Lesson Plans Worldview

1

Lesson Plans Levels 1A and 1B

LESSON PLANS WORLD VIEW 1A & 1B

LESSON PLANS WORLD VIEW 1A & 1B
KATHLEEN MARGARET JOHNSON SCHOLL
RED TERCER MILENIO

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Derechos Reservados 2012, por RED TERCER MILENIO S.C.
Viveros de Ass 96, Col. Viveros de la Loma, Tlalnepantla, C.P. 54080, Estado de Mxico.
Prohibida la reproduccin parcial o total por cualquier medio, sin la autorizacin por escrito del titular de los
derechos.
Datos para catalogacin bibliogrfica
Kathleen Margaret Johnson Scholl
Lesson Plans Worldview 1A & 1B
ISBN 978-607-733-143-8
Primera edicin: 2012
DIRECTORIO
Brbara Jean Mair Rowberry

Directora General
Jess Andrs Carranza Castellanos

Director Corporativo de Administracin
Rafael Campos Hernndez

Director Acadmico Corporativo
Hctor Ral Gutirrez Zamora Ferreira

Director Corporativo de Finanzas
Ximena Montes Edgar
Directora Corporativo de Expansin y Proyectos
World View: Book 1A, Unit 1

(166-198 m)
Slide 2: Objectives (3 m)
1. Write the objectives on the board.
2. Introduce yourself to the group by saying: Hi. My name is ________. Then introduce
yourself to one student and shake his/her hand. If the student responds, fine, but if not dont
worry. Continue introducing yourself to all the students individually. Sometimes say Hi. My
name is _______. And other times say: Hello. Im _______.
Slide 3: Warm up Activity (17-20 m)
1. Tell students to look at the slide. Ask what the people are doing. (Students can answer
whatever they are able to say: saying hi, shaking hands, greeting, etc.)
2. Click once to see the first greeting. Say the expression and have students repeat it 3-4 times
until they can say it.
3. Click again to see the second greeting. Say the expression and have students repeat it 3-4 times
until they can say it.
4. Now, greet some of the students and have them respond to you. Next, have them greet you
and you respond.
5. Now, have them work in groups of 3-4 and to greet and respond to each other.
6. Click to see the next expression. Say the expression and have students repeat it 3-4 times until
they can say it.
7. Click to see the last expression. Say the expression and have students repeat it 3-4 times until
they can say it.
8. Now, greet some of the students and have them respond to you; use the whole dialog. Next,
have them greet you and you respond using the complete dialog.
9. Tell students to stand up and to meet and greet as many classmates as possible.
Slides 4-6: Vocabulary (7 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they dont
understand.
3. Usage: Give an example, and elicit a complete answer using the new word, to the question
provided below.
Word
Usage (teacher)
Usage (student)
hello
I say hello when I arrive to my house. When do you say
I say hello when I arrive
hello?
goodbye I say goodbye to my students at the end of class. When
I say goodbye when I
do you say goodbye to your family?
business My business card has my name and office phone
The business card is
card
number. What color is the business card in the slide?
4. Tell students to open their books to page 2. Tell them to look at the pictures and identify what
the people are doing/saying in exercise 1.
Slide 7: Listening (7 m)
1. (Show slide 7.) You will hear 3 conversations. Match the number of the conversation (1, 2 or 3)
with the pictures.
2. Now, compare your answers with a classmate.
3. (Click to show students the correct answers.)
1. (Show slide 8.) Open your books to page 2, exercise 4. Listen to the conversation and fill in the
missing information that you hear from the audio. (Play the audio once. Play the audio a
second time if necessary.)
2. Now, compare your answers with a classmate. (Click to show students the correct answers.)
3

Slide 9: Pronunciation (5 m)
1. Have students listen to the sentences and notice the rhythm.
2. Have them listen again and repeat after the audio.
Slide 10: Pronunciation/Speaking (7-10 m)
3. Tell students to practice the dialog with a partner and to use their own names.
4. Then, have them do it again switching roles.
5. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesnt exactly follow the same sequence as the slide.
Slide 11: Speaking (7-10 m)
1. Work in pairs. (Make sure they work with someone different from last time). You are going to
use the expressions on the slide to invent their own conversation. Practice the dialog various
times switching roles. (Mimic switching so they understand.)
2. Now, some students come to the front and do your dialog. (For weak students, leave the slide
visible; for strong students, change the slide so they cant see it. Accept any logical
conversation.)
Slide 12: Listening (30-40 m)
1. Have students repeat the alphabet after the CD. If this is too hard for students, the teacher
should say each of the letters 3-4 times and have students repeat after them.
2. Have students read the letters in order, as a group. Correct any pronunciation mistakes.
3. Point to or write individual letters on the board and ask students to say the letter chorally; then
do the same thing individually.
4. Teacher spells a few words and students write them in their notebooks. For example: alphabet,
grammar, listening, company, listen, conversation, etc. (any word that you can see in the first
few pages of the book).
5. Teacher spells some names and different students go to the board and write what they hear.
For example: Dwayne, Johnson, Lipsky, Trevor, Ellen, Billings, Walker, Phillips, Jennifer,
Kenneth, Christopher, etc.
6. Students work in 2 teams and make a list of 5-7 words per team. Then one team spells a word
while the other team writes it on the board. One point is awarded for saying the spelling of the
word correctly and one point is awarded for writing it on the board correctly.
1. Listen to the audio and write the name and company name that you hear. (Play the audio twice
if necessary.)
2. (Click to let them see the correct answer.)
1. Look at the dialog on the slide. You are going to spell your first and last names in pairs and
write their partners name.
2. (Have them change partners and do it again. You can repeat this 2-3 times if you want for
additional practice.)
Slide 15: Grammar focus (5 m)
1. Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them on
the board.
2. Teacher labels the sentence(s) with students participation.
3. Point out certain patterns to students:
a. We use am for the subject I; we use is for the subject he or she.
b. For the subject here and it, we use is. The contraction for here is, is heres, the
contraction for it is is its.
Slide 16: Repeat (5 m)
1. Have students open their books to page 4 and have them do exercise 5.
2. Click on the slide to show students the answers.
3. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
4

Slide 17: Guided Practice (10-15 m)
1. Have students open their books to page 4 and have them do exercise 6.
2. Click on the slide to show students the answers.
3. Have students practice the dialogs in pairs.
Slide 18: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
Slide 19: Writing/Speaking (10-15 m)
1. Work in pairs. One will look at page 136 in the book, and the other will look at page 139. You
will take turns dictating the names you have to your classmate. You can check your answers on
pages 136 and 139.
Slide 20: Speaking (10 m)
FP Activity: Role-Play-Greetings
Introduction: Lets meet some people.
Procedure: Make a business card with your name and company name on it. (Make one on the
board for yourself to show them what it should look like; invent a name and company.) Now,
stand up and meet other people in the classroom. Try to follow the sequence on the slide.
For example: T: Hi, my name is Brian Taylor. (Shake students hand.)
S3: Im Francisco Olmos.
T: Nice to meet you.
S3: Nice to meet you, too.
T: Heres my card. Im with the Coca-Cola Company.
S3: Thank you.
T: Well, see you later.
S3: Bye.
Slides 21-22: Oral Practice (10 m)
FP Activity: Game-Names
Introduction: Lets play a game.
Procedure: Look at the chart. Please copy it into your notebooks. Now, stand up and try to find a
classmate who has the appropriate first name or last name. When you find a person, write his/her
name in the space in your notebook. The first person to get 3 names in a row wins. Ask using the
following conversation (click to show slide 22).
For example:
S3: Hello. Im Juan Garca.
S7: Nice to meet you, Juan. My name is Carlos Ramos.
S3: Could you please spell your name?
S7: Sure. Its C-A-R-L-O-S R-A-M-O-S.
Procedure: Can we write Juans name in any box? (No.) What about Carlos? (Yes, his last name
begins with an R.)
Slide 23: Wrap up & Homework (3 m)
1. What was the objective for todays class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about todays class?
3. For homework, do exercises 4, 5, 6, and 7 in your workbook.

(164-176 m)
Slide 2: Homework: (5 m)
2. What professions or occupations do you know? For example, do you know doctor, teacher?
Write any occupations on the board that they say.
Slide 4: Warm up activity (3 m)
1. Look at the professions/occupations on the slide. Are there some you dont know? Which
ones? (Explain any they are unfamiliar with.)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
understand.
provided below.
Word
Usage (teacher)
Usage (student)
architect
Architects design houses. What other things do
Architects design
architects design?
businesswoman
Carlos Slim is a businessman. Tell me the name of
XX is a businessman
(businessman)
another businessman or businesswoman.
/businesswoman.
engineer
There are many engineers in Pemex. Tell me another There are engineers in
company where there are engineers.
musician
Carlos Santana is a musician. Tell me the name of
XX is a musician.
another musician.
artist
Diego Rivera was an artist. Tell the name of another XX is an artist.
artist.
cashier
The cashier in Soriana takes your money. Where can You can see a cashier
you see a cashier?
flight attendant
The person that serves you a coke on Aeromxico is
Flight attendants work
a flight attendant. Where do flight attendants
work?
teacher
I am a teacher. Tell me the name of another teacher. XX is a teacher.
assistant
In the office, an assistant answers the phone. Tell
An assistant
me another activity of an assistant.
doctor
I visit the doctor when Im sick (mimic). Where do
Doctors work
doctors work?
graphic designer A graphic designer can design a logo. What other
A graphic designer can
things can a graphic designer do?
waiter
In a restaurant, a waiter serves you food. What other A waiter serves you XX
things does a waiter serve you?
Slide 17: Vocabulary Exercise (4 m)
1. Open your books to page 6 and do exercise 1 in pairs. (When they finish, click on the slide to
show the answers.)

Slides18-19: Repeat/Complete (5 m)
individually.
2. Complete: Have students say the complete sentence with the correct form of the verb and
article; do some chorally and some individually.
Slide 20: Oral Practice (5-7 m)
SC Activity: Stimulus & Response-Occupations (5-7 m)
Introduction: Lets practice with occupations.
Procedure: Look at the picture. Tell me about a person you know with these occupations; a
friend, a family member, or a famous person.
For example:
S1: My brother is an engineer.
S3: Graciela is a teacher.
S5: Carlos Santana is a musician.
Slide 21: Oral Practice (10 m)
FP Activity: Presentation-Occupations (10 m)
Introduction: Lets talk about occupations of people you know.
Procedure: Tell me some professions you know. (Write them on the bb.) Work in groups of 3-4.
Tell your classmates about the professions of 4 people you know; family members or friends. You
can use the occupations on the board or the occupations from the book.
For example:
T: My brother is an engineer, my father is a doctor, my sister is a student and my friend
Tere is a teacher.
Slide 22: VocabularyNumbers 0-19 (15-20 m)
1. Have students repeat after the CD.
2. Have students read the numbers in sequence as a group. Correct any pronunciation mistakes.
3. Point to or write individual numbers on the bb and ask students to say the number chorally;
then do the same thing individually.
4. SC Activity: Mental Math
Introduction: Lets play a math game.
Procedure: Lets work in two teams. (Divide the group.) One person from each team come to
the front. I write a math problem on the board and the first student to SAY the correct answer
in English gets a point for his / her team. (Do this until each person has at least one
opportunity to solve a problem.)
For example:
T: (Write on the board:) 5+7
S4: eleven
T: Sorry, incorrect.
S6: twelve
T: Correct. One point for team 2.
Cues:
6+4 8-3 164 182 3x4 19-11 3x5 102 7+9 5+11 17-4 124
Additional cues:

5. SC Activity: Numbers Game
Introduction: Lets play a game with numbers.
Procedure: (Make a paper ball with a piece of paper.) Everyone stand up. We are going to
count by twos.
For example:
T: I say two (throw the ball to a student) and I throw the ball. The student who gets
the ball says four.
S4: four
T: Now, S4, throw the ball to someone (throws the ball) and that student says six.
S5: six
Etc.
(You can do the same activity having students count one by one, by twos or by threes.)
Slide 23: Vocabulary Practice (15 m)
1. Tell me a phone number. (Any number is fine. Write it on the board.) Now, imagine that you
want to call Monterrey; what additional information is necessary? (An area code: 81 for
Monterrey). And what if you call a company, what additional information is necessary? (An
extension: for example Ext. 345).
2. You are going to hear 6 conversations. The people are going to mention some phone numbers
or extensions and you need to write the phone number or extension you hear.
3. (Play the audio twice and have students write the answers in their books on page 7.)
4. (Call on students to read their answers. Write them on the board. If there is a mistake, circle it
and ask students to correct it. If necessary, you can play the audio again. Click on the slide to
show all the answers.)
5. I am going to say some numbers. Write the numbers I say in your notebooks. (When you have
finished, have different students come to the board and write the numbers to check. Correct
any mistakes by reading the phone number again. Numbers to dictate:)
55-8765-9003
5675-3458
222-346-9813
776-9583
212-637-0025
81-248-3872
6. Now, work in pairs and tell your classmate your phone number. Your classmate is going to
write the number you say. Dont forget to include the area code.
1. What are some names for women? And for men? Look at the names on the name tags in your
books on page 7. Which names are for women and which are for men? (Sonia, Christine,
Michele, Regina and Tao are for women, Christopher, Mike, Kwang and Jiro are for men.)
2. Now, listen to the audio. There are 3 conversations and you need to connect the two people
that are talking. (Let them check their answers.)
3. Listen again and this time write the occupation of the people speaking. (Then, let them check
their answers.)
Slide 25: Grammar Focus (5 m)
the board.
a. In singular an article is used and the profession is singular; the article a before
consonant sounds and an before vowel sounds.
b. In plural, we dont use an article and the occupation is plural.
c. We use is for he & she, am for I and are for we, you & they.
Slide 26: Grammar Focus (3 m)
1. Open your books to page 8 and do exercise 2 and 3. (When they finish click on the slide to
show the answers.)

Slides 27-28: Repeat/Complete/Oral Practice (15 m)
individually.
2. Complete: Have students say the complete sentence with the correct form of the verb and
article; do some chorally and some individually.
3. SC Activity: Guessing Game-Occupations/verb to be (10 m)
Introduction: Lets play a guessing game with occupations.
Procedure: Think about a profession. Write the profession in your notebooks, but dont let
your classmates see. Act out the profession you wrote and your classmates will guess.
For example: (The teacher pretends he/she is writing a report.)
S1: Youre a graphic designer.
T: No.
S2: Youre an engineer.
T: No.
S3: Youre a businessman/woman.
T: Yes, Im a businessman/woman.
Slide 29-30: Oral Practice (10 m)
SC Activity: Stimulus & Response-Occupations (10 m)
Procedure: (Divide the group into two teams.) You are going to see some parts of a picture.
Each team can guess one time about the profession. If you guess wrong, the other team has an
opportunity. (Click once for the first piece of the picture; let a student from one team guess. If
s/he doesnt get it, let a student from team 2 guess. If s/he doesnt get it, click for another
piece of the picture and let team one guess again. Etc.)
For example:
S1 from team 1: Hes a doctor.
S1 from team 2: Hes an engineer. (Click for second piece of the picture.)
S2 from team 1: They are graphic designers.
S2 from team 2: They are businessmen. Etc.
1. Have students open their books to page 8, exercise 4 and fill in the blanks. Then, show the
slides for them to check their answers.
2. Next, have them work in pairs to practice the dialogs.
3. Have them close their books and change the slide, have them do one of the dialogs from
memory.
1. Have students listen to the pronunciation of the contractions.
sentence even if it doesnt exactly follow the same sequence as above.
Slide 34: Speaking
FP Activity: Role-Play-Greetings, occupations (10 m)
Introduction: Do you like parties? Can you meet people at parties?
Procedure: Imagine you are a famous person. Make a card with your name and occupation.
Imagine you are at a party and you are meeting and introducing the other people at the party.
Work in groups of 3-4.
For example: (See the slide for the example.)
10

FP Activity: Role-Play-Greetings, occupations, numbers (10-15 m)
Introduction: What is a conference? Can you meet people at a conference?
Procedure: Imagine you are at a conference. Make a business card like the one the slide. Use an
imaginary name, profession, company and phone number. When you are ready, stand up and talk
to the other people at the conference. Introduce yourself to the other people, tell them your
occupation, company and phone number. Write down the names and numbers of the people you
meet, so you can introduce them to the group later.
Follow up: (After students have talked to at least 3-4 classmates, you can have them sit down.
Now, tell the group about one person you met at the conference.
For example: This is Jorge Martnez. Hes a doctor at the Santa Luca Hospital. His phone
number is 55-5876-4382.
Slide 36: Wrap up &Homework (3 m)
about?
3. For homework, do Unit 2, exercises 3, 4, 5 and 6 in your workbook.
11
12
World View: Book 1A, Unit 3, Day 1

(132-145 m)
Slide 2-3 Homework (5 m)
1. What are some countries you know? Look at the slide. What countries can you see? (Mexico,
the USA, Italy, Japan).
2. (Click once.) What things do you know about these countries? What do you know about the
food, drinks, language, etc.?
3. (Click once.) Work in pairs or trios. Match the words on the slide with the correct country.
(Check students answers.)
4. Now, again in pairs or trios, add one thing to each country. For example, I can add tequila to
Mexico. (Have students tell the group what words they added to each country.)
Slides 6-7: Repeat/Complete: Countries (20 m)
1. Repeat: Have students repeat the countries after you. Do each example first chorally and then
individually.
2. Complete: Have students say the countries; do some chorally and some individually.
3. SC Activity: Stimulus & Response-Countries (10 m)
Introduction: Are vacations nice? What places can you go on vacation?
Procedure: Imagine you are on vacation. Choose a country from the slide and write it in your
notebook. Dont let your classmates see. Now, stand up and find out where your classmates
are on vacation. Try to find a classmate that is visiting the same country as you. Ask: (on bb)
Are you in __________? After 3 tries you can ask: (on bb) Where are you?
For example: S1: Are you in France?
S2: No.
S1: Are you in Germany?
S2: No.
S1: Are you in Brazil?
S2: No.
S1: Where are you?
S2: Im in Argentina.
Slides 8-9: Repeat/Complete/Change: Nationalities (20-25 m)
1. Repeat: Have students repeat the nationalities after you. Do each example first chorally and
then individually.
2. Complete: Have students say the nationalities; do some chorally and some individually.
3. Change: Countries to nationalities (8 m)
Introduction: Lets practice the countries and nationalities.
Procedure: I say a country and you tell me the nationality.
For example: I say France and you say French.
Cues:
Argentina
Australia
Brazil
Canada
China
England
France
Germany
India
Ireland
Italy
Japan
Korea
Mexico
Spain
Thailand
Turkey
The United States
Russia*
Colombia*
*You can use these additional countries if your group is good.
4. Change: Nationalities to countries (7 m) Do the same drill as above, but this time you say
the nationality and students say the country.
13

Slide 10: Getting Started/Reading (10 m)
1. Tell students to open their books to page 10 and to match the countries to the nationalities.
Then, play the audio for them to check.
2. Tell students to work in pairs. One says a country and the other says the nationality.
Slide 11: Reading: (10-12 m)
1. Tell students to work in pairs. Tell them to read the quiz on page 11 and to circle the correct
answer. (Give them a few minutes to do this.
2. Next, play the audio for them to check their answers.
3. Finally, click on the slide for them to see the answers.
Slide 12: Grammar Focus (7-10 m)
the board.
a. With a plural subject, we use arent in negative; with a singular subject, we use isnt.
b. For questions, the verb to be goes first.
c. For short answers in affirmative, we use the subject+verb to be in affirmative. We
DONT use contractions in affirmative short answers.
d. For short answers in negative, we use the subject+verb to be in negative. We can
use contractions in negative.
Slides 13-14: Grammar Practice (15 m)
1. Have students open their books to page 12 and have them do exercise 2. Check their answers.
2. Have them do exercise 3 in pairs. When they finish, click on the slide to check their answers.
Slides 15-20: Repeat/Complete (15 m)
1. Repeat (negative): Have students repeat the negative sentences after you. Do each example
first chorally and then individually.
2. Complete (negative): Have students say the complete sentence with the correct form of the
verb; do some chorally and some individually.
3. Repeat (interrogative): Have students repeat the questions after you. Do each example first
chorally and then individually.
4. Complete (interrogative): Have students say the complete question with the correct form of
the verb; do some chorally and some individually.
5. Repeat (short answers): Have students repeat the questions and short answers after you. Do
each example first chorally and then individually.
6. Complete (short answers): Have one student ask the question, and another answer.
14

Oral Practice (7-10 m)
1. SC Activity: Stimulus & Response-Nationalities
Introduction: Do you know the nationalities of some people and things?
Procedure: I say a person, or thing and you say the nationality.
For example: I say: samba and you say: Samba is Brazilian.
Cues:
pulque (Mexican)
tapas (Spanish)
Amaretto (Italian)
whiskey (Irish)
sushi (Japanese)
Tulum (Mexican)
Jerez (Spanish)
David Beckham (English)

Maradona (Argentinian)
hamburgers (American)
Antonio Banderas (Spanish)
Copacabana (Brazilian)
empanadas (Argentinian)
The Great Wall (Chinese)
Champagne (French)
Taj mahal (Indian)
Ronaldinho (Brazilian)
Colosseum (Italian)
tango (Argentinian)
Miguel Bos (Spanish)
kangaroos (Australian)

about?
3. For homework, do Unit 3, exercises 1 and 2 in your workbook.
15

(131-141 m)
Slide 24: Homework (5 m)
Slide 26: Warm up Activity (15 m)
1. SC Activity: Game-Nationalities, countries
Introduction: Lets see what things or people you know from different countries. Lets play a
game.
Procedure: Lets divide the group into two teams. Everyone stand up and form two lines in
front of the board; team one on one side and team two on the other. Now, I will give you
some information, for example countries where English is spoken (explain if necessary) and
the first student in each line needs to write the name of a country where English is spoken.
Your team can help you. When the first student finishes, he/she gives the marker to the next
student and goes to the end of the line. The second student adds a country to the list and then
gives the marker to the next student. Etc. The team with the most correct words at the end
wins. (Once students seem to run out of things to add to a specific category, change the
category; give them a different cue.)
For example: (See the example on the slide.)
T: Countries where English is spoken.
S1 from team 1: Writes Canada and passes the marker to next team member.
S1 from team 2: Writes USA and passes the marker to next team member.
S2 from team 1: Writes England and passes the marker to next team member.
S2 from team 2: Writes India and passes the marker to next team member.
Etc.
Cues:
Famous people from Brazil / the USA / Spain.
Countries where Spanish is spoken.
Things that are Italian / French / German / Japanese.
Famous actors/actresses and their nationalities.
Famous sports stars and their nationalities.

1. SC Activity: Question & Answer-Nationality and short answers (10 m)
Introduction: Lets ask and answers about nationalities.
Procedure: Look at the slide and choose a new nationality; you arent Mexican anymore!
Write your nationality in your notebook, but dont let your classmates see it. Ask your
classmates questions to guess their nationalities. (You can do this with the whole class, or
divide the class into two groups and have each group work together.)
For example:
S1: Are you French?
S2: No, Im not.
S3: Are you German? S2: No, Im not.
S7: Are you Irish?
S2: No, Im not.
S9: Are you Brazilian? S2: Yes, I am.
16

2. FP Activity: Presentation/Guessing Game-Countries, nat. & occupations (15 m)
Introduction: Who are some famous people from different countries? (Make a list on the
board and include some of the names listed below.)
Penlope Cruz
Pele
Gustavo Serrati
Brad Pitt
Bono
Angelina Jolie
Salma Hayek
Nicole Kidman
Procedure: Imagine you are a famous person. Tell your classmates where you are from, your
nationality and occupation. The group will guess who you are.
For example: S1: Im from Mexico. Im Mexican. Im a singer.
S4: Are you a man or a woman?
S1: Im a man.
S2: Are you Carlos Santana?
S1: No, Im not.
S8: Are you Luis Miguel?
S1: Yes, I am.
1. Have students listen to the pronunciation of the contractions.
Oral Activity (15 m)
1. SC Activity: Guessing Game-Nationalities, countries
Introduction: Lets see if you can guess where some people and things are from.
Procedure: We are going to work in two teams. I say a person, place or thing and the first
person on team 1 guesses the nationality or country. If you use the correct grammar in your
answer, you get one point, if you guess the correct nationality or country, you get another
point.
For example:
T: Mount Everest
S1 from team 1: Mount Everest is in China.
T: Okay, you get one point for correct grammar, but zero points for the correct
country. Team 2 can you tell me the correct country?
S1 from team 2: Mount Everest is of India.
T: Okay, you get one point for correct country, but zero points for the correct
grammar. Whats the correct form?
Students: Mount Everest is in India.
Cues:
Curry (India/Indian)
Amy Winehouse
Green Day (USA/American)
(England/British)
Volkswagen
Eiffel Tower (France/French) Lorena Ochoa
(Germany/German)
(Mexico/Mexican)
Maria Sharapova
Prosecco (Italy/Italian)
Hugh Jackman
(Russia/Russian)
(Australia/Australian)
Big Ben (England/
Crpes (France/French)
Amazon River
British)
(Brazil/Brazilian)
Nelson Mandela (South
Yao Ming (China/Chinese)
Cristina Saralegui
Africa/South African)
(Cuba/Cuban)
Penelope Cruz
Hugo Chvez
Alahambra (Spain/Spanish)
(Spain/Spanish)
(Colombia/Colombian)
Patagonia
Bratwurst
Lionel Messi
(Argentina/Argentinian) (Germany/German)
(Argentina/Argentinian)
17

Slides 29-30: Oral Practice (20 m) Please note: you need copies for this activity.
1. FP Activity: Information Gap-be in affirmative & negative, short answers
Introduction: Around the World
Procedure:
1. Who are some famous people you know? Where are they from? What are their
nationalities? (Try to get them to say some famous international and national figures;
mention some national and international figures you think the students will know from
movies, politics, the arts, or sports.)
For example: (Click on the slide.)
T: Who is this?
WC: Its Tom Cruise.
T: Good! (Click on the slide.)
T: Is Tom Cruise British?
WC: No, he isnt.
T: Is Tom Cruise American?
WC: Yes, he is.
2. (Give students a COPY of Activity Sheet A.) Read the sentences you see but do not write
on your sheet. Any questions? (Answer any vocabulary words they dont know.)
3. (Give each student 1 country / nationality card.) Look at the activity sheet and find the
statement that corresponds to the nationality card that you have. Write the nationality in
the correct blank on your sheet. (If your students are having difficulty completing some
statements, tell them that the number on the card corresponds to the statement.)
4. (Check that the students have completed their statement correctly.)
5. (Write the countries and nationalities in random order, so students can refer to them
during the activity.)
6. Now, I want you to stand up and ask yes / no questions to your classmates to find the
answers to the 11 questions remaining. Make sure you change partners when the person
you ask says an affirmative answer.
7. (Pre-teach: Sorry, I dont know.)
For example: (Click on the slide.)
A: Is Time British?
B: No, it isnt.
A: Is Time American?
B: Yes, It is.
1. FP Activity: Tic-tac-toe: Countries and nationalities
Introduction: Lets play tic-tac-toe.
Procedure:
1. (Click on the slide.) You can see a Tic-tac-toe grid on the board, but its a little different.
There are 6 rows and 7 columns. (Draw a similar grid on your board.)
2. You are going to work in two teams; this team is the Xs and this team is the Os. One
person from each team will have a turn. You choose a space, for example C-5. You have to
make a logical sentence using the nationality or country in the space. You can make an
affirmative, negative or interrogative sentence. If your sentence is correct, you get an X or
O for your space. Then the other team gets a turn. The first team to get 4 in a row wins.
18

For example: (Click on the slide as you do the example for them to see how it works.)
S1 from team 1: C-5
T: Irish
S1 from team 1: Pierce Brosnan is an Irish actor.
T: Correct, we can put an X in the square. Next?
S1 from team 2: F-5
T: Brazilian
S1 from team 2: Pele is a Brazilian soccer player.
T: Correct, we can put an O in the square. Next?
S2 from team 1: D-5
T: Spanish
S2 from team 1: Tequila isnt Spanish.
Etc.
Slide 32: Writing and Speaking (15-20 m)
1. FP Activity: Writing and Speaking-Nationalities and countries
Introduction: Do you know some international people and things now? Lets see.
Procedure:
1. Open your books to page 13, exercise 2. Work in two groups (divide the group in half).
Each group is going to write an international quiz. You need to use Yes/No questions.
Group A will look at page 136 in the book and Group B will look at page 139. Write the
questions in the spaces in your books.
2. (Click on the slide to show the example. Give them time to do this.)
3. Now, find a partner from the other group. Take turns asking each other the questions from
the quiz you wrote. Lets see who gets the most answers correct.
For example: (Click on the slide for the example.)
1. FP Activity: Role Play-Introductions, be in affirm. & neg., short answers, voc.
Introduction: Nice to meet you!
Procedure:
1. (Click on the slide.) You can see four different people on the slide. Get into pairs and
choose one. Imagine you are that person. Introduce yourself to a classmate. When you
finish, find a new classmate and introduce yourself again, but this time be a different
person. (Tell students to repeat the activity two or three times changing roles.)
2. (Ask a student to come to the front and model an example with you.)
For example: (Look at the slide for the example.)
about?
3. For homework, do Unit 3, exercises 3, 4 and 5 in your workbook.
19
ACTIVITY SHEET A
1. TIME is a/an
___________________ magazine.
2. J.K Rowling and J.R.R. Tolkien are

_____________________ writers.
3. The word hamburger is from

______________________.
4. Mariachi music is from

______________________.
5. English and ________________

are the two languages from Canada.
6. Kimchee is a spicy ______________

food.
7. The kangaroo is an animal from

______________________.
8. La Rioja, Cordoba, and Ushuala are

in ______________________.
9. The word paella is

____________________.
10. Kimonos and Sumo are from

___________________.
11. Mah jong is a game from

______________________.
12. Filipino and ___________________

are the main languages in the
Philippines.
COUNTRIES / NATIONALITIES
1. American
2. British
3. Germany
4. Mexico
5. French
6. Korean
7. Australia
8. Argentina
9. Spanish
10. Japan
11. China
12. English
20

(117-120 m)
Slides 2-3: Homework (5 m)
Slides 4: Objectives (3 m)
1. What do you need to set up an office? (Explain to Ss. SET UP=make preparations to start
something.) Look at the slide. What can you see? (Stapler, file cabinet, desk)
2. What other things are necessary? Elicit from the students and write/draw them on the board.
3. Work in pairs or trios. Make a list of things you need to set up an office at your house. (Check
students answers.)
4. CP Activity: Stimulus & Response-Numbers (5-10 m)
Introduction: Lets practice the numbers.
Procedure: Lets divide the group into two teams. I say a number and one person from each
team goes to the board and writes the number I say. The first person to write the number
correctly, gets a point for his/her team.
For example: T: thirty-seven
On the board: S1: 36 (sorry, wrong)
S5: 37 (correct, 1 point)
Cues: (You can cue any number from 1-99.)
56
98
23
76
82
61
74
92
25
39
17
44
80
29
15
65
5. SC Activity: Stimulus & Response-Numbers (7-10 m)
Introduction: Lets practice the numbers.
Procedure: Write 2 numbers in your notebook (numbers between 1-99). Dont show the
number to your classmates. Now, lets divide the group into two teams again. A student from
team 1 will say a number and a person from the other team will write the number on the
board. You have to write the word! The team that gets the most correct numbers wins.
For example:
S1 from team 1: 38
S1 from team 2 writes: thirty-eight
T: Correct. One point for team 2.
S2 from team 2: 93
S2 from team 1 writes: ninty-tree
T: Sorry, incorrect. No point for team 1.
Cues: (students cues)
Slide 6-7: Listening Vocabulary (10 m)
1. Do you remember numbers? What number is this? (Write number 10, do the same for 20, 30,
40, 50, 60, 70, 80, 90 and 100. Make sure to correct pronunciation.)
2. Listen to the audio and repeat. (Play audio more than once if they need that extra help.)
3. What number is this? (Click on the slide.) Good!
1. Form: Repeat the word 3 times and have students repeat after you each time.
understand.
provided below.
21

Word
battery
Usage (teacher)
Usage (student)
Duracell batteries last a long time. How long does your
My cell phone battery lasts
cell phone battery last?
paper clips When I need to put two documents together I use a
I use a paper clip to..
paper clip. What do you use a paper clip for?
desk
Here on my desk I have my computer, my bag and my
On my desk I have
book. What do you have on your desk at home?
fax
You can send documents from one place to another
I can send a ____________
machine
through a fax machine. What types of documents can
through a fax machine.
you send?
folder
I put my documents in a folder. What can you put in a
I can use a folder for
folder?
printer
My printer at home is Epson and prints only in black
My printer is a
and white. What brand of printer do you have at home?
briefcase
Business people use briefcases to carry their things.
You can put____________ in a
What kind of things do you think you can put in a
briefcase.
briefcase?
cell phone My cell phone has mp3 and blue tooth. What special
My cell phone has
things does your cell phone have?
dictionary
What is medicine? You look for the word in dictionary
The name of my dictionary
to see what it means. I have a Spanish dictionary
is
Castillo and you?
file cabinet You put away all the folders in a file cabinet. What else
I can put a ________ in a file
can we put in a file cabinet?
cabinet.
notepad
A small block of paper where you can write notes is a
On a notepad I can write
notepad. What else can you write on a notepad?
(messages, phone numbers, etc.)
stapler
A machine you use to put a staple through paper. Where I can see a stapler (on my
can you see a stapler?
desk, at school, etc.)
4. Tell students to open their books to page 14, exercise 2. Tell them to look at the pictures and
identify what the items are; then have them complete the exercise.
5. (Model the first example of the activity, then assign pairs and monitor progress.)
T: What is number 56?
S7: Its a desk.
T: Great! Now get into pairs and practice.
Slides 15-16: Grammar Focus (10 m)
the board.
3. Point out certain patterns to student
a. We add S to most nouns that are plurals (give other examples)
b. We add ES to nouns that have specific endings. Elicit or give other examples.
c. Explain the special rule for Y ending nouns and give other examples.
4. Click on the slide and have students complete the activity in the book on page 14, exercise 4.
Use the slide to check answers and clarify any doubts.
22

Slide 17-18: Listening (10-13 m)
1. (Tell students that in the US you can order things by phone like office supplies.)
You are going to listen to Ruth order some office supplies from a store. You are going to cross
out the pictures of the things that Ruth orders. (Play the audio twice.)
2. Click to show students the correct answers.
3. (Explain: Prices in the US are said in two parts Ex. 7 99=7.99.)
4. Now listen and complete the chart in your books on page 15. (Play the audio twice, once they
are done, click on the slide to check the answers.)
Slide 19-20: Grammar Focus (7 m)
1. Teacher shows the slide; says the question words, and has students repeat as s/he writes
it/them on the board.
2. Teacher elicits their definition and use with students participation.
3. Point out certain patterns to student:
a. Use IS when talking about a singular noun.
b. Use ARE when talking about plurals.
4. Click on slide 20 and go over the examples with students; in singular we can use contractions
or not, but in plural, we DONT use contractions.
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Slides 23-24: Grammar practice (10 m)
1. Have students complete exercise 2 on page 16 click on the slide and have students check their
answers.
2. Have students do exercise 3 in their books. They can work in pairs if they want. (Click on the
slide to check the answers.)
5. SC Activity: Role-Play-Question words
Introduction: Lets shop!
Procedure: (Students get into pairs.) What do you think this store sells? (Elicit different
answers.) Now, in your notebook write two things you think each stores sells. Using the
questions you studied before, role play with your partner. Take turns, first one will be the
salesperson and the other will be the shopper.
For example: Hello, what are your business hours? and your partner answers Our store
hours are 8 a.m. to 5 p.m. Or Do you have a Nokia cell phone? and your partner answers
No, we only have Erickson
NOTE: Remind students to be as creative as they can. Walk around the classroom monitoring
your students.
SC Activity: Question & Answer-Question words (5-7 m)
Introduction: Lets play a game
Procedure: (Divide the class in two.) You buy (signaling to the first half), you sell (signaling to
the second half). You are going to ask 2 salespeople for different things at the Office Supply
Store.
For example:
T: Hello can I help you?
S8: Yes, I need a printer.
NOTE: Remind students to use the vocabulary learned in the unit.
23

1. Have students listen to the pronunciation.
about?
24

(123-133 m)
Slides 32: Objectives (3 m)
Slides 33-35: Listening (15-20 m)
1. SC Activity: Listening (5 m)
Introduction: What do you know about the Beatles?
Procedure: Do you know who this group is? When were they famous?
1. Get into pairs and discuss the answers to the questions on the slide. (Give them time to
finish; monitor students. Elicit the answers from students as a group; ask them to answer in
complete sentences.)
2. Do you know these words? What is the opposite of Hello! (Elicit the answer from
students.) Good! Goodbye! Now, get into pairs and complete exercise 1 on page 20.
(Monitor students and help students with any words they dont know. Once they finish
click on the slide so they can check their answers. Answer any questions they might have.)
3. Listen to the song and choose the picture on page 21 that best matches the story in the
song. (Play the audio. Have students compare their answers. Elicit the answer from the
class: c.)
4. Now, you will listen to the song again, but this time you are going to complete exercise 3.
(Play it a second time, and let them do exercise 3.)
5. Now lets check your answers. (Play it again for them to check their answers. Then, click on
the slide so they can see the correct answers.)
6. I am going to play it again, but this time I want you to sing. (Play the song again and
encourage students to sing. Once they finish praise them on what a great job they did.)
FP Activity: Discussion-The Office Needs (10-15 m)
Introduction: Lets see if you can stay within the office budget.
Procedure: We are going to work in teams of 5. Imagine you have to go shopping for some
supplies for the office. The boss only likes the best. You have a budget of $2800 pesos. The
team that has the least amount of money left wins. (Go around the classroom monitoring
students, promoting the use of English and helping them out.) Are you finished? Good! First
team tell, me what you bought and how much you spent. (Praise the winning team.)
For example:
S1: Lets buy the expensive printer.
S3: No, we cant. Its too much.
S1: How much is it?
S4: Its $1230 pesos.
Etc.
Slide 38: Speaking and Writing (10 m)
1. Open your books to page 17, exercise 6. You will work in pairs. Student A will look at page
136 in the book; you are the salesperson. Student B will look at page 17; you are calling to place
an order. Ask questions to complete the form. Look at the example in the book.
2. Now, switch roles. Student B will look at page 136 and Student A will look at page 17.
25

Slide 39: Oral Practice (25 m) Please note: you need copies for this activity.
1. FP Activity: Role Play- Plurals; be simple present: WH-questions
Introduction: Lets go shopping for supplies.
Procedure:
1. You are setting up a home office. You will work in pairs to go shopping for supplies that
you need.
2. (Give each pair of student a role play worksheet.) Read the information on your cards. Any
questions? (Answer any questions about vocabulary words they dont know.)
3. We are going to start with role play 1. Student A is the customer and Student B is the
salesperson. Student A must ask Student B questions about each item on As shopping list.
For example: (Look at the slide for the example. It was taken from role-play 1.)
4. (Monitor students while doing the activity. Encourage them to speak and correct any
mistakes you hear at the end of the article.)
5. (When students have finished the first role-play, have them switch roles and then do roleplay 2.)
6. After they finish have a pair of students come up to the front and do the role-play.
1. SC Activity: Question-Answer-WH questions, possessives, vocabulary
Introduction: Who is she?
Procedure:
1. (Click on the slide) Look at the picture. These are a group of exchange students from
different countries.
2. Demonstrate the activity with a student by asking questions. Elicit the full forms of
WHOS (Who is), WHERES (Where is), WHATS (What is). Drill the pronunciation
of the contracted form.
3. Ask the students to work in pairs, taking turns to ask questions in relation to the exchange
students. (Make sure you tell them to use all the question forms they have learned.)
For example:
T: Who is from Spain?
S3: Susana is from Spain.
T: Where is Dominic from?
S3: Dominic is from Canada.
T: What is the name of the student from Brazil?
S3: His name is Joan Carlos.
Slides 41-43: Video Activity (20 m) Please note: you need copies for this activity.
1. (Introduce the topic to the students. Draw their attention to how this topic relates to the
theme of Unit 3. Both the Student Book unit and the video segment are about customs
from different countries around the world.)
2. (Tell students what the genre is (documentary within a dance contest broadcast) and
provide a short explanation, if appropriate.
3. (Hand out the Video Activity Worksheet. Have students read the worksheet and answer
any questions students may have about vocabulary or content meaning.)
4. Play the video without the sound and ask students to answer the four questions on the
Video Activity Worksheet.
5. Have students work in pairs to compare answers.
6. Call on students to answer the questions. Your objective at this point is to encourage
participation and curiosity. For this reason, tell students you will not say if they are right or
wrong. Accept all answers. You may want to write the students ideas on the board.
7. Show the video segment again but with the sound on. Have students work in pairs to
compare their predictions with what they saw in the video. Then share them as a whole
class.
8. Have the class come to an agreement about the answers to the four questions.
26

Challenging Activities:
Summary: Have students work in pairs to summarize the content of the segment, either orally
or in writing. Have pairs present their summaries to the class.
Critical review: Have students review the video segment as critics. Have them describe what
they liked or didnt like, and what they would change and why.
about?
27
Shopping for supplies ACTIVITY SHEET

Student A
Student B
RolePlay 1
RolePlay 2
Shopping List
3 desks
2 file cabinets
a fax machine
3 cell phones
15 boxes of paper clips
a printer
3 staplers
15 notepads
STORE DIRECTORY
Aisle 1
fax machines$139.85
printers .$125.79
Aisle 2
folders....$6.99 a box of 12
paper clips..$1.29 a box
staplers ..$7.81
dictionaries ....$19.95
Aisle 3
file cabinets.$259.99
briefcases ....$59.99
Aisle 4
batteries ......$5.59 a pack of 4
cell phones...$189.99
Student B
Student A
RolePlay 1
RolePlay 2
STORE DIRECTORY
Aisle 1
notepads.$3.89 a pack of 4
staplers ...$8.91
Aisle 2
paper clips...$1.99 a box
staplers ...$2.29 a pack of 2
Aisle 3
fax machines..$119.98
printers ...$79.98
Aisle 4
file cabinets .....$299.99
desks...$189.99
Aisle 5
cell phones ..$149.99
Shopping List
5 packs of batteries
a dictionary
2 staplers
a printer
a briefcase
a cell phone
10 boxes of paper clips
3 boxes of folders
28
VIDEO ACTIVITY SHEET
Activity 1.
1. Who are the people?
2. Which countries do you see?
3. It is a dance competition?
4. What is the name of the reporter?
Activity 2.
1. The dance from __________ uses beautiful costumes and graceful
movements.
Mexico
Ghana
Germany
2. This type of dance was for kings and queens.

