Ingles i 2012

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Ingles i 2012

  1. 1. Telesecundaria 1er grado Ingles Unid 1.indd 1 Versión de evaluación 23/04/12 English Inglés 19/04/12 18:13
  2. 2. Coordinación técnico-pedagógica Dirección de Desarrollo e Innovación de Materiales Educativos, dgme/sep María Cristina Martínez Mercado, Alexis González Dulzaides, Adriana Rojas Lima Autores Jezabel Barrera Fuentes, Claudia Yvette Gómez Martínez Revisión técnico-pedagógica Yuliemy Carmona Rivas Coordinación editorial Dirección Editorial dgme/sep Alejandro Portilla de Buen, Olga Correa Inostroza Cuidado editorial Lizbeth Zavala Mondragón Producción editorial Martín Aguilar Gallegos Servicios editoriales Chanti Editores Versión de evaluación 23/04/12 Inglés I. Telesecundaria fue elaborado por la Dirección General de Materiales Educativos (dgme) de la Subsecretaría de Educación Básica, Secretaría de Educación Pública. Ilustración A corazón abierto, Richard Zela, Bana Fernández, Julieta Gutiérrez, Beatriz Martínez, Elvia Leticia Gómez Rodríguez, Agustín Azuela de la Cueva Cuidado editorial Chanti Editores, Arlette de Alba, Hugo Ibáñez Diseño y diagramación Agustín Azuela de la Cueva 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
  3. 3. 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. Versión de evaluación 23/04/12 Presentación 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 Ingles Unid 1.indd 3 19/04/12 18:13
  4. 4. This is your book The lessons are designed to aid your personal development and integration to society through interaction and exchange of experiences with others. This is fulfilled through oral and written texts production and interpretation, with the aim to create, discover and explore the world around us, building up your knowledge. The expected learning aim is that you obtain the necessary knowledge to participate in some social practices of language, that is, through the interpretation of oral and written texts. The applied teaching methodology in this text consists of three stages that correspond to the 2006 Syllabus: 1 2 3 Text. The process starts with the exposition of an oral or written text. Reflection on language. This segment leads you to reflective observation, that is, it helps you deduce how English language works. Use of language. It consists in making you use language through tasks (oral or written production) that show the expected learning. According to the previous points, the book units are developed as follows: a) Purpose. It briefly describes what it is meant to be learned through the lesson development. b) Content. The topic, individual and group exercises, pictures, readings and practice suggestions are developed according to the topic. c) Self-evaluation. This section is divided in two parts: • Drills that will help you see how much you learned from previous topics. • A series of questions to self-evaluate your learning in the English lessons. d) Support material. They are didactic materials related to the topics of the unit, and that may help to reinforce your learning. e) Bibliography. It is the list of materials checked to make this book, which can help as a teaching aid if thorough learning is pursued. Versión de evaluación 23/04/12 This material was created with the aim to facilitate your learning at a basic level with a communicative approach, with reference on the 2006 Foreign Language English Syllabus. 4 Ingles Unid 1.indd 4 19/04/12 18:13
  5. 5. Conoce tu libro 1 Texto. El proceso comienza con la exposición de un texto oral o escrito. 2 Reflexión sobre la lengua. Esta parte te conduce a la observación reflexiva, es decir, a que deduzcas cómo funciona la lengua inglesa. 3 Uso de la lengua. Consiste en que uses el lenguaje a través de tareas (de producción oral o escrita) que reflejen los aprendizajes esperados. De acuerdo con lo anterior, las unidades del libro se desarrollan de la siguiente manera: a) Propósito. Describe brevemente el aprendizaje que se quiere conseguir con el desarrollo de la lección. b) Contenido. En esta parte se desglosan los temas, ejercicios individuales y de grupo, ilustraciones y lecturas, y sugerencias de prácticas de acuerdo con la temática abordada. c) Autoevaluación. Esta sección se divide en dos partes: • Ejercicios que te ayudarán a ver cuánto aprendiste de los temas vistos con anterioridad. • Una serie de preguntas para poder autoevaluar tu aprendizaje en las lecciones de inglés. d) Material de apoyo. Aquí encontrarás materiales didácticos que tienen relación con los temas de la unidad y que pueden servir para reforzar los aprendizajes. e) Bibliografía. Es la lista del material revisado para la elaboración de este libro, que puede servir de apoyo a la práctica docente si se desea profundizar en el conocimiento de las temáticas. Versión de evaluación 23/04/12 El presente material fue creado con el fin de facilitar la conducción de tu aprendizaje en un nivel básico y con fines comunicativos, según el Plan y Programa de Estudio 2006 de la Lengua Extranjera Inglesa. Las lecciones están diseñadas de forma que permitan tu desarrollo personal e integración a la sociedad, mediante la interacción y el intercambio de experiencias con los demás. Esto se logra a través de la producción e interpretación de textos orales y escritos, para crear, descubrir y explorar el mundo que nos rodea, construyendo de esa manera tu aprendizaje. El propósito de estudiar la lengua extranjera es obtener los conocimientos para participar en algunas prácticas sociales del lenguaje, a través de la interpretación de textos orales y escritos. La metodología de enseñanza que se aplica en este texto consta de tres etapas que corresponden al Programa de Estudio 2006: 5 Ingles Unid 1.indd 5 19/04/12 18:13
  6. 6. Contents • Contenido 7 Classroom Language • Expresiones en el salón de clases Unit 4 • Unidad 4 141 Daily Life • Vida diaria Unit 1 • Unidad 1 Sequence 1 • Secuencia 1 21 Personal identification • Identificación personal Sequence 1 • Secuencia 1 Sequence 2 • Secuencia 2 155 169 Sequence 4 • Secuencia 4 179 Sequence 5 • Secuencia 5 7 141 Sequence 3 • Secuencia 3 Sequence 1 • Secuencia 1 189 21 Unit 5 • Unidad 5 Unit 2 • Unidad 2 55 Action in Progress • Acciones en progreso 201 Places and buildings • Lugares y edificios Sequence 1 • Secuencia 1 201 Sequence 1 • Secuencia 1 55 Sequence 2 • Secuencia 2 207 Sequence 2 • Secuencia 2 69 Sequence 3 • Secuencia 3 231 Sequence 3 • Secuencia 3 83 Answer key • Hoja de respuestas Unit 3 • Unidad 3 101 Hobbies, Leisure and Sports • Pasatiempos, tiempo libre y deporte 239 Bibliography • Bibliografía 253 Families Sheet • Hoja para las familias 255 Sequence 1 • Secuencia 1 101 Sequence 2 • Secuencia 2 121 Sequence 3 • Secuencia 3 133 Versión de evaluación 23/04/12 Introduction • Introducción 6 Ingles Unid 1.indd 6 19/04/12 20:33
  7. 7. Classroom Language Expresiones en el salón de clases Purpose • Propósito The purpose of this unit is to provide students with some basic classroom language expressions that will enable them to communicate in English all the time during their foreign language lessons. El propósito de esta unidad es proporcionar a los estudiantes algunas expresiones básicas usadas dentro del salón de clases que les permitirán comunicarse en inglés durante las lecciones del idioma extranjero. Sequence 1 Secuencia 1 In this sequence you will learn to: En esta secuencia aprenderás a: • Recognize expressions to say hello and goodbye. Reconocer expresiones para saludar y despedirse. • Spell words. Deletrear palabras. • Express your age. Decir tu edad. • Recognize instructions in the classroom. Reconocer instrucciones dentro del salón de clases. Versión de evaluación 23/04/12 Introduction Introducción • 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 Ingles Unid 1.indd 7 19/04/12 18:13
  8. 8. Lesson 1 Hello! Goodbye! You will recognize expressions of greetings and farewells. Reconocerán expresiones para saludar y despedirse. Think and write Observa las imágenes. Escribe el número correspondiente a cada conversación. 1 My name is Pedro. Good morning, sir. Pleased to meet you, Pedro. Pleased to meet you, Paul. Pedro: Hi, my name is Pedro. Okan: Hello, Pedro. I am Okan. How are you? Pedro: Very well, thank you. What about you? Okan: I’m fine, thanks. Pedro: Nice to meet you, Okan. Bus driver: Have a nice day, guys! Pedro: Bye, Paul! Students: Goodbye! Bus driver: 2 Pedro: Pedro: 3 Good morning, my name is Paul. Welcome aboard! Bus driver: 2 Bus driver: See you in the afternoon! Take care. Bye-bye. Write the time of the day that each picture shows. Escribe el momento del día que muestra cada imagen. Versión de evaluación 23/04/12 1 Look at the pictures. Write the conversation number (1, 2, 3) to the corresponding picture. 8 Ingles Unid 1.indd 8 19/04/12 18:13
  9. 9. Observa las imágenes y completa los diálogos. 1 2 Ema: , my name is Ema. Paco: , Ema. Ema: How Paco: Memo: Paco. I’m fine, Good Mr. Gomez: morning, Memo. are you? you? . Memo: , Mr. Gomez. I’m , thanks. And you? Mr. Gomez: 4 . Fill in the blanks whether the dialogue is formal or informal. Escribe sobre la línea si el diálogo es formal o informal. Dialogue 1 is . Dialogue 2 is . Write 5 In pairs create a dialogue similar to the ones in exercise 3. Then present it to the class. En parejas elaboren un diálogo similar a los del ejercicio 3. Posteriormente preséntenlo a la clase. 6 Complete the chart. Versión de evaluación 23/04/12 3 Look at the pictures and complete the dialogues. Completa la tabla. Regards Time Spanish Greetings Farewells 9 Ingles Unid 1.indd 9 19/04/12 18:13
