. How often does she watch television? Fifth Term Exam (A)
2. How often do they go to parties?
3. How often does he do his homework? 1. 1.There is–there are
4. How often do you play football? 2.There is–there is
3. 1. William plays the guitar three times a week. 3.There are–there is
2. Juliet visits her grandmother once a month. 2. 4 3 5 1 2 0
3. They have a picnic twice a month. 3. 1. Excuse me 2. Turn right
4. 1. Jessy usually eats hamburgers but she never plays tennis. 3. go straight on 4. There’s one
2. John always feeds the dog but he hardly ever plays 4. 1. No, there isn’t. 2. No, there isn’t.
soccer. 3. No, there isn’t. 4. Yes, there is.
3. James always uses the computer but he hardly ever eats 5. (Suggested answers)
hamburgers. 1. Turn left until Elm Street.
4. Betty feeds the dog everyday but she never plays soccer. Turn left and walk three blocks. There is my house!
5. James hardly ever eats hamburgers but he never feeds 2. Turn around. Walk two blocks on Road Street.
the dog. There is a drugstore!
5. 1. a) 2. e) 3. c)
4. b) 5. d) 6. h) 7. g) Fifth Term Exam (B)
Fourth Term Exam (B) 1. 1. Excuse me 2. Turn right

3. go straight on 4. Turn left
1. (1) 1. It’s three ten. 2. 1. There is – there is
2. It’s ten minutes past three. 2. There is – there are
3. It’s ten after three. 3. There is – there is
(2) 1. It’s eight twenty four. 3. 1. Yes, there is. 2. No, there isn’t.
PROHIBIDA SU VENTA
2. It’s twenty four minutes past eight. 3. Yes, there is. 4. No, there isn’t.
3. It’s twenty four after eight. 4. (Suggested answers)
(3) 1. It’s nine forty five. 1. Turn left and walk a street. Turn left on Main Street
2. It’s forty five minutes past nine. and walk a block. The school is on the right.
3. It’s forty five after nine. 2. Turn left and walk two blocks. The restaurant is at the
corner of Elm Street.
2. 1. How often does he do exercise? 5. 1. Turn
2. How often do they go to school? 2. See you later!
3. How often does she watch television? 3. Corner
4. How often does he study math? 4. Neighborhood
3. 1. Alma visits her grandmother once a month. 5. Self-Access Center
2. They go shopping twice a month.
3. Alexis plays the guitar three times a week.
Respuestas XLV
>LOS MOMENTOS DE CLASE
La vida moderna y, sobre todo el mundo globalizado, Para lograr lo anterior, es indispensable que el docente
obligan a conocer otro idioma como un medio para in- sea consciente de la importancia del nuevo enfoque y
tegrarse a la sociedad mundial. El idioma inglés ofre- tome en cuenta que los momentos didácticos en el aula
ce el mayor rango de comunicación entre la población son fundamentales para lograr que los alumnos compren-
mundial, por lo que el dominio de este idioma en Méxi- dan y desarrollen las competencias requeridas para inte-
co es indispensable. ractuar tanto de manera escrita, como oral, en el nuevo
idioma. Los momentos didácticos son tres: planeación,
La enseñanza de este idioma en la etapa de educación bá- instrumentación didáctica y evaluación.
sica (secundaria) permite utilizar instrumentos novedosos
y prácticos que atraigan la atención de los estudiantes por Planeación, define qué se aprenderá, para qué y cómo; la
aprender y participar en prácticas sociales del lenguaje, forma en que se utiliza el tiempo y el espacio en el aula;
orales y escritas, tanto en situaciones familiares como aca- los materiales que se utilizarán para apoyar el aprendi-
démicas, y tener acceso a la información mundial. zaje; y, las interacciones en las que el alumno participa.
En resumen, la planeación es la dosificación que se hace
para trabajar los contenidos curriculares y así, facilitar la
construcción de conocimientos.
El enfoque del programa actual considera que el propó-

sito de cada bloque así como las prácticas sociales en las
que el alumno participará, son la base fundamental para
desarrollar lo anteriormente expuesto, por lo que al pla-
near una clase, se debe también considerar lo siguiente:
• Identificar las habilidades y competencias intelectua-

les que se pretende desarrollar o fortalecer, y los logros
de aprendizaje.
• Promover estrategias de aprendizaje congruentes con

los contenidos.
• Activar permanentemente la recuperación de conoci-

PROHIBIDA SU VENTA
mientos previos.
• Generar conflictos cognitivos que motiven a la re-

flexión y aplicación de lo aprendido.
Es del conocimiento de todos los docentes que el nuevo
programa de inglés está dirigido a los alumnos que no • Propiciar situaciones de participación individual, en
cuentan con conocimientos previos del idioma, pero que equipo y grupal.
ya son competentes en el uso de su lengua materna. Esto
significa que los estudiantes que ingresan en la escue- • Fomentar la retroalimentación entre los alumnos y la
la secundaria poseen un sólido conocimiento acerca de autoevaluación.
cómo funciona el lenguaje y cuentan con diversas habi-
lidades que pueden ser transferidas o adecuadas para el • Ofrecer una evaluación congruente con el enfoque
aprendizaje de la lengua extranjera. propuesto.
XLVI Guía docente

En cada una de las Guías para el docente que forman Finalmente, habrá que elaborar el instrumento que nos
parte del material de apoyo de la serie English 1, 2 and 3, permita observar y determinar el avance, los conceptos a
hemos incluido la Dosificación didáctica que destaca el reforzar y consolidar, además de los logros obtenidos des-
propósito, las prácticas sociales, el aprendizaje esperado, pués de la planeación e instrumentación didáctica, dando
los indicadores de producción y la reflexión sobre la len- por resultado el último momento de clase: la evaluación.
gua con el fin de facilitar la instrumentación didáctica • Evaluación. Conformada por los elementos y criterios
de cada clase a lo largo del ciclo escolar. que el docente considere prácticos, útiles y confiables
para realizar un informe cualitativo o cuantitativo de
Instrumentación didáctica, es la aplicación conjunta los aprendizajes esperados en cada bloque. Como
de las estrategias de enseñanza-aprendizaje, las activida- referencia, la columna Indicadores de producción,
des y los materiales a utilizar en cada clase para lograr incluida en la dosificación propuesta de cada libro de
alumnos competentes en el inglés. La instrumentación esta serie, será de gran utilidad, ya que los productos
didáctica propuesta en el nuevo plan de estudios y que orales o escritos que se describen pueden ser conside-
hemos incluido en cada Guía para el docente (edición rados para evaluar a los alumnos. De igual manera,
anotada) ofrece una herramienta más de apoyo y consta ofrecemos dos versiones de evaluación ya que estamos
de los siguientes elementos: concientes de los diversos estilos y ritmos de apren-
• Actividad. Basada en el propósito y las prácticas socia- dizaje, así como de las necesidades y características
les de cada bloque, especificando la relación sujeto- propias de cada grupo.
objeto de conocimiento, y la forma en que llevará a
cabo dicha interacción, orientada a lograr el aprendi- Existen muchas formas para sistematizar el trabajo en el
zaje de un tema o contenido específico. aula, pero considerar los tres momentos fundamentales
• Objetivo de la actividad. Determina el resultado o lo- de clase nos permite convertirnos en guías y facilitadores
gro a obtener en el desarrollo de habilidades y conoci- en el buen desarrollo del curso, logrando que nuestros
mientos que alcancen los estudiantes al trabajar con los alumnos se conviertan en competentes usuarios del in-
contenidos y actividades definidas. El objetivo de las ac- glés en el mundo moderno y globalizado que cada vez,
tividades, se fundamenta en los indicadores contenidos exige una mayor y mejor preparación académica.
en la sección Performance Evidence del programa de
estudios (Educación Básica. Secundaria. Programas de
Estudio 2006. Lengua Extranjera. Inglés, SEP, Méxi-
co.), mismos que se plantean en los recuadros de Dosi-
ficación didáctica incluidos en la Guia para el docente
PROHIBIDA SU VENTA
correspondiente a cada grado de la serie.

• Interacción y tiempo. Define la forma en que trabaja-
rán los estudiantes (individual, parejas, equipos o gru-
:c\a^h] Engli
pal) y el tiempo destinado a cada fase de la actividad. aVoVgLda[Z
' Jean
sh
sh
D
?ZVc9Zc^hZHV Eliseo enise Sala
VbgZoIdaZYd
3
Gustav zar
Engli
:a^hZd<jhiVkdG o Ram Wolfe

írez To
• Material. Se refiere a los materiales didácticos ade-

ledo
\
cuados para abordar los contenidos del programa: li- 3
bros de texto, bibliografía adicional, periódicos, revis-

'
tas, videos, programas de radio, material de Internet,
grabaciones de audio, etcétera.
• Procedimiento. Sugiere los pasos a seguir en la ins-
English
3 inte
gral
cov.indd
1
trumentación didáctica explicando cómo desarrollar

las actividades en cada lección para obtener el resulta-
do deseado.
4/10
4
/08
1:00
:04 PM
Los momentos de clase XLVII

6 STEPS FOR PROJECT WORK
Project Work:
• A project work integrates unit contents looking at language as a whole. It also recycles programme contents as well as integrating students’ language knowledge allowing
them to go further, and it’s a great opportunity for students to show what they have learnt.
The teacher explains what project work is. STUDENTS AND TEACHER AGREE ON A TOPIC for the project work, based on for example: 2nd Grade,
2nd Unit “Health and body”. Teacher and students reflect about some problems that happen in their school regarding health, example: Diets,
healthy food, drugs, junk food, cleanliness, eating habits, smoking, etc. TEACHER SETS TEAMS OF THREE OR FOUR. Every team selects a theme
and sets the social aim, for example: To raise awareness about the use of drugs; To give advice about good eating habits; To raise awareness
Step 1 about keeping the school clean, etc. Teacher states the pedagogical aim: To enable students to give advice about and make suggestions around
the topic of health. STUDENTS AND TEACHER DETERMINE THE FINAL OUTCOME, for example: bulletin, leaflet, catalogues, signs, cards,
banners, calendars, menus, posters, exhibitions, etc. As homework, students will look for information about the topic they selected. Teacher
sets evaluation criteria.
STUDENTS AND TEACHER STRUCTURE THE PROJECT. Students gather information they brought as homework. Students have to think about
some questions:
-What information is needed to complete the project?
Step 2 -How can that information be obtained? Example: Library research, interviews, letters, newspapers, e-mail, website, videos, etc.
-What role does each student play in the development of the project?
As homework, students will look for information about the topic they selected.
TEACHER PREPARES STUDENTS FOR THE LANGUAGE DEMANDS OF INFORMATION GATHERING. Teacher checks students’ materials focusing
on the use of: Should and shouldn’t, imperative form, parts of the body, quantifiers, linking devices. STUDENTS GATHER INFORMATION.
Step 3 Students reread materials to look for relevant information: images, charts, etc. As homework, students will look for information about the topic
they have chosen.
STUDENTS COMPILE, ANALISE INFORMATION AND IDENTIFY what is relevant to the project. Students work on their final outcome and
Step 4 practice their presentation. Teacher checks final outcomes; students work on practicing their oral presentation, checking pronunciation,
organization of ideas, eye contact, etc.
PROHIBIDA SU VENTA
STUDENTS PRESENT FINAL PRODUCT: Students are now ready to present the final outcome of their projects. Teacher sets the presentation role
Step 5 and reminds what elements will be evaluated.
TEACHER AND STUDENTS EVALUATE THE PROJECT PRESENTATION. It is worthwhile to ask students to reflect on the experience of working
Step 6 on a project. Students can reflect on the language they mastered to complete the project, the content they learned and how they felt while
working in teams. Teacher gives feedback about students’ development, performance and gives the final grade.
Material provided by SEP (English Workshops July 14-15, 2008)
XLVIII Guía docente

English
Jean Denise Salazar Wolfe
Eliseo Gustavo Ramírez Toledo
1
El libro English 1 es una obra colectiva, creada
y diseñada en el Departamento de Investigaciones
PROHIBIDA SU VENTA
Educativas de Editorial Santillana,

con la dirección de Clemente Merodio López.
El libro English 1. Santillana Integral fue elaborado en Editorial Santillana por el siguiente equipo:
Edición: Nelly Pérez Islas y Margarita Javiedes Romero
Asistente editorial: Rosalinda Bazán Hernández
Coordinación editorial: Roxana Martín-Lunas Rodríguez
Revisión técnica: Eduardo Benitez Sánchez
Corrección de estilo: Eduardo Benitez Sánchez; Nelly Pérez Islas y Liliana Plata Quiroz
Diseño de portada: José Francisco Ibarra Meza
Ilustraciones de personajes de portada: Carlos Velez, Tania Juárez
Diseño de interiores: Alicia Prado Juárez
Diagramación: Alicia Prado Juárez y Lizeth Violeta Méndez Guadarrama
Iconografía: Eliete Martín del Campo Treviño, Miguel Bucio y Paula Arroio
Ilustraciones: Luis Sopelana, Judith Meléndez, Alejandro Zárate, Carlos Vélez, Tania Juárez, Israel Ramírez, Humberto García,
Eliete Martín del Campo Treviño
Fotografía: Rocío Echávarri Rentería, Archivo Santillana, Jupiter Images
Fotografías páginas 160: Gregg Newton. (C) Reuters 1998
Gerencia de Internet y Multimedia: Arturo Mercenario Pérez Negrón
Estudio de grabación: Sonica Audio
Jean Denise Salazar Wolfe
Eliseo Gustavo Ramírez Toledo
Editora en Jefe de Secundaria: Roxana Martín-Lunas Rodríguez

