Student’s Book A1.

2
skool.co
 SPEAKING LISTENING SPEAKING LISTENING

• Recite the alphabet.
• Ask and give the time.
• Introduce oneself.
• Greet people and say goodbye.
• Ask and give basic information.
• Talk about peoples’ nationality.
• Understand personal information
questions.
• Understand greetings and farewells.
• Understand spelled words.
• Identify family members, occupations
and characteristics.
• Describe daily activities.
• Talk about preferences related to food,
drinks, music and sports.
• Express quantity.
• Describe physical appearance.
• Refer to people’s possessions.
• Understand dialogues related to
sports, people’s routines.
• Understand physical descriptions.
• Identify different prepositions of place.

WRITING LANGUAGE FOCUS WRITING LANGUAGE FOCUS

• Write personal information. • Verb to Be. Affirmative, negative
• Write short texts about daily activities. • Simple present. Affirmative, negative
• Write about people characteristics. and interrogative
• Use there is/are according to the and interrogative.
• Describe peoples’ general location. • Prepositions of time
context. • Possessive adjectives.
• Identify and use time prepositions. • Wh- questions.
• Use different pronouns and adjectives • Prepositions of place.
in a text. • Quantifiers.
• Write a composition about one’s • There is / are.
house using vocabulary and locating
objects.

READING VOCABULARY

• Nationalities READING VOCABULARY

• Recognize personal pronouns in a
text. • Family members
• Numbers • Locate objects, people’s in different • Frequency adverbs
• Understand the congugation of the • House elements.
verb to Be. • Days, months. places in a text.
• Occupations. • Understand short paragraphs about • Physical characteristics.
• Understand information about • Sports and musical instruments.
peoples’ occupations and • Places around the city. everyday actions.
• Understand information presented in • Ordinal numbers
nationalities.
short ads.
• Identify verbs in a text used in simple
present.

A1.1 A1.2
GETTING TO KNOW YOU Marco ALL ABOUT ME
Común
Europeo
A1.3 A1 A1.4
LIVING IN THE CITY YOU CAN DO IT

SPEAKING LISTENING SPEAKING

• Ask about places in a city.
• Ask for and give directions.
• Make and accept invitations.
• Describe and give opinion about the
weather.
• Ask about prices when going shopping.
• Accept and decline invitations.
• Identify object pronouns in small
dialogues.
• Understand instructions and directions
on how to get to places.
• Understand opinions about the weather.
• Talk about talents and abilities. LISTENING
• Make polite requests.
• Make suggestions and • Understand basic conversations on the
recommendations. phone.
• Understand modal verbs in everyday
• Express obligation. dialogues and their contexts.
• Make predictions about the future
and plans.

WRITING LANGUAGE FOCUS

LANGUAGE FOCUS
WRITING
• Describe what people are wearing. • Quantifiers.
• Modal verbs. Can, Could, Would
• Write a letter to describe current actions that • Object pronouns. • Write short and simple texts Should, Must, Have to, Will and May.
are happening. • Imperatives. about one’s obligations, plans, • Be going to.
• Write a short composition about the most • Present progressive. activities and predictions. Affirmative, negative and interrogative.
popular places in a city.

READING VOCABULARY READING VOCABULARY

• Understand information presented • Understand basic rules at one’s • Workplace vocabulary

• Adverbs of place.
about prices and items at a store. workplace. • Adverbs of manner.
• Some and Any.
• Can infer meaning from texts related to • Understand predictions of the • Horoscope.
• Clothing.
weather conditions. horoscope. • Abilities.
• Weather.
• Understand texts about clothing items, • Identify one’s abilities in a written • Ailments
• Cities.
weather conditions and activities context.
perfomed in several places. • Understand polite and impolite
expressions in a paragraph.
• Infer duties from a job description.
 Student’s Book A1.2 All about me

A1: A1.1 A1.2 A1.3 A1.4

A A2: A2.1 A2.2 A2.3 A2.4

M . C. E .
Marco Común Europeo
B1: B1.1 B1.2 B1.3 B1.4

B B2: B2.1 B2.2 B2.3 B2.4

 OBJETIVOS - A1.2
Pag.

A busy day: Lesson 1 & 2 4-6

Talk about daily routines using common frequency adverbs -
Hablar acerca de rutinas diarias usando adverbios de frecuencia comunes.

Describe everyday activities using the simple present in affirmative sentences -

Describir actividades cotidianas usando el presente simple en oraciones afirmativas.

A Piece of Cake!: Lesson 3 & 4 8 - 10

Talk about food and beverages using expressions of quantity -
Hablar acerca de comida y bebidas usando expresiones de cantidad.

Ask about people’s likes and preferences regarding food -

Preguntar acerca de los gustos y preferencias de la gente respecto a la comida.

Play With Me!: Lesson 5 & 6 12 - 14

Answer questions about my sports and music preferences -
Responder a preguntas relacionadas con mis preferencias musicales y deportivas.

Ask about people’s information by using wh- questions -

Preguntar acerca de información de las personas a través del uso de las preguntas informativas “Wh -“.

Review & Progress Assessment 16

Looking good!: Lesson 7 & 8 18 - 20

Describe physical appearance through the usage of descriptive adjectives -
Describir apariencia física a través del uso de los adjetivos descriptivos.

Refer to people’s possessions by using possessive adjectives -

Referirse a las posesiones de las personas usando los adjetivos posesivos.

It’s right there!: Lesson 9 & 10 22 - 24

Describe locations of objects indoors by using prepositions of place -
Describir la ubicación de objetos en lugares interiores usando las preposiciones de lugar.

Talk about house elements using articulated sentences -

Hablar acerca de elementos domésticos usando oraciones articuladas.

Home sweet home!: Lesson 11 & 12 26 - 28

Describe parts of the house using the expressions ‘There is’ and ‘There are’ -
Describir partes de la casa usando las expresiones “There is” y “There are”.

Define order by using ordinal numbers -

Definir el orden usando números ordinales.

Review & Progress Assessment 30

 Felicitaciones!
!

has tomado una gran decisión

Hoy inicia tu experiencia como estudiante de una segunda lengua,

la más importante de todas: ¡El Inglés!

Académica, profesional y personalmente estás dando un gran paso.

El bilingüismo te transformará poco a poco en un ciudadano del
mundo, incrementará tus oportunidades y facilitará que alcances esas
metas que tanto has perseguido.

Skool English Institute ha desarrollado este programa de enseñanza

especialmente para personas emprendedoras como tú, teniendo como
base el Marco Común Europeo de Referencia y aplicando principios de
programación neurolingüística (PNL) en su metodología. Un programa,
que fortalecido con el uso de la tecnología y el aprendizaje
significativo, te permitirá, además de vivir una experiencia única y
enriquecedora, aprender más fácil y rápidamente el idioma Inglés.

¡Bienvenido!

Juan Guillermo Ochoa Alarcón

C.E.O.

Skool English Institute

 Lesson1
Objectives
Input

I will be able to - Seré capaz de:

A busy day
• Talk about daily routines using common frequency adverbs -
Hablar acerca de rutinas diarias usando adverbios de frecuencia comunes.
•Describe everyday activities using the simple present in affirmative sentences -
Describir actividades cotidianas usando el presente simple en oraciones afirmativas.

Word Bank
(To) Go - Ir (To) Watch - Ver (To) Work - Trabajar (To) Study - Estudiar

Always - Siempre Everyday - Todos los días (To) have breakfast - Desayunar
Usually - Generalmente Weekend - Fin de semana (To) have lunch - Almorzar
Sometimes - A veces Early - Temprano (To) have dinner - Cenar
Never - Nunca Late - Tarde (To) have a snack - Merendar

(To) Wake up - Despertarse (To) go out - Salir (To) take a shower - Bañarse
(To) Get up - Levantarse (To) go to bed - Irse a dormir (To) take a nap - Tomar una siesta

Language Focus
Simple present affirmative - Presente simple afirmativo.
Utilizamos el presente simple en su forma afirmativa
para hablar acerca de actividades cotidianas. Se
debe poner el verbo (actividad) después del sujeto
(persona, animal o cosa).

