Libro Ingles 1º_ Santillana

Ana María Prudencio BilbaoMaría Teresa Reyes Gutiérrez

Pilar Aramayo Prudencio

Ana M

Engl

ish

for Y

ou! 1

refl ection on language contraction places leisure present simple

cons

onan

t not

ice

e-m

ail

auxi

liary

ver

bpr

esen

t pa

rtic

iple

pre

posi

tion

publ

ic s

igns

dem

onst

rativ

e pr

onou

n da

te

conversation hobbies imperative greetings indefi nite article advertisement

directions personal identifi cation infi nitive description

main verb present continuous direct object apostrophe

nttt

Learning English gives students the opportunity to participate in diverse social practices of the language in and out of school. To achieve that,

students need to be exposed to a variety of individual and group experiences that involve

different ways of reading and interpreting texts; refl ection on regularities, irregularities and

particularities of the language; guided support for the productions of texts for different

purposes; as well as the participation in oral exchanges such as conversations, transactions

and presentations.

This book provides strategies for effective language learning with designed lessons that cover the functions of the language

presented in sequenced activities. Students and teachers will fi nd a solid groundwork

for language learning.

Englishfor You!

Ingles 1 cs4 VL.indd 1Ingles 1 cs4 VL.indd 1 5/3/11 10:42 AM5/3/11 10:42 AM

rreeflfleeccttiioonn oonn llaanngguuaaggee ccoonnttrraaccttiioonn ppllaacceess lleeiissuurree pprreesseenntt ssiimmppllee nnoottiiccee

conso

nanttnottiice

e-m

aiill

auxii

lliiary

verbb

pre

sentt

partt

iiciip

llepre

posii

ttiion

pubblliic

siigns

dem

onst

ratiive

pro

noun

date

convevv rsation hobbies imperativevv greetings indefinite article advevv rtisement

directions ppersonal identification infinitive descripption

maiin verbb presentt conttiinuous ddiirectt obbjjectt aposttrophh

d

eAna María Prudencio Bilbao

María Teresa Reyes Gutiérrez


1SECU_P1.indd 11SECU_P1.indd 1 4/4/11 6:26 PM4/4/11 6:26 PM

La presentación y disposición en conjunto y de cada página de English for You! 1 son propiedad del editor. Queda estrictamente prohibida la reproducción parcial o total de esta obra por cualquier sistema o método electrónico,

incluso el fotocopiado, sin autorización escrita del editor.

© 2009 por Ana María Prudencio Bilbao, María Teresa Reyes Gutiérrezy Pilar Aramayo Prudencio

D. R. © 2011 por Editorial Santillana, S. A. de C. V.Avenida Río Mixcoac 272, colonia Acacias, C. P. 03240,

delegación Benito Juárez, México, D. F.

ISBN: 978-607-01-0831-0Primera edi ción: abril de 2011

Miembro de la Cámara Nacional de la Industria Editorial Mexicana.Reg. Núm. 802

Impreso en México /Printed in Mexico

Dire

cció

n G

ener

al d

e Co

nten

idos

Ant

onio

Mor

eno

Paniag

ua • Dirección de Ediciones Wilebaldo Nava Reyes • Dirección de Investigación y Nuevos Desarrollos L

ino C

ontre

ras B

ecerril

El libro Engli

sh for You! 1 fue elaborado en Editorial Santillana por el siguiente equipo:G

eren

cia

de S

ecun

daria

Iván

Vás

quez

Rod

rígue

z • Gerencia de Arte y Diseño Humberto Ayala Santiago • Gerencia de Educación Digital Javier A

réva

lo Z

am

udio

Coordinación Editorial Nelly Pérez Islas

EdiciónCecilia Barea

Asistencia Editorial Antonieta Guzmán G.

Adriana Martínez Rivera

Susana Moreno Parada

Edición de RealizaciónIskra Salinas Cardiel

Edición DigitalMiguel Ángel Flores Medina

Diseño de portadaGermán Raymundo Ríos Vázquez

Diseño de interiores Beatriz Alatriste del Castillo

y Stephanie Iraís Landa Cruz

Diagramación Josefina Aguirre y

Gabriela Armillas Bojorges

Iconografía Iván Navarro Juárez

FotografíaPhotospin, Thinkstok, Photostogo, Latinstock,

Photostock, Proceso foto, archivo Santillana,

Wikipedia, Archivo digital y Olivia Vivanco

Ilustración de interioresGerardo Sánchez Cortés,

Marcela Gómez Ruenes,

Sheila Cabeza de Vaca

Coor

dinac

ión d

e Di

seño

Car

los

A. Vela

Turc

ott

• C

oord

inac

ión

Icon

ográ

fica N

adira

Niza

metdinova Malekovna • Coordinación de Realización Alejo Nájera H

ernández • Coordinación de Multim

edia Artu

ro M

ercenario P

érez Negrón


3

For studentsWelcome to the first course of English!

English for You! 1 gives you an opportunity to

learn and practice English through motivating

activities and fun sections. You will also learn

about technology, culture, science, sports,

and many other interesting topics. Remember,

English is a key that opens many doors in the

modern world we live in today.

The objective of English for You! 1 is to help you

communicate in English by using this language

in regular familiar situations, but most of all,

to make learning English an enjoyable and

meaningful experience in your life.

Enjoy your book and use English to communicate

with your friends and teachers!

For teachersThe purpose of studying English in our secondary school system is for students to participate in social practices of the language. These practices include oral and written tasks to help students consolidate language use. English for You! 1 has been designed to expose your students to such practices and to provide them with enough opportunities to participate in them.

You will find activities and tasks focused on the development of skills and strategies for text interpretation, reflection on language usage and discourse creation. We have followed, in the design of activities and tasks, the “Experiential Learning Cycle,” this is why we recommend that you guide and promote reflections on the way language systems work to create discourse for authentic communication.

Written texts are an important element in this book, this is why we offer students a variety of cross cultural and cross curricular contents. These texts introduce the use of English in authentic real-life situations, and are appropriate for teenagers’ interests.

You will find, in every lesson, a systematic approach to teach students to be effective language learners. You will also find, at the end of each unit, a space where students check and reflect on their learning process. This space is for students to self evaluate competence acquisition so that they can plan the way to improve their learning process.

We are sure that you will find, in this book, a clear motivation for students to enjoy learning English to be used in this modern world we live in.

THE AUTHORS

Introduction


Table of Contents

4

Introduction 3

ABCs of Your Book 8

Lesson 1a: What’s Your Name? 14

Lesson 1b: Present! 15

Lesson 1c: Today is the 7th of October 17

Lesson 2a: Open Your Book 18

Lesson 2b: Today is Wednesday 19

Lesson 2c: Can You Say That Again? 20

Unit purposeTo enable you to introduce yourself and others, and to exchange personal details.

Social practicesEstablishing and maintaining social contacts.Giving and obtaining factual information of a personal and non-personal kind.

12Classroom

Language

Intr

oduc

tion

Unit purposeTo provide you with some basic classroom language that will enable you to communicate in English at all times during your foreign language class.

Social practicesEstablishing and maintaining social contacts.Carrying out certain transactions.

