GRUPO EDUCATIVO INCA

EL PODER DE ENSEÑAR

TÉCNICO EN LENGUA INGLESA

Donde tu avance está garantizado

La presente:

ANTOLOGÍA DE TRABAJO A1 – PRIMERAS 6 SEMANAS

pertenece a: ______________________________________________________________________.

quien en el horario de ____________________ a ____________________.

los días ________________________________.

se ha propuesto lograr el dominio del idioma inglés al tiempo que busca recibir el
reconocimiento oficial SEP al término de la carrera y se familiariza con los estándares
internacionales en el aprendizaje de un idioma.
Con compromiso de ética y responsabilidad, el plantel ___________________________,
recibe y hace propias las esperanzas, las necesidades y las metas que expreses de
ahora en adelante.

“I come in a world of iron “Madness is seeing (your) life as it is

to make a world of gold.” and not as it should be.”

Don Quijote de la Mancha

through Miguel de Cervantes S.

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 CLASS APENDIXES
VOCABULARY AND LANGUAGE FOCUS

I. CLASSROOM LANGUAGE - YOU CAN LISTEN! YOU CAN SPEAK!

TEACHER INSTRUCTIONS. Connect the beginning of each idea in Column A with the
correct part in Column B.
COLUMN A COLUMN B
Work louder, please.
Open / Close to page…
Give me your answers
Turn in groups of 3 / in pairs / with a different partner
Listen repeat that?
Compare your books / your notebook
Speak and repeat / and answer the questions / and check
Can you your paper / your homework

Listen to the teacher saying these instructions and act them out to practice your listening
comprehension. 😊

STUDENT QUESTIONS. Complete the ideas in Column A with the correct part in Column B.
Excuse me, answer for question number …?
Sorry, Can you does _____ mean?
Teacher, what is the can you repeat that, please?
Teacher, how do translation of _____ into Spanish?
Sorry, what the word _____ in English, please?
Help, teacher! What’s the speak more slowly?
How do you you say _____ in English?
Can you describe pronounce this word, teacher?

Practice saying these questions with a partner; the teacher can help you with your
intonation, your fluency and your pronunciation, so you gain confidence to speak in
English.

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 II. THE ALPHABETH - PRONUNCIATION

Aa Bb Cc Dd Ee Ff Gg
/eɪ/ /biː/ /siː/ /diː/ /iː/ /ef/ /ʤiː/

Hh Ii Jj Kk
/eɪtch/ /aɪ/ /ʤeɪ/ /keɪ/

Ll Mm Nn Oo Pp
/el/ /em/ /en/ /əʊ/ /piː/

Qq Rr Ss
/kɪuː/ /aːr/ /es/

Tt Uu Vv
/tiː/ /ɪuː/ /viː/

Ww Xx Yy and Zz
/’dɅbəliuː/ /eks/ /uaɪ/ /ziː/ or /zed/

Write the letter in the correct category, according to the predominant sound.

/e/ /eɪ/ /iː/ /ɪuː/ /aː/ /aɪ/ others

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Answer the questions and ask them to one of your classmates or to the teacher to
practice.
How do you spell your name? ______________________________________________
How do you spell your family name? ________________________________________
What does VIP stand for? VIP stands for ______________________________________
What does UFO stand for? UFO stands for _____________________________________
What does USB stand for? USB stands for _____________________________________
What does OK stand for? OK stands for ______________________________________
____________________________? ________________________________________
GREETINGS & FAREWELLS - DIFFERENT WAYS TO SAY HELLO & GOODBYE!
Classify these ways to say ‘Hello’, according to the level of formality and situation where
you use them.

Hi, there! Social English (informal)

The first OR afterwards:
Howdy! _________________________________
Long time, no see! _________________________________
_________________________________
Look what the cat dragged in!
_________________________________
How’s it going? _________________________________
What’s up! _________________________________
_________________________________
What’s new?
When you see a person again after a long time:
Hey! What have you been up to? _________________________________
_________________________________
How’s everything?
_________________________________
Formal English
Good morning / afternoon / evening.
The first time only:
How do you do. _________________________________
The second time and afterwards:
What’s happening? _________________________________

Good to see you! Standard English (neutral)

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 The first time only:
Nice to meet you.
_________________________________
Greetings. The first AND afterwards:
_________________________________
How are you? _________________________________
_________________________________
How are you doing (today)? The second time you see the person and
afterwards:
_________________________________
Hello! How have you been? When you see a person again after a long time:
_________________________________
As the classes continue, use a different expression every day to practice your greetings
naturally.
Order the various ways to say ‘Goodbye’ depending on the level of formality.
See you later / in a while More Formal

See you soon! ___________________________

___________________________
Bye, bye!
___________________________
Take care (of yourself)!
___________________________
Goodbye.
___________________________
See you tomorrow. ___________________________
Good night! ___________________________
See you around ___________________________

With your permission ___________________________

___________________________
I’ll be seeing you!
___________________________
I gotta go!
___________________________
It was nice to see you (again)!
___________________________
Have a nice day! ___________________________
Bye, for now. Less Formal
At the end of each class, use a different form of farewell with your partners and with your
teacher.
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 Good morning! Good afternoon! Good evening! Good might!

Bye! Good bye! See you later! See you soon!

See you
Till tomorrow! Good to see you! Nice to meet you!
tomorrow!

