Inglés I

English
Inglés
Versión de evaluación 23/04/12

Telesecundaria
1er grado
Ingles Unid 1.indd 1 19/04/12 18:13

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-pedagógica Servicios editoriales

Dirección de Desarrollo e Innovación de Materiales Educativos, Chanti Editores

dgme/sep
Ilustración
María Cristina Martínez Mercado, Alexis González Dulzaides, A corazón abierto, Richard Zela, Bana Fernández, Julieta Gutiérrez,
Adriana Rojas Lima Beatriz Martínez, Elvia Leticia Gómez Rodríguez, Agustín Azuela de la
Cueva
Autores
Jezabel Barrera Fuentes, Claudia Yvette Gómez Martínez Cuidado editorial
Chanti Editores, Arlette de Alba, Hugo Ibáñez
Revisión técnico-pedagógica Diseño y diagramación
Yuliemy Carmona Rivas Agustín Azuela de la Cueva
Coordinación editorial
Dirección Editorial dgme/sep
Alejandro Portilla de Buen, Olga Correa Inostroza
Cuidado editorial
Lizbeth Zavala Mondragón
Producción editorial
Martín 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 México
D istribución gratuita -P rohibida su venta
TS-INGLES-1-LEGAL.indd 2 25/04/12 14:43

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 iconográficas 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 confluyen numerosas acciones de colaboración

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

This is your book
This material was created with the aim to According to the previous points, the book units
facilitate your learning at a basic level with a are developed as follows:
communicative approach, with reference on the
2006 Foreign Language English Syllabus. a) Purpose. It briefly describes what it is

meant to be learned through the lesson
The lessons are designed to aid your personal
development.
development and integration to society through
interaction and exchange of experiences with b) Content. The topic, individual and group
others. This is fulfilled through oral and written exercises, pictures, readings and practice
texts production and interpretation, with the aim suggestions are developed according to
to create, discover and explore the world around the topic.
us, building up your knowledge.
The expected learning aim is that you obtain c) Self-evaluation. This section is divided in
the necessary knowledge to participate in some two parts:
social practices of language, that is, through the
interpretation of oral and written texts. • Drills that will help you see how much
The applied teaching methodology in this text you learned from previous topics.
consists of three stages that correspond to the
• A series of questions to self-evaluate your
2006 Syllabus:
learning in the English lessons.
1 Text. The process starts with the exposition d) Support material. They are didactic
of an oral or written text. materials related to the topics of the
2 Reflection on language. This segment leads unit, and that may help to reinforce your
you to reflective observation, that is, it helps you learning.
deduce how English language works.
e) Bibliography. It is the list of materials
3 Use of language. It consists in making you checked to make this book, which can help
use language through tasks (oral or written as a teaching aid if thorough learning is
production) that show the expected learning. pursued.

Conoce tu libro
El presente material fue creado con el fin de facilitar De acuerdo con lo anterior, las unidades del libro se
la conducción de tu aprendizaje en un nivel básico y desarrollan de la siguiente manera:
con fines comunicativos, según el Plan y Programa de
Estudio 2006 de la Lengua Extranjera Inglesa. a) Propósito. Describe brevemente el aprendizaje
que se quiere conseguir con el desarrollo de la

Las lecciones están diseñadas de forma que
permitan tu desarrollo personal e integración a la lección.
sociedad, mediante la interacción y el intercambio de b) Contenido. En esta parte se desglosan los
experiencias con los demás. Esto se logra a través temas, ejercicios individuales y de grupo,
de la producción e interpretación de textos orales y ilustraciones y lecturas, y sugerencias de
escritos, para crear, descubrir y explorar el mundo prácticas de acuerdo con la temática abordada.
que nos rodea, construyendo de esa manera tu
aprendizaje. c) Autoevaluación. Esta sección se divide en dos
El propósito de estudiar la lengua extranjera partes:
es obtener los conocimientos para participar en
• Ejercicios que te ayudarán a ver cuánto
algunas prácticas sociales del lenguaje, a través de la
aprendiste de los temas vistos con
interpretación de textos orales y escritos.
La metodología de enseñanza que se aplica en anterioridad.
este texto consta de tres etapas que corresponden al • Una serie de preguntas para poder
Programa de Estudio 2006: autoevaluar tu aprendizaje en las lecciones
de inglés.
1 Texto. El proceso comienza con la exposición de
un texto oral o escrito. d) Material de apoyo. Aquí encontrarás materiales
didácticos que tienen relación con los temas de
2 Reflexión sobre la lengua. Esta parte te conduce la unidad y que pueden servir para reforzar los
a la observación reflexiva, es decir, a que aprendizajes.
deduzcas cómo funciona la lengua inglesa.
e) Bibliografía. Es la lista del material revisado
3 Uso de la lengua. Consiste en que uses el para la elaboración de este libro, que puede
lenguaje a través de tareas (de producción oral o servir de apoyo a la práctica docente si se
escrita) que reflejen los aprendizajes esperados. desea profundizar en el conocimiento de las
temáticas.

Contents • Contenido
Introduction • Introducción 7 Unit 4 • Unidad 4 141

Classroom Language • Daily Life • Vida diaria
Expresiones en el salón de clases
Sequence 1 • Secuencia 1 141

Sequence 1 • Secuencia 1 7 Sequence 2 • Secuencia 2 155
Unit 1 • Unidad 1 21 Sequence 4 • Secuencia 4 179
Personal identification • Identificación personal Sequence 5 • Secuencia 5 189
Unit 5 • Unidad 5 201
Unit 2 • Unidad 2 55 Places and buildings • Lugares y edificios
Action in Progress • Acciones en progreso Sequence 1 • Secuencia 1 201
Answer key • Hoja de respuestas 239
Unit 3 • Unidad 3 101
Bibliography • Bibliografía 253
Hobbies, Leisure and Sports •
Pasatiempos, tiempo libre y deporte Families Sheet • Hoja para las familias 255


Introduction
Introducción
Classroom Language
Expresiones en

el salón de clases
Purpose • Propósito
Sequence 1
The purpose of this unit is to Secuencia 1
provide students with some basic
classroom language expressions that In this sequence you will learn to:
will enable them to communicate
En esta secuencia aprenderás a:
in English all the time during their
foreign language lessons. • Recognize expressions to
say hello and goodbye.
El propósito de esta unidad es
proporcionar a los estudiantes algunas Reconocer expresiones para
expresiones básicas usadas dentro saludar y despedirse.
del salón de clases que les permitirán
comunicarse en inglés durante las
• Spell words.
lecciones del idioma extranjero. 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 significado o
la traducción de palabras.
• Ask for permission.

Pedir permiso.
7

Hello!
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.

1 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.
2 Pedro: Hi, my name is Pedro.

Okan: Hello, Pedro. I am Okan. How are you?
Pedro: Very well, thank you. What about you?
Okan: I’m fine, thanks.
Pedro: Nice to meet you, Okan.
3 Bus driver: Have a nice day, guys!

Pedro: Bye, Paul!
Students: Goodbye!
Bus driver: See you in the afternoon! Take care. Bye-bye.
2 Write the time of the day that each picture shows.

Escribe el momento del día que muestra cada imagen.

3 Look at the pictures and complete the dialogues.
Observa las imágenes y completa los diálogos.

1 2
Ema: , my name is Ema. Memo: Good , Mr. Gomez.
Paco: , Ema. Paco. Mr. Gomez: morning, Memo.
Ema: How you? are you?
Paco: I’m fine, . 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
6 Complete the chart.
Completa la tabla.
present it to the class. Regards Time Spanish

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

How do
Lesson 2 you spell it?
You will identify the English alphabet letters in order to spell words correctly.
Identificarán las letras del alfabeto inglés para deletrear correctamente las palabras.
Think
Can you think of some objects you need for class?
¿Puedes pensar en algunos objetos que necesitas para la clase?

Read Think
1 Read the dialogue. Fill in the blanks

with the words in the box.
Lee el diálogo. Completa los espacios en
2 Look at the words in red in the
previous dialogue and use them
to complete these sentences.
blanco con las palabras del cuadro. Lee en el diálogo anterior las palabras en rojo y
úsalas para completar las siguientes oraciones.
eight twenty You answer or
when you are in the class.
Teacher: Good morning, class. I’m going
You answer when somebody is
to take attendance.
not in the class.
Number one, Alvarez.
Alvarez: Present. What is the question used to ask to spell?
Teacher: Number two, Bonilla. ¿Qué pregunta se utiliza para pedir que deletreen?
Bonilla: Here.
Teacher: Number , 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.
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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
My name is Juanita.
Write What’s your name?
What’s yyour last name?
4 Create a classroom directory.

rectory.
Ask three partners for their
ir
full name, to spell their
It’s Alvarado.
A-L-V-A-R-A-D-O
How do you spell it?
name or last name, and d take

mplee.
notes. Follow the example.
Crea un directorio del salón
lón
de clases. Pregúntale a tress
compañeros su nombre
completo, pídeles que
deletreen su nombre o
su apellido, y toma nota..
Sigue el ejemplo.
First name Middle name Last name
11
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How old
Lesson 3 are you?
You will identify the English writing of numbers in order to express age.
Identificarán la escritura de los números en inglés para expresar la edad.
Think
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 Think
2 Say the numbers

from 1 to 100.
Di los números en
3 Answer the questions.
Responde las preguntas.
inglés del 1 al 100. 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.
12
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Write
4 Answer the following questions about yourself. Write the numbers with letters.
Contesta las siguientes preguntas que se refieren a ti. Escribe los números con letra.
How old are you? I am years old.
How old is your teacher? He/she is years old.
How old is your best friend? He/she is years old.
How old is your mother? She is years old.
How old is your father? He is years old.
Speak and write
5 Ask your classmate the questions above and write his/her answers. Write the numbers with letters.
Haz las preguntas del ejercicio anterior a tu compañero o compañera
y anota sus respuestas. Escribe los números con letra.
Example: How old is your mother?

She’s thirty-five years old.
Partner’s name:
Age:
Teacher’s age:
Best friend’s age:
Mother’s age:
Father’s age:
13
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Sit
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 Think and write
1 Read the sentences

Lee las oraciones. 2 Look at the images and match them (1, 2, 3)
with the sentences in exercise 1.
Observa las imágenes y escribe sobre
1 I’m sorry, I’m late. May I las líneas el número de oración
come in? del ejercicio 1 que les corresponda.
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
4 Write the right answer.
Escribe la respuesta correcta.
profesora a los estudiantes?

Commands always start with a .
a) verb
b) noun
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Write
5 Fill in the blanks with the letter that matches each picture.
Escribe sobre las líneas la letra que corresponda
res
espo
p nd
po da a ca
cada iimagen.
cada mage
ma g n.
ge n
a b c
Close the door.
Please, stand up.
Sit down.
Be quiet.
May I come in?

d e f
Open the window.
Speak
6 Work in pairs. Student A will command student B according to

the images. Then, switch roles. Look at the example.
Trabajen en parejas. El estudiante A le dará órdenes según las imágenes al estudiante B
para que las ejecute. Después, cambien papeles. Observa el ejemplo.
Ejemplo:
Point.
Student A: Read a book. Write. Highlight.
Draw.
15
Circle. Listen to it.
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When is
Lesson 5 your birthday?
You will identify the months of the year and the days of the
he week in order to express dates.
Identificarán los meses del año y los días de la semana para expresar
xpresar fechas.
fecha
cha
hass.
s.
Think
When is your birthday?
¿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
Wednesday
Wednesday
Wednesday
Wednesday
Thursday
Thursday
Thursday
Thursday
Saturday
Saturday
Saturday
Saturday
Monday
Monday
Monday
Monday
Tuesday
Tuesday
Tuesday
Tuesday
Sunday
Sunday
Sunday
Sunday
Friday
Friday
Friday
Friday
January March
Ma
arch
h
31 days 28 days 31 d
days
ays
ay 0 days
30 day
ay
ys
(29
((29 every
e y ffour
ever our years)
ur years
ear )
JJune
Ju
un
ne
e Augustt
A
31 days 30
0 da
d
days
ays 31
31 days
day
ays 31
1ddays
ays
ay
September
mber December
Dece
Decemb
mber
err
30 days 31 days
day
ys 30
0ddays
ays
ay 31
31ddays
ays
ay
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Write
2 Complete the information.

Completa la información. 3 Read the dialogues and complete the chart.
Lee los diálogos y completa el cuadro.
Example: 1 Alessandra: Cesar, when is your birthday?

St. Valentine’s Day is on February 14 . th Cesar: It’s on April 2nd.
Labour Day is on . 2 Alessandra: Susan, when is your birthday?

Flag Day is on . Susan: It’s on June 19th.
Spring starts on . 3 Alessandra: Pamela, when is your birthday?
Children’s Day is on . Pamela: It’s on March 21st.
Mother’s Day is on .
4 Alessandra: Joe, when is your birthday?
Columbus Day is on .
Joe: It’s on November 23rd.
Christmas is on .
My Birthday Calendar
Think Susan Joe Cesar Pamela
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. 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
st nd
a) ordinal numbers (1 , 2 , 3 , 4 , …) rd th
días de la semana. Escríbelos sobre las líneas.
b) cardinal numbers (1, 2, 3, 4, …)
Sun n/y/S/d/u/a
3 Months of the year start with . Mon o/n/d/M/a/y
Tues s /T / a / u / d / e / y
a) small letter b) capital letter Wed d/e/W/n/a/s/d/y/e
Thurs d/y/h/T/a/r/u/s
y/d/a/r/F/i
5
Fri
Look at the calendar below. Use the ordinal
Sat t/r/a/y/a/S/u/d
numbers (1st, 2nd, etc.) to complete it.
Observa el calendario. Complétalo con
los números ordinales: (1st, 2nd, etc.).
Sun Mon Tue

Oct 20___
Wed Thurs Fri Sat
7 Choose your favorite people and write
their birthdays on a calendar.
Escribe en un calendario los cumpleaños
1st 2nd 3rd 4th 5th 6th
de tus personas favoritas.
7th 8th
21st 22nd
28th 29th
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What does
Lesson 6 sharpener mean?
You will identify expressions to ask for the meaning of words.
Identificarán expresiones para preguntar el significado de palabras.
Think and speak

How can you learn the meaning of new words?
¿Cómo puedes aprender el significado de palabras nuevas?
Read
1 Read the dialogue.

Lee el siguiente diálogo.
Miss Suarez: Good morning, Juan. Lucia: And, what is the meaning of
Juan: Good morning, Miss Suarez. scissors?
This is my mother. She wants Miss Suarez: It is a cutting instrument with
to know the list of items for two blades whose cutting
the class. edges slide past each other.
Miss Suarez: Of course. The students will
need a dictionary, a notebook,
a sharpener, an eraser, a pen,
a pencil, scissors, glue and
colors. Juan, please copy the
list on the blackboard.
Juan’s mother: Thank you, Miss Suarez.
Goodbye.
Miss Suarez: ng thee
Have you finished copying
information?
Students: Yes.
Juan: Excuse me, what is the
meaning of sharpener?
Miss Suarez: It is the object used to m
make
akee
pencils pointy.
18
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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

oom objec
Cruza con una línea las palabras que no son
objetos del salón de clase.
n
objects.
cts.
For example:
six pen scissors
sorss
blackboard morning notebook
eboo
ok
pencil case chair house
use
four schoolbag desk
k
6
4 Lookk aatt th
the
h pi
picture
icture
t and
d wri
write
it th
ite the
h nu
to match the objects with the words.
numbers
mbers
mb
b iinn tthe
he ci
he circles
ircl
Observa la imagen y escribe los números en los círculos

cles
l
1 5 para relacionar los objetos con las palabras.

2
3 board desk notebook
schoolbag pencil pencil case
4
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?
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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 official website and learn how to use greetings http://www.bbc.co.uk/worldservice/learningenglish/
and farewells. grammar/learnit/learnitv52.shtml
Visit the BBC official website and learn how to spell words. http://www.bbc.co.uk/worldservice/learningenglish/
grammar/pron/features/spelling/
http://www.bbc.co.uk/worldservice/learningenglish/
grammar/pron/sounds/
Visit the BBC official website and learn the language used http://www.bbc.co.uk/worldservice/learningenglish/
to communicate in the classroom. radio/specials/142_requests_offers/page2.shtml
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Unit 1
Unidad 1
Sequence 1
Secuencia 1
In sequence 1 you will learn to:
Personal En la secuencia 1 aprenderás a:
identification • Indicate near or far objects

using the words this or that.
Identificación

Señalar objetos cercanos o lejanos
personal utilizando las palabras this (esto,
ésta, éste) y that (eso, ésa, ése).
• Use the verb to be (am, is, are) in

Purpose • Propósito affirmative, negative or interrogative
sentences to give personal information.
The purpose of this unit is to
Utilizar el verbo to be (am, is, are) en
enable students to introduce
enunciados afirmativos, negativos o
themselves and others, and to interrogativos para dar información
exchange personal details. personal.
El propósito de esta unidad es
capacitar a los estudiantes para • Talk about your family using
presentarse a sí mismos y a otros, possessive adjectives, that is:
e intercambiar detalles personales. my, your, his, her, its, our, their.
Hablar sobre tu familia usando adjetivos
posesivos: my, your, his, her, its, our, their.
• Give your/others’ personal information

such as age, address, phone number,
e-mail, origin, profession, and so forth.
Dar datos personales tuyos o de otras
personas, tales como edad, dirección,
teléfono, correo electrónico, lugar de
procedencia, profesión, etcétera.
• Describe your hometown using

descriptive adjectives.
Describir el lugar donde vives
utilizando adjetivos calificativos.
• Use cognates to facilitate

comprehension of texts.
Usar cognados para facilitar la
comprensión de textos.
21
Ingles Unid 1.indd 21 19/04/12 18:14

At a
Lesson 7 party
You will identify the use of this/that in order to express the physical proximity
or distance in a singular form.
Identificarán el uso de las palabras this/that para expresar cercanía o lejanía física en forma singular.
Think Read and think
1 Answer the following

question. 2 Read the dialogue. Put its parts in the correct order.
Lee el diálogo. Coloca sus partes en el orden correcto.

Responde la siguiente
pregunta.
a Marcos: Nice to meet you, too.
What expressions do we Hugo: Nice to meet you, too.
use for greetings?
b Carolina: Look, that is my friend Lucia.

Lucia! Come, please.
Lucia, this is Hugo and this is Marcos.
Lucia: Nice to meet you.
c Carolina: Hello! My name is Carolina. What is your name?

Marcos: Hi! I am Marcos and this is my friend Hugo.
Hugo: Nice to meet you.
Write
3 Look at the pictures. Write the conversations in exercise 2 in the correct space.
Observa las imágenes.
g Escribe las conversaciones
converrsa
saci
cion
cio es
on e dell e
ejercicio
jerccic
jerc
je icio
cio 2 en el espacio
o correcto.
22
Ingles Unid 1.indd 22 19/04/12 18:14

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

a L ook
k M
Look, ariia!! Th
Maria! That iiss my broth
herr
brother.
This / That
b This is my friend Jorge.
Write
2
5 Write this or that.
Escribe this o that.
1
1 Look! Susana, is myy ssister.
iste
is ter.
r.
2 I live in yellow house. 3

3 is my schoolbag.
23
23
Ingles Unid 1.indd 23 19/04/12 18:14

Her name
Lesson 8 is Azucena
You will identify the use of possessive
ssive adjectives in order to talk about your family.
Identificarán el uso de los adjetivos posesivos
posessivos para hablar acerca de su familia.
Think
What words do we use in Spanish to talk about
ut
our or other people’s possessions?

¿Qué palabras utilizamos en español para hablar
sobre las cosas que poseemos o poseen los demás?s??
Read and think
1 Read the text.

Lee el texto.
Good morning. My name is Ruben. I want to talk alk

al
lk ab
about
bou
out my
my ffamily.
am
mil
i ly T
ily This
hiis
h is is
is m
myy mo
m
mother,
ther
th
her
er her n
name
ame
am
me is
Azucena, and this is my father, his name is Fernando. He is a teacher. I have two brothers, their names
are Joaquin and Jorge. I have one sister, her name is Sofia. My brothers and I play soccer every Sunday
in a team called Los Rayos. My father is our coach. He is my favorite soccer player.
Think and write Write
2 Write the name of the person the

words refer to in the exercise 1.
Escribe el nombre de la persona
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.
a quien se refieren las palabras del ejercicio 1. Llena los espacios con las palabras correctas.
Personal pronouns Possessive adjectives

Her (line 1) refers to: Azucena
I
His (line 2) refers to: You
Their (line 2) refers to: His

Her
Her (line 3) refers to:
It
Our (line 4) refers to: Their
My (line 4) refers to: Our
24
Ingles Unid 1.indd 24 19/04/12 18:14

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-five years old. name is Fernando.
Luis and Toño are my cousins. classroom is in the first floor.

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.
Grandfather Grandmother
Father Mother
Uncle Aunt
Son Daughter Cousin Cousin
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.
25
Ingles Unid 1.indd 25 19/04/12 18:14

My father
Lesson 9 is a mechanic
You will recognize the personal pronoun contractions to describe a member of
your family.
Reconocerán las contracciones de los pronombres personales para describir a un miembro de su familia.
Think
Which are the personal pronouns in English?
¿Cuáles son los pronombres personales en inglés?

Read Write
1 Read the following text.

Lee el siguiente texto 2 Answer the questions.
Laura is describing her father to her classmates. What does her father do?
My father is a mechanic. His name is Alonso
Hernandez. He’s 40 years old. He has his own
What’s the name of her father?
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 What’s his last name?
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 How old is he?
al
alw
lways h
always elpi
el p ngg m
pi
helping myy fa
ffather
atth
her witth hi
with hiss job.
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

26
Ingles Unid 1.indd 26 19/04/12 18:14

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.)
Think and write Write
5 The question Who is this? is used to ask for:

La pregunta: Who is this? se
utiliza para preguntar:
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.
27
Ingles Unid 1.indd 27 19/04/12 18:14

I’m a
Lesson 10 student
You will write personal data in order to write an autobiography.
Escribirán datos personales para redactar una autobiografía.
Think
What information
on do you need in order to write an autobiography?
¿Qué información necesitas para escribir una autobiografía?

