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BEYOND ENGLISH 1
Student’s Book and Workbook
Copyright © 2023 Bright Publications
Printed in Mexico

All rights reserved. No part of these publications may be reproduced, stored

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mechanical, photocopying, recording or otherwise, without prior consent of
the publisher, including, but not limited to, in any network or other electronic
storage or transmission, or broadcast for distance learning.

Beyond English 1 was edited and produced to fit first semester according to
the Progression Educational Program.

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Bright Publications © 2023

Book copyright © 2023 Mónica Ameka Vargas
Cover Design by Susana Meléndez de la Cruz
Book Design and Production by Susana Meléndez de la Cruz
Photography and Illustrations © 2023
Freepik Company / Licencia Premium

REVIEWERS:
Mtra. Elizabeth Chimal Medina
Mtra. Nizma Correa Corona
Mtro Juan Francisco Garza Ibarra

First print: May 2023

 LEARNING GOALS

AT THE END OF THIS COURSE 1, THE STUDENT WILL:

When listening for gist and listening for detail:

• Understand the alphabet in English when the student listens to them.

UNIT 1
• The student will identify the different phonemes.
• Understand the main idea of an oral conversation based on basic expressions,
such as greetings and simple vocabulary.
• Understand simple questions which require personal information, as well as from
others: name, age, nationality, characteristics, habits, abilities.

When Speaking (fluency, using functions and pronunciation):

• Understand and communicate orally using basic expressions, such as greetings,
words, and simple phrases related to personal data, as well as specific situations.
• Provide basic descriptions of objects, animals, places and food (opinion, size, origin).
• Establish and answer simple questions with very brief and prepared expressions.
• Participate in conversation in a simple form.

When Reading (scanning and skimming)

• Recognize very basic words and phrases based on personal data, which are part
of texts such as business cars, registration forms, signs, agendas.
• Identifie the meaning from the written information.
• Understand the general idea of simple texts about personal data, descriptions,
habits, abilities and food.

Writing (spelling, punctuation, layout, coherence and cohesion)

• Provide personal information in a written form in a standard form, such as that in a
gym registration.
• Express in written form phrases and simple sentences, considering the spelling
and the punctuation rules, as well as the use of capital letters in nationalities,
writing the question mark at the end of the sentences, using commas, listing data
1

(a list of food, for example).

• Write simple and brief descriptions about people, objects, places and routines.
B e yo n d E n g l i s h

• Supports the writing on textual elements to provide sense in a written task.

3
 SCOPE AND SEQUENCE

LEARNING UNIT 1
LET’S GET IT STARTED
LEARNING TRACK 1 Pg. 07
READING READING SPEAKING LISTENING VOCABULARY PRONUNCIATION GRAMMAR
• Meeting a • Writing • Introducing • Numbers • Numbers • Numbers • The verb
professional numbers oneself • Countries and • Big numbers to be
• Making a nationalities • Countries and • Personal
conversation • Jobs and nationalities pronouns
occupations

LEARNING TRACK 2 Pg. 17

• Life is a • Cooking can • Word • Classroom • Classroom • The alphabet • The
nightmare! be fun pronunciation instructions instructions imperatives
• Listening to a • The alphabet
reading

LEARNING TRACK 3 Pg. 22

• My family and • Sentences • Making a map • Types of • Types of • Types of • Indefinite
our love for using personalities personalities personalities articles
animals adjectives • Personal • Personal • Personal objects • Adjectives
objects objects • Public spaces
• Public • Public spaces • Animals
spaces • Animals
• Animals

LEARNING TRACK 4 Pg. 27

• My classroom • Description of • What’s this • School • School • School objects • Demon-
family / what are objects objects • This / that / these strative
those • Reading / those adjectives

LEARNING TRACK 5 Pg. 30

• My dream • Designing your • Parts of a • Drawing from • Parts of a • Parts of a house • There is /
house own imaginary house listening house there are
house • Preposi-
tions of
place

LEARNING TRACK 6 Pg. 33

• Our closet • Possessive • Possessive • Clothes and • Clothes and • Clothes and • Possessive
pronouns pronouns personal personal personal objects pronouns
objects objects • Colors
• Colors • Colors

3 Self Assessment
3 Co-Evaluation
3 Teacher’s Feedback
3 Socioemotional Training Environment / Physical Activities
3 Transversality Project

4
 SCOPE AND SEQUENCE

LEARNING UNIT 2
MOVING ON!
LEARNING TRACK 7 Pg. 42
READING READING SPEAKING LISTENING VOCABULARY PRONUNCIATION GRAMMAR
• My family • Describing • Talking about • Family • Family • Family members • Possessive
your family your family members members adjectives
tree • Possessive
‘s and s’

LEARNING TRACK 8 Pg. 46

• Writing using • Asking wh- • Ordinal • Ordinal • Ordinal numbers • Prepostions
wh- words questions numbers numbers • Days of the week of time
• Days of the • ¡Days of the • Months of the • Wh-words
week week year / wh-
• Months of • Months of the • Publica places / questions
the year year buildings
• Publica • Publica places
places / / buildings
buildings

LEARNING TRACK 9 Pg. 52

• My english • A day in my • Talking about • Hobbies and • Hobbies and • Hobbies and • Present
language life my routine routines routines routines simple for
teacher • Times of the • Times of the • Times of the day habits and
routine day day routines

LEARNING TRACK 10 Pg. 55

• Best friends • Asking about • Using • Best Friends • Yes / no • Yes / no questions • Yes / no
habits and question questions and and answers questions
routines woirs and yes answers
/ no questions

LEARNING TRACK 11 Pg. 58

• My favorite • How often do • How often do • Physical • Physical • Physical and • Adverbs of
hobby you…? you…? and leisure and leisure leisure activities, frequency
• Describing a activities, activities, sports
hobbie or an sports sports
activity

3 Self Assessment
3 Co-Evaluation
3 Teacher’s Feedback
3 Socioemotional Training Environment / Physical Activities
3 Transversality Project

5
 SCOPE AND SEQUENCE

LEARNING UNIT 3
LET’S FINISH UP!
LEARNING TRACK 12 Pg. 66
READING READING SPEAKING LISTENING VOCABULARY PRONUNCIATION GRAMMAR
• Happy • Writing an • What time • Happy • The Time • The Time • Preposi-
Birthday agenda is it? Birthday tions of time
using time (in, on, at)
expressions • Talking about
social skills • Conjunc-
tions (and,
but, or, so)
LEARNING TRACK 13 Pg. 71
• Amazing • Can / Can’t • Conversa- • Physical • Physical • Physical Activities • Can / Can’t
Animals tions Activities Activities for abilities
• Conversa-
tions

LEARNING TRACK 14 Pg. 76

• I Can’t Believe • Writing • Role-playing • Conversa- • Permissions • Can / can’t • Can for
this! questions • Conversa- tions and requests permissions
using can tions and
/ can’t for requests
permissions
and requests
LEARNING TRACK 15 Pg. 78
• Healthy • Using how • Using how • Common • Common food • Common food • Plurals
Lifestyle much / how much / how food names names names
many many • Likes and
• Fruits and • Fruits and • Fruits and flowers dislikes
flowers flowers • Plurals • How much
• Food • Food / How
adjectives • Food adjectives many
adjectives
• Countable • Countable and
and
uncountable uncountable
nouns nouns

• Healthy
Lifestyle

LEARNING TRACK 16 Pg. 86

• My Daily • What’s there in • Using • Using • Quantifiers • Quantifiers • Quantifiers
Routine my fridge quantifiers quantifiers
• My Daily
Routine

3 Self Assessment
3 Co-Evaluation
3 Teacher’s Feedback
3 Socioemotional Training Environment / Physical Activities
3 Transversality Project

6
Learning

unit 1
UNIT 1
Let’s Get It started!

1
B e yo n d E n g l i s h

7
 1
LEARNING TRACK 1
unit
Vocabulary / Pronunciation
NUMBERS
Instructions: Listen to the numbers and repeat them.
Track 1

1 2 3 4 5
one two three four five

6 7 8 9 10
six seven eight nine ten

11 12 13 14 15
eleven twelve thirteen fourteen fifteen

16 17 18 19 20
sixteen seventeen eighteen nineteen twenty

BIG NUMBERS
Instructions: Check out the spelling of these numbers. Can you guess their pronunciation?

13-19 teen 100,000 hundred thousand

10 ten 1,000,000 million
100 hundred 1,000,000,000 billion
1000 thousand 1,000,000,000,000 trillion
10,000 ten thousand

8
 PRACTICE
Instructions: Listen to the teacher and write the numbers you hear (in written form and the number).
Repeat the numbers for pronunciation.

UNIT 1
Instructions: Match the numbers on the right to the letters on the left.

thirty 10
hundred 20
ten 30
fifty 40
seventy 50
twenty 60
forty 70
sixty 80
eighty 90
1

ninety 100
B e yo n d E n g l i s h

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 GRAMMAR
THE VERB TO BE
(Affirmative) and Personal Pronouns
Instructions: Complete the table.
AFFIRMATIVE

Full form Contractions

I am
You’re
He / She / It is
We’re
They are

Instructions: Complete with the correct form of the verb to be.

1. Her name Carla. She nice. She 25 years old.
2. Paul and Mark brothers.
3. We excited about the class!
4. My name Mariana.
5. His name Victor.
6. My dog’s name Cheetos.
7. Anna and Marla sisters.

GRAMMAR NOTE
The verb to be (is, are, am) comes after the subject.

Example: She is Mexican.

The pronouns in English are:

I, You, He, She, It, You, We, They

REMEMBER!
We have different uses of the verb to be
3 Introducing people 3 Job
- I’m Monica, and this is my friend Victor. - She’s a doctor.
3 Color 3 Feelings
- My eyes are brown. - My dog is really sad.
3 Age 3 The Weather
- They’re old enough. - It’s pouring!
3 Time 3 Money / Prices
- It’s 10 a. m. - It’s six dollars.
3 Nationality 3 Descriptions
- We’re Guatemalan. - He is such a nice person.

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 PRACTICE
Instructions: Write the correct pronoun.

UNIT 1
Instructions: Write the correct form of the verb to be.

1. I a student.

2. You my sister.

3. She a rock star.

1

4. He tall.
B e yo n d E n g l i s h

5. It black.

6. We happy.

7. You soccer players.

8. They my friends.

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 VOCABULARY

Listen and repeat COUNTRIES AND NATIONALITIES

Instructions: Repeat the conversations.
Track 2

A. Where are you from? A. What’s your nationality? A. What language do you speak?
B. I’m from Mexico. B. I’m Mexican. B. I speak Spanish.

COUNTRY NATIONALITY LANGUAGE COUNTRY NATIONALITY LANGUAGE

Afghanistan Afghan Afghan Italy Italian Italian
Argentina Argentine Spanish Japan Japanese Japanese
Australia Australian English Jordan Jordanian Arabic
Bolivia Bolivian Spanish Korea Korean Korean
Brazil Brazilian Portuguese Laos Laotian Laotian
Cambodia Cambodian Cambodian Latvia Latvian Latvian
Canada Canadian English/French Lithuania Lithuanian Lithuanian
Chile Chilean Spanish Malaysia Malaysian Malay
China Chinese Chinese Mexico Mexican Spanish
Colombia Colombian Spanish New Zealand New Zealander English
Costa Rica Costa Rican Spanish Nicaragua Nicaraguan Spanish
Cuba Cuban Spanish Panama Panamanian Spanish
(The) Dominican Dominican Spanish Peru Peruvian Spanish
Republic (The) Philippines Filipino Tagalog
Ecuador Ecuadorian Spanish Poland Polish Polish
Egypt Egyptian Arabic Portugal Portuguese Portuguese
El Salvador Salvadorean Spanish Puerto Rico Puerto Rican Spanish
England English English Romania Romanian Romanian
Estonia Estonian Estonian Russia Russian Russian
Ethiopia Ethiopian Amharic Saudi Arabia Saudi Arabic
France French French Spain Spanish Spanish
Germany German German Taiwan Taiwanese Chinese
Greece Greek Greek Thailand Thai Thai
Guatemala Guatemalan Spanish Turkey Turkish Turkish
Haiti Haitian Haitian Kreyol Ukraine Ukrainian Ukrainian
Honduras Honduran Spanish (The) United States American English
Indonesia Indonesian Indonesian Venezuela Venezuelan Spanish
Israel Israeli Hebrew Vietnam Vietnamese Vietnamese
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 SPEAKING / WRITING
Talk about you! Use these questions:
1. Where are you from?
2. What’s your nationality?
3. What languages do you speak?
Talk to 10 different partners asking them these previous questions. Your teacher will provide you with a
card which will have a name, a country and a language. Introduce yourself as if you were that person! Write
your answers in your notebook.

