ENGLISH 1

Paula Flores Kastanis

primera edición ebook 2014

 Para establecer
comunicación con Grupo Editorial Patria®
nosotros puede División Bachillerato, Universitario y Profesional
utilizar estos
medios:
Dirección editorial: Javier Enrique Callejas
Coordinación editorial: Ma. Del Carmen Paniagua Gómez
Supervisión de producción: Gerardo Briones González
correo:
Diseño de interiores y portada: Juan Bernardo Rosado Solís
Diagramación: Jorge Antonio Martínez Jiménez/Gustavo Vargas Martínez
Ilustraciones y fotografía: Jorge González Rodríguez, Jupiter Images Unlimited, Premium Stock
Renacimiento 180, Photography by Suscription, José Eugenio Contreras Femat
Col. San Juan Tlihuaca,
Azcapotzalco, 02400,
México, D.F.

English 1
e-Mail: Serie integral por competencias

Derechos reservados:
©2014, Paula Flores Kastanis
info@editorialpatria.com.mx
©2014, Grupo Editorial Patria, S.A. de C.V.

ISBN ebook: 978-607-438-947-0

Fax pedidos:

(0155) 5354 9109 • 5354 9102 Renacimiento 180, Col. San Juan Tlihuaca,
Delegación Azcapotzalco, Código Postal 02400, México, D.F.
Miembro de la Cámara Nacional de la Industria Editorial Mexicana
Registro núm. 43

sitio web:

www.editorialpatria.com.mx

Queda prohibida la reproducción o transmisión total o parcial del contenido de la presente obra en
cualesquiera formas, sean electrónicas o mecánicas, sin el consentimiento previo y por escrito del editor.

Impreso en México / Printed in Mexico

teléfono:
Primera edición ebook: 2014

(0155) 53 54 91 00
Contents Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VII
V

Competencias genéricas del Bachillerato General . . . . . . . . . . . . IX

Competencias disciplinares básicas
del campo Comunicación . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IX
Know Your Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

1.1 Simple Present Tense. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

1.2 Personal Data: Numbers and Names . . . . . . . . . . . . . . . . . . 8
1.3 Physical Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

1 Who Are You?

1.4
1.5
Ethnics and Cultural Characteristics. . . . . . . . . . . . . . . . . . .
Family Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23
36
BLOCK

1.6 Ordinal and Cardinal Numbers. . . . . . . . . . . . . . . . . . . . . . . . 39

1.7 Verb To Be . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
1.8 Personal and Impersonal Pronouns
and Possessive Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

2.1 Daily Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

2.2 Working Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
2.3 Leisure Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
2 What I Do and how I Live
2.4 Sport Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
BLOCK

2.5 Means of Transport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

2.6 Public Places. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
2.7 Adverbs of Time and Frequency . . . . . . . . . . . . . . . . . . . . . . . 78
2.8 Information Questions (Wh Questions) . . . . . . . . . . . . . . 88

3.1 Present Progressive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

3 I Describe what Is Happening
3.2 Clothing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
BLOCK

3.3 Talking About the Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

V
 4.1 Food Products Related with Aaily Use . . . . . . . . . . . . . . . . 122
4.2 Plural of Nouns: Special Cases . . . . . . . . . . . . . . . . . . . . . . . . . 124

4 Expressing Measurements
4.3 Unis of measurement and Weight, Quantities
and Containers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
BLOCK

and Quantities 4.4 Count and Non-Count Nouns . . . . . . . . . . . . . . . . . . . . . . . . 130

4.5 Quantifiers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
4.6 Determiners (There Is, There Are) . . . . . . . . . . . . . . . . . . . . . 142

Web sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

VI
Overview

ENGLISH 1

This book is the first of four that compose a series designed to comply with the update of the syllabi for the pro-
gram of the subject Lengua Adicional al Español (English). This subject corresponds to the curriculum of the Gen-
eral Baccalaureate 2009 program which incorporates a competence based approach, established by the Common
Curricular Framework or CCF (Marco Curricular Común, MCM in Spanish).

