UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO

ESCUELA NACIONAL COLEGIO DE CIENCIAS Y

HUMANIDADES

GUÍA PARA EXAMEN EXTRAORDINARIO DE INGLÉS l

Programa de Estudio Área de Talleres de Lenguaje y Comunicación:
Inglés I-IV Inglés 2016

Coordinación: Hernández Vázquez Reyna

Participantes:
Jimenez Jimenez Alcmena
Palomino Ocañas Yessica Susana
Paredes Sánchez Aida Margarita
Perez Patricio Aurora
Reyes Alonso Rommel Alejandro

2019

-
 UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO
ESCUELA NACIONAL COLEGIO DE CIENCIAS Y
HUMANIDADES

GUÍA PARA EXAMEN EXTRAORDINARIO DE INGLÉS l

Programa de Estudio Área de Talleres de Lenguaje y Comunicación:
Inglés I-IV Inglés 2016

Coordinación: Hernández Vázquez Reyna

Participantes:
Jimenez Jimenez Alcmena
Palomino Ocañas Yessica Susana
Paredes Sánchez Aida Margarita
Perez Patricio Aurora
Reyes Alonso Rommel Alejandro

2019

2
Guía para presentar el examen extraordinario de Inglés I
Introducción

La presente guía tiene como objetivo proporcionar aquellos elementos necesarios

para lograr una pertinente preparación para el examen extraordinario. En primer
lugar, es importante tener un acercamiento a los temas que se abordan en la
asignatura y que son parte de los diferentes ejercicios en un examen extraordinario
para lograr la preparación adecuada.

Enseguida se proporciona una práctica suficiente y variada en las diferentes

habilidades lingüísticas, esto con el propósito de familiarizarse con el uso de las
diferentes estructuras revisadas, así como apropiarse del vocabulario pertinente
que se requiere conocer y utilizar el programa de inglés I para presentar con
suficiencia un examen extraordinario.

Finalmente encontrarás las explicaciones gramaticales en español, no obstante, los

ejercicios e instrucciones aparecen en inglés con el fin de que te familiarices con los
reactivos de un examen extraordinario. En cada unidad cuentas con bibliografía y
sugerencias para trabajar en asesorías o en mediateca. En cada unidad hay una
autoevaluación que te permite auto monitorear tu aprendizaje.

A fin de lograr una práctica suficiente para presentar de forma exitosa el examen
extraordinario es necesario trabajar como mínimo dos horas diarias 4-5 semanas
en la guía y las sugerencias de mediateca

U1 Presentarse a sí mismo y a los compañeros. 16 horas

U2 Describir a la familia y a los amigos 16 horas
U3 Describir la casa y las pertenencias 16 horas
U4 Expresar preferencias y necesidades 18 horas

3
Al final de cada unidad vas a encontrar las respuestas a cada uno de los ejercicios
a fin de que observes aciertos y errores, pero sobre todo que seas consciente de lo
que debes repasar además de un examen-muestra de un examen extraordinario. Al
terminar de resolverlo analiza los temas que necesitan repasarse, Revisa los
materiales sugeridos, se sugiere asistir a mediateca y apoyarse con los asesores.

Sólo resta desearte éxito en el examen extraordinario.

Los autores

Aquí encuentra los audios de la guía.

4
Índice

U1 Identifica y utiliza expresiones -Expresiones simples en el salón 8

comunes en el salón de clases para de clase……………………………. 9
iniciar la comunicación, de manera - Artículo A/AN……………………. 10
oral y escrita. - Plural de sustantivos…………… - 11
- Imperativos……………………… 12

U1 Identifica y utiliza expresiones de uso -Saludos y despedidas……………. 15

frecuente para saludar, despedirse y - Verbo to BE………………………. 16
presentarse a sí mismo y a otros, de -Pronombres personales…………. 19
manera oral y escrita. - Verbo to be………………………... 19
- Adjetivos posesivos……………… 20
- To BE oraciones negativas……… 21

.
U1 Localiza información específica para Nacionalidades…………………..
extraer datos personales de textos - Números………………………… 26
orales y escritos. - Alfabeto………………………… 27
- Verb to BE+ wh/ questions……. 28
31
U1 Solicita y proporciona sus datos - Proporcionar y solicitar
personales y los de otros para información personal................. 32
comunicarse en el aula, de manera Autoevaluación…………………… 36
oral y escrita. Bibliografía unidad 1…………….. 37
U2 Identifica y utiliza vocabulario y frases - Vocabulario relacionado con la 40
para describir relaciones de familia……………………………
parentesco y estados de ánimo, de -Adjetivos posesivos, adjetivo
manera oral y escrita. anglosajón y la familia. 43
-Adjetivos para expresar estados
de ánimo…………………………. 44

U2 Identifica características físicas y - Adjetivos calificativos que indican

rasgos de personalidad, en textos rasgos físicos, estados de ánimo…. 45
orales y escritos breves para
reconocer las individualidades.

5
U2 Proporciona información sobre -Adjetivos calificativos: complexión,
estados de ánimo, apariencia física y talla, estatura y edad……………….. 46
rasgos de personalidad, de manera - Forma y color del cabello, color
oral y escrita para describirse a sí de papel y color de ojos…………… 47
mismos y a otros. - Rasgos de personalidad y
vocabulario de partes de la cara y
del cuerpo.
U2 Intercambia información para -Características físicas:
comunicar relaciones de parentesco, complexión, talla, estatura, edad,
estados de ánimo, características de partes de la cara y cuerpo………… 50
rasgos de personalidad de sí mismo y -Rasgos de
de otros, de manera oral y escrita. personalidad…………………. 55
-Relaciones de parentesco……. 56
Estados de ánimo…………… 57
Autoevaluación 61
U3 Identifica y utiliza expresiones para - Vocabulario objetos de la casa… 65
describir habitaciones, mobiliario y - Partes de una casa……………... 65
objetos de uso personal, de manera Tipos de vivienda, lugares y
oral y escrita. objetos de una casa…………….. 66
U3 Proporciona y solicita información - There is /There are…………….. 70
sobre la existencia de habitaciones, -Frases nominales de 1 o 2
mobiliario de una casa y objetos de adjetivos+ sustantivos.
uso personal, de manera oral y - Objetos personales……………… 72
escrita. -Preposiciones de lugar…………. 73
U3 Identifica las relaciones de -Objetos personales
pertenencia en textos orales y -Who’s………………………………. 84
escritos para reconocer el objeto y a -Whose………………………………
tu propietario. -

U3 Intercambia información sobre objetos -Preguntas sobre propietario 86

personales para identificar a su Whose/Whose
propietario, de manera oral y escrita.
U4 Localiza información específica para -Lugares en la ciudad…………… 88
dar a conocer datos de lugares y -Días de la semana……………..
horarios de actividades de -Meses del año………………….
-Estaciones del año……………

6
 esparcimiento, en textos orales y - Invitaciones……………………
escritos. -Would like………………………
-Let’s…………………………….
U4 Solicita y proporciona información -Like.......................................... 92
específica, de manera oral y escrita, -Want
sobre horarios y lugares de -Need
actividades de esparcimiento para
elegir el de su interés.
U4 Identifica y utiliza expresiones de - Like……………………………… 99
manera oral y escrita, para referirse a -Want……………………………..
lo que él y los demás tiene, les gusta, -Need……………………………..
quieren y necesitan, en relación a
objetos cotidianos.
U4 Solicita y proporciona información - Likes/dislikes…………………….. 102
sobre objetos cotidianos, de manera - Needs/ No needs…………………. 102
oral y escrita para comunicar lo que él
y los demás tienen, les gusta, quieren
y necesitan.
Examen modelo 114
Answer key examen 118
Answer key guía 119

7
 UNIDAD 1
Presentarte a sí mismo y a sus compañeros
PRESENTACIÓN
Al término de la asignatura de Inglés 1, se espera que seas capaz de comunicarte
con otros en inglés al poder describirte e intercambiar información sobre ti y otros,
todo de manera oral y escrita. Eso implica iniciar una conversación con un saludo,
intercambiar información básica como nombre, edad, ocupación, nacionalidad,
número de teléfono, etc., y despedirte. Asimismo, deberás ser capaz de escribir
acerca de ti e identificar datos personales en textos breves tanto escritos como
orales.
Para lograr el propósito antes mencionado debes cubrir cuatro aprendizajes:
 Identificar y utilizar expresiones comunes en el salón de clases para iniciar la
comunicación de manera oral y escrita.
 Identificar y utilizar expresiones de uso frecuente para saludar, despedirte y
presentarte a ti mismo y a otros de manera oral y escrita.
 Localizar información específica para extraer datos personales de textos
orales y escritos.
 Solicitar y proporcionar tus datos personales y de otros para comunicarte en
el aula de manera oral y escrita.

8
 APRENDIZAJE 1
Identificar y utilizar expresiones comunes en el salón de clases para iniciar
la comunicación.
Lexicon: Phrases in the classroom
I.  Read the following phrases and look the picture to guess their meaning
Common expressions in class

May I come in? May I go out? Can I go to the toilet? Teacher, can you repeat,
please?

Can I borrow your What’s the meaning of this? How do you say “goma” in
book? English?

II. Match the classroom phrases with the correct meaning in Spanish.
1. May I come in? ( ) a. Quieres que tu compañero te preste su libro. *

2. Can I go to the toilet? ( ) b. cómo se dice goma en inglés. **

3. May I go out? ( ) c. Quieres ir al baño.

4. What’s the meaning of this? ( ) d. Pides al profesor que repita algo.

5. How do you say “goma” in English? ( b ) e. Quieres saber el significado de una palabra o frase
en inglés.

6. Can I borrow your book? ( ) f. Pides permiso al profesor para entrar al aula.

7. Teacher, can you repeat, please? ( ) g. Lo mencionas después de recibir un gracias.

8. You’re welcome. ( ) h. Pides permiso para salir.

*Puede ser cualquier otro material, su lápiz, su goma, su sacapuntas, etc.

**Expresión para preguntar cómo se dice cualquier palabra o frase en inglés.

9
Lexicon: Classroom objects
III. Study this vocabulary. It is important to learn vocabulary about the
classroom.

Classroom Objects

PENCIL SCISSORS BOOK SHARPENER

GLUE STICK PEN NOTEBOOK ERASER

RULER PENCIL CASE BOARD DESK

STAPLER TAPE PAPER CLIP MARKERS

HIGHLIGHTER CHAIR USB STICK PROJECTOR

10
 Grammar: use of a and an
IV. Read the explanation of a / an. Then, complete the exercise below.

A or AN
Recuerda A y AN se utilizan en frente de palabras en singular que sean contables, no se
utiliza con SCISSORS porque está palabra está en plural, ni tampoco con MILK porque
es incontable.

A se utiliza delante de todas las palabras que empiecen con sonido CONSONANTE,
excepto con “h”:

a book, a teacher, a school

AN se utiliza frente a palabras que empiecen con sonido vocálico, excepto “u”:

an apartment, an elephant, an igloo, an old man

“EXEPCIÓN”
Se emplea A si las palabras que empiezan con “u” y tienen sonido de consonante y con
“h” si esta letra tiene sonido consonante.

a university a universal element a house a horse

Utilizamos AN si las palabras que empiezan con “u” suenan como vocal y con “h” si está
letra no tiene sonido.

an umbrella an ugly man an hour an honor

1. _____ horse 6. _____ chair 11. _____ umbrella

2. _____ paper clip 7. _____ notebook 12. _____ emergency
3. _____ board 8. _____ apple 13. _____ pencil case
4. _____ eraser 9. _____ album 14. _____ intersection
5. _____ office 10. ____ glue stick 15. _____ marker

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 V. Write the name of the object and add a or an.

_____a sharpener___ ___________________ ___________________

___________________ ___________________ ___________________

Lexicon: plural
VI. Complete the rules with the correct example.
woman-women fly-flies table-tables

mango-mangoes shelf-shelves box-boxes

Rules-Plural

1. Para la gran mayoría de los sustantivos en inglés, sólo añade -s.

boy-boys apple- apples ______________

2. Si la forma singular del sustantivo acaba en una consonante silbante*, se forma

el plural al añadir -es.

watch-watches dress- dresses ______________

3. Algunos sustantivos singulares que terminan en -o cuyos plurales se forman

con -es.

potato- potatoes tomato- tomatoes ______________

4. Si la forma singular del sustantivo acaba en una consonante y la letra -y, se

forma el plural quitando la -y y añadiendo -ies.

baby- babies lady- ladies ______________

5. Algunos sustantivos singulares en inglés que terminan en -f, -ff o -fe en la forma
singular, cuyas formas plurales acaban en -ves.

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 life- lives wife- wives ______________
6. Los plurales irregulares en inglés no siguen las reglas normales y deben
memorizarse individualmente. Por suerte, los irregular plurales son
relativamente pocos.

man- men child- children ______________

* Las consonantes silbantes son aquellas que tienen un sonido de silbido o siseo, como -ch, -s, -sh, -ss, -x, y -z. Sería
imposible pronunciar una -s después de estos sonidos sin introducir una vocal.

VII. Write the plural form of the words.

way ____________ knife ____________ door ____________

echo ____________ buzz ____________ fax ____________

Lexicon: commands (imperative)

VIII. Choose the correct command/ imperative.
be quiet open your book sit down stand up
listen read write close your books

Open your book _____________ _____________ _____________

_____________ _____________ _____________ ____________

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Grammar: Commands/ Imperative
IX. Read the information about commands. Then, decide which ones are
commands and which ones aren’t.

Commands

Las oraciones imperativas implican una solicitud cortés. Se emplea un

verbo en forma infinitiva, se omite el sujeto porque está implícito.

Please, open the window Honey, Eat the vegetables

Para su forma en negación antecede el auxiliar don’t.

Don’t forget your keys. Don’t sleep late.

1. _x_ Can you open the door? 2. ___ Clean your shoes.
3. __ Read the history book. 4. ___ I listen to the Beatles.
5. ___ Wash the dishes. 6. ___ Can you choose the fruit?
7. ___ Don’t watch TV 8. ___ Please, be quiet.
9. ___ Wash the dishes. 10. ___ You don’t do your homework.
11. ___ Pick up your toys. 12. ___ Please, don’t be late.

X Writing: What is in your bag?

Open your school bag and make a list of the objects in. Divide in singular and
plural.
Example:
1. A pencil 5. pens

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 APRENDIZAJE 2
Identificar y utilizar expresiones de uso frecuente para saludar, despedirte y
presentarte a ti mismo y a otros

Lexicon: Saying Hello and Good-bye.

I.  Read about the formal and informal contexts.
Formal Context Informal context
 Entre personas con una diferencia  Entre amigos
jerárquica, por ejemplo, entre un  Entre personas de la misma edad
profesor y un alumno.
 Entre personas de diferentes
edades

II.  Audio 1.1 Listen and pay attention to the pronunciation of the following
expressions. Which phrases are formal?
Which are informal? Which are used in formal and informal contexts?

Taken from New Interchange Intro

15
 Saludo Formal Informal Ambos
1. Hi 
2. Good morning
3. How are you?
4. Thank you
5. Thanks

III Audio 1.2 Listen and pay attention to the following expressions. Which
phrases are formal? Which are informal? Which are used in formal and informal
contexts?

Taken from New Interchange Intro

Saludo Formal Informal Ambos

1. Bye- bye 
2. Good- bye
3. Bye
4. See you tomorrow
5. Thanks

16
 Lexicon: Introducing yourself
III. Read the structure of the name in other countries. Complete the chart with
the names of friends of members of your family.
Name
En algunas culturas de occidente, el nombre consta únicamente de dos partes, first name
and last name, algunos tienen incluso un middle name. El middle name suele abreviarse.

First Name Middle Name Last Name

Barak H. (Hussein) Obama
Justin D. (Drew) Bieber
Enrique -------------------- Peña

Lexicon: Titles
IV. Read the information about titles in English. Write the correct title of the
people in the pictures. In some cases, there are two options.
Titles

Los títulos son empleados al dirigirse a personas en contextos formales.

Miss. Ito (mujeres solteras) Ms. Chen (mujeres casadas o solteras)

Mrs. Morgan (mujeres casadas) Mr. Garcia (hombres casados o solteros)

Ejemplo: Title (First name) Last name

Miss. (Dakota) Fanning
Ms. (Jennifer) Aniston
Mrs. (Maribel) Guardia
Mr. (Justin) Bieber

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 TÍTULOS

1. ______ Grande 2. ______ Obama 3. ______ Derbez

YOU

4. ______ Timberlake 5. ______ Trump

V. Audio 1.3  listen and pay attention. How people introduce themselves.
Michael: Hi. My name is Michael Ota.
Jennifer: I’m Jennifer Miller.
Michael: It’s nice to meet you, Jennifer.
Jennifer: Nice to meet you, too.
Michael: I’m sorry. What’s your last name again?
Jennifer: It’s Miller.

