Libro de Ingles 651654 PDF

Effortless English TPR Storytelling
Student’s Book
English Level 1
Effortless English TPRS level 1 Page 1

First Story

Story 1A – Hungry Dog
Vocabulary
runs looks puts buys pieces potatoes goes morning
Eugene, a boy, ____________ to the supermarket “Pueblo”. It’s 9:30 in the ____________.
He ____________ salad, bread, and 25 ____________. At home, he ____________

everything in the kitchen. The dog ____________ to the table and ____________ at the bread.
He eats 15 ____________ of bread!
1A1. Grammar Through Actions. Personal Pronouns and Simple present.
A. Eugene goes to the supermarket.
B. He goes to the supermarket.
A. Sara goes to school.
B. She goes to school.
A. The dog goes to the table.
B. It goes to the table.
A.I go to the park.
B. You go to the park.
A. Thomas and Sara go to the supermarket.
B. They go to the supermarket.
A. Thomas, Sara, and I go to school.
B. We go to school.
1A2. TPR pronouns and verb tense with the students.
During this activity the teacher will call out for one volunteer. The teacher will then say “A” as written in
the boxes modifying only the names. The volunteer will reply using “B” as in the boxes.

Teacher: “Carlos and Maria go to church.”
Student: “They go to church.”
1A3. Fill out the blanks. Use the correct personal pronouns and verb tenses.
1. (Carlos and Elizabeth) ______________ run to the table.
2. (Javier) ______________ buys 25 potatoes.
3. (The dog) ______________eats all the bread.
4. (Javier and I) ______________ put everything on the table.
5. The boys ______________ (look/looks) at the girls.
6. She ______________ (put/puts) the food in the fridge.
7. I ______________ (eat/eats) a burrito every morning.
8. We ______________ (runs/run) to school.
9. Carlos ______________ (go/goes) to the park.
10. The dog______________ (put/puts) the bread and the potatoes on the floor.
1A4. Read the story “Hungry Dog” again and answer the following questions.
1. Where does Eugene go? ______________________________________________________.
2. What does he buy? __________________________________________________________.
3. Where does he put everything? _________________________________________________.
4. Who runs to the table? ________________________________________________________.
5. What does the dog look at? ______________________________________________________.
6. What is the name of the supermarket? ___________________________________________.
7. How many potatoes does he buy? _________________________________________________.
8. What time is it? _________________________________________________.
9. Who eats the bread? _________________________________________________.
10. How many pieces does it eat? _________________________________________________.

✓ Syllabus Themes:
1. Identify things and people
Items: There is, a person, that’s
Situation: You are looking at a friend’s picture. Tell him/her what you notice. Ask him/her what
certain things are.
2. Spell in English
Items: English Alphabet
Situation: Y
ou’ve just met an English speaker. Spell your name out for him/her. (Teacher, the students
can also spell the vocabulary for this and other lessons)
3. Express likes and dislikes
Items: I like, I don’t like, I prefer
Situation: Tell your classmates if you like certain things
Teacher’s Note: You can also use these activities as warm-ups or ice breakers.

Second Story

Story 1B - The Clumsy Dad
Vocabulary
making sits puts reading dining room speaking
Sara, a Cuban girl, is ____________ a meat sandwich. She ____________ the sandwich on
a chair. Mom is ____________ with Dad in the ______________________.

Dad enters the kitchen. He is ____________ a small book. Oh my!
He ____________ on the sandwich.
1B1. Grammar through Actions. Present Continuous.
A. Eugene Is making a meat sandwich.
B. He Is making a meat sandwich
A. Sara Is playing soccer.
B. She Is playing soccer.
A. The dog Is running in the park.
B. It is running In the park.
A.I am doing my homework.
B. You are doing Your homework.
A. Eugene and Sara are eating a meat sandwich.
B. They are eating a meat sandwich
A. Eugene, Sara, and I are watching a movie.
B. We are watching a movie.
1B2. TPR pronouns and verb tense with the students.

Teacher: “Felipe and Carlos are eating a burrito.”
Student: “They are eating a burrito.”
1B3. Unscramble the sentences. (Teacher, you can also bring flash cards so they can use this activity
on the board)
1. doing/ is/ She/ homework/. ________________________________________.
2. a movie/ are/ watching/ They/. ______________________________________.
3. are/ We/playing/ in the park/. ________________________________________.
4. I/ eating/ am/ a burrito/. ________________________________________.
5. Carlos/ playing/ is/ soccer/. ________________________________________.
6. The boys/studying English/ are/. ________________________________________.
7. Perla/ crying/ is/. ________________________________________.
8. are/ you/ listening/ to music/. ________________________________________.
9. The/ dog/ eating/ is/ all the bread/. ________________________________________.
10. Working/ It/ is/. ________________________________________.
1B4. Fill out the blanks.
1. Carlos ____________ (go/goes/going) to the park.
2. Sara is ____________ (eat/eats/ eating) a burrito.
3. They are ____________ (play/plays/playing) soccer.
4. I ____________ (go/goes/going) to school every day.
5. I am ____________ (do/does/ doing) my homework.
6. We ____________ (put/puts/putting) everything on the table.
7. We are ____________ (speak/speaks/speaking) in the classroom.
8. She is ____________ (read/reads/ reading) a book.