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 III. PEOPLE and OBJECTS - INTRODUCE YOURSELF AND OTHERS

Base Form I am You are She is He is It is We are You are They are
Contracted
I’m You’re She’s He’s It’s We’re You’re They’re
Form
Negative You We You They
I’m not She isn’t He isn’t It isn’t
Form aren’t aren’t aren’t aren’t

Representation: Subject In Spanish, we say: In English, we write:

Soy estudiante. ___________________________.
Estoy feliz. ___________________________.
I /aɪ/
Estudio inglés. ___________________________.
Soy + __nombre__ ___________________________.
¿Estás bien? ___________________________.
You /juː/ ¿Eres estudiante? ___________________________.
¡Eres muy list@! ___________________________.
Es estudiante. ___________________________.
She /ʃiː/ Ella es Karen. ___________________________.
¡Está muy contenta! ___________________________.
Es estudiante. ___________________________.
He /hiː/ Él es Joel. ___________________________.
¡Está muy contento! ___________________________.
Es chocolate. ___________________________.
¡Es mi perrito! ___________________________.
It /ɪt/
¡Está muy hermoso! ___________________________.
¡Es muy importante! ___________________________.
Estamos en el salón 2.
___________________________.
We /wɪː/ ¡Somos muy
___________________________.
responsables!
¡Son muy listos! ___________________________.
You /juː/
¡Están en lo correcto! ___________________________.
Son mis amigas. ___________________________.
They /ðeɪ/ Son libros de inglés. ___________________________.
Están cansados. ___________________________.
Complete the conversation with the correct option. Then compare and practice with a
partner.
David: Hello, Jennifer. How _____ you? are / is
Jennifer: _____ fine, thanks. I’m / You’re
_____ sorry, what’s your name again? We’re / I’m
D: _____ David – David Medina. He’s / It’s
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 J: That’s right! David, this _____ Sarah Conner. am / is
_____ in our English class. I’m / She’s
D: Hi, Sarah. _____ nice to meet you. It’s / I’m
S: Hi, David. I think _____ in my math class, too. it’s / you’re
D: Oh, right! Yes, I _____. is / am

Nicole: Excuse me. _____ you Steven Carson? Are / Am

D: No, _____ not. I’m / we’re
My name _____ David Medina. am / is
Steven _____ over there. is / are
N: Oh, sorry.

N: _____ you Steven Carson? Is / Are

S: Yes, I _____. am / are
N: Hi. _____ Nicole Johnson. I’m / She’s
S: Oh, hi. _____ in my English class, right? You’re / They’re
N: Yes, I _____. am / are
S: _____ nice to meet you. I’m / It’s
N: _____ nice to meet you too, Steven. She’s / It’s

Listen and complete with the word you hear. Practice the conversations with a partner.
Jennifer: Excuse, me. _____ you Steven Carson?
David: No, _____ not. _____ over there.
J: Oh, _____ sorry.

J: Steven? This _____ your book.

S: Oh, thank you. _____ in my class, right?
J: Yes, _____. _____ Jennifer Miller.
S: Hey, David, this is Jennifer. _____ in our math class.
D: Hi, Jennifer.
J: Hi, David. Nice to meet you.

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Complete with a correct word. Listen and check. Practice the conversation with a partner.
David: Hello, _____ David Garza. _____ a new club member.
Beth: Hi. My name _____ Elizabeth Silva, but please, call me Beth.
David: OK. Where __________ from, Beth?
B: Brazil. How about you?
D: _____ from Mexico.
B: Oh, I love Mexico! _____ really beautiful.
B: Oh, good. Sun-hee is here.
D: Who is Sun-hee?
B: _____ my classmate. _____ in the same math class.
D: Where’s _____ from?
B: South Korea. Let’s go and say hello. Sorry, what’s your last name again? García?
D: Actually, _____ Garza.
B: How do you spell that?
D: G-A-R-Z-A.

Speaking Activity. Write your name on a piece of paper. Put the papers in a bag. Take a
different paper. Ask the necessary questions to find the person in your paper.

IV. NUMBERS - EXCHANGE PERSONAL INFORMATION I

Practice the written and the spoken form of the numbers. First with the teacher, then with
a partner.

0 1 2 3 4 5 6 7 8 9 10
/ˈzɪərəʊ/
/wʌn/ /tuː/ /θriː/ /fɔː(r)/ /faɪv/ /sɪx/ /ˈsevən/ /eɪt/ /naɪn/ /ten/
zero
oh
one two three four five six seven eight nine ten
/əʊ/
11 12
/ɪˈlevən/ /twelv/
eleven twelve

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 -ty
-teen 20 - /ˈtwenti/ twenty
13 - /θɜːrˈtiːn/ thirteen 30 - /ˈθɜːrti/ thirty
14 - /fɔː(r)ˈtiːn/ 40 - /ˈfɔː(r)ti/ forty
15 - /fɪftˈtiːn/ fifteen 50 - /ˈfɪfti/ fifty
16 - /sɪxˈtiːn/ 60 - /ˈsɪxti/
17 - /sevənˈtiːn/ 70 - /ˈsevənti/
18 - /eɪtˈtiːn/ 80 - /ˈeɪtti/
19 - /naɪnˈtiːn/ 90 - /ˈnaɪnti/

35 – thirty-five 1000 – one thousand /ˈθaʊzṇd/

79 – seventy-nine 2019 – two thousand nineteen
100 – one hundred /ˈhʌndrəd/ 50 000 – fifty thousand
135 – one hundred thirty-five 1 000 000 – one million /ˈmɪljən/
506 – five hundred six 10 000 000 – ten million
Try your own quantities:

_________________________ _________________________ _________________________

_________________________ _________________________ _________________________

_________________________ _________________________ _________________________

Activity. In English, we say telephone numbers individually. Practice saying the questions
and check fluency, pronunciation and intonation with the teacher. When you are ready, ask
the questions to other partners and give your own answers.

How old are you? I am _____ years old. And you?

What is your mobile number? My mobile number is _____________. And yours?

What is your email address? My email address is ________________@__________ . com

at dot

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 V. POSSESSION - EXCHANGE PERSONAL INFORMATION II

Which is our
My mobile number is classroom today,
teacher?

What is your favourite Your homework

food? for next class is…

HER purse is really nice!

THEIR teacher is
very patient.
This is HIS wallet.

I have two dogs

Mexico is famous for its and their names
food and traditions are Fido and
Wacko.

Activity. Use the correct form of possession to give information to another partner about
you learnt from your classmates in activity V.

