editioi»

vrith tiew
app* Student's Book
Gudelia Matías Silva

Colaboración especial de edición

para el bachillerato de la UAS:

Maríela Guerrero Amarillas

Coordinadora estatal
Martín Benedicto Lizárraga García
Coordinador estatal tefr B ook
Simón Martín Díaz Ouíñónez VERSUS

Subdirector administrativo
 Gudelia Matías Silva
ISBN:978-607-743-200-5
Dirección editorial
Gisela L. Galicia
Asesor académico
Miguel Ángel Argueta Vázquez
Consultoría editorial
Alejandra Camarillo
Diseñador en jefe
Jesús González Picazo
Diseño editorial
Karla Ariana Romero Álvarez
Oscar J. Gándara Guzmán
Abril Cortés Suárez
Ilustrador en jefe
Luis Daniel Arenas Robles
Ilustraciones
Julio César Ávila Vázquez
Producción editorial
Francisco Javier Martínez García

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Editorial Mexicana.
Reg. Núm. 3740
As we go to print, we are contacting the
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Introduction
Welcome to
Think Cool i!
tudents and teachers will find tbis book flexible and informative. Reading, writing,

S
listening and speaking are integrated througbout tbe book. Speaking is an
important component added to tbis book.Tbere are conversations in every block
to present and reinforce tbe essential information. Additionally, we bave included
listening practices in every block as well as collaborative work.

This book fulfills the objectives of the reformed program by working with generic and
disciplinary competencies.The book has been designed fot students to accomplish all of the
units competencies as efbciently as possible.

The design of the book ineludes:

i. A new table of contents illustrating how all of our pages are related to the skills and
competencies defined in the program.
2. Vocabulary is presented in each block and included contextually.There are exercises
and activities to check the spelling of the vocabulary presented.
3. Students will listen and repeat the vocabulary to practice pronunciation.
4. Conversations are presented in every lesson and every block.These conversations
build oral flueney as well as students’ reading ability. In turn.they provide them with
an actual model of how language is spoken.
5. Individual exercises provide an opportunityfor students to practice writing skills.
6. Reading strategies are included in each block in order to help students improve their
reading skills.
The features mentioned are meant to help support the teacher and the student. We
know all of your hard work will pay off.

Have futí with Think Cool 1!

 \ Who am 1?

L e sso n & to p ic G ra m m a r
Diagnosis
Lesson 1 The verb to be (am, ¡s and are) in affirmative,
What’s your ñame? negative and interrogative forms
Personal information, greetings

Lesson 2 The verb tobe with

This is my family álbum! possessive adjectives
Adjectives, occupations

Lesson 3 Singular and plural forms of nouns. Demonstrative

Let’s count! adjectives Numbers, nouns, a, an, the, alphabet

Reading
History of the calendar

My performance

Summative assessment

Achievement and Global assessment

Performance Evidence
Organizer

What I do andhow I live

Lesson & topic Gram m ar

Diagnosis

Lesson i Present simple in affirmative, third person

My daily activities Verbs, present time expressions, means
of transportation

Lesson 2 Present simple in affirmative, negative

Doyou like music? and interrogative
Occupations and related activities
Lesson 3 Wh questions with
What time doyou present simple
goto school? Adverbs of frequency
Reading
Charlie*s busy day
My performance

Summative assessment

Achievement and Global assessment

Performance Evidence
Organizer
 Objectives Skills Page
Check previous knowledge Reading, speaking, listening, and writing 9
Give and ask for personal informaron Reading, speaking, listening, and writing 10

Describe physical characteristics Reading, speaking, listening, and writing 25

Ñame family members
Describe people by using
possessive words
Distinguish singular and plural Reading, speaking, listening, and writing 42
forms of nouns
Spell words in different contexts
Develop reading comprehension Reading, writing, and speaking 49
competencies

Self-evaluation Reading and writing 5i

Reading, writing, and speaking 52

Reading, writing, and listening 53

1
Objectives Skills Page
Check previous knowledge Reading and writing 55
Describe routines and habits Reading, speaking, listening, and writing 56
Describe family members’ routines
and habits

Recognize people's occupations and Reading, speaking, listening, and writing 71

common actions they do

Compare the frequency Reading, speaking, listening, and writing 79

of common actions
Askforadditional information
Develop reading comprehension Reading, writing, and speaking 88
competencies
Self-evaluation Reading, writing, and speaking 89

Reading, writing, and speaking 90

Reading, speaking, listening, and writing 9i

 \ describe what is happeivmg

Lesson & topic

Diagnosis

Lesson i Present Progressive in affirmative

Watch this! Action verbs

Lesson 2 Present Progressive in affirmative, negative and interrogative

Is Jorge sleeping? Ongoing actions, time expressions for present progressive

Lesson 3 Present progressive

I usually walk to school vs. present simple
but today... Time expressions

Reading
A busyfamily

My performance

Summative assessment

Achievement and Global assessment

Performance Evidence

List of verbs
 Objectives Skills Page

Check previous knowledge Reading and writing 93

Describe actions in progress at the Reading, speaking, listening, and writing 94

moment of speaking

Identify ongoing situations Reading, speaking, listening, and writing 102

Differentiate routine actions from actions Reading, speaking, listening, and writing 107
in progress

Develop reading comprehension Reading and writing 112

competencies

Self-evaluation Reading, writing, speaking and listening 113

Reading and writing n4

Reading, writing, speaking and listening 116

117
 rt~ I,:
General purpose: Uses simple present and present Progressive to communicate and
interact witn others in real social contexts in speaking and writing.
Purpose of unit i: Uses the verb to be, possessive and demonstrative adjectives in oral
ana written conversations,to introduce themselves to other people in the present simple
tense.

Generic competences
Category 2: Expresses and communicates
Competence 4. Listens, interprets and issues relevant messages in different contexts
through the use of media, tools and appropriate codes.

Attributes
4.1. Expresses ideas and concepts through language, math or graphics.
4.3. Identifies main ideas in a text or oral discourse and ¡nterfers conclusions from them.
4.4. Communicates in a second language in everyday situations.
4.5. Manages information technology and communication (TIC) to get facts and express
ideas.
Category 4. Learns autonomously
Competence 7. Learns by initiative and self-interest throughout life.

Attributes
7.3. Articulates knowledge from various fields and establishes relationships among them
and their daily lives.
Category 5. Works collaboratively
Competence 8. Participates and collaborates effectively in diverse teams.

Attributes
8.1. Suggests ways to solve a problem or develop a project team, defining a course of
action with specific steps.
8.2. Provides open views and considers other people reflexively.

Disciplinary competences
10. Identifies and interprets the general idea and possible development of an oral or
written message in a second language, using prior knowledge, nonverbal elements and
cultural context.
n. Communicates in a foreign language using a consistent logical, oral or written speech
in relation to the communicative situation.
Diagnosis Sean and check
your answers
A Listen to your teacher say the colors and number them in the order you hear
the words.

http://bookmart.com.
mx/web/elt-assessment.
php?aid=TCi-Ui-DI

Write the following numbers.

1. 17 ___________________
2. 8
3. 26
4. 13
5- 15

C Listen carefully to your teacher’s spelling and write the letters you hear.
1. ______________________________ 6 ._________________
2 . _____________________________ 7- ________________
3- __________________________________________ 8. ______________________
4- ______________________________ 9- ________________
5 . ________________________ 1 0 . ________________
D Match the columns. Write the letters on the lines.

B
1. Helio! a. Good morning, Miss Martínez!
2. Good morning, Mr. López! b . Hi!
3. Howare you? c. You are welcome.
4. Thankyou, sir. d. Fine thankyou. And you?
y
 Lesson i
What s your
namp?
■5 f « -A -

Look at the pictures. Read and listen to the following introductions.

I ■:
H flílíg
M-f

Hi everybody!
My ñame is Ernesto Casillas.
I am from Spain.

Helio! My ñame is Izet.

I am from México.
This isthe International
Language School.
H¡! I am Val.
I am Canadian
 What’s up?
I am Jack.
I am American
l’m Emma.
I am from Germany!
 Unit V
ry y
n *j?
¡Bill
'

C Work with a classmate and introduce yourself.

D Read the paragraph below and underline the main idea.

