Annette Flavel

Libby Williams
Angela Llanas

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 STARTER
Introducing myself
4 Vocabulary: Alphabet
Grammar: Verb to be
PREP Play Catch and Say!

• All the class stands up in a circle. Say your names out loud in turns.
• Throw a ball to someone, and say the name of that classmate. The classmate catches the ball,
throws it to another classmate, and says his / her name.
• If the name is incorrect, the class shouts You’re out,, and the student sits down.
• The winners are the students who make no mistakes.
1 VOCABULARY In pairs, match the pictures to the phrases below.
OPENING

A B C

D It’s E–d–g–a–r. E F

me
Na

1 Open your book. 4 Work in pairs.

2 Close your book. 5 Copy the words.

3 Turn to page 4. 6 How do you spell that?

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 STARTER 5

2 LISTENING 2 Listen to the conversation and in pairs, answer the questions

in your notebook.

1 Does the teacher know Jorge? DISCIPLINARY COMPETENCY

2. The student evaluates a text and compares its
2 Does Jorge have a common last name? content with others, taking into consideration
3 There are three greetings in the conversation. What are they? previous and new knowledge.

4 Which greeting is the most formal?

5 When do you use informal greetings?

6 What other greetings in English do you know?

3 VOCABULARY 3 Listen to the pronunciation of the letters of the alphabet, and repeat.
Then spell your name for a classmate.

How do you spell

your first name?

L-u-p-i-t-a

4 GRAMMAR Read the sentences from the conversation. Then underline the cor
correct option.

DEVELOPMENT
You are a new student. 1 The correct form of the verb to be after I is am / are.
What’s your name?
2 The correct form of the verb to be after you is are / is.
I’m Jorge.
My name’s Estela. 3 The correct form of the verb to be with it, she, and he is am / is.
He is Lucas.
LANGUAGE
In informal language and when speaking, we use contractions or short forms of verbs.
I’m (I am), you’re (you are), name’s (name is), and she’s (she is) are some examples.

Go to the LANGUAGE GUIDE on page 80.

5 Complete the table with the correct form of the verb to be.

Subject Verb to be Complement Subject Verb to be Complement

(1) I a student. You are students.

(2) You Miss Sánchez. We are Lupita and Jorge.

(3) He Jorge. They are Mexican.

(4) She Tere.

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 6
STARTER
6 SPEAKING Walk around the classroom and introduce yourself GENERIC COMPETENCY
CLOSURE

to your classmates. When you finish, make a list of the 7. The student has initiative and interest
greetings you heard. to learn throughout his / her life.

Hello! I’m Edgar. Good morning! I’m Claudia.

My last name’s López.
Hi. My first name’s Tania.
What’s your name?

7 SELF-ASSESSMENT Complete the graphic organizer about what you studied during this lesson.

English phrases I knew before

I learned

I want to learn
more about

SELF-AWARENESS

Who are you? Complete with your information.

My name’s Francisco. I’m a student in high school.

1 My name’s

2 I’m

Can you give more information about yourself? Share it with

a classmate.

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 WORKOUT 7

1 Match the actions to the correct ending. 4 Complete the questions with one word.

1 Open a in pairs. 1 I come in?

2 Turn b the words. 2 is your first name?
3 Copy c your books. 3 is your last name?
4 Work d to page 15. 4 do you spell your name?
5 Spell e the word Hello. 5 you repeat that, please?

5 Number the sentences in the correct order

to make a conversation.

Hello, Jorge.

Yes. Sit down with Estela.

1 Good morning, Miss Sánchez.

Hi, Estela.

2 Put the words in order to make sentences. May I come in?

1 spell / do / your name / How / you / ? 6 Answer the questions about you.

1 What’s your first name?

2 repeat / you / that / Can / ?

2 What’s your last name?

3 your notebook / words / Copy / in / the / .

3 Do you have a common name?

4 to / Open / your books / page / 9 / .

5 Close / books / your / .

3 Rewrite the sentences using contractions.

1 My name is Dylan.

2 It is spelled D–y–l–a–n.

3 I am at school.

4 We are best friends.

5 You are a new student.

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 BLOCK 1
STARTER
8

THIS IS ME IN THIS BLOCK YOU WILL…

• listen for personal information.
• ask for and give personal information.
• write a conversation and upload it
to a blog.
• use cognates to understand a text.
• ask for and give information about
others.
• listen for specific information in
an interview.
• write questions to ask for personal
information.
• read a text quickly to get information.
• talk about routine activities.
• write a questionnaire about routine
activities.
• predict information using images.
• ask and answer questions about
families.
• write about a member of your family.
YOU WILL LEARN TO USE…
• the verb to be.
• subject pronouns.
• possessive adjectives.
• Yes / No questions.
• Wh– questions.
• verbs in simple present.
YOU WILL ALSO GET TO…
• create an electronic résumé in English
in a cross-curricular project.
• create an identity map with your
information to promote self-awareness.