VI. LIST OF IRREGULAR VERBS

INFINITIVE MEANING PAST FORM

be ser/estar was – were
begin comenzar began
buy comprar bought
catch atrapar caught
choose elegir chose

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 come venir came
do hacer did
drink beber drank
drive manejar drove
eat comer ate
feel sentir felt
find encontrar found
fly volar flew
forget ovidar forgot
get obtener got
give dar gave
go ir went
grow up crecer/ cutivar grew up
have tener had
hear oir heard
know saber / conocer knew
leave dejar left
lose perder lost
meet encontrar / conocer met
pay pagar paid
put poner put
read leer read
ride cabalgar / montar rode
run corer ran
see ver saw
sell vender sold
send enviar sent
sing cantar sang
sit sentarse sat
sleep dormir slept
speak hablar spoke

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 spell deletrear spelt
swim nadar swam
take tomar took
teach enseñar taught
tell decir told
think pensar thought
understand comprender / entender understood
wake up despertar woke up
wear usar wore
write escribir wrote

VII. DAYS OF THE WEEK - MONTHS OF THE YEAR

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Getting to know your goals in the language.

This brief questionnaire is an introduction to your abilities to use your personal information
to express yourself in English and for us, teachers, to better understand your interests and
necessities in the language. If possible, please, answer the questions in English and ask for
help to your teacher - if you want to give more specific or extended information, you can use
Spanish.

What is your name? ____________________________________________________________

What is your family name/surname? _________________________________________________

What is your age? ___________________

What do you do for a living? ________________________________________________________

Where do you live / study / work? ___________________________________________________

How much time do you need to come to the class? ____________________________________

What's your e-mail address? ________________________________________________________

What's your mobile number? ________________________________________________________

Do you have any social networks you could use to practice your English in the class?

FB: ___________________________________ Pinterest: ____________________________

Twitter: _______________________________ Another: _____________________________

Why do you want to learn English?

____________________________________________________________________________________

What contact do you have with the language in your daily life in these days?

____________________________________________________________________________________

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What resources do you have at home / school / work to practice your English? Tick (✓)

• Monolingual or bilingual dictionary • Books, manuals, glossaries,

• Internet connection magazines, etc.
• TV / DVD • A native English speaker I know
• A quiet place to study • Another: _________________________
• Someone I know speaks English

If you have previously taken English classes, say what you liked or didn't like about them:
☺ ________________________________________________________________________________
 ________________________________________________________________________________

Mention the last two things you did in English these past weeks:
____________________________________________________________________________________

Have you been abroad? ______________

Which are your short and long-term goals in the English? ______________________________
___________________________________________________________________________________

How can you incorporate English to your daily life? ____________________________________

___________________________________________________________________________________

In your opinion, what is the best way to learn English? ________________________________

___________________________________________________________________________________

What possible distractions or obstacles could you have to your objectives in English?
____________________________________________________________________________________

How much time do you plan to give English during the week independently? Tick (✓)

1 hour (daily) 2 or 3 hours weekly 5 or + hours

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For the following Goals, tick (✓) how well you consider you CAN DO each and if it is a
personal objective for you.

WEEK 1
It is a
  ☺ priority
for me
Listening Goal
o Follow slow, clear and articulated speech with assistance
(transcripts) to assimilate meaning.
Reading Goals:
o Understand short, simple texts, picking up familiar names, words
and basic phrases and pre-reading or re-reading as required.
o Get an idea of the content of simple informational material and
short descriptions, especially if there is visual support.
Speaking Goals:
o Interact in a simple way with repetition at a slower rate of speech,
rephrasing and repair.
o Ask simple questions in areas of immediate need or on very
familiar topics and give monosyllabic or short answers.
o Understand everyday expressions when meeting people.
o Use basic greeting and farewell expressions for a variety of
situations.
o Introduce myself in a variety of situations.
o Ask how people are and react to the answer.
Writing Goals:
o Write simple isolated phrases and sentences.
o Write simple phrases about myself and about people: where they
live and what they do.

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A person has different names depending on the situation they are in. In other words, a
person can have a name when talking to an authority and another when talking to
friends or family.

Consider these two examples:

Her name is Rebecca but she has different titles.

Connect each of her names with the correct aspect of her life.

Name Image Situation or context

Specific contexts; e.g.

Miss Simmons
academic field

Becky Social Networks

Beck.Sims Sentimental Partner

Rebecca J. Simmons, PhD Close friends (nickname)

Becca Colleagues and co-workers

Compare your answers with a partner and say why you think it is the best option.

Guide:

I think the name ____ is with the photo number ___ and ___situation.

I think ___ is the name she uses in ____ context – and it is represented in the image number ___.

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 His name is Mukhtanhandda but he has different titles depending on the
aspect of his life.

Name Image Situation or context

Swambi Family

Sokhiren Khrishnah,
Allegorical or metaphoric
Mukhtanhandda

Oppa Referential (I like being called)

Spiritual guide People in general

Mukhtanhandda Official or legal matters

Compare your answers with a partner and say why you think it is the best option.

Guide:

I think the name ____ is with the photo number ___ and ___situation.

I think ___ is the name he uses in ____ context – and it is represented in the image number ___.

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Now write a similar list of the different names you have in the various aspects of your
life. Give your names to a different partner so s/he predicts the situation where you
use each name. Try to guess her or his names also.

Guide:

A: I think you are ___ for your social networks / for your family / in your work / etc.

B: Yes, you are right! ☺

No, sorry. Guess again. 

Do it with a second partner!

Now it is time for group level! A volunteer says each name for the class and everybody
guess!
Guide:

A: Morning, I am ___. B: I think it is the name you use in ___. Rest: I agree ☺
Hello, I am ___. C: I think it is the name you use in ___. I disagree 
Hi, I’m ___. D: I think it is the name you use in ___. I think it is for ___.

We need minimum three more volunteers for this group activity!

GO BACK to your list of objectives and DECIDE how well you CAN DO the two GOALS of
this activity now.