  10. 10. How do you spell it? Lesson 2 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? Read 1 Think Read the dialogue. Fill in the blanks with the words in the box. Lee el diálogo. Completa los espacios en blanco con las palabras del cuadro. eight Teacher: twenty Good morning, class. I’m going to take attendance. 2 Look at the words in red in the previous dialogue and use them to complete these sentences. Lee en el diálogo anterior las palabras en rojo y úsalas para completar las siguientes oraciones. You answer when you are in the class. You answer not in the class. or when somebody is 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 Student: Absent Teacher: Number twelve, Linares. Linares: Present. Teacher: Number Suarez: Present. Teacher: Number twenty-three, Mmm! Tes, tech... Texcalapa: It is Texcalpa. Teacher: How do you spell it? Texcalpa: Versión de evaluación 23/04/12 ¿Puedes pensar en algunos objetos que necesitas para la clase? T-E-X-C-A-L-P-A. , Huerta. , Suarez. 10 Ingles Unid 1.indd 10 19/04/12 18:13
  11. 11. Speak Letter Sound Letter Sound Letter Sound A Ei K Kei U Iu B Bii L El V Vi C Cii M Em W Dobl iu D Dii N En X Ex E I O Ou Y Uai F Ef P Pi Z Dzi G DYi Q Qiu H Eich R Ar I Ai S Es J Yei T Ti Write 4 My name is Juanita. What’s y your last name? What’s your name? Create a classroom directory. rectory. Ask three partners for their ir full name, to spell their d name or last name, and take mple. e notes. Follow the example. It’s Alvarado. How do you spell it? A-L-V-A-R-A-D-O Crea un directorio del salón lón de clases. Pregúntale a tres s compañeros su nombre completo, pídeles que deletreen su nombre o su apellido, y toma nota. . Sigue el ejemplo. First name Middle name Versión de evaluación 23/04/12 3 Look at the chart below. Repeat the pronunciation of the letters. Observa la siguiente tabla y repite la pronunciación de las letras. Last name 11 Ingles Unid 1.indd 11 19/04/12 18:13
  12. 12. Lesson 3 How old 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 Completa la tabla con los números que faltan. 1 One 2 Two 3 Three Four 11 Eleven 21 Twenty-one 40 Forty Twelve 22 Twenty-two 50 Fifty 13 Thirteen 23 60 Sixty 14 Fourteen 24 Fifteen 25 80 Eighty 90 Ninety Twenty-four Seventy 5 Five 6 Six 16 Sixteen 26 Seven 17 Seventeen 27 Eighteen 28 101 One hundred one Nineteen 29 102 One hundred two Twenty 30 8 Eight Nine 19 10 Ten Speak 2 Say the numbers from 1 to 100. Di los números en inglés del 1 al 100. Twenty-seven Thirty 100 One hundred 103 One hundred three Think 3 Answer the questions. Responde las preguntas. Go back to the chart. Look at the numbers 21, 23, 101, etc. What do they have in common? How are these numbers formed in English? Write the rule. Versión de evaluación 23/04/12 1 Complete this table with the missing numbers. 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 Ingles Unid 1.indd 12 19/04/12 18:13
  13. 13. 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. 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: Versión de evaluación 23/04/12 How old are you? 13 Ingles Unid 1.indd 13 19/04/12 18:13
  14. 14. Lesson 4 Sit 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? Read 1 Read the sentences Lee las oraciones. 1 2 Look at the images and match them (1, 2, 3) with the sentences in exercise 1. Observa las imágenes y escribe sobre las líneas el número de oración del ejercicio 1 que les corresponda. Yes, Peter. Close the door. Sit down and open your book on page 25. 3 Think and write I’m sorry, I’m late. May I come in? 2 Versión de evaluación 23/04/12 ¿Cuáles son las instrucciones más comunes que recibes en clase? Everybody be quiet, please. If you want to talk, raise your hand. Think and write 3 Look at the sentences in exercise 1. Which instructions is the teacher giving to the students? Observa las oraciones del ejercicio 1. ¿Qué instrucciones está dando la profesora a los estudiantes? 4 Write the right answer. Escribe la respuesta correcta. Commands always start with a . a) verb b) noun 14 Ingles Unid 1.indd 14 19/04/12 18:13
  15. 15. Write 5 Fill in the blanks with the letter that matches each picture. Escribe sobre las líneas la letra que corresponda a cada imagen. responda ca imagen. espo d p cada magen g a d e c b Close the door. Sit down. Be quiet. May I come in? 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. Versión de evaluación 23/04/12 Please, stand up. Highlight. Draw. Circle. Ingles Unid 1.indd 15 Listen to it. 15 19/04/12 18:13
  16. 16. When is your birthday? Lesson 5 You will identify the months of the year and the days of the week in order to express dates. he Identificarán los meses del año y los días de la semana para expresar fechas. xpresar fechas. chas. has Think When is your birthday? Observa el calendario. Complétalo con las palabras del cuadro. January 31 days 31 days days ay 30 days 0 da days 31 days days y 30 days 0 days ay 31 days 1 days ay Saturday Friday Wednesday Tuesday Sunday Saturday Friday Monday 0 days ay y 30 days A August t 31 days 31 days ay September mber 30 days Thursday March March a h 28 days (29 every four years) ( (29 every four years) e ur ear June June June 31 days Wednesday Tuesday Monday Sunday Saturday Friday Thursday Wednesday Tuesday Monday Sunday Saturday November Friday February Thursday July Wednesday Tuesday Monday May April Sunday October Thursday 1 Look at the calendar. Complete it with the words in the box. Versión de evaluación 23/04/12 ¿Cuándo es tu cumpleaños? December December December r 31 days 31 days ay 16 Ingles Unid 1.indd 16 19/04/12 18:14
  17. 17. Write 3 Completa la información. Example: Read the dialogues and complete the chart. Lee los diálogos y completa el cuadro. 1 Alessandra: Cesar, when is your birthday? St. Valentine’s Day is on It’s on April 2nd. Cesar: th February 14 . Labour Day is on . Flag Day is on . Spring starts on . Children’s Day is on . Mother’s Day is on . Columbus Day is on . Christmas is on . 2 Alessandra: Susan, when is your birthday? It’s on June 19th. Susan: 3 Alessandra: Pamela, when is your birthday? Pamela: It’s on March 21st. 4 Alessandra: Joe, when is your birthday? It’s on November 23rd. Joe: My Birthday Calendar Think 4 Susan to indicate dates. b) in We use 6 to indicate the date. st nd rd th a) ordinal numbers (1 , 2 , 3 , 4 , …) b) cardinal numbers (1, 2, 3, 4, …) Put the letters in the right order to form the days of the week. Write them on the lines. Ordena las letras para formar los nombres de los días de la semana. Escríbelos sobre las líneas. a) small letter 5 Sun Look at the calendar below. Use the ordinal numbers (1st, 2nd, etc.) to complete it. s /T / a / u / d / e / y Wed b) capital letter o/n/d/M/a/y Tues . n/y/S/d/u/a Mon d/e/W/n/a/s/d/y/e Thurs Months of the year start with 3 Pamela Elige las respuestas correctas. a) on 2 Cesar Choose the correct answers. We use 1 Joe d/y/h/T/a/r/u/s Fri y/d/a/r/F/i Sat t/r/a/y/a/S/u/d Observa el calendario. Complétalo con los números ordinales: (1st, 2nd, etc.). Oct 20___ Sun Mon Tue Wed Thurs Fri Sat 1st 2nd 3rd 4th 5th 6th 7th 8th 21st 29th Choose your favorite people and write their birthdays on a calendar. Escribe en un calendario los cumpleaños de tus personas favoritas. 22nd 28th 7 Versión de evaluación 23/04/12 2 Complete the information. Ingles Unid 1.indd 17 17 19/04/12 18:14
  18. 18. Lesson 6 What does 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? Read 1 Read the dialogue. Lee el siguiente diálogo. Miss Suarez: Good morning, Juan. Juan: Good morning, Miss Suarez. This is my mother. She wants to know the list of items for the class. Miss Suarez: Of course. The students will need a dictionary, a notebook, a sharpener, an eraser, a pen, a pencil, scissors, glue and colors. Juan, please copy the list on the blackboard. Juan’s mother: Thank you, Miss Suarez. Goodbye. Miss Suarez: ng e Have you finished copying the information? Students: Yes. Juan: Excuse me, what is the meaning of sharpener? Miss Suarez: It is the object used to make make e pencils pointy. Lucia: And, what is the meaning of scissors? Miss Suarez: It is a cutting instrument with two blades whose cutting edges slide past each other. Versión de evaluación 23/04/12 ¿Cómo puedes aprender el significado de palabras nuevas? 18 Ingles Unid 1.indd 18 19/04/12 18:14
  19. 19. Write 3 Escribe en el pizarrón las palabras que faltan. Cross out the words that are not classroom objects. oom objects. c Cruza con una línea las palabras que no son n objetos del salón de clase. For example: six pen scissors sors s blackboard morning notebook eboo ok pencil case chair house use four schoolbag desk k 6 1 4 5 2 3 4 Look at th picture and writ th numb in the circl k at the picture d write the numbers in the circles h i t ite i h mbers b he i cles l to match the objects with the words. Observa la imagen y escribe los números en los círculos para relacionar los objetos con las palabras. board desk notebook schoolbag pencil pencil case Think 5 Answer the following questions. Versión de evaluación 23/04/12 2 Write on the blackboard the missing words. 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? 19 Ingles Unid 1.indd 19 19/04/12 18:14