FunctionsGreet people and respond to greetings.Communicate in the classroom.Maintain communication in or out of the classroom.

Uni

t 1 22

Personal

Identifi cation


5

FunctionsIntroduce yourself and other people.Ask for and give personal details.

Lesson 3: What’s Your Full Name? 24

Lesson 4: How Old are You? 28

Lesson 5: A Letter… An E-mail! 32

Lesson 6: This is Cristina; That is... 36

Lesson 7: I’m a Teacher; He’s an Engineer 40

Lesson 8: Where are You From? 44

Lesson 9: J.K. Rowling is a Writer 48

Lesson 10: Review 52

Dossier 56

Unit purposeTo enable you to give and obtain information about possessions and to describe actions that are in progress at the moment of speaking.

Uni

t 2 58

Actions in

Progress

Social practicesGiving and obtaining factual information of a personal and non-personal kind.

FunctionsAsk and answer questions about personal possessions.Describe what people are wearing and/or doing at the moment of speaking.

Lesson 11: These are our Favorite Sports 60

Lesson 12: Amy’s Cap isn’t Blue 64

Lesson 13: Is This Your Room? 68

Lesson 14: These are My Sunglasses! 72

Lesson 15: I’m Texting Laura! 76

Lesson 16: He’s Sitting Next to Me 80

Lesson 17: Their Names are… 84

Lesson 18: Sit Next to Me 88

Lesson 19: Teachers, Students and E-mails 92


Dossier 100

1SECU_P1.indd 51SECU_P1.indd 5 5/25/11 10:31 AM5/25/11 10:31 AM

6

Unit purposeTo enable you to express your personal interests around the topic of hobbies, leisure and sport, and to make/respond to invitations to events/places related to the topic.

Social practicesEstablishing and maintaining social contacts.

FunctionsExpress preferences, likes and dislikes.Invite and respond to invitations.

Lesson 21: I Love Building Robots 104

Lesson 22: We Love Parties 108

Lesson 23: Do You Like Sports? 112

Lesson 24: Festivals and Books 116

Lesson 25: We Don’t Have Plans 120

Lesson 26: Let’s Watch TV! 124

Lesson 27: I Like Tennis, but Not Ping-Pong 128

Lesson 28: Shall We Celebrate? 132

Lesson 29: Would You Like to Go Shopping

or Partying? 136


Dossier 144

Unit purposeTo enable you to describe actions that happen daily or periodically in your life or in the lives of people and animals you are interested in.

Social practicesGiving and obtaining factual information of a personal and non-personal kind.

FunctionsAsk and tell the time.Ask and give information about everyday activities.

Uni

t 3 102

Hobbies,

Leisure

and Sports

Uni

t 4 146

Daily Life


7

Language Reference

Introduction234

Unit 1235

Unit 2236

Unit 3240

Unit 4241

Unit 5244

Scripts 246

References 255

Picture Dictionary 256

Lesson 31: A Day in the Life of… 148

Lesson 32: What Time is It? 152

Lesson 33: The Book Club is on Friday 156

Lesson 34: Liz Often Walks Her Dog 160

Lesson 35: What Do You Do in Your Free Time? 164

Lesson 36: He Gets Up at 6 o’clock 168

Lesson 37: It Only Eats Bamboo 172

Lesson 38: How Often Do You Go to the Gym? 176

Lesson 39: First, Let’s Go Snorkeling 180


Dossier 188

Unit purposeTo enable you to describe the place where you or other people live, and to ask the way/give directions.

Social practicesGiving/obtaining factual information of a personal a non-personal kind.Carrying out certain transactions.

FunctionsGive simple information about places.Ask the way and give directions.

Lesson 41: The Hotel Looks Incredible 192

Lesson 42: An Indian Restaurant in Town 196

Lesson 43: A Fantastic City Tour 200

Lesson 44: The Restaurant is Next to the Bank 204

Lesson 45: The Bank is Near the Park 208

Lesson 46: Turn Right on Main Street 212

Lesson 47: Take Bus No. 2 216

Lesson 48: Excuse Me, Where’s the Bus Stop? 220

Lesson 49: It’s a Ghost Town 224


Dossier 232

Uni

t 5 190

Places and

Buildings


8

Look back!

The book is divided into 5 units, and each unit is subdivided into

10 lessons. In every unit you will fi nd the following sections:

The unit cover sheet takes up two face-to-face pages,

where an image related to the contents predominates.

It includes the number and name of the unit, the unit

purpose, the social practices of language and

functions, and a project you will develop with

your classmates.

Each unit is divided into 10 lessons, except for the Introduction Unit (2 lessons*) and Unit 1(8 lessons). The lessons in every unit all follow the same structure:

Lessons expose you to certain social practices of

the language and give you several opportunities to

participate in such practices. You will experience

here the language in an oral or written text.

Then, you will have the opportunity to refl ect on what

you have read or listened to. This is called refl ective

observation and will help you understand the language

by focusing on specifi c areas.

Next, we go deeper into the structures of English.

It is time for you to discover the rules. You will do this

with the guidance provided in the “What’s the rule?” box.

What’s the rule? Within this section, the student

is invited to refl ect on the use of language and create

a grammatical rule by understanding it.

The unit cover sheet takes up two face to face pages

Unit Entrance

eper into the structures of English

Get it right!

you to certain social practices of

Find out!

6 1

Unit 4

To spend time with friends is one of most exciting things of the daily life.

Unit purpose

To enable you to describe actions that happen daily or periodically in your life or in the lives of people and animals you are interested in.

Social practices

In this unit you will focus on:

Giving and obtaining factual information of a personal and non-personal kind.

Functions

In this unit you will learn how to:

Ask and tell the time.Ask for and give information about everyday activities.

Our project

In this Project you will research and share information about the habits of animals you are interested in.

Daily Life

Before you begin with the lessons of this unit,

read the title of the unit and go to the Picture

Dictionary, on pages 264 and 265, and learn

vocabulary related to it.

46 47

Over to you!

8. Complete the following sentences with “and” when necessary.

a) Cristina Susan are contestants.

b) Gabriel Garcia Marquez is a Colombian writer.

c) Cristina, Susan, Emiliano Robert participate in the show.

d) Jon Rubinstein, Tony Fadell Michael Dhuey are the inventors of the IPod.

e) Christo Javacheff is an artist painter.

f) Antonia Novello is a surgeon.

Get it right!

6. Read this dictionary entry and underline the meaning that corresponds to the use

of “and” in the sentences in 5.

7. Select the word that completes the rule.

What’s the rule?

We use and to indicate:addition contrastalternative

To check your answers, go to Language Reference, Lesson 8, page 236.

Reflect on these questions:

1. What type of learner are you? I prefer to see things!

I prefer to listen and to speak!

I prefer to be active, to move!

2. Now, circle the type of learner you are:

Learning to learn

auditory visual kinaesthetic

and conj 1. in addition [apples and pears] 2. plus, added to [6 and 2 equals 8] 3. then [she went home and worked

on her homework]

9. Write 4 sentences about famous people using “and”. Look at the example.

Michael Jordan and Kobe Bryant are famous basketball players.

