A1.1 Paul Davies

Teacher’s book
A1.1
Paul
Davies
Martha Guadalupe
Hernández Alvarado
Claudia Liliana
Hernández Hernández
Laura
López González
Universidad Autónoma
del Estado de Hidalgo

®

©
Universidad Autónoma del Estado de Hidalgo
Abasolo 600, Col. Centro Pachuca de Soto Hgo. C.P. 42000
Dirección Universitaria de Idiomas
No unauthorized photocopying.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or
transmitted, in any form or by any means, electronic, mechanical, photocopied, recorded or
otherwise, without the prior written permission of the Universidad Autónoma del Estado de Hidalgo.
Make It Real!
Professional
Teacher’s book
A1.1
:
Editors:

Paul Davies
Coordinators:

Diana Matxalen Hernández Cortes
and Edward Amador Pliego
Project manager:
Claudia Liliana Hernández Hernández

Authors:
Paul Davies
,

Martha Guadalupe Hernández Alvarado,
Claudia Liliana Hernández Hernández, and Laura López González
Cover and interior design: Nancy Yuridia Vega Ramírez
Web materials developer and editor: Jacob Law
Web developer: Jorge Alberto Hernández Téllez
Photographer: Sergio Arturo González Gutiérrez
Illustrator: Ivan Emilio Tapia Camargo
First published 2014
1st
printing 2014
ISBN:
978-607-482-374-5
Make It Real!
®

is a registered trademark
Printed in Mexico

Dear Teachers:
The Autonomous University of the State of Hidalgo is one of the best universities in Latin America.
Among the reasons is our university’s academic impact and reputation, which mainly depends on the
quality of its teachers, its research quality and the employability of its graduates.
To further improve the employability of our graduates, we want to provide our teachers and students
with tools that can really enable our graduates to effectively communicate in English (listening,
speaking, reading and writing), which will contribute to the holistic development of their personal,
academic and occupational competences to their full potential. This is an area in which most
institutions of higher education in Mexico are notoriously unsuccessful, for a variety of reasons,
including the use of materials that are not designed for the characteristics and needs of their students.
The book you have in your hands, part of the Make it Real! series, is the result of a great effort of our
institution to provide you with material that is really appropriate for UAEH students. It works with
situations in which a high school or university graduate from Hidalgo could really need to use English.
It was developed based on an analysis of UAEH students’ present and future needs regarding the use
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our students, if they also make the necessary effort, can all become capable of effectively participating
in situations that require the use of English, whether in Hidalgo, elsewhere in Mexico or in other
countries.
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TFSWJDFTXIJDIEFQFOEPONPTUPGBMMPOZPVPVSUFBDIFST4QFDJmDBMMZJO&OHMJTIUFBDIJOHXFBSF
aiming at higher, but realistic goals.
Best wishes,
The President

Make It Real!
is a response to the unsatisfactory level of English of most students in the UAEH, as in many other
institutions of higher education, including almost all public ones (Davies 2009, González et al. 2004, Lemus et al.
2008). After 5+ years of secondary and high school English, most students enter Licenciaturas with a beginner or
low elementary level in the language. As a result of all these years of unsuccessful study of English, most students
also have negative attitudes towards English courses.
1

THE
MAKE IT REAL!

PROJECT
SITUATIONAL ANALYSIS
In order to provide the
Make It Real!
project with solid
foundations, the project team analyzed the teaching
and learning of English in the UAEH. Among probable
explanations for the low level of achievement in the
UAEH English courses are those mentioned above: the
negative experiences of students in previous English
courses, leaving them with little English and low
motivation for further study of English.
In addition, the groups of over 30 students common in
the UAEH do not help, nor do the few hours of class per
week (three or four), nor the feeling many English
teachers have that, in the UAEH context, they cannot
apply the “best practice” they studied in their
professional training (LELI, etc.).
Two points in the analysis that were fundamental for the
development of the
Make It Real!
methodology and
materials were that the existing UAEH English
syllabuses were not appropriate for the context and the
needs of the students, nor were the international
textbooks being used. International publishers produce
books they hope to sell around the world, to European,
Asian and other Latin American students, as well as
Mexican ones, of all ages and walks of life. The new
Make It Real! Professional
textbooks are for Mexican
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students.
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potentially positive aspects of the UAEH situation, two in
particular. Students in Licenciaturas have much greater
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than primary, secondary or high school students, which
should permit more focused and motivating teaching of
the language. ost teachers in UAEH Licenciaturas
have solid ELT preparation, many having graduated
from the LELI, which means they should have notions at
least of the kind of communicative ELT (Text-based,
Content-based, Skills-based, Task-based, etc.) that the
Make It Real! Professional
project employs.
STUDENT NEEDS ANALYSIS
The
Make It Real!
team also carried out a student needs
analysis. Some of the key points from that analysis are
the following. The great majority of UAEH students and
graduates will use English in Mexico for study,
professional development, work and other
communicative purposes, not in English-speaking
countries and everyday social intercourse, which tend
to be prominent, if not dominant, in most published EFL
textbooks (though it should not be forgotten that some
UAEH students and graduates may have the need, or
the aspiration, for such uses – postgraduate study,
business travel, tourism, etc.). For study, professional
development and most work, reading will be the primary
skill required by UAEH students and graduates, but
many may require other skills as much, or even more
(for tourist services, international commerce, etc.). ost
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time require “therapeutic teaching” to help them recover
from previous bad experiences of English courses and
become more motivated towards the learning of
English. The
Make It Real!
team believes that courses
that are distinctly different from their previous courses,
as well as being in line with progressive ELT, should
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renewed motivation.
INTRODUCTION
GENERAL
IV

In response to the situation discussed above,
Make It Real!
provides:
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0OMJOFDPNQPOFOUTUPDPNQMFNFOUDMBTTSPPNUFBDIJOHMFBSOJOHJODMVEJOH&OHMJTIGPS4QFDJmD1VSQPTFT
(ESP) materials for each professional area
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OBUVSFPGJOUFSOBUJPOBMQSPmDJFODZUFTUTOPXBEBZT50&'-$BNCSJEHF&OHMJTIFUD
-JOLJOHPGUIFDPVSTFTUPSFDPHOJ[FEDFSUJmDBUJPOPGMFWFMTPGQSPmDJFODZJO&OHMJTI
Development and support programs for UAEH English teachers.
The methodology underlying the syllabuses and the material of
Make It Real!
is based on:
The Second Language Acquisition research and theory (SLA) most accepted by leading SLA and ELT
experts today (see, for example, Ellis 2008, Kumaravadivelu 2006, Lightbown and Spada 2006)
Best practice and appropriate practice in ELT as perceived by leading experts (see, for example,
Cambridge ESOL 2011, Harmer 2010, and again Kumaravadivelu 2006)
The analysis of the EFL teaching-learning situation in the UAEH
The analysis of UAEH students’ needs (motivational, learning and communicative needs).
All of this leads in a clear direction – real communicative language teaching (CLT), adapted for the UAEH
teaching-learning situation and for the UAEH learners’ needs. Few, if any, students will have had this kind of English
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for them.
Real CLT begins with the establishment and the
progressive development of English as the main
classroom language. Jane Willis, a pioneer of
Task-Based Learning (TBL, a communicative approach
favored by Cambridge English and Ellis among many
others), published
Teaching English Through English
as
long ago as 1981. She, like most successful language
teachers, sees classroom English, developed to its full
potential, as generally the single most communicative
use of the target language in an English course. There
are many techniques for establishing and developing
English as the main classroom language (see Willis
1981, and the notes in this Guide). Students who cannot
handle routine classroom discourse in English are very
unlikely to be able to handle other more variable and
less predictable spoken discourse in English.
Establishing English as the main classroom language
does not mean the total prohibition of Spanish; it can be
very useful at certain times. However, most students
have had far too much Spanish in their Secondary
school English classes, and it has helped them little,
and has usually encouraged attitudes and habits that
hinder, not help, the acquisition of English for real
communication.
The traditional teaching cycle (classroom lesson or
book lesson) generally follows the PPP sequence:
Presentation of target grammar andor vocabulary
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dialogue or text and some kind of analysis or
explanation; Practice of the language items, usually oral
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then slightly freer oral practice; Production, mainly
speaking and writing work involving a lot of use of the
target language items. Most students have had mainly
PPP teaching prior to entering the UAEH, with a focus
on grammar and vocabulary dominating the lessons
and the tests, and little or no real communicative use of
English.
Since before the beginning of this century, best practice
in CLT has shifted away from PPP and language-based
teaching (though PPP is still considered by many
experts and successful teachers to be useful within CLT
at times) towards text-, content-, task- and skills-based
teaching. That means beginning each teaching cycle
with communication, not focusing on language (which
comes later). That is the approach underlying the

Make It Real!
syllabuses, teaching-learning materials
and tests.
2
MAKE IT REAL! PROFESSIONAL
MATERIALS AND METHODOLOGY
CLASSROOM ENGLISH
TEACHING CYCLES AND
COMMUNICATION
V

With this approach, each
Make It Real!
teaching cycle
begins with natural texts (written and spoken input texts
with potentially interesting content), with
comprehension tasks and related speaking and/or
writing tasks. That is, every teaching cycle begins with
communication and the development of communicative
skills, not with a focus on target language items.
Since virtually all UAEH students have Spanish as their
native language (or in a few cases, a strong second
language) comprehension of input texts at beginner
and low elementary level is facilitated by using many
English-Spanish cognates, as well as simple English
discourse, transparent topics and visual
contextualization, while keeping the texts as natural as
possible. Beginning lessons this way should encourage
and motivate students, after their generally negative
school experiences of English classes focused largely
on the language (grammar and vocabulary), not
communication (whatever the SEP syllabuses indicate).
The written and spoken input texts establish the topic or
topics of each lesson, and they also contain examples
of grammar and/or vocabulary items to be focused on
later, but which do not need to be “already known” for
the comprehension and other skills tasks (or to talk and
write about the topics in general terms). This exposure
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language acquisition process of children learning their
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where it is the national or community language. They
receive much more communicative input, containing
forms they do not yet “know” or “fully command”, than
students in a foreign language classroom. However,
UAEH students are in a foreign language classroom for
just three or four hours a week, so they need some clear
focus on target or problematic language items (as do
many adults in immersion situations, who often refer to
a dictionary or ask about vocabulary, expressions and
grammar). This focus on language comes after the
initial communicative work, and is followed by more
communicative work
Making it Real
, which closes the
teaching cycle.
FOCUS ON LANGUAGE
In the
Make It Real!
textbooks the
Focus on Language

section may exploit examples of target grammar and/or
vocabulary that have appeared in the preceding written
and spoken input texts (other examples possibly
having been produced by the stronger students in the
speaking and writing tasks related to the input texts), or
it may be based on examples in mini texts (PPP-style) in
the
Focus on Language
section itself, or a combination
of both.
In the textbooks, the actual focus on the
form-system-usage (or structure, rules, etc.) of the
items generally involves getting the students to explore
and discover features of the target language for
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grammar or vocabulary tables and tasks, answer
questions about form and usage, etc.). This is known as
noticing, guided discovery or consciousness-raising,
and is recommended in modern ELT methodology
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movement towards learner-centered teaching and the
promotion of learner autonomy. However, other
techniques are sometimes used in the textbooks
(explicit rules, explanation of various types, verbal and
non-verbal, e.g. diagrams) or are suggested as options
in the Teacher’s Guide.
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given a rule or explanation, guided discovery by the
learners is rendered impossible, but the teacher can
always give rules or explanation
after
guided discovery
if that has not worked for all students. The best choice
of technique, or combination of techniques, for
focusing on form-system-usage may depend on the
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considerations (the types of student in the group, time
available, etc.).
Focus on form-system-usage is accompanied or
followed by spoken and written production practice of
various types, depending on the nature of the language
items, etc. The Teacher’s Guide may suggest additional
practice exercises or activities. Most of the practice
exercises and activities are in the traditional ELT
repertoire, but some may be innovative, or at least
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With regard to language practice, it is important to note
that, while teaching “programs” suggest that linguistic
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skills) can be taught one by one in set periods of time,
SLA is absolutely clear that language learning is a
progressive, rather erratic and individually variable
process. A few students may, possibly, learn things
permanently in a given language focus or practice
session, while others learn them only provisionally and
later forget them, others are still very shaky after the
session and a few are still a bit lost. Practice of target
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beginning of a complex process, and a variable
process for different learners. A lot of focus on
language, as learners advance, needs to be remedial,
not on the target items of the unit, but it should be
equally patient and creative.
VI

REFERENCES
SPANISH AND UAEH ELT
International textbooks are written “for the whole world”, but
Make It Real!
has been written for UAEH students.
Apart from having many needs in common in relation to the learning and real use of English (which
Make It Real!

takes into account in its content and methodology), these students have a common native language (or strong
second language), Spanish. This can be a problem (e.g. where English is not solidly established as the main
classroom language), but it also has advantages (e.g. even beginners can be provided with comprehensible and
interesting input texts, written and spoken, through the use of English-Spanish cognates). It is also exploited in the
Focus on Language
sections of
Make It Real!
and in the relevant notes in the Teacher’s Guide. Teachers should be
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more or less attention. It can often be useful to make students aware of this also, asking them whether certain
English grammar or vocabulary is quite similar to Spanish or very different.
MIXED LEVEL GROUPS AND LEARNER AUTONOMY
Virtually all UAEH groups are mixed level (even Course 1). This can be a problem, with either the stronger students
getting bored and frustrated or the weaker students getting confused and lost – or both. The communicative
approach of
Make It Real!
, with its text-, content-, task- and skills-based elements, and its guided discovery
approach to work on language, allows positive interaction between the weaker and the stronger students, the latter
helping the former, while still having plenty to deal with themselves, and the former sometimes surprising the latter
(and themselves) with what they manage to understand and do autonomously. The development of autonomy in
language learning and use calls for skill from the teacher also, and the Teacher’s Guide provides ideas in this area.
Cambridge ESOL. 2011. Using the CEFR: Principles of Good Practice. Cambridge ESOL, at
http://www.cambridgeenglish.org/images/126011-using-cefr-principles-of-good-practice.pdf
Davies, P. 2009. Strategic Management of ELT in Public Educational Systems: Trying to Reduce Failure, Increase Success.
TESL-EJ, vol.12, no. 3, at www.tesl-ej.org/pdf/ej51/a2.pdf
González Robles, R., Vivaldo Lima, J. and Castillo Morales, A. 2004. Competencia lingüística en inglés de estudiantes de
primer ingreso a las instituciones de educación superior del área metropolitana de la ciudad de México. ANUIES and
UAM, Ixtapalapa
Ellis, R. 2008. Principles of Instructed Language Acquisition, CAL, at www.cal.org/resources/digest/
digest_pdfs/Instructed2ndLangFinalWeb.pdf
Harmer, J. 2010. The Practice of English Teaching, 4th Edition. Longman
Kumaravadivelu, B. 2006. Understanding Language Teaching: From Method to Postmethod. Lawrence Erlbaum
"TTPDJBUFT1VCMJTIFSTBUIUUQMJWFMPOHEBZmMFTXPSEQSFTTDPNLVNBSBQPTNFUIPEQEG
Lemus Hidalgo, M. E., Durán Howard, K. and Martínez Sánchez, M. 2008. El nivel de inglés y su problemática en tres
VOJWFSTJEBEFTEF.?YJDPHFPHS?mDBNFOUFEJTUBOUFT*O.FNPSJBTEFM*7'PSP/BDJPOBMEF&TUVEJPTEF-FOHVBT '0/"&-
BUIUUQGFMVRSPPNYBENJOmMFmMFTNFNPSJBT"[email protected]@'0/"&-@*7-FNVT@)[email protected]@&TUIFS@FU@BMQEG
Lightbown, P. M. and Spada, N. 2006. How Languages Are Learned. OUP
Willis, J. 1981. Teaching English Through English. Longman
VII

ENGLISH AND YOU GRAMMAR
COMMUNICATIVE SKILLS
LESSON / TOPICS
NOTIONS / FUNCTIONS
VOCABULARY
2.1
Is there only one
Mexico?
page 11
2.2
Football, pasties
and more!
page 15
2.3
Making it Real
page 19
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1.1
English in your
world
page 1
1.2
English-speaking
Mexicans
page 5
1.3
Making it Real
page 9
UNIT 1MEXICO AND HIDALGO IN ENGLISH
UNIT 2
Check your English
DQG
Apply your English
Page 21
CHECKPOINT 1
CONTENTS
GRAMMAR
COMMUNICATIVE SKILLS
LESSON / TOPICS
NOTIONS / FUNCTIONS
VOCABULARY

3.1
Global travel and
tourism
page 23
3.2
0H[LFR?VYDFDWLRQ
paradise
page 27
3.3
Making it Real
page 31
4.1
English in the
professions
page 33
4.2
English in the
workplace
page 37
4.3
Making it Real
page 41TRAVEL AND TOURISM
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UNIT 3ENGLISH FOR STUDY AND WORK
UNIT 4
Check your English
DQG
Apply your English
Page 43
CHECKPOINT 2
GRAMMAR
COMMUNICATIVE SKILLS
LESSON / TOPICS
NOTIONS / FUNCTIONS
VOCABULARY
GRAMMAR
COMMUNICATIVE SKILLS
LESSON / TOPICS
NOTIONS / FUNCTIONS
VOCABULARY

OPTIONAL FIRST SESSION
It is probable that many students will not bring the textbook,
Make It Real!
UPUIFmSTUTFTTJPOPGUIFDPVSTFBOEBMTP
UIBUTPNFTUVEFOUTXJMMOPUCFUIFSF*GUIBUJTUIFDBTFIFSFBSFTPNFJEFBTGPSBmSTUTFTTJPOJOXIJDIUIFUFYUCPPL
Make It Real!
, is not used.
Speak to the students in English at the very start of the session: Teacher:
Hello!
(wait for response and, if necessary,
get Ss to repeat
“Hello!”
).
How are you today?
(wait for response and, if necessary, get Ss to repeat
“Fine, thank you.
And you?”
)
Fine, thank you. My name’s ………. I’m from ….….. What about you?
(addressing a student who has been
responding well). Student: (
My name’s) ……… I’m from ……..
T:
Nice to meet you.
(Then, addressing another
student)
What’s your name?
S:
(My name’s) ……..
T:
Hello, …….. Where are you from?
S:
(I’m from) ………
Continue
BSPVOEUIFDMBTTHFUUJOHTUVEFOUTUPBTLPOFBOPUIFSJGUIFmSTUGFXSFTQPOEXFMM5P4TXIPBSSJWFMBUFTBZ
“Come
in”
, introduce yourself as above and ask about them.
Elicit bits of English that different students know (even if not completely accurately): Teacher:
Give
me some more
English. Examples of English
(gesture “Give me”).
Come on, examples of English – “How are you?”, “What’s your
name?”, “Batman”, “Iron Man”, “Happy birthday to you”, “We are the champions”… Come on, examples of English.
Hopefully you’ll get plenty. Write them on the board as students say them and comment if appropriate or
demonstrate the use of some of the more common and useful ones.
Start work on building up a repertoire of classroom English (some examples may have been included in the
elicitation activity). Get students used to the classroom English you use with TPR of instructions:
Stand up. Sit down.
Open your books to page…. Close your books. Work in pairs. Change partner,
etc. Present some basic expressions
for the Ss to use:
May/Can I come in? Can/May I go to the bathroom? I don’t understand. Can you repeat that,
please?
etc. If you write these expression on a roll of heavy paper, you can put it on the wall for the next few classes,
adding extra expressions and pointing to expressions when necessary. When students say something necessary for
classroom communication in Spanish, like
“¿Puedo pasar?”

“No entiendo”
or
“Perdón. ¿Podría repetirlo?”,
see if any
of the stronger students can give the equivalent in English, and if not give the English equivalent (“May/Can I
come
in”
,
“I don’t understand”, “Sorry. Can you repeat that?”)
; then get choral and individual repetition of the expression.
Insist that these expressions are said in English.
In Spanish, discuss the Ss’ arrival in Licenciatura, their future prospects, the probable place of English in those
prospects and also their previous experiences of English courses (at school, in a language center, etc.). Point out
that their arrival in Licenciatura means they are approaching the top of an educational and employment pyramid
(virtually everybody goes to Primary, most people to High School, far fewer to Bachillerato, and fewer still start a
Licenciatura). Most of them should go on to skilled work or higher education and a profession. In skilled work, higher
FEVDBUJPOBOEUIFQSPGFTTJPOT&OHMJTIJTNVDINPSFTJHOJmDBOUUIBOGPSUIFQPQVMBUJPOBUMBSHFEFUFSNJOJOHHPPE
employment, promotion, postgraduate scholarships, etc. Previous experience of English courses is likely to have
been generally negative for most of the Ss, but possibly positive for a few (those who had good teachers at school
and especially those who have taken English classes outside school); get these lucky Ss to tell the others about their
positive experiences. Promise the Ss, with their cooperation, good classes (typically with English as the main
classroom language, and the development of communicative skills as the main goal), not “bad” ones like those most
of the students have had until now.
All of the above should begin to indicate which students are strongest in English and which are weakest (probably
with a big difference between them), and which have more positive attitudes towards English and which more
negative attitudes. You may want to give all the students a short basic placement test also to classify the students
more objectively.
X

An English textbook for the
UAEH
community
!
A teaching methodology
especially adapted for our
learning context
Prevents common mistakes in Mexican students
Real use of the language
Interesting texts to increase motivation
and stimulate discussion will also be
presented as listening comprehension
activities online
Projects related to other
subjects/disciplines
Use of cognates to
facilitate understanding
J
A
VIER
Hi,

my

name
’
s

Javie
r
.

I’m

an

a
r
chitect.

I

work

for

a

construction

company

in

Ottawa,
Canada. I have this

job because I’m

a good

a
r
chitect and I speak

English well. I
liked

English

at

school,

and

at

university

I

took

eve
r
y

oppo
r
tunity

to

practice

the
language.

I

c
r
eated

oppo
r
tunities

to

use

English!

Now

I

live

in

a

g
r
eat

city

and
use

English

all

day

in

a

g
r
eat

job.

And

I’m

lea
r
ning

F
r
ench

–

I

can

communicate
basic things
.
Review sections to consolidate learning
every two units
XI

I’m 19 years old
and

I’m 19

are correct, but

I’m 19 years
and

I have 19 years old

are incorrect.
No
t
ice:

1
The principal languages of North America
and the Caribbean are English, Spanish and
French. For example, English is the national
language of the United States of America
(USA) and Jamaica, Spanish is the national
language of Mexico and Cuba, and French
is the national language of Haiti and one of
the two national languages of Canada.
Many people in North America and the
Caribbean also speak other languages.
For example, approximately 40 million
people of Latin American origin in the
USA speak Spanish and approximately 6
million Mexicans, 6 million Guatemalans
and 1 million Canadians speak indigenous
languages.
The majority of Mexicans speak English.
They graduate from secondary school with
excellent English. They do not study English
at university. The use of English is especially
common in Durango, Aguascalientes and
Hidalgo, but it is not common in Cancún,
Acapulco and Mexico City.
The two national languages of Canada are
English is important in Mexico for
Only about 5% of Mexicans
English is important for the future of
1. communicate effectively in English.
2. English and French.
3. UAEH students and graduates.
4. international tourism and business.
UNIT
1
ENGLISH AND

YOU
LESSON 1
English in your world
Real Use of English
1
Look at the countries, the cities, and the map. Write the countries and capital cities on the map.
With your teacher, write a new correct paragraph.
Complete the following sentences with phrases from the box.
Read the paragraphs and put (correct) or
(incorrect) in the boxes ( ).
2
Canada
Guatemala
Mexico
USA
Washington
Ottawa
Guatemala City
Mexico City
Languages in North America and the
Caribbean
a
b
c
3
4
a
b
c
d
1
Canada
Ottawa
USA
Washington
Mexico
Guatemala
Guatemala City
Mexico City
2
4
1
3

person – people[
Se
:
p l]
Person

(singular) –
a person, one person.

People

(plural) –
two people, 40 million people.
Notice:
e

1
T
LESSON OBJECTIVES:
To begin to establish English as the main classroom language.
To establish the development of the four communicative skills as the main goal of the course (this objective should
be pursued throughout this course, and all the following ones).
5P CVJME UIF 4T DPOmEFODF JO UIFJS BCJMJUZ UP DPNNVOJDBUF JO TJNQMF &OHMJTI SFDFQUJWFMZ BOE QSPEVDUJWFMZ
QBSUJDVMBSMZUIFGPSNFSJOUIJTmSTUDPVSTF UIJTJTFTQFDJBMMZJNQPSUBOUGPS4TXIPIBWFHSPXOUPGFFMUIFZiXJMMOFWFS
learn English”).
5PHFUUIF4TUPGFFMUIBU&OHMJTIDBOSFMBUFUPUIFJSMJWFTBOECFQPUFOUJBMMZVTFGVMJOUIFJSGVUVSFT
5PFOBCMFUIF4TUPVOEFSTUBOEUIFNFBOJOHTDPOWFZFECZUIFHSBNNBSBOEWPDBCVMBSZTQFDJmFEJOUIFMFTTPO
TZMMBCVT TFFUIFMFTTPOTZMMBCVTBOEUPQSPEVDFJUJODFSUBJODPNNVOJDBUJWFBDUT
Go through the forms and the pronunciation of the countries and cities in English, e.g. Canada (not Canadá),
Mexico City (not México or México, D.F.). Get Ss to do the task in pairs, and then change partners to compare
their completed maps (use this opportunity to teach
Work in pairs
and
Change partners and compare
,I6V?QG
it easy, you could add extra countries/capitals: Cuba/Havana, Jamaica/Kingston, Dominican Republic/Santo
Domingo, Haiti/Port au Prince. As you check with the whole class (a sketched map on the board would help),
use complete English questions, e.g.
:KDW?VWKLVFRXQWU\":KDW?VWKHFDSLWDORI?"
You could even risk asking
if any of the Ss can give you more information about the countries and cities; this would give the stronger Ss
a chance to show what they can do, and indicate what all Ss should soon be able to do. Remember also that
content-based teaching (and the Modelo Educativo of the UAEH) involves getting Ss to consolidate and expand
their knowledge of the world, in this case geography. Their English courses will often require some research,
frequently using the Internet.
Notice how true English-Spanish cognates facilitate comprehension for the Ss in this and other texts in this unit.
*HW6VWRUHDGWKHDUWLFOHDQGGRWKHWDVNLQGLYLGXDOO\WKHQLQSDLUVFRPSDUHWKHLUFODVVL?FDWLRQRISDUDJUDSKVDV
correct or incorrect (remember that you will be using similar instructions in English again and again, so actively
teach them). Check the answers – paragraphs 1 and 2 are correct, 3 is incorrect. Note the surprising information
in the article – 40 million people in the USA speak Spanish! 6 million Mexicans, 6 million Guatemalans and 1
million Canadians speak indigenous languages!
Go through paragraph 3 getting the Ss to help you correct it:
7KHPDMRULW\RI0H[LFDQV?
(try to elicit)
GRQRW?
VSHDN(QJOLVK7KH\JUDGXDWHIURPVHFRQGDU\VFKRROZLWK?
try to elicit)
WHUULEOHQREDG?(QJOLVK7KH\?
try
to elicit)
VWXG\(QJOLVKDWXQLYHUVLW\7KHXVHRI(QJOLVKLV?
(try to elicit)
QRWFRPPRQLQ'XUDQJR$JXDVFDOLHQWHV
DQG+LGDOJREXWLWLV?
(Try to elicit)
FRPPRQYHU\FRPPRQLQ&DQF~Q$FDSXOFRDQG0H[LFR&LW\
This can be done in pairs, or individually, with answers then compared in pairs. Emphasize the content of b, c and
d, which relate to the Unit and Lesson topics – “English and You
”
, “English in Your World”. Again you could risk
inviting Ss to say more about English in Mexico and for UAEH students and graduates; perhaps none will wish
or be able to say anything, but you may be pleasantly surprised.
Real Use of English
1
Notice:

?3HRSOH?LVDFODVVLFSUREOHPIRU6SDQLVKVSHDNLQJOHDUQHUVZKRRIWHQVD\
3HRSOHLV?

instead of
3HRSOHDUH?
because of
/DJHQWHHV?
VRLWLVJRRGWRHVWDEOLVK?SHUVRQSHRSOH?DV
singular-plural early on.
UNIT
1
ENGLISH AND

YOU
LESSON 1
&OHMJTIJOZPVSXPSME
1
2
3
4
5
1
2
3
4

2
dcba
1
1
Listen to four people introducing themselves and write their names (François, Xóchitl, Carol,
Daniel) under the appropriate pictures.
Present yourself to the student beside you. Look at the example.
Listen to the four people again and complete the information in the table. One of the people is a
musician, one is a tourist guide and two of them are university students.
2
Name
Age
Nationality
Hometown
Occupation
François
Xóchitl
Carol
Daniel
Mexican
Cancún
University student
19
Hi. My name’s Juan. I’m from Tulancingo, Hidalgo. I’m 20 years old.
Hello, Juan. I’m Elsa. I’m from Pachuca. I’m 19.
Present yourself to three different students and complete the table.
Write an e-mail or Facebook post with three or four sentences about yourself.
2
Hi!
Bye!
AgeName
Hometown
1
2
Carol
Xóchitl
François
Daniel
Canadian
Quebec
Musician
University student
Tourist guide
Pachuca
18
21
24
San Francisco
American
Mexican

I’m 19 years old
and

I’m 19

are correct, but

I’m 19 years
and

I have 19 years old

are incorrect.
Notice:

2
T
Get Ss to look at the pictures and consider who is probably François, Xóchitl, Carol and Daniel. Say:
Listen to the
IRXUSHRSOHDQGZULWHWKHLUQDPHV/LVWHQDQGZULWH
(Remember, you should continually be teaching, and then
enforcing and reinforcing, classroom English). Play the CD and ask:
:KDWWKUHHODQJXDJHVDUHWKHVH"5LJKW
(QJOLVK6SDQLVKDQG)UHQFK'R\RXXQGHUVWDQG6SDQLVK"<HV(QJOLVK"2.$QG)UHQFK"&RPPHVLFRPPH
oD?PiVRPHQRV"*RRG
Check the answers.
Play the CD two more times if some Ss need it. Get the answers from Ss, but repeat them yourself in complete
sentences, also using complete questions:
2.VR&DUROLV$PHULFDQ+HUKRPHWRZQ":KHUHLVVKHIURP"5LJKW
VKH?VIURP6DQ)UDQFLVFR$JH"+RZROGLVVKH"<HVVKH?V$QGKHURFFXSDWLRQ"5LJKWVKH?VDVWXGHQWD
XQLYHUVLW\VWXGHQWDPHGLFDOVWXGHQW
Continue with Xóchitl, etc.
Get Ss to stick their Facebook posts up on the walls so that everyone can read them all. Tell Ss they can correct
WKHLUSRVWVLIWKH\ZDQWWR\RX?OOSUREDEO\QHHGWRVD\WKLVLQ6SDQLVK0DNHDQRWHRIDQ\FRPPRQPLVWDNHV
yourself for careful attention in
Focus on Language
work.
Demonstrate with a strong S. Get one or two pairs of strong Ss to demonstrate, then general pair practice.
After this activity, if there are some strong Ss, get them to tell you about other Ss whose information is in their
table, using He/She and his/her:
6KH?V0DUWKD6KH?VIURP7XODQFLQJR6KH?V\HDUVROG+H?V5DPyQ+H?V?

