Teacher’s book

A1.2

Paul Martha Guadalupe Claudia Liliana Laura

Davies Hernández Alvarado Hernández Hernández López González
®
© Universidad Autónoma del Estado de Hidalgo
C. General Mariano Abasolo No. 600, Col. Centro, Pachuca de Soto, Hidalgo, México, C.P. 42000
E-mail: editor@uaeh.edu.mx

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 A1.2:

Editors: Paul Davies and Sarah Conway

Coordinators: Diana Matxalen Hernández Cortés 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
Illustrator: Ivan Emilio Tapia Camargo
Photographer: Sergio Arturo González Gutiérrez

First published 2014

1sh printing 2014

ISBN: 978-607-482-385-1

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
of English in academic, occupational and social fields. We are sure that, with your effort as teachers,
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.

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

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

New student’s books, written specifically for the UAEH and Mexican teaching-learning context
Teacher’s Guides for these books, again specifically for the UAEH and Mexican context
Online components to complement classroom teaching-learning, including English for Specific Purposes
(ESP) materials for each professional area
New course tests, reflecting the more communicative approach of MIR (as well as the more communicative
nature of international proficiency tests nowadays: TOEFL, Cambridge English, etc.)
Linking of the courses to recognized certification of levels of proficiency in English
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, Lightbown and Spada 2006, Ellis 2008, Kumaravadivelu 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
course prior to entering a UAEH Prepa or Licenciatura, so it should be an interesting and profitable new experience
for them.
CLASSROOM ENGLISH
Real CLT begins with the establishment and the
progressive development of English as the main
classroom language. Jane Willis, a pioneer of
Task-Based Learning (TBL, a communicative approach
favored by Cambridge English and Ellis among many
others), published Teaching English Through English as
long ago as 1981. She, like most successful language
teachers, sees classroom English, developed to its full
potential, as generally the single most communicative
use of the target language in an English course. There
are many techniques for establishing and developing
English as the main classroom language (see Willis
1981, and the notes in this Guide). Students who cannot
handle routine classroom discourse in English are very
unlikely to be able to handle other more variable and
less predictable spoken discourse in English.
Establishing English as the main classroom language
does not mean the total prohibition of Spanish; it can be
very useful at certain times. However, most students
have had far too much Spanish in their Secondary
school English classes, and it has helped them little,
and has usually encouraged attitudes and habits that
hinder, not help, the acquisition of English for real
communication.
TEACHING CYCLES AND
COMMUNICATION
The traditional teaching cycle (classroom lesson or
book lesson) generally follows the PPP sequence:
Presentation of target grammar and/or vocabulary
items, usually through examples in a short, artificial
dialogue or text and some kind of analysis or
explanation; Practice of the language items, usually oral
and very controlled at first, then written exercises, and
then slightly freer oral practice; Production, mainly
speaking and writing work involving a lot of use of the
target language items. Most students have had mainly
PPP teaching prior to entering the UAEH, with a focus
on grammar and vocabulary dominating the lessons
and the tests, and little or no real communicative use of
English.
Since before the beginning of this century, best practice
in CLT has shifted away from PPP and language-based
teaching (though PPP is still considered by many
experts and successful teachers to be useful within
CLT) towards text-, content-, task- and skills-based
teaching. That means beginning each teaching cycle
with communication, not focusing on language (which
comes later). That is the approach underlying the
Make It Real! syllabuses, teaching-learning materials
and tests.

V
 With this approach, each Make It Real! teaching cycle
begins with natural texts (written and spoken input texts
with potentially interesting content) with comprehension
tasks and related speaking and/or writing tasks. That is,
every teaching cycle begins with communication and
the development of communicative skills, not with focus
on target language items.
Since virtually all UAEH students have Spanish as their
native language (or in a few cases, a strong second
language) comprehension of input texts at beginner
and low elementary level is facilitated by using many
English-Spanish cognates, as well as simple English
discourse, transparent topics and visual
contextualization, while keeping the texts as natural as
possible. Beginning lessons this way should encourage
and motivate students, after their generally negative
Secondary school experiences of English classes,
focused largely on the language (grammar and
vocabulary), not communication (whatever the SEP
syllabuses indicate).
The written and spoken input texts establish the topic or
topics of each lesson, and they also contain examples
of grammar and/or vocabulary items to be focused on
later, but which do not need to be “already known” for
the comprehension and other skills tasks. This
exposure to language items in communication reflects
the natural language acquisition process of children
learning their first language or people learning a
second language where it is the national or community
language. They receive much more communicative
input, containing forms they do not yet “know” or “fully
command”, than students in a foreign language
classroom. However, UAEH students are in a foreign
language classroom for just three or four hours a week,
so they need some clear focus on target or problematic
language items (as do many adults in immersion
situations, who often refer to a dictionary or ask about
vocabulary, expressions and grammar). This focus on
language comes after the initial communicative work,
and is followed by more communicative work (Making it
Real), which closes the teaching cycle.
FOCUS ON LANGUAGE
In the Make It Real! textbooks the Focus on Language
section may exploit examples of target grammar and/or
vocabulary that have appeared in the preceding written
and spoken input texts (other examples possibly
having been produced by the stronger students in the
speaking and writing tasks related to the input texts), or
it may be based on examples in mini texts (PPP-style) in
the Focus on Language section itself, or a combination
of both.
VI
In the textbooks, the actual focus on the
form-system-usage (or structure, rules, etc.) of the
items generally involves getting the students to explore
and discover features of the target language for
themselves (e.g. find more examples in texts, complete
grammar or vocabulary tables and tasks, answer
questions about form and usage, etc.). This is known as
noticing, guided discovery or consciousness-raising,
and is recommended in modern ELT methodology
books, as well as fitting the general educational
movement towards learner-centered teaching and the
promotion of learner autonomy. However, other
techniques are sometimes used in the textbooks
(explicit rules, explanation of various types, verbal and
non-verbal, e.g. diagrams) or are suggested as options
in the Teacher’s Guide.
Two points are significant here. Once the teacher has
given a rule or explanation, guided discovery by the
learners is rendered impossible, but the teacher can
always give rules or explanation after guided discovery
if that has not worked for all students. The best choice
of technique, or combination of techniques, for
focusing on form-system-usage may depend on the
specific language items being dealt with and other
considerations (the types of student in the group, time
available, etc.).
Focus on form-system-usage is accompanied or
followed by spoken and written production practice of
various types, depending on the nature of the language
items, etc. The Teacher’s Guide may suggest
additional practice exercises or activities. Most of the
practice exercises and activities are in the traditional
ELT repertoire, but some may be innovative, or at least
reflect the innovation in, for example, modern
proficiency tests.
With regard to language practice, it is important to note
that, while teaching “programs” suggest that linguistic
and communicative things (bits of language, specific
skills) can be taught one by one in set periods of time,
SLA is absolutely clear that language learning is a
progressive, rather erratic and individually variable
process. A few students may, possibly, learn things
permanently in a given language focus or practice
session, while others learn them only provisionally and
later forget them, others are still very shaky after the
session and a few are still a bit lost. Practice of target
language items (and specific skills) is usually only the
beginning of a complex process, and a variable
process for different learners. A lot of focus on
language, as learners advance, needs to be remedial,
not on the target items of the unit, but it should be
equally patient and creative.
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
aware of whether something is likely to be particularly difficult or relatively easy for Mexican students so as to give it
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
Associates, Publishers, at http://livelongday.files.wordpress.com/2011/08/ kumaraposmethod.pdf

Lemus Hidalgo, M. E., Durán Howard, K. and Martínez Sánchez, M. 2008. El nivel de inglés y su problemática en tres
universidades de México geográficamente distantes. In Memorias del IV Foro Nacional de Estudios de Lenguas
(FONAEL 2008) at
http://fel.uqroo.mx/ adminfile/files/memorias/Articulos_Mem_FONAEL_IV/Lemus_Hidalgo_Maria_Esther_et_al.pdf

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

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

VII
UNIT 1
CONTENTS

LESSON / TOPICS NOTIONS / FUNCTIONS VOCABULARY GRAMMAR COMMUNICATIVE SKILLS

1.1
Protecting our pollute, waste, light me, you, him, her,
bulb, solar heater, it, us, them
world
page 1 work, help, study, write, hang
out with friends,

1.2 cheap/expensive,
Here versus back efficient/inefficient,
home get up, mine, yours,
have breakfast, go to school, his, hers, its, ours, theirs
page 5 ood, music, school
subjects, movies, sports,

1.3
Making it Real
page 9

UNIT 2
PAST TIMES, AND NOW
LESSON / TOPICS NOTIONS / FUNCTIONS VOCABULARY GRAMMAR COMMUNICATIVE SKILLS

2.1 to be was/were
Mexicans in the war, treaty, peace,
nationality,
United States
page 11

2.2 born, lived,

Big vacation moved, changed school,
center projects somebody/thing, anybody/thing,
nobody/thing, everybody/thing
page 15

2.3
Making it Real
page 19

CHECKPOINT 1 Check your English and Apply your English Page 21

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

3.1
Mexico City (Who went to the USA? Who
Airport did he go with?)
page 23
Must, have to, should
3.2 a lot, many, (not) much, (a)
little, (a) few, some, any, both,
airports
page 27

3.3
Making it Real
page 31

UNIT 4
PLANS AND PROJECTS
LESSON / TOPICS NOTIONS / FUNCTIONS VOCABULARY GRAMMAR COMMUNICATIVE SKILLS

4.1 Going to
Developing
developed/developing country,
countries and
economic growth,
lives
page 33

4.2
Curriculum vitae
page 37

4.3
Making it Real
page 41

CHECKPOINT 2 Check your English and Apply your English Page 43

 OPTIONAL FIRST SESSION

It is probable that many students will not bring the textbook, Make It Real!, to the first session of the course, and also
that some students will not be there. If that is the case, here are some ideas for a first session in which the textbook,
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 around the class,
getting students to ask one another if the first few respond well. To students who arrive late, say, “Come in”,
introduce yourself as above, and ask about them.

Elicit bits of English that different students know (even if not completely accurately). T: Give me some more English.
Examples of English. (gesture “Give me”). “How are you?”, “What’s your name?”, “Batman”, “Ironman”, “Happy
birthday to you”, “We are the champions”… Hopefully you’ll get plenty. Write them on the board as students say
them and comment on the examples 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 elicited in the previous
activity, and students may remember others from their last English course. Students should know and remember
basic classroom instructions which were frequently used in their work on Make It Real! A1.1 so be sure to elicit
and/or teach slightly more complex expressions now (e.g. Can I borrow a…, I forgot my…, Sorry, can you say that
again?, Yes, I know what to do, etc.) If you write these expressions on large pieces of paper, you can put them 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, see if any of the better students can
give the equivalent in English. If not, give the English equivalent then conduct choral and individual repetition of the
expression. Insist that these expressions are said in English in future.

In Spanish, discuss the students’ progress in Licenciatura, their future prospects, the probable place of English in
those prospects and also their previous experiences of English courses, especially their experiences of Make It
Real! A1.1 and how it compared to other English courses they have taken and English textbooks they have used.
Point out that studying at Licenciatura level means they are approaching the top of an educational and employment
pyramid (virtually everybody goes to elementary school, most people go to high school, far fewer go to Bachillerato,
and most of them should go on to skilled work or higher education and a profession). In skilled work, higher
education and the professions, English is much more significant than for the population at large, determining good
employment, promotion, postgraduate scholarships, etc. Most previous experience of English courses is likely to
have been generally negative for most of the students, but possibly positive for a few. Hopefully, their experiences
studying with Make It Real! A1.1 were more positive than earlier experiences. Get students to talk about their
positive experiences, especially with Make It Real! A1.1. Promise the students, 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 had before starting to study with Make It Real!

All of the above should begin to indicate which students are the strongest in English and which are the weakest
(probably with a big difference between them), and which have more positive attitudes towards English and which
have more negative attitudes. You may also want to give all of the students a short basic placement test to classify
the students more objectively.

X
 An English textbook for the
UAEH community!
A teaching methodology especially adapted for
our learning context

Use of cognates to
facilitate understanding

Real use of the language

Projects related to other

subjects/disciplines

Review sections to consolidate learning

Interesting texts to increase motivation and every two units
stimulate discussion will also be presented
as listening comprehension activities online

Prevents common mistakes in Mexican

students

Notice:

XI
 UNIT 1 HAPPENING?
LESSON 1 Protecting Our World

1 Real Use of English

a solar water heater energy-saving light bulbs solar panels a domestic water reuse system

a domestic water a solar water energy-saving

reuse system heater solar panels light bulbs
1 2 3 4

a A solar water heater uses the sun’s heat on a system of pipes to produce hot water.
Solar panels use photovoltaic cells to convert the sun’s light directly into electricity.
b
Energy-saving light bulbs
c
generating light with low electricity consumption.
d A domestic water reuse system

2 Read the following article. Then, in groups, discuss the questions at the end of each paragraph.

CHANGING PLANET
Planet Earth is changing, and the changes are seriously affecting us – you and me. And we humans are
partly responsible for the changes. We are polluting the air, the water and the land, contaminating them
with chemicals and waste. We are cutting down forests and jungles, and covering large areas with roads,

changes like these in your part of the world?

We can change our impact on our planet. Environmental scientists and engineers are developing ways
to satisfy human needs and reduce or eliminate negative impact. It is possible to reduce the emissions of
factories and vehicles enormously. It is possible to clean and reuse most industrial and domestic water.
Energy-saving light bulbs, solar water heaters, solar panels and other technology can reduce our need
for polluting electric power plants. But people in general must demand and use these green options. Are
you demanding them? Are you using any of these green options?
WHAT’S HAPPENING?

Making these positive changes is vital and urgent, for our planet and for us. Earth’s future is our future.

single movie or book that presents a future with a healthy planet Earth and happy humans on it?

Some of us will live in the real future 50 or more years from now. Our children and grandchildren will live
long after that. Are you doing your part now to create a good future for yourself and for them?
1
UNIT 1 WHAT’S HAPPENING?
UNIT OBJECTIVES:
1

LESSON 1 Protecting our world

1 Real Use of English

Remember that this skills section (reading, listening, speaking, writing and integrated skills) is to ensure that

here principally with the language resources they have accumulated over their years of studying English, or at least
with the resources acquired in MIR A1.1. If some of them use the language that is to be worked on in the Focus on
Language

their mother tongue that they cannot yet produce, and learners of a second language in an immersion situation (in a
country or community where that language is spoken) are exposed to examples of that language that they cannot yet
produce. Keep the focus strongly on communication, with some attention to problems Ss have with language they

Note: The underlining of verb phrases is for Exercise 2 on page 4.

