ve ra

a)
Con enfoque en competencias
Gudelia Matías Silva

t
Rubén Matías Silva

su es
nt
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bi l
hi ria
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(P aM
 ve ra
a)
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Student’s Book
Gudelia Matías Silva

u Asesor académico
Rubén Matías Silva

ISBN: 978-607-743-925-7
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Miguel Ángel Argueta Vázquez
Consultoría editorial
Arturo Calderón López
Revisión editorial
Gilberto Tepo Pérez
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Bernardo Islas Carmona

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Diseñador en jefe
Jesús González Picazo
Diseño editorial
Juan Gerardo Rivera Rojas
Elizabeth Rojas Saavedra
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Ilustrador en jefe
Luis Daniel Arenas Robles
Ilustraciones
Antioco Bonilla Vargas
(P a

Julio César Ávila Vázquez

Producción editorial
Francisco Javier Martínez García
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Miembro de la Cámara
Nacional de la Industria
Editorial Mexicana.
Reg. Núm. 3740

Copyright 2020 por:

Book Mart, S.A. de C.V. ®
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escrito del editor.
 Introduction
Welcome to
Moments 1!

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S
tudents and teachers will find this book flexible and informative. Reading, writing,
listening and speaking are integrated throughout the book. Speaking is an important

a)
component of this book, with conversations in every unit to present and reinforce

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the core language. Additionally, we have included listening practice and collaborative
work in every unit.

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This book meets the objectives of the reformed program working with generic and
disciplinary competences. The book has been designed for students to achieve all the unit
competences effectively.

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The design of the book includes:
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1. Vocabulary presentations: The vocabulary presented in each unit is practiced
contextually. We also offer exercises and activities to reinforce the correct spelling of
new words.
2. Listening activities: Students will listen and repeat the vocabulary to practice
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pronunciation.
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3. Conversations: They are presented in every lesson and every unit. These conversations
build oral fluency as well as students’ reading ability. In turn, they are provided with an
current model of how language is naturally spoken.
4. Independent exercises: These provide an opportunity for students to practice writing skills.
5. Reading strategies: The reading strategies are practiced in each unit in order to help
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students improve their reading skills.

These features will help and support the teacher and the student. We know all of your hard
work will pay off.
(P aM

Have fun with Moments 1!

3
 Table of contents
Key learning points P. 6 Diagnostic evaluation P. 8
Scopes of the graduate profile P. 7 Linking competences with learning outcomes P. 10
Dosage of the program P. 12
Learning unit Expected learning outcomes
1. Exchange personal information XX
Students activate previous knowledge.
about herself / himself and XX
Students write and upload to an online blog a short dialogue in which they use
others greetings and the questions: What’s your name? Where are you from? How old are you?
and How do you spell…? In order for them to get to know other individuals.

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Learning outcome 1.1 XX
Students are required to use the verb to be in present simple in its
Exchange personal information in interrogative form to get information from other people.
basic conversations using vocabulary

a)
XX
Students design a survey to get information about a person’s occupation by asking about
and specific structures P. 13 his / her name, age, and objects that the interviewed individual uses at work.

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Evaluation activity P. 34 XX
Students use the affirmative form of the verb to be in present simple as well as
Learning outcome 1.2 personal pronouns to provide their own information in written form.

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Write basic texts that include XX
Students understand the use of the verb to be in present simple in

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information about occupations affirmative form and personal pronouns to describe people.
and daily routines P. 35
XX
Students use vocabulary related to family members.
Evaluation activity P. 56
XX
Students use possessive adjectives to talk about their relationship with family members.
Study evidence P. 57

P. 59
u
Reading comprehension

Social-emotional skills
XX
Students use some verbs in present simple to talk about their daily activities and other people’s routines.
XX
Students use frequency adverbs to emphasize how often their activities are performed.
XX
Students draw a family tree and include basic information about themselves
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and two relatives (name, age, occupation, and physical appearance).
Self-portrait I like myself. P. 61
To know thyself is the XX
Students include in their family tree their daily routines by using some verbs and frequency adverbs.
beginning of wisdom. P. 62 XX
Students write about the daily routine of two more family members,
Self-evaluation P. 63 using verbs and frequency adverbs properly.

Linking competences with learning outcomes P. 64

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Dosage of the program P. 66

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Learning unit Expected learning outcomes

2. Location of objects and specific locations in XX
Students describe their bedrooms by using indefinite articles and vocabulary related to
her / his environment furniture.
XX
Students talk about things that can be found in their bedrooms by using three sentences
with there is and three others using there are. In the sentences they also make use of
adjectives, colors, and prepositions of place to say where things are.
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XX
Students use the structures there is not and there are not to talk about things that cannot
be found in their classroom.
Learning outcome 2.1 XX
With the help of the family tree they created before, students write ten yes / no questions
Locate places and objects in his or her immediate by using present simple to know about the other students’ relatives.
(P a

environment using prepositions of place P. 67 XX

By using present simple, students write five affirmative sentences and five negative
Evaluation activity P. 88 sentences.
Learning outcome 2.2 XX
Students work in teams to use the verb to be in present simple and adjectives to describe
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Write simple texts where objects are compared using three gadgets.
information technology to research a topic P. 89 XX
Students write four sentences (two comparative sentences in negative form and two
Evaluation activity P. 110 superlative sentences) that help them explain which of the three gadgets described is the
Learning outcome 2.3 one that best adapts to their needs.
Describe places of interest and gives XX
Students read a tourist guide of a city and recognize the most important places to ask
instructions to get to a place P. 111 information about them.
Study evidence P. 131 XX
Students use prepositions of movement to express how to get to some places.
Reading comprehension XX
Students use there is and there are to talk about public spaces.
Christopher Hemsworth P. 133 XX
Students use indefinite articles.
Social-emotional skills XX
Students use questions and directions to get to different public spaces.
What are my goals? P. 135
Obstacles in achieving my goals P. 136
XX
Students use vocabulary about the name of different places.

Self-evaluation P. 137
XX
Students use Wh-questions to ask for directions on how to get to a place.

