Professional Documents
Culture Documents
Secundaria 1
English
English
Jean Denise Salazar Wolfe
Eliseo Gustavo Ramrez Toledo
English 1
El libro
es una obra colectiva, creada
y diseada en el Departamento de Investigaciones
Educativas de Editorial Santillana,
con la direccin de Clemente Merodio Lpez.
El libro
> Presentation
To the teacher
The way we teach foreign languages, particularly English, has changed radically over the last thirty years. Today, classroom
dynamics are enriched with a host of innovative technical and methodological considerations.
English 1, is student-centered as well as teacher-friendly. It follows the methodology established in the official program and
offers the five thematic units plus an Introductory unit to be covered during the 1st grade in Secondary school. The units
have been designed in modules of three lessons each; the number of lessons agree with the amount of teaching sessions that
conform a school year. A lesson can be covered in a 45-50 minute-class period, nevertheless the timing devoted in each unit
is flexible and will depend on the needs of every group.
The units in English 1 offer the following:
Unit
Modules
Lessons
Introductory
2
6
1
6
18
2
8
24
3
7
21
4
10
30
5
7
21
The modules, which shape the programmatic basis of this textbook, follow three stages:
Connecting: introduces students to the topic, the specific notions of language and the communicative functions to be
developed throughout the unit.
Chatting: engages students to practice what theyve learned while transferring language concepts to their own reality.
Downloading: promotes critical thinking skills development and increases accuracy and fluency through oral and written
activities.
A more detailed description of what each stage offers is included in the following section Meet Your Book! (page 4)
English 1 also offers you the following supplementary material:
Audio CD: aimed to help you engage your students to practice pronunciation and to develop listening strategies. Includes
all listening activities such as dialogs, chants and readings.
Teachers Edition: aimed to help you plan and optimize your teaching strategies. It offers a front matter that reviews
the methodology to be followed; a detailed lesson plan for each week in the school year; ten term exams -two different
evaluations per bimester (A and B); all Student book pages with overwritten answers and teaching suggestions, a
Grammar Reference and the audio scripts.
We are sure that English 1 will be a highly successful tool for you and your students throughout the school year.
To the student
Welcome to English 1, designed to be your companion during your first course in English in Secondary school. This book
is aimed to help you enjoy the learning process of the new language while developing useful strategies to start understanding
and communicating in English.
English 1 is organized in modules of three lessons each that offer a variety of activities that will help you acquire basic
vocabulary and fixed expressions in order to communicate in English with your classmates and teacher during your foreign
language class and to start understanding the language in magazines, songs, TV programs, movies, Internet, games, etc., in
things and activities of your interest. Throughout the book, you will also become familiar with different kinds of texts and
use them for personal and limited purposes.
A very important issue about learning a foreign language is to acquire confidence in using a limited range of structures and
vocabulary so as to speak or write about yourself and/or others. Therefore, English 1 helps you to develop self-confidence and
some basic strategies at learning the language. You will find different activities in the book that engage you to understand,
think, produce and reflect on how to use the language properly in familiar situations. You will also have lots of practice
and fun while working and developing the four skills you need to start managing the new language: speaking, reading,
writing and listening. To help you develop this last skill in an easier way, an audio CD is included in your book. A detailed
description of the way to approach a unit, what each lesson offers and what you will find in the last sections in your book is
included in the section: Meet Your Book!
Finally, we invite you to enjoy every moment of your English course and every page in this book; and we wish you the best of
luck throughout this school year!
Denise and Gustavo
5LE@K+
5LE@K(
I take a shower and
brush my teeth every
day at 6:30 am.
Unit Presentation: Its a two-page spread where you will find the following:
On the left-hand-page:
Pictionary: illustrates in a context, the main vocabulary to learn in the unit.
On the right-hand-page:
Unit title: establishes the theme and context of the social practices.
Purpose and Social Practices: a clear overview of what language concepts
you will learn throughout the unit and how to use them to interact in
communicative situations.
My Personal Predictions and a Pre-Unit Investigation: an invitation to browse
through the unit to find relevant information about the social practices and
functions you will learn in the unit.
My mom picks
us up at school
at 2:00 p.m.
&(+
;8@CPC@=<
Gligfj\
The purpose of this unit is to enable
students to describe actions that happen
daily or periodically in their life or in
the life of people and animals they are
interested in.
Gi\$Le`k@em\jk`^Xk`fe
Its a quarter past seven. is in:
Lesson
page
page
JfZ`XcGiXZk`Z\j
Lesson
page
page
Lesson
page
page
Unit Modules: According to the number of sessions in each bimestrial term, you
will find a different amount of modules per unit. However, each module always
includes the following three lessons aimed to enable you to connect, learn and
apply English to your interest and needs:
DpG\ijfeXcGi\[`Zk`fej
CffbXkk_\g`Zkli\fek_`jgX^\
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1. I think that this unit is about:
a. Leisure activities.
page
page
page
b. Classroom activities.
c. Daily activities and routines at
home and at school.
