2 - Foro Secundaria SEP

English
Secundaria 2
English
Jean Denise Salazar Wolfe
Eliseo Gustavo Ramírez Toledo
2
2
English 2 integral cov.indd 1
3/7/08 8:10:02 PM
English
Jean Denise Salazar Wolfe
Eliseo Gustavo Ramírez Toledo
2
English 2
El libro
es una obra colectiva, creada
y diseñada en el Departamento de Investigaciones
Educativas de Editorial Santillana,
con la dirección de Clemente Merodio López.
1
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El libro
English 2 fue elaborado en Editorial Santillana por el siguiente equipo:
Edición: Nelly Pérez Islas
Asistente editorial: Liliana Plata Quiroz
Coordinación editorial: Roxana Martín-Lunas Rodríguez
Revisión técnica: Dermont Curley
Corrección de estilo: Dermont Curley y Nelly Pérez Islas
Diseño de portada: José Francisco Ibarra Meza
Ilustraciones de personajes de portada: Teresa Martínez
Diseño de interiores: Juan Manuel Santamaría González, Alicia Prado Juárez y Eliete Martín del Campo
Diagramación: Alicia Prado Juárez
Dibujo: Imanima Studio, Eliete Martín del Campo, Yair Cañedo, Gerardo Díaz, Ulises Rios y Arno Avilés
Fotografía: Rocío Echávarri, Gustavo Guevara de León, Eliete Martín del Campo, Miguel Bucio y Giovanna Pesci
Gerencia de Internet y Multimedia: Arturo Mercenario Pérez Negrón
Jean Denise Salazar Wolfe
Eliseo Gustavo Ramírez Toledo
Editora en Jefe de Secundaria: Roxana Martín-Lunas Rodríguez
Gerencia de Investigación y Desarrollo: Armando Sánchez Martínez
Gerencia de Procesos Editoriales: Laura Milena Valencia Escobar
Gerencia de Diseño: Mauricio Gómez Morin Fuentes
Coordinación de Arte y Diseño: José Francisco Ibarra Meza
Coordinación de Iconografía: Germán Gómez López
Coordinación de Servicios electrónicos: Víctor Vallejo Paquini
Digitalización de imágenes: José Perales Neria, Gerardo Hernández Ortiz y María, Eugenia Guevara Sánchez
Fotomecánica electrónica: Gabriel Miranda Barrón, Benito Sayago Luna y Manuel Zea Atenco
La presentación y disposición en conjunto de cada página de English 2 son propiedad del editor. Queda estrictamente prohibida la reproducción parcial o total de
esta obra por cualquier sistema o método electrónico, incluso el fotocopiado, sin autorización escrita del editor.
D. R. © 2006 por EDITORIAL SANTILLANA, S. A. DE C. V.
Av. Universidad 767
03100, México, D. F.
ISBN: 978-970-29-1712-0
Primera edición: octubre, 2006
Primera reimpresión corregida: marzo, 2007
Segunda reimpresión corregida: marzo, 2008
Miembro de la Cámara Nacional de la
Industria Editorial Mexicana. Reg. Núm. 802
Impreso en México
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> 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 2, is student-centered as well as teacher-friendly. It follows the methodology established in the official program and
offers the five thematic units plus a four-page section at the beginning of the book called Plug in, aimed to help students
remember, review and reinforce what was learned during their English course in 1st grade Secondary school and to help
you work and reinforce what may be needed. 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 minuteclass period, nevertheless the timing devoted in each unit is flexible and will depend on the needs of every group.
The units in English 2 offer the following:
Unit
Modules
Lessons
1
8
24
2
7
21
3
8
24
4
7
21
5
10
30
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 2 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 dialogs, 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 2 will be a highly successful tool for you and your students throughout the school year.
To the student
Welcome to English 2, designed to be your companion during your second course in English in Secondary school. This
book is aimed to help you consolidate the basic vocabulary and fixed expressions used to communicate in English in the
foreign language classroom and use them constantly. English 2 will also help you recognize a variety of oral and written
texts and use them for life-like purposes; as well as to engage you to participate effectively in oral and/or written exchanges
for transactional and interactional purposes using formulaic language. Therefore, English 2 starts out providing you with a
four-page section called Plug in where you can review, reinforce and practice the basic structures and vocabulary learned last
year during your English course.
English 2 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 2 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
3
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> MEET YOUR BOOK!
APPROACHING A UNIT
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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.
Before starting working in the units, we have included a section called Plug in, which is aimed for
you, your classmates and your teacher to review, reinforce and practice by solving tasks and interact
on what you learned during your English course last year. After the Plug in section, you will find
that each one of the five units that follow, offers three main components: Unit Presentation, Unit
Modules and Unit Review.
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mirror
window
hood
lamp post
hedge
headlights
wall
goal
wheel
passenger
seat
driver
briefcase
I’m Rolando’s
father. I take him
to work everyday.
I’m a taxi driver.
football-player
shorts
grass
soccer ball
sneakers
I love to watch
soccer games
on TV. on the
weekends.
soccer field
I’m Rolando and
I’m a chef. I work
in a restaurant from
Monday to Friday. I
love cooking!
oven
cap
jacket
pot
pan
I’m Silvia, I’m Rolando’s
wife. I’m a hairdresser
and I work in the
afternoons from Monday
to Saturday. I enjoy
inventing new hairstyles.
light
knife
mirror
grill
stove
chopping board
tomatoes
comb
long hair
apron
round brush
Silvia and I love
animals. We like
to go to the zoo on
Sunday morning.
plug
hair dryer
hairdresser
scissors
hair pin
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A picture of a pilot is in:
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Lesson
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.
cap
trunk
tire
and on page
The picture of a woman architect from
Australia is in:
Lesson
and on page
The picture of a jaguar is in:
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Lesson
and on page
The picture of a ballet dancer is in:
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◗
and on page
The picture of a girl with a Titi Monkey is in:
Lesson
1.1. Expressing (in)ability in the present.
and on page
The picture of an Asian Elephant is in:
1.2. Describing people and animals.
Lesson
and on page
We mention Shakira in:
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Lesson
and on page
An e-mail from Benjamín Rosales is in:
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Lesson
1. Vocabulary in Unit 1 is about:
and on page
A rhyme of best friends is in:
a. occupations and professions
Lesson
b. zoo animals
and on page
c. people and animals
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2. Telling what people look like is a
good way of:
a. learning new vocabulary
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b. meeting new friends
c. describing people
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wild
1. Elephants are
animals.
eat bamboo
2. Pandas
!
find
3. We
in Asia and in Africa.
about 15 kilograms of bamboo
4. Pandas
.
animals with big
5. Elephants are
6. Pandas are
and a large trunk.
animals with
eyes.
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LUIS: “Wow!” What a big elephant!
TOÑO: Yes, with such a long:?8KK@E>
trunk and a small tail!
LUIS: Just imagine its ancestor: the Mamut! What do they eat?
X Z bherbivores. They eat vegetables,
TOÑO: Elephants are
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they don’t eat meat.
LUIS: Do they eat fish? PABLO: What’s the matter with you, Juan?
JUAN
: fruit.
I don’t know! I feel dizzy. Everything is going
TOÑO: No, they don’t. But the
eat
round and round!
LUIS: That’s strange
PABLO: Wow! You’re really hot!
TOÑO: What’s strange?
J
UAN:
Yes,
have a terrible headache! I don’t feel well!
LUIS: Elephants are very big to only
liveand
on Iplants.
