3. En el marco del Acuerdo 592, por medio del cual se establece la Articulación
de la Educación Básica, así como del Acuerdo 593 que señala los programas
de estudio de la asignatura de Tecnología para la educación secundaria, la
Secretaría de Educación Pública ha consolidado una propuesta de libros
de texto, a partir de un nuevo enfoque centrado en la participación de los
alumnos en su proceso de aprendizaje y en el desarrollo de las competencias
básicas para la vida y el trabajo. Especialmente en el contexto de la Telesecundaria,
el libro de texto se complementa con las Tecnologías de la Información y
Comunicación (TIC), con los objetos digitales de aprendizaje, los materiales y
equipos audiovisuales e informáticos que, junto con las bibliotecas escolares,
representan el soporte pedagógico de los niños mexicanos en su proceso de
adquisición del conocimiento escolarizado.
Esta nueva generación de libros de texto para Telesecundaria responde al
principio de mejora continua, por lo que ha puesto atención en el replanteamiento
de las cargas de contenido para centrarse en estrategias innovadoras para el
trabajo escolar, incentiva habilidades orientadas al aprovechamiento de
distintas fuentes de información, busca que los estudiantes adquieran
habilidades para aprender de manera autónoma incentivando el uso intensivo
de la tecnología informática. Asimismo, con la intención de dar continuidad a
la propuesta editorial iniciada en los libros de texto de primaria, en este libro
se ha fortalecido la línea editorial que promueve una lectura integral capaz
de interpretar tanto el discurso textual como el visual. Se ha incluido en sus
páginas una muestra representativa de géneros y técnicas plásticas, así como
propuestas iconográficas que no sólo complementan el contenido textual, sino
lo enriquecen y conforman por sí mismos una fuente de información para el
alumno.
Versión de evaluación 23/04/12
Presentación
En la preparación de este libro confluyen numerosas acciones de colaboración
de organismos y profesionales, entre los que destacan asociaciones de padres
de familia, investigadores del campo de la educación, instituciones evaluadoras,
maestros, editores y expertos en diversas disciplinas. A todos ellos la Secretaría
de Educación Pública les extiende un agradecimiento por el compromiso
demostrado con cada niño residente en el territorio nacional y con aquellos
mexicanos que se encuentran fuera de él.
Secretaría de Educación Pública
Ingles Unid 1.indd 3
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4. This is your book
The lessons are designed to aid your personal
development and integration to society through
interaction and exchange of experiences with
others. This is fulfilled through oral and written
texts production and interpretation, with the aim
to create, discover and explore the world around
us, building up your knowledge.
The expected learning aim is that you obtain
the necessary knowledge to participate in some
social practices of language, that is, through the
interpretation of oral and written texts.
The applied teaching methodology in this text
consists of three stages that correspond to the
2006 Syllabus:
1
2
3
Text. The process starts with the exposition
of an oral or written text.
Reflection on language. This segment leads
you to reflective observation, that is, it helps you
deduce how English language works.
Use of language. It consists in making you
use language through tasks (oral or written
production) that show the expected learning.
According to the previous points, the book units
are developed as follows:
a) Purpose. It briefly describes what it is
meant to be learned through the lesson
development.
b) Content. The topic, individual and group
exercises, pictures, readings and practice
suggestions are developed according to
the topic.
c) Self-evaluation. This section is divided in
two parts:
• Drills that will help you see how much
you learned from previous topics.
• A series of questions to self-evaluate your
learning in the English lessons.
d) Support material. They are didactic
materials related to the topics of the
unit, and that may help to reinforce your
learning.
e) Bibliography. It is the list of materials
checked to make this book, which can help
as a teaching aid if thorough learning is
pursued.
Versión de evaluación 23/04/12
This material was created with the aim to
facilitate your learning at a basic level with a
communicative approach, with reference on the
2006 Foreign Language English Syllabus.
4
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5. Conoce tu libro
1
Texto. El proceso comienza con la exposición de
un texto oral o escrito.
2
Reflexión sobre la lengua. Esta parte te conduce
a la observación reflexiva, es decir, a que
deduzcas cómo funciona la lengua inglesa.
3
Uso de la lengua. Consiste en que uses el
lenguaje a través de tareas (de producción oral o
escrita) que reflejen los aprendizajes esperados.
De acuerdo con lo anterior, las unidades del libro se
desarrollan de la siguiente manera:
a) Propósito. Describe brevemente el aprendizaje
que se quiere conseguir con el desarrollo de la
lección.
b) Contenido. En esta parte se desglosan los
temas, ejercicios individuales y de grupo,
ilustraciones y lecturas, y sugerencias de
prácticas de acuerdo con la temática abordada.
c) Autoevaluación. Esta sección se divide en dos
partes:
• Ejercicios que te ayudarán a ver cuánto
aprendiste de los temas vistos con
anterioridad.
• Una serie de preguntas para poder
autoevaluar tu aprendizaje en las lecciones
de inglés.
d) Material de apoyo. Aquí encontrarás materiales
didácticos que tienen relación con los temas de
la unidad y que pueden servir para reforzar los
aprendizajes.
e) Bibliografía. Es la lista del material revisado
para la elaboración de este libro, que puede
servir de apoyo a la práctica docente si se
desea profundizar en el conocimiento de las
temáticas.
Versión de evaluación 23/04/12
El presente material fue creado con el fin de facilitar
la conducción de tu aprendizaje en un nivel básico y
con fines comunicativos, según el Plan y Programa de
Estudio 2006 de la Lengua Extranjera Inglesa.
Las lecciones están diseñadas de forma que
permitan tu desarrollo personal e integración a la
sociedad, mediante la interacción y el intercambio de
experiencias con los demás. Esto se logra a través
de la producción e interpretación de textos orales y
escritos, para crear, descubrir y explorar el mundo
que nos rodea, construyendo de esa manera tu
aprendizaje.
El propósito de estudiar la lengua extranjera
es obtener los conocimientos para participar en
algunas prácticas sociales del lenguaje, a través de la
interpretación de textos orales y escritos.
La metodología de enseñanza que se aplica en
este texto consta de tres etapas que corresponden al
Programa de Estudio 2006:
5
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6. Contents • Contenido
7
Classroom Language •
Expresiones en el salón de clases
Unit 4 • Unidad 4
141
Daily Life • Vida diaria
Unit 1 • Unidad 1
Sequence 1 • Secuencia 1
21
Personal identification • Identificación personal
Sequence 1 • Secuencia 1
Sequence 2 • Secuencia 2
155
169
Sequence 4 • Secuencia 4
179
Sequence 5 • Secuencia 5
7
141
Sequence 3 • Secuencia 3
Sequence 1 • Secuencia 1
189
21
Unit 5 • Unidad 5
Unit 2 • Unidad 2
55
Action in Progress • Acciones en progreso
201
Places and buildings • Lugares y edificios
Sequence 1 • Secuencia 1
201
Sequence 1 • Secuencia 1
55
Sequence 2 • Secuencia 2
207
Sequence 2 • Secuencia 2
69
Sequence 3 • Secuencia 3
231
Sequence 3 • Secuencia 3
83
Answer key • Hoja de respuestas
Unit 3 • Unidad 3
101
Hobbies, Leisure and Sports •
Pasatiempos, tiempo libre y deporte
239
Bibliography • Bibliografía
253
Families Sheet • Hoja para las familias 255
Sequence 1 • Secuencia 1
101
Sequence 2 • Secuencia 2
121
Sequence 3 • Secuencia 3
133
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Introduction • Introducción
6
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7. Classroom Language
Expresiones en
el salón de clases
Purpose • Propósito
The purpose of this unit is to
provide students with some basic
classroom language expressions that
will enable them to communicate
in English all the time during their
foreign language lessons.
El propósito de esta unidad es
proporcionar a los estudiantes algunas
expresiones básicas usadas dentro
del salón de clases que les permitirán
comunicarse en inglés durante las
lecciones del idioma extranjero.
Sequence 1
Secuencia 1
In this sequence you will learn to:
En esta secuencia aprenderás a:
• Recognize expressions to
say hello and goodbye.
Reconocer expresiones para
saludar y despedirse.
• Spell words.
Deletrear palabras.
• Express your age.
Decir tu edad.
• Recognize instructions in
the classroom.
Reconocer instrucciones dentro
del salón de clases.
Versión de evaluación 23/04/12
Introduction
Introducción
• Express dates.
Expresar fechas.
• Ask for the meaning or
translation of words.
Preguntar por el significado o
la traducción de palabras.
• Ask for permission.
Pedir permiso.
7
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8. Lesson 1
Hello!
Goodbye!
You will recognize expressions of greetings and farewells.
Reconocerán expresiones para saludar y despedirse.
Think and write
Observa las imágenes. Escribe el número correspondiente a cada conversación.
1
My name is Pedro. Good morning, sir.
Pleased to meet you, Pedro.
Pleased to meet you, Paul.
Pedro:
Hi, my name is Pedro.
Okan:
Hello, Pedro. I am Okan. How are you?
Pedro:
Very well, thank you. What about you?
Okan:
I’m fine, thanks.
Pedro:
Nice to meet you, Okan.
Bus driver:
Have a nice day, guys!
Pedro:
Bye, Paul!
Students:
Goodbye!
Bus driver:
2
Pedro:
Pedro:
3
Good morning, my name is Paul. Welcome aboard!
Bus driver:
2
Bus driver:
See you in the afternoon! Take care. Bye-bye.
Write the time of the day that each picture shows.
Escribe el momento del día que muestra cada imagen.
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1
Look at the pictures. Write the conversation number (1, 2, 3) to the corresponding picture.
8
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9. Observa las imágenes y completa los diálogos.
1
2
Ema:
, my name is Ema.
Paco:
, Ema.
Ema:
How
Paco:
Memo:
Paco.
I’m fine,
Good
Mr. Gomez:
morning, Memo.
are you?
you?
.
Memo:
, Mr. Gomez.
I’m
, thanks. And you?
Mr. Gomez:
4
.
Fill in the blanks whether the dialogue is formal or informal.
Escribe sobre la línea si el diálogo es formal o informal.
Dialogue 1 is
.
Dialogue 2 is
.
Write
5
In pairs create a dialogue
similar to the ones
in exercise 3. Then
present it to the class.
En parejas elaboren un
diálogo similar a los del
ejercicio 3. Posteriormente
preséntenlo a la clase.
6
Complete the chart.
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3
Look at the pictures and complete the dialogues.
Completa la tabla.
Regards
Time
Spanish
Greetings
Farewells
9
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10. How do
you spell it?
Lesson 2
You will identify the English alphabet letters in order to spell words correctly.
Identificarán las letras del alfabeto inglés para deletrear correctamente las palabras.
Think
Can you think of some objects you need for class?
Read
1
Think
Read the dialogue. Fill in the blanks
with the words in the box.
Lee el diálogo. Completa los espacios en
blanco con las palabras del cuadro.
eight
Teacher:
twenty
Good morning, class. I’m going
to take attendance.
2
Look at the words in red in the
previous dialogue and use them
to complete these sentences.
Lee en el diálogo anterior las palabras en rojo y
úsalas para completar las siguientes oraciones.
You answer
when you are in the class.
You answer
not in the class.
or
when somebody is
Number one, Alvarez.
Alvarez:
Present.
What is the question used to ask to spell?
Teacher:
Number two, Bonilla.
¿Qué pregunta se utiliza para pedir que deletreen?
Bonilla:
Here.
Teacher:
Number
Student:
Absent
Teacher:
Number twelve, Linares.
Linares:
Present.
Teacher:
Number
Suarez:
Present.
Teacher:
Number twenty-three, Mmm! Tes,
tech...
Texcalapa:
It is Texcalpa.
Teacher:
How do you spell it?
Texcalpa:
Versión de evaluación 23/04/12
¿Puedes pensar en algunos objetos que necesitas para la clase?
T-E-X-C-A-L-P-A.
, Huerta.
, Suarez.