Gerencia de Investigación y Desarrollo: Armando Sánchez Martínez
Gerencia de Procesos Editoriales: Laura Milena Valencia Escobar
Gerencia de Diseño: Mauricio Gómez Morin Fuentes
Coordinación de Arte y Diseño: José Francisco Ibarra Meza
Coordinación de Iconografía: Germán Gómez López
Coordinación de servicios electrónicos: Víctor Vallejo Paquini
Digitalización de imágenes: José Perales Neria, Gerardo Hernández Ortiz y María, Eugenia Guevara Sánchez
PROHIBIDA SU VENTA
Fotomecánica electrónica: Gabriel Miranda Barrón, Benito Sayago Luna y Manuel Zea Atenco
La presentación y disposición en conjunto de cada página de English 1. Santillana Integral son propiedad del editor. Queda estrictamente prohibida la reproducción
parcial o total de esta obra por cualquier sistema o método electrónico, incluso el fotocopiado, sin autorización escrita del editor.
© 2006, Jean Denise Salazar Wolf, Eliseo Gustavo Ramírez Toledo

D. R. © 2006 por EDITORIAL SANTILLANA, S. A. DE C. V.
Av. Universidad 767
03100, México, D. F.
Primera edición actualizada: junio, 2008
Miembro de la Cámara Nacional de la

Industria Editorial Mexicana. Reg. Núm. 802
Impreso en México
> PRESENTATION
To the teacher
The way we teach foreign languages, particularly English, has changed radically over the last thirty years. Today, classroom
dynamics are enriched with a host of innovative technical and methodological considerations.
English 1, is student-centered as well as teacher-friendly. It follows the methodology established in the official program and
offers the five thematic units plus an Introductory unit to be covered during the 1st grade in Secondary school. The units
have been designed in modules of three lessons each; the number of lessons agree with the amount of teaching sessions that
conform a school year. A lesson can be covered in a 45-50 minute-class period, nevertheless the timing devoted in each unit
is flexible and will depend on the needs of every group.
The units in English 1 offer the following:
Unit Modules Lessons
Introductory 2 6
1 6 18
2 8 24
3 7 21
4 10 30
5 7 21
The modules, which shape the programmatic basis of this textbook, follow three stages:
• Connecting: introduces students to the topic, the specific notions of language and the communicative functions to be
developed throughout the unit.
• Chatting: engages students to practice what they’ve learned while transferring language concepts to their own reality.
• Downloading: promotes critical thinking skills development and increases accuracy and fluency through oral and written
activities.
A more detailed description of what each stage offers is included in the following section Meet Your Book! (page 4)
English 1 also offers you the following supplementary material:
• Audio CD: aimed to help you engage your students to practice pronunciation and to develop listening strategies. Includes
all listening activities such as dialogues, chants and readings.
• Teacher’s Edition: aimed to help you plan and optimize your teaching strategies. It offers a front matter that reviews
the methodology to be followed; a detailed lesson plan for each week in the school year; ten term exams -two different
evaluations per bimester (A and B); all Student book pages with overwritten answers and teaching suggestions, a
Grammar Reference and the audio scripts.
We are sure that English 1 will be a highly successful tool for you and your students throughout the school year.
To the student
Welcome to English 1, designed to be your companion during your first course in English in Secondary school. This book
is aimed to help you enjoy the learning process of the new language while developing useful strategies to start understanding
and communicating in English.
PROHIBIDA SU VENTA
English 1 is organized in modules of three lessons each that offer a variety of activities that will help you acquire basic
vocabulary and fixed expressions in order to communicate in English with your classmates and teacher during your foreign
language class and to start understanding the language in magazines, songs, TV programs, movies, Internet, games, etc., in
things and activities of your interest. Throughout the book, you will also become familiar with different kinds of texts and
use them for personal and limited purposes.
A very important issue about learning a foreign language is to acquire confidence in using a limited range of structures and
vocabulary so as to speak or write about yourself and/or others. Therefore, English 1 helps you to develop self-confidence and
some basic strategies at learning the language. You will find different activities in the book that engage you to understand,
think, produce and reflect on how to use the language properly in familiar situations. You will also have lots of practice
and fun while working and developing the four skills you need to start managing the new language: speaking, reading,
writing and listening. To help you develop this last skill in an easier way, an audio CD is included in your book. A detailed
description of the way to approach a unit, what each lesson offers and what you will find in the last sections in your book is
included in the section: Meet Your Book!
Finally, we invite you to enjoy every moment of your English course and every page in this book; and we wish you the best of
luck throughout this school year!
Denise and Gustavo
3
> MEET YOUR BOOK!
APPROACHING A UNIT
Let’s all Plug in and start reading about what each unit in this book offers for you to
5LE@K+
5LE@K(
approach English with enthusiasm and succeed at learning and using the language I take a shower and
brush my teeth every
My sister and I are twins.
My father takes us to school
everyday at 7:00 a.m.
in daily life situations. Each unit offers three main components: Unit Presentation, day at 6:30 am.
Unit Modules and Unit Review.

We get ready for bed
every night around
9:00 p.m.
◗ UNIT PRESENTATION: It’s a two-page spread where you will find the following: My sister and I come to
On the left-hand-page:
school on weekdays. I take
classes from 8:00 a.m to
2:00 p.m.
• Pictionary: illustrates in a context, the main vocabulary to learn in the unit.

On the right-hand-page:
I take extra math
classes in the My mom picks
afternoons. us up at school
at 2:00 p.m.
• Unit title: establishes the theme and context of the social practices.
• Purpose and Social Practices: a clear overview of what language concepts
you will learn throughout the unit and how to use them to interact in &(+
communicative situations. Gligfj\

The purpose of this unit is to enable
Gi\$Le`k@em\jk`^Xk`fe
“It’s a quarter past seven.” is in:
students to describe actions that happen
• My Personal Predictions and a Pre-Unit Investigation: an invitation to browse

Lesson page
daily or periodically in their life or in
the life of people and animals they are The expression: “What’s the time?” is in:
interested in. Lesson page
A chart of Óscar’s daily routine is in:
through the unit to find relevant information about the social practices and JfZ`XcGiXZk`Z\j
Lesson page
A reading: “Laika the astronaut” is in:
Lesson page

functions you will learn in the unit.

Giving and obtaining factual information
My Personal English File is in:
of a personal and non-personal kind.
4.1. Asking and telling the time. Lesson page
4.2.Asking for and giving information My Personal Weekly Time Table is in:
about everyday activities. Lesson page
The Time Line using: sometimes,
usually, never, always, and often is in:
DpG\ijfeXcGi\[`Zk`fej Lesson page
◗ UNIT MODULES: According to the number of sessions in each bimestrial term, you CffbXkk_\g`Zkli\fek_`jgX^\
Xe[Z_ffj\k_\Y\jkfgk`fe%
1. I think that this unit is about:
Belem Guerrero’s biography is in:
Lesson page
“The Western Gorilla” is in:
will find a different amount of modules per unit. However, each module always a. Leisure activities.
b. Classroom activities.
c. Daily activities and routines at
Lesson page
home and at school. I\]c\Zk`fefeCXe^lX^\

includes the following three lessons aimed to enable you to connect, learn and Gi\j\ekj`dgc\
=i\hl\eZpX[m\iYj
Gi\gfj`k`fejf]k`d\
apply English to your interest and needs: &(,
N<C:FD<KF<E>C@J?:C8JJ
:FEE<:K@E>
XZ b
( CffbXkk_\g`Zkli\jXe[c`jk\ekfk_\Zfem\ijXk`fej%
ki
(
NfibègXìj%C`jk\eX^XèXe[giXZk`Z\n`k_XZcXjjdXk\%
• Connecting: Introduces you to the main topic of the module through an

ERICK: Hi, Óscar. How are you?
ÓSCAR: Good morning, Erick, I’m fine thanks, and you?
ERICK: I’m fine too, thanks. illustrated dialogue or short text to engage meaningful comprehension of
SULLY: Good morning, Mr. Taylor.
MR. TAYLOR: Good morning, Sully.
SULLY: May I come in?
language and functions. Practice on reading, listening, speaking and writing
for you to produce some performance evidence follows along and finally, you
MR. TAYLOR: Yes, of course!
MR. TAYLOR: Good afternoon, Mr. Suárez. How do you do?

MR. SUÁREZ: I’m fine, thank you, Mr. Taylor. And you?
MR. TAYLOR: I’m fine, thank you, sir.
finish the lesson focusing on developing strategic competences and reflecting
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ERICK: Hi, Sully.
a. How are
a you?
b. Who are
on how you can apply language. This lesson always includes:
a. Words and Expressions: where you learn, reinforce and apply the main
SULLY: Erick. I’m fine thanks, and you?
a. Good morning b. Good afternoon
ERICK: fine too, thanks.

a. I’m b. You are
ÓSCAR:JG<CC@E>
a. Good morning
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Mr. Taylor. How do you do?
b. Good night
vocabulary in the lesson.
MR. TAYLOR: Fine thanks, Óscar, and ?
a. I
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a. thanks
.
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SCHOOL
b. Your Turn!: where reflection, application and transferring of knowledge is
performed in your own personal context.
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blackboard book chalk classroom desk (student) desk (teacher)
• Chatting: It encourages you to practice and extend language in a different

door window eraser janitor marker notebook
context Through this lesson your performance evidence will be stronger and
will engage you to consolidate communication in the foreign language. This
PROHIBIDA SU VENTA
principal’s
lesson includes:
pen pencil pencil case pencil sharpener principal office
ruler schoolbag school student students
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teacher a. Focus!: a task aimed to help you understand and consolidate grammatical
structures being learned in the lesson through practice activities that are
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A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z
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Read the instructions for activities 1 and 2. Underline the action word (verb) in each sentence and rewrite
them on the lines below. Follow the example.
1. Look and . .
correlated to the Grammar Reference found at the end of the book.
2. . and . and stand up.
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Answer the question: What are these sentences for? They give you an order or an
sentences are imperatives. (Look up the Grammar Reference section-page 230 for more information)
;FNECF8;@E>
. These
• Downloading: it is the third and last lesson in each module. Here, you will
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find new contexts that will enable you to apply your knowledge to daily and
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ERICK: Look at these ads, Óscar! Do you like

X-treme sports?
ÓSCAR: They’re fantastic! I love mountain biking a
lot, and you?
ERICK: Well, I don’t like mountain biking but I like
hiking a lot with my family.
ÓSCAR: Hiking? No, I don’t like hiking, I prefer
familiar life situations while producing performance evidence, developing
different strategic competences and reflecting on how to use the language
water sports, I love kayaking!
ERICK: Kayaking? What about exploring?
ÓSCAR: Yes! I love exploring, too.
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accurately. This lesson always concludes with a Your Turn! activity.
You: Look at the ads (name of a friend)! Do you like X-treme sports?
Friend: T hey’re horrible! I hate hiking, and you?
Throughout each module, you will also find the following activities flagged
with specific icons that tell you what the final purpose of the task is:
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• Portfolio: for these activities, we suggest using a notebook and dividing it
into three sections: a) Dossier: in this section, you save the activities where you
1. Marcos is a janitor and Martha is a teacher. They work in school.
2. Eduardo is doctor and Silvia is dentist. They work in hospital.
3. Carlos is artist and Rosy is secretary. They work in museum.
4. My father is accountant and my mother is housewife.
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produce new texts: dialogues, descriptions, chants, e-mails, and all the Print Out
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lesson activities such as: posters, invitations, brochures, etc. b) Language: where
ki
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There are 15 countries in Latin America where Spanish is the official language: México, Guatemala,
El Salvador, Honduras, Nicaragua, Costa Rica, Panamá, Colombia, Perú, Ecuador, Chile, Argentina,
Bolivia, Paraguay and Uruguay. People in Latin American countries learn English, too.
C`jk\eXe[i\X[k_\i_pd\%Le[\icè\k_\Zfleki`\jXe[ZìZc\k_\eXk`feXc`k`\j%
C`jk\eX^Xè#ZcXgXe[Z_XekXcfe^% you can include the language entry activities described below and that will help you
WHERE ARE YOU FROM?
I’m from Guatemala, open the door and see El Salvador.

Listen everybody:
consolidate understanding of new words; and c) Personal section, for you to write the
Peruvians, Argentinians, Chileans and Colombians.
People from Costa Rica all the way to Panama.
Come visit my country and have some fun!
Where am I from?
México, of course!
information that interested you the most from the unit (friend’s information, your own
, Nfibèîflgjf]k_i\\%Ni`k\jfd\Zfleki`\jXe[eXk`feXc`k`\j]ifdk_\Z_Xekle[\i
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experiences, etc). These activities are only suggestions of what can be kept as Portfolio
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activities and are aimed for reviewing and reinforcing purposes. However, you and your
teacher are free to choose the activities you may want to use for a Portfolio purpose.
Colombian Colombia
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From:
To:
Dear
Jenny Harper
,
• Language: stands for every dictionary entry in the book. Each entry is correlated
with the colored word printed in the body of the lesson to facilitate comprehension
My name’s , and I live in
Write u later,
and use of vocabulary. An example using the word in a sentence is included in each
language entry. We invite you to look up the word in your dictionary to find more
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definitions. Finally, there’s an activity for you to consolidate the use of he word in a
To: Mr Taylor
Dear
My name’s
,
, and I live in
written way. You can do this activity as part of your portfolio work and keep it in the
Language section for further reference and practice.
When writing to a friend, you close letters,
e-mails, postcards with informal but
friendly sentences: Bye, bye for now, write u
later, etc. When writing formal letters or
e-mails, you use closing sentences such as:
Yours sincerely / Best regards / Regards. • Blog: where you will find tips to help you develop strategies to use and apply the
8:XeX[`Xe=i`\e[AZhhdc&' &+&
language in an easier way, as well as to raise awareness of the differences or similarities
between English and Spanish.
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introduced in the unit.