PABLO
: Yes, I can
seeforget
that. Let’s
TOÑO: Well, plants have a lot
of nutrients.
Don’t
that! sit down for a while.
Here,
drink some water.
LUIS: You’re right! That’s why I love
salads.
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JUAN: Thank you, Pablo. This is ridiculous.
My head hurts, my ears hurt. Everything hurts!
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PABLO: Well, maybe you have a cold.
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JUAN: A cold? No! I’m not sneezing! I’m dizzy.
This famous elephant is
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PABLO: Well, let’s find out. Let’s go and see the doctor.
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JUAN: You’re right! Let’s go. Thanks, Pablo.
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infection
Hello, guys. What’s the problem?
easy
This is my friend Juan and he doesn’t feel well .
ear
O.K. What’s the problem, Juan?
well
I feel
and everything is going round and round!
medicine
Calm down, Juan. Take it
What else do you feel?
rest
Well, my
hurts a lot.
dizzy
O.K. Let’s see those ears. Oh, oh!
lucky
What is it, doctor?
You have a severe
in your right ear, that’s why it hurts a lot.
Well, now, that explains the pain? But why am I dizzy?
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Remember that the ear helps in maintaining
equilibrium. This is why you feel dizzy! If you follow
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my indications, you will be fine soon. So, go home,
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get some
and don’t forget to take the
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I’m prescribing.
JUAN:
Does this mean that I don’t have to come to school
ever again?
DOCTOR: Not really. Just a few days until the infection goes away.
PABLO:
Wow!
you, Juan!
DOCTOR:
PABLO:
DOCTOR:
JUAN:
DOCTOR:
JUAN:
DOCTOR:
JUAN:
DOCTOR:
JUAN:
DOCTOR:
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Doctors and nurses can help you feel better when you are sick, but you have to prevent accidents
and take care of your body. For example: you have to eat healthy food and drink water, not sodas
at school.
When you don’t take care of your body, it gets sick. When you eat junk food, you can get a sick
stomach and terrible stomachaches.
When you eat a lot of candy, you can have terrible problems with your teeth, and suffer from a
severe toothache.
When you ride your bikes or practice any other sport without the proper protection you can have
accidents that can harm you badly.
When you get sick, it is not enough to take an aspirin or drink a cup of tea, you need to make an
appointment with your doctor. He can prescribe the right medicine for your health problem and
help you feel better. So don’t take medicines without a prescription from your personal doctor.
As you can see, our body is extremely sensitive. Take care of it! It’s the only one we have!
-+
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:
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(Look up the Grammar Reference section-page 239 for more information)
›
Read the following description on two T-shirts and answer the question.
The red T-shirt is made out of cotton and polyester. The color is bright and the texture is soft. Its price
is $65.00. The white T-shirt is made out of cotton, so the texture is not as nice as the red T-shirt. You
can’t keep it clean all the time and the price is $80.00. So when comparing both T-shirts, we can say
that the red T-shirt is softer, cleaner, nicer and cheaper than the white T-shirt. Which T-shirt do you
.
prefer?
, because they describe the
› What kind of words are the underlined words in the text?
characteristics of things, people, places, etc.
› Find the same underlined words in the text, but now in their comparative form. What changes in
these words? Circle the change on the word. Also, comparative forms always are followed by the
word “than”.
Write each adjective and its comparative form in the corresponding column. Follow the example.
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• Compare two stores from the Web site information on
page 98 and write a short sentence on the line. Share your
sentence with a partner and compare. Follow the example
Fresh Topic is nicer than Blufly because it’s cheaper.
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Cheaper
beautiful
nicer
more expensive
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)
)
(1 )
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1. The red shoes are beautiful and more expensive than
the white shoes.
the red shoes.
2. The white shoes are
3. The brown sweater is
but is the green one.
the green sweater,
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..
D Portfolio: for these activities, we suggest using a notebook and dividing it into three
sections: a) Dossier: in this section, you save the activities where you produce new texts:
dialogues, descriptions, chants, e-mails, and all the Print Out lesson activities such as: posters,
invitations, brochures, etc. b) Language: where you can include the language entry activities
described below and that will help you consolidate understanding of new words; and c)
Personal section, for you to write the information that interested you the most from the unit
(friend’s information, your own experiences, etc). These activities are only suggestions of
what can be kept as Portfolio activities and are aimed for reviewing and reinforcing purposes.
However, you and your teacher are free to choose the activities you may want to use for a
Portfolio purpose.
4
PRE E2 (RIES).indd 4
3/10/08 9:54:52 AM
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Language: stands for every dictionary entry in the book. Each entry is correlated with
the colored word printed in the body of the lesson to facilitate comprehension and use of
vocabulary. An example using the word in a sentence is included in each language entry.
We invite you to look up the word in your dictionary to find more definitions. Finally,
there’s an activity for you to consolidate the use of he word in a written way. You can do
this activity as part of your portfolio work and keep it in the Language section for further
reference and practice.
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Hello, my name’s Ana and I
live in a suburb outside the city.
There are two shopping malls
near my house, but the larger
one, Central Mall is having its
annual sale next Saturday. I’m
very excited because you can
find many good things at very
low prices.
How much
How many
discount
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1. What is happening at Central Mall?
There is a great sale starting next Saturday.
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2.
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3.
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THE CENTRAL MALL SALE
There is a big sale today at Central Mall. Everything is on sale: from
a hairpin to any designer’s outfit. Read this ad and look at our prices,
they are lower than in other stores. Clothes are more fashionable and
colorful than in other street stores. Shoes go from high heels to
flip-flops, accessories that you won’t find anywhere else. Don’t miss
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of two at the lowest price! Discounts go from 5% all the way up to
70%. Come in and get in style! Come and buy at the Central Mall,
your Family Mall!
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Blog: where you will find tips to help you develop strategies to use and apply the
language in an easier way, as well as to raise awareness of the differences or similarities
between English and Spanish.
•
Central Mall Sale
1. This ad is about the
.
.
2. Prices at the Central Mall Sale are
3. Clothes are
.
4. You can find a wide variety of shoes at the Central Mall Sale, from
.
5. Discounts go from
.
.
6 This is an excellent
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Some words such as: because indicate cause
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some other words indicate alternative: or . See
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to see what stores have to offer. However, I love when shops offer
I only go
.
items at low prices or when you can buy one item and get another one
This means I love
.
◗
◗
◗
◗
◗
Each unit ends with six lessons which are intended for reviewing and consolidation purposes
of what you learned in the unit.
• Wrapping Up! aimed to review and consolidate the language
introduced in the unit.
• Print out: offers you the opportunity to work in small groups, to have fun creating a handson-activity and to produce written samples of work based on the different topics included
in the unit. This activity is time-flexible, depending on the needs of the group and on your
teacher’s instructions. You can start at school, finish it at home and bring it in the next class
to share and comment with the rest of your group and with your teacher.
• Time for Culture and Fun: fun way for using language! This lesson always includes a game
where comprehension and application of the language is done in an interactive way.
• Tuning Up! where focusing on pronunciation is the purpose. You will always find a chant
specifically written for each unit.
• The Cool Teens Magazine: this section includes reading texts using a magazine format to
introduce general cultural facts in a teen-appealing way.
• My Personal English File: where you register everyday useful words and expressions;
interesting facts from the unit and to keep a record of your personal outcome. This section
also asks for the use of a monolingual dictionary to increase your vocabulary and offers an
activity correlated to the previous magazine page.