GRAMMAR
THE VERB TO BE Negative Form

UNIT 1
Instructions: Complete the following table.

NEGATIVE

Full form Contractions

I’m not
You are not
He / She / It isn’t
We are not
They aren’t

PRACTICE
Instructions: Write the correct form of the verb.
1. Maria (+) Mexican. She (-) Russian.
2. Tammy and Kate (-) students. They (+) teachers.
3. It (-) a small building.
4. Laura, Cindy and I, (-) best friends.
5. You (-) very smart.
6. He (-) a good person. He (+) mean.
7. My cat (+) very cute. He (-)

LISTENING
Instructions: Listen to the conversation. Then, practice with a partner.
1

Alex: Hey, Matt. How are you? Track 3

B e yo n d E n g l i s h

Matt: I’m doing fine, bro. How are you doing?

Alex:Just chilling… Hey! Listen, who is she? Do you know that girl?
Matt: Oh, it’s Alexa. She is a new student.
Alex: But, she isn’t from around, is she?
Matt: No! She isn’t. I think she is from another state.
Alex: Cool! I’m going to talk to her.
Matt: She isn’t a nice person! I spoke to her and she was rude to me.
Alex: Ooooh! What a shame. She seems to be nice.
Matt: She isn’t! Believe me!
13
 VOCABULARY

Listen and repeat

JOBS AND OCCUPATIONS
Track 4

architect engineer nurse artist farmer

pharmacist athlete fisherman photographer business owner

gardener police carpenter hairdresser scientist

cook head of school secretary dancer insurance agent

singer doctor lawyer tailor driver

mechanic teacher electrician nanny illustrator

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 GRAMMAR
THE VERB TO BE Interrogative form
Instructions: Look at the following table. Learn and practice.

NEGATIVE

Affirmative Negative
Am I…? Am I not…?
Are you…? Aren’t you?
Is she…? Isn’t she…?

UNIT 1
Is he…? Isn’t he…?
Is it…? Isn’t it?...?
Are we…? Aren’t we…?
Are they…? Aren’t they?...

SHORT ANSWERS
Examples:
- Am I nice? Yes, you are. / No, you aren’t.
- How are you? I’m ok! / I’m not ok.
- Isn’t he your brother? Yes, he is. / No, he isn’t.
- Why are you angry? I’m not angry. / Because I’m tired.

PRACTICE
Instructions: Complete the following questions. Then, write a short answer.

1. he a good doctor?

2. your grandmother at home?

3. Why you so tired?

4. a good student?

5. Where they?
1

6. they Guatemalan?
B e yo n d E n g l i s h

7. your cat on the floor?

8. Lucy an astronaut?

9. we your friends?

10. Why you there?

15
 READING

Listen
MEETING A PROFESSIONAL
Listen to the stories. Underline in red the verb to be, in blue the jobs and occupations,
in green the countries and nationalities, and in purple the pronouns. Track 5

1. Hi, everyone! I want you to meet my cousin Francesca. Francesca is Italian, but she
lives in Chile. She is an amazing person, but she is an ever more fantastic designer! She
likes drawing and making stories, she is really good at making ideas possible. She is the
content creator of a very important brand. She created the whole campaign for the 2024
Summer Splash Party. Isn’t she great?

2. This is Francisco. Francisco lives in Mexico. He is a taxi driver. Francisco works from 6
a. m. until 10 a. m. He goes to his house and has lunch. At 12, he is back on the streets.
He is a very hard-working man! Today, he is enrolling in classes to become an Industrial
Engineer. It’s one of his biggest dreams. He and his friends are going to go to a night
school in his town. They are very excited about it. Isn’t it cool?

3. Marcos and Clemente are from Spain. They are best friends since 2000. They are going
to start a business in their hometown, they are going to sell ‘tapas’, a traditional Spanish
snack. But, they say it’s not only a snack! Marcos studied marketing and Clemente studied
administration. They say ‘tapas’ are very popular in Spain, and they are sure their ‘tapas’
are the best around because they will create new recipes and new ways of making a
‘tapa’. Aren’t they crazy?

4. Peter is a houseman and he is American. His wife, an Argentinian woman, works for a big
soda company and he stays at home taking care of the children and the house. Peter is
very organized, and every morning he makes breakfast for him and for his children, and
his wife. When he is in the house, he plays loud music and he calls his mother. His mother
lives near. She is a very nice lady. Peter loves cooking. Isn’t he outstanding?

16
 VOCABULARY
LEARNING TRACK 2
Listen and repeat
CLASSROOM INSTRUCTIONS
Instructions: Listen to the instructions and repeat. Listen a second time and mimic the command.
Track 6

UNIT 1
open the door / open your book /
close the door close your book raise your hand downt listen

turn the light off / on be quiet stand up clean the board take out a pencil /
pen

speak in English turn left turn right clean your space look at…

listen to… read… write… talk to a partner come to the board

1
B e yo n d E n g l i s h

repeat work in pairs ask a question think about it

17
 GRAMMAR
THE IMPERATIVES
WHAT IS THE IMPERATIVE?
An imperative is a command or order. It can also be used to give instructions,
advice or a warning. Some examples include the following:
- Walk to the corner.
- Sit down please.
- Don’t lose your key.

IMPORTANT!
• Imperatives do not have a subject in them. The subject is the person that the speaker
says the sentence to.
• Verbs in imperatives are in their base form. This means that they have no -s, -ed, or -ing
form. For am, are, and is, the base verb is be.
• Negative imperatives have don’t or do not before the verb.
• Imperatives can also have words or phrases such as always, never, please, first, after
that, and remember to in them.

Examples:

- Follow the instructions. - Always look both ways - Be careful with that! - Pass the ketchup, please.
before you cross the road.

- Don’t shout! - Stop fighting! - Please, answer the test.

18
 PRACTICE
Instructions: Underline the correct imperative in each sentence.

1. Please put the trash in the trash can.

2. Bring me a glass of water, please.

3. Remember to take all your books with you before leaving for the summer.

4. Don’t walk on the grass.

5. Open the windows, it’s raining! Let air come in for a few seconds.

UNIT 1
6. Please hurry doing your homework.

7. Take a seat and wait for the doctor to come in.

8. Never leave a baby unattended.

9. Come here and tell me about your day.

10. Be quiet! This is a noise free area.

WRITING
COOKING CAN BE FUN!
Instructions: Get into teams of three. Write down a recipe everyone can understand.
Use commands or imperatives for your recipe. Share your recipe with the class!

1
B e yo n d E n g l i s h

19
 READING

Listen
LIFE IS A NIGHTMARE!
Instructions: Listen to the story.
Track 7

Hello! My name is Steve and I want to tell you about my day

today.
It’s 7 a. m. and my mother shouts at me: Hurry up! You’re late!
Then. my dad says: Take a shower” You smell horrible!
I arrive to school and the guard shouts at me:
Run faster! Im going to close!
I go into the classroom and my teacher is already
inside. She is writing something on the board and
turns to tell me: Steve, you’re late. Clean the tables.
When I finish cleaning the tables, my best friend
says: Give me your lunch. I didn’t have breakfast.
She eats my lunch… and I’m also hungry.
When we go to recess, my friend Carlo says: Steve,
bring the balls from Teacher Luis’ classroom.
When I’m in the classroom, someone says to me:
Take your shoes off!
I go barefoot to the Director’s Office and the
secretary says: You must close the door after you
are inside the office.
The teacher shouts: You’re in big trouble!

Instructions: Underline all the imperatives in the text.

Compare your answers with a partner.
Share with the class.

20
 VOCABULARY

THE ALPHABET
The following image shows the phonemic sounds of the English alphabet.
Can you pronounce them individually?

UNIT 1
VOWELS
long sounds
short sounds
DIPTHONGS
CONSONANTS
voiced consonants
unvoiced consonants

IMPORTANT!
Pronunciation in English is very important to make ourselves understood.
Instructions: Look up these words in a dictionary and follow the correct pronunciation.
1. GIF
2. mischievous
3. library
4. pronunciation
5. salmon
6. ask
1

7. wednesday
B e yo n d E n g l i s h

8. stomach
9. meme
10. Mmyonnaise

CHALLENGE!
Look up for 10 more words which are challenging to pronounce in English.
Write them in your notebook and share with the class.

21
 VOCABULARY
LEARNING TRACK 3
Listen TYPES OF PERSONALITIES
Instructions: Listen to the personalities of each person. Write the word you hear.
Track 8

shy responsible funny honest intelligent

fun athletic skillful resilient wise

open-minded adventurous creative outgoing committed

1. This is Rosa, she is a very girl.

2. That is her friend, Mike. He is an boy.
3. Her classmates, Tina and Gaby are very . They make me laugh!
4. Her father is very but her mom is the opposite, she is an person.
5. After COVID, people are more .
6. My grandmother is very .
She lived in the 1960’s her young life and she learned to be free.
7. Our dog is very . He can go anywhere and is calm and quiet.
8. My sister is very . She is always the first one to get up.
9. My friend Nicky and I are very with the animal shelter. It is such a big responsibility.
10. My brother John is very with the rubik’s cube. It takes a lot of talent!
11. We must be very at art class.
12. My little brother is very . He never steals or tells lies.
13. People above 30 years of age are . They make better decisions.
14. Roller coasters are a place to go with friends!

22
 VOCABULARY

Listen and repeat

PERSONAL OBJECTS
Instructions: Listen to the words and repeat for pronunciation.
Track 9
cell phone purse mirror hair clips razor coins
wallet watch identity card toothpaste tablet headphones
glasses keys hairbrush toothbrush hair gel

GRAMMAR

UNIT 1
INDEFINITE ARTICLES
The indefinite article (a, an) is used before a noun that is general or when its identity is not known.
Examples:
- a boy - an amazing boy - an elephant - a huge elephant
- an apple - a rotten apple - an hour - a busy hour
- a car - an enormous car - an umbrella - a colorful umbrella
- a helicopter - an American helicopter

CHALLENGE!
When do we use a and when do we use an?
PRACTICE
Instructions: Write the corresponding indefinite article before each noun.
Some of them don’t need an article, why?
Dalmatian dog blue dress doctor idea
pandas actor artist books
tigers island friends car

VOCABULARY

Listen
PUBLIC SPACES
Instructions: Listen to the vocabualry and repeat.
Track 10
1

church high school police station

B e yo n d E n g l i s h

cemetery hospital post office

city hall jail radio station
courthouse library school
embassy museum tourist office
fire station parliament university
Instructions: Make a map with two more people! Include all the buildings you have on the previous list.
23
 VOCABULARY

Listen and repeat ANIMALS Track 11

Instructions: Listen to each group of words. Repeat for pronunciation.
MAMMALS FISH BIRDS AMPHIBIANS

lion pig crab flamingo frog

tiger cow eel crow crocodile

goat giraffe whale hen lizard

horse sheep salmon vulture iguana

donkey rabbit sardines eagle snake

dog monkey carp peacock

cat shark pigeon

tuna ostrich

PRACTICE rooster
Instructions: Get in teams of three people and make a memory game. One card has to have
the word of the animal. The other card must have the picture of the animal.
Play and pronounce, have fun!

GRAMMAR
VOCABULARY
ADJECTIVES
An adjective is a word that modifies or describes a noun or pronoun.
Adjectives can be used to describe the qualities of someone or
something independently or in comparison to something else.
Examples:
- I like big houses.
- The boy is tall and skinny.

CHALLENGE!
What is the difference between the two previous sentences?
Where is the adjective, before the main verb or after the main verb?

CAREFUL!
There are two kinds of adjectives for describing people:
A) Those that refer to appearance.
B) Those that refer to personality.
24
 PRACTICE
1. Instructions: Look at the following adjectives. Do they describe appearance or personality?
Write them in your notebook making two columns dividing them.

good depressed handsome temperamental gorgeous

popular sensitive cheerful nice thoughtful

2. Instructions: Look at these three [Link] their basic description on the lines. Use adjectives!

red enormous blue happy black active famous

UNIT 1
gray successful colorful serious sporty

He is , She is , They are ,

and .
and . and .
They have shorts
He has shorts, She has a blouse,
and a ball.
and sunglasses. and high heels.