Third Person - Tercera persona: ‘-s’ y ‘- es’

Agregamos ‘-s’ o ‘-es’ al final de un verbo cuando
usamos la tercera persona del singular: He, She, It o un
nombre de una persona, animal o cosa en una
oración afirmativa.

I work in an office - Yo trabajo en una oficina.

We study English - Nosotros estudiamos inglés.
You have lunch at home - Tú almuerzas en casa.

He works in an office - Él trabaja en una oficina.

She studies English - Ella estudia inglés.
Bob has dinner late - Bob cena tarde.

4
 5
In Context
1. I get up early - Me levanto temprano.
2. You work at night - Usted trabaja en la noche.
3. We study English everyday - Nosotros estudiamos inglés todos los días.
4. They go out on weekends - Ellos salen los fines de semana.
5. Sarah goes to church on Sundays - Sara va a la iglesia los domingos.
6. My brother watches TV on Sunday morning - Mi hermano ve TV el domingo en la mañana.
7. My cat takes a nap in the afternoon - Mi gato toma una siesta en la tarde.
8. I never wake up late - Yo nunca me despierto tarde.
9. My parents usually have lunch at 1:00 pm - Mis padres generalmente almuerzan a la 1:00 pm.
10. She sometimes has a snack at 11 am - Ella a veces merienda a las 11 am.

Siga las instrucciones

Drill: Follow your teacher's instructions. de su profesor(a).

Reading Comprehension
Read the sentences and organize them to create Dylan’s daily routine.

Dylan's daily routine

Use numbers from 1 to 12 to order Dylan’s daily routine -
Use los números del 1 al 20 para ordenar la rutina diaria de Dylan.
___ He works part-time.
___ When Dylan gets home he surfs the internet and chats with his friends.
___ Dylan wakes up very early every day, usually at 6 am.
___ Next, he has dinner with his wife.
___ Finally, he watches TV for a bit and goes to bed at midnight.
___ He always works all morning.
___ In the afternoon, he studies Korean from 2 - 4 pm.
___ Then, he has breakfast at about 6 :30 am.
___ He gets up 10 minutes later.
___ After breakfast, he takes a shower and gets dressed.
___ At noon he has lunch with his workmates at a restaurant nearby.
___ At 7 he goes to work to his office downtown, it takes an hour to arrive.

What words or expressions from the text mean - Qué palabras o expresiones del texto significan:

Vestirse - ______________________ Cercano - _____________________________

Medio tiempo - _______________ Mediodía - ____________________________
Medianoche - _________________ Un poquito / un ratito - ________________

Listening
Write the sentences or questions that you hear - Escriba las oraciones o preguntas que escuche.
1.
2.
3.
4.
5.

Laugh and Learn

Follow your teacher’s instructions - Siga las instrucciones de su profesor/a.
 Lesson2 Output

Objectives
Now I can - Ahora puedo:
“Motivation is what gets you started.

• Talk about daily routines using common frequency adverbs -

Habit is what keeps you going.”
Jim Ryun

Hablar acerca de rutinas diarias usando adverbios de frecuencia comunes.

• Describe everyday activities using the simple present in affirmative sentences -
Describir actividades cotidianas usando el presente simple en oraciones afirmativas.

Language Practice
Change the sentences to third person singular -
Cambie las oraciones a tercera persona del singular.

1. We work everyday - ____________________________________________________________________

2. My cousins have dinner with me - ______________________________________________________
3. They usually watch TV at night - ________________________________________________________
4. They sometimes take a nap - ___________________________________________________________
5. You never have dinner with your workmates - ___________________________________________
6. They go out to the mall with my niece - _________________________________________________
7. John and Matt go to school in the morning - ____________________________________________
8. I take a shower at night - _______________________________________________________________
9. We study at Los Angeles University - _____________________________________________________
10. My parents have lunch at home - _____________________________________________________

Siga las instrucciones

Drill: Follow your teacher's instructions. de su profesor(a).

Integrated Skills
Writing
A. Guided Practice

Unscramble the sentences - Organice las frases.

1. study / friends / His / saturday. / every 1. _______________________________________________

2. work / Her / and / morning. / I / every / cousins
3. a snack / afternoon. / at 3pm / have / You
4. always / study / We / weekends. / on
5. take / You / early / very / a shower / in the morning.
6. go / to the / My / never / friends / cinema.
2. _______________________________________________
3. ______________________________________________
4. ______________________________________________
5. ______________________________________________
6. ______________________________________________

6
B. Autonomous Practice 7
Write a paragraph about your daily routine. Use the reading comprehension text as
a model -
Escriba un párrafo acerca de su rutina diaria. Use el texto de la comprensión de lectura
como modelo.

Speaking
A. Guided Practice
In pairs, ask your partner about Billy’s daily routine using the model question
according to the pictures -
En parejas pregúntale a tu compañero acerca de la rutina de Billy usando la pregunta
modelo de acuerdo a las imágenes.

What time does Billy get up? What time does Billy ...?
7:00 am 7:15 am

What time does Billy ...? What time does Billy ...?

7:30 am 8:00 pm

What time does Billy ...? What time does Billy ...?

10:00 pm 11:45 pm

B. Autonomous Practice
In pairs talk about your daily routine. Take notes on your partner’s answers. Then
report the information to the rest of the class using the third person -
En parejas, hablen acerca de su rutina diaria. Tome notas sobre las respuestas de su
compañero. Luego reporte al resto de la clase usando la tercera persona del singular.

Listening
Change the sentences to the third person in singular -
Cambie las oraciones a la tercera persona en singular.

1. at 8am.
2. at 7pm.
3. at noon.
4. from 3 to 5:30pm.
5. at midnight.
 Lesson3 Input

Objectives
I will be able to - Yo seré capaz de:
A piece of cake!

• Talk about food and beverages using expressions of quantity -

Hablar acerca de comida y bebidas usando expresiones de cantidad.
•Ask about people’s likes and preferences regarding food -
Preguntar acerca de los gustos y preferencias de la gente respecto a la comida.

Word Bank
(To) Eat - Comer (To) Drink - Beber (To) Prefer - Preferir (To) Like - Gustar

Bread - Pan Water - Agua Rice - Arroz

Cheese - Queso Milk - Leche Cake - Torta
Ham - Jamón Juice - Jugo Cookies - Galletas
Fish - Pescado Coffee - Café Hot - Caliente
Meat - Carne Tea - Té Cold - Frío
Egg - Huevo Soda - Gaseosa Cup - Taza
Salad - Ensalada Cocoa - Chocolate (bebida) Glass - Vaso

For breakfast - Al desayuno A cup of - Una taza de A lot - Bastante / mucho

For lunch - Al almuerzo A glass of - Un vaso de A lot of - Mucho (de algo)
For dinner - A la cena / comida A piece of - Un pedazo de A little bit of - Un poquito de

Language Focus
Simple present Negative and Interrogative

Para hacer negaciones con verbos diferentes al To Be, es necesario emplear

los auxiliares negativos Don’t & Doesn’t después del sujeto.

I
You I don’t eat meat - Yo no como carne.
We Don´t You don’t drink alcohol - Tú no bebes alcohol.
We don’t like Mexican food - A nosotros no nos gusta la comida mexicana.
They

She She doesn’t like tea - A ella no le gusta el té.

He Doesn´t He doesn’t work here - Él no trabaja aquí.
It It doesn’t eat apples - No come manzanas.

Para crear preguntas simples con verbos diferentes al “To be”, se deben usar los auxiliares Do & Does
antes del sujeto.

I Do you eat fish? Does she eat fish?