List of verbs P. 139

XX
Students write, perform and tape a sketch in which they ask for the existence of eight
different public venues and get directions to arrive to three of those places.
Bibliography P. 143

4
 Learning outcome Social-emotional skills (HSE)
Exchange personal information in basic conversations
1.1 Dimension Know yourself HSE data sheets.
using vocabulary and specific structures. Social-emotional skills
XX
How much time do l spend to know myself every day?

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XX
What do l feel?
Write basic texts that include information
1.2
about occupations and daily routines.

a)
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Learning outcome Socio-emotional skills (HSE)

Locate places and objects in his / her immediate environment
2.1 Dimension Know yourself HSE data sheets
using prepositions of place. Social-emotional skills
XX
A glance at my future
XX
Simply the best!
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Write simple texts where objects are compared using

2.2
information technology to research a topic.
(P a

Describe places of interest and gives instructions to get to a

2.3
place.
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5
 Key learning points
Competence Component Content

Students will communicate, Communication

XX Collaborative work
XX
interact, and collaborate and interpersonal in the classroom as a

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with others (transverse relationships. basis for the integration
axis for all subjects from of the learning
Integration of learning
XX

a)
Communication and Social community.
communities.
Sciences as disciplinary

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fields). Contextualization of
XX
learning communities

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through students’
interests and academic
experiences.

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Providing reasonable
opinions from the point of
The justification of the
XX
student’s opinion with
The argumentative
XX
writing.
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making a text. an argument.
The original
XX
The solid construction
XX argumentative writing.
of one’s original
perspective.
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Technology, information, Technology and human

XX The impact of
XX
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communication and development. technology on human

learning. development.
Generation and
XX
Responsible use of
XX
responsible use
information.
of information for
learning. Learning and innovation
XX
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in and from the web.

Web-based learning.
XX
Programming to learn.
XX
Creation of contents for
XX
learning.
(P a

Use of technology to
XX
enhance web-based
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learning.

Reading, writing, speaking Reading, writing and

XX The importance of
XX
and listening. oral production as language and grammar
learning sources and role in it.
abilities to practice.
Argumentative text.
XX
The importance of
XX
The text as an
XX
reading to writing
information resource
production.
and new ideas.
The importance of
XX
reading to writing in
based argument.

6
 Purpose of the module
Students will use the elements of language to express the activities they are doing now, in
the past, and to share or request personal information from other people with simple phrases
and tasks that require a simple and direct exchange of information of their environment and
immediate needs. In addition, they will continue practicing the language skills to achieve an

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efficient interaction with students and to promote the collaborative work with others.

a)
Scopes of the graduate profile

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Scope Graduate

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Language and Student expresses himself / herself clearly in English in oral and

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XX
communication written forms. They identify the key ideas in a text or in an oral
speech, and infer conclusion forms, the student gets and interprets
information and argues efficiently. He / She communicates himself

u / herself in English fluently and naturally.

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Social-emotional skills The student is self-conscious and determined, builds healthy
XX
and life project interpersonal relationships, controls himself / herself, is able to face
adversities, works effectively, recognizes the importance of asking
for help, and is able to plan a life project with personal goals.
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She / He sets goals and makes the most of her / his alternatives
XX
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and resources.
She / He makes decisions to generate benefits for her / his
XX
well-being in present, and opportunities to know how to deal with
future risks.
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Collaboration and She / He works in teams in a constructive manner, takes and active
(P a

XX
teamwork and responsible leadership, proposes alternatives to work and solve
problems.
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She / He embraces a constructive attitude.

XX

Digital skills She / He uses Information and Communication Technologies

XX
ethically and responsibly to investigate, solve problems, produce
materials, and express ideas.
She / He takes advantage of these technologies to develop ideas
XX
and innovations.

7
 Diagnostic evaluation
1
A Listen and write the letters you hear.

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1. 6.
2. 7.

a)
3. 8.

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4. 9.

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5. 10.

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B Write the numbers.

u
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5. 9.
3. 4.
8. 7.
2. 1.
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C Match the columns. Write the letters on the lines.

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(P aM

A B
1. Hello! ________ a. Good morning, Miss Martinez!
2. Good morning, Mr. Lopez! ________ b. Hi
3. How are you? ________ c. You are welcome.
4. Thank you, sir. ________ d. Fine thank you, and you?

8
 D Answer the questions.

1. What’s your name? _____________________________________________________________

2. How old are you? _______________________________________________________________

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3. Where are you from? ___________________________________________________________
4. What’s your address? ___________________________________________________________

a)
5. When is your birthday? __________________________________________________________

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E Match the opposites.
1. old ___ a. small
2. dirty
3. ugly u ___
___
b. beautiful
c. energetic
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4. big ___ d. clean
5. good ___ e. bad
6. quiet ___ f. new
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7. lazy ___ g. talkative

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8. slow ___ h. fast

F Write the words you hear. 2

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1. ____________________________________ 5. ____________________________________
2. ____________________________________ 6. ____________________________________
(P a

3. ____________________________________ 7. ____________________________________
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4. ____________________________________ 8. ____________________________________

9
 Unit 1 Exchange personal information
about herself / himself and others
Linking competences with learning outcomes
Expected learning outcomes Learning outcome Generic competences
Students write and upload to an online blog a
XX Exchange personal
1.1 The student listens,
4.
short dialogue in which they use greetings and the information in basic interprets, and

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questions What’s your name? Where are you from? conversations using communicates relevant
How old are you? and How do you spell? In order for vocabulary and messages in different
them to get to know other individuals. specific structures. contexts by using

a)
appropriate means,
codes and tools.

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The student has
7.

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initiative and interest

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to learn throughout his
/ her life.
The student
8.
participates and

u collaborates effectively
in groups.
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Students are required to use the verb to be in
XX Write basic texts that
1.2 4. The student listens,
present simple in its interrogative form to get include information interprets, and
information from other people. about occupations communicates relevant
Students design a survey to get information about a
XX and daily routines. messages in different
contexts by using
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person’s occupation by asking about his / her name,

age and objects that the interviewed individual appropriate means,
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uses at work. codes and tools.