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General information on the place (name, address, phone number).
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Party schedule.
• Print out: offers you the opportunity to work in small groups, to have fun My state is: In this state there are Party goods you have to take to the place.
A very well designed and interesting map to locate the place. Include nearby places and mark them on the map.
A list of people to contact for this event.
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on the different topics included in the unit. This activity is time-flexible, X^\eZp%
1. Locate the places on a map.

2. What is there to see and do in these places?
depending on the needs of the group and on your teacher’s instructions. You K@D<=FI:LCKLI<8E;=LE
3. How can you get to these places?
4. Are these traditional or modern places to visit?
can start at school, finish it at home and bring it in the next class to share and @JK?<I<8:?F:FC8K<:8B<=FID<6
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comment with the rest of your group and with your teacher.
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sandwiches are
includes a game where comprehension and application of the language is done 16

in the classroom
now?
How many
there in the
picture?
are there in the
picture?
5
are playing this
game now? Are some friends that you want to meet?
Vacation time is coming soon, and there
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How many dogs
in an interactive way. teachers are

there in their
classrooms now?
are chasing cats
in the picture?
For you to visit
your
And don’t forget to have some
enjoy
to come along
!
15 6 Where these ? How can you get there?
• Tuning Up! where focusing on pronunciation is the purpose. You will always
How many cats How many girls
are there in the are wearingTake
a the bus, ride a bike, get a plane behind the clouds.
picture? sweater right now? Between the waves on a boat,
Just surf the ocean and you go!
14 7
find a chant specifically written for each unit.

, is here to stay
How many clocks How many clocks
are at five o’clock are there in the , we meet again.
PROHIBIDA SU VENTA
in the picture? picture? yourself and don’t forget

School’s a place where English is !
• The Cool Teens Magazine: this section includes reading texts using a magazine 13
How many girls
are there in the
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classroom now?
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students are
wearing glasses
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right now?
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Introductory Unit: Classroom language
format to introduce general cultural facts in a teen-appealing way.

The Imperative
12 How many soccer 11 How many 10 9 How many books
The Imperative is an obligation to do something. It
balls in backpacks
has no subject.
We use
classrooms
imperatives to give instructions to do or
and
to make something. How many people * C`jk\eX^XèXe[Z_XekXcfe^%
The negative is formed with the auxiliary don’t +
the infinitive form. and notebooks
Open the book. Stand up. live in your house? Don’t circle that word.
are there in the
Close the door. labs are therethein
Underline correct answer.
+open arenotebooks.
you carrying
Name them. Don’t your
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picture?
Raise your hands. our Listen
school?to the teacher. Don’t come in. today?
;feËk]fi^\kkfèZcl[\k_\eXd\Xe[Z_XiXZk\i`jk`Zj%Ni`k\pflie\nZ_Xekfek_\cè\j
• My Personal English File: where you register everyday useful words and Unit 1: Personal Identification
This and These
''+
Use this with a singular countable or uncountable noun and these with plural
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nouns. Use this/these when you are near the object.
This is a classroom. These are pens.
That and Those
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Use that with a singular countable or uncountable noun and those with
plural nouns. Use that/those when you are distant from the object.
That is an actor. Those are students.
D
This is a pilot and these are architects. That is a girl and those are doctors.
expressions; interesting facts from the unit and to keep a record of your This is a teacher and these are janitors.
The indefinite article a / an.

Use a before a noun beginning with a consonant sound.
Use an before a noun beginning with a vowel sound.
Mr. Rogers is an accountant.
That is a pencil and those are markers.
The definite article the.

Use the when referring to something specific.
Mr. Smith is the doctor and Mrs. Jones is the nurse of that hospital.
Mr. Taylor is the teacher of English in my school.
personal outcome. This section also asks for the use of a monolingual
Luis Miguel is a pop singer. Mary Thomas is the new student, she is from England.
This is an orange.
That is a desk. 5I<=C<:K@FEJ89FLKDP=@IJKP<8IF=<E>C@J?
Verb : To Be (am, is, are) Short Answer Form Contracted form -use an apostrophe ( ’ ) Negative
Question Form Affirmative to form the contraction-
Am I a student? Yes, I am. I’m :fdgc\k\k_\j\j\ek\eZ\jè<e^c`j_%
No, I’m not.
dictionary to increase your vocabulary and offers an activity correlated to the

Are you a teacher? Yes, you are. you’re No, you aren’t. AZhhdc'& '',
Is he a doctor? Yes, he is. he’s No, he isn’t.
Is she a nurse? Yes, she is. she’s
likeisn’t.
1. WhatNo,I she a lot about my English book:
Is it a dog? Yes, it is. it’s No, it isn’t.
Are we students? Yes, we are. we’re No, we aren’t.
Are you engineers? Yes, you are. you’re No you aren’t.
Are they janitors? Yes, they are. they’re No they aren’t.
previous magazine page. Linking devices:
and my shoes are black. My dad, my mom, my brother and my sister are my family.
Unit 2: Actions in progress

andWhat
These refer to words that help us join ideas to convey clear meaning. Some linking devices that indicate addition are: 2. I like
and using a lot about
a , (comma) my
My blouse English teacher:
Finally, at the end of your book, you will find four very useful sections:
The present continuous indicates actions that are in progress at the moment of speaking.
Complete Form Contracted Form Question form Affirmative Answer Negative Answer
I am reading now. I’m reading now. Am I reading now? Yes, I am. 3. WhatNo, I’m not.about the rhyming chants in my book:
I think
You are reading now. You’re reading now. Are you reading now? Yes, you are. No, you aren’t.
He is reading now. He’s reading now. Is he reading now? Yes, he is. No, he isn’t.
She is reading now. She’s reading now Is she reading now? Yes, she is. No, she isn’t.
GRAMMAR REFERENCE: correlated to the Focus! activities and it’s aimed to help you to
It is eating now. It’s eating now. Is it eating now? Yes, it is. No, it isn’t.
◗
We are walking now. We’re walking now. Are we walking now? Yes, we are. No, we aren’t.
You are walking now. You’re walking now. Are you walking now? Yes, you are. No, you aren’t.
They are walking now. They’re walking now. Are they walking now? Yes, they are. No, they aren’t.
4. My favorite game in the book:
NOTE: Verbs ending with e: ommit the e and add ing:
Take – taking love – loving erase – erasing change – changing
review and reinforce English.

Verbs ending with a vowel + a single consonant: double the consonant and add ing:
Jog – jogging shop – shopping run – running rob – robbing
Indicating possession
We use an apostrophe followed by s to indicate possession.
5. When I don’t understand a word I
This is Tom’s sweater.
That is Pedro’s backpack.
◗ REFLECTIONS ABOUT MY FIRST YEAR OF ENGLISH: you can write your personal opinion Unit 3: Hobbies, Leisure and Sport
Likes and dislikes
Always use a direct object –nouns, gerunds or infinitives, immediately after the verbs like, love, dislike and hate.
I like ice cream and I hate strawberries.
6. It is very difficult for me to
about your English course and share it with your teacher and your classmates. '(%
7. It is very easy for me to
◗ BIBLIOGRAPHY: this section provides information about books and Websites that 8. I often use English
may be consulted. Some references are for you and some others for your teacher. 9. I use my dictionary
◗ AUDIO SCRIPTS: where you will find the text of every listening activity not printed 10. My favorite character in this book is
in the body of each unit. And for you to practice pronunciation and enjoy '('
working at developing listening strategies, an audio CD which includes all

listening activities –dialogs, reading texts and chants, is offered with this book.
5
> TABLE OF CONTENTS
INTRODUCTORY UNIT CLASSROOM LANGUAGE
Purpose Social Practices Module Lesson Page
To provide students with basic • Establishing and maintaining social contacts. Picture dictionary 8
classroom language that will enable 1. Greeting people and responding Unit entry 9
them to communicate in English at all to greetings.
1. Welcome to English Class 10
times during their foreing language
lessons.
2. Communicating in the classroom.
3. Mantaining communication in or out of
the classroom.
1 2. Spelling
3. Let’s Sing
12
14
Reflection on Language 4. What’s Today’s Date? 16
• Imperative form 2 5. My Birthday
6. Wrapping Up!
18
20
UNIT 1 PERSONAL IDENTIFICATION

Purpose Module Lesson Page Module Lesson Page
To enable students to introduce themselves Pictionary 22
and others, and to exchange personal details. Unit entry 23
1. Personal Identification 24 10. Erick’s ID 42
Social Practices
• Establishing and maintaining
social contacts.
1 2. It’s a Pretty City
3. They Are My Friends
26
28 4 11. Where Is My ID?
12. A Famous Person
44
46
1.1 Introducing oneself and 4. My Father Is a Teacher 30 13. Wrapping Up! 48

other people.
1.2 Asking for and giving personal details. 2 5. Where Are You from?
6. World Languages
32
34 5 14. Print Out
15. Time for Culture and Fun
49
50
Reflection on Language
7. Claudia Is Italian 36 16. Tuning Up! 51
• Demonstrative pronouns
• Indefinite articles.
• Linking devices
3 8. Let’s Chat
9. What’s Your e-mail Address?
38
40 6 17. The Cool Teens Magazine
18. My Personal English File
52
53
UNIT 2 ACTIONS IN PROGRESS

To enable students to give and obtain Pictionary 54
information about possessions and Unit entry 55
describe actions that are in progress at 1. Look at This Mess! 56 13. Hot Dogs and Sodas 80
the moment of speaking.
Social Practices
1 2. What’s Going on?
3. This Is Sully’s Sweater
58
60 5 14. Taking Pictures!
15. They aren’t Eating Ice Cream
82
84
• Giving and obtaining factual information of 4. What is She Wearing? 62 16. What are You Doing Now? 86
a personal and non-personal kind.
2.1 Asking and answering questions about
personal possessions.
2 5. Where’s My Cell Phone?
6. These Are My Personal Belongings
64
66 6 17. They’re Wearing Sweats
18. Chatting on The Net
88
90
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2.2 Describing what people are wearing 7. Are These Your Things? 68 19. Wrapping Up! 92
and/or doing at the moment of
speaking. 3 8. A Secret Location
9. The Word Chain
70
72 7 20. Print Out
93
94
10. I’m Catching a Cold 74 22. Tuning Up! 95
• Present continuous
• Prepositions of location
4 11. What Is He Doing?
12. Working Out!
76
96
97
6
UNIT 3 HOBBIES, LEISURE AND SPORT
To enable students to express their Picture dictionary 98
personal interests around the topic of Unit entry 99
hobbies, leisure and sport, and to make 1. I Like Basketball! 100 13. Let’s Go to the Mountains 124
/ respond to invitations to events /
places related to the topic. 1 2. I Hate Swimming
3. X-treme Sports
102
104 5 14. Planning an Excursion
15. Let’s Go to the Movies
126
128
Social Practices 4. Scrapping 106 16. Wrapping Up! 130
• Establishing and maintaining social
contacts. 2 5. Movies and Music
6. Remembering Good Moments
108
110 6 17. Print Out
131
132
3.1 Expressing preferences, likes and
dislikes. 7. Does She Like Teddy Bears? 112 19. Tuning Up! 133
3.2 Inviting and responding to invitations.
3 8. Leisure Activities and Sports
9. The Opera Singer
114
134
135
10. Inviting Your Friends 118
• Verbs to express likes/dislikes
• Auxiliary verb Do in questions
• “s” for plurals vs “s” for third person
4 11. A Music Show
12. Do You Like Opera?
120
122
UNIT 4 DAILY LIFE

To enable students to describe Picture dictionary 136
actions that happen daily or Unit entry 137
periodically in their life or in the 1. What time Is It? 138 16. Personal Schedules 168
life of people and animals they
are interested in.
1 2. World Friends, World Times
3. What Time Is The Band Playing?
140
142
6 17. At What Time Do You Wake Up?
18. What a Life!
170
172
Social Practices 4. With My Friends 144 19. An Interview 174
• Giving and obtaining factual
information of a personal and non-
2 5. She Usually Brushes Her Hair at Night
6. What Do You Do on Weekends?
146
148
7 20. Cool Magazines!
21. What Sport Do You Like?
176
178
personal kind. 7. My New Pet 150 22. How Often Do You Visit Your Friends? 180
4.1 Giving simple infromation
about places.
3 8. A Tiny, Little Dog!
9. A Really Big Dog
152
154
8 23. Sunday Schedule
24. Do Gorillas Like Bananas?
182
184
4.2 Asking the way and giving
10. A Biography on Wheels 156 25. Wrapping Up! 186
directions.
4 11. A Daily Routine
12. A Canadian Friend
158
160
9 26. Print Out
187
188
• Present simple 13. A Busy Timetable 162 28. Tuning Up! 189
• Frequency adverbs
• Prepositions of time 5 14. Daily Activities
15. Weekend Fun!
164
166
10 29. The Cool Teens Magazine
190
191
UNIT 5 PLACES AND BUILDINGS

