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Libby Williams
With
Annette Flavel
answers
Angela Llanas
Libby Williams
Annette Flavel
Macmillan Education
Companies and representatives throughout the world
The authors and publishers would like to thank the following for
permission to reproduce the photographic material:
Francisco Palma; © Depositphotos; Shutterstock.com
ISBN: 978-607-473-735-6
www.grupomacmillan.com
www.macmillan.com.mx
www.macmillanenglish.com
STARTER
Introducing myself
4 Vocabulary: Alphabet
Grammar: Verb to be
PREP
Play Catch and Say!
• All the class stands up in a circle. Say your names out loud in turns.
• Throw a ball to someone, and say the name of that classmate. The classmate catches the ball,
throws it to another classmate, and says his / her name.
• If the name is incorrect, the class shouts You’re out, and the student sits down.
• The winners are the students who make no mistakes.
1 VOCABULARY In pairs, match the pictures to the phrases below.
OPENING
A B C
3 4 2
D It’s E–d–g–a–r. E F
me
Na
6 1 5
1 Does the teacher know Jorge? No, she doesn’t. DISCIPLINARY COMPETENCY
2. The student evaluates a text and compares its
2 Does Jorge have a common last name? No, he doesn’t. content with others, taking into consideration
3 There are three greetings in the conversation. What are they? previous and new knowledge.
Good morning, hi, and hello.
4 Which greeting is the most formal? Good morning.
5 When do you use informal greetings? When you are with friends.
6 What other greetings in English do you know? Suggested answer: What’s up!
3 VOCABULARY 3 Listen to the pronunciation of the letters of the alphabet, and repeat.
Then spell your name for a classmate.
Students’
L-u-p-i-t-a
own answers.
4 GRAMMAR Read the sentences from the conversation. Then underline the correct option.
DEVELOPMENT
You are a new student. 1 The correct form of the verb to be after I is am / are.
What’s your name?
2 The correct form of the verb to be after you is are / is.
I’m Jorge.
My name’s Estela. 3 The correct form of the verb to be with it, she, and he is am / is.
He is Lucas.
LANGUAGE
In informal language and when speaking, we use contractions or short forms of verbs.
I’m (I am), you’re (you are), name’s (name is), and she’s (she is) are some examples.
5 Complete the table with the correct form of the verb to be.
to your classmates. When you finish, make a list of the 7. The student has initiative and interest
greetings you heard. to learn throughout his / her life.
7 SELF-ASSESSMENT Complete the graphic organizer about what you studied during this lesson.
I learned
I want to learn
more about
SELF-AWARENESS
1 Match the actions to the correct ending. 4 Complete the questions with one word.
1 Open a in pairs. 1 May I come in?
2 Turn b the words. 2 What is your first name?
3 Copy c your books. 3 What is your last name?
4 Work d to page 15. 4 How do you spell your name?
5 Spell e the word Hello. 5 Can you repeat that, please?
2 Hello, Jorge.
4 Yes. Sit down with Estela.
1 spell / do / your name / How / you / ? 6 Answer the questions about you.
How do you spell your name?
1 What’s your first name?
2 repeat / you / that / Can / ?
Students’ own answers.
Can you repeat that?
2 What’s your last name?
3 your notebook / words / Copy / in / the / .
Students’ own answers.
Copy the words in your notebook.
3 Do you have a common name?
4 to / Open / your books / page / 9 / .
Students’ own answers.
Open your books to page 9.
OPENING
1 one 9 nine 17 seventeen
GENERIC COMPETENCY
4. The student listens, interprets, and
VISA Application Form
communicates messages relevant to
Personal information as shown in passport different contexts by using appropriate
means, codes, and tools.
(1) Sonia Guzmán Tello
Name:
Registration
number: Age: (2) 17 Sex: Male 7 Female
280102
Phone
number: (4) 5 5 4 9 6 8 1 4
Email
address: (5) sgt36@onemail.com
10
LESSON 1
3 GRAMMAR Read the examples and circle the correct option to complete each sentence.
DEVELOPMENT
DISCIPLINARY COMPETENCY
11. The student communicates in a foreign
1 Name: Students’ own answers.
Students’ language through logical speech, oral or written,
Students’
2 Age: own answers. 3 Phone number: own answers. consistent with the communicative situation.
7 WRITING Use the information from Activity 6 to write the conversation you had with
your partner. Upload it to a blog.
DISCIPLINARY COMPETENCY
Students’ own answers. 4. The student produces texts based on the
normative use of the language, considering
intention and communicative situation.
IT Start a class blog online to upload your work and share it with all
your classmates. Upload your conversation. If you need help to
create a blog, visit: https://www.edutics.mx/iAd
8 SELF-ASSESSMENT Check (3) the phrase that best describes your performance in this lesson.
I can help I can do it I am starting It is very difficult
I can…
others. very well. to do it. for me.
use numbers to provide personal information.
SELF-AWARENESS
What other important information about you can you give? Discuss it with the class.
Students’ own answers.
12
WORKOUT
1 Find and circle ten numbers in the puzzle. 4 from / Where / you / are / ?
Where are you from?
n i n e t e e n
5 that / you / Can / repeat / ?
f i v e f o u r
Can you repeat that?
e t w e n t y t
i b n m o n e w
5 Complete the interview with the correct
g e l e v e n o questions.
h x z i w e e n
Alma: Hi. My name’s Alma.
t t h i r t y x
(1) What’s your name?
v f i f t y x z
Ximena: Ximena.
5 I ’m / is a student.
OPENING
words that are similar in your language (cognates). 1. The student identifies, orders, and interprets the
Discuss why they are useful to understand what you read. ideas, data, and concepts explicit and implicit in a
text, considering the context in which it was
TEEN NEWS
generated and in which it is received.
SKILLS
To get the general meaning of a text, find words that are familiar
to you, including those similar in your language (cognates).
5 Are they enthusiastic about the course? a Yes, they are. b No, they aren’t.
14
LESSON 2
3 GRAMMAR Read the examples and underline the correct option.
DEVELOPMENT
They’re enthusiastic about the course. 1 In affirmative sentences, the subject (I, she, they, Brenda, etc.)
She’s very good at science.
goes before / after the verb to be.
Are they talented students?
Is he good at math? 2 In questions, the subject goes before / after the verb to be.
Is Brenda from Hermosillo?
Go to the LANGUAGE GUIDE on page 80.
4 Read the examples from Activity 3 again and complete the table.
(4) We are bad at speaking. We’re not bad at speaking. Are we bad at speaking?
(5) You are seventeen. You’re not seventeen. Are you seventeen?
(6) They are American. They’re not American. Are they American?
5 SPEAKING Work in pairs. One of you reads profile A and the other one reads profile B. When you
finish, ask each other questions about the person in the profile.
Maite Pérez is fifteen. She’s from Cuernavaca Miguel Guzmán is seventeen years old. He’s
and she’s a student at Morelos High School. from Jalapa, Veracruz. He’s a prepa student,
She’s not very good at sports. She’s very but he’s not very good at academic subjects.
interested in books and her ambition is to be He loves playing soccer and his ambition is to
a writer one day. play for the Veracruz team when he’s older.
LESSON 2 15
6 WRITING Write the questions your partner asked you in Activity 5 and the answers
CLOSURE
you gave.
7 SELF-ASSESSMENT Complete the sentences about your own experience during this lesson.
1 What I remember about this lesson:
SELF-AWARENESS
Guadalajara?
6 Underline the correct option.
B: Yes, they are. A: Do you know Simón López?
B: No, she’s an international student. A: No, he isn’t. He’s from (2) Veracruz / Mexico
• Write your name and what you are good at on a piece of paper, and fold it. Then put all the
notes together in a bag or jar.