1 When you check with the whole group, see if you can elicit some information or comments, asking questions
like: Does anyone have a solar water heater? Does anyone have CFL and LED bulbs in their house? Why do

2 After Ss have read the article you can ask comprehension questions if you wish: What is responsible for the
changes to our planet, Earth? What are humans doing to affect the planet? etc.

opinions after group work, you can add your own answers and they may generate more ideas and opinions –
perhaps as much discussion as in the groups.
WHAT’S HAPPENING?

1T
 1 In groups, discuss these questions: Do you talk much on the telephone? What do you talk about?

2 1
They are cousins. She is in Tulancingo and he is in Phoenix.

3 2

big university project

a The young man is working on a _________________________.
b
engineer and likes that kind of thing.
c Uncle Paco is doing the installation because he’s an __________
solar water heaters are becoming common in her hometown, but
d According to the young woman, ____________________
solar panels are very expensive.
______________
solar water heater
e She says she must talk with her dad about a ___________________.
f At the moment, she’s writing about her life in __________ because she’s taking ________________________.

1 In pairs, ask and answer the following questions about your hometown.
Are there any companies selling and installing solar water heaters?

Are there many trees, parks and green areas?

2 In groups, talk about the ecological situation in your hometown, in your state and in Mexico.
Student 1:
Student 2:
Student 3:
WHAT’S HAPPENING?

In pairs, write a paragraph about the ecological situation in your hometown.

2
1 The suggestion is to do this activity in groups in order to get more input and interaction, but it can also be done
in pairs, which will probably be brief, with two or three changes of partner. The advantage of pairs with changes
is that Ss go over more or less their same personal input two or three times and that allows weaker Ss to gain

2 Get Ss to speculate about the answers to the two questions before you play the track. Then play the track and
check the answers.

Man: Hi, cousin. What a surprise! How are you? Uh… English or Spanish?

Man: I
helping Dad to install solar panels on the roof.
Woman: Uncl
and likes doing things like that.
oof – Tulancingo is perfect for solar energy, like
Phoenix.

houses with solar water heaters in Tulancingo.

Man: And do you have one?
Woman: No, not at the moment. I must talk with Dad!

words!

3
can get Ss to check in pairs before you check with the whole group.

1
same hometown.

2 This should develop from Exercise 1. There should be more interaction in groups than in pairs, and Ss may
go beyond the topics in 1.

errors and do some work on them immediately if you have ideas for handling the problems, or prepare activities
for the next class.
WHAT’S HAPPENING?

2T
 2 Focus on Language

Vocabulary

1 Play in teams. On the board, each student in each team adds a word to one of the categories.
Buildings Colors Family members Occupations Vehicles
factory green grandchild scientist truck

2 Write the words in the box in the appropriate space in the table. Some words can be nouns and
verbs, and they are already in the table. Use a dictionary to explore the meanings of the words.

affect air build building bulb change clean concrete consumption contaminate
contribute cover cut down develop do emission eliminate environment factory
forest future generate heat heater image land light make present pollute reduce
road satisfy use waste water way

NOUNS VERBS
change waste environment change waste develop
cover water factory cover water do
air forest affect eliminate
heat building future heat build generate
land bulb heater land clean make
light concrete image light contaminate pollute
present consumption road present contribute reduce
use emission way use cut down satisfy

3 Our future on this changing planet,

the words.
a
We are polluting the air, the water and the land, contaminating them with chemicals and waste.

b
It is possible to reduce the emissions of factories and vehicles enormously.

c
We are cutting down forests and jungles, and covering large areas with roads, buildings and concrete.
d
Energy-saving light bulbs, solar water heaters, solar panels and other technology
can reduce our need of polluting electric power plants.
e
Environmental scientists and engineers are developing ways to satisfy human needs and
reduce or eliminate negative impact.

Notice: Words as nouns and verbs

WHAT’S HAPPENING?

Many words in English can be nouns or verbs, according to their context, for example
(teléfono or telefonear). There are many examples in Exercise 1 above.

The pronunciation is sometimes a little different for the noun and the verb. There are two examples of
this in Exercise 1: and on the second
3 syllable for the verb , and use,
 2 Focus on Language

that include exercises from this section, whether from the Vocabulary or the Grammar sub-division, along with ideas
and material of your own. These ideas and activities may include additional language work, communicative activities,
games, songs, etc. This is where you can be a really creative, autonomous teacher!

If a S cannot write a word, he/she goes to the back of the line, and the competition goes on with the next team.

more than one spelling mistake.

2 This may be best done as homework and checked in pairs in class. If they have really “explored the meanings
of the words” with a dictionary, the pairs may have lots to talk about, and then there will be lots of discussion
with the whole class. This may include the fact that a few of the words the Ss classify can be used as nouns and

complexity of all languages” and “the miracle of our ability to communicate with them”!

3 This continues to work with vocabulary related to the topic of the lesson, showing how the words are used in

Notice: This noun-verb duality is a feature of English, which does not have basic morphological
elements that distinguish almost all verbs from nouns as Spanish does (-ar, -er, -ir). If there is a
verb in Spanish related to a noun, e.g. taladrar-taladro, in English, the equivalent verb and noun
often use the same form, e.g. drill.

This pronunciation note is an opportunity to focus on stress in English pronunciation in general.

hablo /
habló, perdida / pérdida, etc.), but not as widely and strongly as English.
WHAT’S HAPPENING?

3T
 Grammar

1 Read the following telephone conversation. In pairs, complete it with one word in each space.
can

do
does
costs

don’t
open tomorrow, Saturday.

2 We are polluting the air, the water and the land. Read
through the article, Our future on this changing planet, on page 1 and underline all the examples of
(am/is/are verb+ing). Then, in pairs, answer the following questions. (See text, p.1)
a
period of time? B
b Is there a similar verb structure with similar uses in Spanish? .
c What is the negative form of “We are protecting our planet.”? We are not protecting our planet.
d What is the yes-no interrogative form? And the yes-no answers?

3
Are you studying, having supper, writing an e-mail, listening to music, watching TV, dancing…? In
pairs, complete and continue this cell-phone conversation.

Friend 1: Hi, ________. What ________ doing?

Friend 2: ______ telephoning you!
Friend 1:
you ______ ...apart from telephoning me?

4 SUBJECT OBJECT
pronouns.
I me
The changes to our planet are affecting us – you and me. you you
he him
We would like a future with a healthy planet and happy humans on it.
she her
People should use green options, but most people do not use them.
it it
we us
5 Substitute the underlined names or phrases with pronouns. they them

a Sue her in class. Unfortunately, she doesn’t like Bill him.

b I know Montreal and Quebec well. I often visit Montreal and Quebec them.
WHAT’S HAPPENING?

c Their car is a BMW. They wash their BMW it every Wednesday and Saturday. It’s a very clean car!
d My mother is a teacher. Peter and I are in her class. She teaches Peter and me us Spanish.

Notice: Object pronouns

They are the same in English after verbs and after prepositions: Mary likes me. She lives near me.
4
1 This exercise reviews the basic forms of the present simple, while including an example of the present continuous

attention. In fact, some Ss will be having problems with it even in intermediate courses!

2 This is a consciousness-raising or guided discovery activity, which should promote autonomous learning in the
Ss. People who learn a second language really well seldom learn most of it from a teacher, but from noticing and
working things out for themselves. The present continuous is so similar to Spanish in its structure and its basic
use that Ss really should grasp it fairly quickly. Seeing the similarity to Spanish, and knowing the basic structures
of be, they should be able to work out all the basic forms of the tense. They should also grasp its basic uses
(later, of course, they will need to learn that it can also be used for future arrangements, which is not the case of
the Spanish equivalent).

3 Demonstrate with a strong S, and get a pair of strong Ss to demonstrate, and then get all Ss to work in pairs.
of the class.

4 This again tries to develop autonomous learning, working things out from evidence. Ss who fail to do this well may

Notice: If students fail to grasp this point, compare the Spanish: Mary me quiere. Ella vive
cerca de mí.

WHAT’S HAPPENING?

4T
 LESSON 2

1 Real Use of English

It really is very different here from back home, and not just the weather. Most towns and cities
are many centuries old, often with beautiful historic buildings. We’re living in one, Tepotzotlán, a

And the food! The Mexican food they sell in the US is terrible compared with the real thing here.

now have new favorite snacks – hers is ‘enchiladas de mole’, and mine is ‘tamales de salsa roja’.

cubic metres of sewage and waste water a day and they irrigate alfalfa and other crops with it!
Not good for human and animal health or the environment! BUT…. the enormous investment in

to irrigate with clean water, and the future is looking good – reuse of waste water, irrigation with
clean water.

Bob
WHAT’S HAPPENING?

2
a e
In Mexico.
b f
Waste water treatment plant.
c g
5 In Tepotzotlán. They’re beginning to irrigate with clean water.
d h
 LESSON 2

1 Real Use of English

1 Do you
sometimes receive e-mails in English? In both cases, use follow-up questions to extend the discussion about
Atotonilco and about e-mails in English and try to make it more personalized and interesting. Remember that you
should be using, and encouraging Ss to use, both the present simple and the present continuous.

more extended than the ones given here, e.g.

Ss on giving good answers.

2 After checking the answers with the whole group, you could ask Ss if they know much about the Atotonilco PTAR

ones”, obviously modern, with the latest technology.

WHAT’S HAPPENING?

5T
 1 3

She loves Mexico. She teaches archaeology in a university in Milwaukee. She’s on a sabbatical.
She’s working on an article about the Toltecas. She speaks Spanish. She’s having a fantastic time.

2 4

a Are Bob and his wife staying in a hotel in Tepotzotlán?

No, they’re renting a house.
b Is it raining in Atotonilco?
c What are the winters like in Milwaukee?
It always snows and it’s very cold.
d Is Bob wearing his clothes for winter in Milwaukee?
No, he’s just wearing a shirt.
e Why does Milwaukee produce beer?
Because of German immigrants.
f What does Bob’s wife do?
She teaches archaeology in a university.
g What is she doing in Mexico?
She’s working on an article about the Toltecas
h What vehicle are Bob and Paco using today? A blue Jeep.

They’re living in a small house in Tepotzotlán. In Milwaukee they live in an apartment with a lake view.
They’re eating chili and Mexican dishes now. They don’t often eat “Mexican” food in the USA.
Their wearing light clothes. In Wisconsin they wear very warm winter clothes at this time of year.

I’m speaking English in class now. And I’m...

I’m
2 In pairs, talk about the recent changes in your lives.
Student 1:
Student 2:

1 Read the text and the phrases in the box. Then complete the text with the phrases.
like to be “modern”. b____________
Many people a__________ They buy the new, fashionable electronic
it does not last
can be
c________ continue to use bad, old-
very useful. But some of these people d__________________ are installing
They buy
you are thinking
produces heat not light. And f________________
it does not last very long. It is
WHAT’S HAPPENING?

e_________________, like to be
antiquated, cheap and bad. are beginning to
continue to use
are beginning to
g______________________ live responsible modern
They are using
They are using
lives. h________________ are installing
i_______________ water-saving toilets
produces heat
you are thinking
and solar energy devices. Next time j_____________________ of buying a new electronic
can be
1

Ss they can check when they listen again.

snowing, and zero or below.

Paco: Does it always snow a lot there in winter?

wearing a shirt!
Paco: What is Milwaukee famous for?

Paco: What does Helen do back home?

Toltecas. And she speaks Spanish well, so that

2
know the answer (stop them from shouting out the actual answer). When you check, ask extra questions, including
use of both the present simple and the present continuous: Is it a small house or a big one? Where is it? Does
etc.

1
and the present continuous: etc.

2
two or more times. That should allow them to improve what they say (basically the same thing) with each new
partner.

This task involves our subconscious sense of how written discourse works, semantically and linguistically. We
WHAT’S HAPPENING?

need this sense both in reading and writing, and in reading what we have written (checking it for semantic

the task can develop their awareness of how to write well. After checking the answers, you can ask questions
related to the text:

6T
 2 Focus on Language

Vocabulary

Example: useful
cheap healthy
dirty bad modern

2
bad for the environment.
a Incandescent light bulbs are i___________ and they are ________

b xpensive good

c Treatment plants convert sewage and d________

irty clean water for irrigation.
waste water into ________
Modern
d ___________ cars are e___________ compared with old models, with low emissions and gas consumption.

nhealthy
e A lot of fast food in the USA is u___________, cheap
but it is ___________

and many people buy it.

f ld-fashioned
healthy

3 Read the following text about an American university student. Then complete it with one verb, in the
appropriate form, in each space. The necessary verbs are among those in the box.

make play practice read start stay study think use wear write

lives
Jenny Walcott a___________ studies at Marquette University. She
in Milwaukee, Wisconsin. She b___________

is a good student and a very organized person. She gets up

c___________ at 5:30 am every day, including

Saturday and Sunday. She usually d___________

goes to school by bus. She usually f___________

coffee for breakfast. Jenny e__________ wears informal clothes as

g _______________ at 7:00 and usually h______________

likes all her subjects, but especially English literature and history. She
at 4:00 or 5:00. Jenny i___________
doing
j___________ a history project together. They have two weeks to
reading
k___________

is writing
l___________ a report on her reading for her class next week. And she is thinking
m___________ of taking

dancing classes. Oh, and she plays

n___________ on the university volleyball team. Is she extraordinarily
WHAT’S HAPPENING?

energetic, or just a typical university student?

4 In pairs, talk about your own routines and current activities. Then change partners and continue.

Student 1:
7 Student 2: Me too. What time do you go to bed?
 2 Focus on Language

1 Point out to Ss that there are many ways in which we remember and organize vocabulary, in our own language as
well as other languages (topic area, words that are used together, words with the same or similar meanings…),
and words with opposite meanings (antonyms) is one of these ways. When you check the answers with the whole
group, point out also that sometimes the words are completely different (cheap / expensive) and sometimes one
in
2 The selection of words here depends on context and coherence-cohesion. Tell Ss to pay attention to meaning, but
a, c, e and f, the key letters give them one of the two words (i dirty, unhealthy,
old-fashioned), but in b and d b (it implies

3 The vocabulary in this exercise is that of personal routines. The main issue is appropriate vocabulary in context,
but that almost always involves appropriate form as well, and Ss have to take care of that also. In this case, it
is a matter of present simple and present continuous forms. When you check with the whole group, note the
alternatives in d, g and h
and food/drink: etc.
4
to provide or clarify vocabulary as necessary.