For further practice, go to the

Student’s Digital Component.

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 LESSON 1
Sharing personal information
Vocabulary: Numbers 9
Grammar: Possessive adjectives
PREP Play Say My Name.

• Get into large groups. Everyone stands up in a circle.

• In turns, introduce yourself and say the name of the classmate on your right.
• Sit down if you don’t remember the name of your classmate.
• The last students standing win.
1 VOCABULARY 4 Listen to the numbers and complete. Check your spelling as a class.

OPENING
1 one 9 17

2 two 10 18

3 11 19

4 12 twelve 20

5 13 thirteen 21 twenty-one
6 14 30

7 15 fifteen 40

8 16 50

2 LISTENING 5 Listen to the interview between a consulate officer and a student

who is applying for a visa. Complete the form.

GENERIC COMPETENCY
4. The student listens, interprets, and
VISA Application Form
communicates messages relevant to
Personal information as shown in passport different contexts by using appropriate
means, codes, and tools.
(1)
Name:

Registration
number: Age: (2) Sex: Male Female
280102

(3)
Address:

Phone
number: (4)
Email
address: (5)

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 10
LESSON 1
3 GRAMMAR Read the examples and circle the correct option to complete each sentence.
DEVELOPMENT

What’s your name? 1 Possessive adjectives like my

My name’s Sonia. and your express a place. b possession.
Her email address is [email protected].
2 To express something I possess,
I use the word a my. b your.
Go to the LANGUAGE GUIDE on page 80.

4 Complete the table with the correct possessive adjectives.

Subject Possessive Subject Possessive Is your name Sonia?

pronouns adjectives pronouns adjectives
(1) I (5) It

(2) You (6) We our

(3) He (7) You

(4) She (8) They their

5 Complete the conversation with words from the box.

you your my I’m number address

Luisa: Hello. What’s (1) name?

Gerardo: (2) Gerardo Blanco.

Luisa: How old are (3) ?

Gerardo: I’m sixteen.

Luisa: What’s your (4) ?

Gerardo: Juárez 49.

Luisa: And what’s your phone (5) ?

Gerardo: It’s 43 67 84 32 and (6) email address is [email protected].

Luisa: Thank you.

6 SPEAKING In pairs, interview each other to get your personal information.

CLOSURE

DISCIPLINARY COMPETENCY
11. The student communicates in a foreign
1 Name: language through logical speech, oral or written,
2 Age: 3 Phone number: consistent with the communicative situation.

4 Address:
5 Email address:

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 LESSON 1 11

7 WRITING Use the information from Activity 6 to write the conversation you had with
your partner. Upload it to a blog.

DISCIPLINARY COMPETENCY
4. The student produces texts based on the
normative use of the language, considering
intention and communicative situation.

IT Start a class blog online to upload your work and share it with all
your classmates. Upload your conversation. If you need help to
create a blog, visit: https://www.edutics.mx/iAd

8 SELF-ASSESSMENT Check ((3)) the phrase that best describes your performance in this lesson.

I can help I can do it I am starting It is very difficult

I can…
others. very well. to do it. for me.
use numbers to provide personal information.

write my personal information.

give my information in a conversation.

ask others for their personal information.

SELF-AWARENESS

Who are you? Complete your introduction.

1 I’m

2 I’m from

3 I live in

4 I’m (age)

What other important information about you can you give? Discuss it with the class.

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 12
WORKOUT
1 Find and circle ten numbers in the puzzle. 4 from / Where / you / are / ?

n i n e t e e n
5 that / you / Can / repeat / ?
f i v e f o u r

e t w e n t y t

i b n m o n e w
5 Complete the interview with the correct
g e l e v e n o questions.

h x z i w e e n
Alma: Hi. My name’s Alma.
t t h i r t y x
(1)
v f i f t y x z
Ximena: Ximena.

Alma: (2)
2 Do the math. Write the name of the number.
Ximena: X-i-m-e-n-a
1 23 + 15 = thirty-eight Alma: (3)
2 18 + 14 =
Ximena: I’m 17.
3 32 + 13 =
Alma: (4)
4 14 + 12 =
Ximena: It’s [email protected]
5 26 + 21 =
Alma: (5)

3 Underline the correct option. Ximena: I’m from Puebla.

1 Hello, my name ’s / are Jacobo.

2 Hi, Susan. What’s your / you address?

3 How old are / is you?

4 My / I phone number is 53 21 98 62.

5 I ’m / is a student.

4 Put the words in order to make questions.

1 name / your / What’s / ?

6 Complete the conversation with one
word for each gap.
2 number / your / phone / What’s / ?

Hi. (1) ’m Carlos. My last name

3 you / old / How / are / ? (2) Maduro. I’m (3)
León. My (4) number is 45 36
78 9 1. What’s (5) name?

