Take The Answers

Angela Llanas
Libby Williams
With
Annette Flavel
answers
Angela Llanas
Libby Williams
Annette Flavel
Macmillan Education
Companies and representatives throughout the world
Take the Lead Student’s Book 1
Text, design and illustration D.R. © Macmillan Publishers,

S.A. de C.V., 2019
Text D.R. © Angela Llanas, Libby Williams and
Annette Flavel 2019
Macmillan is a registered trademark.
First digital edition 2019
All rights reserved; no part of this publication may be reproduced,

stored in a retrieval system, transmitted in any form, or by any
means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of the publishers.
Publishing Manager: Claudia Arancio

Content Creation Manager: Adriana Alcalá
Commissioning Editor: Gabriela Velázquez
Art Coordinator: Alejandro Flores
Development Editor: Lorena Rodríguez
Designer: Erandi Alvarado
Art: Alejandro Flores, Berenice Gómez,

Colofón Diseño y Comunicación S.C. / Roberto Martínez
Illustration: Samantha G. R., Jesús Enrique Gil
Cover art: Antonio Montero
Cover photo: Shutterstock.com
The authors and publishers would like to thank the following for
permission to reproduce the photographic material:
Francisco Palma; © Depositphotos; Shutterstock.com
CANIEM No. 2275
ISBN: 978-607-473-735-6
Macmillan Publishers, S.A. de C.V.

Insurgentes Sur 1886, Florida,
Álvaro Obregón, C.P. 01030,
Ciudad de México, México.
Tel: (55) 5482 2200
elt@grupomacmillan.com
www.grupomacmillan.com
www.macmillan.com.mx
www.macmillanenglish.com
STARTER
Introducing myself
4 Vocabulary: Alphabet
Grammar: Verb to be
PREP
Play Catch and Say!
• All the class stands up in a circle. Say your names out loud in turns.
• Throw a ball to someone, and say the name of that classmate. The classmate catches the ball,
throws it to another classmate, and says his / her name.
• If the name is incorrect, the class shouts You’re out, and the student sits down.
• The winners are the students who make no mistakes.
1 VOCABULARY In pairs, match the pictures to the phrases below.
OPENING
A B C
3 4 2
D It’s E–d–g–a–r. E F
me
Na
6 1 5
1 Open your book. 4 Work in pairs.
2 Close your book. 5 Copy the words.
3 Turn to page 4. 6 How do you spell that?

STARTER 5
2 LISTENING 2 Listen to the conversation and in pairs, answer the questions

in your notebook.
1 Does the teacher know Jorge? No, she doesn’t. DISCIPLINARY COMPETENCY
2. The student evaluates a text and compares its
2 Does Jorge have a common last name? No, he doesn’t. content with others, taking into consideration
3 There are three greetings in the conversation. What are they? previous and new knowledge.
Good morning, hi, and hello.
4 Which greeting is the most formal? Good morning.
5 When do you use informal greetings? When you are with friends.
6 What other greetings in English do you know? Suggested answer: What’s up!
3 VOCABULARY 3 Listen to the pronunciation of the letters of the alphabet, and repeat.
Then spell your name for a classmate.
How do you spell

your first name?
Students’
L-u-p-i-t-a
own answers.
4 GRAMMAR Read the sentences from the conversation. Then underline the correct option.
DEVELOPMENT
You are a new student. 1 The correct form of the verb to be after I is am / are.
What’s your name?
2 The correct form of the verb to be after you is are / is.
I’m Jorge.
My name’s Estela. 3 The correct form of the verb to be with it, she, and he is am / is.
He is Lucas.
LANGUAGE
In informal language and when speaking, we use contractions or short forms of verbs.
I’m (I am), you’re (you are), name’s (name is), and she’s (she is) are some examples.
Go to the LANGUAGE GUIDE on page 80.
5 Complete the table with the correct form of the verb to be.
Subject Verb to be Complement Subject Verb to be Complement

(1) I am a student. You are students.
(2) You are Miss Sánchez. We are Lupita and Jorge.
(3) He is Jorge. They are Mexican.
(4) She is Tere.

6
STARTER
6 SPEAKING Walk around the classroom and introduce yourself GENERIC COMPETENCY
CLOSURE
to your classmates. When you finish, make a list of the 7. The student has initiative and interest
greetings you heard. to learn throughout his / her life.
Hello! I’m Edgar. Good morning! I’m Claudia.

My last name’s López.
Hi. My first name’s Tania.
What’s your name?
7 SELF-ASSESSMENT Complete the graphic organizer about what you studied during this lesson.
English phrases I knew before
I learned
I want to learn
more about
SELF-AWARENESS
Who are you? Complete with your information.
My name’s Francisco. I’m a student in high school.

1 My name’s Students’ own answers.
2 I’m Students’ own answers.
Can you give more information about yourself? Share it with

a classmate. Students’ own answers.
WORKOUT 7
1 Match the actions to the correct ending. 4 Complete the questions with one word.
1 Open a in pairs. 1 May I come in?
2 Turn b the words. 2 What is your first name?
3 Copy c your books. 3 What is your last name?
4 Work d to page 15. 4 How do you spell your name?
5 Spell e the word Hello. 5 Can you repeat that, please?
5 Number the sentences in the correct order

to make a conversation.
2 Hello, Jorge.
4 Yes. Sit down with Estela.
1 Good morning, Miss Sánchez.

5 Hi, Estela.
2 Put the words in order to make sentences. 3 May I come in?
1 spell / do / your name / How / you / ? 6 Answer the questions about you.
How do you spell your name?
1 What’s your first name?
2 repeat / you / that / Can / ?
Students’ own answers.
Can you repeat that?
2 What’s your last name?
3 your notebook / words / Copy / in / the / .
Copy the words in your notebook.
3 Do you have a common name?
4 to / Open / your books / page / 9 / .
Open your books to page 9.
5 Close / books / your / .

Close your books.
3 Rewrite the sentences using contractions.

1 My name is Dylan. My name’s Dylan.
2 It is spelled D–y–l–a–n. It’s spelled D-y-l-a-n.
3 I am at school. I’m at school.
4 We are best friends. We’re best friends.
5 You are a new student. You’re a new student.

BLOCK 1
STARTER
8
THIS IS ME IN THIS BLOCK YOU WILL…

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

Student’s Digital Component.
LESSON 1
Sharing personal information
Vocabulary: Numbers 9
Grammar: Possessive adjectives
PREP
Play Say My Name.
• Get into large groups. Everyone stands up in a circle.

• In turns, introduce yourself and say the name of the classmate on your right.
• Sit down if you don’t remember the name of your classmate.
• The last students standing win.
1 VOCABULARY 4 Listen to the numbers and complete. Check your spelling as a class.
OPENING
1 one 9 nine 17 seventeen
2 two 10 ten 18 eighteen
3 three 11 eleven 19 nineteen
4 four 12 twelve 20 twenty
5 five 13 thirteen 21 twenty-one

6 six 14 fourteen 30 thirty
7 seven 15 fifteen 40 forty
8 eight 16 sixteen 50 fifty
2 LISTENING 5 Listen to the interview between a consulate officer and a student

who is applying for a visa. Complete the form.
GENERIC COMPETENCY
4. The student listens, interprets, and
VISA Application Form
communicates messages relevant to
Personal information as shown in passport different contexts by using appropriate
means, codes, and tools.
(1) Sonia Guzmán Tello
Name:
Registration
number: Age: (2) 17 Sex: Male 7 Female

280102
(3) 47 Palomares, Coapa, Tlalpan, 14360

Address:
Phone
number: (4) 5 5 4 9 6 8 1 4
Email
address: (5) sgt36@onemail.com
10
LESSON 1
3 GRAMMAR Read the examples and circle the correct option to complete each sentence.
DEVELOPMENT
What’s your name? 1 Possessive adjectives like my

My name’s Sonia. and your express a place. b possession.
Her email address is rta@mail.com.
2 To express something I possess,
I use the word a my. b your.
4 Complete the table with the correct possessive adjectives.

Subject Possessive Subject Possessive Is your name Sonia?
pronouns adjectives pronouns adjectives
(1) I my (5) It its
(2) You your (6) We our

(3) He his (7) You your
(4) She her (8) They their
5 Complete the conversation with words from the box.

you your my I’m number address
Luisa: Hello. What’s (1) your name?
Gerardo: (2) I’m Gerardo Blanco.
Luisa: How old are (3) you ?
Gerardo: I’m sixteen.
Luisa: What’s your (4) address ?
Gerardo: Juárez 49.
Luisa: And what’s your phone (5) number ?
Gerardo: It’s 43 67 84 32 and (6) my email address is geroblanco@twomail.com.
Luisa: Thank you.
6 SPEAKING In pairs, interview each other to get your personal information.

CLOSURE
DISCIPLINARY COMPETENCY
11. The student communicates in a foreign
1 Name: Students’ own answers.
Students’ language through logical speech, oral or written,
Students’
2 Age: own answers. 3 Phone number: own answers. consistent with the communicative situation.
4 Address: Students’ own answers.
5 Email address: Students’ own answers.

LESSON 1 11
7 WRITING Use the information from Activity 6 to write the conversation you had with
your partner. Upload it to a blog.
Students’ own answers. 4. The student produces texts based on the
normative use of the language, considering
intention and communicative situation.
IT Start a class blog online to upload your work and share it with all
your classmates. Upload your conversation. If you need help to
create a blog, visit: https://www.edutics.mx/iAd
8 SELF-ASSESSMENT Check (3) the phrase that best describes your performance in this lesson.
I can help I can do it I am starting It is very difficult
I can…
others. very well. to do it. for me.
use numbers to provide personal information.
write my personal information.
give my information in a conversation.
ask others for their personal information.
SELF-AWARENESS
Who are you? Complete your introduction.
1 I’m Students’ own answers.
2 I’m from Students’ own answers.
3 I live in Students’ own answers.
4 I’m (age) Students’ own answers.
What other important information about you can you give? Discuss it with the class.
12
WORKOUT
1 Find and circle ten numbers in the puzzle. 4 from / Where / you / are / ?
Where are you from?
n i n e t e e n
5 that / you / Can / repeat / ?
f i v e f o u r
Can you repeat that?
e t w e n t y t
i b n m o n e w
5 Complete the interview with the correct
g e l e v e n o questions.
h x z i w e e n
Alma: Hi. My name’s Alma.
t t h i r t y x
(1) What’s your name?
v f i f t y x z
Ximena: Ximena.
Alma: (2) How do you spell your name?

2 Do the math. Write the name of the number.
Ximena: X-i-m-e-n-a
1 23 + 15 = thirty-eight Alma: (3) How old are you?
2 18 + 14 = thirty-two
Ximena: I’m 17.
3 32 + 13 = forty-five
Alma: (4) What’s your email?
4 14 + 12 = twenty-six
Ximena: It’s ximm27@newmail.com
5 26 + 21 = forty-seven
Alma: (5) Where are you from?
3 Underline the correct option. Ximena: I’m from Puebla.
1 Hello, my name ’s / are Jacobo.
2 Hi, Susan. What’s your / you address?
3 How old are / is you?
4 My / I phone number is 53 21 98 62.
5 I ’m / is a student.
4 Put the words in order to make questions.

1 name / your / What’s / ?
What’s your name? 6 Complete the conversation with one
word for each gap.
2 number / your / phone / What’s / ?
What’s your phone number? Hi. (1) I ’m Carlos. My last name
3 you / old / How / are / ? (2) is Maduro. I’m (3) from
How old are you? León. My (4) phone number is 45 36

78 9 1. What’s (5) your name?
LESSON 2
Asking for and giving information about others
Vocabulary: Good at, not good at 13
Grammar: Verb to be (interrogative, negative)
PREP
Play My Mirror Name.
• Write your first name on a piece of paper.

• Go around and ask several classmates their names. When you answer, spell your name backwards.
• Try to guess the name of your classmates correctly.
1 READING In pairs, read the article and underline the DISCIPLINARY COMPETENCY
OPENING
words that are similar in your language (cognates). 1. The student identifies, orders, and interprets the
Discuss why they are useful to understand what you read. ideas, data, and concepts explicit and implicit in a
text, considering the context in which it was
TEEN NEWS
generated and in which it is received.
TWO MEXICAN STUDENTS WIN

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

This is Brenda Flores. Who is she? She is a student This is Antonio
illo. He’s sevente en. Is he good at
from Jalapa. She’s sixteen years old. She’s very good from Hermos
scientis t. math? Yes, very! He isn’t interested in space. His
at science. Her ambition is to be a space
aspiration is to work in the area of computer games.
LUCK TO THEM!
ARE THEY ENTHUSIASTIC ABOUT THE COURSE? YES, THEY ARE! GOOD
SKILLS
To get the general meaning of a text, find words that are familiar
to you, including those similar in your language (cognates).
2 Read the article again and circle the correct option.

1 Are they talented students? a Yes, they are. b No, they aren’t.
2 Is Brenda from Hermosillo? a Yes, she is. b No, she isn’t.
3 Is Antonio seventeen? a Yes, he is. b No, he isn’t.
4 Is he from Germany? a Yes, he is. b No, he isn’t.
5 Are they enthusiastic about the course? a Yes, they are. b No, they aren’t.
14
LESSON 2
3 GRAMMAR Read the examples and underline the correct option.
DEVELOPMENT
They’re enthusiastic about the course. 1 In affirmative sentences, the subject (I, she, they, Brenda, etc.)
She’s very good at science.
goes before / after the verb to be.
Are they talented students?
Is he good at math? 2 In questions, the subject goes before / after the verb to be.
Is Brenda from Hermosillo?
4 Read the examples from Activity 3 again and complete the table.
Affirmative Negative Question

I’m good at it. I’m not good at it. Am I good at it?
(1) You’re a student. You’re not a student. Are you a student?

(2) He’s from Hermosillo. He’s not from Hermosillo. Is he from Hermosillo?
(3) She’s talented. She’s not talented. Is she talented?
(4) We are bad at speaking. We’re not bad at speaking. Are we bad at speaking?
(5) You are seventeen. You’re not seventeen. Are you seventeen?
(6) They are American. They’re not American. Are they American?
5 SPEAKING Work in pairs. One of you reads profile A and the other one reads profile B. When you
finish, ask each other questions about the person in the profile.
A www.makefriends.net B www.makefriends.netGENERIC COMPETENCY

Maite Pérez Miguel Guzmán communicates messages relevant to
different contexts by using appropriate
Maite Pérez is fifteen. She’s from Cuernavaca Miguel Guzmán is seventeen years old. He’s
and she’s a student at Morelos High School. from Jalapa, Veracruz. He’s a prepa student,
She’s not very good at sports. She’s very but he’s not very good at academic subjects.
interested in books and her ambition is to be He loves playing soccer and his ambition is to
a writer one day. play for the Veracruz team when he’s older.
LESSON 2 15
What’s the name Her name’s Maite.

of the person?
6 WRITING Write the questions your partner asked you in Activity 5 and the answers
CLOSURE
you gave.
What’s the name of the person? His name’s Miguel.

7 SELF-ASSESSMENT Complete the sentences about your own experience during this lesson.
1 What I remember about this lesson:
2 What I need to practice more:
3 What I learn better with a partner:
4 What I need to ask my teacher about:
SELF-AWARENESS
Who are you? Complete the table with your characteristics.
I’m good at I’m not good at

I’m good at robotics. I’m not good at speaking in public.
Students’ own answers. Students’ own answers.
What is your ambition for the future? Share it in small groups.
My ambition is to play baseball in the Veracruz team. Students’ own answers.

16
WORKOUT
1 Find and circle six cognates from the lesson. 4 Put the words in order to make questions.
nt hu s i a s t ic sc ienc em k y t 1 Patricio / Is / Mexico / from / ?
t r we
k t a le
nt e dpt y s t udent wq r t A: Is Patricio from Mexico?
ere s t e d bpl z xc omput er v
lg i nt B: No, he isn’t.
2 fifteen / Are / the / boys / ?

2 Complete the sentences with words from
the box. A: Are the boys fifteen?
B: Yes, they are.

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

you can ask someone to find information
Yes, she is.
B:
about him / her. Students’ own answers.
2 A: Are Pedro and Francisco from
Guadalajara?
6 Underline the correct option.
B: Yes, they are. A: Do you know Simón López?
3 A: Are you twenty? B: No. Who is he?
B: No, I’m not. A: He’s the new student.
4 A: Is Penelope a local student? B: (1) Is / Are he from Mexico City?
B: No, she’s an international student. A: No, he isn’t. He’s from (2) Veracruz / Mexico
5 A: Is she a talented singer? City. His (3) ambition / interested is to
B: Yes, she is become an expert on the Maya civilization.
6 A: Are they And he’s very good at soccer.
dedicated students? B: Fantastic! Is (4) she / he interested in joining
B: No, they aren’t. our team?
A: Yes! Come and meet him at my party tonight!

