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Ana María Prudencio BilbaoMaría Teresa Reyes Gutiérrez
Pilar Aramayo Prudencio
Ana M
Engl
ish
for Y
ou! 1
refl ection on language contraction places leisure present simple
cons
onan
t not
ice
e-m
ail
auxi
liary
ver
bpr
esen
t pa
rtic
iple
pre
posi
tion
publ
ic s
igns
dem
onst
rativ
e pr
onou
n da
te
conversation hobbies imperative greetings indefi nite article advertisement
directions personal identifi cation infi nitive description
main verb present continuous direct object apostrophe
nttt
Learning English gives students the opportunity to participate in diverse social practices of the language in and out of school. To achieve that,
students need to be exposed to a variety of individual and group experiences that involve
different ways of reading and interpreting texts; refl ection on regularities, irregularities and
particularities of the language; guided support for the productions of texts for different
purposes; as well as the participation in oral exchanges such as conversations, transactions
and presentations.
This book provides strategies for effective language learning with designed lessons that cover the functions of the language
presented in sequenced activities. Students and teachers will fi nd a solid groundwork
for language learning.
Englishfor You!
Ingles 1 cs4 VL.indd 1Ingles 1 cs4 VL.indd 1 5/3/11 10:42 AM5/3/11 10:42 AM
rreeflfleeccttiioonn oonn llaanngguuaaggee ccoonnttrraaccttiioonn ppllaacceess lleeiissuurree pprreesseenntt ssiimmppllee nnoottiiccee
conso
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pre
sentt
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iiciip
llepre
posii
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pubblliic
siigns
dem
onst
ratiive
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noun
date
convevv rsation hobbies imperativevv greetings indefinite article advevv rtisement
directions ppersonal identification infinitive descripption
maiin verbb presentt conttiinuous ddiirectt obbjjectt aposttrophh
d
eAna María Prudencio Bilbao
María Teresa Reyes Gutiérrez
Pilar Aramayo Prudencio
1SECU_P1.indd 11SECU_P1.indd 1 4/4/11 6:26 PM4/4/11 6:26 PM
La presentación y disposición en conjunto y de cada página de English for You! 1 son propiedad del editor. Queda estrictamente prohibida la reproducción parcial o total de esta obra por cualquier sistema o método electrónico,
incluso el fotocopiado, sin autorización escrita del editor.
© 2009 por Ana María Prudencio Bilbao, María Teresa Reyes Gutiérrezy Pilar Aramayo Prudencio
D. R. © 2011 por Editorial Santillana, S. A. de C. V.Avenida Río Mixcoac 272, colonia Acacias, C. P. 03240,
delegación Benito Juárez, México, D. F.
ISBN: 978-607-01-0831-0Primera edi ción: abril de 2011
Miembro de la Cámara Nacional de la Industria Editorial Mexicana.Reg. Núm. 802
Impreso en México /Printed in Mexico
Dire
cció
n G
ener
al d
e Co
nten
idos
Ant
onio
Mor
eno
Paniag
ua • Dirección de Ediciones Wilebaldo Nava Reyes • Dirección de Investigación y Nuevos Desarrollos L
ino C
ontre
ras B
ecerril
El libro Engli
sh for You! 1 fue elaborado en Editorial Santillana por el siguiente equipo:G
eren
cia
de S
ecun
daria
Iván
Vás
quez
Rod
rígue
z • Gerencia de Arte y Diseño Humberto Ayala Santiago • Gerencia de Educación Digital Javier A
réva
lo Z
am
udio
Coordinación Editorial Nelly Pérez Islas
EdiciónCecilia Barea
Asistencia Editorial Antonieta Guzmán G.
Adriana Martínez Rivera
Susana Moreno Parada
Edición de RealizaciónIskra Salinas Cardiel
Edición DigitalMiguel Ángel Flores Medina
Diseño de portadaGermán Raymundo Ríos Vázquez
Diseño de interiores Beatriz Alatriste del Castillo
y Stephanie Iraís Landa Cruz
Diagramación Josefina Aguirre y
Gabriela Armillas Bojorges
Iconografía Iván Navarro Juárez
FotografíaPhotospin, Thinkstok, Photostogo, Latinstock,
Photostock, Proceso foto, archivo Santillana,
Wikipedia, Archivo digital y Olivia Vivanco
Ilustración de interioresGerardo Sánchez Cortés,
Marcela Gómez Ruenes,
Sheila Cabeza de Vaca
Coor
dinac
ión d
e Di
seño
Car
los
A. Vela
Turc
ott
• C
oord
inac
ión
Icon
ográ
fica N
adira
Niza
metdinova Malekovna • Coordinación de Realización Alejo Nájera H
ernández • Coordinación de Multim
edia Artu
ro M
ercenario P
érez Negrón
1SECU_P1.indd 21SECU_P1.indd 2 4/11/11 4:25 PM4/11/11 4:25 PM
3
For studentsWelcome to the first course of English!
English for You! 1 gives you an opportunity to
learn and practice English through motivating
activities and fun sections. You will also learn
about technology, culture, science, sports,
and many other interesting topics. Remember,
English is a key that opens many doors in the
modern world we live in today.
The objective of English for You! 1 is to help you
communicate in English by using this language
in regular familiar situations, but most of all,
to make learning English an enjoyable and
meaningful experience in your life.
Enjoy your book and use English to communicate
with your friends and teachers!
For teachersThe purpose of studying English in our secondary school system is for students to participate in social practices of the language. These practices include oral and written tasks to help students consolidate language use. English for You! 1 has been designed to expose your students to such practices and to provide them with enough opportunities to participate in them.
You will find activities and tasks focused on the development of skills and strategies for text interpretation, reflection on language usage and discourse creation. We have followed, in the design of activities and tasks, the “Experiential Learning Cycle,” this is why we recommend that you guide and promote reflections on the way language systems work to create discourse for authentic communication.
Written texts are an important element in this book, this is why we offer students a variety of cross cultural and cross curricular contents. These texts introduce the use of English in authentic real-life situations, and are appropriate for teenagers’ interests.
You will find, in every lesson, a systematic approach to teach students to be effective language learners. You will also find, at the end of each unit, a space where students check and reflect on their learning process. This space is for students to self evaluate competence acquisition so that they can plan the way to improve their learning process.
We are sure that you will find, in this book, a clear motivation for students to enjoy learning English to be used in this modern world we live in.
THE AUTHORS
Introduction
1SECU_P1.indd 31SECU_P1.indd 3 4/4/11 6:26 PM4/4/11 6:26 PM
Table of Contents
4
Introduction 3
ABCs of Your Book 8
Lesson 1a: What’s Your Name? 14
Lesson 1b: Present! 15
Lesson 1c: Today is the 7th of October 17
Lesson 2a: Open Your Book 18
Lesson 2b: Today is Wednesday 19
Lesson 2c: Can You Say That Again? 20
Unit purposeTo enable you to introduce yourself and others, and to exchange personal details.
Social practicesEstablishing and maintaining social contacts.Giving and obtaining factual information of a personal and non-personal kind.
12Classroom
Language
Intr
oduc
tion
Unit purposeTo provide you with some basic classroom language that will enable you to communicate in English at all times during your foreign language class.
Social practicesEstablishing and maintaining social contacts.Carrying out certain transactions.