WHAT’S HAPPENING?

7T
 Possessives
Grammar
Adjectives Pronouns
1 my mine
your yours
That isn’t our vehicle – this blue Jeep is ours. his his
her hers
All the possessive pronouns in English end with ‘s’, except ‘mine’.
its its
2 our ours
pronouns. their theirs
a theirs

her grandparents. She is __________

b Jane often visits ______ their favorite granddaughter.
yours
c Mr. and Mrs. Brown! Are these things __________? ours
No, they aren’t __________.

d yours mine
his
e Peter and _______ hers is opera!
sister like very different music. Peter’s favorite music is rap and _________

3 In groups, talk about your favorite food, music, school subject, movie star, sport, etc. At the end of
each topic, one student states the preferences of the group.

Student 1: OK, our favorite sports. Mine is soccer. Theirs – his, his and hers – is also soccer. Hers is

4
Then complete the conversation, putting the words in parentheses into the correct form.

Amy: do you like living in the US, Juan?

So, a (you / like)_______________

Juan: I do
b (I / auxiliary)_______________, I don’t have many friends yet,
in general. But c (I / not / have)_________________

Amy: What – the people, the food, the way of life?

Juan:
is shining
d (sun / shine)_____________, it’s snowing !
a typical January day there. And here e (it / snow)_______________

Amy: do people wear

f ( people / wear)_____________________ summer clothes in winter in Mexico?
we’re wearing clothes today that are never
Juan: Not exactly, except on the coast. But g (we / wear)___________________

Amy: h (Chicago / always / have)_________________________ a real winter. That reminds me – i (I /

I’m reading
read)_____________

Juan: I don’t understand

j (I / not / understand)_____________________ a lot.

Amy: Well, it’s going to improve your English!

Juan: I’m learning a lot of vocabulary. l (I / think)______________

k (I / learn)________________ I’m thinking of reading a book a month.
WHAT’S HAPPENING?

Amy: Good idea! I can do the same in Spanish.

Notice: and
is not normal in the present continuous, only in the present simple
. To say gustando, use
People also use to say
1 This is a consciousness-raising or guided discovery task, promoting learner autonomy. The three sentences

is not only important for learning English, but also for becoming good university graduates, many of whom will
then become professionals.

2 This now applies the systems in meaningful sentences. It is to be hoped that most Ss will have no problems, but
remember that the possessive systems in English operate very differently from Spanish, especially with respect
to his-his, her-hers, your-yours and their-theirs

3
unusual or interesting favorite things and activities.
4 This requires Ss to construct different types of verb phrases in the present simple and the present continuous. If
Ss have been having problems, and have problems with this exercise, you might want to elicit from Ss examples
wh- questions and answers, of both present simple and
present continuous, and write the best examples on the board as summary tables of the two tenses.

Notice: Of course, apart from this difference, and enjoy are grammatically similar, and very
different grammatically from gustar (though they can be translation equivalents):
(not ).

WHAT’S HAPPENING?

8T
 LESSON 3 Making it Real

English for your studies and profession

Foreign students in USA

Country Students a
1.
Many students are ambitious and adventurous.
2. India Their countries don’t have many world-class universities.
3. South Korea Many of them have adequate English to study there.
Many students apply for scholarships, and get them.
4. Saudi Arabia
5. 27,357 b
6. Taiwan Most Mexican students aren’t ambitious or adventurous.
Mexico has lots of world-class universities.
7. Japan Most Mexican students don’t have adequate English.
8. Vietnam Not many apply for scholarships, or get them.

9. Mexico c
10. Turkey Mexico, and the professional prospects of individuals?

2 English is also necessary for excellence in a lot of higher education and professional work in Mexico.
Are you prepared, or preparing, for that? Answer the questions.

Are you learning specialized vocabulary related to your university studies?

3
information. Then practice in pairs.

English?

OK. Where are you studying?

And what are you studying? What’s your degree program?

Tell us about your studies. What does your major include?

WHAT’S HAPPENING?

Notice: studies vs. careers

At university, or college (US): (US, UK) degree
course (UK).
Exercising a profession:
 LESSON 3

English for your studies and profession

Remember, the purpose of this section is to get SS to realize that the use of English in their lives is a real possibility.
It involves all four communicative skills as well as grammar and vocabulary. The activities encourage Ss to use their
English while the teacher monitors their command of the language and notes the aspects of the language that need
remedial work.

1
participation (or lack of participation) in international study, and to encourage Ss to see this as a real possibility
for their own future. Discuss the table and their opinions as a class.
2
companies and organizations within Mexico require English and, even if this is not an explicit requirement, it will
be much harder for people who cannot use English to stay current, make connections and contribute meaningfully

professional future involving English, discuss what they can do to put this right.
3
interview in writing with their own personal information. Again, encourage them to be honest with themselves.
Then have them work in pairs to practice the interview, changing roles when one S feels comfortable answering
the questions.

Notice: This is a common English error for Spanish-speaking students. Ensure that Ss understand
how misleading this mistake can be for English speakers. If appropriate, discuss how unethical it is

unintentional one.

WHAT’S HAPPENING?

9T
 English for your life

YOUR USE OF ENGLISH

Check ( ) the appropriate boxes.

1
No, never.

2
No, never.

3
The subtitled version. The dubbed version. It depends.

4
Often, for_____________. Sometimes, for____________. No, never.

5 Are you interested in international travel and vacations?

Possibly, _______________. I’m not sure.

I like …………. and I’m not sure. One I often research school
………….. a lot. When I possibility is… subjects online. I usually
listen to them, I want to
understand the words. I
often…
I want to…
I sometimes visit…

I always prefer the

I don’t want to hear Brad
dubbed version. I but I sometimes…
Pitt with a different voice
can’t…
atmosphere of a movie
depends on...

Autonomous learning
In real life, one person needs English for a postgraduate degree in the USA, another for work in

Mexican car factory… and another for a cosmopolitan life! They need different English, and they
learn most of it autonomously. Right now, at university, you need English to be really good in your
studies and your future career.
WHAT’S HAPPENING?

1 Which of the following terms relate to your area of study? What are the equivalent terms in

a convenio b arcilla c cirujano d máquina e respuesta estética f bienestar

agreement clay surgeon machine aesthetic response wellbeing
10 2
In groups, share your sentences, and correct them if necessary.
 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. Ss may simply repeat the
language in the questionnaire and then ask follow-up questions (e.g. How often? What does it depend on? What
for? Where to?
lose sight of the fact that the important thing is to focus on communicating real information. This will become

to communicate in English, or learning much of the language! Obviously, if English seems to be really important
for the Ss, emphasize that. If not, tell them: Pues, yo creo que en diez años muchos, si no la mayoría de ustedes
o van a estar usando el inglés o tratando de aprenderlo. ¡Ya verán!

Autonomous learning

leave this open. After all, they never know! Emphasize that, right now, they need English to do really well in their
studies. Elicit or explain that they will have to learn most of the English they need alone, because their needs will

meet their exact, unique needs.

1 Have Ss work in groups to discover (using a dictionary if necessary) which of the terms are related to their area

learned. In this way, they may be able to learn even more words from each other.
2

vocabulary. Discuss other techniques and strategies they can use to increase their knowledge of terminology
related to their area of study.

WHAT’S HAPPENING?

10 T
 UNIT 2 PAST NOW
LESSON 1 Mexicans in the United States

1 Real Use of English

1 What do you know about Mexicans in the USA? In groups, answer this question.
Student 1:
Student 2: Yes. I have a cousin in New York. He works in… His wife…

MEXICANS
The Mexican-American War ended in 1848 with the Treaty of
Guadalupe Hidalgo. It gave the United States an enormous area of
northern Mexico. This became the states of California, Nevada, Utah,

separate from Mexico). The Mexican population of the area

was about 100,000. After the war, they had the opportunity to receive

After 1848, much of Mexico remained poor, and much of the USA
developed and needed extra workers. As a result, some Mexicans
legal employment in the United States.
American population in the USA was about 400,000, and there were
also some Mexican migrant workers, mostly illegal.

During and after World War II, with many Americans in military
service, the USA desperately needed workers. The Bracero Program

the Bracero
bring their families to the USA. Many moved to cities in the north,
where there were jobs in construction, factories, restaurants and so
on. At the same time, a little legal immigration continued and illegal
immigration increased a lot.
A Mexican immigrant family today, at
In the USA today, there are about 35 million Spanish-speaking Mexican their home in Phoenix, Arizona, USA.

recent illegal immigrants. They now include students in American high schools and universities, graduates
PAST TIMES, AND NOW

a T F

b T F
c T F

d Many Mexican immigrants worked in agriculture and then changed to other work. T F
11 e Mexicans in the USA have a bad life there now compared to the past. T F
UNIT 2 PAST NOW

UNIT OBJECTIVES:
1

2
3

5
6
7
8

LESSON 1

1 Real Use of English

area of activity of the course as well as its goal.

Note: The underlining of verbs is for Exercise 4 on page 14

1
whole group, see if you can elicit interesting information or comments, asking questions like: Does anyone

2 Important note:
negative and interrogative come in Lesson 2), but it is also full of past time markers (the Mexican-American

Focus on Language
Language Acquisition research clearly shows that exposure to forms and uses before using them is good for
effective learning, and especially for autonomous learning.
Is this article
about the present, the past, or both?
last one) and Did you understand most of the article?
you could say: After checking the task, you may ask some
additional comprehension questions, but keep them simple, requiring only short answers (though stronger Ss
may give longer answers, including the past simple):
PAST TIMES, AND NOW

and answers and probably understanding most. In this way, you will be exposing the Ss to more past simple
before they have to struggle with the grammar.

11 T
 1 5
a famous dog trainer in the United States.
What is his name and where was he born?

2
a
At his grandfather’s farm.
b
21.
c Was he a legal or an illegal immigrant to the USA?
Illegal.
d
No – almost no English.
e
In a dog care parlor.
f What were the dogs in his own dog centers like?
Aggressive and problem dogs.
g Why did a TV production company contact him?

h
In 2002.

Toni: What about that man in our geography class a week or two ago?

NAME PLACE OF BIRTH DATE OF BIRTH ACHIEVEMENTS

He developed new dog training techniques.

César Millán He is a US and international T V personality

Mario Molina
PAST TIMES, AND NOW

2 In pairs, research two more successful Mexicans. Talk about them next class and complete the
table with information about them.

12
Note:

1
and when (!) you were born (e.g. ) and asking Ss Who was not born in (the
Assuming one or more Ss raise their hand, ask Where were you born? In other words,
was born
Then play the track and check the answers to the two questions, possibly

How are you today?

Ara: Just great, Memo.

to understand the behavior of animals, especially dogs.

Memo: Training dogs?

Memo: Specializing in aggressive and problem dogs?

2 Go through the questions with Ss, making sure they understand them, but without going into the grammar, e.g. a
Where
relationship with dogs begin? Good.
again, twice if necessary. Get Ss to compare their answers in pairs before you check with the whole group. If
stronger Ss give full answers, including verbs in the past, that will be good exposure for weaker Ss.

1 Get Ss to read the conversation individually. Get two strong Ss to perform it in front of the class, and then get all
Ss to practice it in pairs. The same pairs can then complete the table.
2
make contact outside class as they research different possibilities. When they are exchanging information and
completing the table in the next class, monitor as many pairs as you can and then get some stronger ones to give
a brief presentation to the whole group on one of their chosen people.
PAST TIMES, AND NOW

demonstrate (in speech, not writing) with your own life story and get one or two stronger Ss to do so also, e.g.: I

After Ss have written their life stories individually,

you can get them to stick them on the wall for others to read.
12 T
 2 Focus on Language

Vocabulary

1
peace treaty war after before during became began ended gave

The Mexican-American War

a________ was about territory. It began
b________ in
ended
c________ Treaty
d________

restored peace
e________ at Mexico’s expense. Before
f________

Mexico. The treaty gave it to the USA and it h__________

g________ became seven large

American states. After

i________ the 2-year war, the future of the Mexican

population of that area was uncertain, but during

j________ the war, the USA

offered them American citizenship and most accepted it. They were

Examples:

3 In pairs, complete the following interview with one word in each space. Then act out the interview.
Interviewer: born ?
Where and when were you a__________
Applicant: nationality now, Mexican and American.
b_______________

Interviewer: degree
c__________ in chemistry, right?
Applicant: studied
d___________

Interviewer: live
And you plan to e__________ in the United States and work here?
Applicant: job in your company or a scholarship to do a doctorate.
It depends if I get a f________
Interviewer: I see. Are you considering going back to Mexico then?
Applicant: lived here in America for ten years, but they’re
It’s a possibility. My parents g________
back in Mexico now. And there’s work for me in Mexico.
Interviewer: graduate
h___________

Applicant:

Notice:
PAST TIMES, AND NOW

13
 2 Focus on Language

1 This is a reading comprehension task that, at the same time, requires Ss to use a range of vocabulary from
the previous section: three nouns related to history, three time connectors also frequently used in history texts,

vocabulary task.
2 Instead of getting this done in class, in pairs, you could leave it for homework and get Ss to compare their
sentences in pairs in the next class.
3 Again, this requires reading comprehension before Ss can complete the interview. It requires a range of

out the interview in pairs, you could get one or two strong pairs to act it out in front of the class.

PAST TIMES, AND NOW

13 T
 Grammar

1 Read the sentences. Then complete the table with was and were. Then complete the general rule.
Subject Verb Complement
I was a healthy baby.
were happy.
was at home.
She was
Rule: I _____,
Use was with _____, she and _____.
he _____ it It was etc.
we and _____.
you _____
Use were with _____, they We were
were
2 Write the sentences on the lines. They were
a He was not at home

Were they immigrants

b The interrogative of “They were immigrants” is: ________________________?
c Yes, they were No, they weren’t

d I was born in...

3 In groups, ask and answer about your parents’ and your grandparents’ birthplaces.
Student 1: Where were you born, Blanca?
Student 2: I was born in Nautla, Veracruz. Yes, I’m a Jarocha.
Student 3: Really? Were your parents born in Veracruz?
Student 2: Yes, they were. But my grandfather – my father’s father – wasn’t Mexican. He was from…..
4

end–ended (R), give–gave (IR), become–became (IR), have–had (IR), decide-decided (R),

5
some are past.
be become begin have include live move receive

lives
a________

has
Angeles, but she also b________ was born
c________

began her acting career

d_________

in Mexico, starring in the soap opera “Teresa”. She moved

e___________

became
f___________

received
PAST TIMES, AND NOW

g___________

include
h__________

Notice: Pronunciation of past tense -ed endings

14
Note:
Real Use of English

teaching, as opposed to teaching in traditional PPP mode (Presentation-Practice-Production), which one member of

what stronger Ss already knew before you started this lesson and what most Ss have grasped from the Real Use of
English section, you should be able to elicit almost all the grammar rules and structures from Ss.

