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Teacher’s book

A1.1 Universidad Autónoma


del Estado de Hidalgo

Paul Martha Guadalupe Claudia Liliana Laura


Davies Hernández Alvarado Hernández Hernández López González
®
© 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

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.

aiming at higher, but realistic goals.

Best wishes,

The President
GENERAL
INTRODUCTION

1 THE MAKE IT REAL! PROJECT

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.

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

IV
2 MAKE IT REAL! PROFESSIONAL MATERIALS AND METHODOLOGY

In response to the situation discussed above, Make It Real! provides:

(ESP) materials for each professional area

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

for them.

TEACHING CYCLES AND


CLASSROOM ENGLISH COMMUNICATION
Real CLT begins with the establishment and the The traditional teaching cycle (classroom lesson or
progressive development of English as the main book lesson) generally follows the PPP sequence:
classroom language. Jane Willis, a pioneer of Presentation of target grammar and/or vocabulary
Task-Based Learning (TBL, a communicative approach
favored by Cambridge English and Ellis among many dialogue or text and some kind of analysis or
others), published Teaching English Through English as explanation; Practice of the language items, usually oral
long ago as 1981. She, like most successful language
teachers, sees classroom English, developed to its full then slightly freer oral practice; Production, mainly
potential, as generally the single most communicative speaking and writing work involving a lot of use of the
use of the target language in an English course. There target language items. Most students have had mainly
are many techniques for establishing and developing PPP teaching prior to entering the UAEH, with a focus
English as the main classroom language (see Willis on grammar and vocabulary dominating the lessons
1981, and the notes in this Guide). Students who cannot and the tests, and little or no real communicative use of
handle routine classroom discourse in English are very English.
unlikely to be able to handle other more variable and
less predictable spoken discourse in English. Since before the beginning of this century, best practice
in CLT has shifted away from PPP and language-based
Establishing English as the main classroom language teaching (though PPP is still considered by many
does not mean the total prohibition of Spanish; it can be experts and successful teachers to be useful within CLT
very useful at certain times. However, most students at times) towards text-, content-, task- and skills-based
have had far too much Spanish in their Secondary teaching. That means beginning each teaching cycle
school English classes, and it has helped them little, with communication, not focusing on language (which
and has usually encouraged attitudes and habits that comes later). That is the approach underlying the
hinder, not help, the acquisition of English for real Make It Real! syllabuses, teaching-learning materials
communication. and tests.

V
With this approach, each Make It Real! teaching cycle In the textbooks, the actual focus on the
begins with natural texts (written and spoken input texts form-system-usage (or structure, rules, etc.) of the
with potentially interesting content), with items generally involves getting the students to explore
comprehension tasks and related speaking and/or and discover features of the target language for
writing tasks. That is, every teaching cycle begins with
communication and the development of communicative grammar or vocabulary tables and tasks, answer
skills, not with a focus on target language items. questions about form and usage, etc.). This is known as
noticing, guided discovery or consciousness-raising,
Since virtually all UAEH students have Spanish as their and is recommended in modern ELT methodology
native language (or in a few cases, a strong second
language) comprehension of input texts at beginner movement towards learner-centered teaching and the
and low elementary level is facilitated by using many promotion of learner autonomy. However, other
English-Spanish cognates, as well as simple English techniques are sometimes used in the textbooks
discourse, transparent topics and visual (explicit rules, explanation of various types, verbal and
contextualization, while keeping the texts as natural as non-verbal, e.g. diagrams) or are suggested as options
possible. Beginning lessons this way should encourage in the Teacher’s Guide.
and motivate students, after their generally negative
school experiences of English classes focused largely
on the language (grammar and vocabulary), not given a rule or explanation, guided discovery by the
communication (whatever the SEP syllabuses indicate). learners is rendered impossible, but the teacher can
always give rules or explanation after guided discovery
The written and spoken input texts establish the topic or if that has not worked for all students. The best choice
topics of each lesson, and they also contain examples of technique, or combination of techniques, for
of grammar and/or vocabulary items to be focused on focusing on form-system-usage may depend on the
later, but which do not need to be “already known” for
the comprehension and other skills tasks (or to talk and considerations (the types of student in the group, time
write about the topics in general terms). This exposure available, etc.).

language acquisition process of children learning their Focus on form-system-usage is accompanied or


followed by spoken and written production practice of
where it is the national or community language. They various types, depending on the nature of the language
receive much more communicative input, containing items, etc. The Teacher’s Guide may suggest additional
forms they do not yet “know” or “fully command”, than practice exercises or activities. Most of the practice
students in a foreign language classroom. However, exercises and activities are in the traditional ELT
UAEH students are in a foreign language classroom for repertoire, but some may be innovative, or at least
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 With regard to language practice, it is important to note
grammar). This focus on language comes after the that, while teaching “programs” suggest that linguistic
initial communicative work, and is followed by more
communicative work Making it Real, which closes the skills) can be taught one by one in set periods of time,
teaching cycle. SLA is absolutely clear that language learning is a
progressive, rather erratic and individually variable
FOCUS ON LANGUAGE process. A few students may, possibly, learn things
permanently in a given language focus or practice
In the Make It Real! textbooks the Focus on Language session, while others learn them only provisionally and
section may exploit examples of target grammar and/or later forget them, others are still very shaky after the
vocabulary that have appeared in the preceding written session and a few are still a bit lost. Practice of target
and spoken input texts (other examples possibly
having been produced by the stronger students in the beginning of a complex process, and a variable
speaking and writing tasks related to the input texts), or process for different learners. A lot of focus on
it may be based on examples in mini texts (PPP-style) in language, as learners advance, needs to be remedial,
the Focus on Language section itself, or a combination not on the target items of the unit, but it should be
of both. equally patient and creative.

VI
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

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.

REFERENCES
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

Lemus Hidalgo, M. E., Durán Howard, K. and Martínez Sánchez, M. 2008. El nivel de inglés y su problemática en tres

Lightbown, P. M. and Spada, N. 2006. How Languages Are Learned. OUP

Willis, J. 1981. Teaching English Through English. Longman

VII
UNIT 1
ENGLISH AND YOU
CONTENTS

LESSON / TOPICS NOTIONS / FUNCTIONS VOCABULARY GRAMMAR COMMUNICATIVE SKILLS

1.1 to be
English in your
world
page 1

1.2 to be
English-speaking
Mexicans
page 5

1.3
Making it Real
page 9

UNIT 2
MEXICO AND HIDALGO IN ENGLISH
LESSON / TOPICS NOTIONS / FUNCTIONS VOCABULARY GRAMMAR COMMUNICATIVE SKILLS

2.1
Is there only one
Mexico?
page 11

2.2
Football, pasties
and more!
page 15

2.3
Making it Real
page 19

CHECKPOINT 1 Check your English Apply your English Page 21


UNIT 3
TRAVEL AND TOURISM
LESSON / TOPICS NOTIONS / FUNCTIONS VOCABULARY GRAMMAR COMMUNICATIVE SKILLS

3.1
Global travel and
tourism
page 23

3.2

paradise
page 27

3.3
Making it Real
page 31

UNIT 4
ENGLISH FOR STUDY AND WORK
LESSON / TOPICS NOTIONS / FUNCTIONS VOCABULARY GRAMMAR COMMUNICATIVE SKILLS

4.1
English in the
professions
page 33 Garceta

4.2
English in the
workplace
page 37

4.3
Making it Real
page 41

CHECKPOINT 2 Check your English Apply your English Page 43


OPTIONAL FIRST SESSION

It is probable that many students will not bring the textbook, Make It Real!

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
“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

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!
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 A teaching methodology
JAVIER

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 especially adapted for our
use English all day in a great job. And I’m learning French – I can communicate
basic things.
learning context

Real use of the language Use of cognates to


facilitate understanding

Projects related to other


subjects/disciplines

Interesting texts to increase motivation


and stimulate discussion will also be
presented as listening comprehension
activities online

Review sections to consolidate learning


Prevents common mistakes in Mexican students every two units

Notice: I’m 19 years old and I’m 19 are correct, but I’m 19 years and I have 19 years old are incorrect. XI
UNIT 1 ENGLISH AND YOU
LESSON 1 English in your world

1 Real Use of English

1 Look at the countries, the cities, and the map. Write the countries and capital cities on the map.
Canada Washington
2 Read the paragraphs and put (correct) or
Guatemala Ottawa
(incorrect) in the boxes ( ).
Mexico Guatemala City
USA Mexico City
Languages in North America and the
Caribbean
a 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.
Canada
b Many people in North America and the
Caribbean also speak other languages. Ottawa
For example, approximately 40 million
people of Latin American origin in the
USA
USA speak Spanish and approximately 6
million Mexicans, 6 million Guatemalans
and 1 million Canadians speak indigenous Washington
languages.
Mexico
c The majority of Mexicans speak English.
They graduate from secondary school with
Mexico City
excellent English. They do not study English
at university. The use of English is especially
common in Durango, Aguascalientes and Guatemala
Hidalgo, but it is not common in Cancún, Guatemala City
Acapulco and Mexico City.

3 With your teacher, write a new correct paragraph.

4 Complete the following sentences with phrases from the box.


a The two national languages of Canada are 2 1. communicate effectively in English.
b English is important in Mexico for 4 2. English and French.
c Only about 5% of Mexicans 1 3. UAEH students and graduates.
d English is important for the future of 3 4. international tourism and business.

Notice: person – people[ :p l]


e
1 Person (singular) – a person, one person. People (plural) – two people, 40 million people.
UNIT 1 ENGLISH AND YOU
LESSON 1

LESSON OBJECTIVES:
1 To begin to establish English as the main classroom language.

2 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).

3
learn English”).
4

1 Real Use of English

1 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
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. 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.
2 Notice how true English-Spanish cognates facilitate comprehension for the Ss in this and other texts in this unit.
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!
3 Go through paragraph 3 getting the Ss to help you correct it: (try to elicit)
try to elicit) try
to elicit) (try to elicit)
(Try to elicit)
4 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.

Notice:
instead of because of
singular-plural early on.

1T
Listen to four people introducing themselves and write their names (François, Xóchitl, Carol,
1 1
Daniel) under the appropriate pictures.

a Carol Xóchitl c François d Daniel


b

Listen to the four people again and complete the information in the table. One of the people is a
2 2 musician, one is a tourist guide and two of them are university students.

Name Nationality Hometown Age Occupation


François Canadian Quebec 19 Musician
Xóchitl Mexican Pachuca 18 University student
Carol American San Francisco 21 University student
Daniel Mexican Cancún 24 Tourist guide

1 Present yourself to the student beside you. Look at the example.


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.

2 Present yourself to three different students and complete the table.


Name Hometown Age

Write an e-mail or Facebook post with three or four sentences about yourself.
Hi!

Bye!

2 Notice: I’m 19 years old and I’m 19 are correct, but I’m 19 years and I have 19 years old are incorrect.
1 Get Ss to look at the pictures and consider who is probably François, Xóchitl, Carol and Daniel. Say: Listen to the
(Remember, you should continually be teaching, and then
enforcing and reinforcing, classroom English). Play the CD and ask:

Check the answers.

LISTENING SCRIPT:

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!

– je joue du piano. Oh – and I speak English.

2 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:

Continue with Xóchitl, etc.

1 Demonstrate with a strong S. Get one or two pairs of strong Ss to demonstrate, then general pair practice.
2 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:
Refer to Notice if there are problems with .

Get Ss to stick their Facebook posts up on the walls so that everyone can read them all. Tell Ss they can correct

yourself for careful attention in Focus on Language work.

Notice:

2T
2 Focus on Language

Vocabulary

1 3 Look at the list of countries. Listen to the pronunciation and repeat.

Australia
Canada
China 1 9 10
France Ottawa 7 Moscow
Dublin Berlin
Germany 6
2 8
India Washington 5 Rome 12 13
London Paris Tokyo
Ireland 4 Beijing
Italy 3 Madrid
Mexico City 11
Japan New Delhi
Mexico
Russia
Spain
Great Britain 14
(or UK – the United Canberra
Kingdom)
USA
(or the United
States of America)

2 Look at the list of countries again. In pairs, look at the map and name the countries.

Student 1: What’s country number 1?


Student 2: It’s Canada.What’s country number 2?

3 4 Look at the box of nationality words. Listen to the pronunciation and repeat.

Australian > Canadian > Chinese > French > German > British >Indian
Italian > Japanese > Mexican > Russian > Spanish > American

4 Which of the nationality words are also the word for a language?
‘Australian’ is not a language. They speak English in Australia.
‘Chinese’ is a language (but the real name is ‘Mandarin’ or ‘Mandarin Chinese’).