10. Work in pairs. Read your sentences to your partner without saying the names.

He/she has to guess your famous names. Follow the example.

Kobe Bryant and X are famous basketball players.

Kobe Bryant and Michael Jordan?

Yes!

Kobe Bryant and Shaquille O’Neal?

No.

Our project

Step 4. HOW?

Work in groups and:

Work on your presentation:What do you need to produce (e.g. a poster, a slide presentation, a set of images…)?What materials do you need?Who does what?

Check your presentation:Is information interesting?Is the presentation effective?Are there any language mistakes?

Rehearse your presentation:Who says what?

Forty years ago, the Apollo 11 computers had

less processing power than a cell phone today.

Not many people know that!

What's new?

1SECU_P3.indd 46-47 7/30/10 3:29:44 PM

172 173

It Only Eats Bamboo Uni

t 4

37Lesson

Find out!

1. Do you like animals? Talk about these questions.

Do you have any pets?

What is your favorite domestic animal?

Why?

What is your favorite wild animal?

Why?

2. Look at these wild creatures. Write their names below each picture and then answer.

A cub is: a baby panda a mother panda an adult panda

A panda eats: bamboo and meat only bamboo fruits and vegetables

A baby panda is: white white and black pink

A baby panda stayswith its mother for:

2 years 6 months 4 years

We know if a cubis male or female:

at birth when it is 2 years old when it is 4 years oldWhat do these creatures have in common?

They are all mammals. They are all endangered species. They are all land animals.

3. What do you know about pandas? Answer the quiz and then look at the web page to

check your answers.

The Panda Quiz: True False

At birth, a baby panda is smaller than a mouse. a)

Female pandas have a baby every year. b)

Adult pandas can eat 38 kilos of bamboo everyday. c)

Look back!

5. Read these sentences from the web page and underline the correct option.

My favorite animal is the dog.

They say it’s a man ´s

best friend.

pig nose turtle white shark tiger cockatoo polar bears

4. Read the web page again and circle the correct answer.

At birth, a panda is smaller a) than a mouse and it weighs about four ounces

it refers to:a pandaa mouse

A panda only eats bamboo. b) It can eat 38 kilograms of bamboo a day!

It refers to:bambooa panda

The female panda has c) one baby every two years. She takes care of it for 6 months.

it refers to:the baby pandathe mother panda

Do you want to adopt Yun Zi? click here

This is Yun Zi, a new member of the panda family! You can adopt this giant panda cub and help the zoo program.

Do you want to learn more about pandas? Here are some interesting facts about pandas:

At birth, a panda cub is smaller than a mouse and it weighs about four ounces. It gains its full size at about 4 years old.

A panda only eats bamboo. It can eat 38 kilograms of bamboo a day!

A baby panda is pink but people can’t tell if it is a girl or a boy for four years.

The female panda has one baby every two years. She only takes care of it for6 months.

Image found in https://secure3.convio.net/sdzoo/site/Ecommerce/1132815687?FOLDER=10208store-id=2041

Adopt an animal!

Yun Zi was born August 5, 2009

Really? I like dolphins because they are intelligent

and sensitive.

1SECU_P11.indd 172-173 7/30/10 3:33:11 PM

s with “and” when neecessary.

ontestants.

a Colombian writer.

Robert participate in the show.

Michael Dhhuey are the invventors of

painter.

Whaat’s the rule?

e use and to indicate:additionontrasternative

heck your answers, go to Lannguagge Reference, Lesson 8, pag

e questions:

earner are you? things!

and to speak!

, to move!

learner you aare:

rnning to learn

kinaaesthetic

Step 4. HHOWW?

Work in ggrouups and:

Work on yyour presentation:What do you need to produimagees……)?What maaterials do you need?Who ddoees what?

Check youur ppresentation:Is infoormmation interesting?Is thee preesentation effective?Are thheree any language mistakes?

Rehearsee your presentation:Who ssayss what?

What’s the rule?

We use and to indicate:addition contrastalternative


1SECU_P3.indd 46-47 7/30/10 3:29:44 PM

ABCs of Your Book


9

82 83

Get it right!

6. Complete the rule.

8. Complete the postcard with the verbs in the box. Use the present continuous tense.

Be careful with your spelling!

9. Choose 5 classmates. Imagine a different action for each person. Draw them in

your notebook.

10. Now describe your picture in 9 to your partner. (Don’t let him/her see it!) Then

compare your picture with your partner’s!

visit

sit

eat

write

do

sing

wait

arrive

listen

talk

try

feel

speak

Over to you!

7. Read the text below. What is it?

The -ing form of the verb is called present participle. There are some rules to spell the present participle correctly.

To form the present participle of most regular verbs, we add -ing to the base form. Example: work → working, read → reading

To form the present participle of verbs ending in “ ”, we drop the “e” and

add -ing. Example: danc → dancing, solv → solving

To form the present participle of verbs ending in a consonant + +

a consonant, we double the final consonant and add -ing.

Example: sh p → sh pping, st p → st pping

To form the present participle of verbs ending a + “w”, “x” or

“y”, we add -ing. Example: b y → b ying, sh w → sh wing

To check your answers go to Language Reference, Lesson 16, page 238.

What’s the rule?

Going back!

What type of learner are you?

Visual Auditory Kinaesthetic

When you are studying you prefer

Seeing things Listening to things Doing things

What do you usually do when the teacher explains?

Learning to learn

Step 4. A first go!

Work in groups:

Work on your website:What do you need for your web page (a computer, pictures…)?How do you set up your web page?Who is your web page for (audience): children, kids your age, adults? Check your information:Is information interesting for your audience?Is your information clear and organized?Are there any language mistakes?

Our project

The Internet can give you information about what is happening in different

parts of the world (and in space too!) right now. Go to www.cappersmonitor.

com/scores.php to check out real time updates on basketball scores, and to

www.lunaobservers.com to see real time pictures of the moon!

What's new?

Dear Sarah

I am sorry, but it was impossible to write

before. The tournament was very intense

and I had no time!

We are visiting a park right

now. We for the coach

and the bus to go back home. While I

to you,

Tom

on the

phone (I think

with his girlfriend!). Gloria

to catch

a dog (you know she loves them!) and

Amy

ice-

cream. Anna

on the grass. I can’t see what she

, but I think

she

to music

because she too!

The coach and the bus

now, so I have to go. Hope

you

better.

XOXO,

Nancy

1SECU_P6.indd 82-83 7/30/10 3:35:45 PM

106 107

Get it right!

7. Complete the rule:

Over to you!

9. What activities do you love doing? What activities do you dislike?

10. Now use the ideas from 9 to complete your biodata.

Biodata

My name is . I am years old.

I like and I love .

I also enjoy , but I don’t like .

11. Share your biodata with your classmates

8. Look at the following pictures and complete each speech bubble.

Do you like the idea of fi nding friends around the world and seeing what

hobbies they have?

Go to page http://www.friendship-by-mail.com/pen-pal-ezine.html

You need to subscribe to this page. It is very easy. Just fi ll in the blanks

and answer the questions. There is one part where they ask you if you like

having snail mail friends. This is regular mail. We suggest you choose NO.

Room for techies!