1 This is a consciousness-raising or guided discovery task. With what Ss have seen in the Real Use of English
section and the input examples given here, Ss should be able to complete the table and the rule, with their minds
working actively and autonomously (not passively and dependently as in very traditional teacher presentation or
explanation).
2 The same applies to this task. On the basis of Exercise 1 and their knowledge of be present (I am / I am not /
Where am I? / etc.), any thinking S (and we hope that all UAEH Ss are thinking Ss) should be able to work this

3 was/were born should be easily

Demonstrate the personalization of the conversation with a strong S and/or get one or two strong pairs to have
personal conversations in front of the class. Then get all Ss to have personal conversations in pairs.
4 This exercise reviews most of the verbs Ss have recently met and could use in the past, talking about history or
Real Use of English section, they should already be familiar with the regular form (-ed, or
–d with verbs ending in e) and should be aware that all other past forms are irregular.

form + past form and classifying them as regular or irregular can be done in pairs, or as homework. When you

practice the pronunciation of verbs in the past, particularly of regular verbs (see Notice). Then tell Ss they should
memorize the irregular verbs (give them some more common ones), and that there will be a team competition in

5
comprehension questions after checking the answers, and even try to get some comments on Salma Hayek, her
movies, her co-actors, etc.

PAST TIMES, AND NOW

14 T
 LESSON 2 Big vacation center projects

1 Real Use of English

b
c

d
e

2 Now read this article and check your answers above.

TWO REALLY BIG VACATION

in North America, one a beach resort in Mexico, the other a group

Both projects changed almost empty land into a vacation area. A

centers did not materialize and grow ‘organically’ like many previous
resorts. There was detailed planning and massive initial investment in Before and after development
infrastructure and tourist services.

The Mexican government built roads, an international airport and all the

was almost nothing but sand and coconut trees. Now, the permanent population is about 700,000 and
there are 30,000 hotel rooms.
PAST TIMES, AND NOW

15
 LESSON 2

1 Real Use of English

Note: The underlining of everybody, somebody, nobody and nothing

1
to vacation centers and vacations, with the opportunity to use their English with foreign people. Remember that
success in learning English depends to a very important extent on attitude and motivation.
Ask Ss if any of them have visited either of the vacation centers, or any other well-known ones.
2
ask comprehension questions about the article.
3
previously in classroom English. The clear contexts (last year and your last English teacher), the parallel structure
of the present simple question ( ), and the yes-no answers should make their meaning perfectly

PAST TIMES, AND NOW

15 T
 1 7

2
a
Tlaxcala.
b Where is Tanya from?

c
With his family.
d Why?
Because he only sees them two or three times a year.
e
.
f Where did Tanya and her parents meet?
In San Antonio.
g What did Tanya do the rest of the time?
She studied.

Things I would like to do:

Things I can do:

Things I really do:

2 In pairs, compare your lists. Then talk about your last vacation.
Student 1: Well, I stayed in bed until 11 o’clock almost every day! No – 10 o’clock. I visited my grandmother in
Veracruz. I ……………………………………..……………..…… What about you?
Student 2: I played soccer with friends almost every day. I ……

1 Read the text and the phrases in the box. Then complete the text with the phrases.

moved to
decide to build
a___________________ a completely new capital city.
decided to build a
said there should
decided to build a
b_____________________ built it in
selected a site
c_____________________ and appointed a planning commission.
the Potomac River d_____________________ decide to build
completed the plan
Andrew Ellicott e_________________________ construction began
f_____________________. completed the plan
PAST TIMES, AND NOW

moved to
g_____________________ inaugurated the
selected a site on
Rio de Janeiro, but an article
h_____________________
construction began
said there should be a new capital near the center
i______________________
ordered the
j_____________________ construction of and appointed a
built it in
k_____________________ 41 months, and to 1960 was
inaugurated the
Kubitschek l_____________________ ordered the
1

Tanya: Hi, Luis. Did you have a good vacation?

stayed here in San Antonio.

Tanya: No. Mom and Dad came here from Dallas for a week, and we had a great time. And I studied the
rest of the time.

2 Go quickly through the questions with Ss, especially making sure they understand f and g. Play the audio again,
two times if necessary. Accept short answers when you check with the whole group, but you can rephrase them
more fully, e.g. a S says for a and you say , a S says Dallas for g and you
say
in conversations, e.g. meet
and with people: .

1 This activity is principally to review and increase vocabulary for talking about vacation activities, preparing for
Exercise 2. Give one or two examples of your own for each category and then be ready to provide Ss with any
vocabulary they need as they make their own lists.
2

again after a few minutes so that they more or less repeat what they have already said to another S and, it is to

This activity follows the approach of learning to write through reading, especially intensive reading, focusing on a text
in detail. This kind of activity can help Ss to see how written texts work. In this case the text goes beyond a single

topic – new capital cities), then the second paragraph (an old example – Washington), and the third one (a modern

not commas!
PAST TIMES, AND NOW

16 T
 2 Focus on Language

Vocabulary

1
development infrastructure investment island know meet
opened planning resort spend success visitors

planning for a really big b__________________

Serious a_____________ development

for a luxury beach resort

c___________ , with hotels on the island
d___________ and a city on the mainland. There was
infrastructure
absolutely no e__________________ investment
f_________________
opened
g___________ success ,
h___________

with millions of visitors

i___________ every year, and growing. Most of them spend
j___________

meet
k_____________

people from all over the world. When they know

l_____________

Merida – most people want to return.

2
a I was born 20 years ago. ____________________________________________.

c I graduated from high school last year. ______________________________.

d I didn’t come to school last Monday. ____________________________________.

e I went to the USA in 2010. ____________________________________________.

3 Write sentences about yourself or your family beginning with the following phrases. Then, in groups,
exchange your information.

In 20___, _____________________________________.

_____ years ago, _______________________________.

4
homework, memorize as many past forms as you can and think of a sentence for each past form, for
example: I began high school last year. Be prepared for a team competition next class.

began
_____ broke brought
_____ built bought
_____ _____ chose
_____ _____ came _____
_____ did drove _____
_____ fell found _____
_____ heard _____
got
PAST TIMES, AND NOW

give go know leave lose make meet pay put sit speak read run

gave
_____ went
_____ knew
_____ left
_____ lost
_____ made _____
_____ met paid _____
_____ put sat
_____ spoke _____
_____ read ran
_____

rise say see sell send spend take tell think understand wear write

17 rose
_____ said
_____ saw
_____ sold
_____ sent
_____ spent
_____ took
_____ told ________
_____ thought __________
understood wore
_____ wrote
_____
 2 Focus on Language

1 Again, this vocabulary task involves reading comprehension because it is working on the appropriate use of
previously and its use is being consolidated here. After checking the answers to the vocabulary task, you could
ask comprehension questions.

2
expressions (they are the key vocabulary elements here): and in
. Elicit from Ss variations in these expressions:

Also, elicit from stronger Ss possible corrections: There were

marked b, d and e

3 This continues work on the past time expressions. Point out that they usually come at the beginning of a sentence
or at the end, not in the middle. Get Ss to do this activity individually, then compare their sentences with two or
three classmates. With luck, it will generate quite a lot of conversation. As usual, monitor the groupwork and note
any common mistakes so that you can do some remedial work on them, either immediately or, if you want to
prepare it carefully, next class.
4 This activity is intended to help (or push) Ss to begin learning the most common irregular verbs. Some people can
pick them up from exposure and use, but most people, especially those with little exposure to English, have to

Ss are required here to write a sentence with each past form. Try to ensure that they do this, e.g. collect in their

PAST TIMES, AND NOW

17 T
 Grammar

1 In pairs, look at the sentences below and copy them into the grammar table. Then add another

Who went with you? My boyfriend did.

Negative

Interrogatives Where did you go? I

and
Answers Who went with you? My boyfriend did.

Amy: Back at school! What a did you do b

I didn’t
Juan: No, c________. d I went e I didn’t stay

Amy: But f you saw g

Juan: Alone. h I didn’t have i

I took

Amy: I did l
k_____. learnt

3 Underline the words ending with –body and –thing

of –body and two of –thing
some any every no

a Somebody anybody

b nobody

anybody Everybody
c

d Nothing

e anybody anything

f everything
PAST TIMES, AND NOW

Notice: The English “simple” tenses

The do-does-did system is unique to English, unlike anything in Spanish. One good thing about it is that it is
basically the same for the present tense and the past tense:
1 This is another consciousness-raising or guided discovery task. With what Ss have seen in the Real Use of
English section and the input examples given here, Ss should be able to complete the table, with their minds
working actively and autonomously (not passively and dependently as in very traditional teacher presentation or
explanation).
However, the “simple” tenses in English are not simple! (They are actually called “simple” because they do not

inductive task), and then get them to look at Notice wh

form without did: Who went with you? That could get you into comparing wh- wh-
which use did and the base form of the verb: Who did you go with?
this at this point. They have plenty on their plate already!

long, long time, often with problems up to intermediate level and above – even for professionally trained English

having in their communicative use of the language (conversation activities, written composition).

2
exercise correctly depends a lot on understanding the context and the conversation, so get Ss to read through
Who went to
Ss in a
strong group should be able to do the task well individually, but if you have a generally weak group you may want
to get them to do it in pairs. When you check with the whole class, it may be good to write the correct completions
on the board, not simply do it orally.
3 This is another inductive, guided discovery task. Remember, not only does Second Language Acquisition research
and theory recommend inductive, autonomous learning (with teacher help whenever necessary), but the UAEH

Then ask: Then: What are the words in sentences a-f? After
checking sentences a-f with the whole class, see if Ss can ask you questions with anybody and anything, and

Mention also that -one is often used instead of -body.

PAST TIMES, AND NOW

18 T
 LESSON 3 Making it Real

English for your studies and profession

To be a good professional, you need many competences, including planning, organizing, delivering
results and following procedures. Now you are progressing towards possible postgraduate study
abroad or work in an international company, the ability to do all this in English becomes important.

1
a
APPLICATION FORM with his application? No.
Instructions for completion and submission of this form:
b No.
2. Use indelible black ink.
c What three things did he do wrong when he wrote
his name?
address at the end of the form.
d No.
*NAME: Pedro Alfredo GONZÁLEZ PALENCIA
e What information did he omit? Nationality.

Pues, se los digo en inglés

Pozo Seco #13, Del. Coyoacán, 04370,
the application yesterday, by
México, DF, México e-mail because it was late.
¿Entendieron?
15/05 /92
¿Pedro

Mexico City a hacer una

maestría
en Estados
Unidos,
5559114278 mamá?

pedalf@hotmail.com

No

2
steps in the logical order for establishing a class schedule.
a

b 5
PAST TIMES, AND NOW

c 3

d 1 Go to the faculty website to see the classes available for your degree program.

e 4 Register online for the classes selected and agreed with your advisor.

f 2
 LESSON 3

Remember, the purpose of this section is to get SS to realize that the use of English in their lives is a real possibility.
It involves all four communicative skills as well as grammar and vocabulary. The activities encourage Ss to use their
English while the teacher monitors their command of the language and notes the aspects of the language that need
remedial work.

English for your studies and profession

1 Discuss with Ss the competences they need to be good students and the ones they think they will need later to
be good professionals. Elicit or explain that there is a good chance they will need to be able to perform these

Have Ss work individually to look at the form and the questions about it. Encourage them to take notes of their
answers. Then have them work in pairs to compare their answers. Discuss as a class.

2 Ss could do this individually and then compare their sequence in pairs or groups. When you check, see if you can
elicit how this compares with the way Ss enrolled in their current programs.

PAST TIMES, AND NOW

19 T
 English for your life
Success in a profession can open up great opportunities in life, including vacations in other countries.
That can mean using English for hotels, restaurants, transport and more.
1 Read the hotel regulations and answer the questions to show you understand them.

Hotel Regulations

Reservations are for “hotel days”, starting at 14:00 and ending at 12:00 the next day. Accordingly, check-in is
from 14:00 and check-out is before 12:00.

The Guest can pre-pay online, pay for the complete stay at check-in, or leave an open credit card account and
close it on departure.

Animals are not allowed in the rooms.

b At what time can you begin to occupy a room? 14:00

c At what time do you have to leave your room on the last day of your stay? 12:00

d What three methods of payment does the hotel accept? Online payments, cash, credit card.
e Who and what cannot stay in the hotel? Visitors and pets.

f Where can you smoke in the hotel? Nowhere.

2
Receptionist:
Guest:
Receptionist:
Guest: No. I left an open____________________...

Autonomous learning
PAST TIMES, AND NOW

application: account: send:

available: allow: key:

departure: birth: guest:

schedule: arrival: kind:

20 throughout: agree: stay:

 English for your life
1
traveling for study, work or pleasure. Whether they travel to English-speaking countries or other countries, they

Get them to read the hotel regulations and answer the questions about them individually. Then they can work in
pairs or groups to ask and answer the questions. When you check, see if you can elicit more information about
the hotel regulations.
2 Have Ss complete the check-out dialogue individually and then check their completions in pairs. Have them
continue working in pairs to role-play the check-out dialogue until they are comfortable with it. If the class is

make the necessary changes. If the class is generally weaker, give them time to read the dialogue, identify what
would need to be changed for it to be a check-in dialogue and make the necessary changes, and then role-play

Autonomous learning
This activity gives Ss further practice in using an absolutely fundamental tool for language learning – a dictionary.
In particular, it considers the different meanings and uses of words in different contexts, which good dictionaries
indicate. Recommend that all Ss get themselves a dictionary, whether bilingual or monolingual (both can be useful
if appropriately used). The task may be best done as homework and checked in class. The most obvious different
meanings of the words are the following:
application: 1. A formal (usually written) request for something. 2. The process of applying something

available: 1. Ready to access/use. Ss need to know that it is not a cognate in Spanish.

departure: 1. The act of leaving 2. Departures – the part of an airport where passengers leave from.
schedule: 1. Noun. 2. Verb.

account: 1. Noun. 2. Verb.

allow: 1. To permit. 2. To enable.
birth: 1. When a baby is born. 2. The beginning of an idea, concept. Ss need to know that the verb is
used differently in English than in Spanish. In English, it is always used in a passive structure.
arrival: 1. The act of arriving 2. Arrivals – the part of an airport where passengers arrive.
agree: 1. To have the same opinion. Ss need to know that this verb is almost always used in the present
simple, rarely in the present continuous. I am agree is a common mistake that Ss need to stop
themselves making.
send: 1. To cause someone or something to go to another place. Ss need to know that it is often used with
the preposition to.

guest: 1. Someone who has been invited (to visit, to stay, to give a speech, etc.) 2. Someone who stays in
a hotel.