10
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11. Speak
Letter
Sound
Letter
Sound
Letter
Sound
A
Ei
K
Kei
U
Iu
B
Bii
L
El
V
Vi
C
Cii
M
Em
W
Dobl iu
D
Dii
N
En
X
Ex
E
I
O
Ou
Y
Uai
F
Ef
P
Pi
Z
Dzi
G
DYi
Q
Qiu
H
Eich
R
Ar
I
Ai
S
Es
J
Yei
T
Ti
Write
4
My name is Juanita.
What’s y
your last name?
What’s your name?
Create a classroom directory.
rectory.
Ask three partners for their
ir
full name, to spell their
d
name or last name, and take
mple.
e
notes. Follow the example.
It’s Alvarado.
How do you spell it?
A-L-V-A-R-A-D-O
Crea un directorio del salón
lón
de clases. Pregúntale a tres
s
compañeros su nombre
completo, pídeles que
deletreen su nombre o
su apellido, y toma nota.
.
Sigue el ejemplo.
First name
Middle name
Versión de evaluación 23/04/12
3
Look at the chart below. Repeat the pronunciation of the letters.
Observa la siguiente tabla y repite la pronunciación de las letras.
Last name
11
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12. Lesson 3
How old
are you?
You will identify the English writing of numbers in order to express age.
Identificarán la escritura de los números en inglés para expresar la edad.
Think
Completa la tabla con los números que faltan.
1
One
2
Two
3
Three
Four
11
Eleven
21
Twenty-one
40
Forty
Twelve
22
Twenty-two
50
Fifty
13
Thirteen
23
60
Sixty
14
Fourteen
24
Fifteen
25
80
Eighty
90
Ninety
Twenty-four
Seventy
5
Five
6
Six
16
Sixteen
26
Seven
17
Seventeen
27
Eighteen
28
101 One hundred one
Nineteen
29
102 One hundred two
Twenty
30
8
Eight
Nine
19
10 Ten
Speak
2
Say the numbers
from 1 to 100.
Di los números en
inglés del 1 al 100.
Twenty-seven
Thirty
100 One hundred
103 One hundred three
Think
3
Answer the questions.
Responde las preguntas.
Go back to the chart. Look at the numbers 21, 23, 101, etc. What do
they have in common? How are these numbers formed in English?
Write the rule.
Versión de evaluación 23/04/12
1
Complete this table with the missing numbers.
Regresa a la tabla. Observa los números 21, 23, 101, etc. ¿Qué tienen en
común? ¿Cómo se forman estos números en inglés? Escribe la regla.
12
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13. Write
4
Answer the following questions about yourself. Write the numbers with letters.
Contesta las siguientes preguntas que se refieren a ti. Escribe los números con letra.
I am
years old.
How old is your teacher?
He/she is
years old.
How old is your best friend?
He/she is
years old.
How old is your mother?
She is
years old.
How old is your father?
He is
years old.
Speak and write
5
Ask your classmate the questions above and write his/her answers. Write the numbers with letters.
Haz las preguntas del ejercicio anterior a tu compañero o compañera
y anota sus respuestas. Escribe los números con letra.
Example:
How old is your mother?
She’s thirty-five years old.
Partner’s name:
Age:
Teacher’s age:
Best friend’s age:
Mother’s age:
Father’s age:
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How old are you?
13
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14. Lesson 4
Sit
down!
You will recognize expressions to give instructions inside the classroom.
Reconocerán expresiones para dar instrucciones dentro del salón de clases.
Think
Which are the most common instructions you receive in class?
Read
1
Read the sentences
Lee las oraciones.
1
2
Look at the images and match them (1, 2, 3)
with the sentences in exercise 1.
Observa las imágenes y escribe sobre
las líneas el número de oración
del ejercicio 1 que les corresponda.
Yes, Peter. Close the door.
Sit down and open your
book on page 25.
3
Think and write
I’m sorry, I’m late. May I
come in?
2
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¿Cuáles son las instrucciones más comunes que recibes en clase?
Everybody be quiet, please.
If you want to talk, raise
your hand.
Think and write
3
Look at the sentences in exercise 1.
Which instructions is the teacher
giving to the students?
Observa las oraciones del ejercicio 1.
¿Qué instrucciones está dando la
profesora a los estudiantes?
4
Write the right answer.
Escribe la respuesta correcta.
Commands always start with a
.
a) verb
b) noun
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15. Write
5
Fill in the blanks with the letter that matches each picture.
Escribe sobre las líneas la letra que corresponda a cada imagen.
responda ca imagen.
espo d
p
cada magen
g
a
d
e
c
b
Close the door.
Sit down.
Be quiet.
May I come in?
f
Open the window.
Speak
6
Work in pairs. Student A will command student B according to
the images. Then, switch roles. Look at the example.
Trabajen en parejas. El estudiante A le dará órdenes según las imágenes al estudiante B
para que las ejecute. Después, cambien papeles. Observa el ejemplo.
Ejemplo:
Point.
Student A: Read a book.
Write.
Versión de evaluación 23/04/12
Please, stand up.
Highlight.
Draw.
Circle.
Ingles Unid 1.indd 15
Listen to it.
15
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16. When is
your birthday?
Lesson 5
You will identify the months of the year and the days of the week in order to express dates.
he
Identificarán los meses del año y los días de la semana para expresar fechas.
xpresar fechas.
chas.
has
Think
When is your birthday?
Observa el calendario. Complétalo con las palabras del cuadro.
January
31 days
31 days
days
ay
30 days
0 da
days
31 days
days
y
30 days
0 days
ay
31 days
1 days
ay
Saturday
Friday
Wednesday
Tuesday
Sunday
Saturday
Friday
Monday
0 days
ay
y
30 days
A
August
t
31 days
31 days
ay
September
mber
30 days
Thursday
March
March
a h
28 days
(29 every four years)
(
(29 every four years)
e
ur ear
June
June
June
31 days
Wednesday
Tuesday
Monday
Sunday
Saturday
Friday
Thursday
Wednesday
Tuesday
Monday
Sunday
Saturday
November
Friday
February
Thursday
July
Wednesday
Tuesday
Monday
May
April
Sunday
October
Thursday
1
Look at the calendar. Complete it with the words in the box.
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¿Cuándo es tu cumpleaños?
December
December
December
r
31 days
31 days
ay
16
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17. Write
3
Completa la información.
Example:
Read the dialogues and complete the chart.
Lee los diálogos y completa el cuadro.
1 Alessandra: Cesar, when is your birthday?
St. Valentine’s Day is on
It’s on April 2nd.
Cesar:
th
February 14 .
Labour Day is on
.
Flag Day is on
.
Spring starts on
.
Children’s Day is on
.
Mother’s Day is on
.
Columbus Day is on
.
Christmas is on
.
2 Alessandra: Susan, when is your birthday?
It’s on June 19th.
Susan:
3 Alessandra: Pamela, when is your birthday?
Pamela:
It’s on March 21st.
4 Alessandra: Joe, when is your birthday?
It’s on November 23rd.
Joe:
My Birthday Calendar
Think
4
Susan
to indicate dates.
b) in
We use
6
to indicate the date.
st
nd
rd
th
a) ordinal numbers (1 , 2 , 3 , 4 , …)
b) cardinal numbers (1, 2, 3, 4, …)
Put the letters in the right order to form the
days of the week. Write them on the lines.
Ordena las letras para formar los nombres de los
días de la semana. Escríbelos sobre las líneas.
a) small letter
5
Sun
Look at the calendar below. Use the ordinal
numbers (1st, 2nd, etc.) to complete it.
s /T / a / u / d / e / y
Wed
b) capital letter
o/n/d/M/a/y
Tues
.
n/y/S/d/u/a
Mon
d/e/W/n/a/s/d/y/e
Thurs
Months of the year start with
3
Pamela
Elige las respuestas correctas.
a) on
2
Cesar
Choose the correct answers.
We use
1
Joe
d/y/h/T/a/r/u/s
Fri
y/d/a/r/F/i
Sat
t/r/a/y/a/S/u/d
Observa el calendario. Complétalo con
los números ordinales: (1st, 2nd, etc.).
Oct 20___
Sun
Mon
Tue
Wed
Thurs
Fri
Sat
1st
2nd
3rd
4th
5th
6th
7th
8th
21st
29th
Choose your favorite people and write
their birthdays on a calendar.
Escribe en un calendario los cumpleaños
de tus personas favoritas.
22nd
28th
7
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2
Complete the information.
Ingles Unid 1.indd 17
17
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18. Lesson 6
What does
sharpener mean?
You will identify expressions to ask for the meaning of words.
Identificarán expresiones para preguntar el significado de palabras.
Think and speak
How can you learn the meaning of new words?
Read
1
Read the dialogue.
Lee el siguiente diálogo.
Miss Suarez:
Good morning, Juan.
Juan:
Good morning, Miss Suarez.
This is my mother. She wants
to know the list of items for
the class.
Miss Suarez:
Of course. The students will
need a dictionary, a notebook,
a sharpener, an eraser, a pen,
a pencil, scissors, glue and
colors. Juan, please copy the
list on the blackboard.
Juan’s mother:
Thank you, Miss Suarez.
Goodbye.
Miss Suarez:
ng e
Have you finished copying the
information?
Students:
Yes.
Juan:
Excuse me, what is the
meaning of sharpener?
Miss Suarez:
It is the object used to make
make
e
pencils pointy.
Lucia:
And, what is the meaning of
scissors?
Miss Suarez:
It is a cutting instrument with
two blades whose cutting
edges slide past each other.
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¿Cómo puedes aprender el significado de palabras nuevas?
18
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19. Write
3
Escribe en el pizarrón las palabras que faltan.
Cross out the words that are not classroom objects.
oom objects.
c
Cruza con una línea las palabras que no son
n
objetos del salón de clase.
For example:
six
pen
scissors
sors
s
blackboard
morning
notebook
eboo
ok
pencil case
chair
house
use
four
schoolbag
desk
k
6
1
4
5
2
3
4
Look at th picture and writ th numb in the circl
k at the picture d write the numbers in the circles
h i t
ite
i h
mbers
b
he i cles
l
to match the objects with the words.
Observa la imagen y escribe los números en los círculos
para relacionar los objetos con las palabras.
board
desk
notebook
schoolbag
pencil
pencil case
Think
5
Answer the following questions.
Versión de evaluación 23/04/12
2
Write on the blackboard the missing words.
Contesta las siguientes preguntas.
What’s the question that Juan and Lucia use to ask for the meaning of a word?
What is the meaning of sharpener?
What is the meaning of scissors?
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20. Self Evaluation • Autoevaluación
I.
Answer the following questions and expressions.
Contesta las siguientes preguntas y expresiones.
Write the expressions used for greetings and farewells:
2
How do you spell your last name?
3
How old are you?
4
Can you spell house, please?
5
When is your birthday?
6
What’s the meaning of sharpener?
II. Remember your English lessons and answer the following questions:
Recuerda tus lecciones de inglés y contesta las siguientes preguntas:
1 ¿Qué hice bien en esta unidad de inglés?
2 ¿Cómo puedo mejorar mi desempeño en la asignatura de inglés?
3 ¿Qué voy a mejorar para cuando termine la siguiente unidad de inglés?
Support material • Material de apoyo
Topics / Temas
Suggested material / Material sugerido
Visit the BBC official website and learn how to use greetings http://www.bbc.co.uk/worldservice/learningenglish/
and farewells.
grammar/learnit/learnitv52.shtml
Visit the BBC official website and learn how to spell words.
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1
http://www.bbc.co.uk/worldservice/learningenglish/
grammar/pron/features/spelling/
http://www.bbc.co.uk/worldservice/learningenglish/
grammar/pron/sounds/
Visit the BBC official website and learn the language used
to communicate in the classroom.
http://www.bbc.co.uk/worldservice/learningenglish/
radio/specials/142_requests_offers/page2.shtml
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21. Personal
identification
Identificación
personal
Purpose • Propósito
The purpose of this unit is to
enable students to introduce
themselves and others, and to
exchange personal details.