Some verbs are followed by a verb with -ing. These are:

Like EnjoyLove DislikeAdore Hate

Example: I like listening to rap music but I hate dancing rap.

We enjoy (play) the guitar and we

like (sing).

All these verbs express


What’s the rule?

Just think!

Do you record new vocabulary words?

Learning to learn

Yes, I make word maps with new vocabulary. Oh, yes! I keep a sectionin my notebook for word lists.Others

Well, I usually forget to record newwords. No, I don’t have a system to record new vocabulary.Others

I really dislike playing video games.

Copy cat!No kidding!

I hate playing video games too!

What is a Wikipedia? A Wikipedia is a free online encyclopedia. The name

comes from the Hawaiian word “wiki” which means “quick” and “pedia”

which means “encyclopedia”. Ward Cunningham, a web project manager,

created the concept of wikipedias.

Words words

words

Step 1. WHAT?

In groups, answer the following questions:What are your favorite hobbies?What hobbies do people your age have?Do you or some of your friends have strange hobbies?Does everybody have a hobby?

Our project

My name’s Sandra. I really enjoy

(recycle) paper.

We love (collect)

airplanes!

Hi! I’m Mary. I adore (build) robots. They’re so cute!

I’m Tim. I love (fi nd)

UFOs.

I like…

I love…I dislike…

I hate…

1SECU_P7.indd 106-107 7/30/10 3:37:07 PM

9. Choose 5 classmates. Imagine a different action for each pperson. Draw them in

your noteboook.

10. Now describe your picture in 9 too yyour partner. (Don’t let hhim/her see it!) The

compare yoour picture with your pparrtner’s!

VVissual Auditoory Kinnaeesthetic

Whenn yyou are studying you preffer

SSeeeing things Listenning to things Doingg things

Whatt ddo you usually do when thhe teacher explains?

The Inteernet can give you infoormmation about what is

parts of the world (and in spacee too!) right now. G

com/scoores.php to check out reeal time updates

www.lunnaobservers.com to seee real time pic

What's nnew?

8. Complete the postcard with the verbs in the box. Use the present continuous tense.

Be careful with your spelling!

visitvisit

sit

eat

write

do

sing

wait

arrive

listen

talk

try

feel

speak

spell

se

and

Going back!

Learning to learn

What tyype ofWhat tyype of learner are learner are you? you?

VVi lVVissual A ditAuditory Ki th tiKinnaeesthetic

Step 4. A first go!

Work in groups:

Work on your website:What do you need for your web page (a computer, pictures…)?How do you set up your web page?Who is your web page for (audience): children, kids your age, adults? Check your information:Is information interesting for your audience?Is your information clear and organized?Are there any language mistakes?

Our project

1SECU_P6.indd 82-83 7/30/10 3:35:45 PM

74 75

6. Complete the table in 5 with the singular or plural forms that are missing. (Be very

careful: some singular forms do not exist!)

7. Look at the table in 5 and think:

Which words do not have a singular form?Why?Is this the same in Spanish?

10. Take turns to describe a person in the room without saying his/her name. Have your

group mates guess who the person is.

Over to you!

9. Complete this e-mail from Nancy to Laura. Substitute the drawings for words.

Get it right!

8. Complete the rule.

Hi again, Laura! Thanks for your list. I’m packing my bag now.

I’m taking my black pants , my

g

and my . I’m not taking my

because they are new and I want to take good

care of them. I think you have my . Please

take them with you, okay?

Nancy

P.S. I’m also taking my and my

basketball . Don’t worry!

To form the plural of most nouns in English, we put an __ at the end of theword. For example:

T-shirt → T-shirts cap → cap sweater → sweaters

Some words in English have no form. We always use aplural verb with those words. For example:

These my jeans. Those my sunglasses.


What’s the rule? You are working on Unit 2 and this is lesson 14!How well are you doing in learning more words?

Excellent Very well

OK More or less

Other:

Think: What is your preferred way of learning new words?Decide: What is the best way to organize new vocabulary?

Learning to learn

Carlee Hoffman was born in Michigan

in 1986. She is a famous Paralympics

wheelchair basketball player. She has loved

basketball since she was a little girl. She

lost her two legs in an accident. Carlee won

a gold medal with the team in Athens and

Beijing. What an example to follow!

What's new?

Step 3. HOW?

In groups:

Find websites where you can create your own web page.Decide which website you prefer.Collect information about the topic you chose:Think about what you know.Think about what you don’t know (but need to find out).Assign roles: decide who does what.

Our project

This person’s sneakers are grey. That’s Jorge!

No, that’s Brenda!

This person’s schoolbag is blue.

This person’s pants are green.

Do you want to play a game with balls? This

is not basketball, it is just fun with balls. If

so, go to www.learn4good.com/games/arcade/

rumble_ball.htm and have a go, you will have

fun!

Room for techies!

1SECU_P5.indd 74-75 7/30/10 3:34:37 PM

gs for words.

w.w.

. I’m not taking my

hey are new and I want to take good

. Please

and my

. Don’t worry!

You are working on Unnit 2 and this is lesHoww well are you doingg in learning more

Excellent

OK

Other:

Thinnk: What is youur preferred waDeccide: What is the best way to o

Learning to learn

Carlee Hoffman was born in

in 1986. She is a famous P

wheelchair basketball playe

basketball since she was a

lost her two legs in an acc

a gold medal with the tea

Beijing. What an example

What's new?

Stepp 3. HOW?

In ggroups:

Find websites wheere Decide which websitCollect informationn aThink about what yyThink about what yyAssign roles: decid

Our project

You are working on Unit 2 and this is lesson 14!How well are you doing in learning more words?

Excellent Very well

OK More or less

Other:

Think: What is your preferred way of learning new words?Decide: What is the best way to organize new vocabulary?

Learning to learn

1SECU_P5.indd 74-75 7/30/10 3:34:37 PM

This is your turn to create an oral or written text to

share it with your class and/or your family. Step by

step, you will be able to develop a project for writing

or speaking in English.

Our project. Projects integrate the language

contents of a unit, with knowledge you may have

from other subjects, and things you learn from other

sources (books, the internet, other people, etc.). They

are a great opportunity for you to show what you have

learned! You will fi nd several Our Project boxes along

each lesson, to guide you in the planning, organization

and development of your projects.

In addition, lessons contain the following boxes at

different points:

Learning to learn. You are invited to think

about the most effective ways of learning English and

organizing your own learning.

Words, Words, Words. These boxes help

you expand your vocabulary and learn about the English

language.

What’s New? These boxes help you expand your

vocabulary and learn about the English language.

create an oral or written text to

Over to you!


10

184 185

Review Uni

t 4

40Lesson

On your marks!

In this lesson you will review what you learned in lessons 31 to 39. Do you remember everything? Let’s see!

1. How fast can you answer these questions?

What is the day after Monday? a)

What is the day between Friday and Sunday? b)

What is the day before Thursday? c)

How many days are there in one week? d)

What day of the week is it today? e)

2. Read the times and circle the correct clock.

Get set!

