LGS-Secundaria-Ingles 1 Alumno

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ISBN:
Primera edición:
Miembro de la Cámara
Nacional de la Industria
Editorial Mexicana. Reg. Núm.
3074
Impreso en México/Printed in Mexico

PPRREESSEENNT
A T I O N
T A T I O N
Dear student:
Welcome to the first grade of Secondary School!
At this stage of your education process, you will

have an opportunity to continue working on
your studies.
La Guía Santillana 1. Inglés. Secundaria. This book has
been conceived from the pedagogical
©SANTILLANA
principles of La Nueva Escuela Mexicana and
is framed within the Language training
fields.
The purpose of this textbook is to help

you expand your knowledge of the
world and continue developing skills to
communicate and express your ideas
effectively in different areas
of your life; in a family context, at school, and
in your community. This is achieved using texts
that will allow you to become aware of a wide
diversity of values.
You will have the opportunity to put into
practice different strategies, such as
communication, expression, research,
argumentation, and creativity, among others.
In this book, you will find a set of situations and

activities about topics that will allow you to
reflect on aesthetic and creative values and
express yourself
in different contexts and situations, make
assertive proposals to face community
problems, and thus strengthen bonds with
your family and school community and the
environment. The activities and texts
provided will also guide you to reflect
on values such as inclusion and interculturality.
This book includes sections related to

the seven articulating axes of the
Nueva Escuela Mexicana. Also, the
section called Integration will contribute
towards strengthening of your
creativity.
We are sure that La Guía Santillana 1.

Inglés. Secundaria is the ideal support to
guide you to achieve your learning goals.
The best of success this school year!
The editorial team
3
TABLE OF CONTENTS
Learning Development Learning Sequences
SEP Contents Language Pages
Process La Guía Santillana 1.
Inglés
1. Identifying types of
• Cardinal numbers 0 to 20
1. Linguistic IDs in Mexico and • Ordinal numbers 1st to 20th 10
diversity 1. English to retrieve around the world
and its factual information,
forms of and language
• Phrases to exchange
expression characteristics personal information:
recognized in 2. Giving personal
in Mexico -What’s your name / last
Mexico and around information in 14
and around name?
the world. registration forms
the world. -My name / last name is…
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• English alphabet
• Present Simple of verb to

1. Describing culture and
be
identity of the 18
affirmative and negative
English- speaking
• Nationalities:
2. Carry out oral and countries English, Scottish,
2. Identity and written Irish
culture in the presentations in
English- English that
speaking describe ethnic, • Present Simple verb to be
2. Presenting a topic 24
world. cultural, and interrogative
identity traits of
English speakers.
• Formal Connectors: First,

3. Delivering an oral
To begin, On the one 30
presentation
hand, On the other hand
1. Recognizing
• Interculturality, prejudice
the 32
and discrimination
importance of
interculturality
3. Linguistic and
artistic 3. Develop a comic
about the 2. Identifying cultural • Present Simple
cultural 34
importance of products affirmative and negative
manifestations
in English in interculturality.
favor of
interculturality.
• Present Simple
3. Planning a comic strip 38
interrogative (auxiliary
verbs do and does)
• Past Simple for regular

1. Reading informative verbs affirmative, 42
4. Retrieve strategies texts
4. The use of negative and
about the
various interrogative
conservation and
English texts
preservation of
promoting the
languages, in
preservation
scientific texts in
and
English. • Scientific texts
conservation 2. Reading scientific texts 48
• Synoptic maps
of languages.
4
Inglés
Integration 1. Create a travel brochure for an English-speaking country 52
1. Writing solutions • Imperative affirmative

54
to community and negative
5. The use of
5. Research solutions problems
English to
to community
express
problems in
needs,
English texts and
interests, • Phrases to express
report findings
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and opinion: In my opinion, As
orally or in 2. Talking about
problems in I see it, I think 60
writing. solutions to
the • Modal verbs: can and
community problems
community. should affirmative,
negative, and
interrogative
1. Identifying
• Adjectives: colors, size,
aesthetic 64
6. Aesthetic 6. Retrieve and emotions
resources in
elements expressions, English poems
and elements, and
features of aesthetic
the English resources from
language. English literary 2. Creating a
• Glossary
texts and create a glossary of 68
• Steps to create a glossary
glossary. aesthetic literary
resources
• Main topic and main idea

1. Strategies for • Inferring information
• Scanning and skimming 72
reading critically
• Would to express opinion
7. Artistic and 7. Read and give
cultural your opinion on
manifestations cultural and
in English. artistic • Comparative adjectives:
2. Expressing one’s suffix
expressions.
opinion on cultural -er and more
and artistic • Irregular 78
manifestations of comparative
English-speaking adjectives: better,
countries worse, further
• Comparative phrases:
better
than and worse than
1. Learning about • Places in stories: lake,

82
legends and folktales castle, forest, town
8. Select literary texts
8. Traditional and
in English,
contemporary
summarize and
literary
share them
creations in
through various • Simple Past affirmative
English. 2. Sharing legends
media. and negative
and folktales in 88
• Connectors in a story: long
my community
ago, many years ago, one
5
Inglés
Integration 2. Create a classroom exhibition of cultural and artistic 92
manifestations of English-speaking countries
• Demonstrative pronouns:
this, that, these, and
those
1. Identifying • Family members: mother,
94
family father, parents, sister,
members brother, siblings,
9. English to
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express grandmother, grandfather
• Terms of endearment
sensations,
• Emotions
emotions,
feelings, 9. Express our
and ideas emotions around
that help family and the
strengthen community. • Modal verb can
bonds with affirmative, negative,
the family, the interrogative, and short
school, and answers
the • Places in town: bank,
community. 2. Showing my community cinema, 100
convenience store, farm
• Activities in the
community: buy food,
go shopping, ride a
bike, eat out, play
instruments, read comics,
go for a walk, play sports,
watch movies
• Simple Past interrogative