You Yes, I do. / No, I don’t. She Yes, she does. / No, she doesn’t.
Do We Does He
Do they like pizza? Does he drink beer?
They It Yes, he does. / No, he doesn’t.
Yes, they do. / No, they don’t.
8
 9
In Context
1. I like milk but she likes soda - A mi me gusta la leche pero a ella le gusta la gaseosa.
2. She drinks a lot of water everyday - Ella bebe mucha agua todos los días.
3. They prefer to eat bread and cheese for breakfast - A ellos les gusta comer pan y queso al desayuno.
4. My parents don’t eat meat for lunch - Mis padres no comen carne en el almuerzo.
5. My wife doesn’t like yoghurt. She prefers juice - A mi esposa no le gusta el yogur. Ella prefiere jugo.
6. Bob doesn’t drink milk and he doesn’t eat meat - Bob no bebe leche y no come carne.
7. Does he eat a lot? Does he like rice? - ¿Él come mucho? ¿A él le gusta el arroz?
8. Do you prefer a cup of coffee or tea? - ¿Ustedes prefieren una taza de café o té?
9. Does your son like to eat meat or chicken? - ¿A su hijo le gusta comer carne o pescado?
10. Does he eat a tuna fish sandwich for dinner? - ¿Él come un sándwich de atún en la cena?

Siga las instrucciones

Drill: Follow your teacher's instructions. de su profesor(a).

Reading Comprehension
Do you want a cup of coffee?
Coffee is the third most popular drink in the world. Only tea and water are more popular than coffee. In fact, more
than 85% of adults in the United States like to drink coffee. A lot of people in North America prefer to start their day
with a hot cup of coffee. It’s also common to take a coffee break at work. Coffee contains a substance called
caffeine. In humans caffeine is a stimulant. It helps you feel more awake and alert.
Coffee is also a social drink. People go to coffee shops to meet friends and do business. In North America, these
coffee shops offer a variety of possibilities to coffee lovers. A latte is coffee with steamed milk. A cafe mocha is
coffee with steamed milk and some chocolate added to it. Coffees with different added flavors are very popular.

According to the text, answer the questions - What words or expressions from the text mean -
De acuerdo al texto, responda las preguntas. Qué palabras o expresiones del texto significan:

1. Do people prefer coffee over tea? Despierto - __________________________

___________________________________________________ Sabores agregados - _________________
2. Does caffeine make you feel more awake and alert?
Vaporizado(a) - _____________________
___________________________________________________
3. Does latte have some chocolate added to it? Sustancia - __________________________
___________________________________________________

Listening
Write the sentences that you hear - Escriba las oraciones que escuche.

1. He ___________ drink a glass of juice ______ _____________. He ___________ coffee.

2. She doesn’t ___________ to eat chicken. She prefers to eat ___________ and ___________ .
3. _____ ______ ________ to eat your sandwich now or later?
4. Alex ___________ to eat a cheeseburger _____ ______________.
5. Does _____ _______ drink a ______ _____ ________ at 5 pm?

Laugh and Learn

Follow your teacher’s instructions -
Siga las instrucciones de su profesor/a.
 Lesson 4 Output

Objectives
Now I can - Ahora puedo:
• Talk about food and beverages using common vocabulary -
Hablar acerca de comida y bebidas usando vocabulario común.
“Opportunities don’t happen,
you create them.”
Chris Grosser

• Ask about people’s likes and preferences regarding food -

Preguntar acerca de los gustos y preferencias de la gente respecto a la comida.

Language Practice
Complete the chart with the missing information -
Complete el cuadro con la información faltante.

Question Affirmative Negative

Do you like to eat vegetables? Yes, we like to eat vegetables. No, we don’t like to eat vegetables.

Yes, my neighbors prefer to drink beer.

Does she eat fish?

Yes, Paul speaks Italian.

No, I don’t drink hot coffee.

Siga las instrucciones

Drill: Follow your teacher's instructions. de su profesor(a).

Integrated Skills
Writing
A. Guided Practice
Translate - Traduzca.

1.¿Él come pescado al almuerzo? - ____________________________________________________________________________

2. ¿Ella prefiere té y pastel o café y pan? - ______________________________________________________________________

3. ¿Ellos van al restaurante los fines de semana? - ______________________________________________________________

4. Ustedes no comen ensalada todos los días - ________________________________________________________________

5. Ella no come carne, ella prefiere comer pescado - __________________________________________________________

6. ¿Ellas beben leche con galletas en la tarde? - _______________________________________________________________

7. Mis amigos no estudian los sábados, ellos trabajan en el restaurante - _______________________________________

____________________________________________________________________________________________________________

8. ¿Usted se levanta temprano? - ______________________________________________________________________________

10 9. ¿Ustedes beben cerveza o gaseosa? - ______________________________________________________________________

10. Mi amigo Ryan no habla español, él habla alemán - _______________________________________________________

B. Autonomous Practice 11
Write 5 sentences about your friends and relatives using the vocabulary and expressions
you have learned -
Escribe 5 oraciones acerca de tus amigos y familiares usando el vocabulario y expresiones
que has aprendido.

1._________________________________________________________________________________________

2._________________________________________________________________________________________

3._________________________________________________________________________________________

4._________________________________________________________________________________________

5._________________________________________________________________________________________

Speaking
A. Guided Practice
Read the conversation with your partner, then read it again
switching roles -
Lea la conversación con su compañero/a, luego léala de
nuevo cambiando de roles.

A. Tania, do you want some chicken for lunch today?

B. Umm … I don’t really like chicken.
A. Oh, OK. Well... what about fish. Do you like fish?
B. Yes, fish is alright. Do we have vegetables for a salad?
A. Yes, we do. We have potatoes, too. How about some French fries?
B. OK. That sounds good. And to drink? Soda or fruit juice?
A. I prefer juice.
B. So, fish, salad, French fries and juice.
A. That’s right. Sounds yummy!

B. Autonomous Practice
Get information about what your classmates eat or drink for breakfast, lunch and
dinner using yes/no questions. Complete the chart (first with your information and then
with your partners’) - Obtenga información acerca de lo que sus compañeros comen o
beben al desayuno, almuerzo y comida usando preguntas de Sí/No. Complete el cuadro
(primero con su información y luego con las de sus compañeros).

Ex. What do you usually eat for breakfast?

Me Partner A Partner B

For breakfast

For lunch

For dinner

Listening
Write complete answers to the questions you hear -
Escriba respuestas completas a las preguntas que escuche.

1.
2.
3.
4.
5.
 Lesson 5 Input

Objectives
I will be able to - Yo seré capaz de:
Play With Me!

• Answer questions about my sports and music preferences -

Responder a preguntas relacionadas con mis preferencias musicales y deportivas.
• Ask about people’s information by using wh- questions -
Preguntar acerca de información de las personas a través del uso de las
preguntas informativas “Wh-“.

Word Bank
(To) Play - Jugar (To) Want - Querer (To) Learn - Aprender (To) Know (how) - Saber / Conocer

Sports - Deportes Stadium - Estadio Also - También

Game - Juego Player - Jugador Either - Tampoco
Match - Partido Coach - Entrenador Fast - Rápido
Rules - Reglas Team - Equipo Slow - Lento
Videogame - Videojuego Favorite - Favorito Ball - Balón

Very good - Muy bueno Soccer field - Cancha de fútbol

Very well - Muy bien Basketball court - Cancha de baloncesto
Excellent - Excelente Musical instruments - Instrumentos musicales

Language Focus
Auxiliary verb Do - Verbo auxiliar Do.

Recordemos que los auxiliares Do / Does se usan en la construcción de frases negativas e interrogativas,
cuando se emplea un verbo diferente al verbo To Be (ser/estar), el cual no requiere un verbo auxiliar.

Con los pronombres I / You / We / They usamos el auxiliar Do. Con los pronombres He / She / It usamos
el auxiliar Does.
Para hacer preguntas de información simplemente anteponemos una palabra Wh- (What, Where, When,
Who, How, Why, Which) al auxiliar.

What do you eat? - Which video game do you prefer? -

¿Qué come usted? ¿Cuál video juego prefieres?

Why does she work at night? - When does she play basketball? -
¿Por qué trabaja ella de noche? ¿Cuándo juega ella baloncesto?

Where does he study? - Which team do they like? -

¿Dónde estudia él? ¿Que equipo les gusta a ellos?