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 LESSON 2
Asking for and giving information about others
Vocabulary: Good at, not good at 13
Grammar: Verb to be (interrogative, negative)
PREP Play My Mirror Name.

• Write your first name on a piece of paper.

• Go around and ask several classmates their names. When you answer, spell your name backwards.
• Try to guess the name of your classmates correctly.
1 READING In pairs, read the article and underline the DISCIPLINARY COMPETENCY

OPENING
words that are similar in your language (cognates). 1. The student identifies, orders, and interprets the
Discuss why they are useful to understand what you read. ideas, data, and concepts explicit and implicit in a
text, considering the context in which it was

TEEN NEWS
generated and in which it is received.

TWO MEXICAN STUDENTS WIN

INTERNATIONAL SCHOLARSHIP they? Two very
Congr atulat ions to Brend a Flores and Anton io Rojas! Who are
ter scienc e.
talent ed and dedica ted young people ! They’r e intere sted in compu
tional course in Leipzig , Germany.
They have won scholarships for a specialized interna

Rojas. Who is he? He’s a student

This is Brenda Flores. Who is she? She is a student This is Antonio
years old. She’s very good from Hermos illo. He’s sevente en. Is he good at
from Jalapa. She’s sixteen
Yes, very! He isn’t interested in space. His
at science. Her ambition is to be a space scientist. math?
aspiration is to work in the area of computer games.
LUCK TO THEM!
ARE THEY ENTHUSIASTIC ABOUT THE COURSE? YES, THEY ARE! GOOD

SKILLS
To get the general meaning of a text, find words that are familiar
to you, including those similar in your language (cognates).

2 Read the article again and circle the correct option.

1 Are they talented students? a Yes, they are. b No, they aren’t.

2 Is Brenda from Hermosillo? a Yes, she is. b No, she isn’t.

3 Is Antonio seventeen? a Yes, he is. b No, he isn’t.

4 Is he from Germany? a Yes, he is. b No, he isn’t.

5 Are they enthusiastic about the course? a Yes, they are. b No, they aren’t.

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 14
LESSON 2
3 GRAMMAR Read the examples and underline the correct option.
DEVELOPMENT

They’re enthusiastic about the course. 1 In affirmative sentences, the subject (I, she, they, Brenda, etc.)
She’s very good at science.
goes before / after the verb to be.
Are they talented students?
Is he good at math? 2 In questions, the subject goes before / after the verb to be
be.
Is Brenda from Hermosillo?
Go to the LANGUAGE GUIDE on page 80.

4 Read the examples from Activity 3 again and complete the table.

Affirmative Negative Question

I’m good at it. I’m not good at it. Am I good at it?

(1) You’re a student. You’re not a student.

(2) He’s from Hermosillo. He’s not from Hermosillo.

(3) She’s talented. She’s not talented.

(4) We bad at speaking. We’re not bad at speaking.

(5) You seventeen. You’re not seventeen.

(6) They American. They’re not American.

5 SPEAKING Work in pairs. One of you reads profile A and the other one reads profile B. When you
finish, ask each other questions about the person in the profile.

A www.makefriends.net B www.makefriends.netGENERIC COMPETENCY

4. The student listens, interprets, and
Maite Pérez Miguel Guzmán communicates messages relevant to
different contexts by using appropriate
means, codes, and tools.

Maite Pérez is fifteen. She’s from Cuernavaca Miguel Guzmán is seventeen years old. He’s
and she’s a student at Morelos High School. from Jalapa, Veracruz. He’s a prepa student,
She’s not very good at sports. She’s very but he’s not very good at academic subjects.
interested in books and her ambition is to be He loves playing soccer and his ambition is to
a writer one day. play for the Veracruz team when he’s older.

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 LESSON 2 15

What’s the name Her name’s Maite.

of the person?

6 WRITING Write the questions your partner asked you in Activity 5 and the answers

CLOSURE
you gave.

What’s the name of the person? His name’s Miguel.

7 SELF-ASSESSMENT Complete the sentences about your own experience during this lesson.

1 What I remember about this lesson:

2 What I need to practice more:

3 What I learn better with a partner:

4 What I need to ask my teacher about:

SELF-AWARENESS

Who are you? Complete the table with your characteristics.

I’m good at I’m not good at

I’m good at robotics. I’m not good at speaking in public.

What is your ambition for the future? Share it in small groups.

My ambition is to play baseball in the Veracruz team.

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 16
WORKOUT
1 Find and circle six cognates from the lesson. 4 Put the words in order to make questions.

nt hu s i a s t ic sc ienc em k y t 1 Patricio / Is / Mexico / from / ?

t r we
nt e dpt y s t udent wq r t
k t a le A:
ere s t e d bpl z xc omput er v
lg i nt B: No, he isn’t.