• Life events: be born, start
school, graduate from
primary school, get
1. Narrating married, celebrate a 104
meaningful events birthday, move to a new
house
• Time expressions in the
past:
10. Stories in in, on, last night, last week
10. Conduct interviews • Question words: who,
English to
and narrate in where, when
express
English meaningful
significant
past events
family, school,
retrieved from
community,
collective
and social
memories.
events. • There was / There were
• Disasters: earthquakes,
landslides, floods, forest
2. Describing relevant
fires, hurricanes, tsunamis, 110
past events in my
volcanic eruptions,
community
tornados
• Connectors: and, but,
because, so
6
Inglés
11. Retrieve examples of

violence present in • Possessive Adjectives:
1. Preventing my, your, his, her, its,
11. Assertive domestic families and schools 114
violence our, your, their
and dialogic from various English • Types of violence
communicatio texts.
n in English to
raise
12. Reflect on and 1. Identifying • Modal verb: must and
awareness 118
communicate a school violence mustn’t
about the
stance against • Common violence at school
eradication
violence through
of violence
assertive and
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in families. 2. Identifying Gaslighting • Gaslighting 122
dialogic
communication.
• Have to and need to

affirmative
1. Learning healthy habits • Healthy daily habits: 124
brush your teeth, drink
13. Retrieve water, take a shower
12. Messages messages
in English in promoting a • Modal verb: should
mass media healthy lifestyle affirmative and negative
that promote and disseminate • Fruits
2. Being what we eat 128
a healthy them through • Vegetables
lifestyle. various • Grains
communication • Proteins
channels.
3. Reading articles for • Magazine articles 132
teens
Integration 3. Create a social media post about healthy habits 134
1. Identifying diversity • Diversity 136

14. Research in
13. The use of
English sources
English in • Gerunds as nouns
the
the • Physical appearance:
characteristics 2. Recognizing uniqueness 138
construction age, skin color, body
of messages
of messages shape
that • Phrases about diversity
advocating
promote
for inclusion.
interaction, and • Giving and asking for
3. Adapting to
empathy with opinions: I think that, I 142
multicultural
diversity. feel that, I don’t think
communities
that
• Body parts
1. Embracing abilities
• Disabilities: blind, 146
14. The use of and disabilities
deaf, mobility-
English in impaired
the
cultural 15. Explore artists with • Simple Present
and disabilities. 2. Inspiring people 150
vs Simple Past
artistic
manifestatio
ns that
favor the 3. Learning about bulletin
construction • Bulletin board 154
boards
of an
inclusive
7
THIS IS YOUR GUIDE
La Guía Santillana 1. Inglés. Secundaria. is organized and based on the
content of the program of the Nueva Escuela Mexicana. The content is made up of
development processes of learning, which are integrated by learning sequences.
In the learning sequences, essential topics are proposed for you to reinforce and
consolidate your knowledge
using a set of texts and activities.
1. Read the texts and write if it is a legend folktale

Content from the
8 reations n ish
The Lady of the Lake program to be
Title of the
Once upon a time, there was a farmer walking near Llyn
Y Fa
an Fach lake. One morning, a beautifu magical lady
appeared in the lake and seduced the farmer with her
beauty. He fel in love nd asked her to marry him. She
accepted w th one e ondition,
o f he hit her three times,
developed in the
development
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she would ret rn to he ake an n ver m ac .
A few years passed; she used her magic to hellp her

husband The man became rich, but he changed with learning sequence
process of 8. Select literary texts in English, summarize and share them
through various media.
the mon n y. e became arrogant and violent When
finally he hit her thirrd tim
im , sh
h went
to the ake an ne er ca e a k
learning AXLES
1. Learning about legends and folktales
a)
Robin Hood
Long ago, in England, there was a man
Activities that
Articulating Tour to Niagara Falls
consolidate and
named Robin Hood. He lived in Sherwood
axes
Forest. Robin Hood was a hero. He helped
poor people. He took money from the
rich and gave it to the poor. Robin Hood
had friends, like Little John and Maid
Marian. They lived in the forest too. The
Sheriff of
T a alie’s f r is t king her t jjob. Nottingham didn't like Robin Hood. He wanted to
He
you will work

wo k as a ourist gu e at Niagarra Fa l catch him. But Robin Hood was smart and
GLOSSARY
reinforce what
Naata e s s fat e work b brave. He always escaped. There are
u e ls th many stories about Robin Hood and his
beliefs
ideas people o ri ts ver nteresti g lege ds a o ta adventures in the forest
have of things es She listen t e ori ar fully a d
on
they can’t
you learn
when she bit.ly/
explain b)
customs s back ho e, h w ites th m m n a it e te 3xntphh
cultural habits o . Short
t s sl ei a ll 2. Complete the chart with the information from the texts in Activity 1. Stories
throughout
ant st c ories for th m. ffr n C
arl m es s t e i
Element Folktale
log Her e d Sarah sh es the s
Legend
in t ol b e rd
the
activities Do you think Niagara Falls is a famous place? Why?
What type of stories do you think Natalie’s father knows?
Character(s)
Title of the
What touristic places in your country are famous for its legends? Main event
What are the legends about?
Do people in your community share stories? Which media do they use to share stories?
Tradition, belief or custom
Learning
Legends and Folktales
Each Legends and folktales are stories that pass orally from generation to generation.
Legends are fictional stories with heroic characters from historical
3. Complete the chart with the information of a folktale from your
community.
sequence
events. Folktales are fictional
sequence Name of The Tradition,
begins with a
stories with normal people as main characters. Both, legends, and Characters Main event custom
folktales, show the traditions, beliefs, and customs of one community and Folktale
or belief
we can find different versions of the same legend or folktale.
situation or text Reflect

• Why do you think legends and folktales passed orally from generation to
generation?
Conceptual
83
and some
Proceso de desarrollo de aprendizaje (PDA): Selecciona textos literarios en inglés que aborden temas de la comunidad
82 de algún lugar de interés, los resume y difunde por distintos medios.
information
questions for you that will help
to reflect on the you answer
topic the activities
With the help of your teacher, compare the two pieces of information indicated below:
addresses and full names. Then work in small groups and tell the differences.
This activity integrates

How is
Spanis Englis the
h h information
different?
and summarizes the What information

do they include?
information of the In what order
learning sequence
does the
information
appear?
Example
Full names
How many last
names does the
full name usually
include?
Example
The Self-evaluation
Self-evaluation
• Mark your answers with a

section will hep you
Dimension Goal Indicators Excellent Good
!
I can
improv
e
reflect on what you
ntellectual I can identify and say the alphabet in
English. learn and identify
what you need to work
Personal I can spell my full name.
Social I can ask for and give personal

information.
17 on
8
The activities in the learning sequences promote your
autonomy and allow you to put into practice what you
have learned.
You will find these sections in the learning sequences:
Vocabulary Grammar and Functional Language
You will find examples of vocabulary in You will find explanations and
context that will help you complete the examples of contextualized language
activities in your book. that will contribute to your learning
process.
GLOSSARY QR CODES
This will provide you with These will link you to digital
definitions or synonyms of sources to complement and
difficult words. reinforce the content in the
learning sequences.
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The following sections are intended to
HEALTHY LIFESTYLE
enrich the work with the articulating
axes:
CRITICAL INTERCULTURALITY GENDER EQUALITY
INCLUSION CRITICAL THINKING
ARTS AND OWNERSHIP OF CULTURES

