Teacher’s Edition

Gudelia Matías Silva

Pre-A1 DGB New Edition

According to the New MCCEMS
 Teacher’s Edition

Gudelia Matías Silva

Asesor académico
Miguel Ángel Argueta Vázquez

Revisión editorial
Gilberto Tepo Pérez

Coordinación de diseño
Jesús González Picazo

Diseño editorial
Zamirt Romero Osorio

Fotografía e ilustraciones
Shutterstock.com

Producción editorial
Francisco J. Martínez García

1a edición, Septiembre 2023. No está permitida la reproducción La marca Book Mart es propiedad
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transmisión de ninguna forma o por total o parcial.
Miembro de la Cámara Nacional de cualquier medio, ya sea electrónico,
la Industria Editorial Mexicana mecánico, incluyendo fotocopiado, Impreso en México / Printed in Mexico
Registro número 3740
almacenamiento en cualquier sistema
de recuperación de información o
grabado sin el permiso previo y por
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 Introduction
E
nglish has now become an essential part of our lives. Motion 1 offers an engaging,
colorful and well-designed book that promotes English language learning in a fun
and entertaining way. Not only will you find a variety of exercises to help you
learn English, but also you will find topics which are relevant for you and your future.
The contents of this book are based on the newest program for high school, according
to the new MCCEMS, developing learning progressions for language acquisition.
The development of social-emotional skills is highly promoted along with crosswise
lines observed in the relationship between skills and attitudes allowing a progressive
development not only in knowledge, but also in self-awareness, autonomy, self-regulation,
perseverance, dialogue and coexistence among students and teachers.
Also, the book covers the different skills needed for you to communicate in English
with other people around the world. Discover a new age of learning English!

Diagram of categories and subcategories

• Listening for gist • Fluency
• Listening for detail • Using functions
• Pronunciation

Listening Speaking

English

Writing Reading
• Spelling
• Punctuation
• Scanning
• Layout
• Skimming
• Coherence and cohesion

III
 Categories, Subcategories and Learning Goals
Semester Category Subcategory Learning Goal

Listening L1:
for gist Understand the letters of the English alphabet when
XX
listening and identifying differences in phonemes.
Understand the main idea of an oral conversation
XX
Listening (L) based on basic expressions, such as greetings and
simple vocabulary.
Listening
Understand simple questions to request personal
XX
for detail
information and others’ (name, age, nationality,
characteristics, habits, skills).

S1:
Fluency Understand and communicate orally, using basic
XX
expressions, such as greetings, words, and simple
phrases related to personal information and concrete
Speaking Using situations.
(S) functions Offer basic descriptions of some objects, animals,
XX
places, and food as opinion, size, or origin.
Ask and answer simple questions with short
XX
Pronunciation expressions previously prepared.
Participate in conversations, in a simple form.
XX

Scanning R1:
Recognize basic words and phrases about personal
XX
information in texts, such as registration forms, signs
English 1
or agendas.
Identify meanings from written information
XX
Reading (R)
expressed in texts.
Skimming Understand the general idea of simple texts about
XX
personal information, descriptions, habits, skills, and
food.

Spelling W1:
Provide personal information in writing in a standard
XX
form, like a gym registration form.
Express in a written form, simple phrases and
XX
Punctuation
sentences, considering spelling rules and punctuation
Writing marks, using capital letters to express nationalities, to
(W) write a question mark at the end of a question, to use
Layout commas when listing information, such as a food list.
Write short and basic descriptions of people, objects,
XX
places, routines, and relies on textual elements to
give meaning to the writing.
Coherence
and cohesion

IV
Basic Concepts of the English Sociocognitive Resource
The conformation of the sociocognitive resource of the foreign language (English), based on the
MCER is formed by four categories:

Categories
Listening (L)
They are the knowledge, skills, and experiences that allow students to process incoming
information (input), in a speaking form in a foreign language (English), by one or more speakers,
that can be in pair or members of the community.
Subcategories: listening for gist, listening for detail.

Speaking (S)
They are the knowledge, skills, and experiences that allow students to produce oral texts
propriate in a foreign language (English), which will be received by one or more different
listeners.
Subcategories: fluency, using functions, pronunciation.
Reading (R)
They are the knowledge, skills, and experiences that allow students to receive and process
incoming information of written texts in a foreign language (English), produced by one or
more authors. Subcategories: scanning, skimming.

Writing (W)
They are the knowledge, skills, and experiences that allow students to produce written texts in
an individual or collective form, adequated in a foreign language (English), that can be read by
one or more readers.
Subcategories: spelling, punctuation, coherence and cohesion, layout.

Learning Path
Listening Speaking Reading Writing

Understand basic Use oral expressions Interpret simple Write phrases and
information about related to basic written texts and daily sentences
oneself and family, information about daily expressions related to basic
shopping, places of oneself and family, related to basic information about
interest, occupations, shopping, places of information about oneself and family,
etc. interest, occupations, oneself and family, shopping, places of
etc. shopping, places of interest, occupations,
interest, occupations, etc.
etc.

V
 This is your book…
Diagnostic evaluation
We start our course with a Diagnostic Evaluation to identify previous knowledge.
Get ready for the new beginning!

Unit 1 – My Personal Information

Progression 1
The Unit and the Progression are indicated at the beginning for an easy recognition.

Suggested activity
The Vocabulary and the Suggested Activity are also indicated to make sure what you have to develop
in the currect learning progression.

Recognizing
We need to identify target vocabulary in context. It’s essential in order to express opinions or
descriptions.

Defining
The progression is introduced in a situation which can be a conversation, a description, a common
situation for you.

Analyzing
Grammar is analyzed and studied in an inductive form. You have to build your grammar knowledge
along with your classmates and teacher.

Implementing
We will practice and consolidate your new knowledge with these learning activities and exercises
designed to promote reading, writing, speaking, and listening.

VI
Scope and Sequence
Unit 1 My Personal Information
Progressions
Introduction III
Categories, Subcategories and Learning Goals IV
Basic Concepts of the English Sociocognitive Resource / Learning Path V
This is your book… VI
Table of contents VII
Improving our teaching Vlll / Xll
Diagnostic evaluation 8
Understand how to use the verb to be (affirmative, negative, and interrogative) and the personal pronouns to give your own 10
1 information and about others.
2 Identify the imperatives to promote communication in the classroom in a second language, giving and receiving instructions. 17
Understand the use of the verb to be and to have to describe people, places or things, using adjectives of quality and indefinite 24
3 articles to give details of the characteristics.
Understand the use of the demonstrative adjectives (this, that, these, those) in the affirmative, negative, and interrogative forms to point 31
4 something or someone based on their location (near, far) and the quantity (singular or plural).
Summative Evaluation 38
Social-emotional Resource 40
Achievement Evaluation 40
Unit 2 My Favorite Objects
Progressions
Understand the use of There is, There are (affirmative, negative, and interrogative) and the prepositions of place to express the 42
5
existence or not of people or things in a specific place.
Understand the use of the possessive pronouns (mine, yours, his, hers, its, ours, theirs) to promote the value of honesty, recognizing 50
6
your own and others’ belongings.
Analyze and understand that the possessive adjectives and nouns are used to express someone’s belongings, so they are used to 58
7
indicate family bond and belongings to elaborate a genealogy.
Select Wh-questions to interview and being interviewed with simple dialogues. Besides, using the conjunction because to give 66
8
reasons.
Summative Evaluation 74
Social-emotional Resource 76
Achievement Evaluation 77
Unit 3 A Daily Life
Progressions
9 Use affirmative and negative ideas in the simple present to express habits and your own routines and other people’s. Identify 78
actions that can be modified to improve physical and emotional welfare.
10 Understand the use of yes/no questions and Wh-questions in the simple present to request and provide specific information. 86
11 Distinguish the frequency adverbs (always, usually, often, sometimes, never, among others) to express your own routines and other 94
people’s.
12 Use the prepositions of time in, on, at and the connectors and, but, then to mention the moment of an event, to contrast, join, and 102
enlarge ideas, elaborating an agenda of weekly activities.
Summative Evaluation 110
Social-emotional Resource 112
Achievement Evaluation 113
Unit 4 Counting Food
Progressions
13 Identify the uses of the modal verb Can, to express physical, cognitive and social abilities (affirmative, negative, interrogative). 114
14 Understand the use of the modal verb Can (affirmative, negative, interrogative) to make requests and ask or give permisssion. 120
15 Understand the use of the countable (singular and plural) and uncountable nouns to apply in specific situations. 126
16 Understand the use of much, many, a lot, a few, a little, some, to describe the dish of good eating. 132
Summative Evaluation 137
Social-emotional Resource 139
Achievement Evaluation 140
Glossary 141

VII
 Improving our teaching

Multiple intelligences

G
The benefits of using multiple intelligences in the classroom

ardner’s work has influenced the form many teachers approach their classroom instructions. There are many
ways to demonstrate understanding and it is important to incorporate these intelligences when planning
our classes to make sure the inclusion for all students, and for students to receive the best possible learning
experience. We can promote new possibilities for learning with greater emphasis on lifelong learning, which
supports the development of students’ skills in creativity and innovation.
Empowering students to learn through multiple modalities fosters a collaborative classroom where students are
comfortable experimenting and letting others experiment. (Borek 2003, p. 24). Multiple intelligences can allow
students to explore and learn in many different forms as well.
By understanding not only that there are different intelligences, but also how to teach them, we can effectively
implement lessons in a way that allows all learners to show what they know, not just those who read and write well.
Some real benefits for our students are:
XX According to recent studies, students who perform poorly on traditional tests are turned on to learning when
classroom activities incorporate artistic, athletic, and musical activities.
XX Multiple intelligence activities provide opportunities for authentic learning based on your students’ needs,
interests and talents. The multiple intelligence classroom acts like the “real” world: the author and the illustrator
of a book are equally valuable creators. Students become more active, involved learners.
XX Parent and community involvement in your school activities may increase. This happens as students
demonstrate work before panels and audiences. Activities such as open classes and expositions involving
apprenticeship learning, attrack the attention of the members of the community into the learning process.
XX Students are able to demonstrate and share their strengths. Building strengths gives a student the motivation
to be a “specialist.” This can increase self-esteem.
XX When you teach for understanding, your students keep positive experiences and the capacity for creating
solutions to real life problems.
There are seven distinct intelligences. Students learn, remember, perform, and understand in different ways.
The learning styles are as follows:

1. Bodily-kinesthetic
It relates to the use of the body effectively, like a dancer or a surgeon. Keen on sense of body awareness. They like
movement, making things, touching. They communicate well throughout body language and be taught with physical
activity, hands-on learning, acting out, role-playing. Tools include equipment and real objects.

2. Visual-spatial
It refers to terms of physical space, as architects and sailors do. They are aware of their environments. They like to
draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery.
Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television,
multimedia, texts with pictures, charts, and graphs.

3. Interpersonal
It focuses on understanding, interacting
with others. These kinds of students learn
through interaction. They have many
friends, empathy for others. They can
be taught throughout group activities,
seminars, dialogues.
Tools include the telephone, audio
conferencing, time and attention from
the instructor, videoconferencing, writing,
computer conferencing, and e-mailing.

VIII
 Improving our teaching

4. Musical
It relies on showing sensitivity to rhythm and sound. Students love music, but they are also sensitive to sounds in their
environments. They are able to study better with music in the background. They can be taught by turning lessons into
lyrics, speaking rhythmically, tapping out time.
Tools include musical instruments, music, radio, stereo, CD-ROM, and multimedia.

5. Linguistic
This is about using words effectively. These students or learners have highly developed auditory skills and often think
in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them
to say and see words, read books together.
Tools include computer games, multimedia, books, tape recorders, and lecture.

6. Intrapersonal
These learners tend to shy away from others. They’re in tune with their inner feelings; they have wisdom, intuition
and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study
and introspection.
Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners.

7. Logical-mathematical-reasoning, calculating.
It challenges about thinking conceptually, abstractly and are able to see and explore patterns and relationships.
They like to experiment, solve puzzles, ask cosmic questions. They need to learn and form concepts before they can
deal with details.
Tools include logic games, investigations, mysteries.

Choosing media is appropriate to learning style. Here we have some characteristics:

a. Visuals: Visual media help students acquire concrete concepts, such as object identification, spatial relationship, or
motor skills where words alone are inefficient.
b. Printed words: There is disagreement about audio’s superiority to print for affective objectives; several models do
not recommend verbal sound if it is not part of the task to be learned.
c. Sound: A distinction is drawn between verbal sound and non-verbal sound such as music. Sound media are
necessary to present a stimulus for recall or sound recognition. Audio narration is recommended for poor readers.
d. Motion: Models force decisions among still, limited movement, and full movement visuals. Motion is used to depict
human performance so that learners can copy the movement. Several models assert that motion may be
unnecessary and provides decision, aid questions based upon objectives. Visual media which portray motion are
best to show psychomotor or cognitive domain expectations by showing the skill as a model against which students
can measure their performance.
e. Color: Decisions on color display are required if an object’s color is relevant to what is being learned.
f. Realia: Realia are tangible, real objects which are not models and are useful to teach motor and cognitive skills
involving unfamiliar objects. Realia are appropriate to use with individuals or groups and may be situation based.
Realia may be used to present information realistically.
g. Instructional setting: Design should cover whether the materials are to be used at home or instructional setting
and consider the size what is to be learned. Printed instruction should be delivered in an individualized mode
which allows the learner to set the learning pace. The ability to provide corrective feedback for individual learners is
important, but any medium can provide corrective feedback by stating the correct answer to allow comparison of
the two answers.

IX
 Intelligence Noticeable behavior Learning strategies

creates book outlines, plays or papers

uses numbers, shapes and patterns
creates own grammar board game
able to move from concrete to abstract easily
Logical-mathematical Venn diagrams, patterning, and sorting
enjoys puzzles and computer games,
story mapping
organizes thoughts systematically
creates questions from given answers
appreciates subtleties of grammar and
makes books
meaning
labels diagrams
enjoys word games
Linguistic creates play or character sketch
understands jokes, puns, riddles
creating analogies, palindromes, etc.
memorizes easily
collaborative writing
enjoys sound and rhythm of language
enjoys listening composes song, rap, jingle
is easily distracted by sounds puts vocabulary words to a melody or rhythm
is very aware of the sounds of people’s voices, patterns listening to sound bites or other
Musical
are frequently excellent mimics auditory language
is sensitive to melody and tone, even of speech retells a story and creates outline by putting
moves when music plays words to a familiar tune
enjoys maps and charts
creates story maps
thinks in three-dimensional terms and
Spatial makes comic strips for outline
pictures, not words
designs posters and display boards
draws and doodles

coordinated and neat handwriting plays game to practice content (catch or

wiggles, learns better when moving or juggling, etc.)
Kinesthetic tapping feet signs language
uses body language, gestures creates demonstrations
hands-on learner acts out scenes movement area of room

feels comfortable outside

poetry picnic
is good with animals
Naturalistic brings nature into the classroom
keens on green thumb and talks about nature
chooses own writing topics
and plants
thematic teaching
always asks the “Why” questions
Existential in depth discussions journaling responses
needs to see big picture and create analogies
to readings
enjoys cooperative learning panels discussions or debates
understands others partner poems or group story writing
Interpersonal
has many friends and mediates conflicts makes role-playing
volunteers to help others encourages cooperative learning

daydreams creates journal of literary characters

insightful and reflective creates mind maps for outline
Intrapersonal journals easily creates personality inventory of characters
comfortable being alone develops individual collage essays or
knows own strengths and weaknesses multi genre papers

X
 Improving our teaching
The school plays a significant role in educating young people by providing them with the opportunity to acquire
greater knowledge and greater social and emotional awareness.

Social-emotional learning provides young people with understanding, strategies and skills that help them develop
a positive self-concept, promotes healthy relationships and respect, as well as developing the ability to recognize and
manage their emotions and make responsible decisions.
People’s ability to know how to do and to learn to learn throughout life. This makes it more suitable for people
to produce and innovate.
International research suggests that what is the most important in the development of a person is not only the
knowledge that can be learned, but the ability to develop a diverse set of skills, such as persistence, self-control,
curiosity, awareness, determination and self-confidence. Economists call them non-cognitive skills, psychologists
consider them personality and people who know them as character.

What skills do young people need to develop?

There are three skill sets we can think of:

Cognitive skills, the ability to understand complex facts and ideas, such as reading, math, and problem solving.
XX
These will be developed at schools.
Technical skills are associated with job-specific knowledge for the production of goods or services, such as
XX
vehicle management or computing.
Between these two, we find the social-emotional abilities, which are behavior, attitude and personality traits
XX
that contribute to a person’s performance. Examples of these are punctuality, organization, teamwork, honesty,
among others. It is convenient to see them metaphorically speaking, which must be combined with the
cognitive and technical skills to be able to have a positive result.
Social-emotional skills will be useful for young people during high school education, but it is even more important
to recognize that they are necessary in several areas that affect the well-being of a person and his family throughout
his life. Several studies indicate that people who were with more social-emotional skills are more likely to get better
academic results, being hired in a job or gaining more income or money.

Social-emotional skills

Social-emotional skills are tools in which people can:

XX Understand and manage emotions.
XX Establish and achieve positive goals.
XX Feel and show empathy towards others.
XX Establish and maintain positive relationships.
XX Make decisions responsibly.
XX The development of social-emotional skills is positioned as an integral strategy to prevent risky behavior, reduce
school violence, and empower young people to make decisions assertively and responsible.
XX Social-emotional skills are fundamental for the development of young people because they are associated with
more successful academic, personal, and work placements: studies show that in the long run these skills are
associated with less likely to be unemployed or divorced.
XX They are associated with greater and better learning: the development of social-emotional skills contributes to
develop more skills, both cognitive and social-emotional, creating virtuous circles.
XX The labor market demands these types of skills more frequently. In the case of Mexico, the evidence points out that
the skills most demanded by employers, even over technical skills, are teamwork, the ability to relate to others, etc.