2 fifteen / Are / the / boys / ?

2 Complete the sentences with words from
the box. A:

B: Yes, they are.

international ambition area good course
3 interested / in / Is / Maite / science / ?
1 His is to be a pilot.
A:
2 He works in the of computer
B: Yes, she is.
science.
4 good / at / they / Are / spelling / ?
3 Do you like your English ?
A:
4 Leipzig, Germany gives scholarships for
B: No, they aren’t.
students.
5 are / Who / they / ?
5 She’s very at English.
A:

3 Complete the conversations. B: They’re my classmates.

1 A: Melanie nineteen? 5 In your notebook, write five questions

you can ask someone to find information
B: Yes, she is.
about him / her.
2 A: Pedro and Francisco from

Guadalajara?
6 Underline the correct option.

B: Yes, they are. A: Do you know Simón López?

3 A: Are twenty? B: No. Who is he?

B: No, I’m not. A: He’s the new student.

4 A: Penelope a local student? B: (1) Is / Are he from Mexico City?

B: No, she’s an international student. A: No, he isn’t. He’s from (2) Veracruz / Mexico

5 A: Is she a talented singer? City. His (3) ambition / interested is to

B: Yes, she become an expert on the Maya civilization.

6 A: Are And he’s very good at soccer.

dedicated students? B: Fantastic! Is (4) she / he interested in joining

B: No, they aren’t. our team?

A: Yes! Come and meet him at my party tonight!

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 LESSON 3
Asking and answering questions
Vocabulary: Countries, nationalities, occupations 17
Grammar: Wh– questions, articles
PREP Play Who is it?

• Write your name and what you are good at on a piece of paper, and fold it. Then put all the
notes together in a bag or jar.
• One student draws one note, reads it out loud without saying the name, and asks Who is it?
• Everyone tries to guess who wrote the note until someone gets it right.

1 VOCABULARY Complete the table with words from the box.

OPENING
IT specialist Ecuadorian Portugal surgeon mechanic New Zealand Portuguese
American Haiti The United States accountant South Korea New Zealander Ecuador
The United Kingdom Korean teacher lawyer Haitian life guard British

Country Nationality Occupation

For vocabulary about nationalities and occupations, go to the VISUAL GLOSSARY on page 87.

2 LISTENING 6 In small groups, listen to the conversation and complete the profiles.

A Name B Name GENERIC COMPETENCY

PETE RANDY 8. The student participates and
collaborates effectively in groups.

Country / Nationality: Occupation: Country / Nationality: Occupation:

C Name D Name
BORA SO-YI

Country / Nationality: Occupation: Country / Nationality: Occupation:

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 18
LESSON 3
3 GRAMMAR Read the list of questions and answers. Then match the columns to complete
DEVELOPMENT

the definitions.

Where are you from? I’m from Russia. 1 What asks about a age.
What do you do? I’m a sports teacher.
2 Where asks about b a place.
Where’s he from? He’s from Korea.
What does she do? She’s a surgeon. 3 Who asks about c a thing.
What’s his occupation? He’s a lawyer.
4 How old asks about d a person.
How old is she? She is twenty-six.
Who is from New Zealand? Pete is.
Go to the LANGUAGE GUIDE on page 80.

4 Complete the questions with words from Activity 3.

1 does he do? He’s a mechanic. 3 is the leader of the group? Pete is the leader.

2 are you from? I’m from Mexico. 4 is he? He’s twenty-three.

5 Complete the sentences with a, an, or the.. Leave LANGUAGE

the space blank if no word is necessary. We use a / an before singular nouns. An is used
when the word after it begins with a vowel sound
1 He’s accountant. (She’s an IT specialist). The goes before singular and
2 She’s mechanic. plural nouns. Don’t use the before the name of
countries, except when it is a group of islands
3 He’s from United Kingdom. or if it has a political title ((the Philippines,
4 We’re from Mexico. the United States).

5 He’s aerobics teacher. Go to the LANGUAGE GUIDE on page 81.

6 SPEAKING In small groups, think about a famous person and take GENERIC COMPETENCY
turns asking questions to guess the name of the person. 7. The student has initiative and interest
to learn throughout his / her life.
He’s a film He’s from
It’s a man.
director. Mexico. Is he Alfonso
Cuarón?

Yes, he is! Your turn.

LANGUAGE
When you ask questions, use
Is it a man auxiliaries (like is or are) to get a yes or
or a woman? a no for an answer. Use Wh– questions
Where’s he from? to learn more specific information.

What does he do?

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 LESSON 3 19

7 WRITING Write questions to ask for personal information. Then interview several

CLOSURE
classmates for a survey. When you answer question three, give the occupation
you want to have in the future.

1 Question to know the name of a person: DISCIPLINARY COMPETENCY

11. The student communicates in a foreign
language through logical speech, oral or written,
2 Question to know the place a person is from: consistent with the communicative situation.