AESTHETIC THROUGH READING AND
EXPERIENCES WRITING
Integration INTEGRATIO
Create a travel brochure for an English-speaking country
To create your brochure, start by choosing any of the English-speaking
countries mentioned in Unit 4. Decide if you want to create a paper or a
digital brochure. Consider that if it is a digital one, you can share it with more
people.
In previous units, you learned about the life and culture of several How do you create a travel brochure?
English-speaking countries. It's time to continue discovering and sharing new
things about them. Create a travel brochure for an English-speaking To create a travel brochure, it is necessary to develop a work plan that includes the following:
country that you can share on paper or online. Which country would you
like to visit? What do you remember about it? What information does • Find information related to the English-speaking country. Select relevant
someone need to know before visiting the country? information related to the historical background or main characteristics
of the landmarks, sights, attractions, famous people and local traditions
or folktales. Search for information
People started using travel brochures in the early 20th century to attract on the Internet for example, on travel websites, books, travel guides, or
The in
you Integration pages will guide
visitors to different cities or countries. This helped the economy of the videos. Make notes of the information you think people will find
country grow and, at the same time, different cultures came into interesting, attractive or necessary when they visit the country.
contact. People wrote the first brochures on paper and illustrated them • Draft the content. Make a mind map of the vocabulary and grammar you plan to use.
by hand. Now brochures can be digitally produced and shared, even with Look up the words in a dictionary, if needed, and ask your teacher to clarify any doubts.
the help of artificial intelligence. You can also use them to broaden your
knowledge of the world. Make a plan to create a travel brochure.
the creation of products, such as

Planning Drafting Editing and publishing
The information we usually know about • Research of the • Organization of the • Checking grammar,
English- speaking countries is often information using content into different spelling and
limited, because the available sections. punctuation.
resources. • Writing the descriptions • Arranging the content in
we tend to concentrate on the United
models, texts and so on, as well as

States, Canada or the United Kingdom • Selection of relevant in a an attractive and
only. Our main contact with these pictures, colors and brief and readable way. reader- friendly
• Discussion with format (e.g. use
countries takes place through fonts to make an
commerce and entertainment. In the case attractive brochure. students of any bullet points)
of changes or adaptations • Publish your brochure
digital products
the United States and Canada, we are to their submissions. online or on paper.
close geographically, too.
How do you make the work
However, it is important to share public?
information
about the rich history and culture of
other countries, like Nigeria or
avoid making stereotypes and, mainly, to Choose the Decide who Share the
like podcasts, blog entries, videos,

1.
show For online
online platform you want link of
that these cultures are not so different to share it to read your online
brochures
it. brochure.
from ours. Creating a travel brochure
helps us expand our knowledge and
communicate this information in a brief,
etcetera, which integrate the

Decide who Display it on Invite people to
you want to the read or
attractive and reader-friendly way. 2.
For paper read it. classroom walls, explain the

brochures the school content of
mural or your brochure.
hand it outin.
knowledge
What is a travel brochure and what do you use it for?
Assess your performance using the following scale. Check the corresponding box.
of the language training

Compare your answers with those of your classmates.
Find other brochures, on A travel brochure is a
paper or online, to use promotional text that Indicators A PA D
as a guide. Read them advertises specific destinations,
carefully and pay andmarks or other attractions to
field.
I understand the characteristics and purpose of a travel brochure.
attention to the kind of visit in a city or country.
information brochures Brochures are used to invite I learned extra information about the English-speaking countries I
have and how it is people to plan a trip to a
presented. (Do they country and also to educate know about. I motivated others to read about and understand
use pictures? Do they them about the main aspects
the relevance of some
use colors? What kind? regarding the history, culture
or geography of the
Do they include headings and place before they visit. Brochures can
English-speaking countries.
subheadings?) be produced digitally or on paper.
A (Agree), PA (Partially agree), D (disagree).

52 53
1 Linguistic diversity and its forms
of expression in Mexico and the
world
1. English to retrieve factual information, and language

AXES characteristics recognized in Mexico and around the world
1. Identifying types of IDs in Mexico and around the world
An ID 1
INCLUSION
The type of
personal
information we
provide in 2
different
languages and
cultures can
be the same.
However, there
may be some
pieces of
information
that are
unique to the
Do you have a document like this?

Which ID is similar to yours?
Which information is different on these two IDs?
1. Look at the IDs and answer the questions.
a) What information is similar in both IDs?

b) What information is written differently?
c) What information is totally different?
Proceso de desarrollo de aprendizaje (PDA): Hace uso del alfabeto, los números y las expresiones básicas en inglés, para
10 nombrar y recuperar datos factuales y características básicas de lenguas reconocidas en México y el mundo.
What’s GLOSSARY
an ID? attend
go to,
be
The letters “ID” mean “Identity Document.” The document is a present
card with information about you, for example, your name, date of at CURP
birth, age, or address. Sometimes it includes information that an 18-digit
alphanumeric
proves who you are, for example, many ID cards in Mexico include code assigned
the CURP code. People use ID cards for different purposes, for to Mexican
example, to prove their identity at the bank, to get books from the
library, to prove they work at a company, or they attend a certain
school.
A school ID contains the school’s name, grade, class, and your
picture. This information is very useful for your teacher and the
2. Read the information in the box and underline…
• the meaning of ID. • where people use an ID.

a) document a) At school and at work.
b) Identity Document b) At home.
c) name, phone number, email address c) At the market.
3. Look back at the IDs. Underline…
• the information on an ID.
a) name, age, and picture

b) name, picture, address, telephone
number
c) name and phone number
Cardinal Numbers
0 zero
Use cardinal numbers to say your age or your telephone
1 one 6 six 11 eleven 16 sixteen
2 two number. You can also 12
7 seven include
twelvethem in your
17 address.
seventeen
3 three 8 eight 13 thirteen 18 eighteen
4 four 9 nine 14 fourteen 19 nineteen
bit.ly/3KOtSwa
5 five 10 ten 15 fifteen 20 twenty
Numbers 1
to 20
4. Complete the sequences. CRITICAL