9. He ____________ (look/looks/looking) at the teacher.
10. The computer is ____________ (work/works/working) well.
1B5. Read the story “The Clumsy Dad” again and answer the following questions.
1. Who is the girl? ________________________________.
2. Where is she from? ________________________________.
3. What does she make? ________________________________.
4. What kind of sandwich is it? ________________________________.
5. How many does she make? ________________________________.
6. Does Sarah make a tomato and lettuce sandwich? ________________________________.
7. Where does she put the sandwich? ________________________________.
8. What are Mom and Dad doing? ________________________________.
9. Where is Dad? ________________________________.
10. Where does he enter? ________________________________.
11. What is Dad doing? ________________________________.
12. What is the book like? ________________________________.
13. Does Dad eat the sandwich? ________________________________.
14. Where does Dad sit? ________________________________.
15. Why does he sit on the sandwich? ________________________________.

Exercise 1B6
Write your own story using the combined vocabulary of stories 1A and 1B.
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Draw your version of the story.

Draw your friend’s version.
1. Presentation. (Rubric)
Items: Cardboards, power point slides, etc.
Situation: Present your version of the combined stories to the class.
2. Use simple greetings

Items: Hello! Good Morning! Good Afternoon! Good Evening!
Situation: You see a friend during your day. Greet him/her appropriately.
(You can use this last activity as an ice breaker)
Retention Test “Hungry Dog”.
Directions: After reading the story, indicate true or false for each of the statements that follow.
A. John, the little boy, runs to the “Giant “supermarket. It is 7:45 in the morning. He buys bread,
three pencils, and some potatoes. At home, he puts everything on the table. The dog goes to the
table and looks at the potatoes. He does not eat John’s pencils. He goes to the supermarket and
buys some more potatoes.
1. The little boy’s name is “Giant”. __________
2. He runs to school. __________
3. He buys potatoes in the morning. __________
4. He puts the pencils, bread and potatoes in the supermarket. __________
5. John eats all the potatoes. __________
6. He goes to the supermarket to buy more potatoes. __________
7. The dog does not eat the pencils. __________
8. The dog is at home. __________
Directions: Fill in the space with the most appropriate answer from the choices in the box.
is and She house supermarket notebook The table puts eats
B. Mary, the little girl, runs to the ______________ “Acme”. It ______________ 7:20 in the
morning. ______________ buys bread, a notebook, ______________ 3 potatoes. At home,
she______________ everything on the table. ______________dog goes to the table and
______________the potatoes. He does not eat Mary’s ______________. She goes to the
supermarket and buys other potatoes.

Retention Test “The Clumsy Dad”.
Directions: After reading the story, indicate true or false for each of the statements that follow.
A. Laura, a Mexican girl, makes a meat sandwich. She puts the sandwich on a large chair. I speak
with Mom in the dining room. Mom enters the kitchen. She reads a book. She sits on the chair!
My goodness!
1. Mom eats a meat sandwich. __________
2. The Mexican girl’s name is Laura. __________
3. I am in the dining room. __________
4. There is a large chair with a sandwich on it. ______________
5. Mom is reading. __________
6. She enters the kitchen. __________
7. She sits on the table. __________
8. Mom sits on a book. __________
Directions: Fill in the space with the most appropriate answer from the choices in the box.
Mexican on meat sandwich with He sits down reads the sandwich a
Ana, a ______________ girl, makes a ______________ sandwich. She puts the sandwich
______________ a large chair. Her sister speaks ______________ Dad in the dining room. Dad
enters ______________ kitchen. He ______________ a book. ______________ on the
______________! My goodness!

Third Story

Story 1C – What a Trade!
Vocabulary
sells feet scarf house carries looks at money large

brother

cousins
My uncle is a very cool guy. He has one son and one daughter. They are my ____________. My
father is my uncle’s_______________. My uncle ____________ tortillas. He is in front of the
market. He has ____________ sandals on his ____________. A woman ____________ the
tortillas. She has no ____________. She gives her pretty ____________ to the man. He
____________ 45 tortillas to the woman’s ____________.
Meet the Smith family!

1C1. Grammar through Actions. Family members, adjectives, likes and dislikes.
My father/mother is tall.
He/she is tall.
My father/mother/brother/ has large sandals.
He/she has large sandals.
I am old.
You are old.
I have short hair.
You have short hair.
My brother and sister are young.
They are young.

My uncle and aunt have long hair.
They have long hair.
1C2. TPR adjectives with the students.
1C3. Describe family and self.
1C4. Fill out the blanks
1. My mother__________ (is/are/am) very pretty.
2. My father __________ (is/are/am) chubby.
3. My brother __________ (is/are/am) tall.
4. My sister __________ (is/are/am) short.
5. My uncle __________ (is/are/am) grumpy.
6. My aunt __________ (is/are/am) kind.
7. I __________ (is/are/am) intelligent.
8. My grandparents __________ (is/are/am) very sweet.
9. My cousins __________ (is/are/am) evil.
10. I__________ (have/has) long hair.
11. My mom __________ (have/has) pretty eyes.
12. My father __________ (have/has) big feet.
13. My sister __________ (have/has) long hair.
14. My cousins __________ (have/has) dark skin.
15. My grandparents __________ (have/has) blue eyes.

