Annette Flavel

Libby Williams
Angela Llanas

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 STARTER
Asking about family jobs
4 Vocabulary: Professions
Grammar: Tag questions
PREP Play Pick a Number.

• Get into pairs. Get two little pieces of paper, number them, and fold them up.
• Each picks a paper. If you pick number 1, tell your partner the family member you admire and explain why giving
examples. If you pick number 2, talk about the family member that has influenced you the most and say how.

1 LISTENING 2  Listen to the conversation and underline the correct option.

OPENING

DISCIPLINARY COMPETENCY
1. The student identifies, orders, and interprets the
ideas, data, and concepts explicit and implicit in a
text, considering the context in which it was
generated and in which it is received.

1 The conversation is about the speakers’ extended family / nuclear family.

2 The girl doesn’t know much / knows a lot about her family.

3 The speakers talk about the family’s jobs / likes and dislikes different family members have.

4 In this family some people are / nobody is musical.

2 VOCABULARY Match each profession to a definition. Compare answers in pairs.

1 firefighter a someone who uses money to start businesses and make business deals

2 vet b someone whose job is to make fires stop burning and help people to escape from
other dangerous situations
3 engineer
c a doctor who treats people with mental illnesses
4 architect
d a doctor for animals
5 musician
e someone whose job is to design buildings
6 entrepreneur
f someone who designs or builds things such as roads, railroads, bridges, or machines
7 psychiatrist
g someone who performs or writes music as their job

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 STARTER 5

3 GRAMMAR Analyze the examples and complete the sentences with words from the box.

DEVELOPMENT
He was a firefighter, wasn’t he?
She had 10 dogs, didn’t she?
He has lived in Australia for the last 20 years, hasn’t he?
They have won scholarships to a music college, haven’t they?
She didn’t play a musical instrument, did she?

true affirmative comma negative

1 We use tag questions to confirm if the information we think

we know is

2 When the verb in the statement is affirmative, the verb in

the tag question is

3 When the verb in the statement is negative, the verb in the tag question is

4 Before the tag, there is always a

4 Complete the tables with tag questions and short answers.

Affirmative statement Negative tag Affirmative answer Negative answer

Simple They were musicians, weren’t they? Yes, they were. No, they weren’t.
past (1) He loved dogs, he? Yes, No, he didn’t.
(2) She has worked as a
Present nurse for a year,
hasn’t she? Yes, she has.

perfect (3) They have worked in

a tech company, they?

Negative statement Affirmative tag Affirmative answer Negative answer

Simple
(4) He wasn’t a teacher, was he? Yes, he was.
past (5) She didn’t go to
college, she?
(6) He hasn’t ever lived
Present abroad,
No, he hasn’t.
perfect (7) They haven’t finished
school, they?

LANGUAGE Go to the LANGUAGE GUIDE on page 80.

The simple past is used for actions or situations that started in the past
and are now finished. The present perfect is used to express actions or
situations that began in the past and are still happening, are still true
now, or affect the present in some way.

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 6
STARTER
5 SPEAKING  In pairs, talk about the jobs that your family has had. Take notes and confirm
CLOSURE

the information using tag questions.

Your aunt was a flight No, she wasn’t. She worked at the GENERIC COMPETENCY
attendant, wasn’t she? airport, but she was a ticket agent. 6. The student effectively participates
and collaborates on diverse teams.

IT You can go to http://www.edutics.mx/5us

to check on a list of jobs and professions.

6 SELF-ASSESSMENT Read the sentences and circle T (True) or F (False). Then, in pairs, share
how to make true the ones you circled as false.

1 I can name family members, professions, and jobs. T F

2 I can use the simple past and present perfect tenses to talk about my family. T F

3 I can confirm this information using tag questions. T F

RESPONSIBLE DECISION MAKING

 Think of decisions you have made recently. Write two examples for each column in the
table. Then exchange books with a classmate and confirm his or her decisions using
tag questions.

Decisions I have made

By myself Together with my family

You’ve decided to You and your family

go to the soccer decided to paint the
game, haven’t you? house, didn’t you?

Which type of decisions require your family to give an opinion

and which don’t? Share examples with a classmate.

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 WORKOUT 7

1 Write the profession. 4 Put the words in order to make sentences.

Write a comma in the correct place.
1 : the person who starts
businesses 1 wasn’t he / was / Your dad / a teacher / ?

2 : the person who performs

or writes music
2 haven’t you / You / physics / have studied / ?
3 : the person who designs
streets
3 professionally / didn’t he / played soccer /
4 : the person who fights fires
His brother / ?
5 : the person who designs
buildings
4 haven’t found / have you / You / a job / ?
6 : the person who treats
animals

5 They / in Acapulco / did they / didn’t get

2 Complete the paragraph with words from married / ?
the box.

half-sister siblings parents son

grandparents mother 5 Read and write five tag questions about
the text. Then take turns with a classmate
I have two (1) , a brother and a asking and answering them.

sister. Our (2) got divorced Ricardo Esquivel, born in 1957 in Spain, is a famous
a long time ago, but my (3) teacher. He has been a teacher for 30 years. His
married again, so we have a stepfather. He already children are Claudia and Jaime. When they grew
up they became teachers. Claudia married Silvio,
had a (4) by another marriage, a famous singer from Morelos. They have been
so we have a stepbrother. My mom had a little girl married for five year . Jaime is well-known among
with him, so we have a (5) , too. teachers in Querétaro for his public speaking skills.
What a talented family!
Mom’s parents, our (6) adore her!