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SULLY:
Good morning, Mr. Taylor.
MR. TAYLOR: Good morning, Sully.
May I come in?
SULLY:
MR. TAYLOR: Yes, of course!
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a
you?
a. How are
b. Who are
a. Good morning
b. Good afternoon
SULLY:
ERICK:
b. You are
JG<CC@E>
SCAR:
a. Good morning
MR. TAYLOR::?8KK@E>
Fine thanks, scar, and
a. I
b. you
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CffbXe[c`jk\ekfpflik\XZ_\iZXi\]lccp%I\X[Xe[`[\ek`]p%
SCAR: Im fine
too, sir,
.
a. thanks
SCHOOL
b. hi
:c\a^h]
&%
&
>cigdYjXidgnJc^i:cXjjiffdCXe^lX^\
blackboard
book
chalk
classroom
desk (student)
door
window
eraser
janitor
marker
notebook
principal
principals
ofce
students
teacher
pen
pencil
pencil case
ruler
schoolbag
school
pencil sharpener
student
desk (teacher)
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A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z
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=fZlj
&'
Read the instructions for activities 1 and 2. Underline the action word (verb) in each sentence and rewrite
them on the lines below. Follow the example.
.
.
1. Look and
.
and
.
and stand up.
2.
. These
Answer the question: What are these sentences for? They give you an order or an
sentences are imperatives. (Look up the Grammar Reference section-page 230 for more information)
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ERICK: Look at these ads, scar! Do you like
X-treme sports?
SCAR: Theyre fantastic! I love mountain biking a
lot, and you?
ERICK: Well, I dont like mountain biking but I like
hiking a lot with my family.
SCAR: Hiking? No, I dont like hiking, I prefer
water sports, I love kayaking!
ERICK: Kayaking? What about exploring?
SCAR: Yes! I love exploring, too.
) C`jk\ekfk_\[`Xcf^l\X^X`eXe[XZk`kflk`egX`ij%
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nfi[jn`k_fk_\infi[jpflbefn%Ni`k\k_\e\n[`Xcf^l\fek_\
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You:
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Jc^i(?fYY`\j#C\`jli\Xe[Jgfik
Throughout each module, you will also find the following activities flagged
with specific icons that tell you what the final purpose of the task is:
* :fdgc\k\k_\j\ek\eZ\jn`k_XfiXe%=fccfnk_\\oXdgc\%
1. Marcos is
2. Eduardo is
3. Carlos is
4. My father is
Language: stands for every dictionary entry in the book. Each entry is correlated
with the colored word printed in the body of the lesson to facilitate comprehension
and use of vocabulary. An example using the word in a sentence is included in each
language entry. We invite you to look up the word in your dictionary to find more
definitions. Finally, theres an activity for you to consolidate the use of he word in a
written way. You can do this activity as part of your portfolio work and keep it in the
Language section for further reference and practice.
Blog: where you will find tips to help you develop strategies to use and apply the
language in an easier way, as well as to raise awareness of the differences or similarities
between English and Spanish.
school.
hospital.
museum.
housewife.
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ki
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(,
cXe^lX^\R"l NgwIdZTeXjpjk\df]nfi[jg\fgc\lj\kf
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!Ni`k\Xe\nj\ek\eZ\lj`e^k_\nfi[`ek_\cXe^lX^\\ekip%
+C`jk\eXe[i\X[%
There are 15 countries in Latin America where Spanish is the official language: Mxico, Guatemala,
El Salvador, Honduras, Nicaragua, Costa Rica, Panam, Colombia, Per, Ecuador, Chile, Argentina,
Bolivia, Paraguay and Uruguay. People in Latin American countries learn English, too.
C`jk\eXe[i\X[k_\i_pd\%Le[\ic`e\k_\Zfleki`\jXe[Z`iZc\k_\eXk`feXc`k`\j%
C`jk\eX^X`e#ZcXgXe[Z_XekXcfe^%
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EXk`feXc`k`\j
:fleki`\j
Colombian
Colombia
PfliKlie
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N_\i\8i\Pfl=ifd6AZhhdc*
From:
To:
Jenny Harper
Dear
((
, and I live in
My names
Write u later,
, Ni`k\Xe\$dX`ckfDi%KXpcfik\cc`e^_`dXYflkpflie\n]i`\e[`e:XeX[X%
=fccfnk_\]fidXk`eXZk`m`kp+#Ylki\d\dY\ikflj\Xgifg\iZcfj`e^j\ek\eZ\%
From:
To:
Mr Taylor
Dear
My names
,
, and I live in
8:XeX[`Xe=i`\e[AZhhdc&'
Unit Review:
&+&
NiXgg`e^Lg
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Each unit ends with six lessons which are intended for reviewing and
consolidation purposes of what you learned in the unit.