1C5. Read the story “What a trade again”. Answer the questions.
1. Who sells flat bread? _______________ 6. Who is going to the market?__________________
2. Where is the man? _______________ 7. What is the woman like? _______________
3. What does he have? _______________ 8. What does the woman have? _______________
4. What are the sandals like? _______________ 9. What is the scarf like? _______________
5. Where are the sandals? _______________ 10. Who gives the scarf to the man? ____________
IC6. Write 10 commands and act them out using classic TPR with your partner. Use vocabulary from
the 3 lessons.
1. _____________________________________________________________________.
2. _____________________________________________________________________.
3. _____________________________________________________________________.
4. _____________________________________________________________________.
5. _____________________________________________________________________.
6. _____________________________________________________________________.
7. _____________________________________________________________________.
8. _____________________________________________________________________.
9. _____________________________________________________________________.
10. _____________________________________________________________________.
1. Express likes /dislikes
Items: Do you like…? Yes, I do/No, I don’t (Tell your student to bring props)
Situation: You start a conversation with your new friend by asking whether he/she likes certain foods.
He/she will answer you (play carrousel with this activity and use it as an ice breaker)

2. Use simple greetings
Items: Hello! Good Morning! Good Afternoon! Good Evening! How are you? How you doing?
Situation: You see a friend during your day. Greet him/her appropriately.
(You can use this last activity as an ice breaker, too)
Fourth Story

Story 1D – He Speaks!
Vocabulary
children eats rock ice cream walks speaks asks

There are two small _______________ in the village. One is eating _______________ and the
other corn. He _______________ 60 pieces of corn! Then a horse _______________ through
the village. He sits on a _______________. “Where is the center of town?” _______________
the horse. “He _______________!” the children shout.
1D1. Listen to the story and answer the following questions. Teacher reads.
1. Who is eating ice cream? ________________________________________________
2. Where does the horse sit? ________________________________________________
3. What does the boy eat? ________________________________________________
4. What are the children like? ________________________________________________
5. How many horses are there? ________________________________________________
6. How many children are there? ________________________________________________
7. What does the horse ask them? ________________________________________________
8. Does the horse speak? ________________________________________________
1D2. Read the following story and indicate true or false for each of the statements that follow.
A. There are two big kids in the town. Their names are Juan and Pedro. Juan is tall and chubby.
Pedro is also tall but thin. Juan eats bread and Pedro corn. He eats 60 pieces of corn. He
really likes it! Then a white horse goes through the town. He is hungry and tired. He sits on a
table. The horse looks at the boys. “Where is the restaurant?” the horse asks. “Oh my God,
he speaks!” shout the kids.
1. There is one kid in town. __________
2. Pedro eats 60 pieces of bread. __________
3. The kids are big. __________

4. The kid that eats the corn is a boy. __________
5. The kids shout because the horse speaks. __________
6. The horse sits on the table. __________
7. The horse is not hungry. __________
8. The kids ask where the restaurant is. __________
9. The horse speaks. __________
10. Juan is chubby. __________
Exercise 1D3
Write your own story using the combined vocabulary of stories 1C and 1D.
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Situation: Present your version of the combined stories to the class. This time use ESP vocabulary.
Main Story #1- Crunchy Salad

The dog’s house is in the center of town. There are two big rocks and a potato in front of the house. The
dog sets up a table in front of the house. He makes 51 sandwiches and puts them on top of the table.
The dog sells the sandwiches quickly. He looks at the potato. The dog prepares a salad with the potato.
A woman buys the potato salad. “There’s a stone in my potato salad”, she shouts.
True or False
__________ 1. There is a market in front of the house.
__________ 2. Two rocks are in front of the house.
__________ 3. The house that has two rocks in front belongs to the dog.
__________ 4. The dog puts a rock in front of the town plaza.
__________ 5. The dog makes a lot of sandwiches.
__________ 6. The dog puts the sandwiches under the table.
__________ 7. Dad looks at the sandwiches.
__________ 8. A girl buys the potato salad.
__________ 9. There is a rock in the woman’s salad.
__________ 10. The woman shouts.

Correct the above incorrect sentences.
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Questions:
1. Whose house is it? __________________________________________________________
2. What is in front of the house? ____________________________________________________
3. What is the dog doing? __________________________________________________________
4. Why is the woman shouting? _____________________________________________________
Questions for a classmate:
Name of the classmate_____________________________________
Your questions Classmate’s answer:
Who ?
Where ?
How many ?
How ?
Listen…

Listening Activity:
1._____ 4. _____ 7. _____ 10. _____
2._____ 5. _____ 8. _____ 11. _____
3._____ 6. _____ 9. _____ 12. _____

Vocabulary:
buys front puts sets up there’s
center house quickly shouts with
dog’s potato rocks table
Complete with the appropriate words.
The _______________ house is in the _______________ of town. There are two big _______________
and a potato in _______________ of the house. The dog _______________ a table in front of the
_______________. He makes 51 sandwiches_______________. He looks at the _______________. The
dog prepares a salad _______________the potato. A woman _______________ the potato salad.
“_______________ a stone in my potato salad!” she _______________.
Invent another story:
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Make cartoon drawings of your story:

Write a summary of the main story.
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✓ TPRS DIARY
Write what you learned during this unit.
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How do you feel at the end of this unit? Check on your answer.

Autonomous (Excellent): _________
Outstanding (Very good): _________
Competent (Good): _________
Not Competent (Bad): _________
Give your reasons:
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Fifth Story

Story 2A - A Quarter?