• One student draws one note, reads it out loud without saying the name, and asks Who is it?
• Everyone tries to guess who wrote the note until someone gets it right.
1 VOCABULARY Complete the table with words from the box.
OPENING
IT specialist Ecuadorian Portugal surgeon mechanic New Zealand Portuguese
American Haiti The United States accountant South Korea New Zealander Ecuador
The United Kingdom Korean teacher lawyer Haitian life guard British
For vocabulary about nationalities and occupations, go to the VISUAL GLOSSARY on page 87.
2 LISTENING 6 In small groups, listen to the conversation and complete the profiles.
C Name D Name
BORA SO-YI
the definitions.
Where are you from? I’m from Russia. 1 What asks about a age.
What do you do? I’m a sports teacher.
2 Where asks about b a place.
Where’s he from? He’s from Korea.
What does she do? She’s a surgeon. 3 Who asks about c a thing.
What’s his occupation? He’s a lawyer.
4 How old asks about d a person.
How old is she? She is twenty-six.
Who is from New Zealand? Pete is.
Go to the LANGUAGE GUIDE on page 80.
2 Where are you from? I’m from Mexico. 4 How old is he? He’s twenty-three.
6 SPEAKING In small groups, think about a famous person and take GENERIC COMPETENCY
turns asking questions to guess the name of the person. 7. The student has initiative and interest
to learn throughout his / her life.
He’s a film He’s from
It’s a man.
director. Mexico. Is he Alfonso
Cuarón?
LANGUAGE
When you ask questions, use
Is it a man auxiliaries (like is or are) to get a yes or
or a woman? a no for an answer. Use Wh– questions
Where’s he from? to learn more specific information.
7 WRITING Write questions to ask for personal information. Then interview several
CLOSURE
classmates for a survey. When you answer question three, give the occupation
you want to have in the future.
4 Question to know about what a person does in his / her free time:
What do you do in your free time?
5 Other question:
Suggested answer: How old are you?
8 Share the answers of your survey as a class to determine what the most popular
future occupation is.
9 SELF-ASSESSMENT Complete the table with what you learned during this lesson.
SELF-AWARENESS
Who are you? Answer the questions about you in your notebook.
Students’ own answers.
What do you want to be in the future? Share your answer with the class.
Students’ own answers.
20
WORKOUT
1 Read the descriptions and write the 4 A: Who is Lionel Messi?
occupations.
B: He’s an Argentinian soccer player.
1 I work in a school and help people learn. How old
5 A: is the leader of the expedition?
teacher
He’s thirty two.
B:
2 I work in the area of information technology.
IT specialist 4 Put the words in order to make questions.
3 I operate on people in hospitals or clinics. 1 Ellie and John / What / do / do / ?
surgeon What do Ellie and John do?
(7) The United Kingdom British B: I’m Anita and he is Jorge.
(8) Mexico Mexican A: What (2) do / does you do, Anita?
3 Complete the questions. Use the answers A: And what (4) do / does Jorge do?
as a guide.
B: He’s (5) a / an acupuncturist.
2 A: Where is Shakira from? B: (7) They’re / We’re both from Peru.
OPENING
dictionary to check your spelling.
(1) Monday (2) Tuesday (3) Wednesday (4) Thursday (5) Friday (6) Saturday (7) Sunday
The museum Work day Children Work day Work day Work day Work day
closes. visit the
museum.
2 READING Read the text below quickly to find the answers to the questions. Then read more
carefully to confirm your answers, and write them in your notebook.
www.nathmus/meetourteam
Toby’s day
Toby works in the local natural history museum.
He’s a guide. He goes to work on the bus. He
starts work when the museum opens at 10
o’clock. Toby shows people around. He talks
about the exhibits and answers questions.
Every Wednesday groups of school children visit
the museum. Toby usually tells them about the
dinosaurs. Children always like the dinosaurs
best. Toby sometimes shows them dinosaur
movies in the museum theater at lunch time.
The movies are very popular. Toby never gets
bored with his job, but the museum closes on
Mondays. That’s when Toby gets bored. He
never knows what to do on his free day.
SKILLS
When you want to look for specific information quickly, don’t read every word in the text.
Look for specific words related to the information you need. This technique is called scanning.
22
LESSON 4
3 GRAMMAR Read the sentences and circle the verbs. Then answer the questions.
DEVELOPMENT
Toby works in the local natural history museum. 1 Do the verbs you circled describe something that happens
He goes to work on the bus.
once or routinely? routinely
School children visit the museum on Wednesdays.
Children always like the dinosaurs best. 2 Why do some of the verbs end with an –s and some don’t?
Because you add –s only for the third person (he, she, it).
LANGUAGE
For the third person (he, she, it), some verbs need to add –es and not just an –s.
Some examples are go (goes), watch (watches), and do (does). Go to the LANGUAGE GUIDE on page 81.
4 Complete the sentences with the correct form of the verb in parentheses.
1 Susana goes (go) to Juárez Junior High.
4 She and her mom always eat (eat) something in the museum cafeteria.
LANGUAGE
Adverbs like always, usually, sometimes, and never express the
frequency of an action. They answer the question How often…?
5 VOCABULARY In pairs, complete the list of months with the help of a dictionary. Then read the
Language box and ask each other the questions below.
LANGUAGE
You need ordinal numbers in dates. To form them, add –th to the name of the number (fourth).
The exceptions are: One (first), two (second), three (third), five (fifth), eight (eighth), nine (ninth),
and twelve (twelfth). In compounds, make the last number an ordinal: twenty-one (twenty first). When’s your It’s on
birthday? October 31st.
1 When’s your birthday? Students’ own answers.
2 What does your family do for your birthday? Students’ own answers.
4 What do you usually say to your best friend on his / her birthday?
Students’ own answers.
5 What is your favorite day in the year? Students’ own answers.
LESSON 4 23
6 In your notebook, write sentences about routine activities you and / or your family do on
CLOSURE
the days from the box.
on December 24th every Wednesday on summer vacation most Saturdays on September 16th
7 SPEAKING Work in pairs. Ask each other questions about the routine activities from Activity 6.
Include frequency adverbs.
8 WRITING In your notebook, write a questionnaire with ten questions about routine
activities. Use your questionnaire to interview a classmate.
DISCIPLINARY COMPETENCY
1 What do you usually do on Sundays? 11. The student communicates in a foreign language through logical
speech, oral or written, consistent with the communicative situation.
9 SELF-ASSESSMENT Read the statements and underline the option that best describes you.
1 I can talk about my routines easily / well / with difficulty / only if I practice more.
2 I can ask about someone else’s routines easily / well / with difficulty / only if I practice more.
SELF-AWARENESS
Who are you? Complete with information about your favorite things.
My favorite…
day Students’ own answers.
month Students’ own answers.
What is one thing that you never do but you want to do? Share it with a classmate.
24
WORKOUT
1 Complete with the next day of the week. 4 Complete the sentences with one word.
1 Friday ➞ Saturday ➞ Sunday 1 What is Mr. Frank’s job?
➞ Monday 2 He’s a teacher.
2 Sunday ➞ Monday ➞ Tuesday 3 Where does he work?
➞ Wednesday 4 He works at the local high school.
3 Tuesday ➞ Wednesday ➞ Thursday 5 What does he do ?
➞ Friday 6 He teaches math.
4 Wednesday ➞ Thursday ➞ Friday
➞ Saturday
➞ Tuesday
5 My birthday is on Students’ own answers. 5 Put the letters in order to make frequency
adverbs.
3 Solve the quiz! Guess the months and write
the answers. 1 y s u l a u l usually
2 l y a w s a always
3 e i e s m o t m s sometimes
4 e n r e v never
1 It begins with an o and ends with an r.
October
What is it? 6 Write true sentences about you and a
2 It has five letters but it isn’t April. friend. Use the words from Activity 5.
March
What is it? Students’ own answers.