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To enable students to describe Picture dictionary 192
the place where they or other Unit entry 193
people live, and to ask the way/ 1. My Hometown 194 13. I Like Huts 218
give directions.
1 2. Where’s The Restaurant?
3. My Neighborhood
196
198
5 14. What a Cool Poster!
15. There’s a House in a tree
220
222
Social Practices
4. Is The Subway Station Near? 200 16. Wrapping Up! 224
• Giving and obtaining factual
information of a personal and non-
personal kind.
2 5. How Can I Get to …?
6. Watch Out for Signs!
202
204
6 17. Print Out
225
226
5.1 Giving simple infromation
7. Where Can I Find a Bank? 206 19. Tuning Up! 227
about places.
5.2 Asking the way and giving
directions.
3 8. Where Is Your House?
9. Self-access Center
208
210
7 20. The Cool Teens Magazine
21. My Personal English file
228
229
Reflection on Language 10. Beautiful Clocks 212 • Grammar Reference 230

• Definite/indefinite articles
• Prepositions of location
• Imperative form to give directions
4 11. What a Beautiful Place!
12. My Favorite Brochure
214
216
•
•
Reflections About My First Year of English
Scripts
232
233
238
• Bibliography
7
>UNIT 1
>INTRODUCTORY UNIT
bulletin
blackboard
globe
bulletin board
chalk
bookcase chair
eraser
teacher
schoolbag
role list
book
books
desk
floor
shoes
watch
platform
eraser
pen student
notebook
pencil
case
table
schoolbag
portfolio
wheelchair
pencil
8
Purpose Pre-Unit Investigation
The purpose of this unit is to provide Good morning; hello; how are you? ; are in:
students with basic classroom language Lesson 1 page 10
that will enable them to communicate
in English at all times during their Numbers 1-12, 20 and 30 are in:
foreing language lessons. Lesson 4 page 17
January, February, March, etc., and

Monday, Tuesday, Wednesday, are in:
Social Practices Lesson 4 page 16, 17
The alphabet is in:

• Establishing and maintaining Lesson 2 page 12
social contacts.
Numbers 14,15,100, etc., are in:
1. Greeting people and responding to
greetings. Lesson 4 page 17
2. Communicating in the classroom. Nationalities are in:
3. Maintaining communication in or
out of the classroom. Lesson 8 page 39
Reflection on Language My Personal Predictions

• Circle the best option.
• Imperative form 1. Vocabulary in this unit is related to:
a. restaurants
b. schools
c. cars
2. Dialogues in this unit refer to:
a. communication in the classroom
b. physical exercise
c. introducing people
9
WELCOME TO ENGLISH CLASS
CONNECTING
Get students to focus attention on the pictures. Ask students
ac k
1 Look at the pictures and listen to the conversations. to tell you what they notice about each one: the hour, the
tr
1
place, the people, etc.; then, point at the conversations and
• Work in pairs. Listen again and practice with a classmate. ask them to read and listen. Play the recording twice pausing
at the end of each conversation.
Play the recording again, ask your students to work in pairs
and practice the conversations.
Students can repeat the lines individually before

ERICK: Hi, Óscar. How are you? practicing in pairs.
ÓSCAR: Good morning, Erick, I’m fine thanks, and you?

ERICK: I’m fine too, thanks.
SULLY: Good morning, Mr. Taylor.

MR. TAYLOR: Good morning, Sully.
SULLY: May I come in?
MR. TAYLOR: Yes, of course!
MR. TAYLOR: Good afternoon, Mr. Suárez. How do you do?

MR. SUÁREZ: I’m fine, thank you, Mr. Taylor. And you?
MR. TAYLOR: I’m fine, thank you, sir.
2 Look at the pictures and complete the conversations with the correct option. Get students to focus attention on
the pictures, ask them to look at
ERICK: Hi, Sully. a you? the details, read the conversations
and fill in the blanks by choosing
a. How are b. Who are the correct option.
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SULLY: a Erick. I’m fine thanks, and you?

a. Good morning b. Good afternoon
ERICK: a fine too, thanks.

a. I’m b. You are
ÓSCAR: a Mr. Taylor. How do you do?

a. Good morning b. Good night
MR. TAYLOR: Fine thanks, Óscar, and b ?

a. I b. you
You may write the conversations
on the board and complete them
ÓSCAR: I’m fine too, sir, a . with the whole class.
a. thanks b. hi
10 Introductory Unit Classroom Language

MR. SUÁREZ: Hello, Mariana, how are you?
MARIANA: Fine thanks, sir. b ?
a. How are you? b. How do you do?
MR. SUÁREZ: I’m b thank you, and how are you today, Sully?
a. fines b. fine
SULLY: I’m fine too, a . Thank you.

a. sir b. I
3 Practice the dialogues in activity 2 with three friends. Write the names of your friends on the lines below.
Model the conversations, ask
Names students to work in groups of
three and practice them.
♣ Remind them of the
1. importance of the
intonation. Monitor and
2. Student’s own answers. check for accurate
pronunciation.
3.
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4 Words and Expressions!
tr
• Look at the picture. Listen and complete the conversation with a word from the box.
Practice in groups of five and check ( ✓ ) the place where this is happening.
recess absent here present raise TEACHER: Good morning everyone. Raise your hand,
when I call your name… Erick Gallegos.
ERICK: Present !
TEACHER: Mariana Íñiguez.
MARIANA: Here !
TEACHER: Óscar Robles.
ÓSCAR: Present!
TEACHER: Sully Yiang… Sully Yiang?
ÓSCAR: Absent .
SULLY: Sorry! May I come in?
PROHIBIDA SU VENTA
TEACHER: Mmm… O.K. Sully, come in, but please

be on time for class.
SULLY: Yes, sir. Promise!
TEACHER: Please close the door, Sully.
c Cinema c
✓ Classroom c Restaurant ÓSCAR: Time for Recess !
Prompt students to look at the picture. Ask them where the people are: Are they in a restaurant? Are they at the cinema? Are they in
a classroom? Then, present the words from the box, get students to repeat and act them out. Now, point at the conversation and
Your Turn! ask students to read and listen. Play the recording once.
Make it clear that students should just listen the first time and try not to fill in the answers yet. Play the recording again. Get students
to fill in the gaps. Play the conversation for students to listen and check their answers before checking them with the whole class.
• Answer the questions.
Students can check the answers in pairs; they will interact among them and will feel more comfortable.
1. In the dialogue, who asks permission to enter the classroom? Sully
2. What is the expression we use to ask for permission? May I come in?
• Work in pairs and underline the correct options. You ask for permission, when you:
a. enter a place b. exit a place c. go to the bathroom
Welcome to English Class Lesson 1 11

SPELLING
CHATTING Get students to focus attention on the pictures; hold the book up so the students can see them. Say the
words aloud. Ask the class to look at the photos and listen to you. Get them all to repeat.

• Look and listen to your teacher carefully. Read and identify.
SCHOOL
:c\a^h]
&
\
blackboard book chalk classroom desk (student) desk (teacher)
door window eraser janitor marker notebook
principal’s
pen pencil pencil case pencil sharpener principal office
ruler schoolbag school student students teacher
2 Listen to your teacher carefully. Read the letters in the alphabet and follow. Choose a letter in the
PROHIBIDA SU VENTA
alphabet and stand up when your turn comes. Say your letter aloud.
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z
• What letters in the Spanish alphabet are not part of the English alphabet.
Tell students they are going to practice the alphabet in English. Say it aloud and slowly and get them all
to repeat each letter. Write some letters on the board and make the students repeat them.
Focus
• Read the instructions for activities 1 and 2. Underline the action word (verb) in each sentence and rewrite
them on the lines below. Follow the example.
1. Look and listen . Read .
2. Listen . Read and follow . Choose and stand up.
• Answer the question: What are these sentences for? They give you an order or an indication . These
sentences are imperatives. (Look up the Grammar Reference section-page 230 for more information)

Get students to focus attention on the
silhouettes. Tell your students they have to
3 Look at the pictures and underline the correct word. Follow the example.
choose the correct option. Ask them to try
to solve the exercise without looking at
the pictionary at page 12.
Maestro
pencil
student teacher schoolbag notebook janitor desk blackboard sharpener
pencil pencil
pencil pen notebook book sharpener eraser pen sharpener
To spell a word is to
name each letter on a
word. Read the example
and listen. SCHOOL =
S–C–H–O–O–L
student students pencil pen eraser ruler
• Work in pairs. Practice with a classmate and spell the underlined words in activity 3. Follow the example.
How do you spell teacher? Teacher = T-e-a-c-h-e-r
• Listen to the words again and this time, SPELL the words.
• Now, work in pairs and spell other words from activity 3 or from the Pictionary (page 8).
Show your students your schoolbag; ask them to guess what you have in it, e.g., a pen, a sharpener, etc. Tell them they are going to
do the same in groups of four in order to fill in the chart.
4 Work in teams of four. Look at what your classmates have in their schoolbags or desks and check (✓)
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the chart below. Then, share the information with your teacher and classmates. Follow the example:
Emilio has a pencil sharpener, a pencil, a pen, and an English book in his schoolbag.
Materials
Student’s
Name pencil sharpener pencil pen notebook English book eraser
Emilio ✓ ✓ ✓ ✓
Student’s own answers.
Spelling Lesson 2 13
LET’S SING
DOWNLOADING
1 Look at the pictures and read.
My mom is forty years old. Thirty days have September, April, June and November.
My grandparents are celebrating fifty years of marriage. Wow! This person is a hundred years old.
Before the activity say the numbers 1-10 around the class while pointing
ac k at 10 students. Get the class to repeat them. Now, prompt the class to
2 Work in teams of ten and choose a number. Listen to
tr
3 look at the numbers and the rhyme, you can act out unknown words.
Divide the class in groups of ten and carry out the activity playing the
the rhyme and act out your number. recording as many times as necessary.
10 6
5 8
4
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One, two, open your book.

Three and four, sit on the floor.
Five and six, get together and mix
Seven and eight, stand up straight
97 3
Nine and ten, take a pen!
2 1
3 Match the correct number of objects with the corresponding word. Follow the example.
Fifty
Fourteen
Twenty
One hundred
Thirty
Twelve
Forty
Eleven
Thirteen
Fifteen
Your Turn!
8
4 Work in pairs and write the number of objects there are of each in your classroom.
Follow the example.
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• Compare your answers with another pair of students.
OBJECTS IN
NUMBER OF OBJECTS
YOUR CLASSROOM
windows 4 Four
sharpeners
rulers
English books Student’s own answers.
erasers
pencils
Let’s Sing Lesson 3 15

WHAT’S TODAY’S DATE?
Prompt students to look at the calendar and the months in the box.
CONNECTING Ask if they can figure out the meaning of them. Say when your birthday is
(My birthday is in…), ask them when their birthdays are. Now, play the
1 Listen to your teacher and read.

recording, get students to fill in the blanks while listening. Finally, get
students to repeat the months orally.
The months of the year are: The days of the week are:
January, February, March, April, May, Monday, Tuesday, Wednesday,
June, July, August, September, October, Thursday, Friday, Saturday and
November, December. Sunday.
• Underline the month of your birthday and circle your favorite day of the week. Students’ own answer.
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2 Listen carefully and complete the calendar with the words from the box below.
tr
February April May June July September October December
February April
Children’s day
First day of spring
May June July
Mother’s day Beginning of summer End of national

Father’s day vacation season
September October December
México’s Independence Columbus’ day México’s Christmas

day Revolution day New years eve
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When listening and reading at the

• Check your answers with a partner and your teacher. same time, focus your attention
on the correct pronunciation of
3 Words and Expressions! words. Imitate the words you hear
• Write Mexico’s celebrations in their corresponding month. in the CD as much as possible.
Follow the example. Example: February, August.
• Mother’s Day • First day of Spring
• México Independence Day • Children’s Day
• México Revolution Day • Christmas • End of national vacation season
• New Year’s Eve • Beginning of summer • Columbus Day
• Flag’s Day • Father’s Day • My birthday Student’s own answer.

ac k
4 Look at the days of the week. School is on weekdays and fun activities on weekends.
tr
5
Listen to the days of the week and complete the chart below with the words from the box. Pay
attention to the spelling and pronunciation of the different days of the week.
Monday Wednesday Thursday Sunday
WEEKDAYS WEEKEND
Monday Tuesday Thursday Wednesday Friday Saturday Sunday
(school) (school) (school) (school) (school) (fun activities) (fun activities)
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5 Look at the differences in the numbers and listen to the pronunciation. Repeat the numbers.
tr
CARDINAL NUMBERS ORDINAL NUMBERS

1 - One 11 - Eleven 1st. - First 11th. - Eleventh
2 - Two 12 - Twelve 2nd. - Second 12th. - Twelfth
3 - Three 13 - Thirteen 3rd. - Third 13th. - Thirteenth
4 - Four 14 - Fourteen 4th. - Fourth 14th. - Fourteenth
5 - Five 15 - Fifteen 5th- - Fifth 15th. - Fifteenth
6 - Six 20 - Twenty 6th. - Sixth 20th. - Twentieth
7 - Seven 30 - Thirty 7th. - Seventh 30th. - Thirtieth
8 - Eight 40 - Forty 8th. - Eighth 40th. - Fortieth
9 - Nine 50 - Fifty 9th. - Ninth 50th. - Fiftieth
10 - Ten 100 - One hundred 10th. - Tenth 100th. - One hundredth
6 Read the numbers. Underline the ordinal numbers and circle the cardinal numbers.
Follow the example.
3 1st 13 100 20th 4th 1
20 5 15th 6 7th 50
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8 18 7 30 19
Your Turn!
7 What’s today’s date? Look at the example and answer the question with true information.
Example: Today’s date is Monday, September 4th. 2006. Reality: Today’s date is Student’s own answer.
• Complete this information: Student’s own answers.
My English class is on , , and .