Taken from New Interchange Intro

18
VI. Complete the next conversation with the information of the people in the
pictures.

Barak: Hi. My name is Barak Obama.

Vladimir: I’m _____________________ (1).
Barak: It’s nice to meet you.
Vladimir: Nice to meet you, too.
Barak: I’m sorry. What’s your first name again?
Vladimir: It’s _____________________ (2).

Grammar: verb to be

Verb to be
En las conversaciones utilizamos oraciones que emplean un sujeto y un verbo
que proporciona información de cada uno, ese verbo en inglés es el verbo to be
(ser o estar).
My name is Michael Ota.

I’m Jennifer Miller.

It’s nice to meet you…

El verbo to be en presente tiene tres formas is (‘s), am (´m) y are (‘re)(´s).

Lexicon: Personal Pronouns

Personal Pronouns
Se utilizan para mencionar al que habla o a la persona a la que se dirige. También
se puede referir a personas o cosas que ya fueron mencionadas o que se
sobreentienden.
I’m Peter. He’s Mr. Smith.
En esta oración el hablante es “I” y tanto él como el interlocutor saben a que
hombre se refiere “He”.

19
Grammar: Conjugation of verb to be

VII. Check the next chart. Complete the sentences with the correct form of the
verb to be.

Affirmative
Forma completa Contracción
I am a doctor. I ‘m a doctor.
You are my friend(s). You ‘re my friend(s).
He is intelligent. He ‘s intelligent.
She is my mother. She ‘s my mother.
It is my favorite pet. It ‘s my favorite pet.
We are from Chicago. We ‘re from Chicago.
They are architects. They ‘re architects.

1. The teacher ________ in her office. 2. Janeth ________ from Canada.

3. We ________ happy. 4. I ________ in Paris.
5. The hospital ________ ugly. 6. He ________ my father.
7. My cats ________ big. 8. My sisters ________ in a party.

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Lexicon: Possessive adjectives

Possesive Adjectives
Un adjetivo posesivo muestra a quién o a qué pertenece algo o como se relaciona con
ello. A cada pronombre personal le corresponde un adjetivo posesivo.

I MY
YOU YOUR
HE HIS
SHE HER
IT ITS
WE OUR
YOU YOUR
My name is Your name is His name is Her name is Beth.
THEY THEIR
John. Tony. Lewis.

VIII. Read the next sentences and choose the correct possessive adjective.

1. The kids are in the garden. Our/ their toys are everywhere.
2. She’s Ursula. His/Her last name is Jones.
3. Oliver lives in Italy. His/Her family is big.
4. The car is new. Its/ His motor is electric.
5. Edward and I are brothers. Our/ their parents are in Canada.

IX. Complete the sentences. Use the correct personal pronouns in the box.

I You He She It We They

1. ______’m Jenny. 2. ______’re Beth. 3. ______ ‘s Sandy.

4. ______’s my boyfriend. 5. ______’s my pet.

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 Lexicon: personal pronoun or possessive adjective

I or my?
Para distinguir la diferencia entre los pronombres personales y los adjetivos posesivos
recordemos que los primeros van seguidos de un verbo y los adjetivos posesivos
acompañados de un sustantivo.

They are teachers. Their students are intelligent.

Pronombre verbo Adjetivo sustantivo

X. Write a personal pronoun or a possessive adjective.

1. _He’s_’s Patrick. _His_ middle name is Jey.

2. She’s Linda. ______ last name is Lauper.
3. ______’m Joana. My phone number is 5412-3819.
4. We’re Michael and Nicole. ______ nicknames are Mike and Nicki.
5. ______ ‘s an elegant hotel and ______ restaurant is excellent.

Grammar: Verb to be- negative sentences

Negative
Forma Completa Contracción
I am a doctor. I ‘m not a doctor. I´m not a doctor.
not
You are my friend. You aren’t my friend. You’re not my friend.
not
He is not intelligent. He isn’t intelligent. He’s not intelligent.
She is not my mother. She isn’t my mother. She’s not my mother.
It is not my favorite pet. It isn’t my favorite pet. It’s not my favorite pet.
We are from Chicago. We aren’t from Chicago. We’re not from Chicago.
not
They are architects. They aren’t architects. They’re not architects.
not

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XI. Complete with affirmative or negative sentences according to the pictures.

1. I _‘m not__ an architect. 2. Sam ______ a doctor. 3. Ethan ______ a doctor.

4. Alex ______ a teacher. 5. Sophia ______ a student. 6. They ______ musicians.

XII.  listen to audio 1.4. Check the underlined question.

Jennifer: Are you Steven Carson?
David: No, I’m not. He’s over there.
Jennifer: Oh, I’m sorry.
Taken from New Interchange Intro

Yes/no questions
Las preguntas SI/NO utilizan una entonación ascendente*, buscan verificar
información, su estructura es la siguiente:
Full Form Short answers
Am I a doctor? Yes, I am. No, I’m not.
Are you my friend? Yes, I am. No, I’m not.
Is he Intelligent? Yes, he is. No, he isn’t.
Is she my mother? Yes, she is. No, she isn’t.
Is it my favorite pet? Yes, it is. No, it isn’t.
Are We from Chicago? Yes, we are. No, we aren’t.
Are you Doctors? Yes, we are No, we aren’t
Are they architects? Yes, they are. No, they aren’t.

*example of pronunciation: https://englishpronunciationroadmap.com/rising-and-falling-

intonation/

23
XIII. Answer the questions according to YOUR PERSONAL INFORMATION. Ask
for help in mediateca to review your answers.

1. Are you from Mexico City? Yes, I am No, I’m not.

2. Are you tall? Yes, I am No, I’m not.
3. Are you a good student? Yes, I am No, I’m not.
4. Is your school beautiful? Yes, it is. No, it isn’t.
5. Is your best friend a woman? Yes, she is. No, she isn’t.
6. Are your classmates nice? Yes, they are. No, they aren’t.

XIV Write complete sentences about yourself, use the information of your answers
in exercise XIII. Ask for help in mediateca to review your answers.
My name is_________________.My last name is________________________
I am from________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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 APRENDIZAJE 3
Localizar información específica para expresar datos personales de textos
orales y escritos

I.  Read the next message to Foodlovers.com. Choose the best general

idea.
 Reading
Para comprender mejor la idea general de un texto da un vistazo rápido al texto.
apóyate en imágenes, títulos y subtítulos. No es necesario comprender palabra
por palabra para lograrlo.
Por otro lado, si buscas información específica, como en el segundo ejercicio,
debes leer detenidamente las preguntas. Puedes después subrayar las palabras
clave como “retired” para leer detenidamente la sección en la que se encuentra.

1. El texto hace referencia a una página de internet para

buscar pareja con sus gustos culinarios similares.
2. La idea es que sus usuarios se presentan y hagan
recomendaciones de restaurantes en su localidad.

Taken from Essential American English 1 Beginner

II.  Read the test again and answer the questions about Michael and
Wendy.

1. Are Michael and Wendy American? Yes, they are.

2. Is their last name retired? ________________________
3. Are they 60 years old? ________________________

25
 4. Are the restaurants in Las Vegas nice? ________________________
5. Is their favorite restaurant in France? ________________________

Reflexiona un poco sobre el ejercicio realizado y contesta

¿Lo realicé? SI NO No fue necesario

 Dar un vistazo rápido al principio me

ayudó a saber de qué trataba el texto.
 Además, me guíe por las palabras
conocidas, títulos y subtítulos para
que no tuviera que leer palabra por
palabra.
 Leí detenidamente las preguntas
para saber qué información
específica necesitaba buscar.
 Subrayé las palabras clave en el
texto para guiarme.

III. Complete the next chart with the country or the nationality. (Puedes
consultar un diccionario en mediateca)

Flag Country Nationality

Mexico

The United States of

America (USA)

Brazilian

Canadian

China

26
 Egyptian

France

Greece

Italian

Japanese

Russia

Where are you from?

Al indicar de donde eres, puedes utilizar país o nacionalidad.

I’m from Mexico.

En esta oración se utiliza la preposición from que indica origen por lo que va
seguido de un país.

I’m Mexican.

Aquí podemos observar que se utiliza una nacionalidad después del verbo ser o
estar, la nacionalidad funciona como adjetivo.

*Las países y nacionalidades en inglés van siempre en mayúscula.

27
 IV. After reading: Where are you from? Write the correct country or nationality.
Use the pictures to help you.

1. It’s French. 2. They’re _____________. 3. She’s from ______________.

4. He’s from _____________. 5. It’s ___________________. 6. They’re ________________.

Puedes practicar el vocabulario sobre países y nacionalidades en:

https://agendaweb.org/exercises/vocabulary/countries/countries-nationalities
http://www.manythings.org/wbg/nationalities-mw.html

Vocabulary strategy
Puedes recordar y aprender mejor las palabras si las agrupas, en el caso de las
nacionalidades en inglés, se dividen de acuerdo con su terminación.

-ian -ish -ean -an

Canadian British Korean Mexican
Australian English Chilean American
Bolivian Spanish Singaporean Cuban

28
Puedes encontrar una lista más amplia en:
http://curso-gratis-ingles.euroresidentes.com/2014/08/paises-y-nacionalidades-
en-ingles.html

Grammar: Age

Age
Para expresar la edad en inglés, a diferencia del español, se emplea el verbo ser
o estar.

We’re 60 (years old.) I’m 25 years old. He’s 5 years old.

Muchps estudiantes mexicanos emplean el verbo “to have” pero no es adecuado,

es un error porque se traduce literalmente la idea de la edad con “tener”.

Lexicon: Numbers from 1 to 100

V. Listen to audio 1.5. Numbers from 0 to 100.

0 1 2 3 4 5 6 7 8 9
10 11 12 13 14 15 16 17 18 19
20 30 40 50 60 70 80 90 100

Es común confundir la pronunciación de los siguientes pares de números:

13-30, 14-40, 15-50, 16-60, 17-70, 18-80, 19-90

Debes recordar que los números del 13 al 19 tienen la terminación -teen; las
decenas, del 30 al 90, por el contrarios terminan en -ty.

VI. Listen to audio 1.6 and write the numbers you hear.
1. 26 2. __________ 3. ___________

4. ________ 5. __________ 6. ___________

Taken from English in mind. Student’s Book Starter

29
 The Alphabet
Durante la presentación de ti ante otros puede haber dudas sobre cómo se escribe
tu nombre por lo que es conveniente aprenderlo.

VII. Listen to audio 1.7, the alphabet. Check the difference between c-z, g-
j. k-q and w-y.

Deletreando tu nombre

Los nombres en inglés pueden tener diferente escritura, por ejemplo:

Stefany, Stephany, Stephany

Así que son comunes las siguientes preguntas:

How do you spell your first name? How do you spell your last name?

Practica el deletreo de tu nombre y apellido.

VIII. Listen to audio 1.8 and complete the first and last names.
1. C- A- R- T - E- R 4. A- N __- __- R __- __- N
2. J- O- __- N- __- __- N 5. __- H __- L - __- I- __
3. __- E - __- __- L- __ 6. __- A – R - __- __- N - __- Z
Taken from Side by side. Activity Workbook

30
 IX. Listen to audio 1.9. Write the correct spelling.
1. John _____Jon____
2. Sarah _____________
3. Steven _____________
4. Katherine _____________
5. Chris _____________

Taken from New Interchange Intro

X. 
 Read and listen to the conversation building language (audio
1.10). Then, check the information in the format below and correct if it is
necessary.

Taken from Touchstone 1

FITNESS GYM
Last Name Victor First name Lopez

Member No Phone 646-555-3048

e-mail address [email protected]

31
 Cómo se dicen los números de teléfono y correos electrónicos

216-555-7708= “two-one-six, five-five-five, seven-seven-oh (zero), eight”

[email protected]= “d-smith-six-at-c-u-p-dot-org”

XI. Listen to two conversations in audio 1.11. Complete the formats.

Listening
Al llevar a cabo una actividad de comprensión oral debes tener claro lo que se te pide, no
debes angustiarte si no entiendes todo lo que digan.
Te debes guiar por las palabras que conozcas.
Es de gran ayuda identificar el orden en el que se da la conversación, para que la segunda o
tercera vez que lo escuches tengas una imagen clara de su estructura.

LIBRARY GYM

First name First name

Elizabeth
Middle Initial Middle Initial
R C
Last name Last name
Davis
Phone number Phone number
_____-555-____-____ _______-555-______
_____-555-_______ _______- 555-______

e-mail address e-mail address

[email protected] [email protected]
Student ID number
192-________-87

Taken from Touchstone 1

32
 ¿Cómo lo hice?

¿Lo realicé? SI NO No fue

necesario
 Dar un vistazo rápido al principio, me
ayudó saber de qué se trata el texto.
 Me guíe por las palabras conocidas,
títulos subtítulos e imágenes.
 Fue de utilidad identificar el orden de
la conversación.
 No tuve que comprender todo para
completar la actividad.

Grammar: Wh- questions

PREGUNTAS WH-
Las preguntas -Wh son llamadas así debido al uso de palabras, que en su
mayoría empiezan con Wh, como what, where, when. Estas preguntas tienen una
entonación descendente. A diferencia de las preguntas SI/NO cuya entonación es
ascendente porque no desean confirmación información.

Palabra Wh Verbo to be Sujeto Complemento

What ‘s your name?

Where are you from?

What ‘s your first name again?

XII. Answer the questions with YOUR personal information. Ask for help a
teacher in mediateca to practice and check your answers.

1. What’s your first name? _______________________________

2. What’s your phone number? _______________________________
3. Are you in 2nd semester? _______________________________
4. Is your school big? _______________________________
5. What’s your best friend e-mail address? __________________________

33
 APRENDIZAJE 4
SOLICITAR Y PROPORCIONAR DATOS PERSONALES Y DE OTROS PARA
COMUNICARSE EN EL AULA.
I. Match the questions with the correct answers.

Pregunta Información
What’s your name? 17
What’s your phone number? I’m from Mexico. / Yes, I am.
How old are you? Oliver Johnson
How do you spell your last name? 555-678-9047
What’s your e-mail address? J-o-h-n-s-o-n
Where are you from? / Are you from Mexico? [email protected]

II. Answer the questions.

1. What’s your name? ____________________________

2. How do you spell your last name? ____________________________
3. How old are you? ____________________________
4. Where are you from? ____________________________
5. Are you from Mexico City? ____________________________
6. What’s your phone number? ____________________________
7. What’s your e-mail address? ____________________________

III. Write 5 sentences about YOU. Use the information of the previous
exercise.
Example:

I’m Erik Rivera. I’m 17 years old. I’m from Mexico State. My phone number is 56-
56-78-09. My e-mail address is [email protected].

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

34
_______________________________________________________________

_______________________________________________________________

IV Ask for help in mediateca. A techer ckecks your writing exercise then practice
your sentences.

V Speaking. Record your writing in your cell phone to practice pronunciation. A

teacher can help with your pronunciation.

Piensa en el ejercicio de escritura y analiza si al escribir la información requerida

tomaste en cuenta:

A SI NO

 Emplear mayúsculas al inicio de cada

oración.
 Usar puntos y seguidos después de
cada oración.
 Emplear el verbo to be para expresar
la edad.
 Escribir los nombres propios con
mayúscula.
VI Complete the questions. Use the answers as a guide. Ask for help in mediateca
to review your answers.

1. A: What’s __________________________________?
B: I’m Jennifer Stiller.
2. A: How do __________________________________?
B: It’s S-t-i-l-l-e-r.
3. A: What’s __________________________________?
B: It’s 56- 78- 98- 00.
4. A: What __________________________________?
B: [email protected]
5. A: How __________________________________?
B: I’m 25 years old.

35
6. A: Where __________________________________?
B: I’m from Ireland.

IV Complete the format. ask questions to a classmate or a teacher at the

Mediateca.

UNAM_-COLEGIO DE CIENCIAS Y HUMANIDADES

Last Name First name

Age Phone

Nationality

e-mail address

IV.  Read the conversation. Decide if the sentences are True or False.

 Reading
Lee el título para predecir de que tratará la lectura.
Para resolver una actividad de lectura de falso o verdadero debes leer
detenidamente las oraciones antes para saber en qué parte del texto enfocarte.
Recuerda que no es necesario comprender palabra por palabra para lograrlo.
Además, puedes subrayar las frases clave como “this is my best friend” para leer
detenidamente la sección en la que se encuentra.