  20. 20. Self Evaluation • Autoevaluación I. Answer the following questions and expressions. Contesta las siguientes preguntas y expresiones. 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. Versión de evaluación 23/04/12 1 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 to communicate in the classroom. http://www.bbc.co.uk/worldservice/learningenglish/ radio/specials/142_requests_offers/page2.shtml 20 Ingles Unid 1.indd 20 19/04/12 18:14
  21. 21. Personal identification Identificación personal Purpose • Propósito The purpose of this unit is to enable students to introduce themselves and others, and to exchange personal details. El propósito de esta unidad es capacitar a los estudiantes para presentarse a sí mismos y a otros, e intercambiar detalles personales. Secuencia 1 In sequence 1 you will learn to: En la secuencia 1 aprenderás a: • Indicate near or far objects using the words this or that. Señalar objetos cercanos o lejanos utilizando las palabras this (esto, ésta, éste) y that (eso, ésa, ése). Versión de evaluación 23/04/12 Unit 1 1 Unidad Sequence 1 • Use the verb to be (am, is, are) in affirmative, negative or interrogative sentences to give personal information. Utilizar el verbo to be (am, is, are) en enunciados afirmativos, negativos o interrogativos para dar información personal. • Talk about your family using possessive adjectives, that is: my, your, his, her, its, our, their. Hablar sobre tu familia usando adjetivos posesivos: my, your, his, her, its, our, their. • Give your/others’ personal information such as age, address, phone number, e-mail, origin, profession, and so forth. Dar datos personales tuyos o de otras personas, tales como edad, dirección, teléfono, correo electrónico, lugar de procedencia, profesión, etcétera. • Describe your hometown using descriptive adjectives. Describir el lugar donde vives utilizando adjetivos 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
  22. 22. Lesson 7 At a 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. 1 Read and think 2 Answer the following question. Responde la siguiente pregunta. What expressions do we use for greetings? a Read the dialogue. Put its parts in the correct order. Lee el diálogo. Coloca sus partes en el orden correcto. Nice to meet you, too. Hugo: b Marcos: Nice to meet you, too. Carolina: Look, that is my friend Lucia. Lucia! Come, please. Lucia, this is Hugo and this is Marcos. Lucia: c Nice to meet you. Carolina: Hello! My name is Carolina. What is your name? Marcos: Hi! I am Marcos and this is my friend Hugo. Hugo: Nice to meet you. Write 3 Look at the pictures. Write the conversations in exercise 2 in the correct space. Observa las imágenes. Escribe las conversaciones del ejercicio 2 en el espacio correcto. g conversaciones l ejercicio rsacio e cion jerc c je cicio o Versión de evaluación 23/04/12 Think 22 Ingles Unid 1.indd 22 19/04/12 18:14
  23. 23. 4 Look at the pictures. Underline the correct t e. . option or write the right letter in the circle. Observa las imágenes y subraya la opción que corresponda o escribe p q p la letra correcta en el círculo. círculo. írc lo. a This / That Look Maria! Th is my brother k i ! h r Look, Maria! That is brother. b This is my friend Jorge. Write 5 2 Write this or that. Escribe this o that. 1 1 Look! Susana, 2 I live in 3 Versión de evaluación 23/04/12 This That This / That h hat is my sister. y sister. ister. yellow house. 3 is my schoolbag. 23 23 Ingles Unid 1.indd 23 19/04/12 18:14
  24. 24. Lesson 8 Her name is Azucena You will identify the use of possessive adjectives in order to talk about your family. ssive Identificarán el uso de los adjetivos posesivos para hablar acerca de su familia. poses sivos Think ¿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 about my family This is my mother her name is alk bou alk about my family. This is my m ther l mil hi ily is mother, her name ame m 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 2 Write Write the name of the person the words refer to in the exercise 1. Escribe el nombre de la persona a quien se refieren las palabras del ejercicio 1. Her (line 1) refers to: His (line 2) refers to: Azucena 3 Look at the red words in exercise 1. Fill in the blanks with the right words. Observa las palabras en rojo en el ejercicio 1. Llena los espacios con las palabras correctas. Personal pronouns I You His Their (line 2) refers to: Her (line 3) refers to: Possessive adjectives Versión de evaluación 23/04/12 What words do we use in Spanish to talk about ut our or other people’s possessions? Her It Our (line 4) refers to: Their My (line 4) refers to: Our 24 Ingles Unid 1.indd 24 19/04/12 18:14
  25. 25. 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. room is clean. Luis is my brother. My mother is a nurse. name is Victoria. My father is thirty-five years old. I am Jorge Luis. 5 classroom is in the first floor. favorite sport is soccer. 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 Father Grandmother Mother Uncle Son Daughter 6 Aunt Cousin Cousin Versión de evaluación 23/04/12 Luis and Toño are my cousins. name is Fernando. 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
  26. 26. Lesson 9 My father 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? Read 1 Write 2 Read the following text. Lee el siguiente texto Laura is describing her father to her classmates. Answer the questions. Responde las preguntas. What does her father do? My father is a mechanic. His name is Alonso Hernandez. He’s 40 years old. He has his own business and he knows everything about mechanics. He has a lot of experience, almost 20 years. His job is to repair all kinds of motor vehicles like trucks, double deck buses, cars and motorcycles. He is the best mechanic in town. I’m the youngest child. I have two brothers. They’re alw always helping my father with his job. l elpi g p father t always helping my fath with his What’s the name of her father? What’s his last name? How old is he? Think and write 3 Write the contractions. Follow the example. Escribe las contracciones. Sigue el ejemplo. Pronoun = Contraction + am = I’m He + is = He’s She + is = It + is = You + are = We Ingles Unid 1.indd 26 Verb to be I 26 + + are = They + are = Versión de evaluación 23/04/12 ¿Cuáles son los pronombres personales en inglés? It’s They’re 19/04/12 18:14
  27. 27. Write 4 Answer the questions using the words from the box. Contesta las preguntas usando las palabras del cuadro. 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 5 The question Who is this? is used to ask for: La pregunta: Who is this? se utiliza para preguntar: Write 6 Write a small paragraph, like that in exercise 1, to describe a member of your family. Escribe un pequeño párrafo como el del ejercicio 1 para describir a un miembro de tu familia. Versión de evaluación 23/04/12 grandfather 27 Ingles Unid 1.indd 27 19/04/12 18:14
  28. 28. I’m a student Lesson 10 You will write personal data in order to write an autobiography. Escribirán datos personales para redactar una autobiografía. Think What information do you need in order to write an autobiography? on Read 1 Read the text. xt. Lee el texto. My name is Robert Smith I’m a British writer I’m 22 years old ert Smith. ’m er t Smi I’m British writer. I’m 22 year old ith it r i ish riter ’m years old. i l 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. Versión de evaluación 23/04/12 ¿Qué información necesitas para escribir una autobiografía? An interesting fact • Un dato interesante The British writer J.K. Rowling, author of the Harry Potter saga, was a primary teacher and now she’s the second richest woman in the United Kingdom, only after Her Majesty The Queen Elizabeth II. La escritora británica J.K. Rowling, autora de la saga de Harry Potter, fue maestra de primaria y hoy es la segunda mujer más rica del Reino Unido, sólo después de la reina Isabel II. 28 Ingles Unid 1.indd 28 19/04/12 18:14
  29. 29. Write 2 Complete with the information from exercise 1. Completa con la información del ejercicio 1. First name: Last name: Occupation: E-mail: Nationality: Telephone number: Date of birth: 3 Draw yourself. Dibújate. Write 4 Write a text, similar to excercise 1, using your personal information. Escribe un texto con tus datos personales tomando como ejemplo el ejercicio 1. I’m… Speak 5 Versión de evaluación 23/04/12 Address: 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
  30. 30. Lesson 11 What do 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. Which are the indefinite articles in Spanish? ¿Cuáles son los artículos indefinidos en español? Read 1 Read the dialogue with a classmate. Lee el diálogo con un compañero o compañera. 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 Think 2 3 Fill in the blank with the correct article for the sentence. Escribe sobre la línea el artículo que corresponde a la oración. Versión de evaluación 23/04/12 Think How do we ask about someone’s occupation? ¿Cómo preguntamos por la ocupación de alguien? a Article a vowel sound. an is used with words starting with is used with words starting Article with a consonant sound. 30 Ingles Unid 1.indd 30 19/04/12 18:14
  31. 31. Write 4 Match the occupations with the drawings. Relaciona las ocupaciones con los dibujos. 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 policeman electrician lawyer designer 6 Interview one of your classmates and tes nd write down the information you collect from him/her. Use your key questions. Entrevista a tu compañero o compañera y escribe la información que obtengas. Usa las preguntas clave. For example: What does your father do? He’s a carpenter. What does your mother do? Versión de evaluación 23/04/12 1 She’s a nurse. plumber 1) 2) 31 Ingles Unid 1.indd 31 19/04/12 18:14