My birthday is in .
My best friend’s birthday is in .
What’s Today’s Date? Lesson 4 17

MY BIRTHDAY
CHATTING
1 Look at the picture. Listen to your teacher and complete the dialogue with true information.
TEACHER: What day is today, group?

TEACHER: Good Morning GROUP: Today is Students’ own answers.
boys and girls. Today is ,
Monday, September 5th. (month of the year) (number of day)
ac k
2 Look at the calendars and listen to the information. Who celebrates a birthday today? Write the name
tr
of the person under the corresponding birthday calendar. Students’ own answers.
¡Happy birthday!
ac k
3 Write the name of the missing number on the left. Follow the example.
tr
8
• Practice your pronunciation. Listen to the rhyme and put the sentences in order. Write the number in
the parenthesis. Then, listen again, check and repeat the rhyme.
One - two Three, four, five, everybody’s fine ( 2 )

three - four - five Nine, ten. Let’s sing again! ( 4 )
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Six – seven – eight One, two, happy birthday to you. ( 1 )

nine - ten Six, seven, eight, now cut the cake ( 3 )
4 Walk around the classroom and find out who celebrates a birthday in September. Write the name, the
day and the age under the corresponding column in the chart. Follow the example. Students’ own answers.
NAME OF NAME OF
SEPTEMBER AGE SEPTEMBER AGE
STUDENT STUDENT
Lalo 11 - Eleventh 12

5 Work in pairs. Look at the chart and fill in the blanks with the correct number.
One year = 12 months
Language
One month = 4 weeks
birthday ["b‰Ü∏deI] n • the date on
One week = 7 days which someone was born; a date
of birth, e. g. My birthday is
One day = 24 hours February 2nd.
*Write a new sentence using the
One hour = 60 minutes word in the language entry in the
language section in your Portfolio.
One minute = 300 seconds
DOWNLOADING
6 Work in groups of five. Tell your friends about yourself and answer these questions.
1. When’s your birthday? My birthday is on September 11th.
2. How old are you? I’m 11 years old.
• Fill in the chart with the correct information. Follow the example.
NAME BIRTHDAY AGE
Mariana September 11th 11 (eleven)
1.
2.
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3. Student’s own answers.
4.
5.
• Is there someone in your class with your

some birthday? Students’ own answer. When we say the date in English, we say in this order:
• Share your information with the rest of the • Name of the day of the week.
group and with your teacher. • Name of the month.
• The number of the day by using ordinal numbers.
• The number of the year.
Example: Tuesday, September 6th., 2008.
Do you do the same in Spanish?
My Birthday Lesson 5 19
p ii gg Up!
W apping
Wrapping
ap
appi
pp
pping U !
1 Words and Expressions! Get students in teams of three or four to act these expressions out.
• Match each word or expression with the corresponding picture. Follow the example.
a b c
Work in pairs (g )
Open your book (b)
Answer the roll (d)
May I come in? (e)
How do you do? (a)
e
Hi, how are you? (h)
d
Work in groups of three ( f )
Sit down (c)
f h
g
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2 Unscramble the words and complete the expressions below. Follow the example.
ETONBOKO ODRO LOEHL

Open your notebook . Close the door . Hello , how are you?

3 Work in pairs and complete the dialogues. Go back to page 10, and follow activity 1 as an example.
Suggested answers.
DIALOGUE 1 DIALOGUE 2
A: How are you? A: Hello Mr. Figueroa. How do you do ?
B: Fine, thanks, and your? B: I’m fine, thank you. And you ?
A: I’m fine, too. A: I’m fine, thank you, sir.
4 Answer the questions: Students’ own answers.

When is your birthday?
When is your teacher’s birthday?
5 Work in pairs. Find the following pictures in page 12. Use your dictionary
and write the meaning for each word. The first person to finish is the winner. Suggested answers:
WORD MEANING
A place where you

School
take classes.
Notebook A small book to write notes in.
A large board that teachers use to write

Blackboard
on with a piece of chalk.
A person who teaches

Teacher
especially in a school.
A bag that students use to take their

School bag
school supplies.
PROHIBIDA SU VENTA
A small device with a blade inside, used

Pencil sharpener
for making pencils sharp.
Like a table where you sit at to read,

Desk
write, work, etc.
6 Play a memory game.

• Look at your picture dictionary for one minute. Close your book. Look around the classroom and find
as many objects as you can from the picture dictionary.
• In your Dossier - language section, write a list of these words. You only have two minutes.
The person who writes more words with no spelling mistakes…wins! D
Lesson 6 21
lamp
>UNIT 1 restrooms
ceiling
clock
window refrigerator
cell phone helmet telephone
clerk
bottles
coat faucet
janitor engineer
doctor shirt
sodas
watch
construction
plan schoolbag
counter hair
computer
screen
computer boy
mouse girl
shoes
lemonade
t-shirt jeans
e-mail
salt
mouse napkins
pad
boots
sneakers pants
keyboard woman
chair
glasses
bracelet
22 personal I.D.
Purpose Pre-Unit Investigation
The purpose of this unit is to enable Brazilian, Mexican, Guatemalan are in:
students to introduce themselves and Lesson 1 page 25
others, and to exchange personal details.
I, you, he, she, it, etc., are in:
Lesson 2 page 26
An engineer, a doctor, are in:

Social Practices Lesson 4 page 30, 31
• Establishing and maintaining social Telephone numbers are in:

contacts. Lesson 9 page 40
1.1 Introducing oneself and other people.
The rhyme “Where are you from?” is in:
1.2 Asking for and giving personal
details. Lesson 5 page 33
An e-mail from Fiorella Gazzara is in:

Lesson 6 page 35
Rodolfo Neri Vela is in:

My Personal Predictions Lesson 7 page 37
• Choose the best option.

1. Vocabulary in Unit 1 is about:
a. occupations
b. people’s names
c. trade marks
2. To tell your age and nationality is a • Indefinite articles
good way of: • Linking devices
a. studying math
b. identifying yourself
c. watching T.V.
23
PERSONAL IDENTIFICATION
Prompt students to look at the format. Ask them if they know what it is for, if they have an e-mail account, what information
CONNECTING they need to get an e-mail account, etc. Get them to read the information and tell you which words they know and
understand. Now, play the recording, ask them to write the missing information while listening.
ac k
1 Look at the computer screen below. What’s the information in the format for?
tr
• Listen to the conversation and fill in the blanks with the information you hear.
Create Your E-mail ID
* First name: Erick
* Last name: Torres
Guatemala
* Nationality:
* Male ✓ Female
ID may consist of a-z and 0-9.
* ID: ericktorres 94 @englishone.com
Six characters or more. No capital letters.
* Password: Students’ own answers.
* Re-type password:
PROHIBIDA SU VENTA
• Work in pairs. Create a password for Erick’s e-mail. Ask your partner to guess the password.
2 Work in pairs. With the information on Erick’s e-mail id,

write a description about him on the lines below. When listening to your teacher
or to the CD, and you do not
Students’ own answers.
understand something, ask the
teacher for repetition or listen
to the CD and ask your teacher
as many questions you need to
understand the main idea of
the situation.
24 Unit 1 Personal Identification

ac k
tr
10
English Russian
• Listen and identify. Match the people Italian
and their nationalities on the world

map. Follow the example.
Brazilian Japanese
Prompt students to look at the map, if possible paste one on the
board. Get them to identify Italy and then point at the Italian
people. Now, ask them to listen and identify the people and their
nationality. Play the recording as many times as necessary. Get your Panamanian
students to repeat the nationalities either individually or all together.
♣ Before starting the activity, you can show flashcards of people
from different parts of the world and ask your students who the
people are, e.g. Princess Letizia, (Who is she? Where is she from?
Is she Mexican? etc., and so on). Jamaican Peruvian Canadian Indian
• Work in groups of five. Take out your geography book. Choose a country on the map
and write 5 characteristics about it in your Dossier. When not knowing a word, consult a
dictionary, ask your partners or your teacher. Students’ own answers. D
• Share your information with the rest of your group and your teacher. Explain the reasons for
choosing that country. Teach I’m from, where are you from? Where is he/she from?
♣ Tell them that nationalities as well as languages are written
4 Complete the idea below with nationalities from the map. with capital letters.
• Most nationalities end in an as Mexican, and Jamaican . These are regular endings. But there
are some other endings such as ese like in Japanese, ian in nationalities like Indian,
Russian , Italian , Canadian, Brazilian and Peruvian . And the ending ish as in English.
These are irregular endings.
• Some exceptions: Arab, Dutch, French, Greek, Iraki, Icelandic and Thai. • Think about another
nationality for each ending and complete the following sentences. Follow the example. Suggested answers:
Xavier is argentinian.
a. Aamori is African. (an)
b. Carlota is Panamenian. (ian)
c. Chan is Chinese. (ese)
d. James is Irish. (ish)
Write the nationalities on the board in different columns; elicit what they notice about them (the endings). Ask them to underline the
PROHIBIDA SU VENTA
Your Turn! endings in activity 3. Now, get students to fill in the blanks.
5 Work in pairs. Where do you think these teens are from? Look at the flag and their name. Write a
short sentence on the line. Follow the example.
Paste your flashcards (of people from
different countries: the Pope, soccer players,
I’m Martha. I’m from Peru and I’m Peruvian . singers, etc.) on the board, divide your class
in two or three teams, encourage them to go
to the front (1 student from each team at a
time) and write as many nationalities as they
I’m Yumiko and I’m Japanese . can to win the game.
I’m Indira. I’m from India and I’m Indian .
• Walk around the classroom, check your answers and find out: Is someone in your group not
Mexican? Students’ own answer. Who? Students’ own answer.
Personal Identification Lesson 1 25

IT’S A PRETTY CITY
CHATTING Prompt students to look at the pictures, ask them if they know the places, what they know about them, etc. Then, get them to read
the conversation quickly, elicit the words they know, how many countries and cities there are, who’s talking, etc. Now play the
recording once. Play it again pausing after each speaker. Ask them what the text is about.
ac k
1 Listen to the dialogue and read. Then, answer the question aside each picture.
tr
11 Students’ own answers.
MARIANA: Hi, Óscar. Who is from Guatemala?

ÓSCAR: Hi again, Mariana. This is Erick. He’s is from Guatemala.
anew student in our group.
MARIANA: Hi, Erick. Nice meeting you. Where are
you from?
ERICK: I am from Guatemala City. It’s the capital
of Guatemala.
MARIANA: Guatemala? Cool! I’m from Mérida. It’s a
pretty city in Yucatán, México.
ERICK: What about you, Óscar? Where are
you from?
ÓSCAR: I’m Mexican, too. I am from Veracruz. Who is from Mérida?
ERICK: Wow! Look at those girls! They are cute. is
Who are they?
ÓSCAR: Oh, oh! They are my cousins.
ERICK: Oops! .
ÓSCAR: Hurry up guys! Now, we have to run.
MARIANA: Classes are about to start!
• Then, answer the question

under each picture.
To have further practice of these expressions, students can act out the dialogue from
activity 1, saying their real names and changing the places. Before completing the
activity, confirm students’ understanding of verb to be and the personal pronouns;
you can demonstrate them by pointing at different students and yourself. Ask them
to find and circle the contracted form of the verb to be in the reading; then, fill in the
blanks of the box below. Who is from Veracruz?
.

PROHIBIDA SU VENTA
• Work in groups of three. Look at the underlined words in the dialogue.

• They are expressions. Use the correct expression to complete the dialogue below.
DULCE: Look Silvia. That’s the new boy in school and he’s good looking.
SILVIA: Mm! he’s very cute .
PEDRO: Hello girls. What are you doing this afternoon?
DULCE: Nothing really. What about you?
PEDRO: I’m going to the movies.
DULCE: That’s cool .
SILVIA: Hey, let’s hurry up. Math class is about to start. .

You can show students your flashcards of people from different parts of the world and elicit their nationalities: where is she
from? She’s from … Where are they from? They’re from … Or you might want to write the personal pronouns and the
contracted form of the verb to be on the board and get students to repeat them aloud.
Focus
• In conversational English we commonly to be. Help Óscar complete his ideas using the correct pronoun
and the contracted form of the verb to be.
These are my I am from

friends. Veracruz.
He is my
grandfather.
She is my
teacher.
(Look up the Grammar Reference

section-page 230 for more information)
3 Work in groups of five. Find out some personal information about your friends and fill in the chart
below. Follow the examples.
— Hi, what’s your name? — Hi, what’s your name?