Perfectly! 3 = Very well 2 = I need more practice, teacher!

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Look at the table of contents below and complete it with information you know.
Compare your information with two partners and complement your information.

Person or people Country Nationality Language Sport

_____ & Mike They are from so they are and speak They are
Bryan The USA _______________ _______________. _______________.
so she is She speaks and she is a
__________ is from China
_______________. _______________ _______________.
________ is from so _____ ____ She speaks and _____ ___
Sarapova _____________ _______________. Russian _______________.
so he is He speaks and is a
Shinji Kagawa is from Japan
_______________. Japanese ________ player.
is from so he is He speaks and is a football
__________
_____________ Brazilian. _______________ __________.
______________
________________
& They are from They speak and they are
______________ Mexico Spanish _______________.
_______________.

is from the ________________ ______ ________ and _____ ____

Kelly _________ United ___ football
Kingdom _______________. _______________ player.
He is a
He is from and speaks
Rafael Nadal so he is Spanish _________
_______ Spanish.
__________.

Look at the images of these famous sports people on the screen. You have 20 seconds
to memorize all the information you can. Now, without looking at the images, complete
the information you have missing. – Work in pairs to complete it all.

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 Now follow your teacher’s instructions to complement your vocabulary about
countries and nationalities.

Focus on Stress and Intonation of the words.

Create your own examples to introduce people you know from these countries: Italy,
Australia and Canada.
1. ___________________________________________________________________________.

2. ___________________________________________________________________________.

3. ___________________________________________________________________________.

 Listen to a girl named Liz talking to her friend Mark about a photo of her holiday and
the people she met.

Write the names, places, countries or nationalities that you hear: ______________________
___________________________________________________________________________________.

Listen again and this time complete the conversation with the missing word(s).

Liz: This is Anna.

Mark: ____ _____ Spanish?
Liz: No, she _______ Spanish. She is Mexican.
Mark: OK. And ______ is this?
Liz: This is Alexander.
Mark: ___ ____ Brazilian?
Liz: No, ____ ______ Brazilian. He is Russian.
Mark: Oh, really.
Liz: And _________ are my friends Penny and Simon. They are married.
Mark: ______ they English?
Liz: No, they aren’t English. They are American – from New York.
Compare your answers with a partner and predict the difference between an
affirmation and a question. Circle two examples of affirmative sentences and underline
two examples of questions. Explain the rule to your teacher or to another couple who
is not sure about the answers.
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Group level, help your teacher write the rules for affirmative, negative and question.

(+)

(–)

(?)

The difference between This & These: ___________________________________.

GO BACK to your list of objectives and DECIDE how well you CAN DO the two GOALS of
this activity now.

4 = Perfectly! 3 = Very well 2 = I need more practice, teacher!

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For the following Goals, tick (✓) how well you consider you CAN DO each and if it is a
personal objective for you.

WEEK 2

It is a
  ☺ priority
for me
Listening Goal
o Follow slow clear and articulated speech with assistance
(transcripts) to assimilate meaning.
Reading Goals:
o Understand short, simple texts, picking up familiar names, words
and basic phrases and pre-reading or re-reading as required.
o Get an idea of the content of simple informational material and
short descriptions, especially if there is visual support.
Speaking Goals:
o Interact in a simple way with repetition, rephrasing and repair.
o Ask and answer simple questions, initiate and respond to simple
statements in areas of immediate need or on very familiar topics.
o Understand everyday expressions when enrolling for a course.
o Handle numbers, quantities, cost and time.
o Reply in an interview to simple direct questions about personal
details.
o Produce simple and isolated phrases about places and people.
o Describe myself and my activities.
Writing Goals:
o Ask for or pass on personal details in written form.
o Write numbers and dates, own name, nationality, address, age,
date of birth or of arrival in the country, etc. such as on a hotel
registration form.
o Write simple and isolated phrases and sentences.

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Look at the picture of the family on the screen. Work in trios and discuss the
following ideas:

• What members of the family can we see? How old is each of them?
• Looking at the specific objects that they show, what activities do they do in their
daily lives?
• Why do they show those specific objects to present their family life?
• What do we infer about the place they live in?
Report your ideas to the class and compare the similarities and differences with
the rest of the teams.

Guide: Team1:

We think the little/old daughter is (around) ____ years old and she likes __-ing_.

We believe the father/mother is ____ years old and works as a/an _____. S/he likes ___-ing_.

Maybe s/he ____ during the week and at weekends, maybe they ____

Team 2:

We agree/disagree. We think…

 Listen and read along the conversation between two people talking about the same
photo.

What similarities and differences you see with the ideas in the class? Listen again and
identify the difficulties you have with vocabulary or pronunciation. Ask the teacher to help
you.

Individually, read the three CAN DO OBJECTIVES of the screen and write them below
according to what it is true for you. Report it to your teacher so s/he knows your intentions.

1. I think I CAN DO this ok: ____________________________________________________.

2. I WANT TO DO this better: __________________________________________________.
3. I NEED TO DO this fluently: _________________________________________________.

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Individually, read the questions below and use them to create your complete answer.

Example: Are you working or studying at the moment?

I am studying high at the moment.

school
Example: Who do you live with?
I live with my father and my little brother.

1. Who do you live with? _____________________________________________________.

2. Are you married or single? Are you in a relationship at the moment? _____________.
3. Where are you from? _____________________________________________________.
4. Do you have any pets? What is its name? ____________________________________.
5. What is your best friend’s name? _________________________________________.

Now check with the teacher that your answers are correctly written and use the questions to
know more about five partners of your class. If there are not enough classmates, check if it is
possible to go to another class or with personnel of the institution. ☺ Write the answers they
give you and report them to the class.
First Person Second Third Fourth Fifth
Info: Person Info: Person Info: Person Info: Person Info:
Her (♀) / His (♂)
name is _________
She / He lives with
_________________
She / he is _____.