INTERCULTURALITY
a) one, , three, four, Educational

systems
b) three, six, , twelve, around the
c) five, , fifteen, world are
different
because of the
• Say the numbers out loud. students’
context. We
should
Refiect evaluate how
• Do you think having an ID contributes to a person's identity? Why? well each
system
11
5 Look and
5 Look and write
write the
the age
. age.
Age:
Age:12 Age:
Age:13 Age:
Age: 8
12
twelve
twelv 13 8
e
Age:
Age:19 Age:
Age:10 Age:
Age: 20
19 10 20
Ordinal Numbers
Use ordinal numbers to express order. For example, you can use
them to talk about your school grade or your position in a
competition. You can also use them in addresses.
bit.ly/45Kc6UF 1st first 6th sixth 11th eleventh 16th sixteenth

Ordinal 2nd second 7th seventh 12th twelfth 17th
numbers 11- seventeenth
20
3rd third 8th eighth 13th thirteenth 18th
eighteenth
4th fourth 9th ninth 14th fourteenth 19th
nineteenth
5th fifth 10th tenth 15th fifteenth 20th twentieth
6. Write the missing ordinal numbers.
first fourth fifth seventh tenth eleventh

PDA: Hace uso del alfabeto, los números y las expresiones básicas en inglés, para nombrar y recuperar datos
factuales y características básicas de lenguas reconocidas en México y el mundo.
12
7. Write the ordinal numbers.
a) 13 d) 17 seventeen
13th
thirteen
thirteenth
b) 14 fourteen e) 18 eighteen
c) 15 fifteen f) 19 nineteen
8. Complete the ID with your own information.
School
Name:
Name
:
Grade Age
: :
Find information on how to get an international student ID. Then

complete the table below.
International Student ID
What is it for?
What do I need to get

one?
Where can I use it?
Which personal
information do I need to
Self-evaluation
fill it in?
• Mark your answers with a .
I can
improve
!
I can say and write cardinal and ordinal
Intellectual
numbers in English.
I know the information that an ID
Personal
includes, and I can fill this in.
I know what an ID is and the social
Social
situations in which I may need it.
13
1. English to retrieve factual information, and language
AXES characteristics recognized in Mexico and around the world
2. Giving personal information
Filling a registration form
Can you fill in registration forms?

What information can you identify here?
Why is Alex Scott filling in this registration form?
What’s a registration form?

GLOSSARY
collect A registration form is a series of questions used to collect
to get and information about you. It can be physical or online. The information
keep things
together fill you usually provide on a registration form is your name, address,
in email, and phone number. We are constantly filling registration
to complete forms, for example, when we open a social media account, when we
provide
to give register for a class or an event, or when we want to get an ID.
1. Read the information in the box above and underline…
• what a registration form • what the purpose of a registration form is.

is.
a) To get information about you.
a) An ID
b) To be physical or online.
b) An event
c) A series of questions
2. Write what information you usually provide in a registration form.
PDA: Hace uso del alfabeto, los números y las expresiones básicas en inglés, para nombrar y recuperar datos
14 factuales y características básicas de lenguas reconocidas en México y el mundo.
Exchanging Personal Information
To ask and talk about someone’s name or last name, use: What’s your
name? What’s your last name? My name / last name is …
To ask and talk about someone’s age, use: How old are you? I’m seven years
old.
To ask and talk about someone’s email, use: What’s your email? My email is…
To ask and talk about someone’s address, use: What’s your address? My
address is… To ask and talk about someone’s phone number, use: What’s
your phone number? My phone number is…
3. Complete the dialogue using words from the box. Then practice the
dialogue with a classmate.
What’s last email name old
Alex: I want to get an ID card, please.

Woman: OK. I need some information, please. What’s your ?
Alex: My name is Alex.
Woman: What’s your name?
Alex: My last name is Scott.
Woman: How are INCLUSION
you? Alex: I’m thirteen years
Providing
old. our
personal
Woman: What’s your ? information in
Alex: My email address is alex12@mail.com. other
languages is
Woman: your address? the first
step towards
Alex: My address is 3rd McAllen Street. interacting
Woman: Can you spell your name and last name, please? and
communicatin
Alex: Sure. It is A-l-e-x S-c-o-t-t.
Woman: Thanks. Your ID is on its way!
4. Underline the factual information in the dialogue from Activity 3.
5. Underline the correct option to complete the dialogue. Then practice the
dialogue with a classmate.
Woman: What’s / How’s your address?

Alex: My address am / is 3rd McAllen
street. Woman: What’s / How’s your
phone number? Alex: My phone number
is / are 2-2-17-20-20.
Woman: All right, thanks… Oh, sorry! I think there is a mistake. Can you spell
your name and last name / name last, please?
Alex: Sure. It is A-l-e-x S-c-o-t-t.
Woman: Thanks. Your ID is on its way!
Refiect
• What information do you think contributes to the identity of a person?
• Do you think everybody values personal information around the world? Why?
15
6. Work in pairs. Follow the steps.
a) Ask questions to your classmate to get his or her personal information.

b) Use the questions in the box on page 15 and the dialogue in Activity 3
as a model. Include name, last name, age, email, address, and phone
number.
The English Alphabet
Learn the alphabet in English to spell your name when you give information
about yourself. You can also ask other people to spell their names.
Aa Bb C c Dd Ee F f Gg Hh Ii Jj
Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt
Uu Vv Ww Xx Yy Zz
7. Work in pairs. Spell the names and last names.

Students should use the English alphabet.
a) Laura García b) Guadalupe Flores c) Antonio González d) Carlos López
8. Look at the dialogue from Activity 3. Work in pairs and role-play a similar
situation to get a sports ID. Use your own information.
CREATE YOUR
SPORT ID
First name:
ENTER YOUR NAME
Last name:
ENTER YOUR LAST NAME
Age:
ENTER YOUR AGE
Email:
ENTER YOUR EMAIL
Refiect
• Do you think personal information is important? Why?
• In which situations is it useful to know the alphabet in English?
• Do you think it is useful to know the alphabet in different languages? Why?
16
With the help of your teacher, compare the two pieces of information indicated
below: addresses and full names. Then work in small groups and tell the differences.
How is
Spanis Englis the
h h informatio
n
Addresses
What information
do they include?
In what order
does the
information
appear?
Example
Full names
How many last
names does the full
name usually
include?
Example
Self-evaluation
I can
improve
!
Intellectual I can identify and say the alphabet in

English.
Personal I can spell my full name.
Social I can ask for and give personal information.
17
2 Identity and culture in
the English-Speaking
world
2. Carry out oral and written presentations in English that
AXES describe ethnic, cultural, and identity traits of English
speakers
1. Describing culture and identity of the English-speaking countries
EngLISH-SPEAkIng COUntRIES
According to sources on the Internet, English is the official