Refer to
Notice
if there are problems with
6KH?V\HDUV
.
+HOOR0\QDPH?V&DURO,?P$PHULFDQIURP6DQ)UDQFLVFR,?P\HDUVROGDQG,?PDPHGLFDOVWXGHQW
Hola. Me llamo Xochitl. Soy mexicana, de Pachuca, Hidalgo. Tengo 18 años y estoy en la Licenciatura en
Enseñanza de la Lengua Inglesa en la Universidad Autónoma así que… I speak English, but I must practice!
%RQMRXU-HP?DSSHOOH)UDQoRLV-HVXLV&DQDGLHQ-HYLHQVGX4XpEHF-?DLGL[QHXIDQVHWMHVXLVPXVLFLHQ
– je joue du piano. Oh – and I speak English.
,?P'DQLHO,?P0H[LFDQEXW,VSHDN(QJOLVK,?PDWRXULVWJXLGHLQ&DQF~Q,?P\HDUVROG
LISTENING SCRIPT:
1
2
1
2
Notice:

7KLVLVDFRPPRQ6SDQLVKDQGRWKHU?UVWODQJXDJHLQWHUIHUHQFHPLVWDNH7
HQJR
DxRVDQGLWFDQEHFRPH?[HGIRUVRPH6VLI\RXGRQ?WPDNHWKHPDZDUHRILW

3
6
5
1 Look at the list of countries. Listen to the pronunciation and repeat.
‘Australian’ is not a language. They speak English in Australia.
‘Chinese’ is a language (but the real name is ‘Mandarin’ or ‘Mandarin Chinese’).
Look at the list of countries again. In pairs, look at the map and name the countries.2
Focus on Language2
Vocabulary
Australia
Canada
China
France
Germany
India
Ireland
Italy
Japan
Mexico
Russia
Spain
Great Britain
(or UK – the United
Kingdom)
USA
(or the United
States of America)
Student 1: What’s country number 1?
Student 2: It’s Canada.What’s country number 2?
Team A: What’s seven and eleven?
Team B: It’s eighteen. What’s…?
Australian > Canadian > Chinese > French > German > British >Indian
Italian > Japanese > Mexican > Russian > Spanish > American
Look at the box of nationality words. Listen to the pronunciation and repeat.3
Which of the nationality words are also the word for a language?
Write the numbers in words.
Ask and answer in teams.
4
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
21 32 43 54 65
16 17 18 19 20
76 87 98 100
iUE
twenty
a hundred
eleven
1
2
3
Ottawa
Washington
Mexico City
Madrid
Paris
London
Berlin
Rome
Moscow
New Delhi
Beijing
Tokyo
Canberra
Dublin
4
5
8
7
6
10
11
12
13
14
9
3
4
one
six
two three
seven
twelve
seventeen
thirty-two
eighty-seven
twenty-one
seventy-six
eighteen
forty-three
ninety-eight
nineteen
mGUZGPVS
sixteen
eight
thirteen
four
nine
fourteen mGUFFO
TJYUZmWF
ten

3
T
1
2
Focus on Language
2
7PDBCVMBSZ
Use this activity both to familiarize Ss with the English names of countries (and cities) and to work on general
pronunciation (“the sound of English”). Many English phonemes (consonants and vowels) are used, and the word
stress is often different from Spanish:
Ire
land,
I
taly,
Ca
nada,
Bri
tain (and
O
ttawa,
Du
blin,
Pa
ris,
Mos
cow). You
can relate the names of countries to the numbers of countries in the map here if you wish:
&RXQWU\QXPEHURQH
LV?
(elicit from Ss)
&DQDGD&RXQWU\QXPEHUWZR
(or fourteen, or six, or…)
LV?
(elicit from Ss)
86$&RXQWU\
QXPEHU?
Note that the countries are named under the numbers in the map in
1
RQWKHRSSRVLWHSDJHWKH6WXGHQW?V%RRN
SDJH&KHFNWKH6V?NQRZOHGJHRIQXPEHUVDQGSUDFWLFHWKHPLIQHFHVVDU\EHIRUHWKHSDLUDFWLYLW\,IWKH
Ss manage with the countries, you can also work on capital cities, perhaps as a group quiz, with books closed:
:KDW?VWKHFDSLWDORI$XVWUDOLD",W?V&DQEHUUD:KDW?V?"
More basic vocabulary and pronunciation work. You can practice if you wish with questions and answers like:
:KDWQDWLRQDOLW\LVDSHUVRQIURP%HUOLQ"*HUPDQ:KDWQDWLRQDOLW\?"
1RWHWKDW?+LQGX?LVDQ,QGLDQRUSHUVRQ
of anther nationality) of a certain religion, and many Indians are Muslim, Buddhist, Christian, etc. (in the media
LQ0H[LFR?LQGLR?LVLQFUHDVLQJO\XVHGDVWKHQDWLRQDOLW\ZRUGIRUSHRSOHIURP,QGLDLQVWHDGRIWKHPRUHFRPPRQ
?KLQG~?ZKLFKLVVWULFWO\VSHDNLQJLQFRUUHFWIRUWKHUHDVRQMXVWJLYHQ
Note that the nationality-and-language words are highlighted in the box in
3
RQWKHRSSRVLWHSDJHWKH6WXGHQW?V
Book page). Check the 2 examples (Australian and Chinese) with the Ss. Tell them to decide, in pairs. Ask
different pairs, around the class :
:KDWDERXW?&DQDGLDQ?"
, etc. Note that Hindi and Urdu are two of the principal
languages in India, but many different languages are spoken.
Get groups of 3 or 4 Ss to write the numbers in their books. Check by going from group to group, asking them to
say the next number and write it on the board, and moving on to the next group if one cannot say the number. You
can also give them practice by getting Ss you select to say a sequence of 5 numbers

then the next S

the next S

the next S

etc.).
It may be better to do this on a different day, not the same day as
5
(most people learn best by doing something
often, not by doing it once for a long time. Number competitions of different kinds can be done once a week for
a month (or more).
3
4
5
6

4
b
a
c
d
e
f
g
Grammar
1
Complete the sentences with phrases from the column on the right.
I

You
She

He

It

We

They

are the champions!
are my English teacher.
is not American. François is Canadian.
am a UAEH student.
are not industrial cities. Cancún and
Acapulco are vacation centers.
are the champions!
is Carol, an American medical student.
JTOPUBOPGmDJBMMBOHVBHFCVU4QBOJTI
is important in the USA.
I’m David López. ________ on your class list, Mr. Smith? Yes, ___________. Sit down, David.
___________ Mr. Smith, the Macroeconomics teacher? Yes, ________. Come in and sit down.
I’m here for the Econometrics class. ________ in this classroom? No, ___________. It’s in Room B201.
OK. We’re twenty-nine in this class – twenty-eight students and me, your teacher. _______________ all here?
No, ___________________. Only twenty-seven.
Mnica Flores? ________ here? No, ____________, Mr. Smith. She’s in Mexico, visiting her family.
Ah! And Samuel Flores? ________ in Mexico too? Yes, __________.
OK. They’re both Flores. _______________ brother and sister? Yes, _____________.
Where ______________ from in Mexico? ____________ from Pachuca, Hidalgo.
Listen and complete the conversation. 2
Daniel:
Excuse me. Is this your purse?
Carol:

Yes, it
1
______. Thank you! That little dog!
Daniel:
Are those your sunglasses?
Carol:

No,
2
BBBBBBBBDUHQ?W
Daniel:
Good! Where are you from?
Carol:

San Francisco. Are
3
________ American?
Daniel:
1R,?PQRW,?P0H[LFDQ
Carol:

What do
4
________ do?
Daniel:
,?PDWRXULVWJXLGH+HUH?VDEURFKXUH
Carol:

Ah! Tulum! Fantastic!
5
_______ it far?
Daniel:
1RLWLVQ?W-XVWRQHKRXUWKLUW\PLQXWHV
Carol:

Excellent – an excursion!
Read the complete dialogue (a-h). It is in a classroom at Florida State University in Tallahassee. Then,
in pairs, complete the dialogue with a phrase in each space (I am or I’m, Am I, I’m not; you are or
you’re, Are you, you’re not, etc.).
3
a
b
c
d
e
f
g
h
5
Write the complete forms of the contractions in Exercise 3: I’m – I am, It isn’t – it is not, etc.
In pairs or groups, ask and answer questions about the students and teacher in your class.
4
5
am a UAEH student
.

are my English teacher.

is not American. François is Canadian
.
is Carol, an American medical student.

JTOPUBOPGmDJBMMBOHVBHFCVU4QBOJTIJTJNQPSUBOUJOUIF64"
are not industrial cities. Cancún and Acapulco are vacation centers.
is

they
you
you
Is
Am I
Are you
I am

Is it

it isn’t

you/we* aren’t

Is she
Is he

he is

she isn’t
Are they
are they

They’re
they are
Are you/we*

you are

4
T
1
2
If most Ss seem capable, get them to do this individually and then compare their sentences in pairs. If the
group seems generally very weak, get them to do the exercise in pairs, then change partners and compare their
VHQWHQFHV<RXFDQSRLQWRXWWRWKH6VRUJHWWKHPWRQRWLFHWKDWWKHVHVHQWHQFHVH[HPSOLI\DOOWKHDI?UPDWLYH
forms of
be
in the present.
See if the Ss can complete the conversation before you play the CD. After the listening, get Ss to check their
answers in pairs. You could get different pairs of Ss to act out the dialogue in front of the class.
This exercise has interrogative and negative forms (in short answers) of
be
, which you and the stronger Ss
have no doubt used in classroom English. Almost all Ss should recall all these forms from their previous study
RI(QJOLVKHYHQLIWKH\FDQ?WXVHWKHPZLWKFRQVLVWHQWDFFXUDF\,W?VSUREDEO\EHWWHUQRWWRODERULRXVO\UHYLHZDOO
the forms of
be
DWWKLVSRLQWPDNLQJWKH6VIHHOWKH\?UHEDFNLQVFKRROEXWWRFRQWLQXHZRUNLQJZLWKWKHPJHWWLQJ
VHOIFRUUHFWLRQDQGSHHUFRUUHFWLRQZKHQDSSURSULDWH<RXPD\ZDQWWRHOLFLWWKHSOXUDORI?WKLV?WKHVHDQGWKH
VLQJXODURI?WKRVH?WKDWDQGHYHQSUDFWLFHWKHVHIRUPVDOLWWOH
This exercise does in fact continue working with various forms of
be
, particularly questions and answers.
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SRVVLEOHWKDWDUHODWLYHRID6LVWKHUHEHFDXVHWKHUH?VDQ+LGDOJXHQVHFRPPXQLW\LQ&OHDUZDWHU)ORULGD$VNWKH
Ss if any of them have relatives in an American university – in Florida or wherever. To clarify the situation (the
teacher in the classroom and some Ss in the classroom, others in the doorway), you can read through the whole
exercise before the Ss do it, playing the roles of Ss and T and including the missing phrases, but too fast for the
Ss to write them down:
You as S, at the door:
,?P'DYLG/ySH]$P,RQ\RXUFODVVOLVW0U6PLWK"
You as T, inside the classroom:
<HV\RXDUH6LWGRZQ'DYLG
You as S, at the door:
$UH\RX0U6PLWKWKHFRPSXWHUWHDFKHU"
You as T, inside the classroom:
<HV,DP&RPHLQDQGVLWGRZQ
.
etc.
Again, according to how weak or strong the group is in general, this can be done individually and checked in pairs
(generally strong group), or in pairs and checked with a different partner (generally weak group). The contractions
DQGWKHLUFRPSOHWHIRUPVDUH,?P?,DP,WLVQ?W?,WLVQRW:H?UH?:HDUHZHDUHQ?W?ZHDUHQRW25\RX
DUHQ?W?\RXDUHQRWVKHLVQ?W?VKHLVQRWWKH\?UH?WKH\DUH
,IWKHJURXSLVJHQHUDOO\VWURQJ\RXPD\ZDQWWRPHQWLRQWKDW?LW?VQRW?HWFLVSRVVLEOHDVZHOODV?LWLVQ?W?EXWLV
QRWVRFRPPRQ:LWKZHDNHUJURXSVLW?VSUREDEO\EHWWHUQRWWRPHQWLRQWKLVXQOHVVDVWURQJHU6EULQJVLWXS
Again, handle according to the general nature of the group, weak-strong. For weaker groups, get things
started by asking stronger Ss questions (
,V-XDQIURP7XODQFLQJR":KHUHDUH0DUtDDQG&DUORV)XHQWHV
IURP",V$QD\HDUVROG"
HWF,QFOXGH?,GRQ?WNQRZ?DPRQJWKHSRVVLEOHDQVZHUV7KHQJHWVWURQJHU6V
WRDVNTXHVWLRQVDQG?QDOO\SXWDOOWKH6VLQJURXSVRIRUQRWSDLUV
Grammar
6HHWKHFRPSOHWHFRQYHUVDWLRQRQWKHRSSRVLWHSDJH6WXGHQW?V%RRNSDJH
LISTENING SCRIPT:
3
4
5

5
Approximately ten ____________ of Mexicans are bilingual.
About 6 million Mexicans __________ an indigenous language, and another 6 million __________ English.
________________ the population of the world is bilingual (or multilingual).
Bilingualism is especially common ________________ of Asia, Africa and Europe.
a
b
c
d
LESSON 2
English-speaking Mexicans
Real Use of English
1
Read the sentences. Are they correct or incorrect in your opinion?
1
a
b
c
d
10% of Mexicans speak English.
20% of Americans speak Spanish.
Globally, 1 person in 2 is bilingual.
5IFOVNCFSPG&OHMJTITQFBLJOH.FYJDBOTJTTVGmDJFOU
Read the interview and check your answers in Exercise 1.
2
At the 9
th
International Symposium on Bilingualism
in Singapore, our reporter, James Dalton, interviews
Mexican sociologist, Doctor Juana García, of the
UNAM (National Autonomous University of Mexico).
James:

Is bilingualism common in Mexico, Juana?
Juana:
Well, about 1 in 10 Mexicans is bilingual.
James:
Ten per cent.
Juana:
Yes. About six million Mexicans speak an

indigenous language and Spanish – traditional

bilingualism. That’s 5% of the total population.

And 5 or 6% of Mexicans speak English, or

another global language, like French.
Yes. Most people in parts of Asia and Africa. In
Holland and Scandinavia 90% speak English,
60% in Germany…
%FmOJUFMZGPS.FYJDPOBUJPOBMMZBOEGPS
many individual Mexicans, especially in the
professions, tourism, business...
James:
Is that normal in different countries around

the world?
Juana:
James:
And 5% in Mexico. Is that a problem?
Juana:
James:
Thank you, Juana. That was really interesting.

Gracias! Merci! Obrigado!...
Juana:
James:
Half the people in the world are bilingual!
No. Approximately 20% of Americans are
bilingual. 10% are English-Spanish bilinguals,
many of Mexican origin. And the global
proportion is about 50%.

7+(*$=(77(,17(59,(:
%,/,1*8$/,60,10(;,&2
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JOUIFTFDPOEDPMVNO XIJDI
IBWFBOFRVJWBMFOUNFBOJOH TJHOJmDBODF
3
one in ten =
most =
half =
about =
a
b
c
d
1
2
3
4
approximately
mGUZQFSDFOU
the majority
ten per cent
Complete the following sentences, with reference to the interview.
4
4
per cent
speak
speak
Half / 50% of
in parts of
3
2
1

5
T
LESSON OBJECTIVES:
To consolidate and develop English as the main classroom language.
To consolidate the development of the four communicative skills as the main goal of the course.
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QBSUJDVMBSMZUIFGPSNFSJOUIJTmSTUDPVSTF
5PDPOTPMJEBUFUIF4TGFFMJOHUIBU&OHMJTIDBOSFMBUFUPUIFJSMJWFTBOECFQPUFOUJBMMZVTFGVMJOUIFJSGVUVSFT
5PFOBCMFUIF4TUPVOEFSTUBOEUIFNFBOJOHTDPOWFZFECZUIFHSBNNBSBOEWPDBCVMBSZTQFDJmFEJOUIFMFTTPO
TZMMBCVT TFFUIFMFTTPOTZMMBCVTBOEUPQSPEVDFJUJODFSUBJODPNNVOJDBUJWFBDUT
This task is pre-reading guessing, anticipating information that will come in the reading text. It can be done
individually, as suggested by the instructions, or in pairs or even groups.
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to elicit the information from Ss:
$?FRUUHFWRULQFRUUHFW"5LJKW?LQFRUUHFWIDOVH-XDQDVD\V?RU
(try to elicit)
RI0H[LFDQV?
(try to elicit)
VSHDN(QJOLVK?RU?DQRWKHUJOREDOODQJXDJHOLNH)UHQFK?
%?WUXHRUIDOVH"5LJKW?IDOVHLQFRUUHFW-XDQDVD\V??
(try to elicit)
DUH(QJOLVK6SDQLVKELOLQJXDOV?
&?FRUUHFWRULQFRUUHFW"5LJKW?FRUUHFWWUXH-XDQDVD\V?7KHJOREDOSURSRUWLRQ?
(try to elicit)
LVDERXW?
7KDW?VSHUVRQLQWZRRUKDOI
'?WUXHRUIDOVH"5LJKW?IDOVHLQFRUUHFW-XDQDVD\V?,W?VGH?QLWHO\DSUR?
(try to elicit)
DSUREOHP,W?VLQVX?
(try
to elicit)
LQVXI?FLHQW5LJKW?HVSHFLDOO\LQWKH?
Mexican higher education graduates are much more likely to have to handle numbers and quantities in English
than socialize, describe their bedrooms, talk about their favorite artists, their daily routines, weekends, etc.
W\SLFDOWH[WERRNWRSLFV7KLVDFWLYLW\LVMXVWD?UVWWDVWHRUDZDUHQHVVUDLVHURIWKDWIDFW,WPD\ORRN?DGYDQFHG?
DW?UVWJODQFHEXWLWVLPSO\LQYROYHVUHODWLQJFRJQDWHVDSSUR[LPDWHO\SHUFHQWPDMRULW\ZRUGVWKH\KDYHPHW
LQFRQWH[WPRVWKDOIDERXWDQGEDVLFQXPEHUVRQHWHQ?IW\8QLYHUVLW\VWXGHQWVVKRXOGEHDEOHWRZRUNWKLV
RXW%\WKHZD\WKHUH?VQRWKLQJZURQJZLWKDELWRIVRFLDOL]LQJGHVFULSWLRQRIEHGURRPVHWFDOVRLILWZRUNVIRU
\RXDQG\RXU6V'RQ?WIHHO\RXKDYHWRGRWKHERRNDQGRQO\WKHERRN
This exercise works a bit more on the same area as well as connecting reading comprehension and writing, or
note-writing.
Real Use of English
1
1
2
3
4
5
1
LESSON 2
English-speaking Mexicans
2
3
4

6
1
Listen to Juana García talk about her family and complete the sentences.
a
b
c
d
e
f
Juana is from ___________, Hidalgo.
She speaks Spanish, English and ___________.
She works in the __________.
Her mother, father and sister live in _______________.
Her brother David and his family live in ____________.
Her brother Bernardo lives in ______________, Florida.
__________ people in her family speak English,
Juana and her brothers.
Bernardo uses English and ___________ in his
restaurant.
Juana is a teacher in the ____________________________ of the UNAM. She lives in ___________________.
Carmen lives with _______________. They _______________ in Huejutla, Hidalgo.
David is an _______________. He _______________ in a construction company in Pachuca.
Bernardo is a __________ in a restaurant in Miami, Florida. Many people in Miami speak ______________.
g
h
Complete the sentences with words or phrases from the box.
Now talk about famous people.
2
2
a waiter her parents live Language Department works Mexico City Spanish engineer
b
a
c
d
1
In groups, talk about Juana, members of her family and students in the class.
Write a biographical note (4-6 sentences) about a famous person.
Student 1:

What about Juana?
Student 2:

She’s from Huejutla. She’s twenty-eight years old.
Student 3:

She’s a teacher. She works at…
Student 1:

What about Shakira?
Javier “Chicharito” Hernández is from ……………. He ………………..
Notice:

his – her
He
is David.
His
parents live in Huejutla.
His
sister Juana lives in Mexico City.
His
brother lives in Miami.
She
is Juana.
Her
parents and
her
sister live in Huejutla.
Her
brother David lives in Pachuca.
6
Huejutla
Huejutla
Pachuca
Miami
Three
Spanish
Náhuatl
UNAM
Language Department
Mexico City
her parents
live
engineer
works
waiter
Spanish

6
T
,?PWZHQW\HLJKW\HDUVROG,?PIURP+XHMXWOD+LGDOJR,VSHDN6SDQLVK(QJOLVKDQG1iKXDWO,Q+XHMXWOD
Náhuatl is as common as Spanish. I work in the UNAM, the National University, in Mexico City. I teach
Náhuatl and English in the Language Department.
Members of my family live in Huejutla, in Pachuca and in the USA, and I live in Mexico City. My parents and
my sister, Carmen, live in Huejutla. My brother David, his wife and two children live in Pachuca. My brother
Bernardo lives in Florida, USA.
Three people in my family speak English – Bernardo, David and me. Bernardo is a waiter in a restaurant in
Miami, and he speaks English and Spanish in his work. David is an engineer and he reads a lot in English.
LISTENING SCRIPT:
Make sure the Ss understand the instructions (which should slowly be becoming routine classroom English) and
give them time to look at the picture and the sentences. Play the CD a second time if many Ss seem to need it.
Get Ss to check their complete sentences in pairs. When you check with the group, get Ss to say the complete
sentence: T
2.?ZKDW?VVHQWHQFH
a
"
S:
+XHMXWOD
T:
&RUUHFWEXWVD\WKHFRPSOHWHVHQWHQFH?-XDQDLV?
S:
-XDQDLVIURP+XHMXWOD+LGDOJR
. T:
9HU\JRRG$QGVHQWHQFH
b
"
1
If Ss generally seem to have understood the listening, you could get pairs of Ss to do this exercise from their
memory of the text, and then play it again for them to check or modify their answers. If many seem not to have
understood much, play it again before they do the exercise. Again get Ss to say the complete sentence when you
check answers with the group.
This can be done individually or in pairs. You can get Ss to stick their biographical notes on the wall, read them
all and vote for the best three or four. You can also do some remedial work on common mistakes if appropriate.
Demonstrate with one or two stronger Ss before Ss work in groups. Monitor the group work, noting common
problems. If there are many problems, stop the practice and clarify the correct forms, writing them on the board
if necessary, then get the groups to continue.
Again, demonstrate with the whole group before getting them to continue in groups. After the group work, get
them to give you information about the famous people they talked about.
2
1
2
Notice:

You need to get Ss started on understanding that English possessives work differently
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–
+HDQGKLVPRWKHUIDWKHU6KHDQGKHUIDWKHUPRWKHU
DQGE\WKH?SRVVHVVLRQ?LQ6SDQLVK?
1XHVWURSDGUHQXHVWUDPDGUH
), and also on the lack of plural forms in English (
0\EURWKHU
brothers
vs.
0LKHUPDQR0LVKHUPDQRV
).

7
Juana, Carmen and Bernardo are single. David is married to Clara. They are i
___________ and wife. They have two
j
____________, a son, Mario, and a
k
_____________, Ana. Juana and Carmen are their aunts, and Bernardo
is their
________.
Student 1:

OK, my sister Laura. She lives in Detroit. She speaks Spanish and English. Her husband works in an

automobile factory. What about you, Paco?
Student 2: (Paco)
OK, my aunt and uncle. They live in Apan. He’s a farmer and she’s…
Notice:

parents – children – siblings
Your
parents
are your
mother

and
father. Your aunt, uncle, etc., are your
relatives.
Children
(singular
child
) are
sons and daughters,
and boys and girls in general.
Siblings
are
brothers and sisters
. It’s a formal word;
“my brothers and sisters”
is the usual expression.
1
Focus on Language
2
Vocabulary
husband
mother
daughter
son
(children)
(siblings)
David
Carmen
sister

brother

Luisa
Miguel
(parents)
a
b
c d
e f
g h
In teams, write more occupations on a piece of paper. The team with most correct occupations wins.
2
teacher
student
engineer
waiter
doctor
taxi driver
In groups, talk about members of your family.3
Memorize the data for Hidalgo. Check in pairs: What’s the area of Hidalgo State? etc.
4
What does your
brother do?
I’m an engineer. I work at
a construction company.
What do you do?
He’s a waiter in Miami. He
speaks English and Spanish in
the restaurant – there are many
Latino customers.
Area: 20,846 square kilometers. Population: 2,665,000 inhabitants. Urban population: 52%. Rural
population: 48%. Number of municipalities: 84. Indigenous population (speakers of indigenous
languages): 360,000 (15% of the total population).
wife
father
son
daughter

brother

Juana
Bernardo

sister

husband

uncle
children
daughter
In pairs, complete the García’s family tree with the names of two members in letters
e
and
f
. Then
complete the family relationships for letters
a
-
h
and
i
-
l
(husband/wife, mother/father, son/daughter,
brother/sister, etc.)

7
T
1
2
Focus on Language
2
7PDBCVMBSZ
This activity is best done in groups, unless most of the Ss are quite strong, because they need to remember
VRPHEDVLFIDPLO\YRFDEXODU\IURPWKHLUSUHYLRXV(QJOLVKFRXUVHV?KXVEDQGZLIH??DXQWXQFOH??FKLOGUHQ?HWF
This kind of activity gives stronger Ss a chance to show what they know, and weaker Ss should see that they can
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:KDW?V
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1RWHWKDW?'RHVDQ\ERG\NQRZ"?LVDYHU\XVHIXOH[SUHVVLRQLQ
classroom English.)
You could get Ss to write their own family trees and compare them in pairs or groups. You may refer Ss to
Notice
now or later.
E
xpect many professions since Ss are in higher education, but also other occupations may be needed for Ss to
talk about their relatives, and even about their own future plans. After the competition, check other occupations in
WKH6V?IDPLOLHV
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Write the words on the board. Be ready to translate the occupations
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occupation may be
+H6KHZRUNVLQDDQ???
Get Ss to use
+RZGR\RXVD\?FDUWHUR?LQ(QJOLVK"
– some
more very useful classroom English.
*HW6VWRQRWLFHWKHXVHRIWKHLQGH?QLWHDUWLFOHIRURFFXSDWLRQVLQ(QJOLVK
0\PRWKHU?VDQXUVH0\IDWKHU?VDQ
DFFRXQWDQW
.
This activity puts
1
and
2
together, family and occupational vocabulary, and also where people live and work.
Monitor the group work, helping when necessary, and listening for interesting information, especially about
relatives who live abroad or might need English in their work. Mention some of these relatives after the group
work:
&ODXGLD?VFRXVLQLVDIRRWEDOOSOD\HULQWKH86$6RFFHUQRW$PHULFDQIRRWEDOO
This activity takes Ss back to numbers and measurements, which are needed in many occupations and
professions. The checking in pairs (or groups) should be done from memory, with books closed, of course.
6KRZ6VKRZ?:KDW?V?FDQEHXVHGIRUDOOWKHTXHVWLRQV
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After the pair or group work, ask
the questions to Ss around the class. Tell them that they are now experts on the State of Hidalgo and can tell
foreigners about it and impress them! They can also impress Mexicans, translating what they know in English
into Spanish! University students should know this kind of information about their city, state, country and world!
3
4
Notice:

The differences between English and Spanish family vocabulary cause problems even
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IHPDOHVDVZHOOLQWKHSOXUDOZKLOH(QJOLVKKDVQHXWUDOZRUGV?SDUHQW??FKLOG??VLEOLQJ?DVZHOODV
JHQGHUVSHFL?FZRUGV?PRWKHUIDWKHU??VRQGDXJKWHU??EURWKHUVLVWHU?ZKHUHQHXWUDOZRUGVGRQ?W
H[LVW\RXKDYHWRXVHERWKJHQGHUZRUGV??PLVWtRV? ?P\XQFOHDQGDXQW?XQOHVV\RX?UHUHIHUULQJ
WRDOO\RXUPDOHWtRV)LQDOO\?FKLOGFKLOGUHQ?FDQPHDQ?QLxRDQLxRVDV?RU?KLMRDKLMRVDV?4XLWH
complicated! Only extensive exposure to and use of these terms over time can establish them
solidly.

8
Grammar
1
Order the words to form two or three correct sentences (negative + correction, question + answer).
a
b
c
d
e
f
not / teacher / am / the / I / . student / I / a / am / .
car / that / not / American / is / . German / is / it / .
English / and / not / nationalities / Náhuatl / are / . languages / are / they / .
from / you / where / are / ? Ixmiquilpan / am / from / I / .
this / what / is / ? mixiote / is / a / it / .
you / American / are / ? not / am / no, / I / . am / Canadian / I / .
these / your / are / glasses / ? are / yes, / they / . you / thank / .
you / where / are / ? in / supermarket / am / the / I / .
g
h
San Cristóbal tequila Jarochos population mole the UNAM Chichen Itzá mariachis…
my your his her its our their
live lives speak speaks study studies work works
Prepare questions about Mexico (see the box for ideas). Then, in pairs, one student a foreign visitor
and the other student a friendly Mexican, ask and answer questions about Mexico.
2
Foreign visitor:

Where are chiles en nogada from?
Friendly Mexican:

They’re from Puebla.
Foreign visitor:

Is Acapulco the capital of Guerrero State?
Friendly Mexican:

…..
Complete the sentences with words from the boxes.
3
Elsa is Mexican, but she ________ in New York. _____ husband, Grant, is American.
“Hi. _____ name’s Grant Brown. I’m American, but I ________ Spanish – más o menos.”
Grant and Elsa Brown ________ in Brooklyn, New York. _________ apartment is on Ocean Avenue.
Grant ________ in a bank in Manhattan. _____ wife is only 20 and she’s a student.
Elsa ________ at City University (CUNY). _____ Communications and Media program is excellent.
“Hi. We’re Don and Martha. We ________ at the bank with Grant. He’s _____ colleague.
a
b
c
d
e
f
Write information about you and about a friend.
4
0\QDPHLV??,?PD?,?
0\IULHQG?LVD?6KH?
I’m (I am) not the teacher. I’m (I am) a student.
That car isn’t (is not) American. It’s (It is) German.
English and Náhuatl aren’t (are not) nationalities. They’re (They are) languages.
Where are you from? I’m (I am) from Ixmiquilpan.
What’s (What is) this? It’s (It is) a mixiote.
Are you American? No, I’m (I am) not. I’m (I am) Canadian.
Are these your glasses? Yes, they are. Thank you.
Where are you? I’m (I am) in the supermarket.
lives
live
studies
works
His
Its
work
our
speak
Their
My
Her
Notice:

su / sus
vs.
your / his / her / their
Usted y su madre / sus padres

You and

your
mother /

your

parents
Juan y su madre / sus padres

John and

his

mother /

his

parents
María y su madre / sus padres

Mary and

her

mother /

her

parents
Juan y María y su madre / sus padres

John and

Mary

and

their

mother /

their

parents

8
T
1
2
Again, depending on how weak or strong the Ss are in general, this can be done individually and checked in pairs,
or in pairs and checked with different partners. When you check with the whole class, note both the contractions
DQGWKHIXOOIRUPV$OVRFRPSDUHGDQGK?:KHUH?IURP"?DQG?:KHUH?"?
'HPRQVWUDWHZLWKRQHRUWZRVWURQJHU6V?UVW<RXFRXOGZHDUDQ$PHULFDQWRXULVW?VKDWDQGVXQJODVVHVIRUWKH
occasion!
This exercise mixes language items (just as they are mixed in real, communicative use of language), with both
SRVVHVVLYHDGMHFWLYHVDQGDI?UPDWLYHYHUEVWREH?OOHGLQ$OOWKHIRUPVKDYHDSSHDUHGDOUHDG\LQUHDGLQJDQG
listening texts and in exercises, but many Ss should also recall the grammar from their previous courses in
(QJOLVK(YHQVRLW?VSUREDEO\EHVWWRJHWWKHPGRWKHH[HUFLVHLQSDLUV:KHQ\RXFKHFNWKHH[HUFLVHIRFXV
on possessor-possession (I-my, he-his, she-her, etc.) and on verb+s for he-she-it and base form for all other
persons.
That same verb+s vs. base form contrast is practiced in this exercise. You can get groups to read what different
Ss in the group have written, and then select the best one; the best written work for each group can then be put
on the wall for all the Ss in all the groups to read.
Grammar
3
4
Notice:

This continues the previous note on possessive adjectives, moving on from gender and
number aspects to the confusion many learners pass through about
\RXUKLVKHULWVWKHLU
because
they can all be
VXVXV
in Spanish. But imagine the confusion if a Mexican tells an American friend
,
VDZ-DFNZLWK\RXUZLIH\HVWHUGD\
instead of
,VDZ-DFNZLWKKLVZLIH\HVWHUGD\
!

9
Look at the following extracts. Read them and, in pairs, relate them to the different UAEH institutes.
2
8IBUJTUIFOBNFPGZPVSEFHSFFDPVSTF

"SFTPNFDPVSTFTWFSZEJGmDVMU
Where is the Institute located?

How many students are in your semester?

Who teaches the different subjects?

Are all the students Mexican?
LESSON 3
Making it Real
English for your studies and profession
1
Here are the UAEH Institutes and some of their BA and BSc degrees. Find or add your degree course.
A
The excessive and inappropriate use of antibiotics has increased antimicrobial
resistance and reduced the effectiveness of drugs for the treatment of common
diseases like tuberculosis, malaria, cholera, dysentery and pneumonia.
Related to
the Institute of
B
The Convention on the Rights of the Child, approved in the United Nations in
1989, is still just a document and not a reality in many countries, where children
are considered the property of their parents with no special human rights.
Related to
the Institute of
C
Gestalt theory helps explain the visual and psychological impact of images.
Most effective logos and symbols are based on one or more of the Gestalt
QSJODJQMFTPGTJNJMBSJUZDPOUJOVBUJPODMPTVSFQSPYJNJUZBOE
mHVSFBOEHSPVOE
Related to
the Institute of
D
(FOFUJDBMMZNPEJmFEQMBOUTDBOCFSFTJTUBOUUPQFTUTEJTFBTFT
BOEDPOEJUJPOT
MJLFDPMEBOEESPVHIUBOEUIFZDBOIBWFBOJNQSPWFEOVUSJFOU
QSPmMF5IFSF
are, however, ecological, economic and other arguments against them.
Related to
the Institute of
E
The laboratory is currently equipped with a variety of interconnected high-
end workstations and PC platforms, an NSF-supported cluster of symmetric
multiprocessors and a number of support peripherals.
Related to
the Institute of
F
The multidisciplinary nature of this business leadership degree, with its
emphasis on the international hospitality and travel industry, allows students to
develop transferable leadership skills and apply them across any industry.
Related to
the Institute of
7FSZCSJFnZBOTXFSUIFGPMMPXJOHRVFTUJPOTBCPVUZPVSVOEFSHSB
EVBUFEFHSFFDPVSTF
3
Health Sciences
Social Sciences
Arts
Agricultural
Sciences
Basic Sciences
and Engineering
Economics and
Management
Institute of Arts:
Dance, Graphic Design, Music, Visual Arts, __________
Institute of Agricultural Sciences:
Food Engineering, Forestry Management, Veterinary Medicine, __________
Institute of Basic Sciences and Engineering:
Architecture, Biology, Civil Engineering, Computer Science, __________
Institute of Health Sciences:
Dentistry, Medicine, Nursing, Nutrition, Psychology, ________
Institute of Economics and Management:
Accounting, Foreign Trade, Marketing, Tourism, ________
Institute of Social Sciences:
Communication, Education, History, Law, Social Work, ________

9
T
LESSON OBJECTIVES:
5PSFMBUF&OHMJTIUPUIF4TVOJWFSTJUZTUVEJFTBOEGVUVSFQSPGFTTJPOBMXPSL
To relate English to the possibilities of their future personal lives.
5PSBJTF4TBXBSFOFTTPGIPXUIFZMFBSOBOEQSPNPUFUIFJSBCJMJUZUPMFBSOBVUPOPNPVTMZ
Get Ss to do this individually and check in pairs. The objective is to provide Ss with vocabulary to talk about their
university, and especially the Instituto or Escuela Superior area where they are studying, including their own
degree course. You could spend a little time exploring this basic vocabulary, including its pronunciation.
As Ss do this in pairs they will probably note English-Spanish cognates and guess the full meaning of the extracts
fairly accurately. This should help them see that academic reading is often easier than other reading (literary or
journalistic), especially when the reader can connect specialist knowledge to the formal text, which often has
many words of Greek or Latin derivation.
Ss could do this individually, and then ask and answer the questions in pairs or groups. When you check, see if
you can elicit more information, e.g about teachers of subjects, non-Mexican students, etc.
1
2
3
1
2
3
LESSON 3
Making it Real
English for your studies and profession

10
English for your life
1
Complete this questionnaire. Check ( ) the appropriate boxes.
1
2
3
4
5
In my family
In my family
After university, my ambition is to
For my future, I consider English
At the moment, I consider my English
nobody speaks English
nobody lives abroad*
work
virtually non-existent
* abroad = in the USA, Canada, Europe, etc.
EFmOJUFMZJNQPSUBOU
one person speaks English
one person lives abroad*
do a Master’s in Mexico
very basic
do a Master’s abroad*
intermediate
possibly important
______ people speak English
______ people live abroad*
not decided
advanced
not important
(number)
(number)
Compare your questionnaire answers in pairs or groups.
Write as many English words as possible related to your degree course and future profession.
Organize them.
2
2
Student 1:

How many people in your family speak English?
Student 2:

One, my aunt – she’s an English teacher! And in your family?
In pairs, complete this report of the census.
3
In this group, _____* people in our families _____ English. _____* family members _____ abroad. _____*
students want to _____ after university, _____* want to _______________, _____* want to _______________,
and _____* are not decided. _____* consider English……………
*Number (one, two, three…), or “no” (In this group, no people…)
Autonomous learning
1
Organize your vocabulary. Write the words in the box in the correct column. Then write extra words.
uncle British live teacher thousand accountant use aunt hundred German
twelve daughter thirty waiter speak American engineer son Chinese want
Numbers Nationalities Occupations Families Verbs
twelve
British
teacher
uncle
live
use
speak
want
aunt
daughter
son
accountant
waiter
engineer
German
American
Chinese
thirty
hundred
thousand

10
T
Do this on the board for someone of university age that you know, e.g. your son, daughter, niece, nephew or a
?FWLWLRXV8$(+VWXGHQW7KHQJHWDOO6VWRGRLWLQGLYLGXDOO\IRUWKHPVHOYHV
Demonstrate with one or two strong Ss, then get all the Ss to do it in pairs or groups. If many Ss can ask
+RZ
PDQ\?":KDW?V\RXUDPELWLRQ?"'R\RXFRQVLGHU?"
WKDW?VJUHDWEXWLQGLFDWHWKDWWKH\FDQVLPSO\UHSHDW
the language in the questionnaire and then ask
$QG\RXU?"
, e.g
,QP\IDPLO\RQHSHUVRQVSHDNV(QJOLVK$QG
LQ\RXUIDPLO\"
The important thing is to focus on communicating real information. This will become easier as
WKHFRXUVHSURJUHVVHVEXW\RXPXVWVWDUWQRZ?PRVW6VKDYHKDGPRUHWKDQ?YH\HDUVIDLOLQJWRFRPPXQLFDWH
much in English, or learn much of the language!
Elicit the information from the class by getting them to raise their hands for each item and option:
2.,Q\RXU
IDPLO\QRERG\VSHDNV(QJOLVK?UDLVH\RXUKDQG5LJKWVHYHQIDPLOLHVDQGQR(QJOLVKVSHDNLQJSHRSOH1RZ
LQ\RXUIDPLO\RQHSHUVRQVSHDNV(QJOLVK2.WKDW?VWHQSHRSOHWHQ1RZLQ\RXUIDPLO\WZRSHRSOHVSHDN
(QJOLVK?
etc.