El propósito de esta unidad es
capacitar a los estudiantes para
presentarse a sí mismos y a otros,
e intercambiar detalles personales.
Secuencia 1
In sequence 1 you will learn to:
En la secuencia 1 aprenderás a:
• Indicate near or far objects
using the words this or that.
Señalar objetos cercanos o lejanos
utilizando las palabras this (esto,
ésta, éste) y that (eso, ésa, ése).
Versión de evaluación 23/04/12
Unit 1 1
Unidad
Sequence 1
• Use the verb to be (am, is, are) in
affirmative, negative or interrogative
sentences to give personal information.
Utilizar el verbo to be (am, is, are) en
enunciados afirmativos, negativos o
interrogativos para dar información
personal.
• Talk about your family using
possessive adjectives, that is:
my, your, his, her, its, our, their.
Hablar sobre tu familia usando adjetivos
posesivos: my, your, his, her, its, our, their.
• Give your/others’ personal information
such as age, address, phone number,
e-mail, origin, profession, and so forth.
Dar datos personales tuyos o de otras
personas, tales como edad, dirección,
teléfono, correo electrónico, lugar de
procedencia, profesión, etcétera.
• Describe your hometown using
descriptive adjectives.
Describir el lugar donde vives
utilizando adjetivos calificativos.
• Use cognates to facilitate
comprehension of texts.
Usar cognados para facilitar la
comprensión de textos.
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22. Lesson 7
At a
party
You will identify the use of this/that in order to express the physical proximity
or distance in a singular form.
Identificarán el uso de las palabras this/that para expresar cercanía o lejanía física en forma singular.
1
Read and think
2
Answer the following
question.
Responde la siguiente
pregunta.
What expressions do we
use for greetings?
a
Read the dialogue. Put its parts in the correct order.
Lee el diálogo. Coloca sus partes en el orden correcto.
Nice to meet you, too.
Hugo:
b
Marcos:
Nice to meet you, too.
Carolina: Look, that is my friend Lucia.
Lucia! Come, please.
Lucia, this is Hugo and this is Marcos.
Lucia:
c
Nice to meet you.
Carolina: Hello! My name is Carolina. What is your name?
Marcos:
Hi! I am Marcos and this is my friend Hugo.
Hugo:
Nice to meet you.
Write
3
Look at the pictures. Write the conversations in exercise 2 in the correct space.
Observa las imágenes. Escribe las conversaciones del ejercicio 2 en el espacio correcto.
g
conversaciones l ejercicio
rsacio e
cion
jerc c
je cicio
o
Versión de evaluación 23/04/12
Think
22
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23. 4
Look at the pictures. Underline the correct
t
e.
.
option or write the right letter in the circle.
Observa las imágenes y subraya la
opción que corresponda o escribe
p
q
p
la letra correcta en el círculo.
círculo.
írc lo.
a
This / That
Look Maria! Th is my brother
k
i !
h r
Look, Maria! That is
brother.
b
This is my friend Jorge.
Write
5
2
Write this or that.
Escribe this o that.
1
1
Look! Susana,
2
I live in
3
Versión de evaluación 23/04/12
This That
This / That
h
hat
is my sister.
y sister.
ister.
yellow house.
3
is my schoolbag.
23
23
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24. Lesson 8
Her name
is Azucena
You will identify the use of possessive adjectives in order to talk about your family.
ssive
Identificarán el uso de los adjetivos posesivos para hablar acerca de su familia.
poses
sivos
Think
¿Qué palabras utilizamos en español para hablar
sobre las cosas que poseemos o poseen los demás?
s?
?
Read and think
1
Read the text.
Lee el texto.
Good morning. My name is Ruben. I want to talk about my family This is my mother her name is
alk bou
alk about my family. This is my m ther
l
mil hi
ily is
mother,
her
name
ame
m
Azucena, and this is my father, his name is Fernando. He is a teacher. I have two brothers, their names
are Joaquin and Jorge. I have one sister, her name is Sofia. My brothers and I play soccer every Sunday
in a team called Los Rayos. My father is our coach. He is my favorite soccer player.
Think and write
2
Write
Write the name of the person the
words refer to in the exercise 1.
Escribe el nombre de la persona
a quien se refieren las palabras del ejercicio 1.
Her (line 1) refers to:
His (line 2) refers to:
Azucena
3
Look at the red words in exercise 1. Fill
in the blanks with the right words.
Observa las palabras en rojo en el ejercicio 1.
Llena los espacios con las palabras correctas.
Personal pronouns
I
You
His
Their (line 2) refers to:
Her (line 3) refers to:
Possessive adjectives
Versión de evaluación 23/04/12
What words do we use in Spanish to talk about
ut
our or other people’s possessions?
Her
It
Our (line 4) refers to:
Their
My (line 4) refers to:
Our
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25. 4
Write the missing words to complete the sentences.
Escribe las palabras que faltan para completar las oraciones.
Example: She is my sister. Her name is Mariana.
room is clean.
Luis is my brother.
My mother is a nurse.
name is Victoria.
My father is thirty-five years old.
I am Jorge Luis.
5
classroom is in the first floor.
favorite sport is soccer.
Complete the family tree with the names of your
family members and illustrate it.
Completa el árbol genealógico con los miembros
de tu familia e ilústralo.
Grandfather
Father
Grandmother
Mother
Uncle
Son
Daughter
6
Aunt
Cousin
Cousin
Versión de evaluación 23/04/12
Luis and Toño are my cousins.
name is Fernando.
Write a short text about your
family and draw it.
Escribe un pequeño texto para describir a
tu familia. Usa el espacio para dibujarla.
25
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26. Lesson 9
My father
is a mechanic
You will recognize the personal pronoun contractions to describe a member of
your family.
Reconocerán las contracciones de los pronombres personales para describir a un miembro de su familia.
Think
Which are the personal pronouns in English?
Read
1
Write
2
Read the following text.
Lee el siguiente texto
Laura is describing her father to her classmates.
Answer the questions.
Responde las preguntas.
What does her father do?
My father is a mechanic. His name is Alonso
Hernandez. He’s 40 years old. He has his own
business and he knows everything about
mechanics. He has a lot of experience, almost
20 years. His job is to repair all kinds of motor
vehicles like trucks, double deck buses, cars and
motorcycles. He is the best mechanic in town. I’m
the youngest child. I have two brothers. They’re
alw
always helping my father with his job.
l
elpi g
p
father t
always helping my fath with his
What’s the name of her father?
What’s his last name?
How old is he?
Think and write
3
Write the contractions. Follow the example.
Escribe las contracciones. Sigue el ejemplo.
Pronoun
=
Contraction
+
am
=
I’m
He
+
is
=
He’s
She
+
is
=
It
+
is
=
You
+
are
=
We
Ingles Unid 1.indd 26
Verb to be
I
26
+
+
are
=
They
+
are
=
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¿Cuáles son los pronombres personales en inglés?
It’s
They’re
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27. Write
4
Answer the questions using the words from the box.
Contesta las preguntas usando las palabras del cuadro.
sister
father
mother
brother
uncle
aunt
grandmother
cousins
niece
Example:
Who is this? (He is the son of my mother.)
He’s my brother.
Who is this?
(She is the daughter of my sister.)
She’s my niece.
Who is this?
(He is the father of my father.)
Who is this?
(She is the wife of my father.)
Who is this?
(She is the daughter of my mother and father.)
Who is this?
(He is the brother of my father.)
Who are these?
(They are the sons of my uncle.)
Who is this?
(She is the mother of my mother.)
Who is this?
(She is the sister of my mother.)
Who is this?
(He is the son of my grandmother.)
Think and write
5
The question Who is this? is used to ask for:
La pregunta: Who is this? se
utiliza para preguntar:
Write
6
Write a small paragraph, like that in exercise
1, to describe a member of your family.
Escribe un pequeño párrafo como el del ejercicio
1 para describir a un miembro de tu familia.
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grandfather
27
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28. I’m a
student
Lesson 10
You will write personal data in order to write an autobiography.
Escribirán datos personales para redactar una autobiografía.
Think
What information do you need in order to write an autobiography?
on
Read
1
Read the text.
xt.
Lee el texto.
My name is Robert Smith I’m a British writer I’m 22 years old
ert Smith. ’m
er t Smi I’m British writer. I’m 22 year old
ith
it
r i ish riter ’m years old.
i
l
st
My birthday is on June 21 . I live in 312 Rivolli Street, Paris,
France. My telephone number is 34 56 89. My e-mail address is
robsm@lovepoems.com. I have one brother. His name is Tom.
He is a photographer.
Versión de evaluación 23/04/12
¿Qué información necesitas para escribir una autobiografía?
An interesting fact • Un dato interesante
The British writer J.K. Rowling, author of the Harry
Potter saga, was a primary teacher and now she’s the
second richest woman in the United Kingdom, only after
Her Majesty The Queen Elizabeth II.
La escritora británica J.K. Rowling, autora de la saga de Harry
Potter, fue maestra de primaria y hoy es la segunda mujer más
rica del Reino Unido, sólo después de la reina Isabel II.
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29. Write
2
Complete with the information from exercise 1.
Completa con la información del ejercicio 1.
First name:
Last name:
Occupation:
E-mail:
Nationality:
Telephone number:
Date of birth:
3
Draw yourself.
Dibújate.
Write
4
Write a text, similar to excercise 1,
using your personal information.
Escribe un texto con tus datos personales
tomando como ejemplo el ejercicio 1.
I’m…
Speak
5
Versión de evaluación 23/04/12
Address:
Present your personal information
to the classroom.
Presenta tus datos personales a la clase.
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30. Lesson 11
What do
you do?
You will identify the use of a/an in order to talk about professions or occupations.
Identificarán el uso de los artículos indefinidos a/an para hablar acerca de profesiones u ocupaciones.
Which are the indefinite
articles in Spanish?
¿Cuáles son los artículos
indefinidos en español?
Read
1
Read the dialogue with a classmate.
Lee el diálogo con un compañero o compañera.
Karla :
Hi. My name is Karla.
Robert:
I’m Robert. What do you do?
Are you a model?
Karla:
No, I’m a journalist, and you?
Robert:
I’m a photographer. I work here.
Karla:
Cool! I’m looking for a job.
Robert:
Good luck!
Think
Think
2
3
Fill in the blank with the correct
article for the sentence.
Escribe sobre la línea el artículo
que corresponde a la oración.
Versión de evaluación 23/04/12
Think
How do we ask about someone’s occupation?
¿Cómo preguntamos por la ocupación de alguien?
a
Article
a vowel sound.
an
is used with words starting with
is used with words starting
Article
with a consonant sound.
30
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31. Write
4
Match the occupations with the drawings.
Relaciona las ocupaciones con los dibujos.
A mechanic
2
A soccer player
3
An architect
4
A plumber
5
An actress
5
Write a or an in the blanks.
Escribe a o an sobre la línea.
artist
accountant
Speak
eak
k
hotel manager
journalist
policeman
electrician
lawyer
designer
6
Interview one of your classmates and
tes nd
write down the information you collect
from him/her. Use your key questions.
Entrevista a tu compañero o compañera
y escribe la información que obtengas.
Usa las preguntas clave.
For example:
What does your father do?
He’s a carpenter.
What does your mother do?
Versión de evaluación 23/04/12
1
She’s a nurse.
plumber
1)
2)
31
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32. Lesson 12
Are you
a student?
You will identify negative and affirmative expressions to give answers about
personal information.
Identificarán expresiones afirmativas y negativas para dar respuestas sobre información personal.
Think
What questions do we make
in order to get personal
information?
¿Qué preguntas usamos para
pedir información personal?
2
Answer the next questions according to the previous dialogue.
Responde las siguientes preguntas de acuerdo con el diálogo.
For example:
Are Emma and Luis students?
Is Frank fifteen years old?
Yes, he is.
Is Ema a housewife?
Read
1
No, they aren’t.