XI
 The school is an ideal place to form these types of skills considering that students spend much of their time at
XX
school. The community school represents a society where it is possible to develop skills such as teamwork or
empathy in practice.
XX Social-emotional skills can continue to shape teenagers, especially considering that young people between the
ages of 15 and 18 are in the process of physical and emotional development and begin to make decisions that
will mark the rest of their lives.
XX Social-emotional skills do not seek and cannot eradicate risk situations, but they can change and transform
attitude and behavior towards those situations. That is, these skills focus on empowering students to make the
best decisions for their lives to become better acquainted to develop empathy for others and
positive relationships.
XX Social-emotional skills contribute to transform, strengthen and improve the relations between the members of
the community, not only between students and teachers, but also between the students themselves and the
teachers themselves.
The social-emotional skills promoted by (Construye T) are:

Know (Dimension) Relates (Dimension)

Self-awareness (General skill) Social consciousness (General ability)
(Specific skills) (Specific skills)
XX Self-perception XX Empathy
XX Self-efficacy XX Active listening
XX Recognition of emotions XX Taking perspective

Self-regulation (General skill) Relationship with others (General ability)

(Specific skills) (Specific skills)
XX Emotional management XX Assertiveness
XX Postponement of gratification XX Management of interpersonal conflicts
XX Tolerance to frustration XX Prosocial behavior

Determination (General ability) Choose (Dimension)

(Specific skills) Responsible decision making (General ability)
XX Motivation of achievement (Specific skills)
XX Perseverance XX Generation of options and consideration of
XX Stress management consequences
XX Critical thinking
XX Analysis of consequences

XII
 C Read and listen to the
dialogue. Practice it
with a classmate.
Track 2
Esteban: Hello! Good
morning.
Tammy: Hi! What’s your
name?
Esteban: My name is
Esteban. What’s your name?
Tammy: I’m Tammy. I’m
American.
Esteban: Nice to meet you,
Tammy.
Tammy: Nice to meet you
too, Esteban.

D Fill in the gaps with am,

is, are. Write answers to
the questions.
Answers
1. Are; Answers may vary
2. Is; Answers may vary
3. Am; Answers may vary
4. Is; Answers may vary
5. Are; Answers may vary
6. Is; Answers may vary

Teaching tip
Remember that the only way
to really acquire new words
is by using them as often
as possible. The more we
use a word, the faster we’re
going to learn it. Learning a
word is not only to know its
meaning, but also to know
how to use it in a context.

Diagnostic evaluation B Write an “I” if the greeting

A Read and listen to the is informal or an “F” if the
information in the bubbles. greeting is formal.
In our English class, we can
use some of the following Answers
Hello! - F
expressions:
What´s up? – I
Track 1 Good morning! - F
Woman: Hi! Good evening! -F
Man: Hello! How are you? So long! – I
Woman: I’m OK. Thank you. And you? Catch you later! – I
Woman: Good morning! See you! – I 8
How do you do? How do you do? - I
Man: Very well. Thank you for asking.
 E Listen and number
the colors.
Track 3
Answers
1. Black
2. Red
3. Yellow
4. Orange
5. Blue
6. Pink
7. Green
8. Brown
9. Gray
10. Purple
11. Lilac
12. White

F Write the letters you

hear.
Track 4
Answers
1. T – a – b – l – e
2. N – o – t – e – b – o – o – k
3. P – u – r – p – l - e
4. S – c – i – s – s – o – r – s
5. B – a – c – k – p – a – c – k
6. D – e – s – k
7. Y – e – l – l – o – w
8. B – o – a – r – d
9. L – i – l – a – c
10. B – r – o – w – n

G Listen to the
conversation
and practice it.
Underline personal
information.
Track 5
Jazmin: Excuse me are you office, we are in the same Silvia: Oh, really? That is Have students review new
Silvia Davis? class and where are you interesting. What do you words and meanings. It is
Silvia: Yes, I am, but you from Silvia? do there? important to consolidate
can call me Chivis. What is Silvia: I am from Jazmin: I am organizing vocabulary before you
your name? Guadalajara in Jalisco, her pile of documents; introduce any grammar
Jazmin: My name is Mexico. Tell me Jazmin, They are classified topic to your students.
Jazmin; I am in this what do you do? according to their date but It is essential that they
English class, please call Jazmin: I am from CDMX, I just can say I can do that recognize and use
me Jaz. And my sister is I’m a language student easily! vocabulary correctly (in
our classmate too, she is but I work part-time here, Silvia: Great! any tense) before they are
not here at the moment, I am an assistant here at Congratulations for that. asked to use them with a
she is at the principal’s the principal’s office. I am specific target language.
her assistant after classes. Teaching tip
9
Unit 1 – My personal
information

Progression 1
Understand how to
use the verb to be
(affirmative, negative, and
interrogative) and the
personal pronouns to give
your own information and
about others.

Teaching tip
Read the introduction
of this progression with
your students in order
to let them know the
achievements to reach
with the contents through
the activities.

10
Recognizing

A Listen to the
conversations. Then,
underline personal
information.
Track 6
Conversation 1
Stephanie: Hi, there!
Joe: Hello, my name is Joe.
Stephanie: I am Stephanie.
Joe: Nice to meet you,
Stephanie.
Conversation 2
Mark: Hi, I am Mark.
Brenda: Hello, Mark. I am
Brenda and she is Betty.
Conversation 3
Gabriela: Hello and
welcome to Selfie Club, my
name is Gabriela and he is
Paul this is our first day at
school.
Susan: Hi. I am Susan and
they are my new friends.
Conversation 4
Albert: You are Mr. Wilson
and you are our teacher. I
am Alberto and I am from
Mexico.

B Read and listen

to the following
conversations.
Complete the
missing information.
Track 7
Conversation 1 Fred: Bye, teacher! Have a Conversation 4 Defining
Answers good evening. Student A: So long!
Joan: Hello! Nice to meet Mr. Vazquez: Thank you, Student B: See you C Observe the
you! have good evening too! tomorrow. pictures. Read the
Ann: Hi! What’s your Student A: Take care! descriptions.
name? Conversation 3
Joan: I’m Joan, What’s Student A: Good morning! Conversation 5
your name? My name is Sam. D Listen to the
Student A: How are you?
Ann: My name is Ann. Nice Student B: Hi Sam, I am expressions below.
Student B: I am fine. And
to meet you. Robert. you, How about you? Classify them in the
Student A: Nice to meet Student A: I am doing columns.
Conversation 2 you, Robert. very well. I have exams at
Student B: Nice to meet Track 8
Mr. Vazquez: Good bye school.
you too. Common questions
Fred. Student B: Ok, see you
1. How do you say
then. Bye
11 Student A: Bye!
________ in English?
2. What does ________
mean?
 Analyzing

E Work with a group

of classmates and
complete the chart.
Use information
from electronic and
printed sources
to answer the
questions.
Answers may vary
1. What is the verb to be? A
verb of state.
2. What is the main
function of the verb to
be? It is used to make
descriptions.
3. How do we write
sentences and questions
using the verb to be?
Subject + verb + object.
Subject + verb / not +
object.
Verb + subject + object?

F Read the information

and complete the
boxes.
Answers
Verb to be
He – is
It – is
They - are

G Analyze the chart.

Answers
Answers may vary
3. How do you spell it? So long! Teaching tip
4. Can you repeat it, Catch you later! Students will be able to
please? Bye! apply the knowledge learnt
5. Can I have your in class, they have to plan
________? Answers or make a proposal of a
6. How do you To say: Hello! scheme where English has
pronounce it? Hello! to be applied in written and
7. May l go out? Hi! productive ways. Students
8. May I come in? Good morning must show the advance of
9. May l go to the Good afternoon learning a foreign language
restroom? Good evening through the use of grammar
Greetings and the four skills. It is
Hello! considered to develop
To say: Goodbye!
Hi! extensive or short tasks
Good night! undertaken by a student or
Good morning
Good afternoon
So long! a group of students to apply, 12
Catch you later! illustrate, or supplement
Good evening Bye!
Good night classroom lessons.
Implementing

H Write the plural form

for these words.
Answers
1. pencils
2. churches
3. children
4. wolves
5. deer
6. tomatoes
7. bags
8. bushes
9. men
10. scarves
11. fish
12. oxen

I Read these exercises

then choose the
correct answer to
complete the blanks.
Answers
1. b
2. b
3. c
4. b
5. c
6. b

J What is the correct

plural of the word?
Write the word in
the blank.
Answers
1. people
2. women
3. children
4. feet
5. teeth
6. fish Teaching tip It is essential that they
7. men Have students review new recognize and use
8. housewives words and meanings. It is vocabulary correctly (in
9. knives important to consolidate any tense) before they are
10. mice vocabulary before you asked to use them with a
11. men introduce any grammar specific target language.
12. feet topic to your students.

13
 Charlie. We are friends. We
are popular!
Woman 1: Good morning! My
name is Monica Jones. I am
your English teacher.
Man 3: Hey! We know you…
you are Paco. You are 16 years
old. You are serious and
creative.

M Now write T (True) or F

(False) according to the
previous information.
Answers
1. F
2. T
3. T
4. T
5. F
6. T

Teaching tip
Inductive teaching is based
on the assumption that
knowledge of grammatical
rules and functions should be
acquired through exposure
to samples of speech or
chunks that present a
particular construction. After
the presentation is given,
students are to analyze and
figure out what the examples
mean, how they are used
for and what they mean.
Students are to elicit the rule
from the given input and
subconsciously learn it by
recognizing the reoccurring
K Choose the correct L Read and listen patterns. Inductive grammar
verb that best to the following teaching is based on trial
completes the information. Circle and error, experiments. The
sentences and the sentences that learners learn from trying
questions. express descriptions. different things, seeing what
works and what does not.
Answers Track 9
1. c Answers
2. a Man 1: This is Pete. He is
3. d your lab teacher. He is 24
4. a years old.
She is my assistant. She is
Mia. She is a teacher, too.
14
Man 2: We are Tom and
N Complete the
missing verb.
Answers
1. is
2. are
3. is
4. are
5. are
6. is
7. am
8. are
9. is
10. is

O Choose the correct

answer.
Answers
1. am
2. are
3. are
4. are
5. is
6. is
7. is
8. is
9. is
10. am

P Complete the text.

Answers
is
am
am
am
is
is
is
is
is
is
are
is Answers We have to help our to improve learning.
is 1. c students acquire 4. Making associations
is 2. b vocabulary. Some helpful with things we know
is 3. b ideas are: well.
4. c 1. Organizing and 5. Using new words as
Q Q Choose the correct 5. c ordering new words much as possible.
answer 6. b to improve memory. 6. Making visual
7. a 2. Learning general pictures of new
8. b concepts before words. Some
9. c you continue with people remember
15 10. b specific information. information more
3. Making intentional easily when they can
associations in order “see” it.
 Matthias Müller/
Germany/15/
Tall and strong, his eyes
are blue and his hair
blonde.
Jonathan Hunter/
London/16/
His eyes are green and his
hair is drak.
Natsuki Nakamura/
Japan/ 14/
She is short and thin, her
eyes are dark and her hair
is black.
Joao and Thomas/
Brazil/Twin brothers,
excellent at sports and as
students.
John and Paul/
USA/ 17 and 16/
They are strong and
athletic/
Sheree Ekwensi/
Kenya/17/
Good at mathematics and
chemistry, she is married.

S Read the previous

information from
exercise R again
and complete the
sentences below.
Answers
1. is, Germany
2. 14, old
3. are strong
4. are, soccer, students
Reflecting hobby is music. He’s a football players too! John
R Read and listen to good guitar player. is 17 years old and Paul is T Look at the image
the information. Natsuki Nakamura is a 16. They’re American, from and read the
Complete the chart Japanese girl. She’s 14 Texas. They are strong and information about a
with their personal years old but she’s a high athletic. famous soccer player.
information school student! She’s
short and thin. Her eyes She is Sheree Ekwensi.
Track 10 are dark and her hair is She is 17 years old. She’s U Answer true or false
Matthias Müller is from black. from Kenya. Her native about the previous
Germany. He’s 15 years They are Joao and languages are Swahili description.
old. His favorite subject Tomas. They live in Belo and English. She’s good Answers
is History. He’s tall and Horizonte. They are from at mathematics and 1. True
strong. His eyes are blue Brazil. They are twin chemistry. She is married. 2. False
and his hair is blonde. brothers. Their favorite People in Kenya get 3. True
This is Jonathan Hunter. sport is soccer. They’re married at an early age! 4. True
He’s from London, he’s excellent soccer players
British. He’s 16 years old. and students too! Answers 16
His eyes are green and his They are John and Paul. Name Country Age
hair is dark. His favorite They are students and Characteristics
Progression 2

Identify the imperatives to

promote communication
in the classroom in a
second language, giving
and receiving instructions.

Teaching tip
Read the introduction
of this progression with
your students in order
to let them know the
achievements to reach
with the contents through
the activities.

17
 Track 11
Man 1: Our English teacher
can use some of the
following instructions:
Open / Close / the door /
your notebook!
Open your book to page…
Raise your hand!
Stand up!
Go to your seat / the front!
Come in / Sit down,
please!
Listen to the conversation
/ your classmate!
Man 2: To ask for
permission, we can say:
May I come in / go to the
bathroom?
Can I stand up?
Woman 1: To ask for
information, we can say:
Sorry? / Pardon?
Repeat, please!
Woman 2: Can you say
that again, please?
What’s the meaning of…?
Man 3: How do you say…in
English?
How do you spell…?

B Read and check

the meaning of
the following
expressions.

C Read the expressions.

Practice them with a
classmate.

Teaching tip
Recognizing Make sure your students
are completely aware
A Read and listen that every time they work
to the following in pairs, this is a very
commands. valuable stage of the class
and it does represent a
good opportunity to work
in a more relaxed and
productive environment.

18
Defining

D Listen and complete the

missing information.
Use the words from the
bank.
Track 12
Answers
1. Raise your hand if you
want to say something.
2. Don’t use your cell
phone in class.
3. Bring your book every
day.
4. Don’t speak Spanish.
5. Respect your
classmates’ opinions.
6. Clean the classroom
before you leave.

E Write the number in the

corresponding picture.
Answers
2
6
1
5
3
7
4
8

F Read and complete the

rules.
Answers
Do not be
Do not go
Don´t use
Take
Do not bring Teaching tip Remember: the more they
Do not swim Take into account the use the words, the faster
different intelligences they’ll become part of
G Work with a group of your students may have their lexicon.
classmates. Write five in the classroom. Your
rules for your classroom. goal should be a deep
Use imperatives -processing of words.
sentences. Deep-processing means
that these words become
Answers may vary part of you, almost as your
native language is part of
you. Students must then,
use those words as often
as possible.
19
Analyzing

H Work with a group

of classmates and
complete the chart.
Use information
from electronic and
printed sources
to answer the
questions.
Answers
1. Orders, commands
and instructions.
2. The verb in simple
form without a
pronoun (Come over
here, please).
3. We write (Don’t) at
the beginning of the
imperative sentence,
(Don’t make noise,
please).

I Read the information

below.

J Write three
examples.
Answers may vary

Teaching tip
Pair work and small group
work has every advantage
at any level. Your class
becomes decentralized,
which means that it is
the students who are
doing the job while the
teacher is only monitoring
their work. There is more
individual participation.
Work is more relaxed as
students feel less pressure
from the teacher. Let’s
not forget the contact
between peers which
eventually leads to good
rapport. Students who
are introvert will find
themselves in a situation
where they are forced to
participate.

20
Implementing

K Read and listen

to the following
conversation.
Track 13
Mr. Vazquez: This is the
Science and Technology
Museum.
Jennifer: Oh, it’s huge!
Mr. Vazquez: Please, don’t
touch anything!
Sam: Look at the camera!
Mr. Vazquez: Don’t take
pictures! Look at the sign!
Sam: Oh, I’m sorry.
Mr. Vazquez: Follow me!
Don’t walk on the grass,
please!
Jennifer: Wow! Feel this…
Mr. Vazquez: Be quiet!
Don’t scream and
remember, don’t touch
anything!
Jennifer: Don’t get mad!
I am excited about our
school trip.
Mr. Vazquez: Let’s
continue…

L Classify the previous

expressions into the
correct category.
Answers
Affirmative Orders:
Oh, it’s huge!
Look at the camera!
Look at the sign!
Follow me!
Wow! Feel this… M Fill in the blanks with N Fill in the blanks Teaching tip
Negative Orders: the simple form of with the negative A listening comprehension
Please, don’t touch exercise can present a
the verbs in the box. form of the verb in
anything! common or every day
imperative.
Don’t take pictures! Answers situation. It introduces the
Don’t walk on the grass, 1. Call Answers new topic in an inductive
please! 2. Get 1. Don´t use form.
Don’t scream and 3. Go 2. Don´t eat This is, students will get
remember, don’t touch 4. Keep 3. Don´t scream the meaning and the
anything! 5. Be 4. Don´t drink form of the new topic
Don’t get mad! 5. Don´t talk through the listening. It
is generally presented
with known situations by
21 students in the classroom.
 Oh, and as obvious as it
may sound, don’t try to
steal any books or you will
get into a big problem,
believe me!

Answers
1. Don’t talk.
2. Don’t sleep.
3. Don’t play soccer.
4. Don’t eat.
5. Don’t keep books.

