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Laura and Martha E.

Villafuerte Thomas

ENGLISH

ENGLISH

Educacin Media Bsica

ESFINGE

GRUPO EDITORIAL

Contents
Unit Purpose: To provide students with some basic classroom language that will enable them to
communicate in English at all times during their foreign language lessons.
UNIT AND LESSON
INTRODUCTION Lesson 1

SOCIAL PRACTICES
Establishing and mantaining social contacts: Greeting people and responding to greetings. Communicating in the classroom. Maintaining communication in or out of the classroom. Establishing and mantaining social contacts: Greeting people and responding to greetings. Communicating in the classroom. Maintaining communication in or out of the classroom.

REFLECTIONS ON LANGUAGE
Imperatives. The non-equivalence of sound and letter in English.

SAMPLE PRODUCTIONS
Hi!, How are you? Hello, Im fine, thank you. Circle the correct answers. Can you say that again, please? Sit down, please. Pardon? Good afternoon, Rose. Write the date. Whats the date? What day is it today? How do you spell...? Can you say that again, please?

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Welcome to Our School!

INTRODUCTION Lesson 2 Apples, Peaches, Pears, and Plums

Imperatives. The non-equivalence of sound and letter in English.

Unit Purpose: To enable students to introduce themselves and others, and to exchange personal details.
UNIT AND LESSON
UNIT 1 Lesson 3 Babe in the Woods

SOCIAL PRACTICES
Establishing and mantaining social contacts: Introducing oneself and other people.

REFLECTIONS ON LANGUAGE
Verb TO BE (simple present tense - affirmative sentences). Demonstrative pronouns (this that). Indefinite articles (a - an). Possessive pronouns (my-his-her). Some linking devices that indicate addition (and, ,). The difference in stress in some numbers (thirty - thirteen). The use of apostrophe to indicate contraction. Verb TO BE (simple present tense - affirmative sentences). Demonstrative pronouns (this that). Indefinite articles (a - an). Possessive pronouns (my-his-her). The use of apostrophe to indicate contraction. The pronoun IT, that may refer to objects.

SAMPLE PRODUCTIONS
Im an athlete. Hes a doctor. Shes an actress. My names Citlalli. His names Carlos. Her names Ximena. Come and visit me. This is my sister. ... that boy is my brother.

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UNIT 1 Lesson 4 Happy Birthday, Everybody!

Establishing and mantaining social contacts: Introducing oneself and other people.

Thats Mr. Nilsson. This is Ann. He/She is 32/25. Today is his/her birthday. Im from Mexico. Im an accountant. Hes/Shes a nurse. This watch is from Switzerland. Its Swiss.

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UNIT AND LESSON


UNIT 1 Lesson 5 New Classmates

SOCIAL PRACTICES
Giving and obtaining factual information of a personal and non-personal kind: Asking for and giving personal details.

REFLECTIONS ON LANGUAGE
Verb TO BE (simple present tense) and question-word sentences with WHAT...? HOW OLD...? Differences in word-order in affirmative and question sentences. The use of apostrophe to indicate contraction (Im/Hes/Shes). The stress in some numbers (e.g. forty).

SAMPLE PRODUCTIONS
Whats your name? My names Enrique Franso. Whats his/her name? His/Her names... Whats your last name? My last name is Nava. Its Nava. How old are you? Im 13 years old. How old is he/she? He/She is ... years old.

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UNIT 1 Lesson 6 A Great Exhibition

Giving and obtaining factual information of a personal and non-personal kind: Asking for and giving personal details.

Differences in word-order in affirmative and negative sentences. Question sentences with ARE...? WHERE...? WHAT...? The use of apostrophe to indicate contraction (e.g. youre/theyre). BUT as a linking device to indicate contrast. The difference in stress in some numbers (e.g. thirteen, fortythree).

Are you an actress? No, Im not. Where are your parents from? Theyre from Australia. So, youre a Canadian singer. Im very young, but look, this is my third CD. Im fifteen. Whats your telephone number? 01-55-2430-2319.

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Unit Purpose: To enable students to give and obtain information about possessions and to describe
actions that are in progress at the moment of speaking.
UNIT AND LESSON SOCIAL PRACTICES REFLECTIONS ON LANGUAGE SAMPLE PRODUCTIONS PAGE

UNIT 2 Lesson 7 Crazy about Camping

Giving factual information of a personal and non-personal kind: Giving factual information about personal possessions.

Verb TO BE (simple present tense - affirmative and negative sentences). The implication of physical proximity or distance when using demonstrative pronouns, singular and plural (this-that-these-those). Possessive form singular: s. Some prepositions to indicate location (between, behind) Some linking devices to indicate addition (e.g. ,, and), and contrast (e.g. but).

