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603 vistas180 páginas

Ingles I

Cargado por

alfonso castillo

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INGLÉS I

FORMACIÓN BÁSICA

PRIMER SEMESTRE
COLEGIO DE BACHILLERES DEL ESTADO DE SONORA

Mtro. Víctor Mario Gamiño Casillas

DIRECCIÓN GENERAL

Mtro. Martín Antonio Yépiz Robles

DIRECCIÓN ACADÉMICA

INGLÉS I
Autores:
Alma Lorenia Castelo Torres
Pedro Espíndola Cruz

Revisión disciplinar:
Ariana Cota Juarez

Corrección de estilo:
Viridiana Vidal Trasviña
Andrea Karenina Ruiz López

Coordinación general:
Alfredo Rodríguez León

Supervisión académica:
Héctor Manuel Acosta García

Coordinación técnica:
Rubisela Morales Gispert

Desarrollo editorial:
Grupo de Servicios Gráficos del Centro, S.A. de C.V.

Coordinación editorial:
Daniela Carolina López Solis
Elizabeth Hidalgo Marroquín
Luis Ricardo Sánchez Landín

Diseño: Yolanda Yajaira Carrasco Mendoza

Diseño de portada: Daniela Carolina López Solis

Banco de Imágenes:
Shutterstock ©

Módulo de Aprendizaje
Copyright ©, 2020 por el Colegio de Bachilleres del Estado de Sonora.
Todos los derechos reservados.
Primera Edición 2020. Impreso en México.

DEPARTAMENTO DE INNOVACIÓN EDUCATIVA

Blvd. Agustín de Vildósola, Sector Sur.
Hermosillo, Sonora. México. C.P. 83280.

Contenido: Colegio de Bachilleres del Estado de Sonora

ISBN: 978-607-730-057-1

Primera edición: 2020

Se terminó la impresión de esta obra en julio del 2020.

En los talleres de Grupo de Servicios Gráficos del Centro, S.A. de C.V.
Lambda No. 216 • Fraccionamiento Industrial Delta • C.P. 37545
León, Guanajuato, México.

Miembro de la Cámara Nacional de la Industria Editorial Mexicana

Registro No. 3681

Diseñado en Dirección Académica del Colegio de Bachilleres del Estado de Sonora

Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México
La edición consta de 12,969 ejemplares.
Impreso en México/Printed in Mexico
UBICACIÓN
CURRICULAR

CAMPO TIEMPO HORAS A LA CRÉDITOS:

DISCIPLINAR: ASIGNADO: SEMANA:
COMUNICACIÓN
48 HRS. 3 6

PRELIMINARES
DATOS DEL ALUMNO

Nombre:
Plantel:
Grupo y turno:
PRESENTACIÓN

El Colegio de Bachilleres del Estado de Sonora, a través de sus docentes, reestructura la forma de
sus contenidos curriculares y lo plasma en sus módulos de aprendizaje, para facilitar el desarrollo
de competencias. En el caso del componente de Formación para el Trabajo, además de las
competencias genéricas, fortalece el sentido de apreciación hacia procesos productivos, porque
aunque el bachillerato que te encuentras cursando es general y te prepara para ir a la universidad,
es importante el que aprendas un oficio y poseas una actitud positiva para desempeñarlo.

De tal forma que, este módulo de aprendizaje, es una herramienta valiosa porque con su contenido
y estructura propiciará tu desarrollo como persona visionaria, competente e innovadora,
características que se establecen en los objetivos de la Reforma Integral de Educación Media
Superior.

El módulo de aprendizaje es uno de los apoyos didácticos que el COBACH te ofrece con la finalidad
de garantizar la adecuada transmisión de saberes actualizados, acorde a las nuevas políticas
educativas, además de lo que demandan los escenarios local, nacional e internacional. En cuanto
a su estructura, el módulo se encuentra organizado en bloques de aprendizaje y secuencias
didácticas. Una secuencia didáctica es un conjunto de actividades, organizadas en tres momentos:
4 inicio, desarrollo y cierre.
INGLÉS I

En el inicio desarrollarás actividades que te permitirán identificar y recuperar las experiencias, los
saberes, las preconcepciones y los conocimientos que ya has adquirido a través de tu formación,
mismos que te ayudarán a abordar con facilidad el tema que se presenta en el desarrollo,
donde realizarás actividades que introducen nuevos conocimientos dándote la oportunidad de
contextualizarlos en situaciones de la vida cotidiana, con la finalidad de que tu aprendizaje sea
significativo. Posteriormente se encuentra el momento de cierre de la secuencia didáctica, donde
integrarás todos los saberes que realizaste en las actividades de inicio y desarrollo.

En todas las actividades de los tres momentos se consideran los saberes conceptuales,
procedimentales y actitudinales. De acuerdo a las características y del propósito de las actividades,
éstas se desarrollan de forma individual, grupal o equipos.

Para el desarrollo de tus actividades deberás utilizar diversos recursos, desde material
bibliográfico, videos, investigación de campo, etcétera; así como realizar actividades prácticas de
forma individual o en equipo.

La retroalimentación de tus conocimientos es de suma importancia, de ahí que se te invita a

participar de forma activa cuando el docente lo indique, de esta forma aclararás dudas o bien
fortalecerás lo aprendido; además en este momento, el docente podrá tener una visión general
del logro de los aprendizajes del grupo.
Recuerda que la evaluación en el enfoque en competencias es un proceso continuo, que
permite recabar evidencias a través de tu trabajo, donde se tomarán en cuenta los tres saberes:
conceptual, procedimental y actitudinal, con el propósito de que apoyado por tu maestro mejores
el aprendizaje. Es necesario que realices la autoevaluación, este ejercicio permite que valores
tu actuación y reconozcas tus posibilidades, limitaciones y cambios necesarios para mejorar tu
aprendizaje.

Así también, es recomendable la coevaluación, proceso donde de manera conjunta valoran su

actuación, con la finalidad de fomentar la participación, reflexión y crítica ante situaciones de sus
aprendizajes, promoviendo las actitudes de responsabilidad e integración del grupo.

Finalmente, se destaca que, en este modelo, tu principal contribución es que adoptes un rol
activo y participativo para la construcción de tu propio conocimiento y el desarrollo de tus
competencias, a través de lo que podrás dar la respuesta y la contextualización adecuadas para
resolver los problemas del entorno a los que te enfrentes, ya sean personales o profesionales.

PRELIMINARES
ICONOGRAFÍA

Se trata de la evaluación que se realizará

al inicio de cada secuencia didáctica
y que te permitirá estar consciente de
tus conocimientos acerca del tema que
abordarás.

Individual

Con estos gráficos identificarás la

Actividad dentro del texto, incluyendo
la indicación y especificando si deben
Equipo realizarse de manera individual, en
equipo o grupal.

6
Grupal
INGLÉS I

Con este gráfico identificarás la actividad que

Listening cuenta con apoyo de material en audio para
contestarla.

Las lecciones ConstruyeT son actividades

didácticas diseñadas por la Secretaría
de Educación Pública y el Programa de
las Naciones Unidas para el Desarrollo
especialmente para la Educación Media
Superior, con el objetivo de desarrollar las
habilidades socioemocionales de las y los
estudiantes.

Te permitirá integrar y hacer activos los

conocimientos, habilidades, destrezas,
actitudes y valores desarrollados en diferentes
áreas, así como de la experiencia recopilada,
te ayudará a vincular el conocimiento del aula
con la vida cotidiana, con lo cual fortalecerás tu
aprendizaje.
En este espacio realizarás una evaluación de tu propio
trabajo, misma que deberá ser honesta para que puedas
identificar los conocimientos que has adquirido y las
habilidades que has desarrollado, así como las áreas que
necesitas reforzar.

Este tipo de evaluación se hace con uno

o varios de tus compañeros, en ella tú los
evalúas y ellos a ti. Les permite, además
de valorar sus aprendizajes, colaborar y
aprender unos de otros.

Son los criterios a considerarse

como guía para saber que 7
debe contener un trabajo y lo

PRELIMINARES
que determinará la evaluación
de los mismos.

Durante el semestre, tu profesor te irá

indicando qué evidencias (actividades)
debes ir resguardando para integrarlos en
un portafolio, mismos que le entregarás
cuando te lo indique, a través del cual te
evaluará.

Son las fuentes bibliográficas que utilizaron los docentes que

elaboraron el módulo de aprendizaje, las páginas de internet de las
cuales se tomó información, los vídeos y otras fuentes que nutrieron
los contenidos. Te permite también ampliar la información que te
proporcione tu profesor o la del módulo mismo.
ÍNDICE

UBICACIÓN CURRICULAR ....................................................................................................................... 3

PRESENTACIÓN ...................................................................................................................................... 4
ICONOGRAFÍA ........................................................................................................................................ 6
COMPETENCIAS GENÉRICAS .................................................................................................................. 10
COMPETENCIAS DISCIPLINARES BÁSICAS ............................................................................................... 12
APRENDIZAJE CLAVE .............................................................................................................................. 13

I Personal Profile ............................................................... 14

BLOCK

Didactic Sequence 1. Who am I? ........................................................................................................... 16

Didactic Sequence 2. Giving personal information............................................................................... 24

8
Didactic Sequence 3. My family ............................................................................................................ 39
INGLÉS I

II Daily Routines ................................................................. 60

BLOCK

Didactic Sequence 1. My daily activities.............................................................................................. 62

Didactic Sequence 2. My saturday schedule........................................................................................ 73

Didactic Sequence 3. What do they do? ............................................................................................. 78

Didactic Sequence 4. I travel by ........................................................................................................... 83

Didactic Sequence 5. How often do you...? ........................................................................................ 89

III Here and Now .................................................................108
BLOCK

Didactic Sequence 1. What are you doing? .......................................................................................... 110

Didactic Sequence 2. Hobbies ............................................................................................................... 119

Didactic Sequence 3. I´m having a party tomorrow night .................................................................... 126

Didactic Sequence 4. Permanent vs temporary situations .................................................................... 132

IV Units of measurement .................................................... 142

BLOCK

PRELIMINARES
Didactic Sequence 1. I like to eat apples and bananas .......................................................................... 144

Didactic Sequence 2. Eating habits ....................................................................................................... 152

Didactic Sequence 3. How much water do you drink a day?................................................................. 162

References............................................................................................................................................. 176
COMPETENCIAS
GENÉRICAS

1er 2do 3er

Clave Competencias genericas
Parcial Parcial Parcial
I II III
Se auto determina y cuida de sí
1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta
CG1.1 los objetivos que persigue.
1.1 Enfrenta las dificultades que se le presentan y es consciente de sus valores,
fortalezas y debilidades.
1.2 Identifica sus emociones, las maneja de manera constructiva y reconoce la
CG1.2 necesidad de solicitar apoyo ante una situación que lo rebase.
1.3 Elige alternativas y cursos de acción con base en criterios sustentados y en
CG1.3 el marco de un proyecto de vida.
CG1.4 1.4 Analiza críticamente los factores que influyen en su toma de decisiones.
CG1.5 1.5 Asume las consecuencias de sus comportamientos y decisiones.
1.6 Administra los recursos disponibles teniendo en cuenta las restricciones
CG1.6 para el logro de sus metas.
2. Es sensible al arte y participa en la apreciación e interpretación de sus
expresiones en distintos géneros.
CG2.1 2.1 Valora el arte como manifestación de la belleza y expresión de ideas,
sensaciones y emociones.
2.2 Experimenta el arte como un hecho histórico compartido que permite la
CG2.2 comunicación entre individuos y culturas en el tiempo y el espacio, a la vez
que desarrolla un sentido de identidad.
10 CG2.3 2.3 Participa en prácticas relacionadas con el arte.
3. Elige y practica estilos de vida saludables.
CG3.1 3.1 Reconoce la actividad física como un medio para su desarrollo físico,
INGLÉS I

mental y social.
3.2 Toma decisiones a partir de la valoración de las consecuencias de distintos
CG3.2 X
INGLÉS I

hábitos de consumo y conductas de riesgo.

3.3 Cultiva relaciones interpersonales que contribuyen a su desarrollo humano
CG3.3 y el de quienes lo rodean.
Se expresa y se comunica
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos
CG4.1 mediante la utilización de medios, códigos y herramientas apropiados.
4.1 Expresa ideas y conceptos mediante representaciones lingüísticas,
matemáticas o gráficas.
4.2 Aplica distintas estrategias comunicativas según quienes sean sus
CG4.2 interlocutores, el contexto en el que se encuentra y los objetivos que persigue. X X X
4.3 Identifica las ideas clave en un texto o discurso oral e infiere conclusiones
CG4.3 a partir de ellas.
CG4.4 4.4 Se comunica en una segunda lengua en situaciones cotidianas. X X X
4.5 Maneja las tecnologías de la información y la comunicación para obtener
CG4.5 información y expresar ideas.
Piensa crítica y reflexivamente
5. Desarrolla innovaciones y propone soluciones a problemas a partir de
CG5.1 métodos establecidos.
5.1 Sigue instrucciones y procedimientos de manera reflexiva, comprendiendo
como cada uno de sus pasos contribuye al alcance de un objetivo.
CG5.2 5.2 Ordena información de acuerdo a categorías, jerarquías y relaciones.
5.3 Identifica los sistemas y reglas o principios medulares que subyacen a una
CG5.3 serie de fenómenos.
CG5.4 5.4 Construye hipótesis y diseña y aplica modelos para probar su validez.
5.5 Sintetiza evidencias obtenidas mediante la experimentación para producir
CG5.5 conclusiones y formular nuevas preguntas.
5.6 Utiliza las tecnologías de la información y comunicación para procesar e
CG5.6 interpretar información.
1er 2do 3er
Clave Competencias genericas
Parcial Parcial Parcial
I II III
6. Sustenta una postura personal sobre temas de interés y relevancia general,
considerando otros puntos de vista de manera crítica y reflexiva.
CG6.1 6.1 Elige las fuentes de información más relevantes para un propósito
específico y discrimina entre ellas de acuerdo a su relevancia y confiabilidad.
CG6.2 6.2 Evalúa argumentos y opiniones e identifica prejuicios y falacias.
6.3 Reconoce los propios prejuicios, modifica sus puntos de vista al conocer
CG6.3 nuevas evidencias, e integra nuevos conocimientos y perspectivas al acervo
con el que cuenta.
CG6.4 6.4 Estructura ideas y argumentos de manera clara, coherente y sintética.
Aprende de forma autónoma
CG7.1 7. Aprende por iniciativa e interés propio a lo largo de la vida.
7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.
7.2 Identifica las actividades que le resultan de menor y mayor interés y dificultad,
CG7.2 reconociendo y controlando sus reacciones frente a retos y obstáculos.
7.3 Articula saberes de diversos campos y establece relaciones entre ellos y
CG7.3 su vida cotidiana.
Trabaja en forma colaborativa
8. Participa y colabora de manera efectiva en equipos diversos.
CG8.1 8.1 Propone maneras de solucionar un problema o desarrollar un proyecto en X X
equipo, definiendo un curso de acción con pasos específicos.
8.2 Aporta puntos de vista con apertura y considera los de otras personas de
CG8.2 manera reflexiva. 11
8.3 Asume una actitud constructiva, congruente con los conocimientos y
CG8.3 habilidades con los que cuenta dentro de distintos equipos de trabajo.