Teaching tip
Listening is a process that
has three stages:
1. Hearing. Hearing is
just listening to the
essential information
to catch what the
speaker is saying. If
your students are
able to repeat the
given information,
then they have heard
what has been said.
2. Understanding.
The next stage of
listening happens
when our students
take what they
have heard and
understood it in their
own way.
3. Judging. This is the
last step in this
understanding
process. After our
students are sure
they understand
what the speaker
O Look at the pictures Answers may vary It’s a very quiet place. has said, they think
and write two You can’t talk with your about whether
instructions or orders Q Listen to the friends or take food and it makes sense;
for each situation. recording and check eat in this place so there they can infer,
the correct actions in are no excuses for you discriminate, sort or
Answers may vary not to study. I usually go match information.
a library.
there after playing soccer. I
P Write imperative Track 14 know some students who
sentences (in In a library … go there and sleep before
affirmative and There is a great library in class but the librarian
negative forms) for my school. Every time I always wakes them up
the places in the need to study, I go there. and asks them to leave.
pictures.
22
Reflecting

R Observe the picture.

Write imperative
sentences.
Answers may vary

S Write imperative
sentences for the
following situations
at school.
Answers may vary

T Look at the pictures

and write imperative
sentences. Use the
words from the bank.
Answers may vary

Teaching tip
Face the facts! It is
important to realize that
students are responsible
for their learning and
acquiring new vocabulary.
You will save much time
and frustration if you find
out how your students
learn vocabulary faster
and securely.

23
Progression 3

Understand the use of the

verb to be and to have to
describe people, places or
things, using adjectives
of quality and indefinite
articles to give details of
the characteristics.

Teaching tip
Read the introduction
of this progression with
your students in order
to let them know the
achievements to reach
with the contents through
the activities.

24
Recognizing

A Listen to the words

and repeat them.
Track 15
1. happy
2. quiet
3. worried
4. embarrassed
5. hungry
6. nervous
7. bored
8. friendly
9. sad
10. tired
11. angry
12. excited

B Look at the images,

complete these
sentences with
adjectives.
Answers may vary

C Read the explanation

below.

D Complete the
sentences with the
correct article.
Answers
1. the
2. a
3. an
4. the
5. the
6. a
7. the
8. an
9. the new topic in an inductive
10. an form. This is, students will
get the meaning and the
Teaching tip form of the new topic
A listening comprehension through the listening. It
exercise can present a is generally presented
common or every day with known situations by
situation. It introduces the students in the classroom.

25
 Answers
Appearance
Plump
Pretty
Fta
Short
Tall
Young
Big
old

Personality/Temperament
Nice
Shy
Friendly
Hard-working
Modern
Serious
Outgoing
Intelligent

H Work with a
classmate. Describe
a famous person
you admire. Don’t
mention his / her
name because
your classmate has
to guess who the
person is.
Answers may vary

Teaching tip
Make sure they are given
enough time to scan all
the images before they
begin listening to the
tracks. You may help them
focus their attention on
certain aspects.
Defining 3. cheap F Look at the pictures
4. clean and describe the
E Write the opposites 5. small people.
6. tall
of the following Answers may vary
7. short and weak
words. 8. slow
Answers 9. cloudy G Classify these
1. boring 10. cold adjectives in the
2. weak 11. modern correct category.
12. sad
26
Analyzing
I Work with a group
of classmates and
complete the chart.
Use information
from electronic and
printed sources
to answer the
questions.
Answers
1. What is the verb to
be? A verb of state.
2. What is the main
function of the verb
to be? It is used to
make descriptions.
3. How do we write
sentences and
questions using the
verb to be?
4. Subject + verb +
object.
5. Subject + verb / not
+ object.
6. Verb + subject +
object?

J Read the information

and complete the
boxes.
Answers
He – is
It – is
They - are

K Classify the
following words into
the corresponding
category.
Energetic Then, describe the Answers
Answers Serious
Words to describe
man of the picture a
Smart next to it. a
appearance
shy the
Tall Use at least four lines to a
Straight hair describe him.
L Look at this person’s the
Skinny Answers may vary
Blue eyes description. a
Underline all the the
Short M Fill in the missing
words that are used a
words. Use a, an, the. the
Word to describe to describe the
the
personality person’s physical
an
Happy appearance and
personality.
27
 Answers
1. False
2. True
3. True
4. True
5. False

P Look at the pictures.

Describe the people.
Use adjectives, verb
to be and verb have.
Answers may vary

Q Write this
information in the
correct order.
Answers
1. What is your name?
2. How old are you?
3. Welcome to our
hotel
4. Where are you from?
5. Can you speak
slower please?
6. How are you?

Teaching tip
We must always
remember to
promote meaningful
communication in the
classroom. It is important
that we ask our students
to give logical and
meaningful examples.
The context in which
Implementing Answers O Listen to this we are practicing the
Paragraph A information about target language has to
Shakira Isabel Shakira’s tour. be communicative; it
N Work in pairs and
Baranquilla Answer True or False. has to make sense to
read this information
Nidia Ripoll our students. What we
to your classmate to Track 16 understand well and
1977
describe a famous remember easily is the
Shakira’s tour starts this
person. Complete Paragraph B week! She’s in Toronto on information we receive,
with the missing Shakira the second. She’s in New process, storage and use.
words. Pay attention Colombia York on the third. And
to your classmate’s William Mebarak she’s in Mexico City on
reading. February the fifth. Then she’s off to
England! Her concert in
London is on the eighth.
Then she’s in Madrid on 28
Sunday and then it’s back
home to Colombia on the
sixteenth.
R Cross out (6) the
information that is
really important to
identify a person.
Answers
Name
Age

S Read the text

and underline
information about
Jessica´s personal
information
Answers may vary

T Complete the
sentences with
information from the
text.
Answers
1. is Jess
2. is; London
3. are; to be there
4. her favorite
5. is a great student

U Circle a, b, or c
to complete the
sentences.
Answers
1. b
2. c
3. b
4. b
5. c
6. a
7. a
8. b
9. a can be introduced
10. a through visuals, mimicry,
situations, synonyms,
Teaching tip antonyms, drawings or
Vocabulary is an essential realia.
part for students to It is recommended to
communicate their apply an activity to check
ideas in the English that students understand
language. Vocabulary the correct usage of
vocabulary in context.

29
Reflecting

V Read the information

in the squares then
ask questions to
a classmate using
the verb to be and
occupations.
Answers may vary

W Ask questions to a
classmate to guess
who he or she is. Use
the information from
the cards.
Answers may vary

X Work with a
classmate, select
a person, don’t
mention the name
and describe her/
him. Your classmate
has to guess who the
person is.
Answers may vary

Teaching tip
Make sure your students
are completely aware
that every time they work
in pairs, this is a very
valuable stage of the class
and it does represent a
good opportunity to work
in a more relaxed and
productive environment.

30
Progression 4

Undestand the use of the

demonstrative adjectives
(this, that, these, those) in
the affirmative, negative,
and interrogative forms
to point something or
someone based on their
location (near or far) and
the quantity (singular or
plural).

Teaching tip
Read the introduction
of this progression with
your students in order
to let them know the
achievements to reach
with the contents through
the activities.

31
Recognizing

A Observe the objects

of a classroom.

B Complete the chart

in a simple form,
using the objects
from the previous
activity. Read the
example.
Answers may vary

Teaching tip
Students will be able to
apply the knowledge
learnt in class, they have
to plan or make a proposal
of a scheme where English
has to be applied in
written and productive
ways. Students must show
the advance of learning a
foreign language through
the use of grammar
and the four skills. It is
considered to develop
extensive or short tasks
undertaken by a student
or a group of students
to apply, illustrate, or
supplement classroom
lessons.

32
Defining

C Look at the pictures,

listen to the
recording and label
each picture. Ask
your teacher for help
if necessary.
Track 17
Backpack
Books
Calculator
Eraser
Glue
Highlighters
Hole puncher
Notebook
Pencil case
Pencils
Pens
Ruler
Scissors
Sharpener
Stapler

Answers
1. stapler
2. hole puncher
3. pencils
4. pens
5. backpack
6. highlighters
7. scissors
8. pencil case
9. notebook
10. books
11. calculator
12. eraser
13. sharpener
14. ruler 3. What are they? Teacher: What is this? Teaching tip
15. glue They are scissor. Class: It’s a chair. Make sure your students
4. What are they? Teacher: Good! And, what stay focused on the
D Complete the They are sharpeners. is that?? activity. Don’t let them
missing information Class: It is a book. get distracted by other
according to E Read and listen to Teacher: Correct! Now, students or external
the previous the conversation. Phil, tell me…what are noises. Have them
conversation. those? concentrate on what they
Track 18 Phil: They are scissors. are listening.
Answers Teacher: Ok, class, today Teacher: Yes! That’s right!
1. What is that? we’re going to practice What are these?
That is a chair. questions in singular and Jennifer: They’re
2. What is that? plural. sharpeners.
That is a book. Jennifer: Oh, it sounds Teacher: Excellent! Do you
difficult! have any questions? No?
33 Let’s continue…
 from electronic and
printed sources
to answer the
questions.
Answers
1. Demonstrates
distance of objects,
people or things.
2. Demonstrative
adjectives are
written with (is,
are) ans a noun in
singular or plural.
3. These are some
examples:
That is a car.
That isn’t a car.
Is that a car?

H Work with a group

of classmates
and complete the
information.
Answers
Structure: Demonstrative
adjectives.
Use: Demonstrate
distance of objects.
Examples:
1. What is this?
2. It is a watch.
3. What are those?
4. They are athletes.
5. What are these?
6. They aren’t tacos.

Teaching tip
Have students review new
words and meanings. It is
important to consolidate
Analyzing vocabulary before you
introduce any grammar
F Read the information topic to your students.
below. It is essential that they
recognize and use
vocabulary correctly (in
G Work with a group any tense) before they are
of classmates and asked to use them with a
complete the chart. specific target language.
Use information
34
Implementing

I Look at the images;

then, make questions
and answer them.
Answers may vary

J Pay attention to the

following examples.

K Classify the words in

the corresponding
box.
Answers
A
Key
Book
Car
Shoe
Pencil
House

An
Ant
Eraser
Umbrella
Octopus
Elephant
Orange

L Read the rules for

the plural forms.

Teaching tip
Pay attention to the
way they work in pairs.
Add constant variety by
changing the classmates
they work with. This a
production stage, so make
sure they all participate
and let communication
prevail.

35
 N Circle the correct
answer.
Answers
1. This
2. This
3. That
4. That
5. These
6. Those
7. These
8. Those
9. That
10. That

Teaching tip
We have to help our
students acquire
vocabulary. Some helpful
ideas are:
*Organizing and ordering
new words to improve
memory.
*Learning general
concepts before you
continue with specific
information.
*Making intentional
associations in order to
improve learning.
*Making associations with
things we know well.
*Using new words as
much as possible.

Reflecting Scarf – Scarves

Man – Men
M Write the plural form Mouse – Mice
Child – Children
of the following
Church – Churches
words. Deer – Deer
Answers Pencil – Pencils
Ox – Oxen Goose – Geese
Potato – Potatoes Tooth – Teeth
Fish – Fish Computer – Computers
Bag – Bags Wolf - Wolves 36
Reading
Comprehension

Before you read

A Work with a
classmate and
answer the
questions.

While you read

B Read and identify
the main ideas in the
text.

After you read

C Complete the activity
below.
Ok, your turn! Say the
following operations in
English.

Answers
1. Seventeen plus
nineteen equals
thirty-six
2. Thirteen minus
eleven equals two
3. Twelve times
twenty-one equals
two hundred fifty-
two
4. Fifty divided by ten
equals five

D Now, practice with

a partner. Ask each
other.
Answers may vary follows: reading. (Ask for global
Warm up: Have students information).
Teaching tip talk about some questions Have students do a second
Students have to develop related to the topic of the reading (Ask for more
reading skills and identify reading. specific information).
sentences that are written Check vocabulary students
with the target language. may have problems with.
There are some basic steps Practice vocabulary in
to give a reading class. We context.
can summarize them as Have students do a first

37
 E Choose the answer
to complete the
sentences.
Answers
1. a
2. b
3. a
4. a
5. c
6. b

F Write only the

answers to the
questions you hear.
Track 20
1. What are your
friends’ names?
2. Where are you from?
3. What do you do?
4. Do you like sports?

Answers may vary

Teaching tip
Encourage examples
from students. These
examples must contain
the new words they are
practicing. You can elicit
a competition between
two teams. A member of
each team has to take a
card that has a word on it.
They have to run towards
the board to write the
first word of the sentence
they want to give; the first
student gives the marker
to a second student who
Summative Evaluation Track 19 Answers
will write the second word
Answers 1. b
of the sentence, when he
A Read and complete 1. I am 12 years old. 2. d
finishes, he will give the
with the best answer. 2. My brother is at 3. a
marker to a third student
university. to write the next word,
Answers 3. He’s not good at D Read and complete
1. c and so on until they finish
swimming. the conversation. the complete sentence.
2. b 4. Is she in the school
3. b Answers
play? am
4. c 5. I am short.
5. c is
6. They are always late am
6. b for school.
B Listen and write the is
correct word. is
C Choose the best is
answer. is
Are
38
Am
Is
Summative Evaluation

G These are some

common objects
we have at home.
In what part of the
house can we find
them?
Answers may vary

H Ask questions to your

classmates using the
information from
the chart. Check the
examples.
Answers may vary

Teaching tip
As pictures have unlimited
interpretations you may
want your students to
work in small groups
and to write as many
questions as possible for
each picture. The only
condition you have to tell
them is that the questions
have to be logical, not
repeated, with different
verbs and subject
pronouns…and that they
have to be the most
creative team on earth…
The sky is the limit!

39
Social-emotional
Welfare

A Observe the image

carefully. What does
it represent?
Answers may vary

B Read the information

below.

C Think of ideas to
eliminate inequality.
Write them on the
lines.
Answers may vary

D Share your ideas

in class. Make a
sign with your
conclusions.

Teaching tip
Tell your students to listen
to the following audio.
Play the CD three times.
First listening: Have
students mention what
phrases they recognized
from the recording.
Second listening: Have
students read and listen
to the recording.
Third listening: Have
students repeat the
recording emphasizing
on pronunciation and
intonation.

40
Achievement
Evaluation

Checklist for the

suggested activity

Teaching tip
Some people read fast and
remember everything.
Others read slowly and
take a couple of times to
get all the information. It
doesn’t really matter as
long as when you read,
you get the information
you’re looking for.

41
Unit 2 – My Favorite
Objects

Progression 5

Understand the use

of There is, There are
(affirmative, negative, and
interrogative forms) and
the prepositions of place
to express the existence or
not of people or things in
a specific place.

Teaching tip
Read the introduction
of this progression with
your students in order
to let them know the
achievements to reach
with the contents through
the activities.

42
Recognizing

A Listen to the words.

Number the objects.
Track 21
Answers
1. bed
2. blanket
3. bookcase
4. carpet
5. chair
6. coffee table
7. cup
8. curtain
9. glass
10. kettle
11. lamp
12. pillow
13. pot
14. refrigerator
15. shampoo
16. soap
17. sofa
18. stove
19. table
20. teapot
21. Television
22. toothbrush
23. toothpaste
24. towel
25. wardrobe

B Describe the objects

in your house.
Answers may vary

C Read these words

then practice them.
Write the number of
syllables each word
has. 7. 2 Teaching tip situations to assign to
8. 2 You can take advantage your students, so they
Answers 9. 2 of this exercise to can continue using and
1. 2 10. 1 promote writing skills. practicing the target
2. 3 11. 2 Have students write brief language in a real
3. 3 12. 3 essays in which they can context.
4. 4 13. 1 use the target vocabulary. Have them do some
5. 2 14. 2 When the essays are mind maps that
6. 2 15. 1 ready, exchange them represent those ideas or
16. 2 among your students suggestions.
43 so, everybody will get an Ask students to explain
essay to proofread. those maps to the class.
Think of other similar
 Teaching tip
Remember that
correcting is an important
and serious aspect in
the teaching-learning
process. We must be
careful with the way we
correct our students in
class. When we correct
our students too much,
we can make them feel
frustrated, as if they were
not learning at all. On the
other hand, we cannot let
them speak without any
correction at all. What can
we do? We have to find
a balance: correct them
without making them feel
bad. When students are
working with controlled
activities, we should
correct mistakes as often
as possible because
in this stage, students
are creating mental
associations, processing
information, therefore,
this information must be
as accurate and correct
as possible. You can
always promote self-
correction as the first
option for correcting.
When students are
working with semi-
control activities, we have
to promote self-correction
or peer correction when
mistakes are made,
students should be able
to recognize mistakes and
to correct them. When
Defining E Read these Answers may vary students are working
information from with free activities, let
D Read the the conversation. G Write two examples them express their ideas
conversation. Then in singular and two or opinions freely, take
in plural. notes and at the end of
practice it with a F Analyze the previous the activity, promote an
classmate. sentences. What do Answers may vary error analysis exercise,
they express? this is an excellent idea
for a wrap-up activity.

44
Analyzing

H Read and complete

the rules.
Answers
There is – There are
Is
Are
Is there? – Are there?
Is
Are
There isn´t – There aren´t
Isn´t
Aren´t

I Work with a group

of classmates and
complete the chart.
Use information from
electronic and printed
sources to answer the
questions.
Answers may vary

J Work with a group

of classmates
and complete the
information.
Answers
1. We use There is /
There are?
There is - for
singular.
There are - for plural.
2. We use them in this
way.
Use There is when
the noun is singular
(“There is a cat”).
Use There are when Are there students notebook. * To use English as much
the noun is plural in class? * To look the words up in as they can in class.
(“There are two a dictionary.
cats”). * To ask for the correct
3. We write sentences Teaching tip pronunciation.
in this form. Some useful ideas for our * To use those new words
There is a shop. students to develop more as much as possible.
There are bikes. learning skills are: * To add a synonym,
Is there a bus *To write vocabulary they a brief definition or
station? don’t know on a special explanation of the words.

45
 4. There are two
restaurants in front
of my house.
5. Are there
drugstores near the
supermarket?

