A2.2 Ingles

Student’s book
A2.2
Paul Sarah Verónica Martha Guadalupe Claudia Liliana Laura

Davies Conway Espino Barranco 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.
AII 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 lt Real! Professional Student's book A2.2:
Editors: Paul Davies and Sarah Conway
Coordinators: Diana Matxalen Hernández Cortés, Edward Amador Pliego

Project manager: Claudia Liliana Hernández Hernández
Authors:
Paul Davies, Sarah Conway, Verónica Espino Barranco, Martha Guadalupe Hernández Alvarado,
Claudia Liliana Hernández Hernández, Laura López González
Cover and interior design: Nancy Yuridia Vega Ramírez

Web materials developer and editor: Jacob Law
Web developer: Jorge Alberto Hernández Téllez
lllustrator: lvan Emilio Tapia Camargo
Photographer: Madian Zarai Guevara Medina
First published 2015

1 st printing 2015
I SBN: 978-607-482-438-4
Make lt Real!® is a registered trademark
Printed in Mexico
Dear Students:
The Autonomous University of the State of Hidalgo is one of the best universities in Latin America.
Among the reasons is our university’s academic impact and reputation, which mainly depends on the
quality of its teachers, its research quality and the employability of its graduates.
To further improve the employability of our graduates, we want to provide our teachers and students
with tools that can really enable our graduates to effectively communicate in English (listening,
speaking, reading and writing), which will contribute to the holistic development of their personal,
academic and occupational competences to their full potential. This is an area in which most
institutions of higher education in Mexico are notoriously unsuccessful, for a variety of reasons,
including the use of materials that are not designed for the characteristics and needs of their students.
The book you have in your hands, part of the Make it Real! series, is the result of a great effort of our
institution to provide you with material that is really appropriate for UAEH students. It works with
situations in which a high school or university graduate from Hidalgo could really need to use English.
It was developed based on an analysis of UAEH students’ present and future needs regarding the use
our students, if they also make the necessary effort, can all become capable of effectively participating
in situations that require the use of English, whether in Hidalgo, elsewhere in Mexico or in other
countries.
aiming at higher, but realistic goals.
Best wishes,
The President
GENERAL
INTRODUCTION
1 THE MAKE IT REAL! PROJECT
Make It Real! is a response to the unsatisfactory level of English of most students in the UAEH, as in many other
institutions of higher education, including almost all public ones (Davies 2009, González et al. 2004, Lemus et al.
2008). After more than three years of school English, most students enter bachillerato with a beginner or low
elementary level in the language. Then, after two or three more years of English courses in bachillerato, they enter
licenciaturas with little improvement. 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 focused and motivating teaching of the language. And
foundations, the project team analyzed the situation with most of the teachers in UAEH Bachillerato and
respect to the teaching and learning of English in the Licenciaturas have solid ELT preparation, many having
UAEH. Among probable explanations for the low level of graduated from the LELI, which means they should
achievement in the UAEH English courses are those have notions at least of the kind of communicative ELT
mentioned above: the negative experiences of students (Text-based, Content-based, Task-based, etc.) that the
in previous English courses, leaving them with little Make It Real! project employs.
English and low motivation for further study of English.
STUDENT NEEDS ANALYSIS
In addition, the groups of over 30 students common in
the UAEH do not help, nor do the few hours of class per The Make It Real! team also carried out a student needs
week (three or four), nor the feeling many English analysis. Some of the key points from that analysis are
teachers have that, in the UAEH context, they cannot the following. The great majority of UAEH students and
apply the “best practice” they studied in their graduates will use English in Mexico for study,
professional training (LELI, etc.). professional development, work and other
communicative purposes, not in English-speaking
Two points in the analysis that were fundamental for the countries and everyday social intercourse, which tend
development of the Make It Real! methodology and to be prominent, if not dominant, in most published EFL
materials were that the existing UAEH English textbooks (though some UAEH students and graduates
syllabuses were not appropriate for the context and the may have the need, or the aspiration, for such uses –
needs of the students, nor were the international postgraduate study, business travel, tourism, etc.). For
textbooks being used. International publishers produce study, professional development and most work,
books they hope to sell around the world, to European, reading will be the primary skill required by UAEH
Asian and other Latin American students, as well as students and graduates, but many may require other
Mexican ones, of all ages and walks of life. The new skills as much, or even more (for tourist services,
Make It Real! textbooks are for Mexican students in international commerce, etc.). Most students entering
UAEH English courses require “therapeutic teaching” to
for UAEH students. 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
potentially positive aspects of the UAEH situation, two in that courses that are distinctly different from their
particular. The students in Bachillerato, and even more previous courses, as well as being in line with
in Licenciaturas, have much greater probable need,
students’ “recovery” and renewed motivation.
primary school students, which should permit a more
IV
2 MAKE IT REAL! MATERIALS AND METHODOLOGY
In response to the situation discussed above, Make It Real! provides:
Online components to complement classroom teaching-learning

(as well as the more
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
for them.
TEACHING CYCLES AND

CLASSROOM ENGLISH COMMUNICATION
Real CLT begins with the establishment and the The traditional teaching cycle (classroom lesson or
progressive development of English as the main book lesson) generally follows the PPP sequence:
classroom language. Jane Willis, a pioneer of Presentation of target grammar and/or vocabulary
Task-Based Learning (TBL, a communicative approach
favored by Cambridge English and Ellis among many dialogue or text and some kind of analysis or
others), published Teaching English Through English as explanation; Practice of the language items, usually oral
long ago as 1981. She, like most successful language
teachers, sees classroom English, developed to its full then slightly freer oral practice; Production, mainly
potential, as generally the single most communicative speaking and writing work involving a lot of use of the
use of the target language in an English course. There target language items. Most students have had mainly
are many techniques for establishing and developing PPP teaching prior to entering the UAEH, with a focus
English as the main classroom language (see Willis on grammar and vocabulary dominating the lessons
1981, and the notes in this Guide). Students who cannot and the tests, and little or no real communicative use of
handle routine classroom discourse in English are very English.
unlikely to be able to handle other more variable and
less predictable spoken discourse in English. Since before the beginning of this century, best practice
in CLT has shifted away from PPP and language-based
Establishing English as the main classroom language teaching (though PPP is still considered by many
does not mean the total prohibition of Spanish; it can be experts and successful teachers to be useful within
very useful at certain times. However, most students CLT) towards text-, content-, task- and skills-based
have had far too much Spanish in their secondary teaching. That means beginning each teaching cycle
school English classes, and it has helped them little, with communication, not focusing on language (which
and has usually encouraged attitudes and habits that comes later). That is the approach underlying the Make
hinder, not help, the acquisition of English for real It Real! syllabuses, teaching-learning materials and
communication. tests.
V
With this approach, each Make It Real! teaching cycle In the textbooks, the actual focus on the
begins with natural texts (written and spoken input texts form-system-usage (or structure, rules, etc.) of the
with potentially interesting content) with comprehension items generally involves getting the students to explore
tasks and related speaking and/or writing tasks. That is, and discover features of the target language for
every teaching cycle begins with communication and
the development of communicative skills, not with a grammar or vocabulary tables and tasks, answer
focus on target language items. questions about form and usage, etc.). This is known as
noticing, guided discovery or consciousness-raising,
Since virtually all UAEH students have Spanish as their and is recommended in modern ELT methodology
native language (or in a few cases, a strong second
language) comprehension of input texts at beginner movement towards learner-centered teaching and the
and low elementary level is facilitated by using many promotion of learner autonomy. However, other
English-Spanish cognates, as well as simple English techniques are sometimes used in the textbooks
discourse, transparent topics and visual (explicit rules, explanation of various types, verbal and
contextualization, while keeping the texts as natural as non-verbal, e.g. diagrams) or are suggested as options
possible. Beginning lessons this way should encourage in the Teacher’s Guide.
and motivate students after their generally negative
secondary school experiences of English classes,
focused largely on the language (grammar and given a rule or explanation, guided discovery by the
vocabulary), not communication (whatever the SEP learners is rendered impossible, but the teacher can
syllabuses indicate). always give rules or explanation after guided discovery
if that has not worked for all students. The best choice
The written and spoken input texts establish the topic or of technique, or combination of techniques, for
topics of each lesson, and they also contain examples focusing on form-system-usage may depend on the
of grammar and/or vocabulary items to be focused on
later, but which do not need to be “already known” for considerations (the types of student in the group, time
the comprehension and other skills tasks. This available, etc.).
the natural language acquisition process of children Focus on form-system-usage is accompanied or

followed by spoken and written production practice of
second language where it is the national or community various types, depending on the nature of the language
language. They receive much more communicative items, etc. The Teacher’s Guide may suggest additional
input, containing forms they do not yet “know” or “fully practice exercises or activities. Most of the practice
command”, than students in a foreign language exercises and activities are in the traditional ELT
classroom. However, UAEH students are in a foreign repertoire, but some may be innovative, or at least
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 With regard to language practice, it is important to note
vocabulary, expressions and grammar). This focus on that, while teaching “programs” suggest that linguistic
language comes after the initial communicative work,
and is followed by more communicative work (Is it real skills) can be taught one by one in set periods of time,
for you?), which closes the teaching cycle. SLA is absolutely clear that language learning is a
progressive, rather erratic and individually variable
FOCUS ON LANGUAGE process. A few students may, possibly, learn things
permanently in a given language focus or practice
In the Make It Real! textbooks the Focus on Language session, while others learn them only provisionally and
section may exploit examples of target grammar and/or later forget them, others are still very shaky after the
vocabulary that have appeared in the preceding written session and a few are still a bit lost. Practice of target
and spoken input texts (other examples possibly
having been produced by the stronger students in the beginning of a complex process, and a variable
speaking and writing tasks related to the input texts), or process for different learners. A lot of focus on
it may be based on examples in mini texts (PPP-style) in language, as learners advance, needs to be remedial,
the Focus on Language section itself, or a combination not on the target items of the unit, but it should be
of both. equally patient and creative.
VI
SPANISH AND UAEH ELT
International textbooks are written “for the whole world”, but Make It Real! has been written for UAEH students.
Apart from having many needs in common in relation to the learning and real use of English (which Make It Real!
takes into account in its content and methodology), these students have a common native language (or strong
second language), Spanish. This can be a problem (e.g. where English is not solidly established as the main
classroom language), but it also has advantages (e.g. even beginners can be provided with comprehensible and
interesting input texts, written and spoken, through the use of English-Spanish cognates). It is also exploited in the
Focus on Language sections of Make It Real! and in the relevant notes in the Teacher’s Guide. Teachers should be
more or less attention. It can often be useful to make students aware of this also, asking them whether certain
English grammar or vocabulary is quite similar to Spanish or very different.
MIXED LEVEL GROUPS AND LEARNER AUTONOMY
Virtually all UAEH groups are mixed level (even Course 1). This can be a problem, with either the stronger students
getting bored and frustrated or the weaker students getting confused and lost – or both. The communicative
approach of Make It Real!, with its text-, content-, task- and skills-based elements, and its guided discovery
approach to work on language, allows positive interaction between the weaker and the stronger students, the latter
helping the former, while still having plenty to deal with themselves, and the former sometimes surprising the latter
(and themselves) with what they manage to understand and do autonomously. The development of autonomy in
language learning and use calls for skill from the teacher also, and the Teacher’s Guide provides ideas in this area.
REFERENCES
Cambridge ESOL. 2011. Using the CEFR: Principles of Good Practice. Cambridge ESOL, at
http://www.cambridgeenglish.org/images/126011-using-cefr-principles-of-good-practice.pdf
Davies, P. 2009. Strategic Management of ELT in Public Educational Systems: Trying to Reduce Failure, Increase Success.
TESL-EJ, vol.12, no. 3, at www.tesl-ej.org/pdf/ej51/a2.pdf
González Robles, R., Vivaldo Lima, J. and Castillo Morales, A. 2004. Competencia lingüística en inglés de estudiantes
de primer ingreso a las instituciones de educación superior del área metropolitana de la ciudad de México. ANUIES
and UAM, Ixtapalapa
Ellis, R. 2008. Principles of Instructed Language Acquisition, CAL, at
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
Lemus Hidalgo, M. E., Durán Howard, K. and Martínez Sánchez, M. 2008. El nivel de inglés y su problemática en tres
Memorias del IV Foro Nacional de Estudios de Lenguas
(FONAEL 2008) at
Lightbown, P. M. and Spada, N. 2006. How Languages Are Learned. OUP
Willis, J. 1981. Teaching English Through English. Longman
VII
UNIT 1
COMMUNICATION
CONTENTS
LESSON / TOPICS NOTIONS / FUNCTIONS VOCABULARY GRAMMAR COMMUNICATIVE SKILLS
1.1 for and since)

Communication
and technology
page 1
1.2 ever, never

Communicating and yet, already
effectively ever, never, yet,
already, always, often)
page 5
1.3
Making it Real
page 9
UNIT 2
POSSIBLE FUTURES
2.1
Looking ahead
page 11
pollute-pollution
2.2
Opinions think, believe, expect, hope, say,
page 15 think, could, shall, have to,
believe, expect, hope, say,
Expect hope wait
2.3
Making it Real
page 19
CHECKPOINT 1 Check your English and Apply your English Page 21

UNIT 3
HUMAN CREATIVITY
3.1
Inventions and
Inventors
page 23
3.2 ed ing
Developing
civilization
page 27
3.3
Making it Real
page 31
UNIT 4
A WORLD OF KNOWLEDGE
4.1 and, but; because; so

chemistry, chemist, (that), and (in order) to
Sciences
chemical, heat, boil, melt, Wh-
page 33 evaporate, mix, mixture, test, prove,
fall, decrease, rise, increase,
4.2
Cultures a lot, many, (not) much,
page 37 (a) little, (a) few, some, any, both,
How (not) as… as…