Back to school
Kate: Hi guys. How are you?
Jennifer: Not bad.
Kate: This is Mary. She’s a new student.
Tom: Hello, Mary.
Mary: Hi, what’s your name?
Tom: I’m Tom and this is my best friend, Jennifer.
Mary: Nice to meet you.
Jennifer: Nice to meet you, too, Mary. How old are you?

36
Mary: I’m sixteen.
Jennifer: Ah, so you’re in the 10th grade.
Mary: That’s right. What grade are you in?
Tom: We’re in the 11th grade.
Mary: So, we aren’t classmates.
Tom: No. Oh, well, welcome to Belmont Highschool, Mary.
Mary: Thanks. Bye now. See you later.
Jennifer: Good-bye.
Taken from On track 1

1. Mary and Tom are best friends. T F

2. Mary is a new student. T F
3. Tom is 10th grade. T F
4. Mary and Jennifer are in the same class. T F
5. Mary is 16. T F

Es importante analizar el ejercicio y cómo se realizó.

Logré SI NO No fue
necesario
 Leer el título y me permitió predecir
de que trataría la lectura.
 Leer las oraciones y me ayudó a
enfocarme en una parte del texto.
 Guiarme por las palabras conocidas
para comprender la información..
Enfocarme en una parte del texto me
ayudó a completar la actividad.
 Subrayé algunas frases o palabras
para saber en qué parte de la lectura
enfocarme.

37
 Puedes practicar cómo te puedes presentar a ti y a otros:
https://www.youtube.com/watch?v=qj0G5yen9JA

Muy bien, has concluido la Unidad 1

Contesta la siguiente pregunta y evalúa tu desempeño usando el cuadro de abajo.

¿Soy capaz de describirme e intercambiar información sobre mí y a otros,

todo de manera oral y escrita?

¿Cómo lo hago?

Identifico y utilizo expresiones comunes

en el salón de clases para iniciar la
comunicación.

Identifico y utilizo expresiones de uso

frecuente para saludar, despedirte y
presentarte a ti mismo y a otros.

Localizo información específica para

expresar datos personales de textos
orales y escritos.

Solicito y proporciono datos personales

y de otros para comunicarme en el aula.

Taken from Wise up 2

38
Bibliografía Básica
Azar B.(2006) Basic English Grammar (3rd ed.) New York: Pearson Education.
Cambridge University Press. (Enero 2019) Interchange 4th edition: Interchange
Arcade. Tomado y adaptado de: http://www.cambridge.org/interchangearcade/
Bibliografía para el profesor
Escuela Nacional del Colegio de Ciencias y Humanidades (2016) Programas de
Estudio. Área de Talleres de Lenguaje y Comunicación. Inglés I - IV. México:
Escuela Nacional del Colegio de Ciencias y Humanidades.

39
 UNIDAD 2

Describir a la familia y a los amigos

Propósito:

Al finalizar la unidad, el alumno intercambiará información para comunicar

relaciones de parentesco, estados de ánimo, características físicas y rasgos de
personalidad de sí mismo y de los demás, de manera oral y escrita.

Para lograr el propósito antes mencionado debes cubrir cuatro aprendizajes:

 Identificar y utilizar vocabulario y frases para describir relaciones de parentesco

y estados de ánimo, de manera oral y escrita.
 Identificar características físicas y rasgos de personalidad, en textos orales y
escritos breves para reconocer las individualidades.
 Proporcionar información sobre estados de ánimo, apariencia física y rasgos
de personalidad, de manera oral y escrita para describirte a ti mismo y a otros.
 Intercambiar información para comunicar relaciones de parentesco, estados de
ánimo, características físicas y rasgos de personalidad de ti mismo y de otros,
de manera oral y escrita.

40
 APRENDIZAJE 1

Identificar y utilizar vocabulario y frases para describir relaciones de

parentesco y estados de ánimo, de manera oral y escrita.

 Vocabulary family

Watch Robert’s Family’s tree.

Image taken and adapted from:

http://blogs.granada.escolapiosemaus.org/primariaingles/2015/10/09/family-tree-arbol-familiar/

Now read the following sentences that describe Robert’s family relationship. Pay
attention to apostrophe ‘S that indicates possession

- Bill is Robert’s grandfather. Bill es el abuelo de Robert.

1. Mary is Robert’s grandmother. Mary es la abuela de Robert.

2. George is Robert’s father. George es el padre de Robert.
3. Susan is Robert’s mother. Susan es la madre de Robert.

41
 4. Robert is George and Susan’s son. Robert es el hijo de George y Susan.
5. Ann is George and Susan’s daughter. Ann es la hija de George y Susan.
6. Gabriel is Robert’s brother. Gabriel es el hermano de Robert.
7. Ann is Robert and Gabriel’s sister. Ann es la hermana de Robert.
8. George is Susan’s husband. George es el esposo de Susan.
9. Susan is George’s wife. Susan es la esposa de George.
10. Sam is Robert’s uncle. Sam es el tío de Robert.
11. Margaret is Robert’s aunt. Margaret es la tía de Robert.
12. Brian is Robert’s cousin. Brian es el primo de Robert.
13. Catherine is Robert’s cousin. Catherine es la prima de Robert.
14. Robert is Sam and Margaret’s Robert es el sobrino de Sam y
nephew. Margaret.
15. Ann is Sam and Margaret’s niece. Ann es la sobrina de Sam y
Margaret.
Note: grandfather & grandmother=grandparents
Father & mother= parents
Grandson & granddaughter=grandchildren
Son and daughter=children
Brother & sister=siblings

I Exercise. Complete the chart.

Grandfather 1. grandmother
2. mother
Cousin 3.
4. niece
Brother 5.
6. Wife
Son 7.
8. aunt

42
 Grammar Use ‘s to express possession

Observar las oraciones anteriores que expresar posesión, colocando el ‘s después

de la persona que tiene alguna relación de pertenencia con algo o con alguien.

Ejemplos:

1. Robert’s car is beautiful. El auto de Robert es hermoso.

2. Margaret’s boyfriend is intelligent. El novio de Margaret es inteligente.

Cabe mencionar, que cuando el nombre del dueño termina con s, se puede utilizar ‘s
o sólo ‘.

Ejemplo:

1. James’s mother is a nurse. La mamá de James es enfermera.

James’ mother is a nurse.

Por otra parte, si los dueños corresponden a un sustantivo en plural que termine en s,
sólo se agrega ‘. De lo contrario se agrega ‘s.

Ejemplos:

1. The boys’ dog is playful. El perro de los niños es juguetón.

2. The children’s teacher is good. El maestro de los niños es bueno.

ll Complete the sentences with a family word from the box. Look up the words
you do not understand in your dictionary.

brother-in-law daughter-in-law father-in-law son-in-law

sister-in-law mother-in-law
1. My wife’s father is my __father-in-law_____.
2. My husband’s mother is my _______________.
3. My wife’s sister is my _______________.
4. My husband’s brother is my _______________.
5. My daughter’s husband is my _______________.
6. My son’s wife is my _______________.

43
Otra forma de expresar posesión en inglés es a través de los adjetivos posesivos.

I my I like my job.

You your You like your job. .

He his He likes his job.

She her She likes her job.

It its Hawaii is famous

for its beaches.
We our We like our jobs.
You your You like your jobs.
They their They like their jobs. .

III Complete the sentences with a possessive adjective.

1. He lives with __his___ parents.
2. They live with ________ parents.
3. We live with _______ parents.
4. Ann lives with _______ parents.
5. I live with _______ parents.
6. John lives with _______ parents.
7. Do you live with _______ parents?
8. My dog sleeps in _______ house.

Information and exercise taken from: Murphy, R. (1995). Basic Grammar in Use. USA: Cambridge
University Press. p. 107

IV Complete the sentences about your family’s occupation and one possesion.
See the example.

-My grandmother is a housewife and her hair is long. My mother is

a/an__________and her_________________.My father is_______________ and
his______________.My brother/sister____________________________________.

__________________________________________________________________.

44
 APRENDIZAJE 2

Identificar características físicas y rasgos de personalidad, en textos orales y

escritos breves para reconocer las individualidades.

 Vocabulary physical characteristics

Revisa vocabulario para describir las características físicas de las personas.

square round long/oval

young middle-aged old

long/straight wavy medium length short curly spiky bald

tall Medium height short fat Well-built slim thin/skinny

Nota: fat=chubby=overweight=heavy=big

medium length=shoulder-length

45
 freckles beard mustache goatee braids

ponytail ugly cute/pretty attractive/beautiful handsome

Images taken and adapted from:

https://en.islcollective.com/resources/printables/worksheets_doc_docx/pictionary_-
_physical_description/adjectives-to-describe/82639

 Vocabulary personality adjectives

Estudia las palabras que describen rasgos de personalidad.

46
Images taken and adapted from:
https://en.islcollective.com/resources/printables/worksheets_doc_docx/personality_descriptions/adjecti
ves-describing-people/44941

Nota: coward no es un adjetivo, sino un sustantivo. Así que si lo quieres utilizar debes
usar el artículo a/an.
Por ejemplo: That man is a coward
tidy=neat

47
  Reading

V Read the descriptions and write the names in the right box.

1 2 3 4 5 6

Sara is fat and short. She has Polly is tall and thin. He has Peter is tall and thin. He is bald.
long curly fair hair. Her face is long dark hair. She has a He has a long face. He has a
round. She has small ears and square face. Her nose is long. mustache. His ears are big.
small eyes.

Tom is tall and fat, He has long Alex is fat and tall. He is bald. Kelly is tall and fat. She has
fair hair, He has big eyes and a He has a round face. He has a short dark hair. She has a long
big nose. His ears are big too. big nose, a big mouth, and big neck. Her eyes are small and
eyes. her nose is long.

Exercise taken and adapted from:

https://en.islcollective.com/resources/printables/worksheets_doc_docx/desription_of_people/describin
g-people-describing/1373

 Listening
VI Listen to the conversation between Aurelia and Hannah and circle the correct
answer. (Audio Unit 2 Track 2.1)
1. Jem is…
a) Hannah’s brother.
b) Hannah’s boyfriend.
c) Hannah’s cousin
2. Lucy is Jem’s…
a) Sister.
b) Friend
c) Girlfriend
3. Lucy is…
a) Tall
b) Short
c) Pretty
4. Lucy has…

48
 a) Short black hair
b) Long brown hair
c) Long blond hair
5. Alex and Jem are…
a) friends.
b) cousins.
c) twin brothers.
6. Alex and Jem are…
a) 16 years old.
b) 20 years old.
c) 15 years old.
7. Alex and Jem are…
a) tall and chubby
b) tall and thin
c) short and thin
8. Alex and Jem have…
a) straight brown hair
b) short brown hair
c) short curly hair
9. Alex and Jem has…
a) green eyes and big ears.
b) green eyes and small ears.
c) brown eyes and big ears.

49
 APRENDIZAJE 3

Proporcionar información sobre estados de ánimo, apariencia física y rasgos

de personalidad, de manera oral y escrita para describirse a sí mismo y a
otros.

 Vocabulary physical states and emotions.

I Match the pictures and the words. Look up the words that you don’t understand
in your dictionary.

15 disappointed _ tired ____ hungry ____ sad/unhappy

___ miserable ____ happy ____ hot ____ sick/ill

___ upset ____ ecstatic ____ exhausted ____ cold

___ thirsty ____ pleased ____ full ____ sleepy

50
Images taken and adapted from: Molinsky, S. y Bliss, B. (1994). Word by Word. Picture Dictionary.
Estados Unidos: Longman.

I Watch the pictures and underline the correct option.

a) annoyed a) lazy a) angry/mad a) hurt

b) depressed b) frustrated b) relaxed b) furious

a) enthusiastic a) terrified a) shocked a) confident

b) disgusted b) surprised b) peaceful b) nervous

a) worried a) busy a) bored a) pessimistic

b) glad b) scared/afraid b) excited b) proud

a) suspicious a) curious a) hysterical a) confused

b) embarrased b) ashamed b) jealous b) lonely

51
Images taken from: Molinsky, S. y Bliss, B. (1994). Word by Word. Picture Dictionary. Estados Unidos:
Longman.

 Adjective order, verbs to be and have

Cuando describimos a una persona en inglés utilizamos el verbo “to be” para decir la
edad, la estatura, el peso, el color de piel y los rasgos de personalidad.

Example:

1. My mother is beautiful, middle-aged, tall and thin.

2. George is handsome, young, short and average weight.

Cuando describimos el cabello, los ojos o características faciales usamos el verbo

“have/has” (inglés estadounidense) “have/has got” (inglés británico).

Example:

1. My boyfriend has (got) short wavy black hair.

2. Susan has (got) big green eyes and freckles.

Cabe mencionar, que cuando más de un adjetivo precede a un sustantivo en inglés,

generalmente, se enuncian en el siguiente orden1:

1 2 3 4 5 6 7 8

Cantidad/ Opinión Tamaño Forma Edad Color Nacionalidad/ Material Noun

Número origen

1. He’s an intelligent young man.

2. She has a small round black wooden box.

De acuerdo con esta clasificación las características del cabello se enuncian en el

siguiente orden: tamaño, tipo (forma) y color.

Example:

1
Taken from: https://learnenglish.britishcouncil.org/en/english-grammar/order-adjectives y
http://englishforeveryone.org/PDFs/order%20of%20adjectives.pdf

52
 1. My girlfriend has (got) long straight blond hair.
2. My friends have (got) shoulder length wavy light brown hair.

Para preguntar cómo es una persona físicamente, lo hacemos de la siguiente forma:

A: What do you look like?

B: I’m (of) medium height, middle-aged and average weight.

I have dark skin and small brown eyes.

A: What does your sister look like?

B: She’s short, young and slim.

She has shoulder length, wavy, black hair.

Para preguntar cómo es una persona en cuanto a su carácter lo hacemos de la

siguiente manera:

A: What’s your best friend like?

B: He’s intelligent and funny.

A: What are you like?

B: I’m sociable and cheerful.

Look at the following exmples:

1. Hi, pals! My name is 2. What’s up people? I’m

Susy. I´m thin and medium Michael. I´m tall and
height. My hair is short, handsome. My hair is
curly and blond. My eyes straight and brown. My
are brown. I’m clever and face is round. I’m patient
hard working. My favorite and kind of lazy. I like
color is red. I love fashion. anime, hip hop and I
always wear a cap.

Texts taken and adapted from:

https://en.islcollective.com/resources/printables/worksheets_doc_docx/physical_description/describing-
people-describing/910

53
 Writing
II Write a description of yourself use the questions as a guide. Please check the
Writing Rubric that is at the end of this unit carefully.
What do you look like? What are you like? How do you feel now?

Hi, Pals! My name is ___________________________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Score: __________

III Write a description of a member of your family by answering the questions

below. Ask a tutor in self-access language learning center (mediateca) to check
your text.
What does your (a member of your family) look like? What’s he/she like?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Score: __________

 Speaking
IV Prepare an oral description of yourself. Include physical and personality
characteristics. Before that, read the Speaking Rubric that is at the end of this
unit carefully, since it contains the aspects that will be evaluated in your oral
description.
Score: __________

54
V Prepare an oral description of your favorite actor/actress or singer. Include
physical and personality characteristics. Before that, read the Speaking Rubric
that is at the end of this unit carefully, since it contains the aspects that will be
evaluated in your oral description.

Score: __________

55
 APRENDIZAJE 4

Intercambiar información para comunicar relaciones de parentesco, estados de

ánimo, características físicas y rasgos de personalidad de ti mismo y de otros,
de manera oral y escrita.

I Read and practice the following dialogue.

A: Do you have any brothers or sisters?

B: Yes. I have one sister.

A: What´s her name?

B: Susan.

A: What does she look like?

B: She’s young. She’s short and thin.

She has big brown eyes and long wavy black hair.

Her nose is small.

A: What’s she like?

B: She’s very intelligent and funny, but sometimes she’s rude.

What about you? Do you have any brothers or sisters?

A: Yes. I have one brother. His name’s Daniel.

B: What does he look like?

A: He’s middle-aged. He’s tall and well-built.

He has short straight black hair. His eyes are small and brown.

He has a small nose.

B: What’s he like?

He’s very hard-working, honest and polite.

