Document Text Contents
Page 1
1Nelly Pérez Islas
English
En
gl
is
h
11
Secundaria 1
Recursos didácticos Recursos didácticos
R
ec
u
rs
o
s
d
id
á
ct
ic
o
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Page 53
3
> PRESENTATION
To the teacher
The way we teach foreign languages, particularly English, has changed radically over the last thirty years. Today, classroom
dynamics are enriched with a host of innovative technical and methodological considerations.
English 1, is student-centered as well as teacher-friendly. It follows the methodology established in the official program and
offers the five thematic units plus an Introductory unit to be covered during the 1st grade in Secondary school. The units
have been designed in modules of three lessons each; the number of lessons agree with the amount of teaching sessions that
conform a school year. A lesson can be covered in a 45-50 minute-class period, nevertheless the timing devoted in each unit
is flexible and will depend on the needs of every group.
The units in English 1 offer the following:
Unit Modules Lessons
Introductory 2 6
1 6 18
2 8 24
3 7 21
4 10 30
5 7 21
The modules, which shape the programmatic basis of this textbook, follow three stages:
• Connecting: introduces students to the topic, the specific notions of language and the communicative functions to be
developed throughout the unit.
• Chatting: engages students to practice what they’ve learned while transferring language concepts to their own reality.
• Downloading: promotes critical thinking skills development and increases accuracy and fluency through oral and written
activities.
A more detailed description of what each stage offers is included in the following section Meet Your Book! (page 4)
English 1 also offers you the following supplementary material:
• Audio CD: aimed to help you engage your students to practice pronunciation and to develop listening strategies. Includes
all listening activities such as dialogues, chants and readings.
• Teacher’s Edition: aimed to help you plan and optimize your teaching strategies. It offers a front matter that reviews
the methodology to be followed; a detailed lesson plan for each week in the school year; ten term exams -two different
evaluations per bimester (A and B); all Student book pages with overwritten answers and teaching suggestions, a
Grammar Reference and the audio scripts.
We are sure that English 1 will be a highly successful tool for you and your students throughout the school year.
To the student
Welcome to English 1, designed to be your companion during your first course in English in Secondary school. This book
is aimed to help you enjoy the learning process of the new language while developing useful strategies to start understanding
and communicating in English.
English 1 is organized in modules of three lessons each that offer a variety of activities that will help you acquire basic
vocabulary and fixed expressions in order to communicate in English with your classmates and teacher during your foreign
language class and to start understanding the language in magazines, songs, TV programs, movies, Internet, games, etc., in
things and activities of your interest. Throughout the book, you will also become familiar with different kinds of texts and
use them for personal and limited purposes.
A very important issue about learning a foreign language is to acquire confidence in using a limited range of structures and
vocabulary so as to speak or write about yourself and/or others. Therefore, English 1 helps you to develop self-confidence and
some basic strategies at learning the language. You will find different activities in the book that engage you to understand,
think, produce and reflect on how to use the language properly in familiar situations. You will also have lots of practice
and fun while working and developing the four skills you need to start managing the new language: speaking, reading,
writing and listening. To help you develop this last skill in an easier way, an audio CD is included in your book. A detailed
description of the way to approach a unit, what each lesson offers and what you will find in the last sections in your book is
included in the section: Meet Your Book!
Finally, we invite you to enjoy every moment of your English course and every page in this book; and we wish you the best of
luck throughout this school year!
Denise and Gustavo
P
R
O
H
IB
ID
A
S
U
V
EN
TA
Page 54
4
> MEET YOUR BOOK!
APPROACHING A UNIT
Let’s all Plug in and start reading about what each unit in this book offers for you to
approach English with enthusiasm and succeed at learning and using the language
in daily life situations. Each unit offers three main components: Unit Presentation,
Unit Modules and Unit Review.
◗ UNIT PRESENTATION: It’s a two-page spread where you will find the following:
On the left-hand-page:
• Pictionary: illustrates in a context, the main vocabulary to learn in the unit.
On the right-hand-page:
• Unit title: establishes the theme and context of the social practices.
• Purpose and Social Practices: a clear overview of what language concepts
you will learn throughout the unit and how to use them to interact in
communicative situations.
• My Personal Predictions and a Pre-Unit Investigation: an invitation to browse
through the unit to find relevant information about the social practices and
functions you will learn in the unit.
◗ UNIT MODULES: According to the number of sessions in each bimestrial term, you
will find a different amount of modules per unit. However, each module always
includes the following three lessons aimed to enable you to connect, learn and
apply English to your interest and needs:
• Connecting: Introduces you to the main topic of the module through an
illustrated dialogue or short text to engage meaningful comprehension of
language and functions. Practice on reading, listening, speaking and writing
for you to produce some performance evidence follows along and finally, you
finish the lesson focusing on developing strategic competences and reflecting
on how you can apply language. This lesson always includes:
a. Words and Expressions: where you learn, reinforce and apply the main
vocabulary in the lesson.
b. Your Turn!: where reflection, application and transferring of knowledge is
performed in your own personal context.