— Arturo — Nelly
— What’s your last name? — What’s your last name?
— It’s Suárez. S-U-Á-R-E-Z. — It’s Millán. M-I-L-L-Á-N.
— Where are you from? — Where are you from?
— I’m from Tepic. — I’m from Mexico City.
Name Last Name The student is from
Arturo Su rez Tepic

PROHIBIDA SU VENTA
Nelly Mill n Mexico City
• Exchange your information with another group and answer the question:
Is everyone in your group from your hometown? Students’ own answer .
It’s a Pretty City Lesson 2 27

THEY ARE MY FRIENDS
DOWNLOADING
1 Use the correct word or phrase from the box to complete the sentences and fill out
the crossword below. Follow the example.
teacher student about to start Brazilian cool school classmate
DOWN
1. A friend in your class is your classmate .
2. Your favorite music is cool .
3. A person from Brazil is Brazilian .
4. Your classroom is a room where you take classes in your school .
ACROSS
5. When the school bell rings, classes are about to start .
6. Mr. Taylor teaches English. He’s an English teacher .
7. In school, I’m a student .
1
C
2 3
L C B
5
A B O U T T O S T A R T
S O A
S L Z
M I
4
A S L
PROHIBIDA SU VENTA
6
T E A C H E R I
Language
E H A
7 partner [ "pAÜtn´r] n • a person who
O S T U D E N T shares the ownership of a bussiness,
or a place, with one or more people.
O 2. someone that you do a particular
activity with, e.g. My father and my
L uncle are partners.
*Write a new sentence using the word
in the language entry in the language
section in your Dossier.
2 Check your answers with a partner.

ac k
3 Work in pairs. Look at the picture and complete the text with the verb to be and
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12
the expressions in lesson 2.

• Listen and check your answers.
Hi again. My name is Mariana and I’m from Yucatán. Erick and Óscar are my
friends. Erick is Guatemalan and Óscar is from Veracruz. We are in our English class now.
Mr. Taylor is the English teacher and he is fantastic. English class is cool ! What about you?
PROHIBIDA SU VENTA
Your Turn!
4 Write a short description about you, your friends and your school. Follow activity 3
as an example. Save it in your Personal Dossier. D
Hi, my name is . I’m in my English class now.

My friends Students’ own answers.
They Are My Friends Lesson 3 29

MY FATHER IS A TEACHER
Prompt students to look at the picture, elicit information about it, who the girl on the right is, how many girls there are, if they
CONNECTING are friends, etc. Then, get them to read and listen. Play the recording once; play it again, but pausing after each speaker.
Ask students what the conversation is about and the meaning of the underlined expressions.
ac k
1 Listen and read the following telephone conversation between Mariana and Lillian.
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13
The underlined words are expressions.
LILIAN: Hi, Is that 5280-7649?

MARIANA: Yes, it is. Who’s speaking?
LILIAN: Hi, Mariana. This is Lilian.
MARIANA: Oh, hi, Lillian. What’s up?
LILIAN: I have visitors from the U.S. Tom and
his family.
MARIANA: Tom and his family?
LILIAN: Yes. Tom is 12 and very cute. His father
is a pilot and his mom is an actress.
MARIANA: An actress? Cool!
LILIAN: Listen, I have a problem. They speak
English.
MARIANA: Good! Practice your English.
LILIAN: Hey, I have an idea. Come over and
meet Tom and his family. You can
practice your English!
MARIANA: Great idea! I’m on my way.
• Now, express your opinion. Lillian is Lilian is afraid to practice English.

nervous. She has a problem. What’s the Lilian is not friendly.
problem? Use the words in the box to Lilian wants to practice English, but needs vocabulary.
help express yourself and share your Lilian wants to practice English with Mariana.
opinion with your classmates. Students’ own answers.
• Now, practice the dialogue with a partner.
2 Listen again and correct the following sentences. Look at the example.
PROHIBIDA SU VENTA
1. Tom is 14 years old and he’s from France.

Tom is 12 years old and he’s from the U.S.
2. Tom is 12 years old. His father is a doctor and his mom is an engineer.
Tom is 12 years old. His father is a pilot and his mom an actress. Language
3. Tom and his family speak Spanish. conversation [kÅnv´"seISń] n. when
Tom and his family speak English. two or more persons talk about the
same subject. Discussion. Chat, e.g. The
4. The visitors are from México.
phone conversation is interesting.
The visitors are from the U.S. *Write a new sentence using the word
5. Lillian and Mariana practice French with Tom. in the language entry in the language
Liliana and Mariana can practice English with Tom.
Say you are a teacher; show your students some flashcards of jobs saying what those people do, e.g. a policeman, a dentist, a doctor, a hairstylist, an engineer,
an architect, etc. Write a list of the jobs on the board. Write a or an at the beginning; let them infer when to use a or an. Ask them to go to board and
complete the list by adding a or an. Now, get them to fill in the gaps.

You can pre-teach “this” and “that” by holding an object up, e.g.: your watch and asking “what’s this?” “it’s a…”. Point
out an object at a distance and ask “what’s that?” Do the same with several objects, encourage them to point at
3 Words and Expressions! different objects and ask their classmates “What’s this? What’s that?”. Now, prompt them to look at the pictures and
repeat after you the sentences; then, get them to fill in the blanks.
• Look at the people in the pictures. They have different professions. Read the words and repeat.
Then fill in the blanks as in the examples.
This is Mr. Brown. That’s Judy Smith. This is Mr. Jones

He’s an engineer. She’s an accountant. He’s a doctor.
That’s Carol. This is George Scott.

She’s an actress. He’s a pilot.
1. T hat is an accountant.
2. T his is my classroom.
3. This is my computer.
4. That is an English book.
5. That is Carol. She is an excellent actress!
6. This is my father. He’s an engineer.
• Write the correct option to complete the idea.

• We use this to indicate proximity , and we use that
(proximity/distance)
PROHIBIDA SU VENTA
to indicate distance . This/that are singular demonstrative pronouns.

(proximity/distance)
Your Turn!
Language
4 Walk around the class and find out the following information accountant [´"kAuntńt] n. someone
about three people in your class. Look at the different who is responsible for maintaining
professions on the next page to help yourself with vocabulary. financial records or accounts, e.g. My
Follow the example. aunt is an accountant.
• What occupation or profession sounds interesting to you? *Write a new sentence using the word
in the language entry in the language
Students’ own answer. .
My Father Is a Teacher Lesson 4 31

WHERE ARE YOU FROM?
CHATTING
1 Look at the people in the pictures. They have different professions. Choose the profession from the
box and write it under the corresponding picture. Follow the example.
doctor actress accountant engineer
She likes to work in He loves to build She works with numbers

a theater. She is an houses. He is an and bills. She He works in a hospital.
actress engineer . is an accountant . is a doctor .
ac k
2 Look at the pictures. Listen and read. Number the pictures as you listen.
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14
A carpenter (11) An actress ( 7 ) A driver ( 9 ) An electrician ( 8 ) An astronaut ( 6 )

PROHIBIDA SU VENTA
A teacher ( 5 ) An engineer ( 1 ) An artist ( 3 ) An accountant ( 2 ) A plumber (10)

Focus
Singular nouns use an indefinite article. Singular nouns

that start with a vowel sound (a, e, i, o, u) use the article
an , e.g.: engineer. Singular nouns that start with
a consonant use the indefinite article a , e.g.:
nurse . Look at these exceptions when using a or an: a
university, an honest man, a hungry boy, etcetera. What’s the A nurse ( 4 ) A doctor (0 )
reason for these exceptions? Simple! Read the exceptions aloud To reinforce these expressions, write them and their
and notice the difference. It’s all in the pronunciation. meanings on strips of paper separately, cut them out. Divide
your class in two teams, A’s and B’s. Give A’s the expressions
(Look up the Grammar Reference section-page 230 for more information)
and B’s the meanings. Ask them to mingle and look for their
partner and write a sentence using the expression given.

3 Complete the sentences with a or an. Follow the example.
1. Marcos is a janitor and Martha is a teacher. They work in a school.
2. Eduardo is a doctor and Silvia is a dentist. They work in a hospital.
3. Carlos is an artist and Rosy is a secretary. They work in a museum.
4. My father is an accountant and my mother is a housewife.
Language
language ["lœ NgwIdZ] n • a system of words people use to

ac k communicate their ideas, e.g. My mother’s language is náhuatl.
4 Listen and read.
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15
*Write a new sentence using the word in the language entry.
There are 15 countries in Latin America where Spanish is the official language: México, Guatemala,
El Salvador, Honduras, Nicaragua, Costa Rica, Panamá, Colombia, Perú, Ecuador, Chile, Argentina,
Bolivia, Paraguay and Uruguay. People in Latin American countries learn English, too.
• Listen and read the rhyme. Underline the countries and circle the nationalities.
• Listen again, clap and chant along.
WHERE ARE YOU FROM?
I’m from Guatemala, open the door and see El Salvador.

Listen everybody:
Peruvians, Argentinians, Chileans and Colombians.
People from Costa Rica all the way to Panama.
Come visit my country and have some fun!
Where am I from?
México, of course!
PROHIBIDA SU VENTA
5 Work in groups of three. Write some countries and nationalities from the chant under
the corresponding column in the chart below. Choose one country in your list different D
to Mexico and talk about this country. Find out information about this place in books,
magazines, web sites, encyclopedias, newspapers, etc. Write your information in your dossier
and bring it the following class to share with the rest of your group and your teacher. Suggested answers:
Nationalities Countries
Colombian Colombia
Argentinian Argentina
Chilean Chile
Salvadoran El Salvador
Where Are You From? Lesson 5 33

WORLD LANGUAGES
DOWNLOADING Ask your students what the official language in Mexico is. Ask them what language people speak in Australia
and England. Now, get them to read the information. Discuss with them which language is number one and
which is number two or five. Finally, get them to underline the countries and circle the languages.
1 Remember the list of countries in activity 5, page 33? Tell your classmates and your teacher what you
know about one of the countries in the list.
• Read this information. Underline the countries and circle the languages people speak in the
different countries. Follow the example.
P eople in the world speak different

languages. Chinese is language number one
in the world. People in Taiwan, China and other
This language is the number five in the world.
What about Spanish? Spanish is language number
four in the world. 300 million people speak
countries speak Chinese. 1300 million people Spanish. People in México, Costa Rica, Nicaragua,
speak Chinese. Colombia, Perú and 16 other countries, speak
The official language in Germany, Austria, Spanish.
Belgium, and Switzerland is German and it’s English is language number two in the world.
language number 10 in the world. People in Egypt, People from United States, England, Canada,
Iraq, Syria, Sudan, Saudi Arabia and 18 other Australia, and 53 other countries speak English.
countries, speak Arabic.
You could show flashcards of flags and check students’ background knowledge by eliciting the names of the countries as well as their languages. If students
don’t know them, you can say and write them on the board while showing the flashcards.
2 Work in groups of three and fill in the information for each country. Follow the example.
Then, check your answers with your teacher and classmates.
Country Language people speak Nationality
Germany German German
Taiwan Mandarin (Chinese) Taiwanese

PROHIBIDA SU VENTA
Australia English Australian
Suadi Arabia Arabic Arab
China Chinese Chinese
Switzerland English Swiss
Mexico Spanish Mexican
United States English American
Colombia Spanish Colombian
Egypt Arabic Egyptian

After finishing the activity, you could paste two similar tables on the board, divide your class in
two teams and challenge them to complete the table before the other team.

3 Read the following e-mail from Fiorella Gazzara.
fgazzara94@english1.com
orobles7@english1.com
Hello from Italy
Hello friends,
My name is Fiorella Gazzara and I’m Italian. Italy is a pretty country and I live and go to
school in Rome. Italian people are cool! We eat pizzas, ice cream and spaghetti.
I love to write e-mails to people in different countries. My e-mail address is:
fgazzara94@english1.com
What about you? What’s your name? Where are you from? What’s your e-mail address?
What’s your favorite color?
Write me and tell me about your country and city.
Your friend,
Fiorella Gazzara
804 Piagianni Av.
Rome, Italy
Phone number: 804-439258
Your Turn!
D
4 Respond to Fiorella’s e-mail in the space below. Tell Fiorella your name, where you are from, your
favorite color and add any ideas that you have. Check your e-mail with other classmates.
PROHIBIDA SU VENTA
Hello Fiorella,
My name is and I’m from
World Languages Lesson 6 35

CLAUDIA IS ITALIAN
CONNECTING
ac k
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16
• Look at the pictures. Where are these people from? What’s their language? Listen and complete the
sentences below. Follow the example.
Example: I’m Bob. I’m from the U.S. I speak English and I’m 11 years old.
• Look at the number in the parenthesis in each picture. That’s the age of every kid.
(13) Sandra (13) Iván
(12) Nidia (11) Sully
2 Draw a line from each kid to the

corresponding country on the map.
Check your answers with a partner.
(11) Bob (11) Alex
(12) Monique (14) Claudia (12) Zaid

PROHIBIDA SU VENTA
1. Hi, I’m Sandra. I am Mexican and I speak Spanish . I’m 13 years old.
2. Hello, I’m Monique. I’m 12 years old. I speak French . I’m from France.
3. I’m Claudia. I’m Italian . I’m 14 years old. I speak Italian.
4. Hi, I’m Zaid. I’m Egyptian. I’m 12 years old. I speak Arabic .
5. I’m Iván. I speak Russian. I’m from Russia . I’m 13 years old.
6. Hello, I’m Sully. I’m Chinese. I’m 11 years old. I speak Chinese .
7. Hi! I’m Nidia. I’m 12 years old. I speak Spanish. I’m from Colombia .
8. I’m Alex. I’m German. I’m 11 years old. I speak German .
2 Answer with true information about you. Students’ own answers.

a. Where are you from? (specific information: city and state) .
b. What’s your native language? .
• Take turns to say where you are from to your group and your teacher.
3 Find four famous people in a magazine or newspaper. Where are these famous people from? Write
the nationality, language and country for each celebrity on the corresponding line. Follow the
example and check your answers with a friend.
Rodolfo
Name Neri Vela
Country Mexico
Nationality Mexican
Language Spanish
In English we don´t have accents, but when writing proper

names in Spanish such as México, Andrés, Colón, and others,
Your Turn!
we can write the accent. Mexico City is an exemption.
4 Who is the favorite celebrity in your group? Vote on each celebrity from activity 3
and write the information in the chart.
• With the help of your teacher, reproduce this chart on the board and complete it.
Name of celebrity Votes

PROHIBIDA SU VENTA
• Write the information about the winner.
Name: Students’ own answers.
Country:
Nationality:
Language:
Claudia is Italian Lesson 7 37

LET’S CHAT
CHATTING
1 Look at the Picture. Sully is chatting with someone. Read and act it out in pairs.
IVÁN: Good morning! I’m Iván. What’s your name?