English 1 is one of the subjects that belong to the communication area of the curriculum, along with two other
subjects: Taller de Lectura y Redacción (Spanish Reading and Composition) and Informática (Computing). Ac-
cording to the CCF, the area’s main objective is to promote in students the development of the following skills:
critical reading, argumentation of ideas, effective communication in the student’s native language and an addi-
tional language (in this case, English). This subject is taught in the first semester and its antecedent is the subject
Foreign Language taught in the basic education level (“secundaria”). Its purpose is to increase and consolidate
the social practices of language, this is, what the expert users of the language do to interpret and produce oral and
written texts, preserving the social function of such acts. The four courses of the English program focused on the
competence based approach, don’t ignore previous approaches, specially the communicative approach, which
has been one of the most relevant ones.

The main goal of English 1 is to develop the communicative competence of the second language student by develop-
ing linguistic communicative skills: oral and written production and listening and reading comprehension.

During the first two courses (English 1 and 2) it is intended that students recall the most relevant concepts and
skills learned in basic education. With this foundation, during the other two courses (English 3 and 4), the goal
is for students to acquire a more advanced proficiency level. Using the language teaching Common European
Framework terms, during the first year of their baccalaureate studies, it is intended for students to consolidate level
A1 and reach the threshold of level B1. English 1, published by Editorial Patria and its complementary resources,
present one of the best proposals written in Mexico to help students go beyond the minimal level expected, help-
ing them reach a higher level. This is achieved by reinforcing the previously learned structures (in “secundaria”),
with detailed explanations about their use, cultural notes, and by encouraging students to reflect on their learning
processes, as well as on comparative aspects of their native language and English.

VII
 English 1
This book is divided into four blocks. Each one develops a particular theme, which is common in the life of our
students and is developed in specific contexts where communication and the use of language are performed natu-
rally. In this way, the student develops his or her proficiency by acquiring new vocabulary, reinforcing the know-
ledge of grammar structures learned previously and by developing linguistic skills with appropriate practice and
evaluation.

The blocks are the following

BLOCK 1: Who Are You?

BLOCK 2: What I Do and how I Live
BLOCK 3: I Describe what Is Happening
BLOCK 4: Expressing Measurements and Quantities

Block 1: The main objective in this block is for students to demonstrate that they can provide personal informa-
tion to others, understand when others provide their own personal information and fill out authentic formats and
documents that require this type of data.

Block 2: In this block, students confirm their capacity to express and share information about their daily life and
routines and are able to express this orally and in writing.

Block 3: The goal of this block is to demonstrate that students can understand and describe orally and in writing,
what people are doing at the moment of speaking.

Block 4: The main objective of this block is to provide students with the knowledge and opportunities to demons-
trate that they can ask for and give information related to shopping for supermarket goods appropriately.

VIII
Competencias genéricas del Bachillerato General
Las competencias genéricas son aquellas que todos los bachille-
res deben tener la capacidad de desempeñar y les permitirán a los
estudiantes comprender su entorno (local, regional, nacional o
internacional) e influir en él, contar con herramientas básicas para
continuar aprendiendo a lo largo de la vida y practicar una convi-
vencia adecuada en sus ámbitos social, profesional, familiar, etc.
Estas competencias junto con las disciplinares básicas constituyen
el Perfil del Egresado del Sistema Nacional de Bachillerato.
A continuación se enlistan las competencias genéricas.

1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue.
2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en distintos géneros.
3. Elige y practica estilos de vida saludables.
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados.
5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos.
6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros puntos de vista de manera crítica y reflexiva.
7. Aprende por iniciativa e interés propios a lo largo de la vida.
8. Participa y colabora de manera efectiva en equipos diversos.
9. Participa con una conciencia cívica y ética en la vida de su comunidad, región, México y el mundo.
10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y prácticas sociales.
11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.

