Lae I 14

Lengua Adicional
al Espaol 1
Primer semestre
Lengua Adicional
al Espaol 1
Primer semestre
Direccin y realizacin del proyecto
R. Trejo Zozaya
Director General del Colegio de Bachilleres del
Estado de Yucatn
ISBN:978-607-8378-92-0
Planeacin y coordinacin
C.P. Karine vila Rosado
Director Acadmico
Metodologa y estrategia didctica
Lic. Lorenzo Escalante Prez
Jefe del Departamento de Servicios Acadmicos
Agradecimientos a:
Lony Wilbert Hoyos Borges
4 Edicin
Agosto 2014
Impreso en Mxico
DERECHOS RESERVADOS
Queda prohibida la reproduccin o transmisin total o
parcial del texto de la presente obra, bajo cualquier forma
electrnica o mecnica, incluyendo fotocopiado, almacenamiento en cualquier sistema de recuperacin de informacin o grabado sin el consentimiento previo y por escrito
del editor.
La reforma integral de
la educacin media superior
La Educacin Media Superior (EMS) en Mxico enfrenta desafos que podrn
ser atendidos slo si este nivel educativo se desarrolla con una identidad denida
que permita a sus distintos actores avanzar ordenadamente hacia los objetivos
propuestos. Es importante saber que la EMS en el pas est compuesta por una serie
de subsistemas que operan de manera independiente, sin correspondencia a un
panorama general articulado y sin que exista suciente comunicacin entre ellos.
El reto es encontrar los objetivos comunes de esos subsistemas para potenciar sus
alcances y de esta manera lograr entre todos reglas claras de operacin. Es importante
para el desarrollo de la EMS, que ustedes docentes y estudiantes conozcan los ejes
que la regulan, cmo opera y los retos que enfrenta en la actualidad para asumir a
partir de dicho conocimiento una actitud diferente que nos permita coadyuvar en
este esfuerzo.
Los diferentes subsistemas de la EMS han realizado cambios en sus estructuras
los cuales pretendieron dar la pertinencia, ecacia y calidad necesarias para que la
poblacin a la que atiende (jvenes entre los 15 y 21 aos aproximadamente) adquiriera
conocimientos y habilidades que les permitan desarrollarse de manera satisfactoria,
ya sea en sus estudios superiores o en el trabajo y, de manera ms general, en la
vida. En esta misma lnea, no se debe perder de vista el contexto social de la EMS:
de ella egresan individuos en edad de ejercer sus derechos y obligaciones como
ciudadanos, y como tales deben reunir, en adicin a los conocimientos y habilidades
que denirn su desarrollo personal, una serie de actitudes y valores que tengan un
impacto positivo en su comunidad y en el pas en su conjunto.
Es en este contexto que las autoridades educativas del pas, han propuesto la
Reforma Integral de la Educacin Media Superior (RIEMS), cuyos objetivos consisten
en dar identidad, calidad, equidad y pertinencia a la EMS, a travs de mecanismos
que permitan articular los diferentes actores de la misma en un Sistema Nacional
de Bachillerato dentro del cual se pueda garantizar adems de lo anterior, trnsito
de estudiantes, intercambio de experiencias de aprendizaje y la certicacin de los
mismos.
Lo anterior ser posible a partir del denominado Marco Curricular Comn (MCC)
de la RIEMS, el cual se desarrolla considerando el modelo de competencias, y que
incluye: Competencias Genricas, Competencias Disciplinares (bsicas y extendidas) y
Competencias Profesionales (bsicas y extendidas). Esta estructura permite observar
de manera clara, los componentes comunes entre los diversos subsistemas, as como
aquellos que son propios de cada uno y que por consiguiente, los hace distintos. Lo
anterior muestra como la RIEMS respeta la diversidad del nivel educativo del pas,
pero hace posible el Sistema Nacional del Bachillerato, conformado por las distintas
instituciones y subsistemas que operan en nuestro pas.
Lengua Adicional al Espaol I

Bachillerato
Universitario
Bachillerato General
Bachilleratos Tecnolgicos
Competencias Genricas
Competencias Disciplinares Bsicas
Competencias Disciplinares extendidas
Competencias Profesionales Bsicas
Competencias Profesionales
Extendidas
Una competencia es la integracin de habilidades, conocimientos y actitudes en un
contexto especco. Esta estructura reordena y enriquece los planes y programas
de estudio existentes y se adapta a sus objetivos; no busca reemplazarlos, sino
complementarlos y especicarlos. Dene estndares compartidos que hacen ms
exible y pertinente el currculo de la EMS.1
Nuestro subsistema pertenece al conjunto de los que ofrecen bachillerato general, el
cual en la denicin del MCC de la reforma integral, deber desarrollar en los estudiantes
capacidades que les permitan adquirir competencias genricas, competencias
disciplinares bsicas y extendidas, adems de competencias profesionales bsicas.
Las competencias genricas son las que todos los bachilleres deben estar en
capacidad de desempear; las que les permiten comprender el mundo e inuir en l;
les capacitan para continuar aprendiendo de forma autnoma a lo largo de sus vidas,
y para desarrollar relaciones armnicas con quienes les rodean, as como participar
ecazmente en los mbitos social, profesional y poltico. Dada su importancia, dichas
competencias se identican tambin como competencias clave y constituyen el perl
del egresado del Sistema Nacional de Bachillerato. A continuacin se listan las once
competencias genricas, agrupadas en sus categoras correspondientes:
Se autodetermina y cuida de s
1. Se conoce y valora a s mismo y aborda problemas y retos teniendo en cuenta
los objetivos que persigue.
2. Es sensible al arte y participa en la apreciacin e interpretacin de sus
expresiones en distintos gneros.
3. Elige y practica estilos de vida saludables.
Se expresa y comunica
Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante
la utilizacin de medios, cdigos y herramientas apropiados.
Piensa crtica y reexivamente
4. Desarrolla innovaciones y propone soluciones a problemas a partir de
mtodos establecidos.
Acuerdo Secretarial 442 por el que se establece el SNB. SEMS 2008
5. Sustenta una postura personal sobre temas de inters y relevancia general,

considerando otros puntos de vista de manera crtica y reexiva.
Aprende de forma autnoma
6. Aprende por iniciativa e inters propio a lo largo de la vida.
Trabaja en forma colaborativa
7. Participa y colabora de manera efectiva en equipos diversos.
Participa con responsabilidad en la sociedad
8. Participa con una conciencia cvica y tica en la vida de su comunidad, regin,
Mxico y el mundo.
9. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad
de creencias, valores, ideas y prcticas sociales.
10. Contribuye al desarrollo sustentable de manera crtica, con acciones
responsables.
Las competencias disciplinares son las nociones que expresan conocimientos,
habilidades y actitudes que consideran los mnimos necesarios de cada campo
disciplinar para que los estudiantes se desarrollen de manera ecaz en diferentes
contextos y situaciones a lo largo de la vida. Las competencias disciplinares pueden
ser bsicas o extendidas.
Las competencias disciplinares bsicas procuran expresar las capacidades que
todos los estudiantes deben adquirir, independientemente del plan y programas de
estudio que cursen y la trayectoria acadmica o laboral que elijan al terminar sus
estudios de bachillerato. Las competencias disciplinares bsicas dan sustento a la
formacin de los estudiantes en las competencias genricas que integran el perl
de egreso de la EMS y pueden aplicarse en distintos enfoques educativos, contenidos
y estructuras curriculares; se organizan en los campos disciplinares siguientes:
Matemticas, Ciencias Experimentales (Fsica, Qumica, Biologa y Ecologa), Ciencias
Sociales (Historia, Sociologa, Poltica, Economa y Administracin) y Comunicacin
(Lectura y expresin oral y escrita, Literatura, Lengua extranjera e Informtica).
PROPSITO
El objetivo central de la asignatura de Lengua Adicional al Espaol I es desarrollar la
competencia comunicativa del estudiante en una segunda lengua todo ello a travs
del desarrollo de las cuatro habilidades comunicativas de la lengua: comprensin
auditiva y de lectura; produccin oral y escrita.
ESTRATEGIA DIDCTICA
Para contribuir al desarrollo de las sesiones de aprendizaje en el aula, se estableci
una estrategia que permita integrar los elementos del programa de la asignatura,
con los materiales de apoyo y la actividad de docentes y estudiantes.
Se le denomina estrategia en el sentido de su exibilidad, ya que no pretende ser
un algoritmo que el docente deba seguir al pie de la letra, si no que debe adaptarlo
a las caractersticas propias del contexto en el que se desarrollan las sesiones de
aprendizaje.

La estrategia consta de siete pasos o etapas, mismas que debern conocerse en
las primeras sesiones, para un mejor desarrollo de las mismas. Los pasos se listan y
describen a continuacin:
X Dinamizacin y motivacin
X Contextualizacin
X Problematizacin
X Desarrollo de saberes: Conocimientos, habilidades, actitudes y valores
X Sntesis de resultados de aprendizaje
X Realimentacin
X Evaluacin de la competencia
Dinamizacin
En el proceso de enseanza de este modelo educativo, la dinamizacin es
importante para motivar y diagnosticar con lluvia de ideas la integracin del tema
del cual se trabajar en la leccin.
Contextualizacin
En el desarrollo de competencias se hace necesario el aprendizaje contextual, es
decir, presentar elementos a travs de escenarios que le sean signicativos a los
estudiantes. La contextualizacin deber realizarse al inicio de cada bloque en los
que se organizan los contenidos en los programas de estudio.
Problematizacin
En el modelo de competencias que la RIEMS establece, el contenido toma un
signicado primordial al acercarnos a l, a travs, de su aplicacin en la vida cotidiana,
por tanto la problematizacin debe estar presente a lo largo de toda la estrategia en
el aula.
Desarrollo de saberes: Conocimientos, habilidades, actitudes y valores
Etapa en la cual el facilitador a partir de la Base Orientadora de la Accin (BOA),
facilita el quehacer del estudiante en la adquisicin de competencias. En esta etapa
de la estrategia, estudiantes y docentes deben estar pendientes del proceso de
asimilacin. Galperin lo describe como un proceso de etapas y no como un fenmeno
inmediato.
Las distintas etapas del proceso de asimilacin que el alumno experimenta para
desarrollar el aprendizaje son: la etapa de motivacin la cual debe fomentarse y
mantenerse durante todo el curso, recordemos que si un alumno no esta motivado,
difcilmente aprender. La segunda etapa de este proceso es la formacin de la BOA,
esta incluye la forma que el facilitador utiliza para que el alumno desarrolle una
competencia. La RIEMS sugiere la creatividad como mtodo o forma de enseanza
para cumplir tales nes.
La BOA puede llevarse a cabo de varias formas, cubriendo tres aspectos importantes,
la orientacin al alumno, que como ya dijimos debe estar precedida por una buena
carga de motivacin, dicha orientacin puede ser de dos tipos, completa en la que el
maestro le proporciona al alumno todos los aspectos de un contenido, e incompleta
en la cual se dejan ciertos aspectos de un contenido para que el alumno pueda
descubrir o investigar por s mismo. La generalidad es otro aspecto importante en
la constitucin del BOA, esta puede ser concreta o generalizada, es decir, el docente
puede mostrar hechos concretos relativos a algn contenido o puede abarcar el
mismo contenido pero por medio de hechos generales, que tengan alguna relacin
con el concepto que se expone al alumno.
El modo de obtencin, es el ltimo de los aspectos que incluye la BOA. Este se
presenta de dos formas pre-elaborada e independiente. En el primero, el alumno
llega a obtener el aprendizaje de manera conjunta con el facilitador y en la segunda
los alumnos adquieren el conocimiento en forma independiente.
Sntesis de Resultados de Aprendizaje
Actividad que permite integrar los aprendizajes del estudiante a travs de
evidencias de conocimiento, desempeo, producto y actitud de manera que el
docente cuente con estrategias para la evaluacin formativa logrando involucrar al
estudiante en procesos de coevaluacin.
Realimentacin
Es parte fundamental para saber el dominio de los conocimientos adquiridos del
alumno en el bloque, esto nos permite saber si lo que se trabaj textualmente y
gramaticalmente tuvo efecto en los conocimientos adquiridos por el alumno.
Actividad integradora
Al trmino de cada bloque en los que se organizan las unidades de competencia
en cada asignatura, el facilitador y los estudiantes ante la evidencia recopilada en la
etapa anterior, pueden establecer estrategias que permitan mayor grado de claridad
en la recoleccin de evidencias e incluso que los aprendizajes sean rearmados por
los estudiantes.
Tarea signicativa
Al nalizar cada bloque se encuentra una oportunidad de relacionar los saberes
con la vida cotidiana del estudiante y se hace referencia a las situaciones en las cuales
stos resultarn tiles prcticamente al estudiante.
Evaluacin de la competencia
Para llevar a cabo la evaluacin sumativa de las competencias que se indican en
los programas de estudio, se contempla esta etapa la cual debe verse como parte
del proceso, es decir, no debe en ningn momento separarse de la formativa. La
mejor forma de lograr esta unidad ser integrando un portafolio de evidencias de
aprendizaje.
TALLER DE
LECTURA Y REDACCIN
INFORMTICA
LENGUA
EXTRANJERA
(SECUNDARIA)
LENGUA ADICIONAL
AL ESPAOL I
LENGUA ADICIONAL
AL ESPAOL II
LITERATURA
RESTO DE LAS
ASIGNATURAS
Se relaciona con
Symbols Guide
1.Warm up and Diagnostic Assessment
2.Presentation
3.Problem solving
4.1 Knowledge development
4.2 Skill development
4.3 Attitude and value development
6. Integrated activity
7. Portfolio
A. Application activity
Table of contents
Page
Block 1: Who am I?
Session A: Who are you?
Session B: Thats mine!
Session C: My relatives life
Feedback
1o
14
27
35
53
Block 2: What I do and how I live

Session A: She Loves Tennis
Session B: I am a student
Feedback
60
63
81
Block 3: I Describe What Is Happening

Session A: What Do I Usually Do? vs.
What Am I Doing Now?
Feedback
106
Block 4: I Express Measures and Quantities

Session A: A Grocery Store nearby
Session B: Our Christmas party
Feedback
Farewell
List of Irregular Verbs
140
143
154
161
173
174
108
Block 1
Who
am I?
Generic Competency:
4. Listen, interpret and transmit pertinent messages in dierent contexts by
using appropriate means, codes and tools.
Attributes:
4.2 Apply dierent communicative strategies according to the interlocutors, the
context and the objectives to achieve.
4.4 Communicate in a second language in common situations.
Indicators:
X Use either oral or written expressions in order to communicate.
X Identify the communicative purpose in messages that are sent or received.
X Use coding and decoding of information to express concrete ideas.
X Communicate accurately.
4.4 Communicate in a foreign language in everyday situations.
10
Indicators:
X Understand the content of a message in a foreign language.
X Generate and organize ideas in order to express oneself in a foreign
language.
X Express brief messages in a foreign language in order to transmit an idea.
X Interact in an oral or a written way with other people in a foreign language.
Disciplinary Competencies:
10. Identify and interpret the general
idea and the possible development of a
written or an oral message in a second
language based on previous knowledge,
non verbal elements and context.
11. Communicate in a second
language through a logical, oral or
written discourse according to the
communicative situation.
Students Performance
at the end of the Block:
X Introduce oneself and other
people in dierent contexts
through conversations and
written activities.
X Use the verb to be in dierent
forms according to the
communicative intention.
X Understand through listening and
reading the use of the present
simple.
X Use the present simple when
speaking, writing and reading.
Learning objects:
X Numbers
X Verb to be
X Personal pronouns
X Impersonal pronouns
X Possessive adjectives
X Ethnic and cultural characteristics
X Geographical characteristics
X Physical characteristics
X Family members
X Denite articles
X Indenite articles
X Present simple
11
Who am I?
Dynamic Approach
Angela: Hi! My name is Angela. Im a high school student just like you, and this is my
friend David!
David: Hi guys my name; as you read, is David and we are going along with you in this
helpful book. We hope you like it!
Angela: Before you continue, we need you to write some information about yourself,
so tell us your:
Personal Information
First name(s): __________________________________________________________
Last name(s): __________________________________________________________
Address: ______________________________________________________________
Community or Municipality: _____________________________________________
Date of birth: __________________________________________________________
Cell phone or/and telephone number: _____________________________________
E-mail: _______________________________________________________________
Hobbies: ______________________________________________________________
Marital Status: _________________________________________________________
12
Block 1
David: This book is divided into 4 blocks; in this rst block of
Additional Language to Spanish I, you are about to request and
exchange personal information, to identify the occupations
and nationalities of people around you as well as to learn the
names of the months, days and seasons of the year.
Angela: Besides, we are going to work on several projects in this

course because they will help you to improve your knowledge
and meet people from dierent places. IN FACT BEFORE WE
START STUDYING, YOU NEED TO SEE THE PROJECT OF THIS FIRST
BLOCK WHICH IS AT THE END OF IT, CALLED: INTEGRATING
ACTIVITY. You will follow it throughout the book.
Angela: Have you noticed that

although we know a lot of English
vocabulary, we are not able to
communicate? That is because
we are not taught to express
ourselves in English. We become
a sort of translating dictionaries
but not English speakers.
David: So dont waste

much time and let the
learning begin. Before we
start learning, you have to
focus on what you know
about English.
David: Yes; in fact English is not a subject,

its a language and as all languages
it has to be spoken at rst and thats
what we are trying to achieve.
Angela and David: Ok pals, lets

practice some English!
13
Who am I?
Session A: Who are you?