4.3
much/many/big/far,
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!,
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
“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 consolidating Ss’ repertoire of classroom English. Get students used to the classroom English you use
with TPR of instructions: Open your books to page…. Close your books. Who can tell me…? Compare your answers,
etc. Present some basic expressions for the Ss to use: May/Can I come in? Can/May I go to the bathroom? Sorry, I
didn’t understand. Can you say that again, please?, etc. If you write these expressions on a roll of heavy paper, you
can put it on the wall for the next few classes, adding extra expressions and pointing to expressions when necessary.
When students say something necessary for classroom communication in Spanish, like “¿Puedo pasar?”, “No
entiendo”, or “Perdón. ¿Podría repetirlo?”, see if any of the stronger students can give the equivalent in English, and
if not give the English equivalent (“May/Can I come in?”, “I don’t understand”, “Sorry. I didn’t understand. Can you
say that again?”); then get choral and individual repetition of the expression. Insist on the use of these expressions
in future.
In English if possible (or in Spanish if necessary), discuss how Ss are doing in their licenciaturas, their future
prospects, and the probable place of English in those prospects, and also their previous experiences of English
courses (at school, in a language center, etc.). Point out that their progress through a Licenciatura means they are
approaching the top of an educational and employment pyramid (virtually everybody goes to primary, most people
to secondary, far fewer to bachillerato, and fewer still start a licenciatura). Most of them should go on to skilled work
or higher education and a profession. In skilled work, higher education and the professions, English is much more
etc. Promise the Ss, with their cooperation, “good” classes (typically with English as the main classroom language,
and the development of communicative skills as the main goal), not “bad” ones like those most of the students had
before they started studying with MIR.
All of the above should begin to indicate which students are stronger in English and which are weaker (probably with
a big difference between them), and which have more positive attitudes towards English and which more negative
attitudes. You may want to give all the students a short basic placement test also to classify the students more
objectively.
X
An English textbook for the
UAEH community!
A teaching methodology especially adapted for our
learning context
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: Present perfect vs. simple present, especially with just, already and yet
British and American English: They’ve just arrived. I’ve already paid that bill. Have you phoned him yet?
Much American English: They just arrived. I already paid that bill. Did you phone him yet?
But the simple past sometimes sounds strange:
XI
UNIT 1 COMMUNICATION
LESSON 1 Communication and technology
1 Real Use of English
1 In pairs, discuss your use of each of the communication options in the box.
letter ordinary telephone e-mail cell-phone texting Skype WhatsApp
Student 1: I never send letters. To write people, I always use e-mail or texting.
Student 2: I sometimes send letters – to my grandma. She lives in Campeche and she’s very traditional.
Student 1: Yes, some old people like letters. Do you often use an ordinary telephone?
2 Read the following magazine article and answer the questions below.
HOW TECHNOLOGY
HAS CHANGED
OUR LIVES
Human language is exceptional. It is one of the the telephone, predicted, “One day, there will be a
telephone in every town in America.”
language used by non-human animals. Another
extraordinary aspect of human communication is He was not wrong, but not completely right:
that we can communicate over time and space, nowadays, most houses, institutions and
not only in direct contact with others. Since the businesses in the USA have a telephone. And now,
beginning of human history, communication has beyond Bell’s dreams, most people in developed
taken many forms. For millennia, humans have countries have cell-phones. They can contact
used drums, smoke signals, writing on parchment friends, family and people with similar interests all
or paper, carrier pigeons and other ways to send over the world, even in the street. They can share
their messages to others at a distance. photos, videos, music, books and other personal
or academic information, organize their lives or just
The problems with all of those methods kill time.
of communication were that they were slow
So have all these technological advances
affected how we communicate? Of course they
based communication – the telephone and the have! Families now spend hours together without
telegraph – changed everything dramatically. For talking to each other. Some couples take their cell-
phones to bed with them. Children learn to use
over long distances was almost instantaneous. touch screens before they learn to hold a crayon.
Alexander Graham Bell, the man who invented The question is, are all these changes positive?
a What examples of traditional human communications does the article give?

drums, writing paper, smoke signals
COMMUNICATION
b Which two inventions revolutionized human communication?

telephone and telegraph
c The article says that Bell was not wrong but not completely right. What does that mean?
that there will be a telephone in every town in the United States, although there are already many
d What examples of cell-phone use does the article give? What else do you use your cell-phone for?
Talk with everywhere and share videos and photos
1 e Do you think the changes in the way we communicate are positive or not? Why?
yes because it bring us closer to other people and therefore to other cultures, which makes us more diverse
UNIT 1 COMMUNICATION
UNIT OBJECTIVES:
1
2
3
4
LESSON 1 Communication and technology
Focus on Language
2
“What computer/laptop/tablet/cell-
d e
COMMUNICATION
1T
1 1 Listen to a presentation by an American recruiter at the UAEH Employment Fair and check the
two correct answers to each question.
How long has Skype existed?
1 For more than a decade. X

A 2 For almost a decade.
3 Since 2003. X
4 Since 1993.
According to the recruiter, in which departments does Skype have vacancies?
1 The marketing department.
B 2 The software development department. X

3 The business administration department. X
4 The legal department.
According to the recruiter, what characteristics do good Skype candidates

have?
1 They speak English. X

C 2 They like computers.
3 They have worked at an international communications company before.
4 They believe communication is important. X
2 2
Listen to the recruiter answering students’ questions about Skype. Check ( ) the statements
that are true and then correct the statements that are false.
a The recruiter doesn’t believe that Skype has changed the way we communicate.
b The word skype has become a verb.

c The young man has skyped a friend.
d The recruiter’s mom hasn’t learned to use Skype.
In groups, talk about what you want to do after you graduate from university.
Student 1: I want to work in an international company.

Student 2: Like Skype?
Student 1: No, like Volkswagen.
COMMUNICATION
Write a short paragraph (3-5 sentences) explaining why you are a good candidate for a job at
Skype, Volkswagen or another company.
2 I am a good candidate for a job at __________ because I __________. I also…

1
LISTENING SCRIPT:
LISTENING SCRIPT:
C Speaking
COMMUNICATION
2T
2. Focus on Language
Vocabulary
1 Research what these common e-mail and chat abbreviations mean and write them as complete phrases.
a LOL laugh out loud f BTW by the way

b AFK away from keyboard g IDK I don´t know
c BRB be right back h CU see you
d G2G got to go i ASAP as soon as posible

e IMO in my opinion j OMG oh my God
2 Research and write down more abbreviations you know. In the next class, test your classmates on them.
Student 1: Do you know what LMAO means?
Student 2: Hmm…
3 Match the symbols and the words.
a @ 1 dot
b # 2 underscore
c _ 3 forward-slash
d – 4 hashtag
e . 5 back-slash
f / 6 at
g \ 7 hyphen
4 Ask three classmates for their e-mail address, blog address, Twitter/Instagram username and other
online IDs. Write them down.
Student 1: What’s your e-mail address?

Student 2: It’s ‘coolboy twenty-two at hotmail dot com’.
5 Write the past participles of the following verbs. They all occur in this lesson, but use a dictionary if
necessary.
write take use
exist create change

COMMUNICATION
become learn make
be sign up skype
3
2 Focus on Language
3
coolboy
.
/d/ /t/ /id/
COMMUNICATION
3T
Grammar
1 Read the sentences and complete the table with have, has, haven’t and hasn’t. Then answer the
question below the table.
a For millennia, humans have used many different ways to send their messages to others at a distance.
b Skype has operated since 2003.

c
d The recruiter hasn’t come to give a course. He has come to give a presentation at the Employment Fair.
e Has Jenny learned to skype? Yes, she has. She has used Skype since she was a child.
f Have her parents learned to skype? No, they haven’t.
I-You-We-They He-She-It
_______ _______
Negative I haven’t called my family for a week. Susana _______ called her family since Christmas!
_______ _______
Is there a similar grammatical structure, with a similar use, in Spanish?
2 Look at the sentences again. Complete the rules with for and since.
Use _______ to specify when something started happening.
Use _______ to specify a period of time that something has happened.
3 Complete the sentences with words from the box. You will not need all the words.
has hasn’t have haven’t for made make never registered see seen since used
a Since my cousin moved to California, we have both __________ Skype to keep in touch.
b Smartphones __________ changed a lot. My new one can do many more things than my old one.
c - Have you __________ for an account on Make It Real! online? - Yes, I __________.
d My little brother has used a tablet __________ he was just two years old!
e My grandfather __________ bought a cell-phone, and he isn’t going to buy one!
f I have had my laptop __________ two years.

g - Have you __________ my cell-phone? I thought I left it right here. - No, I __________.
h Technology has __________ enormous changes in the way we study, socialize and relax.
4 In groups, talk about how long you have or haven’t used different means of communication.
Student 1: I’ve used Skype for two years now. How long have you used it?
Student 2: I’ve never skyped. But I’ve texted since I was in elementary school. What about you, Juan?
COMMUNICATION
Notice: How long?

To ask about a period of time, use How long? The answer usually contains for or since:
How long have you lived in Pachuca? I’ve lived here for ten years / since I was eight years old.
4
1
desde hace (Vivo aquí desde hace 15 años)
relatively
2
for since.
3
since for
4
telegram, courier,
I have never sent a telegram)
Notice:
COMMUNICATION
4T
LESSON 2 Communicating Effectively
1 In groups, talk about your experience of interviews. Consider the following questions.
Have you ever had a formal interview for anything, for example, a job?
Yes I have a lot of times
If you have had one or more interviews, what were they for, and what were they like?
They were for a job and always were very fast and interesting
Do you think it is better to prepare for an interview or just be yourself and improvise?
I think that you can´t prepare very well, but always is better have something before the interview
2 Read the following article and answer the questions.
SUCCESSFUL INTERVIEWS – IN ENGLISH

By the age of 18 or 19, most people have had an interview for something
important in their lives – entry to an educational institution, a scholarship
or a job. Most interviews are in a person’s native language, but nowadays
more and more people around the world need to do interviews in English.
This is especially true for people in higher education and applying for
skilled or professional employment. The principles and preparation for
doing well in an interview in English are the same as those for one in your
native language. Here are a few basic points:
1 Be fully familiar with essential information about the institution or

company, and about the course, scholarship or job you are applying for.
2 Consider your strengths (and weaknesses, with plans to rectify them)
experience. Prepare a résumé to hand in, even if not required.
3 Dress appropriately, which may be more casually for certain interviews

and more formally for others. Look your best from the interviewers’ point
of view.
4 Arrive well before the appointed time for the interview, not in a rush or late.
However, interviews in English require special preparation if you haven’t reached an intermediate level in
somebody with very good English to check it. You can practice the interview, again with a person with very
good English interviewing you. It is very important, however, not to be obsessed and very nervous about
your English. Just prepare as well as you can and increase the amount of English in your daily life for some
time before the interview (try to think in English a lot). Remember that interviews are about who you are and
what relevant things you have learned, have done and can do, but you must be able to communicate all that
effectively and make a good impression.
a What three types of interview does the article refer to?

for a job, for a scholarship and for a educational institution
b When do many Mexicans have to do interviews in English? Why?
in a higher level school and when people want to apply for profesional employment
c Which of the four points given require special preparation for interviews in English? Why?
COMMUNICATION
1 and 2 because are the base of the comunication in the interview

d What three ways of preparing for an interview in English does the article suggest?
writing, practicing and increasing important information about the interview
e
5 3 In pairs, compare and discuss your answers to Exercise 2.
LESSON 2
2 3
a-d
e
COMMUNICATION
5T
1 3
candidates for a job in the company. Answer the following questions.
a Who is American – the man or the woman?
the woman
b Has the man done many job interviews before?
yes he has many interviews in spanish
c How many minutes do they have for each interview?
around 6 and 7 minutes
d Who will begin talking to the candidates – the man or the woman? With what intention?
the man because he wanted to make the candidates feel relaxed
e What will the questions in the next part of the interview be about?
candidate´s studies and experience
f Who will ask the candidates about their ambitions?
the man
2 4 Now listen to part of one of the interviews and complete an interviewer’s notes.
Armando Castillo (21)

8th
In _ ____________ tourism
_ semester of ____________ the poli
__ at ____________ __ .
Has had experience as a ____tourist guide ____ during last
____________
3 summer _______ vacations.
_ ____________
California __ for one _ ____________
Lived with relatives in ____________ year .
87
____________ 2 months _______ ago.
__ points on TOEFL iBT, ____________
advanced __
Good computer skills – has just finished an ____________
course.
tourist guide_______ all his life, but to
Doesn’t want to be a _ ____________
top executive
become a ____________ in a big company
_________________________________________ .
1 Imagine you’ve just graduated from university and are applying for a one-semester Spanish
language assistant program. The program is to help Mexican graduates improve their English while
they help American students in bilingual schools improve their Spanish. Prepare for the interview,
noting down your abilities, experience, etc.
2 Work in pairs, one as a candidate for the program and the other as an interviewer. Ask and answer
What did you study at university? Why do you want to go on the program? Have you ever…?
Can you…? Do you…? What are you…? What do you plan to do after the program?
Complete the following section of the application form for Spanish language assistants.
COMMUNICATION
Why do you want to be a Spanish language assistant? Why you think you are a good candidate?
Answer these two questions below in 40 - 50 words.
6
1
before preparing
2
COMMUNICATION
6T
2. Focus on Language
Vocabulary
1 Complete the following conversation in a UAEH English class with words from the box.
ago always already ever for just last never since yet
Teacher: How long have you studied English, Juan?

Juan: Well, I’ve had classes a) _______ eight years, but mostly bad ones – until now! I haven’t reached
a really good level b) _______ , I know, but I’m determined to get there.
Teacher: Don’t be modest – your English is very good.
Juan: Well, I’ve c) _______
Teacher: Ah, that’s right. Remind me - how long were you away?
Juan: Two weeks. I was staying with relatives in Oregon. I got back d) _______ Friday.
Teacher: OK. Have you e) _______ been to the USA, Silvia?
Silvia: No, I’ve f) _______ been there, but I’m going to Canada next July for a youth congress.
Teacher: A youth congress? That will be a challenge – but your English is good too.
Silvia: Yes, I’ve g) _________ started to prepare my talk – we all have to give one about our country.
Teacher: Well, you have lots of time still. You didn’t have English classes at school, did you, Gabriel?
Gabriel: No. I… I have had English classes only h) _______ I start… started here at the UAEH.
Teacher: That was only a year i) _______ , right? You’re doing very well, Gabriel. Congratulations!
Gabriel: I have… I have j) __________ liked languages.
Teacher: Well, you speak Náhautl, Spanish, and now English. What next? French…?
Gabriel:
2 Look at the verbs in the box, most of them used in this lesson. In pairs, do the tasks.
apply be become begin come communicate do get give go graduate have

include know make mean prepare speak spend start take talk think work
a Continue underlining the irregular verbs.
b Write out the regular verbs with their past tense and past participle forms (same form).
Example: apply – applied – applied, co……..
c Copy and continue the following table for the irregular verbs. Use a dictionary if necessary.
INFINITIVE SIMPLE PAST TENSE PAST PARTICIPLE
be was - were been

become became become
COMMUNICATION
Notice: The present perfect with been (to) and gone (to)
Both been and gone can function as the past participle of go, but with different meanings:
Celia has been to New York. (And she has come back to Mexico. Possibly she has been several times.)
7 Celia has gone to New York. (And she is there now.)
2 Focus on Language
Notice: ser ir
Fue campeón de Wimbledon el año pasado / Fue
COMMUNICATION
T
Grammar
1 Complete the exchanges between Meg and David of MexTour (a-f) with sentences from the list
below (1-6).
a David: You studied business, right? Did you have an organizational communication course? Meg: __
b David: I haven’t registered for the International Tourism Congress yet. Have you? Meg: __c _
c Meg: David: __
d David: I’ve never worked as a tourist guide. I came straight into management. Meg: __
e Meg: How long have you worked at MexTour, David? David: __
f Meg: Have you ever been to Europe, David? David: __
1 Yes, I have. I did it two weeks ago.
2 Well, I started when I was 23, so that’s seven years.
3 No, I didn’t, not at university. But I’ve taken a couple of them since I graduated.
4 Oh, I have. I did it for three years, in and around San Francisco, after I graduated.
5 Well, I e-mailed yesterday, but I haven’t received a reply. I’ll telephone right away.
6 Just once. I went for two weeks last year.