Competencias disciplinares básicas del campo Comunicación

Bloque de la LAE I
Competencias disciplinares básicas
1 2 3 4
1. Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en un texto, considerando el contexto en
X X X X
el que se generó y en el que se recibe.
2. Evalúa un texto mediante la comparación de un contenido con el de otros, en función de sus conocimientos previos y
X X X X
nuevos.
3. Plantea supuestos sobre los fenómenos naturales y culturales de su entorno con base en la consulta de diversas fuentes.

4. Produce textos con base en el uso normativo de la lengua, considerando la intención y situación comunicativa.

5. Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones, desarrollo y conclusiones claras.

6. Argumenta un punto de vista en público de manera precisa, coherente y creativa.

7. Valora y describe el papel del arte, la literatura y los medios de comunicación en la recreación o la transformación de una
cultura, teniendo en cuenta los propósitos comunicativos de distintos géneros.
8. Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana y académica. X X X X

9. Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios de comunicación. X

10. Identifica e interpreta la idea general y el posible desarrollo de un mensaje oral o escrito en una segunda lengua, recu-
X X X X
rriendo a conocimientos previos, elementos no verbales y contexto.
11. Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito, congruente con la situación comunicativa. X X X X
12. Utiliza las tecnologías de la información y comunicación para investigar, resolver problemas, producir materiales y transmitir
X X X X
información.

IX
 BLOQUE
Sections
1 of Your book
Aplica los niveles básicos de la ecología en su contexto

Beginning of the block

Warm Up
This section can be used as a
Learning objects diagnostic evaluation that
will allow you to identify the
Under the “Learning Objects” section you competences and knowledge
will find a collection of structural and you already have in order to
notional items which are contextualized begin the acquisition of new
according to the thematic unit in a logical knowledge and the
and pertinent sequence, giving the student development of new skills.
and teacher a clear direction to follow
throughout the block.
Competencies to be developed

At the end of this block Demonstrate your

the student... knowledge, skills and
attitudes applied to real-life
Find a detailed explanation of what are
situations as you develop the
the learning outcomes you are expected to
disciplinary competencies
achieve at the end of each block.
described in each block.

Learning situation
How would you solve it? Rubrics
Each block begins with a challenging learning situation that can be How do you know
to solve a problem, read a text, analyze a situation, answer questions, you did it well?
give a presentation, write a text, discuss an issue, or do an assignment
that will help you to acquire knowledge and develop competences. Rubrics are practical and
concrete tools that help you to
evaluate your performance
Activity sequence and continuously improve it.
Rubrics evaluate not only
What do you have to do?
knowledge, but also skills and
The activity sequence is based on a methodology to acquire attitudes.
knowledge and develop the necessary skills to become competent.
The activity sequence describes the process in detail, so you can
easily follow the steps, go through the activity and obtain the desired
results.

Excercises
This proposed excercises will help you to consolidate your recently
acquired knowledge, through either real or hypotetical situations
and a the same time will help to create a feeling of easyness and
reasuring throughout your learning process.

Examples
Wherever you see this icon (ICONO),
It is important to mention that you will find in each block different you will find audio material related to
examples that are designed to facilitate your learning. that topic available at our academic
resources website.
You may listen to them directly online
or download them onto any electronic
mobile device in an mp3 format.
X
 Learning activities
Grupo Editorial Patria®
Throughout the book you will find these activities, they will allow
you to strengthen your knowledge and competences while doing
research

Food for Thought

The purpose of this section is to enrich your knowledge with
additional data, related texts, and relevant information about the
topic being covered in the block. This useful section will provide
different perspectives and contexts of the same data.

Applying your Knowledge

This section is designed so you can apply your knowledge to
real-life situations, analyze and solve problems you may face as an
individual or as a member of a community or society, as well as to
improve your life in many ways.

other sections

Demonstrate your competence

This section allows you to self-evaluate the knowledge acquired and the skills you have
developed throughout the block. In addition to your evidence portfolio, these assignments
will help you attain better results in the summative evaluation that your professor will do of
your performance.

