Ingles i 2012

203
English Inglés Telesecundaria 1er grado Versión de evaluación 23/04/12

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Transcript of Ingles i 2012

English Inglés

Telesecundaria1er grado

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Inglés I. Telesecundaria fue elaborado por la Dirección General de Materiales Educativos (dgme) de la Subsecretaría de Educación Básica, Secretaría de Educación Pública.

Coordinación técnico-pedagógicaDirección de Desarrollo e Innovación de Materiales Educativos,dgme/sep

María Cristina Martínez Mercado, Alexis González Dulzaides, Adriana Rojas Lima

AutoresJezabel Barrera Fuentes, Claudia Yvette Gómez Martínez

Revisión técnico-pedagógica Yuliemy Carmona Rivas

Coordinación editorialDirección Editorial dgme/sep

Alejandro Portilla de Buen, Olga Correa Inostroza

Cuidado editorialLizbeth Zavala Mondragón

Producción editorialMartín Aguilar Gallegos

Primera edición, 2012 (ciclo escolar 2013-2014)

D.R. © Secretaría de Educación Pública, 2012 Argentina 28, Centro, 06020, México, D.F.

ISBN: 978-607-514-019-3

Impreso en Méxicodistribución gratuita-prohibida su venta

Servicios editoriales Chanti Editores

Ilustración A corazón abierto, Richard Zela, Bana Fernández, Julieta Gutiérrez, Beatriz Martínez, Elvia Leticia Gómez Rodríguez, Agustín Azuela de la Cueva

Cuidado editorial Chanti Editores, Arlette de Alba, Hugo Ibáñez

Diseño y diagramación Agustín Azuela de la Cueva

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Presentación

En el marco del Acuerdo 592, por medio del cual se establece la Articulación de la Educación Básica, así como del Acuerdo 593 que señala los programas de estudio de la asignatura de Tecnología para la educación secundaria, la Secretaría de Educación Pública ha consolidado una propuesta de libros de texto, a partir de un nuevo enfoque centrado en la participación de los alumnos en su proceso de aprendizaje y en el desarrollo de las competencias básicas para la vida y el trabajo. Especialmente en el contexto de la Telesecundaria, el libro de texto se complementa con las Tecnologías de la Información y Comunicación (TIC), con los objetos digitales de aprendizaje, los materiales y equipos audiovisuales e informáticos que, junto con las bibliotecas escolares, representan el soporte pedagógico de los niños mexicanos en su proceso de adquisición del conocimiento escolarizado.

Esta nueva generación de libros de texto para Telesecundaria responde al principio de mejora continua, por lo que ha puesto atención en el replanteamiento de las cargas de contenido para centrarse en estrategias innovadoras para el trabajo escolar, incentiva habilidades orientadas al aprovechamiento de distintas fuentes de información, busca que los estudiantes adquieran habilidades para aprender de manera autónoma incentivando el uso intensivo de la tecnología informática. Asimismo, con la intención de dar continuidad a la propuesta editorial iniciada en los libros de texto de primaria, en este libro se ha fortalecido la línea editorial que promueve una lectura integral capaz de interpretar tanto el discurso textual como el visual. Se ha incluido en sus páginas una muestra representativa de géneros y técnicas plásticas, así como propuestas iconográfi cas que no sólo complementan el contenido textual, sino lo enriquecen y conforman por sí mismos una fuente de información para el alumno.

En la preparación de este libro confl uyen numerosas acciones de colaboración de organismos y profesionales, entre los que destacan asociaciones de padres de familia, investigadores del campo de la educación, instituciones evaluadoras, maestros, editores y expertos en diversas disciplinas. A todos ellos la Secretaría de Educación Pública les extiende un agradecimiento por el compromiso demostrado con cada niño residente en el territorio nacional y con aquellos mexicanos que se encuentran fuera de él.

Secretaría de Educación Pública

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This is your book

According to the previous points, the book units are developed as follows:

a) Purpose. It briefl y describes what it is meant to be learned through the lesson development.

b) Content. The topic, individual and group exercises, pictures, readings and practice suggestions are developed according to the topic.

c) Self-evaluation. This section is divided in two parts:

• Drills that will help you see how much you learned from previous topics.

• A series of questions to self-evaluate your learning in the English lessons.

d) Support material. They are didactic materials related to the topics of the unit, and that may help to reinforce your learning.

e) Bibliography. It is the list of materials checked to make this book, which can help as a teaching aid if thorough learning is pursued.

This material was created with the aim to facilitate your learning at a basic level with a communicative approach, with reference on the 2006 Foreign Language English Syllabus.

The lessons are designed to aid your personal development and integration to society through interaction and exchange of experiences with others. This is fulfi lled through oral and written texts production and interpretation, with the aim to create, discover and explore the world around us, building up your knowledge.

The expected learning aim is that you obtain the necessary knowledge to participate in some social practices of language, that is, through the interpretation of oral and written texts.

The applied teaching methodology in this text consists of three stages that correspond to the 2006 Syllabus:

1 Text. The process starts with the exposition of an oral or written text.

2 Refl ection on language. This segment leads you to refl ective observation, that is, it helps you deduce how English language works.

3 Use of language. It consists in making you use language through tasks (oral or written production) that show the expected learning.

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Conoce tu libro

De acuerdo con lo anterior, las unidades del libro se desarrollan de la siguiente manera:

a) Propósito. Describe brevemente el aprendizaje que se quiere conseguir con el desarrollo de la lección.

b) Contenido. En esta parte se desglosan los temas, ejercicios individuales y de grupo, ilustraciones y lecturas, y sugerencias de prácticas de acuerdo con la temática abordada.

c) Autoevaluación. Esta sección se divide en dos partes:

• Ejercicios que te ayudarán a ver cuánto aprendiste de los temas vistos con anterioridad.

• Una serie de preguntas para poder autoevaluar tu aprendizaje en las lecciones de inglés.

d) Material de apoyo. Aquí encontrarás materiales didácticos que tienen relación con los temas de la unidad y que pueden servir para reforzar los aprendizajes.

e) Bibliografía. Es la lista del material revisado para la elaboración de este libro, que puede servir de apoyo a la práctica docente si se desea profundizar en el conocimiento de las temáticas.

El presente material fue creado con el fi n de facilitar la conducción de tu aprendizaje en un nivel básico y con fi nes comunicativos, según el Plan y Programa de Estudio 2006 de la Lengua Extranjera Inglesa.

Las lecciones están diseñadas de forma que permitan tu desarrollo personal e integración a la sociedad, mediante la interacción y el intercambio de experiencias con los demás. Esto se logra a través de la producción e interpretación de textos orales y escritos, para crear, descubrir y explorar el mundo que nos rodea, construyendo de esa manera tu aprendizaje.

El propósito de estudiar la lengua extranjera es obtener los conocimientos para participar en algunas prácticas sociales del lenguaje, a través de la interpretación de textos orales y escritos.

La metodología de enseñanza que se aplica en este texto consta de tres etapas que corresponden al Programa de Estudio 2006:

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

2 Refl exión sobre la lengua. Esta parte te conduce a la observación refl exiva, es decir, a que deduzcas cómo funciona la lengua inglesa.

3 Uso de la lengua. Consiste en que uses el lenguaje a través de tareas (de producción oral o escrita) que refl ejen los aprendizajes esperados.

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Contents • Contenido

Introduction • Introducción 7

Classroom Language • Expresiones en el salón de clases

Sequence 1 • Secuencia 1 7

Unit 1 • Unidad 1 21

Personal identifi cation • Identifi cación personal

Sequence 1 • Secuencia 1 21

Unit 2 • Unidad 2 55

Action in Progress • Acciones en progreso

Sequence 1 • Secuencia 1 55

Sequence 2 • Secuencia 2 69

Sequence 3 • Secuencia 3 83

Unit 3 • Unidad 3 101

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

Sequence 1 • Secuencia 1 101

Sequence 2 • Secuencia 2 121

Sequence 3 • Secuencia 3 133

Unit 4 • Unidad 4 141

Daily Life • Vida diaria

Sequence 1 • Secuencia 1 141

Sequence 2 • Secuencia 2 155

Sequence 3 • Secuencia 3 169

Sequence 4 • Secuencia 4 179

Sequence 5 • Secuencia 5 189

Unit 5 • Unidad 5 201

Places and buildings • Lugares y edifi cios

Sequence 1 • Secuencia 1 201

Sequence 2 • Secuencia 2 207

Sequence 3 • Secuencia 3 231

Answer key • Hoja de respuestas 239

Bibliography • Bibliografía 253

Families Sheet • Hoja para las familias 255

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Introduction Introducción

Classroom LanguageExpresiones enel salón de clases

Sequence 1Secuencia 1

In this sequence you will learn to:

En esta secuencia aprenderás a:

• Recognize expressions to say hello and goodbye.

Reconocer expresiones para saludar y despedirse.

• Spell words.

Deletrear palabras.

• Express your age.

Decir tu edad.

• Recognize instructions in the classroom.

Reconocer instrucciones dentro del salón de clases.

• Express dates.

Expresar fechas.

• Ask for the meaning or translation of words.

Preguntar por el signifi cado o la traducción de palabras.

• Ask for permission. Pedir permiso.

Purpose • Propósito

The purpose of this unit is to provide students with some basic classroom language expressions that will enable them to communicate in English all the time during their foreign language lessons.

El propósito de esta unidad es proporcionar a los estudiantes algunas expresiones básicas usadas dentro del salón de clases que les permitirán comunicarse en inglés durante las lecciones del idioma extranjero.

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2 Write the time of the day that each picture shows.

Escribe el momento del día que muestra cada imagen.

Lesson 1 Goodbye!You will recognize expressions of greetings and farewells.Reconocerán expresiones para saludar y despedirse.

Think and write

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

Observa las imágenes. Escribe el número correspondiente a cada conversación.

Bus driver: Good morning, my name is Paul. Welcome aboard!

Pedro: My name is Pedro. Good morning, sir.

Bus driver: Pleased to meet you, Pedro.

Pedro: Pleased to meet you, Paul.

Pedro: Hi, my name is Pedro.

Okan: Hello, Pedro. I am Okan. How are you?

Pedro: Very well, thank you. What about you?

Okan: I’m fi ne, thanks.

Pedro: Nice to meet you, Okan.

Bus driver: Have a nice day, guys!

Pedro: Bye, Paul!

Students: Goodbye!

Bus driver: See you in the afternoon! Take care. Bye-bye.

3

2

1

Hello!

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3 Look at the pictures and complete the dialogues.

Observa las imágenes y completa los diálogos.

Ema: , my name is Ema.

Paco: , Ema. Paco.

Ema: How you?

Paco: I’m fi ne, .

Memo: Good , Mr. Gomez.

Mr. Gomez: morning, Memo. are you?

Memo: I’m , thanks. And you?

Mr. Gomez: .

4 Fill in the blanks whether the dialogue is formal or informal.

Escribe sobre la línea si el diálogo es formal o informal.

Dialogue 1 is .

Dialogue 2 is .

Write

5 In pairs create a dialogue similar to the ones in exercise 3. Then present it to the class.

En parejas elaboren un diálogo similar a los del ejercicio 3. Posteriormente preséntenlo a la clase.

6 Complete the chart.

Completa la tabla.

Regards Time Spanish

Greetings

Farewells

1 2

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Lesson 2 you spell it?You will identify the English alphabet letters in order to spell words correctly.Identifi carán las letras del alfabeto inglés para deletrear correctamente las palabras.

Think

Can you think of some objects you need for class?

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

Read

1 Read the dialogue. Fill in the blanks with the words in the box.

Lee el diálogo. Completa los espacios en blanco con las palabras del cuadro.

eight twenty

Teacher: Good morning, class. I’m going

to take attendance.

Number one, Alvarez.

Alvarez: Present.

Teacher: Number two, Bonilla.

Bonilla: Here.

Teacher: Number , Huerta.

Student: Absent

Teacher: Number twelve, Linares.

Linares: Present.

Teacher: Number , Suarez.

Suarez: Present.

Teacher: Number twenty-three, Mmm! Tes,

tech...

Texcalapa: It is Texcalpa.

Teacher: How do you spell it?

Texcalpa: T-E-X-C-A-L-P-A.

Think

2 Look at the words in red in the previous dialogue and use them to complete these sentences.

Lee en el diálogo anterior las palabras en rojo y úsalas para completar las siguientes oraciones.

You answer or when you are in the class.

You answer when somebody is not in the class.

What is the question used to ask to spell?

¿Qué pregunta se utiliza para pedir que deletreen?

How do

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Speak

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

Letter Sound Letter Sound Letter Sound

A Ei K Kei U Iu

B Bii L El V Vi

C Cii M Em W Dobl iu

D Dii N En X Ex

E I O Ou Y Uai

F Ef P Pi Z Dzi

G DYi Q Qiu

H Eich R Ar

I Ai S Es

J Yei T Ti

Write

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

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

First name Middle name Last name

What’s your name? My name is Juanita.

What’s your last name?

How do you spell it?It’s Alvarado.

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

rectory. their

ir d take

mplee.

lón tress

.

What’s your last name?y

How do you spell it?It’s Alvarado.

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

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Lesson 3 are you?You will identify the English writing of numbers in order to express age.Identifi carán la escritura de los números en inglés para expresar la edad.

Think

1 Complete this table with the missing numbers.

Completa la tabla con los números que faltan.

1 One 11 Eleven 21 Twenty-one 40 Forty

2 Two Twelve 22 Twenty-two 50 Fifty

3 Three 13 Thirteen 23 60 Sixty

Four 14 Fourteen 24 Twenty-four Seventy

5 Five Fifteen 25 80 Eighty

6 Six 16 Sixteen 26 90 Ninety

Seven 17 Seventeen 27 Twenty-seven 100 One hundred

8 Eight Eighteen 28 101 One hundred one

Nine 19 Nineteen 29 102 One hundred two

10 Ten Twenty 30 Thirty 103 One hundred three

Speak

2 Say the numbers from 1 to 100.

Di los números en inglés del 1 al 100.

Think

3 Answer the questions.

Responde las preguntas.

Go back to the chart. Look at the numbers 21, 23, 101, etc. What do they have in common? How are these numbers formed in English? Write the rule.

Regresa a la tabla. Observa los números 21, 23, 101, etc. ¿Qué tienen en común? ¿Cómo se forman estos números en inglés? Escribe la regla.

How old

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Write

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

Contesta las siguientes preguntas que se refi eren a ti. Escribe los números con letra.

How old are you? I am years old.

How old is your teacher? He/she is years old.

How old is your best friend? He/she is years old.

How old is your mother? She is years old.

How old is your father? He is years old.

Speak and write

5 Ask your classmate the questions above and write his/her answers. Write the numbers with letters.

Haz las preguntas del ejercicio anterior a tu compañero o compañera y anota sus respuestas. Escribe los números con letra.

Example: How old is your mother?

She’s thirty-fi ve years old.

Partner’s name:

Age:

Teacher’s age:

Best friend’s age:

Mother’s age:

Father’s age:

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Lesson 4 down!You will recognize expressions to give instructions inside the classroom.Reconocerán expresiones para dar instrucciones dentro del salón de clases.

Think

Which are the most common instructions you receive in class?

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

Read

1 Read the sentences

Lee las oraciones.

1 I’m sorry, I’m late. May I come in?

2 Yes, Peter. Close the door. Sit down and open your book on page 25.

3 Everybody be quiet, please. If you want to talk, raise your hand.

Think and write

3 Look at the sentences in exercise 1. Which instructions is the teacher giving to the students?

Observa las oraciones del ejercicio 1. ¿Qué instrucciones está dando la profesora a los estudiantes?

Think and write

2 Look at the images and match them (1, 2, 3)with the sentences in exercise 1.

Observa las imágenes y escribe sobre las líneas el número de oración del ejercicio 1 que les corresponda.

4 Write the right answer.

Escribe la respuesta correcta.

Commands always start with a .

a) verb

b) noun

Sit

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a cb

Write

5 Fill in the blanks with the letter that matches each picture.

Escribe sobre las líneas la letra que corresponda a cada imagen.

Close the door.

Please, stand up.

Sit down.

Be quiet.

May I come in?

Open the window.

Speak

6 Work in pairs. Student A will command student B according to the images. Then, switch roles. Look at the example.

Trabajen en parejas. El estudiante A le dará órdenes según las imágenes al estudiante B para que las ejecute. Después, cambien papeles. Observa el ejemplo.

Ejemplo:

Circle. Listen to it.

Point.

Draw.

Student A: Read a book. Write. Highlight.

bb

resespopopop ndndndndnddaaaaa a a aaaaaaaa ccacacacacacacacacacacadadadadadadadadadadadada iiiiiiimamamamamamamamagegegegegegegegegggg n.n.nnn

d fe

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Lesson 5 your birthday?You will identify the months of the year and the days of the week in order to express dates.Identifi carán los meses del año y los días de la semana para expresar fechas.

Think

When is your birthday?

¿Cuándo es tu cumpleaños?

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

Observa el calendario. Complétalo con las palabras del cuadro.

October May July

April February November

Sund

ay

Mon

day

Tues

day

Wed

nesd

ay

Thur

sday

Frid

ay

Satu

rday

Sund

ay

Mon

day

Tues

day

Wed

nesd

ay

Thur

sday

Frid

ay

Satu

rday

Sund

ay

Mon

day

Tues

day

Wed

nesd

ay

Thur

sday

Frid

ay

Satu

rday

Sund

ay

Mon

day

Tues

day

Wed

nesd

ay

Thur

sday

Frid

ay

Satu

rday

January31 days 28 days

(29 every four years)

March31 days 30 days

31 daysJune30 days 31 days

August31 days

September30 days 31 days 30 days

December31 days

When is

he week in order to express dates.xpresar ffeeechachachachacchachahahasssssss.s.s.

(2(29 9 evere y ffoooooourururururuurrururr yyyyyyyyeaaeaeaee rsrsrr ))(( yyy yyyyy ))))(

mber31 dayyss

DeDececembmbererrrerererererr311 dddayaayayyyayyyyyssssssssss

Maarchhh31 ddaaaayyyyyysssss31 dddaaaayyayayaayyayayyyyyyyssssssssss 303030

A tt

0 dayayyayayyyysssss

un0 d 3unJu

30

JuJ needaayyyyyssssssssss

nee3131313131311 dddddddddayaayayaayayyyyssssss3333333 3131313131313113131 ddddddddayayayyayayaayayayyssssssssss

ddayyyyyyssss30 d 3ddaayayyyyyyyyyyssssssssssss0 dd

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2 Complete the information.

Completa la información.

Example:

St. Valentine’s Day is on February 14th .

Labour Day is on .

Flag Day is on .

Spring starts on .

Children’s Day is on .

Mother’s Day is on .

Columbus Day is on .

Christmas is on .

Think

4 Choose the correct answers.

Elige las respuestas correctas.

1 We use to indicate dates.

a) on b) in

2 We use to indicate the date.

a) ordinal numbers (1st, 2nd, 3rd, 4th, …) b) cardinal numbers (1, 2, 3, 4, …)

3 Months of the year start with .

a) small letter b) capital letter

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

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

Oct 20___

Sun Mon Tue Wed Thurs Fri Sat

1st 2nd 3rd 4th 5th 6th

7th 8th

21st 22nd

28th 29th

3 Read the dialogues and complete the chart.

Lee los diálogos y completa el cuadro.

1 Alessandra: Cesar, when is your birthday? Cesar: It’s on April 2nd.

2 Alessandra: Susan, when is your birthday? Susan: It’s on June 19th.

3 Alessandra: Pamela, when is your birthday? Pamela: It’s on March 21st.

4 Alessandra: Joe, when is your birthday? Joe: It’s on November 23rd.

My Birthday Calendar

Susan Joe Cesar Pamela

6 Put the letters in the right order to form the days of the week. Write them on the lines.

Ordena las letras para formar los nombres de los días de la semana. Escríbelos sobre las líneas.

Sun n / y / S / d / u / a

Mon o / n / d / M / a / y

Tues s /T / a / u / d / e / y

Wed d / e / W / n / a / s / d / y / e

Thurs d / y / h / T / a / r / u / s

Fri y / d / a / r / F / i

Sat t / r / a / y / a / S / u / d

7 Choose your favorite people and write their birthdays on a calendar.

Escribe en un calendario los cumpleaños de tus personas favoritas.

Write

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Lesson 6 sharpener mean?You will identify expressions to ask for the meaning of words.Identifi carán expresiones para preguntar el signifi cado de palabras.

Think and speak

How can you learn the meaning of new words?

¿Cómo puedes aprender el signifi cado de palabras nuevas?

Read

1 Read the dialogue.

Lee el siguiente diálogo.

Miss Suarez: Good morning, Juan.

Juan: Good morning, Miss Suarez. This is my mother. She wants to know the list of items for the class.

Miss Suarez: Of course. The students will need a dictionary, a notebook, a sharpener, an eraser, a pen, a pencil, scissors, glue and colors. Juan, please copy the list on the blackboard.

Juan’s mother: Thank you, Miss Suarez. Goodbye.

Miss Suarez: Have you fi nished copying the information?

Students: Yes.

Juan: Excuse me, what is the meaning of sharpener?

Miss Suarez: It is the object used to make pencils pointy.

Lucia: And, what is the meaning of scissors?

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

What does

mmmm

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Write

2 Write on the blackboard the missing words.

Escribe en el pizarrón las palabras que faltan.

3 Cross out the words that are not classroom objects.

Cruza con una línea las palabras que no son objetos del salón de clase.

For example:

six pen scissors

blackboard morning notebook

pencil case chair house

four schoolbag desk

Think

5 Answer the following questions.

Contesta las siguientes preguntas.

What’s the question that Juan and Lucia use to ask for the meaning of a word?

What is the meaning of sharpener?

What is the meaning of scissors?

4 Look at the picture and write the numbers in the circles to match the objects with the words.

Observa la imagen y escribe los números en los círculos para relacionar los objetos con las palabras.

board desk notebook

schoolbag pencil pencil case

1 5

6

3

4

2

oom

n

sors

eboo

use

k

kk aatt thhththe iipi tcture andddd wriitite hthththe nu bbmbmbers iiin tthhhehe ciiir llclcles

objeccts.

s

ok

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Self Evaluation • Autoevaluación

I. Answer the following questions and expressions.

Contesta las siguientes preguntas y expresiones.

1 Write the expressions used for greetings and farewells:

2 How do you spell your last name?

3 How old are you?

4 Can you spell house, please?

5 When is your birthday?

6 What’s the meaning of sharpener?

II. Remember your English lessons and answer the following questions:

Recuerda tus lecciones de inglés y contesta las siguientes preguntas:

1 ¿Qué hice bien en esta unidad de inglés?

2 ¿Cómo puedo mejorar mi desempeño en la asignatura de inglés?

3 ¿Qué voy a mejorar para cuando termine la siguiente unidad de inglés?

Support material • Material de apoyo

Topics / Temas Suggested material / Material sugerido

Visit the BBC offi cial website and learn how to use greetings and farewells.

Visit the BBC offi cial website and learn how to spell words.

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

http://www.bbc.co.uk/worldservice/learningenglish/

grammar/learnit/learnitv52.shtml

http://www.bbc.co.uk/worldservice/learningenglish/

grammar/pron/features/spelling/

http://www.bbc.co.uk/worldservice/learningenglish/

grammar/pron/sounds/

http://www.bbc.co.uk/worldservice/learningenglish/

radio/specials/142_requests_offers/page2.shtml

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Unit 1Unidad 1

Personal identifi cation

Identifi cación personal

Sequence 1Secuencia 1

In sequence 1 you will learn to:

En la secuencia 1 aprenderás a:

• Indicate near or far objects using the words this or that.

Señalar objetos cercanos o lejanos utilizando las palabras this (esto, ésta, éste) y that (eso, ésa, ése).

• Use the verb to be (am, is, are) in affi rmative, negative or interrogative sentences to give personal information.

Utilizar el verbo to be (am, is, are) en enunciados afi rmativos, negativos o interrogativos para dar información personal.

• Talk about your family using possessive adjectives, that is: my, your, his, her, its, our, their.

Hablar sobre tu familia usando adjetivos posesivos: my, your, his, her, its, our, their.

• Give your/others’ personal information such as age, address, phone number, e-mail, origin, profession, and so forth.

Dar datos personales tuyos o de otras personas, tales como edad, dirección, teléfono, correo electrónico, lugar de procedencia, profesión, etcétera.

• Describe your hometown using descriptive adjectives.

Describir el lugar donde vives utilizando adjetivos califi cativos.

• Use cognates to facilitate comprehension of texts.

Usar cognados para facilitar la comprensión de textos.

Purpose • Propósito

The purpose of this unit is to enable students to introduce themselves and others, and to exchange personal details.

El propósito de esta unidad es capacitar a los estudiantes para presentarse a sí mismos y a otros, e intercambiar detalles personales.

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a

b

c

Lesson 7 partyYou will identify the use of this/that in order to express the physical proximity or distance in a singular form.Identifi carán el uso de las palabras this/that para expresar cercanía o lejanía física en forma singular.

Think

1 Answer the following question.

Responde la siguiente pregunta.

What expressions do we use for greetings?

Read and think

2 Read the dialogue. Put its parts in the correct order.

Lee el diálogo. Coloca sus partes en el orden correcto.

Marcos: Nice to meet you, too.

Hugo: Nice to meet you, too.

Carolina: Look, that is my friend Lucia.

Lucia! Come, please.

Lucia, this is Hugo and this is Marcos.

Lucia: Nice to meet you.

Carolina: Hello! My name is Carolina. What is your name?

Marcos: Hi! I am Marcos and this is my friend Hugo.

Hugo: Nice to meet you.

Write

3 Look at the pictures. Write the conversations in exercise 2 in the correct space.

Observa las imágenes. Escribe las conversaciones del ejercicio 2 en el espacio correcto.

At a

g Escribe las converrsasacicicionono ese dell eeejjejejercrcc cicicioio 2 en el espacioo correcto.espacio

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4 Look at the pictures. Underline the correct option or write the right letter in the circle.

Observa las imágenes y subraya la opción que corresponda o escribe la letra correcta en el círculo.

Write

5 Write this or that.

Escribe this o that.

This / That

This / That

Look, Maria! That is my brother.

This is my friend Jorge.

a

b

1 Look! Susana, is my sister.

2 I live in yellow house.

3 is my schoolbag.

p q pla letra correcta en el cícíírrcrcrcrccccculululululululululululloooooooo.o.oo.

Thhisis // TThahahattt

2Write

This / That

t e..

LLookk MMariia!! ThThat iis my bbro hthherra

b

is myymy sssiiisisisssstteteteteteerrr.r.r.r.

bb

1

323232323223232322222222222

3

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Lesson 8 is AzucenaYou will identify the use of possessive adjectives in order to talk about your family.Identifi carán el uso de los adjetivos posesivos para hablar acerca de su familia.