3. Choose the correct option.

James goes to work a) 7:15. at in on

James plays basketball b) the afternoon. at in on

He never goes to the movies c) weekdays. at in on

4. Use your answers from 3 to help you complete this paragraph about James’ daily

routine. Write the verbs in parentheses ( ) in the correct form.

5. Write the verbs from 4 in the third person singular, in the chart.

Base form + s

example: run → runsBase form + es

example: catch → catchesdrop fi nal “y” + ies

example: study → studies

Do you want to practice vocabulary about daily activities? Go to http://www.playkidsgames.com/member-homepages.php?d=364 and play word search, word scramble and hangman.

Room for techies!

It’s a quarter past eleven It’s half past four It’s ten to six

Twenty past eight Twenty fi ve to two Five to nine

Spelling rules for the third person singular

James Sott’s Daily Routine

the morning James (wake) up six o’clock.

He (get) up, (take) a shower, (get) dressed, and

(eat) breakfast. 7:15 he (leave) for work. He (try)

to get to work before his boss!

At work, James (check) his email and he (reply) to his

messages. the afternoon he (leave) work at fi ve o’clock. He usually

(play) basketball with friends after work. Then he (go) home. James

(get) home 7:00, he (watch) TV and (go)

to bed 10:00.

1SECU_P12.indd 184-185 7/30/10 3:39:16 PM

232 233

DossierGetting ready to present your project

1. Look at this poster about Crazy Horse Monument. Does it have:

a) A catchy title?

b) Photos or illustrations of the monument?

c) A description of the monument?

d) Information of the location of the monument?

e) Map to get to the monument?

f) Anything else?

2. Look at your own project.

Does it contain each of these elements?

4. Write some reflections about your project.

What suggestions do you have to improve your own project?

Good learners can monitor and evaluate their own learning. How do you feel about

your learning in Unit 5?

Project round up

3. Choose one of your classmates’ projects and complete the information:

Name of the monument

Country, City

It’s location (an avenue, park…)

Description of the monument

Who or What the monument honors (a famous person, a national day…)

Writing strategy

Be sure to check your project for errors. Look for:SpellingPunctuation

If you do your work on a computer, you can use the “grammar and spell check” to help you revise your work.

Learning to learn

My attitude 1 2 3 4 5

I’m doing well at using English in class as much as possible.

I cooperate in pair and group work.

I spend time reviewing English after school.I feel positive about my contributions to the lesson.

My learning processes 1 2 3 4 5

I can talk about public places.

I can identify some public placesin a town.

I can locate places in a town or city.

I can give directions to get to a place in a town.I can give information about what you can do in a place.

I can describe places.

I can follow directions to go to a place.

I can write short texts about a town and places.

C r a z y H o r s e M e m o r i a l

Visit Crazy Horse MemorialCrazy Horse Memorial is located in the

Black Hills of South Dakotaon US Highway 16/385

just 17 miles southwest of Mount Rushmore.Regular family admission fees:

$10 - Adults – Under 6-years of age - FREE

Hours of OperationCrazy Horse Memorial’s visitor complex is open from 8 a.m. until 5 p.m. After 5 during the winter season, the mountain viewing area at the parking lot is open until dark, and the mountain is lighted for one hour.The story of Crazy Horse MemorialSculptor Korczak Ziolkowski and Lakota Chief Henry Standing Bear of cially started Crazy Horse Memorial June 3, 1948. The Memorial’s mission is to honor the culture, tradition and living heritage of North American Indians.Crazy Horse Memorial Foundation objective Continuing the progress on the world’s largest mountain sculpture, carving a memorial to the spirit of legendary Lakota leader Crazy Horse and his culture.

MC H

1SECU_P15.indd 232-233 7/30/10 3:40:55 PM

114 115

Get it right!

6. Choose the best option to complete the rules and then complete the examples with

your own ideas.

Over to you!

7. Read Tom’s story for the Sports Writing Competition and then complete the

questions and answers.

a) Tom play football with his friends on Saturdays?

b) they play at the stadium?

c) they have famous names on their shirts?

d) Hugo Sanchez really play on Tom’s team?

e) Tom meet David Beckham?

8. Take turns to ask and answer the questions from 7.

9. How do you think Tom’s story ends? Take turns to ask your partner.

Do you think Tom’s team will win the competition?

I play football every Saturday. I meet my friends at the stadium and we train for an hour. Then we play a match. Each member of the team has the name of a famous footballer on his shirt:I am David Beckham. We like to use these famous names and we call to each other on the eld: “Hey, Pele, pass me the ball!”, “Good shot, Sanchez!” Well, imagine this: One Saturday we are playing our match as usual. There

are only three minutes to go before the match ends and Sanchez has the ball and he is passing it to Pele, but there is a penalty. Now,I (Beckham) am the goal-keeper and everybody is shouting “Beck-ham, Beck-ham…” so I am feeling very nervous. Suddenly, a man comes running out to the goal area and he smiles at me; it is the real David Beckham! He was visiting the stadium and when he heard…

Do you want to play football online? Go and visit this page http://www.freeonlinegames.com/sports-games/play-for-your-club.html, you will have a great time!

Room for techies!

We use the auxiliary Do to form questions with verbs other than Be.For “Yes / No questions” Do comes at the beginning/end of the sentence.For example:

Do you like tennis? Do they ? / Does she ?

We use do/does for “I”, “you”, “we” and “they”. For third person singular (“he”, “she” and “it”) we use do/does.For example:

Does he like tennis? Do we ? / Does ?

We also use Do when we give short/long answers to “Yes / No questions”.For example:

Do you like to swim? Yes, I do. Do they dislike football? No, they . Does she enjoy yoga? No, she doesn’t. Does he love going to matches? Yes, he .

Note: the negative forms don’t and doesn’t are contractions for do not

and does not.


What’s the rule?

Recording vocabulary

What ways do you organize the new words from each lesson?I make lists of the words.I make cards with each word and a picture.I just think about each word and try to memorize them.I translate new words into Spanish and keep them in a notebook.I keep a computer file.Others

Learning to learn

Ginormous

A word that comes from gigantic and enormous. It is used to express when something is extremely big. For example: She loves ginormous sandwiches.

Words words

words

Does Beckham save the goal?

Yes, I think he does.

Do Tom’s team win the

match?

I think…

1SECU_P8.indd 114-115 7/30/10 3:38:16 PM

Do you want to play football online? Go and visit this page http://www.freeonlinegames.com/sports-games/play-for-your-club.html, you will have a great time!

Room for techies!

1SECU_P8.indd 114-115 7/30/10 3:38:16 PM

Room for techies! A techie is a person who is very

knowledgeable or enthusiastic about technology and especially

high technology. Technology isn’t just about web pages. Besides

the Internet, we can use TV, radio, videos, the telephone and

other resources to learn. In this box, complementary activities

are proposed.

This is the last lesson of the unit. It is a sort of an exam

for you to have an idea of how much you have learnt

during the bimester.

To close the unit there is a two-page dossier with the

consolidation/wrap-up of the unit’s project, the unit test

with exercises, activities to monitor language progress

and to develop learning strategies.

* The Introduction Unit follows a slightly differentstructure. Lessons are divided into three shorter

lessons (a, b and c) with fewer exercises thanregular lessons. This Unit does not have

a Review or a Dossier, because these areincluded in Unit 1.