12
In Context 13
1. I play soccer with my friends every weekend - Yo juego fútbol con mis amigos cada fin de semana.
2. His kids don’t play on the volleyball team - Sus niños no juegan en el equipo de voleibol.
3. Jessie’s mom likes to play the guitar - A la mamá de Jessie le gusta tocar la guitarra.
4. We play basketball but we don’t play soccer - Nosotros jugamos baloncesto, pero no jugamos fútbol.
5. The little boy knows the rules of the game - El niño conoce las reglas del juego.
6. I don’t know how to play the drums, but I want to learn - Yo no sé cómo tocar los tambores, pero quiero aprender.
7. Do you know my new coach? - ¿Conoces a mi nuevo entrenador?
8. Does your aunt know how to speak Spanish? - ¿Su tía sabe (cómo) hablar español?
9. What musical instruments does our teacher play? - ¿Qué instrumentos toca nuestro profesor?
10. Where does she want to learn English? - ¿Dónde quiere ella estudiar Inglés?

Siga las instrucciones

Drill: Follow your teacher's instructions. de su profesor(a).

Reading Comprehension
Soccer World Cup 2018
Soccer is a very popular sport in many countries. To play, we need two teams with eleven players each (including
the goalie or goalkeeper). Players can move the ball with any body part except their hands and arms (except for
the goalie). They need to think and move fast. The objective of the game is to score a goal in the opposing team's
net. Some of the most famous soccer players are Pelé, Ronaldinho, Diego Maradona, Messi and Ronaldo.

The World Cup, the biggest soccer party, is celebrated every four years. Millions of people around the world watch
the games on T.V. Thirty-two teams from around the world compete in this tournament. In 2014 the World Cup was in
Brazil from June 12th to July 13th, 2014. Germany is the 2014 Soccer World Cup Champion. James Rodríguez was
the top scorer and Lionel Messi was the best player. The next World Cup will be in Russia, in 2018.

Answer the questions according to the text - Responda las preguntas según el texto.
1. Who is the top scorer of the last World Cup? _____________________________________________________
2. Where do the teams come from? ________________________________________________________________
3. What is the objective of the game? ______________________________________________________________
4. Where and when do we celebrate the next World Cup? ___________________________________________

What words or expressions from the text mean - Qué palabras o expresiones del texto significan:
Alrededor del mundo - _________________________
Torneo - ________________________________________
Cada 4 años - __________________________________
Algunos de lo más famosos - _____________________

Listening
Write the sentences that you hear - Escriba las oraciones que escuche.

1.
2.
3.
4.
5.

Laugh and Learn

Follow your teacher’s instructions - Siga las instrucciones de su profesor(a).
 Lesson6 Output

Objectives
Now I can - Ahora puedo:
• Talk about sports and music using basic vocabulary -
“We are what we repeatedly do.
Excellence, therefore, is not an

Hablar acerca de deportes y musica usando vocabulario básico.

act but a habit.”
Aristotle

• Ask about people’s information by using wh- questions -

Preguntar acerca de información de las personas a través del uso
de las preguntas informativas “Wh-“.

Language Practice
Create Wh- questions for the following answers -
Cree preguntas Wh- para las siguientes respuestas.

1. __________________________________________ - She plays video games.

2. ___________________________________________ - We study at English Skool.
3. ___________________________________________- I go on weekends.
4. ___________________________________________ - Matthew is my coach.
5. ___________________________________________ - They prefer soccer.

Siga las instrucciones

Drill: Follow your teacher's instructions. de su profesor(a).

Integrated Skills
Writing
A. Guided Practice
Translate - Traduzca.

1. Yo estudio todos los días. Me gusta aprender - ______________________________________________________

2. Mi padre sabe (cómo) tocar la guitarra - ____________________________________________________________

3. Jackie quiere aprender a jugar este juego - _________________________________________________________

4. Su hija sabe eso muy bien - _________________________________________________________________________

5. Mi jefe conoce a su esposo. Ellos trabajan juntos - ____________________________________________________

6. ¿Quiere usted conocer mi oficina? No es muy grande - _______________________________________________

7. ¿Dónde quieres almorzar hoy? - _____________________________________________________________________

8. Ese hombre es el entrenador del equipo - ____________________________________________________________

9. ¿Cuándo juega el equipo en ese estadio? - __________________________________________________________

14
10. Ellos tiene que saber acerca de esto - ______________________________________________________________
 15

B. Autonomous Practice
Write three questions about one of
your classmates using wh- questions -
Escriba tres preguntas acerca de uno
de sus compañeros usando preguntas
con “Wh-“.

1.
2.
3.

Speaking
A. Guided Practice - Ask me!
Ask these questions to a classmate. Then, she/he will answer with a complete sentence -
Haga estas preguntas a un/a compañero/a. Luego, ella/él las responderá con una frase completa.

1. Do you know the president? / a famous person / the secretary

2. Do you know how to spell your last name in English? / grandmother’s name / teacher’s last name
3. Does your cousin like meat? / cheese / banana
4. Where does your mother play soccer? / volleyball / guitar
5. When does she want to work? / study / play
6.What time does she go to bed? / get up / do her homework

B. Autonomous Practice
Pair work: ask a partner the questions you created in the writing
section. Prepare a presentation for your class using the information
you obtained –
Trabajo en parejas: haga a un compañero las preguntas que creó en la
sección Writing. Prepare una presentación para su clase usando la
información que obtuvo.

Listening
Write and answer the questions that you hear - Escriba y responda las preguntas que escuche.

1.
2.
3.
4.
5.
 Review & Progress Assessment Part1

(30 Minutes)
In pairs remember the topics you have studied from lesson 1 through 6 and fill in the chart -
En parejas, recuerde los temas que ha estudiado desde la lección 1 hasta la 6 y llene el cuadro.

Lessons 1 & 2 Lessons 3 & 4 Lessons 5 & 6

Topic: Topic: Topic:

Language focus: Language focus: Language focus:

Example: Example: Example:

Challenging Vocabulary: Challenging Vocabulary: Challenging Vocabulary:

(10 Minutes)
Individually, reflect on your own process and do a self-evaluation about each one of the
objectives of the lessons, marking in front of each competence if you comply or need
reinforcement -
De manera individual, reflexione acerca de su propio proceso y haga una autoevaluación
acerca de cada uno de los objetivos de las lecciones, marcando en frente de cada
competencia si cumple o necesita refuerzo.

Needs
Competences Complies
reinforcement
Talk about daily routines using common
frequency adverbs.

Describe everyday activities using the simple

present in affirmative sentences.

Talk about food and beverages using expressions

of quantity.

Ask about people’s likes and preferences regarding food.

Answer questions about my sports and music preferences.

Ask about people’s information by using wh- questions.

16
 17

(20 Minutes)
Follow your teacher’s instructions - Siga las instrucciones de su profesor/a.

Output Lesson Check Lesson 2 Lesson 4 Lesson 6

Autonomous writing.

Listening comprehension.

Performance Assessment
(30 Minutes)
Follow your teacher’s instructions - Siga las instrucciones de su profesor/a.

Pronunciation

Grammar

Fluency

Vocabulary

Listening comprehension

FEEDBACK AND TEACHER’S COMMENTS

(30 Minutes)
Your teacher will provide you with some feedback of your learning process so far, for you to consider and
apply his/her advice -
El/La profesor/a le dará retroalimentación de su proceso de aprendizaje hasta ahora, para que usted considere
y aplique sus sugerencias.

Student’s signature ________________________________ Teacher’s signature __________________________

 Lesson7 Objectives
Input

I will be able to - Seré capaz de:

Looking Good!

• Describe physical appearance through the usage of descriptive adjectives -

Describir apariencia física a través del uso de los adjetivos descriptivos.
• Refer to people’s possessions by using possessive adjectives -
Referirse a las posesiones de las personas usando los adjetivos posesivos.

Word Bank
(To) Have - Tener (To) Look - Ver / Verse (To) Think - Pensar / Creer (To) Cut - Cortar

Face – Cara, rostro Skin – Piel Tall – Alto/a

Head – Cabeza Dark – Oscuro/a Thin – Delgado/a
Eyes - Ojos Light – Claro/a Fat - Gordo
Nose – Nariz Blond - Rubio/a Ugly - Feo/a
Mouth – Boca Bald - Calvo Pretty - Bonito/a
Ears – Orejas Long - Largo Handsome – Apuesto
Hair – Cabello Short – Bajo/a, corto/a Average - Promedio

(To) look like - Parecerse a (To) look good - Verse bien (To) look at - Mirar I think so - Creo que sí.