  32. 32. Lesson 12 Are you 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 What questions do we make in order to get personal information? ¿Qué preguntas usamos para pedir información personal? 2 Answer the next questions according to the previous dialogue. Responde las siguientes preguntas de acuerdo con el diálogo. For example: Are Emma and Luis students? Is Frank fifteen years old? Yes, he is. Is Ema a housewife? Read 1 No, they aren’t. Is Luis a journalist? Is Ema’s grandmother 79 years old? Read the dialogue with a classmate. Lee el diálogo con un compañero o compañera. Ema and Luis are looking at Ema’s photo album. Write 3 Complete the information. Completa la información. Who is this, Ema? Ema: He is my brother Frank! Luis: How old is he? Ema: He is 15 years old. Luis: Is he a student? Emma: Yes, he is. And you? Luis: No, I’m a middle school teacher. Who is she? Emma: She is my grandmother! Luis: What does she do? Emma: She’s a housewife. Liu: . . Tomas: I sorry. Please say that again. Lou Huang your first name? 2 Is she a teacher? Yes, No, 3 Is it hard to be an architect? Yes, No, Liu: . . Yes, I am. My name is Liu Huang. No, it Lou. L-I-U. Tomas: OK! today your first day here? Liu: Yes, it . Tomas: Nice to meet you! She’s 79 years old. Luis: . . How old is she? Emma: Yes, No, Completa el diálogo. Tomas: Hi, are you a student? 1 Are you a student? Luis: 4 Complete the dialogue. Versión de evaluación 23/04/12 Think Speak 5 Practice the dialogue in excersise 4 with your classmates, using your own names. Practica el diálogo del ejercicio 4 con tus compañeros, usando sus propios nombres. 32 Ingles Unid 1.indd 32 19/04/12 18:14
  33. 33. Lesson 13 My school 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 3 What are the questions to ask for personal information? ¿Cuáles son las preguntas necesarias para pedir información personal? Complete las preguntas. How do we ask about personal information? ¿Cómo preguntamos por información personal? a) b) c) d) Read 1 Complete the questions. Read the dialogue with a classmate. How do we ask someone’s age? Lee el diálogo con una compañera o un compañero. Teacher: name? last name? address? telephone number? ¿Cómo preguntamos la edad de alguien? Speak Good morning! Student: Good morning, teacher. Juan: Hello, Miss. Teacher: Hi. Show me your ID card, students. Where is your ID card, Juan? Juan: I lost it, Miss. Teacher: 4 You need a new ID. Remember we will visit the zoo tomorrow. Interview a classmate and complete the data for the ID card. 2 Circle the option that corresponds. Encierra la opción que corresponda. Juan needs the school ID card to visit: a) a museum b) a supermarket c) a zoo An identification card contains: a) name, last name, age : b) a conversation Fir st name : Last name c) a favorite TV program Entrevista a un compañero o compañera y completa la información para una credencial. a) What’s your name? b) What’s your last name? c) How old are you? d) What’s your mother’s name? e) What’s your father’s name? 5 Complete the ID card with your information and paste your photograph or drawing on it. dary lesecon Te Age: Address: Ingles Unid 1.indd 33 Versión de evaluación 23/04/12 Think Escribe tus datos en la credencial y pega tu foto o dibújate en ella. Group: 33 19/04/12 18:14
  34. 34. Lesson 14 Where do you live? You will recognize questions to ask about the place where you live. Reconocerán expresiones para preguntar por el lugar donde viven. Think What is the meaning of the question where do you live? 1 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. 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 New York. He’s thirty-five years old. He has a brother, his name is Tom and he lives in Dallas. He also has a sister, her name is Sally and she is a teacher. She lives in Houston. Their parents live in Houston, too. Write 3 Match the columns. Relaciona las columnas. Name Address Last name Age a b c d How old are you? What is your name? An interesting fact • Un dato interesante Versión de evaluación 23/04/12 Think The first Mexican astronaut was PhD Rodolfo Neri Vela, who traveled in the Discovery spaceship in 1986. The first woman to travel to space was the Russian Valentina Tereshkova in 1963. El primer astronauta mexicano fue el Dr. Rodolfo Neri Vela, quien voló en la nave Discovery en 1986. La primera mujer que salió al espacio exterior fue la rusa Valentina Tereshkova en 1963. Where do you live? What is your last name? 34 Ingles Unid 1.indd 34 19/04/12 18:14
  35. 35. 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? 5 Complete the dialogu with the words from th invitation card plete h dialogue ith the words from the invitation card. ialogue he ord rom ds i ard Completa el diálogo con las palabras de la invitación. Mariana: 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: 6 Hello, boys and girls! I want to invite you to my birthday party. Ok, see you on Complete the invitation card with the information from the dialogue. Completa la invitación con la información del diálogo. ? ? ? at five o’clock. Versión de evaluación 23/04/12 Write e 35 Ingles Unid 1.indd 35 19/04/12 18:14
  36. 36. Lesson 15 I live in a small town You will identify adjectives to describe the place where you live. Identificarán adjetivos para describir el lugar donde viven. Think What words do you need in order to describe the place where you live? ¿Qué palabras necesitas para describir el lugar en donde vives? 2 Elige la palabra que describa las imágenes como en el ejemplo. Read 1 Choose the word that describes the images as in the example. Read the dialogue with a classmate. Hot / Cold Lee el diálogo con un compañero o compañera. Teacher: Good morning, boys and girls. This is Armando. Students: Welcome, Armando. Jorge: What’s your last name? Armando: Ortega. Mariana: How old are you? Armando: I’m twelve years old. Lucia: Where did you use to live? Armando: In Queretaro. Susana: Who do you live with? Armando: I live with my grandmother and grandfather. Lucia: Armando, could you tell us about Queretaro? Armando: Well, it is a small, historic, clean and hot city. People are very kind. Lucia: Wow! Sounds interesting! Modern / Historic Clean / Dirty Speak 4 Describe the place where you live, draw it and share it with your class. Describe cómo es el lugar donde vives, dibújalo y compártelo con tus compañeros. Speak 3 Big / Small Versión de evaluación 23/04/12 Think 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
  37. 37. Lesson 16 David is 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? Read 1 Think Read David’s biography. Lee la biografía de David. 2 Match the columns. Relaciona las columnas. David Roberts was born in Leytonstone, London, on April 2nd, 1974. He is a soccer player and the most famous sports personality in the world. He lives in Los Angeles. Which is his favorite sport? a) He lives in Los Angeles. What is his last name? b) It is on April 2nd. What does he do? c) He is a soccer player. How old is he (2012)? d) Soccer. Where does he live? e) Roberts. When is his birthday? f) He is thirty-eight years old. Think 3 An interesting fact • Un dato interesante The American Women’s Soccer Team has more fans than the American Male’s Soccer Team. La selección femenil de soccer de Estados Unidos cuenta con más seguidores que la selección masculina. 1 Go back to exercise 2. Review the questions. Underline the right answer. Regresa al ejercicio 2. Revisa las preguntas y subraya la respuesta que corresponde. This word refers to a place. a) What 2 c) When This word refers to a date. a) When 3 b) Where b) Which c) How This word means cuál. a) When b) Where c) Which Versión de evaluación 23/04/12 ¿Cuál es tu jugador de soccer favorito? ¿Qué información puedes compartir sobre él? Write 4 Imagine you can meet your favorite star. What would you ask him/her? Imagina que conoces a tu estrella favorita. ¿Qué le preguntarías? 5 Imagine you are your classmate’s favorite star. Answer to his/her questions. Imagina que eres la estrella favorita de tu compañero/compañera. Contesta a sus preguntas. 37 Ingles Unid 1.indd 37 19/04/12 18:15
  38. 38. At the archaeological site Lesson 17 You will identify the expression used to know someone’s place of origin. Identificarán la expresión usada para saber el lugar de origen de la gente. en g ge gente. Read 1 Lee los diálogos. Escribe el número junto a la bandera del país del que es originario el turista. a. 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: Juan: Do you like Teotihuacan? Scott: 2 I’m from Germany, I’m German. Yes, it is wonderful. Susana: Hello. What’s your name? Nicole: Hi. I’m Nicole. And you? Susana: I’m Susana. Where are you from? Nicole: Susana: What’s your opinion about Teotihuacan? Nicole: 3 I’m from France, I’m French. It is a beautiful place. Mariana: Hi. What’s your name? Liu: Hi. I’m Liu Woo. What’s your name? Mariana: My name is Mariana. Liu: Nice to meet you. Mariana: Where are you from? Liu: I’m from China. I’m Chinese. An interesting fact • Un dato interesante Versión de evaluación 23/04/12 1 Read the dialogues. Write the number next to the o the h om m. flag according to the country the tourist is from. from. English is the official language in 56 countries around the world including South Africa, India, Jamaica, Ireland and New Zealand, 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