PRELIMINARES
Participa con responsabilidad en la sociedad
9. Participa con una conciencia cívica y ética en la vida de su comunidad, región,
CG9.1
INGLÉS I

México y el mundo.
9.1 Privilegia el diálogo como mecanismo para la solución de conflictos.
9.2 Toma decisiones a fin de contribuir a la equidad, bienestar y desarrollo
CG9.2 democrático de la sociedad.
9.3 Conoce sus derechos y obligaciones como mexicano y miembro de
CG9.3 distintas comunidades e instituciones, y reconoce el valor de la participación
como herramienta para ejercerlos.
9.4 Contribuye a alcanzar un equilibrio entre el interés y bienestar individual y
CG9.4 el interés general de la sociedad.
9.5 Actúa de manera propositiva frente a fenómenos de la sociedad y se
CG9.5 mantiene informado.
9.6 Advierte que los fenómenos que se desarrollan en los ámbitos local, nacional
CG9.6 e internacional ocurren dentro de un contexto global interdependiente.
10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de
creencias, valores, ideas y prácticas sociales.
CG10.1 10.1 Reconoce que la diversidad tiene lugar en un espacio democrático de
igualdad de dignidad y derechos de todas las personas, y rechaza toda forma
de discriminación.
10.2 Dialoga y aprende de personas con distintos puntos de vista y tradiciones
CG10.2 culturales mediante la ubicación de sus propias circunstancias en un contexto
más amplio.
10.3 Asume que el respeto de las diferencias es el principio de integración y
CG10.3 convivencia en los contextos local, nacional e internacional. X X X
11. Contribuye al desarrollo sustentable de manera crítica, con acciones
responsables.
CG11.1 11.1 Asume una actitud que favorece la solución de problemas ambientales X
en los ámbitos local, nacional e internacional.
11.2 Reconoce y comprende las implicaciones biológicas, económicas, políticas
CG11.2 y sociales del daño ambiental en un contexto global interdependiente.
11.3 Contribuye al alcance de un equilibrio entre los intereses de corto y largo
CG11.3 plazo con relación al ambiente.
COMPETENCIAS
DISCIPLINARES
BÁSICAS

1er 2do 3er

Clave Competencias disciplinares básicas de comunicación
Parcial Parcial Parcial
I II III
Identifica, ordena e interpreta las ideas, datos y conceptos explícitos
CDBC 1 e implícitos en un texto, considerando el contexto en el que se
generó y en el que se recibe
Evalúa un texto mediante la comparación de un contenido con el de
CDBC 2
otros, en función de sus conocimientos previos y nuevos.
Plantea supuestos sobre los fenómenos naturales y culturales de su
CDBC 3
entorno con base en la consulta de diversas fuentes
Produce textos con base en el uso normativo de la lengua,
CDBC 4 X X X
considerando la intención y situación comunicativa.
Expresa ideas y conceptos en composiciones coherentes y creativas,
CDBC 5
con introducciones, desarrollo y conclusiones claras
Argumenta un punto de vista en público de manera precisa,
CDBC 6
coherente y creativa.
Valora y describe el papel del arte, la literatura y los medios de
12 comunicación en la recreación o la transformación de una cultura,
CDBC 7
teniendo en cuenta los propósitos comunicativos de distintos
géneros.
INGLÉS I

Valora el pensamiento lógico en el proceso comunicativo en su vida

CDBC8
cotidiana y académica.
Analiza y compara el origen, desarrollo y diversidad de los sistemas
CDBC 9
y medios de comunicación.
Identificar e interpretar la idea general y posible desarrollo de
CDBC 10 un mensaje oral o escrito en una segunda lengua, recurriendo a X X X
conocimientos previos, elementos no verbales y contexto.
Se comunica en una lengua extranjera mediante un discurso lógico,
CDBC 11 X X X
oral o escrito, congruente con la situación comunicativa.
Utiliza las tecnologías de la información y comunicación para
CDBC 12 investigar, resolver problemas, producir materiales y trasmitir
información.
APRENDIZAJE
CLAVE

Eje Componente Contenido central Bloque

Comunicarse, La comunicación y las relaciones
relacionarse y colaborar interpersonales.
con los demás (eje La integración de la comunidad de El trabajo colaborativo en el aula
I
transversal para todas aprendizaje. como base para la integración de la
II
las asignaturas del La contextualización de la comunidad comunidad de aprendizaje.
III
campo disciplinar de de aprendizaje a partir de los intereses
IV
Comunicación y de y experiencias académicas de los
Ciencias Sociales). estudiantes.
La lectura, la escritura y la oralidad
como prácticas habilitadoras y La importancia de la lengua y el papel
generadoras del aprendizaje. de la gramática.
I
Leer, escribir, hablar y La importancia de la lectura para la II
escuchar escritura: la producción de textos El texto argumentativo. III
argumentativos. IV
La importancia de la lectura para El texto como fuente de información
la escritura: la argumentación y de expresión de ideas nuevas.
fundamentada.
Generación de una El sustento de la opinión del
La escritura argumentativa. 13
opinión razonada y estudiante con un argumento.
razonable a partir de la La construcción de una perspectiva

PRELIMINARES
La escritura original argumentada.
elaboración de textos. propia y original argumentada.
El impacto de la tecnología en el
Tecnología y desarrollo humano.
desarrollo humano.
La generación, uso y aprovechamiento
El manejo responsable de la
responsable de la información para el
Tecnología, información, aprendizaje. información
comunicación y
El aprendizaje en red. El aprendizaje e innovación.
aprendizaje.
La creación de contenidos para el
En y desde la red.
aprendizaje.
El uso de la tecnología como práctica
Programar para aprender.
habilitadora de aprendizajes en red.

Interdisciplinariedad Ejes Transversales

Eje transversal social.
Taller de Lectura y Redacción I
Eje transversal ambiental.
Metodología de la Investigación
Eje transversal de salud.
Informática I
Eje transversal de habilidades lectoras.

Dosificación por parcial

Parcial I Parcial II Parcial III
Bloque I Bloque II Bloque III y Bloque IV
BLOCK I

Personal Profile
Allotted Time: 12 hours

PURPOSE OF THE BLOCK

Expresses information about his/her personal profile and others through communication skills, to
relate in a socially conscious environment.

KNOWLEDGE
● Vocabulary: Personal information, nationalities, ethnic and cultural characteristics, family
members, numbers, and dates.
● Grammar: Verb "to be", personal pronouns, and possessive adjectives.

EXPECTED LEARNING
● Expresses his/her personal profile and that of others orally using the vocabulary, fluency
properties, pronunciation, intonation and mastery of the subject, through assertive, empathetic
and respectful communication.
● Creates a written profile of themselves and others using appropriate grammar and spelling,
recognizing cultural diversity in context.
● Formulates responses based on auditory texts about other people's profiles, showing respect for
other opinions.

ABILITIES
● Describes personal information orally and in writing.
● Recognizes the corresponding grammatical structures for the creation of personal profiles.
● Identifies family members using the appropriate vocabulary.
● Differentiates nationalities, ethnic and cultural characteristics.
● Distinguishes different texts presented in an aural way.

ATTITUDES
● Communicates in an assertive and empathetic manner.
● Expresses his/her ideas, showing respect for others' opinions.
● Recognizes the cultural diversity of their context by practicing tolerance.

COMPETENCIAS DISCIPLINARES
COMPETENCIAS GENÉRICAS
BÁSICAS DE COMUNICACIÓN
● CG4.5 ● CG6.1 ● CDBC1 ● CDBC5
● CG5.2 ● CG8.1 ● CDBC3 ● CDBC14
BLOCK

I
Didactic Sequence 1
Who am I?
Start up Activity

Part A. Write the classroom expressions below each picture.

Class Expressions

16
INGLÉS I

Erase the
Raise your hand Stand up Close the door
blackboard

Take out your

Sit down Open the door Go to the front
notebook

May I go to the Open your Close your

Close your book
restroom? notebook notebook
Part B. Fill out this Employment Application Form.

BLOCK I Personal profile

Development Activity

The alphabet
Part A. Listen and repeat. (Track 1)

18
INGLÉS I

Part B. Go to the following link and practice the pronunciation of the alphabet.

https://www.youtube.com/watch?v=PJV35b4cPgo

Part C. Listen and circle the letter that you hear. (Track 2)

1. A E 6. Y I
2. J G 7. Z C
3. I A 8. S C
4. K Q 9. B D
5. B V 10. E I

The English word "alphabet" comes from the first two letters of the Greek alphabet: alpha, beta It
is very important to understand that the letters of the alphabet do NOT always represent the same
sounds of English.
2
Ask and answer questions about the spelling of your name, your favorite city, your favorite fruit, etc.

19
Example: A: What's your name? My name is Romina.

BLOCK I Personal profile

B: How do you spell that? R-O-M-I-N-A

3
Practice the following greetings, and comment in the class: when do we use them?
4

Draw a color line to match the greetings and the sentences.

It's 7 am. I´m having breakfast. Good morning

It's 10 pm. I´m going to Sleep. Good afternoon

It´s 8 pm. I´m meeting Mr. Fernandez. Good evening

It´s 4 pm. I´m leaving Miss Montes´s classroom. Hello

It's 9 am. I´m meeting my friend Martin. Good night

It's 2pm. I´m entering the library. Good bye

Here you have some forms of greetings, read them and practice them.

FORMAL AND INFORMAL GREETING

20
FORMAL
Hello Juan · Hello · How are you? · Good morning · Good afternoon · Good evening · What are you doing?
INGLÉS I

Nice to meet you · How is it doing?

INFORMAL GREETINGS
Hey! · What's up? · How are ya? · Hi! · What's new? · What's going on? · How is it going? · How are things?
5
Introducing yourself and other people.

Part A. Read the information in the chart.

Useful responses when

Expressions to introduce Expressions to introduce
introducing yourself or other
yourself: others:
people:
My name is... Jack, please meet Nicolas. Nice to meet you.
I’m.... Jack, have you met Nicolas? Pleased to meet you.
Nice to meet you; I’m... I'd like you to meet Liza. Happy to meet you.
Pleased to meet you; I'm ... I'd like to introduce you to Betty. How do you do?
Let me introduce myself; I'd like Leila, this is Barbara. Barbara this
to introduce myself; I'm... is Leila.

Part B. Read the dialogue.

Alex is talking to the new manager and his assistant. Notice how they introduce themselves:

Alex: Hi! My name is Alex Dominguez, the new manager. 21

Sergio: Hi! I'm Sergio Garcia. Nice to meet you, Mr. Alex Dominguez.

BLOCK I Personal profile

Alex: Sergio, please meet Mr. Robert Alanis, my assistant.
Sergio: How do you do?

When introducing yourself or other people in a formal situation use full names. ("I'm Alex Dominguez.").
"How do you do?" isn't really a question; it just means "Hello".
6
Listen and read the dialogue. (Track 3)

Part A. Introducing yourself. Part B. Practice the dialogue with your partner. Use
Luis : Hi, my name is Luis. your own names.

Laura: Hi Luis. My name is Laura. ____________________________________________

____________________________________________
Luis: What´s your last name?
____________________________________________
Laura: Quintanilla.
____________________________________________
Luis: How do you spell that? ____________________________________________
Laura: Q-U-I-N-T-A-N-I-double L-A. ____________________________________________
Luis: Nice to meet you, Laura. ____________________________________________
Laura: Nice to meet you too, Luis. ____________________________________________

Closing Activity

7
INGLÉS I

Part A. Listen and read the conversations. (Track 4 & 5)

Introducing yourself

Conversation 1: Introducing a classmate

Luis: Hi, Jorge!
Jorge: Hi Luis, How are you?
Luis: Fine, and you?
Jorge: I´m doing great!
Luis: Jorge, this is my classmate Alex.
Jorge: Hi Alex, nice to meet you.
Alex: Hi Jorge, nice to meet you too.
Jorge: How do you spell your name?
Alex: A-L-E-X
Conversation 2: Introducing a colleague
Good Morning, Mrs. Jones.
Mr. Ruiz:
How are you?
Mrs. Jones: I am fine thank you, and you?
I am fine too. Mrs. Jones, I would like
Mr. Ruiz:
you to meet my friend Oscar Lopez.
Mrs. Jones: It is a pleasure to meet you, Mr. Lopez
Mr. Lopez: Nice to meet you too, Mrs. Jones.
Part B. Which expression from the dialogue is used to…

Greet someone ________________________________________________________________________

Introduce someone _____________________________________________________________________
Respond an introduction _________________________________________________________________
End the conversation ____________________________________________________________________
Say good bye __________________________________________________________________________

Part C. In your group write a similar conversation where you make introductions and say good bye.

_____________________________________________________________________________________

BLOCK I Personal profile

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Construye -T Activity

1.- ¿Qué obstáculos me impiden lograr mis metas?

Página: 53
Didactic Sequence 2
Giving personal information
Start up Activity

Read the texts and complete the following chart.

Name ______________________
Hi, my name is Gerardo. I am
from Mexico. I am Mexican I Occupation _________________
am 17 years old. My birthday is Hometown __________________
on March 23rd. I am single. I live Nationality __________________
in San Diego, California. I am a
Age ________________________
student, my phone number is
619-965-4629. Birthday ____________________
Marital Status _______________

24 Name ______________________
Good morning. My name is Occupation _________________
INGLÉS I

Adriana. I am from Chile. I am Hometown __________________

36 years old, my birthday is on
Nationality __________________
June 21st. I am married, I live in
Tucson, Az, I am a teacher. My Age ________________________
phone number is 520-783-9042 Birthday ____________________
Marital Status _______________

1
Write a similar text about you and paste your picture in the box. Share with a partner.

GRAMMAR
To be

AFFIRMATIVE CONTRACTIONS
Personal
Verb To be Complement Contractions
Pronoun
I am Gerardo. I´m Gerardo.
SINGULAR You are a girl. You´re a girl.
He, She, It is a student. He´s, She´s, It´s a student.
We are in the school. We´re in the school.
PLURAL You are 16 years old. You´re 16 years old.
They are in Mexico. They´re in Mexico.

2
25
Write the correct form of the verb "to be" according to the subject provided.

BLOCK I Personal profile

1. She _________a YouTuber.

2. They_________teachers.

3. We_______married.

4. He_________in the cyber.

5. Orlando_____________single.

6. Mrs. and Mr. Aragon _______ doctors.

7. Jane and I _______twins.

8. I________15 years old.

Part A. Read the following text and complete the charts.

Daniel Cervantes and Roxana Sanders are 26 and 28

years old, they are friends. They are from different
countries, but they both speak English. Roxana is from
Oslo, Norway. She is a graphic designer, her birthday
is on February 9th, her favorite color is pink and her
favorite number is nine.
Daniel speaks Spanish, but he isn´t Spanish. He´s from
Mazatlan, México. He is a system engineer, his birthday
is on September 5th, his favorite color is red, and his
favorite number is seven. They both work in the same
company, they love their jobs.

Fill in Roxana´s card Fill in Daniel´s card

Last name Last name

26 First name _________________________ First name _________________________
Birthday ___________________________ Birthday ___________________________
INGLÉS I

Age _ Age _

Nationality _________________________ Nationality _________________________
Country ___________________________ Country ___________________________
Town _____________________________ Town _____________________________
Favorite color ______________________ Favorite color ______________________
Favorite number ___________________ Favorite number ___________________

Part B. Rewrite the sentences using personal pronouns, look at the grammar chart.
1. Daniel Cervantes is a system engineer.
______________________________________________________________________________

2. Roxana Sanders is a graphic designer.

______________________________________________________________________________

3. Daniel and Adriana are good friends.

______________________________________________________________________________

4. Her favorite color is pink.

______________________________________________________________________________

5. Adriana is from Oslo, Norway.

______________________________________________________________________________
Cardinal Numbers

4
Part A. Listen and repeat the cardinal numbers. (Track 6)

Cardinal Numbers
1 One 11 Eleven 30 Thirty
2 Two 12 Twelve 40 Forty
3 Three 13 Thirteen 50 Fifty
4 Four 14 Fourteen 60 Sixty
5 Five 15 Fifteen 70 Seventy
6 Six 16 Sixteen 80 Eighty
7 Seven 17 Seventeen 90 Ninety
8 Eight 18 Eighteen 100 One hundred
9 Nine 19 Nineteen
10 Ten 20 Twenty

BLOCK I Personal profile

• A Cardinal Number says how many of something there are, such as one, two, three, four, five.
• A Cardinal Number answers the question "How Many?" It does not have fractions or
decimals; it is only used for counting.

Part B. Listen and circle the numbers that you hear. (Track 7)

1. 3 30 6. 38 48
2. 15 50 7. 59 99
3. 86 76 8. 44 54
4. 16 60 9. 30 13
5. 70 17 10. 46 76
5
Part A. Take turns to say five numbers. Write down the numbers you hear. Are they correct?
Part B. How do we say these phone numbers?

In phone numbers 0 = oh and 22 = double 2

• Hospital 612 40 78 922

• Car agency 01 55 7689324
• Gym 01 6414598127
• Cyber 622 347630
• University 619 5492108

6
Complete the crossword puzzle with “Cardinal numbers."
28

CARDINAL NUMBERS
INGLÉS I

Horizontal
2. Planets in our Solar System
³ 3. Seasons of the year
4. Months of the year
7. Letters of the alphabet
⁴
9. Eyes
10. Days of the week

⁵
Vertical
⁶ 1. States in Mexico
5. Fingers
⁷ ⁸ 6. States USA flag
8. Syllables in "wonderful"

¹⁰
Personal Information

7
Match the letters in the pictures with the words.

1. Nationality ( ) 6. Last name ( )

29
2. Work address ( ) 7. Credit card number ( )
3. Email address ( ) 8. Birthday ( )

BLOCK I Personal profile

4. Mobile address ( ) 9. Home address ( )
5. First name ( ) 10. Post code at work ( )

8
Typical questions you need to ask about personal information.

Part A. Ask to a partner and answer the questions.