3 Question to know the occupation of a person:

4 Question to know about what a person does in his / her free time:

5 Other question:

8 Share the answers of your survey as a class to determine what the most popular
future occupation is.

9 SELF-ASSESSMENT Complete the table with what you learned during this lesson.

By myself With a classmate’s help With my teacher’s help

SELF-AWARENESS

Who are you? Answer the questions about you in your notebook.

Where are What are you What do

you from? good at? you do?

What do you want to be in the future? Share your answer with the class.

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 20
WORKOUT
1 Read the descriptions and write the 4 A: is Lionel Messi?
occupations.
B: He’s an Argentinian soccer player.
1 I work in a school and help people learn.
5 A: is the leader of the expedition?

B: He’s thirty two.

2 I work in the area of information technology.
4 Put the words in order to make questions.

3 I operate on people in hospitals or clinics. 1 Ellie and John / What / do / do / ?

4 I act for clients in legal matters. 2 your / What’s / occupation / ?

3 is / Elena / Where / from / ?

2 Complete the table.

Country Nationality 4 Martha / is / Who / ?

(1) Portugal

(2) Ecuadorian 5 does / do / What / she / ?

(3) South Korea

(4) New Zealand

5 Underline the correct option.
(5) American
(6) Haitian A: Hi. What (1) ’s / are your names?

(7) The United Kingdom B: I’m Anita and he is Jorge.

(8) Mexico A: What (2) do / does you do, Anita?

B: I’m (3) a / an vet. I take care of animals.

3 Complete the questions. Use the answers A: And what (4) do / does Jorge do?
as a guide.
B: He’s (5) a / an acupuncturist.

1 A: do you do? A: Interesting! (6) Where / What

B: I’m a doctor. are you from?

2 A: is Shakira from? B: (7) They’re / We’re both from Peru.

B: She’s from Colombia. A: (8) Thank you! / Please!

3 A: is your father’s occupation?

B: He’s a mechanic.

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 LESSON 4
Asking and answering questions about routines
Vocabulary: Days of the week, months 21
Grammar: Simple present, frequency adverbs
PREP Play What’s My Job?

• Get into small groups. In turns, mime a job.

• Ask questions to the student who is miming the job to get information. Try to guess the job.
• The winner is the student with more correct guesses.
1 VOCABULARY 7 Listen to Toby’s activities and complete the days of the week. Use a

OPENING
dictionary to check your spelling.

(1) Monday (2) (3) (4) (5) (6) (7)

The museum Work day Children Work day Work day Work day Work day
closes. visit the
museum.

2 READING Read the text below quickly to find the answers to the questions. Then read more
carefully to confirm your answers, and write them in your notebook.

1 What’s Toby’s job? 5 Which exhibit do school GENERIC COMPETENCY

children like best? 4. The student listens, interprets, and
2 Where does he work? communicates messages relevant to
6 When does Toby have his different contexts by using appropriate
3 What time does he start work?
free day? means, codes, and tools.
4 What does he do on Wednesdays?

www.nathmus/meetourteam

Toby’s day
Toby works in the local natural history museum.
He’s a guide. He goes to work on the bus. He
starts work when the museum opens at 10
o’clock. Toby shows people around. He talks
about the exhibits and answers questions.
Every Wednesday groups of school children visit
the museum. Toby usually tells them about the
dinosaurs. Children always like the dinosaurs
best. Toby sometimes shows them dinosaur
movies in the museum theater at lunch time.
The movies are very popular. Toby never gets
bored with his job, but the museum closes on
Mondays. That’s when Toby gets bored. He
never knows what to do on his free day.

SKILLS
When you want to look for specific information quickly, don’t read every word in the text.
Look for specific words related to the information you need. This technique is called scanning.

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 22
LESSON 4
3 GRAMMAR Read the sentences and circle the verbs. Then answer the questions.
DEVELOPMENT

Toby works in the local natural history museum. 1 Do the verbs you circled describe something that happens
He goes to work on the bus.
once or routinely?
School children visit the museum on Wednesdays.
Children always like the dinosaurs best. 2 Why do some of the verbs end with an –s and some don’t?

LANGUAGE
For the third person (he, she, it), some verbs need to add –es and not just an –s.
Some examples are go (goes), watch (watches), and do (does). Go to the LANGUAGE GUIDE on page 81.

4 Complete the sentences with the correct form of the verb in parentheses.

1 Susana (go) to Juárez Junior High.

2 She sometimes (visit) the natural history museum.

3 They never (see) dinosaur movies.

4 She and her mom always (eat) something in the museum cafeteria.

5 The cafeteria always (serve) great sandwiches.

LANGUAGE
Adverbs like always, usually,
usually sometimes, and never express the
frequency of an action. They answer the question How often…?

