Advanced (C1) 2012-2013 Lerireliesiy JEvtear ever el prelate 00 communication! ee nica @ Increase your range of vocabulary and useful expressions. @ Pr negotiating... andIntroduction english Up-to-date material linked to a structured syllabus - a unique solution! Ht English magi The Hot English Method is 2 unique leatning system for students of English. It offers fresh material on a monthly basis within a structured format. ‘The Hot English Method covers four key levels: © Pre-Intermediate [A2] © Intermediate [B1) © Upper intermediate [32] © Advanced [Ci] ‘The Hot English Method offers: © Quality classes based on up-to-date news and events! @ An innovative method based on real people and real situations! © Regular testing and a clear syllabus! The Hot English Method guarantees one key feature: monthly, fresh and up-to-date material that is linked to a clear, structured language course. The Hot English Method consists of two interlinked products: Hot English magazine & The Skills Booklets, Hot English magazine is 1 monthly, 48-page, glossy, colour magazine that's divided into four levels that tie in wath the Skills Booklets: Pre-intermediate, Intermediate, Upper Intermediate and Advanced, The magazine provides language input in the form of up-to-date Reading and Listening, activities for each level, which are linked in, unit by unit, with the themes and target language from the Skills Booklets. It comes with a 60-minute CD. The Skills Booklets offer a syllabus that provides language-learning structure. The Skills Booklets are full of useful and essential language for everyday communication, and come with speaking activities for students to engage In. Each Skils Book pages divided into units. let con: ts of approximately 100 Together, these products form the Hot English Method. They ensure effective learning, and offer fresh, up-to-date material that is linked in to a structured course. Structure + up-to-date material =a unique solution Every month, as part of the course, you will do: Two units from the Skills Booklets. W One Reading and one Listening activity from Hot English magazine The Hot English Method has all the advantages of a oursebookin terms of structure and syllabus (om the Skills Booklets), But at the same time, it offers fresh, up- to-date material, based on real people in current situations (from Hot English magazine). The two components work together to provide top-quality classes that guarantee motivation and progress. There are also special, separate Skills Booklets for Beginner (A) and Elementary (Ar-A2) level students These are not used in conjunction with Hot English magazine. Advanced 2012-2013 Teacher's Guide Copyright Hot English Publishing SL 2012" vawwhotenglishmagazine.comTeacher’sGuide “To learn to play the flute, one must play the flute. "wae TEACHER’S GUIDE These pages are designed to help you teach with the Hot English method. If you have any questions, suggestions or comments, please send an e-mail to andyc @hotenglishmagazine.com There are videos on our website explaining how the Hot English Method works The Hot English Method There are two principal components to the Hot English Method: Hot English magazine and the Skills Booklets. 8 Hot English Magazine Hot English magazine is a monthly, full-colour magazine that |s sold all over the world Evety student studying with Hot English Language Services receives 2 magazine at the start of each month. Hot English magazine provides listening and reading practice. Every month, you must do the obligatory Skills Booklet Reading and Listening activities for each level. However, apart from that, there are many other sections in the magazine that you can use in class. The magazine is very popular with students and it provides a number of advantages: @ It’s up-to-date @ It offers fresh, topical material - there's something new every month, @ t's divided into levels from Pre-intermediate (2) to Advanced (C1) © It comes with audio recordings by native speakers from all over the world The 6o-minute audio CD is only given to teachers. If students want to listen to the CD, they can go to the Members' Area on the Hot English website to download the MP3s. 8 The Skills Booklets There are 4 Skills Booklets — one for every level from Pre-Intermediate (A2) to Advanced (Ci) The Skills Booklets are delivered at the start of the | course, and every student receives a booklet that corresponds to their level. Every teacher will receive a special Teacher’s Guide full of ideas, tips and classroom activities. Every month, you must do two Units®® of the Skis BooWets for each level. The Skills Booklets offer A comprehensive syllabus for every level shows the objectives for the year. This gives everyone a clear idea of the structure for the | academic year arly 16 units covering a wide range of interesting topics and useful language, plus lots of activities and exercises to reinforce learning As part of the Hot English Method, there are | Progress Checks to record progress (two exams per academic year). This allows students/teachers to | monitor progress. The Hot English Method has all the advantages of a | language course in terms of structure and syllabus (from the Skills Booklets). But at the same time, it offers fresh, up-to-date material, based on current events (from Hot English magazine). | Remember! Every month, your students must complete the following: 1, AReading activity (from Hot English magazine) — the “Skills Booklet acing 2 Alistening activi (from Flot English magazine) =the *Skills Booklet Listening” 3. Two units of the Skills Bookleis.