1. What’s your name?
What’s your first name? _____________________________________________________________
What’s your last name? _____________________________________________________________
2. What’s your date of birth? Or when were you born? _______________________________________
3. What’s your marital status? __________________________________________________________
4. How old are you? __________________________________________________________________
5. What’s your address? ______________________________________________________________
6. What´s your phone number? _________________________________________________________
Part B. Write a small text using your partner's information.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Countries and nationalities

9
Read the information about countries. Then match them with the boxes.

30 Hello. We are Aubrey and Hi. Our names are Hayami and
Alphonse. We are seventeen Isamu. We are fourteen years
INGLÉS I

years old. We are from ________. old. We live in a very beautiful

We are ________. The capital country. We are from ________.
city of ________ is Berlin. We We are ________. The capital
love our country. city of ________ is Tokyo.

Hi. Our names are Isabel and Hello. Our names are Denali and
Antolin. We are fifteen years Nayan. We are sixteen years
old. There are matadors in our old. We are from ________. We
country. We are from ______. are ________. The capital city of
We are ________. The capital ________ is New Delhi. We have
city of ________ is Madrid. got a big country.

Hello. We are Aily and Ludovic. Spanish Japanese Scotish

We are fifteen years old. We
are from ________. We are
________. The capital city of
________ is Edinburgh. We live in Indian German
a beautiful country.
10
Part A. Match the countries with the nationalities and capital cities.

Countries and Nationalities

Hungary
Italian Chinese English
France Egypt
Warsaw Egyptian Cairo
Greece Russia London Hungarian Paris
Poland Italy Athens Budapest Polish
China England Ankara Turkey Beijing
French Moscow Rome
Turkey
Russian Greek

COUNTRY CAPITAL NATIONALITY

_____________ _ _______________

BLOCK I Personal profile

Part B. Name which country the flags belong to.

1.________________________________________________________________________________
2.________________________________________________________________________________
3.________________________________________________________________________________
4.________________________________________________________________________________
5.________________________________________________________________________________
Part C. Listen and write. (Track 8)

CAPITAL COUNTRY NATIONALITY

Argentina
Australian
Brasilia
Canada
Chinese
Colombia
Egyptian
England
Paris
German
Rome
Japan
Mexican
Russia
Madrid
32

GRAMMAR
INGLÉS I

Verb TO BE affirmative, negative, and interrogative/ short answers

AFFIRMATIVE NEGATIVE

PERSONAL PERSONAL
VERB TO BE COMPLEMENT VERB TO BE COMPLEMENT
PRONOUN PRONOUN

I am a student. I am not a doctor.

He He
is not
She is Mexican. She American.
isn’t
It It
We We
are not
You are at COBACH. You at Cecytes.
aren’t
They They
INTERROGATIVE SHORT ANSWERS

PERSONAL PERSONAL
VERB TO BE COMPLEMENT YES / NO VERB TO BE
PRONOUN PRONOUN

am.
Am I a student? Yes, No, I
am not.

he he
is.
Is she at home? Yes, No, she
isn’t.
it it

We we are.
Are happy? Yes, No,
you they you they aren’t.

11
Read the information in the chart.

BLOCK I Personal profile

Mary-Kate and
Name Shakira Zac Efron
Ashley Olsen

Occupation singer actor actresses

Hometown Barranquilla, Colombia California, USA. California, USA.

Nationality Colombian American American

Birth date February 2nd, 1977 October 18th, 1987 June 13th, 1986

Marital
married single single
status
Complete the sentences with the correct Complete the following questions
affirmative and negative form
of the verb TO BE. using the verb TO BE.

1. Shakira’s birthday _______on February

7. _______Shakira from Venezuela? No, _______.
2nd. Her birthday _______ on May 24th.

2. Shakira from Mexico. She 8. _______Mary-Kate and Ashley American?

from Colombia. Yes,_______.

3. Zac Efron a producer. He

9. _______Zac Efronan actor?_______, _______.
an actor.

4. Zac Efron Colombian. He 10. _Shakira 37 years old?_,

American. _______.

5. Mary-Kate and Ashley_______single.

11. _______Zac Efron married?_______, _______.
They_______married.

6. Mary-Kate and Ashley_______28 years old. 12. _______Mary-Kate and Ashley from Texas?
They_______23 years old. _______.
34
INGLÉS I

Ordinal numbers

An ordinal number indicates position or order (e.g., first, second, third). This could include placement
in a race or competition, or it could simply be the day of the month (e.g., December 1st).
12
Write the months of the year in order, and find a student's birthday for each month. Use the questions
in activity 8.

ORDINAL
MONTH STUDENT´S NAME DATE AGE
NUMBER
1ST January Romina January 19th 2005 15

13 35

BLOCK I Personal profile

Choose 10 holidays from the picture to write its date and don`t forget to practice the ordinal numbers.
Example: Teacher´s Day: May 15th.

Holiday Date
Teacher's Day May 15th

Lyam wants to exercise in a Gym. Read the conversation and fill out the Daily Gym Pass.
Receptionist: Hi! Are you a member?
Lyam: No, I´m just here for a day.
Receptionist: Ok. So, What´s your first name, please?
Lyam: Lyam.
Receptionist: How do you spell it?
Lyam: L-Y-A-M.
Receptionist: What´s your last name?
Lyam: Suarez.
Receptionist: When is your birthday?
Lyam: It's on March 23rd.
Receptionist: What's your address?
Lyam: It´s 918 Magnolias Street. Tucson, AZ 68321.
36 Receptionist: What´s your phone number?
Lyam: It´s 641-645-0705.
INGLÉS I

Receptionist: And your e-mail address?

Lyam: Um…it's [email protected]
Receptionist: Ok. So it´s $15.00 for today. Here's your pass.
Lyam: Thanks.
15
What questions do you ask to get the following information?

Information Question Word Verb to be Subject ?

Name ?
Last name/surname ?
Age ?
Date of birth ?
Place of Birth ?
Email ?
Address ?

Closing Activity
37

BLOCK I Personal profile

Get together in teams of four and gather the information requiered in the Application Cards by
interviewing each one of your classmates.
INGLÉS I

38
Didactic Sequence 3
My family

Start up Activity

Part A. Read the conversation.

Loraine: Mom and dad, this is Dylan. He is in my English class.

Dad: Nice to meet you, Dylan. Where are you from?
Dylan: I´m from Belgic.
Mom: I´m happy to meet you. How many siblings do you have?
Dylan: I have only one sister, her name is Sheila.
Mom: We have a son, Milton and a daughter, Loraine.
Loraine: Is Milton home? 39

BLOCK I Personal profile

Dad: Your brother is at work; your sister-in-law is in the other room with your nieces.

Part B. Write a similar dialogue with two of your classmates using real information.

2
Look at the picture and write the names on the family tree below.

40
INGLÉS I

grandfather father brother son nephew uncle cousin brother-in-law father-in-law

grandmother mother sister daughter niece aunt cousin sister-in-law mother-in-law

3
Part A. Look at the tree and talk about Loraine´s family tree. Use the words from the vocabulary box.

Example:
Student A: Who is Anthony?
Student B: Anthony is Loraine´s husband.

Part B. Draw a family tree with the first names of your parents, brothers, and sisters. Show it to a
partner. Ask questions about your partner´s family tree.
Example:
Student A: Who's Elena?
Student B: Elena is my sister.

BLOCK I Personal profile

4
Look at Loraine´s family tree. Complete the sentences with the family members vocabulary.

1. I am Loraine.
4. John is my ______________________and
2. Milton is my ___________________and Carol is my _________________________
Nataly is my ______________________
5. Joseph is my _____________________and
3. Anthony is my _____________________
Jane is my __________________________

Possessive Forms

5
Part A. Look at Loraine´s family tree . Answer the questions.

Who is John's son?

Who is Natalie's husband?
42
Who is Joseph's father?
INGLÉS I

Who are Loraine's sons?

To express possession
Singular 's Martha's grandson
Plural ' My parents' children

Part B. Complete the sentence using ( 's or ').

1. I am my parents ____ daughter.
2. Roxana and Sergio are my father___parents.
3. Alejandra is Miriam ____ niece.
4. Emanuel is Martha ____grandson.

The possessive form is used with nouns referring to people, groups of people, countries, and animals.
It shows a relationship of belonging between one thing and another. To form the possessive, add
apostrophe + s to the noun. If the noun is plural, or already ends in s, just add an apostrophe after the
“s”.

For names ending in s, you can either add an apostrophe + s, or just an apostrophe. The first option is
more common. When pronouncing a possessive name, we add the sound /z/ to the end of the name.
Adjectives

6
Part A. Listen to your teacher and repeat.

He's tall. He's short. He's heavy. she's thin.

BLOCK I Personal profile

He's young. He's old. He's handsome. she's beautiful.

Her hair is long. Her hair is short. He's bald.

She has long hair. She has short hair.
Her hair is straight. Her hair is curly. Her hair is wavy.
She has straight hair. She has curly hair. She has wavy hair.

He has a beard. He has a moustache.

INGLÉS I

Verb to have
I have brown
eyes.
You have blue
He
She has
short curly black
It
hair.
We
You
have long straight brown
They

Verb to be
I am
tall.
You are
He short.
She is
It thin.
We
You are pretty.
They
Part B. Complete the following exercise with information about yourself.
1. I am tall/ short/ medium height.
2. I am thin/ heavy/ average weight.
3. I am young/ old/ middle aged.
4. My hair is ______________.
5. I have short/long/ medium-length hair.
6. My hair is straight/ wavy/ curly.

Part C. Describe the following information.

1. Describe the president of Mexico.
2. Describe a famous athlete.
3. Describe a movie actor or actress.

Possessive Adjectives

7
Complete the exercise by using the correct subject pronouns or possessive adjectives.

BLOCK I Personal profile

This is my little niece: This is my brother:

1. name is Denise. 1. _____name is Roberto.

2. __________is 16 years old, but____________ 2. _______________ is 17 years old.
birthday is next week. 3. _______________is in high school.
3. __________ eyes are green. 4. ______________ birthday is on March 23rd.
4. __________ hair is blond. 5. _______________is a baseball player.
5. __________ is in high school.

This is my brother Alfredo and his wife Adriana:

1. __________________ are married.

2. __________________ live in Sonora.
3. __________________ house is in Hermosillo.
4. __________________ have two Children.
5. ___________________names are Aldo and Adrian.
8
Write the name of a classmate who matches the description.
Then, complete the sentences. Make sure to use the correct possessive adjective.

46
INGLÉS I

Briana´s
1. ____________________ hair is blonde. 1. ___________________
Her hair is blonde.
Jorge´s
2. ____________________hair is wavy. His
2. ____________________hair is wavy.
3. ____________________hair is long. 3. ____________________hair is long.
4. ____________________eyes are big. 4. ____________________eyes are big.
5. ____________________hair is curly 5. ____________________hair is curly
6. ____________________hair is black. 6. ____________________hair is black.
7. ____________________eyes are green. 7. ____________________eyes are green.
8. ____________________hair is straight 8. ____________________hair is straight
9. ____________________hair is short. 9. ____________________hair is short.
9
Look at the pictures and write the correct possessive adjective.

1. Hey! Those are _______bikes!

2. That´s _______dog.
3. I love __________music!
4. Is that _________ spaceship?
5. It´s _______ birthday today!
6. HURRY UP! That´s _________train!

BLOCK I Personal profile

10
Professions and Occupations.
Part A. Read the occupations. Ask your partners or teacher about new words.

policeman secretary doctor teacher taxi driver firefighter

nurse mechanic pilot accountant journalist chef

Part B. Write the occupation and the correct indefinite article (a/an) under the pictures.

1. _________ 2. _ 3. 4. ______

48
INGLÉS I

5. _ 6. 7. 8.

9. ____ 10. 11. _ 12. ________

Indefinite Article

Indefinite article Words beginning with Example

A Consonant sound A teacher, a doctor

An Vowel sound An engineer, an actor

11
Listen and complete the following paragraphs. (Track 9)

This is my Elena. This is my ___Albert. These are Luisa and David my

_______________ last name is ______last name is Brown. He is ______________. __________
___________________. She is a an __________. He is ____ years last name is Ruiz.________ are
old. He is from __________. He is retired. They are from _______.
_____________________at the
a great person. My grandmother is __________
University of Sonora. She is from
years old and my grandfather is
Mexico. She´s Mexican. She is _________ years old.
__________years old.

12 49

Talk about a special member of your family. Use the texts in activity 11 as a model.

BLOCK I Personal profile

Construye -T Activity

2.- ¿Cómo se comporta mi atención?

Página: 56
Closing Activity

13
Part A. Read the following text and answer with True or False.

My name is Ruth. This is a picture of my family. I have a wonderful family,

we live in Austin, TX. Our last name is Jimenez. I am on the right. I am 45
years old. I have long blond hair. My eyes are green. I am from Toronto.
I am a doctor. This is my husband, Albert. He is 54 years old. Albert is
from Australia. He has straight black hair. He is tall and handsome. He's
an engineer. They are our children . Their names are Leah, Diahn, and
Rene. Leah is 21 years old, Diahn 20, and Rene 19 years old. They are
university students. I think Rene and Leah look like my husband and
Diahn looks like her mother. They are great! I love them.
We really enjoy the weekends when we are all together. We are a happy
family.

1. Ruth is Canadian.
2. Albert is an architect.
50
3. Leah is Ruth´s mother .
INGLÉS I

4. Ruth has brown hair.

5. Diahn is Rene´s sister.

Part B. Paste a picture of your family. Write about your picture.

Social Skills Oriented Approach

In teams, make a video where you present a conversation about 4 aspects in relation to the effects of
COVID-19 in your community (health, economy, family and personal).
(Don´t forget to include grammar and vocabulary from this block).

Evaluation Instruments
Rubric to evaluate Cross- Cutting Project
Name: ____________________________________________ Date: ________________ Group:_________
Needs
Category Excellent Good Fair Points
Improvement
More than 6
Duration 5-51/2 minutes 4-41/2 minutes 2 minutes
minutes
Elements of Video contains Video is poorly
Video contains 1
Organization / the video flow 2-3 “blooper” edited/choppy or
“blooper” in the
Cohesiveness cohesively into in the final contains several
final product.
each other. product. “bloopers”.
Members use Members use Members use 51
Members don't use
Grammar all grammar some grammar little grammar

BLOCK I Personal profile

grammar correctly.
correctly. correctly. correctly.
Between 75% Between 50%
All group Less than 50%of
and 99% of the and 74% of the
members the group
group members group members
Participation appear, speak members appear,
appear, speak appear, speak
and maintain speak and maintain
and maintain and maintain
eye contact. eye contact.
eye contact. eye contact.
Exceeds Meets Approaches Does not meet
Creativity
expectations. expectations. expectations. expectations.

Dialogue is
relevant to
the topic. Dialogue is
Dialogue is Dialogue is Transitions vague and/or
relevant to the relevant to the between inappropriate to
Dialogue topic. Voice topic. Voice speakers are the topic. Voice
is clear and is clear and choppy and is too soft to be
expressive. understandable. there are many heard and isn´t
unnecessary understandable.
pauses in the
speaking.

TOTAL
Self-Evaluation

I can… Excellent Good Regular

Spell words.
Introduce myself
and other people.
Say numbers.
Use the
verb "to be".
Ask and give
personal
information.
Describe my
family tree.

52 Co-Evaluation
INGLÉS I

Needs
Category Excellent Satisfactory Unsatisfactory Pts.
Improvement
Has perfect Has 1 or 2 unexcused Has 3 or 4 unexcused Has 4 or more
Attendance
attendance. absences. absences. unexcused absences.
and punctuality
Is never late. Is seldom late. Is sometimes late. Is usually late.
Frequently Often Rarely
Never
Participates Participates Participates
Participation Asks questions participates
Asks questions Asks questions
and Appears apathetic
Discussions Shows a lot of Shows a lot of Shows a lot of
towards class
interest in class interest in class interest
activities.
activities. activities. in class activities.
Frequently
Never distracts Rarely distracts Sometimes distracts
Distracting distracts other
other students or other students other students or
behavior students or the
the teacher. or the teacher. the teacher.
teacher.
Always turns in Usually turns in Sometimes turns in
Rarely turns in
Assignments. assignments. assignments.
Completion of Assignments are assignments.
assignments Assignments are Assignments are
Assignments show
always well-done usually clear, and sometimes well-
minimal effort.
and complete. complete. done.
Attitude toward Shows a great Shows interest in Shows little interest Shows no interest in
learning interest in learning. learning. in learning. learning.
TOTAL
CONSTRUYE T

1 ¿Qué obstáculos me
impiden lograr mis metas?

Actividad Construye T
INGLÉS I

54
Escribe ¿qué
te llevas de
esta lección?

Actividad Construye T
CONSTRUYE T

2 ¿Cómo se comporta mi atención?

56
INGLÉS I
Actividad Construye T
57
INGLÉS I

58
Escribe ¿qué te llevas de esta lección?

Actividad Construye T
BLOCK II

Daily Routines
Allotted Time: 15 hours

PURPOSE OF THE BLOCK

Explains daily activities of self and others through communication skills to promote healthy lifestyles.