This is the International Language

School. It is in Florida.The students are
from different countries. English is the
official language.Today is the first day
of classes. It’s Monday morning.
E Read and listen to the following conversation.
Receptionist: Helio! Good morning. Welcome to the International Language
School. How can I helpyou?
Izet: Helio. I need to reglster for the courses.
Receptionist: Good. English literature classes are in the morning, conversation
sesslons are at noon and the language lab is in the afternoon.
You select the hours you want to study.
Izet: Are all the courses good?
Receptionist: Very good! I need some information. What’syour ñame?
Izet: My ñame ¡s Izet.
Receptionist: And your last ñame?
Izet: Perez.
Receptionist: How do you spell that?
Izet: P-e-r-e-z.
Receptionist: How oíd are you?
Izet: I’m i6years oíd.
Receptionist: What’s your date of birth?
Izet: Ah... August 29^,1995.
Receptionist: Very good, now... What’s your address?
Izet: 24 Carrillo Puerto Street, Zapopan, Jalisco, México.
Receptionist: Are you Mexican?
Izet: Yes, I am Mexican.
Receptionist: Yes,you are very pretty.
Receptionist: I need your phone number and an e-mail address.
Izet: Here in Florida, ¡t's 34 75 91 06 and my e-mail is: ¡zetpa@live.com
Receptionist: And finally, what are your hobbies?
Izet: Reading, singlng and languages!
Receptionist: Excellentl! Welcome to ILS.

ion_my_pr.oiect
Introduction
We have to get ready for our future; one important aspect we wlll deal with ¡s looking
for a job. We have to know howtofill out an application form, make an appointment,
etc. As a class project; in thls block,you have to create a conversation for an Interview.
You can askfor personal information and fill out a form. You can inelude some
¡llustrations to make ¡t more attractive and interesting.The suggested steps forthis
project are divided into 4 parts that are indicated as:
“Working on my project.”
F Match the questions with their corresponding answers.

O uestions Answers

1. What areyour hobbies? My ñame is Izet.

2. Howold areyou? Reading.singingand languages!
3. How do you spell that? 24 Carrillo Puerto Street.
4. What’syourtelephone number? I’m lóyears oíd.
5. What’s your ñame? P-e-r-e-z.
6. What’s your date of birth? Perez.
7. What’s your last ñame? It’s 3475 91 06.
8 . What’s your address? August 29th, 1995.

With the help of your teacher, interview a

student from another school through the
Internet and exchange ¡nformation about:
> Ñame
Age
Address
Physical features
Hobbies
> Music
> Food, etc.

H Complete the registration form with your personal ¡nformation.

Ñ a m e :_____________________________________
Last ñ a m e :_____________________________________
A ddress:_____________________________________
Date of birth: _____________________________
E -m a il:_____________________________________
Telephone num ber:_____________________________________
Hobbies: _____________________________
 Who am I?

I What questions do we use to ask for personal information?

Work with a classmate and ask him / her questions to complete the form below.
Example:What’syour ñame?

Ñame: --------------------------------------------------------------------------------------------------
Last ñame: --------------------------------------------------------------------------------------------------
Address: --------------------------------------------------------------------------------------------------
Dateofbirth: --------------------------------------------------------------------------------------------------
E-mail: _________________________________________________
Telephone number: _________________________________________________
Hobbies: _________________________________________________

J Read and listen to the following information. Circle the sentences that express descriptions.
 WeareTom&Charlie.
We are friends

She is m y assistant

She is Mia.
She is a teacher, too

This is Pete.
He is your lab teacher
He is 24 years oíd.

Hey! We know you...

You are Paco.

You are 16 years oíd.

You are serious and Creative

K Write the sentences you circled.
1. _____________________
2. _____________________
3- _____________________
4- ______________________

9\

Grnmmar Focus
Personal pronouns Verb to be
1
are
He
¡s
¡s
We
are

Singular pronouns + be Plural pronouns + be For further practice, log on to

I am Y o u are

Y o u are W e are
T h e y are
H e is

She is □
It is http://goo.gl/IZTsoO
M Listen to the following descriptions and write the correct number in each picture.

h y
le - r-
 Who ann I?
r
N Listen and complete the sentences.
Example: I am a chef.
1. She__________ an English teacher.
2. They_____________soccer players.
3 .1___________a chef.
4. H e___________ a pilot.
5. W e______________ students.
6. Kyara________a dog.
7. You________a ______________.
8. They_________kites.

O Look at the pictures and write sentences to describe them.

 j Who am I?

P Fill in the application form with personal informat¡on,then interview another student
in the web from another school your teacher knows. Write his or her information in your
notebook and present it in class.

American
O U n iversily
First-Y ear A d m ission s A p p lica tio n

PE RSO N A L IN FO R M A TIO N
Please enter y o u r ríame as it appears o n y o u r passport o r o th e r o fficia l documents.

Legal Ñame - □ Male □ Female

Last (Family) Middle Suffix (Jr, Sr, etc.)

Preferred Ñame _ Previous Last Name(s), i f a n y ______ _

Date o f B irth ___ Social Security Number (optional) _

Email _ Marital Status

(single, married. etc.)

P E R M A N E N T ADDRESS

Street Address

City/Town State/Province

Phone( _ Altérnate Phone ( _

Begin with Area or Country Code Begin with Area or Country Code

Please g iv e y o u r cu rre n t address f o r a ll adm ission correspondence, i f d ifferent f r o m above.

C U R R E N T M A IL IN G AD D RESS

Street Address

City/Town State/Province Country Zip/Postal Code

Current Mailing Address Phone ( _ Current mailing address valid fro m _________
Begin with Area or Country Code

C IT IZ E N S H IP

Place o f Birth ____________________

City/Town State/Province

□ US Citizen □ Dual US citizen; please specify other country o f citizenship .

□ US permanent resident visa; citizen o f ___________________________________________________ Alien registration number _

□ Other Citizenship_________________________________________________________________________

If you live in the United States, but are not a U.S. citizen, how many years have you lived in the country?_________________

I f not English, language spoken in your h om e___________________________ I f not English, list your first language _

ApplicatíonsOnline @2014 Universal Collegr Application FIRST-YEAR ADMISSIONS APPLICATION 1

O Work with a classmate and exchange the information you obtain online.
Compare the information.
Unit 1
R Read and listen to the following conversation.
Underline the sentences that contain the verb to be.

Tom: Hi! I’m Tom. Are you friends?

Jen: No, we aren’t friends. We are sisters.
Tom: Oh! I’m sorry!
Joey: Are you a teacher?
Tom: No, I' m not a teacher. I’m a
new student.
Jen: Is Professor Jonesyour teacher?
Tom: No, he isn’t. Is he a math teacher?
Jen: No. He’s an English teacher.
Tom: Is English difficult?
Joey: It isn’t difficult but sometimes it’s
complicated.

S Write the sentences you underlined.

1 . ____________________________
2. __________________________
3- _____________________________
4- _____________________________

Part i

Project: A job interview

A
Choose a group of classmatesyou want to work with. Discuss the following topics with
your teacher.
1. The date for your project presentation
2. The duration of the presentation
3. How many classesyou haveto prepare for your project
4. Suggest evaluation ¡deas to your teacher

In a job interview, they can askyou the following questions:

1. What’s your ñame?
2. What’s your address?
3. What’s your e-mail address?
4. Where are you from?
5. What do you do?
6. What are you interested in?
Can you answer these questions? Practice them in class!

V
 Whoom I?

Answer the followmg questions

What do we express ¡n the sentences in exercise R?

2. How do we use the structure?

y
T Complete the missing information.

f-

Grommar Focus
'Affirmative form Negative form InterTogative form

1 am

You are

He ¡s

She is

It is

We are

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

Afhrmative: I am Negative: |’m not.

you are you aren’t

he is. he isn't.

she is she isn’t.

it isn t.
weare. wearent.
theyare. they aren’t

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

Complete the questions and answer them according to the conversation in exercise R.
Example:
Are you a teacher?
No, l’m not a teacher.

1 . ___________________ Jen and Joey friends?

2. _________ Toma teacher?

3 . ________ ___________ professor Jones a math teacher?

4 . ___________________ English easy?

A Work with a group of dassmates and discuss the following questions:
> Isyourfamily big? small?
> Do you have brothers and sisters?
> What are their ñames?
B Look at the following family álbum and listen to the conversation.

Izet: Hi, Brenda!

Brenda: Hey, what’s up? What’s that?
Izet: It’s my family álbum. Do you want to look
at it?
Brenda: Yeah! Who is she?
Izet: She’s my grandmother, Estela.
Brenda: Oh, she’s pretty... and this man, who is
he?
Izet: He’s Manuel, my father. Believe it or
not, my grandfather, my father and my
brother have the same ñame!
Brenda: Wow! That’s not common, but it’s nice.
Izet: Look, this is my sister Nancy.
BTenda: Who arethey?
Izet: They’re my aunt Elena and my únele Juan.
Brenda: This is Lety, my mom.
Izet: They are very happy in the picture.
Yes.they are.These are Fernanda and
Carlos.
Brenda: And they are your cousins, I guess.
Izet: Yes,that's right!
 C Now, complete your family tree.

Forfurther practice,
you can log on to:
DWork with a classmate. Find out about your classmate’s family.
Followthe example:
Student A: Who ís Marcela?
Student B: She’s my sister.
Student B: Who are Ricardo and Antonio?
Student A: They’re my brothers.
http://g00.gl/u3Nizh
E Complete lists of family words. Whoam I?
i

Great- grandfather Great -grandmother

grandmother
mother
son
sister
cousin
únele
niece
grandson

F Complete the sentences with information that is true for your family.