  39. 39. Think 2 Complete the information. Completa la información. 3 Locate on the map the countries from the box. Localiza en el mapa los países de la tabla: Write the three countries mentioned in the dialogue. Write the three nationalities mentioned in the dialogue. a b c d e f g h i j Japan England Russia Greece Chile Brazil Mexico France China Italy Think and write 4 Match the columns. 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 Greece Chinese Chile Russian Brazil English Mexico Chilean France Greek China Japanese Italy Versión de evaluación 23/04/12 Where are you from? means: Mexican c) Ivan is from . . He’s Russian. d) Greco is from Greece. He’s . e) Taoshi is from Japan. He’s . She’s . f) Juanita is from . 39 Ingles Unid 1.indd 39 19/04/12 18:15
  40. 40. Where are you from? Lesson 18 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. 1 Think 3 Read the texts. L Le Lee los textos. Choose the answer that corresponds. Elige la respuesta que corresponda. M My name is Jennifer Robins. I’m from Toronto, Ca Canada. I’m Canadian. I’m 12 years old. My b birthday is on November 20th. My father is an actor. He is now working on Broadway. ac We use of origin. H His name is Pierre Toulouse. He’s from France. H He’s French. He’s 13 years old. His birthday is on September 1st. His sister is 3 years old. Her name is Lisa. na na Write a) from 4 Sh She is Nora Stevens. She is from Texas. She’s Am American. She’s 11 years old. Her birthday is on Ju Ju July 25th. Her mother’s from Guatemala. She’s Guatemalan. Gu to say the country or the place b) for Complete the chart using the words from the box. Completa la tabla con las palabras del cuadro. Irish Swiss South African Swedish Turkish Australian German Peruvian Portuguese Canadian Spanish Polish Write 2 Completa la información con las historias del ejercicio anterior. Nationality Germany Ireland . . She’s years old. She’s Her mother’s from Turkey . . b Nora’s from Sweden . years old. He’s His birthday is on Australia South Africa Switzerland Poland Peru Spain . . Canadian. Jennifer’s from She’s Canada Portugal Pierre’s a He’s from c Country Complete the information with the stories in the previous exercise. Versión de evaluación 23/04/12 Read years old. 5 Write a paragraph using the information in the previous chart. Escribe un párrafo usando la información del cuadro anterior. November 20th. 40 Ingles Unid 1.indd 40 19/04/12 18:15
  41. 41. Lesson 19 Are you 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 ¿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 2 Think 3 Answer the next questions. Contesta las siguientes preguntas. Answer the questions according to your answers in exercise 2. Is Carlos a new student? . Contesta las preguntas de acuerdo con las respuestas del ejercicio 2. Is Paulo’s last name Correia? . What’s the structure of these questions? Is Paulo from Brasilia? . Versión de evaluación 23/04/12 Where are you from? Where is your favorite star from? 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
  42. 42. Read 4 Read the text. Lee el texto. An interesting fact • Un dato interesante England conquered territories all around the world under the rule of two amazing queens: Queen Elizabeth I in the XVI century and Queen Victoria in the XIX century. Both made their country grow more than any other monarch in their history. Inglaterra conquistó territorios en todo el mundo bajo el mando de dos asombrosas reinas: Isabel I en el siglo XVI y la reina Victoria en el siglo XIX. Ambas hicieron prosperar a su nación más que ningún otro monarca en su historia. Write 5 Write the questions according to the information. Escribe las preguntas de acuerdo con la información. ? Roger. ? No, his last name is Walters. Versión de evaluación 23/04/12 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. ? From Manchester, England. ? In Warsaw, Poland. ? Yes, he is. ? No, his birthday is on February 14th. 42 Ingles Unid 1.indd 42 19/04/12 18:15
  43. 43. Lesson 20 A creature from space You will write a biography. Redactarán una biografía. Read Can you mention five countries and their nationalities? ¿Puedes mencionar cinco países y sus respectivas nacionalidades? 1 Read the biography of Zyanya the alien. nya Lee la siguiente biografía sobre re Zyanya la extraterrestre. She is Zyanya. She is a nurse e in her country. She is from Zyanyaland. She is 165 years old. Her nationality is age Zyanyashian and her language is Zyanyish. Her address is 39 Blue Star in the Milky Way. Her phone number is 2873-28892-000. An interesting fact • Un dato interesante The word alien is used to refer to foreigners in general. So, it can be used to refer to either extraterrestrials or simply people from other countries. La palabra alien se utiliza para hacer referencia a los extranjeros en general. Entonces puede usarse para hablar de un extraterrestre o simplemente de gente de otros países. Write 2 Use the information in the text to complete the chart. Usa la información del texto para completar el cuadro. Name 3 Age Country Nationality Draw an extraterrestrial creature in your notebook. Use the questions as a guide to create a text. Dibuja un extraterrestre en tu cuaderno. Usa las preguntas como guía para crear un texto. What is the name of the creature? Where is it from? How old is the creature? What are its nationality and language? Language Address Versión de evaluación 23/04/12 Think Speak 4 Share the information about the extraterrestrial you’ve just created. Comparte la información sobre el extraterrestre que creaste. What is its address? 43 Ingles Unid 1.indd 43 19/04/12 18:15
  44. 44. Lesson 21 Nationality 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? Read 1 Read the text and underline the words you understand (do not use the dictionary). Lee el texto y subraya las palabras que puedes entender (no uses el diccionario). uses diccionario). e icci ccion 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 T hi Okito is from J Taoshi Oki i f Japan, h i J he is Japanese. H i thirty-five years He is h old. He is a doctor and works at the most important hospital in his country. He practices basketball and tennis. He is in Mexico City on vacation. He visited Chapultepec park, the Zocalo, the Palacio de Bellas Artes and the National Anthropology Museum. I think Taoshi is a very intelligent and interesting person. Write the words you underlined in the text. Escribe las palabras que subrayaste en el texto. Example: Versión de evaluación 23/04/12 ¿Conoces palabras que se parezcan en inglés y en español? ¿Cuáles? Nationality 44 Ingles Unid 1.indd 44 19/04/12 18:15
  45. 45. 4 Write the meaning in Spanish of the following words. Escribe en español el significado de las siguientes palabras. a) Nationality b) Doctor c) Important Think 5 The words you wrote are cognates. What do you think a cognate is? Las palabras que escribiste se llaman cognados. ¿Qué crees que signifique cognado? 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? Versión de evaluación 23/04/12 d) Hospital 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 Ingles Unid 1.indd 45 19/04/12 18:15
  46. 46. Lesson 22 What about your 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? Read 1 Write 2 Read the text. Lee el texto. Answer the questions about the text. Responde las preguntas acerca del texto. Is Mario a student? W What does he play? nth d uni High. ior io lays Mario is a student in seventh grade at Junior High. He plays in sevent grade at Junior High He plays seventh grade soccer with his brothers. They play on Sundays in the park. His mother brings the lunch. She prepares some sandwiches and brings sodas to drink. His father goes with them too. He is the coach of the team. W When do they play? Who is the coach? 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 2 b) Mother and father c) Mario and his brothers b) Mario c) The sister b) The teacher c) The mother In the third line, she refers to: a) The mother 4 c) The mother In the second line, they refers to: a) Mario and his father 3 b) The father Versión de evaluación 23/04/12 ¿Cuáles son los pronombres pe sonales en español? ¿ ombres perso ale e personales e ers p ¿Para q los usamos? qué In the fourth line, he refers to: a) The father 46 Ingles Unid 1.indd 46 19/04/12 18:15
  47. 47. 4 1 Underline the option that corresponds. Subraya la opción que corresponda. These are personal pronouns: a) I, you, he, she, it, they, we b) In, on, under, next to 2 These are possessive adjectives: 3 b) My, your, his, her, its, their, our 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. Versión de evaluación 23/04/12 a) One, two, three, four, five, six What is your name? What is your last name? Where are you from? When is your birthday? What is your favorite sport? 47 Ingles Unid 1.indd 47 19/04/12 18:15