Wrapping Up! aimed to review and consolidate the language
introduced in the unit.
Print out: offers you the opportunity to work in small groups, to have fun
creating a hands-on-activity and to produce written samples of work based
on the different topics included in the unit. This activity is time-flexible,
depending on the needs of the group and on your teachers instructions. You
K@D<=FI:LCKLI<8E;=LE
can start at school, finish it at home and bring it in the next class to share and
comment with the rest of your group and with your teacher.
Time for Culture and Fun: fun way for using language! This lesson alwaysK@D< :LCKLI<8E;
=FI
=LE
includes a game where comprehension and application of the language is done
in an interactive way.
Tuning Up! where focusing on pronunciation is the purpose. You will always
find a chant specifically written for each unit.
The Cool Teens Magazine: this section includes reading texts using a magazine
format to introduce general cultural facts in a teen-appealing way.
My Personal English File: where you register everyday useful words and
expressions; interesting facts from the unit and to keep a record of your
personal outcome. This section also asks for the use of a monolingual
dictionary to increase your vocabulary and offers an activity correlated to the
previous magazine page.
Finally, at the end of your book, you will find four very useful sections:
Grammar Reference: correlated to the Focus! activities and its aimed to help you to
review and reinforce English.
Reflections about My First Year of English: you can write your personal opinion
about your English course and share it with your teacher and your classmates.
Bibliography: this section provides information about books and Websites that
may be consulted. Some references are for you and some others for your teacher.
Audio Scripts: where you will find the text of every listening activity not printed
in the body of each unit. And for you to practice pronunciation and enjoy
working at developing listening strategies, an audio CD which includes all
listening activities dialogs, reading texts and chants, is offered with this book.
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Partner:
Seems
Actually
Neighborhood
See you later!
Watch out!
Drugstore
Till you hit (street)
Self-Access Center
You:
Partner:
You:
Partner:
You:
Partner:
Gi`ekFlk
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* Ni`k\Xj_fikgXiX^iXg_fek_\c`e\jY\cfn#XYflk`ek\i\jk`e^Xe[]legcXZ\jficXe[dXibjpflZXem`j`k
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`epflijkXk\%=fi\oXdgc\18i\k_\i\XepXdlj\d\ekgXibj#Y\XZ_\j#Xe[dlj\ldj`epflijkXk\6
General information on the place (name, address, phone number).
Party schedule.
My state is:
In this state there are
Party goods you have to take to the place.
A very well designed and interesting map to locate the place. Include nearby places and mark them on the map.
A list of people to contact for this event.
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X^\eZp%
1. Locate the places on a map.
2. What is there to see and do in these places?
3. How can you get to these places?
4. Are these traditional or modern places to visit?
@JK?<I<8:?F:FC8K<:8B<=FID<6
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)(
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4
How many chairs
How many boys @jk_\i\XgcXZ\pflnflc[c`b\kfj\\6
+8jbpflik\XZ_\ikfZ_\Zbpfli`em`kXk`fejk\okXe[jXm\XZfgpf]`k`epfli[fjj`\i%
ki
How many
students are there
in the classroom
now?
16
15
14
13
How many
sandwiches are
there in the
picture?
How many
teachers are
there in their
classrooms now?
''*
on a boat,
you go!
, is here to stay
, we meet again.
yourself and dont forget
!
Schools a place where English is
How many
students are
) KXb\k_\nfi[jfek_\ni`k`e^c`e\j`ek_\Z_Xekk_\i\#]i`\e[j#j\gk\dY\i#\kZ
Xe[ni`k\Xm\ipj_fik
wearing glasses
k\okfek_\c`e\jY\cfn#lj`e^Xccf]k_\d%PflZXelj\k_\nfi[jdfi\k_XefeZ\#Ylk[fekfd`k
right now?
nfi[jXe[[fekX[[Xe\nnfi[%
The Imperative
12
11
The Imperative is an obligation to do something. It
has no subject.
Open the book.
Close the door.
Raise your hands.
10
9 How many books
How
many
We use
imperatives to give instructions to do or
The negative is formed
with the auxiliary dont +
* C`jk\eX^X`eXe[Z_XekXcfe^%
How many people
to make something.
the infinitive form. and notebooks
classrooms
and
Stand up.
Dont circle that word.
live in your house?
arenotebooks.
you carrying
labs are
therethein
Underline
correct answer.
Dont open your
+come
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Name them. Dont
to the teacher.
in.
today?
our Listen
school?