Context Approach
Angela: In your normal life; you are in touch with a lot of types of people, such as:
friends, relatives, teachers, authorities among others. Every time you meet a person;
you usually introduce yourself according to the place or people, you use a dierent
language, it is not the same to talk with a teacher as when you do it with a friend.
David: There are several ways to introduce yourself, but we are going to try to do it in
a proper and polite way. Sometimes you have to ll out forms in English and you have
to know what information to write according to the nature of the questionnaire.
In other words, you are going to know how to use your personal information.
Trouble shooting
Situation 1
Your English teacher arrives to your classroom and tells you that he is looking for
students to create a classroom dream team to help him to assess other students. In
order to concrete this idea, he will interview all interested students: First, he will give
them a form which they have to ll out with their personal information. Later, he will
interview students in an oral way asking information about them.
Are you able to do these activities and be a part of that dream team?
Situation 2
Hanging out in your community park, you nd a purse that looks new and after
looking into it; you realize that its owner is from Canada. Inside, there is besides her
personal objects, her passport, her tickets, her drivers license and a business card
from the place where she is staying.
Are you able to understand that information and give that purse back?
Situation 3
The authorities of your school decided to lend the place (classrooms) for a public
English school program which invited all the community residents to be part of
this school as students. All the invited people have to ll out an application form in
English.
You are one of those invited students, can you do it?
14
Block 1
Knowledge
development
Numbers
a. Listen to the cardinal numbers and repeat them. Track 1
one
6
six
two
seven
three
eight
four

9 10
nine
ten
Studying strategy:
Pay special
attention to the
pronunciation
ending of the
numbers 13, 14, 15,
16, 17, 18, 19.
11 12 13 14 15
eleven
twelve
thirteen
fourteen

16 17 18 19 20
sixteen seventeen eighteen nineteen
twenty
30 40 50 60 70
thirty
forty

sixty
seventy
80 90
eighty
ninety
15
Who am I?
b. Match the numbers with their spelling.
One
T
wo
o
Two
T re
Th
ee
Three
Fo
our
Four
Five
Six
Seven
Eight
Nine
Ten
Eleven
Twelve
Thirteen
Fourteen
Fifteen
Sixteen
Seventeen
Eighteen
Nineteen
Twenty
16
Block 1
Thousands...
1000
2000
3000
4000
5000
one thousand
11000
12000
13000
14000
15000
eleven thousand
30000
40000
50000
60000
70000
thirty thousand
two thousand
three thousand
four thousand
ve thousand
twelve thousand
thirteen thousand
fourteen thousand
fteen thousand
forty thousand
fty thousand
6000
7000
8000
9000
10000
six thousand
16000
17000
18000
19000
20000
sixteen thousand
80000
90000
eighty thousand
seven thousand
eight thousand
nine thousand
ten thousand
seventeen thousand
eighteen thousand
nineteen thousand
twenty thousand
ninety thousand
sixty thousand
seventy thousand
Other combinations
112
238
394
670
945
1210
3505
one hundred and twelve.

two hundred and thirty eight.
three hundred and ninety four.
six hundred and seventy.
nine hundred and forty ve.
Figure it out!
How do we
form these
combinations?
one thousand two hundred and ten.

three thousand ve hundred and ve.
17
Who am I?
c. Write the numbers.
Studying strate
gy:
You can make

a pocket chart
with the num
bers and their
spelling to pra
ctice anytime
you
have some free
time.
a. 142
________________________________________________________________________.
b. 743
________________________________________________________________________.
c. 98
________________________________________________________________________.
d. 1,360
________________________________________________________________________.
e. 25
________________________________________________________________________.
f. 349
________________________________________________________________________.
g. 94
________________________________________________________________________.
h. 15
________________________________________________________________________.
Culture Note by Angela:

In order to mention dates in English you have to write the month rst with a capital
letter, day in ordinal numbers followed by a comma and then the year. However, if the
year has four numbers, only the last two gures can be mentioned, but if it doesnt
have four numbers or has a zero in the middle, it has to be said as it is. Examples:
January 9th, 1992. _________________________________________________________
September 16th, 1810. _____________________________________________________
August 3rd, 1897. _______________________________________________
March 2nd, 1023. ______________________________________________
September 10th, 2010. _______________________________
Studying st
rategy:
Write card
s with
numbers a
nd the
spelling of
those
numbers.
18
Block 1
New Words
d. Circle the ordinal numbers.
0
Zero
eleven
twenty
twelve
twelfth
thirteen
fourteen
fifteen
sixteen
seventeen
forty
fifty
sixty
seventy
eighty
ninety
eighteen
nineteen
one
hundred
one
hundredth
one
thousand
one
thousandth
e. Write the numbers that your teacher will dictate:
f. Study the table and complete it.

10
Ten
One
2
__
___________
Twenty
_____ 11
Three ___
Four 30
5
6
__
__
9
_____
Six
Seven
_____
_____
40
50
___
70
80
___________
Fifty
___________
___________
Eighty
10
Ten
___
Ninety
___________
One hundred _____ One thousand

____________ 2000 Two ___________
____ Three hundred 3000 ____________
400 ____________ _____ Four thousand
____ ____________ 5000 ____________
____ ____________ 6000 Six ___________
700 ____________ _____ ______ thousand
Studying strategy:
Do a spelling
number
competition
with a
classmate.
____
200
Studying strategy:
Write a list of
these numbers
from the highest
to the lowest.
____________ 8000 Eight thousand

Nine hundred _____ Nine thousand
_____ ____________ 10000 ____________
____
900
19
Studying strategy:
at
Repeat and look
y
the letters as man
to
y
ar
ss
times as nece
memorize them.
Who am I?
g. Listen and repeat. Track 2
h. Practice spelling the following names and numbers.

David: Spell your name and spell the
name of a person you like, such as My
name is David D-a-v-i-d and I like S-h-a-ki-r-a. Dont be shy and try to do it.
Angela: Spell these names and spell these
numbers like you did before and then
write ve classmates names that you
have spelt.
20
Rene
2nd
Tonya
5th
Abraham
Wyoming
12
Chichen-Itza
30th
Tixkakalcupul
56
Block 1
i. Complete the following sentences.
The fourth letter

of the alphabet is:
The _________ letter
___________
of the alphabet is G.
T is the ____________
letter of the alphabet in
Spanish.
The third letter of

... my name is: ______
_____ is the _____ letter of
... my best friends name is:
the alphabet in English:
___________________
_______ This is the twentieth
letter of the alphabet in English.
This is ________ ____________
T is the _________________ letter
p
of the alphabet
sentence in this
in the word: Parangaricutirimicuaro.
exercise.
21
Who am I?
j. Read the information below.
Vowels
22
Consonants
Capital letters
Lowercase letters
Capital letters
Lowercase
letters
A E I OU
a e i o u
B C D F G H J K
L M N P Q R ST
VW X Y Z
b c d f g h j k
l m n p q r s t
v w x y z
Angela: As you may notice, English does not have (neither letter nor sound)
because it is an Anglo-Saxon language and the phonetics is dierent. English is a
Latin-based language but in morphology not in phonology.
David: Yes, the letter in English is pronounced like n thats why the last name
Pea is read Pena among others. Not only Spanish has the sound, but also Italian
has it in the written form gn for example: Ignacio in Italian is read Iachio or
Cagna is read caa. In Portuguese is written with nh mostly in diminutive names
like: little Carmen is Carminha, little Ronaldo is Ronaldinho, just to mention a few
examples.
Angela: Remember; the sound does not exist in English, thats why when
Americans, Canadians, British or other native English speakers see the word piata,
they say pinata.
Block 1
Review
activities
1. Students say their name, age, address, and place of birth using the previously
2.
3.
4.
5.
acquired vocabulary.
Have students introduce two of their classmates using the personal
information based on the rst presentation.
Teacher hands out personal information cards to the students and students
share the information on the cards.
Students ll out an information card with their personal information.
Students need to keep their information card in a homework portfolio.
23
Who am I?
Synthesis activity
Angela and David: Now; as the last activity of this session, you have to ll out this job
application and later this immigration form which you have to explain how to ll out
to your class.
k. Read and complete the following application forms.
24
Block 1
25
Who am I?
Generic Competency Achievement Rubric
Additional
Language to
Spanish I
CAU
Semester
Knowledge Area
Language and Communication

Generic
competency
Category
Express
oneself and
communicate.
First
4. Listen, interpret
and produce
pertinent
messages
in dierent
contexts through
media, codes or
appropriate tools.
Attribute
4.2 Apply
dierent
communicative
strategies
according to the
listeners, the
context where
they are and the
objectives to
achieve.
Performance
indicators
Achievement levels
Regular
Good
Excellent
1. Use either oral or

written expression
in order to
communicate.
2. Identify the
communicative
purpose in
messages that are
sent or received.
Observations:
Disciplinary Competency Achievement Rubric

Curricular Academic Unit
Additional Language to Spanish 1
Block 1:
Who am I?
Session A.
Who Are You?
Disciplinary Competencies
11. To communicate in a
foreign language through
a logical speech, either oral
or written, according to the
communicative situation.
Performances
Introduce
oneself and
other people
in dierent
contexts
through
conversations
and written
messages.
Indicators
Understand questions about
own personal information in
English.
Mention own personal
information in
English.
Fill out formats with own
personal information.
Ask for personal information to
his/her classmates.
Understand classmates personal
information when it is said.
Introduce classmates to the rest
of the class.
Fill out formats with information
of his/her classmates.
Observations:
26
Achievement Levels
Regular
Good
Excellent
Block 1
Session B: Thats mine!
Context Approach
David: When you want to say or ask for personal information, you usually ask directly
and for the specic information you desire. Maybe you have studied the verb to be,
but you understood properly or learnt it perfectly and you could help your classmates
to increase their level.
Angela: But if you didnt, dont worry we will try to help you in this session. Remember:
Learning depends highly on our inner motivation and not in external pressure, so if
you really want to learn, prove it to yourself!
Trouble shooting
Situation 1
A very important English radio station organized a contest. You have to write the
story of a very hard-working family. The most original and touching letter will win
$1,000.
Can you win this prize?
Situation 2
You entered to the pen pal program and you have to write ve letters in English to
friends from other countries.
Are you able to do it?
Situation 3
Some friends have invited you to enter to a football team but the owner of the
team is English and he doesnt speak Spanish. He needs your personal information
and you have to give it to him in English.
Can you do it?
27
Who am I?
Knowledge
development
Verb to be
David: Sometimes it is important to express what we are, where we are and how we
are among other ideas. In order to explain those feelings, we use the verb to be in all
its functions. The verb to be implies information about what we are, how we are or a
place where we are and if you notice, it is written in the same way.
Angela: There is not a specic verb in Spanish to translate this verb. In fact; if we want
to translate it to Spanish, we have to frame it in the verbs ser or estar. But it is not
recommended to learn English by translating.
David: There are only three conjugations of the verb to be in present: am, is, are. They
match to the subjects which can be: I, a woman, a man, an animal, or an object or
plurals respectively.
Angela: Yes, for example: If you want to express your location, you say: I am at the
party. So lets check these examples and later do some exercises:
X
X
X
X
Maria is beautiful.
Tomas is handsome.
I am in Cancun.
I am from Yucatan.
X You are Mexican.

X Sam, Jorge and I are students.
X Too, and Josue are good dancers.
Practice
a. Complete the sentences conjugating the verb to be.
1.
2.
3.
4.
5.
How ___________________you?
I _____________ne, thanks.
Patrick ________________my brother.
We ________________both 16 years old.
Katy and Paul_______________married.
b. Underline the correct sentence.

1. Im a teacher.
Im teacher.
2. I have sixteen years old.

Im sixteen years old.
28
3. I no married.
Im not married.
4. My sisters name is Sandra.

My sisters name is Sandra.
Block 1
5. He married.
7. I have two sister.
Hes married.
I have two sisters.
6. Im an aunt.
8. Luis the son of my sister.
Im a aunt.
Luiss my sisters son.
Personal and possessive pronouns

David: We call pronouns to those words that substitute or take the place of nouns.
There are many types of pronouns but we are only going to talk about two kinds,
personal pronouns and possessive pronouns.
Angela: Personal pronouns may be used instead of nouns that name people, objects
or animals.
David: There are two types of personal pronouns: subject pronouns and object
pronouns and we use the former when the pronoun is the subject (who does an
action) of the sentence and we use the latter when the pronoun is the object (who
receives the action) in a sentence.
Angela: Check it out how they are used.
Subject pronouns
Object pronouns
Singular
Plural
Singular
Plural
1st person
We
Me
Us
2nd person
You
You
You
You
3rd person
He, She, It
They
Him, Her, It
Them
Angela: From the rst case we have these examples:

Carlos won an mp3 player. He won an mp3 player.
Theresa is sick. She is sick.
Tony and Mike lost their job. They lost their job.
Angela: From the second case we have these others:
Luis told me to x the homework.
Mary told us a horrible gossip.
I call him to play football.
Angela: Where is the verb? Who does the action? Who receives the action? This can
help us learn when we use subject or object pronouns.
29
Who am I?
Angela: The verb to be is only conjugated with the subject pronouns in this way:
I am
You are
He is
She is
We are
You are
They are
I am a student.
You are old
He is my cousin.
She is my partner.
We are alone.
You are in my house.
They are at the school.
David: Now we are going to talk about possessive pronouns and it is important to say
that personal pronouns have two possessive forms which imply either possession or
ownership.
Possessive adjectives
Singular
1st person
Possessive pronouns
Plural
Singular
Plural
My
Our
Mine
Ours
2 person
Your
Your
Yours
Yours
3rd person
His, Her, Its
Their
His, Hers, Its
Theirs
nd
David: Here are some examples of how the possessives work.
30
I have a new bike.
This is my new bike.
This bike is mine.
You have a new record.
It is your new record.
It is yours.
He has a motorcycle.
That is his motorcycle.
It is his.
She owns a beautiful

painting.
It is her painting.
The painting is hers.
It has a new bowl.
This is its bowl.
It is its.
We bought a new car.
That is our new car.
The car is ours.
You have a new uniform.
This is your new uniform.
It is yours.
They have a beach house.
This is their beach house.
It is theirs.
Block 1
Angela: I have some questions to ask. They are quite easy but anyway answer them.
X Which possessive forms are followed by nouns?
X Which ones are not?
X Which possessive pronouns do not change forms?
David: Lets check out a situation that happened to me. Once my math teacher
assigned a job to do inside the classroom and I nished it early so I ran as fast as
I could to give it to my teacher and when I was waiting (sitting and in silence of
course), this happened:
Teacher: Whose assignment is this? Because it doesnt have any name. Didnt I tell
you that every time you give me an assignment you have to write your name on it?
Everybody: Yes, teacher.
Teacher: So, whose is this?
David: I think its mine.
Teacher: Really, how do you know that?
David: Well, because I recognize my notebook; its the only one that has el chavo
in the cover.
Grammar tip
Angela: The following words are called Question Words and they are used to ask
questions. Here are some words that you can use. Try to practice them and ask your
teacher how these words are spelled and in what cases they are used.
David: Write a word or a sentence that can be related to each question word and
later explain why you chose it.
How
What for
Who
How long
What time
Whose
How often
When
Why
How old
Where
Whom
What
Which
31
Who am I?
c. Complete the registration form with your personal information and then ask a
classmate questions to complete a registration form for him/her.
You
First Name: ____________________________________________________________
Last name: ____________________________________________________________
Address: ______________________________________________________________
Date of birth: __________________________________________________________
Marital status: _________________________________________________________
Telephone number: _____________________________________________________
Hobbies: ______________________________________________________________
Your classmate
First Name: ____________________________________________________________
Last name: ____________________________________________________________
Address: ______________________________________________________________
Date of birth: __________________________________________________________
Marital status: _________________________________________________________
Telephone number: _____________________________________________________
Hobbies: ______________________________________________________________
d. Look for information about determined and undetermined articles.
Development activity
Look for information about determined and undetermined articles.
Practice the use of the verb to be. Complete the sentences conjugating the verb to be.
Refer to the chart on page 17 if you have any doubts.
1. How ___________________you?
2. I _____________ne, thanks.
3. Patrick ________________my brother.
4. We ________________both 16 years old.
5. Katy and Paul_______________married.
e. Circle the correct answer.

Example: What/how is your telephone number?
1. How / What is your name?
2. What / How are you?
3. What / Where are you from?
32
Block 1
Synthesis activity
Angela and David: This is your last activity of this session and you have to write a
composition about what your childhood was like? How is your present time? Then
you have to share this information orally with at least two classmates.

CAU
Additional
Language to
Spanish I
Knowledge Area
Category
Express
oneself and
communicate.
Semester
First

Generic
Competency
Attribute
4. Listen,
interpret
and produce
pertinent
messages
in dierent
contexts
through
media, codes
or appropriate
tools.
4.2 Apply
dierent
communicative
strategies
according to
the listeners,
the context
where they
are and the
objectives to
achieve.
Performance
Indicators
Achievement Levels
Regular
Good
Excellent
3. Use coding
and decoding
of information
to express
concrete ideas.
4. Communicate
accurately.
Observations:
33
Who am I?
Curricular Academic
Unit
Block 1:
Session B
Disciplinary
Competencies
10. To identify and
interpret the general
idea and the possible
development of an oral
and a written message
in a second language;
using previous
knowledge, non verbal
elements and context.

Who am I?
Thats mine
Performances
Indicators
Use verb to be in
dierent ways
according to the
communicative
intention.
know the conjugation of

verb to be.
know how and when the
verb to be is used.
Understand a question that
uses the verb to be.
Answer accurately a
question that uses the verb
to be.
Express information,
conjugating the verb to be.
Read written messages
that contain the verb to be
conjugations.
Write messages that
contain the verb to be
conjugations.
Know at least 30 verbs in
English.
Know the simple present
rules.
Know how and when the
simple present is used.
Understand a question that
uses the simple present.
Answer accurately a
question that uses the
simple present.
Express information about
oneself by using the simple
present.
that contain simple present
statements.
Write messages that
contain simple present
statements.
Understand
simple present
by listening and
reading.
Observations:
34
Achievement Levels
Regular
Good
Excellent
Block 1
Session C: My relatives life
Context Approach
Angela: Maybe you have relatives in the USA or you know people who have relatives
there and perhaps you know a little information of that country. But do you know
what the nationality of the people who are born there is? Or maybe you and your
relatives are in touch with people from other countries because of your occupations.
Do you know those peoples nationalities?
David: We know sometimes the names of the countries, but we do not know how the
people who live there are called. As a matter of fact, many people dont know even
their own relationship with the land where they were born. I know you are Yucatecan,
but do you know how a person is called in the community where you were born? Do
you know how are people called in the surrounding communities?
Trouble shooting
Situation 1
David is invited to a baptism of an Angelas baby cousin. There in the party; he
is chatting with Angela about school, music and other stu when Angela is called
by her mom to change the dippers of her baby cousin. He takes his seat and in that
precisely moment an old lady sits next to him and begins to ask some questions just
to know who he is. When David says that he is an Angelas classmate, this lady begins
to ask about Davids family names, you know father, mother, brothers, cousins, even
neighbors and the dates of their births. Imagine you are David.
Can you answer all those questions?
Situation 2
In your English class, your teacher tells you that you have to do an exposition about
seasons and the months of the year that belong to each season.
Can you do it?
Situation 3
You are the new salesman of a handcrafts shop and it is constantly visited by
foreigners from many parts of the world and one of the policies of the store is to
register the customers name, country and nationality.
Do you think you can do this job?
35
Who am I?
Knowledge
development
Angela: Now we are going to learn how the days, months and seasons of the year are
said in English.
David: It is important to remember that Mexico, but particularly Yucatan, is dierent
from English speaking countries. Thats why it is important for you to look for
information about the following topics before you start:
X The origin of the months and days in English and Spanish.

X Find ve holidays in English speaking countries that we dont celebrate.
X Find fteen countries with their nationalities in English.
Angela: Complete the following sentences with the correct date when each holiday
is celebrated in both countries. Notice the similarities and dierences about the
holidays.
36
Mexico
USA
Flags Day
Saint Valentines Day
Easter
Spring break
Independence Day
Independence Day
Hanal Pixan
Halloween
Revolution Day
Thanksgiving Day
Block 1
Months and days!!!
The days of the week and the months of the year
a. Write important dates on the planner.
Studying strategy:
Do some crossword
puzzles to practice
the new vocabulary.
Sunday
y
Thursda
Friday
Saturday
Monday
Tuesday
day
Wednes
Januar y
Februar y
March
April
May
June
July
August
Septemb
er
October
Novembe
r
Decembe
r
37
Who am I?
b. Write the correct answers.
1. The love and friendship month is in ____________.