Read
1 Read the text.

xt.
Lee el texto.
My name is Robert
ertt Sm
er Smi
Smith.
ith II’m
ith
it ’m a B
’m British
r itiish
ri sh w
writer.
rite
ri
iterr II’m
’m 2
’m 22
2 yye
years
ear
ars old
ol
old.
ld
st
My birthday is on June 21 . I live in 312 Rivolli Street, Paris,
France. My telephone number is 34 56 89. My e-mail address is
robsm@lovepoems.com. I have one brother. His name is Tom.
He is a photographer.
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.
28
Ingles Unid 1.indd 28 19/04/12 18:14

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:
Write
3 Draw yourself.
Dibújate.
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.
29
Ingles Unid 1.indd 29 19/04/12 18:14

What do
Lesson 11 you do?
You will identify the use of a/an in order to talk about professions or occupations.
Identificarán el uso de los artículos indefinidos a/an para hablar acerca de profesiones u ocupaciones.
Think Read
Which are the indefinite
articles in Spanish?
¿Cuáles son los artículos
1 Read the dialogue with a classmate.
Lee el diálogo con un compañero o compañera.

indefinidos en español?
Karla : Hi. My name is Karla.

Robert: I’m Robert. What do you do?
Are you a model?
Karla: No, I’m a journalist, and you?
Robert: I’m a photographer. I work here.
Karla: Cool! I’m looking for a job.
Robert: Good luck!
Think
3 Fill in the blank with the correct

article for the sentence.
Escribe sobre la línea el artículo
Think
que corresponde a la oración.
2 How do we ask about someone’s occupation?

¿Cómo preguntamos por la ocupación de alguien? a an
Article is used with words starting with

a vowel sound.
Article is used with words starting

with a consonant sound.
30
Ingles Unid 1.indd 30 19/04/12 18:14

Write
4 Match the occupations with the drawings.

Relaciona las ocupaciones con los dibujos.
1 A mechanic
2 A soccer player
3 An architect

4 A plumber
5 An actress
5 Write a or an in the blanks.

Escribe a o an sobre la línea.
artist accountant
Speak
eak
k
hotel manager journalist
6 Interview one of your classmates
tes and
nd
write down the information you collect
from him/her. Use your key questions.
policeman electrician Entrevista a tu compañero o compañera
y escribe la información que obtengas.
Usa las preguntas clave.
lawyer designer
For example:
What does your father do? He’s a carpenter.

plumber
What does your mother do? She’s a nurse.
1)
2)
31
Ingles Unid 1.indd 31 19/04/12 18:14

Are you
Lesson 12 a student?
You will identify negative and affirmative expressions to give answers about
personal information.
Identificarán expresiones afirmativas y negativas para dar respuestas sobre información personal.
Think Think
What questions do we make
in order to get personal
information?
2 Answer the next questions according to the previous dialogue.
Responde las siguientes preguntas de acuerdo con el diálogo.

¿Qué preguntas usamos para
For example:
pedir información personal? Are Emma and Luis students? No, they aren’t.
Is Frank fifteen years old? Yes, he is.
Is Ema a housewife?
Read
Is Luis a journalist?
1 Read the dialogue

with a classmate.
Lee el diálogo con un
Is Ema’s grandmother 79 years old?
compañero o compañera. Write
Ema and Luis are looking at

Ema’s photo album. 3 Complete the information.
Completa la información. 4 Complete the dialogue.
Completa el diálogo.
1 Are you a student? Tomas: Hi, are you a student?

Luis: Who is this, Ema? Yes, . Liu: Yes, I am. My name is
Ema: He is my brother No, . Liu Huang.
Frank! Tomas: I sorry.
2 Is she a teacher?
Luis: How old is he? Please say that again.
Yes, .
Ema: He is 15 years old. No, . Lou Huang
Luis: Is he a student? your first name?
3 Is it hard to be an architect? Liu: No, it Lou.
Emma: Yes, he is. And you?
Yes, . L-I-U.
Luis: No, I’m a middle No, .
school teacher. Who Tomas: OK! today
is she? your first day here?
Emma: She is my Liu: Yes, it .
grandmother! Tomas: Nice to meet you!
Luis: How old is she?
Emma: She’s 79 years old.
Luis: What does she do? Speak
Emma: She’s a housewife.
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.
32
Ingles Unid 1.indd 32 19/04/12 18:14

My school
Lesson 13 ID card
You will answer questions about personal information in order to complete
the data for a school ID.
Responderán a preguntas sobre información personal para completar los datos de una credencial escolar.
Think Think
What are the questions to ask

for personal information? 3 Complete the questions.
Complete las preguntas.

¿Cuáles son las preguntas How do we ask about personal information?
necesarias para pedir información ¿Cómo preguntamos por información personal?
personal?
a) name?
b) last name?
Read c) address?
d) telephone number?

Lee el diálogo con una compañera
o un compañero.
How do we ask someone’s age?
¿Cómo preguntamos la edad de alguien?
Teacher: Good morning! Speak

Student: Good morning, teacher.
Juan:
Teacher:
Hello, Miss.
Hi. Show me your ID card, students.
4 Interview a classmate and complete the
data for the ID card.
Entrevista a un compañero o compañera y
Where is your ID card, Juan? completa la información para una credencial.
Juan: I lost it, Miss.
Teacher: You need a new ID. Remember we will a) What’s your name?
visit the zoo tomorrow. 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?
2 Circle the option that corresponds.

Encierra la opción que corresponda.
5 Complete the ID card with your information
and paste your photograph or drawing on it.
Juan needs the school ID card to visit:
a) a museum
Escribe tus datos en
b) a supermarket la credencial y pega
c) a zoo
e se c on dary tu foto o dibújate
An identification card contains: Tel en ella.
a) name, last name, age
:
b) a conversation Fir st name
:
c) a favorite TV program Last name Group:
Age:
33
Address:
Ingles Unid 1.indd 33 19/04/12 18:14

Where do
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 Think
What is the meaning of the question where do
you live? 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.
1 Read the text.

Lee el texto. a) David is an engineer.
b) He is thirty-five years old.
c) Tom lives in Dallas.
d) Sally is an astronaut.
David is an American astronaut. He lives in An interesting fact •

New York. He’s thirty-five years old. He has a Un dato interesante
brother, his name is Tom and he lives in Dallas.
He also has a sister, her name is Sally and she is The first Mexican astronaut was
a teacher. She lives in Houston. Their parents live PhD Rodolfo Neri Vela, who
in Houston, too. traveled in the Discovery spaceship
in 1986. The first woman to travel
to space was the Russian Valentina
Tereshkova in 1963.
Write El primer astronauta
mexicano fue el Dr.
3 Match the columns.

Relaciona las columnas.
Rodolfo Neri Vela,
quien voló en la nave
Discovery en 1986.
Name a How old are you? La primera mujer que
salió al espacio exterior
Address b What is your name? fue la rusa Valentina
Tereshkova en 1963.
Last name c Where do you live?
Age
d What is your last name?
34
Ingles Unid 1.indd 34 19/04/12 18:14

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?
Write
e

5 Complete
plete the
h ddialogue
ialo
ialogu
gue with
ith tthe
he w
he words
ord
or ds ffrom
ds rom
rom th
the iinvitation
nvitation
i
Completa el diálogo con las palabras de la invitación.
ccard.
ard
ar d
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 five o’clock.
6 Complete the invitation card with the

information from the dialogue.
Completa la invitación con la
información del diálogo.
35
Ingles Unid 1.indd 35 19/04/12 18:14

I live in
Lesson 15 a small town
You will identify adjectives to describe the place where you live.
Identificarán adjetivos para describir el lugar donde viven.
Think Think
What words do you need in order to describe the place
where you live? 2 Choose the word that
describes the images
as in the example.

¿Qué palabras necesitas para describir el lugar en donde vives?
Elige la palabra que
describa las imágenes
Read como en el ejemplo.

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

Big / Small
Students: Welcome, Armando.
Jorge: What’s your last name?
Armando: Ortega. Modern / Historic
Mariana: How old are you?
Armando: I’m twelve years old.
Lucia: Where did you use to live? Clean / Dirty
Armando: In Queretaro.
Susana: Who do you live with?
Armando: I live with my grandmother and grandfather.
Speak
Lucia: Armando, could you tell us about Queretaro?
Armando:
Lucia:
Well, it is a small, historic, clean and hot city. People
are very kind.
Wow! Sounds interesting!
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
Speak
con tus compañeros.
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: .
36
Ingles Unid 1.indd 36 19/04/12 18:15

David is
Lesson 16 a soccer player
You will identify personal data to talk about others.
Identificarán datos personales para hablar acerca de otras personas.
Think
Who is your favorite soccer player? What information can you share about him?
¿Cuál es tu jugador de soccer favorito? ¿Qué información puedes compartir sobre él?

Read Think
1 Read David’s biography.

Lee la biografía de David. 2 Match the columns.
David Roberts was born Which is his favorite sport? a) He lives in Los Angeles.
in Leytonstone, London, What is his last name? b) It is on April 2nd.
on April 2nd, 1974.
What does he do? c) He is a soccer player.
He is a soccer
player and the How old is he (2012)? d) Soccer.
most famous sports Where does he live? e) Roberts.
personality in the world. When is his birthday? f) He is thirty-eight years old.
He lives in Los Angeles.
Think
3 Go back to exercise 2. Review the

questions. Underline the right answer.
Regresa al ejercicio 2. Revisa las preguntas
An interesting fact • Un dato interesante y subraya la respuesta que corresponde.
The American Women’s Soccer Team has more fans 1 This word refers to a place.
than the American Male’s Soccer Team. a) What b) Where c) When
La selección femenil de soccer 2 This word refers to a date.
de Estados Unidos cuenta con
más seguidores que la a) When b) Which c) How
selección masculina. 3 This word means cuál.
a) When b) Where c) Which
Write
4 Imagine you can meet your favorite

star. What would you ask him/her?
Imagina que conoces a tu estrella
5 Imagine you are your classmate’s favorite
star. Answer to his/her questions.
Imagina que eres la estrella favorita
favorita. ¿Qué le preguntarías? de tu compañero/compañera.
Contesta a sus preguntas.
37
Ingles Unid 1.indd 37 19/04/12 18:15

At the
Lesson 17 archaeological site
You will identify the expression used to know someone’s place of origin.
Identificarán la expresión usada para saber el lugar de origen
en de la gente.
g te.
ge
gen
Read
1 Read the dialogues. Write the number next to o th

flag according to the country the tourist is fro
om
the
he
m.
m.
from.

Lee los diálogos. Escribe el número junto a la
bandera del país del que es originario el turista.
a.
1 Juan: Good morning. What’s your name?

e?
Scott: I’m Scott Johnson. And you?
Juan: I’m Juan. Nice to meet you.
Where are you from?
Scott: I’m from Germany, I’m German.
Juan: Do you like Teotihuacan?
Scott: Yes, it is wonderful.
2 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.
An interesting fact •
3 Mariana: Hi. What’s your name?
Un dato interesante
Liu: Hi. I’m Liu Woo. What’s your name?
Mariana: My name is Mariana. English is the official language
Liu: Nice to meet you. in 56 countries around the world
including South Africa, India,
Mariana: Where are you from?
Jamaica, Ireland and New Zealand,
Liu: I’m from China. I’m Chinese. among others.
El inglés es la lengua oficial en 56
países del mundo incluidos Sudáfrica,
India, Jamaica, Irlanda y Nueva
Zelanda, entre otros.
38
Ingles Unid 1.indd 38 19/04/12 18:15

Think

Completa la información. 3 Locate on the map the countries from the box.
Localiza en el mapa los países de la tabla:
Where are you from? means:
Write the three countries

mentioned in the dialogue.

Write the three nationalities
mentioned in the dialogue.
a Japan
f Brazil
b England g Mexico
c Russia
h France
d Greece
i China
e Chile
j Italy
Think and write

Relaciona las columnas. 5 Complete the sentences.
Completa los enunciados.
Country Nationality Example:

Japan Brazilian a) Nicole is from France. She’s French.
England French
b) Rommy is from Chile. He’s .
Russia Italian
c) Ivan is from . He’s Russian.
Greece Chinese
d) Greco is from Greece. He’s .
Chile Russian
Brazil English e) Taoshi is from Japan. He’s .
Mexico Chilean
f) Juanita is from . She’s .
France Greek
China Japanese
Italy Mexican
39
Ingles Unid 1.indd 39 19/04/12 18:15

Where are
Lesson 18 you from?
You will notice the nationalities of some countries in order to talk about other people.
Identificarán las nacionalidades de algunos países para hablar de otras personas.
Read Think
1 Read the texts.

LLee los textos.
Le 3 Choose the answer that corresponds.
Elige la respuesta que corresponda.

My name is Jennifer Robins. I’m from Toronto,
M We use to say the country or the place
CCanada.
a I’m Canadian. I’m 12 years old. My of origin.
birthday is on November 20th. My father is an
b
actor.
ac He is now working on Broadway. a) from b) for
H name is Pierre Toulouse. He’s from France.

His Write
H French. He’s 13 years old. His birthday is
He’s
4
on September 1st. His sister is 3 years old. Her Complete the chart using the words
name
naa
n is Lisa. from the box.
Completa la tabla con las palabras del cuadro.
Sh is Nora Stevens. She is from Texas. She’s
She
Am
American. She’s 11 years old. Her birthday is on Irish Swiss South African
Ju 25th. Her mother’s from Guatemala. She’s
Ju
July Swedish Turkish Australian
Guatemalan.
Gu German Peruvian Portuguese
Canadian Spanish Polish
Write
Country Nationality
2 Complete the information with the

stories in the previous exercise.
Completa la información con las
Germany
Canada
Ireland
historias del ejercicio anterior. Portugal
Sweden
a He’s
Pierre’s from .
. South Africa
Switzerland
He’s years old.
His birthday is on . Turkey
Poland
b Nora’s from . Australia

Peru
She’s .
She’s years old. Spain
Her mother’s from .
c Jennifer’s from .
Canadian.
5 Write a paragraph using the
information in the previous chart.
Escribe un párrafo usando la
She’s years old. información del cuadro anterior.
November 20th.
40
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Are you
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.
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 Think
2 Answer the next questions.

Contesta las siguientes preguntas. 3 Answer the questions according
to your answers in exercise 2.
Contesta las preguntas de acuerdo
Is Carlos a new student? . con las respuestas del ejercicio 2.
Is Paulo’s last name Correia? . What’s the structure of these questions?
Is Paulo from Brasilia? . How do you give an affirmative answer?
How do you give a negative answer?
41
Ingles Unid 1.indd 41 19/04/12 18:15

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.

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
Write
XVI y la reina Victoria en el siglo XIX.
Ambas hicieron prosperar a su nación
más que ningún otro monarca en su
historia.
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.
42
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A creature
Lesson 20 from space
You will write a biography.
Redactarán una biografía.
Think Read
Can you mention five countries and their
nationalities? 1 Read the biography of Zyanya
nya the alien.
Lee la siguiente biografía sobre
re

¿Puedes mencionar cinco países y sus respectivas Zyanya la extraterrestre.
nacionalidades?
She is Zyanya. She is a nursee

An interesting fact • Un dato interesante in her country. She is from
Zyanyaland. She is 165
The word alien is used to refer to foreigners in
general. So, it can be used to refer to years old. Her nationality is
either extraterrestrials or simply Zyanyashian and her language age
people from other countries. is Zyanyish. Her address is
La palabra alien se utiliza para hacer 39 Blue Star in the Milky
referencia a los extranjeros en general. Way. Her phone number is
Entonces puede usarse para hablar de un 2873-28892-000.
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
Speak
4
preguntas como guía para crear un texto. Share the information
about the extraterrestrial
What is the name of the creature?
you’ve just created.
Where is it from?
Comparte la información
How old is the creature? sobre el extraterrestre
What are its nationality and language? que creaste.
What is its address?
43
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Nationality
Lesson 21 means nacionalidad
You will notice the function of cognates to help the reading comprehension.
Reconocerán la función de los cognados para facilitar la comprensión de la lectura.
Think
Do you know any words that are similar in English and in Spanish? Which ones?
¿Conoces palabras que se parezcan en inglés y en español? ¿Cuáles?

Read
1 Read the text and underline the words you

understand (do not use the dictionary).
Lee el texto y subraya las palabras que puedes
entender (no use
uses
es el d
diccionario).
icci
ic
cci
cion
onario).
Think
2 A cognate is a word that

is
in English and Spanish
and you can easily
understand it.
a) different
b) similar
Write
3 Write the words you

underlined in the text.
Escribe las palabras que
Taoshi
T hi O
Okito
ki iis ffrom JJapan, h
he iis JJapanese. H
He iis thirty-fi
h ve years subrayaste en el texto.
old. He is a doctor and works at the most important hospital in his
Example:
country. He practices basketball and tennis. He is in Mexico City
on vacation. He visited Chapultepec park, the Zocalo, the Palacio Nationality
de Bellas Artes and the National Anthropology Museum. I think
Taoshi is a very intelligent and interesting person.
44
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Think
4 Write the meaning in Spanish of the following words.
5
Escribe en español el significado de las siguientes palabras. The words you wrote
are cognates. What do
a) Nationality
you think a cognate is?
b) Doctor Las palabras que escribiste se
llaman cognados. ¿Qué crees
c) Important
que signifique cognado?
d) Hospital
e) Vacation

f) Museum
g) Intelligent
Read
6 Read the text and answer the questions.

Lee el texto y responde a las preguntas.
Mongo is a gorilla. He’s from South Africa and

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

b) Where does he live?
c) Who are his friends?
d) Write the cognates.
e) Write in Spanish what you understand from the text.
45
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What about your
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
ombres pe
per
personales
erssso
e onaale
les e
en español?
p ¿¿Para q
qué los usamos?

Read Write
1 Read the text.

Lee el texto. 2 Answer the questions
about the text.
Responde las preguntas
acerca del texto.
Is Mario a student?
What does he play?

W
Mario is a student iin

n sse
eve
venth
nth ggr
nt
seventh rad
ade
de at
grade at JJunior
uniior
un ior H
io Hiigh
gh. He
High. He playyss
la
plays When do they play?
W
soccer with his brothers. They play on Sundays in the park. His
mother brings the lunch. She prepares some sandwiches and
Who is the coach?
brings sodas to drink. His father goes with them too. He is the
coach of the team.
Think
3 Look at the words in red. Choose the correct option.

Observa las palabras en rojo. Elige la opción que corresponda.
1 In the first line, he refers to:
a) Mario 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

46
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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, five, 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?

47
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Send me
Lesson 23 an e-mail
You will give personal data to answer a letter or an e-mail.
Proporcionarán datos personales para responder una carta o correo electrónico.
Think Think
What is the meaning of personal information?
Which are some common questions? 2 Put the questions in order and answer
them according to Yoko’s information.

¿Qué significa información personal? ¿Cuáles son Ordena las preguntas y contéstalas de
algunas preguntas comunes? acuerdo con la información de Yoko.
Example:
Read old / Yoko/ How / is/?
How old is Yoko?
1 Read the e-mail.

Lee el correo electrónico.
She is fourteen years old.
is / Yoko’s / last / name / What/?
From: Yoko Tamaguchi she / does /do / What /?

To: Stephen Morrissey
Subject: Hi, Stephen!
Dear Stephen:
her / What’s / occupation / father’s / ?
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
are / Where / from / they / ?
her patients. They work together at the same hospital. I have a little
brother named Daero, he’s seven years old. I will be very glad if you
call me, my telephone number is 26 26 11 44, or send me an
e-mail to yokot@makefriends.com.
Kato / Who / Tamaguchi / is / ?
Sincerely,
Yoko Tamaguchi
Think
3 What questions do you need to ask for personal information?

¿Qué preguntas necesitas para pedir información personal?
48
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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.
a 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 .

b 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 .
c 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.
From:
To:
Subject:
49
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Lesson 24 Review
You will solve exercises about the unit topics.
Resolverán ejercicios acerca de los temas tratados en la unidad.
1 Order the dialogue and write the

corresponding numbers (1, 2, 3 or 4)
4 Find the 12 months of the year
in the alphabet soup.
Ordena el diálogo y escribe el Encuentra los 12 meses del año

número que corresponda. en la sopa de letras.
( ) Nice to meet you, too.

( ) Hello, Mario. I am Lucy. N X I P H F A P R I L
( ) Nice to meet you.
(1) Hi. My name is Mario. O C T O B E R B J M D
V L M V J B Q X M A E
2 Listen to the five different names given
by the teacher, and spell them to the class,
E W U D Z R C T A R C
then write the names in the blanks.
Escucha los cinco nombres que dará
el docente y deletréalos para la clase, M K J A N U A R Y C E
posteriormente escríbelos en las líneas.
Example: Pedro Xtabay B Z R U H A K B C H M

P-E-D-R-O-X-T-A-B-A-Y Pedro Xtabay
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
1 May I go to the bathroom?

53 Responde
Answer the puzzle in English.
Open your en
books.
inglés el crucigrama.
Across / Horizontales
2 Sit down! 4 Close the window.
50
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5 Answer the puzzle in English.
Responde en inglés el crucigrama.
7 Find on an English-Spanish dictionary
the meaning in Spanish of the following
words and write it on the line.
Across / Horizontales Busca en un diccionario inglés-español el
1 Name of the day formed by seven letters that significado en español de las siguientes
begins with “T” and ends with “y”. palabras y escríbelo sobre la línea.
2 Day that the family gathers. Reply:

3 Last day of school.
Topic:

4 This is the first day of the working week.
Down / Verticales Journalist:
5 Its name is similar to the planet with rings.
Classmate:
6 This day begins with “W” and ends with “y”.
7 This day has eight letters; in Spanish it begins
with “j”.
5
8 Answer the questions about yourself.
Contesta las preguntas sobre ti.
7 1
a) What is your name?
6
b) What is your last name?
c) How old are you?

3
2 d) What is your address?
4
e) Where are you from?
f) Where do you live?
9 Complete the sentences. Use the pronouns.

Completa los enunciados. Usa los pronombres.
6 Match the ordinal and cardinal
numbers. Follow the example. her she
Relaciona los números ordinales y
cardinales. Fíjate en el ejemplo. Laura: This is my friend Mariana.
Mariana: Where is from?
twenty-four thirty-third
Laura: ’s from Brazil.
one second
Mariana: And who’s in this picture?
fifty thirteenth
Laura: name is Rosario. ’s
two sixty-ninth from Spain.
sixty-nine fiftieth Mariana: What’s last name?
thirty-three twenty-fourth Laura: last name is Castillo.
thirteen first
51
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10 Selecciona
Choose the correct answer.
la
11 Write the occupation under the picture. Use a or an
and the words in the box. Follow the example.
respuesta correcta. Escribe la ocupación debajo de cada dibujo. Usa a o an
y las palabras del cuadro. Fíjate en el ejemplo.
Hi. I’ (m/s) Dave.
Hello. We (’s/’re) Mary and lawyer mec
mechanic
chanic
nic nurse plumberr teache
teacher
er ar
architect
rchitect
ct astronaut
a
Helen.
She (’re/’s) a nurse.
Dianna’s (from/on) Argentina.