When you have the data, make some comments and see if any of the Ss can add other comments.
Get pairs to complete the report and then compare their report with another partner. Obviously, if English seems
to be really important for the Ss, emphasize that. If not, tell them:
3XHV\RFUHRTXHHQGLH]DxRVPXFKRVVLQR
ODPD\RUtDGHXVWHGHVRYDQDHVWDUXVDQGRHOLQJOpVRWUDWDQGRGHDSUHQGHUORGHVHVSHUDGDPHQWH?9HUiQ?<D
YHUiQ
You may want to use a little Spanish here, checking whether some Ss have established learning strategies – it
would be nice if some of the stronger Ss do, as an example to the weaker ones. You may also want to discuss
with the Ss how this course is already different from previous courses they have taken (or perhaps similar in the
case of some of the stronger Ss).
This strategy is the basic one of remembering vocabulary by category. There is also the strategy of organization
within a category, e.g. numbers naturally follow a sequence, even with some of the sequence missing; nationalities
may be organized by continent, and also by history, culture and language; occupations may be organized by area
HQJLQHHULQJRIGLIIHUHQWNLQGVKHDOWKVHUYLFHVKRWHOVHWFIDPLO\PD\EHRUJDQL]HG?YHUWLFDOO\JHQHUDWLRQDOO\?
JUDQGSDUHQWVSDUHQWVFKLOGUHQJUDQGFKLOGUHQ DQG ?KRUL]RQWDOO\? KXVEDQGZLIH EURWKHUVLVWHUFRXVLQ HWF
verbs may be organized in many ways. How much you mention all this to your Ss will depend on them and you.
7KLVDSSOLHVWKHVWUDWHJ\IXUWKHU1HZZRUGVLI6VFRPHXSZLWKVRPHDOVRQHHGWREH?WWHGLQDSSURSULDWHO\DQG
in a recallable way.
1
2
1
2
English for your life
3
4
Autonomous learning

11
MEXICO AND HIDALGO IN ENGLISH
Read these questions and check ( ) the correct answers.
3
Student 1:

What are these in picture 8?
Student 2:

They’re ……………………
Student 1:

Where are they from?
UNIT
2
MEXICO
AND
HIDALGO
IN ENGLISH
LESSON 1
Is there only one Mexico?
Real Use of English
1
In pairs or groups, talk about pictures 1-8.
Read the article. Then give more examples
of different Mexican places, people, clothes,
food and music.
1
2
One Mexico or many?
a
b
c
d
e
Mexicans say “México sólo hay uno”, and there is only
one Mexico, one unique nation, under its green, white and
SFEnBH#VUUIFUFSSJUPSZPG.FYJDPJTWBTU UIFDPNCJOFE
area of Spain, France, Britain, Germany and Italy), and it
has tropical and sub-tropical coasts, massive mountains
and volcanoes, exuberant jungle, arid land and desert.
And the people and customs vary too, from region to
region, and from the urban conglomerations to the rural
spaces.
The north of Mexico is relatively prosperous and
modern, and almost no indigenous people live in
the states of Baja California, Coahuila, Nuevo Leó
and Tamaulipas. The south has a lot of poverty but
is especially rich in tradition, Spanish colonial and
indigenous. Indigenous people constitute 20 to 40%
of the populations of Oaxaca, Chiapas, Yucatán and
Quintana Roo. And Mexico City, with its approximately
20 million inhabitants, is, as they say, “something else”.
In the north, center and south of Mexico, in the
mountains and on the coasts, people wear different
clothes, eat different food, listen to different music and
have different ideas. Many Mexicans speak different
indigenous languages, and Spanish also varies from
region to region. There really are many Mexicos.
Facets Of
Mexico
PLACES
PEOPLE
CLOTHES
FOOD
4
3
6
5
8
7
21
Does Mexico have different climates and geography?
What part of Mexico is not very traditional?
Do many people speak indigenous languages in Coahuila?
Does the food vary from region to region in Mexico?
Where do most indigenous Mexicans live?
Yes, it does.

No, it doesn’t.
The north. The center. The south.

Yes, they do. No, they don’t.
Yes, it does.

No, it doesn’t.
In the north. In the center. In the south.

MEXICO AND HIDALGO IN ENGLISH
11
T
LESSON OBJECTIVES:
To consolidate and develop English as the main classroom language.
To consolidate the development of the four communicative skills as the main goal of the course.
5P CVJME UIF 4T DPOmEFODF JO UIFJS BCJMJUZ UP DPNNVOJDBUF JO TJNQMF &OHMJTI SFDFQUJWFMZ BOE QSPEVDUJWFMZ
QBSUJDVMBSMZUIFGPSNFSJOUIJTmSTUDPVSTF
5PHFUUIF4TUPGFFMUIBU&OHMJTIDBOSFMBUFUPUIFJSMJWFTBOECFQPUFOUJBMMZVTFGVMJOUIFJSGVUVSFT
5PFOBCMFUIF4TUPVOEFSTUBOEUIFNFBOJOHTDPOWFZFECZUIFHSBNNBSBOEWPDBCVMBSZTQFDJmFEJOUIFMFTTPO
TZMMBCVT TFFUIFMFTTPOTZMMBCVTBOEUPQSPEVDFJUJODFSUBJODPNNVOJDBUJWFBDUT
Demonstrate with a strong S about one of the 8 pictures. Get a pair of strong Ss to demonstrate about another
SLFWXUHWKHQJHQHUDOSDLUSUDFWLFH6WRSWKHSUDFWLFHDVVRRQDVVHYHUDOSDLUVKDYH?QLVKHGDOOSLFWXUHVDQG
FKHFNDOOWKHSLFWXUHVZLWKWKHZKROHFODVVFRQWLQXLQJSDLUZRUNDIWHUPDQ\SDLUVKDYH?QLVKHGPD\OHDGWRORWV
of talk in Spanish and disruption).
To get more examples of places, people, clothes, food and music, you could ask:
:KDWDERXW+LGDOJR9HUDFUX]
3XHEOD<XFDWiQ?
"$OWKRXJKWKHLQWHUURJDWLYHRIWKHVLPSOHSUHVHQWWHQVHKDVQRWEHHQZRUNHGRQXVHTXHVWLRQV
like
:KDWGRGRHV?":KHUHGRGRHV?"'R'RHV?"
etc. The stronger Ss will understand and the weaker Ss
will begin to get an idea of the forms of such questions.
This exercise, apart from checking comprehension of the text, exposes Ss further to simple present tense
questions and answers. Exposure to language forms and uses in communication is what children learning their
mother tongue get lots of, what foreigners living in another country get lots of and what students in good bilingual
schools and schools with strong English teaching get lots of – and what students in most schools get too little of,
with the result that few people really learn English at school.
Real Use of English
1
UNIT
2
1
2
3
4
5
MEXICO
AND
HIDALGO
IN ENGLISH
LESSON 1
*TUIFSFPOMZPOF.FYJDP
1
2
3

12
MEXICO AND HIDALGO IN ENGLISH
2
1
Listen to three people talking in
Teotihuacán. In the table below, write
their nationalities and their hometowns.
Listen again and complete the
information they give about their
hometowns.
Name
Nationality
Hometown
Information they give about their hometowns
Sally
Eric
Emma
People eat a lot of _____________________________________
The port ______________________________________________
The region produces ___________________________________
People wear ________________ and dance ________________
They make _____________________________ in ____________
People _______ a lot of _________________________________
In pairs, act the parts of a foreigner and a Mexican from Mérida, Oaxaca, Guadalajara, Monterrey,
Veracruz or another city. Look at this example and the box of verbs:
In three or four sentences, tell an American Facebook correspondent about your hometown.
Foreigner:

Where are you from in Mexico?
Mexican:

Pachuca. It’s in the center of Mexico, north of Mexico City.
Foreigner:

Does Pachuca have typical food?
Mexican:

Yes, it does, ‘pastes’. They’re originally from England.
Foreigner:

Really? Do people wear typical clothes?
Mexican:

No, they don’t.
eat make
drink produce
have

speak
live wear
My hometown? Well, ..………………………………………………………………………………………
Notice:

a lot of (lots of) – much / many
The south of Mexico has a
lot of
poverty.
– “The south of Mexico has much poverty” is possible but not common.
Do
many
people speak indigenous languages?
– “Do a lot of people speak indigenous languages?”
is possible and common.
Conclusion: “a lot of” (or “lots of”) is the common, safe option.
7
8
Canadian
Vancouver
Chinese food
is very important
big sombreros
la Cucaracha
tequila (the famous liquor)
Volkswagens (cars)
Puebla
eat
mole
Tequila
Puebla
Mexican
Mexican

MEXICO AND HIDALGO IN ENGLISH
12
T
6DOO\

([FXVHPH'R\RXVSHDN(QJOLVK"
Emma:

Yes, we do.
6DOO\

2KJRRG:KHUH?VWKH7HPSORGHOD6HUSLHQWH3OXPDGD"
(ULF

,W?VRYHUWKHUH$UH\RX$PHULFDQ"
6DOO\

1R&DQDGLDQIURP9DQFRXYHU+L?,?P6DOO\
(PPD

+L6DOO\,?P(PPDDQGWKLVLV(ULF
6DOO\

$UH\RXIURP0H[LFR&LW\"
(ULF

:HOOZHVWXG\LQ0H[LFR&LW\DW81$0%XW(PPD?VIURP3XHEODDQG,?PIURP7HTXLOD
Jalisco.
Sally:

The
7HTXLOD"
(ULF

7KDW?VULJKW?WKHUHJLRQSURGXFHVWKHIDPRXVOLTXRU$QGSHRSOHZHDUELJ?VRPEUHURV?DQG
dance la Cucaracha! (Emma laughs, then Eric and Sally.)
(ULF

'R\RXGULQNWHTXLOD6DOO\"
6DOO\

2FFDVLRQDOO\?,GRQ?WGULQNPXFK:KDWDERXW3XHEOD(PPD"'RHVLWKDYHIDPRXVWKLQJV"
(PPD

:HOO?XK?WKH\PDNH9RONVZDJHQVLQ3XHEODDQGSHRSOHHDW?PROH?$QG9DQFRXYHU
6DOO\"
Sally:

People eat a lot of Chinese food, and… uh… the port is very important. And the mountains,
and…
LISTENING SCRIPT:
Before playing the CD, ask some questions about the picture:
:KHUHLVWKLV":KDWDUHWKHVH",VWKHZRPDQ
0H[LFDQ"$UHWKH\RXQJPDQDQGZRPDQIRUHLJQWRXULVWV"
etc. After playing the CD, check the nationalities and
hometowns with the whole class.
Play the CD two more times if some Ss need it. Get the answers from Ss, but comment and ask questions as you
check:
5LJKW?VKHLVQ?W$PHULFDQVKH?V&DQDGLDQ<HVVKH?VIURP3XHEOD'RHVVKHOLYHLQ3XHEODQRZ"7KDW?V
ULJKW?VKHVWXGLHVDWWKH81$0DQGVKHOLYHVLQ0H[LFR&LW\?
Get Ss to stick their Facebook posts up on the walls so that everyone can read them all. Tell Ss they can correct
their posts if they want to during this period. Make a note of any common mistakes for careful attention during
Focus on Language
work.
Demonstrate with a strong S. Get one or two pairs of strong Ss to demonstrate, then general pair practice. Monitor
as unobtrusively as possible, paying special attention to the weaker Ss. If they are making many basic, repeated
mistakes, help them, or even stop the practice for a moment, give examples of the mistakes and get (the stronger) Ss
WRFRUUHFWWKHP7KHQJHWWKH6VSUDFWLFLQJDJDLQ<RXFRXOG?QLVKZLWKRQHRUWZRVSHFLDOO\JRRGSDLUVGHPRQVWUDWLQJ
WRWKHZKROHFODVVDJDLQ$W\SLFDOWRXULVWKDWDQGVXQJODVVHVIRUWKH?IRUHLJQHU?FRXOGEHJRRGIXQ
Notice:

This kind of comment on language can help the stronger Ss feel they are not wasting
WKHLUWLPHEXWOHDUQLQJWKLQJVWKH\GLGQ?WNQRZEHIRUH
1
2

13
MEXICO AND HIDALGO IN ENGLISH
2
Team A:
Does Puebla produce cars?
Team B:
Yes, it does – Volkswagens and Audis. What’s the capital of Tamaulipas?
Team C:
It’s Ciudad Victoria. Where do people wear ‘huipiles’?
Team D:
In Yucatán. Do…?
Notice:

Present verb forms with

he-she-it
live/live
s
,
speak/speak
s
,
eat/eat
s
,
etc.

(the general rule, +s)
study/stud
ies
,
vary/var
ies
,
apply/appl
ies

(consonant+y i+es)
teach/teach
es
,
wash/wash
es
,

pass/pass
es

mOBMDITITY[FT
And irregular:

do/do
es
,
go/go
es
Focus on Language
2
Match the questions and answers.
In pairs, complete the table.
________ they ________ in Mexico City?
Yes, they ________.
________ you ________ in Mexico City?
No, I __________________.
Where ________ you ________?
I _______ in Hidalgo.
________ she ________ in Vancouver?
Yes, she ________.
________ he ________ in Vancouver?
No, he ___________________.
Where ________ he ________?
He ________ in Miami.
1
Grammar
a
b
c
d
e
f
g
h
What do Arturo and his brother do?

No, they don’t.
What does Juana García do?

No, it doesn’t, but it produces excellent coffee.
Where do you live, Eric and Emma?

They work at Bombardier in Ciudad Sahagún.
Where does Bernardo García work?

Yes, it does. It varies from tropical to temperate.
Do you work on Saturdays?

He works in a restaurant in Miami, Florida.
Do Americans eat a lot of chilli?

She teaches languages at the UNAM.
Does the climate vary a lot in Mexico?

Yes, I do.
Does Oaxaca produce motor vehicles?

We live in Mexico City.
1
2
3
4
5
6
7
8
$I?UPDWLYH
Interrogative
Negative
I - you - we - they
They live in Mexico City.
We do not (don’t) live in the USA.
It does not (doesn’t) live in the jungle.
he - she - it
She ________ in Vancouver.
Team competition: Ask and answer questions about Mexico. 1 point for a correct question; 2 points
for a correct answer (form and content).
3
3
6
8
5
7
1
4
2
Do
Does
Does
does
does
doesn’t (does not)
Do
do
don’t (do not)
do
live
live
live
live
lives
lives
live
live
live

MEXICO AND HIDALGO IN ENGLISH
13
T
This is probably best done in pairs, where one of the two at least is likely to recall some grammar from school,
as well as applying intuitions from the
Real Use of English
section. Apart from the grammar, the content and
meanings of the questions and answers provide strong clues.
Notice that this exercise provides lots of information for Ss to complete the table in
2
, in addition to what they
may bring from previous study of English and what they may have intuited from the
Real Use of English
section.
This type of table completion is an inductive or consciousness-raising activity: Ss work things out for themselves
LQVWHDGRIOLVWHQLQJWRWKH7?VH[SODQDWLRQRUORRNLQJDWDFRPSOHWHWDEOHLQWKHERRNWKLQJVPRVWRIWKHPKDYH
done again and again during their years of school English, usually to little effect).
Put the incomplete table on the board while Ss are working in pairs. Then, get them to tell you the completions.
:KHQWKHWDEOHLVFRPSOHWHHOLFLWIURP6VLISRVVLEOHWKDWLWFRXOGEH?VWXG\VWXGLHV??ZRUNZRUNV?HWFLQVWHDGRI
?OLYHOLYHV?
Note that it can be good to get questions and answers that are not simple present tense here (e.g.
:KDW?VWKH
FDSLWDORI?"
). It makes it more of a communicative general knowledge contest and less mechanical practice of a
single grammar area. But the grammar of whatever questions are asked is part of the contest, of course.
The
Grammar
section is before the
Vocabulary
section in this lesson partly because it seems more appropriate
in this instance, and partly to indicate to you, the teacher, that
Make It Real!
provides material, not a rigid teaching
plan. While the
Real Use of English
and the
Focus on Language
sequence suggests a strongly communicative
methodology, it is you, the teacher, who should decide exactly what to do when, and to plan each classroom lesson,
selecting and using
Make It Real!
DQGRWKHUPDWHULDOLQFOXGLQJVXSSOHPHQWDU\PDWHULDO\RX?YHFROOHFWHGDQGKDYH
been happy using over the years.
Grammar
Focus on Language
2
1
2
3
Notice:

You can also work a little on pronunciation if you think it is appropriate: -z (lives), -s
(speaks), -iz (teaches).

14
MEXICO AND HIDALGO IN ENGLISH
Vocabulary
In pairs, write the possible complements (in the boxes) beside the verbs a-n. Different options are
possible (see examples a and g). You can use a dictionary.
1
a
b
c
d
e
f
g
h
drink
eat
go
have
listen to
live
produce
read
speak
study
teach
wear
work
write
i
j
k
l
m
n
a lot of coffee tequila
many e-mails
a lot of coffee
English
to the bank
tequila
elegant clothes
a lot of fruit
in an apartment
traditional food
American music
in a university
the newspaper
in a house
cars and buses
a lot of books
to shopping malls
lunch at home
on Saturdays
relatives in the USA
a hat or cap
2
Write complete sentences with the verbs and complements in Exercise 1. Then compare your
sentences in pairs.
I drink a lot of coffee. My parents have lunch at home. I don’t study on Saturdays. Oaxaca……………
In pairs, complete the days of the week.
In pairs, ask and answer questions about your habits and routines.
3
4
Student 1:
Do you drink a lot of coffee?
Student 2:
No, I don’t. I don’t drink coffee. Do you study on Sundays?
Student 1:

Yes, I do, a little.
Notice:
Monday
Wednesday
a lot of fruit / traditional food / lunch at home
to the bank / to shopping malls
English / American music
in an apartment / in a house
many e-mails / the newspaper / a lot of books
English / in a university / on Saturdays
English / in a university / on Saturdays
elegant clothes / a hat or cap
in a university / on Saturdays
many e-mails / English / a lot of books
English
elegant clothes / a lot of books / lunch at home
/ relatives in the USA
a lot of coffee cars and buses tequila
Tuesday
Thursday
Friday
Saturday
Sunday

Plural of nouns (compare present verb forms with

he-she-it)
school/school
s
,
student/student
s
,
book/book
s
,
etc. (the general rule, +s)
university/universit
ies
,
theory/theor
ies
,
party/part
ies

(consonant+y i+es)
church/church
es
,
box/box
es
,

bus/bus
es

mOBMDITITY[FT
And irregular:

person/people, child/children, man/men, woman/women, wife/wives

MEXICO AND HIDALGO IN ENGLISH
14
T
This kind of association (or collocation) of words is part of the communicative acquisition of language, both
for babies learning their mother tongue and for adults learning a foreign language. It needs to be built up over
time, and extensive communicative listening and reading in English can help enormously. Be prepared for some
surprising combinations from stronger Ss, e.g.
:ULWHUHODWLYHVLQWKH86$
LQ%ULWLVK(QJOLVK?WR?LVQRUPDOO\XVHG
–
:ULWHWRUHODWLYHVLQWKH86$
).
7KLVERWKSUDFWLFHVWKHYRFDEXODU\DQGFRQVROLGDWHVJUDPPDU)RFXVRQERWKDV\RXFKHFNVDPSOHVRIWKH6V?
sentences, but be appreciative and encouraging of the ideas communicated more than critical of the mistakes
made.
Some of these days have occurred in the material and it is time to make sure all Ss know such basic vocabulary,
which will be used frequently from now on.
As usual, demonstrate with a strong S, then get one or two strong pairs to demonstrate, before you get Ss to work
in pairs or groups. Monitor and note any common repeated errors the Ss need more help with.
1
2
3
4
Notice:

Two birds (nouns and verbs) with one stone, as we say in English, since nouns and verbs
share the same spelling and pronunciation rules.
7PDBCVMBSZ

15
MEXICO AND HIDALGO IN ENGLISH
1824

1869

1917
An archaeological site A thermal water spa A ‘magic town’
Scotland

London

Cornwall
In Real del Monte In Huasca

In Pachuca
2
Complete this text with phrases from the box. Compare your texts in pairs.
LESSON 2
Football, pasties and more!
Real Use of English
1
Select answers to these questions. Compare your answers in pairs. Read the article below and check.1
a
b
c
d
What year was the State of Hidalgo created?
What is Tolantongo?
Where are ‘pastes’ originally from?
Where is the famous British Cemetery?
Hidalgo State was originally an ‘abandoned’ ____________ the State of Mexico. Today,
there is a lot of _________________________ in Hidalgo, and there are _____________
_________________for visitors. These include archaeological sites, _________________
spas and ‘magic towns’. Real del Monte is ___________________ towns. There are also
legacies of ____________________________ who arrived there in 1824. Two of these are
part of local life today – pasties and football.
one of these
many attractions
the British miners
part of
hot water
dynamic activity
part of
dynamic activity
attractions
hot water
the British miners
one of these
many
A BIT OF BRITAIN IN MEXICO, A BIT OF MEXICO IN BRITAIN

Arthur Pengelly,
!
e Redruth Herald, June 24, 2013
In 2010, I visited Mexico and
the State of Hidalgo.
!
is state was
created in 1869 from the ‘abandoned’
north part of the State of Mexico.
Today, it is certainly not abandoned,
it has lots of activity. It is near Mexico
City, and it has many attractions.
!
ere are archaeological sites, hot
water spas, like Tolantongo, in a
fabulous canyon, and ‘magic towns’,
like Huasca, in romantic mountains.
Another ‘magic town’, Real del
Monte, and Pachuca, the capital,
were the center of an important
mining industry.
!
e state does
not produce much gold and silver
now, but there is a British legacy
from mining, a speci
"
cally Cornish
legacy.
Cornish miners arrived in Real
del Monte in 1824, with new British
investment and machinery.
!
e
traditional, practical lunch for
those miners was… yes, Cornish
pasties!
!
ese are now typical in
Pachuca and surrounding areas.
!
ey are called ‘pastes’ there, and
some have Mexican ingredients,
including chilli!
!
e Methodist
churches in Pachuca and Real del
Monte, and the British Cemetery
in Real del Monte (I have relatives
there), are also part of the British
legacy. As well as football*.
!
ose
British miners introduced football
into Mexico when they founded
!
e
Pachuca Athletic Club (now ‘Club
de Fútbol Pachuca’) in November
1901.
Pachuca pasties will be represented
at the Cornish Pasty Festival here
in Redruth this September. Seven
Mexican pasty cooks will be here.
Fancy a hot chilli Pachuca pasty?
Come to the Festival!
* soccer

MEXICO AND HIDALGO IN ENGLISH
15
T
LESSON OBJECTIVES:
Here is another opportunity to see how far Ss can be interested in the British heritage of Hidalgo, especially
Pachuca and Real del Monte, as well as feeling proud of all the good Mexican things. Even if they have thought
about it little in the past, some may get interested now. Note that Redruth, along with Camborne, was the center
of the mining industry in Cornwall. It is true about the Mexican cooks going to the Cornish Pasty Festival – and
QRWHWKDWWKHUHLVRQHLQ5HDOGHO0RQWHLQ2FWREHUHYHU\\HDUVLQFH
*HW6VWRQRWLFH?HLJKWHHQWZHQW\IRXU??HLJKWHHQVL[W\QLQH??QLQHWHHQVHYHQWHHQ?DQG?WZHQW\WKLUWHHQ?LQWKH
DUWLFOH6D\WKDWWKHWUDGLWLRQLVFHQWXU\\HDUHWF)RUWKLVFHQWXU\WKDWPHDQV
\HDUEXWPHQWLRQWKDWZKLOHPRVWSHRSOHVD\WKDWHJ?WZHQW\IRXUWHHQ?PDQ\VD\?WZRWKRXVDQGIRXUWHHQ?
and some people are still uncertain.
2EYLRXVO\GRQ?WFKHFNWKHDQVZHUVZLWKWKHZKROHJURXSXQWLODIWHUWKHUHDGLQJ
This again involves transfer of information to similar contexts (reading comprehension with an element of written
composition). It is essentially quite simple, especially with many cognates and familiar topics, but quite satisfying,
giving a sense of more advanced English.
Real Use of English
1
1
2
3
4
5
1
2
LESSON 2
Football, pasties and more!
To consolidate and develop English as the main classroom language.
To consolidate the development of the four communicative skills as the main goal of the course.
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QBSUJDVMBSMZUIFGPSNFSJOUIJTmSTUDPVSTF
5PHFUUIF4TUPGFFMUIBU&OHMJTIDBOSFMBUFUPUIFJSMJWFTBOECFQPUFOUJBMMZVTFGVMJOUIFJSGVUVSFT
5PFOBCMFUIF4TUPVOEFSTUBOEUIFNFBOJOHTDPOWFZFECZUIFHSBNNBSBOEWPDBCVMBSZTQFDJmFEJOUIFMFTTPO
TZMMBCVT TFFUIFMFTTPOTZMMBCVTBOEUPQSPEVDFJUJODFSUBJODPNNVOJDBUJWFBDUT

16
MEXICO AND HIDALGO IN ENGLISH
1
In pairs, name three or four rich Mexican states (example: Nuevo Len) and three or four poor
Mexican states (example: Chiapas). Compare your lists in groups. Then complete the table about
the economy of Hidalgo State with points from the box.
Problems (–)

Advantages (+)

Future possibilities (?)
No big industries or exports

An international airport
*OTVGmDJFOU&OHMJTITQFBLFST

.BOZDVMUVSBMBOETDFOJDQMBDFT

New infrastructure (Arco Norte, etc.) Tourist excursions from Mexico City
THE ECONOMY OF HIDALGO STATE
Expansion of companies from Mexico City / No major tourist attractions / Near Mexico City

Listen to a UAEH professor of economics,
Pedro Herrera, and a visiting American
professor, Mary Grant. In the table above,
check ( ) the 6 points they mention in the
conversation.
Compare your selection in pairs. Listen
BHBJOBOEDPOmSNZPVSTFMFDUJPO"SFZPV
optimistic or pessimistic about the economic
future of Hidalgo - and
your
future in Hidalgo?
Listen to Mary Grant and two UAEH
teachers.
2
3
4
a
b
c
d
e
Where is Mary Grant?
Where does she want to go?
Does she have a city map?
What is the approximate distance from Prepa 1?
Is it a problem for Mary?
Do you eat a lot of pasties? Do you prefer traditional pasties or new inventions? What do you eat…?
Are you a ‘Tuzos’ fan? Do you go to ‘Tuzos’ games? Do you play…?
Do you have a relative connected with mining? Which ‘magic towns’ in Hidalgo do you know? Do you…?
Apart from Hidalgo, where I live, my favorite state in Mexico is ……………….. It…………………………………
8SJUFGPVSPSmWFTFOUFODFTBCPVUZPVSGBWPSJUFTUBUFJO.FYJDP
BQBSUGSPN)JEBMHP
Answer these questions:
9
10
11
Near Mexico City
Near Prepa 1. / In a Pachuca street.
Plaza Independencia.
No. / No, she doesn’t.
2 km. / 9 or 10 blocks.
No. / No, it’s no problem.
Expansion of companies
from Mexico City
No major tourist attractions

MEXICO AND HIDALGO IN ENGLISH
16
T
0DU\

,Q\RXURSLQLRQZKDWDUHWKHHFRQRPLFSURVSHFWVIRU+LGDOJR6WDWH3HGUR"
3HGUR

:HOO+LGDOJRGRHVQ?WKDYHELJLQGXVWULHVDQGH[SRUWVOLNH0RQWHUUH\*XDGDODMDUDDQG3XHEOD
Mary:

Or Mexico City and the State of Mexico, of course.
3HGUR

5LJKW7KHUH?VMXVW%RPEDUGLHULQ&G6DKDJ~QUHDOO\
0DU\

%XW\RX?UHQHDU0H[LFR&LW\7KDW?VDQDGYDQWDJHULJKW"
3HGUR

<HVSRWHQWLDOO\,QWKHIXWXUHLW?VSRVVLEOHELJFRPSDQLHVZLOOH[SDQGIURP0H[LFR&LW\WR+LGDOJR
0DU\

%XWLW?VLQWKHSRVVLEOHIXWXUHULJKW"
3HGUR

([DFWO\LW?VIRURXUSUHVHQWXQLYHUVLW\VWXGHQWV
0DU\

7KDW?VULJKW:KDWDERXWWRXULVP"
Pedro:

Well, most international tourism goes to the coasts, to places with world-famous cultural and
scenic attractions and Mexico City, of course.
Mary:

Hidalgo has some splendid cultural and scenic places.
3HGUR

<HVEXWWKH\GRQ?WFRPSDUHZLWK2D[DFD<XFDWiQ&KLDSDV?,JXHVVRQHRUWZRGD\H[FXUVLRQV
from Mexico City to Pachuca, Real del Monte, Huasca, are a possibility.
Mary:

Good idea! A project for the University of Hidalgo tourism students.
Pedro:

Right!
0DU\

([FXVHPH'R\RXVSHDN(QJOLVK"
Laura:

Yes, a little.
0DU\

*RRG+RZGR,JHWW
R3OD]D,QGHSHQGHQFLD",GRQ?WKDYHDFLW\PDS
5D~O

*RVWUDLJKWDKHDGRQ$YHQLGD-XiUH]WKLVDYHQXHDERXWWHQEORFNV?
Laura:

Yes, nine or ten blocks, to Plaza Juárez, a big square.
5D~O

7KHQWXUQULJKWFRQWLQXLQJRQ$YHQLGD-XiUH]WZREORFNV
/DXUD

<HVGRQ?WJRVWUDLJKWDKHDGRQ*XHUUHUR6WUHHW
5D~O

1R7ZREORFNVULJKWRQ$YHQLGD-XiUH]WKHQWXUQOHIWRQ0DWDPRURVDQG3OD]D,QGHSHQGHQFLDLV
three blocks along that street.
Mary:

Great - nine or ten blocks straight ahead on Avenida Juárez to Plaza Juárez. Turn right, two
blocks, turn left, three blocks.
/DXUD

7KDW?VULJKW,W?VDERXWWZRNLORPHWHUV
0DU\

1RSUREOHP$UH\RX3UHSDWHDFKHUV"
/DXUD

<HVZHDUH,WHDFKPDWKDQG5D~OWHDFKHVJHRJUDSK\DQGKLVWRU\
Mary:

Well, your English is excellent. Thank you!
5D~O

<RX?UHZHOFRPH
LISTENING SCRIPT:
This is simply a focus on rich-poor states, possibly with a little discussion, and then reading of the table and
options (again with many cognates), but it should facilitate comprehension in the following listening task.
Make sure Ss note the situation – a UAEH economist and an American one talking in English about the economy
and prospects of Hidalgo, in English. Perhaps one of the Ss will do that one day! You may need to play the CD
WZLFH$OWKRXJKQRWPHQWLRQHGLQVXI?FLHQW(QJOLVKVSHDNHUVLVDVLJQL?FDQWSUREOHP
See what you can get from stronger Ss, and help weaker ones express some ideas in English.
Make sure Ss note the situation – the American economist asking UAEH Prepa 1 teachers directions. Play CD
twice.
7KLVZRXOGSUREDEO\EHQH?WIURPVRPH,QWHUQHWUHVHDUFKVR\RXPD\ZDQWWROHDYHLWIRUKRPHZRUNJHWWLQJ6V
WRUHDGRQHDQRWKHUV?FRPSRVLWLRQVDQGGLVFXVVWKHLULGHDVLQJURXSVLQWKHQH[WFODVV
$VXVXDOGHPRQVWUDWHZLWKVWURQJ6V?UVW0RQLWRULQWHUUXSWLQJRQO\LIFHUWDLQHUURUVDUHEHLQJUHSHDWHG$IWHUWKH
group work, you can check some of the questions, showing similarities and difference between the Ss.
1
2
3
4

17
MEXICO AND HIDALGO IN ENGLISH
a b c d e f
g h i j k l
black white green red blue yellow orange purple brown gray
stadium town bus station church square city school store museum mall street bank
big small old new modern traditional attractive interesting important famous
Mercado Morelos is a traditional market. Huasca and Huichapan are attractive towns.
Focus on Language
2
In pairs, write the words in the box under the colors.
1
Vocabulary
2
*OUFBNTIBWFBRVJ[POUIFDPMPSTPGEJGGFSFOUOBUJPOBMnBHT
Team A:

8IBUDPMPSJTUIFnBHPG.FYJDP
Team B:

*UTHSFFOXIJUFBOESFE8IBUDPMPSJTUIFnBHPG'SBODF
Team C:

It’s …..
In pairs, complete the months of the year. Which month is your birthday?
3
January, _______________, _______________, _______________, _______________, ________________,
_______________, _______________, _______________, _______________, _______________, December
In pairs, match the words in the box with the pictures. Write the words on the lines under the pictures.
Write sentences with adjectives from the box (and other adjectives) and nouns from the box in 4
(and other nouns). Compare your sentences in pairs.
4
5
brown
purple
blue
February
July
city
stadium
store
mall
school
street
bus station
town
bank
church
square
museum
August
September
October
November
March
April
May
June
green
yellow
orange
red
gray
white
black

MEXICO AND HIDALGO IN ENGLISH
17
T
&RORUVDQG?DJVKDYHFRPHXSDIHZWLPHVDQGLWLVDJRRGPRPHQWWRFKHFNWKDW6VNQRZWKHEDVLFFRORUV
and again practice the names of countries or nationalities. You might leave
2
until the following class, giving Ss
WLPHWRUHVHDUFKWKHFRORUVRIGLIIHUHQW?DJV
Some months have already occurred in the material, and it is probably time to establish them for all Ss (some
stronger Ss should already know them). You can check on birthdays simply with the months (
:KHQ LV \RXU
ELUWKGD\",W?VLQ0D\
RUXVHVLPSOL?HGIRUPVRIGDWHV
,W?V2FWREHUWZHQW\WZR
, etc. – as they are frequently
ZULWWHQDQGVRPHWLPHVVSRNHQRULIWKHJURXSLVJHQHUDOO\VWURQJWHDFKWKHRUGLQDOQXPEHUVEDVLFDOO\??UVW?
?VHFRQG?DQG?WKLUG?DQGDOOWKHUHVWRUGLQDOQXPEHUVWKZLWK??IWK?DQGWZHOIWK?DELWGLIIHUHQW
This is basic “place” vocabulary. Get Ss to add more if they can.
This is where vocabulary and grammar begin to meet: adjectives (get Ss to add more if they can) with nouns (get
Ss to add more if they can), with the adjectives normally before the noun and invariable (no plural form).
Obviously, you will not do all this vocabulary work in the same class, or not without putting other substantial activities
between the vocabulary tasks. This note applies to all the Vocabulary and Grammar sections – as stated previously,
they are teaching-learning resources, not material to be followed as a lesson plan.
Focus on Language
2
12
3
7PDBCVMBSZ
4
5

18
MEXICO AND HIDALGO IN ENGLISH
Foreign visitor:

Excuse me. ______________________

Plaza Independencia?
UAEH student:

_________________________ Avenida

Juárez about ten blocks to Plaza

Juárez, a big square. ___________________

Guerrero Street. __________________,

continuing on Avenida Juárez. Go two blocks and __________________

Matamoros Street. Plaza Independencia is __________________.
Foreign visitor:

____________________ very much.
UAEH student:

_________________________.
Grammar
Complete these sentences with prepositions from the box
1
a
a
b
b
c
c
d
d
e
e
f
f
g
g
Write the words ______ the lines _________ the pictures.