5 Write the numbers in words.


one two three four
1 2 3 4 5
six seven eight nine ten
6 7 8 9 10

11 eleven 12
twelve
13
thirteen
14
fourteen
15

16
sixteen
17
seventeen
18
eighteen
19
nineteen
20 twenty
twenty-one thirty-two forty-three
21 32 43 54 65

76 seventy-six 87 eighty-seven 98
ninety-eight
100 a hundred
6 Ask and answer in teams.

3
Team A: What’s seven and eleven?
Team B: It’s eighteen. What’s…?
2 Focus on Language

1 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: Ireland, Italy, Canada, Britain (and Ottawa, Dublin, Paris, Moscow). You
can relate the names of countries to the numbers of countries in the map here if you wish:
(elicit from Ss) (or fourteen, or six, or…) (elicit from Ss)

2 Note that the countries are named under the numbers in the map in 1
Ss manage with the countries, you can also work on capital cities, perhaps as a group quiz, with books closed:

3 More basic vocabulary and pronunciation work. You can practice if you wish with questions and answers like:
of anther nationality) of a certain religion, and many Indians are Muslim, Buddhist, Christian, etc. (in the media

4 Note that the nationality-and-language words are highlighted in the box in 3


Book page). Check the 2 examples (Australian and Chinese) with the Ss. Tell them to decide, in pairs. Ask
different pairs, around the class : , etc. Note that Hindi and Urdu are two of the principal
languages in India, but many different languages are spoken.
5 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.).
6 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).

3T
Grammar

1 Complete the sentences with phrases from the column on the right.
a I am a UAEH student. are my English teacher.

b You are my English teacher. is not American. François is Canadian.

is Carol, an American medical student. am a UAEH student.


c She
is not American. François is Canadian. are not industrial cities. Cancún and
d He Acapulco are vacation centers.
e It are the champions!

f We are the champions! is Carol, an American medical student.

g They are not industrial cities. Cancún and Acapulco are vacation centers. is important in the USA.

2 5 Listen and complete the conversation.

Daniel: Excuse me. Is this your purse?


is
Carol: Yes, it 1______. Thank you! That little dog!
Daniel: Are those your sunglasses?
Carol: No, 2 they
Daniel: Good! Where are you from?
you American?
Carol: San Francisco. Are 3________
Daniel:
you
Carol: What do 4________ do?
Daniel:
Is
Carol: Ah! Tulum! Fantastic! 5_______ it far?
Daniel:
Carol: Excellent – an excursion!

3 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.).
Am I
a I’m David López. ________ on your class list, Mr. Smith? you are
Yes, ___________. Sit down, David.
Are you I am
b ___________ Mr. Smith, the Macroeconomics teacher? Yes, ________. Come in and sit down.
Is it
c I’m here for the Econometrics class. ________ in this classroom? it isn’t
No, ___________. It’s in Room B201.
Are you/we* all here?
d OK. We’re twenty-nine in this class – twenty-eight students and me, your teacher. _______________
you/we* aren’t
No, ___________________. Only twenty-seven.
Is she here? No, ____________,
e Mónica Flores? ________ she isn’t Mr. Smith. She’s in Mexico, visiting her family.
Is he in Mexico too? Yes, __________.
f Ah! And Samuel Flores? ________ he is
Are they
g OK. They’re both Flores. _______________ brother and sister? they are
Yes, _____________.
are they
h Where ______________ from in Mexico? They’re
____________ from Pachuca, Hidalgo.

4 Write the complete forms of the contractions in Exercise 3: I’m – I am, It isn’t – it is not, etc.

4 5 In pairs or groups, ask and answer questions about the students and teacher in your class.
Grammar

1 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

forms of be in the present.


2 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.

LISTENING SCRIPT:

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

the forms of be

3 This exercise does in fact continue working with various forms of be, particularly questions and answers.

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:
You as T, inside the classroom:
You as S, at the door:
You as T, inside the classroom: .
etc.

4 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

5 Again, handle according to the general nature of the group, weak-strong. For weaker groups, get things
started by asking stronger Ss questions (

4T
LESSON 2 English-speaking Mexicans

1 Real Use of English

1 Read the sentences. Are they correct or incorrect in your opinion?


a 10% of Mexicans speak English. c 20% of Americans speak Spanish.

b Globally, 1 person in 2 is bilingual. d

2 Read the interview and check your answers in Exercise 1.

Juana: Yes. About six million Mexicans speak an


indigenous language and Spanish – traditional
bilingualism. That’s 5% of the total population.
At the 9 th International Symposium on Bilingualism
And 5 or 6% of Mexicans speak English, or
in Singapore, our reporter, James Dalton, interviews
another global language, like French.
Mexican sociologist, Doctor Juana García, of the
UNAM (National Autonomous University of Mexico). James: Is that normal in different countries around
the world?
James: Is bilingualism common in Mexico, Juana? Juana: No. Approximately 20% of Americans are
Juana: Well, about 1 in 10 Mexicans is bilingual. bilingual. 10% are English-Spanish bilinguals,
James: Ten per cent. many of Mexican origin. And the global
proportion is about 50%.
James: Half the people in the world are bilingual!
Juana: Yes. Most people in parts of Asia and Africa. In
Holland and Scandinavia 90% speak English,
60% in Germany…
James: And 5% in Mexico. Is that a problem?
Juana:
many individual Mexicans, especially in the
professions, tourism, business...
James: Thank you, Juana. That was really interesting.
Gracias! Merci! Obrigado!...

4
a one in ten = 1 approximately
3
b most = 2
c half = 2 3 the majority
d about = 1 4 ten per cent

4 Complete the following sentences, with reference to the interview.


per cent of Mexicans are bilingual.
a Approximately ten ____________
speak
b About 6 million Mexicans __________ speak English.
an indigenous language, and another 6 million __________
c Half / 50% of
________________ the population of the world is bilingual (or multilingual).

5 in parts of
d Bilingualism is especially common ________________ of Asia, Africa and Europe.
LESSON 2 English-speaking Mexicans

LESSON OBJECTIVES:
1 To consolidate and develop English as the main classroom language.

2 To consolidate the development of the four communicative skills as the main goal of the course.
3

4
5

1 Real Use of English

1 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.
2
to elicit the information from Ss:
(try to elicit) (try to elicit)

(try to elicit)
(try to elicit)

(try to elicit) (try


to elicit)
3 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.

4 This exercise works a bit more on the same area as well as connecting reading comprehension and writing, or
note-writing.

5T
1 6 Listen to Juana García talk about her family and complete the sentences.

Huejutla Hidalgo.
a Juana is from ___________,
Náhuatl
b She speaks Spanish, English and ___________.
UNAM
c She works in the __________.
Huejutla
d Her mother, father and sister live in _______________.
Pachuca
e Her brother David and his family live in ____________.
Miami
f Her brother Bernardo lives in ______________, Florida.
Three
g __________ people in her family speak English,

Juana and her brothers.


Spanish
h Bernardo uses English and ___________ in his

restaurant.

2 Complete the sentences with words or phrases from the box.

a waiter her parents live Language Department works Mexico City Spanish engineer

Language Department
a Juana is a teacher in the ____________________________ Mexico City
of the UNAM. She lives in ___________________.
her parents
b Carmen lives with _______________. live
They _______________ in Huejutla, Hidalgo.
engineer
c David is an _______________. works
He _______________ in a construction company in Pachuca.
waiter
d Bernardo is a __________ Spanish
in a restaurant in Miami, Florida. Many people in Miami speak ______________.

1 In groups, talk about Juana, members of her family and students in the class.

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…
2 Now talk about famous people.

Student 1: What about Shakira?

Write a biographical note (4-6 sentences) about a famous person.

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.
6 She is Juana. Her parents and her sister live in Huejutla. Her brother David lives in Pachuca.
1 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 a S: T: S:
. T: b
LISTENING SCRIPT:

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.

2 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.

1 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.

2 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.

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.

Notice: You need to get Ss started on understanding that English possessives work differently

), and also on the lack of plural forms in English (
brothers vs. ).

6T
2 Focus on Language

Vocabulary

1 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.)
a wife husband

Luisa Miguel

mother b father (parents)

c son daughter son d daughter (children)

David e Juana f Bernardo Carmen

g brother sister brother h sister (siblings)

husband and wife. They have two


Juana, Carmen and Bernardo are single. David is married to Clara. They are i ___________
children
j ____________, daughter
a son, Mario, and a k _____________, Ana. Juana and Carmen are their aunts, and Bernardo

is their uncle
________.

2 In teams, write more occupations on a piece of paper. The team with most correct occupations wins.
teacher He’s a waiter in Miami. He
I’m an engineer. I work at speaks English and Spanish in
student What does your
a construction company. the restaurant – there are many
engineer Latino customers. brother do?
waiter
doctor
taxi driver

What do you do?

3 In groups, talk about members of your family.


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…

4 Memorize the data for Hidalgo. Check in pairs: What’s the area of Hidalgo State? etc.
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).

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.
7 Siblings are brothers and sisters. It’s a formal word; “my brothers and sisters” is the usual expression.
2 Focus on Language

1 This activity is best done in groups, unless most of the Ss are quite strong, because they need to remember
This kind of activity gives stronger Ss a chance to show what they know, and weaker Ss should see that they can

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.

2 Expect 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

Write the words on the board. Be ready to translate the occupations

occupation may be Get Ss to use – some


more very useful classroom English.

.
3 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:

4 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.

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!

Notice: The differences between English and Spanish family vocabulary cause problems even

complicated! Only extensive exposure to and use of these terms over time can establish them
solidly.

7T
Grammar

1 Order the words to form two or three correct sentences (negative + correction, question + answer).
a not / teacher / am / the / I / . student / I / a / am / .
I’m (I am) not the teacher. I’m (I am) a student.
b car / that / not / American / is / . German / is / it / .
That car isn’t (is not) American. It’s (It is) German.
c English / and / not / nationalities / Náhuatl / are / . languages / are / they / .
English and Náhuatl aren’t (are not) nationalities. They’re (They are) languages.
d from / you / where / are / ? Ixmiquilpan / am / from / I / .
Where are you from? I’m (I am) from Ixmiquilpan.
e this / what / is / ? mixiote / is / a / it / .
What’s (What is) this? It’s (It is) a mixiote.
f you / American / are / ? not / am / no, / I / . am / Canadian / I / .
Are you American? No, I’m (I am) not. I’m (I am) Canadian.
g these / your / are / glasses / ? are / yes, / they / . you / thank / .
Are these your glasses? Yes, they are. Thank you.
h you / where / are / ? in / supermarket / am / the / I / .
Where are you? I’m (I am) in the supermarket.

2 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.

San Cristóbal tequila Jarochos population mole the UNAM Chichen Itzá mariachis…

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: …..

3 Complete the sentences with words from the boxes.

my your his her its our their live lives speak speaks study studies work works

lives
a Elsa is Mexican, but she ________ Her husband, Grant, is American.
in New York. _____
My name’s Grant Brown. I’m American, but I ________
b “Hi. _____ speak Spanish – más o menos.”
live in Brooklyn, New York. _________
c Grant and Elsa Brown ________ Their apartment is on Ocean Avenue.
His wife is only 20 and she’s a student.
works in a bank in Manhattan. _____
d Grant ________
e Elsa ________ Its Communications and Media program is excellent.
studies at City University (CUNY). _____
f “Hi. We’re Don and Martha. We ________
work at the bank with Grant. He’s _____
our colleague.

4 Write information about you and about a friend.

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
Grammar

1 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

2
occasion!
3 This exercise mixes language items (just as they are mixed in real, communicative use of language), with both
listening texts and in exercises, but many Ss should also recall the grammar from their previous courses in

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.
4 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.

Notice: This continues the previous note on possessive adjectives, moving on from gender and
number aspects to the confusion many learners pass through about because
they can all be in Spanish. But imagine the confusion if a Mexican tells an American friend
instead of !

8T
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.
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, ________

2 Look at the following extracts. Read them and, in pairs, relate them to the different UAEH institutes.
Related to
The excessive and inappropriate use of antibiotics has increased antimicrobial the Institute of
A resistance and reduced the effectiveness of drugs for the treatment of common
diseases like tuberculosis, malaria, cholera, dysentery and pneumonia.
Health Sciences

Related to
The Convention on the Rights of the Child, approved in the United Nations in the Institute of
B 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.
Social Sciences

Related to
Gestalt theory helps explain the visual and psychological impact of images. the Institute of
C Most effective logos and symbols are based on one or more of the Gestalt
Arts

Related to
the Institute of
D
are, however, ecological, economic and other arguments against them. Agricultural
Sciences

Related to
The laboratory is currently equipped with a variety of interconnected high- the Institute of
E end workstations and PC platforms, an NSF-supported cluster of symmetric
multiprocessors and a number of support peripherals. Basic Sciences
and Engineering

Related to
The multidisciplinary nature of this business leadership degree, with its the Institute of
F emphasis on the international hospitality and travel industry, allows students to
develop transferable leadership skills and apply them across any industry. Economics and
Management

Where is the Institute located? How many students are in your semester?
9 Who teaches the different subjects? Are all the students Mexican?
LESSON 3 Making it Real

LESSON OBJECTIVES:
1
2 To relate English to the possibilities of their future personal lives.