Example:

1. My sister _
2. My mother
3. My teacher
4. My friend _
C Work with a dassmate. Share the sentences you wrote in exercise F.
H Read the paragraph and underline all the sentences that contain proper ñames.

y ríame is Ivan and this is my family. Itisverybig. My

grandmother is nice, her ríame is Luz. This is my grandfather, his
ñame is Roberto. They are my aunts,their ñames are Rosario and
Marina. My úneles are friendly, their ñames are Fernando and
Francisco. This is my mom, sbe’s beautiful, her ñame is Laura. This is my sister,
her ñame is Izet. My father isn’t in the picture. He is at work!

I Write the sentences you underlined.

i.
2.
3-
4-
J Complete the missing information.
Pay
Attention

We use possessive
adjectives

Grammar Focus to express

ownership.

We always use
a possessive
Personal Possessive Examples: adjective +
a noun/nouns.
pronoun adjectives

l My My teacher is nice.

You Your Your ríame is nice.

He His His bouse is beautiful.

She Her Her brother is my friend.

It Its México is attractive.

beaches are awesome.

We Our school is good.

They Their carisbig.

V
 Look at the pictures. Write the ñames for the clothes and use the words from the boxes.

belt socks jacket glasses

T-shirt jeans sneakers shirt cap

feOsEBQ feeg feooaaOaS eCft¡3 .

033DÍ? fe s x s fe C o a s 0203 DflDQg J

L Listen to the recording and check your answers

 Who am I?
i
Look at the pictures. Describe their clothes. Use possessive adjectives.

In orderto startyour project,you haveto select information about

the questions and answers you’re going to give. Summarize and identify
important facts to inelude in your presentation.
In a job interview, they can askyou the following questions:
1. What skills doyou have?
2. Can you work under pressure?
3. Can you work with people?
You can make questions, such as:
1. What’sthe salary?
2. How many hours do I have to work?
3. Is there a dress code?
Can you answer and make these questions? Practice them in class!
Unit 1
Look at the table. How many sentences can you form using possessive adjectives?
Write them below.

my slow is brown are is our

isn’t is their fast fun its oíd

are cap bag bis aren’t bead eyes

ñame feet sisters aren’t is new book

is class food car nose good big

tail pens your legs tall nice fat

are eraser jeans is her isn’t sbort

Example: My cap ¡s new.

 Who am I?

O Work with a dassmate. Look at the pictures of famous people. Select one and
describe him/her to your ciassmate. He/she has to guess who the person is.

Example: Her hair ¡s black, her music is modern, etc.

James Kodr igue¿ Rihorna Emma Wa+son

P Complete the sentences with possessive adjectives.
1. He’s from Italy.________name’s Giovanni.
2. They’re husband and wife._______ children are at school.
3. We’re friends._________friendship is great.
4. He’s twelve and___ brother is seven.
5. fmyourteacher._ _ ñame is Paul.
6. You’re ¡ntelligent. _ grades are excellent.

O Work with a group of friends. Can you ñame words that describe people?
W ritealist. Examples: 1. pretty 2. tall

Workinq on mv proiacl
Let’s continué working on your project: It’s ¡mportant to check that your writing is
complete and that it complies with grammar, spelling and punctuation conventions.
Prepare and design the visual material you are goingto use for your presentation. You
can use posters, power point presentations, videos, photographs, etc.
Check your pronunciation, ¡ntonation and fluency. Ask your teacher for help ifyou
have doubts.
In a job interview,you can have a simple conversation likethis one:
A: So, What’s your ñame?
B: Jane Smith.
A: What’s your job title?
B: l'm an English teacher.
A: What experience do you have?
B: About eightyears.
A: What skills do you have for this job?
B: I can speak English well, I can work with teenagers, I can handle
largegroups, etc.
Practice this conversation with your classmates and add more questions
and answers.
Please choose a job you wouid like to be interviewed for:
secretary waiter teacher sports coach shop assistant TV presenter
 expensive

■-• . ■

b í g L' W'-
•
'
v WV Í¡ 1
/ n i I i
. ^■p 1 PI
ií m

' Wm S L L í 1 ia S v M l i w — .."“I
'' B R B K V , ; jft*i

young
S Look at the pictures and describe them. Use the words below.

e x o ttt
í
m

W o d e t *

Q tt r a c t w e

n a fu ra /

r 1
i.

L J
T Listen to the following occupations and professions and number the pictures.

*
á
M I b Xi
U Work with a classmate. Look at the previous picture and describe it.

Example:
Student A: He is funny.
Student B: Is he a photographer?
Student A: No, he isn’t a photographer.
Student B: is he fat? Is he a chef?
Student A: Yes, he’s a chef!

V Work with a group of classmates. You have to prepare a presentation to describe

yourself, inelude:

> physical characteristics.

> ethnic characteristics.
> cultural characteristics.
When you finish, present your information to another team. Be prepared for the questions
they can askyou.
W You are going to make a new e-pal. Ask your teacher to contact another school to get
in touch with students of your age to conduct an interview or chat to become “e-pals”.
You ave to describe yourself, remember to practice:

> physical characteristics.

> ethnic characteristics.
> cultural characteristics.
 ■ u ¡§j mui

Whoam I?

X Complete the mind map. Provide some examples,

 A Read the numbers below. Listen to the recording and practice
the pronunciation.

Numbers
1 one 12 tw elve 5 o fifty
2 tw o i3 th irte e n 6 0 sixty
3 th re e i4 fo u rte e n 70 seventy
4 fo u r is fift e e n 8 0 eighty
5 fiv e 16 sixteen 9 0 ninety
6 six 17 seventeen 1 0 0 one hundred
7 seven 18 eighteen 2 0 0 tw o hundred
8 eight 19 nineteen 3 0 0 th r e e hundred
9 nine 2 0 tw en ty 1 ,0 0 0 one th o u san d
1 0 ten 3 0 th ¡r ty 2 ,0 0 0 tw o th o u san d
11 eleven 4 0 forty

B Read and write the following numbers.

1. 29 _____________________________
2 . 30 _____________________________
3-75 _____________________________
4. 20 0 ____________________________
5- 13_____________________________

3-
4-

®
 Who am I?

D Read and write the following numbers.

1-369 ____________________________
2 .45,009__________________________
3- 17,513___________________________
4. 380,112__________________________
5. 920,011__________________________
6. 28,430__________________________
7- 55,617___________________________
8. 616,321__________________________
9 - 189,432 _________________________
10 .1,627,847________________________
11. 3,237,076________________________
12 .12,376,704_______________________
13. 8,748,957________________________
14 .19,283,692_______________________
15- 13,117,318________________________

E Listen and check your answers.

F Listen and repeat the alphabet.*

•

A B C D E F G
H 1 J K L M N
0 P O R S T U
V W X Y Z

What’s a Speliing Bee?

Watch this video

and find out!
•
httpS://WWW.
youtube.com/
watch?v=DhCWkCysU20
L
Unit f
G Read and complete the chart with sounds from the alphabet.

H Look at the words and practice the spellíng.

1 Giant 7* Tslcs
2 Vampire 8 Cage
3 Líght 9 Awesome
4 Knowledge !0 Ouiet
5 Wheat 11 Vegetables
6 Juice 12 Judge

I Work with a group of classmates. Your teacher spells an adjective. Write it and raise your
hand. The first team to write the word correctly gets a point.

i Write the following numbers.

i. 2 4 9 ___________________________________________________________________.
2 .702_________________________________________________________ .
3*635_________________________________________________________ __________ .
4 - 926____________________________________________________________________.

K Work with a classmate. Use the cards to spell the words or read the numbers.

Student A Student B
1. grapes 1. peaches
2. 213 2. 374
3. 818 3. engineer
4. eagle 4. 708
5- 945 5. seal
6. mechanic 6. 811
7. va m pire 7. 619
8. 673 8. knowledge
 J Who am I?

L Look at the pictures. Listen and label each picture.

Ask your teacher for help if necessary.
 Unto V
M Read and listen to the conversation.

Teacher: OK, class, today we’re going to practice

Pay questions in singular and plural,
Attention leu: Oh, it sounds difficult!
Teacher: What isthis?
Read the questions Class: It's a chair.
and discussthem Teacher: Good! And, what isthat?
withyourteacher. Class: It is a book.
How doyou use the? Teacher: Correct! Now, Izet, tell me, what are those?
Izet: They are scissors.
Howdoyou use Teacher: Yes! That’s right! What are these?
a or an? Jen: They are sharpeners.
Teacher: Excellent! Doyou have any questions? No? Let’s continué...

N Complete the missing information.

Examples:
It is an apple.
It is an eraser.

Grammar Focus
An The

Always singular Always Angular A sp'eci-fic obyecf

wifh consonanfs wifh vowfls (a,t,i,o,u)* fh af fh t sptaloer and

X f is a ....... X f is an fh f lis-fentr Icnow.

The _ is biq.

*Exoepf wifh fhe /iu / sound. Exampte Univ>ersify

Look at the pictures. Work with a classmate and practice questions and answers.
Example:
A: What is it? B:lt’safan.
Reading Who om I?
History of the calendar
i
Before you read
Answer the following questions.

1. Do you know how to use a calendar?

2. Why do you think we have a calendar?

3. How often do you see the calendar?

4. Do you need a calendar?

While you read

Read the information carefully.