GLOSSARY language in more than 50 countries. England, Scotland,
colonization
Northern Ireland, Canada, Australia, New Zealand, the United
domination States of America, Nigeria, Belize, and India are some examples.
of a nation
diversity
the practice of Some English-speaking countries, such as Canada and
including Singapore, have educational and political systems that are like
people from those in England. Although they also share historical
different connections because of the British colonization, their identities
backgrounds
ethnicity are different. Identity is a complex concept that refers to who you
a group of are as a person. Your identity is the combination of your
people that personality, values, beliefs, ethnicity, nationality, gender, age,
have the same
origins and socioeconomic background. Defining a singular identity for
individualism all English-speaking countries is a difficult task, but we can
the idea that name some common characteristics. First, English-speaking
people should
not depend on countries are known for their diversity, love of travel and
others leisure, passion for sports (such as cricket, rugby, or soccer), strong
leisure work ethic, and emphasis on individualism.
free time
melting pot
a society In conclusion, these nations are very particular melting pots
made up of due to historical factors like colonization and immigration.
different
cultures
Which of the English-speaking countries are you familiar with?

Do you think the characteristics of the identity of people from English-speaking
countries are similar to the identity of Mexican people? Which ones?
PDA: Recupera información para llevar a cabo presentaciones en inglés, orales y escritas, que describan rasgos étnicos,
18 culturales e identitarios de hablantes de lengua inglesa.
1. Underline the characteristics of the culture and identity of English-speaking
countries, according to the text.
a) Working hard is important.

b) Swimming and dancing are popular sports in these countries.
c) Spending their free time traveling is important.
d) People’s identities are the same in all English-speaking countries.
Where is England and who are the English?
England is a country in Europe. It shares land borders with Scotland to
the north and Wales to the west. London is the capital of England. GLOSSARY
Although most people in England speak English, it is not the official
language. Besides, there are many different accents and dialects in border
official line
England, for example, the Northern, Midlands and Southern dialects. that separates
©SANTILLANA
These dialects sometimes indicate not only the place but also the two countries
social class that people are from. commonwealth
an
international
Like the people from many other organization
countries, the origins of the of 56
English people are diverse. They countries,
connected to
come from the Celts, the Anglo- the English
Saxons, Nordic, and Norman-French empire
cultures. Nowadays, the population
is even more diverse. It is a
multicultural society due to
immigration from the
Commonwealth countries and other
places in the world.
Their political system is a CRITICAL
constitutional monarchy, which THINKING
means a queen or king shares the Colonialism
power with a constitutionally affects
organized government. people’s
traditions,
values,
The flag of England has a red cross beliefs, and
in the middle of a white language.
Nowadays,
background. It is specially used in the cultural
sports competitions. Many English manifestations
people are famous and influential of many
English-
all over the world, for example, speaking
Benedict Cumberbatch, The Beatles, countries in
and Adele. Benedict is an actor, The Africa or Asia
are valued and
Beatles are musicians, and Adele is supported
a singer. to emphasize
Additional fact— The English are that no
culture is
famous for drinking more tea than superior to
most other cultures in the world, another.
but the Irish drink more tea than
the English.
2. Read the text above and answer the questions.
a) Where is England?
b) What are the ethnic origins of the English people?

c) Why is English society nowadays even more diverse?
3. Complete the information about England.
England
Land borders:
Capital:
Language spoken by the

majority:
Examples of dialects:
Political System:
Additional Fact:
©SANTILLANA
Verb to be in Simple Present
Use the verb to be to refer to the state or condition of someone or something.
For example,
I am / I’m Mexican. We are / We’re Spanish
You are / You’re speakers. You are / You’re
English. He is / He’s English speakers.
an actor.
She is / She’s a singer.
4. Underline the correct option to complete the sentences.
a) Benedict Cumberbatch is / are an actor.

b) The Beatles is / are musicians.
c) Adele is / are a singer.
Nationalities
The words that refer to someone’s nationality help us identify
someone's origin in English. Nationalities begin with a capital letter.
These are some words to refer to the origins of people from the English-
speaking countries:
Country Nationality
England English
Scotland Scottish
Ireland Irish
bit.ly/
3VJtCoy
United States of America American
Countries
Australia Australian
New Zealand New Zealander
PDA: Recupera información para llevar a cabo presentaciones en inglés, orales y escritas, que describan rasgos
20 étnicos, culturales e identitarios de hablantes de lengua inglesa.
5. Use the prompts to write sentences about people’s nationalities. Then say the
sentences aloud to a partner.
a) We / Scotland /
b) It / Australia /
c) She / United States /
What is the Commonwealth

of Nations?
©SANTILLANA
The Commonwealth of Nations is a
group of 56 countries in different
continents: Africa, Asia, America,
Europe, and the Pacific. Although
the United States of America is also
an English-speaking country, it is
not a member of the
Commonwealth. Language,
traditions, and several aspects of
the way of living in the
Commonwealth originated in the
British culture.
People in the Commonwealth speak different languages,

like French, Spanish, and Portuguese. However, they are
not the official languages. The official language is English. GLOSSARY
In “The Commonwealth Games,” which are like the charity
Olympics, athletes compete in sports like lawn bowls and give money,
netball. food or help to
those who
Regarding education, each country takes its own context need it lawn
into consideration, but most students take the A-Level bowls
exams (or exams for Advanced Levels), like the students a game in
which you roll
in Britain. Charity is another tradition that the a big ball as
Commonwealth countries share with England. close as
possible to a
People organize charitable events to help the poor and to smaller ball
raise money to contribute to education. netball
a game in
which two
It is important to emphasize that the Commonwealth teams try to
culture is not the same in every country. There are keep
different beliefs, religions, and habits, some of which possession of
a ball
originate in their original cultures. several many
6. Write if the sentences are T (True) or F (False).
a) Their traditions have no connection to British culture.

b) Charitable events are common in England and the Commonwealth countries.
c) Beliefs, religions, and habits are the same in all the Commonwealth countries.
21
Verb to be Negative form in Simple Present
Use the word not after the verb to be to make a statement negative.
I am not / I’m not Australian. We are not / We aren’t citizens of the

You are not / You aren’t Commonwealth.
Nigerian. He is not / He isn’t
You are not / You aren’t New Zealanders.
an athlete.
They are not / They aren’t the official
She is not / She isn’t languages.
Jamaican. It is not / It isn’t a
member of the
Commonwealth.
7. Re-write the sentences in the negative form.
©SANTILLANA
a) Mexico, Brazil, and Argentina are countries in the Commonwealth.
b) French is the official language of the Commonwealth.
c) Sports and the education systems in the Commonwealth are similar to those in Mexico.
d) The United States of America is a member of the Commonwealth.
e) Spainsh and Portuguese are the official languages of the Commonwealth.
f) The Commonwealth culture is the same in every country.
8. Complete the chart below to prepare an oral presentation about an

