ingles 2012
TRANSCRIPT
English Inglés
Telesecundaria1er grado
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Inglés I. Telesecundaria fue elaborado por la Dirección General de Materiales Educativos (dgme) de la Subsecretaría de Educación Básica, Secretaría de Educación Pública.
Coordinación técnico-pedagógicaDirección de Desarrollo e Innovación de Materiales Educativos,dgme/sep
María Cristina Martínez Mercado, Alexis González Dulzaides, Adriana Rojas Lima
AutoresJezabel Barrera Fuentes, Claudia Yvette Gómez Martínez
Revisión técnico-pedagógica Yuliemy Carmona Rivas
Coordinación editorialDirección Editorial dgme/sep
Alejandro Portilla de Buen, Olga Correa Inostroza
Cuidado editorialLizbeth Zavala Mondragón
Producción editorialMartín Aguilar Gallegos
Primera edición, 2012 (ciclo escolar 2013-2014)
D.R. © Secretaría de Educación Pública, 2012 Argentina 28, Centro, 06020, México, D.F.
ISBN: 978-607-514-019-3
Impreso en Méxicodistribución gratuita-prohibida su venta
Servicios editoriales Chanti Editores
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
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Presentación
En el marco del Acuerdo 592, por medio del cual se establece la Articulación de la Educación Básica, así como del Acuerdo 593 que señala los programas de estudio de la asignatura de Tecnología para la educación secundaria, la Secretaría de Educación Pública ha consolidado una propuesta de libros de texto, a partir de un nuevo enfoque centrado en la participación de los alumnos en su proceso de aprendizaje y en el desarrollo de las competencias básicas para la vida y el trabajo. Especialmente en el contexto de la Telesecundaria, el libro de texto se complementa con las Tecnologías de la Información y Comunicación (TIC), con los objetos digitales de aprendizaje, los materiales y equipos audiovisuales e informáticos que, junto con las bibliotecas escolares, representan el soporte pedagógico de los niños mexicanos en su proceso de adquisición del conocimiento escolarizado.
Esta nueva generación de libros de texto para Telesecundaria responde al principio de mejora continua, por lo que ha puesto atención en el replanteamiento de las cargas de contenido para centrarse en estrategias innovadoras para el trabajo escolar, incentiva habilidades orientadas al aprovechamiento de distintas fuentes de información, busca que los estudiantes adquieran habilidades para aprender de manera autónoma incentivando el uso intensivo de la tecnología informática. Asimismo, con la intención de dar continuidad a la propuesta editorial iniciada en los libros de texto de primaria, en este libro se ha fortalecido la línea editorial que promueve una lectura integral capaz de interpretar tanto el discurso textual como el visual. Se ha incluido en sus páginas una muestra representativa de géneros y técnicas plásticas, así como propuestas iconográfi cas que no sólo complementan el contenido textual, sino lo enriquecen y conforman por sí mismos una fuente de información para el alumno.
En la preparación de este libro confl uyen 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
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This is your book
According to the previous points, the book units are developed as follows:
a) Purpose. It briefl y 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.
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.
The lessons are designed to aid your personal development and integration to society through interaction and exchange of experiences with others. This is fulfi lled 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 Text. The process starts with the exposition of an oral or written text.
2 Refl ection on language. This segment leads you to refl ective observation, that is, it helps you deduce how English language works.
3 Use of language. It consists in making you use language through tasks (oral or written production) that show the expected learning.
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Conoce tu libro
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.
El presente material fue creado con el fi n de facilitar la conducción de tu aprendizaje en un nivel básico y con fi nes 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:
1 Texto. El proceso comienza con la exposición de un texto oral o escrito.
2 Refl exión sobre la lengua. Esta parte te conduce a la observación refl exiva, 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 refl ejen los aprendizajes esperados.
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Contents • Contenido
Introduction • Introducción 7
Classroom Language • Expresiones en el salón de clases
Sequence 1 • Secuencia 1 7
Unit 1 • Unidad 1 21
Personal identifi cation • Identifi cación personal
Sequence 1 • Secuencia 1 21
Unit 2 • Unidad 2 55
Action in Progress • Acciones en progreso
Sequence 1 • Secuencia 1 55
Sequence 2 • Secuencia 2 69
Sequence 3 • Secuencia 3 83
Unit 3 • Unidad 3 101
Hobbies, Leisure and Sports • Pasatiempos, tiempo libre y deporte
Sequence 1 • Secuencia 1 101
Sequence 2 • Secuencia 2 121
Sequence 3 • Secuencia 3 133
Unit 4 • Unidad 4 141
Daily Life • Vida diaria
Sequence 1 • Secuencia 1 141
Sequence 2 • Secuencia 2 155
Sequence 3 • Secuencia 3 169
Sequence 4 • Secuencia 4 179
Sequence 5 • Secuencia 5 189
Unit 5 • Unidad 5 201
Places and buildings • Lugares y edifi cios
Sequence 1 • Secuencia 1 201
Sequence 2 • Secuencia 2 207
Sequence 3 • Secuencia 3 231
Answer key • Hoja de respuestas 239
Bibliography • Bibliografía 253
Families Sheet • Hoja para las familias 255
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Introduction Introducción
Classroom LanguageExpresiones enel salón de clases
Sequence 1Secuencia 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.
• Express dates.
Expresar fechas.
• Ask for the meaning or translation of words.
Preguntar por el signifi cado o la traducción de palabras.
• Ask for permission. Pedir permiso.
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.
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2 Write the time of the day that each picture shows.
Escribe el momento del día que muestra cada imagen.
Lesson 1 Goodbye!You will recognize expressions of greetings and farewells.Reconocerán expresiones para saludar y despedirse.
Think and write
1 Look at the pictures. Write the conversation number (1, 2, 3) to the corresponding picture.
Observa las imágenes. Escribe el número correspondiente a cada conversación.
Bus driver: Good morning, my name is Paul. Welcome aboard!
Pedro: My name is Pedro. Good morning, sir.
Bus driver: Pleased to meet you, Pedro.
Pedro: Pleased to meet you, Paul.
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 fi ne, thanks.
Pedro: Nice to meet you, Okan.
Bus driver: Have a nice day, guys!
Pedro: Bye, Paul!
Students: Goodbye!
Bus driver: See you in the afternoon! Take care. Bye-bye.
3
2
1
Hello!
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3 Look at the pictures and complete the dialogues.
Observa las imágenes y completa los diálogos.
Ema: , my name is Ema.
Paco: , Ema. Paco.
Ema: How you?
Paco: I’m fi ne, .
Memo: Good , Mr. Gomez.
Mr. Gomez: morning, Memo. are you?
Memo: I’m , thanks. And you?
Mr. Gomez: .
4 Fill in the blanks whether the dialogue is formal or informal.
Escribe sobre la línea si el diálogo es formal o informal.
Dialogue 1 is .
Dialogue 2 is .
Write
5 In pairs create a dialogue similar to the ones in exercise 3. Then 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.
Completa la tabla.
Regards Time Spanish
Greetings
Farewells
1 2
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Lesson 2 you spell it?You will identify the English alphabet letters in order to spell words correctly.Identifi carán las letras del alfabeto inglés para deletrear correctamente las palabras.
Think
Can you think of some objects you need for class?
¿Puedes pensar en algunos objetos que necesitas para la clase?
Read
1 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 twenty
Teacher: Good morning, class. I’m going
to take attendance.
Number one, Alvarez.
Alvarez: Present.
Teacher: Number two, Bonilla.
Bonilla: Here.
Teacher: Number , Huerta.
Student: Absent
Teacher: Number twelve, Linares.
Linares: Present.
Teacher: Number , Suarez.
Suarez: Present.
Teacher: Number twenty-three, Mmm! Tes,
tech...
Texcalapa: It is Texcalpa.
Teacher: How do you spell it?
Texcalpa: T-E-X-C-A-L-P-A.
Think
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 or when you are in the class.
You answer when somebody is not in the class.
What is the question used to ask to spell?
¿Qué pregunta se utiliza para pedir que deletreen?
How do
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Speak
3 Look at the chart below. Repeat the pronunciation of the letters. Observa la siguiente tabla y repite la pronunciación de las letras.
Letter Sound Letter Sound Letter Sound
A Ei K Kei U Iu
B Bii L El V Vi
C Cii M Em W Dobl iu
D Dii N En X Ex
E I O Ou Y Uai
F Ef P Pi Z Dzi
G DYi Q Qiu
H Eich R Ar
I Ai S Es
J Yei T Ti
Write
4 Create a classroom directory. Ask three partners for their full name, to spell their name or last name, and take notes. Follow the example.
Crea un directorio del salón de clases. Pregúntale a tres compañeros su nombre completo, pídeles que deletreen su nombre o su apellido, y toma nota. Sigue el ejemplo.
First name Middle name Last name
What’s your name? My name is Juanita.
What’s your last name?
How do you spell it?It’s Alvarado.
A-L-V-A-R-A-D-O
rectory. their
ir d take
mplee.
lón tress
.
What’s your last name?y
How do you spell it?It’s Alvarado.
A-L-V-A-R-A-D-O
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Lesson 3 are you?You will identify the English writing of numbers in order to express age.Identifi carán la escritura de los números en inglés para expresar la edad.
Think
1 Complete this table with the missing numbers.
Completa la tabla con los números que faltan.
1 One 11 Eleven 21 Twenty-one 40 Forty
2 Two Twelve 22 Twenty-two 50 Fifty
3 Three 13 Thirteen 23 60 Sixty
Four 14 Fourteen 24 Twenty-four Seventy
5 Five Fifteen 25 80 Eighty
6 Six 16 Sixteen 26 90 Ninety
Seven 17 Seventeen 27 Twenty-seven 100 One hundred
8 Eight Eighteen 28 101 One hundred one
Nine 19 Nineteen 29 102 One hundred two
10 Ten Twenty 30 Thirty 103 One hundred three
Speak
2 Say the numbers from 1 to 100.
Di los números en inglés del 1 al 100.
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.
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.
How old
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Write
4 Answer the following questions about yourself. Write the numbers with letters.
Contesta las siguientes preguntas que se refi eren a ti. Escribe los números con letra.
How old are you? I am years old.
How old is your teacher? He/she is years old.
How old is your best friend? He/she is years old.
How old is your mother? She is years old.
How old is your father? He is years old.
Speak and write
5 Ask your classmate the questions above and write his/her answers. Write the numbers with letters.
Haz las preguntas del ejercicio anterior a tu compañero o compañera y anota sus respuestas. Escribe los números con letra.
Example: How old is your mother?
She’s thirty-fi ve years old.
Partner’s name:
Age:
Teacher’s age:
Best friend’s age:
Mother’s age:
Father’s age:
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Lesson 4 down!You will recognize expressions to give instructions inside the classroom.Reconocerán expresiones para dar instrucciones dentro del salón de clases.
Think
Which are the most common instructions you receive in class?
¿Cuáles son las instrucciones más comunes que recibes en clase?
Read
1 Read the sentences
Lee las oraciones.
1 I’m sorry, I’m late. May I come in?
2 Yes, Peter. Close the door. Sit down and open your book on page 25.
3 Everybody be quiet, please. If you want to talk, raise your hand.
Think and write
3 Look at the sentences in exercise 1. Which instructions is the teacher giving to the students?
Observa las oraciones del ejercicio 1. ¿Qué instrucciones está dando la profesora a los estudiantes?
Think and write
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.
4 Write the right answer.
Escribe la respuesta correcta.
Commands always start with a .
a) verb
b) noun
Sit
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a cb
Write
5 Fill in the blanks with the letter that matches each picture.
Escribe sobre las líneas la letra que corresponda a cada imagen.
Close the door.
Please, stand up.
Sit down.
Be quiet.
May I come in?
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:
Circle. Listen to it.
Point.
Draw.
Student A: Read a book. Write. Highlight.
bb
resespopopop ndndndndnddaaaaa a a aaaaaaaa ccacacacacacacacacacacadadadadadadadadadadadada iiiiiiimamamamamamamamagegegegegegegegegggg n.n.nnn
d fe
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Lesson 5 your birthday?You will identify the months of the year and the days of the week in order to express dates.Identifi carán los meses del año y los días de la semana para expresar fechas.
Think
When is your birthday?
¿Cuándo es tu cumpleaños?
1 Look at the calendar. Complete it with the words in the box.
Observa el calendario. Complétalo con las palabras del cuadro.
October May July
April February November
Sund
ay
Mon
day
Tues
day
Wed
nesd
ay
Thur
sday
Frid
ay
Satu
rday
Sund
ay
Mon
day
Tues
day
Wed
nesd
ay
Thur
sday
Frid
ay
Satu
rday
Sund
ay
Mon
day
Tues
day
Wed
nesd
ay
Thur
sday
Frid
ay
Satu
rday
Sund
ay
Mon
day
Tues
day
Wed
nesd
ay
Thur
sday
Frid
ay
Satu
rday
January31 days 28 days
(29 every four years)
March31 days 30 days
31 daysJune30 days 31 days
August31 days
September30 days 31 days 30 days
December31 days
When is
he week in order to express dates.xpresar ffeeechachachachacchachahahasssssss.s.s.
(2(29 9 evere y ffoooooourururururuurrururr yyyyyyyyeaaeaeaee rsrsrr ))(( yyy yyyyy ))))(
mber31 dayyss
DeDececembmbererrrerererererr311 dddayaayayyyayyyyyssssssssss
Maarchhh31 ddaaaayyyyyysssss31 dddaaaayyayayaayyayayyyyyyyssssssssss 303030
A tt
0 dayayyayayyyysssss
un0 d 3unJu
30
JuJ needaayyyyyssssssssss
nee3131313131311 dddddddddayaayayaayayyyyssssss3333333 3131313131313113131 ddddddddayayayyayayaayayayyssssssssss
ddayyyyyyssss30 d 3ddaayayyyyyyyyyyssssssssssss0 dd
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2 Complete the information.
Completa la información.
Example:
St. Valentine’s Day is on February 14th .
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 .
Think
4 Choose the correct answers.
Elige las respuestas correctas.
1 We use to indicate dates.
a) on b) in
2 We use to indicate the date.
a) ordinal numbers (1st, 2nd, 3rd, 4th, …) b) cardinal numbers (1, 2, 3, 4, …)
3 Months of the year start with .
a) small letter b) capital letter
5 Look at the calendar below. Use the ordinal numbers (1st, 2nd, etc.) to complete it.
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 22nd
28th 29th
3 Read the dialogues and complete the chart.
Lee los diálogos y completa el cuadro.
1 Alessandra: Cesar, when is your birthday? Cesar: It’s on April 2nd.
2 Alessandra: Susan, when is your birthday? Susan: It’s on June 19th.
3 Alessandra: Pamela, when is your birthday? Pamela: It’s on March 21st.
4 Alessandra: Joe, when is your birthday? Joe: It’s on November 23rd.
My Birthday Calendar
Susan Joe Cesar Pamela
6 Put the letters in the right order to form the days of the week. Write them on the lines.
Ordena las letras para formar los nombres de los días de la semana. Escríbelos sobre las líneas.
Sun n / y / S / d / u / a
Mon o / n / d / M / a / y
Tues s /T / a / u / d / e / y
Wed d / e / W / n / a / s / d / y / e
Thurs d / y / h / T / a / r / u / s
Fri y / d / a / r / F / i
Sat t / r / a / y / a / S / u / d
7 Choose your favorite people and write their birthdays on a calendar.
Escribe en un calendario los cumpleaños de tus personas favoritas.
Write
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Lesson 6 sharpener mean?You will identify expressions to ask for the meaning of words.Identifi carán expresiones para preguntar el signifi cado de palabras.
Think and speak
How can you learn the meaning of new words?
¿Cómo puedes aprender el signifi cado de palabras nuevas?
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: Have you fi nished copying the information?
Students: Yes.
Juan: Excuse me, what is the meaning of sharpener?
Miss Suarez: It is the object used to make 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.
What does
mmmm
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Write
2 Write on the blackboard the missing words.
Escribe en el pizarrón las palabras que faltan.
3 Cross out the words that are not classroom objects.
Cruza con una línea las palabras que no son objetos del salón de clase.
For example:
six pen scissors
blackboard morning notebook
pencil case chair house
four schoolbag desk
Think
5 Answer the following questions.
Contesta las siguientes preguntas.
What’s the question that Juan and Lucia use to ask for the meaning of a word?
What is the meaning of sharpener?
What is the meaning of scissors?
4 Look at the picture and write the numbers in the circles 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
1 5
6
3
4
2
oom
n
sors
eboo
use
k
kk aatt thhththe iipi tcture andddd wriitite hthththe nu bbmbmbers iiin tthhhehe ciiir llclcles
objeccts.
s
ok
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Self Evaluation • Autoevaluación
I. Answer the following questions and expressions.
Contesta las siguientes preguntas y expresiones.
1 Write the expressions used for greetings and farewells:
2 How do you spell your last name?
3 How old are you?
4 Can you spell house, please?
5 When is your birthday?
6 What’s the meaning of sharpener?
II. Remember your English lessons and answer the following questions:
Recuerda tus lecciones de inglés y contesta las siguientes preguntas:
1 ¿Qué hice bien en esta unidad de inglés?
2 ¿Cómo puedo mejorar mi desempeño en la asignatura de inglés?
3 ¿Qué voy a mejorar para cuando termine la siguiente unidad de inglés?
Support material • Material de apoyo
Topics / Temas Suggested material / Material sugerido
Visit the BBC offi cial website and learn how to use greetings and farewells.
Visit the BBC offi cial website and learn how to spell words.
Visit the BBC offi cial website and learn the language used to communicate in the classroom.
http://www.bbc.co.uk/worldservice/learningenglish/
grammar/learnit/learnitv52.shtml
http://www.bbc.co.uk/worldservice/learningenglish/
grammar/pron/features/spelling/
http://www.bbc.co.uk/worldservice/learningenglish/
grammar/pron/sounds/
http://www.bbc.co.uk/worldservice/learningenglish/
radio/specials/142_requests_offers/page2.shtml
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Unit 1Unidad 1
Personal identifi cation
Identifi cación personal
Sequence 1Secuencia 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).
• Use the verb to be (am, is, are) in affi rmative, negative or interrogative sentences to give personal information.
Utilizar el verbo to be (am, is, are) en enunciados afi rmativos, 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 califi cativos.
• Use cognates to facilitate comprehension of texts.
Usar cognados para facilitar la comprensión de textos.
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.
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a
b
c
Lesson 7 partyYou will identify the use of this/that in order to express the physical proximity or distance in a singular form.Identifi carán el uso de las palabras this/that para expresar cercanía o lejanía física en forma singular.
Think
1 Answer the following question.
Responde la siguiente pregunta.
What expressions do we use for greetings?
Read and think
2 Read the dialogue. Put its parts in the correct order.
Lee el diálogo. Coloca sus partes en el orden correcto.
Marcos: Nice to meet you, too.
Hugo: Nice to meet you, too.
Carolina: Look, that is my friend Lucia.
Lucia! Come, please.
Lucia, this is Hugo and this is Marcos.
Lucia: 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.
At a
g Escribe las converrsasacicicionono ese dell eeejjejejercrcc cicicioio 2 en el espacioo correcto.espacio
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4 Look at the pictures. Underline the correct option or write the right letter in the circle.