FunctionsGreet people and respond to greetings.Communicate in the classroom.Maintain communication in or out of the classroom.
Uni
t 1 22
Personal
Identifi cation
1SECU_P1.indd 41SECU_P1.indd 4 4/4/11 6:26 PM4/4/11 6:26 PM
5
FunctionsIntroduce yourself and other people.Ask for and give personal details.
Lesson 3: What’s Your Full Name? 24
Lesson 4: How Old are You? 28
Lesson 5: A Letter… An E-mail! 32
Lesson 6: This is Cristina; That is... 36
Lesson 7: I’m a Teacher; He’s an Engineer 40
Lesson 8: Where are You From? 44
Lesson 9: J.K. Rowling is a Writer 48
Lesson 10: Review 52
Dossier 56
Unit purposeTo enable you to give and obtain information about possessions and to describe actions that are in progress at the moment of speaking.
Uni
t 2 58
Actions in
Progress
Social practicesGiving and obtaining factual information of a personal and non-personal kind.
FunctionsAsk and answer questions about personal possessions.Describe what people are wearing and/or doing at the moment of speaking.
Lesson 11: These are our Favorite Sports 60
Lesson 12: Amy’s Cap isn’t Blue 64
Lesson 13: Is This Your Room? 68
Lesson 14: These are My Sunglasses! 72
Lesson 15: I’m Texting Laura! 76
Lesson 16: He’s Sitting Next to Me 80
Lesson 17: Their Names are… 84
Lesson 18: Sit Next to Me 88
Lesson 19: Teachers, Students and E-mails 92
Lesson 20: Review 96
Dossier 100
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6
Unit purposeTo enable you to express your personal interests around the topic of hobbies, leisure and sport, and to make/respond to invitations to events/places related to the topic.
Social practicesEstablishing and maintaining social contacts.
FunctionsExpress preferences, likes and dislikes.Invite and respond to invitations.
Lesson 21: I Love Building Robots 104
Lesson 22: We Love Parties 108
Lesson 23: Do You Like Sports? 112
Lesson 24: Festivals and Books 116
Lesson 25: We Don’t Have Plans 120
Lesson 26: Let’s Watch TV! 124
Lesson 27: I Like Tennis, but Not Ping-Pong 128
Lesson 28: Shall We Celebrate? 132
Lesson 29: Would You Like to Go Shopping
or Partying? 136
Lesson 30: Review 140
Dossier 144
Unit purposeTo enable you to describe actions that happen daily or periodically in your life or in the lives of people and animals you are interested in.
Social practicesGiving and obtaining factual information of a personal and non-personal kind.
FunctionsAsk and tell the time.Ask and give information about everyday activities.
Uni
t 3 102
Hobbies,
Leisure
and Sports
Uni
t 4 146
Daily Life
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7
Language Reference
Introduction234
Unit 1235
Unit 2236
Unit 3240
Unit 4241
Unit 5244
Scripts 246
References 255
Picture Dictionary 256
Lesson 31: A Day in the Life of… 148
Lesson 32: What Time is It? 152
Lesson 33: The Book Club is on Friday 156
Lesson 34: Liz Often Walks Her Dog 160
Lesson 35: What Do You Do in Your Free Time? 164
Lesson 36: He Gets Up at 6 o’clock 168
Lesson 37: It Only Eats Bamboo 172
Lesson 38: How Often Do You Go to the Gym? 176
Lesson 39: First, Let’s Go Snorkeling 180
Lesson 40: Review 184
Dossier 188
Unit purposeTo enable you to describe the place where you or other people live, and to ask the way/give directions.
Social practicesGiving/obtaining factual information of a personal a non-personal kind.Carrying out certain transactions.
FunctionsGive simple information about places.Ask the way and give directions.
Lesson 41: The Hotel Looks Incredible 192
Lesson 42: An Indian Restaurant in Town 196
Lesson 43: A Fantastic City Tour 200
Lesson 44: The Restaurant is Next to the Bank 204
Lesson 45: The Bank is Near the Park 208
Lesson 46: Turn Right on Main Street 212
Lesson 47: Take Bus No. 2 216
Lesson 48: Excuse Me, Where’s the Bus Stop? 220
Lesson 49: It’s a Ghost Town 224
Lesson 50: Review 228
Dossier 232
Uni
t 5 190
Places and
Buildings
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8
Look back!
The book is divided into 5 units, and each unit is subdivided into
10 lessons. In every unit you will fi nd the following sections:
The unit cover sheet takes up two face-to-face pages,
where an image related to the contents predominates.
It includes the number and name of the unit, the unit
purpose, the social practices of language and
functions, and a project you will develop with
your classmates.
Each unit is divided into 10 lessons, except for the Introduction Unit (2 lessons*) and Unit 1(8 lessons). The lessons in every unit all follow the same structure:
Lessons expose you to certain social practices of
the language and give you several opportunities to
participate in such practices. You will experience
here the language in an oral or written text.
Then, you will have the opportunity to refl ect on what
you have read or listened to. This is called refl ective
observation and will help you understand the language
by focusing on specifi c areas.
Next, we go deeper into the structures of English.
It is time for you to discover the rules. You will do this
with the guidance provided in the “What’s the rule?” box.
What’s the rule? Within this section, the student
is invited to refl ect on the use of language and create
a grammatical rule by understanding it.
The unit cover sheet takes up two face to face pages
Unit Entrance
eper into the structures of English
Get it right!
you to certain social practices of
Find out!
6 1
Unit 4
To spend time with friends is one of most exciting things of the daily life.
Unit purpose
To enable you to describe actions that happen daily or periodically in your life or in the lives of people and animals you are interested in.
Social practices
In this unit you will focus on:
Giving and obtaining factual information of a personal and non-personal kind.
Functions
In this unit you will learn how to:
Ask and tell the time.Ask for and give information about everyday activities.
Our project
In this Project you will research and share information about the habits of animals you are interested in.
Daily Life
Before you begin with the lessons of this unit,
read the title of the unit and go to the Picture
Dictionary, on pages 264 and 265, and learn
vocabulary related to it.
46 47
Over to you!
8. Complete the following sentences with “and” when necessary.
a) Cristina Susan are contestants.
b) Gabriel Garcia Marquez is a Colombian writer.
c) Cristina, Susan, Emiliano Robert participate in the show.
d) Jon Rubinstein, Tony Fadell Michael Dhuey are the inventors of the IPod.
e) Christo Javacheff is an artist painter.
f) Antonia Novello is a surgeon.
Get it right!
6. Read this dictionary entry and underline the meaning that corresponds to the use
of “and” in the sentences in 5.
7. Select the word that completes the rule.
What’s the rule?
We use and to indicate:addition contrastalternative
To check your answers, go to Language Reference, Lesson 8, page 236.
Reflect on these questions:
1. What type of learner are you? I prefer to see things!
I prefer to listen and to speak!
I prefer to be active, to move!
2. Now, circle the type of learner you are:
Learning to learn
auditory visual kinaesthetic
and conj 1. in addition [apples and pears] 2. plus, added to [6 and 2 equals 8] 3. then [she went home and worked
on her homework]
9. Write 4 sentences about famous people using “and”. Look at the example.
Michael Jordan and Kobe Bryant are famous basketball players.