.
stay: 1. Verb. 2. Noun.
PAST TIMES, AND NOW

20 T
 CHECKPOINT 1

Check your English

1
a did the Mexican-American war end ended

b became part of the USA

c didn’t want to leave

d most Mexican Americans live

live
e
it does
of Mexican Americans is growing
f
2
were you born
a Where___________________________________? I was born here in

b ________________________________________________? No, they

didn’t come to the USA from Mexico. My family is Mexican American

c I believe you were a good student. _____________________________

was your breakthrough in acting

d What ___________________________________? My breakthrough

Are you acting in a television series now

e _____________________________________? No, I’m not. At the

moment I’m interested in other things, not acting in a television series.

3
He gave the students _____
a Mr. Smith _____ them a lot of homework.
They can do the homework _____
b John and Mary _____ it easily.
c his hers
mine and it is also your favorite subject _____,
d Math is my favorite subject _____, yours right?

4
Somebody
a______________ nobody
took a laptop from the computing lab yesterday, but b____________ saw it happen.
CHECKPOINT

anything
There isn’t c_____________ in the lab to stop people taking things, no metal detector or closed circuit
everybody to be honest. I suppose it is necessary now to install
TV, for example. We just expect d_____________
21 something
e_______________ to reduce the risk of it happening again.
 CHECKPOINT 1

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. However, it should also be developmental,
helping Ss solve their problems and advance their learning of English. It is therefore suggested that each

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

examples, rules and explanations from Ss if you can rather than doing all or most of it yourself (thus
developing learner participation and autonomy).

1 This exercise and the next one cover the verb tenses and structures Ss have worked with up to now: present
simple, present continuous, past simple and be
2 This exercise is freer and more open than the previous one, so be prepared for correct answers other than those
b c
e
The results of Exercises 1 and 2 will probably show that some Ss (hopefully most) can handle all the tenses
well, while others (hopefully a minority) still have problems. If that is the case, individualized attention is needed:
remedial work for the weaker Ss (at least some of it homework), while stronger Ss do something that is more
interesting and useful for them.

3
the “little bits and pieces” of a language. If many Ss have many problems, you might want to write each system
on the board, in columns, eliciting the words from Ss (stronger Ss should be able to give you all the words in all
the systems). Point out how the systems work differently from Spanish.
4 This exercise works on more “bits and pieces”. These ones also work differently from Spanish in some ways,
particularly with the some-any-no system of English (including no = not any). Again, if many Ss have problems,
you might want to write the words on the board, with sentences including each word elicited from Ss.

CHECKPOINT

21 T
 Apply your English
1 On the Internet, search for information in English about Tula de Allende. Then, in pairs, write a short
Wikipedia-type text about Tula, considering the questions in parentheses.
a

b
c about 100,000 inhabitants.

d
e big tourist attraction is an archaeological site.

f Toltecs built it, for religious ceremonies, in 713.

Querétaro. Then research the two places on the Internet and, in pairs, complete the table.

OPTION 1: Puebla OPTION 2: Querétaro

LOCATION

POPULATION about 1.5 million

INDUSTRY VW, etc. Nestlé, etc.

colonial center, Bernal,

TOURIST ATTRACTIONS Tequisquiapan, etc.

DISTANCE

OTHER
of Ss there? there?
CHECKPOINT

3 In pairs, write and then ask and answer questions the exchange students will probably ask about
the two places.

22
 Apply your English

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 how to communicate and exchange information effectively with foreign people who
are interested in getting to know about Mexico. Of course, this can be extended to conveying information
about other places.

1 This activity promotes the use of the Internet in English, which will probably be a real need in their academic
and professional lives, and also clear, simple writing. The questions in parentheses should direct their Internet

but with the questions, most pairs should produce quite good little texts. It is obviously a task for a combination
of homework and classwork.

2 This could be a real situation for Ss at some point in the near future. Again it is obviously a task for a combination
of homework and classwork, with some research on the Internet again, discussion, and decision-taking (which

information, e.g. about things as fundamental as population (remember, Ss should be considering the cities,

3 This continues from Exercise 2, with question writing and conversation practice (hopefully realistic simulation of

resolve doubts with the whole class. The actual asking and answering of questions could be done in groups
rather than pairs, with two Ss as American exchange Ss and two or three as Prepa Ss. During this stage, listen

decision about the best place to visit.

CHECKPOINT

22 T
 UNIT 3 AIRPORTS TRAVEL
LESSON 1

1 Real Use of English

1
with numbers from the circles.
2
a The airport has ________ terminals.
29,000,000 6,514 31
b 25

c There are about _______________ passengers per year.

24 hours a day.
d The airport operates _______ 24
25
31
e _______ 2
airlines use the airport.
f There are _______ spaces in the parking lots.

2 Read the following article and complete the time chart below it. Then, in pairs, discuss the idea at
the end of the article.

cargo of postal packages and landed at Balbuena.

years later, Mexicana de Aviación started operating

control tower, main runway and terminal building.

The development and periodic modernization of the airport continued, with additional runways and
MEXICO CITY AIRPORT:

plan for a completely new airport, but protests prevented this. Terminal 2, completed in 2007, is operating
as a provisional solution.
AIRPORTS AND TRAVEL

17
19___ 1929 43
19___ 1952 19___ 2007
Mexicana de The airport Terminal 2
Aviación started Development had a properly Separate national opened.
from Pachuca to operating from of the present constructed
Balbuena. control tower, and international
Mexico City. airport began. main runway and sections of the
terminal building. terminal opened.
23
UNIT 3 AIRPORTS TRAVEL

UNIT OBJECTIVES:
1

LESSON 1

1 Real Use of English

Note:

1
a friend or family member), ask them about it. Then get them to do the task individually (it is largely a matter of
logic and guessing) and compare in pairs. Tell Ss that you will check the answers after they read the article.
2 Get Ss to read the text and check the answers to Exercise 1 with them. All the answers are all in the article except
b and f

whole class.

them to vote for or against the idea. If they vote against it, get them to propose other possibilities. AIRPORTS AND TRAVEL

23 T
 1

a
Nobody
b ____________ was there to meet him.
c International Arrivals half an hour

d SEP
Pachuca tomorrow morning.
he needs to be in ____________
hour
e Buses leave every __________, 15 minutes
the last one in ____________.

2 10

In pairs, talk about your last long trip. Answer these questions.

Where and when did you go?

Why did you go there?

What did you do on the trip?

Student 1:
Student 2: Did you travel by plane?
Student 1: No, by car, with all my family.

Write a blog about your last long trip.

AIRPORTS AND TRAVEL

My trip to Monterrey

In July this year I went to Monterrey. I went by car|

24
1 a-e before listening. After
Ss have done the task, get them to compare their answers in pairs, then check with the whole class.

Info. clerk: Good evening. How can I help you?

Info. clerk: Did you wait at International Arrivals, outside the baggage claim area?

morning. Is there a bus tonight?

buses are up the stairs on the right – down there.

Leo: Ah, yes, I see.

there are almost always seats.

Leo: OK. Thank you very much!

2 Again, ask questions about the photo before the listening. And again, get pairs to compare their answers before

Edith: Hi! Leo, right?

Mexico.

Leo: London.
Edith: Wow! I was there years ago, as a Spanish language assistant. It is an amazing city.

Edith: Right. Well, let me show you round the Institute.

Leo: U.A.E.H. – how do you pronounce that?

for conversation. As usual, demonstrate with one or two strong Ss before pairwork. After pairwork, ask questions to
get information about the most interesting trips.
AIRPORTS AND TRAVEL

C Speaking. Ss can
exchange their blogs in groups or stick them on the wall for all to read. As usual, note any common or repeated

to you.

24 T
 2 Focus on Language

Vocabulary

1 Write the words in the box under the corresponding airport icons.

Arrivals Baggage claim

Toilets Taxis Internet Telephones

Internet Restaurants

Toilets Taxis

Telephones Waiting room

Arrivals Waiting room Restaurants Baggage claim

Information clerk:
Traveler:
Information clerk:
3
below with words or phrases from the box. Then listen and check your completions of the scripts.

gate last call passengers passport rows

announcement
Good afternoon. This is an a_________________ passengers
b__________________
board at this time. Please have your
with small children and those requiring special assistance to c__________
boarding pass
d____________________ passport
and your e_________________ in your hand. Thank you.

boarding for British Airways g__________

We are now going to begin regular f_____________
rows
beginning with passengers in h__________

last call
This is the i_____________
gate
j__________ 23 immediately.

baggage boarding claim

lot number parking pass room teacher tower waiting

baggage claim boarding pass control tower

AIRPORTS AND TRAVEL

information desk language teacher parking lot waiting room

Notice: Noun + noun combinations

etc.). The sequence of the nouns in English is the opposite of Spanish: seat
25 etc.
 2 Focus on Language

1 Most of this vocabulary has appeared previously, and some of it is cognate, so Ss should easily be able to do
this task individually. Get them to compare in pairs, then check with the whole class. Whenever you deal with
vocabulary (and grammar) with the whole class, you can focus a little on pronunciation. In this case, word and

waiting room, baggage

claim).

2 Go through the cues ( etc.) and elicit completions from Ss. Demonstrate the role-
play with one or two strong Ss, including the change of role after each enquiry. After pairwork, you could have a
simulation at the front of the class, with two or three Ss as information clerks and the other Ss going up to them

3 Ask if any Ss have been in a foreign airport in which the announcements were only in English and the language

4 Word-formation using one noun to modify another is typical of English and extremely common, but rare in
Spanish (and when it happens it is usually the other way round from English – Hombre Araña vs. Spider Man,

handle, drawer handle, beer glass, wine glass, etc. However, as mentioned for Exercise 1 above, the stress is
It has a waiting room vs I have a new car.
All the examples in this exercise have occurred before or are the only logical possibilities, so Ss should be able

think of more examples in pairs or small groups. An important thing about this kind of vocabulary item is that you

Notice:
show real interest and understanding, less is probably better than more.

AIRPORTS AND TRAVEL

25 T
 Grammar

1
simple and circling those in the present simple.

2 Referring to the same article, complete the following questions and answers. Include the words in
parentheses in their appropriate form and structure.
a do all Mexican pilots know
made
b
began
c did Terminal 2 open
opened
It _______________ in 2007.
d
handles
e
does
f
didn’t began

A B

What prevented the construction of a new airport? Who did you meet at the airport?
Protests did.

b Are ‘Who’ and ‘What’ the subject or the object of the verb? The subject.

d Are ‘Who’ and ‘What’ the subject or the object of the verb?

4
form and structure.
a went did

b did they take took

c did they do visited

impressed did
AIRPORTS AND TRAVEL

Notice:
same in the present simple and the past simple:
Who Mr. Brown teach? He taught us.
Who teaches you French? Mme. Arnaud does. Who does Mme. Arnaud teach? She teaches us.
1 This is another consciousness-raising task intended to remind Ss of the basic forms of the two tenses – so very
simple compared with Spanish!
2 This now gets into the slightly more complicated aspect of the two tenses – the interrogative with do-does-did +
basic form of the verb, and answers, especially yes-no answers with do-does-did. Ss also have to handle switches

these forms have been around in the course for some time, Ss should be able to do the exercise individually.
Then get them to compare their answers in pairs before you check with the whole class.
3 This now moves on to something quite simple in Spanish (well, once a foreign learner of Spanish has mastered
vi-viste-vió-vimos-vieron, etc.!) – vs. etc.) and a bit more complicated in English
vs etc. Although the difference between the two types of wh- question
is a bit more complicated in English, they are so basic that Ss really have to start dealing with them around

those Ss who do the consciousness-raising exercise well (hopefully most Ss, with stronger Ss helping weaker
Ss understand as they work in pairs), and with the help of the stronger Ss, clarify for the weaker ones when you
check with the whole class.
4 This exercise now gets Ss to construct the two types of wh- questions and answers on the basis of the
best done in pairs so that stronger Ss can help weaker ones.
After the exercise (and a look at Notice so that they realize they can use the present simple as well as the past
simple), you could get Ss to ask you as many wh-
on the board:

Who invented… (inventions, e.g. the telephone)?

What happened in… (years, e.g. 1492)?
Which company makes… (products, e.g. the Jetta)?

Then get them to ask you as many wh-

board:

Who does … (soccer trainer, e.g. Enrique Meza) manage?

Who did … (famous lover, e.g. Romeo) love?

If that goes fairly well, you could ask Ss to prepare questions for a team competition in the next class. In the next

then to participate in the competition.

AIRPORTS AND TRAVEL

26 T
 LESSON 2

2 Real Use of English

e d

the map.
a
a

b b

d
e c

destinations than any other city in the world. They all have the
necessary services, including a lot of parking space, restaurants,
shops, car rental and hotels, and good connections to central

Heathrow Airport

One plan for a

new airport

30 and 45 minutes by underground, bus or taxi.

Gatwick Airport

Stansted Airport

Luton Airport has 10 million passengers a year, again most on economy airlines to European, especially tourist,

City Airport

a It has more than any other city.

b
AIRPORTS AND TRAVEL

c
d Train, bus, taxi, underground.
e Tourism. Business.
f
Gatwick and Stansted, or a new mega-airport in the Thames Estuary.
3
27
 LESSON 2

1 Real Use of English

1 Ask Ss some questions about London: “

east or west? What famous places are there in London?”, etc.

2 Get Ss to read the text individually, but you could get them to answer the questions in pairs. If you are short of
time, you could get Ss to do this reading task (and other reading tasks) for homework. After you have checked the
answers with the whole class, ask some extra questions about the different airports: “Which London airport has

of central London? Which airport is connected to central London by underground, metro?”, etc.
3 Get Ss to do the research for homework. In a later class, have them work in groups to compare what they found
out. Discuss as a class.