2. The spring month is in ____________.
3. The national month is in ____________.
Language Tip:
In English we us
e these
contractions with
ordinal
numbers:
First = 1st.
Second = 2nd.
Third = 3rd.
Fourth = 4th.
Fifth = 5th.
4. The childrens month is in ____________.

5. The Christmas month is in ____________.
c. Read the following dialogue.
Its hot today! Spring is here!
Rosa: Wow, its a really hot today! I still remember cold days in January!!
Robbie: Yes, youre right, but remember, its spring! Spring is usually hot and sunny.
Rosa: Are the seasons of the year the same in the US? In Mexico spring is from March
to June
Robbie: Yes, and summer is from June to September...
Rosa: Autumn is from September to December and winter is in December, January,
February and part of March!
Robbie: Autumn? Well, I usually say fall, in the USA its more common to say fall, but
its the same season.
Rosa: Oh, I see, so its really hot because spring is here!!
Robbie: How about some ice cream?
Rosa: That sounds great! Lets go!
d. Write the correct season.

1. Its from September to December.
_____________________________________________________________________
2. Its from June to September.

_____________________________________________________________________
Studying strategy:
Do a mind map
to match holidays
with their
corresponding
dates.
3. Its from March to June.

_____________________________________________________________________
4. Its from December to January..

_____________________________________________________________________
38
Studying strategy:
Always write
months and
days of the week
with capital
letters.
Block 1
e. Write 2 festivities or activities for each of the season.
ruary
b
e
F
Marc
h
May
Decem
ber
SP
il
pr ING
R
Ja
nu
a
ry TER
N
Septe
FA
L
to
No
Ju
vem
ber
Jun
Au
ER
M
Oc
r
SU
M
gus
mbe
be
ly
39
Who am I?
f. Look at the picture. Listen to the information and ll in the blanks. Track 3
We are from ________________________.

_______ people are __________________.
We are from ________________________.

_______ people are __________________.
We are from ________________________.

_______ people are __________________.
We are from ________________________.

_______ people are __________________.
We are from ________________________.

_______ people are _________________
Studying strategy:
Remember to
make questions
to nd the
information you
need.
40
Block 1
g. Match the ags with the corresponding country.
Studying
Country
Nationality
Canada
Canadian
United States
American
Mexico
Mexican
Guatemala
Guatemalan
Colombia
Colombian
Brazil
Brazilian
Argentina
Argentinian
Spain
Spanish
France
French
Italy
Italian
Switzerland
Swiss
England
British
Russia
Russian
China
Chinese
Korea
Korean
Japan
Japanese
India
Indian
Indonesia
Indonesian
Egypt
Egyptian
Lebanon
Lebanese
Greece
Greek
stra
Search th tegy:
e web to
nd mor
e countr
ies
and natio
na
English. W lities in
rite a list
.
41
Who am I?
h. Place the correct nationality in the spaces provided below.
Country
Nationality
Language
Spain
__________________
Spanish
France
__________________
French
Portugal
__________________
Portuguese
England
__________________
English
Ireland
__________________
English
Italy
__________________
Italian
Belgium
__________________
French
Netherlands
__________________
Dutch
Denmark
__________________
Danish
Greece
__________________
Greek
Austria
__________________
German
Hungary
__________________
Hungarian
Germany
__________________
German
Norway
__________________
Norwegian
Poland
__________________
Polish
Sweden
__________________
Swedish
Switzerland
__________________
German, French
Russia
__________________
Russian
Romania
__________________
Romanian
i. Practice the activity in pairs.

Im from Argentina.
Where are you from?
Im from...
42
1. How do
we write
nationalities
and countries?
2. Think
of some
examples.
Block 1
j. Wirte the corresponding country, nationality and language.
y:
strateg
g
n
i
y
d
u
St
mber
Reme apital
c
to use ith
sw
letter s and
rie
count lities.
a
nation
43
Who am I?
44
Block 1
45
Who am I?
46
Block 1
k. Listen to the words and repeat them. Write the correct number in each picture.
Track 4
1. Nervous
2. Tall
3. Short
4. Weak
5. Fat
6. Strong
7. Happy
8. Intelligent
9. Ugly
10. Old
11. Young
12. Pretty
13. Thin
14. Serious
15. Friendly
Studying strategy:
Create a
pictionary with
new vocabulary.
47
Who am I?
l.
Describe the following people.

She is happy,
She is young,
a)
She is thin, etc.
d)
f)
b)
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
e)
___________________________
g)
___________________________
c)
___________________________
___________________________
___________________________
48
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Block 1
Family members
Pair work.
X Whats your fathers name?
X Whats your brothers name?
X Do you have any brothers or sisters? How many?
m. Look at the following family album and listen to the conversation. Fill in the
missing information. Track 5
___________
Grandfather
___________
Father
Elena
___________
Estela
___________
Lety
___________
___________
Uncle
Nancy
___________
___________
cousin
Manuel
___________
Fernanda
___________
___________
___________
Studying stra
tegy:
You can m
ak
male/fem e a
ale chart
to summ
arize
vocabula
ry related
to family.
Rosa: Hi, Tom!

Tom: Hey, whats up? Whats that?
Rosa: Its my family album. Do you want to look at it?
Tom: Yeah! Who is she?
Rosa: Shes my grandmother, Estela.
Tom: Oh, shes pretty and this man, who is he?
Rosa: Hes Manuel, my father. Believe it or not, its funny because my grandfather,
my father and my brother have the same name!
Tom: Wow! Thats not common but its nice.
Rosa: Look, this is my sister Nancy.
Tom: Who are they?
Rosa: Theyre my aunt Elena and my uncle Juan. This is Lety, my mom.
Tom: They are very happy in the picture.
Rosa: Yes, they are. This is Fernanda and Carlos.
Tom: And they are your cousins, I guess.
Rosa: Yes, thats right!
49
Who am I?
n. Fill in the branches of the family tree with the new
words. Use your dictionary. Write your relatives
names on the lines in the corresponding space.
Studying st
rategy:
Recognize
family relation
ships
in your fam
ily
tree.
My grandfather
Uncle
Father
Me
Pair work
Student A: Whats your fathers name?
Student B: Whats your mothers name?
Student A: Do you have any brothers or sisters? How many? What are their names?
Student B: What are your grandparents names?
50
Block 1
o. Write the opposite.

Male
Great grandfather
______________
______________
Son
_____________
Cousin
Uncle
____________
____________
Female
__________
Grandmother
Mother
____________
Sister
____________
____________
Niece
Granddaughter
Study
ing s
Recog trategy:
nize
fami
ly
relat
io
your nships in
fami
ly tre
e.
p. Look at the photograph and read the information.
This is my family
My name is Angela and this is my family. It is very big. My grandmother
mother
is nice, her name is Luz. This is my grandfather, his name is Roberto. They
are my aunts, their names are Rosario and Marina. My uncles are friendly,
their names are Fernando and Francisco. This is my mom, shes beautiful,
her name is Laura. My father isnt in the picture.
q. Copy the sentences from the previous reading that contain proper names.
1.
2.
3.
4.
5.
6.
_________________________________________________________________.
_________________________________________________________________.
_________________________________________________________________.
_________________________________________________________________.
_________________________________________________________________.
_________________________________________________________________.
r. What is the missing word? Fill in the blanks.

G
O
F
A
E
R
A
N
I
E
C
E
O M Y
F T E
A T H
U N T
N H U
C S I
L G O
E P H
H A V
L F S
O U S
L D A
M
Z
E
J
S
N
T
E
E
I
I
U
O
K
R
C
B
G
M
W
B
S
N
G
T
A
T
U
A
L
A
S
R
T
G
H
H
P
I
A
N
E
R
O
O
E
R
T
E
W
N
N
D
P
R
N
T
R
E
E
R
I
S
S
A
A
I
L
H
A
L
R
I S
F E
D E
T A
R T
S T
E D
A R
E R
N T
S T
S O
51
Who am I?
s. What is the missing word? Fill in the blanks
husband
son
mother
uncle
sister
grandfather
t. Read the text and circle the family member words.

Hello! My names David Im sixteen years old. Im from Yucatan.
My father is a carpenter, his names Robert.
My mothers name is Jennifer. She is about forty years old. She is a housewife. She
is loving and patient with me.
My mothers brother is Carlos. His wifes name is Cecilia. She is my aunt. She is
pretty and she is always happy. Cecilias son is Jaime. He is only seven years old.
Martha is Cecilias daughter, she is sixteen years old. She is pretty, but now she is
angry with me because I crashed her new bike. Im sorry.
u. Complete the following sentences.

X
X
X
X
X
52
Martha is my _____________________________
____
Marthas mother is my _____________________
____
Jaime is my mothers ______________________
____
Cecilias husband is my ____________________
___
Carlos is my fathers _______________________
____
Feedback
Block 1
Activities:
Goal: Make and answer questions about personal information including daily
activities about yourself and your classmates.
1. Form groups of three to ve students have them introduce themselves.
2. Randomly assign each student a country. The students need to nd their
country on a map and color the countrys ag.
3. Students present their country to the class with illustrations. They need to
include the following information:
X Name of the country
X Flag
X Its location on the map
X Presidents name
X Population
X Currency
X Language
X Traditional food
4. Students need to keep their presentation in a homework portfolio.
Development activities:
1. Make a list of ve people in your family that you get along with best, include
2. Write ve professions that you would like to do for a living, and draw the
pictures.
Synthesis activity
Angela and David: This is your last assignment in this session. You have to
interview ve members of your family in order to know their personal information.
The following survey will help you to know a little bit better your relatives.
Relation
Name
Last name
Age
Date of birth
Marital status
Address
Occupation
Favorite day
Favorite month
Favorite season
Best year? Why?
Worst year? Why?
53
Who am I?
Integrating Activity (Project)

In teams of 4 or 5 members, you have to do an audio-visual representation (sketch,
video, whatever you like to do except power point because it implies acting) of a talk
show, a news program or another show you like where a very well-known person is
invited to be interviewed by the hosts of the show.
You have to investigate about the chosen person and make a report to present to
the teacher for checking the advances of this project.
You must include the grammar concepts and vocabulary presented in this block.
You can use the questions you like but they have to include the following topics:
X Personal information (address, telephone numbers, age, etc.)
X Days, months and seasons
X Family members
X Spelling
X Countries and nationalities

Curricular
Academic Unit
Additional
Language to
Spanish I
Knowledge
Area
Category
Express
oneself and
communicate.
Observations:
54
Semester
First
Generic
competency
4. Listen,
interpret
and produce
pertinent
messages
in dierent
contexts
through
media, codes
or appropriate
tools.
Attribute
4.4
Communicate
in a foreign
language
in everyday
situations
Performance
indicators
t6OEFSTUBOE
the content
of a message
in a foreign
language.
t(FOFSBUFBOE
organize ideas
in order to
express oneself
in a foreign
language.
Achievement levels
Regular
Good
Excellent
Block 1
Curricular
Academic Unit
Aadditional Language to Spanish 1
Block 1:
Who am I?
Session C:
My RelativesLife
Disciplinary
Competencies
10. To identify
and interpret
the general idea
and the possible
development
of an oral
and a written
message in a
second language,
using previous
knowledge, non
verbal elements
and context.
11. To
communicate
in a foreign
language
through a logical
speech, either
oral or written,
according to the
communicative
situation.
Observations:
Performances
Use the
present
simple when
speaking,
writing and
reading.
Indicators
Achievement Levels
Regular
Good
Excellent
t,OPX XSJUUFO
and spoken) at
least 50 verbs in
English.
t3FBEXSJUUFO
messages
that contain
simple present
statements.
t6OEFSTUBOEB
question that
uses the simple
present written
and spoken.
t"OTXFS
accurately a
question (both
written and
spoken) that
uses the simple
present.
t&YQSFTT
information
about oneself
(both written
and spoken) by
using the simple
present
t8SJUF
messages
that contain
simple present
statements
55
Who am I?
Generic Competencies Achievement
Rubric of the Complete Block 1
Curricular
Academic
Unit
Knowledge
area
Category
Additional
Language to
Spanish I
56
First

Generic
Competency
Express
4. Listen,
interpret
oneself and
communicate. and produce
pertinent
messages
in dierent
contexts
through
media, codes
or appropriate
tools.
Observations:
Semester
Attribute
Performance
Indicators
4.2 Apply
dierent
communicative
strategies
according to the
listeners, the
context where
they are and the
objectives to
achieve.
1. Use either
oral or written
expressions
in order to
communicate.
2. Identify the
communicative
purpose in
messages that
are sent or
received.
3. Use coding
and decoding of
information to
express concrete
ideas.
4. Communicate
accurately.
4.4
Communicate
in a foreign
language
in everyday
situations.
1. Understand
the content
of a message
in a foreign
language.
2. Generate
and organize
ideas in order to
express oneself
in a foreign
language.
Achievement Levels
Regular
Good
Excellent
Block 1
Disciplinary Competencies
ck 1
Achievement Rubric of the Complete Block
Curricular Academic
Unit
Block 1:
Disciplinary
Competencies
10. To identify
and interpret
the general idea
and the possible
development of an
oral and a written
message in a
second language,
using previous
knowledge, non
verbal elements
and context.
11. To communicate
in a foreign
language
through a logical
speech, either
oral or written,
according to the
communicative
situation.

Who am I?
Performances
Indicators
Introduce
oneself and
other people
in dierent
contexts
through
conversations
and written
messages.
t6OEFSTUBOERVFTUJPOT
about own personal
information in English.
t4BZPXOQFSTPOBM
information in
English.
t'JMMPVUGPSNBUTXJUIPXO
t"TLGPSQFSTPOBM
information to his/her
classmates.
t6OEFSTUBOEDMBTTNBUFT
personal information when
it is said.
Introduce classmates to the
rest of the class.
t'JMMPVUGPSNBUTXJUI
information of his/her
classmates.
Use verb to
be in dierent
ways according
to the
communicative
intention.
t,OPXUIFDPOKVHBUJPOPG
the verb to be.
t,OPXIPXBOEXIFOUIF
verb to be is used.
t6OEFSTUBOEBRVFTUJPOUIBU
uses the verb to be.
t"OTXFSBDDVSBUFMZB
question that uses the verb
to be.
t&YQSFTTJOGPSNBUJPO
conjugating the verb to be.
t3FBEXSJUUFONFTTBHFT
that contain the verb to be
conjugations.
t8SJUFNFTTBHFTUIBU
contain the verb to be
conjugations.
AchievementLevels
Regular
Good
Excellent
57
Who am I?
58
Understand
simple present
by listening and
reading.
t,OPXBUMFBTUWFSCTJO&OHMJTI
t,OPXUIFTJNQMFQSFTFOUSVMFT
t,OPXIPXBOEXIFOUIFTJNQMF
present is used.
t6OEFSTUBOEBRVFTUJPOUIBUVTFT
the simple present.
t"OTXFSBDDVSBUFMZBRVFTUJPOUIBU
uses the simple present.
t&YQSFTTJOGPSNBUJPOBCPVUPOFTFMG
by using the simple present.
t3FBEXSJUUFONFTTBHFTUIBU
contain simple present statements.
t8SJUFNFTTBHFTUIBUDPOUBJO
simple present statements.
Use the present

simple when
speaking,
writing and
reading.
t,OPX XSJUUFOBOETQPLFO
BUMFBTU
50 verbs in English.
t3FBEXSJUUFONFTTBHFTUIBU
contain simple present statements.
t6OEFSTUBOEBRVFTUJPOUIBUVTFT
the simple present written and
spoken.
t"OTXFSBDDVSBUFMZBRVFTUJPO CPUI
written and spoken) that uses the
simple present.
t&YQSFTTJOGPSNBUJPOBCPVUPOFTFMG
(both written and spoken) by using
the simple present.
t8SJUFNFTTBHFTUIBUDPOUBJO
simple present statements.
Block 1
Notes
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
59
Block 2
What I Do
and How I Live
Generic Competency:
4. Listen, interpret and produce pertinent messages in dierent contexts through
media, codes or appropriate tools.
Attributes:
4.2 Apply dierent communicative strategies according to the listeners, the
context where they are and the objectives to achieve.
Indicators:
Use either oral or written expressions in order to communicate.
Identify the communicative purpose in messages that are sent or received.
Use coding and decoding of information to express concrete ideas.
Communicate accurately.
Indicators:
Understand the content of a message in a foreign language.
Generate and organize ideas in order to express oneself in a foreign language.
Express brief messages in a foreign language in order to transmit an idea.
Interact in an oral or a written way with other people in a foreign language.
10. To identify and interpret the general idea and the possible development of an
oral and a written message in a second language, using previous knowledge, non
verbal elements and context.
60
11. To communicate in a foreign language through a logical speech, either oral or

written, according to the communicative situation.
Students Performance at the End of the Block:

Use the simple present in its dierent forms, in order to describe either daily
activities or life styles as well as other peoples in speaking or writing activities.
Indicators
X Know at least 60 verbs in English both written and spoken.
X Express orally own information about likes, hobbies, routines and
preferences using simple present.
X Understand information orally said by classmates about likes, hobbies,
routines and preferences using simple present.
X Understand questions, either written or spoken about own likes, hobbies,
routines and preferences using simple present.
X Answer accurately questions about own likes, hobbies, routines and
preferences using simple present.
X Express orally own likes, hobbies, routines and preferences.
X Express orally classmates likes, hobbies, routines and preferences.
X Write texts that contain own likes, hobbies, routines and preferences.
X Write texts that contain classmates likes, hobbies, routines and preferences.
Block 1
Understand the use of simple present in its dierent forms through listening and
reading activities.
Indicators
X Know at least 70 verbs in English both written and spoken.
X Know the simple present rules in armative, negative or interrogative
forms.
X Know how and when the simple present is used in armative, negative or
interrogative forms.
X Understand questions that use the simple present.
X Answer accurately questions that use simple present in armative,
negative or interrogative forms.
X Express own personal information using simple present in armative,
X Read written messages that contain simple present statements in
armative, negative or interrogative forms.
X Write messages that contain simple present statements in armative,
Learning Objects:
X
X
X
X
X
Present simple
Third person in singular
Wh questions
Adverbs of frequency
Working activities
X
X
X
X
X
Sports activities
Leisure activities
Community activities
Means of transportation
Public places
61
What I Do and How I Live
Dynamic Approach
Angela: In this second block, you will learn how we express our feelings, our routines,
our preferences, our activities among other situations we want to express. In order to
do these actions, we use the Simple Present Tense.
David: Perhaps you have already studied this tense in elementary or secondary school
and you know the rules, but do you know how and when it is used?
Angela: In this block, we are going to have a lot of vocabulary related to these
activities, means of transportation, etc.
David: This is one of the most important tenses in English, because it helps us to
express ourselves and communicate with other people. In this block, we are going to
improve our ability to ask and answer questions which are necessary to establish a
basic conversation with somebody.
Angela: Do not waste your time now and learn some English. Oh, remember the
project we will follow in this block; it is in the last page of block two, before the
general rubrics. You have to check it before you start learning. But if your teacher
indicates another action, do what your teacher says.
62
Block 2
Session A: She Loves Tennis
Context Approach
David: We sometimes want to express our feelings, mood, daily activities, routines,
likes and dislikes. Certainly we do this in Spanish, but not everybody knows how to
do it in English. We also want to chat with foreign people who visit our communities
and we are not able to do it.
Angela: Yes, we sometimes want to know how dierent Yucatan is from their
countries and we dont know how to do it. In some occasions; we just want to start
a chat with a lady or a boy in English and ask him/her how is his/her life, or we just
want to say how our life is and what we usually do day after day. In order to do this in
English, we use the Simple Present Tense.
David: So in this session; and in fact in the whole block, we are going to use this very
important tense. Ok pals, enjoy it very much!
Trouble shooting
Situation 1:
You are interested in entering to a football team and you have to ll out a
questionnaire with questions like: How often do you eat fruit and vegetables? How
many days in a week do you exercise? What time do you wake up? What time do you
go to sleep? How often do you drink water? Do you practice another sport besides
football? Have you ever been to a racing competition? Have you played in a football
team? Why do you want to sign in this team?
Do you think you are able to ll out that questionnaire?
Situation 2:
Your school is preparing the Cultural Week and they need some suggestions to
make the schedule. All the curricular academic units have to be included in that
cultural week.
Can you make a suggestion with activities, time of the activities, days and duration
for English?
Situation 3:
A pen pal wrote to you asking for a favor. He wants you to explain to him how
your day is during vacation with the purpose of doing his homework about uses and
customs from other places. You have to write everything you do in two weeks.
Can you do it?
63
Knowledge
development
Angela: David, I have to tell you something.