REMEMBER!
He / she / It - go with the verb has I / You / We / They - go with the verb have

NOTE: What is the difference of the use of the verb TO BE and HAS OR HAVE with adjectives?
1

• When describing people, we use the verb to be to describe height, body build and age.
B e yo n d E n g l i s h

Examples:
- I am tall and slim. - He is overweight.

• We use have and has to describe hair color, hair length and facial features.
Facial features are eyes, eyebrows, nose, mouth, lips, ears, chin, etc.
Examples:
- She has long brown hair. - She has big blue eyes.

25
 IMPORTANT!
Adjectives can be written together in sentences. But they must have an order.
The common order of adjectives in a sentence is:
QUANTITY OR OPINION SIZE AGE SHAPE COLOR ORIGIN MATERIAL PURPOSE OR
NUMBER nice huge old round red Mexican wood QUALIFIER
two awesome little new oval purple European wool gardening
seven brilliant enormous Medieval squared black Taiwanese cotton shopping
thirteen cleaning
Examples:
- I have two awesome small new pointy purple Mexican wooden gardening scissors.
- They have nine cute huge newborn round black and white English dogs.
- We like Medieval black Italian costumes.

PRACTICE
Instructions: Choose the right option for the sentence.
1. Linda had a in her hair yesterday.
a. nice yellow hat b. yellow nice hat c. hat nice yellow
2. We lost a .
a. small white wallet b. wallet small white c. white small wallet
3. My mom and dad bought grapes.
a. juicy some big b. juicy great some c. some juicy big
4. The tennis team has possible winners.
a. very fast two b. two very fast c. very two fast
5. The school you go to has .
a. amazing professional teachers b. professional teachers amazing c. teachers amazing professional

READING

Listen MY FAMILY AND OUR LOVE FOR ANIMALS

Instructions: Listen to the reading and write the missing information. Track 12

Hello! My name is Zoe and this is my family: Victor is my dad, Monica is my mom, my sister is Mariana and my
brother is Emmanuel.
We have a very personality and we protect animals
We have a farm near the city. It’s an place where you can find and
dogs, all kids of cats, pigs, birds and cows.
We also have two donkeys, two horses and lizards.
Our father decided to educate us like this. He believes every living thing deserves to br treated as
as possible.
My sister Mariana is the one in the picture with lots of ducklings around her. She is
and . She is also very . She is studying to be a veterinarian.
My brother and I are twins, we are sixteen years old. We go to the local high school.
My brother has , hair and green eyes. I have ,
hair and hazel eyes.
We take care of the dogs and the cats. They’re !
We like living on the farm because there is always something to do, we never get !
26
 VOCABULARY
LEARNING TRACK 4
Listen and repeat
SCHOOL OBJECTS
1. Instructions: Match the words to the corresponding pictures.
Track 13

a. ruler b. calculator c. notebook d. book e. pencil f. eraser

g. pen h. sharpener i. back pack j. stapler k. pencil case

UNIT 1
2. Instructions: Listen to the words and pronounce them.
Track 14

chalkboard shelf highlighter

chair bookcase colors

desk map globe

1

projector glue computer

B e yo n d E n g l i s h

marker window scissors

paper
27
 GRAMMAR
DEMONSTRATIVE ADJECTIVES
Look at the following pictures. What does NEAR mean? What does FAR mean?
SINGULAR PLURALS

This dog These dogs

NEAR NEAR

Those dogs
That dog

FAR FAR

We use the demonstrative pronouns to show the place of one item or

many items, in relation to other objects.
We also use THIS to explain that something is distant from us on time.
We can use THIS and THAT to refer to what someone has said.
Examples:
- We are at school this morning.
- He said that he was ok.
- She said this was her chair.

PRACTICE
Instructions: Look at the pictures. Write this, that, these, and those accordingly.

1. apple. 2. book. 3. markers. 4. sharpeners.

28
 SPEAKING
Instructions: Sit in pairs. Pairs take turns to ask questions and point to things around the classroom, such as:
Student A: What is that?
Student B: That is a book.
Student A: What are those?
Student B: Those are notebooks.

WRITING
Instructions: When we are describing a person or a situation we use demonstrative adjectives to do it.
Can you make a description of your family using a family picture? Paste it in your notebook and write the

UNIT 1
description in your notebook too.

READING

MY CLASSROOM
Instructions: Read the description of a classroom. Write the missing demonstrative pronouns.

Hello! My name is Tom and let me introduce my classroom. are my classmates!

one in the back is my friend Mike. He likes to sit by himself. are
the books we use everyday for the class. book in the back of the classroom is
the algebra book. next to me is the physics book.
chairs next to us are new. desks in the back are the old ones.
is my Chemistry teacher, Mr. Bragdon. He likes classroom
because it’s fun.
girl in the corner is my girlfriend, Nina. she likes school very
much. guys in the front are new students in school. And
students next to me are a group of old friends.
bookcase in the back of the classroom has all the pencils and pens we use.
Also, our notebooks. notebook ion the desk is mine. The class is ready to begin!
1
B e yo n d E n g l i s h

29
 VOCABULARY
LEARNING TRACK 5
Listen and repeat PARTS OF A HOUSE
Instructions: Listen to the words and repeat. Listen to the words and point to them in the picture.
Track 15

•frame
•window
lamp•
•mirror •pillow •plant
•mirror
•bed •bureau
•door
•shower •detergent
•rug •boiler
bath towelst•
•sink •softener
•bathtub •toilet
bedroom
floor mat• •dryer •washer

bathroom laundry room

•shelves
•microwave •cabinet
•plant lamp•
curtains•
•window •blender •coffeemaker
•sink
•sofa •armchair •dining set
•plant table• •dishwasher
TV / flat screen • •fridge
•coffee table chairs•
•stove

living room dining room kitchen

GRAMMAR
VOCABULARY
THERE IS / THERE ARE
We use there is or there are to say that something exists in a specific place.
There is, for the SINGULAR.
There are, for the PLURAL.
We use THERE ISN’T and THERE AREN’T for the negative form.

PRACTICE
Instructions: Write there is or there are according to the picture.

a door. two beds. a kitchen.

two windows. a fridge. two tables.

30
 GRAMMAR
PREPOSITIONS OF PLACE
behind, under, on, in, in front of
Instructions: Look at the following pictures.

UNIT 1
Bicho is in front of the house. Cookie is under the table Bicho is behind the box.

Cookie is in its house. Bicho is on the tree.

PRACTICE
Instructions: Listen to the person describing the place. Draw the item she says.
Track 16

1
B e yo n d E n g l i s h

31
 PRACTICE
Instructions: Look and complete the preposition of place.

BETWEEN BEHIND ON UNDER IN FRONT OF IN

1. The cat is the box. 4. The bird is the box.

2. The bird is the boxes. 5. The cat is the box.

3. The cat is the box. 6. The cat is the box.

WRITING
Instructions: Design your own, imaginary house. You can make this as imaginative as you want (a treehouse,
a boat, in space, inside a volcano). Use prepositions to describe it Present your idea to the class.

READING

MY DREAM HOUSE
Instructions: Write the missing information.

In my dream house, there are a lot of things which I have always wanted.
The front of my house is color white, many windows
facing the front. also a big car and a big truck. Inside my
house, no walls. Everything in the first floor is connected.
two main living rooms and a dining room. In the dining room,
an enormous table and many chairs. In one
of the living rooms, a karaoke, and a gigantic screen. We also have
a mini bar. In the back of the house, just outside the living rooms,
a pool and also a barbeque grill.
If you go to the first floor, lots of rooms and inside each room,
a complete bathroom and a small terrace. It’s like living in a hotel.
many plants and corridors. also a special
room for my dogs and another one for my cats. What’s your dream house like?

32
 VOCABULARY
LEARNING TRACK 6
Listen and repeat CLOTHES AND PERSONAL OBJECTS

Instructions: Listen to the words and pronounce them.

Track 17

UNIT 1
A. D.

B. H. G. E.

J.
C. I. F.
1

A. 1. tie 2. jacket 3. suit 4. shoes F. 1. pants 2. shirt

B e yo n d E n g l i s h

B. 1. gown G. 1. boots 2. raincoat

C. 1. dress 2. high heels H. 1. scarf 2. coat 3. sweater
D. 1. blouse 2. skirt 3. flats I. 1. bathing suit 2. flip-flops 3. shorts
E. [Link] 2. t-shirt 3. sneakers J. 1. tank top 2. sandals

33
 VOCABULARY

Listen and repeat COLORS

Instructions: Listen to the words and repeat for pronunciation.
Track 18

red blue pink yellow browm

black white green orange purple

gray azure light green maroon lime

chocolate bronze golden salmon wheat

navy spring turquoise aqua crimson

green

silver dark red dark orchid teal

blue

34
 GRAMMAR
VOCABULARY
POSSESSIVE PRONOUNS

Remember which
are the pronouns?

UNIT 1
Well, today we will learn about POSSESSIVE PRONOUNS.
A possessive pronoun is a part of English speech that explains the possession or
ownership of something to someone.
A possessive pronoun can eliminate the repetition of a noun (and sometimes
possessive adjective) from a sentence.
Examples:
Sentences 1: This notebook is my notebook, not your notebook.
How can we change this sentence using possessive pronouns?
- This notebook is mine, not yours.

Possessive Pronoun Singular or Plural

mine singular
1

yours singular
B e yo n d E n g l i s h

his singular
hers singular
ours plural
yours plural
theirs plural
35
 PRACTICE
1. Instructions: Write the correct form of the sentence using a possessive pronoun.
1. This cat is my cat, not Helena’s cat.

2. That blue bag is Teacher Karla’s bag, not Teacher Carlos’ bag

3. Is this white blouse your/yours?

4. The new car is theirs/their.

5. She made our / ours sandwiches.

2. Instructions: Fill in the blanks with the correct possessive pronoun.

1. I have a skirt. It’s skirt.
2. Lore and I have the same jacket. It’s jacket.
3. The dog has a sweater. It’s sweater.
4. Tim and Steve have a house. It’s house.
6. You have a cat. It’s cat.

3. Instructions: Write the correct possessive pronoun for each pronoun.

PRONOUN POSSESSIVE PRONOUN

I
You
He
She
It
You
We
They

36
 REMEMBER!
You can ask questions to find out who the object belongs to:
• Whose is this blue jacket? It is mine.
• Whose are these glasses? They are yours.

SPEAKING / WRITING
In a piece of paper, make a drawing of yourself using different clothing and items, using different colors.
Gather in groups of three and tell each other the objects the other partner has, Use the information to make

UNIT 1
sentences with possessive pronouns, e.g. ‘The green shirt is his’. ‘The sunglasses are mine’. etc. Write your
sentences in your notebook!

READING

OUR CLOSET
Instructions: Read the following story and complete with the correct possessive pronoun.

Hello! My name is Tania and this is my sister Emily.

We live with our parents, it’s house, and Emily and I share a room.
The room is .
She is 18 and I’m 14.
That cat in my sister’s bed is Pits, she is a beautiful brown and gray cat.
It’s because she brought it to our house.
The bed with the purple pillows is also , she likes purple too.
The shoes in color brown are and mine. We share them!
The high heels shoes are and the tennis shoes are .
I like comfortable ones.
All the clothes which are color green and red are . I love those colors.
1

The black dresses are , she loves wearing them in the weekend
B e yo n d E n g l i s h

The blue t-shirt next to the table is , I bought it at a local store.

The table is also and , our parents didn’t want to buy two.
The barbie dolls inside our closet are . I have a collection.
My little brothers keep a box of toys under my bed. That box is .

37
 SELF ASSESSMENT
Instructions: Write yes or no.
CRITERIA Yes No
I understand the use of the verb to be (affirmative, negative and interrogative,
as well as the personal pronouns, to introduce people and to provide my own
information.
I identify the imperatives to promote communication in the classroom, and when
giving instructions.
I understand the use of the verbs to be and to have, in order to describe people,
places or things, by using adjectives and indefinite articles providing details on
characteristics.
I understand the use of demonstrative adjectives (this, that, these, those) in
affirmative, negative and interrogative form, pointing at something based on its
location (far or close) and amount (singular or plural).
I understand the use of there is and there are (affirmative, negative and question
form) as well as prepositions of place to mention the existence of people or things
in a specific place.
I understand the possessive pronouns (mine, yours, his, hers, ours and theirs) to
say what belongs to someone and what doesn’t.