2 In pairs, do the following tasks.
a Continue underlining the examples of the simple past tense in Exercise 1.
b Continue double-underlining the examples of the present perfect tense in Exercise 1.

c Decide when we generally use each of the two tenses
3 Write sentences using the words given, in their appropriate sequence and forms, and with extra
words if necessary.
Alicia / travel / not / outside / yet / Mexico / , / but / she / go / to / Mexicali / on / border / the / US / week / last / .
Javier / go / to / year / a / Europe / ago / , / but / he / never / go (be) / to / USA / the / .
ever / participate / you / in / an / congress / international / ?

yes / , / I / give / a / talk / short / in / a / youth / congress / ago / two / years / .
they / just / return / from / Brazil / . / they / attend / a / World / Telecommunications / Conference / in / São
Paulo / from / Thursday / Saturday / to / .
4 In pairs or groups, talk about the following pictures and similar topics.
COMMUNICATION
Student 1: Have you ever eaten octopus? Student 2: Yes, many times. I ate it last Saturday.
Notice: Present perfect vs. simple present, especially with just, already and yet
British and American English: They’ve just arrived. I’ve already paid that bill. Have you phoned him yet?
8 Much American English: They just arrived. I already paid that bill. Did you phone him yet?
But the simple past sometimes sounds strange:
1
b-1 c-5
2
c
I have registered + I
COMMUNICATION
T
LESSON 3 Making it Real
English for your studies and profession

Below are four examples of situations in which university graduates may use English. Can you manage
in these situations? Do the tasks and see.
with low pay. Now you are now looking for a job with better pay. You don’t mind if it is in Mexico, the
USA or Canada, so you are searching in English. Complete the information below about the best job
Best job website (name, address): OCC, https://www.occ.com.mx/
Best job opportunity (post, company): Quality Supervisor, Ferrero Rocher
Engineering completed, Parcel Office, Minimum experience of 3 years in Supervision roles
10,000 pesos a month, legal benefits
Other (place of job, travel, etc.): Guadalajara Jalisco
2 Filling out an application form.

Imagine you are completing an application form provided by a company. Complete the following
section and then compare your sentences in pairs.
Section 9: Communication skills

Write a few sentences about your ability to give presentations and to write reports or factual documents
you have in these activities.
3 Doing an interview.
Imagine you are going to a job interview in English.
Prepare to answer the following questions, which
you can expect to be asked in many job interviews.
Interviewer: Can you tell us about your professional

ambitions? What would you like to be
doing ten years from now?
Make notes and/or write your complete answers

if you like. Then, in pairs, take turns asking and
answering the questions without looking at your
notes or written answer. Discuss how good your
answers were.
4 Meeting your new boss, who is foreign.

Imagine your new boss is a British woman who is
COMMUNICATION
just beginning to learn Spanish. She is quite friendly

and wants to know about you as a person, not just
an employee. In pairs, role-play a conversation
degree and what it is in, whether you are married or

9 not, what you like about your profession, etc.
LESSON 3
Unit 2, Lesson 1
COMMUNICATION
9T
English for your life
Online shopping is becoming more and more popular. Some of the best offers are on English language
websites. Can you use these sites?
1 In pairs, match the steps in the online shopping process with the corresponding parts of the website.
a Click here to enter your account, usually with a password.
b 2 3
1
c a Sign in View cart g

c Click here to see items with big discounts just for one day. Today’s
deals!
Username or E-mail
d Click here to see items like medicine, vitamins, etc. 5
e f
8
Password
e Click here to see coats, pants, dresses, etc. Add to cart
Sign in
f Click here to tell the website you want to buy this item. 6
h
7
d
New customer? 4
Create an account. b
g Click here to see the items you selected to buy. Check out
2 Complete the names of the payment methods with words from the box. You can use a dictionary.
Check in pairs or groups.
delivery on transfer gift services card
card
a credit or debit __________ b on
_________ delivery
__________ trasnfer
c electronic __________
services
d online payment __________ gift
e _______ card
3 In groups, discuss experiences you or people you know have had when shopping online. Ask
questions like these:
Have you ever bought anything online? Did you do it in Spanish or English?
How did you pay? Did your purchase take a long time to arrive?
4 Explore an online store in English. Make notes about how easy the site is to use, the products on offer,
methods of payment, delivery options, etc. In the next class, compare your experiences in groups.
Autonomous Learning
Practice, practice, practice! That’s the way to learn a language. And practice means reading and
listening to the language even more than speaking and writing it. Answer the questions below about
reading and listening to English outside class. Then compare your answers in groups.
What do you read in English? (Internet, magazines, books, manuals, nothing) books
How often do you read in English? (Every day, several times a week, never) once a week
What was the last thing you read in English? (It was…, Well,…) It was a meme
COMMUNICATION
What do you listen to in English? (TV, movies, songs, nothing) movies and music
How often do you listen to things in English? (Every day, several times a week, never) several times a week
What was the last thing you listened to in English? (It was…, Well,…) It was a song
10
1 2
Autonomous learning
Why are reading
COMMUNICATION
10 T
UNIT 2 POSSIBLE FUTURES
LESSON 1 Looking ahead
1 Write the correct word or phrase below each picture. Then, in pairs, discuss what you know about
global warming and how it is affecting the world.
2 Read the article and answer the questions below.
What will happen to the world

others that did not have them before.
if it gets warmer and warmer?
Global warming is a great concern for scientists and Mark Lynas, author of the book “Six Degrees:
climate experts around the world. The world’s average Our Future on a Hotter Planet”, predicts that if the
temperature has increased by about 1°C in the last 100 world’s temperature continues to increase, glaciers
years and it is hotter now than it has been for thousands in Greenland and the Himalayas will disappear,
of years. In many parts of the world such as Australia, the Amazon rainforest will turn into a savannah and
western USA and England, the effects of this climate extreme weather will be common almost everywhere.
change are affecting people’s lifestyles as some land As a result of glacier melt, ocean levels will rise
becomes drier and other land becomes more fertile.
people to migrate. Other regions of the world will also
Experts believe that an average increase in become uninhabitable as they turn into deserts and no
temperature of between 1 and 6 degrees Celsius longer offer people resources to survive there.
is certain over the next century if nothing is done to
prevent it. Most experts agree that human activity is The situation is alarming. If we don’t act to prevent
responsible for much of this global warming. As the global warming now, a time will come when we are no
world warms degree by degree, there will be extreme longer able to stop it. What kind of future do we want
consequences for our planet. Climate change means for our world, for our children and their children? The
a complete change in the way the climate system decision is ours, now!
a What countries are mentioned as examples of places suffering the effects of global warming?
b How much could the world’s temperature increase in the next century, according to experts?
c What examples of natural disasters are mentioned in the text as the result of climate change?
POSSIBLE FUTURES
d Why may some regions of the world become uninhabitable in the future?
e What do you think the purpose of the article is?
3 Discuss these questions in groups: What can we do at a personal level to help stop global
11 warming? Can anything be done at your university to help stop global warming?
UNIT 2 FUTURES
UNIT OBJECTIVES:
1
2
3
4
LESSON 1 Looking ahead
1
deforestation glacier melt
3
POSSIBLE FUTURES
11 T
1 5
Change the World”*, based on Mark Lynas’s book. Answer the questions.
a What is the purpose of Mark Lynas’s book and lectures, and the documentary?
b What analogy does the speaker use to make the effects of global warming clearer to the audience?
www.youtube.com/watch?v=R_pb1G2wIoA
2 6
Listen to an extract from the introduction to the documentary and match the temperature
increases to their effects.
a 4 1
b 2
c +3ºC 3 Some of the most important rivers will dry up.
d +4ºC 4 New deserts will form.
e +5ºC 5 Great cities will be abandoned and natural disasters will be common.
f +6ºC 6 The heat in some areas will become intolerable. People may die from the heat.
1 In groups, write four proposals of what you and your university can do to prevent global warming. Identify
some problems that contribute to it and give suggestions to avoid them. Look at the box for ideas.
Example: Most of us come to university by ………. or ……….. We can travel by ………. or walk.
In that way, we will reduce emissions of ………. ………. (CO2). It can also make us healthier.
use energy-saving light bulbs

install solar panels install solar water heaters
turn off lights (at home, in classrooms)
electric or hybrid buses ??????????
In teams, prepare a presentation of your

proposals with visual material. Present your
POSSIBLE FUTURES
minutes.
After all the presentations, have a whole class

vote on the best and the second best ones.
Discuss why they were the best ones.
12
1
Writing Speaking
2
POSSIBLE FUTURES
12 T
2 Focus on Language
Vocabulary
1
a Celsius 7 1 A long period when there is little or no rain.
b carbon dioxide 2 A natural disaster when water from rain and rivers covers land that is usually dry.
c glacier 3 A gas produced when people and animals breathe and fuels are burned.
d 4
e 5
f savannah 6 A large mass of ice formed from snow which moves very slowly.
g coal 7 A scale for measuring temperature.
2 Classify the words from the box and write them in the right category.
water sunlight tsunami coal global warming
volcanic eruption natural gas fossil fuels hurricane air pollution
Natural disasters Environmental issues Natural resources
3 Using words from Exercises 1 and 2, write three sentences expressing relationships like the ones in
the examples. Use phrases like the ones in the box. Work in pairs.
__ is caused by __ __ is the result of __ __ comes from __ __leads to __ __ contributes to __
Burning fossil fuels contributes to carbon dioxide emissions.

Global warming is caused by our consumption of energy.
An increase in the world’s temperature will lead to severe consequences for our planet.
4 In teams, see how many derivatives you can form from these words. The team that can form the
most words for each option wins.
POSSIBLE FUTURES
environment pollute warm global climate

environmental
environmentally
13
2 Focus on Language
1
a-g
POSSIBLE FUTURES
13 T
Grammar
1 Read the sentences (a-c) and answer the questions (1-3).

a If the average temperature increases just one degree, new deserts will emerge.
b Ocean levels will rise dramatically if many glaciers melt.
c If I get the scholarship, I will celebrate with my friends.
2 Which part has the will future?
3 Is the grammar of the equivalent type of sentence in Spanish very similar or very different?
2
complete sentences.
a 4 1
b Many people will not have drinking water 2 if they become cheaper.
c If natural resources become limited 3 if it rains.
d If he doesn’t study 4 we won’t be able to stop it.
e They will cancel the soccer match 5 if rivers dry up.
f I will buy an electric or hybrid car 6 he will fail the exam.
3 In pairs, complete the following sentences. Then, in groups, compare and discuss your sentences.
a If more and more people have cars, .
b People will have to change their lifestyles if .
c If the world population continues to grow, .
d Mexicans will stop emigrating to the USA if .
e If I get a job with a very good salary, .
4 Work in groups. Select your

candidate for President If I win the election, I’ll prohibit…..
of Mexico and prepare a
speech for him or her. Then
the candidates of each
group (or party) take turns to
give their election campaign What will
speech and answer you do if…..?
questions from the public.
Finally, hold the election,
with the whole class voting
for the different candidates.
Notice: sentences with if and when

POSSIBLE FUTURES
Zero (or factual) conditional sentences have the simple present in both parts of the sentence. In
these sentences we can use if or when, and the meaning is the same:
If we heat water to about 100°C, it boils. – When we heat water to about 100°C, it boils.
In English, future sentences with when
If I get the scholarship, I will celebrate with my friends.
When I get home, I will telephone you. (Spanish uses a subjunctive: Cuando llegue a casa…)
14
1
4
3
2
Notice:
POSSIBLE FUTURES
14 T
LESSON 2 Opinions
1 Look at the list of skills and abilities that are important for success in the globalized world. Rank
them, in your opinion, from 1 (most important) to 8 (least important).
3 the ability to speak foreign languages 5 problem-solving skills
2 technological skills 1 the ability to work effectively in teams
4 communication skills 6 creativity
7 knowledge of other cultures 8 critical thinking skills
2 Read the article. For each sentence below it, circle T (true) or F (false).
Globalization
and Education
Globalization is the process
of the world becoming more
interconnected. It is happening
faster and faster as a result of
more trade, cultural exchange,
travel and technology. It affects
many areas of our lives, especially
education and employment.
Business guru Beth Godwin says

that skills and abilities which
were optional in the past are now
essential. She thinks success in
the globalized world requires the
ability to work in teams – often
with people from other countries,
who have different cultural However, providing people with those skills requires effort and
expectations and even different investment. For the last twenty years, many countries, including
languages – while solving Mexico, have expanded education. The Mexican Government
problems, thinking creatively and hopes that education will increase economic growth, reduce
using technology. poverty and improve individual well-being.
The Committee of Economic Globalization also means that schools and institutions worldwide
Development of the United States have to set standards. These ensure quality in academic
believes that all multinational and programs, facilities and research. Standardization also
many small companies need facilitates student exchanges, opportunities to learn new skills
more employees with knowledge and interaction between individuals, countries and cultures.
of foreign languages and Educational standards are higher than ever. Some students worry
cultures. That will help them to about this, but they needn’t; it is good for students, their country
sell their products and work with and the world!
partners around the globe.
a The article says that globalization is accelerating more and more. xT F

POSSIBLE FUTURES
b Beth Godwin believes the abilities people need to be successful have not changed much. T xF
c The article says that most companies don’t have enough employees with a foreign language. T x F
d According to the article, Mexico is one of many countries now offering more education. xT F
15 e The author of the article believes that many changes in education are negative. T xF
LESSON 2
POSSIBLE FUTURES
15 T
1 7 Listen to an American exchange student and a Mexican student discussing globalization.
Write A beside the points Ashley makes and F beside the points Fernando makes.
Globalization can mean…
a … that economic problems in one country can have

F
international repercussions. __
b … that more consumers have access to products. A
__
c … that companies can offer their products to larger
A
markets. __
F
d … that local companies cannot survive. __
A
e … greater understanding between cultures. __
F
f … loss of identity and culture. __
g … opportunities for people from different countries to
A
meet, become friends and exchange ideas. __
2 In pairs, analyze Ashley’s and Fernando’s arguments, and decide who is more optimistic about
globalization and who is more pessimistic.
1 In groups, discuss your own views of globalization. Give reasons for your opinions.
Student 1: I’m against globalization. It is only good for rich…

Student 2: Well, I’m in favor of globalization. You can…
2 Reach a group conclusion and share it with the rest of the class.
1 Complete the following paragraph with three or more sentences, saying what you can do to prepare
yourself for life in the globalized world.
If you want to be successful in the globalized world, you can prepare yourself in many ways. You..............
You…………… It is also important to…………...
2 Discuss your paragraphs in pairs, considering the ideas in them, and also the correctness of the
English.
POSSIBLE FUTURES
Notice: prepare yourself…

myself, yourself, himself, herself,
ourselves, yourselves, themselves. You can use them with many verbs:
He cut himself very badly.