Is Luis a journalist?
Is Ema’s grandmother 79 years old?
Read the dialogue
with a classmate.
Lee el diálogo con un
compañero o compañera.
Ema and Luis are looking at
Ema’s photo album.
Write
3
Complete the information.
Completa la información.
Who is this, Ema?
Ema:
He is my brother
Frank!
Luis:
How old is he?
Ema:
He is 15 years old.
Luis:
Is he a student?
Emma:
Yes, he is. And you?
Luis:
No, I’m a middle
school teacher. Who
is she?
Emma:
She is my
grandmother!
Luis:
What does she do?
Emma:
She’s a housewife.
Liu:
.
.
Tomas: I
sorry.
Please say that again.
Lou Huang
your first name?
2 Is she a teacher?
Yes,
No,
3 Is it hard to be an architect?
Yes,
No,
Liu:
.
.
Yes, I am. My name is
Liu Huang.
No, it
Lou.
L-I-U.
Tomas: OK!
today
your first day here?
Liu:
Yes, it
.
Tomas: Nice to meet you!
She’s 79 years old.
Luis:
.
.
How old is she?
Emma:
Yes,
No,
Completa el diálogo.
Tomas: Hi, are you a student?
1 Are you a student?
Luis:
4
Complete the dialogue.
Versión de evaluación 23/04/12
Think
Speak
5
Practice the dialogue in excersise 4 with your
classmates, using your own names.
Practica el diálogo del ejercicio 4 con tus
compañeros, usando sus propios nombres.
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33. Lesson 13
My school
ID card
You will answer questions about personal information in order to complete
the data for a school ID.
Responderán a preguntas sobre información personal para completar los datos de una credencial escolar.
Think
3
What are the questions to ask
for personal information?
¿Cuáles son las preguntas
necesarias para pedir información
personal?
Complete las preguntas.
How do we ask about personal information?
¿Cómo preguntamos por información personal?
a)
b)
c)
d)
Read
1
Complete the questions.
Read the dialogue with a classmate.
How do we ask someone’s age?
Lee el diálogo con una compañera
o un compañero.
Teacher:
name?
last name?
address?
telephone number?
¿Cómo preguntamos la edad de alguien?
Speak
Good morning!
Student: Good morning, teacher.
Juan:
Hello, Miss.
Teacher:
Hi. Show me your ID card, students.
Where is your ID card, Juan?
Juan:
I lost it, Miss.
Teacher:
4
You need a new ID. Remember we will
visit the zoo tomorrow.
Interview a classmate and complete the
data for the ID card.
2
Circle the option that corresponds.
Encierra la opción que corresponda.
Juan needs the school ID card to visit:
a) a museum
b) a supermarket
c) a zoo
An identification card contains:
a) name, last name, age
:
b) a conversation
Fir st name
:
Last name
c) a favorite TV program
Entrevista a un compañero o compañera y
completa la información para una credencial.
a) What’s your name?
b) What’s your last name?
c) How old are you?
d) What’s your mother’s name?
e) What’s your father’s name?
5
Complete the ID card with your information
and paste your photograph or drawing on it.
dary
lesecon
Te
Age:
Address:
Ingles Unid 1.indd 33
Versión de evaluación 23/04/12
Think
Escribe tus datos en
la credencial y pega
tu foto o dibújate
en ella.
Group:
33
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34. Lesson 14
Where do
you live?
You will recognize questions to ask about the place where you live.
Reconocerán expresiones para preguntar por el lugar donde viven.
Think
What is the meaning of the question where do
you live?
1
2
Circle T if the sentence is true, or
F if it is false. Use excercise 1.
Encierra T si el enunciado es verdadero
o F si es falso. Usa el del ejercicio 1.
Read the text.
Lee el texto.
a) David is an engineer.
b) He is thirty-five years old.
c)
Tom lives in Dallas.
d) Sally is an astronaut.
David is an American astronaut. He lives in
New York. He’s thirty-five years old. He has a
brother, his name is Tom and he lives in Dallas.
He also has a sister, her name is Sally and she is
a teacher. She lives in Houston. Their parents live
in Houston, too.
Write
3
Match the columns.
Relaciona las columnas.
Name
Address
Last name
Age
a
b
c
d
How old are you?
What is your name?
An interesting fact •
Un dato interesante
Versión de evaluación 23/04/12
Think
The first Mexican astronaut was
PhD Rodolfo Neri Vela, who
traveled in the Discovery spaceship
in 1986. The first woman to travel
to space was the Russian Valentina
Tereshkova in 1963.
El primer astronauta
mexicano fue el Dr.
Rodolfo Neri Vela,
quien voló en la nave
Discovery en 1986.
La primera mujer que
salió al espacio exterior
fue la rusa Valentina
Tereshkova en 1963.
Where do you live?
What is your last name?
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35. Think
4
What is the question used to ask about
the place where someone lives?
¿Qué pregunta se utiliza para preguntar
por el lugar donde alguien vive?
5
Complete the dialogu with the words from th invitation card
plete h dialogue ith the words from the invitation card.
ialogue
he ord rom
ds
i
ard
Completa el diálogo con las palabras de la invitación.
Mariana:
Jorge:
When is your
Mariana:
It is on July 6th, next Saturday.
Marcos:
Where do you
Mariana:
I live downtown.
Lucia:
What is your
Mariana:
It is 5 Miguel Hidalgo Street, near the school.
Will you go?
Claudia:
Yes, of course.
Marcos:
Sure.
Mariana:
6
Hello, boys and girls! I want to invite you to my
birthday party.
Ok, see you on
Complete the invitation card with the
information from the dialogue.
Completa la invitación con la
información del diálogo.
?
?
?
at five o’clock.
Versión de evaluación 23/04/12
Write
e
35
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36. Lesson 15
I live in
a small town
You will identify adjectives to describe the place where you live.
Identificarán adjetivos para describir el lugar donde viven.
Think
What words do you need in order to describe the place
where you live?
¿Qué palabras necesitas para describir el lugar en donde vives?
2
Elige la palabra que
describa las imágenes
como en el ejemplo.
Read
1
Choose the word that
describes the images
as in the example.
Read the dialogue with a classmate.
Hot / Cold
Lee el diálogo con un compañero o compañera.
Teacher:
Good morning, boys and girls. This is Armando.
Students:
Welcome, Armando.
Jorge:
What’s your last name?
Armando:
Ortega.
Mariana:
How old are you?
Armando:
I’m twelve years old.
Lucia:
Where did you use to live?
Armando:
In Queretaro.
Susana:
Who do you live with?
Armando:
I live with my grandmother and grandfather.
Lucia:
Armando, could you tell us about Queretaro?
Armando:
Well, it is a small, historic, clean and hot city. People
are very kind.
Lucia:
Wow! Sounds interesting!
Modern / Historic
Clean / Dirty
Speak
4
Describe the place where
you live, draw it and
share it with your class.
Describe cómo es el
lugar donde vives,
dibújalo y compártelo
con tus compañeros.
Speak
3
Big / Small
Versión de evaluación 23/04/12
Think
Interview a classmate about the
place where she or he lives.
Realiza una entrevista a tu compañero
o compañera sobre el lugar donde vive.
You:
Where do you live?
Classmate:
I live in
You:
Tell me about it.
Classmate:
.
.
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37. Lesson 16
David is
a soccer player
You will identify personal data to talk about others.
Identificarán datos personales para hablar acerca de otras personas.
Think
Who is your favorite soccer player? What information can you share about him?
Read
1
Think
Read David’s biography.
Lee la biografía de David.
2
Match the columns.
Relaciona las columnas.
David Roberts was born
in Leytonstone, London,
on April 2nd, 1974.
He is a soccer
player and the
most famous sports
personality in the world.
He lives in Los Angeles.
Which is his favorite sport? a) He lives in Los Angeles.
What is his last name?
b) It is on April 2nd.
What does he do?
c) He is a soccer player.
How old is he (2012)?
d) Soccer.
Where does he live?
e) Roberts.
When is his birthday?
f) He is thirty-eight years old.
Think
3
An interesting fact • Un dato interesante
The American Women’s Soccer Team has more fans
than the American Male’s Soccer Team.
La selección femenil de soccer
de Estados Unidos cuenta con
más seguidores que la
selección masculina.
1
Go back to exercise 2. Review the
questions. Underline the right answer.
Regresa al ejercicio 2. Revisa las preguntas
y subraya la respuesta que corresponde.
This word refers to a place.
a) What
2
c) When
This word refers to a date.
a) When
3
b) Where
b) Which
c)
How
This word means cuál.
a) When
b) Where
c) Which
Versión de evaluación 23/04/12
¿Cuál es tu jugador de soccer favorito? ¿Qué información puedes compartir sobre él?
Write
4
Imagine you can meet your favorite
star. What would you ask him/her?
Imagina que conoces a tu estrella
favorita. ¿Qué le preguntarías?
5
Imagine you are your classmate’s favorite
star. Answer to his/her questions.
Imagina que eres la estrella favorita
de tu compañero/compañera.
Contesta a sus preguntas.
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38. At the
archaeological site
Lesson 17
You will identify the expression used to know someone’s place of origin.
Identificarán la expresión usada para saber el lugar de origen de la gente.
en
g
ge
gente.
Read
1
Lee los diálogos. Escribe el número junto a la
bandera del país del que es originario el turista.
a.
Juan:
Good morning. What’s your name?
e?
Scott:
I’m Scott Johnson. And you?
Juan:
I’m Juan. Nice to meet you.
Where are you from?
Scott:
Juan:
Do you like Teotihuacan?
Scott:
2
I’m from Germany, I’m German.
Yes, it is wonderful.
Susana:
Hello.
What’s your name?
Nicole:
Hi. I’m Nicole. And you?
Susana:
I’m Susana.
Where are you from?
Nicole:
Susana:
What’s your opinion about Teotihuacan?
Nicole:
3
I’m from France, I’m French.
It is a beautiful place.
Mariana: Hi. What’s your name?
Liu:
Hi. I’m Liu Woo. What’s your name?
Mariana: My name is Mariana.
Liu:
Nice to meet you.
Mariana: Where are you from?
Liu:
I’m from China. I’m Chinese.
An interesting fact •
Un dato interesante
Versión de evaluación 23/04/12
1
Read the dialogues. Write the number next to the
o the
h
om
m.
flag according to the country the tourist is from.
from.
English is the official language
in 56 countries around the world
including South Africa, India,
Jamaica, Ireland and New Zealand,
among others.
El inglés es la lengua oficial en 56
países del mundo incluidos Sudáfrica,
India, Jamaica, Irlanda y Nueva
Zelanda, entre otros.
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39. Think
2
Complete the information.
Completa la información.
3
Locate on the map the countries from the box.
Localiza en el mapa los países de la tabla:
Write the three countries
mentioned in the dialogue.
Write the three nationalities
mentioned in the dialogue.
a
b
c
d
e
f
g
h
i
j
Japan
England
Russia
Greece
Chile
Brazil
Mexico
France
China
Italy
Think and write
4
Match the columns.
Relaciona las columnas.
5
Complete the sentences.
Completa los enunciados.
Country
Nationality
Example:
Japan
Brazilian
a) Nicole is from France.
She’s French.
England
French
b) Rommy is from Chile.
He’s
Russia
Italian
Greece
Chinese
Chile
Russian
Brazil
English
Mexico
Chilean
France
Greek
China
Japanese
Italy
Versión de evaluación 23/04/12
Where are you from? means:
Mexican
c) Ivan is from
.
.
He’s Russian.
d) Greco is from Greece.
He’s
.
e) Taoshi is from Japan.
He’s
.
She’s
.
f) Juanita is from
.
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40. Where are
you from?
Lesson 18
You will notice the nationalities of some countries in order to talk about other people.
Identificarán las nacionalidades de algunos países para hablar de otras personas.
1
Think
3
Read the texts.
L
Le
Lee los textos.
Choose the answer that corresponds.
Elige la respuesta que corresponda.