LESSON 3
Asking and answering questions
Vocabulary: Countries, nationalities, occupations 17
Grammar: Wh– questions, articles
PREP
Play Who is it?
• Write your name and what you are good at on a piece of paper, and fold it. Then put all the
notes together in a bag or jar.
• One student draws one note, reads it out loud without saying the name, and asks Who is it?
• Everyone tries to guess who wrote the note until someone gets it right.
1 VOCABULARY Complete the table with words from the box.
OPENING
IT specialist Ecuadorian Portugal surgeon mechanic New Zealand Portuguese
American Haiti The United States accountant South Korea New Zealander Ecuador
The United Kingdom Korean teacher lawyer Haitian life guard British
Country Nationality Occupation
Portugal, New Zealand, Haiti, Ecuadorian, Portuguese, IT specialist, surgeon, mechanic,

The United States, South Korea, American, New Zealander, accountant, teacher, lawyer,
Ecuador, The United Kingdom Korean, Haitian, British life guard
For vocabulary about nationalities and occupations, go to the VISUAL GLOSSARY on page 87.
2 LISTENING 6 In small groups, listen to the conversation and complete the profiles.
A Name B Name GENERIC COMPETENCY

PETE RANDY 8. The student participates and
collaborates effectively in groups.
Country / Nationality: Occupation: Country / Nationality: Occupation:

New Zealand/ The United States/
sports teacher lawyer
New Zealander American
C Name D Name
BORA SO-YI
Country / Nationality: Occupation: Country / Nationality: Occupation:

Korea/Korean IT specialist Korea/Korean surgeon
18
LESSON 3
3 GRAMMAR Read the list of questions and answers. Then match the columns to complete
DEVELOPMENT
the definitions.
Where are you from? I’m from Russia. 1 What asks about a age.
What do you do? I’m a sports teacher.
2 Where asks about b a place.
Where’s he from? He’s from Korea.
What does she do? She’s a surgeon. 3 Who asks about c a thing.
What’s his occupation? He’s a lawyer.
4 How old asks about d a person.
How old is she? She is twenty-six.
Who is from New Zealand? Pete is.
4 Complete the questions with words from Activity 3.

1 What does he do? He’s a mechanic. 3 Who is the leader of the group? Pete is the leader.
2 Where are you from? I’m from Mexico. 4 How old is he? He’s twenty-three.
5 Complete the sentences with a, an, or the. Leave LANGUAGE

the space blank if no word is necessary. We use a / an before singular nouns. An is used
when the word after it begins with a vowel sound
1 He’s an accountant. (She’s an IT specialist). The goes before singular and
2 She’s a mechanic. plural nouns. Don’t use the before the name of
countries, except when it is a group of islands
3 He’s from the United Kingdom. or if it has a political title (the Philippines,
4 We’re from — Mexico. the United States).
5 He’s an aerobics teacher. Go to the LANGUAGE GUIDE on page 81.
6 SPEAKING In small groups, think about a famous person and take GENERIC COMPETENCY
turns asking questions to guess the name of the person. 7. The student has initiative and interest
to learn throughout his / her life.
He’s a film He’s from
It’s a man.
director. Mexico. Is he Alfonso
Cuarón?
Yes, he is! Your turn.
LANGUAGE
When you ask questions, use
Is it a man auxiliaries (like is or are) to get a yes or
or a woman? a no for an answer. Use Wh– questions
Where’s he from? to learn more specific information.
What does he do?

LESSON 3 19
7 WRITING Write questions to ask for personal information. Then interview several
CLOSURE
classmates for a survey. When you answer question three, give the occupation
you want to have in the future.
1 Question to know the name of a person: DISCIPLINARY COMPETENCY

What’s your name?
language through logical speech, oral or written,
2 Question to know the place a person is from: consistent with the communicative situation.
Where are you from?
3 Question to know the occupation of a person:

What do you do?
4 Question to know about what a person does in his / her free time:
What do you do in your free time?
5 Other question:
Suggested answer: How old are you?
8 Share the answers of your survey as a class to determine what the most popular
future occupation is.
9 SELF-ASSESSMENT Complete the table with what you learned during this lesson.
By myself With a classmate’s help With my teacher’s help
SELF-AWARENESS
Who are you? Answer the questions about you in your notebook.
Where are What are you What do

you from? good at? you do?
What do you want to be in the future? Share your answer with the class.
20
WORKOUT
1 Read the descriptions and write the 4 A: Who is Lionel Messi?
occupations.
B: He’s an Argentinian soccer player.
1 I work in a school and help people learn. How old
5 A: is the leader of the expedition?
teacher
He’s thirty two.
B:
2 I work in the area of information technology.
IT specialist 4 Put the words in order to make questions.
3 I operate on people in hospitals or clinics. 1 Ellie and John / What / do / do / ?
surgeon What do Ellie and John do?
4 I act for clients in legal matters. 2 your / What’s / occupation / ?

lawyer What´s your occupation?
3 is / Elena / Where / from / ?

2 Complete the table. Where is Elena from?
Country Nationality 4 Martha / is / Who / ?
(1) Portugal Portuguese Who is Martha?
(2) Ecuador Ecuadorian 5 does / do / What / she / ?
(3) South Korea Korean What does she do?
(4) New Zealand New Zealander

5 Underline the correct option.
(5) The United States American
(6) Haiti Haitian A: Hi. What (1) ’s / are your names?
(7) The United Kingdom British B: I’m Anita and he is Jorge.
(8) Mexico Mexican A: What (2) do / does you do, Anita?
B: I’m (3) a / an vet. I take care of animals.
3 Complete the questions. Use the answers A: And what (4) do / does Jorge do?
as a guide.
B: He’s (5) a / an acupuncturist.
1 A: What do you do? A: Interesting! (6) Where / What
B: I’m a doctor. are you from?
2 A: Where is Shakira from? B: (7) They’re / We’re both from Peru.
B: She’s from Colombia. A: (8) Thank you! / Please!
3 A: What is your father’s occupation?
B: He’s a mechanic.

LESSON 4
Asking and answering questions about routines
Vocabulary: Days of the week, months 21
Grammar: Simple present, frequency adverbs
PREP
Play What’s My Job?
• Get into small groups. In turns, mime a job.

• Ask questions to the student who is miming the job to get information. Try to guess the job.
• The winner is the student with more correct guesses.
1 VOCABULARY 7 Listen to Toby’s activities and complete the days of the week. Use a
OPENING
dictionary to check your spelling.
(1) Monday (2) Tuesday (3) Wednesday (4) Thursday (5) Friday (6) Saturday (7) Sunday
The museum Work day Children Work day Work day Work day Work day
closes. visit the
museum.
2 READING Read the text below quickly to find the answers to the questions. Then read more
carefully to confirm your answers, and write them in your notebook.
1 What’s Toby’s job? He’s a guide. GENERIC COMPETENCY

5 Which exhibit do school
children like best? 4. The student listens, interprets, and
2 Where does he work? He works in the local They like the dinosaurs exhibit best. communicates messages relevant to
national history museum. 6 When does Toby have his
3 What time does he start work? He starts different contexts by using appropriate
work at 10 o’ clock. free day? He has his free means, codes, and tools.
4 What does he do on Wednesdays? He tells day on Monday.
children about dinosaurs.
www.nathmus/meetourteam
Toby’s day
Toby works in the local natural history museum.
He’s a guide. He goes to work on the bus. He
starts work when the museum opens at 10
o’clock. Toby shows people around. He talks
about the exhibits and answers questions.
Every Wednesday groups of school children visit
the museum. Toby usually tells them about the
dinosaurs. Children always like the dinosaurs
best. Toby sometimes shows them dinosaur
movies in the museum theater at lunch time.
The movies are very popular. Toby never gets
bored with his job, but the museum closes on
Mondays. That’s when Toby gets bored. He
never knows what to do on his free day.
SKILLS
When you want to look for specific information quickly, don’t read every word in the text.
Look for specific words related to the information you need. This technique is called scanning.
22
LESSON 4
3 GRAMMAR Read the sentences and circle the verbs. Then answer the questions.
DEVELOPMENT
Toby works in the local natural history museum. 1 Do the verbs you circled describe something that happens
He goes to work on the bus.
once or routinely? routinely
School children visit the museum on Wednesdays.
Children always like the dinosaurs best. 2 Why do some of the verbs end with an –s and some don’t?
Because you add –s only for the third person (he, she, it).
LANGUAGE
For the third person (he, she, it), some verbs need to add –es and not just an –s.
Some examples are go (goes), watch (watches), and do (does). Go to the LANGUAGE GUIDE on page 81.
4 Complete the sentences with the correct form of the verb in parentheses.
1 Susana goes (go) to Juárez Junior High.
2 She sometimes visits (visit) the natural history museum.
3 They never see (see) dinosaur movies.
4 She and her mom always eat (eat) something in the museum cafeteria.
5 The cafeteria always serves (serve) great sandwiches.
LANGUAGE
Adverbs like always, usually, sometimes, and never express the
frequency of an action. They answer the question How often…?
5 VOCABULARY In pairs, complete the list of months with the help of a dictionary. Then read the
Language box and ask each other the questions below.
January (1) February (2) March
April (3) May June

(4) July August September
(5) October November (6) December
LANGUAGE
You need ordinal numbers in dates. To form them, add –th to the name of the number (fourth).
The exceptions are: One (first), two (second), three (third), five (fifth), eight (eighth), nine (ninth),
and twelve (twelfth). In compounds, make the last number an ordinal: twenty-one (twenty first). When’s your It’s on
birthday? October 31st.
1 When’s your birthday? Students’ own answers.
2 What does your family do for your birthday? Students’ own answers.
3 When’s your best friend’s birthday? Students’ own answers.
4 What do you usually say to your best friend on his / her birthday?
5 What is your favorite day in the year? Students’ own answers.
LESSON 4 23
6 In your notebook, write sentences about routine activities you and / or your family do on
CLOSURE
the days from the box.
on December 24th every Wednesday on summer vacation most Saturdays on September 16th
7 SPEAKING Work in pairs. Ask each other questions about the routine activities from Activity 6.
Include frequency adverbs.
What do you usually We always

do on December 24th? eat romeritos.
8 WRITING In your notebook, write a questionnaire with ten questions about routine
activities. Use your questionnaire to interview a classmate.
1 What do you usually do on Sundays? 11. The student communicates in a foreign language through logical
speech, oral or written, consistent with the communicative situation.
9 SELF-ASSESSMENT Read the statements and underline the option that best describes you.
1 I can talk about my routines easily / well / with difficulty / only if I practice more.
2 I can ask about someone else’s routines easily / well / with difficulty / only if I practice more.
SELF-AWARENESS
Who are you? Complete with information about your favorite things.
My favorite…
day Students’ own answers.
month Students’ own answers.
routine activities Students’ own answers.
things I do with friends / family Students’ own answers.
What is one thing that you never do but you want to do? Share it with a classmate.
24
WORKOUT
1 Complete with the next day of the week. 4 Complete the sentences with one word.
1 Friday ➞ Saturday ➞ Sunday 1 What is Mr. Frank’s job?
➞ Monday 2 He’s a teacher.
2 Sunday ➞ Monday ➞ Tuesday 3 Where does he work?
➞ Wednesday 4 He works at the local high school.
3 Tuesday ➞ Wednesday ➞ Thursday 5 What does he do ?
➞ Friday 6 He teaches math.
4 Wednesday ➞ Thursday ➞ Friday
➞ Saturday
5 Saturday ➞ Sunday ➞ Monday
➞ Tuesday
2 Complete the sentences with ordinal

numbers.
1 Wednesday is the third day of the week.
2 December is the twelfth month of the year.
3 P is the second letter in the word April.

Students’
4 I’m my parents’ own answers.child.
5 My birthday is on Students’ own answers. 5 Put the letters in order to make frequency
adverbs.
3 Solve the quiz! Guess the months and write
the answers. 1 y s u l a u l usually
2 l y a w s a always
3 e i e s m o t m s sometimes
4 e n r e v never
1 It begins with an o and ends with an r.
October
What is it? 6 Write true sentences about you and a
2 It has five letters but it isn’t April. friend. Use the words from Activity 5.
March
What is it? Students’ own answers.
1 I usually
3 It’s sixth in the year. What is it?
2 I Students’ own answers.
June
3 My friend Students’ own answers.
4 Start at January and count seven.
July 4 My friend Students’ own answers.
What is it?
5 There are usually 28 days in this
February
month. What is it?
LESSON 5
Talking about my family
Vocabulary: Family members, descriptions 25
Grammar: Simple present (interrogative, negative)
PREP
Play Non-stop Talk.
My mom’s an architect. Her
• Stand back to back in pairs. Turn around when the teacher tells you to. name’s Laura. She works…
• One of you talks non-stop about your family for 30 seconds.
• When the teacher shouts change, it’s the other student’s turn.
• The winner is the student who says more things.
1 VOCABULARY Underline the correct options to complete the paragraph. If necessary,
OPENING
use a dictionary.
Juan and Sonia have a daughter. Her name is Laura. Laura The Suárez Family
has a (1) brother / sister. His name is Raúl. Sonia has a
brother, and his name is Paco. Paco is Laura’s favorite Silvia
(2) aunt / uncle. Paco has a son. His name is Luis. Luis is
Juan Sonia Paco
Laura’s favorite (3) cousin / father. The Suárez family
always visits Juan’s mother, Silvia, on Sundays. Silvia is Raúl’s
favorite (4) grandmother / grandfather. Laura Raúl Luis
2 READING In pairs, look at Juanita’s family pictures and share what family members you think
they are. Then read the text to check your predictions.
www.oblogs.mx/family GENERIC COMPETENCY

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

When there are pictures or graphic elements in a text, look at them to predict is Juanita. her father.
the information it contains. This can help you understand the text better.
26
LESSON 5
3 VOCABULARY Write the word for the family member described.
1 A woman who is married to your father, but is not your mother: step-mother
2 A man who is married to your mother, but is not your father: step-father
3 The mother of one of your parents: grandmother
4 The father of one of your parents: grandfather
5 The female child of one of your parents and his / her new partner: half-sister
4 GRAMMAR Read the examples and answer the question.

DEVELOPMENT
He has red hair and green eyes. She has one half-brother. 1 What is the form of the verb have in the
I have short curly hair. They have a nice family. third person singular (he, she, and it)?
has
5 Complete the table with the correct form of the verb to have. LANGUAGE
Don’t forget that in third
(1) I have straight hair. person singular negative and
Affirmative interrogative forms, we add
(2) My sister has curly hair. –es to the auxiliary (do-does)
(3) My grandmother doesn’t have white hair. It’s brown. and the main verb stays in
Negative simple form (have).
(4) My sisters don’t have green eyes. They have blue eyes.
Yes / no (5) Do you have blue eyes? No, I don’t

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

6 In small groups, look at Diego’s family tree and make sentences to talk about his family.
Grandfather Grandmother
Engineer Homemaker
Aunt Uncle Mother Father

Nurse Salesman Teacher Accountant
Cousin Brother Diego Sister

University High school Junior high Elementary
student student student student
LESSON 5 27
7 SPEAKING Draw your own family tree. Then share your work in small groups and ask
CLOSURE
each other questions about your families. Remember to show respect for the
differences in your families.
Do all your family members live together? GENERIC COMPETENCY

Is she your sister? How old is she? 10. The student respects cultural diversity,
What does she do? What does she look like? beliefs, values, ideas, and social practices.
LANGUAGE
Remember that when you want to ask about the appearance
of a person you can ask: What does he / she look like?
8 WRITING Choose two members of your family. DISCIPLINARY COMPETENCY

Write sentences about them in 11. The student communicates in a foreign
your notebook. language through logical speech, oral or written,
consistent with the communicative situation.
9 SELF-ASSESSMENT Underline the option that best describes your performance.

1 I can talk about my family and what they look like very well / well / sometimes / with more practice.
2 I can talk about what my family members do very well / well / sometimes / with more practice.
SELF-AWARENESS
Who do you admire? Think about a family member you admire. Tell a classmate about
him / her.
1 Who is he / she? 4 What does he / she do? My brother’s twenty.

Students’ own answers. Students’ own answers. He’s a university student.
2 How old is he / she? 5 Why do you admire him / her?
Students’ own answers. Students’ own answers. I admire him because
3 What does he / she look like? he works hard.
Who else do you admire? Share with the class. Students’ own answers.
28
WORKOUT
1 Read the groups of words and circle the odd 4 Put the words in order to make
one out. sentences.
1 daughter teacher mother step-father 1 does / like / look / What / father / your / ?
2 curly tall blond straight What does your father look like?
3 teacher sister salesman accountant 2 and / He / black hair / eyes / has / green / .
4 accountant uncle aunt cousin He has black hair and green eyes.
5 hair family eyes mouth 3 him / I / like / look /.

I look like him.
2 Match the words and phrases to their
definitions. 4 work / Does / mother / your / ?
Does your mother work?
1 step-sister a the opposite to
straight 5 an / Yes, / is / she / accountant / .
2 curly b the mother of one of Yes, she is an accountant.

your grandparents
3 family tree c you have only one 5 Write five sentences about a member
parent in common of your family and what he / she does.
4 great grandmother d the daughter of your
mother or father’s
new partner 1 Students’ own answers.
5 half-brother e a graphic showing 2 Students’ own answers.

your family members
3 Students’ own answers.
3 Underline the correct option. 4 Students’ own answers.
1 My sister have / has blond hair. 5 Students’ own answers.

2 Do / Does your father have green eyes?
3 I have / has curly hair. 6 Complete the paragraph with

appropriate words.
4 He don’t / doesn’t have a big family.
5 Do they have a step-father? No, they don’t / doesn’t. My grandmother (1) has white hair and
blue eyes. We are different. I (2) don’t
look like her. She (3) doesn’t live with my
grandfather. They’re divorced! I really
(4) admire her. Why? She’s 65 and she still
(5) teaches literature at the local university!
Her students love her!