** The rest of the time, you can focus on things that your students may specifically request, or anything that you'd like to do. | *There are separate, stand-alone books for Beginner (Ai) and Elementary (Ai-Az) levels. These booklets ‘not linked in with Hot English magazine. Hot English magazine covers the levels Pré-Intermediate (Az) to Advanced (Ci). **During sore months, you are only required to do one unit Advanced 2012-2013 Teacher's Guide Copyright Hot English Publishing SL 2012 www.hotenglishmagazine.comTeacher’sGuide COURSE OBJECTIVES The overall objective BI Hot English Method is to help students learn how to communicate effectively in English. Our teaching method is based on the communicative approach. This means focusing primarily on interpreting and communicating spoken and written messages, and working on improving practical and useful speaking, listening, reading and writing skills Our number-one priority is to teach students a good level of English, in doing this, we must ensure that students feel the classes are worthwhile. They must come away with the feeling that they have learnt something: they have acquired some new language, they have feinforced a structure or they have perfected someaspect ofthe anguage. Unfocused “chatting” 's not good enough. This ts why itis extremely important to follow our met This is the stucent’s path to learning, You, as the teacher, must guide them through it Both of the components of the method (the Skills Booklets and Hot English magazine) are full of useful language and helpful hints for learning. But you will need to supplement this material with some ‘of your own material. This is why we only expect you to spend about so% of your teaching time using Hot English Language Services teaching material (the Skills Booklets and Hot English magazine). The rest Of the time, you should provide your own material so that students can focus on areas of language that they reed help with Hot English teaching timetable 2011-2012 ‘The material is designed to be used over the course ofan academic year. We have based the timetable ona typical 2- to hour per week class that starts in October and ends in June. The Reading and Listening texts in Hot English magazine tie in with the topics and rammar in the Skills Booklets, The timetable for this year is at the bottom of this page. Ifthe language course starts in October, you start from Unit of the Skils Booklet However, if the lan uage course stars in January, for example, you start Hoth Unit 6 of the Skls Booklet And if the language course stats in April, for example, you start from Unit 12 of the Skills Booklet. Ifyou have started late in the course, you can easily go back and do any previous units that you fee! your ‘students will find useful. Remember, there will be a new Skills Booklets for the course starting next October. September Unit o Magazine 126 October Units 1, 2 Magazine 127 November Units 3, 4 Magazine 128 December Unit Bi Magazine 129 January Units 6,7 Magazine 130 February Unit 8 Magazine 131 Progress Test I February Unit 9 Magazine 131 March Units 10,17 Magazine 132 April Units 12, 13 Magazine 133 May Units 14,15 Magazine 134 June Unit 16 Magazine 135 Progress Test II Advanced 2012-2013 Teacher's Guide Copyright Hot English Publishing SL 2012 vw hotenglishmagazine.comTEACHING WITH THE HOT ENGLISH METHOD Now let’s look at the key skills work that form part of the Hot English method. Lan; e (structures, grammar, vorsbul 8 Most language for levels PreInterediate (Aa) to Advanced (Ci) 's introduced indirectly through the reading and listening texts in Hot English magozine, or through the activities in the Teacher's Guides. Students are exposed to the target language, which is embedded within the reading ard listening texts or in the games Later, there are more specific and controlled language exercises in the Skills Booklets. Controlled practice Students practise language structures through controlled language practice exercises. There are ideas for these in the Teacher's Guide, plus there are Fluency Practice drills in the Skills Booklets in every unit, and Revision Drills in the Teacher's Guide. These drills are excellent for building