Vocabulary
bag eggs hungry market pays removes slowly
At the _______________, an old woman puts some Ritz crackers in her _______________. She
also puts 3 apples and _______________ in the bag. She _______________ $11 at the cash
register. At 2:15 she is _______________. She buys a burrito and eats it _______________.
She_______________ 25 cents from the burrito!
Exercise 2A1. Grammar through Actions. How much is…?
A. How much is this shirt?
B. It is twenty dollars.
A. How much is that Jacket?
B. It is fifty dollars.
A. How much is it for a burrito?
B. It is just 10 pesos.
A. How much are those Jeans?
B. They are fifty-five dollars.

A. How much is for Everything?
B. It is 100 pesos.
A. How much is for a shirt, a jacket, and a burrito?
B. It is 100 pesos.
2A2. TPR How much is…? with the students. Numbers from
Teacher: “Felipe how much is a burrito at the cafeteria?”
Student: “It’s 10 pesos” (play carrousel with all the students, bring props)
2A3. Read the following story. Fill in the space with the most appropriate answer from the choices in
the box.
market crackers take out eggs also hungry pay it from go
At the__________ some old ladies put some__________ in their bags. They__________ put 3 apples
and the __________ in the bags. They __________$11 at the register. At 2:15 they are__________.
A woman buys a hamburger and eats__________ quickly. She removes 10cents__________ the
burger!
2A4. From the choices given bellow; choose the one best completion for the sentence in English.
1. He__________ $5 at the cash register. (play/eats/pays)

2. I buy__________ and I eat it quickly. (bag/a dog/bread)
3. They also put an apple and 6 eggs__________ the bag. (in/of /for)
4. He removes 10cts__________ the sandwich! (at/on/from)
5. An__________ man puts some crackers in his bag. (egg/bag/old)
6. At 2:15 he__________ hungry. (is/ are/has)
7. At the market, a woman__________ to the register quickly. (is/are/goes)
8. __________ eats a very large ice cream at the supermarket. (Mary/I/you)

2A5. Answer the following questions.
1. Who puts the crackers in the bag? _____________________________________.

2. What is the woman like? __________________________________________.
3. Where is the woman? __________________________________________.
4. What else does she put in the bag? ____________________________________.
5. How many apples does she put in the bag? ______________________________.
6. How much does she pay? __________________________________________.
7. Where does she pay? __________________________________________.
8. Who is at the cash register? __________________________________________.
9. What is the woman like at 2:15? ______________________________________.
10. Does the woman buy a sandwich? ________________________________.
11. What does she buy? __________________________________________.
12. Why does she buy a burrito? __________________________________________.
13. Does she eat the burrito quickly? _______________________________.
14. What does she remove from the burrito? _______________________________.
15. Does she remove the quarter at 2:15? _________________________________.
2A6. Make questions.
1. How much is __________________________________________?

2. Who __________________________________________?
3. What __________________________________________?
4. Where __________________________________________?
5. How many __________________________________________?
6. Does she__________________________________________?
7. Does he __________________________________________?
8. What does he__________________________________________?
9. When does she__________________________________________?
10. Why does he__________________________________________?
1. Purchase items at store
Items: How much is it? Quarters, dollars, pesos, I need … (pair work, each student brings own props)
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Situation: You need a couple of items from the store while on vacation. Ask the salesperson how
much things are and make a purchase (play carrousel with this activity and use it as an ice breaker)

2. “Count” me in!
Items: Numbers from 1-20,(30,40,50,60,70,80,90,100 if possible)
Situation: You are telling your number written on a tag to a person asking you “What number are
you?”(Each student bring own props)___________________________________________________
Sixth Story

Story 2B – Don’t Cut, Doctor!

Vocabulary
butter coupons cuts He is needs November soup
It _______________ December 20th. Doctor Cortes _______________to buy groceries. There is

a newspaper on a table._______________ takes the newspaper and looks at the
_______________. There are many coupons. He finds one for _______________. It is 75 cents.
He finds another for vegetable _______________. It is 50 cents. He_______________ all the
coupons. But, Oops! The newspaper is from _______________ 20th. Poor Doctor Cortes!
Exercise 2B1. Grammar through Actions. There is, There are
A. There is a boy in the classroom.
B. There are 20 boys in the classroom.
A. There is a marker on the desk.
B. There are 2 markers on the desk.
A. There is 1 white board in the classroom.
B. There are 2 white boards in the classroom.
A. There is some milk in the fridge.
B. There are some tomatoes in the fridge.

A. There is too much crime in the city.
B. There are too many Criminals.
A. There is a lot of money in the ATM.
B. There are a lot of ATM’s in the city.
2B2. TPR There is, There are with the students. Use props.
the boxes modifying only the names. The volunteer will reply using “B” as in the boxes. Then switch.
Teacher: “There is a red car in the parking lot”
Student: “There are 5 red cars in the parking lot”
Exercise 2B3. Complete the sentences.
1. There is ____________________________________________in the classroom.