This is Adelas family. Thats Ericks sweater. These binoculars are wonderful. Those are Ericks pencils. Adela is between her brother and her sister. Irenes parents are behind her. She is not just a pretty face... She is tall, thin, and very pretty. ... something with teeth, but with no mouth.

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ENGLISH EVERYWHERE 1 New Era

UNIT AND LESSON


UNIT 2 Lesson 8 Out of This World

SOCIAL PRACTICES
Giving and obtaining factual information of a personal and non-personal kind: Asking and answering questions about personal possessions.

REFLECTIONS ON LANGUAGE
Question-word sentences with: IS...? / ARE...? Question-word sentences with: WHAT COLOR...? The implication of physical proximity or distance when using demonstrative pronouns, singular and plural (this-thatthese-those). Some nouns that do not have singular form (e.g. jeans, shorts, pants, eyeglasses). Differences in word-order in affirmative sentences and questions. Possessive form singular: s. IN: preposition to indicate location.

SAMPLE PRODUCTIONS
Is this Glorias skirt? Yes, it is. Is that an eagle? No, it isnt. Are these my fathers glasses? Yes, ... No, ... Is Blanca French? No, she isnt. Wheres she from? Shes from Mexico. What color are Rexs and Neils shorts? They are orange. Put Adans jeans in his closet.

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UNIT 2 Lesson 9 A Helping Hand

Asking and answering questions about what people are wearing and/or doing at the moment of speaking.

Present continuous with present meaning. Differences in word-order in affirmative sentences and questions. How to form the present participle (e.g. eat - eating, etc.). Question-word sentences with: WHAT...? WHAT COLOR...? Some prepositions that indicate location (e.g. under, between, in, by the..., past some..., next to..., on..., near..., across the..., behind...). The pronoun IT that may refer to objects.

Is Dora eating a sandwich? Yes, ... / No, ... Are Liz and Rex reading books? Yes, ... / No, ... Im painting a picture. You/We are watching TV. What is it? Its a blouse. What are they? Theyre shoes. She is riding past some big trees. He is sitting by the window. He is next to the woman.

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UNIT 2 Lesson 10 The Life of the Party

Asking and answering questions about what people are wearing and/or doing at the moment of speaking.

Question-word sentences with: WHAT...? / WHERE...? Present continuous to indicate actions that are in progress at the moment of speaking. Differences in word-order in affirmative sentences and questions. Changes in spelling at the end of verbs in the present participle (e.g. file - filing, drop - dropping etc.). Some prepositions to indicate location (e.g. in, outside).

What are you doing? Im typing... What are you wearing? Im wearing... Whats he/she wearing? He/She is wearing... Wheres he/she/it? He/She/It is in... Im having the time of my life!!

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Unit Purpose: To enable students to express their personal interests in the topics of hobbies, leisure and
sports activities, and to make/respond to invitations to events/places related to these topics.
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UNIT AND LESSON


UNIT 3 Lesson 11 Lets Get Along!

SOCIAL PRACTICES
Establishing and maintaining social contacts: Expressing preferences, likes and dislikes.

REFLECTIONS ON LANGUAGE
Verbs that express likes and dislikes followed by: direct objects or infinitives. The use of DO as an auxiliary verb in negative sentences. An s placed at the end of a: - noun to have its plural form. - verb to indicate third person singular. Some linking devices that indicate addition (e.g. ,, and). Verbs that express likes and dislikes followed by gerunds, direct objects, or infinitives. The use of DO as an auxiliary verb in questions and short answers. Some linking devices that indicate addition (e.g. ,, and, also), contrast (but) and effect (because). Common structures for making, accepting and rejecting invitations. Verbs that express likes and dislikes followed by: direct objects or infinitives. The use of DO as an auxiliary verb in questions, negative and short answers. An s placed at the end of a noun to form plural words (e.g. cowboys, gyms, walls, etc.) Some linking devices that indicate addition (e.g. and) and contrast (e.g. but). Common structures for making, accepting and rejecting invitations. Verbs that express likes and dislikes followed by infinitives. An s placed at the end of a noun to make its plural form (e.g. grapes, carrots, onions). Some linking devices that indicate alternative (e.g. or).

SAMPLE PRODUCTIONS
He/She hates dirty classrooms. I love / like / hate / to wear shorts. I/You dont like... She doesnt like young boys. I dont like the drums in rock music. I love to listen to classical music. Do you like American food? Yes, I do. Does your mother like Venice? Yes, she does. Does he like team sports? No, he doesnt. He loves taking care of cats.

