Lengua Adicional

al Español I

Primer semestre
 La Patria (1962),
Jorge González Camarena.

Esta obra ilustró la portada

de los primeros libros de
texto. Hoy la reproducimos
aquí para mostrarte lo
que entonces era una
aspiración: que estos
libros estuvieran entre
los legados que la Patria
deja a sus hijos.

Estimada, estimado estudiante del Telebachillerato Comunitario, este libro

fue elaborado pensando en ti, forma parte de una colección que incluye
todas las asignaturas del plan y los programas de estudio.

En su elaboración participaron profesionales y especialistas en distintas

disciplinas, quienes tomaron en cuenta tus necesidades e inquietudes. En
estos libros hallarás contenidos y actividades que contribuirán a que logres
un mejor desempeño ahora que cursas la Educación Media Superior.

Tenemos la certeza de que con los materiales didácticos del Telebachillerato

Comunitario, con el apoyo de tus maestras, maestros y con tu propio
esfuerzo, tendrás un mejor aprovechamiento escolar y contribuirás al
bienestar de tu comunidad y de México.

Te deseamos éxito en esta importante etapa de tu formación.

Distribución gratuita, prohibida su venta

Lengua Adicional
al Español I
Telebachillerato Comunitario. Primer semestre

Lengua Adicional al Español I

Secretaría de Educación Pública

Emilio Chuayffet Chemor

Subsecretaría de Educación Media Superior

Rodolfo Tuirán Gutiérrez

Dirección General del Bachillerato

Carlos Santos Ancira

Autores
Amparo Cordero Trejo
Laura Lizett Lezama García

Asesoría académica
María Guadalupe Albarrán Campos

Asesoría técnico-pedagógica
Subdirección Académica de Modalidades
no Escolarizada y Mixta DGB

Diseño y diagramación
María del Pilar Castro Rodríguez

D.R. Secretaría de Educación Pública, 2015

Argentina 28, Centro, 06020, México, D.F.
ISBN: 978-607-8229-95-6
Impreso en México
Prefacio
Estimado estudiante, el libro que tienes en tus manos fue elaborado pensando en
ti, en tus necesidades e inquietudes, como un instrumento que te apoye ahora que
estudias el bachillerato. En sus páginas encontrarás contenidos y actividades que
son fundamentales para que paso a paso, puedas alcanzar las metas que esta
asignatura te propone para este semestre.

A ti te toca, ahora, sacarle el mayor provecho a este libro, que es fruto del esfuerzo
de un grupo de profesores y especialistas. Si lo haces tu amigo, lo aprovechas al
máximo y lo combinas con el apoyo de tu maestro y de los demás recursos didácticos
que están a tu alcance, seguramente ampliarás tus competencias y habilidades
para construir un mejor futuro para ti y contribuir al desarrollo de tu comunidad, de
tu estado y de nuestro México.

Te deseamos éxito en esta importante etapa de tu formación: el bachillerato.

Tabla de contenido
Lengua Adicional al Español I

Presentación general . . . . . . . . . . . . . . . . . . . . . . 9
¿Cómo está estructurado este libro? . . . . . . . . . . . . . . 11
¿Cuál es el propósito de esta asignatura? . . . . . . . . . . . . 16

Block I. Who am I?
Personal pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
,QGH¿QLWHSURQRXQV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Verb To Be. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Numbers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
,QGH¿QLWHDQGGH¿QLWHDUWLFOHV. . . . . . . . . . . . . . . . . . . . . . . . . 31
Possessive adjectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Ethnic and cultural characteristics . . . . . . . . . . . . . . . . . . . . . . 39
Geographical characteristics . . . . . . . . . . . . . . . . . . . . . . . . . 45
Physical characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Family members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Simple present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Block II. What I do and how I live

Simple present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Third person of singular . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
The auxiliary verb To Do . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
The verb To Have . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Sport, work and leisure activities . . . . . . . . . . . . . . . . . . . . . . . 86
Community activities and public places . . . . . . . . . . . . . . . . . . . 88
 Tabla de contenido

Public transportation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Adverbs of frequency. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Wh questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Block III. Describe what is happening

Present continuous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Simple present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125

Block IV. Express measures and quantities

Countable and uncountable nouns . . . . . . . . . . . . . . . . . . . . . 142

There is, There are . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
4XDQWL¿HUVKRZPXFKKRZPDQ\VRPHDQ\IHZOLWWOH . . . . . . . . . . 155

Glossary . . . . . . . . . . . . . . . . . . . . . . 170
Appendix. . . . . . . . . . . . . . . . . . . . . . 171
References . . . . . . . . . . . . . . . . . . . . . 191
 Presentación general
El contexto actual de un sistema globalizado,
caracterizado por la convivencia de distintas
culturas en espacios reales y virtuales
compartidos, hace necesario el uso de dos
lenguas o más. El libro de Lengua adicional
al español I ofrece una oportunidad valiosa
para desarrollar una nueva experiencia
comunicativa, en este caso por medio de
la lengua inglesa. En el contexto de la
comunicación internacional, el inglés es el
idioma que domina en los negocios; también
es el más usado en otros ámbitos: ciencia,
tecnología, entretenimiento, internet, por nombrar algunos.

El desarrollo de las habilidades propias del idioma permite fomentar el intercambio

de información en ambientes multiculturales, lo que te permitirá entender y compartir
las experiencias de tu vida. Con este material podrás:

‡ Interactuar en otra lengua con tu entorno de manera activa, propositiva y crítica.

‡ Establecer contacto con algún campo productivo real, que forme parte de tus
intereses y tus necesidades, para que en un futuro puedas incorporarte al ámbito
laboral de manera exitosa.
‡ Desarrollar tus capacidades para leer analíticamente, expresar tus ideas y
comunicarte en una segunda lengua.
‡ Emplear los recursos tecnológicos a tu alcance como parte de los medios e
instrumentos de comunicación.

De la misma forma, la organización de los contenidos, las situaciones didácticas que

se desarrollan en cada bloque y los productos de aprendizaje propuestos buscan
despertar tu interés y motivarte para aprender en forma más completa este nuevo
universo comunicativo que se abre ante ti.

La asignatura Lengua adicional al español I pertenece al campo disciplinar

de Comunicación y se ubica en el primer semestre del plan de estudio del nivel
educativo del bachillerato general que ha establecido la Secretaría de Educación
Pública (SEP). Tiene como antecedente la asignatura Lengua extranjera, de la
educación básica (secundaria) y, a su vez, tiene como asignaturas consecuentes
Lengua adicional al español II, III y IV.

La asignatura Lengua adicional al español I permite el trabajo interdisciplinario en

relación directa con las asignaturas Taller de lectura y redacción I e Informática I; y
promueve un trabajo transversal con el resto de asignaturas del mapa curricular al
favorecer el desarrollo de competencias comunicativas.

9
Presentación general

¿Qué es una competencia?

(Q HO FRQWH[WR HGXFDWLYR XQD FRPSHWHQFLD VH GH¿QH FRPR ³OD LQWHJUDFLyQ GH
KDELOLGDGHV FRQRFLPLHQWRV \ DFWLWXGHV HQ XQ FRQWH[WR HVSHFt¿FR´ $FXHUGR 
Secretaría de Educación Pública, 2008).

Educar con un enfoque basado en competencias permite crear experiencias de

aprendizaje que favorecen la educación integral. Una educación en competencias
está basada en una formación humanista que, además de integrar los aprendizajes
en rubros académicos pedagógicos, colabora en su acción individual y social. Esto
permite su adaptabilidad y transformación para las circunstancias del mundo actual.

En el curso de Lengua adicional al español I se abordan las 11 competencias

genéricas, que se presentan a continuación:

1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta

los objetivos que persigue.
2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones
en distintos géneros.
3. Elige y practica estilos de vida saludables.
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante
la utilización de medios, códigos y herramientas apropiados.
5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos
establecidos
6. Sustenta una postura personal sobre temas de interés y relevancia general,
FRQVLGHUDQGRRWURVSXQWRVGHYLVWDGHPDQHUDFUtWLFD\UHÀH[LYD
7. Aprende por iniciativa e interés propio a lo largo de la vida.
8. Participa y colabora de manera efectiva en equipos diversos.
9. Participa con una conciencia cívica y ética en la vida de su comunidad, región,
México y el mundo.
10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de
creencias, valores, ideas y prácticas sociales.
11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.

Las competencias disciplinares, que son las habilidades que debes desarrollar y que
debes de aprender dentro del campo del conocimiento y la asignatura, se enuncian
DOSULQFLSLRGHFDGDEORTXH\WHVHUYLUiQSDUDLGHQWL¿FDUWXDSUHQGL]DMH

10
¿Cómo está estructurado este libro?

Inicio del bloque

Al inicio de cada bloque encontrarás una breve introducción para acercarte al
contenido, las competencias genéricas con sus atributos, las competencias
disciplinares y los desempeños que se obtendrán a partir de los objetos de
aprendizaje.

Para averiguar qué tanto sabes del tema y cuáles son las áreas por mejorar, se
propone una evaluación diagnóstica, que además permitirá conocer tu nivel en las
competencias a desarrollar.

11
¿Cómo está estructurado este libro?

Desarrollo del bloque

Esta parte es fundamental. Aquí encontrarás el contenido general y disciplinar para

aproximarte desde tu experiencia al aprendizaje de otra lengua.

A lo largo del bloque se intercalan estrategias didácticas de aprendizaje y

evaluación, como revisión de tablas gramaticales, resolución de ejercicios, análisis
e interpretación de textos, interpretación de roles, trabajo en equipo, presentaciones
orales, elaboración de proyectos, entre otras. Seguramente aprenderás nuevas
SDODEUDV TXH WH D\XGDUiQ D DPSOLDU WX YRFDEXODULR DQRWD VX VLJQL¿FDGR HQ HO
*ORVDULRTXHHQFRQWUDUiVDO¿QDOGHOEORTXH

También encontrarás apoyos para reforzar tu aprtendizaje, tales como:

1. Glosario, donde se incluye el

VLJQL¿FDGRGHDOJXQDVSDODEUDV
y expresiones que pueden ser
nuevas para ti.

2. Datos interesantes, que

apoyan la comprensión de los
1 3
temas.

3. Imágenes, para visualizar y

mejorar el uso del vocabulario
en situaciones concretas y
como apoyo a las actividades.

12
 ¿Cómo está estructurado este libro?

4. Tips, para el uso de expresiones 5. Retos divertidos, como

cotidianas y ciertas reglas estímulo y desafío a tus
gramaticales, precisión de habilidades.
vocabulario y recordatorios.

6. Notas, para aclarar o precisar

algún contenido.

5
4

Asimismo, desarrollarás algunos productos donde aplicarás lo aprendido y

UHDOL]DUiVHMHUFLFLRVGHUHÀH[LyQVREUHWXSURFHVRGHDSUHQGL]DMH

13
¿Cómo está estructurado este libro?

Simbología que facilitará tu proceso

de aprendizaje
Diseño instruccional
What do you know? (Previous knowledge and
competencies)

Learn more

Practice what you are learning

Activity

Apply what you have learned

Think about what you have learned

Apoyos para reforzar el aprendizaje

Glossary

Tips

Interesting facts

Note

Fun challenge

14
 ¿Cómo está estructurado este libro?

Cierre del bloque

$O WHUPLQDU FDGD EORTXH VH SUHVHQWD OD HYDOXDFLyQ ¿QDO FRPR XQD DFWLYLGDG
integradora de las cuatro habilidades comunicativas (compresión auditiva y de
lectura, producción oral y escrita), donde aplicarás tus aprendizajes y pondrás en
juego tus competencias. También encontrarás una rúbrica o lista de cotejo para que
evalúes la actividad integradora y un formato para que hagas una autoevaluación
de tu nivel de avance en el aprendizaje de los contenidos.

Finalmente, encontrarás una tabla para que registres el avance que lograste en el
desarrollo de las competencias genéricas y disciplinares. Es importante que valores
junto con tu profesor los avances registrados.

Los contenidos y las actividades se presentan de manera atractiva. Aprovecha cada

contenido, pregunta y actividad porque te permitirán usar el inglés cada vez mejor
e incidirán en tu crecimiento personal, familiar y social. Trabaja con tu profesor y
con tus compañeros, acércate a ellos, resuelvan dudas y aprendan juntos; date la
oportunidad de construir con ellos este viaje. Esperamos que el curso sea interesante
y fructífero.

15
¿Cuál es el propósito de esta asignatura?
Al cursar la asignatura Lengua adicional al español I, desarrollarás la competencia
comunicativa en una segunda lengua, a través de la práctica de las cuatro habilidades
de la comunicación: comprensión auditiva y de lectura, producción oral y escrita.

Richard Gerver1 VHxDOD TXH ³ODV FRPSHWHQFLDV D GHVDUUROODU HQ ORV DOXPQRV
VRQ FUHDWLYLGDG LQQRYDFLyQ DXWRFRQ¿DQ]D LQGHSHQGHQFLD SDUD VHU SHUVRQDV
FRPXQLFDWLYDV\FRQYLVLyQDOIXWXUR´3RUVXSDUWH$QDKt0DVWDFKH2 al hablar de las
FRPSHWHQFLDVD¿UPDTXH³YDQPiVDOOiGHODVKDELOLGDGHVEiVLFDVRVDEHUKDFHU
ya que implican saber actuar y reaccionar; es decir, que los estudiantes sepan qué
KDFHU\FXiQGR´

Por lo tanto, será muy importante que establezcas un vínculo entre el conocimiento
que adquieres y su aplicación en tu vida cotidiana. Además, al aprender otra lengua
fortalecerás tu identidad cultural y aprenderás a respetar la diversidad de creencias,
valores, ideas y prácticas sociales en este entorno mundializado con un enfoque
intercultural.

1
Gerver, R. (2010). Creating tomorrow´s schools today. London: Continuum International Publishing Group.
2
Mastache, A. et. al. (2007). Formar personas competentes. Desarrollo de competencias tecnológicas y
psicosociales. Buenos Aires/México: Novedades Educativas.

16
BLOCK I. Comparing people, objects and places

Block I
Who am I?
 B lock I
Introduction
Who am I?

In block I you will learn to introduce yourself in diverse situations through conversation
and written text. You will learn to describe ethnic, cultural, geographical and physical
characteristics. Besides, you will learn the use of the verb To Be, personal pronouns,
LPSHUVRQDO SURQRXQV DV ZHOO DV SRVVHVVLYH DGMHFWLYHV DQG GH¿QLWH DQG LQGH¿QLWH
articles. In addition, you will learn about family members, numbers and the use of
simple present.

What competences will you develop?

Competencias genéricas Atributos
 (VFXFKDLQWHUSUHWD\HPLWHPHQVDMHV
pertinentes en distintos contextos mediante la ‡ Se comunica en una segunda lengua en
utilización de medios, códigos y herramientas situaciones cotidianas.
apropiadas.
‡ Aporta puntos de vista con apertura
8. Participa y colabora de manera efectiva en
y considera los de otras personas de
equipos diversos.
PDQHUDUHÀH[LYD
‡ Dialoga y aprende de personas con
10. Mantiene una actitud respetuosa hacia la distintos puntos de vista y tradiciones
interculturalidad y la diversidad de creencias, culturales mediante la ubicación de sus
valores, ideas y prácticas sociales. propias circunstancias en un contexto
más amplio.

Competencias disciplinares
‡ Produce textos con base en el uso normativo de la lengua, considerando la intención y
situación comunicativa.
‡ Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana y académica.
‡ ,GHQWL¿FDHLQWHUSUHWDODLGHDJHQHUDO\SRVLEOHGHVDUUROORGHXQPHQVDMHRUDORHVFULWRHQ
una segunda lengua, recurriendo a conocimientos previos, elementos no verbales y contexto
cultural.
‡ Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito,
congruente con la situación comunicativa.

What is the purpose of block I?

You will be able to introduce yourself and others in different situations through the
use of verb To Be and other verbs in simple present. Furthermore, you will learn the
correct use of other grammatical structures in order to develop reading, listening,
writing and speaking skills.

18
 Who am I?

What knowledge will you achieve and how?

Curriculum
Description Methodology
content
‡ Studying grammar structures.
1. Personal pronouns.
‡ 0DWFKLQJSHUVRQDODQGLQGH¿QLWH
2. ,QGH¿QLWHSURQRXQV
pronouns.
3. Verb To Be.
‡ Identifying numbers.
 Numbers.
‡ Recognizing possessive adjectives.
5. ,QGH¿QLWHDQGGH¿QLWHDUWLFOHV
‡ 'LIIHUHQWLDWLQJWKHXVHRIGH¿QHDQG
Conceptual 6. Possessive adjectives.
LQGH¿QLWHDUWLFOHV
7. Ethnic and cultural characteristics.
‡ Describing people’s characteristics
8. Geographical characteristics.
in various texts.
9. Physical characteristics.
‡ Identifying family members.
10. Family members.
‡ Expressing actions in present
11. Simple present.
simple.
‡ Inferring given personal information.
‡ Introduce yourself and others in ‡ Guessing the meaning of new
different contexts through written vocabulary words.
and spoken form. ‡ Reading short texts and completing
‡ Use verb To Be according to the comprehension questions.
Procedural communicative intention. ‡ Completing missing information
‡ Use simple present in written activities.
and spoken forms. ‡ Rewriting sentences focused on
‡ Read a text in simple present vocabulary and/or grammatical
and interpret its meaning. structures.
‡ Role-playing dialogues.
‡ Comparing your personal opinions
‡ Share opinions and consider
and points of views with others.
others conscientiously.
‡ Differentiating diverse ideas and
‡ Recognize and respect the
thoughts and recognizing their
Attitudinal importance of diverse ideas
importance in different situations.
and thoughts of others.
‡ Participating actively in diverse
‡ Work collaboratively with
groups in order to complete
others.
established goals.

How much time will you need?

You will be able to complete block I in twelve hours, including block revision, activities,
products and self-evaluation.

Learning evaluation: evidences

In block I you will complete the following activities that will allow you to see the
development of your competencies:
‡ 6WXGHQW¶VSUR¿OH
‡ 9HUEVÀDVKFDUGV
‡ Geographical information about your community.
‡ )DPLO\PHPEHU¶VSUR¿OH
‡ Family tree.

19
 B lock I Who am I?

What do you know? (Previous knowledge and

competencies)

A. Look at the personal information card. Try to guess what each word in bold refers
to.
5HYLVDODVLJXLHQWHWDUMHWDGHLQIRUPDFLyQ,QWHQWDDGLYLQDUTXpVLJQL¿FDQODVSDODEUDVHQQHJULWDV

Personal information / Información personal

1DPHKarla Garcia.

$JH 23 years old.

$GGUHVVWK6WUHHW0H[LFR&LW\

7HOHSKRQHQXPEHU  

1DWLRQDOLW\Mexican.

B. Look at the pictures and answer the following questions:

Observa las imágenes y contesta las siguientes preguntas:

‡:KDWDUHSK\VLFDOFKDUDFWHULVWLFV"

_______________________________________

_______________________________________

_______________________________________

______________________________________.

20
 Who am I?

‡:KDWDUHHWKQLFDQGFXOWXUDOFKDUDFWHULVWLFV"

__________________________________________________________________

_________________________________________________________________.

&/RRNDWWKHSLFWXUHVDQGJXHVVWKHWRSLF:KDWLV\RXURSLQLRQDERXWWKHWRSLF"
Observa las imágenes y adivina cuál es el tema. ¿Cuál es tu opinión sobre el tema?

_________________________________________________________________.

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Lee las palabras y adivina qué tipo de palabras son. ¿Para qué se utilizan?

____________________________________________________________.

run jump dance cook

sing laugh drink

21
 B lock I Who am I?

( &RPSOHWHWKHIROORZLQJFKDUW,QWKH¿UVWFROXPQ .QRZ \RXKDYHWRZULWHZKDW\RX

know about the topics, in the second column (Want) you have to write questions
or things you want to learn. Complete the third column (Learned) once you have
¿QLVKHGEORFN,DQGZULWHZKDW\RXKDYHOHDUQHG
Completa la siguiente tabla. En la primera columna (¿Qué sabes?) tienes que escribir lo que sabes sobre los
temas, en la segunda columna (¿Qué quieres aprender?) tienes que escribir preguntas o cosas que te gustaría
aprender sobre el tema. Completa la tercera columna (¿Qué aprendiste?) una vez que termines el bloque I y
escribe en ella lo que aprendiste.

Want
Know Learned
What do you want to
What do you know? What have you learned?
know?
Personal information:

Personal characteristics:

Family:

Verbs from the previous

chart:

Share your answers with your classmates and your teacher.

Comparte tus respuestas con tus compañeros y tu maestro.

22
 Who am I?

It is important to identify your level of expertise in the competencies that you will
develop in block I by answering the next questions. Mark the box that corresponds
to your level with an X.
(VLPSRUWDQWHTXHLGHQWL¿TXHVWXQLYHOGHGHVHPSHxRHQODVFRPSHWHQFLDVTXHGHVDUUROODUiVHQHOEORTXH,
Para ello, contesta las siguientes preguntas marcando tu respuesta con una X.

Siempre A veces Nunca

¿Te comunicas en una segunda lengua en situaciones

FRWLGLDQDV"

¿Aportas puntos de vista con apertura y consideras los

GHRWUDVSHUVRQDVGHPDQHUDUHÀH[LYD"

¿Dialogas y aprendes de personas con distintos puntos

de vista y tradiciones culturales mediante la ubicación de
WXVSURSLDVFLUFXQVWDQFLDVHQXQFRQWH[WRPiVDPSOLR"

If you answered most of them with Siempre DOZD\V WKHQ\RXUOHYHORISUR¿FLHQF\LV

high. If you answered most of them with A veces (sometimes) or Nunca (never) then
you will have to work harder on the achievement of those competencies.
6LODPD\RUtDGHWXVUHVSXHVWDVIXHURQ³6LHPSUH´VLJQL¿FDTXHWXGHVHPSHxRDFWXDOHVDOWRVLODPD\RUtDIXHURQ
³$YHFHV´R³1XQFD´VLJQL¿FDTXHWLHQHVTXHWUDEDMDUFRQPiVHPSHxRSDUDGHVDUUROODUHVDVFRPSHWHQFLDV

Let’s begin
In this part of block I you
will learn to give and ask for
personal information. You
will also learn to introduce
yourself and others. Learning
about personal pronouns,
LQGH¿QLWH SURQRXQV 9HUE 7R
Be, numbers and possessive
adjectives will be helpful in
order to reach your objective.

23
 B lock I Who am I?

Learn more

Personal pronouns
Pronouns are words used as replacement or substitute for a noun or a noun phrase.
Personal pronouns are associated primarily with a particular grammatical person
and take different forms depending on number (singular or plural), grammatical or
natural gender, case, and formality. Personal pronouns are not limited to people,
they can also refer to animals and objects.

Here are some examples:

Marcela is pretty - She is pretty.

My brothers are playing - They are playing.
The book is new - It is new.

Look at Grammar Box 1.

Grammar Box 1
Personal pronouns/ Pronombres personales
Number/ Person/ Personal pronouns/ Pronombres
Gender/Género
Número Persona personales
Male/Masculino
1st I/Yo
Female/Femenino

Male/Masculino
2nd You/Tú, Usted
Female/Femenino

Male/Masculino He/Él

Female/Femenino She/Ella
3rd
Neutral (object/animal)/
It/Eso, Esa
Neutro (objeto/animal)

Male/Masculino
1st We/Nosotros, Nosotras
Female/Femenino

Plural/ Male/Masculino
2nd You/Ustedes
Plural Female/Femenino

Male/Masculino
3rd They/Ellos, Ellas
Female/Femenino

24
 Who am I?

Practice what you are learning

Activity 1

Rewrite each sentence with the correct personal pronoun. Look at the example.
Reescribe cada oración con el pronombre personal correcto. Observa el ejemplo.

Oscar is 16 years old He is 16 years old.

1. Maria is 10 years old. _________________________________.

2. Ricardo is from Mexico. _________________________________.

3. Roberto and Tomas are Mexican. _________________________________.

7KHJXLWDULVEURZQ   BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

5. The boys live in Veracruz. _________________________________.

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Activity 2

$VN¿YHTXHVWLRQVWRDVWXGHQWRIRWKHUJURXSDQG\RXUIDYRXULWHIDPLO\PHPEHU8VH
personal pronouns when you share the information with your classmates.
Haz cinco preguntas a un estudiante de otro grupo y a tu familiar favorito. Utiliza los pronombres personales
cuando compartas la información con tus compañeros.

25
 B lock I Who am I?

Learn more

,QGH¿QLWHSURQRXQV
:HXVHLQGH¿QLWHSURQRXQVWRUHIHUWRSHRSOHRUWKLQJVZLWKRXWVD\LQJH[DFWO\ZKRRU
what they are. We use pronouns ending in -body or -one for people, and pronouns
ending in -thing for things. Look at the following examples:

Everybody enjoyed the concert.

I opened the door but there was no one at home.
It was a very clear day. We could see everything.

,QGH¿QLWHSURQRXQVFDQEHXVHGWRWDONDERXWSHRSOHZLWKRXWVD\LQJWKHLUQDPHRU
using a personal pronoun. Look at the following examples:

Julia told me about this book.

Somebody told me about this book.

Used for things/

Used for people/Se usan para personas
Se usan para cosas

Somebody/Alguien Someone/Alguien Something/Algo

Anybody/Cualquiera Anyone/Cualquiera, quien sea Anything/Cualquier

Nobody/Nadie No one/Nadie Nothing/Nada

Everybody/Todos Everyone/Todos Everything/Todo

26
 Who am I?

Practice what you are learning

Activity 3
Complete each sentence with somebody, someone, anybody, nobody, something,
anything, nothing, everybody or everything.
Completa cada oración con “somebody”, “someone”, “anybody”, “nobody”, “something”, “anything”, “nothing”,
“everybody” o “everything”.

1. I can hear _________________ crying.

2. Marcos is a good person. ____________ likes him.

'RHVBBBBBBBBBBBZDQWWRJRWRWKHPXVHXP"

:RXOG\RXOLNHBBBBBBBBWRGULQN"

:KDWDUH\RXGRLQJQH[WVXQGD\"BBBBBBBBBBBBB,DPIUHH

6. I am sad because ______________ called me last weekend.

7. You can order _____________ you like from the menu.

8. ______________ I do, I do it for you!

&DQBBBBBBBBBBBBBBKHDUPH"

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Learn more

Verb To Be
The verb To Be is used to talk about what somebody is. It is one of the commonly
used verbs in the english language. In spanish it means ser o estar. In Grammar Box
2 you will see how to use the verb To Be in the simplest form.

27
 B lock I Who am I?

Grammar Box 2
Subject + be + adjective, noun or phrase
Sujeto + verbo To Be + adjetivo, sustantivo o frase
Singular Plural

I am mexican/Yo soy mexicano. We

He You are mexican.
She is canadian. They
It
Nosotros
Él Ustedes son mexicanos.
Ella es canadiense. Ellos
Eso

$I¿UPDWLYHIRUP Contracted form

I am / Yo soy I’m
You are / Tú eres You’re
He, She, It is / Él, Ella, Eso, Esa es He’s, She’s, It’s

Negative form Contracted form

I am not / Yo no soy I’m not

You are not / Tú no eres You aren’t
He, She, It is not / Él, Ella, Eso, Esa no es He, She, It isn’t
They are not / Ellos no son They aren’t
We are not / Nosotros no somos We aren’t
Interrogative form

Am I? ¢6R\\R"
Are you? ¢(UHVW~"
Is he, she it? ¢(VpOHOODHVRHVD"
Are we? ¢6RPRVQRVRWURVQRVRWUDV"
Are you? ¢6RQXVWHGHV"
Are they? ¢6RQHOORVHOODV"

Practice what you are learning

Activity 4
Complete the following text with the correct form of verb To Be.
Completa el siguiente texto utilizando la forma correcta del verbo “To Be”.

28
 Who am I?

I am Sandra and I _______ a student in Oaxaca. This week I _________ in Chiapas.

I _________ on a trip with people from school. Today my friends and I _________

on tour. My friends __________ from different places. Ana ______ from Chihuahua.

Oscar ________ from Mexico City. Carlos and Gabriel _______ from Sonora.

Oaxaca ______ very big and beautiful.