2. There are many _____________________________________in the laboratory.
3. There is some ______________________ in the fridge.
4. There are__________________________________________________________.
5. There is____________________________________________________________.
6. There is____________________________________________________________.
7. There are __________________________________________________________.
8. There are __________________________________________________________.
Exercise 2B4
Read the following story. Fill in the space with the most appropriate answer from the choices in the
box.
of needs newspaper pays a re for all from is finds
It’s the 4th__________May. Professor Smith __________to buy groceries. He takes the __________ and
looks at all the coupons. He __________ one for salad. It __________ $1.75. He finds another

__________tomato soup. It’s 80cts. He cuts __________ the coupons. But it’s the newspaper
__________the 4th of March!
Exercise 2B5
Directions: From the choices given, choose the one best completion for the sentence in English.
1. He has a coupon__________ the butter (four/at/ for)

2. __________ February 12th. (It’s/Has/Is)
3. They __________ the newspaper and look at the kids. (take/sees/ talking)
4. He cuts __________ the newspaper pages. (in/of/all)
5. The teacher, Mr. Smith, needs __________ groceries. (have/go/to buy)
6. It __________ 75cts. (a/is/are)
7. But it’s the newspaper __________ the 20th of November! (from/is/with)
8. The __________ doctor eats all the vegetable soup. (old/am/are)
Exercise 2B6. Write TPR Commands and have your partner act them out for you. Use vocabulary from
stories 2A and 2B.
1. ____________________________________________________________________________.
2. ____________________________________________________________________________.
3. ____________________________________________________________________________.
4. ____________________________________________________________________________.
5. ____________________________________________________________________________.
6. ____________________________________________________________________________.
7. ____________________________________________________________________________.
8. ____________________________________________________________________________.
9. ____________________________________________________________________________.
10. ____________________________________________________________________________.

11. ____________________________________________________________________________.
12. ____________________________________________________________________________.
13. ____________________________________________________________________________.
14. ____________________________________________________________________________.
15. ____________________________________________________________________________.
1. Describe newspaper pictures
Items: There are, I see, pictures of… (pair work, each student brings own props)
Situation: As a friend is describing photos from a newspaper, you say what you notice.
Exercise 2B7
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Situation: Present your version of the combined stories to the class.
Seventh Story

Story 2C – Crybaby

Vocabulary
bread cheese cries English everything floor hungry trips
Thomas, an____________ boy, is going to the supermarket. He is very ____________. He looks

for the____________, ice cream, and ham. He puts ____________ in his basket. He
____________ on the ____________. Everything spills on the ____________. Thomas
____________ and cries
2C1. Listen to the story and answer the following questions. Teacher reads.
1. Who is the boy? ___________________________________________________
2. What is his nationality? ___________________________________________________
3. Is he very hungry? ___________________________________________________
4. Does he look for milk? ___________________________________________________
5. Where does he put the groceries?

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6. On what does he trip? ___________________________________________________
7. What happens when he trips? ___________________________________________________
8. Does everything spill? ___________________________________________________
9. Is Thomas fine? ___________________________________________________
10. Why does he cry so much? ___________________________________________________

2C2. Read the following story and fill in the space with the most appropriate answer.
boy to very it ham his f loor over cries underneath
Charles, an American_______________, goes_______________ to the market. He is _______________

hungry. He looks for the potatoes, the bread, and the _______________. He puts everything in
_______________basket. He trips _______________ the tomato. The potatoes spill on the
_______________. Charles cries and _______________.
2C3. Complete the sentences with the words in parentheses.
1. They put everything in their _______________. (buy/eats/baskets)

2. John, a Cuban boy, _______________ to the supermarket. (go/goes/going)
3. He trips on _______________ cheese. (the/an/those)
4. _______________ is very hungry. (They/You/She0
5. Everything _______________ on the floor. (they/spills/she)
6. He _______________ the bread, the cheese, and the ham. (meat/look/looks for)
7. _______________ cries and cries. (Ellen/Marc and Ann/I)
8. Victor, a _______________ boy, goes to school. (Spanish/north/England)
Eighth Story

Story 2D – Crazy Choto

Vocabulary
and blue crashes going grabs spills throws red
At 9:30, Choto_______________ Theresa are _______________ to the park. Theresa removes 3

balls. They are _______________, ______________, and white color. She____________ the red
one. Choto runs and _______________ the ball. Watch out! He_______________ with a girl
and_______________ her lemonade.
Exercise 2D1. Grammar through Actions. To have and colors
A. Sara has a red car.
B. She has a red car.
A. Thomas has 3 blue uniforms.
B. He has 3 blue uniforms.
A. I have a yellow pair of shoes.
B. You have a yellow pair of shoes.
A. Sara and Thomas have a black and white dog.
B. They have a black and white dog.

A. Sara, Thomas and I have green eyes.
B. We have green eyes.
A. Thomas and You Have a lot of money in the bank.
B. You have a lot of money in the bank.
2D2. TPR Have and colors with the students. Use props.
the boxes modifying only the names. The volunteer will reply using “B” as in the boxes. Then switch.
Teacher: “I have a red pencil in the pocket”
Student: “You have a red pencil in the pocket”
2D3. Answer the following questions.
1. Who is going to the park? ________________________________________________

2. At what time do they go? ________________________________________________
3. Who has the balls? ________________________________________________
4. How many does she remove? ________________________________________________
5. What color are they? ________________________________________________
6. Is there a black ball? ________________________________________________
7. What does she do with the red one? ________________________________________________
8. Does she throw it quickly? ________________________________________________
9. Who runs after the ball? ________________________________________________
10. Does he grab the ball with his mouth or his paw? ____________________________________
11. What does Theresa shout? ________________________________________________
12. Why does she shout, “Watch out!”? _______________________________________________
13. Does Theresa cry? ________________________________________________
14. Does her milk spill? ________________________________________________
15. Is there a problem? ________________________________________________
2D4. Fill out the blanks with the words in parentheses.
1. He crashes into the little boy and____________ Coca-Cola spills. (his/hers/our/ours)

