First Bimonthly

Unit 1

Unit Purpose
The purpose of this unit is to enable you to introduce yourself and others, and to exchange
personal details.
Social Practices:
Establishing and maintaining social contacts.
Giving and obtaining factual information of a personal and non-personal kind.
Unit functions:
1.1. Introducing oneself and other people.
1.2. Asking for and giving personal details.

page 22

page 20

Ingles 1 pl 02.indd 22

23/4/08 16:27:25

Ingle

Personal
Identification

Performance evidence
You will be able to recognize and understand quotidian texts in order to use them
purposefully.
You will be able to use language creatively and appropriately by choosing lexis,
phrases and grammatical resources in order to produce short, relevant texts regarding
factual information of a personal kind.

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23/4/08 16:27:25

Ingles 1 pl 02.indd 23

23/4/08 16:27:31

Lesson

one

Unit one
Greetings
Social practices: Establishing and maintaining social contacts.

In this lesson you will learn: Formal and informal greetings

Circle the correct answers.

The following text is
an interview / an informal chat.

Latin lover says:

Hi! Whats your name?
Happy heart says:
Im Angie.
Latin lover says:
Nice to meet you, Angie. Im Oscar.
Happy heart says:
Nice to meet you too, Oscar. How are you?
Latin lover says:
Fine thanks.
. Where are you from, Angie?
Happy heart says:
Im from

The following text is part of a

formal conversation / an informal chat.

2
Good morning
doctor Wall.
gram.
Welcome to our pro
Dr Wall:
Radio presenter:
Dr Wall:
Doctor Dover:
Radio presenter:

Sugerencias
didcticas

Work in pairs. Compare your answers.

page 24

Unit 1, Personal Identification

1. Pdales que analicen los textos y expliquen cul es la diferencia entre un texto informal y uno formal.

Unit 1

Good morning.
.
This is doctor Dover
How do you do?
How do you do?
Lets begin with

1. Ask students to analyze the texts and explain what the

difference is between an informal text and a formal one.

page 22

 Look at the phrases in exercise 1. Write them in the correct column.

 Formal phrases
How do you do?
Nice to meet you.
Informal phrases
How are you?.
Fine, thanks.
Nice to meet you.

 Work in pairs. Use your notebook to write a list of questions you would like to ask
someone when you chat.

Outside task! Get on the Internet and nd a new friend who speaks English. Chat with him/her.
Use the questions from exercise 4a to help you.

 Go around the class and greet some of your classmates you dont usually talk to.
/XONQSENKHN
Suggestion: You can start your portfolio. A portfolio is a special place where you can keep items and check your
progress. Every time you see this icon in your book, add your work to your portfolio.
You can include your writings and projects you do in class as well as vocabulary and language from the book
that you nd interesting or difcult to remember. You can include things you nd outside of class such as songs,
magazines, articles, or things from the internet, etc. You can also share and compare your portfolio with others
in your class.

page 25

Greetings

1. Si lo considera conveniente, solicite a los educandos que

representen sus dilogos frente al grupo.

1. If your students are comfortable enough with the rest of

the class, you can have them act out their dialogs in front
of the whole class.

page 23

Unit 1

Lesson

two

Unit one
At the Gym Class
Social practices: Establishing and maintaining social contacts.
Giving and obtaining factual information of a personal and non-personal kind.

In this lesson you will learn:

The alphabet. How to give your name and last name.

How to spell your name. How to ask someone to repeat something.

 Look at the alphabet. Listen to your

6Q@BJ


teacher and repeat.

#$%&'()*+,-./01
23456789:;<
 Look at the letters below. Listen to
your teacher and circle the ones your
teacher repeats.
a. k
q
e. a
e
b. s
c
f.
n
m
c. v
b
g. z
c
d. e
i
h. x
s

In your notebook copy the grid. Write

a different letter of the alphabet in each

square. Listen to your teacher and
cross out () the letters that you hear.
Shout BINGO! if you cross out all
the letters.

Listen and choose the correct word.

*DKKNVG@S R
XNTQEHQRSM@LDOKD@RD!

/XM@LDHR

#MSGNMX
#KADQS

1-@MCVG@S R
XNTQK@RSM@LD!

5NQQXB@MXNTR@X
SG@S@F@HM!
)NCVHM)NQCNM

)NCVHM
)NQCNM

2
9G@S@ANTS
XNT!

)14&10
)1&9+0

*NVCNXNTRODKK
CNXNTRODKK
HS!

 Work in pairs. Ask your partner questions to

/L

complete the ID card.

Sugerencias
didcticas

1. Pida a varios escolares que mencionen en voz alta el alfabeto en ingls.

2. Invite a tres menores a que representen el dilogo de la
actividad, luego de escuchar el disco compacto.
3. Sugiera que elaboren en sus cuadernos una credencial
con sus nombres. Indqueles que acten una conversacin similar a la de ejercicio 4 con su propia informacin.
Esto har la actividad ms significativa y ser una oportunidad para practicar como deletrear sus nombres.