David: Yeah, whats up? But remember if you are going to tell me a gossip, tell it to
me completely.
Angela: Ok, you know I love Cancun and I love to play tennis, dont you?
David: Yes!
Angela: Ok, I was on a Cancun bus, going to a public court to play tennis with my
cousins and a boy who was sitting behind me started to speak with me. I was nervous
because he was speaking in English and I thought I could not understand him. But I
could. This is what happened:
Boy: Lady, lady.
Angela: Yes?
Boy: I was wondering if you spoke English. Do you speak it?
Angela: Why?
Boy: Well, because I want to know what time it is.
Angela: Oh, I speak a little bit but I know the time, its 4:35.
Boy: Thanks so much. You are Mexican, arent you?
Angela: Yes I am. As a matter of fact; I am from Yucatan, the most beautiful state
around the world. And you, where you from?
Boy: Im from Boston, Massachusetts in the USA but let me ask you something about
your traditions, because I am going to be here in Mexico a lot of time. When do you
celebrate Halloween?
Angela: Well, in Yucatan, we dont celebrate Halloween, but we celebrate a beautiful
holiday called Hanal Pixan from October 31st. to November 2nd.
Boy: What is that? Hanal Pixan?
64
Block 2
Angela: Ok; I am going to tell you what Hanal Pixan is, but at least tell me your name.
Boy: Oh sorry! My name is Lony.
Angela: Hi, Lony. My name is Angela and Hanal Pixan is a Mayan festivity which is
commemorated in the Mayan lands. Hanal Pixan means the meal or food of dead
people. It is not like the day of the dead people celebrated in the center of Mexico
with little sugar skulls or cempasuchil owers, because that is a celebration. Hanal
Pixan is a little bit dierent. We; as Yucatecan people believe indeed, that the souls
of our dead relatives return to this dimension and eat from the oering we give
them. It is not a vane or ridiculous celebration; it is a commemoration and an act
of respect to our ancestors who died previously. Many people nowadays do not
know that becoming this commemoration into a party, denigrates the very core and
essence of this rite. But they are a few who still love their identity with the land
where they were born.
Angela: Do you practice sports?
Lony: Yeah I love tennis and rugby, and you?
Angela: I love it too.
Lony: What, tennis or rugby?
Angela: Sorry, tennis I mean.
David: Wait, wait, wait, thats pretty romantic but it becomes boring.
Angela: Oh yes, I know but do you know what? I never thought that North American
people think that everybody around the world celebrates Halloween and it is pretty
sad that everyday less Yucatecan people know about Hanal Pixan.
David: Yeah youre right! I agree with you. It is sad that our own culture is decreasing
while foreigner culture is adopted day after day. Thats pretty sad, but true!
65

David: How do we form sentences with Simple Present?
Angela: What auxiliaries do we use?
David: What happens in the negative form?
Angela: Check how they are used.
a. Remember and ll in the chart.
Use the Simple Present

Armative
Negative
Interrogative
eat dinner.
____
dont eat dinner.
Do
You
_____________.
You
_____________.
_____ _____ _________?
He
eats dinner.
He
doesnt eat dinner.
Does _____ _________?
She
_____________.
____
_____________.
_____ _____ _________?
It
_____________.
____
_____________.
_____ _____ _________?
We
eat dinner.
____ dont eat dinner.
_____ _____ _________?
____
Do
They _____________.
_____________.
_____ eat dinner?
_____ _________?
Figure it out!
1. How do we
form sentences
with Simple
Present?
2. What
auxiliaries do
we use?
3. What
happens in the
negative form?
When we have to write verbs in third person we need to follow these rules:
X Verbs with s, sh, ch, x, z ending, add es:
X Verbs with o ending, add es:
kiss kisses
wash - washes
watch watches
x xes
go goes
do does
tegy:
Studying stra
ties
vi
ti
ac
y
Classif
e
th
according to
day
e
th
time during
st
o
m
u
yo
in which
rm
fo
er
p
ly
probab
them.
X Verbs with consonant + y ending, eliminate the y and add ies:

y - ies
study studies
Note: the verb have is an exception:
66
Have has
Block 2
b. Read the following conversation.

Angela: Ok, David, did you check the last information? How is the verb used in
armative form?
David: Hmmm, the verb is in SIMPLE PRESENT.
Angela: And what about the negative form? What can you observe?
David: In that structure we have the auxiliary DO or DOES the negation NOT and the
verb is in BASE FORM.
Angela: Very good, David. Here you have the last question: What principal elements
do you use in interrogative form?
David: We use the auxiliary DO or DOES at the beginning of the sentence then the
noun, after the verb in ORIGINAL form and nally the complement. But, I have a
question for you: When do you use DO and DOES?
Angela: Check the following chart to know it.
Pronoun
I
You
We
They
He
She
It
Auxiliary
DO
DOES
67

c. Read the following sentences.
Pat: Hi Joe! Im looking for something to eat.
Joe: Hi Pat! Im sorry. I dont have apples. I have pineapples, mangoes and grapes.
Mary has apples.
Pat: I like apples but Im buying grapes.
Joe: Ok!
d. Try to gure out when we use has and when we use have.
My fridge has alot of food inside.
It has cheese.
It has milk and juice.
I have ten cousins.
They have a very big house.
We have a great relationship.
Studyin
g strat
egy:
Think
of
diere
nt
examp
les tha
t
apply t
o
model each
.
e. Complete these sentences with have or has.

1. Tom _____ a new car. His friends _____ an idea: they want to go to the
beach. They usually _____ a great time together.
2. Sheila and Megan _____ a great friendship. Sheila _____ strong feelings
for homeless people and Megan _____ a big interest in the problems of
her community. They _____ an organization to help poor people in their
hometown.
Introducing Verb To Have
Armative Form
68
Negative Form
Interrogative Form
I have
I do not have
Do I have?
You have
You do not have
Do you have?
He has
He does not have
Does he have?
She has
She does not have
Does she have?
It has
It does not have
Does it have?
We have
We do not have
Do we have?
You have
You do not have
Do you have?
They have
They do not have
Do they have?
Block 2
Regular actions for the armative form:
1. Hang out hangs out
7. Play plays
14. Fly ies
2. Clean cleans
8. Ride rides
15. Sell sells
3. Do yoga does yoga

4. Dance dances
5. Jog jogs
5. Have has
6. Travel - travels
9. See sees
10. Bake bakes
11. Cook cooks
12. Read reads
13. Go - goes
16. Shop shops

17. Call calls
18. Watch watches
19. Write writes
20. Give - gives
f. Read carefully and choose the correct answer.

1. Mrs. Lopez (read / reads) the Italian newspaper.
2. Mr. Lopez (shop / shops) at the Italian grocery store.
3. They (live / lives) in New York City.
4. Peter (live / lives) outside the city.
5. He (speak / speaks) English.
6. Mr. and Mrs. Lopez (listen to / listens to) the radio.
7. They (visit / visits) their friends every day.
8. My grandfather and his friends (talk / talks) about life back in the old country.
9. Jennifer (calls / calls) her parents by telephone.
10. David s friends (speak / speaks) English .
g. Fill in the blanks with the correct form of the present tense verbs.
1. We ___________ breakfast at a restaurant on Saturday. (eat)
2. _________ they ________ a pet? (have)
3. He ________ to work by bus. (go)
4. I __________ ___________ a sister. I only _____ 2 brothers. (have)
5. ___________ your mom ________ soap operas? (like)
6. _________ you ___________ dancing? (like)
7. My friends and I __________ ____________ German. We learn English. (speak)
8. My teacher ____________ good pronunciation. (have).
h. Change the sentences to the negative form.
For example: Ana swims every afternoon. Ana doesnt swim every afternoon.
1. Sam plays soccer in the evenings.

______________________________________________________________________
2. Fran and Erick go the movies every Friday.
______________________________________________________________________
3. John likes basketball.
______________________________________________________________________
4. Jaime wakes up at 9:00 am every Sunday.
______________________________________________________________________
5. Celia reads a book to her mom every afternoon.
______________________________________________________________________
69

i. Read and complete the exercise.
Angela: Hey, David, do you like golf?
David: No, I dont like it. And do you like dancing?
ancing?
Angela: Yes, I like it.
David: Now, they are in the same way we
e asked
each other ask and answer according to the
pictures shown.
Example:
Do you like golf?
Yes, I like golf. / No, I dont like golf.
70
Block 2
j. Ask the questions to at least four of your classmates write the answers in the
spaces below.
Name
Name
Name
Name
1. Do you like
rock music?
2. Do you like boys?
3. Do you like jeans?
4. Do you like
pop music?
5. Do you like movies?
6. Do you
ou like football?
Show the results to the rest of your class.
71

k. Match the questions with their answers.
72
1. What subject do you like?
a) Historical places
2. Where do you like to go?
b) In Tlaxcala State
3. Where is your house?
c) Jeans
4. What do you like to eat?
d) Luis Miguel
5. Who is your favorite singer?
e) Writing
6. What do you like to wear?
f) Vegetables
Block 2
l.
Read the following conversation.
David: Angela, I have some questions for you, are you ready?
Angela: Yes, ask me please.
David: What time do you wake up every day?
Angela: I wake up at 6 am.
David: What time do you wake up on weekends?
Angela: I wake up at 10 am.
David: What do you usually do on Tuesday afternoons?
Angela: I take piano classes.
David: What do you usually do on Friday nights?
Angela: I go to the movies with my friends.
David: What does your mother usually do on weekends?
Angela: My mother always cooks a big lunch for us.
David: Why havent you invited me to your lunch weekends?
Angela: I promise to invite you next weekend, ok?
David: Okey-dokey Ill be waiting for it. Angela and David: This is your last activity,
you have to write an essay on how your present life is. Then you have to share this
information with at least two partners orally.
73
Take a s
ho
h
ur
o
omew rk
Get dr
our bed
ey
Prepare
eu
our hair
hy
Br
al
ur t
ee
t
ts
fternoon cla
Feed you
Go
in the hou
Have
om
Study
74
dinner
se
Help
Hav
e
a
an
ss
Take
rp
ush yo
c
lun
am
e
Have
Wak
Brus
d
se
es
Ma k
er
Do yo
m. Routines: Look and say the following actions.
Go
to clas
akfast
bre
to sle
ep
Block 2
How often?
n.

Expressions
Questions
o. Read the list of activities. Mark with a tick (3) next to the things you always do.
Mark an 8 on the things that you do not always do.
Ask questions to your friends.
1.
2.
3.
4.
5.
Brush your teeth

Take an afternoon class
Wake up early
Get dressed
Feed your pets
6. Help mom at
7. Eat breakfast
8. Make your bed
9. Eat dinner
10. Prepare a meal
p. Brainstorm the most popular sports.
75
I like sports!
q. Listen to the actions and match them with the correct picture. Track 6
1. Play the piano
2. Swim
3. Dance
4. Ride a bike
5. Skate
6. Paint
7. Sing
8. Act
9. Drive
10. Dive
11. Play tennis
12. Cook
13. Do push-ups
14. Climb
15. Fly a plane
76
Block 2
r. Read carefully and try to reproduce the correct pronunciation.
I like sports
Hi! My name is Ana. I am from Villahermosa, Tabasco
in Mexico. I think I am a special girl because I love sports.
I swim and play tennis but I really like football, rugby,
car racing, skating and some extreme sports like
snow boarding.
I dont like movies or concerts very much. I
dont like to go for coee with a group of friends
just to talk. I dont like to spend the weekend
shopping.
Every Sunday, I like to watch a football
game or a car race or something similar to
have fun. A Sunday without that is boring. I
dont like to go to a formal restaurant on the
weekend. I prefer to eat chili hot dogs at the
stadium.
I like meeting girls who can enjoy sports
too. My friends are surprised I like sports so
much but I feel great the way I am.
Do you like sports too?
Stud
yin
Alwa g strateg
y:
ys
Engl use
ish
answ to ask/
e
ques r the
tions
s. Underline the main idea of the text. Answer the following questions with your
own sentences.
We use like to express _________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
We use dont like to express ____________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
t. Using the learned sports vocabulary, write phrases about your daily routine. For
example: I play soccer everyday.
______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
77
I like sports!
u. Write a short paragraph about the sport you like.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
________________________________
___
_ ________________________________________
________________________________________________________________________
____
__
___
______________________
__
_
______
__________________________________________
________________________________________________________________________
78
Block 2
Synthesis activity
Angela and David: This is your last activity of this session and you have to do a
composition (handwriting) about what you like to do on weekends. Use expressions
like: I like and I dont like as well as sentences in simple present using at least 20
dierent verbs in English.

Curricular
Academic Unit
Additional
Language to
Spanish I
Knowledge area
Category
Express
oneself and
communicate.
Semester
First

Generic
Competency
Attribute
4. Listen,
interpret
and produce
pertinent
messages
in dierent
contexts
through
media, codes
or appropriate
tools.
4.2 Apply
dierent
communicative
strategies
according to
the listeners,
the context
where they
are and the
objectives to
achieve.
Performance
Indicators
Achievement Levels
Regular
Good Excellent
1. Use either
oral or written
expressions
in order to
communicate.
2. Identify the
communicative
purpose in
messages that
are sent or
received.
3. Use coding
and decoding
of information
to express
concrete ideas.
4. Communicate
accurately.
Observations:
79

Curricular
Academic
Unit
Block 2:
Session A.
Disciplinary
Competencies
11.To
communicate
in a foreign
language
through a
logical speech,
either oral
or written,
according to the
communicative
situation.
Observations:
80
Additional Language to Spanish I

She Loves Tennis.
Performances
Indicators
Use the simple

present, in
its dierent
forms, in order
to describe
either daily
activities or
life style; as
well as others
in speaking
or writing
activities.
t,OPXBUMFBTUWFSCTJO
english both written and spoken.
express orally own information
about likes, hobbies, routines
and preferences using the simple
present.
t6OEFSTUBOEJOGPSNBUJPOPSBMMZ
said by classmates about likes,
hobbies, routines and preferences
using the simple present.
t6OEFSTUBOERVFTUJPOT FJUIFS
written or spoken about likes,
using the simple present
answer accurately questions
about own likes, hobbies, routines
and preferences using the
simple present.
t&YQSFTTPSBMMZPXOMJLFT IPCCJFT
routines and preferences.
t&YQSFTTPSBMMZUIFMJLFT IPCCJFT
routines and preferences of his/
her classmates.
t8SJUFUFYUTUIBUDPOUBJOPXO
likes, hobbies, routines
and preferences.
t8SJUFUFYUTUIBUDPOUBJOMJLFT
of his/her classmates.
Achievement Levels
Regular
Good
Excellent
Block 2
Session B: I am a student
Context Approach
David: Maybe you have noticed that in our world every person has to develop an
activity as a member of a society. These activities people do inside the structure or
the superstructure are called roles. These roles are not only for working people; for
example, inside the structure or the super structure you have the role of a student but
also you are a son, a brother, Christian, Catholic, Mexican or stranger just to mention
a few. Now; we are going to focus on the activities people do in our communities, and
the activities we do as young people.
Angela: But either in Mexico or in another country, there are people who develop
certain activities needful in the societies where we live. Those occupations are called
either professions or jobs according to the level of expertise or studies they have. Im
sure that in your family there are people with either a profession or a job and it would
be great if you could know how those activities are called in English.
David: It is important for you to know (in order to increase your English level) how
the activities you develop every day are said in English, so, lets learn new things pals!
Trouble shooting
Situation 1
You have to do a presentation about how the global warming has changed the
environment and how the agricultural activities have changed.
Can you explain how the current way to harvest is dierent from the old one?
Situation 2
Hanal Pixan is coming and your school is planning an altar contest and everybody
is invited. The only requirement is to present the working schedule to the principal
and the coordinator just to be noticed what you are going to do.
Can you do this in English?
Situation 3
You are interested in working at an oce, but you need to apply an interview from
the employer. The questions are the next: When is your birthday? What days do you
go to school? What is your schedule? Do you have free time on weekends?
Do you practice any sports?
Are you able to answer them?
81
Knowledge
development
a. Listen to the words. Repeat them and match them with the
corresponding pictures. Track 7
Studying
strategy:
Create a
pictiona
ry
including
occupatio
ns.
Teacher
Student
Doctor
Nurse
Lawyer
Engineer
Accountant
Writer
Architect
Reporter
Dentist
Pilot
82
Block 2
b. Write the words where they belong.
Studying strategy:
Be careful with
the spelling of
the occupations.
83

cc. Small group work
work. Your teacher is going to give you 5 minutes to write as many
occupations as you can. Use the space below.
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Check your answers with your teacher.
d. Can you form any occupations from these verbs and nouns?
Verbs
Occupation
Nouns
Occupation
Sing
Work
Teach
Swim
Play
Help
Speak
Dance
Climb
Paint
Drive
singer
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
Garden
Music
Account
Report
Golf
___________
___________
___________
___________
___________
e. Look at the pictures and have a short discussion to associate the objects
j
with the
occupations.
84
Block 2
f. Match the professions with the corresponding actions.
1. _____ designs
2.
3.
a. A pilot
b. A chef
4.
5.
6.
7.
8.
c. A nurse
buildings.
_____ wears
beautiful clothes.
_____ takes care
of people in the
hospital.
_____ acts in lms.
_____ writes for
newspapers.
_____ cooks food
in a restaurant.
_____ ies planes.
______ helps
people in court.
d. A lawyer
e. An actor
f. A journalist
g. A model
h. An architect
85

g. Unscramble the words.
1. iadhrersres
2. corat
3. rusne
4. gsrein
5. neiegnre
6. rdocto
7. erwait
8. ternipa
9. neiegnre
10. cihnamec
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
h. Fill in blanks with the letter for the profession.

b.
a.
d.
86
c.
e.
Block 2
1. Her names Elena and she is a secretary. She is twenty and she is from
2.
3.
4.
5.
Scotland. _________________________________________________________
His names Jonathan and he is from Ireland. He is 28 and he is a police
ocer. ___________________________________________________________
Hes Robert from Russia. He is 24 and he is an actor.
__________________________________________________________________
His names Mark and he is 26. He is a doctor from Canada. _______________
__________________________________________________________________
Her names Laura and she is a mechanic. She is 19 and she is English.
__________________________________________________________________
i. Circle the best option.