10. Work in pairs. Read your sentences to your partner without saying the names.
He/she has to guess your famous names. Follow the example.
Kobe Bryant and X are famous basketball players.
Kobe Bryant and Michael Jordan?
Yes!
Kobe Bryant and Shaquille O’Neal?
No.
Our project
Step 4. HOW?
Work in groups and:
Work on your presentation:What do you need to produce (e.g. a poster, a slide presentation, a set of images…)?What materials do you need?Who does what?
Check your presentation:Is information interesting?Is the presentation effective?Are there any language mistakes?
Rehearse your presentation:Who says what?
Forty years ago, the Apollo 11 computers had
less processing power than a cell phone today.
Not many people know that!
What's new?
1SECU_P3.indd 46-47 7/30/10 3:29:44 PM
172 173
It Only Eats Bamboo Uni
t 4
37Lesson
Find out!
1. Do you like animals? Talk about these questions.
Do you have any pets?
What is your favorite domestic animal?
Why?
What is your favorite wild animal?
Why?
2. Look at these wild creatures. Write their names below each picture and then answer.
A cub is: a baby panda a mother panda an adult panda
A panda eats: bamboo and meat only bamboo fruits and vegetables
A baby panda is: white white and black pink
A baby panda stayswith its mother for:
2 years 6 months 4 years
We know if a cubis male or female:
at birth when it is 2 years old when it is 4 years oldWhat do these creatures have in common?
They are all mammals. They are all endangered species. They are all land animals.
3. What do you know about pandas? Answer the quiz and then look at the web page to
check your answers.
The Panda Quiz: True False
At birth, a baby panda is smaller than a mouse. a)
Female pandas have a baby every year. b)
Adult pandas can eat 38 kilos of bamboo everyday. c)
Look back!
5. Read these sentences from the web page and underline the correct option.
My favorite animal is the dog.
They say it’s a man ´s
best friend.
pig nose turtle white shark tiger cockatoo polar bears
4. Read the web page again and circle the correct answer.
At birth, a panda is smaller a) than a mouse and it weighs about four ounces
it refers to:a pandaa mouse
A panda only eats bamboo. b) It can eat 38 kilograms of bamboo a day!
It refers to:bambooa panda
The female panda has c) one baby every two years. She takes care of it for 6 months.
it refers to:the baby pandathe mother panda
Do you want to adopt Yun Zi? click here
This is Yun Zi, a new member of the panda family! You can adopt this giant panda cub and help the zoo program.
Do you want to learn more about pandas? Here are some interesting facts about pandas:
At birth, a panda cub is smaller than a mouse and it weighs about four ounces. It gains its full size at about 4 years old.
A panda only eats bamboo. It can eat 38 kilograms of bamboo a day!
A baby panda is pink but people can’t tell if it is a girl or a boy for four years.
The female panda has one baby every two years. She only takes care of it for6 months.
Image found in https://secure3.convio.net/sdzoo/site/Ecommerce/1132815687?FOLDER=10208store-id=2041
Adopt an animal!
Yun Zi was born August 5, 2009
Really? I like dolphins because they are intelligent
and sensitive.
1SECU_P11.indd 172-173 7/30/10 3:33:11 PM
s with “and” when neecessary.
ontestants.
a Colombian writer.
Robert participate in the show.
Michael Dhhuey are the invventors of
painter.
Whaat’s the rule?
e use and to indicate:additionontrasternative
heck your answers, go to Lannguagge Reference, Lesson 8, pag
e questions:
earner are you? things!
and to speak!
, to move!
learner you aare:
rnning to learn
kinaaesthetic
Step 4. HHOWW?
Work in ggrouups and:
Work on yyour presentation:What do you need to produimagees……)?What maaterials do you need?Who ddoees what?
Check youur ppresentation:Is infoormmation interesting?Is thee preesentation effective?Are thheree any language mistakes?
Rehearsee your presentation:Who ssayss what?
What’s the rule?
We use and to indicate:addition contrastalternative
To check your answers, go to Language Reference, Lesson 8, page 236.
1SECU_P3.indd 46-47 7/30/10 3:29:44 PM
ABCs of Your Book
1SECU_P1.indd 81SECU_P1.indd 8 4/4/11 6:27 PM4/4/11 6:27 PM
9
82 83
Get it right!
6. Complete the rule.
8. Complete the postcard with the verbs in the box. Use the present continuous tense.
Be careful with your spelling!
9. Choose 5 classmates. Imagine a different action for each person. Draw them in
your notebook.
10. Now describe your picture in 9 to your partner. (Don’t let him/her see it!) Then
compare your picture with your partner’s!
visit
sit
eat
write
do
sing
wait
arrive
listen
talk
try
feel
speak
Over to you!
7. Read the text below. What is it?
The -ing form of the verb is called present participle. There are some rules to spell the present participle correctly.
To form the present participle of most regular verbs, we add -ing to the base form. Example: work → working, read → reading
To form the present participle of verbs ending in “ ”, we drop the “e” and
add -ing. Example: danc → dancing, solv → solving
To form the present participle of verbs ending in a consonant + +
a consonant, we double the final consonant and add -ing.
Example: sh p → sh pping, st p → st pping
To form the present participle of verbs ending a + “w”, “x” or
“y”, we add -ing. Example: b y → b ying, sh w → sh wing
To check your answers go to Language Reference, Lesson 16, page 238.
What’s the rule?
Going back!
What type of learner are you?
Visual Auditory Kinaesthetic
When you are studying you prefer
Seeing things Listening to things Doing things
What do you usually do when the teacher explains?
Learning to learn
Step 4. A first go!
Work in groups:
Work on your website:What do you need for your web page (a computer, pictures…)?How do you set up your web page?Who is your web page for (audience): children, kids your age, adults? Check your information:Is information interesting for your audience?Is your information clear and organized?Are there any language mistakes?
Our project
The Internet can give you information about what is happening in different
parts of the world (and in space too!) right now. Go to www.cappersmonitor.
com/scores.php to check out real time updates on basketball scores, and to
www.lunaobservers.com to see real time pictures of the moon!
What's new?
Dear Sarah
I am sorry, but it was impossible to write
before. The tournament was very intense
and I had no time!
We are visiting a park right
now. We for the coach
and the bus to go back home. While I
to you,
Tom
on the
phone (I think
with his girlfriend!). Gloria
to catch
a dog (you know she loves them!) and
Amy
ice-
cream. Anna
on the grass. I can’t see what she
, but I think
she
to music
because she too!
The coach and the bus
now, so I have to go. Hope
you
better.
XOXO,
Nancy
1SECU_P6.indd 82-83 7/30/10 3:35:45 PM
106 107
Get it right!
7. Complete the rule:
Over to you!
9. What activities do you love doing? What activities do you dislike?
10. Now use the ideas from 9 to complete your biodata.
Biodata
My name is . I am years old.
I like and I love .
I also enjoy , but I don’t like .
11. Share your biodata with your classmates
8. Look at the following pictures and complete each speech bubble.
Do you like the idea of fi nding friends around the world and seeing what
hobbies they have?
Go to page http://www.friendship-by-mail.com/pen-pal-ezine.html
You need to subscribe to this page. It is very easy. Just fi ll in the blanks
and answer the questions. There is one part where they ask you if you like
having snail mail friends. This is regular mail. We suggest you choose NO.