Haka
Ballet
Siam
3. Dancers from __________ celebrate life in their community.

Thailand
Ghana
Japan
4. The dance from __________ shows the Maoris.

Ghana
China
New Zealand
5. The dancers from __________ move around the maypole.

New Zealand
Germany
Thailand
29
30

(109-122 m)
1. What is Liverpool/Fabricas de Francia? (A department store.) Look at the slide. What is
McDonalds? Soccer? Harry Potter? El Universal? TV y Novelas? (Get students to tell you
what category each belongs to. Help them with pronunciation when necessary.)
2. Now, work in groups of 3-4 and add two examples to each category. For example, whats
another example of a sport? (Give students time to do this, and then check their answers.)
understand.
provided below.
Word
Usage (teacher)
Usage (student)
baseball
They are playing a baseball game in the slide. Where can you
You can play a baseball
game
play a baseball game?
game
department (Liverpool) is a department store. Tell me the name of
XX is a department
store
another department store.
store.
magazine
TV y Novelas is a Mexican magazine. Tell me the name of
XX is a magazine.
another magazine.
market
I can buy fruit at the market. Tell me another thing you can
I can buy XX at the
buy at the market.
market.
movie
My favorite movie is (Avatar). Whats your favorite movie?
XX is my favorite
movie.
museum
The Frida Kahlo museum is very famous. Tell me another
XX is famous museum.
famous museum.
newspaper
La Reforma is a famous newspaper. Tell me the name of
XX is a newspaper.
another newspaper.
(fast-food)
McDonalds isnt a good restaurant. Tell me another bad
XX is a bad restaurant.
restaurant
restaurant.
TV show
(CSI Miami) is my favorite TV show. Whats your favorite TV XX is my favorite TV
show?
show.
read
I like to read magazines. What do you like to read?
I like to read
watch TV
I watch TV at night. When do you watch TV?
I watch TV.
Slide 17-18: Vocabulary (7-10 m)
1. Tell students to open their books to page 22, exercise 1. Tell them to look at the photos and to
check the things that they see. (Click on the slide to check their answers.)
2. Tell them to work in pairs. Tell them to put the vocabulary words from exercise 1 into the
correct category in exercise 2. They can use some words more than once.
3. Click once for the answers to appear.
31

1. Tell students to open their books to page 23 and to look at the pictures of the four people. Tell
them that they will hear a reporter talking to these four people. Tell them to listen to see what
each person is talking about. Then they write the letter of the picture (A, B, C, D or E) in the
circle next to the correct person.
2. Play the audio and let students answer. If necessary, you can play it again.
3. Click once to check the answers.
1. Tell students to read the statements in exercise 6. Ask them if they have any questions about
any of the words. (Explain any word they dont understand.)
2. Play the audio again and have students answer the questions True or False.
3. Click to show students the correct answers.
Slide 21: Grammar Focus: Possessive Adjectives (5 m)
the board.
3. Click to show students the labels.
a. We use a possessive adjective before a noun or before and adjective + noun.
b. When we use a name, we add an apostrophe () + s to make the possessive form of
the name.
5. Click to show students the table. Write ONLY the possessive adjectives on the board. Point
out that its is not the same as its (it is).
6. Click to show students the fragments. Write the additional fragments on the board.
7. Point out certain information to students:
a. With a singular or plural noun, the possessive adjective is the same.
b. We use its for things and animals. Its is not the same as its (it is).
c. We add an apostrophe after a name that ends in s to form the possessive form of
the name (Carlos).
d. We add an apostrophe after a plural name to form the possessive form of the name.
Slide 22: Grammar Focus: Possessive Adjectives (10 m)
1. Have students open their books to page 24 and have them do exercise 2 and 3.
2. Click to show students the correct answers to exercises 2 and 3.
individually.
2. Complete: Have students say the sentences; do some chorally and some individually.
1. Have students listen to the pronunciation of the possessive adjectives.
1. SC Activity: Stimulus & Response-Possessive adjectives (10-15 m)
Introduction: What are some of your favorite things? Lets talk about them.
Procedure: Ask your classmates about their favorite things. Stand up and ask 7 different
classmates about their favorite things and write their answers in your notebooks.
For example:
S1: Whos your favorite actor?
S2: Antonio Banderas is my favorite actor.
S1: Whats your favorite color?
S3: My favorite color is pink. Etc.
Follow up: Tell the class about your classmates favorite things.
For example: S1: Juans favorite actor is Antonio Banderas and Paulas favorite color is pink.
32

2. SC Activity: Chain drill-Possessive adjectives (10 m)
Introduction: Lets talk about our houses.
Procedure: Say what color your house is and then what color your classmates houses are.
(This is a chain activity where the first student will say what color his/her house is and, then
describe his/her classmates houses. Dont let the chain go beyond 8-10 people because it gets
too long; at that point, you should start another chain.)
For example:
T: My house is green.
S1: My house is blue and your house is green.
S2: My house is red, his house is blue and your house is green.
S3: My house is yellow, her house is red, his house is blue and your house is green. Etc.
1. FP Activity: Presentation-Possessive adjectives
Introduction: What clothes are you wearing today? What clothes are your classmates wearing?
(Show the slide and go over the vocabulary.) Lets talk about them.
Procedure: Work in pairs or trios. Describe your clothes and compare what you are wearing
to one of your classmates.
For example: My shoes are black, but Teres shoes are red. My shirt is red and her shirt is red,
too. My pants are blue, but her pants are white. My sweatshirt is blue and her jacket is black.
about?
33

(126-131 m)
1. FP Activity: Interviews-Possessive adjectives
Introduction: What things do you like? What things do your classmates like?
Procedure: You are going to make a list of things you like. You must include your favorite
movie, car, restaurant, food and drink. (Explain any words if necessary.) Next, you are going
to stand up and you have to find at least one other classmate that likes the same things that you
like. You will ask with whats your favorite? When you find a classmate that likes the same
things as you for each of the categories, you can sit down. Make sure you write down who likes
the same things as you.
For example:
S1: Whats your favorite movie?
S6: My favorite movie is Avatar. Whats your favorite movie?
S1: My favorite movie is Star Wars. Its not the same.
S3: Whats your favorite car?
S1: My favorite car is a Ferrari.
S3: My favorite car is a Ferrari, too.
S7: Whats your favorite restaurant?
S6: My favorite restaurant is Italianis. Whats your favorite restaurant?
Etc.
Follow up: Now, tell the group who likes the same things as you?
For example:
S1: Joss favorite movie is Star Wars, and its also my favorite movie. Carlos favorite
car is a Ferrari, and my favorite car is also a Ferrari. Etc.
Slide 35-36: Speaking (15-20 m)
1. FP Activity: Role-Play-Possessive adjectives
Introduction: What is your favorite movie? Your favorite sport? Your favorite food?
Procedure:
1. Look at the chart in your books. First, you need to fill in the chart with 3 more things. For
example (click on the slide) restaurant, (click again) sport, (click again) city.
2. Fill in the blank spaces in the first column. (Give them time to do this and help them if
necessary.)
3. Now, you need to fill in the second column with your information. For example (click on
the slide 5 times to show the information for column 2.) (Give them time to do this and
help them if necessary.)
4. Now, stand up and ask two classmates for their information. Use the dialog on the next
slide to help you. (Click to show the next slide. Have them stand up and interview different
classmates and fill in the chart with their information.)
5. Now, work in groups of 3-4 and share the information you got from your classmates.
(Click on the slide to show a sample dialog.) You can use the example on the slide to help
you.
34

1. FP Activity: Game-Possessive adjectives
Introduction: Do all people like the same things?
Procedure: Look at the slide. (Click once to show the couple.) What are these peoples
favorite things? (Elicit some examples from students.)
For example: Their favorite music is pop, their favorite restaurant is Mama Rosas, Dianas
favorite color is blue and Joes favorite sport is football. Their favorite TV show is Dr. House.
Procedure: Now, work in groups of 3-4 and describe the favorite things of the people in the
pictures. Group 1 will talk about Pedros favorite things, Group 2 will talk about Lilia and
Nancys favorite things, Group 3; Miguel and Doris, Group 4; Roberto and Group 5; David
and Sam. (Give students time to work and then when they are ready, each group will tell the
class about their peoples favorite things.)
Slide 38: Oral Practice (25 m) Please note: you need copies for this activity.
1. FP Activity: Information GapPossessive adjectives, vocabulary.
Introduction: Do you like to go out on dates? What do you like to do? Where do you like to
go?
Procedure:
1. (Set the scene by showing the students the slide. Pre-teach blind date by asking the
following questions.) Does he have a girlfriend? (Point to the man in the picture.) NO!
Does he want a girlfriend? YES! Can he see the women? NO! When you go out with
someone you dont know on a date that is a blind date.
2. (Give each pair of students a worksheet.) Read the information on your worksheet. Make
sure your partner doesnt see the information on your worksheet. Any questions? (Answer
any vocabulary words they dont know.)
3. You are going to ask your partner questions to complete your worksheet.
For example:
SA: What is Jean-Pauls favorite city?
SB: Jean-Pauls favorite city is Rome.
(Monitor students while doing the activity. Encourage them to speak and correct any mistakes
at the end of the activity with the group.)
4. When they have completed the activity, ask each student to decide who is the best blind
date for Jean-Paul and why.
5. As a class, ask students to discuss their choices. Tell them to give reasons for their choices.
1. SC Activity: Presentationpossessive adjectives and possessives
Introduction: What are some of your favorite things?
Procedure:
1. (Click on the slide) Look at the chart. This information is about my favorite people.
2. Copy the chart in your notebook and complete it with your favorite people. (Give students
time to finish. Monitor them and help them with any vocabulary words they might need.)
3. Demonstrate the activity by presenting Your favorite people.
4. Now get into trios and present your information to your classmates. Students that are
listening may take notes; you are going to need them later. (Give students time to complete
the task. Monitor your students and correct any pronunciation mistakes you hear.)
For example:
T: My favorite singer is Ricky Martin. My favorite actor is Sandra Bullock. My favorite
writer is John Grisham. Etc.
Procedure:
Now change trios and report the information you received from your previous classmates.
For example:
S1: Carlos favorite actor is Sandra Bullock. His favorite writer is John Grisham.
35

1. SC Activity: Presentation possessive adjectives and possessives
Introduction: This is my family.
Procedure:
1. (Click on the slide.) This is my family. Juan is my brother, Ruth is my sister, Toms is my
father and Julia is my mother. (Teach and write the following vocabulary on the board:
mother, father, brother, sister.)
2. Think about your familys favorite things. Write down two favorite things for each family
member; just write the favorite things, dont write sentences. (Monitor your students and
help them with any vocabulary they might need.)
3. Now, work in trios. Tell your classmates two favorite things you know of each of your
family members.
For example:
T: My sister is Ruth. Her favorite food is enchiladas and her favorite singer is Shakira.
My father is Toms. His favorite car is Mercedes and his favorite restaurant is La
Fonda Argentina. Etc.
Challenge Activity: As a whole class, ask students to tell you things about their team members
using the target structure.
1. SC Activity: Presentation possessive adjectives and possessives
Introduction: Favorite things.
Procedure:
1. Open your books to page 38, exercise1. You are going to listen to a conversation. Make
notes about what the people are talking about. (Play the audio. Play it again if necessary.)
2. What are the speakers talking about? (Favorite things). What other words are used for
favorite things? (Elicit from students other words used for favorite activities, restaurants,
or food. For example: Activities: go to a soccer game, read a book; restaurants: Greek,
French; food: hamburgers, pizza. Write these words and phrases on the board.)
3. Open your books to page 38, exercise 2.
4. You are going to get into groups of 4. Student A will say one of her favorite things, a
favorite activity, a favorite kind of restaurant, or a favorite food. Student B reports on what
student A said and adds his own favorite. Student C and D will continue.
5. (Have two students come up to the front and model the activity with them.)
6. (Set a time limit of 7 minutes. Walk around the class monitoring your students. Correct any
mistakes you might hear.)
7. (As a whole class. Call on a few students to tell about surprising or unusual favorites their
partners had.)
about?
36
BLIND DATE
WORKSHEET A
Name
Favorite city?
Favorite food?
Jean-Paul
Claire
London
Italian
Italian
Favorite book/
writer?
Favorite
magazine?
Emi
French
Isabel
Allende
The
Economist
Favorite day?
Kenzaburo Oe
Rolling Stone
Sunday
Wednesday
WORKSHEET B
Name
Favorite city?
Vanessa
Rome
New York
Favorite food?
Favorite book/
writer?
Chinese
Octavio Paz Octavio Paz
Favorite
magazine?
Favorite day?
Tokyo
Forbes
Saturday
Elle
Thursday
37
38

(115-125 m)
1. What places can people visit in Mexico? Lets make a list on the board. (Write any places that
they mention on the bb.)
2. Imagine a friend is visiting you from another city or country. You are going to take your friend
to see interesting places in your city or country. Work in groups of 3-4 students and make a list
of places to visit with your friend. (Give students time to do this.)
3. Now, tell the group the places you plan to visit.
understand.
provided below.
Word
Usage (teacher)
Usage (student)
cheap
A metro ticket is cheap. Tell me something that is cheap.
XX is cheap.
expensive
A trip to Los Cabos is expensive. Tell me something that is
XX is expensive.
expensive.
crowded
Mexico City is crowded. Tell me another place that is crowded. XX is crowded.
empty
At 6:00 in the morning, the classroom is empty. What time are
The streets are empty
the streets empty?
at
big
Tokyo is a big city. Tell me the name of another big city.
XX is a big city.
small
The Chevy is a small car. Tell me the name of another small
XX is a small car.
car.
friendly
My friend Margarita is friendly. Tell me the name of a
XX is friendly.
classmate who is friendly.
unfriendly My boss is unfriendly; he never smiles. Tell me someone that is XX is unfriendly.
unfriendly.
interesting For me, XX is interesting. Tell me something interesting for
XX is interesting for
you.
me.
boring
Mathematics is boring. Tell me a subject that is boring for you. XX is boring for me.
good
XX is a good restaurant. Tell me the name of another good
XX is a good restaurant.
restaurant.
bad
Cigarettes are bad for you. Tell me another thing that is bad for XX is bad for me.
you.
wonderful
Vacation is wonderful. Tell me something thats wonderful.
XX is wonderful.
terrible
Traffic in Mexico City is terrible. Tell me another thing thats
XX is terrible.
terrible.
delicious
For me, (chocolate) is delicious. Tell me something thats
XX is delicious for me.
delicious for you.
horrible
For me, (pancita) is horrible. Tell me something thats horrible
XX is horrible for me.
for you.
39

Slides 13-15: Getting Started (20 m)
1. Tell students to open their books to page 26, exercise 1. Tell them to work in pairs to fill in the
blanks. (Click on the slide for them to check their answers.)
2. Tell students to open their books to page 26, exercise 2. Tell them to work in pairs to match
the adjectives with their opposites. (Click on the slide for them to check their answers.)
3. Click on the slide. Ask students to read what the slide says (food, restaurant, person). Tell them
to work in groups of 3-4 and to put the adjectives under the word(s) that they can describe.
(Click on the slide to show the adjectives. Do the first one with them.) For example, can we
use bad to describe a food? What about to describe a restaurant? And a person? Right, we can
use bad to describe all of the different things. (Click 3 times on the slide to show bad in the
correct categories.) Now continue with the rest of the adjectives. (When students are finished,
click on the slide to show all the answers.)
4. Look at exercise 3 on page 26. Work in pairs and practice describing a place. Use the example
in the book.
Slide 16: Warm up to Reading (3 m)
1. Click on the slide. Tell them that these are pictures of a place in London called Portobello
Road. Tell them to look at the pictures and tell you what they see. (Accept anything logical.)
Slide 17: Reading (7 m)
1. Now, tell them to read the story about Portobello Road in their books on page 26. When they
finish, tell them to look at the statements in exercise 5 and write if the sentences are true or
false.
2. Click once for the answers to appear. Ask students if they have any questions and go over any
doubts they have.
Slide 18: Listening (7-10 m)
1. Tell students to look at the pictures of Harvard Square. Tell them they are going to listen to
two people talk about Harvard Square. Harvard Square is near Harvard University in Boston
(USA). Tell them to only listen for the places that they talk about in the dialog. Tell them to
open their books to page 27 and to look at the list of places. Before you play the audio, ask if
they have any questions about the places on the list.
2. Play the audio and have students check what they hear. If necessary, play the audio again.
3. Click once to check the answers.
Slides 19-20: Grammar Focus: Existence (10-12 m)
the board.
2. Teacher labels the sentence(s) with students participation. (Click on the slide to show the
labels.)
a. Use there is / there are to express that something exists.
b. There is the subject of a sentence to say something exists.
c. Use it is or its to give more information: There is a book here. Its old.
d. Use they are or theyre to give more information: There are many students in class.
They are intelligent.
e. Use any in questions or negative. In negative, it means zero quantity.
f. Change the order of the subject and verb in questions.
4. Have students open their books to page 28 and have them do exercise 2. (Click on the slide to
let students check their answers.) Check to see if students have any questions.
40

1. Repeat (affirmative): Have students repeat the sentences after you. Do each example first
2. Complete (affirmative): Have students say the complete sentence with the correct answer; do
some chorally and some individually.
3. Repeat (negative): Have students repeat the sentences after you. Do each example first
4. Complete (negative): Have students say the complete sentence with the correct answer; do
5. Repeat (affirmative): Have students repeat the sentences after you. Do each example first
6. Complete (affirmative): Have students say the complete sentence with the correct answer; do
7. Have students open their books to page 28, exercise 3. Tell them to work in trios and to write
sentences about the picture using there is/are. (Give them time to do this.) Have each group
read some of their sentences.
1. SC Activity: Question & Answer-Existence singular & plural
Introduction: Are there many things in your neighborhood? (Write on bb and explain if
necessary.)
Procedure: I will say a place you ask your classmate if that place exists in your neighborhood.
For example:
T: I say: Sanborns and S1, you ask S2: Is there a Sanborns in your neighborhood?
S2: Yes, theres a Sanborns in my neighborhood. Or No, there isnt a Sanborns in
my neighborhood.
Cues:
Soriana
market
Telcel store
restaurants
university
schools
houses
pharmacy
stores
mall / shopping center
cafs
hotel
banks
VIPs
Liverpool / Fabricas de Francia
churches
bars
bus station
offices
Office Depot / Office Max
2. FP Activity: Presentation-Existence (10-15 m)
Introduction: What things are there in your bedroom at home?
Procedure: Work in groups of 3-4 and tell your classmates about the things there are and
there arent in your bedroom.
For example:
T: In my bedroom there is a TV and there are some books. There arent any CDs, but
there is a radio. There is a bed and a chair. There is a computer and there is an
Xbox. There arent any folders, but there is a desk, a dictionary and a stapler.
about?
41

(113-123 m)
1. SC Activity: Information gap-Existence singular & plural, short answers
Introduction: Do you have a backpack or briefcase? What do you put in your backpack or
briefcase?
Procedure: Draw a picture of your backpack or briefcase. Draw the things you have in the
briefcase or backpack, but dont let your classmates see. (Give students a minute to do this).
Now, work in pairs and ask your classmate about the things s/he has in his/her backpack or
briefcase. When you answer, use short answers.
For example:
S7: Is there a pen in your backpack?
S1: Yes, there is. Are there books in your briefcase?
S2: No, there arent. Are there?
Etc.
1. Before having students listen to the CD, explain how to produce the voiced th //. This is
essentially the same as the d sound in the Spanish word cada or modo. The th is
produced by placing the tongue between the teeth, letting air escape and vibrating the vocal
chords. Mention to students that this sound is very common. Ask them to tell you words with
this sound in English.
2. Have students listen to the pronunciation of the th.
Slides 36: Speaking (30 m)
1. FP Activity: Role-Play-Existence (15 m)
Introduction: What is your favorite part of your city?
Procedure:
1. Look at number 7 on page 29 in your book. Look at the questions. Now, write 3 more
questions that you can ask your classmate about his/her favorite part of the city. (Give
students time to do this and help them if necessary.)
2. Now, work in pairs and ask your partner about his/her favorite part of the city. Write the
information in your book. (Give them time to do this.)
3. Now, tell the class about your classmates favorite part of the city.
For example:
T: Juan likes downtown Cuernavaca because there are a lot of cafs. Also there are
always a lot of people walking around. Etc.
42

2. FP Activity: Game-Existence (15 m)
Procedure: Lets divide the group into two teams. Each team will make a list of 5 places to go
on vacation in Mexico, but dont let the other team know the places you are thinking of. (Give
teams a few minutes to do this.) Now, team 1, imagine your team is on vacation at the first
place on your list. Team 2, ask questions about the things there are in the place to guess the
location. If after 5 questions your team doesnt know, you can ask where the other team is on
vacation.
For example:
T: Im thinking of a place for vacation. Now, ask me questions about the things there
are in this place to guess where I am.
S1: Is there a nice hotel?
T: Yes, there is.
S3: Are there many churches?
T: Yes, there are.
S5: Is there a beach?
T: No, there isnt.
S4: Are there many colonial buildings?
T: Yes, there are.
S9: Are you in Puebla?
T: Yes!
Slide 37: Oral Activity (15 m)
1. FP Activity: Role-Play-Existence
Introduction: When you buy a house, is it important that there are certain things in the house?
How many bedrooms are necessary? What about things in the neighborhood?
Procedure: Look at the slide. You are going to work in pairs. One of you is looking for a
house to buy and the other student is the person who wants to sell the house. The buyer asks
questions about the things there are in the house and about the things there are in the
neighborhood. You can use the slide for some ideas. When you finish, you can switch roles.
For example:
T: Please tell me about this house. Are there 3 bedrooms?
S1: No, there are 4 bedrooms.
T: Excellent. And are there 4 bathrooms?
S1: No. There is only one bathroom.
T: Only one bathroom? Thats not very good. Are there 4 closets?
S1: Yes, there are 4 very large closets.
T: Perfect. Now, what about the neighborhood. Are there any good schools in the
area?
S1: Yes, there are about 5 good schools in the neighborhood.
T: Great. Are there any good restaurants?
S1: There are 2 or 3 good restaurants.
T: Sound good.
Etc.
43

Oral Activity: (15-20 m) Please note: you need copies for this activity.
1. SC Activity: Game There is / are, vocabulary
Introduction: Lets play a memory game.
Procedure: Have you ever played memory? Get into trios. Your teacher is going to give you a
set of cards. Put them on the floor face down. The idea of this game is to form pairs but with a
twist. When you turn the pair over in order to win the pair you must make a sentence using
there is / are. The student with the most pairs win.
For example:
S1: (has the cards: 50 states and in the United States) There are 50 states in the United
States.
S2: (has the cards: a small fish and in the aquarium) There is a small fish in the
aquarium.
(Tell students to play again once they finish.)
Slides 38-39: Oral Practice (15 m)
1. SC Activity: Game There is / are, vocabulary
Introduction: How observant are you? Lets find out.
Procedure:
1. Get into groups of 4 or 5. As a team you are going to observe a picture for 1 min. During
this time you cant write anything. Make sure you see how many of each things. No
cheating!
2. Now, as a team, you are going to write sentences using there is / are about what you saw in
the picture. (Give student 5 min. to complete the task. Monitor your students but dont
give them answers.)
3. Have one member of each team say their sentences. 1 point for each correct sentence. If
the sentence has a mistake of any kind they dont get a point. (They must include the
quantity of each thing.)
4. The team with the most points wins.
For example:
T: There are two magazines. There is a baseball game. Etc.
(Repeat the same process for slide 3)
about?
44
26 letters
the alphabet
9 planets
in our Solar System
11 players
on a soccer team
50 states
in the United States
an interesting market
in Portobello Road
3 colors
in the Italian flag
12 months
in a year
7 days
in a week
a small fish
in the aquarium
3 countries
North America
18 teams
Mexican 1st A soccer league
a snake
in the Mexican flag
5 vowels
in the alphabet
an expensive restaurant
downtown
5 rings
Olympic flag
one thousand meters
a kilometer
45
46

(109-129 m)
Slide 5: Warm up activity (5-7 m)
1. Can you tell me some rooms in a house you know? Good! Lets play a game! Now get into
trios and try to guess what rooms of a house are in these pictures. The first team to guess wins.
(Draw the hangman on the board and start asking each team for a letter. When a team guesses
the word, go to the next one.)
understand.
provided below.
Word
Usage (teacher)
Usage (student)
armchair
An armchair is a big comfortable chair which has support on
My ______ sits in the
each side for your arms. Who has an armchair at home? Who
armchair at home.
sits it?
chair
A chair is piece of furniture for one person to sit. How many
There are XX chairs in
chairs are there in your dining room?
my dining room.
plant
A plant is a living thing that grows from the earth. Ficus is a
is a plant.
kind of plant, What kinds of plants do you know?
table
(Show the slide.) These are tables. What can you do at a table? You can XX at a table.
bookcase
A bookcase is a piece of furniture with shelves for books. Do
My bookcase at home
you have a bookcase at home? What do you have in it?
has.
telephone (Show the slide.) This is a telephone. Where is the telephone
There is a telephone
in your house?
in
cabinet
I have a cabinet in my kitchen there is food and soda in the
There is/are ______ in
cabinet. Do you have a cabinet at home? What is in the
my cabinet.
cabinet?
sofa
A sofa is a long comfortable seat with a back and usually 2 or 3
My sofa at home is
people can sit on. My sofa at home is white. What color is your
sofa?
wastebasket A wastebasket is a container for trash. Is the wastebasket in
Yes/no the
the classroom empty?
wastebasket is (not)
empty.
calendar
A calendar is a thing that shows the date and the year. Do you My calendar is
have a calendar? Where is it?
lamp
(Show the slide.) There is a lamp on my night table. Do you
There is a lamp in my
have a lamp in your house? Where is it?
stereo
(Show the slide.) This is a stereo. What kind of music do you
I play ______ on my
play on your stereo?
stereo.
window
(Show the slide.) This is a window. What can you see out the
I can see ______ out the
window?
window
47

Slides 19-20: Vocabulary Practice (10-15 m)
2. Lets practice! Look at these words, which one does not belong? A desk and an armchair are
both pieces of furniture. Paper clips are not, so paper clips are the odd one.
3. Now prepare three more groups of words with three words each. Two of the words should
have something in common and one word should be an odd one. (Give them 4 minutes to
prepare; monitor your students and help the weak students.) Now get into pairs S1 will say the
three words and S2 will say what the odd word is. (Monitor your students progress.)
Slides 21-22: Pronunciation (10 m)
1. How many syllables does armchair have? Lets count. (Clap or tap once for each syllable that
the word contains.) Get into pairs, and say the words out loud to try and hear the syllables.
Write the number of syllables that you think each word has in your notebooks.
2. Now, listen to the audio and check your predictions. Lets check if you are correct. (Show the
answers on the slide.)
3. When speaking English, stress is important. Its not the same thing to say COMputer as it is
to say comPUter. Listen to the words again, and put them in the correct place depending on
where the stressed syllable is. (Show the answers on the slide.)
1. SC Activity: Question & Answer-Vocabulary review
Introduction: This is my bedroom. (Click on the slide to show your bedroom.)
Procedure: Make a drawing of a room in your house. Dont label the things. Once you finish
get into pairs and ask each other what the different things are.
For example: (Ask a volunteer to come up to the board.)
S2: What is this?
S2: Its my bed.
1. (Tell students to look at the pictures on page 31 exercise 6.) What are they doing? You are
going to listen to Christine telling the moving men where to put her furniture and other things.
Look at page 30. Make a check mark next to the things that she mentions.
2. (Play the audio and have students write a check mark on the items they hear. If necessary, play
the audio again. )
3. Once you finish click on the slides to check the answers.
4. Post-listening: Look at exercise 7. Get into pairs and underline the words to make the
sentences true. (Check the answers with your students)
Slide 25: Grammar Focus: Prepositions of place (7-10 m)
1. Teacher shows the slide; says each word and using TPR explains them.
2. (Teacher asks students to stand up and play a game.)
3. Ok, stand up and lets play a game. Get into pairs and do as I say or show. (Make sure you
explain each concept.)
next to: (Put two students next to each other.)
above: (Have one student lay on the floor and the other over in the air.)
under :(Have students put their hand under their desk.)
opposite: (Have half the class stand on one side of the classroom and the half on the other
side of the room.)
in front of: (Have students get in pairs and stand in front of each other.) [REMEMBER: in
front of is not the same as opposite or across from; if one person is in front of another,
they are most likely standing in line; they are all facing the same direction.]
in: (Have students put their books in their backpacks.)
on: (Have students put their books on their desk.)
4. Teacher copies the prepositions with students participation.
48

individually.
Slide 28: Grammar practice (7 m)
1. Tell students to open their books to page 32, exercise 3. Pair students: Students take turns. S1
says a sentence with the incorrect preposition. S2 looks at the picture and says the sentence
with the correct preposition. Then both correct the sentence in their books.
Example: S1: Theres a table opposite the door
S2: No. Theres a table next to the door.
Both write the correct answer in their books. (Use the slide to check answers.)
Slides 29-30: Oral Practice (10-15 m)
1. SC Activity: Information Gap-There is/are + prepositions
Introduction: Imagine what I say
Procedure: Work in pairs. S1 will look at the slide, and S2 will look at student 1. (Dont let S2
see the slide.) You describe what you see and S2 will draw what you describe. The best drawing
wins.
For example:
T: There is a calendar above the sofa. There are books in the bookcase. There is a cat
under the table.
Procedure: (Have students switch places and repeat the activity with slide 30.)
Slide 31: Writing Activity (10-15 m)
1. Open your notebooks and make a drawing of a room in your house on the top half of the
page.
2. Now write a paragraph describing the room in your house that you drew using the prepositions
of place, there is, there are and the vocabulary you know.
3. For example: (Click on the slide to show them the example for the image on the slide.)
about?
49

(111-126 m)
1. SC Activity: Stimulus - ResponseInterview Tic-tac-toe
Introduction: Lets play a game? Have you ever played tic-tac-toe?
Procedure: Copy this grid in your notebook (On the board draw a tic-tac-toe grid.)
Get into pairs and play interview tic-tac-toe; one student will be X and the other O.
The first student to get 3 in a row horizontally, vertically or diagonally, wins.
For example: To win a slot you must describe the picture using the vocabulary and the
preposition. (Ask a student to come up to the board to model with you.)
T: The cat is in the box. (Put a mark in the corresponding box on the grid of the
board.)
S1: The cat is opposite the dog. (Put a mark in the corresponding box on the grid of
the board.)
T: The student who gets tic-tac-toe wins. (Monitor student progress and help weak
students produce complete sentences.)
Variation 2:
Procedure: Work in two teams. Each team will make a grid with pictures on the board like the
ones we just did. Make sure you can put in two objects that can be connected with a
preposition. Lets play again; group 1 is X and group 2 is O. Lets play using the grid team one
made this time with the whole group. The first group to get 3 in a row horizontally, vertically
or diagonally, wins. (Play the same game, this time with the whole group to see which group
wins. When you complete playing with one grid, use the grid that was made by team 2.)
Get into pairs and play interview tic-tac-toe; one student will be X and the other O.
Slides 4061: Oral Activity (20-25 m)
1. SC Activity: Jeopardy-Integration of tenses, structures and vocabulary
Introduction: Who wants to win millions?
Procedure: (Divide the group in two teams.) Now team 1 chooses a question. If you get the
question right, you get to play again. If you get an incorrect answer the other team can answer
the question and continue playing. (You must keep track of each teams score.) The team that
has the most money at the end wins.
For example:
Team 1: Describing places for $400 (Click on the correct box.)
Team 1 answers: The museum is crowded. (If the answer is correct, click on the
symbol at the bottom of the slide to return to the game board.)
PLEASE NOTE: In the nationality category the student must add the nationality for
the object.
Team 1: Nationalities for $100. (Click on the correct box.)
Team 1 answers: The Chinese calendar is above the sofa. (If the answer is correct, click
on the symbol at the bottom of the slide to return to the game board.)
50

Answers to Jeopardy
Office supplies
100 - There is a printer under the chair.
200 There is a desk opposite the door.
300 There are batteries in the wastebasket.
400 There is a box of paper clips on the table/ There are paper clips on the table.
Occupations
100 There is an engineer in the magazine.
200 There are waiters in front of the restaurant.
300 There is a musician in the music store.
400 There are doctors next to the flight attendant.
Nationalities
100 There is a Chinese calendar above the sofa.
200 There is a French plant in front of the table.
300 There are folders under the American printer.
400 There is a German telephone in the cabinet.
Numbers
100 There are seventeen books in the bookcase.
200 There are nineteen stores in the market.
300 There is a restaurant in the museum.
400 There are eighty seven baseball games.
Describing Places
100 There is an expensive restaurant in France.
200 There is an interesting TV show in Korea.
300 There are friendly doctors in Italy.
400 - There is a crowded museum in Spain.
Slides 62-64: Video Activity Please note: you need copies for this activity. (30 m)
1. Step 1: Segment Introduction (5 m)
1. Introduce the topic to the students. You may want to share some of the background
information with them, or draw their attention to how this topic relates to the theme of
Student Book 1, Unit 7. (Both the Student Book unit and the video segment are about
putting things in a room.)
2. Tell students what the genre is (situation comedy) and provide a short explanation or give
an example if the students dont understand.
2. Step 2: Previewing: Only let students hear the audio of the video. (10 m)
1. Hand out the Video Activity Worksheet.
2. Play the video with the picture off or covered and ask students to answer the four
questions on the Video Activity Worksheet.
participation and curiosity. For this reason, tell students you will not say if they are right or
wrong. Accept all answers. You may want to write the students ideas on the board.
3. Step 3: Viewing (15 m)
1. Show the video segment again but with the picture on. Have students work in pairs to
compare their predictions with what they saw in the video and then share them as a whole
class.
2. Have the class come to a consensus about the answers to the four questions.
3. Play the video again and have students answer the comprehension questions on the Video
Activity Worksheet.
4. Click on the slide and go over the answers with the class.
51
window
Please note: before doing the following activity, ask students to bring a white cartulina and a
marker to class. You also need to make a copy of the furniture cards for each student and role
cards for every pair of students.
1. FP Activity: Presentation Prepositions of place, furniture vocabulary
Introduction: Officeor living room?
Procedure:
1. (Draw this floor plan on the board.)
door
2. Set the scene. Write Interior Design on the board and make sure students know what it
means. Explain that Student A lives in an apartment and wants to talk to an interior
designer for advice on where to put the furniture in the apartment. Student B is the interior
designer.
3. Pair students. Have them sit so that they cannot see their partners floor plan.
4. Give students the role cards and cut-up furniture cards. Have students read their role card
and arrange the furniture on the floor plan to match the directions on the card. The pairs
must not show each other their floor plans.
5. Point out that the space on their floor plan might not be big enough to place some of the
objects and pieces of furniture as specified in the directions on their cards. Tell them that
they can approximate certain locations, such as ON and UNDER, and to write the
preposition of location next to the object to show its exact placement.
6. Tell student A to call Student B and describe the apartment. Student B must tell Student A
to move the furniture according to his/her interior design. Student A must listen to the
advice and move the furniture on the floor plan.
7. When they finish, have students show each other their floor plans to make sure they both
have the pieces of furniture in the same places.
8. Ask the class which layout they prefer: before or after changing the design according to the
interior designer.
For example:
S1: The desk is opposite the door.
S2: (Changes the desk opposite the door.)
S1: The sofa is in front of the window.
S2: The sofa is in front of the window?
S1: Yes. Etc.
about?
4. Bring index cards with a letter on each card, and cards with numbers 1-20.
52
Video Activity Worksheet

Put it on the desk
Activity 1.
Listen to the video segment with the picture off or covered. Answer the questions below. If you
dont know, guess!
2. Where are they?
3. Why are they there?
4. Whats the story?
Activity 2.
Watch the video again with the picture on or uncovered. Were your answers correct?
Activity 3.
Read the questions below. Then watch the video again and choose the correct answer.
1. What does Jeff do?
a. Hes a mover.
b. He works in an office.
c. Hes a computer technician.
2. Who calls Jeff on the phone?
a. His roommate and his mother.
b. His boss and his roommate.
c. His boss and his mother.
3. Why do the movers leave?
a. Its time for lunch.
b. The boxes are too heavy.
c. Its time to go home.
4. Why does Jeff yell?
a. Hes hungry.
b. He cant get out of his office.
c. He doesnt like the movers
53
Oral Activity Worksheet

Officeor living room?
ROLE CARDS
Student A
Describe your apartment. You have the:
1. Desk in front of the window
2. Sofa opposite the desk
3. Cabinet opposite the door
4. Computer on the desk
5. Calendar on the wall next to the right side of the
window
6. Lamp next to the sofa
7. Bookcase next to the left side on the cabinet
8. Plant next to the window under the calendar
9. Printer on the desk next to the computer
10. Stereo on the cabinet
11. Wastebasket under the desk
12. Chair in front of the desk
Student B
For good interior design you need the:
1. Desk opposite the door
2. Sofa in front of the window
3. Cabinet next to the right side of the door
4. Computer on the desk
5. Calendar on the wall next to the left side of the
desk
6. Lamp next to the sofa
7. Bookcase opposite the sofa
8. Plant on the cabinet printer under the desk
9. Printer under the desk
10. Stereo on the bookcase
11. Wastebasket under the desk next to the printer
12. Chair in front of the desk
FURNITURE CARDS
54
World View 1A: Midterm Review