Finally, at the end of your book, you will find four very useful sections:
HOMEWORK PROJECTS: which serve the purpose to extend vocabulary and engage you to work in
small projects through practicing reading and writing.
GRAMMAR REFERENCE: correlated to the Focus! activities and it’s aimed to help you to review and
reinforce English.
REFLECTIONS ABOUT MY FIRST YEAR OF ENGLISH: you can write your personal opinion about your
English course and share it with your teacher and your classmates.
BIBLIOGRAPHY: this section provides information about books and Websites that may be
consulted. Some references are for you and some others for your teacher.
AUDIO SCRIPTS: where you will find the text of every listening activity not printed in the body
of each unit. And for you to practice pronunciation and enjoy working at developing listening
strategies, an audio CD which includes all listening activities –dialogs, reading texts and chants, is
offered with this book.
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an intelligent person.
a wild animal.
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The Guinness Book of Records is one of the most popular books in
the world because it registers all of the strange things and events that
happen throughout time, as well as people that establish a record in
the world.
This book registers the West Edmonton Mall as the largest mall in the
world. This shopping center is in Canada and it measures 493,000 sq.
metres, which is equivalent to 115 football fields, can you imagine?
But this mall is also famous for all the different kinds of shops and
places that you can find there.
West Edmonton Mall has the world’s largest parking lot where 20,000
cars can park. It has 58 entrances to the shopping center. Imagine if you
get lost!
In this mall, you can also find attractions of all kinds. The world’s largest indoor wave pool is inside this mall.
It has 23 slides and the highest slide is 25m high. You can also find another great attraction: the Galaxyland
Amusement Park, which is the world’s largest indoor amusement park with 25 rides to enjoy and because this
park in under a roof, you can get on the rides without worrying if it rains or snows. At West Edmonton Mall
you can find 800 stores and 6 major department stores. There are 110 eating establishments, 26 cinemas
and three theme streets. It opens all year round including Xmas and New Year’s! So when planning on going
shopping why don’t you try visiting the world’s largest mall?
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I usually worked with other four classmates and we built a working team, a very good one, I think. We studied together for all classes
but we enjoyed working for our English class projects very much.
This year we played a lot during our recesses, we usually played volleyball and let me tell you that we are very good volleyball
players.
We also studied together for our mathematics class, one of our group members is very good in this and he helps us a lot with our
homework and projects. We also went to the library on many occasions and we visited some museums together in our city.
We had a wonderful school year and we are planning on working together next school year. I like my friends very much and I
enjoyed working with them very much this school year.
Look at the text above and notice that it is divided in three paragraphs. The first one introduces a class group.
The second paragraph describes interesting moments experienced along the course and the third one, closes the text with sentences
mentioning the good times spent as a group.
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a) You have to summarize the good memories of everyone in your group (the five of you).
b) Your story must include: an introduction, a climax and a happy ending.
c) Your story must be true and realistic, but very creative.
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The City or The Woods. Where would you like to live in?
People can live in many different places depending on their needs and likes. Some people live in cities and when doing
so, they can choose to live in an apartment or in a house. People living in big cities usually live in apartments. Apartments
are regularly less expensive than a house and they can have one, two or three bedrooms, plus a kitchen, a living room and
a dinning room. When living in an apartment, you can keep rooms tidy and nice. Other people prefer to live in a house.
Houses are usually bigger than apartments and you can find a house that includes a garden and a studio or library as well. To
keep a house tidy is more difficult and more expensive, too. For example, to keep a garden nice you need a mower, which
you seldom need when living in an apartment. Another option is living in the woods. You can find nice cabins which are
not very expensive and for which you don’t need a lot of furniture. There is also a possibility of building eco-friendly houses,
especially in the woods. Two things you really have to be right about when looking for a place to live are: your preference and
how much you can afford to pay.
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Feb. 22, 2008 -- Diagnosing life threatening diseases
could soon be as easy as breathing. Researchers at the
National Institute for Standards and Technology and
the University of Colorado are now using lasers to detect
specific chemical compounds in the breath of patients
with cancer, asthma and diabetes. The name for this new
technology is Optical Frequency Comb. When a person
breathes into a small chamber the scientists bombard the
exhaled air with lasers of different wavelengths (making up the “comb”) that make specific compounds emit
different colors of light. Then, researchers simply look
and see what color the breath is after interacting with the
comb and then diagnose a condition based on the color.
Asthma patients and diabetics exhale different compounds while breathing, and with this new finding, we
can discover more important things about these diseases
and help people live a better life. John Hall, a retired
physics professor and the 2005 Nobel Prize in Physics
winner, says “This is a new kind of non-invasive and
shockingly inexpensive assay technique.” Researchers are
sure that this technology is becoming a very useful tool in
preventive medicine.
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Adjectives can go before nouns:
She is an honest woman.
He is an irresponsible taxi driver.
She is a kind teacher.
We use: can to express ability to do
something.
Pedro can play the guitar.
Elvira can speak French.
A canary can sing.
Affirmative: we use can with
all nouns and pronouns.
I can dance.
She can run very fast.
It can bark very loud.
We can speak English now.
1. What I like a lot about my English book:
Adjectives can go alone after
the verb “be”.
Her hair is blond.
Tommy’s car is old.
The singer’s dress is long.
2. What I like the best about my English teacher:
Negative: can not or can’t
I can’t sing.
She can’t speak Japanese.
We can’t fly.
3. Which rhyme did you like the most?
4. Which is your favorite reading in the book?
Interrogative: can goes at
the beginning of a question.
Can you sing?
Can he speak German?
Can we eat more cookies?
Negative interrogative: can not
or can’t goes at the beginning
of a question.
Can’t you sing?
Can’t he speak German?
Can’t we eat more cookies?˙
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Adjectives
Adjectives are words that
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Unit 1: People and Animals
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◗
price than their regular price, so they are
At sales, things have a
. For example, at a clothes sale you can find more in-style and cool clothes
to wear, so you can buy more
and beautiful clothes. But be careful!
Sales are not always what they seem to be. Sometimes, you can even find things with
prices just as when stores offer the famous 2x1, because at the end you pay
more and things become more
.
UNIT REVIEW:
Can you speak English?
Short answer: Yes, I can.
No, I can’t.
Can she speak French?
Short answer: Yes, she can.
No, she can’t.
Can they fly?
Short answer:
5. What do you do when you don’t understand a word?
Yes, they can.
No, they can’t.
6. What was the most difficult activity for you in English 2?
Unit 2: Health and the body
Countable and uncountable nouns
Countable nouns are words with a
meaning that we can count: books,
pencils, chairs, schoolbags,
CD players, etc.
There are three books on that table.
I have two pencils for my school work.
Uncountable nouns are words with a
meaning that we can’t count: milk,
butter, coffee, water, bread, air, etc.
There is some milk in that bottle.
I have some tea in my cup.
NOTE: We can use some words like: bottle, cup, glass, slice, to express
quantity, for example:
Irregular plural nouns. Some nouns
take an irregular form when used in
the plural:
en ending:
woman - women
child – children
man – men
oo singular - ee plural
foot - feet
tooth - teeth
7. What was the easiest activity for you in English 2?
8. When do you use English outside your classroom?
9. Do you use your dictionary often?
There is a bottle of water on the table.
I am eating a slice of bread.
The imperative form
• We use the imperative form by using a verb with
no subject before it.
We use the imperative form of the verbs to:
• For making requests:
Stand up, please.
Don’t make any noise, please!