Observa las imágenes y subraya la opción que corresponda o escribe la letra correcta en el círculo.
Write
5 Write this or that.
Escribe this o that.
This / That
This / That
Look, Maria! That is my brother.
This is my friend Jorge.
a
b
1 Look! Susana, is my sister.
2 I live in yellow house.
3 is my schoolbag.
p q pla letra correcta en el cícíírrcrcrcrccccculululululululululululloooooooo.o.oo.
Thhisis // TThahahattt
2Write
This / That
t e..
LLookk MMariia!! ThThat iis my bbro hthherra
b
is myymy sssiiisisisssstteteteteteerrr.r.r.r.
bb
1
323232323223232322222222222
3
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Lesson 8 is AzucenaYou will identify the use of possessive adjectives in order to talk about your family.Identifi carán el uso de los adjetivos posesivos para hablar acerca de su familia.
Think
What words do we use in Spanish to talk about our or other people’s possessions?
¿Qué palabras utilizamos en español para hablar sobre las cosas que poseemos o poseen los demás?
Good morning. My name is Ruben. I want to talk about my family. This is my mother, her name is Azucena, and this is my father, his name is Fernando. He is a teacher. I have two brothers, their names are Joaquin and Jorge. I have one sister, her name is Sofi a. 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.
Read and think
1 Read the text.
Lee el texto.
Think and write
2 Write the name of the person the words refer to in the exercise 1.
Escribe el nombre de la persona a quien se refi eren las palabras del ejercicio 1.
Her (line 1) refers to: Azucena
His (line 2) refers to:
Their (line 2) refers to:
Her (line 3) refers to:
Our (line 4) refers to:
My (line 4) refers to:
Write
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 Possessive adjectives
I
You
His
Her
It
Their
Our
Her name
ssive poses
ut
s???
alalallalalalalalalalkkkkkkkkkkkk ababababababababababbbouoouououououououuuutttttttt mymymymymymymmymymy fffffffffffffamamamamamamamamamammilililililiilililililyyyyyyyyyy TTTTTTTTTTTTTThihihihihihihihihihihhihihihihhihhissssssssssssss isisisisiisiiisisisisissisissisiis mmmmmmmmmmmmyyyyyyyyy momomomomomomomomm thththhththththththererererereerer her nnnnnnnnnamamamamammamamameeeeeeee isisisisisisisisis
adjectives in order to talk about your family.sivos para hablar acerca de su familia.
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Grandfather Grandmother
MotherFather
Uncle Aunt
CousinCousinDaughterSon
4 Write the missing words to complete the sentences.
Escribe las palabras que faltan para completar las oraciones.
Example: She is my sister. Her name is Mariana.
Luis is my brother. room is clean.
My mother is a nurse. name is Victoria.
My father is thirty-fi ve years old. name is Fernando.
Luis and Toño are my cousins. classroom is in the fi rst fl oor.
I am Jorge Luis. favorite sport is soccer.
5 Complete the family tree with the names of your family members and illustrate it.
Completa el árbol genealógico con los miembros de tu familia e ilústralo.
6 Write a short text about your family and draw it.
Escribe un pequeño texto para describir a tu familia. Usa el espacio para dibujarla.
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Lesson 9 is a mechanicYou will recognize the personal pronoun contractions to describe a member of your family.Reconocerán las contracciones de los pronombres personales para describir a un miembro de su familia.
Think
Which are the personal pronouns in English?
¿Cuáles son los pronombres personales en inglés?
Think and write
3 Write the contractions. Follow the example.
Escribe las contracciones. Sigue el ejemplo.
Pronoun + Verb to be = Contraction
I + am = I’m
He + is = He’s
She + is =
It + is = It’s
You + are =
We + are =
They + are = They’re
Write
2 Answer the questions.
Responde las preguntas.
What does her father do?
What’s the name of her father?
What’s his last name?
How old is he?
Read
1 Read the following text.
Lee el siguiente texto
Laura is describing her father to her classmates.
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 always helping my father with his job.
My father
alalallllallllllllalwwwawwawwwwawwwwww ysys hhelelpipipp ngnggggggg mmmyy y yy ffaafafafaaththtthtt erer wwitth hh hihis s
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Write
4 Answer the questions using the words from the box.
Contesta las preguntas usando las palabras del cuadro.
grandfather sister father mother brother
uncle aunt grandmother cousins niece
Example: Who is this? (He is the son of my mother.) He’s my brother.
Who is this? (She is the daughter of my sister.) She’s my niece.
Who is this? (He is the father of my father.)
Who is this? (She is the wife of my father.)
Who is this? (She is the daughter of my mother and father.)
Who is this? (He is the brother of my father.)
Who are these? (They are the sons of my uncle.)
Who is this? (She is the mother of my mother.)
Who is this? (She is the sister of my mother.)
Who is this? (He is the son of my grandmother.)
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.
Think and write
5 The question Who is this? is used to ask for:
La pregunta: Who is this? se utiliza para preguntar:
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Lesson 10 studentYou 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?
¿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.
Read
1 Read the text.
Lee el texto.
My name is Robert Smith. I’m a British writer. I’m 22 years old. My birthday is on June 21st. I live in 312 Rivolli Street, Paris, France. My telephone number is 34 56 89. My e-mail address is [email protected]. I have one brother. His name is Tom. He is a photographer.
I’m a
erererttt SmSmSmSmSmiiitiititithhhhh IIIIIIIII’’’m’m’m aaaa BBBBBB iiririrrri iitititi hhhhhhhshhshshs ww iiiriritetterrr IIIIIII’’’m’m’m 222222222222 yeyyey ararrarara ssss lllollolddddddd
on do you need in order to write an autobiography?
necesitas para escribir una autobiografía?
xt.
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Write
2 Complete with the information from exercise 1.
Completa con la información del ejercicio 1.
First name:
Last name:
Occupation:
Address:
E-mail:
Nationality:
Telephone number:
Date of birth:
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 Present your personal information to the classroom.
Presenta tus datos personales a la clase.
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Think
Which are the indefi nite articles in Spanish?
¿Cuáles son los artículos indefi nidos en español?
Read
1 Read the dialogue with a classmate.
Lee el diálogo con un compañero o compañera.
Think
2 How do we ask about someone’s occupation?
¿Cómo preguntamos por la ocupación de alguien?
Think
3 Fill in the blank with the correct article for the sentence.
Escribe sobre la línea el artículo que corresponde a la oración.
a an
Article is used with words starting with a vowel sound.
Article is used with words starting with a consonant sound.
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!
Lesson 11 you do?You will identify the use of a/an in order to talk about professions or occupations.Identifi carán el uso de los artículos indefi nidos a/an para hablar acerca de profesiones u ocupaciones.
What do
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Write
4 Match the occupations with the drawings.
Relaciona las ocupaciones con los dibujos.
A mechanic
A soccer player
An architect
A plumber
An actress
5 Write a or an in the blanks.
Escribe a o an sobre la línea.
artist accountant
hotel manager journalist
policeman electrician
lawyer designer
plumber
Speak
6 Interview one of your classmates and 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? She’s a nurse.
1)
2)
1
2
3
4
5
eakk
tes andnd
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Think
What questions do we make in order to get personal information?
¿Qué preguntas usamos para pedir información personal?
Think
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? No, they aren’t.
Is Frank fi fteen years old? Yes, he is.
Is Ema a housewife?
Is Luis a journalist?
Is Ema’s grandmother 79 years old?
4 Complete the dialogue.
Completa el diálogo.
Tomas: Hi, are you a student?
Liu: Yes, I am. My name is Liu Huang.
Tomas: I sorry. Please say that again.
Lou Huang your fi rst name?
Liu: No, it Lou. L-I-U.
Tomas: OK! today your fi rst day here?
Liu: Yes, it .
Tomas: Nice to meet you!
Read
1 Read the dialogue with a classmate.
Lee el diálogo con un
compañero o compañera.
Ema and Luis are looking at Ema’s photo album.
Luis: 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: How old is she?
Emma: She’s 79 years old.
Luis: What does she do?
Emma: She’s a housewife.
3 Complete the information.
Completa la información.
1 Are you a student? Yes, . No, .
2 Is she a teacher? Yes, . No, .
3 Is it hard to be an architect? Yes, . No, .
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.
Write
Are you Lesson 12 a student?
You will identify negative and affi rmative expressions to give answers about personal information.Identifi carán expresiones afi rmativas y negativas para dar respuestas sobre información personal.
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Lesson 13 ID cardYou 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.
Read
1 Read the dialogue with a classmate.
Lee el diálogo con una compañera o un compañero.
Think
What are the questions to ask for personal information?
¿Cuáles son las preguntas necesarias para pedir información personal?
Teacher: 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: You need a new ID. Remember we will visit the zoo tomorrow.
2 Circle the option that corresponds.
Encierra la opción que corresponda.
Juan needs the school ID card to visit:a) a museumb) a supermarketc) a zoo
An identifi cation card contains:a) name, last name, ageb) a conversationc) a favorite TV program
Speak
4 Interview a classmate and complete the data for the ID card.
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.
Escribe tus datos en la credencial y pega tu foto o dibújate en ella.
Think
3 Complete the questions.
Complete las preguntas.
How do we ask about personal information?¿Cómo preguntamos por información personal?
a) name?b) last name?c) address?d) telephone number?
How do we ask someone’s age?¿Cómo preguntamos la edad de alguien?
Telesecondary
First name:
Last name:
Age: Group:
Address:
My school
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a
bc
d
Lesson 14 you live?You will recognize questions to ask about the place where you live.Reconocerán expresiones para preguntar por el lugar donde viven.
Think
What is the meaning of the question where do you live?
1 Read the text.
Lee el texto.
Think
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.
a) David is an engineer.
b) He is thirty-fi ve years old.
c) Tom lives in Dallas.
d) Sally is an astronaut.
An interesting fact •Un dato interesante
The fi rst Mexican astronaut was PhD Rodolfo Neri Vela, who traveled in the Discovery spaceship in 1986. The fi rst 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.
Write
3 Match the columns.
Relaciona las columnas.
Name How old are you?
Address What is your name?
Last name Where do you live?
Age What is your last name?
David is an American astronaut. He lives in New York. He’s thirty-fi ve 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.
Where do
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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?
6 Complete the invitation card with the information from the dialogue.
Completa la invitación con la información del diálogo.
Write
5 Complete the dialogue with the words from the invitation card.
Completa el diálogo con las palabras de la invitación.
Mariana: Hello, boys and girls! I want to invite you to my birthday party.
Jorge: When is your ?
Mariana: It is on July 6th, next Saturday.
Marcos: Where do you ?
Mariana: I live downtown.
Lucia: What is your ?
Mariana: It is 5 Miguel Hidalgo Street, near the school. Will you go?
Claudia: Yes, of course.
Marcos: Sure.
Mariana: Ok, see you on at fi ve o’clock.
e
plete theh ddiaialologugue iwithth tthehhe wworordddsds ffffroromm ththe iin ivitation ccararddd
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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?
Read
1 Read the dialogue with a classmate.
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!
Think
2 Choose the word that describes the images as in the example.
Elige la palabra que describa las imágenes como en el ejemplo.
Hot / Cold
Big / Small
Modern / Historic
Clean / Dirty
Lesson 15 a small townYou will identify adjectives to describe the place where you live.Identifi carán adjetivos para describir el lugar donde viven.
Speak
3 Interview a classmate about the place where she or he lives.
Realiza una entrevista a tu compañero o compañera sobre el lugar donde vive.
You: Where do you live?
Classmate: I live in .
You: Tell me about it.
Classmate: .
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.
I live in
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Lesson 16 a soccer playerYou will identify personal data to talk about others.Identifi carán datos personales para hablar acerca de otras personas.
Think
Who is your favorite soccer player? What information can you share about him?
¿Cuál es tu jugador de soccer favorito? ¿Qué información puedes compartir sobre él?
Read
1 Read David’s biography.
Lee la biografía de David.
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.
Think
2 Match the columns.
Relaciona las columnas.
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 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.
1 This word refers to a place.
a) What b) Where c) When
2 This word refers to a date.
a) When b) Which c) How
3 This word means cuál.
a) When b) Where c) Which
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.
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.
David is
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Lesson 17 archaeological siteYou will identify the expression used to know someone’s place of origin.Identifi carán la expresión usada para saber el lugar de origen de la gente.
Read
1 Read the dialogues. Write the number next to the fl ag according to the country the tourist is from.
Lee los diálogos. Escribe el número junto a la bandera del país del que es originario el turista.
Juan: Good morning. What’s your name?
Scott: I’m Scott Johnson. And you?
Juan: I’m Juan. Nice to meet you.
Where are you from?
Scott: I’m from Germany, I’m German.
Juan: Do you like Teotihuacan?
Scott: Yes, it is wonderful.
Susana: Hello.
What’s your name?
Nicole: Hi. I’m Nicole. And you?
Susana: I’m Susana.
Where are you from?
Nicole: I’m from France, I’m French.
Susana: What’s your opinion about Teotihuacan?
Nicole: It is a beautiful place.
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
English is the offi cial language in 56 countries around the world including South Africa, India, Jamaica, Ireland and New Zealand, among others.
El inglés es la lengua ofi cial en 56 países del mundo incluidos Sudáfrica, India, Jamaica, Irlanda y Nueva Zelanda, entre otros.
3
2
1
At the
saber el lugar de origenen dedede de lalalala gengengeg te.
tofro
a.
ee???
o thheeee ommm.m..
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2 Complete the information.
Completa la información.
Where are you from? means:
Write the three countries mentioned in the dialogue.
Write the three nationalities mentioned in the dialogue.
4 Match the columns.
Relaciona las columnas.
Country Nationality
Japan Brazilian
England French
Russia Italian
Greece Chinese
Chile Russian
Brazil English
Mexico Chilean
France Greek
China Japanese
Italy Mexican
3 Locate on the map the countries from the box.
Localiza en el mapa los países de la tabla:
Think
5 Complete the sentences.
Completa los enunciados.
Example:
a) Nicole is from France. She’s French.
b) Rommy is from Chile. He’s .
c) Ivan is from . He’s Russian.
d) Greco is from Greece. He’s .
e) Taoshi is from Japan. He’s .
f) Juanita is from . She’s .
Think and write
Japan Brazil
England Mexico
Russia France
Greece China
Chile Italy
a
cb
de
f
hg
ij
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Lesson 18 you from?You will notice the nationalities of some countries in order to talk about other people.Identifi carán las nacionalidades de algunos países para hablar de otras personas.
Write
2 Complete the information with the stories in the previous exercise.
Completa la información con las historias del ejercicio anterior.
Pierre’s from .He’s .He’s years old.His birthday is on .
Nora’s from .She’s .She’s years old.Her mother’s from .
Jennifer’s from . Canadian.
She’s years old. November 20th.
Read
1 Read the texts.
Lee los textos.
5 Write a paragraph using the information in the previous chart.
Escribe un párrafo usando la información del cuadro anterior.
Think
3 Choose the answer that corresponds.
Elige la respuesta que corresponda.
We use to say the country or the place of origin.
a) from b) for
Write
4 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
Country Nationality
Germany
Canada
Ireland
Portugal
Sweden
South Africa
Switzerland
Turkey
Poland
Australia
Peru
Spain
a
b
c
My name is Jennifer Robins. I’m from Toronto, Canada. I’m Canadian. I’m 12 years old. My birthday is on November 20th. My father is an actor. He is now working on Broadway.
His name is Pierre Toulouse. He’s from France.He’s French. He’s 13 years old. His birthday is on September 1st. His sister is 3 years old. Her name is Lisa.
She is Nora Stevens. She is from Texas. She’s American. She’s 11 years old. Her birthday is on July 25th. Her mother’s from Guatemala. She’s Guatemalan.
Where are
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Lesson 19 from Brazil?You will recognize the expressions used to give information about their home country and nationality.Reconocerán las expresiones usadas para proporcionar información sobre su país de origen y nacionalidad.
Think
Where are you from? Where is your favorite star from?
¿De dónde eres? ¿De dónde es tu persona famosa favorita?
Read
1 Read the next dialogue with a classmate.
Lee el siguiente diálogo con un compañero o compañera.
Think
3 Answer the questions according to your answers in exercise 2.
Contesta las preguntas de acuerdo con las respuestas del ejercicio 2.
What’s the structure of these questions?
How do you give an affi rmative answer?
How do you give a negative answer?
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 Answer the next questions.
Contesta las siguientes preguntas.
Is Carlos a new student? .
Is Paulo’s last name Correia? .
Is Paulo from Brasilia? .
Are you
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Read
4 Read the text.
Lee el texto.
Roger Walters is 14 years old. He’s from Manchester, England. His parents are from Belgium, they all live in Warsaw, Poland. He is a student at middle school in Poland. His birthday is on February 14th.
Write
5 Write the questions according to the information.
Escribe las preguntas de acuerdo con la información.
? Roger.
? No, his last name is Walters.
? From Manchester, England.
? In Warsaw, Poland.
? Yes, he is.
? No, his birthday is on February 14th.
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
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Think
Can you mention fi ve countries and their nationalities?
¿Puedes mencionar cinco países y sus respectivas nacionalidades?
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 Age Country Nationality Language Address
3 Draw an extraterrestrial creature in your notebook. Use the questions as a guide to create a text.
Dibuja un extraterrestre en tu cuaderno. Usa las 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?
What is its address?
Speak
4 Share the information about the extraterrestrial you’ve just created.
Comparte la información sobre el extraterrestre que creaste.
Read
1 Read the biography of Zyanya the alien.
Lee la siguiente biografía sobre Zyanya la extraterrestre.
She is Zyanya. She is a nurse in her country. She is from Zyanyaland. She is 165 years old. Her nationality is Zyanyashian and her language is Zyanyish. Her address is 39 Blue Star in the Milky Way. Her phone number is 2873-28892-000.
Lesson 20 from spaceYou will write a biography.Redactarán una biografía.
A creature
nya the alien.
re
e e
aagegegegege
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Lesson 21 means nacionalidadYou will notice the function of cognates to help the reading comprehension.Reconocerán la función de los cognados para facilitar la comprensión de la lectura.
Think
Do you know any words that are similar in English and in Spanish? Which ones?
¿Conoces palabras que se parezcan en inglés y en español? ¿Cuáles?
Nationality
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).
Taoshi Okito is from Japan, he is Japanese. He is thirty-fi ve years 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.
Think
2 A cognate is a word that is in English and Spanish and you can easily understand it.
a) different
b) similar
Write
3 Write the words you underlined in the text.
Escribe las palabras que subrayaste en el texto.
Example:
Nationality
entender (no useess elelel ddd cicicicciciciononario).
TTT hihi OOOOkiki ii ff JJ hhh iiii JJJJ HHH ii hh
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4 Write the meaning in Spanish of the following words.
Escribe en español el signifi cado de las siguientes palabras.
a) Nationality
b) Doctor
c) Important
d) Hospital
e) Vacation
f) Museum
g) Intelligent
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 signifi que cognado?
Read
6 Read the text and answer the questions.
Lee el texto y responde a las preguntas.
Mongo is a gorilla. He’s from South Africa and he lives in a zoo located in Australia. His best friends are the elephants, the hippopotamus, the chimpanzees and the crocodiles. Mongo loves to eat bananas and apples. You can visit him at the safari. He will be happy to see you. He is very intelligent.
a) Where is Mongo from?
b) Where does he live?
c) Who are his friends?
d) Write the cognates.
e) Write in Spanish what you understand from the text.