She / he is from
_________________
Her/his pet’s name
is __________ or
She/he doesn’t
have any.
Her/his bf’s name
is ______________

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On a white piece of paper, you are going to draw five people or objects that are
important to you or that represent an important aspect of your life at the moment.
Choose three of the people you interviewed and present yourself to them using your
drawings as guide.

 Look at the list of common objects your teacher has on the screen and eyes
folded, take turns to guess the object you have in your hands. If you know, you must
spell the word; if you don’t, someone who knows spell it for you and you must go to the
board (still eyes folded) and write it on memory.

 Go check together the forms to ask and answer about the objects you have in
your backpack in this moment.

Ask some more questions about what your partners may have at home.

Do you have plants inside your house? Yes, I do. / No, I don’t

Is there a TV in your bedroom? Yes, there is. / No, there isn’t.

Are there any pictures in your living room? Yes, there are. / No, there aren’t any.

GO BACK to your list of objectives and DECIDE how well you CAN DO the two GOALS of
this activity now.

4 = Perfectly! 3 = Very well 2 = I need more practice, teacher

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For the following Goals, tick (✓) how well you consider you CAN DO each and if it is a
personal objective for you.

WEEK 3

It is a
  ☺ priority
for me
Listening Goal
o Follow clear and articulated speech with assistance (transcripts)
to assimilate meaning and respond to basic follow-up questions.
Reading Goals:
o Understand simple texts, picking up familiar names, words and
basic phrases and re-reading as required.
o Get an idea of the content of simple informational material and
descriptions with some visual support.
Speaking Goals:
o Interact in a simple way with repetition, rephrasing and repair.
o Ask and answer simple questions, initiate and respond to simple
statements in areas of immediate need or on familiar topics.
o Understand everyday expressions when going to a coffee shop.
o Understand questions and instructions and follow short, simple
directions.
o Ask people for things and give things to people.
o Handle numbers, quantities, cost and time.
o Indicate time by such phrases as next week, last Friday, in
November, three o'clock, etc.
o Produce simple and isolated sentences about places and people.
Writing Goals:
o Ask for or pass on personal details in written form.
o Write a short simple postcard to a friend.
o Write simple sentences about myself and others.

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 Again, look at the Lead in page on the screen and individually read the three CAN
DO OBJECTIVES and write them below according to what it is true for you. Report it to
your teacher so s/he knows your intentions.

1. I think I CAN DO this ok: ________________________________________________.

2. I WANT TO DO this better: ______________________________________________.
3. I NEED TO DO this fluently: _____________________________________________.

Write the verbs and phrases to express preferences in the correct space of the second
column:

…don’t mind… …love… …dislike… …like… …hate…

☺ eating _____.
☺
(activity)
I 

drinking _____.
 _____. (food or drink)
Choose the items of food and drink page you know how to say in English and use the
diagram to exchange information with your partners about your food preferences. Say
your ideas and ask them questions.

☺ eating and you? Do you like eating _____? Yes,  /  -ing

….drinking… drinking ____? Well, I  -ing
No,  /  -ing

 Group level, listen and read the conversation and use some of the ideas to
answer the prompting questions of the section Getting Started. First round is
volunteers, second round is forced volunteers!

Share and listen to your teacher sharing some interesting cultural differences about
eating habits and cuisine from countries around the world.

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 In trios, take turns to read the texts your teacher has on the screen about the diets
of three families from different parts of the world. While one reads the first text, the
other two cannot look at the screen; just listen and try to remember the important ideas.
Read the text for a second time. Both listeners mention the important ideas and the
reader checks and corrects.

Write the main ideas of the first text.

_________________________________________________________.
_________________________________________________________.
_________________________________________________________.
_________________________________________________________.
_________________________________________________________.
Second partner reads twice the following text and the others listen. Again, both
listeners repeat the important ideas and the reader checks. The third partner repeats
the process. Individually write the main ideas of the texts.

Family 2: Family 3:
____________________________________. ______________________________________.
____________________________________. _______________________________________.
____________________________________. _______________________________________.
____________________________________. _______________________________________.
____________________________________. _______________________________________.

 On memory and without looking back at the ideas, match the three diets with the
family photos the teacher has on the screen and compare your answers with two
partners before sharing them with the class.

Diet 1, __________ family.

Diet 2, __________ family.

Diet 3, __________ family.

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 Help your teacher complete the rules to create sentences in + / – and in?

( + ) Chinese family eat a lot of bread.

( – ) They _______________ any fish.

( ? ) ___________________ fruit?

Write a +, a – and a? about the other two families and compare with a different partner
your ideas. See if his or her ideas are correct.

( + ) __________ family _________________. ( + ) __________ family __________________.

( – ) __________________________________. ( – ) ___________________________________.

( ? ) _________________________________? ( ? ) ___________________________________?

 Look at the SPEAKING section on the screen and use the information to ask
questions to a partner. Use the table below to register her/his answers.10 minutes.

Do you eat__? Do you like eating__? How often do you eat__?

Food / Drink Do you drink__? Do you like drinking__? How often do you drink__?
meat
fish
rice
(sweet) bread
vegetables
fruit
eggs
dairy products

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Think for a moment and prepare a list of common drinks, dishes or snacks that you
usually have in a week.

Breakfast / Lunch
Midday snack Supper Dinner
(Brunch)

Now use the list below to create sentences and tell different classmates about your
eating habits.10 minutes.

100% Always
Simplify to correctly remember!
Almost always
Often A
Normally AA
ONUS
Usually
HE
Sometimes N
Hardly ever
0% Never

Examples: I always have cereal and eggs for breakfast.

I usually have a tuna sandwich for lunch and an energy bar for midday snack.
I never have meat for dinner.

GO BACK to your list of objectives and DECIDE how well you CAN DO the two GOALS of
this activity now.

4 = Perfectly! 3 = Very well 2 = I need more practice, teacher!