KNOWLEDGE
• Vocabulary: Daily recreational, school and work activities, places, professions and occupations,
means of transport, frequent verbs for routines.
• Grammar: Present Simple (affirmative, negative, interrogative, short and complete answers,
affirmative and negative), rules for third person singular, use of auxiliaries "Do", "Does”, questions
with WH, frequency adverbs, time expressions, prepositions of place.

EXPECTED LEARNING
• Explains orally the daily activities of oneself and others, using the vocabulary, the properties
of fluency, pronunciation, intonation and mastery of the subject with a willingness to face the
consequences of different and prepositions when making decisions.
• Orders in a written way one's own and other people's daily activities, using the appropriate
grammar, coherence and spelling, recognizing diversity in context.
• Connects questions and answers in an oral and written way using the appropriate grammar,
relating with their peers in a collaborative way.

ABILITIES
• Identifies in an oral and written way activities that are performed on a daily basis. Recognizes the
corresponding grammatical structures for the description of daily activities.
• Predicts questions coherently and accurately.
• Distinguishes different texts presented in an aural way.

ATTITUDES
• Relates to their peers in a collaborative manner.
• Faces consequences and different positions before his or her decision making.
• Recognizes diversity in context by practicing tolerance.

COMPETENCIAS GENÉRICAS COMPETENCIAS DISCIPLINARES BÁSICAS

DE COMUNICACIÓN
• C.G 3.2 • C.G 8.1 • CDBC2 • CDBC10
• C.G 4.2 • C.G 10.3 • CDBC3 • CDBC11
• C.G 4.4 • CDBC4
BLOCK

II
Didactic Sequence 1
My daily activities
Start up Activity

My Daily Activites

Work with a group of classmates. Look at the pictures and ask each other: What actions are common in
your life?

62
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Development Activity

Part A. Write the following activities below the pictures from the next page.

Listen to music Have dinner Clean the house Brush my teeth Do the dishes

Make the bed Read a book Do the laundry Take a nap Comb my hair
Take a selfie Do homework Make call phones Have breakfast Practice karate
Work on the
Chat in the phone Get up Go shopping Go to work
computer
_____________ _____________ _____________ _____________ _____________

_______ _ _ _ _______

_______ _ _ _ _______ 63

BLOCK II Daily routines

_____________ _____________ _____________ _____________ _____________

Part B. Use the previous information and classify the actions in the correct category.

School activities House chores Leisure activities

2
Part A. Read the following conversation about Louise's routine.

John: How do you spend your day Louise?

Louise: Well, on weekdays I get up around 6:00 a.m. Then, I take a shower, have breakfast, and read the
newspaper.
John: What time do you go to work?
Louise: I go to work at 7:30 a.m. I start working at 8:00 a.m.
John: What time do you go home?
Louise: At 5:00 p.m.
John: Do you have lunch at work?
Louise: Yes, I have an hour for lunch.
John: Aren't you tired after so many hours at work?
Louise: Yes, but when I get home, I take a nap. After the nap, I have dinner, watch TV, and go to bed around
10:00 p.m.
John: Wow. You have a busy day!

Part B. Circle the sentences that express habits or routines in the present tense.

64
INGLÉS I

Part C. Listen how John spends his day and answer the questions. (Track 10)

1. What does he do?______________________________

2. What time does he get up?______________________
3. What does he do after work? ____________________

GRAMMAR
Simple Present Tense Affirmative Form
Subject Verb in simple form Complement
I
work in the morning.
you

We
You watch TV in the afternoon.
they

We use simple present tense in daily activities, habits, routines or general truth.
3
Complete the following sentences with the correct verb form from the box.

play (2) dance write watch have like clean eat study go

1. My siblings ____________the house on weekends.

2. I________________________________TV at night.
3. The girls _______________ shopping on Saturday.
4. We_______________________e-mails every day.
5. You __________________ Xbox with your friends.
6. I_____________English on Wednesday and Friday.
7. I _____________________________two brothers.
8. My brothers___________ basketball on weekends.
9. My parents _________________fish twice a week.

BLOCK II Daily routines

GRAMMAR
Simple Present Tense and Third Person Rules.

Affirmaitive Form in the Third Person

Subject Verb in Simple Present Form Complement
He
She studies English 3 times a week.
It
Verbs with he/she/it rules
Verbs with consonant + y ending, Verbs with s, sh, ch, x, z, o
In general add s:
we eliminate the y and add ies: ending we add –es
Work Works Study Studies Kiss Kisses
Play Plays Fly Flies Wash Washes
Eat Eats Spy Spies Watch Watches
Swim Swims Fix Fixes
Write Writes Blitz Blitzes
Go Goes

The verb have is an exception: has.

4
Write what they say using the correct third-person singular form.

They say You say

I cycle. He cycles.

I ski. She…

I do judo.

66
INGLÉS I

I do archery.

I do gymnastics.

I play golf.

I play basketball.

I play tennis.
5
Pronunciation: Third person singular.
Part A. Listen and repeat. (Track 11)

/s/ /z/ /iz/

Visit - visits Clean - cleans Wash - washes
Eat - eats Do - does Finish - finishes
Take - takes Play - plays Brush - brushes

Part B. Choose the correct pronunciation of the third person singular. (Track 12)

2. Pronounce /z/ after

1. Pronounce /s/ after
final 3. Pronounce /iz/ after final
final
sounds sounds
sounds:
b, d, g, l, m, n, s, ch, sh
f, k, p, t,
v a, e, i , o, u

67
Examples

BLOCK II Daily routines

look looks (t) do does (z) wash washes (Iz)

①/s/ ②/z/ ③/iz/ ①/s/ ②/z/ ③/iz/

1 ① ② ③ go -goes 6 ① ② ③ start-starts

2 ① ② ③ love-loves 7 ① ② ③ watch-watches

3 ① ② ③ listen-listens 8 ① ② ③ cry-cries

4 ① ② ③ take-takes 9 ① ② ③ chat-chats

5 ① ② ③ finish-finishes 10 ① ② ③ practice-practices
6
Part A. Read the text and underline the sentences that express habits or routines in the present tense.

My mom is the best of the world, she gets up at 4:30 AM every day. She takes a shower. She prepares
breakfast for everybody. She takes my brother and me to school and she goes to work. She exercises at
night. She comes home and talks to us to check if we have our homework ready!
My dad wakes up at 4:30 AM too; he works at the gym and prepares our lunch for school in the morning.
He works from 7:00 AM to 4:00 PM. After work, he takes my brother to his baseball training.
My dad and my mom are unique, I admire them.

Part B. Write the sentences you underlined in the previous exercise.

MY MOM MY DAD
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
68 _________________________________________ _________________________________________
_________________________________________ _________________________________________
INGLÉS I

Time Expressions

Time Expressions
In On At Every
In the morning On Saturday At six o´clock Every week
In the afternoon On weekends At midnight Every Thursday
In the evening On weeknights At night Every day
In December On weekdays Every month
In summer On January 18th Every night
In 1995 Every morning
7
Complete these sentences with time expressions.

1. I get up _sixthe morning__weekdays.

2. Kenia goes to bed_________midnight _______ weeknights.
3. Kuno starts work______ 11:30______night.
4. Sandy goes to work _______day.
5. I have lunch________three ________the afternoon ___________Fridays.
6. I stay up________ 1:00 A. M. ___________weekends.
7. Ramses has a little snack ______9:00________the evening.
8. I sleep _______noon _______Sundays.
9. Carol runs in the park _________morning.

The Time
69

BLOCK II Daily routines

8
Look at the clock then write the time.

What time is it?

It´s a quarter past five.

70
INGLÉS I
9
Complete the paragraph with the words in the chart.

Alarm Do
Arrive Breakfast Dinner Evening Late Weekend
Clock exercise
Get
Fall asleep Get up Go to Bed Go Home Watch TV Take the bus
Dressed
Some of my friends think I have a boring routine, but I like it. I usually (1) ____________ at about 6:00 or
6:30 in the morning after my (2) _______________wakes me up. First I brush my teeth and get washed.
Then, I (3)______and go downstairs to have (4) _______________with my family. I always have coffee,
eggs, and toast. I (5) _________ to work because I don't like to drive, and I always (6) ____________at my
office before 8:00. I’m never (7) ________for work. Five o´clock is my favorite time of the day because I
finish work and then I (8) ____________and see my family again. We eat a big (9) ____________at about
6:00, and after that we (10) __________, we enjoy watching our favorite shows together. Two or three
times a week, I (11) ________ in the (12) ______________ because it's important to stay healthy. Finally,
at about 9:30, I (13) _______________, read for a while, and then (14) __________________. Maybe my
71
daily routine is really a little boring…but on the (15) ______________ and holidays I love to fly airplanes!

BLOCK II Daily routines

10
What time do you usually do these activities each day?

4:30 a.m. Get up

Eat breakfast
Go to school
Eat lunch
Finish School
Get home
Have dinner
Go to bed
Closing Activity

11
Part A. Complete the daily planner. What do you (and your family) usually do at different times?

72
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Part B. Write a text about you (and your family) using the daily planner information.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Didactic Sequence 2
My saturday schedule
Start up Activity

Listen and check the activities that Jorge does on weekends. (Track 13)

• Visit grandma ____

• Eat in a restaurant ____
• Clean the apartment ____
• Go to the movies ____
• Do exercise ____
• Do the laundry ____ 73
• Get up late ____

BLOCK II Daily routines

Development Activity

1
Write five more activities that people usually do on Saturdays.

1.- __________________________________________________________________________________
2.- __________________________________________________________________________________
3.- __________________________________________________________________________________
4.- __________________________________________________________________________________
5.- __________________________________________________________________________________
2
Part A. Look at the table and write sentences using affirmative and negative sentences.

Do the Play Clean the Listen to

Watch TV Cook Dance
dishes videogames house music
Damaris P P O O O P O
Sheila O O O P P O P
Albert O P P O P P O

1. Damaris washes the dishes but she doesn't clean the house.
2. __________________________________________________________________________________
3. __________________________________________________________________________________
4. __________________________________________________________________________________
5. __________________________________________________________________________________
6. __________________________________________________________________________________

74 Part B. Write negative sentences. Use the words from the box.
INGLÉS I

French chemistry meat in Norway your address on Sundays

1. Mary/ like Mary doesn't like meat.

2. My car/use
3. Tom/speak
4. Bananas/grow
5. Mrs Green/teach
6. I/ remember
7. We/work
GRAMMAR
Simple Present Tense Negative Form

Simple Present Tense Negative Form

I eat breakfast. I don´t eat lunch.
You have coffee. You don´t have tea.
He listens rock music. He doesn't listen classical music.
She watches TV. She doesn´t watch videos.
It plays with the ball. It doesn´t play with the bone.
We get up late. We don´t get up early.
You study English. You don´t study French.
They work in a factory. They don´t work in a school.
don´t = do not doesn´t = does not

Don´t and doesn´t are more common than do not and does not.

3
75
Complete the sentences using a time expression.

BLOCK II Daily routines

1. I don´t go to school on Saturdays.
2. I don´t get up early
3. I don´t sleep late
4. I don´t go to the grocery store
5. I don't drink coffee or tea
6. I don´t go to bed late

4
Compare your sentences with a partner. Then, write about your partner´s habits.

6
76
Read the following conversation.
INGLÉS I

Lucy: Mark, what do you do on Saturdays?

Mark: Well, I don’t get up early. I get at about 11:00. Then, I watch TV
and have lunch. In the afternoon, I play soccer with my friends.
Later, I chat on the computer for one or two hours. At night, I go
out with friends.

Lucy: That’s fun!

Mark: What about you?

Lucy: On Saturdays, I get up at 8:00 and have breakfast. After that, I

help my mom to clean the house and cook. In the afternoon, I do the
homework or read a book. At night, I don't go out with my friends, I
stay home and watch TV.

Mark: That’s boring! Would you like to go out with me?

Construye -T Activity

3.- Atención y bienestar.

Página: 101

Closing Activity

7
Make a list of the activities you do and don´t do on Saturdays. Then, talk about it with your partner.
Use the previous conversation as a model.

BLOCK II Daily routines

Didactic Sequence 3
What do they do?
Start up Activity

Write their jobs on the line.

Doctor Teacher Hairdresser Pilot Dentist Mechanic
Policeman Nurse Farmer Waiter Chef

I'm a farmer.

78 I'm a
INGLÉS I

I'm a

A profession is a vocation requiring knowledge or some department of learning or science.

An occupation is a person's usual or principal work or business, as a means of earning a living.
Development Activity

1
Listen to the conversation. What do they do? Write their occupations on the line. (Track 14)

1. Jessica is a/an__ 3. Ofelia is a/an

2. Fernando is a/an 4. Ana is a/an__

2
Write on the line the correct profession or occupation.

1. A __________ works in a hospital and a__________helps him/her to take care of the patients.
2. A_______________flies planes and helicopters too.
79
3. A_____________ takes care of your teeth.

BLOCK II Daily routines

4. A ___________ prepares delicious food in restaurants and the ________ brings it to your table.
5. A_______________fixes cars when they broke down.
6. A________________ cuts your hair when it grows.
7. A _____________ helps you learn new things every day.

3
Circle the correct option.

1. They sentence you in court, when you break the law. judges / doctors
2. You watch them in uniforms, protecting you from criminals. postman / policemen
3. They can save your life in swimming pools and in the ocean. pilots / lifeguards
4. They defend people's rights in front of the judge. teachers / lawyers
5. They can become any person they want in plays and movies they act. actors / waiters
6. Their only weapon to fight fire is water. firefighters / astronauts
4
Part A. Read the text.

If you are rich and don't want to do housework, you may employ a housemaid to do your flat and do the
cooking, the gardener takes care of your garden, if you have it. And if you have little children, you may
employ a baby sitter.

At a restaurant the waiter takes your order. The chef cooks the food for you, and then the waiter brings
it to you.

A hairdresser cuts your hair, and you always look better with a fashionable haircut.

A journalist writes texts for newspapers and magazines for you to read them.

At school a teacher meets children and gives lesson to them.

All of these jobs make your life easier and more pleasant, and help you not to do extra work. All of these
people work in a social sphere, so they need to be friendly and polite even when they are very tired.

But some professions are very dangerous such as being a firefighter; they protect people from fire and
often die at work.
80
A policeman defends and protects people. They can arrest and detain individuals who are accused of
breaking the law; it's dangerous if they treat with bad people.
INGLÉS I

A doctor treats people. The medical professions are dangerous because they deal with a lot of ill people.

Part B. Answer the following questions.

1. Does a waiter cook for a customer? ____________________________________________________

2. Does a journalist write for magazines?__________________________________________________
3. Does a teacher work in a hospital?_____________________________________________________
4. Do firefighters and policemen protect people?___________________________________________
5. Do doctors treat ill people?___________________________________________________________
GRAMMAR
Interrogative Form with Short Answers
YES/NO QUESTIONS SHORT ANSWER
I work on Sundays? AFFIRMATIVE NEGATIVE
Do
you teach Math? Yes, you No, you
do. don´t.
he work on TV? Yes, I No, I
Does she wash the dishes? Yes, he No, he
it work ? Yes, she does. No, she doesn´t.
we study English? Yes, it No, it
Do you cook every day? Yes, we No, we
they sing in the choir? Yes, you do. No, you don´t.
Yes, they No, they

5
Interview some classmates, if one classmate answers yes, then write the name in the box.

Find someone who... Name

Do you practice any sport?
Do your friends study at Cobach?
81
Do you and your family go out together?

BLOCK II Daily routines

Does your mom cook on Sundays ?
Does your father work on Saturdays?
Does your pet play with you?

6
Part A. Listen to the following conversation. (Track 15)

Andrea: Where do you work, Demi?

Demi: I work for Smith and Sons.
Andrea: Really? What do you do?
Demi: I am an accountant. I keep record of the company finances.
Andrea: Do you have a lot of work?
Demi: Yes. I have a lot of work. What about you, Andrea?
Andrea: I am a singer.
Demi: Where do you work?
Andrea: I work in a night club.
Demi: That sounds fun!
Andrea: Yes, it is really fun!
Part B. Answer the following questions.

1. What does Andrea do? ______________________________________________________________

2. Where does she work? ______________________________________________________________
3. What does Demi do? ________________________________________________________________
4. What activities does she do every day? ___________________________________________ _ _____
5. Does Andrea like her job? ____________________________________________________________

Closing Activity

Make a list of information about professions and occupations like work activities, work places, etc.
Create cards with the picture of them, choose one and don't show it to anyone, the other students have
to guess what's your occupation, using yes/no questions with the definitions.

