A1.1 Paul Davies

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

© Universidad Autónoma del Estado de Hidalgo
Abasolo 600, Col. Centro Pachuca de Soto Hgo. C.P. 42000
Dirección Universitaria de Idiomas
No unauthorized photocopying.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or
transmitted, in any form or by any means, electronic, mechanical, photocopied, recorded or
otherwise, without the prior written permission of the Universidad Autónoma del Estado de Hidalgo.
Make It Real! Professional Teacher’s book A1.1:
Editors: Paul Davies
Coordinators: Diana Matxalen Hernández Cortes and Edward Amador Pliego
Project manager: Claudia Liliana Hernández Hernández
Authors:
Paul Davies, Martha Guadalupe Hernández Alvarado,
Claudia Liliana Hernández Hernández, and Laura López González
Cover and interior design: Nancy Yuridia Vega Ramírez
Web materials developer and editor: Jacob Law
Web developer: Jorge Alberto Hernández Téllez
Photographer: Sergio Arturo González Gutiérrez
Illustrator: Ivan Emilio Tapia Camargo
First published 2014
1st printing 2014
ISBN: 978-607-482-374-5
Make It Real! ® is a registered trademark
Printed in Mexico

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

Make It Real! is a response to the unsatisfactory level of English of most students in the UAEH, as in many other
institutions of higher education, including almost all public ones (Davies 2009, González et al. 2004, Lemus et al.
2008). After 5+ years of secondary and high school English, most students enter Licenciaturas with a beginner or
low elementary level in the language. As a result of all these years of unsuccessful study of English, most students
also have negative attitudes towards English courses.
1 THE MAKE IT REAL! PROJECT
SITUATIONAL ANALYSIS
In order to provide the Make It Real! project with solid
foundations, the project team analyzed the teaching
and learning of English in the UAEH. Among probable
explanations for the low level of achievement in the
UAEH English courses are those mentioned above: the
negative experiences of students in previous English
courses, leaving them with little English and low
motivation for further study of English.
In addition, the groups of over 30 students common in
the UAEH do not help, nor do the few hours of class per
week (three or four), nor the feeling many English
teachers have that, in the UAEH context, they cannot
apply the “best practice” they studied in their
professional training (LELI, etc.).
Two points in the analysis that were fundamental for the
development of the Make It Real! methodology and
materials were that the existing UAEH English
syllabuses were not appropriate for the context and the
needs of the students, nor were the international
textbooks being used. International publishers produce
books they hope to sell around the world, to European,
Asian and other Latin American students, as well as
Mexican ones, of all ages and walks of life. The new
Make It Real! Professional textbooks are for Mexican
students.
potentially positive aspects of the UAEH situation, two in
particular. Students in Licenciaturas have much greater
than primary, secondary or high school students, which
should permit more focused and motivating teaching of
the language. Most teachers in UAEH Licenciaturas
have solid ELT preparation, many having graduated
from the LELI, which means they should have notions at
least of the kind of communicative ELT (Text-based,
Content-based, Skills-based, Task-based, etc.) that the
Make It Real! Professional project employs.
STUDENT NEEDS ANALYSIS
The Make It Real! team also carried out a student needs
analysis. Some of the key points from that analysis are
the following. The great majority of UAEH students and
graduates will use English in Mexico for study,
professional development, work and other
communicative purposes, not in English-speaking
countries and everyday social intercourse, which tend
to be prominent, if not dominant, in most published EFL
textbooks (though it should not be forgotten that some
UAEH students and graduates may have the need, or
the aspiration, for such uses – postgraduate study,
business travel, tourism, etc.). For study, professional
development and most work, reading will be the primary
skill required by UAEH students and graduates, but
many may require other skills as much, or even more
(for tourist services, international commerce, etc.). Most
time require “therapeutic teaching” to help them recover
from previous bad experiences of English courses and
become more motivated towards the learning of
English. The Make It Real! team believes that courses
that are distinctly different from their previous courses,
as well as being in line with progressive ELT, should
renewed motivation.
INTRODUCTION
GENERAL
IV

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

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

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

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

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

OPTIONAL FIRST SESSION
It is probable that many students will not bring the textbook, Make It Real!
Make It Real!, is not used.
Speak to the students in English at the very start of the session: Teacher: Hello! (wait for response and, if necessary,
get Ss to repeat “Hello!”). How are you today? (wait for response and, if necessary, get Ss to repeat “Fine, thank you.
And you?”) Fine, thank you. My name’s ………. I’m from ….….. What about you? (addressing a student who has been
responding well). Student: (My name’s) ……… I’m from …….. T: Nice to meet you. (Then, addressing another
student) What’s your name? S: (My name’s) …….. T: Hello, …….. Where are you from? S: (I’m from) ……… Continue
“Come
in”, introduce yourself as above and ask about them.
Elicit bits of English that different students know (even if not completely accurately): Teacher: Give me some more
English. Examples of English (gesture “Give me”). Come on, examples of English – “How are you?”, “What’s your
name?”, “Batman”, “Iron Man”, “Happy birthday to you”, “We are the champions”… Come on, examples of English.
Hopefully you’ll get plenty. Write them on the board as students say them and comment if appropriate or
demonstrate the use of some of the more common and useful ones.
Start work on building up a repertoire of classroom English (some examples may have been included in the
elicitation activity). Get students used to the classroom English you use with TPR of instructions: Stand up. Sit down.
Open your books to page…. Close your books. Work in pairs. Change partner, etc. Present some basic expressions
for the Ss to use: May/Can I come in? Can/May I go to the bathroom? I don’t understand. Can you repeat that,
please? etc. If you write these expression on a roll of heavy paper, you can put it on the wall for the next few classes,
adding extra expressions and pointing to expressions when necessary. When students say something necessary for
classroom communication in Spanish, like “¿Puedo pasar?” “No entiendo” or “Perdón. ¿Podría repetirlo?”, see if any
of the stronger students can give the equivalent in English, and if not give the English equivalent (“May/Can I come
in”, “I don’t understand”, “Sorry. Can you repeat that?”); then get choral and individual repetition of the expression.
Insist that these expressions are said in English.
In Spanish, discuss the Ss’ arrival in Licenciatura, their future prospects, the probable place of English in those
prospects and also their previous experiences of English courses (at school, in a language center, etc.). Point out
that their arrival in Licenciatura means they are approaching the top of an educational and employment pyramid
(virtually everybody goes to Primary, most people to High School, far fewer to Bachillerato, and fewer still start a
Licenciatura). Most of them should go on to skilled work or higher education and a profession. In skilled work, higher
employment, promotion, postgraduate scholarships, etc. Previous experience of English courses is likely to have
been generally negative for most of the Ss, but possibly positive for a few (those who had good teachers at school
and especially those who have taken English classes outside school); get these lucky Ss to tell the others about their
positive experiences. Promise the Ss, with their cooperation, good classes (typically with English as the main
classroom language, and the development of communicative skills as the main goal), not “bad” ones like those most
of the students have had until now.
All of the above should begin to indicate which students are strongest in English and which are weakest (probably
with a big difference between them), and which have more positive attitudes towards English and which more
negative attitudes. You may want to give all the students a short basic placement test also to classify the students
more objectively.
X

An English textbook for the
UAEH community!
A teaching methodology
especially adapted for our
learning context
Prevents common mistakes in Mexican students
Real use of the language
Interesting texts to increase motivation
and stimulate discussion will also be
presented as listening comprehension
activities online
Projects related to other
subjects/disciplines
Use of cognates to
facilitate understanding
JAVIER
Hi, my name’s Javier. I’m an architect. I work for a construction company in Ottawa,
Canada. I have this job because I’m a good architect and I speak English well. I
liked English at school, and at university I took every opportunity to practice the
language. I created opportunities to use English! Now I live in a great city and
use English all day in a great job. And I’m learning French – I can communicate
basic things.
Review sections to consolidate learning
every two units
XI
I’m 19 years old and I’m 19 are correct, but I’m 19 years and I have 19 years old are incorrect.
Notice:

1
The principal languages of North America
and the Caribbean are English, Spanish and
French. For example, English is the national
language of the United States of America
(USA) and Jamaica, Spanish is the national
language of Mexico and Cuba, and French
is the national language of Haiti and one of
the two national languages of Canada.
Many people in North America and the
Caribbean also speak other languages.
For example, approximately 40 million
people of Latin American origin in the
USA speak Spanish and approximately 6
million Mexicans, 6 million Guatemalans
and 1 million Canadians speak indigenous
languages.
The majority of Mexicans speak English.
They graduate from secondary school with
excellent English. They do not study English
at university. The use of English is especially
common in Durango, Aguascalientes and
Hidalgo, but it is not common in Cancún,
Acapulco and Mexico City.
The two national languages of Canada are
English is important in Mexico for
Only about 5% of Mexicans
English is important for the future of
1. communicate effectively in English.
2. English and French.
3. UAEH students and graduates.
4. international tourism and business.
UNIT 1 ENGLISH AND YOU
LESSON 1 English in your world
Real Use of English
1 Look at the countries, the cities, and the map. Write the countries and capital cities on the map.
With your teacher, write a new correct paragraph.
Complete the following sentences with phrases from the box.
Read the paragraphs and put (correct) or
(incorrect) in the boxes ( ).
2
Canada
Guatemala
Mexico
USA
Washington
Ottawa
Guatemala City
Mexico City
Languages in North America and the
Caribbean
a
b
c
3
4
a
b
c
d
1
Canada
Ottawa
USA
Washington
Mexico
Guatemala
Guatemala City
Mexico City
2
4
1
3
person – people[ :p l]
Person (singular) – a person, one person. People (plural) – two people, 40 million people.
Notice: e

1T
LESSON OBJECTIVES:
To begin to establish English as the main classroom language.
To establish the development of the four communicative skills as the main goal of the course (this objective should
be pursued throughout this course, and all the following ones).
learn English”).
Go through the forms and the pronunciation of the countries and cities in English, e.g. Canada (not Canadá),
Mexico City (not México or México, D.F.). Get Ss to do the task in pairs, and then change partners to compare
their completed maps (use this opportunity to teach Work in pairs and Change partners and compare
it easy, you could add extra countries/capitals: Cuba/Havana, Jamaica/Kingston, Dominican Republic/Santo
Domingo, Haiti/Port au Prince. As you check with the whole class (a sketched map on the board would help),
use complete English questions, e.g. You could even risk asking
if any of the Ss can give you more information about the countries and cities; this would give the stronger Ss
a chance to show what they can do, and indicate what all Ss should soon be able to do. Remember also that
content-based teaching (and the Modelo Educativo of the UAEH) involves getting Ss to consolidate and expand
their knowledge of the world, in this case geography. Their English courses will often require some research,
frequently using the Internet.
Notice how true English-Spanish cognates facilitate comprehension for the Ss in this and other texts in this unit.
correct or incorrect (remember that you will be using similar instructions in English again and again, so actively
teach them). Check the answers – paragraphs 1 and 2 are correct, 3 is incorrect. Note the surprising information
in the article – 40 million people in the USA speak Spanish! 6 million Mexicans, 6 million Guatemalans and 1
million Canadians speak indigenous languages!
Go through paragraph 3 getting the Ss to help you correct it: (try to elicit)
try to elicit) try
to elicit) (try to elicit)
(Try to elicit)
This can be done in pairs, or individually, with answers then compared in pairs. Emphasize the content of b, c and
d, which relate to the Unit and Lesson topics – “English and You”, “English in Your World”. Again you could risk
inviting Ss to say more about English in Mexico and for UAEH students and graduates; perhaps none will wish
or be able to say anything, but you may be pleasantly surprised.
Real Use of English
1
Notice:
instead of because of
singular-plural early on.
UNIT 1 ENGLISH AND YOU
LESSON 1
1
2
3
4
5
1
2
3
4

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

2T
Get Ss to look at the pictures and consider who is probably François, Xóchitl, Carol and Daniel. Say: Listen to the
(Remember, you should continually be teaching, and then
enforcing and reinforcing, classroom English). Play the CD and ask:
Check the answers.
Play the CD two more times if some Ss need it. Get the answers from Ss, but repeat them yourself in complete
sentences, also using complete questions:
Continue with Xóchitl, etc.
Get Ss to stick their Facebook posts up on the walls so that everyone can read them all. Tell Ss they can correct
yourself for careful attention in Focus on Language work.
Demonstrate with a strong S. Get one or two pairs of strong Ss to demonstrate, then general pair practice.
After this activity, if there are some strong Ss, get them to tell you about other Ss whose information is in their
table, using He/She and his/her:
Refer to Notice if there are problems with .
Hola. Me llamo Xochitl. Soy mexicana, de Pachuca, Hidalgo. Tengo 18 años y estoy en la Licenciatura en
Enseñanza de la Lengua Inglesa en la Universidad Autónoma así que… I speak English, but I must practice!
– je joue du piano. Oh – and I speak English.
LISTENING SCRIPT:
1
2
1
2
Notice:

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

3T
1
2
Focus on Language
2
Use this activity both to familiarize Ss with the English names of countries (and cities) and to work on general
pronunciation (“the sound of English”). Many English phonemes (consonants and vowels) are used, and the word
stress is often different from Spanish: Ireland, Italy, Canada, Britain (and Ottawa, Dublin, Paris, Moscow). You
can relate the names of countries to the numbers of countries in the map here if you wish:
(elicit from Ss) (or fourteen, or six, or…) (elicit from Ss)
Note that the countries are named under the numbers in the map in 1
Ss manage with the countries, you can also work on capital cities, perhaps as a group quiz, with books closed:
More basic vocabulary and pronunciation work. You can practice if you wish with questions and answers like:
of anther nationality) of a certain religion, and many Indians are Muslim, Buddhist, Christian, etc. (in the media
Note that the nationality-and-language words are highlighted in the box in 3
Book page). Check the 2 examples (Australian and Chinese) with the Ss. Tell them to decide, in pairs. Ask
different pairs, around the class : , etc. Note that Hindi and Urdu are two of the principal
languages in India, but many different languages are spoken.
Get groups of 3 or 4 Ss to write the numbers in their books. Check by going from group to group, asking them to
say the next number and write it on the board, and moving on to the next group if one cannot say the number. You
can also give them practice by getting Ss you select to say a sequence of 5 numbers then the next S
the next S the next S etc.).
It may be better to do this on a different day, not the same day as 5 (most people learn best by doing something
often, not by doing it once for a long time. Number competitions of different kinds can be done once a week for
a month (or more).
3
4
5
6

4
b
a
c
d
e
f
g
Grammar
1 Complete the sentences with phrases from the column on the right.
I
You
She
He
It
We
They
are the champions!
are my English teacher.
is not American. François is Canadian.
am a UAEH student.
are not industrial cities. Cancún and
Acapulco are vacation centers.
are the champions!
is Carol, an American medical student.
is important in the USA.
I’m David López. ________ on your class list, Mr. Smith? Yes, ___________. Sit down, David.
___________ Mr. Smith, the Macroeconomics teacher? Yes, ________. Come in and sit down.
I’m here for the Econometrics class. ________ in this classroom? No, ___________. It’s in Room B201.
OK. We’re twenty-nine in this class – twenty-eight students and me, your teacher. _______________ all here?
No, ___________________. Only twenty-seven.
Mónica Flores? ________ here? No, ____________, Mr. Smith. She’s in Mexico, visiting her family.
Ah! And Samuel Flores? ________ in Mexico too? Yes, __________.
OK. They’re both Flores. _______________ brother and sister? Yes, _____________.
Where ______________ from in Mexico? ____________ from Pachuca, Hidalgo.
Listen and complete the conversation.
2
Daniel: Excuse me. Is this your purse?
Carol: Yes, it 1______. Thank you! That little dog!
Daniel: Are those your sunglasses?
Carol: No, 2
Daniel: Good! Where are you from?
Carol: San Francisco. Are 3________ American?
Daniel:
Carol: What do 4________ do?
Daniel:
Carol: Ah! Tulum! Fantastic! 5_______ it far?
Daniel:
Carol: Excellent – an excursion!
Read the complete dialogue (a-h). It is in a classroom at Florida State University in Tallahassee. Then,
in pairs, complete the dialogue with a phrase in each space (I am or I’m, Am I, I’m not; you are or
you’re, Are you, you’re not, etc.).
3
a
b
c
d
e
f
g
h
5
Write the complete forms of the contractions in Exercise 3: I’m – I am, It isn’t – it is not, etc.
In pairs or groups, ask and answer questions about the students and teacher in your class.
4
5
am a UAEH student.
are my English teacher.
is not American. François is Canadian.
is Carol, an American medical student.
are not industrial cities. Cancún and Acapulco are vacation centers.
is
they
you
you
Is
Am I
Are you I am
Is it it isn’t
you/we* aren’t
Is she
Is he he is
she isn’t
Are they
are they They’re
they are
Are you/we*
you are