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Lesson 22 brother or sister?You will use personal pronouns in order to replace a person’s name.Emplearán los pronombres personales para sustituir el nombre de una persona.
Think
Which are the personal pronouns in Spanish? What do we use them for?
¿Cuáles son los pronombres personales en español? ¿Para qué los usamos?
What about your
Read
1 Read the text.
Lee el texto.
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 fi rst line, he refers to:
a) Mario b) The father c) The mother
2 In the second line, they refers to:
a) Mario and his father b) Mother and father c) Mario and his brothers
3 In the third line, she refers to:
a) The mother b) Mario c) The sister
4 In the fourth line, he refers to:
a) The father b) The teacher c) The mother
Mario is a student in seventh grade at Junior High. He plays 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.
Write
2 Answer the questions about the text.
Responde las preguntas acerca del texto.
Is Mario a student?
What does he play?
When do they play?
Who is the coach?
ombres pererssosoooonananananananaaaallelelelelelelelell sssssss enenee español? ¿Para qué los usamos?
iiiiinn n sesesesees veveveevevevevev tntntntntntntnntnthhhhhhhhhhhhhhh grgrgrgrgrggrg dddddddadadadadadadadadeeeeeee atataatatttatatattat JJJJJJJJJJJJJununununununuuuniiiioioioiooioiooiorrrrrrr HiHiHiHiHiHiHiHiHiHHiHHi hhhhhhghghghghghghghghghg .. HHHeHeHeHeHe pppppppppppplllllllalalalalaalalala sysysysysysyysy
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4 Underline the option that corresponds.
Subraya la opción que corresponda.
1 These are personal pronouns:
a) I, you, he, she, it, they, we b) In, on, under, next to
2 These are possessive adjectives:
a) One, two, three, four, fi ve, six b) My, your, his, her, its, their, our
3 When do we use personal pronouns?
5 Find eight pronouns in the alphabet soup.
Encuentra los ocho pronombres escondidos en la sopa de letras.
A I T W M S H E
F T H E Y M E H
G S E B O U R I
Y O U R U S D M
T H E M X H I S
Write
6 Interview a classmate using the questions below and write his/her answers.
Entrevista a uno de tus compañeros o compañeras y escribe sus respuestas.
What is your name?
What is your last name?
Where are you from?
When is your birthday?
What is your favorite sport?
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Lesson 23 an e-mailYou will give personal data to answer a letter or an e-mail.Proporcionarán datos personales para responder una carta o correo electrónico.
Think
What is the meaning of personal information? Which are some common questions?
¿Qué signifi ca información personal? ¿Cuáles son algunas preguntas comunes?
Read
1 Read the e-mail.
Lee el correo electrónico.
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 / ?
Think
3 What questions do you need to ask for personal information?
¿Qué preguntas necesitas para pedir información personal?
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 [email protected].
Sincerely,
Yoko Tamaguchi
Send me
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Speak and write
4 Interview two of your classmates using these questions and complete the information.
Entrevista a dos de tus compañeros o compañeras utilizando estas preguntas y completa la información.
What’s your name? My name is .
How ? I’m years old.
Where are you from? I’m from .
What’s your ? My telephone number is .
What’s ? His name is .
How old are you? He’s years old.
Where are you from? He’s from .
What’s your telephone number? His is .
your name? Her name is .
How old ? She’s years .
you from? She’s from .
telephone number? Her telephone is
Write
5 Reply to Yoko’s e-mail, including all your personal information.
Contesta el correo electrónico de Yoko incluyendo tus datos personales.
a
b
c
From:
To:
Subject:
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1 Order the dialogue and write the corresponding numbers (1, 2, 3 or 4)
Ordena el diálogo y escribe el número que corresponda.
( ) Nice to meet you, too.
( ) Hello, Mario. I am Lucy.
( ) Nice to meet you.
( 1 ) Hi. My name is Mario.
2 Listen to the fi ve different names given by the teacher, and spell them to the class, then write the names in the blanks.
Escucha los cinco nombres que dará el docente y deletréalos para la clase, posteriormente escríbelos en las líneas.
Example: Pedro Xtabay
P-E-D-R-O-X-T-A-B-A-Y Pedro Xtabay
3 Match the columns.
Relaciona las columnas.
1 May I go to the bathroom?
2 Sit down!
4 Find the 12 months of the year in the alphabet soup.
Encuentra los 12 meses del año en la sopa de letras.
N X I P H F A P R I L
O C T O B E R B J M D
V 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
B Z R U H A K B C H M
E T P G C R P J S L B
R H J U L Y G U T Z E
Y D O S W D X N G H R
S E P T E M B E R Y X
5 Answer the puzzle in English.
Responde en inglés el crucigrama.
Across / Horizontales
Lesson 24 ReviewYou will solve exercises about the unit topics.Resolverán ejercicios acerca de los temas tratados en la unidad.
3 Open your books.
4 Close the window.
3
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7 Find on an English-Spanish dictionary the meaning in Spanish of the following words and write it on the line.
Busca en un diccionario inglés-español el signifi cado en español de las siguientes palabras y escríbelo sobre la línea.
Reply:
Topic:
Journalist:
Classmate:
8 Answer the questions about yourself.
Contesta las preguntas sobre ti.
a) What is your name?
b) What is your last name?
c) How old are you?
d) What is your address?
e) Where are you from?
f) Where do you live?
9 Complete the sentences. Use the pronouns.
Completa los enunciados. Usa los pronombres.
her she
Laura: This is my friend Mariana.
Mariana: Where is from?
Laura: ’s from Brazil.
Mariana: And who’s in this picture?
Laura: name is Rosario. ’s from Spain.
Mariana: What’s last name?
Laura: last name is Castillo.
5 Answer the puzzle in English.
Responde en inglés el crucigrama.
Across / Horizontales
1 Name of the day formed by seven letters that begins with “T” and ends with “y”.
2 Day that the family gathers.
3 Last day of school.
4 This is the fi rst day of the working week.
Down / Verticales
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
6
3
2
4
6 Match the ordinal and cardinal numbers. Follow the example.
Relaciona los números ordinales y cardinales. Fíjate en el ejemplo.
twenty-four thirty-third
one second
fi fty thirteenth
two sixty-ninth
sixty-nine fi ftieth
thirty-three twenty-fourth
thirteen fi rst
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10 Choose the correct answer.
Selecciona la respuesta correcta.
Hi. I’ (m/s) Dave.
Hello. We (’s/’re) Mary and Helen.
She (’re/’s) a nurse.
Dianna’s (from/on) Argentina.
John’s birthday is (on/an) November 11th.
lawyer mechanic nurse plumber teacher architect astronaut
Anastronaut
12 Read the sentences and match them with the pictures. Follow the example.
Lee las oraciones y relaciónalas con los dibujos. Fíjate en el ejemplo.
11 Write the occupation under the picture. Use a or an and the words in the box. Follow the example.
Escribe la ocupación debajo de cada dibujo. Usa a o an y las palabras del cuadro. Fíjate en el ejemplo.
13 Choose the correct word and write it on the line.
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
1. (b) 2. ( ) 3. ( ) 4. ( ) 5. ( )
a) Mr. Fernando Garcia is Mexican. He is a plumber and he is thirty-three years old.
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 Brazil. He’s twenty-eight years old.
14 Write the country and nationality under the fl ag.
Escribe el país y la nacionalidad debajo de cada bandera. j
nurse
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Self Evaluation • Autoevaluación
I. Remember your English lessons and answer the questions.
Recuerda tus clases de inglés y contesta las preguntas.
1 ¿Cuánto siento que aprendí en la clase de inglés?
Mucho Poco Nada
¿Por qué?
2 ¿Cómo puedo aprender más en la clase de inglés?
3 ¿Qué puedo mejorar para cuando termine la siguiente unidad?
II. Answer the following questions about the grammatical points you studied in unit 1:
Contesta las siguientes preguntas sobre los temas gramaticales que aprendiste en la unidad 1:
1 Write the meaning of the words this and that.
2 Write the possessive adjectives.
3 Write three questions to ask for personal information.
4 Write the conjugation of the verb to be in affi rmative, 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?
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Support material • Material de apoyoTopics / Temas Suggested material / Material sugerido
Use of this-that or these-those
Possessive adjectives
Wh- questions
Use of adjectives
Use of a/an
http://learnenglish.britishcouncil.org/en/english-grammar/pronouns/that-these-and-those
http://learnenglish.britishcouncil.org/en/english-grammar/possessives/possessives-adjectives
http://learnenglish.britishcouncil.org/en/english-grammar/pronouns/questions
http://learnenglish.britishcouncil.org/en/english-grammar/adjectives
http://learnenglish.britishcouncil.org/en/english-grammar/determiners-and-quantifi ers/indefi nite-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, difi cultades o defi ciencias 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, difi cultades o defi ciencias, que se han detectado en:
Para solventarlos deberá:
Observaciones o comentarios del padre de familia o tutor:
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Unit 3Unidad 3
Hobbies, Leisure and Sports Pasatiempos, tiempo libre y deporte
Sequence 1Secuencia 1
In unit 3 sequence 1 you will learn to:
En la unidad 3 secuencia 1 aprenderás a:
• Talk about things, food or actions that you like and the ones you do not like.
Hablar de las cosas, comida o acciones que te gustan y de las que no te gustan.
• Express anyone’s routine.
Expresar la rutina diaria de cualquier persona.
Purpose • Propósito
The purpose of this unit is to enable students to express their personal interests around the topic of hobbies, leisure and sports, and to make and respond to invitations to events or places related to the topic.
El propósito de esta unidad es que los alumnos sean capaces de expresar sus intereses personales sobre pasatiempos, tiempo libre y deporte, así como hacer y responder invitaciones a eventos o lugares relacionados con el tema.
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Lesson 49 video gamesLesson 49You will identify that when we talk about actions that we like or don’t like, we may use the verb like followed by another verb ending with -ing.Identifi carán que cuando hablamos de acciones que nos gustan o disgustan, podemos usar el verbo like seguido de otro verbo con terminación -ing.
I like playing
Read
1 Choose the correct answer.
Elige la respuesta correcta.
Which are the verbs that follow the verb to be, that is, am, is, are to form the present continous?
a) Verbs in simple form
b) Verbs in gerund form (verb + -ing)
2 Read the e-mail.
Lee el correo electrónico.
Read
3 Check the activities Mario likes to do.
Marca las actividades que le gusta realizar a Mario.
Playing basketball
Playing soccer
Riding a bike
Watching TV
Dancing
Going to the movies
From: [email protected]
Subject: Greetings from Mexico
Dear David:
I’m very excited because I’m looking forward to going to study to the United States. I hope we can do things together. I like playing video games and playing basketball. I also like riding my bike and going to the movies. What about you? What do you like to do in your free time?
Regards,Mario.
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6 Write an e-mail to a friend in which you describe the activities that you like doing.
Escríbele un correo electrónico a un amigo en el que describas las actividades que te gusta hacer.
5 Write a next to the activities that you like doing.
Escribe una junto a las actividades que te gusta hacer.
Think
4 Go back to the text. Write on the line the verb that corresponds.
Regresa al texto. Escribe sobre la línea el verbo que corresponda.
1 Mario likes video games. 2 Mario likes his bike.
Write
Riding a horse Watching TV
Playing soccer Writing stories
Reading books Dancing
From:
To:
Subject:
Dear ,
Regards,
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Lesson 50 ride my bikeYou will notice that verbs that express likes or dislikes can also be followed by other verb in infi nitive form.Identifi carán que los verbos que expresan gustos o disgustos también pueden ser seguidos por otro verbo en infi nitivo.
Read
Write
3 Circle T if the sentence is true or F if it is false.
Circula T si el enunciado es verdadero o F si es falso.
a) David likes to go to the movie theater.
b) David likes to ride his horse.
c) David’s mother likes to go to the movies.
1 Identify the parts of the letter.
Identifi ca las partes de la carta.
Closing line Opening line Writer
Recipient Date
1
2
3 Opening line
4
5
2 Read the letter.
Lee la carta.
August 29th, 2011
Dear Mario:
Thanks for your letter! I’m happy you are coming to my country to study. I promise you will have a great time in my house. I’m making plans for you and me. We have similar likes. I like to play video games and I love to ride my bike. I don’t like to go to the movie theater but my mom really likes to see movies. Don’t worry, we will have fun anyway.
Regards,
David.
Think
4 Look at the example and order the sentences.
Observa el ejemplo y ordena las oraciones.
Example: my grandmother/I/to/like/visit I like to visit my grandmother.
a) video games / I / to / like / play
b) mother/ go / movies / to / My/ to / likes / the
c) ride / I / like / to / my bike
d) the/ movie/ theater / don’t/ go / to / I / to / like
I like to
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Write
5 Write three activities you like and three you don’t like.
Escribe tres actividades que te gusten y tres que no te gusten.
I like… I don’t like…
to watch TV to eat cheetos
6 Write a letter to a friend. Tell him/her about your hobbies.
Escríbele una carta a un amigo o amiga. Platícale acerca de tus pasatiempos.
Kisses,
23
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Lesson 51 movies You will identify that the verbs that express likes and dislikes require a complement.Identifi carán que los verbos para expresar gustos y disgustos requieren de un complemento.
Read
1 Look at the pictures and match them with the words from the box. Write them on the lines.
Observa los dibujos y relaciónalos con las palabras del cuadro según corresponda. Escríbelas sobre las líneas.
An interesting fact Un dato interesanteThe person with most Oscar Award nominations is Meryl Streep, with 17 nominations for best actress category.
La persona con más nominaciones a los premios Oscar de la Academia de las Artes Cinematográfi cas de los Estados Unidos es Meryl Streep, con 17 nominaciones para mejor actriz.
Write
3 Use a or a according to the dialogue. Then, complete the sentences.
Marca una o una de acuerdo con el diálogo. Completa los enunciados.
Watchingmovies
Comedy movies
Romantic movies
Action movies
Mrs.Smith
Mario
a) Mrs. Smith likes and .
b) Mario likes and .
Horror movies
Romantic movies
Action movies
Comedies
2 Read the dialogue.
Lee el diálogo.
Mrs. Smith: Hello, Mario. Welcome to our house!
Mario: Thank you, Mrs. Smith. I’m so happy to be here!
Mrs. Smith: So, do you like watching movies?
Mario: Yes, I love movies.
Mrs. Smith: What kind of movies do you like?
Mario: I like comedy and action movies. And you?
Mrs. Smith: I love action movies, but I also like romantic ones.
I like
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Think
5 Look at the images and choose a word to complete each sentence.
Observa las imágenes y elige una palabra para completar las oraciones.
a) I like apples.
b) My mother doesn’t like movies.
c) I love .
d) Mrs. Smith likes .
e) I like .
4 Go back to lessons 49 and 50. Look carefully at the verbs and complete the chart with some possible complements of the verb like.
Regresa a las lecciones 49 y 50. Observa con cuidado los verbos y completa el cuadro con algunos posibles complementos del verbo like.
Like
Gerunds
____________________
____________________
____________________
Infi nitives
____________________
____________________
____________________
Nouns
____________________
____________________
____________________
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Lesson 52 soccerYou will express preferences about a number of topics.Expresarán preferencias sobre temas diversos.
Read
2 Read the dialogue with a classmate.
Lee el diálogo con una compañera o compañero.
Write
3 Circle T (true) or F (false)
Encierra en un círculo T (verdadero) o F (falso).
a) Mr. Brown likes horror movies.
b) Mr. Brown doesn’t like soccer.
c) Mr. Brown loves soccer.
d) Mr. Brown hates romantic movies.
Write
5 Complete the sentences about the kind of movies you prefer.
Completa los enunciados acerca de las películas que prefi eres.
a) I like and .
b) I don’t like and .
c) I love and .
d) I hate and .
Mary: What about you, Mr. Smith? Do you like romantic movies?
Mr. Brown: No, that’s not for me. I hate them. I like horror movies, but you know, what I really enjoy is watching soccer games. I love soccer.
Mary: Oh! Please, don’t start talking about soccer. I don’t like soccer.
Think
4 Look at the images and write I like, I love, I dont’ like, I hate.
Observa las imágenes y escribe I like, I love, I don’t like, I hate segun corresponda.
I love
Expresarán preferencias sobre temas s ivdivdivdivdivdi ersersersos.osos.
M
M
Write
1 Reproduce the expressions.
Imita cada una de las expresiones.
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Lesson 53 going to the moviesYou will identify that an ending s is placed at the end of a verb to indicate the third person form (he, she it) in the simple present tense.Reconocerán que una s se coloca al fi nal de un verbo para conjugarlo en tercera persona del singular (he, she, it) en tiempo presente simple.
My mother likes
Read
1 Complete the letter. Use the words from the chart.
Completa la carta. Usa las palabras de la tabla.
Dear mom: Mario September 5th, 2011
2 Read the letter.
Lee la carta.
Think
4 Write the verbs in the category that corresponds.
Escribe los verbos en la categoría que corresponda.
loves eat hates plays
eats hate play sleep
swims swim sleeps love She, he, it I, you, they, we
Loves Love
Write
5 Draw , , etc., according to your own information.
Dibuja , , etc., de acuerdo con tu propia información.
Watching TV Soccer Movies Swimming
My mother
My father
My brother
My sister
6 Complete the letter with your information.
Completa la carta con tu información.
Dear ,
How are you? I’m OK. You asked about my family. Well, my mother’s
name is . She likes . She
doesn’t like and she hates .
My father’s name is and he likes
.
My father hates and loves .
What do your mother and father like? Please tell me about.
Regards,
Write
3 Correct the sentences. Use the information from the letter.
Corrige las oraciones. Usa la información de la carta.
a) The father’s name is Philip.
b) Robert doesn’t like watching soccer.
c) Sally likes going to the supermarket.
I think a lot about you, although the family I’m
staying with is very nice. The father’s name is
Robert. He likes watching soccer games on Sundays
and sometimes I join him. The mother’s name is
Sally. She likes going to the movies and cooking.
Their son, David, likes playing basketball the same
as I. He has a dog and it also likes playing with a
ball. We play basketball everyday.
Kisses,
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Lesson 54 CheckYou will solve drills to reaffi rm what you have learned in previous lessons.Resolverán ejercicios para reafi rmar lo que aprendieron en las lecciones anteriores.
Read and write
1 Read the text. Mario is introducing himself at his new classmates.
Lee el texto. Mario está presentándose ante sus nuevos compañeros.
2 Write the names on the lines. Use Mario’s information.
Escribe los nombres sobre las líneas. Usa la información de Mario.
Mario’s family
Mario
Son Daughter
Mother Father
Write
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.
a) Mario has a big family.
b) Rosalia likes her job.
c) Francisco loves teaching.
d) Sandra loves mathematics.
e) Mario prefers playing basketball.
Teacher: Good morning. We have a new student.
Mario: Hello, I’m Mario. I’m from Mexico. Now I’m living at David’s house. I have a small family, we are four members: my mother, my father, my sister and myself. My mother’s name is Rosalia. She is a secretary. She likes her job and cooking. My father, Francisco, is a teacher. He loves to teach and to play soccer with his students. My sister’s name is Sandra. She is a student in junior high, she doesn’t like mathematics. And about me, I like to study English and play video games. About sports, I don’t like boxing because I think it is aggressive, I prefer basketball. We love to have dinner together.