5 VOCABULARY In pairs, complete the list of months with the help of a dictionar
dictionary. Then read the
Language box and ask each other the questions below.

January (1) (2)

April (3) June

(4) August September
(5) November (6)

LANGUAGE
You need ordinal numbers in dates. To form them, add –th to the name of the number ((fourth).
The exceptions are: One (first),
(first
first), two (second),
(second
second),), three (third),
((third five (fifth), eight (eighth), nine (ninth),
twelfth).). In compounds, make the last number an ordinal: twenty-one (twenty
and twelve (twelfth). ( first). When’s your It’s on
birthday? October 31st.
1 When’s your birthday?

2 What does your family do for your birthday?

3 When’s your best friend’s birthday?

4 What do you usually say to your best friend on his / her birthday?

5 What is your favorite day in the year?

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 LESSON 4 23

6 In your notebook, write sentences about routine activities you and / or your family do on

CLOSURE
the days from the box.

on December 24th every Wednesday on summer vacation most Saturdays on September 16th

7 SPEAKING Work in pairs. Ask each other questions about the routine activities from Activity 6.
Include frequency adverbs.

What do you usually We always

do on December 24th? eat romeritos
romeritos.

8 WRITING In your notebook, write a questionnaire with ten questions about routine
activities. Use your questionnaire to interview a classmate.

DISCIPLINARY COMPETENCY
1 What do you usually do on Sundays? 11. The student communicates in a foreign language through logical
speech, oral or written, consistent with the communicative situation.

9 SELF-ASSESSMENT Read the statements and underline the option that best describes you.

1 I can talk about my routines easily / well / with difficulty / only if I practice more.
more

2 I can ask about someone else’s routines easily / well / with difficulty / only if I practice more.

SELF-AWARENESS

Who are you? Complete with information about your favorite things.

My favorite…
day
month
routine activities
things I do with friends / family

What is one thing that you never do but you want to do? Share it with a classmate.

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 24
WORKOUT
1 Complete with the next day of the week. 4 Complete the sentences with one word.

1 Friday ➞ Saturday ➞ Sunday 1 is Mr. Frank’s job?

➞ 2 He’s teacher.
2 Sunday ➞ Monday ➞ Tuesday 3 Where he work?
➞ 4 He at the local high school.
3 Tuesday ➞ Wednesday ➞ Thursday 5 What does he ?
➞ 6 He math.
4 Wednesday ➞ Thursday ➞ Friday

5 Saturday ➞ Sunday ➞ Monday

2 Complete the sentences with ordinal

numbers.

1 Wednesday is the day of the week.

2 December is the month of the year.

3 P is the letter in the word April

April.

4 I’m my parents’ child.

5 My birthday is on 5 Put the letters in order to make frequency

adverbs.
3 Solve the quiz! Guess the months and write
the answers. 1 ysulaul

2 lyawsa

3 eiesmotms

4 enrev
1 It begins with an o and ends with an r.
What is it? 6 Write true sentences about you and a
2 It has five letters but it isn’t April. friend. Use the words from Activity 5.

What is it?
1 I usually
3 It’s sixth in the year. What is it?
2 I

3 My friend
4 Start at January and count seven.
4 My friend
What is it?
5 There are usually 28 days in this
month. What is it?

SO_SB1_p04_31_B1_110419.indd 24 4/15/19 3:39 PM

 LESSON 5
Talking about my family
Vocabulary: Family members, descriptions 25
Grammar: Simple present (interrogative, negative)
PREP Play Non-stop Talk.
My mom’s an architect. Her
• Stand back to back in pairs. Turn around when the teacher tells you to. name’s Laura. She works…
• One of you talks non-stop about your family for 30 seconds.
• When the teacher shouts change, it’s the other student’s turn.
• The winner is the student who says more things.
1 VOCABULARY Underline the correct options to complete the paragraph. If necessary,

OPENING
use a dictionary.

Juan and Sonia have a daughter. Her name is Laura. Laura The Suárez Family
has a (1) brother / sister. His name is Raúl. Sonia has a

brother, and his name is Paco. Paco is Laura’s favorite Silvia

(2) aunt / uncle. Paco has a son. His name is Luis. Luis is
Juan Sonia Paco
Laura’s favorite (3) cousin / father. The Suárez family

always visits Juan’s mother, Silvia, on Sundays. Silvia is Raúl’s

favorite (4) grandmother / grandfather. Laura Raúl Luis

2 READING In pairs, look at Juanita’s family pictures and share what family members you think
they are. Then read the text to check your predictions.

www.oblogs.mx/family GENERIC COMPETENCY

4. The student listens, interprets, and
START CONTACT
communicates messages relevant to
different contexts by using appropriate
A means, codes, and tools.
D
January Meet Juanita’s Family
E G
F
Juanita has curly hair, like her mother. Juanita’s
parents are divorced. The man in the picture C
is not her father. He is her step-father, but they B
have a nice family. The little girl with long,
straight, blond hair is Juanita’s half-sister:
her mom and step-father’s daughter. Juanita
has a half-brother, too. He has red hair and
green eyes, like his father. The other boy in
the picture is Juanita’s uncle, although he
is the same age as she is. He is her mother’s
younger brother. His name is Carlos. Juanita
doesn’t have more uncles. The lady with short,
white hair is Juanita’s grandmother.