1.
2.
3.
4.
5.
Lauras 18 and hes / shes a mechanic.

Jonathans Irish and he is / his 28.
Hes a doctor and his / her name is Mark.
His / her names Robert and hes an actor.
Elenas Scottish and hes / shes 20.
j. Read the text and answer the following questions.

A week has seven days. The rst day of the week is Sunday and the last day of
the week is Saturday. The weekdays are: Monday, Tuesday, Wednesday, Thursday,
and Friday. The weekend includes Saturday and Sunday. Students are in school from
Monday to Friday. In general, people usually work from Monday to Saturday. A day is
24 hours, two days are 48 hours, and so on.
1. What days do people generally work?

______________________________________________________________________
2. Do students go to school on the weekend?

______________________________________________________________________
3. How many hours are there in a day?

______________________________________________________________________
4. What are the days of the week?

______________________________________________________________________
5. Whats the last day of the week?

______________________________________________________________________
87

k. Plan your month with times and activities. Write
them on the calendar.
David: Hey, Angela. Do you remember what the months of the year are?
Angela: Yes, of course. The months are: January, February, March, April, May, June, July,
August, September, October, November and December.
Angela: Hey David, what do you think if we practice some amusing verbs?
David: Thats a great idea. Lets check some of them.
to watch TV
to run
to play football
to read a book
to ride a bike
to swim
to go to the cinema
to drive a car
to talk to someone
Angela: Where do you practice these activities?

David: I __________________________________________________________________
88
Block 2
David: Angela, and what about working activities, do you know any?
Angela: Yes, here you have some examples:
89

Angela: David, besides studying what activities related to school do you know?
David: Well, check the following pictures and youll know them.
What I like to do
l.
Observe the watches below.
Twelve oclock
A quarter past three

Ten minutes after seven
Twenty minutes to nine
Ten thirty
A quarter to four
Studying strategy:
Make a clock out of

construction paper to
continue practicing time
with your classmates.
90
Fifteen minutes to eleven

Block 2
Pair Work Activity
m. Angela: Make a clock with any material that you want, with swiveling hands,
be creative. Practice telling the time with your classmates.
David: Make a calendar of the next year, including your activities about leisure,
working and studies.
Frequency Adverbs
Percentage
Adverb
Example
100%
Always
I always eat dinner at 7:00.
90%
Usually (Almost always)
80%
Normally / Generally
70%
Often / Frequently
50%
Sometimes
30%
Occasionally
20%
Seldom / Rarely
You rarely help your mom at

home.
10%
Hardly ever (Almost never)
We hardly ever eat breakfast.
0%
Never /Never ever
Bob never wakes up early.
We usually do our homework

after we eat lunch.
Luis normally goes to soccer
practice on Tuesdays and
Thursdays.
Benjamin often goes to the
gym after school.
Pepe sometimes makes his bed
before he goes to class in the
morning.
Juan occasionally goes to the
movie theater.
91
Knowledge
development
n. Read the instructions.
Angela: Now we are going to learn frequency adverbs, for that, read the following
dialogue.
Reading
o. Listen and read the following conversation. Track 8
David: Do you know what? I always do the same thing day after day.
Angela: Yes, I do too. What time do you wake up everyday?
David: Well, I always wake up at 7:00 oclock.
Angela: 7:00 oclock? Thats really late. I usually wake up at a quarter after six.
David: Thats pretty early. I dont like to wake up that early.
Angela: I wake up early, take a shower, get dressed, have breakfast, brush my teeth,
and go to class.
David: I do all that too, but I dont take a shower in the morning. I often take a shower
at night after I have dinner.
Angela: And after school, do you take afternoon classes?
David: On Tuesdays and Thursdays I usually have soccer practice, but sometimes the
eld is not available.
Angela: Thats good. You also have fun. I get home from school, do my homework,
and then I help my mom at home. I think thats good.
David: To help my mom at home is important. Were part of a family. Family members
help each other. I help my mom at home very often.
Angela: Thats nice, and I have activities that are fun, too. I dance on Saturdays from
10:15 to 11:30 in the morning. We sometimes have presentations.
David: Great!
Angela: Theres a presentation on Saturday at half past ve. Come with us!
David: Sure, thanks. My next soccer game is on Sunday at 10:00 oclock. I never
invite anyone but you can go with us this time.
Angela: Sure!
David: Now what words do you consider to be adverbs of frequency? Write the list
and a possible meaning.
92
Block 2
Tips
Verbs in the simple present tense express routine actions. (routine or spontaneous)
X
X
X
X
Frequency adverbs come __________ the verb. (before or after)

The preposition at is used before nouns that express__________. (time or day)
The preposition on is used before nouns that express _________. (time or day)
The preposition in is used before nouns that express __________. (time of day
month or day)
X To make simple present tense interrogative sentences, use the auxiliaries
__________. (do/does or doesnt)
Practice
How often do you do...?
p. Fill in the table according to the activities you do.
Action
Always
100 %
Usually
85%
Often
75%
Sometimes
25%
Never
0%
Wake up early
Brush your teeth
Take a shower
Make your bed
Go to school
Help your mom
Do homework
q. Complete the sentences describing what you do on the weekends.

Example. I wake up at 10 on Sundays .
1.
2.
3.
4.
5.
_________________________________on Saturday night.

_________________________________on Sunday morning.
I take a shower_____________________________________.
I never____________________________________________.
I sometimes eat____________________________________.
Studying strategy:
Summarize all the
given information
to make a report.
93
r. Fill in the blanks with the correct form of the present tense verb.
1. Juan always _______________ dinner at 7:30. (eat)
2. We sometimes ___________ our bed before we go to class. (make)
3. They usually _________ their teeth before they ___________ to
bed (brush, go)
4. He rarely _____________ at a quarter to ten. (wake up)

5. Beatriz sometimes ____________ her mom at home. (help)
6. Memo usually ____________ the dog after he ____________
breakfast. (feed, eat)
7. Patricio never ___________ to soccer practice on Mondays and

Wednesdays. (go)
8. Anabel never _____________ folk dancing on Tuesdays. (practice)

9. We always ____________ dressed before we _____________ to
school. (get, go)
10. They usually _______________ a shower in the morning. (take)
Uses of at, in, on:
I eat breakfast at six oclock.
Use at with specic hour times like in:
I take a nap at lunchtime.
Use in for indenite time periods like months or seasons, as in:
I go swimming in April.
Use on for denite or specic or days like in:
I leave on May 10th.
94
I go swimming on Mondays.
Studying strategy:
Draw the meaning
of prepositions
and the names on
construction paper
to visualize them
and read them.
Block 2
s. Fill in the blanks with the correct preposition: in, on, at.
1.
2.
3.
4.
5.
6.
We eat breakfast ______ half past seven.

They always make their beds ______ the morning.
Tony goes to music classes ______ Mondays and Wednesdays.
Elena plays soccer ______ Tuesdays ______ 4:00 ______ the afternoon.
Jose always takes a shower ______ 6:30 ______ the morning.
We start school ______ May.
t. Write down in your notebook about daily activities using time expressions and
prepositions.
u. Write the words in the correct order to form a sentence.

1.
2.
3.
4.
5.
help his mom/ Alan/ Saturdays/ on/ usually/ doesnt_____________________.

always/ They/ at/ get up/ six fteen___________________________________.
feed the pets/ We/ in/ morning/ the __________________________________.
She/ in/ afternoon/ takes/ shower/ a/ usually __________________________.
never/ Betty/ in/ makes/ morning/ bed/ her/ the _______________________.
v. You have to interview 5 dierent classmates to complete the chart below. It is

important that you practice the complete form to answer.
Write your classmates names.

Your mom (work)
Your dad (tennis)
You (English)
Your friends
(reggaeton)
Your grandmother
(sweaters)
Your grandfather
(the grass)
You (movies)
Your best friend (dogs)
Mark () for armative, (X) for negative. Check your answers with your teacher.
95

w. In your notebook write about your favorite month of the year and your daily
routine.
x. Small group work. Discuss the following questions with your classmates: Write
your conclusions in your notebook.
1. Whats the importance

of our daily activities?
2. Whats your routine?
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
1. Why are our personal and

professional activities
necessary in our lives?
2. What are some personal
activities?
3. What are some professional
activities?
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Fun activity
Make a Happy Birthday card which is going to be presented to the class, including
whom is addressed to and why you chose that person.
96
Block 2
y. Match the following public places with their names in English.
1.
2.
3.
4.
5.
6.
7.
8. City Hall
9. Church
10. Police Station
11. Fire Department
12. Jail
13. Convenience Store
14. Drug Store
Bank
Mall
Pet shop
Bakery
Shoe Store
Market
Supermarket
15. Theater
16. Movie Theater
17. School
18. Park
19. Mechanic Workshop
20. Furniture Workshop
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
r.
s.
t.
97
Picture Vocabulary
Means of Transportation
98
Hot air balloon
Car
Boat
Ferry
Helicopter
Bike
Bus
Taxi
Ship
Block 2
10
11
Subway
Cruise
12
Airplane
Synthesis activity
We are going to play Who am I? You have to describe a person (classmate or
not) using only present tense sentences about what he/she does for living; how he/
she looks like, etc. Your classmates have to guess who you are talking about. The
description has to include professions, jobs, means of transportation, public places,
frequency adverbs and times of the day.
Integrated activity (Project)

In teams of 4 or 5 members; you have to do an audio-visual presentation (sketch,
video, whatever you like to do except power point because it implies acting) of a travel
agency advertisement (infomercial) which has to have:
X
X
X
X
X
X
X
Departure days
Months when there are low rates in hotels
Amusing and spare time activities to do at the hotels
Thematic hotels and what they oer
Special oers
Most visited places
Or another important information you think it should have
99

CAU
Knowledge
Area
Category
Express
oneself and
communicate.
Observations:
100
Additional
Language to
Spanish I
Semester
First

Generic
Competency
4. Listen,
interpret
and produce
pertinent
messages
in dierent
contexts
through
media, codes
or appropriate
tools.
Attribute
4.4
Communicate
in a foreign
language
in everyday
situations.
Performance
indicators
1. Understand
the content
of a message
in a foreign
language.
2. Generate and
organize ideas
in order to
express oneself
in a foreign
language.
3. Express brief
messages
in a foreign
language
in order to
transmit an
idea.
4. Interact
in an oral
or a written
way with
other people
in a foreign
language.
Achievement Levels
Regular
Good
Excellent
Block 2
Curricular Academic
Unit
Block 2:
Session B
Disciplinary
Competencies
10. To identify
and interpret
the general idea
and the possible
development of an
oral and a written
message in a second
language, using
previous knowledge,
non verbal elements
and context.

What I do and How I live.
I am a Student..
Achievement Levels
Performances
Indicators
Understand the
use of simple
present in its
dierent forms
through listening
and reading
activities.

English both written and
spoken.
Know the simple present
rules in armative,
negative or interrogative
forms.
simple present is used in
armative, negative or
Understand questions that
use the simple present.
Answer accurately
questions that use
the simple present in
Express personal
information using simple
present in armative,
forms.
Read written messages that
contain the simple present
statements in armative,
forms.
Write messages that
contain simple present
forms.
Regular
Good
Excellent
Observations:
101
Generic Competencies
Achievement Rubric of the Complete Block 2
CAU
Knowledge
Area
Category
Express
oneself and
communicate.
Additional
Language to
Spanish I
Semester
Generic
Competency
4. Listen,
interpret
and produce
pertinent
messages
in dierent
contexts
through
media, codes
or appropriate
tools.
Performance
Indicators
4.2 Apply
dierent
written expression
communicative in order to
strategies
communicate.
according to the 2. Identify the
listeners, the
communicative
context where
purpose in
they are and
messages that are
the objectives
sent or received.
to achieve.
3. Use coding
and decoding of
information to
express concrete
ideas.
4. Communicate
accurately.
Attribute
4.4
Communicate
in a foreign
language
in everyday
situations.
Observations:
102
First
1. Understand
the content of
a message in a
foreign language.
2. Generate and
organize ideas in
order to express
oneself in a foreign
language.
3. Express brief
messages in a
foreign language
in order to transmit
an idea.
4. Interact in an
oral or a written
way with other
people in a foreign
language.
Achievement Levels
Regular
Good Excellent
Disciplinary Competencies Achievement

nt
Curricular Academic
Unit
Block 2:
Disciplinary
Competencies
11. To communicate
in a foreign
language
through a logical
speech, either
oral or written,
according to the
communicative
situation.
Block 2

What I do and how I live
Performances
Indicators
Use the simple

present, in its
dierent ways,
in order to
describe either
daily activities
or life style; as
well as others
in speaking
or writing
activities.

spoken.
Express orally information
about likes, hobbies, routines
and preferences using the
simple present.
Understand information orally
said by classmates about
likes, hobbies, routines and
preferences using the simple
present.
Understand questions, either
written or spoken, about own
preferences using the simple
present
Answer accurately questions
about own likes, hobbies,
routines and preferences
using the simple present.
Express orally own likes,
hobbies, routines and
preferences.
Express orally the likes,
hobbies, routines and
preferences of his/her
classmates.
Achievement Levels
Regular
Good
Excellent
Write texts that contain own

preferences.
Write texts that contain
likes, hobbies, routines
and preferences of his/her
classmates.
103

10. To identify
and interpret
the general idea
and the possible
development of an
oral and written
message in a second
language, using
previous knowledge,
non verbal elements
and context.
Understand
the use of the
simple present
in its dierent
forms through
listening
and reading
activities.

spoken.
Know the simple present rules
in armative, negative or
simple present is used in
Understand questions that
use the simple present.
that use simple present
Express own personal
information using the simple
present in armative,
forms.
that contain simple present
forms.
Write messages that contain
simple present statements
Observations:
104
Block 2
Feedback
If you, after reviewing this rubric; got a low domain level dont worry about it, not
everything is lost; you may improve your English level.
If you placed yourself in a pre-formal or initial-receptive level, you have to get better
at English with the help of your classmates, teachers and parents. Try to advance to
the next level were sure you can. You could nd meaningful information in Internet,
magazines or books in Enlgish.
If you are in a basic level, you have a general view of English but you must encourage
yourself to learn and practice more.
105
Block 3
I Describe
What Is Happening
Generic Competency:
Attributes:
4.2 Apply dierent communicative strategies according to the listeners, the context
where they are and the objectives to achieve.
Indicators:
Indicators:
X Generate and organize ideas in order to express oneself in a foreign language.
X Interact in an oral or a written way with other people in a foreign language.
oral and a written message in a second language, using previous knowledge, non
106

Performance of Students at the End of the Block:

Use the present progressive in all its dierent forms for describing activities that
happen at the same moment of speaking and other activities which happen in a near
future through dialogues or simple compositions.
Indicators
X Know the rules of the present progressive in armative, negative or
X Know the rules to apply suxes to verbs specially ing.
X Know how and when the present progressive is used in armative, negative
or interrogative forms.
X Understand questions that use the present progressive.
X Answer accurately questions that use the present progressive in armative,
X Express own personal information using the present progressive in armative,
X Read written messages that contain present progressive statements in
armative, negative or interrogative forms.
X Write messages that contain present progressive statements in armative,
X Know the dierences between the simple present and the present progressive.
Learning Objects:
X Present simple
X Verbs
X Present progressive
107
I Describe What Is Happening
Dynamic approach
David: Every time we speak, we try to express dierent ideas in dierent context and
tenses. We have already studied the simple present in the last block and this new one
is about another present tense the present progressive.
Angela: We usually use this tense in order to express what is happening at the same
moment we are speaking in contrast to the simple present which is used to say our
feelings, our routines, etc. For example: If you are watching TV and somebody asks
you how are you? you answer using the present progressive: I am watching TV
because the question is also in the present progressive.
David: This tense will help you to speak more uently and establish a conversation
with other people.
Angela: And do not forget, your project is at the end of this block. Remember you
have to develop it through all this following period.
Session A: What Do I Usually Do?