Think

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

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

Good morning. My name is Ruben. I want to talk about my family. This is my mother, her name is Azucena, and this is my father, his name is Fernando. He is a teacher. I have two brothers, their names are Joaquin and Jorge. I have one sister, her name is Sofi a. My brothers and I play soccer every Sunday in a team called Los Rayos. My father is our coach. He is my favorite soccer player.

Read and think

1 Read the text.

Lee el texto.

Think and write

2 Write the name of the person the words refer to in the exercise 1.

Escribe el nombre de la persona a quien se refi eren las palabras del ejercicio 1.

Her (line 1) refers to: Azucena

His (line 2) refers to:

Their (line 2) refers to:

Her (line 3) refers to:

Our (line 4) refers to:

My (line 4) refers to:

Write

3 Look at the red words in exercise 1. Fill in the blanks with the right words.

Observa las palabras en rojo en el ejercicio 1. Llena los espacios con las palabras correctas.

Personal pronouns Possessive adjectives

I

You

His

Her

It

Their

Our

Her name

ssive poses

ut

s???

alalallalalalalalalalkkkkkkkkkkkk ababababababababababbbouoouououououououuuutttttttt mymymymymymymmymymy fffffffffffffamamamamamamamamamammilililililiilililililyyyyyyyyyy TTTTTTTTTTTTTThihihihihihihihihihihhihihihihhihhissssssssssssss isisisisiisiiisisisisissisissisiis mmmmmmmmmmmmyyyyyyyyy momomomomomomomomm thththhththththththererererereerer her nnnnnnnnnamamamamammamamameeeeeeee isisisisisisisisis

adjectives in order to talk about your family.sivos para hablar acerca de su familia.

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Grandfather Grandmother

MotherFather

Uncle Aunt

CousinCousinDaughterSon

4 Write the missing words to complete the sentences.

Escribe las palabras que faltan para completar las oraciones.

Example: She is my sister. Her name is Mariana.

Luis is my brother. room is clean.

My mother is a nurse. name is Victoria.

My father is thirty-fi ve years old. name is Fernando.

Luis and Toño are my cousins. classroom is in the fi rst fl oor.

I am Jorge Luis. favorite sport is soccer.

5 Complete the family tree with the names of your family members and illustrate it.

Completa el árbol genealógico con los miembros de tu familia e ilústralo.

6 Write a short text about your family and draw it.

Escribe un pequeño texto para describir a tu familia. Usa el espacio para dibujarla.

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Lesson 9 is a mechanicYou will recognize the personal pronoun contractions to describe a member of your family.Reconocerán las contracciones de los pronombres personales para describir a un miembro de su familia.

Think

Which are the personal pronouns in English?

¿Cuáles son los pronombres personales en inglés?

Think and write

3 Write the contractions. Follow the example.

Escribe las contracciones. Sigue el ejemplo.

Pronoun + Verb to be = Contraction

I + am = I’m

He + is = He’s

She + is =

It + is = It’s

You + are =

We + are =

They + are = They’re

Write

2 Answer the questions.

Responde las preguntas.

What does her father do?

What’s the name of her father?

What’s his last name?

How old is he?

Read

1 Read the following text.

Lee el siguiente texto

Laura is describing her father to her classmates.

My father is a mechanic. His name is Alonso Hernandez. He’s 40 years old. He has his own business and he knows everything about mechanics. He has a lot of experience, almost 20 years. His job is to repair all kinds of motor vehicles like trucks, double deck buses, cars and motorcycles. He is the best mechanic in town. I’m the youngest child. I have two brothers. They’re always helping my father with his job.

My father

alalallllallllllllalwwwawwawwwwawwwwww ysys hhelelpipipp ngnggggggg mmmyy y yy ffaafafafaaththtthtt erer wwitth hh hihis s

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Write

4 Answer the questions using the words from the box.

Contesta las preguntas usando las palabras del cuadro.

grandfather sister father mother brother

uncle aunt grandmother cousins niece

Example: Who is this? (He is the son of my mother.) He’s my brother.

Who is this? (She is the daughter of my sister.) She’s my niece.

Who is this? (He is the father of my father.)

Who is this? (She is the wife of my father.)

Who is this? (She is the daughter of my mother and father.)

Who is this? (He is the brother of my father.)

Who are these? (They are the sons of my uncle.)

Who is this? (She is the mother of my mother.)

Who is this? (She is the sister of my mother.)

Who is this? (He is the son of my grandmother.)

Write

6 Write a small paragraph, like that in exercise 1, to describe a member of your family.

Escribe un pequeño párrafo como el del ejercicio 1 para describir a un miembro de tu familia.

Think and write

5 The question Who is this? is used to ask for:

La pregunta: Who is this? se utiliza para preguntar:

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Lesson 10 studentYou will write personal data in order to write an autobiography.Escribirán datos personales para redactar una autobiografía.

Think

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

¿Qué información necesitas para escribir una autobiografía?

An interesting fact • Un dato interesante

The British writer J.K. Rowling, author of the Harry Potter saga, was a primary teacher and now she’s the second richest woman in the United Kingdom, only after Her Majesty The Queen Elizabeth II.

La escritora británica J.K. Rowling, autora de la saga de Harry Potter, fue maestra de primaria y hoy es la segunda mujer más

rica del Reino Unido, sólo después de la reina Isabel II.

Read

1 Read the text.

Lee el texto.

My name is Robert Smith. I’m a British writer. I’m 22 years old. My birthday is on June 21st. I live in 312 Rivolli Street, Paris, France. My telephone number is 34 56 89. My e-mail address is [email protected]. I have one brother. His name is Tom. He is a photographer.

I’m a

erererttt SmSmSmSmSmiiitiititithhhhh IIIIIIIII’’’m’m’m aaaa BBBBBB iiririrrri iitititi hhhhhhhshhshshs ww iiiriritetterrr IIIIIII’’’m’m’m 222222222222 yeyyey ararrarara ssss lllollolddddddd

on do you need in order to write an autobiography?

necesitas para escribir una autobiografía?

xt.

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Write

2 Complete with the information from exercise 1.

Completa con la información del ejercicio 1.

First name:

Last name:

Occupation:

Address:

E-mail:

Nationality:

Telephone number:

Date of birth:

3 Draw yourself.

Dibújate.

Write

4 Write a text, similar to excercise 1, using your personal information.

Escribe un texto con tus datos personales tomando como ejemplo el ejercicio 1.

I’m…

Speak

5 Present your personal information to the classroom.

Presenta tus datos personales a la clase.

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Think

Which are the indefi nite articles in Spanish?

¿Cuáles son los artículos indefi nidos en español?

Read

1 Read the dialogue with a classmate.

Lee el diálogo con un compañero o compañera.

Think

2 How do we ask about someone’s occupation?

¿Cómo preguntamos por la ocupación de alguien?

Think

3 Fill in the blank with the correct article for the sentence.

Escribe sobre la línea el artículo que corresponde a la oración.

a an

Article is used with words starting with a vowel sound.

Article is used with words starting with a consonant sound.

Karla : Hi. My name is Karla.

Robert: I’m Robert. What do you do? Are you a model?

Karla: No, I’m a journalist, and you?

Robert: I’m a photographer. I work here.

Karla: Cool! I’m looking for a job.

Robert: Good luck!

Lesson 11 you do?You will identify the use of a/an in order to talk about professions or occupations.Identifi carán el uso de los artículos indefi nidos a/an para hablar acerca de profesiones u ocupaciones.

What do

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Write

4 Match the occupations with the drawings.

Relaciona las ocupaciones con los dibujos.

A mechanic

A soccer player

An architect

A plumber

An actress

5 Write a or an in the blanks.

Escribe a o an sobre la línea.

artist accountant

hotel manager journalist

policeman electrician

lawyer designer

plumber

Speak

6 Interview one of your classmates and write down the information you collect from him/her. Use your key questions.

Entrevista a tu compañero o compañera y escribe la información que obtengas. Usa las preguntas clave.

For example:

What does your father do? He’s a carpenter.

What does your mother do? She’s a nurse.

1)

2)

1

2

3

4

5

eakk

tes andnd

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Think

What questions do we make in order to get personal information?

¿Qué preguntas usamos para pedir información personal?

Think

2 Answer the next questions according to the previous dialogue.

Responde las siguientes preguntas de acuerdo con el diálogo.

For example:

Are Emma and Luis students? No, they aren’t.

Is Frank fi fteen years old? Yes, he is.

Is Ema a housewife?

Is Luis a journalist?

Is Ema’s grandmother 79 years old?

4 Complete the dialogue.

Completa el diálogo.

Tomas: Hi, are you a student?

Liu: Yes, I am. My name is Liu Huang.

Tomas: I sorry. Please say that again.

Lou Huang your fi rst name?

Liu: No, it Lou. L-I-U.

Tomas: OK! today your fi rst day here?

Liu: Yes, it .

Tomas: Nice to meet you!

Read

1 Read the dialogue with a classmate.

Lee el diálogo con un

compañero o compañera.

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

Luis: Who is this, Ema?

Ema: He is my brother Frank!

Luis: How old is he?

Ema: He is 15 years old.

Luis: Is he a student?

Emma: Yes, he is. And you?

Luis: No, I’m a middle school teacher. Who is she?

Emma: She is my grandmother!

Luis: How old is she?

Emma: She’s 79 years old.

Luis: What does she do?

Emma: She’s a housewife.

3 Complete the information.

Completa la información.

1 Are you a student? Yes, . No, .

2 Is she a teacher? Yes, . No, .

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

Speak

5 Practice the dialogue in excersise 4 with your classmates, using your own names.

Practica el diálogo del ejercicio 4 con tus compañeros, usando sus propios nombres.

Write

Are you Lesson 12 a student?

You will identify negative and affi rmative expressions to give answers about personal information.Identifi carán expresiones afi rmativas y negativas para dar respuestas sobre información personal.

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Lesson 13 ID cardYou will answer questions about personal information in order to complete the data for a school ID.Responderán a preguntas sobre información personal para completar los datos de una credencial escolar.

Read

1 Read the dialogue with a classmate.

Lee el diálogo con una compañera o un compañero.

Think

What are the questions to ask for personal information?

¿Cuáles son las preguntas necesarias para pedir información personal?

Teacher: Good morning!

Student: Good morning, teacher.

Juan: Hello, Miss.

Teacher: Hi. Show me your ID card, students. Where is your ID card, Juan?

Juan: I lost it, Miss.

Teacher: You need a new ID. Remember we will visit the zoo tomorrow.

2 Circle the option that corresponds.

Encierra la opción que corresponda.

Juan needs the school ID card to visit:a) a museumb) a supermarketc) a zoo

An identifi cation card contains:a) name, last name, ageb) a conversationc) a favorite TV program

Speak

4 Interview a classmate and complete the data for the ID card.

Entrevista a un compañero o compañera y completa la información para una credencial.

a) What’s your name? b) What’s your last name? c) How old are you? d) What’s your mother’s name? e) What’s your father’s name?

5 Complete the ID card with your information and paste your photograph or drawing on it.

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

Think

3 Complete the questions.

Complete las preguntas.

How do we ask about personal information?¿Cómo preguntamos por información personal?

a) name?b) last name?c) address?d) telephone number?

How do we ask someone’s age?¿Cómo preguntamos la edad de alguien?

Telesecondary

First name:

Last name:

Age: Group:

Address:

My school

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a

bc

d

Lesson 14 you live?You will recognize questions to ask about the place where you live.Reconocerán expresiones para preguntar por el lugar donde viven.

Think

What is the meaning of the question where do you live?

1 Read the text.

Lee el texto.

Think

2 Circle T if the sentence is true, or F if it is false. Use excercise 1.

Encierra T si el enunciado es verdadero o F si es falso. Usa el del ejercicio 1.

a) David is an engineer.

b) He is thirty-fi ve years old.

c) Tom lives in Dallas.

d) Sally is an astronaut.

An interesting fact •Un dato interesante

The fi rst Mexican astronaut was PhD Rodolfo Neri Vela, who traveled in the Discovery spaceship in 1986. The fi rst woman to travel to space was the Russian Valentina Tereshkova in 1963.

El primer astronauta mexicano fue el Dr. Rodolfo Neri Vela, quien voló en la nave Discovery en 1986. La primera mujer que salió al espacio exterior fue la rusa Valentina Tereshkova en 1963.

Write

3 Match the columns.

Relaciona las columnas.

Name How old are you?

Address What is your name?

Last name Where do you live?

Age What is your last name?

David is an American astronaut. He lives in New York. He’s thirty-fi ve years old. He has a brother, his name is Tom and he lives in Dallas. He also has a sister, her name is Sally and she is a teacher. She lives in Houston. Their parents live in Houston, too.

Where do

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Think

4 What is the question used to ask about the place where someone lives?

¿Qué pregunta se utiliza para preguntar por el lugar donde alguien vive?

6 Complete the invitation card with the information from the dialogue.

Completa la invitación con la información del diálogo.

Write

5 Complete the dialogue with the words from the invitation card.

Completa el diálogo con las palabras de la invitación.

Mariana: Hello, boys and girls! I want to invite you to my birthday party.

Jorge: When is your ?

Mariana: It is on July 6th, next Saturday.

Marcos: Where do you ?

Mariana: I live downtown.

Lucia: What is your ?

Mariana: It is 5 Miguel Hidalgo Street, near the school. Will you go?

Claudia: Yes, of course.

Marcos: Sure.

Mariana: Ok, see you on at fi ve o’clock.

e

plete theh ddiaialologugue iwithth tthehhe wworordddsds ffffroromm ththe iin ivitation ccararddd

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Think

What words do you need in order to describe the place where you live?

¿Qué palabras necesitas para describir el lugar en donde vives?

Read

1 Read the dialogue with a classmate.

Lee el diálogo con un compañero o compañera.

Teacher: Good morning, boys and girls. This is Armando.

Students: Welcome, Armando.

Jorge: What’s your last name?

Armando: Ortega.

Mariana: How old are you?

Armando: I’m twelve years old.

Lucia: Where did you use to live?

Armando: In Queretaro.

Susana: Who do you live with?

Armando: I live with my grandmother and grandfather.

Lucia: Armando, could you tell us about Queretaro?

Armando: Well, it is a small, historic, clean and hot city. People are very kind.

Lucia: Wow! Sounds interesting!

Think

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

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

Hot / Cold

Big / Small

Modern / Historic

Clean / Dirty

Lesson 15 a small townYou will identify adjectives to describe the place where you live.Identifi carán adjetivos para describir el lugar donde viven.

Speak

3 Interview a classmate about the place where she or he lives.

Realiza una entrevista a tu compañero o compañera sobre el lugar donde vive.

You: Where do you live?

Classmate: I live in .

You: Tell me about it.

Classmate: .

Speak

4 Describe the place where you live, draw it and share it with your class.

Describe cómo es el lugar donde vives, dibújalo y compártelo con tus compañeros.

I live in

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Lesson 16 a soccer playerYou will identify personal data to talk about others.Identifi carán datos personales para hablar acerca de otras personas.

Think

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

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

Read

1 Read David’s biography.

Lee la biografía de David.

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

Think

2 Match the columns.

Relaciona las columnas.

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

What is his last name? b) It is on April 2nd.

What does he do? c) He is a soccer player.

How old is he (2012)? d) Soccer.

Where does he live? e) Roberts.

When is his birthday? f) He is thirty-eight years old.

Think

3 Go back to exercise 2. Review the questions. Underline the right answer.

Regresa al ejercicio 2. Revisa las preguntas y subraya la respuesta que corresponde.

1 This word refers to a place.

a) What b) Where c) When

2 This word refers to a date.

a) When b) Which c) How

3 This word means cuál.

a) When b) Where c) Which

An interesting fact • Un dato interesante

The American Women’s Soccer Team has more fans than the American Male’s Soccer Team.

La selección femenil de soccer de Estados Unidos cuenta con más seguidores que la selección masculina.

Write

4 Imagine you can meet your favorite star. What would you ask him/her?

Imagina que conoces a tu estrella favorita. ¿Qué le preguntarías?

5 Imagine you are your classmate’s favorite star. Answer to his/her questions.

Imagina que eres la estrella favorita de tu compañero/compañera. Contesta a sus preguntas.

David is

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Lesson 17 archaeological siteYou will identify the expression used to know someone’s place of origin.Identifi carán la expresión usada para saber el lugar de origen de la gente.

Read

1 Read the dialogues. Write the number next to the fl ag according to the country the tourist is from.

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

Juan: Good morning. What’s your name?

Scott: I’m Scott Johnson. And you?

Juan: I’m Juan. Nice to meet you.

Where are you from?

Scott: I’m from Germany, I’m German.

Juan: Do you like Teotihuacan?

Scott: Yes, it is wonderful.

Susana: Hello.

What’s your name?

Nicole: Hi. I’m Nicole. And you?

Susana: I’m Susana.

Where are you from?

Nicole: I’m from France, I’m French.

Susana: What’s your opinion about Teotihuacan?

Nicole: It is a beautiful place.

Mariana: Hi. What’s your name?

Liu: Hi. I’m Liu Woo. What’s your name?

Mariana: My name is Mariana.

Liu: Nice to meet you.

Mariana: Where are you from?

Liu: I’m from China. I’m Chinese.

An interesting fact •Un dato interesante

English is the offi cial language in 56 countries around the world including South Africa, India, Jamaica, Ireland and New Zealand, among others.

El inglés es la lengua ofi cial en 56 países del mundo incluidos Sudáfrica, India, Jamaica, Irlanda y Nueva Zelanda, entre otros.

3

2

1

At the

saber el lugar de origenen dedede de lalalala gengengeg te.

tofro

a.

ee???

o thheeee ommm.m..

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2 Complete the information.

Completa la información.

Where are you from? means:

Write the three countries mentioned in the dialogue.

Write the three nationalities mentioned in the dialogue.

4 Match the columns.

Relaciona las columnas.

Country Nationality

Japan Brazilian

England French

Russia Italian

Greece Chinese

Chile Russian

Brazil English

Mexico Chilean

France Greek

China Japanese

Italy Mexican

3 Locate on the map the countries from the box.

Localiza en el mapa los países de la tabla:

Think

5 Complete the sentences.

Completa los enunciados.

Example:

a) Nicole is from France. She’s French.

b) Rommy is from Chile. He’s .

c) Ivan is from . He’s Russian.

d) Greco is from Greece. He’s .

e) Taoshi is from Japan. He’s .

f) Juanita is from . She’s .

Think and write

Japan Brazil

England Mexico

Russia France

Greece China

Chile Italy

a

cb

de

f

hg

ij

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Lesson 18 you from?You will notice the nationalities of some countries in order to talk about other people.Identifi carán las nacionalidades de algunos países para hablar de otras personas.

Write

2 Complete the information with the stories in the previous exercise.

Completa la información con las historias del ejercicio anterior.

Pierre’s from .He’s .He’s years old.His birthday is on .

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

Jennifer’s from . Canadian.

She’s years old. November 20th.

Read

1 Read the texts.

Lee los textos.

5 Write a paragraph using the information in the previous chart.

Escribe un párrafo usando la información del cuadro anterior.

Think

3 Choose the answer that corresponds.

Elige la respuesta que corresponda.

We use to say the country or the place of origin.

a) from b) for

Write

4 Complete the chart using the words from the box.

Completa la tabla con las palabras del cuadro.

Irish Swiss South African

Swedish Turkish Australian

German Peruvian Portuguese

Canadian Spanish Polish

Country Nationality

Germany

Canada

Ireland

Portugal

Sweden

South Africa

Switzerland

Turkey

Poland

Australia

Peru

Spain

a

b

c

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

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

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

Where are

LeL

MMMMCCCaabbbaacc

HHHHHonnanan

aac

a

SSSShhSAAAAAAAmmJJJJJuJuuuGGGu

nnaa

hh

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Lesson 19 from Brazil?You will recognize the expressions used to give information about their home country and nationality.Reconocerán las expresiones usadas para proporcionar información sobre su país de origen y nacionalidad.

Think

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

¿De dónde eres? ¿De dónde es tu persona famosa favorita?

Read

1 Read the next dialogue with a classmate.

Lee el siguiente diálogo con un compañero o compañera.

Think

3 Answer the questions according to your answers in exercise 2.

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

What’s the structure of these questions?

How do you give an affi rmative answer?

How do you give a negative answer?

Paulo: Hi. Are you a new student?

Carlos: Yes, I am. My name is Carlos Gomez.

What is your name?

Paulo: My name is Paulo Da Silva.

Carlos: Your accent is different.

Are you from Portugal?

Paulo: No, I’m from Brazil. I’m Brazilian.

I speak Portuguese.

Are you Mexican?

Carlos: Yes, I’m Mexican.

Are you from Rio de Janeiro?

Paulo: No, I’m from Brasilia, the capital city.

Carlos: Paulo, nice to meet you.

Write

2 Answer the next questions.

Contesta las siguientes preguntas.

Is Carlos a new student? .

Is Paulo’s last name Correia? .

Is Paulo from Brasilia? .

Are you

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Read

4 Read the text.

Lee el texto.

Roger Walters is 14 years old. He’s from Manchester, England. His parents are from Belgium, they all live in Warsaw, Poland. He is a student at middle school in Poland. His birthday is on February 14th.

Write

5 Write the questions according to the information.

Escribe las preguntas de acuerdo con la información.

? Roger.

? No, his last name is Walters.

? From Manchester, England.

? In Warsaw, Poland.

? Yes, he is.

? No, his birthday is on February 14th.

An interesting fact • Un dato interesante

England conquered territories all around the world under the rule of two amazing queens: Queen Elizabeth I in the XVI century and Queen Victoria in the XIX century. Both made their country grow more than any other monarch in their history.

Inglaterra conquistó territorios en todo el mundo bajo el mando de dos asombrosas reinas: Isabel I en el siglo XVI y la reina Victoria en el siglo XIX. Ambas hicieron prosperar a su nación más que ningún otro monarca en su historia.

Write

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Think

Can you mention fi ve countries and their nationalities?

¿Puedes mencionar cinco países y sus respectivas nacionalidades?

An interesting fact • Un dato interesante

The word alien is used to refer to foreigners in general. So, it can be used to refer to

either extraterrestrials or simply people from other countries.

La palabra alien se utiliza para hacer referencia a los extranjeros en general.

Entonces puede usarse para hablar de un extraterrestre o simplemente de gente de otros países.

Write

2 Use the information in the text to complete the chart.

Usa la información del texto para completar el cuadro.

Name Age Country Nationality Language Address

3 Draw an extraterrestrial creature in your notebook. Use the questions as a guide to create a text.

Dibuja un extraterrestre en tu cuaderno. Usa las preguntas como guía para crear un texto.

What is the name of the creature?

Where is it from?

How old is the creature?

What are its nationality and language?

What is its address?

Speak

4 Share the information about the extraterrestrial you’ve just created.

Comparte la información sobre el extraterrestre que creaste.

Read

1 Read the biography of Zyanya the alien.

Lee la siguiente biografía sobre Zyanya la extraterrestre.

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

Lesson 20 from spaceYou will write a biography.Redactarán una biografía.

A creature

nya the alien.

re

e e

aagegegegege

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Lesson 21 means nacionalidadYou will notice the function of cognates to help the reading comprehension.Reconocerán la función de los cognados para facilitar la comprensión de la lectura.

Think

Do you know any words that are similar in English and in Spanish? Which ones?

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

Nationality

Read

1 Read the text and underline the words you understand (do not use the dictionary).

Lee el texto y subraya las palabras que puedes entender (no uses el diccionario).

Taoshi Okito is from Japan, he is Japanese. He is thirty-fi ve years old. He is a doctor and works at the most important hospital in his country. He practices basketball and tennis. He is in Mexico City on vacation. He visited Chapultepec park, the Zocalo, the Palacio de Bellas Artes and the National Anthropology Museum. I think Taoshi is a very intelligent and interesting person.

Think

2 A cognate is a word that is in English and Spanish and you can easily understand it.

a) different

b) similar

Write

3 Write the words you underlined in the text.

Escribe las palabras que subrayaste en el texto.

Example:

Nationality

entender (no useess elelel ddd cicicicciciciononario).

TTT hihi OOOOkiki ii ff JJ hhh iiii JJJJ HHH ii hh

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4 Write the meaning in Spanish of the following words.

Escribe en español el signifi cado de las siguientes palabras.

a) Nationality

b) Doctor

c) Important

d) Hospital

e) Vacation

f) Museum

g) Intelligent

Think

5 The words you wrote are cognates. What do you think a cognate is?

Las palabras que escribiste se llaman cognados. ¿Qué crees que signifi que cognado?

Read

6 Read the text and answer the questions.

Lee el texto y responde a las preguntas.

Mongo is a gorilla. He’s from South Africa and he lives in a zoo located in Australia. His best friends are the elephants, the hippopotamus, the chimpanzees and the crocodiles. Mongo loves to eat bananas and apples. You can visit him at the safari. He will be happy to see you. He is very intelligent.

a) Where is Mongo from?

b) Where does he live?

c) Who are his friends?

d) Write the cognates.

e) Write in Spanish what you understand from the text.

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Lesson 22 brother or sister?You will use personal pronouns in order to replace a person’s name.Emplearán los pronombres personales para sustituir el nombre de una persona.

Think

Which are the personal pronouns in Spanish? What do we use them for?

¿Cuáles son los pronombres personales en español? ¿Para qué los usamos?

What about your

Read

1 Read the text.

Lee el texto.

Think

3 Look at the words in red. Choose the correct option.

Observa las palabras en rojo. Elige la opción que corresponda.

1 In the fi rst line, he refers to:

a) Mario b) The father c) The mother

2 In the second line, they refers to:

a) Mario and his father b) Mother and father c) Mario and his brothers

3 In the third line, she refers to:

a) The mother b) Mario c) The sister

4 In the fourth line, he refers to:

a) The father b) The teacher c) The mother

Mario is a student in seventh grade at Junior High. He plays soccer with his brothers. They play on Sundays in the park. His mother brings the lunch. She prepares some sandwiches and brings sodas to drink. His father goes with them too. He is the coach of the team.

Write

2 Answer the questions about the text.

Responde las preguntas acerca del texto.

Is Mario a student?

What does he play?

When do they play?

Who is the coach?

ombres pererssosoooonananananananaaaallelelelelelelelell sssssss enenee español? ¿Para qué los usamos?

iiiiinn n sesesesees veveveevevevevev tntntntntntntnntnthhhhhhhhhhhhhhh grgrgrgrgrggrg dddddddadadadadadadadadeeeeeee atataatatttatatattat JJJJJJJJJJJJJununununununuuuniiiioioioiooioiooiorrrrrrr HiHiHiHiHiHiHiHiHiHHiHHi hhhhhhghghghghghghghghghg .. HHHeHeHeHeHe pppppppppppplllllllalalalalaalalala sysysysysysyysy

Is

WW

W

pee ssoooo aaa eeess ee p ¿ q

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4 Underline the option that corresponds.