Students use the affirmative form of the verb to be
XX 7. The student has
in present simple as well as personal pronouns to initiative and interest
provide their own information in written form. to learn throughout his
/ her life.
Students understand the use of the verb to be in
XX
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present simple in affirmative form and personal 8. The student

pronouns to describe people. participates and
collaborates effectively
Students use vocabulary related to family members.
XX
in groups.
Students use possessive adjectives to talk about
(P a

XX
4. The student listens,
their relationship with family members.
interprets, and
Students use some verbs in present simple to
XX communicates relevant
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talk about their daily activities and other people’s messages in different
routines. contexts by using
Students use frequency adverbs to emphasize how
XX appropriate means,
often their activities are performed. codes and tools.
Students draw a family tree and include basic
XX The student respects
10.
information about themselves and two relatives cultural diversity,
(name, age, occupation, and physical appearance). beliefs, values, ideas
Students include in their family tree their daily
XX and social practices.
routines by using some verbs and frequency
adverbs.
Students write about the daily routine of two more
XX
family members, using verbs and frequency adverbs
properly.

10
 Linking competences with learning outcomes
Attribute Disciplinary competences
4.4 The student communicates in a second language in C2. The student evaluates a text and compares its
everyday situations. content with others’, taking into consideration

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4.5 The student uses information and communication previous and new knowledge.
technologies to obtain information and express C4. Produce texts based on the normative use of
ideas. the language, considering the intention and

a)
7.3 The student articulates knowledge from various communicative situation.

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fields and establishes relationships between them C11. Communicate in a foreign language through a
and his / her daily activities. logical speech, oral or written, consistent with the

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8.3 The student assumes a constructive attitude communicative situation.

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consistent with the knowledge he / she has within
different work teams.

u
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4.2 The student applies different communication C1. Identify, order and interpret the ideas, data
strategies according to his / her peers, the context in and concepts explicit and implicit in a text,
which he / she is located and the objectives he / she considering the context in which it was generated
is chasing. and in which it is received.
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7.3 The student articulates knowledge from various C11. Communicate in a foreign language through a
fields and establishes relationships between them logical speech, oral or written, consistent with the
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and his / her daily activities. communicative situation.

8.3 The student assumes a constructive attitude C4. Produce texts based on the normative use of
consistent with the knowledge he / she has within the language, considering the intention and
different work teams. communicative situation.
4.1 The student expresses ideas and concepts through C11. Communicate in a foreign language through a
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linguistic, mathematical or graphic representations. logical speech, oral or written, consistent with the
10.1 The student recognizes that diversity takes place in communicative situation.
a democratic space of equal dignity and rights of all
people, and rejects all forms of discrimination.
(P a

10.3 Students use vocabulary related to family members.

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11
 Dosage of the program
Learning unit Social-emotional
Expected learning outcomes Learning outcome
(central content) skills (HSE)*
1. Exchange personal Students activate previous knowledge.
XX Exchange
1.1 Dimension Know
information about personal yourself HSE data

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Students write and upload to an online
XX
herself / himself blog a short dialogue in which they use information sheets.
and others. greetings and the questions: What’s your in basic

a)
name? Where are you from? How old are conversations
you? and How do you spell…? In order for using vocabulary

t
them to get to know other individuals. and specific
structures.

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Students are required to use the verb to be
XX Write basic texts
1.2
in present simple in its interrogative form that include
to get information from other people. information
about

u Students design a survey to get

XX
information about a person’s occupation
by asking about his / her name, age, and
occupations and
daily routines.
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objects that the interviewed individual
uses at work.
Students use the affirmative form of the
XX
verb to be in present simple as well as
personal pronouns to provide their own
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information in written form.

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Students understand the use of the verb

XX
to be in present simple in affirmative form
and personal pronouns to describe people.
Students use vocabulary related to family
XX
members.
Students use possessive adjectives to
XX
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talk about their relationship with family

members.
Students use some verbs in present simple
XX
to talk about their daily activities and
(P a

other people’s routines.

Students use frequency adverbs to
XX
M

emphasize how often their activities are

performed.
Students draw a family tree and include
XX
basic information about themselves and
two relatives (name, age, occupation, and
physical appearance).
Students include in their family tree their
XX
daily routines by using some verbs and
frequency adverbs.
Students write about the daily routine of
XX
two more family members, using verbs
and frequency adverbs properly.

12
 Learning outcome 1.1
Exchange personal information in basic conversations
using vocabulary and specific structures

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Initial interaction

a)
3

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A Read and listen to the information in the bubbles.

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In our English class, we can use some of the following expressions:

u 1
Hi!
2
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Hello!
How are you?
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hi ria

3
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I’m OK.
Thank you.
(P a

And you?
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13
 B Read and listen to the conversation in the bubbles. 4

1
Good morning!

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How do you do?

a)
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u 2
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Very well. Thank
you for asking.
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hi ria
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(P a

C Write an “I” if the greeting is informal or an “F” if the greeting is formal.

M

Greetings F/I
Hello!
What's up?
Good morning!
Good evening!
So long!
Catch you later!
See you!
How do you do?

14
 D Read and listen to the following commands. 5

Our English teacher can use some of the following instructions:

Open / Close the door / your notebook!
Open your book to page…
Raise your hand!

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Stand up!
Go to your seat / the front!
Come in / Sit down, please!

a)
Listen to the conversation /

t
your classmate!

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To ask for permission,
we can say:
May I come in / go to
the bathroom?

u
Can I stand up?
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To ask for information,
we can say:
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Sorry? / Pardon?
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Repeat, please!
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Can you say that

(P a

again, please?
What’s the
meaning of…?
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How do you say…in

English?
How do you spell…?

15
 E Read and check the meaning of the following expressions.

Common questions Greetings

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How do you say _____ in English? Hello!
What does _____ mean? Hi!
How do you spell it? Good morning.

a)
Can you repeat it, please? Good afternoon.