N Choose the correct

answer to complete
the exercises.
Answers
1. b
2. b
3. b
4. a
5. a

Teaching tip
Encourage examples
from students. These
examples must contain
the new words they are
practicing. You can elicit
a competition between
two teams. A member
of each team has to take
a card that has a word
on it. They have to run
towards the board to
write the first word of
the sentence they want
to give; the first student
gives the marker to a
second student who will
write the second word of
the sentence, when he
finishes, he will give the
marker to a third student
to write the next word,
and so on until they finish
the complete sentence.
Implementing L Choose the correct M Order the words to
answer. make sentences.
K Look at the picture Answers Answers
and complete the 1. a 1. There is a hospital
sentences with the 2. b next to a school.
correct preposition. 3. b 2. Is there a park
Answers may vary 4. a behind the shopping
5. b mall?
6. a 3. There are no schools
in my area.
46
Reflecting

O Complete the
sentences with
There is or There are.
Answers
1. There are
2. There are
3. There is
4. There is
5. There is
6. There are
7. There is
8. There are

P Read the sentences

and correct the
mistakes. If the
sentence is correct,
check it.
Answers
1. There are many
flowers in the
garden
2. There are two boys
in the bedroom
3. CORRECT
4. There is a book on
the table
5. CORRECT
6. CORRECT
7. There are mice in
the backyard
8. CORRECT

Q Complete the
sentences. Use
words from the box.
Use capital letters
where necessary. Teaching tip
Some people read
Answers fast and remember
1. Is there everything. Others read
2. there isn´t slowly and take a couple
3. there are of times to get all the
4. Are there information. It doesn’t
5. there aren´t really matter as long as
6. there is when you read, you get
the information you’re
looking for.
47
 under, next to) and
the objects in the
pictures.
Answers may vary
U Listen and check
your answers.
Track 22
1. The lamp is on the
coffee table.
2. The iron is next to
the clothes.
3. The plates are under
the table.
4. The nightstand
is between the
armchair and the
bed.

Teaching tip
Remember that
correcting is an important
and serious aspect in
the teaching-learning
process. We must be
careful with the way we
correct our students in
class. When we correct
our students too much,
we can make them feel
frustrated, as if they were
not learning at all. On the
other hand, we cannot let
them speak without any
correction at all. What can
we do? We have to find
a balance: correct them
without making them
feel bad.

R Work with a group function of the S Look at the images.

of classmates prepositions of Write the correct
and answer the place? preposition on, in,
questions. Use It indicates location. under, next to.
information from 3. How do we write
sentences using Answers
electronic and 1. next to
the prepositions of
printed sources place? 2. on
to answer the Using There is / 3. under
questions. There are, (the verb 4. in
Answers to be: am, is, are) +
1. What are the object + preposition T Look at the images.
prepositions of place? + complement. Where are the
They are: on, in, at, objects? Complete
48
under, inside, next to. them with a
2. What is the main preposition (on, in,
V Look at the house,
choose the correct
sentence.
Answers
1. a
2. b
3. a
4. a
5. a

W Answer the
questions
with personal
information.
Answers may vary

Teaching tip
Vocabulary is an essential
component for successful
communication in
the second language
classroom. Vocabulary is
practiced and assessed in
context.
While grammar is
important, a lack of
vocabulary may result
in a complete failure
to convey a message,
therefore this section is
highly recommended to
be done at your students’
pace.

49
Progression 6

Understand the use of the

possessive pronouns (mine,
yours, his, hers, ours, theirs,
its) to promote the value of
honesty, recognizing your
own and other people’s
belongings.

Teaching tip
Read the introduction of
this progression with your
students in order to let them
know the achievements
to reach with the contents
through the activities.

50
Recognizing

A Look at the picture

and write the names
of the clothes.
Answers
a. hat
b. ring
c. bracelet
d. blouse
e. bag
f. scarf
g. g. skirt
h. h. coat
i. i. boots
j. j. cap
k. k. glasses
l. l. shirt
m. m. T-shirt
n. n. jacket
o. o. belt
p. p. jeans
q. q. socks
r. r. sneakers

B Listen to the words,

underline the
number of syllables
they have and check
them with your
class.
Track 23
Answers
laptop - 2
handbag - 2
sweater - 2
dish -1
ball -1
flat -1
luggage -2
ring -1
motorbike -3 don’t know on a special explanation of the words.
skateboar -2 notebook. * To use English as much
scarf -1 * To look the words up in as they can in class.
a dictionary.
Teaching tip * To ask for the correct
Some useful ideas for our pronunciation.
students to develop more * To use those new words
learning skills are: as much as possible.
*To write vocabulary they * To add a synonym,
a brief definition or
51
Defining

C Describe the
belongings.
Answers
1. It’s mine.
2. This is Jim’s.
3. It´s Valery’s.
4. They are yours.
5. Those are ours.
6. This is yours.

D Choose the correct

answer, “possessive
adjective or
possessive pronoun”.
Answers
a. mine
b. his
c. theirs
d. yours
e. hers

E Choose a possessive
pronoun and
complete the ideas
orally.
Answers may vary

Teaching tip
There are many ways to
practice vocabulary, some
of them are:
>Concentration
>Tic tac toe
>Charades
>Hangman
>20 questions
>Sentence formation
>Picture description, etc.

52
Analyzing

F Work with a group

of classmates and
complete the chart.
Use information
from electronic and
printed sources
to answer the
questions.
Answers
1. They express
possession.
2. They usually go or
are written at the
end of a sentence
(This book is mine).
3. These are the forms.
This book is mine.
Affirmative
This book isn’t mine.
Negative
Is this book mine?
Interrogative

G Work with a group

of classmates
and complete the
information.
Answers
Structure: Possessive
pronouns
Use: Indicate possession.
Examples:
The books are ours.
This house is hers.

H Read the
information
carefully. Teaching tip represent those ideas or
Think of other similar suggestions.
situations to assign to Ask students to explain
I Read the your students, so they those maps to the class.
information can continue using and
carefully. practicing the target
language in a real
context.
Have them do some
mind maps that

53
 4. hers
5. theirs
6. hers
7. hers
8. its
9. ours
10. yours

K Circle the correct

word.
Answers
1. their, ours
2. yours
3. my, mine
4. yours, mine
5. her
6. my, hers
7. their
8. ours

L Find the possessive

pronouns. Write them
in the lines.
Answers
1. yours, mine
2. theirs
3. my, hers
4. his
5. ours
6. Peter´s, mine
7. ours
8. my, yours
9. our, theirs

Teaching tip
You can take advantage
of this exercise to
promote writing skills.
Have students write brief
essays in which they can
use the target vocabulary.
Implementing
When the essays are
ready, exchange them
J Replace the personal among your students so,
pronouns by everybody will get an essay
possessive pronouns. to proofread.
Answers
1. yours
2. mine
3. ours

54
Reflecting

M Choose the
possessive pronouns
that best complete
each sentence.
Answers
1. My, our
2. her, hers
3. his
4. hers
5. Our

N Write the possessive

pronoun in the gap.
Answers
1. mine
2. hers
3. yours
4. ours
5. his
6. theirs
7. ours
8. mine

O Choose the correct

possessive pronoun
or adjective.
Answers
1. c
2. b
3. c
4. b
5. c
6. c
7. a
8. d

Teaching tip
Vocabulary is an essential While grammar is
component for successful important, a lack of
communication in vocabulary may result
the second language in a complete failure
classroom. Vocabulary is to convey a message,
practiced and assessed in therefore this section is
context. highly recommended to
be done at your students’
pace.

55
P Write the words
below in the correct
order.
Answers
a. I have a
motorbike, so it is
mine.
b. I think the boat is
theirs.
c. The blue and red
skateboard is
ours.
d. This is my new
gym, his has a
new boss.
e. This truck is hers.

Q Circle the correct

word.
Answers
1. yours
2. mine
3. mine
4. her
5. your
6. theirs
7. our
8. my
9. her
10. their
11. their
12. hers
13. mine
14. ours
15. our

Teaching tip
Have students review
new words and meanings.
It is important to
consolidate vocabulary
before you introduce any
grammar topic to your
students. It is essential
that they recognize and
use vocabulary correctly
(in any tense) before they
are asked to use them
with a specific target
language.

56
Reading
Comprehension

Before you read

A Think of the last
trip you made.
Did everything go
right? Or did you go
through a difficult
situation? Share
your ideas in teams.

While you read

B Circle all the
possessive pronouns
you find in the text.
Answers may vary

After you read

C Write two more
ideas to avoid the
loss of personal
belongings.
Answers may vary

Teaching tip
We have to help our
students acquire
vocabulary. Some helpful
ideas are:
*Organizing and ordering
new words to improve
memory.
*Learning general
concepts before you
continue with specific
information.
*Making intentional
associations in order to
improve learning.
*Making associations
with things we know well.
*Using new words as
much as possible.

57
Progression 7

Analyze and understand

that the possessive
adjectives and nouns are
used to express

Teaching tip
Read the introduction
of this progression with
your students in order
to let them know the
achievements to reach with
the contents through the
activities.

58
Recognizing

A Discuss the
following questions
with your
classmates.
Answers may vary

B Read and listen

to the following
information.
Track 24
Marilyn Monroe’s
personal objects
Hollywood’s most famous
blonde actress, Marilyn
Monroe is the most
admired person of the
big screen. Marilyn’s real
name was Norma Jean
Baker. She married three
times. Marilyn’s husbands
were Joe DiMaggio and
Arthur Miller.
The public’s attention has
made her a myth full of
beauty, glamour, love and
mystery.
Despite her short career,
Marilyn’s legacy will live
forever. Although it’s
very hard to put a price
on an idol’s memories,
some people do and
sell personal items for
ridiculous prices at
auctions. Marilyn
Monroe’s belongings
are an inspiration for
future generations while
her movie costumes 772,000 USD on it. They have to run
and gowns continue Marily’n makeup case: towards the board to
to fascinate women 266,500 USD write the first word of
everywhere. These the sentence they want
are some of Monroe’s Teaching tip to give; the first student
personal objects and their Encourage examples gives the marker to a
price. from students. These second student who will
Marilyn Monroe’s famous examples must contain write the second word of
white subway dress: 5.52 the new words they are the sentence, when he
Million dollars! practicing. You can elicit finishes, he will give the
Marilyn and Joe a competition between marker to a third student
DiMaggio’s wedding ring: two teams. A member to write the next word,
of each team has to take and so on until they finish
a card that has a word the complete sentence.
59
Defining

C Describe Marilyn
Monroe’s personal
objects.
Answers may vary

D Read the
descriptions below.
Identify and
underline possessive
adjectives.
Answers may vary

E Complete the
missing information.
Answers may vary

Teaching tip
As pictures have
unlimited interpretations
you may want your
students to work in small
groups and to write
as many questions as
possible for each picture.
The only condition you
have to tell them is that
the questions have to
be logical, not repeated,
with different verbs and
subject pronouns…and
that they have to be the
most creative team on
earth… The sky is the
limit!

60
Analyzing

F Work with a group

of classmates and
complete the chart.
Use information
from electronic and
printed sources
to answer the
questions.
Answers
1. What do we
express with the ’s
possessive nouns
(Anglosaxon)?
Possession
2. How do we use the
’s possessive nouns
(Anglosaxon)? In
proper nouns.
3. How do we form
affirmative, negative
and interrogative
sentences?
The ’s possessive
nouns (Anglosaxon)
is added to the
proper noun in the
question.

G Analyze the table

below.

H Write three
examples. Use
possessive forms.
Answers may vary

Teaching tip
Some people read
fast and remember
everything. Others read
slowly and take a couple
of times to get all the
information. It doesn’t
really matter as long as
when you read, you get
the information you’re
61 looking for.
 K Work with a classmate.
Order the words and
ask these questions to
your classmate.
Answers
1. What´s your name?
1. What´s your last
name?
2. How old are you?
3. What´s your address?
4. What´s your phone
number?

L Replace the personal

pronouns with
possessive adjectives.
Answers
1. your
2. my
3. her
4. Our
5. Their

Teaching tip
You can take advantage of
this exercise to promote
writing skills. Have students
write brief essays in which
they can use the target
vocabulary. When the essays
are ready, exchange them
among your students so,
everybody will get an essay
to proofread.
Think of other similar
situations to assign to
your students, so they
can continue using and
practicing the target
language in a real context.
Have them do some mind
Implementing J Choose the correct maps that represent those
verb that best ideas or suggestions.
I Complete the completes the Ask students to explain
sentences. Use the sentences and those maps to the class.
words from the box. questions.
Answers Answers
1. my 1. c
2. the 2. a
3. our 3. d
4. my 4. a 62
5. the 5. c
M Complete the
following sentences
with possessive
adjectives from the
box.
Answers
1. His
2. Our, her
3. its
4. Their
5. My

N Complete the
conversation with
words you know
then practice it
with personal
information.
Answers may vary

O Read and complete

the information
from this e-mail.
Answers
My
Is
Is
Is my
Is
Am
Are
Are
Are
Are
Are

P Use the information

from the previous
activity and make process. We must be activities, we should to promote self-correction
a description about careful with the way we correct mistakes as often or peer correction when
you using personal correct our students in as possible because mistakes are made,
information. class. When we correct in this stage, students students should be able
our students too much, are creating mental to recognize mistakes and
Answers may vary we can make them feel associations, processing to correct them. When
frustrated, as if they were information, therefore, students are working
Teaching tip not learning at all. On the this information must be with free activities, let
Remember that other hand, we cannot let as accurate and correct them express their ideas
correcting is an important them speak without any as possible. You can or opinions freely, take
and serious aspect in correction at all. What can always promote self- notes and at the end of
the teaching-learning we do? We have to find correction as the first the activity, promote an
a balance: correct them option for correcting. error analysis exercise,
63 without making them feel When students are this is an excellent idea
bad. When students are working with semi- for a wrap-up activity.
working with controlled control activities, we have
 S Complete each
sentence by filling
in the blanks with
the possessive form
of the nouns in
parentheses.
Answers
1. bird’s
2. light’s
3. museum’s
4. mattress’s
5. delivery’s
6. New York’s
7. restaurant’s
8. television’s
9. dog’s
10. mom’s
11. officer’s
12. baby’s

T Complete the
sentences. Read the
example.
Answers
1. The woodchucks’
teeth are long.
2. The shark’s teeth are
sharp.
3. The spider’s webs
catch insects.
4. The bears’ fur keep
them warm.
5. The giraffe’s baby is
called a calf.
6. The dog’s puppies
are one month old.

Teaching tip
Remember that
correcting is an important
and serious aspect in
Q Rewrite the 6. ben’s mom 3. singular the teaching-learning
underline nouns 7. children’s toys 4. plural process. We must be
in the sentences 8. girl’s milk 5. singular careful with the way we
below to make them 6. plural correct our students in
R Tell whether 7. plural class. When we correct
possessive.
each underlined 8. plural our students too much,
Answers possessive noun is in 9. singular we can make them feel
1. Baby’s toy singular or plural. frustrated, as if they were
2. Susy’s doll not learning at all.
3. Boy’s shoes Answers
4. Women’s computer 1. plural 64
5. Dog’s ball 2. singular
Reflecting

U Write the correct

possessive form.
Answers
1. Mathew´s
2. boy´s
3. bird´s
4. Sarah´s
5. dog´s

V Rewrite the
sentences using the
possessive nouns.
Answers may vary

W Rewrite the
following sentences
to form only one
sentence.
Answers may vary

Teaching tip
Students can be
organized in many ways.
You can center your
activities on one area,
like conversation or
reading, or devote each
week to a different one,
sorting out topics and
skills. Each member can
plan an activity related to
the week’s topic or each
one can be in charge of
a week’s session. There
should always be a
meeting leader, who will
guide the activities and
will have the opportunity
to practice his or her
leadership and creative
skills.

65
Progression 8

Select Wh- questions

to interview and beign
interviewed with simple
dialogues. Besides, using
the conjunction because
to give reasons.

Teaching tip
Read the introduction
of this progression
with your students in
order to let them know
the achievements to
reach with the contents
through the activities.

66
Recognizing

A Listen to the
expressions below.
Track 25
Common questions
1. How do you say
________ in English?
2. What does ________
mean?
3. How do you spell it?
4. Can you repeat it,
please?
5. Can I have your
________?
6. How do you
pronounce it?
7. May l go out?
8. May I come in?
9. May l go to the
restroom?

Greetings
Hello!
Hi!
Good morning
Good afternoon
Good evening
Good night
So long!
Catch you later!
Bye!

B Complete the ID card

with your personal
information.
Answers may vary

C Match the following

information. D Write your personal The steps to follow are > Functions
information. classified into different > Reading and
Answers categories according to comprehension
1. c Answers may vary the competence they are > Listening and
2. d planned to evaluate. comprehension
3. e Teaching tip We can say that basically
4. a This section is designed we’re evaluating:
5. b to evaluate students’ > Grammar
6. g progress in their learning > Grammar usage in
7. f English. context

67
Defining
E Write this
information in the
correct order.
Answers
1. What is your name?
2. How old are you?
3. Welcome to our
hotel.
4. Where are you from?
5. Can you speak
slower please?

F Answer the
questions
with personal
information.
Answers may vary

G Read and listen

to the following
conversations.
Track 26
Joan: Hello! Good
morning.
Ann: Hi! What’s your
name?
Joan: I’m Joan, and you?
Ann: My name is Ann.
Nice to meet you.
Mr. Vazquez: Good bye!
Fred: Bye, teacher! Have a
good evening.
Mr. Vazquez: See you
tomorrow.

Teaching tip
Remember that the only
way to really acquire new
words is by using them
as often as possible. The
more we use a word, the
faster we’re going to learn
it. Learning a word is not
only to know its meaning,
but also to know how to
use it in a context.