3 Complete the sentences with tag

questions.

1 They lived in Puebla, ?

2 She has adopted a lot of puppies, ?

3 He wasn’t chosen for the soccer team, ?

4 They have lived in Texas for years, ?

5 He hasn’t been in school all week, ?

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 BLOCK 1
STARTER
8

CAUSE AND EFFECT IN THIS BLOCK YOU WILL…

• read and identify specific information
about a person’s weekend.
• write a story about a terrible weekend
in the past using when and while.
• read and order tips for a job interview.
• understand words from context.
• give advice for a job interview using
modals.
• listen to a set of rules at a hospital.
• write rules and regulations for a
volunteer job using modals.
• read a blog about hi-tech gadgets.
• write an anecdote about events that
had an effect on other events.
• read a newspaper article about a
traffic jam.
• write regrets about past actions or
situations.
YOU WILL LEARN TO USE…
• simple past and past progressive.
• modals for advice, suggestions, and
predictions.
• modals for rules.
• past perfect and simple past.
• modals of regret, If only, and I wish.
YOU WILL ALSO GET TO…
• create a slideshow presentation about
an event that has had consequences
in the present.
• write steps to promote responsible
decision making.

For further practice, go to the

Student’s Digital Component.

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 LESSON 1
Writing about a terrible weekend
Vocabulary: Weekend activities 9
Grammar: Simple past and past progressive
PREP Play The Luck of the Draw.

• Write time references on small pieces of paper, for example: yesterday morning, at six o’clock last night,
Saturday evening, at nine this morning, at lunchtime yesterday, last Friday, yesterday evening, etc.
• Fold the papers and put them in a bag or hat.
• In teams of six, take turns picking one and saying what you were doing at the time you see on the paper.
1 READING Read Alexa’s blog and answer the questions. GENERIC COMPETENCY

OPENING
4. The student listens, interprets, and
www.alexasonlinediary.blog issues pertinent messages in distinct
contexts using appropriate media, codes,
A WEEKEND FROM HELL and tools.

L ast weekend my parents went away

and left me in charge of the house:
my brother, my sister, and the dog. I didn’t
the kids and the dog suddenly ran into
my bedroom and jumped onto my bed,
demanding breakfast. Good heavens!
washing the dishes. When I finished,
I went to my bedroom to rest. After a
while, I heard a lot of noise, so I came
think it would be very difficult. How Don’t they know how to serve themselves downstairs to investigate. The kids were
wrong I was! cereal? After breakfast, while they were covered in paint, and so was the kitchen!
Our parents left on Friday night. watching a movie, I took the dog for I was still cleaning up when my parents
Of course, Bere and Alan refused to a walk. When I came back, I smelled arrived home!
go to bed. While I was trying to get burning! The children were burning
their pajamas on, the dog destroyed my popcorn! The weekend was going
collection of origami animals! I’ve had it from bad to worse!
for years, so I was very annoyed. When I ordered pizza for lunch, of course.
the children were in bed, they insisted While I was receiving the pizza at
I read them stories. I was reading them the front door, the dog ran out and
the eighth book, when they finally disappeared down the street. It took
fell asleep. me twenty minutes to get him back
The next morning, while I was into the house. In the afternoon, they
enjoying my Saturday morning in bed, were playing quietly while I was

1 What did the dog do while Alexa was trying to get her siblings to bed?

2 What did the children do when Alexa was reading the eighth book?

3 What was Alexa doing when the kids demanded breakfast?

4 What were the kids doing when she smelled burning?

5 What happened with the dog while Alexa was receiving the pizza?

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 10
LESSON 1
2 GRAMMAR Read the examples. Underline the simple past and circle the past progressive.
DEVELOPMENT

Then write the letter of the example that matches each use.

a I was reading them the eighth book, when they finally fell asleep.
b I ordered pizza for lunch.
c I heard a lot of noise and I went to investigate.
d They were playing quietly while I was washing the dishes.

1 We use the simple past to describe an action that 3 It is possible to have two actions in the past
progressive in a sentence and it means that both
started and finished in the past.
actions happened simultaneously.
2 It is possible to have two actions in the simple past in
a sentence and it means that both actions finished 4 We use the past progressive with the simple past to
contrast an ongoing past action and a shorter, often
in the past.
interrupting, action.

LANGUAGE
When a short action interrupts another one in the past, we use the Go to the LANGUAGE GUIDE on page 80.
words when and while to link both actions. When is usually followed
by the simple past. While is usually followed by the past progressive.

3 Complete the sentences with the correct form of the verb in parentheses.

1 He (sleep) when the children (run) into the room.

2 The dog (escape) while I (stand) at the door.

3 We (work) on the computer when we (hear) a noise.

4 My parents (arrive) while I (clean) up the paint.

4 Complete the sentences with the pairs of verbs from the box in the correct tense.

call / get watch / order rest / hear listen / ring come / burn

1 While they television, I a pizza.

2 When I home, the popcorn

3 My parents while I the children’s breakfast.

4 She in bed reading when she some noises.

5 While we to the story, the bell

LANGUAGE
It is possible to invert the sentences without changing
the meaning. You can say, While they were playing games,
I finished my homework. And you can also say, I finished
my homework while they were playing games.

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 LESSON 1 11

5 WRITING  In pairs, write a story about a terrible weekend. Use when and while.

CLOSURE
DISCIPLINARY COMPETENCY
11. The student communicates in a foreign
language through logical speech, oral or written,
consistent with the communicative situation.