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Can I have your _____? Good evening.
How do you pronounce it? Good night.

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May l go out? So long!

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May I come in? Catch you later!
May l go to the bathroom? Bye!

u Commands Expressions
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Stand up! What’s up?
Sit down! How is it going?
Open your books to page _____. Can I borrow your _____?
Close your books! Let’s _____!
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Pay attention! I want to say something!

Listen and repeat! I don’t understand.
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Turn on _____! I have a question / doubt!

Turn off _____! See you later!
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(P aM

16
 F Read the expressions. Practice them with a classmate.

What does...mean? I don’t understand.

How do you say...in English? I don’t know.
How do you spell...? I’m sorry. What are we supposed to do?
How do you pronounce...? Is this right?

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Can you say it again, please? Is this OK?
Can you play it again, please?

a)
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G Now listen and repeat the days of the week, months and seasons of the year.
6

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Days of Months of Seasons of
the week the year the year
u
Sunday
Monday
January
February
July
August
Spring
Summer
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Tuesday March September Fall
Wednesday April October Winter
Thursday May November
Friday June December
Saturday
bi l
hi ria
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(P aM

17
 H Listen and repeat. 7

Studying strategy:
at the
Repeat and look

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es as
letters as many tim
orize
necessary to mem

a)
them.

t
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nt
u
da m
I Practice spelling with the following names and numbers.
bi l

David: Spell your name and spell the name of a person you
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like, such as “My name is David; D-a-v-i-d and I like

S-h-a-k-i-r-a. Don’t be shy and try to do it.”

Angela: Spell these names and spell these numbers like

you did before and then write five classmates’
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names that you have spelt.

Rene 2nd
(P aM

Tonya 5th

Abraham 7

Wyoming 12

Chichen-Itzá 30th

Tixkakalcupul 56

18
 J Read and listen to the following conversations. 8

Joan: Hello! Good morning. Mr. Vazquez: Good bye!

Ann: Hi! What’s your name? Fred: Bye, teacher! Have a good evening.
Joan: I’m Joan, and you? Mr. Vazquez: See you tomorrow.
Ann: My name is Ann. Nice to meet you.

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I’m fine,
thanks.

a)
t
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How’s
How
are you? u it going?
da m
I’m happy.
It’s our first
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hi ria

day at school!
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(P aM

19
 K Read the conversations again and complete the table with useful vocabulary.

Useful phrases

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To say hello! To say good bye!

a)
t
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nt
u
da m
bi l

L Complete the following conversation and practice it with a classmate.

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Student A: Good morning! My name __________ __________.

Student B: Hi, __________, I __________ __________.
Student A: Nice to __________ you, __________.
Student B: __________ to meet __________ too, __________.
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Student A: __________ bye!

Student B: __________ you tomorrow.
(P a

Student A: __________!
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20
 M Read the columns and match them.

1. What is your name? a. ______ I am from Mexico.

2. Where do you study? b. ______ I am a student.

c. ______ [email protected]

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3. How old are you?

4. What is your phone number? d. ______ It’s 015555938913.

a)
5. What’s your e-mail address? e. ______ I am 15 years old.

t
6. What do you do? f. ______ At Miguel Hidalgo high school.

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nt
7. Where are you from? g. ______ I am Daniel Arenas.

XX
u
When we give phone numbers in English, we read them number by number.
We usually say (ou) instead of zero.
da m
When we give e-mail addresses, we usually use these words:
XX
@ at
. dot
/ slash
_ underscore / low dash
bi l

- dash
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(P aM

21
 N Listen and repeat the following questions and answers.
9
1. What is your name? My name is Charlie.
2. Where are you from? I am from Canada.
3. How old are you? I am 16 years old.

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4. How are you? I’m fine. Thank you.
5. What is your favorite color? My favorite color is green.

a)
6. What is your phone number? My phone number is 015555842915.

t
7. What is your e-mail address? It’s [email protected]

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8. What kind of music do you like? I like pop music.

nt
u
da m
What’s
your name?
bi l
hi ria

My name is
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(P aM

22
 O Read and listen to the following conversations. Complete the missing information.
10

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a)
t
su es
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u
Conversation 1
da m
Joan: Hello! ___________________________.
Ann: Hi! What’s your name?
Joan: I’m Joan, ________________________?
Ann: My name is Ann. Nice to meet you.
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hi ria
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(P aM

Conversation 2
Mr. Vázquez: ______________________________.
Fred: Bye, teacher! Have a good evening.
Mr. Vázquez: ______________________________.

23
 P Complete the following conversations and practice them with a classmate. 11

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a)
t
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Conversation 1
u Student A: Good morning! My name ________ _____________.
Student B: Hi ______________, I ________ _________________.
da m
Student A: Nice to _____________ you, ____________________.
Student B: _____________ to meet ___________________, too.
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hi ria
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(P aM

Conversation 2
Student A: _______________________________________ long!
Student B: _______________________________ you tomorrow.
Student A: ___________________________________________ !

24
 Q Read and listen to the following conversation. Pay attention to the questions. 12
Complete the missing information.

Receptionist: Language Institute. Good afternoon.

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Mario: ____________________________________________________________________.
Receptionist: Hello. How can I help you?

a)
Mario: I want to ____________________________________________________________.

t
Receptionist: Good. The classes are in the morning, in the afternoon

su es
____________________________________________________________________.

nt
Mario: In the afternoon.
Receptionist: OK, I need some information. ___________________________________________.

u
Mario: My name is __________________________________________________________.
Receptionist: And your last name?
da m
Mario: ____________________________________________________________________.
Receptionist: How do you spell that?
Mario: M – a – n – r – i – q – u – e – z.
Receptionist: ____________________________________________________________________?
bi l

Mario: I’m 17 years old.

hi ria

Receptionist: What’s your date of birth?

Mario: Ah… January 27th, 1991.
Receptionist: Very good, now… _____________________________________________________?
ro te

Mario: 24 Palm Boulevard, San Diego, California.