Check your answers in the Answer Key at the end of the

book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Trip: a tour,
journey or
voyage.
Learn more

Numbers
When we are learning a new After the number 20 you add the numbers from 1
language, numbers are one of the to 9 to make a bigger number. For example: twenty-
most important things to learn in order one, thirty-two, forty-five. The same is for bigger
to give personal information such as numbers. For example: one hundred fourteen, two
hundred twenty-five, nine hundred ninety nine.
your telephone number and your
address. Look at the following chart.

0 zero 11 eleven 30 thirty 200 two hundred

1 one 12 twelve  forty 300 three hundred
2 two 13 thirteen 50 ¿IW\  four hundred
3 three  fourteen 60 sixty 500 ¿YHKXQGUHG
 four 15 ¿IWHHQ 70 seventy 600 six hundred
5 ¿YH 16 sixteen 80 eighty 700 seven hundred
6 six 17 seventeen 90 ninety 800 eight hundred
7 seven 18 eighteen 100 one hundred 900 nine hundred
8 eight 19 nineteen 1,000 one thousand
9 nine 20 twenty 10,000 ten thousand
10 ten 100,000 one hundred thousand

29
 B lock I Who am I?

Practice what you are learning

Activity 5

Complete the following chart writing down the complete number. Look at the example.
Completa la siguiente tabla con el número correspondiente. Observa el ejemplo.

Questions Answers
How old is your mother? 46 forty-six

How many pets do you have?

How many brothers or sisters do you have?

What year were you born?

What year was America discovered?

How many pages are in this book?

How many days are in a year?

How many seconds are there in four minutes?

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Pet: domestic animal.

30
 Who am I?

Activity 6

In pairs, write twenty numbers in small pieces of paper, put them in a bag. Then
pull out a number and write it in your notebook. Your partner does the same thing.
:KRHYHUZULWHVWKHPRVWQXPEHUVFRUUHFWO\ZLQV)RUH[DPSOHIRXUWHHQ
En parejas, escriban veinte números en papelitos y colóquenlos en una bolsa. Saca un número y escríbelo en
tu libreta (con número y como se lee). Tu compañero debe hacer lo mismo. El que escriba la mayor cantidad de
números correctamente gana. Por ejemplo: 14, catorce.

Learn more

,QGH¿QLWHDQGGH¿QLWHDUWLFOHV

A/an are used to count nouns and are used when the person doesn´t know which
VSHFL¿FQRXQKHRUVKHDUHWDONLQJDERXW,QVSDQLVKLWZRXOGEHun/una.

For example: She eats a cookie

An is used when the noun starts with a vowel. It is also used when the noun starts
with a vowel sound (like in the word honest).

For example: I have an umbrella.

An/a is only used for singular count nouns. We do not use it for plural nouns. We do
QRWXVHDQLQGH¿QLWHDUWLFOHZLWKSOXUDOQRXQVDQGXQFRXQWDEOHQRXQV

Look at the examples:

She is wearing blue shoes (plural noun).

She has short hair (uncountable noun).

Noun: word that describes a place, person, thing or animal.

31
 B lock I Who am I?

Practice what you are learning

Activity 7
Write a or an according to the noun.
Escribe “a” o “an” de acuerdo al sustantivo.

a/an Countable noun

mirror
key
egg
earring
apple
pen
bicycle
photograph
comb
orange
insect
book
ID card
cookie

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

,Q HQJOLVK WKH GH¿QLWH DUWLFOH LV WKH ZRUG the regardless of whether the noun it
LQWURGXFHVLVVLQJXODURUSOXUDO,WLVXVHGIRUDVSHFL¿FWKLQJ,QVSDQLVKWKHGH¿QLWH
article has four forms, depending on whether the noun is masculine, feminine,
singular or plural.

The cookie. La galleta.

The cookies. Las galletas.
The = el, la, los, las.

32
 Who am I?

Learn more

Possessive adjectives
:HXVHSRVVHVVLYHDGMHFWLYHVWRVKRZZKRRZQVRU³SRVVHVVHV´VRPHWKLQJ7KH
possessive adjectives are: my, your, his, her, its, our, your and their.

In the following chart you can see when to use each one.

Subject
pronouns/ She/ We/ They/
I/Yo You/Tú He/Él It/Eso You/ Ustedes
Pronombres Ella Nosotros Elllos
personales
Possessive
adjectives/ Their/
My/Mi Your/Tu His/Su Her/Su Its/Su Our/Nuestro Your/Su
Adjetivos Su
posesivos

This is my book. Este es mi libro.

This is your book. Este es tu libro.
This is his book. Este es su libro.
This is her book. Este es su libro.
This is its book. Este es su libro.
This is our book. Este es nuestro libro.
This is their book. Este es su libro.

It’s is short for it is. For example: It’s raining outside = It is raining outside.
Its is the possessive form of it. For example: The dog wants its food.

Practice what you are learning

Activity 8
Write the correct possessive adjective in the following sentences.
Escribe el adjetivo posesivo correcto en cada oración.

33
 B lock I
:KHUHDUH , BBBBBBBBBBBVKRHV"
Who am I?

2. (you) __________ mother is here.

3. She goes to the park with (she) _________ friend.

 7KH\ BBBBBBBBBBBBBBBBBKRXVHLVYHU\VPDOO

5. (You) ________________ dress is very pretty.

6. (He) _________________ favorite color is red.

7. (I) ____________ brother and I want to go to Puebla.

8. We want to see (it) _____________ historic places.

9. Jorge likes (he) ______________ science class.

10. (It) _____________ name is Fido.

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Activity 9
Read the dialogue with a classmate and answer the questions.
Lee el diálogo con un compañero y contesta las preguntas.

Arturo: Hi, Martha! I’m Arturo Rojas.

Martha: 6RUU\"$UWXURZKDW"
Arturo: Rojas R-O-J-A-S.
Martha: Oh, I see. My last name is Garcia.
Arturo: +RZGR\RXVSHOOLW"
Martha: G-A-R-C-I-A, it´s on my ID card.
Arturo: That´s a great bag! ID card: identity
card, document
Martha::KDW"2K\HV7KLVLVP\IDYRULWHEDJ
confirming
Arturo::KDWHOVHLVLQLW" personal details.

34
 Who am I?

Martha: Guess!
Arturo: 2N$ERWWOHRIZDWHU"
Martha: Correct.
Arturo: A notebook.
Martha: Yes.
Arturo:$SKRWRJUDSKRI\RXUER\IULHQG"
Martha: No! A photo of my family. What´s in
\RXUEDJ"
Arturo: I have books, my lunch and a pen.
Martha: Let’s go to class, Oh no, we are late!

Guess: estimate without

knowledge.

Late: after the scheduled time,

not on time.

:KDWLV$UWXURVODVWQDPH"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

:KDWLV0DUWKDVODVWQDPH"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

:KDWVLQKHUEDJ"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

:KDWLVLQKLVEDJ"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

35
 B lock I Who am I?

Activity 10
Look at the words in the following chart and write them under the right image.
Observa las palabras del siguiente cuadro y escríbelas debajo de la imagen que le corresponda.

mirror comb handkerchief book

ID card keys gum photograph
pen notebook money ticket

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

36
 Who am I?

Activity 11
,QSDLUVORRNLQHDFKRWKHUEDJV:KDWVLQ\RXUEDJ"0DNHDOLVWDQGORRNXSWKH
words of the items you don’t know in a dictionary. Then write in your notebook a
dialogue talking about what is in your bag. Present the dialogue to your classmates.
Remember to use numbers and possessive adjectives.
En parejas observen sus mochilas. ¿Qué llevan en ellas? Hagan una lista y busquen las palabras que no
conozcan en un diccionario. Después escriban en su libreta un diálogo comentando lo que hay en cada mochila.
Actúen el diálogo frente a sus compañeros. Recuerden utilizar números y adjetivos posesivos.

37
 B lock I Who am I?

Apply what you have learned

Use the following questions to interview a classmate. Then complete the form with
his/her information.
Usa las siguientes preguntas para entrevistar a un compañero. Después completa el cuadro con su información.

+RZROGDUH\RX"
:KDWLV\RXUQDPH"
:KDWLV\RXUWHOHSKRQHQXPEHU"
:KHUHDUH\RXIURP"

:KDWLV\RXUDGGUHVV"
:KDWLVLQ\RXUEDJ"

6WXGHQW3UR¿OH

Name: _______________________________________________________.
Age: ________________________________________________________.

Nationality: ___________________________________________________.
Phone Number: _______________________________________________.
Address: ____________________________________________________.
Items: ______________________________________________________
______________________________________________________.

38
 Who am I?

Think about what you have learned

In this part of block I you learned to share personal information and ask people
SHUVRQDO LQIRUPDWLRQ ,Q ZKLFK VLWXDWLRQV GR \RX WKLQN WKLV FRXOG EH XVHIXO" +RZ
FRXOGWKLVKHOS\RXWRLPSURYH\RXUUHODWLRQVKLSZLWKRWKHUV"'LVFXVV\RXUDQVZHUV
with your classmates.
En esta parte del bloque I aprendiste a compartir tu información personal y a preguntarla a otros. ¿En qué
situaciones crees que esto puede ser útil? ¿Cómo puede ayudarte a mejorar tus relaciones con los demás?
Comenta tus respuestas con tus compañeros.

Learn more

Now you will learn about ethnic, cultural, physical and geographical characteristics
that we use to describe different people and places.

Ethnic and cultural characteristics

39
 B lock I Who am I?

Mexico is a country with a rich ethnic diversity. Think about what ethnic groups there
are in Mexico.

Ethnic and cultural characteristics refer to nationality, religion and ethnic groups.
There is a richness of diversity in different countries and those aspects identify
a culture, they are what distinguish a certain group of people from another. For
example: language, believes and traditions.

In the following box you can check some of the most common ethnic groups and
religions. You will learn more about this topic in your next course.

Ethnical and cultural characteristics

Ethnic groups Religion

African Buddhist
Hispanic Catholic
Asian Christian
Mixed or Mestizo Hindu
Arab Jewish
White Muslim
Black
Caribbean
Gypsy

Diversity: the state or

quality of being different
or varied.

40
 Who am I?

Practice what you are learning

Activity 12

Complete the following chart with cultural information about your community. Look
at the example.
Completa la siguiente tabla con información cultural de tu comunidad. Observa el ejemplo.

Tradition Celebration Food Religion

Day of the Dead Mother´s Day Tacos Catholic
(Día de Muertos)

41
 B lock I Who am I?

Activity 13

Read the following text. Write a T if the sentence is true and an F if it is false.
Lee el siguiente texto y escribe T (true) si la oración es verdadera y F (false) si es falsa.

The largest ethnic group in Mexico is the Mestizo

(mixed Spanish and indigenous ancestry). Mexican
people are family oriented and it seems they really
enjoy life no matter what their circumstances are. They
love their country and are very proud of their cultural
YDOXHV WKHLU ÀDJ DQG WKHLU WUDGLWLRQV 0RVW SHRSOH
in Mexico are Catholic and very religious. Mexicans Ancestry: ancestors,
also have a good sense of humor and they are hard family descent.
workers.

1. Mexicans are family oriented. _____

0H[LFDQVIHHOSURXGRIWKHLUFXOWXUDOYDOXHVÀDJDQGWUDGLWLRQVBBBBB

3. Mexicans don´t have a good sense of humor. _____

0DQ\SHRSOHLQ0H[LFRDUH-HZLVKBBBBB

5. Mexicans do not work hard. _____

Check your answers in the Answer Key at

the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDO
del libro.

42
 Who am I?

Activity 14

Read the following dialogue and complete the sentences.

Lee el siguiente diálogo y completa las oraciones.

Oscar is a new student and Daniel is introducing him to a group of foreign students.

Daniel: Hello, I am Daniel. Let me present to you my friends Diana and Alberto.
Diana: Welcome to Veracruz.
Alberto: +HOOR:KDWLV\RXUQDPH"
Oscar: My name is Oscar. Nice to meet you.
Alberto::KHUHDUH\RXIURP"
Oscar: I am from Spain.
Olga: Hi! My name is Olga. I am from Russia and this is my friend Ricardo.
Ricardo: I am from Mexico. Nice to meet you.
Ben: I am Ben and I am from Canada. This is Marisa, she is from Brazil.
Marisa: Hello! We are happy to be here!

“Nice to meet you” is a common expression used when you meet someone for the first time. It
means that you are happy to know this person.

:KRLVIURP9HUDFUX]"BBBBBBBBBBBBBBBBBBBBB

2. Ricardo is from ____________.

3. ___________ is from Russia.

%HQLVWKHER\IURPBBBBBBBBB

5. ____________ is from Brazil.

6. The names of the girls are ___________,

________________, and _____________.

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

43
 B lock I Who am I?

Activity 15
Act the previous dialogue in groups of eight.
Interpreten el diálogo anterior en grupos de ocho.

Question: Where are you from? Answer: I am from Canada.

Question: What is your nationality? Answer: I am Canadian.

When you share personal information, it is important to know where you are from and
which your nationality is, so that you can talk about your country and your culture.

Study the following chart to know more about countries and nationalities.

Country Nationality Country Nationality

Argentina Argentinian Ireland Irish
Australia Australian Italy Italian
Austria Austrian Japan Japanese
Belgium Belgian Mexico Mexican
Brazil Brazilian New Zealand New Zealander
Canada Canadian Norway Norwegian
Chile Chilean Panama Panamanian
China Chinese Paraguay Paraguayan
Colombia Colombian Poland Polish
Cuba Cuban Portugal Portuguese
Denmark Danish Russia Russian
Dominican
Dominican Scotland Scottish
Republic
El Salvador Salvadorean South Africa South African
England English Slovakia Slovak
Finland Finnish Spain Spanish
France French Sweden Swedish
Germany German Switzerland Swiss
Greece Greek Taiwan Taiwanese
Holland
Dutch Turkey Turkish
(Netherlands)
American or US
Honduras Honduran United States
citizen
India Indian Wales Welsh
Iraq Iraqi Yugoslavia Yugoslav

44
 Who am I?

Fun challenge
Search for information about the country you would like to know. Write five sentences about it and
share them with your classmates.

Learn more
L

Geographical characteristics
Mexico is a country that is located in North
America. It borders north (N) with the United
States, to the west (W) and south (S) by the
3DFL¿F2FHDQWRWKHHDVW ( E\WKH*XOIRI
Mexico and to the south east (SE) by Belize,
Guatemala and the Caribbean Sea. Mexico
has thirty-one states and a federal district
which is the national capital: Mexico City.

The main landforms in Mexican territory are

beaches, rivers, valleys, canyons, lagoons,
mountains, lakes and islands. There are also
different biomes such as deserts, forest,
steppes and jungles. Look at the following
images.

tions or
e fo u r c ardinal direc
Note : Th s of
l p oin ts a re the direction
cardina mmonly
ast , so u th and west, co
north , e , W.
b y th e ir in itials: N, E, S
denoted inal, or
in te rm e d ia te (intercard E),
The a re northeast (N
ec ti o n s
ordinal) dir W), and
e a st (S E ), southwest (S
south W).
northwest (N

45
 B lock I Who am I?

Biome: a regional or global land area that is characterized by the

plants, animals and climate.

beach river valley

canyon lagoon mountain

lake island desert

steppe forest jungle

46
 Who am I?

Practice what you are learning

Activity 16

0DWFKHDFKZRUGZLWKLWVGH¿QLWLRQE\SXWWLQJWKHULJKWOHWWHULQWKHSDUHQWKHVLV8VH
a dictionary if necessary.
5HODFLRQDFDGDSDODEUDFRQVXGH¿QLFLyQHVFULELHQGRHQHOSDUpQWHVLVODOHWUDFRUUHFWD6LHVQHFHVDULRXVDXQ
diccionario.

a. Mountain ( ) An area of sand or small stones besides an ocean or a lake.

b. Beach ( ) A mass or land that is surrounded by water.
c. Island ( ) A low area of land between mountains or hills, usually with a
   ULYHUÀRZLQJWKURXJKLW
d. Valley ( ) A natural structure like a very big hill that is much higher than
the usual level of land.
e. Desert ( ) A thick tropical forest.
f. Jungle ( ) A large area of land with few plants and little water and where
the weather is always dry.

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Apply what you have learned

Work with a classmate to answer the following questions. Then complete the chart
with the information.
Trabaja con un compañero para contestar las siguientes preguntas. Después completa la tabla con la información.

,QZKLFKVWDWHLV\RXUFRPPXQLW\ORFDWHG"
:KDWRWKHUVWDWHVVXUURXQG\RXUFRPPXQLW\"
:KDWDUHVRPHRIWKHODQGIRUPVWKDWDUHLQ\RXUVWDWHRUFORVHWRLW"
1. ¿En qué estado se localiza tu comunidad?
2. ¿Qué estados rodean a tu comunidad?
3. ¿Cuáles son algunas de las formaciones naturales que están en tu estado o cerca de él?

47
 B lock I
My community is in the
Who am I?

state of
The states that surround North:
my community are
South:

East:

West:

Some of the landforms in

my state or close to it are

Think about what you have learned

In this part of block I you learned about ethnical, cultural and geographical
characteristics. This information is useful to describe yourself as Mexican as well to
appreciate the richness of ethnical, cultural and geographic diversity of Mexico. How
FDQWKLVKHOS\RXWRXQGHUVWDQGSHRSOHIURPRWKHUFXOWXUHV"'LVFXVV\RXUDQVZHU
with your classmates and your teacher.
(Q HVWD SDUWH GHO EORTXH , DSUHQGLVWH DFHUFD GH ODV FDUDFWHUtVWLFDV pWQLFDV FXOWXUDOHV \ JHRJUi¿FDV (VWD
información es útil para describirte como mexicano y para apreciar la riqueza de la diversidad étnica, cultural y
JHRJUi¿FDGH0p[LFR¢&yPRSXHGHHVWRD\XGDUWHDFRPSUHQGHUDSHUVRQDVGHRWUDVFXOWXUDV"&RPHQWDWX
respuesta con tus compañeros y tu maestro.

Learn more

Physical characteristics
Physical characteristics describe how a person looks. In the next chart you can see
useful vocabulary.

48
 Who am I?

Complexion/ Height/ Appearance/ Age/

Complexión Altura Apariencia Edad
fat/gordo tall/alto beautiful/hermoso young/joven
(a)
thin/delgado short/bajo old/viejo
pretty/bonito (a)
VNLQQ\ÀDFR medium height/ teen/adolescente
estatura media cute/lindo (a)
slim/esbelto adult/adulto
ugly/feo (a)
baby/bebé
handsome/guapo
child/niño
strong/fuerte
new born/
good-looking/ recién nacido
bien parecido
grown up/adulto, mayor
attractive/atractivo de edad

elder/anciano, mayor

Hair color/ Hair type/ Hair length/

Color de cabello Tipo de cabello Largo de cabello
blonde/rubio straight/liso short/corto

brunette/castaño curly/rizado long/largo

red head/pelirrojo wavy/ medium length/

ondulado medio largo
black/negro
bold/calvo
grey/gris, canoso

white/blanco

To describe a person we use is: She is thin.

When we talk about hair type we use has/have: She has curly hair.

49
 B lock I Who am I?

Practice what you are learning

Blanca Antonio Santiago

Activity 17
Look at the images and write three sentences to describe each person’s physical
characteristics.
Observa las imágenes y escribe tres oraciones para describir las características físicas de cada persona.

Blanca
1. ______________________________________________________________.

2. ______________________________________________________________.
3. ______________________________________________________________.

Antonio
1. ______________________________________________________________.
2. ______________________________________________________________.
3. ______________________________________________________________.

Santiago
1. ______________________________________________________________.
2. ______________________________________________________________.

3. ______________________________________________________________.

50
 Who am I?

Activity 18

Think about a famous artist/singer and write a physical description about him/her.
Use the vocabulary you learned. Read the description out loud. Your classmates
have to guess who he or she is.
Piensa en un artista o cantante famoso y escribe una descripción física utilizando el vocabulario aprendido. Lee
la descripción en voz alta. Tus compañeros tienen que adivinar quién es.

Learn more

Family members
When we are with our friends we usually talk about our family. For example: your
mother, father, sister or brother. Family members are anyone that you are related to.
In our society there are different types of families. Family is very important because
they help and support you; they are the people we share many experiences with.

Study the vocabulary about family members in the next charts.

Immediate family/Familia cercana Extended family/Familia extensa

Father/Padre Mother/Madre Great great Great great grandmother/
Son/Hijo Daughter/Hija grandfather/ Tatarabuela
Brother/Hermano Sister/Hermana Tatarabuelo Great grandmother/
Husband/Esposo Wife/Esposa Great grandfather/ Bisabuela
Bisabuelo Grandmother/Abuela
Grandfather/Abuelo Granddaughter/Nieta
Grandson/Nieto Aunt/Tía
Uncle/Tío Cousin/Prima
Cousin/Primo Niece/Sobrina
Nephew/Sobrino

51
 B lock I
The In-Law family / Familia política
Who am I?

bers are
family mem
Father-in-law/Suegro Mother-in-law/Suegra Note: All our e talk
tiv e (p a ri en tes). When w :
Brother-in-law/Cuñado Sister-in-law/Cuñada
our rela
o th er an d father we say
about both m W h en we talk ab
out
a d res) .
Son-in-law/Yerno Daughter-in-law/Nuera parents (p er and grand
father
g ran d m o th hen
a both n ts (abuelos). W
n d p a re
we say : gra o th granddau
ghter
lk a b o u t b ren
we ta y : grandchild
so n w e sa
and grand
(nietos).

Practice what you are learning

Activity 19

Look at this family tree. Francisco and Georgina have a large family; they have three
FKLOGUHQWKUHHLQODZVDQGVL[JUDQGFKLOGUHQ&DQ\RXLGHQWLI\WKHP"
2EVHUYDHOVLJXLHQWHiUEROJHQHDOyJLFR)UDQFLVFR\*HRUJLQDWLHQHQXQDJUDQIDPLOLDWLHQHQWUHVKLMRVWUHV
IDPLOLDUHVSROtWLFRV\VHLVQLHWRV¢3XHGHVLGHQWL¿FDUORV"

52
 Who am I?

Now complete the sentences using the words from the next box. Look at the example.
Ahora completa las oraciones usando las palabras del siguiente cuadro. Observa el ejemplo.

father-in-law sister-in-law daughter brother father

granddaughter sister cousin uncle nephew
grandmother brother-in-law grandson niece son-in-law
daughter-in-law husband wife mother son
grandfather mother-in-law aunt

(’)
e u se s o f the apostrophe
th Rafael
Note: One of io n . F or example:
o ss ess .
is to show p n s th at R afael is his son
e a
is Ray’s son m the son of Ray.
Ra l is
fae

Paula is Georgina’s granddaughter.

1. Diego is Pedro’s ____________________________.
2. Elisa is the _________________________ of Lucia.
3. Francisco is Rosario’s ________________________.

 Gregorio is Pepe’s _________________________.

5. Lupita is Pepe’s ___________________________.

6. Pedro is Rosario’s __________________________.

7. Georgina is Amanda’s ______________________.
8. Georgina is the ______________________ of Ray.
9. Lupita is Rosario’s __________________________.
10. Elisa is Lupita’s ___________________________.

11. Rafael is the ______________________ of Paula.

12. Francisco is Paula’s _______________________.
13. Lucia is Rafael’s __________________________.

 Gregorio is Georgina’s _____________________.

53
 B lock I Who am I?

15. Amanda is Elisa’s _________________________.

16. Lupita is the __________________ of Francisco.

17. Ray is Rosario’s ___________________________.
18. Pepe is Francisco’s _______________________.
19. Georgina is the ____________________ of Pepe.
20. Francisco is Gregorio’s ____________________.

21. Rafael is Georgina’s ______________________.

22. Pepe is the ________________ of Diego.

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Apply what you have learned

Make a family tree of your own family and present it to your classmates. You can use
the following example and make it as big as you need.
Elabora un árbol genealógico de tu familia y preséntalo a tus compañeros. Puedes usar el siguiente ejemplo y
hacerlo tan grande como necesites.

54
 Who am I?

Think about what you have learned

,QWKLVSDUWRIEORFN,\RXOHDUQHGDERXWIDPLO\PHPEHUV+RZLV\RXUIDPLO\FRPSRVHG"
:K\LVLWLPSRUWDQWWRFRPPXQLFDWHZLWK\RXUIDPLO\"'R\RXWKLQN\RXFDQWHDFK
WKHPZKDW\RXKDYHOHDUQHGLQHQJOLVK"
En esta parte del bloque I aprendiste sobre los miembros de la familia. ¿Cómo está conformada tu familia? ¿Por
qué es importante la comunicación dentro de la familia? ¿Crees que puedes enseñarles lo que has aprendido
en inglés?

When we learn english, verbs are very

important. Verbs are words that describe
an action. We use verbs to talk about what
people do. We can describe what people do
in the present, past and future. In this part
of block I, you will learn about verbs in the run jump dance cook
simple present.

sing laugh drink

Learn more

Simple present
Simple present has several uses in english.

Repeated actions

Simple present is used to express an action that is repeated or usual. The action can
be a habit, a hobby, a daily event, a schedule even or something that happens often.
Look at the examples:

I play soccer.
The train leaves at 8 am.
The Earth circles around the sun.
I wake up at 6 am.

55
 B lock I Who am I?

Simple statements or facts and generalizations

Simple present is used to indicate that the speaker believes a fact to be true, now,
before and in the future. It is also used to make generalizations about people or
things. Look at the examples:
Cats like milk.
Mexico City is the capital of Mexico.
Windows are made of glass.
Scheduled events in the near future

Speakers occasionally use the simple present to talk about scheduled events in the
near future. This is most commonly done when talking about public transportation,
but it can be used with other scheduled events as well. Look at the examples:
The train leaves at 4 pm.
The party starts at 8 pm.
We have classes tomorrow.

In the following chart you can see an example of a verb in simple present:
Subject Verb Complement
I learn english at school.
You learn english at school.
He learns english at school.
She learns english at school.
We learn english at school.
You learn english at school.
They learn english at school.

Learn about the spelling for the verbs in Grammar Box.

Grammar Box 3
Spelling for the verbs/Escritura de los verbos
The spelling for the verb in the third person singular (he, she, it) differs depending on the
ending of that verb/La escritura del verbo en tercera persona del singular (él, ella, eso) cambia
dependiendo de su terminación.

1. For verbs that end in o, ch, sh, ss, x or z we add es / En los verbos que terminan en o, ch, sh,
ss, x o z agregamos es.

go - goes
catch - catches
wash - washes
kiss - kisses
¿[¿[HV
buzz - buzzes

56
 Who am I?

2. For verbs that end in a consonant + y, we remove the y and add ies / En los verbos que
terminan en una consonante + y, quitamos la y agregando ies.

marry - marries
study - studies
carry - carries
worry - worries

in a vowel + Y,
To make a negative sentence in english Note: For verbs that end
we just add –S.
we normally use do not or does not joy – enjoys,
and in contracted form we use: don’t or Examples: play – plays, en
say – says.
doesn’t/RRNDW*UDPPDU%R[

Grammar Box 4
Negative and Contracted form of simple present
Negative form Contracted Form
I do not eat meat. I don´t eat meat.
You do not eat meat. You don´t eat meat.
He does not eat meat. He doesn´t eat meat.
She does not eat meat. She doesn’t eat meat.
It does not eat meat. It doesn’t eat meat.
We do not eat meat. We don´t eat meat.
You do not eat meat. You don’t eat meat.
They do not eat meat. They don’t eat meat.

Practice what you are learning

Activity 20

Complete the sentences with the simple present.

Completa las oraciones utilizando el presente simple.

1. They _________ soccer at school. (to play)

2. She_________ a letter. (not/ to write)
BBBBBB\RXBBBBBBBHQJOLVK" WRVSHDN

57
 B lock I
0\SDUHQWVBBBBBBBBBB¿VK QRWWROLNH
Who am I?

BBBBBBBB$QDBBBBBBBBBBBBDQ\EURWKHUV" WRKDYH
-HVVLFDBBBBBBBBBBLQDQRI¿FH WRZRUN
7. Luis ___________ very fast. (not/read)
BBBBBBBB)HUQDQGDDQG-DYLHUBBBBBBBBBBBWRWKHFKXUFKHYHU\VXQGD\" WRJR
9. The plane _____________ at 9:15 am. (not/to leave)

BBBBBB(OLVDBBBBBBRUDQJHMXLFH" WRGULQN
Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Apply what you have learned

Create your own ÀDVKFDUGV for verbs by drawing or printing them. Write the verb in
the back.
Crea tus propias tarjetas didácticas de verbos dibujándolas o imprimiéndolas. Escribe el verbo en la parte de
atrás.