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For the following Goals, tick (✓) how well you consider you CAN DO each and if it is a
personal objective for you.
UNIT 4
Priority
  ☺
for me
Listening Goal
o Follow articulated speech with assistance (transcripts) to
assimilate meaning and respond to basic follow-up and
comprehension questions.
Reading Goals:
o Understand simple texts, picking up phrases and re-reading.
o Get an idea of the content of simple informational material and
descriptions with some visual support.
Speaking Goals:
o Interact in a simple way with rephrasing and repair.
o Ask and answer simple questions, initiate and respond to simple
statements in areas of my interest or on familiar topics.
o Understand everyday expressions when describing a photo.
o Produce simple participations about places and people.
Writing Goals:
o Ask for or pass on personal details in written form.
o Write a short description for a friend.
o Write simple messages about myself and others.

Common Verbs Introducing my family

A blog about commuting
Commuting A family photo
Asking and giving complete sentences Describing photos
Pronunciation: /ðɪsɪz/ and /ʧ/ , /ʤ/
Famous families Describing a family photo
People and family Word Order
Text about an international family
Numbers 21-100 REVIEW: Integrating knowledge and skill
Giving information about somebody else - Pres
Sim 3rd Person Singular in +

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  Look at the picture of the people having a good time together. Individually, read
the script of the conversation two speakers have about the photo and ask your teacher
to help you clarify the ideas you are not sure about. Now listen to the conversation and
try NOT to look at the script and decide how much you understand and remember:

4 3 2 1

Listen again and try to change your face.

Volunteer yourself to roleplay the same conversation as Speaker 1 or as Speaker 2.
Let the class listen to you and another partner so they decide on the participation of
you two:

4 3 2 1

Chose a partner you don’t know much about and ask her/him to show you a couple of
photos in their mobile of their family.

Do the same and exchange some information about them.

Guide:

This is my _______ and her/his name is ______. S/he is ____ years old and lives ______.

S/he likes ________ and s/he doesn’t like ________. S/he works/studies in _________.

These are my ___________ and their names are _______and_______.

They are _____ and _____ years old.

They live in _______. They like_______ bur they don’t like _______. They work/study_____

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 Look at the photo of Matt on the screen and make predictions about him:

He works in ___________. He lives in ___________. He lives with ___________.

He studies ___________ on Saturdays.

Now read the text and see if any of your predictions are correct. Read the
comprehension questions and discuss the answers with a partner. Ask the teacher your
doubts about vocabulary or pronunciation.

With your partner, choose a photo a-e and write a short description similar to Matt’s
using the following verbs: work(s), study(-ies), go(es), live(s), play(s), speak(s)

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
___________________________________________________________________________________.

Take time to prepare the questions you and your partner want to ask to the other
team. Pay attention if the question is about an individual or about a couple.  15
minutes.

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When the time comes, use the space below to paste a printed photo of a family (yours
or other’s) and write a composition describing it and using ALL the vocabulary and
useful expressions you see in 4C.

_____________________________________________________
Photo
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

GO BACK to your list of objectives and DECIDE how well you CAN DO the two GOALS of
this activity now.

4 = Perfectly! 3 = Very well 2 = I need more practice, teacher!

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Tick (✓) how well you consider you CAN DO each and if it is a personal objective.
UNIT 5
  ☺ Priority
Listening Goal
o Follow articulated participations with assistance (transcripts) to
assimilate meaning and respond to basic follow-up and comprehension
questions.
Reading Goals:
o Understand simple texts, picking up phrases and re-reading as required.
o Understand short, simple messages on postcards.
o Get an idea of the content of descriptions and connect it with visuals.
Speaking Goals:
o Interact with rephrasing, repair and fair naturality.
o Ask and answer simple questions.
o Initiate, respond and maintain simple conversations in areas of my
interest or on familiar topics.
o Understand everyday expressions when giving and asking for directions.
o Produce simple participations about places and people.
Writing Goals:
o Ask for or pass on personal details in written form.
o Write a postcard for a friend.
o Write simple messages about places, myself and others.

Text about hot and cold places REVIEW: Integrating knowledge and skills
Describing places in a town (There is/are)
Pronunciation: /uː/ , /ʌ/ Think of this idea: In some cultures, people say that your house
Describing my neighbourhood is a reflection of you and that each room is an aspect of you as
an individual – that is:
Hotel-related words The living room is the ‘social’ you.
Pronunciation: /ʃ/ The dining room is the reflection of your opinion about what a
Text about a hotel (Hotel Review) family is.
Booking a hotel room Your bedroom is the private you, how you really are on the
Describing places (There is/are + / - / ?) inside.
Roleplaying receptionists and guests People say the kitchen is the heart of the house as it expresses
your values, ambitions for the future and feelings about the
Decide where to go shopping world.
Emphasizers so / very / really What do you think a studio represents about a person?
Asking for, giving and following directions What about a garden or a storage room?
Find my way to your home from school Is there any other room you think represents another aspect of
Adding and contrasting ideas (and / but) the person?
Which is your favourite room in your house? Why?

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Discuss all the ideas with two partners and say how true they are in your case.  10 minutes.

Look at the Lead in page on the screen and continue the conversation. What do you think of
the appearance of the place? Discuss the questions in Getting Started and take notes on the
ideas you both say for each question. Give your annotations to your teacher for evaluation.
 10 minutes.

Listen to the conversation of two people talking about the same place and for the sentences
below, decide if they are true (T) or False (F). Circle the correct option. You now have 60
seconds to read the questions before the teacher plays the audio.

1. The rooms are very big. T/F

2. There is a phone and a computer in each room. T/F
3. There aren’t any pictures in the rooms. T/F
4. There are showers in each room. T/F
5. The man would like to stay in that hotel. T/F

Listen again to check and complete your answers. Compare with a partner and try to convince
each other in case you have a different option. Compare with another couple before the teacher
shows you the scripts for you to confirm your answers.