4T
1
2
If most Ss seem capable, get them to do this individually and then compare their sentences in pairs. If the
group seems generally very weak, get them to do the exercise in pairs, then change partners and compare their
forms of be in the present.
See if the Ss can complete the conversation before you play the CD. After the listening, get Ss to check their
answers in pairs. You could get different pairs of Ss to act out the dialogue in front of the class.
This exercise has interrogative and negative forms (in short answers) of be, which you and the stronger Ss
have no doubt used in classroom English. Almost all Ss should recall all these forms from their previous study
the forms of be
This exercise does in fact continue working with various forms of be, particularly questions and answers.
Ss if any of them have relatives in an American university – in Florida or wherever. To clarify the situation (the
teacher in the classroom and some Ss in the classroom, others in the doorway), you can read through the whole
exercise before the Ss do it, playing the roles of Ss and T and including the missing phrases, but too fast for the
Ss to write them down:
You as S, at the door:
You as T, inside the classroom:
You as S, at the door:
You as T, inside the classroom: .
etc.
Again, according to how weak or strong the group is in general, this can be done individually and checked in pairs
(generally strong group), or in pairs and checked with a different partner (generally weak group). The contractions
Again, handle according to the general nature of the group, weak-strong. For weaker groups, get things
started by asking stronger Ss questions (
Grammar
LISTENING SCRIPT:
3
4
5

5
Approximately ten ____________ of Mexicans are bilingual.
About 6 million Mexicans __________ an indigenous language, and another 6 million __________ English.
________________ the population of the world is bilingual (or multilingual).
Bilingualism is especially common ________________ of Asia, Africa and Europe.
a
b
c
d
LESSON 2 English-speaking Mexicans
Real Use of English
1 Read the sentences. Are they correct or incorrect in your opinion?
1
a
b
c
d
10% of Mexicans speak English. 20% of Americans speak Spanish.
Globally, 1 person in 2 is bilingual.
Read the interview and check your answers in Exercise 1.
2
At the 9th
International Symposium on Bilingualism
in Singapore, our reporter, James Dalton, interviews
Mexican sociologist, Doctor Juana García, of the
UNAM (National Autonomous University of Mexico).
James: Is bilingualism common in Mexico, Juana?
Juana: Well, about 1 in 10 Mexicans is bilingual.
James: Ten per cent.
Juana: Yes. About six million Mexicans speak an
indigenous language and Spanish – traditional
bilingualism. That’s 5% of the total population.
And 5 or 6% of Mexicans speak English, or
another global language, like French.
Yes. Most people in parts of Asia and Africa. In
Holland and Scandinavia 90% speak English,
60% in Germany…
many individual Mexicans, especially in the
professions, tourism, business...
James: Is that normal in different countries around
the world?
Juana:
James: And 5% in Mexico. Is that a problem?
Juana:
James: Thank you, Juana. That was really interesting.
Gracias! Merci! Obrigado!...
Juana:
James: Half the people in the world are bilingual!
No. Approximately 20% of Americans are
bilingual. 10% are English-Spanish bilinguals,
many of Mexican origin. And the global
proportion is about 50%.
3
one in ten =
most =
half =
about =
a
b
c
d
1
2
3
4
approximately
the majority
ten per cent
Complete the following sentences, with reference to the interview.
4
4
per cent
speak speak
Half / 50% of
in parts of
3
2
1

5T
LESSON OBJECTIVES:
To consolidate and develop English as the main classroom language.
To consolidate the development of the four communicative skills as the main goal of the course.
This task is pre-reading guessing, anticipating information that will come in the reading text. It can be done
individually, as suggested by the instructions, or in pairs or even groups.
to elicit the information from Ss:
(try to elicit) (try to elicit)
(try to elicit)
(try to elicit)
(try to elicit) (try
to elicit)
Mexican higher education graduates are much more likely to have to handle numbers and quantities in English
than socialize, describe their bedrooms, talk about their favorite artists, their daily routines, weekends, etc.
This exercise works a bit more on the same area as well as connecting reading comprehension and writing, or
note-writing.
Real Use of English
1
1
2
3
4
5
1
LESSON 2 English-speaking Mexicans
2
3
4

6
1 Listen to Juana García talk about her family and complete the sentences.
a
b
c
d
e
f
Juana is from ___________, Hidalgo.
She speaks Spanish, English and ___________.
She works in the __________.
Her mother, father and sister live in _______________.
Her brother David and his family live in ____________.
Her brother Bernardo lives in ______________, Florida.
__________ people in her family speak English,
Juana and her brothers.
Bernardo uses English and ___________ in his
restaurant.
Juana is a teacher in the ____________________________ of the UNAM. She lives in ___________________.
Carmen lives with _______________. They _______________ in Huejutla, Hidalgo.
David is an _______________. He _______________ in a construction company in Pachuca.
Bernardo is a __________ in a restaurant in Miami, Florida. Many people in Miami speak ______________.
g
h
Complete the sentences with words or phrases from the box.
Now talk about famous people.
2
2
a waiter her parents live Language Department works Mexico City Spanish engineer
b
a
c
d
1 In groups, talk about Juana, members of her family and students in the class.
Write a biographical note (4-6 sentences) about a famous person.
Student 1: What about Juana?
Student 2: She’s from Huejutla. She’s twenty-eight years old.
Student 3: She’s a teacher. She works at…
Student 1: What about Shakira?
Javier “Chicharito” Hernández is from ……………. He ………………..
Notice:his – her
He is David. His parents live in Huejutla. His sister Juana lives in Mexico City. His brother lives in Miami.
She is Juana. Her parents and her sister live in Huejutla. Her brother David lives in Pachuca.
6
Huejutla
Huejutla
Pachuca
Miami
Three
Spanish
Náhuatl
UNAM
Language Department Mexico City
her parents live
engineer works
waiter Spanish

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

7
Juana, Carmen and Bernardo are single. David is married to Clara. They are i ___________ and wife. They have two
j ____________, a son, Mario, and a k _____________, Ana. Juana and Carmen are their aunts, and Bernardo
is their ________.
Student 1: OK, my sister Laura. She lives in Detroit. She speaks Spanish and English. Her husband works in an
automobile factory. What about you, Paco?
Student 2: (Paco) OK, my aunt and uncle. They live in Apan. He’s a farmer and she’s…
Notice:parents – children – siblings
Your parents are your mother and father. Your aunt, uncle, etc., are your relatives.
Children (singular child) are sons and daughters, and boys and girls in general.
Siblings are brothers and sisters. It’s a formal word; “my brothers and sisters” is the usual expression.
1
Focus on Language
2
Vocabulary
husband
mother
daughter son (children)
(siblings)
David Carmen
sister brother
Luisa Miguel
(parents)
a
b
c d
e f
g h
In teams, write more occupations on a piece of paper. The team with most correct occupations wins.
2
teacher
student
engineer
waiter
doctor
taxi driver
In groups, talk about members of your family.
3
Memorize the data for Hidalgo. Check in pairs: What’s the area of Hidalgo State? etc.
4
What does your
brother do?
I’m an engineer. I work at
a construction company.
What do you do?
He’s a waiter in Miami. He
speaks English and Spanish in
the restaurant – there are many
Latino customers.
Area: 20,846 square kilometers. Population: 2,665,000 inhabitants. Urban population: 52%. Rural
population: 48%. Number of municipalities: 84. Indigenous population (speakers of indigenous
languages): 360,000 (15% of the total population).
wife
father
son daughter
brother
Juana Bernardo
sister
husband
uncle
children daughter
In pairs, complete the García’s family tree with the names of two members in letters e and f. Then
complete the family relationships for letters a-h and i-l (husband/wife, mother/father, son/daughter,
brother/sister, etc.)