English-speaking country.
Topic: Ethnic, cultural, and identity characteristics of an English-speaking

country
Country I want to research about:
What I know about the ethnic, cultural

and identity characteristics of this
country:
Who I want to present this

information to:
Why I want to present this

information:
Where can I get more information
from the country:
Reflect
• What benefits do you think countries that belong to the Commonwealth of nations get?
• Do you think that it is necessary for countries to belong to a group of countries? Why?
• What do you think the main traits of ethnic, cultural and identity
traits of English speakers are?
culturales e identitarios de hablantes de lengua inglesa.
A script for an oral presentation GLOSSARY
script
A script can help you organize an oral presentation and remember the a text that
important parts. To prepare your script, define the purpose of your contains a plan
presentation, know your audience, adapt the language and the
content to their interests and level of understanding. Follow these
steps to prepare your script:
1. Collect - make a list of the ideas you want to develop.

2.Rank - define the main and secondary topics.
3.Order - record the information in the order you want to present it.
4.Write an introduction, a body, and a conclusion -
introduce yourself, the topic, and the main points. In the body,
explain the main points, give examples, and supporting details.
In the conclusion, summarize the key points or emphasize the
©SANTILLANA
main message.
5.Check spelling, capitalization, and punctuation - Use a dictionary
Complete the chart with the information you wrote in Activity 8 to design a script for
your oral presentation.
Topic: Ethnic, cultural and identity

Time: 15 minutes
characteristics of an English-
speaking country
Stage Duration Information Resources
Introduction
Content: Location 3 minutes
and capital city.
Body
Content: Ethnic and
cultural 7 minutes
characteristics of
the English-
speaking country
Reflection on the cultural

5 minutes importance of the English-
speaking country in the world
a) Write your draft in your notebook. Work with a partner and discuss how you can improve it.
Self-evaluation
Dimension Goal Indicators
I can identify the characteristics of an oral

Intellectual
presentation.
I can recognize the ethnic, cultural and

Personal
identity characteristics of some English-
speaking countries.
I can develop a presentation about the ethnic,
Social cultural and identity characteristics of some
English- speaking countries.
23
AXES describe ethnic, cultural, and traits of English speakers
2. Presenting a topic
Aids for oral presentations

1
Australia
•Australia is a country in the Southern Hemisphere.
•The capital city of Australia is Canberra.
©SANTILLANA
•The main basis of Australian culture is Anglo-Celtic Western culture.
•The natural environment and indigenous cultures are also influential.
INCLUSION
Using images,
symbols, and
other visual
aids in your
presentations
can be
inclusive. It is
beneficial if
your audience
has hearing
problems or if
their English
level is an
obstacle to
understanding 2
the content of
your
presentation.
Australia
GLOSSAR
Y
aids
Australia is a country in the Southern Hemisphere. The
help or capital city of Australia is Canberra. The primary basis
support of Australian culture is Anglo-Celtic Western culture.
arrange
organize The natural environment and
data indigenous cultures are also influential.
facts and
numbers
about
something
Which slide looks more organized, 1 or 2?

Which one illustrates the information clearly?
Do you think using pictures or other graphic resources helps you create a better oral
presentation? Why?
Which slide is not visually attractive?
Which slide might cause the audience to lose
interest? Which slide includes photographs?
Which slide can help your audience to remember the information better?
étnicos, culturales e identitarios de hablantes de lengua inglesa.
24
Graphic Resources for a Presentation
Photographs, charts, synoptic tables, and mind maps are graphic resources
for presentations. Graphic resources help you keep your audience interested
because visuals help simplify complex ideas and make messages easier to follow.
They can also help your audience remember the information better when they
hear it and see it at the same time. Graphic resources can also help you
remember what you have to say next. Each graphic resource has a different
purpose:
Photographs - can illustrate concepts, show examples, or create emotions.
Charts - present data based on numbers. They simplify complex
information or show comparisons between different sets of data. Some
examples of charts are bar charts, line charts, and pie charts.
©SANTILLANA
Synoptic tables - are a synthesis or summary of a specific topic,
subcategorizing the topics that form it.
Mind maps - are diagrams that represent activities, words, concepts, or

items linked to another and arranged around a central concept.
1. Read the information in the box. Then answer the questions.
a) What are the different types of graphic resources?
b) Why do graphic resources help to keep your audience interested?
c) What is the purpose of using photographs in presentations?
d) What are some examples of charts?
e) What is the purpose of charts?
f) Which graphic resources are a synthesis or summary of a specific topic?
g) What can graphic resources help you remember in a presentation?
h) What do charts simplify or show?
i) What graphic organizer can you use to represent activities, words,

concepts, or items arranged around a central concept?
j) In your opinion, which graphic resource is the most useful? Why?
Reflect
bit.ly/4bYTIcK
• How can graphic resources be used in a different academic area?
Graphic
• Do you think graphic resources are a useful tool to study? Why? organize
rs
25
2. Label the type of graphic organizer. Use the information in the text on page 25.
a)
b)
©SANTILLANA c) d)
3. Answer the questions.
• Which graphic organizer do you want to use in your presentation?
• Why is it useful?
Notes for a Presentation
Notes help you develop your presentation. They help you avoid having to
memorize your script or reading from the slides. Effective notes for oral
presentations include:
Main ideas - write key words of short phrases.
Important details - include information that supports your main points, such as
statistics, quotes, examples, or specific data.
Timing - include the time you want to spend in each section.
Sources - where you collected the information from.
Pronunciation - of difficult words or phrases.
Remember you can write these notes on a paper sheet or on cards.
4. Read the information in the box and answer the questions.
a) Why are notes useful when preparing a presentation?
b) What do effective notes for oral presentations include?
c) What important details should you include in your notes?
d) What does the word sources refer to?
26 culturales e identitarios de hablantes de lengua inglesa.
5 Look at
5 Look at the
the notes
notes and
and write Yes or No.
. write
Ethnic, cultural and identity