  48. 48. Lesson 23 Send me 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. What is the meaning of personal information? Which are some common questions? ¿Qué significa información personal? ¿Cuáles son algunas preguntas comunes? Read 1 Read the e-mail. Lee el correo electrónico. From: Yoko Tamaguchi To: Stephen Morrissey Subject: Hi, Stephen! Dear Stephen: Hi! My name is Yoko Tamaguchi. I’m from Japan, I’m fourteen years old, I’m a student. I live in Kyoto. My father is a doctor, his name is Kato Tamaguchi, and he’s very intelligent. My mother is a nurse, her name is Akane Tendo, she is from Tokyo, and she’s very careful with her patients. They work together at the same hospital. I have a little brother named Daero, he’s seven years old. I will be very glad if you call me, my telephone number is 26 26 11 44, or send me an e-mail to yokot@makefriends.com. Think 2 Put the questions in order and answer them according to Yoko’s information. Ordena las preguntas y contéstalas de acuerdo con la información de Yoko. Example: old / Yoko/ How / is/? How old is Yoko? She is fourteen years old. is / Yoko’s / last / name / What/? she / does /do / What /? her / What’s / occupation / father’s / ? are / Where / from / they / ? Kato / Who / Tamaguchi / is / ? Sincerely, Yoko Tamaguchi Think 3 Versión de evaluación 23/04/12 Think What questions do you need to ask for personal information? ¿Qué preguntas necesitas para pedir información personal? 48 Ingles Unid 1.indd 48 19/04/12 18:15
  49. 49. Speak and write a Entrevista a dos de tus compañeros o compañeras utilizando estas preguntas y completa la información. What’s your name? My name is How ? Where are you from? I’m . years old. I’m from . What’s your b ? My telephone number is What’s ? His name is How old are you? He’s Where are you from? His your name? c . He’s from What’s your telephone number? . How old ? years old. . is . Her name is She’s you from? years Her telephone . She’s from telephone number? . . is Write 5 From: To: Subject: Reply to Yoko’s e-mail, including all your personal information. Contesta el correo electrónico de Yoko incluyendo tus datos personales. Versión de evaluación 23/04/12 4 Interview two of your classmates using these questions and complete the information. 49 Ingles Unid 1.indd 49 19/04/12 18:15
  50. 50. Lesson 24 Review You will solve exercises about the unit topics. Resolverán ejercicios acerca de los temas tratados en la unidad. Order the dialogue and write the corresponding numbers (1, 2, 3 or 4) 4 Ordena el diálogo y escribe el número que corresponda. ( ) Hello, Mario. I am Lucy. ( ) Nice to meet you. (1) Hi. My name is Mario. Encuentra los 12 meses del año en la sopa de letras. Nice to meet you, too. ( ) Find the 12 months of the year in the alphabet soup. 1 A P R I C T O B E R B J M D L M V J B Q X M A E E W U D Z R C T A R C M K J A N U A R Y C E Z R U H A K B C H M T P G C R P J S L B H J U L Y G U T Z E Y 3 F R D O S W D X N G H R S P-E-D-R-O-X-T-A-B-A-Y H E Example: Pedro Xtabay P B Escucha los cinco nombres que dará el docente y deletréalos para la clase, posteriormente escríbelos en las líneas. I O Listen to the five different names given by the teacher, and spell them to the class, then write the names in the blanks. X V 2 N E P T E B E R Y X Pedro Xtabay M Match the columns. Relaciona las columnas. May I go to the bathroom? L Versión de evaluación 23/04/12 1 Answer in English. 53 Respondethe puzzle el crucigrama. Open your en inglés books. Across / Horizontales 2 Sit down! 4 Close the window. 50 Ingles Unid 1.indd 50 19/04/12 18:15
  51. 51. 5 Answer the puzzle in English. Responde en inglés el crucigrama. 7 Across / Horizontales 1 Day that the family gathers. 3 Last day of school. 4 This is the first day of the working week. Busca en un diccionario inglés-español el significado en español de las siguientes palabras y escríbelo sobre la línea. Name of the day formed by seven letters that begins with “T” and ends with “y” . 2 Find on an English-Spanish dictionary the meaning in Spanish of the following words and write it on the line. Reply: Versión de evaluación 23/04/12 Down / Verticales Topic: Journalist: 5 Its name is similar to the planet with rings. 6 This day begins with “W” and ends with “y” . 7 This day has eight letters; in Spanish it begins with “j” . 5 7 1 Classmate: 8 Answer the questions about yourself. Contesta las preguntas sobre ti. a) What is your name? 6 b) What is your last name? c) How old are you? 3 d) What is your address? 2 4 e) Where are you from? f) Where do you live? 9 6 Match the ordinal and cardinal numbers. Follow the example. Relaciona los números ordinales y cardinales. Fíjate en el ejemplo. Complete the sentences. Use the pronouns. Completa los enunciados. Usa los pronombres. her Laura: she This is my friend Mariana. Mariana: Where is twenty-four thirty-third one second fifty thirteenth two sixty-ninth sixty-nine fiftieth Mariana: What’s thirty-three twenty-fourth Laura: thirteen from? first Laura: ’s from Brazil. Mariana: And who’s in this picture? Laura: name is Rosario. from Spain. ’s last name? last name is Castillo. 51 Ingles Unid 1.indd 51 19/04/12 18:15
  52. 52. Choose the under the 10 Selecciona la correct answer. 11 Write the occupationbox. Followpicture. Use a or an and the words in the 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. lawyer Hello. We (’s/’re) Mary and Helen. mec nic mechanic chanic nurse plumber r teacher teacher e ar architect rchitect ct astronaut a She (’re/’s) a nurse. John’s birthday is (on/an) November 11th. An An astronaut the sentences and 12 Readthe pictures. Followmatch them with 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 los dibujos. Fíjate en el ejemplo. jos. Fíjate n eje p j e ejemplo. plo. pl b) Mr. Lawrence is an English teacher. He is from England. He’s thirty years old. c) Mrs. Sumiko Tokana is a Japanese actress. She’s fourty years old. d) Mr. Paul Dupont is a lawyer. He’s from France. He’s fourty-four years old. e) Mr. Mario Correia is a mechanic. He’s from 1. (b) 1. (b) ) 2. ( 2. ) 3. ( 3. ) 4. ( 4. ) 5. ( 5. Brazil. He’s twenty-eight years old. ) the correct 13 Chooseon the line. word and write it and 14 Write the country the flag. nationality under Escribe el país y la nacionalidad debajo de cada bandera. j Elige la respuesta correcta y escríbela sobre la línea. 1 Mario is from Brazil. He is a) Brazilian b) French . 2 Ivan is from Russia. He is a) Rustic b) Russian 3 Nicole is from France. She is a) French b) Francois . 4 Robert is from England. He is a) English b) Peruvian . 5 Yoko is from Japan. She is a) Chinese b) Japanese Versión de evaluación 23/04/12 Dianna’s (from/on) Argentina. . . 52 Ingles Unid 1.indd 52 19/04/12 18:15
  53. 53. Self Evaluation • Autoevaluación 1 Remember your English lessons and answer the questions. Recuerda tus clases de inglés y contesta las preguntas. ¿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? Answer following questions about the grammatical points II. Contesta the siguientes preguntas sobre los temas gramaticales queyou studiedeninlaunit 1: 1: las aprendiste unidad 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? Versión de evaluación 23/04/12 I. 53 Ingles Unid 1.indd 53 19/04/12 18:15
  54. 54. Support material • Material de apoyo Topics / Temas Suggested material / Material sugerido 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: Versión de evaluación 23/04/12 Use of this-that or these-those Observaciones o comentarios del padre de familia o tutor: 54 Ingles Unid 1.indd 54 19/04/12 18:15
  55. 55. Actions in Progress Acciones en progreso Purpose • Propósito The purpose of this unit is to enable students to give and obtain information about possessions and to describe actions that are in progress at the moment of speaking. El propósito de esta unidad es capacitar a los estudiantes para que den y obtengan información sobre posesiones y describan acciones que están en progreso en el momento en que se está hablando. Sequence 1 Secuencia 1 In unit 2 sequence 1, you will learn to: En la unidad 2 secuencia 1 aprenderás a: • Ask and answer questions about personal possessions. Preguntar y responder sobre posesiones personales. • Indicate one or several, close or far objects, using the words this, that, these, those. Señalar uno o varios objetos, cercanos o lejanos, utilizando las palabras this, that, these, those. Versión de evaluación 23/04/12 Unit 2 2 Unidad 55 Ingles Unid 2.indd 55 19/04/12 18:16
  56. 56. Sending an e-mail Lesson 25 You will use possessive adjectives in order to express possession. Usarán los adjetivos posesivos para expresar pertenencia. Read 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 Subject: Greetings from Mexico a) An e-mail b) A Picture 2 What’s Mauricio’s favorite color? Dear Robert, I’m sending you a photograph of me with my family. Here I’m dressed all in red. Red is my favorite color. The boy next to me is my little brother. His name is Arturo. In the picture, he is wearing his charro suit, because the photo is on the Mexican Independence Day. Behind me and my brother are my parents. They only wear their typical clothes to celebrate Independence Day, my mother has a nice outfit. Her dress is full of bright colors. Send me an e-mail soon. Regards, Mauricio a) Blue b) Red Think 4 Look at the red words. Underline the correct answer. Observa las palabras en rojo. Subraya la respuesta que corresponda. 1 In the fourth line, his refers to: a) The charro suit b) Arturo 2 In the last paragraph their refers to: a) The parents’ outfit b) Independence Day 3 The words my, his, their are possessive Versión de evaluación 23/04/12 1 Write adjectives, and they are used to show: a) Possession 2 b) Description Answer the question. Responde la pregunta. What kind of text is this? a) A letter b) A dialogue c) An e-mail 56 Ingles Unid 2.indd 56 19/04/12 18:16