English for your studies and profession

1 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.

2 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.
3 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.

9T
English for your life

1 Complete this questionnaire. Check ( ) the appropriate boxes.

1 In my family
nobody speaks English one person speaks English ______ people speak English
(number)

2 In my family
nobody lives abroad* one person lives abroad* ______ people live abroad*
(number)

3 After university, my ambition is to


work do a Master’s in Mexico do a Master’s abroad* not decided

4 For my future, I consider English


possibly important not important

5 At the moment, I consider my English


virtually non-existent very basic intermediate advanced

* abroad = in the USA, Canada, Europe, etc.

2 Compare your questionnaire answers in pairs or groups.


Student 1: How many people in your family speak English?
Student 2: One, my aunt – she’s an English teacher! And in your family?
3 In pairs, complete this report of the census.
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
thirty German accountant aunt use
hundred American waiter daughter speak
thousand Chinese engineer son want

10 2 Write as many English words as possible related to your degree course and future profession.
Organize them.
English for your life

1 Do this on the board for someone of university age that you know, e.g. your son, daughter, niece, nephew or a

2 Demonstrate with one or two strong Ss, then get all the Ss to do it in pairs or groups. If many Ss can ask
the language in the questionnaire and then ask , e.g
The important thing is to focus on communicating real information. This will become easier as

much in English, or learn much of the language!

3 Elicit the information from the class by getting them to raise their hands for each item and option:

etc. When you have the data, make some comments and see if any of the Ss can add other comments.
4 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:

Autonomous learning
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).
1 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

verbs may be organized in many ways. How much you mention all this to your Ss will depend on them and you.

2
in a recallable way.

10 T
UNIT 2 MEXICO AND HIDALGO IN ENGLISH
LESSON 1 Is there only one Mexico?

1 Real Use of English

Facets Of Mexico
PLACES
1 In pairs or groups, talk about pictures 1-8.
Student 1: What are these in picture 8?
Student 2: They’re ……………………
Student 1: Where are they from?
2 Read the article. Then give more examples
of different Mexican places, people, clothes, 1 2
food and music.
PEOPLE
One Mexico or many?

Mexicans say “México sólo hay uno”, and there is only


one Mexico, one unique nation, under its green, white and

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. 3 4
And the people and customs vary too, from region to CLOTHES
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 León
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% 6
5
of the populations of Oaxaca, Chiapas, Yucatán and
Quintana Roo. And Mexico City, with its approximately FOOD
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
MEXICO AND HIDALGO IN ENGLISH

region to region. There really are many Mexicos.


7 8

3 Read these questions and check ( ) the correct answers.


a Does Mexico have different climates and geography? Yes, it does. No, it doesn’t.
b What part of Mexico is not very traditional? The north. The center. The south.
c Do many people speak indigenous languages in Coahuila? Yes, they do. No, they don’t.
d Does the food vary from region to region in Mexico? Yes, it does. No, it doesn’t.
11 e Where do most indigenous Mexicans live? In the north. In the center. In the south.
UNIT 2 MEXICO AND HIDALGO IN ENGLISH
LESSON 1

LESSON OBJECTIVES:
1 To consolidate and develop English as the main classroom language.

2 To consolidate the development of the four communicative skills as the main goal of the course.

1 Real Use of English

1 Demonstrate with a strong S about one of the 8 pictures. Get a pair of strong Ss to demonstrate about another

of talk in Spanish and disruption).


2 To get more examples of places, people, clothes, food and music, you could ask:
like etc. The stronger Ss will understand and the weaker Ss
will begin to get an idea of the forms of such questions.
3 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.

MEXICO AND HIDALGO IN ENGLISH

11 T
1 7
Listen to three people talking in
Teotihuacán. In the table below, write
their nationalities and their hometowns.

2 8 Listen again and complete the


information they give about their
hometowns.

Name Nationality Hometown Information they give about their hometowns

Chinese food
People eat a lot of _____________________________________
Sally Canadian Vancouver is very important
The port ______________________________________________

tequila (the famous liquor)


The region produces ___________________________________
Eric Mexican Tequila big sombreros and dance ________________
la Cucaracha
People wear ________________

Volkswagens (cars)
They make _____________________________ Puebla
in ____________
Emma Mexican Puebla
People _______
eat a lot of _________________________________
mole

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:

Foreigner: Where are you from in Mexico?


Mexican: Pachuca. It’s in the center of Mexico, north of Mexico City. eat make
Foreigner: Does Pachuca have typical food? drink produce
Mexican: Yes, it does, ‘pastes’. They’re originally from England. have speak
Foreigner: Really? Do people wear typical clothes? live wear
Mexican: No, they don’t.
MEXICO AND HIDALGO IN ENGLISH

In three or four sentences, tell an American Facebook correspondent about your hometown.

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.
12 Conclusion: “a lot of” (or “lots of”) is the common, safe option.
1 Before playing the CD, ask some questions about the picture:
etc. After playing the CD, check the nationalities and
hometowns with the whole class.

LISTENING SCRIPT:

Emma: Yes, we do.

Jalisco.
Sally: The

dance la Cucaracha! (Emma laughs, then Eric and Sally.)

Sally: People eat a lot of Chinese food, and… uh… the port is very important. And the mountains,
and…

2 Play the CD two more times if some Ss need it. Get the answers from Ss, but comment and ask questions as you
check:

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

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.
MEXICO AND HIDALGO IN ENGLISH

Notice: This kind of comment on language can help the stronger Ss feel they are not wasting

12 T
2 Focus on Language

Grammar

1 Match the questions and answers.

a What do Arturo and his brother do? 3 1 No, they don’t.

b What does Juana García do? 6 2 No, it doesn’t, but it produces excellent coffee.

c Where do you live, Eric and Emma? 8 3 They work at Bombardier in Ciudad Sahagún.

d Where does Bernardo García work? 5 4 Yes, it does. It varies from tropical to temperate.

e Do you work on Saturdays? 7 5 He works in a restaurant in Miami, Florida.

f Do Americans eat a lot of chilli? 1 6 She teaches languages at the UNAM.

g Does the climate vary a lot in Mexico? 4 7 Yes, I do.

h Does Oaxaca produce motor vehicles? 2 8 We live in Mexico City.

2 In pairs, complete the table.

I - you - we - they he - she - it

They live in Mexico City. lives


She ________ in Vancouver.

Do
________ live
they ________ in Mexico City? Does she ________
________ live in Vancouver?
do
Yes, they ________. does
Yes, she ________.

Do
________ live
you ________ in Mexico City? Does he ________
________ live in Vancouver?
don’t (do not)
No, I __________________. doesn’t (does not)
No, he ___________________.
Interrogative
do
Where ________ live
you ________? does
Where ________ live
he ________?
live
I _______ in Hidalgo. lives in Miami.
He ________

Negative We do not (don’t) live in the USA. It does not (doesn’t) live in the jungle.

3 Team competition: Ask and answer questions about Mexico. 1 point for a correct question; 2 points
for a correct answer (form and content).

Team A: Does Puebla produce cars?


MEXICO AND HIDALGO IN ENGLISH

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/lives, speak/speaks, eat/eats, etc. (the general rule, +s)
study/studies, vary/varies, apply/applies (consonant+y i+es)
teach/teaches, wash/washes, pass/passes
13 And irregular: do/does, go/goes
2 Focus on Language

Grammar

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!
been happy using over the years.

1 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.
2 This type of table completion is an inductive or consciousness-raising activity: Ss work things out for themselves
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.

3 Note that it can be good to get questions and answers that are not simple present tense here (e.g.
). 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.

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

MEXICO AND HIDALGO IN ENGLISH

13 T
Vocabulary

1 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.

a lot of coffee tequila


a drink many e-mails in a university
a lot of fruit / traditional food / lunch at home
b eat
to the bank / to shopping malls a lot of coffee the newspaper
c go
elegant clothes / a lot of books / lunch at home
d have / relatives in the USA English in a house

e listen to English / American music


to the bank cars and buses
in an apartment / in a house
f live
a lot of coffee cars and buses tequila tequila a lot of books
g produce

h read many e-mails / the newspaper / a lot of books elegant clothes to shopping malls
English
i speak
a lot of fruit lunch at home
English / in a university / on Saturdays
j study
English / in a university / on Saturdays in an apartment on Saturdays
k teach
elegant clothes / a hat or cap
l wear traditional food relatives in the USA
m work in a university / on Saturdays
American music a hat or cap
n write many e-mails / English / a lot of books

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……………

3 In pairs, complete the days of the week.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

4 In pairs, ask and answer questions about your habits and routines.
MEXICO AND HIDALGO IN ENGLISH

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: Plural of nouns (compare present verb forms with he-she-it)


school/schools, student/students, book/books, etc. (the general rule, +s)
university/universities, theory/theories, party/parties (consonant+y i+es)
church/churches, box/boxes, bus/buses
14 And irregular: person/people, child/children, man/men, woman/women, wife/wives
1 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.
– ).

2
sentences, but be appreciative and encouraging of the ideas communicated more than critical of the mistakes
made.

3 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.
4 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.

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.

MEXICO AND HIDALGO IN ENGLISH

14 T
LESSON 2 Football, pasties and more!

1 Real Use of English

1 Select answers to these questions. Compare your answers in pairs. Read the article below and check.
a What year was the State of Hidalgo created? 1824 1869 1917
b What is Tolantongo? An archaeological site A thermal water spa A ‘magic town’
c Where are ‘pastes’ originally from? Scotland London Cornwall
d Where is the famous British Cemetery? In Real del Monte In Huasca In Pachuca

A BIT OF BRITAIN IN MEXICO, A BIT OF MEXICO IN BRITAIN


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

* soccer
MEXICO AND HIDALGO IN ENGLISH

2 Complete this text with phrases from the box. Compare your texts in pairs.

part of one of these


Hidalgo State was originally an ‘abandoned’ ____________ the State of Mexico. Today,
dynamic activity
there is a lot of _________________________ many
in Hidalgo, and there are _____________ many attractions

attractions
_________________for hot water
visitors. These include archaeological sites, _________________ the British miners
one of these
spas and ‘magic towns’. Real del Monte is ___________________ towns. There are also part of
the British miners
legacies of ____________________________ who arrived there in 1824. Two of these are hot water
15
part of local life today – pasties and football. dynamic activity
LESSON 2 Football, pasties and more!

LESSON OBJECTIVES:
1 To consolidate and develop English as the main classroom language.

2 To consolidate the development of the four communicative skills as the main goal of the course.

1 Real Use of English

1 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

and some people are still uncertain.

2 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.

MEXICO AND HIDALGO IN ENGLISH

15 T
1 In pairs, name three or four rich Mexican states (example: Nuevo León) 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.

THE ECONOMY OF HIDALGO STATE

Problems (–) Advantages (+) Future possibilities (?)

No big industries or exports Near Mexico City An international airport


Expansion of companies
from Mexico City

No major tourist attractions New infrastructure (Arco Norte, etc.) Tourist excursions from Mexico City

Expansion of companies from Mexico City / No major tourist attractions / Near Mexico City

9 Listen to a UAEH professor of economics,


2
Pedro Herrera, and a visiting American
professor, Mary Grant. In the table above,
check ( ) the 6 points they mention in the
conversation.

3 10 Compare your selection in pairs. Listen

optimistic or pessimistic about the economic


future of Hidalgo - and your future in Hidalgo?

4 11
Listen to Mary Grant and two UAEH
teachers.
Answer these questions:
a Where is Mary Grant?
Near Prepa 1. / In a Pachuca street.
b Where does she want to go?
Plaza Independencia.
c Does she have a city map?
No. / No, she doesn’t.
d What is the approximate distance from Prepa 1?
2 km. / 9 or 10 blocks.
e Is it a problem for Mary?
No. / No, it’s no problem.
MEXICO AND HIDALGO IN ENGLISH

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…?

16 Apart from Hidalgo, where I live, my favorite state in Mexico is ……………….. It…………………………………
1 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.
2 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

LISTENING SCRIPT:

Mary: Or Mexico City and the State of Mexico, of course.