1 I usually
3 It’s sixth in the year. What is it?
2 I Students’ own answers.
June
3 My friend Students’ own answers.
4 Start at January and count seven.
July 4 My friend Students’ own answers.
What is it?
5 There are usually 28 days in this
February
month. What is it?
LESSON 5
Talking about my family
Vocabulary: Family members, descriptions 25
Grammar: Simple present (interrogative, negative)
PREP
Play Non-stop Talk.
My mom’s an architect. Her
• Stand back to back in pairs. Turn around when the teacher tells you to. name’s Laura. She works…
• One of you talks non-stop about your family for 30 seconds.
• When the teacher shouts change, it’s the other student’s turn.
• The winner is the student who says more things.
1 VOCABULARY Underline the correct options to complete the paragraph. If necessary,
OPENING
use a dictionary.
Juan and Sonia have a daughter. Her name is Laura. Laura The Suárez Family
has a (1) brother / sister. His name is Raúl. Sonia has a
(2) aunt / uncle. Paco has a son. His name is Luis. Luis is
Juan Sonia Paco
Laura’s favorite (3) cousin / father. The Suárez family
2 READING In pairs, look at Juanita’s family pictures and share what family members you think
they are. Then read the text to check your predictions.
5 The female child of one of your parents and his / her new partner: half-sister
He has red hair and green eyes. She has one half-brother. 1 What is the form of the verb have in the
I have short curly hair. They have a nice family. third person singular (he, she, and it)?
has
5 Complete the table with the correct form of the verb to have. LANGUAGE
Don’t forget that in third
(1) I have straight hair. person singular negative and
Affirmative interrogative forms, we add
(2) My sister has curly hair. –es to the auxiliary (do-does)
(3) My grandmother doesn’t have white hair. It’s brown. and the main verb stays in
Negative simple form (have).
(4) My sisters don’t have green eyes. They have blue eyes.
Grandfather Grandmother
Engineer Homemaker
7 SPEAKING Draw your own family tree. Then share your work in small groups and ask
CLOSURE
each other questions about your families. Remember to show respect for the
differences in your families.
LANGUAGE
Remember that when you want to ask about the appearance
of a person you can ask: What does he / she look like?
2 I can talk about what my family members do very well / well / sometimes / with more practice.
SELF-AWARENESS
Who do you admire? Think about a family member you admire. Tell a classmate about
him / her.
3 family tree c you have only one 5 Write five sentences about a member
parent in common of your family and what he / she does.
4 great grandmother d the daughter of your
mother or father’s
new partner 1 Students’ own answers.
5 Do they have a step-father? No, they don’t / doesn’t. My grandmother (1) has white hair and
You will create an electronic résumé in English that can be prepared for
electronically storing, tracking, and searching.
1 To gather information for your résumé, 4 Make changes to your information so that
answer the questions on a piece of paper. you have lists of names of skills, job
positions, and study areas, rather than
long explanations or descriptions.
• What’s your name? Eliminate unnecessary adjectives and
• Where do you live? focus on key words.
• What are you good at?
• What do you study? 5 Make a Word document with your
• What languages do you speak? information with the following
characteristics.
2 Decide on the kind of job you can apply for • Only use these fonts: Arial, Cambria, Times
according to your knowledge, skills, and New Roman or Tahoma.
personality. Research the skills needed for • Don’t use special characters or bullets
the job you decided on. (only hyphens or asterisks).
• Align to the left (don’t center or justify
3 Select the information that is relevant to texts).
the job you are applying for. Add necessary • Avoid graphics or artwork.
information and make a draft résumé. • Run the spelling / grammar check tool and
Remember to use simple key words that use a dictionary to correct your mistakes,
will be picked up by a program. if necessary.
7 Exchange your résumés in small groups The résumé reflects a good recognition
and tell each other your opinions on your of personal skills and knowledge.
work according to the checklist.
The résumé includes enough and precise
key words.
SELF-ASSESSMENT RUBRIC
8 Circle the sentences in the table that best describe your performance.
1 Complete the table with phrases and words to give your information. Share the table in pairs.
I am… I… I’m good at… I admire…
Students’ own answers. I play soccer. Students’ own answers. Students’ own answers.
2 Look at the identity maps. Discuss with your partner who is more similar to you.
I admire my
I’m a student. I play soccer.
mother.
3 Draw your own identity map. Use the information from the whole Block.
FOR YOUR LIFE The personality traits in the identity map make you different from others. They
form your identity. Exploring and knowing who you are help you to understand yourself and your decisions.
red green
• Get into groups of four, facing each other.
• One of you begins by saying a color. The student on the right
repeats the color and adds another. Continue the color chain. yellow purple
• The student that says a repeated color, makes a mistake, or takes
too long to speak, sits down. blue orange
• The winner is the last student standing.
1 LISTENING 8 Listen to the conversation. Then circle T (True) or F (False).
OPENING
1 Ben indicates a place for Carla to do her homework. T F DISCIPLINARY COMPETENCY
1. The student identifies, orders, and interprets the
2 There is a bookcase in Carla’s room. T F ideas, data, and concepts explicit and implicit in a
3 There are two white lamps on the bedside table. T F text, considering the context in which it was
generated and in which it is received.
4 There’s a closet in the corner for clothes. T F
5 Ben is tidy. T F
1 bookcase 5 poster
2 desk 6 lamp
4 bed 8 box
3 Look again at the picture of Carla’s bedroom and complete the sentences with words
from the box.
1 We use there is for the existence of one / more than one thing.
2 We use there are for the existence of one / more than one thing.
4 In English, the adjective (color, number, quantity, or describing word) comes before / after the noun.
5 The prepositions in, on, under, and next to tell us where / when something is located.
LANGUAGE
You can make a noun plural by adding –s (beds, tables).
When a noun ends in s, ss, sh, ch, x, or z, add –es (buses, boxes, lunches). Go to the LANGUAGE GUIDE on page 82.
5 Complete the table with there is or there are. Then circle the adjectives that describe the objects.
6 Underline the correct options to complete the description on page 35. Compare your answers in
pairs and help each other correct your work.
LESSON 1 35
(1) There’s / There are a bed. There’s (2) two / a bedside table (3) next to / on the bed. (4) There’s / There are
a lamp on the bedside table. There are (5) two posters / one TV on the wall. There’s a bookcase (6) next to /
under the posters. There’s a (7) chair / closet with clothes (8) on / in it. There (9) is / are some boxes (10) under /
on the desk.
7 WRITING Write six sentences about your bedroom in your notebook. Then draw the
CLOSURE
bedroom as you described it.
9 SELF-ASSESSMENT Circle the number that best describes what you did. Number 5 is excellent
and 1 is with difficulty.
SELF-AWARENESS
stressed relaxed
• Get into groups of three. One of you starts spelling an object / piece of furniture you can find in a bedroom.
• The first one to say the complete word wins a point and goes next. The first student to get five points
wins the game.
1 READING Read the online profiles. Then circle T (True) or F (False). Use a dictionary
OPENING
if necessary.
My name’s Kenji. I’m a student. I’m Japanese. I live in a small My name’s Verónica. My family and I live in an old house in
apartment in Tokyo with my family. My apartment is in a San José, Costa Rica. There’s a small patio and a big garden
modern building. There’s a kitchen and a bathroom. There at the back of the house. There are chairs in the garden and
are two bedrooms. There isn’t a dining room or a living there’s a table on the patio near the garden. We use the
room. There isn’t a laundry room either; for this reason, the garden and patio as an outdoor living room and dining room.
washing machine is on the balcony. I feel comfortable in my There’s a small porch on the front of the house. There aren’t
apartment. My apartment is practical. I live with my mom, any chairs on our front porch. Our bathroom is small.
my dad, and my brother. There’s a shower but there isn’t a bathtub. I love our house!