• Chatting: It encourages you to practice and extend language in a different
context Through this lesson your performance evidence will be stronger and
will engage you to consolidate communication in the foreign language. This
lesson includes:
a. Focus!: a task aimed to help you understand and consolidate grammatical
structures being learned in the lesson through practice activities that are
correlated to the Grammar Reference found at the end of the book.
• Downloading: it is the third and last lesson in each module. Here, you will
find new contexts that will enable you to apply your knowledge to daily and
familiar life situations while producing performance evidence, developing
different strategic competences and reflecting on how to use the language
accurately. This lesson always concludes with a Your Turn! activity.
Throughout each module, you will also find the following activities flagged
with specific icons that tell you what the final purpose of the task is:
ERICK: Hi, Sully. you?
SULLY: Erick. I’m fine thanks, and you?
ERICK: fine too, thanks.
MR. TAYLOR: Good afternoon, Mr. Suárez. How do you do?
MR. SUÁREZ: I’m fine, thank you, Mr. Taylor. And you?
MR. TAYLOR: I’m fine, thank you, sir.
ERICK: Hi, Óscar. How are you?
ÓSCAR: Good morning, Erick, I’m fine thanks, and you?
ERICK: I’m fine too, thanks.
SULLY: Good morning, Mr. Taylor.
MR. TAYLOR: Good morning, Sully.
SULLY: May I come in?
MR. TAYLOR: Yes, of course!
ÓSCAR: Mr. Taylor. How do you do?
MR. TAYLOR: Fine thanks, Óscar, and ?
ÓSCAR: I’m fine too, sir, .
a. Good morning b. Good night
a. I b. you
a. thanks b. hi
a. How are b. Who are
a. Good morning b. Good afternoon
a. I’m b. You are
a
window
book chalkblackboard desk (student) desk (teacher)
door janitor marker notebookeraser
pen pencil sharpener principal
ruler
principal’s
office
student studentsschoolbag school
SCHOOL
pencil case
classroom
pencil
teacher
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z
Read the instructions for activities 1 and 2. Underline the action word (verb) in each sentence and rewrite
them on the lines below. Follow the example.
1. Look and . .
2. . and . and stand up.
Answer the question: What are these sentences for? They give you an order or an . These
sentences are imperatives. (Look up the Grammar Reference section-page 230 for more information)
D
ERICK: Look at these ads, Óscar! Do you like
X-treme sports?
ÓSCAR: They’re fantastic! I love mountain biking a
lot, and you?
ERICK: Well, I don’t like mountain biking but I like
hiking a lot with my family.
ÓSCAR: Hiking? No, I don’t like hiking, I prefer
water sports, I love kayaking!
ERICK: Kayaking? What about exploring?
ÓSCAR: Yes! I love exploring, too.
You: Look at the ads (name of a friend)! Do you like X-treme sports?
Friend: They’re horrible! I hate hiking, and you?
My sister and I come to
school on weekdays. I take
classes from 8:00 a.m to
2:00 p.m.
My mom picks
us up at school
at 2:00 p.m.
We get ready for bed
every night around
9:00 p.m.
I take extra math
classes in the
afternoons.
I take a shower and
brush my teeth every
day at 6:30 am.
My sister and I are twins.
My father takes us to school
everyday at 7:00 a.m.
“It’s a quarter past seven.” is in:
Lesson page
The expression: “What’s the time?” is in:
Lesson page
A chart of Óscar’s daily routine is in:
Lesson page
A reading: “Laika the astronaut” is in:
Lesson page
My Personal English File is in:
Lesson page
My Personal Weekly Time Table is in:
Lesson page
The Time Line using: sometimes,
usually, never, always, and often is in:
Lesson page
Belem Guerrero’s biography is in:
Lesson page
“The Western Gorilla” is in:
Lesson page
1. I think that this unit is about:
a. Leisure activities.
b. Classroom activities.
c. Daily activities and routines at
home and at school.
The purpose of this unit is to enable
students to describe actions that happen
daily or periodically in their life or in
the life of people and animals they are
interested in.
Giving and obtaining factual information
of a personal and non-personal kind.
4.1. Asking and telling the time.
4.2.Asking for and giving information
about everyday activities.