 Speaking
II Have a dialogue with tutor in a self-access language learning center

(mediateca), similar to the one in exercise I.

56
Evaluate if the tutor understand your questions and answer with correct
information. Think about the activity. Do you understand? Write a reflexion about
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

¡Muy bien! Has concluido la Unidad 2.

Rúbrica para expresión escrita

Deficiente Regular Buena Excelente

1 pt. 2 pts. 3 pts. 4 pts.
Oraciones El alumno escribió El alumno En su mayoría, Todas las
oraciones escribió algunas el alumno oraciones
incompletas oraciones escribió están bien
aunque hay incompletas, oraciones construidas.
adjetivos y verbo hay adjetivos, se completas y Hay un uso
BE, comprendió la bien construidas correcto del
fue difícil idea principal hay uso de las verbo BE el
comprender el del mensaje. estructuras y vocabulario
mensaje. vocabulario revisado en
revisado clase.
Gramática y El alumno El alumno El alumno El alumno no
ortografía cometió más de 4 cometió 3 o 4 cometió 1 o 2 cometió
errores de errores de errores de ningún error
gramática y/o de gramática y/o de gramática y/o de de gramática
ortografía. ortografía. ortografía. y/o de
ortografía.

Puntuación El alumno no El alumno omitió El alumno omitió El alumno

utilizó signos de algunos signos un par de signos utilizó los
puntuación ni de puntuación y de puntuación y signos de
escribió las letras letras letras puntuación y
mayúsculas mayúsculas mayúsculas letras
donde era donde era donde era mayúsculas
necesario. necesario. necesario, donde era
necesario.

Rubric taken and adapted from:

http://rubistar.4teachers.org/index.php?screen= ShowRubric&rubric_id=1035435

57
Rúbrica para expresión oral

Deficiente Regular Bueno(a) Excelente

1 pt. 2 pts. 3 pts. 4 pts.
Pronunciación La pronunciación La pronunciación La pronunciación La pronunciación
del alumno hizo
del alumno del alumno fue del alumno fue
incomprensible el
mensaje. dificultó la comprensible, clara y el mensaje
comprensión del pero tuvo algunos fue transmitido
mensaje. errores. correctamente.
Fluidez El alumno fue Las pausas y Las pausas y El alumno fue
capaz de hablar, titubeos a veces titubeos no capaz de
pero con titubeos interfirieron con la interfirieron con la comunicar el
y pausas comprensión del comprensión del mensaje
significativos, que mensaje. mensaje. claramente y sin
hicieron dificultad.
incomprensible el
mensaje.
Gramática y El alumno utilizó El alumno utilizó El alumno utilizó El alumno utilizó
vocabulario una cantidad una cantidad varias de las las estructuras
insuficiente de las suficiente de las estructuras gramaticales y
estructuras estructuras gramaticales y vocabulario de la
gramaticales y el gramaticales y vocabulario de la lección
vocabulario de la vocabulario de la lección requeridos para
lección lección requeridos para comunicar el
requeridos para requeridos para comunicar el mensaje.
comunicar el comunicar el mensaje.
mensaje. mensaje.

Rubric taken and adapted from:

https://www.rcampus.com/rubricshowc.cfm?code=SX7794X&sp=yes&

58
 Autoevaluación
Contesta la siguiente pregunta y evalúa tu desempeño usando el cuadro de abajo.
¿Soy capaz de describirme y describir a otros, todo de manera oral y escrita?

¿Cómo lo hago?

1. Identifico y utilizo vocabulario

y frases para describir relaciones
de parentesco y estados de ánimo,
de manera oral y escrita.

2. Identifico características físicas

y rasgos de personalidad, en
textos orales y escritos para
reconocer las individualidades.

3. Proporciono información sobre

estados de ánimo, apariencia
física y rasgos de personalidad,
de manera oral y escrita para
describirme a mí mismo y a
otros.

4. Intercambio información para

comunicar relaciones de
parentesco, estados de ánimo,
características físicas y rasgos de
personalidad de mí mismo y de
otros, de manera oral y escrita.

59
Bibliografía para el alumno
Murphy R. (1995) Basic Grammar in Use. Reference and practice for students of
English. E.U.: Cambridge University Press.
Coe N. et al. (2015) Oxford Practice Grammar with answers. Basic with tests. China:
Oxford University Press.

Bibliografía para el profesor

Escuela Nacional del Colegio de Ciencias y Humanidades (2016) Programas de
Estudio. Área de Talleres de Lenguaje y Comunicación. Inglés I-IV. México: Escuela
Nacional Colegio de Ciencias y Humanidades.
Clarke S. (2008) Macmillan English Grammar in Context. Essential with key.
Thailand: Macmillan.

60
 UNIDAD 3

Describir la casa y las pertenencias.

Propósito: Al finalizar la unidad, el alumno: Intercambiará información para

describir partes y artículos de la casa, así como las relaciones de pertenencia
entre el objeto y el propietario, de manera oral y escrita.

Para lograr el propósito antes mencionado, debes cubrir cuatro aprendizajes.

 Identificar y utilizar expresiones para describir habitaciones, mobiliario y
objetos de uso personal de manera oral y escrita.
 Proporcionar y solicitar información sobre la existencia de habitaciones,
mobiliario de una casa y objetos de uso personal, de manera oral y escrita.
 Identificar las relaciones de pertenencia en textos orales y escritos para
reconocer el objeto y a su propietario.
 Intercambia información sobre objetos personales para identificar a su
propietario, de manera oral y escrita.

61
Aprendizaje 1: Identificar y utilizar expresiones para describir habitaciones,
mobiliario y objetos de uso personal de manera oral y escrita.

 Match the following house vocabulary.

Parts of the house:
( ) Living room – Family ( ) comedor
room
( ) Bedroom ( ) habitación
( ) Kitchen ( ) baño
( ) Dining room ( ) sala
( ) Bathroom ( ) cocina
( ) Study room ( ) recamara
Al final de la unidad encontrarás un anexo un vocabulario que tiene que ver con las
partes de la casa. Es importante revisarlo.
.
There is / there are

If we want to say that something exists or doesn’t exist somewhere or at some time,
we often use: ‘there + be’.
It’s often used to talk about something for the first time in a conversation.
Example:
• There’s a cup on the table.
• There’s a restaurant next to the station.

we use ‘there is + singular’ and ‘there are + plural’.

• There is a café in my village.
• There are two cafés in my village.

We use the short form here.

• There’s a café in my village.
• There’s two cafés in my village.

62
 Study the following chart.

SINGULAR

Affirmative Negative Interrogative Answers

There is a lemon There is not a Is there a lemon tree Yes, there is.
tree in my house. lemon tree in my in my house? No, there isn’t.
house.
There is an eraser There is not an Is there an eraser in Yes, there is.
in the pencil case. eraser in the pencil the pencil case? No, there isn’t.
case.

PLURAL

Affirmative Negative Interrogative Answers

There are ten books There are not ten Are there ten books Yes, there are.
in the bookshelf. books in the in the bookshelf? No, there aren’t.
bookshelf.
There are two There are not two Are there two Yes, there are.
windows in Lucy’s windows in Lucy’s windows in Lucy’s No, there aren’t.
bedroom. bedroom. bedroom?

63
Exercise I Look at the picture and complete the sentences with there is a / there are.
There isn’t/There aren’t

Example: There is a sofa.

1. ____________________ coffee table.
2. ____________________ curtains.
3. ____________________ two cushions.
4. ____________________ three lamps.
5. ____________________ pictures on the wall.
6. ____________________ a very big window.
7. ____________________ a magazine on the coffee table.
8. ____________________a vase on table.
9. ____________________ some flowers on the window.

Exercise II Think about your room. Write 5 sentences with There is/ There are.
In my room there is a bed, There are________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________

64
Exercise III Look at the picture and answer the questions.

Example: Is there a television in the bedroom? No, there isn’t.

1. Are there flowers in the bedroom? ____________________________________
2. Is there a laptop computer on the desk? ________________________________
3. Is there a dresser next to the bed? ____________________________________
4. Are there curtains in the bedroom? ____________________________________
5. Is there a pillow on the bed? _________________________________________
6. Is there a bookshelf in the bedroom? __________________________________
7. Are there pictures on the bedroom’s wall? ______________________________
8. Is there a coffee table in the bedroom? ________________________________
9. Are there four light bulbs on the bedroom’s ceiling? _______________________

Exercise IV

Speaking. Describe your room. What are there in it? Record your answer and

check with a tutor in mediateca.

65
Prepositions of place
Las preposiciones de lugar son palabras que se utilizan para indicar dónde se
encuentra algo.

Las preposiciones más comunes son:

On Sobre
In Dentro de
Under Debajo de
Behind Atrás
In front of En frente de
Next to Junto a
Between Entre
Above Arriba
Below Abajo

Look at the picture.

Imagen tomada de https://objetivobilingue.blogspot.com/2017/03/preposiciones-de-lugar.html

consultada el 2 de febrero de 2019.

66
Exercise I
Look at the picture and complete the text with a preposition of place.

This is my bedroom. My bed is 1) between the windows. There’s a desk 2)

__________ my bed. 3) __________ my desk there is a computer and a lamp. Can
you see my cat, Skitty? She’s 4) __________ the computer. There are some boxes
5) __________ my bed. I have my old books 6) __________ there. Can you see my
dog, Max? He’s 7) __________the bed.

Exercise II Write 6 sentences about specific position of some objects in your

room.

My bed is in front of my desk._________________________________________

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

67
Vocabulary Check the following images and study the vocabulary in them

Clothes

Imágenes tomadas de https://clickonenglish.blogspot.com/2014/03/clothes.html consultadas el 2 de febrero de

2019.

68
Exercise III Write the name of the piece of clothing or accessory under the line.

Example: Shirt 1. __________ 2. __________

3. __________ 4. __________
5. __________

6. __________ 7. __________
8. __________

9. __________ 10. __________

11. __________

12. __________ 13. __________ 14. __________

 Speaking Which are your favorite cloth? Describe your favorite cloth, include

colors.

69
Aprendizaje 2: Proporcionar y solicitar información sobre la existencia de
habitaciones, mobiliario de una casa y objetos de uso personal, de manera
oral y escrita.

Reading
Exercise 1
Read the text. Then, answer True or False.

Remember to scan the text to find specific information quickly.

Candice’s bedroom
Hi, my name is Candice and I am going to describe my bedroom to you. In my bedroom there
is a clock on the wall. There is a dresser and a mirror next to it. There is also a bed and a
rug. On the bed, there are two teddy bears and a pillow. Next to my bed, there is a closet. In
the closet there are two jewelry boxes. In the first one, there are five pairs of earrings, five
necklaces and seven bracelets. In the second one, there are only rings. There are also six
pairs of shoes and two pairs of sneakers. They are on the shoerack inside the closet. There
are also too many clothes. There are sweaters, blouses, and jeans.
In my bedroom there isn’t a computer. There aren’t books at all, too. The books I own are in
the living room’s shelf. On the night table there are two pictures of me and my friends. In my
bedroom there is a big window, but there isn’t a door. Now, tell me… What is there in your
bedroom?

1. There is a teddy bear on the bed. ________

2. There is a bookshelf in the bedroom. ________
3. There are two jewelry boxes in the closet. ________
4. There is a door in the bedroom. ________
5. There are twelve shoes in the closet. ________

70
Exercise II Read the text again and answer the questions.

1. Is there a computer in Candice’s bedroom? __________________________

2. Is there a shoerack in Candice’s closet? _______________________________
3. Are there five pairs of earrings in one of Candice’s jewelry boxes? ___________
4. Are there two small windows in Candice’s bedroom? ______________________
5. Is there a bookshelf in the living room? ________________________________

Listening
Exercise 1
Listen to the Track 3.1 and check (√) what there is in the apartment.

In the apartment…
There is a small window in the living room. ____
There is a big closet in the bedroom. ____
There is a great kitchen. ____
There is room for a small table. ____
There is an elevator in the building. ____
There is a jacuzzi in the bathroom ____

Exercise II Listen to the Track 3.2 and complete the conversation with words from
the box. Some words may be needed more than once .
building closets apartment bedrooms laundromat washing machines

A: Tell me. How many _______________ are there in the _______________?

B: There are two _______________ in the apartment.
A: two _______________?
B: Yes. That’s right.
A: And tell me. Are there many _______________ in the apartment?

71
B: Yes, there are. There are three very large _______________.
A: Oh, good! And are there _______________ in the _______________?
B: No, there aren’t. But there is a _______________ around the corner…Are you
interested in the _______________?
A: Yes, I am.
B: Good!

Writing
Exercise 1 Describe your house or your apartment. Use there is a, there are, there
isn’t a, there aren’t any. The following description is for you to guide.

In my house there is a living room, there is a kitchen and there is a

dining room. There are four bedrooms, and there are two bathrooms, too.
There is a yard, but there isn’t a garage. There aren’t any trees inside, but there
is a small tree outside, on the sidewalk. In the yard, there are four flowerpots
and an old bookshelf my father uses to keep his tools.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Speaking
Exercise II Record the last activity.Check the pronunciation with a tutor in mediateca.

72
 Esta rúbrica te ayuda para guiarte sobre lo que se evalúa en la producción
escrita en un examen extraordinario

Deficiente Regular Buena Excelente

1 pt. 2 pts. 3 pts. 4 pts.
Oraciones El alumno El alumno En su mayoría, Todas las
escribió escribió el alumno oraciones que
oraciones oraciones escribió escribió el
incompletas y fue incompletas, oraciones alumno fueron
difícil comprender pero se completas y completas y
el mensaje. comprendió la bien construidas bien
idea principal construídas.
del mensaje.
Gramática y El alumno El alumno El alumno El alumno no
ortografía cometió más de 4 cometió 3 o 4 cometió 1 o 2 cometió
errores de errores de errores de ningún error
gramática y/o de gramática y/o gramática y/o de gramática
ortografía. de ortografía. de ortografía. y/o de
ortografía.

Puntuación El alumno no El alumno El alumno El alumno

utilizó signos de omitió algunos omitió un par de utilizó los
puntuación ni signos de signos de signos de
escribió las letras puntuación y puntuación y puntuación y
mayúsculas letras letras letras
donde era mayúsculas mayúsculas mayúsculas
necesario. donde era donde era donde era
necesario. necesario, necesario.
Rubric taken and adapted from:

http://rubistar.4teachers.org/index.php?screen= ShowRubric&rubric_id=1035435

Speaking
Exercise 1
Describe to a tutor at Mediateca how your dream house is. Tell him/her what is in it.
Use the grammar seen in this unit.

Exercise 2
Describe to a tutor at Mediateca the following images. Use the grammar seen in this
unit.

73
Image 1 Image 2

La rúbrica puede guiar los aspectos a evaluar en un examen extraordinario

producción oral

Deficiente Regular Bueno(a) Excelente

1 pt. 2 pts. 3 pts. 4 pts.
Pronunciación La pronunciación La pronunciación La pronunciación La pronunciación
del alumno hizo
del alumno del alumno fue del alumno fue
incomprensible
el mensaje. dificultó la comprensible, clara y el
comprensión del pero tuvo mensaje fue
mensaje. algunos errores. transmitido
correctamente.
Fluidez El alumno fue Las pausas y Las pausas y El alumno fue
capaz de hablar, titubeos a veces titubeos no capaz de
pero con titubeos interfirieron con interfirieron con comunicar el
y pausas la comprensión la comprensión mensaje
significativos, del mensaje. del mensaje. claramente y sin
que hicieron dificultad.
incomprensible
el mensaje.
Gramática y El alumno utilizó El alumno utilizó El alumno utilizó El alumno utilizó
vocabulario una cantidad una cantidad varias de las las estructuras
insuficiente de suficiente de las estructuras gramaticales y
las estructuras estructuras gramaticales y vocabulario de la
gramaticales y el gramaticales y vocabulario de la lección
vocabulario de la vocabulario de la lección requeridos para
lección lección requeridos para

74
 requeridos para requeridos para comunicar el comunicar el
comunicar el comunicar el mensaje. mensaje.
mensaje. mensaje.
Rubric taken and adapted from:
https://www.rcampus.com/rubricshowc.cfm?code=SX7794X&sp=yes&

75
Aprendizaje 3: Identificar las relaciones de pertenencia en textos orales y
escritos para reconocer el objeto y a su propietario.
Who? and Whose?

Who? (¿Quién?), es una palabra que se utiliza para obtener información sobre la
gente.
Ejemplos:
Who is the man over there? ¿Quién es el hombre que está por allá?
Who is the best singer in your country? ¿Quién es el mejor cantante en tu país?
Who is Mr. Smith? ¿Quién es el señor Smith?