,QJURXSVRIIRXUVKRZDÀDVKFDUGDQGRWKHUPHPEHURIWKHJURXSKDVWRJXHVV
what verb it is. To make it more interesting ask them to say the verb in simple present
LQDI¿UPDWLYHQHJDWLYHRUTXHVWLRQIRUPDQGLQ¿UVWVHFRQGRUWKLUGSHUVRQ,IKHRU
VKHJXHVVHVWKHYHUEFRUUHFWO\KHVKHWDNHVWKHÀDVKFDUG7KHWHDPZLWKWKHPRVW
ÀDVKFDUGVZLQV
En equipos de cuatro, uno muestre una tarjeta con la imagen y otro miembro del equipo tiene que adivinar qué
verbo es. Para hacerlo más difícil pídanle que conjugue el verbo en presente simple ya sea en primera, segunda
o tercera persona. Gana la tarjeta si la respuesta es correcta. El equipo con mayor número de tarjetas es el
ganador.

Flashcard: card with picture or text.

Fun challenge
Write a brief description of a classmate. Then work in groups of five and read yor texts. You have to
guess who those persons are.

58
 Who am I?

Think about what you have learned

In this part of block I you learned about simple present. You can use it to talk about
the things and activities you enjoy every day. Think of other situations in which you
can use the simple present. Discuss your answers with your classmates and your
teacher.
En esta parte del bloque I aprendiste sobre el presente simple. Puedes utilizarlo para hablar de las cosas y
actividades que disfrutas diariamente. Piensa en otras situaciones en las que puedes usar el presente simple.
Comenta tus respuestas con tus compañeros y con tu maestro.

Profile: a short biographical description of a subject.

Closure activity
)DPLO\PHPEHU¶VSUR¿OH

Make a SUR¿OH about a family member and write a description about him /her
including the following aspects.
(ODERUDXQSHU¿OGHXQPLHPEURGHWXIDPLOLD\HVFULEHXQDGHVFULSFLyQGHpORHOODLQFOX\HQGRORVVLJXLHQWHV
aspectos.

‡ Personal information.
‡ Physical description
‡ Things he/she does.
‡ Información personal.
‡ Descripción física.
‡ Cosas que hace.

Consult the list of verbs at the end of the book, use the vocabulary from this block
DQGEHVXUHWRXVHWKHVLPSOHSUHVHQW:KHQ\RX¿QLVKSUHVHQWLWWR\RXUFODVVPDWHV
&RQVXOWDODOLVWDGHYHUERVTXHHVWiDO¿QDOGHOOLEURXWLOL]DHOYRFDEXODULRGHOEORTXH\DVHJ~UDWHGHXVDUHO
tiempo presente. Cuando termines preséntalo a tus compañeros.

Look at the following example.

Observa el siguiente ejemplo.

59
 B lock I Who am I?

Interesting facts about my sister

My sister Personal information

Name: Amanda Salas Peña.

Age: 16 years old.

7HOHSKRQH1XPEHU

Address: 1101 Camelia Street,

Guadalajara, Jalisco.

Nationality: Mexican.

Family Member: sister.

Physical description Things he / she does

She is tall and thin. She is beautiful. She has

black hair and pretty eyes. She is young.

She plays soccer. She eats pizza. She watches

TV. She reads books and she listens to music.
She smiles every day.

60
 Who am I?

(YDOXDWH\RXUZRUNXVLQJWKHIROORZLQJFULWHULD:KHQ\RX¿QLVKVKDUHDQGGLVFXVV
your evaluation with your teacher.
Evalúa tu trabajo usando la siguiente rúbrica. Cuando termines, comparte y comenta tu evaluación con tu
maestro.

Aspects of Excellent Good Fair Unsatisfactory

evaluation 4 3 2 1
Personal Presents 6 Presents Presents Presents 1 aspect
information aspects of DVSHFWV 2-3 aspects of personal
personal of personal of personal information.
information. information. information.
Physical Presents Presents Presents Presents 1
description 6 aspects DVSHFWV 2-3 aspects aspect of physical
of physical of physical of physical description.
description. description. description.
Things he/she Uses 6 verbs 8VHVYHUEV Uses 2-3 verbs Uses only 1 verb to
does to describe to describe to describe describe an activity.
activities. activities. activities.
Use of language Writes full Writes some Makes a list of Does not write
sentences. full sentences. activities. Makes sentences. Makes 9
Makes 1-2 Makes 3-5 6-8 grammar, + grammar, spelling
grammar, grammar, spelling or or punctuation
spelling or spelling or punctuation mistakes.
punctuation punctuation mistakes.
mistakes. mistakes.
Speaking 0DNHVDÀXHQW 0DNHVDÀXHQW Hesitates and Does speak in full
presentation, presentation, pauses 5-6 sentences, says
has 1-2 hesitates or times. Has 6-8 a few words. Has
pronunciation SDXVHV pronunciation 9 + pronunciation
errors. times. Has 3-5 errors. errors.
pronunciation
errors.
Total points

5 points Unsatisfactory
6 - 10 points Fair
11 - 15 points Good
16 - 20 points Excellent

61
 B lock I Who am I?

Cierre del bloque I

5HÁH[LRQDVREUHORDSUHQGLGR

Para valorar el nivel de avance que has logrado en el bloque I es importante que
completes la siguiente tabla de manera consciente y honesta. Pon una X en la
casilla correspondiente.

,QWHUSUHWDFLyQGHOQLYHOGHDYDQFH

100 - 90% = Lo logré de manera independiente

89 - 70% = Requerí apoyo para construir el aprendizaje
69 - 50% = Fue difícil el proceso de aprendizaje y sólo lo logré parcialmente
RPHQRV 1RORJUpHODSUHQGL]DMH

Nivel de avance

49% o
100-90% 89-70% 69-50%
Contenidos curriculares menos
Conceptuales

Utilizo las estructuras gramaticales del bloque

correctamente.

,GHQWLÀFRFRUUHFWDPHQWHHOYRFDEXODULRGHO
bloque.

Nivel de avance

49% o
100-90% 89-70% 69-50%
Contenidos curriculares menos

Puedo presentarme y presentar a otras

Procedimentales

personas de manera escrita y oral.

Describo las características físicas, étnicas y

culturales de una persona de manera escrita y
oral.

Describo actividades que realizo en el presente

simple y utilizo el verbo To Be correctamente,
de manera oral y escrita.

62
 Who am I?

Nivel de avance

49% o
100-90% 89-70% 69-50%
Contenidos curriculares menos

Comparto mi opinión y considero las opiniones

Actitudinales

de otros.

Reconozco y respeto diferentes puntos de vista

y entiendo la importancia de la diversidad.

Trabajo en equipo de manera colaborativa.

Finalmente

5HÀH[LRQDVREUHODVVLJXLHQWHVSUHJXQWDV\HVFULEHWXVFRQFOXVLRQHV

¢&XiOHVIXHURQORVDSUHQGL]DMHVPiVVLJQL¿FDWLYRVTXHORJUDVWHHQHOEORTXH,"

¢&yPRSXHGHVDSOLFDUORTXHKDVDSUHQGLGRHQWXYLGDDFWXDO\HQHOIXWXUR"

¿De qué manera el reconocerte como persona, con tus particulares y valiosas
características, te ayuda a comprender a los demás y a tener una convivencia
DUPyQLFDFRQHOORV"

Conclusiones personales:

63
 B lock I Who am I?

Registro del avance

Competencias genéricas y disciplinares del bloque I

,QVWUXFFLRQHVAl concluir el bloque I registra el nivel de avance que lograste en el

desarrollo de las competencias genéricas y disciplinares. Utiliza la siguiente escala:

A = Alto (Desarrollada)
M = Medio (Está en vía de desarrollo)
B = Bajo (No la he desarrollado)

Nivel de
Competencias genéricas Atributos
avance

(VFXFKDLQWHUSUHWD\HPLWH
mensajes pertinentes en Se comunica en una segunda lengua en
distintos contextos mediante la situaciones cotidianas.
utilización de medios, códigos y
herramientas apropiadas.
Aporta puntos de vista con apertura y
8. Participa y colabora de manera
considera los de otras personas de manera
efectiva en equipos diversos.
UHÀH[LYD

10. Mantiene una actitud Dialoga y aprende de personas con

respetuosa hacia la distintos puntos de vista y tradiciones
interculturalidad y la diversidad culturales mediante la ubicación de sus
de creencias, valores, ideas y propias circunstancias en un contexto más
prácticas sociales. amplio.

Nivel de
Competencias disciplinares
avance
Produce textos con base en el uso normativo de la lengua, considerando la
intención y situación comunicativa.

Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana y

académica.

,GHQWL¿FDHLQWHUSUHWDODLGHDJHQHUDO\SRVLEOHGHVDUUROORGHXQPHQVDMHRUDOR
escrito en una segunda lengua, recurriendo a conocimientos previos, elementos
no verbales y contexto cultural.

Se comunica en una lengua extranjera mediante un discurso lógico, oral o

escrito, congruente con la situación comunicativa.

Al completar la tabla preséntala a tu profesor y valoren los avances registrados.

64
 Who am I?

Block I. Glossary
:ULWHWKHQHZZRUGVWKDW\RXKDYHOHDUQHGDQGWKHLUGH¿QLWLRQV
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

65
 B lock I
Notes
Who am I?

66
 Who am I?

Notes

67
BLOCK II. Relating important moments of the past

Block II
What I do and how I live
 B lock II
Introduction
What I do and how I live

In block II you will learn to use the simple present in many grammatical ways such
as to describe your daily routines as well as your lifestyle and compare them with
other people. You will also learn the use of adverbs of frequency through reading and
listening activities and you will learn to write short texts.

The simple present is usually used to talk about states, routines, schedules and
regular actions. It is also used to describe what people do in their jobs and occupations.

What competences will you develop?

Competencias genéricas Atributo
(VFXFKDLQWHUSUHWD\HPLWHPHQVDMHVSHUWLQHQWHV
‡ Se comunica en una segunda lengua
en distintos contextos mediante la utilización de
en situaciones cotidianas.
medios, códigos y herramientas apropiadas.
‡ Articula saberes de diversos campos
7. Aprende por iniciativa e interés propio a lo largo
y establece relaciones entre ellos y su
de la vida.
vida cotidiana.
‡ Aporta puntos de vista con apertura
8. Participa y colabora de manera efectiva en
y considera los de otras personas de
equipos diversos.
PDQHUDUHÀH[LYD
‡ Dialoga y aprende de personas con
10. Mantiene una actitud respetuosa hacia la distintos puntos de vista y tradiciones
interculturalidad y la diversidad de creencias, culturales mediante la ubicación de
valores, ideas y prácticas sociales. sus propias circunstancias en un
contexto más amplio.

Competencias disciplinares
‡ Produce textos con base en el uso normativo de la lengua, considerando la intención y
situación comunicativa.
‡ ,GHQWL¿FDHLQWHUSUHWDODLGHDJHQHUDO\SRVLEOHGHVDUUROORGHXQPHQVDMHRUDORHVFULWR
en una segunda lengua, recurriendo a conocimientos previos, elementos no verbales y
contexto cultural.
‡ Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito,
congruente con la situación comunicativa.

What is the purpose of block II?

You will be able to understand the simple present with its variations and apply it to
daily activities and life styles as well as the routines of people you know by developing
writing and speaking competencies.

70
 What I do and how I live

What knowledge will you achieve and how?

Curriculum
Description Methodology
content
1. Simple present.
2. Third person of singular.
‡ 7KHDX[LOLDU\YHUE7R'R
‡ Studying grammar structures.
‡ 7KHYHUE7R+DYH
‡ Recognizing some of the public places
3. Sport, work and leisure
and transportation.
Conceptual activities.
‡ Distinguishing some categories
 Community activities and public
of vocabulary such as community
places.
activities, public places and transport.
5. Public transportation.
6. Adverbs of frequency.
7. Wh questions.
‡ Solving exercises and applying the
grammar structures studied in this
block.
‡ 0DNLQJTXHVWLRQVWR¿QGRXWSHUVRQDO
‡ 6KDUHRSLQLRQVDQGUHÀHFW
information of own family and friends.
about other life styles.
‡ Writing daily routines using correct
‡ Compare your life with others.
Procedural grammar structures in simple present.
‡ Read and write texts in simple
‡ Creating a text to describe life styles
present.
noticing the changes in verbs in simple
present in third person of singular.
‡ 0DNLQJTXHVWLRQVWR¿QGRXWGLIIHUHQW
life styles and routines to elaborate a
text in simple present.
‡ Value team work done with ‡ Making texts and presentations with
order and cleanness through all relevancy.
the activities. ‡ Being respectful to others opinions
Attitudinal
‡ Share ideas through and defending your own.
learning products to promote ‡ Understanding and following
collaborative work. instructions in a proper way.

How much time will you need?

You will be able to complete block II in twelve hours, including block revision, activities,
products and self-evaluation.

Learning evaluation: evidences

In block II you will complete the following activities that will allow you to see the
development of your competencies:
‡ Wh questions on new situations.
‡ Interview to some classmates and report.
‡ Comparison about your life and the lives of
‡ Paragraph about daily routines.
others.

71
 B lock II What I do and how I live

What do you know? (Previous knowledge and

competencies)
$YHUELVRIWHQGH¿QHGDVDZRUGZKLFKshows action or state of being. The verb
is the heart of the sentence. One of the most important things about verbs is their
relationship to time.
8Q YHUER VH GH¿QH FRPR OD SDODEUD TXH PXHVWUD DFFLRQHV R HVWDGRV GHO VHU (O YHUER HV HO FRUD]yQ GH OD
oración. Uno de los puntos más importantes del verbo es su relación con el tiempo.

A. Look at the words in the following box and underline the verbs.
Observa las palabras del siguiente cuadro y subraya los verbos.

work table brother play wear breakfast

dog sleep speak school friend read

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

B. Look at the pictures and try to describe each one of them. What kind of actions do
\RXVHHLQWKHLPDJHV"6KDUH\RXUDQVZHUZLWKDFODVVPDWH
Observa las imágenes y trata de describir cada una. ¿Qué tipo de acciones ves? Comenta tu respuesta con un
compañero.

C. For describing actions happening now, we use the simple present of a verb.
Read the following sentences and look how the verbs are formed and used. Pay
attention to the changes that occur at the end of the verb.
Para describir las acciones que suceden ahora, se utiliza el tiempo presente de un verbo. Lee el siguiente texto
\REVHUYDFyPRVHIRUPDQ\XVDQORVYHUERV3RQDWHQFLyQHQORVFDPELRVTXHRFXUUHQDO¿QDOGHORVYHUERV

Miguel is a taxi driver. He drives a taxi. But on Sundays, he doesn’t drive his taxi. He stays at
home.
Clara is a teacher. She works in a small school and she loves her students.
The verbs be, drive, stay, work and love are in the simple present.

72
 What I do and how I live

D. Look around the class. Complete the following chart with the name of some of
your classmates and some common actions in a classroom. Look at the example.
Observa tu clase. Completa la siguiente tabla con el nombre de tus compañeros y con acciones comunes en un
salón de clases. Observa el ejemplo.

Name Action
Juan reads a book

:DVLWHDV\WRLGHQWLI\DFWLRQVWKDWKDSSHQQRZ"'LVFXVVLWZLWK\RXUFODVVPDWHVDQG
your teacher. It will be useful to focus on your strengths and opportunities.
¢7HIXHIiFLOLGHQWL¿FDUODVDFFLRQHVTXHRFXUUHQHQHOPRPHQWR"&RPpQWDORFRQWXVFRPSDxHURV\WXPDHVWUR
Te servirá para concentrarte en tus fortalezas y oportunidades.

It is important to identify your level of expertise in the competencies that you will
develop in block II by answering the next questions. Mark the box that corresponds
to your level with an X.
(VLPSRUWDQWHTXHLGHQWL¿TXHVWXQLYHOGHGHVHPSHxRHQODVFRPSHWHQFLDVTXHGHVDUUROODUiVHQHOEORTXH,,
Para ello contesta las siguientes preguntas, marcando tu respuesta con una X.

Siempre A veces Nunca

¿Te comunicas en una segunda lengua en situaciones

FRWLGLDQDV"

¿Articulas saberes de diversos campos y estableces

UHODFLRQHVHQWUHHOORV\WXYLGDFRWLGLDQD"

¿Aportas puntos de vista con apertura y consideras los

GHRWUDVSHUVRQDVGHPDQHUDUHÀH[LYD"

¿Dialogas y aprendes de personas con distintos puntos

de vista y tradiciones culturales mediante la ubicación de
WXVSURSLDVFLUFXQVWDQFLDVHQXQFRQWH[WRPiVDPSOLR"

73
 B lock II What I do and how I live

If you answered most of them with Siempre DOZD\V WKHQ\RXUOHYHORISUR¿FLHQF\LV

high. If you answered most of them with A veces (sometimes) or Nunca (never) then
you will have to work harder on the achievement of those competencies.
6LODPD\RUtDGHWXVUHVSXHVWDVIXHURQ³6LHPSUH´VLJQL¿FDTXHWXGHVHPSHxRDFWXDOHVDOWRVLODPD\RUtDIXHURQ
³$YHFHV´R³1XQFD´VLJQL¿FDTXHWLHQHVTXHWUDEDMDUFRQPiVHPSHxRSDUDGHVDUUROODUHVDVFRPSHWHQFLDV

Let’s begin

Learn more

Simple present
Simple present is usually used to talk about states, routines, schedules and regular
actions. It is also used to describe what people do in their jobs and occupations. It is
possible to use simple present or present simple to describe the same tense. Both
are correct.

7KHXVHVRIWKHDI¿UPDWLYHIRUPRIWKHVLPSOHSUHVHQWDUHVKRZQLQ*UDPPDU%R[

Grammar Box 1
$IÀUPDWLYHIRUPRIVLPSOHSUHVHQW
)RUPDDÀUPDWLYDSDUDHOSUHVHQWHVLPSOH
Pronoun/Pronombre Verb/Verbo
I/Yo (singular play

You/Tú (singular) play

He/Él (singular) plays

She/Ella (singular) plays

It/Eso, esa (singular) plays

We/Nosotros (plural) play

You/Ustedes (plural) play

They/Ellos (plural) play

In the simple present, verbs in the third person of singular (he, she and it) always
WDNHDQ³V´)RUH[DPSOHKHplays, she sings, it seems.

74
 What I do and how I live

Look at the following sentences: Downtown: the

‡ Maria and Pedro speak English properly. central or lower part
‡ My mother works in a restaurant downtown. of a city, specially the
main commercial
Look at Grammar Box 2 to study the spelling rules. area.

Grammar Box 2
Spelling rules/Reglas para la escritura
Verbs ending
Verbs ending
Silent e Vowel + y Consonant + y in s, z, sh, tch,
in o
ch
miss = misses
close = closes play = plays study = studies go = goes buzz = buzzes
note = notes say = says marry = marries do = does catch = catches
¿QLVK ¿QLVKes
teach = teaches
Silent e She closes the door.
Vowel + y He plays with his brother.
Consonant + y Celia studies German.
Verbs ending in o Diego goes to the park.
Verbs ending in s,z,sh,tch,ch Maria teaches in the new school.

Practice what you are learning

Activity 1
Underline the correct form of the verbs in parentheses. Look at the example.
Subraya la forma correcta de los verbos en paréntesis. Observa el ejemplo.

Alejandro (gets/getes) up every day at 6:00 am.

1. Roberto (washs/washes) his hair.

2. She (drinkes/drinks) coffee with her breakfast.

3. He (brushes/brushs) his teeth.

75
 B lock II
6KH EHJLQVEHJLQHV ZRUNDW
What I do and how I live

5. Pilar (watch/watches) TV.

6. Daniel (sleeps/sleepes) seven hours.

7. Juanita (speaks/speakes) Nahuatl.

8. My mom (stays/stayes) at home.

9. Luis (playes/plays) soccer.

10. He (walks/walkes) home.

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Activity 2
Write the correct form of the verb in third person of singular.
Escribe la forma correcta de los verbos en tercera persona del singular.

1. go __________.

À\ BBBBBBBBBB

3. run __________.

ZDWFKBBBBBBBBBB

5. eat __________.

6. write __________.

7. speak __________.

8. read __________.

9. sleep __________.

10. do __________.
Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

76
 What I do and how I live

Activity 3
Complete the following sentences with the right form of the verb.
Completa las siguientes oraciones con la forma correcta del verbo.

1. Pedro and Luis _____________ (play) soccer.

2. Maria _____________ (read) a novel.

3. We _____________ (eat) enchiladas with my mom.

,BBBBBBBBBB UXQ YHU\IDVW

5. You ___________ (watch) TV at night.

6. He_____________ (buy) candies for the children.

(VWHODBBBBBBBBBB À\ LQDQDLUSODQH

8. Raul ____________ (cook) delicious!

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Learn more

Third person of singular

The auxiliary verb To Do

We use the auxiliary verb To Do when we want to ask questions with yes or no as an
answer. We use do or does depending on the subject.

Look at Grammar Box 3 and study the interrogative form of the verb in simple present.

77
 B lock II What I do and how I live

Grammar Box 3
Interrogative form in simple present/
Forma interrogativa en presente simple
Short Short Short negative
Auxiliary Subject Verb DIÀUPDWLYH negative answers with
answers answers contractions
Do I SOD\"

Do you SOD\" Yes,

No, I/you/we/ No I/you/we/they
I/you/we/they
Do we SOD\" they do not. don´t.
do.

Do they SOD\"

Does he SOD\"
Yes, No, he/she/it
Does she SOD\" No, he/she/it doesn´t.
he/she/it does. does not.
Does It SOD\"

In the interrogative forms, we use do or does. Look at the examples:

‡ Do\RXOLNHWKHKRXVH"
‡ DoesVKHJRWRVFKRRO"
‡ DoWKH\SOD\IRRWEDOO"

9HUEVQHYHUWDNHDQ³V´LQWKHQHJDWLYHDQGLQWHUURJDWLYHIRUPV,QWKHVHFDVHVWKH
YHUEUHPDLQVLQWKHLQ¿QLWLYHIRUP

As said before, we use the auxiliary verb To Do to form questions with yes or no as
an answer. We use do or doesIRUDI¿UPDWLYHDQVZHUVDQGdo not or does not for
negative answers.

Look at the examples:

‡ 'R\RXOLNHLFHFUHDP"
Yes, I do.
No, I do not.

‡ 'RHVKHSOD\EDVHEDOO"
Yes, he does.
No, he does not.

78
 What I do and how I live

For short answers in negative we can use the contractions. Look at the following
examples:

‡ 'RHVKHVZLP"
No, he doesn’t.

‡ 'R\RXVPRNH"
No, I don’t.

Practice what you are learning

Activity 4
Computer: an electronic
Answer the questions using short answers. Look at the example. machine for processing
Responde las preguntas usando respuestas cortas. Observa el ejemplo. information.

Do you play the guitar?

Yes, I do/No, I don’t.
1. 'R\RXOLNHFDUV"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
2. 'R\RXZDWFKVRFFHU"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
3. 'RHV\RXUWHDFKHUJLYH\RXDORWRIKRPHZRUN"BBBBBBBBBBBBBBBBBBBBBBBBB
 'R\RXKDYHDVLVWHURUDJUDQGIDWKHU"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
5. 'RHV\RXUXQFOHOLYHLQ0H[LFR"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
6. 'R\RXUEURWKHUVVZLP"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
7. 'RHV\RXUIDWKHUZRUN"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
8. Do you have a computer"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
9. 'RHV\RXUJUDQGPRWKHUOLNHWDFRV"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

10. 'RHV\RXUIDWKHUOLNHWDFRV"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
11. DoeV\RXUPRWKHUOLVWHQWRWKHUDGLR"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

79
 B lock II What I do and how I live

Activity 5

Write questions with the following words. Look at the example.

Escribe preguntas con las siguientes palabras. Observa el ejemplo.

like pozole / Pedro

Does Pedro like pozole?

1. do homework / we
_________________________________________________________________.

2. open the door / your grandmother

_________________________________________________________________.

3. wash the dishes / you

_________________________________________________________________.

GULQNFRIIHHWKH\
_________________________________________________________________.

5. play the guitar / Memo

_________________________________________________________________.

6. run in the school / Maria

_________________________________________________________________.

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

80
 What I do and how I live

Activity 6

Complete the negative sentences using the words in parenthesis. Look at the
example.
Completa las oraciones en negativo usando las palabras del paréntesis. Observa el ejemplo.

Diego likes coffee, but he (not, drink) _________ tea.

Diego likes coffee, but he doesn’t drink tea.

1. My sister likes sandwiches, but she (not, eat) _________________ pizza.

2. I wash clothes, but I (not, wash) _____________ dishes.
3. My dad has a new sweater, but he (not, use) _____________ it.
 Lucia likes water, but she (not, drink) ____________ coffee.

5. Raul likes banda music, but he (not, like) ______________ rock music.
6. My teachers dance very well, but they (not, sing) ______________ well.
7. My friends and I play guitar, but we (not, play) _____________ drums.
8. Lupita drives a car, but she (not, drive) _________ buses.

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Drums: a musical instrument played with hands or sticks.

81
 B lock II What I do and how I live

Learn more

The verb To Have

We use the verb To Have to indicate possession. We use have or has depending on
the subject. The simple present of this verb consists of haveIRUWKH¿UVWDQGVHFRQG
SHUVRQRIVLQJXODUDQG¿UVWVHFRQGDQGWKHWKLUGSHUVRQRISOXUDOHas is only used
IRUWKHWKLUGSHUVRQRIVLQJXODU6HH*UDPPDU%R[IRUH[DPSOHVRIHDFKSHUVRQ

Grammar Box 4
Use of have and has/
Uso de “have” y “has”
I have two sisters.

You have a new TV.

He has a good teacher.

She has an old car.

It has a nice view.

We have problems.

You have good notes.

They have a bad day.

When using the verb To Have in negative form, you have to use the auxiliary verb To
Do, as explained previously. Look at the following examples.

‡ Pedro does not have a dog.

‡ We do not have a vegetable garden in our house.

When making questions we also use the auxiliary verb To Do. Look at the following
examples of questions and answers.

‡ Does(OYLUDKDYHFKLOGUHQ" <HVVKHdoes.
‡ Do\RXKDYHDFDW" 1R,don’t (do not).

82
 What I do and how I live

Practice what you are learning

Activity 7
Read the following text and complete the sentences with have or has.
Lee el siguiente texto y completa las oraciones con “have” o “has”.

Carolina ____ a brother, Daniel. They both ________ good jobs. Carolina
__________ a new house. Daniel ______ an apartment. The apartment __________
one bedroom. It also __________ a large kitchen. Carolina and Daniel sometimes
__________ dinner together.

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Both: the one and the other.

Activity 8
:ULWH¿YHVHQWHQFHVXVLQJhave and has to describe yourself and your best friend.
8VHDI¿UPDWLYHDQGQHJDWLYHIRUPV/RRNDWWKHH[DPSOH
Escribe cinco oraciones usando “have” and “has” para describirte y para describir a tu mejor amigo (a). Intenta
XVDUODIRUPDD¿UPDWLYD\ODLQWHUURJDWLYDObserva el ejemplo.

I My best friend
I have brown hair. She/He has black hair.
I have brown eyes. She/He doesn’t have brown eyes.
1. 1.
2. 2.
3. 3.
 
5. 5.

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 B lock II What I do and how I live

Activity 9

Write a question with have or has using the information. Look at the example.
Escribe una pregunta con “have” o “has” usando la infomación. Observa el ejemplo.

Laura / a new dress.

Does Laura have a new dress?
1. Paco / new friends.
_________________________________________________________________.
2. Jorge and his father / an old car.
_________________________________________________________________.
0DULDQDUHGÀRZHUV
_________________________________________________________________.
$QLWDDQG&ULVWLQDDSDUW\QH[WVXQGD\
_________________________________________________________________.
5. The dog / food and water.
_________________________________________________________________.
6. We / a math exam / on monday.
_________________________________________________________________.
7. You / a nice teacher.
_________________________________________________________________.