16
1 2
a-g.
1 2
1 2
Notice:
POSSIBLE FUTURES
16 T
2 Focus on Language
Vocabulary
1
a 1
b consumer 2 The possibility that something bad will happen.
c risk 3 A nation with lower standards of living.
d investment 4 A person who buys a product or service.
e developing country 5 The process of increasing in size.
f developed country 6 Achievement of personal and professional goals.

g trade 7 Things that people or companies produce and sell.
h success 8 Buying, selling or exchanging goods or services.
i growth 9 A nation with high standards of living.

2 Look at the sentences and then use the underlined words to complete the rules.
Economists expect
Paco wants to buy a house, but he has to wait for prices to go down.
All parents hope their children have a better life than they did.
a hope expresses desires or wishes for the future.

b expect
c wait refers to staying somewhere or not taking action for a period of time.
3 Use expect, wait and hope in the correct forms to complete these sentences.
expect
a I didn’t ___________ it to rain today so I didn’t bring my umbrella.
b hopes
___________
c waited 40 minutes for a bus!

I’m sorry I’m late! I ___________
d expecting
___________
e hope I get accepted for a place on the MA I want to study. Fingers crossed!
I ___________
f
wait
___________ for me! I can’t walk as fast as you!
4 Read each sentence and cross out the verb which is not appropriate in the context.
x
a Some experts say / think / want that globalization can help developing countries.
x
b Toño expects / believes / hopes to pass English this year.
x
c Many multinational companies believe / mean / hope that they can expand in new countries.
x
d Exchange students say / expect / hope to learn about the culture they spend time in.
x
e Marisol doesn’t expect / want / think that she will get a job in the USA, but she’s going to try.
5 In groups, talk about Mexico now, and in 20 years. Use the following expressions:
I think / believe / expect / hope (that) … now / in 20 years.
POSSIBLE FUTURES
I agree / don’t agree. In my opinion, … Maybe, but …
Notice: Verb patterns after expect, hope and want

Expect and hope (like want and certain other verbs) can go with to + verb: I expect / hope /
want to pass the exam.
Want cannot go with that + subject + verb (like expect and hope): I expect / hope / want that
17 I’ll pass the exam.
2 Focus on Language
1
a-i
notes coins
, big, small,
2 3 esperar.
5 hope
Notice: I
POSSIBLE FUTURES
T
Grammar
1 Read sentences a-d, and classify the meaning of the underlined verbs as 1-4.
a Globalization means that institutions worldwide have to set standards.
b Shall we get something to drink?

c We could
d Some students worry about this, but they needn’t.
1 a possibility 2 a suggestion 3 something not necessary 4 an obligation

2 From memory, complete the sentences with phrases in the box. Check on page 15.
The Mexican Government hopes The article says that Beth Godwin thinks Globalization also means that
a Beth Godwin thinks success in the globalized world requires the ability to work in teams.
b The Mexican Government hopesthat education will increase economic growth, reduce poverty and
improve individual well-being.
c Globalization also means that schools and institutions worldwide have to set standards.
dThe article says that globalization is accelerating more and more.
3 Put the fragments in order to make sentences.

a experts / intercultural skills / say / more important in future / will be / that
Experts say that intercultural skills will be more important in future.
b that / our traditional culture / believe / we are losing / the older people in my village
The older people in my village believe that we are losing our traditional culture.
c some economists / that / reduces inequality / say / globalization
Some economists say that globalization reduces inequality.
d globalization / that / other economists / increase equality / believe / does not
Other economists believe that globalization does not increase equality.

e in life / don’t / is / think / I / money / the most important thing
I don’t think money is the most important thing in life.
f Make It Real! / for UAEH students / that / believes / is the best book / the DUI
The DUI believes that Make It Real! is the best book for UAEH students.
4 Complete these sentences and then discuss them with your classmates.
a My parents think that young people today…
b Most of my friends say that they...

c I believe English…
POSSIBLE FUTURES
Notice: Omitting that

In most cases, you can include or omit that, but in formal writing, it is normal to include
it. In almost all speaking and a lot of informal writing, it is normal to omit that:
In her new book, Beth Godwin says that globalization has radically changed education.
18 I think you’re absolutely right. (I think that you’re absolutely right.)
1
2 that
that
say
3
e
that.
POSSIBLE FUTURES
T
English. In many ways, it is easier to talk about your profession and work in English than about everyday
things, but it is important to know how to make business phone calls in English.
1 Number the sentences to make a telephone conversation. Then, in pairs, practice the conversation.
2 Good morning. I’d like to speak with Eric Russell, your Export Sales Manager, please.
Certainly. I’m sure he’ll call you back later today. We have your number.
Yes. Please tell him I’m calling about the delivery of the maintenance equipment.
Goodbye, Mr. Campos.
Of course. Who is this?
Just a moment, Mr. Campos. Hold the line, please. I’ll put you through.
Antonio Campos, Production Manager at Industrias Porvenir, Mexico.
Thank you. Goodbye.
MacDonald Engineering. How can I help you?
Sure.
Mr. Campos? I’m afraid Mr. Russell is in a meeting. Can I take a message?
2 Match each common phone expression with its purpose.

a How can I help you? g I’ll put you through. l Could you say that again?
b Who is this? h Who is calling? m Can you explain that?
c Hold the line, please. i Would you like to leave a message? n What can I do for you?
d He’ll call you back. j Let me connect you. o She’ll phone you later.
e What do you mean? k Can I take a message? p Don’t hang up.
f Can you repeat that, please?
1 Asking for the caller’s name. __ __ 5 Saying someone will receive a call later. __ __
2 Saying you will connect to an extension. __ __ 6 Asking someone to wait on the phone. __ __
3 Asking someone to say something again. __ __ 7 Asking if there is information to pass on. __ __
4 Asking what the caller wants. __ __ 8 __ __
3 In pairs, prepare to role-play a phone call. One of

you is a Mexican working in a Mexican company or
institution. The other is from somewhere else (USA,
Canada, UK, Germany, etc.) working in a company
or institution in another country. Decide on your posts
and why one of you is calling the other (to arrange
a meeting, to get information about a product or
POSSIBLE FUTURES
a service, to ask about a delivery, etc.). Write the

conversation, then act it out. Begin like this:
Student 1: Mary Bingham, Sunshine Foods.
Student 2: Hi, Mary. This is Juan Benítez. I’m calling to…
19 Improvise another call the following week.
LESSON 3
POSSIBLE FUTURES
19 T
If you get a good professional job, you may also have social contact with foreigners, in Mexico or
abroad. That means talking about all sorts of different topics, including personal ones. How well can
you make conversation in English? Do the task and see.
1 In groups of six, prepare for a meal-time
conversation in a Mexican restaurant. Three
of you are Mexicans working in the same
company, and three are foreigners visiting
that company on business (these three must
decide on their names, nationalities, jobs, etc.).
When you are ready, sit alternately Mexican
and foreigner. Mexicans, make conversation
with the foreigner on your left.
Student 1: So, Ono, where are you from in Japan?

Student 2: I’m originally from…, but…
Student 1: Is it like Pachuca?
Student 2: Well, it… Do you like…?
Student 1: Yes, I do. Have you ever…?
Student 2: No, but… May I ask you a
personal question?
Student 1: Yes, of course.
Student 2: Are you…?
Then, Mexicans, make conversation with the foreigner on your right.
2 Tell the class about any problems you and your classmates had expressing things in English, and
agree on the correct ways to say them.
Autonomous learning
There are many ways to learn new words, starting with simple memorization. Memorization and recall of
words can be assisted by different strategies. One of these is to associate opposite words, for example,
dry-wet, buy-sell, doctor-patient.
1 Write the opposites of the following words. Most were used in the unit. If necessary, use a dictionary.
a poor f employment
b decrease g solution
c advantage h optional
d hot i success
e expensive j agreement
2
POSSIBLE FUTURES
terms (if they exist) so that you can learn them together. For example:
Verbs: import – export upload – download deposit – withdraw
20 Adjectives: high-quality – low-quality fast – slow safe – risky

Autonomous learning
1
POSSIBLE FUTURES
20 T
CHECKPOINT 1
Check your English

1 Complete the following dialogues with the words in parentheses in the appropriate tense and form.
a ________________________
_________________ _________________
b _________________ (my dad/say) that ____________________________ (the next generation/be) half
human and half robot.
- Well, if _________________ (that/happen), _________________ (it/be) only for rich people.
c ___________________________ (you/ever/talk) to someone through Skype?
- Yes. I use it with a friend in Monterrey. Last night, _________________ (we/speak) for an hour.
d __________________ (you/go) to Glenda’s birthday party on Saturday? I couldn’t.
- Me neither. __________________________ (we/just/move) to a new house, and there’s a lot to do.
e What ___________________________ (your university/do) these days to prevent global warming?
- Well, _________________ (we/usually/send) our assignments by e-mail. _________________
(That project/start) four years ago. _________________________________ (We/save) a massive
amount of paper.
2 Complete the following sentences with one word in each space.

a I have studied English _________ I was twelve years old.
b Our professor hasn’t given us our exam results _________ . She says she will do it tomorrow.
c Dr. Castro has taught Statistics here _________ forty years! And he’s still very good.
d We met two years _________ , at my sister’s wedding. Do you remember?

e Sandra: You must read this book. It’s excellent. Daniel: Let me see. Ah, I’ve _________ read it.
f Have you _________ heard Emmanuel play the guitar? He’s brilliant!
3 Connect the beginnings and endings of sentences, adding if or when on the dotted line.
a You have to practice for hours 1 …........... the semester is over and the vacations start.
b I’ll do my homework 2 …........... there’s an emergency. My number is on the fridge.
c I’ll tell you a secret 3 …..........
d Call me 4 …........... you want to play the piano well.
e We’ll probably go to the beach 5 …........... you promise not to tell anyone.
4 Complete the sentences with a modal verb from the box.

a At what age _________ you vote in Mexico? needn’t
b ____________ you lend me your pencil for a moment, please? could

c _________ shall
CHECKPOINT
d I think you _________ talk to the professor about the assignment you failed. should
e The professor says we _________ worry about your grades – we’re all going to pass! have to
f You _________ be 16 years old to get a driver’s license in most US states. can
21
CHECKPOINT 1
Check your English
1
e
4
b a
CHECKPOINT
21 T
Apply your English
Cambridge English Key (KET), which certify your level. If you plan to take one, check your strengths
how your English is progressing.
1
abilities, not grammar and vocabulary (but they require adequate grammar and vocabulary, of
course). Check ( ) how well you think you can do the communicative things listed below – well (+),
more or less (=), badly/not at all (–).
Listening to English, I can… + = –
…understand simple instructions, directions and questions in familiar or clear contexts.
…understand simple information and ideas about things and events in past, present or future.
…understand most main ideas in television news and documentaries on familiar or clear topics.
Speaking English, I can…
…communicate basic information about myself and my context (home, school, country, etc.).
…communicate simple information and ideas about things and events in past, present or future.
…interact with simple questions and answers in real contexts (airport, class, meeting people).
Reading English, I can…
…understand simple written notices, instructions and directions in clear contexts.
…understand letters and e-mails about personal and familiar topics in past, present or future.
…understand simple articles and other texts about clear topics in past, present or future.
Writing English, I can…
…communicate simple personal and general information in notes, e-mails and short letters.
…write clear, simple reports of events and activities in past, present or future.
…describe and express opinions about people, places and things in a simple, clear way.
2 In pairs, compare your completed questionnaires. Then, in groups, discuss ways to improve your
weak areas.
Student 1: To improve listening skills, it is useful to watch TV programs in English.

Student 2: Yes, I often listen to CNN News.
Student 3: Ooh, you are serious! But it’s a good idea. I often read…
CHECKPOINT
3 If you are seriously interested in taking TOEFL ITP at this point, ask your teacher about practice
22 points on the test (for B1 level 460+, and for B2 level 543+).
Apply your English
CHECKPOINT
22 T
UNIT 3 HUMAN CREATIVITY
LESSON 1 Inventions and inventors
1 Human creativity makes our lives easier, more interesting and more fun. Think about all the things
you use daily. In your opinion, what are the best inventions? Compare your ideas in pairs.
Student 1: I think the computer is one of the best inventions.
Student 2: Why?
Student 1: Because nowadays we use it for everything! What do you think?
2 Read this article and answer the questions.
OUR WONDERFUL MODERN WINDOWS