7T
1
2
Focus on Language
2
This activity is best done in groups, unless most of the Ss are quite strong, because they need to remember
This kind of activity gives stronger Ss a chance to show what they know, and weaker Ss should see that they can
classroom English.)
You could get Ss to write their own family trees and compare them in pairs or groups. You may refer Ss to Notice
now or later.
Expect many professions since Ss are in higher education, but also other occupations may be needed for Ss to
talk about their relatives, and even about their own future plans. After the competition, check other occupations in
Write the words on the board. Be ready to translate the occupations
occupation may be Get Ss to use – some
more very useful classroom English.
.
This activity puts 1 and 2 together, family and occupational vocabulary, and also where people live and work.
Monitor the group work, helping when necessary, and listening for interesting information, especially about
relatives who live abroad or might need English in their work. Mention some of these relatives after the group
work:
This activity takes Ss back to numbers and measurements, which are needed in many occupations and
professions. The checking in pairs (or groups) should be done from memory, with books closed, of course.
After the pair or group work, ask
the questions to Ss around the class. Tell them that they are now experts on the State of Hidalgo and can tell
foreigners about it and impress them! They can also impress Mexicans, translating what they know in English
into Spanish! University students should know this kind of information about their city, state, country and world!
3
4
Notice:The differences between English and Spanish family vocabulary cause problems even
complicated! Only extensive exposure to and use of these terms over time can establish them
solidly.

8
Grammar
1 Order the words to form two or three correct sentences (negative + correction, question + answer).
a
b
c
d
e
f
not / teacher / am / the / I / . student / I / a / am / .
car / that / not / American / is / . German / is / it / .
English / and / not / nationalities / Náhuatl / are / . languages / are / they / .
from / you / where / are / ? Ixmiquilpan / am / from / I / .
this / what / is / ? mixiote / is / a / it / .
you / American / are / ? not / am / no, / I / . am / Canadian / I / .
these / your / are / glasses / ? are / yes, / they / . you / thank / .
you / where / are / ? in / supermarket / am / the / I / .
g
h
San Cristóbal tequila Jarochos population mole the UNAM Chichen Itzá mariachis…
my your his her its our their live lives speak speaks study studies work works
Prepare questions about Mexico (see the box for ideas). Then, in pairs, one student a foreign visitor
and the other student a friendly Mexican, ask and answer questions about Mexico.
2
Foreign visitor: Where are chiles en nogada from?
Friendly Mexican: They’re from Puebla.
Foreign visitor: Is Acapulco the capital of Guerrero State?
Friendly Mexican: …..
Complete the sentences with words from the boxes.
3
Elsa is Mexican, but she ________ in New York. _____ husband, Grant, is American.
“Hi. _____ name’s Grant Brown. I’m American, but I ________ Spanish – más o menos.”
Grant and Elsa Brown ________ in Brooklyn, New York. _________ apartment is on Ocean Avenue.
Grant ________ in a bank in Manhattan. _____ wife is only 20 and she’s a student.
Elsa ________ at City University (CUNY). _____ Communications and Media program is excellent.
“Hi. We’re Don and Martha. We ________ at the bank with Grant. He’s _____ colleague.
a
b
c
d
e
f
Write information about you and about a friend.
4
I’m (I am) not the teacher. I’m (I am) a student.
That car isn’t (is not) American. It’s (It is) German.
English and Náhuatl aren’t (are not) nationalities. They’re (They are) languages.
Where are you from? I’m (I am) from Ixmiquilpan.
What’s (What is) this? It’s (It is) a mixiote.
Are you American? No, I’m (I am) not. I’m (I am) Canadian.
Are these your glasses? Yes, they are. Thank you.
Where are you? I’m (I am) in the supermarket.
lives
live
studies
works His
Its
work our
speak
Their
My
Her
Notice:su / sus vs. your / his / her / their
Usted y su madre / sus padres You and your mother / your parents
Juan y su madre / sus padres John and his mother / his parents
María y su madre / sus padres Mary and her mother / her parents
Juan y María y su madre / sus padres John and Mary and their mother / their parents

8T
1
2
Again, depending on how weak or strong the Ss are in general, this can be done individually and checked in pairs,
or in pairs and checked with different partners. When you check with the whole class, note both the contractions
occasion!
This exercise mixes language items (just as they are mixed in real, communicative use of language), with both
listening texts and in exercises, but many Ss should also recall the grammar from their previous courses in
on possessor-possession (I-my, he-his, she-her, etc.) and on verb+s for he-she-it and base form for all other
persons.
That same verb+s vs. base form contrast is practiced in this exercise. You can get groups to read what different
Ss in the group have written, and then select the best one; the best written work for each group can then be put
on the wall for all the Ss in all the groups to read.
Grammar
3
4
Notice:This continues the previous note on possessive adjectives, moving on from gender and
number aspects to the confusion many learners pass through about because
they can all be in Spanish. But imagine the confusion if a Mexican tells an American friend
instead of !

9
Look at the following extracts. Read them and, in pairs, relate them to the different UAEH institutes.
2
Where is the Institute located? How many students are in your semester?
Who teaches the different subjects? Are all the students Mexican?
LESSON 3 Making it Real
English for your studies and profession
1 Here are the UAEH Institutes and some of their BA and BSc degrees. Find or add your degree course.
A
The excessive and inappropriate use of antibiotics has increased antimicrobial
resistance and reduced the effectiveness of drugs for the treatment of common
diseases like tuberculosis, malaria, cholera, dysentery and pneumonia.
Related to
the Institute of
B
The Convention on the Rights of the Child, approved in the United Nations in
1989, is still just a document and not a reality in many countries, where children
are considered the property of their parents with no special human rights.
Related to
the Institute of
C
Gestalt theory helps explain the visual and psychological impact of images.
Most effective logos and symbols are based on one or more of the Gestalt
Related to
the Institute of
D
are, however, ecological, economic and other arguments against them.
Related to
the Institute of
E
The laboratory is currently equipped with a variety of interconnected high-
end workstations and PC platforms, an NSF-supported cluster of symmetric
multiprocessors and a number of support peripherals.
Related to
the Institute of
F
The multidisciplinary nature of this business leadership degree, with its
emphasis on the international hospitality and travel industry, allows students to
develop transferable leadership skills and apply them across any industry.
Related to
the Institute of
3
Health Sciences
Social Sciences
Arts
Agricultural
Sciences
Basic Sciences
and Engineering
Economics and
Management
Institute of Arts: Dance, Graphic Design, Music, Visual Arts, __________
Institute of Agricultural Sciences: Food Engineering, Forestry Management, Veterinary Medicine, __________
Institute of Basic Sciences and Engineering: Architecture, Biology, Civil Engineering, Computer Science, __________
Institute of Health Sciences: Dentistry, Medicine, Nursing, Nutrition, Psychology, ________
Institute of Economics and Management: Accounting, Foreign Trade, Marketing, Tourism, ________
Institute of Social Sciences: Communication, Education, History, Law, Social Work, ________