M
My name is Jennifer Robins. I’m from Toronto,
Ca
Canada. I’m Canadian. I’m 12 years old. My
b
birthday is on November 20th. My father is an
actor. He is now working on Broadway.
ac
We use
of origin.
H
His name is Pierre Toulouse. He’s from France.
H
He’s French. He’s 13 years old. His birthday is
on September 1st. His sister is 3 years old. Her
name is Lisa.
na
na
Write
a) from
4
Sh
She is Nora Stevens. She is from Texas. She’s
Am
American. She’s 11 years old. Her birthday is on
Ju
Ju
July 25th. Her mother’s from Guatemala. She’s
Guatemalan.
Gu
to say the country or the place
b) for
Complete the chart using the words
from the box.
Completa la tabla con las palabras del cuadro.
Irish
Swiss
South African
Swedish
Turkish
Australian
German
Peruvian
Portuguese
Canadian
Spanish
Polish
Write
2
Completa la información con las
historias del ejercicio anterior.
Nationality
Germany
Ireland
.
.
She’s
years old.
She’s
Her mother’s from
Turkey
.
.
b Nora’s from
Sweden
.
years old.
He’s
His birthday is on
Australia
South Africa
Switzerland
Poland
Peru
Spain
.
.
Canadian.
Jennifer’s from
She’s
Canada
Portugal
Pierre’s
a He’s from
c
Country
Complete the information with the
stories in the previous exercise.
Versión de evaluación 23/04/12
Read
years old.
5
Write a paragraph using the
information in the previous chart.
Escribe un párrafo usando la
información del cuadro anterior.
November 20th.
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41. Lesson 19
Are you
from Brazil?
You will recognize the expressions used to give information about their
home country and nationality.
Reconocerán las expresiones usadas para proporcionar información sobre su país de origen y nacionalidad.
Think
¿De dónde eres? ¿De dónde es tu persona famosa favorita?
Read
1
Read the next dialogue with a classmate.
Lee el siguiente diálogo con un compañero o compañera.
Paulo:
Hi. Are you a new student?
Carlos:
Yes, I am. My name is Carlos Gomez.
What is your name?
Paulo:
My name is Paulo Da Silva.
Carlos:
Your accent is different.
Are you from Portugal?
Paulo:
No, I’m from Brazil. I’m Brazilian.
I speak Portuguese.
Are you Mexican?
Carlos:
Yes, I’m Mexican.
Are you from Rio de Janeiro?
Paulo:
No, I’m from Brasilia, the capital city.
Carlos:
Paulo, nice to meet you.
Write
2
Think
3
Answer the next questions.
Contesta las siguientes preguntas.
Answer the questions according
to your answers in exercise 2.
Is Carlos a new student?
.
Contesta las preguntas de acuerdo
con las respuestas del ejercicio 2.
Is Paulo’s last name Correia?
.
What’s the structure of these questions?
Is Paulo from Brasilia?
.
Versión de evaluación 23/04/12
Where are you from? Where is your favorite star from?
How do you give an affirmative answer?
How do you give a negative answer?
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42. Read
4
Read the text.
Lee el texto.
An interesting fact •
Un dato interesante
England conquered territories all
around the world under the rule
of two amazing queens: Queen
Elizabeth I in the XVI century and
Queen Victoria in the XIX century.
Both made their country grow
more than any other monarch
in their history.
Inglaterra conquistó territorios en
todo el mundo bajo el mando de dos
asombrosas reinas: Isabel I en el siglo
XVI y la reina Victoria en el siglo XIX.
Ambas hicieron prosperar a su nación
más que ningún otro monarca en su
historia.
Write
5
Write the questions according to the information.
Escribe las preguntas de acuerdo con la información.
? Roger.
? No, his last name is Walters.
Versión de evaluación 23/04/12
Roger Walters is 14 years old. He’s from Manchester, England.
His parents are from Belgium, they all live in Warsaw, Poland.
He is a student at middle school in Poland. His birthday is on
February 14th.
? From Manchester, England.
? In Warsaw, Poland.
? Yes, he is.
? No, his birthday is on
February 14th.
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43. Lesson 20
A creature
from space
You will write a biography.
Redactarán una biografía.
Read
Can you mention five countries and their
nationalities?
¿Puedes mencionar cinco países y sus respectivas
nacionalidades?
1
Read the biography of Zyanya the alien.
nya
Lee la siguiente biografía sobre
re
Zyanya la extraterrestre.
She is Zyanya. She is a nurse
e
in her country. She is from
Zyanyaland. She is 165
years old. Her nationality is
age
Zyanyashian and her language
is Zyanyish. Her address is
39 Blue Star in the Milky
Way. Her phone number is
2873-28892-000.
An interesting fact • Un dato interesante
The word alien is used to refer to foreigners in
general. So, it can be used to refer to
either extraterrestrials or simply
people from other countries.
La palabra alien se utiliza para hacer
referencia a los extranjeros en general.
Entonces puede usarse para hablar de un
extraterrestre o simplemente de gente de
otros países.
Write
2
Use the information in the text to complete the chart.
Usa la información del texto para completar el cuadro.
Name
3
Age
Country
Nationality
Draw an extraterrestrial creature in your notebook.
Use the questions as a guide to create a text.
Dibuja un extraterrestre en tu cuaderno. Usa las
preguntas como guía para crear un texto.
What is the name of the creature?
Where is it from?
How old is the creature?
What are its nationality and language?
Language
Address
Versión de evaluación 23/04/12
Think
Speak
4
Share the information
about the extraterrestrial
you’ve just created.
Comparte la información
sobre el extraterrestre
que creaste.
What is its address?
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44. Lesson 21
Nationality
means nacionalidad
You will notice the function of cognates to help the reading comprehension.
Reconocerán la función de los cognados para facilitar la comprensión de la lectura.
Think
Do you know any words that are similar in English and in Spanish? Which ones?
Read
1
Read the text and underline the words you
understand (do not use the dictionary).
Lee el texto y subraya las palabras que puedes
entender (no uses el diccionario).
uses diccionario).
e
icci
ccion
Think
2
A cognate is a word that
is
in English and Spanish
and you can easily
understand it.
a) different
b) similar
Write
3
T hi Okito is from J
Taoshi Oki i f
Japan, h i J
he is Japanese. H i thirty-five years
He is h
old. He is a doctor and works at the most important hospital in his
country. He practices basketball and tennis. He is in Mexico City
on vacation. He visited Chapultepec park, the Zocalo, the Palacio
de Bellas Artes and the National Anthropology Museum. I think
Taoshi is a very intelligent and interesting person.
Write the words you
underlined in the text.
Escribe las palabras que
subrayaste en el texto.
Example:
Versión de evaluación 23/04/12
¿Conoces palabras que se parezcan en inglés y en español? ¿Cuáles?
Nationality
44
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45. 4
Write the meaning in Spanish of the following words.
Escribe en español el significado de las siguientes palabras.
a) Nationality
b) Doctor
c) Important
Think
5
The words you wrote
are cognates. What do
you think a cognate is?
Las palabras que escribiste se
llaman cognados. ¿Qué crees
que signifique cognado?
e) Vacation
f) Museum
g) Intelligent
Read
6
Read the text and answer the questions.
Lee el texto y responde a las preguntas.
Mongo is a gorilla. He’s from South Africa and
he lives in a zoo located in Australia. His best
friends are the elephants, the hippopotamus, the
chimpanzees and the crocodiles. Mongo loves to
eat bananas and apples. You can visit him at the
safari. He will be happy to see you. He is very
intelligent.
a) Where is Mongo from?
Versión de evaluación 23/04/12
d) Hospital
b) Where does he live?
c) Who are his friends?
d) Write the cognates.
e) Write in Spanish what you understand from the text.
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46. Lesson 22
What about your
brother or sister?
You will use personal pronouns in order to replace a person’s name.
Emplearán los pronombres personales para sustituir el nombre de una persona.
Think
Which are the personal pronouns in Spanish? What do we use them for?
Read
1
Write
2
Read the text.
Lee el texto.
Answer the questions
about the text.
Responde las preguntas
acerca del texto.
Is Mario a student?
W
What does he play?
nth
d
uni High.
ior
io
lays
Mario is a student in seventh grade at Junior High. He plays
in sevent grade at Junior High He plays
seventh grade
soccer with his brothers. They play on Sundays in the park. His
mother brings the lunch. She prepares some sandwiches and
brings sodas to drink. His father goes with them too. He is the
coach of the team.
W
When do they play?
Who is the coach?
Think
3
Look at the words in red. Choose the correct option.
Observa las palabras en rojo. Elige la opción que corresponda.
1 In the first line, he refers to:
a) Mario
2
b) Mother and father
c) Mario and his brothers
b) Mario
c) The sister
b) The teacher
c) The mother
In the third line, she refers to:
a) The mother
4
c) The mother
In the second line, they refers to:
a) Mario and his father
3
b) The father
Versión de evaluación 23/04/12
¿Cuáles son los pronombres pe sonales en español? ¿
ombres perso ale e
personales
e
ers
p
¿Para q los usamos?
qué
In the fourth line, he refers to:
a) The father
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47. 4
1
Underline the option that corresponds.
Subraya la opción que corresponda.
These are personal pronouns:
a) I, you, he, she, it, they, we
b) In, on, under, next to
2 These are possessive adjectives:
3
b) My, your, his, her, its, their, our
When do we use personal pronouns?
5
Find eight pronouns in the alphabet soup.
Encuentra los ocho pronombres escondidos en la sopa de letras.
A
I
T
W
M
S
H
E
F
T
H
E
Y
M
E
H
G
S
E
B
O
U
R
I
Y
O
U
R
U
S
D
M
T
H
E
M
X
H
I
S
Write
6
Interview a classmate using the questions
below and write his/her answers.
Entrevista a uno de tus compañeros o
compañeras y escribe sus respuestas.
Versión de evaluación 23/04/12
a) One, two, three, four, five, six
What is your name?
What is your last name?
Where are you from?
When is your birthday?
What is your favorite sport?
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48. Lesson 23
Send me
an e-mail
You will give personal data to answer a letter or an e-mail.
Proporcionarán datos personales para responder una carta o correo electrónico.
What is the meaning of personal information?
Which are some common questions?
¿Qué significa información personal? ¿Cuáles son
algunas preguntas comunes?
Read
1
Read the e-mail.
Lee el correo electrónico.
From: Yoko Tamaguchi
To: Stephen Morrissey
Subject: Hi, Stephen!
Dear Stephen:
Hi! My name is Yoko Tamaguchi. I’m from Japan, I’m fourteen years
old, I’m a student. I live in Kyoto. My father is a doctor, his name is
Kato Tamaguchi, and he’s very intelligent. My mother is a nurse, her
name is Akane Tendo, she is from Tokyo, and she’s very careful with
her patients. They work together at the same hospital. I have a little
brother named Daero, he’s seven years old. I will be very glad if you
call me, my telephone number is 26 26 11 44, or send me an
e-mail to yokot@makefriends.com.
Think
2
Put the questions in order and answer
them according to Yoko’s information.
Ordena las preguntas y contéstalas de
acuerdo con la información de Yoko.
Example:
old / Yoko/ How / is/?
How old is Yoko?
She is fourteen years old.
is / Yoko’s / last / name / What/?
she / does /do / What /?
her / What’s / occupation / father’s / ?
are / Where / from / they / ?
Kato / Who / Tamaguchi / is / ?
Sincerely,
Yoko Tamaguchi
Think
3
Versión de evaluación 23/04/12
Think
What questions do you need to ask for personal information?
¿Qué preguntas necesitas para pedir información personal?
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49. Speak and write
a
Entrevista a dos de tus compañeros o compañeras utilizando estas preguntas y completa la información.
What’s your name?
My name is
How
?
Where are you from?
I’m
.
years old.
I’m from
.
What’s your
b
?
My telephone number is
What’s
?
His name is
How old are you?
He’s
Where are you from?