(141-166 m)
Warm up Activity (10 m)
1. Take out your alphabet and number cards.
2. I say a number or letter and you show me what I say.
For example:
T: A
WC: (Shows the card with the letter A.)
Slide 5: Grammar Practice (10 m)
1. (Click on the slide.) Look at the sentences. Copy them in your notebooks.
2. Now, read each sentence and circle the mistake; its one of the underlined words or phrases.
Then, write the correction in your notebooks. (Give students time to complete the task.
Monitor them and help them if needed. Once they finish click on the slide to check their
answers. Go over any questions they might have.)
1. FP Activity: Role-Play-Introducing yourself
Introduction: Nice to meet you.
Procedure: Look at the slide and you will see two different business cards one that belongs to
Pedro Maldonado and the other one that belongs Soledad Gmez. Elaborate your own
business cards with the following information, your name, your occupation, your nationality
and the company you work for.
For example: (Look at the slide for the example)
S1: Hello my name is Soledad Gmez. Whats your name?
S2: Hi my name is Pedro Maldonado. Nice to meet you.
S1: Nice to meet you, too. Where are you from?
S2: Im from Germany. Im German. Where are you from?
S1: Im Japanese. Heres my business card. Im with Mercedes Benz. What do you do?
S1: Im a doctor. What do you do?
S2: Im a businesswoman. Well, see you later.
S1: Good bye.
Slides 7-8: Oral Practice-Occupations (15-20 m)
1. CP Activity: Recognition-Occupations
Introduction: Remember these occupations?
Procedure:
1. I show a picture and you say the correct word in English. (Click on the slide; as you do,
different images of occupations will appear. You can do some chorally and some
individually. If there are words they dont remember, you can go back and check them
again.)
2. Now take out a sheet of paper. On one side I want you to write a and on the other side I
want you to write an. As I click on the slide I want you to tell me what occupation it is.
And show me with your sheet of paper if you use a or an.
For example:
T: (Shows a picture of a doctor)
WC: Doctor! (Students show their piece of paper with the a on it.
Procedure: Get into pairs and ask each other: Whats XXX occupation?
For example:
S1: What is Daves occupation?
S2: Hes a graphic designer.
55

Slide 9: Number Practice (15 m)
1. SC Activity: Question & Answer-Numbers
Introduction: Whats your phone number?
Procedure: Copy the chart as you see it on the slide. Now, walk around the classroom and ask
five classmates their names and their phone numbers. (Have a student come up to the front
and do an example with you. Remind students to ask How do you spell and Excuse me
can you repeat
For example:
S1: Whats your name?
S2: My name is XXX
S1: Excuse me; can you spell your last name?
S2: Sure! Its
S1: Whats your phone number?
S2: My phone number is
S1: Can you repeat that, please?
S2: Five, six
Follow up
Now, get into trios and dictate two names and their phone numbers to your peers. Make sure
you check they wrote it correctly.
For example:
S1: His first name is Jos. His last name is Rocha. Joses phone number is 5254-0141
(Each student says two names and their number.)
1. FP Activity: PresentationThere is / are and prepositions of place
Introduction: This is my room.
Procedure:
1. Lets see if you remember this vocabulary. I show a picture and you say the correct word in
English. (Click on the slide; as you do, different images will appear. You can do some
chorally and some individually.)
2. (Click on the slide to show the example.) Take out a sheet of paper and using the
vocabulary we have learned in units 4 and 7. Draw a room with different things. Make sure
you draw things under, above, etc. That will make the activity much more fun.
3. Now, get into pairs. On a new sheet of paper try to draw your partners room according to
what he tells you.
For example:
S1: There is a sofa on the right. There is a briefcase under the table.
S2: Where is the briefcase?
S1: Its under the table. Etc.
(Make sure you monitor your students and help them with any words they dont remember.)
1. SC Activity: Question & Answer Countries and nationalities
Introduction: Where are you from?
Procedure: (Before class make a copy of the cards at the end of this file. If the number of
students in your class is odd, you must play the game.) You are going to receive a piece of
paper with something written on it. It can be a thing, a name of a city, a dish, etc. You have to
figure out what nationality it refers to. Walk around the class asking your classmates questions
to find the person that has the same nationality as you.
56

For example: The cards say: Judo and KendoSushi (Both things are from Japan. Therefore
you are looking for people from Japan.)
S1: Are you from Japan?
S2: No, Im not.
S1: Are you Japanese?
S5: No, Im not.
S1: Do you speak Japanese?
S9: Yes, I do.
Slide 13: Writing Practice (15-20 m)
1. FP Activity: Presentation Describing places
Introduction: My favorite city.
Procedure:
1. Think of your favorite city. Write a short description of your favorite city. Look at unit 6 if
you need some ideas. Make sure you tell us what there is and how it is. Use the vocabulary
we learned in unit 6.
2. Now, get into pairs and read your paragraph to your partner. Your partner can ask
questions about your favorite city.
Oral practice (15-20 m)
1. FP Activity: Presentation Describing famous people and places
Introduction: Who are some famous people? Where are they from? What are their houses
like?
Procedure:
1. Think of a famous person you admire or really like from another country. In your
notebooks, make notes about that person. For example: Where is she / he from? What is
his / her occupation? etc.
2. Now, imagine what his / her house is like. What things can you find in it? (Tell students to
make notes about this also, this will help them in their oral presentation.)
3. Get into pairs. Describe your person to your partner using the notes you wrote. Tell them
about their house. Be as specific as possible. Once you finish switch roles. (Monitor your
students and help them with any words they dont know.)
For example:
T: Salma Hayak is Mexican. She is an actor. She lives in Hollywood in a big, expensive
house. There is a big pool. There are two dogs. There three sofas, etc.
Slide 14: Oral practice (1015 m)
FP Activity: Question & AnswerAsking and giving information.
Introduction: How much is
Procedure: (Divide the class in two. One half will be shoppers the other half will be sales
people.) Choose some of the things you have and put them up for sale. Your classmates will
come to you to buy them. When the teacher says stop! You switch roles. (When students
switch roles give them time to prepare their store.) Remember to use the vocabulary we have
learned.
1. What were the objectives for today? What structures did we review? Which of these were
difficult for you? Which were easy?
2. Do you have any questions about the class today?
3. For homework, study for the exam.
57
Judo and Kendo
Sushi
Corona Beer
Salma Hayak
Adolf Hitler
Berlin
Queen Elizabeth
Tango
Harry Potters author

J.K. Rowling
Ronaldinho soccer
player
Buenos Aires
Eiffel Tower
You speak French.
Paella
Madrid
The Vatican
Spaghetti
New York City
Sandra Bullock
Feijoada
58

(115-118 m)
Slides 3-4: Warm up Activity (10 m)
1. Show the slide. Ask students about important holidays in Mexico. (If students dont understand
the word holiday, explain that its a day [or days] when the people of a specific country
celebrate something, and that people dont usually work on that day.) Write some of the names
of these holidays on the board. (Mothers Day, Christmas, Da de los Muertos, Independence
Day, Valentines Day, Etc.) Now, when do we celebrate these holidays? Work in trios to match
the holidays to the month they are celebrated in. (Give them time to do this, then check the
answers orally.)
Answers:
May
Mothers Day
February (5)
Constitution Day
June
Fathers Day
November
Da de los Muertos
September
Independence Day
December
Christmas
February
Valentines Day
May
Teachers Day
March
Benito Juarezs Birthday
April
Da del Nio
October
Da de la Raza (Columbus Day) January
New Years Day
2. Ask a few students to tell you their favorite holiday, but dont ask them why.
Slides 5-13: Vocabulary (7-10 m)
understand.
provided below.
Word
Usage (teacher)
Usage (student)
cook
They are cooking food. To cook is to prepare food. I can
I can cook
cook enchiladas. Tell me something that you can cook.
dance
In the picture, they are dancing salsa. You can dance salsa, I can dance / My
cumbia, mambo, etc. What can you dance? Whats your
favorite dance is
favorite dance?
eat
People in Mexico eat a lot of tacos. What do you like to eat I like to eat
for dinner?
drink
In the morning, I always drink coffee. What do you drink?
I drink
get up
I get up at 6:00 every day (mimic). What time do you get up I get up at
every day?
give
(Mimic: give a book/pen to a student.) I am giving a book
I am giving him/her
to (Javier). (Tell one student to give another something, then
ask:) What are you giving XX student?
play (game,
I like to play basketball with my friends. What sport or game I like to play
sport, musical do you like to play?
instrument)
visit
I like to visit my friends on weekends. When do you visit
I visit them
your friends or family?
wash
I wash my clothes on the weekend. Who washes the dishes XX washes the dishes in
in your house?
my house.
59

Slides 14-15: Getting started (10 m)
1. Tell students to open their books to page 34, exercise 1. Tell them to work in pairs to match
the verbs with the correct group of words. (Click on the slide for them to check their answers.)
2. Tell students to look at number 2 in their books. Tell them to look at the pictures and guess
what countries the celebrations are from and when they take place. Tell them to check page
141 for the answers.
1. Click on the slide. Tell them that these are pictures related to a holiday in the US called
Thanksgiving. Ask them what they can see in the picture. (Let students tell you anything they
can about the pictures they see.) Click on the slide to have the words appear related to the
pictures.
2. Now, tell them to read the story about Thanksgiving on page 35 in pairs. Ask them to tell you
some of the things that Amys family does on Thanksgiving. (Whatever they tell you is fine; try
to get them to tell you 2-3 things the family does.)
3. Now, tell them that the sentences in number 5 are not correct. Tell them to read the sentences.
Then, tell them to read the story again and, in pairs, to correct the mistakes in the sentences in
number 5.
4. When they finish, click once for the answers to appear. Ask students if they have any questions
and go over any doubts they have.
Slide 17: Grammar Focus: Simple Present (3rd Person) (7 m)
the board.
labels.)
a. Use the BFV+s in simple present for he, she and it.
b. We use the simple present in English to talk about habits, customs and routines.
c. Add s to the BFV.
d. Add es to do, go and verbs that end in ch, -s, -sh and x.
e. The verb have changes to has in simple present.
4. Have students open their books to page 36 and have them do exercise 2. (Go over the correct
answers orally: -s, -es.) Check to see if students have any questions.
Slides 18-19: Repeat/Complete: (5 m)
individually.
Slides 20-21: Grammar Focus: Simple Present (other persons) (10 m)
the board.
labels.)
a. We use the simple present to talk about habits, customs and routines.
b. In simple present for all other persons (I, you, we, they), the simple present looks the
same as the BFV.
show the correct answers.) Check to see if students have any questions.
60

Slides 22-24: Repeat/Complete/Change: (15 m)
individually.
3. Change: Have students change the sentences using the pronoun in parenthesis; do some
chorally and some individually.
Oral Practice (30 m)
1. SC Activity: Stimulus-Response-Simple present (10 m)
Introduction: Do you do many activities? Lets talk about your activities.
Procedure: I will say a verb and some extra information, and you say a sentence about
yourself using that verb and information.
For example: (You can use the same cue for various students.)
T: get up / every day
S2: I get up at 6:00 every day.
T: S5, what about you?
S5: I get up at 5:30 every day.
Cues:
eat / for breakfast
play / in my free time go / on weekends
drink /with dinner
visit / on weekends dance / at parties
get up / on Sundays do / homework
2. SC Activity: Stimulus-Response-Simple present; 3rd person (10 m)
Introduction: Lets talk about the activities that the people in your family do.
Procedure: I will say a subject and a verb, and you tell us something that that person does.
T: mother / cook
S2: My mother cooks dinner every day.
S5: My mother cooks delicious pozole.
Cues:
brother / eat
sister / play
father / go
mother / wash
father / visit
brother / dance
mother / make
sister / get up
sister / drink
mother / give
brother / do
father / help
about?
61

(111-136 m)
1. FP Activity: Presentation-Simple present affirmative
Introduction: Do rich people have the same routines as we do? What things do they do
differently?
Procedure: Work in groups of 3-4 students. Imagine that you are all rich and famous. You will
tell your classmates what you do every day, what you eat, what you drink, etc.
2. SC Activity: Stimulus & Response-Simple present affirmative (10 m)
Introduction: What activities do you do every day? Every week?
Procedure: What are some verbs you know? (Write the verbs that students say on the board
and add any others that you want from the ones they learned in this unit.) I will say a time
expression, and you say an activity that you do using that time expression.
For example:
T: every morning
S4: I get up at 6:00 every morning.
Cues: (You can use the same cue for various students.)
every day
on weekends
on Saturdays
every week
every night
on Mondays
on Sundays
on Fridays
every year
every month
in December
in September
in the mornings
in the afternoons
at Christmas
on Mothers Day
3. SC Activity: Chain Drill-Simple present affirmative (10-15 m)
Introduction: What activities do you do on weekends?
Procedure: I will say an activity that I do on weekends, and then you say an activity that you
do on weekends and repeat my activity. The next student says an activity that he/she does, says
the first students activity and repeats my activity. (This is a chain activity where the first
student will say what s/he does and then say what his/her classmate does, and what the
teacher does. Dont let the chain go beyond 8-10 people because it gets too long; at that point,
you should start another chain.)
For example:
T: I get up late on weekends.
S1: I wash clothes on weekends and you get up late.
S2: I eat tacos on weekends, she washes clothes and you get up late.
Etc.
Cues:
on Sundays
in my free time
on Saturdays
on vacation
62

4. FP Activity: Presentation-Simple present all persons (10-15 m)
Introduction: Lets compare our activities and the activities of a friend or family member.
Procedure: What are some verbs we know? (Elicit and write on bb.)
go
wash
get up visit
do
play
dance
drink
Work in groups of 3-4 and tell your group about your activities and the activities of a friend or
family member.
For example:
T: I get up at 6:00 every day, but my sister gets up at 7:00. I go to school every day,
and she goes to school, too. I play the guitar and my sister plays the piano. I always
drink coke with my dinner, and my sister always drinks water. On weekend, I visit
my friends, and she also visits her friends.
5. FP Activity: Presentation-Simple present (10-15 m)
Introduction: What do you do on holidays or special days like your birthday? Do you eat
special food or do something special?
Procedure: Work in groups of 3-4 and tell your classmates what you do on a special day.
For example:
T: On my birthday, I get up early and my mom always prepares a special breakfast for
me. I usually go to school and in the afternoon, when I get home, I celebrate with
my family. My mom and dad usually give me a nice present and then we eat dinner
with my brothers and sisters. My mom always makes me a special chocolate cake
for my birthday. Sometimes, my friends visit me in the evening and we listen to
music and dance.
1. FP Activity: Role-Play-Simple present
Introduction: What is your favorite holiday?
Procedure:
1. Think about a holiday that your family celebrates and write the things your family does on
that day. (Show students the example on the slide. Give them time to do this and help
them if necessary.)
2. Now, work in pairs and describe the things you and your family do on that holiday. Your
classmate has to guess what holiday it is. Look at the example on the slide.
1. FP Activity: Presentations-Simple present affirmative, there is/are
Introduction: What is your favorite holiday? Why?
Procedure:
Step 1: Imagine you are going to create a new holiday that the people in Mexico will celebrate.
You are going to work in trios. You need to decide the name of the holiday, the date, what you
are celebrating, how you are celebrating, what you are going to eat and do on that special day.
(Show the example on slide 2 and then give them time to write the notes about their holiday.)
For example: (Show the example on slide 2.)
Step 2: Now, you are going to prepare your presentation for the group on the holiday you
created. (Click to show slide 3 with the example. Give them time to prepare their holidays.
Help them if they get stuck.)
For example: (Read the example from the slide.)
Step 3: Now, each group is going to come to the front and give a presentation on their
holiday. When we finish, you are going to vote on your favorite holiday. (Have them give their
presentations. Write the different holidays on the board, so that in the end, they can vote on
their favorite holiday.)
63

1. SC Activity: Role Play: Simple present affirmative
Introduction: Do children like to show off? (Write show off on the board and explain it by
saying: For example if I say I have a Mustang, you say you have two Mustangs, and if I say I
have a house with 3 bedrooms, you say your house has 10 bedrooms, etc. If students dont get
it say that its presumir.)
Procedure: Imagine you are talking to a friend. S/he is saying things about what he/she does,
or has and about things his/her family does or has to try to impress you. You are also saying
things to impress him/her. (Have students practice with a partner; they can then switch
partners to practice again. Correct after the activity.)
For example: (Click on the slide to show the example.)
about?
64

(120-128 m)
Slides 5: Warm up activity (10 m)
1. Show the slide. Look at the slide. What things can you see? (Explain the words on the slide if
they dont understand.)
2. Do you know anyone who collects things? Work in groups of 2-3 and make a list of things that
people collect. (Walk around and help with vocabulary they may not know.)
3. What things do you have on your lists? (Write these things on the board and give them the
vocabulary words for things they may not know.)
4. Do you collect anything? (If yes,) What? Would you like to collect any of the things that you
can see on the board? What?
understand.
provided below.
Word
Usage (teacher)
Usage (student)
comic strip
This is a comic strip. A comic strip is a short story in
My favorite comic strip
pictures about a fictional character. Whats your favorite
is
comic strip?
picture
A picture is a photo or photograph. I have a picture of (my I have a picture of
dog) on my cell phone. What do you have a picture of on
your cell phone?
stuffed animal People often give stuffed animals to babies. (Ask a girl:)
I have a stuffed animal.
Do you have a stuffed animal at home? What is it?
Its a
clock
I have a clock in my bedroom. What time is it on the clock Its 8:10 on the clock in
in the picture?
the picture.
plate
There isnt any food on the plate. What color are the plates The plates in my house
in your house?
are
toy
Children play with toys for example: Barbie, Transformers,
Boys like toys like
cars, stuffed animals, balls, etc. What toys do boys like?
doll
Girls play with dolls, for example: Barbie, My Scene, etc.
Girls like XX dolls.
What dolls do girls like?
postcard
When you visit a new place, you can buy pictures of that
I have postcards of
place. These pictures are called postcards. Do you have
postcards at home? What do you have postcards of?
photo album
You put all your pictures in a photo album so you can look I have pictures of XX in
at them. What do you have pictures of in your photo album my photo album.
at home?
souvenirs
When you travel to a new place, you buy things so that you
I have souvenirs
can remember the place. These are called souvenirs. What
from
place do you have souvenirs from?
65

Slides 16: Getting started (7 m)
1. Tell students to open their books to page 40, exercise 2. Tell them to look at the picture and
check off the things they can see in the picture. They can work in pairs if they want. (Click on
the slide for them to check their answers.)
1. Show the slide. Click once to show each number. Say the number and have students repeat it 3
times. Continue until you have done all the numbers on slide 15. (Cover the slide or go on to
the next slide before doing the next exercise.)
2. Tell students to open their books to page 41. Tell them to work in pairs and to fill in the words
for each number. (Go back to slide 15 to let them check what they wrote.)
3. Go to slide 16. Ask them how to say each number. Correct any pronunciation mistakes.
Slides 19: Reading (12-15 m)
1. Click on the slide. Tell them that they are going to read the article on page 40 about the
collectors. (Give them time to do this.)
2. When they finish, tell them they are going to fill in the sentences with the correct information.
(Click on the slide to show the correct answers.)
1. Have students listen to the pronunciation of the words. Tell them to focus on the sound of the
stressed syllables.
Slide 21: Grammar Focus: Simple Present-negative (5 m)
the board.
labels.)
a. Use the auxiliary dont +BFV in simple present for I, you, we and they.
b. Use the auxiliary doesnt + BFV in simple present for he, she and it.
c. We use the simple present in English to talk about habits, customs and routines.
Slides 22-23: Repeat/Complete: Simple Present in negative (25 m)
individually.
3. SC Activity: Stimulus-Response-Simple present negative (10 m)
Introduction: Lets talk about some things we do and things we dont do.
Procedure: I will say a verb and you tell us one thing you do and one thing you dont do.
T: cook
S2: I cook eggs. I dont cook cochinta pibil.
S5: I cook tacos. I dont cook enchiladas.
Cues:
eat
play
go
wash
visit
dance
make
get up
drink
have
do
collect
66

4. SC Activity: Stimulus-Response-Simple present negative (10 m)
Introduction: Lets talk about some things that your friends or family members dont do.
Procedure: I will say verb and an object and you tell someone that doesnt do that action.
T: eat pancita
S2: My sister doesnt eat pancita.
S5: My friend Carlos doesnt eat pancita.
Cues:
cook pozole
play tennis
dance salsa
wash dishes
cook mole
play golf
dance mambo
wash clothes
drink tequila
have a car
get up at 5:00 a.m.
collect cups
drink beer
have a motorcycle
get up at 4:00 a.m.
collect stuffed animals
Slide 24: Find someone who? (25-30 m)
1. SC Activity: Find someone who? Simple present (10-15 m)
Introduction: Lets find people in our class who do different things.
Procedure: I am going to show you some sentences on the slide. In your notebooks, I want
you to write 1 to 6. In a minute I want to you stand up and ask your classmates the questions
to find the classmates who match the characteristics. When you find classmates that match all
the characteristics, sit down. The first person to have the information complete, is the winner.
Follow up:
T: Who loves pancita? Do you have 3 people that love pancita? Who?
S4: Sandra, Daniel and Juan Carlos love pancita.
2. FP Activity: Presentation-Simple present, possessive adjectives (15 m)
Introduction: What is your daily routine like?
Procedure: Work in groups of 3-4 students and tell your classmates what you normally do
every day. Also mention the things you dont do.
For example:
T: I usually get up early from Monday to Friday, but I dont get up early on weekends.
I work from 8:00 to 3:00 every day. In the afternoon, I go home and I cook dinner.
In the evening, I prepare my classes and I watch TV. I like to watch all of the CSI
programs. On weekends, I dont work; I relax at home. I wash my clothes and visit
friends.
about?
67

(125-155 m)
1. FP Activity: Tic-tac-toe: Simple present affirmative and negative
Introduction: Lets play tic-tac-toe.
Procedure:
1. (Click on the slide.) You can see a Tic-tac-toe grid on the board, but its a little different.
There are 6 rows and 7 columns. (Draw a similar grid on your board.)
2. You are going to work in two teams; this team is the Xs and this team is the Os. One
person from each team will have a turn. You choose a space, for example C-5. You have to
make a logical sentence using the verb in affirmative or negative (indicated on the slide). If
your sentence is correct, you get an X or O for your space. Then the other team gets a turn.
The first team to get 4 in a row wins.
For example: (Click on the slide as you do the example for them to see how it works.)
S1 from team 1: C-5
T: read in negative
S1 from team 1: I dont read the newspaper every day.
S1 from team 2: F-5
T: visit in negative
S1 from team 2: My sister doesnt visit the doctor often.
T: Correct, we can put an O in the square. Next?
S2 from team 1: D-5
T: own in negative
S2 from team 1: I dont own a car.
Etc.
Slides 31-33: Grammar Focus: Simple Present-yes/no questions (15-20 m)
the board.
labels.)
d. Use the auxiliary Do + subject +BFV in simple present for I, you, we and they to
ask questions.
e. Use the auxiliary Does + subject +BFV in simple present for he, she and it to ask
questions.
f. For short answers in affirmative, use Subject + do or does.
g. For short answers in negative, use Subject + dont or doesnt.
4. Have students open their books to page 42, number 2 and have them fill in the information in
the chart. (Click on the slide to show the correct answers.) Check to see if students have any
questions.
5. Have students work in pairs to complete the questions and answers in number 3. (Click on the
slide to check their answers.) Go over any questions they may have.
68

Slides 34-37: Repeat/Complete: Simple Present Questions & Short Answers (10 m)
1. Repeat: Have students repeat the questions after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete question with the correct answer; do some chorally
3. Repeat: Have students repeat the questions and short answers after you. Do each example
first chorally and then individually.
4. Complete: Have students say the complete question and short answers; do some chorally and
some individually.
1. SC Activity: Question & Answer-Simple present, short answers
Introduction: Do you do know a lot about your classmates? Lets find out some information
about them.
Procedure: Work in pairs and ask each other the questions on the slide. When you answer, use
short answers.
For example: (Use the example on the slide.)
1. SC Activity: Question & Answer-Simple present, short answers, 3rd person (7-10 m)
Introduction: Lets find out some information about a family member.
Procedure: Work in pairs. Ask your classmate about a family member; mother, father, brother,
sister. Use the questions on the slide. When you answer, use short answers.
2. FP Activity: Presentation-Simple present (10-15 m)
Introduction: What are some verbs we know? (Put a list on the board and include the ones
listed below.)
read
play
drink
eat
like
watch
go
collect
Procedure: Work in groups of 3-4 and tell your classmates some information about you using
these verbs. When you finish, your classmates will ask you questions.
For example:
S3: I like to play soccer and I play soccer every weekend. I dont read much; only for
school. My favorite food is tacos and I eat them about 4 times a week. I dont drink
coke, I like to drink water.
S2: Do you collect anything?
S3: No, I dont.
S1: Do you watch soccer on TV?
S3: Yes, I do. I watch all the games on weekends.
Slide 40: Find someone who? (10-15 m)
1. FP Activity: Find someone who? Simple present
Introduction: Lets find people in our class who do different things.
Procedure: I am going to show you some sentences on the slide. In your notebooks, I want
you to write 1 to 6. In a minute I want to you stand up and ask your classmates the questions
to find someone who matches the characteristics. When you find someone, then you write
their name next to the number in your notebook. The first person to have a name for each
number is the winner.
Follow up:
T: Who collects t-shirts?
S4: Tere collects t-shirts. Etc.
69

1. FP Activity: Questionnaire-Simple present, short answers
Introduction: Do you collect things? What do you collect?
Procedure:
6. Fill out the questionnaire with information about the things you collect and the quantities.
7. Now, work in pairs and ask your classmate about the things s/he collects and the
quantities.
For example: (Show the example on the slide.)
Follow up: Did any of your classmates collect something unusual? What? Does anyone have a
really large collection of something? What?
Slide 43-46: Optional Video (15-20 m)
Video
Introduction & Previewing:
1. What are some things people collect? (Whatever students mention is fine.)
2. We are going to watch a video. The first time, you will see the video with no sound. (Make
sure you turn off the sound the first time you play the video.) I want you to look at the
questions on the slide. (Click for the questions to appear.) Please think about these
questions while you watch.
3. (Advance to the next slide and play the video. Once the video finishes, go back to the
questions on slide 34.) Now, work in pairs or trios and answer the questions.
4. Lets see what you answered. (Call on students to answer the questions. Your objective is
to encourage participation and curiosity.)
Gist Viewing:
1. In a minute were going to see the video again. First, lets look at some vocabulary. (Show
slide 36 with the pennant, baseball card, baseball memorabilia and the explanation of rare.
Explain any of these if necessary.)
2. Now, lets watch the video again with the sound on to see if your answers were correct.
(Play the video again with the sound on.)
3. Work in pairs again and answer the questions again to see if you have different answers
this time. (When students finish discussing their answers, ask them what their answers are.)
In-Depth Viewing:
1. Now, lets watch the video again with the sound on. After we see the video, you are going
to answer some questions. (Play the video again with the sound on.)
2. (Go to slide 37.) Look at the sentences. Work in pairs to complete the sentences with the
correct answers. (When students finish.) What do you have as the answer for the first one?
And the second one? Etc. (Click on the slide each time for the correct answers.)
about?
70

(114-117 m)
Slide2-3: Homework (5 m)
1. (Show the slide.) Look at the slide. What are some ways that people communicate? Work in
groups of 3-4 and make a list of the ways people can communicate. (Give students a few
minutes to do this. Help them with any vocabulary they might need.)
2. Now, tell me what you have on your lists. (Write the words that students say on the board.
Explain any words that the group doesnt understand.)
3. Whats your favorite way to communicate with your friends? (Let students tell you whatever
they want.)
understand.
provided below.
Word
Usage (teacher)
Usage (student)
survey
A survey is a list of questions that you use to discover
The survey was about
peoples opinions about something. Last week I went to a
restaurant and after dinner, I filled out a survey about the
service and food. When did you take a survey? What was it
about?
quiz
A quiz is a short exam. In school the teachers give many
My XX teacher gives us
quizzes. Do any of your teachers give you quizzes? Who?
quizzes.
book a flight
To book a flight or a hotel is to make a reservation for a
I booked a
/hotel
flight or a hotel room. When you book a flight, you have to hotel/flight
pay for your ticket. Tell me a time you booked a flight or a
hotel?
do (your)
When you go to the bank to pay your credit cards or phone
I do my banking on
banking
bill, etc. we say you do your banking. Now, you can do your line. Its faster.
banking over the Internet, so you dont have to go to the
bank. Who does his/her banking on line? Why do you do
your banking on line?
research
To research is to investigate something. Scientists do
I prefer to research
research. If your teacher gives you an assignment, you
information
research the information on line or in the library. Do you
prefer to research information on line or in the library?
Why?
buy
Every week I go to Soriana and buy food for the week.
I buy my clothes
Where do you buy your clothes?
interview
To interview someone is to ask the person questions. The
XX always interviews
people from Televisa like to interview the president. Tell me famous peoplethe name of someone that always interviews famous
people?
71

1. Tell students to open their books to page 44, exercise 1. Tell them to look at the pictures and
match them to the sentences. (Click on the slide for them to check their answers.)
2. Now, look at the pictures in exercise 2. How are these people communicating? (By phone, by
computer, in person) What is your favorite way to communicate with your friends? Why? (Get
different students to give you their answers and reasons.)
3. Now, look at exercise 3. Use the verbs in the box to fill in the exercise on page 45. You can do
this in pairs. (Give them time to do this.) Now, lets check your answers. (Click on the slide to
show them the answers.)
4. Now, work in pairs and ask your classmates the questions in the survey to find out if they are
Internet people or not. (Give them time to ask and answer questions. Monitor the group and
help them if necessary.) Now, who is definitely an Internet person in this class? Why? Who is
definitely NOT an Internet person? Why?
Slides 15-16: Listening (10 m)
1. You are going to listen to two people talking about a quiz in a magazine on modern
communication. Look at exercise 4 on page 45 in your books. (Play the audio and let them
check off the items they hear. If necessary, play it a second time.) Lets check your answers.
(Click on the slide to show the answers.)
2. Now, look at number 5. Please read the instructions and the information. (Give them a few
minutes to do this.) Now, lets listen to the audio again, and this time, focus on the percentages
that you hear. Fill in the blanks with the percentages. (Play the audio and let them fill in the
blanks. If necessary, play the audio a second time.) Lets check your answers. (Click on the slide
to show the answers.)
Slides 17: Grammar Focus: Simple Present-Wh-questions (7 m)
the board.
labels.)
a. We use the simple present in English to talk about habits, customs and routines.
b. Use the question word + auxiliary do/does +Subject +BFV in simple present for
questions.
c. Use the auxiliary do for I, you, we and they and does for he, she and it.
4. (Click on the slide to show the question words.) Put the question words on the board and have
students repeat them as you write.
5. Ask students when we use each question word. (Click to show the arrows, then click again to
show the information as to when the question words are used.) Put the information on the
board and have students repeat as you write. Explain any question word they dont understand.
Slide 18: Grammar Focus: Simple Present-Wh-questions (7 m)
1. Open your books to exercise 2 on page 46. Complete the information in the box. (Check their
answers orally: does / do / base form.)
2. Lets look at exercise 3. You are going to work in pairs and write the questions. (Give them
some time; monitor them to make sure they dont have any problems. Click on the slide to
show the correct information when they finish.)
72

Slides 19-20: Repeat/Complete: Simple Present-Wh-questions (17 m)
individually.
3. SC Activity: Question & Answer-Simple present questions (10 m)
Introduction: Do you know a lot about your classmates? Lets find out more about them.
Procedure: I will say a question word and a verb, and one student will ask, and the other will
answer. Remember, if you want additional information you can ask Why?
T: Where / buy clothes
S2: Where do you buy clothes?
S5: I buy clothes in Suburbia.
S2: Why?
S5: Because I like the clothes in that store.
Cues:
What / eat for breakfast/lunch/dinner
How / get to school / work
When / use the Internet / cell phone
What / listen to on the radio
Where / go on vacation /
When / dance
How / communicate with friends
Where / get information
Why / study (your major)
When / visit friends / family
What / do in your free time /on weekends How / study for exams
When / wash clothes / the dishes
What / like to drink / eat /
Where / buy CDs / shoes / DVDs
When / eat bacalao / enchiladas
Slide 21: Oral Practice-Present-Wh-questions (20 m)
1. SC Activity: Question & Answer-Simple present questions (10 m)
Introduction: Can you tell something about a person just from looking at him or her? What
can you tell?
Procedure: Lets look at a picture of a man. (Click once for the picture to appear.) What can
you tell me about him from the picture? Now, lets look at another picture. (Click once for the
next picture to appear.) What can you tell me about her from the picture? Now, lets look at
some pictures related to his life and some pictures related to her life. (Click once for the
pictures to appear.) Now, work in pairs. One will ask questions about the man, and the other
will ask questions about the girl. Answer based on the pictures you can see and what you
imagine to be true about these people. Try to use the question words.
For example:
S1: What is his favorite soccer team?
S3: His favorite soccer team is (Barcelona).
S1: Where does he live?
S3: He lives in Spain.
S1: What does he like to eat?
S3: He likes to eat
Etc.
73

2. FP Activity: Role-Play-Simple present questions (10 m)
Introduction: What are some verbs you know? (Write the verbs on the bb that students
mention; include others so that there are at least 7 verbs on the board.) And what are the
question words we learned today? (Point to the QWs in the grammar presentation.)
Procedure: Lets talk about our best friends. Work in pairs and ask your partner about
his/her best friend using the verbs on the board and the question words we saw today. When
you finish, switch.
For example:
T: Who is your best friend, S3?
S3: My best friend is Martn.
T: Where does Martn live?
S3: He lives in Ecatepec.
T: Does he work or study?
S3: He studies.
T: What does he study?
S3: He studies business administration.
Etc.
Follow up: What information did you find out about your classmates best friend? (Have 3-5
students tell the group something that they found out.)
about?
74

(126-136 m)
Slide24: Homework (5 m)
1. FP Activity: Role Play-Simple present
Introduction: Do you like to travel? Where do you like to go?
Procedure: Imagine you are going to take a trip. You are at a travel agency and are asking
about the travel packages. The person at the agency is giving you information. Work in pairs.
One person is asking for information about travel packages, and the other is giving
information. When you finish, switch so that you both have an opportunity to ask about
packages.
1. (Show the slide. Tell students that when we speak quickly in English, we dont pronounce
every word or syllable. Tell them to listen to the pronunciation of the phrases and questions
and notice how the words are linked.)
1. Open your books to page 47, exercise 6. What can you see? Right, these are questions for an
interview. First, you are going to write the questions for the interview. Look at the slide. What
question word do you think we should write for the first question? (Let students answer. Then,
click on the slide to show them the question word. Do the same thing with the second
question and question word.)
2. Now, write the question words to complete the questions for the interview.
3. Ready? Work in pairs and ask questions to find out how your classmate uses the Internet.
(Give students time to do this. Monitor them and help them if necessary.)
4. Now, tell us about your partner and how he/she uses the Internet. (Click on the slide to show
the example.)
1. SC Activity: Question & Answer-Simple present (10 m)
Introduction: Do you sometimes listen to people talk on the phone? Can you hear the
complete conversation?
Procedure: Imagine you are listening to someone talk on the phone. You can hear the
answers, but not the questions. I will say the answer and you tell me what you think the
question is.
For example:
T: John lives in Veracruz.
S4: Where does John live? Or Who lives in Veracruz?
T: No, he doesnt have three brothers.
S2: Does he have three brothers?
(Cues on next page.)
75

Cues:
1. I like to read or play on the computer in my free time.
2. No, I dont listen to music on the computer.
3. I collect CDs. I have about 400.
4. My favorite music is heavy metal.
5. I buy about 3 CDs every week.
6. No, my parents dont give me money to buy CDs.
7. Yes, I work at a music store.
8. Yes, I get a discount on all the CDs I buy.
9. On weekends, I like to see my friends.
10. We usually go to a party or we play video games.
11. I like to dance or sing at parties.
12. Yes, I have a girlfriend.
13. Her name is Gabriela.
14. Shes 23 years old.
15. Yes, she works in a travel agency.
16. She makes reservations and books flights for customers.
17. Yes, she uses a computer every day.
18. I usually see her on weekends.
19. No, she doesnt like to sing at parties.
20. She likes to dance and talk to friends at parties.
2. SC Activity: 10 Questions-Simple present, occupations, nationalities, existence (15 m)
Introduction: Do you something about some famous people? Do you know where they live
or what they like to eat?
Procedure: Lets play a game called 10 questions. In this game you can ask questions, but a
maximum of 10 questions. Each person needs to think of a famous person; someone that you
know some information about. Now, write the name of the famous person in your notebook,
but dont let your classmates see it. (Give students a few minutes to do this.) Now, one person
will come to the front of the class and the others will ask questions to guess the famous
person. The only question you cant ask is Who is the person? (Do the example and then let
students go to the front and have the others ask questions. Make sure that everyone gets to
participate in asking questions. If they seem to be able to do this well, you can divide them into
two groups and each group can ask questions so that more people can participate.)
For example:
T: Okay, Im thinking of a famous person. Ask me questions to guess. Remember you
can only ask 10 questions.
S4: Is it a man or woman?
T: Its a woman. Thats one question.
S2: Is she Mexican?
T: No, she isnt. Thats two questions.
S8: What nationality is she?
T: Shes American. Thats three questions.
S9: Where does she live?
T: She lives in London. Thats four questions.
Etc.
76

1. SC Activity: Game-Simple present (15-20 m)
Procedure: Lets divide the group into two teams. Now, a word will appear on the slide. The
first student in each team has to say a sentence with the word. The first students to say a
correct sentence, gets a point for his or her team. If you use the word in a negative sentence or
a question, you can get an additional point for your team. The team with the most points at the
end wins. (As you click on the slide, different verbs will appear. The first two people on each
team will compete to say a sentence using the word. One point is to the person who says a
correct sentence with the word, and that person can get a second point if the sentence is in
negative or interrogative. Continue this way until all students on each team have participated.)
For example: (Click on the slide to show the verb book.)
T: If I say: I usually book my flights on Aeromxico. before the other team, I get
one point. But if I say: How do you usually book your flights? and Im the first
person to say it, I would get an extra point for a total of two points for the
sentence.
2. FP Activity: Presentations-Simple present, nationalities, occupations (15 m)
Introduction: Do you have a best friend? Who is he or she?
Procedure: Work in groups of 3-4 and describe your best friend to your classmates. Tell them
about this persons nationality, occupation, and daily activities. When you finish your
classmates can ask you questions.
For example:
T: This is Barbara. Shes my best friend. Shes from the US, but she lives in Germany.
She speaks German very well. She is an English teacher and she works in a school.
Every day she gets up early and goes to work. In the afternoons, she eats lunch
with her friends and at night she watches TV, reads or uses the Internet. She
doesnt like to cook, wash clothes or clean the house. She says those things are very
boring and I agree with her.
T: Who wants to ask me a question?
S2: Where does your friend live in Germany?
T: She lives in Munich.
S5: Does she have children?
T: No, she doesnt. Etc.
1. SC Activity: Tic-tac-toe-Simple present, nationalities, occupations, existence, etc.
Procedure: Lets divide the group into two teams; you are Xs and you are Os. We are going
to play tic-tac-toe, but with a special board (Draw the board on the whiteboard like the one on
the slide that is 7 spaces long by 7 wide.) I will ask you a question and you need to answer the
question correctly. If you give me the correct answer, you can choose the column you want to
put your X or O in. If you give me a wrong answer, the other team can answer the question.
The first team to get 3 in a row horizontally, vertically or diagonally, wins. Lets look at an
example on the slide. (Click to show an example. As students indicate the column they want to
put their X or O in, they need to understand that the X or O will fall to the bottom of the
column. They can only choose the column the X or O will go in, they cant choose the row.)
For example:
T: What nationality is Gustavo Cerati?
S1 Team 1: Hes is from Argentinean.
T: Sorry, thats incorrect. Team 2, what nationality is Gustavo Cerati?
S1 Team 2: Hes Argentinean.
T: Correct. Where do you want to put your X?
S1 Team 2: In line 4.
(Cues on next page.)
77