P
R
O
H
IB
ID
A
S
U
V
EN
TA
Page 106
1Nelly Pérez Islas
English
En
gl
is
h
11
Secundaria 1
Recursos didácticos Recursos didácticos
R
ec
u
rs
o
s
d
id
á
ct
ic
o
s
1Nelly Pérez Islas
English
En
gl
is
h
11
Secundaria 1
Recursos didácticos Recursos didácticos
R
ec
u
rs
o
s
d
id
á
ct
ic
o
s
Page 53
3
> PRESENTATION
To the teacher
The way we teach foreign languages, particularly English, has changed radically over the last thirty years. Today, classroom
dynamics are enriched with a host of innovative technical and methodological considerations.
English 1, is student-centered as well as teacher-friendly. It follows the methodology established in the official program and
offers the five thematic units plus an Introductory unit to be covered during the 1st grade in Secondary school. The units
have been designed in modules of three lessons each; the number of lessons agree with the amount of teaching sessions that
conform a school year. A lesson can be covered in a 45-50 minute-class period, nevertheless the timing devoted in each unit
is flexible and will depend on the needs of every group.
The units in English 1 offer the following:
Unit Modules Lessons
Introductory 2 6
1 6 18
2 8 24
3 7 21
4 10 30
5 7 21
The modules, which shape the programmatic basis of this textbook, follow three stages:
• Connecting: introduces students to the topic, the specific notions of language and the communicative functions to be
developed throughout the unit.
• Chatting: engages students to practice what they’ve learned while transferring language concepts to their own reality.
• Downloading: promotes critical thinking skills development and increases accuracy and fluency through oral and written
activities.
A more detailed description of what each stage offers is included in the following section Meet Your Book! (page 4)
English 1 also offers you the following supplementary material:
• Audio CD: aimed to help you engage your students to practice pronunciation and to develop listening strategies. Includes
all listening activities such as dialogues, chants and readings.
• Teacher’s Edition: aimed to help you plan and optimize your teaching strategies. It offers a front matter that reviews
the methodology to be followed; a detailed lesson plan for each week in the school year; ten term exams -two different
evaluations per bimester (A and B); all Student book pages with overwritten answers and teaching suggestions, a
Grammar Reference and the audio scripts.
We are sure that English 1 will be a highly successful tool for you and your students throughout the school year.
To the student
Welcome to English 1, designed to be your companion during your first course in English in Secondary school. This book
is aimed to help you enjoy the learning process of the new language while developing useful strategies to start understanding
and communicating in English.
English 1 is organized in modules of three lessons each that offer a variety of activities that will help you acquire basic
vocabulary and fixed expressions in order to communicate in English with your classmates and teacher during your foreign
language class and to start understanding the language in magazines, songs, TV programs, movies, Internet, games, etc., in
things and activities of your interest. Throughout the book, you will also become familiar with different kinds of texts and
use them for personal and limited purposes.
A very important issue about learning a foreign language is to acquire confidence in using a limited range of structures and
vocabulary so as to speak or write about yourself and/or others. Therefore, English 1 helps you to develop self-confidence and
some basic strategies at learning the language. You will find different activities in the book that engage you to understand,
think, produce and reflect on how to use the language properly in familiar situations. You will also have lots of practice
and fun while working and developing the four skills you need to start managing the new language: speaking, reading,
writing and listening. To help you develop this last skill in an easier way, an audio CD is included in your book. A detailed
description of the way to approach a unit, what each lesson offers and what you will find in the last sections in your book is
included in the section: Meet Your Book!
Finally, we invite you to enjoy every moment of your English course and every page in this book; and we wish you the best of
luck throughout this school year!
Denise and Gustavo
P
R
O
H
IB
ID
A
S
U
V
EN
TA
Page 54
4
> MEET YOUR BOOK!
APPROACHING A UNIT
Let’s all Plug in and start reading about what each unit in this book offers for you to
approach English with enthusiasm and succeed at learning and using the language
in daily life situations. Each unit offers three main components: Unit Presentation,
Unit Modules and Unit Review.
◗ UNIT PRESENTATION: It’s a two-page spread where you will find the following:
On the left-hand-page:
• Pictionary: illustrates in a context, the main vocabulary to learn in the unit.
On the right-hand-page:
• Unit title: establishes the theme and context of the social practices.
• Purpose and Social Practices: a clear overview of what language concepts
you will learn throughout the unit and how to use them to interact in
communicative situations.
• My Personal Predictions and a Pre-Unit Investigation: an invitation to browse
through the unit to find relevant information about the social practices and
functions you will learn in the unit.
◗ UNIT MODULES: According to the number of sessions in each bimestrial term, you
will find a different amount of modules per unit. However, each module always
includes the following three lessons aimed to enable you to connect, learn and
apply English to your interest and needs:
• Connecting: Introduces you to the main topic of the module through an
illustrated dialogue or short text to engage meaningful comprehension of
language and functions. Practice on reading, listening, speaking and writing
for you to produce some performance evidence follows along and finally, you
finish the lesson focusing on developing strategic competences and reflecting
on how you can apply language. This lesson always includes:
a. Words and Expressions: where you learn, reinforce and apply the main
vocabulary in the lesson.
b. Your Turn!: where reflection, application and transferring of knowledge is
performed in your own personal context.