6 SPEAKING Tell your story to another pair. Try to tell it without looking at what you wrote.

7 SELF-ASSESSMENT Circle the number that best describes your performance in this lesson.
Number 5 is excellent and number 1 is I need help.

1 I know when to use the simple past in affirmative sentences. 1 2 3 4 5

2 I know when to use the past progressive in affirmative sentences. 1 2 3 4 5

3 I can write an anecdote using these tenses and when and while. 1 2 3 4 5

4 I can talk about a past event using these tenses. 1 2 3 4 5

RESPONSIBLE DECISION MAKING

 Think of a time when you made a bad decision. Complete the table and exchange
experiences with your classmates.

What decision did you make? What went wrong?

I skipped a class to go to the mall. While I was eating ice cream at the mall,
my parents came into the ice-cream shop.

How can you learn from previous bad decisions? Discuss as a class.

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 12
WORKOUT
1 Put the letters in order to make words 3 ordered / takeout / He / lunch / for / .
and phrases.

1 pjaaams 4 outside / heard / We / went / and / footsteps /

investigate / to / .
2 oiragmi

3 ppoocrn
5 they / their / While / doing / were / the / burned /
4 pzzia
homework / pancakes / .

2 Match the definitions with words from

Activity 1.
5 Complete the story with past progressive
1 : the Japanese art of folding or simple past.
pieces of paper to make models

2 : flat round bread with It was Friday evening and Stevie was
tomato, cheese, vegetables, and / or meat on it looking forward to playing soccer the

3 : comfortable clothing that next day. But when he (1) (wake

you wear when you sleep
up) the next morning it (2) (rain).
4 : a food made from dried
While Stevie (3) (try) to score a
grains of corn that swell when they are heated
goal, he slipped and broke his leg. It was terrible

to break his leg while he (4) (do)

3 Underline the correct option.
something he enjoyed. It was even worse when
1 The runner was warming up / warmed up he (5) (realize) he hadn’t even
scored the goal!
when his telephone rang.

2 While the students were doing / did the test,

their teacher was marking their essays.

6 Complete the sentences with information
about yourself.
3 He watched / was watching a movie on TV
1 Many years ago, I
when his grandparents arrived.

4 The politician was answering questions when

2 Last Monday at 7:00, I was
the lights suddenly were going out / went out.

4 Put the words in order to make sentences. 3 Last weekend I was while

1 were / They / painting / we / when / arrived / .

4 Yesterday I was when

2 beans / farmer / The / planting / was / .

5 When I was sleeping

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 LESSON 2
Giving tips for a job interview
Vocabulary: Job interview 13
Grammar: Modals for advice, suggestions, and predictions
PREP Play Chain Game.

• Get into teams of 10 and stand in a circle. Ask questions about job tools. For example, Who uses a hose
to work?, Who uses a computer?, Who uses a camera?, Who uses a board?, Who uses a helmet?, Who
uses the constitution?, Who uses a ladder?, etc.
• A person in the circle asks his or her question, the person to the right should answer and then ask his
or her question.
• Continue until everybody in the circle has asked a question. Make sure not to repeat them. You could
repeat the game asking different questions.

1 READING Read the article. Order the tips from 1 the most DISCIPLINARY COMPETENCY

OPENING
useful to 7 the least useful. Then compare your 1. The student identifies, orders, and interprets the
answers in small groups. ideas, data and concepts explicit and implicit in a
text, considering the context in which it was
www.gettingyourfirstjob.or generated and in which it is received.

Tips Before a Job Interview

A B C
You should prepare carefully The interviewer may ask about He or she will probably ask
for the interview. For example, your experience. You could talk you about your strengths and
be ready to answer questions about relevant experience in weaknesses. Think about what
about your qualific tions, goals, volunteer jobs, for example. they are beforehand. You could
and skills. Remember what you mention the strengths that are
wrote on your application, your particularly important for the
E
résumé or CV! job you are applying for.
Why not practice interviewing
with a teacher or friend who
F
D has been to an interview
Think about your clothes. They
before? That might give you
It’s a good idea to think of some should be clean and neat, and
more confiden e.
questions to ask your possible not too casual. You shouldn’t
future employer. You should wear jeans, for example, and you
learn as much about the G shouldn’t wear your headphones!
company and the job as possible, You shouldn’t be late for the
and be ready to ask some interview, so find out whe e it
intelligent questions of your is beforehand! You should plan What are the odds you’ll get
own. That will certainly impress how to get there and decide the job? It all depends, but
your interviewers. how much time it will take. you’ll have a better chance
if you follow these tips!

2 VOCABULARY In pairs, look at the underlined words in Activity 1 and guess their meaning by
comparing them to your own language. Then read the Language box and check
answers in a dictionary. Discuss if this strategy helped.

LANGUAGE
I thought qualifications A cognate is a word that looks very similar to the word with the same
meant school grades. Yeah, me too! meaning in your own language. But, be very careful, because actually
doesn’t mean the same as actualmente, for example. So, when you use
this strategy, use the words around it to make sure it makes sense.

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 14
LESSON 2
3 GRAMMAR Read the examples and underline the correct option.
DEVELOPMENT

Giving advice and suggestions Predicting

You should prepare carefully for the interview. He or she will probably ask you about your strengths and weaknesses.
You shouldn’t wear jeans. That will certainly impress your interviewers.
You could talk about relevant experience in The interviewer may ask about your experience.
volunteer jobs. Practicing beforehand might give you more confidence.