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.

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!

3 See what you can get from stronger Ss, and help weaker ones express some ideas in English.
4 Make sure Ss note the situation – the American economist asking UAEH Prepa 1 teachers directions. Play CD
twice.

Laura: Yes, a little.

Laura: Yes, nine or ten blocks, to Plaza Juárez, a big square.

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.

Mary: Well, your English is excellent. Thank you!


MEXICO AND HIDALGO IN ENGLISH

group work, you can check some of the questions, showing similarities and difference between the Ss.

16 T
2 Focus on Language

Vocabulary

1 In pairs, write the words in the box under the colors.

black white green red blue yellow orange purple brown gray

brown purple blue green yellow orange red gray white black

2
Team A:
Team B:
Team C: It’s …..

3 In pairs, complete the months of the year. Which month is your birthday?
February
January, _______________, March
_______________, April
_______________, May
_______________, June
________________,

July
_______________, August
_______________, September
_______________, October
_______________, November
_______________, December

4 In pairs, match the words in the box with the pictures. Write the words on the lines under the pictures.

stadium town bus station church square city school store museum mall street bank

a city b town c bank d church e square f museum


MEXICO AND HIDALGO IN ENGLISH

g stadium h store i mall j school k street l bus station

5 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.

big small old new modern traditional attractive interesting important famous

17 Mercado Morelos is a traditional market. Huasca and Huichapan are attractive towns.
2 Focus on Language

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.

1 2
and again practice the names of countries or nationalities. You might leave 2 until the following class, giving Ss

3 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 (
, etc. – as they are frequently

4 This is basic “place” vocabulary. Get Ss to add more if they can.


5 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).

MEXICO AND HIDALGO IN ENGLISH

17 T
Grammar

1 Complete these sentences with prepositions from the box at from in near of
on to under with
on the lines _________
a Write the words ______ under the pictures.

b of

at home.
c I usually have lunch ______

from England.
d Pachuca pasties are originally ________

e Where’s Actopan? in Hidalgo State, forty kilometers east of Pachuca.


It’s ______

f near

g from to

2 In pairs, complete the dialogue with phrases a-h.


a Turn right b Go straight ahead on c You’re welcome d three blocks
e turn left on f Don’t continue on g How do I get to h Thank you
How do I get to
Foreign visitor: Excuse me. ______________________
Plaza Independencia?
Go straight ahead on
UAEH student: _________________________ Avenida
Juárez about ten blocks to Plaza
Don’t continue on
Juárez, a big square. ___________________
Turn right
Guerrero Street. __________________,
turn left on
continuing on Avenida Juárez. Go two blocks and __________________
three blocks
Matamoros Street. Plaza Independencia is __________________.
Thank you
Foreign visitor: ____________________ very much.
You’re welcome
UAEH student: _________________________.

3 In pairs or groups, ask for and give directions to different places, starting from your university.

4 Complete these sentences with there is / there are / is there / are there / there isn’t / there aren’t.
There are
a Mexico City has many museums. ________________ two in Chapultepec Park, Anthropology and Modern Art.

Are there
b ________________ any museums in the center of Mexico City? there are
Yes, _________________ many.

There is / There’s
c ________________________ a modern football stadium in Pachuca, Estadio Hidalgo.

There are
d ________________ there aren’t (there are not)
some fantastic beach resorts in Mexico, but ________________________________ any ski resorts.

Is there
e ________________ a bank near here? there isn’t (there is not)
No, ________________________________.
MEXICO AND HIDALGO IN ENGLISH

5 In groups, one student as an American visitor, talk about Pachuca and Mexico.
American visitor: Is there a good beach resort near Pachuca?
UAEH student:
American visitor: Are there any discos in Pachuca?

Notice: some-any-zero
Are there any volcanoes in Spain? No – there are some mountains, but there aren’t any volcanoes.
18 Here, some any (negative/interrogative) are not obligatory but they are commonly used.
Grammar

and is just a distractor.

2
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

3 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!
4

5 This is the obvious production practice after 4.

Notice:

optional in English (
are in Spanish ( ).

MEXICO AND HIDALGO IN ENGLISH

18 T
LESSON 3 Making it Real

English for your studies and profession

1 Read the following text and answer the questions.

InEd-IJ: International Education Internet Journal

Latin American Professionals and English


Samuel Arteaga Pérez
Autonomous University of the State of Hidalgo

Abstract
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

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.

a Is the article in a paper-and-print journal or an electronic one?


An electronic one.
b Where does the author work?
At Autonomous University of the State of Hidalgo (the UAEH).
c Is an ‘abstract’ an introduction to an academic article, a conclusion, or a summary?
A summary.
d What areas of professional work requiring English does the author mention? Can you think of more?

e In the author’s terms, what type of professional work rarely requires English?
Local or restricted work.
MEXICO AND HIDALGO IN ENGLISH

f According to the author, what professional opportunities frequently depend on English?


English.
g What does the author think is one of the differences between restricted professionals and complete ones?
Access to vital new professional information, urgent communication with foreign contacts and experts,
opportunities for professional development abroad, opportunities for promotion and new employment.
h Does the author consider English necessary for most Mexican professionals today?
No, not really.
2 In groups, discuss these questions:
19
Do you consider English important in your professional future? Why, or why not?
LESSON 3 Making it Real

LESSON OBJECTIVES:
1

2 To relate English to the possibilities of their future personal lives.

English for your studies and profession


1 This text is an example of an important genre of academic writing, the abstract for an article in a professional
full of cognates (as much academic English is, with Greek and Latin based vocabulary:
Even at this elementary level, we can begin to get

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!

2
potential importance of English in their professional lives. Remember also that, if you or any of the Ss use the

or whatever) after you graduate.

MEXICO AND HIDALGO IN ENGLISH

19 T
English for your life
1 Read and complete the following questionnaire, checking the appropriate boxes. Compare your
answers in groups.

YOU AND THE ENGLISH LANGUAGE

1 Do you want to learn technical or professional English? Yes Possibly No

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

4 Do you want to study abroad when you graduate? Yes Possibly No

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

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

2 Complete the following text about you and English.

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_______________.

Autonomous learning
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?

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.
A 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
MEXICO AND HIDALGO IN ENGLISH

there now. He works at the Lux Hotel in Mexico City, near of the Zócalo. There is are 34
B 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.

2 In pairs, identify the errors in texts A and B and correct them.

3 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
20
correct forms.
English for your life
1 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.
2 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.

Autonomous learning
While Ss should be encouraged to communicate, they must reduce their errors and eliminate repeated ones

and on their own repeated errors. It aims to develop their ability to correct basic errors and gradually eliminate their
own repeated errors.

1
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.

2
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.!
3
checking with a partner, not leaving many basic errors in their text.

MEXICO AND HIDALGO IN ENGLISH

20 T
CHECKPOINT 1

English for your life


1 Complete the website with ONE word from the box in each space.

it / there / they / the / a / an / your / his / her / its / their


is / are / eat / eats / speak / speaks / visit / visits / and / but

Quebec
the
Quebec is the capital of a________ Province of
Quebec in Canada. The city has b________a
are
population of about 520,000 and there c_______
over 700,000 inhabitants in the metropolitan
area. Founded in 1608, Old Quebec d________is
a UNESCO World Heritage Site. The city is on the
Saint Lawrence River, connecting the Great Lakes
Its
to the Atlantic Ocean. e________ economy today
depends principally on transportation, administrative
and
f________ tourism.

speak French and


Most inhabitants of Quebec g________ S OUT H
English, and a typical ‘Quebecois’ (inhabitant of AMERIC A

eats
Quebec) h________ There
lots of French food. i________
is also a lot of historic architecture in the city. This
special French-Canadian atmosphere attracts many
Visit
tourists. j________ Quebec, a unique city!

2 Complete the conversation with the necessary words.


American: Do you
Excuse me. a____________ speak English?
Mexican: I do
Yes, b____________.
American: Is there
Oh, good. c____________ a bank near here?
Mexican: there are
Yes, d____________ two. Turn right and Banamex is two blocks
and then HSBC is three blocks.
Does
American: Thank you. e__________ speak English?
your son __________
Mexican: No, f he doesn’t
inglés, ¿verdad, Juanito?
Juanito: ¡Sí! – Yes!
American: Excellent! Goodbye, Juanito!

3 Complete the sentences with ONE word in each space.


CHECKPOINT

1 white green
2 Eric and Sandra have three __________, sons
children two __________ (David and Daniel) and a daughter (Laura).
3 drink eat
I don’t __________ coffee and I __________ a lot of fruit.
4 straight ahead for three blocks and turn right… no, not right – turn __________.
Go __________ left
21 5 small old
Tlaxcala is not big and modern. It is a __________ city. It is an __________ and historic city.
CHECKPOINT 1

Check your English


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.

If you go round monitoring during stages 1 and 2, you can get an idea of what and how general the problems are.

learner participation and autonomy).

1
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

KET). Note that the text itself could be an encyclopedia or Wikipedia text.
2
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.
3
The combination of exercise 1 2
on grammar) and 3
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.

CHECKPOINT

21 T
Apply your English
1 Investigate on the Internet and complete the following texts

Montreal
Toronto
a__________). The city has a
b 1.6 to 1.9
French
c__________and
18-19
d__________ % of

There are many e universities

f 26
Bombardier countries, is a world leader in aerospace
with engineering and production sites in g______________
and rail transportation.
Bombardier
planes,
h__________and trains in

i Cd. Sahagún Querétaro


j_______________

2 You 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.

Your new…

…name

…nationality

…hometown

…family

…school/university

…age
CHECKPOINT

Now join the party, meet other participants in the Congress and exchange personal information!

22 3 Write a brief description of your institute or university school for the Montreal Congress website.
Apply your English
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 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.

2
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.
3 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).

CHECKPOINT

22 T
UNIT 3 TRAVEL AND TOURISM
LESSON 1 Global travel and tourism

1 Real Use of English

1 In groups, discuss the tourist attractions of these countries:

Italy France Mexico USA Spain

sunny beaches, scenic areas, snowy mountains for skiing…


archaeological sites, historic cities, famous museums, festivals…
theme parks, casinos, spectacular shows, shopping…

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…

Second in the list of the world’s top tourist destinations is the USA.
THE TOP TEN
Surprised? Does it have any attractions to compare with the Louvre, the
Vatican or Copacabana Beach? Well, it has New York’s skyscrapers, 1 France
museums and theaters, Las Vegas’s casinos and shows, Florida’s theme
parks and sunny beaches, Hawaii, many ski resorts, the Grand Canyon, 2 USA
Niagara Falls and much more.
3 China
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 4 Spain
rich countries, full of potential tourists, across its borders, north, south,
east and west. 5 Italy
Number three is China. Surprised again? Well, think of that country’s 6 Turkey
pagodas, palaces and the fantastic modern buildings in its major cities. 7 Britain
top ten. 8
Germany
Yes, Mexico comes after Turkey, Britain, Germany and Malaysia! Mexico
9 Malaysia
has some fantastic beaches, archaeological sites and colonial cities, but
there aren’t any rich countries just across its borders or very close, except Mexico
the USA. And, probably, like many countries, Mexico needs to change
some things in its tourist industry.
TRAVEL AND TOURISM

3 Consider these questions individually. Then discuss your ideas in pairs or groups.
a Why are France, the USA, China, Spain and Italy the top 5 for foreign visitors?
b Why do Britain and Germany have more foreign visitors than Mexico?
23 c Do you have any suggestions to increase foreign tourism in Mexico?
UNIT 3 TRAVEL AND TOURISM
LESSON 1 Global travel and tourism

UNIT OBJECTIVES:
1 To consolidate and develop English as the main classroom language.

2 To consolidate the development of the four communicative skills as the main goal of the course.

1 Real Use of English

1 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

but not for skiing!) Read out the Italy example and complete it with: .
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
parks / 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

work on a single area of language, and then get it wrong when it really matters – in real, free, communicative

the board.