82 Example: Do you cut hair? Yes, I do. / No, I don´t.

INGLÉS I

Do you work in a garage? Yes, I do. /No, I don´t.

Didactic Sequence 4
I Travel by
Start up Activity

Match the words with the pictures.

9. Hot air
1. Train 2. Car 3. Ship 4. Fire engine 5. Taxi 6. Bicycle 7. Tricycle 8. Jet ski 10. Van
balloon
13. Sail 14. 15. 16. Speed 17. Police 19. 20.
11. Bus 12. Truck 18. Jeep
boat Ambulance Plane boat car Motorcycle Helicopter

_______ _ _ _ _______ 83

BLOCK II Daily routines

_____________ _____________ _____________ _____________ _____________

_______ _ _ _ _______

Development Activity

1
Part A. Complete the table grouping the means of transportation according to the place:

Land transportation Water transportation Air transportation

Part B. Circle the odd one out.

84 1. car, bus, plane, bicycle
2. plane, ship, helicopter, hot air balloon
INGLÉS I

3. parachute, ship, speed boat, jet ski

4. truck, taxi, train, van
5. police car, fire engine, ambulance, car

2
Use the adjective to describe the means of transportation, you can write more than one.

fast slow expensive cheap tiring comfortable convenient enjoyable boring

3
Listen to the conversation. How do they go to school? (Track 16)

Santiago goes to school by _______________________________________________________________

Jessica goes to school on ________________________________________________________________
Jose goes to school by___________________________________________________________________

4
Interview classmates on how they come to school. Then, use the results to make a list and a graphic.

Example: A: How do you come to school?

B: I come to school by bus.

Students´ list

Juan----bus
85

BLOCK II Daily routines

Graphic (How the students come to school)
Places and prepositions

5
Match the name of the places with the pictures. Write the number on the line.

86
INGLÉS I
6
Look at the map in activity 5. Write True or False to the following statements.
1. The bus station is behind the restaurant____________.
2. The town hall is next to the barber shop.___________.
3. The post office is on the corner____________.
4. The police station is between the bank and the museum____________.

Prepositions of place
On In At Next to Behind Opposite In front of Between

7
Look at the map (activity 5) and write the correct prepositon of place.
1. The gym is _________the post office and the cinema.
2. The hotel is __________the church.
3. The barber shop is__________the gym. 87

BLOCK II Daily routines

4. The coffee shop is _________the corner.
5. The bus station is ___________ the school.

8
Listen and complete the dialogue. (Track 17)
George: Hi, Susie. Do you want to go to tonight?

Oh, George, I’m sorry. I’m afraid I can’t go because I have to _____________________
Susie:
George: Oh, that’s too bad. How about going ?

Susie: Oh, that’s a great idea! What time do you want to go?

George: The movie starts at . Is that OK with you?

Susie: Sure! How can we get there?

George: We can get there by bus.

Susie: OK. See you tomorrow.

George: Ok. See you tomorrow.

Closing Activity

Write down a similar dialogue. Ask to a partner about places in his/her city/town. Act it out in class.

A: Where is the police station?

B: It's next to the bank.
A: How can you get there?
B: You can get there on foot.

My city/ town
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
88 ____________________________________________________________________________
____________________________________________________________________________
INGLÉS I

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Didactic Sequence 5
How Often Do You...?
Start up Activity

Write below each picture the correct activity from the box.

Do Listen to
Ride a bike Cook Play chess Skate Climb Camp
gymnastics music
Go Play the Read a Play
Watch TV Play Tennis Dance Swim
Shopping piano book Football

BLOCK II Daily routines

Development Activity

1
Find someone who…
Interview 5 classmates about his/her leisure activities. If the students answer yes, write the name
in the box.

• Do you like to read in your free time? Yes, I do. / No, I don´t.
• Where do you like to read? In the library.

Additional information
Leisure activity Classmate's name When…? Who…? Where…?
How…? Why…? What…?

90
INGLÉS I

2
Listen and read the dialogue. (Track 18)

Antonio: What do you usually do on weekends?

Maggie: On Saturday mornings, I usually stay home and read a book, but in the evening I go out with
friends. On Sundays, I usually visit my family and we have lunch together. What about you?
Antonio: I usually get up late. I sometimes clean my room. I always watch movies at home or play
soccer at the park.
Maggie: I love soccer. How often do you play? Are you in a team?
Antonio: I am in the school team, so I always practice soccer from Monday to Friday. I sometimes play
on weekends, just for fun.
Maggie: That sounds great!
Vocabulary Adverbs

ADVERBS OF FRECUENCY

How often...?

Adverbs of Frequency are a kind of adverbs which indicates us how often we do something. E.g. I 91
always visit you.

BLOCK II Daily routines

3
Answer the questions. Use adverbs of frequency.

1) How often do you go to school? I always go to school.

2) How often do you play basketball?

3) How often do you listen to music?

4) How often do you study English?

5) How often do you go to the beach?

6) How often do you take a nap?

7) How often do you have exams?

8) How often do you help your mother cook?

GRAMMAR
VERB TO BE
VERB FREQUENCY
SUBJECT COMPLEMENT
TO BE ADVERB
I am always
You are hungry.
He is usually
outside.
She is often
at the beach.
It is sometimes
We are happy.
rarely
You are sad.
They are never

REST OF THE VERBS

FREQUENCY
SUBJECT VERB COMPLEMENT
ADVERB
I always
play
You baseball.
92 usually
He
INGLÉS I

She often reads

Health books.
It
sometimes
We
rarely
You listen
They never to the radio.

We usually use Present Simple and verb to be with adverbs of frequency. To put them in that sentences
we must follow this structure:
SUBJECT + ADVERB + VERB (Present Simple)
SUBJECT + BE + ADVERB (To Be)

We use frequency expressions to say the number of times we do something.

• Every day • Once----------------a day
• Every morning • Twice--------------- a week
• Every week • Three times ------- a month
• Every month • Many times-------- a year
• Every year
4
Part A. Read and write sentences.
How do they go to school?

always usually often sometimes never

Peter

Sandra

Chris

93
Victoria

BLOCK II Daily routines

Example: Peter always goes to school by car. He never goes to school by bike.

1) HE/ VISIT / OFTEN/ YOU

____________________________________________________________________________________

2) WE/ BE/ SOMETIMES/ ANGRY

____________________________________________________________________________________

3) THEY/ BE/ ALWAYS/ LATE

____________________________________________________________________________________

4) PAUL/ BE/ NEVER/ SAD

____________________________________________________________________________________

5) MY SON/ STUDY/ NEVER

____________________________________________________________________________________

6) WEATHER/ ALWAYS/ BE BAD

____________________________________________________________________________________

7) YOU/ BE NOT/ SAD/ ALWAYS

____________________________________________________________________________________

94 Part C. Rewrite the following sentences by adding the adverbs given in parenthesis.
INGLÉS I

1. He listens to the radio. (often)

____________________________________________________________________________________
2. They read a book. (sometimes)
____________________________________________________________________________________
3. Pete gets angry. (never)
____________________________________________________________________________________
4. Tom is very friendly. (usually)
____________________________________________________________________________________
5. I put some sugar in my coffee. (sometimes)
____________________________________________________________________________________
6. Ramon and Frank are hungry. (often)
____________________________________________________________________________________
7. My grandmother goes for a walk in the evening. (always)
____________________________________________________________________________________
8. Walter helps his father in the kitchen. (usually)
____________________________________________________________________________________
9. They watch TV in the afternoon. (never)
____________________________________________________________________________________
10. Christine smokes. (never)
____________________________________________________________________________________
5
What do you and your friends do in your free time?
Interview two of your classmates.
How often do you…?

Name always usually often sometimes never

Chats in the Plays

David Rides a bicycle Reads books Plays the guitar
phone videogames

Me Watch videos

6 95

BLOCK II Daily routines

Write on the lines the WH- Question Word that best fits.

What When Who Where Why

1. ____________ are you going?

2. ____________ is your best friend?

3. ____________ time do you get up?

4. ____________ is your birthday?

5. ____________ are you sad?

6. ____________ do you live?

7. ____________ is your favorite food?

WH-QUESTION WORDS

Use
What
to ask about
Use things Use
Who
When
to ask about a
to ask about
person or
time
people
WH-Question
Words
Use Use
Where How
to ask about to ask about
places Use manners
Why
to ask about
reasons

96
7
INGLÉS I

Fill in the blanks with WH-question words and match them with their answers.

What Where When Why Who How

1. _______________ is that boy? ( ) My foot hurts.

2. ________________are the Browns now? ( ) Dancing.

3. ________________do you have English lessons? ( ) Because it’s nice and peaceful.
4. ________________is your mother, John? ( ) That’s Bob, my English friend.
5. ________________is your favorite hobby? ( ) On Monday and Friday.
6. _______________do the Smiths like Hawaii?
( ) She is fine, thanks.
7. _______________´s the matter Ally?
( ) They are in Australia.
Closing Activity

8
Work in pairs or groups and interview each other. Cut the cards from the book or make a copy.

FOOD FRIENDS
What is your favorite dish? Who is your best friend?
Why do you like it? How often do you see him/her?
When do you eat it? Where does he/she live?
How often do you cook it? How does he/she help you?

BIRTHDAY
HOBBY
When is your birthday?
How do you celebrate it? What are your hobbies?
What birthday gift do you like? Why do you like them?
How many friends do you When do you do them?
usually invite?
97

BLOCK II Daily routines

SEASON
SCHOOL
Which season do you like the most?
What is your favorite subject?
Why do you like it?
Why do you like it?
What do you do in this season?
How often do you study it?
Where do you spend it?

HOLIDAYS MUSIC
What is your favorite holiday? What is your favorite music?
Why do you like it? Why do you like it?
What do you eat and drink on this day? When do you listen to it?
Where do you spend it? Who is your favorite singer?
Construye -T Activity

4.- Neuroplasticidad.
Página: 104

Crosscutting Project

Health Approach
Do we divide our time well?

Analyze and think about the activities you do from Monday to Friday and the time you dedicate to each of
them. Is it appropiate?

As a guide, look at this distribution: Sleep (8 hours), study and go to class (8 hours), free time (8 hours).

Additional comment
98
During the 8 hours of free time you can do many things: educational, cultural, sport or sedentary activities.
INGLÉS I

The important thing is that they are varied. If possible, dedicate those 8 hours to different activities; don't
settle for sitting in front of a screen, for example.

Create a Power Point Presentation about activities you do or can do in your free time and explain how
it relates to your health. Don't forget to include frequency adverbs.
Evaluation Instruments

Rubric to evaluate Cross- Cutting Project.

Needs
Excellent Satisfactory Unsatisfactory Total
Improvement
Presentation had 6 Presentation had 2
Power point slides or more with Presentation had Presentation has 2-3 or fewer slides and
visual excellent visible 4-5 slides. slides. lacked good visual
graphics/animation. appearance.
100% of required
Less than 40% of
content present. 70-90% of required 40-60% of required
Content required content
Including a detailed content present. content present.
present.
works cited page.
The work has one-
The text has five
The work has no three grammar The work has four
or more grammar
grammar mistakes in mistakes in grammar mistakes in
mistakes in the
Grammar the use of the simple the use of the the use of the simple
use of the simple
present and adverbs simple present present and adverbs
present and adverbs
of frequency. and adverbs of of frequency.
of frequency.
frequency.

Students read
Students used his/ Students used
Students read directly from his/ 99
her notes effectively his/her notes
Oral directly from his/ her note and
and look at the effectively and look
presentation her notes in his/her lacked oral skills.

BLOCK II Daily routines

audience five times at the audience
hand. Appearance is
or more. three or five times.
lacking.

All group members Two or three One member did

Members mostly
participated equally members did all the all the research/
Team work participated
in research and research/presenting presenting for the
equally.
presentation. for the group. group.

Self-Evaluation

I can... Excellent Good Regular

describe daily routines.
use the simple present tense
in its affirmative, negative, and
interrogative form.
ask and tell the time.
talk about working activities.
talk about the places and means of
transportation.
use frequency adverbs.
get information using WH-words.
Co-Evaluation

Category Excellent Satisfactory Needs Unsatisfactory Pts.

Improvement
Has 1 or 2 Has 3 or 4 Has 4 or more
Attendance Has perfect
unexcused unexcused unexcused
and attendance.
absences. absences. absences.
punctuality Is never late.
Is seldom late. Is sometimes late. Is usually late.
Frequently Often Rarely
Never
Participates Participates Participates
Participation participates
Asks questions Asks questions Asks questions
and Appears apathetic
Discussions Shows a lot of Shows a lot of Shows a lot of
towards class
interest in class interest in class interest
activities.
activities. activities. in class activities.
Sometimes Frequently
Never distracts Rarely distracts
Distracting distracts distracts other
behavior other students or other students
other students or students or the
the teacher. or the teacher.
the teacher. teacher.

Always turns in Usually turns in Sometimes turns

Rarely turns in
Completion Assignments. assignments. in assignments.
100 assignments.
of Assignments are Assignments Assignments are
assignments Assignments show
always well-done are usually clear, sometimes
INGLÉS I

minimal effort.
and complete. and complete. welldone.

Attitude Shows a great Shows little

Shows interest in Shows no interest
toward interest in interest in
learning. in learning.
learning learning. learning.
TOTAL
CONSTRUYE T

3 Atención y bienestar

101

Actividad Construye T
102
INGLÉS I

Escribe ¿qué
te llevas de
esta lección?
Actividad Construye T
103
CONSTRUYE T

4 Neuroplasticidad

104
INGLÉS I

.
Actividad Construye T
105
INGLÉS I

106
Escribe ¿qué
te llevas de
esta lección?

107

Actividad Construye T
BLOCK III

Here and now

Allotted Time: 15 hours

PURPOSE OF THE BLOCK

Students will be able to express activities at the speaking moment and using communicative skills,
identifying situations that allow them to develop social awareness.

KNOWLEDGE
• Vocabulary: Sports and school activities, hobbies, environmental awareness, action and stative
verbs.
• Grammar: Present Progressive, interrogative, affirmative and negative form, ING spelling rules for
verbs, WH questions, time expressions.

EXPECTED LEARNING
• Students are able to express in an oral way activities that are happening at the speaking moment,
using vocabulary, fluency properties, pronunciation, intonation and mastering the previous
learnings. Showing respect and tolerance to others.
• Students develop in a written way sentences in present progressive to indicate activities that
are happening at the speaking moment, taking in consideration the correct grammar, coherence
and spelling. Students will also show repect to social environments and all the situations that
surround them.
• Students will be able to create questions and answers in an oral and written way using present
progressive in order to use it in a correct way to talk about situations that are happening at the
speaking moment. Students will be able to use in a correct way the grammar, intonation and
proper pronunciation promoting active listening and participation.

ABILITIES
• Students can recognize in an oral and written way activities that are happening at the speaking
moment.
• Students identify the present progressive grammar structures.
• Students are able to contrast the differences between simple present and present progressive.
• Students can distinguish the differences between open and close questions. They also can distinguish
between short and long answers in present progressive.
• Students are able to associate time expressions with activities at the speaking moment.

ATTITUDES
• Students respect and tolerate people.
• Active participation and listening.
• Students show social awareness concerning to the surrouding world.

COMPETENCIAS GENÉRICAS COMPETENCIAS DISCIPLINARES BÁSICAS

DE COMUNICACIÓN
• C.G 4.2 • C.G 10.3 • CDBC4
• C.G 4.4 • C.G 11.1 • CDBC10
• C.G 8.1 • CDBC11
BLOCK

III
Didactic Sequence 1
What are you doing?
Start up Activity

Part A. Match the pictures with the school activities. Write the letter in the box.

A) Do homework C) Participate in class E) Bring your supplies

B) Work in pairs D) Write on the board F) Work on a project

110
INGLÉS I

Part B. Now, describe what the students are doing on the previous exercise. Use "is" or "are" and the
verb with –ing form.
Example:
She is doing her homework.
a) ___________________________________________________________________________________
b) ___________________________________________________________________________________
c) ___________________________________________________________________________________
d) ___________________________________________________________________________________
e) ___________________________________________________________________________________
f) ___________________________________________________________________________________
Development Activity

1
What are they doing?
Look at the following picture and match the parts of the sentences.

111

BLOCK III Here and now

1. A giraffe is poking his head ( ) over a block of ice.
2. He is cooking sausages ( ) at the picnic table.
3. The boy is sleeping ( ) inside the van.
4. A bear is sitting ( ) but there is no ice.
5. A girl is skiing ( ) riding his one-wheel bike.
6. The lady is putting suntan lotion on ( ) out of the van.
7. The owl in the tree is ( ) skateboarding.
8. The man with a hat is skating ( ) on the top of the tent.
9. The fish are swimming ( ) but it´s night time.
10. The chipmunk is ( ) but there is no snow.
11. The clown is playing his trumpet and ( ) checking his phone.
GRAMMAR
PRESENT PROGRESSIVE
The present progressive describes actions happening at the moment of speaking.