Subraya la opción que corresponda.

1 These are personal pronouns:

a) I, you, he, she, it, they, we b) In, on, under, next to

2 These are possessive adjectives:

a) One, two, three, four, fi ve, six b) My, your, his, her, its, their, our

3 When do we use personal pronouns?

5 Find eight pronouns in the alphabet soup.

Encuentra los ocho pronombres escondidos en la sopa de letras.

A I T W M S H E

F T H E Y M E H

G S E B O U R I

Y O U R U S D M

T H E M X H I S

Write

6 Interview a classmate using the questions below and write his/her answers.

Entrevista a uno de tus compañeros o compañeras y escribe sus respuestas.

What is your name?

What is your last name?

Where are you from?

When is your birthday?

What is your favorite sport?

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Lesson 23 an e-mailYou will give personal data to answer a letter or an e-mail.Proporcionarán datos personales para responder una carta o correo electrónico.

Think

What is the meaning of personal information? Which are some common questions?

¿Qué signifi ca información personal? ¿Cuáles son algunas preguntas comunes?

Read

1 Read the e-mail.

Lee el correo electrónico.

Think

2 Put the questions in order and answer them according to Yoko’s information.

Ordena las preguntas y contéstalas de acuerdo con la información de Yoko.

Example:old / Yoko/ How / is/?How old is Yoko?She is fourteen years old.

is / Yoko’s / last / name / What/?

she / does /do / What /?

her / What’s / occupation / father’s / ?

are / Where / from / they / ?

Kato / Who / Tamaguchi / is / ?

Think

3 What questions do you need to ask for personal information?

¿Qué preguntas necesitas para pedir información personal?

From: Yoko Tamaguchi

To: Stephen Morrissey

Subject: Hi, Stephen!

Dear Stephen:

Hi! My name is Yoko Tamaguchi. I’m from Japan, I’m fourteen years

old, I’m a student. I live in Kyoto. My father is a doctor, his name is

Kato Tamaguchi, and he’s very intelligent. My mother is a nurse, her

name is Akane Tendo, she is from Tokyo, and she’s very careful with

her patients. They work together at the same hospital. I have a little

brother named Daero, he’s seven years old. I will be very glad if you

call me, my telephone number is 26 26 11 44, or send me an

e-mail to [email protected].

Sincerely,

Yoko Tamaguchi

Send me

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Speak and write

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

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

What’s your name? My name is .

How ? I’m years old.

Where are you from? I’m from .

What’s your ? My telephone number is .

What’s ? His name is .

How old are you? He’s years old.

Where are you from? He’s from .

What’s your telephone number? His is .

your name? Her name is .

How old ? She’s years .

you from? She’s from .

telephone number? Her telephone is

Write

5 Reply to Yoko’s e-mail, including all your personal information.

Contesta el correo electrónico de Yoko incluyendo tus datos personales.

a

b

c

From:

To:

Subject:

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

Ordena el diálogo y escribe el número que corresponda.

( ) Nice to meet you, too.

( ) Hello, Mario. I am Lucy.

( ) Nice to meet you.

( 1 ) Hi. My name is Mario.

2 Listen to the fi ve different names given by the teacher, and spell them to the class, then write the names in the blanks.

Escucha los cinco nombres que dará el docente y deletréalos para la clase, posteriormente escríbelos en las líneas.

Example: Pedro Xtabay

P-E-D-R-O-X-T-A-B-A-Y Pedro Xtabay

3 Match the columns.

Relaciona las columnas.

1 May I go to the bathroom?

2 Sit down!

4 Find the 12 months of the year in the alphabet soup.

Encuentra los 12 meses del año en la sopa de letras.

N X I P H F A P R I L

O C T O B E R B J M D

V L M V J B Q X M A E

E W U D Z R C T A R C

M K J A N U A R Y C E

B Z R U H A K B C H M

E T P G C R P J S L B

R H J U L Y G U T Z E

Y D O S W D X N G H R

S E P T E M B E R Y X

5 Answer the puzzle in English.

Responde en inglés el crucigrama.

Across / Horizontales

Lesson 24 ReviewYou will solve exercises about the unit topics.Resolverán ejercicios acerca de los temas tratados en la unidad.

3 Open your books.

4 Close the window.

3

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

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

Reply:

Topic:

Journalist:

Classmate:

8 Answer the questions about yourself.

Contesta las preguntas sobre ti.

a) What is your name?

b) What is your last name?

c) How old are you?

d) What is your address?

e) Where are you from?

f) Where do you live?

9 Complete the sentences. Use the pronouns.

Completa los enunciados. Usa los pronombres.

her she

Laura: This is my friend Mariana.

Mariana: Where is from?

Laura: ’s from Brazil.

Mariana: And who’s in this picture?

Laura: name is Rosario. ’s from Spain.

Mariana: What’s last name?

Laura: last name is Castillo.

5 Answer the puzzle in English.

Responde en inglés el crucigrama.

Across / Horizontales

1 Name of the day formed by seven letters that begins with “T” and ends with “y”.

2 Day that the family gathers.

3 Last day of school.

4 This is the fi rst day of the working week.

Down / Verticales

5 Its name is similar to the planet with rings.

6 This day begins with “W” and ends with “y”.

7 This day has eight letters; in Spanish it begins with “j”.

5

7 1

6

3

2

4

6 Match the ordinal and cardinal numbers. Follow the example.

Relaciona los números ordinales y cardinales. Fíjate en el ejemplo.

twenty-four thirty-third

one second

fi fty thirteenth

two sixty-ninth

sixty-nine fi ftieth

thirty-three twenty-fourth

thirteen fi rst

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10 Choose the correct answer.

Selecciona la respuesta correcta.

Hi. I’ (m/s) Dave.

Hello. We (’s/’re) Mary and Helen.

She (’re/’s) a nurse.

Dianna’s (from/on) Argentina.

John’s birthday is (on/an) November 11th.

lawyer mechanic nurse plumber teacher architect astronaut

Anastronaut

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

Lee las oraciones y relaciónalas con los dibujos. Fíjate en el ejemplo.

11 Write the occupation under the picture. Use a or an and the words in the box. Follow the example.

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

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

Elige la respuesta correcta y escríbela sobre la línea.

1 Mario is from Brazil. He is .a) Brazilian b) French

2 Ivan is from Russia. He is .a) Rustic b) Russian

3 Nicole is from France. She is .a) French b) Francois

4 Robert is from England. He is .a) English b) Peruvian

5 Yoko is from Japan. She is .a) Chinese b) Japanese

1. (b) 2. ( ) 3. ( ) 4. ( ) 5. ( )

a) Mr. Fernando Garcia is Mexican. He is a plumber and he is thirty-three years old.

b) Mr. Lawrence is an English teacher. He is from England. He’s thirty years old.

c) Mrs. Sumiko Tokana is a Japanese actress. She’s fourty years old.

d) Mr. Paul Dupont is a lawyer. He’s from France. He’s fourty-four years old.

e) Mr. Mario Correia is a mechanic. He’s from Brazil. He’s twenty-eight years old.

14 Write the country and nationality under the fl ag.

Escribe el país y la nacionalidad debajo de cada bandera. j

nurse

.. ((((((((( )

n el ejejeemplpp o.

((((((( )))))))

plplo.

))))))))) 5555.(((((( )))))

os. Fíjjaate enen el e

44444

rchitect ar teacheer archanicnic astronautct a

2222.2. (((((( )))))

jj

)))) 333.

jj

222 ((( )))))111. (((((((b)b)b)b)b)b)b)))))))) 22222222

lawyer mec

AAnAnAn

mec

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Self Evaluation • Autoevaluación

I. Remember your English lessons and answer the questions.

Recuerda tus clases de inglés y contesta las preguntas.

1 ¿Cuánto siento que aprendí en la clase de inglés?

Mucho Poco Nada

¿Por qué?

2 ¿Cómo puedo aprender más en la clase de inglés?

3 ¿Qué puedo mejorar para cuando termine la siguiente unidad?

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

Contesta las siguientes preguntas sobre los temas gramaticales que aprendiste en la unidad 1:

1 Write the meaning of the words this and that.

2 Write the possessive adjectives.

3 Write three questions to ask for personal information.

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

5 How do you form contractions?

6 What is a cognate?

7 What is the difference between the articles a/an?

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Support material • Material de apoyoTopics / Temas Suggested material / Material sugerido

Use of this-that or these-those

Possessive adjectives

Wh- questions

Use of adjectives

Use of a/an

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

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

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

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

http://learnenglish.britishcouncil.org/en/english-grammar/determiners-and-quantifi ers/indefi nite-article-and

Parents’ sheet • Hoja para padres Con el propósito de ayudar al alumno a mejorar su aprendizaje, solicitamos atentamente a los padres de familia que colaboren con el maestro para conseguir este objetivo. Por lo que en esta sección deberán mencionar los rezagos, difi cultades o defi ciencias que presenta el estudiante durante el transcurso de cada uno de los bloques, así como las acciones que ustedes consideren que deberán emprender para superarlos.

Presenta los siguientes rezagos, difi cultades o defi ciencias, que se han detectado en:

Para solventarlos deberá:

Observaciones o comentarios del padre de familia o tutor:

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Unit 2Unidad 2

Actions in ProgressAcciones en progreso

Sequence 1Secuencia 1

In unit 2 sequence 1, you will learn to:

En la unidad 2 secuencia 1 aprenderás a:

• Ask and answer questions about personal possessions.

Preguntar y responder sobre posesiones personales.

• Indicate one or several, close or far objects, using the words this, that, these, those.

Señalar uno o varios objetos, cercanos o lejanos, utilizando las palabras this, that, these, those.

Purpose • Propósito

The purpose of this unit is to enable students to give and obtain information about possessions and to describe actions that are in progress at the moment of speaking.

El propósito de esta unidad es capacitar a los estudiantes para que den y obtengan información sobre posesiones y describan acciones que están en progreso en el momento en que se está hablando.

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Lesson 25 an e-mailYou will use possessive adjectives in order to express possession.Usarán los adjetivos posesivos para expresar pertenencia.

Read

1 Look at the picture and read the text.

Observa la imagen y lee el texto.

Write

3 Answer the questions according to the e-mail.

Responde las preguntas de acuerdo con el correo electrónico.

1 What’s Mauricio describing?

a) An e-mail b) A Picture

2 What’s Mauricio’s favorite color?

a) Blue b) Red

Think

4 Look at the red words. Underline the correct answer.

Observa las palabras en rojo. Subraya la respuesta que corresponda.

1 In the fourth line, his refers to:

a) The charro suit

b) Arturo

2 In the last paragraph their refers to:

a) The parents’ outfi t

b) Independence Day

3 The words my, his, their are possessive adjectives, and they are used to show:

a) Possession

b) Description2 Answer the question.

Responde la pregunta.

What kind of text is this?

a) A letter b) A dialogue c) An e-mail

From: [email protected]: [email protected]: Greetings from Mexico

Dear Robert,

I’m sending you a photograph of me with my family. Here I’m dressed all in red. Red is my favorite color. The boy next to me is my little brother. His name is Arturo. In the picture, he is wearing his charro suit, because the photo is on the Mexican Independence Day.

Behind me and my brother are my parents. They only wear their typical clothes to celebrate Independence Day, my mother has a nice outfi t. Her dress is full of bright colors. Send me an e-mail soon.

Regards,

Mauricio

Sending

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57575775757575757

5 Complete the chart with the words from the box.

Completa la tabla con las palabras del cuadro.

I

You

He

She

It

We

You

They Their

her my his your

your our their its

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

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

red green brown purple black

yellow blue orange pink white

7 Look at the pictures. Complete the information. Use possessive adjectives (my, your, her…) and colors (blue, black, white…).

Observa las imágenes. Completa la información. Usa los adjetivos posesivos (my, your, her …) y los colores (blue, black, white…).

Example: My skirt is blue.

Write

book is .

schoolbag is .

house is .

uniforms are .

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Lesson 26 Samuel’s sweaterYou will identify the use of the apostrophe ’s to indicate possession.Identifi carán el uso del apóstrofo ’s para indicar pertenencia.

Read

1 Read the text with a classmate.

Lee el texto con una compañera o compañero.

Write

3 Answer the questions about the dialogue.

Contesta las preguntas acerca del diálogo.

1 Why are Laura and Mauricio arguing?

2 What color is Laura’s sweater?

3 Who owns the sweater?

Think

4 Go back to the dialogue. Look at the red words. Choose the correct answer.

Regresa al diálogo. Observa las palabras en rojo. Elige la respuesta correcta.

1 What does ’s mean?

a) Plural

b) Possession

c) Contraction of is

2 In the dialogue the mom says: “Samuel’s”. Write on the line what the ’s are refering to:

It’s refers to .

Samuel’s refers to .

Mauricio: Mom, tell her this is not her sweater.

Mom: Hey Laura, Mauricio is right.

Laura: No, mom. It’s mine.

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

Mom: What friend?

Mauricio: Samuel.

Mom: Why do you have Samuel’s sweater?

Mauricio: Because he left it on the bus.

Mom: Ok.

2 Answer the question about the text.

Responde a la pregunta respecto al texto.

What is this text?

a) A chart b) An e-mail c) A dialogue

This is

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Laura

Mario

Andrea

Paco

Maria

Gabriel59

Laura

Mario

Andrea

Paco

Maria

Gabriel

Write

5 Complete the information according to the images.

Completa la información de acuerdo con las imágenes.

Example: Whose sweater is this?

It’s Laura’s sweater.

1 Whose jacket is this?

It’s .

2 Whose t-shirt is this?

It’s .

3 Whose shoes are these?

They are .

4 Whose dress is this?

This is .

5 Whose sweat suit is this?

It’s .

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Lesson 27 are these?You will identify the plural form of nouns in order to refer to clothes.Identifi carán la forma plural de los sustantivos para hablar de prendas de vestir.

Read

1 Read the dialogue.

Lee el diálogo.

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

Laura: Whose shorts are these, Monica?

Monica: They’re Mauricio’s.

Laura: Really? Aren’t Mauricio’s shorts white?

Monica: Yes, they are white, but they look black because they are very dirty.

Laura: Wow!, that’s a color change!And whose sunglasses are those?

Monica: They’re mine.

Laura: Look, they are broken.

Monica: Oops! I need to get new ones.

Read

2 Answer the question.

Responde la pregunta.

Where’s Mauricio’s family?

a) On vacation

b) In the forest

c) At school

Whose shorts

h

eyy

ee

n

horts wwwhihitetet ??

y look blacckk k yy.

e!e!thhooohooooosesesesesese??????

ness.s.s.s.s.s

Write

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

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

1 The shorts are Monica’s.

2 The shirts aren’t clean.

3 Laura’s sunglasses are broken.

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Think

4 Answer the following questions.

Responde las siguientes preguntas.

1 Is there a plural form for shorts?

a) Yes b) No

2 Is there a plural form for sunglasses?

a) Yes b) No

3 How do you form plural nouns?

4 Words like are plural because they are always together.

a) Cap, coat, skirt, dress, etc.

b) Jeans, shorts, pants, socks, etc.

5 Complete the chart.

Singular Plural

dress dresses

pants

coat

jackets

cap

shorts

Write

5 Match the columns.

Relaciona las columnas.

Gloves

Tennis shoes

Jeans

Socks

Shorts

Shoes

Sunglasses

6 Work in pairs. Circle the pieces of clothing that your classmate is wearing.

Trabajen en parejas. Encierra en un círculo las prendas que tu compañera o compañero lleva puestas.

An interesting fact • Un dato interesante

The famous French fashion designer Coco Chanel was the fi rst woman in history who wore trousers and made

them part of a woman’s wardrobe.

La famosa diseñadora francesa Coco Chanel fue la primera mujer en la historia que usó pantalones y los convirtió en una prenda más del guardarropa de la mujer.

o ocompmpañe p

661

mnas.

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Lesson 28 favorite jacketYou will identify the use of this/that to express proximity or distance of items in the singular form.Identifi carán el uso de las palabras this/that para expresar proximidad o distancia de objetos en forma singular.

Read

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

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

Erika: Wow! That jacket is so cool!

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

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

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

c k t e a j

2 Read the dialogue.

Lee el diálogo.

That is my

e a j s n

t r i k s

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Write

3 Answer the questions about the dialogue.

Responde las preguntas acerca del diálogo.

1 What is Laura’s favorite item of clothing?

2 Who bought the jacket for her?

3 Why doesn’t Laura like her skirt?

Think

4 Answer the questions.

Responde las preguntas

In line 1, that refers to….

a) the jacket b) Erika

In line 6, this refers to ….

a) the jacket b) the t-shirt

This/that are used with…..

a) singular nouns b) plural nouns

This is used to show….

a) proximity b) distance

___________ is my watch.

I like ___________

jacket.

___________ is her

sweater.

Look at

___________ skirt.

Write

5 Complete the information. Use this/that.

Completa la información. Usa this/that.ersweat

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Lesson 29 are comfortableYou will identify these/those to express proximity or distance of items in the plural form.Identifi carán these/those para expresar cercanía o lejanía en forma plural.

These blue jeans

Read

What is Monica doing?

1 Read the dialogue with a classmate.

Lee el diálogo con una compañera o compañero.

Think

3 Choose the answer that corresponds.

Elige la respuesta que corresponda.

Those is used to show….

a) proximity b) distance

These is used to show….

a) proximity b) distance

Those/These is used with…

a) plural nouns b) singular nouns

Laura: Hurry up, Monica! It is getting late for the movie. These tickets for Mystic Romance are for the 6 p.m. show and it is 5:40 now.

Monica: I know, I know. Please, can I have those jeans?

Laura: Which ones?

Monica: The blue ones.

Laura: Here you are.

Monica: Thanks, dear. I love these jeans.

Write

2 Answer the questions about the text.

Responde las preguntas acerca del texto.

Where are Laura and Monica going to?

What time is the movie starting?

Does Monica hate to wear her jeans?

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4 Write on the line these/those.

Escribe sobre la línea these/those. 5 Look at Greg’s picture. Write on the lines these/those.

Observa la foto de Greg. Escribe sobre la línea these/those.

Speak and write

6 Write a description of a picture. Share it with your classmates

Haz la descripción escrita de una foto. Comparte tu texto con tus compañeros.

Write

are Greg’s family photos. Look

at this one. girls wearing

jeans and

t-shirts are my sisters. Their names are Susan and

Jenny, they are twins. The one next to them is

Memo, he is Susan’s boyfriend.

are my grandparents. are my

cousins Paco and Tino.

are Alejandra’s jeans.

are your shorts.

are Julio’s tennis shoes.

are the teacher’s glasses.

are his pants.

shoes.

’s jeans.

Write

latu

ppanntsts.eeeeeeeeeeeeeeeee hhhhhhhhhhhhhhhhhhhhhisisisisiisiiisiiisiiiiiHaHH z ccococoocccc n n

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Lesson 30 your sunglasses?You will distinguish this/that/these/those usage to express possession.Distinguirán entre el uso de this/that/these/those para expresar pertenencia.

Write

1 Complete the chart.

Completa la tabla.

Singular Plural

Proximity This

Distance Those

Read

2 Read the dialogues. Order the pictures according to the dialogues. Write on the circle the letter that corresponds.

Lee los diálogos. Ordena las imágenes de acuerdo con los diálogos. Escribe en el círculo la letra que corresponda.

Roger: Hey! Those glasses belong to the teacher.

Paul: Really? I’m not sure. I think they are Mauricio’s glasses.

Roger: Well, let’s ask the teacher.

Paul: Teacher, are these Mauricio’s or yours?

Teacher: No, they aren’t mine. I’m sure they are Mauricio’s, I saw him wearing them.

Roger: Ok, we will ask Mauricio.

Roger: Mauricio, are these your glasses?

Mauricio: Oh, yes, they are mine. This is my lucky day. Thanks a lot.

Are these

C

B

A

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Write

3 Answer the questions.

Responde las preguntas.

1 What are Paul and Roger talking about?

2 Are they the teacher’s glasses?

3 Are they Mauricio’s glasses?

Think

4 Read the dialogue. Answer the questions.

Lee el diálogo. Responde las preguntas.

To ask questions about someone’s possessions we say:

a) Is this your jacket?

b) This is your jacket?

In plural we say:

a) Are these your shoes?

b) These are your shoes?

Write

5 Write on the lines this/that/these/those.

Escribe sobre las líneas this/that/these/those.

Example:

those / your / Are / gloves /?

Are those your gloves? Yes, they are.

1. bag / Is / this / your/ ?

2. your / these / ? / books / Are

3. my / ? / Is / coat / that

4. those / his / Are/ shoes?

Is ________ anice sweater?

6 Order the words to form questions and answer them.

Ordena las palabras para formar preguntas y contéstalas.

Are _________your jeans?

Is _______ cap on sale?

Are _______people celebrating

Halloween?

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Lesson 31 CheckYou will answer some drills related to the topics of the unit.Resolverán ejercicios relacionados con los temas de la unidad.

Read

Think

4 Find the information in text 1 and complete the chart.

Encuentra la información en el texto 1 y completa la tabla.

Possessive Adjectives

DemonstrativePronouns Colors Clothes ‘s to show

possession Plural nouns

My white

bathing suit sunglasses

2 Choose the answer that corresponds.

Elige la respuesta que corresponda.

What kind of text is it?

a) A letter b) A postcard c) An e-mail

Write

3 Answer the questions about the e-mail.

Responde las preguntas acerca del correo electrónico.

1 Where are the people in the picture?

2 Why are Mauricio’s shorts black?

3 Why is Laura not wearing her sunglasses?

4 What are Mauricio’s parents doing?

From: [email protected]

To: [email protected]

Subject: Greetings from Mexico

Dear Nigel:

I’m sending you a picture of my last weekend. In this picture I’m wearing my white shorts.Believe me, these shorts are white, but look black because they are very dirty.My sisters are in the picture too. Monica is wearing her sunglasses. Laura’s glasses are broken, so she isn’t wearing them. She is wearing her red bathing suit. Those people at the back are my parents. They are buying sodas. Write me soon.

Regards,Mauricio

1 Read the text.

Lee el texto.

Mini

das. Write me soon.ass. WWrite meme sooo n.n

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Sequence 2Secuencia 2

In unit 2 sequence 2 you will learn to:

En la unidad 2 secuencia 2 aprenderás a:

• Describe what a person is wearing.

Describir lo que alguien trae puesto.

• Express what is happening at the moment you speak.

Expresar lo que está ocurriendo al momento de hablar.

• Use the comma or the conjunction and to describe activities.

Utilizar la coma o la conjunción and para describir actividades.

• Express where objects or people are located within a specifi c place.

Expresar dónde están específi camente ubicados los objetos o las personas.

Unit 2Unidad 2

Write

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

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

red black white brown yellow

pink cap scarf jeans skirt

R S D B I N B D O Y

Z E M L Q O H G M E

R T D A U I P L T L

B X V C A P J I G L

R L B K O M H K T O

O X O O F W X A C W

W B H U J N O C Z R

N V R G S C A R F V

Y D R J J E A N S Y

S K I R T P I N K N

6 Reply to Mauricio’s e-mail.

Responde al correo electrónico de Mauricio.

From: ______________________

To: [email protected]

Subject: ________________________

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Lesson 32 for ArturoYou will describe what a classmate is wearing.Describirán la vestimenta de algún compañero.

Read

1 Read the text. Then answer the question.

Lee el texto. Después responde la pregunta.

At the amusement park

Write

2 Answer the questions acording to the text.

Responde las preguntas de acuerdo al texto.

1 Who is looking for the boy?

2 Where are they?

3 What do you have to do if you see the boy?

4 Why are they describing people’s clothes?

Think

3 Choose the right answer.

Elige la respuesta correcta.

To describe what somebody is wearing, we use:

a) am / is / are wearing.

b) am / is / are wears.

Write

May I have your attention, please?

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

Thanks for your attention.

What are they doing?

a) Looking for someone.

b) Watching TV.

Looking

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5 Place the chairs in a circle around the classroom. All the classmates will occupy a place except for one standing up.

Coloquen las sillas formando un círculo en el salón. Todos los alumnos ocuparán un lugar excepto un integrante que permanecerá de pie.

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

new neighbor, and I love the neighbors that are

wearing...”, and will complete the phrase saying

a clothing, specifying the color, or an object they

have or are wearing at the moment, for example:

“I’m a new neighbor, and I love the neighbors that

are wearing green sweaters.”

El que esté de pie dirá la siguiente instrucción: “I´m

a new neighbor, and I Iove the neighbors that are

wearing...” y completará la frase mencionando alguna

prenda de un color específi co o algún objeto que

traigan en ese momento, dando características de

color. Por ejemplo: “I’m a new neighbor, and I love

the neighbors that are wearing green sweaters.”

The people wearing those clothes will have to

change places, and the one that is standing up

will take a place on one of the chairs that are free,

leaving someone standing up, who will repeat the

instructions with other characteristics.

Las personas que estén utilizando la ropa descrita

deberán cambiar de lugar, mientras que el que

está de pie ocupará una de las sillas que queden

libres, dejando a un integrante de pie, quien repetirá

la instrucción con otras características.

4 Look at the images. Describe on the lines the clothes that the people are wearing.

Observa las imágenes y describe sobre la línea las prendas que están usando las personas.

She is wearing...

I am wearing...

.

Speak

.

He is wearing...

.

Draw yourself

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Lesson 33 the phoneYou will express the actions that are happening at the moment of speaking. Expresarán las acciones que están ocurriendo en el momento de hablar.

Read

1 Read the dialogues. Match them with the images.

Lee los diálogo. Relaciónalos con las imágenes.

1

Dad: Hello?

Fiona: Hi, dad. What’s up?

Dad: How are you doing?

Fiona: Fine, dad, everything is ok. Are you at work?

2

Dad: Yes, I am. What is Arturo doing?

Fiona: He’s watching TV.

3Dad: And your mom? What is she doing?

Fiona: She is baking a cake and I am studying.

Speaking on

Read

2 Choose the answer that corresponds.

Elige la respuesta que corresponda.

What is Fiona doing?

a) Writing a letter. b) Talking on the phone.

ssss oooooookokokokokkkkkkkkkkkookkkkkkkkkkkkkokkkkkokkkkkkkkkkkokk........... .

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Write

3 Answer the questions.

Responde las preguntas.

1 What is Arturo doing?

2 What is Fiona’s father doing?

3 What is Fiona’s mother doing?

Think

4 Look at the words in red. Choose the option that corresponds.

Observa las palabras en rojo. Elige la opción que corresponda.

1 We use present continuous to express actions that .

a) are happening now

b) happened yesterday

2 How do you form present continuous? .

a) am/is/are + -ing

b) am/is/are + -ed

Write

5 Look at the image. Complete the sentences with the words from the box.

Observa la imagen. Completa los enunciados con las palabras del cuadro.

watching washing making

My father is his red car.

My mother is breakfast.

I’m TV because I’m sick!