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Apply what you have learned

Choose two of your classmates (a boy and a girl). Ask them about the things they
have and do. Use the following chart to write some information and to write a brief
report of the interview in simple present. Look at the example.
Escoge a dos compañeros (un chico y una chica). Pregúntales sobre las cosas que tienen y las cosas que
hacen. Usa la siguiente tabla para escribir la información y para redactar un pequeño reporte de la entrevista en
presente simple. Observa el ejemplo.

84
 What I do and how I live

Pilar
‡ +DVDSUHWW\KRXVH
‡ +DVDORWRIIULHQGV Pilar has a pretty house and a lot of friends.
‡ 'RHVQRWVSHDN1DKXDWO She has brown hair and sings very nice. She
‡ +DVEURZQKDLU doesn’t speak Nahuatl and doesn’t have
‡ 'RHVQRWKDYHEURWKHUV brothers.
‡ 6LQJVYHU\QLFH

Name
Information Report

Name
Information Report

Think about what you have learned

In this part of block II you learned the different forms of the simple present, including
the use of the auxiliar To Do in questions and short answers. You also learned how
to use the verb To Have to talk about possessions. How could this help you to listen,
XQGHUVWDQGDQGWDONDERXWDFWLRQVLQWKHSUHVHQWZLWKUHODWLYHVDQGIULHQGV"'LVFXVV
it with your classmates.
En esta parte del bloque II aprendiste las diferentes formas del presente simple, incluyendo el uso del auxiliar
“To Do” en preguntas y respuestas cortas. También aprendiste el uso del verbo “To Have” para hablar de
posesiones. ¿Cómo te puede ayudar esto a escuchar, entender y hablar sobre acciones en el presente con
amigos y familiares? Coméntalo con tus compañeros.

85
 B lock II What I do and how I live

Maybe:
Learn more a
possibility.

Sport, work and leisure activities

There are some activities that are common in our daily routines. However, not all
of them are done by everybody. For example, in the morning, your mom usually
prepares breakfast and your dad goes to work. In the afternoon, you play football,
go to work or do homework. At night, you maybe read a book. So, everybody in the
family has different activities: at work, for recreation and sports.

In the following charts you can see some vocabulary about sport, leisure and work
activities.

Sport activities / Leisure activities / Actividades recreativas

Actividades deportivas
Aerobics / Aerobics Collect things / Coleccionar Listen to music / Escuchar
Athletics / Atletismo cosas música
Baseball / Beisbol Coloring / Colorear Play an instrument / Tocar un
Boxing / Boxeo Dancing / Bailar instrumento
Cycling / Ciclismo Gardening / Practicar jardinería Play games / Jugar algún
Diving / Clavados Drawing / Dibujar juego
Soccer / Fútbol Go on a picnic / Ir de día de Read / Leer
Horse riding / Montar a campo Solve puzzles / Armar
caballo Go out with friends / Salir con rompecabezas
Jogging / Trotar amigos Spend time with the family/
Running / Correr Go to the movies / Ir al cine Pasar tiempo con la familia
Swimming / Natación Learn to cook / Aprender a Travel / Viajar
cocinar Watch TV / Ver TV

Work activities / Actividades laborales

Accountant/Contador Gardener/Jardinero
Baker/Panadero Hairdresser/Peinadora
Barber/Peluquero Lawyer/Abogado
Bricklayer/Albañil Nurse/Enfermera
Builder/Constructor Policeman/Policía
Carpenter/Carpintero Postman/Cartero
Cashier/Cajero Reporter/Reportero
Cleaner/Personal de limpieza Secretary/Secretaria
Dentist/Dentista Tailor/Sastre
Doctor/Doctor Teacher/Maestro
Driver/Conductor Vet/Veterinario
Engineer/Ingeniero Waiter/Mesero
Farmer/Granjero, campesino Waitress/Mesera
Worker/Trabajador

86
 What I do and how I live

:KDWDUHVRPHRWKHUDFWLYLWLHVWKDW\RXGRDWKRPHDQGVFKRRO":KDWDFWLYLWLHVGR
\RXHQMR\LQ\RXUIUHHWLPH":KDWDUHVRPHDFWLYLWLHVWKDW\RXUSDUHQWVGRDWZRUN"

Practice what you are learning

Activity 10

Look at the following pictures and compare them with the activities that you and your
SDUHQWVGR$UHWKHLUDFWLYLWLHVVLPLODURUGLIIHUHQWIURP\RXUV":K\"'LVFXVVWKHP
with your classmates.
Observa las siguientes imágenes y compáralas con las actividades que tú y tus padres realizan. ¿Sus actividades
son similares o diferentes a las tuyas? ¿Por qué? Coméntalo con tus compañeros.

87
 B lock II What I do and how I live

Learn more

Community activities and public places

In public places people can meet and interact with persons from their community.
There are places that you can go with your family for example the market, the park,
the church and the public squares. By going to these public places people can get to
know each other and create strong community.

In the market people can buy food, clothes, fruits, vegetables, kitchen items and
in some places even animals. It is also important to have fun with your family and
friends. Many people enjoy going to the park to walk and play some sport. In some
communities it is common to celebrate religious ceremonies. People go to churches
and pray with their families.

One of our traditions in Mexico is to celebrate the day of independence. On september

15th, people in different cities and towns get together in the city center known as the
³]RFDOR´ RU PDLQ VTXDUH7KHUH WKH\ EX\ IRRGV GULQNV WR\V DQG ZDWFK ¿UHZRUNV
while they enjoy mexican music.

There are other public places such as: school, bank, restaurant and museum.

Practice what you are learning

Activity 11
Look at the following list of places and check (X) the ones that are in your community.
Observa la siguiente lista de lugares y marca (X) las que se existen en tu comunidad.

Park _____ Gas station _____

School _____ Market _____
Police station _____ 3RVWRI¿FHBBBBB

Hospital _____ Church _____

88
 What I do and how I live

Learn more

Public transportation
In Mexico there are many ways to go from one place to another: by bus, by plane,
by subway, by train, by ferry, by car (taxi), etc. Animals, such as horses and mules,
can also be used as transportation between small communities in the mountains,
jungle, etc.

Practice what you are learning

Activity 12

Read the following text and answer the questions.

Lee el siguiente texto y responde las preguntas.

Public transportation in Mexico

Mexico is a large country. Fortunately, there are many ways to go from one place to
another. Buses are the main form of long-distance public transportation in Mexico.
There are modern luxury buses and also retired and old school buses that go all
around the cities and towns. However, air travel is the fastest and most convenient
way to get from one place to another, particularly if you will be covering long distances.
Taxis are common in Mexico, especially in the big cities, but they are expensive.
Mexico City has the second largest metro system in North America and offers an
excellent way to get around the city.

89
 B lock II
$UHWKHUHPRGHUQEXVHVLQ0H[LFR"
What I do and how I live

_________________________________________________________________.
:KLFKLVWKHIDVWHVWZD\WRJHWIURPRQHSODFHWRDQRWKHU"
_________________________________________________________________.
3. Are taxis cheap"
_________________________________________________________________.

,VWKH0HWURV\VWHPLQ0H[LFR&LW\WKHVKRUWHVWRQHLQ1RUWK$PHULFD"
_________________________________________________________________.
Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Cheap: costing relatively little; inexpensive.

Activity 13

Write each worGIURPWKHIROORZLQJER[QH[WWRLWVGH¿Qition.

(VFULEHFDGDSDODEUDGHOVLJXLHQWHFXDGURMXQWRDVXGH¿QLFLyQ

bus train boat bike taxi airplane

1. A large motor vehicle carrying passengers by road. ______________

2. A vehicle with wings. ______________________
3. A vehicle composed of two wheels, one behind the other and that uses pedals.
______________________________
 A series of railroad cars moved as a unit. ___________________

90
 What I do and how I live

5. A private car that you pay for going to one place to another. _____________

6. A water vehicle. ___________________________

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Activity 14

Think about your community and decide which public transportation is the best
option to use. Discuss your opinion with your classmates and teacher. Write your
conclusions.
Piensa en tu comunidad y decide qué medio de transporte es la mejor opción. Comenta tu opinión con tus
compañeros y maestro. Escribe tus conclusiones.

__________________________________________________________________

__________________________________________________________________
__________________________________________________________________

__________________________________________________________________

Learn more

Adverbs of frequency
7KLQNDERXWWKHDFWLYLWLHVWKDW\RXGRHYHU\GD\:KDWWLPHGR\RXKDYHEUHDNIDVW"
:KDWWLPHGR\RXJRWRVOHHS"7KHVHDFWLYLWLHVDUHNQRZQDVGDLO\URXWLQHV7KHUH
are also activities that we do in weekends such as visiting family and friends. Some
other things we do yearly for example celebrating birthday.

In english there are some words that are used

to talk about daily routines. In the next box you Routine: things
can see some of them. that you do every
day.

91
 B lock II What I do and how I live

wake up have breakfast take a shower

go to work take the bus do homework

visit friends brush teeth go to sleep

To describe routines in english we also use some adverbs to describe how frequently
we do an activity. These are called adverbs of frequency.

se
a d v e rb is a word or phra
Note: An u alifies an adje
ctive,
d ifi e s o r q up,
that mo e rb or a word-gro
e r a dv
verb, or oth ti on of place,
time,
in g a re la
express cause.
irc u m st a n c e, manner or
c

Adverbs of frequency are adverbs of time that answer the questions how frequently?
Or how often? They tell us how often something happens.

92
 What I do and how I live

Look at the adverbs in the following box.

A B

Daily (Diariamente) Often (Seguido)

Weekly (Semanalmente) Sometimes (A veces)
Yearly (Anualmente) Rarely (Raramente)

You probably see a difference between A and B above. With words like daily we
know exactly how often. The words in A describe GH¿QLWH frequency. On the other
hand, the words in B describe LQGH¿QLWH frequency, words like often give us an idea
about frequency but they don’t tell us exactly. Look at the examples.

‡ I go to school daily.
‡ My father cleans the car weekly.
‡ :HJRWR³/D9LOOD´yearly.
‡ He often goes to the doctor.
‡ She sometimes reads a book.
‡ My mom rarely gets angry.

7KHUH DUH DGYHUEV RI LQGH¿QLWH DQG GH¿QLWH IUHTXHQF\ $Q DGYHUE RI LQGH¿QLWH
frequency is used to express how many times an event occurs. Look at the following
chart.

$GYHUEVRILQGH¿QLWHIUHTXHQF\
)UHTXHQF\)UHFXHQFLD
$GYHUELRVGHIUHFXHQFLDLQGH¿QLGD

Always I always do my homework.

Constantly She goes out constantly.
Most of the time
Continually I continually read.
Usually He usually does homework.
Normally I normally sleep eight hours. Almost all of the time
Generally He generally wakes up at seven.
Often She often goes to the market.
Frequently Luisa frequently sings at church. More than half of the time
Regularly I regularly buy the paper.
Sometimes 7KH\¿JKWsometimes.
Less of the time
Occasionally Occasionally we travel to Mexico City.

Rarely My little sister rarely cries. Almost never of the time

Seldom My uncle seldom smokes.

Never I never drink tequila. Never, not even a day

93
 B lock II What I do and how I live

The adverbs of frequency in the following chart are called adverbs of GH¿QLWH
frequency because you know exactly how many times the action occurs.

hourly (cada hora) daily (diariamente) weekly (semanalmente)

monthly (mensualmente) yearly (anualmente) every second (cada segundo)
once (una vez) once a day (una vez al día) twice (dos veces)
twice a year (dos veces al año) once or twice (una vez o dos three times (tres veces)
veces)

$GYHUEV RI GH¿QLWH IUHTXHQF\ XVXDOO\ JR DW WKH HQG RI D VHQWHQFH /RRN DW WKHVH
examples:

‡ Most people pay the rent monthly.

‡ The doctor checks the patient every hour.
‡ To review progress, the teachers check notebooks weekly.

8VXDOO\IRUUHDVRQVRIHPSKDVLVRUVW\OHVRPHDGYHUEVRIGH¿QLWHIUHTXHQF\PD\JR
at the front of the sentence. Look at the example:

‡ Every day, more than a million kids go to school.

Look at the following rules of adverbs of frequency.

1. Adverbs of frequency are often used with the present simple because they
indicate repeated or routine activities.

2. Adverbs of frequency can be placed in different places in the sentence depending

on the focus.
‡ I sometimes visit my aunt/Sometimes I visit my aunt/I visit my aunt sometimes.
‡ We often see her pass by the house/We see her pass by the house often.
‡ My friend is always late for school/My friend is late for school always.

3. Rarely and seldomFDQDOVRJRDWWKHHQGRIDVHQWHQFH RIWHQZLWK³YHU\´ 

‡ We see them very rarely.
‡ Luis eats meat seldom.

94
 What I do and how I live

Practice what you are learning

Activity 15
&KRRVHVRPHDFWLYLWLHVWKDW\RXGRHYHU\GD\DQGZULWH¿YHVHQWHQFHV/RRNDWWKH
example.
Elige algunas de las actividades que realizas todos los días y escribe cinco oraciones. Observa el ejemplo.

I take a shower.
1. _______________________________________.
2. _______________________________________.
3. _______________________________________.
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
5. _______________________________________.

Activity 16
Think about your activities at home. Answer the following quiz. Be honest! When
you’re done share your results with your classmates.
Piensa acerca de tus actividades en casa. Contesta el siguiente cuestionario. ¡Sé honesto! Cuando termines
comparte tus resultados con tus compañeros.

Activity Always (3) Often (2) Sometimes (1) Never (0)

Tidy: to put
Make your bed things in
Tidy your room order.
Feed the pets
Help cooking Rubbish:
Take out the rubbish worthless, useless
Wash dishes or unwanted matter,
Do laundry garbage.
Take care of brothers
and sisters

0-8 Try to be more helpful.

Score 9 - 17 It’s ok, but try and help a bit more in the house.
 Great! You are a good helper.

95
 B lock II What I do and how I live

Apply what you have learned

Make a list of the things you do every day; start with the hour when you wake up to
the hour you go to sleep. Think about what you do at home, at school and during
your free time. Then write a paragraph describing your daily routines; remember to
XVHGH¿QLWHDQGLQGH¿QLWHDGYHUEV
+D]XQDOLVWDGHODVFRVDVTXHKDFHVFDGDGtDHPSLH]DFRQODKRUDHQTXHWHOHYDQWDVKDVWDODKRUDHQTXH
vas a dormir. Piensa en lo que haces en tu casa, en la escuela y en tu tiempo libre. Después escribe un párrafo
GHVFULELHQGRWXVUXWLQDVGLDULDVUHFXHUGDXWLOL]DUDGYHUELRVGHIUHFXHQFLDGH¿QLGRVHLQGH¿QLGRV

Hour Activity Paragraph

Compare your paragraph with one of your classmates.

Compara tu párrafo con uno de tus compañeros.

Think about what you have learned

In this part of block II you learned to use adverbs of frequency to describe daily
routines at home, at school or at your free time. It is important to have routines
because they help you to manage your time and attention. Have you recognized
SDWWHUQVRUURXWLQHVWKDWPDNH\RXUOLIHHDVLHUDQGKDSSLHU"6KDUH\RXUDQVZHUZLWK
your classmates and your teacher.
En esta parte del bloque II aprendiste a usar adverbios de frecuencia para describir rutinas diarias en casa,
en la escuela y en tu tiempo libre. Es importante tener rutinas porque te ayudan a manejar tu tiempo y tu
atención. ¿Reconoces patrones o rutinas que hacen tu vida más sencilla y feliz? Compartes respuestas con tus
compañeros y con tu maestro.

96
 What I do and how I live

Learn more

Wh questions
In english, there are six important question words that ask about things, time, people,
places, reasons and feelings. Five of them start with Wh, and the last is how, which
is why we call them Wh words. Take a look at Grammar Box 5 for an example of
each of them.

Grammar Box 5
Wh questions
Question Answer Example

What Thing WhatLVWKDW"

When Time WhenLVWKHJDPH"

Who Person WhoLVWKDWEHDXWLIXOJLUO"

Where Place WhereGR\RXOLYH"

Why Reason WhyDUH\RXKDSS\"

Directions/ HowGR,DUULYHWRWKHVFKRRO"
How
Feelings HowDUH\RX"

When you want to make a question with the Wh words, you have to use the auxiliary
verb To Do, unless the verb of your sentence is To Be. See Grammar Box 6 for
examples.

Grammar Box 6
Wh questions structure

:KTXHVWLRQVZLWK³GR´ Wh + do + subject + verb Where do\RXZRUN"

Wh + does + subject + verb When doesVKHZDNHXS"

Where are\RXIURP"
:KTXHVWLRQVZLWK³EH´ Wh + be + subject
Who isWKDWPDQ"

97
 B lock II What I do and how I live

Practice what you are learning

Activity 17
Match each question with the right answer. Look at the example.
Relaciona cada pregunta con la respuesta correcta. Observa el ejemplo.

:KDWLV\RXUQDPH" Enrique is at school.

:KRLV\RXUFODVVWHDFKHU" I live in Mexico.

:KHUHLVWKHNH\" Luis studies at my school.

:KRDUHWKRVHSHRSOH" It is Saturday.

:KHUHGRHVVKHUXQ" This one is cheaper.

:KRLV5LFDUGR" They are my friends.

:KLFKERRNLVFKHDSHU" He is the singer of the band.

:KHUHLV(QULTXH" My name is Raul.

:KHUHGRHV/XLVVWXG\" The key is under the carpet.

:KDWGD\LVWRGD\" She runs in the park.

:KHUHGR\RXOLYH" Sandra is our teacher.

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

98
 What I do and how I live

Activity 18
Answer the following Wh questions using personal information.
Contesta las siguientes “Wh questions” usando información personal.

:KHUHGR\RXOLYH"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

:KHUHDUH\RXIURP"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
:KRLV\RXUWHDFKHU"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
:KDWLV\RXUIDYRULWHVSRUW"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
:KHQLV\RXUELUWKGD\"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

Activity 19
Complete the following questions with appropriate question words.
Completa las siguientes preguntas con la palabra interrogativa apropiada.

BBBBBBBBBBLV\RXUHQJOLVKWHDFKHU"0U/RSH]
BBBBBBBBBBLVKHUVZHDWHU"7KHUHGRQH
BBBBBBBBBBDUHP\ERRNV",QWKHOLYLQJURRP
BBBBBBBBBBLV/XSLWDGRLQJ"6KHLVVOHHSLQJ
BBBBBBBBBBLVDJRRGVRFFHUSOD\HU"-DYLHU³&KLFKDULWR´+HUQDQGH]LV
BBBBBBBBBBFRORULVWKHQHZFDU"%OXH
BBBBBBBBBBDUHP\VRFNV"8QGHU\RXUEHG

BBBBBBBBBBLV\RXUEHVWIULHQG")DELROD
BBBBBBBBBBLV\RXUPRWKHU"6KHLVDWWKHPDUNHW
BBBBBBBBBBLV0UV*DUFLD"6KHLVDPDWKWHDFKHU

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

99
 B lock II What I do and how I live

Apply what you have learned

Think of a situation when you were alone in a new place. Imagine that you have the
opportunity to visit Mexico City. You don´t know the city, people, food, etc. In the
following lines write some questions that are useful in that case. Remember to use
Wh questions.
Piensa en una situación donde estés solo en un lugar nuevo. Imagina que tienes la oportunidad de visitar la
Ciudad de México. Tú no conoces la ciudad, la gente, la comida, etc. En las siguientes líneas escribe algunas
preguntas que serían útiles en ese caso. Recuerda usar “Wh questions” .

‡ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

‡ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

‡ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

‡ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

‡ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

‡ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

Think about what you have learned

In this part of block II you learned to use Wh questions to ask for personal information.
These questions are very useful when you are trying to establish new relations at
school or in a new place. Do you think that it is important to know the people you
DUHVWXG\LQJRUZRUNLQJZLWK"+RZFDQWKHVHWh questions help you to develop new
UHODWLRQV"'LVFXVVLWZLWK\RXUFODVVPDWHV
En esta parte del bloque II aprendiste a usar “Wh questions” para pedir información personal. Estas preguntas
son muy útiles cuando estás tratando de establecer nuevas relaciones en la escuela o en un nuevo lugar.
¿Piensas que es importante conocer a las personas con las que estás estudiando o trabajando? ¿Cómo pueden
ayudarte estas “Wh questions” a desarrollar nuevas relaciones? Comenta con tus compañeros.

100
 What I do and how I live

Closure activity
How do I live and what do I do?

Design a questionnaire using Wh questions and think about your life. The following
TXHVWLRQVFRXOGEHXVHIXOZKDWLV\RXUQDPH":KHUHGR\RXOLYH":KHQGR\RX
SOD\":KDWGR\RXGRHYHU\GD\"
Diseña un cuestionario usando “Wh questions” y piensa en tu vida. Las siguientes preguntas pueden ser útiles:
¿cuál es tu nombre? ¿Dónde vives? ¿Cuándo juegas? ¿Qué haces cada día?

Write the questions and answer the questionnaire

Escribe las preguntas y contesta el cuestionario.

Questions Answers

Choose two persons in your family (an adult and a child) and apply the same
questionnaire. Create a box to compare these three lifestyles and daily routines
(yours, an adult and a child).
Escoge a dos personas de tu familia (un adulto y un niño) y aplícales el mismo cuestionario. Haz una tabla para
comparar estos tres estilos de vida y rutinas diarias (la tuya, la de un adulto y la de un niño).

101
 B lock II
You can use the following chart
Puedes usar la siguiente tabla.
What I do and how I live

Wh question Own answers Adult answers Child answers

Compare your work with your classmates.

Compara tu trabajo con el de tus compañeros.

Use the following list to check your work.

Usa la siguiente lista de cotejo para revisar tu trabajo.

Aspects required Yes No

Use all the Wh questions to identify personal

information.
Interview two persons: an adult and a child.
Fill the box with all the information.
Correct grammar structures are applied.
Use vocabulary from the block.
Communicate and interpret ideas in texts.

Share your results with your teacher.

Comparte tus resultado con tu maestro.

102
 What I do and how I live

Cierre del bloque II

5HÁH[LRQDVREUHORDSUHQGLGR

Para valorar el nivel de avance que has logrado en el bloque II es importante que
completes la siguiente tabla de manera responsable y honesta. Pon una X en la
casilla correspondiente.

,QWHUSUHWDFLyQGHOQLYHOGHDYDQFH

100 - 90% = Lo logré de manera independiente

89 - 70% = Requerí apoyo para construir el aprendizaje
69 - 50% = Fue difícil el proceso de aprendizaje y sólo lo logré parcialmente
RPHQRV 1RORJUpHODSUHQGL]DMH

Nivel de avance

49% o
100-90% 89-70% 69-50%
Contenidos curriculares menos

Distingo categorías y vocabulario relacionado

con actividades comunitarias, espacios
Conceptuales

públicos y medios de transporte.

Conozco las estructuras gramaticales para la

tercera persona.

Comprendo el uso de adverbios de frecuencia

y preguntas con Wh.

103
 B lock II What I do and how I live

Nivel de avance

49% o
100-90% 89-70% 69-50%
Contenidos curriculares menos
+DJRHQFXHVWDVFRQHOÀQGHREWHQHU
Procedimentales

información de las personas a mi alrededor y

de sus actividades diarias.
Redacto la rutina semanal de forma individual,
utilizando las formas gramaticales del presente
simple.

Establezco relaciones entre diferentes estilos

de vida y la propia.

Nivel de avance

49% o
100-90% 89-70% 69-50%
Contenidos curriculares menos
Actitudinales

Valoro la importancia del trabajo con orden

y limpieza al desarrollar cada una de las
actividades de aprendizaje.

Comparto ideas mediante productos con

otras personas para promover el trabajo
colaborativo.

Finalmente
5HÀH[LRQDVREUHODVVLJXLHQWHVSUHJXQWDV\HVFULEHWXVFRQFOXVLRQHV

¿Cuáles fueronORVDSUHQGL]DMHVPiVVLJQL¿FDWLYRVTXHORJUDVWHHQHOEORTXH,,"
¢&yPRSXHGHVDSOLFDUORTXHKDVDSUHQGLGRHQWXYLGDDFWXDO\HQHOIXWXUR"
¢'HTXpPDQHUDHOLGHQWL¿FDUWXHVWLORGHYLGD\DFWLYLGDGHVWHSHUPLWHUHFRQRFHU
DVSHFWRVTXHSXHGHVPHMRUDU"

Conclusiones personales:

104
 What I do and how I live

Registro del avance

Competencias genéricas y disciplinares del bloque II

,QVWUXFFLRQHVAl concluir el bloque II, registra el nivel de avance que lograste en el

desarrollo de las competencias genéricas y disciplinares. Utiliza la siguiente escala:

A = Alto (Desarrollada)
M = Medio (Está en vía de desarrollo)
B = Bajo (No la he desarrollado)

Nivel de
Competencias genéricas Atributos
avance
(VFXFKDLQWHUSUHWD\HPLWHPHQVDMHV
pertinentes en distintos contextos Se comunica en una segunda lengua en
mediante la utilización de medios, situaciones cotidianas.
códigos y herramientas apropiadas.

7. Aprende por iniciativa e interés propio Articula saberes de diversos campos

a lo largo de la vida. y establece relaciones entre ellos y su
vida cotidiana.
8. Participa y colabora de manera Aporta puntos de vista con apertura
efectiva en equipos diversos. y considera los de otras personas de
PDQHUDUHÀH[LYD
10. Mantiene una actitud respetuosa Dialoga y aprende de personas con
hacia la interculturalidad y la distintos puntos de vista y tradiciones
diversidad de creencias, valores, culturales mediante la ubicación de sus
ideas y prácticas sociales. propias circunstancias en un contexto
más amplio.

Nivel de
Competencias disciplinares
avance
Produce textos con base en el uso normativo de la lengua, considerando la
intención y situación comunicativa.

,GHQWL¿FDHLQWHUSUHWDODLGHDJHQHUDO\SRVLEOHGHVDUUROORGHXQPHQVDMHRUDOR
escrito en una segunda lengua, recurriendo a conocimientos previos, elementos
no verbales y contexto cultural.

Se comunica en una lengua extranjera mediante un discurso lógico, oral o

escrito, congruente con la situación comunicativa.

Al completar la tabla preséntala a tu profesor y valoren los avances registrados.

105
 B lock II
Block II. Glossary
What I do and how I live

:ULWHWKHQHZZRUGVWKDW\RXKDYHOHDUQHGDQGWKHLUGH¿QLWLRQV

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

_________________________________________________________________.

106
 What I do and how I live

Notes

107
 Block III
Describe what is happening
 B lock III
Introduction
Describe what is happening

In block III you will learn to use the present continuous to describe activities that are
happening now or that will happen in the future. You will also learn to write short texts
about events that happen at the moment and talk about them.

The present continuous tense indicates a continuing action, something going on

now. However, the present continuous can suggest that an action is going to happen
in the future, especially with verbs that convey the idea of a plan or movement from
one place or condition to another. The present continuous can suggest either the
present or the future, so it is usually accompanied by adverbs of time.

What competences will you develop?

Competencias genéricas Atributos
(VFXFKDLQWHUSUHWD\HPLWHPHQVDMHV
‡ Expresa ideas y conceptos mediante
pertinentes en distintos contextos mediante
representaciones lingüísticas, matemáticas
la utilización de medios, códigos y
RJUi¿FDV
herramientas apropiadas.
‡ Articula saberes de diversos campos y
7. Aprende por iniciativa e interés propio a lo
establece relaciones entre ellos y su vida
largo de la vida.
cotidiana.
‡ Asume una actitud constructiva,
8. Participa y colabora de manera efectiva en congruente con los conocimientos y
equipos diversos. habilidades con los que cuenta dentro de
distintos equipos de trabajo.

Competencias disciplinares
‡ Produce textos con base en el uso normativo de la lengua, considerando la intención y
situación comunicativa.
‡ Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones,
desarrollo y conclusiones claras.
‡ ,GHQWL¿FDHLQWHUSUHWDODLGHDJHQHUDO\SRVLEOHGHVDUUROORGHXQPHQVDMHRUDORHVFULWRHQ
una segunda lengua, recurriendo a conocimientos previos, elementos no verbales y contexto
cultural.
‡ Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito, congruente
con la situación comunicativa.

What is the purpose of block III?

You will be able to understand the present continuous in its different forms and use
them to describe activities that are happening at the moment or that will occur in the
future through small dialogues and short texts.