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UNIT 3 Lesson 12 Like a Fish Out of Water

Establishing and maintaining social contacts: Asking and answering questions about preferences, likes and dislikes.

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UNIT 3 Lesson 13 You Always Have Your Nose in a Book

Establishing and maintaining social contacts: Inviting and responding to invitations.

Why dont we meet at four? Good idea! Would you like to have lunch...? No, thanks. / Yes, Id love to! Some people dont like rodeos. I dont like gyms.

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UNIT 3 Lesson 14 You Win Some, You Lose Some

Establishing and maintaining social contacts: Making and responding to invitations.

Lets go to the movies. Shall we buy the pizzas in..? No, thanks. Id prefer... Id prefer to go see a play. I love to eat fruit...

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Unit Purpose: To enable students to describe actions that happen daily or periodically in their life or in the
lives of people and animals they are interested in.
UNIT AND LESSON
UNIT 4 Lesson 15 Time Is Money

SOCIAL PRACTICES
Giving and obtaining factual information of a personal and non-personal kind: Asking and telling the time.

REFLECTIONS ON LANGUAGE
Question-word sentences with: WHAT TIME...? Some prepositions and phrases that indicate time and location differently (in the + part of the day, at night, at + time + oclock, a.m., p.m.). Talking about activities that people can do.

SAMPLE PRODUCTIONS
What time is it in...? Its four oclock. Its 2:30 in the afternoon. Tourist can visit these places or...

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UNIT AND LESSON


UNIT 4 Lesson 16 Sleep Like a Log

SOCIAL PRACTICES
Giving factual information of a personal and nonpersonal kind: Giving information about everyday activities.

REFLECTIONS ON LANGUAGE
To express peoples daily activities: PRESENT SIMPLE TENSE. The irregular form for the third person singular of the present simple tense (e.g. he/she takes..., goes to...). Frequency adverbs: - placed before main verbs (e.g. I always take a...) - placed after the verb TO BE (e.g. He is never at home.). The verb TO HAVE. The verb TO DO as a main verb (e.g. ... I always do my homework.). The preposition ON that indicates time (e.g. on + day of the week, on weekends). Some linking devices that indicate sequence (e.g. then, after that, later).

SAMPLE PRODUCTIONS
Mr. Aldama / He / She / always works on... He always has breakfast at home. She is always busy. She usually does her homework there. After that, she usually eats...

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UNIT 4 Lesson 17 An Early Bird

Giving and obtaining factual information of a personal and non-personal kind: Asking for and giving information about everyday activities.

Verb TO DO as an auxiliary verb in questions, short answers, and negative sentences. The irregular form of the auxiliary DO for the third person singular. Frequency adverbs: - Placed before main verbs (e.g. I often have lunch...). - Placed after the verb TO BE (e.g. Im always alone). The pronoun IT that may refer to objects. The way to express general truths (present simple tense).

Do you get up early? Yes, I do. / No, I dont. He doesnt have the day off. I often have lunch at... Is it green? Well, just the leaves.

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UNIT 4 Lesson 18 Wake Up Sleepy Heads!!!

Giving and obtaining factual information of a personal and non-personal kind: Asking for and giving information about everyday activities.

Asking for and giving information about peoples daily activities: Question-word sentences with WHAT TIME...? and WHEN...? The irregular form of the auxiliary DO for the third person singular. Frequency adverbs: - Placed before main verbs (e.g. He often eats meat...). - Placed after the verb TO BE (e.g. I am usually very big and heavy). The way to express general truths (present simple tense). Some prepositions that indicate time, such as: AT + clock time, AT + meal time, AT + night, ON + day of the week, ON + weekdays / weekends, IN + part of the day.

What time does Jim go to bed? He usually goes to bed at around 8 p.m. When does Mr. Aguilar watch T.V.? He never watches T.V. A cow always produces milk and... Pablo always eats meat and veggies at lunch time. Silvia always takes a shower in the mornings. David often goes to the movies on Thursday...

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UNIT AND LESSON


UNIT 4 Lesson 19 A Sporting Chance

SOCIAL PRACTICES
Giving and obtaining factual information of a personal and non-personal kind: Asking for and giving information about everyday activities.

REFLECTIONS ON LANGUAGE
Question-word sentences with HOW OFTEN...? The irregular form of the auxiliary DO for the third person singular. Frequency adverbs: - Placed before main verbs (e.g. They always go to the library on Mondays). - Placed after the verb TO BE (e.g. Im often thin and round). The way to express general truths (present simple tense). Asking for and giving information about peoples daily activities: Question-word sentences with WHAT TIME... usually...? WHAT ... usually...? The irregular form of the auxiliary DO for the third person singular. Frequency adverbs: - Placed before main verbs (e.g. I always get up at 5:30). - Placed after the verb TO BE (e.g. The Biosphere is always a very important term for ecologists). Some prepositions to indicate time, such as: AT + clock time, ON + day of the week/weekends). The way to express general truths (present simple tense). Some prepositions to indicate location (e.g. on, in, beside, behind, under, between).