5IFnBH@@@@@@*UBMZJTHSFFOXIJUFBOESFEMJLFUIF.FYJDBO
nBH
I usually have lunch ______ home.
Pachuca pasties are originally ________ England.
Where’s Actopan? It’s ______ Hidalgo State, forty kilometers east of Pachuca.
*T1BDIVDB@@@@@@@@.FYJDP$JUZ :FTJUJTKVTUOJOFUZmW
FLJMPNFUFST
*UTBCPVUPOFIPVSCZDBS@@@@@@@@1BDIVDB@@@@@@.FYJDP$JUZ
EFQFOEJOHPOUIFUSBGmD
at from in near of
on to under with
2
In pairs, complete the dialogue with phrases a-h.
Turn right

Go straight ahead on

You’re welcome

three blocks

turn left on

Don’t continue on

How do I get to

Thank you
h
In pairs or groups, ask for and give directions to different places, starting from your university.
3
Complete these sentences with
there is / there are / is there / are there / there isn’t / there aren’t.
4
a
b
c
d
e
Mexico City has many museums. ________________ two in Chapultepec Park, Anthropology and Modern Art.
________________ any museums in the center of Mexico City? Yes, _________________ many.
________________________ a modern football stadium in Pachuca, Estadio Hidalgo.
________________ some fantastic beach resorts in Mexico, but ________________________________ any ski resorts.
________________ a bank near here? No, ________________________________.
American visitor:

Is there a good beach resort near Pachuca?
UAEH student:
:HOO9HUDFUX]LVWKUHHKRXUVE\FDU7KHEHDFKLVQRWYHU\JRRGEXWWKHFLW\LVDWWUDFWLYH
American visitor:

Are there any discos in Pachuca?
In groups, one student as an American visitor, talk about Pachuca and Mexico.
5
on
of
at
from
in
near
from
to
under
How do I get to
Go straight ahead on
Don’t continue on
Turn right
turn left on
three blocks
Thank you
You’re welcome
There are
there are
there aren’t (there are not)
there isn’t (there is not)
Are there
There are
Is there
There is / There’s
Notice:

some-any
-zero
Are there
any
volcanoes in Spain? No – there are
some
mountains, but there aren’t
any
volcanoes.
Here,
some
BGmSNBUJWFBOE

any
(negative/interrogative) are not obligatory but they are commonly used.

MEXICO AND HIDALGO IN ENGLISH
18
T
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FDQKHOSDQGWKDWLVWKHSXUSRVHRIWKLVH[HUFLVHZLWKSUHSRVLWLRQVPDLQO\RISODFH1RWHWKDW?ZLWK?LVQRWXVHG
and is just a distractor.
6RPHH[WUDSUDFWLFHZLWKVLPLODUVHQWHQFHVTXHVWLRQVDQGDQVZHUVFRXOGEHXVHIXO3RLQWRXWWR6VWKDW?DW?LV
FRPPRQO\XVHGZLWK?KRPH??VFKRRO?DQG?ZRUN??
,?PDWVFKRRO0\VLVWHULVDWKRPH0\PRWKHUDQGIDWKHUDUH
DWZRUN

7KLVH[HUFLVHUH?HFWVWKHOLVWHQLQJFRPSUHKHQVLRQRQSDJHZRUNLQJRQWKHODQJXDJHRIVWUHHWGLUHFWLRQV<RX
may want to replay the listening comprehension before doing this exercise, or as they do it. Get Ss to notice the
simplicity of English imperatives (unlike Spanish imperatives, many of which use the subjunctive and are different
IRUGLIIHUHQWSHUVRQV?VLPSOHYHUEIRUDI?UPDWLYH
7XUQ?*R?6WRS?
DQG?'RQ?W?YHUEIRUWKHQHJDWLYH
'RQ?W
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IRUDOOSHUVRQV2EYLRXVO\JHWWKHPWRQRWLFHH[SUHVVLRQVOLNH?VWUDLJKW
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This is the obvious production practice after
2
, trying to make Ss feel the possibility of real use of English. It would
obviously be wonderful if some Ss have really given directions to foreigners in English – ask!
<RXPD\ZDQW6VWRGRWKLVLQSDLUV?RQHRUWKHRWKHUVKRXOGKDYHDYDJXHPHPRU\RI?7KHUHLVDUH?IURPKLJK
VFKRRO7KLVLVDELWPRUHFRPSOH[WKDQ6SDQLVK?KD\?EXWWKHJUDPPDUDI?UPDWLYHLQWHUURJDWLYHQHJDWLYHLV
HVVHQWLDOO\WKHVDPHDVIRU?LWLV??WKH\DUH?
This is the obvious production practice after
4
.
1
2
3
4
Notice:

7KLVLVMXVWD?UVWQRWHRQ?VRPHDQ\]HUR?VRGRQ?WWU\WRWHDFKWKHZKROHV\VWHPKHUH
7KHUHZLOOEHDVSHFL?FIRFXVRQWKLVDUHDODWHU7KHQRWHPD\EHLQWHUHVWLQJIRUWHDFKHUVDOVR
ZKRPD\KDYHIHOWWKDW?VRPHDQ\?DUHREOLJDWRU\LQFHUWDLQFRQWH[WV,QIDFWWKH\DUHXVXDOO\DV
optional in English (
,KDYHIULHQGVLQ&DQDGD,KDYHVRPHIULHQGVLQ&DQDGD
DV?DOJXQRVXQRV?
are in Spanish (
7HQJRDPLJRVHQ&DQDGi7HQJRDOJXQRVDPLJRVHQ&DQDGi
).
Grammar
5

19
MEXICO AND HIDALGO IN ENGLISH
a
b
c
d
e
f
g
Is the article in a paper-and-print journal or an electronic one?
Where does the author work?
Is an ‘abstract’ an introduction to an academic article, a conclusion, or a summary?
What areas of professional work requiring English does the author mention? Can you think of more?
In the author’s terms, what type of professional work rarely requires English?
According to the author, what professional opportunities frequently depend on English?
What does the author think is one of the differences between restricted professionals and complete ones?
Does the author consider English necessary for most Mexican professionals today?
2
In groups, discuss these questions:
Do you consider English important in your professional future? Why, or why not?
LESSON 3
Making it Real
English for your studies and profession
Read the following text and answer the questions.1
InEd-IJ: International Education Internet Journal
This article considers the question ‘Is English really necessary for most professionals
today?’. The reality is that most Mexican and other Latin American professionals continue
to survive, and occasionally prosper, with little or no English. Certainly, in some areas of
professional work English is absolutely essential: importation and exportation, international
DPNNVOJDBUJPOT USBWFM BOE UPVSJTN CBOLJOH BOE mOBODF BEWBODFE UFDIOPMPHZ BOE
TDJFOUJmDSFTFBSDIDPMMBCPSBUJPOCFUXFFODPNQBOJFTBOEJOTUJUVUJPOTJOEJGGFSFOUDPVOUSJFT
and more. In other professional areas, the importance of English varies enormously, and
some local or restricted professional work rarely requires the use of English. But those rare
occasions when English is necessary in that professional work are frequently crucial for
the company or institution, and/or for the individual professional. They include access to
vital new professional information, urgent communication with foreign contacts and experts,
opportunities for professional development abroad (post-graduate study, training courses,
congresses, etc.), opportunities for promotion and new employment (most companies and
institutions today prefer professional staff with good English) and more. The article concludes
that English is not necessary for survival in much professional work in Latin America, but it is
essential in some, and it is a major difference between the complete, global professional and
the restricted, local one. Also, it is frequently vital for access to professional opportunities
(including better posts and salaries) and cutting-edge professional development.
Abstract
Latin American Professionals and English
Samuel Arteaga Pérez
Autonomous University of the State of Hidalgo
h
An electronic one.
At Autonomous University of the State of Hidalgo

(the UAEH).
A summary.
Local or restricted work.
English.
No, not really.
Access to vital new professional information, urgent communication with foreign contacts and experts,
opportunities for professional development abroad, opportunities for promotion and new employment.
*NQPSUBUJPOFYQPSUBUJPOJOUFSOBUJPOBMDPNNVOJDBUJPOTUSBWFMUPVSJTNCBOLJOHmOBODFBEWBODFE
UFDIOPMPHZTDJFOUJmDSFTFBSDIy

MEXICO AND HIDALGO IN ENGLISH
19
T
LESSON OBJECTIVES:
This text is an example of an important genre of academic writing, the abstract for an article in a professional
MRXUQDO$W?UVWVLJKWLWPD\VHHPIDULQDGYDQFHRIWKH6V?OHYHOLQ(QJOLVKEXWORRNDJDLQDQG\RXVHHWKDWLWLV
full of cognates (as much academic English is, with Greek and Latin based vocabulary:
?DUWtFXOR?FRQVLGHUD?
FXHVWLyQ?LQJOHV?UHDOPHQWH?QHFHVDULR?SURIHVLRQDOHV?"
Even at this elementary level, we can begin to get
6VWRVHHKRZLPSRUWDQW(QJOLVKFDQEHIRUWKHPDQGWKDWUHDGLQJIRUPDO(QJOLVKLVQRWVRYHU\GLI?FXOWIRUQDWLYH
speakers of Spanish.
Get Ss to do the task individually and compare their answers in pairs or groups. Get Ss to do this individually and
check in pairs. Ask Ss if they want to be complete, global professionals or restricted, local ones!
2EYLRXVO\(QJOLVKLVPRUHLPSRUWDQWLQVRPHFDUHHUVWKDQLQRWKHUVEXWPDNHVXUH6VGRQ?WXQGHUHVWLPDWHWKH
potential importance of English in their professional lives. Remember also that, if you or any of the Ss use the
ZRUG?FDUHHU?LQ(QJOLVKLWUHIHUVWRZRUNQRWWRXQLYHUVLW\VWXGLHV<RXEHJLQ\RXUFDUHHUDVDGRFWRUHQJLQHHU
or whatever) after you graduate.
1
2
3
1
2
5PSFMBUF&OHMJTIUPUIF4TVOJWFSTJUZTUVEJFTBOEGVUVSFQSPGFTTJPOBMXPSL
To relate English to the possibilities of their future personal lives.
5PSBJTF4TBXBSFOFTTPGIPXUIFZMFBSOBOEQSPNPUFUIFJSBCJMJUZUPMFBSOBVUPOPNPVTMZ
LESSON 3
Making it Real
English for your studies and profession

20
MEXICO AND HIDALGO IN ENGLISH
English for your life
Autonomous learning
Read and complete the following questionnaire, checking the appropriate boxes. Compare your
answers in groups.
1
YOU AND THE ENGLISH LANGUAGE
1
2
3
4
5
6
Do you want to learn technical or professional English?

Yes

Possibly

No
Do you want to learn English for general and social use?

Yes

Possibly

No
%PZPVXBOUUPTQFBL&OHMJTIWFSZnVFOUMZMJLFBOBUJWF

:FT

1PTTJCMZ

/P
Do you want to study abroad when you graduate?

Yes

Possibly

No
Do you want to travel and spend vacations abroad in the future? Yes

Possibly

No
Do you want to emigrate to an English-speaking country?

Yes

Possibly

No
2
2
Complete the following text about you and English.
In pairs, identify the errors in texts A and B and correct them.
The most important thing is to communicate effectively! Talk and write, and don’t be obsessed
by errors! But, obviously, communication is more effective with a minimum of errors. It is good to
identify your repeated errors and reduce or eliminate them. Here is some practice. Read the two
texts about José Venegas. Which has many errors and which has only two errors?
My degree course is
a_______________
. I study in the Institute of
b_______________

of the UAEH. In my opinion, English
c__________
important for my studies and my future
professional career. At present, I don’t speak English
d__________
, but I understand simple
texts and conversations. In my future professional career and my personal life I want to
e_______________
and I want to
f_______________
.
A
B
José Venegas is from Pachuca. He is 26 years old. He lives in Mexico City now. He is a
chef in the Lux Hotel. It is a small hotel with 34 rooms, near the main square, the Zócalo.
Today is Sunday and José does not work on Sundays and Mondays. He is in Chapultepec
Park with your wife, Isela. They are with their two
sons
children
, Antonio and Martha.
José Venegas is 26 years
old / 26
. He is from Pachuca, but he
don’t lives
doesn’t live
there now. He work
s
at the Lux Hotel in Mexico City, near
of
the Zócalo. There
is
are
34
rooms in the hotel. José is
a / the
chef. He speaks English. Today
it
is Sunday and José
don’t works
doesn’t work
.

Is
He’s / He is
in Chapultepec Park with
your
his
wife Isela and
their two children, Antonio and Martha.
Write a short text about a relative or friend. Then, in pairs, read your texts and identify and correct
any errors. Are some of your errors your typical, repeated errors? Note them and practice the
correct forms.
3

MEXICO AND HIDALGO IN ENGLISH
20
T
This questionnaire mixes the professional and the personal, but they are often connected – vacations abroad
usually depend on a successful working life with a good income, while study abroad and emigration as a
professional (not an illegal!) depends on an ability to speak English. When you check with Ss, elicit as much as
you can about their plans and ambitions.
Get Ss to do this individually and then compare their texts in pairs or small groups. There should be differences
in content that generate some discussion.
<RXPLJKWZDQWWRGLVFXVVWKHTXHVWLRQRIFRPPXQLFDWLRQDQGHUURUVZLWK6VEULH?\LQ6SDQLVKDIWHUWKH\KDYH
read the 2 texts. Both are generally comprehensible, but B is full of errors, some interfering with intelligibility,
especially if it were a spoken text, not a written one.
,IVRPHSDLUVEHWZHHQWKHPFDQ?WHYHQLGHQWLI\PRVWRIWKHHUURUVDQGWKLQNPDQ\FRUUHFWWKLQJVDUHHUURUVLW?V
already time to give them an early “wake-up call”. Now is the moment to “pull up their socks” and put more time,
effort and plain concentration into learning English – and biology, geography, math, etc.!
,Q IDFW WKLV QH[W WDVN JLYHV WKHP WKH RSSRUWXQLW\ WR VKRZ WKH\?UH ?SXOOLQJ XS WKHLU VRFNV? DQG DW OHDVW DIWHU
checking with a partner, not leaving many basic errors in their text.
While Ss should be encouraged to communicate, they must reduce their errors and eliminate repeated ones
IRVVLOL]HGRUIRVVLOL]LQJHUURUVWRGRVRHIIHFWLYHO\7KLVVHFWLRQIRFXVHVRQ6V?DZDUHQHVVRIEDVLFHUURUVLQJHQHUDO
and on their own repeated errors. It aims to develop their ability to correct basic errors and gradually eliminate their
own repeated errors.
1
1
2
2
English for your life
Autonomous learning
3

21
CHECKPOINT
English for your life
Complete the website with ONE word from the box in each space.
Quebec is the capital of
a
________ Province of
Quebec in Canada. The city has
b
________
population of about 520,000 and there
c
_______
over 700,000 inhabitants in the metropolitan
area. Founded in 1608, Old Quebec
d
________

a UNESCO World Heritage Site. The city is on the
Saint Lawrence River, connecting the Great Lakes
to the Atlantic Ocean.
e
________ economy today
depends principally on transportation, administrative
BOEmOBODJBMTFSWJDFTJOEVTUSZ
f
________ tourism.
Most inhabitants of Quebec
g
________ French and
English, and a typical ‘Quebecois’ (inhabitant of
Quebec)
h
________ lots of French food.
i
________
is also a lot of historic architecture in the city. This
special French-Canadian atmosphere attracts many
tourists.
j
________ Quebec, a unique city!
American:
Excuse me.
a
____________ speak English?
Mexican:
Yes,
b
____________.
American:
Oh, good.
c
____________ a bank near here?
Mexican:
Yes,
d
____________ two. Turn right and Banamex is two blocks

and then HSBC is three blocks.
American
: Thank you.
e
__________ your son __________ English?
Mexican:
No,
f
@@@@@@@@@@@@@@@@@oCVUJOBOPUIFSmWFZFBST7BTBBQSFOEFS

inglés, ¿verdad, Juanito?
Juanito:
¡Sí! – Yes!
American:
Excellent! Goodbye, Juanito!
5IF.FYJDBOBOEUIF*UBMJBOnBHTBSFSFE@@@@@@@@@@BOE@@@@@@@@@@
Eric and Sandra have three __________, two __________ (David and Daniel) and a daughter (Laura).
I don’t __________ coffee and I __________ a lot of fruit.
Go __________ ahead for three blocks and turn right… no, not right – turn __________.
Tlaxcala is not big and modern. It is a __________ city. It is an __________ and historic city.
CHECKPOINT 1
1
it / there / they / the / a / an / your / his / her / its / their
is / are / eat / eats / speak / speaks / visit / visits / and / but
S
OUT
H
AMERIC
A
2
3
Complete the conversation with the necessary words.
Complete the sentences with ONE word in each space.
Quebec
1
2
3
4
5
the
a
are
is
Its
and
speak
eats
There
Visit
Do you
I do
Is there
there are
Does
he doesn’t
speak
white
children
drink
straight
eat
small
old
left
sons
green

CHECKPOINT
21
T
7KLVDVVLVWHG?OOLQDVVLVWHGE\KDYLQJZRUGVLQDER[LQYROYHVUHDGLQJFRPSUHKHQVLRQDVZHOODVJUDPPDWLFDO
and lexical competence. Those competences are evaluated through the selection of different grammatical and
lexical items for different contexts, including sometimes selection of the appropriate grammatical form (e.g.
eat
vs.
eats
). This is much closer to real, communicative use of grammar and vocabulary than traditional exercises on
DVLQJOHDUHDRIJUDPPDURUYRFDEXODU\,WLVDOVRVLPLODUWRWKHEHVWHOHPHQWDU\SUR?FLHQF\WHVWVHJ&DPEULGJH
KET). Note that the text itself could be an encyclopedia or Wikipedia text.
7KLV?OOLQUHTXLUHVPRUHJUDPPDWLFDODQGOH[LFDOFRPSHWHQFHIURPWKH6V?RZQKHDGVVLQFHWKH\KDYHWRJHW
the appropriate words and forms from their own heads, not from a box of options. However, the contexts should
be familiar from the material in this book, and should be clear enough from the logic of the conversation and the
photo.
7KLVLVDJDLQDQRSHQ?OOLQIRFXVHGPRUHRQOH[LFDOLWHPVEXWDOVRLQYROYLQJJUDPPDWLFDOFKRLFHV
The combination of exercise
1
DVVLVWHG?OOLQZLWKPL[HGJUDPPDWLFDODQGOH[LFDOLWHPV
2
RSHQ?OOLQIRFXVHG
on grammar) and
3
RSHQ?OOLQIRFXVHGRQYRFDEXODU\VKRXOGJLYH\RXXVHIXOLQIRUPDWLRQDERXWERWKWKHZHDNHU
and the stronger Ss.
Even at this early stage, vocabulary is such a large area that only a small sample of it can be tested. It would
be good, therefore, to follow up exercise
3
with more vocabulary activities such as team competitions or games.
This section is evaluative, helping Ss and Ts to see how learning is progressing. However, it should also be
developmental, helping Ss solve their problems and advance their learning of English. It is, therefore, suggested that
each exercise should be used in three stages:
1 Ss do the exercise individually.
2 They compare their answers in pairs or small groups.
<RXFRQ?UPWKHFRUUHFWDQVZHUVZLWKWKHZKROHFODVV
If you go round monitoring during stages 1 and 2, you can get an idea of what and how general the problems are.
$IWHUVWDJH\RXFDQWKHQGRVRPHIROORZXSFODUL?FDWLRQDQGSUDFWLFHLIQHFHVVDU\,WLVJRRGWRHOLFLWDGGLWLRQDO
H[DPSOHVUXOHVDQG?H[SODQDWLRQV?IURP6VLI\RXFDQUDWKHUWKDQGRLQJLWDOORUPRVWRILW\RXUVHOIWKXVGHYHORSLQJ
learner participation and autonomy).
1
2
3
CHECKPOINT 1
Check your English

22
CHECKPOINT
Montreal
0RQWUHDOLVWKHVHFRQGFLW\RI&DQDGDDIWHUa__________). The city has a
SRSXODWLRQ RI DERXWbBBBBBBBBBB PLOOLRQ ZLWK DERXW PLOOLRQ LQKDELWDQWV
LQ WKH PHWURSROLWDQ DUHD 0RVW SHRSOH LQ WKH FLW\ VSHDNc__________ and
(QJOLVKEXW(QJOLVKLVWKHIDPLO\ODQJXDJHRIRQO\DERXWd__________ % of
WKHLQKDELWDQWV7KHUHLVHQRUPRXVHFRQRPLFDQGFXOWXUDODFWLYLW\LQ0RQWUHDO
There are many eBBBBBBBBBBBBBBBLQFOXGLQJ0F*LOO&RQFRUGLDDQGO?8GH0
PXVHXPV FXOWXUDO HYHQWV DQG IHVWLYDOV 7KH HFRQRPLF DFWLYLW\ LQFOXGHV EDQNLQJ DQG ?QDQFH
FRPPHUFHWRXULVP?OPSURGXFWLRQDQGGLYHUVHPDQXIDFWXULQJfBBBBBBBBBBEDVHGLQ0RQWUHDO
with engineering and production sites in g______________ countries, is a world leader in aerospace
and rail transportation.
Apply your English
Investigate on the Internet and complete the following texts1
Bombardier
%RPEDUGLHUWKHRQO\PDQXIDFWXUHURIh__________and trains in
WKHZRUOGKDVIRXUVLWHVLQ0H[LFR0H[LFR&LW\$GPLQLVWUDWLRQ
+XHKXHWRFDLQWKH6WDWHRI0H[LFR&RPSRQHQWV
iBBBBBBBBBBBBBBB5DLO7UDQVSRUWDWLRQDQGj_______________
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LQ0RQWUHDODQGRWKHU&DQDGLDQFLWLHV
2You are at an International Student Congress in Montreal. The only languages permitted are English
and French. You are not you, not Mexican! Create your new personality in the table below and in your
head.
…name
…nationality
…hometown
…family
…school/university
…age
Your new…
Now join the party, meet other participants in the Congress and exchange personal information!
3Write a brief description of your institute or university school for the Montreal Congress website.
Toronto
1.6 to 1.9
French
18-19
universities
Bombardier
26
planes,
Cd. Sahagún Querétaro

CHECKPOINT
22
T
The instructions make it clear that this should be homework, with online research of the missing facts. Obviously,
the statistics here will vary according to the source and will gradually change over time.
+HOS6VFRPSOHWHWKHLU?QHZSHUVRQDOLW\?ZLWKDQH[DPSOHRQWKHERDUGSHUKDSVOHDYLQJLWIRUKRPHZRUNVRWKDW
they can think about it and do some research. When you actually do the role-play in class, demonstrate with a
strong S, get two pairs of strong Ss to demonstrate and then get the whole class to do it. After the practice, ask
about any very interesting or exotic Ss at the Congress.
This may be better done in pairs or small groups rather than individually (unless you want to collect all the
individual descriptions, check them and give individual feedback).
This section involves all four communicative skills as well as grammar and vocabulary. It is mainly to get Ss to actually
use their English, but as they do so, they (and you) should also have some awareness of how they are managing and
what they need to work on more.
1
2
3
Apply your English

23
TRAVEL AND TOURISM
1
Why are France, the USA, China, Spain and Italy the top 5 for foreign visitors?
Why do Britain and Germany have more foreign visitors than Mexico?
Do you have any suggestions to increase foreign tourism in Mexico?
UNIT 3
TRAVEL AND TOURISM
LESSON 1 Global travel and tourism
Real Use of English1
In groups, discuss the tourist attractions of these countries:
$PNQMFUFUIFUBCMFCFMPXXJUIUIFmWFDPVOUSJFTJOUIFCPYBCPWF5IFOSFBEUIFBSUJDMFBOEDIFDL
Italy France Mexico USA Spain
2
Student 1: I think Italy has scenic areas. I don’t think it has theme parks.
Student 2: And there are many historic cities in Italy. For example…
*(2*5$3+< sunny beaches, scenic areas, snowy mountains for skiing…
&8/785( archaeological sites, historic cities, famous museums, festivals…
27+(5$775$&7,216 theme parks, casinos, spectacular shows, shopping…
7+(:25/'?67237285,67&28175,(6
THE TOP TEN
China
Turkey
Britain
Malaysia
Germany
Second in the list of the world’s top tourist destinations is the USA.
Surprised? Does it have any attractions to compare with the Louvre, the
Vatican or Copacabana Beach? Well, it has New York’s skyscrapers,
museums and theaters, Las Vegas’s casinos and shows, Florida’s theme
parks and sunny beaches, Hawaii, many ski resorts, the Grand Canyon,
Niagara Falls and much more.
Which country is number one? France. It has some really famous
attractions too, and it has an abundance of history and culture. It also has
rich countries, full of potential tourists, across its borders, north, south,
east and west.
Number three is China. Surprised again? Well, think of that country’s
NBHOJmDFOU TDFOFSZ GSPN UIF )JNBMBZBT UP UIF 1BDJmD JUT (SFBU 8BMM
pagodas, palaces and the fantastic modern buildings in its major cities.
*OGPVSUIBOEmGUIQMBDFBSF4QBJOBOE*UBMZBOE.FYJDPDPNQMFUFTUIF
top ten.
Yes, Mexico comes after Turkey, Britain, Germany and Malaysia! Mexico
has some fantastic beaches, archaeological sites and colonial cities, but
there aren’t any rich countries just across its borders or very close, except
the USA. And, probably, like many countries, Mexico needs to change
some things in its tourist industry.
1
2
3
4
5
6
7
8
9
3Consider these questions individually. Then discuss your ideas in pairs or groups.
a
b
c
France
USA
Spain
Italy
Mexico

TRAVEL AND TOURISM
23
T
UNIT OBJECTIVES:
To consolidate and develop English as the main classroom language.
To consolidate the development of the four communicative skills as the main goal of the course.
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BOEMFTTPOTZMMBCVT TFFUIFTZMMBCVTBOEUPQSPEVDFJUJODFSUBJODPNNVOJDBUJWFBDUT

Identify the places in the photos and the countries they are in. Check the vocabulary in the Geography-
Culture-Other attractions section with the Ss, noting the cognate nature of many words, giving examples or
VHHLQJLI6VFDQJLYHWKHPHJ$FDSXOFRDQG&DQF~QIRU?VXQQ\EHDFKHV?&DxyQGHO&REUHDQG/D+XDVWHFD
IRU?VFHQLFDUHDV?7HRWLKXDFiQDQG3DOHQTXHIRU?DUFKHRORJLFDOVLWHV?3RSRDQG,[WDIRU?VQRZ\PRXQWDLQV??
but not for skiing!) Read out the Italy example and complete it with:
)RUH[DPSOH5RPH)ORUHQFHDQG9HQLFH
.
Monitor the weaker groups and help them. After groupwork, get Ss to tell the whole class what their group said
about Italy, France, Mexico, the USA and Spain.
If there were some repeated, basic mistakes in the groupwork, you may want to do some remedial work
on them now or in the following class. (For example, if many Ss have been saying
7KHUHLVPDQ\WKHPH
parks
/
$UHPDQ\WKHPHSDUNV

etc., some work on
There is/are
would be appropriate). This is the approach
of Task-Based Learning (and Text-/Content-/Skills-Based Teaching) – focus on language problems
after

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work on a single area of language, and then get it wrong when it really matters – in real, free, communicative
XVHRIWKHODQJXDJH5HPHGLDOZRUNPD\LQFOXGHHOLFLWDWLRQRIUXOHVDQGH[DPSOHVIURP6V?OOLQH[HUFLVHV
LGHQWL?FDWLRQDQGFRUUHFWLRQRIPLVWDNHVLQWKH6V?RZQVHQWHQFHVZKLFK\RXKDYHFROOHFWHGDQGZULWWHQXSRQ
the board.

The initial, speculative, completion of the table can be done in pairs. Check on the opinion of different pairs.
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positions of countries in the table surprised them. You could clarify the contrast between Mexico, with only
rich USA and poor Central America across its borders and, for example, France, which borders with Belgium,
*HUPDQ\,WDO\6SDLQDQGWKH8.DOOULFKFRXQWULHVRUOHDYHWKLVFODUL?FDWLRQIRU([

If your class is very weak, do this with the whole class, eliciting ideas and giving a lot of input of yourself, but
groupwork is preferable if possible. Note:

a
All 5 countries have many big attractions. France, Spain and Italy also have rich countries near them.

b
There are rich countries near them, and they have some big attractions.

c
5HGXFHYLROHQFHSURPRWH0H[LFR?VDWWUDFWLRQVLQRWKHUFRXQWULHVSURYLGHPRUHWRXUVDQGIDFLOLWLHV?"
Real Use of English
1
UNIT
3
1
2
3
4
5
1
2
3
TRAVEL
AND
TOURISM
LESSON 1
Global travel and tourism

24
TRAVEL AND TOURISM
7KHFLW\?VDWWUDFWLRQV
jazz stores skyscrapers casinos museums exotic hotels theaters
7KHFLW\?VZHDWKHULQZLQWHU
very cold, no rain cold, rain and snow not very cold, lots of rain
7KHFLW\?VZHDWKHULQVXPPHU
hot, sun, frequent rain hot, no rain not very hot, lots of rain
C
A
Study the notes (A, B, C) and match them with the pictures. Which city do you prefer?1
Population: 8.4 million (city), 18.9 million (metropolitan area).
Climate (averages) – January: -2 to 5°C; 93 cm of rain + 20 cm of snow; 163 hours of sun

– July: 20 to 30°C; 117 cm of rain; 268 hours of sun
Attractions: skyscrapers, museums, theaters, Statue of Liberty, etc.
Population: 3.8 million (city), 12.8 million (metropolitan area).
Climate (averages) – January: 9 to 20°C; 80 cm of rain; 225 hours of sun

– July: 16 to 26°C; 0.3 cm of rain; 364 hours of sun
Attractions: Disneyland, Universal Studios, Hollywood Boulevard, etc.
Population: 585,000 (city), 2 million (metropolitan area).
Climate (averages) – January: 4 to 14°C; 14 cm of rain; 245 hours of sun

– July: 27 to 40°C; 0.5 cm of rain; 391 hours of sun
Attractions: theme hotels, casinos, shows (e.g. Cirque du Soleil), etc.
B
Los Angeles
Las Vegas
I want to visit Oaxaca. What attractions…..? In winter, is it…..? Are there…..? Does it…..?
New York
sun
rain
snow
cold
hot
In groups, ask and answer questions about a Mexican city with many tourists (Cancún, Guanajuato,
Oaxaca, Puerto Vallarta…). Two of you are American and the others are their Mexican friends.
*OQBJSTXSJUFGPVSPSmWFTFOUFODFTXJUIJOGPSNBUJPOGPSGPS
FJHOUPVSJTUTBCPVUB.FYJDBODJUZ
Notice:
0º
10
º
20
º
30
º
0º
10º
20º
30º
0º
30º
B
C
A

Weather vocabulary

Noun:

rain / snow / sun

–
There’s a lot of rain / snow / sun.