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Use this with a singular countable or uncountable noun and these with plural
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nouns. Use this/these when you are near the object.
This is a classroom. These are pens.
This is a pilot and these are architects.
This is a teacher and these are janitors.
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Am I a student?
Are you a teacher?
Is he a doctor?
Is she a nurse?
Is it a dog?
Are we students?
Are you engineers?
Are they janitors?
Yes, I am.
Yes, you are.
Yes, he is.
Yes, she is.
Yes, it is.
Yes, we are.
Yes, you are.
Yes, they are.
Im
youre
hes
shes
its
were
youre
theyre
Negative
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No, Im not.
No, you arent.
No, he isnt.
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'',
1. WhatNo,I she
likeisnt.
a lot about my English book:
No, it isnt.
No, we arent.
No you arent.
No they arent.
Linking devices:
These refer to words that help us join ideas to convey clear meaning. Some linking devices that indicate addition are: 2.
andWhat
and using
a , (comma)
My blouse
I like
a lot about
my
and my shoes are black. My dad, my mom, my brother and my sister are my family.
English teacher:
The present continuous indicates actions that are in progress at the moment of speaking.
Complete Form
I am reading now.
You are reading now.
He is reading now.
She is reading now.
It is eating now.
We are walking now.
You are walking now.
They are walking now.
NOTE:
Contracted Form
Im reading now.
Youre reading now.
Hes reading now.
Shes reading now
Its eating now.
Were walking now.
Youre walking now.
Theyre walking now.
Question form
Am I reading now?
Are you reading now?
Is he reading now?
Is she reading now?
Is it eating now?
Are we walking now?
Are you walking now?
Are they walking now?
Affirmative Answer
3.
Yes, I am.
Yes, you are.
Yes, he is.
Yes, she is.
Yes, it is.
Yes, we are.
Yes, you are.
Yes, they are.
Negative Answer
WhatNo,
I think
Im not.about the rhyming chants in my book:
No, you arent.
No, he isnt.
No, she isnt.
No, it isnt.
No, we arent.
No, you arent.
No, they arent.
'(%
9. I use my dictionary
'('
Social Practices
Reflection on Language
the classroom.
Imperative form
Module
Lesson
Picture dictionary
Unit entry
1
2
Page
8
9
10
12
14
16
18
20
Module
Lesson
Pictionary
Unit entry
Social Practices
Establishing and maintaining
social contacts.
1.1 Introducing oneself and
other people.
1.2 Asking for and giving personal details.
Reflection on Language
Demonstrative pronouns
Indefinite articles.
Linking devices
Page
Module
Lesson
Page
22
23
1. Personal Identification
2. Its a Pretty City
3. They Are My Friends
24
26
28
10. Ericks ID
11. Where Is My ID?
12. A Famous Person
42
44
46
4. My Father Is a Teacher
5. Where Are You from?
6. World Languages
30
32
34
48
49
50
7. Claudia Is Italian
8. Lets Chat
9. Whats Your e-mail Address?
36
38
40
51
52
53
Page
Module
Social Practices
Giving and obtaining factual information of
a personal and non-personal kind.
2.1 Asking and answering questions about
personal possessions.
2.2 Describing what people are wearing
and/or doing at the moment of
speaking.
Reflection on Language
Demonstrative pronouns
Present continuous
Prepositions of location
Module
Lesson
Pictionary
Unit entry
Lesson
Page
54
55
56
58
60
62
64
66
68
70
72
74
76
78
80
82
84
86
88
90
92
93
94
95
96
97
Module
Social Practices
Establishing and maintaining social
contacts.
3.1 Expressing preferences, likes and
dislikes.
3.2 Inviting and responding to invitations.
Reflection on Language
Verbs to express likes/dislikes
Auxiliary verb Do in questions
s for plurals vs s for third person
Lesson
Page
Picture dictionary
Unit entry
98
99
1. I Like Basketball!
2. I Hate Swimming
3. X-treme Sports
100
102
104
4. Scrapping
5. Movies and Music
6. Remembering Good Moments
Module
Lesson
Page
124
126
128
106
108
110
130
131
132
112
114
116
133
134
135
118
120
122
Social Practices
Giving and obtaining factual
information of a personal and nonpersonal kind.
4.1 Giving simple infromation
about places.
4.2 Asking the way and giving
directions.
Reflection on Language
Present simple
Frequency adverbs
Prepositions of time
Module
Lesson
Page
Picture dictionary
Unit entry
1
2
3
4
5
Module
Lesson
Page
136
137
138
140
142
4. With My Friends
5. She Usually Brushes Her Hair at Night
6. What Do You Do on Weekends?
144
146
148
7. My New Pet
8. A Tiny, Little Dog!
9. A Really Big Dog
150
152
154
156
158
160
162
164
166
6
7
8
9
10
168
170
172
19. An Interview
20. Cool Magazines!
21. What Sport Do You Like?
174
176
178
180
182
184
186
187
188
189
190
191
Social Practices
Giving and obtaining factual
information of a personal and nonpersonal kind.