110
 Describe what is happening

What knowledge will you achieve and how?

Curriculum
Description Methodology
content

‡ Studying the correct use of the

concepts in this block.
1. Present continuous.
‡ Understanding the changes in
Conceptual
YHUEVZKHQ³LQJ´LVDGGHG
2. Simple present.
‡ Comparing the use of simple
present and present continuous.

‡ Describing actions or events

that are happening now around
you.
‡ Read and write texts in present ‡ Distinguishing some categories
continuous. of vocabulary and rules for
‡ Use present continuous and simple YHUEVZKHQ³LQJ´LVDGGHG
Procedural
present accurately in writing and ‡ Making questions about plans
speaking texts. for the future.
‡ Creating a short text telling what
family and friends are doing
using introduction, content and
conclusion.
‡ Assuming a constructive attitude
according to your knowledge
‡ Value team work done with order and and abilities.
cleanness through activities. ‡ Making texts and presentations
Attitudinal
‡ Share ideas through learning products with relevancy.
to promote collaborative work. ‡ Being respectful to others
opinions and defending your
own.

How much time will you need?

You will be able to complete block III in twelve hours, including block revision,
activities, products and self-evaluation.

Learning evaluation: evidences

In block III you will complete the following activities that will allow you to see the
development of your competencies:

‡ Descriptive paragraph on what family members are doing.

‡ Descriptive paragraph on your own and your classmates’ activities.
‡ Role-play about what is happening in your community.

111
 B lock III Describe what is happening

What do you know? (Previous knowledge and

competencies)
A verb is a word that usually tells about an action or a state and is the main part of
a sentence.

For example:
Pedro runs in the park.

A. Look at the pictures and try to remember the verbs that describe the actions.
Relate them with the correct verb.
Observa las imágenes y trata de recordar los verbos que indican las acciones. Relaciónalas con el verbo
correcto.

Eat

Read

Sleep

112
 Describe what is happening

Work

Talk

Study

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

B. Think about some activities that you do in the school every day, such as: learn,
write, talk, listen, play, study, eat, etc. Choose eight verbs and write a sentence in
simple present using all the pronouns. Remember that the third person singular
ends in –s; you can check block I and block II of this book. Look at the example.
Piensa acerca de algunas actividades que realizas en la escuela todos los días, tales como: aprender, escribir,
hablar, escuchar, jugar, estudiar, comer, etc. Escoge ocho verbos y escribe una oración en presente simple
XVDQGRWRGRVORVSURQRPEUHV5HFXHUGDTXHODWHUFHUDSHUVRQDGHOVLQJXODUWHUPLQDHQVSXHGHVUHYLVDUHO
bloque I y el bloque II de este libro. Observa el ejemplo.

I eat my lunch.
1. I ____________________________.
2. You __________________________.

113
 B lock III
3. He __________________________________.
Describe what is happening

6KHBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
5. It ___________________________________.
6. We _________________________________.
7. You ________________________________.
8. They _______________________________.

:DV LW HDV\ WR UHPHPEHU WKH YHUEV DQG KRZ WR XVH WKHP" 'LVFXVV LW ZLWK \RXU
classmates and teacher. It will be useful to identify your strengths and opportunities.
¿Fue fácil recordar los verbos y cómo usarlos? Coméntalo con tus compañeros y maestro. Será útil para
LGHQWL¿FDUWXVIRUWDOH]DV\RSRUWXQLGDGHV

It is important to identify your level of expertise in the competencies that you will
develop in block III by answering the next questions. Mark the box that corresponds
to your level with an X.
(VLPSRUWDQWHTXHLGHQWL¿TXHVFyPRHVWXQLYHOGHGHVHPSHxRHQODVFRPSHWHQFLDVTXHGHVDUUROODUiVHQHO
bloque III. Para ello contesta las siguientes preguntas, marcando tu respuesta con una X.

Siempre A veces Nunca

¿Expresas ideas y conceptos mediante representaciones

OLQJtVWLFDVPDWHPiWLFDVRJUi¿FDV"

¿Articulas saberes de diversos campos y estableces

UHODFLRQHVHQWUHHOORV\WXYLGDFRWLGLDQD"

¿Asumes una actitud constructiva, congruente con los

conocimientos y habilidades con los que cuentas dentro
GHGLVWLQWRVHTXLSRVGHWUDEDMR"

If you answered most of them with Siempre DOZD\V WKHQ\RXUOHYHORISUR¿FLHQF\LV

high. If you answered most of them with A veces (sometimes) or Nunca (never) then
you will have to work harder on the achievement of those competencies.
6LODPD\RUtDGHWXVUHVSXHVWDVIXHURQ³6LHPSUH´VLJQL¿FDTXHWXGHVHPSHxRDFWXDOHVDOWRVLODPD\RUtDIXHURQ
³$YHFHV´R³1XQFD´VLJQL¿FDTXHWLHQHVTXHWUDEDMDUFRQPiVHPSHxRSDUDGHVDUUROODUHVDVFRPSHWHQFLDV

114
 Describe what is happening

Let’s begin

Learn more

Present continuous
We use the present continuous tense to talk about:

‡ Actions happening now.

‡ Actions happening in the future.

Look at the following chart to see some examples of the use of present continous
tense for actions happening now.

‡ For actions happening exactly now. I am reading the book.

‡ For actions happening around now. The

action may not be happening exactly now,
Rafael is learning English.
but it is happening just before and just after
now, and it is not permanent or habitual.

We can also use the present continuous tense to talk about the future when we use a
reference of time, such as tomorrow, next year, in june, etc. We only use the present
continuous tense to talk about the future when we have planned to do something
before we speak. We have already made a decision and a plan before speaking.

I am taking my exam next month.

ture
: The ac tion is in the fu
Note exists
n or program
but a firm pla
now.

115
 B lock III Describe what is happening

Look at Grammar Box 1 and study the structure of the present continuous tense.

Grammar Box 1

Present continuous tense structure/Estructura del tiempo presente continuo

Auxiliary verb Base form of

Form Subject To Be in simple the main verb Complement
present tense + ing

I am speaking to you.

You are reading a book.

She is writing a letter.

$I¿UPDWLYH
He is talking to his mom.

We are cooking a cake.

They are running fast.

I am not driving fast.

You are not watching TV.

She is not walking slowly.

Negative
He is not eating pizza.

We are not playing basketball.

They are not sleeping in the bed.

We create the present continuous tense by using verb To Be as an auxiliary verb

and adding -ing to the base verb. With most of the verbs we just add -ing to the base
form, but there are exceptions. Look at Grammar Box 2.

116
 Describe what is happening

Grammar Box 2
Present continuous tense spelling/Escritura del tiempo presente continuo
Just add -ing to the base verb
work ĺ working

play ĺ playing
Basic rule
assist ĺ assisting

see ĺ seeing

be ĺ being
If the base verb ends in consonant + stressed vowel + consonant, double the
last letter:
s t o p
consonant stressed consonant
vowel
(vowels = a, e, i, o, u)
stop ĺ stopping
Exception 1
run ĺ running

begin ĺ beginning
Note that this exception does not apply when the last syllable of the base verb
is not stressed:
open ĺ opening

If the base verb ends in ie, change the ie to y:

Exception 2 lie ĺ lying

die ĺ dying

If the base verb ends in vowel + consonant + e, omite the e:

Exception 3 have ĺ having

become ĺ becoming

117
 B lock III Describe what is happening

Practice what you are learning

Activity 1
Write the ing form of the following verbs. Look at the example.
Escribe los siguientes verbos con su forma en “-ing”. Observa el ejemplo.

Look - Looking

1. Open _________________.
2. Stay __________________.

3. Do ___________________.
 Sit ___________________.
5. Drive _________________.
6. Happen _______________.
7. Drink _________________.
8. Walk _________________.

9. Begin ________________.
10. Clean ________________.

11. Ask __________________.

12. Sing _________________.
13. Pay __________________.
 Come ________________.
15. Live __________________.

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

118
 Describe what is happening

Activity 2
:ULWHHDFKVHQWHQFHXVLQJWKHSUHVHQWFRQWLQXRXVDI¿UPDWLYH  RUQHJDWLYH  IRUP
as required. Look at the example.
(VFULEH FDGD RUDFLyQ XVDQGR OD IRUPD D¿UPDWLYD   R QHJDWLYD   GHO SUHVHQWH FRQWLQXR VHJ~Q VH VROLFLWD
Observa el ejemplo.

(We / play soccer this afternoon) (-)

We are not playing soccer this afternoon.

1. (She / work in the school) (+)

_________________________________________________________________.
2. (I / study in my house) (-)
_________________________________________________________________.
3. (You / eat a lot!) (+)
_________________________________________________________________.
 :HOLYHLQ3DFKXFD  
_________________________________________________________________.
5. (He / play soccer so he’s tired) (+)
_________________________________________________________________.
6. (They / learn english very fast) (+)
_________________________________________________________________.
7. (I / cook so I’m really hot) (+)
_________________________________________________________________.
8. (She / go to the cinema with her friends) (-)
_________________________________________________________________.
9. (It / rain, the town is wet) (+)
_________________________________________________________________.
10. (You / sleep in the sofa) (+)
_________________________________________________________________.

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

119
 B lock III Describe what is happening

Asking others what are they doing or telling others what is happening at the moment
of speaking helps us to communicate effectively. Look at Grammar Box 3 and study
the proper structure of present continuous interrogative form.

Grammar Box 3
Present continuous interrogative form/
Presente continuo en la forma interrogativa
Auxiliary verb To Be Base form of the
Subject Complement
in simple present verb + ing

Is he / she eating WRUWLOODVRXSWRGD\"

Are you / we / they speaking (QJOLVK"

You can use long or short answers, such as:

$UH\RXOLVWLQJWRWKHWHDFKHU"

‡ Yes, I am listening to the teacher

Yes I am.

‡ No, I am not listening to the teacher

No, I am not.

When combining the present continuous with the question words (Wh words) you
learned in block II, we use the following structure.

Grammar Box 4
Questions words in present continuous tense/
Preguntas en tiempo presente continuo

Question word Verb To Be Subject Verb + ing Complement

What is Daniel studying QRZ"

Where are you living QRZ"

Who is she waiting IRU"

120
 Describe what is happening

Activity 3
Read the following sentences and then write two questions in present continuous
tense about each one. Look at the example.
Lee las siguientes oraciones y escribe dos preguntas en presente continuo acerca de cada una. Observa el
ejemplo.

Mr. Ramirez is writing the homework on the blackboard.

What is Mr. Ramirez writing on the blackboard?
Who is writing the homework on the blackboard?

1. Pablo is playing soccer in the stadium.

Blackboard: a
______________________________________________________. hard or rigid
surface made of
______________________________________________________. a smooth usually
dark substance,
2. My dad is visiting the museum in the city.
used for writing or
______________________________________________________. drawing on with
chalk or marker.
______________________________________________________.

3. I am looking for the book in the school.

_________________________________________________________________.

_________________________________________________________________.

6LOYLDDQG3HGURDUHUXQQLQJLQWKHSDUN

_________________________________________________________________.

_________________________________________________________________.

5. My mom is cooking tamales.

_________________________________________________________________.

_________________________________________________________________.

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

121
 B lock III Describe what is happening

Activity 4
Work with a classmate. Ask yes/no questions with the words given using the present
continuous tense. Another student will answer with a short answer. Follow the
example.
Trabaja con un compañero. Haz preguntas de sí/no con las palabras que se proporcionan usando el presente
continuo. Tu compañero contestará con una respuesta corta. Sigue el ejemplo.

Pay attention
Student A: Are you paying attention?
Student B: Yes, I am / No, I am not.

1. Wear a watch.
2. Think about the lesson.
3. Answer the questions.
 Take notes.
5. Use a dictionary.
6. Use a pen.
7. Eat a sandwich.
8. Listen to the radio.
9. Understand the teacher.
10. Write answers.

Activity 5
Read the following post card and answer the questions.
Lee la siguiente postal y contesta las preguntas.

Dear Magda,

Greetings from Acapulco!

This is a fantastic place and it´s really hot. I
am wearing shorts and a T-shirt. Acapulco is
a beautiful city. We are staying in a nice ho-
Magda Castro
tel near the beach. My parents go to the city
everyday but I like spending my mornings on 115 Magnolia Street
the beach. At the moment, I am sitting on the
beach and I am enjoying the sun. We go out Puebla, Pue.
HYHU\ QLJKW , FDQ¶W VWRS HDWLQJ ¿VK ,W LV GHOL- México
cious!
Hope you are well.

See you soon.

Oscar.

122
 Describe what is happening
1. WKHUHLV2VFDU"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
2. :KDWLVKHGRLQJQRZ"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
3. :KDWGRHVKHOLNHHDWLQJ"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
 :KDWLVKHZHDULQJ"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
5. WherHLVKHVWD\LQJ"BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

The present continuous is also used to talk about events that are already planned
but are not happening yet.

Look at the following sentences:

‡:HDUHgoing to the party next weekend.

‡2XUJUDQGPRWKHULVvisiting us next Christmas.

Although the action is next weekend or next Christmas, the arrangement is all ready
made.

Activity 6
Complete the following sentences with the present continuous. Look at the example.
Completa las siguientes oraciones con el presente continuo. Observa el ejemplo.

I am going (go) to the market tomorrow.

1. My sister __________________ (give) me her bed when she gets her new one.
2. We _________________ (have) a party on sunday.
3. All my friends _________________ (come) to my party next week.
 We _________________ (take) my dog to the park later today.

5. The bus _________________ (leave) in ten minutes.

6. We _________________ (go) to the zoo tomorrow.
7. On Friday I _________________ (go) to visit my grandfather.
8. My teacher _________________ (go) to school tomorrow.

123
 B lock III Describe what is happening

9. Juana __________________ (stay in) on friday.

10. Antonio ___________________ (go) to the zocalo this weekend.

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Activity 7
:ULWH DW OHDVW ¿YH VHQWHQFHV DERXW \RXU SODQV IRU \RXU QH[W ELUWKGD\ FHOHEUDWLRQ
Include what you are going to do and eat.
Escribe cinco oraciones acerca de tus planes para la próxima celebración de tu cumpleaños incluyendo lo que
vas a hacer y a comer.

1. _______________________________________________________________.
2. _______________________________________________________________.

3. _______________________________________________________________.
 _______________________________________________________________.

5. _______________________________________________________________.

124
 Describe what is happening

Apply what you have learned

Write a short paragraph about what you think each member in your family is doing
QRZ%HVSHFL¿FIRUH[DPSOHP\GDGLVZRUNLQJLQWKH¿HOGP\PRPLVVHZLQJLQ
the living room, etc.
(VFULEH XQ EUHYH SiUUDIR VREUH OR TXH FDGD PLHPEUR GH WX IDPLOLD HVWi KDFLHQGR DKRUD 6p HVSHFt¿FR SRU
ejemplo: mi papá está trabajando en el campo, mi mamá está cosiendo en la sala, etc.

Compare your paragraph with your classmates.

Compara tu párrafo con tus compañeros.

Think about what you have learned

In this part of block III you learned that you can use the present continuous to describe
actions that happen in the moment. Why is useful to describe what is happening in
WKHSUHVHQWWLPH"'R\RXWKLQNLWLVXVHIXOWRXQGHUVWDQGDQHYHQW",QZKLFKFDVHV
WKHGHVFULSWLRQRIIDFWVDQGHYHQWVLVHVSHFLDOO\LPSRUWDQW"6KDUH\RXUDQVZHUVZLWK
your classmates.
En esta parte del bloque III aprendiste que puedes usar el presente continuo para describir acciones que
ocurren en el momento. ¿Por qué es útil describir lo que está ocurriendo en el momento presente? ¿Crees que
es útil para la comprensión de un suceso? ¿En qué casos la descripción de hechos o eventos es especialmente
importante? Comparte tus respuestas con tus compañeros.

Learn more

Simple present
7HQVHVDUHDVRXUFHRIFRQIXVLRQIRUPDQ\SHRSOHDQGLWLVTXLWHDGLI¿FXOWVXEMHFWWR
H[SODLQ7HQVHVGH¿QHWKHZD\\RXUVHQWHQFHFRPHVDFURVVDQGDVVXFKDUHYHU\
important for easy communication.

You will now study the uses of the simple present and present continuous. Look at
Grammar Box 5.

125
 B lock III Describe what is happening

Grammar Box 5
The use of the simple present and present continuous/
Uso del presente simple y presente continuo
Simple present/ Present continuous/
Presente simple Presente continuo
Actions happening at the moment of speaking or
Repeated actions/Acciones repetidas. around the moment/Acciones que suceden en el
momento y alrededor de él.
Fixed arrangements, scheduled events
(for example: timetable)/Arreglos hechos Fixed plans in the near future/Planes para un
previamente, agendados (por ejemplo: futuro cercano.
horario).
6HTXHQFHRIDFWLRQVLQWKHSUHVHQW ¿UVW
then, after that)/Secuencia de acciones Temporary actions/Acciones temporales.
(primero, entonces, después).
Instructions/Instrucciones. Trends/Direcciones.
Repeated actions which are irritating to the
speaker (with always, constantly and forever,
among other words)/Acciones repetidas que
Things in general/Cosas en general.
son molestas para el que habla (siempre,
constantemente y para siempre, entre otras
palabras).

Practice what you are learning

Activity 8
Complete the sentences using the simple present or present continuous. Look at the
example.
Completa cada oración usando presente simple o presente continuo. Observa el ejemplo.

Maria works (work) for a radio station.

1. At the moment she ____________ (travel) to Acapulco.
2. Daniel ____________ (love) wild animals.
3. He ____________ (not visit) Monterrey at the moment.

126
 Describe what is happening

 Marta ____________ (not live) in Chiapas.

5. She ____________ (stay) in Oaxaca at the moment.

6. Dad usually ____________ (cook) dinner.
7. My parents ____________ (go) to La Villa every year.
8. My sister ____________ (walk) to school every day.
9. We ____________ (have) lunch now.

10. I never ____________ (stay in) my friend’s house on saturday evening.

11. I ____________ (go) to the cinema now.
12. My mom ____________ (not work) today.
13. Tomas ____________ (not like) rap music.

 He ____________ (listen) to pop music at the moment.

15. Clara usually ____________ (go) shopping to the market on saturdays.
Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Apply what you have learned

Look at the picture. Lupita is receiving a letter. Read the letter and pay attention to
the verbs ending in ing.
Observa la imagen. Lupita está recibiendo una carta. Léela y pon atención a los verbos terminando en “ing”.

Dear Lupita,

+RZDUH\RXWRGD\",DPZULWLQJWR\RXEHFDXVH,DPOHDUQLQJ(QJOLVK
in school. My classmates are reading short texts and listening songs in
English!

:KDWDUH\RXGRLQJQRZ"

Regards,
-RVH¿QD

127
 B lock III Describe what is happening

Now it’s your turn to describe what you and your classmates are doing. Are you also
OHDUQLQJHQJOLVK"$UH\RXZULWLQJWH[WV"$UH\RXSOD\LQJVRPHVSRUWV":ULWHLWLQWKH
following box.
Ahora es tu turno para describir lo que tú y tus compañeros y tú están haciendo. ¿Estás también aprendiendo
inglés? ¿Estás escribiendo textos? ¿Estás practicando algunos deportes? Escríbelo en el siguiente cuadro.

Compare your paragraph with your classmates.

Compara tu párrafo con tus compañeros.

Think about what you have learned

In this part of block III you have learned to use the simple present and present
continuous to describe what is happening and to make plans for the future. How is
WKLVXVHIXOWRGHVFULEHDQGRUJDQL]H\RXUDFWLYLWLHV"6KDUHVRPHH[DPSOHVZLWK\RXU
classmates.
En esta parte del bloque III aprendiste a usar el presente simple y el presente continuo para describir lo que pasa
y para hacer planes a futuro. ¿De qué manera esto es útil para describir y organizar tus actividades? Comparte
algunos ejemplos con tus compañeros.

Closure activity
Relevant events in the community

Many people in our country do not know what is happening in other places. In groups
of three, prepare a role play about a news program in which you describe the most
relevant events in your community that are happening now or are planned for the
future. Present it to your classmates and your teacher.
Mucha gente en nuestro país no sabe qué está pasando en otros lugares. En grupos de tres, preparen una
actuación sobre un programa noticioso en el cual describan los eventos más relevantes que estén pasando en
su comunidad o que estén planeándose para el futuro. Hagan la representación frente a sus compañeros y su
maestro.

128
 Describe what is happening

Evaluate your work using the following criteria and vote to choose the best role-
playing.
Evalúen su trabajo usando la siguiente rúbrica y voten para elegir la mejor representación.

Aspects of evaluation Yes Only No

partially
5 3 1
Content: dialogue and script showed excellent
comprehension of the block studied.
Presentation: students used excellent volume, clarity and
enunciation to enhance presentation.
Participation: all members contributed equally.
Creativity: creative use of costumes and material to make
presentation interesting.
Total points

5 points Unsatisfactory
6 - 10 points Fair
11 - 15 points Good
16 - 20 points Excellent

129
 B lock III Describe what is happening

Cierre del bloque III

5HÁH[LRQDVREUHORDSUHQGLGR

Para valorar el nivel de avance que has logrado en el bloque III es importante que
completes la siguiente tabla de manera responsable y honesta. Pon una X en la
casilla correspondiente.

,QWHUSUHWDFLyQGHOQLYHOGHDYDQFH

100 - 90% = Lo logré de manera independiente

89 - 70% = Requerí apoyo para construir el aprendizaje
69 - 50% = Fue difícil el proceso de aprendizaje y sólo lo logré parcialmente
RPHQRV 1RORJUpHODSUHQGL]DMH

Nivel de avance

49% o
100-90% 89-70% 69-50%
Contenidos curriculares menos
Conceptuales

Conozco la estructura gramatical y los usos del

presente simple y del presente continuo.

,GHQWLÀFRODPRGLÀFDFLyQGHORVYHUERVDO
agregar la terminación -ing.

Nivel de avance

49% o
100-90% 89-70% 69-50%
Contenidos curriculares menos
Procedimentales

Leo y escribo textos cortos en presente

continuo.

Describo los hechos que ocurren actualmente

y los planes a futuro utilizando la forma
apropiada del presente.

130
 Describe what is happening

Nivel de avance
49% o
100-90% 89-70% 69-50%
Contenidos curriculares menos

Valoro la importancia del trabajo con orden

Actitudinales

y limpieza al desarrollar cada una de las

actividades.

Comparto ideas mediante productos con

otras personas para promover el trabajo
colaborativo.

Finalmente
5HÀH[LRQDVREUHODVVLJXLHQWHVSUHJXQWDV\HVFULEHWXVFRQFOXVLRQHV

¢&XiOHVIXHURQORVDSUHQGL]DMHVPiVVLJQL¿FDWLYRVTXHORJUDVWHHQHOEORTXH,,,"
¢&yPRSXHGHVDSOLFDUORTXHKDVDSUHQGLGRHQWXYLGDDFWXDO\HQHOIXWXUR"
¿Cómo puedes utilizar la descripción de hechos y eventos para favorecer la
FRPSUHQVLyQGLIXVLyQ\YDORUDFLyQGHORVPLVPRV"

Conclusiones personales:

131
 B lock III Describe what is happening

Registro del avance

Competencias genéricas y disciplinares del bloque III

,QVWUXFFLRQHVAl concluir el bloque III registra el nivel de avance que lograste en el

desarrollo de las competencias genéricas y disciplinares. Utiliza la siguiente escala:

A = Alto (Desarrollada)
M = Medio (Está en vía de desarrollo)
B = Bajo (No la he desarrollado)

Nivel de
Competencias genéricas Atributos
avance
(VFXFKDLQWHUSUHWD\HPLWH Expresa ideas y conceptos mediante
mensajes pertinentes en distintos representaciones lingüísticas, matemáticas
contextos mediante la utilización RJUi¿FDV
de medios, códigos y herramientas
apropiadas.
7. Aprende por iniciativa e interés Articula saberes de diversos campos y
propio a lo largo de la vida. establece relaciones entre ellos y su vida
cotidiana.
8. Participa y colabora de manera Asume una actitud constructiva, congruente
efectiva en equipos diversos. con los conocimientos y habilidades con los
que cuenta dentro de distintos equipos de
trabajo.

Nivel de
Competencias disciplinares
avance
Produce textos con base en el uso normativo de la lengua, considerando la
intención y situación comunicativa.
Expresa ideas y conceptos en composiciones coherentes y creativas, con
introducciones, desarrollo y conclusiones claras.

,GHQWL¿FDHLQWHUSUHWDODLGHDJHQHUDO\SRVLEOHGHVDUUROORGHXQPHQVDMHRUDOR
escrito en una segunda lengua, recurriendo a conocimientos previos, elementos no
verbales y contexto cultural.

Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito,

congruente con la situación comunicativa.

Al completar la tabla preséntala a tu profesor y valoren los avances registrados.

132
 Describe what is happening

Block III. Glossary

:ULWHWKHQHZZRUGVWKDW\RXKDYHOHDUQHGDQGWKHLUGH¿QLWLRQV
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

133
 B lock III
Notes
Describe what is happening

134
 Describe what is happening
Notes

135
BLOCK IV. Making plans for the future

Block IV
Express measures and quantities
 B lock IV
Introduction
Express measures and quantities

When we talk about things we need, we usually express the quantity or measure
RIWKHP,Q(QJOLVKQRXQVDUHGLYLGHGLQWR³FRXQWDEOH´DQG³XQFRXQWDEOH´QRXQV$
countable noun is for example a table and an uncountable noun is water. To express
measures and quantities in different situations we use these kinds of nouns as well
DVWKHTXDQWL¿HUVDQGJUDPPDWLFDOVWUXFWXUHVthere is and there are.

There are three tables. There is some water.

What competences will you develop?

Competencias genéricas Atributos

‡ Expresa ideas y conceptos mediante

(VFXFKDLQWHUSUHWD\HPLWHPHQVDMHVSHUWLQHQWHV representaciones lingüísticas,
en distintos contextos mediante la utilización de PDWHPiWLFDVRJUi¿FDV
medios, códigos y herramientas apropiadas. ‡ Se comunica en una segunda lengua
en situaciones cotidianas.

5. Desarrolla innovaciones y propone soluciones a ‡ Ordena información de acuerdo a

problemas a partir de métodos establecidos. categorías, jerarquías y relaciones.

‡ Asume una actitud constructiva,

8. Participa y colabora de manera efectiva en congruente con los conocimientos y
equipos diversos. habilidades con los que cuenta dentro
de distintos equipos de trabajo.

Competencias disciplinares

Produce textos con base en el uso normativo de la lengua, considerando la intención y situación
comunicativa.

Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito, congruente
con la situación comunicativa.

138
 Express measures and quantities

What is the purpose of block IV?

<RXZLOOEHDEOHWRXVHFRXQWDEOHDQGXQFRXQWDEOHQRXQVDVZHOODVTXDQWL¿HUVWR
express measures and quantities in writing and speaking activities.

What knowledge will you achieve and how?

Curriculum
Description Methodology
content
1. Countable and uncountable ‡ Identifying characteristics of
nouns. countable and uncountable nouns.
Conceptual 2. There is, There are. ‡ 6WXG\LQJWKHXVHVRITXDQWL¿HUV
3. 4XDQWL¿HUVKRZPXFKKRZ ‡ Differentiating the use of there is
many, some, any, few, little. and there are accordingly.

‡ Apply the proper grammatical

structure to express measures
and quantities. ‡ Solving grammar exercises.
‡ Produce written/ oral text ‡ Applying proper grammatical
with the appropriate use of structures in written and oral texts.
Procedural
countable nouns, uncountable ‡ Writing and practicing dialogues.
QRXQVDQGTXDQWL¿HUV ‡ Organizing information.
‡ Organize information according
to categories, hierarchies and
relationships.
‡ Comparing your personal opinions
‡ Share ideas through and points of view with others.
Attitudinal learning products to promote ‡ Participating actively in diverse
collaborative work. groups in order to complete
established goals.

How much time will you need?

You will be able to complete block IV in twelve hours, including block revision,
activities, products and self-evaluation.

Learning evaluation: evidences

In block IV you will complete the following activities that will allow you to see the
development of your competencies:
‡ Dictionary.
‡ Inventory.
‡ List of food and home supplies.
‡ Recipe booklet of local, regional and national dishes.