For text VERY HOT, one reads and another one listens. Read twice. For text VERY COLD, change
roles. Individually, decide on memory which ideas are from Text A and which, from Text B.
Compare answers before sharing your answers with the class.

There are shops and cafés. ___ The city is beautiful. ___

There are cool houses. ___ There is a long road. ___

There is a hospital. ___ About 100 people live there. ___

There is a school. ___ There are streets for men and for women.
___

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 Help your teacher complete the vocabulary list about common places in a town and
start thinking about other places in your town that are not mentioned in the list.

_______________________________. _______________________________.
_______________________________. _______________________________.
_______________________________. _______________________________.

The difference between a few and lots of: ______________________________________________.

To express existing things: In singular – _______________ a theatre in my town.

In plural – __________________ a lot of cafés and restaurants in my town.

To express non-existing things: In singular – _____________a___________ in my town.

In plural – ________________any__________________ in my town.

To ask questions about existing things: In singular – _______________________________________?

In plural – ______________________________________?

Emphasizing. So nice / Very pretty / Really beautiful

Useful expressions when asking for directions: Useful expressions when giving directions:

______________________________________ __________________________________________

______________________________________ __________________________________________

______________________________________ ______________________________________

______________________________________ ______________________________________

______________________________________ _______________________________________

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Write your e-mail to a friend describing your house and your town.

Mention: In your house, the room you like most (or least) in your house and why; In your town,
the activities you can do there, the places to visit and see, your favourite spots and why.

Dear _________________,

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Well, that’s all for now because I have to go.

Write back soon.

Best,

___________________________.

GO BACK to your list of objectives and DECIDE how well you CAN DO the two GOALS of this activity now.

4 = Perfectly! 3 = Very well 2 = I need more practice, teacher!

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For the following Goals, tick (✓) how well you consider you CAN DO each and if it is a personal
objective for you.
UNIT 6
It is a
  ☺ priority for
me

Listening Goal
o Follow articulated speech and participations with partial assistance to build up meaning
and respond to follow-up and comprehension questions.
Reading Goals:
o Understand simple texts, picking up phrases and re-reading as required.
o Understand simple messages on postcards.
o Get an idea of the content of simple descriptions and connect it with visuals to answer
questions about meaning, form and function.
Speaking Goals:
o Interact with rephrasing, repair and fair naturality.
o Ask and answer simple questions.
o Initiate, respond and maintain simple conversations in areas of my interest or on class
topics.
o Understand everyday expressions when making and accepting offers.
o Produce simple participations about places, situations and people.
Writing Goals:
o Ask for or pass on personal details in written form.
o Write a postcard for a friend.
o Write simple messages about places, myself and others.

Text about people abroad (Expats)

Talking about jobs
Talking about somebody else (Pres Sim, she, he, it in + / – )
Pronunciation: /ɜː/
People's jobs around the world

Text about sleeping patterns

Verb Phrases related to routines
A short interview about unusual routines
Asking for information about somebody else (she, he, it)
Exchanging personal information about our routines

Needs in a new flat

Making and accepting offers
Emphasize key words in a sentence
Giving reason and additional info (because / also)

REVIEW: Integrating knowledge and skills

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  Listen to two people talking about people at work and find the following
information:
1. What is the situation or place? ______________________________________________.
2. Which individuals do they talk about? ________________________________________.
3. What activities are mentioned for each individual mentioned? ________________.
_______________________________. _______________________________________.
4. What do they say about the specific number of hours? _______________________.
____________________________________________________________________________.
5. Write the two questions they ask at the end of the conversation:
___________________________________________________________________________.
___________________________________________________________________________.

Listen again to check and complete your answers before comparing and
complementing them with another partner.  Listen for a last time while you watch
the photo on the screen. Continue the conversation and comment your ideas about the
country, the possible year, peoples’ feelings, and the similarities or differences you see
with the country and place where you live.  10 minutes.

Individually, read the three CAN DO OBJECTIVES of the screen and write them below
according to what it is true for you. Report it to your teacher so s/he knows your
intentions.

1. I think I CAN DO this ok: ___________________________________________________.

2. I WANT TO DO this better: _________________________________________________.
3. I NEED TO DO this fluently: ________________________________________________.

Tell the class about your interests to study or work in another country.  5 minutes

Jobs I need to learn how to say in English: __________________ __________________

__________________ __________________ __________________

___________-______ __________________ __________________

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The difference in the action when you talk to somebody about another person ( ).

Where does he live?

He lives in a small town near here so he doesn’t arrive

late. Does she work as a doctor?

Yes, but she works in Jobs International.

Unscramble the following sentences. In the line in front, write the same idea but in the
correct form, according to the person mentioned.
E.g. doesn’t/father/smoke./My (parents)
My father doesn’t smoke. My parents don’t smoke.

near/My/house/friends/my/live (my best friend)

My friends live near my house. My best friend lives near my house.

1. dogs/food./lots of/My/eat (dog)

___________________________________ __________________________________.

2. in class./English teachers/Spanish/speak/don’t (My English teacher)

___________________________________ __________________________________.

3. Do/go to/on Fridays?/English class/you (Sally)

___________________________________ __________________________________?

Remember the order for Wh-questions: QUASAC Remember the order for Yes/No-questions: ASAC

What time do you wake up at weekends? Do you live in the city?

QUestion + Aux + Subject + Action + Complement Aux + Subject + Action + Complement

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Pay special attention to the form of some verbs when you talk to somebody about
another person:

go She __________ to English class in the morning.

watch She __________ movies with subtitles in English.

study She __________ English in INCA.

have She _______ long dark hair.

Other verbs: ________________________________________.

Cultural Spot: The use of HAVE (possession) in the UK & in the USA

United Kingdom United States of America

Have you got any brothers or sisters? Do you have any brothers or sisters?
(+) Yes, I have got 1 brother. Yes, I’ve got… Yes, I have 2 brothers and 2 sisters.
(-) No, I haven’t got any siblings. No, I don’t have any siblings.
Has she got long hair? Does she have long hair?
(+) Yes, she has got long dark hair. Yes, she’s got long… Yes, she has long dark hair.
(-) No, she hasn’t got long hair. No, she doesn’t have long hair.