We don’t often think about windows, make good quality soda-lime glass. The
except when one is broken or dirty, or needs extremely hot, liquid soda-lime glass is
opening or closing to adjust ventilation.
But the large, totally transparent windows tin. This gives the glass uniform thickness
we know are a modern development. The
word ‘window’ is derived from the Old wide ribbon of glass is produced and
Nordic words for wind and eye. Until the this is cut into conveniently sized sheets.
time of the Romans they were just that – a This process is also called ‘the Pilkington
hole in the wall letting in a little light and process’ because it was developed by
a lot of wind. To stop the wind, the hole the Pilkington glass company in Britain,
was closed with a shutter, which stopped between 1953 and 1957.
the light too. From the time of the Romans,
rich people began to use glass in their When Pilkington developed the process,
windows, but the panes were small and the it was a family company, and one of the
scene outside was not visible because of inventors was a member of the family,
the primitive glass. Large sheets of really Sir Alastair Pilkington. In 1970 it became
clear glass for windows were not mass- a public company, and in 2006 it was
produced until the nineteenth century. bought by the Japanese company, NSG.
Times change; we are in the age of global
corporations, and inventors are often
glass’. It is made from traditional soda-lime forgotten, but thank you, Sir Alastair (and
glass, but with a special process. Sodium Kenneth Bickerstaff), for our wonderful
carbonate, lime, dolomite, silicon and modern windows.
aluminum oxide are mixed and heated to
3 Which paragraph (1, 2 or 3) talks about… 4 Complete each sentence with one word.
a 3 a holes
_______
HUMAN CREATIVITY
b 1 b rich
_______
c 2 c process
_______
d the raw materials used to make glass? 2 floated on a bed of molten tin.
d Liquid glass is _______
e primitive windows? 1 e Pilkington now belongs to a _________
Japanese company.
23
UNIT 3 HUMAN CREATIVITY
UNIT OBJECTIVES:
1
2
3
LESSON 1 Inventions and Inventors
3
4
HUMAN CREATIVITY
23 T
1 In pairs or groups, discuss what you know about Marie Curie, Alexander Fleming and Alfred Nobel.
Listen to a TV program about serendipitous* discoveries. Check your answer to Activity 1 and
2 8
underline the discoveries and inventions mentioned.
a b c d e f
*This word comes from ‘serendipity’ and it means discovering things by fortuitous accident.
3 9 Listen to the description of another serendipitous invention. Then answer the questions in pairs.
a What is the name of the device? d Was he affected by the radiation?
microwave no
b e
1945
no
c How did he discover the radiation effect? f Is the device completely safe?
nowhile checking the magnetron a chocolate
no if he has a lot of time
melted in his pocket
1 What is the difference between a discovery and an invention? Classify the following as discoveries
discoveries and inventions.
I
television __ D
radioactivity __ Internet __
I electricity __ I
D telephone __ I
paper __
thermometer __
I photosynthesis __
D I
computer __ camera __
I oxygen __
D light bulb __I
Student 1: Well, television is basic nowadays. People watch lots of TV programs and movies.
Student 2: I don’t. I’m totally Internet.
Student 3: And Palacio? Well, technically, television has two systems, audio and video.
Student 1: Is that right? What about digital TV… and what’s the old type…?
Student 3: Analogue. I think all television has two signals. And…
2 In groups, talk about a technological device you would like to have. Say what the device is, why
you would like it, where you can buy it, how much different models cost, when you think you may
get it, etc. Ask questions after each presentation.
Student 1:
Complete the following wiki article. You will need to do some research on the Mexican inventor,
González Camarena. Use around 60 words.
Guillermo
González Camarena
From Wiki, the free encyclopedia
HUMAN CREATIVITY
Guillermo González Camarena

was born in Guadalajara in 1917. His
parents were Arturo González and
Sara Camarena. When he was two,
his family moved to Mexico City...
24
1
1
2
3
2
HUMAN CREATIVITY
24 T
2 Focus on Language
Vocabulary
1
assembly line automation factory design quality control test raw materials warehouse
______________ n. ______________ v. ______________ n. ______________ n.

the use of machines to check that products, a building used to
with little or no human especially new ones, of workers and store products before
control work properly machines they are sold
______________ n. ______________ n. ______________ v. ______________ n.

a system to ensure natural substances to plan and develop a building where
that the standard of a used to manufacture new things, e.g. new things are made with
product is always good products products machines
2 Look at the list of manufacturing industries. Write the products in the box beside the appropriate
industry. In groups, say what you know about these industries in Mexico, and the different brands.
Chemicals:
buses cars cloth clothes
Home appliances:
computers DVD players fabric
Electronics: fertilizers ovens paints plastics
Motor vehicles: buses, fridges radios trucks
washing machines
Textiles and clothing:
3 -tion, -ment, -ing, -y, -er, -or) are added to the end of words to create new words
(for example: create creation). Read the example and complete the table. You can use a dictionary.
Verb create build discover innovate invent manage produce
Noun creator
(person/company)
Noun
(activity/product) creation1
2
1Also ‘creativity’ Also ‘product’
4 Complete the following sentences with words from the completed table above.
a __________
b He used them in the ___________ of roads and bridges, to blast rock from the site.
c Alexander Fleming’s ___________ of penicillin revolutionized medicine.
d ____________
e The ______________ of the NSG Group is based in Japan, but it produces glass in 30 countries.
f Motor vehicle ____________ in Mexico is increasing all the time.

HUMAN CREATIVITY
Notice: some aspects of vocabulary

cloth /kl n. textile material, fabric (fabric-fábrica are not cognates; fabric means tela, and
fábrica means factory).
clothes ðz/ n. pl. articles people wear, like pants and dresses.
clothing ð n. what people wear in general, produced by the clothing industry.
25
2 Focus on Language
1 2
3 4
production, invention, employment,
manufactura, construcción, agricultura, pesca gerencia
HUMAN CREATIVITY
25 T
Grammar
1 Read the article Our wonderful modern windows on page 23 again. Then complete the following
First, sodium carbonate, lime, dolomite, silicon and aluminum oxide a) _________ mixed. This mixture
is b) _________ to 1,600°C or more to make good quality soda-lime glass. The soda-lime glass, still
extremely hot and liquid, c) _________
is d) ______________ . This is e) _________ into large, individual sheets of glass. The large sheets of
glass f) _________ cut into appropriate sizes to be sent to companies that sell the glass.
2 Read the notes on perfume. Then, in pairs or groups, do the tasks and answer the questions.
Probably, natural perfumes were used by prehistoric people. Certainly, manufactured perfume was used
in ancient Mesopotamia, India, Greece and Arabia. In 2005, an archaeological team in Cyprus discovered
evidence of a large perfume factory from 4,000 years ago.
Today, perfume is made in different ways, with natural or synthetic ingredients. The typical manufacturing
process for perfume made with natural ingredients is as follows:
Flowers or plants Fragrance is Different fragrance The pure perfume

are collected and extracted by one oils are blended oil is diluted with
are selected. of 3 methods. for a perfume alcohol and water.
a Continue underlining the verb phrases in the above notes on perfume.
b Which verb phrases are present passive and which are past passive?
c What are the two parts of a passive verb phrase?
d What is the passive sentence corresponding to this active sentence? –
They used manufactured perfume in ancient Greece.
e What is the passive sentence corresponding to this active sentence? –
f Complete this sentence with one 2-letter word:

A large, ancient perfume factory was discovered _ an archaeological team in Cyprus.
g Is there a similar structure in Spanish? Can you use it in a similar way?
h Is a different structure often used in Spanish? For example, to say:

This cell-phone was made in China, or English is spoken in Jamaica.
3 Write passive sentences using the words in parentheses.

a (Chocolate / produce / Oaxaca)
b (Mona Lisa / paint / da Vinci)

c (Jettas / make / Volkswagen)
d (Many indigenous languages / speak / Mexico)

e (In ancient Mexico / dogs / eat)
HUMAN CREATIVITY
f (Penicillin…..)
Notice: The passive voice is used:

1 When we don’t know who did or does something, or it’s not important: The bank was robbed. Rice
is grown there.
2 When we want to emphasize the recipient or object of an action: A marketing campaign was begun.
26 In this case, it is possible to say who did the action using by: A marketing campaign was begun by
the company.
1
3
2
HUMAN CREATIVITY
26 T
LESSON 2 Developing civilization
1 Rank these developments in order of the impact they have had on civilization. Compare your
ranking in groups.
Agriculture Cities Writing Law Universal education
Modern communication systems Human rights Other:
2 Read this article and answer the questions.
Human Rights
When the international community learned about the
shocking atrocities committed during the Second
World War (among the worst in human history), they
wanted to prevent such things happening again. The
United Nations was created in 1945, a key moment
to create a document establishing universal human

rights and preventing their violation, but this was
extremely challenging.
The world was divided politically and culturally.

Peng Chung Chang, representative of the Republic
of China and Vice-Chairman of the original UN
Commission on Human Rights, insisted that there
was more than one reality, and the document could
not be based simply on Western ideas. It had to
protect human rights for all people of all cultures.
After two years of demanding work, the Universal
Declaration of Human Rights was approved and
published in 1948. International asserts that these rights are violated
in many countries. Article 4 prohibits slavery, but it
It is a noble document, intended to maintain civilized still exists in many places around the world.
values, keep our world free and fair, and protect
us all. Sadly, the Universal Declaration of Human One fundamental problem is that few people
Rights is not always respected. Article 1 states that know all their rights. Do you? How many of the 30
we are all equal, but institutionalized discrimination rights in the Universal Declaration can you name?
against African Americans continued in several
US states until 1964, and apartheid in South Africa civilization. If you are interested in learning more,
until 1994. Other articles state that no one should visit http://www.samaritanmag.com/we-have-30-
be tortured or unjustly imprisoned, but Amnesty basic-human-rights-do-you-know-them.
a Why was the UN created? d What fundamental point did Peng Chung Chang make?
HUMAN CREATIVITY
b e
c Why was this task challenging? f What information can be found on the website?
27 3 In groups, discuss which of the 30 human rights are most important to you at this stage in
your life.
LESSON 2
HUMAN CREATIVITY
T
1 10
In pairs, discuss what you know about Amnesty International. Then listen to some general
information about it. Read the statements and write T for true or F for false.
a Amnesty International has 3 billion supporters.
b It works in more than 150 countries.

c Its aim is to stop human rights abuses.
d It only recognizes the Universal Declaration of Human Rights, and nothing else.
e Amnesty International receives its money from members and donations.
2 11 Listen and complete the information about Amnesty International’s activities in Mexico (a-e). Then,
match each activity to an article from the Universal Declaration of Human Rights in the box.
a Defending the rights of those who live in ___________ ___. Article 2: Everyone has the right to life and
security of person.
b Protecting the rights of refugees and _____________ . Article 5: No-one will be tortured.
Article 13: Everyone has the right to freedom
c Obtaining _____________ for prisoners of conscience. of movement.
Article 18: Everyone has the right to freedom
d Opposing _____________ . of thought and expression.
Article 25: Everyone has the right to an
adequate standard of living.
e Ending __________ ____ against ____________ .
1 The Global Democracy Ranking publishes a list of 115 countries in order of the quality of their
democracy. Here are 15 of the countries in alphabetical order. In pairs, discuss and complete their
positions with numbers from the box.
1 7 14 15 17 20 24 44 46 53 61 67 93 95 107
44 Brazil Chile China Germany 67 India Japan 53 Mexico
Norway Peru Russia Spain Turkey UK USA Venezuela
Student 1: OK… Brazil 44, Mexico 53 and India 67. Which do you think is number 1?
Student 2: Probably Germany or Norway. I don’t think it’s…
2 After checking the positions with your teacher, in groups, exchange the information and ideas you
have about democracy and human rights in these countries.
Student 1: Well, the situation in Venezuela is very different from Mexico. For example, ….
Select one of the key aspects of modern civilization below and write a paragraph of 5 to 8
HUMAN CREATIVITY
sentences about it in Mexico:
Cities with good infrastructure Effective central government Universal education

Justice and protection of human rights Art and architecture Complex religion/philosophy
28 For example: In Mexico, education is... Most children go... Some schools... Few people... I think…
1
a d
In Mexico, the infrastructure of most cities is not bad in general, but some things are not good. For
the good side… ,

HUMAN CREATIVITY
T
2 Focus on Language
Vocabulary
1 Read the groups of words (a-g). Which human right (1-7) is each group related to? Add two more
words to each group.
a meals, clothing, housing, , .
THE RIGHT TO...
b 1 marriage and family
c legal, fair trial, law, , . 2 a nationality

3 food and shelter for all
d leisure, vacations, rest, , .
4 democracy
e siblings, spouse, children, , . 5 education
f representation, elect, vote, , . 6 play
g literacy, school, degree, 7 justice

, .
2 In pairs, discuss what the underlined words mean. How do they relate to Spanish?
a Human rights is an interesting topic. / I am interested in learning more about human rights.
b The world was shocked by the atrocities of the Second World War. / The atrocities were shocking.
c Some countries’ human rights records are embarrassing. / I’m embarrassed that I can only name three of
the thirty basic human rights.
d The UN is a civilizing force in the world. / My country is more civilized now than it was 50 years ago.
3 In groups, complete the table with adjectives ending in -ed / -ing. Discuss what they mean and how
you use them.
amazed amazing amused annoying

boring confusing depressed
embarrassed excited exhausted
tiring surprised surprising worrying
satisfying convincing
4 Circle the best word to complete the following sentences.

a Being a human rights activist is exhausted / exhausting work, but it’s very important.
b It is worried / worrying that many people still don’t have adequate food and shelter.
c I am excited / exciting! Next month, I’m going to the United Nations Visitor Center in New York!
d The defense lawyer’s arguments were not convinced / convincing, so the prisoner went to jail.
e People who are not interested / interesting in human rights are not very civilized.
HUMAN CREATIVITY
f Political satire can be amused / amusing, but it has a serious purpose.
Notice: -ing and –ed adjectives

-ing adjectives describe what something or someone is like: “Reports of human rights
abuses are horrifying.”
29 -ed adjectives describe how someone feels: “I felt when I read the reports.”
2 Focus on Language
2 3 4
exhausted a b
–ing –ante/-ente convincente, preocupante, sorpredente, –ed
–ing estar ser está aburrido/cansado/
entretenido aburrido/cansado/entretenido
Notice: estar ser
HUMAN CREATIVITY
29 T
Grammar
1 In pairs, read the following article and complete it using the words in parentheses on the right. Some
completions will be active and some passive.
DEMOCRACY: A RESPONSIBILITY AS WELL AS A RIGHT

Before the 20th century, a) _____________________________________ from (many people / exclude)
participating in the political life of their countries. For example, in
most countries, b) ________________________________ to vote. During (women / not / allow)
the 20th century c) ___________________________ to change and (that / begin)
d) ____________________________ much more democratic. (most countries / become)
Nowadays, e) _____________________________________ a human right. (democracy / consider)

In most countries, f) ________________________ the opportunity – and (every adult / have)
the obligation – to vote and participate in the important decisions
g) _____________________________ in our countries. In a democracy, (that / make)
h) ________________________________________ by only one person or group (major decisions / should / not / make)
of people. It is our responsibility to vote, and to protest if necessary.
2 Use the most appropriate form of the verbs in parentheses to complete the following sentences.
a The Universal Declaration of Human Rights ___________ (approve) unanimously in the United Nations in 1948.
b All the member countries of the UN ___________ (approve) the Universal Declaration of Human Rights.
c Many governments ___________ (imprison) people for political reasons.
d Many people ________________ (imprison) by their governments for political reasons.
e Organizations like Amnesty International ___________ (defend) human rights.
f Human rights _____________________ (defend) by organizations like Amnesty International.
3 Change these sentences from active to passive or from passive to active. You may have to modify
the content a little. Which version do you prefer in each case, the active or passive version?
The UN General Assembly discusses important issues.

A
Important_________________________________________________________________________
In Mexico, women were given the right to vote in national elections in 1953.
B
Mexico___________________________________________________________________________
They make many cars in Mexico.

HUMAN CREATIVITY
C
Many____________________________________________________________________________
She was elected President of Brazil for a second time.