Language Focus
Possessive adjectives - Adjetivos posesivos.

I My Mi Hint:
You Your Tu ‘Think’ se usa para
He His Su (de él) expresar opinión
She Her Su (de ella) como ‘pensar’ o
It Its Su (de eso) ‘creer’
We Our Nuestro
They Their Su (de ellos)

Possessive case (‘s) - Posesivo ‘s

Se usa la marca ‘s al final de los nombres propios (Rebecca’s) o comunes (mother’s) para indicar que
algo le pertenece al mismo:

Laura's hair is black - El cabello de Laura es negro.

My mother’s eyes are beautiful - Los ojos de mi madre son hermosos.
The girl’s grandfather is bald - El abuelo de la niña es calvo.

Cuando el nombre propio termina en la letra “s” (Charles) o el nombre común es

plural (Girls) se agrega el apóstrofo al final de palabra, así:

Charles’ hair is short - El cabello de Carlos es corto.

The girls’ father is tall - El padre de las niñas es alto.
18
 In Context 19
1. I’m not short. Actually, I’m tall - Yo no soy de estatura baja. De hecho soy alto.
2. I have brown eyes and dark skin - Yo tengo ojos cafés y piel oscura.
3. For me, she’s absolutely beautiful. I don’t think she’s ugly - Para mí, ella es absolutamente bella. No pienso que sea fea.
4. He’s not thin. I think he’s average - Él no es delgado. Creo que es promedio.
5. Those girls look like their mother - Esas chicas se parecen a su madre.
6. Her niece is a very beautiful young girl - La sobrina de ella es una joven muy bonita.
7. Does your uncle have a beard and a mustache? - ¿Su tío tiene barba y bigote?
8. She has green eyes and straight hair - Ella tiene ojos verdes y cabello liso.
9. This animal’s ears are really big - Las orejas de este animal son realmente grandes.
10. Boris’ hair is long and curly - El cabello de Boris es largo y crespo.

Siga las instrucciones

Drill: Follow your teacher's instructions. de su profesor(a).

Reading Comprehension
Who is who? Identify Jenny’s family member’s according to the descriptions -
¿Quién es quién? Identifica los miembros de la familia de Jenny según las descripciones.

My Beautiful Family
This is a short description of my family’s physical appearance: My husband is a very tall man. He has short, dark hair. His eyes
are dark brown and small. He’s a little chubby. He wants to be thin, but I think he looks good the way he is. He’s very
handsome. My dad is an old man. He is thin and short. He’s bald, but he has a gray beard and mustache. He has brown
eyes, light skin and big ears. He has some problem with his eyes and he needs to wear glasses. My mom is an adorable
woman. She’s short and has short, straight hair. We like our hair very short. Her eyes are dark blue and her skin is light. I have
two lovely daughters: Leslie and Janet. Leslie is a teenager. She’s tall like her father. She’s beautiful, she looks like a model. She
has long, wavy, blond hair and green eyes. Her weight is average. Janet is my little one. She’s thin and short. Her hair is light
brown and straight. She has light skin and dark eyes, too. My daughters are very pretty, of course, they look like their mother.

Complete the activity according to the text - What words or expressions from the text mean -
Complete la actividad de acuerdo al texto. Qué palabras o expresiones del texto significan:
1. Label each family member according to the description.
________________________________________________________. Usar/Llevar puesto - _______________________________

2. Imagine and describe what you think the author looks like. Ondulado - _________________________________________

________________________________________________________. Encantador - _____________________________________

Como/Igual que - _________________________________

Listening
Mark True (T) or False (F) according to what you hear -
Marque verdadero (T) o falso (F) de acuerdo a lo que escuche.

1. Her daughter’s eyes are blue. ( )

2. His grandmother’s hair is not dark. ( )
3. Beth is short and ugly. ( )
4. The person’s grandfather looks like an actor. ( )
5. Her boyfriend is good looking. ( )

Laugh and Learn

Follow your teacher’s instructions - Siga las instrucciones de su profesor/a.
 Lesson8 Output

Objectives
Now I can - Ahora puedo:
“It is not that I'm so smart.
But I stay with the questions
much longer.”
Albert Einstein

• Describe physical appearance through the usage of descriptive adjectives -

Describir apariencia física a través del uso de los adjetivos descriptivos.
• Refer to people’s possessions by using possessive adjectives -
Referirse a las posesiones de las personas usando los adjetivos posesivos.

Language Practice
Complete with the corresponding possessive adjective -
Complete con el adjetivo posesivo correspondiente (my / your / his /her / its/ our / their).

1. I love ____ family very much. 5. I don’t know why the cat doesn’t want to eat ____ food.
2. My brother likes to go to school with ____ friends. 6. You love ____ grandmother very much.
3. She doesn't want to go to ____ house. 7. You and I need to do ____ homework right now.
4. Your parents think ____ dog is ugly. 8. They want to cut ____ hair.

Siga las instrucciones

Drill: Follow your teacher's instructions. de su profesor(a).

Integrated Skills
Writing
A. Guided Practice
Translate - Traduzca.

1. Yo no soy un hombre bajo, yo soy muy alto -

________________________________________________________________________________

2. Tu sobrino no es feo, él es muy apuesto -

________________________________________________________________________________

3. La novia de Elvis es rubia. Su cabello es liso y largo -

________________________________________________________________________________

4. El cuñado de la profesora no tiene una nariz fea -

________________________________________________________________________________

5. Tu sobrina se parece a su hermano -

________________________________________________________________________________

6. ¿Ellas se ven bonitas? -

________________________________________________________________________________

7. ¿Te pareces a tu madre? -

________________________________________________________________________________

8. Nuestro primo y mi padre tienen piel oscura -

________________________________________________________________________________

9. Mis tíos son apuestos y su mamá es bonita -

________________________________________________________________________________
20 10. El esposo de Amy no se ve mal con barba y bigote -
________________________________________________________________________________
B. Autonomous Practice
Write a paragraph about you and your relatives’ physical appearance 21
(use the reading exercise as a model) -
Escriba un párrafo acerca de la apariencia física suya y de sus familiares
(usa el ejercicio de lectura como modelo).

What do you look like? Do you look like another person in your family?
What do your family members or friends look like?

Speaking
A. Guided Practice - Ask me!
Ask these questions to a classmate who will answer with a complete sentence -
Haga estas preguntas a un/a compañero/a quien responderá con una frase completa.
1. Do you have black or brown hair? / long or short / curly or straight
2. Is your father fat or thin? / ugly or handsome/ tall or short
3. Do we have a class tomorrow? / this afternoon / tonight
4. Does your mom have light skin? / eyes/ hair
5. Do you look like your mom or like your dad? / brother or sister / son or daughter
6. What does your wife look like? / husband / mother

B. Autonomous Practice
In pairs, look at the people in the pictures.
Describe their physical appearance -
En parejas, mire a las personas en la
imágen, describa su apariencia física.

Listening
Choose the best option to describe the pictures according to what you hear -
Elija la mejor opción para describir la imágen de acuerdo a lo que escuche.

1. 2.

A. She has long and gray hair. A. The baby’s eyes are light.
B. She has short, red hair. B. His hair is long.
C. Her hair is wavy. C. The baby’s skin is dark.

3. 4

A. The man is fat A. Alice’s husband is bald.

B. The man is short. B. Alice’s husband doesn’t have brown hair.
C. The man is tall C. Alice’s husband has a beard and a mustache.
 Lesson9 Input

Objectives
I will be able to - Yo seré capaz de:
I t ’sRight There!

• Describe locations of objects indoors by using prepositions of place -

Describir la ubicación de objetos en lugares interiores usando las
preposiciones de lugar.
• Talk about house elements using articulated sentences -
Hablar acerca de elementos domésticos usando oraciones articuladas.