Classmates: Nice to meet you, Mario.
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Likes Occupations
a He likes to win gold medals at the Olympic Games.
A doctor
b She loves writing stories with the correct punctuation marks.
c He likes to play modern music.
d He hates to hurt himself at a contest.
e She loves to heal people at the hospital.
A Spanish teacher
f He hates it when he doesn’t get the right tone.
g He loves doing exercise.
h She loves medicine magazines.
i She hates it when people forget to take their pills.
An athlete
j She doesn’t like mathematics, she prefers Spanish.
k He loves to play guitar.
l He likes playing the piano.
m She likes reading.
A musician
n She likes to help people.
oHe doesn’t like jeans and boots, he prefers pants and tennis shoes.
p She gets mad at students who don’t do their homework.
4 Complete the information with the red words in the text.
Completa la información con las palabras que estan en rojo en el texto.
Infi nitive
He likes
It
Gerund
love
Noun
You
They
5 Underline the correct option.
Subraya la opción correcta.
1 She likes her job and cooking.
a) Sandra
b) Rosalia
c) Francisco
2 He loves playing soccer.
a) Mario
b) Sandra
c) Francisco
3 She doesn’t like mathematics.
a) Rosalia
b) Mario
c) Sandra
4 He doesn’t like boxing.
a) Mario
b) Francisco
c) Sandra
6 Match the columns.
Relaciona las columnas.
7 Write about your family.
Escribe acerca de tu familia.
Hello, I’m . My family is (big/small).
We are members.
Think
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Lesson 55 like tennis?You will identify the use of do as an auxiliary verb to make questions about preferences.Identifi carán el uso de do como verbo auxiliar para hacer preguntas sobre todo tipo de preferencias.
Read
Speak
1 Read the dialogue with a classmate.
Lee el diálogo con un compañero o compañera.
2 Fill the blanks with the underlined words that are in the dialogue.
Escribe sobre las líneas las palabras subrayadas del diálogo.
Write
3 Answer the questions with your information.
Contesta las preguntas con tu información.
a) Do you like swimming?
b) Do you like basketball?
c) Do you like English?
d) Do you like reading stories?
e) Do you like horseback riding?
Think
4 Complete the sentences.
Completa los enunciados.
a) you like basketball?
Yes, I .
No, I .
6 Write about one classmate. Use the information from the chart.
Escribe sobre uno de tus compañeros. Usa la información del cuadro.
5 Interview some classmates and complete the chart with or . Ask questions beginning with Do you like…?
Entrevista a algunos compañeros y completa el cuadro con o . Haz preguntas que empiecen con Do you like…?
Name Basketball Soccer Watching TV Dancing
David: Let me show you my room.
Mario: OK.
David: Look. I like sports and movies.
Mario: Do you like tennis?
David: No, I don’t. That’s my father’s racquet. I like soccer.
Mario: Do you like comics?
David: Yes, I do. I love them. They’re interesting and funny. What about you, what else do you like?
Mario: Well, I like listening to music and going to the movies.
Do you
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Lesson 56 father like soccer?You will notice the use of does for the third person singular form (she, he, it) in the present simple tense to make questions about preferences.Reconocerán el uso de does en la tercera persona del singular (she, he, it) en tiempo presente simple para realizar preguntas sobre preferencias.
Read
1 Identify Mario’s and David’s bedroom.
Identifi ca la recámara de Mario y la de David.
2 Read the dialogue with a partner.
Lee el diálogo con una compañera o compañero.
David: This is your room. I hope you like it.
Mario: Sure, thanks. It’s great. I’m going to hang a picture of my family. Look, these are my mother, my sister, my father and I.
David: Does your father love soccer as mine?
Mario: Yes, he does. He plays with his students.
David: Does he like to see movies?
Mario: No, he prefers to watch TV, especially soccer games.
David: Our fathers have similar likes.
Write
3 Answer the questions.
Contesta las preguntas.
a) Does Mario’s father love soccer?
b) Does Mario’s father play soccerwith his students?
c) Does Mario’s father like to see movies?
d) Does Mario’s father prefer to watch movies than soccer games?
Think
4 Underline the sentences that are written correctly.
Subraya los enunciados que estén escritos correctamente.
Do he like soccer? Does he like soccer?
Yes, he does. Yes, he do.
No, he doesn’t. No, he don’t.
Write
5 Prepare an interview for a classmate.
Prepara una entrevista para un compañero o compañera de tu clase.
a) What’s your mother’s name?
b) Do you like cooking?
c) ?
d) ?
e) ?
6 Interview your classmate, write the answers, and then a text.
Entrevista a tu compañero, escribe las respuestas, y después un texto.
name is . She/He likes
Does your hird person singular form (she, he, it)
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Lesson 57 like cooking?You will answer questions about different preferences.Responderán preguntas acerca de diversas preferencias.
Read
1 Read the dialogue with a classmate.
Lee el diálogo con una compañera o compañero.
2 Identify the place where Mrs. Smith and Mario are. Write a .
Identifi ca el lugar donde están la señora Smith y Mario. Escribe una .
Mario: Good morning, Mrs. Smith. What are you doing?
Mrs. Smith: Good morning, Mario. I’m cooking breakfast. I love it. Does your mother like cooking?
Mario: Yes, she does. And she does it very well.
Mrs. Smith: Really? Tell me about her. What does she like cooking?
Mario: She likes cooking vegetables and chicken.
Mrs. Smith: Does she go to the supermarket?
Mario: No, she doesn’t. She goes to the market. There she also buys fruit.
Mrs. Smith: I love Mexican markets. They’re so pretty!
bathroom kitchen living room
Does she
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Write
3 Circle the correct option.
Encierra en un círculo la opción correcta.
1 Mrs. Smith is cooking:
a) dinner
b) pizza
c) breakfast
2 Mario’s mother likes:
a) cooking
b) sleeping
c) swimming
3 Does Mrs. Smith like cooking?
a) No, she doesn’t.
b) Yes, she does.
c) No, she don’t.
4 Where does Mario’s mother buy fruits and vegetables?
a) at the supermarket
b) at the grocery store
c) at the market
5 Does Mrs. Smith hate Mexican markets?
a) No, she doesn’t.
b) Yes, she does.
c) No, she don’t.
Think
4 Complete the chart.
Completa la tabla.
Do / Don’t Does / Doesn’t
They It
We
Write
5 Look at the pictures and classify them.
Observa los dibujos y clasifícalos.
Apples Avocados Chili peppers Pineapple Lettuce
Onions Grapes Pears Tomatoes Oranges
Fruits Vegetables
6 Match the columns.
Relaciona las columnas.
Does your mother like onions? No, it doesn’t.
Do you like apples? Yes, he does.
Does your father love pears? Yes, they do.
Does your dog like grapes? Yes, I do.
Do your friends like oranges? No, she doesn’t.
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Lesson 58 and vegetablesYou will identify addition and contrast conjunctions to express preferences.Identifi carán conjunciones que indican adición o contraste para expresar preferencias.
Read
1 Unscramble the letters of the words and complete the supermarket list.
Ordena las letras de las palabras y completa la lista del supermercado.
a) d a v o c a o
b) p n e i p a l e p
c) o n i n o
d) n g e r o a
2 Read the dialogue.
Lee el diálogo.
David: Okay, we have to buy carrots, tomatoes and lettuce.
Mario: Don’t forget the cucumbers.
David: You’re right. Do you like vegetables, Mario?
Mario: Yes, but I don’t like broccoli. And you?
David: I like some vegetables, but I hate onions. I think it is sad, it always makes you cry.
Mr. Smith: Ha, ha, ha! And, what about fruits, Mario?
Mario: Well, I like oranges, apples and strawberries, but I hate bananas and papaya.
List
1. carrots
2. cucumbers
3.
4.
5.
6.
I like fruits
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Speak and write
5 Write a list of fruits and vegetables.
Ask a classmate if he likes or not the
vegetable or fruit. Then write a or
a next to each word on the list.
Escribe una lista de frutas y verduras. Pregunta
a un compañero o compañera si le gusta
o no esa verdura o fruta. Después marca
con una o un sus respuestas.
6 Write on the lines the information you have about your classmate.
Escribe sobre las líneas la información de tu compañero o compañera.
Write
3 Match the columns. Use the text.
Relaciona las columnas con la información del texto.
Mario
Likes some vegetables, but
hates onions.
Hates papaya and bananas.
David
Likes vegetables, but doesn’t
like broccoli.
Likes oranges, apples and
strawberries.
Think
4 Complete the sentences.
Completa los enunciados.
1 You use this word to link ideas.
I like oranges, apples strawberries.
I love vegetables fruits.
2 You use this word to contrast ideas.
I like vegetables, I don’t like onions.
I like fruit, I hate bananas.
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Lesson 59 loves comicsYou will notice the difference between the usage of the ending s for affi rmative verbs in thethird person singular form of the simple present and the ending s added to nouns to indicate plural.Distinguirán entre el uso de la s agregada a los verbos afi rmativos en tercera persona del singular en presente simple y la s agregada a sustantivos para indicar plural.
Read
1 Read the letter.
Lee la carta.
Write
2 Underline the option that corresponds.
Subraya la opción que corresponda.
In the letter, who’s Sandra?
a) Sandra is Mario’s mother.
b) Sandra is Mario’s sister.
c) Sandra is Mario’s girlfriend.
3 Match the columns. Use the information in exercise 1.
Relaciona las columnas. Usa la información del ejercicio 1.
He doesn’t like water. a) Roxane
She hates soccer games. b) Sandra
She loves fashion shows. c) Philip
He writes the letter. d) Sandy
She is Mario’s sister. e) Mario
Dear Sandra,
I miss you a lot. I hope you are getting
good grades at school. I want to tell
you about my new friends at school:
David, Sandy, Philip and Roxane. David
likes comics, Sandy loves fashion
shows, Philip doesn’t like water and
Roxane hates soccer games. We have
different likes but we all are good
friends. They are so kind with me and
help me to learn more English. Please,
send me back a letter or an e-mail. I
love you.Kisses,
Mario
An interesting fact • Un dato interesanteSports are the best hobbies you can ever have. When you practice them
your heart works better, your skin, hair and nails look shiny, you avoid diseases and produce endorphins, the hormones that make you feel happy.
El deporte es el mejor pasatiempo que puedes tener. Cuando lo practicas, tu corazón trabaja mejor, tu piel, cabello y uñas se ven brillantes, evitas
enfermedades, y produces las hormonas que te hacen sentir feliz.
David
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Think
4 Answer the questions.
Contesta las preguntas.
1 What do you notice in the following words? Why do they have an s?
a) She hates soccer games.
b) She loves fashion shows.
c) He writes the letter.
Write the rule:
6 Write a letter to someone in your family. Talk her/him about your friends’ favorite things.
Escribe una carta para tu familia. Platícale a alguien sobre las cosas favoritas de tus amigos.
Write
5 Complete the sentences.
Completa los enunciados.
a) She . (love) (grape in plural)
b) He . (like) (movie in plural)
c) He . (hate) (soccer game in plural)
d) My father . (prefer) (sport in plural)
e) My mother delicious .
(cook) (potato in plural)
f) My sister .
(like) (strawberry in plural)
2 What do you notice in the next words? Why do they have an “s”?
a) Monica likes to watch soccer games.
b) Frank loves epic movies.
c) We enjoy eating apples.
Write the rule:
Dear ,
,
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Lesson 60 CheckYou will solve exercises in order to verify what you learned in previous lessons.Resolverán ejercicios para verifi car lo aprendido en lecciones anteriores.
Read
1 Read the dialogue with a classmate.
Lee el diálogo con una compañera o compañero.
Steve: Do you like soccer, Mario?
Mario: No, not really, I like basketball. And you, Steve? Do you like playing soccer?
Steve: Yes, I like it, but I hate basketball. What about you, David? What sports do you like?
David: I like swimming and basketball, and I love playing soccer.
Steve: Yes, we know. And what about you, Philip?
Philip: I hate swimming, because I don’t like water, it is always cold.
David: We think you don’t like to take a shower! Ha, ha, ha, ha!
Write
2 Use the information from the dialogue and
write P, or O (like / don’t like), or PP,
or OO (love/hate) to complete the chart.
Usa la información del diálogo y marca con
una Po O, (like/don’t like), o PP, o
OO (love/hate) para completar la tabla.
Sport Steve Mario David Philip
Basketball
Soccer
Swimming
3 Match the images with the words from the box.
Relaciona las imágenes con las palabras del cuadro.
swimming cycling baseball soccer
jogging tennis basketball volleyball
Think
4 Answer the question.
Responde la pregunta.
Does the dialogue mention any
sports you to play?
Yes No
Which one?
Mini
cycling
volleyball D
s
WW
cycling
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Read and write
5 Read and answer the questions about you and your family.
Lee y contesta las preguntas acerca de ti y tu familia.
a) What sports do you like?
b) Does your father like baseball?
c) Does your mother like cooking?
d) Do you like basketball?
e) Does your sister like mathematics?
f) Does your brother like movies?
6 Use the questions to interview a classmate and complete the text.
Usa las preguntas para entrevistar a un compañero y completa el texto.
a) What sports do you like?
b) Do you like baseball?
c) Do you like swimming?
d) Do you like volleyball?
e) Do you like basketball?
(name) likes ,
and
but (he/she) doesn’t like
nor .
Sequence 2Secuencia 2
In unit 3 sequence 2 you will learn to:
En la unidad 3 secuencia 2 aprenderás a:
• Make, accept or reject invitations to different events.
Hacer, aceptar o rechazar invitaciones a diversos eventos.
Unit 3Unidad 3
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Lesson 61 to go to a party?You will notice the most common expressions to make invitations.Identifi carán las expresiones más comunes para hacer invitaciones.
Read
Would you like
2 Answer the question.
Responde la pregunta.
What’s the dialogue about?
a) A baseball game b) A party c) A concert
1 Read the dialogue with a classmate.
Lee el diálogo con una compañera o compañero.
David: Do you like parties?
Mario: Yes, I love them.
David: Would you like to go to a party?
Mario: That sounds great, but I have to fi nish my chores. When is it?
David: It’s today at fi ve in the afternoon. You have enough time to do them.
Mario: OK. Where is it?
David: It’s at Sandy’s. It’s her birthday.
Mario: Do you have a gift for her?
David: Yes, of course.
Write
3 Use the dialogue to complete the sentences.
Usa el diálogo para completar los enunciados.
a) Do you like parties?
b) ? That sounds great.
c) the party? It is at Sandy’s house.
d) Do you have a gift for her? Yes,
.
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Think
4 Go back to the dialogue. Identify the question used to make an invitation.
Regresa al diálogo. Identifi ca la pregunta para hacer una invitación.
You use to make an invitation.
Write
5 Write or in the charts according to your preferences.
Escribe o en los cuadros de acuerdo con tus preferencias.
Would you like to go to…?
A soccer game A picnic in the forestAn expedition
to the mountain
An exhibitionat the museum
A birthday party A rock concert
6 Interview two classmates and register their answers in the chart.
Entrevista a dos compañeros y registra sus respuestas en la tabla.
Would you like to go to…? Student 1 Student 2
A soccer game Yes No Yes No
Yes No Yes No
Yes No Yes No
Yes No Yes No
Yes No Yes No
Yes No Yes No
A soccer game
Escribibbeeeee o en
A i i i th f t
Would you like to go to…?
A soccer game A picnic in the forest
A bi thd t
A picnic in the forestAn expedition
A rock concert
An expeditionAn expeditionto the mountain
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Lesson 62 go to the movies?You will make, accept or reject invitations.Realizarán y aceptarán o rechazarán invitaciones.
Read
Why don’t we
1 Read the dialogue.
Lee el diálogo.
2 Order the days of the week and answer the question.
Ordena los días de la semana y contesta la pregunta.
Wednesday Tuesday Friday Thursday
Monday Saturday Sunday
David: Relax. Today is Sunday. Would you like to go to the movies?
Mrs. Smith: That’s a good idea.
David: There is a romantic movie, a horror movie and an action movie. What would you like to watch?
Mario: I’d prefer to watch an action movie. What do you think?
Mrs. and
Mr. Smith: That sounds great.
a) Monday
b)
c)
d)
e)
f)
g)
On what day does the dialogue take place?
Mom, can we invite my friend to come with us?
Would you like to come with us to the movies?
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Write
3 Circle T if the sentence is true or F if it is false.
Encierra T en un círculo si el enunciado es verdadero o F si es falso.
a) It is Monday.
b) David suggests to go to the movies.
c) They decide to watch a romantic movie.
d) Mrs. Smith agrees with David to go to the movies.
Think
4 Write the missing expression.
Escribe la expresión que falta.
Situation Optional invitation
I don’t like romantic movies. watch an action movie.
5 Make teams of four students to complete the dialogue.
Forma un equipo de cuatro estudiantes para completar el diálogo.
Student A: What are we going to do next weekend?
Student B: Would you like to ?
Student C: No, .
Student D: So, why don’t we ?
Student A: Yes, .
What do you think?
Student B: .
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1 Write the letter on the corresponding line.
Escribe la letra de la opción que corresponda.
Mexican food
Chinese food
Fast food
Lesson 63 Mexican foodYou will express preferences about food.Expresarán preferencias sobre comida.
Read
2 Read the dialogue with a partner.
Lee el diálogo con una compañera o compañero.
David: The movie was exciting, wasn’t it?
Mario: Yes, you’re right; but now I’m hungry.
Mr. Smith: Me too. Let’s eat Chinese food.
Mrs. Smith: No, I’d prefer Mexican food. What do you think, Mario?
Mario: Wow! It’s a great idea. I miss Mexican food a lot.
David: I would like to try tacos.
Mr. Smith: OK. You win! Let’s eat Mexican food.
Let’s eat
Combo 1FriesBaconHamburgerSodaPie
Chop SueyNoodlesRice with porkFried rice
DrinksSodasWaterGreen tea
TacosEnchiladasSopesMoleFajitas
Combo 2ChickenHamburgerBaked potatoIce creamJuice
DrinksFruit waterSodasJuice
A
CB
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An interesting fact • Un dato interesante
The third best place to eat in the world is Mexico City, just surpassed by Paris and Tokyo according to the famous American newspaper The New York Times.
El tercer mejor lugar en el mundo para comer es la Ciudad de México, sólo superada por París y Tokio, según el famoso periódico norteamericano The New York Times.
Write
3 Put the events in order according to the information in the dialogue.
Ordena los eventos de acuerdo con la información del diálogo.
Mrs. Smith doesn’t want Chinese food, she prefers Mexican food.
At the end of the movie Mario is hungry.
Finally, they decide to eat Mexican food.
Mr. Smith suggests to eat Chinese food.
David would like to try tacos.
Write
6 Answer the questions.
Contesta las preguntas.
What kind of food does your classmate like?
What kind of food do you like?
What food don’t you like?
What food doesn’t your classmate like?
Think
4 Complete the sentences.
Completa los enunciados.
is another way to talk about your preferences.
For example:
I would like to try Mexican food.
a) eat Chinese food.
b) watch a soccer game.
Speak
5 Work in pairs. Ask your partner about the menus. Write P or O next to the food or drink that he or she prefers.
Trabajen en parejas. Pregunta a tu compañera o compañero sobre el menú.