up students’ confidence and fluency with regard fo the target structure. Keep them fast and dynamic and pick on students at random to answer the questions. Some of the revision érills may seem a bit basic. However, many Advarced-level students frequently make mistakes with the basics and need these short, sharp practice sessions to tevise the use of numbers, dates, percentages, spelling, etc. The drils can be teacher-led (often best first time around), but can also be done as palr-work activities, Speaking The speaking tasks (on the last page of each unit af the Skills Book'ets) provide students with an opportunity to put their newly-accuired language into practice. For all of these tasks, make sure that students have enough time to prepare for their ole/presentation, etc. before actually camying it out. While the students are carrying out the speaking task, make notes on the Error Corection Sheet. During the speaking task, students should be focusing on their ability to communicate a message, and not worrying too much about accuracy, However, you must go over these errors after they've finished Reading The Readings in Hot English magazine (the "Skills Booklet Readings") tie in with the units inthe Skills Booklet both in terms of topic and language, You must complete one of these Readings per month. Remember, itis.essential to do the Pre-Reading exercises so that your students can activate their existing knowledge of the topic before doing the actual reacing, The exercises in the magazine have been specially developed to ensure a ‘mixture of quick skimming type tasks, and more extensive comprehension-based exercises. = Listening ‘The Listening exercises in Hot English magazine (the “Skils Booklet Listenings") tie n wth the unis in the Skills Booklets inten of both topic and language. You must complete one ofthe Listening exercises per month for each dass. Listening is 2 key language sk —passiby the most important. Howeves, ‘many students try to avoid itbecause_t’s d ficult and itcan be ‘fustrating, I's your job to remind students that they can benefit gest fom arng howto ocuson the general message (ot the exact meaning of every word). Also, remind your students thatthe more they practise listening, the more progress they! make. You must make sure that you have the right equipment todo theselistening exercises. Somme compary tairing rooms include a stereo system, but not al. We can provide CD or MP3 players if you need them, Pease ask the DOS or ADOS ifyous ‘need anything, It is your responsibilty to ensure the lisienings are done REGULARLY in cass. Pronunciation There ate ideas for exercises that focus on specific areas, ‘of pronunciation in the Teacher's Guide pages of the Skils Booklets. The exercises are based on standard British English pronunciation. You may have a different way of pronouncing the words, Of course, there is no right ar wrong answer, So you trap eed to chedear adape ts beforehand Homework Give students atleast one task/exercse to complete outside dass ‘every week. Even ifyour students tll you they don't have the time todo thewark, you must sil set he hormework. Constant) remind students that doing homework isan excelent way of reinforin and developing gue sis, and as a way for suerte ‘more control oftheir learning — something that is essentia| ftbey want to see real progress, There are ideas in the Teacher's Guide inthe Skils Boole fr folow-up tasksthatcan be done at home. You car aso set the Gremmar and Vocabulary exercises fiom the Sills Booklets as homework. only some ofthe students have done the homework, you vil have to correct outside cass time. Exams The oars ("Progress Tests") are our ofiia! way of recording students’ progress by formally evaluating students’ language shils There are two exams during an acaderric year. The exams consist of Reading, Listening and Speaking activities similar tothe ones that are carried dut in cass, the only difference being that the results are recorded, and the activites ae carried ‘out uncer exam conditions. n addltion,there.re grammar anc ‘writing tasks Tests provide teachers, students and HR managers with valuzble information. They are especially good for students 2s they can see what progress they have been making, and ‘where they may need = bit more help, They are also useful {or evaluating the progress ofthe class in genera) and for seeing whether thereare any gaps in learning, At the end of the academic year, we have to serd the Progress Repors 10 the HR departments. These reports MUST contain results for both exams. is therefore IMPERATIVE that they are done Advanced 2012-2013 Teacher’s Guide Copyright Hot English Publishing SL 2012 www.hotenglishmagazine.comGOLDEN RULES Things you must remember! © You absolutely MUST follow the Hot English Method {unless you have had clear approval / instructions not lo do so by management) Following the Hot