CO-EVALUATION
Instructions: In pairs, evaluate your partner’s understanding of this lesson.
You may ask questions to your partner in order to evaluate her / him.

CRITERIA
My partner is respectful to others.
My partner understands people and knows how to listen.
My partner promotes a healthy environment in the classroom.
My partner communicates properly with teachers, partners and people at school.
My partner knows how to express without hurting others’ feelings.
My partner believes in him/herself.
My partner is willing to learn from others.

TEACHER’S FEEDBACK
Instructions: Write yes or not if the students has achieved the goal.

CRITERIA Yes No
Active and focused participation from the student when doing a task.
Provides helpful ideas during a debate.
Collaborates and supports partners.
Keeps harmony and cohesion within the group, not causing conflicts.
Accomplishes with the specific tasks established by the team.
Shows interest in the work quality and the objective.

38
 LEARNING TRACKS
Socioemotional Training Environment WHY DO WE HAVE TO DO A PHYSICAL
Physical Sporting Activities
ACTIVITY DURING ENGLISH CLASS?
Physical and sporting activities, considered within the socioemotional training and determined by
transversality, will allow providing sense to curricular contents. (Progresiones de Aprendizaje, AFyD; p. 20).
Or, in other words, to integrate new activities to your class that may help develop other skills and abilities.
Your teacher will help you with the following:

CATEGORY: SPORTS: A HUMAN RIGHT FOR EVERYONE

LEARNING TRACK

UNIT 1
AFFECTIVE EMOTIONAL WELLNESS
BODY CARE
Establishes healthy interpersonal bonds by
Incorporation of healthy habits through physical and
understanding their emotions and needs, for their
sporting activities, as a life choice.
wellness and full development.
PROGRESS
Recognizes corporeality as a global manifestation of the human being, no matter their gender, gender
expression or sexual orientation.
Let’s Dance!
• I hope you like dancing. And if you don’t this is just an activity to express yourself with body movements
which may take you out of your comfort zone.
• You may do this after class, take 5 minutes to relax before the next class. You can also choose different
music rhythms. Try music which is not popular, your teacher will recommend some.
• Start by closing your eyes and let the rhythm guide you to make the moves.
• Here’s a chart with some suggestions!

1
B e yo n d E n g l i s h

Challenge yourself!
• Try not to laugh at others’ movements and body decisions. Be respectful to what they do.

39
 TRANSVERSALITY PROJECT

unit
1
SUBJECTS INVOLVED:
La Materia y sus Interacciones
English I
FOR THIS PROJECT:
• Get in teams of 3 people.
• Identify 5 different substances you use everyday (shampoo, gel, hairspray, shaving foam, etc.)
• What chemical characteristics do they have in common? Do some research.
• Make a classification chart of the products and present it to the class.

WHAT DID I LEARN?

• Write individually what you learned in this project from the subject La Materia y sus
Interacciones and English I.
• Share it with your teachers.

EVALUATION RUBRIC

CRITERIA Yes No
The student worked in teams.
The student made a chart in teams.
The student made a writing experience.
The student uses English vocabulary efficiently.
The student uses English grammar efficiently.

40
 Learning

Moving On!!
2 unit

41
B e yo n d E n g l i s h 1 UNIT 2
 2
LEARNING TRACK 7
unit
Vocabulary / Pronunciation
FAMILY MEMBERS
Instructions: Listen to the names of the family members and repeat.
Track 19
father
grandfather mother uncle
grandmother
aunt

baby

sister brother
EXTRA! daughter son nephew niece

• What is a sister-in-law? • And a brother-in-law? • What about a mother-in-law?

PRACTICE
1. Instructions: Draw your family tree, starting with your grandparents.

2. Instructions: Write the name of the family member

according to each sentence.

1. My mother’s sister is my .
2. Your father’s brother is your .
3. His mother’s parents are his .
4. Her cousin’s sister is her .
5. Our aunt is our father’s .
6. My mother’s mother-in-law is my .

42
 GRAMMAR
POSSESSIVE ADJECTIVES
We use Possessive Adjectives:
a) To show something belongs to somebody:
- That’s our backpack. - My book is very old.
b) For relationships and friends:
- My mother is a dentist. - How old is your sister?
c) For parts of the body:

UNIT 2
- He broke his leg. - That is her arm! -I need to wash my hair.

Look at this chart for reference!

SUBJECT OBJECT POSSESSIVE ADJECTIVE
| me my
you you your
he him his
she her her
it it its
we us our
they them their

EXTRA!
We can also make questions using the possessive adjectives.
Examples:
• What’s her name? • Who is his brother? • Where are their keys?

PRACTICE
1. Instructions: Write the correct possessive adjective according to the pronoun.
1. Where is (I) book? 6. (He) favorite hobby is playing
2. That is (we) father. basketball.
3. She goes to school walking with 7. (I) mother and I love shopping.
(she) cousin. 8. We want to visit (it) museums.
4. (They) grandfather has a farm. 9. Tony likes (he) new car.
1

5. (You) cell phone is yellow and white, i love it! 10. names are Linda and Sue.
B e yo n d E n g l i s h

2. Instructions: Use a possessive adjective for the following sentences.

1. Where is classroom? 6. Does father like driving?
2. Is that sister at the door? 7. Where are dogs?
3. What is name? 8. Is that television?
4. What is phone number? 9. Where are toys?
5. Does the cat eat all of food? 10. Who is baby?

43
 GRAMMAR
POSSESSIVE ‘S AND S’
We use possessive ‘s to say that something or someone belongs to a person, is connected
to a place, or to show the relationship between people. The possessive ‘s always comes
after a noun.

NOUN + ‘S OR S’ NOUN

SINGULAR Fanny’s bicycle.

Fanny’s and Emma’s bicycle.

PLURAL My sisters’ bicycle.
My children’s bicycle.
PRACTICE
1. Instructions: Make sentences with the possessive ‘s using the clue words.

1. Helen / hair

2. Pete / horse

3. fish / tank

4. Grandfather and grandmother/ house

5. Mom, dad and I / pets

6. Sam and Serge / party

2. Instructions: Complete the sentences with possessive ‘s and the words in brackets.

1. This is car. (my aunt)

2. These are books. (my brother)
3. These are chairs. (Sam and Emma)
4. This is desk. (my teacher)
5. Those are clothes. (the girls and boys)
6. That is money. (Tom)
7. These are shoes. (women)
8. This is leash. (the dog)

44
 WRITING
Using possessive adjectives and the possessive ‘s or s’, make a story describing your family.

UNIT 2
READING

MY FAMILY
Instructions: Write the correct possessive adjective in the line.
We’re a family from Colombia.
There’s me and sister, and also parents.
sister’s name is Elisa. That’s cat, Lucas.
father’s name is Carlos. That’s car, a Bentley.
mother’s name is Sarah. That’s café, she sells the best coffee in town!
My parents have a dream. dream is to travel to India in the next years.
goal is to be a close family.
1
B e yo n d E n g l i s h

45
 VOCABULARY
LEARNING TRACK 8
Listen and repeat ORDINAL NUMBERS
Listen to the numbers and repeat.
Track 20

1st 2nd 3rd 4th 5th

first second third fourth fifth

6th 7th 8th 9th 10th

sixth seventh eighth ninth tenth

11th 12th 13th 14th 15th

eleventh twelfth thirteenth fourteenth fifteenth

16th 17th 18th 19th 20th

sixteenth seventeenth eighteenth nineteenth twentieth

Listen and repeat

DAYS OF THE WEEK
Listen to the days of the week and pronounce them. Look at their abbreviations.
Track 21

Monday Tuesday Wednesday Thursday

Mon Tue Wed Thur

Friday Saturday Sunday

Fri Sat Sun
46
 VOCABULARY

Listen and repeat

MONTHS OF THE YEAR
Instructions: Listen to the months of the year and pronounce them. Look at their abbreviations.
Track 22

January February March April May June

Jan Feb Mar Apr May Jun

UNIT 2
July August September October November December
Jul Aug Sep Oct Nov Dec

GRAMMAR
PREPOSITIONS OF TIME
Look at the following chart and learn about the prepositions of time.

AT IN ON
TIMES OF DAY MONTHS DAYS
at 4 o’clock in April on Tuesday
at 10:30 SEASONS on Saturday
at noon in the summer on my birthday
at midnight in the spring on Christmas day
YEARS on Halloween
MEALTIMES
in 1990 DATES
at lunchtime
DECADES
at dinnertime on 15th June
in the 80s on 20th May
HOLIDAYS CENTURIES on our anniversary
at Christmas in the 20th century
1

at Easter PARTS OF SPECIFIC DAY

LONG PERIODS
at the weekend on Monday morning
B e yo n d E n g l i s h

in the ice age

on Friday evening
EXPRESSIONS in the present
on Saturday night
at present in the past
on Sunday afternoon
at the moment PARTS OF THE DAY
at night in the morning LAST / NEXT at / in / on
in the afternoon Call me at the next weekend.
in the evening Call me next weekend.
I met her on the last Friday.
at night I met her last Friday.

47
 PRACTICE
1. Instructions: Match the day of the week with its corresponding number.
Hint: Remember the first day of the week is a Monday!

• 1 st
• 2 nd
• 3 rd
• 4 th
• 5 th
• 6 th
• 7 th

2. Instructions: Write the corresponding month of the year according to the clue.
Clue 1: During this month of the year, we celebrate Teacher’s Day in Mexico:
Clue 2: During this month of the year, people in the US wear scary costumes and give candy to the
children:
Clue 3: During this month of the year,Chinese people celebrate the New Year:
Clue 4: During this month of the year, people usually start school classes:
Clue 5: During this month of the year, Christian people celebrate Christmas:
Clue 6: This month of the year, is considered the first calendar month of the year:
Clue 7: During this month of the year, people celebrate Father’s Day:
Clue 8: During this month of the year, people celebrate the International Day for Tolerance:
Clue 9: During this month, they say that flowers bloom because of the showers:
Clue 10: During this month, many people are on summer vacations:
Clue 11: During this month, on the 7th, Brazil celebrates its independence:
Clue 12: During this month, people celebrate St. Patrick’s Day:

3. Instructions: Write the correct preposition for each date:

1. See you Friday!
2. I brush my teeth the morning.
3. The class is 4 o’clock.
4. We have lunch 11:40.
5. I’m busy the weekends.
6. I went to London June.
7. He usually goes on vacation July
8. They always get together Christmas.
9. This happened the 90s.
10. You can plant these flowers the autumn.
11. Is your dog quiet night?
12. I’ll see you dinnertime.
48
 VOCABULARY

Pronunciation
PUBLIC PLACES / BUILDINGS
Instructions: Look at the following buildings or public places. Write their corresponding name
choosing one from the box. Listen for pronunciation. Track 23

cinema supermarket bakery police station gas station city hall

hotel restaurant bank pharmacy stadium hospital
church mall museum bus stop bus station parking
lot school park fire station

UNIT 2
1
B e yo n d E n g l i s h

PRACTICE
Instructions: Make a map in your notebook creating a virtual city or town.
Use prepositions of place and the buildings or public spaces to help you.
Make the map and the sentences in your notebook.

49
 GRAMMAR
WH-WORDS / WH–QUESTIONS
WH- WORDS
Basically, there are two types of questions: Yes or No questions and Wh– questions.
WH– QUESTIONS
Are called like that because of their beginning letters except for the question word “how”.
Most common Wh- Question words are:

Who Where When

• Ask about person • Where Asking in or at what • Asking about time, occasion,
• Act as subject of the sentence place or position moment

- Who are you? - Where are you? - When are we leaving?

- Who are you calling? - Where can we go? - When’s your birthday?

Why What How

• Asking for reason, explanation • Asking for specific thing, object • Asking for way, manner, form

- Why did you go - What time is it? - How are you?

- Why don’t we eat? - What’s that? - How is he doing?

Which How How

• Asking about choice
- Which one do you like?
many often
• Asking about quantity • Asking about frequency
- Which one is yours?
• Used with countable nouns
- How often do you go to the park
- How many people were there?

The common form of makins a question with a wh- word is:

Wh Question + Auxiliary verb + Subject + Main verb

Where do you live?