CROSS-CURRICULAR PROJECT INFORMATION AND COMMUNICATION TECHNOLOGIES
29
You will create an electronic résumé in English that can be prepared for
electronically storing, tracking, and searching.
Professional Skill: Communicating and Influencing

Written communication
Expressing oneself clearly in writing by • spelling and using punctuation correctly.
• expressing ideas concisely in writing. • using concrete, specific, and correct language.
• knowing and tailoring the written communication • using an appropriate writing style.
to reach the audience.
1 To gather information for your résumé, 4 Make changes to your information so that
answer the questions on a piece of paper. you have lists of names of skills, job
positions, and study areas, rather than
long explanations or descriptions.
• What’s your name? Eliminate unnecessary adjectives and
• Where do you live? focus on key words.
• What are you good at?
• What do you study? 5 Make a Word document with your
• What languages do you speak? information with the following
characteristics.
2 Decide on the kind of job you can apply for • Only use these fonts: Arial, Cambria, Times
according to your knowledge, skills, and New Roman or Tahoma.
personality. Research the skills needed for • Don’t use special characters or bullets
the job you decided on. (only hyphens or asterisks).
• Align to the left (don’t center or justify
3 Select the information that is relevant to texts).
the job you are applying for. Add necessary • Avoid graphics or artwork.
information and make a draft résumé. • Run the spelling / grammar check tool and
Remember to use simple key words that use a dictionary to correct your mistakes,
will be picked up by a program. if necessary.
Jorge López Salesperson

| jorge06@workmail.com
Juárez 206, Col. Independencia | 33-51-52-53-54 6 Convert to ASCII format by saving as plain
text, and then encode by accepting in the
• Skills •
I’m good at math. menu the option US-ASCII. Verify all
I’m good at talking to people. characters were converted correctly and
I speak English. save again as .txt. Test your résumé in an
I’m a good student. online free scanner such as: https://www.
• Work Experience •
I work with my mother at her store. edutics.mx/iW2 or https://www.edutics.
• Education • mx/iWu
Lázaro Cárdenas Highschool
Subjects: Math, English, Science
30
CROSS-CURRICULAR PROJECT
INFORMATION AND COMMUNICATION TECHNOLOGIES
7 Exchange your résumés in small groups The résumé reflects a good recognition
and tell each other your opinions on your of personal skills and knowledge.
work according to the checklist.
The résumé includes enough and precise
key words.
The writing is simple and concise.
SELF-ASSESSMENT RUBRIC
8 Circle the sentences in the table that best describe your performance.
Project aspect Needs improvement OK Good Outstanding

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

1 Something to improve your attitude: Students’ own answers.
2 Something to improve your performance: Students’ own answers.
3 Someone who can help you improve: Students’ own answers.

SELF-AWARENESS Key concept: IDENTITY
31
1 Complete the table with phrases and words to give your information. Share the table in pairs.
I am… I… I’m good at… I admire…
Students’ own answers. I play soccer. Students’ own answers. Students’ own answers.
2 Look at the identity maps. Discuss with your partner who is more similar to you.
I admire my
I’m a student. I play soccer.
mother.
I’m from Jorge Diana I’m good at

Puebla. singing.
I’m good at I admire my I always go to

baseball. aunt. school.
3 Draw your own identity map. Use the information from the whole Block.
Students’ own answers. Student’s name Students’ own answers.
FOR YOUR LIFE The personality traits in the identity map make you different from others. They
form your identity. Exploring and knowing who you are help you to understand yourself and your decisions.
4 Share your identity map in groups. Find similarities.

5 Reflect as a class: How similar or different are you and your classmates?
BLOCK 2
32
MY LIFESTYLE IN THIS BLOCK YOU WILL…

• listen to descriptions of bedrooms.
• write about your bedroom.
• describe your bedroom.
• use context to understand new
vocabulary.
• ask questions about your classmates’
homes.
• write about your home.
• listen for details.
• ask and answer questions about your
classroom.
• write about your classroom.
• read for specific information.
• write about your lifestyle.
• share with others your lifestyle and
routines.
• write questions about weekend
activities.
activities you do with your family.
• there is and there are.
• there isn’t and there aren’t.
• definite and indefinite articles (a, the).
• possessives.
• simple present tense.
• create an electronic presentation in
English in a cross-curricular project.
• create a chart with your emotions to
promote self-awareness.

LESSON 1
Describing my bedroom
Vocabulary: Bedroom furniture, prepositions 33
Grammar: There is / are
PREP
Play Color Chain.
red green
• Get into groups of four, facing each other.
• One of you begins by saying a color. The student on the right
repeats the color and adds another. Continue the color chain. yellow purple
• The student that says a repeated color, makes a mistake, or takes
too long to speak, sits down. blue orange
• The winner is the last student standing.
1 LISTENING 8 Listen to the conversation. Then circle T (True) or F (False).
OPENING
1 Ben indicates a place for Carla to do her homework. T F DISCIPLINARY COMPETENCY
1. The student identifies, orders, and interprets the
2 There is a bookcase in Carla’s room. T F ideas, data, and concepts explicit and implicit in a
3 There are two white lamps on the bedside table. T F text, considering the context in which it was
generated and in which it is received.
4 There’s a closet in the corner for clothes. T F
5 Ben is tidy. T F
2 VOCABULARY Look at Carla’s bedroom and label the objects.

bed bedside table bookcase chair box desk lamp poster
1 bookcase 5 poster
2 desk 6 lamp
3 chair 7 bedside table
4 bed 8 box
3 Look again at the picture of Carla’s bedroom and complete the sentences with words
from the box.
1 There is a desk in Carla’s bedroom.
2 There is a big bookcase next to the desk.

on (x2) in
3 There are many books in the bookcase.
4 There is a box under the bed.
5 There are two posters on the walls.

under next to
34
LESSON 1
4 GRAMMAR Read the examples from the conversation and underline the correct option.
DEVELOPMENT
There’s a big bookcase.

There are posters on the walls.
There’s a blue box under the bed.
There are two beds.
1 We use there is for the existence of one / more than one thing.
2 We use there are for the existence of one / more than one thing.
3 There’s is the contraction or short form for there is / they.
4 In English, the adjective (color, number, quantity, or describing word) comes before / after the noun.
5 The prepositions in, on, under, and next to tell us where / when something is located.
LANGUAGE
You can make a noun plural by adding –s (beds, tables).
When a noun ends in s, ss, sh, ch, x, or z, add –es (buses, boxes, lunches). Go to the LANGUAGE GUIDE on page 82.
5 Complete the table with there is or there are. Then circle the adjectives that describe the objects.
There is / are Object Place
(1) There is an orange lamp on the chest of drawers.

(2) There are two small lamps on the bedside table.
(3) There is a big closet next to the window.
(4) There are many sweaters in the closet.
(5) There is a yellow box under the bed.
6 Underline the correct options to complete the description on page 35. Compare your answers in
pairs and help each other correct your work.
LESSON 1 35
(1) There’s / There are a bed. There’s (2) two / a bedside table (3) next to / on the bed. (4) There’s / There are
a lamp on the bedside table. There are (5) two posters / one TV on the wall. There’s a bookcase (6) next to /
under the posters. There’s a (7) chair / closet with clothes (8) on / in it. There (9) is / are some boxes (10) under /
on the desk.
7 WRITING Write six sentences about your bedroom in your notebook. Then draw the
CLOSURE
bedroom as you described it.
8 SPEAKING In pairs, describe your bedrooms to each other. GENERIC COMPETENCY

Draw your partner’s bedroom. Then compare your drawings. 4. The student listens, interprets, and
There are family There’s a closet different contexts by using appropriate
photos on my desk. next to the door. means, codes, and tools.
9 SELF-ASSESSMENT Circle the number that best describes what you did. Number 5 is excellent
and 1 is with difficulty.
1 I can describe my bedroom. 1 2 3 4 5
2 I can use bedroom vocabulary. 1 2 3 4 5
3 I can use there is and there are. 1 2 3 4 5
4 I can use in, on, under, and next to. 1 2 3 4 5
5 I can use adjectives before nouns. 1 2 3 4 5
SELF-AWARENESS
Look at the emotion words and complete the sentences.
1 There are two (number) positive emotions.
2 There are four (number) negative emotions.

happy confused Students’
3 I feel own answers. when I’m at school.
Students’
angry 4 I feel own answers. when I’m in my bedroom.
sad
stressed relaxed
How do you feel today? Share as a class.

36
WORKOUT
1 Solve the crossword puzzle. 1 There is a lamp on the bed.
1
2 There are clothes in the closet.
c
2 3 4
3 There are also clothes under the desk.
b e d l a m p
5
4 There is a door next to the closet.
e c o
5 There is a poster on the door.
s h s
6
b o o k c a s e 4 Put the words in order to make
Across Down sentences.
i t
2 r 1 are / the closet / There / clothes in / .

1
There are clothes in the closet.
4
3 2 notebooks / There / three / are / on the desk / .
6
There are three notebooks on the desk.
5
3 There / a / is / desk / big / .
2 Match the columns to complete the ideas. There is a big desk.
1 There’s a a on the bedside table. 4 tidy / a / I’m / person / .
2 Where’s the b box under the bed. I’m a tidy person.

bookcase?
5 the door / There’s / a closet / next to / .
3 There are c Next to the door. There’s a closet next to the door.
4 The lamp is d two posters on the wall.
5 Write in your notebook five sentences to

3 Complete the sentences with words from describe your best friend’s bedroom.
the box.
6 Complete the paragraph with appropriate
words.
in on (x2) next to under
In my room, there are clothes on the floor and
books on the bed all the time because I’m not a
(1) tidy person. I love posters! There
(2) are many posters of my favorite band
on the wall. (3) There is a large window in
my bedroom and (4) there are two lamps:
one (5) on my bedside table and one
(6) on my desk. I love my bedroom. I feel

happy /
(7) relaxed in my bedroom.
LESSON 2
Describing my home
Vocabulary: Places at home 37
Grammar: There isn’t / aren’t
PREP
Play Spell It Out.
• Get into groups of three. One of you starts spelling an object / piece of furniture you can find in a bedroom.
• The first one to say the complete word wins a point and goes next. The first student to get five points
wins the game.
1 READING Read the online profiles. Then circle T (True) or F (False). Use a dictionary
OPENING
if necessary.
www.teenlife.org GENERIC COMPETENCY

Kenji Verónica
My name’s Kenji. I’m a student. I’m Japanese. I live in a small My name’s Verónica. My family and I live in an old house in
apartment in Tokyo with my family. My apartment is in a San José, Costa Rica. There’s a small patio and a big garden
modern building. There’s a kitchen and a bathroom. There at the back of the house. There are chairs in the garden and
are two bedrooms. There isn’t a dining room or a living there’s a table on the patio near the garden. We use the
room. There isn’t a laundry room either; for this reason, the garden and patio as an outdoor living room and dining room.
washing machine is on the balcony. I feel comfortable in my There’s a small porch on the front of the house. There aren’t
apartment. My apartment is practical. I live with my mom, any chairs on our front porch. Our bathroom is small.
my dad, and my brother. There’s a shower but there isn’t a bathtub. I love our house!
SKILLS
To deduce the meaning of a new word in a text, look at the words around it.
1 An apartment is a home in a building. T F
2 A laundry room is a place to wash clothes. T F
3 An outdoor place is next to a bedroom door inside a house. T F
4 A bathtub is a long container you fill with water to take a bath. T F
5 A porch is a type of car. T F
2 VOCABULARY Match the places to their definition.

1 living room a a room with a table and chairs to sit down and eat.
2 dining room b a room with armchairs or sofas to sit.
3 bathroom c a room where you cook.
4 kitchen d a small area with grass and plants.

IT You can explore more names of rooms and
5 garden e a room with a toilet, sink, objects at home in English at http://www.
and / or a place to take a bath. edutics.mx/iA4 or http://www.edutics.mx/iAo
38
LESSON 2
3 GRAMMAR Read the examples and complete the sentences.
DEVELOPMENT
There’s a kitchen. There isn’t a dining room.

There are two bedrooms. There aren’t any chairs.
1 The negative form of there is is There isn’t.
2 The negative form of there are is There aren’t.
3 Isn’t is the contracted or short form of is not.
4 Aren’t is the contracted or short form of are not.

4 Complete the table with the missing words.
Question Affirmative answer Negative answer

(1) What is there in the dining room? There is a table. There isn’t a painting on the wall.
(2) What is there in the bathroom? There is a toilet. There isn’t a bathtub.
(3) How many apartments are there
in the building? There are ten apartments. There aren’t any apartments, only offices.
5 Complete the ads with the correct form of there is / there are.
FIND YOUR DREAM VACATION HOME Vacation Rentals
BEACH HOUSE DOWNTOWN APARTMENT
Enjoy this small beach house. (1) There’s This downtown apartment is perfect for exploring the
a kitchen and there is a tiny living room. city. (6) There’s an all-in-one kitchen, eating and
(2) There are two bedrooms. Each bedroom has three living area. (7) There’s one bathroom but
beds. Unfortunately, (3) there isn’t a laundry room, (8) there isn’t a bedroom; you can sleep in the
but (4) there’s a washing machine in the closet in living area. (9) There’s a sofa bed in the living
the kitchen. (5) There isn’t a bathroom in the house, area. It’s cozy and cute. This is the perfect location for
but it is right next to the house. Have fun at the beach exploring the city. In the city, (10) there are many
and relax with friends at this basic beach house. activities to enjoy.
LESSON 2 39
6 Write three sentences about what there is in your home and three sentences about what there
isn’t in your home.
1 Students’ own answers. 4 Students’ own answers.
7 SPEAKING In pairs, share the sentences about your home. Ask each other questions.
CLOSURE
How many Where’s the DISCIPLINARY COMPETENCY
chairs are there in bathroom? 11. The student communicates in a foreign
the dining room? language through logical speech, oral or written,
consistent with the communicative situation.
8 WRITING Write six sentences about your partner’s home. Exchange your sentences
to check the information.

9 SELF-ASSESSMENT Answer the questions with the phrase from the box that best describes you.
Very well OK, after some practice It’s still new to me
1 How well can you describe your home?
2 How well can you name different rooms and objects in a house?
3 How well can you use there isn’t and there aren’t ?
SELF-AWARENESS
Complete the sentences about you and your feelings.
My favorite room at home is (1) Students’ own answers. . In this room there is / are
(2) Students’ own answers. . I feel (3) Students’ own answers. in my favorite room.
A room at home where I have special memories is (4) Students’ own answers. .
I feel (5) Students’ own answers. when I remember them.
How do you usually feel at home? Share in pairs. Students’ own answers.
40
WORKOUT
1 Find and circle six places in a home. 3 There isn’t a bathroom.
There is a bathroom.
m b a t h r o o m
4 There is a lot of space in the kitchen.
b o q k k t k w p
There isn’t a lot of space in the kitchen.
e b o i i d l g o
5 There aren’t enough chairs in the dining room.
d a v t d b a t r
There are enough chairs in the dining room.
r l d c g t c p c
o c x h d n o a h
5 Read and write sentences with there is /
o o q e y r i j e there are in affirmative or negative.
m n o n r a v n d
Campers can be homes, but they’re tiny. There
l y n g a r d e n
are wheels on campers, so they’re mobile.
In a camper there’s a small kitchen, a dining

2 Make a list of the rooms in your home. room and a bedroom. There isn’t a living room.
Students’ own answers. There’s a bathroom in some campers. The
bathroom is minuscule when there is one.
The shower is over the toilet. There aren’t
many closets so it’s hard to keep it tidy.
3 Match the affirmative statement to the

negative statement. 1 (living room) There isn’t a living room.
2 (bathroom) There’s a bathroom in some campers.
1 There are many a There isn’t a
advantages in a bathroom. 3 (garden) There isn’t a garden.
small house. There’s a bedroom.
b There aren’t any 4 (bedroom)
2 There is a bathroom. bedrooms. There aren’t many closets.
5 (closets)
3 There are four c There are some
bedrooms. disadvantages in a
small house.
4 Make the affirmative statements negative

and the negative statements affirmative.
1 There is a living room.

There isn’t a living room.
2 There are large bedrooms.

There aren’t large bedrooms.
LESSON 3
Describing my classroom
home
Vocabulary: Classroom
Places at home
objects and furniture 41
Grammar: There isn’t
is / are
/ aren’t
(interrogative)
PREP
Play Lineups.
• In groups of five, line up. One student stays aside.

• Each student calls out the name of a room in a house. The student aside repeats them.
• Change the lineup and the student aside has to repeat the rooms in the new order. If the names are correct,
the student gets in the line and a different student stays aside. Continue playing!
1 VOCABULARY 9 Listen to the conversation and check (✓) the things that are mentioned.
OPENING
A B C
✓ ✓
teacher’s desk lockers pencil case
D E F
✓ ✓
whiteboard binder schoolbag
2 LISTENING 9 Listen to the conversation again and circle the correct option.
1 In the classroom, a isn’t a teacher’s b is a teacher’s desk. GENERIC COMPETENCY

there desk. 4. The student listens, interprets, and
2 The lockers are a with name tags in b with no particular different contexts by using appropriate
organized alphabetical order. order. means, codes, and tools.
3 There is a locker a for each student. b for the whole
classroom to share.
4 In the students’ a books, pens, and b lunch boxes with

LANGUAGE
lockers there are school supplies. food.
To show possession of one owner, use –’s
5 The science teacher a a textbook. b handouts and (the student’s desk). For several owners
prefers to use videos. (plural) just add – ’ (the students’ desks).
42
LESSON 3
3 GRAMMAR Match the examples from the conversation to their explanations.
DEVELOPMENT
a Is there an extra textbook?

b Are there any science textbooks?
1 We use this form to ask about the existence of more than one thing. b
2 We use this form to ask about the existence of one thing. a
4 Complete the table with the correct form of there is / there are.
Forms Question Affirmative answer Negative answer

(1) Singular Is there a whiteboard? Yes , there is. No, there isn’t (is not).
No , there aren’t
(2) Plural Are there any binders? Yes, there are.
(are not).
5 Complete the telephone conversation with one or two words.