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

10
English for your life
1 Complete this questionnaire. Check ( ) the appropriate boxes.
1
2
3
4
5
In my family
In my family
After university, my ambition is to
For my future, I consider English
At the moment, I consider my English
nobody speaks English
nobody lives abroad*
work
virtually non-existent
* abroad = in the USA, Canada, Europe, etc.
one person speaks English
one person lives abroad*
do a Master’s in Mexico
very basic
do a Master’s abroad*
intermediate
possibly important
______ people speak English
______ people live abroad*
not decided
advanced
not important
(number)
(number)
Compare your questionnaire answers in pairs or groups.
Write as many English words as possible related to your degree course and future profession.
Organize them.
2
2
Student 1: How many people in your family speak English?
Student 2: One, my aunt – she’s an English teacher! And in your family?
In pairs, complete this report of the census.
3
In this group, _____* people in our families _____ English. _____* family members _____ abroad. _____*
students want to _____ after university, _____* want to _______________, _____* want to _______________,
and _____* are not decided. _____* consider English……………
*Number (one, two, three…), or “no” (In this group, no people…)
Autonomous learning
1 Organize your vocabulary. Write the words in the box in the correct column. Then write extra words.
uncle British live teacher thousand accountant use aunt hundred German
twelve daughter thirty waiter speak American engineer son Chinese want
Numbers Nationalities Occupations Families Verbs
twelve British teacher uncle live
use
speak
want
aunt
daughter
son
accountant
waiter
engineer
German
American
Chinese
thirty
hundred
thousand

10T
Do this on the board for someone of university age that you know, e.g. your son, daughter, niece, nephew or a
Demonstrate with one or two strong Ss, then get all the Ss to do it in pairs or groups. If many Ss can ask
the language in the questionnaire and then ask , e.g
The important thing is to focus on communicating real information. This will become easier as
much in English, or learn much of the language!
Elicit the information from the class by getting them to raise their hands for each item and option:
etc. When you have the data, make some comments and see if any of the Ss can add other comments.
Get pairs to complete the report and then compare their report with another partner. Obviously, if English seems
to be really important for the Ss, emphasize that. If not, tell them:
You may want to use a little Spanish here, checking whether some Ss have established learning strategies – it
would be nice if some of the stronger Ss do, as an example to the weaker ones. You may also want to discuss
with the Ss how this course is already different from previous courses they have taken (or perhaps similar in the
case of some of the stronger Ss).
This strategy is the basic one of remembering vocabulary by category. There is also the strategy of organization
within a category, e.g. numbers naturally follow a sequence, even with some of the sequence missing; nationalities
may be organized by continent, and also by history, culture and language; occupations may be organized by area
verbs may be organized in many ways. How much you mention all this to your Ss will depend on them and you.
in a recallable way.
1
2
1
2
3
4
Autonomous learning

11
MEXICO
AND
HIDALGO
IN
ENGLISH
Read these questions and check ( ) the correct answers.
3
Student 1: What are these in picture 8?
Student 2: They’re ……………………
Student 1: Where are they from?
UNIT 2 MEXICO AND HIDALGO IN ENGLISH
LESSON 1 Is there only one Mexico?
Real Use of English
1
In pairs or groups, talk about pictures 1-8.
Read the article. Then give more examples
of different Mexican places, people, clothes,
food and music.
1
2
One Mexico or many?
a
b
c
d
e
Mexicans say “México sólo hay uno”, and there is only
one Mexico, one unique nation, under its green, white and
area of Spain, France, Britain, Germany and Italy), and it
has tropical and sub-tropical coasts, massive mountains
and volcanoes, exuberant jungle, arid land and desert.
And the people and customs vary too, from region to
region, and from the urban conglomerations to the rural
spaces.
The north of Mexico is relatively prosperous and
modern, and almost no indigenous people live in
the states of Baja California, Coahuila, Nuevo León
and Tamaulipas. The south has a lot of poverty but
is especially rich in tradition, Spanish colonial and
indigenous. Indigenous people constitute 20 to 40%
of the populations of Oaxaca, Chiapas, Yucatán and
Quintana Roo. And Mexico City, with its approximately
20 million inhabitants, is, as they say, “something else”.
In the north, center and south of Mexico, in the
mountains and on the coasts, people wear different
clothes, eat different food, listen to different music and
have different ideas. Many Mexicans speak different
indigenous languages, and Spanish also varies from
region to region. There really are many Mexicos.
Facets Of Mexico
PLACES
PEOPLE
CLOTHES
FOOD
4
3
6
5
8
7
2
1
Does Mexico have different climates and geography?
What part of Mexico is not very traditional?
Do many people speak indigenous languages in Coahuila?
Does the food vary from region to region in Mexico?
Where do most indigenous Mexicans live?
Yes, it does. No, it doesn’t.
The north. The center. The south.
Yes, they do. No, they don’t.
Yes, it does. No, it doesn’t.
In the north. In the center. In the south.

MEXICO
AND
HIDALGO
IN
ENGLISH
11T
LESSON OBJECTIVES:
Demonstrate with a strong S about one of the 8 pictures. Get a pair of strong Ss to demonstrate about another
of talk in Spanish and disruption).
To get more examples of places, people, clothes, food and music, you could ask:
like etc. The stronger Ss will understand and the weaker Ss
will begin to get an idea of the forms of such questions.
This exercise, apart from checking comprehension of the text, exposes Ss further to simple present tense
questions and answers. Exposure to language forms and uses in communication is what children learning their
mother tongue get lots of, what foreigners living in another country get lots of and what students in good bilingual
schools and schools with strong English teaching get lots of – and what students in most schools get too little of,
with the result that few people really learn English at school.
Real Use of English
1
UNIT 2
1
2
3
4
5
MEXICO AND HIDALGO IN ENGLISH
LESSON 1
1
2
3

12
MEXICO
AND
HIDALGO
IN
ENGLISH
2
1
Listen to three people talking in
Teotihuacán. In the table below, write
their nationalities and their hometowns.
Listen again and complete the
information they give about their
hometowns.
Name Nationality Hometown Information they give about their hometowns
Sally
Eric
Emma
People eat a lot of _____________________________________
The port ______________________________________________
The region produces ___________________________________
People wear ________________ and dance ________________
They make _____________________________ in ____________
People _______ a lot of _________________________________
In pairs, act the parts of a foreigner and a Mexican from Mérida, Oaxaca, Guadalajara, Monterrey,
Veracruz or another city. Look at this example and the box of verbs:
In three or four sentences, tell an American Facebook correspondent about your hometown.
Foreigner: Where are you from in Mexico?
Mexican: Pachuca. It’s in the center of Mexico, north of Mexico City.
Foreigner: Does Pachuca have typical food?
Mexican: Yes, it does, ‘pastes’. They’re originally from England.
Foreigner: Really? Do people wear typical clothes?
Mexican: No, they don’t.
eat make
drink produce
have speak
live wear
My hometown? Well, ..………………………………………………………………………………………
Notice:a lot of (lots of) – much / many
The south of Mexico has a lot of poverty. – “The south of Mexico has much poverty” is possible but not common.
Do many people speak indigenous languages? – “Do a lot of people speak indigenous languages?”
is possible and common.
Conclusion: “a lot of” (or “lots of”) is the common, safe option.
7
8
Canadian Vancouver
Chinese food
is very important
big sombreros la Cucaracha
tequila (the famous liquor)
Volkswagens (cars) Puebla
eat mole
Tequila
Puebla
Mexican
Mexican

MEXICO
AND
HIDALGO
IN
ENGLISH
12T
Emma: Yes, we do.
Jalisco.
Sally: The
dance la Cucaracha! (Emma laughs, then Eric and Sally.)
Sally: People eat a lot of Chinese food, and… uh… the port is very important. And the mountains,
and…
LISTENING SCRIPT:
Before playing the CD, ask some questions about the picture:
etc. After playing the CD, check the nationalities and
hometowns with the whole class.
Play the CD two more times if some Ss need it. Get the answers from Ss, but comment and ask questions as you
check:
Get Ss to stick their Facebook posts up on the walls so that everyone can read them all. Tell Ss they can correct
their posts if they want to during this period. Make a note of any common mistakes for careful attention during
Focus on Language work.
Demonstrate with a strong S. Get one or two pairs of strong Ss to demonstrate, then general pair practice. Monitor
as unobtrusively as possible, paying special attention to the weaker Ss. If they are making many basic, repeated
mistakes, help them, or even stop the practice for a moment, give examples of the mistakes and get (the stronger) Ss
Notice:This kind of comment on language can help the stronger Ss feel they are not wasting
1
2