John’s birthday is (on/an)
November 11th.
An
An
astronaut
12 Read the sentences and match them

with the pictures. Follow the example.
a) Mr. Fernando Garcia is Mexican. He is a
plumber and he is thirty-three years old.
Lee las oraciones y relaciónalas con
b) Mr. Lawrence is an English teacher. He is from
los dibujos.
jos. Fíj
Fíjate
jate en
n el e
eje
ej
ejemplo.
empl
p o.
plo.
pl
England. He’s thirty years old.
c) Mrs. Sumiko Tokana is a Japanese actress. She’s
fourty years old.
d) Mr. Paul Dupont is a lawyer. He’s from France.
He’s fourty-four years old.
e) Mr. Mario Correia is a mechanic. He’s from
1.. ((b)
1 b)) 2.
2. ( ) 3.
3. ( ) 4.
4. ( ) 5.
5. ( ) Brazil. He’s twenty-eight years old.
13 Choose the correct word and

write it on the line.
14 Write the country and
nationality under the flag.
Elige la respuesta correcta y Escribe el país y la nacionalidad
escríbela sobre la línea. debajo
j de cada bandera.
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
52
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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. Contesta
Answer the following questions about the grammatical points you studied in unit 1:
las siguientes preguntas sobre los temas gramaticales que aprendiste en la unidad 1:
1 Write the meaning of the words this and that.

2 Write the possessive adjectives.
3 Write three questions to ask for personal information.
4 Write the conjugation of the verb to be in affirmative, negative and interrogative form.
5 How do you form contractions?

6 What is a cognate?
7 What is the difference between the articles a/an?
53
Ingles Unid 1.indd 53 19/04/12 18:15

Use of this-that or these-those http://learnenglish.britishcouncil.org/en/english-grammar/

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

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

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

adjectives
Use of a/an http://learnenglish.britishcouncil.org/en/english-grammar/

determiners-and-quantifiers/indefinite-article-and
Parents’ sheet • Hoja para padres

Con el propósito de ayudar al alumno a mejorar su aprendizaje, solicitamos atentamente a los padres
de familia que colaboren con el maestro para conseguir este objetivo. Por lo que en esta sección deberán
mencionar los rezagos, dificultades o deficiencias que presenta el estudiante durante el transcurso de cada
uno de los bloques, así como las acciones que ustedes consideren que deberán emprender para superarlos.
Presenta los siguientes rezagos, dificultades o deficiencias, que se han detectado en:
Para solventarlos deberá:
Observaciones o comentarios del padre de familia o tutor:
54
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Unit 2
Unidad 2
Actions in Progress
Acciones en progreso

Sequence 1
The purpose of this unit is to enable students
to give and obtain information about
Secuencia 1
possessions and to describe actions that are
in progress at the moment of speaking.
In unit 2 sequence 1, you will learn to:
El propósito de esta unidad es capacitar a
En la unidad 2 secuencia 1 aprenderás a:
los estudiantes para que den y obtengan
información sobre posesiones y describan • Ask and answer questions
acciones que están en progreso en el momento about personal possessions.
en que se está hablando.
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.
55
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Sending
Lesson 25 an e-mail
You will use possessive adjectives in order to express possession.
Usarán los adjetivos posesivos para expresar pertenencia.
Read Write
1 Look at the picture and read the text.

Observa la imagen y lee el texto. 3 Answer the questions according to the e-mail.
Responde las preguntas de acuerdo

con el correo electrónico.
1 What’s Mauricio describing?

From: mauricio@cooltown.com
To: nigel@meetme.com a) An e-mail b) A Picture
Subject: Greetings from Mexico
2 What’s Mauricio’s favorite color?
Dear Robert,
a) Blue b) Red
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 Think
Mexican Independence Day.
Behind me and my brother are my parents. They only wear
their typical clothes to celebrate Independence Day, my
mother has a nice outfit. Her dress is full of bright colors.
4 Look at the red words. Underline
the correct answer.
Observa las palabras en rojo. Subraya
Send me an e-mail soon.
la respuesta que corresponda.
Regards,
Mauricio 1 In the fourth line, his refers to:
a) The charro suit
b) Arturo
2 In the last paragraph their refers to:
a) The parents’ outfit
b) Independence Day
3 The words my, his, their are possessive

adjectives, and they are used to show:
a) Possession
2 Answer the question. b) Description

Responde la pregunta.
What kind of text is this?

a) A letter b) A dialogue c) An e-mail
56
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Write
5 Complete the chart with the

words from the box.
Completa la tabla con las palabras del cuadro.
7 Look at the pictures. Complete the
information. Use possessive adjectives (my,
your, her…) and colors (blue, black, white…).
Observa las imágenes. Completa la información.
I Usa los adjetivos posesivos (my, your, her
You …) y los colores (blue, black, white…).
He
Example: My skirt is blue.
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
book is .
color utilizando las palabras del cuadro.
red green brown purple black
yellow blue orange pink white

schoolbag is .
house is .
uniforms are .
57
7
Ingles Unid 2.indd 57 19/04/12 18:16

This is
Lesson 26 Samuel’s sweater
You will identify the use of the apostrophe ’s to indicate possession.
Identificarán el uso del apóstrofo ’s para indicar pertenencia.
Read Write
1 Read the text with a classmate.

Lee el texto con una compañera o compañero. 3 Answer the questions about the dialogue.
Contesta las preguntas acerca del diálogo.

1 Why are Laura and Mauricio arguing?
2 What color is Laura’s sweater?
3 Who owns the sweater?
Think
Mauricio: Mom, tell her this is not her sweater.
Mom:
Laura:
Hey Laura, Mauricio is right.
No, mom. It’s mine. 4 Go back to the dialogue. Look at the red
words. Choose the correct answer.
Regresa al diálogo. Observa las palabras
Mauricio: Laura’s sweater is blue and this is
en rojo. Elige la respuesta correcta.
green. This is my friend’s sweater.
Mom: What friend? 1 What does ’s mean?
Mauricio: Samuel.
a) Plural
Mom: Why do you have Samuel’s sweater?
Mauricio: Because he left it on the bus. b) Possession
Mom: Ok.
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 .
2 Answer the question about the text.

Responde a la pregunta respecto al texto.
Samuel’s refers to .
What is this text?
a) A chart b) An e-mail c) A dialogue
58
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Write
5 Complete the information according to the images.

Completa la información de acuerdo con las imágenes.
Example: Whose sweater is this?

It’s Laura’s sweater.
Laura
1 Whose jacket is this?

It’s .
Mario
2 Whose t-shirt is this?
It’s .
Paco
3 Whose shoes are these?
They are .
Andrea
4 Whose dress is this?
This is . Maria
5 Whose sweat suit is this?
It’s .
Gabriel
59
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Whose shorts
Lesson 27 are these?
You will identify the plural form of nouns in order to refer to clothes.
Identificarán la forma plural de los sustantivos para hablar de prendas de vestir.
Read Write

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

Encierra en un círculo
Mauricio’s family is on vacation, they are leaving soon T si el enunciado es
and they are packing to go. verdadero o F si es falso.
1 The shorts are Monica’s.
Laura: Whose shorts are these, Monica?

Monica: They’re Mauricio’s.
2 The shirts aren’t clean.
Laura: Really? Aren’t Mauricio’s shorts
h
horts white?
whi
hite
t ?
te
Monica: Yes, they are white, but they black
ey look blac
ck
because they are very dirty.
y.
3 Laura’s sunglasses are broken.
Laura: Wow!, that’s a color change!
e
e!
And whose sunglasses are th
those?
hose
ho se??
Monica: They’re mine.
Laura: Look, they are broken.
Monica: Oops! I need to get new ones.
n s.
nes
s.
Read
2 Answer the question.

Where’s Mauricio’s family?

a) On vacation
b) In the forest
c) At school
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Think Write

Responde las siguientes preguntas. 5 Match the columns.
mnas.
1 Is there a plural form for shorts?
a) Yes b) No Gloves
2 Is there a plural form for sunglasses?

a) Yes b) No Tennis shoes
3 How do you form plural nouns?
Jeans
4 Words like are plural because they

are always together.
Socks
a) Cap, coat, skirt, dress, etc.
b) Jeans, shorts, pants, socks, etc.

Shorts
Singular Plural
Shoes
dress dresses
pants
coat
Sunglasses
jackets
cap
shorts
6 Work in pairs. Circle the pieces of

clothing that your classmate is wearing.
Trabajen en parejas. Encierra en un
An interesting fact • Un dato interesante círculo las prendas que tu compañera
o compañero
comp
ompañe lleva puestas.
p
The famous French fashion designer
Coco Chanel was the first woman in
history who wore trousers and made
them part of a woman’s wardrobe.
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.
61
6 1
Ingles Unid 2.indd 61 19/04/12 18:16

That is my
Lesson 28 favorite jacket
You will identify the use of this/that to express proximity or distance of items in the
singular form.
Identificarán el uso de las palabras this/that para expresar proximidad o distancia de objetos en forma singular.
Read
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.

t r i k s
e a j s n
c k t e a j

Lee el diálogo.
Erika: Wow! That jacket is so cool!

Laura: Oh, thanks. This is my favorite one.
My father bought it for me.
Erika: And that t-shirt that you are wearing
is fabulous!
Laura: Thank you. This is not my favorite
one, it’s not really comfortable.
62
2
Ingles Unid 2.indd 62 19/04/12 18:17

Write Think
3 Answer the questions about the dialogue.

Responde las preguntas acerca del diálogo. 4 Answer the questions.
1 What is Laura’s favorite item of clothing? In line 1, that refers to….

a) the jacket b) Erika
2 Who bought the jacket for her? In line 6, this refers to ….

a) the jacket b) the t-shirt

3 Why doesn’t Laura like her skirt? This/that are used with…..
a) singular nouns b) plural nouns
This is used to show….

a) proximity b) distance
Write
___________ is her
5 Complete the information. Use this/that.

Completa la información. Usa this/that.
sweater.
sweater
I like ___________
jacket.
___________ is
my watch.
Look at
___________ skirt.
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These blue jeans
Lesson 29 are comfortable
You will identify these/those to express proximity or distance of items in the plural form.
Identificarán these/those para expresar cercanía o lejanía en forma plural.
Read
What is Monica doing?

1 Read the dialogue
with a classmate.
Lee el diálogo con una compañera o compañero.
Laura: Hurry up, Monica! It is getting

late for the movie. These tickets
for Mystic Romance are for the
6 p.m. show and it is 5:40 now.
Monica: I know, I know. Please, can I have
those jeans?
Laura: Which ones?
Monica: The blue ones.
Laura: Here you are.
Monica: Thanks, dear. I love these jeans.
Write Think
2 Answer the questions about the text.

Responde las preguntas acerca del texto. 3 Choose the answer that corresponds.
Where are Laura and Monica going to? Those is used to show….
What time is the movie starting?
These is used to show….
Does Monica hate to wear her jeans?
Those/These is used with…
a) plural nouns b) singular nouns
64
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Write
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.
are Alejandra’s
’s jeans.

are your shorts.
are Greg’s family photos. Look

are Julio’s tennis shoes. at this one. girls wearing
jeans and
t-shirts are my sisters. Their names are Susan and
Jenny, they are twins. The one next to them is
Memo, he is Susan’s boyfriend.
are my grandparents. are my
are the teacher’s glasses. cousins Paco and Tino.
Speak and write

aree h
his
iiss p
pants.
an
nts
ts.
6 Write a description of a picture. Share it with your classmates
Haz la descripción escrita de una foto. Comparte tu texto
Haz
H
con
cco
on tu
tus compañeros.
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Are these
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 Read

Completa la tabla. 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.
Singular Plural
A Roger: Hey! Those glasses belong to the teacher.
Proximity This Paul: Really? I’m not sure. I think they are Mauricio’s
glasses.
Distance Those Roger: Well, let’s ask the teacher.
B 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.
C Roger: Mauricio, are these your glasses?

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

Responde las preguntas. 4 Read the dialogue. Answer the questions.
Lee el diálogo. Responde las preguntas.
1 What are Paul and Roger talking about? To ask questions about someone’s possessions we
say:
a) Is this your jacket?
2 Are they the teacher’s glasses?
b) This is your jacket?

In plural we say:
3 Are they Mauricio’s glasses?
a) Are these your shoes?
b) These are your shoes?
Write
5 Write on the lines this/that/these/those.

Escribe sobre las líneas this/that/these/those.
6 Order the words to form
questions and answer them.
Are _________ Ordena las palabras para formar
Is ________ a your jeans? preguntas y contéstalas.
nice sweater?
Example:
those / your / Are / gloves /?
Are those your gloves?
Yes, they are.
1. bag / Is / this / your/ ?
2. your / these / ? / books / Are

Are _______
Is _______ people celebrating
cap on sale? Halloween?
3. my / ? / Is / coat / that
4. those / his / Are/ shoes?
67
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Mini
Lesson 31 Check
You will answer some 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. 2 Choose the answer that corresponds.

What kind of text is it?
a) A letter b) A postcard c) An e-mail
From: mauricio@cooltown.com
To: nigel@meetme.com
Subject: Greetings from Mexico
Write
Dear Nigel:
I’m sending you a picture of my last weekend. In this
picture I’m wearing my white shorts.
Believe me, these shorts are white, but look black
3 Answer the questions about the e-mail.
Responde las preguntas acerca
del correo electrónico.
because they are very dirty.
My sisters are in the picture too. Monica is wearing 1 Where are the people in the picture?
her sunglasses. Laura’s glasses are broken, so she isn’t
wearing them. She is wearing her red bathing suit.
Those people at the back are my parents. They are
das.
ass. W
buying sodas. Write
rite me soo
soon.
o n.
n 2 Why are Mauricio’s shorts black?
Regards,
Mauricio
3 Why is Laura not wearing her sunglasses?
4 What are Mauricio’s parents doing?
Think
4 Find the information in text 1 and complete the chart.

Encuentra la información en el texto 1 y completa la tabla.
Possessive Demonstrative ‘s to show

Colors Clothes Plural nouns
Adjectives Pronouns possession
My white
bathing suit sunglasses
68
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Write
Unit 2
Unidad 2
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
Sequence 2
O
W
X
B
O
H
O
U
F
J
W
N
X
O
A
C
C
Z
W
R
Secuencia 2
N V R G S C A R F V
Y D R J J E A N S Y
In unit 2 sequence 2 you will learn to:
S K I R T P I N K N
• Describe what a person is wearing.
Describir lo que alguien trae puesto.
6 Reply to Mauricio’s e-mail.

Responde al correo electrónico de Mauricio. • Express what is happening at
the moment you speak.
Expresar lo que está ocurriendo
al momento de hablar.
From: ______________________
To: mauricio@cooltown.com • Use the comma or the conjunction
Subject: ________________________
and to describe activities.
Utilizar la coma o la conjunción and
para describir actividades.
• Express where objects or people are

located within a specific place.
Expresar dónde están específicamente
ubicados los objetos o las personas.
69
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Looking
Lesson 32 for Arturo
You will describe what a classmate is wearing.
Describirán la vestimenta de algún compañero.
Read Write
1 Read the text. Then answer the question.

Lee el texto. Después responde la pregunta. 2 Answer the questions acording to the text.
Responde las preguntas de acuerdo al texto.

At the amusement park
1 Who is looking for the boy?
2 Where are they?
3 What do you have to do if you see the boy?
4 Why are they describing people’s clothes?
May I have your attention, please? Think

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
3 Choose the right answer.
Elige la respuesta correcta.
security. Security personnel are wearing navy To describe what somebody is wearing,
blue pants, green shirts, white gloves and we use:
beige hats.
Thanks for your attention. a) am / is / are wearing.
b) am / is / are wears.
What are they doing?

a) Looking for someone. Write
b) Watching TV.
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4 Look at the images. Describe on the lines
the clothes that the people are wearing.
Observa las imágenes y describe sobre la línea
5 Place the chairs in a circle around the
classroom. All the classmates will occupy
a place except for one standing up.
las prendas que están usando las personas. Coloquen las sillas formando un círculo en el
salón. Todos los alumnos ocuparán un lugar
She is wearing... 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
He is wearing...
have or are wearing at the moment, for example:
“I’m a new neighbor, and I love the neighbors that
are wearing green sweaters.”
El que esté de pie dirá la siguiente instrucción: “I´m

. a new neighbor, and I Iove the neighbors that are
wearing...” y completará la frase mencionando alguna
prenda de un color específico o algún objeto que
Draw yourself traigan en ese momento, dando características de
color. Por ejemplo: “I’m a new neighbor, and I love
the neighbors that are wearing green sweaters.”
I am wearing...
The people wearing those clothes will have to
change places, and the one that is standing up
will take a place on one of the chairs that are free,
. leaving someone standing up, who will repeat the

instructions with other characteristics.
Speak
Las personas que estén utilizando la ropa descrita
deberán cambiar de lugar, mientras que el que
está de pie ocupará una de las sillas que queden
libres, dejando a un integrante de pie, quien repetirá
la instrucción con otras características.
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Speaking on
Lesson 33 the phone
You will express the actions that are happening at the moment of speaking.
Expresarán las acciones que están ocurriendo en el momento de hablar.
Read
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 iss ok
ok.
ok.
Are you at work?
2
Dad: Yes, I am. What is Arturo doing?
Fiona: He’s watching TV.
3
Dad: And your mom? What is she doing?
Fiona: She is baking a cake and I am studying.
Read
2 Choose the answer that corresponds.

What is Fiona doing?

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

Responde las preguntas. 5 Look at the image. Complete the
sentences with the words from the box.
Observa la imagen. Completa los
1 What is Arturo doing? enunciados con las palabras del cuadro.
2 What is Fiona’s father doing?

watching washing making

3 What is Fiona’s mother doing?
Think
4 Look at the words in red. Choose

the option that corresponds.
Observa las palabras en rojo. Elige
la opción que corresponda.
1 We use present continuous to express

actions that .
a) are happening now

My father is his red car.
b) happened yesterday
My mother is breakfast.
2 How do you form present continuous? I’m TV because I’m sick!
.
a) am/is/are + -ing
b) am/is/are + -ed
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 five students. They will
have to act the verb and the other students will have to imitate what they are doing, and every
time they mention the verb, everybody will have to act it and say: “He’s/she’s (jumping).”
El profesor previamente elaborará tarjetas de verbos con terminación en -ing: jumping,
sleeping, watching, shouting, dancing, sitting, y standing. Después repartirá los verbos al
azar a cinco alumnos, quienes los actuarán. El grupo adivinará la acción que están realizando
y cada vez que mencionen el verbo todos lo actuarán y dirán: ”He’s/she’s (jumping).”
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Getting ready
Lesson 34 for the party
You will ask and answer what is happening at the moment.
Preguntarán y responderán acerca de lo que está ocurriendo en ese momento.
1 Remember the previous lessons

and complete the chart.
Recuerda las lecciones anteriores
Yellow + blue =

y completa la tabla. White + = gray
+ yellow = orange
+ blue =
Read Write
2 Read the conversation with a partner.

Lee la conversación con una compañera o compañero. 3 Answer the questions
about the conversation
between Maria and Fiona.
Contesta las preguntas
sobre la conversación
entre María y Fiona.
What’s Maria wearing?

Maria: Hi. This is Maria speaking.
Fiona: Oh. Hi, what’s up, Maria? What’s Fiona wearing?
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.
74
4
Ingles Unid 2.indd 74 19/04/12 18:18

Think
4 Find the questions in the conversation

to complete the chart.
Encuentra las preguntas en la
conversación y completa la tabla. We use short answers (yes/no, I am...) with

.
a) inverted questions b) Wh- questions
What + is/are/am + verb-ing +?

Write

6
What are you wearing?
Match the columns.
a) What is she wearing? They are

Is/Are/Am + verb-ing + ?
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.
7 Order the words of the question

sentences an answer them.
stion
Ordena las palabras para formar

arr llas
as
preguntas y contéstalas.
1
Example: wearing/ Is/ he/ pants??
Is he wearing pants? No, he isn’t.
1 is/ doing/ ?/ he/ What

2
2 playing/ football/ ?/ Is/ he/
3 she/ wearing/ Is/ jeans/ ? 3

75
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Enjoying
Lesson 35 the party
You will identify the present continuous tense structure.
Identificarán cómo se estructuran enunciados en tiempo presente continuo.
Read
1 Read the conversation with a classmate.

Lee la conversación con una compañera 2 Choose the correct answer.

o compañero.
Where are they?
a) At school b) At a party
Benjamin: Hello Mike. This is Benjamin calling.

Mike: Hi, Ben! Are you coming to the party?
Benjamin: Yes, I’m on my way, but tell me, who is there?
Mike: Oh. Here is Fiona, Maria, Fred, Charly... Everybody is here.
Benjamin: What are you doing?
Mike: Charly and Fiona are getting some drinks, Maria is dancing with
Fred, and I’m talking to you.
Benjamin: Ooh! Ok. See you in some minutes.
Mike: Hurry up!
Think
4 Look at the words in red. Complete the chart.

Observa las palabras en rojo. Completa la tabla.
Write Infinitive verb Verb + -ing

come coming

Responde las preguntas acerca del texto.
dance
do
Who is calling? talk
Are Charly and Fiona dancing? getting
Where is Mike? calling
Do you like parties?
76
Ingles Unid 2.indd 76 19/04/12 18:18

Write
6
Elige la respuesta correcta. Write two sentences about what people are doing.
Use the verbs in parentheses.
To form present continuous with
verbs that end with -e we: Escribe dos enunciados sobre las acciones que las personas
están realizando. Usa los verbos que están entre paréntesis.
a) take out -e and add -ing
Example: (run / sleep)
b) add -’s
The woman is running.
We form present continuous She is sleeping.

with:
a) am, is, are + verb + -ed
1 (read / write)
b) am, is, are + verb + -ing
Verbs that end in vowel +

consonant (get, run, sit) to form
present continuous need:
2 (stand / sit)
a) Double consonant in the
end + -ing
b) adding -er.
3 (play / swim)
4 (drink / eat)
7 Match the column with

the pictures.
Relaciona los enunciados de la
columna con las imágenes.
1 He is watching T.V.
2 He is taking a shower.
3 He is cooking chicken.
4 She is writing a letter.
5 It is snowing.
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What’s happening
Lesson 36 at the party?
You will use prepositions to indicate where people are.
Utilizarán las preposiciones para indicar la ubicación de las personas.
Think
What words do
d you use in Spanish to locate
d you?
people around

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

dialogue.
gu
Lee el diálogo.
logo.
ue.
e.
Mike: F
Finally you aare here!
Benjamin: Y
Yes, I know. Wow! Everybody is
having
h
ha i g a llot
ving ott off ffun! Myy car is
un! M i in
r
ront
front off your neighbor’s house.
Iss it
it ok
ok??
Mike: No
N problem.
Benjamin: Great. Hey,
Great. H who’s
ey, wh
who’
o’s th
that girl?
at gir
irl?
l?
Mike: Which
Wh
hich
hi ch
hoone?
ne??
ne
Benjamin: The one that is sitting next to
Maria, between the door and Write
the table…
Mike: Ah! Her name’s Angelica. She’s very
nice. 2 Circle T if the sentence is true
and F is the sentence is false.
Encierra T en un círculo si el enunciado
Benjamin: And who’s standing behind Angelica?
es verdadero y F si es falso.
Mike: Ah! He is Ed, her boyfriend.
Benjamin: Ouch! Benjamin has arrived to the party.
Everybody is having fun.
Angelica is standing next to Maria.
Ed is dancing with Angelica.
78
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Think

Completa la tabla.
Preposition Example Translation
between

detrás
al lado
in front of
Write
4 Look at the image. Complete the sentences using the

prepositions behind, next to, in front of, between.
Observa la imagen. Completa los enunciados usando las
preposiciones behind, next to, in front of, between.
1 Sandra is sitting Luis and Andrea.
2 Alex is sitting Luis.
3 Miriam is Luis.
Alex 4 Sandra is Andrea.