Receptionist: ____________________________________________________________________?
Mario: No, of course not! I’m single.
(P a

Receptionist: Yes, you are young. I need your phone number. What’s your
telephone number?
M

Mario: ____________________________________________________________________.
Receptionist: And your e-mail address?
Mario: [email protected]
Receptionist: And finally, what are __________________________________________________?
Mario: Dancing, chatting, and languages!
Receptionist: Excellent! Welcome to our institute.

R Listen again to check your answers.

13

25
 S Now, complete the registration form with information from the conversation.

Language Institute

ve ra
Name: ___________________________________________________________________________

a)
Last name: _______________________________________________________________________

t
Address: _________________________________________________________________________

su es
Date of birth: _____________________________________________________________________

nt
Marital status: ____________________________________________________________________

Telephone number: _______________________________________________________________

u
Hobbies: __________________________________________________________________________
da m
bi l
hi ria
ro te
(P aM

26
 T Small group work. Work with a group of classmates and complete the conversation.
Listen to the recording to check your answers. 14

Student 1: I need to ask you a few questions, can I?

Student 2: Sure! Go ahead!

ve ra
Student 1: What’s your name?

Student 2: My name’s _______________________________________________________________.

a)
t
Student 3: How old are you?

su es
Student 4: I’m ____________________________________________________________ years old.

nt
Student 1: What’s your e-mail address?

Student 2: It’s _____________________________________________________________________.

u
Student 3: And what’s your phone number?
da m
Student 4: It’s _____________________________________________________________________.

When is your birthday?

Student 1: It’s ______________________________________________________________________.

bi l
hi ria
ro te
(P aM

27
 Actions in the classroom
A Classify these expressions into the correct column.

ve ra
My name is Daniel. See you! Don’t speak! Bye!
Go to your seat! I’m sixteen. Listen to me! Good evening!
Don’t stand up! She’s from China. How is it going? It’s [email protected]

a)
t
su es
Greetings Imperative sentences Personal information

nt
____________________ _____________________ _______________________
____________________ _____________________ _______________________

u
____________________
____________________
_____________________
_____________________
_______________________
_______________________
da m
bi l
hi ria
ro te
(P aM

B Listen and check your answers. 15

28
 C Here we have some suggested orders.

Affirmative Negative

ve ra
Walk to the door! Don’t move!

a)
Stop! Don’t stop running!

t
Jump five times! Don’t look at me!

su es
Sing and dance! Don’t sit down!

nt
Sit on the floor! Don’t speak!

u
da m
Write a short dialogue. Use orders.
bi l
hi ria
ro te
(P aM

29
 D Look at the pictures and write two instructions or orders for each situation.

Examples:
Pick up your clothes!

ve ra
XX
XXDon’t go out until your room is clean.

a)
t
su es
1

nt
u
da m
2
bi l
hi ria
ro te

3
(P aM

30
 Expressions of quantity
A Write a number in each of the lines below.

ve ra
1 2 3 4 5 6 7 8 9 10 11 12

a)
13 14 15 16 17 18 19 20

t
su es
nt
u
da m
nine sixteen
bi l

three eleven
hi ria

eighteen two
twelve eight
ro te

six thirteen
four one
(P a

ten seventeen
M

fifteen twenty
nineteen seven
five fourteen

31
 16
B Read and listen to the numbers below.

Cardinal numbers
1 – one 11 – eleven 30 – thirty
2 – two 12 – twelve 40 – forty

ve ra
3 – three 13 – thirteen 50 – fifty
4 – four 14 – fourteen 60 – sixty
5 – five 15 – fifteen 70 – seventy

a)
6 – six 16 – sixteen 80 – eighty

t
7 – seven 17 – seventeen 90 – ninety
8 – eight 18 – eighteen 100 – one hundred

su es
9 – nine 19 – nineteen 1,000 – one thousand

nt
10 – ten 20 – twenty 1,000,000 – one million

u
C Write the numbers.
da m
44
100
bi l
hi ria

32
14
55
ro te

21
90
(P a

68
M

13
39
15
18
17
70
32
 D Work with a group of classmates. Ask for their telephone number and write it down.

Example: What’s your telephone number?

My telephone number is _________________.

ve ra
Name Telephone number

a)
t
su es
nt
u
da m
bi l
hi ria
ro te
(P aM

E Share your answers in class.

33
 Evaluation activity
A Complete these sentences with the correct question word.
1. __________ is your birthday? 4. __________’s he from?

ve ra
2. __________ tall are you? 5. __________’s he interested in?
3.   __________ is your favorite color? 6. __________ old are they?

a)
t
B Answer the following questions.

su es
1. What’s your name? 3. What’s your e-mail address?

nt
_____________________________________
_____________________________________

2. What’s your last name? 4. How old are you?


u _____________________________________
_____________________________________
5. Where are you from?
da m
_____________________________________

C Complete these questions with the correct question word.

1. __________ is your address? 3. __________ is he interested in history?
bi l

2. __________ are you? 4. __________ color is your house?

hi ria

D Choose the correct verb that best completes the sentences and questions.
1. Bob and Peter _____________ students.
a. am b. is c. are d. be
2. _____________ a student here?
ro te

a. Are you b. You’re c. I’m d. Is they

3. What time _____________?
a. it is b. are c. is d. is it
(P a

4. My chemistry class _____________ at 10:20.

a. is b. are c. aren’t d. near
M

5. My mother’s sister _____________ my aunt.

a. aren’ t b. am c. is d. are

E What profession is this?

1. This is a person who works with music. _________
2. This person works in a theater. _________
3. This person is the leader of a country. _________
4. This is a person you can see on a screen in a movie theater. _________
5. This person works with a ball and 10 more players on a field. _________

34
 Learning outcome 1.2
Write basic texts that include information about
occupations and daily routines

ve ra
Personal information

a)
17

t
A Read and listen to the following information. Circle the sentences that express descriptions.

su es
nt
She is my assistant.
This is Pete. He is
She is Mia.

u your lab teacher.

He is 24 years old.
She is a teacher, too.
da m
bi l
hi ria

We are Tom & Charlie.