SKILLS
To deduce the meaning of a new word in a text, look at the words around it.
5 Complete the ads with the correct form of there is / there are.
Enjoy this small beach house. (1) There’s This downtown apartment is perfect for exploring the
a kitchen and there is a tiny living room. city. (6) There’s an all-in-one kitchen, eating and
(2) There are two bedrooms. Each bedroom has three living area. (7) There’s one bathroom but
beds. Unfortunately, (3) there isn’t a laundry room, (8) there isn’t a bedroom; you can sleep in the
but (4) there’s a washing machine in the closet in living area. (9) There’s a sofa bed in the living
the kitchen. (5) There isn’t a bathroom in the house, area. It’s cozy and cute. This is the perfect location for
but it is right next to the house. Have fun at the beach exploring the city. In the city, (10) there are many
and relax with friends at this basic beach house. activities to enjoy.
LESSON 2 39
6 Write three sentences about what there is in your home and three sentences about what there
isn’t in your home.
7 SPEAKING In pairs, share the sentences about your home. Ask each other questions.
CLOSURE
How many Where’s the DISCIPLINARY COMPETENCY
chairs are there in bathroom? 11. The student communicates in a foreign
the dining room? language through logical speech, oral or written,
consistent with the communicative situation.
8 WRITING Write six sentences about your partner’s home. Exchange your sentences
to check the information.
9 SELF-ASSESSMENT Answer the questions with the phrase from the box that best describes you.
Very well OK, after some practice It’s still new to me
2 How well can you name different rooms and objects in a house?
3 How well can you use there isn’t and there aren’t ?
SELF-AWARENESS
My favorite room at home is (1) Students’ own answers. . In this room there is / are
(2) Students’ own answers. . I feel (3) Students’ own answers. in my favorite room.
A room at home where I have special memories is (4) Students’ own answers. .
How do you usually feel at home? Share in pairs. Students’ own answers.
40
WORKOUT
1 Find and circle six places in a home. 3 There isn’t a bathroom.
There is a bathroom.
m b a t h r o o m
4 There is a lot of space in the kitchen.
b o q k k t k w p
There isn’t a lot of space in the kitchen.
e b o i i d l g o
5 There aren’t enough chairs in the dining room.
d a v t d b a t r
There are enough chairs in the dining room.
r l d c g t c p c
o c x h d n o a h
5 Read and write sentences with there is /
o o q e y r i j e there are in affirmative or negative.
m n o n r a v n d
Campers can be homes, but they’re tiny. There
l y n g a r d e n
are wheels on campers, so they’re mobile.
1 VOCABULARY 9 Listen to the conversation and check (✓) the things that are mentioned.
OPENING
A B C
✓ ✓
teacher’s desk lockers pencil case
D E F
✓ ✓
whiteboard binder schoolbag
2 LISTENING 9 Listen to the conversation again and circle the correct option.
1 We use this form to ask about the existence of more than one thing. b
4 Complete the table with the correct form of there is / there are.
Mom: Hi, Gus. How are you? What’s your classroom like?
Gustavo: Yes, there are and there (6) are textbooks for students to learn from.
Gustavo: I feel a little bit frustrated because (7) there aren’t enough individual desks
For vocabulary about school places, go to the VISUAL GLOSSARY on page 88.
LESSON 3 43
6 Look again at the classroom in Activity 5 and make notes in the organizer. Then in pairs,
ask and answer questions about it.
7 SPEAKING Make an organizer for your own classroom in your notebook. Then describe it
CLOSURE
in small groups. Ask and answer questions.
9 SELF-ASSESSMENT Underline the option that best describes your performance in this lesson.
1 Describing my classroom in a conversation was really difficult / fine, but I needed my notes / easy to do.
2 The vocabulary about classroom objects is new for me and I still need to study it / had some new
words I know now / was easy and not new for me.
3 I think that now it is easy to ask / I just need more practice asking / I still find it difficult to ask
SELF-AWARENESS
Suggested answers: whiteboard, teacher’s desk, 4 Complete the questions with the correct
form of there is or there are.
students’ desks, posters, projector
1 Are there laptops in the classroom?
• In pairs, one student says What’s in here? and shows a schoolbag or pencil case. The other has one chance to
guess what’s inside, by asking five questions with are / is there…?
• Exchange roles. The winner is the student with more correct guesses.
1 READING Read the email and underline things that you also do.
OPENING
www.friendmail.com.nz
from robertc@friendmail.com.nz
to diegop@radmail.com.mx
Dear Diego,
I’m so happy we’re pen pals. I’m curious about teenage I like people so I often just hang out with my
life in Mexico. Also, I can tell you about my life in friends. We always talk or share things on our phones.
Auckland, New Zealand. I frequently check social media. We can share pictures
What do you usually do after school? I always do on our social media if you want.
my homework after school and I usually watch TV in I hope you have a good week.
the evening or play soccer outside with my neighbors. Robert
My best friend is Paul, and he lives near my house.
I sometimes go to the park with him. We often play
basketball in the afternoon there, but we never play on
weekends. I feel energized after a game! I really
like sports.
I rarely play computer games. I get bored, but my
sister always plays computer games at night. She likes
to play online.
2 VOCABULARY Read Robert’s email again and circle the correct option.
1 Diego’s pen pal, Robert, a frequently plays chess. b always does his homework after school.
2 Robert sometimes a goes to the park. b shares things on the phone with his friends.
LANGUAGE
Remember you can use frequency 100% 80% 50% 20% 0%
adverbs like always, usually, sometimes, Always Often / Frequently / Usually Sometimes Rarely / Seldom Never
rarely or never to express how often
you do an activity.
46
LESSON 4
3 GRAMMAR Read the sentences from the email and circle Yes or No.
DEVELOPMENT
I usually watch TV in the evening. 1 Watch, play, do, and check are action words. Yes No
He lives near my house.
2 We use action words in the simple present Yes No
My sister always plays computer
to talk about our lifestyle.
games at night.
I frequently check social media. 3 We use frequency adverbs, like always, Yes No
We always talk or share things after the verbs.
on our phones.
4 The action words change when we use them Yes No
for activities with he and she.
(2) I feel energized after a game. Robert feels energized after a game.
5 LISTENING 10 Listen to the conversation and complete the schedule with the correct form
of the verbs from the box.
basketball.
ulio often
(6) J watches TV and sometimes
Every day 8:00
texts his friends.
LESSON 4 47
6 SPEAKING Write your own schedule in your notebook, with one activity for each day.
Then describe your lifestyle in pairs.
7 WRITING Write an email like the one in Activity 1. Write five sentences about your
CLOSURE
lifestyle. Include frequency adverbs.
WWW.
email alex@friendmail.com.mx DISCIPLINARY COMPETENCY
4. The student produces texts based on the
Dear Students’ own answers. normative use of the language, considering
the intention and communicative situation.
8 SELF-ASSESSMENT Circle the number that best describes what you did. Number 5 is excellent
and 1 is with difficulty.
SELF-AWARENESS
Complete with frequency adverbs to express how often you feel some emotions. Add a
different emotion in the last sentence.
always usually sometimes rarely never
Students’ Students’
1 I own answers. feel happy. 4 I own answers. feel sad.
Students’ Students’ Students’
2 I own answers. feel angry. 5 I own answers. feel own answers.
Students’
3 I own answers. feel enthusiastic.
• In smalls groups, act out one activity you often do. You can give one clue to your classmates
to help them guess your action.
• The winner is the student who guesses the activity faster.