Adjective:

rain
y

/ snow
y

/ sun
ny

–
It’s very rainy / snowy / sunny.
Part 1: Listen to a travel agent talk about tourist destinations in the USA. What city in particular
does he recommend?
Part 2: Listen again and select the correct answers for that city with checks ( ) in the boxes.
212
13

TRAVEL AND TOURISM
24
T
*HW6VWRGLFWDWHVHQWHQFHVDERXWVD\3XHEODWR\RXDQGZULWHWKHPRQWKHERDUG?UVW(UDVHWKHPEHIRUH6V
VWDUWZRUNLQJLQSDLUV:KHQ\RXFKHFNVRPHRIWKH6V?VHQWHQFHV\RXFRXOGFRQYHUWVRPHVHQWHQFHVIURP
rain
,
etc., to
UDLQ\
HWFRUYLFHYHUVD7KHUH?VDORWRIUDLQLQ&XHW]DODQ&XHW]DODQLVYHU\UDLQ\$FDSXOFRLVYHU\VXQQ\

Acapulco has a lot of sun.
The United States has many great tourist destinations – spectacular scenery, theme parks, sunny
beaches and ski resorts in snowy mountains, and there are also some great cities.
San Francisco has a famous bridge and Chinatown. Las Vegas has its exotic hotels, casinos and
VKRZV1HZ2UOHDQVKDVLWV)UHQFK4XDUWHUMD]]DQGIRRG:DVKLQJWRQKDVVRPHIDEXORXVPXVHXPV
But I specially recommend New York.
,W?V
the
$PHULFDFLW\DQGLW?VFRVPRSROLWDQZLWKLPPLJUDQWFRPPXQLWLHVDQGSHRSOHIURPDURXQGWKH
world. Among its many attractions are its skyscrapers, including the Empire State Building (over 80
\HDUVROGWKH6WDWXHRI/LEHUW\RYHU\HDUVROGVRPHRIWKHZRUOG?VPRVWIDPRXVPXVHXPV
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,I \RX YLVLW 1HZ<RUN LQ ZLQWHU EULQJ ZDUP FORWKHV ,W?V FROG ? IUHTXHQWO\ EHORZ ]HUR FHQWLJUDGH ?
DQGZHWZLWKUDLQDQGVQRZ,QVXPPHULW?VXVXDOO\KRW?IUHTXHQWO\DERYHGHJUHHVFHQWLJUDGH
occasionally 40 – and sunny, but with frequent rain. So, there you are – my recommendation is New
<RUNVXPPHURUZLQWHU%XW,?P
from
New York!
LISTENING SCRIPT:

With the density of information here, it is best to leave this task as homework and check it in the next class,
clarifying where necessary (Ss who progress to higher education, hopefully most, will need to deal with dense
information like this). Time, cognate vocabulary and vague general knowledge of Los Angeles, Las Vegas and
New York should enable Ss to do the simple matching task successfully.

3OD\WKH&'?UVWMXVWIRUWKHWDVNRIQDPLQJWKHFLW\UHFRPPHQGHG?1HZ<RUN7KHQSOD\LWDJDLQSHUKDSVWZLFH
for Ss to check the information about NY. Ask if any S knows NY or has relatives or friends there (or in LA or LV).

Demonstrate with one or two strong Ss, talking about Oaxaca. Get one or two groups of mostly strong Ss to
demonstrate about cities not in the list, e.g. San Cristóbal or Acapulco, then do groupwork. Monitor as unobtrusively
as possible, paying special attention to the weaker Ss. If they are making many basic, repeated mistakes, help them,
or even stop the practice for a moment, give examples of the mistakes and get (the stronger) Ss to correct them.
Then get the Ss practicing again.
1
2

25
TRAVEL AND TOURISM
Mexico has….. There aren’t…..in Mexico. Does Mexico have…..? Yes, it does. For example… etc.
My father’s favorite vacation activity is sleeping!
I have a brother and a sister. My brother’s name is Juan and my sister’s name is Ana. Juan’s favorite…..
Cancún’s beaches attract many tourists. Many tourists visit Oaxaca’s…..
Notice:
1
Focus on Language
2
Read the article on page 23 again,
The World’s Top Tourist Countries.

Underline
the examples of
some
and
any.
Check in pairs.
Grammar
Complete these sentences.
2
Does the USA have _______ tourist attractions to compare with Europe? Yes, it does.
For example, it has _______ of the world’s most famous theme parks – Disney, Epcot, Universal…
Mexico has _______ great attractions, but there aren’t ______ rich countries across its borders, except the USA.
Do you have _______ ideas to increase foreign tourism in Mexico? Yes, I have _______ really good ideas!
In winter, France doesn’t have _______ hot, sunny beaches, but it has _______ excellent mountain ski resorts.
a
b
c
d
e
3
In pairs or groups, talk about Mexico. What tourist attractions does it have and what doesn’t it have?
Consider the things in the box and other things.
Look at these sentences. Continue underlining the possessive phrases and analyzing the structure.
In groups, talk about your family and their favorite vacation activities (see the box for some ideas).
In pairs, write 4 or 5 more sentences about some of Mexico’s tourist cities.
historic cathedrals spectacular skyscrapers world famous cultural festivals world famous theme parks
mountain ski resorts world famous museums world famous archaeological sites spectacular scenic areas
historic cities hot, sunny beaches in winter world famous sports events medieval castles
swimming visiting historic places eating in restaurants shopping playing video games dancing sleeping!
4
The world’s top tourist destination
is France. (the world’s + top tourist destinations)
Cancún is one of Mexico’s splendid beach resorts. (Mexico’s + __________________________)
New York’s skyscrapers are a big tourist attraction. (____________+ skyscrapers)
The city’s weather is extreme, very cold in winter and very hot in summer. (___________ + __________)
Many tourists visit Macy’s Store in Manhattan. (____________ + ____________)
My brother’s restaurant, in downtown Oaxaca, depends on tourists. (______________ + ____________).
Look at these photos of Laura’s vacation – in Paris! (____________ + ____________).
a
b
c
d
e
f
g
5
6
any
any
any
any
some
some
some
some
splendid beach resorts
New York’s
The city’s
Macy’s
store
My brother’s
Laura’s
vacation
restaurant
weather

some-any
Some

indicates

BOJOEFmOJUFOVNCFSPGUIJOHT
(I write
some
text messages every day)
OR a selection of

things but not all
(I answer some e-mails – only the e-mails from my friends).
Any
with a negative verb =

no

XJUIBOBGmSNBUJWFWFSC
I don’t have
any
e-mails. = I have
no
e-mails.
As a negative at the beginning of a sentence, use

No

(
not

Any):

No
beaches in Canada are hot in winter.

TRAVEL AND TOURISM
25
T
1
2
Focus on Language
2

After pairs have checked the text and underlined the examples, get Ss to dictate the sentences with
some
and
DQ\
to you, and write them on the board:
Does it have
any
DWWUDFWLRQVWRFRPSDUHZLWKWKH/RXYUHWKH9DWLFDQRU&RSDFDEDQD%HDFK"
It has
some
really famous attractions too, and it has an abundance of history and culture.
Mexico has
some
IDQWDVWLFEHDFKHVDUFKDHRORJLFDOVLWHVDQGFRORQLDOFLWLHVEXWWKHUHDUHQ?W
any
rich countries
just across its borders or very close, except the USA.
Tell Ss to examine the sentences. Then ask if any Ss can see the general rule for
some
and
DQ\
from the
sentences on the board, or already know it.

Erase the sentences, if they are still on the board, before getting Ss to do this exercise. Probably best done in
pairs.

Obviously, this is speaking practice of
some
/
DQ\
. If necessary, get strong Ss to produce a few examples in front
of the whole class before pair or group work.

This kind of consciousness-raising or guided discovery task can help Ss to become autonomous language
learners (it is to be hoped that many will also one day be autonomous learners of professional or occupational
knowledge and skills with a similar inductive approach). After checking the analyses with the whole class, you
FRXOGZULWHWKHPRQWKHERDUGLQWZRFROXPQVWKH?UVWKHDGHG?3RVVHVVRU?DQGWKHVHFRQG?3RVVHVVLRQ?<RX
could also show how the structure matches possessive adjectives:
3HWHU?VERRN?+LVERRN0DU\?VKRXVH?+HU
KRXVH
Get Ss to produce more examples, in complete sentences.

As usual, demonstrate yourself and get strong Ss to give examples before doing groupwork.

Before pairwork, get a few more examples from Ss.
3
4
Notice:

Although it is early to mention
no
, it is an essential component of the grammatical system
VRPHDQ\QR
Also, mistakes like “
Any
beaches in Canada are hot in winter” are often fossilized
in the English even of advanced learners so the use of
DQ\
vs.
no
is something to focus on
occasionally, again and again.
Grammar
Even if they generally avoid them, almost all EFL teachers are familiar with Grammar-translation and Grammar-
explanation approaches to focus on language, which go back centuries – to the dawn of second language teaching!
Most are also familiar with PPP (Presentation-Practice-Production) approaches, which go back at least 60 years
to the middle of the 20
th
century (in Structural-Situational and other methodology). Fewer are familiar with modern
approaches based on the last 30 more years of Second Language Acquisition and Teaching research and practice,
adopted by Task-Based Learning and other progressive ELT, recommended in the Common European Framework
RI5HIHUHQFHDQGUH?HFWHGLQPRGHUQSUR?FLHQF\WHVWVOLNH&DPEULGJH.(73(7)&(DQG72()/L%7DQG72(,&
These are generally inductive in nature (though PPP, especially the Practice and Production stages, may have a
place), helping Ss to discover things for themselves and become more autonomous in their learning. That kind of
methodology has been used frequently in Units 1 and 2 of MIR, but Exercises 1-2 and 3-4 here are particularly clear
examples.
5
6

26
TRAVEL AND TOURISM
0º
10
º
20
º
30
º
0º
10
º
20
º
30
º
0º
10º
20º
30º
0º
10º
20º
30º
In pairs, write the missing weather vocabulary under the pictures.1
cloud / cloudy
cool
wind /
warm

/ snowy
dry
0º
10º
20º
30º
Complete the texts with weather words.
2
In summer in central Mexico, it is usually s________ and d_____ in the morning and c________ and r________
in the afternoon.
In Acapulco, it is usually _____and ________. Occasionally, there is a lot of _______________ and _______,
especially when there is a hurricane.
Pachuca’s nickname is La Bella Airosa (The Beautiful _________ City) because there is frequently a lot of
_________ in the city. Chicago’s nickname is also The __________ City.
In winter, it is possible to ski just two hours by car from downtown Los Angeles because it is very _______ in
the mountains and there is a lot of ________.
Here, at the moment, the weather is ___________________________________________________________
a
b
c
d
e
3
Complete the text with words from the box.
airports attractions beaches borders buildings resorts shows sites theme travel weather
Vocabulary
sun
/
sunny
rain
/
rainy
windy
hot
cold
snow
unny
hot
sunny
Windy
Windy
wind
snow
cold
[Whatever the weather is like outside your classroom].
cloud / wind
rain
ry
loudy
ainy
*UBMZJTOVNCFSmWFJOUIFMJTUPGUIFXPSMETUPQ
a
__________ destinations. It has many tourist
b
_____________,
including some very famous ones like the Vatican, Florence and Venice. The
c
__________ in Italy varies,
but in summer it is hot in the north and the south of the country. Many vacationers go to the many sunny
d
____________ in summer. Summer and winter, they visit Italy’s beautiful old cities, with their historic
e
____________, including churches and cathedrals, palaces, Roman ruins and archaeological
f
__________.
For the winter, there are also some excellent ski
g
___________ in the mountains in the north, the Alps. Italy’s
UPVSJTUJOEVTUSZCFOFmUTGSPNSJDIDPVOUSJFTKVTUBDSPTTJUT
h
___________ (France, Switzerland and Austria)
or very close, like Germany. Italy also has 31 international
i
__________, including two for Rome. With all the
things Italy offers, it does not really need
j
__________ parks, spectacular
k
__________ or casinos to attract
tourists – but it has some.
travel
weather
attractions
beaches
resorts
borders
airports
theme
shows
buildings
sites
Notice:

weather vocabulary
Rain

and

snow

have verb forms in addition to noun and adjective forms: There is a lot of

rain

in Chiapas.
It is very

rainy

in Chiapas. It

rains

a lot in Chiapas, but it

doesn’t rain

much in Sonora.

TRAVEL AND TOURISM
26
T
1
2
This extends weather vocabulary and builds on the note at the bottom of page 24. Again it requires Ss to think a
bit, noting the addition of –y to turn weather nouns into weather adjectives.
There may be more than one option in some cases (e.g. cloud or wind in
b
), so be prepared for these when you
check with the whole class. From now on, your introductory chat with Ss at the beginning of each lesson can
include comments on the weather:
'R\RXOLNHWKHZHDWKHUWRGD\"1R,GRQ?W?LW?VFROGDQGZLQG\
9HU\?%ULWLVK?
As usual, when there is one vocabulary (or grammar) exercise after another in the material (the teaching
resources), you need to break them up. One way to do that is to divide the exercises between two or more
lesson plans. Alternatively, if you want to use them all in one lesson plan, you can insert a different type of
activity between exercises. A skills activity (listening, speaking, reading, writing or a combination) is usually most
appropriate, taking the focus off the language for a while and putting it back on communication. Here, between
exercises 2 and 3, you could get groups to talk about the time of year (spring – March-May, summer – June-
August, fall/autumn – September-November, winter – December-February) they prefer because of the weather,
write their conclusion and present it, e.g.
:HOLNHWKHIDOO,WLVQ?WYHU\KRWRUFROG7KHUHLVQ?WPXFKUDLQDQGLW?V
VXQQ\7KHFRXQWU\VLGHLVJUHHQ
Or you could photocopy a text for them to read and discuss, e.g. on places with
extreme weather.
This task involves selecting travel and similar vocabulary to complete a text, i.e. it involves reading comprehension,
knowing the basic meanings of words and knowing their typical collocations. Vocabulary is useful only if people
can use it in communicative discourse, when listening, speaking, reading and writing.
7PDBCVMBSZ
3

27
TRAVEL AND TOURISM
Read the article again and answer the questions.2
The Mexican Ministry of Tourism
(SECTUR) statistics for international
arrivals at Mexican airports are very
interesting. From November 1st to April
30th (the main tourist season, when it is
cold in the United States, Canada and
Europe), Cancún has most arrivals!
But for the complete year, it is 100,000
below Mexico City’s 4.9 million. In third
place is Guadalajara and in fourth Los
Cabos, both with over a million. Puerto
7BMMBSUB JT mGUI XJUI VOEFS B NJMMJPO
(but double the international arrivals in
Monterrey).
Mexico City, with its history, cultural
attractions and economic activity, is
naturally a big international destination,
but Cancún, and the Costa Maya, is
clearly Mexico’s vacation mecca now.
Acapulco, Mexico’s premier resort
until the 1970s, now has only 19,000
international arrivals annually.
3
Here are two day trips from Cancún. Which photos (A-D) match which trip? Which trip do you prefer?1
Real Use of English
1
Match the annual numbers of international arrivals (a-e) and the
5 top Mexican airports. Guess! Then read the extract from an
article and check.
AIRPORT
FOREIGN ARRIVALS
Cancún
4.9 million
4.8 million
1.2 million
1.1 million
880,000
1
.
1 million
Guadalajara
Los Cabos
Mexico City
Puerto Vallarta
a
b
c
d
e
Is Mexico City or Cancún number one in international arrivals in the winter? And in the summer?
Why is November to April the main tourist season in Cancún (and other Mexican beach resorts)?
Which has more foreign visitors, Guadalajara or Monterrey? Why do you think that is?
Why does Mexico City have many foreign visitors? Have you visited the historic center of Mexico City?
a
b
c
d
A
B
C
D
Xplor Adventure Park-
US$124
Duration:
KRXUV
Departure time:
WRDPKRWHOSLFNXS
Return time:
WRSPKRWHOGURSRII
Included:
Bus transportation, lunch, entrance
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swim)
Chichén Itzá-
86
Duration:
12 hours
Departure time:
WRDPKRWHOSLFNXS
Return time:
WRSPKRWHOGURSRII
Included:
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ELOLQJXDOJXLGHVZLPLQDVLQNKROHSRRO
FHQRWHEXIIHWOXQFKDQGIRONGDQFHVKRZ
entrance fee to the archaeological site
LESSON 2
Mexico’s vacation paradise
4.8 million
1.2 million
4.9 million
880,000
Cancún. Mexico City.
It’s cold in USA, Canada and Europe – people there want hot, sunny beaches in winter.
It has many historic and cultural attractions and a lot of economic activity.
Guadalajara. It has many historic, colonial buildings, cultural attractions, etc., and Monterrey doesn’t. It’s
warm and sunny in winter, and Monterrey frequently isn’t.
B and C
A and D

TRAVEL AND TOURISM
27
T

0DNHVXUH6VKDYHWKHLUERRNVFORVHGZKHQ\RXVWDUWWRKDQGOHWKLVWDVN3XWWKHWDEOHDQG?JXUHVRQWKHERDUG
VRWKDW6VGRQ?WQHHGWRRSHQWKHLUERRNVZKHUHWKHDQVZHUVDUHLQWKHWH[W7KHLQLWLDOJXHVVLQJFRPSOHWLRQRI
the table could be done in pairs.
7KHQJHW6VWRRSHQWKHLUERRNVUHDGWKHWH[WDQGFKHFNWKHLUJXHVVHV$VNLIWKH\?UHVXUSULVHGE\WKHVWDWLVWLFV?
0H[LFR&LW\DQG&DQF~QZLWKDOPRVWWKHVDPHQXPEHURILQWHUQDWLRQDODUULYDOV$FDSXOFRZLWKYHU\IHZQRZDGD\V
If any Ss have comments and observations, welcome them, and help them express their ideas in simple English.

$JDLQWKLVLVSUREDEO\EHVWGRQHLQSDLUV7HOOWKHPWR?QGWKHDQVZHUVLQWKHDUWLFOHUHSHDWLQJWKHH[DFWZRUGV
RIWKHDUWLFOHLIDSSURSULDWH$IWHUFKHFNLQJWKHRWKHUTXHVWLRQVZLWKWKHZKROHJURXSDVNDERXW6V?NQRZOHGJHRI
the center of Mexico City. If some have never been there (or to the Museo Nacional de Antropología, etc., etc.,
HWFHQFRXUDJHWKHPWRJRVRRQ?8$(+VWXGHQWVVKRXOGDOONQRZWKHLUQDWLRQDOFDSLWDOIDLUO\ZHOO?LW?VRQO\DQ
hour or two and $200-300 away! What do they have to say to educated foreigners in English (or Spanish) if they
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*HW6VWRGRWKHWH[WSKRWRPDWFKLQJZLWKRXWFODUL?FDWLRQRIWKHWH[WVDVDUHDGLQJFRPSUHKHQVLRQWDVN7KHQ
JRWKURXJKWKHWH[WVFODULI\LQJDQ\GRXEWVRIZKLFKWKHUHVKRXOGQ?WEHPDQ\UHPHPEHUWKHZKROHWLPHWHOOLQJ
V\VWHPLVQRWEHLQJWDXJKWKHUHIRUSURGXFWLRQMXVWUHFRJQLWLRQZKLFKLVPDLQO\DPDWWHURIQXPEHUV'RQ?W
VSHQGPXFKWLPHRQ6V?SUHIHUHQFHIRURQHWULSRUWKHRWKHUXQOHVVWKH(QJOLVKLV?RZLQJIDLUO\ZHOOHYHQZLWK
mistakes).
Real Use of English
1
1
2
3
LESSON 2
Mexico’s vacation paradise

28
TRAVEL AND TOURISM
In groups, talk about what you know about the Yucatán Peninsula (Cancún, Isla Mujeres, Playa
del Carmen, Cozumel, Xel-Há, Tulúm, Chetumal, Valladolid, Chichén Itzá, Izamal, Mérida, Puerto
Progreso, Uxmal, Campeche…). You don’t know much? In that case, investigate for the next class!
You are on a day tour from Cancún. Most of the tourists are American or Canadian. Listen to the
guide on the bus. Complete the notes.
Read this tourist brochure text about Mérida. In pairs, underline the six errors in English, one in each
sentence. Then correct the text.
1
1
Student 1: I know Mérida. My aunt and uncle live there.
Student 2: OK, so what is there in Mérida? What does it have?
Student 1: Well, it has a big square in the center, and a big cathedral.
Student 3: Are there any beaches?
Student 1: No, but Progreso and Chicxulub are…
We are now _____________ kilometers from
_____________.
The time is _____________.
We have _____________ minutes in the
archaeological site.
We depart at exactly _____________ for
_____________.
Lunch is in _____________.
14
two

;HO+i
;HO+i
Tulum
Mérida is an a beautiful colonial city
and the capital of the State of Yucatán.
The city’s cathedral is over 400 years age old. It dominates the splendid
central square. There are many museums on in the city. Four museums
has have exhibitions of Mayan archaeology and culture. Mérida doesn’t
have some any beaches, but Progreso and Chicxulub are
30 minutes from the city. It is also only 50 kilometers of
from Mérida to the Uxmal archaeological site and 100 to
Chichén Itzá. Tradition’s Mérida Merida’s traditions (food,
costumes, music, dances) also attract cultural tourists.
Notice: have/has and have/has got
In the USA and Canada, have/has (Do/Does…have…? …don’t/doesn’t have…) are normal
They occur in Britain, Australia, etc. also, but have/has got (Have/has…got…? …haven’t/
hasn’t got…) are normal, They are common in the USA and Canada also – check American
pop songs! In informal conversation, people frequently omit have/has, especially in the
USA: (You) got a pen? No, but I got a pencil.

TRAVEL AND TOURISM
28
T
*XLGH

,VHYHU\ERG\KDSS\"
Tourists:

Yes!
*XLGH

'RWKH0H[LFDQVZLWKXVXQGHUVWDQG(QJOLVK"
Mexicans: Yes, we do! / No! / Sí entiendes. ¡Cállate!
Tourists:

Ha, ha, ha!
*XLGH

2.,W?VDQGZH?UHQRZWZRNLORPHWHUVIURP7XOXP:HKDYHRQHKRXULQWKH

DUFKDHRORJLFDOVLWHPLQXWHVZLWKPHDQGPLQXWHVIRU\RXWRH[SORUH,VWKDWFOHDU"

Tourists: Yes.
Guide:

The bus leaves again for Xel-Há at 11:30, exactly. People who are not here at 11:30 can

prepare to spend the night in Tulum with Mayan ghosts – phantoms!
Tourists:

Ha, ha, ha!
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$QGOXQFK"
*XLGH

$K\HV/XQFKLVLQ;HO+iDWWZRR?FORFN/RRNWKHUHLWLV?7XOXP?ZLWKWKHEOXH

sea and sky behind it! Always fantastic! OK. Have you got your hats, sunglasses, sun

EORFN?"
LISTENING SCRIPT:

:LWKOXFNDIHZ6VZLOONQRZDORWDERXW<XFDWiQRUVSHFL?FSODFHVLQWKHSHQLQVXOD,I\RXFDQLGHQWLI\WKHPDV
\RXSUHVHQWWKHDFWLYLW\\RXFDQGLVWULEXWHWKHPLQGLIIHUHQWJURXSV+RZHYHULI\RX?QGWKDWDOPRVWQRERG\NQRZV
anything much about Yucatán, get them to research it for homework and do the activity next class. Remember that
university English is not just about English grammar and vocabulary, but also about the educational development
of future Mexican professionals and skilled workers, Mexicans who know about their country and the world.
1
Tell Ss (quickly in Spanish) that, unfortunately, tourist brochures, menus, etc., quite often have errors in the
English, which can give a bad impression of Mexican tourist services. Even Ss like themselves can sometimes
VHHWKHVHPLVWDNHV7KHLUWDVNKHUHLVWR?QGDQGFRUUHFWVXFKPLVWDNHV$IWHU\RX?YHFKHFNHGWKHFRUUHFWLRQV
with the whole class, you could ask some comprehension questions:
:KHUH?V0HULGD"+RZROGLVWKHFDWKHGUDO"
:KHUH?VWKHFDWKHGUDO"
etc.
$VN TXHVWLRQV DERXW WKH LQVWUXFWLRQV DQG WKH LOOXVWUDWLRQ WR FKHFN 6V? XQGHUVWDQGLQJ RI WKH VLWXDWLRQ$JDLQ
remember that the whole time-telling system is not being taught here for production. This is for comprehension
and exposure only, basically a matter of recognizing numbers.
1

29
TRAVEL AND TOURISM

one

two

three

four

_________ _________ seven

eight _________ ten

mSTU

TFDPOEUIJSEGPVSUI

mGUI

TJYUI@@@@@@@@@

FJHIUI

OJOUI@@@@@@@@@

eleven

_________ thirteen ________ _________ __________ __________ eighteen _________ _________
@@@@@@@@@UXFMGUI@@@@@@@@@@@@@@@@@@@@@@mGUFFOUITJYUFFOUI@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@UXF
OUJFUI
Essential documents for international air travel are a
boarding pass (printed at home or collected at check-in with
a ticket or electronic booking), a passport and, for certain
countries, a __________.
To board a plane, passengers usually go through a passport
control and a security check, and at their destination they go
through _________________, baggage claim and customs.
Most __________ permit passengers to check in one case or
bag of up to 25 kilos (so it is necessary to pack carefully),
and to take one small bag on board the plane, plus items
bought in duty-free stores.
1
Focus on Language
2
Complete these sentences with the word
airlines, visa
or
immigration.
Vocabulary
a
b
c
Now complete the following sentences with one word in each space.
2
To visit the USA, Mexican citizens need a visa in addition to their _____________, but not for Europe.
Most airline bookings now are electronic, and there isn’t a printed ___________, only a boarding pass.
When you have your boarding pass, you can go through the passport control and ___________ _________.
At your destination, after immigration, you collect your bags at the ___________ ___________.
At _____________, there is possibly an x-ray check or a physical inspection of the contents of bags.
From November 1
st
to April 30
th
(the main tourist season, when it’s cold in the USA, Canada and Europe),
Cancún has most international visitors. The other six months, May 1
st
to October 31
st
, Mexico City has most.
November 1
st
. December 2
nd
. January 3
rd
. February 4
th
. March 20
th
. April 21
st
. May 23
rd
. June 25
th
.
When is your birthday, Clara? It’s on June 27
th
.
a
b
c
d
e
3
$PNQMFUFUIFDBSEJOBMOVNCFST POFUXPyBOEPSEJOBMOVNCFST
mSTUTFDPOEy4BZUIFOVNCFST
Read and listen to these two sentences.
Say these dates.
In groups, make a list of your birthdays.
4
5
6
15
Notice:

Dates
We
write

November 1

or

November 1
st
, June 3 or June 3
rd
,

etc.
We
say

/PWFNCFSmSTU+VOFUIJSE
etc. (the simple form), or

/PWFNCFSUIFmSTU+VOFUIFUIJSE

etc.

(or even

UIFmSTUPG/PWFNCFSUIFUIJSEPG+VOF

etc.).
visa
immigration
airlines
passport
ticket
security check
baggage claim
customs
nine
twelve
eleventh
mGUFFO
thirteenth
fourteenth
seventeenth
eighteenth
nineteenth
seventeen
nineteen
twenty
seventh
sixteen
tenth
mWF
six
fourteen

TRAVEL AND TOURISM
29
T
1
2
Focus on Language
2
7PDBCVMBSZ

7KLVLVPDLQO\DVLPSOHUHDGLQJFRPSUHKHQVLRQWDVNZLWKDIHZYRFDEXODU\?OOLQVWRFRQ?UPJHQHUDOFRPSUHKHQVLRQ
But, at the same time, it extends travel vocabulary in preparation for the next exercise.

This exercise now requires use of that other vocabulary, a sort of transfer task – reading the words in
1
and then
using them in
2
. That process is precisely one way we learn new vocabulary autonomously – meeting it in reading
or listening and then trying to use it in writing or speaking.

Get Ss to notice that the regular ending for ordinal numbers is –
th
(with a few spelling and pronunciation
PRGL?FDWLRQV?HJ
?
f
th
,
WZHQW
ie
th
), and
?UVW
,
second
and
third
are the only irregular forms. You could go through
the class list (Ss are presumably in alphabetical order): Teacher:
:KR?V?UVWRQWKHOLVW"
S:
,DP
Teacher:
2.?
VD\?,?P?UVWRQWKHOLVW?
S:
,?P?UVWRQWKHOLVW
Teacher:
2.&RQWLQXH?VHFRQG"
S:
,?PVHFRQGRQWKHOLVW
etc.

0RGHOWKHSURQXQFLDWLRQIRU6VVD\LQJWKHGDWHVDV?1RYHPEHU?UVW??$SULOWKLUWLHWK??0D\?UVW?DQG?2FWREHUWKLUW\
?UVW?1DWLYHVSHDNHUVVD\GDWHVLQGLIIHUHQWZD\V
$SULOWKLUWLHWK$SULOWKHWKLUWLHWKWKHWKLUWLHWKRI$SULO
and even
$SULOWKLUW\

These exercises consolidate dates, quite mechanically in Exercise 5 but quite communicatively in Exercise 6. If
you like, you can indicate to Ss in Exercise 6 that
on
LVRSWLRQDODQGWKH\FDQVLPSO\VD\?0\ELUWKGD\LV-XQH
27
th
?HWF
3
4
56

30
TRAVEL AND TOURISM
1
2
3
Match the questions and answers.1
Grammar
It’s a big, modern city.
What’s San Cristóbal like?
It’s hot and dry in summer and cold and rainy in winter.
What’s Monterrey like?
It’s a small colonial city.
What’s the weather like in Mexicali?
a
b
c
In groups, name cities or towns and discuss them.
2
Student 1:

OK – Córdoba, in Veracruz State.
Student 2:

What’s Córdoba like?
Student 3:

It’s a small, colonial city. The weather is hot. It’s sunny but it also rains a lot.
Tourist 1:
What time does the tour bus arrive?

Tourist 2:
At seven o’clock.
Tourist 1:
#VUUIJTJTOUUIFmSTUIPUFM

Tourist 2:
"ISJHIU1SPCBCMZBUBCPVUTFWFOmGUFFO
Tourist 1:
What’s the time now?

Tourist 2:
*UTTJYGPSUZmWF5IJSUZNJOVUFTGPSCSFBLGBTU?
3
Look at Exercise 3 on page 27. Read and listen to this conversation and answer the questions.
Are the tourists on the Xplor Adventure Park tour or the Chichén Itzá tour?
8IBUUJNFEPFTUIFCVTBSSJWFBUUIFmSTUIPUFM
What time is it now?
Do the tourists have time for breakfast?
Summer days in central Mexico are usually sunny ____ the morning and cloudy and rainy ____ the afternoon.
New York’s weather is extreme, very cold ____ winter and very hot ____ summer.
Lupita’s birthday is _____ December. It’s _____ December 12
th
.
I get up ____ 6 o’clock ____ weekdays and ____ 9:30 _____ Saturdays and Sundays.
a
a
b
b
c
c
d
d
In pairs, ask and answer about the time.
4
What time is it?

It’s six o’clock.
6:00

7:10

8:15

9:30

10:45

11:50

12:00

13:20

14:40

20:00

Now
In pairs, ask about your routine activities (see the box).
Complete the following sentences with
in, on
or
at.
5
6
Student 1:

What time do you get up?

Student 1:

What time do you get up on Sundays?
Student 2:

At 6:30.
Student 2:

Ah! I get up at 10:30 on Sundays!
get up go to school get home after school have lunch have supper go to bed
16
Notice:

Time
:KDW?V
the time?

and

What time
is it?

are equally common. Many questions begin with

What time:

What time

is the class?

What

time
does the bus leave?
We use

in
for

parts of the day

in

the morning / afternoon / evening),
months

in

July),
seasons
(
in

summer),

and

years

in

1995),

on

for days

on

Tuesday,

on

May 15
th
), and

at

for times

at

4:30).
3
1
Yes, they do.
2
The Chichén Itzá tour.
At 7 o’clock.
It’s 6:45.
in
in
in
in
at
at
on
on
on
in

TRAVEL AND TOURISM
30
T
1
2

This simple exercise introduces
:KDW?OLNH"
LQDTXLWHXQDPELJXRXVZD\$Q\RQHZKRGRHVQ?WJUDVSWKHPHDQLQJ
of
:KDW?OLNH"
IURPWKLVPDWFKLQJWDVNUHDOO\LVQ?WWKLQNLQJ?KRZHYHU\RXPLJKWVWLOOZDQWWRDVN
What is the
TXHVWLRQLQ6SDQLVK"
and elicit
?&yPRHV6DQ&ULVWyEDO"
if there are some blank faces in the class (the balance
EHWZHHQOHWWLQJ6V?SOD\GXPE?DQGFKLGLQJWKHPIRUQRWXVLQJWKHLUEDVLFLQWHOOLJHQFHLVDGHOLFDWHRQH<RXPLJKW
DOVRZDQWWRIRFXVRQWKHWZRW\SHVRIDQVZHU?,W?VDGMHFWLYHQRXQ
,W?VDELJPRGHUQFLW\
DQG,W?VDGMHFWLYH
(
,W?VKRWDQGGU\
).

This exercise practices these questions and answers.

This reading/listening comprehension exercise now focuses explicitly on the time-telling system, preparing for the
practice that follows.