vs. What Am I Doing Now?
Context approach
Angela: We, as Yucatecan people, have a very peculiar way to speak and which is
characteristic of our region. People from around our country and from another
countries sometimes laugh at us because they think our Spanish accent has a
dierent pitch, in fact I recommend them to read to learn more about our cultural
backgrounds of our local dialect before giving an opinion, due to know it is not
important, just when you say something, and where you say it.
David: Yes, that is true. Thats why people from here want to speak like people from
the centre of our country without taking into account the valuable way we speak in
Yucatan, which makes us unique, not only in the way we pronounce words, but also
in the grateful use of idioms to speak. We can say we have one of the best accent
and lexicon around Mexico because our speaking is not similar to accents from
other regions of the country, so it makes us be recognized around the world for our
particular speech.
Angela: I mean, even though we speak Yucatecan Spanish; English is not the same
as Spanish. We as Yucatecan, can use sometimes present to express past and future
situations and that does not happen in English, then to avoid this problem do not
translate English literally if possible.
David: I agree with you Angela, this is not only because we are learning English nor we
want to be Americans, this is because illiterate people do not know anything about
our local language and then laugh at us but that is not going to make us change our
way of speaking. And you were right when you said that in the translation.
108
Block 3
Trouble shooting
Situation 1
An accident has just happened in front of your school; a man was just run over by
a taxi, you run to help the man who is shouting help!, he doesnt speak Spanish, the
man sees you and he asks you to call an ambulance, you do it, the person you helped
needs a translator when the ambulance arrives.
Can you be his translator?
Situation 2
The Chemistry teacher is preparing an environmental project for your community
and he has to present it in English in order to apply for a scholarship that will help
your school. He doesn`t know any English at all, so he asked you for help.
Can you help him to do this project? This project talks about the season`s weather
and its inuence in the world.
Situation 3
You are growing and all your clothes in your wardrobe don`t t you anymore. One
day you see nice and trendy clothes on an American magazine, but the only way to
buy them is calling to the store directly, so as it is an American store, the sales people
on the phone only speak English.
Can you describe the kind of clothes you would like to buy, telling them the color,
the size, the page from the magazine you saw it, and the way you are going to pay?
109
Knowledge
development
a. Read the following conversation.
David: Hi again guys, now we are going to study a lot of useful and signicant
vocabulary for us.
Angela: Yes, we are going to learn for example how to say every part of our body.
David: As well as how to say our clothes and the weather in English.
Angela: But over all, how the present continuous is used.
David: Angela the present continuous is the tense that is used to express what is
happening at the moment of speaking, isnt it?
Angela: Thats right and it is a very common tense because it is used every day at every
moment.
David: Ok pals, lets check how our body parts are said in English! By the way if you
didnt know it, the skin is the largest organ and the second largest is the liver.
Body Parts
Skin (covers the whole body)
Head
Hair
Temple (s)
Ears
Face
Forehead
Wrinkle (s)
Freckle (s)
Eyebrow (s)
Eyelid (s)
Eyelash (es)
Eye (s)
Cheekbone (s)
Cheek (s)
Nose
Nostril (s)
Mustache
Mouth
Lip (s)
Tooth (teeth)
Chin
Beard
Nape
Neck
110
Arm (s)
Shoulder (s)
Arm pit (s)
Upper arm (s)
Elbow (s)
Forearm (s)
Wrist (s)
Hand (s)
Palm (s)
Knuckle (s)
Fist (s)
Finger (s)
Thumb /s)
Index nger (s)
Middle nger (s)
Ring nger (s)
Little nger (s)
Nail (s)
Leg (s)
Thigh (s)
Knee (s)
Shin (s)
Calf (s)
Ankle (s)
Heel (s)
Foot (feet)
Instep (s)
Toe (s)
Toe nail (s)
Sole (s)
Trunk
Chest
Breasts
Nipple (s)
Stomach
Hip
Abdomen
Belly
Navel
Waist
Back
Buttock (s)
Pubic area
Genitals
Penis
Vagina
Testicle (s)
Inner thigh (s)
Internal and
others
Skeleton
Skull
Bone (s)
Spine
Spinal cord
Rib (s)
Heart
Blood
Artery (ies)
Vein (s)
Organ (s)
Pancreas
Bladder
Kidney (s)
Liver
Gallbladder
Brain
Throat
Appendix (es)
Muscle (s)
Intestine (s)
Ovary (ies)
Womb or Uterus
Block 3
New words
b. Look at the illustration. In pairs, label the parts of the body and face.
Eyes
Nose
Mouth
Hair
Ears
Neck
Arms
Legs
Hands
Feet
Fingers
Studying strategy:
Illustrate the
words in your
pictionary to
memorize the
words.
Stomach
Elbow
Forehead
Knee
Shoulder
Cheek.
111

c. Match the following actions with the correct body part.
Actions
Body Parts
1.- To pump blood
a) Hand
2.- To protect the inner body
b) Heart
3.-To think interesting ideas
c) Legs
4.- To watch movies
d) Pancreas
6.- To taste and eat food
e) Nose
5.- To take a pencil
f) Brain
7.- To walk around downtown
g) Liver
8.- To smell perfumes
h) Eyes
9.- To produce insulin
i) Skin
10.- To clean the blood
j) Mouth
Im freezing!
New Words
d. Pay attention to these words and repeat them

after your teacher.
Studying stra
tegy:
Sunny
Draw a m
ap
our count of
ry and
illustrate
the
dierent
weather
we can h
ave.
ing
ez
Fre
Sno
wy
Rainy
War
m
Clo
udy
Humid
ld
Co
Win
dy
Dr
Wet
112
Hot
Fo
gg
Block 3
e. Classify the previous words that describe the weather under each season.
Spring
Summer
Fall
Winter
f. Complete the activity below.

David: Ok boys, now its time to tell me what the weather is like in your community.
If you ask to know about the weather you say whats the weather like in? and
when you answer, you say Its cloudy or its rainy or its sunny however it might
be. Now ll this chart with your personal point of view about the weather of your
community in all the seasons and later, ask a classmate about the weather in his/her
community too.
You
Your
classmate
SPRING
SUMMER
AUTUMN/FALL
WINTER
SPRING
SUMMER
AUTUMN/FALL
WINTER
113
What is he wearing?
g. Listen to the pronunciation and repeat the words. Track 9
sweater
jacket
coat
sweatshirt
Studying strategy:
Write sentences
using the new
words so you can
learn them faster.
114
blouse
shirt
skirt
pants
t-shirt
belt
scarf
gloves
shoes
vest
socks
jeans
Block 3
h. Write the name of the clothes.
i. Listen to the colors. Match the columns.

1. 1.
White
7. 7.
Pink
2. 2.
Black
8. 8.
Green
3. 3.
Red
9. 9.
Brown
4. 4.
Yellow
10. 10.
Gray
5. 5.
Orange
11. 11.
Purple
6. 6.
Blue
12. 12.
Violet
115

j. Look at the pictures and answer the questions.
Example:
What is it?
Its a blouse.
What color is it?
Its pink and
w
white.
1. What is it?
__________________________________________________
__
What color is it?
___
__________________________________________________
2. What are they?
__________________________________________________
What color are they?
__________________________________________________
3. What is it?
__________________________________________________
__
What color is it?
__
__________________________________________________
4. What is it?
__________________________________________________
__
What color is it?
__________________________________________________
116
Block 3
5. What are they?
__________________________________________________
__________________________________________________
6. What is it?
__________________________________________________
What color is it?
__________________________________________________
7. What is it?
__________________________________________________
What color is it?
__________________________________________________
8. What are they?

__________________________________________________
What colors are they?
__________________________________________________
9. What is it?
__________________________________________________
What color is it?
__________________________________________________
10. What are they?

__________________________________________________
__________________________________________________
117

k. Look at the pictures and describe what people are wearing and what color their
clothes are.
l.
118
Listen to the words and repeat them. Track 10
sneakers
pantyhose
hairband
stockings
high heel shoes
earrings
sandals
necklace
Block 3
bracelet
watch
glasses
hat
sunglasses
ring
shorts
boots
cap

119
Activities
m. Write the following verbs on small pieces of paper: reading, playing football,
riding, running, swimming, taking a walk, dancing, driving a car, going to the
movies, shopping, reading a book, studying English, watching TV. Fold the papers
and students pick a paper and mime the verb. Students ask What is he/she
doing?
playing
p
y g tennis
swimming
driving
120
reading
riding a bike
walking around
going to the movies
studying
running
dancing
shopping
watching TV
Block 3
What are they doing?
n. Look at the pictures, listen to the words. Track 11
and match the columns.
1. Speaking
2. Running
3. Playing with toys
4. Eating
5. Sleeping
6. Working
7. Studying
8. Reading
9. Playing the guitar
10. Writing
11. Swimming
12. Taking a shower
13. Watching TV
14. Riding a bike
15. Cooking
16. Cleaning
strategy:
Studying
new
Use this
as
as often
y
r
la
u
b
a
voc
it.
to learn
possible
121

o. Complete the following chart.
I am studying.
I ______ not studying.
_________ I studying?
You _______ studying.
You are _____ studying.
Are ______ studying?
_____ is studying.
He ______ not studying.
______ he ________?
She ______ studying.
____ is _____ ______.
Is _______ studying?
We _______ studying.
______ are not ______.
________ we studying?
______ are studying.
They _____ not studying.
Are _____ studying?
Figure it out!
This is Prese
nt
Continuous
1. How do w
e
form arm
ative
sentences?
2. What abo
ut
negative an
d
interrogativ
e
sentence?
3. What do
we express
with Presen
t
Continuous?
122
Block 3
I am coming!
p. Pay attention to the following spelling rules for Present Continuous.
Remember the following

Present Continuous - Exceptions in Spelling
A single, silent e at the end of the verb is dropped before ing.
Example: come - coming
I am coming home. You are coming home. He is coming home.
But: ee at the end of the verb is not changed
Example: agree agreeing
The nal consonant after a short, stressed vowel is doubled before ing.
Example: sit - sitting
I am sitting on the sofa. You are sitting on the sofa. He is sitting on the sofa.
An ie at the end of a verb becomes y before ing.

Example: lie - lying
I am lying in bed. You are lying in bed. He is lying in bed.
q. Write down the correct ing form of the following verbs.

1. Write
2. Wear
3. Break
4. Cut
5. Swim
6. Come
7. Read
8. Walk
9. Dance
10. Get
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
11. Have
12. Jog
13. Fly
14. Paint
15. Sing
16. Study
17. Drink
18. Study
19. Sit
20. Run
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
123

r. Complete the sentences logically and write the correct
number for each picture.
Example: My father _________ ________ (work) now.

My father
is working now.
1. A woman ______________ _________________ (paint).

2. The boys ____________ ____________ (play) football soccer.
3. He ____________ ____________ (eat) lunch.
4. My sister _____________ ___________ (take) music lessons.
5. Sheila _____________ ____________ (jump) in the yard.
6. They _____________ ____________ (talk) now.
7. My father ______________ _________ (read) the newspaper.
8. We ____________ _________________ (play) basketball.
9. My baby ___________ ____________ (sleep) at this moment.
10. I ___________ _______________ (do) the dishes.
11. The girl ______________ _________________ (give) a concert.
12. The family ___________ _____________ (watch) TV now.
13. He ____________ ____________ (help) with the housework.
14. We ____________ ____________ (wash) our new car at this moment.
124
Block 3
s. Complete the chart with actions related to those places.
School
House
Beach
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
Studying strategy:
You have a
complete list of
verbs at the end
of the book. Study
the verbs!
t. Read and underline the words with ing ending.

Write the verbs over the line below.
A busy family
Tomorrow is Christmas and my family and I are in a hurry, we are getting ready
for our dinner celebration. My mother is preparing the cranberry sauce, turkey and
mashed potatoes. My grandma is baking a delicious apple pie and I am doing the
dishes. My father is decorating the living room, my little brother is drawing some
greeting cards and my sister is preparing a special song for us!
1.
2.
3.
4.
5.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
6. _____________________________________________________________
In your notebook, write some sentences using the verbs that you underlined from
the text A busy family.
125

u. You can check the previous paragraph if you have problems remembering the
activities. Write the correct activity each person is doing.
Family member
Activity
Writer
_____________________
Sister
_____________________
Mother
_____________________
Grandmother
_____________________
Father
_____________________
Brother
_____________________
Studying strategy:
Underline all the
verbs you can
nd that end
with ing.
v. Answer the following questions with yes or no using, complete sentences.

1. Is my mother baking a cake?
_________________________________________________________.
2. Is my father doing the dishes?
_________________________________________________________.
3. Is my brother drawing some greeting cards?
____________________________________________________________________.
4. Is my grandma doing the dishes?
____________________________________________________________________.
5. Am I preparing a cranberry cake?
____________________________________________________________________.
6. Is my grandma baking an apple pie?

____________________________________________________________________.
126
Block 3
w. Listen to the following description. Circle the words that name clothes. Track 12
Angela and David are watching TV on the internet. They are watching the Annual
ceremony of best movies.
Host: Welcome to this incredible event; we are on the red carpet look at Angelina
Aniston, she is wearing a red gown with gold high heels! But what about Mark Pitt,
hes wearing a black tuxedo with a white shirt, very classic!
David: Is Jennifer Garcia wearing a pink mini skirt?
Angela: Yes! Shes wearing a pink mini- skirt with a violet top! Shes outrageous!
Host: Hello! Patricia Summer, you look great! Can you describe your clothes?
Patricia: Of course! Im wearing a white long skirt with a handmade blouse. Im
wearing a gold necklace with small earrings.
David: Wow! And I am wearing blue jeans with a blue t-shirt. What are you wearing?
Angela: Im wearing my beautiful uniform!
x. Write the sentences that contain words related to clothes.

1.
2.
3.
4.
5.
6.
7.
___________________________________________________________________.
___________________________________________________________________.
___________________________________________________________________.
___________________________________________________________________.
___________________________________________________________________.
___________________________________________________________________.
___________________________________________________________________.
Figure it out!
1. What verb is
repeated in all
the sentences?
2. What is the
position of the
color, before or
after the piece
of clothing?
127

y. Classify the following items:
Female
Male
Both
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
Important Activity:
Fashion show. Students will work in teams of ve.
They will take turns walking the runway. One student
will present the other four students. When they nish, the
next person will be the presenter and introduce the other
four. They will continue presenting until the entire team
has passed as a presenter. Take some time to make some
notes here, in order to review clothing vocabulary.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
__________________________________________________
128
skirt
shirt
coat
pants
blouse
sandals
t-shirt
boots
dress
belt
cap
socks
tie
competences
The student is able
to nd and/or classify
information (words,
ideas or concepts)
clearly expressed
or implied in a text
considering the context.
Block 3
Knowledge
development
Angela: Have you realized that the simple present and the present progressive
express dierent situations?
David: Yes, and Im pretty sure that our friends know exactly the dierence in the use
of both.
Angela: Do you remember when and how each tense is used? Because its important
to establish the dierence right now.
David: So in order to remember; write a brief paragraph about when and how the simple
present must be used and when and how the present progressive must be done.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________________________________
Angela: I remember when I had the chance to travel to the US to spend some time
with my aunt who lives there. The time I spent there was very nice.
David: Really? Where were you?
Angela: I was in Texas, in a town called Corpus Christi.
David: Yeah I know, it means the body of Christ in Latin, doesnt it?
Angela: Yes, but I m telling you this because at that time my mother called me to
check how everything was with me and it was so fun because I remember exactly
what she said.
David: Nice, tell me what your mother told you, maybe I could laugh about it too.
129

z. Simple Present vs. Present continuous.
Talk about the changes shown in the pictures.
Example: She usually walks to school, but today she is
driving her car.
Studying strategy:
Write the
formulas of both
tenses to give
your examples.
Using the example given complete the following sentences.
1. A. Why are they yawning?

B. They are yawning because theyre tired. They always yawn when theyre tired.
2. A. Why is she crying?

B.________________________________________________________________ sad.
She always____________________________________________________________.
3. A. Why are they eating?

B._____________________________________________________________ hungry.
They always___________________________________________________________.
4. A. Why is she smiling?
B.______________________________________________________________ happy.
She always____________________________________________________________.
5. A. Why is the bird drinking water?

B.______________________________________________________________ thirsty.
It always______________________________________________________________.
6. A. Why is he biting his nails?
B._____________________________________________________________ nervous.
He always_____________________________________________________________.
130
Block 3
aa. Read the following conversation and underline all the sentences that contain
verbs with ing.
Angela: Hi! How are you?
Mom: Angela! My little girl. What is happening? Is everything O.K.?
Angela: Yes, mom. Dont worry! Im calling you because I miss you so much. Is dad
there? Is he sleeping?
Mom: No, he isnt sleeping. Hes xing the old van.
Angela: Again? Well, its an old van. What about my sister? Is she chatting on line
now?
Mom: Yes, she is chatting. She is sitting in front of the computer all the time.
She isnt doing anything at all!
Angela: Thats too bad. Talk to her! Is grandma having health problems?
Mom: No, she isnt having any problems, she is only tired, but you know, shes not 17.
And you? Are you having a good time in the US? Are you eating well?
Angela: Yes mom. Im having the greatest time of my life. And eating? Well, I can say
that I am trying very dierent dishes I miss your delicious panuchos!
Mom: Oh dear! When are you coming home?
Angela: I have 3 days o in November. So, maybe I can go to Mexico.
Mom: Excellent! Your panuchos are waiting for you! I love you.
Angela: Love you too mom!
ab. Complete the chart with the information you underlined in the conversation.

sentences
Interrogative
sentences
Negative
sentences
131

Studying strategy:
ac. Look at the pictures and describe what people are doing.
Example:
He is eating.
1._________________
2._________________ 3._________________
___________________
___________________
___________________
___________________. ___________________.
___________________.
132
Keep on
studying the
list of verbs.
Remember: The
more you study
them, the faster
youre going to
learn them.
4._________________
___________________
___________________.
5._________________
6._________________
7._________________
___________________
___________________.
___________________ ___________________
___________________. ___________________.
Block 3
8._________________
___________________
___________________.
9._________________
10._________________
___________________
___________________.
___________________
___________________.
11._________________
12._________________
___________________
___________________.
___________________
___________________.
Figure it out!
This is Present
Continuous
1. How do we
form armative
sentences?
2. What about
negative and
interrogative
sentence?
3. What do
we express
with Present
Continuous?
ad. Complete the following chart.

I am studying.
I ______ not studying.
_________ I studying?
You _______ studying.
You are _____ studying.
Are ______ studying?
_____ is studying.
He ______ not studying.
______ he ________?
She ______ studying.
____ is _____ ______.
Is _______ studying?
We _______ studying.
______ are not ______.
________ we studying?
______ are studying.
They _____ not studying.
Are _____ studying?
133

ae. Write the words in the correct order to form a sentence.
1. help his mom/ Alan/ Saturdays/ on/ usually/ doesnt
2.
3.
4.
5.
6.
7.
8.
9.
_________________________________________________________________.
always/ They/ at/ get up/ six fteen
_________________________________________________________________.
feed the pets/ We/ in/ morning/ the
_________________________________________________________________.
She/ in/ afternoon/ takes/ shower/ a/ usually
_________________________________________________________________.
never/ Betty/ in/ makes/ morning/ bed/ her/ the
_________________________________________________________________.
breakfast/is/Lety/making
_________________________________________________________________.
watching/a/is/movie/Brenda
_________________________________________________________________.
are/Tony/eating/Jose/tortas/and
_________________________________________________________________.
homework/are/We/doing
_________________________________________________________________.
af. Complete the sentences describing what you do on the weekends.

Example. I wake up at 10 on Sunday.
_________________________________on Saturday night.
_________________________________on Sunday morning.
I take a shower ____________________________________.
I never___________________________________________.
I sometimes eat____________________________________.
ag. Write the verb in simple present or present continuous in the blanks.
1. Vegetarians are people who ___________________________ (not / eat ) meat.
2. Look out! My brother __________________________________ (come).
3. Some people still ____________________________________ (think) the sun
4.
5.
6.
7.
8.
134
____________________________________ (go) round the earth.

I ____________________________________ (play) golf every weekend.
Who ____________________________________ (sit)on my chair?
Look! She __________________________________ (wear) the same hat as me.
I ______________ (stay) with Tom for a few weeks until my apartment is ready.
We _____________________ (usually/stay) with Jean when we go to Denver.
Block 3
ah. Answer the following questions:
1. Its cold outside. Roberto is covering his hands. What is he wearing?
___________________________________________________________________
2. Ricardo is at the beach. He wants to swim. What is he wearing?
____________________________________________________________
3. Its a sunny day. They are covering their eyes. What are they wearing?
_____________________________________________________________________
4. Its warm today. Luis is playing football. What is he wearing?

__________________________________________________________________
5. Its cold outside. Paola is covering her neck. What is she wearing?
___________________________________________________________________
6. Miguel walks to work. Its a rainy day. What is he wearing?