SKILLS I think this I guess he’s

When there are pictures or graphic elements in a text, look at them to predict is Juanita. her father.
the information it contains. This can help you understand the text better.

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 26
LESSON 5
3 VOCABULARY Write the word for the family member described.

1 A woman who is married to your father, but is not your mother: step-mother
2 A man who is married to your mother, but is not your father:

3 The mother of one of your parents:

4 The father of one of your parents:

5 The female child of one of your parents and his / her new partner:

4 GRAMMAR Read the examples and answer the question.

DEVELOPMENT

He has red hair and green eyes. She has one half-brother. 1 What is the form of the verb have in the
I have short curly hair. They have a nice family. third person singular ((he
(he, she, and it)?
it

5 Complete the table with the correct form of the verb to have.
have LANGUAGE
Don’t forget that in third
(1) I straight hair. person singular negative and
Affirmative interrogative forms, we add
(2) My sister curly hair. –es to the auxiliary (do-does)
(3) My grandmother white hair. It’s brown. and the main verb stays in
Negative simple form (have).
(4) My sisters green eyes. They have blue eyes.

Yes / no (5) Do you blue eyes? No, I don’t

questions (6) Does your mother dark hair? Yes, she does.

Go to the LANGUAGE GUIDE on page 82.

6 In small groups, look at Diego’s family tree and make sentences to talk about his family.

Grandfather Grandmother
Engineer Homemaker

Aunt Uncle Mother Father

Nurse Salesman Teacher Accountant

Cousin Brother Diego Sister

University High school Junior high Elementary
student student student student

SO_SB1_p04_31_B1_070319.indd 26 3/8/19 12:56 PM

 LESSON 5 27

7 SPEAKING Draw your own family tree. Then share your work in small groups and ask

CLOSURE
each other questions about your families. Remember to show respect for the
differences in your families.

Do all your family members live together? GENERIC COMPETENCY

Is she your sister? How old is she? 10. The student respects cultural diversity,
What does she do? What does she look like? beliefs, values, ideas, and social practices.

LANGUAGE
Remember that when you want to ask about the appearance
of a person you can ask: What does he / she look like?

8 WRITING Choose two members of your family. DISCIPLINARY COMPETENCY

Write sentences about them in 11. The student communicates in a foreign
your notebook. language through logical speech, oral or written,
consistent with the communicative situation.

9 SELF-ASSESSMENT Underline the option that best describes your performance.

1 I can talk about my family and what they look like very well / well / sometimes / with more practice.

2 I can talk about what my family members do very well / well / sometimes / with more practice.

SELF-AWARENESS

Who do you admire? Think about a family member you admire. Tell a classmate about
him / her.

1 Who is he / she? 4 What does he / she do? My brother’s twenty.

He’s a university student.
2 How old is he / she? 5 Why do you admire him / her?
I admire him because
3 What does he / she look like? he works hard.

Who else do you admire? Share with the class.

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 28
WORKOUT
1 Read the groups of words and circle the odd 4 Put the words in order to make
one out. sentences.

1 daughter teacher mother step-father 1 does / like / look / What / father / your / ?

2 curly tall blond straight

3 teacher sister salesman accountant 2 and / He / black hair / eyes / has / green / .

4 accountant uncle aunt cousin

5 hair family eyes mouth 3 him / I / like / look /.

2 Match the words and phrases to their

definitions. 4 work / Does / mother / your / ?

1 step-sister a the opposite to

straight 5 an / Yes, / is / she / accountant / .

2 curly b the mother of one of

your grandparents

3 family tree c you have only one 5 Write five sentences about a member
parent in common of your family and what he / she does.
4 great grandmother d the daughter of your
mother or father’s
new partner 1

5 half-brother e a graphic showing 2

your family members
3
3 Underline the correct option.
4

1 My sister have / has blond hair. 5

2 Do / Does your father have green eyes?

3 I have / has curly hair. 6 Complete the paragraph with

appropriate words.
4 He don’t / doesn’t have a big family.

5 Do they have a step-father? No, they don’t / doesn’t

doesn’t. My grandmother (1) white hair and

blue eyes. We are different. I (2)

look like her. She (3) live with my

grandfather. They’re divorced! I really

(4) her. Why? She’s 65 and she still

(5) literature at the local university!

Her students love her!