Play

6 The teacher will previously make cards of verbs ending in -ing: jumping, sleeping, watching, shouting, dancing, sitting and standing. Then he/she will give them to fi ve students. They will have to act the verb and the other students will have to imitate what they are doing, and every time they mention the verb, everybody will have to act it and say: “He’s/she’s (jumping).”

El profesor previamente elaborará tarjetas de verbos con terminación en -ing: jumping, sleeping, watching, shouting, dancing, sitting, y standing. Después repartirá los verbos al azar a cinco alumnos, quienes los actuarán. El grupo adivinará la acción que están realizando y cada vez que mencionen el verbo todos lo actuarán y dirán: ”He’s/she’s (jumping).”

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Lesson 34 for the partyYou will ask and answer what is happening at the moment.Preguntarán y responderán acerca de lo que está ocurriendo en ese momento.

1 Remember the previous lessons and complete the chart.

Recuerda las lecciones anteriores y completa la tabla.

Write

3 Answer the questions about the conversation between Maria and Fiona.

Contesta las preguntas sobre la conversación entre María y Fiona.

What’s Maria wearing?

What’s Fiona wearing?

Read

2 Read the conversation with a partner.

Lee la conversación con una compañera o compañero.

Yellow + blue =

White + = gray

+ yellow = orange

+ blue =

Maria: Hi. This is Maria speaking.

Fiona: Oh. Hi, what’s up, Maria?

Maria: I’m just getting ready for the party. Are you ready?

Fiona: Almost.

Maria: I’m wearing yellow clothes.

Fiona: Are you wearing pants?

Maria: No. I’m wearing a dress. What about you? What are you wearing? Are you wearing your green skirt? I love it!

Fiona: No, I’m not. I’m wearing jeans this time.

Getting ready

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4 Find the questions in the conversation to complete the chart.

Encuentra las preguntas en la conversación y completa la tabla.

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

What are you wearing?

Is/Are/Am + verb-ing + ?

5 Choose the right answer.

Elige la respuesta correcta.

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

a) inverted questions b) Wh- questions

7 Order the words of the question sentences an answer them.

Ordena las palabras para formar las preguntas y contéstalas.

Think

Write

6 Match the columns.

Relaciona las columnas.

a) What is she wearing? They are playing soccer.

b) Is she watching TV? Yes, I am having dinner.

c) Are you having dinner? No, she is sleeping.

d) What are they doing? She’s wearing a black skirt.

Example: wearing/ Is/ he/ pants?

Is he wearing pants? No, he isn’t.

1 is/ doing/ ?/ he/ What

2 playing/ football/ ?/ Is/ he/

3 she/ wearing/ Is/ jeans/ ?

1

2

33

sti

ar

?

oonnnn n nn

r r llaaaaaaaasssssss s

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Lesson 35 the partyYou will identify the present continuous tense structure.Identifi carán cómo se estructuran enunciados en tiempo presente continuo.

Read

Write

3 Answer the questions about the text.

Responde las preguntas acerca del texto.

Who is calling?

Are Charly and Fiona dancing?

Where is Mike?

Do you like parties?

Think

4 Look at the words in red. Complete the chart.

Observa las palabras en rojo. Completa la tabla.

Infi nitive verb Verb + -ing

come coming

dance

do

talk

getting

calling

2 Choose the correct answer.

Elige la respuesta correcta.

Where are they?

a) At school b) At a party

Benjamin: Hello Mike. This is Benjamin calling.

Mike: Hi, Ben! Are you coming to the party?

Benjamin: Yes, I’m on my way, but tell me, who is there?

Mike: Oh. Here is Fiona, Maria, Fred, Charly... Everybody is here.

Benjamin: What are you doing?

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

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

Mike: Hurry up!

1 Read the conversation with a classmate.

Lee la conversación con una compañera o compañero.

Enjoying

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7 Match the column withthe pictures.

Relaciona los enunciados de la columna con las imágenes.

1 He is watching T.V.

2 He is taking a shower.

3 He is cooking chicken.

4 She is writing a letter.

5 It is snowing.

5 Choose the right answer.

Elige la respuesta correcta.

To form present continuous with verbs that end with -e we:

a) take out -e and add -ing

b) add -’s

We form present continuous with:

a) am, is, are + verb + -ed

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

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

a) Double consonant in the end + -ing

b) adding -er.

Write

6 Write two sentences about what people are doing. Use the verbs in parentheses.

Escribe dos enunciados sobre las acciones que las personas están realizando. Usa los verbos que están entre paréntesis.

Example: (run / sleep)

The woman is running.

She is sleeping.

1 (read / write)

2 (stand / sit)

3 (play / swim)

4 (drink / eat)

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Think

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

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

Read

1 Read the dialogue.

Lee el diálogo.

Write

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

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

Benjamin has arrived to the party.

Everybody is having fun.

Angelica is standing next to Maria.

Ed is dancing with Angelica.

Lesson 36 at the party?You will use prepositions to indicate where people are.Utilizarán las preposiciones para indicar la ubicación de las personas.

What’s happening

Mike: Finally you are here!

Benjamin: Yes, I know. Wow! Everybody is having a lot of fun! My car is in front of your neighbor’s house. Is it ok?

Mike: No problem.

Benjamin: Great. Hey, who’s that girl?

Mike: Which one?

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

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

Benjamin: And who’s standing behind Angelica?

Mike: Ah! He is Ed, her boyfriend.

Benjamin: Ouch!

dd

e

F

Yhhrsss

N

GG

WWWhihichch oonene??

Utilizarán las preposiciones para indicar la ubicación de las personas.

do you use in Spanish to locate d you?

usas en español para localizar a las están a tu alrededor?

dialoguguuee.e.e.e..

logo.

Finally you aFinally you are here!

Yes, I know. Wow! Everybody is haha ivingg a llott off ffun! MMy car isi inront of your neighbor’s house. fsss iiit t t okokok???

No problem.

GGreat. HHey, whwho’o’s ththatat girirl?l?

hh h

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Think

3 Complete the chart.

Completa la tabla.

Preposition Example Translation

between

detrás

al lado

in front of

1 Sandra is sitting Luis and Andrea.

2 Alex is sitting Luis.

3 Miriam is Luis.

4 Sandra is Andrea.

5 Sandra is Alex.

Write

4 Look at the image. Complete the sentences using the prepositions behind, next to, in front of, between.

Observa la imagen. Completa los enunciados usando las preposiciones behind, next to, in front of, between.

Alex

Luis

Sandra

Andrea

Miriam

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Lesson 37 in AcapulcoYou will identify the comma (,) and the conjunction and to describe activities.Identifi carán el uso de la coma (,) y la conjunción and para describir actividades.

Think

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

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

Read

1 Read the letter. Complete the missing information.

Lee la carta. Completa la información.

Think

3 Read the letter. Choose the correct answer.

Lee la carta. Escoge la respuesta correcta.

We use (,) to:

a) end a sentence or idea

b) separate parts of the sentences

We use and to:

a) join two similar elements

b) pause the idea

Date:

Dear Mike,

I’m writing you from Huatulco. We are enjoying the beach. We are having a lot of fun. It’s very warm, humid and beautiful. We are staying at a very big and comfortable hotel. There is a tenniscourt, a swimming pool, a big fountain and a discotheque. Arturo is sleeping and I’m taking a suntan. My parents are playing tennis. I’ll be back on Saturday.

Take care,Fiona

Write

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

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

Fiona is in Huatulco.

Acapulco is cold and it’s raining.

The hotel is big and comfortable.

A day

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Write

4 Complete the gapped text. Write ( , ) or and on the lines.

Completa el texto que falta. Escribe sobre las líneas ( , ) o and.

Dear Mara,

I’m writing you from Mazatlan. I’m here with my parents _____ my brother _____ my sister _____ my grandmother. There are many restaurants _____ hotels. I love eating fi sh _____ crabs _____ shrimps _____ squids. My father likes swimming _____ playing soccer on the beach. My mother is shopping with my sister. My grandmother is very happy. She is having a very good time.

Love,

Carlos

5 Write a letter similar to the one in exercise 1.

Escribe una carta similar a la del ejercicio 1.

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Lesson 38 CheckYou will solve a number of drills related to the topics of the unit.Resolverán ejercicios relacionados con los temas de la unidad.

Read

1 Read the text.

Lee el texto.

Write

4 Complete the information according to the images. Use the verbs in the box in the correct form. Add ( , ) and and.

Completa la información de acuerdo con las imágenes. Usa los verbos del cuadro en la forma que corresponde. Agrega (,) y and.

run read ride

study wear play

1 Tomas Paula .

2 Choose the correct answer.

Elige la respuesta correcta.

What kind of text is it?

a) An e-mail B) A letter

Think

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

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

Fred is dancing with Maria.

Mike is wearing a pink sweater.

Benjamin is drinking water.

Monday, June 20_____

Dear Brenda,

How are you doing? I’m missing you a lot. I’m sending you a picture of a party with friends from my new school. Look! I’m wearing the blue sweater and the scarf you gave me for Christmas. You know, all the guys are very nice. Here Fred and Maria are dancing. Benjamin is holding a soda and Fiona is standing next to him. Charly is wearing a purple jacket and is sitting between the stereo and the speaker.

I’m in exams now. So, I have to go, but I will write you soon.

Regards,Mike

2 Victor John Sam .

3 Bob the piano.

4 Karla Amanda skirts.

Mini

s.

hoooosesese tttthhhhehehehe ccccororororrerererectctctct aaaansnsnsnswewewewerrrr.

aaaaaaaaaaaaaaaaaaamsmsmsmsmsmsmsmsmsmsmsmsmmsmsmssmmsmsmssssmmssmss nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnoowowowoowwowowowowowowoowowwoowowwowowowowwwwwwowowowowowowowwowowowowowowowowowowowowowow...... . . . SoSoSoSoSoSoSoSoSoSooSoSoSSSoSoSoSoSoSSooSoSoooSSoSoSoooSoooooSSoSoSoSooSoSo,,,,,,,,,,,,,, IIIIIIIIIIIIIIIIIII hahahhahahahhahhahhahahahahhhahahahhhhhahahahaahahahahahaaahahahhahhhahahahahhahhavevevevevevevevevevevevevevvveveveveveveeeveeevevevvevvvevevvvevveveveveveveevveve ttttttttttttttttttttttttttttttttttoooooooooooooooooooooooooooooo ooooooo gogogogogogoogogogogogoooogogogogogogooogogoooogogoggogogogogoggogogggggggggggg ,,,,,,,,,,,,,,, bububububbbubbubububububuubububububuuubbuububububuububububububububbubuutttttttttttttttttttttttttt t t ttt IIIIIIIIIIIIIIIIIIIIIIIIIII wiwiwiwiwiwiiwiwiwiwwwiwiwwiwiwiwwiwwwwiwiwiwiwwwwwiwiwwilllllllllllllllllllllllllllllllllllllllllllllll wwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwriririririiriririririririririrriiriirirriririririiriririrriririritetetetetetetetetetetteeetetettetetteteetetttetetteteteetete nnnnnnnnnnnnnnnnn.....

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5 Write on the line the question according to the answer.

Escribe sobre la línea la pregunta que corresponda a la respuesta.

? She’s wearing a pink dress.

? No, he is watching TV.

? Yes, they are playing basketball.

? He is listening to music.

? No, she is not studying.

6 Write on the line where the people in the picture are. Use next to, in front of, behind, between.

Escribe sobre la línea dónde se ubica la gente en la foto. Usa next to, in front of, behind, between.

Sequence 3 Secuencia 3

In unit 2 sequence 3 you will learn to:

En la unidad 2 secuencia 3 aprenderás a:

• Work in a team to develop a magazine.

Trabajar en equipo para desarrollar una revista.

Sue is Mario.

Peter is Sue and Rose.

Dylan and Rose are Peter.

Rose is Dylan.

7 Reply to Mike’s letter (excercise 1) in your notebook. Draw a picture to illustrate it.

Responde la carta (ejercicio 1) de Mike en tu cuaderno. Dibuja una imagen para ilustrarla.

Sue

Mario

Dylan

Rose

Peter

Unit 2Unidad 2

MaMaaMMMMMMMMMMMMMMMMMMMMMMMM RRoRooRRRRRR s

ter

RRRRRRRRRRooo

PPPPPPPePeePPPP

SSSSuu DDDyDyDyDyyD

r

DDDDDDDDDDDDDDDD

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Lesson 39 A class magazineYou will choose the content in order to create a magazine.Elegirán el contenido para desarrollar una revista.

Read

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

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

2 Find a magazine, look at it and analyze it.

Encuentra una revista, obsérvala y analízala.

4 Work in teams.

Trabajen en equipos.

5 Choose different contents to create something unique, something that communicates what you want to say to other people.

Elijan diferentes contenidos para crear algo único, algo que comunique lo que ustedes quieren decir a otras personas.

6 Each team must choose different contents. Share what you have chosen with your classmates so that contents are not repeated.

Cada equipo debe tener diferentes tipos de contenidos. Comparte con tus compañeros los que elegiste para evitar que se repitan.

Part one

Project

3 Look at the list of contents the magazines often have.

Observa la lista de contenidos que por lo general traen las revistas.

Interviews /Entrevistas Letters / Cartas

Descriptions / Descripciones Recipes / Recetas

Horoscopes / Horóscopos Questionnaires /Cuestionarios

Pictures / Imágenes Articles / Artículos

Advertisements / Anuncios Puzzles / Crucigramas

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Lesson 40 A class magazineYou will write down a decription of someone or something that you will include in the magazine.Redactarán la descripción de alguien o algo que incluirán en la revista.

1 Begin your class magazine by organizing it into sections. Then decide what contents to put in each section.

Comienza organizando la revista en secciones. Después decide qué contenido vas a incluir en cada sección.

Information Stories Entertainment

Articles

Recipes

Puzzles

Horoscopes

Advertisements

2 Decide in which section of the magazine each of these contents should go and complete the chart with the sections that you decided to use.

Decide en qué sección de la revista deberán ir los contenidos y completa la tabla con las secciones que has decidido usar.

Information Stories Games

3 How to write a description of someone or something.

Cómo describir a alguien o algo.

To describe something use details that tell exactly what you are seeing, hearing, tasting, smelling or touching.A description of a person captures something special about its subject.

Para describir algo, utiliza detalles que expresen exactamente lo que ves, oyes, saboreas, hueles o tocas.

La descripción de una persona capta algo especial acerca de ese sujeto.

4 Think of someone or something you would like to describe.

Piensa en algo o alguien que te gustaría describir.

Find a picture of your subject. Study it closely. Use specifi c details.Choose someone you know well. Find a photo of your subject.

5 Prewriting

Antes de empezar a escribir.

Study your subject and note details.

Part two

Project

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6 Make a draft.

Elabora un borrador.

Use your prewriting notes and the picture.

Correct and edit:

Did I capitalize the fi rst letter of the proper nouns?

Did I begin titles and initials with capital letters?

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

Are the apostrophes in the correct position?

7 Revision

Revisión

Read your draft.Mark the areas that need correction.Read the draft to your partners and notice this out:

Does the description bring a picture to your mind?

What details interested you? Should details be added?

Does each paragraph stick to the main idea?

Should some details be taken out or moved around?

Make changes. Use your partner’s comments to improve your paper.

8 Make a fi nal copy.

Elabora la copia fi nal.

Include all the revisions you have made.

9 Publishing

Publicación

Get two pieces of construction paper and glue.Glue your description on one sheet of construction paper. Glue the photo or drawing of your subject on the other sheet.

Sandra Lopez is a girl who

is studying high school in

Guanajuato.

Sandra has brown eyes,

blond hair, she is slim and

tall. She is very beautiful,

she is always smiling.

Sandra is writing a tale about

animals. She is a very good

writer.

Sandra’s family loves her

because she is very sweet

and lovely.

She is always helping poor

people with their studies

to prepare themselves at

school.

Sandra lopez is a girl who

is studying high school in

guanajuato.

Sandra has brown eyes,

blond hair, she is slim and

tall. She is very beautiful,

she is always smiling.

Sandra is writing a tale about

animals. She is a very good

writter.

Sandra’s family loves her

because she is very sweet

and lovely.

She is always helping poor

people with their studies

to prepare themselves at

school.

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1 Preparing an interview

Preparación de una entrevista

Choose someone in your classroom that you would like to interview.Plan and write a list of questions to ask.

Example: Is writing poems your passion?What are you doing to improve your score?

2 Interviewing

La entrevista

Have a pencil and paper for taking notes.Ask the questions to the person you have chosen.Write the answers down on a sheet of paper exactly like he/she is saying them. You have to be very careful with the information you will gather.Listen carefully as the person talks. If you write the person’s exact words put them in quotation marks (“”).Wait until he/she stops talking to ask another question.Be polite and friendly all the time.Finish the interview and write down your impressions about him/her.

Example:Laura is interviewing a nurse named Janice.

Laura: Good morning, Janice. Janice: Good morning, Laura.Laura: In what hospital are you working?Janice: Now I’m working at the General

Hospital.Laura: Is being a nurse a big responsibility?Janice: Yes, it is a big responsibility.Notes: The nurse is very polite but serious. She likes a lot being a nurse.

3 Transcription of the interview

Transcripción de la entrevista

Distinguish between the interviewing and the interviewed person.

Example:Maria: What are you doing to improve your

dance technique?Lia: I’m training eight hours per day. (Maria is interviewing Lia)

You have to rewrite the texts you get exactly like they were told. Use quotation marks (“”).

Example: She told me, “I’m looking for help”.

Do not repeat information.

4 Publishing

Publicación

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

Lesson 41 A class magazine You will write an interview that will be part of the magazine.Redactarán una entrevista para incluirla en la revista.

Part three

Project

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Date .

Dear ,

.

Regards,

Lesson 42 A class magazineYou will write a letter to the editor that will be included in the magazine.Escribirán una carta al editor para incluirla en la revista.

LetterCarta

1 Writing a letter

Redacción de una carta

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

2 Prewriting

Antes de empezar a escribir

Choose a topic (you can ask for information, you can talk about sports, music, movies, etc.).List some details and write them in order.

3 Writing

Redacción

Make a draft; include the parts of the letter.

Begin the letter introducing yourself.

Continue telling what is happening.

Part four

Project

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4 Revision

Revisión

Read your letter.Discuss with your partner these questions:

Does your letter include the parts of a letter?

Does each paragraph have a main idea? Do they keep the main idea?

Make changes. Use your partner’s comments to improve your paper.Correct and edit:

Did I capitalize the fi rst letter of the proper nouns?

Did I begin titles and initials with capital letters?

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

Did I use commas...

· after the greeting and closing of the letter?

· between the city, the street and the state in a document?

· to separate the day of the month from the year (in the heading)?

· to separate words and word groups with a series of three or more?

· to separate two adjectives?

5 Make corrections and do a fi nal copy.

Realiza correcciones y haz una copia fi nal.

6 Publishing

Publicación

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

k for ry.

g of the

nd the

onth g)?

groups e?

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Lesson 43 A class magazineYou will write a manual to be included in the magazine.Diseñarán un manual para incluirlo en la revista.

ManualManual

1 Making an manual

Elaboración de un manual

Begin choosing a topic:

Make a list of topics and choose the one you like the best and that would be the most interesting thing to do. For example: making a sock puppet, making a robot with a box of milk, making a paper airplane, etc.

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

2 Make an observation chart.

Elabora una tabla de observaciones.

List the materials and steps.

Materials Pieces Steps

3 Writing

Redacción

Make a draft.Make an introduction about the item you are going to make.List the materials you need.Describe the making process step by step.Describe the way you are going to use the fi nished item.

Example:Making a sock puppet

Materials Pieces Steps

Sock 1 We are making a sock puppet. How are we going to make it?

Thread the needle.

sew the buttons up as if they were eyes.

Paste with glue the yarn like hair.

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

Buttons 2

Yarn as required

Needle 1

Thread as required

Glue as required

Part five

Project

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Materials Pieces Steps

Sock 1 We are making a sock puppet. How are we going to make it?

Thread the needle.

Sew the buttons up as if they were eyes.

Paste with glue the yarn like hair.

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

Buttons 2

Yarn as required

Needle 1

Thread as required

Glue as required

5 Publishing

Publicación

Get two pieces of construction paper and glue.

Glue your article on one sheet of construction paper.

Glue photos or drawings of your article on the other sheet. You can illustrate the steps.

4 Revision

Revisión

Read your draft.

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

Discuss with your partner

Did I put all the steps in the right order?

Make changes. Use your partner’s comments to improve your paper.

Correct and edit.

Did I capitalize the fi rst letter of the proper nouns?

Did I start titles and initials with capital letters?

Did I misspell any words? Look for the correct spelling in a dictionary.

Materials

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Lesson 44 A class magazineYou will design a crossword that will be included in the entertainment section of the magazine.Diseñarán un crucigrama que será incluido en la sección de entretenimiento de la revista.

CrosswordCrucigrama

1 Making a crossword

Elaboración de un crucigrama

Start writing a list of ten words and verbs.

Write sentences about the words or verbs you listed.

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

2 Make a layout.

Elabora un diseño.

Decide which of the words and verbs are going to be across and which ones are going to be down.

Write letter by letter the words in the layout.

Mark the spaces with black lines and make squares for each letter.

Be sure the words are complete and spelled correctly.

Number the sentences and place the numbers in the layout.

Example:

Down

1. The action of walking fast.

Across

2. When you are reviewing your notes, you are…

1

R

U

N

N

2 R E A D I N G

N

G

3 Revision

Revisión

Make sure the words are spelled correctly.

Make sure you are leaving the exact number of spaces for the words.

4 Publishing

Publicación

Get one piece of construction paper and glue.

Glue your puzzle on the sheet of construction paper.

Part six

Project

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1 Collect all the contents you have made.

Reúne todos los contenidos que ya elaboraste.

2 Organize the information according to the chart in lesson 40.

Organiza la información de acuerdo con la tabla de la lección 40.

3 Place the information in the corresponding section.

Coloca los contenidos en las secciones que correspondan.

Each section has to be distinguished by a title.

Each section must have a special drawing.

Lesson 45 A class magazineYou will gather the designed information in previous lessons to obtain a fi nal product: the magazine.Integrarán la información diseñada en las lecciones anteriores para formar su revista.

4 Bind them together using string or yarn.

Únelos usando hilo o estambre.

5 Give a title to your magazine.

Dale un título a tu revista.

Be creative; remember you have to give it a name according to the contents.

6 Illustrate your magazine.

Ilustra tu revista.

Be creative; remember you have to draw things according to the contents.

7 Present your project to your classmates.

Presenta el proyecto a tus compañeros.

Discuss about your contents.

Part seven

Project

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Lesson 46 ReviewYou will solve drills about the topics of the unit.Resolverán ejercicios relacionados con los temas de la unidad.

1 Complete the sentences. Use my/ our/ his/ her/ their/ its.Completa los enunciados. Usa my/ our/ his/ her/ their/ its.

1 I like red color. It’s favorite one.

2 Put on coat when you go out.

It’s very cold outside.

3 My friends are playing basketball,

score is 10-2.

4 We are going to buy uniforms.

5 pants are very cool! Adrian is

always in fashion.

6 Poor dog! sweater is very

old, it’s full of holes.

2 Write on the line the name of the colors.Escribe sobre la línea el nombre de los colores.

a) + yellow = green

b) + blue = purple

c) yellow + red =

d) white + = pink

e) black + = gray

3 Write on the line the possessive form of the nouns. Use (’s).Escribe sobre la línea la forma posesiva de los sustantivos. Usa (‘s).

Example: Susan is wearing a yellow skirt. Susan’s skirt is yellow.

1 Ana is wearing a black jacket. jacket is black.

2 Randy is wearing a blue scarf. scarf is blue.

3 Harry is wearing a green t-shirt. t-shirt is green.

4 Nora is wearing pink shorts. shorts are pink.

5 Mike is wearing white underwear. underwear is white.

4 Write on the line this/these.Escribe sobre la línea this/these.

dress jeans shoes pants skirt glasses

5 Write on the line that/those.Escribe sobre la línea that/those.

jacket blouse cap sneakers gloves

socks

Part one

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Lesson 47 ReviewYou will solve drills in order to evaluate your progress.Resolverán ejercicios para evaluar su progreso.

1 Complete the crossword.

Completa el crucigrama.

4

2

1 5

3

3 4

5

2

1

2 Complete the gapped text.

Completa el texto.

Part two

Across Down

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

Dear Sam,

I’m writing you to say hello. I’m sending

you a picture of ________ new house.

Here it is ______ grandmother sitting in

the yard. Look! I have a new dog. _______

name is Fofo. ______ on the back with the

______ t-shirt is Gina, Tom___ girlfriend.

_______ parents are playing basketball.

Here we have a pool, a big yard and a

house for Fofo. Take care. Write soon.

Regards,

Linda

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3 Reply to Linda’s letter.

Responde la carta a Linda.

4 Complete the chart. Answer the questions.

Completa la tabla. Responde las preguntas.

What are you wearing? What is your partner wearing? What color is it?

5 Order the words to form a sentence.

Ordena las palabras para formar un enunciado.

1 wearing/ You/ a/ T-shirt/ are

.

2 is/ She/ jeans/ and/ a jacket/ wearing/ a

.

3 They/ wearing/ are/ shorts

.

4 wearing/ are/ pants/ We

.

Date

Dear ,

.

Regards,

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

Example:(I/ sit/ on a chair) I’m sitting on a chair.

1 (I/ wash/ my car) .

2 (It/rain) .

3 (I / run / in the park) .

4 (I/ do/ this excercise) .

2 Order the questions and put them in present continuous.Ordena las preguntas y escríbelas en presente continuo:

Example:(you/ watch/ TV?) Are you watching TV?

1 (the children/ ?/ play) .

2 (what/ ?/ you/ do) .

3 (you/ write/ a letter/ ?) .

4 (you/ ?/ eat/ a banana) .

3 Answer the questions.Responde las preguntas.

Are you wearing a hat? .

What are you doing? .

Is the sun shining? .

What are you writing? .

Are your parents working? .

Lesson 48 ReviewYou will solve drills to reassure what has been learned throughout the unit.Resolverán ejercicios para reafi rmar lo aprendido a lo largo de la unidad.

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

Questions Answers

Who is behind you?

Are you between

and ?

Who is in front of you?

5 Complete the text. Use the words in the box.Completa el texto. Usa las palabras del cuadro.

sitting studying wearing behind

smiling in front of next to standing

Dear Mark,

These are my friends. All of them are

Junior High. Look at the picture. We are

our uniforms. Mike is

me. That pretty girl

Mike

is Fiona. Benjamin is the guy

that is .

He is me.

He is my

best friend.

Greetings,

Jessica

Part three

97

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Self Evaluation • Autoevaluación

I. Remember your English lessons and answer.

Recuerda tus lecciones de inglés y responde.

1 ¿Mejoré lo que me propuse al terminar la unidad anterior?