1 The verb following a modal (should, could, will, may, might) is in the –ing form / the simple form.

2 The modal should is used for offering advice / talking about obligation.

3 Could is used to predict / give a suggestion.

4 To make a prediction you are very confident about, you use will probably / will certainly.

5 We use may and might to talk about what we think will possibly happen / will definitely happen.

LANGUAGE Go to the LANGUAGE GUIDE on page 80.

In everyday speech, there is no difference between
may and might when referring to possibility.

4 Complete the sentences using the correct modal.

1 I’m sure that you get the job if you 5 The interviewer probably ask you about
wear appropriate clothes. why you want the job. That’s a possibility.

2 During the interview you look 6 You be nervous. That’s possible.

the interviewer in the eye.
7 Here’s a suggestion, if you’re feeling very nervous,
3 Also, you be polite.
you do some breathing exercises.
4 You show a lack of enthusiasm.
8 That certainly give you the job!

5 Imagine a friend is going to have a job interview. Write three pieces of advice and make two
predictions about it. Make sure they are different from the ones in Activity 4.

You should speak clearly.

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 LESSON 2 15

6 SPEAKING  In pairs, take turns giving advice to a classmate who is going to have

CLOSURE
an imaginary job interview.

You should dress The interviewer will probably

appropriately. explain what the job is about.

GENERIC COMPETENCY
6. The student effectively participates and
collaborates on diverse teams.

7 SELF-ASSESSMENT Circle the correct option for you.

1 I can identify cognates and some false cognates using context.

a I do it very well. b I do it most of the time. c I still need to look them up.

2 I can give written and oral advice in English.

a I do it easily. b I do it with some difficulty. c I need more practice.

3 I can make predictions in English.

a I do it easily. b I need to think about it. c I need help.

RESPONSIBLE DECISION MAKING

 Think of decisions you made recently. Then rate the tips from 1 the most important
through 5 the least important.

You should consider what others think.

You should talk to a friend and ask for advice before the decision.

You should think of all the pros and cons.

You should think carefully about the consequences.

You should consider what the Internet says.

Why is your own opinion the most important factor when making
decisions for yourself? Discuss in pairs.

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 16
WORKOUT
1 Circle six words in the puzzle. 2 The internet certainly have
information about the company.
n i n t e r v i e w
3 The teacher’s suggestion is that we
g d e m p l o y e r
try looking on the company’s
l i g o a l s p c f website.

r j o b o b h e f j 4 You wear scruffy old clothes.

t y t r n n g z h s 5 That give a bad impression.

v m q c o m p a n y 6 You prepare some questions

for the interviewer. It’s a possibility.
u w k s k i l l s s

5 Complete the sentences with words from

2 Complete the paragraph with words from the box. Then underline the correct option.
Activity 1.
strengths interview apply job
When looking for a (1) try to find
Tom wanted to (1) for a vacation job.
a considerate (2) . Before going
His father told him: “You (2) should / will consider
to an (3) , check that the
several vacation jobs before deciding.” He didn’t,
(4) is a well-recognized one.
Also, consider your personal long-time he arranged an (3) at the local
swimming club. His friend thought that there
(5) . What (6) do
you have? Choose a career which is right for you! he (4) could / might find the perfect

(5) for him as one of his

3 Match the columns to make tips.
(6) was swimming. In the interview,
1 When choosing a just because a friend
he said he (7) may / should be a good life-saver.
a career, you picks it.

2 You shouldn’t b might show you

choose a career pamphlets.
6 Write five tips for a friend who wants
to apply for a job.
3 You could go and c should think what your
strengths are first.
4 A guidance
counselor d ask different people
before deciding.

4 Complete the sentences with words from

the box.

could should might may shouldn’t will

1 You do research before

a job interview. That’s my advice.

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 LESSON 3
Sharing rules and suggestions
Vocabulary: Clothing and accessories 17
Grammar: Modals for rules
PREP Play Beans Fun.

• As a class, each student takes six beans or little balls of paper.

• Everybody gets up and walks around the room with their beans.
• Greet a classmate, and say one thing about yourself for every bean you have.
• Move on to the next classmate and continue until you have talked to five classmates.
1 LISTENING 3  Listen and check (3) the information that is mentioned. Then discuss if you

OPENING
would be interested in volunteering there.

1 the hospital’s address GENERIC COMPETENCY

4. The student listens, interprets, and
2 clothes regulations issues pertinent messages in distinct
3 specific times for work contexts using appropriate media, codes,
and tools.
4 possible activities

5 dos and don’ts

6 the benefits of volunteering

2 VOCABULARY 3  Complete the sentences with words from the box. Listen again to check
your answers.

scrunchies bobby pins scrubs badge high-heel

1 You must wear the identification 4 Tie your hair with

2 You don’t have to wear 5 You can wear to fasten short hair.

3 You can’t wear shoes.

3 GRAMMAR Read the examples and complete the sentences with words from the box.

DEVELOPMENT
You have to be at least 18 years old. You can’t wear high-heel shoes.
You must wear your volunteer uniform. You can play games with them.
You don’t have to wear scrubs. You should wear comfortable shoes with closed toes.