Whose? (¿De quién?), es una palabra que se utiliza para saber quién es el dueño
de algo.
Ejemplos:
Whose car is this? ¿De quién es este auto?
Whose notebook is that? ¿De quién es ese cuaderno?
Whose sweater are you wearing? ¿De quién es el suéter que estás usando?

Exercise I Complete with who or whose

Example: Who is that woman with Arthur?
1. __________ backpack is this? It’s on the way!
2. __________ is going with you?
3. Do you know __________ pen we can take?
4. __________ has a red car? It’s taking someone’s spot in the parking lot.
5. __________ hair is nicer: Ivonne’s or Jenny’s?
6. __________ is the most intelligent person in your family?
7. __________ goes to school with you?
8. __________ pencils are these? They’re nice!

76
Exercise II Choose the best option.

Example: A do you think will win the competition?

A) Who B) Whose

1. Do you know ____ shoes are those on the floor?

A) Who B) Whose

2. ____ is that lady next to the window?

A) Who B) Whose

3. ____ room I can use to sleep a little bit before the trip?
A) Who B) Whose

4. I don’t know ____ you are!

A) Who B) Whose

5. ____ movies do you like the best; Spielberg or Burton?

A) Who B) Whose

Exercise lll look the picture and Identify whose the owner.
1. Whose dog is this? It’s_____________________
2. _______________________________________
3. _______________________________________
4. _______________________________________
5. _______________________________________
6. _______________________________________

77
78
 Reading
Read the following text. Then, answer the questions.
Remember to scan the text to find specific information quickly.

Lourdes loves jackets. She has more than 20 different kinds of jackets. Some
of them are black, made of leather; others are blue, made of denim; and she has just
one pink jacket. She also has more than 15 pairs of shoes, among high-heels,
sandals and trainers.

Gary loves jeans. He has more than 10 pairs of jeans. All his jeans are blue!
He also has some pairs of trainers. He does not like jackets, but he loves T-shirts.
He has more than 30 different T-shirts!

Peter and Mark are twins, but they do not share their clothes. Peter loves
jumpers, and he has over 10 jumpers. Mark loves shirts. He has over 25 shirts in his
closet! His favorite shirt is a red one with blue stripes.

1. Who has over 10 jumpers? ____________________

2. Whose favorite shirt is red with blue stripes? ____________________
3. Who loves T-shirts? ____________________
4. Whose jacket is pink? ____________________
5. Whose jeans are all blue? ____________________
6. Who has more than 15 pairs of shoes? ____________________

79
Aprendizaje 4: Intercambia información sobre objetos personales para
identificar a su propietario, de manera oral y escrita.

Exercise 10
Check the following information and on the line write the name of the person who
the piece of clothing or accessories belongs to.

Jack: Red scarf

Mindy: White socks
Raoul: Green T-shirt
Michelle: Black jacket
Wendy: Pink dress
Andy: Brown belt
Matt: Dark blue shirt
Mary: Yellow sandals
Steve: Grey shoes

Example: Whose jacket is black? Michelle’s.

1. Whose socks are white? ____________________
2. Whose sandals are yellow? ____________________
3. Whose scarf is red? ____________________
4. Whose dress is pink? ____________________
5. Whose shoes are grey? ____________________
6. Whose shirt is dark blue? ____________________
7. Whose T-shirt is green? ____________________
8. Whose belt is brown? ____________________

80
Writing
With the previous information write a paragraph talking about the person and his or
her clothes or accessory.

Michelle’s jacket is black. Mindy’s _________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Rúbrica que puede orientar los aspectos que se evalúan en la producción

escrita en un examen extraordinario

Deficiente Regular Buena Excelente

1 pt. 2 pts. 3 pts. 4 pts.
Oraciones El alumno El alumno En su mayoría, Todas las
escribió las escribió el alumno oraciones que
oraciones oraciones escribió escribió el
incompletas y fue incompletas, oraciones alumno fueron
difícil comprender pero se completas y completas y
el mensaje. comprendió la bien construidas bien
idea principal construídas.
del mensaje.
Gramática y El alumno El alumno El alumno El alumno no
ortografía cometió más de 4 cometió 3 o 4 cometió 1 o 2 cometió
errores de errores de errores de ningún error
gramática y/o de gramática y/o gramática y/o de gramática
ortografía. de ortografía. de ortografía. y/o de
ortografía.

Puntuación El alumno no El alumno El alumno El alumno

utilizó signos de omitió algunos omitió un par de utilizó los
puntuación ni signos de signos de signos de
escribió las letras puntuación y puntuación y puntuación y
mayúsculas letras letras letras
donde era mayúsculas mayúsculas mayúsculas
necesario. donde era donde era donde era
necesario. necesario, necesario.

Rubric taken and adapted

fromhttps://www.rcampus.com/rubricshowc.cfm?code=SX7794X&sp=yes&

¡Muy bien! Has concluido la Unidad 3

81
Contesta la siguiente pregunta y evalúa tu desempeño usando el cuadro de abajo.

¿Soy capaz de intercambiar información para describir partes y artículos de la

casa?

¿Cómo lo hago?

Identifico y
utilizo
expresiones
comunes para
describir mi
casa o
departamento.
Localizo
información
específica
para describir
una casa y sus
partes y lo
que hay en
ellas en textos
orales y
escritos.
Solicito y
proporciono
datos de mi
casa o
departamento
en
producciones
orales y
escritas.
Intercambio
información
sobre objetos
personales
para
identificar a su
propietario.

82
Bibliografía Básica UNIDAD 3

Azar B. & Hagen S. (2006) Basic English Grammar (3rd ed.) New York: Pearson
Education.
Molinsky S. J. et al (2001) Side by side. Activity Workbook 1. EUA: Longman
Padilla A. et al. (2014) Wise up 2. Inglés 2. México: CCH-UNAM.
Puchta H. y Stranks J. (s. f.) English in mind. Student’s Book Starter. Reino Unido:
Cambridge University Press.
Puchta H. et al. (2004) English in mind. Workbook 1.Reino Unido: Cambridge
University Press.
Seligson P. (2011) Essential American English 1 Beginner.México: Richmond
Publishing.

Bibliografía recomendada para el profesor.

Muria I. (1994) “La enseñanza de las estrategias de aprendizaje y las habilidades
cognitivas” en Perfiles Educativos, No. 65, Julio-Sept. México: CISE-UNAM.

Nunan D.(1989) Second Language Teaching and Learning. Foreign Language

Teaching and Research Press，England: Henley ＆Heinle

O’Malley J. y Uhl Chamot A. (1990) Learning Strategies in Second Language

Acquisition. England: Ed. Cambridge University Press

83
 UNIDAD IV

“Expresar preferencias y necesidades”

Próposito: Al finalizar la unidad, el alumno interactuará de manera oral y

escrita para compartir información sobre lo que él y los demás tienen, les
gusta, quieren y necesitan, en relación con actividades diversas.

Para lograr el propósito antes mencionado debes cubrir cuatro aprendizajes:

 Localizar información específica para dar a conocer datos de lugares y

horarios de actividades de esparcimiento, en textos orales y escritos.
 Solicita y proporciona información específica de manera oral y escrita, sobre
horarios y lugares de actividades de esparcimiento para elegir el de su interés.
 Identificar y utilizar expresiones de manera oral y escrita, para referirse a lo
que él y los demás tienen, les gusta, quieren y necesitan en relación con
objetos cotidianos.
 Solicita y proporciona información sobre objetos cotidianos, de manera oral
y escrita para comunicar lo que él y los demás tienen, les gusta, quieren y
necesitan.

84
APRENDIZAJE 1. Localizar información específica para dar a conocer los
datos de lugares y horarios de actividades de esparcimiento, en textos orales
y escritos.

Section I. Vocabulary. “PLACES IN TOWN”

Look at the following picture about places in town. Use your dictionary if any word is
not clear for you. To check the pronunciation of words, please use the web
www.howjsay.com. To check the meaning in an online dictionary like
www.wordreference.com.

Taken from: https://i.pinimg.com/736x/e2/17/87/e21787f1f1c490d1cfea44fda6325894--english-english-english-

lessons.jpg

85
 Exercise 1. Read the definition on the left column and match it with the words on
the right column. Write the correct letter in the parenthesis provided.

a) Hospital You can find groceries, clothes, beauty

b) Station products and different things in a ( )
c) Bookstore You can check your health in a ( )
d) Department store You can get an autograph signing in a
e) Pet shop book ( )
f) Post office You can mail letters or packages in a ( )
g) Toy shop You can travel somewhere and see a
h) Supermarket flashmob in a ( )
i) Bakery You can fill your car’s tank in a ( )
j) Bank You can get a soccer ball or a doll in a ( )
k) Library You can consult encyclopedias, maps,
l) Parking magazines and books in a ( )
m) Fire station You can see a painting exhibition in a ( )
n) Police box/station You can leave your car in a ( )
o) Museum You can play with a ball, with a kite or have
p) Park a picnic in a ( )
q) Beauty salon You can see a beauty parade in a ( )
r) Gas station You can report a robbery in a ( )
s) Shoe store You can cash a check or make a deposit in
a( )
You can find firefighters in a ( )
You can buy a pet in a ( )
You can buy shoes an tennis in a ( )
You can find cake and bread in a ( )

86
Exercise 1b.
Think about the possible places from the
exercise above. Read the information and 4) How many action
answer the questions below: movies are there?
1) When are the __________________
movies?
__________________ 5) What time is the
War Games movie?
2) What is the name of __________________
the horror movies?
__________________
3) What time
is the romantic
comedy movie?

87
 Exercise II. Review. Do you remember the expressions to describe existence “There
is/There are”?

Look at exercise 1 and pay attention to the words in BOLD. Complete the following
sentences using “there is a” o “there are”.

1. _____________ an autograph signing at the local bookstore.

2. _____________ a flash mob at the park.

3. _____________ two art exhibitions at the museum.

4. _____________ a book presentation at the local library.

5. _____________ a painting exhibition at the Art Museum.

6. _____________ two beauty parades at the mall.

Exercise III Describe your colony. Use There is/ There are and the vocabulary of
town to describe your colony.

In my colony There are some kindergardens.________________________________

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Exercise IV Check the information with a tutor in meaditeca. Then ask help to check
your pronunciation and record the description of your colony.

88
Vocabulary. Work with the following words to increase your vocabulary.

3. Complete the sentences:

a) Winter months are ______________________________________________

b) Summer months are _____________________________________________

c) The fifth day is ________________________________________________

d) The tenth month is ______________________________________________

e) The third day is ________________________________________________

f) The eighth month is _____________________________________________

g) The fourth month is ______________________________________________

h) The second day is ________________________________________________

4. Write the date in words and numbers:

a) When is your birthday? ___/___/___ = My birthday is on

_____________________________________________

b) When is your best friend’s birthday? ___/___/___ = It is on

____________________________________________

c) When is your teacher’s birthday? ___/___/___ = It is on

_______________________________________________

d) What day is today? ___/___/___ = It is

____________________________________________________________

89
 APRENDIZAJE 2

Solicita y proporciona información específica de manera oral y escrita, sobre

horarios y lugares de actividades de esparcimiento para elegir el de su interés.

“Invitar a salir a alguien, aceptar y rechazar Invitaciones en Inglés”

WOULD YOU LIKE…?

Would you like to +GO…? Para invitar a alguien a salir:

Ejemplos:

Would you like to go for a walk?

Would you like to go to the cinema tonight?

Para aceptar o rechazar una invitación usamos las siguientes expresiones:

ACCEPT  REFUSE 

Yes, I’d love to (me encantaría) No, thank you (No, gracias)

Yes, of course (por supuesto) I’m sorry, I can’t (Lo siento, no

puedo)
Sure! (seguro)
I’m afraid I can’t (Que pena, no
Sounds great! (suena genial)
puedo)

Not now, maybe later

( (Ahora no, quizás más tarde)

Examples:

A: Would you like to go for a walk?

B: Yes, I’d love to.

A: Would you like to go to the cinema tonight?

B: Not now, maybe later.

90
Exercise I:

Sue is your friend, you want to invite her. What do you say in these situations? Write
Would you like to…?

I You want to go with her to the movies tonight. You say: ___Would you like to go
to the movies tonight?_________________________________________

1. You want to play videogames tomorrow. (play)

You say: ___________________________________________________

2. You have an extra ticket for a concert next week. (come)

You say: ___________________________________________________

3. It’s raining and Sue is going out. She doesn’t have an umbrella, but you have
one (borrow)

You say: ___________________________________________________

4. There’s a book signing at the library tomorrow. (go)

You say: ___________________________________________________

II Write an answer to the following situations. Pay attention to (accept) or

(refuse).

1. Would you like to go out for a walk? (accept)

_____________________________________________

2. Would you like to have dinner this evening? (refuse)

_____________________________________________

3. Would you like to play videogames tomorrow? (accept)

_____________________________________________

4. Would you like to go to John’s party? (refuse)

_____________________________________________

91
 5. Would you like to watch the game at my house? (accept)
_____________________________________________

6. Would you like to go to the zoo? (refuse)

_____________________________________________

“LET’S”

Utilizamos Let’s… cuando invitamos o queremos que alguien realice alguna actividad
o ir a algún lugar con nosotros. (Let’s = Let us.)

Example:

It’s a nice day. Let’s go to the park. (You and I can go to the park).

Come on! Let’s dance! (You and I can dance).

Are you ready? Let’s go. (it’s time you and I go out).

Exercise III. Complete the ideas with let’s and one of these expressions.

go for a swim go to a restaurant take a taxi wait a little

watch TV

1. Would you like to play soccer?

No, _let’s go for a swim___________

2. Would you like to walk home?

_No,________________________

3. Would you like to listen to music?

No, __________________________

4. Do you want to cook dinner tonight?

No, _________________________

5. Would you like to go home now?

92
 No, __________________________

II Write an invitation sentence using let’s and a verb. Some of them need a

preposition (at/on/in).

1. _let’s go to the movies this afternoon_______ (go / movies / afternoon)

2. ________________________________ (play / soccer / park)

3. ________________________________ (order / pizza / tonight)

4. ________________________________ (have / party / Saturday)

5. ________________________________ (drink / some coffee)

6. ________________________________ (walk / the dog / park)

“PREPOSITIONS IN, ON, AT (TIEMPO Y LUGAR)”

Observa la siguiente tabla y lee los ejemplos cuidadosamente.

IN se usa antes de periodos largos, como

meses, estaciones, años y siglos. También
se usa antes de hablar de medidas de
tiempo expresadas con números.
ON se usa para hablar de los días de la
semana o de fechas específicas.
AT se usa para hablar de la hora o de algo
que pasa a una hora específica.

Imagen tomada de: https://www.pinterest.com.mx/pin/852869248154483367/

93
IN, ON, AT también expresan posición o ubicación de algo o alguien.

Si observas el diagrama te darás cuenta

que las tres preposiciones van de lo
general a lo específico. Para expresar
ubicación, usamos IN para referirnos
a un lugar cerrado. ON para hablar de
superficies y AT cuando se trata de un
punto específico.

Tomada de https://i.pinimg.com/736x/cb/1e/44/cb1e440eb25c89ec2be20fbf32a246fa--english-
class-english-grammar.jpg

Nota: Ten en cuenta las siguientes expresiones estándar conformadas por

preposiciones:
at in on

at home in a car on a bus

at work in a taxi on a train

at school in a helicopter on a plane

at university in a boat on a ship

at college in a lift (elevator) on a bicycle, on a motorbike

at the top in the newspaper on a horse, on an elephant

at the bottom in the sky on the radio, on television

at the side in a row on the left, on the right

at reception in Oxford Street on the way

94
 Expression Example

at night The stars shine at night.

at the weekend* I don't usually work at the weekend.

at Christmas*/Easter I stay with my family at Christmas.

at the same time We finished the test at the same time.

at present He's not home at present. Try later.

 III Exercise. Write the words in the correct column.

Christmas White Street the door the Summer 2004 noon 7 o’clock the room

My pocket the table the entrance the afternoon my car a plane the left a box

The floor second avenue home the office

IN ON AT

95
 IV Exercise: Read the following text.

MY DAILY ROUTINE
My name's Julia, and I am 27 years old. I live in London but I’m German.
I live with my boyfriend and we are very happy. I work in a bank and I
love my job.
From Monday to Friday, my day starts very early. I always get up at
6:30 and I have a 20-minute shower. Then, I get dressed and comb
my hair. At 07:00 a.m I have breakfast. I usually have coffee and
cereal. After that, I put on my make up and go to work.