AIRPORTS AND TRAVEL

27 T
 1 11
necessary or recommendable for her trip. Then listen to her and her English teacher talking
and check your selection.
Passport
Visa
2-way air ticket

Some UK pounds
Most of her money in traveler’s checks

2 12

a 3½.
b Excited but very nervous.
c Why are Silvia and the others going to the UK?

d
e When does Silvia have to collect her passport? On Monday.
f With families of students.

1
international travelers among your classmates or their relatives, and complete the table.

Traveler’s name Where When Why

2 In groups, talk about your or your relatives’ international travel experiences. Invent if necessary!
Student 1: I don’t have any personal experience, but my brother went to Miami last year.
Student 2:
Student 1: No, he didn’t. He had a visa and everything.
Student 3: Why did he go?

Reply to this post on the forum What to do when traveling to Mexico.

AIRPORTS AND TRAVEL

Author Thread: Me in Mexico

Posted: 11 Jun 14 7:00
Hi everyone!
Lisa I’m an exchange student traveling to Mexico soon. I’ll be at Hidalgo State
University in a place called Tulancingo. Any suggestions or recommendations?
Posted: 11 Jun 14 9:00
Alma Hi Lisa!
Well, there’s a bus from Mexico City Airport to Tulancingo. The bus station is…
1
before you check with the whole class.

Leo: Why? Are you going alone?

London.

Leo: Well, they usually want to see your return ticket, your ticket to leave the UK. They usually ask about your hotel

2 Ask how many Ss think they already have the answers to questions a-f. Play the track again and follow the same
procedure as for Exercise 1.

1
formulaic question Have you been abroad? Does any
(Has any relative or friend been abroad?)

2 As usual, demonstrate before the activity if you think it is necessary. After the groupwork, ask if there are any
really interesting trips, really interesting places visited. With a bit of luck, there will be a few Ss in the group who
can give a simple account of a trip abroad.

Get Ss to read the forum posts, then check their understanding of the situation and the texts. The actual writing can

write. That would give you the opportunity to make sure Ss have the vocabulary they need, which you could write
up on the board. If you collect in all the posts, you can use them as data for remedial language work if necessary.
AIRPORTS AND TRAVEL

28 T
 2 Focus on Language

Vocabulary

1
the box.
pharmacy
a Buy aspirins
baggage claim check-in desk
currency exchange
b Buy UK pounds
c Buy souvenirs duty-free stores
duty-free stores information desk
d Get your boarding pass check-in desk

e information desk
restaurant toilets
f Wash your hands toilets

2 When do you hear the following questions? Match a-e with 1-5.
a 2
b 4
c 5
d 1
e What’s the purpose of your visit to the USA? 3

1 Going through customs.

2 Buying a ticket.
3 Going through immigration.
4 Boarding a plane.
5 Going through security.

3 much, many, little or few.

a little

b Many

c few

much money for her trip.

d Silvia does not have ______

few weeks.
e She is only going to the UK for a ______

f little

Notice:
1
Remember, you can usually use a lot of (or lots of) instead of or . Note that is not common in
a lot:
AIRPORTS AND TRAVEL

and usually indicate a negative situation or a notably small quantity: (poor

(it is a relatively small, unimportant airport). In contrast,
a little and a usually indicate a more positive and satisfactory situation:
Compare: and un
and unos
Note that negative sentences with are very common instead of sentences with :
 2 Focus on Language

1
Ss more about these:

2 This again focuses on airport vocabulary. It involves more reading comprehension than Exercise 1, and is very
much a focus on vocabulary in context, vocabulary in use. If you have a number of good Ss in the group, you
could get them to prepare role-play presentations for the whole class to watch – they could role-play buying a
ticket-purchase, checking in, going through immigration/customs/security, etc.
3
section, Grammar, focuses on them again, but more as items in alternative grammatical structures, and also

in e and f).

Notice:
remember it all at this point. Note that English has a preference for the negative in

AIRPORTS AND TRAVEL

29 T
 Grammar

a Mexico has many potential new tourist destinations, but some require considerable development.
lot of potential new tourist destinations, but some require __________ of development.
Mexico has a ______

b
few

c
much

e
little

a 5
5
b Silvia has to collect her passport on Monday. __
c 4
d 2
e 1
f 3

1 This indicates that something is not necessary or required.

2 This indicates that something is prohibited or wrong.
3 This is a recommendation, a suggestion or advice not to do something.
4 This is a recommendation, a suggestion or advice to do something.
5 This indicates that something is obligatory or necessary.

a have to don’t have to

b Must
c shouldn’t
d mustn’t
Should I get some traveler’s checks, do you think? No, we have our debit and credit cards.
e ________

4
AIRPORTS AND TRAVEL

Superior:

Notice: vs. should

usually indicates obligation and should recommendation, but the use of one or the other some-
times depends on who is speaking and why. A command can be expressed politely with should (You
30
1
linguistic awareness, so it is probably better done in pairs, not individually.
2 This is another consciousness-raising or guided discovery focus on language, encouraging autonomous learning.
All the examples, or very similar ones, have occurred in preceding material in this lesson. The topics and contexts
should make the meanings and uses fairly clear.
3
what an exchange S would need to know about rules, regulations and recommended behavior in their Institute or
Escuela Superior: “ etc. Get them
to prepare this in pairs, then check ideas with the whole class.

Notice: This adds a bit to the matching of examples with meanings-uses in Exercise
Spanish), but at least they only have one form in English. At this level, it is best to

AIRPORTS AND TRAVEL

30 T
 LESSON 3 Making it Real

English for your studies and profession

1
airport. In groups, discuss whether or not to volunteer. Give reasons.

2 Put the phrases below in the appropriate columns of the table.

That building over there is… Excuse me. Are you…?
We’re from…, and we’re here to take you to… Our city is…, but it…
Those are... They use them to…
What’s the weather like back home? ... is a good place to…

Meeting someone at Making friendly Giving local

an airport conversation information

Excuse me. Are you…? That building over there is…

Welcome to Mexico! What’s the weather like Our city is…,
We’re from…, and we’re back home? but it…
here to take you to… Those are…
Our car is this way. tourism while you’re here? They use them to…
…is a good place to…
Mexico?

3 That building over there is the

New Basilica of Guadalupe

4 In groups, act the scenes in the pictures: at the airport, on the road and arriving in your city. One of
AIRPORTS AND TRAVEL

31 5
for your university or company? What do you need to practice?
 LESSON 3

English for your studies and profession

In this section, try to get Ss to see English as a real possibility, if not a present reality, in their lives. In this case, they

able to see themselves on the other side of this interaction – as the person who is being met or collected! With luck,
you will actually have one or more Ss who have actually been in this situation. If so, ask them about their experiences.

1
Encourage them to give reasons. Have all the Ss who say they would volunteer sit on one side of the room, and

2 Ss could do this individually or in pairs, as you wish, and then check their answers in groups of four.
3

4 Put Ss into groups of about 4. Appoint the strongest S in each group to be the American Professor and ask the
for each of the three scenarios shown. Ask for volunteer groups to perform their role-plays for the class.
5 Have Ss continue working in the groups they were in for Exercise 4. Have them discuss the questions and then
them the language and/or skills they say they still need to practice, ask them how they could learn them and
make it their responsibility, not yours.

AIRPORTS AND TRAVEL

31 T
 English for your life
If things go well in your studies and then your work, trips abroad are a real possibility, for postgraduate

1
as well as the language of the country and the airline. In pairs, match the two halves of typical
announcements on airplanes.
a This is an emergency announcement. We have severe 2

b We are sorry for the continued delay because of the accumulation of 4

c We are now only 70 kilometers from our destination, and should land 1
d All passengers must disembark from the back of the plane. Passengers connecting 3

1
2 …turbulence ahead. Take your seats immediately and fasten your seat belts.
3
4

2 In pairs, imagine you are on a plane with announcements in English and another language, but not

Student 1: Did you hear that? Did you understand?

Student 2: I think so. We arrive before 10 o’clock, and it’s very cold and snowing in Chicago.

Autonomous Learning
English verb conjugations are extremely simple compared with Spanish: live/lives vs. vivo/vives
lived vs. viví/viviste/etc. But English interrogative and negative patterns are complex compared with
Spanish. It helps when you can see the three basic patterns.
1
a Present aff. d Past interr. g Present neg.
b Present neg. e Present neg. h Present interr.
c Present interr. f Past aff. i Present interr.
2 Write the sentences in the tables of patterns.
Subject Verb Complementation

He lives In London.
She went to Rome.

Auxiliary/Modal Subject Verb Complementation

you help me?
she stay there long?
you like Italian food?
Must I do it?
AIRPORTS AND TRAVEL

Subject Auxiliary/Modal not Verb Complementation

She did not go to Paris.

does not live in Edinburgh.
I can not help you.
32
 English for your life
Get Ss to read the introductory note and encourage them to see that international travel using English is a possibility
in their future life. Ask one or two of them the question “How prepared are you?” and get them to give brief answers.

1 Get Ss to read the instructions and make sure they understand the situation. Say, for example, “Imagine you
Japan Japanese? Do you think many Japanese people
you meet will speak Spanish?” Ask again, substituting the underlined words for other countries, languages and

yours, so what will the common language be? Right! English!” It is important to get Ss to realize (if they have not

out that, statistically, Ss are more like to use English to communicate with another non-native English speaker
than with a native English speaker.

2
could play the part of cabin crew as you monitor the activity and, if the group is strong, use the opportunity to
introduce other language related to air travel (like, “Please put this bag under the seat in front of you” and so on.)

Autonomous learning
The goal of this section is to give Ss the strategies they need to be autonomous learners.

actually, Spanish grammar is far more complicated than English grammar: “

word is el or la
” Show them – and convince them! – that English verb patterns are simple compared to Spanish ones.

1
2

AIRPORTS AND TRAVEL

32 T
 UNIT 4 PLANS PROJECTS
LESSON 1

1 Real Use of English

Area
Population 1.2 billion Rupee
1.2 billion
Mumbai
Mumbai
Buddhism
Rupee
Main religions

Many Indians live in poverty, with malnutrition, disease and illiteracy. But India has one of the world’s fastest
growing economies, and the government is planning for a radically different India, with most of its population
healthy, educated and prosperous. It believes the people themselves – the nation’s human resources, Indians
– are fundamental for this development and change.
What is India going to be like very soon?

Much of the economic growth is going to be in agriculture. The development of

agriculture is vital to feed India’s enormous, growing population, and to make
India a major food exporter. It should lead to modern, mechanized, prosperous
farming communities, but also to a big reduction in rural jobs.

Alternative urban employment should grow fast, in modern industries,

infrastructure projects and, especially, services. The service sector in India is
enormous compared with other developing countries. It includes information

and tourism. Its future depends on education and the development of human
resources, and India is investing heavily in a web-based educational system with

and training of its human resources – its Indian citizens – are going to develop
India to its full potential.

a There aren’t any poor people in India now.

PLANS AND PROJECTS

b
c India is going to be one of the top four economies of the world.
d India’s economic future depends on the education and training of its citizens.
e Employment in rural areas is going to increase.
f India’s future looks good, but it must solve some serious problems.
33 3 In groups, discuss these questions: What is Mexico going to be like in 2020? And in 2040?
UNIT 4 PLANS PROJECTS

UNIT OBJECTIVES:
1
2
3

LESSON 1

1 Real Use of English

1 The correct completion of the table is determined by linguistics and logic, with the exception of New Delhi-
wrong in geography classes in basic education!
2 Probably best done as individual work (possibly homework) followed by checking in pairs. As you check with the
whole class, ask questions about the information in the text and India in general: “Do all Indians live in poverty?
etc.
3 Stronger groups could discuss and answer these questions together orally. Weaker groups could represent their
in the center, branches for and , then their ideas spreading out

countries-tipped-economic-powerhouses
PLANS AND PROJECTS

33 T
 1 13
students are going to do as part of the exchange program.
a Take English classes.
b Take regular classes in an American university.
c
d Travel by train all around the USA.
e Participate in community work projects.
f Teach Spanish to the American students.
g Spend a week in Washington.

2 14
answer the questions.
a What is the students’ project about? A system to prevent bullying.
b Where are they going to implement it? In their school.
c When are they going to implement it? Next semester.

In small groups, answer the following questions and talk about the topics.
program?
Would you like to apply? Why or why not?

for them to learn about Mexican culture. Use the following diagram to brainstorm your ideas before you
complete the introduction to the course below.

Essential history

Ethnicity

MEXICAN
CULTURE

Secularity and religion

PLANS AND PROJECTS

This course is about _______________ in general. In it, we consider _______________, _______________,

_______________, _______________, _______________ and _______________. We consider the present,
for example, ____________________, and also the past, for example, ____________________. To
understand Mexican culture today, and its variety, you must understand Mexico’s past. We are also
going to talk about _______________________________________________________. We hope you enjoy
34 this course!
1
might be going to do, and then play the track. Get Ss to check their answers in pairs before you check with the
whole class.

Marcela: Have you heard the good news?

Juan Pablo: No, what happened?

Virginia, in an exchange program this summer!

And the idea is to spend time with American students and learn about society and
values in the United States.
Juan Pablo: That sounds amazing!

week in Washington.

2 Ask how many Ss think they already have the answers to questions a-c. Play the track again and follow the same
procedure as for Exercise 1. After checking the answers, ask if Ss think there is bullying in higher education (e.g.

Juan Pablo: Special sessions? What for?

semester.

Marcela: A system to prevent bullying.

This is probably best done as a whole class activity, getting as many responses from Ss as you can. See http://

send Ss to the website for homework, and elicit information from them in the next class.

Popular music, Literature, Holidays and festivities). Then get Ss to work on their brief description of the course in
PLANS AND PROJECTS

pairs or groups.

34 T
 2 Focus on Language

Vocabulary

developed country developing country disease economic growth

human resources illiteracy poverty urban employment

a Jobs and work in cities and large towns. urban employment

b Infections and pathological conditions that cause illness and possibly death. disease

c A nation with a strong economy, little poverty and advanced technology. developed country

d The condition of people and communities with few possessions and little money. poverty

e The potential of people with the capacity to do productive work. human resources

f A nation with a lot of poverty, but a growing economy and potential for progress. developing country

g An increase in the value of production and services in a country or the world. economic growth

h The inability to read and write. illiteracy

2 1 2 3

a Enroll at university ___

2
b Graduate from university ___

7
c Get a job ___
4 5
d Buy a car ___

e 4 FOR
SALE
f 3
Travel abroad ___
1
g Get married ___ 7

h Buy an apartment or house ___

i 5
Start a family ___

3 15
her plans and hopes for the future. Which things from the previous exercise does she mention

What When
Mexico with friends
1 Travel around ___________________________ June
In _______________
part-time job and save money
2 Get a __________________________________ the new semester starts
When ______________________
a hotel in a
3 ________ home and work in _______________ After _____________________
PLANS AND PROJECTS

________________________________________

Get married
4 ________________ a family
and start _______________ When she ________________

4
35 leaving home getting a job getting married starting a family retiring
 2 Focus on Language

1
related vocabulary. After checking the exercise, try to get Ss to make statements about Mexico, the USA and

2
recently and other items that should be fairly clear from cognates and context. The following exercises prompt

3
complete the table. Obviously, you could follow up on this with Ss, in pairs or groups, talking about their basic
plans.