His
your name?
c
.
He’s from
What’s your telephone number?
.
How old
?
years old.
.
is
.
Her name is
She’s
you from?
years
Her telephone
.
She’s from
telephone number?
.
.
is
Write
5
From:
To:
Subject:
Reply to Yoko’s e-mail, including all your personal information.
Contesta el correo electrónico de Yoko
incluyendo tus datos personales.
Versión de evaluación 23/04/12
4
Interview two of your classmates using these questions and complete the information.
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50. Lesson 24
Review
You will solve exercises about the unit topics.
Resolverán ejercicios acerca de los temas tratados en la unidad.
Order the dialogue and write the
corresponding numbers (1, 2, 3 or 4)
4
Ordena el diálogo y escribe el
número que corresponda.
( )
Hello, Mario. I am Lucy.
( )
Nice to meet you.
(1)
Hi. My name is Mario.
Encuentra los 12 meses del año
en la sopa de letras.
Nice to meet you, too.
( )
Find the 12 months of the year
in the alphabet soup.
1
A
P
R
I
C
T
O
B
E
R
B
J
M D
L
M
V
J
B
Q
X
M A
E
E
W U
D
Z
R
C
T
A
R
C
M
K
J
A
N
U
A
R
Y
C
E
Z
R
U
H
A
K
B
C
H M
T
P
G
C
R
P
J
S
L
B
H
J
U
L
Y
G
U
T
Z
E
Y
3
F
R
D
O
S
W D
X
N
G
H
R
S
P-E-D-R-O-X-T-A-B-A-Y
H
E
Example: Pedro Xtabay
P
B
Escucha los cinco nombres que dará
el docente y deletréalos para la clase,
posteriormente escríbelos en las líneas.
I
O
Listen to the five different names given
by the teacher, and spell them to the class,
then write the names in the blanks.
X
V
2
N
E
P
T
E
B
E
R
Y
X
Pedro Xtabay
M
Match the columns.
Relaciona las columnas.
May I go to the bathroom?
L
Versión de evaluación 23/04/12
1
Answer
in English.
53 Respondethe puzzle el crucigrama.
Open your en inglés
books.
Across / Horizontales
2
Sit down!
4
Close the window.
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51. 5
Answer the puzzle in English.
Responde en inglés el crucigrama.
7
Across / Horizontales
1
Day that the family gathers.
3
Last day of school.
4
This is the first day of the working week.
Busca en un diccionario inglés-español el
significado en español de las siguientes
palabras y escríbelo sobre la línea.
Name of the day formed by seven letters that
begins with “T” and ends with “y”
.
2
Find on an English-Spanish dictionary
the meaning in Spanish of the following
words and write it on the line.
Reply:
Versión de evaluación 23/04/12
Down / Verticales
Topic:
Journalist:
5
Its name is similar to the planet with rings.
6
This day begins with “W” and ends with “y”
.
7
This day has eight letters; in Spanish it begins
with “j”
.
5
7
1
Classmate:
8
Answer the questions about yourself.
Contesta las preguntas sobre ti.
a) What is your name?
6
b) What is your last name?
c) How old are you?
3
d) What is your address?
2
4
e) Where are you from?
f) Where do you live?
9
6
Match the ordinal and cardinal
numbers. Follow the example.
Relaciona los números ordinales y
cardinales. Fíjate en el ejemplo.
Complete the sentences. Use the pronouns.
Completa los enunciados. Usa los pronombres.
her
Laura:
she
This is my friend Mariana.
Mariana: Where is
twenty-four
thirty-third
one
second
fifty
thirteenth
two
sixty-ninth
sixty-nine
fiftieth
Mariana: What’s
thirty-three
twenty-fourth
Laura:
thirteen
from?
first
Laura:
’s from Brazil.
Mariana: And who’s in this picture?
Laura:
name is Rosario.
from Spain.
’s
last name?
last name is Castillo.
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52. Choose the
under the
10 Selecciona la correct answer. 11 Write the occupationbox. Followpicture. Use a or an
and the words in the
the example.
respuesta correcta.
Escribe la ocupación debajo de cada dibujo. Usa a o an
y las palabras del cuadro. Fíjate en el ejemplo.
Hi. I’ (m/s) Dave.
lawyer
Hello. We (’s/’re) Mary and
Helen.
mec nic
mechanic
chanic
nurse
plumber
r
teacher
teacher
e
ar
architect
rchitect
ct
astronaut
a
She (’re/’s) a nurse.
John’s birthday is (on/an)
November 11th.
An
An
astronaut
the sentences and
12 Readthe pictures. Followmatch them
with
the example.
a) Mr. Fernando Garcia is Mexican. He is a
plumber and he is thirty-three years old.
Lee las oraciones y relaciónalas con
los dibujos. Fíjate en el ejemplo.
jos. Fíjate n eje p
j
e
ejemplo.
plo.
pl
b) Mr. Lawrence is an English teacher. He is from
England. He’s thirty years old.
c) Mrs. Sumiko Tokana is a Japanese actress. She’s
fourty years old.
d) Mr. Paul Dupont is a lawyer. He’s from France.
He’s fourty-four years old.
e) Mr. Mario Correia is a mechanic. He’s from
1. (b)
1. (b)
)
2. (
2.
)
3. (
3.
)
4. (
4.
)
5. (
5.
Brazil. He’s twenty-eight years old.
)
the correct
13 Chooseon the line. word and
write it
and
14 Write the country the flag.
nationality under
Escribe el país y la nacionalidad
debajo de cada bandera.
j
Elige la respuesta correcta y
escríbela sobre la línea.
1
Mario is from Brazil. He is
a) Brazilian
b) French
.
2
Ivan is from Russia. He is
a) Rustic
b) Russian
3
Nicole is from France. She is
a) French
b) Francois
.
4
Robert is from England. He is
a) English
b) Peruvian
.
5
Yoko is from Japan. She is
a) Chinese
b) Japanese
Versión de evaluación 23/04/12
Dianna’s (from/on) Argentina.
.
.
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53. Self Evaluation • Autoevaluación
1
Remember your English lessons and answer the questions.
Recuerda tus clases de inglés y contesta las preguntas.
¿Cuánto siento que aprendí en la clase de inglés?
Mucho
Poco
Nada
¿Por qué?
2
¿Cómo puedo aprender más en la clase de inglés?
3
¿Qué puedo mejorar para cuando termine la siguiente unidad?
Answer
following questions about the grammatical points
II. Contesta the siguientes preguntas sobre los temas gramaticales queyou studiedeninlaunit 1: 1:
las
aprendiste
unidad
1
Write the meaning of the words this and that.
2
Write the possessive adjectives.
3
Write three questions to ask for personal information.
4
Write the conjugation of the verb to be in affirmative, negative and interrogative form.
5
How do you form contractions?
6
What is a cognate?
7
What is the difference between the articles a/an?
Versión de evaluación 23/04/12
I.
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54. Support material • Material de apoyo
Topics / Temas
Suggested material / Material sugerido
http://learnenglish.britishcouncil.org/en/english-grammar/
pronouns/that-these-and-those
Possessive adjectives
http://learnenglish.britishcouncil.org/en/english-grammar/
possessives/possessives-adjectives
Wh- questions
http://learnenglish.britishcouncil.org/en/english-grammar/
pronouns/questions
Use of adjectives
http://learnenglish.britishcouncil.org/en/english-grammar/
adjectives
Use of a/an
http://learnenglish.britishcouncil.org/en/english-grammar/
determiners-and-quantifiers/indefinite-article-and
Parents’ sheet • Hoja para padres
Con el propósito de ayudar al alumno a mejorar su aprendizaje, solicitamos atentamente a los padres
de familia que colaboren con el maestro para conseguir este objetivo. Por lo que en esta sección deberán
mencionar los rezagos, dificultades o deficiencias que presenta el estudiante durante el transcurso de cada
uno de los bloques, así como las acciones que ustedes consideren que deberán emprender para superarlos.
Presenta los siguientes rezagos, dificultades o deficiencias, que se han detectado en:
Para solventarlos deberá:
Versión de evaluación 23/04/12
Use of this-that or these-those
Observaciones o comentarios del padre de familia o tutor:
54
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55. Actions in Progress
Acciones en progreso
Purpose • Propósito
The purpose of this unit is to enable students
to give and obtain information about
possessions and to describe actions that are
in progress at the moment of speaking.
El propósito de esta unidad es capacitar a
los estudiantes para que den y obtengan
información sobre posesiones y describan
acciones que están en progreso en el momento
en que se está hablando.
Sequence 1
Secuencia 1
In unit 2 sequence 1, you will learn to:
En la unidad 2 secuencia 1 aprenderás a:
• Ask and answer questions
about personal possessions.
Preguntar y responder sobre
posesiones personales.
• Indicate one or several, close
or far objects, using the words
this, that, these, those.
Señalar uno o varios objetos,
cercanos o lejanos, utilizando las
palabras this, that, these, those.
Versión de evaluación 23/04/12
Unit 2 2
Unidad
55
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56. Sending
an e-mail
Lesson 25
You will use possessive adjectives in order to express possession.
Usarán los adjetivos posesivos para expresar pertenencia.
Read
Look at the picture and read the text.
Observa la imagen y lee el texto.
3
Answer the questions according to the e-mail.
Responde las preguntas de acuerdo
con el correo electrónico.
1 What’s Mauricio describing?
From: mauricio@cooltown.com
To: nigel@meetme.com
Subject: Greetings from Mexico
a) An e-mail
b) A Picture
2 What’s Mauricio’s favorite color?
Dear Robert,
I’m sending you a photograph of me with my family. Here
I’m dressed all in red. Red is my favorite color. The boy next
to me is my little brother. His name is Arturo. In the picture,
he is wearing his charro suit, because the photo is on the
Mexican Independence Day.
Behind me and my brother are my parents. They only wear
their typical clothes to celebrate Independence Day, my
mother has a nice outfit. Her dress is full of bright colors.
Send me an e-mail soon.
Regards,
Mauricio
a) Blue
b) Red
Think
4
Look at the red words. Underline
the correct answer.
Observa las palabras en rojo. Subraya
la respuesta que corresponda.
1 In the fourth line, his refers to:
a) The charro suit
b) Arturo
2 In the last paragraph their refers to:
a) The parents’ outfit
b) Independence Day
3 The words my, his, their are possessive
Versión de evaluación 23/04/12
1
Write
adjectives, and they are used to show:
a) Possession
2
b) Description
Answer the question.
Responde la pregunta.
What kind of text is this?
a) A letter
b) A dialogue
c) An e-mail
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57. Write
Completa la tabla con las palabras del cuadro.
7
Look at the pictures. Complete the
information. Use possessive adjectives (my,
your, her…) and colors (blue, black, white…).
Observa las imágenes. Completa la información.
Usa los adjetivos posesivos (my, your, her
…) y los colores (blue, black, white…).
I
You
He
Example:
She
My
skirt is blue.
It
We
You
They
her
your
6
Their
my
our
his
their
your
its
Fill in the blanks using the names
of the colors from the box.
book is
.
Escribe sobre las líneas el nombre de cada
color utilizando las palabras del cuadro.
red
green
brown
purple
black
yellow
blue
orange
pink
white
schoolbag is
.
house is
.
uniforms are
Versión de evaluación 23/04/12
5
Complete the chart with the
words from the box.
.
57
7
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58. This is
Samuel’s sweater
Lesson 26
You will identify the use of the apostrophe ’s to indicate possession.
Identificarán el uso del apóstrofo ’s para indicar pertenencia.
1
Write
Read the text with a classmate.
Lee el texto con una compañera o compañero.
3
Answer the questions about the dialogue.
Contesta las preguntas acerca del diálogo.
Versión de evaluación 23/04/12
Read
1 Why are Laura and Mauricio arguing?
2 What color is Laura’s sweater?
3 Who owns the sweater?
Mauricio:
Mom, tell her this is not her sweater.
Mom:
Hey Laura, Mauricio is right.