AFFIRMATIVE SENTENCES

Auxiliary
Subject Verb + ing Complement Time expression
Verb to be

I am doing my homework

You are working in pairs now.

He is playing the piano

112 She is writing a letter

INGLÉS I

It is barking outside the house right now.

We are studying for the Math exam

You are eating pizza

at this moment.

They are watching a movie

Note:
We use the form of the verb Present Participle (-ing) for the Present progressive tense.
GRAMMAR
SPELLING RULES / PRESENT PARTICIPLE

1 Verbs ending Drop the –e 3

Add -ing to in –e and add -ing
write writing Verbs ending Change the ie
most verbs: in –ie to “y”
work working take taking
and add -ing
sleep sleeping die dying
tie tying

4
Verbs ending Drop the –e 113
in –e and add -ing 5

BLOCK III Here and now

write writing
take taking

Verbs ending Double the last

consonant+vowel+consonant consonant and
with stress on the final syllable add -ing
run running
begin beginning

DO NOT double the final consonant when the verb ends in W, X or Y.

Examples: fix-fixing
enjoy-enjoying
snow-snowing
2
According to the rules, change verbs with the -ing form.
Then match some of the verbs with their pictures. Write the number in the circle.

1. Make

2. Hit

3. Watch

4. Lie

5. Plan

6. Write

7. Play

8. Swim

9. Ride
114
10. Speak
INGLÉS I

11. Jog

12. Love

13. Shop

14. Do

15. Omit
16. Drive
17. Wash

18. Clean

19. Sit

20. Tie
3

Part A. Listen and read the following conversations.

Conversation 1 (Track 19)

Man: Where is Mary?
Woman: Mary is cooking in the kitchen. She is chopping up
some vegetables because she is making a vegetable soup.
Man: How is she making it?
Woman: She is reading a recipe and following the instructions
inside. She is enjoying herself.

Conversation 2 (Track 20)

Man: What is Bob doing?
Woman: Bob is working on his car. He is giving it a tune up.
He is changing the oil and checking all the parts of the cars.
Man: But, he is not working. He is just standing there!
Woman: He is taking his time because he wants to do the
job right. He is listening to the radio as he works.

Part B. Practice the conversations with a partner. 115

Part C. Underline the sentences in Present Progressive.

BLOCK III Here and now

Part D. Write the sentences you underlined in the previous exercise. Then share with the rest of the
group.
Conversation 1

Conversation 2
4
Part A. Complete the following sentences using the Present Progressive Tense and the correct verb from
the box.

Listen Have Watch Cry Write Drive

Walk Read Ring Eat Teach Leave
1. Sharon _____is______ _____listening_____ to music now.
2. Pamela ___________ ___________ a WhatsApp message to her sister.
3. Mr. Ruiz ___________ ___________ his taxi.
4. Two elephants ___________ ___________ in the forest.
5. Steve and Nadia ___________ ___________ a book in the living room.
6. Today, Tom ___________ ___________ English at that high school.
7. The plane ___________ ___________ the airport now.
8. The boy ___________ ___________ because he hurt his knee.
9. The telephone ___________ ___________ right now.
10. I___________ ___________ my dance lesson at this moment.
11. They___________ ___________ in the restaurant on the corner.
116 12. He___________ ___________ his favorite television program.
INGLÉS I

Part B. Match the sentences from Part A with the pictures below. Write the number on the lines given.

Visit the following website for more practice.

http://www.english-room.com/grammar/presentcontinuous_1.htm
5
Read the clues and fill in the missing words.
What are you doing?

ACROSS
1. I´m _watching_____ the TV.

4. I´m ______________ a ball in the park.

6. I´m ______________ my cat a bath.

7. I´m late! I´m ______________
to my next class.

10. I´m ______________ at a bus stop.

11. I´m ______________ my breakfast.

13. I´m ______________ to a

movie theater.

14. I´m ______________ at a golf course.

DOWN 117
1. I´m ______________ to school.

BLOCK III Here and now

2. I´m ______________ dinner in the
kitchen.
3. I´m ______________ my teeth.
5. I´m ______________ at my friend´s party.
7. I´m ______________ an interesting book.
8. I´m ______________ flowers in the
garden.
9. I´m ______________ my homework.
10. I´m ______________ the floor with a
broom.
12. I´m ______________ “Happy Birthday"
to my classmate.
eat golf brush stand kick plant
walk do watch cook sweep run
dance give go study sing read

It is very important to keep practicing! Visit the following website.

https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Present_continuous/Present_
continuous_affirmative_vn177083jm
6
Mark is on vacation and he called a friend and he is telling him about it. Listen to the cell phone
conversation and answer the following questions. (Track 21)

1. Where is Mark? ____________________________________________________________________

2. What is he doing? ___________________________________________________________________
3. Who is with Mark? __________________________________________________________________

Closing Activity

7
Look at the picture and describe what these people are doing.

118
INGLÉS I

1. Dimitri is talking on the phone. ________________________________________________________

2. Adela ___________________________________________________________________________ .
3. Adam and Suzzane _________________________________________________________________.
4. Will _____________________________________________________________________________.
5. Kevin ___________________________________________________________________________ .
6. Ann _____________________________________________________________________________.
7. Mr. Cardoso and Ms. Kean ___________________________________________________________.
8. Paul _____________________________________________________________________________.
9. Sarah ____________________________________________________________________________.
Didactic Sequence 2
Hobbies and Actions
Start up Activity

Find and circle the hobbies in the word search and number the pictures on the lines given.

_____ _ _ _ _ _ _ _____

p x e b u c y h w a l s v j b t u b o u 1. fishing
y b p l a y i n g t h e g u i t a r z c
2. painting 119
i k r i d i n g a h o r s e y l k i h u
j x j n l p j o z f k c c y c l i n g l 3. riding a horse

BLOCK III Here and now

x k o y o o w b a o d i r p c x n f e w
r f p o f i s h i n g u s y r e a d n p 4. playing the guitar
e c o o k i n g h m e i w t l z b a o a 5. hiking
a q r x a t s y b k n u e l i j g n s i
d a n c e t w h x g i l h c s b o c n n 6. singing songs
i q x u c e v r i j a c c n t a t i k t
n b u t r w c n o n n m l t e w v n l i
7. reading books
g e t u d v g q g s g x i c n f y g g n 8. cycling
b a r y v s b n i n o j m h i f i k t g
o r k t o m i b i x r e b d n r t u g n 9. listening to music
o s q n m n h k n y u f i z g c o l t b
10. climbing
k d g u e h i n v k t i n m t p z y i k
s s e d f h r p s u i n g h o r e d a p 11. watching TV
e x r g t r o p o h m u c q m v s b t j
w a t c h i n g t v j x e r u h i k i m 12. taking photos
f u a b t o a v o z r v e t s u s h i n 13. dancing
i n k w v b o a h g h o r s i h i y e x
s t i v j o k i p n x q u o c e d s x n 14. cooking
h z n d w o q b g v m f l i p g l u p u
15. gardening
t f g b k e r w n y b c o k l n a z g i
w r f b j u d o i n g p u z z l e s v d 16. doing puzzles
m u p l u m a n k e s d c q u i p b c x
h s q x a l p u a o v d f w z s d m y o
x w z t u j i k t g a r d e n i n g u f
Development Activity

1
Part A. Read the following interview using the present progressive and practice it with a partner.

Tracy: Hello, can I speak to Alex?

Alex: This is Alex, who is speaking?
Tracy: Hi, this is Tracy.
Alex: Hi Tracy. What are you doing?
Tracy: Oh, I'm just watching TV. What are you doing?
Alex: Well, I'm cooking dinner.
Tracy: What are you cooking?
Alex: I'm baking some potatoes, boiling some carrots, and grilling a steak.
Tracy: It sounds delicious.
120 Alex: What are you doing for dinner tonight?
Tracy: Well, I don't have any plans...
INGLÉS I

Alex: Would you like to come over for dinner?

Tracy: Oh, I'd love to. Thanks.
Alex: Great. Mary and Jack are also coming. They´re arriving at seven.
Tracy: OK, I'll be there at seven, too.
Alex: OK, see you then. Bye.
Tracy: Bye.

Part B. Underline the affirmative sentences and circle the questions in Present progressive.
Write them below.

Affirmative sentences Interrogative sentences

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
GRAMMAR
You can use contractions with the Present Progressive.

Long form Contractions

I am watching TV. I´m watching TV.

You are walking in the park. You´re walking in the park.

He is dancing with me. He´s dancing with me.

She is speaking French now. She´s speaking French now.

It is snowing today. It´s snowing today.

We are studying for the exam. We´re studying for the exam.

You are playing Jenga. You´re playing Jenga.

They are reading a book. They´re reading a book.

2 121

BLOCK III Here and now

Complete the following exercise.

Long form Short form

1. He ___is___ feeding the dog. 1. He _´s___ feeding the dog.
2. They _________ reading the newspaper. 2. They _________ reading the newspaper.
3. It _________ flying. 3. It _________ flying.
4. We _________ not cleaning the floor. 4. We _________ not cleaning the floor.
5. He _________ not crying. 5. He _________ not crying.
6. You _________ listening. 6. You _________ listening.
GRAMMAR
You can use contractions with the Present Progressive.

Negative : Long form Negative : Short form

I am not singing. I’m not singing.
You are not dancing. You aren’t dancing.
She is not playing. She isn’t playing.
He is not coming. He isn’t coming.
It is not running. It isn’t running.
We are not sleeping. We aren’t sleeping.
You are not sitting. You aren’t sitting.
They are not lying. They aren’t lying.

Interrogative Short answer/Affirmative Short answer/Negative

Am I singing? Yes, I am. No, I´m not.

Are you dancing? Yes, I am. No, I´m not.
Is she playing? Yes, she is. No, she isn´t.
122
Is he coming? Yes, he is. No, he isn´t
INGLÉS I

Is it running? Yes, it is. No, it isn´t.

Are we sleeping? Yes, we are. No, we aren´t.
Are you sitting? Yes, we are. No, we aren´t.
Are they lying? Yes, they are. No, they aren´t.
3
Ask and answer as in the examples.

1. (laugh) 2. (eat)
___Is she laughing?___ __Is the dog eating?__
____No, she isn´t.____ ____Yes, it is._______
____She is crying.____ ____It´s eating. _____

3. (write) 4. (play the piano)

___________________ __________________
___________________ __________________
___________________ __________________

5. (ski) 6. (dance)
123
__________________ __________________

BLOCK III Here and now

__________________ __________________
__________________ __________________

7. (jump) 8. (watch TV)

__________________ __________________
__________________ __________________
__________________ __________________

9. (repair the bike) 10. (buy a magazine)

__________________ __________________
__________________ __________________
__________________ __________________

For more practice visit the following website:

https://www.ego4u.com/en/cram-up/tests/present-progressive-1
4
Match the questions to the answers.

1. ( ) Are you going home? a. Yes, she is.

2. ( ) What are you reading? b. No, he isn’t.
3. ( ) Is she baking a cake? c. Yes, they are.
4. ( ) Is Dave diving into the sea? d. No, I’m not.
5. ( ) Is Mary playing cards? e. They are going on holiday.
6. ( ) Are they playing soccer? f. No, she isn’t.
7. ( ) Is the lion sleeping under the tree? g. A new Harry Potter book.
8. ( ) Where are they going? h. Stephie is singing.
9. ( ) Who is singing? i. No, I am not.
10. ( ) Are you sure you are going into the bear’s cave? j. No, it is hunting.

5
124
Put the words in the correct order to make sentences in Present Progressive.
INGLÉS I

Sara / playing/ Tom/ ball / are/ ?/ the / with/ and

_____________________________________________________________________________________________

not / my / living / nice / friends / are/ big / a / in/ house

_____________________________________________________________________________________________

having / party / Sunday / I / on / am / a /

_____________________________________________________________________________________________

? / Sandy’s / studying / brothers / French / at / are / university /

_____________________________________________________________________________________________

Keep practicing! Visit the following website:

https://learnenglish.britishcouncil.org/english-grammar-reference/present-continuous
Closing Activity

6
What am I doing?
Choose one of the actions below randomly and mime it until your partner guesses. Take turns to
guess all the actions. Write them below.

Jogging Bowling Bungee jumping Playing tennis

Texting Baking cookies Feeding your pet Jumping rope
Doing karate Painting Knitting Playing videogames
Flyng a kite Collecting pins Doing origami Playing darts

125

BLOCK III Here and now

Didactic Sequence 3
I´m having a party tomorrow night Actions
Start up Activity

What are you doing on Saturday?

Part A. Interview ten classmates and complete the chart. Use the Present Progressive.
Example:
A: What are you doing on Saturday?
B: I´m visiting my hometown.

CLASSMATE´S
ANSWER
NAME

126 Alex Alex is visiting his hometown.

INGLÉS I

What are you doing

on Saturday?

Part B. Share your sentences with the group.

GRAMMAR
You can use the Present Progressive to talk about future, in the case of arrangements that are planned.
Examples:
I´m having dinner with friends tonight.
She´s meeting David at the train station tomorrow.
My friends are coming to my house this weekend.
Certain verbs, actions or situations cannot be used with the present progressive with future meaning
because they are not part of an arrangement. The present progressive can only be used when an action
or situation can logically be planned in advance.
Examples:
My leg is hurting next Friday. It is NOT possible.
He is having an accident in July. It is NOT possible.
It´s raining next week. It is NOT possible.

Development Activity
127

BLOCK III Here and now

1
Say if the Present Progressive expresses:
a) an activity happening now b) a planned future arrangement

1. It’s eight o’clock, Meg. Are you getting ready for school? ___a___

2. What time are Paul and Paula coming for dinner tonight? _______

3. Why are you laughing? _______

4. Where is Jim? He’s taking the dog out for a walk. _______

5. What are you doing after school? _______

6. Are you enjoying the lesson? _______

7. Is she working late next Friday? _______

2
Use these words to write sentences. Use the Present Progressive.

1. I – not – go out – tonight. _I’m not going out tonight.______________________________

2. I – meet – my friends – this evening. ___________________________________________________

3. Tom – not – come – to the party on Thursday. ___________________________________________

4. My sister – get married – next December. _______________________________________________

5. I – not – go to London – tomorrow. ____________________________________________________

6. I – stay at home – tonight. ____________________________________________________________

7. I – go to the theatre – on Monday. ____________________________________________________

8. George – go to the dentist – on Friday. __________________________________________________

128
9. Alice – go on holiday – to Mexico. _____________________________________________________
INGLÉS I

10. Bob – play football – on Saturday. ______________________________________________________

GRAMMAR
Questions with the Present Progressive.
Compare statements, Yes/No questions and Wh- questions.

Yes / No Question and Short

Statement Wh- Question
Answer

How many hours are you

Are you working full time?
You are working as a carpenter. working?
Yes, I am.
I´m working 8 hours daily.

What kind of exercise are they

Are they doing yoga?
They are doing exercise. doing?
No, they’re not.
They are doing pilates.

Is she watching TV? Why isn't Judy watching TV?

Judy isn't watching TV.
No, she isn´t. Because she is studying.
3
Use the words given to make Yes / No questions or Wh-questions. Fill in the second blank to complete
with the answer.

1. Those men/ play

A: ____Are those men playing checkers?________________
B: ___No, they aren’t . They’re playing chess.____________

2. Where / Jack/ take piano lessons

A: __Where is Jack taking piano lessons?_______________
B: __He is taking piano lessons at home.________________

3. Marge/design a website
A: ______________________________________________
B: ______________________________________________

4. When/ Ben and Pedro/ leave the hotel 129

A: ______________________________________________

BLOCK III Here and now

B: ______________________________________________

5. Betty and Charles/take art classes

A: ______________________________________________
B: ______________________________________________

6. What time/they/ have lunch

A: ______________________________________________
B: ______________________________________________

Visit this website to practice more the Present continuous.

https://www.ego4u.com/en/cram-up/grammar/present-progressive/use/exercises?use02
4
What are their plans? Look at the pictures and answer the questions.

What is Julio doing next Saturday? What are Peter and Moises doing this afternoon?

He is doing a barbecue on Saturday.

What are Charly and her girlfriend doing What are you doing on Monday at 6 p.m?
tomorrow?

130
INGLÉS I

What is your family doing on summer vacation? What is your brother doing next weekend?

On this website you can practice more on the use of present progressive for future arrangements:
https://www.learnclick.net/quiz/918
Closing Activity

5
My ideal vacation
Part A. Plan your ideal summer vacation and write a paragraph.

Mention the following things:

1. Where are you going? 4. Which transportation are you using?

2. When are you going? (Exact date) 5. What things are you bringing?
3. With whom are you going? 6. When are you returning?
131

This coming summer I´m beginning my ideal vacation.