Be prepared for stronger Ss asking about
DTXDUWHUSDVW
/
to
and
KDOISDVW
, and
[PLQXWHVSDVW
/
to
. If they do, give a
few examples, but say that
KRXUPLQXWHV
with numbers only is simplest for them to say, but they should be able
to recognize that
7HQSDVW?YH

)LYHWHQ
and
7HQWRVL[

)LYH?IW\
, etc. If nobody mentions the
SDVWWR
alternative,
it may be better not to bring it up at this point.

&KHFNDQGLIQHFHVVDU\FODULI\WKHYRFDEXODU\?UVW7KLVLVVWDQGDUGWH[WERRN?GDLO\WLPHURXWLQH?SUDFWLFHEXW
sometimes the old-fashioned way is as good as any alternative!

You could see how pairs manage this without any explanation or help (most of the examples come from previous
material that Ss have worked with), and refer to the note after you check.
Grammar
3
4
7RXULVW:KDWWLPHGRHVWKHWRXUEXVDUULYH"
7RXULVW$WVHYHQR?FORFN
7RXULVW%XWWKLVLVQ?WWKH?UVWKRWHO
7RXULVW$KULJKW3UREDEO\DWDERXWVHYHQ?IWHHQ
7RXULVW:KDW?VWKHWLPHQRZ"
7RXULVW,W?VVL[IRUW\?YH7KLUW\PLQXWHVIRUEUHDNIDVW
LISTENING SCRIPT:
5
6

31
TRAVEL AND TOURISM
1
English for your studies and profession
Read and complete this questionnaire.
LESSON 3
Making it Real
Check ( ) the appropriate boxes. You can check one or various options for each question.
For oral communication To read information online

To read books, articles, manuals, etc.
To write assignments

For projects

Other: _________________________________
For regular work

To get a job requiring English For international congresses, etc.
For post-graduate study

To impress colleagues

Other: ______________________________
Listening comprehension (to understand training courses, meetings, congresses, etc.)
Speaking (to give oral presentations, proposals, reports, etc.)
Reading comprehension (to understand reports, manuals, articles and other written documents)
Writing (reports, proposals, articles and other documents)
Oral negotiation (strategic listening and speaking)
Correspondence (communicating through reading and writing, by e-mail or ordinary mail)
Other: _________________________________________________________________________
In your degree course, what do you need English for?
When you graduate, what are probable uses and advantages of English in your profession?
Which skills in English are particularly useful in your profession?
What do you need English for?
1
2
3
In groups, compare and explain your answers to the questionnaire. Note similarities and differences,
and the majority opinion or perception for each question.
2
3
Match the texts (a-b-c-d) and the situations (1-2-3-4).
A
Operating
parameters are set
from a selection
of densities and
frequencies. This
programming
nFYJCJMJUZBMMPXTZPV
to adjust for almost
every variable in
the operating
conditions, but if there
C
The end-of-
year balance
sheet indicates
TJHOJmDBOU
advances towards
QSPmUBCJMJUZ
but also many
challenges, old
and new. Among
the new ones is
UIFDIBOHJOHmTDBM
environment and
D
Do you have an
online registration
number?
Yes, it’s 5421B.
My name’s Javier
Contreras.
Right. Here you are.
This is your bag
with your name tag,
the program
and everything.
1 2
3
Negotiation of a contract

Check in at a congress
5FDIOJDBMNBOVBM

$PNQBOZmOBODJBMSFQPSU
4
B
D
C
A
B
OK. Now what
about the price
per unit and the
commission?
Well the price
depends on the
number of units.
The commission is
normally 5%, but we

TRAVEL AND TOURISM
31
T
LESSON OBJECTIVES:

*RWKURXJKWKHTXHVWLRQQDLUHZLWKWKHZKROHFODVV?UVWPDNLQJVXUHWKH\XQGHUVWDQGWKHRSWLRQV
<RXFRXOG
suggest that, if they choose more than one option for a question, they put 1, 2 or 1, 2, 3 in the boxes to indicate
their order of importance instead of check marks.

Tell Ss to give reasons for their selections and examples of use of English. When you check the general perceptions
of Ss with the whole class, try to elicit these reasons and examples.

Like some previous mini-reading tasks, this relates texts to professional areas. Ss should be getting familiar with
W\SLFDOFOXHVFRJQDWHYRFDEXODU\ORJLFDOFRQWHQWW\SHVRIGLVFRXUVHHWF7KLVWDVNFDQEHGRQHLQGLYLGXDOO\?UVW
DQGFKHFNHGLQSDLUVEHIRUH\RXFKHFNZLWKWKHZKROHFODVV,I6V?RZQSURIHVVLRQDODUHDLVQRWDPRQJWKHIRXU
texts, ask them what vocabulary, etc., one of “their texts” might contain.
As always in this section, try to get Ss to see English as a real possibility in their lives, especially their professional
development and work.
1
2
3
1
2
3
LESSON 3
Making it Real
English for your studies and profession
5PSFMBUF&OHMJTIUPUIF4TVOJWFSTJUZTUVEJFTBOEGVUVSFQSPGFTTJPOBMXPSL
To relate English to the possibilities of their future personal lives.
5PSBJTF4TBXBSFOFTTPGIPXUIFZMFBSOBOEQSPNPUFUIFJSBCJMJUZUPMFBSOBVUPOPNPVTMZ

32
TRAVEL AND TOURISM
University students aspire to a life of professional and personal satisfaction. They want to contribute to
society with their work, be economically secure and enjoy some of the good things in life. These good
things include travel and tourism. Are you prepared for international travel?
Match the dialogues (a-b-c) and the situations (1-2-3).
1
English for your life
Autonomous Learning
:KDWLVWKHUHLQWKLVEDJ"
&ORWKHVDQGSUHVHQWV
2SHQLWSOHDVH
,W?VRSHQ
+HUH?V\RXUERDUGLQJSDVV
Thank you.
*DWHDW+DYHDJRRG?LJKW
7KDQN\RXYHU\PXFK
3XW\RXUWKLQJVLQWKHER[
0\ZDWFK"
Yes, all your metal things.
2.QRZJRWKURXJK
the metal detector.
A
B
C
1 2 3
Airline check in

Security check

Customs
In pairs, write a check in dialog. Then act it.2
Passenger:
Hello. I have an internet booking – Laura Gómez Herrera.
Airline clerk:

Laura Gómez Herrera. Here it is. Your passport, please.
Passenger:

Here…..
Grammar is very important, but vocabulary is absolutely essential. Here are two ways to organize
your learning of vocabulary.
Group words by their meaning. Continue to write the words in the box in the appropriate column, and
titles for the columns. Then write one extra word (or more) in each column.
Associate words with situations. Which words and phrases in the box occur in which situations?
1
A
B
.POEBZTVOOZmSTUDBTUMF+BOVBSZTQSJOHQMBOFSBJOZDBSTVNNFS'FCSVBSZ

museum second Tuesday cold train third Wednesday autumn church March
bag big hotel pickup ticket small boarding pass guide passport historic
nJHIUMVODIHBUFIPUCVTSBJOZFOUSBODFGFFJOEVTUSJBMEFQBSUVSFUJNF

.POEBZ

DBTUMF

TVOOZ

+BOVBSZ

TQSJOH

QMBOF

mSTU

Buildings

Seasons

Transport
$IFDLJOHJOGPSBnJHIU
Discussing a city:
Discussing a tour:
*OHSPVQTSFWJFXUIFHSBNNBSPGUIJTVOJU-PPLBUQBHFT
BOEmOEFYBNQMFTPGUIFHSBNNBS
in the reading texts and other texts. Consider any major questions or problems with the grammar of
Unit 1 and 2 also.
2
B
C
A
Tuesday

museum

rainy

February summer

car second
CBHUJDLFUCPBSEJOHQBTTQBTTQPSUnJHIUHBUFEFQBSUVSFUJNF
big, small, historic, hot, rainy, industrial
hotel pickup, guide, lunch, bus, entrance fee, departure time
Wednesday

church

cold

March autumn/fall

train

third
(Thursday)

(cathedral)

(cloudy) (April)

winter

(bus)

(fourth)
Days

Numbers
Weather

Months

TRAVEL AND TOURISM
32
T
As always in this section, try to get Ss to see English as a real possibility in their lives, including their personal lives
and leisure time.
(OLFLWFRPPHQWVIURP6VDERXWWKHLQWURGXFWRU\QRWH'RPDQ\KDYHDPELWLRQVWRWUDYHO"'RDQ\KDYHLQWHUQDWLRQDO
WUDYHOH[SHULHQFHVDOUHDG\"
…for example,

WKHVHRUVLPLODUH[SHULHQFHV"
Monitor and help.

Get pairs that you have seen have good dialogues to act them out in front of the class.

0RUHRQYRFDEXODU\OHDUQLQJ?UVWZLWKVHPDQWLFDVVRFLDWLRQDQGWKHQZLWKVLWXDWLRQDODVVRFLDWLRQ,I6VDUHWR
become successful, autonomous learners, they need to develop an awareness of their ways of learning and other
effective ways of learning. The words in parentheses at the bottom of each list are just examples of what Ss could
write, though for Days, Months and Numbers, they continue the logical sequence. For Seasons, the extra word
KDVWREH?ZLQWHU?

Prior to groupwork, you could elicit the grammar areas from the Ss, with examples on the board. Monitor the
groupwork and help. Deal with any general questions, doubts and problems after the groupwork.
1
2
1
2
English for your life
Autonomous learning

33
ENGLISH FOR STUDY AND WORK
Read the article again and then the sentences
below. Mark them correct or wrong .
Discuss your answers in pairs.
English is necessary for medical students.
5IF&/"3.JTOPUBUFTUGPSmSTUTFNFTUFS
medical students.
UAEH medical graduates usually take the test
in Pachuca.
Most of the test is in English.
Most UAEH candidates do not pass the test
mSTUUJNF
It is possible to do a medical specialization
BOEOPUIBWFBO&/"3.DFSUJmDBUF
Medical graduates frequently take the ENARM
a number of times.
I’m interested in medicine as a career.
UNIT
4
ENGLISH FOR
STUDY
AND
WORK
LESSON 1
English in the professions
Real Use of English
1
There are some UAEH BA programs in the
box on the right. Number them according to
the importance of English in each program.
Compare your answers in pairs.
Read this article and revise your answers in 1.
1
Student 1:

I think English is important in computing.
The students do programming. They work with
websites in English.
Student 2:

It’s not important in law… well, except
international law.
The ENARM (Examen Nacional para Aspirantes a
Residencias Médicas) is a test for Mexican medical
HSBEVBUFT "O &/"3. DFSUJmDBUF JT OFDFTTBSZ UP
apply for a medical residency in a hospital. No ENARM
DFSUJmDBUFOPSFTJEFODZBOEOPTQFDJBMJ[BUJPO?
There aren’t many places in Mexico to take the
ENARM. Only Sonora, Nuevo Leó
Mexico City, Morelos, Puebla and Chiapas offer the
exam.
It is a computer-based exam, exploring knowledge in
the areas of basic sciences, public health and clinical
medicine in Spanish and reading comprehension in
English.
There are 450 questions in total, 50 of them in English.
Doctors have to demonstrate their ability to understand
medical English texts at intermediate level.
At present, UAEH medical graduates usually fail
the ENARM! In 2011, only 122 out of 537 UAEH
candidates passed the test. Medical graduates often
have to take it several times to pass and be able to
apply for a medical residency or a specialization.
Accounting
Computing
Engineering
Law
English Teaching
Medicine
Tourism
2
,?0$8$(+0(',&$/678'(17
DO I REALLY NEED ENGLISH?
<HV\RXGRDQGKHUH?VZK\
3
a
b
c
d
e
f
g
h
7?
3?
5?
6?
4?
2
1
?

ENGLISH FOR STUDY AND WORK
33
T
To make Ss aware of the importance of English in their studies and future professions.
5PQSPWJEF4TXJUIWPDBCVMBSZUPFYQSFTTOPUJPOTBOEGVODUJPOTSFMBUFEUPIJHIFSMFWFMTUVEJFTBOEQSPGFTTJPOBM
work.
5PFOBCMFUIF4TUPVOEFSTUBOEUIFNFBOJOHTBOEGVODUJPOTDPOWFZFECZUIFHSBNNBSTQFDJmFEJOUIFVOJUBOE
UIFMFTTPOTZMMBCVTFTBOEUPQSPEVDFJUJODFSUBJODPNNVOJDBUJWFBDUT
To consolidate the development of the four communicative skills.

*HW6VWRDQVZHUWKHH[HUFLVHLQGLYLGXDOO\?UVWVRWKDWWKH\UH?HFWRQKRZLPSRUWDQWNQRZLQJ(QJOLVKPD\EHLQ
different professions. When they check their answers in pairs, encourage them to give reasons for their choices,
especially if their answers are different.
As an extra activity, you could choose some UAEH Institutes and ask Ss if they know what academic programs
are taught there. Elicit the names in English and, if they do not know them, ask them to use Spanish and translate.
There are no correct answers (apart perhaps from English Teaching 1 and Tourism 2), but the sequence given
here is probable.

Before they read, you could mention that medicine is one of the most popular majors in UAEH, with about 3000
students taking the admission test every semester and only 250 of them being accepted. The revision of answers
in 1 should be in pairs again, of course, and it should mean putting medicine higher if they have it below place 4.

*HW6VWRGRWKLVH[HUFLVHLQGLYLGXDOO\?UVW3RLQWRXWWKDWKLVDSHUVRQDOTXHVWLRQDQGDQVZHU:KHQWKH\FKHFNLQ
SDLUVKDYHWKHPUHIHUWRWKHWH[WLIWKH\GRQ?WDJUHH,IVRPH6VVD\WKH\DUHLQWHUHVWHGLQPHGLFLQHDVDFDUHHU
ask them to explain why. You may want to ask Ss extra questions like,
:KDWLVWKHWH[WDERXW":KDWGRHV(1$50
VWDQGIRU":KHUHFDQ8$(+JUDGXDWHVWDNHWKHWHVWQHDU+LGDOJR"
<RXPD\DOVRZDQWWRSRLQWRXWKHUHWKDW?FDUHHU?LQ(QJOLVKUHIHUVWRSURIHVVLRQDOZRUN
6KHKDGDEULOOLDQWFDUHHU
DVDGRFWRUEDQNHUVLQJHUHQJLQHHUPRYLHGLUHFWRU
…), not

to university studies (
7KHXQLYHUVLW\RIIHUVGHJUHHV
GHJUHHFRXUVHVPDMRUVLQPHGLFLQHHFRQRP\PXVLFHQJLQHHULQJFLQHPDWRJUDSK\??/D8QLYHUVLGDGRIUHFHODV
FDUUHUDVGHPHGLFLQDHFRQRPtD?
).
Real Use of English
1
UNIT
4
1
2
3
4
1
2
3
ENGLISH FOR
STUDY
AND
WORK
LESSON 1
English in the professions
UNIT OBJECTIVES:

34
ENGLISH FOR STUDY AND WORK
*UJTUIFmSTUEBZPGDMBTTFT
1FUFS8JMMJBNTTQFBLTnVFOU4QBOJTI
He is from an American university.
The course is about advances in physics.
Peter Williams frequently vacations in Mexico.

He occasionally visits Mexican colonial cities.
He likes scuba diving.
Listen to Peter Williams, the foreign professor of a special course at the ICBI of the UAEH. For
each sentence below, circle T (true) or F (false).
How is English necessary or useful for your future professional work and ambitions? For the following
UIJOHTDJSDMF: EFmOJUFMZZFT1 QPTTJCMZPS/ EFmOJUFMZ
OPU
In pairs or groups of three, write a paragraph with the title “English in our University” for the
Garceta
. Consider the following questions. Search the Internet for information if necessary.
1
1
F
F
F
F
F
F
F
T
T
T
T
T
T
T
a
b
c
d
e
f
g
In groups, talk about how useful English will be for your future professional work and ambitions.
In groups, check and write down all the information possible about your present English course.
Check the information with questions like: What time…? What days…? How many…? etc.
2
2
Class time

Number of students

Classroom

Reading

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&OHMJTISFRVJSFEGPSQSPGFTTJPOBMDFSUJmDBUJPO MJLF&/"3.GPSNFEJDJOF

Y

P

N
For courses or training sessions in Mexico (like Peter Williams’ course for chemical engineers)

Y

P

N
For post-graduate study in Mexico (some universities require a certain level in English)

Y

P

N
For post-graduate study in USA, UK, etc. (English obviously necessary)

Y

P

N
For participation in international congresses and conventions

Y

P

N
For promotion or new job opportunities

Y

P

N
Which UAEH majors have English courses included in the curriculum (English Teaching, Tourism…)?
Where do students study English in the UAEH (in Language Centers…)?
Are there now, or sometimes, foreign students or teachers at the UAEH?
Is there English on the UAEH website? Are there opportunities to study abroad?
a b c d
e f g
h
3
Tourism student 1:

8FMM&OHMJTIJTEFmOJUFMZSFRVJSFEJO5PVSJTN/P&OHMJTIOPVOJWFSTJUZEFHSFF?
Tourism student 2:

3JHIU?"OE*XBOUUPEPBQPTUHSBEVBUFEFHSFF&OHMJTIJTOFDFTTBSZGPSUIBU

in Mexico or abroad.
17
18
Yes.
Yes. Yes.
Listen to the continuation of the class. Check (
) the topics mentioned.

ENGLISH FOR STUDY AND WORK
34
T
Get the pairs or groups to answer the questions. Check the answers with the whole class. Get them to do
some research on the Internet for homework. Get the pairs or groups to write their paragraphs next class. Put
them all up on the wall for all Ss to read.
You could also collect in all the paragraphs and, at home, select a few (6-15) common major errors from the
paragraphs. Write them on the board next class, with a few perfectly correct sentences, without saying whose
sentences they are. Then tell Ss in pairs to decide which sentences are correct and which have errors, and
correct the errors. For example:
1 Tourism have many English courses.
have
has
2 In the UAEH, there are English courses in the Language Center, in the Institutes and in the high schools.
0U:LOOLDPV*RRGPRUQLQJDQGZHOFRPHWRWKLVVSHFLDOFRXUVH,W?VJUHDW\RXDOOVSHDN(QJOLVKEHFDXVH
, GRQ?W VSHDN PXFK 6SDQLVK $V \RX NQRZ P\ QDPH?V 3HWHU :LOOLDPV DQG ,?P IURP
Washington State University. This course is about recent advances in chemical engineering
DWWKH8QLYHUVLW\RI0LFKLJDQDQGRWKHU$PHULFDQXQLYHUVLWLHV,?PYHU\KDSS\WREHKHUH,
OLNH0H[LFRDORWDQG,RIWHQYDFDWLRQKHUHXVXDOO\LQ0D]DWOiQ?,OLNHVXU?QJ,VRPHWLPHV
go to one of your beautiful colonial cities – Oaxaca, Zacatecas…..
0U:LOOLDPV:HOOEDFNWRRXUFRXUVH?,?PQRWRQYDFDWLRQKHUHLQ3DFKXFD&ODVVHVDUHIURP0RQGD\
WR7KXUVGD\IURPWRLQWKHDIWHUQRRQIRUWZRPRQWKV7KHUHDUHQ?WDQ\WHVWVH[FHSWD
?QDOH[DP<RXUFHUWL?FDWHIRUWKHFRXUVHGHSHQGVRQ\RXUSDUWLFLSDWLRQDQGWKDW?QDOH[DP
There is a lot of reading, some handouts and a lot on-line. OK, how many participants are
WKHUHLQWKHFRXUVH"?
LISTENING SCRIPT:
LISTENING SCRIPT:

Before the listening activity, you may mention that there are some foreign teachers in the UAEH at the moment.
You may also ask Ss if they have ever had a foreign teacher. If so, ask about the teacher and the class. Ask if any
Ss are interested in chemistry – if so, they may have a foreign teacher in the ICBI, Mr Monks.
Go through statements a-g with Ss. Then play the listening twice. Get Ss to compare their answers. Play the
listening again, checking with the whole class and correcting the false statements.

Go through the topics with Ss. After playing the listening and checking with the whole class, ask Ss questions
about their English course:
:KDWWLPHGRZHKDYHFODVV"
etc.

The idea here is to get Ss to use a variety of grammar and vocabulary to talk about English and higher
education, and especially their own university studies. 1 should provide some talking points for 2. If some of
the stronger Ss

use
like
ZKLFKKDVDSSHDUHGLQWKHSUHYLRXVOLVWHQLQJWH[WVWKDWZRXOGEHJRRGEXWGRQ?W
focus on it yet.
1
2
12

35
ENGLISH FOR STUDY AND WORK
a
b
c
d
e
f
g
In pairs, talk about what you like to do and what you don’t like to do in your degree course.
Match the professions with the phrases. Draw lines to connect them. In groups, talk about other
professions.
Look at the scale of frequency adverbs. Complete the sentences with appropriate adverbs.
2
3
Student 1:

Our degree course is Computer Science, and I like to search the Internet for information.
Student 2:

What kind of information?
Student 1:

Network and Cloud Computing, Software and Programming. What about you?
Student 2:

8FMMmSTU*EPOUMJLFUPGBJMUFTUT?
Focus on Language
2
What do students do? Write sentences with the verbs and words from the box. Different combinations
are sometimes possible.
1
Vocabulary
h
i
do…..
fail…..
give…..
pass…..
read…..

search…..
study…..
take…..

write…..
Students do exercises. They do homework.
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WEBSITES
An architect

works with machinery.
An actor

designs roads and bridges.
A civil engineer

knows about agriculture.
A vet

works in theaters, TV or movies.
An agronomist

designs buildings.
A mechanical engineer

gives animals medical attention.
4
never ---------- sometimes ---------- often ---------- usually ---------- always
(0%) (occasionally) (frequently) (generally) (100%)
a
b
c
d
e
UAEH medical graduates ___________ take the ENARM in Pachuca.
5IFZ@@@@@@@@@@GBJMUIFUFTUmSTUUJNF
They __________ take the test three or four times before they pass.
.FEJDBMSFTJEFOUTJO.FYJDBOIPTQJUBMT@@@@@@@@@@IBWFBO&/"3.DFSUJmDBUF
UAEH medical graduates_________________work in the USA or Canada.
(see note)
exams / tests / subjects
presentations
courses / exams / tests / subjects
articles / books / notes
the Internet / websites
subjects / notes
courses / exams / tests / notes / subjects
compositions / notes
never
always
sometimes
usually
often
They fail courses! They fail
...

ENGLISH FOR STUDY AND WORK
35
T

This is maybe best done in pairs. It is preferable if they can do it (even with some mistakes in their sentences)
without your help, but if the group is generally very weak, go through the vocabulary with the class, eliciting
sentences from the stronger Ss – or weaker ones if they offer ideas! When you check after pair work, get Ss to
write up their examples if you are not sure they have it right.

1RWH?GR?FDQJRZLWKPDQ\WKLQJVLQVWHDGRIPRUHVSHFL?FYHUEVGRZULWHFRPSRVLWLRQVGRWDNHFRXUVHVHWF

This activity begins to work with
like
LQDYHU\UHVWULFWHGZD\?,OLNH??,GRQ?WOLNH?RU?GLVOLNH?PRUHDVDYRFDEXODU\
item than a full grammatical system. The focus is on the topic, different study activities, not the grammar of
like
.
Like exercise 1, it works on vocabulary with complete, meaningful sentences.

This activity shifts to higher education and occupational vocabulary, again with complete, meaningful sentences.

There were several examples of frequency adverbs in previous texts, including cognate synonyms of more
common ones (occasionally-sometimes, frequently-often, etc.). Here, the typical range of frequency adverbs is
presented, from 0% to 100%, with cognates establishing intermediate frequency. The focus is on the meaning
of the adverbs, not the grammar, though they are practiced in the exercise in their normal position, immediately
before the main verb (there are no examples here, but remember that they usually go after
be
). The context of the
exercise refers back to the reading text on page 33. More communicative and structurally varied practice follows
in the Grammar section.

5HPLQG6VRIWKHWH[WRQSDJHEHIRUHWKH\GRWKH?OOLQ7KHDQVZHUVJLYHQKHUHIRUEDQGFDUHDVLQWKDWWH[W
but if some Ss do not refer back and put
RIWHQ
and
sometimes
instead, accept them since frequency adverbs are
not used with any exactness but rather impressionistically, according to the perspective of the speaker or writer.
7PDBCVMBSZ
Focus on Language
2
1
2
3
4

36
ENGLISH FOR STUDY AND WORK
In groups, talk about what you do on weekends (on Saturday morning, afternoon and evening, and
on Sunday morning, afternoon and evening).
1
Grammar
Tourism student 1:

On Saturday mornings, I usually play soccer. I never stay home. I always go out. What do

you usually do on Saturday mornings?
Tourism student 2:

Well, I don’t often play soccer. I usually….
Read the following e-mails between a UAEH graduate and her last UAEH English teacher. The
student is in the USA on a Master’s degree course. Then complete the questions and answers.
2
_______ Sandra like Jefferson City?

__________________ does.
______ she ______ the food?

______________________.
Would ________ to live in Jefferson City?

__________________________.
Where _____________ prefer to live?

In __________, where her family is.
And you? ______ you ________ your
hometown?

___________________________.
Would ____________ to live in a different
place?

___________________________.
Hi teacher

It’s great here. The city is small, but attractive.
I like the people and the university (also small).
I don’t like the food much, but it’s OK.

Bye

No, teacher, I wouldn’t. I like Pachuca – and I
love my family there! And, yes, I do like the
courses, all four of them. There are lots of assignments!
Hi Sandra
Do you like the courses? How many do you
have, and how much individual study? Would you like to live
in Jefferson City permanently?
Bye, and good luck!
a
b
c
d
e
f
In pairs or groups, talk about what you like and don’t like in your present lives, and about what you
would like to change.
3
Student 1:

What do you like in your present life?
Student 2:

I like most things. I like my work. I like university. But I don’t like work
and
TUVEZ*UTEJGmDVMU
Student 1:

Ah, yes – you work and study. What would you like to change?
Student 2:

8FMM*EMJLFUPIBWFBMPUPGNPOFZ?8IBUBCPVUZPV 8IBUEPZPVy
Tourism student 1:

How many books do we use?
Tourism student 2:

Seven, I think. How much do they cost?
In groups, talk about your degree courses. Consider the things in the box.
4
Number of: subjects per semester, books, students, teachers, etc.
Amount of: class-time per week, assignments, money for books, etc.
Notice:

like / would like
I

like

corresponds to

Me gusta,

but it has the same structures as

love, prefer,

etc.:
Do
you
like

/ love /

prefer
your hometown? Yes, I
do.
Jack
likes
Jill, but Jill
doesn’t

like

Jack. She
prefers
Sam.
Would you like…?

is used for:

hypothetical ideas or desires:

What
would
you
like
to change in your life?

I’
d
(I

would
)
like
to live in Veracruz.

invitations and offers:

Would

you

like

a cup of coffee? Yes, thank you, I

would.
Does
Does
like
No, she doesn’t
No, she wouldn’t
would she
Yes, I do / No, I don’t
Yes, I would / No, I wouldn’t
Pachuca
you like
Do
like
Yes, she
she like

ENGLISH FOR STUDY AND WORK
36
T

This more communicative, personalized practice now encourages Ss to use frequency adjectives in negative and
LQWHUURJDWLYHVHQWHQFHVDVZHOODVDI?UPDWLYHRQHV'HPRQVWUDWHE\WDONLQJDERXW\RXURZQDFWLYLWLHV7KHQJHW
one or two stronger Ss to do the same. During groupwork, it is possible that some Ss will use the adverbs with
be
, where the adverbs normally come after the verb. If there is some confusion, you may want to clarify on the
board after the groupwork, eliciting sentences from Ss as far as possible and writing them up:
I
usually get
up late.
,GRQ?W
often get
up late.
Do you
sometimes get
XSODWH"
I
am never
late.
7U\WRJHW6VWRVWDWHWKHUXOH%HIRUHDPDLQYHUEDI?UPDWLYHQHJDWLYHRULQWHUURJDWLYHDIWHU
be
.
Try to elicit some of the more unusual behavior of Ss that came out in the groupwork, e.g. usually going to bed
at 2 am!

This exercise, the following one and
Notice
now go into the grammar of
like
(which is very different from Spanish,
EXWWKHVDPHDVRUGLQDU\YHUEVLQ(QJOLVKLQFOXGLQJ?ORYH?DQG?SUHIHU?7KH\DOVRLQWURGXFH
would like
as a very
FRPPRQIRUPIRUZLVKHVDQGRIIHUV7KLVH[HUFLVHPRGHOVLQWKHHPDLOVDQGSUDFWLFHVLQWKH?OOLQVHFWLRQWKH
different structures of
like
and
would like
XVLQJWKH?OOLQDVDUHDGLQJFRPSUHKHQVLRQWDVNDWWKHVDPHWLPH,I
your group is generally weak, you might want to do this activity in pairs since the task involves some inductive
thinking.
1RWHWKDW?'R\RXOLNH?"??,GRQ?WOLNH??DQG?:RXOG\RXOLNH?"??,ZRXOGQ?WOLNH??IROORZWKHVDPHLQWHUURJDWLYH
and negative structure, with auxiliary verb (
do
or
would
) and main verb (
like
).

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K\SRWKHWLFDORUZLVKIXO?OLNH?$VXVXDOGHPRQVWUDWH\RXUVHOIJHWVRPHVWURQJ6VWRGHPRQVWUDWHDQGWKHQJHW6V
ZRUNLQJLQWRSDLUVRUJURXSV$IWHUZDUGVFKHFNZKDWWKLQJV6VGRQ?WOLNHLQWKHLUSUHVHQWOLYHVDQGZKDWWKH\ZRXOG
like instead.

The focus here is on
+RZPXFK
(amount) and
+RZPDQ\
(number). This area is traditionally complicated by
telling Ss about countable and uncountable nouns, as if they were unlike anything in Spanish. However, the area
in English actually operates largely in the same way as Spanish:
+RZPDQ\ERRNVGRZHXVH"?&XiQWRVOLEURV
HPSOHDPRV"+RZPXFKPRQH\GRZHVSHQG"?&XiQWRGLQHURJDVWDPRV"$JXDD]XFDUOHFKH
and (ironically)

dinero
, etc., are as uncountable in Spanish as
ZDWHUVXJDUPLON
and
PRQH\
LQ(QJOLVKDQGEUHDNLQJWKH?UXOH?
we can ask for “Dos leches y una agua” just as we can ask for “Two milks and a water”). So, if you decide to
PHQWLRQFRXQWDEOHXQFRXQWDEOHDWDOOGRQ?WPDNHDELJGHDORXWRILWDQGZRUU\6V
1
2
3
4
Notice:

(PSKDVL]HWKDW?,OLNH?EHKDYHVOLNHRUGLQDU\(QJOLVKYHUEVLQFOXGLQJ?ORYH?DQG?SUHIHU?
ZKLOH?PHJXVWD?LVTXLWHGLIIHUHQW&RPSDUH?,OLNH$QJHOLQD-ROLH%UDG3LWW?SRVVLEOHDQG
?$QJHOLQD-ROLH%UDG3LWWOLNHVPH?YLUWXDOO\LPSRVVLEOH
Grammar

37
ENGLISH FOR STUDY AND WORK
JAVIER
Read the blog entries again and complete the table. Check the information in pairs.2
LESSON 2
English in the workplace
Real Use of English
1
English in my job
is a blog where Mexicans talk about English in their jobs. The idea is to motivate
university students to learn English. Read the entries. Which has errors in English? Correct the errors
in pairs.
1
Denise
(OL]DEHWK
hotel receptionist
Mexico City
He works in Canada
Canadian company
in Tizayuca
Emmanuel
-DYLHU
NAME
OCCUPATION

PLACE OF
RESIDENCE
PLACE OF
WORK
WHY ENGLISH IS
IMPORTANT
ELIZABETH
Hi, my name’s Javier. I’m an architect. I work for a construction company in Ottawa,
Canada. I have this job because I’m a good architect and I speak English well. I
liked English at school, and at university I took every opportunity to practice the
language. I created opportunities to use English! Now I live in a great city and
use English all day in a great job. And I’m learning French – I can communicate
basic things
.
Hi, my name’s Elizabeth. I work at the Windham Playa Hotel in Cancún. I really
like my job because I meet all kinds of people from different countries – and I can
use the hotel beach and facilities! I work at the reception desk, and I always chat
with guests as I check them in, give them information about the hotel, tours and
so on. Imagine, talking with people from USA, Canada, Europe and everywhere
– in English!
Hello, I am Emmanuel. I am
a
Computer Systems Engineer. My experience with
English in my job is not good. My English is not good. I
am
work in a Canadian
company in Tizayuca. Canadian trainers
they
come to help with SQL system
design. We cannot communicate well. I
do
not have time or money but I have to
study English again.
Hello, I’m Denise. I’m from Tulancingo but I work for an advertising agency in
Mexico City. I’m a graphic designer, but I help plan campaign strategies too.
The company often receives work from international companies with products in
the Mexican market. I use English to talk with customers about their products,
UIFJSBEWFSUJTJOHDBNQBJHOTBOEUIFTQFDJmDDPODFQUVBMBOEWJTVBMJNQBDUUIFZ
want. I love my job!
EMMANUEL
DENISE
graphic designer
architect
Cancún
Ottawa
Tizayuca (or near)
computer systems
engineer
advertising agency
in Mexico City
She uses English to talk
with customers
She checks in and talks
with foreign people
He has to communicate
with Canadian trainers
Windham Playa
Hotel in Cancun
construction
company in Ottawa

ENGLISH FOR STUDY AND WORK
37
T

Ask Ss about blogs –
:KDWLVDEORJ"'R\RXUHDGDQ\EORJV"'R\RXZULWHDEORJ":KLFKGR\RXSUHIHU?
)DFHERRN 7ZLWWHU EORJV WH[WLQJ WHOHSKRQH FRQYHUVDWLRQ RU IDFH WR IDFH FRQYHUVDWLRQ"
You can get Ss to
read all four blog entries and do the corrections task, but it is probably better to get them to read one, ask a few
questions, read the next, ask a few questions, etc., and then get pairs to correct entry 2.