¿Por qué?

2 ¿Qué puedo hacer para mejorar mi desempeño en la asignatura de inglés?

3 ¿Cuánto siento que aprendí en la materia de inglés en esta unidad?

Mucho Poco Nada

¿Por qué?

4 ¿Qué puedo mejorar en la materia de inglés para cuando termine el siguiente bloque?

II. Answer the following questions.

Responde las siguientes preguntas.

1 Write down the possessive adjectives.

2 Write down the translation of the following words: this , that , these

, those

3 Write an affi rmative idea, a negative idea and a question talking about what’s happening now in

your classroom

4 Write the description of the place where you are taking this class.

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

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Support material • Material de apoyo

Topics / Temas Suggested material / Material sugerido

Visit the BBC offi cial website and review how to ask

and answer questions about personal possessions.

Visit the BBC offi cial website and review how to

describe what people are wearing or doing at the

moment of speaking.

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

verbs/present-tense/present-continuous

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Parents’ sheet • Hoja para padres

Con el propósito de ayudar al alumno a mejorar su aprendizaje, solicitamos atentamente a los padres de familia que colaboren con el maestro para conseguir este objetivo, por lo que en esta sección deberán mencionar los rezagos, difi cultades o defi ciencias que presenta el estudiante durante el transcurso de cada uno de los bloques, así como las acciones que ustedes consideren que deberán emprender para superarlos.

Presenta los siguientes rezagos, difi cultades o defi ciencias, que se han detectado en:

Para solventarlos deberá:

Observaciones o comentarios del padre de familia o tutor:

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Unit 3Unidad 3

Hobbies, Leisure and Sports Pasatiempos, tiempo libre y deporte

Sequence 1Secuencia 1

In unit 3 sequence 1 you will learn to:

En la unidad 3 secuencia 1 aprenderás a:

• Talk about things, food or actions that you like and the ones you do not like.

Hablar de las cosas, comida o acciones que te gustan y de las que no te gustan.

• Express anyone’s routine.

Expresar la rutina diaria de cualquier persona.

Purpose • Propósito

The purpose of this unit is to enable students to express their personal interests around the topic of hobbies, leisure and sports, and to make and respond to invitations to events or places related to the topic.

El propósito de esta unidad es que los alumnos sean capaces de expresar sus intereses personales sobre pasatiempos, tiempo libre y deporte, así como hacer y responder invitaciones a eventos o lugares relacionados con el tema.

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Lesson 49 video gamesLesson 49You will identify that when we talk about actions that we like or don’t like, we may use the verb like followed by another verb ending with -ing.Identifi carán que cuando hablamos de acciones que nos gustan o disgustan, podemos usar el verbo like seguido de otro verbo con terminación -ing.

I like playing

Read

1 Choose the correct answer.

Elige la respuesta correcta.

Which are the verbs that follow the verb to be, that is, am, is, are to form the present continous?

a) Verbs in simple form

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

2 Read the e-mail.

Lee el correo electrónico.

Read

3 Check the activities Mario likes to do.

Marca las actividades que le gusta realizar a Mario.

Playing basketball

Playing soccer

Riding a bike

Watching TV

Dancing

Going to the movies

From: [email protected]

To: [email protected]

Subject: Greetings from Mexico

Dear David:

I’m very excited because I’m looking forward to going to study to the United States. I hope we can do things together. I like playing video games and playing basketball. I also like riding my bike and going to the movies. What about you? What do you like to do in your free time?

Regards,Mario.

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6 Write an e-mail to a friend in which you describe the activities that you like doing.

Escríbele un correo electrónico a un amigo en el que describas las actividades que te gusta hacer.

5 Write a next to the activities that you like doing.

Escribe una junto a las actividades que te gusta hacer.

Think

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

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

1 Mario likes video games. 2 Mario likes his bike.

Write

Riding a horse Watching TV

Playing soccer Writing stories

Reading books Dancing

From:

To:

Subject:

Dear ,

Regards,

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Lesson 50 ride my bikeYou will notice that verbs that express likes or dislikes can also be followed by other verb in infi nitive form.Identifi carán que los verbos que expresan gustos o disgustos también pueden ser seguidos por otro verbo en infi nitivo.

Read

Write

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

Circula T si el enunciado es verdadero o F si es falso.

a) David likes to go to the movie theater.

b) David likes to ride his horse.

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

1 Identify the parts of the letter.

Identifi ca las partes de la carta.

Closing line Opening line Writer

Recipient Date

1

2

3 Opening line

4

5

2 Read the letter.

Lee la carta.

August 29th, 2011

Dear Mario:

Thanks for your letter! I’m happy you are coming to my country to study. I promise you will have a great time in my house. I’m making plans for you and me. We have similar likes. I like to play video games and I love to ride my bike. I don’t like to go to the movie theater but my mom really likes to see movies. Don’t worry, we will have fun anyway.

Regards,

David.

Think

4 Look at the example and order the sentences.

Observa el ejemplo y ordena las oraciones.

Example: my grandmother/I/to/like/visit I like to visit my grandmother.

a) video games / I / to / like / play

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

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

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

I like to

23

45

1

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Write

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

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

I like… I don’t like…

to watch TV to eat cheetos

6 Write a letter to a friend. Tell him/her about your hobbies.

Escríbele una carta a un amigo o amiga. Platícale acerca de tus pasatiempos.

Kisses,

23

45

1

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Lesson 51 movies You will identify that the verbs that express likes and dislikes require a complement.Identifi carán que los verbos para expresar gustos y disgustos requieren de un complemento.

Read

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

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

An interesting fact Un dato interesanteThe person with most Oscar Award nominations is Meryl Streep, with 17 nominations for best actress category.

La persona con más nominaciones a los premios Oscar de la Academia de las Artes Cinematográfi cas de los Estados Unidos es Meryl Streep, con 17 nominaciones para mejor actriz.

Write

3 Use a or a according to the dialogue. Then, complete the sentences.

Marca una o una de acuerdo con el diálogo. Completa los enunciados.

Watchingmovies

Comedy movies

Romantic movies

Action movies

Mrs.Smith

Mario

a) Mrs. Smith likes and .

b) Mario likes and .

Horror movies

Romantic movies

Action movies

Comedies

2 Read the dialogue.

Lee el diálogo.

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

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

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

Mario: Yes, I love movies.

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

Mario: I like comedy and action movies. And you?

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

I like

MM

MMMMMM

MMMMM

MMMM

MMMMMMMMMMM

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Think

5 Look at the images and choose a word to complete each sentence.

Observa las imágenes y elige una palabra para completar las oraciones.

a) I like apples.

b) My mother doesn’t like movies.

c) I love .

d) Mrs. Smith likes .

e) I like .

4 Go back to lessons 49 and 50. Look carefully at the verbs and complete the chart with some possible complements of the verb like.

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

Like

Gerunds

____________________

____________________

____________________

Infi nitives

____________________

____________________

____________________

Nouns

____________________

____________________

____________________

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Lesson 52 soccerYou will express preferences about a number of topics.Expresarán preferencias sobre temas diversos.

Read

2 Read the dialogue with a classmate.

Lee el diálogo con una compañera o compañero.

Write

3 Circle T (true) or F (false)

Encierra en un círculo T (verdadero) o F (falso).

a) Mr. Brown likes horror movies.

b) Mr. Brown doesn’t like soccer.

c) Mr. Brown loves soccer.

d) Mr. Brown hates romantic movies.

Write

5 Complete the sentences about the kind of movies you prefer.

Completa los enunciados acerca de las películas que prefi eres.

a) I like and .

b) I don’t like and .

c) I love and .

d) I hate and .

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

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

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

Think

4 Look at the images and write I like, I love, I dont’ like, I hate.

Observa las imágenes y escribe I like, I love, I don’t like, I hate segun corresponda.

I love

Expresarán preferencias sobre temas s ivdivdivdivdivdi ersersersos.osos.

M

M

Write

1 Reproduce the expressions.

Imita cada una de las expresiones.

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Lesson 53 going to the moviesYou will identify that an ending s is placed at the end of a verb to indicate the third person form (he, she it) in the simple present tense.Reconocerán que una s se coloca al fi nal de un verbo para conjugarlo en tercera persona del singular (he, she, it) en tiempo presente simple.

My mother likes

Read

1 Complete the letter. Use the words from the chart.

Completa la carta. Usa las palabras de la tabla.

Dear mom: Mario September 5th, 2011

2 Read the letter.

Lee la carta.

Think

4 Write the verbs in the category that corresponds.

Escribe los verbos en la categoría que corresponda.

loves eat hates plays

eats hate play sleep

swims swim sleeps love She, he, it I, you, they, we

Loves Love

Write

5 Draw , , etc., according to your own information.

Dibuja , , etc., de acuerdo con tu propia información.

Watching TV Soccer Movies Swimming

My mother

My father

My brother

My sister

6 Complete the letter with your information.

Completa la carta con tu información.

Dear ,

How are you? I’m OK. You asked about my family. Well, my mother’s

name is . She likes . She

doesn’t like and she hates .

My father’s name is and he likes

.

My father hates and loves .

What do your mother and father like? Please tell me about.

Regards,

Write

3 Correct the sentences. Use the information from the letter.

Corrige las oraciones. Usa la información de la carta.

a) The father’s name is Philip.

b) Robert doesn’t like watching soccer.

c) Sally likes going to the supermarket.

I think a lot about you, although the family I’m

staying with is very nice. The father’s name is

Robert. He likes watching soccer games on Sundays

and sometimes I join him. The mother’s name is

Sally. She likes going to the movies and cooking.

Their son, David, likes playing basketball the same

as I. He has a dog and it also likes playing with a

ball. We play basketball everyday.

Kisses,

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Lesson 54 CheckYou will solve drills to reaffi rm what you have learned in previous lessons.Resolverán ejercicios para reafi rmar lo que aprendieron en las lecciones anteriores.

Read and write

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

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

2 Write the names on the lines. Use Mario’s information.

Escribe los nombres sobre las líneas. Usa la información de Mario.

Mario’s family

Mario

Son Daughter

Mother Father

Write

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

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

a) Mario has a big family.

b) Rosalia likes her job.

c) Francisco loves teaching.

d) Sandra loves mathematics.

e) Mario prefers playing basketball.

Teacher: Good morning. We have a new student.

Mario: Hello, I’m Mario. I’m from Mexico. Now I’m living at David’s house. I have a small family, we are four members: my mother, my father, my sister and myself. My mother’s name is Rosalia. She is a secretary. She likes her job and cooking. My father, Francisco, is a teacher. He loves to teach and to play soccer with his students. My sister’s name is Sandra. She is a student in junior high, she doesn’t like mathematics. And about me, I like to study English and play video games. About sports, I don’t like boxing because I think it is aggressive, I prefer basketball. We love to have dinner together.

Classmates: Nice to meet you, Mario.

Mini

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n en en ln ln lasas lecleceecciocionesesnes anananttertertertertererererererrioriorioriorioriororioriorioreseseseseses.eses.es.es.

wewe ster rs s aa tttheheher,r,r,

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Likes Occupations

a He likes to win gold medals at the Olympic Games.

A doctor

b She loves writing stories with the correct punctuation marks.

c He likes to play modern music.

d He hates to hurt himself at a contest.

e She loves to heal people at the hospital.

A Spanish teacher

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

g He loves doing exercise.

h She loves medicine magazines.

i She hates it when people forget to take their pills.

An athlete

j She doesn’t like mathematics, she prefers Spanish.

k He loves to play guitar.

l He likes playing the piano.

m She likes reading.

A musician

n She likes to help people.

oHe doesn’t like jeans and boots, he prefers pants and tennis shoes.

p She gets mad at students who don’t do their homework.

4 Complete the information with the red words in the text.

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

Infi nitive

He likes

It

Gerund

love

Noun

You

They

5 Underline the correct option.

Subraya la opción correcta.

1 She likes her job and cooking.

a) Sandra

b) Rosalia

c) Francisco

2 He loves playing soccer.

a) Mario

b) Sandra

c) Francisco

3 She doesn’t like mathematics.

a) Rosalia

b) Mario

c) Sandra

4 He doesn’t like boxing.

a) Mario

b) Francisco

c) Sandra

6 Match the columns.

Relaciona las columnas.

7 Write about your family.

Escribe acerca de tu familia.

Hello, I’m . My family is (big/small).

We are members.

Think

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Lesson 55 like tennis?You will identify the use of do as an auxiliary verb to make questions about preferences.Identifi carán el uso de do como verbo auxiliar para hacer preguntas sobre todo tipo de preferencias.

Read

Speak

1 Read the dialogue with a classmate.

Lee el diálogo con un compañero o compañera.

2 Fill the blanks with the underlined words that are in the dialogue.

Escribe sobre las líneas las palabras subrayadas del diálogo.

Write

3 Answer the questions with your information.

Contesta las preguntas con tu información.

a) Do you like swimming?

b) Do you like basketball?

c) Do you like English?

d) Do you like reading stories?

e) Do you like horseback riding?

Think

4 Complete the sentences.

Completa los enunciados.

a) you like basketball?

Yes, I .

No, I .

6 Write about one classmate. Use the information from the chart.

Escribe sobre uno de tus compañeros. Usa la información del cuadro.

5 Interview some classmates and complete the chart with or . Ask questions beginning with Do you like…?

Entrevista a algunos compañeros y completa el cuadro con o . Haz preguntas que empiecen con Do you like…?

Name Basketball Soccer Watching TV Dancing

David: Let me show you my room.

Mario: OK.

David: Look. I like sports and movies.

Mario: Do you like tennis?

David: No, I don’t. That’s my father’s racquet. I like soccer.

Mario: Do you like comics?

David: Yes, I do. I love them. They’re interesting and funny. What about you, what else do you like?

Mario: Well, I like listening to music and going to the movies.

Do you

eedd

s

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d dd

ereerr ssssss gg gggg

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Lesson 56 father like soccer?You will notice the use of does for the third person singular form (she, he, it) in the present simple tense to make questions about preferences.Reconocerán el uso de does en la tercera persona del singular (she, he, it) en tiempo presente simple para realizar preguntas sobre preferencias.

Read

1 Identify Mario’s and David’s bedroom.

Identifi ca la recámara de Mario y la de David.

2 Read the dialogue with a partner.

Lee el diálogo con una compañera o compañero.

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

Mario: Sure, thanks. It’s great. I’m going to hang a picture of my family. Look, these are my mother, my sister, my father and I.

David: Does your father love soccer as mine?

Mario: Yes, he does. He plays with his students.

David: Does he like to see movies?

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

David: Our fathers have similar likes.

Write

3 Answer the questions.

Contesta las preguntas.

a) Does Mario’s father love soccer?

b) Does Mario’s father play soccerwith his students?

c) Does Mario’s father like to see movies?

d) Does Mario’s father prefer to watch movies than soccer games?

Think

4 Underline the sentences that are written correctly.

Subraya los enunciados que estén escritos correctamente.

Do he like soccer? Does he like soccer?

Yes, he does. Yes, he do.

No, he doesn’t. No, he don’t.

Write

5 Prepare an interview for a classmate.

Prepara una entrevista para un compañero o compañera de tu clase.

a) What’s your mother’s name?

b) Do you like cooking?

c) ?

d) ?

e) ?

6 Interview your classmate, write the answers, and then a text.

Entrevista a tu compañero, escribe las respuestas, y después un texto.

name is . She/He likes

Does your hird person singular form (she, he, it)

MMMaM iirio: YYYes hhhhhhehh dddoes

erena pepepe

efeefef rerereppp

ero

nces.ererersonsonso a da da delele sinsinsingulgulgugulggg ar araa ((sheshesh , h, he, e, itit) e) e) nn tiemmmmpottenenenciaciacias.s.s.

o..

s. H

in

s HHH

o prp

i ?

t simple

He plays s wi hthhth hhhhisiis sstutuddddddedentntss.

the present

HHHe llplays

resensente t

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Lesson 57 like cooking?You will answer questions about different preferences.Responderán preguntas acerca de diversas preferencias.

Read

1 Read the dialogue with a classmate.

Lee el diálogo con una compañera o compañero.

2 Identify the place where Mrs. Smith and Mario are. Write a .

Identifi ca el lugar donde están la señora Smith y Mario. Escribe una .

Mario: Good morning, Mrs. Smith. What are you doing?

Mrs. Smith: Good morning, Mario. I’m cooking breakfast. I love it. Does your mother like cooking?

Mario: Yes, she does. And she does it very well.

Mrs. Smith: Really? Tell me about her. What does she like cooking?

Mario: She likes cooking vegetables and chicken.

Mrs. Smith: Does she go to the supermarket?

Mario: No, she doesn’t. She goes to the market. There she also buys fruit.

Mrs. Smith: I love Mexican markets. They’re so pretty!

bathroom kitchen living room

Does she

ou

kkee

ee

uu

ee ee

e

u

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Write

3 Circle the correct option.

Encierra en un círculo la opción correcta.

1 Mrs. Smith is cooking:

a) dinner

b) pizza

c) breakfast

2 Mario’s mother likes:

a) cooking

b) sleeping

c) swimming

3 Does Mrs. Smith like cooking?

a) No, she doesn’t.

b) Yes, she does.

c) No, she don’t.

4 Where does Mario’s mother buy fruits and vegetables?

a) at the supermarket

b) at the grocery store

c) at the market

5 Does Mrs. Smith hate Mexican markets?

a) No, she doesn’t.

b) Yes, she does.

c) No, she don’t.

Think

4 Complete the chart.

Completa la tabla.

Do / Don’t Does / Doesn’t

They It

We

Write

5 Look at the pictures and classify them.

Observa los dibujos y clasifícalos.

Apples Avocados Chili peppers Pineapple Lettuce

Onions Grapes Pears Tomatoes Oranges

Fruits Vegetables

6 Match the columns.

Relaciona las columnas.

Does your mother like onions? No, it doesn’t.

Do you like apples? Yes, he does.

Does your father love pears? Yes, they do.

Does your dog like grapes? Yes, I do.

Do your friends like oranges? No, she doesn’t.

abcde

e

O anges

Lettuettuce

Oranges

LL tt

TomatoesTomatoes

rs PineapplelPi l

ears

eilili ppe

Pears

ththee

ili p peli peppei pepep

Grapes

Avocados CChChhhhA d CCpp

Onions

ObObbseseseseervvrvrvr aa los dib

Apples AA

Obbbsseseseservvvrvrr a a los d

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Lesson 58 and vegetablesYou will identify addition and contrast conjunctions to express preferences.Identifi carán conjunciones que indican adición o contraste para expresar preferencias.

Read

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

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

a) d a v o c a o

b) p n e i p a l e p

c) o n i n o

d) n g e r o a

2 Read the dialogue.

Lee el diálogo.

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

Mario: Don’t forget the cucumbers.

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

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

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

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

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

List

1. carrots

2. cucumbers

3.

4.

5.

6.

I like fruits

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Speak and write

5 Write a list of fruits and vegetables.

Ask a classmate if he likes or not the

vegetable or fruit. Then write a or

a next to each word on the list.

Escribe una lista de frutas y verduras. Pregunta

a un compañero o compañera si le gusta

o no esa verdura o fruta. Después marca

con una o un sus respuestas.

6 Write on the lines the information you have about your classmate.

Escribe sobre las líneas la información de tu compañero o compañera.

Write

3 Match the columns. Use the text.

Relaciona las columnas con la información del texto.

Mario

Likes some vegetables, but

hates onions.

Hates papaya and bananas.

David

Likes vegetables, but doesn’t

like broccoli.

Likes oranges, apples and

strawberries.

Think

4 Complete the sentences.

Completa los enunciados.

1 You use this word to link ideas.

I like oranges, apples strawberries.

I love vegetables fruits.

2 You use this word to contrast ideas.

I like vegetables, I don’t like onions.

I like fruit, I hate bananas.

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Lesson 59 loves comicsYou will notice the difference between the usage of the ending s for affi rmative verbs in thethird person singular form of the simple present and the ending s added to nouns to indicate plural.Distinguirán entre el uso de la s agregada a los verbos afi rmativos en tercera persona del singular en presente simple y la s agregada a sustantivos para indicar plural.

Read

1 Read the letter.

Lee la carta.

Write

2 Underline the option that corresponds.

Subraya la opción que corresponda.

In the letter, who’s Sandra?

a) Sandra is Mario’s mother.

b) Sandra is Mario’s sister.

c) Sandra is Mario’s girlfriend.

3 Match the columns. Use the information in exercise 1.

Relaciona las columnas. Usa la información del ejercicio 1.

He doesn’t like water. a) Roxane

She hates soccer games. b) Sandra

She loves fashion shows. c) Philip

He writes the letter. d) Sandy

She is Mario’s sister. e) Mario

Dear Sandra,

I miss you a lot. I hope you are getting

good grades at school. I want to tell

you about my new friends at school:

David, Sandy, Philip and Roxane. David

likes comics, Sandy loves fashion

shows, Philip doesn’t like water and

Roxane hates soccer games. We have

different likes but we all are good

friends. They are so kind with me and

help me to learn more English. Please,

send me back a letter or an e-mail. I

love you.Kisses,

Mario

An interesting fact • Un dato interesanteSports are the best hobbies you can ever have. When you practice them

your heart works better, your skin, hair and nails look shiny, you avoid diseases and produce endorphins, the hormones that make you feel happy.

El deporte es el mejor pasatiempo que puedes tener. Cuando lo practicas, tu corazón trabaja mejor, tu piel, cabello y uñas se ven brillantes, evitas

enfermedades, y produces las hormonas que te hacen sentir feliz.

David

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Think

4 Answer the questions.

Contesta las preguntas.

1 What do you notice in the following words? Why do they have an s?

a) She hates soccer games.

b) She loves fashion shows.

c) He writes the letter.

Write the rule:

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

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

Write

5 Complete the sentences.

Completa los enunciados.

a) She . (love) (grape in plural)

b) He . (like) (movie in plural)

c) He . (hate) (soccer game in plural)

d) My father . (prefer) (sport in plural)

e) My mother delicious .

(cook) (potato in plural)

f) My sister .

(like) (strawberry in plural)

2 What do you notice in the next words? Why do they have an “s”?

a) Monica likes to watch soccer games.

b) Frank loves epic movies.

c) We enjoy eating apples.

Write the rule:

Dear ,

,

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Lesson 60 CheckYou will solve exercises in order to verify what you learned in previous lessons.Resolverán ejercicios para verifi car lo aprendido en lecciones anteriores.

Read

1 Read the dialogue with a classmate.

Lee el diálogo con una compañera o compañero.

Steve: Do you like soccer, Mario?

Mario: No, not really, I like basketball. And you, Steve? Do you like playing soccer?

Steve: Yes, I like it, but I hate basketball. What about you, David? What sports do you like?

David: I like swimming and basketball, and I love playing soccer.

Steve: Yes, we know. And what about you, Philip?

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

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

Write

2 Use the information from the dialogue and

write P, or O (like / don’t like), or PP,

or OO (love/hate) to complete the chart.

Usa la información del diálogo y marca con

una Po O, (like/don’t like), o PP, o

OO (love/hate) para completar la tabla.

Sport Steve Mario David Philip

Basketball

Soccer

Swimming

3 Match the images with the words from the box.

Relaciona las imágenes con las palabras del cuadro.

swimming cycling baseball soccer

jogging tennis basketball volleyball

Think

4 Answer the question.

Responde la pregunta.

Does the dialogue mention any

sports you to play?

Yes No

Which one?

Mini

cycling

volleyball D

s

WW

cycling

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Read and write

5 Read and answer the questions about you and your family.

Lee y contesta las preguntas acerca de ti y tu familia.

a) What sports do you like?

b) Does your father like baseball?

c) Does your mother like cooking?

d) Do you like basketball?

e) Does your sister like mathematics?

f) Does your brother like movies?

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

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

a) What sports do you like?

b) Do you like baseball?

c) Do you like swimming?

d) Do you like volleyball?

e) Do you like basketball?

(name) likes ,

and

but (he/she) doesn’t like

nor .

Sequence 2Secuencia 2

In unit 3 sequence 2 you will learn to:

En la unidad 3 secuencia 2 aprenderás a:

• Make, accept or reject invitations to different events.

Hacer, aceptar o rechazar invitaciones a diversos eventos.

Unit 3Unidad 3

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Lesson 61 to go to a party?You will notice the most common expressions to make invitations.Identifi carán las expresiones más comunes para hacer invitaciones.

Read

Would you like

2 Answer the question.

Responde la pregunta.

What’s the dialogue about?

a) A baseball game b) A party c) A concert

1 Read the dialogue with a classmate.

Lee el diálogo con una compañera o compañero.

David: Do you like parties?

Mario: Yes, I love them.

David: Would you like to go to a party?

Mario: That sounds great, but I have to fi nish my chores. When is it?

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

Mario: OK. Where is it?

David: It’s at Sandy’s. It’s her birthday.

Mario: Do you have a gift for her?

David: Yes, of course.

Write

3 Use the dialogue to complete the sentences.

Usa el diálogo para completar los enunciados.

a) Do you like parties?

b) ? That sounds great.

c) the party? It is at Sandy’s house.

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

.

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Think

4 Go back to the dialogue. Identify the question used to make an invitation.

Regresa al diálogo. Identifi ca la pregunta para hacer una invitación.

You use to make an invitation.

Write

5 Write or in the charts according to your preferences.

Escribe o en los cuadros de acuerdo con tus preferencias.

Would you like to go to…?

A soccer game A picnic in the forestAn expedition

to the mountain

An exhibitionat the museum

A birthday party A rock concert

6 Interview two classmates and register their answers in the chart.

Entrevista a dos compañeros y registra sus respuestas en la tabla.

Would you like to go to…? Student 1 Student 2

A soccer game Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No

A soccer game

Escribibbeeeee o en

A i i i th f t

Would you like to go to…?

A soccer game A picnic in the forest

A bi thd t

A picnic in the forestAn expedition

A rock concert

An expeditionAn expeditionto the mountain

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Lesson 62 go to the movies?You will make, accept or reject invitations.Realizarán y aceptarán o rechazarán invitaciones.

Read

Why don’t we

1 Read the dialogue.

Lee el diálogo.

2 Order the days of the week and answer the question.

Ordena los días de la semana y contesta la pregunta.

Wednesday Tuesday Friday Thursday

Monday Saturday Sunday

David: Relax. Today is Sunday. Would you like to go to the movies?

Mrs. Smith: That’s a good idea.

David: There is a romantic movie, a horror movie and an action movie. What would you like to watch?

Mario: I’d prefer to watch an action movie. What do you think?

Mrs. and

Mr. Smith: That sounds great.

a) Monday

b)

c)

d)

e)

f)

g)

On what day does the dialogue take place?

Mom, can we invite my friend to come with us?

Would you like to come with us to the movies?

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Write

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

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

a) It is Monday.

b) David suggests to go to the movies.

c) They decide to watch a romantic movie.

d) Mrs. Smith agrees with David to go to the movies.