13
MEXICO
AND
HIDALGO
IN
ENGLISH
2
Team A: Does Puebla produce cars?
Team B: Yes, it does – Volkswagens and Audis. What’s the capital of Tamaulipas?
Team C: It’s Ciudad Victoria. Where do people wear ‘huipiles’?
Team D: In Yucatán. Do…?
Notice:Present verb forms with he-she-it
live/lives, speak/speaks, eat/eats, etc. (the general rule, +s)
study/studies, vary/varies, apply/applies (consonant+y i+es)
teach/teaches, wash/washes, pass/passes
And irregular: do/does, go/goes
Focus on Language
2
Match the questions and answers.
In pairs, complete the table.
________ they ________ in Mexico City?
Yes, they ________.
________ you ________ in Mexico City?
No, I __________________.
Where ________ you ________?
I _______ in Hidalgo.
________ she ________ in Vancouver?
Yes, she ________.
________ he ________ in Vancouver?
No, he ___________________.
Where ________ he ________?
He ________ in Miami.
1
Grammar
a
b
c
d
e
f
g
h
What do Arturo and his brother do? No, they don’t.
What does Juana García do? No, it doesn’t, but it produces excellent coffee.
Where do you live, Eric and Emma? They work at Bombardier in Ciudad Sahagún.
Where does Bernardo García work? Yes, it does. It varies from tropical to temperate.
Do you work on Saturdays? He works in a restaurant in Miami, Florida.
Do Americans eat a lot of chilli? She teaches languages at the UNAM.
Does the climate vary a lot in Mexico? Yes, I do.
Does Oaxaca produce motor vehicles? We live in Mexico City.
1
2
3
4
5
6
7
8
Interrogative
Negative
I - you - we - they
They live in Mexico City.
We do not (don’t) live in the USA. It does not (doesn’t) live in the jungle.
he - she - it
She ________ in Vancouver.
Team competition: Ask and answer questions about Mexico. 1 point for a correct question; 2 points
for a correct answer (form and content).
3
3
6
8
5
7
1
4
2
Do Does
Does
does
does
doesn’t (does not)
Do
do
don’t (do not)
do
live live
live
live
lives
lives
live
live
live

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

14
MEXICO
AND
HIDALGO
IN
ENGLISH
Vocabulary
In pairs, write the possible complements (in the boxes) beside the verbs a-n. Different options are
possible (see examples a and g). You can use a dictionary.
1
a
b
c
d
e
f
g
h
drink
eat
go
have
listen to
live
produce
read
speak
study
teach
wear
work
write
i
j
k
l
m
n
a lot of coffee tequila
many e-mails
a lot of coffee
English
to the bank
tequila
elegant clothes
a lot of fruit
in an apartment
traditional food
American music
in a university
the newspaper
in a house
cars and buses
a lot of books
to shopping malls
lunch at home
on Saturdays
relatives in the USA
a hat or cap
2 Write complete sentences with the verbs and complements in Exercise 1. Then compare your
sentences in pairs.
I drink a lot of coffee. My parents have lunch at home. I don’t study on Saturdays. Oaxaca……………
In pairs, complete the days of the week.
In pairs, ask and answer questions about your habits and routines.
3
4
Student 1: Do you drink a lot of coffee?
Student 2: No, I don’t. I don’t drink coffee. Do you study on Sundays?
Student 1: Yes, I do, a little.
Notice:
Monday Wednesday
a lot of fruit / traditional food / lunch at home
to the bank / to shopping malls
English / American music
in an apartment / in a house
many e-mails / the newspaper / a lot of books
English / in a university / on Saturdays
English / in a university / on Saturdays
elegant clothes / a hat or cap
in a university / on Saturdays
many e-mails / English / a lot of books
English
elegant clothes / a lot of books / lunch at home
/ relatives in the USA
a lot of coffee cars and buses tequila
Tuesday Thursday Friday Saturday Sunday
Plural of nouns (compare present verb forms with he-she-it)
school/schools, student/students, book/books, etc. (the general rule, +s)
university/universities, theory/theories, party/parties (consonant+y i+es)
church/churches, box/boxes, bus/buses
And irregular: person/people, child/children, man/men, woman/women, wife/wives

MEXICO
AND
HIDALGO
IN
ENGLISH
14T
This kind of association (or collocation) of words is part of the communicative acquisition of language, both
for babies learning their mother tongue and for adults learning a foreign language. It needs to be built up over
time, and extensive communicative listening and reading in English can help enormously. Be prepared for some
surprising combinations from stronger Ss, e.g.
– ).
sentences, but be appreciative and encouraging of the ideas communicated more than critical of the mistakes
made.
Some of these days have occurred in the material and it is time to make sure all Ss know such basic vocabulary,
which will be used frequently from now on.
As usual, demonstrate with a strong S, then get one or two strong pairs to demonstrate, before you get Ss to work
in pairs or groups. Monitor and note any common repeated errors the Ss need more help with.
1
2
3
4
Notice:Two birds (nouns and verbs) with one stone, as we say in English, since nouns and verbs
share the same spelling and pronunciation rules.

15
MEXICO
AND
HIDALGO
IN
ENGLISH
1824 1869 1917
An archaeological site A thermal water spa A ‘magic town’
Scotland London Cornwall
In Real del Monte In Huasca In Pachuca
2 Complete this text with phrases from the box. Compare your texts in pairs.
LESSON 2 Football, pasties and more!
Real Use of English
1
Select answers to these questions. Compare your answers in pairs. Read the article below and check.
1
a
b
c
d
What year was the State of Hidalgo created?
What is Tolantongo?
Where are ‘pastes’ originally from?
Where is the famous British Cemetery?
Hidalgo State was originally an ‘abandoned’ ____________ the State of Mexico. Today,
there is a lot of _________________________ in Hidalgo, and there are _____________
_________________for visitors. These include archaeological sites, _________________
spas and ‘magic towns’. Real del Monte is ___________________ towns. There are also
legacies of ____________________________ who arrived there in 1824. Two of these are
part of local life today – pasties and football.
one of these
many attractions
the British miners
part of
hot water
dynamic activity
part of
dynamic activity
attractions hot water
the British miners
one of these
many
A BIT OF BRITAIN IN MEXICO, A BIT OF MEXICO IN BRITAIN
Arthur Pengelly, The Redruth Herald, June 24, 2013
In 2010, I visited Mexico and
the State of Hidalgo. This state was
created in 1869 from the ‘abandoned’
north part of the State of Mexico.
Today, it is certainly not abandoned,
it has lots of activity. It is near Mexico
City, and it has many attractions.
There are archaeological sites, hot
water spas, like Tolantongo, in a
fabulous canyon, and ‘magic towns’,
like Huasca, in romantic mountains.
Another ‘magic town’, Real del
Monte, and Pachuca, the capital,
were the center of an important
mining industry. The state does
not produce much gold and silver
now, but there is a British legacy
from mining, a specifically Cornish
legacy.
Cornish miners arrived in Real
del Monte in 1824, with new British
investment and machinery. The
traditional, practical lunch for
those miners was… yes, Cornish
pasties! These are now typical in
Pachuca and surrounding areas.
They are called ‘pastes’ there, and
some have Mexican ingredients,
including chilli! The Methodist
churches in Pachuca and Real del
Monte, and the British Cemetery
in Real del Monte (I have relatives
there), are also part of the British
legacy. As well as football*. Those
British miners introduced football
into Mexico when they founded The
Pachuca Athletic Club (now ‘Club
de Fútbol Pachuca’) in November
1901.
Pachucapastieswillberepresented
at the Cornish Pasty Festival here
in Redruth this September. Seven
Mexican pasty cooks will be here.
Fancy a hot chilli Pachuca pasty?
Come to the Festival!
* soccer

MEXICO
AND
HIDALGO
IN
ENGLISH
15T
LESSON OBJECTIVES:
Here is another opportunity to see how far Ss can be interested in the British heritage of Hidalgo, especially
Pachuca and Real del Monte, as well as feeling proud of all the good Mexican things. Even if they have thought
about it little in the past, some may get interested now. Note that Redruth, along with Camborne, was the center
of the mining industry in Cornwall. It is true about the Mexican cooks going to the Cornish Pasty Festival – and
and some people are still uncertain.
This again involves transfer of information to similar contexts (reading comprehension with an element of written
composition). It is essentially quite simple, especially with many cognates and familiar topics, but quite satisfying,
giving a sense of more advanced English.
Real Use of English
1
1
2
3
4
5
1
2
LESSON 2 Football, pasties and more!