Room for techies!
Some verbs are followed by a verb with -ing. These are:
Like EnjoyLove DislikeAdore Hate
Example: I like listening to rap music but I hate dancing rap.
We enjoy (play) the guitar and we
like (sing).
All these verbs express
To check your answers go to Language Reference, Lesson 21, page 240.
What’s the rule?
Just think!
Do you record new vocabulary words?
Learning to learn
Yes, I make word maps with new vocabulary. Oh, yes! I keep a sectionin my notebook for word lists.Others
Well, I usually forget to record newwords. No, I don’t have a system to record new vocabulary.Others
I really dislike playing video games.
Copy cat!No kidding!
I hate playing video games too!
What is a Wikipedia? A Wikipedia is a free online encyclopedia. The name
comes from the Hawaiian word “wiki” which means “quick” and “pedia”
which means “encyclopedia”. Ward Cunningham, a web project manager,
created the concept of wikipedias.
Words words
words
Step 1. WHAT?
In groups, answer the following questions:What are your favorite hobbies?What hobbies do people your age have?Do you or some of your friends have strange hobbies?Does everybody have a hobby?
Our project
My name’s Sandra. I really enjoy
(recycle) paper.
We love (collect)
airplanes!
Hi! I’m Mary. I adore (build) robots. They’re so cute!
I’m Tim. I love (fi nd)
UFOs.
I like…
I love…I dislike…
I hate…
1SECU_P7.indd 106-107 7/30/10 3:37:07 PM
9. Choose 5 classmates. Imagine a different action for each pperson. Draw them in
your noteboook.
10. Now describe your picture in 9 too yyour partner. (Don’t let hhim/her see it!) The
compare yoour picture with your pparrtner’s!
VVissual Auditoory Kinnaeesthetic
Whenn yyou are studying you preffer
SSeeeing things Listenning to things Doingg things
Whatt ddo you usually do when thhe teacher explains?
The Inteernet can give you infoormmation about what is
parts of the world (and in spacee too!) right now. G
com/scoores.php to check out reeal time updates
www.lunnaobservers.com to seee real time pic
What's nnew?
8. Complete the postcard with the verbs in the box. Use the present continuous tense.
Be careful with your spelling!
visitvisit
sit
eat
write
do
sing
wait
arrive
listen
talk
try
feel
speak
spell
se
and
Going back!
Learning to learn
What tyype ofWhat tyype of learner are learner are you? you?
VVi lVVissual A ditAuditory Ki th tiKinnaeesthetic
Step 4. A first go!
Work in groups:
Work on your website:What do you need for your web page (a computer, pictures…)?How do you set up your web page?Who is your web page for (audience): children, kids your age, adults? Check your information:Is information interesting for your audience?Is your information clear and organized?Are there any language mistakes?
Our project
1SECU_P6.indd 82-83 7/30/10 3:35:45 PM
74 75
6. Complete the table in 5 with the singular or plural forms that are missing. (Be very
careful: some singular forms do not exist!)
7. Look at the table in 5 and think:
Which words do not have a singular form?Why?Is this the same in Spanish?
10. Take turns to describe a person in the room without saying his/her name. Have your
group mates guess who the person is.
Over to you!
9. Complete this e-mail from Nancy to Laura. Substitute the drawings for words.
Get it right!
8. Complete the rule.
Hi again, Laura! Thanks for your list. I’m packing my bag now.
I’m taking my black pants , my
g
and my . I’m not taking my
because they are new and I want to take good
care of them. I think you have my . Please
take them with you, okay?
Nancy
P.S. I’m also taking my and my
basketball . Don’t worry!
To form the plural of most nouns in English, we put an __ at the end of theword. For example:
T-shirt → T-shirts cap → cap sweater → sweaters
Some words in English have no form. We always use aplural verb with those words. For example:
These my jeans. Those my sunglasses.
To check your answers go to Language Reference, Lesson 14, page 237.
What’s the rule? You are working on Unit 2 and this is lesson 14!How well are you doing in learning more words?
Excellent Very well
OK More or less
Other:
Think: What is your preferred way of learning new words?Decide: What is the best way to organize new vocabulary?
Learning to learn
Carlee Hoffman was born in Michigan
in 1986. She is a famous Paralympics
wheelchair basketball player. She has loved
basketball since she was a little girl. She
lost her two legs in an accident. Carlee won
a gold medal with the team in Athens and
Beijing. What an example to follow!
What's new?
Step 3. HOW?
In groups:
Find websites where you can create your own web page.Decide which website you prefer.Collect information about the topic you chose:Think about what you know.Think about what you don’t know (but need to find out).Assign roles: decide who does what.
Our project
This person’s sneakers are grey. That’s Jorge!
No, that’s Brenda!
This person’s schoolbag is blue.
This person’s pants are green.
Do you want to play a game with balls? This
is not basketball, it is just fun with balls. If
so, go to www.learn4good.com/games/arcade/
rumble_ball.htm and have a go, you will have
fun!
Room for techies!
1SECU_P5.indd 74-75 7/30/10 3:34:37 PM
gs for words.
w.w.
. I’m not taking my
hey are new and I want to take good
. Please
and my
. Don’t worry!
You are working on Unnit 2 and this is lesHoww well are you doingg in learning more
Excellent
OK
Other:
Thinnk: What is youur preferred waDeccide: What is the best way to o
Learning to learn
Carlee Hoffman was born in
in 1986. She is a famous P
wheelchair basketball playe
basketball since she was a
lost her two legs in an acc
a gold medal with the tea
Beijing. What an example
What's new?
Stepp 3. HOW?
In ggroups:
Find websites wheere Decide which websitCollect informationn aThink about what yyThink about what yyAssign roles: decid
Our project
You are working on Unit 2 and this is lesson 14!How well are you doing in learning more words?
Excellent Very well
OK More or less
Other:
Think: What is your preferred way of learning new words?Decide: What is the best way to organize new vocabulary?
Learning to learn
1SECU_P5.indd 74-75 7/30/10 3:34:37 PM
This is your turn to create an oral or written text to
share it with your class and/or your family. Step by
step, you will be able to develop a project for writing
or speaking in English.
Our project. Projects integrate the language
contents of a unit, with knowledge you may have
from other subjects, and things you learn from other
sources (books, the internet, other people, etc.). They
are a great opportunity for you to show what you have
learned! You will fi nd several Our Project boxes along
each lesson, to guide you in the planning, organization
and development of your projects.
In addition, lessons contain the following boxes at
different points:
Learning to learn. You are invited to think
about the most effective ways of learning English and
organizing your own learning.
Words, Words, Words. These boxes help
you expand your vocabulary and learn about the English
language.
What’s New? These boxes help you expand your
vocabulary and learn about the English language.
create an oral or written text to
Over to you!
1SECU_P1.indd 91SECU_P1.indd 9 4/4/11 6:27 PM4/4/11 6:27 PM
10
184 185
Review Uni
t 4
40Lesson
On your marks!
In this lesson you will review what you learned in lessons 31 to 39. Do you remember everything? Let’s see!
1. How fast can you answer these questions?
What is the day after Monday? a)
What is the day between Friday and Sunday? b)
What is the day before Thursday? c)
How many days are there in one week? d)
What day of the week is it today? e)
2. Read the times and circle the correct clock.
Get set!