  57. 57. Write 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. Usa los adjetivos posesivos (my, your, her …) y los colores (blue, black, white…). I You He Example: She My skirt is blue. It We You They her your 6 Their my our his their your its Fill in the blanks using the names of the colors from the box. book is . Escribe sobre las líneas el nombre de cada color utilizando las palabras del cuadro. red green brown purple black yellow blue orange pink white schoolbag is . house is . uniforms are Versión de evaluación 23/04/12 5 Complete the chart with the words from the box. . 57 7 Ingles Unid 2.indd 57 19/04/12 18:16
  58. 58. This is Samuel’s sweater Lesson 26 You will identify the use of the apostrophe ’s to indicate possession. Identificarán el uso del apóstrofo ’s para indicar pertenencia. 1 Write 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. Versión de evaluación 23/04/12 Read 1 Why are Laura and Mauricio arguing? 2 What color is Laura’s sweater? 3 Who owns the sweater? Mauricio: Mom, tell her this is not her sweater. Mom: Hey Laura, Mauricio is right. Laura: No, mom. It’s mine. Mauricio: Laura’s sweater is blue and this is green. This is my friend’s sweater. Mom: What friend? Mauricio: Samuel. Mom: Why do you have Samuel’s sweater? Mauricio: Because he left it on the bus. Mom: Ok. Think 4 Go back to the dialogue. Look at the red words. Choose the correct answer. Regresa al diálogo. Observa las palabras en rojo. Elige la respuesta correcta. 1 What does ’s mean? a) Plural b) Possession c) Contraction of is 2 In the dialogue the mom says: “Samuel’s”. Write on the line what the ’s are refering to: 2 It’s refers to . Samuel’s refers to . Answer the question about the text. Responde a la pregunta respecto al texto. What is this text? a) A chart b) An e-mail c) A dialogue 58 Ingles Unid 2.indd 58 19/04/12 18:16
  59. 59. Write 5 Complete the information according to the images. Completa la información de acuerdo con las imágenes. Example: Whose sweater is this? It’s Laura’s sweater. 1 Whose jacket is this? . It’s 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 Versión de evaluación 23/04/12 Laura 5 Whose sweat suit is this? It’s . Gabriel Ingles Unid 2.indd 59 59 19/04/12 18:16
  60. 60. Lesson 27 Whose shorts 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. 1 Write Read the dialogue. Lee el diálogo. Mauricio’s family is on vacation, they are leaving soon and they are packing to go. 3 Circle T if the sentence is true or F if it is false. Encierra en un círculo T si el enunciado es verdadero o F si es falso. 1 The shorts are Monica’s. Laura: Whose shorts are these, Monica? Monica: They’re Mauricio’s. Laura: Really? Aren’t Mauricio’s shorts white? horts white? h hite t Monica: Yes, they are white, but they look black black ey c because they are very dirty. y. Laura: Wow!, that’s a color change! e! e And whose sunglasses are those? those? ho h se? Monica: They’re mine. Laura: Look, they are broken. Monica: Oops! I need to get new ones. nes n s. s. Read 2 Answer the question. 2 The shirts aren’t clean. 3 Laura’s sunglasses are broken. Versión de evaluación 23/04/12 Read Responde la pregunta. Where’s Mauricio’s family? a) On vacation b) In the forest c) At school 60 Ingles Unid 2.indd 60 19/04/12 18:16
  61. 61. Think 4 Write Answer the following questions. Responde las siguientes preguntas. 5 Match the columns. Relaciona las columnas. mnas. 1 Is there a plural form for shorts? a) Yes Gloves b) No a) Yes Tennis shoes b) No 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 5 Complete the chart. Singular Plural dress dresses Shoes pants coat Sunglasses jackets cap shorts An interesting fact • Un dato interesante 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. 6 Work in pairs. Circle the pieces of clothing that your classmate is wearing. Trabajen en parejas. Encierra en un círculo las prendas que tu compañera o compañero lleva puestas. comp ompañe p Versión de evaluación 23/04/12 2 Is there a plural form for sunglasses? 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 61 Ingles Unid 2.indd 61 19/04/12 18:16
  62. 62. That is my favorite jacket Lesson 28 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 t Ordena las letras para formar una palabra. Escríbelas sobre la línea. r i k s e a j s n c 2 k t e a j Read the dialogue. 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. Versión de evaluación 23/04/12 1 Put the letters in the right order to form a word. Write them on the line. 62 2 Ingles Unid 2.indd 62 19/04/12 18:17
  63. 63. 3 Answer the questions about the dialogue. Responde las preguntas acerca del diálogo. 1 What is Laura’s favorite item of clothing? Think 4 Answer the questions. Responde las preguntas In line 1, that refers to…. a) the jacket 2 Who bought the jacket for her? In line 6, this refers to …. a) the jacket 3 Why doesn’t Laura like her skirt? b) Erika b) the t-shirt This/that are used with….. a) singular nouns b) plural nouns This is used to show…. a) proximity b) distance Write 5 ___________ is her Complete the information. Use this/that. Completa la información. Usa this/that. I like ___________ jacket. sweater. sweater Versión de evaluación 23/04/12 Write ___________ is my watch. Look at ___________ skirt. 63 Ingles Unid 2.indd 63 19/04/12 18:17
  64. 64. Lesson 29 These blue jeans 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 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 2 Answer the questions about the text. Responde las preguntas acerca del texto. Where are Laura and Monica going to? Think 3 Choose the answer that corresponds. Elige la respuesta que corresponda. Those is used to show…. a) proximity What time is the movie starting? Versión de evaluación 23/04/12 What is Monica doing? b) distance These is used to show…. a) proximity b) distance Does Monica hate to wear her jeans? Those/These is used with… a) plural nouns b) singular nouns 64 Ingles Unid 2.indd 64 19/04/12 18:17
  65. 65. Write 5 Escribe sobre la línea these/those. 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 jeans. ’s 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 the teacher’s glasses. are my cousins Paco and Tino. Speak and write are his pants e his pants. is nts. 6 Versión de evaluación 23/04/12 4 Write on the line these/those. Write a description of a picture. Share it with your classmates H Haz Haz la descripción escrita de una foto. Comparte tu texto co con tus con tu compañeros. 65 Ingles Unid 2.indd 65 19/04/12 18:17
  66. 66. Are these your sunglasses? Lesson 30 You will distinguish this/that/these/those usage to express possession. Distinguirán entre el uso de this/that/these/those para expresar pertenencia. 1 Read Complete the chart. Completa la tabla. Singular Plural 2 A Read the dialogues. Order the pictures according to the dialogues. Write on the circle the letter that corresponds. Lee los diálogos. Ordena las imágenes de acuerdo con los diálogos. Escribe en el círculo la letra que corresponda. Roger: Those B C Really? I’m not sure. I think they are Mauricio’s glasses. Well, let’s ask the teacher. Paul: Teacher, are these Mauricio’s or yours? No, they aren’t mine. I’m sure they are Mauricio’s, I saw him wearing them. Roger: Distance Paul: This Hey! Those glasses belong to the teacher. Teacher: Proximity Roger: Ok, we will ask Mauricio. Roger: Mauricio, are these your glasses? Mauricio: Oh, yes, they are mine. This is my lucky day. Thanks a lot. Versión de evaluación 23/04/12 Write 66 Ingles Unid 2.indd 66 19/04/12 18:18
  67. 67. Write 3 Think 4 Answer the questions. Responde las preguntas. Read the dialogue. Answer the questions. Lee el diálogo. Responde las preguntas. To ask questions about someone’s possessions we say: 1 What are Paul and Roger talking about? a) Is this your jacket? 2 Are they the teacher’s glasses? 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. Are _________ your jeans? Is ________ a nice sweater? 6 Order the words to form questions and answer them. Ordena las palabras para formar preguntas y contéstalas. Example: those / your / Are / gloves /? Are those your gloves? Yes, they are. 1. bag / Is / this / your/ ? 2. your / these / ? / books / Are Is _______ cap on sale? Are _______ people celebrating Halloween? Versión de evaluación 23/04/12 b) This is your jacket? 3. my / ? / Is / coat / that 4. those / his / Are/ shoes? 67 Ingles Unid 2.indd 67 19/04/12 18:18
  68. 68. Lesson 31 Mini Check You will answer some drills related to the topics of the unit. Resolverán ejercicios relacionados con los temas de la unidad. Read 2 Lee el texto. Choose the answer that corresponds. Elige la respuesta que corresponda. What kind of text is it? a) A letter From: mauricio@cooltown.com To: nigel@meetme.com Subject: Greetings from Mexico b) A postcard c) An e-mail 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 because they are very dirty. My sisters are in the picture too. Monica is wearing her sunglasses. Laura’s glasses are broken, so she isn’t wearing them. She is wearing her red bathing suit. Those people at the back are my parents. They are das. Write as. s soon. o n buying sodas. Write me soon. Regards, Mauricio 3 Answer the questions about the e-mail. Responde las preguntas acerca del correo electrónico. 1 Where are the people in the picture? 2 Why are Mauricio’s shorts black? 3 Why is Laura not wearing her sunglasses? 4 What are Mauricio’s parents doing? Think 4 Find the information in text 1 and complete the chart. Versión de evaluación 23/04/12 1 Read the text. Encuentra la información en el texto 1 y completa la tabla. Possessive Adjectives My Demonstrative Pronouns Colors Clothes ‘s to show possession Plural nouns white bathing suit sunglasses 68 Ingles Unid 2.indd 68 19/04/12 18:18