5.1 Giving simple infromation
about places.
5.2 Asking the way and giving
directions.
Reflection on Language
Definite/indefinite articles
Prepositions of location
Imperative form to give directions
Module
Lesson
Picture dictionary
Unit entry
Page
Module
Lesson
Page
192
193
1. My Hometown
2. Wheres The Restaurant?
3. My Neighborhood
194
196
198
218
220
222
200
202
204
224
225
226
206
208
210
227
228
229
212
214
216
Grammar Reference
Reflections About My First Year of English
Scripts
Bibliography
230
232
233
238
>Unit 1
>Introductory
UNIT
bulletin
blackboard
globe
bulletin board
bookcase
chalk
chair
eraser
teacher
schoolbag
role list
book
books
desk
floor
shoes
watch
platform
eraser
pen
student
pencil
case
notebook
table
schoolbag
wheelchair
pencil
portfolio
CLASSROOM LANGUAGE
Purpose
Pre-Unit Investigation
page
page
Social Practices
Establishing and maintaining
social contacts.
1. Greeting people and responding to
greetings.
2. Communicating in the classroom.
3. Maintaining communication in or
out of the classroom.
Reflection on Language
Imperative form
Lesson
page
page
page
page
My Personal Predictions
Circle the best option.
1. Vocabulary in this unit is related to:
a. restaurants
b. schools
c. cars
2. Dialogues in this unit refer to:
a. communication in the classroom
b. physical exercise
c. introducing people
ac k
1
Sully:
Good morning, Mr. Taylor.
Mr. Taylor: Good morning, Sully.
Sully:
May I come in?
Mr. Taylor: Yes, of course!
2 Look at the pictures and complete the conversations with the correct option.
a
you?
b. Who are
Sully:
Erick:
b. Good afternoon
scar:
b. You are
b. Good night
10
b. you
.
b. hi
Mr. Surez: Im
a. fines
b. fine
. Thank you.
a. sir
b. I
3 Practice the dialogues in activity 2 with three friends. Write the names of your friends on the lines below.
Names
1.
2.
3.
tr
ac k
2
Look at the picture. Listen and complete the conversation with a word from the box.
Practice in groups of five and check () the place where this is happening.
recess
absent
here
present
raise
Your Turn!
Work in pairs and underline the correct options. You ask for permission, when you:
a. enter a place
b. exit a place
c. go to the bathroom
11
spelling
CHATTING
SCHOOL
:c\a^h]
:c\a^h]
HZXjcYVg^V&
&
&
blackboard
book
chalk
classroom
desk (student)
desk (teacher)
door
window
eraser
janitor
marker
notebook
pen
pencil
pencil case
principal
principals
office
ruler
schoolbag
school
students
teacher
pencil sharpener
student
2 Listen to your teacher carefully. Read the letters in the alphabet and follow. Choose a letter in the
alphabet and stand up when your turn comes. Say your letter aloud.
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z
What letters in the Spanish alphabet are not part of the English alphabet.
Focus
12
Read the instructions for activities 1 and 2. Underline the action word (verb) in each sentence and rewrite
them on the lines below. Follow the example.
1. Look and
.
.
2.
.
and
.
and stand up.
Answer the question: What are these sentences for? They give you an order or an
. These
sentences are imperatives. (Look up the Grammar Reference section-page 230 for more information)
3 Look at the pictures and underline the correct word. Follow the example.
Maestro
student teacher
schoolbag notebook
pencil pen
notebook book
janitor desk
pencil
sharpener
blackboard
pen
eraser
pencil
sharpener
pencil
sharpener
To spell a word is to
name each letter on a
word. Read the example
and listen. SCHOOL =
SCHOOL
student students
pencil pen
eraser ruler
Work in pairs. Practice with a classmate and spell the underlined words in activity 3. Follow the example.
How do you spell teacher?
Teacher = T-e-a-c-h-e-r
Listen to the words again and this time, SPELL the words.
Now, work in pairs and spell other words from activity 3 or from the Pictionary (page 8).
4 Work in teams of four. Look at what your classmates have in their schoolbags or desks and check ()
the chart below. Then, share the information with your teacher and classmates. Follow the example:
Emilio has a pencil sharpener, a pencil, a pen, and an English book in his schoolbag.