Gustavo: Hello, Mom.
Mom: Hi, Gus. How are you? What’s your classroom like?
Gustavo: There (1) are many students in my class.
Mom: (2) Is there a projector?
Gustavo: No, there (3) isn’t .
Mom: Is there (4) a whiteboard?
Gustavo: No, there isn’t. There is a blackboard.
Mom: (5) Are there any posters on the walls?
Gustavo: Yes, there are and there (6) are textbooks for students to learn from.
Mom: How do you feel?
Gustavo: I feel a little bit frustrated because (7) there aren’t enough individual desks
or textbooks for everyone. But I feel very proud of my students.
For vocabulary about school places, go to the VISUAL GLOSSARY on page 88.
LESSON 3 43
6 Look again at the classroom in Activity 5 and make notes in the organizer. Then in pairs,
ask and answer questions about it.
1 There is… 3 There are… Are there desks

Suggested answers: Suggested answers: for the students?
a blackboard,a schoolbag notebooks, students
There are desks,

2 There isn’t… 4 There aren’t… but they are not
Suggested answers: Suggested answers: individual.
a whiteboard, a teacher’s desk lockers, binders
7 SPEAKING Make an organizer for your own classroom in your notebook. Then describe it
CLOSURE
in small groups. Ask and answer questions.
8 WRITING Write three sentences about what there is DISCIPLINARY COMPETENCY

in your classroom and three sentences 4. The student produces texts based on the
about what there isn’t. normative use of the language, considering
the intention and communicative situation.
1 In my classroom there’s… 4 Students’ own answers.

9 SELF-ASSESSMENT Underline the option that best describes your performance in this lesson.
1 Describing my classroom in a conversation was really difficult / fine, but I needed my notes / easy to do.
2 The vocabulary about classroom objects is new for me and I still need to study it / had some new
words I know now / was easy and not new for me.
3 I think that now it is easy to ask / I just need more practice asking / I still find it difficult to ask
questions with there is / are.
SELF-AWARENESS
Write how you feel during your English class.
I feel happy when there are games in my English class.

Students’
1 I feel own answers. when there are difficult exercises in my English class.
Students’
2 I feel own answers. when there are surprise exams.
Students’
3 I feel own answers. when there’s a conversation exercise.
Students’
4 I feel own answers. when I can express my ideas in English.
How do you feel in class today? Share in pairs.

44
WORKOUT
1 Read the groups of words and circle the odd 1 Is there a teacher’s desk? Yes, there is. /
one out.
No, there isn’t.
1 chair teacher’s desk students’ desks 2 Are there any students? Yes, there are. /
2 laptop projector textbook No, there aren’t.

3 whiteboard blackboard locker 3 Are there any binders? Yes, there are. /
4 handout binder science No, there aren’t.

5 textbook pencil case notebook 4 Is there a projector? Yes, there is. /
No, there isn’t.

2 Write five things that are in your classroom
and two things that are in your schoolbag. 5 Is there a whiteboard? Yes, there is. /
No, there isn’t.

In my classroom
Suggested answers: whiteboard, teacher’s desk, 4 Complete the questions with the correct
form of there is or there are.
students’ desks, posters, projector
1 Are there laptops in the classroom?
2 Is there a whiteboard in the

classroom?
3 Are there posters in the classroom?
4 Is there a lamp in the classroom?

In my schoolbag Is there
5 a teacher’s desk in the
Suggested answers: pencils, pens, colored classroom?
pencils, sharpener, highlighters, eraser

5 Write five questions you can ask about
a classroom.
3 Look at the picture and underline the
correct option. 1 Students’ own answers.
6 Answer the questions from Activity 5.

LESSON 4
Writing about
Describing my myhomeroutine activities
Vocabulary: Lifestyle
Places at activities,
home time expressions 45
Grammar: There
Simpleisn’t
present
/ aren’t
with frequency adverbs
PREP
Play What’s in Here?
• In pairs, one student says What’s in here? and shows a schoolbag or pencil case. The other has one chance to
guess what’s inside, by asking five questions with are / is there…?
• Exchange roles. The winner is the student with more correct guesses.
1 READING Read the email and underline things that you also do.
OPENING
www.friendmail.com.nz
from robertc@friendmail.com.nz
to diegop@radmail.com.mx
Dear Diego,
I’m so happy we’re pen pals. I’m curious about teenage I like people so I often just hang out with my
life in Mexico. Also, I can tell you about my life in friends. We always talk or share things on our phones.
Auckland, New Zealand. I frequently check social media. We can share pictures
What do you usually do after school? I always do on our social media if you want.
my homework after school and I usually watch TV in I hope you have a good week.
the evening or play soccer outside with my neighbors. Robert
My best friend is Paul, and he lives near my house.
I sometimes go to the park with him. We often play
basketball in the afternoon there, but we never play on
weekends. I feel energized after a game! I really
like sports.
I rarely play computer games. I get bored, but my
sister always plays computer games at night. She likes
to play online.
2 VOCABULARY Read Robert’s email again and circle the correct option.
1 Diego’s pen pal, Robert, a frequently plays chess. b always does his homework after school.
2 Robert sometimes a goes to the park. b shares things on the phone with his friends.
3 Robert usually a plays computer games at night. b plays soccer outside.
4 He likes a sports. b his homework.
5 He feels a energetic after a basketball game. b bored after a basketball game.
LANGUAGE
Remember you can use frequency 100% 80% 50% 20% 0%
adverbs like always, usually, sometimes, Always Often / Frequently / Usually Sometimes Rarely / Seldom Never
rarely or never to express how often
you do an activity.
46
LESSON 4
3 GRAMMAR Read the sentences from the email and circle Yes or No.
DEVELOPMENT
I usually watch TV in the evening. 1 Watch, play, do, and check are action words. Yes No
He lives near my house.
2 We use action words in the simple present Yes No
My sister always plays computer
to talk about our lifestyle.
games at night.
I frequently check social media. 3 We use frequency adverbs, like always, Yes No
We always talk or share things after the verbs.
on our phones.
4 The action words change when we use them Yes No
for activities with he and she.
4 Complete the table with verbs in simple present tense.
Subject (I, you, we, they) Subject (he, she, it)

We hang out with our friends. He hangs out with his best friend.
(1) I check my phone. She checks her phone.
(2) I feel energized after a game. Robert feels energized after a game.
(3) I really like sports. He really likes sports.
(4) They sometimes play videogames. My sister sometimes plays videogames.

(5) You always text your friends. She always texts her friends.
(6) I never sleep in the kitchen. My dog usually sleeps in the kitchen.
5 LISTENING 10 Listen to the conversation and complete the schedule with the correct form
of the verbs from the box.
play text do eat watch go help GENERIC COMPETENCY

4. The student listens, interprets and
Day Time Activity
plays
(1) Julio always means, codes, and tools.
Monday 4:00
Schedule
basketball.
Tuesday Afternoon (2) Ana goes to her dancing lesson.
Wednesday 3:00 - 5:00 (3) Julio always does his homework.
Thursday 6:00 (4) Ana usually helps her mother.
Afternoon (5) Julio usually eats with her grandmother.
ulio often
(6) J watches TV and sometimes
Every day 8:00
texts his friends.
LESSON 4 47
6 SPEAKING Write your own schedule in your notebook, with one activity for each day.
Then describe your lifestyle in pairs.
On Mondays, I always On Wednesdays, I usually

play soccer at 4:00 p.m. watch TV in the afternoon.
7 WRITING Write an email like the one in Activity 1. Write five sentences about your
CLOSURE
lifestyle. Include frequency adverbs.
WWW.
email alex@friendmail.com.mx DISCIPLINARY COMPETENCY
4. The student produces texts based on the
Dear Students’ own answers. normative use of the language, considering
8 SELF-ASSESSMENT Circle the number that best describes what you did. Number 5 is excellent
and 1 is with difficulty.
1 I can describe my lifestyle with things I do. 1 2 3 4 5
2 I can use simple present action words. 1 2 3 4 5
3 I can use frequency adverbs. 1 2 3 4 5
4 I can use some phrases to indicate times and days. 1 2 3 4 5
SELF-AWARENESS
Complete with frequency adverbs to express how often you feel some emotions. Add a
different emotion in the last sentence.
always usually sometimes rarely never
Students’ Students’
1 I own answers. feel happy. 4 I own answers. feel sad.
Students’ Students’ Students’
2 I own answers. feel angry. 5 I own answers. feel own answers.
Students’
3 I own answers. feel enthusiastic.
What makes you feel happy or sad? Share in small groups.

48
WORKOUT
1 Match the columns to complete the 3 I / on Fridays / always / soccer / play / .
activities. I always play soccer on Fridays.
1 watch a with friends 4 to the park / goes / He / sometimes / .
2 play b pictures in social media He sometimes goes to the park.
3 hang out c TV 5 computer games / She / plays / never / in the
4 go to d the park morning / .
5 share e soccer She never plays computer games in

the morning.
2 Write three activities in each category. 5 Complete with a frequency adverb
according to how often you do
the activities.
Students’
Activities I like to do Activities I don’t like to do 1 I own answers. do my homework on
weekends.
Students’ own answers. Students’ own answers. Students’
2 I own answers. help my mother in the
afternoon.
Students’
3 I own answers. hang out with my
3 Complete with the correct form of the verb friends on Fridays.
Students’
in parentheses. 4 I own answers. watch TV at 7:00 a.m.
Students’
1 He never checks (check) his social 5 I own answers. play computer games.
media during class.
2 I sometimes eat (eat) with my

6 Write two sentences about a friend’s
activities and lifestyle.
grandparents on Sundays.
3 We usually do (do) homework

together.
4 She always goes (go) to dance Students’ own answers.

lessons on Wednesdays.
5 They rarely play (play) soccer.

They prefer baseball.
4 Put the words in order to make sentences.

1 watch TV / in / I / the afternoon / usually / .
I usually watch TV in the afternoon.
2 with friends / I / hang out / rarely / at night / .

I rarely hang out with friends at night.
LESSON 5
Describing weekend
my home activities
Vocabulary: Weekend
Places at home
activities 49
Grammar: There
Simpleisn’t
present
/ aren’t
(interrogative, short answers)
PREP
Play Favorite Activities.
• In smalls groups, act out one activity you often do. You can give one clue to your classmates
to help them guess your action.
• The winner is the student who guesses the activity faster.
1 VOCABULARY Check (✓) the things you do with your family on weekends. Students’ own answers.
OPENING
A B C
go to the movies clean the house have lunch with relatives
D E F
go to a sports event wash the dog play sports
2 LISTENING 11 Listen to the conversation and complete the information about the family
activities mentioned. In pairs, discuss if you do those activities too or not.
NORTH MEGA ANTHROPOLOGY language through logical speech, oral or written,
STADIUM
PLEX
MUSEUM consistent with the communicative situation.
C I N E M A
Day: (2) Sunday FOOD MART

Student Visitor
(1) baseball Time: 3:15 p.m. Anthropology Museum
Saturday
Sunday 3:00 p.m.
G A M E THE BIG HORROR STORY
Name:
9:00 a.m. -
10:00 a.m.
S U N DAY Marta
(4)
(3)
4:00 P.M.
50
LESSON 5
3 GRAMMAR Read the examples from the conversation and underline the correct option.
DEVELOPMENT
Do you go to soccer games? 1 To ask about someone’s usual weekend activities

No, I don’t.
we use Do you…? / Are you…?
I don’t go to soccer games.
I go to baseball games. 2 When asking about a third person we use Do you…? /
Does your older sister go too?
Does she or he…?
No, she doesn’t go to the movies.
She goes to a museum. 3 No, I don’t is a short / long answer.
4 No, I don’t go to soccer games is a short / long answer.
LANGUAGE 5 I go to baseball games is affirmative / negative.

Remember that don’t and doesn’t are the
6 No, she doesn’t go to the movies is affirmative / negative.
contractions of do not and does not.
4 Complete the table with the missing words. Go to the LANGUAGE GUIDE on page 84.
Question Affirmative Negative
Short: Yes, I do. Short: No, I don’t.

(1) Do you clean the house?
Long: Yes, I clean the house. Long: No, I don’t clean the house.
Short: Yes, she does. Short: No, she doesn’t.

(2) Does she play sports?
Long: Yes, she plays sports. Long: No, she doesn’t play sports.
Short: Yes, they do. Short: No, they don’t.

(3) Do they wash the dog?
Long: Yes, they wash the dog. Long: No, they don’t wash the dog.
Short: Yes, he does. Short: No, he doesn’t.

(4) Does he help his
Long: Yes, he helps his Long: No, he doesn’t help his
parents?
parents. parents.
5 Complete the interview with appropriate questions.

Interview
E duardo Giro is a famous Mexican movie director. We asked him

about his weekends. Check out what he answered!
Question What do you do Question Do you wash Question Do you like

1 on weekends, 2 your dog? 3 basketball?
Eduardo?
On weekends, I clean my Yes, I do. I usually wash our Yes, I love basketball. I go
house and shop for food. dog on Saturday mornings to the games of my favorite
and then we all go to the team as often as I can.
park together.
Question Does your Question Does your wife
LESSON 5 51
4 daughter go to 5 cook?
the mall?
No, my daughter doesn’t go No, she doesn’t. My wife is

to the mall. She doesn’t like a terrible cook. I’m the one
shopping yet. who always cooks at home.
6 WRITING Take out your family tree from Block 1, Lesson 5, and follow the instructions.
CLOSURE
1 Write in your notebook five 2 Get into pairs and exchange 3 Write in your notebook ten
sentences about what you your family trees. questions to ask your partner
do and five about what about activities he / she does
you don’t do with your family on weekends. Include the family
on weekends. members in your partner’s tree.
7 SPEAKING Take turns to interview your partner with the questions you prepared. Give details
when it is your turn to answer, and respect the differences in your families.
Does your mother Yes, she cooks delicious GENERIC COMPETENCY

cook on Sundays? food. I always help her. 10. The student respects cultural diversity,
beliefs, values, ideas, and social practices.
8 SELF-ASSESSMENT Write Very confident, I am almost there, I have some questions, or It is still
new to me for each topic.
1 I can ask others about their weekend activities.
2 I can use vocabulary for weekend activities.
3 I can tell others about my weekend activities.
4 I can use short answers and contractions in simple present.
SELF-AWARENESS
Look at the emotion words and answer the questions in your notebook.
1 Do you sometimes feel proud of your family? When?

proud confused 2 Do you sometimes feel embarrassed by your family? When?
3 Does your family sometimes make you feel confused? When?
embarrassed angry Students’ own answers.
4 Does your family sometimes make you feel angry? When?
What is the best feeling you have with your family? Share in pairs. Students’ own answers.
52
WORKOUT
1 Find and circle six weekend activities. 5 Does your grandmother go to sports events?
othe moviesshocle an
g o t
6 Do you sometimes have lunch at a relative’s
thehous eansgotothemall
oasp ortseventhav elunch house? Students’ own answers.
g o t
7 Do your cousins hang out with you?
atarelat ive’shousehu c ook
2 Match the columns to complete activities. 8 Do you clean the house on Saturdays?
1 go a sports
2 play b lunch at a relative’s house

5 Write the long form of your answers in
3 wash c for food Activity 4.
4 shop d to a museum
5 have e the dog
3 Underline the correct option. 3 Students’ own answers.

1 Do / Does you wash the car on / under
weekends?
2 Do / Does she play sports at / in 10:00 a.m.?
3 Do / Does he go to the movies in / on Saturdays?
4 I usually cook / cooks on weekends.
5 I don’t / not clean the house.

6 Write five questions you can ask about
someone’s weekend with his / her family.
4 Answer the questions about you and your
family. Write short answers. Students’ own answers.
1 Do you cook at home?

2 Does your mom wash the dog?

3 Does your dad go to the movies on weekends?

4 Does your grandfather play sports?

CROSS-CURRICULAR
SELF-AWARENESS
PROJECT Key concept: EMOTIONAL WELL-BEING
LOGIC
53
You will make an electronic presentation with a proposal to create a green space
at school.

Influencing Others
Expressing oneself clearly in writing by • tailoring communication effectively to reach an audience.
• presenting arguments to address • using visual support, graphics, and other aids to clarify
important concerns. complex information.
• organizing ideas clearly. • using correct spelling and punctuation.
1 Get into small groups. Brainstorm places 4 Look for images that can help explain
at school where you can create a green your proposal. Include data in graphs or
space and the ideal characteristics of charts to demonstrate why your
that space. Decide on the best proposal. proposal is important.
2 Make a list of all the benefits the school 5 Make an electronic presentation with
community can get from the green the information you organized. Your
space, and what is necessary to create it. presentation should have the following
Research information to support your characteristics.
proposal.
3 Organize the information in three parts: • List the main arguments you will use to
characteristics of the green space, demonstrate your green space is important
advantages it can give the school and possible.
community, and what is necessary to • Be concise. List just main ideas.
build it. • Include clear graphics and attractive images.
• Make sure your information is organized in
sections.
• Run the spelling / grammar check tool and use a
Benefits dictionary to correct your mistakes, if necessary.
Characteristics
6 Decide who will give each part of the

presentation and rehearse it. Learn the
information so that you do not have to
read it, and practice being enthusiastic
by using a convincing tone of voice and
Idea
gestures to get the audience interested.
What we need
54
CROSS-CURRICULAR
LOGIC
PROJECT
7 Give your presentation to the class. The information was organized and the
Remember not to read and instead show team explained it clearly.
an enthusiastic attitude to convince the
class that your proposal is the best. After The proposal was interesting, possible,
the presentations, discuss as a class and it showed benefits for the community.
which were the best ones according to The presentation was enthusiastic
the checklist. and convincing.
8 Circle the sentences in the table that best describe your performance.