68
Analyzing

H Work with a group

of classmates and
complete the chart.
Use information
from electronic and
printed sources
to answer the
questions.
Answers
1. What do we express
with question
words? We ask for
more information in
the answers.
2. How do we use
question words?
They are placed at
the beginning of a
question.
3. How do we form
questions with
them?
Structure:
Wh words +
auxiliary verb +
subject pronoun +
verb + complement?

I Work with a group

of classmates
and complete the
information.
Answers
Structure:
Wh words + verb +
subject pronoun +
complement? Teaching tip
Remember that the only
Use: way to really acquire new
Interrogative form words is by using them
as often as possible. The
Examples: more we use a word, the
What is your name? faster we’re going to learn
Where are you from? it. Learning a word is not
only to know its meaning,
but also to know how to
use it in a context.
69
 M Small group work.
Work with a group
of classmates
and complete the
conversation. Listen
to the recording to
check your answers.
Answers
Track 28
Student 1: I need to ask you
a few questions, can I?
Student 2: Sure! Go
ahead!
Student 1: What’s your
name?
Student 2: My name’s
Mary.
Student 3: How old are
you?
Student 4: I’m sixteen
years old.
Student 1: What’s your
e-mail address?
Student 2: It’s marysun@
gmail.com
Student 3: And what’s
your phone number?
Student 4: It’s 999-
555-333. When is your
birthday?
Student 1: It’s on
September 12th.

Teaching tip
Students will be able to
apply the knowledge
learnt in class, they
have to plan or make a
proposal of a scheme
where English has to be
Implementing Track 27 address? It’s
applied in written and
1. What is your name? charlieboy@hotmail.
productive ways. Students
J Read the columns My name is Charlie. com
must show the advance
2. Where are you from? 8. What kind of music
and match them. of learning a foreign
I am from Canada. do you like? I like
language through the
Answers 3. How old are you? pop music.
use of grammar and the
1. g I am 16 years old. L Now, complete the four skills. It is considered
2. f 4. How are you? registration form to develop extensive or
3. e I’m fine. Thank you. with information short tasks undertaken
4. d 5. What is your favorite from the by a student or a group
5. c color? My conversation. of students to apply,
6. b favorite color is illustrate, or supplement
7. a green. Answers may vary
classroom lessons.
K Listen and repeat 6. What is your phone
the following number? My
questions and phone number is 70
answers. 015555842915.
7. What is your e-mail
N Read and listen
to the following
conversations.
Complete the
missing information.
Track 29
Answers
Conversation 1
Joan: Hello! Nice to meet
you.
Ann: Hi! What’s your
name?
Joan: I’m Joan, What’s
your name?
Ann: My name is Ann.
Nice to meet you.

Conversation 2
Mr. Vazquez: Good-bye Fred!
Fred: Bye, teacher! Have a
good evening.
Mr. Vazquez: Thank you.
Have a good evening too.

O Work with a group

of classmates
and complete the
conversation. Listen
to the recording to
check your answers.
Track 30
Answers
Student 1: I need to ask you
a few questions, can I?
Student 2: Sure! Go
ahead!
Student 1: What’s your
name?
your phone number? Answers may vary be communicative; it
Student 4: It’s 789- has to make sense to
Student 2: My name’s Joe.
Student 3: How old are
432-567. When is your Teaching tip our students. What we
birthday? We must always understand well and
you?
Student 1: It’s on February remember to remember easily is the
Student 4: I’m eighteen
16th. promote meaningful information we receive,
years old.
communication in the process, storage and use.
Student 1: What’s your
e-mail address? P Complete classroom. It is important When we achieve those
the following that we ask our students steps, we’re developing
Student 2: It’s joerock@
registration form to give logical and meaningful learning.
gmail.com
Student 3: And what’s with your personal meaningful examples.
information, then The context in which
71 ask questions to we are practicing the
target language has to
your classmate.
 Mario: My name is Mario.
Receptionist: And your
last name?
Mario: Manriquez.
Receptionist: How do you
spell that?
Mario: M-a-n-r-i-q-u-e-z
Receptionist: How old are
you?
Mario: I’m 17 years old.
Receptionist: What’s your
date of birth?
Mario: Ah… January 27th,
1992.
Receptionist: Very good,
now what’s your address?
Mario: 24 Palm Boulevard,
San Diego California.
Receptionist: Are you
married?
Mario: No, of course not!
I’m single.
Receptionist: Yes, you’re
young. I need your phone
number. What’s your
telephone number?
Mario: It’s 4 75 91 06.
Receptionist: And your
e-mail address?
Mario: marioboy@yahoo.
com
Receptionist: And finally,
what are your hobbies?
Mario: Dancing, chatting,
and languages!
Receptionist: Excellent!
Welcome to our institute.

Teaching tip
Have students review
new words and meanings.
Reflecting R Practice more Track 31 It is important to
descriptions with Answers consolidate vocabulary
Q Write a dialogue these famous Receptionist: Language before you introduce any
with a classmate. people. Institute. Good afternoon. grammar topic to your
Mario: Hello. students. It is essential
Use greetings Answers may vary Receptionist: Hello. How that they recognize and
and questions to use vocabulary correctly
ask for personal can I help you?
S Read and listen Mario: I want to study (in any tense) before they
information in to the following are asked to use them
English.
order to meet new conversation. Pay Receptionist: Good. with a specific target
classmates. Use the attention to the The classes are in the language.
conversation model questions. Complete morning, in the afternoon
below to help you, the missing or on Saturdays.
complete it with the information. Mario: In the afternoon.
given words. Receptionist: OK, I need
some information. What’s 72
Answers may vary
your name?
 T Look at the pictures.
Make questions and
answers with the
information below
using because.
Answers
1. Because she has
good grades.
2. Because his
skateboard is
broken.
3. Because they were
accepted in their
local university.

U Look at the images

then complete the
information. Practice
the conversations.
Answers
1. London, their, British,
English.
2. Albania, her,
Albanian, English.
3. Mexico, his, Mexican,
Spanish.

Teaching tip
Have students review
new words and meanings.
It is important to
consolidate vocabulary
before you introduce any
grammar topic to your
students. It is essential
that they recognize and
use vocabulary correctly
(in any tense) before they
are asked to use them
with a specific target
Summative Evaluation am… years old.
language. 8. Where are you from?
A Listen and practice Where do you live?
these questions and 9. What do you do? /
expressions. What do you do for
a living?
Track 32 10. Excuse me. I don’t
1. What is your name? understand. Can you
2. Hello, my name is… repeat, please?
3. Pleased to meet you. 11. Can you speak
/ Nice to meet you. slower, please?
4. How are you? 12. Thank you very
5. What’s happening? / much!
What’s up? 13. You’re welcome.
6. I’m fine, thank you. 14. See you later!
And you? 15. Have a nice day!
7. How old are you? I
73
 D Read and listen to the
information carefully.
Complete the missing
words.
Track 35
Answers
Harry Styles
Harry Styles, in full Harry
Edward Styles, his birthday
is on February 1st, he was
born in 1994 in Redditch,
Worcestershire, England.
He is a British singer,
songwriter, and actor, one
of the original members of
One Direction and a very
successful solo artist known
for his singles and albums.
Styles’ hometown, Holmes
Chapel, Cheshire, England,
his parents are Anne Twist
and Desmond Styles. They
divorced at his age of seven
years old; thereafter, he and
his elder sister, Gemma,
were with their mother.
Styles starts in music while
a student at Holmes Chapel
Comprehensive School.
One Direction makes its
debut studio album, Up
All Night, in 2011. Styles
co-authors three songs
on the album, which are
quickly to number two
on the U.K. Albums Chart
and to number one on the
Billboard 200. In 2016 Styles
and the other members of
One Direction decided to
take a break from recording
and touring, enabling Styles
to pursue a solo career.
As a solo, his music becomes
known for its combined
elements of classic rock, soft
rock, and pop, reflecting the
many artists by which he
B Write the previous Greetings Track 34 is influenced, including the
vocabulary in the 2. Hello, my name is… Answers Rolling Stones, the Beatles,
three categories. Listen 3. Pleased to meet you. / Secretary: Excuse me; Pink Floyd, Fleetwood Mac,
to check. Nice to meet you. can you give me some Harry Nilsson, and Shania
4. How are you? information, please? Twain.
Track 33 5. What’s happening? / Brenda: Sure.
Answers What’s up? Secretary: What’s your
Personal questions 6. I’m fine, thank you. And phone number in the
1. What is your name? you? office?
2. Hello, my name is… Good bye expressions Brenda: It’s 998-001-768
7. How old are you? I am… 12. Thank you very much! Secretary: What’s your
years old. 13. You’re welcome. social security number?
8. Where are you from? 14. See you later! Brenda: It’s 10928347
Where do you live? 15. Have a nice day! Secretary: What’s your
9. What do you do? / CURP?
What do you do for a C Listen to the Brenda: I think it’s
living? conversation and PEFY990813HPLPNLA9
10. Excuse me. I don’t complete the missing Secretary: Thank you.
understand. Can you information. Practice it
repeat, please? with a classmate.
Brenda: You are welcome. 74
11. Can you speak slower,
please?
Summative Evaluation

E Read this dialogue

with a classmate.
Circle the numbers
you find.
Answers may vary

F Write information in
the boxes from the
conversation.
Answers may vary

G Work in small
groups and prepare
a collage from
magazine cutouts.
Choose famous people
wearing or holding
different objects. Paste
them on construction
paper. Then, present your
collage in class.
Next ask questions using
Whose and possessive
nouns or pronouns and
Why?
Answers may vary

Teaching tip
It’s necessary to help
students develop reading
skills. This process has
to be gradual. Guide
students to go step by
step so this can be a
rewarding experience
rather than frustrating.
You may include
authentic material to
make this reading task
more communicative and
natural.

75
Social – emotional
Welfare

A Work with a group

of classmates.
Discuss the
following question.
Answers may vary

B Read the
information.
C Analyze the image.

D Work with a group

of classmates.
Discuss the
importance of each
element. Write your
conclusions.
Answers may vary

Teaching tip
We have to help our
students acquire
vocabulary. Some helpful
ideas are:
1. Organizing and
ordering new words
to improve memory.
2. Learning general
concepts before
you continue with
specific information.
3. Making intentional
associations in order
to improve learning.
4. Making associations
with things we
know well.
5. Using new words as
much as possible.
6. Making visual
pictures of new
words. Some
people remember
information more
easily when they can
“see” it.

76
Achievement
Evaluation

Checklist for the

suggested activity

Teaching tip
A formative evaluation is
generally any evaluation
that takes place before
or during a project’s
implementation with
the aim of improving
the project’s design and
performance.

77
Unit 3 – A Daily Life

Progression 9

Use affirmative and

negative ideas in the
simple present to
express habits and your
own routines and other
people’s. Identify actions
that can be modified to
improve physical and
emotional welfare.

Teaching tip
Read the introduction
of this progression
with your students in
order to let them know
the achievements to
reach with the contents
through the activities.

78
Recognizing

A Look at the images

and say the activities
you like to do.
Answers may vary

B Answer this
question. How often
do you practice the
previous activities?
Answers may vary

C Listen and repeat

these verbs, check
their pronunciation.
Track 36
1. Work
2. Walk
3. Talk
4. Run
5. Write
6. Study
7. Read
8. Eat
9. Go
10. Come
11. Cook
12. Buy
13. Wash
14. Watch
15. Sleep
16. Drive
17. Help
18. Take
19. Do
20. Make
21. Listen
22. Have Teaching tip Here are some tips on
23. Call improving your listening
24. Drink The skill to listen well
is one of the most skills today in order to pay
25. Play better attention.
26. Sell important elements to
27. Get up a successful career. We
28. Work out are easily distracted as
29. Live we respond to our cell
30. Speak phones, emails, or text
messages that we miss
what people are saying.
79
 Sandra likes sports, she
plays tennis and soccer.
She studies Business
Administration. Her
boyfriend is also studying
Business Administration,
our favorite activity is
singing at the karaoke.
What is your favorite
activity?

F Read these exercises

and analyze them.

Teaching tip
Visual aids help teachers
transmit meaning
through association; they
also stimulate students’
creativity and interest
so as to encourage their
participation. Some type
of visual aid should be
used in each activity and
the teacher should make
the most out of it. In order
to choose the material
adequately it’s advisable
that the teachers look at it
carefully and answer the
following questions:
• Is the material easily and
quickly understood?
• Are the visual aids large,
colorful, easy to read
and appropriate for the
activities and dynamics to
be used in class?
•Will the visual aids
provoke logical and
meaningful examples?
Defining Answers may vary His name is Pepe and
their favorite hobby is • How long will the
watching videos. My presentation of the
D Answer these Track 37
name is Tere. I am in High situation and the
questions. This is a picture of my examples of the structures
family school. I am optimistic. I
Answers may vary like pets. I want to be a take?
My mother is on the sofa
she is wearing a colorful veterinarian. My sister on
E Listen and read shirt. She is a happy the left side of the sofa
the text about a person. She likes to help is Susy. She likes to paint.
person’s family. people; she is a nurse. Her She is a receptionist.
Underline the main name is Marina. My father She is divorced. She is
ideas. is standing next to me; he my favorite sister. My 80
likes to write poems and sister Sandra is between
watch scary movies. Susy and my mother.
Analyzing

G Work with a group

of classmates and
complete the chart.
Use information
from electronic and
printed sources
to answer the
questions.
Answers
1. Routines and daily
activities.
2. Subject + verb in
present + Object /
Complement.
Example: She works
for a clothes shop.
3. Examples:
You play sports.
You don’t play
sports.
Do you play sports?

H Read the
information of the
following chart.
Teaching tip
The grammar focus
provides the essential
elements to form
and complete the
sentences using the
target language. Read
it and analyze it with
your students in class
to “build” knowledge
together by asking
students how we form
sentences and what they
are for. Take some time
to understand the target
language.

81
 J Read the
paragraphs. Then
write Emmanuel
or Gerard in each
sentence according
to the provided
information.
Answers
1. Gerard
2. Gerard
3. Emmanuel
4. Emmanuel
5. Gerard
6. Gerard

K Unscramble the
words to form
sentences.
Answers
1. You wake up in the
morning at 7.
2. My twin brothers
make their bed every
day.
3. I take piano lessons
on Tuesday.
4. My classmates play
basketball in the
afternoon.
5. At night you
download music and
videos.
6. Joe usually goes
jogging in the
morning.
7. My father often
watches the news at
night.

Implementing • Passes • Tries Teaching tip

• Studies • Lives Make sure you give your
• Swims • Fixes students enough time
I Write the following for this section. After you
• Is • Thinks
verbs in the third review each stage make
• Buzzes • Goes
person of singular. sure the target language
• Eats • Comes
Answers • Washes • Watches is completely understood
• Walks • Types before proceeding to the
• Runs • Assists next stage.
• Flies • Blows

82
Reflecting

L Find the mistake

and rewrite the
sentences.
Answers
1. Mary goes to school
by bus.
2. Peter walks his dog
at the park.
3. Paul loves pizza and
soda.
4. I hate computer
games.
5. My family enjoys
going out on
weekends.
6. They run marathons.

M Choose the correct

option.
Answers
1. a
2. a
3. b
4. a
5. a
6. b

N Read the following

sentences and
choose the correct
answer.
Answers
1. a
2. b
3. a
4. a
5. a
Answers Teaching tip Have students work
O Complete the 1. works Take advantage of this in pairs to correct the
2. lives activity to encourage an mistakes they can find
sentences with
3. doesn´t have error analysis exercise. and then, have a wrap up
the correct form of reviewing activity with all
4. work Take notes from your
simple present. 5. don’t have students’ presentations your students.
or conclusions and then,
write some mistakes
that you identified were
common or repeated.

83
P Read the text about
Rita, then circle the
correct answer.
Answers
1. b
2. c
3. a
4. c

Q Complete the
sentences. Use
words from the box.
Use the information
from the schedule,
mark them if
necessary.
Answers
1. always
2. usually
3. rarely
4. sometimes
5. never

Teaching tip
Make sure they are given
enough time to scan all
the images before they
begin listening to the
tracks. You may help them
focus their attention on
certain aspects.

84
Reading
Comprehension

Before you read

A Read these
questions and
exchange opinions
with a classmate.
Answers may vary

While you read

B Read this text and
underline personal
information.
Answers may vary

After you read

C Answer True or False
in these statements.
Answers
1. True
2. True
3. True
4. True
5. True
6. False

Teaching tip
Have your students create
complete sentences using
the previous vocabulary.
Tell them to share their
answers with their
classmates.

85
Progression 10
Understand the use of
yes/no questions and
Wh- questions in the
simple present to request
and provide specific
information.

Teaching tip
Read the introduction
of this progression
with your students in
order to let them know
the achievements to
reach with the contents
through the activities.

86
Recognizing

A Go around the
classroom and ask
questions to your
classmates until
you find the person
with the following
characteristics and
write his or her
name in the box.
Answers may vary

Teaching tip
We have to help our
students acquire
vocabulary. Some helpful
ideas are:
*Organizing and ordering
new words to improve
memory.
*Learning general
concepts before you
continue with specific
information.
*Making intentional
associations in order to
improve learning.
*Making associations
with things we know well.
*Using new words as
much as possible.
*Making visual pictures of
new words. Some people
remember information
more easily when they
can “see” it.