Word Bank
(To) Put - Poner (To) Take - Tomar (To) Bring - Traer (To) Come - Venir

Table - Mesa Wall - Pared Key - Llave

Chair - Silla Stairs - Escalera Glasses - Gafas
Couch - Sofá Bed - Cama Fan - Ventilador
Door - Puerta Nightstand - Nochero Picture - Cuadro
Window - Ventana Desk - Escritorio Room - Cuarto
Shelf - Repisa Lamp - Lámpara Backpack - Morral

Language Focus
Prepositions of place - Preposiciones de lugar.

Las preposiciones de lugar en inglés son palabras que expresan ubicación,

cuya función es definir la posición espacial de un objeto respecto a otro.

In - Dentro de Under - Debajo de

On - Sobre Next to - Al lado de
At - En / al Between - Entre, en medio de
In front of - Enfrente de Near - Cerca
Behind - Detrás de Far (from) - Lejos (de)

22
In Context 23
1. Our nightstand is next to the bed - Nuestro nochero está al lado de la cama.
2. I think Peter’s keys are under the couch - Creo que las llaves de Peter están debajo del sofá.
3. Put the books on that shelf, please - Ponga los libros encima de la repisa, por favor.
4. Is the fan between the chairs? - ¿El ventilador está entre las sillas?
5. That lamp is behind the TV - Esa lámpara está detrás del televisor.
6. Take the glasses that are on the table - Toma las gafas que están sobre la mesa.
7. The cellphone is in front of you - El celular está enfrente de ti.
8. Does she study in the school near our house? - ¿Ella estudia en el colegio cerca de nuestra casa?
9. Bring my aunt’s picture. It’s in her bag - Trae la foto de mi tía. Está en su bolsa.
10. I don´t go to the mall everyday. It’s far from here - No voy al centro comercial todos los días. Está lejos de aquí.

Siga las instrucciones

Drill: Follow your teacher's instructions. de su profesor(a).

Reading Comprehension
What a Mess!

(Phone rings)
Mom: Hello?...Yes... Well, we are not ready yet...Ok… Let me talk to him… Bye…
Mom: Tim it was your dad on the phone!
we have to go to the farm this weekend, but look at your room, it’s such a mess!
Tim: Mom, please. I don’t want to clean it up.
Mom: What? look at those books under your bed!
Tim: Those are not my books, they’re Emma’s.
Mom: What about the shoes next to the door? Are they Emma’s, too?
Tim: But, mom… I promise to clean my room on Monday.
Mom: No way Sir! Pick up those books and put them on the shelf!
Tim: Done!
Mom: That’s my boy! Now, put that jacket in the closet!
Tim: OK! ... Please, ma’, help me organize these shoes next to the desk.
Mom: That’s it! But, your glasses are here too!
Tim: Oh, please put them between the laptop and the lamp!
Mom: Much better!... One more thing, put the bags in the car, please. I think your dad is here!

Answer the questions with the information given in the dialogue - What words or expressions from the text mean -
Responda las preguntas con la información dada en el diálogo. Qué palabras o expresiones del texto significan:

1. Why does Tim’s mom ask him to organize the room? Mucho mejor - ________________________________
__________________________________________________________________ De ninguna manera - ______________ ___________
2. Where do you think his glasses are?
Limpiar / Organizar - ___________________________
__________________________________________________________________
3. Are Tim’s shoes next to the door? Recoger - ______________________________________
__________________________________________________________________
4. Where does he put the books?
__________________________________________________________________

Listening
Write the sentences that you hear - Escriba las oraciones que escuche.
1.
2.
3.
4.
5.

Laugh and Learn

Follow your teacher’s instructions - Siga las instrucciones de su profesor(a).
 Lesson10 Output

Objectives
Now I can - Ahora puedo:
“There are only two rules for being
successful. One, figure out exactly
what you want to do, and two, do it.”

• Describe locations of objects indoors by using prepositions of place -

Mario Cuomo

Describir la ubicación de objetos en lugares interiores usando las preposiciones de lugar.

• Name house elements using common vocabulary -
Nombrar elementos de la casa usando vocabulario común.

Language Practice
Unscramble the following sentences - Organiza las siguientes oraciones.

1. to / next / The / computer. / the / are / glasses 1. ________________________________________________

2. front / in / door. / of / is / sister / His / the
3. put / the / stairs. / my / under / usually / I / shoes
4. wall? / Are / the / on / pictures / the
5. TV / think / I / behind / is / the / her / bag
6. here / from / hotel / is / far / The
7. near / study / you / Do / here
8. nightstand / is / between / Brenda’s / beds. / the
2. ________________________________________________
3. ________________________________________________
4. ________________________________________________
5. ________________________________________________
6. ________________________________________________
7. ________________________________________________
8. ________________________________________________

Siga las instrucciones

Drill: Follow your teacher's instructions. de su profesor(a).

Integrated Skills
Writing
A. Guided Practice
Translate - Traduzca.

1. La lámpara está al lado de la silla -

________________________________________________________________________________
2. Nuestros cuadros están en la pared, en medio del ventilador y la puerta -
________________________________________________________________________________
3. ¿Dónde trabaja Claire? Ella trabaja en frente del restaurante -
________________________________________________________________________________
4. Las llaves de Fred están sobre el nochero -
________________________________________________________________________________
5. El sofá está detrás de la puerta -
________________________________________________________________________________
6. ¿Quieres venir a mi casa el viernes? -
________________________________________________________________________________
7. Nuestras llaves están debajo de la cama -
________________________________________________________________________________
8. ¿Dónde están sus (de ella) gafas? ¿Están sobre la repisa ? -
________________________________________________________________________________
9. Mis galletas están sobre la mesa, al lado de los libros -
24 ________________________________________________________________________________
10. Yo llevo a mis hijos a la escuela todos los días, es lejos de aquí -
________________________________________________________________________________
 25
B. Autonomous Practice
Write a short description of the location of the objects in your room using your own ideas -
Escriba una descripción breve de la ubicación de los objetos en su cuarto usando sus propias ideas.

Speaking
A. Guided Practice
In small groups, first say as much as you can about the image. Describe the locations of the
objects. Then, take turns inventing a location for the other objects presented in the list -
En pequeños grupos, primero digan tanto como puedan acerca de la imágen. Describa las ubicaciones
de los objetos. Luego, tomen turnos inventando las ubicaciones de los objetos presentados en la lista.

Cat Guitar
Ball Phone
Keys Computer

B. Autonomous Practice
Group work: Go out of the classroom with your group and take at least one photo per person of a
scene where you can describe locations. Then, present your pictures to the rest of the class,
describing where things and people are -
Trabajo en grupo: Salga del salón de clase con su grupo y tome al menos una foto por persona, de
una escena en la que pueda describir ubicaciones. Luego, presente sus fotos al resto de la clase,
describiendo dónde están las cosas y personas.

Listening
Choose the best response to the questions or statements that you hear -
Seleccione la mejor respuesta a las preguntas o enunciados que escuche.
1. 2.
A.On friday. A.Yes, I am at school.
B. The red backpack? B. In her house
C. It’s Ema’s C. It’s near our house

3. 4.
A. The couch and the table. A. Yes, it’s on the desk.
B. My table is small. B. Yes, I know. Thanks.
C. Yes, I have lunch next to the window. C. I don’t speak French.
 Lesson11 Input

Objectives
I will be able to - Seré capaz de:
Home Sweet
Home!

• Describe parts of the house using the expressions ‘there is’ and ‘there are’ -
Describir partes de la casa usando las expresiones “There is” y “There are”.
• Define order by using ordinal numbers -
Definir el orden usando números ordinales.