Cues:
1. What time do you get up every day?
2. Where does your best friend live?
3. When does your mother wash clothes?
4. Where is Plcido Domingo from? (Spain.)
5. What does Shakira do? (She is a singer and/or dancer. Or She dances and/or
sings.)
6. How many students are there in class today?
7. What is your favorite food?
8. What nationality is David Beckham? (English/British)
9. Who is a famous singer?
10. Are there any backpacks in the classroom?
11. What is your fathers occupation?
12. What do you usually drink for dinner?
13. How often do you use the Internet?
14. What do you usually buy at the mall?
15. Who usually gives you a present for your birthday?
16. What does your father usually eat for breakfast?
17. What is your favorite TV program?
18. What do you usually do on weekends?
19. Who dances salsa in your family?
20. Where do you do your homework?
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
about?
3. For homework, do Unit 10, exercises4, 5 and 6 in your workbook.
78

(105-125 m)
1. Where do you want to go on vacation? Lets make a list on the board. (Write any places that
they mention on the bb.)
2. Imagine you won the Melate and you can go any place you want on vacation. Tell me, where do
you want to go? Why do you want to go there? What can you find there? For example I want
to go to Argentina, because I want to go to a soccer game. (Refer to pictures on the slide.)
There is great meat in Argentina and there are great tango dancers.
3. Work in groups of 3-4 students and tell each other where you want to go. (Give students time
to do this and remind them to answer the questions on the slide.)
4. Now, tell the group the place you plan to visit. (Get one example from each team)
understand.
provided below.
Usage (teacher)
Usage (student)
umbrella
This is an umbrella. When can we use umbrellas?
I use an umbrella to
(avoid the sun, the rain)
map
This is a map. It helps to get you to a place and not get lost. I
My map is from
have a map of Acapulco. Do you have a map at home? Where
is it from?
sweater
This is a sweater. My favorite sweater is black and has 3
My favorite sweater is
buttons. What does your favorite sweater look like?
bathing
You wear a bathing suit at the beach or the pool. What kind of My bathing suit is
suit
bathing suit do you wear bikini, shorts, etc. What color is it?
beach
This is a beach towel. You use it at the beach or at the pool.
I have a beach towel;
towel
Who has a beach towel? What color is it?
its
sunglasses These are sunglasses. Who has sunglasses? What color are
I have sunglasses. They
they?
are
travel
A travel guidebook gives you information about a place you
You can get a travel
guidebook are visiting; for example, restaurants, museums, historic
guidebook (in
buildings, etc. Where can you get a travel guidebook?
Sanborns from the
tourist information, etc).
alarm
This is an alarm clock. I set my alarm clock to get up at 6:00
I set my alarm clock
clock
a.m. in the morning. What time do you set your alarm clock
at...
for?
CD player,
This is a CD player and this is an MP3 player and you can play I have a
MP3 player
music on them. Which one of these do you have?
credit card This is a credit card. My credit card is from Bancomer. Who
My credit card is
has a credit card? What bank is it from?
from
NOTE: There are words in the vocabulary exercise that are not high frequency words therefore are
not taught as vocabulary. Explain what they mean to students (if they ask) in a simple easy way so they
can complete the activity.
79

Slide 16: Getting Started (7 m)
2. (Tell students to open their books to page 48 and have them make a list of the things they
take/pack when they go on vacation.) Get into pairs and tell your partner what you pack or
take when you go on vacation. (Model an example with a student.) For example:
T: I pack a beach towel when I go to Acapulco.
S7: I pack ..
Slide 17: Oral Activity (10-15 m)
1. SC Activity: Stimulus & Response-Travel Items
Introduction: What do these people pack when they travel?
Procedure: Get into pairs and write 3 things you think these people pack when they travel.
(Once they are finished ask the whole class for different answers and see if all students agree. If
not, ask them to say why or why not.)
For example:
T: When the businessman travels he takes a cell phone, a map and an umbrella.
1. CP Activity: Guessing Game-Types of Transportation (10 m)
Introduction: What are some forms of transportation?
Procedure: Lets look at some forms of transportation and find out what they are. (Show the
first picture of the slide. Each time the teacher will ask the students the questions and let
anyone answer that can.)
For example:
T: Whats this?
S4: Its an airplane.
T: Where can you travel to on an airplane?
S4: I can travel to Argentina on an airplane.
(Repeat the procedure with each drawing, help students when they have pronunciation
problems.)
Follow up:
T: Where do you go on vacation?
S6: I go to Acapulco.
T: Good. And what transportation do you take?
S6: I take a bus.
(Have different students in the class share their information.)
2. Now open your books to page 49 and complete exercise 4. (Once they finish, click on the slide
to show them the answers.)
Slide 19-20: Reading (20-25 m)
1. (Click on the slide.) This is Tim. He is a writer. He writes travel guidebooks. Look at the
questions. What do you think Tim packs when he travels? (Elicit a couple of examples from
students.) What do you think Tim never (use TPR to show never) packs when he travels?
(Elicit a couple of examples from students.). What transportation do you think Tim uses when
he is on vacation? (Elicit a couple of examples from students.)
2. Now get into groups of 4 and write two things for each question. (Monitor the groups and help
students with any words they dont know.)
Group 1 can you tell me something Tim packs? (Continue asking for each question.)
3. Now read the story and underline the things Tim takes when he travels, and circle the things he
never takes with him. (Have them work alone and monitor your students, help students with
any words they dont know.)
4. Finished? Now tell me, what does Tim take when he travels? (Elicit the answers from different
students.) Good! Now, what does Tim never take when he travels? (Elicit the answers from
different students.)
80

5. Get into pairs and read the story about Tim again. After you finish look at exercise 8 on page
49 and answer the questions. (Tell students that they dont have to write complete sentences;
just the information that answers the question.)
6. (Click on the slide for the answers to appear. Ask students if they have any questions and go
over any doubts they have.)
Slide 21-22: Grammar Focus: (7-10 m)
1. (Click on the slide.) Remember when we learned about a and an in unit 2? (Write the
following words on the board: artist, sofa, armchair, doctor. Elicit the explanation for the use
of the article from students.) So, a and an are used for singular nouns. a for nouns that
begin with a consonant and an for nouns that begin with a vowel. Now, can you tell me
what indefinite article we use with these words? (Elicit the answers from the students.)
2. (Click on the slide. Ask a student to read the first sentence and copy it on the board. With
another color emphasize some and the s in the word books.)
3. Point out to students:
a. We use the word some when we talk about plural nouns but we dont know how
many we have.
b. (Take a students backpack and show it to the class.) S/he has some books in her/his
backpack. Do we know how many? (Students will answer no.) So, thats why we use
some.
4. (Click on the slide. Ask a student to read the second sentence and copy it on the board. With
another color emphasize any, the s in cards and the question mark.) (Ask a different
student to read the second sentence and copy it on the board. With another color emphasize
doesnt, any and the s in books.)
a. We use the word any in questions to find out if you have one or some of
something.
b. We also use any in negative plural statements for example: I dont have any
money. (Use TPR to show not any=zero.)
individually.
3. Have students open their books to page 50, exercise 2. Tell them to work in pairs and complete
the exercises. (Check the answers orally.)
4. Now, tell them to do exercise 3. Tell them to work in pairs and complete the exercise. (Give
them time to do this, click on the slide and have students check their answers. Make sure you
monitor your students and help students with any words they dont know.)
1. Controlled Activity: Some, any, an, a
Introduction: What do you have?
Procedure: Work in pairs. Student A has the things that are on the left side of the slide and
Student B has the things that are on the right side of the slide. Tell each other what you have
and dont have.
For example: (Point to the towels.) I dont have any towels.
about?
3. For homework, do Unit 11, exercises 1, 2, and 3 in your workbook.
81

(121-136 m)
Slides 31: Warm up Activity (10-12 m)
1. SC Activity: Question & Answer-Some, any, an, a
Introduction: What do you pack when you go on vacation?
Procedure: First, draw a picture of a suitcase and draw the things you plan to take with you on
vacation in your suitcase. (Show students the slide.) Now, work in pairs to find out what your
classmate plans to take on vacation.
For example:
S1: Do you have any sweaters?
S5: Yes, I have some sweaters. Do you have a beach towel?
S1: Yes, I have a beach towel. Do you have any maps?
S5: No, I dont have any maps.
1. Before having students listen to the CD, explain that some words in English have weak and
strong sounds. In connected speech, a and an almost always have weak pronunciation: I always
pack a camera. An alarm clock is important. The an is linked to the a in alarm clock.
2. Have students listen to the sentences.
1. SC Activity: Question Answer Can (review) (5-7 m)
Note: This is a whole group activity as an introduction to the next activity.
Introduction: (Click on the slide once.) What do you know about Alaska? And Kenya? What
about Rome? What can you do in these places?
Procedure: (Click on the slide.) Look at the pictures. You also have some more pictures on
page 50 and 51 in your books. (Have students look at the pictures.) What can you see in the
pictures of Alaska? (Get some examples from students.) What do you know about Alaska?
(Get some examples from students.) What can you do in Alaska? (Get some examples from
students.) Where is Alaska? (Get the answer from students.)
(Apart from the information students tell you; give them some extra information found in the
teachers guide page T51.)
(Repeat this procedure for each picture.)
Examples of what students should say:
S5: Alaska is in the United States.
S7: I can see a beach in Kenya.
S3: I can drink wine in Rome.
(These are some things you can do in Alaska, Kenya and Rome. You can use this information
to help your students.)
Alaska: boat ride, fishing, swimming, hiking, can see snow, etc.
Kenya: see elephants, take pictures, go on a safari, swim, go hiking, etc.
Rome: taste wine, visit places (Sistine Chapel, Coliseum, the Pope, etc.), take pictures,
eat spaghetti, etc.
82

2. FP Activity: Discussions-Some, any, a and an. (10-15 m)
Introduction: Lets go on vacation! What should you pack? How will you get there?
Procedure: Now get into groups of 3 or 4 and plan your vacation. As a group you have to
decide where you are going to go: Alaska, Kenya or Rome. Decide how you will get there, what
you need to pack, and how you will travel when you get there. As a group you must take notes.
(Give them time to do this and monitor the groups. Help them with any words they dont
know and encourage participation of every member of the group.)
For example:
S1: We are going to go to Kenya.
S2: We are going to pack our beach towels.
S3: We are going to pack our bathing suits.
S4- We are going to travel by boat.
Follow up: Finished? Great! Group number 1; tell us about your vacation. (Have each group
talk about their vacation; try to make each member of the group say something.)
Slide 35: Writing (10-15 m)
1. Lets do the writing activity on page 51, exercise 8. You are going to write a paragraph in your
notebook about a trip you are going to take with Tim. Tell me where you are going to go. You
need to include in your paragraph what you are going to pack, how you are going to get to the
place and how you are going to get around at your destination.
2. (Give them time to do this. Monitor your students and help them with any words they dont
know.)
3. Get into pairs and read to your partner what you wrote.
1. SC Activity: Chain Drill-Simple present (10 m)
Introduction: Where do you want to go on vacation? What do you plan to pack?
Procedure: Think about where you want to go on vacation and one thing you plan to pack.
Now, I will say where Im going to go and what I plan to pack. Then, the next person says
where s/he is going to go and what s/hes going to pack and then say where Im going and
what Im taking. Etc. (This is a typical chain drill where each person says his/her sentences and
then has to repeat the previous students sentences and the teacher sentences. Do this with up
to 8-10 people. After that, break the chain and start a new one so its not so much information
for students to remember.)
For example:
T: I plan to go to Denver and I plan to pack some boots.
S4: I plan to go to Cancn and I plan to pack a bathing suit, you plan to go to Denver
and you plan to pack some boots.
S2: I plan to go to New York and I plan to pack a sweater, he plans to go to Cancn
and he plans to pack a bathing suit, you plan to go to Denver and you plan to pack
some boots.
Etc.
83

2. SC Activity: Information Gap-Simple present (15-20 m) Please note: you need copies for
this activity.
Introduction: Do the airlines sometimes lose peoples suitcases?
Procedure: Imagine you are on vacation, but the airlines lost your suitcase. (Explain if
necessary.) Now, they just found many different suitcases, but they dont know which suitcase
is yours. Half of the group is travelers and the other half work for the airlines. Im going to
give each traveler a card with the things he/she packed and Im going to give each airlines
worker a card with the suitcase he/she has found. Each traveler has to find his or her suitcase
by asking about what is in the suitcase. (Give half the group traveler cards and the other half
airlines employee cards. They need to ask about the contents of the suitcases to find the
suitcase they lost.)
For example:
T: Do you have my suitcase?
S4: I dont know maybe. What is in your suitcase?
T: There is a bathing suit, a beach towel and a map.
S4: Is there a camera in your suitcase?
T: Yes, there is.
S4: And is there a sweater in your suitcase?
T: No, there isnt.
S4: Im sorry, this isnt your suitcase.
1. FP Activity: Presentation-Simple present (20 m)
Introduction: What do travel agencies do? What services do they offer?
Procedure: You are going to work in groups of 3-4. Imagine you work for a travel agency and
you have a wonderful trip to offer the students at this school. You are going to prepare a
presentation with information about the trip you are offering. You need to think about the
place, what things people can do in that place, how much the package costs, etc. When you are
ready, each team will give a presentation about their trip. The team with the best trip wins.
Slide 37: Listening and Speaking (15 m)
1. Lets listen to a conversation. Look at the slide. Where is this person going to travel? What is
he/she going to pack? (Let students tell you what they think.)
2. Now, listen to the audio. (Play the audio.)
3. Where is she going to go? What is she going to take? What is she NOT going to take?
4. Now, look at number 8 on page 57 of your books. You are going to think of a place to go on
vacation. Imagine that you go there every year. Write down 3 things you always take and one
thing that you never take. (Give them a few minutes to do this.)
5. Now, get into groups of 4 and take turns telling your group about your vacation plans. The
group is going to guess the things you always take and the thing you never take. (You can play
the audio again if necessary for them to hear the example. Let them work together and monitor
them. Correct any mistakes the group makes at the end.)
about?
84

Travelers cards
Airline employee cards
hiking boots
an umbrella
3 maps
2 sweaters
a bathing suit
a beach towel
2 books to read
an alarm clock
hiking boots
an umbrella
1 map
2 sweaters
a bathing suit
a beach towel
a guidebook
an alarm clock
hiking boots
an umbrella
3 maps
2 sweaters
a bathing suit
a beach towel
2 books to read
an alarm clock
hiking boots
an umbrella
1 map
2 sweaters
a bathing suit
a beach towel
a guidebook
an alarm clock
hiking boots
an umbrella
3 maps
sunglasses
2 bathing suits
a beach towel
a guidebook
a phrasebook
an alarm clock
an umbrella
3 maps
sunglasses
a bathing suit
a beach towel
a book to read
a phrasebook
film
an alarm clock
hiking boots
an umbrella
3 maps
sunglasses
2 bathing suits
a beach towel
a guidebook
a phrasebook
an alarm clock
an umbrella
3 maps
sunglasses
a bathing suit
a beach towel
a book to read
a phrasebook
film
an alarm clock
hiking boots
a map
sunglasses
a bathing suit
a beach towel
a camera
a book to read
film
an alarm clock
a credit card
a map
sunglasses
2 bathing suits
a beach towel
a camera
a book to read
film
some CDs
hiking boots
a map
sunglasses
a bathing suit
a beach towel
a camera
a book to read
film
an alarm clock
a credit card
a map
sunglasses
2 bathing suits
a beach towel
a camera
a book to read
film
some CDs
an umbrella
a credit card
a map
sunglasses
a bathing suit
a camera
3 books to read
travelers checks
some CDs
an umbrella
hiking boots
a credit card
sunglasses
a bathing suit
a camera
2 sweaters
travelers checks
some CDs
an umbrella
a credit card
a map
sunglasses
a bathing suit
a camera
3 books to read
travelers
checks
some CDs
an umbrella
hiking boots
a credit card
sunglasses
a bathing suit
a camera
2 sweaters
travelers
checks
some CDs
an umbrella
hiking boots
a credit card
a phrasebook
film
a camera
2 sweaters
travelers checks
some CDs
an umbrella
hiking boots
2 credit cards
a guidebook
film
a camera
a portable CD player
travelers checks
some CDs
an umbrella
hiking boots
a credit card
a phrasebook
film
a camera
2 sweaters
travelers
checks
some CDs
an umbrella
hiking boots
2 credit cards
a guidebook
film
a camera
a portable CD
player
travelers
checks
some CDs
85
86

(143-155 m)
Slide 1: Shopping (5 m)
1. (Go back to slide 1.) In this unit we are going to talk about Shopping. Do you know what a
shopping center or mall is? (Elicit the answers from students). A shopping center or mall is a
place that has lots of stores. What shopping center or mall is near the university or near your
house?
1. (Click on the slide.) Now that you know what a mall is, get into pairs and answer the following
questions. (Read the questions on the slide answer any questions they might have. Give them 4
minutes to complete the task.) Get together with another pair and share your answers. (Give
them 3 minutes to complete the task.)
2. Group number 1. What things did you have similar on your list? (3 m)
For example:
We both go to the cinema at the mall.
We both buy our clothes at the tianguis.
(Get a couple more examples as time permits.)
understand.
provided below.
Word
Usage (teacher)
Usage (student)
boots
These are boots. My favorite boots are brown. Who has
My boots are
boots? What color are they?
shorts
These are shorts. You can use shorts for many activities.
I use shorts when I
When do you use shorts?
(play soccer, go to the
beach, etc.)
coat
This is a coat. You wear it when its cold over your clothes. It My coat is
is usually long. Who has a coat? What color is it
skirt
This is a skirt. (Ask a girl:)What kind of skirts do you wear?
I wear_____ skirts. (can
be color, length, etc.)
jacket
This is a jacket. A jacket is short What do you usually wear a
I wear a _______
jacket or a coat? Can you describe it?
My jacket is _______.
sneakers
These are sneakers. My sneakers are black and the brand is
My sneakers are
Nike? What brand are your sneakers?
______.
pants
Pants are any piece of clothing that cover the bottom half of
_______ are wearing
your body. For example to run you use sweat pants. To go to
pants today.
an office you wear dress pants. How many people in this
classroom are wearing pants today?
suit
Businessmen and businesswomen wear suits to go to work. A
I wore a suit for
suit has two pieces. Do you have to wear suits to the
______.
university? or When was the last time you wore a suit?
87

shirt/blouse
shoes
Boys wear shirts sometimes with a tie. (Use mimicry to show a

tie.) Girls wear blouses. Tell me, who in this room is wearing a
shirt? Who is wearing a blouse? (Make sure they show you
both.)
Shoes are anything you put on your feet to walk. (Show the
picture of high heels, sneakers, etc.) How many pairs of shoes
are there in this room?
(Girls name) is wearing

a blouse.
(Boys name) is wearing
a shirt.
There are _____ pairs of
shoes.

2. (Click on the slide. Explain to students that the sizes for clothing are: extra small, small,
medium, large and extra large. Ask a couple of students the size of their clothes. Make sure
they answer in complete sentences.)
For example: T: What size is your blouse?
S1: My blouse is large.
table. (When they finish, click on the slide for them to check their answers.)
1. SC Activity: Stimulus & ResponseReview verb to be, vocabulary
Introduction: What size are their clothes?
Procedure: Look at the pictures. What size do you think these peoples clothes are? Get into
pairs and write 5 different sentences. (Give time for students to finish. Monitor students and
help them with any words they might not know. Once they finish ask the whole group to give
you answers and ask the group if they agree or not.)
For example:
S1: The shorts in picture 1 are medium.
T: Does everyone agree? (If someone does not agree, ask him or her to say why.)
S2: The suit in picture 5 is large.
T: Does everyone agree?
1. Look at the picture on page 53. What do you think is happening? (Once the students have the
idea, explain salesperson and customer.) Now, you are going to listen to a conversation
between the salesperson and the customer at a store. The customer is buying clothes. (Remind
them of the meaning of buy; they saw it in unit 10.) I want you to check the words you hear on
page 52. For example if you hear boots, you put a check next to the picture of the boots.
2. (Play the audio and have students check what they hear. If necessary, play the audio again. )
3. (Click once to check the answers.)
4. Now look at exercise 5 on page 53. Read the sentences. We are going to listen to the audio
again, but this time I want you to underline the correct answers.
5. (Play the audio and have students underline what they hear. If necessary, play the audio again. )
6. (Click once to check the answers.)
1. Before having students listen to the CD, explain that in English we stress the most important
word of a sentence. The voice can jump up or down to make the word stand out.
2. Have students listen to the pronunciation.
88

Slide 22: Grammar Focus: Demonstrative Adjectives (5 m)
1. (Show the slide to the students.). We are going to talk about demonstrative adjectives. (Put
your marker in your hand.) This is my marker. (Put the same marker on a students desk and
stand far from it.) That is my marker. (Explain to students that we use this and that with
singular things.)
2. (Put two or more markers in your hand.) These are my markers. (Put two or more markers on
a students desk and stand far from it.) Those are my markers. (Explain to students that we use
these and those with plural things.)
3. (Explain the rule and answer any questions they might have)
Slides 23-26: Repeat/Complete (15-20 m)
individually.
3. Open your books to page 54. Get into trios and complete exercise 2 and 3. (Give them time to
do this. Monitor your students and help them if needed.)
4. (Click on the slide and have students check their answers. Answer any questions they might
have.)
1. FP Activity: Role-Play-Demonstrative adjectives
Introduction: Can I help you?
Procedure: Look at the picture. What is this? (Elicit the answer from students.) Good! A
clothing store. Look at the conversation on page 54, exercise 3 in your book. You are going to
shop in this store. (Point to the slide.) What items can you see? (Elicit answers from students).
Excellent! Get into pairs and one will be the customer and the other will be the salesperson.
Ask about items you see in this (point to the slide) store. Remember to use demonstrative
adjectives, sizes and colors. (Give students time to do this and help them if necessary. After 5
m tell students to switch roles.)
For example:
S1: Hello. Can I help you?
S2: Yes. Do you have this shirt in blue?
S1: Here you are.
S2: Can I see that suit over there?
S1: Sure here you are.
S2: How much does it cost?
S1: 1000 pesos.
89

Slides 29: Speaking (15-17 m)
1. SC Activity: Role-Play- Demonstrative adjectives, sizes and vocabulary. (10 m)
Introduction: I need a
Procedure:
1. Get into pairs. One student will be the salesperson and the other the customer. The sales
person needs to turn to page 137. These are the prices of your products. Now the
customer has to ask for the item, color and the size. Look at number 5 on page 55 in your
book. This will remind you of the questions you have to ask. (Make sure you explain to
students that when you shop for something you first say the color, then the item name and
at the end the size. Ex. A black sweater in large.)
2. (Give students time to do this and help them if necessary. After 5 m tell them to switch
roles.)
For example:
S1: Hello, can I have a blue sweater, size small?
S2: Sure, here you are.
S1: How much does the sweater cost?
S2: Its $35.00.
S1: Can I have a
2. FP Activity: PresentationDemonstrative adjectives, sizes and vocabulary. (5-7 m)
Introduction: (This activity is the second part of the previous activity.) Let me tell you what I
bought
Procedure: Get into trios. Work with different people that the ones you just worked with.
Now you are going to tell each other what you bought.
For example: (The example is on the slide.)
S1: I bought a red sweater in a large, green shorts in a small and yellow and white
sneakers size 6.
S2: (Says what s/he bought.)
S3: (Says what he bought.)
Slide 30: Writing (10 m)
1. Imagine you need some new clothes. You need to decide what you need those clothes for.
(Point to the slide.) For a party? For work? Or for a camping trip? Write a paragraph saying
what clothes you need and for what.
2. (Show student the slide so they know how to start their paragraph. Monitor your students
progress and help them with any words they dont know.)
about?
90

(93-101 m)
1. What are some things you like to eat or drink? (Write the words students say on the board. If
they say something like pescado translate it for them; fish, but if they say something like tacos or
tamales, just write that word on the board.) Do you like all the foods that we wrote on the
board? Work in pairs or trios and tell your classmates the foods you like and dont like. (Click
on the slide to show the question and examples. Monitor students and help them with
vocabulary if necessary.)
understand.
provided below.
Usage (teacher)
Usage (student)
bread
I use bread to make a sandwich. Bimbo and Wonder are brands I like XX brand of
of bread. What kind of bread do you like?
bread.
chocolate
This is chocolate. My favorite chocolate is Turn. Whats your
XX is my favorite
favorite chocolate?
chocolate.
ice cream
Holanda and Nestl make ice cream. My favorite ice cream is My favorite ice cream
chocolate. Whats your favorite ice cream?
is
butter
This is butter. Butter is delicious on bread. Where do you
I eat/use butter
use/eat butter?
cookies
These are cookies; they are sweet. Gamesa makes many kinds
My favorite cookies
of cookies. My favorite cookies are (polvorones). What are your
are
favorite cookies?
milk
Children and babies drink a lot of milk. I like to drink milk
I drink milk with/at
with cookies. When do you drink milk?
coffee
Chiapas grows a lot of coffee. I like my coffee with sugar and
I drink coffee with
milk. How do you drink your coffee?
cake
People usually eat cake when its someones birthday. My
My favorite cake is
favorite cake is chocolate? Whats your favorite cake?
nuts
These are nuts. Nuts is a general word to describe what you
My favorite type of nut
can see in the slide. Each one has a specific name: peanuts,
is the
cashew nuts, almonds, etc. What is your favorite type of nut?
candy
Candy is very sweet and children love it. My favorite candy is
My favorite candy is
(sugus). What is your favorite candy?
cheese
I use cheese when I make enchiladas. My favorite cheese is
My favorite cheese is
Manchego. Whats your favorite cheese?
crackers
You can eat cheese with crackers. Crackers are things like
My favorite crackers are
Saladitas, or Ritz. What are your favorite crackers?
potato
These are potato chips. Sabritas makes potato chips. When do I eat potato chips
chips
you eat potato chips?
fruit
This is fruit. My favorite fruit is mangoes. Whats your favorite My favorite fruit is
fruit?
soda
Coke, Sprite and Sidral are sodas. What is your favorite soda?
My favorite soda is
91

1. Work in pairs. Look at the words in the box and match them to the pictures. (When students
finish, click on the slide for them to check their answers.)
2. Now. Lets look at number 3. Which foods from exercise 1 are sweet? Which ones are not
sweet? Work in pairs and put the words in the correct column. (When students finish, click on
the slide for them to check their answers.)
Slide 24-25: Listening (10-12 m)
1. Look at the slide. What does this woman like? Right, she loves chocolate. When you love
chocolate and you eat a lot of it, we say you are a chocoholic. (Write this on the board.) Please
repeat: chocoholic (pronunciation: chock a HAL ick) (3 times). Who here is a chocoholic? (Let
one student answer.)
2. Now, look at the next slide. What do these children like? (Candy, cookies, ice cream, cake, etc.)
Right. They like all things that are sweet. When you prefer to eat things that are sweet, we say
you have a sweet tooth. (Write this on the board.) Please repeat: have a sweet tooth (3 times).
Who here has a sweet tooth? (Let one student answer.)
3. Lets listen to an interview. Check the words from exercise 1 that you hear the people mention.
(Play the audio and have students check what they hear. If necessary, play the audio again.
Click on the slide to check the answers.)
4. Now, lets look at the sentences on page 61 in exercise 6. Please read the sentences. (Give
students a minute to read.) Now, lets listen again, and write if the sentence is true or false.
(Play the audio and have students write if the sentences are true or false. If necessary, play the
audio again. Click on the slides to check the answers.)
1. Do you think that sweet foods are good for you? Are they healthy or unhealthy? (Write these
two words on the board and explain if necessary.)
2. Now, read the story on page 61, exercise 7. (Give students time to do this.) So, what does the
story say? Are sweet foods healthy or unhealthy? (Get a couple of answers from students just
to check that they got the general idea of the reading.)
3. Now, read the article again and then do exercise 8. You need to underline the correct answer.
(Have them work alone, and monitor your students. When they finish, click on the slide to
show the correct answers.) Do you have any questions?
Slides 27-29: Grammar Focus: (10 m)
1. (Click on the slide. Dont write this information on the board.) We have two kinds of nouns in
English, count and non-count. Count nouns are things that we can count easily; one cookie,
two crackers, 25 potato chips, etc. Non-count nouns are things we cant count easily; butter, ice
cream, bread, etc.
2. (Click on the slide. Teacher shows the slide; says the sentence(s) and has students repeat as
s/he writes it/them on the board.)
3. (Teacher labels the sentence(s) with students participation. Click three times on the slide to
show the labels.)
a. We use How many+noun? to ask about the quantity of things we can count.
b. We use How much+noun? to ask about things we cant count.
c. We use a lot of and many for large quantities of things we can count.
d. We use a lot of for large things we cant count easily.
e. We use some for an unspecific quantity; we use some for both count and non-count
nouns.
f. We use not many or not much for a small quantity; not many is for count nouns and
not much for non-count nouns.
g. After the quantifiers, we always use a noun.
5. (Click on the slide. Go over the quantifiers, their use and meaning.)
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a. We use many and a lot of for large quantities in affirmative. We use many for
count nouns, and a lot of for both. We DONT use MUCH in affirmative.
b. We use some for unspecified quantities in affirmative. We use it for both count and
non-count nouns.
c. We use not many for a small quantity with count nouns. The sentence is always in
negative.
d. We use not much for a small quantity with non-count nouns. The sentence is
always in negative.
e. We use how much to ask about a quantity for count nouns, and how many to ask
about a quantity for non-count nouns.
Slides 30-33: Repeat/Complete (Affirmative & Negative) (10-15 m)
1. Repeat Affirmative: Have students repeat the sentences after you. Do each example first
2. Complete Affirmative: Have students say the complete sentence with the correct answer; do
3. Repeat Negative: Have students repeat the sentences after you. Do each example first
4. Complete Negative: Have students say the complete sentence with the correct answer; do
about?
93

(106-128 m)
1. SC Activity: Stimulus & Response-Quantity expressions in aff. & neg.
Introduction: Do you have a lot of food in your house? Lets talk about what we have at
home to eat.
Procedure: I say a quantity expression and you tell me a sentence about what you have at
home to eat using that expression.
For example:
T: many
S1: I have many cookies at home.
T: not much
S5: I dont have much coffee at home.
Cues: many / much / some / a lot of / not many / not much
Slides 40-41: Repeat/Complete (Questions) (15-20 m)
1. Repeat Questions: Have students repeat the sentences after you. Do each example first
2. Complete Questions: Have students say the complete sentence with the correct answer; do
3. Have students open their books to page 62, exercise 2. Tell them to work in pairs and complete
the exercises. (Check the answers orally.)
4. Now, tell them to do exercise 4. Tell them to work in pairs and complete the exercises. (Check
the answers orally.)
5. Now, tell them to do exercise 5. (Give them time to do this, click on the slide and have
students check their answers. Make sure you monitor your students and help students with any
words they dont know.)
1. SC Activity: Question & Answer-Quantity expressions all forms
Introduction: What do you have in your refrigerator? (Show the picture of the refrigerator and
have students repeat the word.)
Procedure: Draw a picture of a refrigerator and draw the things you want to put in it. (Give
students a few minutes to do this.) Now, work in pairs and ask your partner about the things in
his/her refrigerator.
For example:
T: Is there milk in your refrigerator?
S4: Yes, theres some milk in my refrigerator.
T: How much cheese do you have in your refrigerator?
S4: I dont have much cheese.
Etc.
Slide 43-44: Oral Practice (10-15 m)
1. FP Activity: Presentation-Quantity expressions
Introduction: What things do you have in your bedroom?
Procedure: Work in groups of 3-4 and tell your classmates about the things in your bedroom
and the quantities.
For example: In my bedroom there are many t-shirts. I dont have much furniture, but I have
a bed and a desk. I have many CDs and a computer. I have some clothes and there are some
pictures on the wall. I dont have much space, because the room is very small.
94

1. Have students listen to the words.
1. Open your books to page 63, exercise 8. Look at the chart. In the first column, write different
foods. What are some sweet foods? (Chocolate, candy, etc.) Right, and what are some foods
that arent sweet? (Coffee, crackers, cheese, etc.) So, fill in the blanks with different foods.
2. Now, work in pairs and interview your classmate to find out if he/she has a sweet tooth. Use
the quantity expressions in your questions and answers. (Click on the slide to show the
example. Give students time to do this. Walk around and monitor how they are doing.)
3. Now, tell us about your partner. Does he/she have a sweet tooth?
1. SC Activity: Stimulus Response-Quantity expressions, existence (10 m)
Introduction: Do they sell the same things in Liverpool as in Soriana?
Procedure: Think of a store that you sometimes go to. It can be a place to buy food, clothes,
computers, shoes, etc. Now, dont tell your classmates the store. Now, you need to say the
things in that you can find in that store and your classmates have to guess the store.
For example:
T: There are many phones. There are many people. There are 3 cashiers and 10 people
are helping the customers.
S4: Office Depot.
T: No. There are some chairs and sofas for people to sit down.
S2: Telcel.
T: Yes!
2. Variation on the previous drill.
SC Activity: Stimulus Response-Quantity expressions, existence (10 m)
Introduction: What things are there in your bedroom? And in your office or classroom?
Procedure: Work in groups of 3-4. Think of a room; it can be a room in your house, an room
in your office or a room at school. Dont tell your classmates the place. Now, think about the
things in that place. Tell your classmates the things there are in that place and your classmates
have to guess your location.
For example:
T: There is a phone and a board. There are some markers and there are two chairs.
There is one desk.
S4: You are at work.
T: Yes, but where am I at work?
S2: You are in your office.
T: Yes!
95

1. SC Activity: Picture Description-Quantity expressions, existence
Introduction: Can you describe the rooms in a house?
Procedure: You are going to work in pairs. One student will look at the slide and the other
student has to sit with his back toward the slide. The student who is looking at the slide has to
describe what he/she sees and the other student draws the image that his/her classmate is
describing. The student who is drawing cannot look at the slide. When you finish, you are
going to switch and I will change the picture. When we finish, the student with the best picture
wins! Lets do an example. (Click on the first slide for the image to appear.)
For example:
T: Look at the picture. How can you describe this picture? What can you say to your
classmate to describe it so that she/he can draw it?
S4: This is a dining room. There is a round table and 4 chairs. Its a very elegant table.
S3 There is a lamp above the table.
T: Great. Anything else?
S9: Yes. There is a door on the right side and a window on the left.
T: Perfect. Anything else?
S6: There are some flowers on the table.
Procedure: (Get students set up so that one is facing the slide and his/her partner has his/her
back to the slide. When they are set up, click to show the next image: a living room. Give
students time to describe and draw. When they finish, have them switch places. When they are
set up again, click on the slide to show the next picture: a bedroom. When they finish, have
them compare their pictures to see who has the best picture of a living room and who has the
best bedroom.)
about?
96

(137-141 m)
1. Look at the slide. This is Thala. She is an actress and a singer. She sings, she acts, she contacts
fans, and she dances salsa music.
2. What famous person do you know? It can be an actor, a singer, etc. (Once students give you
the name of the famous person, write it on the board.) Now, what things does this person do?
(Elicit answers from the students using present simple and, write them on the board as a mind
map.) Good! Now make a list of things you do? (Give students 3 or 4 minutes to finish.
Monitor your students and help them with any words they dont know.)
3. Now, you know what _________ (say the name of the famous person) does. Would you like
to exchange (cross your arms to show exchange) places with ________? Tell me why or why
not? (Get all students involved in the discussion; ask them about what they do. You can use
vocabulary from unit 6. Ex. Interesting boring, wonderful terrible, etc.)
4. In this unit we are going to talk about people (cross your arms to show exchange) exchanging
jobs.
understand.
provided below.
Word
Usage (teacher)
Usage (student)
design a
Graphic designers can design websites. Facebook is a fun
If I design a website I
website
website. If you design a website, what things can you put in it? can put
drive a car
I know how to drive a car. I drive my car very fast. Do you
I drive my car
drive your car fast or slow?
manage a
When you are the boss you manage other people. She is the
My managers name
hotel
manager of the Holiday Inn. Do you work? What is your
is
managers name?
read a story When I was little I loved to read the story The Three Little
My favorite story to
Pigs. What is your favorite story to read?
read is
repair a car When your car doesnt work the mechanic repairs it. What
A mechanic can
things can mechanics repair in a car?
repair
sing a song I love singing in the shower. My favorite song to sing is
I sing
Donde jugaran los nios its from Man. What songs do you
sing?
speak a
She can speak several languages. How many languages can she She can speak _____
language
speak?
languages?
type a letter The act of writing on the keyboard of your computer is to
I can type ______
type. You can type a letter (point to the slide). I can type 50
words per minute.
words per minute. How many words do you think you can
type per minute?
write a
After a crime, policeman, have to write a report to say what
(doctors, businessmen,
report
happened. In what other professions have to write reports?
etc.) have to write
reports.
97

1. Get into pairs. Look at exercise 1 page 64. Complete the activity; make sure you read the cues
carefully. You can use some verbs more than once. (Click on the slide to check their answers.)
2. Now, look at exercise 2 page 64. (Ask a student to read the first sentence.) Good! What is the
correct verb? Design because you design a website. With your partner complete the rest of the
activity. (Monitor your students and help them with any words they dont know.)
3. (Click once for the answers to appear.)
Slides 16-17: Reading (15-20 m)
1. (Click on the slide.) This is Gary Hampton he is a hotel manager. This is Viviane Lisboa. She is
a driver. She drives a truck and delivers packages. (Point to the slide.) Gary and Viviane are
going to exchange jobs. (Use your hand to show students exchange.) Gary is going to work
as a driver. Viviane is going to work as a hotel manager. Look at them; who do you think likes
his new job? Who do you think doesnt like his new job? (With your thumbs up show likes.
With your thumbs down show doesnt like.)
2. Read the text and check your answers. (Give students time to read.)
3. (When they finish reading:) Why does Gary like his new job? (Elicit a couple of examples from
students.) What problems does Gary have? (Elicit a couple of examples from students.) Why
doesnt Viviane like her new job? (Elicit a couple of examples from students.) What problems
does Viviane have? (Elicit a couple of examples from students.)
4. Read the text again and answer exercise 4 page 65. You are going to write V for Viviane,
G for Gary and B for both of them. (Click on the slide to check their answers.)
Slide 18: Grammar Focus: Can for ability (5 m)
the board.
3. Click to show students the labels.
a. We use can and cant to talk about thing you are able to do.
b. We use can or cant + the verb in base form.
c. Can and cant do not change in the third person singular.
Slides 19-20: Grammar Focus: Can for ability (10 m)
1. Have students open their books to page 66 and have them do exercise 2 and 3. Click to show
students the correct answers to exercises 2 and 3.
individually.
2. Complete: Have students say the sentences; do some chorally and some individually.
1. SC Activity: Find someone who: Can for ability (5-7 m)
Introduction: Can you do many things? Lets see what you can do.
Procedure: Look at the chart on the board. (Answer any questions students have about the
verbs.) Complete the first column with your information. Now, stand up and walk around the
classroom and find someone that can/cant do the same things as you.
For example:
S1: I can swim. Can you swim?
S2: Yes, I can swim. So you write the name of your classmate on your chart.
S1: I can cook. Can you cook?
S3: No, I cant cook. So you ask another classmate until you find someone that can
cook.
Etc.
Follow up: Tell the class about what your classmates can and cant do.
For example: S1: Pedro can cook and play soccer. He cant swim and dance salsa.
98