SULLY: Sully. Nice meeting you, Iván. Notice the difference in
IVÁN: Where are you from? stress when pronouncing
SULLY: I’m Chinese. What about you? some numbers. Example:
IVÁN: I’m Russian. How old are you? thirty vs. thirteen, forty vs.
SULLY: I’m 13. fourteen. Is it the same in
PROHIBIDA SU VENTA
IVÁN: Oops! It’s 7:30 and my class is about to start. See you later, Sully. your native language?
SULLY: O.K. Bye!
2 Circle the correct meaning of the underlined expressions in the conversation. Check with your teacher.
Example:
1. Chatting with someone: 3. O.K.:
a. To talk to a person over the Internet. a. Correct, good, well.
b. To talk to a person in another place. b. Incorrect, no good, not well.
2. See you later:
a. To see a person in this moment.
b. To see a person after this moment.

3 Choose the correct answer and write it on the line.
1. Claudia is from Italy, she’s Italian .

a) Italian b) Italics
2. Iván is from Russia, he’s Russian .
a) Russian b) Rustic
3. Celine is from Canada, she’s Canadian .
a) Candies b) Canadian
4. Robert is from England, he’s English .
a) English b) Englishman
5. Sumiko is from Japan, she’s Japanese .
a) Japanese b) Japan
Focus
• In English there are different endings for nationalities. Write the corresponding nationality next
to the country in the chart below. Think about other nationalities and write them under the
corresponding column according to the ending. Follow the example.
– ISH – ESE – IAN

Scotland–Scott ish China–Chin ese Colombia–Colomb ian
Great Britain– British Japan– Japanese Argentina– Argentinian
PROHIBIDA SU VENTA
Poland– Polish Portugal– Portuguese Italy– Italian

Turkey– Turkish Vietnam– Vietnamese Panama– Panamenian
Finland– Finnish Peru– Peruvian
India– Indian
• Share your information with a partner. Compare your answers. Are they the same? Include any
different information from your partner’s chart and practice the pronunciation of countries and
nationalities with your partner. Have fun! (Look up the Grammar Reference section-page 230 for more information)
Let’s Chat Lesson 8 39

WHAT’S YOUR E-MAIL ADDRESS?
DOWNLOADING
1 Look at the pictures. Complete the chart below with information from the texts. Then, draw or paste
a photo of yourself and write your personal information in the blank speech bubble.
I’m Peter Pratt. I’m an Hello, girls and boys. Hello. My name is Laura Students’ own answers.
English teacher in a I’m Juan Mena. I’m from Rico. I’m a secretary in
secondary school in India. Costa Rica and I’m the Colombia. My phone
I’m from Ireland and I’m school principal in a school number is 44 78 65 11,
32 years old. My phone in San José. I’m 46 years old and my e-mail is
number is 56 17 70 62 and my and my phone number is laurar23@empresa.com.
e-mail is pepra@yahoo.com. 55 67 85 02. Write me to I’m 30 years old.
juanmena59@ school.com.
Peter
Laura
Juan
Name Occupation Country Age Phone Number e-mail Adress

Rubén López Student Guatemala 12 3490457 reblo@hotmail.com
Juan Mena School principal Costa Rica 46 55678502 juanmena59@school.com
Petter Pratt English teacher Ireland 32 56177062 pepra@yahoo.com

Laura Rico Secretary Colombia 30 44786511 laurar23@empresa.com.
PROHIBIDA SU VENTA
You: Student Students’ own answers.
2 Work in groups of four. Exchange

information with your friends and write it
in the chart below. When giving your physical address to someone, you
say: I live at 57 North Street, right? It is the same
E-mail with your e-address. When reading an e-mail address,
Name Age Phone
adress you read “@” as “at”, and “.” as dot. Example: Rubén
López: reblo@hotmail.com = reblo –at- hotmail
Students’ own answers. –dot- com. This means that Rubén can be located at
the hotmail server. Is it the same in Spanish?

3 Work in groups of four. Talk about the people in the chart and others. Follow the example:
Peter Collins is a fireman. He is Mexican and he’s 34 years old. His telephone number is
52345896 and his e-mail address is petecol@yahoo.com (petecol –at- yahoo –dot- com)
Your Turn!
4 Look at Laura’s ID and complete the text.

PERSONAL ID
Name: Laura
Last name: Rico
Nationality: Colombian
Age: 23
Occupation: Secretary
Phone: 44786511
e-mail address: laurar23@yahoo.com
Laura Rico is a secretary . She’s Colombian and she’s twenty-three years
old. Her phone number is 44786511 and her e-mail address is

laurar23@yahoo.com
5 Write a text about a person you admire on the lines below. Follow activity 4 as an example.
You can keep a copy of your text in your Dossier. D
PROHIBIDA SU VENTA
Students’ own answer.
6 Work in pairs. Share your text with your partner and take turns to talk about the person you admire.
What’s Your E-mail Address? Lesson 9 41

ERICK’S ID
Prompt students to look at the picture. Elicit the guy’s name (Erick), what he is doing or showing, etc. Ask them if they have an
CONNECTING ID, show yours. Now, get them to read and listen to the conversation. Elicit Erick’s ID number, his address, his e-mail account,
how it is spelled, etc.
ac k
1 Look at the picture. Erick is showing his ID to his friends. Complete the blanks on his ID with the
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17
information you hear.

ERICK: Look! This is my new ID card.
MARIANA: Wow! You look cute in this picture.
What’s your ID number?
ERICK: It’s 1456378
MARIANA: And your e-mail address is from yahoo!
ERICK: Yes, it is.
MARIANA: And, what’s your home address?
ERICK: It’s 120 Guerrero Street, Apartment 4
I.D.: 14563-78
Grade: 7 th.
Group: B Age: 12
Name: Erick
Last name: Merino Soto
Address: 120 Guerrero Street. Apt. 4. Col. Guerrero
City: México Z.C. 52110
Phone: 55724473
e-mail address: erick88@ yahoo .com
2 Work in pairs. Act out the conversation.

• Work in groups of five. Read the information for each person and fill out the ID cards. Check your
answers with another group of classmates.
PROHIBIDA SU VENTA
PERSONAL ID Ludmila Pavlova is a policewoman.

She’s from Moscow, so she’s Russian.
I.D.: 2348900
Her ID card number is 2348900. She’s
Name: Ludmila 30 years old and her address is 23 Stalin
Last name: Pavlova Road. Her phone number is 34545566
Age: 30 and she has no e-mail address.
Address: 23 Stalin Road

City: Moscow
Phone: 3454-5566
e-mail adress: none

PERSONAL ID Laura Posini is 46 years old. She’s
an Italian teacher. Her address is 23
I.D.: 34-78/4566
Nebraska, Col. Nápoles, C.P. 03810 in
Name: Laura Mexico City. Her ID number is
Last name: Posini 34-78/4566 and her phone number
is 55678900. Her e-mail address is
Age: 46
laupo44@hotmail.com.
Address: 23 Nebraska, Col. Nápoles, C.P. 03810
City: Mexico City
Phone: 5567-8900
e-mail adress: laupo44@hotmail.com
PERSONAL ID Rogelio Zurita Luna is Mexican.

His ID card number is 443321-5604.
I.D.: 443321-5604
Rogelio is an architect. He’s 34 years
Name: Rogelio old. His home address is: 44 Circuito
Last name: Zurita Médicos, Col. Satélite, C.P. 53100 and
Age: 34 his phone number is: 54347890. His
e-mail is rogzr77@yahoo.com.
Address: 44 circuito Médicos, Col. Satélite, CP. 53100
City: México
Phone: 5434-7890
e-mail adress: rogzr77@yahoo.com
Your Turn!
D
4 Design your ID Card in the space below. Write your information and paste your photograph.
PROHIBIDA SU VENTA
PERSONAL ID
Name: Students’ own answers.
Last Name:
Age:
Nationality:
School:
Address:
Phone Number:
Occupation:
e-mail:
Erick’s ID Lesson 10 43
WHERE IS MY ID?
CHATTING
ac k
1 Look at the picture. Why is Mariana worried?
tr
18 Ask your students how they feel today

(happy, OK, sad, etc.) JLK You can
• Listen and check. draw the faces on the board. Tell them
ÓSCAR: Look guys! This is my ID. My personal information is here. you are worried, if necessary explain
the meaning (you are thinking of
SULLY: Correct! Your home address and your e-mail address are on the ID. unpleasant things that have happened
or that might happen).
ERICK: And his age and nationality are on the ID, too. Prompt students to look at the picture,
MARIANA: Oh, oh! Where’s my ID? elicit the place they are, if Mariana is
happy or worried and why. Get them
ERICK: Calm down, Mariana. Your ID is in your schoolbag. to read and listen to the conversation
to check their predictions. Now, ask
SULLY: You are right, Erick! Her ID and my ID are in her schoolbag. them what the conversation is about
MARIANA: Saved by the bell! or the meaning of the underlined
expressions.
ÓSCAR: O.K. guys, classes are over. See you tomorrow.
A LL: Bye!
• Act out the dialogue with three other classmates.

PROHIBIDA SU VENTA
2 Answer the following questions. Then, share your information with your classmates.
1. What kind of identifications do you know?
2. Do you have a school ID?

3. What personal ID does your father have?
4. Is a driver’s license an ID?

5. What personal information is mandatory to include on an ID?

3 Look at the pictures. Read the sentences.
His Address is 120-4 I’m Sully. My

Guerrero Street phone number is
5347-8902.
Her e-mail is
mariana@yahoo.com.
Hold the book up. Ask them to look at the

pictures, Who are the guys? (Eric, Sully and
Focus Mariana). Draw the faces on the board and
write the sentences, circle his and her. Ask
your students to lend you some personal
Fill in the blanks with the correct word. objects: a sweater, a cap, glasses, etc., show
them as well as one of yours, e.g.: your
Possessive adjectives indicate possessions. What is the possessive watch. Elicit the names of the objects; write
them on the board, e.g. My watch, her
adjective for each pronoun? glasses, his cap, their caps, etc. while
pointing at the owners, so they can infer the
I: my She: her meaning of the possessive adjectives.
You: your We: our
He: his They: their

(Look up the Grammar Reference section-page 230 for more information)
ac k
4 Look at the pictures and listen to the information about each person.
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19
PROHIBIDA SU VENTA
Answer the questions. Follow the example.
What’s his address?

His address is 75 Maple St.
What’s her favorite color?
Her favorite color is red.
What’s her favorite piece of clothing?

Her favorite piece of clothing are sweaters.
What’s your favorite piece of clothes?

Students’ own answer.
Where Is My ID? Lesson 11 45

A FAMOUS PERSON
A class before, ask your students to get photos and information about Mexican people they admire (a singer, an actress, their
DOWNLOADING parents, etc.). Next class, discuss the information they got, who they admire, why, what they do, etc.
Then, point at the picture, ask your students who he is (a famous scientist, winner of a Nobel Prize) and if they know
something else about him. Now, ask them to read the information and tell you where he is from, what he does now, etc.
1 Read the information about Mario Molina PhD. and write the name and the biography of another
famous Mexican scientist or artist.
Mario J. Molina PhD. is a famous Mexican chemist. He is a Nobel
Prize winner. He is originally from Mexico City and he is a graduate
from the Universidad Nacional Autónoma de México.
Mario J. Molina PhD. is very proud to be Mexican and now he teaches
in the most important universities in the world where he continues his
investigations about air pollution and the ozone problems in our planet.
Suggested answer:
Belinda is a famous Mexican singer. She is a native from
Mexico City. Belinda is very proud to be Mexican and she
performs concerts all over the world.
2 Fill in the blanks with the correct information.

a. Dr. Mario J. Molina is a famous Mexican chemist from Mexico City.
b. Dr. Mario J. Molina is Mexican, and now teaches in the most important universities in the world. .
c. Dr. Mario J. Molina is a graduate from the Universidad Autónoma de México. .
d. Mario J. Molina PhD. investigates about air pollution and the ozone problems in our planet. .
e. What’s a Nobel Prize? It’s a famous prize. .
3 Work in groups of four. Pretend to be your favorite actor or actress or scientist and fill in the chart
with true information. Tell your classmates and your teacher who you are.
PROHIBIDA SU VENTA
Name Country Age Nationality Language Web page

You can assign this activity for homework. Ask students to work with a
Your Turn! classmate to make up the creature and draw it on a piece of card. Next
class, they can stand in front of the class showing their creatures and
giving the information orally.
4 Work in pairs. Invent a cool character. Draw the character and write a short description D
about it. Use the questions as a guide. Follow the example.
• What’s the name of the creature?