History of the
The sun, moon, planets, and stars are
an ¡mportant referencefor measuringthe
passage of time throughout our existence.
Ancient civilizations relied upon the apparent
motion ofthese bodiesthrough the skyto
determine seasons, months, and years.
We don’t have much information about
the details of timekeeping in prehistoric
eras; however, records and artifacts that
are discovered, show that in every culture,
people were worried about measuririg
and recording the passage of time. Ice-age
hunters scratched lines and gouged holes in
sticks and bones, possibly counting the days
between the phases of the moon.
 Sumerians ¡n the Tigris-Euphrates valley ¡n today’s Iraq had a calendar that divided the
year ¡nto 30-day months, divided the day into 12 perlods (each corresponding to 2 of our
hours), and divided these periods ¡nto 30 parts (each like 4 of our minutes).
The earliest Egyptian calendar was based on the moon’s cycles, but they realized that
the “Dog Star” now called Sirius, rose next to the sun every 365 days, about when the
annual inundation of the Nile began.They devised a 365-day calendar in 4236 B.C.,the
earliest recorded year in history.
The Mayans of America relied on not only the sun and moon, but alsothe planet Venus,
to establish 260-day and 365-day calendars.This culture flourished from around 2000
B.C. untll about 1500 A.D.They left celestial-cycle records indicating their belief that the
creation of the world occurred in 3113 B.C. Their calendars later became portions of the
great Aztec calendar stones. Other civilizations, including the modern West, have adopted
a 365-day solar calendar with a leapyear occurring every fouryears.

After you read

Answerthe questions below.
1. Why is it important to have a talendar?

2. What important calendars are mentioned in the reading?34

3. How many days and months does the Aztec Calendar have?

4. What is the center of the Mayan Calendar?

 Who om I?

Now.you're ready to giveyour presentation ¡n front of your ctass.You

will receíve some feedback from your classmates and teacher.

IN/Vyp e r fo ra ™6
Assessing m y learning
Evalúate your progress by putting a check (»/) in the correct box.

I am excellent at very good at good at ! not good at

Usingverb to be to
express descriptions.

Writingexercises ¡n
¡nterrogativeform
with the verb to be to
describe people, places
or objects.

Talking about countries

and nationalitles.

Usingthe affirmative,
interrogative and
negative forms of the
verb to be.

Readlng and talking

about people’s personal
information.
 Sum m ative assessm ent
A Answer the following questions.
i. What’syour ñame?

2. What’syour last ñame?

3. What’s your e-mail address?

4. How oíd areyou?

5. Where are you from?

B Choose the correct verb that best completes the sentences and questions.
1. Bob and Peter students.
i.a m bus «.are d.be
2. a student here?
a, a re you b*you’re « J ’m áusthey
3. What time ?
a-it is b.are c. is d. is it
4. My chemistry class at 10:20.
a, is b. are «.aren't d. near
5. My mother’s sister my aunt.
a.aren't b.am c, is d. are

C Write the following words ¡n order.

1. father / her / is / the / in / office.

2. friends / are / my / a / concert / in.

3. teacher / laboratory / in / our / is / the.

4. their / brothers and sisters / library / in / the / are.

5. Computer / broken down / is / his.*

56
1234

D Match the questions and answers. Write the letters.

1. H o w o ld is s h e ? _____ a. Karen.
2. Where is she from ? _____ b. 23.
3. W hat nationality is she? _____ c. England.
4. W h at’s her ñam e? _____ d On April 20th.
5. When is her birthday? _____ e. She’s an actress..
6. W hat is her profession? _____ f. English.
 Who am I?
i
Achievement and performance evidence organizer
[•/) Check your answers or ( /) cross them out.

CONCEPTS PROCESSES & PRODUCTS CONSCIOUS ATTITUDE

DEVELOPMENT
I understand the use of: I demónstrate the processes
and the following producís: I show the following valúes and
Vocabulary and grammar attitudes:
¡n a communicative situation Write and ask questions in
related to schools, job, etc. teams to make an interview. Show opennessand
tolerancetowardsthe new
Distinguishingthe Work in trios. Write and language.
grammatical structure of read personal ethnic and cultural
"present simple”and physical descriptions. Demónstrate patience
features in written and oral and work with partners in
ways. Write a simple document the development of activities
containingthedescription of a either individually,trios
Identifying important person. or teams.
and personal information of
students from other schools Particípate in dialogues Rate your ¡dentity and
usingthe Internet. which conduct interviews to nationality when compared with
meet students from other high those of other cultures.
Understanding schools.
vocabulary,the present Show respect to make a
simple in texts and listening Make a mind map personal description of a person
to segments to support considering elements to make a from another social group.
information related to people personal description.
from other cultures. Be cooperative to work in a
Make a spelling contest to spelling activity.
Pairworkto practice use vocabulary from this block.
spellingexercises. Be respectful of different
levels of learning shown by other
classmates.
Purpose of unit 2: Uses the third person in singular in affirmative, negative and interrogative
sentences to describe daily routines using adverbs of frequency with the present simple tense.

Generic competences:
Category 2: Expresses and communicates
Competence 4. Listens, ¡nterprets and issues relevant messages in different contexts through
the use of media, tools and appropriate codes.

Attributes
4.1. Expresses ideas and concepts through language, math or graphics.
4.3. Identifies main ideas in a text or oral discourse and infer conclusions from them.
4.4. Communicates in a second language in everyday situations.
4.5. Manages information technology and communication (TIC) to get facts and express ¡deas.
Category 4. Learns autonomously
Competence 7. Learns by initiative and self-interest throughout life.

Attributes
7.3. Articulates knowledgefrom various fields and establishes relationships between them and
their daily lives.
k
Category 5. Works collaboratively
Competence 8. Participates and collaborates effectively in diverse teams.

Attributes
8.1. Suggests ways to solve a problem or develop a project team, defining a course of action
with specific steps.
8.2. Provides views and considers other people reflexively.

Disciplinary competences
10. Identifies and interpretsthe general idea and possible development of an oral or written
message in a second language, using prior knowledge, nonverbal elements and
cultural contexts.
n. Communicates in a foreign language using a logical, oral or written speech with consistent
communicative situation.

a ____
Diagnosis
A Circle the mistakes and write the questions correctly.

1. Doesyour parents live ¡n a house?

2. Does Sandy works on a Computer?

3. Do she thinks you are her best friend?

4. Does her classmates do their homework?

5. Do Míke’s friend speaks English?

B Underline the correct word.

1. Where do / does you go to the gym?
2. What do you do / does? Sean and check
3. Where does / do Tom come from? your answers
4. How many / much brothers and sisters does / do you have?
5. What time does / do the concert start?
6. Where do / does you play soccer?
7. What / Where sports does / do Julia like?
8. How do / does they get to work?
9. Where does / do the principal live?
10. Why / What do you eat so much bread?

C Complete with a wh - word.

1. do you want to eat? Paella and pasta
2. dothey drink? Water http://bookmart.com. «
m x/ web/e It-assess ment.
3. does Markdrive?Trucksand buses php?a¡d=TCi-U2-DI
4- do we get up? In the morning
5- does that girl go swimming? At the university club
Unit 2
Lesson i

i»

Work with a group of classmates. Look at the pictures and tell each other which of these
actions you do.

D6PT
FIRE
 Activities
answer exams makethe bed

take a nap ractice karate play the piano

g sendane-mail
 Unit 2
Means of transportation
hot air balloon boat

bike
 What I do and how I Uve

W o rk Leísure Study

Latid transportatior» ■ W a te r transportation I Air tran sportation

 Itais: Helio, Arantza! What's up?
Arantza: Ifeeltired.
Irais: Why?
Arantza: I goto the gym on Monday and I also practiceyoga.
What about you?
Itais I go to school, work in class, do homework, you know
everyday things.
Arantza: No, I mean, out of the school.
Iraís. Oh,yes! I download music, I take piano lessons on
Tuesday and Thursday; I go to the movles with my
friends on Friday. I chat with my friends every day, even
on weekends!
Arantza: Yes, I receive your messages in the afternoon or at
night.Thankyou!
You’re welcome! You’rethe bestcousin!

E Listen to the conversation again and practice it with a classmate.

F Read the previous conversation and cirde the sentences that express habits or routines
inthe present tense.
 What I do and how I Uve

C Write the sentences you cirded ¡n the previous exercise. Pay

Attention
When we haveto
write verbs with he/
she/it, we need to
follow these rules:

Verbs with "s,sh,ch,x,

z,o”ending, we add:
“es”:
Answer the following üüestiSñS
K kiss —kisses

w ash-washes

i. What do you express with these sentences? watch -watches

fix -fix e s

blitz-blitzes

go-goes

2. How do you use the structure?

Pay
Attention
Verbs with consonant
+ y ending.we
eliminatethe "y” and
add "Íes":
HComplete the missing information.
study-studies

fly -flie s

spy-spies

Pay
Attention
Verbs with vowel+y
ending.we only add s:

say - says

p la y- plays

buy - buys

Theverb “have"isan
exception: "has”
 I Unscramble the words to form sentences.