• Give an order to someone:
Come to the office, right now!
Don’t take medicine without a prescription!
• To give instructions:
Walk two blocks and take a right.
Don’t turn to the left.
10. What would you like to find in Book 3?
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5
PRE E2 (RIES).indd 5
3/10/08 9:55:15 AM
> TABLE OF CONTENTS
UNIT 1 PEOPLE AND ANIMALS
Purpose
To enable students to give and obtain
information about possessions and
describe actions that are in progress at the
moment of speaking.
Social Practices
• Giving and obtaining factual
information of a personal and nonpersonal kind.
1.1 Expressing (in)ability in the present.
1.2 Describing people and animals.
Reflection on Language
• Modal verb can to
• The fixed order of
indicate present ability adjectives
• What’s something/
• Pronouns to replace a
someone like?
proper noun
• Linking devices
Lesson
Module Page
Lesson
Module Page
Pictionary
Unit entry
1. Doctors Can Cure People
2. She Can Drive A School Bus
3. He Can Build It!
4. Interviews
5. Swak’s New Album
6. Career Choice
7. What Do They Look Like?
8. Big Brown Eyes
9. An E-Mail For You
10. Is He an Honest or a Dishonest Man?
11. The Ideal Chef
12. How Romantic Are You?
1
14
16
18
13. Bears And Jaguars
14. Are You Kidding?
15. Herbivore or Carnivore?
2
20
22
24
16. Where Do They Live?
17. One Or Two Horns?
18. Wild Animals
3
26
28
30
19. Wrapping Up!
20. Portfolio
21. Time For Culture And Fun
4
32
34
36
22. Tuning Up!
23. The Cool Teens Magazine
24. My Personal English File
5
38
40
42
6
44
46
48
7
50
51
52
8
53
54
55
UNIT 2 HEALTH AND THE BODY
Purpose
To enable students to give advice and make
suggestions around the topic of health.
Social Practices
• Giving and obtaining factual
information of a personal and nonpersonal kind.
2.1. Discussing the body
and one’s health.
2.2. Giving advice.
2.3. Making and answering, offers and
suggestions.
Reflection on Language
• Should
• Nouns with irregular
plurals
• Linking devices
• Imperative form
for medical orders
• Quantifier + of to express
uncountable nouns
Lesson
Module Page
Lesson
Module Page
Pictionary
Unit entry
1. I Don’t Feel Well
2. Doctor, Help Me, Please
3. Doctors Recommend
4. Home Remedies
5. Robo Health
6. She Has Appendicitis
7. A Swollen Muscle
8. A Doctor at Home
9. I Need A Specialist
10. I Need Glasses
11. If I Were You…
12. She Needs a Pair of Crutches
1
58
60
62
13. I’d Rather See My Doctor
14. Ride Carefully!
15. Doctors And Nurses
2
64
66
68
16. Wrapping Up!
17. Portfolio
18. Time For Culture And Fun
3
70
72
74
19. Tuning Up!
20. The Cool Teens Magazine
21. My Personal English File
4
76
78
80
5
82
84
86
6
88
89
90
7
91
92
93
8
UNIT 3 SHOPPING AND CLOTHES
Purpose
To enable students to participate in
conversations in which they compare, buy
or sell a variety of items.
Social Practices
• Giving and obtaining factual
information of a personal and nonpersonal kind.
3.1. Making comparisons/expressing
degrees of difference.
3.2. Buying and selling things.
Reflection on Language
• This-that/these-those • Irregular comparative
• Comparative and
and superlative forms
superlative adjectives • Linking devices
Lesson
Module Page
Lesson
Module Page
Pictionary
Unit entry
1. At The Mall
2. That Sweater Is Larger
3. Billy Is Taller Than Miller
4. A Great Sale!
5. More Fashionable, Impossible!
6. A Fashionable Jacket Sale
7. This Tie Is More Expensive
8. Sale at The Outlet!
9. Which Items Do You Wear?
10. Which Is The Cheapest?
11. Buying Ties On The Net
12. These Pants Are Fashionable
1
2
3
4
96
98
100
13. Window Shopping
14. Baggy Jeans Are The Best!
15. The Northern Mall
102
104
106
16. How Much Is It?
17. A Shopping Day
18. A Rack Of Sweaters
108
110
112
19. Wrapping Up!
20. Portfolio
21. Time For Culture And Fun
114
116
118
22. Tuning Up!
23. The Cool Teens Magazine
24. My Personal English File
5
6
7
8
120
122
124
126
128
130
132
133
134
135
136
137
6
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UNIT 4 PEOPLE AND ANIMALS
Purpose
To enable students to describe their home
and learn about other people’s homes.
Social Practices
• Giving and obtaining factual
information of a personal and nonpersonal kind.
4.1. Describing accomodation.
Reflection on Language
• There is / there are
• Prepositions of location
• Linking devices for addition
Lesson
Module Page
Lesson
Module Page
Pictionary
Unit entry
1. My Home Is Your Home
2. What A Nice Bedroom!
3. A Lovely Place
4. A House In The Woods
5. Minimalism
6. My Trailer Is My Home
7. A Neat Closet
8. An Old House
9. Old Vs. New Houses
10. An Apartment For Rent
11. An E-Mail From My Sis
12. A Hotel To Live In
1
140
142
144
13. A Big Hotel
14. A Famous House
15. A Haunted House
2
146
148
150
16. Wrapping Up!
17. Portfolio
18. Time For Culture And Fun
3
152
154
156
19. Tuning Up!
20. The Cool Teens Magazine
21. My Personal English File
4
158
160
162
5
164
166
168
6
170
171
172
7
173
174
175
UNIT 5 HEALTH AND THE BODY
Purpose
To enable students to describe past events
in their life and that of others.
Social Practices
• Giving and obtaining factual
information of a personal and nonpersonal kind.
5.1 Expressing ability and inability in
the past.
5.2 Expressing past events.
Reflection on Language
• Modal verb could to indicate
past ability
• Past simple tense
• Regular and irregular verbs in
past tense
• Do as a main verb
• Personal pronouns
• Linking devices to indicate contrast and
sequence
Lesson
Module Page
Lesson
Module Page
Pictionary
Unit entry
1. The good old days
2. A Happy Oceanographer
3. When Were They Born?
4. A Transatlantic Flight
5. A Great Physicist!
6. I Was Nervous
7. How Was Your Weekend?
8. She Studied Math Yesterday
9. A Beauty Sank!
10. We Went to the Movies
11. I Went on a School Trip
12. An Incredible Park
13. A Time-Life Promise
14. A Bar-B-Cue
15. An Endless Love Story
16. He Broke His Elbow
17. We Won The Game
18. A Horrible Morning!
1
178
180
182
19. A Typical Mexican Dish
20. I Stayed in a Small Hotel
21. An Incredible Fire
2
184
186
188
22. A Great Composer
23. Famous People of the Past
24. A Good Old Man
3
190
192
194
25. Wrapping Up!
26. Portfolio
27. Time for Culture and Fun
4
196
198
200
28. Tuning Up!
29. The Cool Teens Magazine
30. My Personal English File
5
202
204
206
Homework Project Unit 1
Homework Project Unit 2
Homework Project Unit 3
Homework Project Unit 4
Homework Project Unit 5
Grammar Reference Book 1
Grammar Reference Book 2
Reflections About my Second
Year of English
Scripts
Bibliography
6
208
210
212
7
214
216
218
8
220
222
224
9
226
227
228
10
229
230
231
232
233
234
235
236
237
239
242
243
247
7
PRE E2 (RIES).indd 7
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> PLUG IN
1
Work in groups of four. Look at the picture.