D
Brazil____________________________________________________________________________
30
1
3
2
HUMAN CREATIVITY
30 T

We live in the information age, radically different from any previous time in history. Much of the
information is trivial, but some of it is very useful, empowering or vital, for example, the information
students receive in modern university courses. In the past, only students who could attend a university
in person had access to these courses, but now we have MOOCs!
1 Look up the acronym MOOC on the Internet and note the full name, what a MOOC is, some of the
universities that operate MOOCs, and other information about them. In the next class, compare your
notes in groups.
2 Fill out this MOOC enrolment form.
bold text and an asterisk (*). Password*
E-mail*
Highest Level of Education Completed Gender Year of Birth
Full Name* Mailing Address
Public Username*
Please share with us your reasons for registering with us
Will be shown in any discussions or forums you participate in (cannot be

changed later)
3
a Electronic Interfaces: Bridging the Physical and Digital Worlds
b Learning Differences
c Chemicals and Health
d Cryptography
e Urbanization in Latin America
f Psychological First Aid
g New York Architecture
i Business Ethics for the Real World
j Basic Science: Understanding Experiments

HUMAN CREATIVITY
4 Search the Internet for a MOOC that interests you. Take notes about it (topic, dates, university,
requirements, course staff, reviews, etc.), and prepare a presentation on it. In the next class, give
your presentations in groups and discuss the different MOOCs.
5 Being a student on a MOOC means being part of a professional, academic community. Write a
31 formal) tone.
LESSON 3
HUMAN CREATIVITY
31 T
More and more Mexican professionals are going to Canada, for postgraduate studies, work opportunities,
1 Go to the above webpage at http://www.cic.gc.ca/ctc-vac/getting-started.asp and check your

eligibility for a visit to Canada of less than 6 months. Stop at:
Visiting Canada – Your personal checklist

Based on your answers, you may be eligible to come to Canada as a visitor.
OR
Based on your answers, you may not be eligible to come to Canada as a visitor.
Note any problems you have with the English in the questionnaire, e.g. words or expressions you had to
look up in a dictionary.
2 In the next class, in groups, compare your experience with the questionnaire and your notes about
the English in it.
Autonomous Learning
1 Everybody makes repeated mistakes, but autonomous learners progressively notice and correct
them. Can you notice and correct the typical ‘Mexican’ mistakes in the following sentences?
a Jean isn’t French, he is Belgian.
b Juana speaks very well English very well.

c I saw to my English teacher in a restaurant the last week.
d Why you are you looking at me that way?

e How many people have arrived? Anybody Nobody – the room is empty.
f Christina Aguilera is my favorite singer – she likes me I like her a lot.

g The teacher wants that we us to bring a pop CD next class.
h The speaker was very bored boring – he didn’t say nothing anything interesting.
i I went to the library bookstore to buy a dictionary.
j I like the dogs and the cats, but I don’t have a pet of any kind.
k This museum was built in the nineteenth century.

l They have two sons children, Peter and Mary.
HUMAN CREATIVITY
m Peter looks more like her his mother, and Mary looks like his her father.
2 Are any of the mistakes in 1 among your typical mistakes? Work on progressively noticing them
and correcting them (and your other major repeated mistakes) until they disappear. But don’t
become obsessed – effective communication is more important than perfect accuracy in
32 the language.
Autonomous learning
1 2
HUMAN CREATIVITY
32 T
UNIT 4 A WORLD OF KNOWLEDGE
LESSON 1 Sciences
The study of living The study of the The study of matter

The study of numbers, structure and properties
organisms and vital quantity and space. and energy, and their
of substances, and their
processes. transformations. interactions.
2 Read the laboratory safety contract. Then read sentences a-e and circle T (true) or F (false).
HOW TO BE SAFE IN THE LAB
in class, should be performed with the proper safety precautions. It is essential to use the right
safety equipment and understand the proper procedures to avoid serious injury. Before doing any
experiments, familiarize yourself with these general safety procedures:
caution, taking special care when mixing or heating substances.
burns and other chemical-related skin injuries.
release gases that may cause serious eye irritation, even blindness. This needn’t happen if basic
safety precautions are taken. Do not wear contact lenses while working with chemicals.
Following these safety rules will ensure that everyone stays safe while learning new things.
procedures for laboratory work. I declare that I will follow these procedures at all times.
Signed: _______________________________________________ Date: _________________
a Procedures like this only apply in science classrooms. T F
b Students can wear gloves and safety glasses if they want. T F

c People doing experiments should not wear contact lenses. T F
d Depending on the experiment, sometimes it’s OK to eat in the lab. T F

e T F
3 Consider these questions individually. Then discuss your ideas in groups.

a Does your university have a safety contract like the one above?
b How do you ensure your own and your classmates’ safety in science laboratories?
33 c What safety procedures are there in other areas and activities in your university?
UNIT 4 WORLD KNOWLEDGE
UNIT OBJECTIVES:
1
2
3
4
5
6
LESSON 1 Sciences
2
heat, gloves,
33 T
Listen to a professor in an American university
1 12
giving instructions at the beginning of her class.
Answer the questions.
a Are they in the biology or chemistry lab?
b What must they do before they start their experiments?
c Why do students have to make notes?
d What should students do if they break something?
2 13 Listen to the discussion before the students start an

experiment. Complete the laboratory notes with one
word in each space.
LABORATORY NOTES – EXPERIMENT 1
The objective of the _______________ is to see how ___________ are exchanged in leaves. This
experiment uses a pH _____________ to measure acidity. If the plant releases CO2, the indicator
will turn ___________ if it doesn’t, the indicator will stay __________ .
1 In groups, choose a topic to present at the UAEH

Science Fair. Do research about the topic.
2 Representatives of American universities are visiting
the Science Fair, looking for scholarship candidates.
Prepare to explain your topic to them in English.
3 Present the topic your group chose. Watch the other
groups’ presentations. Ask and answer questions.
Student 1: We chose the life cycle of the monarch
Student 2:
For a special English edition of your Institute’s write the

description of an experiment you are interested in. Include: Research
question / Hypothesis / Materials / Reagents / Procedure / Results.
Question: Does temperature affect germination of plants?

Hypothesis: If temperature is increased, germination will…
Materials/Reagents: soil, seeds, thermometer…
Procedure:
1 Plant the seeds…
34 2…
1
1 2 3
34 T
2 Focus on Language
Vocabulary
1 Complete the following sentences with the appropriate form of a word from the box in each space.
Use a dictionary if necessary.
boil evaporate expand expose fall freeze heat melt mix mixture rise transform
a Potassium chlorate combined with red phosphorus is a very sensitive __________. Beware!
b When you ________ water to 100°C at sea level, it _______ .

c __________ ____________
d Water _________ when the temperature _______ below 0°C. It also __________ , so don’t leave bottles of
water or similar in the freezer – they will explode!
e When red, green and blue light is ________ , it is _____________ into white light, because those three
colors are an additive combination.
f Glaciers are __________ because average temperatures have ________ by 0.13°C in the last 50 years.
2 Look at the future possibilities in the table. Check ( ) the ones that you think are likely in your life
and in your country. Add one more likely possibility in each column. Compare and discuss your
predictions in groups.
PERSONAL POSSIBILITIES GENERAL POSSIBILITIES

I will do a Master’s degree The population of Mexico City will fall
I will settle down and start a family The population of Mexico will increase
I will emigrate to the USA or Canada Most Mexicans will speak English
The number of private cars will decrease
My annual salary will rise to MX$1 million Public health care will improve
3
a After high school, Susan will probably study to become a doctor/ /teacher/chemist.
b They estimate that oil production in this area will soon fall/decrease/low/drop.
c He would like to participate in really important investigate/projects/research/work.
d She wants to do/experiment/try/experience different things, and not have just one job all her life.
e I’d like to test/prove/try out/check this equipment before I buy it.
4 In pairs, complete the following sentences, in two or three different ways if possible.
a I want to prove to my parents that...
b If the population of my city/town continues to…

c
Notice: etc.
Branch: science, chemistry, physics, biology, geology, etc.
Person: scientist, chemist, physicist, biologist, geologist, etc.
etc.
35
2 Focus on Language
1
What is the opposite of
2 rise / fall increase / decrease

scientist
3
research investigate experiment experience prove test try out
35 T
Grammar
1 Read the text. Then write the underlined connecting words or phrases beside their functions in the
table. Notice the different grammar after 5 and 6.
Charles Darwin is known today as the father of evolutionary theory, but the truth is that he was not
always a brilliant student. He hated medical school because he found the classes boring. He became
interested in nature through his friends and one of them helped him get a position on a research trip to
South America. Darwin wanted to go, but his family was not rich, so Darwin’s father asked his uncle for
money so that he could go on the voyage. The research team traveled to South America on the ship
HMS Beagle in order to study the plants, animals, places and natural phenomena they encountered.
1 adds an idea to a previous one, usually a similar idea

2 adds a contrasting idea to a previous one
3 introduces a consequence of a previous idea
4 introduces a reason for a previous idea
5 in order to introduces a purpose of a previous idea
6 also introduces a purpose of a previous idea
2
a X-rays are used ____________ see inside things that aren’t transparent, like bones and organs.
b Copernicus said that the sun is at the center of the solar system ______ the planets go around it.
c ______
d Jane Goodall moved to Africa _________ she could study chimpanzees up close.
e We have electricity on our homes ___________ Michael Faraday invented electricity generators.
f Benjamin Franklin worried that his experiments would fail, _____ he only shared them with his son.
3 Complete the questions and answers.

a _________ published the theory of evolution? Darwin _________ .
b _________ does ‘hypothesis’ mean? It _________ a provisional theory.

c _________ is Faraday’s invention of the generator important? _____________ it changed the world.
d _________ _________
e _________ is Jane Goodall _________ ? She _________ London, England.
f _________ _______________
4 Read about DNA. Use the question words in Exercise 3 to write questions about it. With a partner,
ask and answer the questions.
discoveries in history. They found the double-helix structure of DNA. Our genes are made of DNA
and determine things like what color hair and eyes we’ll have. In 1962, Watson and Crick were
awarded the Nobel Prize for their work. Their discovery has helped doctors understand diseases
and may someday prevent some illnesses like heart disease and cancer.
36 Notice: (in order) to

You can use to instead of in order to, especially in informal English: I went to Rome to see the Coliseum.
1
in order to to. so that
so
2
3 4
36 T
LESSON 2 Cultures
1 Culture has four elements: norms, values, language and symbols. Match them with their
explanations below. Think of an example of each one in your culture.
a represent or confer meanings to things and events.
b is the system individuals use to communicate, interact and share their views.
c are beliefs or ideals about what is good or bad.
d are rules to be followed and concrete descriptions of how we should behave.
2 Read this article about culture shock and add the title and the three sub-headings from the box
(there is an extra one that you don’t need).
A What causes culture shock? B How to cure culture shock C What is culture shock? D Symptoms E Culture Shock
Culture shock is the disorientation people feel in an Questioning your decision to move
unfamiliar culture or way of life. Many people who have to another country.
lived or studied or even traveled extensively in another
country have experienced some kind of culture shock. Idealizing your own culture.
Moving to a new place can be exciting and stimulating,
but it can also be overwhelming. Some people may feel Trying too hard to adapt by becoming
sad, anxious and frustrated a lot of the time. They may obsessed with the new culture.
even want to go home. They shouldn’t worry. This is as
normal as learning a new language or getting lost the Feeling shy, lost or confused.
When we understand what culture is, we can easily identify the causes of culture shock. Culture is made
up of everyday things that members of a community learn and share from generation to generation. Half
the time, you don’t even know you’re learning these things because they become second nature to you.
For example, the way you shake hands with someone when meeting them, when you eat your meals each
enter a culture that is distinctly different from your own. The differences between cultures can make it very
food as well as different people, traditions and values. This could cause discomfort and homesickness.
But most people experiencing culture shock shouldn’t be seriously worried. They should give the new
culture a chance and give themselves time to become accustomed to their new environment. It probably
3 Complete the summary with one word from the above text in each space.
Culture ________ is the _______________ that ____ experienced ____ people who ______ to another
is very different _____________theirs. This difference
country. ____ occurs because the new __________
__________ provoke a ________ of anxiety __________frustration, _________ can be so strong that
____ makes people want to go back ______ . The article advises people ____ this situation to ______
themselves ____ to get used to their new ___________________________ .
37
LESSON 2
1 symbols,
T
1 14
Listen to a podcast by moving expert, Diane Peterson. Number the stages of culture shock in
the order most people experience them.
The distress stage.
The autonomy stage.
The honeymoon stage.
The independence stage.
The reintegration stage.
2 Listen to the podcast again. Write the numbers of the stages (1, 2, 3, 4 or 5) that the following
15
feelings and behavior correspond to.
miss family and friends feel excited reject the new culture
accept cultural differences embrace new culture feel confused and alone
believe own culture is better feel comfortable feel enriched
understand own culture better solve problems alone miss familiar way of life
3 In groups, discuss any different or new situations you have faced, how you felt and how you adjusted. For
example, starting at a new school, moving to a new town or city, staying with relatives far away, etc.
Student 1:
Student 2: I felt similar when I spent a summer vacation with my uncle and aunt in…
Student 3: I went to a small Prepa. When I came to the UAEH…
1 In groups, discuss what you know about culture in other countries. Consider the things in the box
and other things.
Meeting people (shaking hands, bowing, etc.)
Student 1: In England, punctuality is very important. Use of titles (Doctor, Sir, Miss, Professor, etc.)
Student 2: Yes! It’s different in Mexico. For example,… Dress (typical; for men, women, etc.)
Punctuality
Student 3: In Arab countries, women… Waiting for services (lines for buses, theater, etc.)
Student 4: That’s right. Some women in Mexico… Men’s behavior to women, and vice versa
2 If you meet some foreign people, what will you tell them about Mexican culture?
Student 1: If I meet English people, I’ll tell them to expect...
Student 2: If I meet Italians, I’ll tell them that…
Write two or more dos and two or more don’ts for people visiting Mexico.
Greet new people with… Hug people that you… Kiss… Wear… Always be… Expect people to… Stand…
38 Don’t expect people to… Never hug… Don’t get angry if… Don’t wear… Never ask… Don’t…
1
3
2
1 2
T
2 Focus on Language
Vocabulary
1 Complete the following questionnaire. Then discuss your answers in groups.

ENGLISH IN YOUR LIFE AND ENVIRONMENT
Select one of the options to complete each statement according to your opinion.
1
None Few Some About half Most All
2
No Few Some About half of the Most All
3 ______ of my relatives and friends have visited an English-speaking country.