Escribe P o O junto a la comida o bebida de su preferencia.
Do you like…?
Hamburgers Tacos Chop suey Soda
Soda Fried rice Pie Green tea
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Lesson 64 a rock concert?You will identify the expressions to make invitations and answer to them.Identifi carán las expresiones para hacer y responder a invitaciones.
Shall we go to
Think and speak
1 What fun events are coming (dancing, concerts, party, etc.)? Would you invite someone in the class? Who?
¿Qué eventos divertidos se acercan (baile, concierto, fi esta, etc.)? ¿Invitarías a alguien de tus compañeros de clase? ¿A quién?
Read
2 Read the dialogue with a classmate.
Lee el diálogo con una compañera o compañero.
David: There will be a concert next weekend. Shall we go?
Mario: Sure, I’d love to.
David: Let’s ask my father.
David: Can we go to the concert, dad?
Mr. Smith: Mmmmm! What time does it start?
Mario: It’s at eight in the evening, Mr. Smith. And it fi nishes at eleven o’clock.
Mr. Smith: It’s too late.
Mario and David: Please, please, please.
Mr. Smith: OK. But your mother and I will be waiting for you at the end of the concert.
An interesting fact • Un dato interesante
Missy Elliot is considered the most infl uential woman in hip-hop music in the last decade
and one of the most creative women in the world’s music industry.
Missy Elliot es considerada la mujer más infl uyente en la música hip-hop de la última
década y una de las mujeres más creativas en la industria discográfi ca mundial.
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Write
3 Circle the option that corresponds.
Encierra la opción que corresponda.
1 Mario and David are going to a…
a) party
b) concert
c) soccer game
2 The concert is at …
a) eight in the evening
b) eight in the morning
c) nine in the evening
3 What time does the concert fi nish?
a) at eight o’clock
b) at one o’clock
c) at eleven o’clock
4 Who do Mario and David ask for permission to go?
a) Mrs. Smith
b) Mr. Smith
c) Mario’s mother
Think
4 Complete the chart with information from previous lessons.
Completa el cuadro con información de las lecciones anteriores.
Expressions to make an invitation
Expressions to accept an invitation
Write
5 Complete the dialogue with the phrase from the box.
Completa el diálogo con la frase del cuadro.
Shall we go?
Sandy: Look David, there is a fashion show next Saturday.
David: No, that’s not for me. Look, there is a car show on Sunday. Shall we go?
Sandy: I don’t think so. I don’t like cars.
David: Well, there is a basketball game at the school gymnasium on Sunday.
Sandy: Yes, we shall go to the game, I really like basketball.
Speak
6 Practice the dialogue with a classmate, using your own information, and share it with the class.
Practica el diálogo con un compañero o compañera con tu propia información, y preséntalo a la clase.
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Lesson 65 to see a movie today?You will use a number of expressions to make invitations and respond to them.Realizarán y responderán a invitaciones con diferentes expresiones.
Would you like
Read
1 Match the activity with the picture. Write on the line the option that corresponds.
Relaciona la actividad con la imagen. Escribe sobre la línea la opción que corresponda.
a) They are chatting.
b) They are talking by phone.
2 Read the dialogue with a partner.
Lee el diálogo con un compañero o compañera.
David: Hi, Sandy, it’s David. Would you like to see a movie today?
Sandy: No, thanks. Today I’m going to visit my grandmother.
David: OK. I understand. What about tomorrow?
Sandy: Yes, I’d love to.
David: OK. See you tomorrow at three o’clock at your place.
Sandy: Sure. See you tomorrow.
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Write
3 Correct the sentences according to the dialogue.
Corrige los enunciados de acuerdo con el diálogo.
a) Sandy has to visit her grandfather.
b) David invites Sandy to a soccer game.
c) David is going to see Sandy at school.
d) David is going to see Sandy at fi ve o’clock.
Think
4 Complete with the expressions in red in the dialogue.
Completa con las expresiones que aparecen en rojo en el diálogo.
Invitation
Answers
Read
5 Read the expressions from the chart.
Lee las expresiones de la tabla.
Would you like to go to the park?
Would you like to go to the museum?
Let’s go to see a movie at your place.
Yes, I’d love to. Yes, of course. That’s a good idea.
Write
6 Write a dialogue with the expressions from the box.
Escribe un diálogo con las expresiones del cuadro.
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Lesson 66 I hate horror moviesYou will accept or refuse invitations.Aceptarán o rechazarán invitaciones.
No, thanks.
Read
1 Read the dialogue with a classmate.
Lee el diálogo con un compañero o una compañera.
Mr. Smith: What are you doing?
Mrs. Smith: I’m writing an e-mail to Mario’s mother.
Mr. Smith: Good! Shall we go to the stadium when you fi nish?
Mrs. Smith: Thanks, but I don’t like soccer, as you know.
Mr. Smith: Well, why don’t we go to the movies? Today is the premier of Killerman.
Mrs. Smith: No, thanks. I hate horror movies.
Mr. Smith: So, would you like to visit the zoo?
Mrs. Smith: No, I can’t. I have to go to the dentist at fi ve o’clock. Why don’t you come with me?
Mr. Smith: OK. Let’s go to the dentist.
2 Find fi ve cognates in the dialogue.
Encuentra cinco cognados en el diálogo.
Write
3 Circle T if the sentence is true or F if it is false.
Encierra T en un círculo si el enunciado es verdadero o F si es falso.
a) Mrs. Smith is watching TV.
b) Mrs. Smith hates horror movies.
c) Mr. Smith invites Mrs. Smith to the movies.
d) Mrs. Smith and Mr. Smith are going to visit the zoo.
e) Mrs. Smith has an appointment with the dentist.
Think
4 Complete the questions in order to make invitations for places you like.
Completa las preguntas para hacer invitaciones a lugares que te gusten.
a) Why don’t we ?
b) Shall we ?
c) Would you like to ?
d) Let’s .
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5 Complete the chart.
Completa la tabla.
Yes No
Yes, I’d love to.
Yes, I’d like.
That sounds great.
It’s
_________________
idea.
No, ____________________.
No, I prefer to stay at home.
No, thank you. I’m very busy.
Thanks, I prefer to watch TV.
Write
6 Work in pairs to make a dialogue.
Trabaja en parejas y elabora un diálogo.
You: Why don’t we
Classmate: No,
You:
Classmate: No,
You:
Classmate: Yes,
An interesting fact • Un dato interesante
In 2010, for the fi rst time ever, a woman was awarded the best director’s award by the Academy of Arts and Cinematography. Her name is Kathryn Bigelow, and as an interesting fact, she beat her former husband, James Cameron, director of Avatar.
En el año 2010, por primera vez en la historia, una mujer fue premiada como mejor directora por los premios Oscar. Su nombre es Kathryn Bigelow y, como dato curioso, le ganó a su ex esposo James Cameron, director de la película Avatar.
Sequence 3Secuencia 3
In unit 3 sequence 3 you will learn to:
En la unidad 3 secuencia 3 aprenderás a:
• Write an invitation to a Valentine’s Day party.
Escribir una invitación para celebrar el día de San Valentín.
Unit 3Unidad 3
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Lesson 67 to our St. Valentine’s celebrationPart one
1 In order to enrich friendship and comradery between your classmates and all the students from your school, you can organize a celebration for St. Valentine’s Day. First, write a letter to ask for permission from the Principal at school. You can use the letter format below. Discuss with your classmates and teacher the date, place and time of celebration of St. Valentine’s. Answer the questions.
Para enriquecer la amistad y el compañerismo entre tus compañeros y todos los alumnos en tu escuela, puedes organizar el festejo del día de San Valentín. Primero, escribe una carta para pedir permiso al director de tu escuela. Usa el formato de la siguiente carta. Acuerda con tus compañeros y maestro la fecha, el lugar y la hora para la celebración del día de San Valentín. Contesta las preguntas.
3 Discuss the food and drinks for the party. Make a list.
Hablen acerca de la comida y las bebidas para la fi esta. Hagan una lista.
Food Drinks
4 How are you going to invite the students from your school to your party?
¿Cómo van a invitar a los alumnos de la escuela a su fi esta?
With:
a) a letter
b) an invitation card
c) an e–mail
Project • We invite you You will plan a party to boost friendship and comradery at school.Planearán un convivio para fomentar la amistad y el compañerismo en la escuela.
2 Copy the letter on a sheet of paper and send it to the Principal. Wait for the answer.
Copia la carta en una hoja de papel y envíala al director. Espera la respuesta.
a) Where is the celebration?
b) When is the celebration?
c) At what time is the celebration?
d) Who are going to attend the party?
Dear Principal:
The fi rst grade group would like to
celebrate day.
Regards,
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1 Design an invitation card for the St. Valentine’s party. Look at the example.
Diseña una tarjeta de invitación para la fi esta del día de San Valentín. Observa el ejemplo.
Lesson 68 to our St. Valentine’s celebrationPart two
Project • We invite you You will design an invitation for the party in order to let the community know about the date and time of it.Diseñarán una invitación para su convivencia donde se informe la fecha y la hora del mismo.
2 Give an invitation to each student at your school.
Da una invitación a cada uno de los alumnos de tu escuela.
3 Next class you are going to do your party. After that, exchange opinions about what happened.
En la próxima clase realizarán su fi esta. Después intercambien opiniones acerca de lo que pasó.
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Lesson 69 ReviewYou will solve drills to review the developed topics along the unit.Resolverán ejercicios para revisar los temas desarrollados a lo largo de la unidad.
Read and write
1 Unscramble the letters of the words according to the images.
Reacomoda las letras de las palabras de acuerdo con las imágenes.
r e c o c s g w s i m n m i n s i t n e
b x o n g i l l a s b e k t b a y l l a b v e o l l
2 Look at the chart and complete the text.
Observa el cuadro y completa el texto.
Soccer Basketball Boxing
Mario David
Mrs. Smith Mr. Smith
Mario likes , but he doesn’t like nor .
David likes soccer and , but he doesn’t like .
Mrs. Smith hates . She doesn’t like , but she likes basketball.
Mr. Smith loves . He likes , but he doesn’t like
.
o n
n g i
i i
brass dee acuerdo con las imágenes.
i i
y l l a b v e o l l
n s i t n en
y l l a b v e o l l
n s i t n e
b l l a s b
ReReeaacaccommomom dododaa a llalalalalalaasssssss llelelelettrtrtrtrtrasasasaa dde llalasss papap lalab
r e c o c s
alaabpp
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3 Locate the words.
Ubica las palabras.
apples pineapple oranges
bananas watermelon mangoes
4 Answer the questions with your information.
Contesta las preguntas con tu información.
a) Do you like vegetables?
b) Does your mother like apples?
c) Does your father like fruit?
d) What’s your favorite fruit?
e) Do you like oranges?
5 Order the dialogue.
Ordena el diálogo.
1 Mario: Sandy, what kind of movies do you like?
Sandy: Yes, I’d love to.
When is it?
Sandy: I like comedy movies and horror movies.
Mario: It’s next Friday at four o’clock.
Mario: Would you like to go to the premier of Killerman?
6 Read the dialogue.
Lee el diálogo.
Roxane: Hi! What are you doing?
David: We are planning a party at Philip’s house.
Roxane: That sounds great.
Sandy: We are talking about food. Shall we prepare some sandwiches?
Philip: No, it’s better to order some pizzas.
Mario: Yes, that’s a good idea. I love pizzas. Why don’t we buy some sodas too?
David: Sure. I will buy the sodas.
Roxane: Would you like a chocolate cake?
Philip: Yes, of course. It’s my birthday.
Mario: So, let’s invite some clowns.
7 Complete the chart with information from the dialogue.
Completa el cuadro con información del diálogo.
Invitations Answers
g
Ubiic
wa
bic
apples
bananas wa
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Self evaluation • Autoevaluación
I. Remember your English lessons and answer the questions.
Recuerda tus clases de inglés y contesta las preguntas.
1 ¿Cuánto siento que aprendí en la clase de inglés en esta unidad?
Mucho Poco Nada
¿Por qué?
2 ¿Logré mejorar lo que me propuse al fi nal de la unidad anterior? ¿Por qué?
3 ¿Qué puedo hacer para aprender más en la clase de inglés?
II. Answer the following questions.
Responde las siguientes preguntas.
1 What expressions do you use in order to express the things that you like?
2 What expressions do you use to express the things that you don’t like?
3 What are the expressions we use to describe the location of objects or people in a room?
4 What’s the conjunction we need to mention similar elements?
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Support material • Material de apoyo
Topics / Temas Suggested material / Material sugerido
Visit the BBC offi cial website an review how to express preferences, likes and dislikes.
Visit the BBC offi cial website and review how to invite and respond to invitations.
http://learnenglish.britishcouncil.org/en/english- grammar/verbs/infi nitive
http://learnenglish.britishcouncil.org/en/english-grammar/verbs/verbs-ing-forms
http://learnenglish.britishcouncil.org/en/english-grammar/verbs/verbs-followed-ing-clauses
http://learnenglish.britishcouncil.org/en/english-grammar/verbs/modal-verbs/ability-permission-request-and-advice
http://learnenglish.britishcouncil.org/en/how/how-to-turn-down-invitation
http://learnenglish.britishcouncil.org/en/english-grammar/verbs/question-forms
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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, difi cultades o defi ciencias 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, difi cultades o defi ciencias, que se han detectado en:
Para solventarlos deberá:
Observaciones o comentarios del padre de familia o tutor:
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Unit 5Unidad 5
Places and buildings Lugares y edifi cios
Sequence 1Secuencia 1
In unit 5 sequence 1 you will learn to:
En el bloque 5 secuencia 1 aprenderás a:
• Identify cognates, that are, words which meaning and spelling are similar to words in Spanish, in order to help you understand texts.
Identifi car palabras de escritura y signifi cado similar en inglés y en español (cognados) para ayudarte a comprender textos.
• Use the indefi nite articles a/an to talk about public places.
Utilizar los artículos indefi nidos a/an para hablar sobre lugares públicos.
• Use the defi nite article the correctly to talk about specifi c objects
Emplear correctamente el artículo defi nido the para hablar de objetos específi cos.
Purpose • Propósito
The purpose of this unit is to enable students to describe the place where they or other people live, and to ask for and give directions.
El propósito de esta unidad es capacitar a los estudiantes para describir el lugar donde ellos u otras personas viven, y pedir y dar indicaciones.
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Zoológico de Chapultepec
Lesson 100 to PueblaYou will identify the cognates in a text.Identifi carán los cognados en un texto.
Read
1 Read the dialogue and circle the cognates.
Lee el diálogo y encierra los cognados.
Lorena: Welcome to Puebla. Where are you from?
Martha: I’m from Mexico City.
Lorena: Oh! It’s near from here, but I’ve never visited it. How is it like?
Martha: It’s a beautiful and big city. It has many malls, museums, markets, theatres, parks, supermarkets and more. And what about Puebla?
Lorena: Well, it’s a small city, but it has a big mall, a beautiful cathedral, many churches and a very famous zoo where the animals live freely. It is called Africam Safari.
Martha: Mexico City also has a famous zoo. It is called Chapultepec Zoo.
2 Write the name of the cities where these zoos are located.
Escribe el nombre de las ciudades donde se ubican estos zoológicos.
Welcome
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Write
3 Answer the questions.
Contesta las preguntas.
a) Where is Lorena from?
b) What does Puebla look like?
c) What does Mexico City look like?
d) Where is the Africam Safari?
e) Where is the Chapultepec Zoo?
5 Answer the questions with your information.
Contesta las preguntas con tu información.
a) Where are you from?
b) What is the name of your town?
c) What does it look like?
d) Do you like it? . Why?
6 Describe the place where you live and draw it in your notebook.
Describe el lugar en donde vives y dibújalo en tu cuaderno.
Write
Think
4 Circle the answer that corresponds.
Encierra en un círculo la respuesta que corresponda.
These words are similar in two different languages and their meaning is the same.
a) Verbs
b) Cognates
c) Numbers
22020202020202020000000202000000020200220000000000002200220222222 333333333333333333333333333333333333333333333
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Lesson 101 for a grocery storeYou will identify the usage of a/an to talk about public places.Identifi carán el uso de a/an para hablar de lugares públicos.
Read
I’m looking
1 Look at the pictures and complete the sentence.
Observa los dibujos y completa el enunciado.
It is the place where you can buy fruits and vegetables:
2 Read the dialogue.
Lee el diálogo.
Martha: I’m looking for a grocery store, my mom needs some tomatoes. Can you tell me where I can fi nd one?
Lorena: Yes, of course. There’s a grocery store next to the post offi ce. I have an idea, I’m going to show you some of the stores in town.
Martha: That’s a good idea.
Lorena: Look, over there is an stationery store and a candy shop. If you don’t have a computer there is an internet cafe. There is also a library between the market and the bank.
Martha: Is there a bookstore near here?
Lorena: Yes, there is one next to the drugstore. There is also a big hospital.
Write
3 Write True or False.
Escribe True (verdadero) o False (falso)
a) Lorena is looking for a grocery store.
b) Martha’s mother needs some tomatoes.
c) The grocery store is next to the post offi ce.
d) Lorena helps Martha to fi nd a grocery store.
A candy shop
A drugstore
A greengrocer’s
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Think
4 Complete the sentences.
Completa los enunciados.
a) We use the article when the next word begins with a vowel sound.
b) We use the article when the next word begins with a consonant sound.
Write
5 Match the images with the words. Write a or an.
Relaciona las imágenes con las palabras. Escribe a o an.
Example:
Restaurant Internet cafe Museum Bank
Airport Hospital Principal’s offi ce School
An airport A hospital
6 Write about the public places in your neighborhood and draw them.
Escribe y dibuja sobre los lugares públicos que hay en tu colonia.
In my neighborhood there is...
SchoolAirport H
AAAA iii ttt
Airport Hospital Principal s offi c
AA hhho iitit llal
H
AnAnAnAn aaaaairiririrpopopopopopppp rtrtrtrtt ppAnAn aairirpoportrt A A hosppitittttalalalalal AA hohospspititalpppp
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Lesson 102 interesting placesYou will identify the defi nite article the usage in its singular and plural forms to talk about specifi c items.Reconocerán el uso del artículo defi nido the en su forma singular y plural para hablar de cosas específi cas.
Read
A brochure with
1 Choose an option to complete the sentence.
Elige una opción para completar el enunciado.
Lorena: Hi Martha. Guess what? I have something for you.
Martha: Really? What is it?
Lorena: It’s a about Puebla. I hope you like it.
a) e-mail
b) letter
c) brochure
2 Read the information.
Lee la información.
Puebla is a small and clean city in Mexico which attracts a lot of tourists every year. There are many beautiful places to visit like the Cathedral downtown; the Angelopolis mall, which is the biggest in the city; the most interesting archaeological site, Cholula; the Fuertes de Loreto y Guadalupe, which are historical sites, and in the markets you can eat traditional dishes and buy handcrafts. Also you can go to the Safari zoo, where you can see free animals. Puebla is a good option to have a wonderful vacation.
3 Answer the questions.
Contesta las preguntas.
a) Where is Puebla?
b) What does Puebla look like?
c) Write the places you can visit in Puebla
d) What’s the name of the place where animals live freely?
e) What can you do in traditional markets?