After checking the answers with the whole class, ask Ss if they know anyone working as a graphic designer,
a hotel receptionist, a computer systems engineer or an architect. If some Ss do, ask questions about these
people.
Real Use of English
1
1
2
LESSON 2
English in the workplace

38
ENGLISH FOR STUDY AND WORK
We are seeking a
young, friendly
DQGUHOLDEOH
person with
excellent
spoken

English
and
EDVLF
computer skills
6DODU\QHJRWLDEOH
depending upon experience and
TXDOL?FDWLRQ
$SSOLFDWLRQVLQFOXGLQJ&9VKRXOG
EHVHQWZLWKLQGD\VIURPWKH
GDWHRIWKLVDGYHUWLVHPHQW
Are you considering a career
change?
Are you
?XHQWLQ(QJOLVKDQG
Spanish
?
Are you
IUHHWRWUDYHODEURDG
?
*OREDO0H[LFDQFRPSDQ\UHTXLUHV
dynamic people interested in
world sales.
'R\RXKDYH
a BA in English
Language Teaching
?
'R\RXKDYH
DQDGYDQFHGOHYHO
(QJOLVKODQJXDJHFHUWL?FDWH

&DPEULGJHRU72()/"
&RPHDQGMRLQXVDW
The MIR
School of English!
$SSOLFDQWVPXVWVXEPLWWKHLU&9DW
[email protected]
Imagine you have a job where English is necessary. Write an entry about it for the
English in my job

blog. Discuss your entries in groups.
Eduardo Gutiérrez is interested in a new job. Read the partial transcription of his job interview
below. Listen to the interview and complete the text below with
three
words in each space.
1
1
Eduardo:

%XHQDVWDUGHV9HQJRSDUDODHQWUHYLVWDSDUDVREUHFDUJR
Interviewer:

)OLJKWDWWHQGDQW"&DQ
a)____________________________
?
Eduardo:

2K\HVVRUU\,?PKHUH
b)____________________________
WREHD?LJKWDWWHQGDQW
Interviewer:

2.:KDW?V\RXUQDPH"
Eduardo:

(GXDUGR*XWLpUUH]
Interviewer:

*XWLpUUH](GXDUGR2.'R\RX
c)____________________________
DVD?LJKWDWWHQGDQW"
Eduardo:

1R,KDYHIRXU\HDUV?ZRUNH[SHULHQFH
d)__________________________,
as a receptionist

DQGDGRFWRU?VDVVLVWDQW
Interviewer:

I see. Why
e)___________________________
in

EHLQJD?LJKWDWWHQGDQW"
Eduardo:

%HFDXVH,FDQ?W
f)_______________________

in

P\SUHVHQWMRE

DQG,OLNHWRWUDYHO
Interviewer:

2.:KHUHGR\RXOLYH"
Eduardo:

,Q3DFKXFD+LGDOJR?EXW,FDQPRYH

JBBBBBBBBBBBBBBBBBBBBBBBBBB
Interviewer:

7KDW?VQRSUREOHP7KHUH?VDUHJXODU

EXVEHWZHHQWKH
KBBBBBBBBBBBBBBBBBBBBBBBB
Eduardo:

5LJKW

i)________________________
to see my

72()/FHUWL?FDWH",KDYHLWKHUH
Interviewer:

Yes. Ah – an excellent score! Well,we

KDYHDWUDLQLQJSURJUDPVWDUWLQJ

RQ0RQGD\
j)_____________________________,

please.
Compare your answers with a partner. Listen again and check.
In pairs, choose one of the job advertisements below.
Underline
the requirements for that job. Then act
job interviews, one of you as the applicant and the other as the interviewer.
2
RECEPTIONIST IN AN
INTERNATIONAL COMPANY
SALES REPRESENTATIVES
ENGLISH TEACHERS NEEDED!
&DOOIRUIXUWKHULQIRUPDWLRQ
&RQWDFW/LQGD9HOi]TXH]DW
771 736 4673 for details.
FDOOWRVFKHGXOHDQLQWHUYLHZ
19
you speak English
for the interview
are you interested
use my English
to Mexico City
airport and Pachuca
Would you like
Complete this form
have any experience
in a hospital

ENGLISH FOR STUDY AND WORK
38
T
As completed on the opposite page.
LISTENING SCRIPT:
$W?UVWVLJKWWKLVVHHPVDYHU\GLI?FXOWZULWLQJWDVNIRU$OHYHOEXW6VFDQVLPSO\PRGLI\RQHRIWKHHQWULHVDERYH
or create a mixture of all 4 (without the errors in 2!). If any Ss do very good original entries, congratulate them and
get them to read out their entry.

Before they read, ask Ss if any of them have had a job interview and what the experience was like. After Ss have
read the incomplete transcript, ask some comprehension questions –
:KDWSDUWRIWKHGD\LVLW":KDWLVWKHMRE"
'RHV(GXDUGRKDYHH[SHULHQFHLQWKHMRE"'RHV(GXDUGRKDYHDJRRGSRVVLELOLW\RIJHWWLQJWKHMRE"

Get some stronger Ss to act out the interview from the book, and possibly do it again, approximately, with books
closed. Then all Ss could act it out in pairs.
After Ss have read all 3 advertisements, ask some comprehension questions about them all –
:KLFKLVIRUDMRELQ
DODQJXDJHVFKRRO":KLFKLQYROYHVWUDYHORXWVLGH0H[LFR":KLFKUHTXLUHVFDQGLGDWHVWREH\RXQJ"
etc. With the
example of the requirement
young
, Ss can continue underlining requirements. Before pairs act out interviews, get
them to write possible questions for the interview (in fact, job interviewers almost always have a prepared list of
questions).
1
2

39
ENGLISH FOR STUDY AND WORK
Focus on Language
2
Complete the questions with words from the box.
1
Vocabulary
What Who Which Where When Why How many How much What time How old
a
b
c
d
e
f
g
h
i
is your new manager? Mary Smith.
JTTIF 4IFTPOMZ5IBUTWFSZZPVOHUPCFUIFPGmDFNBOBHFS
JTUIFPGmDFMJLF *UTHSFBUoNPEFSODPNGPSUBCMFMPUTPGXJOEPXTBOEMJHIU
QFPQMFXPSLJOUIFPGmDF &YBDUMZTJYUZPOF0IBOE.BSZ4NJUIoTJYUZUXP
exactly is it? It’s on Franklin Avenue, near the park.
park is that, Centenary Park or Lincoln Park? Lincoln Park.
EPUIFZQBZZPVBTBOBDDPVOUBOU 5IBUTDPOmEFOUJBM?#VUUIFZQBZNFWFSZXFMM
EPZPVTUBSUXPSLJOUIFNPSOJOH "UOJOFPDMPDLBOE*VTVBMMZmOJTIBUTJY
do you have vacations? Usually in July or August, two weeks. And the usual holidays.
is English necessary for you? It’s necessary because I manage international accounts.
j
In pairs, ask and answer similar questions about your degree course.
2
Student 1:

How old is our statistics teacher?
Student 2:

I don’t know – probably about 35.
Look at the examples. Then write more words in each category. Check all your words in groups.
3
USE EXCEL
PLAY THE
GUITAR
DESIGN
BUILDINGS
SPEAK
SPANISH
COOK
SPAGHETTI
DRIVE
A CAR
‘Se lo agradezco’
Occupations:
accountant, teacher, bus driver,
Routine activities:
get up, eat, study,
Tourist facilities and attractions:
airport, hotel, beach,
Weather:
hot, rainy, cloudy,
Places in towns and cities:
bank, cathedral, square,
Colors:
red, green, black,
Look at the illustrations of different abilities. Say which you can and can’t (cannot) do at present.4
Student 1:

I can use Excel. I can’t play the guitar. I can…
Student 2:

I can’t use Excel. I can…
Who
How old
What
Where
Which
How much
What time
When
Why
How many
Notice:

what-which
What

is similar to

Qué,

and
Which

is similar to

Cuál,

but the use of

Which
is more limited in English than

Cuál

in Spanish:

What
is your favorite color?
is normal in general, and

Which

color do you prefer? is only for

a
limited selection of colors – two, three or four.

ENGLISH FOR STUDY AND WORK
39
T

This exercise focuses on question words, which have been accumulating bit by bit. It is a sort of end-of-book
URXQGXS,WJLYHV\RXDFKDQFHWRIRFXVRQDQ\TXHVWLRQZRUGVDQGVWUXFWXUHVWKDW6VKDYHSDUWLFXODUGLI?FXOW\
with in the exercise and give them extra practice. Likely candidates for this are
:KDWOLNH :KLFK
and
:K\
EHFDXVH
. See Notice on Which vs. What.

As usual, demonstrate and get some stronger Ss to demonstrate before pair practice.

Another end-of-book round-up, dealing with vocabulary areas from all the previous units. You could handle it as a
WHDPFRPSOHWLRQZLWKWKHWHDPVOLQHGXSLQURZVLQIURQWRIWKHERDUGDQGWKH?UVW6LQHDFKURZLQWXUQDGGLQJ
one word to one of the areas and going to the back of his/her row. You could also get pairs to write one sentence
for each area, that is, including one or more words from each area. See previous units for the vocabulary that has
been used in each area.

This gives simple practice of
, FDQ
/
, FDQ?W
GRQ?W JR LQWR WKH ZKROH JUDPPDU RI
FDQ FDQ?W
), and provides
vocabulary for more varied practice in the Grammar section.
Obviously, you will not do all this vocabulary work in the same class, or not without putting other substantial activities
between the vocabulary tasks. This note applies to all the Vocabulary and Grammar sections – as stated previously,
they are teaching-learning resources, not material to be followed as a lesson plan.
Focus on Language
2
1
2
3
7PDBCVMBSZ
4

40
ENGLISH FOR STUDY AND WORK
Read the extract from a letter of application from Peter Taylor. Complete the questions and answers.
Check your completed sentences in pairs.
1
Grammar
…..I am 24 years old and I have an MSc in Mechanical Engineering from Arizona State University. I am
interested in the post of research assistant at GM because this is an important moment in the development
of alternative technology in the automotive industry. I have a solar-electric car, my adaptation of a 2003
"WFPQBSUPGNZ.4DUIFTJTQSPKFDU*IBWFBMJDFOTFUPnZTNBMMQSPQFMMFSQMBOFTBOE*DBOTQFBLnVFOU
Spanish. I am free to work and travel anywhere in the world…..
a
b
c
d
e
f
g
h
i
_______________ Peter? He _____ only 24 _______________.
What post _____ Peter _______________ in? He is interested in the post of ______________________.
8IBURVBMJmDBUJPO@@@@@@@@@IF@@@@@@@@@ )F@@@@@BO.4DJO.FDIBOJDBM&OHJOFFSJOH
________ does he want the post? ______________ he is interested in alternative automotive technology.
Can Peter _____ small planes? Yes, he _______.
@@@@@@@IFnZMBSHFDPNNFSDJBMQMBOFT @@@@@@@@@@DBOU
What languages __________________? He can __________ his native language, ___________, and ____________.
@@@@@@@ZPV@@@@@@@@@@&OHMJTInVFOUMZBUUIFNPNFOU @@@@@@@@@@@@@@OPUBUUIFNPNFOU
_______ you interested ______ mechanical engineering? ______________________________________.
Can you use Excel?

Yes, I can.
, Sandra in Column 1.
Can you speak a second language?

Yes, I can speak Náhuatl.
'BOUBTUJD?4BOESBJO$PMVNO
Complete the survey form with the names of 3 classmates in each column.
2
CAN USE EXCEL
CAN SPEAK A
SECOND LANGUAGE
FLUENTLY
CAN COOK MEXICAN
DISHES WELL
CAN PLAY
THE GUITAR
CAN DRIVE A CAR
In groups, check and compare your information.
3
Explore other abilities in the group.
4
Student 1:

. Who can use Excel?
Student 2:

I can, and Sandra, Juan and Coral.
Student 3:

And Daniel, Liliana and Cuco can. But I can’t – at the moment.
Student 1:

*DBOESJWFBUSBDUPS?.ZVODMFJTBGBSNFS
Student 2:

I can play the guitar and the piano. I take piano classes.
Student 3:

I can do Tae Kwon Do. I’m a brown belt.
How old is
interested
does
Why
nZ
Can
No
he
can
can he speak
speak
Can
speak
Are
in
No, I can’t
Yes, I am / No, I am not.
English
Spanish
Because
have
years old
has
research assistant
is
is
Notice:

Can you…?

for requests

/
Can I…?

for permission
Can you

help me, please?

(Will you

help me, please?
is also common.)
Can I
come in?

(May I
come in?

is also common, and preferred by some people, especially old people!)

40
T

7KLVZRUNVRQDUDQJHRI?DFFXPXODWHG?JUDPPDUDQGODQJXDJHLQTXHVWLRQVDQGDQVZHUVDQRWKHUHQGRIERRN
URXQGXS LQYROYLQJ UHDGLQJ FRPSUHKHQVLRQ DQG VRPH TXLWH FRPSOH[ ?OOLQV KHQFH LW LV EHVW GRQH LQ SDLUV
Among other things, it explores different structures with
can
.
$VN6VLIWKH\DUHLQWHUHVWHGLQUHVHDUFKJHWWKHPDOOWRQRWHWKDW?UHVHDUFK?LVWKHXVXDOHTXLYDOHQWRI6SDQLVK
?LQYHVWLJDFLyQ?LQVFLHQWL?FDQGDFDGHPLF?HOGV?LQYHVWLJDWLRQ?EHLQJXVHGPRUHIRUOHJDODQGSROLFHZRUNHJ?DQ
LQYHVWLJDWLRQLQWRFRUUXSWLRQ?

This moves beyond Vocabulary Exercise 4, with most forms with
can
:KHQ\RXFKHFNVRPHRI6V?DELOLWLHV
celebrate them!

As usual demonstrate and get stronger Ss to demonstrate before groupwork.

With a bit of luck you will get some interesting or unusual abilities. Celebrate them and exploit them as topics of
conversation.
1
2
3
4
Notice:

If these uses of
&DQ\RX?"
and
&DQ,?"
are not already established in classroom
English, work on them now.
Grammar

41
ENGLISH FOR STUDY AND WORK
6WXGHQW

Hi. Where are you from, professor?
3URIHVVRU

Seattle. I work at Washington State University. I’m here at the UAEH for one year.
6WXGHQW

What… what
is
your academic area?
3URIHVVRU

Education, especially higher education.
6WXGHQW

‘Higher’ education?
6WXGHQW

Yeah, university education,

technological institutes, all that.
6WXGHQW

Ah, ‘higher education’. I’m
a
student in

higher education!
3URIHVVRU

That’s right – congratulations! What do

you study?
6WXGHQW

I
’m
study Public Administration.
6WXGHQW

That’s why his English is bad!
3URIHVVRU

No, his English isn’t bad. He

communicates very well.
6WXGHQW

Chela studies English Language

Teaching – that’s why her English is

good. And I study Law. I want to specialize in international law.
3URIHVVRU

Great! What are all the academic departments in ICSHu?
6WXGHQW

There are eight areas – Law, Politics and Public Administration, Communication, Social Work,

Education, History and Anthropology, Sociology and Demography and Linguistics.
3URIHVVRU

Mm, a lot of options. Well, nice talking with you. See you around!
6WXGHQWV

See you around, professor!
LESSON 3
Making it Real
1
a
b
c
d
Foreign professors or researchers at the UAEH at the moment.
UAEH professors or researchers with degrees from foreign universities.
Participation in international conventions or congresses by UAEH professors or researchers.
The same – a, b and c – for the UNAM, Mexico’s number one university, nationally and internationally.
In groups of four, adapt the conversation to your Instituto or Escuela Superior (but correcting Student
2’s errors!). Then act out your conversation.
2
'JOEPVUBCPVUUIFGPMMPXJOHUIJOHT/FYUDMBTTEJTDVTTZPVS
mOEJOHTJOHSPVQT
3
English for your studies and profession
Read and listen to the following conversation between a visiting professor and some ICSHu
students. Then, in pairs, correct Student 2’s three errors.
20
Professor:
What do you study?
Student 2:

I study Civil Engineering.
Student 1:

5IBUTXIZIJT&OHMJTIJTCBE?
Professor:
No, his English isn’t bad. He communicates very well.
Student 3:

Arturo studies English in CEVIDE, the university language courses – that’s why his English is

good. And I study…

ENGLISH FOR STUDY AND WORK
41
T
LESSON OBJECTIVES:

If you have a generally strong group, get Ss to look at the photo and then close their books. Tell them one of the
people in the photo is a professor and three are students. Get them to listen to the conversation with books closed
and ask them some comprehension questions:
:KHUH?VWKHSURIHVVRUIURP":KHUHGRHVKHZRUN"
etc. If you
have a generally weak group, let Ss read as they listen.

7KLVDGDSWVWKHFRQYHUVDWLRQWR6V?UHDOLW\DQGJLYHVWKHPVRPH?DFWLQJ?SUDFWLFH0RQLWRUWKHDFWLQJDQGGRVRPH
work on pronunciation if necessary.

7KLVUHODWHV(QJOLVKWR6V?FXUUHQWXQLYHUVLW\UHDOLW\DQGWRIXWXUHSRVVLELOLWLHV1DWXUDOO\WKH81$0KDVIDUPRUH
?JOREDO?DFDGHPLFVWDIIWKDQWKH8$(+
1
2
3
1
2
5PSFMBUF&OHMJTIUPUIF4TVOJWFSTJUZTUVEJFTBOEGVUVSFQSPGFTTJPOBMXPSL
To relate English to the possibilities of their future personal lives.
5PSBJTF4TBXBSFOFTTPGIPXUIFZMFBSOBOEQSPNPUFUIFJSBCJMJUZUPMFBSOBVUPOPNPVTMZ
LESSON 3
Making it Real
English for your studies and profession
As always in this section, try to get Ss to see English as a real possibility, if not a present reality, in their lives.
$VRQWKHRSSRVLWHSDJH6WXGHQW?V%RRN
LISTENING SCRIPT:
3

42
ENGLISH FOR STUDY AND WORK
Sydney, Australia
Imagine you have the opportunity to study or work for one year in one of the following places. Which do
you prefer? Why?
Spanish and Hungarian (or Russian, Arabic, Chinese, or...) are very different. ‘
Magyar nagyon nehéz’

JT)VOHBSJBOGPSA)VOHBSJBOJTWFSZEJGmDVMU?#VU4QBOJTIBOE
&OHMJTIIBWFNBOZTJNJMBSJUJFT"SFUIF
following sentences in English and their Spanish equivalents very similar or very different?
1
English for your life
Autonomous Learning
a
a
b
b
c
c
d
d
e
f
g
3FMBUJWFMZ&OHMJTIJTOPUEJGmDVMUGPS.FYJDBOT
Spanish and English have many similar words.
Spanish and English also have lots of similar grammar.
But there is some very different grammar too.
“Do you like dogs?” is very different in Spanish.
It is useful to notice the similarities and differences.
But motivation and practice are absolutely essential.
How much do you practice English outside class? 5+ hours a week, 1-4 hours or 0 hours?
How motivated are you about learning English? Very motivated, a bit motivated or not motivated?
Do you generally notice the similarities and differences between Spanish and English?
Can you communicate some basic personal and other information in generally correct English?
Answer the questions. Discuss your answers in groups.
2
Go to the Self-Access Center and consult with a counselor about your current and future progress
in English.
3
Student 1:
I prefer Miami. It’s not far from Mexico, and many people speak Spanish. What about you?
Student 2:

*EFmOJUFMZEPOUXBOUUPHPUP.JBNJoMJLFZPVTBZNBOZQFPQMFTQFBL4QBOJTI?*QSFGFSy
en inglés.
Relativamente, el inglés no es difícil para los mexicanos.
El español y el inglés tienen muchas palabras similares.
El español y el inglés también tienen mucha gramática similar.
Pero hay algo de gramática muy diferente también.
“Te gustan los perros?” es muy diferente
Es útil notar las semejanzas y diferencias.
Pero la motivacin y la práctica son absolutamente esenciales.
Miami, USA
London, UK

ENGLISH FOR STUDY AND WORK
42
T

Discuss the introductory note with Ss. It might change their view of learning English a bit (a view that we hope has
DOUHDG\EHHQPRGL?HGDELWLQWKHLU8$(+FODVVHVFRPSDUHGZLWKWKHLUSUHYLRXVVFKRROFODVVHV7KHQJHWWKHP
to translate the English sentences into Spanish (or an equivalent concept in
e
). As you go through the English
and Spanish sentences with Ss, note (or better, get them to note) differences, even in generally very similar
sentences, e.g.
(QJOLVK
(O
LQJOpVLVQRW
no es
0H[LFDQV
ORV
PH[LFDQRV
The general conclusion should be that
English is much more similar to Spanish than most other languages.

This continues on the theme of “motivation and practice are absolutely essential”. You can only learn a language
if you really want or need to learn it and put in some work and enthusiasm.

This is intended to get Ss to see the opportunities they have in the UAEH – and with you as their teacher!
Again, emphasize how English can be important for them in their future lives, professional and personal. If some Ss
WDONZHOOLQWKLVDFWLYLW\FRQJUDWXODWHWKHPHVSHFLDOO\WKRVHWKDWKDYHUHDOO\SURJUHVVHGLQWKLV?UVW8$(+(QJOLVK
course.
1
2
3
English for your life
Autonomous learning

43
CHECKPOINT
Check your English
Write questions and answers, putting the words in the correct order.
CHECKPOINT 2
1
Hi, I’m Bernardo. I’m Mexican,
a)_____
I live in Sydney, Australia.
I came here in 2010
b)_______
a post-graduate scholarship in
chemistry at Macquarie University. I now
c)______
my MSc and
work in a pharmaceutical company. My job is interesting
d)______
the salary is good. I always go to the beach
e)_______
Saturday
and Sunday – there are
f)________
fantastic beaches! The weather
is
g)__________
sunny and warm or hot. But I don’t like some things
here. I can’t
h)______
my family regularly, there isn’t
i)______
good
Mexican food and Christmas is
j)_____
the summer!
a
b
c
d
e
f
usually / in / do / what / you / evening / the / do / ?

read / I / university / book / a / always / and / television / I / sometimes / watch / .

in / your / there / person / an / is / family / English-speaking / ?

No, / but / my / speaks / girlfriend / English / brother’s / perfect / .

like / dogs / parents / your / do / ?

Yes, / do / they / and / have / dogs / three / we / big / .

2
.BUDIUIFRVFTUJPOTBOEBOTXFST5IFSFJTPOFTVQFSnVPVTBOTXFS

3FBEUIFCMPH5IFODPNQMFUFJUXJUIXPSETGSPNUIFCPY UIFSF
BSFTPNFTVQFSnVPVTXPSET
Read the answers about Bernardo’s blog. Then write or complete the questions.
What time do you usually get up?

Sometimes, but not always.
Who cooks breakfast in your house?

Not a lot, about one hour an evening.
$BOZPVDPPLEJGmDVMUUIJOHTMJLFQJFT

#FDBVTF*MJLFUPFBUHPPEGPPE
Why do you like to cook?

He’s OK, a typical 6-year-old boy.
How many brothers do you have?

At six thirty.
Does he like your cooking?

Television cartoons and computer games.
What’s your brother like?

Only one.
How much television do you watch?

Yes, and I like to invent new dishes.

I do.
_____________________________________? He lives in Sydney, Australia.
__________________________ in a pharmaceutical company? Because he’s a chemist.
______________________ his job? Yes, he does. It’s interesting and the money is good.
_________________________________Saturdays? He always goes to the beach.
_____________________________in Sydney like? In general, it’s sunny and warm or hot.
_______________________________in or near Sydney? Yes, there are – fantastic beaches.
1
2
3
4
5
6
7
8
9
a
a
b
b
c
c
d
d
e
e
f
f
g
h
have am and but see look be with at on in some any no usually
3
4
What do you usually do in the evening
I always do my homework and I sometimes watch television
Is there an English-speaking person in your family
No, but brother’s girlfriend speaks perfect English
Do your parents like dogs
Yes, they do, and we have three big dogs
5
9
8
3
7
1
4
2
but
with
have
and
on
some
usually
any
in
see
Where does Bernardo live
Why does he work
Does he like
What does he do on
What is the weather
Are there any beaches

CHECKPOINT
43
T
This section should not be treated as a formal test, certainly not one that should make Ss tremble. It is evaluative,
helping Ss and Ts to see how learning is progressing, but it should also be developmental, helping Ss solve their
problems and advance their learning of English. It is, therefore, suggested that each exercise should be used in three
VWDJHV?UVW6VGRLWLQGLYLGXDOO\VHFRQGWKH\FRPSDUHWKHLUDQVZHUVLQSDLUVRUVPDOOJURXSVDQGWKLUG\RXFRQ?UP
the correct answers with the whole class. If you go round monitoring during stages 1 and 2, you can get an idea of
ZKDWDQGKRZJHQHUDOWKHSUREOHPVDUH$IWHUVWDJH\RXFDQWKHQGRVRPHIROORZXSFODUL?FDWLRQDQGSUDFWLFHLI
QHFHVVDU\,WLVJRRGWRHOLFLWDGGLWLRQDOH[DPSOHVUXOHVDQG?H[SODQDWLRQV?IURP6VLI\RXFDQUDWKHUWKDQGRLQJLWDOO
or most of it yourself (thus developing learner participation and autonomy).

Word order is becoming even more important as Ss progress to a wider range of questions and other sentences.
7KLVH[HUFLVHVKRXOGKHOS6VVHHWKLVDVZHOODVUHDOL]LQJWKDWZRUGRUGHULVVWULFWHUDQGPRUHVLJQL?FDQWWKDQLQ
Spanish. They should also see that meaning determines how sentences are formed.

7KLV IRFXVHV RQ TXHVWLRQDQVZHU H[FKDQJHV ZLWK PHDQLQJ DV WKH NH\ HOHPHQW 7KH VXSHU?XRXV DQVZHU
options for 8 questions) reduces the risk of Ss making 2 mistakes every time they make one mistake. It also faces
WKHPZLWKWKH?:KDWLV?OLNH"?YV?:KDWGRHV?OLNH"?FKRLFH

This now goes even further, to a text with a wide variety of language items to consider. It requires the ability
to handle the largely unpredictable range of language, grammar and vocabulary that natural, communicative
discourse requires.

This goes back to the construction of questions, but now requiring Ss to write almost all of each question.
1
2
3
CHECKPOINT 2
Check your English
4

44
CHECKPOINT
Apply your English
Visit the UAEH website
(http://www.uaeh.edu.mx/)
and read the page ‘University Excellence’
(http://www.uaeh.edu.mx/excelencia/index_eng.html).
Answer the following questions.
1
How old are some of the institutes now forming part of the UAEH?
How old is the UAEH as a formally constituted university?
%PFTUIF6"&)IBWFBTQFDJmDQPMJUJDBMQPTJUJPOPSBGmMJBUJPO
8IBUQFSDFOUBHFPGHSBEVBUFTmOEKPCTXJUIJOBZFBSPGHSBEVBUJPO
Is there discrimination between men and women in the UAEH?
The UAEH is ______ public institution of upper secondary and higher education. It ______
over 30,000 students, from High School to Post-Graduate Studies. The university was formally
established ______ 1961, but it has a century and a half of history. The university has ‘institutes’,
OPUAGBDVMUJFT4PNFPGUIFTFJOTUJUVUFT@@@@@@WFSZPMEGPSFYBNQMFUIFmSTUJOTUJUVUFFTUBCMJTIFE
JOXJUI@@@@@@OBNFA*OTUJUVUP-JUFSBSJPZ&TDVFMBEF"SUFTZ0mDJPT -JUFSBSZ*OTUJUVUFBOE
School of Arts and Crafts). The UAEH is present in the entire State of Hidalgo, ______ institutes and
campuses in 12 cities apart from the capital, Pachuca.
a
b
c
d
e
2
Read and, in pairs, complete the following text about the UAEH.
In pairs, prepare for the visit of a group of American students to the UAEH. What questions do the
American students probably have about your university? Write some of these questions.
3
Over 140 years old.
Over 50 years old.
97%.
No.
No.
a
has
in
the
are
with
In groups, act out a meeting between the visiting students and the UAEH students. Two or three
of you can be American students and two or three of you UAEH students.
4
How old
Does
What
Can
Where
How many
Are there
?
?
?
?
?
?
?
?

CHECKPOINT
44
T

This acts as a comprehension task for the UAEH webpage in English, University Excellence. Ask Ss what else
they found out from the UAEH website.

More reading comprehension, partly answering the questions in 1. The task is simply to get Ss to notice linguistic
details. Ask questions about the text and about the UAEH in general.

Ask if any Ss have actually had conversations with foreign visitors to the UAEH. Get the Ss who are to be the
YLVLWLQJ$PHULFDQ6VWRSUHSDUHWKHLU?SUR?OHV??ZKHUHWKH\DUHIURPZKDWWKH\VWXG\HWF?VRWKDWTXHVWLRQVDQG
answers can go in both directions.
This section involves all four communicative skills as well as grammar and vocabulary. It is mainly just to get Ss
to actually use their English, but as they do so, they (and you) should also have some awareness of how they are
managing and what they need to work on more. Also, in this particular case, they should become more aware of the
UAEH and English in it.
1
2
3
Apply your English
4

VOCABULARY
45
GERMAN FRENCH ITALIAN
Unit 2
Verbs
drink
eat
go
have
listen
live
produce
read
speak
study
teach
wear
work
write
Days of the week
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Colors
black
blue
brown
gray
green
orange
purple
red
white
yellow
Months
January
February
March
April
May
June
July
August
September
October
November
December
Places in town
bank
bus station
church
city
mall
museum
school
square
stadium
store
street
town
Adjectives
attractive
big
famous
important
interesting
modern
new
old
small
traditional

Unit 3
Weather
cloud
cloudy
cold
cool
Unit 1
Countries
Australia
Canada
China
France
Germany
Great Britain
India
Ireland
Italy
Japan
Mexico
Russia
Spain
The UK – The United Kingdom
The USA
–
The United States of America
Nationalities
American
Australian
British
Canadian
Chinese
French
German
Indian
Italian
Japanese
Mexican
Russian
Spanish
Cardinal numbers
one
two
three
four
mWF
six
seven
eight
nine
ten
eleven
twelve
thirteen
fourteen
mGUFFO
sixteen
seventeen
eighteen
nineteen
twenty
twenty-one
thirty-two
forty-three
mGUZGPVS
TJYUZmWF
seventy-six
eighty-seven
ninety-eight
a hundred
Family
brother
children
daughter
father
husband
mother
parents
siblings
sister
son
wife
Jobs
doctor
engineer
student
taxi driver
teacher
waiter
Unité 1

Pays
L’Australie
Le Canada
La Chine
La France
L’Allemagne
La Grande-Bretagne
L’Inde
L’Irlande
L’Italie
Le Japon
Le Mexique
La Russie
L’Espagne
Le Royaume-Uni
Les États-Unis
Nationalités
un américain / une américaine
un australien / une australienne
un britannique / une britannique
un canadien / une canadienne
un chinois / une chinoise
un français / une française
un allemand / une allemande
un indien / une indienne
un italien / une italienne
un japonais / une japonaise
un mexicain / une mexicaine
un russe / une russe
un espagnol / une espagnole
Nombres cardinaux
un
deux
trois
quatre
cinq
six
sept
huit
neuf
dix
onze
douze
treize
quatorze
quinze
seize
dix-sept
dix-huit
dix-neuf
vingt
vingt-et-un
trente-deux
quarante-trois
cinquante-quatre
soixante-cinq
soixante-six
quatre-vingt-sept
quatre-vingt-dix-huit
cent
Famille
un frère
des enfants
VOFmMMF
un père
un mari
une mère
des parents
des frères et des sœurs en pluriel
une sœur
VOmMT
une épouse
Professions
un médecin / une médecin
un ingénieur /une ingénieur
un étudiant /une étudiante
un chauffeur de taxi / une chauffeuse de taxi
un professeur /une professeur
un serveur / une serveuse
Unité 2
Verbes
boire
manger
aller
avoir
écouter
habiter
produire
lire
parler
étudier
enseigner
porter
travailler
écrire
Les jours de la semaine
lundi
mardi
mercredi
jeudi
vendredi
samedi
dimanche
Couleurs
noir
bleu
marron
gris
vert
orange
violet
rouge
blanc
jaune
Mois
Janvier
Février
Mars
Avril
Mai
Juin
Juillet
Août
Septembre
Octobre
Novembre
Décembre
Les endroits de la ville
la banque
la station de bus
l’église
la ville
le centre commercial
le musée
l’école
le square
le stade
le magasin
la rue
la ville
Adjectifs
attractif
grand
célèbre
important
intéressant
moderne
nouveau
vieux
petit
traditionnel
Unité 3
Climat
le nuage
nuageux
le froid
le frais
dry
hot
rain
rainy
snow
snowy
sun
sunny
warm
wind
windy
Vacation
airlines
airports
attractions
beaches
borders
buildings
immigration
resorts
shows
sites
theme
travel
visa
weather
Ordinal numbers
mSTU
second
third
fourth
mGUI
sixth
seventh
eighth
ninth
tenth
eleventh
twelfth
thirteenth
fourteenth
mGUFFOUI
sixteenth
twentieth