1. the / you / morning / wake / in / at / up / 7.

2. make / twin brothers / beds / their / my / every day.

3. Tuesday / take / on / 1/ piano / lessons.

4. classmates / play / afternoon / the / basketbail / my / in.

5. you / music / videos / night / download / at / and.

J Listen to check your answers.

Complete the following sentences with a verb from the list below.

daticc
pl a y (2)
We can use the
N/smte
following time
expressions with the
simple present tense:

Every day

On weekends

On Monday,Tuesday,
etc
history on Tuesday and Thursday.
In the morning
soccer on weekends.
In the afternoon e-mails every day.
tango.
At night
fish twice a week.
Once a week, ______the house on weekends.
a month, etc TV at night.
Twice a week, backgammon with your friends.
a month, etc two brothers.
3 times a week,
4 times ayear, etc
 What I do and how I Uve
i
L Listen and read the text. Underline the sentences that express habits or routines in the
present tense.

i «a ■ s I

are awesome!
1 W

My mom gets up at 5 every day. She doesyoga and prepares

breakfast for everybody. She takes a shower, goes to work
and picks my brother and me up at school. She takes Germán
classes at night. She comes home and talks to us to check ¡f
we have our homework ready!
My dad wakes up at 5. He works out at the gym and prepares
our lunch for school in the mornlng. He works from 8 to 5.
After work, he takes my brother to his karate classes and of
course, he takes Germán classes, too!
I love and admire my parents.they’ refull of energy!

M Write the sentences you underlined in the previous exercise.

My mom
> ____
> ____
>
My dad
>

Workinq on rnv uroiect

Introduction
We watch movies orTV every day. We admire famous people and many times we compare
these people with other celebrities. As a class project in this block,you have to give a
presentation about famous people’s characteristics.You haveto present your descriptions
using adjectives as well as routines using the simple present.This presentation has to be
given in front of your classmates and teacher. You can inelude some ¡llustrations to make it
more attractive and interesting.The suggested steps for this project are divided into4parts
that are indicated as-.Workingon my project.
Unit 2

N Complete the missing information.

Simple present - Affinnative - Third person

W e u se Sim ple present to express habits, preferences,
routines or facts in the present tense.

Subject + verb + s + complement.

(He, she, it)
M y father works _____________

AAy sister _____________ p ian o lessons on M onday.

Y M y dog _____________

For further practico, log on to:

What I do and how I Uve
5 Work with a classmate. Look at the pictures and use them to describe the difference
between the activities your partner and you do.
O Get together with 4 dassmates to work. You have to choose 3 cards.Take turns to
describe a common routine for the famous people on your cards. Your dassmates have to
guess who the person you’re describing is.
"Rihanna a bercy"by oouinouin - http://www.flickr.com/ph0t0s/00uin0uin/6269102009/. Licensed under Creative
Commons Attribution 3.0 via Wikimedia Commons -
"One Direction 2013”by Fiona McKinlayUploaded by MyCanon - JuanDirection. Licensed under Creative Commons
Attribution-Share Alike 2.0 via Wikimedia Commons -
"David Guetta at 2011 MMVA" by Vervegirl Cañada - Flickr: MMVA DAVIDGUETTA. Licensed under Creative Commons
Attribution-Share Alike 2.0 via Wikimedia Commons -
"Carly Rae Jepsen - Walmart Soundcheck October 2012 - BTS" by Lunchbox LP from Culver City, CA, USA - Carly
Rae Jepsen Brings 'Kiss'to Walmart Soundcheck October 2012. Licensed under Creative Commons Attribution
2.0 via Wikimedia Commons -
‘‘Black Eyed Peas @Jacksonville Veterans Memorial Arena 02” by Craig ONeal - Black Eyed Peas. Licensed
under Creative Commons Attribution 2.0 via Wikimedia Commons -
A Read and listen to the following conversation.

Ivan: Helio Rubén! Are you busy right now?

Rubén: Yes, I am doing my homework and then, I am playing Computer
games. Do you like Computer games?
Ivan: Yes! I like Farmville. It’s my favorite. Do you have many coins in
the game?
Rubén: No, I don’t have any because I buy new things for the farm all
the time. Do your parents let you play for a long time?
Ivan: No, they don’t. They don’t let me spend many hours in front of
a Computer. They don’t like computers very much.
Rubén: Does your sister like Computer games?
Ivan: No, she doesn’t like Computer games, she prefers music.
Rubén: My sister loves music. Does she have the new Glee CD?
Ivan: No, she doesn’t have it. She doesn’t buy CDs, she downloads
music from Internet.
Rubén: My sister doesn’t know how to do that. What about you? Do you
know how to download music for free?
Ivan: No, I don’t know and I don’t need to. I have my sister and she is
an expert!

Listen to the conversation again and practice it with a classmate.

Read the conversation once more and underline the negative sentences
and the questions.
D Write the sentences you underlined in the previous exercise.

Ouestions:

-
Unit 2

Answer the followmg-questions

What do you express with these sentences?

2. How do you use the structure?

E Complete the missing ¡nformation.

Grommar Focus
Simple present - Negative

Subject + don’t/ + verb in simple + complement.

doesn’t form

1 don’t go
My dad doesn’t work on Saturday.
My classmates play
My sister doesn’t rock m usic.
 What I do and how I Uve
i
F Complete the following sentences with do/does/doesn’t/don’t.

i . ______________your mom like jazz?

No, she______________.

2. have a pet.

3. My sister______________go to school
anymore.

4. your mom work?

 Unit 2

6 .______________you hangout withyour

....friends on weekends?

_____________ your best friend

like cómics?

8 Our brother______________watch
,

TV every day.

9*______________your parents
speak English?

io. My classmates___
particípate in class.

G Listen to check your answers.

 What I do and how I Uve

H Work with a classmate. Use the ¡nformation on the cards to ask your classmate
questions. Answer the questions with your personal ¡nformation.
Example:
(Your dad - English)
Student A: Does your dad speak English?
Student B: No, he doesn’t speak English.

Student B

i, Your dad -t h e newspaper?

. You -s h o p p in g -o n Sunday?
3, Your sister - soap operas?
1. Your dad - basketball?, 4, You - soccer?
2, You - sports - on Sunda 5, Your mom - English?
I Your sister - novéis? Your friends - pizza at school?
4. You -Tae Kwon Do?
5. Your mo m w o r k ?
o. Your friends - Internet?

I Small group work. Work with 3 classmates. Ask them questions about their or their
families’ Use the pictures for ideas.
Example:
Unit 2
J Work with a classmate. Take turns. Ask and answer questions about your classmates
family member to find out who he /she is and what he / she / does.
Example:

Fam ily member: Brother

Occupation: Chef
You: This person is a man.
Your classmate: Is he your dad?
You: No, he isn’t.
Your classmate: Is he your brother?
You: Yes, he ¡s.
Your classmate: Does he wear a
unlform?
You: Yes, he wears a unlform.
Your classmate: Is he a pólice ofñcer?
You: No, he isn’t, etc.

Fam ily member: Father Fam ily member: Mother

Occupation: Pllot Occupation: Teacher
 What I do and how I Uve

Fam ily member: Sister Fam ily member: Brother

Occupation: Painter Occupation: Musician

Fam ily member: Aunt Family member: Unele

Occupation: Secreta ry Occupation: Architect

K Work with a classmate to play this grammar game. Read the instructions carefully and
go to the next page.

1. You need a die.

2. Take turns to roll the die to move on the board.
3. If you land on a p¡cture,you have to make a sentence to describe the situation using
the simple present tense.
4. Be careful,there are some dangers on the board. (miss a turn, go back 2 spaces).
5. The first one to reach the goal, wins the game.
6. Good luck!
 Go bad
two
spaces

EONGRATULATIONS
mí YOU ARE THE
WINNER! Miss a
turn

Goback
forward
two I
two
spaces |
A Look at the pictures, listen and repeat.
i Work with a classmate to find out what time he/she does these
activities. Ask questions using: What time...?
Example:
You: What time do you wake up?
Your classmate: I wake up at 6 o’clock.

Famous people

Choose a group of classmates you want to work with. Discuss the

following topics with your teacher.
1. The date for your project presentation
2. The duration of the presentation
3. How many classes you have to prepare your project
4. Suggest evaluation ¡deas to your teacher
 C Read and listen to the following conversation.

Alex: What time do you wake up

every day?
George: I always wake up at 9:00
o’clock.
Alex: 9:00 o’clock? That’s really late.
I usually wake up at a quarter
after slx.
George: That’s pretty early. I don’t like
to wake upthat early.
Alex: I wake up early and go to class.
George: I never take a shower in the
morning, I frequently do that
after school or I sometimes
take a shower late at night
after I have dinner.
Alex: And after school, do you take
afternoon classes?
George: Usually on Tuesday and
Thursday I have soccer
practice, but sometimes I
miss training because of my
homework!
Alex: That’s terrible!