2. Beth takes out six___________. (paper/pencil/eggs/ let’s go)
3. Choto runs and__________and the girl. (speaking/eat/are/grabs)
4. Theresa has _________balls. (a/an/one/four)
5. They___________ red, white and blue. (are/am/is/goes)
6. She throws the red_________. (it/them/are/one)
7. ____________ The bad dog is running through the park. (Careful! / Hello! / Goodbye!)
2D5. Read the following story and fill out the spaces with the appropriate word.
blue small go balls girls look out girl spills r ed
__________ 12:30, Choto and Ann __________ to the big park. Ann removes 3 __________. They are white,
__________ and red. She throws the __________ one. Choto goes quickly and grabs the ball.
__________! He crashes into a little __________. She __________ the Coca-Cola on her feet.
Exercise 2D6
Write TPR Commands and have your partner act them out for you. Use vocabulary from stories 2A and
2B.
1. ____________________________________________________________________________.
2. ____________________________________________________________________________.
3. ____________________________________________________________________________.
4. ____________________________________________________________________________.
5. ____________________________________________________________________________.
6. ____________________________________________________________________________.
7. ____________________________________________________________________________.
8. ____________________________________________________________________________.
9. ____________________________________________________________________________.

10. ____________________________________________________________________________.
2. Identify colors
Items: Here’s, the colors, I have (pair work, each student brings own props)
Situation: You’ve just purchased several items. Tell your friend what you have identifying the color of
each.
Exercise 2D7
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Situation: Present your version of the combined stories to the class. Use ESP vocabulary.
Main Story #2- Beware of the Dog!

An old man and his dog go to a huge market. They need apples, lemonade, and eggs. The dog is hungry.
He finds an ice cream on the floor. He eats all the ice cream. There is a little girl at the cash register. The
old man looks at the girl. She looks at the dog. “Dogs are prohibited in the market!” the girl shouts. The
girl grabs the dog and puts him in a big basket. The man slowly takes out $35. He pays the girl for the
food. The dog cries.
True or False
__________ 1. It is a small market.
__________ 2. The dog is with a big boy.
__________ 3. They need lemonade and apples.
__________ 4. The old man is hungry and buys some sandwiches.
__________ 5. The dog eats the ice cream that’s on the floor.

__________ 6. The ice cream is on the floor of the market.
__________ 7. The girl is at the cash register.
__________ 8. The dog looks at the man.
__________ 9. The girl puts the dog in the basket.
__________ 10. The dog removes $35 slowly.
Correct the above incorrect sentences.
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Questions:
5. What is on the floor? __________________________________________________________
6. Who goes to the market? ____________________________________________________
7. Is there a boy in the box?

__________________________________________________________
8. How does the man remove the money? ______________________________________________
Questions for a classmate:
Name of the classmate_____________________________________
Your questions Classmate’s answer:
Who ?
Where ?

How many ?
How ?
Listen…
Listening Activity:
1._____ 4. _____ 7. _____ 10. _____
2._____ 5. _____ 8. _____ 11. _____
3._____ 6. _____ 9. _____ 12. _____

Vocabulary:
big for grabs lemonade register
cries girl hungry man slowly
dog go is on
Complete with the appropriate words.
An old_______________ and his dog _______________ to a huge market. They need apples
_______________, and eggs. The dog is _______________. He finds an ice cream _______________ the
floor. He eats all the ice cream. There _______________ a little girl at the cash _______________. The
old man looks at the _______________. She looks at the _______________. “Dogs are prohibited in the
_______________!” the girl shouts. The girl _______________ the dog and puts him in a ___________.

basket. The man_______________ takes out #35. He pays the girl _______________ the food. The dog
_______________.
Invent another story:
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Make cartoon drawings of your story:

Write a summary of the main story.
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✓ TPRS DIARY
Write what you learned during this unit.
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How do you feel at the end of this unit? Check on your answer.
Autonomous (Excellent): _________
Outstanding (Very good): _________
Competent (Good): _________
Not Competent (Bad): _________
Give your reasons:
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LANGUAGE PASSPORT
Name: ________________________________________________
_____________ _________________________________________
Date of birth: _________________________________________
Place of birth: __________________________________________
______________________________________________________

My languages/ My overseas experience

I speak _____________________________________________________________________
I have visited these countries ___________________________________________________
I have lived in these cities _______________________________________________________
I have studied languages in these schools

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In the past my language class was

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My proficiency level A1

HABILIDAD A1 A1
LISTENING/ESCUCHAR I can recognize familiar words and Reconozco palabras y expresiones muy
very basic phrases concerning básicas y que se usan habitualmente,
myself, my family and immediate relativas a mí mismo, a mi familia y a
concrete surroundings when mi entorno inmediato cuando se habla
people speak slowly and clearly despacio y con claridad.
READ/LEER I can understand familiar names Comprendo palabras y nombres

words and very simple sentences conocidos y frases muy sencillas; por
for example on notices and posters ejemplo, las que hay en letreros,
or in catalogues carteles y catálogos.
SPOKEN INTERACTION I can interact in a simple way Puedo participar en una conversación
provided and the other person is de forma sencilla siempre que la otra