English Method will ensure that your students have structure on which to base their learning, © Make the class interesting and above all useful © Ensure that everyone participates. Don't let any one student dominate the class. © Set objectives at the start of every class: “in this lesson, we're going to...” © Create esson plans for every cass. Use the template in this guide. © Atleast once a week, ask your students how they fee! about the class and the progress they're making. If they aren't hapy.you need to adress any sss they may ave @ Sethomework every week — even for students who tel you they dor't have the time to do it. © Do listening activities as they are key to language learning. IF you need @ CD or MP3 player, let the DOS or ADOS know asap. © Use the first and last five minutes of ezch lesson to revise language structures or problem areas. © Praise your students as a form of encouraging and ‘motivating them. © Refer any probiems to the DOS immediately © Always arrive at the dass before the lesson is due to start, and make any photocopies beforehand. Don't ever finish the class early © Never ty to answer 2 question you aren't sure about, Just tel your students that you' look nto it later and then get back to them with your response. @ Make sure you're always clean anc we|-dressed (smart casual /s the norm). No jeans, T-shirts 0° tracksuits! Personal hygiene is also important! €@ Never laughra, ridicule or hurilate a student, and never “punish” them {it’s happened before) Important things to remember @ All students are cifferent in terms of character, leaming styles, earning ability etc. Allstudents have different needs. © Allstudents are motivated by different things. @ All students have different learning styles @ Making mistakes is part ofthe learning process. @ We can all learn a language — we've all learnt one. Feedback from our Students The ideas in this course have been developed by top language training professionals anc exper: wrters over 2 umber of years. The course is dynamic and is up-dated every year in order to meet our students’ neecs. Twice 2 year, we carry out extensive market research to find out exactly what our students and teachers like anc dislike Here are some of the comments we've received from students. They will help you learn a lot about the reasons behind some of the features in the course anc method. Advanced 2012-2013 Teacher's Guide Copyright Hot English Publishing SL 2or2 unwwhotenglishmagazine.com } ‘Complaints “By just talking we don't learn anything. © "I think the teacher should correct our pronunciation more." © “wish the teacher would go over our errors more.” © "We shoule revise grammar or errors from the previous lesso "We never practise forming grammatically correct sentences." “We never practise using the grammar, or forming. sentences or conjugating verbs.” “The teacher never explains anything.” “Wwe never practise writing,” “We never Go listening exercises. he teacher doesn't seem to plan classes." “There doesn't seem to bea syllabus that we are following.” (Not surprisingly, that teacher was NOT following the method.) Positive comments @ “It’s realy useful when we listen to CDs as you can hear ‘other accents.” © “like the variety of things we do in class.” @."I's obvious that the teacher has put some time into ing the class.” like the conversations we have with the teacher as we have to make an effort fo understand what's being talted about." @ "Its nice to have up-to-date material to study.” “1 like discussing the atticles in the magazine.” © "lke it when the teacher makes us guess the meaning of a word.” @ “The teacher works really hard and the classes are really complete.” lke the balance between grammar and conversation." “like doing the listering exercises ther eacing over the transcript to check our understanding, That's really usef @ "Theteacher makes an effort to make the classes fur and dyrarnic.” Comments about Hot English magazine @ "115 fun and | like the content. The audio content is great.” @ “it's great for earning vocabulary.” © “ithelps re with my-understarding and to learn vocabulary and expressions.” @ “I learn a lot from it.” @ "I read it and enjoy i.” @ "1 ke the magazine because it looks at current affairs, and up-to-date topics.” © “Ilike it when we use the magazine in class beczuse it's, entertaining and you can learn while you're having fur.” “Ithelps me with my listening and pronunciation.” he artides are really interesting.” love the magazine, especially the articles about current affairs and farnous people.”LEARNING A LANGUAGE No one is really sure how we learn languages. However, there are sorme general ideas on language learning that make practical sense: The greater the exposure to comprehensible input the greater the learning. The Reading and Listening exercises from Ht English are a great source of language input. Having a chat in