Think

4 Write the missing expression.

Escribe la expresión que falta.

Situation Optional invitation

I don’t like romantic movies. watch an action movie.

5 Make teams of four students to complete the dialogue.

Forma un equipo de cuatro estudiantes para completar el diálogo.

Student A: What are we going to do next weekend?

Student B: Would you like to ?

Student C: No, .

Student D: So, why don’t we ?

Student A: Yes, .

What do you think?

Student B: .

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1 Write the letter on the corresponding line.

Escribe la letra de la opción que corresponda.

Mexican food

Chinese food

Fast food

Lesson 63 Mexican foodYou will express preferences about food.Expresarán preferencias sobre comida.

Read

2 Read the dialogue with a partner.

Lee el diálogo con una compañera o compañero.

David: The movie was exciting, wasn’t it?

Mario: Yes, you’re right; but now I’m hungry.

Mr. Smith: Me too. Let’s eat Chinese food.

Mrs. Smith: No, I’d prefer Mexican food. What do you think, Mario?

Mario: Wow! It’s a great idea. I miss Mexican food a lot.

David: I would like to try tacos.

Mr. Smith: OK. You win! Let’s eat Mexican food.

Let’s eat

Combo 1FriesBaconHamburgerSodaPie

Chop SueyNoodlesRice with porkFried rice

DrinksSodasWaterGreen tea

TacosEnchiladasSopesMoleFajitas

Combo 2ChickenHamburgerBaked potatoIce creamJuice

DrinksFruit waterSodasJuice

A

CB

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An interesting fact • Un dato interesante

The third best place to eat in the world is Mexico City, just surpassed by Paris and Tokyo according to the famous American newspaper The New York Times.

El tercer mejor lugar en el mundo para comer es la Ciudad de México, sólo superada por París y Tokio, según el famoso periódico norteamericano The New York Times.

Write

3 Put the events in order according to the information in the dialogue.

Ordena los eventos de acuerdo con la información del diálogo.

Mrs. Smith doesn’t want Chinese food, she prefers Mexican food.

At the end of the movie Mario is hungry.

Finally, they decide to eat Mexican food.

Mr. Smith suggests to eat Chinese food.

David would like to try tacos.

Write

6 Answer the questions.

Contesta las preguntas.

What kind of food does your classmate like?

What kind of food do you like?

What food don’t you like?

What food doesn’t your classmate like?

Think

4 Complete the sentences.

Completa los enunciados.

is another way to talk about your preferences.

For example:

I would like to try Mexican food.

a) eat Chinese food.

b) watch a soccer game.

Speak

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

Trabajen en parejas. Pregunta a tu compañera o compañero sobre el menú.

Escribe P o O junto a la comida o bebida de su preferencia.

Do you like…?

Hamburgers Tacos Chop suey Soda

Soda Fried rice Pie Green tea

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Lesson 64 a rock concert?You will identify the expressions to make invitations and answer to them.Identifi carán las expresiones para hacer y responder a invitaciones.

Shall we go to

Think and speak

1 What fun events are coming (dancing, concerts, party, etc.)? Would you invite someone in the class? Who?

¿Qué eventos divertidos se acercan (baile, concierto, fi esta, etc.)? ¿Invitarías a alguien de tus compañeros de clase? ¿A quién?

Read

2 Read the dialogue with a classmate.

Lee el diálogo con una compañera o compañero.

David: There will be a concert next weekend. Shall we go?

Mario: Sure, I’d love to.

David: Let’s ask my father.

David: Can we go to the concert, dad?

Mr. Smith: Mmmmm! What time does it start?

Mario: It’s at eight in the evening, Mr. Smith. And it fi nishes at eleven o’clock.

Mr. Smith: It’s too late.

Mario and David: Please, please, please.

Mr. Smith: OK. But your mother and I will be waiting for you at the end of the concert.

An interesting fact • Un dato interesante

Missy Elliot is considered the most infl uential woman in hip-hop music in the last decade

and one of the most creative women in the world’s music industry.

Missy Elliot es considerada la mujer más infl uyente en la música hip-hop de la última

década y una de las mujeres más creativas en la industria discográfi ca mundial.

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Write

3 Circle the option that corresponds.

Encierra la opción que corresponda.

1 Mario and David are going to a…

a) party

b) concert

c) soccer game

2 The concert is at …

a) eight in the evening

b) eight in the morning

c) nine in the evening

3 What time does the concert fi nish?

a) at eight o’clock

b) at one o’clock

c) at eleven o’clock

4 Who do Mario and David ask for permission to go?

a) Mrs. Smith

b) Mr. Smith

c) Mario’s mother

Think

4 Complete the chart with information from previous lessons.

Completa el cuadro con información de las lecciones anteriores.

Expressions to make an invitation

Expressions to accept an invitation

Write

5 Complete the dialogue with the phrase from the box.

Completa el diálogo con la frase del cuadro.

Shall we go?

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

David: No, that’s not for me. Look, there is a car show on Sunday. Shall we go?

Sandy: I don’t think so. I don’t like cars.

David: Well, there is a basketball game at the school gymnasium on Sunday.

Sandy: Yes, we shall go to the game, I really like basketball.

Speak

6 Practice the dialogue with a classmate, using your own information, and share it with the class.

Practica el diálogo con un compañero o compañera con tu propia información, y preséntalo a la clase.

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Lesson 65 to see a movie today?You will use a number of expressions to make invitations and respond to them.Realizarán y responderán a invitaciones con diferentes expresiones.

Would you like

Read

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

Relaciona la actividad con la imagen. Escribe sobre la línea la opción que corresponda.

a) They are chatting.

b) They are talking by phone.

2 Read the dialogue with a partner.

Lee el diálogo con un compañero o compañera.

David: Hi, Sandy, it’s David. Would you like to see a movie today?

Sandy: No, thanks. Today I’m going to visit my grandmother.

David: OK. I understand. What about tomorrow?

Sandy: Yes, I’d love to.

David: OK. See you tomorrow at three o’clock at your place.

Sandy: Sure. See you tomorrow.

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Write

3 Correct the sentences according to the dialogue.

Corrige los enunciados de acuerdo con el diálogo.

a) Sandy has to visit her grandfather.

b) David invites Sandy to a soccer game.

c) David is going to see Sandy at school.

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

Think

4 Complete with the expressions in red in the dialogue.

Completa con las expresiones que aparecen en rojo en el diálogo.

Invitation

Answers

Read

5 Read the expressions from the chart.

Lee las expresiones de la tabla.

Would you like to go to the park?

Would you like to go to the museum?

Let’s go to see a movie at your place.

Yes, I’d love to. Yes, of course. That’s a good idea.

Write

6 Write a dialogue with the expressions from the box.

Escribe un diálogo con las expresiones del cuadro.

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Lesson 66 I hate horror moviesYou will accept or refuse invitations.Aceptarán o rechazarán invitaciones.

No, thanks.

Read

1 Read the dialogue with a classmate.

Lee el diálogo con un compañero o una compañera.

Mr. Smith: What are you doing?

Mrs. Smith: I’m writing an e-mail to Mario’s mother.

Mr. Smith: Good! Shall we go to the stadium when you fi nish?

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

Mr. Smith: Well, why don’t we go to the movies? Today is the premier of Killerman.

Mrs. Smith: No, thanks. I hate horror movies.

Mr. Smith: So, would you like to visit the zoo?

Mrs. Smith: No, I can’t. I have to go to the dentist at fi ve o’clock. Why don’t you come with me?

Mr. Smith: OK. Let’s go to the dentist.

2 Find fi ve cognates in the dialogue.

Encuentra cinco cognados en el diálogo.

Write

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

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

a) Mrs. Smith is watching TV.

b) Mrs. Smith hates horror movies.

c) Mr. Smith invites Mrs. Smith to the movies.

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

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

Think

4 Complete the questions in order to make invitations for places you like.

Completa las preguntas para hacer invitaciones a lugares que te gusten.

a) Why don’t we ?

b) Shall we ?

c) Would you like to ?

d) Let’s .

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5 Complete the chart.

Completa la tabla.

Yes No

Yes, I’d love to.

Yes, I’d like.

That sounds great.

It’s

_________________

idea.

No, ____________________.

No, I prefer to stay at home.

No, thank you. I’m very busy.

Thanks, I prefer to watch TV.

Write

6 Work in pairs to make a dialogue.

Trabaja en parejas y elabora un diálogo.

You: Why don’t we

Classmate: No,

You:

Classmate: No,

You:

Classmate: Yes,

An interesting fact • Un dato interesante

In 2010, for the fi rst time ever, a woman was awarded the best director’s award by the Academy of Arts and Cinematography. Her name is Kathryn Bigelow, and as an interesting fact, she beat her former husband, James Cameron, director of Avatar.

En el año 2010, por primera vez en la historia, una mujer fue premiada como mejor directora por los premios Oscar. Su nombre es Kathryn Bigelow y, como dato curioso, le ganó a su ex esposo James Cameron, director de la película Avatar.

Sequence 3Secuencia 3

In unit 3 sequence 3 you will learn to:

En la unidad 3 secuencia 3 aprenderás a:

• Write an invitation to a Valentine’s Day party.

Escribir una invitación para celebrar el día de San Valentín.

Unit 3Unidad 3

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Lesson 67 to our St. Valentine’s celebrationPart one

1 In order to enrich friendship and comradery between your classmates and all the students from your school, you can organize a celebration for St. Valentine’s Day. First, write a letter to ask for permission from the Principal at school. You can use the letter format below. Discuss with your classmates and teacher the date, place and time of celebration of St. Valentine’s. Answer the questions.

Para enriquecer la amistad y el compañerismo entre tus compañeros y todos los alumnos en tu escuela, puedes organizar el festejo del día de San Valentín. Primero, escribe una carta para pedir permiso al director de tu escuela. Usa el formato de la siguiente carta. Acuerda con tus compañeros y maestro la fecha, el lugar y la hora para la celebración del día de San Valentín. Contesta las preguntas.

3 Discuss the food and drinks for the party. Make a list.

Hablen acerca de la comida y las bebidas para la fi esta. Hagan una lista.

Food Drinks

4 How are you going to invite the students from your school to your party?

¿Cómo van a invitar a los alumnos de la escuela a su fi esta?

With:

a) a letter

b) an invitation card

c) an e–mail

Project • We invite you You will plan a party to boost friendship and comradery at school.Planearán un convivio para fomentar la amistad y el compañerismo en la escuela.

2 Copy the letter on a sheet of paper and send it to the Principal. Wait for the answer.

Copia la carta en una hoja de papel y envíala al director. Espera la respuesta.

a) Where is the celebration?

b) When is the celebration?

c) At what time is the celebration?

d) Who are going to attend the party?

Dear Principal:

The fi rst grade group would like to

celebrate day.

Regards,

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

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

Lesson 68 to our St. Valentine’s celebrationPart two

Project • We invite you You will design an invitation for the party in order to let the community know about the date and time of it.Diseñarán una invitación para su convivencia donde se informe la fecha y la hora del mismo.

2 Give an invitation to each student at your school.

Da una invitación a cada uno de los alumnos de tu escuela.

3 Next class you are going to do your party. After that, exchange opinions about what happened.

En la próxima clase realizarán su fi esta. Después intercambien opiniones acerca de lo que pasó.

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Lesson 69 ReviewYou will solve drills to review the developed topics along the unit.Resolverán ejercicios para revisar los temas desarrollados a lo largo de la unidad.

Read and write

1 Unscramble the letters of the words according to the images.

Reacomoda las letras de las palabras de acuerdo con las imágenes.

r e c o c s g w s i m n m i n s i t n e

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

2 Look at the chart and complete the text.

Observa el cuadro y completa el texto.

Soccer Basketball Boxing

Mario David

Mrs. Smith Mr. Smith

Mario likes , but he doesn’t like nor .

David likes soccer and , but he doesn’t like .

Mrs. Smith hates . She doesn’t like , but she likes basketball.

Mr. Smith loves . He likes , but he doesn’t like

.

o n

n g i

i i

brass dee acuerdo con las imágenes.

i i

y l l a b v e o l l

n s i t n en

y l l a b v e o l l

n s i t n e

b l l a s b

ReReeaacaccommomom dododaa a llalalalalalaasssssss llelelelettrtrtrtrtrasasasaa dde llalasss papap lalab

r e c o c s

alaabpp

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3 Locate the words.

Ubica las palabras.

apples pineapple oranges

bananas watermelon mangoes

4 Answer the questions with your information.

Contesta las preguntas con tu información.

a) Do you like vegetables?

b) Does your mother like apples?

c) Does your father like fruit?

d) What’s your favorite fruit?

e) Do you like oranges?

5 Order the dialogue.

Ordena el diálogo.

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

Sandy: Yes, I’d love to.

When is it?

Sandy: I like comedy movies and horror movies.

Mario: It’s next Friday at four o’clock.

Mario: Would you like to go to the premier of Killerman?

6 Read the dialogue.

Lee el diálogo.

Roxane: Hi! What are you doing?

David: We are planning a party at Philip’s house.

Roxane: That sounds great.

Sandy: We are talking about food. Shall we prepare some sandwiches?

Philip: No, it’s better to order some pizzas.

Mario: Yes, that’s a good idea. I love pizzas. Why don’t we buy some sodas too?

David: Sure. I will buy the sodas.

Roxane: Would you like a chocolate cake?

Philip: Yes, of course. It’s my birthday.

Mario: So, let’s invite some clowns.

7 Complete the chart with information from the dialogue.

Completa el cuadro con información del diálogo.

Invitations Answers

g

Ubiic

wa

bic

apples

bananas wa

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Self evaluation • Autoevaluación

I. Remember your English lessons and answer the questions.

Recuerda tus clases de inglés y contesta las preguntas.

1 ¿Cuánto siento que aprendí en la clase de inglés en esta unidad?

Mucho Poco Nada

¿Por qué?

2 ¿Logré mejorar lo que me propuse al fi nal de la unidad anterior? ¿Por qué?

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

II. Answer the following questions.

Responde las siguientes preguntas.

1 What expressions do you use in order to express the things that you like?

2 What expressions do you use to express the things that you don’t like?

3 What are the expressions we use to describe the location of objects or people in a room?

4 What’s the conjunction we need to mention similar elements?

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Support material • Material de apoyo

Topics / Temas Suggested material / Material sugerido

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

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

http://learnenglish.britishcouncil.org/en/english- grammar/verbs/infi nitive

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

http://learnenglish.britishcouncil.org/en/english-grammar/verbs/verbs-followed-ing-clauses

http://learnenglish.britishcouncil.org/en/english-grammar/verbs/modal-verbs/ability-permission-request-and-advice

http://learnenglish.britishcouncil.org/en/how/how-to-turn-down-invitation

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

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Parents’ sheet • Hoja para padres

Con el propósito de ayudar al alumno a mejorar su aprendizaje, solicitamos atentamente a los padres de familia que colaboren con el maestro para conseguir este objetivo, por lo que en esta sección deberán mencionar los rezagos, difi cultades o defi ciencias que presenta el estudiante durante el transcurso de cada uno de los bloques, así como las acciones que ustedes consideren que deberán emprender para superarlos.

Presenta los siguientes rezagos, difi cultades o defi ciencias, que se han detectado en:

Para solventarlos deberá:

Observaciones o comentarios del padre de familia o tutor:

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Unit 4Unidad 4

Daily LifeVida diaria

Sequence 1Secuencia 1

In unit 4 sequence 1 you will learn to:

En la unidad 4 secuencia 1 aprenderás a:

• Ask for and give the time.Preguntar y dar la hora.

• Use the preposition at to talk about a specifi c hour or schedule.

Utilizar la preposición at para hablar de una hora precisa o un horario.

• Use the preposition on to mention specifi c days of the week.

Utilizar la preposición on para señalar días de la semana específi cos.

• Use the preposition in to talk about the morning, the afternoon and the evening.

Utilizar la preposición in para hablar de la mañana, la tarde o la noche .

Purpose • Propósito

The purpose of this unit is to enable students to describe actions that happen daily or periodically in their lives or in the lives of people and animals they are interested in.

El propósito de esta unidad es capacitar a los estudiantes para describir acciones que pasan diaria o periódicamente en sus vidas o en la vida de otras personas y animales en los que estén interesados.

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Lesson 70 distance callYou will notice expressions to ask for and give the time.Reconocerán expresiones para preguntar y dar la hora.

Read

1 Look at the pictures and read the text.

Observa las imágenes y lee el texto.

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

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

Nikki is in Mexico.

Jessica is in Mexico.

Jessica is going to bed.

Nikki is going to school.

Nikki starts school at ten fi fteen.

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

Nikki: Hello, Jessica! How are you?

Jessica: I’m fi ne. I’m almost going to bed, here it’s midnight.

Nikki: Well. I’m getting ready to go to school. Here in London it’s eight o’clock in the morning.

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

Nikki: At eight fi fteen a.m. I’m late! I’ll call you later!

Jessica: OK. Have a nice day! Goodbye.

Nikki: Bye.

2 Answer the question about the text.

Responde la pregunta sobre el texto.

Long

What is this text?

a) A letter

b) An article

c) A dialogue

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Think

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

Regresa al diálogo. Completa la oración y la tabla.

We use to tell the time.

a) it’s

b) its

Time Time Translation

Ten o’clock 10:00

8:15 Ocho y cuarto

Write

5 Match the columns.

Relaciona las columnas.

Ten fi fteen 3:20

Five o’clock 11:13

Three twenty 2:00

Seven forty two 9:54

Eleven thirteen 5:00

Two o’clock 5:20

Five twenty 10:15

Nine fi fty four 7:42

6 Answer the questions and draw the hands of the clocks.

Responde las preguntas y dibuja las manecillas en los relojes.

Example: What time is it in France?

It’s ten sixteen.

What time is it now?

It’s .

What time is your English class?

.

What time is it in New York?

.

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Lesson 71 past eightYou will use quarter to and quarter past to talk about minutes before and after a certain hour.Emplearán quarter to y quarter past para hablar de minutos antes y después de cierta hora.

Read

1 Read the dialogue.

Lee el diálogo.

Mom: Jessica, it’s getting late!

Jessica: What time is it?

Mom: It’s quarter to seven.

Jessica: I’m almost done!

Mom: You are going to miss the bus!

Jessica: Mom, I’m in trouble!

The bus has left me! It’s quarter past seven!

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

2 Answer the question.

Responde la pregunta.

Where is Jessica?

a) At home

b) At school

It’s quarter

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Think

4 Choose the answer that corresponds.

Elige la respuesta que corresponda.

We say when there are remaining 15 minutes to the hour.

a) quarter to b) quarter past

We say when there are 15 minutes after the hour.

a) quarter to b) quarter past

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

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

Jessica is getting ready to go to school.

Jessica is on her way to school.

Jessica missed the bus.

Jessica’s mom is happy becauseJessica missed the bus.

Jessica is in trouble.

Write

5 Complete the chart.

Completa la tabla.

12:50 Ten to one

2:25 Twenty-fi ve past two

1:15 Quarter

11:30 Half

1:05 Five

6 Complete the information.

Completa la información.

Example: It’s two fi fteen.

It’s quarter past two.

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Lesson 72 time is it?You will identify the time differences in other countries.Identifi carán la diferencia de horarios en otros países.

Read

1 Read the dialogue on the chat screen.

Lee el diálogo en la pantalla del chat.

2 Answer the question.

Responde a la pregunta.

What is this?

a) A chat screen

b) An e-mail

c) An article

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

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

Jessica is chatting with a friend in Morocco.

It’s 11:45 a.m. in Mexico.

Rachid is in Morocco.

Morocco is fi ve hours ahead of Mexico.

It’s 7:15 p.m. in Morocco.

What

Find friends and chat with people all over the world in

www.worldfriend.com

Jessica says:

Good morning!

Rachid says:

Good afternoon!

Jessica says:

Afternoon? What time is it there?

Rachid says:

Here in Morocco it’s quarter past SEVEN p.m. What’s the time

in Mexico now?

Jessica says:

It’s quarter past eleven a.m.

Rachid says:

So, Morocco is 9 hours ahead of Mexico.

Jessica says:

Yes, we aren’t living at the same time!

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Think

4 Go back to the dialogue. Write the questions.

Regresa al diálogo. Escribe las preguntas.

Two different ways in English to ask for the time:

a) ? b) ?

1 time/ is/ in/ What/ it/ Russia? ?

It’s .

2 in/ China/ What/ the/ ’s/ time/ ? ?

It’s .

3 is/ in/ time/ England/ What/ it/ ? ?

It’s .

4 Sydney/ What/ the/ ’s/ time/ in/ ? ?

It’s .

5 time/ is/ in/ What/ the/ Dakar? ?

It’s .

Write

5 Look at the map. Order the words to form a question and answer it.

Observa el mapa. Ordena las palabras para formar una pregunta y contéstala.

Example: Chile/ What/ the/ ’s/ time/ in/ ? What’s the time in Chile?

It’s twenty past four p.m. / It’s four twenty p.m.

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Lesson 73 the next bus leave?You will identify the use of at/in in order to explain a bus schedule.Identifi carán el uso de at/in para explicar un horario de autobús.

Lesson 73 What time does

Think

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

Think

2 Find in the dialogue the expressions in English to ask the time of different activities and underline them.

Encuentra en el diálogo las expresiones en inglés para preguntar la hora de diferentes actividades y subráyalas.

Read

1 Read the dialogue with a classmate.

Lee el diálogo con un compañero o compañera.

Jessica: Mom, what time do you want to go to the bus station?

Mom: I would like to go at 6 o’clock in the morning.

(Jessica is sleeping on her bed.)

Mom: Jessica, it’s fi ve-thirty, get ready to go.

Jessica: What time does the bus leave?

Mom: I don’t have the tickets yet. I’m going to buy them when we get there.

Jessica: OK, we have to hurry.

(At the bus station…)

Mom: I want two tickets to Puebla, please. What time does the next bus leave?

Assistant: The next bus leaves at 7:30 in the morning.

Mom: And what time does it arrive?

Assistant: At 10:30 in the morning. It takes three hours to get there.

Mom: How much do they cost?

Assistant: Each ticket costs $250.

Mom: Give me two, please.

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Write

3 Match the columns

Relaciona las columnas.

What time do you have breakfast? She does exercise at seven o’clock in the morning.

What time does she do exercise? He goes to church at six thirty in the afternoon.

What time do you start at school? I do homework at 5:00 in the afternoon.

What time do you do homework? I start at school at 7:30 a.m.

What time does he go to church? I have breakfast at 9 o’clock.

Speak and write

4 Work in pairs. Make the questions with your information. Ask them to your classmate and write the answers.

Trabajen en parejas. Haz las preguntas con tu información y la de tu compañero o compañera. Escribe las respuestas.

Question 1

?

You

Your partner

Question 2

?

You

Your partner

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Lesson 74 in the morningYou will identify the use of at/in so as to express the time of the day.Identifi carán el uso de at/in para expresar la hora.

Read

I start at 8 o’clock

1 Write on the line below the time shown on the clock.

Escribe sobre cada línea la hora que aparece en el reloj.

Write

3 Answer the questions.

Responde las preguntas.

What’s the name of the magazine?

What time does he go home?

What does he do in the morning?

2 Read with a classmate the interview to a rock star.

Lee con un compañero o compañera la entrevista a una estrella de rock.

Interviewer: Hi! I’m reporting for Star Magazine. What time do you start playing?

Jack Jackson: I start at 8 o’clock in the morning.

Interviewer: What time do you stop playing?

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

Interviewer: What do you do at night?

Jack Jackson: I use to write my lyrics and spend time with my family.

Interviewer: Are you going to give a concert soon?

Jack Jackson: Yes, I’ll be playing in the summer in Buenos Aires, Argentina. In Argentina, summer is in December.

e below

a

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Write

5 Complete the gapped text. Use in/at.

Completa los espacios del texto. Usa in/at.

Think

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

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

At

8 o’clock

that time

midnight

In

the afternoon

December

the summer

the morning Bertha takes a shower. Then she gets ready to go to school. She enters to school seven thirty the morning. She goes back to her house

half past one. the afternoon she does homework.

Speak and write

6 Work in small groups of two or three classmates. Complete the chart with your partner’s information.

Trabajen en grupos pequeños de dos o tres compañeros. Completa la tabla con la información de tu compañero o compañera.

Example:

What time do you get up, Leticia? At six o’clock in the morning.

Name In the morning At (hour) In the afternoon At (hour) At night

Leticia get up 6:00 a.m. do homework 4:00 p.m. go to sleep

r.rs

ssmates. Complete n.

compañeros. Completa la

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Lesson 75 11:30 a.m. on SaturdaysYou will identify the use of at/on to talk about the time and days of the week. Reconocerán el uso de at/on para hablar de la hora y los días de la semana.

I wake up at

Read

1 Read the text and answer the question.

Lee el texto y responde la pregunta.

Write

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

Encierra la letra T si el enunciado es verdadero o la F si es falso.

Jessica is writing an e-mail to Nikki.

Jessica doesn’t go to school on Saturdays.

Jessica and her family go to church on Sundays.

On Sundays Jessica goes to bed late.

Jessica goes swimming on Mondays and Wednesdays.

From: [email protected]

To: [email protected]

Subject: Hello, Nikki!

Dear Nikki,

Hello, I’m Jessica. Today is Saturday. On Saturdays I wake up at half past eleven because

I don’t go to school on Saturdays. On Sundays I go downtown with my parents, we

get back home approximately at three and have a meal. I go to bed early at night. On

weekdays I go to school, I start school at seven thirty a.m. I go swimming after school on

Mondays and Wednesdays.

Write soon.

Regards,

Jessica

What kind of text is it?

a) An article

b) An interview

c) An e-mail

oaa

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out the time and days of the week.hohorara y ly los os díadías ds de le la ssemaemanana

k h lf l b

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From: [email protected]

To: [email protected]

Subject: Hello, George!

Dear George:

Hello, George. Today is Friday. weekdays I go to school from Monday to Friday.

Fridays I usually visit my grandmother and night I watch scary movies.

Saturdays I like to go biking. I wake up early in the morning, 8 o’clock. I go back

home to have breakfast ten thirty a.m.

I like when my parents take me to visit museums Sundays.

Please send me an e-mail and keep in touch.

Write soon.

Regards,

Peter

Think

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

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

At

7:30

On

Saturdays

Weekdays

Write

4 Complete the gapped text. Use on/at.

Completa los espacios del texto. Usa on/at.

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Lesson 76 CheckYou will solve drills in order to review what has been learned throughout the previous lessons.Resolverán ejercicios para reafi rmar lo aprendido a lo largo de las lecciones anteriores.

Read

1 Write the time on the line.

Escribe la hora sobre la línea.

Quarter past ten

Half past two

Four fi fty-six

2 Read the dialogue with a classmate.

Lee el diálogo con un compañero o compañera.

Jessica: What time do you start at school?