Can’t Don’t have to Have to and must can Should and shouldn’t LANGUAGE
In American English, have to is used for
1 express obligation. obligation and can’t for prohibition. Must and
must not are used only in formal, usually written,
2 expresses prohibition.
situations. In British English, must and have to
3 express advice. are both used for obligation, and mustn’t and
can’t are both used for prohibition. In both
4 expresses lack of necessity or obligation.
American and British English, don’t have to
5 expresses a possibility. expresses lack of obligation.

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 18
LESSON 3
4 Complete the table with the correct modals in American English.

Type Subject Modal Complement

wear your volunteer uniform and the
(1) You
Obligation identification badge.
(2) He or she behave responsibly at all times.
Lack of necessity
(3) You wear scrubs.
or obligation
Prohibition (4) You make any decision on their menus.

Possibility (5) You wear bobby pins to fasten short hair.

(6) Volunteers wear comfortable clothes.
Advice
(7) People at the hospital wear big head accessories.

Go to the LANGUAGE GUIDE on page 81.

5 Underline the correct option according to the function in parentheses.

1 They should / have to commit to six months. (obligation)

2 Volunteers can’t / shouldn’t make decisions on patient’s food. (prohibition)

3 You can’t / should check the story is suitable. (advice)

4 You can’t / don’t have to volunteer for more than six months. (lack of obligation)

5 Volunteers should / must be polite to everyone. (obligation)

6 Patients can’t / have to eat candy. (prohibition)

7 You can / should bring a board game. (possibility)

8 She has to / can wear her uniform. (obligation)

6 WRITING In pairs, use all the modals from this lesson to write rules and regulations for the
CLOSURE

volunteer job.

Do you love reading?

Volunteer to help children improve their reading skills.
Did you know that eight children in every primary class
will leave school unable to read well?
They need your help!
Contact the community center and share your passion.

Before you apply, think of your

time commitments, age limits,
attitudes, behavior, and activities.

Call 1123581321
for more information.

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 LESSON 3 19

7 SPEAKING  In groups, share the list of rules you wrote in Activity 6 and check if the other
pair used modals appropriately. Give and receive feedback.

We think treating children Oh! You’re right.

respectfully is an obligation, You must always treat
not a suggestion. people respectfully.

DISCIPLINARY COMPETENCY
11. The student communicates in a foreign
language through logical speech, oral or written,
consistent with the communicative situation.

8 SELF-ASSESSMENT For each statement write: I’m very confident, I’m almost there, I have some
questions, or It’s still new to me.

1 I can identify rules.

2 I can express permission and prohibition.

3 I can express advice.

4 I can express obligation and lack of necessity.

RESPONSIBLE DECISION MAKING

 In pairs, look at the diagram and discuss if it helps visualize options and their
consequences. Complete a similar diagram in your notebook about a decision
you have to make.
Decision
to make
Option 1 Get a part-time job Get a job Option 1 Don’t get a job
or not

Pros Earn money Cons No time Pros Study a lot Cons No extra
to study money

Consequence 1 Have money but Consequence 1 No extra money

study at night and on weekends but good grades

What is more important to consider when making decisions: pros, cons, or consequences?
Discuss in small groups.

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 20
WORKOUT
1 Write letters to complete the words. 5 Look at the picture and write rules for
the retirement home. Include permission,
1 s s prohibition, advice, obligation, and lack
of necessity.
2 s s

3 b yp s

4 b e

5 h h-h l

2 Complete the sentences with words from

Activity 1.

1 Doctors wear for a surgery.

2 Nurses tie their hair with

3 He used a to unlock the door.

4 All the staff wears a

5 Visitors mustn’t wear shoes.

3 Underline the correct word to complete

each sentence.

1 You can / have to help the children. (obligation)

2 Volunteers should / must wear a uniform.

(obligation)

3 You should / have to wear flat shoes. (advice)

4 You can / must read them stories. (possibility)

4 Use the clues to write sentences about

volunteers at a sanctuary.

1 Obligation: prepare food for animals

2 Lack of obligation: clean cages

3 Prohibition: hurt animals

4 Advice (negative): listen to loud music

TL_SB5_p04_31_B1.indd 20 6/3/20 3:56 PM

 LESSON 4
Writing and telling an anecdote
Vocabulary: Hi-tech products 21
Grammar: Past perfect and simple past
PREP Play The Longest List.

• In teams of five, make a list of all the gadgets, devices, or machines that you know.
• The winner is the team that has the longest list after two minutes.
• Write the winning list on the board and have other teams add to it.
1 READING Read the Skills box and the sentences. DISCIPLINARY COMPETENCY

OPENING
Then scan the text to complete them. 1. The student identifies, orders, and interprets the
ideas, data, and concepts explicit and implicit in a
1 The writer invited his friends to see the text, considering the context in which it was
he had recently bought. generated and in which it is received.
2 The first thing he showed them was his new

SKILLS
Scanning consists of reading a text
3 When the TV disappeared, in its place there was a
quickly to find certain information.
4 The second high-tech toy he showed his friends was

5 The material of the jacket glows

www.hitechbloggers.org

It was 6:30 last Saturday evening, and I was anxious a work of art! Everyone gasped in amazement! They
because I had invited some friends over and they said they hadn’t seen anything like this in their lives.
hadn’t arrived. I wanted them to see two amazing The second hi-tech toy I showed them was my
new technology products I had bought recently. solar-charged jacket! I hadn’t seen an ad for it, but
I wanted my friends to admire them! when I arrived at the store I saw it and loved it!
When they had all arrived, I showed them into my I had to wait for 10 days to get one! It’s great! The
living room to see my new 50-inch-high-resolution material absorbs light during the day and glows
television screen, which was mounted on the wall. bright green in the dark! The material can absorb
“Very nice, but what’s new about that?” asked Edwin. light from any source. “Wow!” Ethan exclaimed. The
I asked them to leave the room for a moment and jacket’s not just cool, but keeps you safe too! I had
then I invited them back in. They were amazed! The gone running after dark the day before, and with
television had disappeared! In its place was a work my glowing jacket I wasn’t afraid for my safety!
of art! It was a new Frame TV. I had turned it off and
the screen hadn’t just gone black; it had turned into

When my friends had left, I wondered: had I been

a little too boastful about my new tech toys?
Probably! But I can’t help it. I just love high tech!