/CONVERSAR prepared to repeat or rephrase persona esté dispuesta a repetir lo que
things at a slower rate of speech ha dicho o a decirlo con otras palabras
and help me formulate what I’m y a una velocidad más lenta, y me
trying to say. I can ask and answer ayude a formular lo que intento decir.
simple questions in areas of Planteo y contesto preguntas sencillas
immediate need or on very familiar sobre temas de necesidad inmediata o
topics. asuntos muy habituales
SPOKEN PRODUCTION I can use simple phrases and Utilizo expresiones y frases
sentences to describe where I live sencillas para describir el lugar donde
/HABLAR
and people I know vivo y las personas que conozco
WRITING/ESCRIBIR I can write a short, simple postcard Soy capaz de escribir postales cortas y
for example sending holiday sencillas; por ejemplo para enviar
greetings. I can fill in forms with felicitaciones. Se rellenar formularios
personal details, for example con datos personales; por ejemplo mi
entering name, nationality and nombre, mi nacionalidad y mi dirección
address on a hotel registration en el formulario del registro de un
form. hotel.
My proficiency level A2

HABILIDAD A2 ENGLISH A2 SPANISH
LISTENING/ I can understand phrases and the highest Comprendo frases y el vocabulario mas
ESCUCHAR frequency vocabulary related to areas of habitual sobre temas de interés
most immediate personal relevance (e.g. personal (información personal y
very basic personal and family information, familiar muy básica, compras, lugar de
shopping local area, employment). I can residencia, empleo). Soy capaz de
catch the main point in short, clear, simple captar la idea principal de avisos y
messages and announcements, mensajes breves, claros y sencillos.
READ/LEER I can read very short, simple texts. I can find Soy capaz de leer textos muy breves y
specific, predictable information in simple sencillos. Se encontrar información
everyday material such as advertisements, específica y predecible en escritos
prospectuses, menus and timetables and I sencillos y cotidianos como anuncios
can understand short simple personal letters. publicitarios, prospectos, menús y

horarios, y comprendo cartas
personales breves y sencillas.
SPOKEN I can communicate in simple and routine Puedo comunicarme en tares sencillas
INTERACTION tasks requiring a simple and direct exchange y habituales que requieren un
of information on familiar topics and intercambio simple y directo de
/CONVERSAR
activities. I can handle very short social información sobre actividades y
exchanges, even though I cannot really asuntos cotidianos, Soy capaz de
usually understand enough to keep the realizar breves, aunque, por lo general,
conversation going myself. no puedo comprender lo suficiente
como para mantener la conversación
por mí mismo.
SPOKEN I can use a series of phrases and sentences to Utilizo una serie de expresiones y
PRODUCTION describe in simple terms my family and other frases para describir con términos
people, living conditions, my educational sencillos a mi familia y otras personas,
/HABLAR
background and my present or most recent mis condiciones de vida, mi origen
job. educativo y mi trabajo actual o el
último que tuve.
WRITING I can write a short, simple postcard for Soy capaz de escribir notas y mensajes
example sending holiday greetings. I can fill breves y sencillos relativos a mis
/ESCRIBIR in forms with personal details, for example necesidades inmediatas. Puedo escribir
entering name, nationality and address on a cartas personales muy sencillas; por
hotel registration form. ejemplo, agradeciendo algo a alguien.
My proficiency level B1 and B2

HABILIDAD B1 ENGLISH B2 ENGLISH
LISTENING I can understand the main points of clear speech I can understand extended speech and
on familiar matters regularly encountered in lectures and follow even complex lines of
work, school, leisure, etc. I can understand the argument provided the topic is reasonably
main point of many radio or TV shows on current familiar. I can understand most TV news
affairs or topics of personal or professional and current affairs shows. I can understand
interest when the delivery is relatively slow and the majority of films in standard dialect.
clear
READING I can understand texts that consist mainly of high I can read articles and reports concerned
frequency everyday or job-related language. I can with contemporary problems in which the
understand the description of events, feelings writers adopt particular attitudes or
and wishes in personal letters. viewpoints. I can understand contemporary
literary prose.

SPOKEN I can deal with most situations likely to arise I can interact with a degree of fluency and
INTERACTION whilst travelling in an area where the language is spontaneity that makes regular interaction
spoken. I can enter unprepared into conversation with native speakers quite possible. I can
on topics that are familiar, of personal interest or take an active part in discussion in familiar
pertinent to everyday life (e.g. family, hobbies, contexts, accounting for and sustaining my
work, travel and current events). views.
SPOKEN I can connect phrases in a simple way in order to I can present clear, detailed descriptions on
PRODUCTION describe experiences and events, my dream, a wide range of subjects related to my field
hopes and ambitions. I can briefly give reasons of interest. I can explain a viewpoint on a
and explanations for opinions and plans. I can topical issue giving the advantages and
narrate a story or relate the plot of a book or film disadvantages of various options.
and describe my reactions.
WRITING I can write simple connected texts on topics I can write clear, detailed text on a wide
which are familiar or of personal interest. I can range of subjects related to my interest. I
write personal letters describing experiences and can write an essay or report, passing on
impressions. information or giving reasons in support of
or against a particular point of view. I can
write letters highlighting the personal
significance of events and experiences.
My proficiency level C1 and C2

SKILLS C1 C2
LISTENING I can understand extended speech even when it is I have no difficulty in understanding any
not clearly structured and when relationships are kind of spoken language, whether live or
only implied and not signaled explicitly. I can broadcast, even when delivered at fast
understand television shows and films without native speed, provided I have some time to
too much effort. get familiar with the accent.
READING I can understand long and complex factual and I can read with ease virtually all forms of
literary texts, appreciating distinctions of style. I the written language, including abstract,
can understand specialized articles and longer structurally or linguistically complex texts
technical instructions, even when they do not such as manuals, specialized articles and
relate to my field. literary works.