2. SC Activity: Chain drill- Can for ability (10 m)
Introduction: Lets talk about things we can and cant do.
Procedure: Say something you can/cant do and then what your classmates can/cant do. You
cant repeat the verb. (This is a chain activity where the first student will say what he/she
can/cant do, then say what his/her classmates can or cant do. (Dont let the chain go beyond
8-10 people because it gets too long; at that point, you should start another chain.)
For example:
T: I can swim.
S1: I cant cook and she can swim.
S2: I can play soccer, he cant cook and she can swim.
S3: I cant repair cars, he can play soccer, he cant cook and she can swim. Etc.
1. SC Activity: Stimulus & Response: Can for ability, occupations
Introduction: What is he/she? What can he/she do?
Procedure: (Point to the picture of the teacher.) What is she? (Have students answer in
complete sentence Ex. She is a teacher.) Good! What can a teacher do? (Have students answer
in complete sentence Ex. She can play with children.) Now get into trios. Tell each other who
the person is and, what can he/she do. (Tell students to say at least 3 things each person can
do. Monitor your students and help them with any words they dont know.)
For example:
S1: She is a teacher. She can teach English. She can play with children and she can read
stories to children.
S2: He is a graphic designer. He can design websites. He can type very fast on the
computer and he can contact clients.
Slide 25-26: Oral practice (10 m)
1. SC Activity: Information gap: Can for ability, occupations and verbs
Introduction: She/he can Is he/she a ______?
Procedure: Lets play! Work in pairs. S1 will look at the slide, and S2 will look at student 1
(Dont let S2 see the slide.) S1 describe what that person can and cant do in his/her
profession. S2 you have to guess what occupation it is.
For example:
S1: (Describing a teacher.) She can teach Math. She cant fly. She can type an exam.
etc.
S2: Is she an assistant?
S1: No, she isnt
S2: Is she a teacher?
S1: Yes, she is.
Switch places and repeat the procedure.
1. (Have students listen to the pronunciation of can for ability.)
2. (Have them listen again and repeat after the audio.)
3. Look at exercise 6 page 67. Listen again and underline the words you hear.
4. (Click on the slide and have students check their answers.)
99

1. FP Activity: Interviews- Can for ability
Introduction: What can you do?
Procedure: Get into pairs. Take turns interviewing each other about job skills.
For example:
S1: Can you use a computer?
S2: Yes, I can. (You mark the correct box.)
S1: Can you speak a foreign language?
S2: No, I cant (You mark the correct box.)
Etc.
Follow up: Now, Give a job recommendation to your partner. Which type of job can your
partner do? Does your partner agree with you?
For example:
S1: I think you can be a great manager. Your administration skills and business skills are great.
S2: I agree, I love to be in charge. Or, I dont agree, I want to work with computers.
about?
100
World View 1A: Final Review

(116-131 m)
1. FP Activity: Presentation Simple present
Introduction: This is me.
Procedure: Look at the slide and you will see a mind map of a person and the different things
that person does. Take out your notebooks. In the middle of the page make a drawing of
yourself. (Give them a few minutes to do the task.) Now, starting at the top and going clock
wise start writing sentences about what you do during the day. (Tell students they can open
their books to units 8, 9, 10 for verbs they might need.)
Procedure:
1. Now, get into pairs and tell your partner what you do on a typical day. (Have a student
come up to the front to model the example with you.) Start your presentation by saying:
My name is My typical day is Once you finish have your partner tell you. (Tell
students they can take notes since they might need them for the next part of the activity.)
2. Now, switch partners and tell your partner what your previous partner does on a typical
day. Once you finish switch roles.
For example:
T: Maria gets up at six oclock. She eats a sandwich and drinks coffee. She goes to
school until two oclock. Etc.
Slide 8: Oral Activity: My vacation (20-25 m)
1. FP Activity: PresentationSimple present, vocabulary
Introduction: My vacation with my family.
Procedure:
1. Look at the slide. Think about your vacation with your family. How do you get there?
What do you take? What do you do? What dont you do? Where do you go? What clothes
do you take?
Copy the format on the slide and complete it with as much information as possible. You
can consult your book units 8 to 12 for any vocabulary words or structures you dont
remember. (Give students time to finish the task. Monitor your students and help them if
needed.)
2. Get into trios and tell each other about your family vacation. Other member of the team
can ask the person presenting any questions they might have. (Monitor your students and
encourage them to speak. Tell them they can use their notes as cues for their presentation.)
101

For example:
S1: My family goes to Cuernavaca. We travel by car. We go in the summer. Its
wonderful. We pack pants, t-shirts, shorts, a jacket and a sweater, I dont take
boots. We take a camera, a bathing suit, an iPod, an umbrella, sunglasses, a beach
towel and books to read. When we are in Cuernavaca we listen to music, we swim,
we dance a lot and we get up at ten oclock. I usually read a book.
S2: Do you contact friend on the Internet?
S1: Yes, I do. I take my computer.
1. SC Activity: Question & Answer-Simple present, quantity expressions
Introduction: Do you eat right?
Procedure: Look at the slide. Copy the chart into your notebook. Now, get into pairs and
interview each other on how much or how many of these foods you eat. Write down the
answers since you will need them for the next activity.
For example:
S1: How many sodas do you drink in a day?
S2: I drink 3 sodas or I dont drink soda.
S1: How much fruit do you eat?
S2: I dont eat much fruit. Etc.
Procedure: Now get into trios. Make sure your partner in not in your new group. Tell each
other about the eating habits of your partner.
For example:
S1: Juan doesnt eat much fruit. Juan drinks a lot of soda in one day. Etc.
1. FP Activity: Role-Play-demonstrative adjective and clothes vocabulary (15 m)
Introduction: Lets go shopping!
Procedure:
1. Open your books to page 57, exercise 10. You are going to listen to a conversation
between two people. (Play the audio one. Play the audio again if necessary.) Where are the
speakers? (They are in a department store.) What are they talking about? (clothes) What
items does the customer ask about? (The customer asks about a shirt, pants, and shoes.)
What language do we use in a store? (Can I help you?, Do you have these in size? Ill try
those.) (Write these expressions on the board.)
2. Get into pairs. Open your books to page 57, exercise 11. Student A is a salesperson who is
helping student B, a customer who wants to buy the things you see in the picture. The
customer should ask the salesperson for help using the vocabulary and structures learned
in unit 12. (Monitor your students helping as needed. Listen for clothing vocabulary and
demonstrative adjectives. Correct any pronunciation mistakes you hear.) Once students
finish, tell them to switch roles.
For example:
S1: Can I help you?
S2: Yes, do you have this dress in size 12?
S1: Yes here you are.
S2: Thank you Ill try it on. Do you have those sneakers in green?
S1: No, Im sorry we only have them in red.
Etc.
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2. FP Game: Presentation Simple present affirmative sentences (15 m)
Introduction: Do you like holidays and celebrations? Whats your favorite one?
Procedure:
1. Get into groups of four. You have 5 minutes to write the name of 10 holidays and special
celebrations. Write each one on a small piece of paper. (Make sure you tell students to
write celebrations that everyone knows, like Independence Day or New Years Eve, etc.)
Fold the papers in half and mix them all together. Exchange papers with another group.
2. Take turns. Pick a folded paper. You will have 30 seconds. Give the rest of the group
information about the holiday, but dont say the name. If no one can guess, return the
paper to the pile. The person that guesses is the next one to draw a paper. (Monitor
students while doing the task and help them when needed. Also correct any mistakes you
hear.)
For example:
S1: (Takes a piece of paper and it says Mexican Independence Day.) This is a holiday we
celebrate in September. We eat panbazos. The president screams Viva Mexico. We drink
tequila.
S3: Mexican Independence Day! (Now S3 takes a paper and describes the celebration.)
3. FP Game: Role PlayCan for ability (15 m)
Introduction: What can you do?
Procedure: Imagine you are a manager for a company and you need to hire a computer
specialist, a secretary and a driver. Think about what skills each one needs and write them in
your notebook. Go around the class and ask 3 different persons questions to see if the qualify
for the job.
For example: (You may want to copy this chart on the board, but elicit the skills needed from
students. Once you have the chart, have a student come to the front and role play with you.)
Job
Computer Specialist
Secretary
Driver
Skills
Can type 80 words per minute
Can
Can
Can
Can
Can
Can
Can
Can
Can
Can
Can
S1: Whats your name?

S2: My name is Juan Snchez.
S1: Can you type 80 words per minute?
S2: Yes, I can.
S1: Can you repair computers?
S2: No, I cant.
S1: Can you speak to customers?
S2: Yes, I can.
S1: Thank you. Good bye.
103
Person interviewed
Juan Snchez

104
World View: Book 1B, Unit 15, Day 1

(117-125 m)
1. SC Activity: Find someone who: Ice Breaker
Introduction: Welcome! Lets get to know each other.
Procedure: Look at the chart on the board. (Answer any questions students have about the
phrases.) Complete the first column with your information. Now, stand up and walk around
the classroom and, find someone that has the same information as you.
For example:
S1: How old are you?
S2: Im 18 years old. If you are the same age, you write the name of your classmate in
your chart.
S1: Do you like red?
S3: No, I like blue. So you ask another classmate until you find someone that likes red.
Etc.
Follow up: Tell the class things about your classmates.
For example: S1: Pedro likes red and Susana is 18 years old.
1. Do you know these families? (Point to the first family.) Who is this family? Good! The Shrek
family. (Click on the slide.) What is the name of the wife? (Fiona.) What is the name of the
husband? (Shrek.) (Point to the incredible family.) Who is this family? (Click on the slide.)
What special thing does this family have? (Superpowers.) (Point to the Flintstone family.) What
about this family, do you know who they are? (The Flintstones.) (Click on the slide.) Whats the
name of their daughter? (Pebbles.) Look at this family. Do you know who they are? (The
Simpsons.) (Click on the slide.) Whats the name of the father? (Homer.) Whats the name of
his son? (Bart.)
2. Work in groups of 2-3. Think of a famous family you know. Make a list of the family members
and their names. (Walk around and help with vocabulary they may not know.)
3. What families did you think of? (Ask each group to tell you the name of the family and its
members.)
Slide 5: Vocabulary (5 m)
understand.
provided below.
Word
Usage (teacher)
Usage (student)
mother
Whats your mothers name?
My mothers name is
father
Where does your father work?
My father works in
grandfather
How old is your grandfather?
My grandfather is
_____ years old.
grandmother
Where does your grandmother live?
My grandmother lives
in
daughter
How many daughters does your grandmother have?
My grandmother has
______ daughters.
son
Who is Veronica Castros son?
Veronica Castros son is
Cristian Castro
105

1. SC Activity: Stimulus & Response? Review vocabulary
Introduction: Who lives with you?
Procedure: Get into pairs and tell each other who lives with you. What are their names?
For example:
T: I live with my mother. Her name is Juana. My fathers name is Pedro and my sister
is Esther.
Follow up: Ask two or three students to tell you who their partner lives with.
understand.
provided below.
Word
Usage (teacher)
Usage (student)
husband &
(Mijares) and (Lucero) are husband and wife. What ________ and ______ are
wife
famous people do you know that are husband and husband and wife.
wife?
parents
When we talk about your mother and father
My parents got married in
together, we say parents. When did your parents
get married?
brother
How many brothers do you have?
I have ______ brothers.
sister
Do you have a sister? What is your sisters name?
My sister is _______.
children
How many children do you see on the slide?
I see three children.
aunt
Where does your favorite aunt live?
My favorite aunt lives in
uncle
What is your uncles name?
My uncles name is
Slide 10: Oral activity (7-10 m)
1. FP Activity: Presentation-Vocabulary
Procedure: Prepare a family tree like this one. (Show the slide and point out the different
family members.) Once you finish, get into pairs and present your family to your partner.
For example:
T: I am Amelia. This is my family. These are my grandparents William and Mary
Mason. These are my parents Henry and Diana. I have two brothers Paul and
George. Paul is married to Anne and they have two children. Etc.
1. This is the Simpson family. What are the names of the childrens aunts? (Selma and Patty.)
Whats Homers wife name? (Marge.)
2. Tell students to open their books to page 68, exercise 1. Tell them to look at the Simpson
family tree and complete the sentences. They can work in pairs if they want. (Click on the slide
for them to check their answers.)
Slides 14-15: Listening/Reading (10-15 m)
1. (Click on the slide.) Copy this chart in your notebook. (Give them time to do this.) You are
going to listen to a letter about the Simpson family. Check the correct box about how each
family member feels. (Click on the slide for them to check their answers.)
2. Now, read the letter and complete exercise 5 on page 69. (Click on the slide to show the
correct answers.)
106

Slide 16: Grammar Focus: Present Continuous (5 m)
the board.
2. Teacher labels the sentence(s) with students participation. (Click on the slide to show labels.)
a. We use present continuous to describe what is happening now.
b. Spelling rules for the verb:
i.
Add ing to most verbs. Ex. play playing
ii.
For verbs ending in e, take away the e and add ing.
Ex. make making
iii.
For most one syllable verbs that end in a consonant + a vowel + a
consonant, double the consonant and add ing. Ex. sit - sitting
Slides 17-18: Repeat/Complete: Present Continuous affirmative and negative (7 m)
individually.
Slide 19: Oral activity (10 m)
1. SC Activity: Stimulus & Response-Present Continuous
Introduction: Lets practice making sentences in present continuous.
Procedure: What things do we need to form a sentence in present continuous? (Elicit the
answers from students and click on the slide to show the different parts.) (Click on the slide.)
They what verb to be goes with they? Are! (Click on the slide.) Now our verb is dance
(click on the slide), but in what form of the verb do we use? Dancing! Good and then a
complement. (Repeat the process for the negative sentence.) Now, get into pairs. Make 8
different sentences; 4 in affirmative and 4 in negative.
For example: (You can use the same cue from the slide.)
Follow up: (Elicit different sentences from the students.)
Slide 20-21: Repeat/Complete: Present Continuous interrogative (7 m)
individually.
1. FC Activity: Charades-Present Continuous
Introduction: Lets play.
Procedure: We are going to play charades. Lets divide the class in two. Imagine an activity
you are doing right now, but dont say what it is. From each group, one student is going to
mime an action he/she is doing. The rest of the team has to guess what he / she is doing and
where he /she is doing it. You can ask questions to help you guess. The student miming can
only answer: Yes, I am or No, Im not.
For example: (The student is in the park eating ice-cream.)
S2: Are you eating?
S1: Yes, I am.
S5: Are you eating candy?
S1: No, I am not.
S4: Are you at home? (S1 has to gesture that there are trees and things in a park.)
S1: No, Im not.
S9: Are you in the park?
S1: Yes, I am.
S7: Are you eating ice-cream in the park?
S1: Yes, I am. (So now S7 mimes the next one.)
107

Slide 23: Written Activity (10 m)
1. CP Activity: Sentence Formation-Present Continuous
Introduction: What are they doing?
Procedure: Look at the picture. What is each family member doing? Work in pairs. Write in
your notebook what they are doing.
For example: Paul is watering the plants.
Follow up: Ask different students for the answers. Write them on the board for students to
check their answers.
about?
108

(117-130 m)
Warm up Activity (10-15 m)
1. FP Activity: Question Answer-Famous peoples party
Introduction: What do you think famous people do at parties? Are their parties different from
common peoples parties?
Procedure: Give me the names of your favorite famous people. (Teacher writes the names on
the board and draws a window on the blackboard.) What is this? Thats right, its a window.
Well, on the other side of this window we have all of the famous people you mentioned and
they are having a party. Of course, you are curious to know what these people are doing. So,
ask questions with What..?. (Ask S1 to come up in front of the window and ask him the first
question.) (Have different students come up and answer the questions.)
For example:
T: What is Madonna doing?
S1: She is dancing.
T: Is she dancing with John Travolta?
S1: Yes/No
Slide 29: Grammar Practice (5-7 m)
2. (Tell students to open their books to page 70, exercise 3.) Listen to the audio and find out what
the Cormack family is doing. Complete the sentences.
For example: Mr. Cormack is getting up.
3. (Elicit answers from students)
Slide 30: Grammar practice (7 m)
1. (Tell students to open their books to page 70, exercise 4. Get into pairs and complete the
activity. (Use the slide to check answers.)
stressed syllables.
1. SC Activity: Information Gap - Present continuous
Introduction: Whats the difference?
Procedure: Work in pairs. S1 look at page 137. S2 look at the picture of the Cormack family
on page 71. Take turns asking questions to find five differences between the two pictures.
For example:
S1: Is the son listening to music?
S2: No he isnt. Hes watching T.V.
1. What time is it now? Think of five people you know. What are they doing right now? Write
sentences about them. Use the present continuous.
For example: (Look at the slide and show them the example.)
2. Now get into trios and read your sentences to each other. (Monitor your students and help
them with any words they dont know.)
109

1. FP Activity: Presentation-Present Continuous
Introduction: Where are you? What are you doing?
Procedure: Imagine you are traveling to the beach or Guadalajara. Work in groups of 3 and
tell your classmates where you are and what you are doing there. Remember to use affirmative
and negative statements. When you finish, your classmates will ask you questions about what
you are doing there.
For example:
S3: I am at the beach. I am playing in the sand with my brother and sister. My father is
swimming and my mother is eating fish. My uncle isnt having fun because he is
sick.
S2: Are you drinking soda?
S3: Yes, we are.
S1: Is your aunt talking to your mom?
S3: No, she isnt.
1. SC Activity: stimulus response Present Continuous
Introduction: Lets play.
Procedure: Get into groups of 2 or 3. You will each get a game board. Choose a token. (Pen
cap, ring, etc.) You also need a coin. Toss the coin. If you get aguila you move 1 space. If
you get sol you move two spaces. When you land on a space with a verb, you must say the
sentence in present continuous using the subject given. If you get it wrong, you lose a turn.
For example: (You land on: mother/cook) My mother is cooking in the kitchen.
Oral Activity: (20 m) Please note: you need copies for this activity.
1. FP Activity: Game Present Continuous, There is / are, vocabulary
Introduction: Do you live in a house or in an apartment? Do you know your neighbors? Can
you describe one of your neighbors daily routines? What are your neighbors like?
Procedure: Lets divide the group into two: As and Bs. Each person will get a sheet; A Sheets
for students in group A and B Sheets for students in group B. Now, your pictures are similar,
but not identical. You have pictures of an apartment building; you can see inside of each of the
apartments. Work in pairs of A and B. Look at your sheet and ask your classmate what there is
in his/her apartments to find the differences. (Set a time limit of fifteen minutes. Monitor
students and take note of any mistakes to correct later with the group. When time is up, check
answers with the whole class.)
For example: (Have a student come up to the front and model the activity with you.)
T: Look at apartment 2A. How many people are there?
S2: There are four people.
T: What are they doing?
S2: They are playing a game.
T: No, they arent. Theyre kissing in my apartment 2A. There is a difference there!
110

Slides 36-37: Oral Activity: (15 m)
1. SC Activity: Information Gap-Present continuous
Introduction: Are you good at describing what you see? Lets see.
Procedure: Work in pairs. S1 will look at the slide, and S2 will look at student 1 (Dont let S2
see the slide. Dont click on the slide until students are seated so that only one student from
each pair can see the slide.) S1 describe what you see and S2 will write the name of the student
and draw/ write what S1 describes. Once S1 finishes his / her description S2 checks the slide
to see if S1 made any mistakes. You get 1 point for every correct sentence.
For example: S1: Julio is reading a book. Belem is playing with pencils. Etc.
Procedure: (Have students switch places and repeat the activity with slide 2.)
about?
3. For homework, do Unit 15, exercises4, 5, and 6 in your workbook.
111
112
What are they doing?

Start
Here
I / listen to
music
Go
ahead
to
Tom /
grow fast
You
/use
internet
She/wash
dishes
Sorry !
Miss a turn
Sorry !
You / write He/drink They/sing
Miss a turn
a report
juice
a song
I / read We/dance
a book
salsa
The
cat/climb
the tree
She/speak Samuel/ sit
Japanese
in an
armchair
They /
clean the
house
She /get
up 6:00
a.m.
We /
visit a
friend
FREE
They play
soccer
FINISH
Father /
Grandmother
/ buy clothes repair the
car
113
Go back
to
She / go
to
school
I / swim
at the
beach
114
World View: Book 1B, Unit 16

(124-134 m)
1. (Dont click on the slide until after you give instructions.) What are some words you
know for foods? Lets play a game. Work in teams of 3-4 members each. I will show you some
words for different foods we saw in units 3 and 13, but the words are missing some letters.
You need to write the complete words. The first team to finish is the winner. Ready, go. (Click
on the slide to show the partial words. Dont help student with this activity. Tell the team to
raise their hands when they finish.)
2. Okay, so what do you have for the first one? And the second? (Do all of the words to check
who won the game clicking on the slide as you go along so they can check.)
understand.
provided below.
Usage (teacher)
Usage (student)
ham
Ham is meat that you usually eat in a sandwich. I usually buy
I buy XX brand of ham.
Zwan ham at the store. What brand of ham do you buy?
chicken
This is a chicken. I love chicken enchiladas. What food do you
I eat (tacos, mole, etc.)
eat with chicken?
with chicken.
tomatoes
These are tomatoes. My mother makes pico de gallo with
I make XX with
tomatoes. What can you make with tomatoes?
tomatoes.
lettuce
This is lettuce. I eat lettuce on my tostadas. When/How do
I eat lettuce with.
you eat lettuce?
apples
These are apples. My mother makes a delicious apple pie.
You can make (salad,
What can you make with apples?
ponche, cake, etc.) with
apples.
bananas
These are bananas. I love bananas and cream. What animals
(Monkeys) love to eat
love to eat bananas?
bananas.
juice
I always drink juice in the morning. My favorite juice is apple
My favorite juice is
juice. Whats your favorite juice?
bottled
You can buy bottled water anywhere now. My favorite bottled I drink XX bottled
water
water is Ciel. What bottled water do you drink?
water.
tea
Many people drink chamomile (manzanilla) tea when they feel
I like XX tea.
sick. What kind of tea do you like?
lemon /
Lemons and limes are citrus fruits that are very sour (mimic).
They use limes.
lime
In Mexico, do people use lemons or limes? When do you use
I use limes for my
limes?
Slide 15: Getting started (7 m)
1. Now, work in pairs. Look at the pictures of the food and beverages on page 73. Write the
numbers of the pictures next to the correct items on the menu at the bottom of page 72. (Walk
around monitoring students and helping them if necessary.)
2. Lets check your answers. (Click on the slide to check their answers.)
115

1. When you order food at a restaurant, do you always eat there? Do you sometimes order food
and then take it home, like McDonalds or Burger King? Do you sometimes ask them to deliver
it to your house, like pizza? When you want to take the food home, you ask for it to go.
(Write this on the board and haves students repeat it 3 times.) Or if you want them to take the
food to your house, you ask for delivery. (Write this on the board and haves students repeat
it 3 times.)
2. Lets listen to a conversation. Regina is going to make an order for food to go. Look at the
menu on page 72. Listen to the conversation and write in the missing prices. (Play the audio
and have students write the missing prices. If necessary, play the audio again. Click on the
slides to check the answers.)
3. Now, lets listen to the rest of Reginas conversation to find out what she ordered. Look at
exercise 4. Read the options. (Give students a minute to read.) Now, lets listen to find out
what Regina ordered. (Play the audio and have students underline what she ordered. If
necessary, play the audio again. Click on the slides to check the answers.)
1. (Write the words tea and milk on the board.) The vowel sound in tea (eeee) is a long sound.
Its similar to the /i/ in Spanish (ti), but its longer. (Say the eeee sound and have students
repeat the long sound after you.)
2. The sound of the vowel in milk is not long; its very short. (Say the /I/ sound in milk; its a
very short sound, and have students repeat after you.) Now, lets listen to the words from the
audio.
3. Have students listen to the words.
Slide 19-20: Speaking Activity (10 m)
1. (Click on the slide.) Work in pairs. Each of you is going to order lunch from the Liberty Caf
menu. Tell your partner what you want to eat and how much it costs.
2. (Click to show the menu. Walk around monitoring students.)
Slides 21-22: Grammar Focus (15-17 m)
1. (Teacher labels the sentence(s) with students participation. Click on the slide to show the
labels.)
2. Point out how these expressions are used. (Click on the slide to show the information.):
a. We use Id like, Ill have and Can I have to order in a restaurant, or to ask for
something politely. We can use these expressions to ask for something politely.
3. Open your books to page 74, exercise 2. Please fill in the missing information. (Go over the
answers orally.)
4. Now, look at exercise 3. Complete the conversations. In some cases there is more than one
correct answer. (Give students time to do this. When they finish tell them to compare their
answers with a classmate. Then click on the slide to show the answers.)
5. Now, work in pairs and practice the conversations. Then, have them do it again substituting
their own information; they can practice this various times switching roles.
6. Finally, tell them to close their books and cover or change the slide and have them do it
without looking. Accept any logical sentence even if it doesnt exactly follow the same
sequence as the slide. You can have a few pairs go to the front of the room to do the different
dialogs.
116

1. Open your books to page 75, exercise 5. Look at the menu. You are going to work in groups
of 3 (or 4 if necessary). Two of you are customers and the other is the waiter/waitress. The
waiter/waitress will look at page 138 and the customers will look at page 75. You can use the
example to help guide you. (Walk around and monitor how they are doing. Make sure they
switch roles so everyone can practice being the customer and/or server.)
1. Do you sometimes watch cooking shows? What is the name of a famous cooking show here?
(For example Al Sabor del Chef.) And whats the name of a famous chef in Mexico? (For
example, Alfredo Oropeza.) Today were going to watch a video, but first lets look at some
vocabulary related to cooking.
2. (Go over each of the words briefly and answer any questions students have.)
Usage (teacher)
boil/bring to a
To boil or to bring something to a boil is to cook it until bubbles form. To
boil
make pasta or rice, you have to bring the water to a boil.
burn
To burn is to cook something until its black. You can burn food, your finger,
paper, wood, etc.
crust
The outside part of the bread that is hard and brown is the crust.
grate /grated
When you want cheese to be in small pieces, you use a grater to grate the
cheese
cheese. You can also grate vegetables, for example jcama.
melt
When you cook cheese, it melts. In the picture you can see melted cheese.
When its hot, ice melts.
recipe
A recipe is a list of ingredients and instructions to make something. For
example, this is a recipe for mermelada de naraja.
stir
To stir is to move (mimic) food or drinks. After you add sugar or milk to your
coffee, you stir it.
Slides 28-30: Video (20 m)
1. Look at the questions. (Give students a minute to read them.) Now, watch the video. (Play the
video without any sound.)
2. (Go back to the questions on slide 26.) Work in pairs and answer the questions; you can guess
the answers if you arent sure. (Ask students for their answers, but dont tell them if they are
correct or not. Just let them tell you what they think based on what they saw.)
3. Now, were going to watch the video again, but this time with the sound on so you can see if
your answers are correct. (Play the video again with the sound on.)
4. Were your answers correct? Now, lets look at the sentences on the next slide. Please read the
sentences. (Give students a minute to read them.) Now, youre going to see the video again,
and then you need to decide if the statements are true or false. (Play the video again.)
5. Now, look at the sentences and decide if they are true or false. (Give students some time to do
this. If they dont know, you can play the video again, or simply show them the answers.)
6. Follow up (if time): Ask students if they watch cooking shows or if their mothers watch
cooking shows. If so, ask them what shows they like and what chefs they like and why.
about?
3. For homework, do Unit 16, exercises 1, 2, 3, 4 and 5 in your workbook.
117
118

(113-116 m)
Slide 6-8: Warm up Activity (15 m)
1. What are some of the months of the year? (Let students say any month they know and write
them on the board.) When do you celebrate your birthday? For example, my birthday is in
(December). When is your birthday? (Let each student answer the question.) What are some
events we celebrate in different months of the year? For example, when do we celebrate
Mothers Day? Da de los Muertos, Benito Jurezs birthday? Teachers Day? Etc.
2. What month(s) are hot (mimic hot)? What month(s) are cold (mimic cold)? Lets look at the
seasons of the year. (Click on the slide.)
a. The winter is December, January and February. Repeat: winter (3 times). What is a
holiday we celebrate in the winter? (Ask one student to answer using winter in their
answer.)
b. The spring is March, April and May. Repeat: spring (3 times). What is a holiday we
celebrate in the spring? (Ask one student to answer using spring in their answer.)
(Click on the slide.)
c. The summer is June, July and August. Repeat: summer (3 times). What is something
we do in the summer? (Ask one student to answer using summer in their answer.)
d. The fall or autumn is September, October and November. Repeat: fall /autumn (3
times). What is a holiday we celebrate in the fall or autumn? (Ask one student to
answer using fall or autumn in their answer.)
understand.
provided below.
Usage (teacher)
Usage (student)
hot
Its hot (mimic) in Tabasco in the summer. What do you like to When its hot, I like to
do when its hot?
cold
Its cold (mimic) in Alaska in December. What do you wear
I wear my (jacket,
when its cold?
sweater, etc.) when its
cold.
warm
When its warm, the temperature is comfortable; you dont
I like to do XX when its
need a sweater, but you arent sweating (mimic). I like to do
warm.
exercise when its warm. Tell me something you like to do
when its warm.
cool
When its cool, you probably want to wear a light sweater. Its
Its cool in my city
usually cool in Mexico City in the summer at night. When is it
cool in your city?
rain /
When water is falling from the sky, we say its raining. When
I like to do XX when its
raining
its raining, I like to stay home. What do you like to do when
raining.
its raining?
snow /
When its very cold, it doesnt rain, it snows. It snows in
It snows in (Chihuahua,
snowing
Canada in the winter. Where does it snow in Mexico?
Toluca, etc).
sunny
When you can see the sun, we say its sunny. When its sunny, When its sunny, I
I like to be outside. What do you do when its sunny?
119

windy
raincoat
sun hat
sandals
hat
scarf
gloves
When you can hear the air blowing (mimic), its windy. Its
usually windy when its raining. Do you like windy days? Why
(not)?
A raincoat is a special kind of clothing we can wear so that we
dont get wet in the rain. I have a yellow raincoat. Do you have
a raincoat? What color is it?
To protect your head and face when its very sunny, you can
wear a sun hat. I always wear a sun hat at the beach. Do you
have a sun hat? When do you wear it?
Sandals are open shoes that you wear when its warm or you
wear them at the beach. My favorite sandals are black. Do you
have sandals? What color are they?
A hat is a general word for something that you put on your
head to protect it. In the picture, the girl is wearing a winter hat.
Do you have a winter hat? When do you use it?
A scarf is usually square (mimic) or long (mimic). You can wear
a scarf on your head or around your neck to. You can use a
scarf to keep warm or just to look nice. (Scarf is a general word
corresponding to bufanda, masacada, paliacate and even sometimes
pauelo in Spanish.) When do you wear a scarf?
Gloves are things you put on your hands to protect them from
the cold. I wear my gloves in the winter. Do you have gloves?
What color are they?
Yes/No, I (dont) like

windy days because
My raincoat is
I wear a sun hat when
My sandals are
I use my hat in
I wear a scarf when
My gloves are.
Slides 18-19: Getting Started (20 m)

1. Work in pairs. Look at the pictures and look at the sentences in the box. Describe each season
in the picture using the words in the box. (When students finish, check their answers orally.)
2. Now, open your books to page 78, exercise 2. Match the clothes in the box with the pictures.
(Give students a few minutes to do this.) Now, lets check your answers. (Click on the slide to
show the correct answers.)
3. FP Activity: Presentation-Vocabulary, to be wearing, seasons (10 m)
Procedure: Imagine you are in a city in Mexico. Think about what the weather is like there,
what season it is and what you are wearing. Now, you are going to describe what the weather is
like, what the season is and what you are wearing, and your classmates will guess where you
are.
For example:
T: I am wearing boots, a jacket, a hat and gloves. Its cold and its snowing because its
the winter. The temperature is 0C.
S3: Are you in Toluca?
T: No, Im not.
S5: Are you in Monterrey?
T: No, Im not.
S6: Are you in Chihuahua?
T: No, Im not.
S9: Where are you?
T: Im in Ciudad Jurez.
120

Slide 20: Pronunciation (7-10 m)
1. In English, we have many consonant clusters; some are the same as in Spanish and others are
different. For example, are there words in Spanish that have the consonants gl? (Students
should say yes. for example globo, glacial, glamoroso, etc.) Are there words in Spanish that begin
with sp? (Students should say no.) In Spanish, we usually put a vowel before this group of
sounds, but in English its very common to have words that start with sp, sn, sc and st. Lets
listen to some words and the consonant sounds in the words. (Have students listen to the
words.)
2. Have them listen again and repeat after the audio. (If they have difficulty with the words that
start with sn, sp and sc, tell them to make the /s/ sound longer. Ssssssspring This will help
eliminate the /e/ sound before the consonant cluster.)
Slide 21: Lets Talk (10 m)
1. Work in groups of three and answer the questions on the slide. (Let students talk, help them
when necessary.)
2. Now, tell us something interesting you found out about one of your classmates. For example:
Jorges favorite season is the winter because he likes cold weather, but my favorite season is the
summer, when its hot.
1. What is a hurricane? (Students should understand this, its a cognate.) What are some of the
names of some hurricanes that have hit Mexico? (Gilberto and Wilma.) Now, look at exercise 6
on page 79 in your books. Work with a partner and choose the three places that you think
often have hurricanes. (Click on the slide. Give students a minute to do this.) Lets check your
answers. (Click on the slide for the answers.)
2. Now, look at exercise 7. Please read the sentences. (Give them a minute to read.) Now, listen
to the news report and check the weather conditions you hear. (Play the audio. If necessary,
play it a second time.) Now, lets check your answers. (Click on the slide to check the answers.)
3. Lets look at exercise 8. Please read the sentences. (Give them a minute to read.) Now, listen to
the news report again and decide if the sentences are true or false. (Play the audio. If necessary,
play it a second time.) Now, lets check your answers. (Click on the slide to check the answers.)
Slides 25-27: Grammar Focus (20 m)
1. We have two types of verbs. Action verbs describe actions or movement. We can use them in
present continuous. (Click on the slide twice for the information to appear. On the board only
write Action verbs and the words in BLUE.) What are some verbs that are action verbs? (Go
over the verbs on the list.) Can you tell me any others?
2. The second type of verb we have are non-action verbs. These verbs describe a state or
situation. We cant usually use these verbs in present continuous. (Click on the slide twice for
the information to appear. On the board only write Non-action verbs and the words in
BLUE.) What are some verbs that are non-action verbs? (Go over the verbs on the list.) Can
you think of any others? (If they cant tell you any, dont worry. Some of the other non-action
verbs are: seem, feel, become, see, etc.)
3. Open your books to exercise 1 on page 80. Look at the sentences and write A next to the ones
with action verbs and NA next to the ones with non-action verbs. (Give them a few minutes to
do this, then check the answers orally. 1-NA, 2-A, 3-A, 4-A, 5-NA, 6-NA, 7-A, 8-NA.)
4. Now, look at exercise 2. Circle the correct word to complete the sentences. (Give them a
minute to do this then check the answer orally. The correct answer is non-action verbs for
both.)
5. Look at exercise 3. (Click on the slide.) Work in pairs and complete the sentences with the
correct form of the verb in parentheses. (Give them time to do this. Help them with any
vocabulary they dont understand. Click on the slide to show the answers.)
121

about?
122

(104-106 m)
Slides 6-7: Warm up Activity (5 m)
1. (Write on the board 1970, 1980 and 1990.) Look at the pictures. Which picture reminds you of
1970? Which picture reminds you of 1990? (Tell students to get into groups of 3 or 4. Ask
them to classify the pictures according to the decade.) Can you think of other things from the
1970s? Good! Well in this unit we are going to talk about memories in your life.
understand.
provided below.
Word
Usage (teacher)
Usage (student)
birthday
Every year you celebrate your birthday on the day you
My birthday is
were born. When is your birthday?
vacation
When you go to the beach and dont work or study you go I want to go to
on vacation. Where do you want to go on vacation?
________ on my
vacation.
bicycle
This is a bicycle. What color was your first bicycle?
My first bicycle was
girlfriend &
(Show the slide.) They are dating. They are girlfriend and
My girlfriends name is
boyfriend
boyfriend. Who has a girlfriend? Whats her name? Who
______.
has a boyfriend? Whats his name?
My boyfriends name
is______.
best friend
This boys best friend is his dog. He goes everywhere with I do ___________ with
him and plays with him. Do you have a best friend? What my best friend I
do you do with him/her?
4. (Tell students to open their books to page 82, exercise 1.) The most memorable person in my
life is my brother. When I was little he always played with me. Who is the most memorable
(explain memorable) person in your life? (Elicit some answers from students. Repeat the
question with possessions and events.) Complete the activity with your information.
SC Activity: Half Dialog- vocabulary
Introduction: Who is the most...?
Procedure: Get into groups of 3. With the information on page 82, exercise 1, tell your friends
about memorable things in your life. Use the example on the slide.
For example:
S1: What was the most memorable _______in your life?
S2: The most memorable _____________ in my life was __________.
S3: Why was____________________ the most memorable ___________ in your life.
S1: Because ____________________________.
(Monitor students and, help them with any words they dont know.)
123

Slide 15: Wh-question review (7 m)
1. (Before you show the slide.) What question words do you know? (Write students answers on
the board.) Good! (Click on the slide.) Get in pairs and complete activity 3 on page 83.
(Monitor your students and help them with any words they dont know. Click on the slide to
check their answers.)
1. You are going to listen to two people, Rosa and ManHo playing a memory game. Look at
exercise 4 on page 83 in your books. (Play the audio and let them check off the memories they
talk about. If necessary, play it a second time.) Lets check your answers. (Click on the slide to
show the answers.)
2. Now, look at number 5. Please read the instructions and the information. (Give them a few
minutes to do this.) Now, lets listen to the audio again, and this time, focus on the specific
information of their memories. Underline the correct answers. (Play the audio and let them
underline the correct answers. If necessary, play the audio a second time.) Lets check your
answers. (Click on the slide to show the answers.)
Slide 18: Grammar Focus: be in Simple Past (5 m)
the board.
labels.)
a. The verb be is irregular in the past was / were.
b. For the negative statements we use the auxiliary not.
c. The simple past of there is /are is there was / were.
d. Use was with I, he, she and it.
e. Use were with we, you and they.
answers orally: was /were / wasnt / werent)
2. Lets look at exercise 3. You are going to work in pairs to complete it. (Give them some time;
monitor them to make sure they dont have any problems. Click on the slide to show the
correct information when they finish.)
Slides 20-21: Repeat/Complete: Be Simple Past (7 m)
individually.
and some individually
124

1. SC Activity: Question & Answer-Be in past (10 m)
Introduction: Who are some famous people that arent living anymore? Lets think of some
names and well write them on the board. (For example: Miguel Hidalgo, Michael Jackson,
Cantinflas, etc. Write people that they know and can relate to.)
Procedure: Now, think of a famous dead person. Your classmates are going to try to guess
who the person is by asking questions. You can ask about the persons (write these on the bb)
nationality, profession, age, description, etc. The person you are asking can only answer with
short answers in affirmative or negative.
For example:
T: Im thinking of a famous person. Ask me questions to guess who Im thinking of.
S1: Was it a man?
T: Yes, it was.
S6: Was he Mexican?
T: Yes, he was.
S9: Was he a soccer player?
T: No, he wasnt.
S3: Was he a president?
T: Yes, he was?
S5: Was he the first president of Mexico?
T: Yes, he was.
S5: Benito Jurez!
about?
125

(126-131 m)
Slides 24: Homework (5 m)
1. SC Activity: Stimulus & Response-Be Simple Past (10 m)
Introduction: Thats not true!
Procedure: Get into trios. Think of 3 true things about your past, and one false thing about
your past. Remember to use was and were. (Show the example on the slide.) Each student will
say his/her sentences and the other two have to guess which one is false. The student that
guesses the most wins. Remember, if you want additional information you can ask why?
For example:
S1: When I was 5 years old I went to Disneyworld. My cousins were very sick when I
was 10. My parents were hippies in 1970. I was a very sweet baby.
S2: Sentence number 1 is false.
S1: No, that is incorrect.
S3: Sentence number 2 is false.
S1: Yes, my cousins werent very sick when I was 10.
(Student 3 gets a point.)
1. SC Activity: Stimulus-Response-Past tense verb be (10 m)
Introduction: (Teacher writes 1956 on the board.) Lets talk about how things were different
in 1956 than they are now.
Procedure: I will say word and you say how this was different in 1956.
T: Music
S2: Music in 1956 was slow and calm and now it is loud and crazy.
T: Food
S5: The food in 1956 was from a farm and now it is all synthetic.
Cues:
music
boys
jobs
dancing
food
cars
entertainment
movies
transportation
tv shows
the city
radio
girls
the theater
traffic
restaurants
1. FP Activity: Presentation-be simple past, existence
Introduction: When I was 8 my room was a mess!
Procedure: Do you remember your bedroom when you were 8? What was there in your
room? Get into trios and tell your classmates what was in your room.
For example: (Show the slide.)
126

