lifestyle Demo

Lifestyle 1

Student’s Book and Workbook
Copyright © 2019 London Education

Printed in Mexico
ISBN: 9786079738490

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Lifestyle 1 was edited and produced to fit first semester according to Bachillerato Tecnológico.

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Publisher
José Eduardo Enciso García

Author
Mónica Ameka Vargas

Design and Layout
Patricio Andrade Salgado

Art and Design Coordinator
Carlos Bustillos Vargas

Proofreaders
Mario Izúcar Durán

Enrique Lugo

Reviewers
Mtra. Amelia Buendía Camacho

Mtra. Elízabeth Ruíz Chimal

First Print
April, 2019

Lifestyle 1
Editorial London Education

Scope and Sequence

Unit 1 Competencies

Starting point • Students will communicate, interact, and collaborate with others.
• Providing reasonable opinions from the point of making a text.
• Technology, information, communication and learning.
• Reading, writing, speaking and listening.

Lesson Vocabulary Grammar Listening

1 Greetings 11 The Verb To Be (affirmative) 14 Greetings 11
Introducing yourself 12 Question words 17 Conversations 12
How it all begins Numbers (1-20) and the alphabet 12 12
Countries and nationalties 16 Numbers and the alphabet
21
2 Family members 21 The verb to be (negative, interrogative) 23 Family activities 26
Adjectives to describe family members 22 Possessive adjectives 24 Jobs and occupations
Learning the way Occupations 26 Possessive nouns 31
Ordinal numbers 1-20 28 Do / Does 24 32
Present simple
27

27

3 School objects 31 Indefinite articles 31 Pronunciation
Actions for daily routines 32 Adverbs of frequency 33 Daily activities
Almost there The time 32 Time prepositions 34
Time expressions 34
Days of the week 36
Months of the year 36
Writing dates 36

Extension activities Momento Construye-T

Unit projects Lesson 1 Lesson 2 Lesson 3

Extra practice p.96 Writing an interview Making a survey A family tree

Unit 2 Competencies
• Communicate, interact, and collaborate with others.
Propelling success • Providing reasonable opinions from the point of making a text.
• Technology, information, communication and learning.
• Reading, writing, speaking and listening.

Lesson Vocabulary Grammar Listening

4 Parts of the house and furniture 42 There is / there are 45 Pronunciation 42
Clothes and colors 47 Prepositions of place 46 The description of a place 46
What’s next? Demonstrative pronouns 48
Number dictation 54
Fruits and flowers 51 Plurals 52
5 Food adjectives 53 Likes and dislikes 53
Numbers 20-100 54 Some/any 55
How to Personality adjectives
57

6 Shopping 61 How much / How many 64 Numbers 65
Countable and uncountable nouns 62 Pronunciation 66
Right track Gadgets 66 Present simple (negative and interrogative yes/no 67

Extension activities questions

Unit projects Momento Construye-T

Extra practice p.99 Lesson 4 Lesson 5 Lesson 5

Writing about Describing a house and Writing in present simple
your classroom a person

Unit 3 Competencies
• Communicate, interact, and collaborate with others.
On the way • Providing reasonable opinions from the point of making a text.
• Technology, information, communication and learning.
• Reading, writing, speaking and listening.

Lesson Vocabulary Grammar Listening

7 Personal objects 73 Possessive nouns and pronouns 74 Pronunciation 73
74
Learning Adjectives to describe size Wh- questions 76 The story of a beauty blogger
Animals 80
8 The weather 79 Object pronouns 81 An animal story 82

Ups and downs Public places 80 Comparatives and superlatives 83 Weather forecasts 87
Giving directions
9 Stores and public buildings in a city 82

The story continues 87 Giving directions 90 Places in a city
90 Prepositions of movement 90
Extension activities
92

Momento Construye-T

Unit projects Lesson 7 Lesson 8 Lesson 9

Extra practice p.102 Describing gadgets Comparing gadgets A video asking for
directions

Speaking 17 Reading Writing 11
22 13
Creating a dialogue 22 Luisito Comunica 15 Writing dialogues 18
Name spelling
My family Yuya Writing an e-mail 25
28
My daily routine Juanpa Zurita 25 Asking questions to someone
Writing ordinal numbers 31
33
35 Favorite school objects 34
Writing about a partner’s routine
Writing about my daily routine