These teens are talking about music and sports.
Write a short dialogue where each one of
you participates.
• Close your books and re-tell the dialogue to your teacher. Write what you said in your notebook.
2
Work in pairs. Write a short description about which is your favorite subject and activity at school.
Create a set of rules to follow in that subject during the school year. Put your ideas together to
conform an only text. Then, take turns to read it aloud to the rest of your classmates and compare
your ideas.
3
Write your English
class schedule for this
year in the box aside.
Include the day of the
week and the time.
TIME
DAY OF THE WEEK
8
PRE E2 (RIES).indd 8
3/10/08 9:55:31 AM
> PLUG IN
4 During vacation time we usually do many activities that we don’t do during the school year. What
activities do you do during vacation? Which activities do you continue doing during your school
term? Write them on the lines below and include a short description for each activity.
5
In groups of four, fill out the chart with true information about you and your classmates.
QUESTION
NAME
NAME
NAME
NAME
What do you do on a
Sunday morning?
What do you like to do
on a Friday afternoon?
Where do you usually
go with your friends
on weekends?
What do you never do
on weekdays?
9
PRE E2 (RIES).indd 9
3/10/08 9:55:33 AM
> PLUG IN
6 Read the following text. Then, look up each underlined word in the text in a dictionary and write its
definition in the chart below. Pay attention to the context the word is related to, in order to select
the correct definition. Follow the example.
The Meaning of Color
www.desktoppub.about.com/od/choosingcolors/p/color_meanings.htm
Understanding the meaning and the cultural use of color and how colors interact is important when
choosing clothes, make up, decoration and many other things. Some people even think that colors are a kind
of good-luck charms. Depending on the color you wear, you get good or bad luck. Colors are non-verbal
communication. They create a physical and emotional reaction.
There are different categories for color: cool and warm colors, mixed and neutral colors.
Cool colors have a calming effect: blue and green, for example.
Warm colors convey emotions from simple optimism to strong violence: red, yellow, pink, or orange can create
excitement or anger. Black and brown, are also warm colors.
Mixed colors offer attributes from both, the warm and cool colors and can calm or excite. Some examples of mixed
colors are: purple, green, turquoise, and beige.
Neutral colors: help to put the focus on other colors. Some examples are white, black, brown, gold, silver and beige.
WORD
choosing
MEANING
(v) to decide about something or someone
7 Work in pairs. What do you and your friend like to wear? Do you like to wear the same color of
clothes? Do you think that the color you wear represent what the reading about colors say? Draw and
color your favorite pieces of clothes in the blank space, label each item and write a short text saying
why you like the color or colors you wear and what they represent.
A word can have more than one
meaning. Remember to use the
meaning that corresponds to
the idea you are conveying,
e.g.: She is a charming person
and she always wears a
good-luck charm.
10
PRE E2 (RIES).indd 10
3/10/08 9:55:37 AM
> PLUG IN
8 A Colorful Personality
In psychology, personality is a collection of behavioral and emotional patterns unique to a person that is
consistent over time. Everyone has a distinct personality pattern. Your personality includes specific ways of
thinking, reasoning, feeling, and acting. Each person is born with a single Personality Color that remains
stable throughout life. While your color never changes, you can always develop strengths and/or limitations
from the different personalities over time and in different situations.
• Read and write a check ( ✓ ) in the boxes that describe you, and find out what color represents
your personality.
1. optimism
2. self control
3. likes to help others
4. consistent
5. likes to talk
6. sincere
7. talks too much
8. indecisive
9. acts impulsively
10. over-possessive
11. acts first, thinks second
12. doesn’t have initiative
13. precise
14. likes to get immediate results
15. objective
16. makes quick decisions
17. analytical
18. persistent
19. indecisive
20. creative
21. sensitive to criticism
22. impatient
23. pessimistic
24. inflexible
• Count how many answers of each color you had. Look at the meanings and comment them with a partner.
Answers:
1, 3, 5, 7, 9, 11
13, 15, 17, 19, 21, 23
creator/performer
analyzer/organizer
2, 4, 6, 8, 10, 12
14, 16, 18, 20, 22, 24
helper/supporter
leader/promoter
9 Find out three other classmates that have your same personality color. Do you agree or disagree with
the result of their personality color? Is their personality color according to their real personality? Fill
the chart below with true information about your friends.
NAME
PERSONALITY COLOR
REAL PERSONALITY
11
PRE E2 (RIES).indd 11
3/10/08 9:55:37 AM
>UNIT 1
window
mirror
cap
trunk
tire
hedge
hood
lamp post
headlights
wall
goal
seat
wheel
passenger
driver
briefcase
I’m Rolando’s
father. I take him
to work everyday.
I’m a taxi driver.
football-player
shorts
grass
soccer ball
soccer field
sneakers
I love to watch
soccer games
on TV. on the
weekends.
oven
I’m Rolando and
I’m a chef. I work
in a restaurant from
Monday to Friday. I
love cooking!
cap
jacket
pot
pan
I’m Silvia, I’m Rolando’s
wife. I’m a hairdresser
and I work in the
afternoons from Monday
to Saturday. I enjoy
inventing new hairstyles.
light
knife
mirror
grill
comb
long hair
chopping board
tomatoes
round brush
plug
stove
apron
Silvia and I love
animals. We like
to go to the zoo on
Sunday morning.
hair dryer
hairdresser
hair pin
scissors
12
U1 E2 (RIES).indd 12
3/10/08 9:56:24 AM
Purpose
The purpose of this unit is to enable
students to describe people, animals
and different objects by making
reference to their physical appearance,
(in)abilities, and habits/routines.
Pre-Unit Investigation
A picture of a pilot is in:
Lesson
and on page
The picture of a woman architect from
Australia is in:
Lesson
and on page
The picture of a jaguar is in:
Social Practices
Lesson
and on page
The picture of a ballet dancer is in:
• Giving and obtaining factual
information of a personal and
non-personal kind.
1.1. Expressing (in)ability in the present.
1.2. Describing people and animals.
Lesson
The picture of a girl with a Titi Monkey is in:
Lesson
• Choose the best option.
1. Vocabulary in Unit 1 is about:
and on page
The picture of an Asian Elephant is in:
Lesson
My Personal Predictions
and on page
and on page
We mention Shakira in:
Lesson
and on page
An e-mail from Benjamín Rosales is in:
Lesson
and on page
a. occupations and professions
A rhyme of best friends is in:
b. zoo animals
Lesson
and on page
c. people and animals
2. Telling what people look like is a
good way of:
a. learning new vocabulary
b. meeting new friends
c. describing people
Reflection on Language
•
•
•
•
Demonstrative pronouns this/that
Indefinite articles a/an
Apostrophe to indicate contraction
Linking devices to indicate addition
13
U1 E2 (RIES).indd 13
3/10/08 9:56:36 AM
DOCTORS CAN CURE PEOPLE
CONNECTING
tr
ac k
1
1
Look at the pictures and listen to the people describe themselves. Identify each person and order
them as you hear. Then, using your own words, complete each description. Follow the example and
help yourself with words from the box. Not all words are in the box.
doctor
houses
work
from
like
and
pilot
My name’s Maribel Hernandez
and I’m from El Salvador.
I’m a doctor and I like to
work in hospitals.