In addition, you will find a list of supplementary resources

and in some cases, vocabulary lists and glossaries.

Evidence portfolio Rubrics

In this book you will find different suggestions
and activities you can use as learning evidence.
These products may be written texts, aural texts
as a result of oral presentations, or different
types of projects. It is important you remember
that besides presenting the product, you must
consider the performance indicators that will
determine the quality and accuracy of your
performance. We invite you to always aim for the
highest level.
These will help you to verify your perfor-
mance through the evaluation of the
projects, products or other evidences that
you’ll be asked to do in each block. In
general this instruments are a criteria list
that will allow you to evaluate the learning
level, abilities, knowledge and performance
reached, based on a particular project.
these rubrics can be done in a personal or
coevaluative way.
www.recursosacademicosenlinea-gep.com.mx
Choosing this book has granted you access
to our website where you can find additional
material such as audios, readings, vocabulary
games, and online tests that will help you in-
crease your knowledge, clarify some concepts,
and understand more complex grammatical
structures that are included in the English
Program syllabi in a quick and easy way.
1
Who Are You?

Learning
Objects

1.1
1.2
1.3
1.4
1.5
B LO C K

Simple Present Tense

1
Personal Data: Numbers and Names
Physical Characteristics
Ethnics and Cultural Characteristics
Family Members
1.6 Ordinal and Cardinal Numbers
1.7 Verb To Be
1.8 Personal and Impersonal Pronouns and
Possessive Adjectives

Competencies to be developed
n Student is able to communicate in a foreign language using the simple present
tense in a logical discourse, orally and in writing, according to the communicative
situation.
n Values logical thinking in the communicative process in daily and academic life
situations.
n Works in a collaborative and efficient manner, recognizing the importance of
diversity and plurality of ideas and ways of being of his/her classmates.
n Communicates with and learns from people with different point of view and cul-
tural traditions by understanding his/her own circumstances in a wider context.
 Warm Up

A profile is a concise biographical sketch (this is one

of the definitions found for this word in the Merriam-
Webster Online Dictionary. Available at http://www.
merriam-webster.com/dictionary/PROFILE).
This is a simple profile of the author of this book, Paula Flores Kastanis.

Name: Paula Flores Kastanis

Nationality: Mexican
Age: 48 years old
Birth date: September 5, 1960
Ocupation: English teacher
Place of birth: Mexico City
Place of residence: State of Mexico, Mexico
Marital status: Married
Family members: Husband Antonio, one daughter Katherine and one son,
Jose Antonio
Hobbies: Meet people, read, listen to music and travel.
Another version of a personal profile can be a short paragraph. Look at the
one below:

Hello. My name is Paula. I am

48 years old. My birthday is
on September 5th. I am an English
teacher. I am from Mexico. I am Mexican.
I live in the State of Mexico. I am married.
My husband’s name is Antonio and I have
two beautiful children: a girl and a boy.
I like to meet people, read, listen to music,
and travel.

How much do you know?

Learning Situation: Creating your profile. Who are you?

Competence: Recognize different communicative situations where his or her

basic personal information (profile) is used.

Activity Sequence
1. Answer the following questions. Look at my profile as an example.
2. Check spelling with a dictionary.
3. Write all the answers in one paragraph. This will be your profile.

At the end of this block, the student…

n Uses simple present when talking, writing, and reading. n Uses the verb to be in different ways according to the communicative intention.
n Understands the use of simple present tense in listening and reading compre- n Introduces himself/herself to other people in different contexts, orally and in
hension activities. writing.
BLOCK
1 Who Are You?

Who are you? 8. What is your favorite tv program?