87
 E Listen to check your
answers.
Track 39
Answers
My Daily Routine
Some of my friends
think I have a boring
daily routine, but I like
it. I usually get up at
about 6:00 or 6:30 in the
morning, after my alarm
clock wakes me up. First,
I brush my teeth, and
shave, and wash my face.
Then, I get dressed and
go downstairs to have
breakfast with my family.
I always have coffee,
cereal, and lots of fruit.
That’s me in the picture
with my wife.
I take a bus to work
because I don’t like to
drive, and I always arrive
at my office before 8:00.
I’m never late for work.
Five o’clock is my favorite
time of the day because
I finish work and go
home and see my wife
and two children again.
We eat dinner together
in our dining room at
around 6:00, and after
that I hang out with my
wife and kids at home.
We really enjoy watching
our favorite TV programs
together, but two or three
times a week I do exercise
Defining a kite D Read and answer the in the evening, so I can
pasta question. Complete stay strong and healthy.
B Work with a the guitar the paragraph with This is very important!
a bike the words from the Finally, at about 9:30, I go
classmate. Use
an airplane box. to bed, read for a while,
the pictures to ask money
questions. and then fall asleep. Sure,
video games Answers some people think my
Answers may vary a chopper 1. get up daily routine is a little
a roller coaster 2. get dressed boring but on weekends
C Read, listen and 3. have and holidays I love to fly
Answers 4. take a bus
classify the actions airplanes for fun!
Play: volleyball, the guitar, 5. arrive
in the correct 6. go home
videogames
category. 7. hang out
Fly: a kite, an airplane, a
Track 38 chopper 8. enjoy
a cake Ride: a horse, a bike, a 9. do exercise 88
volleyball roller coaster 10. go to bed
a horse Make: a cake, pasta, 11. fall asleep
money 12. fly
Analyzing

F Read and listen

to the following
conversation.
Track 40
Teacher: Where do you
live?
Pam: I live in Monterrey.
Teacher: What kind of
food do you like?
Pam: I love Japanese food.
Sarah is a good cook. She
is my sister.
Teacher: How often does
she prepare sushi?
Pam: We always eat sushi
on weekends.
Teacher: When do you go
on vacation?
Pam: I go on vacation in
the summer.
Teacher: How many
siblings do you have?
Pam: I only have one
sister.
Teacher: What kind music
do you prefer?
Pam: My music of course!

G Work with a group

of classmates and
complete the chart.
Use information
from electronic and
printed sources
to answer the
questions.
Answers
1. We ask for more auxiliary verb + Teaching tip pronunciation.
information in the subject pronoun + Some useful ideas for our > To use those new words
answers. verb + complement? students to develop more as much as possible.
2. They are placed at learning skills are: > To add a synonym,
the beginning of a > To write vocabulary a brief definition or
question (Wh) or Do H Complete the they don’t know on a explanation of the words.
/ Does for Yes / No missing information. special notebook. > To use English as much
questions.. > To look the words up in as they can in class.
Answers a dictionary.
3. Structure
Wh words + > To ask for the correct

89
 J Make questions with
Do/Does. Write Yes
/ No questions for
these sentences.
Answers may vary

K Complete the
questions. Use What,
Where, When, etc.
Write capital letters
where necessary.
Answers
1. What
2. When
3. Why
4. What
5. Where
6. How
7. When
8. Where
9. How
10. Where
11. Who

L Answer the
questions with
complete sentences.
Answers may vary

Teaching tip
You can take advantage
of this exercise to
promote writing skills.
Have students write brief
essays in which they can
use the target vocabulary.
When the essays are
ready, exchange them
Implementing among your students
so, everybody will get an
I Look at the pictures; essay to proofread.
then, ask questions
to a classmate
about each person;
use Do / Does and
information you
know.
Answers may vary
90
Reflecting

M Listen to the
information
and answer the
questions with
complete sentences.
Answers may vary

Track 41
Hello! My name’s Betty.
I’m studying English
because I need to take the
SAT test next summer. I
want to apply for a good
university next year. I live
in LA but I want to study
in the east. I work as a
waitress on weekends,
I’m working today but
right now, I’m having my
break and writing this
email to you. How about
you? What have you done
lately? Looking forward to
hearing from you,
Betty.

N Read the paragraph

and answer the
questions.
Answers may vary

Teaching tip
We must always
remember to
promote meaningful
communication in the
classroom. It is important
that we ask our students information we receive,
to give logical and process, storage and use.
meaningful examples. When we achieve those
The context in which steps, we’re developing
we are practicing the meaningful learning.
target language has to
be communicative; it
has to make sense to
our students. What we
understand well and
remember easily is the

91
O Unscramble and
write the days of the
week.
Answers
1. Tuesday
2. Friday
3. Sunday
4. Monday
5. Saturday
6. Wednesday
7. Thursday

P Pay attention to the

sentences.

Q Observe the image.

Describe the
activities using time
expressions.
Mike’s timetable...
Answers may vary

R Match the questions

and answers. Write
the letters.
Answers
1. f
2. g
3. d
4. b
5. e
6. c
7. a

Teaching tip
Questions, pictures,
headings and phrases
are related to the topic
from the reading can
be given at this stage to
brainstorm. In this way,
students are going to
predict ideas about the
test. It is suggested to
spend five or ten minutes
before boarding the text.

92
 S Rosy and Eduardo
are reading a
magazine. Read
and write in each
paragraph an
appropriate heading.
Answers may vary

T Work with your

classmates.
Answers may vary

U Read these
questions and
answer them with
your personal
information.
Answers may vary

Teaching tip
Remember that
small groups have
positive effects on
students’ interpersonal
relationships in the
classroom and can
improve attitudes of
students of different
races, ethnicities and
academic abilities toward
one another.

93
Progression 11

Distinguish the frequency

adverbs (always, usually,
often, sometimes, never,
among others) to express
your own routines and
other people’s.

Teaching tip
Read the introduction
of this progression
with your students in
order to let them know
the achievements to
reach with the contents
through the activities.

94
Recognizing

A Write vocabulary
you know in the
following categories.
Answers may vary

B Underline the word

in each pair of words
that completes
the following text
correctly.
Answers
1. brother
2. eighteen
3. average
4. sunny
5. shirt
6. Australia
7. comes
8. eggs
9. cheese

C Write Albert or Ada.

Answers
1. Albert
2. Ada
3. Albert
4. Ada
5. Ada

Teaching tip
Describing pictures is a
really handy resource to
have and can be useful
at every stage of the
class. They are a great
way to present, practice,
recycle and consolidate
vocabulary and when cards that can be taken
students become familiar home for them to play
with the activities used with, to memorize and
in class, they can be to apply freely when
given the opportunity expressing ideas.
to work in small groups.
I sometimes get the
students to make their
own sets of mini flash

95
Defining

D Read these
questions and
discuss them with a
classmate.
Answers may vary

E Read the text

about families.
Circle important
information that
describes families.
Answers may vary

F Write words or
phrases from the
box to complete the
sentences.
Answers
1. big
2. small
3. every weekend
4. on special holidays
5. different

Teaching tip
Remember that
small groups have
positive effects on
students’ interpersonal
relationships in the
classroom and can
improve attitudes of
students of different
races, ethnicities and
academic abilities toward
one another.

96
Analyzing

G Work with a group

of classmates and
complete the chart.
Use information
from electronic and
printed sources
to answer the
questions.
Answers
1. What do we express
with frequency
adverbs?
We express
frequency for the
actions and routines.
2. How do we use
frequency adverbs?
We use them before
the action verbs and
after the verb to be.
3. How do we form
sentences with
them?
Structure for
sentences
Subject + adverb of
frequency + action
verb + routine.
Structure for
questions
Auxiliar verb +
subject + adverb of
frequency + action
verb + routine?

H Work with a group

of classmates
and complete the Teaching tip
information. Remember that it takes
practice to develop your
Answers reading skills, the more
Structure: Adverbs of you use strategies, and
frequency. the more effective you’ll
Use: To describe routines. become to understand
Example: We usually play English, so have your
soccer on weekends. students practice reading
with this activity each
other for further practice
in pronunciation.
,
97
Implementing

I Read the map and

share examples in
class.
Answers may vary

J Read the text and

analyze the words in
bold. Write complete
ideas with them
from the text.
Answers may vary

K Answer true or false

according to the
information from
the text.
Answers
1. True
2. False
3. True
4. True
5. False

Teaching tip
Describing pictures is a
really handy resource to
have and can be useful
at every stage of the
class. They are a great
way to present, practice,
recycle and consolidate
vocabulary and when
students become familiar
with the activities used
in class, they can be
given the opportunity
to work in small groups.
I sometimes get the
students to make their
own sets of mini flash
cards that can be taken
home for them to play
with, to memorize and
to apply freely when
expressing ideas.

98
 L Order the words to
make sentences. Use
the correct form of
the verb.
Answers
1. My mom always
brushes her teeth.
2. My brother never
makes his bed.
3. I usually wake up
at 6.
4. After school
sometimes we play
soccer.
5. Our teacher seldom
goes dancing.

M Complete the
following sentences
using the adverbs in
parentheses.
Answers
1. I always go shopping
in the afternoon.
2. My dog usually
barks at night.
3. My teacher never
takes the bus, he has
his own car.
4. My mother seldom
wears dresses, she
prefers pants.
5. I am always on time,
I am never late.
6. Pete loves his
girlfriend, he is
frequently sending
messages to her.
7. I often wash the
dishes after dinner.
8. I have a cat and he is N Work with a discipline under control.
generally sleeping. classmate. Ask Make sure your students
9. I usually do the questions using the realize that this would
chores at home. pictures. be a high-risk decision
10. I am good at playing because their lives
Answers may vary depend on it. Help them
the piano, I practice
almost always at by providing some extra
home.
Teaching tip vocabulary on the board.
Make sure your groups
are not bigger than 5
students, so you can keep
99
 Answers
1. f
2. g
3. d
4. b
5. e
6. c
7. a

P Read the questions

and write the
answer in order.
Answers
1. They usually eat
salads and purify
water.
2. He always plays
soccer on weekend.
3. Youngsters go to
discos sometimes.
4. My teacher never
practices sports.

Q Read the following

letters, then circle
the correct answer.
Answers
1. a
2. b
3. c
4. b
5. c

Teaching tip
Whenever your students
work in small group
work remind them of the
following: every student
should improve the mood
of the group. Be positive.
Be fun. Be appreciative
Reflecting of other classmates. Be
full of good ideas. Do
O Match the questions their part to make the
and answers. Write environment a good one.
the letters.

100
R Read these
sentences and
underline words to
check what they
have in common.
Answers may vary

S Play tic-tac-toe with

your classmates
on the board like
this one. The class
is divided in two.
One group will be
the “X” team. The
other half of the
group will be the
“O” team. Use family
members, possessive
adjectives,
simple present
and adverbs of
frequency, complete
them so they are
grammatically
correct and they
make sense.
Answers may vary

Teaching tip
If you want to improve
your listening skills,
watch documental films
to practice vocabulary,
expressions and slang
currently used. For even
better results, record a
few shows then watch
and imitate the language
used in them repeatedly
for faster improvement.

101
Progression 12

Use the prepositions of

time in, on, at and the
connectors and, but then
to mention the moment
of an event, to contrast,
join and enlarge ideas,
elaborating an agenda of
weekly activities.

Teaching tip
Read the introduction
of this progression
with your students in
order to let them know
the achievements to
reach with the contents
through the activities.

102
Recognizing

A Listen and complete

the conversations
with at, on, or in.
Track 42
Answers
Conversation 1
Salma: What are you
doing on the weekend?
Valeria: I’m buying a
present for my sister.
Salma: When is her
birthday?
Valeria: Her birthday is on
Monday.

Conversation 2
Salma: What do you
usually do in the evening?
Valeria: I watch TV.
Salma: What do you
watch?
Valeria: I watch a cooking
show. It starts at 7:00 pm.

Conversation 3
Javier: What does
your family do in the
summertime?
Aldo: We go to our cabin
in the summer.
Javier: When do you
usually go there?
Aldo: We usually go in
August.

Conversation 4
Javier: Can you come to
my house tomorrow?
Aldo: No, I can’t. I have a B Classify expressions In Teaching tip
dentist appointment at that contain time The evening Have your students work
2:30. from the previous The summertime in groups of four and
Javier: But tomorrow is conversations. The summer make sure they give you
Sunday! August reasons and justify their
Aldo: Oh, you’re right! My
Answers answers.
At On
appointment is on Monday.
07:00 pm The weekend
I’ll come over on Sunday!
02:30 Monday
Sunday
103
Defining

C Look at the images

and write the time
when you do these
activities.
Answers may vary

D Read the
prepositions of time
and the expressions
that go with them.

E Work with a
classmate, ask and
answer questions
about your daily
activities using
prepositions of
time. Write some
examples on the
lines.
Answers may vary

F Read these words

and check the ones
you know.
Answers may vary

Teaching tip
Remember that
small groups have
positive effects on
students’ interpersonal
relationships in the
classroom and can
improve attitudes of
students of different
races, ethnicities and
academic abilities toward
one another.

104
Analyzing

G Read the
information about
the activities in the
agenda for Friday
and write complete
sentences.
Answers may vary

H Write about your

activities in the
agenda and the time
when you do them.
Answers may vary

I Read the
information in class.

Teaching tip
There are many ways to
practice vocabulary, some
of them are:
> Concentration
> Tic-tac-toe
> Charades
> Hangman
> 20 questions
> Sentence formation
> Picture description, etc.
Students need to
acquire vocabulary
in order to be able to
communicate their ideas
more effectively. Have a
conversation with your
students about how
they learn new words.
Brainstorm for ideas
and write them on the
board. Once you’re ready,
try some of those ideas
to practice the given
words in this lesson.
Pay attention carefully
to identify which ideas
are more productive
and effective for your
students.

105
Implementing

J Use the correct

expression from the
box to complete
the sentences in
the most logical
way.
Answers
1. in the morning
2. in the afternoon?
3. late at night
4. on weekends
5. at midnight?

K Complete the text

with and, but, so.
Answers
but
and
so
but
but
so
so

Teaching tip
When dealing with this
kind of communication
you have to be very
sensitive about the way
you elicit examples and
the way you correct
your students. Give a big
emphasis on these two
aspects.

106
 L Read these examples
and analyze the
information.

M Complete with and,

but, or, then.
Answers
1. or
2. but
3. but
4. and
5. but
6. and
7. then
8. and

N Correct the
underlined word
using and, but, or,
then.
Answers
1. but - then
2. and - or
3. then - but
4. or - then
5. but - and

O Put the words in

order.
Answers
1. She´s in the hospital
because she had an
accident.
2. They work many
hours, but they don´t
have much money.
3. Paul asked me a
question, so I replied.
4. I buy peppers and
tomatoes. Teaching tip > Picture describing, etc. board. Once you’re ready,
5. Silvia studies biology, There are many ways to Students need to acquire try some of those ideas
then she goes to practice vocabulary, some vocabulary in order to be to practice the given
school every day. of them are: able to communicate their words in this lesson.
> Concentration ideas more effectively. Pay attention carefully
> Tic-tac-toe Have a conversation with to identify which ideas
> Charades your students about how are more productive
> Hangman they learn new words. and effective for your
> 20 questions Brainstorm for ideas students.
> Sentence formation and write them on the
107
 28. On
29. At
30. On

R Look at the images

then choose the
correct letter to
complete the idea.
Answers
1. c
2. a
3. b
4. b

Teaching tip
The vocabulary is an
essential part for students
to communicate their
ideas in the English
language. Vocabulary
can be introduced
through visuals, mimicry,
situations, synonyms,
antonyms, drawings or
realia.
It is recommended to
apply an activity to check
that students understand
the correct usage of
vocabulary in context.
Remember that the only
way to really acquire new
words is by using them
as often as possible. The
more we use a word, the
faster we’re going to learn
it. Learning a word is not
only to know its meaning
to also to know how to
use it in a context. Have
Reflecting Answers 14. --- your students practice
1. On 15. On new words as much as
2. At 16. At they can.
P Write sentences 3. In 17. At
using a preposition 4. --- 18. At
of time and the 5. On 19. On
following words. 6. In 20. At
7. In 21. In
Answers may vary
8. On 22. In
9. On 23. In
Q Write the correct 24. At
10. At
preposition of time. 11. On 25. On 108
12. On 26. At
13. At 27. On
 S Circle the correct
alternative.
Answers
1. b
2. b
3. b
4. c
5. a
6. c
7. b
8. c
9. a
10. b

T Ask your classmates

these questions.
Write their answers
in the box. Try to
talk to a different
classmate for each
question. Practice
using at, on, and in
with your answers.
Answers may vary

Teaching tip
Encourage examples
from students. These
examples must contain
the new words they are
practicing. You can elicit
a competition between
two teams. A member of
each team has to take a
card that has a word on it.
They have to run towards
the board to write the
first word of the sentence
they want to give; the first
student gives the marker
to a second student who
will write the second word
of the sentence. When he
finishes, he will give the
marker to a third student
to write the next word,
and so on until they finish
the complete sentence.

109
 I hate doing the shopping
on Saturdays.
On Sunday mornings I
have coffee and toast for
breakfast and read the
newspaper.
On Wednesday evenings I
go to English class.