139
 B lock IV Express measures and quantities

What do you know? (Previous knowledge and

competencies)
In block I you learned about nouns. Remember that a noun is a word used to describe
a place, a person, an object, an animal, an idea.

ish a noun is
Note: In span
a sustantivo.

A. Circle the countable nouns and underline the uncountable nouns in the following
box.
(QFLHUUDHQXQFtUFXORORVVXVWDQWLYRVFXDQWL¿FDEOHV\VXEUD\DORVVXVWDQWLYRVQRFXDQWL¿FDEOHVHQHOVLJXLHQWH
recuadro.

books run walk talk chair apple

juice gold listen key bicycle food

cat bag meat read write take

is bed shoe rain sleep make

eat computer ÀRZHU water jump dog

people coin girl slow salt art

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

140
 Express measures and quantities

It is important to identify your level of expertise in the competencies that you will
develop in block IV by answering the next questions. Mark the box that corresponds
to your level with an X.
(VLPSRUWDQWHTXHLGHQWL¿TXHVFyPRHVWXQLYHOGHGHVHPSHxRHQODVFRPSHWHQFLDVTXHGHVDUUROODUiVHQHO
bloque IV. Para ello contesta las siguientes preguntas, marcando tu respuesta con una X.

Siempre A veces Nunca

¿Expresas ideas y conceptos mediante representaciones lingüísticas,

PDWHPiWLFDVRJUi¿FDV"

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¿Asumes una actitud constructiva, congruente con los conocimientos y

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If you answered most of them with Siempre DOZD\V WKHQ\RXUOHYHORISUR¿FLHQF\LV

high. If you answered most of them with A veces (sometimes) or Nunca (never) then
you will have to work harder on the achievement of those competencies.
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141
 B lock IV
Let’s begin
Express measures and quantities

Learn more

Countable and uncountable nouns

Countable nouns are things that we can count, for example: a pen. We can have
one, two, three or more pens. Other countable nouns are: dog, baby, animal, person,
bottle, box, bell, cup, chair, bag, cat, cake, school, plate and a photograph.

In Grammar Box 1 you will see some rules about countable nouns.

Grammar Box 1
5XOHVIRUFRXQWDEOHQRXQV5HJODVSDUDVXVWDQWLYRVFXDQWLÀFDEOHV

:HFDQXVHWKHLQGH¿QLWHDUWLFOHDDQZLWK
Countable nouns can be singular or plural
singular countable nouns.
‡ My cat is playing.
‡ A cat is an animal.
‡ My cats are playing.
‡ An apple is red.

With singular countable nouns we must use a word such as a/an/the/my/this

Incorrect: Correct:
‡ I want orange. ‡ I want an orange.
‡ :KHUHLVERWWOH" ‡ Where is theERWWOH"
‡ I want apple. ‡ I want an apple.
‡ :KHUHLVERRN" ‡ Where is myERRN"
‡ I want chair. ‡ I want this chair.
When a countable is plural, we use it without the article.
‡ ,OLNHDSSOHV
‡ &DWVFDQMXPS

Check block I to review the use of a/an.

142
 Express measures and quantities

Uncountable nouns are things or concepts that we cannot count. These nouns
cannot be used with a number. You can see some examples in the following box.

music art love happiness advise

water money person rice sugar
people butter information gas furniture

Furniture: the movable, generally functional, articles that equip a

room, house, etc.

Review Grammar Box 2 to learn some rules about uncountable nouns.

Grammar Box 2
5XOHVIRUXQFRXQWDEOHQRXQV5HJODVSDUDVXVWDQWLYRVQRFXDQWLÀFDEOHV

:HGRQRWXVXDOO\XVHWKHLQGH¿QLWHDUWLFOHD
DQZLWKXQFRXQWDEOHQRXQVZHFDQQRWVD\³DQ
We usually treat uncountable nouns as
LQIRUPDWLRQ´RU³DPXVLF´%XWZHFDQVD\D
singular. We use a singular verb with them.
something of:
‡ This news is very important.
‡ A piece of bread.
‡ Your luggage looks heavy.
‡ A bottle of water.
‡ A grain of rice.

Practice what you are learning

Activity 1
Look at the pictures and write under each one the correct word from the vocabulary
box.
Observa las imágenes y escribe debajo de cada una la palabra correcta del cuadro de vocabulario.

143
 B lock IV Express measures and quantities

Vocabulary

carrot milk corn yogurt

broccoli cheese tomato potato
chocolate jam meat ¿VK
eggs bread chicken beans

carrot

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

144
 Express measures and quantities

Activity 2
Classify the previous words in the next chart. Use a or an for the countable singular
words.
&ODVL¿FD ODV SDODEUDV GHO YRFDEXODULR DQWHULRU HQ OD VLJXLHQWH WDEOD 8VD ³D´ o “an” para el singular de los
VXVWDQWLYRVFXDQWL¿FDEOHV

Countable singular Countable plural Uncountable nouns

A carrot carrots milk

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Activity 3
Look at underlined words in the next sentences. Write a C if it is a countable noun
and an U if it is an uncountable noun.
Fíjate en las palabras subrayadas de las siguientes oraciones. Escribe C (countable) si es un sustantivo
FXDQWL¿FDEOH\8 XQFRXQWDEOH VLHVXQVXVWDQWLYRQRFXDQWL¿FDEOH

1. The children are playing in the garden. _____

2. I don’t like milk. _____

145
 B lock IV
3. I prefer tea. _____
Express measures and quantities

 My mother uses butter to prepare cakes. _____

5. There are a lot of windows in our classroom. _____
6. :HQHHGVRPHJOXHWR¿[WKLVvase. _____
7. The waiters in this restaurant are very professional. _____
8. My father drinks two big glasses of water every morning. _____

9. The bread my aunt prepares is delicious. _____

10. Drivers must be careful when it rains. _____
11. 7KHSROLFHDUHRUJDQL]LQJURDGWUDI¿FWRDYRLGDQ\DFFLGHQWVBBBBB
12. I bought three bottles of milk for breakfast. _____

13. I want some juice please! _____

7KH(QJOLVKH[HUFLVHVDUHLQWHUHVWLQJBBBBB
15. I met some nice people when I was walking down the street. _____
Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Vase: container used as an ornament

Must is used as an auxiliary to express or for holding cut flowers.
obligation or compulsion or to indicate Waiter: a man whose occupation is to
necessity. serve at table, as in a restaurant.

Activity 4
Read the following text and write the letter of the picture that matches.
Lee el siguiente texto y escribe la letra de la fotografía que le corresponde.

___ Nature´s surpermarket

'R\RXNQRZWKDWQDWXUHKDVWKHEHVWIRRG")RRGIURPRXU¿HOGVDQGIRUHVWGRQW
come in bags. It doesn´t have any additives that are bad for your health. Natural food
is better.

146
 Express measures and quantities

____ Leaves, roots and stems

We eat different parts of plants such as the leaves, the stems, and the roots.
Vegetables like carrots and radishes are roots. We eat the stem of the celery and we
make salads with lettuce leaves.

____ Delicious food

Many plants and trees grow fruit which is both delicious and good for us. Fruit such
as apples, oranges, grapes, and melons are very tasty and have many vitamins we
need for a healthy body.

___ Great grains

Everyone eats grains every day, for example, wheat, corn and rice. Without grains
we can´t have any bread, cereal or cakes! Next time you go shopping take another
look at what nature has to offer!

A B

C D

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 B lock IV
Now answer these questions.
Ahora responde estas preguntas.
Express measures and quantities

:K\LVQDWXUDOIRRGEHWWHU"

__________________________________________________________________

_________________________________________________________________.

:KLFKSDUWVRIWKHSODQWVGRZHHDW"

__________________________________________________________________

_________________________________________________________________.

:K\GRZHQHHGYLWDPLQV"

__________________________________________________________________

_________________________________________________________________.

:KDWFDQZHPDNHZLWKJUDLQV"

__________________________________________________________________

_________________________________________________________________.

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Apply what you have learned

In your notebook elaborate a dictionary of countable and uncountable nouns related

to food. Organize them in categories; use the categories from the food pyramid:
fruits, vegetables, dairy, meat, grains and fats. You can use images from magazines
or make your own drawings.
(Q WX FXDGHUQR HODERUD XQ GLFFLRQDULR GH VXVWDQWLYRV FXDQWL¿FDEOHV \ QR FXDQWL¿FDEOHV UHODFLRQDGRV FRQ OD
comida. Clasifícalos en categorías, usa las categorías de la pirámide de alimentos: frutas, vegetales, lácteos,
carne, cereales y grasas. Puedes utilizar imágenes de revistas o hacer tus propios dibujos.

148
 Express measures and quantities

Think about what you have learned

In this part of block IV you learned about countable and uncountable nouns. Was
LWHDV\WRLGHQWLI\WKHP"$UH\RXDZDUHRIWKHLUFKDUDFWHULVWLFVDQGWKHGLIIHUHQFHV
EHWZHHQWKHP"7KLQNDERXWIRRGWKDW\RXHDWZK\LVLWLPSRUWDQWWRHDWKHDOWK\"
Discuss your answers with your classmates.
(QHVWDSDUWHGHOEORTXH,9DSUHQGLVWHDFHUFDGHVXVWDQWLYRVFXDQWL¿FDEOHV\VXVWDQWLYRVQRFXDQWL¿FDEOHV¢)XH
IiFLOLGHQWL¿FDUORV"¢(UHVFRQVFLHQWHGHVXVFDUDFWHUtVWLFDV\GHODVGLIHUHQFLDVHQWUHHOORV"3LHQVDHQHOWLSRGH
comida que comes, ¿por qué es importante comer saludable? Comparte tus respuestas con tus compañeros.

Learn more

There is, There are

We use there is and there are to say that something exists. We use there is for
singular and there are for plural.

Revise the following Grammar Boxes for the structure of there is and there are.

Grammar Box 3
7KHUHLV7KHUHDUHLQDI¿UPDWLYHIRUP
$I¿UPDWLYHIRUP Contractions
Singular Plural There is – There´s
There’s a good song on the
There is one table in the There are three chairs in the radio.
classroom. classroom. There are cannot be
contracted.

149
 B lock IV Express measures and quantities

Grammar Box 4
7KHUHLV7KHUHDUHLQQHJDWLYHIRUP
Negative form Negative contractions
Singular There is – There´s
‡7KHUHLVQRWDKRUVHLQWKH¿HOG ‡7KHUH¶VQRW 7KHUHLVQ¶W

‡7KHUHDUHQRWWZRHOHSKDQWVLQWKH]RR ‡7KHUHDUHQRW 7KHUHDUHQ¶W

Grammar Box 5
7KHUHLV7KHUHDUHLQLQWHUURJDWLYHIRUP
,QWHUURJDWLYHIRUP6KRUWDQVZHUV

‡ ,VWKHUHDGRJLQWKHVXSHUPDUNHW"No, there isn’t.

‡ $UHWKHUHDQ\GRJVLQWKHSDUN"Yes, there are.
‡ ,VWKHUHDFDWLQWKHVXSHUPDUNHW"Yes, there is.
‡ $UHWKHUHDQ\FDWVLQWKHSDUN" No, there aren´t.

Practice what you are learning

Activity 5

Complete the sentences using there is or there

are.
Completa las oraciones usando “there is” o “there are”.

1. ____________ books on the table.

2. ____________ many cars in the street. Forest: a large wooded area
having a thick growth of trees
3. ____________ a picture on the wall. and plants.
BBBBBBBBBBBDSHQFLOQHDUWKHERRN

5. ____________ many trees in the forest.

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

150
 Express measures and quantities

Activity 6

Complete the sentences using is there or are there.

Completa las oraciones con “is there” o “are there”.

1. BBBBBBBBBBERRNVRQWKHWDEOH"

2. BBBBBBBBBBPDQ\FDUVLQWKHVWUHHW"
3. BBBBBBBBBBDSLFWXUHRQWKHZDOO"

 BBBBBBBBBBDSHQFLOQHDUWKHERRN"
5. BBBBBBBBBBPDQ\WUHHVLQWKHIRUHVW"

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Activity 7

Complete the sentences using there isn’t or there aren’t.

Completa las oraciones con “there isn’t” o “there aren’t”.

1. __________ many people in the streets.

2. __________ any butter in the fridge. is the short
Note: Fridge
l word for
3. __________ any plates on the table. and informa
refrigerator.
 __________ any milk in the bottle.
5. __________ any coffee in the cup.

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

151
 B lock IV Express measures and quantities

We use someWRH[SUHVVDQXQGH¿QHGTXDQWLW\PHDQLQJWKDWWKHUHDUHPRUHWKDQ
one of something, but you are not sure how many exactly. Some is always used in
DI¿UPDWLYHIRUP there is some/there are some.

It can be used with countable and uncountable nouns. See Grammar Box 6 for
examples.

Grammar Box 6
The use of some
Countable nouns Uncountable nouns
‡ There are some girls at the party. ‡ There is some water in the fountain.
‡ There are some trees on my street ‡ There is some sugar in my coffee.

We use any to express zero quantity, meaning that there is nothing of something.
Any is always used in negative form: there is not (there isn’t)/there are not (there
aren’t). Look at Grammar Box 7.

Grammar Box 7
The use of any
Countable nouns Uncountable nouns
‡ There are not any girls at the party/There ‡ There is not any water in the fountain/
aren’t any girls at the party. There isn’t any water in the fountain.
‡ There are not any trees in my street/There ‡ There is not any sugar in my coffee/
aren’t any trees in my street. There isn’t any sugar in my coffee.

Activity 8

Complete the sentences using there is, there are, is there, are there, there isn’t and
there aren’t.
Completa las oraciones utilizando “there is”, “there are”, “is there”, “are there”, “there isn’t” y “there aren’t”.

1. __________ someone looking at me.

2. BBBBBBBBBBPDQ\ER\VLQWKHVFKRRO"
3. __________ some photos in her bag.
 __________ any eggs in the fridge.
5. __________ any magazine in her room.

152
 Express measures and quantities

6. BBBBBBBBBBPDQ\FKLOGUHQLQWKHSDUN"

7. __________ an apple on the table.

8. __________ many apples on the table.
9. BBBBBBBBBBDQ\PLONLQWKHUHIULJHUDWRU"
10. __________ any oranges on the table.
Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Activity 9

Complete the dialogue with some or any, then practice it with a classmate.
Completa el diálogo con “some” o “any”, después practícalo con un compañero.

0HPR,PWKLUVW\,VWKHUHBBBBBBMXLFHLQWKHIULGJH"

$QGUHD1RWKHUHLVQWBBBBBBMXLFH:RXOG\RXOLNHBBBBBBBZDWHU"
0HPR2K\HVSOHDVH,PKXQJU\WRR$UHWKHUHBBBBBBBKRWFDNHV"
$QGUHD1RVRUU\+RZDERXWBBBBBBBVDQGZLFKHV"
Memo: No, thanks. I don´t like sandwiches.
$QGUHD+RZDERXWBBBBBBFHUHDO"

Memo: Yes, please.

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

Activity 10

Work with a classmate to present a similar dialogue using the following words.
Trabaja con un compañero para representar un diálogo similar usando las siguientes palabras.

Milk - orange juice Cheese - bread - soup

Apple juice - coffee Bananas - grapes- oranges

153
 B lock IV Express measures and quantities

Apply what you have learned

Elaborate an inventory of one of the following topics:

Elabora un inventario de uno de los siguientes temas:

‡ Furniture in your classroom.

‡ Food in your house.
‡ Family and friends.
‡ Languages or dialects spoken in your community and in Mexico.
‡ Mobiliario existente en tu salón de clases.
‡ Alimentos disponibles en tu hogar.
‡ Familiares y amigos.
‡ Lenguas o dialectos que se hablan en tu comunidad y en México.

Use a dictionary if you need to.

Utiliza el diccionario si lo necesitas.
list of
nto ry is a check
Note: An inve make an inventory it
we
things. When e of the
rt ant to write the nam
is impo o cts that
bje
e number of
objects and th
there are.

Remember to use there is/there are.

Example: There is one door. There are three windows.

Topic:
Inventory
There is…
There are…

154
 Express measures and quantities

Think about what you have learned

In this part of block IV you learned to use there is and there are expressions to talk
about the existence of something. Think about situations in which it is useful to ex-
press what there is or what there is not. Share your answers with your classmates.
En esta parte del bloque IV aprendiste a usar las expresiones “there is” y “there are” para indicar la existencia
de alguna o varias cosas. Piensa en qué situaciones es útil señalar la existencia o carencia de algo. Comparte
tus respuestas con tus compañeros.

Learn more

4XDQWL¿HUVKRZPXFKKRZPDQ\VRPHDQ\IHZ
little
$TXDQWL¿HULVDZRUGRUSKUDVHZKLFKLVXVHGEHIRUHDQRXQWRLQGLFDWHWKHDPRXQW
RU TXDQWLW\ 4XDQWL¿HUV FDQ EH XVHG ZLWK ERWK FRXQWDEOH DQG XQFRXQWDEOH QRXQV
/RRNDWWKHIROORZLQJJUDPPDUER[HVIRULQIRUPDWLRQDERXWTXDQWL¿HUV

Grammar Box 8
4XDQWL¿HUV&XDQWL¿FDGRUHV
Countable nouns
Many
$I¿UPDWLYHIRUP Negative form Interrogative form
‡ We have many friends. ‡ There are not many ‡ How many brothers do
books to read. \RXKDYH"
Some
$I¿UPDWLYHIRUP Interrogative form
‡ My sister has some ‡ Are there someÀRZHUVLQWKHYDVH"
bracelets. ‡ Do you want someFRIIHH"
‡ There is some juice in the
fridge.
Some can be used for both
countable and uncountable
nouns.
)HZ$)HZ
$I¿UPDWLYHIRUP Interrogative form
‡ There are few dogs on the ‡ Do you have a few SHVRV"
street.

155
 B lock IV Express measures and quantities

Grammar Box 9
4XDQWL¿HUV&XDQWL¿FDGRUHV
Uncountable nouns
Much
We use how much for questions using a non-countable or singular object.
$I¿UPDWLYHIRUP Negative form Interrogative form
‡ We have much homework! ‡ There is not much time. ‡ How muchMXLFHLVOHIW"
‡ How much does the book
FRVW"

/LWWOH$OLWWOH
$I¿UPDWLYHIRUP Interrogative form
‡ They have little time. ‡ Do you have a littlePRQH\"

Any
‡ Any is used in negative sentences and in questions.
‡ Any can be used for both countable and uncountable nouns.
Negative form Interrogative form
‡ I don´t have any juice. ‡ Do you have anyPRQH\"
‡ There aren´t any cookies left. ‡ Are there anyWDEOHVLQWKHURRP"

Practice what you are learning

Activity 11
Read the next dialogue with a classmate. Then write a T if the sentence is true and
an F if it is false.
Lee el siguiente diálogo con un compañero. Después escribe T (true) si la oración es verdadera y F (false) si
es falsa.

6WRUHFOHUN *RRGPRUQLQJ&DQ,KHOS\RX"
&XVWRPHU+HOORGR\RXKDYHVRPHPLON"
6WRUH FOHUN Yes, how many liters would
\RXOLNH"
&XVWRPHU+RZPXFKLVDOLWHURIPLON"
6WRUHFOHUN Fifteen pesos a liter.
&XVWRPHU Please give me two liters. Do
\RXKDYHVRPHPHORQV"

156
 Express measures and quantities

6WRUHFOHUNYes, here you go.

&XVWRPHU+RZPXFKDUHWKHPHORQV"
6WRUHFOHUNSixteen pesos a piece. How many would
\RXOLNH"
&XVWRPHUI would like one melon please.
6WRUHFOHUN+HUH\RXJR$Q\WKLQJHOVH" Store clerk: a worker, an
&XVWRPHU7KDWZLOOEHDOO+RZPXFKLVLW" employee at the store.

Customer: a person who

buys.
pression
te : H er e y o u go is an ex g; Supplies: provisions,
No n ting somethin
h e n p re se equipment.
used w at you
a ls o m e an s: Here is wh quí
it h it means A
r. In sp a n is
asked fo
tiene.

1. Milk is a countable noun. _____

2. Melons are a countable noun. _____
:HXVH³KRZPXFK´IRUXQFRXQWDEOHQRXQVBBBBB

:HXVH³KRZPDQ\´IRUFRXQWDEOHQRXQVBBBBB
5. The customer spent $35 pesos. _____

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

There are different measure units to

determine the size, amount or degree
of something. You can see the most
common units of measurement
for food and home supplies in the
following chart.

157
 B lock IV
a bag of sugar, candy, potatoes, etc.
Express measures and quantities

a liter of milk, juice, liquid soap (all liquids)

a bar of candy, chocolate, soap, etc.
a loaf of bread
a bottle of juice, water, etc.
a package of bread
a box of cereal, detergent.
a piece of cake, bread, meat
a bunch of EDQDQDVRQLRQVÀRZHUVHWF
(one, two) kilograms of meat, chicken, fruit,
a can of beans, tuna, soda
cheese, coffee
a carton of eggs
a roll of toilet paper, paper towels
a cup/tablespoon/teaspoon of ÀRXUVXJDURLO
a six-pack/twelve-pack/case of soda, beer.
etc. (recipe ingredients)
a stick of butter.
a dozen eggs, apples, etc.
a tube of toothpaste
a head of lettuce, cabbage
one or two oranges, carrots, etc.
a jar of mayonnaise, jam, honey, olives, etc.

When you refer to more than one item you use: two, three, etc. For example: two boxes of cereal,
three sticks of butter.

Interesting facts:
In other countries people don’t use the metric system. Instead they used the English System.
For weight they use pounds (lb) or ounces (oz). 1 oz = 28.350 g and 1 lb = 0.453 kg. In the
United Kingdom, the United States, Canada and in some parts of Australia and New Zeland
people still use this system.

Activity 12
Match each product with the right measure unit. Look at the example.
Relaciona cada producto con la unidad de medida correcta. Observa el ejemplo.

WXQD¿VK tube
bread dozen
liquid soap can
cereal bar
eggs loaf
toothpaste jar
soap box
ÀRZHUV bottle
mayonnaise bunch

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

158
 Express measures and quantities

Activity 13

Look at the pictures and the verbs. Then complete the recipe.
Observa las imágenes y los verbos. Luego completa la receta.

Fruit Salad

Ingredients Procedure

A bunch of _____________ Cut, Put, Peel, Serve, Open

__________ the bananas and kiwis.

Some _________________
__________ the bananas, kiwis, watermelon
and strawberries into slices.
Some _________________
__________ the can of peaches.

A can of ________________ _________ all the fruit in a large bowl.

__________ the fruit salad in bowls with

One or two _____________ yogurt.

Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

159
 B lock IV Express measures and quantities

Activity 14
Read the following text and answer the questions.
Lee el siguiente texto y contesta las preguntas.

La Rosita is a new Mexican restaurant at 7

Hidalgo Street. The restaurant is open for
dinner from 6 pm to 11 pm everyday except
mondays. La Rosita serves traditional
mexican food. There are a variety of
starters. Try the chicken quesadillas, they
are delicious. For the main courses you
can have mole poblano, chicken fajitas or
JULOOHG ¿VK )RU GHVVHUW WU\ WKH ZRQGHUIXO
ice cream or sorbetes.

Course: a part of a meal served at one time.

:KHUHLVWKH5HVWDXUDQW/D5RVLWD"
_________________________________________________________________.

:KDWNLQGRIIRRGGRWKH\VHUYH"
_________________________________________________________________.

:KHQLVLWFORVHG"
_________________________________________________________________.

:KDWVWDUWHUVDQGPDLQFRXUVHVGRHVLWVHUYH"
_________________________________________________________________.

:KDWGHVVHUWGRWKH\UHFRPPHQG"
_________________________________________________________________.
Check your answers in the Answer Key at the end of the book.
5HYLVDWXVUHVSXHVWDVHQOD&ODYHGH5HVSXHVWDVDO¿QDOGHOOLEUR

160
 Express measures and quantities

Apply what you have learned

Imagine you have to buy food and home supplies for a month. In the following chart
write all the things you would buy, in the right column. Use a dictionary if necessary.
Look at the examples.
Imagina que tienes que comprar comida y artículos del hogar para un mes. En la siguiente tabla escribe en la
columna apropiada todas las cosas que comprarías. Usa un diccionario si es necesario. Observa los ejemplos.

Food supplies Home supplies

‡ A bottle of juice ‡ A roll of toilet paper
‡ Two cans of beans ‡ A box of detergent

:KHQ\RX¿QLVKFRPSDUH\RXUOLVWZLWKDFODVVPDWH
Cuando termines compara tu lista con un compañero.

161
 B lock IV Express measures and quantities

Think about what you have learned

IQWKLVSDUWRIEORFN,9\RXOHDUQHGDERXWWKHPRVWFRPPRQTXDQWL¿HUVIntangible
WKLQJVDQGIDFWVDUHGLI¿FXOWWRPHDVXUHIRUH[DPSOH\RXUFRPSURPLVHDQGHIIRUW
DVDVWXGHQW+RZFRXOG\RXPHDVXUHRUTXDQWLI\WKRVHIDFWV"+RZGR\RXNQRZLI
\RXUFRPSURPLVHDQGHIIRUWDUHKLJKRUORZ"$UHWKH\HQRXJKWRJHWJRRGUHVXOWVDW
VFKRRO"6KDUH\RXUDQVZHUVZLWK\RXUWHDFKHU
(QHVWDSDUWHGHOEORTXH,9DSUHQGLVWHDFHUFDGHORVFXDQWL¿FDGRUHVPiVFRPXQHV/DVFRVDV\KHFKRVDEV-
WUDFWRVVRQGLItFLOHVGHPHGLUSRUHMHPSORWXFRPSURPLVR\HVIXHU]RFRPRHVWXGLDQWH¢&yPRSRGUtDVPHGLUORV
RFXDQWL¿FDUORV"¢&yPRVDEHVVLWXJUDGRGHFRPSURPLVR\HVIXHU]RHVDOWRREDMR"&RPSDUWHWXVUHVSXHVWDV
con tu maestro.

Intangible: incapable of being perceived by touch; impalpable;

imprecise or unclear to the mind.

Closure activity
Recipe booklet

Make teams of four. Each one has to write a recipe of a typical dish from your
community, your region and Mexico. Then elaborate a recipe booklet with the
following sections.
Formen equipos de cuatro. Cada equipo tiene que escribir una receta de un platillo típico de su comunidad, de
su región y de México. Después elaboren un recetario que tenga las siguientes secciones:

‡ Cover.
‡ Introduction (brief historic background about the dishes).
‡ Dishes from your community.
‡ Dishes from your region.
‡ Dishes from Mexico.
‡ Conclusion (what you learned by doing this project).
‡ Portada.
‡ Presentación (breve antecedente histórico sobre los platillos).
‡ Platillos de tu comunidad.
‡ Platillos de tu región.
‡ Platillos de México.
‡ Conclusión (lo que aprendieron al realizar este trabajo).

162
 Express measures and quantities

(YDOXDWH\RXUUHFLSHERRNOHWXVLQJWKHIROORZLQJFULWHULD:KHQ\RX¿QLVKVKDUHDQG
discuss the evaluation with your teacher.
Evalúa tu recetario usando la siguiente rúbrica. Cuando termines comparte y comenta esta evaluación con tu
maestro.

Aspects of Excellent Very good Good Fair Unsatisfactory

evaluation 4 3 2 1 0
Presentation Outstanding Very good Good Presentation Did not present.
presentation presentation presentation with
with complete with most with some confusing and
information. of the missing incoherent
information. information. information.

Content Presented all Presented Presented Presented Did not present

the aspects 5-6 aspects DVSHFWV 1-2 aspects any aspects
required. required. required. required. required.

Creativity Uses images, Uses images, Uses images, Uses some Did not use
colors, and colors, and and has a images and images, colors or
has an has an good design. colors. a design.
interesting interesting
and unique design.
design.

Vocabulary Uses 8 Uses 6-7 Uses 5-7 Uses 2-3 Did not use
vocabulary vocabulary vocabulary vocabulary vocabulary words.
words. words. words. words.

Total

5 points Unsatisfactory
6 - 10 points Fair
11 - 15 points Good
16 - 20 points Excellent

163
 B lock IV Express measures and quantities

Cierre del bloque IV

5HÁH[LRQDVREUHORDSUHQGLGR

Para valorar el nivel de avance que has logrado en el bloque IV es importante que
completes la siguiente tabla de manera responsable y honesta. Pon una X en la
casilla correspondiente.