Forfurther
practice, log on to:
D Listen to the conversation again and practice it
with a dassmate.
E Read the conversation and underline the sentences
that express the frequency of an action.
F Write the sentences you underlined in the previous exercise.
> _____________________________________________

> _____________________________________________

> _____________________________________________

> _____________________________________________
G Complete the missing information.

Grnmmor Focus

m
 Unit 2
Answer the following questions using some frequency adverbs.
How often do you do these activities?
1.1 wake up at
2.1 take a shower at
3- 1 have breakfast at
4' 1 get dressed before
5- 1 Roto school by

I Fill in the chart according to how often you do these activities.

How often do you do...?

Action Always io o % Usually Often Sometimes Never

85% 75 % 40% 0%

Wake up early
Brush your hair
Take a shower
Prepare bTeakfast
Go to school
Help your mom
Do housewoTk
Eat celery
Drink juice
Watch sports
Ride a bike
Go joggiug
Read the
newspaper

Share your answers in class. Make a pie graph to ¡Ilústrate your class’ results.
 What I do and how I Uve
i
Interview 3 dassmates about their answers to exercise I. Complete the chart.

Action Always Usually Often Never

K Listen to the examples and pay attention to the pronunciation of the

questions and the answers.
You: How often do you wake up early?
Your dassmate: I usually wake up early.
You: How often do you brush yourteeth?
Your dassmate: I always brush my teeth three times a day.
L Read and listen to the following conversation.

Teadier: Where do you live?

Pam: I live in Monterrey.
Teacher: What kind of food do you like?
Pam: I loveJapanesefood. Sarahisagood
cook. She is my sister.
Teacher: How often does she prepare sushi?
Pam: We always eat sushi on weekends.
Unto 2
Forfurther information about
Teacher: When do you go on vacation? frequency adverbs, log on to:
Pam: I go on vacation in the summer.
Teacher: How many siblings doyou have?
Pam: I only have one sister.
Teacher: Which musicdoyou prefer?
Pam: My music, of course!

M Listen to the conversation again and practice it with a classmate.

N Read the conversation and underline the questions you fínd.
O Write the questions you underlined in the previous exercise.

>
>
>
>

3. What words do you use to ask for more information?

J
 W h a t do and how i Uve
'

Complete the missing information.

Ouestion + d o /d o e s + subject + verb + complement?

words simple form

Where you
When do they play soccer?

What time does work?

Ouestion + object + d o /d o e s + subject + verb + complement?

words simple form

Which painting you

What kind of sing?

Whose car you

Note:
When we want to know the subject ¡n a sentence, we ask who.
Who lives nearthe school?
for example:
Who sings “ I love you"?
Who has a baby brother?

Part 2

In orderto startyour project,you haveto select information aboutthe

famous people you want to describe. Summarize and identify ¡mportant
facts to inelude in your presentation.

85
 Unit 2
O Write the words in the corred orderto make questions.
i. shopping / how / your / does / go / often / sister
?
2. go / gym / time / to / what / you / do / the
?
3. does / like / kind / to / music / download / of / sister / what / your
?
4. school / your / in / history / teaches / who
?
S.teacher / does / where / live / your
?

R Listen to check your answers.

S Use the information to write questions. Look at the pictures to get ideas.

T Practice the previous questions with a classmate. Exchange information.

Example:
You: What time does your sister go to bed?
Your classmate: She goes to bed at n.

i. What time ?

2. How long
 5. What kind of

Part 3

Let’s continué workingonyour project: It’s importanttocheckthatyourwritingis

complete and that it complies with grammar, spelling and punctuation conventions.
Prepare and design the visual material you aregoingto useforyour presentation.
You can use posters, power point presentations, videos, photographs.etc.
Checkyour pronunciation, intonation and fluency. Askyourteacherfor help ifyou
have questions.
Unto 2
Reading
Before you read
Discuss these questions with your dassmates and teacher:
> What ¡s your father’s routine?
> Does he have a busy schedule?

While you read

Read the text and underline all the activities that are similar to your father’s routine.

Charlie's busy day

Charlie begins his day at 5:30. He gets up,takes a shower, has breakfast and goes to work.
He is a lawyer. When he gets to work at 9, he drinks a cup of coffee. At 5, he goes to the
university for his classes. He studies a Master’s degree. When he finishes his classes; he
takes swimming classes and then, he goes home at about 7:30. He eats dinner and relaxes
for a while. Sometimes he takes a walk or goes running if he isn’t very tired. For the rest of
the evening, he watches sports on TV or reads and does homework. He has dinner and goes
to bed at 11:30. What a busy day!

After you read

Write the sentences you underlined in the text.
>
>
 What I do and how I Uve

Now, you're ready to giveyour presentation ¡nfront ofyourclass.You

may receive some feedback from your classmates and teacher.

Assessing my learning
Evalúate your progress by putting a check in (i/) the correct box.

1 am excellent at very good at good at not good at

Using simple present for

routine or habits.

Writingexercises in
interrogative form with
simple present and
expressions of time for
the simple present.

Talking about routines

and frequency of
actions. hCt-tí^ s j ^ i p ™

Using the affirmative,

interrogative and
negative forms of
simple present.

Reading and talking

about events that are
routines.
mmumarn
 Unit 2
Sum m ative assessm ent
A Choose the correct answer to complete the exercise.
1. Factory workers______________work every day at 7 o’clock.
a. are starting b. starts c. have starting d. start
2 . ____________ doyou usuallydo?
a.W hy b.Where c.What d. Who
3. In England the banks always______________at 3.30 pm.
a. areclosing b. closes c. cióse d. closed
4. Where______________you usually work on weekends?
a. do b. have c. did d. are
5. George______________ drives too fast.
a. fastly b. always c. quick d . hard
6. Mary_______________puts the papers in the drawer.
a. never b. onto c. at d . under
B Circle the correct sentence.
1. 3.
a. Sue never doesn’t do her homework. a.Joe and John never goes tothe park.
b. Sue never does her homework. b. Joe and John never go to the park.
2. 4-
a. We sometimes go to the theater. a. I usually set the table.
b. We go sometimes to the theater. b. I set usually the table.

C Circle the correct form.

Convesation 1
A: Does / Have your girlfriend like pink sneakers?
B No, she doesn’t / they don’t.
A: And do she / does she have a pink t-shirt?
B; Yes, he does / she does.
Conversation 2
A: Does / Doyou have a sister?
B No, I haven’t / I don't. But I have a brother.
A: Does he have / Don't he having a girlfriend?
B No, he doesn’t / he does.
 I
What I do and how I Uve
i
Achievement and performance evidence oTganizer

{•/) Check your answers or (X) cross them out.

KNOWLEDGE PROCESSES & PRODUCTS CONSCIOUS ATTITUDE

DEVELOPMENT
I understand the use of: I demónstrate the processes
and the following producís: I show the following valúes
Personal routine as well and attitudes:
as other people’s routines. Write a weekly routine
individually usingthe present Be collaborative with
Writing a description of simple forms. peers to describe personal
a routine usingthe present information and routines.
simple and the third person Make information cards
¡n singular. with vocabulary related to Showtolerance and
personal activities. respect towards difFerent
Listeningtoa segment opinions and personal
about the present simple Search for information activities.
and vocabulary of this unit about another social group.
related to other ethnic group Particípate in dialogues
activities. Present and record with a motivating, positive
information about and empathetic attitude
routines. usingthe present simple.

Demónstrate confidence
and valúes to work with
teachers of other subjects.

Share creativity in writing

and presenting routines, with
openness to feedback.
 / describe what is
happening
Tí, r—, r .» Í.TÍ I I I ! MU r"" i-lll

Purpose of unit 3: Build afñrmative, negative and interrogative forms with difFerent exercises,
to communicate effectively ¡n oral and written texts based on the grammatical differences of
present simple and present progressive tenses.

Generic competences
Category 2: Expresses and communicates
Competence 4. Listens, ¡nterprets and issues relevant messages in different contexts through
the use of media, tools and appropriate codes.

Attributes
4.3. Identifies main ideas in a text or oral discourse and infer conclusions from them.
4.5. Manages ¡nformation technology and communication (TIC) to get facts and express ¡deas.
Category 5: Works collaboratively
Competence 8. Participates and collaborates effectively in diverse teams.

Attributes
8.1. Suggests ways to solve a problem or develop a project team, defining a course of action
with specific steps.
8.2. Provides views with opening and considers other people reflexively.
Category 6: Participates with responsibility in the society.
10. Maintains a respectful attitude towards multiculturalism and diversity of beliefs, valúes,
ideas and social practices.
10.1. Recognizes that diversity takes place in a democratic space of equal dignity and rights of
all people, and rejects all forms of discrimination.
10.2. Dialogues and learns from people with different views and cultural traditions by placing
their own circumstances in a broader context.

Disciplinary competences
10. Identifies and interprets the general idea and possible development of an oral or written
message in a second language, using prior knowledge, nonverbal elements and cultural
context.
11. Communicates in a foreign language using a consistent logical, oral or written speech with
the communicative situation.
Diagnosis
/ Circle the correct answer.
1. Look over there! Tim is bringing / brings his little brother to class.
2. My older sister is listening / listening to pop music right now in her bedroom.
3. English students are writing / write an exercise now.
4. Grandma is making / make a cake. It smells delicious.
5. Listen! Dad is reading / reads a story to Dany.