2 The initial, speculative, completion of the table can be done in pairs. Check on the opinion of different pairs.
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,

3 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:
TRAVEL AND TOURISM

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

23 T
1 Study the notes (A, B, C) and match them with the pictures. Which city do you prefer?

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
A – July: 20 to 30°C; 117 cm of rain; 268 hours of sun
Attractions: skyscrapers, museums, theaters, Statue of Liberty, etc.
sun

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
B – July: 16 to 26°C; 0.3 cm of rain; 364 hours of sun
Attractions: Disneyland, Universal Studios, Hollywood Boulevard, etc.

rain snow

Population: 585,000 (city), 2 million (metropolitan area). 30º


20º
30º
20º

Climate (averages) – January: 4 to 14°C; 14 cm of rain; 245 hours of sun 10º 10º

C – July: 27 to 40°C; 0.5 cm of rain; 391 hours of sun


0º 0º

Attractions: theme hotels, casinos, shows (e.g. Cirque du Soleil), etc. 0º 30º

cold hot

B Los Angeles C Las Vegas A New York

2 12 Part 1: Listen to a travel agent talk about tourist destinations in the USA. What city in particular
does he recommend?
13 Part 2: Listen again and select the correct answers for that city with checks ( ) in the boxes.

jazz stores skyscrapers casinos museums exotic hotels theaters

very cold, no rain cold, rain and snow not very cold, lots of rain

hot, sun, frequent rain hot, no rain not very hot, lots of rain

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.

I want to visit Oaxaca. What attractions…..? In winter, is it…..? Are there…..? Does it…..?
TRAVEL AND TOURISM

Notice: Weather vocabulary


Noun: rain / snow / sun – There’s a lot of rain / snow / sun.
24 Adjective: rainy / snowy / sunny – It’s very rainy / snowy / sunny.
1 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.

2
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).

LISTENING SCRIPT:

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

But I specially recommend New York.


the
world. Among its many attractions are its skyscrapers, including the Empire State Building (over 80

occasionally 40 – and sunny, but with frequent rain. So, there you are – my recommendation is New
from New York!

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.

rain,
etc., to
Acapulco has a lot of sun.
TRAVEL AND TOURISM

24 T
2 Focus on Language

Grammar

1 Read the article on page 23 again, The World’s Top Tourist Countries. Underline the examples of
some and any. Check in pairs.

2 Complete these sentences.


any tourist attractions to compare with Europe? Yes, it does.
a Does the USA have _______
some of the world’s most famous theme parks – Disney, Epcot, Universal…
b For example, it has _______
any rich countries across its borders, except the USA.
some great attractions, but there aren’t ______
c Mexico has _______
any ideas to increase foreign tourism in Mexico?
d Do you have _______ some really good ideas!
Yes, I have _______
any hot, sunny beaches, but it has _______
e In winter, France doesn’t have _______ some excellent mountain ski resorts.

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.

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

Mexico has….. There aren’t…..in Mexico. Does Mexico have…..? Yes, it does. For example… etc.

4 Look at these sentences. Continue underlining the possessive phrases and analyzing the structure.
a The world’s top tourist destination is France. (the world’s + top tourist destinations)
splendid beach resorts
b Cancún is one of Mexico’s splendid beach resorts. (Mexico’s + __________________________)
New York’s
c New York’s skyscrapers are a big tourist attraction. (____________+ skyscrapers)
The city’s + __________)
d The city’s weather is extreme, very cold in winter and very hot in summer. (___________ weather

Macy’s
e Many tourists visit Macy’s Store in Manhattan. (____________ store
+ ____________)
restaurant
My brother’s + ____________).
f My brother’s restaurant, in downtown Oaxaca, depends on tourists. (______________
Laura’s
g Look at these photos of Laura’s vacation – in Paris! (____________ vacation
+ ____________).

5 In groups, talk about your family and their favorite vacation activities (see the box for some ideas).

swimming visiting historic places eating in restaurants shopping playing video games dancing sleeping!

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…..

6 In pairs, write 4 or 5 more sentences about some of Mexico’s tourist cities.


TRAVEL AND TOURISM

Cancún’s beaches attract many tourists. Many tourists visit Oaxaca’s…..

Notice: some-any
Some indicates (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 I don’t have any e-mails. = I have no e-mails.
25 As a negative at the beginning of a sentence, use No (not Any): No beaches in Canada are hot in winter.
2 Focus on Language

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 20th 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

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.

1 After pairs have checked the text and underlined the examples, get Ss to dictate the sentences with some and
to you, and write them on the board:
Does it have any
It has some really famous attractions too, and it has an abundance of history and culture.
Mexico has some 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 from the
sentences on the board, or already know it.

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

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

4 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

could also show how the structure matches possessive adjectives:


Get Ss to produce more examples, in complete sentences.

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

6 Before pairwork, get a few more examples from Ss.

Notice: Although it is early to mention no, it is an essential component of the grammatical system
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 vs. no is something to focus on
occasionally, again and again.
TRAVEL AND TOURISM

25 T
Vocabulary

1 In pairs, write the missing weather vocabulary under the pictures.

sun / sunny cloud / cloudy wind / windy snow / snowy rain / rainy

30º 30º 30º 30º


20º 20º 20º 20º
10º 10º 10º 10º
0º 0º 0º 0º

0º 10º 20º 30º

cold cool warm hot dry

2 Complete the texts with weather words.


unny
a In summer in central Mexico, it is usually s________ ry
and d_____ loudy and r________
in the morning and c________ ainy
in the afternoon.
hot
b In Acapulco, it is usually _____and ________. cloud / wind and _______,
sunny Occasionally, there is a lot of _______________ rain
especially when there is a hurricane.
Windy City) because there is frequently a lot of
c Pachuca’s nickname is La Bella Airosa (The Beautiful _________
wind in the city. Chicago’s nickname is also The __________
_________ Windy City.
cold in
d In winter, it is possible to ski just two hours by car from downtown Los Angeles because it is very _______
snow
the mountains and there is a lot of ________.
[Whatever the weather is like outside your classroom].
e Here, at the moment, the weather is ___________________________________________________________

3 Complete the text with words from the box.


airports attractions beaches borders buildings resorts shows sites theme travel weather

travel destinations. It has many tourist b_____________,


a__________ attractions
weather in Italy varies,
including some very famous ones like the Vatican, Florence and Venice. The c__________
but in summer it is hot in the north and the south of the country. Many vacationers go to the many sunny
beaches
d____________ in summer. Summer and winter, they visit Italy’s beautiful old cities, with their historic
buildings
e____________, sites
including churches and cathedrals, palaces, Roman ruins and archaeological f__________.
resorts
For the winter, there are also some excellent ski g___________ in the mountains in the north, the Alps. Italy’s
borders (France, Switzerland and Austria)
h___________
airports including two for Rome. With all the
or very close, like Germany. Italy also has 31 international i__________,
shows or casinos to attract
theme parks, spectacular k__________
things Italy offers, it does not really need j__________
TRAVEL AND TOURISM

tourists – but it has some.

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.
26
1 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.

2 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:

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.
Or you could photocopy a text for them to read and discuss, e.g. on places with
extreme weather.

3 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.

TRAVEL AND TOURISM

26 T
LESSON 2 Mexico’s vacation paradise
The Mexican Ministry of Tourism
1 Real Use of English (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
1 Match the annual numbers of international arrivals (a-e) and the below Mexico City’s 4.9 million. In third
5 top Mexican airports. Guess! Then read the extract from an place is Guadalajara and in fourth Los
article and check. Cabos, both with over a million. Puerto

(but double the international arrivals in


Monterrey).
AIRPORT FOREIGN ARRIVALS
a 4.9 million Cancún 4.8 million Mexico City, with its history, cultural
attractions and economic activity, is
b 4.8 million Guadalajara 1.2 million naturally a big international destination,
but Cancún, and the Costa Maya, is
c 1.2 million Los Cabos 1.1 million clearly Mexico’s vacation mecca now.
4.9 million Acapulco, Mexico’s premier resort
d 1.1 million Mexico City
until the 1970s, now has only 19,000
e 880,000 Puerto Vallarta 880,000 international arrivals annually.

2 Read the article again and answer the questions.


a Is Mexico City or Cancún number one in international arrivals in the winter? And in the summer?
Cancún. Mexico City.
b Why is November to April the main tourist season in Cancún (and other Mexican beach resorts)?
It’s cold in USA, Canada and Europe – people there want hot, sunny beaches in winter.
c Which has more foreign visitors, Guadalajara or Monterrey? Why do you think that is?
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.
d Why does Mexico City have many foreign visitors? Have you visited the historic center of Mexico City?
It has many historic and cultural attractions and a lot of economic activity.
3 Here are two day trips from Cancún. Which photos (A-D) match which trip? Which trip do you prefer?

Chichén Itzá- B and C Xplor Adventure Park- US$124 A and D


Duration: 12 hours Duration:
Departure time: Departure time:
Return time: Return time:
Included: Included: Bus transportation, lunch, entrance

entrance fee to the archaeological site swim)


TRAVEL AND TOURISM

27 A B C D
LESSON 2 Mexico’s vacation paradise

1 Real Use of English

1
the table could be done in pairs.

If any Ss have comments and observations, welcome them, and help them express their ideas in simple English.

2
the center of Mexico City. If some have never been there (or to the Museo Nacional de Antropología, etc., etc.,

hour or two and $200-300 away! What do they have to say to educated foreigners in English (or Spanish) if they

mistakes).

TRAVEL AND TOURISM

27 T
1 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!

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…

1 You are on a day tour from Cancún. Most of the tourists are American or Canadian. Listen to the
14
guide on the bus. Complete the notes.

two
We are now _____________ kilometers from
Tulum
_____________.
The time is _____________.
We have _____________ minutes in the
archaeological site.
We depart at exactly _____________ for
_____________.
Lunch is in _____________.

Read this tourist brochure text about Mérida. In pairs, underline the six errors in English, one in each
sentence. Then correct the text.

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.
TRAVEL AND TOURISM

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
28 pop songs! In informal conversation, people frequently omit have/has, especially in the
USA: (You) got a pen? No, but I got a pencil.
1
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
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.
LISTENING SCRIPT:

Tourists: Yes!

Mexicans: Yes, we do! / No! / Sí entiendes. ¡Cállate!


Tourists: Ha, ha, ha!

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!

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

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

with the whole class, you could ask some comprehension questions:
etc.
TRAVEL AND TOURISM

28 T
2 Focus on Language

Vocabulary

1 Complete these sentences with the word airlines, visa or immigration.


a 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
visa
countries, a __________.

b To board a plane, passengers usually go through a passport


control and a security check, and at their destination they go
immigration
through _________________, baggage claim and customs.

airlines permit passengers to check in one case or


c Most __________
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.

2 Now complete the following sentences with one word in each space.
passport
a To visit the USA, Mexican citizens need a visa in addition to their _____________, but not for Europe.
ticket
b Most airline bookings now are electronic, and there isn’t a printed ___________, only a boarding pass.
security _________.
c When you have your boarding pass, you can go through the passport control and ___________ check

baggage ___________.
d At your destination, after immigration, you collect your bags at the ___________ claim

customs
e At _____________, there is possibly an x-ray check or a physical inspection of the contents of bags.

3
one two three four six
_________ _________ seven eight nine
_________ ten

seventh tenth

twelve
eleven _________ thirteen fourteen
________ sixteen
_________ __________ seventeen
__________ eighteen nineteen
_________ twenty
_________

eleventh thirteenth fourteenth seventeenth eighteenth nineteenth

4 15 Read and listen to these two sentences.

From November 1st to April 30th (the main tourist season, when it’s cold in the USA, Canada and Europe),
Cancún has most international visitors. The other six months, May 1st to October 31st, Mexico City has most.

5 Say these dates.

November 1st. December 2nd. January 3rd. February 4th. March 20th. April 21st. May 23rd. June 25th.

6 In groups, make a list of your birthdays.


TRAVEL AND TOURISM

When is your birthday, Clara? It’s on June 27th.

Notice: Dates
We write November 1 or November 1st, June 3 or June 3rd, etc.
We say etc. (the simple form), or
etc. (or even etc.).
29
2 Focus on Language

1
But, at the same time, it extends travel vocabulary in preparation for the next exercise.

2 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.

3 Get Ss to notice that the regular ending for ordinal numbers is –th (with a few spelling and pronunciation
fth, ieth), and , second and third are the only irregular forms. You could go through
the class list (Ss are presumably in alphabetical order): Teacher: S: Teacher:
S: Teacher: S: etc.

4
and even

5 6 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
27th

TRAVEL AND TOURISM

29 T
Grammar

1 Match the questions and answers.


a What’s San Cristóbal like? 3 1 It’s a big, modern city.

b What’s Monterrey like? 1 2 It’s hot and dry in summer and cold and rainy in winter.
c What’s the weather like in Mexicali? 2 3 It’s a small colonial city.

2 In groups, name cities or towns and discuss them.

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.

3 16 Look at Exercise 3 on page 27. Read and listen to this conversation and answer the questions.