Unit 4
Verbs
do
fail
give
pass
read
search
study
take
write
Professions
actor
agronomist
architect
civil engineer
mechanical engineer
Frequency adverbs
always
usually
often
sometimes
never
Question words
What…?
Who…?
Which…?
Where…?
When…?
Why…?
How many…?
How much…?
What time…?
How old…?
le sec
très chaud
la pluie
pluvieux
la neige
neigeux
le soleil
ensoleillé
le chaud
le vent
venteux
Vacances
la ligne aérienne
l’aéroport
les attractions
les plages
les frontières
les bâtiments
l’immigration
les hôtels
les spectacles
les sites
le thème
le voyage
le visa
le climat
Nombres ordinaux
premier
deuxième
troisième
quatrième
cinquième
sixième
septième
huitième
neuvième
dixième
onzième
deuxième
treizième
quatorzième
quinzième
seizième
vingtième
Unité 4
Verbes
faire
échouer
donner
passer
lire
chercher
étudier
accepter, prendre, recevoir
écrire
Professions
un acteur / une actrice
un agronome / une agronome
un architect / une architecte
un ingénieur civil / une ingénieur civil
un ingénieur mécanicien / une
ingénieur mécanicien
Adverbes de temps
toujours
en général, généralement
souvent
quelquefois
jamais
Mots Interrogatifs
Quel…?
Qui…?
Lequel…?
Où… ?
Quand… ?
Pourquoi… ?
Combien… ?
Combien… ?
À Quelle Heure… ?
Quel Âge…
Einheit 1
Länder
Australien
Kanada
China
Frankreich
Deutschland
Gro
ß
britannien
Indien
Irland
Italien
Japan
Mexiko
Russland
Spanien
Vereinigtes Königreich
Vereinigte Staaten (von Amerika)
Staatsangehörigkeit
der Amerikaner / die Amerikanerin
der Australier / die Australierin
der Brite / die Britin
der Kanadier / die Kanadierin
der Chinese / die Chinesin
der Franzose / die Französin
der Deutsche / die Deutsche
der Inder / die Inderin
der Italiener / die Italienerin
der Japaner / die Japanerin
der Mexikaner / die Mexikanerin
der Russe / die Russin
der Spanier / die Spanierin
Kardinalnummer
eins
zwei
drei
vier
fünf
sechs
sieben
acht
neun
zehn
elf
zwölf
dreizehn
vierzehn
fünfzehn
sechzehn
siebzehn
achtzehn
neunzehn
zwanzig
einundzwanzig
zweiunddrei
ß
ig
dreiundvierzig
vierundfünfzig
fünfundsechzig
sechsundsiebzig
siebenundachzig
achtundneunzig
(ein) hundert
Familie
der Bruder
die Kinder (Pl.)
die Tochter
der Vater
der Ehemann
die Mutter
die Eltern (Pl.)
die Geschwister (Pl)
die Schwester
der Sohn
die Ehefrau
Berufe
der Arzt / die Ärztin
der Ingenieur / die Ingenieurin
der Student / die Studentin
der Taxifahrer / die Taxifahrerin
der Lehrer / die Lehrerin
der Kellner / die Kellnerin
Einheit 2
Verben
trinken
essen
gehen
haben
zuhören
leben
produzieren
lesen
sprechen
studieren
unterrichten
anziehen
arbeiten
schreiben
Die Wochentage
der Sonntag
der Montag
der Dienstag
der Mittwoch
der Donnerstag
der Freitag
der Samstag
Farben
schwarz
blau
braun
grau
grün
orange
lila
rot
weiß
gelb
Die Monate
der Januar
der Februar
der März
der April
der Mai
der Juni
der Juli
der August
der September
der Oktober
der November
der Dezember
Orte in der Stadt
die Bank
die Bushaltestelle
die Kirche
die Stadt
der Markt
das Museum
die Schule
der Platz
das Stadium
das Geschäft
die Straße
das Dorf
Adjektive
attraktiv
groß
berühmt
wichtig
interessant
modern
neu
alt
klein
traditionell
Einhait 3
Wetter
die Wolke (pl)
bewölkt
alt
kühl
trocken
heiß
der Regen
regnerisch
der Schnee
schneereich
die Sonne
sonnig
warm
der Wind
windig
Ferien
die Fluggesellschaft
der Flughafen
die Attraktionen
die Strände (pl)
die Grenzen (pl)
die Gebäude (pl)
die Einwanderung
der Urlaubsort
die Demonstration
die Plätze (pl)
die Themen (pl)
reisen
das Visum
das Wetter
Ordinalzahlen
erste
zweite
dritte
vierte
fünfte
sechste
siebte (siebente)
achte
neunte
zehnte
elfte
zwölfte
dreizehnte
vierzehnte
fünfzehnte
sechzehnte
zwanzigste
Einhait 4
Verben
machen
versagen / durchfallen
geben
bestehen
lesen
suchen
studieren
nehmen
schreiben
Berufe
der Schauspieler / die Schauspielerin
der Landwirt / die Landwirtin
der Architekt / die Architektin
der Bauingenieur / die Bauingenieurin
der Mechaniker / die Mechanikerin
Temporalangaben
immer
gewöhnlich
oft
manchmal
nie
Fragewörter
Was…?
Wer…?
Welche / r / s…?
Wo…?
Wann…?
Warum…?
Wie viel / e…?
Wie viel / e…?
Wie spät…?
Wie alt …?
ENGLISH
Unità 1
Paesi
Australia
Canada
Cina
Francia
Germania
Gran Bretagna
India
Irlanda
Italia
Giappone
Messico
Russia
Spagna
Il Regno Unito
Gli Stati Uniti
Nazionalita`
Americana
Australiana
Britannica
Canadese
Cinese
Francese
Indiana
Italiana
Giapponese
Messicana
Russa
Spagnola
Tedesca
Numeri cardinali
Uno
Due
Tre
Quattro
Cinque
Sei
Sette
Otto
Nove
Dieci
Undici
Dodici
Tredici
Quattordici
Quindici
Sedici
Diciassette
Diciotto
Diciannove
Venti
Ventuno
Trentadue
Quarantatré
Cinquantaquattro
Sessantacinque
Settantasei
Ottantasette
Novantotto
Cento
Famiglia
Fratello
Bambini
Figlia
Padre
Marito
Madre
Genitori
Fratelli
Sorella
Figlio
Moglie
Professioni
Dottore/dottoressa
L’Ingegnere
Studente/studentessa
Il tassista/la tassista
Maestro/maestra
Cameriere/cameriera
Unità 2
Verbi
Bere
Mangiare
Andare
Avere
Ascoltare
Vivere
Produrre
Leggere
Parlare
Studiare
Insegnare
Indossare
Lavorare
Scrivere
Giorni della settimana
Lunedi`
Martedi`
Mercoledi`
Giovedi`
Venerdi`
Sabato
Domenica
Colori
Nero
Blu
Marrone
Grigio
Verde
Arancione
Viola
Rosso
Bianco
Giallo
Mesi
Gennaio
Febbraio
Marzo
Aprile
Maggio
Giugno
Luglio
Agosto
Settembre
Ottobre
Novembre
Dicembre

Luoghi in citta`
Banca
Stazione del bus
Chiesa
Citta`
Centro commerciale
Museo
Scuola
Piazza
Stadio
Negozio
Strada
Centro
Aggettivi
Attrattivo
Grande
Famoso
Importante
Interessante
Moderno
Nuovo
Vecchio
Piccolo
Tradizionale
Unità 3
Clima
Nuvola
Nuvoloso
Freddo
Fresco
Secco
Torrido
Pioggia
Piovoso
Neve
Nevoso
Sole
Soleggiato
Caldo
Vento
Ventoso
Vacanze
Compagnie aeree
Aeroporti
Attrazioni
Spiagge
$POmOJ
&EJmDJ
Immigrazione
Resorts
Spettacoli
Siti
Tema
Viaggio
Visa
Clima
Numeri ordinali
Primo
Secondo
Terzo
Quarto
Quinto
Sesto
Settimo
Ottavo
Nono
Decimo
Undicesimo
Dodicesimo
Tredicesimo
Quattordicesimo
Quindicesimo
Sedicesimo
Ventesimo
Unità 4
Verbi
Fare
Fallire
Dare
Passare
Leggere
Cercare
Studiare
Prendere
Scrivere
Professioni
Attore/attrice
Agronomo/agronoma
L’architetto
L’ingegnere civile
L’ingegnere meccanico
Veterinario/veterinaria
Avverbi di frequenza
Sempre
Generalmente
Spesso
Talvolta
Mai
Parole per fare domande
Cosa...?
Chi...?
Quale...?
Dove...?
Quando...?
Perché...?
Quanti...?
Quanto...?
Che ora...?
Quanti anni...?

VOCABULARY
46
ITALIAN
Unit 2
Verbs
drink
eat
go
have
listen
live
produce
read
speak
study
teach
wear
work
write
Days of the week
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Colors
black
blue
brown
gray
green
orange
purple
red
white
yellow
Months
January
February
March
April
May
June
July
August
September
October
November
December
Places in town
bank
bus station
church
city
mall
museum
school
square
stadium
store
street
town
Adjectives
attractive
big
famous
important
interesting
modern
new
old
small
traditional

Unit 3
Weather
cloud
cloudy
cold
cool
Unit 1
Countries
Australia
Canada
China
France
Germany
Great Britain
India
Ireland
Italy
Japan
Mexico
Russia
Spain
The UK – The United Kingdom
The USA – The United States of America
Nationalities
American
Australian
British
Canadian
Chinese
French
German
Indian
Italian
Japanese
Mexican
Russian
Spanish
Cardinal numbers
one
two
three
four
mWF
six
seven
eight
nine
ten
eleven
twelve
thirteen
fourteen
mGUFFO
sixteen
seventeen
eighteen
nineteen
twenty
twenty-one
thirty-two
forty-three
mGUZGPVS
TJYUZmWF
seventy-six
eighty-seven
ninety-eight
a hundred
Family
brother
children
daughter
father
husband
mother
parents
siblings
sister
son
wife
Jobs
doctor
engineer
student
taxi driver
teacher
waiter
Unité 1

Pays
L’Australie
Le Canada
La Chine
La France
L’Allemagne
La Grande-Bretagne
L’Inde
L’Irlande
L’Italie
Le Japon
Le Mexique
La Russie
L’Espagne
Le Royaume-Uni
Les États-Unis
Nationalités
un américain / une américaine
un australien / une australienne
un britannique / une britannique
un canadien / une canadienne
un chinois / une chinoise
un français / une française
un allemand / une allemande
un indien / une indienne
un italien / une italienne
un japonais / une japonaise
un mexicain / une mexicaine
un russe / une russe
un espagnol / une espagnole
Nombres cardinaux
un
deux
trois
quatre
cinq
six
sept
huit
neuf
dix
onze
douze
treize
quatorze
quinze
seize
dix-sept
dix-huit
dix-neuf
vingt
vingt-et-un
trente-deux
quarante-trois
cinquante-quatre
soixante-cinq
soixante-six
quatre-vingt-sept
quatre-vingt-dix-huit
cent
Famille
un frère
des enfants
VOFmMMF
un père
un mari
une mère
des parents
des frères et des sœurs en pluriel
une sœur
VOmMT
une épouse
Professions
un médecin / une médecin
un ingénieur /une ingénieur
un étudiant /une étudiante
un chauffeur de taxi / une chauffeuse de taxi
un professeur /une professeur
un serveur / une serveuse
Unité 2
Verbes
boire
manger
aller
avoir
écouter
habiter
produire
lire
parler
étudier
enseigner
porter
travailler
écrire
Les jours de la semaine
lundi
mardi
mercredi
jeudi
vendredi
samedi
dimanche
Couleurs
noir
bleu
marron
gris
vert
orange
violet
rouge
blanc
jaune
Mois
Janvier
Février
Mars
Avril
Mai
Juin
Juillet
Août
Septembre
Octobre
Novembre
Décembre
Les endroits de la ville
la banque
la station de bus
l’église
la ville
le centre commercial
le musée
l’école
le square
le stade
le magasin
la rue
la ville
Adjectifs
attractif
grand
célèbre
important
intéressant
moderne
nouveau
vieux
petit
traditionnel
Unité 3
Climat
le nuage
nuageux
le froid
le frais
dry
hot
rain
rainy
snow
snowy
sun
sunny
warm
wind
windy
Vacation
airlines
airports
attractions
beaches
borders
buildings
immigration
resorts
shows
sites
theme
travel
visa
weather
Ordinal numbers
mSTU
second
third
fourth
mGUI
sixth
seventh
eighth
ninth
tenth
eleventh
twelfth
thirteenth
fourteenth
mGUFFOUI
sixteenth
twentieth

Unit 4
Verbs
do
fail
give
pass
read
search
study
take
write
Professions
actor
agronomist
architect
civil engineer
mechanical engineer
Frequency adverbs
always
usually
often
sometimes
never
Question words
What…?
Who…?
Which…?
Where…?
When…?
Why…?
How many…?
How much…?
What time…?
How old…?
le sec
très chaud
la pluie
pluvieux
la neige
neigeux
le soleil
ensoleillé
le chaud
le vent
venteux
Vacances
la ligne aérienne
l’aéroport
les attractions
les plages
les frontières
les bâtiments
l’immigration
les hôtels
les spectacles
les sites
le thème
le voyage
le visa
le climat
Nombres ordinaux
premier
deuxième
troisième
quatrième
cinquième
sixième
septième
huitième
neuvième
dixième
onzième
deuxième
treizième
quatorzième
quinzième
seizième
vingtième
Unité 4
Verbes
faire
échouer
donner
passer
lire
chercher
étudier
accepter, prendre, recevoir
écrire
Professions
un acteur / une actrice
un agronome / une agronome
un architect / une architecte
un ingénieur civil / une ingénieur civil
un ingénieur mécanicien / une
ingénieur mécanicien
Adverbes de temps
toujours
en général, généralement
souvent
quelquefois
jamais
Mots Interrogatifs
Quel…?
Qui…?
Lequel…?
Où… ?
Quand… ?
Pourquoi… ?
Combien… ?
Combien… ?
À Quelle Heure… ?
Quel Âge…
Einheit 1
Länder
Australien
Kanada
China
Frankreich
Deutschland
Großbritannien
Indien
Irland
Italien
Japan
Mexiko
Russland
Spanien
Vereinigtes Königreich
Vereinigte Staaten (von Amerika)
Staatsangehörigkeit
der Amerikaner / die Amerikanerin
der Australier / die Australierin
der Brite / die Britin
der Kanadier / die Kanadierin
der Chinese / die Chinesin
der Franzose / die Französin
der Deutsche / die Deutsche
der Inder / die Inderin
der Italiener / die Italienerin
der Japaner / die Japanerin
der Mexikaner / die Mexikanerin
der Russe / die Russin
der Spanier / die Spanierin
Kardinalnummer
eins
zwei
drei
vier
fünf
sechs
sieben
acht
neun
zehn
elf
zwölf
dreizehn
vierzehn
fünfzehn
sechzehn
siebzehn
achtzehn
neunzehn
zwanzig
einundzwanzig
zweiunddreißig
dreiundvierzig
vierundfünfzig
fünfundsechzig
sechsundsiebzig
siebenundachzig
achtundneunzig
(ein) hundert
Familie
der Bruder
die Kinder (Pl.)
die Tochter
der Vater
der Ehemann
die Mutter
die Eltern (Pl.)
die Geschwister (Pl)
die Schwester
der Sohn
die Ehefrau
Berufe
der Arzt / die Ärztin
der Ingenieur / die Ingenieurin
der Student / die Studentin
der Taxifahrer / die Taxifahrerin
der Lehrer / die Lehrerin
der Kellner / die Kellnerin
Einheit 2
Verben
trinken
essen
gehen
haben
zuhören
leben
produzieren
lesen
sprechen
studieren
unterrichten
anziehen
arbeiten
schreiben
Die Wochentage
der Sonntag
der Montag
der Dienstag
der Mittwoch
der Donnerstag
der Freitag
der Samstag
Farben
schwarz
blau
braun
grau
grün
orange
lila
rot
wei
ß
gelb
Die Monate
der
Januar
der
Februar
der
März
der
April
der
Mai
der
Juni
der
Juli
der
August
der
September
der
Oktober
der
November
der
Dezember
Orte in der Stadt
die Bank
die Bushaltestelle
die Kirche
die Stadt
der Markt
das Museum
die Schule
der Platz
das Stadium
das Geschäft
die Stra
ß
e
das Dorf
Adjektive
attraktiv
gro
ß
berühmt
wichtig
interessant
modern
neu
alt
klein
traditionell
Einhait 3
Wetter
die Wolke (pl)
bewölkt
alt
kühl
trocken
heiß
der Regen
regnerisch
der Schnee
schneereich
die Sonne
sonnig
warm
der Wind
windig
Ferien
die Fluggesellschaft
der Flughafen
die Attraktionen
die Strände (pl)
die Grenzen (pl)
die Gebäude (pl)
die Einwanderung
der Urlaubsort
die Demonstration
die Plätze (pl)
die Themen (pl)
reisen
das Visum
das Wetter
Ordinalzahlen
erste
zweite
dritte
vierte
fünfte
sechste
siebte (siebente)
achte
neunte
zehnte
elfte
zwölfte
dreizehnte
vierzehnte
fünfzehnte
sechzehnte
zwanzigste
Einhait 4
Verben
machen
versagen / durchfallen
geben
bestehen
lesen
suchen
studieren
nehmen
schreiben
Berufe
der Schauspieler / die Schauspielerin
der Landwirt / die Landwirtin
der Architekt / die Architektin
der Bauingenieur / die Bauingenieurin
der Mechaniker / die Mechanikerin
Temporalangaben
immer
gewöhnlich
oft
manchmal
nie
Fragewörter
Was…?
Wer…?
Welche / r / s…?
Wo…?
Wann…?
Warum…?
Wie viel / e…?
Wie viel / e…?
Wie spät…?
Wie alt …?
GERMAN FRENCHENGLISH
Unità 1
Paesi
Australia
Canada
Cina
Francia
Germania
Gran Bretagna
India
Irlanda
Italia
Giappone
Messico
Russia
Spagna
Il Regno Unito
Gli Stati Uniti
Nazionalita`
Americana
Australiana
Britannica
Canadese
Cinese
Francese
Indiana
Italiana
Giapponese
Messicana
Russa
Spagnola
Tedesca
Numeri cardinali
Uno
Due
Tre
Quattro
Cinque
Sei
Sette
Otto
Nove
Dieci
Undici
Dodici
Tredici
Quattordici
Quindici
Sedici
Diciassette
Diciotto
Diciannove
Venti
Ventuno
Trentadue
Quarantatré
Cinquantaquattro
Sessantacinque
Settantasei
Ottantasette
Novantotto
Cento
Famiglia
Fratello
Bambini
Figlia
Padre
Marito
Madre
Genitori
Fratelli
Sorella
Figlio
Moglie
Professioni
Dottore/dottoressa
L’Ingegnere
Studente/studentessa
Il tassista/la tassista
Maestro/maestra
Cameriere/cameriera
Unità 2
Verbi
Bere
Mangiare
Andare
Avere
Ascoltare
Vivere
Produrre
Leggere
Parlare
Studiare
Insegnare
Indossare
Lavorare
Scrivere
Giorni della settimana
Lunedi`
Martedi`
Mercoledi`
Giovedi`
Venerdi`
Sabato
Domenica
Colori
Nero
Blu
Marrone
Grigio
Verde
Arancione
Viola
Rosso
Bianco
Giallo
Mesi
Gennaio
Febbraio
Marzo
Aprile
Maggio
Giugno
Luglio
Agosto
Settembre
Ottobre
Novembre
Dicembre

Luoghi in citta`
Banca
Stazione del bus
Chiesa
Citta`
Centro commerciale
Museo
Scuola
Piazza
Stadio
Negozio
Strada
Centro
Aggettivi
Attrattivo
Grande
Famoso
Importante
Interessante
Moderno
Nuovo
Vecchio
Piccolo
Tradizionale
Unità 3
Clima
Nuvola
Nuvoloso
Freddo
Fresco
Secco
Torrido
Pioggia
Piovoso
Neve
Nevoso
Sole
Soleggiato
Caldo
Vento
Ventoso
Vacanze
Compagnie aeree
Aeroporti
Attrazioni
Spiagge
$POmOJ
&EJmDJ
Immigrazione
Resorts
Spettacoli
Siti
Tema
Viaggio
Visa
Clima
Numeri ordinali
Primo
Secondo
Terzo
Quarto
Quinto
Sesto
Settimo
Ottavo
Nono
Decimo
Undicesimo
Dodicesimo
Tredicesimo
Quattordicesimo
Quindicesimo
Sedicesimo
Ventesimo
Unità 4
Verbi
Fare
Fallire
Dare
Passare
Leggere
Cercare
Studiare
Prendere
Scrivere
Professioni
Attore/attrice
Agronomo/agronoma
L’architetto
L’ingegnere civile
L’ingegnere meccanico
Veterinario/veterinaria
Avverbi di frequenza
Sempre
Generalmente
Spesso
Talvolta
Mai
Parole per fare domande
Cosa...?
Chi...?
Quale...?
Dove...?
Quando...?
Perché...?
Quanti...?
Quanto...?
Che ora...?
Quanti anni...?

VOCABULARY
47
ITALIAN
Unit 2
Verbs
drink
eat
go
have
listen
live
produce
read
speak
study
teach
wear
work
write
Days of the week
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Colors
black
blue
brown
gray
green
orange
purple
red
white
yellow
Months
January
February
March
April
May
June
July
August
September
October
November
December
Places in town
bank
bus station
church
city
mall
museum
school
square
stadium
store
street
town
Adjectives
attractive
big
famous
important
interesting
modern
new
old
small
traditional

Unit 3
Weather
cloud
cloudy
cold
cool
Unit 1
Countries
Australia
Canada
China
France
Germany
Great Britain
India
Ireland
Italy
Japan
Mexico
Russia
Spain
The UK – The United Kingdom
The USA – The United States of America
Nationalities
American
Australian
British
Canadian
Chinese
French
German
Indian
Italian
Japanese
Mexican
Russian
Spanish
Cardinal numbers
one
two
three
four
mWF
six
seven
eight
nine
ten
eleven
twelve
thirteen
fourteen
mGUFFO
sixteen
seventeen
eighteen
nineteen
twenty
twenty-one
thirty-two
forty-three
mGUZGPVS
TJYUZmWF
seventy-six
eighty-seven
ninety-eight
a hundred
Family
brother
children
daughter
father
husband
mother
parents
siblings
sister
son
wife
Jobs
doctor
engineer
student
taxi driver
teacher
waiter
Unité 1

Pays
L’Australie
Le Canada
La Chine
La France
L’Allemagne
La Grande-Bretagne
L’Inde
L’Irlande
L’Italie
Le Japon
Le Mexique
La Russie
L’Espagne
Le Royaume-Uni
Les États-Unis
Nationalités
un américain / une américaine
un australien / une australienne
un britannique / une britannique
un canadien / une canadienne
un chinois / une chinoise
un français / une française
un allemand / une allemande
un indien / une indienne
un italien / une italienne
un japonais / une japonaise
un mexicain / une mexicaine
un russe / une russe
un espagnol / une espagnole
Nombres cardinaux
un
deux
trois
quatre
cinq
six
sept
huit
neuf
dix
onze
douze
treize
quatorze
quinze
seize
dix-sept
dix-huit
dix-neuf
vingt
vingt-et-un
trente-deux
quarante-trois
cinquante-quatre
soixante-cinq
soixante-six
quatre-vingt-sept
quatre-vingt-dix-huit
cent
Famille
un frère
des enfants
VOFmMMF
un père
un mari
une mère
des parents
des frères et des sœurs en pluriel
une sœur
VOmMT
une épouse
Professions
un médecin / une médecin
un ingénieur /une ingénieur
un étudiant /une étudiante
un chauffeur de taxi / une chauffeuse de taxi
un professeur /une professeur
un serveur / une serveuse
Unité 2
Verbes
boire
manger
aller
avoir
écouter
habiter
produire
lire
parler
étudier
enseigner
porter
travailler
écrire
Les jours de la semaine
lundi
mardi
mercredi
jeudi
vendredi
samedi
dimanche
Couleurs
noir
bleu
marron
gris
vert
orange
violet
rouge
blanc
jaune
Mois
Janvier
Février
Mars
Avril
Mai
Juin
Juillet
Août
Septembre
Octobre
Novembre
Décembre
Les endroits de la ville
la banque
la station de bus
l’église
la ville
le centre commercial
le musée
l’école
le square
le stade
le magasin
la rue
la ville
Adjectifs
attractif
grand
célèbre
important
intéressant
moderne
nouveau
vieux
petit
traditionnel
Unité 3
Climat
le nuage
nuageux
le froid
le frais
dry
hot
rain
rainy
snow
snowy
sun
sunny
warm
wind
windy
Vacation
airlines
airports
attractions
beaches
borders
buildings
immigration
resorts
shows
sites
theme
travel
visa
weather
Ordinal numbers
mSTU
second
third
fourth
mGUI
sixth
seventh
eighth
ninth
tenth
eleventh
twelfth
thirteenth
fourteenth
mGUFFOUI
sixteenth
twentieth

Unit 4
Verbs
do
fail
give
pass
read
search
study
take
write
Professions
actor
agronomist
architect
civil engineer
mechanical engineer
Frequency adverbs
always
usually
often
sometimes
never
Question words
What…?
Who…?
Which…?
Where…?
When…?
Why…?
How many…?
How much…?
What time…?
How old…?
le sec
très chaud
la pluie
pluvieux
la neige
neigeux
le soleil
ensoleillé
le chaud
le vent
venteux
Vacances
la ligne aérienne
l’aéroport
les attractions
les plages
les frontières
les bâtiments
l’immigration
les hôtels
les spectacles
les sites
le thème
le voyage
le visa
le climat
Nombres ordinaux
premier
deuxième
troisième
quatrième
cinquième
sixième
septième
huitième
neuvième
dixième
onzième
deuxième
treizième
quatorzième
quinzième
seizième
vingtième
Unité 4
Verbes
faire
échouer
donner
passer
lire
chercher
étudier
accepter, prendre, recevoir
écrire
Professions
un acteur / une actrice
un agronome / une agronome
un architect / une architecte
un ingénieur civil / une ingénieur civil
un ingénieur mécanicien / une
ingénieur mécanicien
Adverbes de temps
toujours
en général, généralement
souvent
quelquefois
jamais
Mots Interrogatifs

Quel…?
Qui…?
Lequel…?
Où… ?
Quand… ?
Pourquoi… ?
Combien… ?
Combien… ?
À Quelle Heure… ?
Quel Âge…
Einheit 1
Länder
Australien
Kanada
China
Frankreich
Deutschland
Großbritannien
Indien
Irland
Italien
Japan
Mexiko
Russland
Spanien
Vereinigtes Königreich
Vereinigte Staaten (von Amerika)
Staatsangehörigkeit
der Amerikaner / die Amerikanerin
der Australier / die Australierin
der Brite / die Britin
der Kanadier / die Kanadierin
der Chinese / die Chinesin
der Franzose / die Französin
der Deutsche / die Deutsche
der Inder / die Inderin
der Italiener / die Italienerin
der Japaner / die Japanerin
der Mexikaner / die Mexikanerin
der Russe / die Russin
der Spanier / die Spanierin
Kardinalnummer
eins
zwei
drei
vier
fünf
sechs
sieben
acht
neun
zehn
elf
zwölf
dreizehn
vierzehn
fünfzehn
sechzehn
siebzehn
achtzehn
neunzehn
zwanzig
einundzwanzig
zweiunddreißig
dreiundvierzig
vierundfünfzig
fünfundsechzig
sechsundsiebzig
siebenundachzig
achtundneunzig
(ein) hundert
Familie
der Bruder
die Kinder (Pl.)
die Tochter
der Vater
der Ehemann
die Mutter
die Eltern (Pl.)
die Geschwister (Pl)
die Schwester
der Sohn
die Ehefrau
Berufe
der Arzt / die Ärztin
der Ingenieur / die Ingenieurin
der Student / die Studentin
der Taxifahrer / die Taxifahrerin
der Lehrer / die Lehrerin
der Kellner / die Kellnerin
Einheit 2
Verben
trinken
essen
gehen
haben
zuhören
leben
produzieren
lesen
sprechen
studieren
unterrichten
anziehen
arbeiten
schreiben
Die Wochentage
der Sonntag
der Montag
der Dienstag
der Mittwoch
der Donnerstag
der Freitag
der Samstag
Farben
schwarz
blau
braun
grau
grün
orange
lila
rot
weiß
gelb
Die Monate
der Januar
der Februar
der März
der April
der Mai
der Juni
der Juli
der August
der September
der Oktober
der November
der Dezember
Orte in der Stadt
die Bank
die Bushaltestelle
die Kirche
die Stadt
der Markt
das Museum
die Schule
der Platz
das Stadium
das Geschäft
die Straße
das Dorf
Adjektive
attraktiv
groß
berühmt
wichtig
interessant
modern
neu
alt
klein
traditionell
Einhait 3
Wetter
die Wolke (pl)
bewölkt
alt
kühl
trocken
hei
ß
der Regen
regnerisch
der Schnee
schneereich
die Sonne
sonnig
warm
der Wind
windig
Ferien
die Fluggesellschaft
der Flughafen
die Attraktionen
die Strände (pl)
die Grenzen (pl)
die Gebäude (pl)
die Einwanderung
der Urlaubsort
die Demonstration
die Plätze (pl)
die Themen (pl)
reisen
das Visum
das Wetter
Ordinalzahlen
erste
zweite
dritte
vierte
fünfte
sechste
siebte (siebente)
achte
neunte
zehnte
elfte
zwölfte
dreizehnte
vierzehnte
fünfzehnte
sechzehnte
zwanzigste
Einhait 4
Verben
machen
versagen / durchfallen
geben
bestehen
lesen
suchen
studieren
nehmen
schreiben
Berufe
der Schauspieler / die Schauspielerin
der Landwirt / die Landwirtin
der Architekt / die Architektin
der Bauingenieur / die Bauingenieurin
der Mechaniker / die Mechanikerin
Temporalangaben
immer
gewöhnlich
oft
manchmal
nie
Fragewörter
Was…?
Wer…?
Welche / r / s…?
Wo…?
Wann…?
Warum…?
Wie viel / e…?
Wie viel / e…?
Wie spät…?
Wie alt …?
GERMAN
FRENCHENGLISH
Unità 1
Paesi
Australia
Canada
Cina
Francia
Germania
Gran Bretagna
India
Irlanda
Italia
Giappone
Messico
Russia
Spagna
Il Regno Unito
Gli Stati Uniti
Nazionalita`
Americana
Australiana
Britannica
Canadese
Cinese
Francese
Indiana
Italiana
Giapponese
Messicana
Russa
Spagnola
Tedesca
Numeri cardinali
Uno
Due
Tre
Quattro
Cinque
Sei
Sette
Otto
Nove
Dieci
Undici
Dodici
Tredici
Quattordici
Quindici
Sedici
Diciassette
Diciotto
Diciannove
Venti
Ventuno
Trentadue
Quarantatré
Cinquantaquattro
Sessantacinque
Settantasei
Ottantasette
Novantotto
Cento
Famiglia
Fratello
Bambini
Figlia
Padre
Marito
Madre
Genitori
Fratelli
Sorella
Figlio
Moglie
Professioni
Dottore/dottoressa
L’Ingegnere
Studente/studentessa
Il tassista/la tassista
Maestro/maestra
Cameriere/cameriera
Unità 2
Verbi
Bere
Mangiare
Andare
Avere
Ascoltare
Vivere
Produrre
Leggere
Parlare
Studiare
Insegnare
Indossare
Lavorare
Scrivere
Giorni della settimana
Lunedi`
Martedi`
Mercoledi`
Giovedi`
Venerdi`
Sabato
Domenica
Colori
Nero
Blu
Marrone
Grigio
Verde
Arancione
Viola
Rosso
Bianco
Giallo
Mesi
Gennaio
Febbraio
Marzo
Aprile
Maggio
Giugno
Luglio
Agosto
Settembre
Ottobre
Novembre
Dicembre

Luoghi in citta`
Banca
Stazione del bus
Chiesa
Citta`
Centro commerciale
Museo
Scuola
Piazza
Stadio
Negozio
Strada
Centro
Aggettivi
Attrattivo
Grande
Famoso
Importante
Interessante
Moderno
Nuovo
Vecchio
Piccolo
Tradizionale
Unità 3
Clima
Nuvola
Nuvoloso
Freddo
Fresco
Secco
Torrido
Pioggia
Piovoso
Neve
Nevoso
Sole
Soleggiato
Caldo
Vento
Ventoso
Vacanze
Compagnie aeree
Aeroporti
Attrazioni
Spiagge
$POmOJ
&EJmDJ
Immigrazione
Resorts
Spettacoli
Siti
Tema
Viaggio
Visa
Clima
Numeri ordinali
Primo
Secondo
Terzo
Quarto
Quinto
Sesto
Settimo
Ottavo
Nono
Decimo
Undicesimo
Dodicesimo
Tredicesimo
Quattordicesimo
Quindicesimo
Sedicesimo
Ventesimo
Unità 4
Verbi
Fare
Fallire
Dare
Passare
Leggere
Cercare
Studiare
Prendere
Scrivere
Professioni
Attore/attrice
Agronomo/agronoma
L’architetto
L’ingegnere civile
L’ingegnere meccanico
Veterinario/veterinaria
Avverbi di frequenza
Sempre
Generalmente
Spesso
Talvolta
Mai
Parole per fare domande
Cosa...?
Chi...?
Quale...?
Dove...?
Quando...?
Perché...?
Quanti...?
Quanto...?
Che ora...?
Quanti anni...?

The editor, coordinators and authors would like to thank all the people and the
different companies who have contributed to the creation of this book. Many
have provided useful suggestions which have helped us to develop this
material better, and others have contributed in the making of drawings and
photos. They have all been essential to the development of this book, which
will, we hope, be a very effective learning tool for the students of the
Universidad Autónoma del Estado de Hidalgo.
We would also like to express our deepest gratitude to the teachers and
learners of English who piloted the book and contributed with their valuable
feedback to the completion of this work. Without their kind suggestions and
comments, the edition of this book wouldn't have been possible.
Our appreciation to those who helped us with the audios: Fabiola Alamilla
Martínez, Edward Amador Pliego, Leo Baker,
Sarah Conway,
Paul Davies,
Tomas Hernández Ángeles, Claudia Liliana Hernández Hernández, Jorge
Alberto Hernández Téllez, Alexandra Keller, Laura López González, Zulema
Meraz Madriz, Fátima Judith Vázquez and Josette Javier Zavala Franco.
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ACKNOWLEDGMENTS

Make It Real!
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population, MAKE IT REAL! Professional
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Hidalgo State University students
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or seek outside the classroom
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lives (principally English for study and work in
Mexico, with visits abroad and use in
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facilitates and interferes with the learning of
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enabling them to communicate in English (and
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Because it has been written in Mexico, by ELT
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of ELT in Mexican schools, which calls urgently for
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approaches based on the best available research
and practice, which tend to be highly
communicative (content- and skills-based) and
inductive
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European Framework of Reference for
Languages, which recommends highly
communicative, content-based approaches, and
JO MFBEJOH JOUFSOBUJPOBM QSPmDJFODZ UFTUT
(Cambridge KET, PET, FCE, etc., TOEFL iBT,
TOEIC, etc.), which now test entirely through
text-based and skills tasks.
The MAKE IT REAL! Professional team hopes
this material will help English language teachers
and, especially, students in Hidalgo State
University achieve their highest potential in a
progressive, challenging world.
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