1. What’s your name? My favorite tv program is .
My name is . 9. What are your favorite subjects? (math, english, biology, etc.)
2. How old are you? I like .
I am ______ years old. 10. What do you like to do?
3. When is your birthday? I like to .
My birthday is on ___________. (month / date)
4. What do you do? (occupation) Now, write a brief paragraph with the information you wrote in your answers.
I am a .
5. Where are you from?
I am from _________________________________. (city / state)
6. Where do you live?
I live in ___________________________________. (city / state)
7. Do you have any brothers and sisters?
I (have / do not have) .

1.1 Simple Present Tense

Grammar Presentation

The simple present tense

One of the uses of simple present is to express an action that is repeated or that is usual. The action can be a habit, a pastime, a
daily event, a scheduled or programmed event, or something that occurs frequently.

Simple present is also used to express something that a person forgot or does not normally do.
In a timeline we can represent the simple present tense like this:

l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l

Past Present Future

FORM
1. Simple present tense verbs have two forms: the base form and the –s form BASE FORM -s FORM

2. The base form is used with I, you (singular), we, you (plural), they and plural Like likes
nouns.We use the –s form with he, she, it, and singular nouns. play plays

I
He
You
She
We
need water. It needs water.
They
The tree
My brothers
Mary Ellen
Plants

4
 Grupo Editorial Patria®

3. Some verbs have irregular -s forms:

Have - has go - goes do - does

FUNCTION
1. We use the simple present tense for statements of fact.
I study high school. Mexicans speak Spanish.
Elephants live in Africa and India.

2. Another use is for statements of regular activity or repeated action.

Karen has guitar lessons on Tuesdays and Thursdays. I usually do my homework at home.
The teacher always explains the grammar. Karen seldom goes out with her friends on Fridays.

OTHER EXAMPLES
Verb to take Verb to go

Person Subject Verb Complement Person Subject Verb Complement

First I First I
take go
Second You Second You
Singular He Singular He
Third She takes Third She goes
It a shower. It to school.

First We First We
Plural Second Your take Plural Second Your go
Third They Third They

Third person singular formation

1. Add s to the base verb or the simple form of the verb take => takes
2. Add ies to verbs ending in consonant + y study => studies
3. Add es to verbs ending in s, z, ch, sh, x brush => brushes
4. Irregular forms (no rules apply) have => has

Pronunciation: Listen to your teacher

1. To most of the verbs we add an -s to the base form, and simple add the sound /s/.
sing - sings play - plays take - takes

I like music, and my sister likes music too.

Jonathan plays soccer.

2. When the base form of the verbs ends in ch, sh, x, z, s, the sound of the third person singular form includes the e and the s
sounds = / s/.
brush - brushes watch – watches fix – fixes kiss – kisses

My mother kisses my father goodbye every morning.

Karen brushes her hair every morning.

5
BLOCK
1 Who Are You?

My father watches the news at 10 p.m.

Jason’s father is a mechanic. He fixes cars and motorcycles.

3. For words that end in ge and ce, we must pronounce an extra syllable. Listen to your teacher’s pronunciation.

I use a pencil and my classmate uses a pen.

The doctor charges $200 for a consultation.
Kathy dances very well.

4. When the base form ends in a consonant + y, we change the y to i and then add –es.

I study English and Mark studies Spanish.

I carry a briefcase and he carries a schoolbag.

When the base form ends in a vowel + y, we do not change the y.

I play soccer. She plays tennis.

5. The auxiliary verb do is pronounced differently for the form do / du / and for the form of the third person singular, which
is pronounced in two different ways:

a) with the schwa and the z sound / d_z /

V V
b) and a strong sound, / d z /, the sound sounds as the u in the word up.

Grammar Presentation

SIMPLE PRESENT TENSE

Affirmative sentences
We use the base form and the -s form for affirmative sentences.

Subject + Verb base form + Complement

I wake up at 6 o’clock in the morning.

You study English everyday.
Karen (she) eats breakfast every morning.
Tom (he) drinks coffee.
It (the alarm clock) rings before 6 o’clock.
We go to school by bus.
They drive to school.