Andrea
5 Sandra is Alex.
Sandra
Luis
Miriam
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A day
Lesson 37 in Acapulco
You will identify the comma (,) and the conjunction and to describe activities.
Identificarán el uso de la coma (,) y la conjunción and para describir actividades.
Think
What words or punctuation marks do we use to link ideas?
¿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.
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 Think
2 Circle T if the sentence is true and F

if the sentence is false.
3 Read the letter. Choose the correct answer.
Lee la carta. Escoge la respuesta correcta.
es verdadero y F si es falso. We use (,) to:

a) end a sentence or idea
Fiona is in Huatulco.
b) separate parts of the sentences
Acapulco is cold and it’s raining.
We use and to:
The hotel is big and comfortable. a) join two similar elements
b) pause the idea
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Write
4 Complete the gapped text. Write ( , )

or and on the lines.
Completa el texto que falta. Escribe
sobre las líneas ( , ) o and.
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 fish _____ crabs _____
shrimps _____ squids. My father likes swimming _____ playing
soccer on the beach. My mother is shopping with my sister. My
grandmother is very happy. She is having a very good time.
Love,
Carlos
5 Write a letter similar to the one in exercise 1.

Escribe una carta similar a la del ejercicio 1.
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Mini
Lesson 38 Check
You will solve a number of drills related to the topics of the unit.
Read Write
1 Read the text.

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

Monday, June 20_____
Completa la información de acuerdo con las
Dear Brenda, imágenes. Usa los verbos del cuadro en la
How are you doing? I’m missing you a lot. I’m sending forma que corresponde. Agrega (,) y and.
you a picture of a party with friends from my new
school. Look! I’m wearing the blue sweater and the run read ride
scarf you gave me for Christmas. You know, all the study wear play
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 1 Tomas Paula
between the stereo and the speaker. .
I’m in exams
ams now.
ms n ow. So
ow.
ow have
So, I h
So, ha ve tto
aave
ve go,
o go
g but
o, bu
b will
ut I wi
w write
illll w
ill rite
rite
rite
you soon.
n.
Regards,
Mike
2 Victor John
Sam .
2 Choose
ho
oose tthe
he ccorrect
he orre
or rect
rect aanswer.
nswe
nswerr.
we
What kind of text is it?

3 Bob
a) An e-mail B) A letter
the piano.
Think
3 Circle T if the sentence is true

and F if the sentence is false.
es verdadero y F si es falso.
4 Karla Amanda
Fred is dancing with Maria. skirts.
s.
Mike is wearing a pink sweater.
Benjamin is drinking water.
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Unit 2
5 Write on the line the question
according to the answer.
Escribe sobre la línea la pregunta
Unidad 2
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. Sequence 3
Secuencia 3
6 Write on the line where the people
in the picture are. Use next to, in
front of, behind, between. In unit 2 sequence 3 you will learn to:
Escribe sobre la línea dónde se ubica la gente en
la foto. Usa next to, in front of, behind, between.
• Work in a team to
develop a magazine.
Trabajar en equipo para
Sue
Su Dylan
Dy
Dy desarrollar una revista.
Peter
Pe
Peterr
Ma
Ma o
Mario Ro
Ros
Rose
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.
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Project
Lesson 39 A class magazine
Part one You will choose the content in order to create a magazine.
Elegirán el contenido para desarrollar una revista.
Read
1 To reaffirm the knowledge acquired

during this unit you will make a
4 Work in teams.
Trabajen en equipos.
class magazine, using what you have

learned and your creativity.
Para reafirmar los conocimientos adquiridos
a lo largo de la unidad elaborarás una revista 5 Choose different contents to create
something unique, something
utilizando lo que has aprendido y tu creatividad. that communicates what you
want to say to other people.
Elijan diferentes contenidos para crear
2 Find a magazine, look at it and analyze it.
Encuentra una revista, obsérvala y analízala.
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.
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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Project
You will write down a decription of someone or something that you will
Part two 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
3 How to write a description of
someone or something.
contents to put in each section. Cómo describir a alguien o algo.

Comienza organizando la revista en
secciones. Después decide qué contenido To describe something use details that tell exactly
vas a incluir en cada sección. what you are seeing, hearing, tasting, smelling or
touching.
Information Stories Entertainment A description of a person captures something
special about its subject.
Articles Puzzles
Para describir algo, utiliza detalles que expresen
Recipes Horoscopes
exactamente lo que ves, oyes, saboreas, hueles o
Advertisements tocas.
La descripción de una persona capta algo especial
acerca de ese sujeto.
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.
4 Think of someone or something
you would like to describe.
Decide en qué sección de la revista deberán Piensa en algo o alguien que te
ir los contenidos y completa la tabla con gustaría describir.
las secciones que has decidido usar.
Find a picture of your subject. Study it
Information Stories Games closely. Use specific details.
Choose someone you know well. Find a photo of
your subject.
5 Prewriting
Antes de empezar a escribir.
Study your subject and note details.
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6 Make a draft.
Elabora un borrador.
Correct and edit:
Did I capitalize the first letter of the

Use your prewriting notes and the picture. proper nouns?
Did I begin titles and initials with
Sandra lopez is a girl who capital letters?
is studying high school in Did I misspell some words? Look for
guanajuato.
the correct spelling in a dictionary.
Sandra has brown eyes, Are the apostrophes in the correct

blond hair, she is slim and
tall. She is very beautiful,
position?
she is always smiling.
Sandra is writing a tale about

animals. She is a very good Sandra Lopez is a girl who
writter. is studying high school in
Guanajuato.
Sandra’s family loves her
because she is very sweet Sandra has brown eyes,
and lovely. blond hair, she is slim and
tall. She is very beautiful,
She is always helping poor she is always smiling.
people with their studies
to prepare themselves at Sandra is writing a tale about
school. animals. She is a very good
writer.
Sandra’s family loves her

because she is very sweet
and lovely.
7 Revision
Revisión
She is always helping poor
people with their studies
to prepare themselves at
Read your draft. school.
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? 8 Make a final copy.
Elabora la copia final.
What details interested you? Should
details be added? Include all the revisions you have made.
Does each paragraph stick to the main
idea?
9 Publishing
Publicación
Should some details be taken out or
moved around?
Get two pieces of construction paper and glue.
Glue your description on one sheet of
Make changes. Use your partner’s comments to construction paper.
improve your paper. Glue the photo or drawing of your subject on the
other sheet.
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Project
Part three You will write an interview that will be part of the magazine.
Redactarán una entrevista para incluirla en la revista.
Example:
1 Preparing an interview
Preparación de una entrevista
Laura is interviewing a nurse named Janice.
Choose someone in your classroom that you Laura: Good morning, Janice.

would like to interview. Janice: Good morning, Laura.
Plan and write a list of questions to ask. Laura: In what hospital are you working?
Janice: Now I’m working at the General
Example: Hospital.
Is writing poems your passion? Laura: Is being a nurse a big responsibility?
What are you doing to improve your score? Janice: Yes, it is a big responsibility.
Notes: The nurse is very polite but serious. She
likes a lot being a nurse.
2 Interviewing
La entrevista
Have a pencil and paper for taking notes.

Ask the questions to the person you have chosen.
3 Transcription of the interview
Transcripción de la entrevista
Write the answers down on a sheet of paper
exactly like he/she is saying them. You have to be Distinguish between the interviewing and the
very careful with the information you will gather. interviewed person.
Listen carefully as the person talks. If you write
the person’s exact words put them in quotation Example:
marks (“”). Maria: What are you doing to improve your
Wait until he/she stops talking to ask another dance technique?
question. Lia: I’m training eight hours per day.
Be polite and friendly all the time. (Maria is interviewing Lia)
Finish the interview and write down your
impressions about him/her. 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.
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Project
Part four You will write a letter to the editor that will be included in the magazine.
Escribirán una carta al editor para incluirla en la revista.
Letter
Carta

1 Writing a letter
Redacción de una carta
It is a way to share or get information or news. Date .
2 Prewriting
Antes de empezar a escribir
Dear ,
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.
Regards,
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4 Revision
Revisión
5 Make corrections and do a final copy.
Realiza correcciones y haz una copia final.
Read your letter.

Discuss with your partner these questions:
Does your letter include the parts of

6 Publishing
Publicación
a letter?
Does each paragraph have a main idea? Glue your letter on the sheet of construction
Do they keep the main idea? paper.

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

proper nouns?
capital letters?
Did I misspell some words? Look k for
ry.
Did I use commas...
· after the greeting and closingg of the

letter?
nd the
· between the city, the street and
state in a document?
onth
· to separate the day of the month
g)?
from the year (in the heading)?
· to separate words and word groups
e?
with a series of three or more?
· to separate two adjectives?
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Project
Part five You will write a manual to be included in the magazine.
Diseñarán un manual para incluirlo en la revista.
Manual 3 Writing
Manual Redacción
Make a draft.

Make an introduction about the item you are
going to make.
List the materials you need.
1 Making an manual
Elaboración de un manual
Describe the making process step by step.
Describe the way you are going to use the finished
Begin choosing a topic: item.
Make a list of topics and choose the Example:

one you like the best and that would Making a sock puppet
be the most interesting thing to do.
For example: making a sock puppet,
making a robot with a box of milk, Materials
aterials
ials Pieces
Pi Steps
making a paper airplane, etc. Socck

So ck
Sock 1 We are making a sock puppet.
How are we going to make it?
Discuss with your classmates and tell Thread the needle.
each other how to do it well. sew the buttons up as if they
Buttons
But
B
Butt
Buutt
u ttttton
ttonon
ons
o nss
n 2 were eyes.
2 Make an observation chart.

Elabora una tabla de observaciones.
Paste with glue the yarn like
hair.
Place your hand inside the
List the materials and steps. sock and start plaing with your
YYarn
Yaarrn
n as
as puppet.
required
rre
eq
Materials Pieces Steps
Needle
Ne
eed
edl
dle
le 1
Thread
Th
hre
ead
d as
required
rre
e
Glue
Glue
Gl as
a
required
rre
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4 Revision
Revisión
Read your draft.

Share the article with your partner and ask him/ Materials
eria Pieces Steps
her to explain the steps without looking at your Soc
So
ock
ck
Sock 1 We are making a sock puppet.
How are we going to make it?
article.
Thread the needle.
Discuss with your partner
Sew the buttons up as if they
Buttons
Bu
B uttt
tto
tto
on
o ns 2 were eyes.

Did I put all the steps in the Paste with glue the yarn like
right order? hair.
Place your hand inside the sock
and start playing
g with your
Make changes. Use your partner’s comments to Yarn
YYaarn
rn as
as puppet.
pupp
ppet
et..
improve your paper. required
rre
eq
Correct and edit.
Needle
Ne
eed
edle
le 1
proper nouns?
Did I start titles and initials with capital
letters? Thread
Th
hread
d as
Did I misspell any words? Look for the required
rre
e
correct spelling in a dictionary.
Glue
Glue
Gl as
a
required
rre
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.
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Project
You will design a crossword that will be included in the entertainment section
Part six of the magazine.
Diseñarán un crucigrama que será incluido en la sección de entretenimiento de la revista.
Crossword Example:
Crucigrama Down

1. The action of walking fast.
1 Making a crossword
Elaboración de un crucigrama
Across
2. When you are reviewing your notes, you
are…
Start writing a list of ten words and verbs.
Write sentences about the words or verbs you 1
listed.
R
The sentences must contain the meaning or
a reference that describes the word or verb. U
N
2 Make a layout.
Elabora un diseño.
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.
Decide which of the words and verbs are going to

be across and which ones are going to be down.
4 Publishing
Publicación
Write letter by letter the words in the layout.
Mark the spaces with black lines and make
Glue your puzzle on the sheet of construction
squares for each letter.
paper.
Be sure the words are complete and spelled
correctly.
Number the sentences and place the numbers in
the layout.
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Project
You will gather the designed information in previous lessons to obtain
Part seven a final product: the magazine.
Integrarán la información diseñada en las lecciones anteriores para formar su revista.
1 Collect all the contents you have made.

Reúne todos los contenidos que ya elaboraste.
4 Bind them together using string or yarn.
Únelos usando hilo o estambre.

2 Organize the information according
to the chart in lesson 40.
5 Give a title to your magazine.
Dale un título a tu revista.
Organiza la información de acuerdo
con la tabla de la lección 40. Be creative; remember you have to give it a name
according to the contents.
3 Place the information in the

corresponding section. 6 Illustrate your magazine.
Ilustra tu revista.
Coloca los contenidos en las
secciones que correspondan. Be creative; remember you have to draw things
according to the contents.
Each section has to be distinguished by
a title.
Each section must have a special drawing.
7 Present your project to your classmates.
Presenta el proyecto a tus compañeros.
Discuss about your contents.
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Lesson 46 Review
Part one You will solve drills about the topics of the unit.
1 Complete the sentences. Use

my/ our/ his/ her/ their/ its. 3 Write on the line the possessive
form of the nouns. Use (’s).
Completa los enunciados. Usa Escribe sobre la línea la forma posesiva
my/ our/ his/ her/ their/ its. de los sustantivos. Usa (‘s).

1 I like red color. It’s favorite one. Example: Susan is wearing a yellow skirt. Susan’s
skirt is yellow.
2 Put on coat when you go out.
1 Ana is wearing a black jacket.
It’s very cold outside. jacket is black.
3 My friends are playing basketball, 2 Randy is wearing a blue scarf.

score is 10-2. scarf is blue.
3 Harry is wearing a green t-shirt.

4 We are going to buy uniforms. t-shirt is green.
5 pants are very cool! Adrian is 4 Nora is wearing pink shorts.

always in fashion. shorts are pink.
5 Mike is wearing white underwear.

6 Poor dog! sweater is very underwear is white.
old, it’s full of holes.
4 Write on the line this/these.

2 Write on the line the name of the colors.
Escribe sobre la línea el nombre de los colores.
Escribe sobre la línea this/these.
dress
a) + yellow = green jeans
shoes
b) + blue = purple
pants
c) yellow + red = skirt
d) white + = pink glasses
e) black + = gray
5 Write on the line that/those.
Escribe sobre la línea that/those.
jacket
blouse
cap
sneakers
gloves
socks
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Lesson 47 Review
Part two You will solve drills in order to evaluate your progress.
Resolverán ejercicios para evaluar su progreso.
1 Complete the crossword.

Completa el crucigrama.
2 Complete the gapped text.
Completa el texto.

4
1 5
3 Dear Sam,
3 4
I’m writing you to say hello. I’m sending
you a picture of ________ new house.
Here it is ______ grandmother sitting in
5 the yard. Look! I have a new dog. _______
2 name is Fofo. ______ on the back with the
1 ______ t-shirt is Gina, Tom___ girlfriend.
_______ parents are playing basketball.
Here we have a pool, a big yard and a
Across Down house for Fofo. Take care. Write soon.
1. 1.
Regards,
Linda
2. 2.
3. 3.
4. 4.
5. 5.
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Date
3 Reply to Linda’s letter.

Responde la carta a Linda.
Dear ,

Regards,
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

.
96
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Lesson 48 Review
Part three You will solve drills to reassure what has been learned throughout the unit.
Resolverán ejercicios para reafirmar lo aprendido a lo largo de la unidad.
1 What’s happening right now?

Write true sentences. 4 Complete the chart with your information.
Completa la tabla con tu información.
¿Qué está pasando en este momento?
Escribe enunciados verdaderos. Questions Answers

Who is behind you?
Example:
Are you between
(I/ sit/ on a chair) I’m sitting on a chair.
and ?
1 (I/ wash/ my car) .
Who is in front of you?
2 (It/rain) .
3 (I / run / in the park)

. 5 Complete the text. Use the words in the box.
Completa el texto. Usa las palabras del cuadro.
4 (I/ do/ this excercise) .
sitting studying wearing behind
2 Order the questions and put

them in present continuous. smiling in front of next to standing
Ordena las preguntas y escríbelas
en presente continuo:
Example:
(you/ watch/ TV?) Are you watching TV?
1 (the children/ ?/ play) . Dear Mark,
2 (what/ ?/ you/ do) . These are myy ffriends.
rien
ri ends.
ds. A
ds Al
Allll of
of tthem
hem ar
he
hem aare
re
3 (you/ write/ a letter/ ?) . Junior High. Lookok at
Look
oo
o at tthe
he p
he picture.
icttu
ic ure We aare
re. We re
re
o
our
urr uniforms.
u unniifo
form
rmss.. Mike
Mikke iiss
4 (you/ ?/ eat/ a banana) .
me. That pretty
ett
tty gigirl
g irl
irl
rl
M
Mike
ikke
is Fiona. Benjamin
njjam
amin
amin in is tthe
is thhe gu guy
g uy
that is .
Are you wearing a hat? He is m
me.e..
e
. He is my
What are you doing?
best friend.
.
Is the sun shining?
. Greetings,
What are you writing? Jessica
.
Are your parents working?
.
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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. Responde
Answer the following questions.
las siguientes preguntas.
1 Write down the possessive adjectives.

2 Write down the translation of the following words: this , that , these
, those
3 Write an affirmative idea, a negative idea and a question talking about what’s happening now in
your classroom
4 Write the description of the place where you are taking this class.
5 Tell what your classmates are doing using commas and the conjunction and.
98
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Visit the BBC official website and review how to ask http://learnenglish.britishcouncil.org/en/english-grammar/
and answer questions about personal possessions. verbs/present-tense/present-continuous
Visit the BBC official website and review how to

describe what people are wearing or doing at the
moment of speaking.
99
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Con el propósito de ayudar al alumno a mejorar su aprendizaje, solicitamos atentamente a los padres de
familia que colaboren con el maestro para conseguir este objetivo, por lo que en esta sección deberán

100
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Unit 3
Unidad 3
Hobbies, Leisure and Sports
Pasatiempos, tiempo

libre y deporte
Sequence 1
The purpose of this unit is
to enable students to express
Secuencia 1
their personal interests around
the topic of hobbies, leisure
and sports, and to make and In unit 3 sequence 1 you will learn to:
respond to invitations to events En la unidad 3 secuencia 1 aprenderás a:
or places related to the topic. • Talk about things, food or actions that
El propósito de esta unidad es you like and the ones you do not like.
que los alumnos sean capaces de Hablar de las cosas, comida o acciones
expresar sus intereses personales que te gustan y de las que no te gustan.
sobre pasatiempos, tiempo libre
y deporte, así como hacer y • Express anyone’s routine.
responder invitaciones a eventos o
Expresar la rutina diaria de
lugares relacionados con el tema.
cualquier persona.
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I like playing
Lesson 49 video gamesLesson 49
You will identify that when we talk about actions that we like or don’t like, we may use the verb like
followed by another verb ending with -ing.
Identificarán que cuando hablamos de acciones que nos gustan o disgustan, podemos usar el verbo like
seguido de otro verbo con terminación -ing.
Read Read
1 Choose the correct answer.

Elige la respuesta correcta. 3 Check the activities
Mario likes to do.

Marca las actividades
Which are the verbs that follow the verb to be, que le gusta realizar a Mario.
that is, am, is, are to form the present continous?
a) Verbs in simple form
b) Verbs in gerund form (verb + -ing) Playing basketball
2 Read the e-mail.

Playing soccer
From: mario123@e-mail.com
To: davidsmith@yuupi.com
Subject: Greetings from Mexico Riding a bike
Dear David:
I’m very excited because I’m looking forward to
going to study to the United States. I hope we can Watching TV
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, Dancing
Mario.
Going to the
movies
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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

5 Write a next to the activities
that you like doing. 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
Escribe una junto a las
en el que describas las actividades que te
actividades que te gusta hacer.
gusta hacer.
From:
To:
Subject:
Dear ,
Riding a horse Watching TV
Playing soccer Writing stories
Regards,
Reading books Dancing

103
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I like to
Lesson 50 ride my bike
You will notice that verbs that express likes or dislikes can also be followed by
other verb in infinitive form.
Identificarán que los verbos que expresan gustos o disgustos también pueden ser seguidos
por otro verbo en infinitivo.
Read
1 Identify the parts of the letter.

Identifica las partes de la carta. 2 Read the letter.
Lee la carta.

Closing line Opening line Writer
Recipient Date 1 August 29th, 2011
2 Dear Mario:
3 Thanks for your letter! I’m happy you are

coming to my country to study. I promise
1 you will have a great time in my house.
I’m making plans for you and me. We have
2 similar likes. I like to play video games and
I love to ride my bike. I don’t like to go to
3 Opening line
the movie theater but my mom really likes
4 to see movies. Don’t worry, we will have fun
anyway.
5
4 Regards,
5 David.
Write
Think
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.
4 Look at the example and order the sentences.
Observa el ejemplo y ordena las oraciones.
Example: my grandmother/I/to/like/visit
a) David likes to go to the
I like to visit my grandmother.
movie theater.
a) video games / I / to / like / play
b) David likes to ride his

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

c) David’s mother likes to go
to the movies.
d) the/ movie/ theater / don’t/ go / to / I / to / like
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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.
1
2
3
4 Kisses,
105
Ingles Unid 3.indd 105 19/04/12 18:21

I like
Lesson 51 movies
You will identify that the verbs that express likes and dislikes require a complement.
Identificarán que los verbos para expresar gustos y disgustos requieren de un complemento.
Read
1 Look at the pictures and match them with the

words from the box. Write them on the lines. 2 Read the dialogue.
Lee el diálogo.