h r t ri ti
characteristics f A tr li
of
Australia
Introduction (Time: 2 minutes)
• MeSHohe.
MeSHoHe. $rie7y iw3rod<He HhyXeSK
yXeSK awd 3Лe 3opiH oK
oK Hhy preXew3a3iow
y w3a3io
•Jw3ereX3iw9
Jw3ereX3iw9
• preXe KaH3 or aweHdo3e abo<3 A<X3raSia. w.
Body (Time: 13
minutes)
Ethnicity,Ethnicity,
Identity
Identity
•n<S3iH<S3<raS
• n<S3iH<S3<raS 3a3iow: $ri3iXЛ iihhi9raw3 ННi9raw3 ЛiX3ory
•Jwdi9ewo<X
• Jwdi9ewo<X
ЛiX3ory A<X3raSiawX: 3Лe Abori9iwaS H<S3<re
©SANTILLANA
•Abori9iwaS owX
How3rib<3iowX
• H<S3<re How3rib<3i 3o XoHie3y
3o XoHie3y
• Jdew3i3y: h< <S33iH
H<S aS<raS
S3<r XoHie3y, reSa×ed
XoHie3y, (rܼSahX3)
reSa×ed a33i3<de,
(r SahX3) So‹e oK
a33i3<de,
3Лe wd Xpor3X (Kor e×a
So‹e oK 3Лe o<3doorX (a<3dors), awd Xpor3X (Kor e×ahpSe,
H pSe, HriHhe3).
HriHhe3). raSia: 3w9SiXЛ awd ЈriXЛ ori9iwX
• noX3
noX3 peopSe
peopSe iw opSe: Abori9iwaS
iw A<X3raSia: 3w9SiXЛ awdawdJriXЛ
UorreX 63rai3 iXSawder
ori9iwX
•Abo<3
A<X3 s%
• Abo<3 s% oKoK 3Лe
3ЛеpeopSe: Abori9iwaS awd UorreX 63rai3 iXSawder
pе
Culture:
Culture:
• A<X3raSiaw Hh<XiH, Hiweha,
<XiH, Hiwe XHiew3ifH aHЛie‹ehew3X
Ha, XHiew3ifH
•F od: XihiSar
aHЛie‹e
• Food: iSar 3o $ri3iXЛ
XiHHew3X $ri3iXЛ awd AheriHaw
AHeriHaw K od
Kood
Conclusion (Time: 5 minutes)
6<HHary oK 3Лe
• 6<hhary ЗЛе hey
hеy poiw3X
poiwЗX J JHo‹ered
Ho‹еrеdabo<3
abo<З
A<XЗraSia.
Jw‹i3e a<diewHe
A<X3raSia. Jw‹i3e3oa<diew
Searw HO re abo<3
e 3o Searw i3X
hore ab <3 i3X
H<S3<re.
H<S3<re
a) t is easy to distinguish the stages of the CRITICAL

a Itpresentation.
easy to distinguish the stages of the NTERCULTURALITY
INTERCULTURALITY
) is presentation.
b The notes are complete and include long sentences.
b) Incorporati
c) Incorporating
) There are details to exemplify or support the main points.
sentences. the
ng
perspectives
of
d) I can see the time for each stage.
indigenous
e) I can see the pronunciation of difficult words. cultures in
contempora
f) There are photographs and graphic organizers. ry art
g) It includes an interesting fact or anecdote. promotes
the voice of
historically
marginalize
d groups.
6. Underline the questions the audience might have about the presentation in Activity 5.
a) Are you from Australia?

b) Are the Australian Aboriginal people integrated into society?
c) Is cricket a sport of British origin?
d) Is Australia expensive?
e) Are Australian people from English and Irish origins?
f) Is music part of the Australian culture?
g) Is Australia a good place to go on vacation?
27
Questions with the Verb to be
To make questions, place the verb to be before the subject.
bit.ly/4b66LrM
Is Australiaa big country? Yes, it is.
Verb to be
interrogative Are the origins of the Australian people from Spain? No, they are from
England and Ireland.
7. Unscramble the questions.
a) an / island / is /? / Australia
©SANTILLANA
b) Australia /is / the capital of /? / Sydney
c) Australia and New Zealand /?/ in Asia / are
d) in Australia / are / important sports / rugby and cricket /?
e) a / is / multicultural /? / Australia / nation
f) of / ? /people / aboriginal/are / the / 100 / %
g) to / food / American / similar / food / is / Australian / and / British
8. Work in pairs. Ask and answer the questions in activity 7. a) Yes, it is. b) No, it isn’t.
c) No, they aren’t. d) Yes, they are. e) Yes, it is. f) No, they aren’t. g) Yes, it is.
9. Read and complete the tasks.
New Zealand is a country island in the southwestern Pacific Ocean. It is a

member of the Commonwealth. New Zealand has been influenced by a mixture
of cultures, for example, the English culture and language and the Indigenous
GLOSSARY ones. As a result, the Māori's language and culture are very important. We can
environment see them reflected in contemporary New Zealand literature, film, theatre, and
nature music. Composer Gareth Farr incorporates European and Māori culture into his
fairness compositions.
impartiality
An important part of New Zealand's culture is the Whānau, which means
"extended family" in Māori. It is important to have strong connections with the
family and the community. New Zealanders take care of the environment, and
they have many laws that protect it. An important characteristic of their identity is
fairness. People try to be fair and equal with each other.
(Adapted from The Encyclopedia of New Zealand, https://teara.govt.nz/en.
Retrieved: 03/30/2024)
28 étnicos, culturales e identitarios de hablantes de lengua inglesa.
• Review the notes in Activity 5. Make presentation notes based on the text in Activity 9.
©SANTILLANA
• Write two questions that the audience can ask about New Zealand. Use the verb to be.
Complete your presentation on the cultural, ethnic, and identity characteristics of

an English-speaking country. Follow the steps:
a) Write presentation notes on sheets of paper or cards. Check the notes on page 27.
b) Anticipate the answers to some questions your audience can make. Write
two possible questions here and their answers.
c) Find two sources where you can find the answer to those questions.
Write the sources here:
Self-evaluation
I can
Goal Indicators Excellent! Good
improv
e
I can recognize the importance of using visual
resources for an oral presentation.
I can identify cultural, ethnic and identity