1. FP Activity: Presentation-Be simple past
Introduction: There was an earthquake.
Procedure: Imagine there was an earthquake. Where was your family? Where were your
friends? (Elicit the answer from students using the cue on the slide.) My friends were at a party.
(Repeat this process with all four pictures.) Now get into trios and tell your classmates where
your family members were during the earthquake.
For example:
S1: My mother was in the kitchen. My father and my brother were in the park. My
grandparents were in Guadalajara and my sisters were in school.
1. Before having students listen to the CD, explain that was, were and werent have weak and
strong pronunciation.
1. SC Activity: Question Answer: Be in past
Introduction: Tell me about when you were...
Procedure: Do you remember when you were 7? What was your favorite game? (Elicit
answers from students.) Now get into pairs. Interview each other using the information on the
slide.
For example:
S1: What was your favorite TV show when you were 7?
S2: My favorite TV show when I was 7 was _____________.
S1: And when you were 11 years old?
S2: My favorite show was _______________
S1: What was your favorite show when you were 15 years old?
(Continue this with each question) Now switch roles.
Follow up: Now, tell us about you and your classmate.
For example:
T: When I was 7 my best friend was Tere, and we are still friends today. Juans best
friend was Pablo, but he doesnt know where Pablo is today.
1. SC Activity: Information gap Simple Past
Introduction: Where were you yesterday? Where were your friends?
Procedure: Were going to do an activity. You need to find out where Sylvia and James were at
different times in the past. Work in pairs; one of you is going to ask about where Sylvia was
and the other will ask about where James was. Make sure you use simple past in your questions
and answers. (Have students work in pairs. Give student 1 worksheet 1a and Student 2
worksheet 1b.)
For example:
S1: Where was Silvia in 1998?
S2: Silvia was at school.
S2: Where was James in 1998?
S1: James was in the university.
127

1. Think of a memorable person possession or event in your life. Write a paragraph describing it.
Explain why that person or possession is memorable. Look at the cues on the slide that can
help you with your paragraph.
2. For example: The most memorable person in my life was John Paul II. He was a very kind
person and was always smiling. He was the best pope. He was called the ambassador of life.
1. SC/FP Activity: Game- be simple past, statements and questions
Introduction: Lets play a game!
Procedure: (Divide the students into groups of 3.) Student 1 tosses (explain toss) a coin.
Aguila you move 1 space. Sol you move 2 spaces. Student 1 moves his token and one of
his / her partners asks him / her the question on the space student 1 landed on. (Point out
they should complete the question, with the correct form of the verb be.) The winner is the
first one to get to the finish line. (Model how the game is played with the slide.)
For example:
S1: (He lands on the second space.)
S2: Who was your best friend at school?
S1: My best friend in school was Juan.
S3: What was he interested in?
S1: He was interested in sports.
1. SC Activity: Find someone who - be simple past, statements and questions
Introduction: What were you like in the past? Were you sick yesterday? Lets find out.
Procedure: Look at the slide. In your notebooks write the numbers 1 to 6. (Give them a
minute to do this. Explain any vocabulary they might not know: chubby=a little fat.) Now, you
are going to stand up and find people who were in the circumstances that you can see on the
board. The first person to find a name for each question wins.
For example:
T: Whats the question for the first one?
Ss: Were you chubby when you were 8?
T: Correct. And what is a negative answer?
Ss: No, I wasnt chubby when I was 8.
T: And an affirmative answer?
Ss: Yes, I was chubby when I was 8.
T: So if your classmate answers in negative for this question, can you put his/her name
there?
Ss: No.
T: Right, so what does your classmate have to answer to write his/her name in the
space?
Ss: Yes.
(Point out that for the last question, a student must answer NO in order to put his/her
name in that space.)
about?
128
CARD 1A
Silvia
James
CARD 1B
Silvia
James
1998
1998
in the university
in high school
2001
at work
2001
in the university
last year
in Mexico
last year
in France
6 months ago
in Berlin
6 months ago
in Paris
last month
in Paris
last month
in Paris
a week ago
at the Louvre
a week ago
at the Louvre
last Wednesday night

at a restaurant
last Wednesday night

at the movies
yesterday
in church
yesterday
at the swimming
pool
129
130

(116-118 m)
1. Look at the different times? What time do you eat breakfast? (Elicit answer from students. Ex.
I eat breakfast at 8:00 a.m.) Do you eat breakfast at 8:00 a.m.? (Elicit short answer from
students.) Now get into pairs and ask each other about your days.
For example:
S1: Do you leave school at 2:00 p.m.?
S2: Yes, I do.
understand.
provided below.
Word
Usage (teacher)
Usage (student)
arrive
I arrive to school every day at 8:00 a.m. What time I arrive to school at
do you arrive to school?
relax
I like to relax by reading a book. What do you do
I do XX to relax.
to relax?
call
I call my mother on Saturdays. When do you call
I call my friends
your friends?
reply to
I reply to my email in the morning. I dont have
I reply to emails
time later. What time to you reply to emails?
open close
When I go in the room I open the door. When I
S/hes opening the
go out, I close the door. (Open the classroom
door.
door.) Whats s/he doing? (Close the classroom
S/hes closing the door.
door.) Whats s/he doing?
start finish
The English class starts at (8:00 a.m.) and finishes My favorite class starts
at (10 a.m.) Tell me, what time does your favorite
at ______ and finishes
class start and finish? (Adapt the time of the class
at ________.
according to your class.)
decide
When you make a choice between two things, you
Im studying XX. I
decide or you make a decision about what you
decided to study that
want to do. (Point to the slide.) He has to decide
because
which way to go. What are you studying at the
university? Why did you decide to study that?
want
When you want something, you have a desire or
I want XX to eat.
need for it. I want a cup of coffee. What do you
want to eat?
watch
I watch TV every night. What do you like to
I like to watch
watch on TV?
1. (Tell students to open their books to page 86, exercise 1.) Use the verbs in the box to complete
the sentences about Kate Childers typical day. (Click on the slide to check the answers.)
131

1. SC Activity: Question & Answer-Simple present, vocabulary
Introduction: Tell me about you
Procedure: Get into pairs and interview each other using the questions on the board. Use the
verbs on page 86.
For example:
S1: What time do your classes start?
S2: My classes start at 7:00 a.m.
1. FP Activity: Presentation: Simple present, vocabulary
Introduction: This is me.
Procedure: Get into trios and describe a typical day for you. (Monitor students and, help them
with any words they dont know.)
For example: (Use the example from the slide.)
Slides 18-19: Reading (15 m)
1. (Click on the slide.) Lets read these questions. (Give them time to do this. Answer any
questions they might have.) Read the article. (Give them time to do this.) Who can give me the
answer to number 1? Who can give me the answer to number 2? (Explain any concepts they
dont know.)
2. Now, read the letter again and complete exercise 4 on page 87. (Click on the slide to show the
correct answers.)
Slide 20: Grammar Focus: Simple Past regular verbs (5 m)
the board.
labels.)
a. Use simple past to talk about completed actions in the past.
b. We often use time expressions for past.
c. To form the negative of simple past we use didnt + BFV
d. Explain spelling rules according to the slide.
Slides 21-22: Repeat/Complete: Simple Past (7 m)
individually.
1. SC Activity: Information Gap-Simple Past
Introduction: What did you do?
Procedure: Get into pairs. Look at the calendar. One of you did the activities in the green
section of the calendar and the other did the activities in the blue section of the calendar. Tell
each other your activities for the last two weeks and compare how they are the same and how
they are different.
For example:
S1: Two weeks ago on Thursday I traveled to Puerto Vallarta.
S2: Two weeks ago on Thursday I arrived home late. Or I traveled to Acapulco last
Friday.
132

answers orally.)
correct answers when they finish.)
1. In English, the final sound of the past tense of regular verbs has 3 different pronunciations:
/d/, /d/ and /t/.
a. Verbs that end in t or d have the /Id/ sound.
b. Verbs that end in sh, ch, k, f, th, s, or p have the /t/ sound.
c. All other verbs have the /d/ sound.
(Have students listen to the words.) Notice the three different pronunciations of the ED
ending in simple past verbs.
1. SC Activity: Stimulus-Response-Simple Past affirmative and negative (10 m)
Introduction: What did you do yesterday? And last week?
Procedure: What are some verbs we know? (Make a list on the board.) I say a time expression
and you tell me something you didnt do and that you did at that time.
For example:
T: last night
S1: I didnt work last night. I studied last night.
Cues: (You can use the same cue for more than one student if you want.)
last week
3 weeks ago
last year
in 2009
a month ago
last night
yesterday morning
4 months ago
in June
last Christmas
2 months ago
5 hours ago
last month
4 days ago
this morning
2 summers ago
last February
2 years ago
in 2000
30 minutes ago
about?
133

(121-126 m)
War m up Activity (10 m)
1. FP Activity: Presentation-Simple Past affirmative and negative (10 m)
Introduction: Did you do many things last weekend? What, for example?
Procedure: Work in groups of 3-4 and tell your classmates what you did last weekend. You
have to mention at least 2 things you did and 2 things you didnt do.
For example:
T: Last weekend I traveled to Guadalajara. I stayed at a hotel. I didnt call my friends
last weekend and I didnt reply to any email.
Slides 30-51: Oral Activity (20-25 m)
1. SC Activity: Jeopardy -Simple past
Introduction: Who wants to win millions?
Procedure: (Divide the group in two teams.) Now team 1 chooses a question. If you get the
question right, you get to play again. If you get an incorrect answer the other team can answer
the question and continue playing. (You must keep track of each teams score.) The team that
has the most money at the end wins.
For example:
Team 1: Memories for $100 (Click on the correct box.)
Team 1 answers: My last boyfriend was Pedro. (If the answer is correct, click on the
symbol at the bottom of the slide to return to the game board.)
1. FP Activity: Presentation-Simple past
Introduction: Do you sometimes plan to do things, and then dont do them?
Procedure: Get into trios. On a piece of paper, write 3 things you planned to do last week, but
that you didnt do, and 2 things you planned to do and that you actually did. (Have students
refer to the slide for an example.) Now, exchange the papers with the people in your group and
then tell your classmates what your friend did and didnt do.
Slide 54: Writing Activity (10 m)
1. FP Activity: Presentation Simple Past.
Introduction: What did you do last week?
Procedure: Write a paragraph describing what you did or didnt do last week. Use the past
tense and some of the vocabulary from this unit.
Example: Look at the slide for the example. (Read the example to the group.)
134

1. SC Activity: Chain Activity-Simple past
Introduction: What did you do last weekend? Did everyone do the same thing?
Procedure: Get into a circle. Each person is going to say what s/he did last weekend, but you
have to tell us what all of your classmates did, too. I am going to start and you have to continue
using the simple past, repeating what each of your classmates did. (Do this with up to 10
students, and then re-start the activity.)
For example:
T: Last weekend, I went to Veracruz and stayed at a hotel.
S1: Last weekend, the teacher went to Veracruz and stayed at a hotel, I watched TV.
S2: Last weekend, the teacher went to Veracruz and stayed at a hotel, Juan watched
TV, and I called a friend.
S3: Etc.
Procedure: Now, lets do the same thing again, but this time mention something you didnt
do.
For example:
T: Last weekend, I didnt clean my house.
S6: Last weekend, the teacher didnt clean his/her house, and I didnt call my sister.
S7: Last weekend, the teacher didnt clean his/her house, Paula didnt call her sister,
and I didnt play soccer.
Etc.
Oral Activity: (10 m)
1. SC Activity: Question & Answer Simple past tense with regular verbs
Introduction: What did you do last week? What did the people in your family do last week?
(Brainstorm ideas and write the verbs on the board. You can remind them of the verbs learned
in this unit and other regular verbs learned previous to this unit. For example: cook, play,
visit, wash, contact, listen, use, design, manage, repair and type.)
Procedure: Now, think of 6 different family members. Make a drawing of the different things
each one did last week. Get into pairs. You are going to ask each other what the people in your
families did last week. Use your pictures to guide you. (Make sure students take turns asking
and answering questions.)
For example:
S1: What did your mother do last week?
S2: She painted a picture. What did your sister do last week?
S1: She watched TV.
Etc.
Oral Activity: (10 m) Please note: you need dice or 3 coins for this game.
1. SC Activity: GameSimple past tense with regular verbs
Introduction: What did you do last week? Last month? Last year? What are some other time
expressions for the past? (Brainstorm and write some time expressions on the board.)
Procedure: Get into groups of 5. You are going to sit in a circle and you will take turns rolling
the dice. Each time you roll the dice, you have to say sentences in the past, depending on the
number that shows up on the dice. If you roll 3 you say 3 sentences, if you roll 5 you say 5
sentences, etc. Remember to use different time expressions. (If you dont have dice, use two
coins aguila is worth 1 point sol is worth 2 points. Students toss the coins and add up the
points. Another option is to make papers numbered 1 to 6 and students take a piece of paper.)
For example: (If the number 2 shows up, the student will have to say two things he or she did
in the past.)
S1: I called my boyfriend last night. I played soccer last weekend.
135

1. SC Activity: Information Gap Simple past tense with regular verbs
Introduction: What activities do singers or movie stars do every day?
Procedure: You are going to talk about what two people did yesterday and put their activities
in the correct order. You are going to work in pairs. (Give one student in each pair card A1 and
the other student card A2.) Student A1 has the complete story about what the fictional singer
Lyla Minuet did yesterday. Student A2 has sentences describing the activities that Lyla did, but
they are in the wrong order. Student A1 should read the story about what Lyla did yesterday,
and student A2 should listen and number the sentences from 1 to 9. (Give them time to do
this. After student A1 has finished reading the story, student A2 should read back the
sentences in the correct order. Student A1 listens to make sure that Student A2 has the correct
order. If a sentence is not in the correct order, Student A1 should correct Student A2.)
For example: No, Lyla didnt start work then. First, she listened to the radio.
Procedure: Now, you are going to do the activity again, but with information about Gary
Garca. (After students have finished ordering the activities for Lyla Minuet, hand out cards B1
and B2. Have students switch roles. The student who read card A1 should get card B2.
Students do the same activity for the fictional movie star Gary Garcia. Give them time to do
this.)
For example: No, Gary didnt start work then. First, he washed his car.
about?
136
The singer and the movie star worksheet
A1
A2
Lyla Minuet is a famous singer. She is

very busy. This is what Lyla did
yesterday.
Lyla Minuet is a famous singer. She is

very busy. You are going to hear what
Lyla did yesterday. Put the sentences in
order.
Lylas day started at 7:30 A.M. First, she
_____ Lyla listened to the radio.
washed her face. Then she called her mother _____ Lyla started work.
at 8:00 A.M. and then she played tennis. Later _____ Lyla watched a music video on
she listened to the radio. She started to work
television.
at 10 A.M. and finished at 8:00 P.M. Then,
_____ Lyla called her mother.
she went dancing with her boyfriend. Finally, _____ Lyla washed her face.
she returned home and watched a music
_____ Lyla went dancing with her boyfriend.
video on television.
_____ Lyla played tennis.
_____ Lyla returned home.
_____ Lyla finished work.
B1
B2
Gary Garcia is a famous movie star. He is

always busy. This is what Gary did
yesterday.
Gary Garcia is a famous movie star. He is

always busy. You are going to hear what
Gary did yesterday. Put the sentences in
the correct order.
Garys day started at 10 A.M. First he called

his girlfriend. Then he listened to some
music. He decided to eat breakfast in the caf
down the street. After that, he washed his
Mercedes-Benz. He started work at 1:00 P.M.
He finished work at 11:30 P.M. Then he went
dancing with his girlfriend! Finally, he
returned home and watched the news on
television.
_____ Gary went dancing with his girlfriend.

_____ Gary washed his Mercedes-Benz.
_____ Gary listened to music.
_____ Gary started work.
_____ Gary returned home.
_____ Gary called his girlfriend.
_____ Gary decided to eat breakfast in a caf.
_____ Gary finished work.
_____ Gary watched the news on television.
137
138

(110-127 m)
1. Three question game.
On a piece of paper write 3 fun questions you can ask other people. (Tell students not to write
the typical what is your name type question. Use the questions on the slide as examples.)
2. Now, walk around the class and ask 3 different students one of your questions. Dont forget
who you asked.
3. Each student stands up and says: Im ________. What new things do you know about me?,
and the students that asked him/her questions should say something interesting that they
learned about him/her.
For example:
S1: Im Juan. What new things did you learn about me?
S10: Your favorite food is pescado a la talla.
S7: Your first girlfriend was Daniela.
(The class should say 2 or 3 things about each student.)
Getting Started (5 m)
1. Work in pairs. Look at the pictures in your book on page 90 and tell your partner what is
happening in the pictures. (Let students talk about the pictures for a few minutes.)
2. (Elicit some predictions from students and write some on the board.) Good! This unit is about
love. Later we will check your predictions and see if they are true.
2. Meaning: There are no pictures for these words. As you click, each word will become dark so
students can see which word you are on. The explanations are below, but if they dont
understand, give further explanations.
provided below.
Usage (teacher)
Usage (student)
come
To come is to approach or move toward a particular person or
No, I wont come to
place. I came to class today on time. Will you come to class on class on Sunday.
Sunday?
fall (in
Fall in love is the process if loving someone. When you are
I fell in love the first
love)
completely in love you say I fell in love. When did you first
time when I was ______.
fall in love?
know
To know is to have information. You know how to speak
I know _______
Spanish. How many languages do you know?
languages.
leave
When you are in your house and go somewhere else you leave
I leave my house at
your house. What time do you leave your house every morning? ______ every morning.
say
When words come out of your mouth you say something. What You should say (thank
should you say when you someone helps you?
you).
see
You use your eyes to see. Look out the window/door. What do I see ________.
you see?
139

1. Get into pairs. Open your books to page 90, exercise 1. Match the words to the pictures. (Give
students some time to do this. Help them with any vocabulary they dont know. Click on the
slide so they can check their answers.)
1. Get into groups of three. Open your books to page 91. Look at the pictures. Number the
pictures to tell a story. (Give students time to do this.)
2. Now, look at exercise 4. Listen to the real-life story of Jack, Debbie, and Cara. Number the
pictures according to the story you hear. (Play the audio twice. Give students time to write the
correct answers.)
3. Now, lets check your answers. (Click on the slide to show them the answers.) Were your
stories the same or different? (Elicit some answers from students.)
Slides 9-11: Grammar Focus: Past tense irregular verbs (15-20 m)
1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
labels.)
a. We use the simple past to talk about completed actions in the past.
b. Irregular simple past verbs do NOT end in ed.
c. The irregular simple past form is ONLY used in affirmative sentences.
d. Negative sentences in the past use didnt + BFV.
4. (Show slide 10. Say each verb in the base form and then the past form 3 times, and have
students repeat after you. Click on each verb after you say it and have students repeat it 3
times. Do this for each verb.)
T: meet-met Repeat!
Ss: meet-met
T: meet-met Repeat!
Ss: meet-met
T: meet-met Repeat!
Ss: meet-met
T: (Click on the slide to show the past form.)
5. (Click on the slide; the verbs will disappear. Say each verb and have students tell you the past
form.)
check their answers.)
7. Have students do exercise 2 in pairs. (Give them time to do this. Monitor the group and help
them with any questions they may have. When they finish, click on the slide to check their
answers.)
individually.
140

1. SC Activity: Stimulus & Response-Simple Past (7-10 m)
Introduction: What are some things you did in the past? When did you do them?
Procedure: Im going to say a verb and complement and you tell me when you did that action.
For example:
T: leave the house / this morning
S2: I left the house this morning at 6:30 a.m.
S6: I left the house this morning at 8:00 a.m.
Cues: (You can use each cue more than once.)
know / all the answers in class
buy / a CD / t-shirt / shoes
leave / cell phone at home / sweater at school give / a friend money / your mother a gift
say / something funny in class
meet / your best friend / boy/girlfriend
fall / in the street / from your bike
see / good movie / a friend
come / to class early / home late
go / to a friends house / the movies
2. SC Activity: Stimulus & Response-Simple Past aff. & neg. (7-10 m)
Introduction: What are some things you did in the past? What are some things you didnt do
in the past?
Procedure: Im going to say a verb and time expression and you tell me you didnt do that
action then, and then tell me when you did it.
For example:
T: go to the movies at 8:00 this morning
S2: I didnt go to the movies at 8:00 this morning. I went to the movies last Saturday
night at 10:00 p.m.
Or
S2: I didnt go to the movies at 8:00 this morning. I went to school
Cues:
go / on vacation / last week
dance / salsa / this morning
play / soccer / last night
buy / a CD / this morning
leave / class early / yesterday
watch / funny movie / last night
call / girl/boyfriend / at 4:00 this morning
give / your father a gift / yesterday
fall / in the street / this morning
start / English classes / yesterday
finish / homework / at 6:00 this morning
meet / your best friend / last week
come / to class late / today
listen to the news / 10 minutes ago
relax / on the beach / yesterday
go / to a party / last Sunday
travel / to (Cuernavaca) / yesterday
be / sick / this morning
buy / new shoes / last night
wash / the dishes / this morning
1. SC Activity: Information Exchange-Simple Past (7-10 m)
Introduction: What did Talia do last week?
Procedure: We are going to work in pairs to see what Talia did and didnt do last week.
Student A will look at Talias daily planner on page 141. Student B looks at Talias planner on
page 95. Student A says a sentence with the time and day of something Talia did. Student B,
says what Talia didnt do at the same time. Then student B, say a sentence with something
Talia didnt do. Student A, say what Talia did do at that time. Take turns saying what Talia did
and didnt do.
For example: (Look at the slide for the example)
141

2. FP Activity: Presentations-Simple Past (7-10 m)
Introduction: Is your life the same now as it was 10 years ago? How is it different?
Procedure: Work in groups of 3-4. You are going to tell your classmates about your life now
and about your life 10 years ago.
For example: T: Now, Im a teacher and I work at the university, but 10 years ago I wasnt a
teacher. I was a student at the university. I have a car now, but 10 years ago I
didnt have a car. Now, Im married and I have a daughter, but 10 years ago I
didnt have any children. Ten years ago, I lived in (Pachuca) and I live in
(Cuernavaca) today. I didnt have many responsibilities 10 years ago, but now I
have many responsibilities.
Slides 15: Pronunciation (5 m)
1. Listen to the audio and see if you can hear the different sounds of the a in came and the e
in went.
2. Now, lets listen.
3. Nows lets listen again and repeat.
1. SC Activity: Stimulus & Response-Simple Past aff. & neg.
Introduction: Lets play the ghost game!
Procedure: (Divide the class into teams. Brainstorm past tense verbs (get a lot). Explain the
rules that are in the column on the right. Model the exercise. The idea is that the first team
starts with the word First, the second team Next and so on, making past tense sentences.
Every time you come round to First the story can start in a new situation.)
For example:
Team1: First I went to the shopping center.
Team 2: Next, I bought a cup of coffee.
Team 3: Then, I got sick. Etc.
about?
142

(111-131 m)
1. SC Activity: Tic-tac-toe-Simple past
Procedure: Lets divide the group into two teams; you are Xs and you are Os. We are going
to play tic-tac-toe, but with a special board (Draw the board on the whiteboard like the one on
the slide that is 7 spaces long by 7 wide.) I will say some information and you need to give a
sentence using the information I give you in past tense. If you give me a correct answer, you
can choose the column you want to put your X or O in. If you give me a wrong answer, the
other team can give me a sentence. The first team to get 3 in a row horizontally, vertically or
diagonally, wins. Lets look at an example on the slide. (Click to show an example. As students
indicate the column they want to put their X or O in, they need to understand that the X or O
will fall to the bottom of the column. They can only choose the column the X or O will go
in, they cant choose the row.)
For example:
T: My sister / get up / negative
S1 Team 1: My sister didnt got up early yesterday.
T: Sorry, thats incorrect. Team 2, can you give me a correct sentence?
S1 Team 2: My sister didnt get up early yesterday.
T: Correct. Where do you want to put your X?
S1 Team 2: In line 4.
Cues:
the students/arrive/early (-)
we/decide to buy (+)
I/cook/mole (+)
I/fall in love/last year (+)
he/say/the movie was good (+) the teacher/see/me copying (-)
S5/finish/the cake (+)
I/watch/Ventaneando (+)
my brother/close/the door (+)
my boy/girlfriend/meet me (+) my family/leave/for Cancun (-) they/go/to church (-)
my grandparents/relax (-)
my boss/reply/the email (-)
S6/want/a beer (+)
the teacher/open/the door (-)
he/start/a diet last week (-)
a friend/call/me yesterday (+)
my dad/buy/a new car (+)
my boy/girlfriend/give me (+)
I/get up/at 6:00 (-)
1. Do you like to give your friends or family presents? What things do you give as presents? Lets
practice this dialog.
2. (Have students practice the conversation in pairs.)
3. (Then, have them do it again substituting their own information; they can practice this various
times switching roles.)
4. (Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesnt exactly follow the same sequence as the slide.)
1. SC Activity: Opinion Gap-Simple past
Introduction: What happened at the park?
Procedure: You are going to work in groups of 4 and each group has to come up with the
story of what happened at the park. (Give students time to prepare this. Walk around to make
sure they use the simple past. Help them with any words they dont know.) Now each group
will present their story.
For example: Petra and Catalina went to the park. The saw two men fighting
143

Slides 25-27: Video Activity (20 m)
1. Click on the slide and read the questions with the students. Explain any words they might not
know.
2. Play the video without the sound and ask students to answer the four questions on the slide.
(Call on students to get different answers. Your objective at this point is to encourage
participation and curiosity. For this reason, tell students you will not say if their guesses are
right or wrong. Accept all answers. You may want to write the students ideas on the board.)
3. Show the video segment again but with the sound on. Have the class come to a consensus
about the answers to the four questions. (Click on the slide to confirm their answers.)
4. (Play the video again and have students answer the comprehension questions on the slide with
true or false.)
5. (Go over the answers with the class.)
Slides 28: Writing (10 m)
1. Get in groups of 3. Look at the pictures on page 95, exercise 10. Take turns giving information
to create a story about the woman and the man in the pictures. Use the simple past tense. You
can use the verbs in the box and other verbs you know.
Slide 29-30: World of Music (15 m)
1. Do you remember the present continuous? (Show the example on the slide to remind them.)
Now get into pairs and make sentences with these verbs. (Give students time to complete the
task. Elicit some sentences from students to check that they remember the structure.)
2. Look at page 96, exercise 1. (Explain any words they dont know) Match the phrases in the box
with the photo. (Play the song. Check the answers orally. If students had difficulty, play the
song again, stopping after each action that goes with a picture.)
3. Look at page 97 exercise 3. You are going to listen again to the song but this time you are
going to fill in the blanks. (Give students 1 or 2 minutes to read the song) (Once they finish
click on the slide to check their answers.)
Slide 31: Oral Activity: (20-30) You need copies of the story. Cut up the story before you give it
to students.
1. SC Activity: Story Simple past tense with irregular verbs
Introduction: What are some famous love stories?
Procedure:
1. I am thinking about the tragic or sad love story of a famous young couple. Which story am
I thinking of? (Romeo and Juliet.)
2. You are going to work in pairs. (Pair students up and hand out one set of story cards to
each pair.)
3. (Pre-teach any vocabulary they might have a hard time with like: stand, balcony, hate,
church, tomb, killed.)
4. (Write the following verbs on the board: is/are, name, live, meet, think, go, see, tell, hate,
leave, make, find. Clear any vocabulary doubts they might have.)
5. (Point to the verbs on the board.) You will choose your answers from these verbs to fill in
the blanks in the story. What verb form are these verbs? (BFV) What verb form do we
need to complete this story? (Simple past.)
6. Now, fill in the correct verbs. (Give them time to do that.) Now, look at the cards. The
story is mixed up. Work in pairs to put the story in the correct order. (Give them time to
do this.)
7. Now lets check your answers. (Call on different students to check the order of the story.
Correct any mistakes they had.)
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Slide 32: Oral Activity: (15-20)
1. FP Activity: Interview Simple past tense with irregular verbs
Introduction: Do you like to ask questions? Do you like to answer questions? Lets do an
interview.
Procedure:
1. Think about a place you went to eat recently. Read the questions on the slide and think
about your answers. (Tell students to make notes, this can help them when doing the
speaking. Monitor your students and help them with any words they dont know.)
2. Now, get into pairs and take turns asking and answering the questions with your
information. (Monitor your students, dont interrupt them but instead make notes on the
board of the mistakes you hear. After the activity is over give general feedback and
corrections.)
For example:
S1: Can you tell me a place you went to eat recently?
S2: I went to Tacos Pepe! S2: Where did you go to eat recently?
S1: I went to La Mansion. Where is Tacos Pepe? Etc.
about?
145
Romeo and Juliet

Many years ago, there was a boy ____________ Romeo
and a girl named Juliet. They ____________ in Italy.
Romeo was sixteen and Juliet ____________ fourteen.
Romeo and Juliet ____________ at a party at Juliets
house. Romeo ____________ Juliet was very beautiful.
Romeo ____________ to Juliets window that night. He

____________ her standing on a balcony. He
____________ Juliet he loved her and she said she loved
him, too.
But there was a problem. Juliets family ____________
Romeos family, and Romeos family hated Juliets family!
The next day, Romeo and Juliet __________________

to a church. They got married!
Juliet ____________ home. She drank a potion. The

potion ____________ her sleep for a long time. Juliets
family ____________ her and thought she was dead!
They ____________ her in a tomb.
When Romeo ____________ Juliet, he ____________
she was dead, too. Romeo killed himself. When Juliet
woke up, she ____________ Romeo. She killed herself,
too. It ____________ a sad story.
146

(110-130 m)
1. Who are some famous people that you can see on TV or in the news? (Let students tell you the
names of people and write then on the board.)
2. Now, choose one of the people on the board. Your classmates will ask yes/no questions to
guess the famous person. (Click on the slide to show the instructions and example. Have
students take turns asking and answering. Dont do more than 3-4.)
1. Work in pairs. Look at the pictures and tell your partner what you know about the people in
the pictures. (Let students talk about the two people for a few minutes.)
2. What can you tell me about these two people? (Let the students tell you anything they know
about Salma Hayek and Miguel Bos.)
provided below.
Usage (teacher)
Usage (student)
make
When you make something you create, prepare or produce it.
I/She made
You can make coffee, make money, make dinner, etc.
Yesterday, I made enchiladas for dinner. What did you/your
mother make for dinner yesterday?
become
When you change or grow, you become something different
Yes, its difficult to
than you are now. You are studying to become engineers,
become famous,
lawyers, nurses, etc. Is it difficult to become famous? Why?
because
move
When you change from one place to another, you move. My
I moved last year from
parents lived in Mexico City, but then they moved to Veracruz
XX to YY.
last year. Did anyone move to a new house or apartment last
year or the year before? Where did you move from?
get
When you get married, or divorced, you become married or
They got married
divorced. I got married many years ago. When did your parents
get married?
take
When you take something, you receive, obtain or study it. I
I took an exam for
dont like to take exams. When did you take your last exam?
(math, accounting, etc.)
What subject was it for?
last
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Slides 7-9: Getting Started (15-20 m)
1. Open your books to page 98, exercise 2. Match the words to the phrases that describe different
life events. (Give students some time to do this. Help them with any vocabulary they dont
know. Click on the slide so they can check their answers.)
2. (Click on the slide.) Lets practice saying these verbs in the past. Look at the verbs; are there
any regular verbs on this list? Which one(s)? (Let students tell you which verbs are which.
Then, say each verb pair 3 times and have students repeat.)
For example:
T: go-went
Ss: go-went
T: go-went
Ss: go-went
T: go-went
Ss: go-went
3. Lets check to see if you know the verbs. Ill say a verb, and you tell me the past tense.
For example: (become, get, go, have, make, move, take)
T: go
Ss: went
4. (Click on the slide.) Now, look at exercise 3. Work in pairs and tell your classmates about true
events from your past.
1. Open your books to page 99. Look at the interview. You are going to read the interview with
Julia Roberts and when you finish, do exercise 4; fill in the blanks with the year. (Give students
time to read and fill in the years. When they finish, click on the slide to show them the
answers.)
2. Now, look at exercise 5. You are going to read the article again, and decide if the statements are
true or false. If the statement is false, you need to write the correct information in the space.
(Give students time to read and decide if the statements are true or false and to put in the
correct information.)
3. Now, work in pairs and compare your answers. (When they have finished comparing, click on
the slide to show them the answers. Go over any answer they have questions on.)
Slides 12-13: Grammar Focus: Past tense questions (15 m)
on the board.
labels.)
a. We use the simple past to talk about completed actions in the past.
b. We use the Aux +S+BFV for questions in simple past.
c. If we ask with a question word, we add that before the auxiliary (QW+Aux +S+BFV).
d. For short answers in negative, we use No + Subject+ didnt.
e. For short answers in affirmative, we use Yes + Subject+ did.
f. In affirmative sentences, we use the verb in the past tense.
answers orally. Check to see if students have any questions.)
answers.)
individually.
148

Slide 16: Oral Activity: (15-20 m)
1. SC Activity: Interviews-Simple past all forms
Introduction: What question words do you know now? What verbs do you know? And what
are some time expressions for the past?
Procedure: Look at the slide. (Click on the slide.) You can see question words, verbs and time
expressions. Work in pairs and take turns asking and answering questions about your activities
in the past. You can start by asking a question with a question word, and then can ask follow
up questions depending on your partners answer.
For example:
T: When did you meet your best friend?
S7: I met him in 2004.
T: Where did you meet him?
S7: I met him at a party.
T: Whats his name?
S7: Carlos. How did you become an English teacher?
T: I studied English at the university and at some private institutes.
S7: Did you ever live in another country?
T: Yes, I lived in the US for about a year.
S7: Where did you live?
T: I lived in Los Angeles.
Etc.
Oral Activity: (10-15 m)
1. FP Activity: Interviews-Simple past all forms
Introduction: Are you good at interviewing people. Lets see.
Procedure: Get into groups of 4 or 5 students. Choose one person to answer questions and
the others will take turns asking questions. All the questions must be about the past. If you
cant think of a question within five seconds when its your turn, youre out.
For example:
S1: Did you do your homework last night?
Interviewee: Yes, I did.
S2: What was your homework?
Interviewee: English and Math.
S3: What did you do after your homework?
Interviewee: I watched TV.
S4: Uh did uh
Group: Youre out!
about?
149

(113-143 m)
1. SC Activity: Question & Answer-Simple Past all forms (10-15 m)
Introduction: What did you do last weekend? Yesterday? Last night?
Procedure: What are some verbs you know? (Let students brainstorm and write them on the
bb.) What are some time expressions you know for past? (Let students brainstorm and write
them on the bb.) Now, work in pairs and ask your classmate about things s/he did in the past
using the time expression and verbs you know. (Click on the slide to show some additional
verbs and time expressions.)
For example:
S2: Did you go to the movies last weekend?
S6: Yes, I went to the movies.
S2: What movie did you see?
S6: I saw (Avatar). Did you watch TV last night?
S2: No, I didnt.
S6: What did you do?
S2: I studied for an exam.
Etc.
2. FP Activity: Presentation-Simple Past all forms (10-15 m)
Introduction: Who are some famous people? (Brainstorm and write some names on the bb.)
Do famous people do the same things that we do every day or are their lives different from our
lives?
Procedure: Imagine you are a famous person. Choose one of the famous people from the
board or think of a different famous person. Work in groups of 3-4 and tell your classmates
about your life and the things you did in the past. Your classmates will guess who you are.
For example:
T: Im a famous actor. Im Spanish. Im (50) years old. Some years ago, I got married
to an American woman. She is also an actress. We have one child. Last year I made
two movies and in the past I was the cat in the Shrek movies. Who am I?
S2: Are you Antonio Banderas?
T: Yes, I am.
3. FP Activity: Travel Game-Simple Past all forms (10-15 m)
Introduction: What are some interesting places to go on vacation?
Procedure: You are going to work in groups of 4 and each group has to tell the group about 3
places that they went on vacation and they have to tell us 3 things they did or didnt do in each
place. You cant use the same verb twice. (Give students time to prepare this. Walk around to
make sure they have chosen 3 different places and that they have different activities for each
place.)
For example:
G1: First we went to Spain. We bought a bottle of wine. We ate tapas. Then we
traveled to Italy. We didnt visit the Pope. We took a bus to Tuscany. Last we
decided to go to Cancn. We relaxed on the beach and we got up late every day.
150

1. In English, auxiliaries and pronouns are usually unstressed. When we have the pronoun he
after the auxiliary did we dont usually pronounce the /h/ sound in he. The question with
did he sounds like diddy. (Click on the slide for students to see the information.)
2. Now, listen to the audio and see if you can hear the weak pronunciation of did and the
pronouns. (Click on the slide. Play the audio.) Did you hear any of the blending of did and
he?
3. Now, lets listen again ad repeat after the audio.
1. Do you have a favorite actor or actress? What about a favorite singer or musician? Lets
practice this dialog.
1. Who is Marc Anthony? Lets find out about his life. Work in pairs and take turns asking and
answering questions about Marc Anthony. One student will look at page 138 in their books
and the other student will look at page 101. (Give students time to do the activity, and when
they finish, they can check their answers.)
2. (If students are interested and know anything about Marc Anthony ask the questions that
follow. If not, go on to the next activity.)
What happened to Marc Anthony after he got back together with his wife Dayanara?
(They got divorced in 2004.)
Who is he married to now? (Jennifer Lpez.)
When did they get married? (2004.)
Do they have any children? (Twins: a boy and girl.)
When were they born? (Feb. 2008.)
Slides 26-27: Writing (15 m)
1. Imagine you are writing an article about the life of one of your classmates. First, work in pairs
to prepare the questions you want to ask your classmate. (Show the slide with some examples
of questions. Give them time to do this and walk around and help them if necessary.)
2. Now, ask your questions to one of your classmates. Work in pairs and write your classmates
answers. (Give them time to do this.)
3. Now, write a report on the information you found out about your classmate. (Click on the slide
to show the example. Collect the written work and check it.)
4. If you didnt finish, please finish it for homework and bring it next class.
1. FP Activity: question-answer Simple past tense all forms.
Introduction: When did you last go to the movies? A restaurant?
Procedure:
1. (Write up on the board:) When did you last go to a restaurant? (Or a similar question;
whatever best suits your students. When did you last go to the park? Or when did you last
go to the cinema? Draw a line all the way down the board to the right of this in which you
can write vocabulary and phrases that students ask you during the activity.
2. What are some time expressions for the past? (Write what they say on the board. For
example: last week, two weeks ago, in March, on my birthday, etc.)
3. What other questions can you ask about this event?
151

For example: (For the restaurant they might say:)
1. Which restaurant did you go to?
2. Who did you go with?
3. What did you eat?
4. Did you like it?
5. Did you have dessert?
6. What did you talk about?
(Build up a list of as many questions as you can on the board.)
Procedure:
1. (Once you have a good number of questions on the board group students into groups of
two or three.) Now, work in groups of 2-3 and ask and answer the questions together. You
dont write anything; this activity is to practice speaking. (Monitor as the students speak
but dont interrupt. Focus on students use of the past simple and make a note of any
problems or mistakes. As students ask you for help with vocabulary and phrases, write
these up on the board in your vocabulary section.)
2. (Bring students back together after about 10 minutes and go through any difficulties that
you picked up with the use and form of the past simple during monitoring.)
3. Lets change groups. This time lets ask about something else. (Move students around to
form new pairs or groups of threes and give each group another When did you last?
question. Again you should choose these to suit your students but they may include go to
the cinema? go on holiday? go shopping? visit a relative?)
4. What questions can you think of to ask about this situation? Write as many questions as
you can think of. (Give students a time limit, say 5 or 10 minutes, and ask them to write as
many questions as they can think of for the situation theyve been given. Move around the
groups helping and correcting the questions. Make sure all students in the group write the
questions as they will need them later.)
5. Now, lets change groups again. Next, ask your questions and write down the answers you
get. (Give them time to do this. Take note of any mistakes they make.)
6. Now, go back to your group and compare the answers you got from your classmates.
about?
152
World View 1B: Midterm Review

(116-146 m)
1. FP Activity: Presentation Present Continuous and vocabulary (15-20 m)
Procedure:
1. Look at the picture. Whats this? (Its a family) Good! Who is this? (Point to the
grandmother.) Great! (Repeat the same process for mother, daughter, grandfather, father
and son.)
2. Take out your notebooks; make a drawing of your family. (Give them time to do the task.)
Think about what they are doing right now. Take some notes that will help you with your
presentation.
3. Get into pairs and tell your partner what each of your family members is doing right now.
For example:
T: My mother is washing the dishes. My grandfather is sleeping in front of the TV. My
grandmother is reading a magazine. My father is working in the office. My sister is
doing her homework and my brother is playing the guitar.
Procedure:
4. Change partners; this time your partner is going to ask what each of your family members
is doing, where or with whom. When you finish, switch roles.
For example:
S1: (Pointing to the mother of his partners picture.) What is your mother doing?
S2: She is washing the dishes.
S1: Where is she washing the dishes?
S2: In my house.
153

Oral Activity (10-15 m)
1. FP Activity: Game Present Continuous and vocabulary
Introduction: Who can draw well? Lets play a game.
Procedure: Get into two teams. One member of each team will come to the front. I will show
you a sentence, and you must draw it. The first team to guess the sentence correctly wins a
point.
For example:
T: Two men are dancing on a table.
One student from each team: (Draws a picture of the sentence.)
Cues:
A girl is drinking water.
A baby is eating a cookie.
Grandfather is watching TV.
A man and a woman are getting married.
A woman is finishing a race.
A girl is thinking.
Father is driving a car.
Grandmother is relaxing in an armchair.
The dog is sleeping.
My sister is playing the guitar.