Observa los dibujos y relaciónalos con las
palabras del cuadro según corresponda. Mrs. Smith: Hello, Mario. Welcome to our
Escríbelas sobre las líneas. house!
Mario: Thank you, Mrs. Smith. I’m so
Horror Romantic Action happy to be here!
Comedies
movies movies movies
Mrs. Smith: So, do you like watching movies?
M
Mario:
M Yes, I love movies.
Mrs.
M Smith: What kind of movies do you like?
Mario:
M I like comedy and action movies.
And you?
Mrs. Smith: I love action movies, but I also like
M
romantic ones.
Write
3 Use a or a according to the

dialogue. Then, complete the sentences.
Marca una o una de acuerdo con
An interesting fact el diálogo. Completa los enunciados.
Un dato interesante Watching Comedy Romantic Action

movies movies movies movies
The person with most Oscar Award nominations
is Meryl Streep, with 17 nominations for best Mrs.
Smith
actress category.
La persona con más nominaciones a los premios Mario
Oscar de la Academia de las
Artes Cinematográficas de los a) Mrs. Smith likes
Estados Unidos es Meryl Streep,
and .
con 17 nominaciones para
mejor actriz. b) Mario likes
and .
106
06
Ingles Unid 3.indd 106 19/04/12 18:21

Think
4 Go back to lessons 49 and 50. Look carefully

at the verbs and complete the chart with
some possible complements of the verb like.
Gerunds
____________________
Regresa a las lecciones 49 y 50. Observa con
cuidado los verbos y completa el cuadro con ____________________
algunos posibles complementos del verbo like. ____________________
Infinitives

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

Observa las imágenes y elige una palabra para completar las oraciones.
a) I like apples.
b) My mother doesn’t like movies.
c) I love .
d) Mrs. Smith likes .
e) I like .
107
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I love
Lesson 52 soccer
You will express preferences about a number of topics.
Expresarán preferencias sobre temass diversos.
diivers
div ersos.
os.
os
Read
1 Reproduce the expressions.

Imita cada una de las expresiones. 2 Read the dialogue with a classmate.
Lee el diálogo con una compañera

o compañero.
Mary:
M What about you, Mr.
Smith? Do you like
romantic movies?
M Brown: No, that’s not for me.
Mr.
I hate them. I like
horror movies, but
you know, what
I really enjoy is
watching soccer
games. I love soccer.
Mary: Oh! Please, don’t
Write start talking about
soccer. I don’t like soccer.
3 Circle T (true) or F (false)

Encierra en un círculo T (verdadero) o F (falso).
a) Mr. Brown likes horror movies.

Write
b) Mr. Brown doesn’t like soccer.
c) Mr. Brown loves soccer. 5 Complete the sentences about the

kind of movies you prefer.
Completa los enunciados acerca de
d) Mr. Brown hates romantic movies. las películas que prefieres.
a) I like and
.
Think
b) I don’t like and
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, c) I love
.
and
I don’t like, I hate segun corresponda. .
d) I hate and
.
108
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My mother likes
Lesson 53 going to the movies
You will identify that an ending s is placed at the end of a verb to indicate the third
person form (he, she it) in the simple present tense.
Reconocerán que una s se coloca al final de un verbo para conjugarlo en tercera persona del
singular (he, she, it) en tiempo presente simple.
Read Think
1 Complete the letter. Use the

words from the chart. 4 Write the verbs in the category
that corresponds.

Completa la carta. Usa las palabras de la tabla. Escribe los verbos en la categoría
que corresponda.
Dear mom: Mario September 5th, 2011
loves eat hates plays
eats hate play sleep
2 Read the letter.

Lee la carta.
swims
She, he, it
swim sleeps
I, you, they, we
love
Loves Love
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
Write
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
5 Draw , , etc., according
to your own information.
Dibuja , , etc., de acuerdo
ball. We play basketball everyday. con tu propia información.
Kisses, Watching TV Soccer Movies Swimming

My mother
My father
Write My brother
My sister
3 Correct the sentences. Use the
6
information from the letter. Complete the letter with your information.
Corrige las oraciones. Usa la Completa la carta con tu información.
información de la carta.
a) The father’s name is Philip. Dear ,

How are you? I’m OK. You asked about my family. Well, my mother’s
name is . She likes . She
b) Robert doesn’t like watching soccer. doesn’t like and she hates .
My father’s name is and he likes
.
c) Sally likes going to the supermarket. My father hates and loves .
What do your mother and father like? Please tell me about.
Regards,
109
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Mini
Lesson 54 Check
You will solve drills to reaffirm what you have learned in previous lessons.
Resolverán ejercicios para reafirmar lo que aprendieron
n en
en las
las lecciones
lec
eccio
ciones
nes
es anteriores.
antter
an terrior
iores
ores
es.
Read and write
1 Read the text. Mario is introducing himself at his

new classmates.

Lee el texto. Mario está presentándose ante sus
nuevos compañeros.
Teacher: Good morning. We have a new student.

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

Use Mario’s information.
Escribe los nombres sobre las líneas.
3 Circle T if the sentence is true or F if
it is false.
Usa la información de Mario. Encierra en un círculo T si el enunciado
es verdadero o F si es falso.
Mario’s family
a) Mario has a big family.
Mario b) Rosalia likes her job.

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

Mother Father
e) Mario prefers playing
basketball.
110
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Think
4 Complete the information with

the red words in the text.
Completa la información con las palabras
Likes Occupations
que estan en rojo en el texto.
He likes to win gold medals at
Infinitive a
the Olympic Games.
She loves writing stories with

He likes b
the correct punctuation marks.

A doctor
It c He likes to play modern music.
Gerund He hates to hurt himself at a

d
contest.
She loves to heal people at
e
the hospital.
love He hates it when he doesn’t
f
get the right tone. A Spanish
Noun teacher
g He loves doing exercise.
You
She loves medicine
h
magazines.
They She hates it when people
i
forget to take their pills.
She doesn’t like mathematics,
j
she prefers Spanish.
An athlete
5 Underline the correct option.

Subraya la opción correcta.
k
l
He loves to play guitar.
He likes playing the piano.

a) Sandra
1 She likes her job and cooking. m She likes reading.
b) Rosalia
c) Francisco n She likes to help people.
He doesn’t like jeans and A musician

a) Mario o boots, he prefers pants and
2 He loves playing soccer. b) Sandra tennis shoes.
c) Francisco She gets mad at students who

p
don’t do their homework.
a) Rosalia
7
3 She doesn’t like mathematics. b) Mario Write about your family.
c) Sandra Escribe acerca de tu familia.
Hello, I’m . My family is

a) Mario
(big/small).
4 He doesn’t like boxing. b) Francisco
c) Sandra We are members.
111
Ingles Unid 3.indd 111 19/04/12 18:21

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

Mario: Do you like comics?
David: Yes, I do. I love them. They’re

David: Let me show you my room.
interesting and funny. What
Mario: OK. about you, what else do you
David: Look. I like sports and movies. like?
Mario: Do you like tennis? Mario: Well, I like listening to music
David: No, I don’t. That’s my father’s
er s
er and ggoingg to the movies.
racquet.
t. I llike
queet. ike so
ike
ik ssoccer.
occ
ccer
cer
er.
2 Fill the blanks with the underlined

words that are in the dialogue.
ed
Escribe sobre las líneas las palabrass

subrayadas del diálogo.
Write Think
3 Answer the questions with your information.

Contesta las preguntas con tu información. 4 Complete the sentences.
a) Do you like swimming? a) you like basketball?
b) Do you like basketball?
Yes, I .
c) Do you like English?
d) Do you like reading stories? No, I .

e) Do you like horseback riding?
Speak
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
6 Write about one classmate.
Use the information
from the chart.
o . Haz preguntas que empiecen con Do you like…? Escribe sobre uno de
tus compañeros. Usa la
Name Basketball Soccer Watching TV Dancing información del cuadro.
112
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Does your
Lesson 56 father like soccer?
You will notice the use of does for the third
hird person singular form (she, he, it) in the presentt simple
tense to make questions about preferences.
eren
nces.
Reconocerán el uso de does en la terceraa p
pe
persona
erson
erso a del
son del
e sin
singula (she
singular
g ar
gu
gul she,, he,
sh he, itt) en
en tiempo
tiem
mpo
o presente
presen
pr sente
t
simple para realizar preguntas sobre preferencias.
efe
f reencia
en cias.
cia s.
Read
1 Identify Mario’s and David’s bedroom.

Identifica la recámara de Mario

y la de David.
2 Read the dialogue with a partner.

ero
o..
David: This is your room. I hope you like it. Mario:
Mario:
i Y es h
Yes, hee d oesss. H
does. Hee plays
l s wi th
hh
with is sstudents.
is
his tud
tu dentss.
dent
Mario: Sure, thanks. It’s great. I’m going to hang David: Does he like to see movies?
i ?
a picture of my family. Look, these are my Mario: No, he prefers to watch TV, especially
mother, my sister, my father and I. soccer games.
David: Does your father love soccer as mine? David: Our fathers have similar likes.
Write Think

Contesta las preguntas. 4 Underline the sentences that
are written correctly.
Subraya los enunciados que estén
a) Does Mario’s father love soccer? escritos correctamente.
b) Does Mario’s father play soccer
with his students? Do he like soccer? Does he like soccer?
c) Does Mario’s father like to see Yes, he does. Yes, he do.

movies?
No, he doesn’t. No, he don’t.
d) Does Mario’s father prefer to
watch movies than soccer games?
Write
5 Prepare an interview for a classmate.

Prepara una entrevista para un
compañero o compañera de tu clase.
6 Interview your classmate, write
the answers, and then a text.
Entrevista a tu compañero, escribe las
a) What’s your mother’s name? respuestas, y después un texto.
b) Do you like cooking? name is .

She/He likes
c) ?
d) ?
e) ? 113
Ingles Unid 3.indd 113 19/04/12 18:21

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


Mario: Good morning, Mrs. Smith. What are you
ou
u
doing?
Mrs. Smith: Good morning, Mario. I’m cooking
ke
breakfast. I love it. Does your mother like
cooking?
Mario: Yes, she does. And she does it very well.
Mrs. Smith: Really? Tell me about her. What does shee
like cooking?
Mario: She likes cooking vegetables and chicken.
Mrs. Smith: Does she go to the supermarket?
Mario: No, she doesn’t. She goes to the market.
There she also buys fruit.
Mrs. Smith: I love Mexican markets. They’re so pretty!
2 Identify the place where Mrs. Smith and Mario are. Write a
Identifica el lugar donde están la señora Smith y Mario. Escribe una
.
.
bathroom kitchen living room

114
Ingles Unid 3.indd 114 19/04/12 18:21

Write Think
3 Circle the correct option.

Encierra en un círculo
la opción correcta.
Completa la tabla.
Do / Don’t Does / Doesn’t
1 Mrs. Smith is cooking: They It

We
a) dinner
b) pizza

c) breakfast
Write
5
2 Mario’s mother likes: Look at the pictures and classify th
the
them.
e
a) cooking Observa
Ob
bse
serv
serv
rva los d
dib
dibujos y clasifícalos.
b) sleeping
c) swimming
3 Does Mrs. Smith like

cooking? Apples
pp Avocados
A d CCh
Chili
hili
illii peppers
p ppe
peppe
pep
pe pe
ers Pineapple
Pi l Lettuce
LLettu
ettuce
tt e
a) No, she doesn’t.
b) Yes, she does.
c) No, she don’t.

Onions Grapes Pears
ears Tomatoes Oranges
O anges
4 Where does Mario’s mother
Fruits Vegetables
buy fruits and vegetables?
a) at the supermarket
b) at the grocery store
c) at the market
5 Does Mrs. Smith hate

Mexican markets? 6 Match the columns.
a) No, she doesn’t.
Does your mother like onions? a No, it doesn’t.
b) Yes, she does.
Do you like apples? b Yes, he does.
c) No, she don’t. Does your father love pears? c Yes, they do.
Does your dog like grapes? d Yes, I do.
Do your friends like oranges? e No, she doesn’t.
115
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I like fruits
Lesson 58 and vegetables
You will identify addition and contrast conjunctions to express preferences.
Identificarán conjunciones que indican adición o contraste para expresar preferencias.
Read
1 Unscramble the letters of the words

and complete the supermarket list. 2 Read the dialogue.
Lee el diálogo.

Ordena las letras de las palabras y
completa la lista del supermercado. David: Okay, we have to buy carrots,
tomatoes and lettuce.
a) d a v o c a o Mario: Don’t forget the cucumbers.
b) p n e i p a l e p David: You’re right. Do you like vegetables,
Mario?
c) o n i n o Mario: Yes, but I don’t like broccoli. And
you?
d) n g e r o a
David: I like some vegetables, but I hate
onions. I think it is sad, it always
makes you cry.
List Mr. Smith: Ha, ha, ha! And, what about fruits,
1. carrots Mario?
2. cucumbers Mario: Well, I like oranges, apples and
3. strawberries, but I hate bananas and
papaya.
4.
5.
6.
116
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Write Speak and write
3 Match the columns. Use the text.

Relaciona las columnas con la
información del texto.
5 Write a list of fruits and vegetables.
Ask a classmate if he likes or not the
vegetable or fruit. Then write a or
a next to each word on the list.
Likes some vegetables, but
hates onions. Escribe una lista de frutas y verduras. Pregunta
Mario a un compañero o compañera si le gusta

o no esa verdura o fruta. Después marca
Hates papaya and bananas.
con una o un sus respuestas.
Likes vegetables, but doesn’t
David
like broccoli.
6 Write on the lines the information
you have about your classmate.
Escribe sobre las líneas la información
Likes oranges, apples and de tu compañero o compañera.
strawberries.
Think
4 Complete the sentences.

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.
117
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David
Lesson 59 loves comics
You will notice the difference between the usage of the ending s for affirmative verbs in the
third person singular form of the simple present and the ending s added to nouns to indicate plural.
Distinguirán entre el uso de la s agregada a los verbos afirmativos en tercera persona del singular
en presente simple y la s agregada a sustantivos para indicar plural.
Read Write
1 Read the letter.

Lee la carta. 2 Underline the option that corresponds.
Subraya la opción que corresponda.

In the letter, who’s Sandra?
Dear Sandra,
a) Sandra is Mario’s mother.
t. I h o p e y ou are getting b) Sandra is Mario’s sister.

I miss you a lo
d e s a t sc h o o l. I want to tell c) Sandra is Mario’s girlfriend.
good gra
m y n e w fr ie n ds at school:
you about
Roxane. David
David, Sand
likes co m ic
y,
s, S
P
a
h
n
il
d
ip
y
a n d
loves fashion 3 Match the columns. Use the
information in exercise 1.
Relaciona las columnas. Usa la información
d
P h il ip d o e sn ’t like water an del ejercicio 1.
shows, e
a te s so cc e r g ames. We hav
Roxane h od
ren t li k e s b u t we all are go He doesn’t like water. a) Roxane
diffe
a re so k in d w ith me and
friends. They sh. Please,
She hates soccer games. b) Sandra
rn m o re E n g li
help me to lea
b a ck a le tt e r or an e-mail. I She loves fashion shows. c) Philip
send me
love you. Kisses, He writes the letter. d) Sandy
Mario
She is Mario’s sister. e) Mario

Sports are the best hobbies you can ever have. When you practice them
your heart works better, your skin, hair and nails look shiny, you
avoid diseases and produce endorphins, the hormones that make
you feel happy.
El deporte es el mejor pasatiempo que puedes tener. Cuando lo practicas,
tu corazón trabaja mejor, tu piel, cabello y uñas se ven brillantes, evitas
enfermedades, y produces las hormonas que te hacen sentir feliz.
118
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Think

Contesta las preguntas.
1 What do you notice in the following words? 2 What do you notice in the next words? Why
Why do they have an s? do they have an “s”?
a) She hates soccer games. a) Monica likes to watch soccer games.
b) She loves fashion shows. b) Frank loves epic movies.

c) He writes the letter. c) We enjoy eating apples.
Write the rule: Write the rule:
Write

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)
Dear
,
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.
, 119
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Mini
Lesson 60 Check
You will solve exercises in order to verify what you learned in previous lessons.
Resolverán ejercicios para verificar lo aprendido en lecciones anteriores.
Read Write

Lee el diálogo con una compañera o compañero. 2 Use the information from the dialogue and
P, or O (like / don’t like), or PP,
write

Steve: Do you like soccer, Mario? or OO (love/hate) to complete the chart.
Mario: No, not really, I like basketball. And you,
Usa la información del diálogo y marca con
Steve? Do you like playing soccer?
Steve: Yes, I like it, but I hate basketball. What Po O, (like/don’t like), o PP, o
una
about you, David? What sports do you OO (love/hate) para completar la tabla.
like?
David: I like swimming and basketball, and I Sport Steve Mario David Philip
love playing soccer.
Basketball
Steve: Yes, we know. And what about you,
Philip?
Philip: I hate swimming, because I don’t like Soccer
water, it is always cold.

David: We think you don’t like to take a shower! Swimming
Ha, ha, ha, ha!
Think
3 Match the images with the words from the box.
4
Relaciona las imágenes con las palabras del cuadro. Answer the question.
swimming cycling baseball soccer Responde la pregunta.
jogging tennis basketball volleyball D

Does the dialogue mention any
ssports you to play?
Yes No
Which one?
W
cycling
Ingles Unid 3.indd 120 19/04/12 18:22

Read and write
Unit 3
Unidad 3
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?

Sequence 2
Secuencia 2
6 Use the questions to interview a
classmate and complete the text.
Usa las preguntas para entrevistar a un
In unit 3 sequence 2 you will
learn to:
compañero y completa el texto.
a) What sports do you like? • Make, accept or reject
invitations to different events.
Hacer, aceptar o rechazar
b) Do you like baseball? invitaciones a diversos eventos.
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 .
121
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Would you like
Lesson 61 to go to a party?
You will notice the most common expressions to make invitations.
Identificarán las expresiones más comunes para hacer invitaciones.
Read
1 Read the dialogue with

a classmate. 2 Answer the question.

Lee el diálogo con una
compañera o compañero. What’s the dialogue about?
a) A baseball game b) A party c) A concert
David: Do you like parties?

Write
3
Mario: Yes, I love them. Use the dialogue to complete the sentences.
David: Would you like to go to a party? Usa el diálogo para completar los enunciados.
Mario: That sounds great, but I have to finish
a) Do you like parties?
my chores. When is it?
David: It’s today at five in the afternoon. b) ? That sounds great.
You have enough time to do them.
Mario: OK. Where is it? c) the party? It is at
Sandy’s house.
David: It’s at Sandy’s. It’s her birthday.
Mario: Do you have a gift for her? d) Do you have a gift for her? Yes,
David: Yes, of course.
.
122
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Think
4 Go back to the dialogue. Identify the question used to make an invitation.

Regresa al diálogo. Identifica la pregunta para hacer una invitación.
You use to make an invitation.
Write
5 Write or in the charts according to your preferences.

Escribe
Escrib
ib
be o en los cuadros de acuerdo con tus preferencias.
Would you like to go to…?
An expedition
A soccer game A picnic
i i ini the
th forest
f t
to the mountain
An exhibition
bi thd party
A birthday t A rock concert
at the museum
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
123
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Why don’t we
Lesson 62 go to the movies?
You will make, accept or reject invitations.
Realizarán y aceptarán o rechazarán invitaciones.
Read

Lee el diálogo.
David: Relax. Today is Sunday.
Would you like to go to the

movies?
Mom, can we
Would you like to invite my friend Mrs. Smith: That’s a good idea.
come with us to come with us?
to the movies?
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.
2 Order the days of the week

and answer the question.
Ordena los días de la semana
a) Monday
b)
y contesta la pregunta.
c)
Wednesday Tuesday Friday Thursday d)
e)
Monday Saturday Sunday
f)
g)
On what day does the dialogue take place?
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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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Let’s eat
Lesson 63 Mexican food
You will express preferences about food.
Expresarán preferencias sobre comida.
Read
1 Write the letter on the corresponding line.

Escribe la letra de la opción que corresponda.
C
B

Mexican food
Chinese food
Fast food
Chop Suey
Tacos Noodles
A Enchiladas Rice with pork
Sopes Drinks Fried rice
Combo 2 Mole Fruit water Drinks
Chicken
Fajitas Sodas Sodas
Combo 1 Hamburger Juice Water
Fries Baked potato
Bacon Green tea
Ice cream
Hamburger Juice
Soda
Pie

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.
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Write Think
3 Put the events in order according to

the information in the dialogue.
Ordena los eventos de acuerdo con
la información del diálogo. is another way

to talk about your preferences.
Mrs. Smith doesn’t want Chinese
food, she prefers Mexican food.
For example:
At the end of the movie Mario is
I would like to try Mexican food.

hungry.
a) eat
Finally, they decide to eat Mexican
Chinese food.
food.
Mr. Smith suggests to eat Chinese b) watch a
food. soccer game.
David would like to try tacos.
Speak
P or O
5 Work in pairs. Ask your partner about the menus. Write
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
Write

Contesta las preguntas.
The third best place to eat in the world is Mexico
What kind of food does your classmate like?
City, just surpassed by Paris and Tokyo according
to the famous American newspaper The New York
What kind of food do you like? Times.
El tercer mejor lugar en el mundo para comer es la
What food don’t you like? Ciudad de México, sólo superada por París y Tokio, según
el famoso periódico norteamericano The New York Times.
What food doesn’t your classmate like?
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Shall we go to
Lesson 64 a rock concert?
You will identify the expressions to make invitations and answer to them.
Identificarán las expresiones para hacer y responder a invitaciones.
Think and speak Read
1 What fun events are coming (dancing,

concerts, party, etc.)? Would you invite
someone in the class? Who?

¿Qué eventos divertidos se acercan (baile,
David: There will be a concert next
concierto, fiesta, etc.)? ¿Invitarías a alguien weekend. Shall we go?
de tus compañeros de clase? ¿A quién? Mario: Sure, I’d love to.
David: Let’s ask my father.
David: Can we go to the concert,
dad?
Mr. Smith: Mmmmm! What time does it
start?
Mario: It’s at eight in the evening,
Mr. Smith. And it finishes at
eleven o’clock.
Mr. Smith: It’s too late.
Mario and David: Please, please, please.
Mr. Smith: OK. But your mother and I
will be waiting for you at the
end of the concert.

Missy Elliot is considered the most influential
woman in hip-hop music in the last decade
and one of the most creative women in the
world’s music industry.
Missy Elliot es considerada la mujer más
influyente en la música hip-hop de la última
década y una de las mujeres más creativas en
la industria discográfica mundial.
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Write Think
3 Circle the option that corresponds.