( 1 )
and I
(
tr
ac k
2
2
(
)
(
)
I’m
teacher
My
Duvall and
Oklahoma. I’m
years old. I’m a
and I
.
Phil
Tulsa,
to fly big
Duarte and
Oaxaca, México.
an architect
to build
.
)
Look at the picture. Listen to the dialogue and order it as you hear. Number 1 is already done.
MARK:
MARK:
JOHN:
JOHN:
MARK:
JOHN:
Language
sick [ sIk ] adj. a person with a disease,
e.g. Use a sweater so you don’t get sick
*Write a new sentence using the word
in the language entry in the language
section in your Dossier.
MARK:
MARK:
JOHN:
JOHN:
MARK:
What are you doing, John? ( )
But, what? ( )
Well, I don’t know yet. Can doctors design hospitals?
Pilots can’t cure sick people! ( )
Wow! Which one do you like? ( )
Yes, pilots can travel around the world, and they can
also fly small and big airplanes, but… ( )
Of course not! ( )
A pilot, really? ( )
I’m reading some information about different
careers at the university. ( )
Well, medicine and architecture are very interesting
professions, but I think I want to be a pilot. ( )
No, I don’t think so, but they can cure sick people.
Architects can design hospitals, but they can’t cure
sick people, right? ( )
• Work with a partner. Act out the dialogue using your own words.
• Answer the following questions:
Can doctors help sick people?
. But what can’t they do?
What can architects do that doctors can’t do?
14
U1 E2 (RIES).indd 14
Unit 1 People and Animals
3/10/08 9:56:44 AM
3
Words and Expressions!
• Answer the following questions using the words from the box. Follow the example.
Cure
Designer
Of course not!
Nurse
Patient
1. What expresión can you use to confirm a negative answer or something that is not happening?
Of course not!
2. What’s a doctor’s main responsibility?
3. What do we call a person who is sick or ill and that is in a hospital?
4. What name does a professional receive when he/she helps a doctor to take care of a patient?
5. When a person can design or create something new, we say that this person is a
.
Your Turn!
4 Look at the pictures. Match the phrases and write sentences on the lines below. Add the word or
words that complete the sentence. Follow the example.
1
2
5
3
6
4
A fireman
1.
2.
3.
4.
5.
6.
1.
2.
A police
woman
A singer
A taxi driver
An astronaut
A secretary
can extinguish fires
can catch criminals
can sing very well
can take you anywhere in a city
can walk in space
can work on a computer
can’t design houses and hospitals.
can’t teach in a school.
Language
can’t fly big airplanes.
can’t cure sick people.
extinguish [ Ik"stINgwIS ] v. to stop a
can’t create computer games.
fire from burning or a light from shining,
can’t walk in space.
e.g. A fireman extinguishes fires. *Write
a new sentence using the word in the
A fireman can extinguish fires but he can’t cure sick people
language entry in the language section
in your Dossier.
.
.
3.
.
4.
.
5.
.
6.
.
• Work with a partner and check your answers. Do you and your partner agree with the sentences?
What sentences do you agree on and which not? Discuss with the rest of the group and with your
teacher.
Doctors Can Cure People Lesson 1
U1 E2 (RIES).indd 15
15
3/10/08 9:56:56 AM
SHE CAN DRIVE A SCHOOL BUS
CHATTING
1
Work in pairs. Look at the pictures below, and complete Susie’s letter with words from the box.
Follow the example.
looking His can’t hospital friend
write Can nurse can’t can
can’t
likes
can doctors
student
August 10th,
(current year)
Dear Alex,
Today I’m feeling much better and
here is quiet and peaceful, but I
here at the
say I
do the things I like to do, I’m getting bored. I have a new
but he is not a patient like me. He is a nurse,
you imagine? A male nurse!
name is Andrés Molina and he’s from Argentina.
. He’s here in Mexico because he belongs to an
He’s 24 years old and he’s good
exchange
go home tomorrow. Everything
program, so he’s completing his social service here. He says he loves his
to take care of sick people. He
profession a lot and he
doctors operate on patients, just like what happened to me, but he
because he is not a doctor, he’s a
help
operate on them,
.
You know my birthday is next month.
you come to my party? I hope so,
I miss you very much. And please,
me whenever you can.
Many kisses,
Susie
Ps: Oh! Thanks for the lovely flowers, they smell great!
Focus
(Look up the Grammar Reference section-page 239 for more information)
Answer the following questions:
•
What do you like to do in the afternoons?
Can you do that in the mornings?
•
Language
operate on [ "Ap´reIt ] phrasal v. to
cut a part of the body to remove or
repair a sickness, e.g. Nurses help
doctors operate on patients. *Write
a new sentence using the word in the
language entry in the language section
in your Dossier.
What can you do at night that you can’t do in the afternoon?
Complete the following idea:
When you or other people have the power to do something, you say that “you
do this or
that” For this reason, to prove that we are able or capable of doing something, we say:
Then, what is the modal verb “can” for?
.
16
U1 E2 (RIES).indd 16
Unit 1 People and Animals
3/10/08 9:57:05 AM
Getting Smart!
tr
ac k
3
2
Listen to the sentences carefully and check (✓) the correct option. Follow the example.
Check your answers with your teacher and classmates.
CAN
1
CAN’T
✓
2
3
4
5
6
3
What are your family members’ occupations? Choose five members and describe them
to your
classmates and teacher mentioning what your relatives can and can’t do in their daily work. Finally,
choose three family members and write a short description saying who this person is, what things or
activities these people can or can’t do in their jobs.
1.
is a
But,
2. I can
can
, and
can’t
.
but I can’t
.
3. I can
but I can’t
.
4 What is your favorite profession or occupation? What do you dream of being in the future? Write a
short description about this idea saying what you can and can’t do in this profession.
When not understanding ideas in a
conversation, ask people politely to
repeat the sentence. Use expressions such
as: Sorry, I didn’t understand or excuse
me/pardon me/can you repeat, please?
She Can Drive a School Bus Lesson 2
U1 E2 (RIES).indd 17
17
3/10/08 9:57:08 AM
HE CAN BUILD IT!
DOWNLOADING
1
Work in groups of four. Look at the pictures. What can these people do? What can’t they do? Help
yourselves with the sentences in the box and write your ideas on the lines below. Follow the example.
1
2
PICTURE
1
2
3
4
5
6
2
6
5
3
Language
•
•
•
•
•
•
hairdresser
bell-boy
mason
chef
waitress
carpenter
4
hammer [ "hœm´r ] n. a tool with a
metal head to tap nails into wood,
e.g. Carpenters work with hammers
and nails. *Write a new sentence using
the word in the language entry in the
language section in your Dossier.
Work in groups of four. What can the people in activity 1 do? What can’t they do? Use the phrases in
the box below to write a sentence about what each person can or can’t do. Follow the example.
build a house
fix your hair
help tourists
work with a hammer
take orders from menus
cook chicken and vegetables
design churches
create a computer game
operate on sick people
help doctors
drive tractors
carry luggage
1. A mason can build a house, but he can’t create a computer game.
3
2. A carpenter
.
3. A hairdresser
.
4. A bell-boy
.
5. A chef
.
6. A waitress
.
What’s your father’s/mother’s occupation? Tell your friends what your father/mother can and can’t
do. Follow the example.
Margarita: My father is an electrician. He can repair lamps, but he can’t repair airplanes.
18
U1 E2 (RIES).indd 18
Unit 1 People and Animals
3/10/08 9:57:13 AM
4 Look at the picture and use the words in the box below to write a short description about the person
in the photo. Follow activity 1, in lesson 2 as an example. Save your work in your Personal Dossier.