This is the last lesson of the unit It is a sort of an exam

Review

To close the unit there is a two-page dossier with the

Dossier


11

246

Scripts

247

Open the door, Peter.Raise your hand.Stand up, Ana.Please repeat “thirty”.Come in, David.

Track 8, page 19, activity 5

Look at the school schedule. Listen to Mr. Woods and make the necessary corrections.MONICA: Miss Alba, how do you say “underline” in

Spanish?STUDENTS: “Subrayar”!MISS ALBA: That’s right! Underline is…MR. WOODS: Excuse me, Miss Alba. May I come in?MISS ALBA: Of course, Mr. Woods. Please come in.STUDENTS: Good afternoon, Mr. Woods.MR. WOODS: Good afternoon. Please, sit down. MR. WOODS: Listen. We made some changes to your class

schedule. Please note down the corrections, okay? Pay attention!

STUDENTS: Shhhhhhhh!MR. WOODS: Okay, Monday: 2.45 to 3.30, Spanish. Not

English. Is that clear?SONIA: Please repeat, Mr. Woods.MR. WOODS: Monday: 2.45 to 3.30, Spanish. Okay?STUDENTS: Okay! MR. WOODS: Tuesday: 4.15 to 5.00, PE. Not Science. Okay?DAVID: Excuse me, Mr. Woods, what’s the meaning of

PE?MR. WOODS: PE is Physical Education. DAVID: Aaaah! And how do you spell “physical”?MR. WOODS: That’s P-H-Y-S-I-C-A-L, physical.DAVID: Thank you!MR. WOODS: You’re welcome. Now Wednesday: 2.00 to

2.45, English, and 2.45 to 3.30, Math. KAREN: Can you say that again, please?MR. WOODS: Sure. Wednesday: 2.00 to 2.45, English. 2.45

to 3.30, Math. And fi nally, Friday: 4.15 to 5.00, Arts and not English. I repeat, Friday: 4.15 to 5.00, Arts. Okay?

STUDENTS: Okay!MR. WOODS: Thank you, Miss Alba. Goodbye, everyone.STUDENTS: Goodbye, Mr. Woods!PETER: Miss Alba! Miss Alba! Miss Alba! May I go to

the bathroom?MISS ALBA: Yes, Peter, go.


Listen to Mr. Woods. Pay attention to the pronunciation of the days of the week. Underline the stressed syllable in each word. Then answer the questions.SundayMondayTuesdayWednesday

ThursdayFridaySaturday

Unit 1


Listen to Susan talking about herself. Underline the correct phrase to complete the idea.RECORDED ANSWERING MESSAGE: Welcome to “Guess who!” The contest where you show what you know! All our operators are busy right now. Please leave a message after the beep with your name, address, age and phone number. We’ll call you back! Thank you for your interest in “Guess who?”SUSAN: Hello. My name is Sue… well, Susan. My family name is Anderson. I really want to participate in “Guess who?” I love the show! It’s interesting and fun! Oh, I am 40 years old. I am English. I live in London. My phone number is 85 13 00 01. Please call me!


Look at Susan’s written application form. Listen to the conversation and complete the blanks.SUSAN: Hello?CONTEST OFFICE EMPLOYEE: Hello. My name is Edward Smith, and

I’m calling from the TV contest “Guess who?” I’d like to speak with Susan Anderson, please.

SUSAN: Yes. Speaking. CONTEST OFFICE EMPLOYEE: Hi, Susan. I’m calling to verify your

personal information. Is that okay? SUSAN: Sure!CONTEST OFFICE EMPLOYEE: Can you spell your last name for me,

please?SUSAN: Yeah. That’s A – N – D – E – R – S – O – N. CONTEST OFFICE EMPLOYEE: A – N – D – E – R – S – O – N.

Thanks… and your address is thirty fi fteen Park Avenue, right?

SUSAN: No, it’s thirteen fi fty Park Avenue. CONTEST OFFICE EMPLOYEE: Oh, thirteen fi fty. I see! And… how old

are you?SUSAN: I’m 40 years old.CONTEST OFFICE EMPLOYEE: Did you say 14? SUSAN: No, 40! CONTEST OFFICE EMPLOYEE: Oh, sorry about that, Susan. Now tell

me, what do you do? Susan: I am a teacher and a writer, but I don’t write

professionally.CONTEST OFFICE EMPLOYEE: All right. Please tell me about your

interests.SUSAN: I like traveling and writing.CONTEST OFFICE EMPLOYEE: Traveling and writing. Great, Susan!

Well, thanks for your time and for your interest in our contest. Please, send us your application letter as soon as possible.

Introduction


Read and listen. Number the conversations in the order you hear them. Follow the example.Conversation 1SARA’S MOM: Good morning, Sara. It’s time for breakfast!SARA: Good morning, mom!Conversation 2ANA: Hi, Peter! Good to see you!PETER: Hello, Ana! Good to see you too!Conversation 3MISS ALBA: Good afternoon, Mr. Woods.MR. WOODS: Good afternoon, Miss Alba.Conversation 4Mrs. Wilson: Good evening, Mr. Ford.Mr. Ford: Good evening, Mrs. Wilson.Conversation 5DAVID: See you tomorrow, Miss Alba.MISS ALBA: Bye, bye, David!Conversation 6Patrick’s dad: Good night, Patrick.PATRICK: Good night, dad!


Listen and read. Complete the conversations.Conversation 1Sonia: Hi. What’s your name?Rosy: I’m Rosy. And you?Sonia: I’m Sonia.Conversation 2DAVID: Hello, Karen. How are you?KAREN: Fine, thank you. And you?DAVID: Fine, thanks.Conversation 3Tony: Hello. I’m Tony.Amanda: Hi, Tony. I’m Amanda.Conversation 4MR. WOODS: Good morning, Miss Alba. This is Miss

Johnson, the supervisor.MISS ALBA: Pleased to meet you. MISS JOHNSON: How do you do?


Listen. What is Miss Alba doing?MISS ALBA: Good afternoon, everybody. How are you

today? STUDENTS: Fine, thank you, and you?MISS ALBA: I’m fi ne, thanks. Let me call the roll. Karen?KAREN: Present!MISS ALBA: Lauren? … Is Lauren here?KAREN: No, she is absent.MISS ALBA: OK… David?DAVID: Here.MISS ALBA: Monica?

MONICA: Present, Miss Alba.MISS ALBA: Peter?PETER: Here!MISS ALBA: Ana?MISS ALBA: Present.MISS ALBA: Fred?... Fred?DAVID: He is not here, teacher.MISS ALBA: Thanks, David. Sonia?


Listen to Miss Alba and her class. What’s the date?MISS ALBA: OK, everyone. Let’s begin our class. What day

is it today?ANA: Today is August the 21st!MISS ALBA: That’s right. Today is August the 21st. Thanks,

Ana.ANA: And it’s my birthday!MISS ALBA: Oh! Happy birthday, Ana!STUDENTS: Happy birthday, to you! Happy birthday to you!MISS ALBA: Okay, okay… Let’s make a birthday list! Karen,

When’s your birthday?