Learning Situation 1

Apply the knowledge of simple present tense by doing exercises and oral drills. Demonstrate knowledge
by doing several assignments.

Competence: The student can demonstrate the correct use of present tense in affirmative, negative and interrogative
sentences.

6
 Grupo Editorial Patria®

Exercise 1

Fill in the blanks with the correct form of the verb in parentheses ( )

Example: We change (change) the clocks twice a year. June has (have) thirty days.

1. We _________ (turn) the clocks ahead in April. 4. We _______ (make) these changes at 2:00 a.m.
2. Summer _________ (begin) in June. 5. Winter _____________ (begin) in December.
3. Daylight saving time _________ (end) in October.

Exercise 2

Fill in the blanks with information about yourself. If you don’t know the verb in English, find the meaning in a
dictionary.

Example: I have a red bycicle.

1. I live . 4. I play .
2. I speak . 5. I need .
3. I know . 6. I want .

Exercise 3

Work in pairs. Decide what good students and what bad students do. Use the words given.

Example: come on time to school. Good students come on time to school.

come late to school. Bad students come late to school.

1. ask questions 5. bring the book to class.

2. read a magazine in class 6. sleep in class.
3. look out the window 7. pay attention to the teacher.
4. study the lesson 8. participate in class.

Exercise 4

Work in pairs. What does your teacher do? Fill in the blanks with the appropriate verb.

1. The teacher the blackboard (use)

2. The teacher pronunciation. (teach)
3. The teacher student’s questions. (answer)
4. He/She homework. (assign)*
5. He/She the homework. (correct)
6. He/She instructions. (gives)
7. He/She the students. (help)
* Assign = give someone a job or task to do.

7
 1
BLOCK
Who Are You?

8. He/She attendance. (take)

9. He/She questions. (ask)
10. He/She the homework at the beginning of the class. (collect)

1.2 Personal Data: Numbers and Names

When travelling, you need to give personal information. Antonio Martínez and his family (father, mother and two
sisters) went to Los Angeles to spend a week with his family there. They travelled by air.

Itinerary
Mexico City to Los Angeles

Flight 1 Saturday, 25 April 2009

Departure: 08:00 Mexico City, Mexico - Juarez International, terminal 1

Arrival: 10:00 Los Angeles, USA - Los Angeles International, terminal B

Airline: Mexicana MX900 e Aircraft: Airbus Industrie A320-100/200

Fare type: $AVER/Economy

Los Angeles to Mexico City

Flight 1 Saturday, 2 May 2009

Departure: 13:20 Los Angeles, USA - Los Angeles International, terminal B

Arrival: 18:55 Mexico City, Mexico - Juarez International, terminal 1

Airline: Mexicana MX901 e

Aircraft: Airbus Industrie A319

Fare type: $AVER/Economy

Legend:

e = e-ticket
MX = Mexican Peso

8
 Grupo Editorial Patria®

Months of the year

January March May July September November
February April June August October December

Days of the week

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Important Note In English, the days of the week, the months of the year and the seasons are
always capitalized. This means the first letter in the word is a capital
letter (mayúscula).

9
BLOCK
1 Who Are You?

Seasons of the year

Spring (From March 21st to June 20th)

Summer (From June 21st to September 22nd )

Autumm / Fall (From September 23rd to December 21st)

Winter (From December 22nd to March 20th)

Note: These days are approximate. Due to astronomical calculations, sometimes the seasons begin on these dates or a day before or after.