Laura:
No, mom. It’s mine.
Mauricio:
Laura’s sweater is blue and this is
green. This is my friend’s sweater.
Mom:
What friend?
Mauricio:
Samuel.
Mom:
Why do you have Samuel’s sweater?
Mauricio:
Because he left it on the bus.
Mom:
Ok.
Think
4
Go back to the dialogue. Look at the red
words. Choose the correct answer.
Regresa al diálogo. Observa las palabras
en rojo. Elige la respuesta correcta.
1 What does ’s mean?
a) Plural
b) Possession
c) Contraction of is
2 In the dialogue the mom says: “Samuel’s”.
Write on the line what the ’s are refering to:
2
It’s refers to
.
Samuel’s refers to
.
Answer the question about the text.
Responde a la pregunta respecto al texto.
What is this text?
a) A chart
b) An e-mail
c) A dialogue
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59. Write
5
Complete the information according to the images.
Completa la información de acuerdo con las imágenes.
Example: Whose sweater is this?
It’s Laura’s sweater.
1 Whose jacket is this?
.
It’s
Mario
2 Whose t-shirt is this?
.
It’s
Paco
3 Whose shoes are these?
They are
.
Andrea
4 Whose dress is this?
This is
.
Maria
Versión de evaluación 23/04/12
Laura
5 Whose sweat suit is this?
It’s
.
Gabriel
Ingles Unid 2.indd 59
59
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60. Lesson 27
Whose shorts
are these?
You will identify the plural form of nouns in order to refer to clothes.
Identificarán la forma plural de los sustantivos para hablar de prendas de vestir.
1
Write
Read the dialogue.
Lee el diálogo.
Mauricio’s family is on vacation, they are leaving soon
and they are packing to go.
3
Circle T if the sentence
is true or F if it is false.
Encierra en un círculo
T si el enunciado es
verdadero o F si es falso.
1 The shorts are Monica’s.
Laura:
Whose shorts are these, Monica?
Monica:
They’re Mauricio’s.
Laura:
Really? Aren’t Mauricio’s shorts white?
horts white?
h
hite
t
Monica:
Yes, they are white, but they look black
black
ey
c
because they are very dirty.
y.
Laura:
Wow!, that’s a color change!
e!
e
And whose sunglasses are those?
those?
ho
h se?
Monica:
They’re mine.
Laura:
Look, they are broken.
Monica:
Oops! I need to get new ones.
nes
n s.
s.
Read
2
Answer the question.
2 The shirts aren’t clean.
3 Laura’s sunglasses are broken.
Versión de evaluación 23/04/12
Read
Responde la pregunta.
Where’s Mauricio’s family?
a) On vacation
b) In the forest
c) At school
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61. Think
4
Write
Answer the following questions.
Responde las siguientes preguntas.
5
Match the columns.
Relaciona las columnas.
mnas.
1 Is there a plural form for shorts?
a) Yes
Gloves
b) No
a) Yes
Tennis shoes
b) No
3 How do you form plural nouns?
Jeans
4 Words like
are plural because they
are always together.
Socks
a) Cap, coat, skirt, dress, etc.
b) Jeans, shorts, pants, socks, etc.
Shorts
5 Complete the chart.
Singular
Plural
dress
dresses
Shoes
pants
coat
Sunglasses
jackets
cap
shorts
An interesting fact • Un dato interesante
The famous French fashion designer
Coco Chanel was the first woman in
history who wore trousers and made
them part of a woman’s wardrobe.
6
Work in pairs. Circle the pieces of
clothing that your classmate is wearing.
Trabajen en parejas. Encierra en un
círculo las prendas que tu compañera
o compañero lleva puestas.
comp
ompañe
p
Versión de evaluación 23/04/12
2 Is there a plural form for sunglasses?
La famosa diseñadora francesa Coco Chanel
fue la primera mujer en la historia que usó
pantalones y los convirtió en una prenda
más del guardarropa de la mujer.
61
61
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62. That is my
favorite jacket
Lesson 28
You will identify the use of this/that to express proximity or distance of items in the
singular form.
Identificarán el uso de las palabras this/that para expresar proximidad o distancia de objetos en forma singular.
Read
t
Ordena las letras para formar una palabra. Escríbelas sobre la línea.
r
i
k
s
e
a
j
s
n
c
2
k
t
e
a
j
Read the dialogue.
Lee el diálogo.
Erika:
Wow! That jacket is so cool!
Laura:
Oh, thanks. This is my favorite one.
My father bought it for me.
Erika:
And that t-shirt that you are wearing
is fabulous!
Laura:
Thank you. This is not my favorite
one, it’s not really comfortable.
Versión de evaluación 23/04/12
1
Put the letters in the right order to form a word. Write them on the line.
62
2
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63. 3
Answer the questions about the dialogue.
Responde las preguntas acerca del diálogo.
1 What is Laura’s favorite item of clothing?
Think
4
Answer the questions.
Responde las preguntas
In line 1, that refers to….
a) the jacket
2 Who bought the jacket for her?
In line 6, this refers to ….
a) the jacket
3 Why doesn’t Laura like her skirt?
b) Erika
b) the t-shirt
This/that are used with…..
a) singular nouns
b) plural nouns
This is used to show….
a) proximity
b) distance
Write
5
___________ is her
Complete the information. Use this/that.
Completa la información. Usa this/that.
I like ___________
jacket.
sweater.
sweater
Versión de evaluación 23/04/12
Write
___________ is
my watch.
Look at
___________ skirt.
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64. Lesson 29
These blue jeans
are comfortable
You will identify these/those to express proximity or distance of items in the plural form.
Identificarán these/those para expresar cercanía o lejanía en forma plural.
Read
1
Read the dialogue
with a classmate.
Lee el diálogo con una compañera o compañero.
Laura:
Hurry up, Monica! It is getting
late for the movie. These tickets
for Mystic Romance are for the
6 p.m. show and it is 5:40 now.
Monica:
I know, I know. Please, can I have
those jeans?
Laura:
Which ones?
Monica:
The blue ones.
Laura:
Here you are.
Monica:
Thanks, dear. I love these jeans.
Write
2
Answer the questions about the text.
Responde las preguntas acerca del texto.
Where are Laura and Monica going to?
Think
3
Choose the answer that corresponds.
Elige la respuesta que corresponda.
Those is used to show….
a) proximity
What time is the movie starting?
Versión de evaluación 23/04/12
What is Monica doing?
b) distance
These is used to show….
a) proximity
b) distance
Does Monica hate to wear her jeans?
Those/These is used with…
a) plural nouns
b) singular nouns
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65. Write
5
Escribe sobre la línea these/those.
Look at Greg’s picture. Write
on the lines these/those.
Observa la foto de Greg. Escribe
sobre la línea these/those.
are Alejandra’s jeans.
’s
are your shorts.
are Greg’s family photos. Look
are Julio’s tennis shoes.
at this one.
girls wearing
jeans and
t-shirts are my sisters. Their names are Susan and
Jenny, they are twins. The one next to them is
Memo, he is Susan’s boyfriend.
are my grandparents.
are the teacher’s glasses.
are my
cousins Paco and Tino.
Speak and write
are his pants
e his pants.
is nts.
6
Versión de evaluación 23/04/12
4
Write on the line these/those.
Write a description of a picture. Share it with your classmates
H
Haz
Haz la descripción escrita de una foto. Comparte tu texto
co
con tus
con tu compañeros.
65
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66. Are these
your sunglasses?
Lesson 30
You will distinguish this/that/these/those usage to express possession.
Distinguirán entre el uso de this/that/these/those para expresar pertenencia.
1
Read
Complete the chart.
Completa la tabla.
Singular
Plural
2
A
Read the dialogues. Order the pictures according to the
dialogues. Write on the circle the letter that corresponds.
Lee los diálogos. Ordena las imágenes de acuerdo con los
diálogos. Escribe en el círculo la letra que corresponda.
Roger:
Those
B
C
Really? I’m not sure. I think they are Mauricio’s
glasses.
Well, let’s ask the teacher.
Paul:
Teacher, are these Mauricio’s or yours?
No, they aren’t mine. I’m sure they are Mauricio’s, I
saw him wearing them.
Roger:
Distance
Paul:
This
Hey! Those glasses belong to the teacher.
Teacher:
Proximity
Roger:
Ok, we will ask Mauricio.
Roger:
Mauricio, are these your glasses?
Mauricio: Oh, yes, they are mine. This is my lucky day. Thanks
a lot.
Versión de evaluación 23/04/12
Write
66
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67. Write
3
Think
4
Answer the questions.
Responde las preguntas.
Read the dialogue. Answer the questions.
Lee el diálogo. Responde las preguntas.
To ask questions about someone’s possessions we
say:
1 What are Paul and Roger talking about?
a) Is this your jacket?
2 Are they the teacher’s glasses?
In plural we say:
3 Are they Mauricio’s glasses?
a) Are these your shoes?
b) These are your shoes?
Write
5
Write on the lines this/that/these/those.
Escribe sobre las líneas this/that/these/those.
Are _________
your jeans?
Is ________ a
nice sweater?
6
Order the words to form
questions and answer them.
Ordena las palabras para formar
preguntas y contéstalas.
Example:
those / your / Are / gloves /?
Are those your gloves?
Yes, they are.
1. bag / Is / this / your/ ?
2. your / these / ? / books / Are
Is _______
cap on sale?
Are _______
people celebrating
Halloween?
Versión de evaluación 23/04/12
b) This is your jacket?
3. my / ? / Is / coat / that
4. those / his / Are/ shoes?
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68. Lesson 31
Mini
Check
You will answer some drills related to the topics of the unit.
Resolverán ejercicios relacionados con los temas de la unidad.
Read
2
Lee el texto.
Choose the answer that corresponds.
Elige la respuesta que corresponda.
What kind of text is it?
a) A letter
From: mauricio@cooltown.com
To: nigel@meetme.com
Subject: Greetings from Mexico
b) A postcard
c) An e-mail
Write
Dear Nigel:
I’m sending you a picture of my last weekend. In this
picture I’m wearing my white shorts.
Believe me, these shorts are white, but look black
because they are very dirty.
My sisters are in the picture too. Monica is wearing
her sunglasses. Laura’s glasses are broken, so she isn’t
wearing them. She is wearing her red bathing suit.
Those people at the back are my parents. They are
das. Write
as.
s
soon.
o n
buying sodas. Write me soon.
Regards,
Mauricio
3
Answer the questions about the e-mail.
Responde las preguntas acerca
del correo electrónico.
1 Where are the people in the picture?
2 Why are Mauricio’s shorts black?
3
Why is Laura not wearing her sunglasses?
4
What are Mauricio’s parents doing?
Think
4
Find the information in text 1 and complete the chart.
Versión de evaluación 23/04/12
1
Read the text.
Encuentra la información en el texto 1 y completa la tabla.
Possessive
Adjectives
My
Demonstrative
Pronouns
Colors
Clothes
‘s to show
possession
Plural nouns
white
bathing suit
sunglasses
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69. Unit 2
Write
Encuentra y encierra las palabras del
cuadro en la sopa de letras.
red
pink
black
cap
white
scarf
brown
jeans
yellow
skirt
R
S
D
B
I
N
B
D
O
Y
Z
E
M
L
Q
O
H
G
M
E
R
T
D
A
U
I
P
L
T
L
B
X
V
C
A
P
J
I
G
L
R
L
B
K
O
M
H
K
T
O
O
X
O
O
F
W
X
A
C
W
W
B
H
U
J
N
O
C
Z
R
N
V
R
G
S
C
A
R
F
V
Y
D
R
J
J
E
A
N
S
Y
S
K
I
R
T
P
I
N
K
N
Sequence 2
Secuencia 2
In unit 2 sequence 2 you will learn to:
En la unidad 2 secuencia 2 aprenderás a:
• Describe what a person is wearing.
6
Describir lo que alguien trae puesto.
Reply to Mauricio’s e-mail.