Amy: What are your plans for the future, Susana?

a lot, but money is the problem.

so that I can save some money. When I graduate from university, I plan to leave

like to get married and start a family immediately. Those are my plans, but
who knows? What about your plans, Amy?

4
discussion. During the groupwork, encourage Ss to give examples of when people they know did these things,
and elicit some examples when you check with the whole class.

PLANS AND PROJECTS

35 T
 Grammar

1
India’s population is going to increase to 1.33 billion by 2020.

I am going to travel around Mexico.

a Spanish has a similar way to refer to the future, but there’s a difference. What is that difference? va vs. is going
b What is the negative form of “I am going to travel around Mexico.”? I am not going to travel…
c yes answer and the no

Are you going to jog (jog)

A: _____________________ A are you going to do (do) this weekend?
B: I’m going to stay (stay) home and work
B: Not much. ________________
It’s going to rain (rain).
________________ on my Biology project.

Are you going to get married (get married)?

A: ____________________________ A: (fall)!
B: is going to be (be) B: No, he’s just joking!

3 Write what you are going to do at the following times. Add a second sentence if you can.

a After this class, I . .

b Tonight, . .

c Tomorrow night, . .
PLANS AND PROJECTS

d On the weekend, . .

e Next Monday, . .

f When I graduate from university, . .

4 Imagine Mexico in 20 years. Is it going to be very similar to now or very different? Write 5 or more
predictions. Then compare your predictions in groups.
1
is ideal for this. It is similar to Spanish, and the negative and interrogative patterns are essentially the same as
for the present progressive. The examples come from the preceding material, where Ss have been exposed to
many more examples.
2 This exercise gets Ss to produce examples. It also covers two of the main uses – plan/intention and prediction.
3 Now the practice is more communicative and free. Give an example of two (or more) sentences, e.g.
some friends. Get Ss to compare their sentences in pairs, and ask each other questions about their plans.
4
them on the board and noting contrasting visions of the future, optimistic and pessimistic.

PLANS AND PROJECTS

36 T
 LESSON 2

2 Real Use of English

1 Answer the questions below. Then, in pairs, talk about your answers.

What is the purpose of a blog?

WHAT TO DO AFTER GRADUATING FROM UNIVERSITY

studies and get into the real world. In general, I have been a
especially in Math
good student, a_______________________ and other hard sciences.

University in a national contest. b_________________________ which

was a very rewarding experience after so many years of study.
On the other hand, I’m terrible at sports, but I love dancing. And
traveling. Well, that’s enough about me.
The thing is, I’m going to graduate from university at the end of
June and I don’t want to get a job right away. At the moment,
I’m studying
c_______________________
to travel and enjoy life in July and August before I start attending job interviews.
next month. Then, I want d_______________________

I have lots of questions :

e____________________________

1 I’m studying

2
- Is it really safe to travel alone in Mexico?
- Is it better to travel by train or bus in Mexico? 3 cheap places to stay
cheap places to stay in the center of most cities?
- Are there f__________________________ 4 especially in Math
- And… is Mexico a good idea, or should I go to Europe??!! 5 to travel and enjoy life
6 I have lots of questions
PLANS AND PROJECTS

3
in pairs, ask and answer questions about Elsa.

37 4
 LESSON 2

1 Real Use of English

1 After individual and pairwork, elicit information and opinions from Ss who keep or read blogs, and also from Ss
who do not. With a bit of luck you will have Ss on both sides of the social media debate, which will generate

2 This involves reading comprehension, and an awareness of the logic and organization of text content.
3 This combines production work (construction of questions, and then answers) with more reading comprehension
work, since the questions should explore most of the text content.
4
” Then get Ss working in groups.

PLANS AND PROJECTS

37 T
 1

Personal details
Johan Olsson
Publications

References
Skills and abilities
Work experience johan_olson@gmail.com

1 Objective: To enjoy life, develop myself and encourage young business people.
2 _________________ Global Management
B.A. in a____________________________
b____________________________
Work experience:
3 _________________ Visiting professor
c____________________________

d____________________

Publications:
4 _________________ Good Practice Matters Most.
5 Skills and abilities: e________________________. Able to adapt

Personal details:

Nationality: Swedish Single

Marital status: f_______________
7 Reference:

Stockholm University Ericsson Sweden

2 Radio Universidad

1 Prepare a short talk about somebody interesting in your family or friends: place of birth, year of

abilities, plans, etc.

2 Take turns to tell your group about this person.

PLANS AND PROJECTS

2 Now write a short account of your adult life, beginning: I am Mexican. I was born in __________
1

2 Play the interview once and get Ss to compare their completions (probably not complete in the case of many
Ss, but the comparison should help weaker Ss next time they hear the interview). Play the interview again, and
then check with the whole class.

Irma: In English, not Spanish – or Swedish!

Irma: Then you went back to university?

the University of London.

Irma: Wow! And you wrote a book!

Irma: Right! Erm, a personal question, Johan – are you married?

Ask questions about the interview, covering a range of basic language: “Where is Johan from? Where was he born?
etc. After that, get Ss to prepare similar
questions in pairs and interview you: “Where are you from?”, etc.

1
their talks as homework.

2 Ask the Ss with the best accounts to tell the whole class about the interesting people in their family. Get other
Ss to ask them questions after their presentations.

1
2
PLANS AND PROJECTS

approach the end of the course, and to see what some of their common problems are so that you can do
remedial work on them.

38 T
 2 Focus on Language

Vocabulary

1
M
2 3
B ACROSS
4 All the workers in a company or organization.
4
A E R 5
5 6 A commercial organization.
J N N A
7
O A T N 9 A line of work, especially professional. A person’s working life.
10 A person in authority over others, especially at work.
B G E 12 An examination, sometimes a short one.
7 14 To increase or develop.
E R
15 To ask for a job, or a place in a university.
S M
10 11
A E B O S S DOWN
1 The administration of a business or organization.
N K 2
12 13
A T E S T I 3
14 5 Regular, remunerated work in a company or organization.
G R O W O 8 Regular payment for work in a post with some responsibility.
15
11 A special ability.
P
13 The opposite of bottom.

words on the appropriate lines below. Add more words if you can. Work in pairs.

Study: Bottom, examination,

Work: Branch, boss,

Both: Applicant, application, apply, center, grow, growth, interview, investment, reference, research, skill, staff, training….
3 In pairs, discuss the following list of things people often want from a job, and what you want most.
Add extra things if necessary.
Student 1: For me, interesting, satisfying work is number 1.
Student 2: Not salary? Mmm, I agree, but...
Good salary
Interesting, satisfying work
PLANS AND PROJECTS

Professional growth
Prestige and status
Opportunity to travel
Pleasant place of work
Opportunity for promotion

Pleasant colleagues
 2 Focus on Language

1 This activity reviews study and work vocabulary, with an element of reading comprehension (the clues), using yet
more vocabulary. When you check the answers to the crossword puzzle with the whole class, you can explore
the vocabulary more and deal with any questions Ss may have.
2 This activity explores the vocabulary more, and organizes it into categories that can facilitate learning and use.
3 This task requires use of the vocabulary, and other vocabulary, in natural communication. Help Ss manage to
discuss vocabulary and discourse, e.g.

PLANS AND PROJECTS

39 T
 Grammar

1 Read the time expressions and write them in the appropriate column in the table.
PAST PRESENT FUTURE
last week in the near future
at the moment yesterday last week at the moment in the near future
yesterday nowadays tomorrow
tomorrow nowadays
an hour ago today next month
an hour ago next month
the last time now this weekend
the last time today soon
now in an hour or two in an hour or two
this weekend soon

2 In groups, ask and answer questions about your past, present and future lives. Use as many of the
usually, often,

Examples:
Student 1: When was the last time you forgot something important?
Student 2:

Student 3: What are your plans for tomorrow night?

Student4: I’m going to the movies with some friends. Do you want to come?

Student 2: Do you often go to the movies?

Student 4:

3 17
listen to the story to check your answers. What happened in the end?

went
One hot afternoon, my friends and I a____________ [go] swimming.
swims
Jack often b____________ [swim] in a lake near our town. The rest of us
c_______________________ [ took
] the place, but Jack d____________
was
[take] us there. It e____________ [be] fantastic!

heard
Suddenly, I f____________ [hear] someone shouting and screaming. At
thought
g____________ [think] it was a joke or a game. But the screaming
h_____________________________ [ ].

saw
Then, I i____________ [see] Billy on the other side of the lake
can swim
j_______________ [ ] very
had
well, but something k____________ [have] one of his legs in its mouth.

4 In groups of three or four, choose one of the lines from the box and add sentences to create a
PLANS AND PROJECTS

short story.
One cold morning, just after sunrise, I left home. I walked to…
When I arrived home from school one afternoon, nobody was there. I …
It was midnight and I was alone at home. Suddenly,…
40 One evening, my friends and I…
1 As you explain the task, you could give a few examples of the expressions in use, associating them with the verb
end of sentences, occasionally at the beginning, and very seldom in the middle: I went to the movies yesterday.
Yesterday, I went to the movies. I went yesterday to the movies.
2
groupwork, you could get Ss to ask you some of their questions. That could give you a better idea of what
remedial work on questions to do as you approach the end of the course.
3
forms. It also gives Ss some listening comprehension practice, with a bit of extra text concluding the story.

One hot afternoon, my friends and I went swimming. Jack often swims in a lake near our town. The rest of

something had one of his legs in its mouth. I called my friends and we hit the animal with sticks and rocks.

had very small teeth. We reported the incident at the police station. There was an article about it in the local
newspaper last week. Now, nobody swims in the lake. Apparently, a group of researchers from the state
university is going to investigate the incident.

4
for deciding what remedial work to do as the end of the course approaches.

WHAT’S HAPPENING?

40 T
 LESSON 3 Making it Real

English for your studies and profession

2
answers in pairs.

Information is a vital resource for world economies and human development, but nowadays there is an
enormous accumulation of information, and the quantity is increasing exponentially. Also, solid information

that professionals should be information literate.

Information literacy is the ability to recognize the need for additional information, to locate it, to evaluate it,
and to use it effectively. Students in higher education, professionals and other skilled workers must know

professional journals, theses and conference papers are in English.

a Which of the sources of information mentioned in paragraph 3 are usually solid and which are often questionable?
conference papers, and questionable information often from ‘wikinformation’.
b Which often have antiquated information and which have recent information?
Antiquated information from old textbooks, etc., recent information especially from current journals, etc.
c

d In what ways are you becoming information literate in your area of study?

BIOTECHNOLOGY REPORTS
Published by Elsevier.
Editor in Chief: Bo Mattiasson

The journal covers all aspects of

Biotechnology, with an emphasis on new
research. It has articles on areas such
as: Healthcare and Pharmaceutical
Biotechnology, Agricultural and
PLANS AND PROJECTS

Food Biotechnology, Environmental

Biotechnology, Molecular Biology,
Biofuels and Bioenergy, and
Nanobiotechnology.
41
 LESSON 3

English for your studies and profession

education and professional work. It is emphasized that much of the best information, and especially the most recent
information, is in English.

1
things they read and how many do not.

2 As indicated, this text is based on a real university website, and, in fact, a course on information literacy at
that university. Questions a and b address two key points in the text: some information is solid while some is

- Information is a vital resource nowadays, but there is a problem. What is it?

(There is an enormous accumulation of information, and the quantity is increasing exponentially.)
- Another problem is that information is mixed. What kinds of information are mixed?
(Solid and questionable information, antiquated and recent information.)

(The ability to recognize the need for additional information, locate it, evaluate it, and use it effectively.)
- Who in particular needs information literacy?
(Students in higher education, professionals and other skilled workers.)

(English.)
Then you could continue to questions c, d and e
Get Ss to discuss the three questions in pairs or groups. Then get some feedback from the whole class.
3

PLANS AND PROJECTS

41 T
 English for your life

In the USA, Billboard Magazine,

on popularity… that is, sales. In 2013 it published a 55th anniversary list of the all-time top 100 songs
from its charts. The following activities are about songs from the top 50 in that list, one for each decade,

1
translation of the lyrics of your favorite song. Bring it to the next class.

2 In groups, talk about your favorite song from the ones above. Say why you like your favorite, why you
don’t like some of the other songs, if the translation in Spanish is good in your opinion, etc.

Autonomous Learning

ways to express ideas in English. By listening to and reading a lot of English, you learn more ways to
express ideas.

1
sentences.

a I am going to stay in cheap hotels.

I plan to stay in cheap hotels.
b
It is not necessary to wear a uniform at school.
c I think you should take a taxi.
I suggest you take a taxi.
d She has few friends.
She does not have many friends.
e

f What does it cost?

2
Possible answers:
a he do
PLANS AND PROJECTS

c anything in the box

d colonial cities are beautiful

42 e is mine
 English for your life
Get Ss to read the introductory note. Then ask them:
have recordings of many songs in English? Do you have one or more favorite songs in English? Can you sing some
songs in English?”
1 Get Ss to all do this at home (on the Internet) – unless you are able to take recordings of some of the songs to
class, in which case start the activity in class and leave the rest to be done at home.
2 If eight or more Ss have done the activity, you can form groups around each of them. If many more have done
it, you can form smaller groups, and should get participation from more Ss. Get some feedback from the whole
class.

Autonomous learning
Get Ss to read the introductory note. Give them examples of alternative expressions in Spanish, e.g. “Si hubiera
Ask them for more examples. Emphasize
the point in the note that listening to and reading a lot of English is the best way to develop this ability – autonomous
learning.

1
2
individual-pairs-whole class procedure.