• Where is it from?
• How old is the creature?
• What’s its nationality and language?
• What’s its address?
• What’s its phone number?
• What’s its e-mail?
• What’s its occupation?
He is Cresco. He is from Crescoland. He is 26 years

old. His nationality is Cresinshy and his language
is Crescoish. His address is 190- 3 Cresci, ZC. 456.
His phone number is 000-444-888 and his e-mail is:
cresci@cinsky.com. Cresco is a teacher in his country.
Suggested answers:
She is Vicram. She is from Vicramlan.
She is 110 years old. Her nationality is
witishian and her language is witish.
Her address is 20 Illist. Her phone
number is 222-222-222-222 and her
e-mail is: vicram@nante.com. DRAW YOUR CREATURE HERE

PROHIBIDA SU VENTA
• Show your creature to your classmates and read aloud your text. Listen to the other descriptions.
A Famous Person Lesson 12 47

p ii gg Up!
W apping
Wrapping
ap
appi
pp
pping U !
1 Unscramble this dialogue. Follow the example.
1 Good morning, what is your name? 4 I’m from Chihuahua, Mexico, and what about you?
11 Well, that’s great! 8 My telephone number is 54321188.
3 Hi, I’m Leticia, where are you from Roberto? Where do you live Leticia?
9 I live in Los Pinos area, and you ? 7 It’s 54238766, and what about you?
5 Well, I’m from El Salvador. 10 I live in Los Pinos area, too!
6 Leticia, what is your telephone number? 2 Hi, my name’s Roberto, and what is your name?
2 Look at the picture and help complete the following e-mail to Sully using the words
and expressions in the box. Who writes the e-mail? Remember Sully has a friend from Russia. What’s
his name?
What about you? Cool Cute About to start on my way O.K. meet chat
Hi Sully,
Today is Sunday and it’s 9:30 a.m. in St. Petersburg. We are at 15° below 0 and it is very cold here. Is it the same
in Mexico?
I like to meet new friends over the Internet and I have some e-pals from Germany, Turkey, Canada and
now one from Mexico: you! How cool , I’m very happy! My friends and I like to chat all the time. I
want to include you on my chatting list. Is it O.K. with you?
I like music very much, too and I like to listen to the radio a lot. My favorite musical program on the radio is
about to start . They play heavy rock music. what about you ? Do you
like rock?
PROHIBIDA SU VENTA
Today, my family and I plan to visit my grandparents. I like the idea because I love my grandmother’s chocolate
cake. Oh! I like the picture you have in your e-album. You are very cute ! Here’s a picture of me for you to
know what I look like.
Well, I have to go now and get ready to go to my grandparent’s house. I’m on my way to
eat my favorite chocolate cake!
Your Russian friend,
Ivan
3 Play a memory game. Look at your picture dictionary for one minute. Close your book. In your
Dossier - language section, write a list of the words you remember from the picture dictionary in
only two minutes. The person who writes more words with no spelling mistakes…wins! D
48 Lesson 13
After students answer the questions, encourage them to ask you the same questions, get
them to do the same with their classmates in order to tell you: “his name is Ricardo, he is from
México, her name is Laura”, etc. Check the correct use of possessive adjectives.
Print
rint
i O Outt
The School Newspaper
1 Work with a partner. You are participating as reporters in the school newspaper. You have to write a
short descriptive note about a famous person.
• Look in your books from other subjects, in magazines, newspapers or in an encyclopedia to find out
some information about a famous man or woman.
• Use the following questions as a guide and write your answers on the lines.
Who is he/she? Students’ own answers.
Where is he/she from?

What’s his/her language?
How old is he/she?
Is there a Web site about him/her?
2 Now, use the answers in number 1 to write a short descriptive text for the school newspaper. If possible,
include his/her photograph or draw him/her. Look at the texts on page 46 to get an idea.

PROHIBIDA SU VENTA
3 Show your work and share it with the rest of the class and talk about the famous person in
your description.
4 Ask your teacher to check your text, correct any possible mistakes and save a copy of your
written work in your Dossier. D
Lesson 14 49
TIMEFORCULTURE ANDFUN
Tourist game
Monitor while students play.
1 Play with a partner. One of you is Student A and the other one is Student B.
• You and your partner are tourists in different countries in the world. Every time you visit a place on
the board (photo) you have to mention the country and the language of the place.
a. Cut 20 small paper squares ( £ 2 x 2 cm each ) Number the squares from 1 to 20.
1 2 3 4 … 20 5
b. Fold the squares. Student A chooses one paper square sees the number on the small paper and plays on the
corresponding photo on the board. Student A mentions the country and the language of the place .
c. If Student A is correct, Student A keeps playing. If the answer is incorrect, it is Student’s B turn. Keep
playing until you finish the game.
I’m Student A. My paper says 2. I play Incorrect! Now, it’s my turn. I play
photo number 2. The Tower of Pizza is photo number 5. Machu Pichu is in
in Italy. In Italy, people speak Spanish. Peru. People in Peru speak Spanish.
The Arenal Volcano, White House

Keops Pyramid, Egypt Tower of Pizza, Italy Costa Rica Washington Machu Pichu, Peru
Teotihuacan Pyramids,
PROHIBIDA SU VENTA
The Kremlin, Russia México Eiffel Tower, Paris Panama Canal, Panama The Great Wall, China
The Escorial Palace, Center of the World, The Sahara Dessert, Munich’s Cathedral,
The Big Ben, England Spain Ecuador Saudi Arabia Germany
The Aconcagua, Tower of Toronto, A Japanese House,

A Kangaroo, Australia Argentina Canada The Alpes, Switzerland Japan
50 Lesson 15
Tuning
iing UP
UP!
ac k
1 Listen to the chant and read along. Then chant! Work with the rhyme as a game. Divide the group into boys and girls to
tr
20
make the repetitions more dynamic. Students can thump their feet to the
rhythm while they listen or repeat.
A, B, C, LOOK AT ME! Students’ own answers.

A, B, C, look at
A,B,C, look at me, (student’s name)
I’m a student, you’re a star. I’m a student, a star.
A,B,C, look who’s here. (pronoun + verb to be)
A, B, C, look who’s here
Sharon Hill! Sharon Hill!
! !
(student’s name)
A,B,C, look at me,
I’m a student, you’re a star. A, B, C, look at me
A,B,C, look who’s here. I’m , a star
Is it Ronnie Kidd? Yes, he is! (your name) (pronoun + verb to be)
A, B, C, look who’s here
PROHIBIDA SU VENTA
A,B,C, look at me. Is it ? Yes, is!

(student’s name) (pronoun + verb to be)
A,B,C, look at you.
Who are you? A, B, C, look at me.
A student or a star? A, B, C, look at you.
A student or a star? Who are you?
A student or a star?
A student or a star?
2 Now, fill up the lines in the box.

3 Do this activity three times using different names from your classmates.
You can copy the different versions of your chant in your Dossier. D
Lesson 16 51
THECOOLTEENSMAGAZINE
ac k
1 Listen and read the article about the first Olympic Games.
tr
21
W e are in Greece, in the city of

Olympia. It is the year 776 B.C., and
the first Olympic Games are about to start.
The Olympic Games are events that reunite
people from all over the world. Look at the
five Olympic Circles. Each circle represents a
All competitors are Greek men, no women continent. Which circle represents America?
participate. You see men competing in fights and
We celebrate the Olympic Games every four
marathons.
years. So, watch out for Beijing, China in 2008!
In the Modern Olympic Games people from
many different countries participate. Men and • Discuss with your group and your teacher.
women participate equally and there are more a. Why are Olympic Games so important?
competitions: swimming, skating, racing, etc. b. What do you like about the Olympic Games?
Ask your students if they practice any sport and if they have any favorite sport. c. Which circle represents America?
Show them flashcards of people practicing different sports and elicit what they
are doing. Prompt them to look at the pictures, ask them what they know about d. What do the five circles represent?
the Olympic Games. Now, get them to read and listen to the article. Elicit
information about the article: what kind of competitions are there? What do the
Olympic Circles represent? Etc.
2 Look at the photos. They are famous Olympic sports people. Learn about their victories. Who is your
favorite sports person? Students’ own answer.
Mark Spitz is an American

swimmer. He is from the U.S.
He is a gold medal winner from
PROHIBIDA SU VENTA
the 1968 and 1972 Olympics.
Ask your students to bring information about an Olympic

hero/heroine. Discuss the information or get them to stand
in front of the class to talk about him/her.
Nadia Comaneci is from Romania.

She is a gold medal winner from
the 1976 Olympic Games.
3 Investigate about this person in books, magazines or on the Internet. Write your
information in your Dossier and bring it the following class to share with your group. D
52 Lesson 17
My Personal English File
1 Use an English-English dictionary to write the meaning of important words and expressions from this unit.
Suggested answers:
Encourage them to write and
English Meaning keep the most important
things learned from this unit.
Cool! Fantastic!
What about you? And you?
What’s up? What’s new?
See you later To see a person after this moment.
Calm down No problem / take it easy.
2 List of my school material. Suggested answers:

Notebook, pencil, pencil sharpener, pen, book, eraser, ruler
3 Personal information about my friend. Students’ own answers.
Name
is years old.
address is
e-mail is
4 Information about an interesting sports person. Students’ own answers.

• Listen to your classmates’ information about their favorite sports people. Choose one person and
complete the following information.
Sports person’s name:

Practicing sport or sports:
PROHIBIDA SU VENTA
Participation in sport events:

Winning awards:
More information:
5 Register your personal progress in this unit. Check ( ✓ ) the correct box. Students’ own answer.
I have to study more I have to write more
I have to pay more attention I have to read more
I have to participate more I am O.K.

Congratulations! End of unit 1!!!!
Lesson 18 53
53
Recursos didácticos Recursos didácticos
Secundaria 1 English
1
Nelly Pérez Islas
English
1

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Santillana Secundariaenglish

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Recursos didácticos Recursos didácticos

El libro English 1. Recursos didácticos es una

D. R. © 2009 por EDITORIAL SANTILLANA, S. A. DE C. V.

Miembro de la Cámara Nacional de la

El libro English I. Recursos didácticos presenta en su primera parte la Guía docente

Se incluyen, además, dos modelos de examen bimestral elaborados a partir de la dosifi-

del libro del alumno.

• Número y Título • Prácticas Sociales. Establece • Evidencia de logro. Muestras del

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• Aprendizajes esperados. Estos son indicadores de

• Las evaluaciones bimestrales formales

their my our your her

1. Underline the correct option. (5 points)

2. Fill in the blanks writing the correct nationality. (5 points)

A: Hello, My name (0) is Pedro. What (1) your name?

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Se indica el valor en puntos de

libre: students’ own answer. ce el mayor rango de comunicación entre la población

4. playing 5. singing 3. c) drinking 4. c) Yes, she does.

La segunda parte incluye la Edición anotada,

sugerencias para conducir la clase y respuestas de

Estructura del libro de recursos V

2. Spelling 12 información de tipo a saludos. la comunicación.

Establecer y mantener • Presentarse a sí mismos Identificar datos personales.

9. What’s your e-mail 40 • Leer presentaciones personales y una identificación.

• Estructurar una conversación referente a • El empleo de adjetivos posesivos • This is my ID.

• Leer un diálogo respecto a la ubicación de

• Leer la descripción de una fotografía.

• Discriminar entre varias personas y localizar a una.

12. Working out! 78

VIII Guía docente

• Algunas preposiciones next to, under, y between, etc.,

14. Taking pictures 82 • Leer un diálogo en desorden para ordenarlo.

21. Time for Culture and Fun 94

15 22. Tuning up! 95

23. The Cool Teens Magazine 96 • Leer un artículo de moda.

24. My personal English file 97 • Identificar acciones en progreso y vocabulario

SECOND TERM EXAM (EVALUACIÓN SEGUNDO BIMESTRE)

Escribir un correo electrónico en relación con las

Resolver ejercicios tipo examen.

Resolver ejercicios tipo examen.

Describir por escrito, con base en una imagen, a un

Registrar información importante de la unidad.

SECOND TERM EXAM (EVALUACIÓN SEGUNDO BIMESTRE)

17 • Leer y escuchar un diálogo para usarlo como

• Tener como referencia estas conversaciones para

XII Guía docente

• El empleo de do como auxiliar para estructurar preguntas.

• En Presente Simple, exceptuando la tercera persona del

17. Print Out 131 • Emplear el vocabulario y las estructuras

THIRD TERM EXAM (EVALUACIÓN TERCER BIMESTRE)

XIV Guía docente

Utilizar el auxiliar shall en oraciones interrogativas.

Resolver ejercicios tipo examen.

Registrar información importante de la unidad.

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