Materials
Students
Name
pencil sharpener
pencil
pen
Emilio
notebook
English book
eraser
Spelling Lesson 2
13
Lets sing
DOWNLOADING
ac k
3
4
14
6
10
97 3
1
2
3 Match the correct number of objects with the corresponding word. Follow the example.
Fifty
Fourteen
Twenty
One hundred
Thirty
Twelve
Forty
Eleven
Thirteen
Fifteen
Your Turn!
4 Work in pairs and write the number of objects there are of each in your classroom.
Follow the example.
Compare your answers with another pair of students.
OBJECTS IN
YOUR CLASSROOM
windows
NUMBER OF OBJECTS
4
Four
sharpeners
rulers
English books
erasers
pencils
15
Underline the month of your birthday and circle your favorite day of the week.
tr
ac k
4
2 Look at the calendar. Read and listen to the months of the year. Use the months in the
box to complete the calendar.
February
April
May
June
July
September
October
December
Flags Day
16
tr
ac k
5
4 Look at the days of the week. School is on weekdays and fun activities on weekends.
Listen to the days of the week and complete the chart below with the words from the box. Pay
attention to the spelling and pronunciation of the different days of the week.
Monday
Wednesday
Thursday
Sunday
WEEKDAYS
WEEKEND
Tuesday
(school)
tr
ac k
6
(school)
(school)
(school)
Friday
Saturday
(school)
(fun activities)
(fun activities)
5 Look at the differences in the numbers and listen to the pronunciation. Repeat the numbers.
1 - One
2 - Two
3 - Three
4 - Four
5 - Five
6 - Six
7 - Seven
8 - Eight
9 - Nine
10 - Ten
CARDINAL NUMBERS
11 - Eleven
12 - Twelve
13 - Thirteen
14 - Fourteen
15 - Fifteen
20 - Twenty
30 - Thirty
40 - Forty
50 - Fifty
100 - One hundred
1st. - First
2nd. - Second
3rd. - Third
4th. - Fourth
5th- - Fifth
6th. - Sixth
7th. - Seventh
8th. - Eighth
9th. - Ninth
10th. - Tenth
ORDINAL NUMBERS
11th. - Eleventh
12th. - Twelfth
13th. - Thirteenth
14th. - Fourteenth
15th. - Fifteenth
20th. - Twentieth
30th. - Thirtieth
40th. - Fortieth
50th. - Fiftieth
100th. - One hundredth
1st
13
100
20th
4th
20
15th
7th
50
18
30
19
Your Turn!
7 Whats todays date? Look at the example and answer the question with true information.
Example: Todays date is Monday, September 4th 2006. Reality: Todays date is
, and
My birthday is in
17
My birthday
CHATTING
1 Look at the picture. Listen to your teacher and complete the dialogue with true information.
Teacher: Good Morning
boys and girls. Today is
Monday, September 5th.
tr
ac k
7
(number of day)
2 Look at the calendars and listen to the information. Who celebrates a birthday today? Write the name
of the person under the corresponding birthday calendar.
Happy birthday!
3 Write the name of the missing number on the left. Follow the example.
Practice your pronunciation. Listen to the rhyme and put the sentences in order. Write the number in
the parenthesis. Then, listen again, check and repeat the rhyme.
One -
4 Walk around the classroom and find out who celebrates a birthday in September. Write the name, the
day and the age under the corresponding column in the chart. Follow the example.
18
NAME OF
STUDENT
SEPTEMBER
AGE
Lalo
11 - Eleventh
12
NAME OF
STUDENT
SEPTEMBER
AGE
4 Work in pairs. Look at the chart and fill in the blanks with the correct number.
One year
12 months
One month
weeks
One week
days
One day
One hour
minutes
One minute
seconds
Language
birthday ["bdeI] n the date on
which someone was born; a date
of birth, e. g. My birthday is
February 2nd.
*Write a new sentence using the
word in the language entry in the
language section in your Portfolio.
24 hours
DOWNLOADING
5 Work in groups of five. Tell your friends about yourself and answer these questions.
1. Whens your birthday? My birthday is September 11th.
2. How old are you? Im 11 years old.
Fill in the chart with the correct information. Follow the example.
NAME
BIRTHDAY
AGE
Mariana
September 11th
11 (eleven)
1.
2.
3.
4.
5.
My Birthday Lesson 5
19
Wrapping Up!
Up!
Wrapping
1 Words and Expressions!
Match each word or expression with the corresponding picture. Follow the example.
a
Work in pairs
( g)
( )
( )
( )
( )
( )
( )
Sit down
( )
h
g
2 Unscramble the words and complete the expressions below. Follow the example.
20
ETONBOKO
Open your
notebook
ODRO
.
Close the
LOEHL
.
3 Work in pairs and complete the dialogues. Go back to page 10, and follow activity 1 as an example.
Dialogue 1
Dialogue 2
B:
A: Im fine, too.