Responde al correo electrónico de Mauricio.
From: ______________________
To: mauricio@cooltown.com
Subject: ________________________
• Express what is happening at
the moment you speak.
Expresar lo que está ocurriendo
al momento de hablar.
• Use the comma or the conjunction
and to describe activities.
Utilizar la coma o la conjunción and
para describir actividades.
• Express where objects or people are
located within a specific place.
Versión de evaluación 23/04/12
5
Unidad 2
Find the words in the box and
circle them in the wordsearch.
Expresar dónde están específicamente
ubicados los objetos o las personas.
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70. Lesson 32
Looking
for Arturo
You will describe what a classmate is wearing.
Describirán la vestimenta de algún compañero.
1
Read the text. Then answer the question.
Lee el texto. Después responde la pregunta.
At the amusement park
Write
2
Answer the questions acording to the text.
Responde las preguntas de acuerdo al texto.
1 Who is looking for the boy?
2 Where are they?
3 What do you have to do if you see the boy?
4 Why are they describing people’s clothes?
May I have your attention, please?
We are looking for a boy. He is six years old,
his name is Arturo. He is Fiona’s brother. He
is wearing yellow shorts, a white T-shirt and a
red cap. If somebody sees him, please look for
security. Security personnel are wearing navy
blue pants, green shirts, white gloves and
beige hats.
Thanks for your attention.
Think
3
Choose the right answer.
Elige la respuesta correcta.
To describe what somebody is wearing,
we use:
a) am / is / are wearing.
Versión de evaluación 23/04/12
Read
b) am / is / are wears.
What are they doing?
a) Looking for someone.
Write
b) Watching TV.
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71. 4
5
Look at the images. Describe on the lines
the clothes that the people are wearing.
Observa las imágenes y describe sobre la línea
las prendas que están usando las personas.
Place the chairs in a circle around the
classroom. All the classmates will occupy
a place except for one standing up.
Coloquen las sillas formando un círculo en el
salón. Todos los alumnos ocuparán un lugar
excepto un integrante que permanecerá de pie.
She is wearing...
new neighbor, and I love the neighbors that are
wearing...” and will complete the phrase saying
,
.
a clothing, specifying the color, or an object they
He is wearing...
have or are wearing at the moment, for example:
“I’m a new neighbor, and I love the neighbors that
are wearing green sweaters.”
El que esté de pie dirá la siguiente instrucción: “I´m
.
a new neighbor, and I Iove the neighbors that are
wearing...” y completará la frase mencionando alguna
prenda de un color específico o algún objeto que
Draw yourself
traigan en ese momento, dando características de
color. Por ejemplo: “I’m a new neighbor, and I love
the neighbors that are wearing green sweaters.”
I am wearing...
The people wearing those clothes will have to
change places, and the one that is standing up
will take a place on one of the chairs that are free,
.
leaving someone standing up, who will repeat the
instructions with other characteristics.
Speak
Las personas que estén utilizando la ropa descrita
deberán cambiar de lugar, mientras que el que
Versión de evaluación 23/04/12
The one standing up will have to say: “I’m a
está de pie ocupará una de las sillas que queden
libres, dejando a un integrante de pie, quien repetirá
la instrucción con otras características.
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72. Lesson 33
Speaking on
the phone
You will express the actions that are happening at the moment of speaking.
Expresarán las acciones que están ocurriendo en el momento de hablar.
Read
Lee los diálogo. Relaciónalos
con las imágenes.
1
Dad:
Hello?
Fiona:
Hi, dad. What’s up?
Dad:
How are you doing?
Fiona:
Fine, dad, everything is ok.
ok.
s ok
Are you at work?
2
Dad:
Yes, I am. What is Arturo doing?
Fiona:
He’s watching TV.
3
Dad:
And your mom? What is she doing?
Fiona:
She is baking a cake and I am studying.
Versión de evaluación 23/04/12
1
Read the dialogues. Match
them with the images.
Read
2
Choose the answer that corresponds.
Elige la respuesta que corresponda.
What is Fiona doing?
a) Writing a letter.
b) Talking on the phone.
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73. Write
5
Answer the questions.
Responde las preguntas.
1 What is Arturo doing?
2 What is Fiona’s father doing?
Look at the image. Complete the
sentences with the words from the box.
Observa la imagen. Completa los
enunciados con las palabras del cuadro.
watching
washing
making
3 What is Fiona’s mother doing?
Think
4
Look at the words in red. Choose
the option that corresponds.
Observa las palabras en rojo. Elige
la opción que corresponda.
1 We use present continuous to express
actions that
.
a) are happening now
his red car.
My father is
b) happened yesterday
My mother is
2 How do you form present continuous?
I’m
breakfast.
TV
because I’m sick!
.
a) am/is/are + -ing
b) am/is/are + -ed
Play
6
Versión de evaluación 23/04/12
3
Write
The teacher will previously make cards of verbs ending in -ing: jumping, sleeping, watching,
shouting, dancing, sitting and standing. Then he/she will give them to five students. They will
have to act the verb and the other students will have to imitate what they are doing, and every
time they mention the verb, everybody will have to act it and say: “He’s/she’s (jumping).”
El profesor previamente elaborará tarjetas de verbos con terminación en -ing: jumping,
sleeping, watching, shouting, dancing, sitting, y standing. Después repartirá los verbos al
azar a cinco alumnos, quienes los actuarán. El grupo adivinará la acción que están realizando
y cada vez que mencionen el verbo todos lo actuarán y dirán: ”He’s/she’s (jumping).”
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74. Lesson 34
Getting ready
for the party
You will ask and answer what is happening at the moment.
Preguntarán y responderán acerca de lo que está ocurriendo en ese momento.
Recuerda las lecciones anteriores
y completa la tabla.
Yellow
+
White
+
blue
=
=
gray
orange
+
yellow
=
+
blue
=
Read
2
Write
Read the conversation with a partner.
Lee la conversación con una compañera o compañero.
3
Answer the questions
about the conversation
between Maria and Fiona.
Contesta las preguntas
sobre la conversación
entre María y Fiona.
What’s Maria wearing?
Maria: Hi. This is Maria speaking.
Fiona:
Oh. Hi, what’s up, Maria?
Maria: I’m just getting ready for the party. Are
you ready?
Fiona:
Almost.
What’s Fiona wearing?
Versión de evaluación 23/04/12
1
Remember the previous lessons
and complete the chart.
Maria: I’m wearing yellow clothes.
Fiona:
Are you wearing pants?
Maria: No. I’m wearing a dress. What about
you? What are you wearing? Are you
wearing your green skirt? I love it!
Fiona:
No, I’m not. I’m wearing jeans this time.
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75. Think
4
Find the questions in the conversation
to complete the chart.
Encuentra las preguntas en la
conversación y completa la tabla.
5
Choose the right answer.
Elige la respuesta correcta.
We use short answers (yes/no, I am...) with
.
a) inverted questions
b) Wh- questions
Write
What are you wearing?
6
Match the columns.
Relaciona las columnas.
They are
playing soccer.
Yes, I am
having dinner.
c) Are you having dinner?
No, she is
sleeping.
d) What are they doing?
7
a) What is she wearing?
b) Is she watching TV?
Is/Are/Am + verb-ing + ?
She’s
wearing a black
skirt.
Order the words of the question
stion
sentences an answer them.
Ordena las palabras para formar las
ar las
r
preguntas y contéstalas.
1
?
Example: wearing/ Is/ he/ pants?
Is he wearing pants? No, he isn’t.
1 is/ doing/ ?/ he/ What
2
Versión de evaluación 23/04/12
What + is/are/am + verb-ing +?
2
playing/ football/ ?/ Is/ he/
3 she/ wearing/ Is/ jeans/ ?
3
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76. Lesson 35
Enjoying
the party
You will identify the present continuous tense structure.
Identificarán cómo se estructuran enunciados en tiempo presente continuo.
Read
Lee la conversación con una compañera
o compañero.
2
Choose the correct answer.
Elige la respuesta correcta.
Where are they?
a) At school
b) At a party
Benjamin: Hello Mike. This is Benjamin calling.
Mike:
Hi, Ben! Are you coming to the party?
Benjamin: Yes, I’m on my way, but tell me, who is there?
Mike:
Oh. Here is Fiona, Maria, Fred, Charly... Everybody is here.
Benjamin: What are you doing?
Mike:
Charly and Fiona are getting some drinks, Maria is dancing with
Fred, and I’m talking to you.
Benjamin: Ooh! Ok. See you in some minutes.
Mike:
Hurry up!
Think
4
Write
3
Answer the questions about the text.
Responde las preguntas acerca del texto.
Who is calling?
Look at the words in red. Complete the chart.
Observa las palabras en rojo. Completa la tabla.
Infinitive verb
Verb + -ing
come
Versión de evaluación 23/04/12
1
Read the conversation with a classmate.
coming
dance
do
talk
Are Charly and Fiona dancing?
getting
Where is Mike?
calling
Do you like parties?
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77. 5
Choose the right answer.
Elige la respuesta correcta.
To form present continuous with
verbs that end with -e we:
a) take out -e and add -ing
Write
6
Write two sentences about what people are doing.
Use the verbs in parentheses.
Escribe dos enunciados sobre las acciones que las personas
están realizando. Usa los verbos que están entre paréntesis.
Example: (run / sleep)
We form present continuous
with:
a) am, is, are + verb + -ed
The woman is running.
She is sleeping.
1 (read / write)
b) am, is, are + verb + -ing
Verbs that end in vowel +
consonant (get, run, sit) to form
present continuous need:
2 (stand / sit)
a) Double consonant in the
end + -ing
b) adding -er.
3 (play / swim)
4 (drink / eat)
7
Match the column with
the pictures.
Relaciona los enunciados de la
columna con las imágenes.
Versión de evaluación 23/04/12
b) add -’s
1 He is watching T.V
.
2 He is taking a shower.
3 He is cooking chicken.
4 She is writing a letter.
5 It is snowing.
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78. Lesson 36
What’s happening
at the party?
You will use prepositions to indicate where people are.
Utilizarán las preposiciones para indicar la ubicación de las personas.
Think
¿Qué palabras usas en español para localizar a las
personas que están a tu alrededor?
e
Read
1
Read the dialogue.
dialogue.
gue.
u
Lee el diálogo.
logo.
Mike:
Finally you a here!
F
are
Benjamin: Y I know. Wow! Everybody is
Yes,
having
ha i g lot f fun! My
h ving a lot of f un! My car is in
t
i
ront f
r
front of your neighbor’s house.
s it ok?
Is it ok?
Mike:
No problem.
N
Benjamin: Great. Hey, who’s that girl?
who’s
Great. Hey, who’ that girl?
irl?
Mike:
Which one?
Which one?
h h
hich ne?
Benjamin: The one that is sitting next to
Maria, between the door and
the table…
Mike:
Ah! Her name’s Angelica. She’s very
nice.
Benjamin: And who’s standing behind Angelica?
Mike:
Ah! He is Ed, her boyfriend.
Benjamin: Ouch!
Write
2
Circle T if the sentence is true
and F is the sentence is false.
Versión de evaluación 23/04/12
What words d you use in Spanish to locate
do
d
people around you?
Encierra T en un círculo si el enunciado
es verdadero y F si es falso.
Benjamin has arrived to the party.
Everybody is having fun.
Angelica is standing next to Maria.
Ed is dancing with Angelica.
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79. Think
3
Complete the chart.
Completa la tabla.
Preposition
Example
Translation
detrás
al lado
in front of
Write
4
Look at the image. Complete the sentences using the
prepositions behind, next to, in front of, between.
Observa la imagen. Completa los enunciados usando las
preposiciones behind, next to, in front of, between.
1 Sandra is sitting
Luis and Andrea.
2 Alex is sitting
3 Miriam is
Andrea
Luis.
4 Sandra is
Alex
Luis.
Andrea.
5 Sandra is
Alex.
Versión de evaluación 23/04/12
between
Sandra
Luis
Miriam
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