Word Bank
(To) Need - Necesitar (To) Live - Vivir (To) Buy - Comprar (To) Sell - Vender

Living room - Sala de estar Floor - Piso

Kitchen - Cocina Ceiling - Cielo raso
Bedroom - Dormitorio Roof - Techo / Tejado
Bathroom - Baño Garden - Jardín
Dining room - Comedor Balcony - Balcón
Garage - Garaje Neighborhood - Vecindario

Front yard - Antejardín First (1st) - Primero/a

Backyard - Patio trasero Second (2nd) - Segundo/a
Upstairs - En el piso de arriba Third (3rd) - Tercero/a
Downstairs - En el piso de abajo Fourth (4th) - Cuarto/a

Language Focus
Las expresiones there is y there are se utilizan en inglés para indicar que un objeto o
una persona se encuentran en un sitio específico. Utilizamos there is cuando el objeto
es singular y there are cuando el objeto es plural.

Affirmative
There is a car in front of my house -
Hay un carro frente a mi casa.

There are two people at the table -

Hay dos personas en la mesa.
Negative
There isn’t water in the fridge -
No hay agua en el refrigerador.

There aren’t glasses on the shelf -

No hay gafas en la repisa.

Interrogative
Is there a fan in the livingroom? -
¿Hay un ventilador en la sala?

Are there two desks? -

¿Hay dos escritorios?
26
In Context 27
1. There is a big garden in my backyard - Hay un gran jardín en mi patio trasero.
2. I live on the third floor and Johnny on the fifth - Yo vivo en el tercer piso y Johnny en el quinto.
3. Our room is upstairs, next to the balcony - Nuestro cuarto está en el piso de arriba, al lado del balcón.
4. There aren’t any chairs in the kitchen - No hay ninguna silla en la cocina.
5. My sister lives in a big apartment downtown - Mi hermana vive en un apartamento grande en el centro.
6. We sell cookies in our garden on Sundays - Nosotros vendemos galletas en nuestro jardín los domingos.
7. There is a small lamp in our kitchen - Hay una lámpara pequeña en nuestra cocina.
8. They need to speak with you. Please, stay - Ellos necesitan hablar contigo. Por favor, quédate.
9. Is there a nightstand in the third bedroom? - ¿Hay un nochero en la tercera habitación?
10. Are there plants in your front yard? - ¿Hay plantas en tu patio delantero?

Siga las instrucciones

Drill: Follow your teacher's instructions. de su profesor(a).

Reading Comprehension
Beautiful house for sale located

For Sale in 257-Westwood street.

It includes: 1 Master bedroom
with a closet, a balcony and a

Beautiful house for sale located in 257-Westwood street. private bathroom, 2 bedrooms

It includes: 1 Master bedroom with a closet, a balcony and a private bathroom, 2

with closet, bathroom, living
room, kitchen, dining room and

bedrooms with closet, bathroom, living room, kitchen, dining room and laundry room. laundry room. Small front yard
and a double garage. Beautiful

Small front yard and a double garage. Beautiful and calm neighborhood. and calm neighborhood.
Tranquility guaranteed. If you are
Tranquility guaranteed. If you are interested give us a call. interested give us a call.

1-800-7856433
1-800-7856433

Answer True (T) or False (F) according to the ad -
Responda Verdadero o Falso según el anuncio.
1. There is probably a lot of traffic in the neighborhood.
2. The master bedroom is spacious.
3. There aren’t any closets in the house.
4. There’s a small yard behind the house.
What words or expressions from the text mean -
Qué palabras o expresiones del texto significan:
( ) Ubicado en - _________________________________
( ) Cuarto de lavado - ___________________________
( ) Alcoba principal - ____________________________
( ) Garantizada - _______________________________

Listening
Mark the correct answer according to what you hear - Marque la respuesta correcta según lo que escuche.

1. 2.

A. There are 3 people in the garage. A. There are flowers under the bicycle.
B. There are 3 people next to the bathroom. B. There’s a bicycle in front of the door.
C. There are 3 people in front of the table. C. The Bicycle is between the doors.

3. 4

A. The lady is on the couch. A. There is a man at the door.

B. The lady is on the roof. B. There is a man in the bathroom.
C. The lady has dinner in the kitchen. C. There is a man in the door.

Laugh and Learn

Follow your teacher’s instructions - Siga las instrucciones de su profesor/a.
 Lesson12 Output

Objectives
Now I can - Ahora puedo:
“Have patience. All things
are difficult before they
become easy”

• Describe parts of the house using the expressions ‘there is’ and ‘there are’ -
Describir partes de la casa usando las expresiones “There is” y “There are”.
Saadi

• Define order by using ordinal numbers -

Definir el orden usando números ordinales.

Language Practice
Complete with There is / are in the affirmative / negative or interrogative form -
Complete con There is / are en la forma afirmativa , negativa o interrogativa.

1. _______ _______ a coffee table in my living room. 5. _______ _______ an extra chair for me?

2. _______ _______ three men at the door. 6. Where _______ _______ a store near here?

3. _______ _______ cold water in the refrigerator? 7. Why _______ _______ bread on this bed?

4. _______ _______ a lot of people in the park today? 8. Who _______ _______ in your house right now?

Siga las instrucciones

Drill: Follow your teacher's instructions. de su profesor(a).

Integrated Skills
Writing
A. Guided Practice
Translate - Traduzca.

1. Quiero comprar una casa nueva -

________________________________________________________________________________

2. ¿Hay un balón encima del tejado? -

________________________________________________________________________________

3. Nosotros preferimos nuestra casa con un balcón -

________________________________________________________________________________

4. Hay tres zapatos en la escalera -

________________________________________________________________________________

5. ¿Te gustan las flores al lado de ventana? -

________________________________________________________________________________

6. La casa de Sophie tiene tres pisos -

________________________________________________________________________________

7. Ellos hacen sus tareas en el comedor todos los días -

________________________________________________________________________________

8. Su tía (de ellos) vende flores en el antejardín -

________________________________________________________________________________

9. Mi esposa y yo queremos comprar un sofá nuevo para la sala -

28 ________________________________________________________________________________

10. Esa casa es grande. Tiene cuatro pisos y dos garajes -

________________________________________________________________________________
 29
B. Autonomous Practice
Describe your house using the vocabulary and expressions learned in the lesson -
Describa su casa usando el vocabulario y expresiones aprendidas en la lección.

Ex. In my living room, there is a couch in front of a window...

Speaking
A. Guided Practice - Ask me!
Ask these questions to a classmate who will answer with a complete sentence -
Haga estas preguntas a un/a compañero/a quien responderá con una frase completa.

1. Are there pictures in your living room? / bedroom / dining room

2. Is there a computer in this room? / TV / refrigerator
3. What do you need to buy this week? / sell / do
4. What is there in your bedroom? / bathroom / garage
5. Who is there in front of you? / next to / far from
6. Where is there a fan in your house? / couch / lamp

B. Autonomous Practice
Pair work: Design a house fusing the ideas of your dream house -
Trabajo en parejas: Diseñe una casa fusionando las ideas de la casa de sus sueños.

Listening
Answer the questions that you hear - Responda las preguntas que escuche.

1.
2.
3.
4.
5.
 Review & Progress Assessment Part2

(30 Minutes)
In pairs remember the topics you have studied from lesson 7 through 12 and fill in the chart -
En parejas, recuerde los temas que ha estudiado desde la lección 7 hasta la 12 y llene el cuadro.

Lessons 7 & 8 Lessons 9 & 10 Lessons 11 & 12

Topic: Topic: Topic:

Language focus: Language focus: Language focus:

Example: Example: Example:

Challenging Vocabulary: Challenging Vocabulary: Challenging Vocabulary:

(10 Minutes)
Individually, reflect on your own process and do a self-evaluation about each one of the
objectives of the lessons, marking in front of each competence if you comply or need
reinforcement -
De manera individual, reflexione acerca de su propio proceso y haga una autoevaluación
acerca de cada uno de los objetivos de las lecciones, marcando en frente de cada
competencia si cumple o necesita refuerzo.

Needs
Competences Complies
reinforcement
Describe physical appearance through the usage
of descriptive adjectives.

Refer to people’s possessions by using possessive

adjectives.

Describe locations of objects indoors by using

prepositions of place.

Talk about house elements using articulated sentences.

Describe parts of the house using the expressions

‘there is’ and ‘there are’.

Define order by using ordinal numbers.

30
 31

(20 Minutes)
Follow your teacher’s instructions - Siga las instrucciones de su profesor/a.