My Routine.

Write the activities you do in a normal day during the week.

1. __I wake up at__________________ 9. ______________________________

2. ______________________________ 10. ______________________________
3. ______________________________ 11. ______________________________
4. ______________________________ 12. ______________________________
5. ______________________________ 13. ______________________________
6. ______________________________ 14. ______________________________
7. ______________________________ 15. __I go to bed at_________________
8. ______________________________

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Walk around the classroom and ask questions to different classmates about their daily routines.
Write the answers they give you to practice the affirmative and negative sentences about
someone else.  15 minutes.

What time do you usually + action?

Name + frequency + action (with the correct ending) + hour + complement(s)

_____________________________________________________________.
_____________________________________________________________.
_____________________________________________________________.
_____________________________________________________________.
_____________________________________________________________.
_____________________________________________________________.
_____________________________________________________________.
_____________________________________________________________.
_____________________________________________________________.
_____________________________________________________________.
_____________________________________________________________.
_____________________________________________________________.
Useful expressions to make offers:
_____________________________________________________________.
_____________________________________________________________.
_____________________________________________________________.

Common ways to accept an offer:

_____________________________________________________________.
_____________________________________________________________.
_____________________________________________________________.

To give reasons, we use: ____________.

For example: _________________________________________________.

To give additional information, we use: _________________________.

For example: ________________________________________________.

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Write your e-mail to a friend describing your routine.  15 minutes.

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UNIT SEVEN - SHOPPING AND FASHION

Text about places to shop. Text about fashion In a Shop.

Pronunciation: voiced /b/ , designers. Going shopping.
/g/ & unvoiced /p/ , /k/ Clothes people like and Pronunciation: /j/ , /iː/ &
Common Objects. wear. /w/ , /ʤ/ and Joining words
Objects at a market stall. Frequency Adverbs & Buying &selling.
This, These; That, Those. Possessive 's. Use of commas, exclamation
Prices. Trends and Tribes, Personal and question marks.
Clothes & Colours. Styles & Preferences.
Pronunciation: /ʃ/ & /ʤ/ REVIEW: Integrating
knowledge and skills.

UNIT EIGHT - PAST EVENTS

Text about past events in Text about past events in a Setting in and knowing a
people's working lives. detective story. new area.
Past events (was/were in +). Past events (Regular and Making and responding to
Past time expressions. irregular verbs). suggestions.
Past events Pronunciation: /t/ , /d/ , /ɪd/ Pronunciation: main stress
(was / were in + / - / ?). Free time activities. /'/ and intonation.
Where were you when…? Leisure activities now and Emails, letters and notes.
back in the days.
REVIEW: Integrating
knowledge and skills.

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UNIT NINE - HOLIDAYS
Text about camping in the Seasons & Weather. Making requests.
garden. Text about New Year Pronunciation: Silent letters
Transport. holiday. and syllables.
Pronunciation: /ɑː/ , /ɔː/ , Summer holidays. Making & Responding to
/ʌ/ , /æ/ , /eɪ/ Pronunciation: /ɒ/, /aʊ/ , suggestions.
Past events in –. /əʊ/ Phone conversation –
Camping in the garden. Past events in ? (Asking for requests.
Pronunciation: Sentence detailed info). Discourse Sequencers.
Stress. My last holidays.
My last holidays. REVIEW: Integrating
knowledge and skills.

UNIT TEN - HERE AND NOW

Home.
Pronunciation: /ʧ/ , /θ/ Text about use of mobiles. Asking for travel information.
My flat. Prepositional phrases. Pronunciation: spelling of
Text messages. Pronunciation: /ə/ sounds /ɪə/ & /eə/
Present actions in progress Present actions in progress Asking for travel information
(Pres Cont in +). (Pres Cont in + / - / ?). in a (train) station.
The Rooms in my House. Pronunciation: Sentence Question Formation: QUASI
Stress in Questions. & ASI.
Comparing activities in
progress. REVIEW: Integrating
knowledge and skills.

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UNIT ELEVEN - ACHIEVERS
Text about pioneers. Text about amazing people. Expressing opinions.
Life Events. Expressing ability and Different ways to give your
Pronunciation: /ɜː/ inability - can('t). insights on an issue.
Object of the verb Cognitive and Creative Pronunciation:
(Pronouns). Abilities. Pronunciation of Consonant
Turning Points in my Life. A Job Interview. Groups.
Profiling my partner's skills. Your pros and cons on
Pronunciation: Main Stress. places to visit.
My personal, academic and Correct use of Subject and
professional skills. Object Pronouns.

REVIEW: Integrating
knowledge and skills

UNIT TWELVE - PLANS

Text about reality shows. Text about use of time at Making and accepting
Expressing future intentions weekend. invitations.
(be going to in +). Common Verb Collocations. Different ways to make, accept
Pronunciation: Sentence Pronunciation: /v/ , /b/ , /w/ or decline invitations.
Stress. Friends chatting about their Pronunciation: Sound patterns
Months and Future time plans for the weekend. of the double 'o'.
clauses. What are your short-term plans Paragraphing.
The date and Ordinal Numbers. in social and familiar issues?
People talking about their My Future - short and long- REVIEW: Integrating knowledge
holiday plans. term goals: personal, academic, and skills WITH Course
Expressing future intentions professional, social & familiar Contents in an A2 Dynamics.
(be going to in + / - / ?). and in English.
What are your plans for next
holidays?

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 ACKNOWLEDGMENT

Prof. Pedro Abel Martínez Valdés.

To be used together with Empower Starter; Cambridge University Press,

2015.

Contribution of Inca Corporation.

Important notice:
This Anthology must be reproduced with the previous authorization of its
authors.

NO staff at INCA is permitted to reproduce copies of this.

All copies must be printed out not photocopied.

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