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The car
Think
4 Complete the sentence.
Completa el enunciado.
a) We use the defi nite article when we talk about a specifi c thing in singular or plural. For example:
Sequence 2Secuencia 2
In unit 5 sequence 2 you will learn to:
En la unidad 5 secuencia 2 aprenderás a:
• Describe objects around you using the expressions there’s/there are.
Describir lo que hay a tu alrededor utilizando there’s, there are.
• Ask and give instructions to arrive to a specifi c place.
Pedir y dar instrucciones para llegar a algún lugar.
• Make specifi c information questions with the words what, where, when, why.
Hacer preguntas de información específi ca utilizando what, where, when, why.
Unit 5Unidad 5
The applesThe
shoes
The skirt
b) Write the meaning of the in Spanish:
Write
5 Complete the sentences with a, an, the.
Completa los enunciados con a, an, the.
a) biggest mall in Puebla is Angelopolis.
b) There is Italian restaurant next to the bank.
c) In market you can eat traditional dishes.
d) animals at the zoo live freely.
e) Puebla is good option to have a wonderful vacation.
6 Make a brochure about a place you like and know. Follow the example from exercise two.
Elabora un folleto acerca de un lugar que te guste y que conozcas. Sigue
el ejemplo del ejercicio dos.
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Lesson 103 bank near here?You will notice the usage of there is/there are so as to question and answer about the items around in singular or plural form.Identifi carán el uso de there is/are para preguntar y responder lo que hay a su alrededor en forma singular o plural.
Read
1 Do you remember ordinal numbers? If not, go back to unit 1 and complete the series of numbers.
¿Recuerdas los números ordinales? Si no, regresa a la primera unidad y completa la serie de números.
10th
9th Nineth
8th
7th Seventh
6th
5th
4th Fourth
3rd Third
2nd
1st First
2 Read the dialogue and write on the lines the missing words.
Lee el diálogo y escribe sobre las líneas las palabras que faltan.
Martha’s mother: Excuse me. Is there a beauty parlor in this mall?
Woman: Yes, there is one on the second fl oor.
Martha’s mother: And, are there any shoe stores?
Woman: Yes, there are three on the third fl oor.
Martha’s mother: Is there a bank over here?
Woman: Yes, there is one on the fi rst fl oor and one on the fourth fl oor.
Martha’s mother: Is there a post offi ce?
Woman: No, there isn’t.
Martha’s mother: Are there any restaurants on the fi rst fl oor?
Woman: No, there aren’t. They are on the fi fth fl oor.
Is there a
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Think
3 Classify the words in red in the dialogue.
Clasifi ca las palabras en rojo del diálogo.
Singular Plural
Question
affi rmative
Answer
negative
Speak
4 Interview a classmate.
Entrevista a un compañero.
a) What’s your name?
b) What’s the name of your town?
c) Are there any stores in your town?
d) Is there a market in your town?
e) Are there any schools in your town?
t
a
iv
e
Speak
l fClassify
Clasifi ca l
Question
affi rmat
AnAnAnA swws er
nenegative
Speak
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Lesson 104 the bank?You will notice expressions to ask about the location of a place.Identifi carán las expresiones para preguntar por la ubicación de algún lugar.
Read
1 Read the dialogue with a classmate.
Lee el diálogo con un compañero o compañera.
Martha’s father: Excuse me. Is there a bank nearby?
Policewoman: Yes, there is one on Zaragoza street.
Martha’s father: And where is Zaragoza street?
Policewoman: It’s three blocks from here.
Martha’s father: Thanks. Is there a bookstore around here?
Policewoman: Yes, there is one next to the market.
Martha’s father: Finally, where can I buy some tourist brochures?
Policewoman: In the tourist information stand. There’s one in front of the market.
Martha’s father: Thank you very much.
2 Write the missing public places according to the dialogue.
Escribe los lugares públicos que faltan, basándote en la información del diálogo.
Where is
ananananan IIIII bbbbbuyuyuyuyuyuyu ooochchchchuurururesessse ????
nnnnnnd.dd.dd.d.dd.dd. ront of
mmucucuuuch.h.h.h.h.
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Write
5 Order the sentences to write a dialogue.
Ordena las oraciones para formar un diálogo.
How can I get there? Thanks. I prefer walking.You can walk for six blocks or
take a taxi.
It’s on Nelson avenue.Excuse me, where’s the nearest
supermarket?
Martha’s father:
Policewoman:
Martha’s father:
Policeman:
Martha’s father:
Write
3 Circle T if the sentence is true or F if it is false.
Encierra T en un círculo si el enunciado es verdadero o F si es falso.
a) Martha’s father is asking for a park.
b) There is a bookstore on Zaragoza street.
c) There is a bank next to the market.
d) The tourist information stand is next to the bank.
e) The bookstore is in front of the tourist information stand.
Think
4 Go back to the dialogue in exercise 2 and circle the expressions used to ask for a place.
Regresa al diálogo en el ejercicio 2 y circula las expresiones utilizadas para preguntar por un lugar.
22222222212121212222121111111
Excuse me, where’s the nearest supermarket?
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Read
1 Read the e-mail.
Lee el correo electrónico.
From: [email protected]: [email protected]: Greetings from Puebla
Dear Susana,
I want to tell you about my new house in Puebla. The town
where I live is nice. There is a big hospital where my father
works. There is a market where my mom buys all we need
to cook. There is a park and sometimes I go to play with
my new friend Lorena. The school where I study is beautiful
and there are many teachers, they are friendly and nice.
There are many stationery stores to buy all the materials I
need for my homework. There is a small church. In Puebla
there are a lot of them. There are two banks and there is
one Internet cafe. I miss you a lot. I hope you’re OK.
Regards
Martha
Lesson 105 of my townYou will identify the negative and positive forms of there is/there are in order to describe the public places in the community.Identifi carán la forma negativa y positiva de there is/there are para describir los lugares públicos que hay en la comunidad.
Write
3 Answer the questions.
Contesta las preguntas.
a) What does Martha’s father do?
b) Where do Martha and her family live now?
c) What are Martha’s teachers like?
d) Write some of the places that are in Martha’s town.
2 Read the e-mail and draw the map of Martha’s neighborhood.
Lee el correo electrónico y dibuja el mapa de la colonia de Martha.
This is a map
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4 Complete the chart.
Completa el cuadro.
Affi rmative Negative
Singular There is
Plural There aren’t
Think
5 Put a next to the public places there are in your town.
Escribe junto a los lugares públicos que hay en tu comunidad.
a bank a church
a market a drugstore
a school a park
a hospital a bakery
an Internet cafe a restaurant
Write
6 Write an e-mail to a friend that lives in another city.
Escribe un correo electrónico a un amigo de otra ciudad.
From: To: Subject:
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Lesson 106 CheckYou will solve drills to reafi rm what you learned throughout the unit.Resolverán ejercicios para reafi rmar los conocimientos adquiridos en esta unidad.
Read
1 Read the text. Underline the cognates in the text.
Lee el texto. Subraya los cognados en el texto.
Write
2 Circle T if the sentence is true or F if it is false.
Encierra T en un círculo si el enunciado es verdadero o F si es falso.
a) Mexico City is one of the biggest cities in the world.
b) In Mexico City there are many airports.
c) There is just one restaurant in Mexico City.
d) People from other countries can visit Mexico City.
e) The museums in Mexico City are interesting.
Think
3 Complete the list.
Completa la lista.
These words are the ones that are similar in English and in Spanish:
Visit
Mini
cognados en el texto.
VISIT MEXICO CITYVISIT MEXICO CITYMexico City is one of the biggest cities in the world. There
are many interesting museums, beautiful old houses and
monuments on many streets in downtown.
There are also many beautiful parks, zoos, lots of modern
shopping malls and excellent restaurants of typical Mexican
food and international food. There is a big airport for visitors
from all the Mexican Republic and from other countries.
There are also many friendly people.
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Write
4 Match the columns.
Relaciona las columnas.
Bookstore
Shoe store
Bakery
Stationery store
An interesting fact • Un dato interesante
Indra K.Nooyi (born in India) is the CEO of Pepsi Co. since 2007. She is
one of the fi ve most powerful women around the world.
Indra K. Nooyi (nacida en la India) es la presidenta del corporativo Pepsi a nivel
mundial desde el año 2007, lo que la convierte en una de las cinco mujeres más poderosas del mundo.
5 Read the text and write on the lines the missing words.
Lee el texto y escribe sobre las líneas las palabras que faltan.
In this big shopping mall there are many places. On the fi rst fl oor there are two banks and a restaurant. On the second fl oor there is a nice beauty parlor and a gymnasium. On the third fl oor there are lots of clothing stores. On the fourth fl oor there is one pharmacy and a supermarket. On the fi fth fl oor there is a bakery and a coffee shop. On the sixth fl oor there is a big parking lot.
write owrite onn tthhehe
y (CEO of
ono e oararara ouounn
Indra Kpreside
m
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Lesson 107 Allende StreetYou will use it’s/they’re to answer questions about the location of public places.Usarán it’s/they’re para responder preguntas acerca de la ubicación de lugares públicos.
Read
The park is on
1 Write a sentence on each image. Use the prepositions between, next to, on, in front of and the expression on the corner of.
Escribe un enunciado en cada una de las imágenes. Usa las preposiciones between, next to, on, in front of y la expresión on the corner of.
Write
3 Answer the questions.
Contesta las preguntas.
a) Where’s the bookstore?
b) How many banks are there in the town?
c) Where’s the park?
d) Where are the banks?
2 Read the dialogue with a partner.
Lee el diálogo con un compañero o compañera.
Martha’s father: Martha, do you know where the drugstore is? I need to buy some medicine.
Martha: Yes, it’s next to the bookstore.
Martha’s father: Also I need to go to the bank. Where can I fi nd one?
Martha: There are two in town. They’re on Zapata Street. One of them is on the corner of Zapata Street and Morelos Avenue. There is another one at the end of the street. Dad, can I go play at the park with Lorena?
Martha’s father: Where’s the park?
Martha: It’s on Allende Street, in front of the bookstore.
f..
a.
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ey’rreeeehehhemmmmmm
eee.. e e e enenene ddddddd
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Speak
Think
4 Complete the answers.
Completa las respuestas.
Singular:
a) Where is the market? between the
library and the stationery store.
Plural:
B) Where are the banks? on Zapata
Street.
Write
5 Use the nouns in red from exercise 2 and write them on the place that corresponds.
Utiliza los sustantivos en rojo del ejercicio 2 y escríbelos en el lugar que les corresponda.
Excuse me. Where’s
a drugstore?
It’s on Zapata street, between the church and the bookstore.
6 Work in pairs. Ask your partner where the places are located, use the places located in the map from exercise fi ve.
Trabajen en parejas. Pregunta a tu compañero o compañera dónde estan ubicados los lugares, uitiliza el mapa del ejercicio 5.
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Open its doors to allyoung people
15%discount onskirts and jackets
20%discount onjeans and T-shirts
Opening also onweekends
Look at the map to get there!
aBakery
Hospital
$
Bio
sta
tion
7FASHION
Morelos Street
Chiapas Avenue
Veracruz Street
Yuc
atan
Ave
nue
Sin
aloa
Ave
nue
Son
ora
Str
eet
Lesson 108 the mapYou will make up an advertisement for a store. Crearán un anuncio para promocionar una tienda.
Read
1 Read the text. Underline the corresponding answer.
Lee el texto. Subraya la respuesta que corresponda.
Write
2 Answer the questions.
Contesta las preguntas.
a) What is the name of the shop?
b) When does the shop open?
c) What kind of people is the shop for?
d) What can you buy in the shop?
e) What does the advertisement include to get to the shop?
1 What kind of text is it?
a) A brochure b) An advertisement
Look at
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Son
ora
Ave
nue
A grocery store
A stationery store
A bakery
A drugstore
A bookstore
A shoe store
Write
4 Choose one of the stores and create an advertisement similar to the one in exercise two.
Elige una de las tiendas y crea un anuncio similar al del ejercicio dos.
Think
3 Match the columns.
Relaciona las columnas.
In this store you can buy chocolate doughnuts and bread.
In this store you can buy aspirins, alcohol and bandages.
Is the store where you buy tomatoes, potatoes and carrots.
If you need some sheets of paper or a pencil you can go to this store.
If you need a new pair of shoes you can visit this store.
Is the store where you can buy books.
A
B
C
D
E
F
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Lesson 109 left, turn rightYou will notice expressions to give directions.Identifi carán expresiones para dar instrucciones de cómo llegar a un lugar.
Read
Go straight, turn
1 Write the expresions go straight, turn left, turn right, under the corresponding sign.
Escribe las expresiones go straight, turn left, turn right, debajo de la señal correspondiente.
2 Read the dialogue with a person sitting nearby.
Lee el diálogo con una persona sentada cerca de ti.
Ring, ring.
Martha: Hello.
Lorena: Hi Martha. This is Lorena. Do you know about the new boutique in town?
Martha: Yes, I have an advertisement about it.
Lorena: How can I get there?
Martha: From the monument go straight on Sonora Street. Turn right on Chiapas Avenue. Go straight and turn left on Veracruz Street. Go straight and turn left again on Yucatan Avenue. It’s next to the bakery. Would you like to visit the store with my mom and me?
Lorena: Yes, of course.
Write
3 Solve the exercise.
Resuelve el ejercicio.
a) Go straight in Spanish means:
b) Turn left in Spanish means:
c) Turn right in Spanish means:
d) Does Lorena have an advertisement of the new store?
e) Who is Lorena going to visit the new store with?
Open its doors to allyoung people
15%discount onskirts and jackets
20%discount onjeans and T-shirts
Opening also onweekends
Look at the map to get there!
aBakery
Hospital
$
Bio
sta
tion
7
FASHIONMorelos Street
Chiapas Avenue
Veracruz StreetY
ucat
an A
venu
e
Sin
aloa
Ave
nue
Son
ora
Str
eet
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Write
5 Read the directions and mark the ways with different colors. Write on the lines the places where you arrive.
Lee las direcciones y marca los caminos con colores diferentes. Escribe sobre las líneas el lugar a donde llegas.
Think
4 Choose the corresponding answer.
Elige la respuesta correspondiente.
1 The expressions in red in the dialogue are
a) Suggestions
b) Directions
c) Adjectives
a) Go straight for three blocks. Turn right, it’s next to the shoe store.
b) Go straight for one block. Turn left and go straight for two blocks. Turn right and go straight for two blocks. It’s on your left.
c) Go straight for two blocks. Turn left, it’s across from the street, next to the bookstore.
d) Go straight for one block. Turn left and go straight for two blocks. It’s in front of the bus station.
6 Draw a map of your town and mark the way from your house to your school. Write the directions. Include the public places in the map.
Dibuja el mapa de tu comunidad y marca el camino de tu casa a tu escuela. Escribe las direcciones. Incluye lugares públicos en el mapa.
ABC
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Lesson 110 to the gas station?You will ask and answer for directions.Preguntarán y responderán cómo llegar a un lugar específi co.
How can I get
Read
1 Read the dialogue and draw the way on the map.
Lee el diálogo y dibuja el camino en el mapa.
Martha’s father: Excuse me. How can I get to the nearest gas station?
Policeman: Well, go straight for two blocks and then turn right on Fourth Street.
Or go straight and turn right on Third Street.
Martha’s father: Is the gas station there?
Policeman: No, it isn’t. Go straight for two blocks and turn left. Go straight and turn left on Second Street. Go straight for two blocks and turn right.
Martha’s father: And where’s the gas station?
Policeman: It’s near. Go straight and turn right on First Street. Go straight and the gas station is on your left. Do you understand?
Martha’s father: I think so. Thanks.
Policeman: You’re welcome.
StationaryStore
Pharmacy
Gas Station
First Street
Market
Second Street
Bakery
Shoe Store
Third Street
Supermarket
Bank
Fourth Street
PPoPoPolilliliiliccecececemammammm nn:n:: YoYoYoYouu’u’u’rererere wwwwele comemememe
macy
Gas
M
h Street
PoPoPoP liliilicecececec mamamamammman:n:n:n: YoYoYYouuuurererere wwwwelelcococomemememem ..Station
Market
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Write
4 Order the expressions to write a dialogue.
Ordena las expresiones para escribir un diálogo.
Excuse me, is there a stationery store over there?
Go straight on Pink Avenue and turn left. Go straight for two blocks, it’s on your right.
How can I get there?
Thank you.Yes, there’s one on Red Street.
You’re welcome.
Robert:
Policeman:
Robert:
Policeman:
Robert:
Policeman:
5 Look at the map on exercise one. In pairs, ask and answer questions like this and write them.
Observa el mapa del ejercicio uno. En parejas, pregunten y respondan como en el ejemplo. Escribe las preguntas y respuestas.
How can I get to the bakery?
Go straight for four blocks and turn right. Go straight, it’s on Second Street.
You: How can I get to ?
Classmate:
You: ?
Classmate:
Speak
2 Answer the questions.
Contesta las preguntas.
a) Where do you arrive with the fi rst directions from the policeman?
b) Where do you arrive with the second directions from the policeman?
c) Where do you arrive with the last directions?
d) Write the shortest directions to arrive to the gas station.
Think
3 Answer the question.
Contesta la pregunta.
a) When do we use How can I get to…?
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Lesson 111 my schoolYou will make a poster to promote your school using sequencing adverbs.Crearán un póster para promocionar su escuela utilizando adverbios secuenciales.
Read
1 Answer the questions.
Contesta las preguntas.
a) How well do you know your school?
b) What’s the name of your school?
c) How many students are there in your school?
d) How many teachers are there in your school?
2 Read the dialogue.
Lee el diálogo.
Lorena: OK. Let’s start making the poster for the school’s bulletin board.
Martha: First, let’s write the name of the school on top of the poster.
Pablo: Then let’s write “The best school in town”.
Sandy: That’s a good idea. After that, let’s write the characteristics of the school.
Lorena: We can also use some illustrations, draw a map and write the telephone number of the school.
Martha: That sounds great. Finally, we can place it on the bulletin board.
Welcome to
We have many subjects each day
We have classes from 7:30 to 13:40
Some subjects are:*Spanish *English
*Mathematics *Computers *History
Other activities are: Music and
Dance
Our address is: 3 Madero Street,San JuanTelephone number: 34-21-00-56
TELESECUNDARIA 380
BENITO JUAREZ“THE BESTSCHOOL IN TOWN”
es
””
300 students say, “This is a great school”
Other accccccctitititiitiittiivvvivvvvvvvv ties are: Musususususususssusssiciciciciciciciciccicciii andddd
Daaaaaaaancncncncncncncnnncnce
33333333333333333300000000000 ssttttttuudddddddddddddddddddddddentssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssss ssssssssaaaaaaayy,, ““““““““““Thiss iiiiisssssssss aaaaaaaaaaaaaaaa gggggggggggreat sssssssssssccccccccccccchhhhhooooooooooooooooooooooooooooooooooooooollll”
a gggggggrearea
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Write
3 Answer the questions.
Contesta las preguntas.
a) What are the students doing?
b) What does the poster include?
c) Where are the students going to place the poster?
Think
4 Write the sequence words, they are in the dialogue.
Escribe las palabras que indican secuencia, están en el diálogo.