,QWHUSUHWDFLyQGHOQLYHOGHDYDQFH

100 - 90% = Lo logré de manera independiente

89 - 70% = Requerí apoyo para construir el aprendizaje
69 - 50% = Fue difícil el proceso de aprendizaje y sólo lo logré parcialmente
RPHQRV 1RORJUpHODSUHQGL]DMH

Nivel de avance

49% o
100-90% 89-70% 69-50%
Contenidos curriculares menos

,GHQWLÀFRVXVWDQWLYRVFRQWDEOHV\QRFRQWDEOHV
Conceptuales

&RQR]FRHOXVRDSURSLDGRGHFXDQWLÀFDGRUHV
how much, how many, some, any, few, little.

Distingo los usos de there is y there are.

164
 Express measures and quantities

Nivel de avance

49% o
100-90% 89-70% 69-50%
Contenidos curriculares menos

Uso las estructuras gramaticales apropiadas

Procedimentales

para expresar cantidades y medidas.

Produzco textos orales y escritos usando
sustantivos contables, sustantivos incontables
\FXDQWLÀFDGRUHV
Organizo información de acuerdo a categorías,
jerarquía y relaciones.

Nivel de avance

49% o
100-90% 89-70% 69-50%
Contenidos curriculares menos
Actitudinales

Comparto ideas mediante productos con

otras personas para promover el trabajo
colaborativo.

Finalmente

5HÀH[LRQDVREUHODVVLJXLHQWHVSUHJXQWDV\HVFULEHWXVFRQFOXVLRQHV

¢&XiOHVIXHURQORVDSUHQGL]DMHVPiVVLJQL¿FDWLYRVTXHORJUDVWHHQHOEORTXH,9"
¢&yPRSXHGHVDSOLFDUORTXHKDVDSUHQGLGRHQWXYLGDDFWXDO\HQHOIXWXUR"
¢&yPR\FRQTXpREMHWLYRSXHGHVPHGLU\FXDQWL¿FDUDVSHFWRVVRFLDOHV\FXOWXUDOHV
HQWXFRPXQLGDG"

Conclusiones personales:

165
 B lock IV Express measures and quantities

Registro del avance

Competencias genéricas y disciplinares del bloque IV

,QVWUXFFLRQHVAl concluir el bloque IV registra el nivel de avance que lograste en el

desarrollo de las competencias genéricas y disciplinares. Utiliza la siguiente escala:

A = Alto (Desarrollada)
M = Medio (Está en vía de desarrollo)
B = Bajo (No la he desarrollado)

Nivel de
Competencias genéricas Atributos
avance
Expresa ideas y conceptos mediante
(VFXFKDLQWHUSUHWD\HPLWH
representaciones lingüísticas, matemáticas
mensajes pertinentes en
RJUi¿FDV
distintos contextos mediante la
utilización de medios, códigos y
herramientas apropiadas. Se comunica en una segunda lengua en
situaciones cotidianas.

5. Desarrolla innovaciones y
Ordena información de acuerdo a
propone soluciones a problemas
categorías, jerarquía y relaciones.
a partir de métodos establecidos

8. Participa y colabora de manera

Asume una actitud constructiva, congruente
efectiva en equipos diversos.
con los conocimientos y habilidades con los
que cuenta dentro de distintos equipos de
trabajo.

Nivel de
Competencias disciplinares
avance
Produce textos con base en el uso normativo de la lengua considerando la
intención y situación comunicativa.

Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito,

congruente con la situación comunicativa.

Al completar la tabla preséntala a tu profesor y valoren los avances registrados.

166
 Express measures and quantities

Block IV. Glossary

:ULWHWKHQHZZRUGVWKDW\RXKDYHOHDUQHGDQGWKHLUGH¿QLWLRQV
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

167
 B lock IV
Notes
Express measures and quantities

168
 Express measures and quantities

Notes

169
Glossary
‡ $QFHVWU\ancestors, family descent.
‡ %LRPHa regional or global land area that is characterized by the plants, animals
and climate.
‡ %ODFNERDUGa hard or rigid surface made of a smooth usually dark substance,
used for writing or drawing on with chalk or marker.
‡ %RWKthe one and the other.
‡ &KHDScosting relatively little; inexpensive.
‡ &RPSXWHUan electronic machine for processing information.
‡ &RXUVHa part of a meal served at one time.
‡ &XVWRPHUa person who buys.
‡ 'LYHUVLW\the state or quality of being different or varied.
‡ 'RZQWRZQ the central or lower part of a city, specially the main commercial
area.
‡ 'UXPVa musical instrument played with hands or sticks.
‡ )ODVKFDUGcard with picture or text.
‡ )RUHVWa large wooded area having a thick growth of trees and plants.
‡ )XUQLWXUHthe movable, generally functional, articles that equip a room, house,
etc.
‡ *XHVVestimate without knowledge.
‡ ,'FDUGLGHQWLW\FDUGGRFXPHQWFRQ¿UPLQJSHUVRQDOGHWDLOV
‡ ,QWDQJLEOH incapable of being perceived by touch; impalpable; imprecise or
unclear to the mind.
‡ /DWHafter the scheduled time, not on time.
‡ 0D\EHa possibility.
‡ 1RXQword that describes a place, person, thing or animal.
‡ 3HWdomestic animal.
‡ 3UR¿OHa short biographical description of a subject.
‡ 5RXWLQHthings that you do every day.
‡ 5XEELVKworthless, useless or unwanted matter, garbage.
‡ 6WRUHFOHUNa worker, an employee at the store.
‡ 6XSSOLHVprovisions, equipment.
‡ 7LG\ to put things in order.
‡ 7ULSa tour, journey or voyage.
‡ 9DVHFRQWDLQHUXVHGDVDQRUQDPHQWRUIRUKROGLQJFXWÀRZHUV
‡ :DLWHUa man whose occupation is to serve at table, as in a restaurant.

170
 Appendix 1
Answer key
Block I. Who am I?

Activity 1
1. She is 10 years old.
2. He is from Mexico.
3. They are Mexican.
,WLVEURZQ  
5. They live in Veracruz.

Activity 3
1. someone.
2. everybody.
3. anybody.
VRPHWKLQJ
5. nothing.
6. nobody.
7. anything.
8. Everything.
9. somebody.

Activity 4
I am Sandra and I am a student in Oaxaca. This week I am in Chiapas. I am on
a trip with people from school. Today my friends and I are on tour. My friends are
from different places. Ana is from Chihuahua. Oscar is from Mexico City. Carlos and
Gabriel are from Sonora. Oaxaca is very big and beautiful.

Activity 5
Questions Answers
:KDW\HDUZDV$PHULFDGLVFRYHUHG" 1492 one thousand, four hundred and ninety-two.
+RZPDQ\SDJHVDUHLQWKLVERRN"
+RZPDQ\GD\VDUHLQD\HDU" 365 WKUHHKXQGUHGVL[W\¿YH
How many seconds are there in four minutes. 240 two hundred forty.

171
Appendix 1

Activity 7
a/an Countable noun
a mirror
a key
an egg
an earring
an apple
a pen
a bicycle
a photograph
a comb
an orange
an insect
a book
an ID card
a cookie

Activity 8
1. my
2. Your
3. her
7KHLU
5. Your
6. His
7. My
8. its
9. his
10. Its

Activity 9
1. Rojas.
2. Garcia.
3. A bottle of water, a notebook, a photograph or her family.
%RRNVOXQFKDSHQ

172
 Appendix 1

Activity 10

money keys photograph comb

}

notebook ticket mirror handkerchief

gum book pen ID card

Activity 13
1. T.
2. T.
3. F.
)
5. F.

Activity 14
1. Diana.
2. Mexico.
3. Olga.
&DQDGD
5. Marisa.
6. Diana, Olga, Marisa.

173
Appendix 1

Activity 16
a. Mountain ( b ) An area of sand or small stones besides an ocean or a lake.
b. Beach ( c ) A mass or land that is surrounded by water.
c. Island ( d ) A low area of land between mountains or hills, usually with a
   ULYHUÀRZLQJWKURXJKLW
d. Valley ( a ) A natural structure like a very big hill that is much higher than
the usual level of land.
e. Desert ( f ) A thick tropical forest.
f. Jungle ( e ) A large area of land with few plants and little water and where
the weather is always dry.

Activity 19
1. brother.
2. niece.
3. father.
EURWKHULQODZ
5. wife.
6. nephew.
7. grandmother.
8. mother-in-law.
9. sister-in-law.
10. daughter.
11. cousin.
12. grandfather.
13. aunt.
VRQLQODZ
15. sister.
16. daughter-in-law.
17. husband.
18. son.
19. mother.
20. father-in-law.
21. grandson.
22. uncle.

174
 Appendix 1

Activity 20
1. play.
2. doesn’t write.
3. Do - speak.
GRQ¶WOLNH
5. Does - have.
6. works.
7. doesn’t read.
8. Do - go.
9. doesn’t leave.
10. Does - drink.

Block II. What I do and how I live

What do you know? (Previous knowledge and competencies)

A.
work table brother play wear breakfast

dog sleep speak school friend read

Activity 1
1. Roberto (washs/washes) his hair.
2. She (drinkes/drinks) coffee with her breakfast.
3. He (brushes/brushs) his teeth.
6KH EHJLQVEHJLQHV ZRUNDW
5. Pilar (watch/watches/) TV.
6. Daniel (sleeps/sleepes) seven hours.
7. Juanita (speaks/speakes) Nahuatl.
8. My mom (stays/stayes) at home.
9. Luis (playes/plays) soccer.
10. He (walks/walkes) home.

175
Appendix 1

Activity 2
1. goes.
ÀLHV
3. runs.
ZDWFKHV
5. eats.
6. writes.
7. speaks.
8. reads.
9. sleeps.
10. does.

Activity 3
1. play.
2. reads.
3. eat.
UXQ
5. watch.
6. buys.
ÀLHV
8. cooks.

Activity 4
1. Yes, I do / No, I don’t.
2. Yes, I do / No, I don’t.
3. Yes, he/she does / No, he/she doesn’t.
<HV,GR1R,GRQ¶W
5. Yes, he does / No, he doesn’t.
6. Yes, they do / No, they don’t.
7. Yes, he does / No, he doesn’t.
8. Yes, I do / No, I don’t.
9. Yes, she does / No, she doesn’t.
10. Yes, he does / No, he doesn’t.
11. Yes, she does / No, she doesn’t.

176
 Appendix 1

Activity 5
'RZHGRKRPHZRUN"
'RHV\RXUJUDQGPRWKHURSHQWKHGRRU"
'R\RXZDVKWKHGLVKHV"
'RWKH\GULQNFRIIHH"
'RHV0HPRSOD\WKHJXLWDU"
'RHV0DUtDUXQLQWKHVFKRRO"

Activity 6
1. doesn’t eat.
2. don’t wash.
3. doesn’t use.
GRHVQ¶WGULQN
5. doesn’t like.
6. don’t sing.
7. don’t play.
8. doesn’t drive.

Activity 7
Carolina has a brother, Daniel. They both have good jobs. Carolina has a new
house. Daniel has an apartment. The apartment has one bedroom. It also has a
large kitchen. Carolina and Daniel sometimes have dinner together.

Activity 9
'RHV3DFRKDYHQHZIULHQGV"
'R-RUJHDQGKLVIDWKHUKDYHDQROGFDU"
'RHV0DULDQDKDYHUHGÀRZHUV"
'R$QLWDDQG&ULVWLQDKDYHDSDUW\QH[WVXQGD\"
'RHVWKHGRJKDYHIRRGDQGZDWHU"
'RZHKDYHDPDWKH[DPRQPRQGD\"
'R\RXKDYHDQLHFHWHDFKHU"

Activity 12
1. Yes, there are.
2. Air travel.
3. No, they aren’t.
1RLWLVWKHVHFRQGODUJHVW

177
Appendix 1

Activity 13
1. Bus.
2. Airplane.
3. Bike.
7UDLQ
5. Taxi.
6. Boat.

Activity 17

Activity 19
1. Who.
2. Which.
3. Where.
:KDW
5. Who.
6. What.
7. Where.
8. Who.
9. Where.
10. Who.

178
 Appendix 1

Block III. Describe what is happening

What do you know? (Previous knowledge and competencies)

A.

Eat

Read

Sleep

Work

Talk

Study

179
Appendix 1

Activity 1
1. Opening.
2. Staying.
3. Doing.
6LWWLQJ
5. Driving.
6. Happening.
7. Drinking.
8. Walking.
9. Beginning.
10. Cleaning.
11. Asking.
12. Singing.
13. Paying.
&RPLQJ
15. Living.

Activity 2
1. She is working in the school.
2. I am not studying in my house.
3. You are eating a lot!
:HDUHQRWOLYLQJLQ3DFKXFD
5. He is playing soccer so he’s tired.
6. They are learning english very fast.
7. I am cooking so I’m really hot.
8. She is not going to the cinema with her friends.
9. It is raining, the town is wet.
10. You are sleeping in the sofa.

Activity 3
1. Who is playing VRFFHULQWKHVWDGLXP"
:KHUHLV3DEORSOD\LQJIRRWEDOO"
:KRLVYLVLWLQJWKHPXVHXPLQWKHFLW\"

180
 Appendix 1

:KDWLVP\GDGYLVLWLQJLQWKHFLW\"
:KRLVORRNLQJIRUWKHERRNLQWKHVFKRRO"
What am I lookinJLQWKHVFKRRO"
:KRDUHUXQQLQJLQWKHSDUN"
:KHUHDUH6LOYLDDQG3HGURUXQQLQJ"
:KRLVFRRNLQJWDPDOHV"
:KDWLVP\PRPFRRNLQJ"

Activity 5
1. He is in Acapulco.
2. He is sitting on the beach and he is enjoying the sun.
+HOLNHVHDWLQJ¿VK
+HLVZHDULQJVKRUWVDQGD7VKLUW
5. He is staying in a nice hotel near the beach.

Activity 6
1. is giving.
2. are having.
3. are coming.
DUHWDNLQJ
5. is leaving.
6. are going.
7. am going.
8. is going.
9. is staying in.
10. is going.

Activity 8
1. is traveling.
2. loves.
3. is not visiting.
GRHVQ¶WOLYH
5. is staying.
6. cooks.
7. go.
8. walks.

181
Appendix 1

9. are having.
10. stay in.
11. am going.
12. isn’t working.
13. doesn’t like.
LVOLVWHQLQJ
15. goes.

Block IV. Express measures and quantities

What do you know? (Previous knowledge and competencies)

A.

books run walk talk chair apple

juice gold listen key bicycle food

cat bag meat read write take

is bed shoe rain sleep make

eat computer ÀRZHU water jump dog

people coin girl slow salt art

182
 Appendix 1

Activity 1

cheese corn carrot bread

milk jam meat eggs

potato broccoli tomato chicken

¿VK yogurt beans chocolate

Activity 2

Countable Singular Countable Plural Uncountable nouns

A carrot carrots milk
A tomato tomatoes jam
An egg eggs broccoli

183
Appendix 1

A potato potatoes corn

chicken
¿VK
chocolate
meat
yogurt
beans
bread
cheese

Activity 3
1. U.
2. U.
3. U.
8
5. C.
6. U.
7. C.
8. C.
9. U.
10. C.
11. U.
12. C.
13. U.
&
15. U.

Activity 4
C. Nature´s surpermarket
A. Leaves, roots and stems
B. Delicious food
D. Great grains
1. They don’t have any additives that are bad for health.
2. Leaves, steams and roots.
3. To have a healthy body.
%UHDGFHUHDODQGFDNHV

184
 Appendix 1

Activity 5
1. There are.
2. There are.
3. There is.
7KHUHLV
5. There are.

Activity 6
1. Are there.
2. Are there.
3. Is there.
,VWKHUH
5. Are there.

Activity 7
1. There aren’t.
2. There isn’t.
3. There aren’t.
7KHUHLVQ¶W
5. There isn’t.

Activity 8
1. There is.
2. Are there.
3. There are.
7KHUHDUHQ¶W
5. There isn’t.
6. Are there.
7. There is.
8. There are.
9. Is there.
10. There aren’t.

185
Appendix 1

Activity 9
Memo: I´m thirsty. Is there someMXLFHLQWKHIULGJH"
Andrea: No, there isn´t any juice. Would you like someZDWHU"
Memo: Oh, yes please. I´m hungry too. Are there someKRWFDNHV"
Andrea: No, sorry. How about someVDQGZLFKHV"
Memo: No, thanks. I don’t like sandwiches.
Andrea: How about someFHUHDO"
Memo: Yes, please.

Activity 11
1. F.
2. T.
3. T.
7
5. F.

Activity 12

WXQD¿VK tube
bread dozen
liquid soap can
cereal bar
eggs loaf
toothpaste jar
soap box
ÀRZHUV bottle
mayonnaise bunch

186
 Appendix 1

Activity 13

Ingredients Procedure

A bunch of bananas. Peel the bananas and kiwis.

Some strawberries. Cut the bananas, kiwis, watermelon

and strawberries into slices.
Some watermelon.
Open the can of peaches.
A can of peaches.

Put all the fruit in a large bowl.

One or two kiwis.

Serve the fruit salad in bowls with

yogurt.

Activity 14
1. 7 Hidalgo Street.
2. Traditional mexican food.
3. Mondays.
&KLFNHQTXHVDGLOODVPROHSREODQRFKLFNHQIDMLWDVDQGJULOOHG¿VK
5. Ice cream and sorbetes.

187
Appendix 2
List of verbs

0HDQLQJ ,Q¿QLWLYH,Q¿QL- 6LPSOHSUHVHQW Present

6LJQL¿FDGR tivo Presente simple FRQWLQXRXV
Presente
continuo
(To Be + ing)
ser be is being
comenzar begin begins beginning
convertirse, become becomes becoming
volverse
romper break breaks breaking
traer bring brings bringing
construir build builds building
comprar buy buys buying
llamar call calls calling
escoger choose chooses choosing
picar, trocear chop chops chopping
aplaudir clap claps clapping
coleccionar collect collects collecting
venir come comes coming
cocinar cook cooks cooking
llorar cry cries crying
cortar cut cuts cutting
bailar dance dances dancing
hacer do does doing
dibujar draw draws drawing
beber drink drinks drinking
manejar drive drives driving
comer eat eats eating
caer fall falls falling
sentir feel feels feeling
encontrar ¿QG ¿QGV ¿QGLQJ
arreglar ¿[ ¿[HV ¿[LQJ
volar À\ ÀLHV À\LQJ
olvidar forget forgets forgetting
obtener get gets getting
dar give gives giving

188
 Appendix 2

ir go goes going
tener, tomar have has having
(alimentos)
oír, escuchar hear hears hearing
saltar jump jumps jumping
mantener keep keeps keeping
besar kiss kisses kissing
saber know knows knowing
partir (hacia algún leave leaves leaving
lugar), abandonar
prestar lend lends lending
aprender learn learns learning
dejar, permitir let lets letting
vivir live lives living
perder lose loses losing
hacer, fabricar make makes making
aplastar mash mashes mashing
picar, cortar en mince minces mincing
pedazos pequeños
mezclar mix mixes mixing
reunirse meet meets meeting
trapear mop mops mopping
podar mow mows mowing
pintar paint paints painting
pagar pay pays paying
pelar peel peels peeling
poner put puts putting
leer read reads reading
correr run runs running
decir say says saying
ver see sees seeing
vender sell sells selling
enviar send sends sending
gritar shout shouts shouting
cantar sing sings singing
sentarse sit sits sitting
dormir sleep sleeps sleeping

189
Appendix 2

nevar snow snows snowing

hablar speak speaks speaking
gastar (dinero), spend spends spending
pasar (tiempo)
estar parado, stand stands standing
ponerse de pie
hospedarse, stay stays staying
quedarse
revolver stir stirs stiring
estudiar study studies studying
barrer sweep sweeps sweeping
nadar swim swims swimming
tomar, agarrar take takes taking
enseñar teach teaches teaching
decir tell tells telling
pensar think thinks thinking
entender, understand understands understanding
comprender
visitar visit visits visiting
caminar walk walks walking
observar watch watches watching
regar water waters watering
vestir, usar wear wears wearing
ganar win wins winning
limpiar (con un wipe wipes wiping
paño, trapo)
trabajar work works working
escribir write writes writing

190
 References
‡ Celce-Murcia, M. (2001). Teaching English as a second or foreign language.
Boston: Heinle & Heinle.
‡ Evans, V. & O’Sullivan, N. (2000). Click on 1. Workbook Teacher’s. Newbury:
Express Publishing.
‡ Garton-Sprenger J. & Prowse, P. (2005). Inspiration. Student Book 2. Oxford:
Macmillan.
‡ Kirn, E., Jack, D. (2007). Interactions 1. Grammar. Singapore: McGraw Hill.
‡ Milner, M. (2010). World English 1. Boston: Heile Cengage Learning.
‡ Schrampfer, B. & Hagen, S. (2006). Basic English grammar. New York: Pearson
Longman.
‡ Spencer, D. (2011). Gateway. Student Book B1. Oxford: Macmillan.

Electronic References

‡ http://www.busyteacher.org
‡ http://www.englishspanishlink.com
‡ http://www.forum.thefreedictionary.com
‡ KWWSZZZOHDUQJRRGFRPODQJXDJHV
‡ http://www.onestopenglish.com
‡ http://www.teachingenglish.org.uk
‡ http://www.usingenglish.com
‡ http://www.wordreference.com.es

191
 Secretaría de Educación Pública
Subsecretaría de Educación Media Superior
Dirección General del Bachillerato
 @9B;I558=7=CB5@5@9GD5wC@=
Cuadernc de Actividades de Aprendizaje

©Secretaría de Educación Pública. México.

Subsecretaría de Educación Media Superior. Dirección General del Bachillerato
D]fYWW]ŠbXY7ccfX]bUW]Šb5WUXa]WU"D]fYWW]ŠbXYG]ghYaUg5V]Yfhcg
ISBN: En trámite" Derechos Reservados
Cuadernillo
Cuadernos de actividades de
de actividades aprendizaje / Lengua Adicional al Español I
de aprendizaje

Presentación

Dentro del marco de la Reforma Educativa de la Educación Básica y Media Superior, a Dirección General del Bachillerato incorporó en su
plan de estudios los principios básicos de la Reforma Integral de la Educación Media Superior (RIEMS) cuyos propósitos son consolidar la
identidad de este nivel educativo en todas sus modalidades y subsistemas brindar una educación pertinente que establecer
entre la escuela y el contexto social, histórico, cultural y globalizado en el que actualmente vivimos.

En la actualidad, las distancias en términos de vías de comunicación son cada vez más cortas debido a los adelantos tecnológicos
( nternet, teléfonos celulares, etc.). Esto tiene influencia importante en las relaciones comerciales al abatir tiempos costos, entre otros
muchos beneficios. Así, por cuestiones de comunicación, la economía tiende a unificarse por el idioma inglés debido a la hegemonía ejercida
por Estados Unidos de mérica después de la egunda undial.
Por otro lado, se presentan fenómenos de interculturalidad que han generado fusiones culturales que se reflejan en el lenguaje.
Un ejemplo de dichos fenómenos es el espanglish , es una forma comunicativa proveniente de la combinación multimodal del español y
el inglés. Así, tenemos la palabra “chequear”, que podría traducirse al español como checar y al inglés como to check , sin embargo
se hace la pronunciación en inglés con la terminación en infinitivo del verbo en español, que es . xisten otras formas comunicativas
como tomar la palabra inglesa y zarla con el modo de género, como en el caso de “Troca” o “Marqueta”; es común que se
tome una palabra inglesa o española sin modificaciones y se inserte en una oración del idioma extranjero como en “yo me voy al building…”
El cuadern que aprendas los conceptos básicos requeridos para la comunicación en el idioma inglés y que desarrolles
habilidades obten información e distintos medios, haciendo una clara diferenciación con el aprendizaje memorístico de un extenso
vocabulario.
Dentro del Bloque I ¿Quién soy? generarás y comprenderás información personal.
En el Bloque II Qué hago y cómo vivo, describirás y comprenderás actividades rutinarias y modos de vida propios y de terceros.
En el loque III Describo lo que está pasando, describirás y comprenderás acciones que se están realizando en el momento en que hablas.
La última parte de este cuadern , el Bloque IV Expreso medidas y cantidades, expresarás ideas relacionadas con cantidades y medidas.

Para facilitar su manejo, todos los Cuadernos de Actividades de Aprendizaje están estructurados a partir de cuatro secciones en cada bloque
de aprendizaje:

¿Qué voy a aprender? escribe el nombre y número de bloque, las unidades de competencia desarrollar, así como una
breve explicación acerca de lo que aprenderás en cada bloque.

Desarrollando competencias. En esta sección se las actividades de aprendizaje para desarrollar las competencias señaladas en
el programa de estudios, para lo cual es necesario tu compromiso y esfuerzo constante por aprender, ya que se implementan
actividades que tendrás que ir realizando a lo largo del curso en forma individual, en binas o parejas en equipos o en forma grupal.
Dichas actividades van enfocadas a despertar en ti el interés por investigar en diferentes fuentes, para que desarrolles habilidades y
destrezas que propicien tu aprendizaje.
¿Qué he aprendido? En esta sección te presentamos actividades de consolidación o integración del bloque que te permitirán verificar
cuál es el nivel de desarrollo de las competencias que posees en cada bloque de aprendizaje.
Ei]YfcUdfYbXYfazg"9bYghUgYWW]ŠbWcbgi`hUfzgX]jYfgUgZiYbhYgUWhiU`]nUXUgXY]bZcfaUW]Šb eiYgcb]adcfhUbhYgdUfU
Wcad`YaYbhUfmWcbgc`]XUf`cUdfYbX]Xc"9bWcbhfUfzgjUf]Uggi[YfYbW]UgXYYghcgaUhYf]U`Yg `cgWiU`YggYfzbY`aYX]cU
hfUjgXY`WiU`dcXfzg]bjYgh][UfchfcgUgibhcgmhŠd]WcgdcfUdfYbXYf"

A lo largo del Wuadefbc podrás encontrar señaladas, a través de viñetas, estrategias de organización del trabajo o de
evaluación, como lUs siguientes:

Trabajo en pareja

Coevaluación

Trabajo en equipo

Autoevaluación

Trabajo en grupo

Portafolio de evidenciag

Ideas o sugerencias

Como podrás darte cuenta, acabamos de presentarte un panorama general de la asignatura, el enfoque constructivista y las
características de los Cuadernos de Actividades de Aprendizaje. Ahora sólo falta que tú inicies el estudio formal de Lengua
Adicional al Español I, para lo cual te deseamos:

¡Mucho ‚xito!
Cuadernillo
Cuadernos de actividades de aprendizaje / Lengua Adicional al Español I
de aprendizaje

Índice

Bloque I 6
¿Quién soy?

Bloque II 12
¿Qué hago y cómo vivo?

Bloque III 15
Describo lo que está pasando

Bloque IV 17
Expreso medidas y cantidades
 ¿Qué voy a aprender?

Bloque I

¿Quién soy?

DESEMPEÑOS
Usa el presente simple al hablar, escribir y leer.
Comprende a través de la escucha y la lectura el uso del presente simple.
Usa el verbo to be en diversas formas según la intención comunicativa.
Se presenta a sí mismo y a otras personas en diversos contextos mediante conversaciones y escritos.

En el desarrollo de este Vloque identificarás la forma de solicitar e intercambiar información personal básica de forma oral
y escrita en situaciones de interrelación laboral, social y de recreación. Asimismo, identificarás los siguientes elementos
como parte de un contexto que he permitirá relacionarhY con los demás. números, meses, estaciones del año,
nacionalidades, paísesm letras del alfabeto, entre otros tópicos.

6
Cuadernillo
Cuadernos de actividades de
de aprendizaje
aprendizaje / Lengua Adicional al Español I

Desarrollando competencias

En cada bloque elabora un vocabulario de cada tópico revisado.

Para iniciar el bloque realiza e forma individual u perfil (Currículum vitae o Carta de ida),
ciones, un caza talentos, trámites migratorios, solicitud de ingreso a escuelas extranjeras, escolares.

Recuerda que el perfil debe contener una descripción de ti mismo, datos personales, historial escolar, experiencia laboral,
habilidades, intereses, entre otros datos.