It was very difficult It was easy to think We had good ideas We knew exactly
to think of proposals of proposals, but we and information, but what we wanted and
What was the
and find information didn’t get enough we didn’t know how we found interesting
quality of your
to support them. information to to convince others. information to
information?
convince others. support our ideas and
convince others.
Our proposal was We showed It was interesting, It was interesting,
vague and the enthusiasm, but our but next time we convincing, organized,
How effective
objective was not information was not need to summarize and clear for our
was your
understood clearly. convincing and clear information better classmates.
presentation?
for everyone. to be clear and
convincing.
We used some We included some We had adequate Our graphics and
attractive colors graphics and pictures, graphics and pictures, pictures helped us
How did you use but didn’t include but some of them but we didn’t explain explain our ideas
visual materials? graphics or pictures didn’t support our them very well. and our classmates
to explain our ideas. proposal. understood our
proposal.
Work wasn’t All the members Everyone participated We had great
distributed equally worked hard, but and worked hard, but organization: everyone
How did you
and we didn’t have we had constant we need to improve participated actively
work as a team?
much interest or arguments and our organization. and showed respect
enthusiasm. disagreements. to all team members.

1 Something to work better with others as a team: Students’ own answers.
2 Something to improve your performance: Students’ own answers.

SELF-AWARENESS Key concept: EMOTIONAL WELL-BEING
55
1 Complete the table with emotions you feel in different places. Use your information from
the whole Block.
Situation Emotion Facial expression Positive or negative? Frequency
My classroom Students’
makes me own answers.
feel…
When I am at Students’
home, I feel… own answers.
When I am at Students’
school, I feel… own answers.
When I am Students’
with my own answers.
family, I feel…
2 Think about the way you express the emotions from the table. Complete the quiz with your
personal reactions and your opinion about them.
QUIZ! Getting to know my emotions

About me: My name is Students’ own answers.
I often feel Students’ own answers.

My reactions: When I feel angry, I shout. I like these reactions I have:
When I feel Students’ own answers. , I Students’ own answers. Students’ own answers.
When I feel Students’ own answers. , I Students’ own answers.
When I feel Students’ own answers. , I Students’ own answers. I don’t like these reactions
When I feel Students’ own answers. , I Students’ own answers. I have: Students’ own answers.
3 Reflect as a class. Share some of your answers with your classmates. Are their answers
similar to yours?
FOR YOUR LIFE What you feel is never “correct” or “incorrect.” All emotions are normal and acceptable,
but sometimes we don’t like the ways we express our emotions. Don’t forget to ask yourself how you feel every
day, name the emotion, think about why you feel like that, and share it with the people you love.
BLOCK 3
STARTER
56
I LIVE HERE IN THIS BLOCK YOU WILL…

• listen for details about gadgets.
• read about gadgets.
• describe and compare gadgets.
• scan for specific information.
• discuss the best gadgets according
to your needs.
• write sentences with comparatives
and superlatives.
• listen for key words in directions.
• understand and read maps.
• express how to get to some places.
• write questions about how to get
to a place.
how to get to a place.
• write a conversation asking for
directions to eight places.
• comparative adjectives.
• superlative adjectives.
• words to indicate direction.
• questions to ask for directions.
• sequence words.
• create a blog about your town in a
cross-curricular project.
• create a WOOP card to identify, set,
and plan your goals.

LESSON 1
Comparing gadgets
Vocabulary: Numbers (100-1000), gadgets 57
Grammar: Comparative adjectives
PREP
Play Ten Questions.
• Think of one activity you do on weekends.

• The class can ask up to ten questions to guess your activity.
1 VOCABULARY 12 Listen to the numbers from the box and repeat them. Then say the
OPENING
numbers below in pairs.
one hundred and fifty-six
100 200 300 400 500 600 700 800 900 1000
1 3 5
2 4 6
2 LISTENING 13 Listen to the conversation and answer the questions in your notebook.
Discuss the last question in pairs.
GENERIC COMPETENCY
earbuds Premium headphones RexSound headphones
1 Which article is cheap, small, and light? the earbuds 5 Which are better, the Premium or the RexSound
2 How much do the earbuds cost? 150 pesos headphones? the Premium headphones
3 How much do the Premium headphones cost? 6 Which headphones does Ramón buy? Why?
959 pesos He buys the RexSound headphones, because
4 How much do the RexSound headphones cost?
485 pesos the Premium are too expensive.
3 GRAMMAR Read the sentences from the conversation. Then answer the questions.
DEVELOPMENT
The earbuds are cheaper than the 1 When the adjective has one syllable, what two letters does the
headphones.
comparative form end in? –er
They’re smaller and lighter too.
Headphones are more comfortable than 2 What word do we use to make comparisons with three-syllable
earbuds.
(or longer) adjectives? more
The sound with headphones is better.
They’re more expensive. 3 Which word follows the comparative adjective when you
The RexSound headphones are heavier
mention the two things you are comparing? than
than the Premium ones.
4 How do two-syllable adjectives that end in –y form their
comparative form? –ier

LANGUAGE
Adjectives that end in vowel + consonant double the
consonant for comparatives (big–bigger, thin–thinner). Go to the LANGUAGE GUIDE on page 84.
Some are irregular (good–better, bad–worse).
58
LESSON 1
4 Complete the table with the comparative form of the adjectives. Write the comparative
in the correct column.
Comparative adjectives
Adjective –er + than More + than Irregular
(1) expensive x more expensive than x
(2) good ✗ ✗ better than
(3) comfortable ✗ more comfortable than ✗
(4) heavy heavier than ✗ ✗
(5) small smaller than ✗ ✗

(6) light lighter than ✗ ✗
5 Complete the sentences with the comparative form of the adjectives in parentheses.
1 The Solar tablet is lighter (light) than the XK3.
2 The Solar tablet is bigger (big) than the XK3. $5,000

3 The Solar tablet is more expensive (expensive) than the XK3 tablet.
4 The expensive one is more powerful (powerful) than the other one.
Solar
5 Which one do you think is better (good)?
6 The Solar is more attractive (attractive) than the XK3.
7 The Solar tablet’s processor is faster (fast) than the XK3’s.

$2,000
8 The XK3 is heavier (heavy) than the other one.
XK3
6 READING Read the questions. Then underline the answers as you read the
article on page 59. Compare in pairs and write your answers.
1 What’s the advantage of having a charger with a big capacity? They’re better chargers.
2 What portable chargers does the article review? The article reviews the PowerFriend and the Pocket Powerer.
3 What capacity does the PowerFriend have? It has three full phone charges (10000 mAh).
4 What disadvantage does it have? It doesn’t fit in your pocket.
5 What’s the advantage of the Pocket Powerer? You can easily fit it into your pocket.
6 Which charger is cheaper? The Pocket Powerer is cheaper.
SKILLS
A key to reading effectively is to know why you are reading
and what information you want to get from a text.
PORTABLE CHARGERS TO THE RESCUE!
LESSON 1 59
When your phone or tablet runs out of battery and you

aren’t near a power outlet, don’t panic! These days there
are a lot of portable chargers and they come in every
size, capacity, and price range. How do you choose a
portable charger? Generally speaking, chargers with
bigger batteries are better chargers. These are our
recommendations this month.
The PowerFriend has a capacity of 10,000 mAh
(milliamperes). That’s good for three full phone charges!
The disadvantage is that it doesn’t fit in your pocket.
You need to carry it in your bag. The Pocket Powerer’s
How much do they cost?
capacity is 3,500 mAh. That’s good for charging your phone
The PowerFriend costs $1,400 and the
just once. However, you can easily fit it into your skinny
Pocket Powerer is only $700. They are
jeans pocket, or your jacket pocket.
both excellent products. Check them out!
7 SPEAKING In small groups, compare and discuss the advantages and disadvantages of the two
CLOSURE
products from Activity 6. Which charger would you buy? Why?
The Pocket Powerer Right, I can put it DISCIPLINARY COMPETENCY

is smaller than the in my pocket. It’s 4. The student produces texts based on the
PowerFriend. more portable. normative use of the language, considering
8 WRITING Choose one advantage and one disadvantage of each product mentioned
in your conversation. Write them in your notebook.
9 SELF-ASSESSMENT Check (3) what you can do well now.

1 Use comparatives. 2 Use new vocabulary for electronic gadgets.
SELF-AWARENESS
Complete the sentences about who you are as a student.
I’m good at English. I’m not good at math. I would like to be

better at understanding songs in English.
1 I’m good at Students’ own answers. 3 I would like to be better at Students’ own answers.
2 I’m not good at Students’ own answers. 4 This year I’m better at Students’ own answers.
than last year.
What can you do to be better at something? Discuss in pairs.

60
WORKOUT
1 Write the names of the numbers. 4 expensive / This tablet / that one / more / is /
six hundred than / .

1 600 4 903 nine hundred
This tablet is more expensive than that one.
and three
seven 5 slower / Solar / the / The XK3 tablet / is / tablet /

2 750 5 1000 one thousand
hundred and fifty than / .

The XK3 tablet is slower than the Solar tablet.
3 899 eight hundred
and ninety-nine
4 Complete the sentences with the correct
comparative adjective.
2 Write the word for each definition.
1 This television is good, but the flat screen one is
1 Something you wear over your ears to listen to
things without others hearing. better.
headphones 2 The PowerFriend is small, but the Pocket
2 Something you wear in your ears to listen Powerer is even smaller.

to something without others hearing.
3 My brother’s bad at math, but I’m
earbuds
worse !
3 Something you can carry around which puts
4 This tablet case is attractive, but I think that one
electricity into a piece of electrical equipment.
is more attractive !
portable charger
5 This laptop is heavy, but that one is much
4 A small computer that is easy to carry around.
heavier !
laptop
5 A personal device you can use to text people.

5 Read the information. Write six sentences
cell phone with words from the box in your
notebook.
3 Put the words in order to make sentences.
1 headphones / are / than / Earbuds / smaller / .
Desktop Laptop
Earbuds are smaller than headphones. $12,000 $15,000
2 earbuds / are / than / Headphones / comfortable / 4 GB RAM 6 GB RAM
30 inch (76 cm) screen 23 inch (59 cm) screen
more / . Glossy LCD screen for Matte screen, good for
Headphones are more comfortable than earbuds. gaming eyes when studying
3 than / are / headphones / lighter / The Premium /

good small expensive cheap fast big
the RexSound ones / .
The Premium headphones are lighter than the The laptop is faster than the desktop.
RexSound ones. Suggested answers: The desktop is cheaper than
the laptop. The laptop is smaller than the desktop.
The desktop is bigger than the laptop. The laptop is
better for studying. The desktop is better for gaming.
LESSON 2
Choosing a new computer
Vocabulary: Demonstrative adjectives, computers 61
Grammar: Superlative adjectives
PREP
Play Gadget Ball.
• Think of the name of a gadget in English. Say the gadget, add an adjective (it’s good,
it’s cheap, etc.), and throw a ball to a classmate.
• The classmate who gets the ball says his / her gadget and compares it to the other gadget.
(it’s better, it’s cheaper, etc.).
• If you can’t think of an adjective, you sit down. The winners are the last ones standing.
1 LISTENING 14 Listen to the conversation and match the pictures to the sentences. Then
OPENING
discuss in pairs when you use this, that, these, and those.
A B C D GENERIC COMPETENCY
3 2 1 4
1 What about these laptops here? 3 Look at this tablet.
2 What about that screen over there? 4 Let’s go and look at those tablets over there.
LANGUAGE
We use this (singular), and these (plural), to refer to things close to us. For things far
from us, we use that (singular) and those (plural). Go to the LANGUAGE GUIDE on page 85.
2 READING Read the text and answer the questions below in your notebook. Discuss the last
question in pairs.
CHOOSING A COMPUTER
Do you need a new computer? What’s the best
option for you: a desktop, a laptop, or a tablet? Desktops are the most durable of the
It depends on what you are going to use it for! options (you aren’t likely to drop
them!). Desktops have the biggest
Tablets are the cheapest type of computer you screens, so they are the best type of computer for
can buy. They are the smallest and the lightest people who like watching movies or playing
of the options, and the easiest to carry around computer games. They are the most appropriate
with you. But if you do a lot of typing, laptops are option for many students because they are good for
better than tablets because they have physical multitasking. You can have multiple windows open
keyboards. The storage space is bigger and they have at the same time and see them all clearly. Typically,
USB ports, which most tablets do not. they are not the most expensive option.
1 What are the three computer options compared 3 What are the advantages of a laptop? They have physical
in the article? The article compares tablets, keyboard, USB ports, and the storage space is bigger.
laptops, and desktops. 4 What are the advantages of a desktop? They have bigger
2 According to the text, what are the advantages screens, they’re good for multitasking, and they aren’t very expensive.
5 Which would you choose? Why? Students’ own answers.
and disadvantages of a tablet? They’re small, light, and
easy to carry, but they aren’t good for typing, they
don’t have a big storage space, and they don’t have
USB ports.
62
LESSON 2
3 GRAMMAR Look at the words in bold in the article on page 61. Then underline
DEVELOPMENT
the correct option.
1 The superlative form of one-syllable adjectives ends in –est / –er.
2 Three-syllable adjectives use the more / the most for their superlative form.
3 To form the superlative of two-syllable adjectives ending in–y, we change y to i and add –er / –est.
4 We double the consonant before adding –est for adjectives that end in a vowel / a vowel + consonant.
5 The superlative of bad is the worst, and the superlative of good is the better / the best.
LANGUAGE
To compare three or more things, we use adjectives like the
cheapest or the most expensive. These are called superlatives. Go to the LANGUAGE GUIDE on page 85.
4 Complete the table with the superlative form of the adjectives. Write the superlative in the
correct column.
Superlative adjectives
Adjective The + –est The most Irregular
(1) good x x the best
(2) cheap the cheapest ✗ ✗
(3) durable ✗ the most durable ✗
(4) easy the easiest ✗ ✗
(5) appropriate ✗ the most appropriate ✗

(6) expensive ✗ the most expensive ✗
(7) light the lightest ✗ ✗
5 Complete the sentences with the superlative form of the adjectives in parentheses.
1 She has the most expensive (expensive) tablet on the market.
2 This tablet costs $800, which makes it the cheapest (cheap) one available.
3 Desktops aren’t portable but they have the biggest (big) screens.
4 Desktop computers are the best (good) computers
for watching movies.
5 This operating system is the easiest (easy)
to use.
6 This is the worst (bad) article
about technology in this magazine.

LESSON 2 63
6 SPEAKING In groups, talk about three electronic gadgets that are the best for you. Compare
CLOSURE
them with other gadgets.
Desktop computers are the Tablets are the best DISCIPLINARY COMPETENCY
best for me because for me because I need to 11. The student communicates in a foreign
I watch movies and they carry my computer and language through logical speech, oral or written,
have the biggest screens. they’re the smallest. consistent with the communicative situation.
7 WRITING Write an answer to the email below. Write four sentences: two comparative
and two superlative. Research for real information online.
Subject: Advice for new computer DISCIPLINARY COMPETENCY

From: Best Friend 17:58 (5 minutes ago) 12. The student uses information and
communication technologies to do research, solve
Hey! I need a new computer for playing games… and for doing problems, produce materials, and share information.
homework, of course. Sometimes I need to take it with me to
school or to dad’s house. What do you think? A tablet?
IT On the class blog you created in Block 1,

write seven sentences describing and
comparing gadgets.
8 SELF-ASSESSMENT Complete the table with what you can do now.

By myself With a classmate’s help With my teacher’s help
SELF-AWARENESS
Complete the sentences about your goals.
This week, I want to be better at comparing things.

This school year, I want to be better at speaking English.
1 This week, I want to be better at Students’ own answers.
2 This school year, I want to be better at Students’ own answers.
Do you have a long-term goal (in 3 years)? Discuss in small groups. Students’ own answers.
64
WORKOUT
1 Solve the riddles about computers and write 4 Use superlatives to write sentences
the answers. with what you learned about electronic
gadgets in this lesson.
1 I’m the smallest type of computer. What am I?
tablet 1 Students’ own answers.
2 You can write on me, play games on me, put me on 2 Students’ own answers.
your knee, and carry me everywhere. What am I? 3 Students’ own answers.
laptop 4 Students’ own answers.
3 I show things for you on televisions and 5 Students’ own answers.
computers. What am I? screen
4 I’m the biggest type of computer. You can’t take

5 Complete the sentences with the correct
me with you easily. What am I? desktop form of the adjectives in parentheses.
2 Complete the sentences with this, that, 1 Which electronics store has the best
these, or those.
(good) discounts?
1 That tablet on the other side of the store 2 What’s the most practical (practical) type of
is the cheapest. computer?
2 Those desktops in the other store are more 3 Which is the cheapest (cheap) cell phone
expensive than these ones here. in the store?
3 This mouse on my hand is the best for 4 These laptops have the biggest (big)
laptops. screens in all the world.
4 These phones right here are not 5 This keyboard is the easiest (easy) to use.
compatible with your charger.