Nikki: I start at eight o’clock in the morning.

Jessica: What time do you have lunch?

Nikki: I have lunch at three or three-thirty.

Jessica: What time do you do homework?

Nikki: In the afternoon. After that, I go and play basketball.

Jessica: What time is it now?

Nikki: Here it’s half past eight p.m.

Jessica: Where do you go on Saturdays?

Nikki: On Saturdays I go to visit my grandparents.

Jessica: Me too.

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

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

Nikki has lunch at three or three thirty in the afternoon.

Nikki starts school at nine o’clock in the evening.

On Saturdays Nikki goes to visit her grandparents.

Think

4 Go back to the dialogue. Complete the chart.

Regresa al diálogo. Completa la siguiente tabla.

at on in

8 o’clock

Mini

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ou haveve llunun hhhhhchhchhchch???????

e

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Write

5 Look at the clocks and underline the answer that corresponds.

Observa los relojes y subraya la respuesta que corresponde.

What time is it?

It’s fi ve past two.

It’s fi ve to two.

What time is it?

It’s fi ve past seven.

It’s fi ve to seven.

What’s the time?

It’s four twenty.

It’s twenty to four.

What time is it?

It’s half past eight.

It’s seven thirty.

What’s the time?

It’s ten thirty-fi ve.

It’s ten twenty-fi ve.

Sequence 2Secuencia 2

In unit 4 sequence 2 you will learn to:

En la unidad 4 secuencia 2 aprenderás a:

• Express your daily activities.

Expresar tus actividades diarias.

• Use the simple present tense with fi rst, second and third person form in affi rmative, negative and interrogative form.

Utilizar el presente simple con primera, segunda y tercera persona en enunciados afi rmativos, negativos e interrogativos.

Unit 4Unidad 4

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Lesson 77 at 6 o’clockYou will express the time of your daily routines.Expresarán a qué hora realizan cada una de sus actividades cotidianas.

Read

1 Write on, in, at on the line.

Escribe on, in, at, sobre la línea

Wednesday

night

the afternoon

ten o’clock

the evening

the weekend

2 Read the text.

Lee el texto.

My name is Jessica. I get up at 6:00 in the morning and make my bed. Then I take a shower at 6:05 and get ready to go to school, after that I help my mother make breakfast and then I have breakfast. Then I go to school, and when I come back home in the afternoon, I have lunch; later I do exercise and after that I do my homework. I usually fi nish at night.

Write

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

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

Jessica gets up at 6:30 in the afternoon.

She makes her bed before taking a shower.

Jessica does exercise in the afternoon.

Jessica gets up

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WriWriiteitetete

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Write

Think

4 Go back to the text. Look at the underlined and red words. Complete the information.

Regresa al texto. Observa las palabras subrayadas y en rojo. Completa la informaciónen la siguiente tabla.

do make have take go

exercise

watch TV5 Write on the lines the activities that

correspond to the images. Use the words from the box.

Escribe sobre las líneas las actividades que correspondan a cada imagen. Usa las palabras del cuadro.

take a shower have lunch

go to parties watch tv

make coffee do homework

do shopping

Speak and write

6 Work in pairs. Complete the sentences with your information. Share and compare with your partner.

Trabajen en parejas. Completa las oraciones con tu información. Compártelas y compáralas con tu compañero o compañera.

I get up at 7:30 A.M.

I have breakfast

I have lunch

I do homework

I watch TV

I have dinner

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Lesson 78 basketballYou will identify that the verbs in simple present tense for the singular third person form end in an s, an es or an ies.Identifi carán que los verbos en presente simple para la tercera persona del singular terminan en s, es o ies.

Read

1 Remember your Geography lessons. Answer the questions.

Recuerda tus lecciones de geografía. Responde las preguntas.

Where is Guanajuato located?

Name the states which have borders with Guanajuato.

An interesting fact • Un dato interesanteEnriqueta Basilio was the fi rst woman to light the torch in an Olympic Stadium in modern history. Those games

were celebrated in Mexico in 1968.

Enriqueta Basilio fue la primera mujer que encendió el pebetero en un estadio olímpico en la historia moderna. Tal evento ocurrió en México, en los juegos olímpicos celebrados en 1968.

wwewewererer ccceleelelebebebbrararated ininn MMM

Enriquq

Write

3 Answer the questions about the text and about you.

Responde las preguntas acerca del texto y sobre ti.

Where does Jessica live?

What does Jessica like to do?

Do you like sports?

Which sport do you practice?

2 Read the text.

Lee el texto.

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

She likes to play basketball. She thinks sports are very interesting. She watches professional basketball on TV with her father.

Jessica loves

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o lo

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Think

4 Look at the words in red in the text. Complete the chart.

Observa las palabras en rojo del texto. Completa la tabla con la información.

I/ we/ you/ they he/ she/ it

live

love

takes

likes

play

thinks

5 Choose the answers that correspond.

Elige las respuestas que correspondan.

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

a) -es b) -s

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

a) -ies b) -s

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

a) -s b) -es

Write

6 Complete the sentences with the verbs in the box. Write them in the right form.

Completa los enunciados con los verbos del cuadro. Escríbelos en la forma que corresponde.

sing drink speak read

hate buy listen

Example: Laura speaks four languages.

George

vegetables. He always eats junk food.

My father

fi ve cups of coffee a day.

Lupita

when she is taking a shower.

Alfred

classical music.

Mark

poems.

Cathy

fruits in the market.

ngnggguauagegeg ss.

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Lesson 79 at Queens UniversityYou will identify the change in the third person of the singular form of the simple present.Reconocerán el cambio en la terminación de los verbos para tercera persona del singular.

Read

He studies

1 Read the text.

Lee el texto.

Carol Pavlov is from Poland. He is 26 years old. He lives in Canada. He works part time at the Chateau Meilleur Hotel in the restaurant Antiques. He is a professional chef. He loves to cook. On a typical day he gets up at 6 o’clock, takes a shower and has breakfast. Then he goes to school. He studies at Queens University. He tries to get good grades all the time, that’s why he does his homework after he goes to work. In the afternoon he goes to work. First he washes his hands before he starts cooking. He gets home around eight o’clock in the evening and he does homework, studies and sometimes watches TV. He brushes his teeth before going to bed.

2 According to the text, choose the answer that corresponds.

Según el texto, elige la respuesta que corresponda.

What’s his occupation?

a) A biologist b) A doctor c) A chef

Write

3 Answer the questions about the text.

Responde las preguntas acerca del texto.

Where is Carol Pavlov from?

Where does he work?

When does he do his homework?

What does he do when he goes home?

sh

ite

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te

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e text.

gt 6 o’clock,hhehennn hehehe goesiversity. He ththat’s whhy

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Think

4 Look at the words in red. Choose the answer that correspond and complete the chart.

Observa las palabras en rojo. Elige la respuesta que corresponda y completa la tabla.

To form simple present in 3rd person singular, we to verbs ending in consonant + -y

(study, try, cry, etc.).

a) eliminate -y and add -ies

b) eliminate -y and add -s

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

a) -es b) -ies

I/ we/ you/ they he/ she/ it

fi x

fi nish

brushes

watches

catch

pass

goes

Be/ are and have/has are two verb forms.

a) regular b) irregular

Write

5 Write on the line the words in the box in the right form. Look at the images.

Observa las imágenes y escribe sobre la línea las palabras del cuadro en la forma que corresponde.

teach go kiss have

cry catch fl y

Example:

Joe is a teacher. Joe teaches math at

high school.

He is a very good receiver. He

all the passes.

An insect six legs.

Alan likes art. He to the

museum frequently.

Lisa her boyfriend

because she loves him.

A condor is a kind of bird.

It very high.

That baby because she

is hungry.

6

ee

161 1

ee

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Lesson 80 at half past fi ve?You will use the auxiliary verb does in the singular third person form in order to learn how to make questions.Usarán el verbo auxliar does para hacer preguntas sobre la rutina de una tercera persona del singular (he/she).

Read

Does he wake up

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

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

c o d r o t

t s i t e c n i s

c t e h a r e

2 Read the dialogue.

Lee el diálogo.

Jessica: This is my father. His name is Sandro, he’s a primary teacher. He is

45 years old.

Romina: What does he do?

Jessica: He teaches Spanish.

Romina: Does he work in the city?

Jessica: No, he doesn’t. He teaches in a rural community in Oaxaca. He gets up very early to get there. He wakes up at half past fi ve.

Romina: Does he get up at fi ve thirty?

Jessica: Yes, he does. It’s because it takes one hour and a half to get to the

school where he teaches.

Romina: Do you feel proud of him?

Jessica: Yes, I do. I love him.

3 Answer the questions about the dialogue and about you.

Responde las siguientes preguntas acerca del diálogo y sobre ti.

Does Sandro teach Spanish?

Does it take him a long time to get to his work?

Do you feel proud of someone in your family? Why?

bboboooo

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Think

4 Choose the answer that corresponds.

Elige la respuesta que corresponde.

We use do with these pronouns: a) you, we, they b) he, she, it

We use does with these pronouns: a) you, we, they b) he, she, it

Discover the rule. When we use does the verb in present simple a) doesn’t change b) changes

Write

5 Order the words to form a question and answer it according to the images. Follow the example.

Ordena las palabras para formar una pregunta y respóndela de acuerdo con las imágenes agregando una idea completa, sigue el ejemplo.

Example:

he/ basketball/ Does/ play/?

Does he play basketball?

No, he doesn’t. He plays soccer.

1) parties/ like/ she/ Does/?

2) school/ to/ Saturday/ he/ go/ Does/ on/?

3) exercise/ she/ Does/ do/?

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

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

163

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Lesson 81 have a sisterYou will use don’t/doesn’t as an auxiliary verb to express negative sentences in simple present tense.Utilizarán don’t/doesn’t como verbo auxiliar para expresar enunciados negativos en presente simple.

Think

Answer the following questions.

Responde las siguientes preguntas.

Do you have any brothers or sisters? Does your best friend have any brothers or sisters?

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

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

Romina’s mother works.

Jessica’s brother plays soccer.

Jessica’s brother plays basketball.

An interesting fact •Un dato interesanteA can of soda contains 40 grams of sugar when in a healthy diet you should not take more than 15 grams of sugar per day. Besides, you must do exercise for 30 minutes every day.

Una lata de refresco contiene 40 gramos de azúcar, cuando en una dieta sana no se deben ingerir más de 15 gramos de azúcar al día. Además, debes hacer 30 minutos de ejercicio al día.

Read

1 Read the dialogue with a classmate.

Lee el diálogo con un compañero o compañera.

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

Romina: No, she doesn’t. She doesn’t work right now.

Jessica: Dou you have any brothers or sisters?

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

Jessica: How old are they?

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

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

Romina doesn’t

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Think

3 Choose the answer that corresponds.

Elige la respuesta que corresponde.

We use for activities that do not occur.

a) shouldn’t b) don’t/doesn’t

6 Write the negative statements.

Escribe la forma negativa.

Example: I play soccer with my friends.

I don’t play soccer with my friends.

1 I take a shower in the afternoon.

2 She takes the bus to go to school.

3 We have lunch at 5:30 p.m.

4 They watch TV in the evening.

5 I brush my teeth after breakfast.

4 Complete the chart according to the red words in the dialogue.

Completa la tabla de acuerdo con las palabras en rojo del diálogo.

Pronouns Don’t/doesn’t Verb Predicate

I/ you/ they/ we play soccer

He/ she/ it have sisters

5 Write on the line don’t/doesn’t accordingly.

Escribe sobre la línea don’t/doesn’t según corresponda.

Laura eat eggs for breakfast. She

prefers to eat cereal and fruit. She

drink orange juice or grape juice.

Mauricio is very clean but he

clean his room every day. He never cleans his

room.

I go to parties on Mondays. I go

to school on Mondays. I read

magazines. I read the newspaper.

Write

a) h ld ’t b) d

Complete the chart accor

a) shouldn’ntt b) don

l h h

p

o con las palabras en rojo del diálogo.d

rd

n

d

ffor activities that

doesn’tt

ngng ttoo the red words in the diaaloggueu ..

o con las palabras en rojo del diálogo

n’t/d

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diaalogogueu

dodo nnoto occur.

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Lesson 82 twice a yearYou will express the frequency in which you perform different activities.Expresarán la frecuencia con que realizan diferentes actividades.

I visit the dentist

Think and speak

Answer the following questions.

Responde las siguientes preguntas.

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

Read

1 Read the text.

Lee el texto.

I visit the dentist twice a year. Every six months I visit the dentist. He checks my teeth. I don’t have cavities because I brush my teeth three times a day and whenever I eat something. I try not to eat candy or bubble gum. I use dental fl oss also to take care of my teeth. My dentist says that it’s very important to visit him regularly to prevent cavities and to keep the mouth healthy. He recommends visiting the dentist once a year as a minimum.

Think

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

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

_______ (x 1)

a

twice (x 2) week

_______ times (x 3) weekend

four times (x 4) month

many times

every

week

weekend

3 years

year

Write

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

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

every day twice a week once a year

four times a month every year

a) .

b) .

c) .

d) .

e) .

f) .

2 Answer the questions about the text.

Responde las preguntas de acuerdo con el texto.

How often does he brush his teeth?

Does he have any cavities?

What’s the dentist’s recommendation?

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Lesson 83 CheckYou will solve drills to reassure what has been learned throughout the previous lessons.Resolverán ejercicios para reafi rmar lo aprendido a lo largo de las lecciones anteriores.

Read

1 Read the letter.

Lee la carta.

3 Answer the questions about the letter.

Responde las preguntas acerca de la carta.

1 What’s the letter about?

2 What does she have for breakfast?

3 Who does she have lunch with?

4 How often does she play basketball?

2 Answer the following questions.

Responde las siguientes preguntas.

a) Who’s the writer?

Charly / Linda Perry

b) Who’s the recipient?

Charly / Linda Perry

Dear Charly,

I know that you don’t have a computer. I really enjoy writing letters. Thanks for your letter. Now, let me tell you about my daily life. I wake up at 6:20 a.m. and take a shower, then I have breakfast. I don’t have juice or eggs for breakfast, I have some milk and sweet bread, and then I go to school. My father takes me to school in his car every morning and then he goes to work. He works at Morelos University. He teaches physics.I get home at about 2:00 p.m. and have lunch with my mother. In the afternoons I go swimming twice a week, and three times a week I play basketball.Do you practice any sports? Do you have any brothers or sisters?

Regards,Linda Perry

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Think

4 Complete the chart with the information of the letter.

Completa la tabla con la información de la carta.

ActivitiesVerbs in simple present

3rd personQuestions Negative statements

Write

5 Use the words in the chart to complete the sentences with the correct form of the verb.

Usa las palabras de la tabla para completar los enunciados usando la forma correcta del verbo.

watch bake go have

do listen play take

1 He breakfast.

2 He to school.

3 She the piano

4 He TV.

n play ttaplay tdo listeenendo

bbrreakakfafastst.

listee

thh ii

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7 She the bus.

8 He a cake.

Speak and write

6 Work in groups of three. Ask your partners the questions. Write your answers on the chart.

Formen grupos de tres. Haz las preguntas a tus compañeros. Escribe las respuestas en la tabla.

You Person 2 Person 3

Do you go to school every day?

Do you have physical education class twice a week?

Do you clean your bedroom on Saturdays?

Do you go swimming in winter?

Do you brush your teeth three times a day?

Do you take a shower once a week?

Sequence 3Secuencia 3

In unit 4 sequence 3, you will learn to:

En la unidad 4 secuencia 3, aprenderás a:

• Express how often you do different activities.

Expresar con qué frecuencia realizas actividades diversas.

• Describe your class schedule.

Describir tu horario de clases.

• Express how often you do daily routines.

Expresar con qué frecuencia realizas actividades rutinarias.

• Express how often you eat fruits and vegetables.

Expresar con qué frecuencia comes frutas y verduras.

• Describe your routine in chronological order.

Describir tu rutina en orden cronológico.

5 He his homework.

6 She to music.

Unit 4Unidad 4

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Lesson 84 have English class?You will use frequency adverbs to talk about your class schedule.Usarán los adverbios de frecuencia para hablar de su horario de clases.

Think and speak

How often do you

Write

2 Answer the questions with the information of Ben’s schedule.

Responde las preguntas con la información del horario de Ben.

How often does Ben have English lessons?

How often does he have Spanish lessons?

How often does Ben have Physical Education?

How often does Ben have Art?

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

Read

1 Look at Ben’s schedule.

Observa el horario de Ben.

Monday Tuesday Wednesday Thursday Friday

7:30 8:20

Spanish Spanish Spanish Spanish Spanish

8:20 9:10

Technology Math Social

Studies

Social

Studies

History

9:10 10:00

History History Technology Math Math

10:00 10:50

Social

Studies

Geography Math Technology Geography

10:5011:10

Recess Recess Recess Recess Recess

11:1012:00

English Physics English Physics English

12:0012:50

Math Physical

Education

Physics Geography Physical

Education

12:5013:40

Technology Art Technology Art Technology

Think

3 Choose the answer that corresponds.

Elige la respuesta que corresponda.

We use to ask the number of times an activity occurs in a period of time.

a) How often do you?

b) What time is it?

We use to ask in 3rd person the number of times an activity occurs in a period of time.

a) How often do you?

b) How often does he/she?

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4 Look at the chart. Complete and answer the questions.

Observa la tabla. Completa y responde las preguntas.

Speak and write

5 Do your own research report about free time activities. Interview your classmates. Answer the questionnairewith your classmates’ information. Mark on the table your results.

Elabora tu propio reporte de investigación acerca del tiempo libre. Entrevista a tus compañeros. Llena el cuestionario con sus respuestas. Marca en la tabla las respuestas.

Investigation Report

Play a sport

Go to the movies

Read a book Watch TV Listen to

musicGo to

parties

Never

Once a week

Twice a week

Three times a week

Four times a week

Five times a week

Every day

Questions:

How often do you play a sport?

How often do you go to the movies?

How often do you read a book?

How often do you watch TV?

How often do you listen to music?

How often do you go to parties?

WriteInvestigation Report

Play a sport

Go to the movies

Read a book Watch TV Listen to

musicGo to

parties

Never 1 2 1 2 3

Once a week 1 7 4 1 7

Twice a week 4 1

Three times a week 1 1

Four times a week

Five times a week 2 2 1

Every day 2 3 7 7

Total of interviewed students:

10

Example:

How often do students play a sport?

One of the students never plays a sport; one of the students plays a sport once a week; four of the students play a sport twice a week; two of the students play a sport fi ve times a week and two of them play a sport everyday.

How often do students ?

How often do students ?

How often do students ?

How often do students ?

How often do students ?

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Read

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

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

Lesson 85 my birthdayYou will use frequency adverbs in order to talk about your routine.Usarán adverbios de frecuencia para expresar rutinas.

Today is Nikki’s birthday.

Nikki always celebrates with her friends.

They usually go to the theatre.

From: [email protected]: [email protected]: Hello, Jess!

Dear Jessica,

Today is my birthday. I always celebrate it with my friends. We usually go to the cinema and then we come to my house. My mother makes a chocolate cake every year, and she often makes pizzas for dinner. Sometimes my mother invites my grandparents to celebrate my birthday. They never forget this important day for me. I am sometimes sad because I miss you.

Write me soon.

Regards,

Nikki

2 Choose the correct option.

Elige la opción correcta.

Who is the e-mail for?

a) Nikki b) Jessica

Today is

ss

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ndddndsss WWWWeee usususuauauallllllllllyyy gogogo ttttooo hththththeee

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Write

5 Order the words to form a sentence.

Ordena las palabras para formar una oración.

Example: Saturdays/ to/ go/ I/ church/ never/ on

I never go to church on Saturdays.

eat/ I/ vegetables/ always/.

I/ never/ am/ class/ for/ late/.

We/ respect/ always/ other/ each/.

programs/ You/ watch/ usually/ TV/.

get/ I/ sick/ occasionally/.

6 Complete the chart with your information. Mark your answers with a check ().

Completa la tabla con tu información. Marca tus respuestas con una palomita ().

Always Usually Often Sometimes Never

Do homework

Go to school

Get up early

Play soccer

Eat tamales

Wash clothes

Think

3 Complete the chart.

Completa la tabla.

Always 100%

Usually 90%

70%

50%

Occasionally 20%

Seldom 10%

Never 0%

4 Choose the answer that corresponds.

Elige la respuesta que corresponde.

We use frequency adverbs .

a) before the verb b) after the verb

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

a) before the verb b) after the verb

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Lesson 86 breakfast at 8 o’clock?You will answer questions about the frequency of your activities.Responderán preguntas sobre la frecuencia con que realizan sus actividades.

Read

Does she usually have

1 Find the days of the week.

Encuentra los días de la semana.

2 Look at Elena’s timetable.

Observa la agenda de Elena.

S U N D A Y Y S A

M T U E S D A Y S

O D H I N A R T A

N G N U S D H S T

D S P A R U U Z U

A N F Y M S M S R

Y A R S A F D U D

B M I A Y D E A A

W E D N E S D A Y

Y A A E O H G A H

S A Y O R D A E T

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

8:00 a.m

Breakfast Breakfast Breakfast Breakfast Breakfast

9:00 a.m.

Breakfast French Biology French Biology French Breakfast

10:00 a.m.

Social Studies

English Social Studies

English Social Studies

11:00 a.m.

Break Break Break Break Break

11:30 a.m.

Math Math Math Math Math

12:30 p.m.

Physics Laboratory Physics Laboratory Physics

1:00 p.m.

Dance Theatre Dance Theatre

2:00 p.m.

Family lunch Lunch Lunch Lunch Lunch Lunch

4:00 p.m.

Guitar lessons

Guitar lessons

Lunch

6:00 p.m.

Homework Homework Homework Homework Go to the movies

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Write

3 Answer the questions with the chart’s information.

Responde las preguntas con la información de la tabla.

Does Elena usually have breakfast at 8 o’clock?

Does she usually have breakfast after school?

Does she usually go to the movies on Saturdays?

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

Does she always have lunch at 2 o’clock?

Speak and write

5 Ask your partner the next questions to complete the chart. Mark the answers with an .

Haz a tu compañero o compañera las siguientes preguntas y completa la tabla. Marca con una las respuestas.

How often do you watch TV in the afternoons?

How often do you listen to classical music?

How often do you chat on the internet?

How often do you eat eggs for breakfast?

How often do you go to bed late?

How often do you play soccer?

Activity Never Sometimes Usually Always

Watch TV

Listen to rock music

Chat on the internet

Eat eggs for breakfast

Go to bed late

Play soccer

Think

4 Choose the answers that correspond.

Elige las respuestas que correspondan.

For questions beginning with do you…? we answer

a) Yes, I do/No, I don’t

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

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

a) Yes, I do/No, I don’t

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

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Lesson 87 you healthy?You will use frequency adverbs to express how often you eat fruits and vegetables.Emplearán los adverbios de frecuencia para expresar qué tan seguido comen frutas y verduras.

Write

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

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

eat

sleep

do

drink

walk

Are

Read and write

2 Read the text and answer the test.

Lee el texto y contesta el test.

Are you healthy?• Answer the questionnaire.

a) always b) usually c) never

How often do you eat vegetables? a b c

How often do you eat fruits? a b c

How often do you eat fi sh? a b c

How often do you eat meat? a b c

ver

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Now check your answers and say if you have a healthy diet or not.

Are you healthy?• Get your score.

Mostly a’s: You are always taking care of your health. But do not exaggerate. Take a breath and relax. Take care with the diet you follow, remember that you are growing up.

Mostly b’s: You are a healthy person. You know there’s a time for everything and you also control your nutrition. Keep going that way and be healthy now and in the future.

Mostly c’s: You are not very healthy. You enjoy doing nothing and eating junk food. You never worry about your health. Try to do more physical activities and control your eating habits. You really need to do something.

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

a b c

Do you sleep 8 hours a day? a b c

How often do you exercise for more than an hour?

a b c

Do you eat fast food? a b c

Do you watch TV for more than 2 hours?

a b c

Do you use the stairs instead of the elevator?

a b c

How often do you go on a diet? a b c

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Lesson 88 an e-mailYou will use sequencing adverbs to express your daily routine.Usarán los adverbios secuenciales para expresar su rutina diaria.

Think

3 Choose the answer that corresponds.

Elige la respuesta que corresponda.

We use later, then, after that and next to make:

a) time references b) habits and routines

Write

4 Order the sentences in the next page. Write on the line the number that corresponds.

Ordena los enunciados de la siguiente página. Escribe sobre la línea el número que corresponde de acuerdo con las imágenes.

1

2

3

4

5

6

7

8

Speak

What are your daily activities? Name them all.

Read

1 Read the e-mail.

Lee el correo electrónico.

From: [email protected]: [email protected]: Hello

Dear Elizabeth,

Thanks for your last e-mail. Let me tell you more about my lifestyle here in Mexico. I wake up at 6:30 a.m. and take a shower, then I get dressed and have breakfast. After that I take the bus at 7:20 a.m. to get to school at about quarter to eight.

I have classes from 8 to 10:30. Next I have a break. After that I go back to classes until 2 o’clock.

When I get back home I have lunch with my mother and then I do my homework. After that I watch TV and later I get ready to go to bed at about 9 o’clock.

Write soon.

Regards,Noel

Write

2 Answer the questions about the e-mail.

Responde las preguntas acerca del correo electrónico.

What’s the e-mail about?

At what time does Noel get up?

Does Noel watch TV after doing his homework?

At what time does Noel go to bed?

Sending

acuerdo cononn llllasasasa iimá

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Wake up (8:30 a.m.) 1

Have lunch (2:30 – 3:00 p.m.)

Have breakfast (9:30 – 10:00 a.m.)

Get up (9:00 a.m.)

Take a shower (11:30 – 11:50 a.m.)

Watch TV (6:00 – 7:00 p.m.)

Play soccer (10:30 – 11:30 a.m.)

Go to bed (10:00 p.m.)

5 Answer the e-mail. Use the sentences in exercise four and the sequencers then, next, after that and later.

Responde el correo electrónico. Usa los enunciados del ejercicio cuatro y usa then, next, after that y later.

From: To: [email protected]:

Dear Noel,

Regards,

Sequence 4Secuencia 4

In unit 4 sequence 4 you will learn to:

En la unidad 4 secuencia 4 aprenderás a:

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

Identifi car cognados para ayudarte a comprender textos sobre algunos animales.

• Make questions about a number of animals.

Hacer preguntas sobre diversos animales.

• Describe animals and their routine.

Describir animales y su rutina.

Unit 4Unidad 4

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Lesson 89 an endangered speciesYou will identify cognates in a text to look for specifi c information about some animals’ features.Identifi carán cognados en un texto para buscar información específi ca sobre características de algunos animales.

Read

Crocodiles are

1 Order the letters to form a word.

Ordena las letras para formar una palabra.

2 Read the text.

Lee el texto.