Encierra la opción que corresponda. 4 Complete the chart with information
from previous lessons.
Completa el cuadro con información
1 Mario and David are going to a… de las lecciones anteriores.
a) party Expressions to make Expressions to accept

an invitation an invitation
b) concert

c) soccer game
2 The concert is at …
a) eight in the evening
b) eight in the morning

Write
c) nine in the evening
3 What time does the concert finish?

5 Complete the dialogue with
the phrase from the box.
Completa el diálogo con la frase del cuadro.
a) at eight o’clock
Shall we go?
b) at one o’clock
c) at eleven o’clock
Sandy: Look David, there is a fashion show next
Saturday.
4 Who do Mario and David ask for permission
to go? David: No, that’s not for me. Look, there is a car
show on Sunday. Shall we go?
a) Mrs. Smith
Sandy: I don’t think so. I don’t like cars.
b) Mr. Smith David: Well, there is a basketball game at the
school gymnasium on Sunday.
c) Mario’s mother
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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Would you like
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.
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.

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 Think
3 Correct the sentences according to the

dialogue.
Corrige los enunciados de acuerdo con el diálogo.
4 Complete with the expressions
in red in the dialogue.
Completa con las expresiones que
aparecen en rojo en el diálogo.
a) Sandy has to visit her grandfather.
Invitation
b) David invites Sandy to a soccer game.

c) David is going to see Sandy at school. Answers
d) David is going to see Sandy at five o’clock.
Read
5 Read the expressions from the chart.

Lee las expresiones de la tabla.
Would you like to go to Would you like to go to Let’s go to see a movie at

the park? the museum? 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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No, thanks.
Lesson 66 I hate horror movies
You will accept or refuse invitations.
Aceptarán o rechazarán invitaciones.
Read Write
1 Read the dialogue

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

Lee el diálogo con Encierra T en un círculo si el enunciado
un compañero o es verdadero o F si es falso.
una compañera.
a) Mrs. Smith is watching TV.
b) Mrs. Smith hates

horror movies.
Mr. Smith: What are you doing? c) Mr. Smith invites

Mrs. Smith: I’m writing an e-mail to Mario’s Mrs. Smith to the movies.
mother.
d) Mrs. Smith and Mr. Smith
Mr. Smith: Good! Shall we go to the stadium
are going to visit the zoo.
when you finish?
Mrs. Smith: Thanks, but I don’t like soccer, as e) Mrs. Smith has an
you know. appointment with the dentist.
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
Think
dentist at five o’clock. Why
Mr. Smith:
don’t you come with me?
OK. Let’s go to the dentist.
4 Complete the questions in order to
make invitations for places you like.
Completa las preguntas para hacer
invitaciones a lugares que te gusten.
a) Why don’t we ?
2 Find five cognates in the dialogue.

Encuentra cinco cognados en el diálogo.
b) Shall we
c) Would you like to ?

?
d) Let’s .
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5 Complete the chart. Unit 3
Completa la tabla. Unidad 3
Yes No
Yes, I’d love to.
Yes, I’d like. No, ____________________.
That sounds great. No, I prefer to stay at home.

It’s No, thank you. I’m very busy.
_________________ Thanks, I prefer to watch TV.
idea.
Sequence 3
Write
Secuencia 3
6 Work in pairs to make a dialogue.

Trabaja en parejas y elabora un diálogo. In unit 3 sequence 3 you will
learn to:
You: Why don’t we En la unidad 3 secuencia 3 aprenderás a:
Classmate: No, • Write an invitation to a

Valentine’s Day party.
You:
Escribir una invitación para
Classmate: No, celebrar el día de San Valentín.
You:
Classmate: Yes,

In 2010, for the first time ever, a woman was
awarded the best director’s award by the Academy
of Arts and Cinematography. Her name is Kathryn
Bigelow, and as an interesting fact, she beat her
former husband, James Cameron, director of
Avatar.
En el año 2010, por primera vez en la historia, una
mujer fue premiada como mejor directora por los
premios Oscar. Su nombre es Kathryn Bigelow y, como
dato curioso, le ganó a su ex esposo James Cameron,
director de la película Avatar.
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Project • We invite you
Lesson 67 to our St. Valentine’s celebration
You will plan a party to boost friendship and comradery at school.
Part one Planearán un convivio para fomentar la amistad y el compañerismo en la escuela.
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. Dear Principal:

Valentine’s Day. First, write a letter to
ask for permission from the Principal at The first grade group would like to
school. You can use the letter format below. celebrate day.
Discuss with your classmates and teacher
the date, place and time of celebration of
Regards,
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 3 Discuss the food and drinks
for the party. Make a list.
y maestro la fecha, el lugar y la hora
para la celebración del día de San Hablen acerca de la comida y las bebidas
Valentín. Contesta las preguntas. para la fiesta. Hagan una lista.
Food Drinks
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?

4 How are you going to invite the students
from your school to your party?
¿Cómo van a invitar a los alumnos
c) At what time is the celebration?
de la escuela a su fiesta?
With:
d) Who are going to attend the party?
a) a letter
b) an invitation card
c) an e–mail
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Project • We invite you
Lesson 68 to our St. Valentine’s celebration
You will design an invitation for the party in order to let the community know about
Part two the date and time of it.
Diseñarán una invitación para su convivencia donde se informe la fecha y la hora del mismo.
1 Design an invitation card for the

St. Valentine’s party. Look at the example.
2 Give an invitation to each
student at your school.
Diseña una tarjeta de invitación para la fiesta Da una invitación a cada uno de

del día de San Valentín. Observa el ejemplo. los alumnos de tu escuela.
3 Next class you are going to do

your party. After that, exchange
opinions about what happened.
En la próxima clase realizarán su
fiesta. Después intercambien
opiniones acerca de lo que pasó.
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Lesson 69 Review
You will solve drills to review the developed topics along the unit.
Resolverán ejercicios para revisar los temas desarrollados a lo largo de la unidad.
Read and write
1 Unscramble the letters of the words according to the images.

Reacomoda
Re
eac
acom
mod
oda
da las
las letras
la letr
let
letras
tras
a de
de las
las palabras
paala
p lab
la
ab
brass de
e acuerdo con las imágenes.

recocs gwsimnmi nsitne
bxongi llasbektba yllabveoll
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

.
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3 Locate the words.
Ubica
Ubi
bic
ic las palabras.
apples pineapple oranges

bananas watermelon
wa mangoes
g

4 Answer the questions with your information.
Contesta las preguntas con tu información.
Lee el diálogo.
a) Do you like vegetables? Roxane: Hi! What are you doing?

David: We are planning a party at Philip’s
house.
b) Does your mother like apples? Roxane: That sounds great.
Sandy: We are talking about food. Shall we
prepare some sandwiches?
c) Does your father like fruit?
Philip: No, it’s better to order some pizzas.
Mario: Yes, that’s a good idea. I love pizzas. Why
d) What’s your favorite fruit? don’t we buy some sodas too?
David: Sure. I will buy the sodas.
Roxane: Would you like a chocolate cake?
e) Do you like oranges?
Philip: Yes, of course. It’s my birthday.
Mario: So, let’s invite some clowns.
7 Complete the chart with

information from the dialogue.
5 Order the dialogue.
Ordena el diálogo.
Completa el cuadro con información del diálogo.
Invitations Answers
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?
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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 final de la unidad anterior? ¿Por qué?
3 ¿Qué puedo hacer para aprender más en la clase de inglés?
II. Responde
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?
138
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Visit the BBC official website an review how to http://learnenglish.britishcouncil.org/en/english-
express preferences, likes and dislikes. grammar/verbs/infinitive
http://learnenglish.britishcouncil.org/en/english-
grammar/verbs/verbs-ing-forms
grammar/verbs/verbs-followed-ing-clauses
Visit the BBC official website and review how to http://learnenglish.britishcouncil.org/en/english-

invite and respond to invitations. 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
139
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Con el propósito de ayudar al alumno a mejorar su aprendizaje, solicitamos atentamente a los padres de
familia que colaboren con el maestro para conseguir este objetivo, por lo que en esta sección deberán

140
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Unit 4
Unidad 4
Daily Life
Vida diaria

Sequence 1
The purpose of this unit is to
enable students to describe
Secuencia 1
actions that happen daily or
periodically in their lives or in the
lives of people and animals they In unit 4 sequence 1 you will learn to:
are interested in. En la unidad 4 secuencia 1 aprenderás a:
El propósito de esta unidad es • Ask for and give the time.

capacitar a los estudiantes para Preguntar y dar la hora.
describir acciones que pasan diaria • Use the preposition at to talk about
o periódicamente en sus vidas o en
a specific hour or schedule.
la vida de otras personas y animales
en los que estén interesados. Utilizar la preposición at para hablar
de una hora precisa o un horario.
• Use the preposition on to mention

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

morning, the afternoon and the evening.
Utilizar la preposición in para hablar
de la mañana, la tarde o la noche.
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Long
Lesson 70 distance call
You 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. 2 Answer the question about the text.
Responde la pregunta sobre el texto.

What is this text?
a) A letter
b) An article
c) A dialogue
Jessica: Hello! Nikki? This is Jessica speaking

from Mexico.
Nikki: Hello, Jessica! How are you?
Jessica: I’m fine. I’m almost going to bed, here
Nikki:
it’s midnight.
Well. I’m getting ready to go to school.
Here in London it’s eight o’clock in the
3 Circle T if the sentence is
Encierra la letra T en un círculo si el
morning. enunciado es verdadero o la F si es falso.
Jessica: It’s great to hear you! At what time do
you start school? Nikki is in Mexico.
Nikki: At eight fifteen a.m. I’m late! I’ll call you Jessica is in Mexico.
later!
Jessica is going to bed.
Jessica: OK. Have a nice day! Goodbye.
Nikki is going to school.
Nikki: Bye.
Nikki starts school at ten fifteen.
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Think
4 Go back to the dialogue. Complete

the sentence and the chart.
6 Answer the questions and draw
the hands of the clocks.
Responde las preguntas y dibuja
Regresa al diálogo. Completa las manecillas en los relojes.
la oración y la tabla.
Example: What time is it in France?
We use to tell the time.
It’s ten sixteen.

a) it’s
b) its
What time is it now?

Time Time Translation
It’s .
Ten o’clock 10:00
8:15 Ocho y cuarto
Write

Relaciona las columnas. What time is your English class?
.
Ten fifteen 3:20
Five o’clock 11:13
Three twenty 2:00
Seven forty two 9:54
Eleven thirteen 5:00 What time is it in New York?

.
Two o’clock 5:20
Five twenty 10:15
Nine fifty four 7:42
143
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It’s quarter
Lesson 71 past eight
You will use quarter to and quarter past to talk about minutes before and after a certain hour.
Emplearán quarter to y quarter past para hablar de minutos antes y después de cierta hora.
Read

Lee el diálogo.

Mom: Jessica, it’s getting late!
Jessica: What time is it?
Mom: It’s quarter to seven.
Jessica: I’m almost done!
Mom: You are going to miss the bus!
Jessica: Mom, I’m in trouble!
The bus has left me! It’s quarter past
seven!
Mom: You are right! You are in trouble, young
lady!
2 Answer the question.

Where is Jessica?
a) At home
b) At school
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Think
3 Circle T if the sentence is

Encierra la T en un círculo si el enunciado 4 Choose the answer that corresponds.
es verdadero o F si es falso.
We say when
Jessica is getting ready there are remaining 15 minutes to the hour.
to go to school. a) quarter to b) quarter past
Jessica is on her way We say when

to school.

there are 15 minutes after the hour.
Jessica missed the bus. a) quarter to b) quarter past
Jessica’s mom is happy because

Jessica missed the bus.
Jessica is in trouble.
Write

Completa la tabla.
12:50 Ten to one

2:25 Twenty-five past two
1:15 Quarter
11:30 Half
1:05 Five

Completa la información.
Example: It’s two fifteen.

It’s quarter past two.
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What
Lesson 72 time is it?
You will identify the time differences in other countries.
Identificarán 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
 Find friends and chat with people all over the world in Answer the question.
www.worldfriend.com
Responde a la pregunta.
 Jessica says:
Good morning!  What is this?
 Rachid says:
a) A chat screen
Good afternoon! 
 Jessica says:
b) An e-mail
Afternoon? What time is it there?
 Rachid says:
c) An article
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! 

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 five hours ahead of Mexico.
It’s 7:15 p.m. in Morocco.

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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) ?
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.
1 time/ is/ in/ What/ it/ Russia? ?
It’s .
2 in/ China/ What/ the/ ’s/ time/ ? ?
It’s .
3 is/ in/ time/ England/ What/ it/ ? ?
It’s .
4 Sydney/ What/ the/ ’s/ time/ in/ ? ?
It’s .
5 time/ is/ in/ What/ the/ Dakar? ?
It’s .
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Lesson 73 What time does
Lesson 73 the next bus leave?
You will identify the use of at/in in order to explain a bus schedule.
Identificarán el uso de at/in para explicar un horario de autobús.
Think Read
What time is it now? At what
time does the English lesson
end?

Jessica: Mom, what time do you want to go to the bus station?
Mom: I would like to go at 6 o’clock in the morning.
(Jessica is sleeping on her bed.)

Mom: Jessica, it’s five-thirty, get ready to go.
Jessica: What time does the bus leave?
Mom: I don’t have the tickets yet. I’m going to buy them when
we get there.
Jessica: OK, we have to hurry.
(At the bus station…)

Mom: I want two tickets to Puebla, please. What time does the
next bus leave?
Assistant: The next bus leaves at 7:30 in the morning.
Mom: And what time does it arrive?
Assistant: At 10:30 in the morning. It takes three hours to get there.
Mom: How much do they cost?
Assistant: Each ticket costs $250.
Mom: Give me two, please.
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.
148
148
Ingles Unid 4.indd 148 19/04/12 18:24

Write
3 Match the columns

What time do you have breakfast? She does exercise at seven o’clock in the morning.
What time does she do exercise? He goes to church at six thirty in the afternoon.
What time do you start at school? I do homework at 5:00 in the afternoon.

What time do you do homework? I start at school at 7:30 a.m.
What time does he go to church? I have breakfast at 9 o’clock.
Speak and write
4 Work in pairs. Make the questions with your information.

Ask them to your classmate and write the answers.
Trabajen en parejas. Haz las preguntas con tu información y
la de tu compañero o compañera. Escribe las respuestas.
Question 1
You
Your partner
Question 2
You
Your partner
149
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I start at 8 o’clock
Lesson 74 in the morning
You will identify the use of at/in so as to express the time of the day.
Identificarán el uso de at/in para expresar la hora.
Read
1 Write on the linee below

the time shown

on the clock.
Escribe sobre cadaa
línea la hora que
aparece en el reloj.
2 Read with a classmate the interview to a rock star.

Lee con un compañero o compañera la entrevista a una estrella de rock.
Interviewer: Hi! I’m reporting for Star Magazine. What time do you start playing?
Jack Jackson: I start at 8 o’clock in the morning.
Interviewer: What time do you stop playing?
Jack Jackson: I stop playing at 6 o’clock in the afternoon. At that time I go home and have dinner.
Interviewer: What do you do at night?
Jack Jackson: I use to write my lyrics and spend time with my family.
Interviewer: Are you going to give a concert soon?
Jack Jackson: Yes, I’ll be playing in the summer in Buenos Aires,
Argentina. In Argentina, summer is in December.
Write

What’s the name of the magazine?
What time does he go home?
What does he do in the morning?
150
15
1 50
Ingles Unid 4.indd 150 19/04/12 18:24

Think
4 Go back to the interview. 8 o’clock

Look at the words in red.
Complete the information. At that time
Regresa a la entrevista.
Observa las palabras en rojo. midnight
the afternoon

In December
the summer
Write
5 Complete the gapped text. Use in/at.

Completa los espacios del texto. Usa in/at.
the morning Bertha takes a shower. r.

rs
Then she gets ready to go to school. She enters
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.

ssmates. Complete
n.
the chart with your partner’s information.
Trabajen en grupos pequeños de dos o tres compañeros. Completa la
tabla con la información de tu compañero o compañera.
Example:
What time do you get up, Leticia? At six o’clock in the morning.
Name 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
151
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I wake up at
Lesson 75 11:30 a.m. on Saturdays
You will identify the use of at/on to talk about
o the time and days of the week.
out
Reconocerán el uso de at/on para hablar de laa ho
hora
ra y los
los día
días
as d
dee llaa ssemana.
emana
em
ema na
na.
Read
1 Read the text and answer the question.

Lee el texto y responde la pregunta.

From: jessica@happypeople.com
To: nikki@londongirls.com
Subject: Hello, Nikki!
Dear Nikki,
Hello, I’m Jessica. Today is Saturday. On Saturdays I wa

wake up
k u half
p att h
hal
lf pa
lf past eleven
asstt ele
l ven because
b
I don’t go to school on Saturdays. On Sundays I go downtown with my parents, we
get back home approximately at three and have a meal. I go to bed early at night. On
weekdays I go to school, I start school at seven thirty a.m. I go swimming after school on
Mondays and Wednesdays.
Write soon.
Regards,
Jessica
What kind of text is it? Write

a) An article
b) An interview 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.
c) An e-mail 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.
152
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Think
3 Go back to the text.

Look at the words in red.
Complete the information.
7:30
At
Regresa al texto. Observa
las palabras en rojo.
Saturdays

On Weekdays
Write
4 Complete the gapped text. Use on/at.

Completa los espacios del texto. Usa on/at.
From: peter@worldpeople.com
To: george@americanteenagers.com
Subject: Hello, George!
Dear George:
Hello, George. Today is Friday. weekdays I go to school from Monday to Friday.

Fridays I usually visit my grandmother and night I watch scary movies.
Saturdays I like to go biking. I wake up early in the morning, 8 o’clock. I go back
home to have breakfast ten thirty a.m.
I like when my parents take me to visit museums Sundays.
Please send me an e-mail and keep in touch.
Write soon.
Regards,
Peter
153
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Mini
Lesson 76 Check
You will solve drills in order to review what has been learned throughout the previous lessons.
Resolverán ejercicios para reafirmar lo aprendido a lo largo
argo de las
las lecciones
llecc
ecccion
ones
on ess anteriores.
ant
an
ntteri
n teriore
eriiore
eri o s.
Read
1 Write the time on the line.

Escribe la hora sobre la línea. 2 Read the dialoguee
with a classmate.

Quarter past ten Lee el diálogo con un
compañero o compañera.
añeera.
Half past two Jessica: What time do o yyou

ou
ol?
start at school?
Four fifty-six Nikki: I start at eight
ht o’clock
o
ng..
ng
in the morning.
Jessica: What time do you
ou h ve llunch?
have unch
ch?
h?
Nikki: I have lunch at three or three-thirty.
Jessica: What time do you do homework?
Nikki: In the afternoon. After that, I go and play basketball.
Jessica: What time is it now?
Nikki: Here it’s half past eight p.m.
Jessica: Where do you go on Saturdays?
Nikki: On Saturdays I go to visit my grandparents.
Jessica: Me too.

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
154
Ingles Unid 4.indd 154 19/04/12 18:24

Write
Unit 4
Unidad 4
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 five past two.
It’s five to two.
What time is it?

Sequence 2
Secuencia 2
It’s five past seven.
It’s five to seven.
In unit 4 sequence 2 you will
learn to:
What’s the time? En la unidad 4 secuencia 2 aprenderás a:
• Express your daily activities.
Expresar tus actividades diarias.
It’s four twenty.
• Use the simple present tense
It’s twenty to four. with first, second and third
person form in affirmative,
negative and interrogative form.
What time is it?
Utilizar el presente simple con
primera, segunda y tercera
persona en enunciados afirmativos,
It’s half past eight. negativos e interrogativos.
It’s seven thirty.
What’s the time?
It’s ten thirty-five.

It’s ten twenty-five.
155
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Jessica gets up
Lesson 77 at 6 o’clock
You will express the time of your daily routines.
Expresarán a qué hora realizan cada una de sus actividades cotidianas.
Read
1 Write on, in, at on the line.

Escribe on, in, at, sobre la línea 2 Read the text.
Lee el texto.

Wednesday My name is Jessica. I get up at 6:00 in the
m orrn
ni and make my bed. Then I take a shower
morning
night
at 6
6:005 and get ready to go to school, after that
6:05
the afternoon
n I he
h elp
helpp my mother make breakfast and then I have
ten o’clock b
br eakf
breakfast. Then I go to school, and when I come
b ack
ck h
back home in n tthe
he aafternoon,
fter
ft erno
er noon
no on,, I have lunch;; la
on late
terr I
te
later
the evening eex
xe
do exercise n after
nd
and er tthat
hat I do my home
ha mewo
work
homework. k.
the weeke
weekend
end
d usua
us uall
lly finish
lly
I usually nish
ni sh at
at n
ni igh
ght
ght.
night.
Write
Wri
ite
ite

Encierra T en un círculo si el enunciado es verdadero o F si es falso
Jessica gets up at 6:30 in the afternoon.

She makes her bed before taking a shower.
Jessica does exercise in the afternoon.
156
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Think
4 Go back to the text. Look at the underlined and red words. Complete the information.
Regresa al texto. Observa las palabras subrayadas y en rojo. Completa la información
en la siguiente tabla.
do make have take go
exercise
Write

5 Write on the lines the activities that
correspond to the images. Use the
words from the box. watch TV
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
157
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Jessica loves
Lesson 78 basketball
You will identify that the verbs in simple present tense for the singular third person form
end in an s, an es or an ies.
Identificarán que los verbos en presente simple para la tercera persona del singular terminan en s, es o ies.
Read
1 Remember your Geography

lessons. Answer the questions.
2 Read the text.
Lee el texto.

Recuerda tus lecciones de geografía.
Responde las preguntas. Jessica Flores is a junior high student. She lives in
Guanajuato. She is a very smart girl. She studies
Where is Guanajuato
o lo
located?
oca
cate
ted?
d? very hard.. She walks
very w to the bus stop early in the
mo
morning g and ttak
takes the bus to school.
Name the states which
ch She likes to pl play
p aayy basketball. She thinks sports
have borders with aaree very
ar very interesting.
intter
eres
esti She watches professional
es
Guanajuato. bask kettball
basketballbaa l on T TV with her father.
An interesting act • U
esting ffact Un
nddato
t iinteresante
t t
Enriqueta Basilio was the first
st woma
wo
w
woman
oma
man
mann to
t llight
ight
ig h tthe
h ttorch
he orch
orch Write
in an Olympic Stadium in modern history. Those games
were
were
wer ccelebrated
eleb
el
eleb
bra
rated in
nMMexico in 1968.
Enriqu
Enriqueta Basilio fue la primera mujer
que encendió el pebetero en un
q
3 Answer the questions about
the text and about you.
estadio olímpico en la historia del texto y sobre ti.
moderna. Tal evento ocurrió
en México, en los juegos Where does Jessica live?
olímpicos celebrados What does Jessica like to do?
en 1968. Do you like sports?
Which sport do you practice?
158
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Think Write
4 Look at the words in red in the

text. Complete the chart.
Observa las palabras en rojo del texto.
6 Complete the sentences with the verbs in
the box. Write them in the right form.
Completa los enunciados con los verbos del
Completa la tabla con la información. cuadro. Escríbelos en la forma que corresponde.
sing drink speak read

I/ we/ you/ they he/ she/ it
hate buy listen
live

Example: Laura speaks four languages.
nggua
uage
g s.
ge
love
takes George
vegetables. He always eats junk food.

likes
play
My father
thinks
five cups of coffee a day.
5 Choose the answers that correspond.