  69. 69. Unit 2 Write Encuentra y encierra las palabras del cuadro en la sopa de letras. red pink black cap white scarf brown jeans yellow skirt R S D B I N B D O Y Z E M L Q O H G M E R T D A U I P L T L B X V C A P J I G L R L B K O M H K T O O X O O F W X A C W W B H U J N O C Z R N V R G S C A R F V Y D R J J E A N S Y S K I R T P I N K N Sequence 2 Secuencia 2 In unit 2 sequence 2 you will learn to: En la unidad 2 secuencia 2 aprenderás a: • Describe what a person is wearing. 6 Describir lo que alguien trae puesto. Reply to Mauricio’s e-mail. Responde al correo electrónico de Mauricio. From: ______________________ To: mauricio@cooltown.com Subject: ________________________ • Express what is happening at the moment you speak. Expresar lo que está ocurriendo al momento de hablar. • Use the comma or the conjunction and to describe activities. Utilizar la coma o la conjunción and para describir actividades. • Express where objects or people are located within a specific place. Versión de evaluación 23/04/12 5 Unidad 2 Find the words in the box and circle them in the wordsearch. Expresar dónde están específicamente ubicados los objetos o las personas. 69 Ingles Unid 2.indd 69 19/04/12 18:18
  70. 70. Lesson 32 Looking for Arturo You will describe what a classmate is wearing. Describirán la vestimenta de algún compañero. 1 Read the text. Then answer the question. Lee el texto. Después responde la pregunta. At the amusement park Write 2 Answer the questions acording to the text. Responde las preguntas de acuerdo al texto. 1 Who is looking for the boy? 2 Where are they? 3 What do you have to do if you see the boy? 4 Why are they describing people’s clothes? May I have your attention, please? We are looking for a boy. He is six years old, his name is Arturo. He is Fiona’s brother. He is wearing yellow shorts, a white T-shirt and a red cap. If somebody sees him, please look for security. Security personnel are wearing navy blue pants, green shirts, white gloves and beige hats. Thanks for your attention. Think 3 Choose the right answer. Elige la respuesta correcta. To describe what somebody is wearing, we use: a) am / is / are wearing. Versión de evaluación 23/04/12 Read b) am / is / are wears. What are they doing? a) Looking for someone. Write b) Watching TV. 70 Ingles Unid 2.indd 70 19/04/12 18:18
  71. 71. 4 5 Look at the images. Describe on the lines the clothes that the people are wearing. Observa las imágenes y describe sobre la línea las prendas que están usando las personas. Place the chairs in a circle around the classroom. All the classmates will occupy a place except for one standing up. Coloquen las sillas formando un círculo en el salón. Todos los alumnos ocuparán un lugar excepto un integrante que permanecerá de pie. She is wearing... 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 Versión de evaluación 23/04/12 The one standing up will have to say: “I’m a está de pie ocupará una de las sillas que queden libres, dejando a un integrante de pie, quien repetirá la instrucción con otras características. 71 Ingles Unid 2.indd 71 19/04/12 18:18
  72. 72. Lesson 33 Speaking on 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 Lee los diálogo. Relaciónalos con las imágenes. 1 Dad: Hello? Fiona: Hi, dad. What’s up? Dad: How are you doing? Fiona: Fine, dad, everything is ok. ok. s 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. Versión de evaluación 23/04/12 1 Read the dialogues. Match them with the images. Read 2 Choose the answer that corresponds. Elige la respuesta que corresponda. What is Fiona doing? a) Writing a letter. b) Talking on the phone. 72 Ingles Unid 2.indd 72 19/04/12 18:18
  73. 73. Write 5 Answer the questions. Responde las preguntas. 1 What is Arturo doing? 2 What is Fiona’s father doing? Look at the image. Complete the sentences with the words from the box. Observa la imagen. Completa los enunciados con las palabras del cuadro. watching washing making 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 his red car. My father is b) happened yesterday My mother is 2 How do you form present continuous? I’m breakfast. TV because I’m sick! . a) am/is/are + -ing b) am/is/are + -ed Play 6 Versión de evaluación 23/04/12 3 Write 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).” 73 Ingles Unid 2.indd 73 19/04/12 18:18
  74. 74. Lesson 34 Getting ready 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. Recuerda las lecciones anteriores y completa la tabla. Yellow + White + blue = = gray orange + yellow = + blue = Read 2 Write 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? Maria: I’m just getting ready for the party. Are you ready? Fiona: Almost. What’s Fiona wearing? Versión de evaluación 23/04/12 1 Remember the previous lessons and complete the chart. 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
  75. 75. Think 4 Find the questions in the conversation to complete the chart. Encuentra las preguntas en la conversación y completa la tabla. 5 Choose the right answer. Elige la respuesta correcta. We use short answers (yes/no, I am...) with . a) inverted questions b) Wh- questions Write What are you wearing? 6 Match the columns. Relaciona las columnas. They are playing soccer. Yes, I am having dinner. c) Are you having dinner? No, she is sleeping. d) What are they doing? 7 a) What is she wearing? b) Is she watching TV? Is/Are/Am + verb-ing + ? She’s wearing a black skirt. Order the words of the question stion sentences an answer them. Ordena las palabras para formar las ar las r preguntas y contéstalas. 1 ? Example: wearing/ Is/ he/ pants? Is he wearing pants? No, he isn’t. 1 is/ doing/ ?/ he/ What 2 Versión de evaluación 23/04/12 What + is/are/am + verb-ing +? 2 playing/ football/ ?/ Is/ he/ 3 she/ wearing/ Is/ jeans/ ? 3 75 Ingles Unid 2.indd 75 19/04/12 18:18
  76. 76. Lesson 35 Enjoying the party You will identify the present continuous tense structure. Identificarán cómo se estructuran enunciados en tiempo presente continuo. Read Lee la conversación con una compañera o compañero. 2 Choose the correct answer. Elige la respuesta correcta. Where are they? a) At school b) At a party Benjamin: Hello Mike. This is Benjamin calling. Mike: Hi, Ben! Are you coming to the party? Benjamin: Yes, I’m on my way, but tell me, who is there? Mike: Oh. Here is Fiona, Maria, Fred, Charly... Everybody is here. Benjamin: What are you doing? Mike: Charly and Fiona are getting some drinks, Maria is dancing with Fred, and I’m talking to you. Benjamin: Ooh! Ok. See you in some minutes. Mike: Hurry up! Think 4 Write 3 Answer the questions about the text. Responde las preguntas acerca del texto. Who is calling? Look at the words in red. Complete the chart. Observa las palabras en rojo. Completa la tabla. Infinitive verb Verb + -ing come Versión de evaluación 23/04/12 1 Read the conversation with a classmate. coming dance do 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
  77. 77. 5 Choose the right answer. Elige la respuesta correcta. To form present continuous with verbs that end with -e we: a) take out -e and add -ing Write 6 Write two sentences about what people are doing. Use the verbs in parentheses. Escribe dos enunciados sobre las acciones que las personas están realizando. Usa los verbos que están entre paréntesis. Example: (run / sleep) We form present continuous with: a) am, is, are + verb + -ed The woman is running. She is sleeping. 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. Versión de evaluación 23/04/12 b) add -’s 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. 77 Ingles Unid 2.indd 77 19/04/12 18:18
  78. 78. Lesson 36 What’s happening at the party? You will use prepositions to indicate where people are. Utilizarán las preposiciones para indicar la ubicación de las personas. Think ¿Qué palabras usas en español para localizar a las personas que están a tu alrededor? e Read 1 Read the dialogue. dialogue. gue. u Lee el diálogo. logo. Mike: Finally you a here! F are Benjamin: Y I know. Wow! Everybody is Yes, having ha i g lot f fun! My h ving a lot of f un! My car is in t i ront f r front of your neighbor’s house. s it ok? Is it ok? Mike: No problem. N Benjamin: Great. Hey, who’s that girl? who’s Great. Hey, who’ that girl? irl? Mike: Which one? Which one? h h hich ne? Benjamin: The one that is sitting next to Maria, between the door and the table… Mike: Ah! Her name’s Angelica. She’s very nice. Benjamin: And who’s standing behind Angelica? Mike: Ah! He is Ed, her boyfriend. Benjamin: Ouch! Write 2 Circle T if the sentence is true and F is the sentence is false. Versión de evaluación 23/04/12 What words d you use in Spanish to locate do d people around you? Encierra T en un círculo si el enunciado es verdadero y F si es falso. Benjamin has arrived to the party. Everybody is having fun. Angelica is standing next to Maria. Ed is dancing with Angelica. 78 Ingles Unid 2.indd 78 19/04/12 18:18
  79. 79. Think 3 Complete the chart. Completa la tabla. Preposition Example Translation 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 3 Miriam is Andrea Luis. 4 Sandra is Alex Luis. Andrea. 5 Sandra is Alex. Versión de evaluación 23/04/12 between Sandra Luis Miriam 79 Ingles Unid 2.indd 79 19/04/12 18:18

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