SPOKEN I can express myself fluently and spontaneously I can take part effortlessly in any
INTERACTION without much obvious searching for expressions. conversation or discussion and have a good
I can use language flexibly and effectively for familiarity with idiomatic expressions and
social and professional purposes. I can formulate colloquialisms. I can express myself fluently
ideas and opinions with precision and relate my and convey finer shades of meaning
contribution skillfully to those of other speakers. precisely. If I do have a problem I can
backtrack and restructure around the
difficulty so smoothly that other people are
hardly aware of it.
SPOKEN I can present clear, detailed descriptions of I can present a clear, smoothly flowing
PRODUCTION complex subjects integrating sub-themes, description or argument in a style
developing particular points and rounding off appropriate to the context and with an
with an appropriate conclusion. effective logical structure which helps the
recipient to notice and remember
significant points.
WRITING I can express myself in clear, well structured text, I can write clear, smoothly flowing text in
expressing points of view at some length. I can an appropriate style. I can write complex
write about complex subjects in a letter, an essay letters, reports or articles which present a
or a report, underlining what I consider to be the case with an effective logical structure
salient issues. I can select style appropriate to the which helps the recipient to notice and
reader in mind. remember significant points. I can write
summaries and reviews of professional or
literary works.
SELF-ASSESSMENT GRID

WRITE YOUR LANGUAGE

GOALS_______________________________________________________________________________
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Effortless English TPR Storytelling

Effortless English TPRS level 1 Page 1

Effortless English TPRS level 1 Page 2

Story 1A – Hungry Dog

runs ​ ​ looks​ ​ puts​ ​buys​ ​pieces ​ ​potatoes​ ​goes ​ ​morning

He ____________ salad, bread, and 25 ____________. At home, he ____________

Effortless English TPRS level 1 Page 3

He eats 15 ____________ of bread!

1A1. Grammar Through Actions. ​Personal Pronouns and Simple present​.

A. Eugene goes to the supermarket.

B. He goes to the supermarket.

A. Sara goes to school.

B. She goes to school.

A. The dog goes to the table.

B. It goes to the table.

A.I go to the park.

B. You go to the park.

A. Thomas and Sara go to the supermarket.

B. They go to the supermarket.

A. Thomas, Sara, and I go to school.

1A2. TPR pronouns and verb tense with the students.

Effortless English TPRS level 1 Page 4

Student​: “They go to church.”

1. (Carlos and Elizabeth) ______________ run to the table.

2. (Javier) ______________ buys 25 potatoes.

3. (The dog) ______________eats all the bread.

4. (Javier and I) ______________ put everything on the table.

5. The boys ______________ (look/looks) at the girls.

6. She ______________ (put/puts) the food in the fridge.

7. I ______________ (eat/eats) a burrito every morning.

8. We ______________ (runs/run) to school.

9. Carlos ______________ (go/goes) to the park.

1. Where does Eugene go? ______________________________________________________.

2. What does he buy? __________________________________________________________.

3. Where does he put everything? _________________________________________________.

4. Who runs to the table? ________________________________________________________.

5. What does the dog look at? ______________________________________________________.

6. What is the name of the supermarket? ___________________________________________.

7. How many potatoes does he buy? _________________________________________________.

8. What time is it? _________________________________________________.

9. Who eats the bread? _________________________________________________.

10. How many pieces does it eat? _________________________________________________.

Effortless English TPRS level 1 Page 5

1. Identify things and people

Items​:​ There is, a person, that’s

Items:​ English Alphabet

3. Express likes and dislikes

Items: ​I like, I don’t like, I prefer

Situation:​ Tell your classmates if you like certain things

Effortless English TPRS level 1 Page 6

Effortless English TPRS level 1 Page 7

Story 1B - The Clumsy Dad

making​ ​sits​ ​puts ​ ​reading​ ​dining room​ ​speaking

a chair. Mom is ____________ with Dad in the ______________________.

Effortless English TPRS level 1 Page 8

He ____________ on the sandwich.

1B1. Grammar through Actions. ​Present Continuous.

A. Eugene Is making a meat sandwich.

B. He Is making a meat sandwich

A. Sara Is playing soccer.

B. She Is playing soccer.

A. The dog Is running in the park.

B. It is running In the park.

runs looks puts buys pieces potatoes goes morning

He salad, bread, and 25 . At home, he

1A1. Grammar Through Actions. Personal Pronouns and Simple present.

Student: “They go to church.”

Items: There is, a person, that’s

Items: English Alphabet

Items: I like, I don’t like, I prefer

Situation: Tell your classmates if you like certain things

making sits puts reading dining room speaking

a chair. Mom is with Dad in the __________.

1B1. Grammar through Actions. Present Continuous.

Student: “They are eating a burrito.”

1. Carlos ____________ (go/goes/going) to the park.

2. Sara is ____________ (eat/eats/ eating) a burrito.

3. They are ____________ (play/plays/playing) soccer.

4. I ____________ (go/goes/going) to school every day.

5. I am ____________ (do/does/ doing) my homework.

6. We ____________ (put/puts/putting) everything on the table.

7. We are ____________ (speak/speaks/speaking) in the classroom.

8. She is ____________ (read/reads/ reading) a book.

10. The computer is ____________ (work/works/working) well.

Items: Cardboards, power point slides, etc.

Situation: Present your version of the combined stories to the class.

is and She house supermarket notebook The table puts eats