50
Examples:
Where is the library? Who is that?
- It’s next to the cafeteria. - That’s my sister.

PRACTICE / SPEAKING
1. Instructions: Make questions to some of your partners using questions words.
Follow the next questionnaire. Write the answers in your notebook.
a. Hello. How are you?
b. What’s your name?
c. How old are you?
d. When’s your birthday?

UNIT 2
e. Where do you live?
f. What’s your phone number?
g. What’s your favorite hobby?
h. Who’s your favorite singer?

2. Instructions: Write the words in order on the line.

1. you do Where study?

2. month what is this he live?

3. color favorite is which your?

4. many this in there are How room students?

5. are sad you why?

6. that How is much book?

3. Instructions: What is the weather like? Write the corresponding word.

COLD HOT WARM SUNNY

1

1. What is the weather like in Spring?

B e yo n d E n g l i s h

2. What is the weather like in Summer time?

3. What is the weather like in Autumn?

4. What is the weather like in Winter?

51
 VOCABULARY
LEARNING TRACK 9
Listen and repeat ROUTINES AND HOBBIES
Instructions: Listen to the actions for daily routines and pronounce them.
Track 24

ROUTINES

wake up wash your teeth take a shower get dressed go to school study

talk to a friend have lunch / dinner watch tv go to sleep / go to bed

HOBBIES

52
 PET WALKING

UNIT 2
GRAMMAR
PRESENT SIMPLE FOR HABITS AND ROUTINES
We use the present simple to talk about things we do frequently (habits and routines).
Examples:
- I brush my teeth everyday. - I go to school in the afternoons.

CAREFUL!
When we use the present simple for the pronouns he, she and it, we must use and s at the end of the verb.

- She eats candy at lunch time. - It drinks water from the fountain..

VOCABULARY

PARTS OF THE DAY

EXTRA! Greetings for the day
You can also use the parts of the day. These are words which express the time at which the
action took place. MID-NIGHT

Good MID-DAY Good Good Good

Morning (NOON) Afternoon Evening Morning
1
B e yo n d E n g l i s h

DAWN DUSK
SUNRISE SUNSET

MORNING AF TERNOON EVENING NIGHT

5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 0 1 2 3 4
HOURS

We also have: lunch time, every day, at breakfast, during the day, on Friday night.
We can make mny combinations using these words.
53
 PRACTICE
1. Instructions: Which sentence is correct? Underline it.
a. I studies high shcool. / I study high school.
b. He watches TV every evening. / He watching TV every evening.
c. The buses runs every half hour. / The buses run every half hour.
d. She walking to the gym. / She walks to the gym.
e. We eat dinner at 3 pm. / We eats dinner at 3 pm.
f. They stays up late. / They stay up late.
g. I get up at 6 am. / I gets up at 6 am.
h. It runs very fast. / It run very fast.
2. Instructions: Use the clues to make sentences in the present simple.
1. Wednesday / I / play / soccer. (affirmative)

2. She / brush / her teeth / twice a day. (affirmative)

3. She / not go / to class / Saturday. (negative)

4. We / not like / to go to the dentist. (negative)

READING

MY ENGLISH LANGUAGE TEACHER ROUTINE

Today our English language teacher told us about her every day routine:
“ So, I will tell you a little bit about my routine.
I wake up and get up from bed as soon as the alarm
goes off at 5:30 o’clock a.m.
Next, I go to the bathroom where I brush my teeth.
Then, I take a shower and get dressed.
Afterwards, I have breakfast with my little sister.
At 6:30, I leave my house and drive my car.
I arrive at school at 6:50.
Classes start at 7:00.
We have lunch at 11.
We go back to the class at 11:30.
In the afternoon, I leave school at 2.00 pm.
When I get home, I eat some fruit and then walk my dogs.
We have dinner at 4:00 p.m.
We wash the dishes together. My sister likes to dry them.
Then, my family and I watch TV together for an hour.
We go to our rooms and at 8 pm we go to the dinning room to have supper.
We talk together for some time.
Bedtime is at 10:00 o’clock. But my dogs like to walk before bedtime, so
my brother and I go out to walk them again.

WRITING / SPEAKING
Make a writing similar to the previous one, where you tell your class about a day in your life.
Share with everybody!.
54
 GRAMMAR
LEARNING TRACK 10
YES / NO QUESTIONS
Yes / No questions
are also called closed questions because there are only two possible responses: Yes or No.
When forming a Yes / No question in the present simple, it must include one of these verbs:
BE, DO, or a modal verb.

CAREFUL!

UNIT 2
It is impossible to ask a Yes / No question without BE, DO, HAVE or A MODAL VERB!

YES / NO QUESTIONS PRESENT SIMPLE

Am I a student?
I
he Do you like this?
Is she happy? we
it they

you he
Are we studying? Does she play with the ball?
they it

Can
Could
I/ you / he / she /
May
it / you / we/ they
Must
do it?
Shall

RULES FOR MAKING QUESTIONS

When we are making a yes / no questions, we put the verb «be» at the beginning of a sentence.
Example:
SENTENCE: He is from England. 1

QUESTION SENTENCE: Is he from England?

B e yo n d E n g l i s h

SHORT-LONG ANSWER FORMS

QUESTION ANSWER (SHORT-LONG)
Am I sympathetic? Yes. / Yes, you are. / Yes, you are sympathetic.
Is she coming? No. / No, she isn’t. / No, she isn’t coming.

55
 RULE FOR MAKING QUESTION:
When we are making a yes / no questions, we put the verb «do» or «does» at the beginning of a
sentence. ( if there is no any auxiliary verbs in a sentence)
Example:
- You like ice cream. - She gets up early.

- Do you like ice cream? - Does it work loudly?

SHORT-LONG ANSWER FORMS

QUESTION ANSWER (SHORT -LONG)
Do we know each other? Yes. / Yes, we do. / Yes, we know each other.
Does she get up early? No./No, it doesn’t. / No, it doesn’t work loudly.

IMPORTANT!
REMEMBER WH- QUESTIONS?
You can also use them to ask short questions, where you can expect a short answer.
Example:
- Where do you live? - Who is your best friend?
I live in Colombia. Dania is my best friend.

PRACTICE
1. Instructions: Place the words in the correct order to make new sentences. Answer them according to you!
1. from Canada you are ?

2. have a pet we can ?

3. do they swimming like ?

4. for the new tennis class need we do ?

5. playing chess love your father does ?

6. is there in your school a basketball court ?

7. you how to build sand castles know do ?

8. mother enjoy cooking your does ?

9. in your town live do they ?

10. brother dancing your does hate

56
 SPEAKING
Instructions:
1. Fill in the blanks with the correct question word. Your options are Am, Is, Are, Do, and Does.
2. Go around the room asking your partners the following questions. Write their answers in your notebook.
a. you have a brother? j. you like dancing?
b. you a student? k. he/she your best friend?
c. you have a pet? l. you always early for school?
d. she your friend? m. you hungry?
e. your father / mother work on Saturdays? n. your sister/brother older than you?
f. you like pizza? o. you happy?

UNIT 2
g. you tired today? p. these your books?
h. this your watch? q. your teeth hurt?
i. you need a new computer?

WRITING
Instructions: Using the vocabulary from Learning Track 9, ask your partners questions about habits and
hobbies. Write your questions in your notebook.

READING

Listen and repeat

BEST FRIENDS
Instructions: Read and listen to the following story.
Track 25
Tiffany is a young woman who loves sports.
She practices yoga everyday before going to school.
At school, she always participates in most of the
tournaments: basketball, baseball, flag football, tennis.
Tiffany is very competitive.
She is also one of the best students in the class.
She wins the Math-A-Thon every year!
She is also very good at Physics and Chemistry,
1

Tiffany has one best friend. Leo.

Leo is also a very good student, but he is mostly
B e yo n d E n g l i s h

good in Spanish class and in English class.

He loves writing! He says he wants to be a
professional journalist when he is older.
He wins the Spelling Contest every year.
They are very different in thor hobbies and activities,
but they are the best friends ever.

57
 PRACTICE
Instructions: Make 4 questions for yes / no answers, and 4 questions for wh-questions.
Example:
- What’s her name? Her name is Tifanny
Is she a girl? Yes, she is.

VOCABULARY
LEARNING TRACK 11
Listen and repeat PHYSICAL AND LEISURE ACTIVITIES, SPORTS
When we speak about sports and leisure activities the verbs play, go and do are used
with different sports and activities. Track 26

PLAY
Play is used with sports that have teams, rules and competitions.

badminton baseball football golf rugby tennis

GO
Go is used with activities where the activity is in the -ing form.

camping dancing jogging running hiking

riding swimming cycling climbing

58
DO
For all other recreational activities we use do

aerobics athletics gymnastics judo karate yoga

REMEMBER!
For the third person singular, we use DOES, PLAYS, GOES
Examples:

UNIT 2
- He does yoga. - He plays rugby. - He goes swimming.

GRAMMAR
ADVERBS OF FREQUENCY
An adverb of frequency describes how often an action happens.
There are six main adverbs of frequency that we use in English: always, usually (or normally), often,
sometimes, rarely (or hardly ever), and never.

ALWAYS 100% ALWAYS You are always late.

USUALLY 90% USUALLY We usually go to the cinema on Sunday.

FREQUENTLY 80% FREQUENTLY

OFTEN 70% OFTEN He often cooks pasta.

SOMETIMES 50% SOMETIMES We sometimes order pizza for dinner.

OCCASIONALLY 30% OCCASIONALLY

SELDOM 10% SELDOM

RARELY She hardly ever smiles.

HARDLY EVER / RARELY 5%

NEVER They are never at home when we call.

NEVER 0%
1

WORD ORDER
B e yo n d E n g l i s h

POSITIVE SUBJECT + FREQUENCY ADVERB + VERB - He often cooks pasta.

SUBJECT + VERB + FREQUENCY ADVERB - You are always late.

QUESTION AUXILIARY + SUBJECT + FREQUENCY ADVERB - Are you always late?

- Does he often cook?

59
 PRACTICE
1. Instructions: Write the sentences in the correct order. Use the adverbs of frequency in their correct place.

1. He / listens / to music. (often)

2. Tammy / reads a book. (sometimes)

3. Peter / plays / basketball. (never)

4. Tom / is / very athletic. (usually)

5. Tim / goes / surging. (sometimes)

6. Rafa and Manolo / are / traveling. (often)

7. My grandmother / goes / for a walk. (always)

8. Samara / helps / her father / at the workshop. (usually)

9. They / watch / TV on Sundays. (rarely)

10. Ceci / plays tennis. (hardly ever)

2. Instructions: Read the sentences to understand the context. Then, write the corresponding
adverb of frequency.
Example

- My brother is never bored. He’s always doing something.

1. I was late for school only one time this semester. I’m late.

2. Cara failed only one test. She passed her tests.

3. I always remember to do my homework. I forget to do it.

4. Annita never goes to the cinema. She watches movies.

5. I get up at five o’clock five days a week. I get up early.

6. Danna almost never eats burgers and fries. She eats healthy foods.

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 SPEAKING / WRITING
HOW OFTEN DO YOU?
3. Instructions: Talk to a partner and ask each other the following questions.
Write your answers in your notebook. Use adverbs of frequency to answer the questions.
HOW OFTEN DO YOU…?
… go out with your friends … watch TV … play a sport … eat candy
… eat vegetables … eat fruit … drink soda … go shopping
… do your homework … go to the movies

READING

UNIT 2
MY FAVORITE HOBBY
4. Instructions: Underline the adverbs of frequency that you find in the text.
Hello! My name is Sarita. I’m sixteen years old and I live in Guatemala. I have always lived here.
I have a big family: I live with my parents, my two brothers and one sister, my two grandmothers,
five dogs and ten cats.
We are not a traditional Guatemalan family. We never have pepian, nor rellenitos for food.
We sometimes have gallo en chicha, but we rarely eat tapado.
Anyways, one of the biggest things we do as a family is play softball on the weekends. I know
softball is not a traditional game from my country, but one of my uncles taught us when we were
kids and we have played it ever since.
Sometimes we go to parks to play it, but people often look at us in a strange way. My two
grandmothers are very strong, and they always want to be the catcher or pitcher. We have such
fun when they always fight about who is going to be catching or pitching. My dad is usually in
third base and my mom in first. They rarely want to change places. We sometimes invite other
members of our direct family to play, they never refuse our invitation!
We spend hours playing, and then we eat burgers and hot dogs. Very American of us! LOL.