3. Choose the correct option.
James goes to work a) 7:15. at in on
James plays basketball b) the afternoon. at in on
He never goes to the movies c) weekdays. at in on
4. Use your answers from 3 to help you complete this paragraph about James’ daily
routine. Write the verbs in parentheses ( ) in the correct form.
5. Write the verbs from 4 in the third person singular, in the chart.
Base form + s
example: run → runsBase form + es
example: catch → catchesdrop fi nal “y” + ies
example: study → studies
Do you want to practice vocabulary about daily activities? Go to http://www.playkidsgames.com/member-homepages.php?d=364 and play word search, word scramble and hangman.
Room for techies!
It’s a quarter past eleven It’s half past four It’s ten to six
Twenty past eight Twenty fi ve to two Five to nine
Spelling rules for the third person singular
James Sott’s Daily Routine
the morning James (wake) up six o’clock.
He (get) up, (take) a shower, (get) dressed, and
(eat) breakfast. 7:15 he (leave) for work. He (try)
to get to work before his boss!
At work, James (check) his email and he (reply) to his
messages. the afternoon he (leave) work at fi ve o’clock. He usually
(play) basketball with friends after work. Then he (go) home. James
(get) home 7:00, he (watch) TV and (go)
to bed 10:00.
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232 233
DossierGetting ready to present your project
1. Look at this poster about Crazy Horse Monument. Does it have:
a) A catchy title?
b) Photos or illustrations of the monument?
c) A description of the monument?
d) Information of the location of the monument?
e) Map to get to the monument?
f) Anything else?
2. Look at your own project.
Does it contain each of these elements?
4. Write some reflections about your project.
What suggestions do you have to improve your own project?
Good learners can monitor and evaluate their own learning. How do you feel about
your learning in Unit 5?
Project round up
3. Choose one of your classmates’ projects and complete the information:
Name of the monument
Country, City
It’s location (an avenue, park…)
Description of the monument
Who or What the monument honors (a famous person, a national day…)
Writing strategy
Be sure to check your project for errors. Look for:SpellingPunctuation
If you do your work on a computer, you can use the “grammar and spell check” to help you revise your work.
Learning to learn
My attitude 1 2 3 4 5
I’m doing well at using English in class as much as possible.
I cooperate in pair and group work.
I spend time reviewing English after school.I feel positive about my contributions to the lesson.
My learning processes 1 2 3 4 5
I can talk about public places.
I can identify some public placesin a town.
I can locate places in a town or city.
I can give directions to get to a place in a town.I can give information about what you can do in a place.
I can describe places.
I can follow directions to go to a place.
I can write short texts about a town and places.
C r a z y H o r s e M e m o r i a l
Visit Crazy Horse MemorialCrazy Horse Memorial is located in the
Black Hills of South Dakotaon US Highway 16/385
just 17 miles southwest of Mount Rushmore.Regular family admission fees:
$10 - Adults – Under 6-years of age - FREE
Hours of OperationCrazy Horse Memorial’s visitor complex is open from 8 a.m. until 5 p.m. After 5 during the winter season, the mountain viewing area at the parking lot is open until dark, and the mountain is lighted for one hour.The story of Crazy Horse MemorialSculptor Korczak Ziolkowski and Lakota Chief Henry Standing Bear of cially started Crazy Horse Memorial June 3, 1948. The Memorial’s mission is to honor the culture, tradition and living heritage of North American Indians.Crazy Horse Memorial Foundation objective Continuing the progress on the world’s largest mountain sculpture, carving a memorial to the spirit of legendary Lakota leader Crazy Horse and his culture.
MC H
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114 115
Get it right!
6. Choose the best option to complete the rules and then complete the examples with
your own ideas.
Over to you!
7. Read Tom’s story for the Sports Writing Competition and then complete the
questions and answers.
a) Tom play football with his friends on Saturdays?
b) they play at the stadium?
c) they have famous names on their shirts?
d) Hugo Sanchez really play on Tom’s team?
e) Tom meet David Beckham?
8. Take turns to ask and answer the questions from 7.
9. How do you think Tom’s story ends? Take turns to ask your partner.
Do you think Tom’s team will win the competition?
I play football every Saturday. I meet my friends at the stadium and we train for an hour. Then we play a match. Each member of the team has the name of a famous footballer on his shirt:I am David Beckham. We like to use these famous names and we call to each other on the eld: “Hey, Pele, pass me the ball!”, “Good shot, Sanchez!” Well, imagine this: One Saturday we are playing our match as usual. There
are only three minutes to go before the match ends and Sanchez has the ball and he is passing it to Pele, but there is a penalty. Now,I (Beckham) am the goal-keeper and everybody is shouting “Beck-ham, Beck-ham…” so I am feeling very nervous. Suddenly, a man comes running out to the goal area and he smiles at me; it is the real David Beckham! He was visiting the stadium and when he heard…
Do you want to play football online? Go and visit this page http://www.freeonlinegames.com/sports-games/play-for-your-club.html, you will have a great time!
Room for techies!
We use the auxiliary Do to form questions with verbs other than Be.For “Yes / No questions” Do comes at the beginning/end of the sentence.For example:
Do you like tennis? Do they ? / Does she ?
We use do/does for “I”, “you”, “we” and “they”. For third person singular (“he”, “she” and “it”) we use do/does.For example:
Does he like tennis? Do we ? / Does ?
We also use Do when we give short/long answers to “Yes / No questions”.For example:
Do you like to swim? Yes, I do. Do they dislike football? No, they . Does she enjoy yoga? No, she doesn’t. Does he love going to matches? Yes, he .
Note: the negative forms don’t and doesn’t are contractions for do not
and does not.
To check your answers go to Language Reference, Lesson 23, page 240.
What’s the rule?
Recording vocabulary
What ways do you organize the new words from each lesson?I make lists of the words.I make cards with each word and a picture.I just think about each word and try to memorize them.I translate new words into Spanish and keep them in a notebook.I keep a computer file.Others
Learning to learn
Ginormous
A word that comes from gigantic and enormous. It is used to express when something is extremely big. For example: She loves ginormous sandwiches.
Words words
words
Does Beckham save the goal?
Yes, I think he does.
Do Tom’s team win the
match?
I think…
1SECU_P8.indd 114-115 7/30/10 3:38:16 PM
Do you want to play football online? Go and visit this page http://www.freeonlinegames.com/sports-games/play-for-your-club.html, you will have a great time!
Room for techies!
1SECU_P8.indd 114-115 7/30/10 3:38:16 PM
Room for techies! A techie is a person who is very
knowledgeable or enthusiastic about technology and especially
high technology. Technology isn’t just about web pages. Besides
the Internet, we can use TV, radio, videos, the telephone and
other resources to learn. In this box, complementary activities
are proposed.
This is the last lesson of the unit. It is a sort of an exam
for you to have an idea of how much you have learnt
during the bimester.
To close the unit there is a two-page dossier with the
consolidation/wrap-up of the unit’s project, the unit test
with exercises, activities to monitor language progress
and to develop learning strategies.
* The Introduction Unit follows a slightly differentstructure. Lessons are divided into three shorter
lessons (a, b and c) with fewer exercises thanregular lessons. This Unit does not have
a Review or a Dossier, because these areincluded in Unit 1.