1. FP Activity: Role play Modals: would like, will have, and can for ordering.
Introduction: Welcome to MAMAs restaurant.
Procedure:
1. Look at the slide. This is the menu for MAMAs Restaurant. Get into trios. Imagine you
are dinning at MAMAs Restaurant. Put two desks to simulate it is your table at the
restaurant. Two of you will be the customers and one will be the waiter. Take turns
ordering from the menu. Ask questions in reference to the dishes. Use the vocabulary and
the grammar learned in unit 16. (Make sure the waiter writes the order and the customers
check it to see if he or she wrote it correctly.)
For example:
S1: Good morning. Are you ready to order?
S2: Yes. I would like a ham sandwich and mixed green salad, please.
S1: Anything else?
S2: Yes. How much is a soda?
S1: Two dollars.
S2: Ill have a soda.
S1: Can I take your order?
S3: I would like a chicken sandwich. Can I have French fries with it?
S1: Yes. And to drink?
S3: Ill have ice tea.
S1: Small or large?
S3: Large, please.
S1: OK, coming right up.
(After this, students change roles until they are all waiters. You may want to write
some of the key questions on the board as cues for the students. Ill have, I would like,
How much..? etc.)
154

1. SC Activity: Guessing game - vocabulary, action and non action verbs.
Introduction: Where am I?
Procedure: Look at the slide. You can see pictures of different places. Get into pairs. Student
A, choose a picture and imagine you are there. What is the weather like? What season is it?
What are you wearing? Student B must ask questions to figure out where student A is.
For example:
S1: (Chooses the picture on Monterrey with snow.)
S2: It is cold?
S1: Yes it is.
S2: Are you wearing a raincoat?
S1: No, Im not.
S2: It is winter?
S1: Yes, it is.
S2: Is it snowing?
S1: Yes, it is.
S2: Youre in Monterrey!
S1: Yes, I am. (Now it is S2 turn to choose a picture.
1. SC Activity: Question & Answer game be simple past
Procedure:
1. Open your books to page 94, exercise 5. You are going to listen to a conversation between
two people that are playing the memory game. Write down some of the phrases you hear
with the simple past. (Play the audio once. Play the audio again if necessary. Call on
students to say the information they heard and wrote down. If students have mistakes,
have them repeat the information correctly and write the sentences on the board for
students to refer to when playing.)
2. Get into groups of four. Two people on each team. Each team needs a coin and a token. If
the coin lands on Aguila you move one space. If the coin lands on Sol you move two
spaces. When you land on a space, the student uses the cue to ask the other person on
their team a question. If the sentence and answer is grammatically correct they stay where
they are. If not they go back to where they were. The first team to finish wins.
For example:
Team 1: (Lands on What favorite color?
S1 (Of team 1) asks S2 (Of team 1): What was your favorite color?
S2 (Of team 1) answers: Blue was my favorite color.
Team 1 stays in that box. (If the answer is grammatically incorrect they move back to
the box they were before.)
155

1. FP Game: Presentation Simple past affirmative & negative, regular & irregular verbs
Introduction: To do list.
Procedure: Imagine you are a very important person. Make a list of things you must do this
week. Make sure you put at least ten things on your list. (You can make a things to do list on
the board eliciting some the activities from students. Tell them they can refer to unit 19 and 20
for any verbs or vocabulary they might need.)
For example:
THINGS TO DO
DONE
Call my boss
X
Arrive early to the meeting
Watch the news on Friday
X
Reply to my e-mails
Finish work early on Tuesday
Go to the dentist
X
Procedure: Guess what? The week is over, and half of your list was not accomplished. Choose
five things from your list that you didnt accomplish and put a cross next to them. Get into
pairs and tell your partner the things you did and didnt do this past week.
For example:
T: I didnt watch the news on Friday. I arrived early to the meeting. I didnt watch the
news on Friday. Etc.
1. FP Activity: Presentation, question & answer Simple past questions
Introduction: What famous people do you know about? Lets see.
Procedure: Think of a famous person you like and that you know some information about.
Look at the slide. In your notebooks answer the questions with the information about your
famous person. If you dont know the information you can invent it. (Give them a few minutes
to do this.) Now get into trios and present your famous person to your team.
For example:
S1: Julia Roberts was born in the United States. She is an actor. She became famous
with the movie Pretty Woman. She got her first job when she was 17 years old.
S2: Did she ever win an award?
S1: Yes, she won an Oscar.
156

(112-132 m)
Slide 3: Warm up activity (Dont advance to slide 5 yet!) (10 m)
1. Was there a time when you stayed at a hotel on vacation or for work? What services were there
at the hotel? A restaurant? A bar? A swimming pool? Tell me some of the services you can find
at hotels. (Let students tell you different services. Click on the slide; different images will
appear. Ask the students if these services were available at the hotel they stayed at. If they dont
understand something, explain it.)
For example:
T: (Point to the restaurant.) Whats this?
Ss: a restaurant
T: Right. Right. Its a restaurant. (Click on the slide for the word to appear.)
T: (Point to the swimming pool.) Whats this?
Ss: alberca
T: Its a swimming pool. (Click on the slide for the word to appear.)
Etc.
2. Of all these services, which one or ones are the most important for you when you stay at a
hotel? (Let students mention the ones that are important to them.)
3. Which one or ones arent important to you? (Let students mention the ones that are not
important to them.)
understand.
provided below.
Usage (teacher)
Usage (student)
business
When you go to a hotel for work, you want a place where you
The (City Express,
center
can use a computer, print things on a printer, make copies, etc.
Camino Real, etc.) has a
This place is a business center. What hotels have a business
business center.
center?
caf
A caf is a small restaurant that serves mostly breakfast and
(Sanborns, VIPs, etc.)
lunch. Cafs are not elegant restaurants. What restaurant(s) in
are cafs.
Mexico is/are cafs?
cash
When you need money, but dont want to go to the bank, you
Theres a cash
machine
go to the cash machine. Where is there a cash machine near
machine
here?
elevator
You can go up or down (mimic) in an elevator. When I need to You can see an elevator
go up 3 floors, I always take the elevator. Where can you see an in
elevator?
fitness
When you want to do exercise in a hotel, you go to the gym or
You can do XX in a
center
the fitness center. What activities can you do in a fitness
fitness center.
center?
gift shop
When you want to buy a magazine, candy, water, a small
I bought XX in a gift
present, etc. at the hotel, you go to the gift shop. Tell me
shop.
something you bought in a gift shop.
157

hallway
The hallway is the corridor or space that you walk down to get
to your room. Hallways are usually long and narrow (mimic)
and have walls on both sides. Does this university have
hallways? (If not:) Where can you see hallways?
lobby
This is the lobby of a very large hotel. You can relax in the
lobby. What can you usually see in the lobby of a hotel?
meeting
rooms
When you go to a hotel for a conference, you need to have a

meeting room. This is a meeting room. What can you see in a
meeting room?
This is a parking garage. A parking garage is always inside a
building. Where can you see a parking garage?
parking
garage
reception
desk
restrooms
stairs
swimming
pool
When you arrive at the hotel, you go to the reception desk to

check in and get your key. What do you have to do at the
reception desk before you can go to your room?
Another word for bathrooms is restrooms. The restrooms are
public facilities and are used by any person in the hotel or
restaurant. Where are the closest restrooms at this university?
When they elevators dont work, you have to take the stairs.
When do you take the stairs?
When you go on vacation, most people like to relax use the
swimming pool. Is there a swimming pool near here? Where
is it?
Yes, this university has

hallways. / You can see
hallways in office
buildings, hotels,
schools.
You can see chairs,
sofas, a bar, etc. in the
lobby.
You can see a table,
chairs, a board, etc. in a
meeting room.
You can see a parking
garage in an office
building, a shopping
mall, etc.
You have to pay at the
reception desk.
The closest restrooms
are
I take the stairs to get to
(my apartment).
There is a swimming
pool

1. Work in pairs. Look at the floor plan of the hotel. Label the places on the plan with the words
from the box. (Give students time to do this.)
2. Lets check your answers. (Click on the slide for them to check.)
Slides 19-21: Pronunciation (10-12 m)
1. In English, we often put two words together to make a new word. These words are called
compound nouns. You already know some of these from previous units: armchair, bookcase,
baseball game, ice cream, etc. When we say these words, the stress goes on the first word of
the compound noun. When we stress the second noun, it can change the meaning of the word.
(Have them look at the example of blackboard vs. black board.)
2. (Click to advance to the next slide.) Now, listen to the audio and notice the where the main
stress is. (Play the audio.)
3. Now, open your books to page 102. Look at the words in exercise 4. You are going to listen to
the audio and mark the main stress in these words. (Play the audio and let them do this.)
4. Now, lets check your answers. (Click on the slide to show the answers.)
5. Now, lets practice these words. Please repeat after the audio. (Play the audio again and have
students repeat.)
158

1. Look at the slide. When we want to count, we use numbers one, two, three, etc. But, when we
want to put things in order, we use ordinal numbers: first, second, third, etc.
Please repeat after me: (Have students repeat each number 3-4 times after you to make sure
they can say them.)
first
second
third
fourth
fifth
sixth
seventh
eighth
ninth
tenth
2. Now, open your books to page 103, exercise 7. Listen to the audio. You will hear 3
conversations. You need to circle the numbers you hear in the conversations. (Play the audio
once or twice so that students can get the answers.)
3. Now, lets check your answers. (Click on the slide to check the answers.)
4. Now, repeat the numbers after the audio. (Play the audio and let students repeat.)
5. Next, work in pairs. You will look at the floor plan on page 102 and ask each other about
where things are in the hotel. Lets look at this the next slide. (Click on it to show the use of
the prepositions in and on, and an example of the dialog. Let students practice, walk around to
monitor and help if necessary.)
Slide 24-25: Grammar Focus: Imperatives (10 m)
on the board.
labels.)
a. We use the imperatives to give commands; to tell someone what to do.
b. In affirmative, we use the BFV + complement.
c. In negative, we use Dont + BFV + complement.
d. We never mention the subject in the sentence; when we give a command, we are
talking directly to the person.
4. Have students open their books to page 103 and have them do exercise 11. (Go over the
correct answers orally. Check to see if students have any questions.)
answers.)
Slides 26-27: Repeat/Complete: Commands (7 m)
individually.
159

1. SC Activity: Stimulus & Response-Commands (7-10 m)
Introduction: Lets practice some commands.
Procedure: I say a command, and you do the action I say.
For example:
T: Put your books on the floor.
Ss: Students do the action.
T: Very good. Now, stand up.
T: Draw a picture in your notebook.
Etc.
Procedure: Now, lets work in two groups. In each group, one person will give a command,
and the others will do that command. (Make sure each student has an opportunity to give a
command.)
For example:
S5: Put your hands on the desk.
S5: Take a pencil or pen from your Very good. Now, stand up.
S5: Dance salsa.
Etc.
Introduction: Lets practice some commands.
Procedure: One student says a command, and another student does a different command
from the action that the first student says. (Have one student give another student a commad.
The second student should do a different action than the one the first student said. Then, the
first student says Dont do / Do.)
For example:
T: I say: Put your books on the desk. And you do a different action (for example put
the pen on the desk).
T: Dont put your pen on the desk; put your book on the desk.
Cues: (if necessary)
open / the door / your notebook / your book
close / your book /your bag / the window
stand up / sit down
look at / the board / me / S5
take /the pen / the pencil / the maker
write / on the board / in your book /
give me / your phone / your book / your watch talk to / S3 / me / S6
1. Look at the hotel plan on page 102. Listen to the hotel receptionist give directions. Follow the
directions and check off the places that you hear. (Play the audio; if necessary, play it a second
time.) What places did you hear? (Click on the slide to show the answers.)
2. Now, look at the plan on page 102 again. You are going to hear the audio again. Follow the
directions that the receptionist gives. Where does the guest want to go? (To a restaurant.)
160

Slide 29-31: Grammar Focus: Giving Directions (10-12 m)
1. (Teacher shows the slide; says the sentences and students repeat. Dont write these sentences
on the board.)
2. (Go over each sentence to explain the meaning.)
a. Go to the end (Go to where the hallway ends.)
b. Turn left/right (Change direction and go to the right or left.)
c. Get off (Leave the elevator. The opposite is Get on: to enter the elevator.)
d. Go down a hallway/street (Walk the length of the hallway or street.)
e. Go up/down (Go to a higher or lower floor of a building.)
f. Go past (Go toward something, but dont stop there; keep going.)
show the answers.)
4. Have students do exercise 4. (Give them time to do this. Monitor the group and help them
with any questions they may have. When they finish, play the audio and let them check their
answers. Finally, click on the slide to show the answers.)
about?
161

(111-131 m)
1. FP Activity: Information Gap-Commands & directions
Introduction: Do you like to go shopping? Can you explain how to get to different stores?
Lets describe how to get to different stores in a mall.
Procedure: Look at the map of a mall on the slide. (Go over any vocabulary that they might
not know.) Now, work in pairs. Each of you needs to write down 3 places you want to go in
the mall. (Give them time to do this.) Now, one student looks at the slide and the other has his
back to the slide. Student A has to ask how to get to the places on his/her list. You will start at
the information desk. Student B will tell him/her how to get to the first place on his/her list.
From there, Student A will say where he/she wants to go next and Student B will say how to
get there. Etc. When Student A has visited all of his/her places, then you switch and Student B
will say what places he/she wants to visit and Student A will say how to get there.
For example:
T: I want to go to the bookstore.
S1: Go straight ahead, and go past the music store, the pharmacy and the phone store.
The bookstore is on the right.
T: Thanks. Now I want to go to the jewelry store.
S1: Go out the bookstore and take a left. Go straight and go past the music store.
When you get to the music store, go towards the left. Keep going past the
bathrooms and the bank. The next shop is the jewelry store.
T: Perfect. Last, I want to go to Suburbia.
S1: Okay, go out of the jewelry store and go to your right. Go past the bank and
bathrooms and the music store. Go past the music store and go towards your left.
On your left youll see a big toy store, go past the toy store and the beauty salon.
Suburbia is the next store on your left. Now, where do you want to go?
Etc.
1. What services do you use in a hotel? Lets practice this dialog.
1. When you stay at a hotel, what things do you ask about? Work in pairs and take turns asking
and giving directions. Imagine you are each working at the reception desk. One student will
look at page 105 and the other will look at page 139. Ask each other for directions to the places
that are in your book. When you finish, compare your floor plans; they should be the same!
162

Introduction: Can you give good directions now? Lets see.
Procedure: Imagine you are someplace in the school, but dont tell your classmates. Now,
work in groups of 3-4 and tell your classmates how to get from this classroom to where you
are.
For example:
T: Leave the classroom and turn left. Go straight for 3 meters, then turn left again. Go
down the hallway to the door at the end. Go down the stairs, then go through the
door and turn right. The place you are looking for is in front of you.
S3: Are you in the coordinators office?
T: No.
S4: Are you in the cafeteria?
T: Yes.
Introduction: Where are the things in your house? Lets describe how to find different things
in your house.
Procedure: Draw a picture of your house similar to the one on the slide. (Give them time to
do this.) Now, work in pairs and describe how to get to different places in your house. Your
partner will follow your instructions and lets see if they can find the correct place in the house.
Slides 40-41: Video Activity (25-30 m) Please note: you need copies for this activity.
Where is the Pool?
1. Draw students attention to how this topic relates to the theme of Student Book 1, Unit 22.
(Both the Student Book unit and the video segment are about giving directions.)
2. Tell students what the genre is (comedy skit program) and provide a short explanation, if
necessary.
3. Hand out the Video Activity Worksheet.
4. Play the video with the picture off or covered. Ask students to answer the four questions on
the Video Activity Worksheet.
participation and curiosity. For this reason, tell students you will not say if their guesses are
right or wrong. Accept all answers. You may want to write the students ideas on the board.
7. Show the video segment again but with the picture on or uncovered. Have students work in
pairs to compare their predictions with what they saw in the video and then share them as a
whole class.
9. Play the video again and have students answer the comprehension questions on the Video
Activity Worksheet.
10. Go over the answers with the class, or play the captioned version of the segment.
Survey: Have each student write a question asking directions to someplace in or near the school
(such as: Where is the Z Caf?) Have students circulate and ask each other their questions. Who
knows directions to the most places?
163

Oral Activity (15-20 m) Please note: you need copies for this activity.
1. SC Activity: Information gap Imperatives; directions and prepositions of movement
Introduction: Can you give good directions now? Lets see.
Procedure:
1. Tell students that this activity has two stages: (1) each group will complete their floor
plan for an entertainment complex by labeling each place in the building; and (2) they
will communicate this information to students in the other group.
2. Divide the class into two groups: A and B.
3. Hand out the first set of floor plans and directions to students in each group. Group A
gets plan A, and Group B gets plan B.
4. Pre-teach across from, hallway, theater, and clothing store.
5. Tell students to read their directions carefully and to label the six places on their floor
plans according to the directions.
6. Check that the students labels are correct. Then tell students to keep the labeled floor
plans but remind them not to show them to the other group.
7. Pair students: one from group A and the other from group B. Give students in each
pair a new floor plan but no directions. Student A should get Plan B, and Student B
should get Plan A.
8. Explain the task: Student A will read the directions aloud to Student B, who will then
look for the places in Plan A. Student A will check Student Bs answers, using the plan
that he or she previously labeled. Then its student Bs turn to give directions to
Student A, and student As turn to look for the places in Plan B.
about?
164
Video activity sheet

Wheres the pool?
Listen to the video segment with the picture off or covered. Answer the
questions below. You can guess if youre not sure.
2. What questions does the man ask?
3. What does the woman do?
4. What happens at the end of the scene?
Watch the video again with the picture on or uncovered. Were your
answers correct?
Read the questions below. Then watch the video segment again and
match the questions and the answers.
1. What is the man looking for?
a. a restaurant
2. Which floor is it on?
b. the swimming pool
3. Is it on the right or the left?
c. on the tenth floor
4. Where does the man go first?
d. yes
5. Does the man finally find the pool?
e. on the right
165
Speaking Activity Worksheet

Worksheet A
1. Come out of the elevator and youll see the

Forget-me-not gift shop on the right.
Plan A
2. Go past the gift shop and turn left.

3. Go along the hallway and youll see the
Olympics fitness center on the left. Its
across from the gift shop.
4. Turn right after the fitness center and youll
see the swimming pool on the right nest to
the beauty salon, and the Odean Theater on
the left.
5. Turn left after the theater. The Common
Grounds Caf is on the right across from
the theater.
6. Turn left and go along the hallway. Youll
see the Tower Restaurant on the right.
7. Go past the Tower Restaurant and the first
Impressions Clothing Store is in front of
you.
Worksheet B
Plan B
1. Come out of the elevator and youll see the

Maxi Theater on the right and a parking
garage on the left.
2. Go past the theater and turn left.
3. Go along the hallway, past the parking
garage, and youll see the Park Fitness
Center in front of you.
4. Turn left and then turn right. The Palace
Restaurant in on the left. Its across from
the parking garage.
5. Turn right and go past the fitness center.
The Regency Restaurant is on the left. Its
across from the fitness center and the caf.
6. Go along the hallway. The internet Caf is
on the right. Its next to the fitness center.
7. Turn left and Chic Clothing Store is on the
right.
166

(105-112 m)
Slides 4: Warm up Activity (10 m)
1. In this unit we are going to talk about Big Plans. (Draw a simple time line on the board.
Elicit the date and the year and write it in the middle of the time line.
Example:
(Todays date)
Then write the same date but one year in the past and one year in the future.)
Example:
May 12th 2010
May 12th 2009
May 12th 2011
Now get into groups of three. Tell your partners about a big change in the past and about a
change you want to make in the future.
For example: Last year I finished school. Next year I want to travel to Cancun.
2. Meaning: There are no pictures for these words. As you click, each word will change color so
provided below.
Word
Usage (teacher)
Usage (student)
build
When you construct something you build it. Who builds
An architect builds
buildings?
buildings.
change
When you make things different you change them. Please I changed seats with
change seats. (Make students change seats.)
What did you just do?
earn
The opposite of to earn is to spend. When you work you
I earn
earn money. Do you work? How much do you earn?
escape
To escape is to run away, to leave. Criminals always want
I like to escape to
to escape prison. When you have free time, where do you
like to escape to?
move
To change something from one place to another. You can I moved my book bag
move furniture. Please move your book bag to the wall.
(Students move their book bags.) What did you just do?
quit
When you stop doing something you quit. I didnt like my Yes / No, I (dont) want
last job, so I quit. Do you want to quit school?
to quit school.
167

retire
settle down
In Mexico, workers retire at age 65. They stop working

and start getting a pension from the Seguro Social. Do you
know someone that retired from work? When did that
person retire?
When you get comfortable or stay in a place you settle
down. When you finish school, do you want to settle
down in this city or do you want to move to a different
city?
My (father /
grandfather) retired XX
years ago.
I want to settle down

1. (Tell students to open their books to page 106, exercise 1.) Use the verbs in the box to
complete the sentences. (Click on the slide to check the answers.)
1. FP Activity: Presentation-Vocabulary
Introduction: What do you want to do in your life?
Procedure: Get into pairs and using the verbs on page 106, exercise 1 tell your partner five
things you want to do in your life.
For example:
S1: I want to escape to Cancun. I want to retire young. Etc.
S2: I want to build my house. I want to move to Mrida.
Slides 8-9: Reading (20 m)
1. (Explain to students that to have it all means to have everything most people dream of. Click
on the slide.) Open your books to page 107. You are going to read about Simon and Emily.
Underline the information that gives information about what life is like in each of the places,
and the things Simon and Emily did or do in each of the places. (Give them time to do this.
Answer any questions they might have.)
2. Now look at the chart on page 107, exercise 4. Read the article again and complete the chart
with your partner. You are going to write the details about their life in the city and in the
country. (Give them time to do this. Answer any questions they might have.).
3. Who can give me the answers about their life in the city? Who can give me the answers to life
in the country? (Click on the slide to check their answers.)
4. Now, read the article again and answer the questions on page 107, exercise 5. (Click on the
slide to show the correct answer to the first question; the second question can have many
different answers.)
Slide 10: Grammar Focus: be going to + verb for the future (5 m)
the board.
labels.)
a. We use going to to talk about future plans.
b. For questions, the verb to be goes before the subject, in affirmative or negative, it goes
after the subject.
c. After the expression going to we always use the BVF.
d. You can use WH words to ask questions about future plans.
Slides 11-12: Repeat/Complete: Going to for Future (7 m)
individually.
168

answer orally.)
correct answers when they finish.)
1. CP / SC Activity: Stimulus response-Going to for future
Introduction: Why do I have a?
Procedure: (Divide the group in two teams. At the front of the room put something to be
it, for example, the eraser, a book, a pen, etc. Now, I have many things in my bag. You can
see pictures of all those things on the slides. You have to guess what I am going to do with the
objects I have. When I show you the image, the team that has the answer has to run and get
IT (Show students IT.) The team that has IT is the one that can speak. If you get the
answer wrong the other team can answer. (You must keep track of each teams score.) The
team that has the most points at the end wins. (Students need to give you a logical,
grammatically correct sentence for the object on the slide. As you click on the slide, different
images will appear. Make sure that different students have an opportunity to answer.)
For example:
Teacher: Why do I have a mouse?
Team 1 answers: Because you are going to work on the computer. (If the answer is
correct, give the point to the team.)
1. SC Activity: Find someone who- Going to for future
Introduction: What do you know about your classmates? Lets see if you can find a classmate
who is going to do some things in the future.
Procedure: On a piece of paper draw a grid like the one on the board. In a minute you will
stand up and walk around the room trying to fine classmates that are going to do the things on
the slide. When you find somebody who is going to do that activity, you can write his/her
name in the grid. The first person to complete the grid with names, wins.
For example:
T: Lets look at the first box; what does it say? ( is going to buy a present this
weekend.) So, how can you ask that question?
S1: Are you going to buy a present this weekend?
S2: No, Im not. (So, you ask another student.)
S1: Are you going to buy a present this weekend?
S7: Yes, I am. (You write your classmates name in your grid.)
about?
169

(116-131 m)
Warm up Activity (15 m)
1. SC Activity: Chain Drill-Idiomatic future
Introduction: What are you going to do next weekend?
Procedure: I will say an activity that Im going to do next weekend, and then you say an
activity that you are going to do next weekend and repeat my activity. The next student says an
activity that he/she is going to do, says the first students activity and repeats my activity. (This
is a chain activity where the first student will say what s/he is going to do and then say what
his/her classmate is going to do, and what the teacher is going to do. Dont let the chain go
beyond 8-10 people because it gets too long; at that point, you should start another chain.)
For example:
T: Im going to buy some new shoes next weekend.
S1: Im going to get up late next weekend, and you are going to buy some new shoes.
S2: Im going to visit a friend, hes going to get up late and you are going to buy some
new shoes.
Etc.
1. (Have students listen to the words.) Notice the two pronunciations of going to.
Slide 23: Speaking: (20-25 m)
1. SC Activity: Question & Answer: Going to for future. (10 m)
Introduction: What are you going to do?
Procedure: Look at page 109, exercise 7. Think about your plans for the future. Look at the
chart, and check the things that are true for you. Add two or three more things to each list that
you plan to do. (Give students time to complete the task; help them with any words they dont
know.) Now, get into trios and take turns asking each other about your plans.
2. FP Activity: Presentation: Going to for future (10-15 m)
Introduction: What are you going to do next vacation?
Procedure: Work in groups of 3-4 and tell your classmates about your next vacation. Tell
them where you are going to go and what you are going to do. You need to mention at least 4
things you are going to do.
For example: T: On my next vacation, Im going to go to Chiapas. Im going to visit San
Cristobal de las Casas, and buy lots of handicrafts. Im going take a boat to go to the Canyon
del Sumidero. Im going to buy coffee and eat lots of typical dishes. Im going to visit the
churches and the towns in the area.
170

1. FP Activity: Presentation Going to for future.
Introduction: What are you going to do in the future?
Procedure: Write a paragraph describing what you are going to do in the next few years. Use
going to when writing you paragraph. Once you finish read your paragraph to your partner.
Example: Refer to the slide for an example.
1. SC Question - Answer: Going to for future
Introduction: Lets play!
Procedure: Get into groups of three. Student A tosses a coin. Aguila moves 2 spaces and
Sol moves 1 space. With the cue, make questions or sentences using going to. If the
sentence or question is correct you can stay on that space. If its not correct, you have to go
back to the space you started at. The first person in the group to get to the finish line wins.
For example:
S1: (Lands on the car.) Are you going to drive a car to school?
T: Correct. You can move one / two spaces.
S2: (Lands on the guy singing.) Susana is going to sing tomorrow.
T: Sorry, that sentence isnt correct. You need to go back. Etc.
1. FP Activity: Information Gap-Idiomatic future
Introduction: What do you like to do on vacation? Where do you like to go?
Procedure: Work in groups of 3-4. Imagine you are planning a wonderful vacation for you
and your friends. Money is no problem! You need to choose 3 places to go and 3 things to do
in each place. You cant repeat activities. (Walk around and check that students have
understood that they need to make plans to visit 3 places and do 3 activities in each place and
that they cant repeat the verbs.)
Procedure: Now, each group will give a presentation on the places they are going to visit on
vacation and the things they are going to do. Lets see who has the most original vacation.
For example:
T: First are going to go to Italy and we are going to eat a delicious Italian meal.
Then we are going to visit the Sistine Chapel and we are going to take a lot of
pictures. Next, we are going to travel to Spain. Etc.
1. FP Activity: Presentation-Idiomatic future, simple present, simple past
Introduction: What was your life like 10 years ago? What is it like now? What will it be like in
10 years?
Procedure: Work in groups of 3-4 and tell your classmates about your life 10 years ago, now
and in 10 years from now.
Procedure: When you finish, your classmates can ask you questions.
For example:
S2: In the future are you going to have children?
T: Probably. I want to have 2 children.
S5: What was your favorite subject in school when you were a child?
T: It was English, of course!
about?
171
Directions: Make a statement or a question using "going to". Is he going to

ride a bus? He is going to ride a bus.
172

(114-137 m)
10. Are some dates in the year important to you? What date or dates are important? In your
notebook write a date that is important to you; dont write the event or why its important; just
the date!
11. Now, work in groups of 3-4 and your classmates have to guess why that date was important.
For example, an important date for me is December 18, 2004. Now, ask me questions to find
out why.
S2: Did you finish the university that day?
T: No, I didnt.
S5: Did you have a baby that day?
T: No, I didnt.
S7: Did you get married that day?
St. Yes, I did.
12. (Let students work in groups and ask and answer questions about their dates. Help them with
any vocabulary they might need.)
13. Follow up: What were some important dates that your classmates mentioned? Did any of you
mention the same date?
students can see which word you are on.
provided below.
Usage (teacher)
Usage (student)
January
January is the first month of the year. What day do
They celebrate the Three
children celebrate in January?
Kings Day in January.
February
February is the second month of the year. What day do
They celebrate Constitution
Mexicans celebrate on February 5th?
Day on February 5th.
March
March is the third month of the year. What do Mexicans
They celebrate Benito Jurezs
celebrate on March 21st?
birthday on March 21st.
April
April is the fourth month of the year. What is the weather Its usually hot in April.
usually like in April?
May
May is the fifth month of the year. What do we celebrate
We celebrate Mothers Day on
on May 10th?
May 10th.
June
June is the sixth month of the year. Who has a birthday in XX has a birthday in June.
June?
July
July is the seventh month of the year. When does summer Summer vacation starts on
vacation start for children in July?
July XX.
August
August is the eighth month of the year. When do children They usually go back to
usually go back to school?
school around August 25th.
September September is the ninth month of the year. What do
They celebrate Mexican
Mexicans celebrate in September?
Independence in September.
October
October is the tenth month of the year. Who has a
XX has a birthday in
birthday in October?
October.
173

November
December
November is the eleventh month of the year. What do

Mexicans celebrate on November 2nd?
December is the twelfth month of the year. What holiday
do we celebrate in December?
We celebrate the Day of the

Dead on November 2nd.
We celebrate Christmas in
December.

3. Work in pairs. Look at the calendar on page 110 of your books. Fill in the blanks with the
correct months. (Give students time to do this.)
4. Now, listen to the audio and check your answers.
5. Now, check the slide for the correct spelling. (Click on the slide for them to check.)
6. Look at number 3 in your books on page 110. Work in groups of 3-4 and discuss the
questions. (Let students do this and walk around monitoring them. When they have finished,
ask a few follow up questions.)
What is (Juans) favorite month? Why?
Who has a birthday this month?
How many people have a birthday in (June)?
2. Look at the pictures on pages 110-111 in your book. Work in pairs and match the pictures to
the events that happened in 1999. (Give students a few minutes to do this.) Lets check your
answers. (Click on the slide to show the answers.)
3. Now, what do you know about these pictures? Lets look at the first one. (Click on the slide.)
What do people celebrate on New Years Eve/the evening of December 31st?
Where is the celebration in the photo taking place?
What can you see in the sky? (fireworks)
Lets look at the next picture. (Click on the slide.)
What is a solar eclipse?
Do solar eclipses occur very often?
Did you see the last total eclipse on TV?
Do you remember where you were the day of the eclipse?
Lets look at the next picture. (Click on the slide.)
Do you remember the preparations for the celebrations for the year 2000?
What were people worried about with regards to their computers?
What did they think was going to happen to their computers?
What was the millennium bug?
Why were people afraid of it?
4. Now, open your books to page 111, exercise 5. Look at the chart. What kind of information is
missing?
5. Now, lets listen to a radio show about 1999 and complete the chart. (Play the audio and let
students fill in the missing information. Play the audio a second time if necessary.)
6. Lets check your answers. (Click on the slide to show the answers.)
Slides 11-13: Grammar Focus: Prepositional Phrases with time (10-12 m)
on the board. NOTE: Only write the words in RED on the board.)
8. Go over the points on the slide and give students an additional example if necessary.
10. Have students do exercise 3. (Give them time to do this. Monitor the group and help them
with any questions they may have.)
11. Work in pairs to check your answers. (When they have finished, click on the slide to show the
correct answers.)
174

Slides 14-15: Repeat/Complete: Prepositions (7 m)
individually.
Introduction: Lets practice some prepositions.
Procedure: I say a time and you give me a sentence with the time and the correct preposition.
For example:
T: the morning
S1: I always get up at 6:00 in the morning.
Cues:
September
December 24th
breakfast
4:00 p.m.
9:00 a.m.
Sunday
night
2009
the afternoon
1995
Fathers Day
my birthday
nd
the weekend
March
November 2
Fridays
3. SC Activity: Question & Answer-Prepositions of time (7-10 m)
Introduction: Lets practice some prepositions of time.
Procedure: I say part of a sentence and you ask your classmate a question. If he/she answers
No you need to ask a follow up question.
For example:
T: I say: get up / 3:00 a.m. every day, and you ask: Do you get up at 3:00 a.m. every
day?
S2: Do you get up at 3:00 a.m. every day?
S6: No, I dont.
T: Ask: What time?
S2: What time do you get up every day?
S6: I get up at 6:00 a.m. every day.
Cues:
be born / December 10th / When?
work / weekends / When?
eat lunch / 12:00 p.m. / What time?
go to bed / 8:00 p.m. / What time?
th
celebrate Christmas / Dec. 12 / What or When? eat pizza / breakfast / What or When?
your birthday be / Feb. 18th / When?
go on vacation / October / When?
go to parties / Mondays / When?
come to class / Sundays / When?
buy Christmas presents / Dec. 26th / When?
your mother be born / 1990 / When?
arrive to class today at 6:00 a.m. / What time?
finish high school / 1980 / When?
your parents get married / 2009 / When?
this course start / Jan. 1st / When?
get home last night / 3:00 a.m. / What time?
eat dinner / the morning / What?
celebrate Valentines day / Feb. 4th / When?
celebrate your birthday / May / When?
6. In English, there are many words that use the th sound. This sound is similar to the zeta
that the Spanish use in cinco and zapato.
7. Listen to the pronunciation of the words that use the th sound. (Play the audio.)
8. Work in pairs and say the dates that you see in the images on page 112, exercise 5 in your
books. (Give students time to do this. Walk around and monitor their pronunciation of the
dates. Click to advance to the next slide.)
9. Now, listen to the audio and check your answers. (Play the audio and click on the slide to show
the words.)
10. Now, lets repeat the words after the audio. (Play the audio again for students to repeat.)
175

1. What is your favorite month? Why? Lets practice this dialog.
1. What are some important events that happened to you in the last year? Look at page 113 in
your books. You are going to write three important events in your life in the last year. (Click on
the slide to show an example. Give students time to do this. Walk around and help them if
necessary.)
2. Now, work in pairs and tell each other about the important events in your life in this last year.
Ask follow up questions to find out more. (Click on the slide to show an example. Let students
work; monitor their progress.)
3. Now, work in groups of four and tell the group what your partner did and when. Did anyone
have similar experiences? (Monitor your groups.)
1. FP Activity: Role Play-Prepositions of time
Introduction: What do police and detectives do when they capture a criminal? Do they ask
him/her a lot of questions about their activities?
Procedure: Work in trios. Two of you are detectives and one is a criminal. The detectives are
asking the criminal about his/her activities and the times and dates of those activities to see if
he/she is guilty or innocent.
For example:
T: So, where were you on November 12th in the morning?
S2: I was at home.
T: Can anyone verify that?
S2: Well, my wife was with me.
S6: Where were you in the afternoon?
S2: I went to the mall.
S6: I dont believe that. Can you prove it?
S2: Yes, I went to Sears and bought a pair of shoes. You can check my credit card.
S6: Okay. Ill do that.
T: Where were you on that day at night?
S2: At night? I dont remember.
T: Hmm. Very suspicious. You remember the day, but not what you did that night.
Etc.
about?
176

(104-130 m)
1. What is a guest? (See if any student can tell you what the word means. Then show slide 5.) A
guest is a person that you invite to your home, or to a party. Its what you call a person who
stays at a hotel or that stays at your home. (Click on the slide to show the vocabulary.)
2. If you are a guest somewhere, do you have to be polite? What are some situations or places you
need to be polite? (Write whatever students say on the board. These should include places like
restaurants, school, work, parties, hotels, stores, etc.) Who are some people you should be
polite to? (Write whatever students say on the board. These should include people like
waiters/waitresses, guests in your home, salespeople, people at work, people at a hotel, etc.)
students can see which word you are on.
provided below.
Usage (teacher)
Usage (student)
call (a taxi)
When you need a taxi you can call by phone or call for XX street is a good place to
one on the street. What street is a good place to call
call for a taxi.
for a taxi?
pay (with
When you go to a store or restaurant, they ask you how I pay with
cash, a check, you are going to pay for the things you bought or food
a credit card) you ate; cash, credit card or check. How do you usually
pay for food at a restaurant?
tell (someone In the picture, she is telling her friend about her new
I told my friend about
something)
boyfriend. Tell the class something you told a friend
recently.
borrow
When you ask someone for something because you
I borrow
(something)
want to use it temporarily, you borrow that thing. You
can borrow money, a pen, a car, clothes, etc. What do
you usually borrow from your friends?
lend
When you give someone something temporarily, you
Yes/No, I (dont) usually lend
(something)
lend that thing to them. Do you usually lend money to money to my friends.
your friends? Why (not)?
Because
accept (credit In most places you can pay with a credit card; they
They dont accept credit
cards)
accept credit cards. Tell me a place they dont accept
cards in
credit cards.
recommend
When a restaurant, store, hotel is good, you
I recommend XX restaurant.
(a good
recommend it to your friends; to tell them that that is
restaurant)
a good place to go. What restaurant can you
recommend near here?
pass (the salt, When you are at the table and want the salt or sugar,
XX, please pass me that pen.
sugar, etc.)
you tell someone to pass you the salt or sugar. Ask a
classmate you pass you a pen or pencil.
177