TL_SB5_p04_31_B1.indd 21 5/26/20 11:32 AM

 22
LESSON 4
2 GRAMMAR Underline the action that happened first in sentences 1 and 2. Then complete
DEVELOPMENT

the rules with words from the box.

1 When they had all arrived, I showed them into my living room. LANGUAGE
2 They were amazed! The television had disappeared. Notice the difference in meaning between When
3 The screen hadn’t gone black; it had turned into a work of art. I arrived, they left. (They left after I arrived) and
4 I hadn’t seen the ad, but I saw the jacket and loved it. When I arrived, they had left. (They were no
longer there when I arrived).
sequence past participle happened before

1 We use past perfect to talk about an action that 3 It doesn’t matter which event you mention first.
The tense of the verb tells you which
happened another action or
before a specific time in the past. first.

2 This tense is useful to show how the 4 We form the past perfect with had or hadn’t and the

of events happened. of the verb.

Go to the LANGUAGE GUIDE on page 81.

3 Look at the timeline for the first sentence. Draw similar timelines for the rest of the sentences.

1 It was six o’clock on Saturday night. I had invited 3 They were amazed! The television had disappeared.
some friends over.

invite friends 6 o’clock Present

4 I had seen the ad and bought the jacket immediately.
2 When they had all arrived, I showed them into my
living room.

4 Complete the table with the correct form of the verbs in parentheses.

Subject Auxiliary + verb in past participle Complement

I had invited some friends over.

Affirmative (1) The television (disappear).

(2) It (turn) into a work of art.
Subject Auxiliary + not + verb in past participle Complement
(3) My friends (arrive).
Negative
(4) The screen (go) black.

(5) They (see) anything like this in their lives.

TL_SB5_p04_31_B1.indd 22 5/26/20 11:33 AM

 LESSON 4 23

5 WRITING  In pairs, think of an anecdote and make notes. GENERIC COMPETENCY

CLOSURE
 Use the timelines to sequence the events. Write 4. The student listens, interprets, and
your anecdote in your notebook. issues pertinent messages in distinct
contexts using appropriate media, codes,
and tools.

6 SPEAKING Tell your anecdote to another pair. Ask them questions about it afterwards to make
sure they understood.

7 SELF-ASSESSMENT Complete the table with your experience in this lesson.

What I didn’t know What I know now What I need to practice

RESPONSIBLE DECISION MAKING

 Read the story and answer the questions.

Diana worked for several months to buy a There was another laptop, but it was more
second-hand laptop. She was very excited when expensive than the one she had planned on
the day to buy it arrived. She went into the store buying. She didn’t know what to do, so she
and noticed that someone had bought the laptop. stood outside the store to think of her options.

1 What would you do if you were Diana?

2 How would you feel if you were her?

3 What would you do in her place?

4 Has something like this happened to you? How did you feel?

When making decisions, how important is it to be able to adjust to changes?

Why? Discuss as a class.

TL_SB5_p04_31_B1.indd 23 5/26/20 11:33 AM

 24
WORKOUT
1 Find and circle five phrases. 4 Join the two sentences into one using
and and past perfect.
lkpowshighresolutionnbvljh
1 The bus left at 4:00 p.m. We arrived at 4:30 p.m.
ehitechtoyxgfdsturnedoffvc We arrived at 4:30 p.m. and the bus
xzcsolarchargedylsgightcch had left at 4:00 p.m.
2 The teacher gave us a book to read. I read it
thermbrightgreenzaequipm last summer.

2 Complete the sentences with the correct

form of the verbs in parentheses. 3 We didn’t study. We failed the exam.

1 The dog ate the new mouse I (buy).

2 When she went out, she (do) 4 She couldn’t drive. She dropped her car keys.
her homework already.

3 John lost the cell phone his mom 5 I was tired today. I went to bed late yesterday.
(give) him.

4 He ate all the sandwiches our mom

(make).
5 Look at the picture and describe all
5 They couldn’t remember what they the events that had happened before the
(learn) yesterday. drone fell.

3 Complete the text with words from the box.

hadn’t rehearsed had asked

had written had put

Alex and Jorge went to the principal’s office and

when they got back to the classroom, they were

surprised. The teacher (1)

us to move the chairs and make a big circle.

All of us (2) all our

backpacks on the back. Oliver and Claudia

(3) Happy Birthday on the

board. As Alex and Jorge walked in the classroom,
we started singing “Las Mañanitas.” I hope they

didn’t notice that we (4) it!

TL_SB5_p04_31_B1.indd 24 6/3/20 3:57 PM

 LESSON 5
Expressing regrets
Vocabulary: Moving around the city 25
Grammar: Modals of regret, If only, and I wish
PREP Play Ten and Stop.