Output Lesson Check Lesson 8 Lesson 10 Lesson 12

Autonomous writing.

Listening comprehension.

Performance Assessment
(30 Minutes)
Follow your teacher’s instructions - Siga las instrucciones de su profesor/a.

Pronunciation

Grammar

Fluency

Vocabulary

Listening comprehension

FEEDBACK AND TEACHER’S COMMENTS

(30 Minutes)
Your teacher will provide you with some feedback of your learning process so far, for you to consider and
apply his/her advice -
El/La profesor/a le dará retroalimentación de su proceso de aprendizaje hasta ahora, para que usted
considere y aplique sus sugerencias.

Student’s signature ________________________________ Teacher’s signature __________________________

 Notes

32
33
 Notes

34
 Verbos 35
Verb Translation Verb Translation
Be (am, are, is) Ser, estar Light Encender, alumbrar, iluminar
Beat Golpear, vencer, ganarle a Lose Perder, extraviar
Become Llegar a ser, convertirse en Make Hacer, fabricar
Begin Comenzar, empezar Mean Significar
Bet Apostar Meet Conocerse, encontrarse
Bite Morder Pay Pagar
Bleed Sangrar Put Poner, colocar
Blow Soplar Read Leer
Break Romper, partir quebrar Ring Sonar, tocar
Bring Traer Rise Elevarse, levantarse
Build Construir, edificar Run Correr
Burn Quemar, arder, incendiar Say Decir
Buy Comprar See Ver
Catch Coger, agarrar, atrapar Seek Buscar
Come Venir Sell Vender
Cost Costar Send Enviar
Cut Cortar, Set Poner, colocar
Choose Elegir, escoger Sew Coser (una prenda de vestir)
Deal Tratar, acordar Shake Agitar, sacudir
Dig Cavar Shine Brillar
Do (does) Hacer, preparar Shoot Disparar
Draw Dibujar, pintar, trazar Show Mostrar, enseñar
Dream Soñar Sing Cantar
Drink Beber Sink Hundirse
Drive Conducir Sit Sentarse
Eat Comer Sleep Dormir
Feed Alimentar Slide Deslizar, resbalar
Feel Sentir Smell Olfatear, oler
Fight Pelear, luchar Speak Hablar
Fly Volar Spend Gastar
Forbid Prohibir Spread Extender, desplegar
Forget Olvidar Stand Estar de pie
Forgive Perdonar, disculpar Steal Robar, hurtar
Freeze Helar, congelar Stick Adherir, pegar, engomar
Get Conseguir, obtener, lograr Sting Picar (aguijón)
Give Dar Stink Apestar, heder
Go (goes) Ir Swear Jurar
Have Tener, haber, poseer Sweat Sudar
Hear Escuchar, oír Swim Nadar
Hide Esconder, esconderse Swing Balancear, columpiar
Hit Golpear Take Tomar, coger
Hold Sujetar, agarrar Teach Educar, enseñar
Hurt Herir, lesionar, dañar Tear Romper, rasgar
Keep Guardar, mantener Tell Decir, contar
Know Saber, conocer Think Pensar
Lead Dirigir, guiar Throw Lanzar, aventar, arrojar, tirar
Learn Aprender Understand Entender, comprender
Leave Dejar (abandonar) Wake Despertar, despertarse
Lend Prestar Wear Llevar puesto, usar
Let Dejar, permitir Win Ganar
Lie Tenderse (acostarse) Write Escribir
 Segunda publicación 2017
Publicado por Organización Colombia Bilingüe S.A.S
bajo la marca skooL®, English skooL® y/o skooL English Institute®
© Copyright 2014 Asociación Colombia Bilingüe S.A.S.
Todos los derechos reservados.

Dirección de Proyecto: Juan Guillermo Ochoa Alarcón

Dirección de Desarrollo: Lina Giraldo Gálvez
Coordinación de Proyecto: María del Carmen Arellano
Elaboración de contenidos:
Carlos Arturo Giraldo Ramírez, Daniel Eduardo Moreno Llanos,
Elizabeth Novoa Hidalgo, Germán Andrés Sanchez Betancourt.
Edición: Carlos Arturo Giraldo Ramírez
Diseño y diagramación: Mario Andrés Gómez Morales

Ninguna de las partes de esta publicación o su totalidad podrá ser resproducida,

archivada en sistema de recuperación digital o transmitida de cualquier forma o por
cualquier medio electrónico, mecánico, fotocopiado, fotografiado, grabado o cualquier
otro, sin previa autorización de Organización Colombia Bilingüe S.A.S., titular de los
derechos de la marca Skool y sus productos. Ley 23 de 1982.

skool.co
 SPEAKING
• Express one’s mood.
• Talk about criminal investigation.
• Talk about one’s chores.
• Ask information questions.
• Pronunce regular verbs in the past.
LISTENING SPEAKING LISTENING
• Understand and respond yes/no • Give instructions according to the context. • Understand instructions.
questions. • Discuss hygiene habbits. • Accept invitations.
• Understand short stories and fairy tales. • Ask for and give permission. • Understand spoken dialogues at different
• Understands commands, orders and • Make a reservation at a resutaurant. places.
instructions. • Talk about healthy and unhealthy habbits. • Make deductions according to a given
context.

WRITING LANGUAGE FOCUS WRITING LANGUAGE FOCUS

• Write short and simple texts in the past
about: what they were doing, nice
moments, information questions.
• Regular verbs in the past (ed). • Write short texts about recipes. • Zero conditional.
• Simple past. • Write paragraphs about their lifestyles. • Modal verbs (May-Might).
• Past progressive. • Wries information about restaurants and • Imperatives.
places in a city. • Expressing quantity.
• Participle adjectives.

READING
• Understand main details of short
paragraphs according to the
context.
• Analyze and understand the
difference between simple past and
past progressive in short texts.
VOCABULARY
VOCABULARY READING
• Food-related vocabulary.
• Time expressions in the past. • Understand information presented on • Kitchen utensils.
• Mood- realated vocabulary. menus, recipes and manuals. • Personal-care related
• Daily activities. • Understand short texts about personal vocabulary.
• Media- related vocabulary. care routines. • Feelings and emotions.
• Crime-related vocabulary. • Understand a medical prescription. • Common illnesses and
symptoms.

A2.1 A2.2
LOOKING BACK Marco KEEPING HEALTHY
Común
Europeo
A2.3 A2 A2.4
MAY I HELP YOU? MOVING AROUND

SPEAKING LISTENING SPEAKING LISTENING

• Talk about childhood memories.
• Discuss college life.
• Express future events.
• Talk about one’s belongings.
• Discuss future consequences.
• Understand details about future
arrengements.
• Identify the main ideas of services
provided at universities, banks and
offices.
• Infer about information regarding
internet services.
• Talk about natural disasters.
• Make comparisons.
• Give relevant information.
• Ask for information about schedules
and prices.
• Talk about holiday traditions.
• Understand details about.
• Understand the difference between
comparatives and superlative
adjectives.
• Understand information at termials
and airports.

WRITING LANGUAGE FOCUS

• Write paragraph about one’s memories.
• Write about future plans.
• Write a list of office supplies.
LANGUAGE FOCUS WRITING
• Suffixes.
• Used to – There used to be. • Write about a future vacation.
• Comparatives and superlatives.
• First conditional. • Write about one’s favorite hobbies.
• Defining relative clauses.
• Present progressive for the future. • Write about one’s culture traditions.
• Reflexive pronouns.
• Future in the past. • Make a written composition about
• Definite article. The. one’s trip.
• Possessive pronouns.

READING VOCABULARY READING VOCABULARY

• Understand traffic signs.
• Understand information about online
safety.
• Identify the main idea in a paragraph
taking into account verb tenses.
• University and college. • Read information written at • Natural phenomena.
• Childhood-realated vocabulary. airports and terminals. • Linkers of cause.
• Office supplies. • Comprehend information • Transportation.
• Traffic related vocabulary. presented at resorts and hotels. • Holidays.
• Banking related vocabulary. • Understand written information • Recycling.
about recycling.
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