SO_SB1_p04_31_B1_260319.indd 28 3/28/19 9:52 AM

 CROSS-CURRICULAR PROJECT INFORMATION AND COMMUNICATION TECHNOLOGIES
29

You will create an electronic résumé in English that can be prepared for
electronically storing, tracking, and searching.

Professional Skill: Communicating and Influencing

Written communication
Expressing oneself clearly in writing by • spelling and using punctuation correctly.
• expressing ideas concisely in writing. • using concrete, specific, and correct language.
• knowing and tailoring the written communication • using an appropriate writing style.
to reach the audience.

1 To gather information for your résumé, 4 Make changes to your information so that
answer the questions on a piece of paper. you have lists of names of skills, job
positions, and study areas, rather than
long explanations or descriptions.
• What’s your name? Eliminate unnecessary adjectives and
• Where do you live? focus on key words.
• What are you good at?
• What do you study? 5 Make a Word document with your
• What languages do you speak? information with the following
characteristics.

2 Decide on the kind of job you can apply for • Only use these fonts: Arial, Cambria, Times
according to your knowledge, skills, and New Roman or Tahoma.
personality. Research the skills needed for • Don’t use special characters or bullets
the job you decided on. (only hyphens or asterisks).
• Align to the left (don’t center or justify
3 Select the information that is relevant to texts).
the job you are applying for. Add necessary • Avoid graphics or artwork.
information and make a draft résumé. • Run the spelling / grammar check tool and
Remember to use simple key words that use a dictionary to correct your mistakes,
will be picked up by a program. if necessary.

Jorge López Salesperson

| [email protected]
Juárez 206, Col. Independencia | 33-51-52-53-54 6 Convert to ASCII format by saving as plain
text, and then encode by accepting in the
• Skills •
I’m good at math. menu the option US-ASCII. Verify all
I’m good at talking to people. characters were converted correctly and
I speak English. save again as .txt. Test your résumé in an
I’m a good student. online free scanner such as: https://www.
• Work Experience •
I work with my mother at her store. edutics.mx/iW2 or https://www.edutics.
• Education • mx/iWu
Lázaro Cárdenas Highschool
Subjects: Math, English, Science

SO_SB1_p04_31_B1_070319.indd 29 3/7/19 7:17 PM

 30
CROSS-CURRICULAR PROJECT
INFORMATION AND COMMUNICATION TECHNOLOGIES

7 Exchange your résumés in small groups The résumé reflects a good recognition
and tell each other your opinions on your of personal skills and knowledge.
work according to the checklist.
The résumé includes enough and precise
key words.

The writing is simple and concise.

SELF-ASSESSMENT RUBRIC

8 Circle the sentences in the table that best describe your performance.

Project aspect Needs improvement OK Good Outstanding

It was very It was hard to It was easy to I understood well
Did you understand difficult to write understand, but write but I need what information
what to do and how my personal I did it with some to improve to include and
to do it? information as the help from others. organizing ideas. how to write it.
project required.
My résumé wasn’t My résumé was My résumé was My résumé was
concise and concise but I didn’t concise and had concise and
Was your résumé
I didn’t choose choose good key good key words, complete, and the
effective?
good key words. words. but it needs more key words were
information. effective.
I had many I didn’t have a I found and I had no spelling
spelling mistakes lot of spelling / corrected some or punctuation
How was your
and forgot to use punctuation punctuation and mistakes.
spelling and
punctuation. mistakes, but spelling problems
punctuation?
I didn’t see the and learned from
mistakes by myself. my mistakes.
My partners My partners My partners liked My partners gave
suggested changes suggested most parts of me only positive
What did you learn
but I didn’t improvements and my project and comments.
from your partners?
understand them. I know how to suggested very
apply them. few changes.

9 Complete with your ideas on how to improve.

1 Something to improve your attitude:

2 Something to improve your performance:

3 Someone who can help you improve:

SO_SB1_p04_31_B1_070319.indd 30 3/7/19 7:17 PM

 SELF-AWARENESS Key concept: IDENTITY
31

1 Complete the table with phrases and words to give your information. Share the table in pairs.

I am… I… I’m good at… I admire…

I play soccer.

2 Look at the identity maps. Discuss with your partner who is more similar to you.

I admire my
I’m a student. I play soccer.
mother.

I’m from Jorge Diana I’m good at

Puebla. singing.

I’m good at I admire my I always go to

baseball. aunt. school.

3 Draw your own identity map. Use the information from the whole Block.

FOR YOUR LIFE The personality traits in the identity map make you different from others. They
form your identity. Exploring and knowing who you are help you to understand yourself and your decisions.

4 Share your identity map in groups. Find similarities.

5 Reflect as a class: How similar or different are you and your classmates?

SO_SB1_p04_31_B1_070319.indd 31 3/7/19 7:17 PM