1 VOCABULARY Check (✓) the things you do with your family on weekends. Students’ own answers.
OPENING
A B C
D E F
2 LISTENING 11 Listen to the conversation and complete the information about the family
activities mentioned. In pairs, discuss if you do those activities too or not.
DISCIPLINARY COMPETENCY
11. The student communicates in a foreign
NORTH MEGA ANTHROPOLOGY language through logical speech, oral or written,
STADIUM
PLEX
MUSEUM consistent with the communicative situation.
C I N E M A
4 Complete the table with the missing words. Go to the LANGUAGE GUIDE on page 84.
Eduardo?
On weekends, I clean my Yes, I do. I usually wash our Yes, I love basketball. I go
house and shop for food. dog on Saturday mornings to the games of my favorite
and then we all go to the team as often as I can.
park together.
Question Does your Question Does your wife
LESSON 5 51
4 daughter go to 5 cook?
the mall?
6 WRITING Take out your family tree from Block 1, Lesson 5, and follow the instructions.
CLOSURE
1 Write in your notebook five 2 Get into pairs and exchange 3 Write in your notebook ten
sentences about what you your family trees. questions to ask your partner
do and five about what about activities he / she does
you don’t do with your family on weekends. Include the family
on weekends. members in your partner’s tree.
7 SPEAKING Take turns to interview your partner with the questions you prepared. Give details
when it is your turn to answer, and respect the differences in your families.
8 SELF-ASSESSMENT Write Very confident, I am almost there, I have some questions, or It is still
new to me for each topic.
SELF-AWARENESS
Look at the emotion words and answer the questions in your notebook.
What is the best feeling you have with your family? Share in pairs. Students’ own answers.
52
WORKOUT
1 Find and circle six weekend activities. 5 Does your grandmother go to sports events?
Students’ own answers.
othe moviesshocle an
g o t
6 Do you sometimes have lunch at a relative’s
thehous eansgotothemall
oasp ortseventhav elunch house? Students’ own answers.
g o t
7 Do your cousins hang out with you?
atarelat ive’shousehu c ook
Students’ own answers.
2 Match the columns to complete activities. 8 Do you clean the house on Saturdays?
Students’ own answers.
1 go a sports
You will make an electronic presentation with a proposal to create a green space
at school.
1 Get into small groups. Brainstorm places 4 Look for images that can help explain
at school where you can create a green your proposal. Include data in graphs or
space and the ideal characteristics of charts to demonstrate why your
that space. Decide on the best proposal. proposal is important.
2 Make a list of all the benefits the school 5 Make an electronic presentation with
community can get from the green the information you organized. Your
space, and what is necessary to create it. presentation should have the following
Research information to support your characteristics.
proposal.
3 Organize the information in three parts: • List the main arguments you will use to
characteristics of the green space, demonstrate your green space is important
advantages it can give the school and possible.
community, and what is necessary to • Be concise. List just main ideas.
build it. • Include clear graphics and attractive images.
• Make sure your information is organized in
sections.
• Run the spelling / grammar check tool and use a
Benefits dictionary to correct your mistakes, if necessary.
Characteristics
What we need
54
CROSS-CURRICULAR
LOGIC
PROJECT
7 Give your presentation to the class. The information was organized and the
Remember not to read and instead show team explained it clearly.
an enthusiastic attitude to convince the
class that your proposal is the best. After The proposal was interesting, possible,
the presentations, discuss as a class and it showed benefits for the community.
which were the best ones according to The presentation was enthusiastic
the checklist. and convincing.
SELF-ASSESSMENT RUBRIC
8 Circle the sentences in the table that best describe your performance.
1 Complete the table with emotions you feel in different places. Use your information from
the whole Block.
My classroom Students’
makes me own answers.
feel…
When I am at Students’
home, I feel… own answers.
When I am at Students’
school, I feel… own answers.
When I am Students’
with my own answers.
family, I feel…
2 Think about the way you express the emotions from the table. Complete the quiz with your
personal reactions and your opinion about them.
My reactions: When I feel angry, I shout. I like these reactions I have:
When I feel Students’ own answers. , I Students’ own answers. Students’ own answers.
When I feel Students’ own answers. , I Students’ own answers. I don’t like these reactions
When I feel Students’ own answers. , I Students’ own answers. I have: Students’ own answers.
3 Reflect as a class. Share some of your answers with your classmates. Are their answers
similar to yours?
FOR YOUR LIFE What you feel is never “correct” or “incorrect.” All emotions are normal and acceptable,
but sometimes we don’t like the ways we express our emotions. Don’t forget to ask yourself how you feel every
day, name the emotion, think about why you feel like that, and share it with the people you love.
BLOCK 3
STARTER
56
OPENING
numbers below in pairs.
one hundred and fifty-six
100 200 300 400 500 600 700 800 900 1000
1 3 5
2 4 6
2 LISTENING 13 Listen to the conversation and answer the questions in your notebook.
Discuss the last question in pairs.
GENERIC COMPETENCY
4. The student listens, interprets, and
communicates messages relevant to
different contexts by using appropriate
means, codes, and tools.
1 Which article is cheap, small, and light? the earbuds 5 Which are better, the Premium or the RexSound
2 How much do the earbuds cost? 150 pesos headphones? the Premium headphones
3 How much do the Premium headphones cost? 6 Which headphones does Ramón buy? Why?
959 pesos He buys the RexSound headphones, because
4 How much do the RexSound headphones cost?
485 pesos the Premium are too expensive.
3 GRAMMAR Read the sentences from the conversation. Then answer the questions.
DEVELOPMENT
The earbuds are cheaper than the 1 When the adjective has one syllable, what two letters does the
headphones.
comparative form end in? –er
They’re smaller and lighter too.
Headphones are more comfortable than 2 What word do we use to make comparisons with three-syllable
earbuds.
(or longer) adjectives? more
The sound with headphones is better.
They’re more expensive. 3 Which word follows the comparative adjective when you
The RexSound headphones are heavier
mention the two things you are comparing? than
than the Premium ones.
4 How do two-syllable adjectives that end in –y form their
Comparative adjectives
Adjective –er + than More + than Irregular
(1) expensive x more expensive than x
(2) good ✗ ✗ better than
(3) comfortable ✗ more comfortable than ✗
5 Complete the sentences with the comparative form of the adjectives in parentheses.
1 The Solar tablet is lighter (light) than the XK3.
4 The expensive one is more powerful (powerful) than the other one.
Solar
5 Which one do you think is better (good)?
1 What’s the advantage of having a charger with a big capacity? They’re better chargers.
2 What portable chargers does the article review? The article reviews the PowerFriend and the Pocket Powerer.
3 What capacity does the PowerFriend have? It has three full phone charges (10000 mAh).
5 What’s the advantage of the Pocket Powerer? You can easily fit it into your pocket.
SKILLS
A key to reading effectively is to know why you are reading
and what information you want to get from a text.
PORTABLE CHARGERS TO THE RESCUE!
LESSON 1 59
7 SPEAKING In small groups, compare and discuss the advantages and disadvantages of the two
CLOSURE
products from Activity 6. Which charger would you buy? Why?
8 WRITING Choose one advantage and one disadvantage of each product mentioned
in your conversation. Write them in your notebook.
SELF-AWARENESS
1 I’m good at Students’ own answers. 3 I would like to be better at Students’ own answers.
2 I’m not good at Students’ own answers. 4 This year I’m better at Students’ own answers.
than last year.
and ninety-nine
4 Complete the sentences with the correct
comparative adjective.
2 Write the word for each definition.
1 This television is good, but the flat screen one is
1 Something you wear over your ears to listen to
things without others hearing. better.
• Think of the name of a gadget in English. Say the gadget, add an adjective (it’s good,
it’s cheap, etc.), and throw a ball to a classmate.