SAMPLE PRODUCTIONS
How often do you/they go to the movies? Only once a week. How often does Eloy run in the park? On weekends. Im usually at school, home, a museum, etc. In the light, our pupils constrict. We see the world around us.

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UNIT 4 Lesson 20 The Early Bird Catches the Worm

Giving and obtaining factual information of a personal and non-personal kind: Asking for and giving information about everyday activities.

What time do you usually get up? I always get up at 9 oclock. What do you usually do on Saturdays? We often visit our friends. What does she usually do everyday? She takes care of patients, ... We are always part of an ecosystem... The hen is between the boxes. What do Tony and Lucy usually do everyday? They often talk to...

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Unit Purpose: To enable students to describe the place where they or other people live, and to ask the
way/give directions.
UNIT AND LESSON
UNIT 5 Lesson 21 A Dream Come True

SOCIAL PRACTICES
Giving factual information of a personal and nonpersonal kind: Asking for and giving simple information about places. Asking the way and giving directions.

REFLECTIONS ON LANGUAGE
Question sentences beginning with: IS THERE...? ARE THERE...? The difference in use between indefinite (a, an) and definite (the) articles. Some prepositions that indicate location (e.g. in, on, behind, beside, across from, between, next to).

SAMPLE PRODUCTIONS
Are there any pictures? Yes, there are two. Are there any bookshelves? No, there arent any. Is there an Italian restaurant behind...? Yes, there is. You can have... Is there a library across from...? No, there isnt. The library is...

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UNIT AND LESSON


UNIT 5 Lesson 22 In a Flash!

SOCIAL PRACTICES
Carrying out transactions: Asking for and giving simple information about places. Asking the way and giving directions.

REFLECTIONS ON LANGUAGE
Question-word sentences with: WHERE...? The pronoun IT that may refer to objects and places. The difference in use between indefinite (a, an) and definite (the) articles. Some prepositions that indicate location (e.g. in, on, between, near, beside, behind, across from). Some linking devices to indicate addition (e.g. ,, and, moreover), cause and effect (e.g. because), contrast (e.g. but).

SAMPLE PRODUCTIONS
And wheres the junior high school? Its on Cherry Street, too, between the hospital and a park. Tampico is an important port in Mexico. Theres a great variety of animals... Moreover, we have twelve different B vitamins... But, be careful! An overdose of...

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UNIT 5 Lesson 23 Menace in the Air!

Carrying out transactions: Asking the way and giving directions.

Question-word sentences to ask for directions: WHERE CAN...? HOW CAN... GET TO...? The form that is used to give directions: IMPERATIVES. Useful phrases when one is giving directions (e.g. go straight ahead, turn right/left, go along, walk south/north, at the corner of...). The difference in use between indefinite (a, an) and definite (the) articles.

Where can I buy a cake? Go along this street... How can we get to the...? Go straight ahead...

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UNIT 5 Lesson 24 A Heart of Gold

Carrying out transactions: Asking the way and giving directions.

Questions beginning with: IS THERE ...? ARE THERE ...? Question-word sentences with: WHERES ...? HOW CAN... GET TO...? The form that is used to give directions: IMPERATIVES. The difference in use between indefinite (a, an) and definite (the) articles. The pronoun IT, that may refer to a city or a place. Present continuous to indicate actions that are in progress at the moment of speaking.

Is there a store near Blancas house? Yeah... Are there five floors full of...? Yes, there are. Wheres Blancas house? Its on the corner of... How can we get to her house? We can go straight... Leave the museum and walk along Reforma Avenue. You are at the Chapultepec Castle. First, Im lighting the candle.

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DON'T FORGET!

HOMEWORK
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X

DUE DATE
_______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________

NOTES
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Contents

Welcome to Our School!


1. Read the words and underline the English words.

N OL

LA

GUITAR
CHIEN
O IAN P

STUHL
FA

JA H R

B AM H

R R GE U

SANDWICH

RADIO
M O I CR S

P CO

COMPUTER

RF

ALL

DOCTOR

2. Write the words you underlined in the previous exercise.

1________________

2________________

3________________

4________________

5________________

6________________

7________________

8________________

3. Follow along and repeat the words from Exercise 2 after your teacher.
Lesson 1
one 1

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