English is good, but there is very little in the way of language input. Try to include 2 text of some kind (either a reading or 2 listening exercise) in every lesson ~ something tangible to remind your students that they are there to earn. Repetition is a useful language-learning technique. Memory plays a key role in language learning Students should be attempting to memorise useful expressions and Vocabulary. Vocabulary and useful expressions should be learnt as chunks of larguage. Individual iterrs of language are very rarely fourd in isolation — they are found in expressions along with other words. Tell your students to focus on these churks of language and to learn them as a fixed expression. For example, 1's up to you. / 'm fed up oft / There aren't any left." Ete. Learning how structures are formed is useful for generating language. However, grammar alone will not help you comimunicate in a language. Listening is key to language learning. Students should learn to isten holisticaly (in 2 general way) in order to get the ps of things, without concentrating on every single word. This is 2 key language skill (o develop and something which we do in our own native languages Of course, in order to motivate studerts, they need to listen to texts that are pitched at their level. However, students can also benefit from listening to all types of English at native speaker level. This is an exce lent way of developing an ear for the language. Once students have developed a good ear for the language, they'll learn much more rapidly and effectively. This will help them to internalise and assimilate structures and language without effort ~ something that children do when they learn thei first lenguage. Errors form a natural part of language learning. And when it comes to spontaneous speaking, errors are common with native speakers too, 2s any aralysis ofa transcript of a native-speaker conversation will show. So, ty not (0 be too harsh on your students. Remember, when it comes to communication, the most important thing with language is the message and how well and effectively i's transmitted. Uys TEL Trtereet erate Sy covering te Remember, there is no ol Engjish language (as there is wth other languages such as French or Spanish). This means that there is, in effect, often no right or wrong answer. On the positive side, this gives the language a greater degree of flexibility and dynamism as new words are constantly entering into common usage, However, it also means that there ate grey areas when it comes to certain aspects of language, grammar and pronunciation. Acceptable and standard forms of language have evolved over time, On top ofthat, there are many variations of English, and all ‘of them are equally valic — even ones thatfor you may sound unusual orwrong’ Language becomes standard through usage, not because of any rules that have been imposed on us. Learning, Styles ‘You, asa teacher, should be aware of the different learning styles that your students may nave, Of course, many of us have a mixture of leaming styles and preferences, but some styles are clearly stronger and more dominant within us than others. Here ae some of he principal learning styles Intray nal — people who prefer this style of learning like to reflect on their own learning, and are aware of what they can da, and what they want to do, They like to workon their own, Interpersonal - these learners like interacting with others and enjoy role plays and pait-work task, Verbal/! istic — these learners are good at expressing themselves, and prefer to do so verbally (as ‘opposed to communicating in written form) Logical/mathematical - these leanes like Systems and understanding the logic behind the language. They often think in terms oF numbers, quantities and operations. Visual spatial - these learners like to be shown how things work. They learn best when analysing photos / pictures / drawings / diagrams, charts etc Musical inte! = these learners are good at assimilating information and language aurally (by listening). They are good at identifying patterns. Bodily kinaesthetic - these learners like to use thei hands, and move ahout, making things, cutting things up, etc ‘Alesson that includes a listening, a language explanation, some individual work, a role play and a reading exercise would, for example, appeal to a numberof diferent learning styles. Try o think about this when planning your lessons.Lesson Plan template Teacher: Level: Company: Class time: Company and Group: Date: Class code: Unit in Skills Booklet: Lesson objectives Time Resources Review Time Resources Warmer Time: Resources Stage 1 Time Resources Stage 2 Time Resources Stage 3 Time Resouces Stage 4 Time Stage 5 Time Resources Stage 6 Time Resources Round up / Cooler Time Resources: Homework Time: Resources:Error Correction Sheet Error Correction Sheet Keep these sheets and use them for