Write
5 Answer the questions about your school to help you create the poster.
Contesta las preguntas acerca de tu escuela para ayudarte a crear tu póster.
a) What are the name and address of your school?
b) How many students does it have?
c) What is your school’s address?
d) What is your school’s telephone number?
e) Does your school have extra activities? Which ones?
f) Which subjects does your school have?
g) What time do classes start?
h) What time do classes fi nish?
6 Work in groups to make a poster about your school. You can make a draft in this space.
Trabajen en grupos para hacer un póster acerca de su escuela. Puedes hacer un borrador en este espacio.
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Lesson 112 “Palacio de Bellas Artes”?You will follow directions to locate places in a map.Seguirán instrucciones para ubicar lugares en un mapa.
Read
How can I get to the
1 Write the corresponding option on the illustrations.
Escribe la opción correspondiente en las ilustraciones.
a) “Monumento a la Revolución”
b) “Palacio de Bellas Artes”
2 Read the dialogue with the classmate sitting on your right.
Lee el diálogo con el compañero o compañera sentado a tu derecha.
(You are at the “Plaza de la Constitución”, in front of the Cathedral.)
Tourist: Excuse me. How can I get to the “Palacio de Bellas Artes”?
Policewoman: Go straight 5 de Mayo Street for about seven blocks. It will be in front of you, you can’t miss it. It’s very big and beautiful.
Tourist: Thanks. And where’s the “Monumento a la Revolución”?
Policewoman: It’s on Plaza de la República.
Tourist: Can I get there walking from here?
Policewoman: No, because it is very far. But you can take a taxi or the subway.
Tourist: OK. Thanks, you are very kind.
Write
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.
a) The “Palacio de Bellas Artes” is on Plaza de la República
b) The tourist is asking for the “Monumento a la Revolución”.
c) The policewoman isn’t kind.
d) The “Palacio de Bellas Artes” isn’t small and ugly.
e) The “Palacio de Bellas Artes” is on Lázaro Cárdenas Avenue.
b)b) PPalacio de Bellas Ab)b)) PPala acio de Bel
ToToTourururu
lilililiiccc
uruuu
lililillilicccc
ururuuuuuu
i
TToTouu
PoPoPPolllll
ToTT u
PoPPoPoPPoPoPoPoPoPPPollllll
ToToTooToToToToToTTTTTTTTTTTTT uuuu
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Think
4 Complete the sentence with information from the dialogue.
Completa el enunciado con información del diálogo.
These phrases are used to give directions:
6 Work in pairs. One student will give directions, and the other student will be the tourist. Ask for the next directions.
Trabajen en parejas. Un estudiante dará las instrucciones y otro será el turista. Pregunta por las siguientes direcciones.
You are at: The tourist wants to go to:
Monumento a la Revolución Frontón México
Senado Palacio de Bellas Artes
The corner of Reforma Avenue and Hidalgo Avenue
Correos
Franz Mayer museum Casa de los azulejos
Write
5 Look at the map and answer the questions.
Observa el mapa y contesta las preguntas.
a) How can I get to the “Monumento a Cristóbal Colón” from the “Monumento a la Revolución”?
b) How can I get to the “Casa de los azulejos” from the “Palacio de Bellas Artes”?
c) How can I get to the Franz Mayer museum from the “Senado”?
1 Monumento a la Revolución
2 Frontón México
3 Franz Mayer museum
4 Correos
5 Senado
6 Casa de los azulejos
7 Monumento a Cristóbal Colón
8 Palacio de Bellas Artes
9 Plaza de la Constitución
titionons:s:
e questions. 1 Monumento a la Revolución
2 F tó Mé i
1 2
3
4
5
6
7
9
8Paseo de la Reforma
Lázaro Cárdenas
Juárez
5 de Mayo
Hidalgo
Plaza de la República
Plaza de la Constitución
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Lesson 113 CheckYou will solve exercises in order to review what you learned in previous lessons.Resolverán ejercicios para reafi rmar los conocimientos adquiridos en las lecciones anteriores.
Read
1 Look at the images and write on the lines the corresponding words.
Observa las imágenes y escribe sobre las líneas las palabras que correspondan.
Whales Elephant
Giraffe Seahorse
2 Look at the images and write the words in the corresponding place.
Observa las imágenes y escribe las palabras en el lugar correspondiente.
Elephanthouse
Aquarium
Gorilla houseSnake pond
BirdhouseRestaurant
Park Restrooms
The bugs House
3 Complete with the corresponding question or answer.
Completa con la pregunta o respuesta correspondiente.
a) How can I get to the elephant house from the gorilla house?
b) How can I get to the aquarium from the restaurant?
c) How can I get to the park from the snake pond?
d) . It’s between the restaurant and the gorilla house.
e) . They are in front of the aquarium.
Mini
eriooreess..
yy plos conocimienienennttostostostos adada quiridos en la
es y escribe sobre las ue corressppopopoooonddndndndndndanananaaa .corresspppopopoonddndndaaannn.
m
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Think
4 Complete the chart with the information you have studied.
Completa el cuadro con la información que has estudiado.
Directions Prepositions Questions
Write
5 Complete the dialogues.
Completa los diálogos.
A)
Tourist: Excuse me. Where’s the aquarium?
Margarita: It’s .
Tourist: Thank you.
Margarita: .
B)
Tourist: Excuse me. .
Luis: Go straight. Turn right and go straight. It’s at the end of the way, next to the park.
Tourist: .
Luis: You’re welcome.
6 Write there is/there are on the lines.
Escribe there is/there are sobre las líneas.
What animals are in a zoo?
a) There is a lion.
b) an elephant.
c) many monkeys.
d) crocodiles.
e) a jaguar.
f) snakes.
g) a toucan.
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Lesson 114 to your house?You will use wh-words to get specifi c information.Utilizarán las palabras que inician con wh para obtener información específi ca.
How can I get
Think
What words do we use in Spanish to get specifi c information?
Read
1 Read the dialogue with the classmate sitting on your left.
Lee el diálogo con tu compañera o compañero sentado a tu izquierda.
Lorena: Hello boys and girls. I want to invite you to my birthday party.
Hugo: When is it?
Lorena: It’s next Saturday at four o’clock in my house.
Sandy: Andy where’s your house?
Lorena: It’s on 27 Veracruz Street.
Pablo: How can we get there?
Lorena: From the secondary school go straight on Tlaxcala Avenue for three blocks. Turn right on Veracruz Street and go straight. It’s at the end of the street on your left. You can take your favorite music.
Martha: And don’t forget the gifts. Ha, ha, ha.
Think and write
2 Complete the invitation to the birthday party with information from the dialogue.
Completa la tarjeta de invitación de cumpleaños con información del diálogo.
Write
3 Answer the questions.
Contesta las preguntas.
a) Who is inviting her friends to a birthday party?
b) When is the birthday party?
c) Where is the birthday party?
d) Who are the guests at the party?
e) What’s Lorena’s home address ?
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MAP
Write
4 Create the invitation to your own birthday party and draw a map to get to your house.
Crea tu propia invitación de cumpleaños y
dibuja un mapa para llegar a tu casa.
Sequence 3Secuencia 3
In unit 5 sequence 3 you will learn to:
En la unidad 5 secuencia 3 aprenderás a:
• Write a brochure about a place you are interested in.
Escribir un folleto turístico sobre algún lugar que te interese.
Unit 5Unidad 5
5 Write the directions to get to your house from school.
Escribe las instrucciones para llegar a tu casa desde la escuela.
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Lesson 115
Introducing the main ideaPresentación de la idea principal
1 Discuss with your classmates and teacher the idea to create a brochure or an advertisement about a town, city or country in order to know different places.
Analiza con tus compañeros y tu maestro la idea de producir un folleto o un anuncio acerca de un pueblo, ciudad o país para conocer diferentes lugares.
Part one
ProjectA travel brochure
ProjectA travel brochure
Producing the brochure or advertisement
Producción del folleto o anuncio
1 The members of the groups will share the information they brought and will organize it.
Los miembros de los equipos compartirán la información obtenida y la organizarán.
2 Make a draft with the information that will be included in the brochure or advertisement.
Elaboren un borrador con la información que incluirán en el folleto o anuncio.
3 Design the structure. Illustrate your brochure or advertisement to make it more attractive.
Diseñen su estructura. Ilustren su folleto o anuncio para hacerlo más atractivo.
Lesson 116 You will select the place that you will promote in your project’s brochure.
Elegirán el lugar que promoverán en el folleto o anuncio de su proyecto.
You will organize the information that will be included in the brochure or poster.
Organizarán la información que incluirán en el folleto o anuncio.
2 Form groups and give ideas about the places you would like to research about.
Formen grupos y den ideas acerca de los lugares que les gustaría investigar.
3 For homework bring in the corresponding information.
Como tarea, traerán la información correspondiente.
Part two
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4 Answer and use the following questions as a guide.
Contesta y usa las siguientes preguntas como guía.
a) What’s the name of the place you are going to promote?
b) Where is it?
c) How can you get there?
d) Make a map of the place including names of the streets and avenues, all the public places there are, the places to visit, etc.
e) What are the main attractions and places for hotel accommodations?
5 For homework you will bring the material you will need, for example, sheets of paper in different colors, scissors, glue, pictures, etc.
Como tarea, traerán el material necesario, por ejemplo, hojas de colores, tijeras, resistol, dibujos para ilustrar, etcétera.
ProjectA travel brochure Lesson 117
Making the brochure or advertisement
Elaboración del folleto o anuncio
1 With the material required, each student in each group will produce the travel brochure or advertisement with the information from the last class and will illustrate it. Write the name of the place, its characteristics, how people can get there, etc. Suggestion: Use your best handwriting and keep your work nice and clean.
Con el material requerido, cada alumno del equipo producirá el folleto o anuncio con la información de la clase anterior y lo ilustrará. Escribe el nombre del lugar, sus características, cómo se puede llegar ahí, etc. Sugerencia: Usen una bonita escritura y cuiden la limpieza de su trabajo.
You will design the draft with the organized information and images.
Diseñarán el borrador con la información organizada y las ilustraciones.
Part three
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Part fourP tttttttttfff
Editing the brochure or advertisement
Edición el folleto o anuncio
Lesson 119
Sharing texts Compartir los textos
1 In this class you will exchange your brochures or advertisements with your classmates in order to know about the place they promote. After reading them you will answer some questions.
En esta clase intercambiarán sus folletos o anuncios con sus compañeros para saber acerca del lugar que promocionan. Después de leerlos contestarán algunas preguntas.
2 Answer the following questions.
Contesta las siguientes preguntas.
a) What’s the place you are interested in?
b) Where is it?
c) Would you like to visit it?
d) Why?
You will check the written work in order to correct mistakes.
Revisarán el escrito elaborado para corregir errores.
Lesson 118 You will exchange the brochureor poster with other classmates to share the included information.
Intercambiarán el folleto o anuncio con otros compañeros para compartir la información.
ProjectA travel brochure
ProjectA travel brochure
1 After you fi nish your brochure or advertisement, you have to check it with your teacher. He/she will check the structure, the illustrations and the content. If you have a mistake you have to correct it. If it is necessary you must do your advertisement or brochure again with new material. Each student in your group will do the same as you. When you have done all the corrections, you can make copies of your texts and bring them for next class.
Después de terminar tu folleto o anuncio, tu maestro o maestra revisará la estructura, las ilustraciones y el contenido. Si tienes algún error debes corregirlo. Si es necesario, deberás hacer tu folleto o anuncio nuevamente. Cada alumno en tu grupo hará lo mismo que tú. Cuando hayan hecho todas las correcciones, pueden sacar fotocopias de sus textos y traerlos para la siguiente clase.
Part four Part five
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Lesson 120 ReviewYou will solve drills about the topics of the unit in order to check your progress.Resolverán ejercicios sobre los temas tratados a lo largo del bloque para verifi car su aprendizaje.
1 Use the adjectives to describe your town.
Usa los adjetivos para describir tu localidad.
small important clean quiet
polluted noisy big attractive
2 Read the description and write the missing public places on the map.
Lee la descripción y escribe los lugares públicos que faltan en el mapa.
In my town there is a big park in front of my school. There are two banks on Red Street. There is a gymnasium between the drugstore and the bakery. I sometimes go there to do exercise. Also there is a supermarket where my mom buys all she needs to cook. There is a convenience store on the corner of yellow Street and Blue Avenue. There is a stationery store on Pink Avenue and a post offi ce next to it. I like my town very much.
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3 Write the directions.
Escribe las indicaciones para llegar.
4 Look at the map and answer the questions. Use a different color to mark each way.
Observa el mapa y contesta las preguntas. Usa un color diferente para marcar cada camino.
a) How can I get to the school?
b) How can I get to the convenience store?
c) How can I get to the park?
d) How can I get to the supermarket?
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5 Use the same map to complete the sentences.
Usa el mismo mapa para completar los enunciados.
a) It’s on the corner of Blue Avenue and Red Street.
b) It’s in front of the stationery store.
c) It’s between the gymnasium and the supermarket.
d) It’s on Pink Avenue, next to the post offi ce.
6 Read the descriptions and fi nd the places in the puzzle. Write them on the lines.
Lee las descripciones y encuentra los lugares en el crucigrama. Escríbelos sobre las líneas.
a) In this place you can buy aspirin, alcohol and bandages.
b) In this place you can buy tennis shoes and shoes.
c) In this place you can eat salad, hamburgers and other delicious food.
d) In this place you learn about Mathematics, Spanish, English, and other subjects.
P G T F D H N C Y K D X
O A R E S T A U R A N T
S H O E S T O R E M R S
T D R C E A F H C N U O
O D B J O N A E G U C M
F B E S F H G J C R U C
F A A S P H A R M A C Y
I O E N M B T A O T C E
C T R A K D O P H T B F
E Y S C H O O L I A E B
D G H H J C E U I O P R
O T F G C E S R P S G Y
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Self Evaluation • AutoevaluaciónI. Think about your English lessons and answer the questions:
Refl exiona sobre las lecciones de inglés y contesta las preguntas:
1 ¿Cuánto siento que aprendí en la materia de inglés este año?
Mucho Poco Nada
¿Por qué?
2 ¿Cómo puedo aprender más de la asignatura de inglés en segundo grado?
3 ¿Qué hice bien y qué debo seguir haciendo el siguiente año?
II. Answer the following questionsResponde las siguientes preguntas.
1 Write fi ve cognates.
2 Write the defi nite article.
3 Write the indefi nite articles.
4 What are the expressions to describe the place of the things I see around?
5 How can you get home? Describe your route.
6 Write questions for your partner about their routines using what, where, when, why.
Topics / Temas Suggested material / Material sugerido
Visit the BBC offi cial website and review how to
give simple information about places.
Visit the BBC offi cial website and review how to
ask the way and give directions.
http://learnenglish.britishcouncil.org/en/english-
grammar/verbs/question-forms
http://learnenglish.britishcouncil.org/en/english-grammar/verbs/
modal-verbs
http://learnenglish.britishcouncil.org/en/big-city-small-world/
series-1-episode-11-im-architect
6 Write questions for your partner about their routines using what, where, when, why.
Support material • Material de apoyo
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Answer key • Hoja de respuestas
Unit 1
1 p. 50
( 4 ) Nice to meet you too.
( 2 ) Hello, Mario. I am Lucy.
( 3 ) Nice to meet you.
( 1 ) Hi. My name is Mario.
3 p. 50
1 May I go to the bathroom?
2 Sit down!
3 Open your books.
4 Close the window.
4 p. 50
N X I P H F A P R I L
O C T O B E R B J M D
V 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
B Z R U H A K B C H M
E T P G C R P J S L B
R H J U L Y G U T Z E
Y D O S W D X N G H R
S E P T E M B E R Y X
5 p. 51
5
7 T U T U E S D A Y
T 6 H A A
H W U T T
U E R U U
R D S F3
F R I D A Y
2 S U N D A Y D D
D E4 M O N D A Y
A S Y Y Y
Y D
A
Y
6 p. 51
twenty-four thirty-third
one second
fi fty thirteenth
two sixty-ninth
sixty-nine fi ftieth
thirty-three twenty-fourth
thirteen fi rst
7 p. 51
Reply: contestar, responder
Topic: tema, tópico
Journalist: periodista
Classmate: compañero o compañera de clase
Lesson 24 Review
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8 p. 51
a) What is your name? My name is…
b) What is your last name? My last name is…
c) How old are you? I’m… years old.
d) What is your address? My address is # + Street.
f) Where are you from? I’m from…
g) Where do you live? I live in…
9 p. 51
Laura: This is my friend Mariana.
Mariana: Where is she from?
Laura: She’s from Brazil.
Mariana: And who ’s in this picture?
Laura: Her name is Rosario.
She’s from Spain.
Mariana: What’s her last name?
Laura: Her last name is Castillo.
10 p. 52
1 Hi. I ( ’m/ ’s ) Dave.
2 Hello. We ( ’s / ’re ) Mary and Hellen.
3 She ( ’re / ’s ) a nurse.
4 Dianna’s ( from / on ) Argentina.
5 John’s birthday is ( on / an ) November 11th.
11 p. 52
an astronaut a nurse a mechanic a teacher an architect a plumber a lawyer
12 p. 52
1. (b) 2. ( d ) 3. ( a ) 4. ( e ) 5. ( c )
13 p. 52
1 a) Brazilian
2 b) Russian
3 a) French
4 a) English
5 b) Japanese
14 p. 52
1 Mexico / Mexican
2 Belgium / Belgian
3 China / Chinese
4 Poland / Polish
5 England / English
6 France / French
) 444.4. ((((( eee )) 5555 (((( cc )))eee ))) 555((( aa )))) 44
2
) 2.2. (((( ddddd )) 3.)) 33
12 p. 52
11. ((((b)b)b)b)
p.p.p 52
))) 2.22.
aa meeme hhchchchanananiicic anannna aaaaaarrcrcrcrcrchihiihihihihihihitttetetetetecctcta nunursrsee aa a lalawywyer
11 pppp.p.pp 555552222
aaa plllplplplumumumbbbebebeberr
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Lesson 31 Mini Check
2 p. 68
c) E-mail
4 p. 68
Poss
essi
ve
Ad
ject
ives
Dem
onst
rati
veP
ron
oun
s
Colo
rs
Clot
hes
‘s t
o sh
ow
poss
essi
on
Plu
ral n
oun
s
My that white shorts Laura’s glasses
Her this black bathing suit
sun-glasses
red
5 p. 69
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
Unit 2
Lesson 38 Mini Check
2 p. 82
b) A letter
3 p. 82
Fred is dancing with Maria.
Mike is wearing a pink sweater.
Benjamin is drinking water.
4 p. 82
1 Tomas and Paula are studying.
2 Victor, John and Sam are running.
3 Bob is playing the piano.
4 Karla and Amanda are wearing skirts.
5 p. 83
What is she wearing? She’s wearing a pink dress.
Is he reading a book? No, he is watching TV?
Are they playing basketball? Yes, they are playing basketball.
What Is he doing? He is listening to music.
Is she studying? No, she is not studying.
6 p. 83
Sue is behind Mario.
Peter is between Sue and Rose.
Dylan and Rose are next to Peter.
Rose is in front of Dylan.