Tourist 1: What time does the tour bus arrive? Tourist 2: At seven o’clock.
Tourist 1: Tourist 2:
Tourist 1: What’s the time now? Tourist 2:
a Are the tourists on the Xplor Adventure Park tour or the Chichén Itzá tour?
The Chichén Itzá tour.
b
At 7 o’clock.
c What time is it now?
It’s 6:45.
d Do the tourists have time for breakfast?
Yes, they do.
4 In pairs, ask and answer about the time.
6:00 7:10 8:15 9:30 10:45 11:50 12:00 13:20 14:40 20:00 Now

What time is it? It’s six o’clock.

5 In pairs, ask about your routine activities (see the box).

get up go to school get home after school have lunch have supper go to bed

Student 1: What time do you get up? Student 2: At 6:30.


Student 1: What time do you get up on Sundays? Student 2: Ah! I get up at 10:30 on Sundays!
6 Complete the following sentences with in, on or at.
in the morning and cloudy and rainy ____
a Summer days in central Mexico are usually sunny ____ in the afternoon.

in winter and very hot ____


b New York’s weather is extreme, very cold ____ in summer.
c Lupita’s birthday is _____
in December. It’s _____
on December 12th.

d I get up ____
at 6 o’clock ____
on weekdays and ____
at 9:30 _____
on Saturdays and Sundays.
TRAVEL AND TOURISM

Notice:Time
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 15th), and at for times at 4:30).
30
Grammar

1 This simple exercise introduces


of What is the
and elicit if there are some blank faces in the class (the balance

( ).

2 This exercise practices these questions and answers.

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

4 Be prepared for stronger Ss asking about /to and , and /to. If they do, give a
few examples, but say that with numbers only is simplest for them to say, but they should be able
to recognize that and , etc. If nobody mentions the alternative,
it may be better not to bring it up at this point.

5
sometimes the old-fashioned way is as good as any alternative!

6 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.

TRAVEL AND TOURISM

30 T
LESSON 3 Making it Real

English for your studies and profession


1 Read and complete this questionnaire.

What do you need English for?

Check ( ) the appropriate boxes. You can check one or various options for each question.

1 In your degree course, what do you need English for?


For oral communication To read information online To read books, articles, manuals, etc.
To write assignments For projects Other: _________________________________
2 When you graduate, what are probable uses and advantages of English in your profession?
For regular work To get a job requiring English For international congresses, etc.
For post-graduate study To impress colleagues Other: ______________________________
3 Which skills in English are particularly useful in your profession?
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: _________________________________________________________________________

2 In groups, compare and explain your answers to the questionnaire. Note similarities and differences,
and the majority opinion or perception for each question.

3 Match the texts (a-b-c-d) and the situations (1-2-3-4).

A B C D
Operating OK. Now what The end-of- Do you have an
parameters are set year balance online registration
about the price number?
from a selection sheet indicates
per unit and the
of densities and Yes, it’s 5421B.
commission? advances towards
frequencies. This My name’s Javier
programming Contreras.
Well the price but also many
challenges, old Right. Here you are.
to adjust for almost depends on the
and new. Among This is your bag
every variable in number of units. with your name tag,
TRAVEL AND TOURISM

the new ones is


the operating The commission is the program
conditions, but if there normally 5%, but we environment and and everything.

B D
1 Negotiation of a contract 2 Check in at a congress
31 A 4 C
3
LESSON 3 Making it Real

LESSON OBJECTIVES:
1

2 To relate English to the possibilities of their future personal lives.

English for your studies and profession


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
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.

2 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.

3 Like some previous mini-reading tasks, this relates texts to professional areas. Ss should be getting familiar with

texts, ask them what vocabulary, etc., one of “their texts” might contain.

TRAVEL AND TOURISM

31 T
English for your life
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?

1 Match the dialogues (a-b-c) and the situations (1-2-3).

A B C

Thank you.
Yes, all your metal things.

the metal detector.

1 Airline check in B 2 Security check C 3 Customs A

2 In pairs, write a check in dialog. Then act it.

Passenger: Hello. I have an internet booking – Laura Gómez Herrera.


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

Autonomous Learning
1 Grammar is very important, but vocabulary is absolutely essential. Here are two ways to organize
your learning of vocabulary.

A 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.

museum second Tuesday cold train third Wednesday autumn church March

Days Buildings Weather Months Seasons Transport Numbers

Tuesday museum rainy February summer car second


Wednesday church cold March autumn/fall train third
(Thursday) (cathedral) (cloudy) (April) winter (bus) (fourth)

B Associate words with situations. Which words and phrases in the box occur in which situations?

bag big hotel pickup ticket small boarding pass guide passport historic
TRAVEL AND TOURISM

Discussing a city: big, small, historic, hot, rainy, industrial

Discussing a tour: hotel pickup, guide, lunch, bus, entrance fee, departure time

2
in the reading texts and other texts. Consider any major questions or problems with the grammar of
32 Unit 1 and 2 also.
English for your life
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.

1 …for example,

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

Autonomous learning

1
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

2 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.

TRAVEL AND TOURISM

32 T
UNIT 4 ENGLISH FOR STUDY AND WORK
LESSON 1 English in the professions

1 Real Use of English

1 There are some UAEH BA programs in the


box on the right. Number them according to 7? Accounting 1 English Teaching
the importance of English in each program. 4?
3? Computing Medicine
Compare your answers in pairs.
5? Engineering 2 Tourism
Student 1: I think English is important in computing.
The students do programming. They work with 6? Law
websites in English.

Student 2: It’s not important in law… well, except


international law.

2 Read this article and revise your answers in 1.

DO I REALLY NEED ENGLISH?

The ENARM (Examen Nacional para Aspirantes a


Residencias Médicas) is a test for Mexican medical 3 Read the article again and then the sentences
below. Mark them correct or wrong .
apply for a medical residency in a hospital. No ENARM Discuss your answers in pairs.

There aren’t many places in Mexico to take the a English is necessary for medical students.
ENARM. Only Sonora, Nuevo León, Guanajuato,
Mexico City, Morelos, Puebla and Chiapas offer the b
exam. medical students.

It is a computer-based exam, exploring knowledge in c UAEH medical graduates usually take the test
the areas of basic sciences, public health and clinical in Pachuca.
medicine in Spanish and reading comprehension in
English. d Most of the test is in English.

e Most UAEH candidates do not pass the test


ENGLISH FOR STUDY AND WORK

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.
f It is possible to do a medical specialization
At present, UAEH medical graduates usually fail
the ENARM! In 2011, only 122 out of 537 UAEH
candidates passed the test. Medical graduates often g Medical graduates frequently take the ENARM
have to take it several times to pass and be able to a number of times.
apply for a medical residency or a specialization.
h I’m interested in medicine as a career. ?
33
UNIT 4 ENGLISH FOR STUDY AND WORK
LESSON 1 English in the professions

UNIT OBJECTIVES:
1 To make Ss aware of the importance of English in their studies and future professions.

2
work.

4 To consolidate the development of the four communicative skills.

1 Real Use of English

1
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.

2 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.

3
ask them to explain why. You may want to ask Ss extra questions like,

…), not to university studies (

).
ENGLISH FOR STUDY AND WORK

33 T
1 17 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).
a T F
b T F
c He is from an American university. T F
d The course is about advances in physics. T F
e Peter Williams frequently vacations in Mexico. T F
f He occasionally visits Mexican colonial cities. T F
g He likes scuba diving. T F

2 18 Listen to the continuation of the class. Check ( ) the topics mentioned.

a Class time b Number of students c Classroom d Reading


e f g h

3 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.

1 How is English necessary or useful for your future professional work and ambitions? For the following

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

2 In groups, talk about how useful English will be for your future professional work and ambitions.

Tourism student 1:
Tourism student 2:
in Mexico or abroad.
ENGLISH FOR STUDY AND WORK

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.
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? Yes.
34
Is there English on the UAEH website? Are there opportunities to study abroad? Yes. Yes.
1 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.

LISTENING SCRIPT:

Washington State University. This course is about recent advances in chemical engineering

go to one of your beautiful colonial cities – Oaxaca, Zacatecas…..

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

There is a lot of reading, some handouts and a lot on-line. OK, how many participants are

1 2 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
focus on it yet.

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
ENGLISH FOR STUDY AND WORK

2 In the UAEH, there are English courses in the Language Center, in the Institutes and in the high schools.

34 T
2 Focus on Language

Vocabulary

1 What do students do? Write sentences with the verbs and words from the box. Different combinations
are sometimes possible.

a do….. Students do exercises. They do homework. (see note)


b fail….. They fail courses! They fail... exams / tests / subjects
c give….. presentations

d pass….. courses / exams / tests / subjects

e read….. articles / books / notes


the Internet / websites
f search…..
subjects / notes
g study…..
courses / exams / tests / notes / subjects
h take…..
WEBSITES
i write….. compositions / notes

2 In pairs, talk about what you like to do and what you don’t like to do in your degree course.
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:

3 Match the professions with the phrases. Draw lines to connect them. In groups, talk about other
professions.

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 Look at the scale of frequency adverbs. Complete the sentences with appropriate adverbs.
never ---------- sometimes ---------- often ---------- usually ---------- always
ENGLISH FOR STUDY AND WORK

(0%) (occasionally) (frequently) (generally) (100%)

never
a UAEH medical graduates ___________ take the ENARM in Pachuca.

b usually

often
c They __________ take the test three or four times before they pass.

d always

35 e UAEH medical graduates_________________work


sometimes in the USA or Canada.
2 Focus on Language

1 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.

2 This activity begins to work with like


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.

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

4 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.

but if some Ss do not refer back and put 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.

ENGLISH FOR STUDY AND WORK

35 T
Grammar

1 In groups, talk about what you do on weekends (on Saturday morning, afternoon and evening, and
on Sunday morning, afternoon and evening).
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….

2 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.

Does Sandra like Jefferson City?


a _______
Yes, she
__________________ does.
Hi teacher
It’s great here. The city is small, but attractive.
I like the people and the university (also small). Does she ______
b ______ like the food?
I don’t like the food much, but it’s OK.
No, she doesn’t
______________________.
Bye

she like to live in Jefferson City?


c Would ________
No, she wouldn’t
__________________________.

Hi Sandra would she


d Where _____________ prefer to live?
Do you like the courses? How many do you
have, and how much individual study? Would you like to live Pachuca
In __________, where her family is.
in Jefferson City permanently?
Bye, and good luck!
Do you ________
e And you? ______ like your
hometown?
Yes, I do / No, I don’t
___________________________.

f you like
Would ____________ to live in a different
No, teacher, I wouldn’t. I like Pachuca – and I
love my family there! And, yes, I do like the place?
courses, all four of them. There are lots of assignments! Yes, I would / No, I wouldn’t
___________________________.

3 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.
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
Student 1: Ah, yes – you work and study. What would you like to change?
Student 2:

4 In groups, talk about your degree courses. Consider the things in the box.
Number of: subjects per semester, books, students, teachers, etc.
Amount of: class-time per week, assignments, money for books, etc.
ENGLISH FOR STUDY AND WORK

Tourism student 1: How many books do we use?


Tourism student 2: Seven, I think. How much do they cost?
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.
36 invitations and offers: Would you like a cup of coffee? Yes, thank you, I would.
Grammar

1 This more communicative, personalized practice now encourages Ss to use frequency adjectives in negative and
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.


often get up late.
Do you sometimes get
I am never late.

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!
2 This exercise, the following one and Notice now go into the grammar of like (which is very different from Spanish,
would like as a very

different structures of like and would like


your group is generally weak, you might want to do this activity in pairs since the task involves some inductive
thinking.

and negative structure, with auxiliary verb (do or would) and main verb (like).

like instead.

4 The focus here is on (amount) and (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:
and (ironically)
dinero, etc., are as uncountable in Spanish as and
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

Notice:
ENGLISH FOR STUDY AND WORK

36 T
LESSON 2 English in the workplace

1 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.

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
JAVIER

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.

EMMANUEL
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.
ELIZABETH

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’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 DENISE
the Mexican market. I use English to talk with customers about their products,

want. I love my job!

2 Read the blog entries again and complete the table. Check the information in pairs.

PLACE OF PLACE OF WHY ENGLISH IS


NAME OCCUPATION RESIDENCE WORK IMPORTANT

Denise advertising agency She uses English to talk


graphic designer Mexico City in Mexico City with customers
ENGLISH FOR STUDY AND WORK

Windham Playa She checks in and talks


hotel receptionist Hotel in Cancun with foreign people
Cancún

Emmanuel computer systems Canadian company He has to communicate


engineer Tizayuca (or near) with Canadian trainers
in Tizayuca

Ottawa construction
architect company in Ottawa He works in Canada
37
LESSON 2 English in the workplace

1 Real Use of English

1 Ask Ss about blogs –


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.

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.