6 Think of three popular cellphones and
follow the instructions.
3 Complete with the comparative and
superlative forms.
• Invent or research
1 good better than the best the name, price, size,
2 easy easier than the easiest operating system,
and apps available.
3 big bigger than the biggest • Write a short
4 light lighter than the lightest paragraph comparing
the phones. Remember
5 bad worse than the worst to use superlatives.
6 expensive more expensive than the most expensive
LESSON 3
Giving directions
Vocabulary: Places around town 65
Grammar: Direction and movement collocations
PREP
Play Point and Say.
• In pairs, take turns to point at objects near or far from you and say this pen, those books, etc.
• You get a point for each correct item. You can’t repeat objects.
• The first one to get five points is the winner.
1 LISTENING 15 Listen to the conversation. Then mark the route to the concert hall
OPENING
on the map.
GENERIC COMPETENCY
Margarita: Excuse me, could you tell us the way to Forbes Concert Hall, please? 4. The student listens, interprets, and
Man: Of course. Turn back. Go straight on until you reach Reagan Street. different contexts by using appropriate
There’s a bank on the corner. Turn left on Reagan Street and go along the means, codes, and tools.
road to Cherry Avenue. Go up the hill and the park is on the left.
Margarita: OK.
Man: Walk through the park to the Park Café. Go past the café,
walk around the little lake, and you’ll see the concert hall! You
can’t miss it. There are enormous posters of Ricky Love outside.
Margarita: Yes! That’s the concert we’re going to!
Forbes Concert Hall

1 2
Park Café
3 25th Street
ue
y Aven
rr
Che
6 24th Street
5
treet
YOU Bank
ARE
Reagan S
HERE
23th Street
66
LESSON 3
2 VOCABULARY Match the numbered places from the map on page 65 to their names.
Then discuss in pairs if you can find these places in your neighborhood.
3 movie theater There’s a library There are two hospitals

1 in my neighborhood. in my neighborhood.
gas station
4 hospital
2 church
6 subway station
5 library
For more places around town, go to the VISUAL GLOSSARY on page 89.
3 GRAMMAR Read the conversation in Activity 1 and in pairs, act out the directions the words
DEVELOPMENT
in bold indicate.
4 Complete the second column with direction words according to the arrows.
Imperative verb Direction Place
(1) Go straight until you see a library.
(2) Walk around the lake.
(3) Turn left on Reagan Street.
(4) Go up the hill.
LANGUAGE
Notice that when we give directions, we use the imperative form:
a verb in simple form with no subject (Go straight on). Go to the LANGUAGE GUIDE on page 85.
5 Underline the correct option to complete the directions.

1 Go along the street to / left the church. 4 Turn right on / across Insurgentes Avenue.
2 There’s / There are two parks. 5 There’s / There are a museum near the park.
3 Walk / You walk along the street. 6 Go along the street until / back you get to the zoo.
6 SPEAKING Look at the map on page 67. In pairs, talk about the places you can see. Then ask
CLOSURE
and answer questions about how to get to some of the places.
There’s a Mexican Could you tell me the way DISCIPLINARY COMPETENCY

Restaurant. to the Mexican Restaurant? 4. The student produces texts based on the normative
use of the language, considering the intention and
communicative situation.
LESSON 3 67
Hospital
Museum Movie Theater
Mall
Gas Station
Hidalgo
Library Kiosk
Church
Norte 1
Park
S ur 1
Zoo
Book Store Independencia

Bank
Café Subway Station Mexican Restaurant
YOU
Morelos
Gas Station ARE
HERE
7 WRITING In your notebook, write the directions to one of the places you talked about
with your partner. Remember to say where you are starting from.
8 SELF-ASSESSMENT Complete the sentences about your own experience during this lesson.
1 What I found interesting in this lesson:
2 What I need to remember about this lesson:
3 What I need to practice:
SELF-AWARENESS
Remember your goals from previous lessons. Write possible obstacles on your way.
My goal is to be better at speaking English. My obstacles

are that I feel insecure and I don’t have a dictionary.
My goal Obstacles
Do you think some of your recreational activities or hobbies

are obstacles? Discuss as a class. Students’ own answers.
68
WORKOUT
1 Circle T (True) or F (False). 4 Look at the sketch and complete the
sentences.
1 A mall is a large building with stores T F
and restaurants. Church
2 In a restaurant you can see wild animals. T F You are

3 A place to borrow books is a library. T F here
School
4 In a museum there are historical, T F
scientific, artistic, or cultural objects.
l
Hil
5 A subway station is a financial T F Street Market
institution that holds people’s money.
You’re going the wrong way to
2 Read what the people say, and write where school! Turn (1) back .
they are.
Go (2) up the hill. Then walk
1 “Excuse me, where’s the X-ray department?”
(3) along Main Street. Go
hospital
(4) past the church. Then
2 “Can you fill our tank? It’s nearly empty.”
walk (5) through the street
gas station
market. Don’t turn left or right.
3 “Could I have the menu, please?”
Keep (6) straight on! You’ll see
restaurant
the school on your right.
4 “Can you cash this check for me, please?”
bank
5 Complete the conversation with words
5 “Turn off your phone. The movie is about to start!” from the box.
movie theater
walk could there until to turn up
3 Complete the directions according to the Tourist: (1) Could you tell me the
arrows. to
way (2) the science
1 Go straight ( ) on Elm Street. museum?
2 Turn right ( ) on River Avenue. Woman: Of course. (3) Walk along
3 Walk through ( ) the park until you this street and then (4) turn left
reach a lake. on Pine Street. (5) There ’s a
4 Turn left ( ) on that corner. subway station on the corner. Go on
5 Walk around ( ) the plaza. until

(6) ____________ you see a large hospital.
up
Go past the hospital and go (7) __________
the hill. The science museum is on the right.

LESSON 4
Asking for and giving directions
Vocabulary: Places around town, prepositional phrases (place) 69
Grammar: Questions to ask for directions
PREP
Play School Directions.
• In small groups, sit in circles. Decide who starts. That student asks Could you tell me the way to…?
about any place in school.
• The student on the right has to answer and then ask his / her question. Continue playing until all of you
give directions.
1 VOCABULARY Write the name of the place next to each definition.
OPENING
a bakery a drug store a grocery store
a newsstand an optician’s a beauty salon
1 A store where you can have your hair cut or get beauty treatments: beauty salon
2 A place that makes and sells glasses and contact lenses: optician’s
3 A stall in the street that sells newspapers and magazines: newsstand

4 A store where you buy bread and cakes: bakery
5 A store that sells food usually packaged in bottles, boxes, and cans: grocery store
6 A store where you can buy medicines as well as creams and tissues: drug store
2 LISTENING 16 Listen to the conversation and answer the questions.
1 Where does the boy want to go? He wants to go to the Robot Café. GENERIC COMPETENCY
It’s on Bush Street. 4. The student listens, interprets, and
2 What street is it on?
3 How many blocks away is it? It’s about five blocks away. different contexts by using appropriate
4 How many minutes away is it? It’s ten minutes away.
5 Which word means “at a short distance,” far or near ? near

70
LESSON 4
3 GRAMMAR Read the questions from the conversation and match the columns.
DEVELOPMENT
How do I get to the famous 1 How far…? a asks about the position of a place.
Robot Café?
2 Where…? b asks for directions to a place.
How far is it from here?
Where is it? 3 How do I get to…? c asks about the distance to a place.
4 Complete the questions according to the answers.

1 How do I get to the beauty salon? Keep walking until you see a newsstand.
Then turn right and it’s on the left.
2 Where is the drugstore? It’s near the subway station.
3 How far is it from here? It’s about 400 meters down the road.
5 Write the questions you need to ask to get the answers.

1 How far is Elm Street?
It’s a twenty-minute walk from here to Elm Street.
2 How do I get to the supermarket?
Go to the end of the street and the supermarket is right there, next to the church.
3 Where is the museum?
The museum? It’s on Lincoln Avenue.
6 VOCABULARY In pairs, talk about the position of the places

on the map below. Use the prepositions on the list.
next to Museum
across from
on the corner of
in front of
Bakery
on the left Grocery Store
on the right
near / far Newsstand Electronics Store
Beauty Salon Supermarket

Where’s the
drugstore? YOU Optician’s
ARE
HERE Drugstore
The drugstore is on
the right, next to…
LESSON 4 71
7 WRITING In pairs, follow the instructions.
CLOSURE
• Write a conversation between a tourist and a 4. The student produces texts based on the
passer-by in your notebook. The tourist asks normative use of the language, considering
about how to get to two different places. the intention and communicative situation.
• Use the three different types of questions
you learned, and the map below.
Bakery Drugstore Electronics Store Book Store Grocery Store
Constituyentes
Mexican
Supermarket Church Italian Restaurant
Manzano
Castaño
Naranjo
Restaurant
Roble
School
Library Optician’s Newsstand Beauty Salon
Héroes
Hotel Subway Station School Gas Station

Movie Theater
Bank YOU Grocery Store
ARE
Victoria HERE
Hospital Park Park
8 Exchange your conversation with another pair. Role-play your classmates’ conversation.
9 SELF-ASSESSMENT Complete the sentences according to your experience asking for and giving
directions in this lesson.
1 I got better at
2 I need to work on
3 One thing I can do to improve is
SELF-AWARENESS
Write problems / obstacles that you experience when learning English.

Are they problems with your attitude, or are they problems outside your control?
Internal: I feel insecure. External: I don’t have a dictionary.
1 Internal (my attitude): Students’ own answers.
2 External (circumstances): Students’ own answers.
What is the difference between internal and external obstacles? Discuss in pairs.
72
WORKOUT
1 Find and circle five places of a town. 5 Keep walking until you see the
electronics store.
e aut y s a lon b a ker yge o
t r wb 6 Is it on the left or the right?
le c g roc er y s t orem k f t e
owqe
onew
s s t a nduewq p d r ug s t ore 5 Put the words in order to make questions.
1 grocery / Where / is / store / the / ?
2 Complete the sentences with the correct Where is the grocery store?
places.
2 here / far / is / the / How / drugstore / from / ?
1 I’m going to the optician’s to get
How far is the drugstore from here?
new glasses.
grocery store 3 do / get / How / I / to / hospital / the / ?
2 Please go to the and buy
a packet of cereal. How do I get to the hospital?
3 I want a cake and a coffee. Let’s go to the local 4 the / me / Could / bakery / you / tell / the / to /
bakery. way / ?
4 Could you buy a newspaper for me at the Could you tell me the way to the bakery?
newsstand ? 5 best / Where / clothes / are / stores / the / ?
5 I need some antibiotics, so let’s go to the Where are the best clothes stores?
drugstore.
6 Complete the conversation.
3 Match the prepositions to the numbers A: (1) Excuse me. (2) Where is the
in the picture.
tourist market?
4 across from B: On River Lane.
4 1
2 on the left A: (3) How far is that from here?
YOU
ARE
1 on the corner HERE B: It’s a five-minute walk.
2 3
3 on the right A: How do I (4) get there?
B: Walk along until Flower Street. Turn right

4 Complete the sentences with the missing on
(5) Flower Street. Continue
words.
along the street. You’ll see (6) a
1 The bakery is on Ninth Street.
supermarket on the left. It’s next to
2 The newsstand is across from the church.
(7) an optician’s. Turn there and
3 The optician’s at the end of the street.
that’s river Lane.
4 It’s not far. In fact, it’s really near .
A: Thank you.
Just two blocks.
B: You’re (8) welcome.
LESSON 5
Asking for and giving directions
Vocabulary: Means of transportation, verbs of motion (collocations) 73
Grammar: Sequence words
PREP
Play Spell a Place.
• In large groups, stand in a big circle. Throw a ball to someone in the circle and ask How do you spell bakery?
• If the student spells it wrong, he / she sits down. Continue throwing the ball asking to spell places around town.
The winner is the last student standing.
1 VOCABULARY In small groups, label the pictures with words from the box. Then share other
OPENING
means of transportation you know.
taxi bus bicycle car subway skates
A B C
car subway taxi
D E F
bicycle skates bus
2 LISTENING 17 Listen to the conversation and check (3) the places Daniela recommends.
✓ 1 zoo
2 public pool
✓ 3 interactive museum
✓ 4 town hall
5 monument
6 amusement park
74
LESSON 5
3 17 In pairs, listen to the conversation again and take notes. Then explain to your partner the
directions to get to the places that you checked (3).
GENERIC COMPETENCY
SKILLS 4. The student listens, interprets, and communicates
When you take notes for specific information, write down key words messages relevant to different contexts by using
that will help you remember the most important points. Don’t write appropriate means, codes, and tools.
full sentences. Use abbreviations.
4 Complete the phrases with words from the box.

spend walking takes ride take
1 Take a bus. 4 It’s within walking distance.
2 Ride your bikes. 5 The bus journey takes about ten minutes.
3 Spend two or three hours there.
5 GRAMMAR Read the sentences from the conversation in Activity 2 and underline
DEVELOPMENT
the correct option.
1 The words first, next, then, and after that express order / movement.
First, take a bus from the hotel
to Bristol Street. Then, rent 2 The word first has to be at the beginning / in any order in a sequence.
bicycles there and ride to the
3 Next, then, and after that can be used at the beginning of / at any place
river. Next, drop the bicycles off
and after that, walk four blocks after first in a sequence.
until you reach the zoo.
6 Complete the instructions with sequence words.

1 First , take the subway. 3 Then / After that , turn left out of the station.
2 Next / Then , get off at Gallery Station. 4 Finally , walk three blocks and you’re there.
7 In pairs, follow the instructions to ask for and give directions using the map on page 75.
• Mention the places you can see on I’m at the zoo. How do First, walk one block. Next,
the map. I get to the art gallery? take the orange bus…
• After that, decide on a starting
point for your partner to give
directions.
• Ask and answer questions about
how to get to the different places
on the map.
LESSON 5
Park Museum
75
Reforma
Restaurant Art Gallery

Sports Stadium
Allende
Hidalgo
Monument
Town Hall Hospital
Orange bus route
Independencia
Blue bus route
Main Square
Subway
River
Church Shopping Mall Hotel

Bicycles for rent
Revolución
Chinese
Supermarket Bakery Restaurant
5 de Mayo
Zoo Park
8 WRITING In small groups, follow the instructions to write the script for a conversation.
CLOSURE
• The conversation is about a tourist asking someone about 4. The student produces texts based on the
eight places of interest in your hometown. As a group, decide normative use of the language, considering the
on those eight places. intention and communicative situation.
• Decide where the conversation takes place (the starting
point to give directions). IT To record and edit your video there are many free
• Write the script. Act it out for the class or record it to show apps for phones and tablets. Look up some tips to
it, as you prefer. make a good video with no professional resources
at http://www.edutics.mx/iAf
9 SELF-ASSESSMENT Underline the option that best describes you. Check your answers with
your group from Activity 8. Do they agree with your answers?
1 Can you ask for directions? Very well / With some help / It’s very difficult.
2 Can you give directions? Very well / With some help / It’s very difficult.
3 Can you work well with others? Very well / With some help / It’s very difficult.
SELF-AWARENESS
Complete what you do when you find problems or obstacles.
1 When I find problems or obstacles, first, I Students’ own answers.

2 Next, Students’ own answers.
3 After that, Students’ own answers.
How do you feel when you find an obstacle?

Share in small groups. Students’ own answers.
76
WORKOUT
1 Find and circle six means of transportation. 4 Put the words in order to make sentences.
1 a taxi / Take / from / hotel / the / .
b i c y c l e
Take a taxi from the hotel.
s w o w t e r
2 there / park / Is / amusement / an / ?
b n t c w o o
Is there an amusement park?
u m a a q w j
3 are / Where / best / the / restaurants / ?
s k x r g f k
Where are the best restaurants?
h j i x p g t
4 The park / from / across / is / the / church / .
s u b w a y r
The park is across from the church.
z s k a t e s
5 bus / a / First, / and / walk / then, take / for /
2 Underline the correct option. blocks / ten / .

First, walk for ten blocks and then, take a bus.
1 It takes / gets about 10 minutes to get
there by bus.
5 Complete the conversation with
2 The museum is within / until walking appropriate words.
distance of the hotel.
Matt: What places of interest are (1) there
3 How far / long is the subway journey?
in your town?
About 20 minutes.
Karla: The main square is worth visiting.
4 You can ride / spend those rental bicycles
Matt: (2) How do I get there from
all around the town.
the hotel?
5 This / These is the best Mexican restaurant
Karla: (3) Take a bus.
in my town!
Matt: Is it (4) far from the hotel?
6 Fifth, / First, leave the market and then look
Karla: Yes, it’s about 10 kilometers.
for the sign to the taxi stand.
Matt: How long is the bus journey?
Karla: About 45 (5) minutes.

3 Put the letters in order to complete
the directions. Matt: And the famous science museum?
First Karla: Oh! It’s the best place in town. I always

1 (s i t r f), walk to the main square.
(6) spend all day there when I go. It’s
2 Then (h e t n), turn left on Wake Street.
within walking (7) distance of the main
3 Next (x e t n), turn right on Maple Road.
After that square. There are bicycles for rent all over
4 (f t a r e h a t t), continue walking
town. Rent one and (8) ride it around
until you reach the park.
everywhere. It’s a cheap way to see my town!
CROSS-CURRICULAR PROJECT INFORMATION AND COMMUNICATION TECHNOLOGIES
77
You will create a travel guide blog about your community.