Elige las respuestas que correspondan.
Lupita
when she is taking a shower.
rd
To form simple present in 3 person singular,
we add to verbs ending with -e vowel
(like, love, raise, etc.).
Alfred
a) -es b) -s classical music.
To form simple present in 3rd person singular,

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

we add to verbs ending in vowel
+ y (play, say, pay, etc.). Cathy
fruits in the market.
a) -s b) -es
159
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He studies
Lesson 79 at Queens University
You will identify the change in the third person of the singular form of the simple present.
Reconocerán el cambio en la terminación de los verbos para tercera persona del singular.
Read
1 Read the text.

Lee el texto. 2 According to the text, choose the
answer that corresponds.

Según el texto, elige la respuesta
Carol Pavlov is from Poland. He is 26 years que corresponda.
old. He lives in Canada. He works part time at
the Chateau Meilleur Hotel in the restaurant What’s his occupation?
Antiques. He is a professional chef. He loves to a) A biologist
g b) A doctor c) A chef
cook. On a typical day he gets up att 6 o’clock,
takes a shower and has breakfast. T Then
hen he goes
hen
to school. He studies at Queens University.
niiversity. He
tries to get good grades all the time, e, th
that’s wh hy
why
he does his homework after he goes es to w orrk. IIn
work. n
the afternoon he goes to work. First st he washes
his hands before he starts cooking. g. He
H ggets
etss ho
et homeme
around eight o’clock in the eveningg an andd hee does
homework, studies and sometimess watches w TV V.
sh
He brusheshes h is tee
his tteeth
eeeth
hb efor
eforee going
before goin
goingg to
to b ed..
eed
bed.
Write
ite
te
3 Answer the questions about thee text.

Where is Carol Pavlov from?

Where does he work?
When does he do his homework?
What does he do when he goes home?
160
Ingles Unid 4.indd 160 19/04/12 18:25

Think Write
4 Look at the words in red. Choose the answer

that correspond and complete the chart.
Observa las palabras en rojo. Elige la respuesta
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
que corresponda y completa la tabla. palabras del cuadro en la forma que corresponde.
To form simple present in 3rd person singular, we teach go kiss have

to verbs ending in consonant + -y
cry catch fly
(study, try, cry, etc.).

Example:
a) eliminate -y and add -ies
b) eliminate -y and add -s Joe is a teacher. Joe teaches math at
To form simple present in 3rd person singular, we high school.

add to verbs that end in -ch,-s,-sh,
-z, -x or -o (wash, watch, pass, etc.).
He is a very good receiver. He
a) -es b) -ies all the passes.
I/ we/ you/ they he/ she/ it

An insect six legs.
fix
finish
Alan likes art. He to the
e
brushes
museum frequently.
watches
catch
Lisa her boyfriend
pass
because she loves him.
goes
A condor is a kind of bird.

Be/ are and have/has are two
verb forms. It very high.
a) regular b) irregular
That baby because she
e
is hungry.
161
1
16
61
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Does he wake up
Lesson 80 at half past five?
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
1 Order the letters to form a word. Then

circle the word related to the dialogue.
Lee el diálogo.

Ordena las letras para formar una
palabra y encierra en un círculo la que Jessica: This is my father. His name is Sandro,
está relacionada con el diálogo. he’s a primary teacher. He is
45 years old.
c o d r o t Romina: What does he do?
Jessica: He teaches Spanish.
Romina: Does he work in the city?
t s i t e c n i s Jessica: No, he doesn’t. He teaches in a rural
community in Oaxaca. He gets up very
early to get there. He wakes up at half
past five.
c t e h a r e Romina: Does he get up at five thirty?
Jessica: Yes, he does. It’s because it takes one
hour and a half to get to the
school where he teaches.
Romina: Do you feel proud of him?
Jessica: Yes, I do. I love him.
3 Answer th
the
he questions about
Responde las
bout
bout tthe
la siguientes pr
preg
he d
he
preguntas
egu
eg
dialogue
ia ogu
ialo
untas acer
guee an
acerca
erca
and
nd abo
ab
about
bou
out yo
you..
ca del diálogo y sob
sobre
bre tti.i
Does Sandro ttea

teach Spanish?
Does it take h
him a long time to get to his work?
Do you feel pr
proud
rou of someone in your family? Why?
162
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Think

Elige la respuesta que corresponde.
We use do with these pronouns: a) you, we, they b) he, she, it

We use does with these pronouns: a) you, we, they b) he, she, it
Discover the rule. When we use
does the verb in present simple a) doesn’t change b) changes

Write
5 Order the words to form a question and answer it according to the images. Follow the example.
Ordena las palabras para formar una pregunta y respóndela de acuerdo con
las imágenes agregando una idea completa, sigue el ejemplo.
Example:
he/ basketball/ Does/ play/?
Does he play basketball?
No, he doesn’t. He plays soccer.
1) parties/ like/ she/ Does/?
2) school/ to/ Saturday/ he/ go/ Does/ on/?
3) exercise/ she/ Does/ do/?
4) music/ listen/ she/ Does/ to/?
5) bake/ a/ cake/ she/ Does/?
163
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Romina doesn’t
Lesson 81 have a sister
You will use don’t/doesn’t as an auxiliary verb to express negative sentences in simple present tense.
Utilizarán don’t/doesn’t como verbo
bo auxiliar
auxili
auxili
auxiliar
ilili
iarr para
paar
p
par
ara expresar
ara expr
expr
xp
presa
esar
esa
sar enunciados
enun
enu
n cia
nu ciados
dos negativos
negat
ne gativo
ivoss en
en presente
present
pres ente
e ssim
simple.
imp
im
Think
Responde las siguientes preguntas.

Do you have any brothers or sisters? Does your
ou
ur
best friend have any brothers or sisters?
Read

ñera.
ñe
ea
Jessica: Tell me now about your family. Does

2 Circle
C i l T if i f th
if it is false.
the
he se
sent
sentence
nten
nce iiss tr
true o
Encierra la letra T en un círculo si el

or F
your mother work? enunciado es verdadero o la F si es falso.
Romina: No, she doesn’t. She doesn’t work right Romina’s mother works.
now. Jessica’s brother plays soccer.
Jessica: Dou you have any brothers or sisters? Jessica’s brother plays basketball.
Romina: I don’t have any sisters, but I have two
brothers.
Jessica: How old are they?
An interesting fact •Un dato interesante
Romina: Jeff is five years old and Brandon is
A can of soda contains 40 grams of sugar when in a
eight. Does your brother play soccer?
healthy diet you should not take more than 15 grams
Jessica: No, he doesn’t play soccer, he plays of sugar per day. Besides, you must do exercise for 30
basketball. 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.
164
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Think

p
We use ffor
or activities thatt do
d nnot
o occur.
ot
a) shouldn’
shouldn’t
h ldnt’tt b) don’t/doesn’t
d n’t
don
n doesn’tt
n’t/d

4 Complete
l theh chart
h accor
according
rd
din
di
d ng tto
n
Completa la tabla de acuerdo
o the red words in the dia
dialogue.
alog
ogue
guue.
do con las palabras en rojo del diálogo.
diálogo
Pronouns Don’t/doesn’t Verb Predicate

I/ you/ they/ we play soccer
He/ she/ it have sisters
Write
5 Write on the line don’t/doesn’t accordingly.

Escribe sobre la línea don’t/doesn’t
según corresponda.
6 Write the negative statements.
Escribe la forma negativa.
Example: I play soccer with my friends.

I don’t play soccer with my friends.
Laura eat eggs for breakfast. She
prefers to eat cereal and fruit. She 1 I take a shower in the afternoon.
drink orange juice or grape juice.

Mauricio is very clean but he 2 She takes the bus to go to school.
clean his room every day. He never cleans his

room. 3 We have lunch at 5:30 p.m.
I go to parties on Mondays. I go
to school on Mondays. I read 4 They watch TV in the evening.
magazines. I read the newspaper.

5 I brush my teeth after breakfast.
165
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I visit the dentist
Lesson 82 twice a year
You will express the frequency in which you perform different activities.
Expresarán la frecuencia con que realizan diferentes actividades.
Think and speak Think

Responde las siguientes preguntas. 3 Go back to the text. Look at the words
in red. Complete the charts.

Observa las palabras en rojo del texto
Do you brush your teeth three times a day? Do
y completa las tablas.
you visit the dentist once a year?
_______ (x 1)
Read twice (x 2) week
_______ times (x 3) a weekend
1 Read the text.

Lee el texto.
four times (x 4)
many times
month
I visit the dentist twice a year. Every six months I

visit the dentist. He checks my teeth. I don’t have week
cavities because I brush my teeth three times a weekend
day and whenever I eat something. I try not to eat
candy or bubble gum. I use dental floss also to every
3 years
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 year
visiting the dentist once a year as a minimum.
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
2 Answer the questions about the text. every year

month
Responde las preguntas de acuerdo con el texto.
a) .
How often does he brush his teeth?
b) .
Does he have any cavities? c) .
d) .
What’s the dentist’s recommendation?
e) .
f) .
166
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Mini
Lesson 83 Check
You will solve drills to reassure what has been learned throughout the previous lessons.
Resolverán ejercicios para reafirmar lo aprendido a lo largo de las lecciones anteriores.
Read
1 Read the letter.

Lee la carta.

Dear Charly,
I know that you don’t havee a computer.

co
ommp
mpupu
pute
uter.
ter.. I really
te rea
eal
alllly enjoy
en
enjjo
joy
oy writing
writ
wr rittin
ing letters.
ing le
lett
ett
tterrs.
s.
Thanks for your letter. Now,
w, llet
w, et m
et me tell
ellll yyou
e tte
ell ou aabout
ou bout
bo ut my
my daily ly life.
daaililily
da e. I
lilife
wake up at 6:20 a.m. and ttake sshower,
akke a show
shhoowwe then
err, tth
hen
en I h have breakfast.
ave br
av b rea
eakf kfa
faasst.
t. I
don’t have juice or eggs forr bbreakfast,
reakfa
rea
re fast,
stt, I hahave
h ve ssome
ave ome mi
om milk
m ilkk aandnd
n d ssweet
weeett
bread, and then I go to school.
oolol..
My father takes me to school
oooll iin his
n hi
h car
is cca
ar e every
evveerry momorning
m orn
rniin
ng anaand
nd
then he goes to work. He w works
o ks aatt Mo
orrks Morelos
M orerelolos
University. He teaches physics.
sics.
si css.
I get home at about 2:00 pp.m.
.mm. andand
an
have lunch with my mother.er.r. IIn the
n tth
he
afternoons I go swimming ttwice
wiice
w
wice ce a
week, and three times a weweek
eek
ek I
play basketball.
Do you practice any sports?? Do
Do yyou ou have
ou havave
ve
any brothers or sisters?
Regards,
Linda Perry

Responde las siguientes preguntas. 3 Answer the questions about the letter.
Responde las preguntas acerca de la carta.
a) Who’s the writer? 1 What’s the letter about?
Charly / Linda Perry

2 What does she have for breakfast?
b) Who’s the recipient?

3 Who does she have lunch with?
Charly / Linda Perry
4 How often does she play basketball?
167
Ingles Unid 4.indd 167 19/04/12 18:25

Think
4 Complete the chart with the

information of the letter.
Completa la tabla con la información de la carta.
Verbs in simple present

Activities Questions Negative statements
3rd person

Write
5 Use the words in the chart to complete the sentences with the correct form of the verb.
Usa las palabras de la tabla para completar los enunciados usando la forma correcta del verbo.
watch bake go have
do listen
liste
en
e n play ttake
a
1 He breakfast.
break
akfa
fast
st. 3 She th
the
h piano
i
2 He to school. 4 He TV.
168
Ingles Unid 4.indd 168 19/04/12 18:25

Unit 4
Unidad 4
5 He his homework.
6 She to music.

Sequence 3
Secuencia 3
7 She the bus.
8 He a cake. In unit 4 sequence 3, you will learn to:

En la unidad 4 secuencia 3, aprenderás a:
Speak and write • Express how often you do

different activities.
6 Work in groups of three. Ask your

partners the questions. Write
your answers on the chart.
Expresar con qué frecuencia
realizas actividades diversas.
Formen grupos de tres. Haz las preguntas a tus • Describe your class schedule.
compañeros. Escribe las respuestas en la tabla. Describir tu horario de clases.
You Person 2 Person 3 • Express how often you do daily routines.

Do you go to school
every day?
realizas actividades rutinarias.
Do you have physical
education class twice • Express how often you eat
a week? fruits and vegetables.
Do you clean your
bedroom on Saturdays?
comes frutas y verduras.
Do you go swimming
in winter? • Describe your routine in
Do you brush your chronological order.
teeth three times
a day? Describir tu rutina en orden
Do you take a shower
cronológico.
once a week?
169
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How often do you
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

What classes do you take? How Monday Tuesday Wednesday Thursday Friday
many days do you take them 7:30 Spanish Spanish Spanish Spanish Spanish
per week? 8:20

8:20 Technology Math Social Social History
9:10 Studies Studies
Read
9:10 History History Technology Math Math
10:00
1 Look at Ben’s schedule.

Observa el horario de Ben.
10:00
10:50
Social
Studies
Geography Math Technology Geography
10:50 Recess Recess Recess Recess Recess

11:10
11:10 English Physics English Physics English
12:00
12:00 Math Physical Physics Geography Physical
12:50 Education Education
12:50 Technology Art Technology Art Technology
13:40
Write Think
2 Answer the questions with the

information of Ben’s schedule.
Responde las preguntas con la
información del horario de Ben. We use to ask

the number of times an activity occurs in a period
How often does Ben have English lessons? of time.
a) How often do you?
How often does he have Spanish lessons?
b) What time is it?
How often does Ben have Physical
We use to ask
Education?
in 3rd person the number of times an activity
How often does Ben have Art? occurs in a period of time.
a) How often do you?
b) How often does he/she?
170
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Write
Investigation Report
4 Look at the chart.

Complete and answer
the questions. Never
Play a
sport
1
Go to the
movies
2
Read a
book
1
Watch TV
2
Listen to
music
Go to
parties
3
Observa la tabla. Completa Once a week 1 7 4 1 7
y responde las preguntas.
Twice a week 4 1
Total of interviewed students: Three times a week 1 1
10 Four times a week

Five times a week 2 2 1
Every day 2 3 7 7
Example:
How often do students play
a sport? Speak and write
One of the students never plays
a sport; one of the students
plays a sport once a week;
four of the students play a
5 Do your own research report about free time activities.
Interview your classmates. Answer the questionnaire
with your classmates’ information. Mark on the table
sport twice a week; two of the your results.
students play a sport five times Elabora tu propio reporte de investigación acerca del tiempo
a week and two of them play a libre. Entrevista a tus compañeros. Llena el cuestionario
sport everyday. con sus respuestas. Marca en la tabla las respuestas.
Investigation Report
How often do students
Play a Go to the Read a Listen to Go to
? sport movies book
Watch TV
music parties
Never
Once a week
How often do students
Twice a week
?
Three times a week
Four times a week
How often do students Five times a week

? Every day
Questions:
How often do students 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 students How often do you watch TV?
?
How often do you listen to music?
How often do you go to parties?
171
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Today is
Lesson 85 my birthday
You will use frequency adverbs in order to talk about your routine.
Usarán adverbios de frecuencia para expresar rutinas.
Read
1 Read the text and then circle T if the sentence iss


Lee el texto y después encierra en un círculo la letraa
T si el enunciado es verdadero o la F si es falso.
From: nikki@londongirls.com
To: jessica@happypeople.com
Subject: Hello, Jess!
Dear Jessica,
Today is my birthday. I always celebrate it with my friends.

nd
nds
ds WWe usually
e us uallllllyy go tto
usua
ua o th
the
he
cinema and then we come to my house. My mother makes a chocolate cake every
year, and she often makes pizzas for dinner. Sometimes my mother invites my
grandparents to celebrate my birthday. They never forget this important day for
me. I am sometimes sad because I miss you.
Write me soon.
Regards,
Nikki
Today is Nikki’s birthday.
Nikki always celebrates

with her friends.
2 Choose the correct option.
Elige la opción correcta.
Who is the e-mail for?

They usually go to the theatre.
a) Nikki b) Jessica
172
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Think

Completa la tabla. 4 Choose the answer that corresponds.
We use frequency adverbs

Always 100% .
Usually 90%
a) before the verb b) after the verb
70%

50% With verb to be (am, is, are, etc.) frequency
adverbs go .
Occasionally 20%
Seldom 10% a) before the verb b) after the verb
Never 0%
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
173
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Does she usually have
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
1 Find the days of the week.

Encuentra los días M
S U
T
N
U
D
E
A
S D
Y Y
A
S
Y
A
S

de la semana.
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
2 Look at Elena’s timetable.

Observa la agenda de Elena.
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
8:00 Breakfast Breakfast Breakfast Breakfast Breakfast

a.m
9:00 Breakfast French Biology French Biology French Breakfast
a.m.
10:00 Social English Social English Social
a.m. Studies Studies Studies
11:00 Break Break Break Break Break
a.m.
11:30 Math Math Math Math Math
a.m.
12:30 Physics Laboratory Physics Laboratory Physics
p.m.
1:00 Dance Theatre Dance Theatre
p.m.
2:00 Family lunch Lunch Lunch Lunch Lunch Lunch
p.m.
4:00 Guitar Guitar Lunch
p.m. lessons lessons
6:00 Homework Homework Homework Homework Go to the
p.m. movies
174
Ingles Unid 4.indd 174 19/04/12 18:25

Write Think
3 Answer the questions with

the chart’s information.
Responde las preguntas con la
4 Choose the answers that correspond.
Elige las respuestas que correspondan.
información de la tabla. For questions beginning with do you…? we

answer
Does Elena usually have breakfast
at 8 o’clock? a) Yes, I do/No, I don’t
Does she usually have breakfast
b) Yes, she/he does/No, she/he doesn’t

after school?
Does she usually go to the movies For questions beginning with does he/she…? we
on Saturdays? answer
Does she always have French
lessons at 9 o’clock? a) Yes, I do/No, I don’t
Does she always have lunch
b) Yes, she/he does/No, she/he doesn’t
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
175
Ingles Unid 4.indd 175 19/04/12 18:25

Are
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
Read and write
2 Read the text and answer the test.

Lee el texto y contesta el test.
Are you healthy?

• Answer the questionnaire.
a) always b) usually c) never

ver
How often do you eat vegetables? a b c
How often do you eat fruits? a b c
How often do you eat fish? a b c
How often do you eat meat? a b c
176
Ingles Unid 4.indd 176 19/04/12 18:25

Do you drink more than 2 liters of
a b c
water a day?
Do you sleep 8 hours a day? a b c

How often do you exercise for more
a b c
than an hour?
Do you eat fast food? a b c
Do you watch TV for more than 2

a b c
hours?
Do you use the stairs instead of the

a b c
elevator?
How often do you go on a diet? a b c
Now check your answers and say if you have a healthy diet or not.
Are you healthy?

• Get your score.
Mostly a’s: You are always taking care of your health. But do not exaggerate. Take a
breath and relax. Take care with the diet you follow, remember that you
are growing up.
Mostly b’s: You are a healthy person. You know there’s a time for everything and you
also control your nutrition. Keep going that way and be healthy now and
in the future.
Mostly c’s: You are not very healthy. You enjoy doing nothing and eating junk food.
You never worry about your health. Try to do more physical activities
and control your eating habits. You really need to do something.
177
Ingles Unid 4.indd 177 19/04/12 18:25

Sending
Lesson 88 an e-mail
You will use sequencing adverbs to express your daily routine.
Usarán los adverbios secuenciales para expresar su rutina diaria.
Speak Think
What are your daily activities? Name them all.

Read We use later, then, after that and next to make:
1 Read the e-mail.

a) time references b) habits and routines
Write
From: noel_gm@happypeople.com
To: eliz-a-beth@londongirls.com
Subject: Hello
Dear Elizabeth,
4 Order the sentences in the next page. Write
on the line the number that corresponds.
Ordena los enunciados de la siguiente
Thanks for your last e-mail. Let me tell you more about my página. Escribe sobre la línea el número que
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 corresponde de acuerdo con on
n llas
a imágenes.
as imá
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. 1
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.
2
Write soon.
Regards,
Noel
3
Write 4
2 Answer the questions about the e-mail.

del correo electrónico.
5
What’s the e-mail about? 6

At what time does Noel get up?
Does Noel watch TV after doing his homework?
7
At what time does Noel go to bed?
8
178
Ingles Unid 4.indd 178 19/04/12 18:25

Wake up (8:30 a.m.) 1
Unit 4
Have lunch (2:30 – 3:00 p.m.) Unidad 4
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.)
Sequence 4
5 Answer the e-mail. Use the sentences
in exercise four and the sequencers
then, next, after that and later.
Secuencia 4
Responde el correo electrónico. Usa
los enunciados del ejercicio cuatro y
usa then, next, after that y later. In unit 4 sequence 4 you will learn to:
• Identify cognates to help you
understand texts about some animals.
Identificar cognados para ayudarte a
From: comprender textos sobre algunos animales.
To: noel_gm@happypeople.com
Subject: • Make questions about a
number of animals.
Dear Noel, Hacer preguntas sobre diversos animales.
• Describe animals and their routine.

Describir animales y su rutina.
Regards,
179
Ingles Unid 4.indd 179 19/04/12 18:25

Crocodiles are
Lesson 89 an endangered species
You will identify cognates in a text to look for specific information about some animals’ features.
Identificarán cognados en un texto para buscar información específica sobre características de algunos animales.
Read
1 Order the letters to form a word.

Ordena las letras para formar una palabra.