This is the last lesson of the unit It is a sort of an exam
Review
To close the unit there is a two-page dossier with the
Dossier
1SECU_P1.indd 101SECU_P1.indd 10 5/25/11 10:32 AM5/25/11 10:32 AM
11
246
Scripts
247
Open the door, Peter.Raise your hand.Stand up, Ana.Please repeat “thirty”.Come in, David.
Track 8, page 19, activity 5
Look at the school schedule. Listen to Mr. Woods and make the necessary corrections.MONICA: Miss Alba, how do you say “underline” in
Spanish?STUDENTS: “Subrayar”!MISS ALBA: That’s right! Underline is…MR. WOODS: Excuse me, Miss Alba. May I come in?MISS ALBA: Of course, Mr. Woods. Please come in.STUDENTS: Good afternoon, Mr. Woods.MR. WOODS: Good afternoon. Please, sit down. MR. WOODS: Listen. We made some changes to your class
schedule. Please note down the corrections, okay? Pay attention!
STUDENTS: Shhhhhhhh!MR. WOODS: Okay, Monday: 2.45 to 3.30, Spanish. Not
English. Is that clear?SONIA: Please repeat, Mr. Woods.MR. WOODS: Monday: 2.45 to 3.30, Spanish. Okay?STUDENTS: Okay! MR. WOODS: Tuesday: 4.15 to 5.00, PE. Not Science. Okay?DAVID: Excuse me, Mr. Woods, what’s the meaning of
PE?MR. WOODS: PE is Physical Education. DAVID: Aaaah! And how do you spell “physical”?MR. WOODS: That’s P-H-Y-S-I-C-A-L, physical.DAVID: Thank you!MR. WOODS: You’re welcome. Now Wednesday: 2.00 to
2.45, English, and 2.45 to 3.30, Math. KAREN: Can you say that again, please?MR. WOODS: Sure. Wednesday: 2.00 to 2.45, English. 2.45
to 3.30, Math. And fi nally, Friday: 4.15 to 5.00, Arts and not English. I repeat, Friday: 4.15 to 5.00, Arts. Okay?
STUDENTS: Okay!MR. WOODS: Thank you, Miss Alba. Goodbye, everyone.STUDENTS: Goodbye, Mr. Woods!PETER: Miss Alba! Miss Alba! Miss Alba! May I go to
the bathroom?MISS ALBA: Yes, Peter, go.
Track 9, page 19, activity 6
Listen to Mr. Woods. Pay attention to the pronunciation of the days of the week. Underline the stressed syllable in each word. Then answer the questions.SundayMondayTuesdayWednesday
ThursdayFridaySaturday
Unit 1
Track 10, page 28, activity 2
Listen to Susan talking about herself. Underline the correct phrase to complete the idea.RECORDED ANSWERING MESSAGE: Welcome to “Guess who!” The contest where you show what you know! All our operators are busy right now. Please leave a message after the beep with your name, address, age and phone number. We’ll call you back! Thank you for your interest in “Guess who?”SUSAN: Hello. My name is Sue… well, Susan. My family name is Anderson. I really want to participate in “Guess who?” I love the show! It’s interesting and fun! Oh, I am 40 years old. I am English. I live in London. My phone number is 85 13 00 01. Please call me!
Track 11, page 29, activity 4
Look at Susan’s written application form. Listen to the conversation and complete the blanks.SUSAN: Hello?CONTEST OFFICE EMPLOYEE: Hello. My name is Edward Smith, and
I’m calling from the TV contest “Guess who?” I’d like to speak with Susan Anderson, please.
SUSAN: Yes. Speaking. CONTEST OFFICE EMPLOYEE: Hi, Susan. I’m calling to verify your
personal information. Is that okay? SUSAN: Sure!CONTEST OFFICE EMPLOYEE: Can you spell your last name for me,
please?SUSAN: Yeah. That’s A – N – D – E – R – S – O – N. CONTEST OFFICE EMPLOYEE: A – N – D – E – R – S – O – N.
Thanks… and your address is thirty fi fteen Park Avenue, right?
SUSAN: No, it’s thirteen fi fty Park Avenue. CONTEST OFFICE EMPLOYEE: Oh, thirteen fi fty. I see! And… how old
are you?SUSAN: I’m 40 years old.CONTEST OFFICE EMPLOYEE: Did you say 14? SUSAN: No, 40! CONTEST OFFICE EMPLOYEE: Oh, sorry about that, Susan. Now tell
me, what do you do? Susan: I am a teacher and a writer, but I don’t write
professionally.CONTEST OFFICE EMPLOYEE: All right. Please tell me about your
interests.SUSAN: I like traveling and writing.CONTEST OFFICE EMPLOYEE: Traveling and writing. Great, Susan!
Well, thanks for your time and for your interest in our contest. Please, send us your application letter as soon as possible.
Introduction
Track 2, page 14, activity 2
Read and listen. Number the conversations in the order you hear them. Follow the example.Conversation 1SARA’S MOM: Good morning, Sara. It’s time for breakfast!SARA: Good morning, mom!Conversation 2ANA: Hi, Peter! Good to see you!PETER: Hello, Ana! Good to see you too!Conversation 3MISS ALBA: Good afternoon, Mr. Woods.MR. WOODS: Good afternoon, Miss Alba.Conversation 4Mrs. Wilson: Good evening, Mr. Ford.Mr. Ford: Good evening, Mrs. Wilson.Conversation 5DAVID: See you tomorrow, Miss Alba.MISS ALBA: Bye, bye, David!Conversation 6Patrick’s dad: Good night, Patrick.PATRICK: Good night, dad!
Track 3, page 15, activity 5
Listen and read. Complete the conversations.Conversation 1Sonia: Hi. What’s your name?Rosy: I’m Rosy. And you?Sonia: I’m Sonia.Conversation 2DAVID: Hello, Karen. How are you?KAREN: Fine, thank you. And you?DAVID: Fine, thanks.Conversation 3Tony: Hello. I’m Tony.Amanda: Hi, Tony. I’m Amanda.Conversation 4MR. WOODS: Good morning, Miss Alba. This is Miss
Johnson, the supervisor.MISS ALBA: Pleased to meet you. MISS JOHNSON: How do you do?
Track 4, page 15, activity 8
Listen. What is Miss Alba doing?MISS ALBA: Good afternoon, everybody. How are you
today? STUDENTS: Fine, thank you, and you?MISS ALBA: I’m fi ne, thanks. Let me call the roll. Karen?KAREN: Present!MISS ALBA: Lauren? … Is Lauren here?KAREN: No, she is absent.MISS ALBA: OK… David?DAVID: Here.MISS ALBA: Monica?
MONICA: Present, Miss Alba.MISS ALBA: Peter?PETER: Here!MISS ALBA: Ana?MISS ALBA: Present.MISS ALBA: Fred?... Fred?DAVID: He is not here, teacher.MISS ALBA: Thanks, David. Sonia?