Unit 1

page 26

Unit 1, Personal Identification

1. Ask several students to say the alphabet in English aloud.

2. Have three students act out the dialog after listening to the
track on compact disc.
3. Students can create an ID card in their notebooks and fill
in their own names. Then they can act out a conversation
similar to the one in exercise 4 using their own information.
This will make the activity more meaningful and provide
them with the opportunity to practice spelling their own
names.

page 24

Match the pictures with the sports.

1
@__

1
A______

. Swimming
. Baseball
 Volleyball
 Soccer
 Football
 Basketball

2
C______

5
E______

6
B______

4
D______

e rule
Discover th

Match the two columns with a line.

$
#
To ask for repetition we can use the question
How do you spell it?
To ask for the spelling of something we can say
Whats your name, please?
To ask for someones name we can say
Sorry, can you say that again?

DF

)NCVHM)NQCNM

Work with a classmate. You spell the name of a sport and your

Student A: S-O-C-C-E-R
Student B: Soccer

classmate says the word.

(NQLXNTQSD@L Choose a sport and write the name in

your notebook.

Interview your classmates to form your team. Write their

names in your notebook.

DF

(HQRS
D
0@L

Whats your first name?

Whats your last name?
How do you spell it?

SA@KK
D
J
R
@
$
6D@L

.@RS
D
R
0@L

SDR

(TDM

QN
#QST







page 27

At the Gym Class

1. Pida a algunos estudiantes que pasen al frente y representen con mmica los deportes enunciados en la actividad 6.
El resto del grupo adivinar y el que lo represent escribir el nombre del deporte en el pizarrn.

1. Have some students come to the front and mime a different

sport from activity 7. The rest of the class says the name of
the sport. The student who mimed it then writes it on the
board.

2. Invtelos a que usen en la actividad sus nombres o inventen nuevos, y formen equipos para realizarla.

2. Students can use their own names or invent new names to

form teams.

page 25

Unit 1

Lesson

three

Unit one

6Q@BJ


At the Library
Social practices: Establishing and maintaining social contacts.
Giving and obtaining factual information of a personal and non-personal kind.

In this lesson you will learn:

How to ask for and give information about nationalities.

Listen and write T for Tanita and B for Bob.













B
 Hi, can I sit here? _____
T
 Sure. _____
B
 Whats your name? _____
T
 Tanita. _____
B
 Thats a strange name. _____
B
 Whats your last name? _____
T
 Prakid. _____
B
 Wow! Where are you from? _____
T
 Im from Cairo. Im Egyptian. _____
B
 My names Bob. Nice to meet you, Tanita. _____
T
 Nice to meet you too, Bob. _____

 Change seats several times to meet new classmates. Ask your new partners about their names
and nationalities.

e rule
Discover th

Look at the sentences and choose the best option.

Im from Cairo. Im Egyptian.

The contraction Im means:
a) I am
b) I can

Whats your last name?

The contraction Whats means:
a) What are
b) What is

My names Bob.
The contraction names means:
a) name is
b) name are

 Match the sentences with the pictures.

 Im Pablo and
Im from Caracas.
Im Venezuelan.

 Im Tomiko and
Im from Tokyo.
Im Japanese.

 Im Cindy and
Im from Sydney.
Im Australian.

 Im Robert and
Im from Ottawa.
Im Canadian.

Sugerencias
didcticas

 Im Maria and
Im from Mexico City.
Im Mexican.

Ingles 1 pl 02.indd 28

Unit 1

Now you can play the

interactive game Souvenirs from
the World on your CD if you
have a computer.

page 28

Unit 1, Personal Identification

1. Pdales que analicen los textos y expliquen cul es la diferencia entre un texto informal y uno formal.

23/7/08 08:53:53

1. Ask students to analyze the texts and explain what the

difference is between an informal text and a formal one.

page 26

 Work in pairs. Student A: Choose an identity from Exercise 3 and tell your partner your nationality.
Student B: Guess your partners name.

e rule
Discover th
Choose the correct alternative.

DF

Countries and nationalities

start with CAPITAL letters / do not start with CAPITAL letters.

Student A: Im from Tokyo. Im Japanese.

Student B: Youre Tomiko.

Write the country or nationality on the lines.

Mexican
Mexico - ___________________

Canada
___________________
- Canadian

Write the correct country or nationality on the map. Choose words from the box.

'MFK@MC
CCountry: ______________
'MFKHRG
Nationality: ______________

@Country: 75#
American
Nationality: ___________________
. England
. Brazilian
. English
 American
. Japan
. Italy
. Guatemalan
. French

DCountry: (Q@MBD
French
Nationality: _________

Italy
ECountry: __________
+S@KH@M
Nationality: __________

3
FCountry: $Q@YHK
Brazilian
Nationality: _________

Japan
ACountry: _____________
Nationality: _____________
,@O@MDRD
BCountry: )T@SDL@K@
Guatemalan
Nationality: _____________

When you travel, you have to ll in a form

like the one on this page. Complete it with the

corresponding information.