At 10:00 a.m., I sometimes have a snack and at 12:00 I usually have

lunch at the office with my colleagues. They are wonderful people who
have a good sense of humor, and they are good friends too. At 3:30 I
have a snack again, I usually have some tea and biscuits.

On Monday, Tuesday and Wednesday I go to the gym after

work. When I get home, I have a shower again, I prepare dinner and
I watch TV for a while. I like to go to bed as soon as possible, around
9:30.

Thursday is different because I do not go to the gym. I go out with

my boyfriend every Thursday. We sometimes go to the cinema or we
go out for dinner and to have a drink.

My boyfriend's name is Daniel, he is 31 years old, and he is an

architect. He likes cooking but he does not like cleaning the house so
we share the housework.

His family is from Spain. He has two brothers and no sisters. We

have been a couple for six years. And we have been living together
for two years.

96
On Friday night I always go out with my friends, we sometimes go to a
bar and sometimes we meet at a friend’s house but I can't be home
late because I have to get up early on Saturday to clean the house.

At the weekend, I always visit my parents and I often visit my

grandparents, too.

Complete the following sentences.

1. Julia lives________London.
2. She wakes up______ 7:00.
3. She lives________her boyfriend.
4. She has a snack at _____,_____.
5. She goes to bed_____________.
6. Daniel’ family is____________.
7. _________Daniel visit his grandparents.

97
 APRENDIZAJE 3

Identificar y utilizar de manera oral y escrita, para referirse a lo que él y los

demás tienen, les gusta, quieren y necesitan en relación a objetos cotidianos.

Use the adjectives below to describe the pieces of clothing. You can omit and/or
repeat some. Follow the examples.
Adjectives to describe clothes.
red orange yellow green blue purple brown black grey
white elegant pink warm cool heavy light tall short long
comfortable uncomfortable rubber leather plastic cotton
stylish ugly cute fresh soft tight loose small large
dressy casual clean dirty

High heel shoes are dressy and uncomfortable.

Flip flops are casual and comfortable.

_____________________________________

___________________________________________

_____________________________________

____________________________________________

_____________________________________

98
 _____________________________________

_______________________________________

__The bikini is small and pink._____

__The tank top is loose and soft.___

_____________________________________

_____________________________________

_____________________________________

___________________________________________

_____________________________________

________________________________________________

_____________________________________

_____________________________________

Adapted from: https://eslwithmiriam.weebly.com/clothing.html

99
 APRENDIZAJE 4
Solicita y proporciona información sobre objetos cotidianos, de manera oral y
escrita para comunicar lo que él y los demás tienen, les gusta, quieren y
necesitan.

Demostrative Pronouns.

Tomada de: https://www.woodwardenglish.com/this-that-these-those/

Podemos usar las frases “This one” “That one” para expresar preferencia en
singular al hablar de algo previamente mencionado. “These ones” “Those ones”
cuando nuestra preferencia se refiere a sustantivos plurales descritos con
anterioridad. Pon atención a la siguiente información:
DEMOSTRATIVE; ONE, ONES

A: How much are these jeans?

B: Which jeans?
ones

A: How much is that t-shirt?

B: Which t-shirt?

100
 One

Imagen tomada de: https://off2class-sol5y8kuafeozy9kld6.netdna-ssl.com/wp-

content/uploads/2014/08/Slide1618.jpg

Grammar exercise 1.
Examples: I don’t know which skirt I liked most, the yellow one or the blue one.
I’d like to have some apples. I’d like to have the red ones, please!

Complete the spaces with “one” or “ones”

1) There are 5 building blocks on the table. Four pink _______ and one yellow
_______.

2) I’d like to try on this suit. Which _______? The black ________. I don’t like the
colour of the other _______.

3) Marcus has got many sweaters, but he simply wears the blue_______ because
it’s his favourite.

4) Give me the peppers, please! There are 3 different _________. The green
________, the yellow ________ or the red ________.

5) Are you reading the book? Which _______? The _______ you have in your bag.
No, but I´m reading “Oliver Twist” and “Twisted”, the _______ I hope to finish until
next week.

101
6) I have some great new CDs. I like the ________ on my bedside table, but I don’t
like the _______ next to the CD-player.

7) Can you see the cars over there? The old red _______ is mine, and the new white
______ belongs to my boss.

8) Look at those trousers, I really like them. Which _______ are you talking about?
The blue _______ or the black _________.

9) Where are my sweets? Oops, are you talking about the _______ on the table?
I’m sorry, I ate them.

10) Susie, I think you left your workbooks on the kitchen table. No, these are the
_______ of Jimmy.

VERBOS PARA EXPRESAR POSESIÓN (HAVE) NECESIDAD (NEED) GUSTOS

(LIKE)
AFFIRMATIVE NEGATIVE INTERROGATIVE
I want /need/lik don’t need/want/like Do I want/need/ like?
YOU need/ like/ want don’t need/want/ like Do you like/need/want?
HE needs/ wants/likes doesn’t need/want/like Does he like/need/want?
SHE needs/ wants/likes doesn’t need/want/like Does shewant/need/like?
IT needs/likes/ wants doesn’t need/want/like Does it like/want/need?
WE want/likes/need don’t need/like/want Do we like/want/need?
YOU want/like/need don’t need/like/want Do you want/need/like?
THEY want/like/need don’t need/like/want Do they want/need/like?

102
 Exercise II Read the following examples about what Michelle and her cousin
Luis like, needs, have and want. Tomorrow is their first day at CCH.
 She has a kitty cellphone (possession)
 She needs new clothes, a pair of jeans, a pair of shoes, a dress and a t-
shirt (needs)
 She likes pink color (likes)
 She wants a pink schoolbag (wants)

But Luis.
 doesn’t have a kitty cellphone
 doesn’t need a dress
 doesn’t like pink color
 doesn’t want a pink schoolbag

Exercise III. Write about your needs, likes and wants and one of your friends.
Check with an adviser your grammar and punctuation.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

 Exercise IV. After that go to mediateca and record the sentences, check your

pronunciation.

103
 Exercise V. Write sentences with verbs LIKE, HAVE, NEED and WANT in affirmative
and negative sentences.
want need have like
Luis A pet (-) A pair of A new Anime (-)
shoes (+) computer (+)
Michelle A new sweater Two white An IPad (-) Harry Potter
(+) blouses (-) (+)

1.__________________________________________________________
2.__________________________________________________________
3.__________________________________________________________
4.__________________________________________________________
5.__________________________________________________________

 Exercise VI. Read the opinion of three girls about fashion.

I’m ’interested in fashion. I enjoy reading fashion magazines and going to clothes
shops, but I can’t afford to buy fashionable clothes. They’re so expensive!

I’ve got two or three special outfits that I wear when I go out, but most of the time I
wear leggings and a T-shirt. My friends and I often borrow each other’s clothes. That
way we can all wear something new but without spending too much money. Sheila
Marple.

Fashion isn’t for me. I don’t care about fashion and models. I usually wear
comfortable clothes, like jeans, T-shirts and sports shoes or boots in winter. Most of
my friends wear the same kind of clothes. We don’t talk about famous models, music
is our favorite topic of conversation.

I don’t use make-up either because I’m too young and my skin is fresh and clean.
Madeleine Whooper.

I think fashion is important because it says something about your personality. I’m a
confident, outgoing person and I want my clothes to reflect this.I hate looking boring
or old-fashioned even at home! Being fashionable doesn’t have to be expensive. I
sometimes buy ordinary cheap clothes and then alter them at home. I also like
designing my clothes. My mother helps me a lot because she can sew very well.

104
 Marina Fellow. Adaptado de
https://en.islcollective.com/resources/printables/worksheets_doc_docx/reading_fashion/fashion--
clothes/148Find the specific information from the text and find the answers.

Write the correct idea according to the text.

1.- Sheila never wears leggings. ___________________________
2.- Sheila likes reading newspapers. ___________________________
3.- Sheila often buys her friend’s clothes. _________________________
4.- Madeleine is interested in fashion. ______________________
5.- Madeleine hates music. _____________________________
6.- Marina buys expensive clothes. _____________________________
7.- Marina hates designing her clothes. _____________________________
8.- Marina’s mother can’t sew. _____________________________

Exercise V. Write in the correct column the clothes that each girl wears. Include
adjectives.

SHEILA MADELEINE MARINA

105
  LISTENING. Unit 4 track 1
A) Gabriel goes shopping. Listen to the dialogue and choose the correct option.
1. He goes shopping for
a) A t-shirt
b) A scarf
c) A shirt
2. He likes a specific piece of clothing but….
a) He doesn’t have a credit card
b) He wants it in a different color
c) He wants it in a Large size
3. He asks for a…
a) Green one in a bigger size
b) Red one in a medium size
c) Yellow one in a medium size
4. He finally buys….
a) A red shirt
b) Two shirts
c) Nothing

B) Listen to the dialogue one more time and order the events, write the correct number
on the line (1-10).
1. I really like the yellow one…let’s see… I have a red one at home but I need a blue
one…I’ll take the yellow one and the blue one! ___________

2. Hello! Can I help you? _________

3. Excellent decision! _________

4. Sure. Here you have some. _________

5. Hmmm… I like this one but…Do you have it in a different color? ________

6. Yes! I’m looking for a shirt. Can I take a look at some please? _________

106
7. Sorry! We don’t have any in yellow left in stock…Would you like to try a smaller
one in a different color? Today we have a special offer, buy one and get one free!
__________

8. Yes, that one also comes in blue, red and yellow. _________

9. Hmmmm Can I try this in a smaller size? __________

10. Sure!....here you are. The changing room is over there. ______

11. I’d like to try the yellow one in a medium size please. _______

Speaking option 1

Read the situations below and follow the exercise.

1. You have a job interview. Describe in English what you need to wear. Use
adjectives to be more specific. i.e. I need to wear a blue jacket and a white
blouse…

2. Imagine the picture below is from a clothing catalog. Decide what pieces of
clothing you want as Christmas presents. Choose 5 pieces you want and
three you don’t want and write a paragraph like this one: “For next Christmas
I want two pairs of jeans, one light brown and the other blue, I also want a
yellow blouse. I don’t want jeans because I have two pairs.”

107
 SPEAKING Option 2
From the situations:
School, job interview, graduation party, vacation trip to the beach, choose one and
describe all the pieces of clothing you need for that situation. Use adjectives to describe
the clothes and the verbs NEED, WANT, LIKE.

 WRITING

Describe what three people from the picture like or don´t like. Write a short paragraph
about three people. Use the phrases: He likes _______ but he doesn’t like _______.
Look at the example: Anthony likes dark trousers but he doesn’t like jackets.

John Mike

Tom

Anthony

Tomada de https://encrypted-
tbn0.gstatic.com/images?q=tbn:ANd9GcSKgRUVrb98iER7620CTy8izr0qLNzrAVJvOrGqRCfv-zfFyAb2

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

108
 RÚBRICA QUE PUEDE ORIENTAR LOS ASPECTOS QUE SE EVALUAN EN LA PRODUCCIÓN
ORAL

Expresión oral 5.0 3.0 1.5 1.O

FLUIDEZ Y El estudiante puede El estudiante El estudiante El estudiante no
PRONUNCIACIÓN expresar ideas sin expresa ideas expresa ideas con puede expresar
vacilar Y no presenta con cierta problemas, ideas Y carece de
problemas con la vacilación, presenta varios entonación y
entonación y la presenta problemas de pronunciación.
pronunciación. algunos entonación y
problemas con pronunciación.
la entonación y
la
pronunciación.
ALCANCE El estudiante puede El estudiante El estudiante El estudiante no
utilizar una variedad utiliza el carece de utiliza el vocabulario
de vocabulario vocabulario vocabulario apropiado o
relacionado con el básico suficiente para relacionado con el
tema relacionado con expresar sus ideas tema
el tema correctamente
CORRECCIÓN El estudiante muestra El estudiante El estudiante se El estudiante no
control suficiente de tiene problemas expresa con puede utilizar ni
estructuras con las tropiezos y sin diferenciar el verbo
gramaticales para estructuras respetar los TO BE y el Presente
expresar gramaticales elementos Simple.
pertenencias, deseos, propias de la gramaticales de la
necesidades y gustos temática, sin unidad.
sobre vestimenta para embargo, la
asistir a eventos de autocorrección
diversa índole. está presente.
COHERENCIA El estudiante enlaza El estudiante no El estudiante tiene El estudiante no
adecuadamente usa los tres problemas para incluye conectores
palabras con frases y conectores y responder a en su discurso y no
conectores AND, BUT tiene problemas invitaciones responde a
y OR. Puede para responder (rechazarlas o invitaciones con
responder de manera a invitaciones. aceptarlas) con cortesía.
aceptable a cortesía. Utiliza
invitaciones usando sólo uno de los
frases de cortesía. conectores en su
discurso.

109
 RÚBRICA SUGERIDA PARA EVALUAR PRODUCCIÓN ESCRITA
5 pts 3 pts 1 pt
Corrección Utiliza todas las Utiliza la mayoría de Utiliza sólo algunas de
estructuras las estructuras las estructuras
mencionadas en la mencionadas en la mencionadas en la
unidad unidad unidad.
Fluidez Transmite un mensaje Transmite el mensaje Transmite un mensaje
claro y comprensible con unas cuantas confuso sobre la
sobre la temática de su pausas de temática de su elección
elección. comunicación sobre la
temática de su elección
Vocabulario Tiene suficiente Tiene algunos Tiene limitado
vocabulario para problemas con el vocabulario para
expresar sus vocabulario para expresar sus
pensamientos sin expresar sus pensamientos e ideas.
ningún problema. pensamientos e ideas
claramente.
Coherencia Utiliza los conectores y Utiliza conectores pero Utiliza conectores
puntuación apropiada. en algunas ideas no es indistintamente y no
el correcto. incluye comas u otros
signos de puntuación.

AUTOEVALUACIÓN
Contesta la siguiente pregunta y reflexiona sobre lo que has aprendido en esta unidad
llenando la siguiente tabla.
¿Soy capaz de interactuar de manera oral y escrita para compartir información
sobre mis gustos, pertenencias y necesidades y las de los demás?

110
Localizar
información
específica para
dar a conocer
datos de lugares
y horarios de
actividades de
esparcimiento
en textos orales
y escritos.
Solicitar y
proporcionar
información
específica, de
manera oral y
escrita sobre
horarios y
lugares de
actividades de
esparcimiento
para elegir el de
mi interés
Identificar y
utilizar
expresiones de
manera oral y
escrita para
referirse a lo que
los demás y yo
tenemos, nos
gusta, queremos
y necesitamos,
en relación a
objetos
cotidianos.

111
 Solicitar y
proporcionar
información
sobre objetos
cotidianos, de
manera oral y
escrita para
comunicar mis
gustos y los de
otros, lo que
tenemos y
necesitamos.

Bibliografía para el alumno

CUAED UNAM (2010) cuaed.unam.mx/english_media. Ciudad de México. Mexico:

Recuperado en enero 2019 de https:www. cuaed.unam.mx/english_media.
British Council ( s/f)bbc.co.uk/learningenglish. London. England. Recuperado en
enero 2019 de http://www.bbc.co.uk/learningenglish.

Murphy, R. (1997). Essential grammar in use: A self-study reference and practice

book for elementary students of English: with answers. Cambridge, U.K:
Cambridge University Press.

Oxenden C. (2013). American English File 1. Oxford, U.K: Oxford University Press.

112
 Sample Exam 1
Nombre del alumno:_________________________

Puntaje total: 100 puntos

USE OF ENGLISH (20 points)

I Underline the correct answer. (1 point each)

1 He is from Brazil but _____mother is from Mexico
a his b her c its
2 ____ is your surname?
a What b Where c Why
3 Give me ____ notebook with your homework, please.
a she b your c its
4 I ____ from Madrid. I am from Colombia.
a ’m not b isn’t c amn’t
5 What’s ____ name? He is Paul
a yours b hers c his

II Complete the sentences. Use am, is, or are. (1 point each)

1 How ___________ you?
2 I _________ fine, thanks.
3 Patrick _________ my brother.
4 We _________ both 23 years old.
5 Katy and Paul _________ married.

III Complete the questions. Use What, Where, Who, or How old, When. (1 point
each)

1 ____________ are you? I’m 22.