Building Collaborative Relationships
Noticing, interpreting, and anticipating others’ feelings by • listening attentively to others.
• asking others about their personal experiences • saying or doing things to address others’
and interests. concerns.
• anticipating how others will react to certain situations.
1 Get into small groups and talk about the 4 Write a brief paragraph for each place.
places in your community you think are Include any information that you think
interesting for visitors to see. Include will motivate visitors to go there,
them in a travel guide. Each of you has to including your personal opinions and
propose one or two places. experiences.
2 Decide on five places to include in your 5 Decide on an attractive title related to

travel guide. Before you make a decision, traveling and make sure you have key
ask each other questions about the places. words that appear repeatedly in your text.
Listen attentively to everyone’s By doing this, the chances it appears on a
experiences and opinions. Vote for the best search engine increase and it will have
five options. more visitors.
• Is it fun? 6 Organize how you will present your

• Is it unique? information and think of ways you can
• Does it reflect our traditions? make your blog more attractive. You
• Why do you like it? can include images or make a video,
for example.
3 Look for a free blog website to create your 7 Follow the instructions on the website
travel guide and research information of your choice to create your blog and
about the places you selected. Include upload your information, images, and
where they are, directions to get there, videos. You can check the following link
interesting things about them, and why as guidance: http://www.edutics.mx/iAY
you think people should visit them.
Place: The Honey Museum

Opening hours: Tuesdays to Sundays, 11:00 a.m.
to 5:00 p.m.
Address: 213 Hidalgo Avenue. Three blocks from
Ruiz subway station.
You can see how they extract honey from bee hives
y
and learn the process for making the typical hone
candy from Ray City. You need to know abou t the
healthy properties of honey! Free tastings and
honey products for sale. I like the honey gum…
78
CROSS-CURRICULAR PROJECT
INFORMATION AND COMMUNICATION TECHNOLOGIES
8 Present your work to your class or The places included are attractive
provide the link for everyone to see your and interesting.
blog after school. Discuss as a class what The information is complete and
you think of your classmates’ blogs, motivates visitors.
according to the checklist. The presentation of information is
organized and attractive.
9 Circle the sentences in the table that best describe your work.

Not everyone It was easy to We all shared We all shared,
proposed places think of proposals, and listened to listened attentively
How did you decide or shared ideas, so but some people our ideas, but our to everyone, and
on the contents of we used the few imposed their decisions were made objective
your blog? proposals we made. ideas and no one based on our decisions.
discussed. feelings for our
classmates.
We only prepared We created our We created a very Our blog was
a document, but blog and uploaded personal blog that attractive and
didn’t try to create a document, but could motivate had complete
How functional
a blog to upload it. the information was visitors, but didn’t information that
and attractive was
impersonal and not include images, reflected our
your blog?
very motivating for videos, or extra interests. It had
potential visitors. features. images, videos,
or other features.
We didn’t have a Our classmates Our classmates We only received
blog ready and our suggested many liked most parts positive comments
What did others think classmates thought improvements and of our blog and from our
of your travel guide? our document we had clear ideas suggested very few classmates.
needed more work. on how to apply changes.
them.
Work wasn’t We all worked Everyone All team members
distributed equally, hard, but we participated and participated
How did you work and we didn’t have had constant worked hard, but actively, and
as a team? much interest or arguments and we need to improve we respected
enthusiasm. disagreements. our organization. everyone’s
opinions.

1 Something to work better with others as a team: Students’ own answers.
2 Something to stop doing to be a better student: Students’ own answers.

SELF-AWARENESS Key concept: GOALS
79
1 Complete an organizer in your notebook to summarize the information about your goals and
obstacles from the whole Block.
I’m good at understanding songs in English.
I want to be better at speaking in English.
My goal is to pass my English exam.
The obstacles I face are I feel nervous and I don’t have a friend to practice with.
2 Choose one goal from Activity 1 and complete the WOOP card to help you reach it.
Share your goals in small groups. Do you have similar goals and obstacles?
WOOP Card
WISH (Be challenging)
ts’ own answers.
My goal is Studen
OUTCOME (Be realistic)

Why do I want to achieve this goal? Because
OBSTACLES (Be honest)

Internal: Students’ own answers.
External: Students’ own answers.
PLAN (Be specific)

First, Students’ own answers. , then, Students’ own answers.
own answers.
Next, Students’ own answe
rs. , after that Students’
3 Discuss the questions as a class.

FOR YOUR LIFE Setting and planning are two strategies to reach
• Are immediate goals easier to reach your goals. Remember to be specific when setting your goals and
than mid-term goals? completely honest when recognizing your obstacles. You will increase your
• Is it helpful to set and plan our goals chances of reaching those goals. Don’t forget that when goals seem
before reaching them? Why? impossible, you can break them down into smaller steps.
80
LANGUAGE GUIDE
STARTER 3 Sara is at the mechanic because her
VERB TO BE: AFFIRMATIVE car needs service.
We use the verb to be to say who we are, our name,
how we feel, etc. It changes form (am, is, or are ) 4 Your computer is great. Where did you
according to the subject (I, you, Luis, etc.). buy it?
5 We help our mother after school.
I am a student. He / She is a teacher.
You are happy. We are Mexican. 6 They do their homework together.
The class / it is big. They are friends.
Complete the sentences with the correct form LESSON 2

of the verb to be. VERB TO BE: INTERROGATIVE
To make questions with the verb to be, use am,
1 I am Ricardo. is, or are at the beginning of the sentence, before
the subject.
2 He is my friend.
3 She is sad. Am I late? Is she Colombian?

are Are you a student? Are we late?
4 Jorge and I brothers.
Is Aaron sad? Are they teachers?
5 Ana and Teo are in the same class.
are Complete the questions with the correct form
6 You good students.
of the verb to be.
7 This exam is easy.
1 Are you in high school?
Is she your friend?
BLOCK 1 THIS IS ME 2
3 Is he the English teacher?

LESSON 1 4 Are we in the same class?
POSSESSIVE ADJECTIVES
Possessive adjectives show that something belongs to 5 Am I in the correct classroom?
someone, or indicate a relationship. They always come Are
6 you on the list?
before a noun (person or thing).
There is one form for each subject.
LESSON 3
I: My teacher is Sonia. She: Her name is Rosa. VERB TO BE: WH– QUESTIONS
You: Your class is now. We: Our friends are here. Wh– questions are used to ask for specific information.
He: His pen is blue. They: Their team plays They begin with question words like what, when,
well. where, who, why, and how old. Put these words before
the verb.
Complete the sentences with the correct
possessive adjective. How old are you? I’m seventeen.
What is your name? My name’s Pepe.
1 Hello! My name is Carlos. Where are your friends? They’re in the cafeteria.
2 Diego likes his English class.

LANGUAGE GUIDE 81
Put the words in order to make Wh– questions. 5 Put the new books on the shelf.
6 I have a problem.
1 her / What / name / is / ?
7 Take the apple that is on the table.
What is her name?
2 When / your / is / birthday / ? LESSON 4

When is your birthday? SIMPLE PRESENT TENSE: AFFIRMATIVE
The simple present tense is used to talk about routine
3 are / the new / Who / students / ?
activities, facts, and preferences.
Who are the new students? It is formed with the simple form of a verb. We add
–s when the subject is he, she, or it. Observe some
4 What / phone / her / is / number / ?
spelling rules. In the last three columns you can see
What is her phone number? some exceptions to the main rule:
5 favorite / What / your / is / music / ?
He, she, it
What is your favorite music?
Verbs ending Common
6 old / he / How / is / ? Regular Verbs with –y after a
in –ss, –x, irregular
verbs consonant
How old is he? –ch, –sh verbs
talk + s carry – carr + ies kiss + es have – has
7 is / school / your / Where / ?
play + s study – stud + ies crash + es go – goes
Where is your school? fix + es do – does
watch + es
LESSON 3
ARTICLES: A, AN, AND THE You run every day. She sleeps 10 hours.
The definite article (the) indicates a specific thing, He watches TV at night. We have a lot of
singular or plural. Indefinite articles (a, an) indicate homework.
one singular thing in general. A and an mean one.
A goes before words that start with a consonant Complete the sentences with the correct form
sound and an goes before words that start with a of the verb in parentheses.
vowel sound.
1 Paola has (have) a sister.
I have a book. I have an apple. goes
2 He (go) to school by bus.
The Science book is red. The Math books are red.
3 You like (like) to play soccer.
Complete the sentences with a, an, or the. studies
4 She (study) a lot for her exams.
1 She is a doctor. 5 Mario watches (watch) TV after doing
2 Mrs. Pérez is the principal of his homework.
my school. 6 I listen (listen) to the WS9 radio station.
3 He wants to be an architect. 7 Miguel and I love (love) to read
4 I want to see the movie In Girls. comics.
82
LANGUAGE GUIDE
LESSON 5 BLOCK 2 MY LIFESTYLE
SIMPLE PRESENT TENSE: NEGATIVE AND
INTERROGATIVE LESSON 1
To form negative sentences and questions, we use the THERE IS / THERE ARE: AFFIRMATIVE FORM
auxiliary do. He, she, and it, use the auxiliary does. There is / There are is a phrase used to indicate the
The negatives do not and does not can be contracted existence of someone or something. There is is for
as don’t and doesn’t, respectively. singular, and there are is for plural.
Negative: Subject + do / does + not + verb in
simple form. There is a door in the bedroom.
Question: Do / Does + subject + verb in simple form. There are eight doors in the house.
Do you like pop music? No, I don’t like it. There is can be contracted as there’s.
Does he have a dog? No, he doesn’t have one.
There’s a plastic table in the garden.
Complete the sentences with the correct form
of do and the verb in parentheses. Complete the sentences with there is or
there are.
1 A: Does she live (live)
1 There is a dog in the garden.
in Puebla?
doesn’t live 2 There is an insect in my soup!
B: No, she (live) in Puebla.
Do study 3 There are eleven players in a soccer team.
2 A: you (study)
French? 4 There is only one piece of pie on
B: No, I don’t study (study) French. the table.
Do play 5 There are sixty minutes in an hour.

3 A: they (play)
soccer? 6 There are twenty classrooms in
B: No, they don’t play (play) soccer. our school.
4 A: Does he have (have)

a brother? LESSON 2
THERE IS / THERE ARE: NEGATIVE FORM
B: Yes, he has (have) We use There is / are + not to indicate the absence
a brother. of someone or something. It is common to use the
contractions isn’t (is not) and aren’t (are not).
5 A: Does the TV work (work)?
B: No, it doesn’t work (work). There isn’t a closet in my bedroom.
There aren’t students in the schoolyard right now.
Complete the sentences with the negative

form of there is or there are.
1 There isn’t a bathroom on this floor.

2 There aren’t science fiction books in
the library.
LANGUAGE GUIDE 83
3 There aren’t exams this Friday. LESSON 4

There isn’t FREQUENCY ADVERBS
4 a good TV show about
Frequency adverbs tell you how often something
teenagers. happens. Some common adverbs (from more
5 There aren’t sandwiches in the cafeteria frequently to less frequently) are: always, often, usually,
normally, regularly, sometimes, occasionally, rarely,
today. seldom, hardly ever, never. Put them before the verb,
6 There aren’t vegetables in the refrigerator. except for the verb to be (in this case put them
after the verb).
7 There isn’t an onion in the kitchen.
You always smile.
LESSON 3 I usually sit here.
THERE IS / THERE ARE: INTERROGATIVE FORM She is sometimes late.
To ask about the existence of someone something, use He is never tired after soccer games.
the interrogative form of there is / there are. Put is or
are before there to make a question. Put the words in order to make sentences.
Is there a pen on your desk? Yes, there is a pen on 1 rarely / to the gym / He / goes / .
my desk. He rarely goes to the gym.
Are there pictures in the book? Yes, there are many
2 I / rock music / listen to / usually / .
pictures in the book.
I usually listen to rock music.
Put the words in order to make questions. 3 Our / late / is / teacher / never / for class / .
Our teacher is never late for class.
1 there / a pencil / Is / in your schoolbag / ?
Is there a pencil in your schoolbag? 4 studies / seldom / She / for her exams / .
She seldom studies for her exams.
2 many apples / Are / in the kitchen / there / ?
Are there many apples in the kitchen? 5 at the park / We / sometimes / are / .
We are sometimes at the park.
3 in your family / there / a doctor / Is / ?
Is there a doctor in your family? 6 on Sundays / always / You / your grandmother /
visit / .
4 any posters / there / Are / in your bedroom / ?
Are there any posters in your bedroom? You always visit your grandmother on Sundays.
7 her phone / frequently / My sister / checks / .

5 Are / in your classroom / thirty / there /
My sister frequently checks her phone.
students / ?
Are there thirty students in your classroom? 8 often / together / homework / do / They / .
They often do homework together.
6 Is / a / with the project / there / problem / ?
Is there a problem with the project?
7 there / in your home / bedrooms / Are / three / ?

Are there three bedrooms in your home?
84
LANGUAGE GUIDE
LESSON 5 Long adjectives don’t use –er, they use the word more
SIMPLE PRESENT TENSE: SHORT ANSWERS before them.
To give a short Yes / No answer, use the subject + There are some irregular adjectives that don’t
auxiliary (do, does, verb to be) in affirmative or follow the previous rules: good (better ), bad (worse),
negative form. little (less) and far (farther ), for example.
When the answer is negative, use a contraction. We use the word than after the comparative form
when we mention the two objects being compared.
Do you work here? Yes, I do. / No, I don’t.
Does he live near? Yes, he does. / No, he doesn’t. Lions are bigger than dogs.
Are you happy? Yes, I am. / No, I’m not. Cars are faster than bicycles.
Is she your sister? Yes, she is. / No, she isn’t. She is more careful than Peter.
Are they friends? Yes, they are. / No, they aren’t. Bananas are more nutritious than candy.
I am good at math, but she is better than I am.
Complete the short answers.
Complete the sentences with the comparative
1 A: Do you go to baseball games? form of the adjective in parentheses.
B: No, I don’t
1 My sister is older than (old) yours.
2 A: Is your father a mechanic?
2 The new TV shows are worse than (bad)
B: Yes, he is
the old shows.
3 A: Does your brother play sports?
3 This superhero is more powerful than (powerful)
B: Yes, he does
the other one.
4 A: Are your books in your schoolbag?
4 Your book is more interesting than (interesting)
B: No, they aren’t
my comic.
5 A: Do they often visit their grandmother?
5 English is more difficult than (difficult) French.
B: Yes, they do
6 The pencil is longer than (long) the pen.
6 A: Is Sandra a chef?
7 Your presents are nicer than (nice) my
B: No, she isn’t
grandma’s.
7 A: Does Peter like dogs?
8 Our projects are better than (good) the
B: No, he doesn’t
other class’ ones.
8 A: Are the boys in the kitchen?
9 This tablet is thinner than (thin) the
B: Yes, they are
other.
10 The blue t-shirt is prettier than (pretty)
BLOCK 3 I LIVE HERE
than the red one.
LESSON 1
COMPARATIVE ADJECTIVES
Comparative adjectives are used to compare the same
characteristic in two objects. The comparison is
formed by adding the ending –er to a short adjective.
LANGUAGE GUIDE 85
LESSON 2 Some irregular adjectives are: good (the best), bad

DEMONSTRATIVE ADJECTIVES (the worst), little (the least), and far (the farthest).
We use them to refer to specific objects. If the objects
are near, we use this for singular and these for plural. Spotty is the biggest dog in the park.
If they are far, we use that for singular and those Math is the most difficult subject for me.
for plural. We put them before the objects we refer to. This is the worst comedy on channel 5.
This car in the picture is expensive. Complete the sentences with the superlative
That car you see in the distance is new. form of the adjective in parentheses.
These earphones in my hand are excellent.
Those laptops in the back of the room are for us. 1 He is the worst (bad) dancer I know.
2 This is the most expensive (expensive) phone
Complete the sentences with this, that, these,
or those. in the store.
3 My brother isthe most responsible(responsible)
1 This book in my hand is interesting.
of the three of us.
2 Those students in the other classroom
4 “Streets of Japan” is the longest (long)
are quiet.
chapter in the book.
3 That dog on the corner is my
5 Gina has the highest (high) grades in
neighbor’s.
my the class.
4 I like these little tomatoes in my salad.
6 That is the oldest (old) monument
5 These muffins on my plate look
in the city.
delicious.
7 She eats the least (less) of all of us.
6 Look out the window. Those girls are
8 Tomás is the smartest (smart) cat in
my friends.
the world.
7 Do you see that store over there?
9 My dog is the fattest (fat) in the whole
8 I sit on that desk in the third row.
neighborhood.
9 These gadgets on the table are new.
10 This car is the heaviest (heavy) of all the
10 These cookies I have here are for cars of this company.
everyone.
LESSON 3
IMPERATIVE FORM
LESSON 2 To give directions or instructions, we don’t use a
SUPERLATIVE ADJECTIVES subject and the verb stays in simple form. This is called
We use superlative adjectives to compare more than the imperative form.
two things, where one is above or below the rest in
terms of the characteristic compared. Go to the bus stop across the street.
We form superlative adjectives by using the + a Walk three blocks.
short adjective with –est ending. We don’t use –est
with long adjectives: we use the most + adjective.
86
LANGUAGE GUIDE
Change the sentences to imperative form. 5 What bus do I take to go to the
library?
1 You need to walk to the corner.
6 How far is the movie theater from
Walk to the corner.
the park?
7 How many blocks do we need
2 You can turn left on Hidalgo Street.
Turn left on Hidalgo Street. to walk?
8 Where is the concert hall?
3 If you walk four blocks straight on Pino Street,
then you’ll get to the museum. LESSON 5

SEQUENCE WORDS
Walk four blocks straight on Pino Street,
When you give instructions or directions, it’s a good
then you’ll get to the museum. idea to use words that indicate sequence.
4 You have to go to the corner and turn right. Here are some of the words you can use: names of
ordinal numbers (first, second , etc.), expressions to
Go to the corner and turn right.
start (to begin with, first of all ), expressions for the
middle (then, next, after that ), and expressions to finish
5 It is necessary to walk across the park until (finally, last ).
you see a playground. First, take the bus to Alameda street.

Walk across the park until you see Next, walk two blocks on Alameda street.
a playground. Finally, turn left on the corner of Alameda street
and Rojo avenue.
LESSON 4 Complete the paragraph with sequence words.