ENGLISH FOR STUDY AND WORK

37 T
1 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.

1 19 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.
Eduardo:
Interviewer: you speak English
a)____________________________ ?
Eduardo: for the interview
b)____________________________
Interviewer:
Eduardo:
Interviewer: have any experience
c)____________________________
Eduardo: in a hospital
d)__________________________, as a receptionist

Interviewer: are you interested


I see. Why e)___________________________ in

Eduardo: use my English


f)_______________________ in

Interviewer:
Eduardo:
to Mexico City
Interviewer:
airport and Pachuca
Eduardo: Would you like
i)________________________ to see my

Interviewer: Yes. Ah – an excellent score! Well,we

Complete this form


j)_____________________________,
please.

2 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.

RECEPTIONIST IN AN SALES REPRESENTATIVES


ENGLISH TEACHERS NEEDED!
INTERNATIONAL COMPANY
We are seeking a young, friendly a BA in English Are you considering a career
change?
ENGLISH FOR STUDY AND WORK

person with excellent Language Teaching?


Are you
spoken English and
Spanish?
computer skills
Are you ?
depending upon experience and
The MIR
School of English!
dynamic people interested in
world sales.
makeitreal@courses.com
771 736 4673 for details.

38
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.

1 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 –

LISTENING SCRIPT:

As completed on the opposite page.

2 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 –
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).

ENGLISH FOR STUDY AND WORK

38 T
2 Focus on Language

Vocabulary

1 Complete the questions with words from the box.

What Who Which Where When Why How many How much What time How old

a Who is your new manager? Mary Smith.


b How old
c What

d How many

e Where exactly is it? It’s on Franklin Avenue, near the park.


f Which park is that, Centenary Park or Lincoln Park? Lincoln Park.
g How much

h What time

i When do you have vacations? Usually in July or August, two weeks. And the usual holidays.
j Why
is English necessary for you? It’s necessary because I manage international accounts.

2 In pairs, ask and answer similar questions about your degree course.
Student 1: How old is our statistics teacher?
Student 2: I don’t know – probably about 35.

3 Look at the examples. Then write more words in each category. Check all your words in groups.
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,

4 Look at the illustrations of different abilities. Say which you can and can’t (cannot) do at present.
Student 1: I can use Excel. I can’t play the guitar. I can… Student 2: I can’t use Excel. I can…
PLAY THE SPEAK DRIVE
GUITAR SPANISH A CAR
‘Se lo agradezco’
ENGLISH FOR STUDY AND WORK

USE EXCEL DESIGN COOK


BUILDINGS SPAGHETTI

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
39 limited selection of colors – two, three or four.
2 Focus on Language

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.

1 This exercise focuses on question words, which have been accumulating bit by bit. It is a sort of end-of-book
with in the exercise and give them extra practice. Likely candidates for this are and
. See Notice on Which vs. What.

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

3 Another end-of-book round-up, dealing with vocabulary areas from all the previous units. You could handle it as a
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.

4 This gives simple practice of / ), and provides


vocabulary for more varied practice in the Grammar section.

ENGLISH FOR STUDY AND WORK

39 T
Grammar

1 Read the extract from a letter of application from Peter Taylor. Complete the questions and answers.
Check your completed sentences in pairs.

…..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

Spanish. I am free to work and travel anywhere in the world…..

a How old is
_______________ Peter? He _____ years old
is only 24 _______________.

b What post _____ interested


is Peter _______________ in? research assistant
He is interested in the post of ______________________.
c does have has

d Why does he want the post?


________ Because
______________ he is interested in alternative automotive technology.
e Can Peter _____ small planes? can
Yes, he _______.
f Can No he
can he speak
g What languages __________________? He can __________ English and ____________.
speak his native language, ___________, Spanish

h Can speak No, I can’t


Are you interested ______
_______ in mechanical engineering? Yes, I am / No, I am not.
______________________________________.
i

2 Complete the survey form with the names of 3 classmates in each column.
CAN SPEAK A CAN COOK MEXICAN CAN PLAY
CAN USE EXCEL SECOND LANGUAGE CAN DRIVE A CAR
DISHES WELL THE GUITAR
FLUENTLY

Can you use Excel? Yes, I can.


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

3 In groups, check and compare your information.


Student 1: OK. 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.
ENGLISH FOR STUDY AND WORK

4 Explore other abilities in the group.


Student 1:
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.

Notice: Can you…? for requests / Can I…? for permission


Can you help me, please? (Will you help me, please? is also common.)
40 Can I come in? (May I come in? is also common, and preferred by some people, especially old people!)
Grammar

1
Among other things, it explores different structures with can.

2 This moves beyond Vocabulary Exercise 4, with most forms with can
celebrate them!

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

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

Notice: If these uses of and are not already established in classroom


English, work on them now.

40 T
LESSON 3 Making it Real

English for your studies and profession


1 20 Read and listen to the following conversation between a visiting professor and some ICSHu
students. Then, in pairs, correct Student 2’s three errors.

Hi. Where are you from, professor?


Seattle. I work at Washington State University. I’m here at the UAEH for one year.
What… what is your academic area?
Education, especially higher education.
‘Higher’ education?
Yeah, university education,
technological institutes, all that.
Ah, ‘higher education’. I’m a student in
higher education!
That’s right – congratulations! What do
you study?
I’m study Public Administration.
That’s why his English is bad!
No, his English isn’t bad. He
communicates very well.
Chela studies English Language
Teaching – that’s why her English is
good. And I study Law. I want to specialize in international law.
Great! What are all the academic departments in ICSHu?
There are eight areas – Law, Politics and Public Administration, Communication, Social Work,
Education, History and Anthropology, Sociology and Demography and Linguistics.
Mm, a lot of options. Well, nice talking with you. See you around!
See you around, professor!

2 In groups of four, adapt the conversation to your Instituto or Escuela Superior (but correcting Student
2’s errors!). Then act out your conversation.

Professor: What do you study?


Student 2: I study Civil Engineering.
Student 1:
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

a Foreign professors or researchers at the UAEH at the moment.

b UAEH professors or researchers with degrees from foreign universities.

c Participation in international conventions or congresses by UAEH professors or researchers.

41 d The same – a, b and c – for the UNAM, Mexico’s number one university, nationally and internationally.
LESSON 3 Making it Real

LESSON OBJECTIVES:
1

2 To relate English to the possibilities of their future personal lives.

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.

1 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: etc. If you
have a generally weak group, let Ss read as they listen.

LISTENING SCRIPT:

2
work on pronunciation if necessary.

ENGLISH FOR STUDY AND WORK

41 T
English for your life
Imagine you have the opportunity to study or work for one year in one of the following places. Which do
you prefer? Why?

Miami, USA London, UK Sydney, Australia

Student 1: I prefer Miami. It’s not far from Mexico, and many people speak Spanish. What about you?
Student 2:

Autonomous Learning

1 Spanish and Hungarian (or Russian, Arabic, Chinese, or...) are very different. ‘Magyar nagyon nehéz’

following sentences in English and their Spanish equivalents very similar or very different?
a
Relativamente, el inglés no es difícil para los mexicanos.
b Spanish and English have many similar words.
El español y el inglés tienen muchas palabras similares.
c Spanish and English also have lots of similar grammar.
El español y el inglés también tienen mucha gramática similar.
d But there is some very different grammar too.
Pero hay algo de gramática muy diferente también.
e “Do you like dogs?” is very different in Spanish.
“Te gustan los perros?” es muy diferente en inglés.
f It is useful to notice the similarities and differences.
Es útil notar las semejanzas y diferencias.
g But motivation and practice are absolutely essential.
Pero la motivación y la práctica son absolutamente esenciales.

2 Answer the questions. Discuss your answers in groups.


ENGLISH FOR STUDY AND WORK

a How much do you practice English outside class? 5+ hours a week, 1-4 hours or 0 hours?

b How motivated are you about learning English? Very motivated, a bit motivated or not motivated?

c Do you generally notice the similarities and differences between Spanish and English?

d Can you communicate some basic personal and other information in generally correct English?

3 Go to the Self-Access Center and consult with a counselor about your current and future progress
42 in English.
English for your life
Again, emphasize how English can be important for them in their future lives, professional and personal. If some Ss

course.

Autonomous learning

1 Discuss the introductory note with Ss. It might change their view of learning English a bit (a view that we hope has
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. no es The general conclusion should be that
English is much more similar to Spanish than most other languages.

2 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.

3 This is intended to get Ss to see the opportunities they have in the UAEH – and with you as their teacher!

ENGLISH FOR STUDY AND WORK

42 T
CHECKPOINT 2

Check your English


1 Write questions and answers, putting the words in the correct order.

a usually / in / do / what / you / evening / the / do / ?


What do you usually do in the evening

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


I always do my homework and I sometimes watch television
c in / your / there / person / an / is / family / English-speaking / ?
Is there an English-speaking person in your family
d No, / but / my / speaks / girlfriend / English / brother’s / perfect / .
No, but brother’s girlfriend speaks perfect English
e like / dogs / parents / your / do / ?
Do your parents like dogs
f Yes, / do / they / and / have / dogs / three / we / big / .
Yes, they do, and we have three big dogs

2
a What time do you usually get up? 5 1 Sometimes, but not always.
b Who cooks breakfast in your house? 9 2 Not a lot, about one hour an evening.
c 8 3
d Why do you like to cook? 3 4 He’s OK, a typical 6-year-old boy.
e How many brothers do you have? 7 5 At six thirty.
f Does he like your cooking? 1 6 Television cartoons and computer games.
g What’s your brother like? 4 7 Only one.
h How much television do you watch? 2 8 Yes, and I like to invent new dishes.
9 I do.

3
have am and but see look be with at on in some any no usually
but I live in Sydney, Australia.
Hi, I’m Bernardo. I’m Mexican, a)_____
with a post-graduate scholarship in
I came here in 2010 b)_______
have my MSc and
chemistry at Macquarie University. I now c)______
and
work in a pharmaceutical company. My job is interesting d)______
on Saturday
the salary is good. I always go to the beach e)_______
some
and Sunday – there are f)________ fantastic beaches! The weather
usually sunny and warm or hot. But I don’t like some things
is g)__________
any good
see my family regularly, there isn’t i)______
here. I can’t h)______
in the summer!
Mexican food and Christmas is j)_____

4 Read the answers about Bernardo’s blog. Then write or complete the questions.
Where does Bernardo live
a _____________________________________? He lives in Sydney, Australia.
Why does he work
b __________________________ in a pharmaceutical company? Because he’s a chemist.
CHECKPOINT

Does he like
c ______________________ his job? Yes, he does. It’s interesting and the money is good.
What does he do on
d _________________________________Saturdays? He always goes to the beach.
What is the weather
e _____________________________in Sydney like? In general, it’s sunny and warm or hot.
43 Are there any beaches
f _______________________________in or near Sydney? Yes, there are – fantastic beaches.
CHECKPOINT 2

Check your English


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

the correct answers with the whole class. If you go round monitoring during stages 1 and 2, you can get an idea of

or most of it yourself (thus developing learner participation and autonomy).

1 Word order is becoming even more important as Ss progress to a wider range of questions and other sentences.
Spanish. They should also see that meaning determines how sentences are formed.

2
options for 8 questions) reduces the risk of Ss making 2 mistakes every time they make one mistake. It also faces

3 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.

4 This goes back to the construction of questions, but now requiring Ss to write almost all of each question.

CHECKPOINT

43 T
Apply your English
1 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.

a How old are some of the institutes now forming part of the UAEH?
Over 140 years old.
b How old is the UAEH as a formally constituted university?
Over 50 years old.
c
No.
d
97%.
e Is there discrimination between men and women in the UAEH?
No.

2 Read and, in pairs, complete the following text about the UAEH.

a
The UAEH is ______ has
public institution of upper secondary and higher education. It ______

over 30,000 students, from High School to Post-Graduate Studies. The university was formally
in 1961, but it has a century and a half of history. The university has ‘institutes’,
established ______
are

the

with institutes and


School of Arts and Crafts). The UAEH is present in the entire State of Hidalgo, ______

campuses in 12 cities apart from the capital, Pachuca.

3 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.

How old ?

Does ?

What ?

Can ?

Where ?

How many ?

Are there ?

?
CHECKPOINT

4 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.
44
Apply your English
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 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.

2 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.

3 4 Ask if any Ss have actually had conversations with foreign visitors to the UAEH. Get the Ss who are to be the
answers can go in both directions.