traits of an English-speaking country.
I can prepare notes for a presentation.
29
AXES describe ethnic, cultural, and traits of English speakers
3. Delivering an oral presentation
Script
FeSSo e‹eryowe! ny waHe iX TarSa. J waw3 3o 3aSh 3o yo< abo<3 3ew SeaSawd'X
e3ЛwiHi3y, idew3i3y, awd H<S3<re.
First, Se3’X e×pSore i3X H<S3iH<S3<raS HЛaraH3eriX3iHX. On the one hand, 3Лere are
Jwdi9ewo<X nãori peopSe How3rib<3iw9 wi3Л 3Лeir ar3 awd 3radi3iowX. On the other
hand, we Haw Xee 3Лe iw7<ewHe oK 3Лe 3w9SiXЛ HoSowisa3iow ow 3Лe Saw9<a9e awd
3Лe 3radi3iow.
©SANTILLANA
Next, 3Лeir nãori H<S3<re iX baXed ow 3Лe HowweH3iow 3o 3Лe Sawd awd 3Лe KaHiSy.
UЛeir HowHep3X awd ideaX are diKKerew3 KroH 3Лe ideaX oK 3Лe $ri3iXЛ. However, 3Лey
are iw3e9ra3ed iw3o 3oday’X 3ew SeaSawder idew3i3y.
To sum up, SiKe awd H<S3<re iw 3ew SeaSawd are iw7<ewHed by 3Лe Jwdi9ewo<X H<S3<reX.
Look at the phrases and words in bold. Do you think they are formal or informal?
Do you think the language you use in an academic presentation should be
formal or informal? Why?
Formal Connectors for Oral Presentations
Use the following connectors to make transitions in your oral presentations.
Introducing the main points: To begin,… First,…

To contrast ideas: On the one hand,… On the other hand,… However,…
Nevertheless,…
To establish transitions: Then,… Next,…
To summarize and conclude: In conclusion,… To sum up,…
1. Read the purpose of the following extracts and complete them with connectors
from the box above.
Purpose Example
English is the official language in New Zealand.
To contrast ideas
H , some people also speak Samoan.
N , let's talk about how immigration makes
To establish transitions
New Zealand a multicultural nation.
To introduce the main T , let’s talk about the rich traditions of
points the
indigenous Māori people.
I , New Zealand's ethnicity and
To conclude culture
are the combination of Māori traditions,
30 étnicos, culturales e identitarios de hablantes de habla inglesa.
Using Prosodic Resources for Oral Presentations GLOSSARY
raise
Prosodic resources are tools used in oral expression to deliver a to
elevate
message more effectively. Use the following prosodic resources in your rate
presentation: speed
Volume - vary the volume of your voice to keep the audience interested.
Rate - speak at a normal rate so that your audience can understand
what you say and keep paying attention.
Pauses - pause whenever the punctuation marks indicate it or when
you want to draw your audience’s attention.
Intonation - raise and lower the tone of your voice to give

meaning and emotion to your words.
©SANTILLANA
Articulation - pronounce your words clearly.
2. Practice reading the script notes on page 30 aloud in pairs. Then follow the steps.
a) Underline three words that are difficult to pronounce. Ask your

teacher for help and practice them. Possible answers: ethnicity, culture,
characteristics CRITICAL
THINKING
b) Listen to your teacher reading the text aloud. Follow his or her
When you
example to use the prosodic resources correctly. prepare an
c) Give each other advice to improve your prosodic resources. oral
presentation,
d) Ask your teacher for advice. you use your
critical
Prepare and deliver your presentation. thinking skills
because you
question the
a) Write the final version of your script. Apply what you know information
about making notes, using visuals and prosodic resources for you are going
to present.
a presentation. Then you
b) After delivering your presentation, answer your classmates' questions. analyze and
interpret the
c) Ask questions about your classmates' presentations. Use the verb to be. information
d) Discuss how you can improve.
Self-evaluation
I can
Goal Indicators Excellent! Good
improv
e
I can recognize the importance of using
formal language when I deliver an oral
presentation.
I can use formal language and connectors
when I deliver an oral presentation.
I can use prosodic resources in an oral

presentation.
31
©SANTILLANA
¡Felicitaciones!
Finalizamos
La Guía Santillana
1. Inglés.
Nos vemos en el próximo ciclo
escolar con nuevas herramientas
y propuestas innovadoras para
©SANTILLANA
La Guía Santillana 1. Inglés.
Secundaria apoya la
construcción de saberes de los
Contenidos del programa de
estudio de la Nueva Escuela
Mexicana del campo formativo
Lenguajes y coadyuva al
desarrollo de habilidades para
comunicarse y expresarse en inglés.
Las secuencias de aprendizaje

de esta obra, incluidas las
secciones de lenguaje funcional,
gramática y vocabulario,
profundizan el conocimiento de
estructuras, funciones y
recursos del inglés como
lengua extranjera.
Los textos y las actividades

del libro tienen relación con
los ejes articuladores, lo cual
promueve la re2exión ì
análisis de una variedad de
lenguajes, así como la
comunicación de ideas,
sentimientos y experiencias
en diferentes contextos de
manera
asertiva y dialógica.

LGS-Secundaria-Ingles 1 Alumno

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Impreso en México/Printed in Mexico

Welcome to the first grade of Secondary School!

At this stage of your education process, you will

The purpose of this textbook is to help

In this book, you will find a set of situations and

This book includes sections related to

We are sure that La Guía Santillana 1.

The editorial team

• Present Simple of verb to

• Formal Connectors: First,

• Past Simple for regular

Integration 1. Create a travel brochure for an English-speaking country 52

1. Writing solutions • Imperative affirmative

• Main topic and main idea

1. Learning about • Places in stories: lake,

• Simple Past interrogative

11. Retrieve examples of

• Have to and need to

Integration 3. Create a social media post about healthy habits 134

1. Identifying diversity • Diversity 136

1. Read the texts and write if it is a legend folktale

A few years passed; she used her magic to hellp her

you will work

sequence Name of The Tradition,

situation or text Reflect

This activity integrates

and summarizes the What information

information of the In what order

• Mark your answers with a

Social I can ask for and give personal

CRITICAL INTERCULTURALITY GENDER EQUALITY

INCLUSION CRITICAL THINKING

ARTS AND OWNERSHIP OF CULTURES

the creation of products, such as

models, texts and so on, as well as

like podcasts, blog entries, videos,

etcetera, which integrate the

For paper read it. classroom walls, explain the

of the language training

A (Agree), PA (Partially agree), D (disagree).

1. English to retrieve factual information, and language

1. Identifying types of IDs in Mexico and around the world

Do you have a document like this?

1. Look at the IDs and answer the questions.

a) What information is similar in both IDs?

2. Read the information in the box and underline…

• the meaning of ID. • where people use an ID.

3. Look back at the IDs. Underline…

• the information on an ID.

a) name, age, and picture

4. Complete the sequences. CRITICAL

a) one, , three, four, Educational

bit.ly/45Kc6UF 1st first 6th sixth 11th eleventh 16th sixteenth

6. Write the missing ordinal numbers.

first fourth fifth seventh tenth eleventh

8. Complete the ID with your own information.

Find information on how to get an international student ID. Then

What do I need to get