Listen to the rest of the conversation. Write the missing names of the students next to their birthday.MISS ALBA: OK, OK… Let’s make a birthday list! Karen,

when’s your birthday?KAREN: It’s on January the 28th!MISS ALBA: George, when’s your birthday?GEORGE: It’s on October the 4th!MISS ALBA: David?DAVID: It’s on April the 13th!MISS ALBA: Pam?PAM: It’s on November the 17th!MISS ALBA: Monica?MONICA: It’s on June the 5th!MISS ALBA: Josh?JOSH: It’s on July the 1st!MISS ALBA: Sylvia?SYLVIA: It’s on February the 22nd!MISS ALBA: Peter?PETER: It’s on March the 3rd!MISS ALBA: Sonia?SONIA: It’s on May the 16th!MISS ALBA: Patrick?PATRICK: It’s on September 9th!PETER: And yours, Miss Alba?MISS ALBA: Oh! It’s on December the 26th!


Listen to Miss Alba. Match her instructions to the actions. Follow the example:Please go to your seat, Tom.Close your book, Sara.Sit down, boys.Open your book, Sylvia.

1SECU_P16.indd 246-247 7/30/10 3:41:41 PM

238

Language Reference

239

Personal pronouns Possessive adjective

I my

You your

He his

She her

It its

We our

You your

They their

Lesson 18

Prepositions of place

Prepositions are short words or groups of words that establish relations between different elements of a sentence.

Prepositions can indicate time. For example: See you at 8! My birthday is in October.Prepositions can indicate the location of objects or people. For example: The ball is...

in on under above behind next to

…the basket.

Lesson 19

The use of “and”, commas and periods

We use and to join similar ideas or add more points. For example: She is wearing a red dress and sandals.We use commas to connect words and word groups with a series of three or more. For example: I have books, notebooks, pencils, colors and a ruler in my backpack.We use a period at the end of a complete sentence that is a statement. For example: She is my friend Alice.

We form questions in the present continuous like this:

Wh- word

(what, who)+

Verb “to be”

(am, is, are)+

Subject

(except with

who)

+Main verb with

-ing+ ?

What are you doing ?

Who is speaking ?

Where are they playing ?

We can use contractions in the present continuous. For example: She is dancing. → She’s dancing. I am reading. → I’m reading. What is happening? → What’s happening? They are studying. → They’re studying.

Lesson 16

Spelling rules to make the present participle

The -ing form of a verb is called present participle. There are some rules to spell the present participle of verbs correctly:

Most verbs

(regular)

Verbs ending

in “e”

Verbs ending

in consonant

+ vowel +

consonant

Verbs ending in

a vowel + “w”,

“x” or “y”

Rule We add –ingWe drop the e and add –ing

We double the last consonant and add –ing

We add –ing

ExamplesFeel → feelingDo → doing

Solve → solving Write → writing

Sit → sitting Shop →

shopping

Buy → buyingPlay → playing

Lesson 17

Possessive adjectives

Remember: When we want to show that something belongs to somebody we usually add ’s. For example: Michael’s parents are James and Deloris P. Michael’s brothers are Larry and James. Michael’s sisters are Deloris and Roslyn.We can also use possessive adjectives to avoid repeating the word with ’s. For example: Michael’s parents are James and Deloris P. His brothers are Larry and James. His sisters are Deloris and Roslyn.In English, there is a possessive adjective for each personal pronoun:

1SECU_P15.indd 238-239 7/30/10 3:40:20 PM

254

Scripts

255

or the Cathedral. Be back on the bus in twenty minutes please.


Listen to this description of Rio Grande and complete the sentences.This is Rio Grande, a very nice town you should visit one day. There is a beautiful old church on the main road, Hidalgo Street. Across from the church there is an interesting museum. Next to the museum there is a delicious and inexpensive restaurant, where you can eat traditional Mexican dishes. The theater in Rio Grande is near the church, on the corner of Liberty Street and Independence Street, and it is very impressive. And between the theater and the bus station there is a fantastic shopping mall where you can fi nd all the latest fashions. There are also some good places to eat in the mall. As you can see, Rio Grande is a great place to visit.


Maggie wants to buy something to her grandmother. What kind of store does she want? Listen and check ( ) the correct picture.MAGGIE: Excuse me. Can you help me? Where can I

buy a present for my grandmother?HOTEL RECEPTIONIST: There’s a great gift store on Main Street.MAGGIE: How can I get to the gift store from here?HOTEL RECEPTIONIST: OK. First, go down this street for 3 blocks.

Then, turn right at the traffi c light. After that, go straight on Broadway Street until you get to the movies. When you get to the park, turn left. Then, stay on Highland Avenue for about two blocks. It’s on your left, next to the Community Theater. You can’t miss it!

MAGGIE: Thank you very much.


Listen to these tourists. Where do you want to go? Match the conversations to the places on the map.Conversation 1TOURIST 1: Excuse me, where can I buy a stamp?CONCIERGE: You can buy stamps at the Post Offi ce,

ma’am.TOURIST 1: And where’s the Post Offi ce?CONCIERGE: It’s on First Avenue, across from the

Drugstore.TOURIST 1: On First Avenue opposite the Drugstore.

Thanks.CONCIERGE: Have a good day, ma’am.Conversation 2TOURIST 2: Excuse me, is there a movie theater near

here?LIBRARIAN: Yes, there is. There’s a movie theater on the

corner of First Avenue and Main Street.

TOURIST 2: How can I get to First Avenue?LIBRARIAN: Walk along Center Street, go past the Bank

and then turn right into Main Street. First Avenue is the next block. You can’t miss it.

TOURIST 2: Thanks for your help.Conversation 3TOURIST 3: Excuse me, where can I fi nd a phone card?LADY: You can try the Drugstore. It’s on First Avenue,

in front of the Post Offi ce.TOURIST 3: Great, thanks.Conversation 4TOURIST 4: Excuse me, is there a supermarket near here?MAN: Yes, there is. There’s a supermarket on Third

Avenue. I think it’s between Main Street and State Street. It’s big so you can’t miss it.

TOURIST 4: On third Avenue. Thank you, very much.


Now listen to the intonation in these questions from the dialogues and circle the answer.Does the intonation go up or down in this group of questions?Group A—Excuse me, where can I buy a stamp?—And where’s the Post Offi ce?—How can I get to First Avenue?—Excuse me, where can I fi nd a phone card?—Does the intonation go up or down in these questions? Group B.—Excuse me, is there a movie theater near here?—Excuse me, is there a supermarket near here?


Listen to these directions to the school. Number the order of the sentences and complete the spaces with the sequencing words.First, walk down Ocean Boulevard for three blocks. When you get to the supermarket, turn left. After that, go straight ahead until you get to the park. Then, cross the park. The school is opposite the park. You can’t miss it.

References

SUGGESTED BIBLIOGRAPHY FOR STUDENTS

Basset, J. (2002), One-way Ticket: Short Stories. Biblioteca Escolar, Mexico, SEP.

Chapin, P. (2001), A Rock Concert for India. Readers for Teens. Cambridge, Cambridge University Press.