2 ____________ is Nick? He’s at home.
3 ____________ is your job? I’m a teacher.
4 ____________ is that? It’s Alex.
5 ____________ is your birthday? It’s on January 10

IV Match a question with a short answer. (Section IV and V total 5 points)

1 Is she married? a No, it isn’t.
2 Are you a doctor? b Yes, she is.
3 Is it hot outside today? c No, he isn’t.
4 Are your classmates nice? d No, I’m not.
5 Is he from Italy? e Yes, they are.

113
V Rewrite the word phrase. Use the possessive ’s.
1 Jane + book Jane’s book
2 my friend + bag _______________
3 my family + house _______________
4 John + son _______________
5 Andrea + brother _______________
6 his wife + name _______________

LISTENING (20 points)

VI Listen to five conversations. Fill in the gaps with the correct number. CD 1, Track 48. F2F
(1 point each)
1 The cat is ______________.
2 The house is ____________ years old.
3 The girl is ____________.
4 The car is ____________ years old.
5 The dog is ___________.
VII. A) Listen to Mary talk about her family. Put these people in the order she talks about
them (1-5) CD 1 Track 61 F2F (1 point each)

Sid ( ) Anne ( ) Fiona ( ) Kevin ( ) Nick ( )

B) Listen again. Answer these questions. (2 points each)

1 How old is Sid? He’s 64 years old___.
2 What is Fiona’s job? ________________.
3 How old is Fiona? _________________.
4 What is Nick’s job? ________________.
5 Is Anne a good musician? _______________.
6 How old is Kevin? ________________.

READING (20 points)

VIII. A) Find the numbers in the text. What do they refer to? Write out the numbers in
complete sentences like in the example. (2 points
each)

INSIDE THE WHITE HOUSE

The White House is where the President of the United States governs a country of 50
states and 304 million people.
He lives with his family on the second and third floors. There are 16 bedrooms, a living
room, a kitchen, and a dining room. Special guests stay in the Queen’s Bedroom or the
Lincoln Bedroom.

114
 In the West Wing are the staff offices. The President’s own office, the Oval Office, is
also there. It has three large windows behind the President’s desk, and there is a fireplace
at the other end.
Each new president chooses new curtains, new furniture, and a special new carpet. There
are pictures of old presidents on the wall, and there is the famous desk, a gift from the
British Queen Victoria in 1880.
The White House is open to visitors, it is free. About 6,000 people a day visit. The
President meets special guests in the East Room, and he talks to journalists in the Press
Room.
About 150 people work for the President in the West Wing and for the First Lady in the
East Wing. Another 100 people look after the building day and night.
There are 132 rooms, 35 bathrooms, and five kitchens, all on six floors. There are three
elevators. The State Dining Room is big enough for 140 guests.
Outside, gardeners grow fruit and vegetables. There is also a tennis court, a jogging track,
and a swimming pool. Inside there is a movie theatre, a billiard room, a bowling alley, and a
library. As former President Reagan said, “The White House is like an eight-star hotel!”

Taken and adapted from

https://elt.oup.com › pdf › hwy_elem_reading_text_u4

50 304 million 6,000 132 35 three

1 There are fifty states

2 ______________________________________.
3 ______________________________________.
4 ______________________________________.
5 ______________________________________.
6 ______________________________________.

B) Complete with the phrase with one of the following adjectives: (1 point each)
White special large new (2) old famous big west swimming
1 ______________ president
2 ______________ pool
3 ______________ guests
4 ______________ curtains
5 ______________ House
6 ______________ windows
7 ______________ presidents
8 ______________ des

115
9 ______________ Wing
10 _____________ dining room

WRITING (20 points)

IX Look at the picture and write a 10 sentences paragraph describing the place. Use
sentences with There is/are, There isn’t/aren’t, prepositions of place and adjectives.
This is my favourite place at home. There is a big mirror on the wall but there isn’t a TV set on the
coffee table.________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________.
Rubric for writing.
Vocabulary (5 pts.) Vocabulary (3.5 pts.) Vocabulary (2.5pts)

Maneja suficiente Maneja poco vocabulario El vocabulario que

vocabulario del tema. del tema. maneja, no le permite
expresar sus ideas.
There is/are (5 pts.) There is/are (3.5 pts.) There is/are (2.5 pts.)

Hace uso correcto de There Usa There is/are con No utiliza There is/are
is/are para indicar la errores para indicar la para indicar la
existencia de objetos en un existencia de objetos en existencia de objetos en
cuarto. un cuarto. un cuarto.

Complete sentences (5pts.) Complete sentences (3.5 Complete sentences

pts.) (2.5pts.)

116
 Todas las oraciones tienen No todas las oraciones Las oraciones no tienen
preposición de lugar y/o tienen preposición de preposición de lugar y/o
adjetivo. lugar y/o adjetivo. adjetivo.
There isn’t/aren’t. (5 pts) There isn’t/aren’t. (3.5 There isn’t/aren’t. (2.5
pts) pts)
Realiza de manera correcta
las oraciones negativas Tiene errores mínimos en Tiene errores
la realización de aceptables con la forma
oraciones negativas. negative.

SPEAKING (20 points)

X Choose ONE of the three topics and answer the teacher’s questions. (20 points)

Who am I? Answer questions about personal information.

My preferences. Answer questions about your likes, wants, needs

My family. Answer questions about your family members’ description and possessions.

Rubric for speaking

Vocabulary (4 pts.) Vocabulary (3 pts.) Vocabulary (1.5pto.)

Maneja suficiente Maneja poco vocabulario El vocabulario que

vocabulario del tema. del tema. maneja, no le permite
expresar sus ideas.
Verb To be (4 pts.) Verb To be ( 3pts.) Verb To be (1.5 pto.)

Hace uso correcto del verbo Usa el verbo To be con No conjuga el verbo To
To be para dar información errores mínimos para dar be de manera correcta
personal y de otras información personal y para dar información
personas. de otras personas. personal y de otras
personas.

Adjetives (4 pts.) Adjectives (3 pts.) Adjectives (1.5pts.)

Hace uso de diferentes Hace uso de pocos No tiene suficiente

adjetivos para describir adjetivos para describir vocabulario sobre los
personas y objetos. personas y objetos. Hay adjetivos. No maneja
algunos errores en el uso adjetivos.
o significado de los
adjetivos.
Possessives (4 pts.) Possessives (3 pts.) Possessives (1.5pts.)

Usa los adjetivos posesivos Usa los adjetivos No usa adjetivos o

y posesivo anglosajón posesivos y posesivo posesivo anglosajón en
correctamente para hablar anglosajón de manera sus oraciones.
de sus posesiones. inconsistente.
Pronunciation (4 pts.) Pronunciation (3 pts.) Pronunciation (1.5pts.)

Pronuncia correctamente Tiene pequeños errores Pronuncia

todas las palabras como al pronunciar las formas incorrectamente las
verbo to be, adjetivos y del verbo to be, adjetivos formas del verbo to be,
vocabulario en general. y vocabulario. adjetivos y vocabulario.

117
Answer Key

Use of English

I Underline the correct answer.

1a

2a

3b

4a

5c

II Complete the sentences. Use am, is, or are.

1 are

2 am

3 is

4 are

5 are

III Complete the questions. Use What, Where, Who, or How old, When.

1 How

2 Where

3 What

4 Where

5 When

IV Match a question with a short answer.

1b

2d

118
3a

4e

5c

V Rewrite the sentences. Use the possessive ’s.

2 my friend’s bag

3 my family’s house

4 John’s son

5 Andrea’s brother

6 his wife’s name

VI Listen to five conversations. Fill in the gaps with the correct number.

1 13

2 100

39

4 21

57

VII. A) Listen to Mary talk about her family. Put these people in the order she
talks about them (1-5)

Sid (1) Anne (4) Fiona (2) Kevin (5) Nick (3)

B) Listen again. Answer these questions.

1 She’s a teacher.

2 She’s 43 years old.

3 He’s a doctor.

4 Yes, she is.

5 He’s 11 years old

119
VIII. A) Find the numbers in the text. What do they refer to? Write complete
sentences like in the example.

2 There are 304 million people.

3 There are 6,000 people a day visit.

4 There are 132 rooms.

5 There are 35 bathrooms.

6 There are three elevators.

B) Complete with the phase with one of the following adjectives:
1 new
2 swimming
3 special
4 new
5 white
6 large
7 old
8 famous
9 west
10 bi

Tape scripts
1.
WOMAN 1 Good morning, Tony.

120
TONY Good morning, Mrs Blake.
W 1 Oh, is this your cat?
T Yes, his name’s Charlie.
W 1 How old is he?
T He’s thirteen.
2
MAN 1 How old is your house, Tony?
TONY It’s a hundred years old, I think.
M 1 Oh, right.
3
TONY And this is Emely.
WOMAN 2 HelloEmily.
EMILY Hello.
W 2 How old are you?
E I’m nine
4
MAN 2 Is that your car?
TONY Yes, it is.
M 2 How old is it?
T I’ts twenty-one years old.
M 2 Wow!
5
TONY Bonnie… Come here … Good girl.
WOMAN 3 What a nice dog. How old is she?
T She’s seven. Or forty-nine in dog years!

Tape script 2

MARY I’m Mary and this is Sid, my husband. I’m sixty-five and Sid is sixty-four like the
Beatles song! This is a photo of our daughter Fiona and her family. Fiona’s a teacher at a
big school in Manchester. She’s 43 now, or is it 44? No, she’s 43. Her husband’s name is
Nick and he’s a doctor. And I think he’s a very good father.

And these are their two children – our grandchildren. This is Anne, our granddaughter.
She’s 14 and she’s a very good musician. And this is our grandson, Kevin. He’s 11 – oh,
no he’s 12 now. It’s a very nice photo, I think.

121
122
Answer Key
UNIT 1
APRENDIZAJE 1
II.
1. f
2. c
3. h
4. e
5. b
6. a
7. d
8. g

IV.

1. a 6. a 11. an
2. a 7. a 12. an
3. a 8. an 13. a
4. an 9. an 14. an
5. an 10. a 15. a

V.

a sharpener a glue stick a board

a projector an eraser a USB stick

VI.
1. banana-bananas

123
2. box-boxes
3. volcano- volcanoes
4. sky- skies
5. half- halves
6. person- people

VII.
way ways knife knives door doors

echo echoes buzz buzzes fax faxes

VIII.

Open your book close your books stand up sit down

read write listen be quiet

IX.
13. x 14. 
15.  16. x
17.  18. x
19.  20. 
21.  22. x
23.  24. 

APRENDIZAJE 2

124
I.
Saludo Formal Informal Ambos
6. Hi 
7. Good morning 
8. How are you? 
9. Thank you 
10. Thanks 

II.
Saludo Formal Informal Ambos
6. Bye- bye 
7. Good- bye 
8. Bye 
9. See you tomorrow 
10. Thanks 

IV.

1. Miss./Ms. Grande 2. Mrs./ Ms. Obama 3. Mr. Derbez

4. Mr. Timberlake 5. Mr. Trump

VI.

(1) Vladimir Putin.

(2) Vladimir.

VII.

1. Is 2. is
3. are 4. am
5. is 6. is
7. are 8. are

VIII.

1. Their
2. Her
3. His
4. Its

125
 5. Our

IX.

1. I 2. You 3. She
4. He 5. It

X.

1. He
2. Her
3. I
4. Our
5. It/ its

XI.

1. ‘m not 2. ’s 3. isn’t

4. is 5. ’s 6. ’re not

APRENDIZAJE 3
I.

Este texto es una página web en la que sus usuarios se presentan y recomiendan restaurantes en su localidad.

II.

6. Yes, they are.

7. No, it isn’t. It’s Jordan.
8. Yes, they are.
9. Yes, they are.
10. No, it isn’t.

III.

País Nacionalidad

126
 Mexico Mexican
The United States of
America (USA) American
Canada Canadian
Brazil Brazilian
France French
Japan Japanese

IV.
1. American 2. French 3. Japan

VI.
1. 26 2. 29 3. 35
4. 47 5. 58 6. 64

VIII.
1. CARTER 4. ANDERSON
2. JOHNSON 5. PHILLIP
3. GERALD 6. MARTINEZ
IX.

6. John Jon
7. Sarah Sara
8. Steven Stephen
9. Katherine Cathryn
10. Chris Kris

X.

FITNESS GYM
Last Name Victor Lopez First name Lopez Victor

No 127
 Member Phone 646-555-3048

e-mail address [email protected]

XI.
Park Lake Smash Hits Video

First name Jackie First name Jon

Middle Initial L Middle Initial T
Last name Greene Last name Nicols
Phone number 607-555-3904 Phone number 319-555-2864
E-mail address [email protected] E-mail address [email protected]
Library card number PL34008 Mmeber ID 7243807

APRENDIZAJE 4
I.
Pregunta Información
What’s your name? 17
What’s your phone number? I’m from Mexico./ Yes, I am.
How old are you? Oliver Johnson
How do you spell your last name? 555-678-9047
What’s your e-mail address? J-o-h-n-s-o-n
Where are you from? / Are you from Mexico? [email protected]

IV.
1. A: What’s your name?
2. A: How do you spell Stiller/ your last name?
3. A: What’s your phone number?
4. A: What’s your e-mail address?
5. A: How old are you?
6. A: Where are you from?

VI.

1. Mary and Tom are best friends. F

128
 2. Mary is a new student. T
3. Tom is 10th grade. F
4. Mary and Jennifer are in the same F
class.
5. Mary is 16. T

UNIT 2

Exercise 2.1

2. father

3. cousin

4. nephew

5. sister

6. husband

7. daughter

8. uncle

Exercise 2.2.

2. Mother-in-law

3. Sister-in-law

4. Brother-in-law

5. Son-in-law

6. Daughter-in-law

Exercise 2.3

2. their

3. our

4. her

5. my

129
6. his

7. your

8. its

Exercise 2.4

1. Polly

2. Peter

3. Sara

4. Tom

5. Kelly

6. Alex

Exercise 2.5
1. a
2. c
3. c
4. b
5. c
6. c
7. b
8. b
9. a

Exercise 2.6
15 disappointed 6 hungry

13 miserable 4 hot

16 upset 3 exhausted

7 thirsty 8 full

1 tired 12 sad/unhappy

10 happy 9 sick/ill

11 ecstatic 5 cold

14 pleased 2 sleepy

130
Exercise 2.7

17 a 25 a

18 b 26 b

19 a 27 a

20 b 28 b

21 b 29 b

22 b 30 b

23 a 31 b

24 b 32 a

Transcript Audio Unit 2 Track 2.1

Aurelia: Who’s that boy over there, Hannah?
Hannah: That? Er, that’s my brother, Jem.
Aurelia: Your brother?
Hannah: Yes, and that’s his girlfriend Lucy. The pretty girl with the long, brown hair.
Aurelia: Oh right. So, you’ve got a brother?
Hannah: No, I’ve got two brothers. Jem and Alex.
Aurelia: Really? ... and ... how old is Alex?
Hannah: Alex and Jem are twins, they’re both 15.
Aurelia: 15, mmm ... and does Alex look like Jem?
Hannah: They’re exactly the same! They’re both tall and thin. They’ve both got short
brown hair, green eyes and big ears!
Aurelia: They’re not big, I think they’re cute. And ... has Alex got a girlfriend?

Audio taken from: http://learnenglishteens.britishcouncil.org/skills/listening/beginner-a1-

listening/describing-people

Unit 3 Grammar

Exercise 1
Complete with There is a or There is an
Example: In my house there is a tree.

131
1. In the living room there is a computer.
2. There are three apples on the dining room’s table.
3. There are two umbrellas in the closet.
4. In my sister’s bedroom there is a mirror on the wall.
5. There is a microwave oven in the kitchen.
6. There is a sink in the bathroom.
7. There is a clock on my bedroom’s wall.
8. There are five oranges in the fruit bowl.
9. There are three plants in the study room.
10. There is a closet in my parents’ bedroom.

Exercise 2
Rewrite the previous sentences in their negative form. You can use contractions if
you want to do it so. Sentence number one is given to you as an example.

Example: In my house there is not / there isn’t a tree.

1. In the living room there is not / there isn’t a computer.
2. There are not / There aren’t three apples on the dining room’s table.
3. There are not / There aren’t two umbrellas in the closet.
4. In my sister’s bedroom there is not / there isn’t a mirror on the wall.
5. There is not / There isn’t a microwave oven in the kitchen.
6. There is not / There isn’t a sink in the bathroom.
7. There is not / There isn’t a clock on my bedroom’s wall.
8. There are not / There aren’t five oranges in the fruit bowl.
9. There are not / There aren’t three plants in the study room.
10. There is not / There isn’t a closet in my parent’s bedroom.
Exercise 3
Look at the picture and complete the sentences with there is a and there are.