10
 Grupo Editorial Patria®

Travels formats
When Antonio Martínez and his family arrived
to the United States, they had to fill out this
format:

R T Í N E Z
M A
1 2 0 1 8 0
N T O N I O
A

M E X I C O
A A 1 3 2 5
2 5 1 4 1 2
1 3

M E X I C O
1 3 0 7 1 2
C O C I T Y
M E X I

S 1 1 2 4
O A K
L O R I D A
A N D O F
O R L

11
BLOCK
1 Who Are You?

Vocabulary
Name
Family name
First / given name
Middle name
Birth date
Day
Month
Country
Country where you live
Citizenship
Country of citizenship
Sex
Female
Male
Passport
Flight number
City
City where you boarded
Visa
City where your visa was issued
Date issued
Address while in the United States
Street
Number and street
State

Activity Sequence 1

Fill out the format at your left

Exercise 5

Fill out a format with personal information.

Competence: The student can fill out a format with his/her
personal information.

12
 Grupo Editorial Patria®

Look at the following format given to people who visit Mexico. Antonio filled the one for his family
when he returned to Mexico.

MARTÍNEZ

ANTONIO

MEXICAN

0 5 1 9 9 3
2 5

04

09
x

x x

Antonio Mar tín

x
ez
0 2
0 5
2 0 0 9

13
BLOCK
1 Who Are You?

Exercise 6

Using numbers to give personal information.

Competence: The student can give personal information that includes numbers.
Instructions: Fill out the format with your personal information.

0 2

14
 Grupo Editorial Patria®

Learning Activity 1 Actividad de aprendizaje

Using your profile
1. Work in pairs.
2. Decide what situation you want to role play:
a) an employee in a job placement agency or head hunter
and a candidate;
b) an embassy or consulate officer and a person who is ap-
plying for a visa;
c) a university admission officer and a student who is filling
out an application form.
3. Search for sites of universities, companies, governmental agen-
cies (consulate, embassy) and look for application forms they
use for admission, employment or applying for a visa. Use this
information as a model for the role playing activities.
4. Present your role play to the group and teacher.
5. Listen respectfully and attentively to your other classmates
when they present.
6. Record your performance in order to include it in your port-
folio as an evidence of your learning.
Observation instrument
1. Both students use simple present tense.
2. Students use pronouns correctly.
3. Students use a/an or the correctly.
4. Students include information about personal characteristics.
5. Students use related vocabulary correctly.
Portfolio
1. Keep your recording in your portfolio as evidence.
Keep the application forms you used.

Vocabulary

Occupations

In English, most nouns that describe occupations or professions don’t have gender. A doctor is used for
a man or a woman.

English Psychologist
Student Employee
Doctor Teacher
Physician or doctor Manager
Engineer Designer
Lawyer Writer
Accountant Journalist

However, there are some nouns that do have different forms to express if the person is a man or a woman:

English Waiter - waitress

Actor - actress

15
BLOCK
1 Who Are You?

When the noun describing the occupation is singular and begins with a vowel sound, then we use the indefinite article an. If the word begins with a
consonant sound, we use the indefinite article a. Listen to your teacher.

Janet is a lawyer Larry is an accountant

Mike is a doctor Nicholas Cage is an actor

The plural form of the nouns is formed by adding an “s” and it is pronunced /s/. Listen to your teacher.

Lawyer Lawyers Teacher Teachers Doctor Doctors

Learning Situation 2

Talking about your occupation and the occupation or profession of other people.
Competences: The student can express in writing and orally his or her occupation.
The student can identify some of the most common occupations and professions of other people.

Activity Sequence 2

You will need a dictionary.

1. Work in pairs.
2. Think of five occupations that are not on the above list. Write them in the following chart.
3. Write the equivalent in Spanish. If necessary, use the English-Spanish dictionary. You may want to use an
electronic dictionary (http://www.merriam-webster.com).
4. Share your list with two or three other pairs of students. In the second group of lines add those occupations
you do not have on your list.

Occupations / Professions

Plumber
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

16
 Grupo Editorial Patria®

Exercise 7

1. Work with another student.

2. Look at the following photographs.
3. Write below each photograph the occupation of the person in the picture.

Nationalities
When giving your personal information in a format, you may need to mention your nationality.
In English, nationalities are always written with a capital letter because they are proper nouns or adjectives that derive from proper
nouns.

17