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1 p. 94
1 I like red color. It’s my favorite one.
2 Put on your coat when you go out. It’s very cold outside.
3 My friends are playing basketball, theirscore is 10-2.
4 We are going to buy our uniforms.
5 His pants are very cool! Adrian is alwaysin fashion.
6 Poor dog! its sweater is very old, it’s full of holes.
2 p. 94
a) blue + yellow = green
b) red + blue = purple
c) yellow + red = orange
d) white + red = pink
e) black + white = gray
3 p. 94
1 Ana is wearing a black jacket. Ana’s jacket is black.
2 Randy is wearing a blue scarf. Randy’s scarf is blue.
3 Harry is wearing a green t-shirt. Harry’s t-shirt is green.
4 Nora is wearing pink shorts. Nora’s shorts are pink.
5 Mike is wearing white underwear. Mike’s underwear is white.
4 p. 94
this dress these jeans
these shoes these pants
this skirt these glasses
5 p. 94
that jacket that blouse
that cap those sneakers
those gloves those socks
Lesson 46 Review
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Lesson 47 Review
1 p. 95
4
2 S
B 2 C O A T
1 O C 5
C O 3 K J
3 P A N T S 4 S W E A T E R
P S H A
O N
R 5 D R E S S
T
1 S H O E S
2 p. 95
Dear Sam,
I’m writing you to say hello. I’m sending you a picture of my new house. Here it is my grandmother sitting in the yard. Look! I have a new dog. Its name is Fofo. This on the back with the pink t-shirt is Gina, Tom’s girlfriend. My parents are playing basketball. Here we have a pool, a big yard and a house for Fofo.
Take care. Write soon.
Regards,
Linda
5 p. 96
1 You are wearing a t-shirt.
2 She is wearing jeans and a jacket.
3 They are wearing shorts.
4 We are wearing pants.
Lesson 48 Review
1 p. 97
1 I’m not washing my car / I’m washing my car.
2 It’s not raining / It’s raining.
3 I’m not running / I’m running in the park.
4 I’m doing this exercise / I’m not doing this exercise.
2 p. 97
1 Are the children playing?
2 What are you doing?
3 Are you writing a letter?
4 Are you eating a banana?
3 p. 97
Yes, I’m wearing a hat / No, I’m not.
I am .
Yes, it is. / No, it isn’t.
I’m writing the answers for this exercise.
Yes, they are. / No, they aren’t.
5 p. 97
Dear Mark,
These are my friends. All of them are studying Junior High. Look at the picture. We are wearing our uniforms. Mike is next to me. That pretty girl standing behind Mike is Fiona. Benjamin is the guy that is smiling. He is in front of me. He is my best friend.
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2 p. 110
Mario’s family.
Mario Sandra Rosalia Francisco
Son Daughter Mother Father
3 p. 110
a) Mario has a big family.
b) Rosalia likes her job.
c) Francisco loves teaching.
d) Sandra loves mathematics.
e) Mario prefers playing basketball.
4 p. 111
Infi nitive
to teach
He likes to play
She to learn
It loves
Gerund
cooking
playing
I love
Noun
You job
We like mathematics
They boxing
basketball
5 p. 111
1 She likes her job and cooking.
a) Sandra
b) Rosalia
c) Francisco
2 He loves playing soccer.
a) Mario
b) Sandra
c) Francisco
3 She doesn’t like mathematics.
a) Rosalia
b) Mario
c) Sandra
4 He doesn’t like boxing.
a) Mario
b) Francisco
c) Sandra
6 p. 111
Likes Occupations
a He likes to win gold medals at the Olympic Games.
A doctor
e
b She loves writing stories with the correct punctuation marks.
h
c He likes to play modern music. i
d He hates to hurt himself at a contest. n
e She loves to heal people at the hospital.
A Spanish teacher
b
f He hates it when he doesn’t get the right tone.
j
g He loves doing exercise. m
h She loves medicine magazines. p
i She hates it when people forget to take their pills.
An athlete
a
j She doesn’t like mathematics, she prefers Spanish.
d
k He loves to play guitar. g
l He likes playing the piano. o
m She likes reading.
A musician
c
n She likes to help people. f
o He doesn’t like jeans and boots, he prefers pants and tennis shoes.
k
p She gets mad at students who don’t do their homework.
l
Unit 3
Lesson 54 Mini Check
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Lesson 60 Mini Check
2 p. 120
Sport Steve Mario David Philip
Basketball OO P PSoccer P O PPSwimming P OO
3 p. 120
cycling soccer jogging baseball
swimming tennis volleyball basketball
Lesson 69 Review
1 p. 136
soccer swimming tennis
boxing basketbal l vol leybal l
2 p. 136
Mario likes basketball, but he doesn’t like soccer nor boxing.
David likes soccer and basketball, but he doesn’t like boxing.
Mrs. Smith hates soccer. She doesn’t like boxing, but she likes basketball.
Mr. Smith loves soccer. He likes boxing, but he doesn’t like basketball.
3 p. 137
apples mangoes pineapple
oranges bananas watermelon
5 p. 137
1 Mario: Sandy, what kind of movies do you like?4 Sandy: Yes, I’d love to. When is it.2 Sandy: I like comedy movies and horror movies.5 Mario: It’s next Friday at four o’clock.3 Mario: Would you like to go to the premier of Killerman?
7 p. 137
Invitations Answers
Shall we prepare some sandwiches? That sounds great.
Why don’t we buy some sodas? No, it’s better to order some pizzas.
Would you like a chocolate cake? That’s a good idea.
Let’s invite some clowns. Sure.
Yes, of course.
ooeeeess ppppppppppiiininnsssss
eelooolooonnnnnnnnn
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s wggeeesssss bbbbabab nn
p 113737
apppleleeeeeeeeele
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Lesson 76 Mini Check
1 p. 154
Quarter past ten 10:15
Half past two 2:30
Four fi fty six 4:56
3 p. 154
Nikki has lunch at three or three thirty in the afternoon.
Nikki starts school at nine o’clock in the evening.
On Saturdays, Nikki goes to visit her grandparents.
4 p. 154
at on in
8 o’clock Saturdays The morning
Three or three thirty The afternoon
5 p. 155
It’s fi ve past two.
It’s fi ve to seven.
It’s four twenty.
It’s half past eight
It’s ten thirty-fi ve
Lesson 83 Mini Check
2 p. 167
a) Linda Perry b) Charly
3 p. 167
1 The letter is about Linda Perry’s daily life.
2 She has some milk and sweet bread for breakfast.
3 She has lunch with her mother.
4 She plays basketball three times a week.
4 p. 168
Activities Verbs in simple present 3rd person
wake up takes
take a shower goes
have breakfast teaches
go to school works
go to swim
play basketball
Questions Negative statements
Do you practice any
sports?You don’t have a computer.
Do you have brothers or
sisters?I don’t have juice or eggs.
5 p. 168 p. 169
1 He has breakfast.
2 He goes to school.
3 She plays the piano.
4 He watches TV.
Unit 4
5 He does his homework.
6 She listens to music.
7 She takes the bus.
8 She bakes a cake.
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1 p. 188
0 % 50 % 75 % 85 % 100%
never sometimes often usually always
3 p. 188
Always.
7:00.
Set the menu, give instructions, and start cooking.
Usually.
Yes, it is.
4 p. 188
Frequency adverbs Pronouns Verbs in present simple Sequencers
Always I Wake up Change Then
Usually ItTake a shower
Start After that
Often We Get ready Arrive Later
Go to Finish
BuyHave breakfast
Set Take a walk
Give
5 p. 189
1 eat/ What/ your/ pet/does/?
What does your pet eat?
2 often/ to/ you/ parties/ go/ How/ do/ ?
How often do you go to parties?
3 you/ usually/ Do/ celebrate/ birthday/ your/ ?
Do you usually celebrate your birthday?
4 your/ Where/ do/ grandparents/ live/ ?
Where do your grandparents live?
5 vegetables/ eat/ you/ Do/ regularly/ ?
Do you eat vegetables regularly?
Lesson 93 Mini Check
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1 p. 194
2 p. 194
1 What does she do?
a) She washes her hands.
2 What does he do?
a) He takes a shower.
3 What does he do?
b) He eats breakfast.
4 What does she do?
b) She reads a book.
5 What does he do?
a) He watches TV.
3 p. 195
Hello I’m Juan. I get up at six o’clock in the morning from Monday to Friday.
I take a shower at six fi fteen.
Then, I have breakfast at seven o’clock.
I go to school at half past seven.
I play soccer in the recess.
I come back home at half past two.
I have a meal at three o’clock.
I do my homework at twenty past four.
I watch T.V at half past six.
I help my mother to cook dinner at half past seven.
My family and I have dinner at eight o’clock.
I go to bed at nine thirty.
ab
cd e
f
4 p. 195
In the morningIn the
afternoon In the evening
5 p. 195
Go to church, to bed, to school
Get dressed, up
Have breakfast, dinner
Walk to school, to the park
Wash my teeth, my mother’s car
Take a shower, English lessons
Lesson 98 Review
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1 p. 196
Jennifer Gomez has a very busy day. She gets up at 7:30 a.m. then she takes a shower. After that, she gets dressed, then she has breakfast. At 8:30 a.m. she goes to work. She is a secretary. She starts calling her boss to remind him about an appointment at 9:30 a.m. with a transnational company. She eats lunch at 2:00 o’clock. Later she goes back home. At 7:00 p.m. she does aerobics. Then she takes a bath and then goes to bed.
2 p. 196
Susan gets up early from Monday to Friday.
Peter watches TV on Mondays.
Susan cleans her room on Saturdays.
Peter reads a book on Tuesdays.
Susan goes to visit her grandparents on Sundays.
Peter listens to music on Wednesdays.
Susan doesn’t get up early.
Peter goes to the movies on Thursdays.
Answers may vary.
3 p. 197
Do you like classical music? Yes, I do.
Luis does not like vegetables.
Mary does not speak French.
I do not go to parties. I do not like dancing.
Do you do exercise? Yes, I do.
Does Laura love English lessons? Yes, she does.
4 p. 197
I often do exercise in the morning.
I usually have an apple for breakfast at 7:00 o’clock.
I never go to parties on Tuesday.
I like to watch TV at night.
She goes to school on Saturdays.
6 p. 197
How often do you brush your teeth?
Where do they live?
What do you usually have/eat for breakfast?
Do you like to swim?
What does Lucy like to eat?
How often does Mario eat fi sh?
Where does the Bengal tiger live?
Lesson 99 Review
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1 p. 214
2 p. 214
a)
b)
c)
d)
e)
3 p. 214
Visit
Interesting
Museums
Modern
Excellent
Restaurants
Typical
Mexican
International
Airport
Republic
Unit 5
4 p. 215
Bookstore
Shoe store
Bakery
Stationery store
5 p. 215
Coffee shop
Bank
Beauty parlor
Clothing stores
Supermarket
Lesson 106 Mini Check
1
VISITVISIT MEXICO CITY MEXICO CITYMexico City is one of the biggest cities in the world. There
are many interesting museums, beautiful old houses and
monuments on many streets in downtown.
There are also many beautiful parks, zoos, lots of modern
shopping malls and excellent restaurants of typical Mexican
food and international food. There is a big airport for visitors
from all the Mexican Republic and from other countries.
There are also many friendly people.
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4 p. 229
Directions Prepositions Questions
Go straight On How can I get to…?
Turn left Next to Where is the…?
Turn right Between Where are the…?
In front of
On the corner of
1 p. 228
Seahorse Elephant
Whales Giraffe
2 p. 228
Lesson 113 Mini Check
3 p. 228
a) Go straight until you get to the birds cage and turn left. Go straight, it’s on your right.
b) Turn right and go straight. It’s at the end of the way.
c) Go straight and turn righ. It’s between the elephant house and the aquarium.
d) The park.
e) The restrooms.
5 p. 229
A Margarita: It’s next to the restrooms.
Margarita: You’re welcome.
B Tourist: How can I get to the birdhouse?
Tourist: Thank you.
6 p. 229
a) There is a lion.
b) There is
c) There are
d) There are
e) There is
f) There are
g) There is
S h ephant
2 5A
B
6a
b
c)
Elephant house
Park
Birdshouse
Gorilla houseSnake pond
Aquarium
RestroomsRestaurant
ParkPark
22882888
e
estR
Elephan
nake
nt hoouse
Sn
dshoBird
Gorilla
Aquarium
houuse
A i
Reestaurant
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3 p. 236
4 p. 236
a) Go straight for one block and then turn right on Red Street. Go straight for two blocks and it’s at your left.
b) Go straight for three blocks and then turn left on Yellow Street. It’s at the end of that block, at your left.
c) Go straight for one block and then turn left on Red Street. Go straight and you’ll fi nd it at your right, at the end of the street.
d) Go straight for two blocks. It’s in front of the Post Offi ce.
5 p. 237
a) The park or the school.
b) The church.
c) The bakery.
d) The stationery store.
6 p. 237
a) Pharmacy
b) Shoe store
c) Restaurant
d) School
P G T F D H N C Y K D X
O A R E S T A U R A N T
S H O E S T O R E M R S
T D R C E A F H C N U O
O D B J O N A E G U C M
F B E S F H G J C R U C
F A A S P H A R M A C Y
I O E N M B T A O T C E
C T R A K D O P H T B F
E Y S C H O O L I A E B
D G H H J C E U I O P R
O T F G C E S R P S G Y
Lesson 120 Review
2 p. 235
Go straight
Turn rightTurn left
Park
Bank
Gymnasium
Post Offi ce
Convenience store
Bank
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Bibliography • Bibliografía
Amieva, Magali Lavigne y Padilla Mayra, English 1, México, Santillana, 2006.
Andrade, A. et al., Checkmate 1, México, Macmillan, 2004.
Beare, N., Links 2 Teacher’s Guide, México, Macmillan, 2005.
Celorio, G., Smash! 2, Teacher’s Resource Book, México, Richmond Publishing, 1997.
Domínguez, E. et al., Connections one. Student’s Book, México, Nuevo México, 2006.
Emilsson, E. et al., Dialogues. English 1, México, Fondo de Cultura Económica, 2002.
Haines, P. et al., Crossroads. English 1. México, Oxford University Press, 2006.
Kirn, E. et al., A Communicative Grammar, México, McGraw-Hill, 1996.
Luna, M. et al., Explore 1, Teacher’s guide, México, Macmillan Heinemann, 2002.
Philip, H., et al., A Crossroads, México, Oxford, 2006.
Programas de Estudio. Educación básica. Secundaria. Lengua Extranjera Inglés, México, SEP, 2006.
Salazar, J., English 1. México, Santillana, 2006.
Van der Werff, J., New Passport Student’s Book, México, Richmond Publishing, 2006.
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Iconografía
Ilustraciones
Bloque 1
A corazón abierto, todas excepto:
Agustín Azuela de la Cueva, p. 1, 16, 21, 29, 34, 38, 41, 42, 43 y 53.
Elvia Leticia Gómez Rodríguez, p. 35 y 39.
Bloque 2
Richard Zela, todas excepto:
Agustín Azuela, p. 55, 57, 61, 69, 83, 84 y 93.
Bloque 3
Bana Fernández, todas excepto:
Agustín Azuela de la Cueva, p. 101, 106, 118, 121, 128 y 133.
Elvia Leticia Gómez Rodríguez, p. 135.
Bloque 4
Julieta Gutiérrez, todas excepto:
Elvia Leticia Gómez Rodríguez, p. 147 y 193.
Agustín Azuela de la Cueva, p. 141, 155, 158, 164, 166, 169, 179, 180, 184 y 189.
Beatriz Martínez, p. 191 y 193.
Bloque 5
Beatriz Martínez, todas excepto:
Elvia Leticia Gómez Rodríguez, p. 230 y 233.
Agustín Azuela de la Cueva, p. 201, 203, 207, 210, 215, 217, 220, 221, 222, 224, 227, 228, 234, 231, 235 y 236.
Ilustraciones base para entrada de bloques y secuencias © Can Stock Photo/ borodaev, csp4289388.
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Families Sheet • Hoja para las familiasSeguimiento de los avances de los niños en la escuelaEstimada familia y tutores
Con el propósito de fortalecer su participación en la escuela para impulsar las actividades escolares y extraescolares que
sus niños y niñas realizan, les presentamos el siguiente cuestionario en el cual pueden registrar sus avances y tomar
decisiones junto con los docentes para mejorar el aprovechamiento escolar.
Algunas recomendaciones:
• Si a usted se le difi culta el llenado del cuestionario, solicite ayuda a un familiar o amigo para responderlo e
interpretar el resultado. Recuerde que es muy importante dar seguimiento a los avances y logros de su niña o niño.
•
apoyar al niño en su formación académica.
• Si al revisar las tareas y ejercicios del niño no están registradas las califi caciones o algún dato que le permita
responder cuestionario, pida ayuda al maestro para determinar con él cómo puede dar seguimiento a los resultados
del niño.
• Recuerde que este cuestionario no es una evaluación o examen, es un registro que sirve para reconocer y
ayudar a las niñas y los niños a nuestro cargo de una manera oportuna y efi caz.
Para dar seguimiento a los avances de los niños es importante que:
• Revise con atención las tareas, los ejercicios y las actividades del libro de texto y del cuaderno de trabajo al
menos cada dos meses (duración aproximada de un bloque).
• Observe su conducta al realizar las actividades extraescolares y ponga atención en lo que platica de sus
actividades en la escuela.
CuestionarioCon base en sus observaciones sobre el trabajo del niño, marque la respuesta que corresponde a cada pregunta.
A. Excelente B. Bueno o bien C. Mal o malo D. No lo he observado
N˚ ReactivosBloque
I II III IV V
1Las califi caciones obtenidas en las tareas del libro de
texto refl ejan que su trabajo fue
2Las califi caciones obtenidas en los ejercicios realizados en
su cuaderno refl ejan que su trabajo fue
3 Al realizar actividades fuera de la escuela su desempeño fue
Desempeño del niño
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Cuando su desempeño no sea óptimo, usted puede acudir a la escuela para recibir asesoría sobre cómo
256
N˚ ReactivosBloque
I II III IV V
4 He observado que trabaja en equipo y lo hace
5 Las actividades de estudio extras las hace
6 Su actitud para sistir a la escuela generalmente es
Mi desempeño
N˚ ReactivosBloque
I II III IV V
1 Su asistencia a la escuela es
2 Su puntualidad en la escuela es
3 Su aseo personal y de sus útiles para asistir a la escuela es
Recomendaciones para contribuir a mejorar el desempeño de su niño
Si obtuvo de7 a 10 respuestas
A. Excelente
Se recomienda felicitar
a su niño o niña y
preguntarle sobre el tipo
de apoyo que requiere
para seguir con ese
avance y mantener los
buenos resultados.
Si obtuvode 5 a 7 respuestas
B. Bien, aunque necesita apoyo
Se recomienda poner atención en
aquellas actividades en las que se obtuvo
esta valoración y acompañar a los
niños para repasar las tareas y/o ejercicios
en los cuales no obtuvo un buen
desempeño. Si tiene dudas al respecto, es recomendable que se acerque con el maestro de grupo.
Si obtuvo en másde 4 preguntasC. Mal. Requiere apoyo urgente
Se recomienda consultar
con el maestro de su hijo
o hija sobre cómo puede
ayudarlo a mejorar el
desempeño educativo.
Si en 2 o más preguntas respondió
D. No lo he observado
Recuerde que en el buen
desempeño de sus hijos
en la escuela también
infl uye la familia. Le
recomendamos contribuir
con la escuela estando
al pendiente de sus
avances.
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