Adicionalmente busca en sitios extranjeros específicos de nternet, como universidades, compañías agencias gubernamentales
formatos de solicitud o “application forms” que sirvan como modelo para la redacción de los instrumentos
que llevará a cabo la actividad.

Organizados en equipos, y utilizando el perfil elaborado, reali un juego de roles en el que se presenten situaciones en
una agencia de colocación, una entrevista con un caza talentos, en una embajada y en una escuela extranjera en la que
cada uno represente roles distintos se describa utilizando el presente simple.

Para evaluar la actividad mediante una guía de observación, registr el desempeño de la ejecución de las presentaciones,
que stas contengan los elementos gramaticales del presente simple, el uso del verbo to be , vocabulario relacionado con
aracterísticas físicas, étnicas y culturales, así como geográficas y el uso de pronombres y artículos.

Incorpor como producto de aprendizaje al portafolio de evidencias y de ser posible algunas

fotografías o grabaciones de las presentaciones.

Prom con compañeros de otros centros educativos, en especial de aquellos situados en una región diferente, la comunicación
entre sus alumnas y alumnos, a modo de amigos electrónicos e-pals, que les permita intercambiar información personal
sobre características físicas, étnicas y culturales.

Recuerd que e es el proveedor de productos educativos seguros que promueven el aprendizaje colaborativo entre
estudiantes de educación básica y media, docentes y padres de familia.

Formen equipos de tres personas cada integrante deberá preparar una presentación escrita en la que describa sus propias
características físicas, étnicas y culturales. Al terminar, deberán presentar su documento ante otro equipo que tendrá que
practicar s habilidades de escucha y comprensión. Al finalizar cada presentación los integrantes de equipo que escucha
deberán formular preguntas que les permitan conocerlos mejor.

Para evaluar esta actividad tendrán que elaborar una rúbrica determinando los rubros por medio de los cuales se evaluará
la fluidez, pronunciación y uso de elementos gramaticales.

Una rúbrica de evaluación es un instrumento que te permite conocer los avances que has tenido en el desarrollo de competencias y
saber en qué nivel te encuentras, así como lo que necesitas para continuar mejorando en tu proceso de aprendizaje.

Establece contacto con algún bachiller de otro centro educativo, y por medio de la web, realiza una entrevista que te permita presentar
ante el grupo las características de esa persona (físicas, étnicas y culturales), de forma oral y escrita.

Mediante una guía de observación evalúa que la ejecución de las presentaciones contenga los elementos
gramaticales del presente simple, el uso del to be , vocabulario relacionado con características
físicas, étnicas y culturales, así como geográficas y el uso de pronombre y artículos.

7
 BLOQUE UNO
Elabora en lengua extranjera un mapa conceptual sobre los elementos de una descripción, incluye ejemplos que te permitan
una mejor comprensión del tópico.

A través de una lista de cote^o que describa los elementos solicitados verifica los componentes que debe tener el
mapa conceptual.

Recuerda que el presente simple nos permite describir una actividad realizada en tiempo presente y se forma agregando
una “s” al final del verbo de la tercera persona del singular, al resto de las personas no se leg hace ninguna modificación.

Organiza un concurso de spellingcXY`YhfYc en el que se trabaje con el vocabulario empleado en el bloque; recuerda que
al inicio deghY se solicitŠ su elaboración.

7cbZcfaU una lista de cotejo que te permita verificar aspectos relacionados con la pronunciación y el deletreo.

Fuentes de información

Sitios en >nternet

Información general sobre EPALS

http://www.eduteka.org/modulos.php?catx=10&idSubX=322&ida=963&art=1 (consulta 15/08/2010]
El presente simple
http://www.aprende-gratis.com/ingles/curso.php?lec=presente-simple (consulta 15/08/2010)
Biografía Albert Einstein.
http://nobelprize.org/nobel_prizes/physics/laureates/1921/einstein-bio.html (consulta julio 2010)

8
 Cuadernillo
Cuadernos de actividades de
de aprendizaje
aprendizaje / Lengua Adicional al Español I

¿Qué he aprendido?

Vamos a evaluar lo aprendido hasta este momento sobre `Udescripción del perfil personal y el presente simple.

Organízate con tus compañeros y elaboren una biografía básica en inglés de algún personaje histórico.
Al finalizar ambos trabajos cada equipo participarzYbib^iY[cXYfc`Yg presentando únicamente el nombre de su personaje, y
el resto del grupo realizarz preguntas que le permitan obtener información de éste. Identifiquen los talentos del personaje"

Cada equipo deberá presentar su personaje y responder las preguntas, todo esto en idioma inglés/ es importante que la
información obtenida de cada equipo sea registrada, con la finalidad de presentar un informe individual de la actividad.

Es importante que un representante del grupo registre el desempeño de cada equipo (preguntas respondidas correctamente,
información investigada, entre otras) para una posterior retroalimentación del ejercicio.

Quiero aprender más

Lectura

Realiza la siguiente lectura

y responde las preguntas"

Biography

Albert Einstein was born at Ulm, in Württemberg, Germany, on March 14, 1879. Six weeks later the family moved to Munich,
where he later on began his schooling at the Luitpold Gymnasium. Later, they moved to Italy and Albert continued his education at
Aarau, Switzerland and in 1896 he entered the Swiss Federal Polytechnic School in Zurich to be trained as a teacher in physics
and mathematics. In 1901, the year he gained his diploma, he acquired Swiss citizenship and, as he was unable to find a teaching
post, he accepted a position as technical assistant in the Swiss Patent Office. In 1905 he obtained his doctor’s degree.

During his stay at the Patent Office, and in his spare time, he produced much of his remarkable work and in 1908 he was
appointed Privatdozent in Berne. In 1909 he became Professor Extraordinary at Zurich, in 1911 Professor of Theoretical Physics
at Prague, returning to Zurich in the following year to fill a similar post. In 1914 he was appointed Director of the Kaiser
Wilhelm Physical Institute and Professor in the University of Berlin. He became a German citizen in 1914 and remained in
Berlin until 1933 when he renounced his citizenship for political reasons and emigrated to America to take the position of
Professor of Theoretical Physics at Princeton" He became a United States citizen in 1940 and retired from his post in 1945.

9
 BLOQUE UNO
After World War II, Einstein was a leading figure in the World Government Movement, he was offered the Presidency
of the State of Israel, which he declined, and he collaborated with Dr. Chaim Weizmann in establishing the Hebrew
University of Jerusalem.

Einstein always appeared to have a clear view of the problems of physics and the determination to solve them. He
had a strategy of his own and was able to visualize the main stages on the way to his goal. He regarded his major
achievements as mere stepping-stones for the next advance.

At the start of his scientific work, Einstein realized the inadequacies of Newtonian mechanics and his special theory
of relativity stemmed from an attempt to reconcile the laws of mechanics with the laws of the electromagnetic field.
He dealt with classical problems of statistical mechanics and problems in which they were merged with quantum
theory: this led to an explanation of the Brownian movement of molecules. He investigated the thermal properties of
light with a low radiation density and his observations laid the foundation of the photon theory of light. In his early
days in Berlin, Einstein postulated that the correct interpretation of the special theory of relativity must also furnish
a theory of gravitation and in 1916 he published his paper on the general theory of relativity.

During this time he also contributed to the problems of the theory of radiation and statistical mechanics. In the
1920’s, Einstein embarked on the construction of unified field theories, although he continued to work on the probabilistic
interpretation of quantum theory, and he persevered with this work in America. He contributed to statistical
mechanics by his development of the quantum theory of a monatomic gas and he has also accomplished valuable
work in connection with atomic transition probabilities and relativistic cosmology. After his retirement he continued
to work towards the unification of the basic concepts of physics, taking the opposite approach, geometrisation, to
the majority of physicists. Einstein’s researches are, of course, well chronicled and his more important works include
Special Theory of Relativity (1905), Relativity (English translations, 1920 and 1950), General Theory of Relativity
(1916), Investigations on Theory of Brownian Movement (1926), and The Evolution of Physics (1938). Among his
non-scientific works, About Zionism (1930), Why War? (1933), My Philosophy (1934), and Out of My Later Years
(1950) are perhaps the most important.

Albert Einstein received honorary doctorate degrees in science, medicine and philosophy from many European and
American universities. During the 1920’s he lectured in Europe, America and the Far East and he was awarded Fellowships
or Memberships of all the leading scientific academies throughout the world. He gained numerous awards in recognition of
his work, including the Copley Medal of the Royal Society of London in 1925, and the Franklin Medal of the Franklin
Institute in 1935. Einstein’s gifts inevitably resulted in his dwelling much in intellectual solitude and, for relaxation,
music played an important part in his life. He married Mileva Maric in 1903 and they had a daughter and two sons;
their marriage was dissolved in 1919 and in the same year he married his cousin, Elsa Löwenthal, who died in 1936.
He died on April 18, 1955 at Princeton, New Jersey.

From Nobel Lectures, Physics 1901-1921, Elsevier Publishing Company, Amsterdam, 1967
dhis autobiographyͬbiography ǁas ǁriƩen at the Ɵme oĨ the aǁard and Įrst published in the booŬ series Les Prix Nobel. It was later
edited and republished in Nobel Lectures.

10
Cuadernillo
Cuadernos de actividades de
de aprendizaje
aprendizaje / Lengua Adicional al Español I
Preguntas

1. Cuál es su fecha de nacimiento?

2. ¿Dónde nació?

3. En qué año realiz estudios en la Escuela Politécnica Federal Suiza?

4. En qué año obtuvo ?

5. ¿En qué año fue nombrado irector del Instituto de Física Kaiser Wilhelm?

6 Por razones políticas en 1933 renunci a nacionalidad alemana ¿ ué nacionalidad adopt ?

7. En qué año Einstein publicó su artículo sobre la teoría de la relatividad general?

8. Menciona por lo menos 3 premios a los que se hizo acreedor.

9. ¿Cuál fue el nombre de su primera esposa y cuántos hijos tuvieron?

10 Cuándo y dónde murió

Una vez que hayas respondido las preguntas compara tus respuesta con tus compañeros; identifiquen sus
errores y corríjanlos.

En plenaria comenten las dificultades que tuvieron al realizar la lectura, generen alternativas para solucionarlas.
Es muy importante compartir experiencias ya que stas nos enriquecen.

Fuentes de información
S

La mansión del inglés, cursos en línea gratis.

http://www.mansioningles.com/index.htm

Aula fácil, curso de idiomas en línea.

http://www.aulafacil.com/CursoIngles/CursoIngles.htm Inglés gratis, curso en línea. http://

www.inglesgratis.com/curso/curso-ingles-2.htm

11
 ¿Qué voy a aprender?

Bloque II

¿Qué hago y cómo vivo?

DESEMPEÑOS
Usa el presente simple en sus diversas formas para describir tanto sus actividades
cotidianas, como su estilo de vida, así como el de otros al hablar
y escribir textos simples.

Comprende a través de la escucha y la lectura el uso del presente simple en sus

diferentes formas.

Describir actividades que ha o cómo viv es muy impor te que permite dar e a conocer con los demás s uno
de los retos mayores en el aprendizaje de una lengua extranjera, por ejemplo: presentarnos con alguien, obtener
identificar necesidades y las ventajas del lugar donde viv , entre muchas situaciones más.

En el desarrollo de este bloque identificarás actividades de esparcimiento, deportivas; medios de transporte,

adverbios de frecuencia, wh – questions; identificando los elementos como parte de un contexto que permitirá
con los demás a través del conocimiento de sus actividades cotidianas y laborales.

12
Cuadernillo
Cuadernos de actividades de
de aprendizaje
aprendizaje / Lengua Adicional al Español I

Desarrollando competencias

Recuerda elaborar el glosario del bloque.

De manera individual redacta tu rutina utilizando las formas gramaticales del presente simple, incluyendo actividades de
esparcimiento, deportivas, laborales y las propias de tu comunidad. Con la información elabora material de apoyo
utilizando las diversas tecnologías de información con las que cuentes en el centro de estudios y presenta tu rutina al
grupo de forma oral.

Para evaluar esta actividad tendrá que realizar (con ayuda de tu asesor) una rúbrica determinando los rubros por medio
de los cuales se evaluará tu fluidez, pronunciación y uso de elementos gramaticales.

Con respecto a la presentación anterior, disting las categorías de vocabulario (actividades de esparcimiento, deportivas,
laborales propi s de tu comunidad lugares públicos) y elabor fichas de trabajo en las que concentres información relevante
sobre las mismas. Revis el contenido de las fichas otra compañera u otro compañero.

¿Recuerdas que en el bloque anterior realizaste una entrevista a un amigo? Ahora contin el contacto con
él o con ella para la elaboración conjunta de un texto que describa su rutina y estilo de vida, presentarás al grupo
enfatizando los cambios que se producen con el uso de las terceras personas. Para la presentación elabora material visual.

Mediante una guía de observación, eval a las presentaciones contenga elementos gramaticales del simple

e to be y la incorporación de terceras personas.

Reúnanse en equipos y elijan un pueblo o comunidad indígena o grupo cultural; cada equipo debe trabajar con uno distinto
(de preferencia los que se encuentren presentes en su región o comunidad). Realicen una investigación bibliográfica sobre
sus características, costumbres, festividades, entre otra información que consideren importante para conocerlos preparen
un texto que deberá ser grabado (audio, video) para presentar a grupo sus hallazgos.
Para evaluar la actividad requerirán de una guía de observación con el fin de que las
contengan los elementos gramaticales del presente simple, el uso de o e y la incorporación de terceras
Asimismo, elaboren una rúbrica de evaluación (con ayuda de su asesor), y estable contacto con los
profesores de Introducción a las Ciencias Sociales para trabajar una planeación conjunta que permita la coevaluación de
l s alumnos de esa asignatura a los materiales producidos por el alumnado.

Fuentes de información
nternet
Comunidades indígenas en México, http://sic.conaculta.gob.mx/index.php?table=grupo_etnico (consulta 15/08/2010)
Costumbres mexicanas, http://www.costumbresmexico.com/ (consulta 15/08/2010)
Páginas de los gobiernos de los stados que presentan eventos sociales y culturales.

Todo Puebla, http://www.todopuebla.com/directorio/cultura?categoria=7 (consulta 01/08/2010)

Ejercicios de WH-questions, http://www.englishexercises.org/makeagame/viewgame.asp?id=1718 (consulta 01/08/2010)

13
 BLOQUE DOS

¿Qué he aprendido?

Reúnete con tus compañeras o compañeros y elaboren una reseña y una serie de preguntasreferentes a algún acontecimiento
actual Xe gu comunidad que sea significativo en una de las siguientes áreas: social, educativU o cultural. Busquen información
en periódicos, revistas o cualquier otro medio informativo/ incluso pueden realizar entrevistas a personas involucradas en
el acontecimiento.

Elaboren material para la presentación de la reseña ante el grupo. Las alumnas y los alumnos a quienes se les presente la
información pueden realizar preguntas al respecto.
Es importante que nombren un representante del equipo para que registre el desempeño de cada participante (preguntas
respondidas correctamente, información investigada, entre otras) para una posterior retroalimentación del ejercicio. Recuerden
que se deben mencionar los aspectos positivos y los que deben mejorar.

Quiero aprender más

De forma individual elige un personaje público, puede ser cantante, deportista, político, escritor, científico, o incluso una persona
importante XY tu comunidad, y realiza una investigación de sus actividades cotidianas. Elabora un reporte al respecto.8YgUffŠ``U`c
a partir de información precisa y concisa eiY]bW`imU actividades laborales mdeesparcimiento.
Este reporte te permitirá realizar el siguiente ejercicio; recuerda que la información que proporciones debe ser sencilla y directa.
A través de la técnica de juego de roles, considera que eres el vocero del personaje que elegiste y responde una entrevista que
realiza un periódico local.

IbhYfj]Yk
Hello, can you answer some questions?
1. What is her/his name?
2. How old is ghe#\e?
3. When was he#she born?
4. What is her/his mother’s name?
5. Where is her/his birth place?
6. What is his/herjob?
7. What are her/his main work activities?
8. What are her/his main entertainments?
9. What are his/her daily activities?
10. What is her/his favorite hobby?
Thank you for your answers.
En grupo elijan algunos ]bhY[fUbhYg para que presenten al personaje que eligieron, y el resto del grupo debe participar
con preguntas para obtener información del expositor.
Es necesario que evalúen la participación de los expositores, e indiquen las áreas de oportunidad que detecten.
S^i^dhZc>ciZgcZi

Elementos que necesita una entrevista personal, http://cmapspublic.ihmc.us/rid=1199650789765_1888740692_11027/ELEMENTOS%

20DE%20UNA%20ENTREVISTA%20PERSONAL.cmap (consulta 15/08/2010)

14
Cuadernillo
Cuadernos de actividades de
de aprendizaje
aprendizaje / Lengua Adicional al Español I

¿Qué voy a aprender?

Bloque III

Describo lo que está pasando

DESEMPEÑOS
Utiliza el presente progresivo en sus diversas formas para describir actividades
que se están llevando a cabo al momento de hablar y las que ocurran en el futuro,
a través de diálogos y escritos simples.

escribir lo que pasa en el momento en que está sucediendo, requiere de una forma particular de conjugación del verbo en
inglés conocida como presente progresivo, y es utilizado en narraciones; por ejemplo: la transmisión de un acontecimiento en
vivo, en la televisión.

En este bloque aprenderemos sobre el presente progresivo y reafirmaremos el presente simple, identificando utilización
la transmisión de noticias o eventos televisivos o de la radio; as , utiliza redacciones y/o narraciones que
eran a eventos cotidianos dentro de nuestra comunidad.

Desarrollando competencias

Recuerda que debes formar un vocabulario con las palabras que utilices en el bloque.

Como actividad inicial, verán fragmentos de una película o programa de televisión en donde identificarán las palabras
que indiquen el presente progresivo y elaborarán una nota al respecto. Evaluarán mediante la participación y una lista de
cotejo.

pareja elaboren un texto donde describan situaciones que se están desarrollando al momento de hablar, por
ejemplo: la cobertura de una noticia. Al finalizar, elaboren un esquema que represente claramente los elementos
del presente progresivo una rúbrica de evaluación sobre uso.

Regresando al texto que sobre el presente progresivo y que se refiere a situaciones que suceden al momento
de hablar (por ejemplo: “The president is arriving to the airport”, “People are celebrating on the streets”), lleven a cabo la
representación de cada escena y pidan a otra pareja que identifique en su texto el presente progresivo. Evalúen a través
de una lista de cotejo que pueden elaborar en grupo (con ayuda de su asesor).

15
 BLOQUE TRES
Identifica las letras de canciones en inglés que utilicen el presente progresivo.

Ahora, por equipos, redacten una canción relacionada con alguna problemática social local, regional, nacional o mundial
en la que se use el presente progresivo (por ejemplo: discriminación por género, discriminación por origen étnico, pobreza,
violencia intrafamiliar, desórdenes alimenticios). La evaluación se realizará a través de una rúbrica (la cual podrán elaborar
entre todo el grupo y con ayuda de su asesor) que destaque elementos de pertinencia de la temática abordada en la
canción, uso del presente progresivo, pronunciación, uso de vocabulario trabajado en el curso.

Fuentes de información
Internet
Concepto de cartel
http://www.uclm.es/profesorado/Ricardo/cartel.htm
Letras raducidas
http://www.letrastraducidas.com/ (consulta 16/08/2010)

¿Qué he aprendido?

En pareja elaboren una carta en la cual narren un viaje o XYgWf]VUb un lugar al que les gustaría ir de vacaciones. Busquen
]bZcfaUW]Šbhif gh]WUque les parezca interesante y utilícenlU como contexto para su carta/ ésta la pueden enj]UfUgig
compañeras y compañeros por correo electrónico o entregársela personalmente. La narración debe redactarse en
presente progresivo.

Cuando reciban la carta que les env otra pareja, revísenla y si es necesario corrijan cualquier detalle que lo requiera;
compartan con el resto del grupo. Recuerd que expresará lo que está escrito en la carta, por lo que deberá narrarla
en tercera persona del plural (They). ¿Cómo es para ustedes escuchar lo que otras personas desean o han vivido?

Para finalizar, retroalimenten la actividad que realizaron y destaquen los aciertos y avances que han logrado hasta el
momento.

Quiero aprender más

familia, entre otros).

Para resaltar el tópico que en este momento se está revisando, subraya o escribe en otro color el presente progresivo. La
extensión mínima de la narración debe ser de 20 renglones.

Una vez finalizada la historia, reúnanse en equipos y compartan sus trabajos (lectura);; con ayuda de los participantes detecten
y corrijan errores en sus escritos al finalizar retroalimenten la actividad destacando avances en su aprendizaje.

16
Cuadernillo
Cuadernos de actividades de
de aprendizaje
aprendizaje / Lengua Adicional al Español I

¿Qué voy a aprender?

Bloque IV

Expreso medidas y cantidades

DESEMPEÑOS
Emplea sustantivos contables y no contables así como cuantificadores
al hablar y escribir textos simples.
Comprende el uso de los sustantivos contables así como de los cuantificadores
al escuchar y leer.

La mayor parte de las actividades y eventos que realizamos son cuantificables, como ¿a qué hora nos levantamos? ¿cuántas
horas dormimos? ¿cuánto te gustó? ¿Wuál es el precio de tal o cual artículo? por lo que es necesario conocer y saber qu
expresión utilizar en las medidas y cantidades que empleamos día con día.

En este bloque desarrollaremos competencias relacionadas con los sustantivos contables y no contables, así como cuantificadores:
\ow much, how many, some, many, few, little, there is, there are y las pondremos en práctica a través de
dramatizaciones donde se realice una compra de productos en un supermercado, o una compra vía telefónica (por
ejemplo). Asimismo, utilizaremos este nuevo vocabulario en la elaboración de un platillo mediante una receta, y en la
realización de un inventario del mobiliario o materiales que tengan en su centro de estudios.

17
BLOQUE CUATRO

Desarrollando competencias

En pareja elaboren un diccionario visual en el que se muestren sustantivos representativos categorizados en contables y
no contables, consultando los medios informativos en inglés con los que cuenteb en Vu centro de estudios. Pueden utilizar
los distintos materiales XY su comunidad.

Presenten el diccionario al grupo de manera oral. Los compañeros y las compañeras deberán escuchar con atención para
retroalimentar positivamente su trabajo al finalizar cada presentación. Evalúen la actividad a través de una lista de cotejo.

Reúnanse en equipos y elaboren un texto guía que les permita llevar a cabo dramatizaciones donde se realice`cg][i]YbhY.
una compra de productos en un supermercado, se soliciten productos por teléfono m la preparación de un platillo siguiendo
una receta.

EvalYb esta actividad mediante una rúbrica, destacando la pronunciación, entonación, originalidad y espontaneidad en la
dramatización.

RedactYb por equipos inventarios ih]`]nUbXc los elementos UdfYbX]Xcg de vocabulario y gramaticales y presbhYb`cg
al grupo de manera oral. Los compañeros y compañeras deberán escuchar con atención para retroalimentar positivamente
su trabajo al finalizar cada presentación. Los inventarios pueden ser del mobiliario existente en el aula o escuela, de los
alimentos disponibles en su hogar, de familiares y amigos, de las lenguas que se hablan en su comunidad y en el país.

Esta actividad sYfzYjU`iUXUWcbibUYgWU`UXYW`Ug]Z]WUW]ŠbeiYdcXfzbY`UVcfUfWcbgiUgYgcf"

Elaboren por escrito y de forma individual `a receta de algún platillo típico de su comunidad, de la región, de México y
de otro país y saeiYb copiag para el grupo.

De preferencia que la receta sea complementada con imágenes que brinden una mejor comprensión al lector, g]beiYghUg
tengan un papel protagónico c restYb importancia a la redacción.

Conformen un recetario grupal, que según lo establecido, deberá tener las siguientes secciones:

1. Portada

2. Presentación

3. Sección de platillos típicos de la comunidad

4. Sección de platillos típicos de la región

5. Sección de platillos representativos de México

6. Sección ]nternacional

7. Conclusión

8. Fuentes de información

18
 Cuadernillo
Cuadernos de actividades de
de aprendizaje
aprendizaje / Lengua Adicional al Español I

DUfU`UdfYgYbhUW]ŠbYb[fidc Y`recetarioXYVYfzgYffYXUWhUXcYbdfYgYbhYg]ad`Ym\UWYfigcXY`jcWUVi`Uf]cfYj]gUXc
Yb este bloque, además de incluir el proceso de elaboración m Y` hŠd]Wc XY YghY V`ceiY eiY gcb `cg sustantivos
cuantificables e incuantificables.

En cada una de las secciones deberán integrar las recetas según corresponda.

Decidan de forma grupal el destino que le darán al producto terminado. Pueden enviarloa la Dirección de su escuela
Wcac ejemplo de lo que realiza el alumnado a través de los programas de estudio (en caso de elaborarlo de forma
digitalizada), o bien donarlo a la bibliotecac[fidcWcaib]hUf]c.

Esta actividad será evaluada por medicXYibfY[]ghfcUbYWXŠh]Wc"Recuerda que el registro anecdótico es un

instrumento de evaluación que se emplea para resaltar o describir situacionescacontecimientos que son significativos.

Fuentes de información

Sitios en Internet
http://edulara.blogspot.com/2008/03/registro-anecdtico.html, (consulta 16/08/2010)Kraft foods,
http://www.kraftrecipes.com/recipes/lemon-raspberry-mousse-squares 115432.aspx, (consulta 09/08/2010)

¿Qué he aprendido?

En pareja elaboren una historieta utilizando los cuantificadores, así como los sustantivos contables y no contables. Las
imágenes pueden ser recortes de periódicosR revistas; y el personaje principal puede ser conocido o creado por ustedes.

RecuerdHQ que la historieta es una narración gráfica, visualizada mediante una serie de recuadros dibujados a partir de un
tópico previamente escrito, en la que existe un protagonista alrededor del cual gira el argumento; se explica mediante
diálogos breves, movimientos y expresión de los personajes.

Intercambien la historieta con otras parejas para que conozcan el trabajo realizado por las y los demás elijan las tres mejores
atendiendo los siguientes elementos:

1. Contenido (manejo de la información)

2. Extensión

3. Originalidad

4. Empleo de cuUbtificadores

Retroalimenten la actividad y expresen los aspectos positivos y los que deben mejorar. Aclaren dudas si es necesario.

19
BLOQUE CUATRO

Quiero aprender más

Reúnanse en equipo y lleven a cabo un juego de roles; deberán elegir un negocio (frutería, panadería, entre otros) y elaborar
tarjetas de los productos con los que cuenta/ deben contener la imagen del producto, el nombre en inglés y español.
Elaboren billetes de distintas denominaciones.

Cuando el material esté elaborado, lleven a cabo la dramatización de la compra-venta en el contexto del negocio que hayan
elegido.

Pueden intercambiar roles, ya que esto les permitirá conocer y Uad`]Uf gi jcWUVi`Uf]c/ fYWiYfXYb eiY WUXU Yei]dc
fYU`]nUfzjYbhUgXYX]jYfgcg[]fcg"

En plenaria comenten `U ]adcfhUbW]U XY` hŠd]Wc fYj]gUXc m XYhYWhYb gig zfYUg XY cdcfhib]XUX dcf XYgUffc``Uf
]bX]j]XiU`aYbhYmWcac[fidcXYhfUVU^c"

Fuentes de información

H^i^dhZcInternet
http://www.shertonenglish.com/resources/es/vocabulary/containers-and-quantities.php (consulta 08/08/2010)
http://www.englishspeak.com/es/english-lesson.cfm?lessonID=33 (consulta 09/08/2010)
http://www.better-english.com/easier/howmuch.htm (consulta 09/08/2010)

20
 127$6

4761 TEXTO.pdf 26 9/24/13 12:08 PM

 127$6

4761 TEXTO.pdf 26 9/24/13 12:08 PM

 127$6

4761 TEXTO.pdf 27 9/24/13 12:08 PM

 127$6

Este material se terminó de imprimir en octubre de 2013 con un tiraje de 12,000

ejemplares, en talleres de Impresora y Encuadernadora Progreso, S.A. de C.V. (IEPSA),
Calz. San Lorenzo 244, col. Paraje San Juan, CP 09830, México, D.F.

4761 TEXTO.pdf 28 9/24/13 12:08 PM