___________________________________________________________________
135
Synthesis activity
In teams of three or four, you have to write a dialogue of 10 participations by
member. The sentences have to contain information related to the topics studied in
this block, such as: clothes, body parts, weather and actions. The tense of the examples
must be the present progressive and you can include simple present expressions.
This dialogue must be presented in class like a sketch and the written work must be
saved in your assessment portfolio.
Integrating activity
In teams, you have to do a Fashion Parade in your classroom or outside. You have to
explain what clothes your teammates are wearing and in what part of their body are
wearing them. The organization of the parade should be by seasons of the year starting
with spring and nishing with winter (you can do a presentation for every season
or mixed seasons for example: spring, summer, autumn and later winter; or springsummer and autumn-winter however you like). One or two members have to present
the models, they should mention the season of the year before each set of models.
First the name of the model, what clothes he/she is wearing, where (body part) he/
she is wearing that piece of clothes or accessory, what activities can be done with the
presented clothes and another valuable information you think pertinent to mention.
You and your classmates have to be evaluated by other teams, acting like judges and
they have to criticize the clothes, the way they are presented and the accuracy where
the clothes are worn. Then the teams who acted as judges have to do their presentation
in the same terms and the team that did the catwalk act like judges.
136
Block 3
Generic Competences Achievement
Cau
Knowledge area
Category
Additional
Language to
Semester
Spanish I
Generic
Attribute
Competency
Express oneself
4. Listen,
and communicate. interpret
and produce
pertinent
messages
in dierent
contexts through
media, codes or
appropriate tools.
4.2 Apply
dierent
communicative
strategies
according to the
listeners, the
context where
they are and the
objectives to
achieve.
4.4
Communicate
in a foreign
language
in everyday
situations
First
Performance
Indicators
Achievement Levels
Regular Good Excellent

written expressions
in order to
communicate.
2. Identify the
communicative
purpose in
messages that are
sent or received.
3. Use coding
and decoding of
information to
express concrete
ideas.
4. Communicate
accurately.
1. Understand
the content of
a message in a
foreign language.
2. Generate and
organize ideas in
order to express
oneself in a foreign
language.
3. Express brief
messages in a
foreign language
in order to transmit
an idea.
4. Interact in oral or
written forms with
other people in a
foreign language.
Observations:
137

Disciplinary Competences
Achievement Rubric of the Complete Block 3
Curricular Academic
Unit
Block 3:
Session A
Disciplinary
Competences
I describe what is happening

What do I usually do? vs. What am I doing now?
Performances
Indicators
10. To identify and

interpret the general
idea and the possible
development of an
oral and a written
message in a second
language, using
previous knowledge,
non verbal elements
and context.
Use the
present
progressive
in all its
dierent
forms to
describe
activities
that happen
at the same
moment
of speech
and other
activities
which
happen in a
near future
through
dialogues
or simple
compositions.
Know the rules of present

progressive in armative,
Know the rules for applying
suxes to verbs specially ing.
present progressive is used
Understand questions that use
the present progressive.
that use the present
Express own personal
information using the present
Read written messages that
contain present progressive
Write messages that contain
present progressive statements
Know the dierences between
the simple present and the
present progressive.
11. To communicate
in a foreign
language through a
logical speech, either
oral or written,
according to the
communicative
situation.
Observations:
138
Achievement levels
Regular
Good
Eexcellent
Block 3
Feedback
If after reviewing this rubric you got a low domain level, dont worry its not lost,
you may have some knowledge that can be improved.
If you settled yourself in a pre-formal or initial-receptive level, you have to get
better at English with some help from your classmates, teachers and parents. Try to
advance to the next level, were sure you can. You could nd meaningful information
in Internet, magazines or books in English.
139
Block 4
I Express Measures
and Quantities
Generic Competency:
Attributes:
4.2 Apply dierent communicative strategies according to the listeners, the
context where they are and the objectives to achieve.
Indicators:
Indicators:
X Generate and organize ideas in order to express oneself in a foreign language.
X Interact in oral or written forms with other people in a foreign language.
140
oral and a written message in a second language; using previous knowledge, non
Performance of Students at the End of the Block:

Understand the use of countable and uncountable nouns as well as the use of
quantiers in audio segments or readings.
Indicators:
X Understand what a countable noun is.
X Understand what a uncountable noun is.
X Understand what a quantier is.
X Know the meaning of there is and there are.
X Know how to use how much and how many.
X Know how to use some and any.
X Know how to use few and little.
Use countable or uncountable nouns as well as quantiers when speaking or in a
writing process.
Indicators
X Use countable nouns when speaking and writing.
X Use uncountable nouns when speaking and writing.
X Use how much or how many when speaking and writing.
X Use some or any when speaking and writing.
X Use few or little when speaking and writing.
X Use there is or there are when speaking and writing.
Learning Objects:
X Countable nouns
X Uncountable nouns
X Quantiers
X There is
X There are
141
I Express Measures and Quantities
Dynamic Approach:
David: Wow! This is the last block of this guide! I hope you have learnt a lot in this
course.
Angela: Yes, it was great to go through the past three blocks we have gone by.
David: In this last block, you are going to learn how to use countable and uncountable
nouns as well as the quantiers and indenite articles.
Angela: So, this is going to be a very good block, not only for what we are going to
learn, but also because it ends in our Christmas party. Yes, the last activity of this
block is related directly with this celebration.
David: Pay attention to it because it is your project. Yes, your last project is to organize
a Christmas party so check it right now (it is at the end of the book called Integrating
Activity) because it is what we are going to prepare during the entire block.
142
Block 4
Session A: A grocery store nearby
Context Approach
Angela: When we go to the market, sometimes we listen to phrases like give me a
kilo of tortillas or how much is the achiote bag? or maybe give me a kilo of rice.
These sentences are using measures or quantiers.
David: Every day you use these expressions in Spanish in your regular life; and certainly,
you listen to your relatives or friends using them. So, this is the precise moment to
know how these words are said in English.
Trouble shooting
Situation 1
Your mother told you to go to buy some food and other things to the grocery store
and when you get there, you realize that a gorgeous lady is standing next to the
counter and she is trying to buy a few products, but nobody understands her because
she doesnt speak Spanish.
Could you help her to buy whatever she needs?
Situation 2
Just for fun, you enter a grocery store and start looking at all the products there
and the salesman (who is Irish) asks you: What are you doing? And you answer: Im
just trying to remember the names of these products in English. Later the salesman
asks you again showing you some products: Can you tell me how are these products
named in English?
So, the main question here is can you answer him whatever he shows you from
the grocery store?
Situation 3
You want to practice your English and you see your mother preparing spaghetti, so
you stand next to her and begin asking her all the ingredients names, the quantity of
them and the way to prepare the meal. Meanwhile she is telling you all what you ask;
you write everything to create a recipe.
Can you do it?
143
Knowledge
development
a. Read the following conversation.
David: Hello Angela, how are you?
Angela: Hi, David, Im ne. What are you doing?
David: Im checking my English lesson. Do you know we have countable and
uncountable nouns in English?
Angela: Yes, but maybe our friends dont!
David: Youre right, dont worry, lets check together the following pages. All the
words youll nd on page 152 are countable nouns.
My supermarket list
b. Read, listen and repeat the following countable nouns. Track 13
Countable
144
pears
pineapple
potatoes
apples
tomatoes
eggs
bananas
peaches
grapes
carrots
onions
cherries
peas
watermelon
strawberries
zucchinini
Block 4
Angela: Ok David, now our friends know the countable nouns, but what about
the uncountable nouns?
David: Take it easy! Let me show you guys! Here we will learn uncountable
nouns.
Uncountable
salt
jam
milk
money
flour
cheese
soda
sand
ham
rice
broccoli
coffee
water
bread
sugar
cake
145

Angela: Hey pals! Look at the vocabulary below, and practice it, repeating each
expression.
Containers

A box of
A kilo of
A can of
A half a kilo of
A carton of
A pound of
A loaf of
A quart of
A package of
A gallon of
A bottle of
A slice of
A bag of
A piece of
A tube of
A pint of
A jar of
A round of
David: Look guys! Here are some other expressions and their classication: practice
them with your classmate.
Uncountable nouns
A kilo of
A bag of
A pound of
A lot of
A box of
rice
Countable nouns
Two
Three
A kilo of
A pound of
A dozen of
bananas
Angela: Wow David! I think our friends have already understood now that containers
and quantiers are used with countable and uncountable nouns to refer to a specic
quantity.
David: Yes, youre right Angela! Now lets practice these expressions with some
exercises about this.
Culture note by Angela:
Another culture note by David:
Have you noticed that in

uncountable nouns you can use
containers before the nouns to mean
plural?
Psss, hey friends! You may also

notice that the uncountable nouns
have some special characteristics, they
have only singular form or just the
plural form. Example: correct - rice,
incorrect rices, correct sugar, incorrect
sugars, but the countable nouns they
have both forms, example: bananabananas, peach peaches, book
books
Now do the exercises below

and practice them with a
classmate.
146
Block 4
c. Exercise: Write the word or words that best complete these expressions.
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
of beans
of bread
carrots
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
peaches
of cookies
of milk
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
of sugar
of water
of tea
David: Uu! Did you learn the words above? ________ If your answer is NO, then
check it again but if you said yes,then lets learn new ones. These ones, you will use
them for asking about quantities or prices. Look at them carefully, check and practice
these expressions with your teacher and classmates.
How much
rice?
bananas?
oil?
pears?
bread?
How many
tomatoes?
sugar?
strawberries?
coee?
peaches?
147
How many cans of soup do you have?

d. Choose the correct illustration for each expression. Link them writing in the
brackets 1 or 2 depending on the picture. You may match them to more than one.
(
(
1. How many?
2. How much?
148
Block 4
Ok pals! Lets continue working with this chapter, now doing
some exercises with the words youve learnt from the previous
vocabulary. Im sure you can do a good job! First, pay attention
to these dialogues and the expressions in red.
Angela: How much sugar do you need, David?
David: I need a pound of sugar.

Angela: And how many bananas do you want?
David: I want only three bananas.
David: Hey Angela, how many bottles of milk do you buy in a week?
Angela: Well, my mom buys four bottles of milk every week.
David: Ok. And how many packages of cereal does she buy?
Angela: She buys only three packages of cereal.
David: As you can see friends the usage of how much, how many, the containers,
the uncountable and countable nouns is very easy. Now, you are going to practice
the vocabulary by reading the following dialogue then, role play it.
149

As you can see, friends, the usage of how much, how many, the containers, the
uncountable and countable nouns is very easy. Now you are going to practice the
vocabulary by completing the following dialogue with the audio, then role play it.
e. Read this dialogue paying attention to the underlined segments. Then make as
many changes you can, and role play it in front of your teacher. The situation is
the next: You and your classmate are buying at the supermarket some groceries.
Student A: How many loaves of bread do we need?

Student B: We need two loaves of bread.
Student A: What about cheese? How many kilos of cheese do we buy?
Student B: Mmm, Lets buy just half a kilo of cheese!
Student A: Sure? And how many tomatoes would you like to buy?
Student B: Get ve tomatoes. And get three bottles of coke, too
Student A: Ok. Anything else? Do we need beans?
Student B: Yes, youre right, take four cans of beans.
f.
Complete the questions with either How much or How many and answer the
questions logically.
1. __________ apples do you need to make an apple pie? __________________

2. __________ rice do you cook to feed 25 people? ________________________
3. __________ milk does the baby drink in one day? ______________________
4. __________ potatoes do I cut to make the French fries? _________________
5. __________ oranges do we need to make the juice? ___________________
6. __________ bags of rice do you usually buy at the store? ________________
7. __________ cans of soup do we open for lunch? ________________________
8. __________ lettuce do I buy at the market? ____________________________
9. __________ bottles of oil do we need to fry the chicken? ________________
10. __________ ham do we need for the sandwiches? _____________________
150
Block 4
g. Complete on the lines, how much and how many, then write questions to ask to
a partner.
Pencil
________________
Bag
________________
Church
________________
Bush
________________
Child
________________
Man
________________
Wolf
________________
Scarf
________________
Deer
________________
Fish
________________
Tomato
________________
Ox
________________
Exercise
Can you ask your classmates some questions like the exercise
before? Im sure you can! So write some questions using: How
much, How many, containers, quantiers, and the vocabulary
related to countable and uncountable nouns, besides singular
and plural form, then ask your classmates. Write your questions
on the rst line and on the second line your friends answer.
Q: ____________________________________________________________________?
A: ____________________________________________________________________.
Q: ____________________________________________________________________?
A: ____________________________________________________________________.
Q: ____________________________________________________________________?
A: ____________________________________________________________________.
Q: ____________________________________________________________________?
A: ____________________________________________________________________.
Q: ____________________________________________________________________?
A: ____________________________________________________________________.
151
Synthesis Activity
Now guys lets practice some writing, you have to write the list and quantities
you and your classmates need for making a beautiful Christmas party. Explain what
things are going to be given and by whom, for example: Lucy is going to give forty
glasses, etc.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Generic Competency
Achievement Rubric Session A
CAU
Additional
Language to
Spanish I
KnowledgeArea
Category
Express
oneself and
communicate.
Generic
competence
4. Listen,
interpret
and produce
pertinent
messages
in dierent
contexts
through
media, codes
or appropriate
tools.
Semester
First

Achievement Levels
Performance
Attribute
Regular
Good Excellent
indicators
4.2 Apply
written expressions
dierent
communica in order to
communicate.
tive
strategies
according
2. Identify the
to the
communicative
purpose in messages
listeners,
the context that are sent or
where they received.
are and the
objectives
3. Use coding
to achieve.
and decoding of
information to
express concrete
ideas.
4. Communicate
accurately.
Observations:
152
Block 4
Disciplinary Competency
Achievement Rubric Session A
Curricular
Academic
Unit
Block 4:
I express measures and quantities
Session A.
A grocery store nearby
Disciplinary
Competencies
Achievement Levels
Performances
Indicators
Regular
10. To identify
and interpret
the general idea
and the possible
development
of an oral and a
written message
in a second
language,
using previous
knowledge, non
verbal elements
and context.
Understand
the use of
countable and
uncountable
nouns as well
as the use of
quantiers in
audio segments
or readings.
Good
Excellent
Understand what a
countable noun is.
Understand what
an uncountable
noun is.
Understand what a
quantier is.
Know the meaning
of there is and
there are.
Know how to use
how much and
how many.
Know how to use
some and any.
Know how to use
few and little.
Observations:
153
Session B: Our Christmas party

Context Approach
Angela: Imagine you have the chance to travel to Los Angeles with your uncle and your
cousins ask you to come with them to hang around the neighborhood. You agree and
when all of you get to a corner, your cousins ask you to stay there one moment because
they have something to do but you cannot go with them. Eventually you get hungry
and the stores nearby sell food but all the employees seem to speak English. So, you
enter into a store and with mimicry you get a boy to buy you something to eat. Wow!
What a nightmare, right? But, wouldnt it be easier if you could speak English and
asked for the articles you wanted without the help of somebody?
David: Wow Angela! You make me wonder about that! Why did you give that example?
Angela: Ah, because it is what our friends must be able to do after nishing this block.
David: Oh I see! In fact, I remember the rst time I went to my cousins handcraft store
and a tourist came into looking for a Mayan calendar. He began speaking in English
looking for some articles that I didnt understand. And now I think, if I had known
English that time, I would have gotten a good tip. And Im pretty sure that at least one
of my friends here have lived the same situation.
Trouble shooting
Situation 1
A foreigner moves to Merida and says he doesnt speak Spanish, not even a word.
You as a good Yucatecan, oered yourself as a guide for your hometown and show
him the pretty places there. During the trip he starts to tell you that his place is nicer,
better, cleaner, more modern, and the water and food dont produce stomachaches
nor infections. You know your place is beautiful and nice. Can you defend your place
with the things that are good and that are not? Why our food is much better than his
countrys food?
Situation 2
An important telemarketing company is requiring telephone operators who are
able to promote and sale by phone all kind of products. If you get this job, do you think
you are able to provide prices, quantities, availability and characteristics of all products
you are selling? Can you establish a uent conversation with your costumers?
154
Situation 3
Your English teacher has planned a listening activity so, he picks up a CD player and
he sends you to get it and nd an unoccupied classroom. After checking the whole
school, you come back to your classroom exhausted and your teacher asks you: Is there
an unoccupied place? How many students can t there? How much light is there?
Can you answer these questions?
Block 4
Knowledge
development
We know folks! You are doing a good job friends, we have
already studied uncountable and countable nouns
nerss, ho
h
w mu
uch
c , how
w many,
m ny,
ma
besides the quantiers, containers,
how
much,
to plural
plu
lura
al the
t e nouns.
th
no
oun
u s. In
In this
th
th
how to change from singular to
worrds related
rel
e atted with
wit
i h the
the
session we will show you otherr words
topic making my shopping list.
in English
En
nglis
issh we
e use
use
se
In order to express existence, in
xis
i te
enc
nce in
n singular
sin
ngula
gula
ar
dierent expressions to express existence
amp
ple
les below.
les
b low.
be
w.
w.
and plural. Pay attention to the examples
Singular
Plural
one banana
one house
one computer
one kilo of beans
There is
a bottle of milk
a can of orange juice
a pound of coee
an apple
an orange
an onion
four bananas
two houses
eight computers
six kilos of beans
There
two bottles of milk
are
three cans of orange juice
two pounds of coee
six apples
twelve oranges
nine onions
155

a. Read and complete.
David: In order to understand better the example above, do the
following exercise: complete each sentence with There is or There
are according to the nouns and your own knowledge.
1. _____________ a loaf of bread in the kitchen.

2. _____________ a bar of chocolate in my bag.
3. _____________ six books in my school bag.
4. _____________ one pair of nice shoes in the classroom.
5. _____________hundred people in the party.
6. _____________ eight tubes of toothpaste in the store.
7. _____________ twelve eggs in a dozen.
8. _____________ fty-two teachers in my school.
9. _____________ three mice in my bedroom.
10. _____________ eight viruses in my laptop.
If you want to say no existence, then you only have to write the word no after the
verb is. I mean the expression for negative will be like this:
Singular
Plural
one banana
one house
one computer
one kilo of beans
There is
156
not
a bottle of milk
a can of orange
juice
a pound of
coee
an apple
an orange
an onion
four bananas
two houses
eight computers
six kilos of beans
There
are
not
two bottles of milk

three cans of orange juice
two pounds of coee
six apples
twelve oranges
nine onions
Block 4
b. Lets practice. Complete the following sentences with: There is
not or there are not.
1. _______________________________ two bars of chocolate.

2. _______________________________ one can of beans.
3. _______________________________ a litter of orange juice.
4. _______________________________ three pairs of scissors.
5. _______________________________ a package of rice.
6. _______________________________ four slices of ham.
7. _______________________________ a dozen of computers.
8. _______________________________ half a kilo of sugar.
9. _______________________________ three kilos of fat.
10. _______________________________ twelve pineapples.
Yourre right Angela, but dont miss to tell our friend if they want to ask for the
existence, then they have to follow the structure I show you below.
Singular
Plural
a banana
a house
a computer
Is
four bananas
a kilo of beans
there a bottle of milk
two houses
eight computers
Are
there
six kilos of beans

two bottles of milk
a can of orange juice
three cans of orange juice.
a pound of coee
Two pounds of coee
an apple
six apples
an orange
twelve oranges
an onion
nine onions
You see, as David showed you on the table above, Im sure now, you
can talk, deny, and ask for the existence of things.
Do you understand these structures? Yes? Then lets make general
practice.
157

c. Look at the following illustrations and write down how to ask or give
information about their quantity.
158
_ How many cars are there? ______

_______ There are three cars.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Block 4
d. Exercise: Complete each sentence withThere is or There are, There is not or There
are not, or Is there? or Are there?
1.
2.
3.
4.
5.
6.
7.
8.
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
bedrooms are there in your house?

water do you drink every day?
orange juice. We need to buy some.
students in the classroom.
milk?
money do you need?
soda? Im thirsty.
good restaurants near here?
e. Listen, read and circle the right answer to these questions. Track 14
1. Are there any tuna sandwiches in the cafeteria?
Yes, there are.
No, there arent.
2. Are there any ham and cheese sandwiches?