CHECKPOINT

44 T
ENGLISH GERMAN FRENCH ITALIAN

Unit 1 Einheit 1 Unité 1 Unità 1

Countries Länder Pays Paesi


Australia Australien L’Australie Australia
Canada Kanada Le Canada Canada
China China La Chine Cina
France Frankreich La France Francia
Germany Deutschland L’Allemagne Germania
Great Britain Großbritannien La Grande-Bretagne Gran Bretagna
India Indien L’Inde India
Ireland Irland L’Irlande Irlanda
Italy Italien L’Italie Italia
Japan Japan Le Japon Giappone
Mexico Mexiko Le Mexique Messico
Russia Russland La Russie Russia
Spain Spanien L’Espagne Spagna
The UK – The United Kingdom Vereinigtes Königreich Le Royaume-Uni Il Regno Unito
The USA – The United States of America Vereinigte Staaten (von Amerika) Les États-Unis Gli Stati Uniti

Nationalities Staatsangehörigkeit Nationalités Nazionalita`


American der Amerikaner / die Amerikanerin un américain / une américaine Americana
Australian der Australier / die Australierin un australien / une australienne Australiana
British der Brite / die Britin un britannique / une britannique Britannica
Canadian der Kanadier / die Kanadierin un canadien / une canadienne Canadese
Chinese der Chinese / die Chinesin un chinois / une chinoise Cinese
French der Franzose / die Französin un français / une française Francese
German der Deutsche / die Deutsche un allemand / une allemande Indiana
Indian der Inder / die Inderin un indien / une indienne Italiana
Italian der Italiener / die Italienerin un italien / une italienne Giapponese
Japanese der Japaner / die Japanerin un japonais / une japonaise Messicana
Mexican der Mexikaner / die Mexikanerin un mexicain / une mexicaine Russa
Russian der Russe / die Russin un russe / une russe Spagnola
Spanish der Spanier / die Spanierin un espagnol / une espagnole Tedesca

Cardinal numbers Kardinalnummer Nombres cardinaux Numeri cardinali


one eins un Uno
two zwei deux Due
three drei trois Tre
four vier quatre Quattro
fünf cinq Cinque
six sechs six Sei
seven sieben sept Sette
eight acht huit Otto
nine neun neuf Nove
ten zehn dix Dieci
eleven elf onze Undici
twelve zwölf douze Dodici
thirteen dreizehn treize Tredici
fourteen vierzehn quatorze Quattordici
fünfzehn quinze Quindici
sixteen sechzehn seize Sedici
seventeen siebzehn dix-sept Diciassette
eighteen achtzehn dix-huit Diciotto
nineteen neunzehn dix-neuf Diciannove
twenty zwanzig vingt Venti
twenty-one einundzwanzig vingt-et-un Ventuno
thirty-two zweiunddreißig trente-deux Trentadue
forty-three dreiundvierzig quarante-trois Quarantatré
vierundfünfzig cinquante-quatre Cinquantaquattro
fünfundsechzig soixante-cinq Sessantacinque
seventy-six sechsundsiebzig soixante-six Settantasei
eighty-seven siebenundachzig quatre-vingt-sept Ottantasette
ninety-eight achtundneunzig quatre-vingt-dix-huit Novantotto
a hundred (ein) hundert cent Cento

Family Familie Famille Famiglia


brother der Bruder un frère Fratello
children die Kinder (Pl.) des enfants Bambini
daughter die Tochter Figlia
father der Vater un père Padre
husband der Ehemann un mari Marito
mother die Mutter une mère Madre
parents die Eltern (Pl.) des parents Genitori
siblings die Geschwister (Pl) des frères et des sœurs en pluriel Fratelli
sister die Schwester une sœur Sorella
son der Sohn Figlio
wife die Ehefrau une épouse Moglie

Jobs Berufe Professions Professioni


doctor der Arzt / die Ärztin un médecin / une médecin Dottore/dottoressa
engineer der Ingenieur / die Ingenieurin un ingénieur /une ingénieur L’Ingegnere
student der Student / die Studentin un étudiant /une étudiante Studente/studentessa
taxi driver der Taxifahrer / die Taxifahrerin un chauffeur de taxi / une chauffeuse de taxi Il tassista/la tassista
teacher der Lehrer / die Lehrerin un professeur /une professeur Maestro/maestra
waiter der Kellner / die Kellnerin un serveur / une serveuse Cameriere/cameriera

45
VOCABULARY
ENGLISH GERMAN FRENCH ITALIAN

Unit 2 Einheit 2 Unité 2 Unità 2

Verbs Verben Verbes Verbi


drink trinken boire Bere
eat essen manger Mangiare
go gehen aller Andare
have haben avoir Avere
listen zuhören écouter Ascoltare
live leben habiter Vivere
produce produzieren produire Produrre
read lesen lire Leggere
speak sprechen parler Parlare
study studieren étudier Studiare
teach unterrichten enseigner Insegnare
wear anziehen porter Indossare
work arbeiten travailler Lavorare
write schreiben écrire Scrivere

Days of the week Die Wochentage Les jours de la semaine Giorni della settimana
Sunday der Sonntag lundi Lunedi`
Monday der Montag mardi Martedi`
Tuesday der Dienstag mercredi Mercoledi`
Wednesday der Mittwoch jeudi Giovedi`
Thursday der Donnerstag vendredi Venerdi`
Friday der Freitag samedi Sabato
Saturday der Samstag dimanche Domenica

Colors Farben Couleurs Colori


black schwarz noir Nero
blue blau bleu Blu
brown braun marron Marrone
gray grau gris Grigio
green grün vert Verde
orange orange orange Arancione
purple lila violet Viola
red rot rouge Rosso
white weiß blanc Bianco
yellow gelb jaune Giallo

Months Die Monate Mois Mesi


January der Januar Janvier Gennaio
February der Februar Février Febbraio
March der März Mars Marzo
April der April Avril Aprile
May der Mai Mai Maggio
June der Juni Juin Giugno
July der Juli Juillet Luglio
August der August Août Agosto
September der September Septembre Settembre
October der Oktober Octobre Ottobre
November der November Novembre Novembre
December der Dezember Décembre Dicembre

Places in town Orte in der Stadt Les endroits de la ville Luoghi in citta`
bank die Bank la banque Banca
bus station die Bushaltestelle la station de bus Stazione del bus
church die Kirche l’église Chiesa
city die Stadt la ville Citta`
mall der Markt le centre commercial Centro commerciale
museum das Museum le musée Museo
school die Schule l’école Scuola
square der Platz le square Piazza
stadium das Stadium le stade Stadio
store das Geschäft le magasin Negozio
street die Straße la rue Strada
town das Dorf la ville Centro

Adjectives Adjektive Adjectifs Aggettivi


attractive attraktiv attractif Attrattivo
big groß grand Grande
famous berühmt célèbre Famoso
important wichtig important Importante
interesting interessant intéressant Interessante
modern modern moderne Moderno
new neu nouveau Nuovo
old alt vieux Vecchio
small klein petit Piccolo
traditional traditionell traditionnel Tradizionale

Unit 3 Einhait 3 Unité 3 Unità 3

Weather Wetter Climat Clima


cloud die Wolke (pl) le nuage Nuvola
cloudy bewölkt nuageux Nuvoloso
cold alt le froid Freddo
cool kühl le frais Fresco

46
VOCABULARY
ENGLISH GERMAN FRENCH ITALIAN
dry trocken le sec Secco
hot heiß très chaud Torrido
rain der Regen la pluie Pioggia
rainy regnerisch pluvieux Piovoso
snow der Schnee la neige Neve
snowy schneereich neigeux Nevoso
sun die Sonne le soleil Sole
sunny sonnig ensoleillé Soleggiato
warm warm le chaud Caldo
wind der Wind le vent Vento
windy windig venteux Ventoso

Vacation Ferien Vacances Vacanze


airlines die Fluggesellschaft la ligne aérienne Compagnie aeree
airports der Flughafen l’aéroport Aeroporti
attractions die Attraktionen les attractions Attrazioni
beaches die Strände (pl) les plages Spiagge
borders die Grenzen (pl) les frontières
buildings die Gebäude (pl) les bâtiments
immigration die Einwanderung l’immigration Immigrazione
resorts der Urlaubsort les hôtels Resorts
shows die Demonstration les spectacles Spettacoli
sites die Plätze (pl) les sites Siti
theme die Themen (pl) le thème Tema
travel reisen le voyage Viaggio
visa das Visum le visa Visa
weather das Wetter le climat Clima

Ordinal numbers Ordinalzahlen Nombres ordinaux Numeri ordinali


erste premier Primo
second zweite deuxième Secondo
third dritte troisième Terzo
fourth vierte quatrième Quarto
fünfte cinquième Quinto
sixth sechste sixième Sesto
seventh siebte (siebente) septième Settimo
eighth achte huitième Ottavo
ninth neunte neuvième Nono
tenth zehnte dixième Decimo
eleventh elfte onzième Undicesimo
twelfth zwölfte deuxième Dodicesimo
thirteenth dreizehnte treizième Tredicesimo
fourteenth vierzehnte quatorzième Quattordicesimo
fünfzehnte quinzième Quindicesimo
sixteenth sechzehnte seizième Sedicesimo
twentieth zwanzigste vingtième Ventesimo

Unit 4 Einhait 4 Unité 4 Unità 4

Verbs Verben Verbes Verbi


do machen faire Fare
fail versagen / durchfallen échouer Fallire
give geben donner Dare
pass bestehen passer Passare
read lesen lire Leggere
search suchen chercher Cercare
study studieren étudier Studiare
take nehmen accepter, prendre, recevoir Prendere
write schreiben écrire Scrivere

Professions Berufe Professions Professioni


actor der Schauspieler / die Schauspielerin un acteur / une actrice Attore/attrice
agronomist der Landwirt / die Landwirtin un agronome / une agronome Agronomo/agronoma
architect der Architekt / die Architektin un architect / une architecte L’architetto
civil engineer der Bauingenieur / die Bauingenieurin un ingénieur civil / une ingénieur civil L’ingegnere civile
mechanical engineer der Mechaniker / die Mechanikerin un ingénieur mécanicien / une L’ingegnere meccanico
ingénieur mécanicien Veterinario/veterinaria

Frequency adverbs Temporalangaben Adverbes de temps Avverbi di frequenza


always immer toujours Sempre
usually gewöhnlich en général, généralement Generalmente
often oft souvent Spesso
sometimes manchmal quelquefois Talvolta
never nie jamais Mai

Question words Fragewörter Mots Interrogatifs Parole per fare domande


What…? Was…? Quel…? Cosa...?
Who…? Wer…? Qui…? Chi...?
Which…? Welche / r / s…? Lequel…? Quale...?
Where…? Wo…? Où… ? Dove...?
When…? Wann…? Quand… ? Quando...?
Why…? Warum…? Pourquoi… ? Perché...?
How many…? Wie viel / e…? Combien… ? Quanti...?
How much…? Wie viel / e…? Combien… ? Quanto...?
What time…? Wie spät…? À Quelle Heure… ? Che ora...?
How old…? Wie alt …? Quel Âge… ? Quanti anni...?

47
VOCABULARY
ACKNOWLEDGMENTS

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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Make It Real! Professional Teacher’s book A1.1
was printed at UAEH University Press
in June, 2014.

Print run 100 copies.


Sign up as a new user:

Go to http://platform.miruaeh.com

Click on Sign up and then select Teacher as your


type of user.

Fill in the registration form and in MIR! Book Code


enter the code located at the bottom of this tab.

Click on Activate and that’s it!

Download your audio material:

For your convenience, the recordings of the


listening exercises will be available in mp3* format.
Just follow these steps:

Log in with your account.

Go to Junior series or Professional series


(depending on the case) in the upper toolbar of
your level.

Now, you will see a list with all the available levels
of the series. Click on Download audio material of
the level you need and the download will start.

download speed depends on your internet connection.

3745
MAKE IT REAL! Professional has been written studies and work, world situations and events, etc.
Because it has been written in Mexico, by ELT
by English language teaching experts with experts, MAKE IT REAL! Professional also
decades of experience in Mexico. considers:

of ELT in Mexican schools, which calls urgently for


population, MAKE IT REAL! Professional alternative approaches that are both progressive
considers: and realistic

Hidalgo State University students approaches based on the best available research
and practice, which tend to be highly
or seek outside the classroom communicative (content- and skills-based) and
inductive
lives (principally English for study and work in
Mexico, with visits abroad and use in
everyday social life for just some) European Framework of Reference for
Languages, which recommends highly
communicative, content-based approaches, and
facilitates and interferes with the learning of
English in certain ways (Cambridge KET, PET, FCE, etc., TOEFL iBT,
TOEIC, etc.), which now test entirely through
enabling them to communicate in English (and text-based and skills tasks.
Spanish) about Mexico and other countries, their

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.

978-607-482-374-5