PLANS AND PROJECTS

42 T
 CHECKPOINT 2

Check your English

1

speak
a_______________
is beginning
b_________________

high school and she wants

c_______________ registered
d_______________
is going to start
beginners’ course in the Goethe-Institut, and she e______________________

graduated
f_______________ did not have
g________________
got
h_______________

she left
i_______________ is working
j_______________
does not want
pharmaceutical company, but she k___________________
Bayer, a famous German company. That is why she l________________________________________

does not know

At the moment, Gerardo m_______________________ likes
n_______________
plays
o_______________
are going to give
guitar and is a really good singer. Next Saturday, he and three friends p____________________________

2
the words and phrases from the box.

a few a little can few have little many much

must should what what did who who does

Peter: So you’re studying German now, are you?

Ma. Elena: –I
a little German.
speak a__________
Peter: Who
Wow! That’s fast! b__________ teaches you – a German or a Mexican?
Ma. Elena: What did
A Mexican, but her husband is German. c_______________ you do last weekend, Peter? I
phoned but you didn’t answer.
Peter: have to buy a new one today.
I went to Taxco – and I dropped my iPhone and broke it. I d__________
Ma. Elena: should get a silicone protector for it.
I told you – you e__________
Peter: f__________ you come to my
house on Thursday evening? I’m going
a few
to have g__________ friends round for
Thanksgiving.
Ma. Elena: much time
Well, I don’t have h__________

many
i__________ people
CHECKPOINT

are you expecting?

Peter: few
j_________

people are free on Thursdays.

43
 CHECKPOINT 2

Check your English

Remember, this section should not be treated as a formal test, certainly not one that should make Ss tremble. It is,
rather, 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

developing learner participation and autonomy, rather than doing all or most of it yourself.

1 This exercise covers the verb tenses Ss have worked with up to now (present simple, present continuous,
communicative context – the tenses mixed together in a continuous text, as they normally are in real use of
language.

2 wh- questions,

The results of Exercises 1 and 2 will probably show that some Ss (hopefully most) can handle most of these
language items fairly well in natural communicative contexts, while others (hopefully a minority) still have
problems. If that is the case, individualized attention is needed: remedial work for the weaker Ss (at least some
of it homework), while stronger Ss do something that is more interesting and useful for them.

CHECKPOINT

43 T
 Apply your English
1
probability for you. Then discuss your choices and your reasons in pairs or groups.

2
left. Search the Internet for their visa requirements for Mexican citizens, and write the countries in the

Visa required only Visa required only

Australia Germany Visa required for all for stays of over 3
visits months months
Brazil Japan
Australia Brazil Japan
Germany UK

USA Spain

Surnames

Given Names

Sex
Male

Marital Status i

- SELECT ONE -

01 JAN

03 MAR

- SELECT ONE -
CHECKPOINT

4 Imagine you are 25 years old and you are going abroad. Note down your plans: where, when,
44 why, how, for how long, etc. Then, in groups, talk about your different plans.
 Apply your English

also have some awareness of how they are managing and what they need to work on more. The context is travel,

to (sports events, work, etc.). It also involves the real-world task of completing an application form for a US visa, and
awareness-raising about visas for Mexicans worldwide. Elicit information and opinions from Ss when you check with
the whole class.

1 Get Ss to choose personal reasons for foreign travel individually before they work in pairs or groups. As usual,
you and one or more of the stronger Ss could demonstrate discussion of choices before all Ss work in pairs or
groups.

2 Obviously, this should be done as a homework task as it involves the use of the Internet. In a later class, Ss can
for Exercise 1.
3 Demonstrate the task by using the board to present a completed form (for yourself or one of the Ss in the class).

etc.)
4
for yourself answering those and other questions before getting all Ss to write their individual plans (possibly as
homework) and compare them in groups.

CHECKPOINT

44 T
 ENGLISH GERMAN FRENCH ITALIAN

Unit 1 Einheit 1 Unité 1 Unità 1

Verbs Verben Verbes Verbi

affect befallen affecter influenzare
change verändern changer cambiare
clean säubern nettoyer pulire
contaminate kontaminieren contaminer contaminare
contribute beisteuern contribuer contribuire
cover bedecken couvrir coprire
cut down abholzen réduire ridurre
develop entwickeln développer sviluppare
do tun faire fare
generate entwickeln produire, créer, générer generare
heat erhitzen chauffer riscaldare
light anzünden éclairer, allumer illuminare, accendere
make machen faire, fabriquer produrre, creare
present präsentieren présenter quelqu’un presentare
(à quelqu’un)
pollute verschmutzen polluer inquinare
satisfy befriedigen satisfaire, contenter soddisfare
use benutzen utiliser usare
waste verschwenden gaspiller, gâcher sprecare
water befeuchten arroser annaffiare

Nouns Nomen Noms Nomi

air die Luft air (m) aria (f)
building das Gebäude bâtiment (m), édifice (m) costruzione (f), edificio (m)
bulb die Lampe ampoule (f) lampadina (f)
concrete der Beton béton (m) calcestruzzo (m)
consumption der Konsum consommation (f) consumo (m)
emission der Ausstoß émission (f) emissione (f)
environment die Umwelt environnement (m) ambiente (m)
factory die Fabrik usine (f) fabbrica (f)
filter der Filter filtre (m) filtro (m)
forest der Wald forêt (f) foresta (f)
future die Zukunft avenir (m), futur (m) futuro (m)
heat die Hitze chaleur (f), chauffage (m) calore (m)
heater die Heizung appareil de chauffage (m), riscaldatore (m), stufa (f)
radiateur (m)
image das Bild image (f) immagine (f)
land das Land terre (f), sol (m) terra (f)
light das Licht lumière (f) luce (f)
present die Gegenwart cadeau (m), présent (m) presente (m)
road die Straße rue (f), route (f) strada (f)
waste die Verschwendung déchets (mpl), ordures (fpl) rifiuti (mp)
water das Wasser eau (f) acqua (f)
way der Weg chemin (m), direction (f) via (f), direzione (f)

Adjectives Adjektive Adjectifs Aggettivi

useful nützlich utile utile
useless nutzlos inutile, nul (m), nulle (f) inutile
efficent effizient efficace efficiente
inefficent uneffizient inefficace inefficiente
healthy gesund sain sano (m), sana (f), salutare
unhealthy ungesund malsain, maladif (m), malsano (m), malsana (f)
maladive (f)
clean sauber propre pulito (m), pulita (f)
dirty dreckig sale sporco (m), sporca (f)
good gut bon (m), bonne (f) buono (m), buona (f)
bad schlecht mauvais cattivo (m), cattiva (f)
modern modern moderne, actuel, moderno (m), moderna (f)
old-fashioned altmodisch démodé antiquato (m), antiquata (f)

45
VOCABULARY
 ENGLISH GERMAN FRENCH ITALIAN

Unit 2 Einheit 2 Unité 2 Unità 2

Verbs Verben Verbes Verbi

begin beginnen commencer iniziare
become werden devenir, se transformer en… diventare
come kommen venir venire
do machen faire fare
eat essen manger mangiare
end enden finir finire
feel fühlen sentir sentire
finish venden terminer terminare
have haben avoir avere
get up aufstehen se lever (v pron) alzarsi
give geben donner dare
go gehen aller andare
learn lernen apprendre imparare
like mögen aimer piacere
live leben habiter, vivre vivere
make machen faire, fabriquer produrre, creare
play spielen jouer giocare
practice üben, praktizieren pratiquer praticare
read lesen lire leggere
spend ausgeben dépenser spendere
start anfangen démarrer, commencer cominciare
stay bleiben rester stare
study studieren étudier studiare
think denken penser pensare
use benutzen utiliser, consommer usare
wear tragen porter, mettre indossare
write schreiben écrire scrivere

Nouns Nomen Noms Nomi

peace der Frieden paix (f) pace (f)
treaty das Abkommen traité (m) trattato (m)
development die Entwicklung développement (m) sviluppo (m)
infrastructure die Infrastruktur infrastructure (f) infrastruttura (f)
investment die Investition investissement (m) investimento (m)
island die Insel île (f) isola (f)
resort die Zuflucht hôtel (m) resort (m)
success der Erfolg succès (m), réussite (f) successo (m)
visitor der Besucher invité, visiteur visitatore

Adverbs Adverben Adverbes Avverbi

after nach après dopo
before vor précédent, déjà prima
during während pendant, durant durante

Unit 3 Einheit 3 Unité 3 Unità 3

Airport words die Flughafen-Begriffe

arrivals die Ankunft arrivées arrivi
customs die Einfuhr douane (f) dogana (f)
Internet das Internet internet (m) internet (m)
toilets die Toiletten toilettes (fpl) bagni (mpl)
telephone das Telefon téléphone (m) telefono (m)
baggage claim das Packetband retrait de bagages (m) richiesta dei bagagli
departures die Abfahrt départs (mpl) partenze (fpl)
restaurant das Restaurant restaurant (m) ristorante (m)
taxi das Taxi taxi (m) taxi (m)
waiting room der Wartesaal salle d’attente (f) sala d’attesa (f)
announcement die Ankündigung annonce (f) annuncio (m)
board an Bord gehen embarquement (m) imbarco (m)

46
VOCABULARY
 ENGLISH GERMAN FRENCH ITALIAN

boarding pass der Boardingpass carnet d’embarquement (f) carta d’imbarco (f)
flight der Flug vol (m) volo (m)
last call der letzte Aufruf dernier appel ultima chiamata (f)
passengers die Passagiere passagers (mpl) passeggeri (mpl)
passport der Reisepass passeport (m) passaporto (m)
rows die Reihen rangées (fpl) fila
parking lots der Parkplatz stationnement (m), parking (m) parcheggio (m)
currency exchange der Austausch von bureau d’échange (m) cambio valute (m)
Währungen
duty-free stores das steuerfreie Geschäft boutique hors taxe (f), negozio esente da tasse (m)
magasin hors taxe (m)
hotel das Hotel hôtel (m) hotel (m)
check-in desk der Abflugschalter comptoir d’enregistrement (m) banco chec k in (m)
information desk der Informationsstand accueil (m), bureau sportello informativo (m)
d’information (m)
pharmacy die Apotheke pharmacie (f) farmacia (f)

Unit 4 Einheit 4 Unité 4 Unitá 4

Nouns Nomen Noms Nomi

developed country das entwickelte Land pays développé (m) paese sviluppato (m)
disease die Krankheit maladie (f) malattia (f)
economic growth das Wirtschaftswachstum croissance économique (f) crescita economica (f)
human resources die menschlichen Ressourcen ressources humaines (fpl) risorse umane (fpl)
illiteracy der Analphabetismus illettrisme (m), analfabetismo (m)
analphabétisme (m)
poverty die Armut pauvreté (f) poverta` (f)
urban employment der städtische Arbeitsplatz emploi urbain (m) occupazione urbana (f), lavoro
urbano (m)
applicant der Bewerber candidat (m), postulant (m) canditato (m), aspirante (m)
application die Bewerbung candidature (f) candidatura (f)
branch die Branche / der branche (f) filiale (f)
Geschäftszweig
boss der Chef patron (m), chef (m) capo (m)
bottom der niedrigste Stand fond (m), bas (m) fondo (m)
career die Karriere carrière (f) carriera (f)
center das Zentrum centre (m) centro (m)
co-worker der Kollege/ die Kollegin collègue (m) collega (m)
graduation die Absolvierung remise des diplômes (f) laurea (f)
growth das Wachstum croissance (f), crescita (f)
développement (m)
interview das Interview entrevue (f), entretien (m) colloquio (m)
investment die Investition investissement (m) investimento (m)
job der Job travail (m) lavoro (m)
manager der Manager directeur, gérant manager, direttore
management die Leitung direction (f), gestion (f) gestione (f), amministrazione (f)
pass das Bestehen passe (f) passaggio (m)
promotion die Werbung promotion (f), publicité (f) promozione (f)
qualification die Qualifikation diplôme (m), expérience titolo di studio (m)
requise (f)
reference die Referenz référence (f), source (f) riferimento (m)
research die Untersuchung recherche (f) fare ricerche
salary das Einkommen salaire (m) stipendio (m)
skill die Fähigkeit compétence (f), don (m) abilita` (f)
staff die Belegschaft personnel (m) personale (m), staff (m)
subject das Subjekt sujet (m), matière (f) materia (f)
test der Test test (m) test (m)
top die Spitze sommet (m), haut (m) cima (f), vertice (m), top (m)
wage der Lohn salaire (m) salario (m)
work die Arbeit travail (m), emploi (m) lavoro (m)

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: Alheli Arechiga
Aguilar, Roberto Javier Arellano Domínguez, Sarah Conway, Paul Davies,
Tomas Hernández Ángeles, Claudia Liliana Hernández Hernández, Jacob
Law, Neil Isaias Sevilla Islas, Amber Shaw, Acintlalli Sunachi Vazquez Minor
and Alanna Wilson Walter Feltner.

© EpicStockMedia - Fotolia.com, © Yakor - Fotolia.com, © mbruxelle - Fotolia.com, © rabbit75_fot -

Fotolia.com, © marinaphoto - Fotolia.com, © spiritofamerica - Fotolia.com, © SOMATUSCANI - Fotolia.com,
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Fotolia.com, © Minerva Studio - Fotolia.com, © Sergejs Rahunoks - Fotolia.com, © william87 - Fotolia.com.
gary yim / Shutterstock.com _145768667 - shutterstock_78284305 - shutterstock_109468409, Bancs le long
du chemin © Photocolorsteph - Fotolia, Woman eating fast food. © Gennadiy Poznyakov - Fotolia,
freundlicher beraterin im gespräch mit kunden © contrastwerkstatt - Fotolia, three giraffes walking in Etosha
National Park © lucaar - Fotolia, businessman in a suit smiling © photoniko - Fotolia, overworked
businessman © V&P Photo Studio - Fotoli, pc 742 © olly - Fotolia, verschiedene Zeitschriften © Henry
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RGtimeline - Fotolia, Los Arcos Aqueduct of Queretaro, Mexico. © Bryan Busovicki - Fotolia.
Make It Real! Professional Teacher’s book A1.2
was printed at UAEH University Press
in October, 2014.

Print run 500 copies.

 Sign up as a new user:

1 Go to http://platform.miruaeh.com

2 Click on Sign up and then select Teacher as your

type of user.

3 Fill in the registration form and in MIR! Book Code

enter the code located at the bottom of this tab.

4 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:

1 Log in with your account.

2 Go to Junior series or Professional series

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

3 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.

* The files will download as ZIP files. Remember that the

download speed depends on your internet connection.

3851
1
 ®

MAKE IT REAL! Professional has been written studies and work, world situations and events, etc.
specifically for Hidalgo State University students 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:

Because it has been written for a specific learner 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 in leading international proficiency tests
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. vv
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.