Slides 13-14: Getting Started (10-15 m)
1. Look at exercise 1 on page 116. Choose the correct word to complete the sentences. (Give
students time to do this.)
2. Now, check your answers in pairs. (After they check their answers, click on the slide to show
the correct answers.)
3. Now, work in pairs and make sentences with these phrases. Look at the examples on the slide.
(Give students time to do this; monitor how they do and help them if necessary.)
1. Look at the pictures on pages 116-117 in your book. Then, look at the questions on the slide.
(Get different students to tell you what they think the answers to the questions are. Ask
different people their opinions about each of the questions.)
2. Look at the quiz on pages 116 and 117. Answer the quiz. (Give them a few minutes to do this.)
3. Now, compare your answers to your classmates answers. Then, give yourself one point for
each correct answer. (Click on the next slide to show the correct answers.) What score did you
get? (Let different students tell you their scores.)
4. (Click on the slide.) What words do we use in English to make requests more polite? (Let
students tell you, then click on the slide to show the expressions.)
Slide 17-18: Grammar Focus: Can and Could for Permission and Requests (15-20 m)
on the board.
labels and again to show the use of the modals.)
a. We use the can and could to make polite requests or to ask for permission.
b. We use can + S + VSF for all persons.
c. In affirmative we can answer with Of course or Sure.
d. To answer politely in negative, we say Im sorry
answers.)
Slides 19-20: Repeat/Complete: Prepositions (7 m)
individually.
1. SC Activity: Stimulus-Response-Modal can and could
Introduction: What so you say when you want to borrow something?
Procedure: Get into trios. Look at the slide and decide what you would say in these situations.
(Monitor students and help them with any words they dont know.)
For example: (You want to know if you can pay with a credit card.)
S1: Can I pay with credit card?
Follow up: (Check the answers orally; make sure you ask each group to give you answers.)
178

1. SC Activity: Find someone who (10-15)
Introduction: Lets see what different people in class can do to help us.
Procedure: Look at the chart for find someone who. You have to go around the room
requesting the items you are asked for. You actually have to get the items. Make sure you write
the names. The only rule is you have to use can and could in your questions.
For example:
S1: Can I borrow your shoes?
S2: Could I borrow 10 pesos?
Etc.
2. FP Activity: Role-Play-Request and permission (10-15 m)
Introduction: Do you like to go on vacation? What do you ask for when you arrive at the
hotel? What about in the restaurant?
Procedure: Work in pairs. One of you is the hotel employee and the other is a guest. The
guest will ask for information and different things at the hotel. The hotel employee will help
the guest with his/her requests. When you finish, switch roles.
For example:
T: Good morning. Can you recommend a good place to go shopping?
S2: Of course. You can go to the Plaza Grande; its a great place to go shopping.
T: Great. How do I get there?
S2: I can get a taxi for you. Its about 15 minutes from here.
T: Thanks. Also, Could you tell me the name of a good Italian restaurant near here?
S2: Sure. Giorgios is a wonderful restaurant. Can I make a reservation for you?
T: That would be great. Can you make the reservation for 7:00 p.m.?
S2: Of course. What name is that?
T: Daniel Ramos.
Etc.
about?
179

(113-136 m)
1. SC Activity: Find Someone Who-Time expressions, tenses
Introduction: What do you know about your classmates? Lets find out some information.
Procedure: In your notebooks, write numbers 1 to 6. In a moment you are going to stand up
and ask your classmates questions to find a person who did, does or is going to do the
following things. (Click on the slide to show the sentences.)
For example:
T: Whats the question for number 1?
Ss: Do you have a birthday in March.
T: Right. And if the answer is no?
Ss: No, I dont have a birthday in March.
T: So can you write that persons name in your notebook for number 1?
Ss: No.
T: What if the answer is yes. What will you say?
Ss: Yes, my birthday is in March.
T: Can you write the persons name on your list?
Ss: Yes.
Follow up:
T: So, who has a birthday in March?
S3: (Susana) has a birthday in March.
T: And who arrived late to school in the morning?
S3: Carlos and Daniela arrived late.
Etc.
Slides 28: Pronunciation (5 m)
1. Before having students listen to the CD, explain that in English the voice goes down and then
up in polite requests.
1. Get into pairs. Student A look at page 139, and student B stay on page 119. To prepare the
task, student B you need to fill in the blanks to create your questions. Student A, you need to
think about the questions your partner will ask. (Give students time to do this. Walk around
and help them if necessary.)
2. Now, Student B is going to make requests or ask for permission, and student A responds to
student Bs request. You can only answer yes 3 times. Remember that when you say no
you must say why. (Click on the slide to show an example. Let students work; monitor their
progress.)
180

Slide 31: Writing (7-10 m)
1. Imagine you need to make requests to people who are not home so you are going to write a
note to them. Look at page 119, exercise 8. Read the situations and think about what you want
the family member to do for you and what you want to borrow from your neighbors. Write the
note in your notebooks.
Slides 32-33: Oral Activity (20-25 m)
1. SC Activity: Pearl and Naomi-Everyday requests
Introduction: What is something that is polite? (Write polite on the board.) Whats
something that is rude? (Write rude on the board.)
Procedure:
1. What are some things that are rude in your culture? What is something that is polite? Is it
polite to take off your shoes in someones house? Is it polite to take a bottle of wine when
you visit a friends house?
2. Pearl is a very nice person. Shes very polite, but her sister Naomi is very rude.
3. Work in groups of 3 and for each situation that you see on the slide, write down what you
think each woman will say in that situation.
For example: (Look at the slide for the example. Click to go to the next slide to show
the situations.)
Procedure:
4. Now, lets role play some of these situations. I want three students to come to the front
and act out the situation; one will be Pearl, one Naomi and the third will be the employee
that they are talking to. (Have different students act out different situations.)
5. Are you usually like Pearl or Naomi? Why? How does it feel when someone acts rudely
toward you? What do you do when someone is rude? (Get different students to give you
their opinions.)
1. SC Activity: Game-Time expressions, tenses
Introduction: What prepositions do we use with different time expressions?
Procedure: Lets play a game. Lets divide the group into two teams. I will say a time
expression and tense, and your teams will take turns saying a sentence with the time expression.
Your team will get one point for the correct preposition with the time expression and you can
get an extra point if your sentence is also grammatically correct.
For example:
T: night / simple present
S1 Team 1: I always go to bed early in the night.
T: Sorry, no points. Team 2, February 10th / future
S1 Team 2: Im going to get married on February 10th.
T: Correct. One point for the correct preposition and one point for a grammatically
correct sentence.
Cues:
November 10th / past
weekends / present
12:00 p.m. / present
8:00 p.m. / past
New Years Day / future
night / future
February 1st / past
October / future
Tuesdays / present
Sundays / present
th
May 10 / present
2025/ future
6:00 a.m. / future
Sept. 15 / past
2008 / past
Valentines Day / present
3:00 a.m. / present
the morning / present
March 13th / future
July / future
181

1. FP Activity: Information Gap-Time expressions, past tense, present tense
Introduction: What are some dates that are important to you? Why are they important?
Procedure: In your notebook, write three dates that are important to you. They can be dates,
years, months, holidays, etc. Dont let your classmates see your dates. (Give them a few
minutes to do this.) Now, stand up and ask your classmates questions to see if they have the
same dates as you do and ask them questions about their important dates and why those dates
are important.
Procedure: Now, tell the class something interesting you found out about your classmates.
For example:
S5: One of Juans important dates is March 25th because that is his birthday and on his
birthday, his family always has a big party for him.
about?
182

(106-128 m)
1. Now, can you tell me a city in the north of Mexico? Good! Now, can you tell me the name of a
city in the south of Mexico? (Write some of the answers on the board.) Excellent! Now tell me
some words or phrases that describe Monterrey It is very hot, they drink beer, etc. (Do the
same thing for the city in the south.)
2. Now get into groups of 4. Choose two places in Mexico and brainstorm words or phrases that
describe that place. (Give them time to finish. Orally get each group to present a city. Make
sure each member of the team says something.)
understand.
provided below.
Word
Usage (teacher)
Usage (student)
quiet / busy
When you go to the forest it is quiet. You can hear the birds XX is a busy place.
and wind blowing. The city is very busy. There are cars,
XX is a quiet place.
buses, cars honking, people talking, etc. Can you name a
quiet place you know and a busy place?
dry / wet
When it doesnt rain it is very dry. When it rains a lot it is
In (January and
very wet. What months are dry in Mexico? What months are February) its dry. In
wet?
(July and August) its
wet.
clean / dirty
In the morning after you shower you put on clean clothes.
(The place) is very dirty.
After working hard your clothes are dirty. Can you tell me a It has a lot of trash.
place you know that is very dirty? Tell me the name of a
(VIPs) is very clean.
restaurant that is very clean.
flat /
This is a flat place. There arent any mountains, hills or
XX is a flat place.
mountainous anything. (Show with your hands flat.) A mountainous
YY is a mountainous
place is a place with lots of mountains. For example Taxco
place.
in Guerrero is built in a mountainous place.
Can you give me they name of a place that is flat? Can you
give me the name of a mountainous place?
historic /
The pyramids in Egypt are very old and they are historic.
My favorite historic
modern
The new constructions are very modern. They have a lot of place is XX is a
technology. What is your favorite historic place? Tell me the modern building.
name of a modern building in your city.
183

1. SC Activity: Guessing Game Comparative Adjectives. (7-10 m)
Introduction: Guess where?
Procedure: Divide the class into two teams. Each team thinks of two places that everyone has
heard of. Then they brainstorm together three sentences describing the location, appearance,
weather, or other characteristics of the place. Team 1 gives its clues one by one. Team 2 tries to
guess the name of the place. Team 1 is describing. Team 2 gets a total of five guesses. If they
guess correctly, they get a point. Then team 2 gives the clues and team 1 makes the guesses.
Repeat the process for each place students prepare.
2. SC Activity: Stimulus-Response-Comparative adjectives (7-10 m)
Introduction: What do you see?
Procedure: Look at page 120, exercise 1. What do you see? Get into trios and using the new
vocabulary, describe the different pictures. (Give them time to finish. Once they finish ask the
whole class to give you different sentences to describe each picture. Encourage the use of the
new vocabulary.)
For example: (Photo of Auckland) a city at night, the sea, tall buildings, a column, clouds, the
sky, etc.
Slide 12: Getting Started (5-7 m)
1. Tell students to open their books to page 121, exercise 2. Tell them to underline the adjective
that does not go with the noun. They can work in pairs if they want. (Click on the slide for
them to check their answers.)
1. Do you know what New Zealand is? (Elicit the answer from students.) A country! Very good.
Where is New Zealand? (New Zealand is near Australia.) Whats its capital? (Auckland is the
capital of New Zealand.) Do you think New Zealand is a big country? (No, it isnt. It only has
two islands; the north island and the south island.)
2. You are going to listen to three people talking about New Zealand. On which island is the
place each person talks about, the north island or the south island? Look at exercise 4 on page
121 in your books. Write N for north and S for south. (Play the audio and let them complete
the task. If necessary, play it a second time.) Lets check your answers. (Click on the slide to
show the answers.)
3. Now, look at number 5. Please listen again and draw lines to match the places with the
descriptions. (Before you play the audio give them a few minutes to read the sentences. Play
the audio and let them complete the task. If necessary, play the audio a second time.) Lets
check your answers. (Click on the slide to show the answers.)
Slides 15-16: Grammar Focus: Comparative Adjectives (10 m)
the board.
labels.)
184

a. Use the comparative to express a similarity between two people, places or things.
b. Use the comparative form of the adjectives with than to compare two things or
people.
c. If the adjective has one syllable. Add er Ex. warm warmer
d. If the adjective ends with vowel + consonant. Double the consonant and add er.
Ex. hot hotter
e. If the adjective has two syllables and ends in y, change the y for an i and add
er. Ex. busy busier
f. If the adjective has two or more syllables. Use more + adjective. Ex. historical
more historical.
g. There are irregular adjectives. You have to memorize the correct form. Ex. good
better, bad worse.
4. Look at page 122, exercise 2. Please complete the chart with the missing information. You can
work in pairs to do this. (Give students a few minutes to do this, help them if necessary.) Now,
lets check your answers. (Click on the slide to show the answers.)
Slides 17-18: Repeat/Complete: Comparative adjectives (7 m)
individually.
Slide 19: Grammar Focus: Comparative Adjectives (7-10 m)
1. Look at exercise 3 on page 122. Work in pairs and write the sentences comparing the places.
(Give students time to do this. Help them if necessary.) Now, lets check your answers. (Click
on the slide to show the answers.)
Slide 20: Oral Activity: Comparative Adjectives (10 m)
1. FP Activity: Presentation: Comparative Adjectives
Introduction: Which city is better?
Procedure: Get into trios. Think of two cities you know and that you want to visit. Compare
the two cities and explain to your classmates why its better to visit one city is rather than the
other. After you present the other two members of the team have to tell you what city they
want to visit. (Monitor your students and help them with any words they dont know.)
stressed syllables.
1. FP Activity: Presentation: Comparative Adjectives.
Introduction: Lets compare
Procedure: Get into pairs. Think of two restaurants or types of food you like. Compare the
two restaurants / foods and convince your classmate to go to the restaurant that you prefer.
After you present, listen to what your partner has to say. Once you finish, decide which one is
the best of all. (Monitor your students and help them with any words they dont know.)
about?
185

(113-153 m)
1. SC Activity: Stimulus & Response Comparative adjectives
Introduction: Lets compare Canada and Jamaica.
Procedure: Work in groups and compare the two countries. Use the different adjectives or
others you know. Once you finish share your answers with the class.
Follow up: Would you prefer to learn English in Canada or Jamaica?
Get into trios and discuss your reasons for your choice.
1. SC Activity: Stimulus & Response Comparative adjectives
Introduction: What is the difference between you and your friend?
Procedure: Work in pairs. (Ask them to compare themselves and write down their similarities
and differences. Have them share their list with the rest of the class.)
For example:
S1: Susana is shorter than me.
S2: Tom is friendlier than me.
S7: Paola is taller than me.
1. FP Activity: Presentation Comparative adjectives
Introduction: This place is like a dream
Procedure: Imagine youre going to move to another city. Write a paragraph comparing the
new city with the place where you live now.
Example: (Refer to the slide for an example.)
Slide 30: Speaking activity (10-15 m)
1. FP Activity: Presentation Comparative adjectives
Introduction: This place is great!
Procedure:
1. Work in pairs. Look at page 123, exercise 6. Choose two cities that you both know well.
Write adjectives in the columns to describe each city.
2. Get into pairs and talk about which city is better. Use the adjectives in the chart to
compare them.
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1. SC Activity: Stimulus & Response-Comparatives
Introduction: Is Veracruz hotter than Mexico City? Lets compare some places.
Procedure: Ill say two places and you compare them using the adjective I give you.
For example:
T: Germany / Mexico / friendly
S1: The people in Mexico are friendlier than the people in Germany.
Cues:
Cancn / Monterrey / clean
Paris / Hong Kong / cosmopolitan
Villahermosa / Acapulco / hot
Los Angeles / Aguascalientes / busy
Yucatn / Nuevo Len / mountainous
Guanajuato / Len / historic
Qunitana Roo / Chihuahua / flat
Rome / Tuxtla Gutirrez / unfriendly
Toluca / Saltillo / cold
Zacatecas / Toronto / modern
Guadalajara / Veracruz / friendly
Mexicali / Morelia / interesting
New York City / Mrida / small
Saltillo / Villahermosa / dry
Mexico City / Puerto Vallarta / crowded
Paris / New York / exciting
Playa del Carmen / Cancn / beautiful
Sn Miguel Allende / Tijuana / quiet
Veracruz / Puebla / warm
Calcutta / Tokyo / dirty
Slide 31: Oral practice (20-25 m)
1. FP Activity: Presentation / DiscussionComparative adjectives, vocabulary
Introduction: When are the next summer Olympic Games? (2012, 2016, 2020, etc.)
Procedure: Imagine that you want to have the Olympic Games in your city. You are going to
work in groups of 3-4 and you are going to give a presentation on your city. You need to
explain why they should choose your city for the games. Which group is Group 1? Group 2?
Etc. Okay, now look at the slide. Group 1, your city is number 1. (Click on the slide to show
the different cities.) Remember, you want to convince people to choose your city. Use the
adjectives and compare your city to the others to help convince them. (Give students time to
do this; walk around and monitor them taking notes on mistakes you hear.)
For example:
T: The next Olympic Games should be in Mexico City. There are more hotels than in
Monterrey or Guadalajara and the weather is nicer than in Monterrey. Mexico City is
more modern than Guadalajara and its more cosmopolitan and more exciting. Mexico
City is cheaper than Puerto Vallarta and Cancn and there are more things to do here.
There are more historic museums than in other cities for the tourists and there are
hundreds of wonderful restaurants where you can eat delicious food. Mexico City is
the best place for the next Olympic Games.
Follow up: Now that you heard all the presentations, do you want to say anything to
contradict what your classmates said about your city? (Let students reply to their classmates
observations about their cities.) Now, which city is the best one for the Olympic Games?
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Slides 32-34: World of Music (28-47 m)
1. Warm up (3-4 m): Look at the picture on page 134. Who is this singer? (His name is Roy
Orbison.) Now, read the information below the picture about the singer. (When they finish ask
them the questions.)
1. What is Rockabilly music?
2. What kind of voice is an operatic voice?
3. When did Roy Orbison die and what happened after his death?
2. Vocabulary (7-10 m): Work in pairs and underline the verb to complete the sentences on page
134 exercise 1. (Walk around and help students if necessary. When they finish, click on the
slide for them to check their answers.)
3. Listening (5-7 m): Look at the sentences in exercise 2 on page 134. Now, listen to the song
and then match the sentences to the story in the song. (Click to let them listen to the song. Let
them answer the question. If its too hard, play the audio again. Finally, click on the slide again
to show the correct answer.)
4. Listening (10-15 m): Look at page 135. Listen to the song again, and fill in the blanks with the
missing words. Before I play the song, read the song to get an idea of what its about. (Give
them about 2-3 minutes.) Now, lets listen to the song. (Play the song and let them fill in the
missing words. If necessary, play the song again.).
5. Check your answers (3 m): Work in pairs and check your answers. (When they finish, go
over the answers with them. You can click on slide 5 for the answers.)
6. Optional Singing (5-10 m): If your students are interested, you can have them sing along
with the music.
7. Optional Speaking (7-10 m): Discuss the questions in exercise 5 on page 135 with the
students.
about?
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(99-114 m)
1. Grammar Auction
Introduction: Can you tell if a sentence has a mistake?
Procedure: What is an auction? (Where you can give money to buy something, but at the same
time others are trying to buy the same thing. You try to get the thing you want for the least
amount of money.) Get into pairs. In a minute, I will show you the auction sheet that has many
sentences; some correct, some incorrect. Each pair has 10,000 pesos to spend. Work together
to decide how much money you want to spend or bid for each sentence. If you bid on an
incorrect sentence, you pay the money, but get nothing for it. If you buy a correct sentence,
you get what you paid for the sentence. So, you want to bid on correct sentences. If you arent
sure if the sentence is correct or not, you shouldnt bid a lot. The pair with the most money at
the end wins.
Instructions for the teacher:
a. Pick 12 to 16 typically and importantly flawed sentences from your students work.
You can use grammar from any unit they have already seen. Turn half of them into
good English and produce an auction sheet where the corrected sentences are mixed
in randomly with the uncorrected ones.
b. Pair the students in your class and give each pair an auction sheet. Explain that you
will shortly be auctioning the sentences and that each pair will have 10,000 pesos they
can spend in the auction. They are to work together and decide how much money they
dare to wager on each sentence. They should lay no money on sentences they are sure
are wrong, plenty money on good sentences and some money on sentences they are
not sure about. Give them 6-7 minutes for this.
c. If they buy a grammatically wrong sentence, they pay the bank the money. If they buy
a correct sentence, the sentence is worth its face value. The team with the most money
wins.
d. Now go into auctioneer mode and start auctioning off the sentences, showing as much
enthusiasm for the flawed as for the perfect sentences:
For example:
T: I have a beautiful sentence on offer here, a real jewel of a sentence: Cancun is more
cleaner than Mexico City, a fantastic sentence, short and meaningful. What am I
bid? What am I bid?
T: The lady in red there: 500 pesos, 500 pesos. Any advance on 500, gentleman
at the back there with the blue shirt 1000, 1000, I am bid 1000 pesos and cheap
at the price any more bids?
T: Going going lady in the middle 1200 pesos
T: Going going1300 from the gentleman in the blue shirt.
T: Going, going, Gone! (hammer falls)
T: The gentleman in the blue shirt bought Cancun is more cleaner than Mexico City,
for 1300 pesos and it is grammatically wrong. It should be Cancun is cleaner than
Mexico City. You lose your money.
T: Now the next item I have here is a long, tasty, excellent sentence
(Auction off each sentence and keep the pace brisk and unteacher-like. When the auction is
concluded go back and deal with any language points left hanging. Decide which pair is the
winner.)
189

provided below.
Usage (teacher)
Usage (student)
affordable
Something you can buy that isnt too expensive and isnt too
No, a Ferrari isnt
cheap is affordable. A pair of shoes that costs only 250 pesos
affordable. A _____ is
is affordable; I can pay for them without a problem. Is a
an affordable car.
Ferrari affordable for you? Whats an affordable car?
comfortable Something were you can relax is comfortable. My armchair at My ________ is
home is comfortable. What place in your house is
comfortable. I always
comfortable; where you can relax?
relax there.
cute
Puppies are cute, they are soft and sweet. Babies are also cute. A _______ is very cute.
What breed of dog is cute?
quick /
A rabbit is very quick. A snail is very slow. Can you give me
A _______ is quick. A
slow
an example of a quick and slow animal?
________ is slow.
1. Open your books to page 124, exercise 1. Write the adjectives that describe each restaurant in
the boxes on the photos. (Give students some time to do this. Help them with any vocabulary
they dont know. Click on the slide so they can check their answers. Some answers may vary.)
1. Listen to the adjective and identify how many syllables each one has. (Click on the slide for
students to see the answers. Help students with any doubts they have.)
2. Now, listen again and write the adjectives in the column, according to the number of syllables
and the stress. (Play the audio. Play it again if necessary. Click on the slide to check the
answers.)
3. Now, lets listen again and repeat after the audio.
1. Open your books to page 125. Look at exercise 5. Read the reviews (explain review) of the
restaurants. Then write the name of the restaurant for each review. (Give students time to read
and fill in the names. When they finish, click on the slide to show them the answers.)
2. Now, work in pairs decide which restaurant you would like to visit and why. (Give time for
discussion. Encourage your student to use comparatives. Help them with any words they dont
know. As a whole class get some answers.)
Slides 14-16: Grammar Focus: Superlative adjectives (20 m)
on the board.
2. Teacher points out the difference between adjective, comparatives, superlatives.
a. Use the and the superlative forms of adjectives to compare three or more things or
people.
b. Point out the spelling rules.
check answers. Check to see if students have any questions.)
answers.)
6. Have students practice the conversation in exercise 3.
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individually.
1. FP Activity: Discussion-Superlative adjectives (10-15 m)
Introduction: Where should I go?
Procedure: Get into trios. Imagine these people are planning to visit your country. What
would they enjoy doing? Agree on a recommendation for each person.
2. SC Activity: Question & Answer-Superlative adjectives (10-15 m)
Introduction: Tell me about your city.
Procedure: Get into pairs. Write down six facts about your city using comparatives or
superlatives. Then write six Wh-questions based on your facts.
For example: The busiest street is Reforma.
Whats the busiest street in Mexico City?
Procedure: Join another pair. Take turns asking the other pair your questions. How many can
they answer correctly?
For example:
S1: Whats the busiest street in Mexico City?
S4: Reforma is the busiest street in Mexico City.
about?
191

(116-136 m)
1. FP Activity: Discussion-Superlative adjectives
Introduction: What is the best restaurant?
Procedure: Get into pairs. Choose three restaurants you know, discuss the restaurants, and
rate them on a survey form. You must discuss their prices and the characteristics on the form.
1. Do you have a favorite restaurant? Why do you like that restaurant? Lets practice this dialog.
Slides 27: Writing (10 m)
1. Choose your favorite place to eat and write a review about the restaurant. Make a list of good
characteristics of the restaurant. Make sure you include some personal opinions. (Walk around
the room helping students with any words they dont know.)
2. If you didnt finish, please finish it for homework and bring it next class.
1. FP Activity: Presentation-Superlative adjectives (10-15 m)
Introduction: The best restaurant.
Procedure: Get into groups of 3 or 4. Imagine you work for an advertising agency. Youre
going to create a 30-second commercial for a restaurant. (Students invent the restaurant.) Make
a list of ideas then write the script.
Follow up: Present your commercial to the class. Vote. Which commercial is the funniest?
The most creative? The most effective? The most unusual?
2. FP Activity: Lets play-Superlative adjectives (15 m)
Introduction: Best-kept secrets
Procedure: (The game board is in the teachers resource book.) Get into groups of 3 or 4.
Each group gets a copy of the game board. You are going to play a game in which you describe
restaurants and cafs you know. The players toss a coin. Aguila 1 space, Sol 2 spaces.
When you land on a space you must use the cue on that space to make a sentence using a
superlative adjective. If the sentence is correct great! If the sentence is grammatically incorrect
you move 1 space back.
For example: (If you land on a caf space of the board game.) Sunburns coffee is the worst.
192

1. SC Activity: Trivia Game-Superlatives
Introduction: Do you know a lot about your country? Do you know a lot about the world?
Lets play a game.
Procedure: Lets divide the group into two teams. I will give a student from Team 1 some
information and you will ask a question with superlatives. If the question is grammatically
correct, your team gets one point. Then, someone from Team 2 will answer the question. If the
answer is grammatically correct, you get 1 point for your team. If the information in the answer
is also correct, you get an additional point. The team that has the most points in the end, wins.
(You need to alternate having them ask and answer questions. The team that asks can get one
point if the question is correct. The team that answers can get one point for the correct
grammar and an additional point for the correct information. Please note, some questions are
harder than others; make sure that you balance the difficulty of the questions between the two
teams.)
For example:
T: large / animal / in the world
S1 from Team 1: Whats the largest animal in the world?
T: Thats one point for Team 1 for a correct question.
S1 from Team 2: The largest animal in the world is the elephant.
T: Thats one point for Team 2 for a grammatically correct sentence. Zero points for
the correct information. The largest animal in the world is the blue whale.
Cues: large/lake/in Mexico
[Chapala]
small/state/in Mexico
[Tlaxcala]
large/state/in Mexico
[Chihuahua]
tall/building/in Mexico
[Torre Mayor]
high/mountain/in Mexico
[Pico de Orizaba (Citlaltpetl)]
2nd large/city/in Mexico
[Guadalajara]
big/desert/in Mexico
[The Chihuahuan Desert]
long/river/in Mexico
[Ro Bravo del Norte]
large/university/in Mexico
[UNAM]
large/desert/in the world
[the Sahara]
long/river/in the world
[the Nile]
high/mountain/in the world
[Mount Everest]
large/ocean/in the world
[the Pacific Ocean]
big/country/in the world
[Russia]
small/country/in the world
[Vatican City]
large/city/in the world
[Tokyo]
hot/city/in the world
[Timbuktu, Mali]
cold/city/in the world
[Ulan-Bator, Mongolia]
large/university/in the world
[Indira Gandhi National Open University]
tall/building/in the world
[Burj Khalifa, Dubai, UAE]
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1. SC Activity: PresentationsSuperlatives and comparatives
Introduction: How can you describe the people in your family? Whos the tallest or the most
intelligent in your family? What are some words you can use to describe the people in your
family? (Brainstorm and write the words on the board.)
Procedure: Get into groups of 3-4. Tell your classmates about your family. Use comparatives
and superlatives to describe the people in your family. When you finish, your classmates can
ask you questions about your family.
For example:
T: There are five people in my family. My father is the oldest and my sister Lilia is the
youngest. Im taller than my sister Lilia, but my brother Javier is the tallest. My
mother is the friendliest person in the family; she has hundreds of friends. In
school, Im more popular than my sister Lilia and my brother Javier, but Lilia is the
cutest person in the family.
Oral Activity: (15-20 m) Please note: you need copies for this activity.
1. FP Activity: GameSuperlatives, vocabulary
Introduction: Lets talk about restaurants that you know. What are some adjectives to describe
a restaurant? (Brainstorm and write adjectives on the board.)
Procedure: Lets divide the group into small groups of 4-5 students each. Im going to give
each group a copy of the game board. Now, lets play a game. You are going to describe
restaurants and cafs that you know. You will toss a coin; heads (aguila) moves one space and
tails (sol) moves two spaces. You can use pen tops, erasers, etc. to mark your place. When you
land on a space, you need to use the word in that space to make a sentence using a superlative
adjective about a restaurant or caf that you know. If the sentence is grammatically correct, you
can stay on the space; if its not grammatically correct, you have to go back to the space you
were on before.
For example: VIPs is the cleanest caf in town. Or Burger King is the busiest fast food
restaurant.
about?
194
Start
Move
forward
1 square
Caf
Menu
Restaurant
Food
Move
back 1
square
Bar
Move
back 1
square
Drink
Finish
Waiter /
waitress
Fast-food
place
Foreign
restaurant
Service
Atmosphere
195
Move
forward
1 square
Prices
196

(153-169 m)
Warm up activity (10 m)
1. SC Activity: Stimulus & Response-Present continuous
Introduction: Can you draw? Lets see.
Procedure: Lets divide the group into three teams. I will say a sentence to one student from
each team. That student has to draw the picture to represent the sentence. The rest of the team
has to guess the sentence. (Make sure they say the sentence in present continuous.
For example: T: (whispering) Two men are dancing on a table.
(Give points for the first group that matches the description and / or has the best picture.)
understand.
provided below.
Word
Usage (teacher)
Usage (student)
answering
An answering machine is a machine that answers your
I have an answering
machine
telephone and records messages when you are not there.
machine at home. My
Who has an answering machine? Who recorded the
_______ recorded the
greeting message?
message.
text message
A message that you can read on the screen of a cell phone or My text message says
pager. Can somebody read a text message they have in their ________
cell phone?
leave a
The person who calls and does not find the person leaves a I left a message for my
message
message. The person that writes down the message for
mom. I told her I was
/take a
another person takes the message. When was the last time going to arrive late.
message
you left a message? What did you say? When was the last
I took a message for my
time you took a message? Who was the message for?
brother last weekend.
1. SC Activity: Role play -Vocabulary
Introduction: Can I leave a message?
Procedure: Get into pairs. Role play a phone call with your partner. Imagine you are calling a
friend and he is not there. Be creative about the messages you leave. Make sure to include
some of the new vocabulary. (Monitor students while doing the task. Help them with any
words they dont know.)
For example:
S1: Hello, may I speak with Julio?
S2: Im sorry he is at school. Can I take a message?
S1: Do you think I can send him a text message?
S2: No, he didnt take his cell phone.
S1: Ok, can you tell him I called the teacher about the exam and tell him to call me.
S2: I will tell him. Good-bye.
S1: Bye.
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Slides 7-9: Getting started (10-12 m)
1. Open your books to page 128, exercise 1. Get into pairs and look at the photos. Match the
words in the box with the photos. (Click on the slide to check the answers.)
2. Now, look at exercise 2 and complete the sentences with the words and phrases in the box.
(Walk around the room and help them with any words they dont know but, do not say or
correct any of the answers.)
3. Listen to the audio and check your answers. (Once you finish this click on the slide to check
the answers.)
1. Do you like leaving messages? Why or why not? You are going to read an article on phone
etiquette at home. Get into pairs. Read the article, then look at page 129, exercise 5 and 6 and
complete the task you are asked to do. (Give them time to do this. Click on the slide for them
to check their answers.)
1. Have students listen to the audio. Tell them to notice how a consonant sound at the end of a
word links to a vowel sound at the beginning of the next word.
Slide 13: Grammar Focus: Present Continuous for future (5 m)
the board.
labels.)
a. You can use the present continuous to talk about future plans.
b. Use future time markers to indicate the action is not happening now but will happen in
the future.
Slides 14-15: Repeat/Complete: Present Continuous affirmative and negative (7 m)
individually.
1. SC Activity: Question & Answer-Present Continuous future
Introduction: What are you doing next week?
Procedure: (Remind students how to turn down an invitation Im afraid or Im sorry.)
Now, on a piece of paper copy the planner on the slide. Choose three days and write dates for
next week. Make notes of four things you would like to do. (Walk around the class and invite
other students to do things you want to do. Try to find days when you are both free. Write
your new plans in your planner.)
For example:
S1: Can you have dinner on Tuesday.
S2: Im sorry I am going to play soccer at 5:00 p.m. How about on Wednesday?
S1: Yes, Wednesday is great.
Follow up: (Ask different students what and with whom they are going to do things with.)
1. Open your books to page 130 and do exercise 2. (Go over the correct answers orally. Check to
see if students have any questions.)
2. Do exercise 3 in pairs. (Give them time to do this. Monitor the group and help them with any
questions they may have. When they finish, click on the slide to check their answers.)
198

1. Now, look at exercise 4. You are going to listen to a telephone conversation. (Play the audio.)
What is the callers name? What company does he work for? Who is the message for?
2. Now, listen again but this time I want you to complete the message in the pad. (Use the slide to
check answers.)
1. FP Activity: Role play - Present continuous future
Introduction: Hes not in, can I take a message?
Procedure: Get into pairs. You are going to take turns calling each other and leaving a
message. Use the prompts in your books to help you or you can use your own words. (Walk
around the room, helping as needed.)
For example: (See slide for example)
Slide 21-23: Video Activity Is Antonio there? (30 m)
Step 1: Segment Introduction (5 m)
1. Introduce the topic to the students. You may want to share some of the background
information with them, or draw their attention to how this topic relates to the theme of
Student Book 1 Unit 28. (Both the Student Book unit and the video segment are about
using the telephone.)
2. Tell students what the genre is (situation comedy) and provide a short explanation, if
necessary.
Step 2: Previewing: Freeze Frame (10 m)
1. Play the video until Charlies line, Well. OK. (In the first phone call). Ask students to
answer the four questions on the slide.
3. Call on students to answer the questions. Remember that your objective at this point is to
encourage participation and curiosity. For this reason, tell students you will not say if their
guesses are right or wrong. Accept all answers. You may want to write the students ideas
on the board.
Step 3: Gist Viewing: Normal Viewing (10 m)
1. Show the video segment again but without pausing. Have students work in pairs to
compare their predictions with what they saw in the video and then share them as a whole
class.
Step 4: In-Depth Viewing (5 m)
1. Play the video again and have students answer the questions on the slide.
2. Go over the answers with the class, or play the captioned version of the segment.
1. You are going to listen to two messages that people left on an answering machine. You have to
write the messages for the other members of the family.
For example: Your friend Roberto called. He said he is going to meet you at 7:00 p.m. at the
movie theater.
199

about?
200
World View 1B: Final Review

(111-131 m)
1. FP Activity: Presentation Imperatives; directions and prepositions of movement
Introduction: Lets practice giving directions.
Procedure:
3. Open your books to page 114, exercise 5. Look at the slide. You are going to listen to a
conversation between two people. Complete the sentences with the correct verb form the
speakers are using. (Play the audio once. Play the audio again if necessary. Call on students
to say the information they heard and wrote down. Click on the slide to check their
answers.)
4. You are going to play a guessing game in groups. Get into trios. Student A and B imagine
that they are guests in a hotel. Student C works at the reception desk. Open your books to
page 114, exercise 6. All the members of the team look at the map. Student C gives
directions to a place. Student A and B guess what place it is. Each correct place is one
point. Take turns being the receptionist. At the end of the game the one with the most
points wins. (Monitor your student. Help them with any words they might need. Correct
any grammar mistakes you here.)
For Example:
S1: At the reception area go straight down the hall and take the first left.
S2: The dinning room?
S1: No
S3: The cafeteria?
S1: Correct! One point for you.
1. FP Activity: Presentationbe going to for future
Introduction: I am going to
Procedure: Look at the slide. Think about your future. When are you going to finish this level
of English? (Elicit the answer from the students. Have them answer in complete sentence. I
am going to finish this English level in ______.) Open your notebooks and make notes of
when are you going to do the things on the slide.
For example:
T: I am going to get married when I am 28 years old. I am going to have children when
I am thirty.
Procedure: Now get into trios and tell each other what your plans are for your life in the
future. Other team members can ask questions.
For example:
S1: I am going to get married when I am 28 years old.
S2: I am going to buy a house after I get married.
S2: When are you going to finish school?
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1. FP Activity: Question & Answer Prepositional phrases with time
Introduction: My life has been fun!
Procedure:
1. Open your notebooks and make a time line with important dates in your life. You can
write years, months or specific dates. (While they do this, make your own time line on the
board. Give students time to complete the task. Monitor your students and help them if
needed.) You need to include at least ten dates. It can be something that happened last
month last year or 10 years ago it doesnt matter.
2. Now get into pairs. Tell your partner about what event occurred in some of your dates and
let your partner ask you about other dates.
For example:
T: I had my fifteenth birthday party in 2000. I went on vacation last July.
S2: What did you do in 1985?
T: I was born in 1985.
1. SC Activity: Question & Answer game Modals: can and could for permission and
requests
Procedure:
1. Open your books to page 132, exercise 2. You are going to listen to a conversation
between two people that are playing the memory game. Write down some of the phrases
you hear with can and could. (Play the audio once. The audio is embedded in slide 5.
Play the audio again if necessary. Call on students to say the information they heard and
wrote down. If students have mistakes, have them repeat the information correctly and
write the sentences on the board for students to refer to when playing.)
2. Get into groups of four. Two people on each team. Each team needs a coin and a token. If
the coin lands on Aguila you move one space. If the coin lands on Sol you move two
spaces. When you land on a space, student A uses the cue to ask for permission or make a
request to the other member of his / her team. If the sentence and answer is grammatically
correct they stay where they are. If not they go back to where they were. The first team to
finish wins.
For example:
Team 1: (Lands on Tell a story.
S1 (From team 1) asks S2 (From team 1): Could you tell me a story?
S2 (From team 1) answers: Yes, sure!
Team 1 stays in that box. (If the answer is grammatically incorrect they move back to
the space where they started.)
202

1. FP Activity: - Comparative adjectives
Introduction: My city is best.
Procedure:
1. I want each of you to think of a city. What adjectives can we use to describe a city?
(Brainstorm with students and write the examples on the board.) For example: friendly,
big, small, quiet, noisy, good, peaceful, etc.
2. Get into pairs and compare how livable the cities you choose are, talking about jobs,
schools, geography, people, and free time.
3. (Have a student come up to the front and model the activity with the cities on the slide.
Monitor your students helping as needed. Listen for adjectives to describe cities and that
there are using the comparative correctly. Correct any pronunciation mistakes you hear.)
For example:
T: Cancun is more beautiful than Mexico City.
S2: Mexico City is more historic than Cancun.
T: Cancun is smaller than Mexico City.
S2: Mexico City is cheaper than Cancun. Etc.
1. SC Activity: Information Gap present continuous for future
Introduction: Is it hard sometimes to find time to go out with a friend?
Procedure:
3. Look at the slide. You can see Mr. and Mrs. Smiths schedules. They want to go out, but
they have many activities. Get into pairs and ask each other questions to find a day and
time when Mr. and Mrs. Smith can go out together. You can ask about times and days.
For example:
S1: Can Mr. Smith go out on Sunday?
S2: No. Mr. Smith is going to Rome on Sunday. Can Mrs. Smith go out on Monday at
five oclock?
S1: No. Mrs. Smith is picking up her new car.
Etc.
1. FP Activity: PresentationComparative and superlative adjectives, family vocabulary
Introduction: Whats your family like?
Procedure: Look at the slide. Choose one member of your family that best fits each of the
sentences on the slide. Write the name of those 8 family members on separate pieces of papers.
(You will have a total of 8 pieces of papers.) Get into pairs and put your pieces of paper and
your partners pieces in the middle. You start by choosing one of your partners names and ask
questions to find out about the person.
For example:
S1: Is Juan the oldest person in your family?
S2: No, he isnt. Hes the youngest!
S1: How old is he?
S2: Hes only two years old.
S1: Who is he?
S2: Hes my nephew.
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Lesson Plans Levels 1A and 1B