Yes, there are.
No, there arent.
3. Are there any cheeseburgers?

Yes, there are.
No, there arent.
4. Is there any milk?

Yes, there is.
No, there isnt.
5. Is there any juice?

Yes, there is.
No, there isnt.
6. Is there any lemonade?

Yes, there is.
No, there isnt.
7. Is there any chocolate cake?

Yes, there is.
No, there isnt
Good Angela! But dont forget to teach our friends determiners. Friends, did
you learn the determiners? No? As we are studying countable and uncountable
nouns, we can use these determiners to show the amount of the object we
want, instead of using containers and quantiers. This is in case we dont
want to buy kilos or liters.
159

f. Look at this chart and practice them with your classmates.
Uncountable nouns
Determiner
Noun
Little
Water
A little
Oil
Much
Milk
Some
Sugar
A lot of
Rice
Any
Jam
A great deal of
Advice
Countable nouns
Determiner
Noun
Few
Apples
A Few
Oranges
Many
People
Some
Bananas
A lot of
Watermelons
Any
Eggs
g. Exercise: Complete the expressions with some, a few, a little, some, or a lot of. Do
correct expressions.
Determiner
A little of
Much
Some
Noun
our
________________
________________
Determiner
______________
______________
______________
________________
________________
________________
________________
potatoes
________________
________________
________________
________________
________________
apples
________________
Psssts folks! Let me tell you a secret, any is used in questions and
negative sentences. Look at these examples.
160
cars
books
________________
________________
_____________
people
________________
money
________________
________________
Noun
bread
Block 4
Some and any
Angela: We use some and any with uncountable nouns and plural countable nouns
when the exact number or quantity is not important.
David: We use some in oers and requests.
Would you like some cheese? (an oer) Can I have some sugar? (a request)
Angela: We often use any in questions. Is there any coee in the pot?
Armative
is
There
some
are
butter.
(uncountable)
knives.
(plural
countable)
Negative
isnt
There
arent
any
cheese.
(uncountable)
knives.
(plural countable)
Whats the recipe?

h. Read carefully and ll in the blanks using: a little or a few.
Peters Tomatoes Sauce
1.
2.
3.
4.
5.
6.
Put ________________ butter in a pan.

Chop up_________________ onions.
Cut up__________________ mushrooms and _______________ cheese.
Slice______________________ tomatoes.
Add_______________________ salt and ____________________ pepper.
Cook for_____________________ minutes.
161

David. Here are some important rules you must remember every time when you
speak English. Check them out and understand these rules.
X We use much and little with uncountable nouns:

Much time
much luck
little energy
little money
X We use many and few with plural nouns.
There are many students here
There are few chairs in this classroom
X We use a lot of / lots of and plenty of with uncountable and plural nouns:
A lot of luck
lots of time
plenty of money
A lot of friends
lots of people plenty of ideas
X The word plenty means more than enough and it is used in this way:
There s no need to hurry. Weve got plenty of time.

Ive had plenty to eat. I dont want anything.
X We use much/many especially in negative sentences and questions. A lot (of)

is
also possible:
We didnt spend much money. (or we didnt spend a lot of money.)
Do you know many people? (or do you know a lot of people?)
I dont go out much. (or I dont go out a lot.)
X In armative sentences a lot (of) is more usual. Much is unusual in armative

sentences in spoken English:
We spent a lot of money. (do not say we spent much money)
He goes out a lot. (do not say he goes out much)
X Little and few (without a) are negative ideas. It is equal to not much/not
many:
We must be quick. There is little time
(it means we have not much or not enough time)
He is shy. He has few friends
(it means he has not many or not enough friends)
X You can say very little and very few:

There is very little time.
He has very few friends.
162
Block 4
i. Listen and read the dialogue, then role play it in front of your classmates. Track 15
David: Angela! There is little water in the bottle.
Angela: Mmm lets buy some water at the supermarket.
David: Is there any cheese in the fridge?
Angela: No, there is not any cheese. But there is a lot of milk.
David: Are there any eggs?
Angela: No, there are not any eggs, Ill buy a few eggs.
David: Can you buy me any watermelons?
Angela: No, not much money.
Angela: Folks did you notice the usage of any? If not check again the dialogue above
and pay attention to the words in bold.
David: Ok friends, you know English is a language and as language you need to
practice it in order to learn it, so lets do some exercises.
Exercise: Listen to the dialogue and write the missing words on the line.
Person A: Are there _____________________________________ eggs?
Person B: Yes, there are _________________________________ eggs.
Person A: Is there _______________________________________ milk?
Person B: No, there isnt ______________milk. Oh, let me see, sorry! There is
____________ milk.
Person A: Are there ______________ vegetables?
Person B: There are ______________ vegetables, ______________ tomatoes,
______________ carrots and ______________ spinach.
j. Read and listen to this other one and try to reproduce it with the correct
pronunciation. Track 16
Paty: Hello, is anybody here?
Joe: Hi, may I help you?
Paty: Yes I want two liters of milk and a
kilogram of beans.
Joe: There are 4 or 5 liters of milk in the
second row and I have the beans here.
Paty: How much are the beans?
Joe: The kilogram of beans is $20.00 pesos.
Paty: They are expensive.
Joe: No, they are cheap now. Sometimes they
ey
are $28.00 pesos a kilogram, that is expensive.
e.
Paty: Ok. Do you take credit cards?
Joe. No, only cash.
Paty: Ok.
163
There you are!

k. Read and listen carefully to Magdas description. Track 17
My Grannys house.
Look Ricardo, this is my Grannys house. Its always beautiful and clean. There is a
wooden bench on the porch and when you go inside, there is always a sweet smell,
like cookies or apple pie. There are many bedrooms in my Grannys place, so she can
have many guests.
In every room there is a bed and a warm quilt on it. There are always clean towels
in the bathroom and aromatic owers in the dining room.
There are two big windows in the living room and there is a big table in the dining
room and ne white china on a nice tablecloth.
The best part is that there is a swimming pool in the backyard. That makes our
summers really fun.
I love my Grannys house!
X Is there a wooden bench?

______________________________________________________________________
X Whats there in every room?

______________________________________________________________________
X Are there any windows? And how many are there?

______________________________________________________________________
X How much money does the grannys house cost?

______________________________________________________________________
X Is there a big table in the living room?

______________________________________________________________________
X Is there a swimming pool in the front yard?

______________________________________________________________________
164
Block 4
l.
Listen to the following conversation. Track 18
Lety: Good morning, can I have a cup of coee and a tuna sandwich?
Joseph: Im sorry, there arent any tuna sandwiches.
Lety: Are there chicken sandwiches?
Joseph: No, there arent any chicken sandwiches.
Lety: Is there coee?
Joseph: No, there isnt any coee. There is soda or tea. There are croissants, bagels and
of course doughnuts!
Lety: Okay Ill have a bagel with some tea.
Joseph: Right away!
m. Mark T (true) or F (false).

1. Lety wants a tuna sandwich.
___.
2. There arent chicken sandwiches.
___.
3. There is coee.
___.
4. There arent any bagels.
___.
5. Lety asked for soda.
___.
6. There is plenty of food at the coee shop.
___.
n. Listen to the track and answer the questions, about Cynthia during her visit to
Gladys Boutique. Track 19
X How many new things does Gladys have?

______________________________________________________________________
X How many dierent styles of blouses does Gladys have?

______________________________________________________________________
X How much are the blouses?

______________________________________________________________________
X How much money does Cynthia have?

______________________________________________________________________
165

X How many styles of jeans does Gladys have?
______________________________________________________________________
X How many colors are available for the blouses?

______________________________________________________________________
X What color of blouse does Cynthia want?

______________________________________________________________________
X How much time does Cynthia need to be able to buy the blouse?
______________________________________________________________________
o. Now using your knowledge, create a dialogue like above, imagine you are at a
supermarket buying some groceries, and try to use all the words you have learnt.
Give a line for each person speech.
Person A: _____________________________________________________________
Person B: _____________________________________________________________
Person A: _____________________________________________________________
Person B: _____________________________________________________________
Person A: _____________________________________________________________
Person B: _____________________________________________________________
Person A: _____________________________________________________________
Person B: _____________________________________________________________
166
Block 4
Synthesis Activity
Now, it isnt just paper, it is real, your nal assignment is preparing a Christmas party.
Divide your group in teams each team has to give something to the party, but all the
members have to explain what they brought, for example if a team brings three sodas,
they have to say what sodas they have, whats the content, what are the ingredients,
and so on in this way for every team.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Integrated Activity Block 4

Divide your group in teams of ve (maybe six members) to elaborate a recipe of a
traditional Yucatecan dish or dessert which has to be explained and shown in class in
the way it has to be prepared. You have to say what ingredients to use, what portions,
the utensils you are going to use and the preparing process has to be represented in
class too. It means that you have to cook in class. Bon Appetit!
167

Generic Competency
Achievement Rubric Session B
CAU
Additional
Language to
Spanish I
Knowledge
Area
Category
Express
oneself and
communicate.
Observations:
168
Semester
First

Generic
Competence
4. Listen,
interpret
and produce
pertinent
messages
in dierent
contexts
through
media, codes
or appropriate
tools.
Attribute
4.4
Communicate
in a foreign
language
in everyday
situations.
Performance
Indicators
1. Understand
the content
of a message
in a foreign
language.
2. Generate
and organize
ideas in order to
express oneself
in a foreign
language.
3. Express brief
messages
in a foreign
language
in order to
transmit an
idea.
4. Interact in
oral or written
forms with
other people
in a foreign
language.
Achievement Levels
Regular
Good
Excellent
Block 4
Disciplinary Competency
Achievement Rubric Session B
Curricular
Academic
unit
Block 4:
Session B
Disciplinary
Competencies
11. To
communicate in a
foreign language
through a logical
speech, either
oral or written,
according to the
communicative
situation.
Performances
Use countable
or uncountable
nouns as well as
quantiers at the
speaking time or in
a writing process.
I express measures and quantities

Our Christmas party
Achievement Levels
Indicators
Regular
Good
Excellent
Use countable
nouns when
speaking and
writing.
Use uncountable
nouns when
speaking and
writing.
Use how much
or how many
when speaking
and writing.
Use some or
any when
speaking and
writing.
Use few or
little when
speaking and
writing.
Use there is or
there are when
speaking and
writing.
Observations:
169

Generic Competencies Achievement
CAU
Knowledge
Area
Category
Express
oneself and
communicate.
Observations:
170
Additional
Language to
Spanish I
Semester
First

Achievement Levels
Generic
Competence
Attribute
Performance Indicators
4. Listen,
interpret
and produce
pertinent
messages
in dierent
contexts
through
media, codes
or appropriate
tools.
4.2 Apply
dierent
communicative
strategies
according to
the listeners,
the context
where they
are and the
objectives to
achieve.

written expressions in
order to communicate.
4.4
Communicate
in a foreign
language
in everyday
situations
1. Understand the
content of a message in
a foreign language.
2. Generate and
organize ideas in order
to express oneself in a
foreign language.
3. Express brief
messages in a foreign
language in order to
transmit an idea.
4. Interact in oral or
written forms with
other people in a
foreign language.
2. Identiy the
communicative purpose
in messages that are
sent or received.
3. Use coding
and decoding of
information to express
concrete ideas.
4. Communicate
accurately.
Regular Good Excellent
Block 4
Disciplinary
Competencies
10. To identify
and interpret
the general idea
and the possible
development
of an oral
and a written
message
in a second
language,
using previous
knowledge, non
verbal elements
and context.
Achievement Levels
Performances
Indicators
Understand the
use of countable
and uncountable
nouns as well
as the use of
quantiers in
audio segments or
readings.
Understand
what a countable
noun is.
Regular
Good
Excellent
Understand
what an
uncountable
noun is.
Understand
what a quantier
is.
Know the
meaning of
there is and
there are.
Know how to use
how much and
how many.
Know how to
use some and
any.
Know how to use
few and little.
171

11. To
communicate
in a foreign
language
through a
logical speech,
either oral
or written,
according to the
communicative
situation.
Use countable
or uncountable
nouns as well as
quantiers at the
speaking time or in
a writing process.
Use countable
nouns when
speaking and
writing.
Use uncountable
nouns when
speaking and
writing.
Use how much
or how many
when speaking
and writing.
Use some or
any when
speaking and
writing.
Use few or
little when
speaking and
writing.
Use there is or
there are when
speaking and
writing.
Observations:
Feedback
If after reviewing this rubric; you got a low domain level dont worry, its not lost,
you may have gotten some knowledge that can be improved.
If you settled yourself in a pre-formal or initial-receptive level, you have to get
better at English with some help from your classmates, teachers and parents. Try to
advance to the next level were sure you can. You could nd meaningful information
in Internet, magazines or books in English.
172
Block 4
Farewell
David: Ok guys it was a tremendous pleasure to go with you
through this learning trip where we discovered so many
things that certainly will be useful in the future.
Angela: For me, it was a great opportunity to share
knowledge with you. Im pretty sure that the mission was
accomplished and all of you guys are excellent students.
Keep it up.
David and Angela: There is nothing more to say but goodbye
and thank you
David: And by the way, we are forgetting something.
Angela: What? Wishing them Merry Christmas and a Happy
New Year?
David: No,we have already said that. Something else
besides that.
Angela: Ah I get it.
Angela and David: GIVE YOUR BEST EFFORT ALWAYS AND
NEVER GIVE UP.
173
List of Irregular
Verbs
List of irregular
verbs in English
Present
be
beat
become
begin
bite
blow
break
bring
build
burst
buy
catch
choose
come
cut
do
draw
drink
drive
eat
fall
feed
feel

forget
forgive
freeze
get
give
go
grow
have
hear
hit
hide
hold
hurt
keep
know
lay
lead
leave
let
lose
make
mean
meet
pay
put
read
174
Past
was, were
beat
became
began
bit
blew
broke
brought
built
burst
bought
caught
chose
came
cut
did
drew
drank
drove
ate
fell
fed
felt

forgot
forgave
froze
got
gave
went
grew
had
heard
hit
hid
held
hurt
kept
knew
laid
led
left
let
lost
made
meant
met
paid
put
read
Past Participle
been
beaten
become
begun
bitten
blown
broken
brought
built
burst
bought
caught
chosen
come
cut
done
drawn
drunk
driven
eaten
fallen
fed
felt

forgotten
forgiven
frozen
gotten
given
gone
grown
had
heard
hit
hidden
held
hurt
kept
known
laid
led
left
let
lost
made
meant
met
paid
put
read
Present
ride
ring
run
say
see
sell
send
shake
show
shoot
sing
sit
sleep
speak
spend
stand
steal
swim
swing
take
teach
tear
tell
think
throw
understand
wake
wear
win
write
Past
Past Participle
rode
ridden
rang
rung
ran
run
said
said
saw
seen
sold
sold
sent
sent
shook
shaken
showed
shown
shot
shot
sang
sung
sat
sat
slept
slept
spoke
spoken
spent
spent
stood
stood
stole
stolen
swam
swum
swang
swung
took
taken
taught
taught
tore
torn
told
told
thought
thought
threw
thrown
understood
understood
woke
woken
wore
worn
won
won
wrote
written
Block 4
Present
Past
admire
answer
arrive
belong
boil
borrow
call
carry
change
clean
collect
complete
copy
dance
decide
decorate
describe
destroy
discover
dream
earn
educate
end
enter
escape
exercise
fail

fold
follow
greet
handle
happen
harm
hate
heal
heat
help

ignore
improve
jog
join
kick
kiss
laugh
admired
answered
arrived
belonged
boiled
borrowed
called
carried
changed
cleaned
collected
completed
copied
danced
decided
decorated
described
destroyed
discovered
dreamed
earned
educated
ended
entered
escaped
exercised
failed

folded
followed
greeted
handled
happened
harmed
hated
healed
heated
helped

ignored
improved
jogged
joined
kicked
kissed
laughed
Past Participle
admired
answered
arrived
belonged
boiled
borrowed
called
carried
changed
cleaned
collected
completed
copied
danced
decided
decorated
described
destroyed
discovered
dreamed
earned
educated
ended
entered
escaped
exercised
failed

folded
followed
greeted
handled
happened
harmed
hated
healed
heated
helped

ignored
improved
jogged
joined
kicked
kissed
laughed
Present
Past
learn
like
listen
marry
miss
mix
need
note
observe
open
paint
pass
play
practice
prefer
rain
receive
remember
repair
repeat
sail
save
shop
spell
separate
start
stay
talk
taste
tie
touch
trace
travel
learned
liked
listened
married
missed
mixed
needed
noted
observed
opened
painted
passed
played
practiced
prefered
rained
received
remembered
repaired
repeated
sailed
saved
shopped
spelled
separated
started
stayed
talked
tasted
tied
touched
traced
traveled
Past Participle
learned
liked
listened
married
missed
mixed
needed
noted
observed
opened
painted
passed
played
practiced
prefered
rained
received
remembered
repaired
repeated
sailed
saved
shopped
spelled
separated
started
stayed
talked
tasted
tied
touched
traced
traveled
175
Primer semestre

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Lengua Adicional

Lengua Adicional al Espaol I

Acuerdo Secretarial 442 por el que se establece el SNB. SEMS 2008

5. Sustenta una postura personal sobre temas de inters y relevancia general,

Lengua Adicional al Espaol I

Lengua Adicional al Espaol I

4.1 Knowledge development

4.2 Skill development

4.3 Attitude and value development

Block 2: What I do and how I live

Block 3: I Describe What Is Happening

Block 4: I Express Measures and Quantities

Angela: Besides, we are going to work on several projects in this

Angela: Have you noticed that

David: So dont waste

David: Yes; in fact English is not a subject,

Angela and David: Ok pals, lets

Session A: Who are you?

sixteen seventeen eighteen nineteen

one hundred and twelve.

one thousand two hundred and ten.

You can make

Culture Note by Angela:

e. Write the numbers that your teacher will dictate:

f. Study the table and complete it.

One hundred _____ One thousand

____________ 8000 Eight thousand

h. Practice spelling the following names and numbers.

The fourth letter

The third letter of

the alphabet in English:

in the word: Parangaricutirimicuaro.

k. Read and complete the following application forms.

Language and Communication

1. Use either oral or

Disciplinary Competency Achievement Rubric

Additional Language to Spanish 1

Who Are You?

X You are Mexican.

b. Underline the correct sentence.

2. I have sixteen years old.

4. My sisters name is Sandra.

7. I have two sister.

I have two sisters.

8. Luis the son of my sister.

Luiss my sisters son.

Personal and possessive pronouns

Angela: From the rst case we have these examples:

His, Her, Its

His, Hers, Its

David: Here are some examples of how the possessives work.

I have a new bike.

This is my new bike.

This bike is mine.

You have a new record.

It is your new record.

That is his motorcycle.

She owns a beautiful

The painting is hers.

It has a new bowl.

This is its bowl.

We bought a new car.

That is our new car.

___ _ _______?

Does _ _____?

___ _ _______?

___ _ _______?

___ _ _______?