• The classmate who gets the ball says his / her gadget and compares it to the other gadget.
(it’s better, it’s cheaper, etc.).
• If you can’t think of an adjective, you sit down. The winners are the last ones standing.
1 LISTENING 14 Listen to the conversation and match the pictures to the sentences. Then
OPENING
discuss in pairs when you use this, that, these, and those.
A B C D GENERIC COMPETENCY
4. The student listens, interprets, and
communicates messages relevant to
different contexts by using appropriate
means, codes, and tools.
3 2 1 4
2 What about that screen over there? 4 Let’s go and look at those tablets over there.
LANGUAGE
We use this (singular), and these (plural), to refer to things close to us. For things far
from us, we use that (singular) and those (plural). Go to the LANGUAGE GUIDE on page 85.
2 READING Read the text and answer the questions below in your notebook. Discuss the last
question in pairs.
CHOOSING A COMPUTER
Do you need a new computer? What’s the best
option for you: a desktop, a laptop, or a tablet? Desktops are the most durable of the
It depends on what you are going to use it for! options (you aren’t likely to drop
them!). Desktops have the biggest
Tablets are the cheapest type of computer you screens, so they are the best type of computer for
can buy. They are the smallest and the lightest people who like watching movies or playing
of the options, and the easiest to carry around computer games. They are the most appropriate
with you. But if you do a lot of typing, laptops are option for many students because they are good for
better than tablets because they have physical multitasking. You can have multiple windows open
keyboards. The storage space is bigger and they have at the same time and see them all clearly. Typically,
USB ports, which most tablets do not. they are not the most expensive option.
1 What are the three computer options compared 3 What are the advantages of a laptop? They have physical
in the article? The article compares tablets, keyboard, USB ports, and the storage space is bigger.
laptops, and desktops. 4 What are the advantages of a desktop? They have bigger
2 According to the text, what are the advantages screens, they’re good for multitasking, and they aren’t very expensive.
5 Which would you choose? Why? Students’ own answers.
and disadvantages of a tablet? They’re small, light, and
easy to carry, but they aren’t good for typing, they
don’t have a big storage space, and they don’t have
USB ports.
62
LESSON 2
3 GRAMMAR Look at the words in bold in the article on page 61. Then underline
DEVELOPMENT
2 Three-syllable adjectives use the more / the most for their superlative form.
3 To form the superlative of two-syllable adjectives ending in–y, we change y to i and add –er / –est.
4 We double the consonant before adding –est for adjectives that end in a vowel / a vowel + consonant.
5 The superlative of bad is the worst, and the superlative of good is the better / the best.
LANGUAGE
To compare three or more things, we use adjectives like the
cheapest or the most expensive. These are called superlatives. Go to the LANGUAGE GUIDE on page 85.
4 Complete the table with the superlative form of the adjectives. Write the superlative in the
correct column.
Superlative adjectives
Adjective The + –est The most Irregular
(1) good x x the best
(2) cheap the cheapest ✗ ✗
(3) durable ✗ the most durable ✗
5 Complete the sentences with the superlative form of the adjectives in parentheses.
1 She has the most expensive (expensive) tablet on the market.
2 This tablet costs $800, which makes it the cheapest (cheap) one available.
3 Desktops aren’t portable but they have the biggest (big) screens.
to use.
6 SPEAKING In groups, talk about three electronic gadgets that are the best for you. Compare
CLOSURE
them with other gadgets.
Desktop computers are the Tablets are the best DISCIPLINARY COMPETENCY
best for me because for me because I need to 11. The student communicates in a foreign
I watch movies and they carry my computer and language through logical speech, oral or written,
have the biggest screens. they’re the smallest. consistent with the communicative situation.
7 WRITING Write an answer to the email below. Write four sentences: two comparative
and two superlative. Research for real information online.
SELF-AWARENESS
Do you have a long-term goal (in 3 years)? Discuss in small groups. Students’ own answers.
64
WORKOUT
1 Solve the riddles about computers and write 4 Use superlatives to write sentences
the answers. with what you learned about electronic
gadgets in this lesson.
1 I’m the smallest type of computer. What am I?
2 You can write on me, play games on me, put me on 2 Students’ own answers.
your knee, and carry me everywhere. What am I? 3 Students’ own answers.
laptop 4 Students’ own answers.
3 I show things for you on televisions and 5 Students’ own answers.
computers. What am I? screen
2 Complete the sentences with this, that, 1 Which electronics store has the best
these, or those.
(good) discounts?
1 That tablet on the other side of the store 2 What’s the most practical (practical) type of
2 Those desktops in the other store are more 3 Which is the cheapest (cheap) cell phone
3 This mouse on my hand is the best for 4 These laptops have the biggest (big)
4 These phones right here are not 5 This keyboard is the easiest (easy) to use.
• In pairs, take turns to point at objects near or far from you and say this pen, those books, etc.
• You get a point for each correct item. You can’t repeat objects.
• The first one to get five points is the winner.
1 LISTENING 15 Listen to the conversation. Then mark the route to the concert hall
OPENING
on the map.
GENERIC COMPETENCY
Margarita: Excuse me, could you tell us the way to Forbes Concert Hall, please? 4. The student listens, interprets, and
communicates messages relevant to
Man: Of course. Turn back. Go straight on until you reach Reagan Street. different contexts by using appropriate
There’s a bank on the corner. Turn left on Reagan Street and go along the means, codes, and tools.
road to Cherry Avenue. Go up the hill and the park is on the left.
Margarita: OK.
Man: Walk through the park to the Park Café. Go past the café,
walk around the little lake, and you’ll see the concert hall! You
can’t miss it. There are enormous posters of Ricky Love outside.
Park Café
3 25th Street
ue
y Aven
rr
Che
6 24th Street
5
treet
YOU Bank
ARE
Reagan S
HERE
23th Street
66
LESSON 3
2 VOCABULARY Match the numbered places from the map on page 65 to their names.
Then discuss in pairs if you can find these places in your neighborhood.
For more places around town, go to the VISUAL GLOSSARY on page 89.
3 GRAMMAR Read the conversation in Activity 1 and in pairs, act out the directions the words
DEVELOPMENT
in bold indicate.
4 Complete the second column with direction words according to the arrows.
Imperative verb Direction Place
(1) Go straight until you see a library.
LANGUAGE
Notice that when we give directions, we use the imperative form:
a verb in simple form with no subject (Go straight on). Go to the LANGUAGE GUIDE on page 85.
2 There’s / There are two parks. 5 There’s / There are a museum near the park.
3 Walk / You walk along the street. 6 Go along the street until / back you get to the zoo.
6 SPEAKING Look at the map on page 67. In pairs, talk about the places you can see. Then ask
CLOSURE
Hospital
Museum Movie Theater
Mall
Gas Station
Hidalgo
Library Kiosk
Church
Norte 1
Park
S ur 1
Zoo
Morelos
Gas Station ARE
HERE
7 WRITING In your notebook, write the directions to one of the places you talked about
with your partner. Remember to say where you are starting from.
8 SELF-ASSESSMENT Complete the sentences about your own experience during this lesson.
1 What I found interesting in this lesson:
SELF-AWARENESS
Remember your goals from previous lessons. Write possible obstacles on your way.
My goal Obstacles
l
Hil
5 A subway station is a financial T F Street Market
institution that holds people’s money.
You’re going the wrong way to
2 Read what the people say, and write where school! Turn (1) back .
they are.
Go (2) up the hill. Then walk
1 “Excuse me, where’s the X-ray department?”
(3) along Main Street. Go
hospital
(4) past the church. Then
2 “Can you fill our tank? It’s nearly empty.”
walk (5) through the street
gas station
market. Don’t turn left or right.
3 “Could I have the menu, please?”