Track 5, page 16, activity 12
Listen to Miss Alba and her class. What’s the date?MISS ALBA: OK, everyone. Let’s begin our class. What day
is it today?ANA: Today is August the 21st!MISS ALBA: That’s right. Today is August the 21st. Thanks,
Ana.ANA: And it’s my birthday!MISS ALBA: Oh! Happy birthday, Ana!STUDENTS: Happy birthday, to you! Happy birthday to you!MISS ALBA: Okay, okay… Let’s make a birthday list! Karen,
When’s your birthday?
Track 6, page 17, activity 13
Listen to the rest of the conversation. Write the missing names of the students next to their birthday.MISS ALBA: OK, OK… Let’s make a birthday list! Karen,
when’s your birthday?KAREN: It’s on January the 28th!MISS ALBA: George, when’s your birthday?GEORGE: It’s on October the 4th!MISS ALBA: David?DAVID: It’s on April the 13th!MISS ALBA: Pam?PAM: It’s on November the 17th!MISS ALBA: Monica?MONICA: It’s on June the 5th!MISS ALBA: Josh?JOSH: It’s on July the 1st!MISS ALBA: Sylvia?SYLVIA: It’s on February the 22nd!MISS ALBA: Peter?PETER: It’s on March the 3rd!MISS ALBA: Sonia?SONIA: It’s on May the 16th!MISS ALBA: Patrick?PATRICK: It’s on September 9th!PETER: And yours, Miss Alba?MISS ALBA: Oh! It’s on December the 26th!
Track 7, page 18, activity 2
Listen to Miss Alba. Match her instructions to the actions. Follow the example:Please go to your seat, Tom.Close your book, Sara.Sit down, boys.Open your book, Sylvia.
1SECU_P16.indd 246-247 7/30/10 3:41:41 PM
238
Language Reference
239
Personal pronouns Possessive adjective
I my
You your
He his
She her
It its
We our
You your
They their
Lesson 18
Prepositions of place
Prepositions are short words or groups of words that establish relations between different elements of a sentence.
Prepositions can indicate time. For example: See you at 8! My birthday is in October.Prepositions can indicate the location of objects or people. For example: The ball is...
in on under above behind next to
…the basket.
Lesson 19
The use of “and”, commas and periods
We use and to join similar ideas or add more points. For example: She is wearing a red dress and sandals.We use commas to connect words and word groups with a series of three or more. For example: I have books, notebooks, pencils, colors and a ruler in my backpack.We use a period at the end of a complete sentence that is a statement. For example: She is my friend Alice.
We form questions in the present continuous like this:
Wh- word
(what, who)+
Verb “to be”
(am, is, are)+
Subject
(except with
who)
+Main verb with
-ing+ ?
What are you doing ?
Who is speaking ?
Where are they playing ?
We can use contractions in the present continuous. For example: She is dancing. → She’s dancing. I am reading. → I’m reading. What is happening? → What’s happening? They are studying. → They’re studying.
Lesson 16
Spelling rules to make the present participle
The -ing form of a verb is called present participle. There are some rules to spell the present participle of verbs correctly:
Most verbs
(regular)
Verbs ending
in “e”
Verbs ending
in consonant
+ vowel +
consonant
Verbs ending in
a vowel + “w”,
“x” or “y”
Rule We add –ingWe drop the e and add –ing
We double the last consonant and add –ing
We add –ing
ExamplesFeel → feelingDo → doing
Solve → solving Write → writing
Sit → sitting Shop →
shopping
Buy → buyingPlay → playing
Lesson 17
Possessive adjectives
Remember: When we want to show that something belongs to somebody we usually add ’s. For example: Michael’s parents are James and Deloris P. Michael’s brothers are Larry and James. Michael’s sisters are Deloris and Roslyn.We can also use possessive adjectives to avoid repeating the word with ’s. For example: Michael’s parents are James and Deloris P. His brothers are Larry and James. His sisters are Deloris and Roslyn.In English, there is a possessive adjective for each personal pronoun:
1SECU_P15.indd 238-239 7/30/10 3:40:20 PM
254
Scripts
255
or the Cathedral. Be back on the bus in twenty minutes please.
Track 38, page 208, activity 2
Listen to this description of Rio Grande and complete the sentences.This is Rio Grande, a very nice town you should visit one day. There is a beautiful old church on the main road, Hidalgo Street. Across from the church there is an interesting museum. Next to the museum there is a delicious and inexpensive restaurant, where you can eat traditional Mexican dishes. The theater in Rio Grande is near the church, on the corner of Liberty Street and Independence Street, and it is very impressive. And between the theater and the bus station there is a fantastic shopping mall where you can fi nd all the latest fashions. There are also some good places to eat in the mall. As you can see, Rio Grande is a great place to visit.
Track 39, page 212, activity 2
Maggie wants to buy something to her grandmother. What kind of store does she want? Listen and check ( ) the correct picture.MAGGIE: Excuse me. Can you help me? Where can I
buy a present for my grandmother?HOTEL RECEPTIONIST: There’s a great gift store on Main Street.MAGGIE: How can I get to the gift store from here?HOTEL RECEPTIONIST: OK. First, go down this street for 3 blocks.
Then, turn right at the traffi c light. After that, go straight on Broadway Street until you get to the movies. When you get to the park, turn left. Then, stay on Highland Avenue for about two blocks. It’s on your left, next to the Community Theater. You can’t miss it!
MAGGIE: Thank you very much.
Track 40, page 220, activity 2
Listen to these tourists. Where do you want to go? Match the conversations to the places on the map.Conversation 1TOURIST 1: Excuse me, where can I buy a stamp?CONCIERGE: You can buy stamps at the Post Offi ce,
ma’am.TOURIST 1: And where’s the Post Offi ce?CONCIERGE: It’s on First Avenue, across from the
Drugstore.TOURIST 1: On First Avenue opposite the Drugstore.
Thanks.CONCIERGE: Have a good day, ma’am.Conversation 2TOURIST 2: Excuse me, is there a movie theater near
here?LIBRARIAN: Yes, there is. There’s a movie theater on the
corner of First Avenue and Main Street.
TOURIST 2: How can I get to First Avenue?LIBRARIAN: Walk along Center Street, go past the Bank
and then turn right into Main Street. First Avenue is the next block. You can’t miss it.
TOURIST 2: Thanks for your help.Conversation 3TOURIST 3: Excuse me, where can I fi nd a phone card?LADY: You can try the Drugstore. It’s on First Avenue,
in front of the Post Offi ce.TOURIST 3: Great, thanks.Conversation 4TOURIST 4: Excuse me, is there a supermarket near here?MAN: Yes, there is. There’s a supermarket on Third
Avenue. I think it’s between Main Street and State Street. It’s big so you can’t miss it.
TOURIST 4: On third Avenue. Thank you, very much.
Track 41, page 221, activity 4
Now listen to the intonation in these questions from the dialogues and circle the answer.Does the intonation go up or down in this group of questions?Group A—Excuse me, where can I buy a stamp?—And where’s the Post Offi ce?—How can I get to First Avenue?—Excuse me, where can I fi nd a phone card?—Does the intonation go up or down in these questions? Group B.—Excuse me, is there a movie theater near here?—Excuse me, is there a supermarket near here?
Track 42, page 230, activity 7
Listen to these directions to the school. Number the order of the sentences and complete the spaces with the sequencing words.First, walk down Ocean Boulevard for three blocks. When you get to the supermarket, turn left. After that, go straight ahead until you get to the park. Then, cross the park. The school is opposite the park. You can’t miss it.