Complete these exercises with present progressive in the correct form.

1. James_______________(teach) his son to ride a bike.
2. A: Why Laura __________ (wear) her new dress?
B:Because she (have) a party tonight.
3. Demy usually does the shopping, but I (do) it today because she is il
4. Sue_____________(not / work), she__ _______ (swim) in the river.
5. A :____________Tom _______________ (clean) his shoes now?
B: No, he He _____ (tidy) his room.
A:Where is his brother?
B: He is in the garden, he (water) theflowers.

Change the following sentences into positive, negative and interrogative forms of the
present progressive.
Example:
You work late.
Sean and check
(-) You are working late.
your answers
(?) Are you working late?

1. My grandfather has a huge breakfast. (now)

(-)__________________________________________________________
(?) __________________________________________________________

2. Some schoolgirls don’t wear uniforms. (Today)

(+)______________________________________
(?) ______________________________________

3. Does she cut her husband’s hair? (now) 1, http://bookmart.com

mx/web/elt-assessment.
(+)_______________________________ php?a¡d=TCi-U3-DI
(-)_______________________________

4. Karen does her homework. (in this moment)

(-)_________________________________
(?)_
Lesson i

l g
¡t f ;S
JH p iB *, / ' <
1 1 1
 I describe what is
happening

swim
eat
play
sleep
study
read
write
 Work with a classmate. How many verbs can you form with these letters?

i.
2.

3-
4-
5-
6.
7-
8.

WorkinH_on_my_nr,oiect
Introduction
We watch TV every day: soccer games, soap operas, reality shows, etc. As a class
project, in this block,you have to tell your classmates about a program you’re watching
by using the present progressive.This presentation must contain information about the
program you're narrating. You can inelude the video ofthe program so your classmates
and teacher can watch it while you’re narrating important details.The steps suggested for
this project are divided into 4 parts that are indicated as: Working on my project.
 W / describe what is
i happeninq
C Work with a group of classmates and pay attention to the video your teacher is
going to show. Write down all the actions you can ¡dentify.

Organizing a
rock concert
The Jumpers’ concert ¡s tomorrow. It’s hard to organize a rock concert. Many people are
working to make it possible.The director is checking that everything is ready.The dancers
and singers are preparingforthe show.The technicians are trying the speakers and the
sound works well.One of them is fixing a speaker.The singers are getting dressed.Outside,
some vendors are selling tickets. One of the directors is yelling because he needs a spotlight
forthe stage.The rock stars are sleeping because they are giving concerts every day.
It’s difñcult! A snacks seller is getting ready to work. We are all so excited!
Unit J
Read the text and answer the questions.
1. Who ¡sthe performing group?

2. What is the director doing?

3. Who is checkingthe speakers?

4. W hoisyelling?

5. What are the vendors doing?

6. Who is sleeping?

F Read the text again and circle the sentences that describe actions.
GWrite the sentences you circled in the previous exercise.
> __________________________________________________

> __________________________________________________

> __________________________________________________

> __________________________________________________

Answer the followmg questions

1. What kind of sentences arethey? 063$
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________________________________
1 1 jl -f.
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H Complete the missing information. I describe what ¡s
happenin

Grammar Focus
PTesent progressive
We use the present progressive to _________________

Subject + a m / is / a r e + v e r b in g + complement.
am speaking English now.

Describe what ¡s happening in the photos below.

A chef____cook___ now. i. Julia__________

.smort pmi too i \ oH .smort pmmoí ato 2. Sandra __________
Youranswer: Achef is _______________theviolin. _______________right now.
cooking now.

5. Julián and Peter________

the basketball.
amcesong. ------------------------------
newspaper.
6. Kelly__________ 8. Sara

the house. ________________ at this the dishes

moment. now.

9. Pepe and Lilly________

___________their car right now.

J Listen to and check your answers.

K Rememberthefollowing present Progressive 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.
Exampie: agree - agreeing
The final consonant after a short, stressed vowel is doubled before ing.
Example: sit-sittin g
I am sitting on the sofá. You are sitting on the sofá. He is sitting on the sofá
An "ie”at the end of a verb becomes " y ” before ing.
Example: lie - lying
I am lying on the bed. You are lying on the bed. He is lying on the bed.

http://goo.gl/AOUbmj
 / describe whot is
happeninq
L Write down the correct ing form of the following verbs.
Example: come coming
1. study 6. read
2. have 7. walk
3-jog 8. sing
4. sit 9. get
5. write 1 0 . break

NI Look at the picture and describe the actions that are taking place there.
Example: A couple is talking in the park.

i.

2.

3-

N Work with a classmate and write a text to describe what is happening at the park.
Write your text below.
 A Listen to the following conversation and underline all the sentences that contain
verbs with ing.

Rosa: Hi! How areyou?

M om : Rosita! My little girl. What is happening? Is everything O.K.?
Rosa: Yes, mom. Don’t worry! I’m callingyou because I missyou so much. Is Jorge there?
Is Jorge sleeplng?
M om : No, he isn’t sleeping. He’s fixing the oíd van.
Rosa: Again? Well, it’s an oíd van. What about my sister? Is she chattlng now?
M om : Yes, she is chatting. She is sitting in front of the Computer all the time. She isn’t
doing anything at all!
That's too bad.Talk to her! Is grandma having health problems?
M om : No, she isn’t having any problems, she is only tired, but you know, she’s not 17. And
you? Areyou having a good time in the USA? Areyou eating well?
Yes mom. I’m having the greatest time of my life. And eating? Well, I can say
that I am trying very different dishes, but I miss your delicious "enchiladas”!
Mom: Oh dear! When areyou coming home?
I have 3 days off in November. So, maybe I can go to México.
Excellent! Your enchiladas are waitingforyou! I loveyou.
Love you too, mom!
 I describe what is
happening
B Read the conversation and underline the sentences that contain verbs with ing.
C Write your sentences below.

> _______________________________________________________________

> _______________________________________________________________

> _______________________________________________________________

> _______________________________________________________________

> _______________________________________________________________

3. How do we form the present progressive?

V. « y
Unit J
D Complete the missing Information.

Grammar Focus
Present pTogressive
Affirmative foirn Negative form Interrogative form

i studying. I am not_____________ . _____ I studying?

You are . You_____ not studying. Are you ______________?

He is __ H e__________ studying. ______he studying?

She___ studying She is . studying. ____________ studying?

It _____ studying It is not Is . studying?

We____ studying We not Are we

They are They.

A TV program

Choose a group of dassmatesyou want to work with. Discuss thefollowingtoplcs with

yourteacherand concludethe results.

1. The date foryour project presentation

2. The duratlon of the presentation
3 How many dasses you have to prepare your project
4, Suggest evaluation ideas to your teacher
 I describe what ¡s
happenina
Look at the pictures and try to guess what they are doing. Write questions.
Then look at the pictures on in the next page and the answers.

Is P o n c h o w a lk in g ?
 F Now, look at the pictures and write the correct answers.

No, he ¡sn’t walking.

He ¡s jum ping over

his sister.
 ■
A Look at the photos and read the examples.

2, Pam gets up at 6 o’clock every day, but she ¡s sleeping now.

She isn’t going to school.
Unit J
Complete the missing information.

ln orderto startyour project.you have to select information about the

program you’re goingto nárrate. Summarize and identify important facts
to inelude in your presentation.
 I describe what is
happeninq
C Look at the pictures and give examples using simple present or present Progressive.
Example:

Ht uíually walla fo school.

He ií driving a car foday.

/
 Listen to the song and pay attention to the words in bold.
Correct them ¡f necessary.

ere I am w aiting, l’ll have to Uve soon, why am I

■ holdin’ on?
We new this day would come, we new it all

■ along.
How did it come so fast?
This is our last night, but it’s late and l’m tryin’ not to sleep
‘cu* I know, when I wake I w ill have to sleep away.

And when the eight light comes l’ll have to go,

but, tonight l’m gonna hold you so cióse
‘cuz in the daylight, will be on our own,
but tonight I need to cali you so cióse.

Here I am starring, at your perfection in my arms; so

beautiful.
The ski is getting tight, the stars are burnin’ out.
Somebody slow eat down.
This is way two hard, *«uz I know when the sun comes up I
w ill Uve this is my last glance that we’ll soon
be memories.
I never wanted to stop, because I don’t want to star all
over, start oíd over.
I was afraid off the dark, but now it’s oíd that I want, all
that I want, all that I want.

And when the eight light comes l’ll have to go,

but tonight l’m gonna hold you so cióse
‘Cuz in the daylight, will be on our own,
but tonight I need to hold you saw cióse.
 I describe what is
happening
E Work with your group of dassmates and write a song about a social
problem you worry about.
Write and ¡Ilústrateyour lyrics.

you is a repórter describing the event in present Progressive and your classmate is the
cameraman filming the news. Rehearse with the Information you wrote then present it
m front of the class. iotgno? Isb 9(ja GgnhGgsiq ¿i "i9Íeia ym bne

Let’s continué working on your project: It’s important tocheckthat your writing is
complete and that it complies with grammar, spelling and punctuation conventions.
Prepare and design the visual material you are going to use for your presentation.
You can use posters, power point presentations, videos, photographs, etc.
Check your pronunciation, ¡ntonation and fluency. Ask your teacher for help if you
have doubts.
Reading
Before you read
Answer the following questions.

i. What do you usually do for Christmas?