BLOCK III Here and now

Part B. Read your paragraph to your classmates.

Didactic Sequence 4
Permanent vs temporary situations
Start up Activity

Part A. Read the following article.

Digital Natives and Digital Immigrants

They’re everywhere: in coffee shops, on the Some are refusing to use any new technology.
train, in restaurants, at work. They’re texting; Older people often think that technology is
they’re tweeting; they’re googling; they’re growing too fast. Look at the older people
checking social media; they’re taking selfies; around you. Do they have smartphones? Do
they’re listening to music. And yes, they’re even they have earbuds in their ears? Are they
working. They’re always connected. These are the texting? Many older people prefer to share
“digital natives.”Born at the end of the twentieth information with a small group of friends.
century and the beginning of the twenty-first Digital natives share information globally. The
century, digital natives don’t know life without younger generations want high-tech devices
132 technology. The first generation of digital natives that do everything: take pictures, send texts and
is now entering the workforce and changing the photos, provide music and videos, and connect
INGLÉS I

way we work. More and more younger people are them with friends around the world. What does
working from home, in coffee shops, or anyplace. the older generation want from technology?
They’re bringing their personal equipment into In many cases, Grandma and Grandpa want a
the workplace too. They switch back and forth device that connects them to family and friends.
between their social and professional lives. They They like to see pictures of grandchildren. Some
don’t see the need to separate the two. Some even love to have a video chat with family. As
older people are adapting well to technology. more and more technology is entering every
Some people call them "digital immigrants." aspect of our lives, the digital divide between
Others are having trouble. generations is widening.

Part B. Based on the reading, tell if the statement is true (T) or false (F).
1. Many digital natives are always connected. ________
2. Seventy-five percent of older people use smart phones. ________
3. Digital immigrants usually want a device that does many things. ________
Part C. Answer the following questions and then discuss your answers with your classmates.

1. What do you think of the article?

2. Do your parents or grandparents use smart phones?
3. Do you think it is easy for older people to use the new technologies? Why?
4. Do you think that you can live without technologies or social media?

GRAMMAR
SIMPLE PRESENT AND PRESENT PROGRESSIVE
Form
The Simple Present The Present Progressive

Grandma uses e-mail. Marc is receiving a message.

She doesn’t use a smart phone. He isn’t getting a phone call.

Does she use the Internet? Yes, she does. Is he receiving a message from his friend? Yes, he is.

When does she use the Internet? How is he receiving a message?

Why doesn’t she use a smart phone? Why isn’t he receiving a message from his friend? 133

BLOCK III Here and now

Use
Examples Explanation

We use the simple present for:

People use their phones to text.
• a general truth.
I sometimes send photos to my grandmother.
• a habitual activity.
Older people prefer to talk on the phone.
• a custom.

We use the present continuous for:

I’m getting a text message right now.
• an action that is in progress now.
My grandfather is learning about technology.
• a longer action in progress at this general time.
Technology y is growing quickly.
• a recent trend.

A: What does she do (for a living)?

B: She’s an English teacher. "What does she do?" asks about a job or profession.
A: What is she doing now? "What is she doing?" asks about an activity now.
B: She’s texting her grandson.
Development Activity

1
Complete with the simple present or the present progressive form of the verbs given.

Conversation between a grandmother and grandson:

A: You ’re eating and working (eat and work) on your essay at the same time.
B: That’s not a problem, Grandma.
A: What __________________________ (you/eat ) ? Is that a hamburger?
B: No, it isn’t. It’s a veggie burger. I never ____________________ (eat) meat.
A: You don’t eat enough. Look at you. You’re so thin.
B: I ___________________ (try) to lose weight.
A: You always_____________________________ (eat) in front of your computer. Take a break.
I ____________ (make) soup now. When it’s ready, please come to the table.
134 B: But I ________________________(work) on something important now.
A: How is that possible? You ___________________ (eat and listen) to music too.
INGLÉS I

B: I always_ (listen) to music when I _ (work or study)

A: Whenever I____________________ (work), I_______________ (concentrate) on my work.
I _____________________(not/do) other things at the same time.
B: You _________________ ( not/understand) the world of young people. We often multitask.
A: You’re right. I don’t.

We don't use these verbs in the present progressive: like, love, know, live, remember, and understand.

For more practice, visit the following website:

https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Present_simple_and_present_
continuous/Present_simple_versus_Present_continuous_ol876ct
2
Circle the correct answer.

1. I usually listen / am listening to rock music.

2. What is she doing? She listens / is listening to music.
3. My professor always is speaking / speaks very slowly.
4. What are you doing tonight? We are going / go to see a movie.
5. He normally drives / is driving very fast.
6. I never am knowing / know what to expect.
7. I go / am going home right now.
8. (Generally) I love / am loving Mexican food.
9. Those girls are going / go out every Friday.
10. I like / am liking classical music.
11. I always am reading / read before I go to sleep.
12. She speaks / is speaking French, but she doesn't speak Italian. 135

13. She speaks / is speaking right now.

BLOCK III Here and now

14. Next week we go / are going to the theater.
15. How do you feel? I am feeling / feel great!
16. Listen I am trying / try to explain this to you.
17. Tomorrow I am going / go to see my friend.

3
Complete the sentences with the correct form of the verbs from the box.

have start teach drink read eat listen

This is Mary Queen. She is a teacher and she ___________ children in

primary school. It’s 7:40 on Tuesday morning. She is in her kitchen and
she ___________ breakfast. She usually ___________ a cup of coffee
and ___________ a toast for breakfast. Now she ___________ the
newspaper and she ___________ to the news on the radio. She usually
___________ work at 9:15 p.m.
come speak (2) teach

It is 10:15 a.m. now and Mary is at school.

At the moment, she __________________ English to her class. Children

in her class ____________________from Russia, Spain, and Belgium.
They _________________ English at home. Mary is a good teacher
and she _________________ English very well.

Keep practicing!
https://learnenglishkids.britishcouncil.org/grammar-practice/present-simple-and-present-continuous

4
Correct the mistakes.

1. She isn’t sleep at this moment. 1. _______________________________________

136
2. They is digging in the garden. 2. ________________________________________
INGLÉS I

3. Are there any milk? 3. ________________________________________

4. Tina wear sunglasses. 4. ________________________________________

5. Math are easier than Art. 5. ________________________________________

6. We doesn’t go to the dentist. 6. ________________________________________

7. Sonia hate doing exercises. 7. ________________________________________

8. What does those words mean? 8. ________________________________________

9. Do Helen eat meat? 9. ________________________________________

10. The man are shouting. 10. _______________________________________

11. Mary is having a goldfish 11. _______________________________________

12. The boy is doing noises. 12. _______________________________________

13. Alice is dance right now. 13. _______________________________________

14. Are you going shop? 14. _______________________________________

15. Does you like reading? 15. _______________________________________

Construye -T Activity

5.- El mundo de las emociones.

Página: 138

Closing Activity

5
a) Imagine that you are a famous person in your country. For example: a singer, an actor, a filmmaker,
a musician, a politician, among others.
b) Look for information about this person and a picture on internet or magazine.
c) Prepare an oral presentation, and talk about what are your daily activities and also about
temporary situations (Example: This week, I´m recording a new album). Write all the information
137
in a bond paper and paste the picture.

BLOCK III Here and now

CONSTRUYE T

5 El mundo de las emociones

138
INGLÉS I
Actividad Construye T
139
140
INGLÉS I

Escribe ¿qué
te llevas de
esta lección?
Actividad Construye T
141
BLOCK IV

Units of measurement
Allotted Time: 15 hours

PURPOSE OF THE BLOCK

Students can select measurements and quantifiers to provide and ask information related with the
selling-buying process, using communicative skills, promoting the self-regulation and making decisions
responsibly.

KNOWLEDGE
• Vocabulary: Food Products, measurements and packaging, countable and uncountable nouns.
• Grammar: How much/ How many, quantifiers (a few, a little, some, any), there is/there are in their
three ways: affirmative, interrogative and negative, definite and indefinite articles (a, an, the).

EXPECTED LEARNING
• Students will be able to express sentences using measurements and names of different packaging
using a variety of vocabulary previously learned.
• Students can also describe the amount of some nouns using quantifiers and articles.

ABILITIES
• Students relate in an oral and written way measurement units and packaging in various products.
• Students describe the structures related with countable and uncountable nouns.
• Students can distinguish countable and uncountable nouns in measurement units.
• Students identify definite and indefinite articles and their use as well.

ATTITUDES
• Students are able to relate and work with others in a collaborative way.
• Students develop empathy to other people and social awareness which reinforce the way they
behave.
• Making decisions in a responsibly way.

COMPETENCIAS GENÉRICAS COMPETENCIAS DISCIPLINARES BÁSICAS

DE COMUNICACIÓN
• C.G 3.2 • C.G 4.4 • CDBC 2 • CDBC 10
• C.G 4.2 • C.G 10.3 • CDBC 4 • CDBC 11
BLOCK

IV
Didactic Sequence 1
I like to eat apples and bananas
Start up Activity

Brainstorming:
Part A. Make a list of …

food that you can count:

Oranges
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________

144 food that you cannot count:

Juice
____________________________________ ____________________________________
INGLÉS I

Part B. Share your lists with the group.

Development Activity

1
Part A. Read the conversation between Amy and her mom. Write the list of food Amy and her father
are going to buy in the supermarket on the paper bag.

Mom: Hello?
Amy: H
i, Mom. It’s Amy. Dad and I are here at the supermarket. We have
your list, and we’re doing the shopping, but we have some
questions.
Mom: No problem, Amy. What do you want to know?
Amy: We have the chips and biscuits for my school snacks, but Dad and I
don’t know what type of oil to buy.
Mom: Get olive oil. I always cook with olive oil because it’s the healthiest
type of oil.
Amy: Right, olive oil. Now, should we get orange juice or sodas?
Mom: Get both. We’ll have orange juice for breakfast and soda with
dinner tonight.
Amy: Speaking of dinner … you’re making beef with baked beans, right? 145
Mom: Yes, that’s right. Beef with baked beans is your dad’s favorite meal.

BLOCK IV Units of measurement

It will be ready in half an hour, so please hurry. And don’t forget
the carrots. I want carrots for the salad. In fact, get about half a
kilo of carrots.
Amy: Right, carrots and peppers are on the list and Dad’s getting them right now. What about dessert?
What’s for dessert?
Mom: Would you like fruit salad or watermelon?
Amy: Watermelon is a great idea! Uh, Mom, I love watermelon but I don’t know how to choose a good one.
Mom: Ask your dad to show you. He knows how to choose a perfect watermelon.
Amy: Dad, can you help me choose a watermelon? Mom, we’re getting the watermelon. We’ll just pay and
come right home.
Mom: Get some popcorn, too, so we can have popcorn and watch a film on TV after dinner.
Amy: OK. See you soon.
Mom: Bye!

Part B. Answer the following questions.

1. What is Mom cooking for dinner?

3. What desserts does Mom mention?

4. What is the family going to do after dinner?

2
Complete the words and match them to the pictures.
146
1. t __a 6. o__a__ge j__ic__ 11. wa__e__ 16. po__a__o__s
INGLÉS I

2. b nnas 7. apls 12. bas 17. crots

3. s__l__ 8. che__s__ 13. c__k__ 18. p__ars
4. o__l 9. b__e__d 14. o__an__es 19. ch__c__en
5. e__gs 10. t__m__t__es 15. bu__t__r 20. l__tt__c__
GRAMMAR
COUNTABLE AND UNCOUNTABLE NOUNS
Countable nouns Uncountable nouns

Nouns that you can count.

Nouns that you cannot count.
They have singular and plural forms. 147
They only have singular form.

BLOCK IV Units of measurement

Example:
Example:
A carrot
Juice
Two carrots
3
Write if it is a Countable noun (C) or Uncountable noun (U).

1. oil _____ 11. bread_____ 21. eggs _____ 31. meat _____

2. chocolate_____ 12. soda _____ 22. cheese _____ 32. ice _____

3. lemons _____ 13. cookies _____ 23. bananas _____ 33. pie _____

4. tomatoes _____ 14. tea _____ 24. eggplants _____ 34. carrots _____

5. apple _____ 15. coffee _____ 25. pears _____ 35. honey _____

6. water _____ 16. beer _____ 26. pizza _____ 36. mustard _____

7. potatoes _____ 17. watermelon _____ 27. bread _____ 37. salt _____

8. ketchup _____ 18. rice _____ 28. butter _____ 38. peas ____

9. onions _____ 19. sugar _____ 29. peach_____ 39. hot dog ____

10. oranges _____ 20. ice-cream _____ 30. corn _____ 40. flour_____

148
INGLÉS I

Visit the following website for more practice:

https://www.englishexercises.org/makeagame/viewgame.asp?id=7170
4
Find the words in the word search.

1. apple 5. cauliflower 9. cucumber 13. leek 17. peas 21. radishes

2. banana 6. cherries 10.eggplant 14. orange 18. pepper 22. tomato
3. cabbage 7. coconut 11. grapes 15. peach 19. pineapple 23. strawberry
4. carrot 8. corn 12. kiwi 16. pear 20. pumpkin 24. watermelon

149

BLOCK IV Units of measurement

E A A T W A T E R M E L O N F K
R U P T I P U M P K I N T A C I
S N P O D V E G E T A B L E U W
T P L M S E G G P L A N T A C I
R E E A N D Y P E A C H O U U W
A P I T L L R O S A A H E A M L
W P C O T P I N E A P P L E B H
B E O C A B B A G E Y A E N E D
E R C L O N G L I R F E E T R O
R U O O Y B A N A N A B K H K C
R R N T R I P E A S U P G F Q A
Y N U V Z N R A D I S H E S O R
F I T W O R A N G E L C O S T R
G S H C A U L I F L O W E R B O
C H E R R I E S H U P E A R Y T
5
• In teams of four, each participant has to throw the dice and move to the square corresponding to
the obtained number.
• Then, the participant has to create a sentence that must be in the format indicated in the box below.
• The participant who arrives to the last square wins the game.

I eat / drink a lot of + C/U Do you eat / drink much + U / many + C?

I don't eat / drink much + U / many + C

BOARD GAME

START 1 biscuit 2 sweet 3 salt 4 tomato

MOVE AHEAD
150 17 apple 18 orange 20 chicken MISS A TURN
3 SPACES
INGLÉS I

16 milk 21 strawberry 5 meat

COUNTABLE
UNCOUNTABLE
MISS A TURN 26 soda 22 fish 7 cheese

14 chips 25 banana 24 salad MISS A TURN 8 bread

MOVE BACK
13 sugar 12 pasta 10 egg 9 potato
3 SPACES

It is very important to keep practicing! Visit the following page:

https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Countable_and_
uncountable_nouns/Countable_-_Uncountable_Nouns_rk148702hv
Closing Activity

6
Look for ten pictures of countable nouns and ten uncountable nouns and make a PICTIONARY.
Make sure to use vocabulary not seen in class.

PICTIONARY
COUNTABLE NOUNS UNCOUNTABLE NOUNS

151

BLOCK IV Units of measurement

Didactic Sequence 2
Eating habits
Start up Activity

Part A. Look at the different eating habits. Discuss with a partner which ones are healthy and unhealthy
and explain why.

152
INGLÉS I

Part B. Answer the following questions.

1. Do you think you have a healthy diet? __________________________________________________

2. How many meals do you have a day? ___________________________________________________
3. What do you usually have for breakfast? _________________________________________________
4. What do you usually have for lunch? ___________________________________________________
5. What do you usually have for dinner? _________________________________________________
6. How much water do you drink a day? _________________________________________________
7. Do you eat junk food? _____________________________________________________________
8. What is your favorite fruit? ________________________________________________________
9. What is your favorite vegetable? _____________________________________________________
Development Activity

1
Part A. Complete the healthy food pyramid. Label the groups of food.

Vegetables Dairy products Meat, poultry, and beans

Fats and oils Grains and cereals Fruits

153

BLOCK IV Units of measurement

Part B. Using a line match the three columns.
Food groups Function Examples

Contains vitamins and minerals to

Dairy products
keep us healthy.

Contains calcium for healthy teeth

Meat, poultry, and beans
and strong bones.

Helps keep our organs safe.

Grains and cereals Too much it can be bad for your
154 health.
INGLÉS I

Fats and oils Helps muscles to grow and repair.

Fruits and vegetables Gives us energy.

2
Complete the cluster with examples of the food groups.

Fat and oils

Fruits
Vegetables

FOOD GROUPS

Dairy products
Grains and cereals
155

BLOCK IV Units of measurement

Meat and poultry

Keep practicing! Visit the following website.

https://www.esl-lounge.com/student/vocabulary/3v2-food-vocabulary.php
3
Write the number in the corresponding circle.