Lima
piano
electric guitar
Japanese
pianist
thirty five years
D
French
He is Vicente Rivadeneira. He’s from Lima, Peru.
He
Your Turn!
5
Look at the picture and read the following opinions of teens who believe that women can become
Presidents of a nation. What do you think? Can a woman be President of a country?
Can a Woman Make a Successful President?
by Carmen
http://www.pocanticohills.org/lebenson/president.htm
I think that a woman can be a successful president because women can do
everything that men can do. Women can do anything that they put their mind to
do. Women are very hard workers and are just as smart as men. Sometimes women
can not become presidents because they have families to take care for and chores
to do. But I think that they can be president and take care of their family.
Can a Woman be a Successful President?
By Gauri
I believe that a woman can make a successful President. A woman can do just
about anything a man can do. I say there is no reason that a woman can’t be president. A woman can be just as
good a person as a man and willing to travel. There are some examples of countries that give women a chance
to become President, for example: India, Pakistan, Israeli and England I don’t see a problem for women to
become President! I’m sure a woman can do it!
• Now work in groups of three. Discuss the topic and write a summary of what you
and your partners think women can do to become President.
Language
skyscrapers [ "skaIskreIp´r ] n. a
very tall and modern city building,
e.g. Architects design skyscrapers and
roads.
road [ r´Ud ] n. a specially prepared
surface for vehicles to transit. *Write
a new sentence using the words in the
language entry in the language section
in your Dossier.
He Can Build It! Lesson 3
U1 E2 (RIES).indd 19
19
3/10/08 9:57:27 AM
INTERVIEWS
CONNECTING
tr
ac k
4
1
Look at the picture, listen and read. Complete as you hear.
Follow the example.
Language
job [ dZÅb ] n. the regular work you do
for an employer and where you get a
salary, e.g. I am sending my resume to
apply for my new job at the bank.
resume [ rI"zjuÜm ] n. a short
description of your educational and
working experience printed on paper.
You present this document when
looking for a job. *Write a new sentence
using the words in the language entry in
the language section in your Dossier.
MR. ROBERTS:
BRENDA:
MR. ROBERTS:
BRENDA:
MR. ROBERTS:
BRENDA:
MR. ROBERTS:
BRENDA:
MR. ROBERTS:
BRENDA:
MR. ROBERTS:
BRENDA:
MR. ROBERTS:
BRENDA:
Good morning, how can I help you Miss…
Brenda Escamilla. Nice to meet you, sir. I’m a secretary and I’m here for the job interview.
Right! Take a seat. I have your resume here. Let’s see, Miss Escamilla. Can you use
Yes, sir. I can use a computer, a
, and I can use
some computer
very well.
I see. Can you speak
?
No, I can’t. But I can speak English and
very well.
Can you write e-mails in both languages?
Yes, I can.
Do you like working with other people, or do you
to work alone?
I love people. I think I’m an easy-going and hardworking person.
When can you start working with us?
I can’t start today but I can start tomorrow
.
Well Miss Escamilla, the job is yours! Welcome aboard!
Thank you, Mr. Roberts. See you tomorrow.
?
• Act out the dialogue with a partner, without looking at your book.
2
3
Read the interview again and underline the correct answer. Follow the example.
1. Can Brenda start working at the office today?
Yes, she can.
No, she can’t.
2. Can she write e-mails in French?
Yes, she can.
No, she can’t.
3. Can she use computer programs?
Yes, she can.
No, she can’t.
Work in pairs and write three different activities a secretary can do in an office.
1.
2.
3.
20
U1 E2 (RIES).indd 20
Unit 1 People and Animals
3/10/08 9:57:32 AM
4 Read the opinion of a teen boy about a male ballet dancer. Do you like ballet? Can a man be a good
ballet dancer?
I think that a man can be an excellent ballet dancer. There are many ideas
about a man dancing in ballet tights. Of course, some people believe that
tights are an only-girls-garment, but this is not true. Tights help dancers
maintain their blood pressure, their muscle resistance and a great attitude
Some of these ideas criticize men and believe that they cannot perform
such an elegant dance because men’s nature is of strength and not
delicacy. However, most of us like going to parties and dancing, whether
you’re a girl or a boy just like me. I believe that men can become
excellent dancers just as Fred Astaire or Rudolph Nureyev and that
men and women are simply alike. Men have some abilities that woman
don’t and vice versa, but you can become a dancer, a singer, a painter,
as long as you try to be the best of a kind . Next time you attend a ballet
performance, watch carefully and you’ll see that men and women dance
beautifully together and one can not do without the other.
• What do you think men can’t do when performing ballet?
5
Work in pairs. Do you agree that men can practice ballet dancing? Or is it only for women? Create a
short text about why men can or can´t dance ballet. Think about folklore, salsa, rock and roll, even
Hawaiian dances, are they all the same?
Your Turn!
6 Work with a partner and interview him/her. Then, change roles.
YOU:
Good morning
. Can
?
FRIEND: Yes,
.
YOU:
.
Where are you from?
FRIEND:
YOU:
.
Can
?
FRIEND: Yes,
.
YOU:
?
FRIEND:
.
YOU:
Thank
.
FRIEND:
.
Interviews Lesson 4
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21
3/10/08 9:57:35 AM
SWAK’S NEW ALBUM
CHATTING
tr
ac k
5
1
Look at the picture. What’s this person’s profession? Is she real or is she an imaginary character? You
can find imaginary characters in books, novels, TV programs, and in other resources of information,
Can you name an imaginary character?
. Why is this character imaginary? Discuss
with your classmates and teacher.
• Try to complete the following interview. Then, listen to the recording and check your answers.
Good morning, audience. This is Nick Craig from Channel eight.
Today, we are interviewing a world famous rock singer: Miss Swak.
NICK: Good morning, Miss Swak.
I ask you a few questions?
SWAK: Yes, you
!
NICK: Can you tell us the name of your new
CD album?
SWAK: Sure, I
! It´s S.W.A.K. Reloaded. It’s a
great CD with new
and you can
hear me play with a new
band.
Actually, I play the
in some of
the songs.
NICK: What about other instruments,
Miss Swak?
you play the piano?
SWAK: Yes, I
, and I can play the violin, too.
NICK: Can you
the drums?
SWAK: No, I
, but I can also play the base!
NICK: The base? Great! I can also see you like
pets.
you tell us their names?
SWAK: Yes, this is Linda, my poodle, and this
is Pepe, my Titi Monkey. He can eat a lot
of bananas but he loves eating chocolate.
NICK: Can they sing?
SWAK: No, of course they
, but they can
jump and they can
with me when
I’m singing!
While listening to a conversation in English,
pay close attention to the way people
pronounce, especially the sounds which do
not exist in Spanish, e.g.: th, sch, and the long
and short vowel sounds. Pronouncing correctly
makes the difference in a language.
Language
• Can you think of a real singer that likes to be extravagant?
Act out the interview with a partner.
2
Work in trios. Think of a real singer, what kind of questions can
you ask this famous person? In your Dossier write five questions
that you and your team think of asking that person.
D
22
U1 E2 (RIES).indd 22
committed [ k´"mIted ]
adj. a very responsible person, e.g. My
brother is a very committed teacher at
his school. *Write a new sentence using
the word in the language entry in the
language section in your Dossier.
Unit 1 People and Animals
3/10/08 9:57:36 AM
3
Work with a partner. Write questions for each answer about Swak. Follow the example.