Keep (6) straight on! You’ll see
restaurant
the school on your right.
4 “Can you cash this check for me, please?”
bank
5 Complete the conversation with words
5 “Turn off your phone. The movie is about to start!” from the box.
movie theater
walk could there until to turn up
3 Complete the directions according to the Tourist: (1) Could you tell me the
arrows. to
way (2) the science
3 Walk through ( ) the park until you this street and then (4) turn left
• In small groups, sit in circles. Decide who starts. That student asks Could you tell me the way to…?
about any place in school.
• The student on the right has to answer and then ask his / her question. Continue playing until all of you
give directions.
OPENING
a bakery a drug store a grocery store
1 A store where you can have your hair cut or get beauty treatments: beauty salon
2 A place that makes and sells glasses and contact lenses: optician’s
5 A store that sells food usually packaged in bottles, boxes, and cans: grocery store
6 A store where you can buy medicines as well as creams and tissues: drug store
1 Where does the boy want to go? He wants to go to the Robot Café. GENERIC COMPETENCY
It’s on Bush Street. 4. The student listens, interprets, and
2 What street is it on?
communicates messages relevant to
3 How many blocks away is it? It’s about five blocks away. different contexts by using appropriate
means, codes, and tools.
4 How many minutes away is it? It’s ten minutes away.
How do I get to the famous 1 How far…? a asks about the position of a place.
Robot Café?
2 Where…? b asks for directions to a place.
How far is it from here?
Where is it? 3 How do I get to…? c asks about the distance to a place.
3 How far is it from here? It’s about 400 meters down the road.
Go to the end of the street and the supermarket is right there, next to the church.
next to Museum
across from
on the corner of
in front of
Bakery
on the left Grocery Store
on the right
near / far Newsstand Electronics Store
The drugstore is on
the right, next to…
LESSON 4 71
CLOSURE
DISCIPLINARY COMPETENCY
• Write a conversation between a tourist and a 4. The student produces texts based on the
passer-by in your notebook. The tourist asks normative use of the language, considering
about how to get to two different places. the intention and communicative situation.
• Use the three different types of questions
you learned, and the map below.
Constituyentes
Mexican
Supermarket Church Italian Restaurant
Manzano
Castaño
Naranjo
Restaurant
Roble
School
Library Optician’s Newsstand Beauty Salon
Héroes
8 Exchange your conversation with another pair. Role-play your classmates’ conversation.
9 SELF-ASSESSMENT Complete the sentences according to your experience asking for and giving
directions in this lesson.
1 I got better at
2 I need to work on
SELF-AWARENESS
What is the difference between internal and external obstacles? Discuss in pairs.
72
WORKOUT
1 Find and circle five places of a town. 5 Keep walking until you see the
electronics store.
e aut y s a lon b a ker yge o
t r wb 6 Is it on the left or the right?
le c g roc er y s t orem k f t e
owqe
onew
s s t a nduewq p d r ug s t ore 5 Put the words in order to make questions.
1 grocery / Where / is / store / the / ?
2 Complete the sentences with the correct Where is the grocery store?
places.
2 here / far / is / the / How / drugstore / from / ?
1 I’m going to the optician’s to get
How far is the drugstore from here?
new glasses.
grocery store 3 do / get / How / I / to / hospital / the / ?
2 Please go to the and buy
a packet of cereal. How do I get to the hospital?
3 I want a cake and a coffee. Let’s go to the local 4 the / me / Could / bakery / you / tell / the / to /
bakery. way / ?
4 Could you buy a newspaper for me at the Could you tell me the way to the bakery?
5 I need some antibiotics, so let’s go to the Where are the best clothes stores?
drugstore.
6 Complete the conversation.
3 Match the prepositions to the numbers A: (1) Excuse me. (2) Where is the
in the picture.
tourist market?
4 across from B: On River Lane.
4 1
2 on the left A: (3) How far is that from here?
YOU
ARE
1 on the corner HERE B: It’s a five-minute walk.
2 3
3 on the right A: How do I (4) get there?
• In large groups, stand in a big circle. Throw a ball to someone in the circle and ask How do you spell bakery?
• If the student spells it wrong, he / she sits down. Continue throwing the ball asking to spell places around town.
The winner is the last student standing.
1 VOCABULARY In small groups, label the pictures with words from the box. Then share other
OPENING
means of transportation you know.
taxi bus bicycle car subway skates
A B C
D E F
2 LISTENING 17 Listen to the conversation and check (3) the places Daniela recommends.
✓ 1 zoo
2 public pool
✓ 3 interactive museum
✓ 4 town hall
5 monument
6 amusement park
74
LESSON 5
3 17 In pairs, listen to the conversation again and take notes. Then explain to your partner the
directions to get to the places that you checked (3).
GENERIC COMPETENCY
SKILLS 4. The student listens, interprets, and communicates
When you take notes for specific information, write down key words messages relevant to different contexts by using
that will help you remember the most important points. Don’t write appropriate means, codes, and tools.
full sentences. Use abbreviations.
2 Ride your bikes. 5 The bus journey takes about ten minutes.
5 GRAMMAR Read the sentences from the conversation in Activity 2 and underline
DEVELOPMENT
1 The words first, next, then, and after that express order / movement.
First, take a bus from the hotel
to Bristol Street. Then, rent 2 The word first has to be at the beginning / in any order in a sequence.
bicycles there and ride to the
3 Next, then, and after that can be used at the beginning of / at any place
river. Next, drop the bicycles off
and after that, walk four blocks after first in a sequence.
until you reach the zoo.
Go to the LANGUAGE GUIDE on page 86.
2 Next / Then , get off at Gallery Station. 4 Finally , walk three blocks and you’re there.
7 In pairs, follow the instructions to ask for and give directions using the map on page 75.
• Mention the places you can see on I’m at the zoo. How do First, walk one block. Next,
the map. I get to the art gallery? take the orange bus…
• After that, decide on a starting
point for your partner to give
directions.
• Ask and answer questions about
how to get to the different places
on the map.
LESSON 5
Park Museum
75
Reforma
Allende
Hidalgo
Monument
Town Hall Hospital
Orange bus route
Independencia
Blue bus route
Main Square
Subway
River
Revolución
Chinese
Supermarket Bakery Restaurant
5 de Mayo
Zoo Park
8 WRITING In small groups, follow the instructions to write the script for a conversation.
CLOSURE
DISCIPLINARY COMPETENCY
• The conversation is about a tourist asking someone about 4. The student produces texts based on the
eight places of interest in your hometown. As a group, decide normative use of the language, considering the
on those eight places. intention and communicative situation.
• Decide where the conversation takes place (the starting
point to give directions). IT To record and edit your video there are many free
• Write the script. Act it out for the class or record it to show apps for phones and tablets. Look up some tips to
it, as you prefer. make a good video with no professional resources
at http://www.edutics.mx/iAf
9 SELF-ASSESSMENT Underline the option that best describes you. Check your answers with
your group from Activity 8. Do they agree with your answers?
1 Can you ask for directions? Very well / With some help / It’s very difficult.
2 Can you give directions? Very well / With some help / It’s very difficult.
3 Can you work well with others? Very well / With some help / It’s very difficult.
SELF-AWARENESS
there by bus.
5 Complete the conversation with
2 The museum is within / until walking appropriate words.
distance of the hotel.
Matt: What places of interest are (1) there
3 How far / long is the subway journey?
in your town?
About 20 minutes.
Karla: The main square is worth visiting.
4 You can ride / spend those rental bicycles
Matt: (2) How do I get there from
all around the town.
the hotel?
5 This / These is the best Mexican restaurant
Karla: (3) Take a bus.
in my town!
Matt: Is it (4) far from the hotel?
6 Fifth, / First, leave the market and then look
Karla: Yes, it’s about 10 kilometers.
for the sign to the taxi stand.