Example: There is a sofa.

1. There is a coffee table.
2. There are curtains.

132
3. There are two cushions.
4. There are two lamps.
5. There is a picture on the wall.
6. There is a window.
7. There is a magazine on the coffee table.

Exercise 4
Look at the picture and answer the questions.

Example: Is there a television in the bedroom? No, there isn’t.

1. Are there flowers in the bedroom? No, there aren’t.
2. Is there a laptop computer on the desk? Yes, there is.
3. Is there a dresser next to the bed? Yes, there is.
4. Are there curtains in the bedroom? Yes, there are.
5. Is there a pillow on the bed? Yes, there is.
6. Is there a bookshelf in the bedroom? No, there isn’t.
7. Are there pictures on the bedroom’s wall? No, there aren’t.
8. Is there a coffee table in the bedroom? No, there isn’t.
9. Are there four lamps in the bedroom? No, there aren’t.

Exercise 5
Label the words in the following image.

Example: 1. Picture
2. Light bulb
3. Telephone
4. Clock
5. Windows
6. Lamp
7. Sofa
8. Table
9. Chairs

133
10. Television

Exercise 6
Look at the picture and complete the text with a preposition of place.

This is my bedroom. My bed is 1) between the windows. There’s a desk 2) next to

my bed. 3) On my desk there is a computer and a lamp. Can you see my cat, Skitty?
She’s 4) behind the computer. There are some boxes 5) in front of my bed. I have
my old books 6) in there. Can you see my dog, Max? He’s 7) under the bed.

Exercise 7
Observe the images and write the name of each piece of clothing on the line.

Example: Shirt 1. shoes 2. handbag

3. glasses 4. T-shirt 5. socks
6. trainers 7. trousers 8. scarf
9. jeans 10. sandals 11. high-heel shoes
12. blouse 13. jumper 14. jacket

Exercise 8
Complete with who or whose

Example: Who is that woman with Arthur?

1. Whose backpack is this? It’s on the way!
2. Who is going with you?
3. Do you know whose pen we can take?
4. Who has a red car? It’s taking someone’s spot in the parking lot.
5. Whose hair is nicer: Ivonne’s or Jenny’s?
6. Who is the most intelligent person in your family?
7. Who goes to school with you?
8. Whose pencils are these? They’re nice!

Exercise 9
Choose the best option.
134
Example: A do you think will win the competition?
1. Do you know B shoes are those on the floor?
2. A is that lady next to the window?
3. B room I can use to sleep a little bit before the trip?
4. I don’t know A you are!
5. B movies do you like the best; Spielberg or Burton?

Reading
Exercise 1
Read the text. Then, answer True or False.

1. There is a teddy bear on the bed. False

2. There is a bookshelf in the bedroom. False
3. There are two jewelry boxes in the closet. True
4. There is a door in the bedroom. False
5. There is a rug in the bedroom. True

Exercise 2
Read the text again and answer the questions.

1. Is there a computer in Candice’s bedroom? No, there isn’t.

2. Is there a shoerack in Candice’s closet? Yes, there is.
3. Are there five pairs of earrings in one of Candice’s jewelry boxes? Yes, there are
4. Are there two small windows in Candice’s bedroom? No, there aren’t.
5. Is there a bookshelf in the living room? Yes, there is.

Listening
Exercise 1
Listen to the Track 3.1 and check (√) what there is in the apartment.

135
In the apartment…
There is a small window in the living room.
There is a big closet in the bedroom. √
There is a great kitchen. √
There is room for a small table.
There is an elevator in the building.
There is a Jacuzzi in the bathroom √
Exercise 2
Listen to the Track 3.2 and complete the conversation with words from the box. Some
words may be needed more than once .

bedrooms / apartment
bedrooms
bedrooms
closets
closets.
washing machines / building
laundromat / apartment

Exercise 8
Complete with who or whose

Example: Who is that woman with Arthur?

1. Whose backpack is this? It’s on the way!
2. Who is going with you?
3. Do you know whose pen we can take?
4. Who has a red car? It’s taking someone’s spot in the parking lot.
5. Whose hair is nicer: Ivonne’s or Jenny’s?
6. Who is the most intelligent person in your family?
7. Who goes to school with you?
8. Whose pencils are these? They’re nice!

136
Exercise 9
Choose the best option.

Example: A do you think will win the competition?

1. Do you know B shoes are those on the floor?
2. A is that lady next to the window?
3. B room I can use to sleep a little bit before the trip?
4. I don’t know A you are!
5. B movies do you like the best; Spielberg or Burton?

Reading

1. Who has over 10 jumpers? Peter

2. Whose favorite shirt is red with blue stripes? Mark
3. Who loves T-shirts? Gary
4. Whose jacket is pink? Lourdes
5. Whose jeans are all blue? Gary
6. Who has more than 15 pairs of shoes? Lourdes

Exercise 10
Check the following information and on the line write the name of the person who
the piece of clothing or accessory belongs to.

Example: Whose jacket is black? Michelle’s

1. Whose socks are white? Mindy’s
2. Whose sandals are yellow? Mary’s
3. Whose scarf is red? Jack’s
4. Whose dress is pink? Wendy’s
5. Whose shoes are grey? Steve’s
6. Whose shirt is dark blue? Matt’s
7. Whose T-shirt is green? Raoul’s
8. Whose belt is brown? Andy’s

137
Writing
With the previous information write a paragraph talking about the person and his or
her clothes or accessory.
Michelle’s jacket is black. Mindy’s socks are white. Mary’s sandals are
yellow. Jack’s scarf is red. Wendy’s dress is pink. Steve’s shoes are grey.
Matt’s shirt is dark blue. Raoul’s T-shirt is green and Andy’s belt is brown.

(El texto puede variar dependiendo del orden en que el alumno escriba a los sujetos
y sus pertenencias).

138
UNIT 4 MAKING, ACCEPTING AND
REFUSING INVITATIONS
EJERCICIO 1a
I.
c, i, h, a, d, f, b, r, g, k, o, l, p, q, n, j,
m, s, e 2. Would you like to play videogames
EJERCICIO 1b tomorrow?
3. Would you like to go to a concert
1. From June 12th to 18th
next week?
2. Midnight noon
3. Forever 4. Would you like to borrow my
4. Two umbrella?
5. At quarter to three 5. Would you like to go to a book
signing at the library?
SECTION 2. II.
Hay I. 1. Sure, I’d love to
2. I’m sorry, I’m afraid I
Hay
can’t
Singulars 3. Yes, I’d love to
Plurals 4. No, thank you
5. Yes, of course
a/an
6. Not now, maybe later

EJERCICIO 2.
1. there is 2. No, let’s take a taxi.
2. there is 3. No, let’s watch TV.
3. there are
4. No, let’s go to a restaurant.
4. there is
5. there is 5. No, let’s wait a little.
6. there are

VOCABULARY II.
A) December and January 2. Let’s play soccer in the park
B) June and July 3. Let’s order pizza tonight
C) Friday
D) October 4. Let’s have a party on Saturday
E) Wednesday 5. Let’s drink some coffee.
F) August
6. Let’s walk the dog in the park.
G) April
H) Tuesday
PREPOSITIONS

2
In (the room, my pocket, the
afternoon, my car, a box)
On (Christmas, White Street, the
Summer, 2004, a plane, the left, the
floor, Second Avenue)
At (the door, 7 o’clock, the entrance,
home, the office)

CLOTHES

Adjectives to describe clothes.

-boots are long and stylish
-trainers are casual and comfortable
-slippers are pink and comfortable
-sandals are brown and cool

-jeans are blue and loose

-shorts are white and short
-socks are yellow and soft
-the dress is yellow and stylish/cute
-the sweater is warm and blue
-the suit is grey and elegant
-the t-shirt is white and fresh
-the gloves are red and warm
-the scarf is long and orange
-the skirt is short and pink
-the cap is orange and cute

3
ONE/ONES
1) There are 5 building blocks on the table. Four pink ones and one yellow one.
2) I’d like to try on this suit. Which one? The black one. I don’t like the colour of the
other ones.
3) Marcus has got many sweaters, but he simply wears the blue one because it’s
his favorite.
4) Give me the peppers, please! There are 3 different ones. The green one, the
yellow one or the red one.
5) Are you reading that book? Which one? The one you have in your bag. No, but
I’m reading “Oliver Twist” and “Twisted”, the ones I’m finishing until next week.
6) I have some great new CDs. I like the one/s on my bedside table, but I don’t like
the one/s next to the CD-player.
7) Can you see the cars over there? The old red one is mine, and the new white
one belongs to my boss.
8) Look at those trousers, I really like them. Which ones are you talking about? The
blue ones or the black ones.
9) Where are my sweets? Oops, are you talking about the ones on the table? I’m
sorry, I ate them.
10) Susie, I think you left your workbooks on the kitchen table. No, these are the
ones of Jimmy.

GRAMMAR (HAVE, NEED, WANT, LIKE)

1. Luis doesn’t want a pet
2. He needs a pair of shoes
3. He has a new computer
4. He doesn’t like anime
5. Michelle wants a new sweater
6. She doesn’t need two white blouses
7. She doesn’t have an I pad
8. She likes Harry Potter

READING

4
 1. She wears leggings most of the time
2. She likes reading magazines
3. She often borrows her friend’s clothes
4. She isn’t interested in fashion
5. She loves music
6. She buys cheap clothes
7. She likes designing her clothes
8. She can sew

SHEILA: leggings, a t-shirt, new, fashionable, special

MADELEINE: jeans, t-shirts, sport shoes, boots, comfortable
MARINA: boring, old-fashioned, ordinary, cheap

LISTENING unit 4 track 1

TAPESCRIPT
A: Hello! Can I help you?
B: Yes! I’m looking for a shirt. Can I take a look at some please?
A: Sure. Here you have some.
B: Hmmm… I like this one but…Do you have it in a different color?
A: Yes, that one also comes in blue, red and yellow.
B: I’d like to try the yellow one in a medium size please.
A: Sure!....here you are. The changing room is over there.
….
B: Hmmmm Can I try this in a smaller size?
A: Sorry! We don’t have any in yellow left in stock…Would you like to try a smaller one
in a different color? Today we have a special offer, buy one and get one free!
B: I really like the yellow one…let’s see… I have a red one at home but I need a blue
one…I’ll take the yellow one and the blue one!
A: Excellent decision!

5
Answers:

1.j 2.a 3.k 4.c 5.d 6.b 7.i 8.e 9. f 10.g 11.h

SAMPLE EXAM ANSWER KEY

Grammar
I. Choose a/an in every sentence.
1. a
2. an
3. a
4. an
5. an
II. Match the questions to the answers.
1. C_
2. E_
3. A_
4. B_
5. D_
III. Choose the correct possessive adjective or personal pronoun.
1. A
2. B
3. B
4. A
5. B
IV. Answer True or False.
1. False
2. False
3. True
4. False
5. True

6
V. Choose the right answer.
1. b
2. c
3. c
4. b
5. a
Listening
VI. Listen and complete the names and email addresses. Headway
elementary T 1.10
1. Vanessa
2. Joseph Bowen
3. Katie Matthews
4. [email protected]
5. [email protected]
VII. Listen and tic the sentence you hear. Headway elementary T 1.9
1. b
2. a
3. a
4. a
5. b
6. b
Writing and Speaking answers are according to each student own
information

7
Referencias bibliográficas

Taken and retrieved from: http://www.cuaed.unam.mx/english_media

Taken and retrieved from: http://www.bbc.co.uk/learningenglish
Diccionario inglés Collins (s. f.) Be_1. Tomado de
https://www.collinsdictionary.com/es/diccionario/ingles/be_1
Diccionario inglés Collins (s. f.) Possessive adjective. Tomado de
https://www.collinsdictionary.com/es/diccionario/ingles/possessive-adjective
English Language & Usage Stack Exchange (2012, Junio 15) What terms describe
the various parts of someone's name? Tomado de
https://english.stackexchange.com/questions/71089/what-terms-describe-the-
various-parts-of-someones-name
Escuela Nacional del Colegio de Ciencias y Humanidades (2016) Programas de
Estudio. Área de Talleres de Lenguaje y Comunicación. Inglés I - IV. México:
Escuela Nacional del Colegio de Ciencias y Humanidades.
Fundotoys (s. f.) Imperative sentences. Tomado de http://fundotoys.com/305w8s1q
Hendricks, J. (2012, abril 19) Conversacion en Ingles: Leccion 2. Tomado de
https://www.youtube.com/watch?v=qj0G5yen9JA
McCarthy, M., et al. (2005) Touchstone 1. Teacher’s edition. EUA: Cambridge
University Press.
Molinsky, S. J. et al (2001) Side by side. Activity Workbook 1. EUA: Longman
Murphy, R. (1997). Essential grammar in use: A self-study reference and practice
book for elementary students of English: with answers. Cambridge, U.K: Cambridge
University Press
Oxenden, C. Latham-Koenig, C. (2013). American English File 1. Oxford, U.K:
Oxford University Press
Padilla, A. et al. (2014) Wise up 2. Inglés 2. México: CCH-UNAM.
Puchta, H. y Stranks, J. (s. f.) English in mind. Student’s Book Starter. Reino Unido:
Cambridge University Press.
Puchta, H. et al. (2004) English in mind. Workbook 1. Reino Unido: Cambridge
University Press.
Richards, J. (2005) New Interchange Intro. Teacher’s edition. EUA: Cambridge
University Press.

8
Seligson, P. (2011) Essential American English 1 Beginner. México: Richmond
Publishing.
Spanishict (s. f.) Los sustantivos plurales en inglés. Tomado de
https://www.spanishdict.com/guia/los-sustantivos-plurales-en-ingles

Bibliografía Complementaria para los alumnos

Agendaweb (s. f.) Countries – nationalities. Tomado de
https://agendaweb.org/exercises/vocabulary/countries/countries-nationalities
Cambridge (s. f.) Interchange arcade. Tomado de
http://www.cambridge.org/interchangearcade/
Euroresidentes (2014, agosto 11) Países y nacionalidades en inglés. Tomado de
http://curso-gratis-ingles.euroresidentes.com/2014/08/paises-y-nacionalidades-en-
ingles.html
Inglés para principiantes (2016, septiembre 5). Frases útiles para utilizar en clase
de inglés. Tomado de https://www.youtube.com/watch?v=pBgXmu5H1C4
Lets have fun with the English (s. f.) Números del 0 al 20. Tomado de
http://letshavefunwithenglish.com/vocabulary/numbers/index.html
Maple Leaf Learning (2012, mayo 20) Talking Flashcards. Objetos del salón de clase.
Tomado de https://www.youtube.com/watch?v=g7kK989HiRQ
Mitchell H.(2014) On track American student’s book. London England. MM
publications
Online Dictionary- WordReference. Tomado de http://WordReference.com
Rachel’s English (2010, febrero 3) How to Pronounce the Alphabet: American
English Pronunciation. Tomado de
https://www.youtube.com/watch?v=LnXUl2e2Np0&t=303s

9
ANEXO UNIDAD 3 Clock Reloj de pared
Tape recorder Grabadora
Things you can find in the living Videogame Consola de
room console videojuegos
Sofa Sofá Mirror Espejo
Loveseat Sofá de dos
plazas
Armchair Sillón (individual) Things you can find in the kitchen
Cushions Cojines Blender Licuadora
Coffee table Mesa de centro Microwave oven Horno de
Bookshelf / Librero microondas
Bookcase Cofee maker Cafetera
Rug Alfombra Stove Estufa
Television Televisión Steamer Vaporera
DVD / Blu-Ray Reproductor de Toaster oven Tostadora
player DVD o Blu-Ray Refrigerator / Refrigerador
Stereo system Estéreo Fridge
Curtains Cortinas Fruit bowl / Fruit Frutero
Flower base Florero dish
Windows Ventanas
Pictures / Fotos / Cuadros Things you can find in the dining
Paintings room
Lamp Lámpara Table Mesa
Chairs Sillas
Things you can find in the bedroom Table cloth Mantel para la
Bed Cama mesa
Pillows Almohadas Cupboard Alacena
Dresser Cómoda /
Tocador Things you can find in the bathroom
Night table Buró Shower Regadera
Closet Clóset / Armario Bath Tina

10
Soap Jabón
Toilet Inodoro
Sink Lavabo

Things you can find in the study

room
Computer Computadora
Plants Plantas
Desk Escritorio

11
12