C Listen to check your

answer.
Track 43
At
It’s ridiculous. The bank
closes at 2:30 pm.
I normally phone my
girlfriend at 10 o’clock
every evening.
We’re planning to go
skiing at Easter.
Some people study best
at night but I prefer the
morning.
We usually go out for
dinner at the weekend.
In
In 1492 Columbus sailed
the Ocean Blue.
She passed her driving
test in March.
Valencia is too hot for me
in summer.
She’s always very grumpy
first thing in the morning.
I hate going out in the
week.
On
I love watching the James
Bond film on Christmas
Day.
Jim had a terrible journey
to Wales on Christmas Eve
2003.
I hate doing the shopping
on Saturdays.
On Sunday mornings I
have coffee and toast for
Summative Evaluation B Classify the previous In breakfast and read the
phrases with a In 1492 Columbus sailed newspaper.
preposition of time in the Ocean Blue. On Wednesday evenings I
A Fill the blanks with the go to English class.
prepositions of time; this chart. She passed her driving
at, in or on. test in March.
Answers Valencia is too hot for me D If the preposition
Answers At in summer. is wrong, write the
1. at It’s ridiculous. The bank She’s always very grumpy correct one in the
2. at closes at 2:30 pm. first thing in the morning. blank. If it’s correct,
3. On I normally phone my I hate going out in the write okay.
4. on girlfriend at 10 o’clock week. Answers
5. on every evening. On 1. on
6. in We’re planning to go I love watching the James 2. okay
7. on skiing at Easter. Bond film on Christmas 3. okay
8. at Some people study best Day. 4. okay
9. on at night but I prefer the Jim had a terrible journey 5. on
10. in morning. to Wales on Christmas Eve 6. okay
11. On We usually go out for 2003. 7. on
12. in dinner at the weekend.
8. at 110
13. on
14. at
15. On
Summative Evaluation

E Choose the best

word to complete
each sentence.
Answers
1. but
2. and
3. but
4. and
5. and
6. but
7. but
8. and
9. but
10. and

F Listen to check your

answer.
Track 44
Answers
1. I am hungry but
I don’t have any
money to buy lunch.
2. It’s late and I’m tired!
3. John likes funny
movies but he
doesn’t like scary
movies.
4. We live in an
apartment and we
like it very much.
5. Her name is Maria
and his name is
Fernando.
6. I think math is
difficult but I am
taking extra classes.
7. It’s a nice gift but I
don’t like it. G Fill in the blanks H Listen to the Answers may vary
8. Paris is a big city and in the sentences questions then
it’s the capital of below using one of write answers using Teaching tip
France. prepositions of time? Pay attention to the
the three common
9. My friend isn’t way they work in pairs.
conjunctions: and, Track 45 Add constant variety by
very strong but he but, then.
doesn’t like rude 1. What time do you changing the classmates
sports. Answers get up? they work with. This a
10. Fruit tastes good and 1. but 2. When do you go out production stage, so make
it’s healthy for your 2. and with friends? sure they all participate
body. 3. and 3. What is your favorite and let communication
4. and celebration of the prevail.
5. then year?
6. but 4. Do you go to school
7. and in the morning or in
111 8. but the afternoon?
9. and 5. In what month do
10. and you take vacation?
Social – emotional
Welfare

A Draw your face. Draw

how you feel.
Answers may vary

B Draw your face. Draw

how you feel.
Answers may vary

C Answer the
following questions.
Answers may vary

Teaching tip
There are several
strategies to follow
to do a good reading.
Doing individual or
group reading should be
acceptable to improve
pronunciation, silent
reading for a second time.
If listening is also added
to reading, it helps more
to practice pronunciation.

Some specific
strategies for reading
comprehension are
also used to cope with
information from a text or
conversation, for example;
scanning, skimming and
reading for gist.

112
Achievement
Evaluation

Checklist for the

suggested activity

Teaching tip
A summative assessment
evaluates students
learning, knowledge,
proficiency, or success
at the conclusion of an
instructional period, like a
unit, course, or program.

113
Unit 4 – Counting Food

Progression 13

Identify the uses of

the modal verb Can, to
express physical, cognitive
and social abilities
(affirmative, negative,
interrogative).

Teaching tip
Read the introduction
of this progression with
your students in order
to let them know the
achievements to reach
with the contents through
the activities.

114
Recognizing

A Complete with the

best answer.
Answers
1. b
2. a
3. b
4. a
5. a
6. b
7. b
8. a
9. b
10. a

B Complete the
following questions
asking for personal
information.
Answers may vary

C Circle the correct

words.
Answers
1. work
2. don´t
3. lives
4. don´t
5. has

Teaching tip
Active Listening is a skill
that can be acquired and
developed with practice.
However, Active Listening
can be difficult to master
and will, therefore, take
time and patience to
develop. Active Listening
involves listening with all
senses. As well as giving
full attention to the
speaker, it is important
that the ‘Active Listener’ is
also ‘seen’ to be listening
otherwise the speaker
may conclude that what
they are talking about
is uninteresting to the
listener.

115
Defining

D Work with a group of

classmates. Discuss
and answer this
question.
Answers may vary

E Work with a group

of classmates and
discuss the following
questions.
Answers may vary

Teaching tip
This section was especially
designed to make
students aware or self-
conscious about the goals
they’ve achieved so far.
The format is very easy to
follow; students just have
to check the category
they think their answers
belong to.

116
Analyzing

F Work with a group

of classmates and
complete the chart.
Use information
from electronic and
printed sources
to answer the
questions.
Answers
1. We express ability to
do things.
2. Can + verb in simple
form. (I can swim
well.)
3. Examples:
We can sing in
public.
We can’t sing well.
Can they speak
another language?

G Write some
examples below.
Answers
Affirmative: They can
run fast. Negative: We
can’t write in French.
Interrogative: Can he drive
a car?

H Complete the
following chart.
Answers
Affirmative auxiliary verb.
Ability - I can cook salads.
Negative auxiliary verb. should improve the mood
Ability - I can’t cook of the group. Be positive.
salads. Be fun. Be appreciative
of other classmates. Be
Teaching tip full of good ideas. Do
Whenever your students their part to make the
work in small group environment a good one.
work remind them of the
following: every student

117
 L Observe the picture.
Listen and complete
the paragraph.
Track 47
Answers
A football party
This is a picture of my
football team party. We
can make a party at the
school parking lot. We can
eat a lot of food. My coach
can prepare delicious
burgers and his wife can
cook fries and guacamole
with nachos!
We can play football and
can listen to music. We
can drink anything but
juice, water or soda. We
can’t sleep late because
we train every day. Some
of my friends can sing and
can play the guitar. We
always have a good time
together!

Teaching tip
If you want to improve
your listening skills,
watch documental films
to practice vocabulary,
expressions and slang
currently used. For even
better results, record a
few shows then watch
and imitate the language
used in them repeatedly
for faster improvement.

Implementing Answers may vary 5. ride a bike

6. skate
I Work with a K Listen to the actions 7. paint
and match some 8. sing
classmate. Make
of them with the 9. act
verbs with the letters 10. drive
below. correct picture.
11. dive
Answers may vary Track 46 12. play tennis
1. play the piano 13. cook
J Work with a group 2. swim 14. 14. do push-ups
of classmates. Talk 3. dance 15. 15. climb
about the questions 4. run 16. 16. fly a plane
118
below.
Reflecting

M Complete the
sentences. Use
your personal
information.
Answers may vary

N Make questions
with the given
information.
Answers
1. Do you speak
French?
1. Does your sister sing
opera?
2. Do your friends play
the guitar?
3. Does your father ride
a bike?
4. Do you drive a car?

O Answer the previous

questions with
your personal
information.
Answers may vary

P Look at the picture.

Listen and complete
the missing
information.
Track 48
Answers
At the market
This is my friend. She is at
the market. She is buying
some food. The butcher
is dispatching some are talking about the food bag; she is looking for
Track 49
chops for a woman; she they want to buy. I am some groceries. A young
is selecting some more Answers
helping a mom with her couple is there. They are
meat. At the market
daughter. They are having walking their dog; they
Another housewife is This is my friend. She is at
a nice walk. I am buying are talking about the food
carrying her shopping the market. She is buying
eggplants for a delicious they want to buy. I am
bag; she is looking for some food. The butcher
salad. helping a mom with her
some groceries. A young is dispatching some
daughter. They are having
couple is there. They are chops for a woman; she
Q Listen again and is selecting some more
a nice walk. I am buying
walking their dog; they eggplants for a delicious
check your answers. meat.
salad.
Another housewife is
119 carrying her shopping
Progression 14

Understand the use

of the modal verb Can
(affirmative, negative,
interrogative) to make
requests and ask or give
permission.

Teaching tip
Read the introduction
of this progression with
your students in order
to let them know the
achievements to reach
with the contents through
the activities.

120
Recognizing

A Read and listen

to the following
expressions.
Track 50
Clerks usually say things,
such as:
May I help you?
What can I do for you?
Is there anything I can
help you with?
When we go shopping,
we say:
How much is this?
Yes, I’d like to buy these
razors.
I’m looking for cameras.
No, I’m just browsing.
Thanks anyway.

B Work with a
classmate. Practice
the conversations
below. You can
substitute the
underlined words
to make a different
conversation.
Answers may vary

C Order the
conversation in the
correct sequence.
Answers
9
1
3
8
4 Track 51 Customer: Medium. Teaching tip
Salesclerk: Can I help you? Salesclerk: Sorry, we only Remember that
6
Customer: Yes, please. have medium in blue and small groups have
7
Can I see the coat in the gray. positive effects on
2
window, please? Customer: Ok, no problem. students’ interpersonal
5
Salesclerk: Sure. What Can I try on the blue, relationships in the
color do you want? We please? classroom and can
D Listen and check the
have it in purple, gray and Salesclerk: Ok. Here you improve attitudes of
conversation. are. The fitting rooms are students of different
blue.
Customer: Purple, please. over there. races, ethnicities and
121 Salesclerk: What size are academic abilities toward
you? one another.
 F Write P for
Permission and
R for Request.
Then practice the
questions.
Answers
5. R
1. R
2. R
3. R
4. P
5. R
6. R
7. R
8. R
9. P
10. P
11. P

G Put the words in the

correct order.
Answers
1. Can you pass the
sugar please?
2. Can you turn on the
radio please?
3. Can you open the
curtains?
4. Cn you turn off the
music?
5. Can you turn down
the television
please?

Teaching tip
Emphasize the use
of correct intonation
patterns as well as
appropriate blending
forms. Have your students
Defining practice this dialogue
while reading and
listening, then have them
E Look at the images. practice a similar dialogue
How to reply a without reading.
request, here are
some positive and
negative replies.

122
Analyzing

H Work with a group

of classmates and
complete the chart.
Use information
from electronic and
printed sources
to answer the
questions.
Answers
1. Request and
permission.
2. Here we have the
exmples in context:
Can I use your
laptop?
Can I come in please?
3. Can + subject
pronoun + verb +
complement?

I Work with a group

of classmates
and complete the
information.
Answers
Structure:
Can
Use:
Requests and permission.
Examples:
Can I use your calculator?
Can you give me a hand,
please?

Teaching tip
There are many ways to
practice vocabulary, some
of them are:
Students need to acquire try some of those ideas
> Concentration
vocabulary in order to be to practice the given
> Tic-tac-toe
able to communicate their words in this lesson.
> Charades
ideas more effectively. Pay attention carefully
> Hangman
Have a conversation with to identify which ideas
> 20 questions
your students about how are more productive
> Sentence formation
they learn new words. and effective for your
> Picture describing, etc.
Brainstorm for ideas students.
and write them on the
board. Once you’re ready,
123
 4. Can you charge your
iPad?
5. Can you call your
mother?

L Write requests and

permissions related
to the following
places.
Answers may vary

Teaching tip
The vocabulary is an
essential part for students
to communicate their
ideas in the English
language. Vocabulary
can be introduced
through visuals, mimicry,
situations, synonyms,
antonyms, drawings or
realia.
It is recommended to
apply an activity to check
that students understand
the correct usage of
vocabulary in context.
Remember that the only
way to really acquire new
words is by using them
as often as possible. The
more we use a word, the
faster we’re going to learn
it. Learning a word is not
only to know its meaning
to also to know how to
use it in a context. Have
your students practice
new words as much as
they can.

Implementing K Look at the pictures.

Write permissions.
J Make requests using Answers
the pictures below. 1. Can I turn on the
Answers computer?
1. Can I wash the 2. Can you give him
dishes? your cellphone?
2. Can it rain? 3. Can you lend your
3. Can Laura stand next table to your cousin?
to me? 124
4. Can Alex wear jeans
and a jacket?
Reflecting

M Work with a
classmate. Ask
questions with the
help of the pictures
below and answer
them using the
previous vocabulary.
Answers may vary

N Listen to this
information and
repeat.
Track 52
1. Can I try it on
somewhere?
2. Can you help me?
3. Do you have a fitting
room?
4. Excuse me…
5. Could you help me
with something?
6. Here’s a medium.
7. How about this one?
8. How can I assist you?
9. How much are they?
10. How much is it?
11. I think a…
12. I want to buy a / an…
13. I’ll certainly try.
14. Is this one okay?
15. It’s nice.
16. I think I will take…
17. May I ask you a
question?
18. The dressing room is
in that corner.
19. The fitting room is in 28. What would you like How about this one? Excuse me…
the left corner. to buy? How can I assist you? Here’s a medium.
20. There’s a fitting How much are they? I think a…
room right over O Write the previous How much is it? I want to buy a / an…
there. information in the Is this one okay? I’ll certainly try.
21. What can I do for correct category. May I ask you a question? It’s nice.
you? What can I do for you? I think I will take…
Then listen to check
22. What do you think What do you think about The dressing room is in
about this one? your answers.
this one? that corner.
23. What do you think? Track 53 What do you think? The fitting room is in the
24. What is your size? What is your size? left corner.
Answers
25. What size? What size? There’s a fitting room
Questions to ask in a store
26. I would like to buy… Would you like to…? right over there.
Can I try it on somewhere?
27. Would you like to…? What would you like to I would like to buy…
Can you help me?
Do you have a fitting buy?
125 room?
Could you help me with Expressions to answer or
something? request
Progression 15

Understand the use of

countable (singular and
plural) and uncountable
nouns to apply in specific
situations.

Teaching tip
Read the introduction
of this progression with
your students in order
to let them know the
achievements to reach
with the contents through
the activities.

126
Recognizing

A Work with a group

of classmates and
answer the question
below.
Answers may vary

B Listen to the
vocabulary and label
the pictures.

Track 54
1. juice
2. milk
3. milkshake
4. coffee
5. white coffee
6. iced tea
7. soda
8. water
9. smoothie
10. lemonade
11. cocoa
12. ham and eggs
13. pizza
14. cereal
15. pancakes
16. waffles
17. French toast
18. fruit
19. salad
20. pasta
21. chicken
22. steak
23. sandwich
24. fries
25. cookies

Answers Steak C Search for thirteen

White coffee Lemonade words related to
Milkshake Juice drinks and food.
Iced tea Pancakes Write them on the
Water Pasta lines.
French toast Coffee
Soda Sandwich Answers may vary
Cocoa Chicken
Cookies Smoothie Teaching tip
Fires Cereal Remind your students
Pizza Fruit that they should always
Milk Salad communicate using
Waffles Ham and eggs phrases, not individual
words. At this stage, it is
more important that they
127 acquire more fluency.
 F Listen to the
conversation and
underline sentences
with singular and
plural nouns.
Track 56
Aldo: Hey Florence, what’s
on your shopping list for
today?
Florence: Aldo, we really
need some water, oranges,
rice, tomatoes, and bananas.
Aldo: OK! We’re running
really low on some things.
How much water do we
need?
Florence: Just three bottles
will do.
Aldo: Okay, and, how many
oranges are you getting?
Florence: I think I’ll get a
bag of oranges.
Aldo: Great! and how much
rice?
Florence: We need about a
kilo of rice.
Aldo: Sounds good. How
about tomatoes?
Florence: I guess I’ll get a
few tomatoes, maybe 3 or 4.
Aldo: That’s enough.
And are you getting any
bananas?
Florence: I’ll get some
bananas, but not too many.
We never eat them all.
Maybe
I’ll just get one bunch of
bananas.
Aldo: Is that everything on
strawberries money
Defining grapes bread
your list?
Florence: I think so.
pears jam
D Look, listen, and peas soda
repeat the following Teaching tip
carrots sand
Pay attention to the
words. onions rice
way they work in pairs.
cherries E Complete the
Track 55 Uncountable nouns
Add constant variety by
sentences with is or changing the classmates
Countable nouns cake are.
potatoes they work with. This a
water
zucchini Answers production stage, so make
sugar
tomatoes 1. is sure they all participate and
coffee
eggs 2. are let communication prevail.
milk
apples broccoli 3. is
bananas salt 4. are
peaches flour 5. is 128
watermelon cheese 6. are
pineapple ham 7. is
Analyzing

G Work with a group

of classmates and
complete the chart.
Use information
from electronic and
printed sources
to answer the
questions.
Answers
1. They are nouns in
singular and plural,
we can count them
or we can’t count
them.
2. We use them we
There is (singular) /
There are (plural).
3. Quantifiers to
express quantities.

H Classify the words

into the correct
category. Listen and
check.
Track 57
Answers
Countable nouns
bean
pen
tomato
onion
watermelon
Uncountable nouns
milk
cream
cheese
bread Doing individual or
money group reading should be
butter acceptable to improve
tea pronunciation, silent
reading for a second time.
I Read the rules for If listening is also added
the plural form of to reading, it helps more
nouns. to practice pronunciation.
Some specific
strategies for reading
Teaching tip
comprehension are
There are several
also used to cope with
strategies to follow
information from a text or
to do a good reading.
conversation, for example;
scanning, skimming and
129 reading for gist.
 Track 59
Laura: Hi, Marina. Are you
busy?
Marina: Not really. What
do you need?
Laura: I’m cooking and
I need a cake. Can you
mention the ingredients
for a cake?
Marina: Listen carefully,
you need flour, butter,
milk, baking powder,
sugar, vanilla or chocolate;
you also need eight eggs,
fifteen strawberries or
many nuts.
Laura: Flour? Butter? What
about the quantities?
Marina: Well, you
said ingredients not
quantities!