2. What do you do for different celebrations?

While you read

Read the description carefully.

A busy family
Tomorrow ¡sThanksgiving Day 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.
Myfather is decoratingthe living room, my
little brother is drawing some greeting cards
and my sister is preparing a special song for us!

After you read

Summarize in two sentences the main idea of the previous text.

>
 I describe what is
hoppenin

My performance
Assessing my leaming
Evalúateyour progress by putting a check ¡n the correct box.

1 am excellent at very good at good at not good at

Usingthe present
Progressive
in affirmative,
interrogative and
negative forms.

Writing about events

that are happening at
the same time in the
present.

Asking questions with

“wh” and talking about
leisure and relaxing
activities in the present
Progressive.

Writing information
in the present
Progressive.

Using simple
present and present
Progressive.
 |
Sum m ative assessm ent
A Read the text and choose the correct answers.

All aboard!

Thereare many kindsof boats.One kind of boat is called a sailboat. A sailboat uses the wind to
move.Wínd makes a sailboat move in the water.The wind pushes the sailboat. Wind filis the sails.
The sailboat moves when the wind blows.
Another kind of boat is called motorboat. A motorboat uses a motor to move. The motor gives
powertothe boat.The motorboat moves when the motor is working.The motorboat makes a loud
noise.
One more boat is called rowboat. A rowboat needs people to move it. People make a rowboat
move in the water. People use oars to move a rowboat. Oars are long and fíat. Oars go into the
water. A rowboat moves when people use the oars. Asyou can see,there are many kinds of boats.
1. Which boat uses the wind to move?
a. a sailboat
b. a rowboat Sean and check
c. a motorboat your answers

2. Which boat makes a loud noise?

a. a sailboat
b. a motorboat
c. a rowboat

3. What is used to move a rowboat?

a. wind
b. a motor
c. oars
 í / describe what is
hoppeninq

4. This passage ¡s mainly about

a. different kinds of boats
b. where to use a rowboat
c. how to make a boat

B Complete the sentences with the simple present or the present progressive.

1. W hat______this word___________ (mean)?

2. Mybrother________________ (work) hard these days.
3. Where_____she___________ (go)? Doesn’t she know we are extremely late?
4. My sister________________________ (not/ watch) TV at night.
5 . _____ Ricardo____________ (talk) to his girlfriend on the phone every day?
6. My mother_________________ (prepare) a salad ríght now.
7 . _____ yourfriends__________ (swim)ínthe pool? No,they aren’t T h e y ___
_____________(listen) to music.
8 .1____________________ (not/ make) tuna sandwiches right now. I _________
(not/ like) tuna fish.
 Achievement and Performance Evidence Organizer
[•/) Checkyour answers or (/) crossthem out.

CONCEPTS PROCESSES & PRODUCTS CONSCIOUS ATTITUDE

DEVELOPMENT
I understand the use of: I demónstrate the processes
and the following producís: I show the following
The rnain ideas in valúes and attitudes:
present Progressive of a Write information from a
video segment. video segment. Demónstrate honesty
and joy.
Distinguishing importa nt Write information to make
information in present a scheme related to understand Perform interviews and
Progressive. the use of the present performances with discipline
Progressive. and creativity.
Recognition and
description of a situation Make descriptions of Collaborate with peers in
happening at the moment. actions people are doing at the the activities individually, in
moment of speaking. pairs, trios or small groups.
Composition of a song in
the present Progressive using Fill in the blanks with the Engage in a dialogue with
social, local and international present Progressive in a song. respectful, opened, proactive
contexts. and empathetic using the
Make upa song using present progressive.
social problems in its contents.
Show creativity in writing
and making a presentation of
a song.

Use assertive vocabulary

and grammar related to the
present progressive.

Sean and play Sean and play

• http://bookmart.com.mx/ • http://bookmart.com.mx/
web/elt-games.php?ng¡d=GT web/elt-games.php?ng¡d=GT
i 5 BEG07 &qu¡d=GTi5 BE0 c>3 i5BEGio&qu¡d=GTi5BE02i
List of verbs
Regular Verbs

Present Gerund Spanish

accept accepting aceptar
answer answering contestar
arrive arriving llegar
ask asking preguntar
belong belonging pertenecer
change changing cambiar
clean cleaning limpiar
dimb climbing trepar/escalar
cióse closing cerrar
consider considering considerar
cook cooking cocinar
count counting contar
dance dancing bailar
daré daring atreverse
date dating fechar/salir
deliver delivering enviar
dress dressing vestir
end ending terminar
enjoy enjoying disfrutar
erase erasing borar
expect expecting esperar
fill filling llenar
finish finishing terminar
follow following seguir
help helping ayudar
hurry hurrying apurar
intend intending tener la intención de
jump jumping brincar
learn learning aprender
like liking gustar
listen listening escuchar
live living vivir
look looking ver
love loving amar
miss missing extrañar
ñame naming nombrar
need needing necesitar
open opening abrir
order ordering ordenar
plan planning planear
plant planting plantar
play playing jugar
point pointing apuntar
practice practicing practicar
push pushing empujar
rain raining llover
remember remembering recordar
rent renting rentar
repeat repeating repetir
resist resistí ng resistir
Present Gerund Spanish
show showing mostrar/enseñar
smoke smoking fumar
start starting empezar
stay staying quedar
stop stoping parar
study studying estudiar
talk talking hablar
travel traveling viajar
try trying intentar
turn turning voltear / cambiar
use using usar
visit visiting visitar
wait waiting esperar
walk walking caminar
want wanting querer / desear
wash washing lavar
wish wishing desear /querer
work working trabajar

Irregular Verbs

Present Gerund Spanish

arise arising levantarse, surgir, presentarse
awake awaking despertarse
be/am,are,is being ser, estar
bear bearing nacer
beat beating golpear,vencer, ganarle a
become becoming llegar a ser..., convertirse en...
blow blowing soplar
break breaking romper, partir quebrar
bring bringing traer
build building construir, edificar
burn burning quemar, arder, incendiar
buy buying comprar
catch catching coger, agarrar, atrapar
come coming venir
cost costing costar
cut cutting cortar,
choose choosing elegir, escoger
do/does doing hacer, preparar
draw drawing dibujar, pintar, trazar
dream dreaming soñar
drink drinking beber
drive driving conducir
eat eating comer
feed feeding alimentar
feel feeling sentir
fight flighting pelear, luchar
fly flying volar
forbid forbidding prohibir
forget forgetting olvidar
forgive forgiving perdonar, disculpar
freeze freezing helar, congelar
Present Gerund Spanish
get getting conseguir, obtener, lograr
give giving dar
g° going ir
have having tener, haber, poseer
hear hearing escuchar, oir
hide hidding esconder, esconderse
hit hitting golpear
hold holding sujetar, agarrar, detener, soportar
hurt hurting herir, lesionar, dañar
keep keeping guardar, mantener
know knowing saber, conocer
learn learning aprender
leave leaving dejar, (abandonar)
lend lending prestar
let letting dejar, permitir
lose losing perder, extraviar
make making hacer, fabricar
mean meaning significar
meet meeting conocerse, encontrarse
pay paying pagar
put putting poner, colocar
read reading leer
ring rlnging sonar, tocar, llamar por teléfono
run running correr
say saying decir
see seeing ver
seek seeking buscar
sell selling vender
send sending enviar
sew sewing coser (una prenda de vestir)
show showing mostrar, enseñar
sing singing cantar
sit sitting sentarse
sleep sleeping dormir
slide sliding deslizar, resbalar
smell smelling olfatear, oler
speak speaking hablar
spell spelling deletrear
spend spending gastar
speed speeding acelerar
spread spreading extender, desplegar
spring springing saltar
stand standing estar de pie
steal steal ing robar, hurtar
swear swearing jurar
sweat sweating sudar
sweep sweeping barrer
swim swimming nadar
swing swinging balancear, columpiar
take taking tomar, coger
teach teaching educar, enseñar
tell telling decir, contar
think thinking pensar
throw throwing lanzar, aventar, arrojar, tirar
understand understanding entender, comprender
undertake undertaking asumir, contraer, emprender
wake waking despertar, despertarse
wear wearing llevar puesto, usar
win winning ganar
write writing escribir
 .Think
Think cool 1 ¡s a brand new four level series. It was written to cover all
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Think cool 1 ¡s based on cross-curricular connection activities; inductive

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Think cool 1 provides all the necessary tools our students' programs
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a very communicative contení like pair work, team activities, games,
hands on material, projeets and an easy way to understand grammar
focus.
Dear teachers and students, this book is for you. It was carefully written
and designed for you and your needs.