We are friends.
We are popular!
ro te

Good morning!
(P a

My name is Monica Jones.

I am your English teacher.
M

Hey! We know you…

You are Paco.
You are 16 years old.
You are serious and
creative.

35
 B Now write T (True) or F (False) according to the previous information.

ve ra
a)
t
su es
nt
2. Mia is a teacher. ______

u
1. Pete is a math teacher. ______
da m
bi l
hi ria
ro te

3. Tom and Charlie are friends. ______ 4. Monica Jones is an

English teacher. ______
(P aM

5. Paco is 18 years old. ______ 6. Amanda is serious and creative. ______

36
 C Read the examples and complete the chart.

ve ra
I

a)
t
are

su es
nt
He
is
u is
da m
We
are
bi l
hi ria
ro te

They’re the contracted forms. Look at these forms:

I am = I’m
(P a

You are = You’re

M

He is = He’s
She is = She’s
It is = It’s
We are = We’re
They are = They’re
37
 D Listen and complete the sentences. 18
Example: I am a student.
1. She _______________ an English teacher.
2. They _______________ soccer players.

ve ra
3. I _______________ a chef.
4. He _______________ a pilot.

a)
5. We _______________ students.

t
6. _______________ is a _______________.
7. They _______________.

su es
nt
8. You _______________.
9. He _______________ a doctor.

u
10. She _______________ a singer.
11. He _______________ a mechanic.
da m
12. He _______________ a dentist.
bi l
hi ria
ro te
(P aM

38
 E Read the conversation carefully and complete the charts.

Phil: Hi! I’m Phil.

Jennifer and Yumiko: Hello!

ve ra
Phil: Are you sisters?

Jennifer: No, we aren’t sisters.

a)
t
We’re friends.

su es
Phil: Oh! I’m sorry!

nt
Yumiko: Are you a teacher?

Phil: No, I’m not a teacher.

u I’m a new student.

da m
bi l
hi ria
ro te

Jennifer: Is Gina your friend?

Phil: No, she isn’t. Why?

(P a

Jennifer: Because you’re in her office every day.

M

Phil: I’m not her friend. She’s my teacher.

Yumiko: Is Mr. Vazquez your teacher?

Phil: No, he isn’t. Is he a math teacher?

Jennifer: No. He’s a Spanish teacher.

Phil: Is Spanish difficult?

Yumiko: It isn’t difficult but it’s complicated,

well, sometimes.

39
 F Read the examples and complete the chart.

Questions Negative
__________ you sisters? We ___________ sisters.

ve ra
__________ you a teacher? I ____________ not a teacher.

a)
__________ Gina your ___________? She ______________________________.

t
__________ Mr. Vazquez your __________? He _______________________________.

su es
_________ _______ a math __________? He _______________ a Spanish teacher.

nt
uAffirmative Negative Interrogative
da m
I am
You are
He is
She is
bi l
hi ria

It is
We are
They are
ro te

Short answers: When we answer a question, we can use short responses.

(P a

Affirmative Negative
M

I am. I’m not.

You are. You aren’t.
He is. He isn’t.
She is. She isn’t.
It is. It isn’t.
We are. We aren’t.
They are. They aren’t.

40
 G Choose the correct verb that best completes the sentences and questions.

1. Bob and Peter _____________ students. 3. What time _____________?

a. am a. it is

ve ra
b. is b. are
c. are c. is

a)
d. be d. is it

t
su es
2. _____________ a student here? 4. My chemistry class _____________ at 10:20.

nt
a. Are you a. is

c. I’m
u
b. You’re b. are
c. aren’t
da m
d. Is they d. near
bi l

H Read the columns and match them.

hi ria

1. What is your name? a.______ I am from Mexico.

2. Where do you study? b.______ I am a student.

ro te

3. How old are you? c.______ [email protected]

4. What is your phone number? d.______ It’s 015555938913.

(P a

5. What’s your e-mail address? e.______ I am 15 years old.

M

6. What do you do? f. ______ At Miguel Hidalgo high school.

7. Where are you from? g.______ I am Daniel Arenas.

41
 I Work with a classmate. Look at the pictures and describe people you recognize.

Example:

ve ra
She is Nicole Kidman.
She is from Australia.

a)
She is Australian.
She is an actress.

t
su es
nt
u
da m
bi l
hi ria

Cristiano Ronaldo Josh Hutcherson

ro te
(P a

Justin Timberlake Dakota Fanning

M

David Guetta Liam Hemsworth

Lady Gaga

42
 J Listen to the opposite adjectives and repeat them. Write the correct number in each picture.
19
1. friendly / shy 4. pretty / ugly 7. short / tall 10. strong / weak
2. serious / outgoing 5. young / old 8. funny / boring 11. angry / happy
3. thin / fat 6. old / new 9. happy / sad

ve ra
a)
t
su es
nt
u
da m
a. b. c. d.
bi l
hi ria
ro te
(P a

e. f. g. h.
M

i. j. k.

43
 20
K Read and listen to the description. Complete the missing information.

My ___________ is Ken Brown and I’m a chef.

I’m friendly and active. My ____________ is

ve ra
19 Main Street, Portland and my telephone
number is 555-593-8913. I’m 49 ___________
old, but I’m thin and strong. I’m married.

a)
My daughter, Kathy, is twenty-four years

t
old. She is pretty and popular at school.
My wife, Francesca, is Italian. She’s talented

su es
nt
and understanding. She is an art teacher.

u
da m
bi l
hi ria
ro te
(P aM

44
 Language analysis
L Work with a group of classmates and complete the chart.
Use information from electronic and printed sources to answer the questions.

1. What do we express with am, is, and are?

ve ra
a)
2. What do we express with the verb to be?

t
su es
nt
3. How do we form affirmative, negative, and interrogative sentences?

u Printed sources
da m
1. What do we express 2. What do we express 3. How do we form
with am, is, and are? with the verb to be? affirmative, negative,
and interrogative
sentences?
bi l
hi ria

M Read the information.

ro te

Short answers
When we answer a question,
we can use short responses.
(P aM

Affirmative: I am. Negative: I’m not.

you are. you aren’t.