References
SUGGESTED BIBLIOGRAPHY FOR STUDENTS
Basset, J. (2002), One-way Ticket: Short Stories. Biblioteca Escolar, Mexico, SEP.
Chapin, P. (2001), A Rock Concert for India. Readers for Teens. Cambridge, Cambridge University Press.
Pugni, J. (2008), ESL Beginner with Vocabulary Builder & Vocabulary Enhancer. New Jersey, Research & Education Association.
Ruse, C. (1991), Oxford ESL Dictionary for Students of American English. New York, Oxford University Press.
Wilde, O. (2002), The Canterville Ghost and other Stories. Biblioteca Escolar, Mexico, SEP.
Yep, L. (2005), Hiroshima. Biblioteca Escolar, Mexico, SEP.
WEB SITES
http://dictionary.reference.com/
http://learnenglish.britishcouncil.org/
http://mx.kalipedia.com/
http://speaking24.com
http://www.beginnersenglishdictionary.com/
http://www.holidays.net/
http://www.englishclub.com/
http://www.englishpage.com/
1SECU_P16.indd 254-255 7/30/10 3:42:29 PM
In addition, you book contains three extra sections to support
your learning:
The book offers you a two-page language reference to point
out the grammar in a more traditional way, with concise
explanations of the most important topics.
This section contains all of the texts you can hear on the
CD. Thus, you will be able to read the dialogues of the
lesson while you listen to them.
Here you will fi nd some suggestions to enjoy reading
and to look for information you may need along your
English lessons.
Read
Listen
Write
Track
1 CD
Speak
Think
Pairwork
Groupwork
Language Reference
ntThe book offers you a two page language reference to poin
Language reference
This section contains all of the texts you can hear on thee
Scripts
Here you will find some suggestions to enjoy reading
References
Read
Icons
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121212
Classroom Language
1SECU_P1.indd 121SECU_P1.indd 12 4/4/11 6:28 PM4/4/11 6:28 PM
131313
Before you begin with the lessons of this unit,
read the title of the unit and go to the Picture
Dictionary, on pages 256 and 257, and learn
vocabulary related to it.
Knowing how to greet different people is a polite way to communicate.
Introduction
Unit purpose
To provide you with some basic classroom language that will enable you to communicate in English at all times during your foreign language class.
Social practices
In this unit you will focus on:
Establishing and maintaining social contacts. Carrying out certain transactions.
Functions
In this unit you will learn how to:
Greet people and respond to greetings. Communicate in the classroom. Maintain communication in or out of
the classroom.
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14
In
trod
ucti
on Lesson
1a What’s Your Name?Tr
ack
2
3
9:00 am 8:00 pm5:00 pm
Find out!
1. Match each picture to the time of day.
eveningmorningnightafternoon
2. Read and listen. Number the conversations in the order you hear them.
Follow the example.
1
Hi, Peter! Good to see you!
Good night, dad!
See you tomorrow, Miss Alba.
Good morning, Sara. It’s time for
breakfast!
Pleased to meet you.
. I’m Tony.
, Karen. How are you?
Hello, Ana! Good to see you
Good night, Patrick.
Goodbye, David!Good evening, Mrs. Wilson.
Good morning, mom!
Good afternoon, Miss Alba.
What’s your name?
, Miss Alba. This is Miss Johnson,
the supervisor.
Good afternoon, Mr. Woods.
Good evening, Mr.
3. Now listen, read and complete the conversations.
I’m Sonia.
Fine, thanks.
How do you do?I’m Rosy.
And you?
Fine, thank you. And you?
, Tony. I’m Amanda.
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15
a) writing on the boardb) calling the rollc) checking homework
Lesson 1b. Present!
Find out!
1. Look at the pictures. What is the teacher doing?
Look back!
4. Go back to exercises 2 and 3. Read the conversations, find the following words and write them in your
notebook. Follow the example.
During daytime we say: a, , , , , . During nighttime we say: c, , , , , .
To check your answers, go to Language Reference, Lesson1, page 234.
Get it right!
5. Complete the statements with the expressions in the box. Follow the example.
What’s the rule?
a) Good morning b) Good afternoon c) Good evening d) Good night
e) Hi f) Hello g) See you tomorrow h) Goodbye
Over to you!
6. Practice reading the conversations in pairs. Then practice using your own information.
7. Work in pairs. Practice greeting your partner in the different situations that appear
in the box on the right. Use the conversations in 2 and 3 to help you.
a) 3 ways of saying “hello”: Hello
b) 3 ways of saying “goodbye”c) 2 ways of asking someone’s name
d) 1 way of saying your namee) 2 ways of answering to “How are you?”f) 2 formal expressions used when you meet someone
Situation 1
You see your best friend at school.
Situation 2
You are a student’sfather/mother. You meet the school
director.
Situation 3
You see a new student in the
classroom.
Situation 4
You say goodbye to your teacher.
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16
4
New Hampstead High School
Teacher: Miss Joanna Alba English – Year 1A21/08
Arnold, Karen ✔
Benson, Lauren
Cane, David
Edwards, Monica
Greene, Peter
Joy, Ana
Lewis, Fred
Reynolds, Sonia
When the teacher calls the roll, you say:
“present” or “ ” when you are in the classroom.
he/she is “ ” or he/she is “not here” when a person is not in
the classroom.
To check your answers, go to Language Reference, Lesson 1, page 234.
2. Now listen and complete…
Look back!
3. Read the conversation. Underline the phrases used to say that someone is in the
classroom. Circle the phrases used to say that someone is not in the classroom.
Get it right!
4. Complete the rule. Use words from exercise 3.
Over to you!
5. In groups, practice reading the dialogue in exercise 3.
6. Now practice calling the roll with your own classmates.
MISS ALBA: Good afternoon, everybody. How are you today? STUDENTS: Fine, thank you, and you?MISS ALBA: I’m fi ne, thanks. Let me call the
roll. Karen?KAREN: Present!MISS ALBA: Lauren? … Is Lauren here?KAREN: No, she is absent.MISS ALBA: Ok… David?DAVID: Here!
MISS ALBA: Monica?MONICA: Present, Miss Alba.MISS ALBA: Peter?PETER: Here!MISS ALBA: Ana?ANA: Present.MISS ALBA: Fred?... Fred?DAVID: He is not here,
teacher.MISS ALBA: Thanks, David. Sonia?
What’s the rule?
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Ana María Prudencio BilbaoMaría Teresa Reyes Gutiérrez
Pilar Aramayo Prudencio
Ana M
Engl
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for Y
ou! 1
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conversation hobbies imperative greetings indefi nite article advertisement
directions personal identifi cation infi nitive description
main verb present continuous direct object apostrophe
nttt
Learning English gives students the opportunity to participate in diverse social practices of the language in and out of school. To achieve that,
students need to be exposed to a variety of individual and group experiences that involve
different ways of reading and interpreting texts; refl ection on regularities, irregularities and
particularities of the language; guided support for the productions of texts for different
purposes; as well as the participation in oral exchanges such as conversations, transactions
and presentations.
This book provides strategies for effective language learning with designed lessons that cover the functions of the language
presented in sequenced activities. Students and teachers will fi nd a solid groundwork
for language learning.
Englishfor You!
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