M Circle the sentences

that contain food
vocabulary.
Answers may vary

N Answer the
following questions.
Answers may vary

Teaching tip
Comprehension questions,
yes / no answers and true
and false sentences are
some of the activities you
can include in this part.
These exercises can be
revised teacher-student
Implementing 7. cookies K Underline the noun or student-student in
8. cheese in each sentence and class. An oral participation
J Listen to the 9. eggs write C (countable) from the students can
10. ham or Uc (uncountable). be given to consolidate
recording to number
11. juice understanding and to
the names of the 12. ketchup Answers produce more language.
food you hear. 13. mayonnaise 1. coffee - U
Answers 14. meat 2. glasses - C
Track 58 15. milk 3. chicken - C
16. oil 4. flour - C
1. apples 5. water - U
17. onions
2. bananas L Listen and read
18. salt
3. bread
19. sausages the following
4. butter
20. tomatoes conversation.
5. carrots
6. coffee 130
Reflecting

O Read and listen

to the following
description
Track 60
Our grandmother’s house
Look, Roberto! This is our
grandmother’s summer
house. There are 4
bedrooms in her house,
so she can have many
guests. There are two big
windows in the living
room and there is a big
table in the dining room
and fine white China on a
nice tablecloth.
The best part is that there
is a swimming pool in the
backyard. That makes our
summers really funny. I
really enjoy her house.

P Work with a group

of classmates and
complete the chart.
Use information
from electronic and
printed sources
to answer the
questions.
Answers
1. There is / There are.
There is - for singular.
There are - for plural.
2. Use There is when
the noun is singular.
Use There are when
the noun is plural.
3. There is in my area 5. there aren´t
3. What is existence? 4. There is 4. There are two 6. there is
This is the fact or
5. There is restaurants in front
state of living or
6. There are of my house Teaching tip
having objective
7. There is 5. Are there It’s important to ask our
reality.
8. There are drugstores near the students to be honest
supermarket? and take this assessment
Q Complete the R Order the words to seriously. We should
sentences with There make sentences. S Complete these apply this meta cognitive
is / There are. sentences. Use the activity throughout the
Answers book not only at the end
Answers words from the box.
1. There is a hospital of each unit, but also
1. There are next to a school Answers
2. There are after finishing a lesson or
2. Is there a park 1. Is there an important grammar
131 behind the shopping 2. there isn´t structure.
mall? 3. there are
3. There are no schools 4. Are there
Progression 16

Understand the use of

much, many, a lot, a few,
a little, some, to describe
the dish of good eating.

Teaching tip
Read the introduction
of this progression with
your students in order
to let them know the
achievements to reach
with the contents through
the activities.

132
Recognizing

A Answer these
questions with
your personal
information.
Answers may vary

B Listen and write the

missing words.
Track 61
Answers
Rosa: Hi, Robbie. Are you
busy?
Robbie: Not really. What
do you need?
Rosa: I’m at the
supermarket; can you
check the fridge and
answer some doubts I
have?
Robbie: Yeah, let me
see…I’m right in front of it.
Rosa: Are there any eggs?
Robbie: Yes, there are
some eggs.
Rosa: And milk, is there
any milk?
Robbie: No, there isn’t any
milk. Oh, let me see, sorry!
There is a little milk, but if
you can buy some, it’ll be
great.
Rosa: What about
vegetables? Are there any
vegetables?
Robbie: There are a lot of
vegetables. We have some
tomatoes, a few carrots,
some potatoes and a lot
of spinach! C Complete the Teaching tip *Making intentional
Rosa: Thanks, Robbie. See phrases with some, We have to help our associations in order to
you later. a few, a little, any, a students acquire improve learning.
Robbie: Can you get lot of. vocabulary. Some helpful *Making associations with
some cereal and a few ideas are: things we know well.
strawberries, please? Answers *Organizing and ordering
Rosa: Of course, bye! 1. some new words to improve
2. a lot of memory.
3. a few *Learning general
4. some concepts before you
5. a lot of continue with specific
6. some information.
133 7. a few
8. some
 essential information
to catch what the
speaker is saying. If
your students are able
to repeat the given
information, then they
have heard what has
been said.
2. Understanding. The
next stage of listening
happens when our
students take what
they have heard and
understood it in their
own way.
3. Judging. This is the
last step in this
understanding process.
After our students are
sure they understand
what the speaker has
said, they think about
whether it makes
sense; they can infer,
discriminate, sort or
match information.

Analyzing

G Read this information

and write more
examples.
Answers may vary

F Plan your healthy

Defining
dish. Draw it below.

D Observe the picture. Answers may vary

Analyze the food.
Teaching tip
Listening is a process that
E Read the information has three stages:
below. 1. Hearing is just
listening to the
134
Implementing

H Complete the
phrases with some,
a few, a little, any, a
lot of.
Answers
1. some
2. a few
3. some
4. a lot of
5. some
6. a few
7. some
8. a few

I Circle the correct

alternative.
Answers
1. any
2. is a litlle
3. any
4. any
5. a lot of
6. a lot of
7. any
8. many, are

J Fill in the blanks

with the appropriate
quantifier. There may
be more than one
choice.
Answers may vary

Teaching tip
Make sure they are given
enough time to scan all
the images before they
begin listening to the
tracks. You may help them
focus their attention on
certain aspects.

135
 N Complete
the following
conversation
logically.
Answers
Any
Some
Any
Any, some
Any
Some, a little, a few, some

Teaching tip
Pay attention to the
way they work in pairs.
Add constant variety by
changing the classmates
they work with. This a
production stage, so make
sure they all participate
and let communication
prevail.

Reflecting L Unscramble the M Listen to the

words to form recording and check
K Complete the sentences. your answers.
sentences. Use words Answers Track 62
from the box. 1. We get up in the 1. We get up in the
Answers morning at 7:00am. morning at 7:00am.
1. Is there 2. My sisters make 2. My sisters make
2. there isn´t their beds every day their beds every day.
3. there are 3. I take guitar lessons 3. I take guitar lessons
4. Are there on Thursday. on Thursday.
5. there aren´t 4. My friends play 4. My friends play
6. there is volleyball in the volleyball in the
evening evening.
5. You download music 5. You download music 136
and movies at night. and movies at night.
Summative Evaluation

A A Listen again. Read

and circle the correct
answer to these
questions.
Track 63
Lety: Good morning, can I
have a cup of coffee and a
tuna sandwich?
Joseph: I’m sorry,
there aren’t any tuna
sandwiches.
Lety: Are there chicken
sandwiches? Or Are there
any cheeseburgers?
Joseph: No, there aren’t
any chicken sandwiches or
cheeseburgers.
Lety: Is there any black
coffee?
Joseph: No, there isn’t
any black coffee. We just
have milk; there is soda
or green tea and fruit
juice. There are croissants,
bagels and of course
doughnuts!
Lety: Okay. I’ll have a bagel
with some green tea.
Joseph: Do you want any
dessert?
Lety: Of course.
Joseph: There is chocolate
cake and there is apple
pie.
Lety: I’ll have the
chocolate cake, please.
Joseph: Right away!
Answers questions you hear. Teaching tip
Answers 1. b It’s easier to use rubrics to
2. a Track 64 assess progress over many
1. b
2. b 3. a 1. Is there any juice on projects or performances,
3. b 4. b your refrigerator? even though each one
4. a 2. Is your brother living requires a different mix
5. a C Choose the correct abroad now? of criteria. It can also be
6. b answer. 3. Are you a good used to provide different
7. a student? reports to different
Answers 4. How many rooms stakeholders. For example,
1. a are there in your educators can use peer
B Choose the correct
2. b house? critiques of their drafts,
phrases to complete 3. b 5. How much does a while also producing
the questions. 4. b soda cost? reports course by course,
5. a and also producing a
137 6. a Answers may vary report for departmental
evaluation.
D Write only the Teachers must be critical
answers to the to make an accurate
 What about the main
course?
Anything to drink?
I´ll be here in a minute
with your drinks

Diners´expressions
I´m starving!
Let´s order now!
Medium done, please
I´d like soda

G How much
technology can you
use?
You have to work in pairs.
Student A uses the card
A to make questions
to student B. Student B
uses the card B to make
questions to student A.
Answers may vary

Teaching tip
It’s easier to use rubrics to
assess progress over many
projects or performances,
even though each one
requires a different mix
of criteria. It can also be
used to provide different
reports to different
stakeholders. For example,
educators can use peer
critiques of their drafts,
while also producing
reports course by course,
and also producing a
report for departmental
assessing through this evaluation.
rubric; it is important to Summative Evaluation Teachers must be critical
let students know their to make an accurate
results on progress as a assessing through this
E Read the rubric; it is important to
feedback to improve the
conversation below. let students know their
class.
results on progress as a
F Now read the feedback to improve the
conversation again class.
and complete the
table.
Answers
Waiter´s expressions
Are you ready to order?
138
Social – emotional
Welfare

Confidence is the belief

that you’ll be successful.
Your attitude is very
important to achieve
what you want to do.
Keep a positive attitude...
always!

Teaching tip
Make sure your students
are completely aware
that every time they work
in pairs, this is a very
valuable stage of the class
and it does represent a
good opportunity to work
in a more relaxed and
productive environment.

139
Achievement
Evaluation

Checklist for the

suggested activity

Teaching tip
It’s easier to use rubrics to
assess progress over many
projects or performances,
even though each one
requires a different mix
of criteria. It can also be
used to provide different
reports to different
stakeholders. For example,
educators can use peer
critiques of their drafts,
while also producing
reports course by course,
and also producing a
report for departmental
evaluation.
Teachers must be critical
to make an accurate
assessing through this
rubric; it is important to
let students know their
results on progress as a
feedback to improve the
class.

140
 Glossary
Appliances Communication and Colors
camera
XX Technology black
XX
DVD (player)
XX address
XX online
XX golden
XX
laptop
XX digital
XX PC
XX orange
XX
telephone
XX laptop (computer)
XX video
XX red
XX
CD (player)
XX screen
XX web
XX blue
XX
electric lights
XX at / @
XX chat file
XX green
XX
television / TV
XX digital camera
XX photograph
XX pale
XX
cell phone
XX mobile (phone)
XX web page
XX white
XX
electricity
XX software
XX click (v)
XX brown
XX
mobile (phone)
XX by post
XX information
XX grey
XX
video
XX dot
XX photography
XX pink
XX
clock
XX mouse
XX website
XX yellow
XX
fridge
XX talk
XX computer
XX dark
XX
MP3 player
XX call (v)
XX internet
XX light
XX
washing machine
XX camera
XX keyboard
XX purple
XX
computer
XX download (n & v)
XX printer
XX
gas
XX net
XX
PC
XX telephone
XX
cooker
XX text (n & v)
XX
heating
XX cell phone
XX
phone
XX email (n & v)
XX
digital camera
XX envelope
XX
lamp
XX
radio
XX Education Documents and Texts
Clothes and advanced course
XX know
XX ad / advertisement
XX
Accessories lesson
XX language
XX diary
XX
ruler
XX learn
XX magazine
XX
bag
XX cap
XX beginner
XX practice (n)
XX passport
XX
fashion
XX jeans
XX desk
XX practise (v)
XX article
XX
raincoat
XX skirt
XX dictionary
XX project
XX diploma
XX
tights
XX uniform
XX pupil menu
library
XX XX XX
bathing suit
XX chain
XX postcard
science
XX remember
XX XX
glasses
XX jewellery /
XX bill
blackboard
XX rubber
XX XX
ring
XX jewelry
board
XX study (v)
XX email
XX
trainers
XX suit
XX
eraser
XX subject
XX message
XX
belt
XX wallet
XX
mark
XX teach
XX project
XX
glove
XX clothes
XX
jumper math/
XX term
XX book
XX
scarf
XX XX
trousers
XX sunglasses
XX mathematics test (n)
XX card
XX
blouse
XX watch
XX studies
XX form
XX
handbag
XX coat
XX bookshelf
XX letter
XX
shirt
XX sweater
XX chemistry
XX newspaper
XX
try on (v)
XX wear (v)
XX clever
XX note
XX
boot
XX dress
XX coach
XX text (n & v)
XX
hat
XX earring
XX college
XX textbook
XX
shoes
XX necklace
XX exam
XX comic
XX
T-shirt
XX pocket
XX (examination) licence
XX
bracelet
XX purse
XX geography
XX notebook
XX
jacket
XX swimsuit
XX history
XX ticket
XX
141 shorts
XX tie
XX
umbrella
XX
 Glossary
Entertainment Family and Friends Food and Drink
and Media
aunt
XX apple
XX dish (n)
XX
act
XX girl
XX chocolate
XX meat
XX
draw
XX boy
XX ice
XX soup
XX
magazine
XX grandchild
XX plate
XX breakfast
XX
actor
XX guest
XX bake
XX drink
XX
drawing
XX neighbour
XX coffee
XX melon
XX
adventure
XX brother
XX ice cream
XX steak
XX
advertisement
XX grand dad
XX potato
XX burger
XX
drum
XX parent
XX banana
XX butter
XX
museum
XX child
XX cola
XX egg
XX
project
XX cousin
XX jam
XX milk
XX
art
XX granddaughter
XX rice
XX sweet (n &
XX
article
XX grandfather
XX barbecue
XX adj)
exhibition
XX husband
XX cook (n & v)
XX cafe/café
XX
musician
XX pen-friend
XX juice
XX fish
XX
news
XX sister
XX roast (v & adj)
XX mineral water
XX
read (v)
XX dad(dy)
XX biscuit
XX tea
XX
rock (concert)
XX daughter
XX cooker
XX cafeteria
XX
board game
XX family
XX kitchen
XX food
XX
festival
XX father
XX salad
XX mushroom
XX
newspaper
XX friend
XX boil
XX thirsty
XX
screen (n)
XX friendly
XX cream
XX cake
XX
book film (n & v)
XX grandma
XX knife
XX fork
XX
opera show (n)
XX grandmother
XX salt
XX oil
XX
card
XX grandpa
XX boiled
XX toast
XX
fun
XX grandparent
XX cup
XX can (n)
XX
paint (v)
XX grandson
XX lemon
XX fridge
XX
cartoon
XX granny
XX sandwich
XX omelette
XX
go out
XX married
XX bottle
XX tomato
XX
painter
XX miss
XX curry
XX
photograph
XX mother
XX lemonade
XX
chess
XX Mr
XX sauce
XX
guitar
XX Mrs
XX bowl
XX
photographer
XX Ms
XX cut (n)
XX
cinema
XX son
XX lunch
XX
theater
XX surname
XX sausage
XX
classical (music)
XX teenager
XX box
XX
instrument
XX uncle
XX dessert
XX
wife
XX main course
XX
slice (n)
XX
bread
XX
dinner
XX
meal
XX
snack (n)
XX
break (n)
XX

142
 Glossary
House and Home Personal Feelings, Places: Buildings
house and home
XX Opinions and Experiences
address
XX apartment (building)
XX
computer
XX college
XX
able
XX happy
XX hospital
XX
garage
XX
afraid
XX quick
XX school
XX
refrigerator
XX
alone
XX useful
XX bank
XX
apartment
XX
amazing
XX brilliant
XX block
XX
cooker
XX
angry
XX hard
XX bookshop
XX
roof garden
XX
bad
XX quiet
XX department
XX
armchair
XX
beautiful
XX well
XX store
XX
cupboard
XX
better
XX busy
XX disco
XX
gas
XX
difficult
XX heavy
XX elevator
XX
room
XX
excellent
XX ready
XX hotel
XX
bath(tub)
XX
famous
XX worried
XX house
XX
curtain
XX
fast
XX careful
XX library
XX
gate
XX
favorite
XX high
XX shop
XX
safe (adj)
XX
fine
XX real
XX sports centre
XX
bathroom
XX
free
XX wrong
XX stadium
XX
desk
XX
friendly
XX clear
XX bookstore
XX
hall
XX
kind
XX hungry
XX entrance
XX
shelf
XX
lovely
XX rich
XX lift
XX
bed
XX
lucky
XX young
XX supermarket
XX
dining room
XX
married
XX clever
XX building
XX
heating
XX
modern
XX important
XX exit
XX
shower
XX
nice
XX right
XX museum
XX
bedroom
XX
noisy
XX cool
XX swimming pool
XX
door
XX
old
XX interested
XX cafe/café
XX
home
XX
soft
XX slow
XX factory
XX
sink
XX
sorry
XX different
XX office
XX
blanket
XX
special
XX interesting
XX theater
XX
downstairs
XX
strange
XX small
XX cafeteria
XX
house
XX
sitting room
XX strong
XX flat
XX
bookcase
XX sure
XX pharmacy
XX
bookshelf
XX sweet
XX university
XX
bowl
XX tall
XX castle
XX
drawer
XX big
XX garage
XX
key
XX funny
XX police station
XX
kitchen
XX pleasant
XX cathedral
XX
lamp
XX terrible
XX grocery store
XX
sofa
XX bored
XX post office
XX
stay (v)
XX good
XX cinema
XX
toilet
XX poor
XX guest-house
XX
flat (n) light towel
XX tired
XX railway station
XX
carpet
XX boring
XX
floor
XX great
XX
clock
XX pretty
XX
unhappy
XX
furniture
XX
brave
XX
pillow
XX
143
Bibliography

Brown, H. (1994). Principles language learning and teaching. New York: Prentice Hall. Reagents.
XX

Eastwood, J. (1994). The Oxford Guide to English Grammar. Oxford: O.U.P.

XX

Watson, H. (1990). Modern English Usage. Oxford: O.U.P.

XX

Murphy, R. (2007). Essential Grammar in use. 3rd Edition. Cambridge: Cambridge University Press.
XX

Thomson, A., Martinet, A. (1996). A Practical English Grammar. 4th edition. Oxford: O.U.P.
XX

Schrampfer, B. (1999). Understanding and using English Grammar. Longman.

XX

Electronic sources

http://eslabout.com
XX

http://grammar.ccc.commnet.edu/grammar
XX

http://englishpage.com
XX

http://www.grammar.cl
XX

http://www.latinworld.com
XX

www.autoenglish.org
XX

www.englishexercises.org/makeagame/viewgame.asp?id=3008
XX

www.englisch_hilfen.de
XX

www.esflow.com
XX

www.eslgold.com
XX 144
Teacher’s Edition