Yes, No,,
he is. he isn’t.
she is. she isn’t.
it is. it isn’t.
we are. we aren’t.
they are. they aren’t.

Note: We don’t use contractions in the affirmative form.

45
 N Write the opposites of the following words; then, complete the sentences using the adjectives.

Word Opposite Word Opposite

ve ra
interesting quiet

a)
1. 7.

t
su es
nt
2. strong fast
8.

u
da m
3. expensive sunny
9.
bi l
hi ria

4. dirty 10. hot

ro te

5. big traditional
11.
(P aM

6. short 12. happy

1. These athletes are ________________________________________________________________.

2. A trip to Cancun is ________________________________________________________________.
3. My grandfather is an / a ____________________________________________________ person.
4. Reading a book is _________________________________________________________________.
5. Summer is a ______________________________________________________________ season.

46
 O Listen and write the correct names on the lines.
21

Albert Mike Karen Andy

ve ra
a)
t
su es
nt
u
da m
bi l
hi ria
ro te
(P aM

47
 P Work with a classmate. Ask questions using the clues in the columns below.
Example:
Puebla – big
You – shy

Student A Student B

ve ra
a)
Is Puebla big? Yes, it’s big.

t
su es
nt
u
da m
bi l
hi ria
ro te

Are you shy? No, I’m not shy.

(P aM

You – strong You – happy

Your house – big Your house – old
Your mother – short Your mother – young
Your father – angry Your class – horrible
English – difficult Your teacher – active
You – friendly You – romantic
Your sister – pretty History – interesting
Your pet – funny Your brother – intelligent

48
 Q Work with a group of classmates and find someone whose:

Example:

ve ra
You: Is your father tall?
Susana: No, he isn’t.

a)
You: Is your father tall?

t
Irais: Yes, he’s tall.

su es
nt
u
da m
bi l

Name
hi ria

Irais
1. Father is tall.

2. Sister is studious.
ro te

3. Brother is chubby.

4. Friends are generous.

(P a

5. Mother is angry.
M

6. Best friend is intelligent.

7. Girlfriend / Boyfriend is attractive.

8. Grandmother is short.

49
 22
R Listen and repeat the countries and nationalities.
Country Nationality Country Nationality
Argentina Argentinian Japan Japanese
Brazil Brazilian Kenya Kenyan

ve ra
Canada Canadian Mexico Mexican
China Chinese Portugal Portuguese

a)
Egypt Egyptian Russia Russian

t
England English Senegal Senegalese

su es
nt
France French Scotland Scottish
Germany German Spain Spanish

u Greece
Ireland
Greek
Irish
Switzerland
The United States
Swiss
American
da m
Italy Italian Great Britain British

S Read and complete the missing information.

bi l

Country Nationality
hi ria

Canada Canadian
The United States ____________________
Mexico Mexican
Guatemala Guatemalan
ro te

Colombia Colombian
____________________ Brazilian
Argentina Argentinian
Spain ____________________
(P a

France French
____________________ Italian
M

Switzerland ____________________
____________________ English
Russia Russian
China ____________________
Korea Korean
____________________ Japanese
India Indian
____________________ Egyptian
Lebanon Lebanese
Greece ____________________

50
 T Listen and complete the chart.
23
Country Nationality Language
Italy
Canada

ve ra
Egypt
Australia

a)
Ireland

t
China

su es
The USA

nt
Spain
Venezuela
India
Mexico u
da m
South Africa
Switzerland
Japan
Germany
bi l
hi ria

Brazil

U Read the following questions and analyze the answers.

ro te

1. Where’s pizza from?

It’s from Italy. It’s Italian.
(P a

2. Where’s sushi from?

M

It’s from Japan. It’s Japanese.

3. Where are you from?

I’m from Mexico. I’m Mexican.

4. Where are panda bears from?

They’re from China. They’re Chinese.

51
 V Read the examples and complete the charts.

Question Answer

1. Where _______ you from? a. I _______ from Mexico.

ve ra
2. Where _______ pizza from? b. It _______ from Italy.

a)
t
3. Where _______ video games _______? c. They _______ Japan.

su es
nt
W Read the questions and answer them.

u
da m
Cristiano Ronaldo
1. Where is he from?
bi l

He is from ________________.
hi ria

He is _____________________.
ro te

Nicki Minaj
2. Where is she from?
(P a

She is from ________________.

M

She is _____________________.

The Rolling Stones

3. Where are they from?
_______ are from ___________.
They are __________________.

52
 X Answer the questions below.

Example:
Where is he from?
He’s from Ireland.
What nationality is he?

ve ra
He’s Irish.

Bono

a)
t
su es
1. Where is he from?

nt
a. He is from ________________. He is _______________.

u
Lionel Messi
da m
2. Where are they from?
bi l

a. __________ are from __________. They are __________.

hi ria

Black Eyed Peas

ro te

3. Where is she from?

(P a

a. ______ _______ from ________. ________ is _________.

M

Emma Watson

4. Where is it from?
a. ________ __________ from ______. _______is ________.

Mercedes - Benz

53
 Y Look at the image and read the description.

His name
His name is
is Romeo
Cruz David
James
Beckham.
Beckham.

ve ra
a)
t
His name
is David.

su es
His daughter is

nt
Harper Seven.
Their children are
talented and popular.
u
His name
is Brooklyn
da m
Her name Her hair is
Joseph is Victoria. blonde and
Beckham. Her husband her eyes
is David. are brown.
Z Complete the sentences. Use the words from the box.
bi l
hi ria

my your (2) our their

ro te

1. I am practicing __________ English.

2. You are working with __________ teacher.
(P a

3. We are doing __________ work.

4. They are in __________ house.
M

5. Open __________ books and turn to page 52 in the first lesson.

54
 AA Replace the personal pronouns with possessive adjectives.
1. Where are (you) ____________________ friends now?
2. Here is a pen for (I) ____________________ friend.
3. She lives in England with (she) ____________________ family.
4. (He) ____________________ teacher is Mexican.