5. Instructions: Answer the questions according to th text.

1. What’s the name of the girl?

2. How many sisters does she have?

3. Which traditional Guatemalan food does she mention?

4. When does she play softball?

1
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5. Where do they usually play softball?

WRITING
6. Instructions: Write a small paragraph describing one of your hobbies or activities.
Use adverbs of frequency.

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 SELF ASSESSMENT
Instructions: Write yes or no.
CRITERIA Yes No
I understand the use of prepositions of time and connectors.

I understand the use of can for physical, cognitive, and social abilities.

I understand the use of can for requests and for permission.

I understand the use of yes/no questions and wh- sort answers.

I know how to use an adverb of frequency..

CO-EVALUATION
Instructions: In pairs, evaluate your partner’s understanding of this lesson.
You may ask questions to your partner in order to evaluate her / him.

CRITERIA
My partner is respectful to others.
My partner understands people and knows how to listen.
My partner promotes a healthy environment in the classroom.
My partner communicates properly with teachers, partners and people at school.
My partner knows how to express without hurting others’ feelings.
My partner believes in him / herself.
My partner is willing to learn from others.

TEACHER’S FEEDBACK
Instructions: Write yes or not if the students has achieved the goal.

CRITERIA Yes No
Active and focused participation from the student when doing a task.
Provides helpful ideas during a debate.
Collaborates and supports partners.
Keeps harmony and cohesion within the group, not causing conflicts.
Accomplishes with the specific tasks established by the team.
Shows interest in the work quality and the objective.

62
 LEARNING TRACKS
Socioemotional Training Environment ARTISTIC AND CULTURAL ACTIVITIES

The arts learning tracks express the inter-connection among body, mind and emotions (Hannaford,
2008), and how they work as a complex system. They represent teaching units providing intra, multi,
inter, and transdisciplinary learning of the fundamental and expanded curriculums. They allow theoretical
and practical knowledge, transferring that knowledge to socioemotional areas.

Your teacher will help you with the following:

CATEGORY: ART AS A WAY OF APPROACHING REALITY

UNIT 2
LEARNING TRACK
AFFECTIVE EMOTIONAL WELLNESS
SOCIAL RESPONSIBILITY
Builds the life project from the acknowledgement
Builds and strengthens their identity throughout artistic,
of their experiences and expectations, leading their
cultural, and supporting activities, on a personal and a
capacities and opportunities identification towards
collective level.
a full development.
PROGRESS
Identifies the different artistic activities in their everyday world, in order to grant major meaning to music,
cinema, sculpture, architecture, painting, dance, and literature, by experimenting via their senses.
• Give yourself a weekend to visit different cultural spots in your town/city.
• Write down your experiences about the most impressive artistic or cultural expressions you found.
• Make a collage representing what you saw, touched, smelled, heard.
• Talk to a partner about it. Show your collage to the class.

1
B e yo n d E n g l i s h

Challenge yourself!
• What type of artistic or cultural thing can you do? Show everyone what you’re made of!

63
 TRANSVERSALITY PROJECT

unit
2
SUBJECTS INVOLVED:
Cultura digital Tecnologías de la Información y la Comunicación
English I
FOR THIS PROJECT:
• Get in teams of 3 people.
• Do some research on the impact technology has on human development.
• Make a collage of the major changes you find.
• Make a presentation, video or writing about the changes you found.

WHAT DID I LEARN?

• Write individually what you learned in this project. Share it with your teacher.

EVALUATION RUBRIC

CRITERIA Yes No
The student worked in teams.
The student did research about technology improvements
The student presented a writing experience.
The student uses English vocabulary efficiently.
The student uses English grammar efficiently.

64
Learning

unit 3
UNIT3
Let’s Finish Up!

1
B e yo n d E n g l i s h

65
 3
LEARNING TRACK 12
unit
Vocabulary / Pronunciation
THE TIME

The questions we normally use to ask for the time is:

What Time Is It?
And the answer is according to the exact time at that point of the day / night.
Look at the numbers in the following clock: How do you say each?
Example:
- It’s one o’clock. o'clock
- It’s five thirty.
5 to 5 after

10 to 10 after

a quarter to
a quarter to
after

20 to
20 after

20 to 25 after

half past

To tell the time means to say what the time is, after somebody asks the time.
We measure time mainly with seconds, minutes, hours, days, weeks, months and years:

KEY EXPRESSIONS
Take a look at Learning Track 9, where we saw The Parts of the Day

66
 PRACTICE
Instructions: Choose the correct time according to each clock.

UNIT3
WRITING
Instructions: Write the times for the following clocks.

1
B e yo n d E n g l i s h

SPEAKING
Instructions: Ask your partners, what time is it? They will tell you different times.
Write them in your notebook.
Example:
- Student A: What time is it?
- Student B: It’s 10 after 12.

67
 GRAMMAR
PREPOSITIONS OF TIME (IN, ON, AT)
There are three prepositions in English that are used with time: in, at, on.
IN for months, years, centuries and long periods
ON for days and dates
AT for a precise time

Examples:
IN
- In May - In Summer time - In the Summer - In the 1990s - In the paleozoic era

ON
- On Tuesdays - On Sixth of March - On my birthday - On Independence Day - On Christmas Day

AT
- At three o’clock - At dinner time - At sunset - At the moment - At noon

PRACTICE
Instructions: Write the correct preposition of time according to the sentence.

1. I have a class 7a. m.

2. The school closes 9.00 p.m.

3. Our teacher opened the door lunchtime.

4. In Mazatlan, it is often very sunny May.

5. Do you think we will travel to the moon the future?

6. There should be a new volleyball court the next semester.

7. Do you play Sundays?

8. My birthday is July

9. Where will you go Labor Day?

WRITING
Instructions: Make and agenda in your notebook, where you write about the activities you do at school,
at home, with your friends, on the weekends, etc.
Use prepositions of time to specify them.

68
 GRAMMAR
CONJUNCTIONS (AND, BUT, OR, SO)
A conjunction is a word which joins together two clauses which are both equally important.

CONJUNCTION FUNCTION EXAMPLE

and Joins two similar ideas together. - We like apples and oranges.
but Joins two contrasting ideas. - We like apples, but not oranges.
or Joins two alternative ideas. - We can buy apples, or oranges.

UNIT3
because Gives the consequence of - We can buy apples, because there
another idea. are no oranges.
so Shows that the second idea is - There are no apples, so we will buy
the result of the first oranges.

PRACTICE
1. Instructions: Write the missing conjunction according to the sentences.
Hint: Read the context first!
1. I have two sisters a brother.
2. Today is sunny, we will go to the beach.
3. My mother didn’t give me a sandwich for lunch there was no ham.
4. He likes walking, he hates long walks.
5. We can watch movies, series.
6. My father likes football he doesn’t like soccer.
7. We aren’t going to school today it is a holiday.
8. We can go to the lake to the mountain. Both are ok for me.
9. It is rainy today, there are also many thunderstorms.
10. It is rainy today, we will take our rain boots.

2. Instructions: Write AND, BUT, OR, SO, BECAUSE according to each sentence.
1. I called my mom, she didn’t answer.
2. I’m tired I played XBox until very late.
1

3. It was very late, we took an UBER.

4. You can go by bus by train.
B e yo n d E n g l i s h

5. She started running out of the classroom, left.

6. I called you I was worried.
7. Do you want to leave now later.
8. She can sing, she can’t dance.
9. I wasn’t happy, I didn’t smile.
10. I have one dog ten cats.

69
 READING
Listen and repeat
HAPPY BIRTHDAY
Instructions: Listen to the conversation between two students. Write all the missing prepositions.
Track 26

Carl: Hi, Anna. Happy birthday!

Anna: Thank you, Carl.
Carl: You’re welcome!
Anna: When’s your birthday, Carl?
Carl: It’s May.
Anna: Really? I thought it was the summer time.
Carl: Nah!
Anna: Listen, we should throw a party the weekend?
Carl: This weekend?
Anna: Yeah! What do you think?
Carl: Anna, remember that weekends
I visit my grandparents.
Anna: Ok, ok, but like around 5 Saturday.
Then yu can visit them the next day.
Carl: Mmmm. Let me talk to my parents.
Anna: Alright! I hope they say yes.
BI

T
R

H
DA
Y

SPEAKING / WRITING
Instructions: Make a similar conversation with one of your classmates. You can add other information
or change the days we mentioned. Write your conversation in your notebook.

70
 VOCABULARY
LEARNING TRACK 13
Listen and repeat
PHYSICAL ACTIVITIES
Instructions: Listen to the following activities and repeat for pronunciation.
Track 27

running karate

rowing boxing swimming

UNIT3
cycling badminton frontenis

marathon judo jumping

trampolining jogging

COGNITION ACTIVITIES
Certain activities may help boost brain function and connectivity.
Certain activities can engage the brain in new ways, potentially leading to improvements in memory,
cognitive function, or creativity.

Instructions: Look at the following pictures. Comment as a group why each one of them is
important for memory, cognitive function and creativity.

meditation checkers musical instruments

card games video games regular exercise

crosswords socializing dancing

puzzles learning new skills sports

1
B e yo n d E n g l i s h

sudoku increasing vocabulary tai chi

chess learning a language sleeping

listening to music

71
 SOCIAL ACTIVITIES
How do some specific outdoor activities contribute to enhancing our social skills?
Look at the following activities. Match them to the social skill you think they promote.

gardening coping strategies

walking and talking attention

birdwatching mindfulness

tidying the yard kindness

go on a scavenger hunt attention

jogging patience

picking up planning

responsibility
sidewalk chalk messages

organization
plan a picnic

conversation skills

SPEAKING
Instructions: After reading about the social skills, sit down with a partner and talk about the different social
skills mentioned in here. Do you need to practice any of them? Which one are you really good at?
Which ones would you add?

72
 GRAMMAR

CAN / CAN’T FOR ABILITIES

We use CAN to say we have the ability to do an activity.

Example:

- I can swim. - Mariana can play bowling.

UNIT3
- Daniel can speak five languages. - Samuel and Patricia can take care of pets.

We use CAN’T (or cannot) to express the lack of ability.

Example:

- I can’t jump. - Sara can’t play soccer.

- Dina can’t speak. - Neil can’t dance.

We use can beginning of the questions to ask about the ability of someone or something.

Example:

- Can you make crossword puzzles? - Can you ski?

- Can they have a picnic? - Can you play the guitar?

PRACTICE
1

Instructions: Listen to the conversations.

B e yo n d E n g l i s h

Complete the missing information. Track 28

CONVERSATION 1
A: Hi, Mary! How are you doing?
B: I’m great! I’m going to my piano lessons?
A: Really? you play the piano?
B: Not yet! I’m still learning. But I sing!

73
 CONVERSATION 2
A: Hi, Sonia!
B: Hello Lucca! How’s everything going?
A: Everything’s great! Look, I’m planning on starting
a basketball team. you invite some friends?
B: Sure! I tell my friends from the block to join you.
A: Cool. you join too?
B: I’m afraid I , I’m already in volleyball and dancing classes.
A: Alright. But, you think about it?
B: Sure I .

CONVERSATION 3
A: Hello dad!
B: Hi honey!
A: Dad, we talk? I need to tell you something.
B: Yes, we . What ‘s going on?
A: Do you think I go with you this weekend to the car races?
B: Of course you !I say no to my little girl.
A: Thanks, dad! And… my boyfriend come too?

SPEAKING
Instructions: Create similar conversations with a partner using can and can’t, as well as making questions.

WRITING
Instructions: Use the key words to make new sentences. Write the new sentence on the line.

1. you / play sudoku / can / ?

2. Algebra / Pamela and Steph / understand / can’t

3. I / play the guitar / but / play the drums / I can / to my mom

4. in the sea/ ? / Can / swim / Peter

5. can / Victor / watch / for hours / elephants

6. fly / can’t / We / without wings

7. can’t / meditate / That man

8. tai chi / Laura / can’t / do

74
 PRACTICE
Instructions: Write can or can’t in the following sentences. Read for context first!

1. I only speak Spanish!

2. What sports you play?
3. Fish breathe outside water.
4. A: Are you ok? B: you see I’m in pain?
5. My mom doesn’t want to go to the pool because she swim.
6. It’s so dark at night! I see anything!
7. I’m so hungry, I eat a cow!