None Few Some About half Most All
4 ______ Mexicans really want to emigrate and live permanently in the USA or Canada.
No Few Some Many Most All
5 I spend ______ time reading and listening to English.

no little some a lot of most of my
2 Read the questions below and complete the answers with your own ideas. Write more than one
sentence for each answer. Then, in pairs, discuss your answers.
a How many Mexicans would like to live the ‘American way of life’ instead of the Mexican way?
In my opinion, almost all Mexicans…
b How much entertainment in Mexico (TV, movies, music, etc.) is foreign, not Mexican?
It depends on the place - small town or big city, for example. In big cities, a lot of…
c How many of the foreigners you have met in Mexico seem to be happy and integrated here?
Well, few of the foreigners I have met seemed to be…
d How much of the food you eat is Mexican and how much is ‘international’ or ‘American’?
I eat some…
3 Match the questions and answers. Then, in groups, ask similar questions, beginning with How +
adjective, about people, places and things in Mexico.
a How many states are there in the USA? 1 Well, it was inaugurated in 2014.
b How much power does the US President have? 2 It’s 546 meters high.
c How big is the USA? 3 It’s just over 2,000 miles.
d 4
e How tall is the new World Trade Center in New York? 5 It’s 3,766 kilometers long.
f How old is it? 6 A lot, but so does Congress.
g How far is New York from Mexico City? 7 It’s 9,827 million square kilometers.
Notice: most teachers vs. most of my teachers; no entertainment vs. none of the entertainment; etc.
In general, we usually use most/no, etc. + noun:
- Most teachers have some kind of vocation. Almost no entertainment is free of commercial interest now.
the/these/my, etc.), we usually use most of/none of, etc. + noun:
- Most of her friends are foreign. None of this food is appetizing.
39
2 Focus on Language
Notice:
Most nurses are young - La mayoría de las enfermeras
Most of the nurses in this hospital are young – La mayoría de las enfermeras
39 T
Grammar
1 Complete the following conversation using the words in parentheses in appropriate forms and
grammatical constructions.
Eva: So you’re an American immigrant to Mexico? The opposite of most migration.

Sue: That’s right. I a) __________________ (born) in rural New England, about as different from Mexico as
you can get.
Eva: Right. Why b) ____________________ (you / come) to Mexico? What c) _________________ (attract) you?
Sue: Well, a handsome young Mexican d) __________________ (go) to do a Master’s at Boston University,
where I e) ____________________ (study).
Eva: And that was that!
Sue: More or less. We f) __________________
Eva: g) _____________________ (you / live) here in Pachuca all that time?
Sue: Yes. My husband h) _________________ (work) in the UAEH, and I i) __________________
Master’s in Psychology there.
Eva: So you j) _____________________ (not / work) at the moment.
Sue: No. I k) ___________________________ (look for) a job after graduating this summer.
Eva: l) _____________________ (you / have) any children?
Sue: Yes, a little boy of three.
Eva: m) _________________________ (he / speak) English?
Sue: He n) _________________ (understand) some but he
o) _______________________ (not / speak) it yet, just
Spanish.
Eva: Well, I’m sure he p) ______________ (be) bilingual
eventually – and bicultural.
Sue: Oh, yes, for sure – Tuzo and Yankee.
q) ____________________ (you / know) that New
Englanders are the real Yankees?
Eva: Is that so?
2 Choose between the adverbs in parentheses to complete these sentences.

a I speak English ___________ (well / quickly), but my young brother speaks it much more ___________
b He learns languages more __________ (better / easily) than me. He speaks English almost ___________
(perfectly / well), and he has an intermediate level in French.

c Now he wants to emigrate to Montreal and live there ________________ (permanently / completely).
d He met a girl from Montreal in Puerto Escondido and fell _____________ (worse / completely) in love with her.
e He says she is as __________________ (fast / passionately) in love with him as he is with her, but he’s wrong.
f I met her and she is not as immature as my brother; she talks and behaves much more
(well / seriously) than he does.
3 Write sentences about different abilities in your family (languages, music, dancing, computers,
driving, sports, etc.). Then share your sentences in groups.
Student 1: My uncle learns languages more easily than anyone I know. He speaks four languages.
Student 2: I’m not as good at dancing as my sister. She’s brilliant, and I dance really badly.
40 Student 3: My two brothers play soccer better than me. I’m more intellectual!
1
2 3
40 T

There are now international congresses, conventions or conferences (essentially all names for the same
job and are lucky, you may have the opportunity to attend one, or more, perhaps in Mexico (Cancún
and Mexico City are major venues) or in another country.
1 In groups, discuss what you know about international congresses, conventions and conferences,
and where you would like to attend one.
2 Some conferences involve many different professions. World Futures Studies Federation (WFSF)
conferences, for example, consider different possible futures in terms of technology, environment,
health, politics, society and so on. Imagine you are a professional attending a WFSF Conference in
Melbourne, Australia. The theme is “Trying to create acceptable futures and avoid catastrophes”.
Name: ____________________________________ Hello. I’m Marius,

from Denmark.
Nationality: ________________________________
Nice to meet you,
Place of residence: ________________________ Marius. Andreia, from
Brazil. I’m a chemist.
Age: __________ What…?
Marital status: _____________________________
Profession: ________________________________
Company or institution: _____________________
Post or research area: ______________________
Now go to the inaugural cocktail party of the

WFSF Conference and meet other people there.
3 In one session at the conference, participants

are asked to work in groups of three or four
and prepare a brief document about the best
and the worst possible futures for the world 50
years from now from the perspectives of their
different professions. Prepare and write your
group document.
There are ..... of us in this group. One of us is a
..... from ....., another is .....
Our best predictions for the world in 20..... are

the following:
There will be .....
.....
.....
41 Our worst predictions .....

LESSON 3
41 T
If you visit the USA, Canada or Britain, you will probably eat in restaurants, and it is good to know the
customs and the vocabulary. The same is true for Americans, Canadians and Britons visiting Mexico.
1 Read the following extract from a website. Then, in pairs, write similar notes for foreigners visiting or
staying in Mexico.
EATING OUT IN AMERICA

Americans eat earlier than in many other countries. Even many Americans are uncertain about how to
They normally have lunch between 12 noon and 1 pm, address waiters and waitresses. Many are very polite
and dinner between 6 and 7 pm. However, most (to everybody, everywhere) and say “Excuse me,
restaurants serve food throughout the day. sir/ma’am.” Others say “Excuse me, waiter/miss.”
Others say nothing, but wait until they can attract
There are several options for meals in many attention with a raised hand and a smile!
restaurants, and these are usually indicated in the
menu. You can select from all the options in the menu Tips are not usually included in the check, but they
(eating à la carte in the best restaurants). You may be
able to eat a set meal, with little or no choice of dishes
(table d’hôte in the best restaurants). You may be able excellent service.
to eat from a buffet.
2 Match the words and the pictures. Use a dictionary if necessary.
a knife 1 2 3
b glass
c fork
d menu 4 5 6
e spoon
f napkin
3 In pairs, one student as a Mexican in the USA, the other as an American waiter/waitress, ask and
answer questions in a restaurant.
Mexican: Excuse me, miss. Can I have a menu? Oh, and a knife.
Waitress: Certainly, sir. Here you are. Would you like something to drink before you order?
Autonomous Learning
You can “know the basic grammar” of a language and a lot of “textbook vocabulary” and not be
able to communicate well because you don’t know the vocabulary you need. Vocabulary learning is
a very large and vital part of language learning, but you have to learn most of “the vocabulary you
need” (for your
independently.
1 Write a list of all the new words in this unit that you can remember. Then, using your lists without
showing them, ask about the words in pairs. A: What’s ___ in English? B: I don’t know. What is it?
2 In groups, discuss the strategies you use to learn vocabulary and how effective they seem to be.
3
list in Spanish and English and learn the words. Exchange your lists in pairs and check each
other. A: What’s ___ in English? B: It’s___. A: Right. Now use it in a sentence. B: Engineers
42 use different ___s.
1
Autonomous learning
2
Autonomous Learning
42 T
CHECKPOINT 2
Check your English

1 Complete the following sentences using the verbs in parentheses in the appropriate form and
structure.
a Over 2 million people ______________ Teotihuacán last year. (visit)
b The National Museum of Anthropology ______________ by almost 2 million people every year. (visit)
c Over 3 million cars ____________________ in Mexico in 2014, most of them for export. (produce)
d For several years now, Americans ________________ more cars made in Mexico than in the USA. (buy)
e _____________
f Almost all high school graduates in those countries ___________________ English quite well. (speak)
2 Connect the beginnings and endings of sentences, adding and, but, because, so, so that or in order
to on the dotted line.
a My boss didn’t come to work 1 I can get a job in Canada after I graduate.
b 2
c I’m studying really hard 3 I am terrible at math. Why don’t you ask Emma?
d 4
e I want to learn English really well 5 pass the exam with a good grade.
f The weather was really bad 6 went straight to bed. She was exhausted!
3 Select the best completion (A, B or C) for each space in the following text.
I am a history teacher, and I think it is the most ________ school A interested B interest C interesting
subject. It includes ________ sociology, politics, culture and, of A any B some C all
course, many fascinating stories. How can anyone feel _______ A boring B tiring C bored
with history? In my opinion, _______ other school subject is as A no B any C none
_______ do I (and more important people than me) think that? A How B For C Why
Because it is the story of people in ________ part of the world A all B every C none
and of humanity as a whole. We can learn ______ from history, A many B a lot C most
______ fail to learn. We can see how one generation of citizens A but B not C or
can help a country ________ towards greater justice and well- A rise B up C increase
being, while another generation can make it ________ towards A down B decrease C fall
CHECKPOINT
greater injustice and poverty for most people.
43
CHECKPOINT 2
Check your English
CHECKPOINT
43 T
Apply your English
Make It Real! A2.2 Professional takes you up to A2 level, the end of the elementary stage of learning
English. You now go on to the intermediate stage, with Make It Real! B1.1 and B1.2 Professional.
English Key (KET) and TOEFL ITP Level 2 (Pre-TOEFL). The TOEFL tests are more academic than
the Cambridge English tests. Now or sometime in the future you may want – or need! – to take one of
these tests. Exercise 3 on page 43 is one type of exercise included in Cambridge KET. Here are some
exercise types in TOEFL ITP Level 2. Answer them and see how well you did.
1 Beneath each sentence you will see four words or phrases marked A, B, C and D. Choose the one
word or phrase that best completes the sentence.
1 In this laboratory ______ on cancer research.
A. only they work

B. is only worked
C. they only work
D. it is only work
2 Each sentence has four underlined words or phrases. The four underlined parts of the sentence are
marked A, B, C and D. Identify the one underlined word or phrase that must be changed in order
for the sentence to be correct.
1 In the 1950s, people’s lives changed because of television brought the world into their homes.
A B C D
3 Each sentence has an underlined word or phrase. Below each sentence are four other words or
phrases, marked A, B, C or D. Choose the one word or phrase that best keeps the meaning of the
original sentence if it is substituted for the underlined word or phrase.
1 Global economic stability is the problem that concerns economists most nowadays.
A. this day
B. at present
C. actually
D. now and then
Note that the longest parts of the Pre-TOEFL tests are the Listening and the Reading – it is a test of
English in texts and communicative skills more than of grammar and vocabulary in isolated sentences.
CHECKPOINT
Nobody wants to apply their English only doing examinations – there are much better things to do with
post-graduate study abroad, jobs in international companies, a good salary, promotion, vacations
44
Apply your English
1 2 3
CHECKPOINT
44 T
ENGLISH GERMAN FRENCH ITALIAN
Unit 1 Einheit 1 Unité 1 Unità 1

Keyboard symbols Tastatur symbols Les symboles du clavier Simboli di tastiera
at das At-Zeichen (@) arrobase (f) chiocciolina
back-slash das Backslash-Symbol (\) barre oblique inverse (f) barra retroversa
dot der Punk (.) point (m) punto
forward-slash das Slash-Symbol (/) barre oblique (f), slash (m) barra
hashtag das Hashtag (#) hashtag (m), mot-dièse (m) hashtag
hyphen der Bindestrich (-) trait d’union (m) trattino
underscore souligner (v) sottolineato
Past participles Partizip Perfekt Participes passés I participi passati
affected affecté affettato
applied angenwandt appliqué applicato
become werden devenu diventato
been gewesen été stato
begun begonnen démarrer cominciato
come kommen venu venuto/venuti
changed gewechselt changé cambiato
communicated kommuniziert communiqué comunicato
created geschaffen créé creato
done gemacht fait fatto
existed existierte existé esistito
given gegeben donné dato
gone gegangen allé, parti andato/andati
got/gotten bekommen eu, reçu preso
graduated graduiert/absolviert licencié diplomato/diplomati
had gehabt eu avuto
included enthalten/einbezogen inclus incluso
known gewusst connu saputo
made gemacht fabriqué, fait fatto
meant meinte/bedeutete
learned gelernt/lernte appris imparato
prepared vorbereitet préparé preparato
signed up angemeldet signé
skyped geskyped fait une vidéoconférence, skypé videochiamato
spoken gesprochen parlé parlato
started angefangen commencé cominciato
taken genommen pris preso
talked geredet parlé, discuté parlato
thought gedacht pensé pensato
used benutzt utilisé usato
worked gearbeitet travaillé lavorato
written geschrieben écrit scritto
Time adverbs Temporaladverbien Les adverbes de fréquence Gli avverbi di tempo
ever Immer, jemals/je déjà mai
every … jeder … chaque … ogni ...
never nie jamais mai
yet noch encore già
already schon maintenant, déjà già
always immer toujours sempre
often oft souvent spesso
never niemals jamais mai
occasionally gelegentlich occasionnellement occasionalmente
Environmental issues Umweltaspekte Les questions environnementales Problemi ambientali
acid rain saurer Regen la pluie acide pioggia acida
air pollution die Luftverschmutzung la pollution de l’air inquinamento atmosférico
carbon dioxide die Kohlenstoffdioxid le dioxyde de charbon anidride carbonica
coal die Kohle le charbon carbone
deforestation die Abholzung la déforestation deforestazione
drought die Trockenheit/Dürre la sécheresse siccità
energy-saving light bulbs die Energiesparlampe les ampoules à économie d’énergie lampada a risparmio energético
extinction das Erlöschen/ die Auslöschung l’extinction estinzione
die Flut l’inondation inondazione
der Waldbrand le feu de forêt incendio boschivo
fossil fuels fossile Brennstoffe les combustibles fossiles (m. pl) combustibile fossile
glacier melt die Gletscherschmelze la fonte de glaciers ghiacciaio disgelo
global warming die Erderwärmung le réchauffement de la planète riscaldamento globale
greenhouse effect der Treibhauseffekt l’effet de serre (m) effeto serra
hybrid vehicle das Hybridfahrzeug le véhicule hybride auto ibrida
savannah die Savanne la savane savana
solar panel die Solarenergie le panneau solaire panello solare
water heater der Boiler/Wasserwärmer le chauffe-eau scaldabagno
Natural disasters Naturkatastrophen Les catastrophes naturelles Disastri naturali
earthquake das Erdbeden un tremblement de terre terremoto
tsunami der Tsunami un tsunami tsunami
volcanic eruption der Vulkanausbruch une éruption volcanique eruzione vulcanica
un incendie de forêt incendio boschivo
Causes and effects Ursache und Wirkung Causes et effets Cause ed effeti
… is caused by… Ist durch … verursacht … est causé par… … è causato(a) da…
… is the result of… Ist das Resultat (/das Ergebniss) von … … est le résultat de … … è il risultato di…
… comes from… von etw. kommen/stammen … vient de… … viene da…
… leads to… führt zu … … conduit à… … conduce a…
… contributes to… beigetragen zu … contribue à… … contribuisce a …
Globalization Globalisierung Mondialisation Globalizzazione
consumer der Konsument un consommateur consumatore
developed country das Indrustrieland un pays développé paesse meno sviluppato
developing country das Entwicklungsland un pays en développement paesse in via di sviluppo
goods die Waren les produits (m. pl), beni
growth die Entwicklung, der Wachstum les marchandises (f) crescita
45
VOCABULARY
investment die Investition, die Ausgaben, la croissance investimento