ve ra
5. (He) ____________________ car is blue.
AB Choose the correct verb that best completes the sentences and questions.

a)
1. Bob and Peter _____________ students.

t
a. am b. is c. are d. be

su es
2. _____________ a student here?

nt
a. Are you b. You’re c. I’m d. Is they
3. What time _____________?
a. it is b. are c. is d. is it

u
4. My chemistry class _____________ at 10:20.
a. is b. are
5. My mother’s sister _____________ my aunt.
c. aren’t d. near
da m
a. aren’t b. am c. is d. are
AC Look at the table. How many sentences can you form using possessive adjectives?
Write them below.
bi l

my slow is brown are is our

hi ria

isn’t is their fast fun its old

are cap bag his aren’t head eyes

ro te

name feet sisters aren’t is new book

is class food car nose good big

(P a

tail pens your legs tall nice fat

M

are eraser jeans is her isn’t short

Example:
My cap is new.

1. ________________________________________________________________________________.
2. ________________________________________________________________________________.
3. ________________________________________________________________________________.
4. ________________________________________________________________________________.
5. ________________________________________________________________________________.

55
 Evaluation activity
A Work with a classmate. Look at the pictures of famous people. Select one and describe him /
her to your classmate. He / She has to guess who the person is.

ve ra
Example:
Her hair is black, her music is modern.

a)
t
su es
nt
u
da m
bi l
hi ria

Emma Watson
ro te

Bono
(P aM

56
The Rolling Stones
 Study evidence
A Choose the correct option to complete the sentences.
1. Alex and Jeremy __________ my friends.
a. am b. are c. isn’t
2. Edward and Rosalie __________ married.

ve ra
a. aren’t b. isn’t c. am not
3. The children __________ happy.

a)
a. are b. is c. am

t
4. My father’s car __________ new. I think it is old.

su es
a. is b. isn’t c. am

nt
5. We __________ in the English class.
a. is b. am c. are

u
B Make the following instructions negative.
1. Write a letter ____________________________________________________________________
da m
2. Make dinner _____________________________________________________________________
3. Put on your shoes ________________________________________________________________
4. Open the window ________________________________________________________________
5. Call your mother _________________________________________________________________
bi l
hi ria

C Write the following numbers.

1. 27 __________________________________ 6. 91 __________________________________
2. 5 __________________________________ 7. 141 __________________________________
3. 61 __________________________________ 8. 451 _________________________________
ro te

4. 96 __________________________________ 9. 56 __________________________________
5. 10 __________________________________ 10. 11 __________________________________
(P a

D Match the columns.

1. What’s your name? _____ a. 26 years old.
M

2. How old are you? _____ b. I’m an acting student.

3. Where are you from? _____ c. Alex O’Brien.
4. What do you do? _____ d. I’m fine. Than you for asking.
5. How are you? _____ e. I’m from the USA.

E Write the opposite of the following words.

1. Weak ______________________ 6. Modern ______________________
2. Old ______________________ 7. Tall ______________________
3. Cheap ______________________ 8. Clean ______________________
4. Big ______________________ 9. Beautiful ______________________
5. Thin ______________________ 10. Long ______________________
57
58
(P aM
ro te
hi ria
bi l
da m
u
su es
ve rat
nt
a)
 Reading
Readingcomprehension
comprehension
Before you read
A Work with a classmate and answer the question.

o y o u l ike math?

ve ra
D
It’s easy.

a)
t
su es
nt
u
While you read
da m
B Read and identify the main ideas in the text.
There are four main operations:
Addition, Subtraction, Multiplication and Division.

Let’s talk about Addition:

bi l

We add numbers like this: One plus one equals two.

hi ria

Fifteen plus twenty-two equals thirty-seven.

15 + 22 = 37
Subtraction is the other way around. We subtract like this:
ro te

Eight minus three equals five. Forty-four minus eighteen equals twenty-six.

44 - 18 = 26
(P a

Now for Multiplication! Five times five equals twenty-five. Nine times seven equals
sixty-three.
M

9 x 7 = 63
And don’t forget Division. We say it like this:
Fifty-six divided by eight equals seven. Seventy-two divided by nine equals eight.

72 / 9 = 8

59
 After you read
C Complete the activity below.
Ok, your turn! Say the following math operations in English.

1. 17 + 19 = __________________________________________________________________

ve ra
2. 13 - 11 = ___________________________________________________________________
3. 12 x 21 =  __________________________________________________________________

a)
t
4. 50 ÷ 10 =   _________________________________________________________________

su es
D Now practice with a partner. Ask each other:

nt
u
da m
bi l
hi ria
ro te
(P aM

Student A: How much is eight plus fifteen?

Student B: Eight plus fifteen equals twenty-three.

Start with the following, and then make up your own.

How much is: 17 + 19? 13 – 11? 12 x 21? 50 ÷ 10?

60
 Social-emotional skills
A Make a portrait of yourself and write the reasons why you
like yourself.
Work with a group of classmates and share your description.

ve ra
Self-portrait

a)
t
su es
nt
I like self
u
my
da m
bi l
hi ria
ro te
(P aM

61
 Social-emotional skills

ve ra
"To know thyself is the
beginning of wisdom."

a)
Socrates

t
su es
nt
Elements of self-awareness that can

u help you understand your identity.

da m
Tolerance and
Understanding
bi l
hi ria

Happiness
ro te

Resistance to
social problems
(P a

Pleasure
M

Self-control

Good
decision-making

62
 Self-evaluation
ü
Evaluate your progress by putting a check (3) in the correct box.

ve ra
Achieved Yes No

a)
t
su es
Using verb to be to express

nt
descriptions.

u
Writing exercises in interrogative
da m
form with the verb to be to describe
people, places or objects.
bi l
hi ria

Talking about countries and

nationalities.
ro te

Using the affirmative, interrogative,

and negative forms of the verb
(P a

to be.
M

Reading and talking about people’s

personal information.

63