Write the name of 2 countries you would

like to visit.

___________________

___________________

Interview five classmates. Find out their new

names and nationalities.

DF
Whats your first name?
Whats your last name?
Where are you from?
Nice to meet you.
page 29

At the Library

1. Invtelos a que elijan algn pas e investiguen cmo se

escribe y pronuncia su nombre as como el gentilicio y
que los escriban en sus cuadernos. Luego, que uno a uno
lea en voz alta lo que encontr.

1. Ask students to choose a country and to find out how it

is written and pronounced and what the word is for its
nationality and to write them in their notebooks. Then one
by one they read aloud their entries.

2. Pdales que identifiquen en los ejercicios 3 y 5 los nombres pases y de nacionalidades que son muy similares
al nombre en espaol y cules diferentes, por ejemplo,
Italian italiano, Guatemalan guatemalteco.

2. Have students identify which countries and nationalities

from exercises 3 and 5 are similar in Spanish and which are
different, e.g., Italian italiano, Guatemalan guatemalteco.

3. Comnteles que las palabras que se escriben de manera

similar en ingls y espaol reciben el nombre de cognados. Solicite que mencionen algunos ejemplos.

3. Tell students that words that are written in a similar way in

in English and Spanish are called cognates. Then ask them
to give some examples that they know.

page 27

Unit 1

Lesson

four

Unit one

6Q@BJ

At a Party
Social practices: Establishing and maintaining social contacts.
Giving and obtaining factual information of a personal and non-personal kind.

In this lesson you will learn:



How to introduce yourself and others.

Listen to the conversation and order the pictures.

*H/XM@LD
HR%K@TCH@9G@S R
XNTQM@LD!

5GD RAD@TSHETK

0HBDSNLDDS
XNTFTXR 0HBDSNLDDS
XNTSNN%K@TCH@

+R.HKKH@MGHR
1GMN5GDHR
FHQKEQHDMC!
GHRRHRSDQ

1G+RSG@S
5@LNUDQSGDQD!

/XM@LDHR5TR@M
@MCSGHRHRLX
EQHDMC/HJD

your partner.

Hi! My name is Bobby and this is my friend Paddy.

e rule
Discover th

@ Match the sentences with the pictures.

Sugerencias
didcticas

 Work with a partner and nd another pair of classmates to introduce each other and

DF 

;DRGDHR
VHSG.HKKH@M

A Underline the correct word for each picture.

This/That

 This is my brother Alan.

 That is my friend Carlos.

This/That

page 30

Unit 1, Personal Identification

1. Antes de hacer el ejercicio, pregunte en cules situaciones

se presentan a s mismos y en cules a otros.

1. Before doing the exercise, ask students in what situations

they would introduce themselves and others.

2. Organice al grupo en parejas y pdales que se presenten

ante su compaero o compaera y a su profesor o profesora.

2. Put the group into pairs and ask them to introduce their
partner and the teacher to each other.

Unit 1

page 28

 Look at Susans family tree. Is it similar to your family?

1
(@SGDQ#MSGNMX

/NSGDQ+QDMD

/D5TR@M
$QNSGDQ#K@M 5HRSDQ6HM@
 Use your notebook. Draw your family tree with photographs.

DF
This is my father, Carlos.
This is my sister, Ana.

 Work in pairs. Show your family tree to your partner and introduce
your family.

 Choose a name, country of origin and nationality from the list.

Dont tell anybody.

Name

Country of origin

Nationality

Carlos/Carla Da Silva

Brazil

American

Yuriko Koshi

Japan

Japanese

Paolo/Paola Risi

Italy

English

Andr/Ana Brocca

France

French

Now you can play the interactive game The Postal Service on your CD if you have a computer.

Change pairs. Introduce yourself and

 Work in pairs. Introduce yourself to

your partner.

your previous partner to your new partner.

RM
My name is Beatriz

My name is I am from I am ________

I am from Mexico

Susana
and that is my friend __________________
.

(nationality)

(name)

Mexican
I am _____________________
.
(nationality)

He/She is from He/She is _____________.

(nationality)

 Work in pairs. Student A go to page 174, activity A, and Student B go to page 179, activity A.
page 31

At a party

1. Pida a algunos estudiantes que pasen al frente y que presenten a sus compaeros de grupo alguno de los familiares de Susan, con la finalidad de que luego realicen la
actividad con su familia.
2. Solicteles que practiquen ms nacionalidades escribiendo en pedazos de papel diferentes nombres propios, pases de origen y nacionalidades y que los intercambien con
sus compaeros.

1. Ask some students to come to the front and introduce

Susans family members to the class so that students will
later be able to introduce their own family members.
2. You can have students practice more nationalities by writing
different names, countries of origin and nationalities on
different pieces of paper and handing them out to different
students.

page 29

Unit 1