der Aufwand l’investissement (m)
risk das Risiko le risque rischio
success der Erfolg la réussite successo
trade der Handel le commerce commerciare
Speech/thought verbs indirekte Rede Parole/ les verbes de la pensée I verbi di pensiero
believe glauben croire que … credere
expect erwarten s’attendre à … asspetarsi
hope hoffen espérer sperare
mean meinen, bedeuten voler dire
say sagen dire dire
think denken penser pensare
wait warten attendre aspettare
want wollen volere
Les verbes modaux
Modal verbs Modalverben pouvoir en conditionnel présent I verbi modali
could können devoir potere
have to müssen pas nécessaire dovere
needn’t nicht benötigen verbe conjugué au futur simple non avere bisogno di
shall sollen de l’indicatif dovere
Opposites Gegenteile Antonymes Gli opposti
poor – rich arm – reich pauvre – riche povero-ricco
decrease – increase fallend - steigend diminution, réduction – augmentation diminuire-aumentare
advantage – disadvantage Vorteil – Nachteil avantage –désavantage vantaggio-svantaggio
hot – cold chaud – froid caldo-freddo
expensive – cheap teuer – günstig cher – pas cher costoso-economico
employment – unemployment Beschäftigung - Arbeitslosigkeit l’emploi – le chômage lavoro-disoccupazione
solution – problem Lösung – Problem solution – problème soluzione-problema
optional – essential beliebig – notwendig option – essentielle opzionale-essenziale
success – failure Erfolg – Misserfolg succès – échec successo-insuccesso
agreement – disagreement Übereinstimmung - accord – désaccord accordo-disaccordo
Nichtübereinstimmumg
Manufacturing process Herstellungsverfahren Le procédé de fabrication Processo di produzione
assembly line chaîne de montage catena di montaggio
automation die Automatisierung automatisation, automation automazione
design das Design conception, design designo
factory die Fabrik usine fabbrica
quality control die Quialitätskontrolle contrôle de qualité controllo qualità
raw materials die Rohstoffe matières premières materia prime
test der Test test testare
warehouse das Lager entrepôt deposito
Manufacturing industries Fertigungsindustrie Les industries manufacturières Industrie manifatturiere
chemicals die Chemikalie produits chimiques prodotti chimici
clothing die Bekleidung vêtements abbigliamento
electronics die Elektronik électronique sistema elettronici
home appliances das Haushaltsgerät appareils ménagers elettrodomestici
motor vehicles das Kraftfahrt véhicules automobiles vehicoli a motore
textiles die Textilien textiles tessili
Products Produkte Produits Prodotti
cloth das Tuch tissu, étoffe, chiffon panno
clothes die Kleidung vêtements indumenti
fabric die Fabrik tissu tessuto
fertilizers das Düngermittel engrais, fertilisant fertilizzanti
fridges der Kühlschrank réfrigérateurs frigoriferi
ovens der Ofen fours forni
paints die Farbe, der Anstrich peintures pitture
plastics das Platik plastiques plastiche
radios das Radio radios radiotrasmettitori
trucks der Lastkraftwagen camions autocarri
washing machines die Waschmachine machines à laver lavatrici
Words made with suffixes Wörter mit Nachsilben Modalisation Parole con suffissi
creator der Schöpfer créateur creatore
builder der Bauer, der Bauarbeiter constructeur costruttore
discoverer der Entdecker découvreur scopritore
innovator innovateur innovatore
inventor inventeur inventore
manager der Leiter directeur manager
producer der Hersteller producteur produttore
creation / creativity die Schafftung création / créativité creazione/creatività
building die Kreativität bâtiment
discovery das Gebäude découverte scoperta
innovation die Entdeckung innovation innovazione
invention die Neuerung invention invenzione
management gestion amministrazione
production / product die Leitung / die Produktion production / produit produzione/prodotto
Participles as adjectives Partizipien als Adjektive Participes comme adjectifs Participi comme aggettivi
amazing / amazed erstaunlich - erstaunt étonnant / étonné sorprendente/sorpresso
amusing / amused lustig- belustigt amusant / amusé divertente/divertito
annoying / annoyed ärgerlich – verärgert énervant / énervé fastidioso/infastidito
boring / bored langweillig – gelangweilt ennuyeux / ennuyé noioso/annoiato
civilizing / civilized zivilisierend – zivilisiert civilisateur / civilisé, courtois civilizzare/civilizzato
convincing / convinced überzeugend – überzeugt convaincant / convaincus convincente/convinto
depressing / depressed deprimierend – deprimiert déprimant / déprimé deprimente/depresso
embarrassing / embarrassed peinlich – verlegen embarrassant / gêné imbarazzante/imbarazzato
exciting / excited spannend – gespannt passionnant / surexcité emocionante/emozionato
exhausting / exhausted ermüdend – ermüdet épuisant / épuisés estenuante/esausto
interesting / interested interessant – interessiert intéressant / intéressés interessante/interessato
shocking / shocked schockierend – schockiert choquant / choqué sconvolgente/sconvolto
zufriedenstellend – zufrieden satisfaisant / satisfait soddisfacente/soddisfatto
46
VOCABULARY
surprising / surprised überraschend – überracht surprenant / surpris sorprendente/sospreso

erschreckend – erschrocken spaventoso/spaventato
tiring / tired ermüdemd – müde fatigant / fatigué faticoso/affaticato
worrying / worried beunruhigend – besorgt inquiétant / inquiète preocupante/preccupato(a)
Modern issues modern Aspekte Les problèmes actuels Moderne questioni
abuses die Beschimpfung abus abusi
atrocities die Gewalttat atrocités atrocità
discrimination die Diskriminierung discrimination discriminazione
slavery die Sklaverei esclavage schiavitù
torture die Folter torture torture
Modern civilization modern Kultur La civilisation moderne Civiltà moderna
central government die Zentralregierung le pouvoir central governo centrale
citizenship die Staatsbürgerschaft la citoyenneté cittadinanza
democracy die Demokratie la démocratie democracia
election die Wahl l’élection (f) elezione
fair trial die (faire) Verhandlung le procès équitable giudice imparziale
freedom die Freiheit la liberté libertà
homeland das Heimatland la patrie patria
housing die Unterkunft le logement abitazione
human rights die Menschenrechte les droits de l'homme diritti dell’uomo
infrastructure die Infrastruktur l’infrastructure infrastrutture
justice die Gerechtigkeit la justice giustizia
law das Recht / das Gesetz le droit legge
legal legal la /le juridique legale
literacy die Lese- und Schreibfähigkeit l’alphabétisation alfabetismo
representation die Vertretung la représentation rappresentazione
security die Sicherheit la sécurité sicurezza
standard of living der Lebensstandart le niveau de vie tenore di vita
supporters die Befürworter les partisans sostenitori
vote die Abstimmimg vote voto
Electricity and Magnetism Elektrizität und Magnetismus Elettricità e Magnetismo
battery die Batterie la batterie batteria
charge die Ladung charger carica
discharge die Absetzung, der Austritt la décharge scarica
l’écoulement
negative charge die negative Ladung la charge négative carica negativa
positive charge die positive Ladung la charge positive carica positiva
Sciences Naturwissenschaften Les sciences Scienze
Biology die Biologie La biologie Biologia
Chemistry die Chemie La chimie Chimica
Geology die Geologie La géologie Geologia
Math die Mathematik Les mathématiques Matematica
Physics die Physik La physique Fisica
Scientists Wissenschafter Les scientifiques Scientifici
chemist der Chemiker le chimiste chimico
biologist der Biologe le biologiste biólogo
geologist der Geologe le géologue geólogo
physicist der Physiker le physicien físico
Science Verbs Verben aus der Wissenschaft Les verbes de la science Verbi della scienza
boil sieden/kochen bouillir bollire
evaporate (etw.) verdampfen/verdunsten évaporer evaporare
expand (etw.) expandieren/ausdehnen étendre espandersi
expose bloßlegen/freilegen exposer esporre
fall sinken/fallen tomber cadere
freeze gefrieren geler congelare
heat etw. aufheizen/erwärmen chaleur riscaldare
melt schmelzen fondre fondere
mix etw. mischen mélanger mescolare
rise ansteigen/erhöhen augmenter aumentare
transform etw. umwalndel/transformieren transformer trasformare
Quantity Quantität La quantité Quantità
(about) half halb la moitié metà
(a) few wenige, ein paar quelques (adj), quelques-uns (pron) alcuni
all alle / ganz tous tutto
most am meisten plus la maggior parte di
none keine aucun nessuno
some etwas certains un po’di
Connectives Bindewort Les connecteurs I connettivi
and und et e
because weil parce que, à cause de, perchè
but aber mais ma
in order to um zu
so (that) damit pour que, de sorte que in modo che
Wh- question words W-Fragen Mots interrogatifs Parole di domanda
who welcher / welche /welches / wer qui chi
what was quoi che cosa
where wo où dove
when wann quand quando
why warum pourquoi perchè
Restaurant vocabulary Vokabeln Restaurant Le vocabulaire du restaurant Vocabolario di ristorante
fork die Gabel la fourchette forchetta
glass das Glas le verre bicchiere
knife das Messer le couteau coltello
menu die Speisekarte le menu menù
napkin die Serviette la serviette tovagliolo
spoon der Löffel la cuillère cucchiaio
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, photos, and
audio material. 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,
Sarah Conway, Paul Davies, Tomas Hernández Ángeles, Claudia Liliana
Hernández Hernández, Jacob Law, Alonso Leal Godínez, Esthela Elizabeth
Martínez Muñoz, Zulema Meraz Madriz, Neil Isaias Sevilla Islas, Amber Shaw,
Acintlalli Sunashi Vázquez Minor and Alanna Wilson Walter Feltner.
A very special thanks to Cris Estudios.
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Make lt Real! Professional Student's book A2.2
was printed at UAEH University Press
in October, 2015.
Print run 100 copies.

Sign up as a new user:
Go to http://platform.miruaeh.com
Click on Sign up and then select Teacher as your

type of user.
Fill in the registration form and in MIR! Book Code

enter the code located at the bottom of this tab.
Click on Activate and that’s it!
Download your audio material:
For your convenience, the recordings of the

listening exercises will be available in mp3* format.
Just follow these steps:
Log in with your account.
Go to Junior series or Professional series

(depending on the case) in the upper toolbar of
your level.
Now, you will see a list with all the available levels
of the series. Click on Download audio material of
the level you need and the download will start.
download speed depends on your internet connection.
4384
MAKE IT REAL! Professional has been written studies and work, world situations and events, etc.
Because it has been written in Mexico, by ELT
by English language teaching experts with experts, MAKE IT REAL! Professional also
decades of experience in Mexico. considers:
of ELT in Mexican schools, which calls urgently for

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

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Student’s book

Paul Sarah Verónica Martha Guadalupe Claudia Liliana Laura

Dirección Universitaria de Idiomas

Make lt Real! Professional Student's book A2.2:

Editors: Paul Davies and Sarah Conway

Coordinators: Diana Matxalen Hernández Cortés, Edward Amador Pliego

Cover and interior design: Nancy Yuridia Vega Ramírez

First published 2015

Make lt Real!® is a registered trademark

aiming at higher, but realistic goals.

1 THE MAKE IT REAL! PROJECT

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

Online components to complement classroom teaching-learning

Development and support programs for UAEH English teachers.

TEACHING CYCLES AND

the natural language acquisition process of children Focus on form-system-usage is accompanied or

MIXED LEVEL GROUPS AND LEARNER AUTONOMY

Ellis, R. 2008. Principles of Instructed Language Acquisition, CAL, at

Harmer, J. 2010. The Practice of English Teaching, 4th Edition. Longman

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

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

LESSON / TOPICS NOTIONS / FUNCTIONS VOCABULARY GRAMMAR COMMUNICATIVE SKILLS

1.1 for and since)

1.2 ever, never

CHECKPOINT 1 Check your English and Apply your English Page 21

4.1 and, but; because; so

How (not) as… as…

CHECKPOINT 2 Check your English and Apply your English Page 43

Make It Real!, is not used.

Real use of the language

Projects related to other subjects/disciplines

Review sections to consolidate learning

Prevents common mistakes in Mexican students

a What examples of traditional human communications does the article give?

b Which two inventions revolutionized human communication?

LESSON 1 Communication and technology

1 Real Use of English

How long has Skype existed?

1 For more than a decade. X

According to the recruiter, in which departments does Skype have vacancies?

1 The marketing department.

B 2 The software development department. X

According to the recruiter, what characteristics do good Skype candidates

1 They speak English. X

b The word skype has become a verb.

d The recruiter’s mom hasn’t learned to use Skype.

Student 1: I want to work in an international company.

2 I am a good candidate for a job at __________ because I __________. I also…

a LOL laugh out loud f BTW by the way

c BRB be right back h CU see you

d G2G got to go i ASAP as soon as posible

Student 1: What’s your e-mail address?

write take use

exist create change

become learn make

/d/ /t/ /id/

b Skype has operated since 2003.

f Have her parents learned to skype? No, they haven’t.

Is there a similar grammatical structure, with a similar use, in Spanish?

Use _______ to specify when something started happening.

Use _______ to specify a period of time that something has happened.

f I have had my laptop __________ two years.

Notice: How long?

2 I am a good candidate for a job at because I . I also…

is caused by is the result of comes from leads to contributes to