16
MEXICO
AND
HIDALGO
IN
ENGLISH
1 In pairs, name three or four rich Mexican states (example: Nuevo León) and three or four poor
Mexican states (example: Chiapas). Compare your lists in groups. Then complete the table about
the economy of Hidalgo State with points from the box.
Problems (–) Advantages (+) Future possibilities (?)
No big industries or exports An international airport
New infrastructure (Arco Norte, etc.) Tourist excursions from Mexico City
THE ECONOMY OF HIDALGO STATE
Expansion of companies from Mexico City / No major tourist attractions / Near Mexico City
Listen to a UAEH professor of economics,
Pedro Herrera, and a visiting American
professor, Mary Grant. In the table above,
check ( ) the 6 points they mention in the
conversation.
Compare your selection in pairs. Listen
optimistic or pessimistic about the economic
future of Hidalgo - and your future in Hidalgo?
Listen to Mary Grant and two UAEH
teachers.
2
3
4
a
b
c
d
e
Where is Mary Grant?
Where does she want to go?
Does she have a city map?
What is the approximate distance from Prepa 1?
Is it a problem for Mary?
Do you eat a lot of pasties? Do you prefer traditional pasties or new inventions? What do you eat…?
Are you a ‘Tuzos’ fan? Do you go to ‘Tuzos’ games? Do you play…?
Do you have a relative connected with mining? Which ‘magic towns’ in Hidalgo do you know? Do you…?
Apart from Hidalgo, where I live, my favorite state in Mexico is ……………….. It…………………………………
Answer these questions:
9
10
11
Near Mexico City
Near Prepa 1. / In a Pachuca street.
Plaza Independencia.
No. / No, she doesn’t.
2 km. / 9 or 10 blocks.
No. / No, it’s no problem.
Expansion of companies
from Mexico City
No major tourist attractions

MEXICO
AND
HIDALGO
IN
ENGLISH
16T
Mary: Or Mexico City and the State of Mexico, of course.
Pedro: Well, most international tourism goes to the coasts, to places with world-famous cultural and
scenic attractions and Mexico City, of course.
Mary: Hidalgo has some splendid cultural and scenic places.
from Mexico City to Pachuca, Real del Monte, Huasca, are a possibility.
Mary: Good idea! A project for the University of Hidalgo tourism students.
Pedro: Right!
Laura: Yes, a little.
Laura: Yes, nine or ten blocks, to Plaza Juárez, a big square.
three blocks along that street.
Mary: Great - nine or ten blocks straight ahead on Avenida Juárez to Plaza Juárez. Turn right, two
blocks, turn left, three blocks.
Mary: Well, your English is excellent. Thank you!
LISTENING SCRIPT:
This is simply a focus on rich-poor states, possibly with a little discussion, and then reading of the table and
options (again with many cognates), but it should facilitate comprehension in the following listening task.
Make sure Ss note the situation – a UAEH economist and an American one talking in English about the economy
and prospects of Hidalgo, in English. Perhaps one of the Ss will do that one day! You may need to play the CD
See what you can get from stronger Ss, and help weaker ones express some ideas in English.
Make sure Ss note the situation – the American economist asking UAEH Prepa 1 teachers directions. Play CD
twice.
group work, you can check some of the questions, showing similarities and difference between the Ss.
1
2
3
4

17
MEXICO
AND
HIDALGO
IN
ENGLISH
a b c d e f
g h i j k l
black white green red blue yellow orange purple brown gray
stadium town bus station church square city school store museum mall street bank
big small old new modern traditional attractive interesting important famous
Mercado Morelos is a traditional market. Huasca and Huichapan are attractive towns.
Focus on Language
2
In pairs, write the words in the box under the colors.
1
Vocabulary
2
Team A:
Team B:
Team C: It’s …..
In pairs, complete the months of the year. Which month is your birthday?
3
January, _______________, _______________, _______________, _______________, ________________,
_______________, _______________, _______________, _______________, _______________, December
In pairs, match the words in the box with the pictures. Write the words on the lines under the pictures.
Write sentences with adjectives from the box (and other adjectives) and nouns from the box in 4
(and other nouns). Compare your sentences in pairs.
4
5
brown purple blue
February
July
city
stadium store mall school street bus station
town bank church square museum
August September October November
March April May June
green yellow orange red gray white black

MEXICO
AND
HIDALGO
IN
ENGLISH
17T
and again practice the names of countries or nationalities. You might leave 2 until the following class, giving Ss
Some months have already occurred in the material, and it is probably time to establish them for all Ss (some
stronger Ss should already know them). You can check on birthdays simply with the months (
, etc. – as they are frequently
This is basic “place” vocabulary. Get Ss to add more if they can.
This is where vocabulary and grammar begin to meet: adjectives (get Ss to add more if they can) with nouns (get
Ss to add more if they can), with the adjectives normally before the noun and invariable (no plural form).
Obviously, you will not do all this vocabulary work in the same class, or not without putting other substantial activities
between the vocabulary tasks. This note applies to all the Vocabulary and Grammar sections – as stated previously,
they are teaching-learning resources, not material to be followed as a lesson plan.
Focus on Language
2
1 2
3
4
5

18
MEXICO
AND
HIDALGO
IN
ENGLISH
Foreign visitor: Excuse me. ______________________
Plaza Independencia?
UAEH student: _________________________ Avenida
Juárez about ten blocks to Plaza
Juárez, a big square. ___________________
Guerrero Street. __________________,
continuing on Avenida Juárez. Go two blocks and __________________
Matamoros Street. Plaza Independencia is __________________.
Foreign visitor: ____________________ very much.
UAEH student: _________________________.
Grammar
Complete these sentences with prepositions from the box
1
a
a
b
b
c
c
d
d
e
e
f
f
g
g
Write the words ______ the lines _________ the pictures.
I usually have lunch ______ home.
Pachuca pasties are originally ________ England.
Where’s Actopan? It’s ______ Hidalgo State, forty kilometers east of Pachuca.
at from in near of
on to under with
2 In pairs, complete the dialogue with phrases a-h.
Turn right Go straight ahead on You’re welcome three blocks
turn left on Don’t continue on How do I get to Thank you
h
In pairs or groups, ask for and give directions to different places, starting from your university.
3
Complete these sentences with there is / there are / is there / are there / there isn’t / there aren’t.
4
a
b
c
d
e
Mexico City has many museums. ________________ two in Chapultepec Park, Anthropology and Modern Art.
________________ any museums in the center of Mexico City? Yes, _________________ many.
________________________ a modern football stadium in Pachuca, Estadio Hidalgo.
________________ some fantastic beach resorts in Mexico, but ________________________________ any ski resorts.
________________ a bank near here? No, ________________________________.
American visitor: Is there a good beach resort near Pachuca?
UAEH student:
American visitor: Are there any discos in Pachuca?
In groups, one student as an American visitor, talk about Pachuca and Mexico.
5
on
of
at
from
in
near
from to
under
How do I get to
Go straight ahead on
Don’t continue on
Turn right
turn left on
three blocks
Thank you
You’re welcome
There are
there are
there aren’t (there are not)
there isn’t (there is not)
Are there
There are
Is there
There is / There’s
Notice:some-any-zero
Are there any volcanoes in Spain? No – there are some mountains, but there aren’t any volcanoes.
Here, some any (negative/interrogative) are not obligatory but they are commonly used.

MEXICO
AND
HIDALGO
IN
ENGLISH
18T
and is just a distractor.
may want to replay the listening comprehension before doing this exercise, or as they do it. Get Ss to notice the
simplicity of English imperatives (unlike Spanish imperatives, many of which use the subjunctive and are different
This is the obvious production practice after 2, trying to make Ss feel the possibility of real use of English. It would
obviously be wonderful if some Ss have really given directions to foreigners in English – ask!
This is the obvious production practice after 4.
1
2
3
4
Notice:
optional in English (
are in Spanish ( ).
Grammar
5

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

MEXICO
AND
HIDALGO
IN
ENGLISH
19T
LESSON OBJECTIVES:
This text is an example of an important genre of academic writing, the abstract for an article in a professional
full of cognates (as much academic English is, with Greek and Latin based vocabulary:
Even at this elementary level, we can begin to get
speakers of Spanish.
Get Ss to do the task individually and compare their answers in pairs or groups. Get Ss to do this individually and
check in pairs. Ask Ss if they want to be complete, global professionals or restricted, local ones!
potential importance of English in their professional lives. Remember also that, if you or any of the Ss use the
or whatever) after you graduate.
1
2
3
1
2
To relate English to the possibilities of their future personal lives.