2 Read the text.
Lee el texto.
G fe
(a/r/f/i)
Crocodiles
E p t
are reptiles
Crocodiles are reptiles. Their habitat is the
(e/n/l/h/a)
fresh salty water of rivers and lagoons. They
feed mostly on fish, reptiles and mammals,
mollusks and crustaceans.They have a body
that helps them swim fast and easily. They
can be as small as 1 meter long up to 4.85
meters and weigh about a ton. Most of
them are found in southern Mexico, Cen-
tral America, the Caribbean, and northern
K l
South America. They are considered an en-
(o/a/a)
( /a
(o/a/a
/a)) dangered species in all parts of North, Cen-
tral and South American range.
180
Ingles Unid 4.indd 180 19/04/12 18:25

Write Think
3 Complete the table with the

information about the crocodiles.
Completa la tabla con la información
4 Circle the cognates in the text.
Write them on the lines.
Encierra en un círculo los cognados del
acerca de los cocodrilos. texto. Escríbelos sobre las líneas.
Crocodiles
Type

Habitat
Physical
characteristics
Diet
Size
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
Butterfly Tropical rain forest
Snake Reptile Insects, animals
181
Ingles Unid 4.indd 181 19/04/12 18:25

Elephants
Lesson 90 live in Africa
You will identify the pronoun it to refer to animals or objects in singular form.
Reconocerán el pronombre it para hacer referencia a animales u objetos en forma singular.
Read
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.
Elephant, a
heavy animal!
The elephant is considered a mammal.
It is an endangered species. It is found
in the African Savannah. The elephant
3 Answer the questions

about the text.
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.
acerca del texto. It is an extension of its lips and nose. It
is used to drink water, dry its body, lift
Where does the elephant live?
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
What’s its main feature? 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,
Does it eat meat? fruits and seeds.
182
Ingles Unid 4.indd 182 19/04/12 18:25

Think
4 Look at the words in red. Answer the questions.

Observa las palabras en rojo. Responde las preguntas.
In line 2 the word it refers to:

a) Africa b) elephant c) the text

a) elephant b) Africa c) the text

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

ype off fi
fish
sh.
h
The octopus has eight tentacles. eats small animals.

mals.
Chami is a panda. lives in China and eats bamboo;

is its principal food.
The forest is the house of bears. is full of ve

vege
vegetation
vegetation.
g ta
ge tation
n.
Rose has a cat. takes care of it..
183
Ingles Unid 4.indd 183 19/04/12 18:25

Do Bengal tigers live
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?
Read
2 Read the text.

Lee
Lee ell ttexto.
exto
ext .
IIndia,
nd
n the house of
tthe
he Bengal tiger
Robert
Ro
Rober Greenhouse, Bombay, India.
Tigers
Ti iger live in the tropical for- ing bite on the neck, and then
esst o
est of India. They are orange- they usually drag their prey to
b
br ow with black stripes.
o
brown a safe place to eat. Bengal ti-
Be enngg tigers are usually soli-
Bengal gers can climb trees effectively.
tar
ta r y, they occasionally travel
tary, They are also strong and fre-
in ggroups.
r They live around quent swimmers. The Bengal
1 to 12 years. Bengal tigers
10 tiger consumes up to about 30
3 Answer
An
A sweer tthe
sw he q
h question.
uest
stio
iion.
iin captivity can live up to 30
years. They are carnivores and
kilograms of meat at a time
and then go without eating for
What are the boys reading? hunters. Bengal tigers prefer days. These tigers normally
to hunt mostly at night, but hunt deer or anything above
they are awake in the daytime. 45 kilograms, but when they
Their color gives them an are very hungry they eat frogs,
excellent camouflage. Tigers crocodiles, and sometimes
kill their prey by a suffocat- humans.
184
Ingles Unid 4.indd 184 19/04/12 18:25

Write Write

Contesta las preguntas sobre el texto. 5 Write on the line do or does as necessary.
Escribe sobre la línea do o does
según corresponda.
a) Do Bengal tigers travel alone?
Bengala tigers hunt? Yes, they do.
b) Do Bengal tigers prefer to hunt at night? a tiger like cheese? No, it doesn’t.
c) Does their color give them an excellent Bengala tigers live in hot weather? No,
camouflage? they don’t.

a tiger climb trees? Yes, it does.
d) Does a tiger consume up to 30 kilograms a tiger eat up to 45 kg of meat at a
of meat at a time? time? No, it doesn’t.
Think
6 Review the questions you have just answered. Choose the answer that corresponds.
Revisa las preguntas que acabas de contestar. Elige la respuesta que corresponda.
When we ask questions about tigers (in plural):

a) the verb ending doesn’t change and we use the auxiliary do.
c) the verb ending changes and we use the auxiliary do.
When we ask questions about one tiger (in singular):

a) the verb ending doesn’t change and we use the auxiliary does.
b) the verb ending changes and we use the auxiliary does.
7 Work in pairs. Write five different questions using does about your favorite
animal. Then, ask them to your partner and write his/her answers.
Trabajen en parejas. Escribe cinco preguntas diferentes acerca de tu animal favorito usando
does. Hazle a tu compañero o compañera las preguntas y escribe sus respuestas.
Questions Answers
1.
2.
3.
4.
5.
185
Ingles Unid 4.indd 185 19/04/12 18:25

Lesson 92 Where do grey whales
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.
Read
2 Read the text.

Lee el texto.
Long Trip
Grey whales migrate from the babies until they are ready to
cold waters of the Arctic to the leave. They remain there from
warm bays of Baja California. December to April. Because
They migrate in winter. They of the hunt chase grey whales
start their trip in October. It became an endangered species
takes them between five and in 1946, and Mexican authori-
eight weeks to get to Magda- ties prohibited the hunting
lena Bay and San Ignacio La- in the lagoons. Nowadays the
goons. They use this space to gray whale is not considered
procreate and take care of their an endangered species any-
babies. The females suckle the more.
Write

Circula la letra T si el enunciado es verdadero o la F si es falso.
Grey whales live in the Tropic.

They travel in winter.
They start their trip in September.
They stay in Baja California Bays.
Nowadays they are an endangered species.
186
Ingles Unid 4.indd 186 19/04/12 18:25

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 fish.
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?
They eat and live in eucalyptus
trees.
Where do they live?
187
Ingles Unid 4.indd 187 19/04/12 18:25

Mini
Lesson 93 Check
You will solve exercises in order to review what you have learned
d throughout
t
the previous lessons.
Resolverán ejercicios para reafirmar lo aprendido a lo largo de las lecciones
cion
nes anteriores.
anteri
anteriore
ore
es.
Read
1 Write on the line the missing words.

Escribe en la línea las palabras que faltan. 2 Read the textt
Lee el texto.

0% 50 % 75 % 85 % 100%
never always
I always wake up p at 5 o’clock.
’ l k I take
k a shower,
h
often sometimes usually
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
3 Answer the questions about the text. 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.
How often does he wake up at 5 o’clock? I change the menu everyday. After that, we start
cooking. At 2 o’clock people usually arrive for
What time does he get to the restaurant? lunch. When we finish serving approximately at
5 o’clock the cooks start cleaning the area and I
What does he do at the restaurant? 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 wa aiting forr me
aiting
waiting me. La
Later
L ter I
How often does he take a walk with Penny?
get ready to go to bed.
Is Penny a dog?
Think
4 Read the text again. Complete the table.

Lee el texto otra vez. Completa la tabla.
Frequency adverbs Pronouns Verbs in present simple Sequencers
188
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Write
Unit 4
Unidad 4
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/ ?

Sequence 5
Secuencia 5
4 your/ Where/ do/ grandparents/ live/ ?
In unit 4 sequence 5 you will learn to:
• Develop an exposition about animals
5 vegetables/ eat/ you/ Do/ regularly/ ?
that you like with posters and brochures.
Desarrollar una exposición sobre animales
que te gusten con folletos y anuncios.
6 Write true sentences about yourself.

Use frequency adverbs.
Escribe enunciados verdaderos acerca
de ti. Usa adverbios de frecuencia.
I get up early every weekend.
I take a shower at night.
I read the newspaper.
I watch romantic movies.
I listen to rock music.
I play with my friends.
189
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Project
Lesson 94 Come and visit our school zoo
Part one You will choose and organize information about an interesting animal to develop a school zoo.
Elegirán y organizarán la información sobre un animal que les guste para montar un zoológico escolar.
Read
1 The aim of this project is to help

students build their English vocabulary.
5 Look at the chart.
Observa la tabla.
They should collect as many words

as possible outside the classroom.
El propósito de este proyecto es ayudar a
The animals that live
los estudiantes a construir su vocabulario Brochures
in your zoo
en inglés. Deben recopilar tantas palabras
como sea posible fuera del salón de clases.
Layout with the

Information about
2 This project involves a description of
activities carried out in the classroom. The the animals
relevant information
about an animal
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. Why don’t you come
Este proyecto involucra una descripción de Invitation
to our school zoo?
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.
Presentation Exhibition of the zoo
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. 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
4 Work in pairs. Choose an animal you like.
Trabajen en parejas. Elijan un animal que
to search in pages with an academic filter.
les guste. Recopila información acerca de los animales que
elegiste. Si usas internet, debes incluir el nombre del
autor, el nombre del sitio y la fecha cuando se subió
la información; trata de buscar en páginas del filtro
escolar.
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Project
Part two You will make a brochure about the chosen animal will be written down.
Redactarán un folleto sobre el animal que hayan elegido.
Read
Make a brochure or advertisement

Elabora un folleto o anuncio 3 Revising
Revisión

Read your draft to your partner.
1 Prewriting
Antes de escribir
Let your partner read the draft to verify the
details are important.
Choose a topic. Correct and edit:
Gather specific details. Did I capitalize the first letter of the
proper nouns?
2 Writing
Redacción
capital letters?
Did I misspell some words? Look for
1. Get a sheet of paper.
2. Divide the sheet in three parts of the same
size.
3. Fold the sheet. 4 Publishing
Publicación
4. Write specific details (example: gorilla- is an
animal similar to human, it is a mammal, Glue or draw the images of your subject on the
etc.). folded sheet.
5. Mark with bold, underlined, etc., the Share your brochure with your classmate (you can
important words. photocopy your brochure and distribute it in your
6. Illustrate your brochure. school).
Place the brochure on the windows or in the
bulletin board.
It liv
the oes in
It ea cean.
shr i ts smal
mp… l 191
Ingles Unid 4.indd 191 19/04/12 18:25

Project
Part three You will create a poster about the animal you chose.
Crearán un póster sobre el animal que hayan elegido.
Read
Make a layout
Elabora un formato 3 Revising
Revisión

Read your draft to your classmate.
1 Prewriting
Antes de escribir
Let your classmate read the draft to verify that the
information you include is important.
Gather specific details about the animal you have Correct and edit:
chosen. Did I capitalize the first letter of the
proper nouns?
2 Writing
Redacción capital letters?
Get a sheet of paper or construction paper. the correct spelling in a dictionary.
Draw a layout.
Complete the layout with the information you
gathered. 4 Publishing
Publicación
Work at the playground.

Type Get chalks or pencils of different colors and
construction paper.
Origin
Make a picture of the animal you chose.
Habitat The picture of the animal must be big size.
Physical
Be creative when you make your picture.
characteristics Use different materials, for example, recycled ones.
Diet
Size
5 Write the information of the animal.
Endangered
species
Write the most important information. Try to

be short and specific.
Think about an illustration and make a layout
of it.
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Project
You will design an invitation to the zoo formed by the posters already created in the
Part four 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 zoo

Diseña una invitación para ir al zoológico 3 Revising
Revisión

Read your draft to your partner.
1 Before writing
Antes de escribir
Let your partner read the draft to verify that the
information you include is important.
Gather specific details. Correct and edit:

2 Writing
Redacción
proper nouns?
capital letters?
Write a draft.
Write the most important information, try to be
short and specific.
Think about an illustration and make a layout
of it. 4 Publishing
Publicación
For example:
Make enough copies so that everyone can
have one.
Publish your invitation.
Make enough copies for the people that are
coming to the zoo.
Organize the visit to the zoo.
Receive the people in your zoo.
Come
to visit
our Just for
ZOO TODAY
nimals
Know the a
imagine!
you’d never
arn
Come and le
everything
als
about anim
193
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Lesson 98 Review
You will solve drills in order to verify what you have learned throughout the previous lessons.
Write
1 Choose the letter that corresponds

to each clock.
2 Circle the option that
corresponds to the image.

Elige la letra que corresponde a cada reloj. Encierra en un círculo la opción que
corresponde a la imagen.
What time is it?
1 What does she do?
a) She washes her hands. b) Sh

She
he ccooks.
ooks
ook.
2 What does he do?
a) He takes a shower. b) H
Hee go
goe
goes
es tto
es o work.
wo
3 What does he do?
a It’s a quarter
to eight. b It’s three o’clock.
It’s seven forty

five. a) He reads a newspaper. b) He
b) He eea
eats
ats
ts b
breakfast.
reak
re
eak
akfa
kfa
fast
s.
st
c It’s six past six. d It’s half past eight. 4 What does she do?
It’s six six. It’s eight thirty.
It’s five to
a) She comes back home.
me. b)) S
She
Sh
h rreads
he eaads
eadds a b
book.
oo
ook.
k
e eleven.
f
It’s a quarter past
six.
It’s ten fifty 5 What does he do?
It’s six fifteen.
five.
a) He watches TV. b) H
Hee go
goes to bed
bed.
194
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have (3) get take do watch
3 Complete the chart. Use the words in the chart.
Completa la tabla. Usa las palabras de la tabla. cook help play
y go (2) come
Hello I’m Juan. I I Then,

TTh I I
up at six
ixx a shsho
showerr breakfast
b st at seven tto school
ol at
o’clock in
n the aatt ssix fifteen.
een. o’clock.
o half past
h st seven.
morningng
g fr
from
rom
m
Mondayy
to Friday.
ay.
y

I I I I
soccer in
n back h
home e ammeal att homework
hommew k
the recess.
ess. at half pastt two. thr
three
rree at twenty
ttwen
o’c
o’clock.
lock.
k.. past
passt fou
four.
I TV at I my mother to Myy familyy and

and I I to
ha
half
alf past
pas
ast six. dinner dinner
diinner at eight o’clock. bedd at nine
aat halff past thirty.
r y.
rty
sseven..
4 Write on the line the

missing words.
Escribe sobre la línea las
palabras faltantes.
the the
the afternoon
5 Complete the chart. Use the

words in the chart.
Go
Get
Completa la tabla. Usa las palabras de la tabla.
Have
my teeth up dinner to church Walk

breakfast a shower to the park my mother’s car
Wash
to school dressed to bed English lessons
Take
195
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Lesson 99 Review
You will solve drills in order to review what has been learned throughout the previous lessons.
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
go
eat have take get
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
Get up Get up Get up Clean her Go to visit her

Susan Get up early Get up early
early early early room grandparents
Read a Go to the Clean the

Peter Watch TV Listen to music Visit friends Watch TV
book movies house
Susan from Monday to Friday. Peter on Wednesdays.
Peter on Mondays. Susan doesn’t on Saturdays.
Susan on Saturdays. Peter on Thursdays.
Peter on Tuesdays. Peter doesn’t on Saturdays.
Susan on Sundays.
196
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3 Complete the sentences with do or does.
Completa los enunciados con do o does.
6 Write the questions to the following answers.
Escribe las preguntas para las
siguientes respuestas.
you like classical music?
Yes, I . ?
Luis not like vegetables. I always brush my teeth.
Mary not speak French. ?
I not go to parties. I not like They live in the ocean.

dancing.
?
you do exercise? Yes, I .
I usually eat eggs for breakfast.
Laura love English lessons? Yes, she
?
.
No, I don’t. I’m afraid of water.
4 Complete the sentences with the

prepositions in, on or at.
?
Lucy likes to eat vegetables and fruits.

Completa los enunciados con las
preposiciones in, on o at. ?
I often do exercise the morning. Mario never eats fish.
I usually have an apple for breakfast ?
7:00 o’clock.
The Bengal tiger lives in India.
I never go to parties Tuesday.
I like to watch TV night.

7 Write a paragraph about someone you
know describing his/her daily activities.
She goes to school Saturdays.
Escribe un párrafo acerca de una persona que
conozcas, describiendo sus actividades diarias.
5 Complete the sentences with your

information.
Completa los enunciados con tu información.
I always .
I usually .
I often .
I sometimes .
I never .
197
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I. Think about the English lessons and answer the following questions:
Reflexiona 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. Responde
1 What are the common expressions to give the time? Mention three.
2 Which is the preposition we use to talk about a specific time?
3 Which is the preposition we use to talk about a specific day?
4 Which is the expression we use to refer to the period of time from 12:00 p.m. to 6:00 p.m.?
5 Mention three daily activities you do.
6 Mention all of the frequency adverbs that you studied in this unit.
198
Ingles Unid 4.indd 198 19/04/12 18:26


Visit the BBC official website and review how to http://learnenglish.britishcouncil.org/en/english-
ask and tell the time. grammar/verbs/present-tense/present-simple
grammar/verbs/verbs-ing-forms
grammar/adverbials/adverbials-time
Visit the BBC official website and review how to http://learnenglish.britishcouncil.org/en/english-grammar/

give information about everyday activities. verbs/question-forms
199
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Con el propósito de ayudar al alumno a mejorar su aprendizaje, solicitamos atentamente a los padres
de familia que colaboren con el maestro para conseguir este objetivo. Por lo que en esta sección deberán

200
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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:
166, 169, 179, 180, 184 y 189.
Beatriz Martínez, p. 191 y 193.
Bloque 5
Beatriz Martínez, todas excepto:
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.
254
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Families Sheet • Hoja para las familias
Seguimiento de los avances de los niños en la escuela
Estimada familia y tutores
Con el propósito de fortalecer su participación en la escuela para impulsar las actividades escolares y extraescolares que
sus niños y niñas realizan, les presentamos el siguiente cuestionario en el cual pueden registrar sus avances y tomar
decisiones junto con los docentes para mejorar el aprovechamiento escolar.

Algunas recomendaciones:
• Si a usted se le dificulta el llenado del cuestionario, solicite ayuda a un familiar o amigo para responderlo e
interpretar el resultado. Recuerde que es muy importante dar seguimiento a los avances y logros de su niña o niño.
• Cuando su desempeño no sea óptimo, usted puede acudir a la escuela para recibir asesoría sobre cómo
apoyar al niño en su formación académica.
• Si al revisar las tareas y ejercicios del niño no están registradas las calificaciones o algún dato que le permita
responder cuestionario, pida ayuda al maestro para determinar con él cómo puede dar seguimiento a los resultados
del niño.
• Recuerde que este cuestionario no es una evaluación o examen, es un registro que sirve para reconocer y
ayudar a las niñas y los niños a nuestro cargo de una manera oportuna y eficaz.
Para dar seguimiento a los avances de los niños es importante que:
• Revise con atención las tareas, los ejercicios y las actividades del libro de texto y del cuaderno de trabajo al
menos cada dos meses (duración aproximada de un bloque).
• Observe su conducta al realizar las actividades extraescolares y ponga atención en lo que platica de sus
actividades en la escuela.
Cuestionario
Con base en sus observaciones sobre el trabajo del niño, marque la respuesta que corresponde a cada pregunta.
A. Excelente B. Bueno o bien C. Mal o malo D. No lo he observado
Desempeño del niño
Bloque
N˚ Reactivos
I II III IV V
Las calificaciones obtenidas en las tareas del libro de

1
texto reflejan que su trabajo fue
Las calificaciones obtenidas en los ejercicios realizados en
2
su cuaderno reflejan que su trabajo fue
3 Al realizar actividades fuera de la escuela su desempeño fue
255

Bloque
N˚ Reactivos
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
Bloque
N˚ Reactivos
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 de Si obtuvo Si obtuvo en más Si en 2 o más

7 a 10 respuestas de 5 a 7 respuestas de 4 preguntas preguntas respondió
A. Excelente B. Bien, aunque C. Mal. Requiere D. No lo he
necesita apoyo apoyo urgente observado
Se recomienda Se recomienda consultar

Se recomienda felicitar Recuerde que en el buen
poner atención en con el maestro de su hijo
a su niño o niña y desempeño de sus hijos
aquellas actividades o hija sobre cómo puede
preguntarle sobre el tipo en la escuela también
en las que se obtuvo ayudarlo a mejorar el
de apoyo que requiere influye la familia. Le
esta valoración y desempeño educativo.
para seguir con ese recomendamos contribuir
acompañar a los
avance y mantener los con la escuela estando
niños para repasar las
buenos resultados. al pendiente de sus
tareas y/o ejercicios
avances.
en los cuales no
obtuvo un buen
desempeño. Si tiene
dudas al respecto, es
recomendable que
se acerque con el
maestro de grupo.
256

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English

Versión de evaluación 23/04/12

Ingles Unid 1.indd 1 19/04/12 18:13

Coordinación técnico-pedagógica Servicios editoriales

Versión de evaluación 23/04/12

Primera edición, 2012 (ciclo escolar 2013-2014)

D.R. © Secretaría de Educación Pública, 2012

TS-INGLES-1-LEGAL.indd 2 25/04/12 14:43

Versión de evaluación 23/04/12

Esta nueva generación de libros de texto para Telesecundaria responde al

En la preparación de este libro confluyen numerosas acciones de colaboración

Secretaría de Educación Pública

Ingles Unid 1.indd 3 19/04/12 18:13

Versión de evaluación 23/04/12

Ingles Unid 1.indd 4 19/04/12 18:13

Versión de evaluación 23/04/12

Ingles Unid 1.indd 5 19/04/12 18:13

Introduction • Introducción 7 Unit 4 • Unidad 4 141

Versión de evaluación 23/04/12

Sequence 1 • Secuencia 1 101

Ingles Unid 1.indd 6 19/04/12 20:33

Versión de evaluación 23/04/12

• Express your age.

• Ask for the meaning or

• Ask for permission.

Ingles Unid 1.indd 7 19/04/12 18:13

Think and write

Versión de evaluación 23/04/12

2 Pedro: Hi, my name is Pedro.

3 Bus driver: Have a nice day, guys!

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

Ingles Unid 1.indd 8 19/04/12 18:13

Versión de evaluación 23/04/12

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

5 In pairs create a dialogue

present it to the class. Regards Time Spanish

Ingles Unid 1.indd 9 19/04/12 18:13

Versión de evaluación 23/04/12

1 Read the dialogue. Fill in the blanks

Ingles Unid 1.indd 10 19/04/12 18:13

3 Look at the chart below. Repeat the pronunciation of the letters.

Versión de evaluación 23/04/12

4 Create a classroom directory.

name or last name, and d take

First name Middle name Last name

Ingles Unid 1.indd 11 19/04/12 18:13

1 Complete this table with the missing numbers.

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

2 Say the numbers

Ingles Unid 1.indd 12 19/04/12 18:13

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.