UNIT3
8. we run in the fields?
9. he be a better person? He ‘s so mean.
10. I do it today! I’m busy!

READING

AMAZING ANIMALS
Instructions: Read the following text and underline all the can and can’t words you find.

Did you know that dolphins can swim really fast, and they also can leap 25
feet in the air? They’re also very smart. It can hear with its ears, but also with
its mouth! They can also play lots of games. But they can’t be saved rom
humans, we willed them everyday.

Another wonderful animal is the elephant. Elephants are huge! And they can
hear with their ears, and also with their trunks! They can swim, and they can
run really fast. Unfortunately, it can’t jump. Imagine! the earth below them
would shake!

Bats are very dark animals. I think they’re dark because they are nocturnal!
They fly at night, and they can sleep during the day without a problem. They
can see without a problem inside caves, and they can hear too!
1

Now let’s talk about koalas. Koalas are considered cute animals. But, did you
B e yo n d E n g l i s h

know that when disturbed they can break into a bounding gallop, moving at
speeds of up to 30 km per hour? But, this almost never happens, as you can
find them climbing in the trees. Also, koalas can live without their family when
they are adults. Once young joeys become fully mature, they usually seek
out new territory away from home and lead an arboreal lifestyle with minimal
social interaction.

75
 GRAMMAR LEARNING TRACK 14
CAN FOR PERMISSIONS AND REQUESTS
We use “can” in these ways:
– to ask for something – to ask to do something – to ask other people to do things for us.
Here are some examples:
- Can I open the window? - Can I sit here?
- Can I have my book back, please? - Can you help me?

IMPORTANT!
To be polite in English, you can add “please” at the end of a question asking someone to do
something for you:
- Can you help me, please? - Can you tell me the time, please?

REPLIES TO PERMISSIONS AND REQUESTS

You can reply in a positive way, or in a negative form

NEGATIVE REPLIES
POSITIVE REPLIES (REFUSING A REQUEST)

– Sure, go ahead. – Actually, I prefer...

– No problem. – I’m sorry, but…
– No worries. – Sorry, you can’t.
– Yes, sure. – I’m sorry, but you can’t…
– Yes, of course you can.
– Of course! Note:
– Sure! “Sorry” or “I’m sorry” makes
– Certainly! a negative reply more polite.

LISTENING
Instructions: Listen to the conversations. Then, practice with a partner.
Track 29
CONVERSATION 1 - At the Bus Station
Officer: Hello, can I help you?
Amy: Yes, can you tell me where the restrooms are?
Officer: Sure, take the next door to the left and it’s on your right.
Amy: Can my dog go inside with me?
Officer: I’m afraid he can’t go inside with you.
Amy: Can you help me holding him for 5 minutes?
Officer: I’m sorry, but I can’t.
Amy: But, why? (almost crying)
Officer: Alright, alright. but please, don’t take long.
Amy: Of course!

76
CONVERSATION 2 – At the Restaurant
Waitress: Hello, can I help you?
Bill: Please! Can you hel me choose what to order?
Waitress: Well, it depends on what you can eat and
what you can’t you eat from the menu.
Bill: Tough decision! I can’t make up my mind!
Waitress: Tell me, can you eat meat?
Bill: No, I actually can’t.
Waitress: What about dairy food?
Bill: I can’t digest milk!
Waitress: Well, you can have a salad with lots of protein.

UNIT3
Bill: Actually, that’s what i will eat. Thanks!

PRACTICE
Instructions: Choose the correct option for each sentence.

1. Can I this chair, please?

a) take b) to take c) taking
2. Dad, my friend stay for dinner tonight?
a) can b) can does c) does can
3. Can she the exam next month, and not next week?
a) to takes b) taking c) take
4. hand me the salt please?
a) Can’t you b) Can you c) Cannot you
5. Can you the door for me please?
a) to open b) opened c) open
6. go now?
a) Can’t I b) Cannot I c) Can I
7. Can’t he help?
a) No, he can’t. b) No yes can c) Can’t
8. I help you tonight. I’m sorry.
a) can’t b) can c) no can
9. I jump, but I can run!
a) can b) can can’t c) can’t
1

10. The dog can wait, but the cat . He is too anxious.
a) can’t b) can c) could
B e yo n d E n g l i s h

SPEAKING
Instructions: Role play the previous conversations. You can choose only one with a partner and present
it to the class.

CHALLENGE: Add your own words!

77
 READING

I CAN’T BELIEVE THIS!

I’m so upset.
Today I asked for permission to go to a party, and my mom said no.
She says I can’t go to those parties yet. What is she talking about?
Then, my brother told me I can’t have his car tomorrow because he
is going to the movies with his girlfriend. My dad says I can drive
whenever I want to, but without my brother’s permission I can’t.
At school, my teacher says I can’t go to the restroom, if she is
talking. She wasn’t talking, so I hot up and headed for the door.
You know what she said? I’m sorry young lady, but you can’t go to
the restroom without my authorization.
So I go back to my seat, and the bully of the class says I can’t sit back unless I pay $50 pesos.
What? I can’t believe this.
So, I head out of the class and ask the principal to let me out. She says: “Of course you can go
home, but at 1, like everyone else.
I can’t go back to my class. I can’t be outside, so I go to the back of the school and I find a group
of friends from the upper grades who are listening to music. They are the same friends my mom
told me I can’t meet at the party. I enjoy the rest of the afternoon listening to their stories.
Maybe I can’t be free tonight, but I can enjoy my school friends after all.

WRITING / SPEAKING
Instructions: Underline all the can and can’t sentences you find. Sit with a classmate and ask each other
questions about the reading using can and can’t. Can you make your own story? Share it with the class.

VOCABULARY
LEARNING TRACK 15
Listen and repeat
COMMON FOOD NAMES
Instructions: Listen to the vocabulary and repeat the words.
Track 30
apple
potatoes pepperoni toast zucchini
beef
fish bell pepper ginger pizza
lettuce
mango pineapple flour pear
chicken
chocolate bread juice carrot
lemon
egg strawberries tea milk
cake
tangerine cabbage cucumber watermelon
banana
peas onions avocado cheese
beans
78
Instructions: Match the words to the pictures.

a. jam b. honey c. rice d. soup e. bagel f. soda g. croissant h. french fries

i. orange j. hamburger k. hot dog l. ice cream m. sausages n. yogurt
o. ketchup p. mayonnaise q. mustard r. pepper s. salt t. vinegar

UNIT3
VOCABULARY

Listen and repeat

FRUITS AND FLOWERS
Instructions: Listen to the words and pronounce them.
Track 31

berry cherry grapes watermelon pineapple

1
B e yo n d E n g l i s h

grapefruit mango orange pear strawberry

daisy rose daffodil sunflower tulip

79
 GRAMMAR
PLURALS
We make plurals when there is more than two objects of one thing.
• To make regular nouns • If the singular noun ends in • If the noun ends with ‑f or ‑fe,
plural, add ‑s to the end. ‑s, -ss, -sh, -ch, -x, or -z, add the f is often changed to ‑ves.
‑es to the end to make it plural.
- cat – cats - wife – wives
- house – houses - bus – buses - wolf – wolves
- lunch – lunches

• If a noun ends in ‑y and the • And there are also

ION
EXTRA INFORMAT letter before the -y is a consonant,
change the ending to ‑ies.
irregular plurals which
change differently.
rd person singula
r
Plurals vs 3 thing.
- city – cities - fish- fish
urals are one - puppy – puppies - sheep - sheep
Be careful! Pl mething else.
singular is so - foot - feet
Third person • A lot of nouns that end in -o
she, it) - tooth - teeth
ir d pe rs on singular (he, take -es in the plural.
th - goose - geese
the piano.
- Mark plays - more than one potato= - child - children
plurals potatoes - man - men
pianos.
- Mark plays - more than one hero= - woman - women
heroes - person - people
- mouse - mice
- candy - candy
-love - love

REMEMBER!
A / an - for singular nouns The - for singular nouns
WE DON’T USE THEM WITH PLURALS!

PRACTICE
1. Instructions: Write the plurals of the following words in parenthesis.

1. We often have for dinner on Fridays. (fish)

2. My sister likes ice cream with . (blueberry)
3. My brother always has two for lunch. (sandwich)
4. We like ,

2. Instructions: Make the plural form of flowers and fruits from the vocabulary section.

80
3. Instructions: Write the plural form of the words in parenthesis. Follow the grammar rules.

1. My (foot) hurt, I walk a lot.

2. We have many (shirt) for our school uniform.
3. On the weekends, I wear (jean).
4. The (mouse) in our kitchen are very clean.
5. These white (dress) are my favorite.
6. (fish) in the sea, (bird) in the sky.
7. My uncle’s (wife) have died of cancer.

UNIT3
8. (wolf) walk in groups through the valley.

4. Instructions: Write plurals for the objects you have in your backpack and things in the classroom.

VOCABULARY

Listen and repeat

FOOD ADJECTIVES
Instructions: Listen to the following words and repeat them.
Track 32

sour sweet salty creamy sugary

1
B e yo n d E n g l i s h

greasy hot crunchy bitter sweet and sour

81
 GRAMMAR
Listen and repeat
LIKES AND DISLIKES
• We use the present simple to talk about LIKES (things we enjoy) and DISLIKES (things we don’t enjoy).
Example:
- I like crunchy food, but I dislike hot one.
- I like sweet fruits, but I dislike sour ones.
• You can also use: LIKE and DON’T LIKE.
Example:
- I like sugary food, but I dont’ like salty one.

PRACTICE
1. Instructions: Interview a partner using the following questions. Mark if he / she answers no.
Do you have more questions to ask? Write three more.

NAME QUESTION YES NO

Do you like beans?
Do you like creamy soups?
Do you like bitter candy?

2. Instructions: Write likes and dislikes with a partner. Use the vocabulary from this section.
Example:

- We like eating tasty food, but we dislike sour candy.

1.

2.

3.

4.

5.

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 VOCABULARY
Listen and repeat COUNTABLE AND UNCOUNTABLE NOUNS
Instructions: Listen to the words and repeat them. Check for pronunciation.
Track 33

COUNTABLE NOUNS UNCOUNTABLE NOUNS

UNIT3
burgers cherries bread butter

apples eggs juice meat

potatoes cows rice cereal

cookies oranges milk coffee

carrots peanuts tea chocolate

1
B e yo n d E n g l i s h

PRACTICE
Instructions: Write U for uncountable and C for countable

1. people 6. money 11. chair

2. hair 7. car 12. bus
3. sand 8. snow 13. happiness
4. air 9. anger 14. rain
5. cow 10. stress 15. hand
83
 EXTRA INFORMATION Another difference is the quantifiers that they use:
COUNTABLE UNCOUNTABLE
- all - all
table - both - most
There is a distinction between coun - each/every - much
kno wn as mas s)
and uncountable (also - most - deal, amount,
t coun tab le
nouns. One difference is tha - many quantity
cle:
nouns can have an indefinite arti - number - a lot of / lots of
- a book, a table, a car, a dog - a lot of / lots of - some
- some, several, - (a) little, less, least
while uncountable ones cannot: - various, diverse - not … any
ey
- *a water, *a music, *an air, *a mon - (a) few, fewer, fewest - no, none
but they
(counter-examples can be invented - not … any
are not the point here). - no, none

WRITING
Instructions: Find countable and uncountable things in your classroom, school, home.
Write ten for each one in your notebook.

GRAMMAR

HOW MUCH / HOW MANY

We use MUCH and MANY to talk about the amount of things.

HOW MUCH HOW MANY

uncountable nouns countable nouns

Example:
- How much money do you have? - How many pets do you have?

PRACTICE
Instructions: Choose how much or how many to complete the questions correctly.
1. apples do you have?
2. bread do we have?
3. chairs are there?
4. water do you drink?
5. sugar do you put in your tea?
6. bottles of orange juice do we buy?

84
 SPEAKING / WRITING
Ask a partner questions using How much and How many to find information about their everyday.
Write the questions and the answers in your notebook. Look at the example.
- How much milk do you drink everyday? I drink one glass of milk everyday.