20
MEXICO
AND
HIDALGO
IN
ENGLISH
Autonomous learning
Read and complete the following questionnaire, checking the appropriate boxes. Compare your
answers in groups.
1
YOU AND THE ENGLISH LANGUAGE
1
2
3
4
5
6
Do you want to learn technical or professional English? Yes Possibly No
Do you want to learn English for general and social use? Yes Possibly No
Do you want to study abroad when you graduate? Yes Possibly No
Do you want to travel and spend vacations abroad in the future? Yes Possibly No
Do you want to emigrate to an English-speaking country? Yes Possibly No
2
2
Complete the following text about you and English.
In pairs, identify the errors in texts A and B and correct them.
The most important thing is to communicate effectively! Talk and write, and don’t be obsessed
by errors! But, obviously, communication is more effective with a minimum of errors. It is good to
identify your repeated errors and reduce or eliminate them. Here is some practice. Read the two
texts about José Venegas. Which has many errors and which has only two errors?
My degree course is a_______________. I study in the Institute of b_______________
of the UAEH. In my opinion, English c__________ important for my studies and my future
professional career. At present, I don’t speak English d__________, but I understand simple
texts and conversations. In my future professional career and my personal life I want to
e_______________ and I want to f_______________.
A
B
José Venegas is from Pachuca. He is 26 years old. He lives in Mexico City now. He is a
chef in the Lux Hotel. It is a small hotel with 34 rooms, near the main square, the Zócalo.
Today is Sunday and José does not work on Sundays and Mondays. He is in Chapultepec
Park with your wife, Isela. They are with their two sons children, Antonio and Martha.
José Venegas is 26 years old / 26. He is from Pachuca, but he don’t lives doesn’t live
there now. He works at the Lux Hotel in Mexico City, near of the Zócalo. There is are 34
rooms in the hotel. José is a / the chef. He speaks English. Today it is Sunday and José
don’t works doesn’t work. Is He’s / He is in Chapultepec Park with your his wife Isela and
their two children, Antonio and Martha.
Write a short text about a relative or friend. Then, in pairs, read your texts and identify and correct
any errors. Are some of your errors your typical, repeated errors? Note them and practice the
correct forms.
3

MEXICO
AND
HIDALGO
IN
ENGLISH
20T
This questionnaire mixes the professional and the personal, but they are often connected – vacations abroad
usually depend on a successful working life with a good income, while study abroad and emigration as a
professional (not an illegal!) depends on an ability to speak English. When you check with Ss, elicit as much as
you can about their plans and ambitions.
Get Ss to do this individually and then compare their texts in pairs or small groups. There should be differences
in content that generate some discussion.
read the 2 texts. Both are generally comprehensible, but B is full of errors, some interfering with intelligibility,
especially if it were a spoken text, not a written one.
already time to give them an early “wake-up call”. Now is the moment to “pull up their socks” and put more time,
effort and plain concentration into learning English – and biology, geography, math, etc.!
checking with a partner, not leaving many basic errors in their text.
While Ss should be encouraged to communicate, they must reduce their errors and eliminate repeated ones
and on their own repeated errors. It aims to develop their ability to correct basic errors and gradually eliminate their
own repeated errors.
1
1
2
2
Autonomous learning
3

21
CHECKPOINT
Complete the website with ONE word from the box in each space.
Quebec is the capital of a________ Province of
Quebec in Canada. The city has b________
population of about 520,000 and there c_______
over 700,000 inhabitants in the metropolitan
area. Founded in 1608, Old Quebec d________
a UNESCO World Heritage Site. The city is on the
Saint Lawrence River, connecting the Great Lakes
to the Atlantic Ocean. e________ economy today
depends principally on transportation, administrative
f________ tourism.
Most inhabitants of Quebec g________ French and
English, and a typical ‘Quebecois’ (inhabitant of
Quebec) h________ lots of French food. i________
is also a lot of historic architecture in the city. This
special French-Canadian atmosphere attracts many
tourists. j________ Quebec, a unique city!
American: Excuse me. a____________ speak English?
Mexican: Yes, b____________.
American: Oh, good. c____________ a bank near here?
Mexican: Yes, d____________ two. Turn right and Banamex is two blocks
and then HSBC is three blocks.
American: Thank you. e__________ your son __________ English?
Mexican: No, f
inglés, ¿verdad, Juanito?
Juanito: ¡Sí! – Yes!
American: Excellent! Goodbye, Juanito!
Eric and Sandra have three __________, two __________ (David and Daniel) and a daughter (Laura).
I don’t __________ coffee and I __________ a lot of fruit.
Go __________ ahead for three blocks and turn right… no, not right – turn __________.
Tlaxcala is not big and modern. It is a __________ city. It is an __________ and historic city.
CHECKPOINT 1
1
it / there / they / the / a / an / your / his / her / its / their
is / are / eat / eats / speak / speaks / visit / visits / and / but
SOUT H
AMERIC A
2
3
Complete the conversation with the necessary words.
Complete the sentences with ONE word in each space.
Quebec
1
2
3
4
5
the
a
are
is
Its
and
speak
eats There
Visit
Do you
I do
Is there
there are
Does
he doesn’t
speak
white
children
drink
straight
eat
small old
left
sons
green

CHECKPOINT
21T
and lexical competence. Those competences are evaluated through the selection of different grammatical and
lexical items for different contexts, including sometimes selection of the appropriate grammatical form (e.g. eat vs.
eats). This is much closer to real, communicative use of grammar and vocabulary than traditional exercises on
KET). Note that the text itself could be an encyclopedia or Wikipedia text.
the appropriate words and forms from their own heads, not from a box of options. However, the contexts should
be familiar from the material in this book, and should be clear enough from the logic of the conversation and the
photo.
The combination of exercise 1 2
on grammar) and 3
and the stronger Ss.
Even at this early stage, vocabulary is such a large area that only a small sample of it can be tested. It would
be good, therefore, to follow up exercise 3 with more vocabulary activities such as team competitions or games.
This section is evaluative, helping Ss and Ts to see how learning is progressing. However, it should also be
developmental, helping Ss solve their problems and advance their learning of English. It is, therefore, suggested that
each exercise should be used in three stages:
1 Ss do the exercise individually.
2 They compare their answers in pairs or small groups.
If you go round monitoring during stages 1 and 2, you can get an idea of what and how general the problems are.
learner participation and autonomy).
1
2
3
CHECKPOINT 1
Check your English

22
CHECKPOINT
Montreal
a__________). The city has a
b
c__________ and
d__________ % of
There are many e
f
with engineering and production sites in g______________ countries, is a world leader in aerospace
and rail transportation.
Apply your English
Investigate on the Internet and complete the following texts
1
Bombardier
h__________and trains in
i j_______________
2 You are at an International Student Congress in Montreal. The only languages permitted are English
and French. You are not you, not Mexican! Create your new personality in the table below and in your
head.
…name
…nationality
…hometown
…family
…school/university
…age
Your new…
Now join the party, meet other participants in the Congress and exchange personal information!
3 Write a brief description of your institute or university school for the Montreal Congress website.
Toronto
1.6 to 1.9
French
18-19
universities
Bombardier
26
planes,
Cd. Sahagún Querétaro

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

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

A1.1 Paul Davies

Recommended

Recommended

More Related Content

What's hot

What's hot (7)

Similar to A1.1 Paul Davies

Similar to A1.1 Paul Davies (20)

More from Carrie Cox

More from Carrie Cox (20)

Recently uploaded

Recently uploaded (20)

A1.1 Paul Davies