G f e

(a/r/f/i)

E p t

(e/n/l/h/a)

K l

(o/a/a)

Crocodilesare reptilesCrocodiles are reptiles. Their habitat is the fresh salty water of rivers and lagoons. They feed mostly on fi sh, reptiles and mammals, mollusks and crustaceans.They have a body that helps them swim fast and easily. They can be as small as 1 meter long up to 4.85 meters and weigh about a ton. Most of them are found in southern Mexico, Cen-tral America, the Caribbean, and northern South America. They are considered an en-dangered species in all parts of North, Cen-tral and South American range.

KK ll

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

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Write

3 Complete the table with the information about the crocodiles.

Completa la tabla con la información acerca de los cocodrilos.

Type

Habitat

Physical characteristics

Diet

Size

Think

4 Circle the cognates in the text. Write them on the lines.

Encierra en un círculo los cognados del texto. Escríbelos sobre las líneas.

Crocodiles

Write

5 Complete the information about different animals.

Completa la información acerca de diferentes animales.

Animal Type Diet Habitat Origin

Lion Mammal Animals

Whale

Panda China

Butterfl y Tropical rain forest

Snake Reptile Insects, animals

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Lesson 90 live in AfricaYou will identify the pronoun it to refer to animals or objects in singular form.Reconocerán el pronombre it para hacer referencia a animales u objetos en forma singular.

Read

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

Muestra lo que sabes acerca de los animales. Escribe true (verdadero) o false (falso).

Lions are hunters.

Whales live in the ocean.

Parrots can swim.

Cows eat grass.

Mice love cats.

2 Read the text.

Lee el texto.

3 Answer the questions about the text.

Responde las preguntas acerca del texto.

Where does the elephant live?

What’s its main feature?

Does it eat meat?

The elephant is considered a mammal. It is an endangered species. It is found in the African Savannah. The elephant is usually grey and is a very big animal. It has a long trunk. It uses its trunk to take showers, to carry things and to eat. It is an extension of its lips and nose. It is used to drink water, dry its body, lift and hold things. The most important function of its trunk is to gather food and bring it to its mouth. It is a very heavy animal. It weighs 12 000 kilograms. It lives 60 years approximately. It drinks between 100 and 200 liters of water a day. The elephant eats grass, leaves, fruits and seeds.

Elephant, a heavy animal!

Elephants

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Think

4 Look at the words in red. Answer the questions.

Observa las palabras en rojo. Responde las preguntas.

In line 2 the word it refers to:

a) Africa b) elephant c) the text

In line 5 the word it refers to:

a) elephant b) Africa c) the text

In line 7 the word it refers to:

a) trunk b) elephant c) Africa

We use to refer to animals and objects.

a) he b) she c) it

Write

5 Complete the sentences with the words in the chart. Words can be used more than once.

Completa los enunciados con las palabras de la tabla. Las palabras pueden utilizarse más de una vez.

He She It They

The chimpanzee is an ape. lives in central Africa.

Mauricio loves spiders. have ten legs.

The seahorse lives in the ocean. is a type of fi sh.

The octopus has eight tentacles. eats small animals.

Chami is a panda. lives in China and eats bamboo;

is its principal food.

The forest is the house of bears. is full of vegetation.

Rose has a cat. takes care of it.

mals.

ype of fishhff fifi hh

is full of vegetationnn is full of vevegegeg tatationnn.

.

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Lesson 91 in the forest?You will use the auxiliary verb do/does to make questions about animal features.Emplearán do/does para hacer preguntas acerca de las características de un animal.

Think

1 Remember your Geography lessons.

Recuerda tus lecciones de Geografía.

Where is India located?

Do Bengal tigers live

Read

2 Read the text.

Lee el texto.

3 Answer the question.

Responde la pregunta.

What are the boys reading?

Tigers live in the tropical for-est of India. They are orange-brown with black stripes. Bengal tigers are usually soli-tary, they occasionally travel in groups. They live around 10 to 12 years. Bengal tigers in captivity can live up to 30 years. They are carnivores and hunters. Bengal tigers prefer to hunt mostly at night, but they are awake in the daytime. Their color gives them an excellent camoufl age. Tigers kill their prey by a suffocat-

ing bite on the neck, and then they usually drag their prey to a safe place to eat. Bengal ti-gers can climb trees effectively. They are also strong and fre-quent swimmers. The Bengal tiger consumes up to about 30 kilograms of meat at a time and then go without eating for days. These tigers normally hunt deer or anything above 45 kilograms, but when they are very hungry they eat frogs, crocodiles, and sometimes humans.

India, the house of the Bengal tigerRobert Greenhouse, Bombay, India.

ll

AnAnA swsweer ttheheh qqueststioion.

ggeerroo

owownggnnyyy, ,ggr

101 toi

ndhhhe

bbbbbeer

LeLeLeee elelelel tttteeeexexxxxxtototototot ..

AAA hh i

TiTiTiiggggesesstt brbrb ooBeBeennntatarrinin1010

IIIIInnttthhhRooRRRRR bb

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Write

4 Answer the questions about the text.

Contesta las preguntas sobre el texto.

a) Do Bengal tigers travel alone?

b) Do Bengal tigers prefer to hunt at night?

c) Does their color give them an excellent camoufl age?

d) Does a tiger consume up to 30 kilograms of meat at a time?

Write

5 Write on the line do or does as necessary.

Escribe sobre la línea do o does según corresponda.

Bengala tigers hunt? Yes, they do.

a tiger like cheese? No, it doesn’t.

Bengala tigers live in hot weather? No, they don’t.

a tiger climb trees? Yes, it does.

a tiger eat up to 45 kg of meat at a time? No, it doesn’t.

Think

6 Review the questions you have just answered. Choose the answer that corresponds.

Revisa las preguntas que acabas de contestar. Elige la respuesta que corresponda.

When we ask questions about tigers (in plural):

a) the verb ending doesn’t change and we use the auxiliary do.

c) the verb ending changes and we use the auxiliary do.

When we ask questions about one tiger (in singular):

a) the verb ending doesn’t change and we use the auxiliary does.

b) the verb ending changes and we use the auxiliary does.

7 Work in pairs. Write fi ve different questions using does about your favorite animal. Then, ask them to your partner and write his/her answers.

Trabajen en parejas. Escribe cinco preguntas diferentes acerca de tu animal favorito usando does. Hazle a tu compañero o compañera las preguntas y escribe sus respuestas.

Questions Answers

1.

2.

3.

4.

5.

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Lesson 92 travel in winter?You will express animals’ characteristics in plural form.Expresarán características de animales en forma plural.

Read

1 Circle the incorrect word from the underlined words.

De las palabras subrayadas, marca con un círculo la palabra incorrecta.

The vampire bat don’t live in Central America. It is blind and lives in humid and dark caves.

Lesson 92 Where do grey whales

Read

2 Read the text.

Lee el texto.

Write

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

Circula la letra T si el enunciado es verdadero o la F si es falso.

Grey whales live in the Tropic.

They travel in winter.

They start their trip in September.

They stay in Baja California Bays.

Nowadays they are an endangered species.

Grey whales migrate from the cold waters of the Arctic to the warm bays of Baja California. They migrate in winter. They start their trip in October. It takes them between fi ve and eight weeks to get to Magda-lena Bay and San Ignacio La-goons. They use this space to procreate and take care of their babies. The females suckle the

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

Long Trip

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Think

4 Go back to the text. Choose the answer that corresponds.

Regresa al texto. Elige la respuesta que corresponde.

In line 4 the word they refers to:

a) the Arctic b) grey whales c) lagoons

In line 9 the word they refers to:

a) grey whales b) ocean c) lagoons

We use to refer to plurals for women, men, animals and objects.

a) it b) they c) she

Write

5 Work in pairs. Read each sentence about an animal. Form a question for each statement. Guess which animal is being described.

Trabajen en parejas. Lee cada enunciado y formula preguntas acerca de un animal. Adivina qué animal se está describiendo.

Questions Answers What is it?

Where do they live? They live in the ocean.

They are a type of fi sh.

They are the only species in which the male gets pregnant.

They are found in tropical and warm waters.

Questions Answers What is it?

They are marsupials.

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

They are found in Australia.

They do not drink much water.

They sleep 18 hours every day.

What do they eat?

Where do they live?

They eat and live in eucalyptus trees.

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Lesson 93 CheckYou will solve exercises in order to review what you have learned throughout the previous lessons.Resolverán ejercicios para reafi rmar lo aprendido a lo largo de las lecciones anteriores.

Read

2 Read the text

Lee el texto.

I always wake up at 5 o’clock. I take a shower, then I have breakfast and after that I get ready to go to work. Then I go to the restaurant at 7 o’clock. I often go to the market and buy vegetables, fruits, meat and everything I need to cook. When I come back to the restaurant I set the day menu and give instructions to the cooks. I change the menu everyday. After that, we start cooking. At 2 o’clock people usually arrive for lunch. When we fi nish serving approximately at 5 o’clock the cooks start cleaning the area and I get ready to leave. Then when I get home I usually take a walk with Penny, that’s my dog. It is a French poodle. It is always waiting for me. Later I get ready to go to bed.

Think

4 Read the text again. Complete the table.

Lee el texto otra vez. Completa la tabla.

Frequency adverbs Pronouns Verbs in present simple Sequencers

1 Write on the line the missing words.

Escribe en la línea las palabras que faltan.

0 % 50 % 75 % 85 % 100%

never always

often sometimes usually

3 Answer the questions about the text.

Responde las preguntas acerca del texto.

How often does he wake up at 5 o’clock?

What time does he get to the restaurant?

What does he do at the restaurant?

How often does he take a walk with Penny?

Is Penny a dog?

Mini

waaiting for me Later I

Sequencers

aiting for r meme. LaL ter I

Sequencers

d t

ccionion

t

p at 5 o’clock. I take a shower,

throughout

nnes es antanterierioreoreeessss..ss.ss...ss

5 ’ l k I kk h

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Write

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

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

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

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

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

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

5 vegetables/ eat/ you/ Do/ regularly/ ?

6 Write true sentences about yourself. Use frequency adverbs.

Escribe enunciados verdaderos acerca de ti. Usa adverbios de frecuencia.

I get up early every weekend.

I take a shower at night.

I read the newspaper.

I watch romantic movies.

I listen to rock music.

I play with my friends.

Sequence 5Secuencia 5

In unit 4 sequence 5 you will learn to:

En la unidad 4 secuencia 5 aprenderás a:

• Develop an exposition about animals that you like with posters and brochures.

Desarrollar una exposición sobre animales que te gusten con folletos y anuncios.

Unit 4Unidad 4

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Lesson 94 Come and visit our school zooYou will choose and organize information about an interesting animal to develop a school zoo.Elegirán y organizarán la información sobre un animal que les guste para montar un zoológico escolar.

Read

1 The aim of this project is to help students build their English vocabulary. They should collect as many words as possible outside the classroom.

El propósito de este proyecto es ayudar a los estudiantes a construir su vocabulario en inglés. Deben recopilar tantas palabras como sea posible fuera del salón de clases.

2 This project involves a description of activities carried out in the classroom. The students are expected to use their general knowledge and information they have researched to complete the project. Students have to present their work to the class.

Este proyecto involucra una descripción de actividades hechas dentro del salón de clases. Se espera que los estudiantes usen su conocimiento e información para realizar su proyecto. Deben presentarlo a la clase.

3 Discuss with your classmates which animals they would like to present in the school zoo.

Platica con tus compañeros qué animales les gustaría presentar en el zoológico escolar.

4 Work in pairs. Choose an animal you like.

Trabajen en parejas. Elijan un animal que les guste.

5 Look at the chart.

Observa la tabla.

Brochures The animals that live

in your zoo

Information about

the animals

Layout with the

relevant information

about an animal

InvitationWhy don’t you come

to our school zoo?

Presentation Exhibition of the zoo

Gather information about the animals you choose. If you use the internet, it must include the name of the author, the name of the website and the date when the information was uploaded; try to search in pages with an academic fi lter.

Recopila información acerca de los animales que elegiste. Si usas internet, debes incluir el nombre del autor, el nombre del sitio y la fecha cuando se subió la información; trata de buscar en páginas del fi ltro escolar.

Part one

Project

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It lives in the ocean. It eats small shrimp…

Lesson 95 Come and visit our school zooYou will make a brochure about the chosen animal will be written down.Redactarán un folleto sobre el animal que hayan elegido.

Read

Make a brochure or advertisementElabora un folleto o anuncio

1 Prewriting

Antes de escribir

Choose a topic.

Gather specifi c details.

2 Writing

Redacción

1. Get a sheet of paper.

2. Divide the sheet in three parts of the same size.

3. Fold the sheet.

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

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

6. Illustrate your brochure.

3 Revising

Revisión

Read your draft to your partner.

Let your partner read the draft to verify the details are important.

Correct and edit:

Did I capitalize the fi rst letter of the proper nouns?

Did I begin titles and initials with capital letters?

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

4 Publishing

Publicación

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

Share your brochure with your classmate (you can photocopy your brochure and distribute it in your school).

Place the brochure on the windows or in the bulletin board.

Part two

Project

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Lesson 96 Come and visit our school zooYou will create a poster about the animal you chose.Crearán un póster sobre el animal que hayan elegido.

Read

Make a layoutElabora un formato

1 Prewriting

Antes de escribir

Gather specifi c details about the animal you have chosen.

2 Writing

Redacción

Get a sheet of paper or construction paper.

Draw a layout.

Complete the layout with the information you gathered.

Type

Origin

Habitat

Physical characteristics

Diet

Size

Endangered species

Write the most important information. Try to be short and specifi c.

Think about an illustration and make a layout of it.

3 Revising

Revisión

Read your draft to your classmate.

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

Correct and edit:

Did I capitalize the fi rst letter of the proper nouns?

Did I begin titles and initials with capital letters?

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

4 Publishing

Publicación

Work at the playground.

Get chalks or pencils of different colors and construction paper.

Make a picture of the animal you chose.

The picture of the animal must be big size.

Be creative when you make your picture.

Use different materials, for example, recycled ones.

5 Write the information of the animal.

Part three

Project

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Cometo visit

ourZOOKnow the animals

you’d never imagine!

Come and learn

everythingabout animals

Just forTODAY

Lesson 97 Come and visit our school zooYou will design an invitation to the zoo formed by the posters already created in the previous class.Diseñarán una invitación para el zoológico que será montado con los posters creados en la clase anterior.

Read

Design an invitation to the zooDiseña una invitación para ir al zoológico

1 Before writing

Antes de escribir

Gather specifi c details.

2 Writing

Redacción

Write a draft.

Write the most important information, try to be short and specifi c.

Think about an illustration and make a layout of it.

For example:

3 Revising

Revisión

Read your draft to your partner.

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

Correct and edit:

Did I capitalize the fi rst letter of the proper nouns?

Did I begin titles and initials with capital letters?

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

4 Publishing

Publicación

Make enough copies so that everyone can have one.

Publish your invitation.

Make enough copies for the people that are coming to the zoo.

Organize the visit to the zoo.

Receive the people in your zoo.

Part four

Project

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Lesson 98 ReviewYou will solve drills in order to verify what you have learned throughout the previous lessons.Resolverán ejercicios para reafi rmar lo aprendido a lo largo de las lecciones anteriores.

Write

2 Circle the option that corresponds to the image.

Encierra en un círculo la opción que corresponde a la imagen.

1 What does she do?

a) She washes her hands. b) She cooks.

2 What does he do?

a) He takes a shower. b) He goes to work.

3 What does he do?

a) He reads a newspaper. b) He eats breakfast.

4 What does she do?

a) She comes back home. b) She reads a book.

5 What does he do?

a) He watches TV. b) He goes to bed.

1 Choose the letter that corresponds to each clock.

Elige la letra que corresponde a cada reloj.

What time is it?

It’s a quarterto eight.

It’s seven forty fi ve.

It’s three o’clock.

It’s six past six.

It’s six six.

It’s half past eight.

It’s eight thirty.

It’s fi ve to eleven.

It’s ten fi fty fi ve.

It’s a quarter past six.

It’s six fi fteen.

a b

c d

e f

Sh

HH

he cccooooooookskskskk .

e e gogogogogoeeeseseses tttttoooo wwowork.

bb)b)b)) HHee eaae tts bbrereakakkfafafastst

b) Shh dd bb kk

)) He e e eeaatss bbbbbrerererereeakakakakakakakfafafafafafafaststststs ..

) SShh ddd bbbbb kkme.

b)b) HHHHee gogoes to bed

b) SSheh rrreaaeaddsdsds aaa bbbboooooo k.k.k)

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3 Complete the chart. Use the words in the chart.

Completa la tabla. Usa las palabras de la tabla.

5 Complete the chart. Use the words in the chart.

Completa la tabla. Usa las palabras de la tabla.

Hello I’m Juan. I up at six

o’clock in the morning from Monday to Friday.

I a shower at six fi fteen.

Then, I breakfast at seven o’clock.

I to school at half past seven.

I soccer in the recess.

I back home at half past two.

I a meal at three o’clock.

I homework at twenty past four.

I TV at half past six.

I my mother to dinner

at half past seven.

My family and I dinner at eight o’clock.

I to bed at nine thirty.

4 Write on the line the missing words.

Escribe sobre la línea las palabras faltantes.

the the afternoon

the

Go

Get

Have

Walk

Wash

Take

my teeth up dinner to church

breakfast a shower to the park my mother’s car

to school dressed to bed English lessons

have (3) get take do watch

cook help play go (2) come

Thbo

de la tabla.

r eeeennnn...

Tbo

kk

aas

I TV at haalflf ppppasast six.

st at seven Ith

e t two.

dr

to d at nine rtyy.

up at sixxin

ngyyyaayy

a shosix

up at sixixx n the g frromommmm yy y.y.y.y.y

aa shaat s

My family and I I

mewtwenst fou

I a mthro’c

Imeal att ree lock.k..

I homat tpas

y family anandd II I

mr

my mother to dinner

f past .

My yinner at eight o’clock.di

ol at st seven.

y go (2) come

n ess.

I back hat half

I

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Lesson 99 ReviewYou will solve drills in order to review what has been learned throughout the previous lessons.Resolverán ejercicios para reafi rmar lo aprendido a lo largo de las lecciones anteriores.

Write

1 Complete the text with the verbs in the chart. Write the verbs in the tense that corresponds.

Completa el texto con los verbos de la tabla. Escribe los verbos en el tiempo que corresponda.

take get up do start have

eat have take getgo

be

Jennifer Gomez has a very busy day. She at 7:30 a.m. then she a shower. After that, she dressed, then she breakfast. At 8:30 a.m. she to work. She a secretary. She calling her boss to remind him about an appointment at 9:30 a.m. with a transnational company. She

lunch at 2:00 o’clock. Later she goes back home. At 7:00 p.m. she aerobics. Then she a bath and then goes to bed.

2 Look at the chart. Complete the information with the correct form of the verb.

Observa la tabla. Completa la información con la forma correcta del verbo.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

SusanGet up

early

Get up

earlyGet up early Get up early

Get up

early

Clean her

room

Go to visit her

grandparents

Peter Watch TVRead a

bookListen to music

Go to the

moviesVisit friends Watch TV

Clean the

house

Susan from Monday to Friday.

Peter on Mondays.

Susan on Saturdays.

Peter on Tuesdays.

Susan on Sundays.

Peter on Wednesdays.

Susan doesn’t on Saturdays.

Peter on Thursdays.

Peter doesn’t on Saturdays.

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3 Complete the sentences with do or does.

Completa los enunciados con do o does.

you like classical music?Yes, I .

Luis not like vegetables.

Mary not speak French.

I not go to parties. I not like dancing.

you do exercise? Yes, I .

Laura love English lessons? Yes, she .

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

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

I often do exercise the morning.

I usually have an apple for breakfast 7:00 o’clock.

I never go to parties Tuesday.

I like to watch TV night.

She goes to school Saturdays.

5 Complete the sentences with your information.

Completa los enunciados con tu información.

I always .

I usually .

I often .

I sometimes .

I never .

6 Write the questions to the following answers.

Escribe las preguntas para las siguientes respuestas.

?

I always brush my teeth.

?

They live in the ocean.

?

I usually eat eggs for breakfast.

?

No, I don’t. I’m afraid of water.

?

Lucy likes to eat vegetables and fruits.

?

Mario never eats fi sh.

?

The Bengal tiger lives in India.

7 Write a paragraph about someone you know describing his/her daily activities.

Escribe un párrafo acerca de una persona que conozcas, describiendo sus actividades diarias.

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I. Think about the English lessons and answer the following questions:Refl exiona sobre las lecciones de inglés y contesta las siguientes preguntas:

1 ¿Cuánto siento que aprendí en esta unidad?

Mucho Poco Nada

¿Por qué?

2 ¿Logré mejorar lo que me propuse al principio de la unidad?

3 ¿Cómo puedo aprender más en la materia de inglés?

4 ¿Qué puedo mejorar para cuando termine la siguiente unidad?

II. Answer the following questions.

Responde las siguientes preguntas.

1 What are the common expressions to give the time? Mention three.

2 Which is the preposition we use to talk about a specifi c time?

3 Which is the preposition we use to talk about a specifi c day?

4 Which is the expression we use to refer to the period of time from 12:00 p.m. to 6:00 p.m.?

5 Mention three daily activities you do.

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

Self Evaluation • Autoevaluación

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Support material • Material de apoyo

Topics / Temas Suggested material / Material sugerido

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

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

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

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

http://learnenglish.britishcouncil.org/en/english-grammar/adverbials/adverbials-time

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

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Parents’ sheet • Hoja para padres

Con el propósito de ayudar al alumno a mejorar su aprendizaje, solicitamos atentamente a los padres de familia que colaboren con el maestro para conseguir este objetivo. Por lo que en esta sección deberán mencionar los rezagos, difi cultades o defi ciencias que presenta el estudiante durante el transcurso de cada uno de los bloques, así como las acciones que ustedes consideren que deberán emprender para superarlos.

Presenta los siguientes rezagos, difi cultades o defi ciencias, que se han detectado en:

Para solventarlos deberá:

Observaciones o comentarios del padre de familia o tutor:

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Iconografía

Ilustraciones

Bloque 1

A corazón abierto, todas excepto:

Agustín Azuela de la Cueva, p. 1, 16, 21, 29, 34, 38, 41, 42, 43 y 53.

Elvia Leticia Gómez Rodríguez, p. 35 y 39.

Bloque 2

Richard Zela, todas excepto:

Agustín Azuela, p. 55, 57, 61, 69, 83, 84 y 93.

Bloque 3

Bana Fernández, todas excepto:

Agustín Azuela de la Cueva, p. 101, 106, 118, 121, 128 y 133.

Elvia Leticia Gómez Rodríguez, p. 135.

Bloque 4

Julieta Gutiérrez, todas excepto:

Elvia Leticia Gómez Rodríguez, p. 147 y 193.

Agustín Azuela de la Cueva, p. 141, 155, 158, 164, 166, 169, 179, 180, 184 y 189.

Beatriz Martínez, p. 191 y 193.

Bloque 5

Beatriz Martínez, todas excepto:

Elvia Leticia Gómez Rodríguez, p. 230 y 233.

Agustín Azuela de la Cueva, p. 201, 203, 207, 210, 215, 217, 220, 221, 222, 224, 227, 228, 234, 231, 235 y 236.

Ilustraciones base para entrada de bloques y secuencias © Can Stock Photo/ borodaev, csp4289388.

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Families Sheet • Hoja para las familiasSeguimiento de los avances de los niños en la escuelaEstimada familia y tutores

Con el propósito de fortalecer su participación en la escuela para impulsar las actividades escolares y extraescolares que

sus niños y niñas realizan, les presentamos el siguiente cuestionario en el cual pueden registrar sus avances y tomar

decisiones junto con los docentes para mejorar el aprovechamiento escolar.

Algunas recomendaciones:

• Si a usted se le difi culta el llenado del cuestionario, solicite ayuda a un familiar o amigo para responderlo e

interpretar el resultado. Recuerde que es muy importante dar seguimiento a los avances y logros de su niña o niño.

apoyar al niño en su formación académica.

• Si al revisar las tareas y ejercicios del niño no están registradas las califi caciones o algún dato que le permita

responder cuestionario, pida ayuda al maestro para determinar con él cómo puede dar seguimiento a los resultados

del niño.

• Recuerde que este cuestionario no es una evaluación o examen, es un registro que sirve para reconocer y

ayudar a las niñas y los niños a nuestro cargo de una manera oportuna y efi caz.

Para dar seguimiento a los avances de los niños es importante que:

• Revise con atención las tareas, los ejercicios y las actividades del libro de texto y del cuaderno de trabajo al

menos cada dos meses (duración aproximada de un bloque).

• Observe su conducta al realizar las actividades extraescolares y ponga atención en lo que platica de sus

actividades en la escuela.

CuestionarioCon base en sus observaciones sobre el trabajo del niño, marque la respuesta que corresponde a cada pregunta.

A. Excelente B. Bueno o bien C. Mal o malo D. No lo he observado

N˚ ReactivosBloque

I II III IV V

1Las califi caciones obtenidas en las tareas del libro de

texto refl ejan que su trabajo fue

2Las califi caciones obtenidas en los ejercicios realizados en

su cuaderno refl ejan que su trabajo fue

3 Al realizar actividades fuera de la escuela su desempeño fue

Desempeño del niño

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

256

N˚ ReactivosBloque

I II III IV V

4 He observado que trabaja en equipo y lo hace

5 Las actividades de estudio extras las hace

6 Su actitud para sistir a la escuela generalmente es

Mi desempeño

N˚ ReactivosBloque

I II III IV V

1 Su asistencia a la escuela es

2 Su puntualidad en la escuela es

3 Su aseo personal y de sus útiles para asistir a la escuela es

Recomendaciones para contribuir a mejorar el desempeño de su niño

Si obtuvo de7 a 10 respuestas

A. Excelente

Se recomienda felicitar

a su niño o niña y

preguntarle sobre el tipo

de apoyo que requiere

para seguir con ese

avance y mantener los

buenos resultados.

Si obtuvode 5 a 7 respuestas

B. Bien, aunque necesita apoyo

Se recomienda poner atención en

aquellas actividades en las que se obtuvo

esta valoración y acompañar a los

niños para repasar las tareas y/o ejercicios

en los cuales no obtuvo un buen

desempeño. Si tiene dudas al respecto, es recomendable que se acerque con el maestro de grupo.

Si obtuvo en másde 4 preguntasC. Mal. Requiere apoyo urgente

Se recomienda consultar

con el maestro de su hijo

o hija sobre cómo puede

ayudarlo a mejorar el

desempeño educativo.

Si en 2 o más preguntas respondió

D. No lo he observado

Recuerde que en el buen

desempeño de sus hijos

en la escuela también

infl uye la familia. Le

recomendamos contribuir

con la escuela estando

al pendiente de sus

avances.

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