READING
Listening and Writing
HEALTHY LIFESTYLE
Instructions: Listen to the conversation. Then, answer the questions.
Track 34
Yesterday afternoon, I didn’t feel well after going out to eat with my friend Sam. I went to bed
to have a rest and tried to sleep to see if things were better, but I wasn’t ok. I had a terrible

UNIT3
stomachache. So, I called my doctor for an appointment and he told me to visit him in an hour.
Doctor: Hello, Montse. Tell me, what’s going on?
Montse: I have a really bad stomachache.
I think I ate too much pizza.
Doctor: Do you have diarrhea?
Montse: Yes, I do. And nausea.
Doctor: How many slices of pizza did you eat?
Montse: About five slices.
Doctor: Did you eat anything else?
Montse: Actually, I did. Two pieces of garlic bread and
some spicy tomato sauce.
Doctor: All right, anything else?
Montse: Well, maybe two cans of soda and a slice of chocolate cake.
Doctor: Oh, wow. it might be an infection.
We need to do some blood tests to see what’s going on
Montse: All right.
Doctor: You’ll be ok. I’ll send the prescription to your pharmacy
to help with the pain. When we have the test results,
we will see what to do.
Montse: All right.
Doctor: And, don’t forget to drink plenty of fluids.
Montse: All right.
Doctor: I hope you feel better soon.
Montse: Thanks! I hope so too.

Instructions: Answer the following questions.

1. Why couldn’t Montse fall asleep?
1
B e yo n d E n g l i s h

2. What did Montse eat?

3. Does Montse have an infection?

4. What does the doctor advise her to do?

5. Write your own opinion. Why is eating healthy food so important?

85
 GRAMMAR
LEARNING TRACK 16
QUANTIFIERS
• A quantifier is a word that usually goes before a noun to express the quantity of the object.
Example: - A little milk.
• As we said, most quantifiers are followed by a noun, though it is also possible to use them
without the noun when it is clear what we are referring to.
Example:
A: Do you want some milk?
B: Just a little.
• We can use these quantifiers with both countable and uncountable nouns:
all some more a lot of enough
no any most lots of less
• We do not normally use the quantifier SOME in negative and interrogative sentences.
• We normally use ANY:
Examples:
- Do you have any food at home? I don’t have any food.
- Do you eat any fried food? I don’t eat any fried food.
• But we can use SOME for offers and requests:
Examples:
- Would you like some watermelon?
- I want some bananas, please.
• Some quantifiers can be used only with countable nouns:
(not) many each either (a) few several both neither fewer
• Some quantifiers can be used only with uncountable nouns:
(not) much a bit of a little

WITH COUNTABLE &

WITH UNCOUNTABLE NOUNS WITH COUNTABLE NOUNS
UNCOUNTABLE NOUNS
• Much • A majority of • All, Enough
• A bit (of) • A great number of • None, No
• Little • Several • Some
• A great deal of • Many • More
• A large quantity of • A large number of • Most
• A little • A number of • Lots of
• Very little • Few • Less. Least

QUESTIONS WITH QUANTIFIERS

Much and many are used in the same way as for countable and uncountable nouns.
They go at the beginning of a question.
But you can also use other auxiliaries to make questions for countable and uncountable nouns.

86
 PRACTICE
Instructions: Match the questions to the answers.
Be careful! some options have more than one answer, check for context!
a. Do we have any eggs in the fridge? There aren’t any.
b. How much water do we have left? Yes, we have a lot.
c. How many chairs do you have in your house? Yes, there are some for the juice.
d. Are there a lot of pages in that book? I don’t have much, but it’s enough.
e. Is there water in the bathtub? Yes, a few.

UNIT3
f. Do we have enough sodas for the party? I think so, but food is never enough.
g. Do you have enough milk for the cake? No, none.
h. How much butter is there on the table? There isn’t any.
i. Are there any oranges? No, not too many.
j. Do we have enough food? Just a little.

• To provide an answer to a HOW MUCH or HOW MANY question, you can give exact amounts:
Examples:
- How much does the milk cost - It ‘s two dollars.
- How many apples for the pie? - Less than 3.
- How much pasta should I buy? - I think we need three boxes.

PRACTICE
1. Instructions: Fill in the blanks using LITTLE or FEW.

1. There is honey in the cabinet.

2. I’ve got a eggs.

3. My mum has got a bananas on the table.

4. I’ve got sausages. 1

5. Natalie has cooked a fish steaks.

6. Brenda has jars of jam.

B e yo n d E n g l i s h

7. There is butter left. We need to buy some.

8. There are a eggs in the fridge, but they are enough.

9. I have time to cook, let’s go out!

10. There is a pizza in the fridge if you are hungry.

87
 PRACTICE
2. Instructions: Fill in the blanks using MUCH or MANY.

1. How potatoes did you buy?

2. How money do you have to go to the supermarket?

3. How did the tuna cost?

4. How apples are there in the basket?

5. How strawberries do we need for the cake?

6. How butter do you need?

7. How oranges do you want?

8. How water does she drink?

9. How slices of bread are there in the bag?

10. How fluor do we need for the waffles?

3. Instructions: Choose the appropriate quantifier.

1. Can I have a few / some / many butter please?

2. He has a lot of / many / some cheese.

3. A: Do you want ice for your soda? B: Just how much / a little / a few please.

4. I have a lot of / much / a little onions.

5. The cookies will be ready in some / a few / little minutes.

6. How many / how much ice cream do you want?

7. How many / how much bagels can you eat?

8. Do you want much / any / a few French fries?

9. We have little / a little / few bread.

10. We have much / many / few bananas, but we need more for the dessert.

88
 SPEAKING / WRITING
Instructions:
For homework, check out what you have in your kitchen. Write down the list of items you find.
Then, during class time, sit with a partner and as each other questions:
- Is there any ?
- Are there any ?
- How much did you have?
- How many did you have?

Write down your responses in your notebook.

READING

UNIT3
Listen
MY DAILY ROUTINE
Instructions: Listen to Hugo telling us about his everyday routine.
Underline all the quantifiers you hear. Track 35

Hello! My name is Hugo and I will tell you a little bit about my daily routine and the
food I usually eat.
I get up at 6 a. m. and do some exercise. After that, I take a shower and get
dressed. I have a few t-shirts, but plenty of jeans. I get dressed and then I go
downstairs for breakfast.
I have a big bowl of sugar with plenty of milk. I love cereal! I also drink a glass of milk
and enough fruit to resist until lunch time.
When I arrive at school, I sometimes buy enough water to be hydrated.
Then, at lunchtime, me and my friends like to buy pizza and a can of soda. Lots
of students buy the same thing. Some others buy a large amount of potato chips
and share them. Several students like the hot, spicy ones!
I normally buy a snack, such as a small protein bar. I like the ones with almonds and
caramel, they are absolutely delicious!
After school, I go home and my parents and I have some chicken or fish, a big bowl
of salad, fruit water and for dessert, sometimes we have slices of cake or jello.
1

At night, before going to bed, I often make myself a turkey ham sandwich, with
B e yo n d E n g l i s h

avocado. Then, I drink a glass of water with lemon. I brush my teeth and off to
dreaming!

89
 SELF ASSESSMENT
Instructions: Write yes or no.
CRITERIA Yes No
I understand the use of possessive adjectives and the possessive ‘s.

I understand wh- questions and know how to use them in a sentence.

I know how to use affirmative and negative sentences in present simple.

I understand the use of countables and uncountables, as well as plurals.

I know how to use quantifiers.

CO-EVALUATION
Instructions: In pairs, evaluate your partner’s understanding of this lesson.
You may ask questions to your partner in order to evaluate her / him.

CRITERIA
My partner is respectful to others.
My partner understands people and knows how to listen.
My partner promotes a healthy environment in the classroom.
My partner communicates properly with teachers, partners and people at school.
My partner knows how to express without hurting others’ feelings.
My partner believes in him / herself.
My partner is willing to learn from others.

TEACHER’S FEEDBACK
Instructions: Write yes or not if the students has achieved the goal.

CRITERIA Yes No
Active and focused participation from the student when doing a task.
Provides helpful ideas during a debate.
Collaborates and supports partners.
Keeps harmony and cohesion within the group, not causing conflicts.
Accomplishes with the specific tasks established by the team.
Shows interest in the work quality and the objective.

90
 LEARNING TRACKS
Socioemotional Training Environment
CITIZENSHIP PRACTICE AND
COLLABORATION
Your teacher will help you with the following:

CATEGORY: GENDER PERSPECTIVE

LEARNING TRACK
SOCIAL RESPONSIBILITY AFFECTIVE EMOTIONAL WELLNESS
Enhances inclusion and respect to diversity in all its Recognizes emotions and needs, to provide personal

UNIT3
forms within a society, performing under a gender wellness and establish healthy interpersonal bonds.
perspective and an intersectional approach.
PROGRESS
• Learns and understands the concept of gender as a social construction, which affects
equality among people, in order to perform their sexual, reproductive, work, civic, political,
human, etc., rights.
• Try to attend different activities in your community related to gender. Learn about the key factors
before getting involved in anything you might not understand.
• Read, investigate, take notes. Talk to a professional about what you have learned and ask them any
questions you might have.
• Talk together as a class about what you learned. Try to be objective, our point of views might be very
different. Listen respectfully.

1
B e yo n d E n g l i s h

Challenge yourself!
• Talk to a partner for a few minutes about your findings. Comment and provide conclusions.

91
 TRANSVERSALITY PROJECT

unit
3
SUBJECTS INVOLVED:
Social Sciences I.
English I
FOR THIS PROJECT:
• Get in teams of 3 people.
• Talk to your partners about the following learning track from the Social Sciences program:
Students understand themselves as transformation agents within their groups, role, context,
and circumstances, from the explanation and making of structures, relationships and social
interactions.
• What do you understand about this learning track?
• What do you understand is a transformation agent?
• Why is it important for you as a student to be a transformation agent?.

WHAT DID I LEARN?

• Write individually what you learned in this project. Share it with your teacher.

EVALUATION RUBRIC

CRITERIA Yes No
The student worked in teams.
The student shared the opinions on the life project.
The student presented the project to the class.
The student uses English vocabulary efficiently.
The student uses English grammar efficiently.

92
 ENGLISH VERBS

VERB SIMPLE PAST PAST PARTICIPLE

to be were been
to have had had
to do did done
to say said said
to go went gone
to get got got
to make made made
to know knew known
to think thought thought
to take took taken
to see saw seen
to come came come
to want wanted wanted
to look looked looked
to use used used
to find found found
to give gave given
to tell told told
to work worked worked
to call called called
to try tried tried
to ask asked asked
to need needed needed
to feel felt felt
to become became become
to leave left left
to put put put
to mean meant meant
to keep kept kept
to let let let
to begin began begun
to seem seemed seemed
to help helped helped
to talk talked talked
to turn turned turned
to start started started
to show showed shown
to hear heard heard
to play played played
to run ran run
to move moved moved
to like liked liked
to live lived lived
to believe believed believed
to hold held held
to bring brought brought
to happen happened happened
to write wrote written
to provide provided provided
to sit sat sat
 ENGLISH VERBS

VERB SIMPLE PAST PAST PARTICIPLE

to stand stood stood
to lose lost lost
to pay paid paid
to meet met met
to include included included
to continue continued continued
to set set set
to learn learned learned
to change changed changed
to lead led led
to understand understood understood
to watch watched watched
to follow followed followed
to stop stopped stopped
to create created created
to speak spoke spoken
to read read read
to allow allowed allowed
to add added added
to spend spent spent
to grow grew grown
to open opened opened
to walk walked walked
to win won won
to offer offered offered
to remember remembered remembered
to love loved loved
to consider considered considered
to appear appeared appeared
to buy bought bought
to wait waited waited
to serve served served
to die died died
to send sent sent
to expect expected expected
to build built built
to stay stayed stayed
to fall fell fallen
to cut cut cut
to reach reached reached
to kill killed killed
to remain remained remained
to suggest suggested suggested
to raise raised raised
to pass passed passed
to sell sold sold
to require required required
to report reported reported
to decide decided decided
to pull pulled pulled

94
 BEYOND ENGLISH 1
se terminó de imprimir en mayo de 2023
en los talleres de Visual e Impresos S.A de C.V.
Calle 54, No. 814 Guadalajara, Jalisco México

Publisher: Saúl Dávalos Morales

Cuidado del Texto: Mónica Ameka Vargas
Diseño Editorial: Susana Meléndez De la Cruz
Fotografías e Ilustraciones: Freepik Company / Licencia Premium