SIMPLE PRESENT TENSE: WH– QUESTIONS First / First of all /
To ask for directions, use an appropriate question (1) To begin with , walk to the bus stop and take
word, such as how, how far, and where, before the the Route 2 bus. Ride the bus for seven blocks
auxiliary (do, does, verb to be) and complete Then / Next /
the question. and get down on López Avenue. (2) After that ,
walk straight on López Avenue until Arboledas
Where do I take the bus? Then / Next /
How do I get to the museum? Street. (3) After that , turn left on Arboledas
How far is the park? street and walk until you reach the park.
Then / Next /
(4) After that , walk across the park and turn
Complete the questions with the correct
auxiliary. right when you see the lake. (5) Finally / Last,
go to the right and the restaurant is there.
1 Where do I find an electronics store?
2 How long do we have to walk?
3 How far does the bus go?
4 How do we get to the restaurant?
14
New Flights This Year
VISUAL GLOSSARY
LANGUAGE GUIDE BLOCK 1
87
Airline Destination Departure Date
Alaskair Anchorage Sunday, August 23rd

Russian Air Moscow Saturday, October 19th
South Airlines Bogotá Friday, November 1st
West Air Seoul Tuesday, December 5th
Arrival
5
11
15
1
Departures
2
17
9
10 7 8
16
12 13
3 4
18
1 Italian 7 straight hair 3 pilot

1
2 Brazilian 8 curly hair 4 screen
1
3 Japanese 9 old 5 plane
1
4 German 0 young
1 6 suitcase
1
5 short hair 1 security officer
1 7 passport
1
6 long hair 2 flight attendant
1 8 uniform
1
88
VISUAL
LANGUAGE
BLOCK 2
GLOSSARY
GUIDE
4
3
1 5
10
14
16
12
11
15
17
13
18
1 computer lab 4 bookcases

1
2 computers 6 teacher’s desk 10 basketball court 5 projector
1
3 whiteboard 7 tree 11 schoolyard 6 notice board
1
4 science lab 8 garbage cans 12 meeting point 17 restrooms
5 lab coats 9 planter 3 library
1 8 fence
1
VISUAL
LANGUAGE
GLOSSARY
GUIDE
BLOCK 3
89
11
2 10
3
9 17
18
8
16
7
13 15
14
12
1 bridge 7 police station 13 monument

2 butcher’s 8 hospital 14 cultural center
3 bakery 9 pizza place 15 theater
4 sports stadium 10 dentist’s 16 school
5 parking lot 11 market 17 car wash
6 factory 12 fire station 18 gas station
90
AUDIO SCRIPT
STARTER Consulate Officer: Where are you from?
Sonia: Mexico City.
TRACK 2 Consulate Officer: What’s your address?
Sonia: 47 Palomares, Coapa, Tlalpan, 14360.
Activity 2 Consulate Officer: 47 Palomares, Coapa, Tlalpan,
Jorge: Good morning, Miss Sánchez. May I come in? 14360. And what’s your phone number?
I’m a student in this class. Sonia: 5 5 4 9 6 8 1 4.
Miss Sánchez: Yes. Come in. You are a new student, Consulate Officer: Can you repeat that?
right? What’s your name? Sonia: 5 5 4 9 6 8 1 4.
Jorge: I’m Jorge Custardoi. Consulate Officer: And what’s your email address?
Miss Sánchez: OK. First name… Jorge. How do you Sonia: It’s sgt36@onemail.com
spell your last name? Consulate Officer: OK. Thank you. Now, when do you
Jorge: C-u-s-t a-r-d-o-i. want to travel?
Miss Sánchez: Sorry. Can you repeat that, please?
Jorge: C-u-s-t-a-r-d-o-i. TRACK 6
Miss Sánchez: Thank you. Sit down, Jorge.
Jorge: Hi. LESSON 3 Activity 2
Estela: Hello, Jorge. My name’s Estela and he is Lucas. Presenter: This group has just climbed Mount
Miss Sánchez: OK, everyone. Open your books and Everest! Congratulations. Who’s the leader?
turn to page 6… Pete: I am. I’m Pete.
Presenter: Hello. Where are you from, Pete?
TRACK 3 Pete: I’m from New Zealand.
Presenter: Are you all New Zealanders?
Activity 3 Pete: No. Randy is from The United States, and Bora
a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z and So-yi are from Korea.
Presenter: And what do you do, Pete, when you’re not
climbing Everest?
BLOCK 1 THIS IS ME Pete: I’m a sports teacher.
Presenter: And Randy? What’s his occupation?
TRACK 4 Pete: He’s a lawyer.
Presenter: And Bora and So-yi? What do they do?
LESSON 1 Activity 1 Pete: Bora is an IT specialist, and So-yi is a surgeon.
one, two, three, four, five, six, seven, eight, nine, ten, Presenter: Wow! How old is So-yi? She looks young.
eleven, twelve, thirteen, fourteen, fifteen, sixteen, Pete: She is twenty-six.
seventeen, eighteen, nineteen, twenty, twenty-one, Presenter: Wow! Well, thanks. And congratulations!
thirty, forty, fifty.
TRACK 7
TRACK 5
LESSON 4 Activity 1
LESSON 1 Activity 2 Toby is a guide at a museum. On Monday, the museum
Consulate Officer: Good morning. What’s your name? closes. On Tuesday, Toby works all day. On Wednesday,
Sonia: My name’s Sonia Guzmán Tello. children visit the museum. Toby also works on
Consulate Officer: How old are you? Thursday, Friday, Saturday, and Sunday.
Sonia: I’m seventeen.
AUDIO SCRIPT 91
BLOCK 2 MY LIFESTYLE Internet. She uses a projector and a laptop. It’s

pretty cool. Here’s a binder to help organize your
TRACK 8 handouts and notes.
Miguel: Thanks!
LESSON 1 Activity 1
Ben: Hi, Carla. Welcome to São Paulo. This is your TRACK 10
bedroom. There’s a desk and there’s a big bookcase
next to the desk. There’s a red chair near the desk. LESSON 4 Activity 5
There’s a bed. There’s a bedside table next to the Ana: Hi, Julio. We have to start our study group next
bed and there’s a lamp. week. What day is good for you?
Carla: Where’s the lamp? Julio: Well, I always play basketball on Monday
Ben: The lamp is on the bedside table. afternoons, at 4:00. My coach is strict, so I never
Carla: I see. miss practice.
Ben: There are two boxes for your things. There’s a Ana: What about Thursday afternoons? I usually help
box in the bedside table. And there’s a blue box my mother at 6:00, but we can have the study group
under the bed. Also, there’s a closet in the corner for from 3:00 to 5:00.
your clothes. How do you feel in your new room? Julio: I’m sorry, Ana. I usually eat with my grandmother
Carla: I love it! I’m a tidy person and this room is very on Thursdays.
clean. Thank you, Ben! I mean, obrigada. Where are Ana: On Tuesday afternoons I go to my dancing
the other bedrooms? lesson. What about Wednesdays?
Ben: My room is next to yours. There are two beds. Julio: On Wednesdays, I always do my homework from
There’s a chest of drawers. There are posters on the 3:00 to 5:00, but we can have the study group at
walls. I share a room with my little brother. It’s 5:30. Do you agree?
messy. I’m not very tidy… Ana: It’s OK. Just let me check with Carla and José.
Julio: Call me when you know.
TRACK 9 Ana: What time can I call you?
Julio: You can call me any night at 8:00. I often watch
LESSON 3 Activities 1 and 2 TV at 8:00 and I sometimes text my friends. Nothing
Teacher: Alana, please show Miguel around the important, you know.
classroom. He’s new. Ana: OK. I can call you tomorrow night.
Alana: OK, Miss. Hi, Miguel. This is obviously the
teacher’s desk. These are the English textbooks. TRACK 11
Miguel: Is there an extra textbook for me?
Alana: Yes, here you are. LESSON 5 Activity 2
Miguel: Thanks. Hilda: What’s this, Luis?
Alana: There’s a locker for each student outside. Luis: It’s a ticket to a game.
Here’s my locker, Alana, next to Alicia. Then… A, B, Hilda: Do you usually go to soccer games?
C, D… J, K, L, and here’s Manuel’s locker. Your locker Luis: No, I don’t. I don’t go to soccer games. I always
is next to this one. You can put your English go to baseball games. I usually go with my dad and
textbook, extra notebooks, pens, and pencils my grandpa. We go on Sundays. How about you,
in there. Hilda? What do you do on Sundays?
Miguel: Are there any science textbooks? Hilda: On Sundays I sometimes go to the movies with
Alana: No, there aren’t. The science teacher uses my family.
handouts and she writes notes on the whiteboard. Luis: Do you go to family movies?
She also shows us videos of experiments from the
92
AUDIO SCRIPT
Hilda: No, my mom doesn’t like family movies. She TRACK 14
likes horror movies. We all like horror movies.
Luis: Does your older sister, Marta, go too? LESSON 2 Activity 1
Hilda: No, Marta doesn’t go to the movies with us. Iván: Look at this tablet. It’s really light.
She hates horror movies. She goes to a museum. She Diana: Yes, but it’s very expensive for a tablet.
frequently goes to the Anthropology Museum. Iván: What about that screen over there? It’s good for
Luis: What about on Saturdays? a desktop.
Hilda: On Saturday mornings we shop for food. We Diana: But look at it, it’s extremely big. Anyway, I don’t
always go to the Food Mart early. We’re in by think I want a desktop.
9:00 a.m. and out by 10:00 a.m. Then we… Iván: Hmm. What about these laptops here?
Diana: I’m completely confused. I don’t know what
I want.
Iván: Let’s go and look at those tablets over there.
BLOCK 3 I LIVE HERE They’re on sale.
TRACK 12 TRACK 15
LESSON 1 Activity 1 LESSON 3 Activity 1

one hundred, two hundred, three hundred, four Margarita: Excuse me, could you tell us the way to
hundred, five hundred, six hundred, seven hundred, Forbes Concert Hall, please?
eight hundred, nine hundred, one thousand Man: Of course. Turn back. Go straight on until you
reach Reagan Street. There’s a bank on the corner.
TRACK 13 Turn left on Reagan Street and go along the road
to Cherry Avenue. Go up the hill and the park is
LESSON 1 Activity 2 on the left.
Store clerk: Can I help you? Margarita: OK.
Ramón: Yes, please. Do you have headphones? Man: Walk through the park to the Park Café. Go past
Store clerk: Yes. Do you want earbuds or headphones? the café, walk around the little lake and you’ll see
Ramón: What’s the difference? the concert hall! You can’t miss it. There are
Store clerk: The earbuds are cheaper than the enormous posters of Ricky Love outside.
headphones. They’re smaller and they’re lighter too. Margarita: Yes! That’s the concert we’re going to!
Ramón: How much do the earbuds cost?
Store clerk: $150. TRACK 16
Ramón: And the headphones?
Store clerk: We have Premium and RexSound LESSON 4 Activity 2
headphones. They’re more comfortable than Boy: Excuse me. Where’s the famous Robot Café?
earbuds. The sound with earbuds is good, but the Woman: The Robot Café? It’s on Bush Street.
sound with headphones is better. The Premium Boy: How far is that from here?
headphones are fantastic, but they’re more Woman: Not far. About five blocks away. About a
expensive. They cost $959. ten-minute walk.
Ramón: $959. Wow! Boy: Oh! Good! So it’s near here. How do I get there?
Store clerk: The RexSound headphones are only $485. Woman: Walk straight on until you get to Fifth Street.
They’re heavier than the Premium, but they’re good. Turn left there. Keep walking. There’s an optician’s
Ramón: Great. I’ll take them! The Premium are too on the corner, on the right.
expensive.
AUDIO SCRIPT 93
Boy: OK.
Woman: Turn there and continue until you see a
newsstand. It’s in front of a bakery. Turn right there.
The café is at the end of the street, across from the
Natural History Museum. It’s next to an electronics
store. You can’t miss it!
Boy: Thank you very much!
Woman: You’re welcome.
TRACK 17
LESSON 5 Activities 2 and 3

Miguel: What is there to see in your town, Daniela?
Daniela: Well, I can show you. I have pictures on my
phone. Look! This is the interactive museum. You
can spend three or four hours there easily!
Javier: Wow! How do we get there from the hotel?
Daniela: Take the subway. There’s a station just
outside the hotel.
Miguel: How long is the journey?
Daniela: It takes about 10 minutes.
Javier: What else is there to see?
Daniela: There’s a very old town hall in the main
square. Look! It’s beautiful!
Miguel: That’s nice! Is it far from the hotel?
Daniela: No, it’s within walking distance.
Javier: Is there an amusement park?
Daniela: No, there isn’t, but there’s a zoo. It’s the best
zoo in the state.
Javier: How do we get there?
Daniela: First, take a bus from the hotel to Bristol
Street. Then, rent bicycles there and ride to the
river. Next, drop the bicycles off and after that, walk
four blocks until you reach the zoo. It’s about a
five-minute walk. It’s a really big zoo. Look. Here’s
a picture.
Miguel: I can’t wait to see it!
Daniela: Enjoy yourselves!
94
LIST OF REGULAR VERBS
Present Past Past participle LANGUAGE
Regular verbs follow a pattern to form
admire / admires admired admired
the present tense, past tense, and
answer / answers answered answered past participle.
The pattern for the present tense is to
ask / asks asked asked
add –s or –es for he, she, and it. With the
check / checks checked checked rest of the subjects, the verb stays in its
simple form.
circle / circles circled circled
The pattern for the past tense is
close / closes closed closed to add –d or –ed to the simple form
of the verb. This rule is the same for
copy / copies copied copied
all the subjects.
discuss / discusses discussed discussed The past participle of all regular verbs
is the same form as the past tense.
guess / guesses guessed guessed
help / helps helped helped
introduce / introduces introduced introduced
learn / learns learned learned
like / likes liked liked
listen / listens listened listened
live / lives lived lived
look / looks looked looked
need / needs needed needed
open / opens opened opened
play / plays played played
share / shares shared shared
spell / spells spelled spelled
start / starts started started
study / studies studied studied
text / texts texted texted
turn / turns turned turned
use / uses used used
walk / walks walked walked
wash / washes washed washed
watch / watches watched watched
work / works worked worked

LIST OF IRREGULAR VERBS 95
Present Past Past participle LANGUAGE

Irregular verbs follow the same rules
am / is / are was / were been
as regular verbs in the case of the
choose / chooses chose chosen present tense.
For the past tense and the past
come / comes came come
participle, irregular verbs have no defined
cost / costs cost cost pattern or rule. It is necessary
to learn them or look them up in a
do / does did done
dictionary. The same form is used for all
draw / draws drew drawn the subjects.
eat / eats ate eaten
feel / feels felt felt
find / finds found found
get / gets got got
give / gives gave given
go / goes went gone
hang out / hangs out hung out hung out
have / has had had
know / knows knew known
lose / loses lost lost
make / makes made made
read / reads read read
ride / rides rode ridden
say / says said said
sit down / sits down sat down sat down
spend / spends spent spent
stand up / stands up stood up stood up
take / takes took taken
teach / teaches taught taught
tell / tells told told
think / thinks thought thought
throw / throws threw thrown
win / wins won won
write / writes wrote written

Take The Answers

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Take The Answers

Încărcat de

Drepturi de autor:

Formate disponibile

Angela Llanas

Take the Lead Student’s Book 1

Text, design and illustration D.R. © Macmillan Publishers,

First digital edition 2019

All rights reserved; no part of this publication may be reproduced,

Publishing Manager: Claudia Arancio

Art: Alejandro Flores, Berenice Gómez,

CANIEM No. 2275

Macmillan Publishers, S.A. de C.V.

1 Open your book. 4 Work in pairs.

2 Close your book. 5 Copy the words.

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

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

How do you spell

Go to the LANGUAGE GUIDE on page 80.

Subject Verb to be Complement Subject Verb to be Complement

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

(3) He is Jorge. They are Mexican.

(4) She is Tere.

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

English phrases I knew before

Who are you? Complete with your information.

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

2 I’m Students’ own answers.

Can you give more information about yourself? Share it with

5 Number the sentences in the correct order

1 Good morning, Miss Sánchez.

2 Put the words in order to make sentences. 3 May I come in?

5 Close / books / your / .

3 Rewrite the sentences using contractions.

2 It is spelled D–y–l–a–n. It’s spelled D-y-l-a-n.

3 I am at school. I’m at school.

4 We are best friends. We’re best friends.

5 You are a new student. You’re a new student.

THIS IS ME IN THIS BLOCK YOU WILL…

For further practice, go to the

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

2 two 10 ten 18 eighteen

3 three 11 eleven 19 nineteen

4 four 12 twelve 20 twenty

5 five 13 thirteen 21 twenty-one

7 seven 15 fifteen 40 forty

8 eight 16 sixteen 50 fifty

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

(3) 47 Palomares, Coapa, Tlalpan, 14360

What’s your name? 1 Possessive adjectives like my

4 Complete the table with the correct possessive adjectives.

(2) You your (6) We our

5 Complete the conversation with words from the box.

Luisa: Hello. What’s (1) your name?

Gerardo: (2) I’m Gerardo Blanco.

Luisa: How old are (3) you ?

Gerardo: I’m sixteen.

Luisa: What’s your (4) address ?

Gerardo: Juárez 49.

Luisa: And what’s your phone (5) number ?

Gerardo: It’s 43 67 84 32 and (6) my email address is geroblanco@twomail.com.

Luisa: Thank you.

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

4 Address: Students’ own answers.

5 Email address: Students’ own answers.

write my personal information.

give my information in a conversation.

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

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

(3) 47 Palomares, Coapa, Tlalpan, 14360