Transversality project

Speaking Reading 48 Writing 45
57
Describing places 45 Paris Hilton Describing your bedroom

Interviewing a partner 53 DJ Diplo Writing about likes and dislikes 54
Writing birthdates 55
Interviewing a celebrity Describing a family member 58
Asking questions to a partner
65 Madonna 65 Writing countable and uncountable objects 63
67 Making a survey 64
Finding information 66

Transversality project

Speaking Reading 74 Writing 76
80
Asking questions using 74 Rosy McMichael Making questions 81
Wh-words 76
Telling a description Making a description of an animal 91
81 Reading about Animals 93
Indicating directions Writing the directions to places
90 Karl Lagerfeld 91 Description of a place giving directions

Transversality project

CEF-A1 Reference

According to the Common European Framework, after completing this
book you…
• Can understand and use familiar everyday expressions and very basic

phrases aimed at the satisfaction of needs of a concrete type.
• Can introduce yourself and others and can ask and answer questions

about personal details such as where he/she lives, people he/she knows
and things he/she has.
• Can interact in a simple way provided the other person talks slowly and
clearly and is prepared to help.

Listening
• Can recognize familiar words and very basic

phrases concerning myself, my family and
immediate concrete surroundings when
people speak slowly and clearly.

Reading
• Can understand familiar names, words

and very simple sentences, for example
on notices and posters or in catalogues.

Spoken Interaction
• Can interact in a simple way provided the other

person is prepared to repeat or rephrase things
at a slower rate of speech and help me formulate
what I’m trying to say. I can ask and answer simple
questions in areas of immediate need or on very
familiar topics.
Spoken production
• Can use simple phrases and sentences to describe
where you live and people you know.

Writing
• Can write a short, simple postcard, for example

sending holiday greetings.
• Can fill in forms with personal details, for example

entering your name, nationality and address on a
hotel registration form.

Common Reference Levels: qualitative aspects
of spoken language use

Has a very basic repertoire
of words and simple simple
phrases related to personal
details and particular
concrete situations.

Shows only limited control
of a few simple grammatical
structures and sentence
patterns in a memorised
repertoire.

Can manage very short, isolated,
mainly prepackaged utterances,
with much pausing to search for
expressions, to articulate less
familiar words, and to repair
communication.

Can ask and answer questions
about personal details.
Can interact in a simple way
but communication is totally
dependent on repetition,
rephrasing and repair.

Can link words or groups
with very basic linear
connectors like “and” or
“then”.



Unit 1

• Communication and interpersonal
relationships.

• Integration of learning communities.
• Contextualization of learning communities

through students' interests and academic
experiences.

• Collaborative work in • Hi, What's up! I want to
classroom as a basis know about you.
for the integration of the
learning community. • Making questions.

• How many people are
there in your family?
What do they do?
What do they usually
have for breakfast?

• Students activate previous knowledge. and personal pronouns to describe

• Students write and upload to an online people.

blog a short dialogue in which they use • Students use vocabulary related to

greetings and the questions What's family members.

your name? Where are you from? How • Students use possessive adjectives to
old are you? and How do you spell…?
talk about their relationship with family
in order for them to get to know other
members.
individuals.
• Students use some verbs in present
• Students are required to use verb to be simple to talk about their daily activities
in present simple, in its interrogative
and other people's routines.
form to get information from other
people. • Students use frequency adverbs to
emphasize how often their activities
• Students design a survey to get
are performed.
information about a person's
occupation by asking about his/ • Students draw a family tree and include
her name, age, and objects that the basic information about themselves
interviewed individual uses at work. and two relatives (name, age,
occupation, and physical appearance).
• Students use the affirmative form of
verb to be in present simple as well as • Students include in their family tree
personal pronouns to provide their own their daily routines by using some verbs
information in written form. and frequency adverbs.

• Students understand the use of verb to • Students write about the daily routine
be in present simple in affirmative form of two more family members, using
verbs and frequency adverbs properly.

9