A:
?
?
5 Work in pairs. Find the following pictures in page 12. Use your dictionary
and write the meaning for each word. The first person to finish is the winner.
WORD
MEANING
School
Look at your picture dictionary for one minute. Close your book. Look around the classroom and find
as many objects as you can from the picture dictionary.
In your portfolio - language section, write a list of these words. You only have two minutes. The person
who writes more words with no spelling mistakeswins!
Lesson 6
21
lamp
>Unit 1
>unit
ceiling
clock
restrooms
window
refrigerator
cell phone
helmet
clerk
bottles
coat
janitor
telephone
faucet
engineer
doctor
shirt
sodas
construction
plan
schoolbag
counter
computer
screen
computer
watch
hair
boy
mouse
girl
shoes
t-shirt
lemonade
jeans
e-mail
salt
napkins
mouse
pad
boots
pants
sneakers
woman
keyboard
chair
glasses
bracelet
22
personal I.D.
PERSONAL IDENTIFICATION
Purpose
The purpose of this unit is to enable
students to introduce themselves and
others, and to exchange personal details.
Pre-Unit Investigation
Brazilian, Mexican, Guatemalan are in:
Lesson
Social Practices
Establishing and maintaining social
contacts.
1.1 Introducing oneself and other people.
1.2 Asking for and giving personal
details.
page
page
page
page
page
My Personal Predictions
page
page
Reflection on Language
Demonstrative pronouns
Indefinite articles.
Linking devices
a. studying math
b. identifying yourself
c. watching T.V.
23
Personal identification
CONNECTING
tr
ac k
9
1 Look at the computer screen below. Whats the information in the format for?
Listen to the conversation and fill in the blanks with the information you hear.
Female
*ID:
@englishone.com
*Password:
*Re-type password:
Work in pairs. Create a password for Ericks e-mail. Ask your partner to guess the password.
24
tr
ac k
10
English
Italian
Russian
Brazilian
Japanese
Panamanian
Greek
Jamaican
Peruvian
Canadian
Indian
French
Work in groups of five. Take out your geography book. Choose a country on the map and write 5
characteristics about it in your dossier. When not knowing a word, consult a dictionary, ask your
partners or your teacher.
Share your information with the rest of your group and your teacher. Explain the reasons for
choosing that country.
a.
(an).
b.
(ian)
c.
(ese)
d.
(ish)
Your Turn!
5 Work in pairs. Where do you think these teens are from? Look at the flag and their name. Write a
short sentence on the line. Follow the example.
.
.
and Im
Walk around the classroom, check your answers and find out: Is someone in your group not
Mexican?
who?
25
ac k
11
1 Listen to the dialogue and read. Then, answer the question aside each picture.
Mariana:
scar:
Mariana:
Erick:
Mariana:
Erick:
scar:
Erick:
scar:
Erick:
scar:
Mariana:
Dulce: Look Silvia. Thats the new boy in school and hes good looking.
Silvia: Mm! hes very
26
Focus
In conversational English we commonly to be. Help scar complete his ideas using the correct pronoun
and the contracted form of the verb to be.
my
from
Veracruz.
friends.
my
grandfather.
my
teacher.
(Look up the Grammar Reference
section-page 230 for more information)
3 Work in groups of five. Find out some personal information about your friends and fill in the chart
below. Follow the examples.
Name
Last Name
Arturo
Su rez
Tepic
Nelly
Mill n
Mexico City
Exchange your information with another group and answer the question:
Is everyone in your group from your hometown?
27
1 Use the correct word or phrase from the box to complete the sentences and fill out
the crossword below. Follow the example.
teacher
student
about to start
Brazilian
cool
school
classmate
DOWN
1. A friend in your class is your
classmate
ACROSS
5. When the school bell rings, classes are
C
L
A
S
S
M
A
Language
E
7
tr
ac k
12
3 Work in pairs. Look at the picture and complete the text with the verb to be and
the expressions in lesson 2.
Listen and check your answers.
Hi again. My name
friends. Erick
my
Guatemalan and scar is from Veracruz. We are in our English class now.
Your Turn!
4 Write a short description about you, your friends and your school. Follow activity 3
as an example. Save it in your Personal Dossier.
Hi, my name is
. Im in
My friends
29
my father is a teacher
CONNECTING
tr
ac k
13
1 Listen and read the following telephone conversation between Mariana and Lillian.
The underlined words are expressions.
2 Listen again and correct the following sentences. Look at the example.
1. Tom is 14 years old and hes from France.
2. Tom is 12 years old. His father is a doctor and his mom is an engineer.
Language
4. The visitors are from Mxico.
5. Lillian and Mariana practice French with Tom.
30
Look at the people in the pictures. They have different professions. Read the words and repeat.