• Play in teams of four. Write a list of 10 words connected to the street and traffic.
• The first team to complete their list is the winner.
• Write all the words on the board. Add words from other teams to your list.
1 READING Read and underline the events that led up to the GENERIC COMPETENCY

OPENING
accident. In pairs, discuss whose fault you think it was. 4. The student listens, interprets, and issues
pertinent messages in distinct contexts
using appropriate media, codes, and tools.
TODAY’S NEWS
LO CA L YOU TH CAUS ES MA JOR
TRA FFI C JAM

León Sánchez, 18, was cycling to school this at Mrs. Gómez. There was no reason to do that!
morning when he saw a friend walking along the I certainly could have handled the situation
sidewalk. He waved and shouted a greeting. better, but I felt very nervous. I apologized to
Then suddenly, he noticed an elderly lady right in her and she accepted my apology.”
front of him. He swerved to avoid her, narrowly Mrs. Gómez regretted her actions too. “It
missing her. She dropped her basket, sending was partly my fault. If only I had crossed at
fruit and vegetables all over the three-lane road. the pedestrian crossing 100 meters down the
Two cars behind skidded to a halt, crashing into road! But I wish I hadn’t lost all my shopping!”
each other. It took police an hour and a half Jaime Pérez, whose car was damaged in
to open the road to normal traffic the incident, said “I shouldn’t have crashed!
Bystanders were surprised to hear León If I had reacted faster, I would have avoided
shouting at Mrs. Gómez, blaming her for the the accident! Now my car will be in the repair
accident. Later, León was very sorry about shop for a week and I’ll need to use public
everything. “If I hadn’t waved to my friend, the transportation!”
accident wouldn’t have happened,” he admitted. The local police said accidents involving
“I should have followed the traffic ules and kept cyclists were common. “Luckily, nobody was
my eyes on the road. And I wish I hadn’t shouted injured in this incident,” he added.

For vocabulary about moving around the city go to the VISUAL GLOSSARY on page 87.

TL_SB5_p04_31_B1.indd 25 5/26/20 11:33 AM

 26
LESSON 5
2 GRAMMAR Analyze the examples. Then circle T (True) or F (False). Correct the false statements.
DEVELOPMENT

I should have followed the traffic rules and kept my eyes on the road.
If I hadn’t waved to my friend, the accident wouldn’t have happened.
I could have handled the situation better.
If only I had crossed at the pedestrian crossing.
I wish I hadn’t shouted at Mrs. Gómez.

1 Should have is used to express a regret about something you wanted to do but didn’t. T F

2 Could have is used to talk about possibilities if something had been different in the past. T F

3 Would have is used in conditional sentences to imagine a result if something

had been different in the past. T F

4 If only and I wish with past perfect express regrets about present actions or situations. T F

3 Read the article in Activity 1 again and complete the tables.

Subject Modal + have Verb in past participle Complement

(1) I would have the accident.
(2) He followed the traffic rules.
(3) I the situation better.

If only / I wish Subject Had (not) + verb in past participle Complement

to my friend, the accident
(4) hadn’t waved
wouldn’t have happened.
(5) she at the pedestrian crossing.
(6) I at Mrs. Gómez.

Go to the LANGUAGE GUIDE on page 82.

4 Put the words in order to make regrets.

1 I / walked / didn’t / I / have / but / could / . 4 politely / If / only / with mom / behaved / I / had / .

2 We / the / shouldn’t / disobeyed / rules / have / .

5 wishes / helped / She / had / she / .

3 wishes / He / done / his homework / he had / .

TL_SB5_p04_31_B1.indd 26 5/26/20 11:33 AM

 LESSON 5 27

5 WRITING  Write five sentences expressing your DISCIPLINARY COMPETENCY

CLOSURE
regrets. Use all the options you have 11. The student communicates in a foreign language
learned. through logical speech, oral or written, consistent
with the communicative situation.

6 SPEAKING In pairs, take turns exchanging your regrets.

If you had listened to her,

I should have listened to you wouldn’t have fallen over.
my friend when she told
me it was dangerous.

7 SELF-ASSESSMENT Answer the questions about your experiences in this lesson and identify
what you need to improve.

1 Can you express regrets? Why or why not?

2 Can you choose the moments when you express regrets? Why or why not?

3 Can you use If only and I wish with past perfect? Why or why not?

RESPONSIBLE DECISION MAKING

 Read the hypothetical situation and underline the consequences of the decision.
In pairs, discuss and answer the questions.

You are checking out of the supermarket and the man

1 What was the mistake related
in front of you has dropped a $500 bill on his way out.
You pick it up and look for the man to give him his bill,
to decision-making?
but he has disappeared. You decide there is nothing
you can do about it, so you put the bill into your pocket.
Without you noticing it, the man had returned and sees you 2 What could you have done
putting the bill in your pocket. He alerts the guard on the differently to avoid a bad outcome?
door, and they both accuse you of theft. Nobody listens
to your explanation, and they call the police.

In pairs, discuss the advantages and disadvantages of making decisions at the right time.