Can Swak play the violin
1.
tr
ac k
6
? Yes, she can.
2.
? No, she can’t.
3.
? No, they can’t.
4 Look at the picture, listen and complete the interview
with the missing words as you hear them. Follow the example.
NICK:
Can
you tell us the meaning of your
, Swak?
SWAK: No, I
! This is a mystery. Guess!
NICK:
, can you
me?
SWAK: Yes, of
. Look!
NICK: You are
a kiss to your fans,
?
SWAK: Wow! You’re a smart guy! Now you can
everyone the meaning of Swak.
NICK: Yes, I can!
means: Sent
with A Kiss!
SWAK: Yes! I always send my songs with a
!
• What other words or slogan can you think of or create with the letters SWAK? Write at least, five
words and three slogans using the word SWAK. Follow the example:
• Check your answers in pairs and with your teacher.
sealed with a key.
Focus
•
•
5
(Look up the Grammar Reference section-page 239 for more information)
Answer the following sentences?
Can you drive?
Can some of your friends play soccer?
Can your mom cook a delicious soup?
Can you and your friends go on a camping trip tonight?
Now, analyze the answers. Can you use the modal “can” with all pronouns in the same way? Where
do you collocate the modal “can” in a sentence? Complete the following statement:
We use can before the action verb, with
: I can+verb. He/she/it can+verb.
We/you/they can+verb.
Walk around the classroom and find out who can play a musical instrument in your group. Write the
information in the chart and finally, find out how many people can play these musical instruments.
Follow the example.
INSTRUMENT
NUMBER OF PEOPLE
Harmonica
14
INSTRUMENT
Drums
Guitar
Bass
Violin
Piano
Other instrument (write the name of it):
NUMBER OF PEOPLE
Number of people
Swak’s New Album Lesson 5
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23
3/10/08 9:57:39 AM
CAREER CHOICE
DOWNLOADING
1
Look at the pictures and read. Find the words that mention occupations or professions in the text,
and underline them. Follow the example.
There are many different jobs for people nowadays. Jobs are different
rock
singer
because people are different. There are occupations and professions.
For example, a lawyer can work with laws because he studies them
tennis
player
completely. A gardener can work with plants, trees and with soil. A
fisherman can catch fish in the ocean and in lakes, or in rivers. A
salesperson can sell what the customer needs. A merchant can deal
with goods and merchandise. A flying attendant can help you travel
gardener
comfortably by plane. An oceanographer can study and enjoy sea
life. A doctor can cure sick people because he studies how to solve
lawyer
doctor
flying
attendant
health problems. A tennis player can strike the ball with a racket and
run very fast and a rock singer can play a musical instrument and
sing to make people dance. So, because people dedicate their lives to
fisherman
different and interesting activities, occupations and professions have
merchant
to be different. Thus, to choose the right career it is advisable for you
to know the things you can do if you are prepared for a certain job
and collect information about yourself.
salesperson
2
oceanographer
Read the text again and answer these questions. Check with a partner.
1. Which of the above are occupations and which are professions?
Occupations:
Professions:
2. Which profession or occupation do you prefer?
Language
3. Which occupation or profession do you not like at all?
4. Who, in your opinion, gets more money in their job?
5. Who, in your opinion, gets less money in their job?
24
U1 E2 (RIES).indd 24
nowadays [ "naU´deIz ] adv. When
we talk about the present but we
compare it with the past, e.g. There
are many different jobs for many
different people nowadays. *Write a
new sentence using the word in the
language entry in the language section
in your Dossier.
Unit 1 People and Animals
3/10/08 9:57:41 AM
tr
ac k
7
3
What can people in the pictures do and what can’t they do? Write a short answer under each picture.
Follow the example.
(
(
(1 )
)
)
(
An actor can act in a play,
but can’t cure people.
(
(
)
(
)
)
)
(
)
(
(
)
)
4 Listen again to what the people in activity 1 can or can’t do. Complete the sentences below with the
information you hear. Follow the example.
1. The singer can sing and dance very well, but she can't cure sick people .
2. The actor
.
3. A doctor
.
4. A teacher
.
5. The football player
.
6. A police officer
.
• How different are your sentences in activity 3 from the ones on the recording?
Your Turn!
5
D
Work in pairs and check your answers in activity 4 with your partner.
Are all your answers the same? Discuss about the different professions and occupations in activity 3.
Choose a profession from the ones in activity 3 that you may want or like to become in the future.
Do you think you have the abilities you need for this career? Write a short text explaining what you
like about this profession and what abilities you need to be one of this in the future. Compare with
your partner’s choice and keep a copy of your work in your Dossier.
Example: When preparing yourself to become a lawyer, you can defend people.
1. When preparing yourself to become
, you
.
2. When preparing yourself to become
, you
.
3. When preparing yourself to become
, you
.
Career Choice Lesson 6
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25
3/10/08 9:57:51 AM
BIG BROWN EYES
CONNECTING
1
Patricia is receiving some pictures of her e-friends. Look at the pictures. Read and write the
corresponding name under each picture. Follow the example.
1. This is a picture of Mary, John and Peter. Mary is
very pretty with short black hair. Her hair is wavy
and she has big blue eyes. John is very handsome.
He has long black hair. His hair is wavy, too. He
has big brown eyes. Peter has small blue eyes. He is
plump, and his hair is short and brown.
2. This is a picture of Leonor, Enrique and Víctor.
Leonor is tall and slim and has long brown hair.
Her hair is wavy. Enrique is very tall and slim. He
has short, blond and curly hair. He can play the
guitar very well. Víctor is short and plump. His hair
is straight and black. His hair is straight and black,
and he likes to play soccer.
2
Look at the picture and complete the description. When not knowing a word, look it up in a
dictionary, ask your teacher or re-read the descriptions above.
3. This is a picture of Mariana, Alejandro
and Walter. Mariana is medium height,
plump, and she has long blond hair.
. Alejandro
Her hair is
Language
is tall, plump and has
hair. He can play soccer
very well at school. Walter is short, slim
hair.
and has
His hair is
26
U1 E2 (RIES).indd 26
.
wavy [ "weIvI ] adj. when the hair grows in waves
(smooth curves).
plump [ plømp ] adj. a nice way to say that a person is a
little fat, e.g. My big brother is kind of plump and he has
wavy black hair. *Write a new sentence using the word in
the language entry in the language section in your Dossier.
Unit 1 People and Animals
3/10/08 9:58:06 AM
3
Look at the pictures and complete the sentences with words from the list. Follow the example.
plump
big
tall
short
curly
blue
blond
Helen is tall and
has straight blond hair.
Henry is
.
and
Paty has
,
and
,
hair.
When writing a text, pay
close attention to the
spelling of difficult words.
Getting Smart!
4 Work in pairs. Look at these pictures and describe each teen. Use the words from the list.
short
medium
height
tall
curly
Héctor is
.
plump
slim
black
big
Marcos is
and
Sandy has
.
hair.
Your Turn!
5
Chose three friends in your class and draw them in the space below. Write a short
description about them to a pen pal. Follow activity 1 as an example.
This is
a picture of
Big Brown Eyes Lesson 7
U1 E2 (RIES).indd 27
D
27
3/10/08 9:58:11 AM
English
Secundaria 2
English
Jean Denise Salazar Wolfe
Eliseo Gustavo Ramírez Toledo
2
2
English 2 integral cov.indd 1
3/7/08 8:10:02 PM