156
INGLÉS I

1. Pasta 6. Lettuce 11. Carrot 16. Bananas

2. Fish 7. Chicken 12. Steak 17. Potatoes
3. Bread 8. Butter 13. Grapes 18. Cheese
4. Ice cream 9. Cereal 14. Steak 19. Bagels
5. Rice 10. Oranges 15. Milk
4
Part A. Read the following conversation and practice it with a classmate.

Ana: Sofia, can you help me? I am making the supermarket list. I want to prepare cookies.
Sofia: Sure, Ana.
Ana: Is there any flour?
Sofia: No, there isn´t any flour.
Ana: Ok, I´ll buy two pounds. Are there any eggs in the fridge? Is there butter?
Sofia: Yes, there are six eggs but we don´t have butter.
Ana: Is there milk? We need three cups of milk.
Sofia: No, there isn´t. Write a gallon of milk on the list.
Ana: What about chocolate? We need a small bag of chocolate chips.
Sofia: No, there isn´t any.
Ana: Ok, we have the list. Let´s go to the supermarket so we can prepare some delicious cookies.

157
Part B. Put a check mark () next to the items that the girls are going to buy.

BLOCK IV Units of measurement

Flour

SHOPPING Eggs

LIST Butter

Milk

Chocolate chips
GRAMMAR
There is / There are, A/AN, Some and Any

158
INGLÉS I

There is + singular
Examples: There are + plural Examples
There is a lemon. There is a/an + singular countable There are some lemons.
There is some flour. There is some + uncountable There are some cookies.
There are some + countable plurals

There isn't + singular

Examples: There aren't + plural Examples
There isn't a banana. There isn't a/an + singular countable There aren't any grapes.
There isn't any coffee. There isn't any + uncountable There aren't three sausages.
There aren't any+ countable plurals

Examples: Examples
Is there + singular
Is there a glass of water? Are there any apples?
Are there + plural
Yes, there is. (some) Yes, there are.
How many + plural + are there?
Is there a / an / any...?
Is there any tea? How many bottles are there?
Yes, there is | No, there isn't
No, there isn't. There are two.
5
Part A. Change these sentences into singular or plural.

1. There is a biscuit.____________________________________________________________________
2. There is an apple. ___________________________________________________________________
3. There are some potatoes. ____________________________________________________________
4. There are some plates. ______________________________________________________________

Part B. Write these sentences in the negative form.

1. There is a jug on the table. ___________________________________________________________

2. There are some lollipops. ____________________________________________________________
3. There are four strawberries in the bowl. _________________________________________________
4. There is an orange on the plate. _______________________________________________________
5. There’s some juice in the glass. ________________________________________________________

159
Part C. Put the words in order to make sentences.

BLOCK IV Units of measurement

1. is / some / there / the / bread / in / basket.__________________________________________________
2. any / there / biscuits / are / ? __________________________________________________________
3. many / there / lemons / how / are / ?______________________________________________________
4. isn’t / water / there / any / bottle / the / in. _________________________________________________
5. spaghetti / any / there / in / isn’t / bowl / the. _______________________________________________

Part D. Write is / isn't / are / aren't in the spaces.

1. ________ there any fruit in the bowl?

2. ________ there any clean plates on the table?
3. There ________ olives in the pizza.
4. There ________ any potatoes on his plate.
5. There ________ some meat in the fridge.
6. There ________ any milk in the jug.
7. There ________ two glasses on the table.
8. How many forks _______ there?
Part E. Look at the picture and answer these questions.

1. Are there any apples?________________________________

2. How many bananas are there? ________________________
3. Is there any bread?__________________________________
4. Is there any lettuce?_________________________________
5. How many carrots are there?_________________________

6
Complete the sentences with A – AN – SOME or -ANY.

1. Give me____________ banana, please?

2. Are there ____________ grapes?
3. I’d like to eat ____________ chips.
4. We need ____________ apple and ____________ cherries for the cake.
5. Is there ____________butter in the fridge?
160
6. I want ____________ hot dog, please.
INGLÉS I

7. We don’t have ____________ milk left.

8. I don’t want ____________ tea. Thank you.
9. Does she drink ____________ milk?
10. There is ____________ egg sandwich on your plate. Eat it, please.
11. I don’t like ____________ vegetables.
12. I need____________ drink.
13. I’m hungry. I’ll take ____________ salad.
14. Do you have ____________ potatoes?
15. I’ll make ____________ tuna sandwich for you.
16. Let’s have ____________ orange juice.
17. Do you want ____________ orange?
18. We've got ____________ strawberries so we can make ____________ dessert.
19. There isn’t ____________ sugar.
20. I’ll have ____________ chicken soup.
For more practice, visit the following web page:
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/There_is_-_there_are/There_
is_-_There_are_%5E_a,_an,_some,_any_gy25424bs

Closing Activity

7
Imagine you are going to have a picnic or a small party with your friends. Write a shopping list with the
things you need to buy for it. Then, write a small conversation and use there is, there are, some, and any.

Shopping list

161

BLOCK IV Units of measurement

Conversation
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Didactic Sequence 3
How much water do you drink a day?
Start up Activity

Part A. Listen and complete the following conversation. (Track 22)

A: Hi mom. What are you cooking?

B: I am cooking ______________________. It is a new recipe that I saw on TV.
A: It smells delicious! What ingredients does it have?
B: Well, it has _____________________ , _______________________, _____________________,
_________________________, __________________________, __________________________ ,
________________________ and ____________________ .
A: I can´t wait to eat it!

162 B: Can you help me please?

A: Sure.
INGLÉS I

Part B. Complete the charts.

My favorite dish is My classmate's favorite dish is

_________________________________________ _________________________________________

Its ingredients are Its ingredients are

_________________________________________ _________________________________________
_________________________________________ _________________________________________
________________________________________ ________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
Part C. Where are these dishes from? If you don´t know the information required, do a research.

Italy China

Japan England

Russia Scotland

163

BLOCK IV Units of measurement

Morocco
Hungary

Cous cous___ Fish and chips_

Goulash_________________________________ Sushi_____________________________________

Pizza___________________________________ Haggis____________________________________

Fried rice_ Borscht_____

Development Activity

1
Look at the pictures and write the correct container.

can bunch bottle jar bar carton loaf bag box slice

FOOD FOOD
a _ _ _ _ _ _ of olive oil a _ _ _ _ _ _ of water

a _ _ _ _ _ of bananas a _ _ _ _ _ _ of wine

164 a _ _ _ of mustard
INGLÉS I

a _ _ _ of tea

a _ _ _ of coca cola

a _ _ _ of jam

a _ _ _ _ _ _ of eggs

a _ _ _ of popcorn
FOOD FOOD
a _ _ _ of sugar a _ _ _ _ of bread

a _ _ _ _ _ of grapes
a _ _ _ of cereal

a _ _ _ of chocolate
a _ _ _ _ _ of pizza

a _ _ _ _ _ _ of orange juice 165

a _ _ _ of frozen peas

BLOCK IV Units of measurement

a _ _ _ of tuna

For more practice, visit the following

website:
https://www.liveworksheets.com/worksheets/en/
English_as_a_Second_Language_(ESL)/Containers_
and_quantities/Food_Containers_ux70gu
a _ _ _ _ _ _ of ketchup
GRAMMAR
Quantifiers: A little, A few, Much, Many, A lot of, How much, How many.

Quantifier Use Example

A little(some) Uncountable nouns- A small amount I have a little milk you can use.
Countable nouns (plural) -
A few (some) He has a few apples.
A small amount
Much Uncountable nouns -Large quantity They don't have much sugar for the cake.
Countable nouns (plural) -
Many Are there many peaches in the fridge?
Large quantity

Uncountable nouns -Large quantity I need a lot of coffee.

A lot of Countable nouns (plural) –
Large quantity I eat a lot of slices of pizza.

Uncountable nouns- To know the How much water do you drink a day?
How much quantity of something - To know the How much is the cake?
PRICE of something. How much does the cake cost?

Countable nouns- To know the

How many How many carrots do you want?
QUANTITY of something.

166 Much and Many are manly used in negative sentences and questions.
INGLÉS I

2
Part A. Complete the questions with How much or How many.

1. ______________________ coffee is there in the cup?

2. ______________________ bottles of juice are there in the fridge?

3. ______________________ apples are there in the basket?

4. ______________________ oil is there in the bottle?

5. ______________________ does the pound of cheese cost?

6. ______________________ rice is there in the bag?

7. We need some tea. ______________________ do we need?

8. ______________________ is the can of coke?

9. We need some eggs. ______________________do we need?

10. _____________________meat do we need for the barbecue tonight?

11. _____________________ chocolate do you consume a week?

12. _____________________bottles of wine are there in the cellar?

13. _____________________milk does a baby need daily?

Part B. Complete the sentences with a few or a little.

1. There is _________________water in this bottle. Someone drank it.

2. There is _________________cheese in the fridge. Can you buy some?
3. I drink _________________coffee. I don’t like it.
167
4. There are _________________apples left. We need to buy some.

BLOCK IV Units of measurement

5. This drink is sour. Put _________________ sugar in it.
6. There are _________________oranges to eat.
7. There are_________________ potatoes for dinner.
8. You must add _________________butter, it will make your dish tastier.
9. When you boil potatoes add _________________salt.
10. We want a banana milk shake and there are just ____________ bananas.
Part C. Fill in with How much / How many / A few / A little / Some / Any.

1. A: _______________ apples would you like, sir?

B: Just __________________________, please.

2. A: Can I have _______________________ milk?

B: Sorry, we don't have ______________ milk.

3. A: ____________________rice would you like?

B: Just __________________________, please.

4. A: ____________________carrots do we have?
B: We have only ________________________.

5. A: ___________________oranges do we need?
B: We don’t need _________________oranges.

168
6. A: __________sugar would you like in your tea?
INGLÉS I

B: Just __________________________, please.

7. A: Is there _______________juice in the fridge?

B: No, we need to buy ___________________.
Closing Activity

3
Part A. Read the conversation and circle the correct words.

Lucy: How about making a / an apple pie?

Alan: Great idea! Do we have some / any apples?

Lucy: Yes, there are a few / a little in the kitchen. How much / many do we need?

Alan: A lot / A little, about a kilo.

Lucy: There aren’t many/ much. We can buy some / any in the store.

Alan: And we need a little / a few sugar, too.

Lucy: How many / much do we need?

Alan: ½ kilo

Lucy: Oh no! There isn’t some / any.

169
Alan: OK. Write it on the list. We also need some / any eggs. How many / much are there in the fridge?

BLOCK IV Units of measurement

Lucy: A little / A few. There are four.

Alan: OK. Let’s go to the supermarket to buy all the ingredients.

Part B. Complete with a few – a little – a lot of.

1. There are ______________mangoes in the bowl. Bring some more from the supermarket just in case.
2. Is there any wine in the bottle? – Yes, _____________ but enough for this meal.
3. Peter has a stomachache and that is because he ate _____________ chocolate.
4. There are _____________ vegetables, so I can’t make a salad.
Part C. Look at the images and write sentences using quantifiers.

How much food is there on the table?

There is a little butter.

1. __________________________________________________________________________________

2. __________________________________________________________________________________

170 3. __________________________________________________________________________________

4. __________________________________________________________________________________
INGLÉS I

5. __________________________________________________________________________________

6. __________________________________________________________________________________

7. __________________________________________________________________________________

8. __________________________________________________________________________________

9. __________________________________________________________________________________

10. __________________________________________________________________________________

11. __________________________________________________________________________________

12. __________________________________________________________________________________
If you need more practice, visit the following website.
https://avi.cuaed.unam.mx/repositorio/moodle/pluginfile.php/3123/mod_resource/content/13/contenido/index.html

Construye -T Activity

6.- Si te acuerdas, aplica PARAR y regresa la atención

al cuerpo.
Página: 172

Crosscutting Project 171

BLOCK IV Units of measurement

Health Approach

Healthy cook book

a. Do some research about dishes that can help you have a healthy diet.
b. Include dishes for breakfast, lunch, and dinner. (3 dishes for each of the meals)
c. Include the list of ingredients and a picture of each of the dishes.
d. Elaborate a small cook book with these dishes.
CONSTRUYE T

6 Si te acuerdas, aplica PARAR y

regresa la atención al cuerpo
¿Te ha sucedido que estás pasando por un momento de ansiedad,
pero no te das cuenta hasta que te estás comiendo las uñas?
¿Estás muy irritable y no lo notas hasta que estás gritando y
azotando las puertas? Cuando dejamos de mirar con atención
lo que sucede en nuestro mundo interno, las emociones pueden
tomar el control de nuestra experiencia sin que nos demos cuenta.
Por fortuna, contamos con un excelente indicador de nuestros
estados mentales: el cuerpo. Si atendemos conscientemente a
nuestro cuerpo podremos notar la presencia de ciertas sensaciones
relacionadas con emociones específicas (como tensión en el cuello
o en los hombros, opresión en el pecho, cosquilleos, la aceleración
de nuestro ritmo cardiaco). En esta lección aprenderemos una
estrategia para depositar la atención en el cuerpo y tomar distancia
de aquellas emociones que, cuando nos controlan, nos impulsan a
reaccionar de formas destructivas.

172
INGLÉS I
Actividad Construye T
173
Escribe ¿qué
te llevas de
esta lección?

174
INGLÉS I
CONSTRUYE T

BLOCK IV Units of measurement

175
Bibliography

• Foley, B.H. y Neblett, E. R.(2005) English In Action. Thomson

• Jenkins,R y Sabbagh,S.L. (2006).Stand Out1.Thomson.
• Matias,S.G. y Semow,E.A. (2011) My Life Today 1.BookMart
• Mackarthy, M., McCarten, J.y Sandiford, H.(2005) Touchstone.Cambridge

Websites

• https://www.ef.com/ca/english-resources/english-grammar/forming-possessive/
• https://agendaweb.org/grammar/possessive-exercises.html
• https://en.islcollective.com/english-esl-worksheets/vocabulary/jobs-and-work/decode-jobs-1/825k
• https://www.really-learn-english.com/the-verb-to-be-forms-examples-grammar-exercises.html
• https://www.eslprintables.com/vocabulary_worksheets/personal_information/PERSONAL_INFORMATION_R_C
_2__340060/
• https://worksheets.theteacherscorner.net/make-your-own/crossword/lang-es/
• https://www.myenglishpages.com/site_php_files/communication-lesson-introducing-people.php
• https://www.teach-this.com/functional-activities-worksheets/introductions
• https://www.teach-this.com/images/preview-functional/introductions/greetings-and-introductions.png
• https://www.englishexercises.org/makeagame/viewgame.asp?id=4574
176 • https://www.eslprintables.com/vocabulary_worksheets/jobs_occupations_professions/professions/Four_
Short_Texts_about_Profess_635547/
INGLÉS I

• https://www.englishpractice.com/learning/conversations-about-occupation/
• https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Present_Simple/-s_in_
third_person_singular_mp16371vq
• https://soundgrammar.com/learn/L3-CEFR-A2/L3-03-present-continuous.htm
• https://www.allthingsgrammar.com/uploads/2/3/2/9/23290220/atg-crossword-presentcont.pdf
• https://en.islcollective.com/english-esl-worksheets/grammar/present-continuous-progressive-tense/what-
family-doing/9776
• https://es.scribd.com/document/369412803/apunte-repaso-integradora
• http://cloud6j.edupage.org/cloud/future_-_p.continuous_vs._going_to.pdf?z%3A6JWdPN318yitPGSI1SzGSI1
SzmHH73%2B%2FClQpHnRUF5WFdJQZx25JhBI6JSFiLYXYN6BiV%2B
• https://avi.cuaed.unam.mx/repositorio/moodle/pluginfile.php/3598/mod_resource/content/12/contenido/
index.html
• https://eltngl.com/assets/downloads/gic_pro0000000555/gic2_u2.pdf
• https://en.islcollective.com/english-esl-worksheets/grammar/present-simple-vs-continuous-progressive-tense/
present-simple-vs-present-continuous-speaking-activity/79119
• https://en.islcollective.com/english-esl-worksheets/grammar/past-simple-tense/eatwell-plate-and-food-
groups/79377#_=_
• https://en.islcollective.com/download/english-esl-worksheets/vocabulary/food/food-pyramid/4397
• http://myenglishandscience.blogspot.com/2017/11/grammar-explanations-aan-some-any.html
• https://en.islcollective.com/download/english-esl-worksheets/grammar/some-or-any/some-any/91316
• https://en.islcollective.com/download/english-esl-worksheets/grammar/quantifiers-some-many-much-any-few-
little/quantifiers/107561

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