• Chatting: It encourages you to practice and extend language in a different
context Through this lesson your performance evidence will be stronger and
will engage you to consolidate communication in the foreign language. This
lesson includes:
a. Focus!: a task aimed to help you understand and consolidate grammatical
structures being learned in the lesson through practice activities that are
correlated to the Grammar Reference found at the end of the book.
• Downloading: it is the third and last lesson in each module. Here, you will
find new contexts that will enable you to apply your knowledge to daily and
familiar life situations while producing performance evidence, developing
different strategic competences and reflecting on how to use the language
accurately. This lesson always concludes with a Your Turn! activity.
Throughout each module, you will also find the following activities flagged
with specific icons that tell you what the final purpose of the task is:
ERICK: Hi, Sully. you?
SULLY: Erick. I’m fine thanks, and you?
ERICK: fine too, thanks.
MR. TAYLOR: Good afternoon, Mr. Suárez. How do you do?
MR. SUÁREZ: I’m fine, thank you, Mr. Taylor. And you?
MR. TAYLOR: I’m fine, thank you, sir.
ERICK: Hi, Óscar. How are you?
ÓSCAR: Good morning, Erick, I’m fine thanks, and you?
ERICK: I’m fine too, thanks.
SULLY: Good morning, Mr. Taylor.
MR. TAYLOR: Good morning, Sully.
SULLY: May I come in?
MR. TAYLOR: Yes, of course!
ÓSCAR: Mr. Taylor. How do you do?
MR. TAYLOR: Fine thanks, Óscar, and ?
ÓSCAR: I’m fine too, sir, .
a. Good morning b. Good night
a. I b. you
a. thanks b. hi
a. How are b. Who are
a. Good morning b. Good afternoon
a. I’m b. You are
a
window
book chalkblackboard desk (student) desk (teacher)
door janitor marker notebookeraser
pen pencil sharpener principal
ruler
principal’s
office
student studentsschoolbag school
SCHOOL
pencil case
classroom
pencil
teacher
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z
Read the instructions for activities 1 and 2. Underline the action word (verb) in each sentence and rewrite
them on the lines below. Follow the example.
1. Look and . .
2. . and . and stand up.
Answer the question: What are these sentences for? They give you an order or an . These
sentences are imperatives. (Look up the Grammar Reference section-page 230 for more information)
D
ERICK: Look at these ads, Óscar! Do you like
X-treme sports?
ÓSCAR: They’re fantastic! I love mountain biking a
lot, and you?
ERICK: Well, I don’t like mountain biking but I like
hiking a lot with my family.
ÓSCAR: Hiking? No, I don’t like hiking, I prefer
water sports, I love kayaking!
ERICK: Kayaking? What about exploring?
ÓSCAR: Yes! I love exploring, too.
You: Look at the ads (name of a friend)! Do you like X-treme sports?
Friend: They’re horrible! I hate hiking, and you?
My sister and I come to
school on weekdays. I take
classes from 8:00 a.m to
2:00 p.m.
My mom picks
us up at school
at 2:00 p.m.
We get ready for bed
every night around
9:00 p.m.
I take extra math
classes in the
afternoons.
I take a shower and
brush my teeth every
day at 6:30 am.
My sister and I are twins.
My father takes us to school
everyday at 7:00 a.m.
“It’s a quarter past seven.” is in:
Lesson page
The expression: “What’s the time?” is in:
Lesson page
A chart of Óscar’s daily routine is in:
Lesson page
A reading: “Laika the astronaut” is in:
Lesson page
My Personal English File is in:
Lesson page
My Personal Weekly Time Table is in:
Lesson page
The Time Line using: sometimes,
usually, never, always, and often is in:
Lesson page
Belem Guerrero’s biography is in:
Lesson page
“The Western Gorilla” is in:
Lesson page
1. I think that this unit is about:
a. Leisure activities.
b. Classroom activities.
c. Daily activities and routines at
home and at school.
The purpose of this unit is to enable
students to describe actions that happen
daily or periodically in their life or in
the life of people and animals they are
interested in.
Giving and obtaining factual information
of a personal and non-personal kind.
4.1. Asking and telling the time.
4.2.Asking for and giving information
about everyday activities.
P
R
O
H
IB
ID
A
S
U
V
EN
TA
Page 106
1Nelly Pérez Islas
English
En
gl
is
h
11
Secundaria 1
Recursos didácticos Recursos didácticos
R
ec
u
rs
o
s
d
id
á
ct
ic
o
s