Then fill in the blanks as in the examples.
Thats Carol.
Shes an actress.
1.
T hat
2.
T his is
is an accountant.
my classroom.
3.
is my computer.
4.
is an English book.
5.
6.
Your Turn!
Language
4 Walk around the class and find out the following information
31
1 Look at the people in the pictures. They have different professions. Choose the profession from the
box and write it under the corresponding picture. Follow the example.
doctor
ac k
14
actress
He loves to build
houses. He is an
.
accountant
engineer
He works in a hospital.
a
2 Look at the pictures. Listen and read. Number the pictures as you listen.
A carpenter ( )
An actress ( )
A driver ( )
An electrician ( )
A teacher ( )
An engineer ( )
An artist ( )
An accountant ( )
An astronaut ( )
A plumber ( )
Focus
Singular nouns use an indefinite article. Singular nouns
that start with a vowel sound (a, e, i, o, u) use the article
, e.g.: engineer. Singular nouns that start with
a consonant use the indefinite article
, e.g.:
. Look at these exceptions when using a or an:
a university, an honest man, a hungry boy, etcetera. Whats the
reason for these exceptions? Simple! Read the exceptions aloud
and notice the difference. Its all in the pronunciation.
(Look up the Grammar Reference section-page 230 for more information)
32
A nurse ( )
A doctor (0 )
2. Eduardo is
3. Carlos is
4. My father is
school.
hospital.
museum.
housewife.
Language
tr
ac k
15
There are 15 countries in Latin America where Spanish is the official language: Mxico, Guatemala,
El Salvador, Honduras, Nicaragua, Costa Rica, Panam, Colombia, Per, Ecuador, Chile, Argentina,
Bolivia, Paraguay and Uruguay. People in Latin American countries learn English, too.
Listen and read the rhyme. Underline the countries and circle the nationalities.
Listen again, clap and chant along.
5 Work in groups of three. Write some countries and nationalities from the chant under
the corresponding column in the chart below. Choose one country in your list different
to Mexico and talk about this country. Find out information about this place in books,
magazines, web sites, encyclopedias, newspapers, etc. Write your information in your dossier
and bring it the following class to share with the rest of your group and your teacher.
Nationalities
Countries
Colombian
Colombia
33
world languages
DOWNLOADING
1 Remember the list of countries in activity 5, page 33? Tell your classmates and your teacher what you
know about one of the countries in the list.
Read this information. Underline the countries and circle the languages people speak in the
different countries. Follow the example.
2 Work in groups of three and fill in the information for each country. Follow the example.
Then, check your answers with your teacher and classmates.
Country
Nationality
Germany
German
German
Taiwan
Taiwanese
Australia
Suadi Arabia
Arab
China
Switzerland
Swiss
Mexico
United States
Colombia
Egypt
34
Egyptian
Hello friends,
My name is Fiorella Gazzara and Im Italian. Italy is a pretty country and I live and go to
school in Rome. Italian people are cool! We eat pizzas, ice cream and spaghetti.
I love to write e-mails to people in different countries. My e-mail address is:
fgazzara94@english1.com
What about you? Whats your name? Where are you from? Whats your e-mail address?
Whats your favorite color?
Write me and tell me about your country and city.
Your friend,
Fiorella Gazzara
804 Piagianni Av.
Rome, Italy
Phone number: 804-439258
Your Turn!
4 Respond to Fiorellas e-mail in the space below. Tell Fiorella your name, where you are from, your
favorite color and add any ideas that you have. Check your e-mail with other classmates.
Hello Fiorella,
My name is
and Im from
35
claudia is italian
CONNECTING
tr
ac k
16
Look at the pictures. Where are these people from? Whats their language? Listen and complete the
sentences below. Follow the example.
Example: Im Bob. Im from the U.S. I speak English and Im 11 years old.
Look at the number in the parenthesis in each picture. Thats the age of every kid.
(13) Sandra
(13) Ivn
(12) Nidia
(11) Sully
(11) Bob
(12) Monique
(14) Claudia
(12) Zaid
. Im
years old. I speak
8. Im Alex. Im German. Im
years old.
. Im
. Im from France.
3. Im Claudia. Im
(11) Alex
.
years old.
.
.
Take turns to say where you are from to your group and your teacher.
36
.
.
2 Find four famous people in a magazine or newspaper. Where are these famous people from? Write
the nationality, language and country for each celebrity on the corresponding line. Follow the
example and check your answers with a friend.
Name
Rodolfo
Neri Vela
Country
M xico
Nationality
Mexican
Language
Spanish
Your Turn!
3 Who is the favorite celebrity in your group? Vote on each celebrity from activity 2
Votes
37
English
Secundaria 1
English