Matt: How long is the bus journey?
1 Get into small groups and talk about the 4 Write a brief paragraph for each place.
places in your community you think are Include any information that you think
interesting for visitors to see. Include will motivate visitors to go there,
them in a travel guide. Each of you has to including your personal opinions and
propose one or two places. experiences.
3 Look for a free blog website to create your 7 Follow the instructions on the website
travel guide and research information of your choice to create your blog and
about the places you selected. Include upload your information, images, and
where they are, directions to get there, videos. You can check the following link
interesting things about them, and why as guidance: http://www.edutics.mx/iAY
you think people should visit them.
You can see how they extract honey from bee hives
y
and learn the process for making the typical hone
candy from Ray City. You need to know abou t the
healthy properties of honey! Free tastings and
honey products for sale. I like the honey gum…
78
CROSS-CURRICULAR PROJECT
INFORMATION AND COMMUNICATION TECHNOLOGIES
8 Present your work to your class or The places included are attractive
provide the link for everyone to see your and interesting.
blog after school. Discuss as a class what The information is complete and
you think of your classmates’ blogs, motivates visitors.
according to the checklist. The presentation of information is
organized and attractive.
SELF-ASSESSMENT RUBRIC
9 Circle the sentences in the table that best describe your work.
1 Complete an organizer in your notebook to summarize the information about your goals and
obstacles from the whole Block.
The obstacles I face are I feel nervous and I don’t have a friend to practice with.
2 Choose one goal from Activity 1 and complete the WOOP card to help you reach it.
Share your goals in small groups. Do you have similar goals and obstacles?
WOOP Card
WISH (Be challenging)
ts’ own answers.
My goal is Studen
Put the words in order to make Wh– questions. 5 Put the new books on the shelf.
6 I have a problem.
1 her / What / name / is / ?
7 Take the apple that is on the table.
What is her name?
LESSON 3
ARTICLES: A, AN, AND THE You run every day. She sleeps 10 hours.
The definite article (the) indicates a specific thing, He watches TV at night. We have a lot of
singular or plural. Indefinite articles (a, an) indicate homework.
one singular thing in general. A and an mean one.
A goes before words that start with a consonant Complete the sentences with the correct form
sound and an goes before words that start with a of the verb in parentheses.
vowel sound.
1 Paola has (have) a sister.
I have a book. I have an apple. goes
2 He (go) to school by bus.
The Science book is red. The Math books are red.
3 You like (like) to play soccer.
Complete the sentences with a, an, or the. studies
4 She (study) a lot for her exams.
1 She is a doctor. 5 Mario watches (watch) TV after doing
2 Mrs. Pérez is the principal of his homework.
my school. 6 I listen (listen) to the WS9 radio station.
3 He wants to be an architect. 7 Miguel and I love (love) to read
4 I want to see the movie In Girls. comics.
82
LANGUAGE GUIDE
LESSON 5 BLOCK 2 MY LIFESTYLE
SIMPLE PRESENT TENSE: NEGATIVE AND
INTERROGATIVE LESSON 1
To form negative sentences and questions, we use the THERE IS / THERE ARE: AFFIRMATIVE FORM
auxiliary do. He, she, and it, use the auxiliary does. There is / There are is a phrase used to indicate the
The negatives do not and does not can be contracted existence of someone or something. There is is for
as don’t and doesn’t, respectively. singular, and there are is for plural.
Negative: Subject + do / does + not + verb in
simple form. There is a door in the bedroom.
Question: Do / Does + subject + verb in simple form. There are eight doors in the house.
Do you like pop music? No, I don’t like it. There is can be contracted as there’s.
Does he have a dog? No, he doesn’t have one.
There’s a plastic table in the garden.
Complete the sentences with the correct form
of do and the verb in parentheses. Complete the sentences with there is or
there are.
1 A: Does she live (live)
1 There is a dog in the garden.
in Puebla?
doesn’t live 2 There is an insect in my soup!
B: No, she (live) in Puebla.
Do study 3 There are eleven players in a soccer team.
2 A: you (study)
French? 4 There is only one piece of pie on
the library.
LANGUAGE GUIDE 83
Is there a pen on your desk? Yes, there is a pen on 1 rarely / to the gym / He / goes / .
my desk. He rarely goes to the gym.
Are there pictures in the book? Yes, there are many
2 I / rock music / listen to / usually / .
pictures in the book.
I usually listen to rock music.
Put the words in order to make questions. 3 Our / late / is / teacher / never / for class / .
Our teacher is never late for class.
1 there / a pencil / Is / in your schoolbag / ?
Is there a pencil in your schoolbag? 4 studies / seldom / She / for her exams / .
She seldom studies for her exams.
2 many apples / Are / in the kitchen / there / ?
Are there many apples in the kitchen? 5 at the park / We / sometimes / are / .
We are sometimes at the park.
3 in your family / there / a doctor / Is / ?
Is there a doctor in your family? 6 on Sundays / always / You / your grandmother /
visit / .
4 any posters / there / Are / in your bedroom / ?
Are there any posters in your bedroom? You always visit your grandmother on Sundays.
This car in the picture is expensive. Complete the sentences with the superlative
That car you see in the distance is new. form of the adjective in parentheses.
These earphones in my hand are excellent.
Those laptops in the back of the room are for us. 1 He is the worst (bad) dancer I know.
2 This is the most expensive (expensive) phone
Complete the sentences with this, that, these,
or those. in the store.
3 My brother isthe most responsible(responsible)
1 This book in my hand is interesting.
of the three of us.
2 Those students in the other classroom
4 “Streets of Japan” is the longest (long)
are quiet.
chapter in the book.
3 That dog on the corner is my
5 Gina has the highest (high) grades in
neighbor’s.
my the class.
4 I like these little tomatoes in my salad.
6 That is the oldest (old) monument
5 These muffins on my plate look
in the city.
delicious.
7 She eats the least (less) of all of us.
6 Look out the window. Those girls are
8 Tomás is the smartest (smart) cat in
my friends.
the world.
7 Do you see that store over there?
9 My dog is the fattest (fat) in the whole
8 I sit on that desk in the third row.
neighborhood.
9 These gadgets on the table are new.
10 This car is the heaviest (heavy) of all the
10 These cookies I have here are for cars of this company.
everyone.
LESSON 3
IMPERATIVE FORM
LESSON 2 To give directions or instructions, we don’t use a
SUPERLATIVE ADJECTIVES subject and the verb stays in simple form. This is called
We use superlative adjectives to compare more than the imperative form.
two things, where one is above or below the rest in
terms of the characteristic compared. Go to the bus stop across the street.
We form superlative adjectives by using the + a Walk three blocks.
short adjective with –est ending. We don’t use –est
with long adjectives: we use the most + adjective.
86
LANGUAGE GUIDE
Change the sentences to imperative form. 5 What bus do I take to go to the
library?
1 You need to walk to the corner.
6 How far is the movie theater from
Walk to the corner.
the park?
7 How many blocks do we need
2 You can turn left on Hidalgo Street.
Turn left on Hidalgo Street. to walk?
8 Where is the concert hall?
3 If you walk four blocks straight on Pino Street,
5
11
15
1
Departures
2
17
9
10 7 8
16
12 13
3 4
18
3
1 5
10
14
16
12
11
15
17
13
18
11
2 10
3
9 17
18
8
16
7
13 15
14
12
TRACK 12 TRACK 15
Boy: OK.
Woman: Turn there and continue until you see a
newsstand. It’s in front of a bakery. Turn right there.
The café is at the end of the street, across from the
Natural History Museum. It’s next to an electronics
store. You can’t miss it!
Boy: Thank you very much!
Woman: You’re welcome.
TRACK 17