TL_SB5_p04_31_B1.indd 27 5/26/20 11:33 AM

 28
WORKOUT
1 Match the words to their definitions. 4 She shouldn’t (make) fun
of him. She felt bad afterwards.
1 sidewalk a the place where people
5 If only he (see) the
cross the street
2 swerve pedestrian crossing!
b to slide across the
3 skid
ground in an
4 bystanders uncontrolled way
4 Complete the paragraph with words from
the box. Use the correct form of the verbs.
5 pedestrian c people near an event,
crossing watching, but not break wish only not give listen wouldn’t
participating
Alejandra (1) she (2)
d to change direction
her daughter an electric scooter.
suddenly
If (3) she had (4)
e the place where people
to her husband when he said
walk at the side
they were dangerous, she
of the road
(5)
2 Complete the sentences with words from have given
Activity 1. Write the verbs in the correct the scooter
tense. to Rebeca
and she
1 The dog very cleverly crossed the road safely on wouldn’t
the have (6) her leg.
2 I to the right, so as not to hit
the child on rollerblades. 5 Think of something negative that
happened to you. Write down all the
3 The cyclist shouldn’t have ridden on the
things you regret or that you would have
done differently.
4 The car because there was oil
on the ground.

5 saw the car accident.

3 Complete the sentences with the correct

form of the verb in parentheses.

1 We should (behave)
better at school.

2 I wish I (read) the book,

but I forgot!

3 He could (handle) the

situation better, but he didn’t.

TL_SB5_p04_31_B1.indd 28 5/26/20 11:33 AM

 CROSS-CURRICULAR PROJECT HISTORY
29

You will create a slideshow presentation about a historical event in your

community that has had consequences in the present.

Professional Skill: Preventing and Solving Problems

Diagnostic Information Gathering
Identifying the information needed to clarify • questioning others to set a course of action.
a situation and seeking it from the appropriate • asking questions to clarify any situation.
sources by • seeking the perspective of others.
• identifying the accurate information.
• checking multiple sources.

1 In groups, answer the questions on a piece

Sor Juana Her convent
of paper to start gathering information for
your presentation. was born She became is now a
in Nepantla. a nun. university.
1 Where do you live?
2 Has your community changed throughout
history?
3 Which events have changed your community? She could read She wrote many
4 Have these events benefited or harmed your and write at three. poems and plays.
community?

5 Discuss as a class what a slideshow

2 Choose one of the events and research presentation should include. Then read
its consequences and the hypothetical the suggestions and add what you deem
consequences if it had not happened. necessary. Then make your presentation
and make sure you don’t miss anything.
3 Order the information you gathered about
the event you chose in chronological order. • Write sentences for 10-15 slides.
Include the hypothetical consequences. • Choose the correct font and design.
• Decide if you need to use any type of
illustrations and choose them.
• Proofread and use a dictionary to correct
your mistakes, if necessary.
• Play your presentation to make sure it works
correctly.

4 Make a timeline with the events from

Activity 3. Add all the necessary 6 Get together with another group and
information about each event, including make any necessary changes with the
their hypothetical consequences. feedback you received.

TL_SB5_p04_31_B1.indd 29 5/26/20 11:33 AM

 30
CROSS-CURRICULAR PROJECT
HISTORY

7 Listen to your classmates’ presentations I think the presentation had a lot of text.
and tell them your opinions on their work You should have used more pictures!
according to the checklist.

 The presentation is about a specific

community.

 It reflects the events in a chronological

order.

 The information is clear.

 The presentation includes hypothetical

consequences of the events.

SELF-ASSESSMENT RUBRIC

8 Circle the sentences in the table that best describe your work.

Project aspect Needs improvement OK Good Outstanding

I didn’t know I chose information I chose information I chose the proper
which information that was somewhat that was very useful information from
Identifying
to choose and useful for the for the presentation. the beginning and
accurate
I couldn’t find presentation. it was all useful for
information
any criteria that the presentation.
helped me.
Checking I only checked one I checked fewer I checked fewer I checked more
multiple sources source. than three sources. than four sources. than six sources.
I didn’t ask any I asked a few I asked some I asked plenty
Asking questions
questions and questions and questions and of questions and
to clarify any
I didn’t have any I clarified one I clarified some I clarified all my
situation
doubts. doubt or less. of my doubts. doubts.
I didn’t talk to I talked to one I talked to my group I talked to my
Seeking
anyone to ask for person and asked at all times and we group and class at
the perspective
their opinion. for their opinion. shared our opinions. all times and we
of others
shared our opinions.

9 Complete the sentences with your ideas on how to improve your performance.

1 Something you can do to identify the proper information easier:

2 Something you can do to choose better sources:

3 Something you can do to ask for others’ opinions:

TL_SB5_p04_31_B1.indd 30 5/26/20 11:33 AM

 RESPONSIBLE DECISION MAKING Key concept: TAKING ACTION
31

1 Go back to pages 6, 11, 15, 19, 23, and 27 and write down all the aspects you need to take into
account before you make a decision.

Aspects to Take into Account

Page 6 Page 19

Page 11 Page 23

Page 15 Page 27

2 Now think of a very important decision that you have to make, like the profession you will
chose and where you will study. Write it down.

3 Go back to Activity 1 and write down steps you need to follow to make the decision.

Action Date

4 Share your steps with a classmate and set dates for the actions. Add them to a calendar and
make sure you carry them out on time.

FOR YOUR LIFE When making decisions, it is important to know which

steps you will follow, the aspects you will consider, and to set a date. If you don’t set
a date, everything can be left written in a notebook or in your mind and stay there
forever. It is very important to set realistic dates and carry out the actions on time.
In this way, you will be taking action and achieve whatever goal you choose.

TL_SB5_p04_31_B1.indd 31 5/26/20 11:33 AM