Pugni, J. (2008), ESL Beginner with Vocabulary Builder & Vocabulary Enhancer. New Jersey, Research & Education Association.

Ruse, C. (1991), Oxford ESL Dictionary for Students of American English. New York, Oxford University Press.

Wilde, O. (2002), The Canterville Ghost and other Stories. Biblioteca Escolar, Mexico, SEP.

Yep, L. (2005), Hiroshima. Biblioteca Escolar, Mexico, SEP.

WEB SITES

http://dictionary.reference.com/

http://learnenglish.britishcouncil.org/

http://mx.kalipedia.com/

http://speaking24.com

http://www.beginnersenglishdictionary.com/

http://www.holidays.net/

http://www.englishclub.com/

http://www.englishpage.com/

1SECU_P16.indd 254-255 7/30/10 3:42:29 PM

In addition, you book contains three extra sections to support

your learning:

The book offers you a two-page language reference to point

out the grammar in a more traditional way, with concise

explanations of the most important topics.

This section contains all of the texts you can hear on the

CD. Thus, you will be able to read the dialogues of the

lesson while you listen to them.

Here you will fi nd some suggestions to enjoy reading

and to look for information you may need along your

English lessons.

Read

Listen

Write

Track

1 CD

Speak

Think

Pairwork

Groupwork

Language Reference

ntThe book offers you a two page language reference to poin

Language reference

This section contains all of the texts you can hear on thee

Scripts

Here you will find some suggestions to enjoy reading

References

Read

Icons


121212

Classroom Language


131313

Before you begin with the lessons of this unit,

read the title of the unit and go to the Picture

Dictionary, on pages 256 and 257, and learn

vocabulary related to it.

Knowing how to greet different people is a polite way to communicate.

Introduction

Unit purpose

To provide you with some basic classroom language that will enable you to communicate in English at all times during your foreign language class.

Social practices

In this unit you will focus on:

Establishing and maintaining social contacts. Carrying out certain transactions.

Functions

In this unit you will learn how to:

Greet people and respond to greetings. Communicate in the classroom. Maintain communication in or out of

the classroom.


14

In

trod

ucti

on Lesson

1a What’s Your Name?Tr

ack

2

3

9:00 am 8:00 pm5:00 pm

Find out!

1. Match each picture to the time of day.

eveningmorningnightafternoon

2. Read and listen. Number the conversations in the order you hear them.

Follow the example.

1

Hi, Peter! Good to see you!

Good night, dad!

See you tomorrow, Miss Alba.

Good morning, Sara. It’s time for

breakfast!

Pleased to meet you.

. I’m Tony.

, Karen. How are you?

Hello, Ana! Good to see you

Good night, Patrick.

Goodbye, David!Good evening, Mrs. Wilson.

Good morning, mom!

Good afternoon, Miss Alba.

What’s your name?

, Miss Alba. This is Miss Johnson,

the supervisor.

Good afternoon, Mr. Woods.

Good evening, Mr.

3. Now listen, read and complete the conversations.

I’m Sonia.

Fine, thanks.

How do you do?I’m Rosy.

And you?

Fine, thank you. And you?

, Tony. I’m Amanda.


15

a) writing on the boardb) calling the rollc) checking homework

Lesson 1b. Present!

Find out!

1. Look at the pictures. What is the teacher doing?

Look back!

4. Go back to exercises 2 and 3. Read the conversations, find the following words and write them in your

notebook. Follow the example.

During daytime we say: a, , , , , . During nighttime we say: c, , , , , .

To check your answers, go to Language Reference, Lesson1, page 234.

Get it right!

5. Complete the statements with the expressions in the box. Follow the example.

What’s the rule?

a) Good morning b) Good afternoon c) Good evening d) Good night

e) Hi f) Hello g) See you tomorrow h) Goodbye

Over to you!

6. Practice reading the conversations in pairs. Then practice using your own information.

7. Work in pairs. Practice greeting your partner in the different situations that appear

in the box on the right. Use the conversations in 2 and 3 to help you.

a) 3 ways of saying “hello”: Hello

b) 3 ways of saying “goodbye”c) 2 ways of asking someone’s name

d) 1 way of saying your namee) 2 ways of answering to “How are you?”f) 2 formal expressions used when you meet someone

Situation 1

You see your best friend at school.

Situation 2

You are a student’sfather/mother. You meet the school

director.

Situation 3

You see a new student in the

classroom.

Situation 4

You say goodbye to your teacher.


16

4

New Hampstead High School

Teacher: Miss Joanna Alba English – Year 1A21/08

Arnold, Karen ✔

Benson, Lauren

Cane, David

Edwards, Monica

Greene, Peter

Joy, Ana

Lewis, Fred

Reynolds, Sonia

When the teacher calls the roll, you say:

“present” or “ ” when you are in the classroom.

he/she is “ ” or he/she is “not here” when a person is not in

the classroom.


2. Now listen and complete…

Look back!

3. Read the conversation. Underline the phrases used to say that someone is in the

classroom. Circle the phrases used to say that someone is not in the classroom.

Get it right!

4. Complete the rule. Use words from exercise 3.

Over to you!

5. In groups, practice reading the dialogue in exercise 3.

6. Now practice calling the roll with your own classmates.

MISS ALBA: Good afternoon, everybody. How are you today? STUDENTS: Fine, thank you, and you?MISS ALBA: I’m fi ne, thanks. Let me call the

roll. Karen?KAREN: Present!MISS ALBA: Lauren? … Is Lauren here?KAREN: No, she is absent.MISS ALBA: Ok… David?DAVID: Here!

MISS ALBA: Monica?MONICA: Present, Miss Alba.MISS ALBA: Peter?PETER: Here!MISS ALBA: Ana?ANA: Present.MISS ALBA: Fred?... Fred?DAVID: He is not here,

teacher.MISS ALBA: Thanks, David. Sonia?

What’s the rule?


Ana María Prudencio BilbaoMaría Teresa Reyes Gutiérrez


Ana M

Engl

ish

for Y

ou! 1

refl ection on language contraction places leisure present simple

cons

onan

t not

ice

e-m

ail

auxi

liary

ver

bpr

esen

t pa

rtic

iple

pre

posi

tion

publ

ic s

igns

dem

onst

rativ

e pr

onou

n da

te

conversation hobbies imperative greetings indefi nite article advertisement

directions personal identifi cation infi nitive description

main verb present continuous direct object apostrophe

nttt

Learning English gives students the opportunity to participate in diverse social practices of the language in and out of school. To achieve that,

students need to be exposed to a variety of individual and group experiences that involve

different ways of reading and interpreting texts; refl ection on regularities, irregularities and

particularities of the language; guided support for the productions of texts for different

purposes; as well as the participation in oral exchanges such as conversations, transactions

and presentations.

This book provides strategies for effective language learning with designed lessons that cover the functions of the language

presented in sequenced activities. Students and teachers will fi nd a solid groundwork

for language learning.

Englishfor You!

Ingles 1 cs4 VL.indd 1Ingles 1 cs4 VL.indd 1 5/3/11 10:42 AM5/3/11 10:42 AM

Libro Ingles 1º_ Santillana

Documents

Transcript of Libro Ingles 1º_ Santillana