quizzes, games and revision. This record of your students’ errors and the language they require will form @ valuable resource that can be used in class, Teacher: Group: Language feedback from class on (date): Copytight Hot English Publishing SL 2012 Errors f : New vocabulary (mistakes made; grammar, expressions, etc): (words learnt in class): Pronunciation (words that students mispronounce): |2-2013 Teacher's Guide 1g SL 2012" wivw.hotenglishmagazine.comec ae Hot English magazine ret to use in cass Here aga fey) idees for exploiting the materia. Ifyou Pave any other ideas, please wr te to: andye@hotengishmagazine.com Warmers Hete area few ideas for fun activites todo in cass before you actualy look 2 the articles or do the lstering actives. These activities wil help stadents activate their eisting knowledge of he topic. Ths, intr, wl help them with their understanding ofthe main text, 3nd wil allow them to predict content and guess the meaning of words, expressions, phrasal vec and idioms Guess the topic Belore your students stat working on the text or article, wt the tide and subtitle on the board, sk your students to guess what the aicle might be about. Ther, read oul he fst sentence of each paragraph and ell your students to guess what they thik esc paragraph wil be about. Mtewards, they can read the atce to compare their ideas. Picture Fun Before the class, find and print off pictures related tothe topic cr theme ofthe article. tick the pictures up onthe wall inthe classicom, or place them on the tables. Studerts comment on the pictures and discuss any issues related to them. Vocabulary guessing Before your students read the article listen tothe conversation write on the board same othe bolded vocabulary words/ expressions from the article, Tell your students to guess the mearing of the words and to imagine what the article migh bout. This is 3 good way of preparing students for activating ay existing knowledge elated to the tap Pros & Cons Photocopy and cut up (or copy auton slips of paper) Pros and Cons based on a topic in the arte. Then, put your students into pairs small groups (0¢ do it asa cass) Mix up the slips of paper on a table and tell your students to decide which sentences are “Pros* and vhich ones are "Cons". Afterwards, ask your students to report ten ber findings. Can they thin of any more pros and coms? Brainstorm & ranking Telyoursuentsto brane a if ais bese onthe lic a tear everson Wie thedeas upon ihe boud are then el ogtatat eta ees neigh eecbe they cou be Name it! Brainstorm a lst of words related to the topic {White these on the board, Then, rub the words offand start the game. Say one of the words related to the theme and point to a student. This student has tosay another, different ward, Those wha can't think of word are eliminated Story keyword invention : Before doing tie listening oF reading te alice, write up on the board key words or phrases thal are either direc fom the lex Grthal ate somehow related to In palts or individual tell you Students to invent story based around these words. This could also be sed asa witing acti Quiz USe the internet or an encyclopaedia to create a quiz based on a topic from the aril or conversation, Put your students into teams. theme in the article Advanced 2012-2013 Teacher's Guide jing SL 2012" wwiwhotenglishmagazine.com Copyright Hot English Pu Copyright Hot English Publishing SL 2012 a. foreach question dictated, students have one mi students get the question right, they wn a certain nuriber af paints if tney'e wrong, they lose points. Keep track of the points gained and lost, znd add up the taal at the end, To mate it easier write up the answers in random order on the boatd, Then, the first ‘all out the correct answer gets 2 point for thelr team, True or false quiz Read out statements based on the topic or theme of the article Make sure some of them are false Students say whether they ae tue or false, This ean be played as a game. Simply pul your Sludents into two teams. Keep a tally of ther scores The {eam with the most points wins Paragraph fun rea apelin pbs tender simply give some students more than one paragraph), Print off and cut up paragraphs from an arte nd hand outa different paragraph fa each student (or in some cases you may Want to sive more than one paragraph to a partic 1), Tell our Students to read each paragraph carefully When they're ready ‘ludents take tums reporting ther findings back to the dass or a partner without refering to the teet (they have fo either memorise Hor refer to some notes they've made om it), Together, th to reconstruct the artic. Whisper chai Use sentences from an article or conversation to start a whisper chain, Choose between one and four students to come to the fret ‘of the class (depending on the sie of your dass). Then, whispe a diferent sentence to each student. Tell these students to pass ‘on the messages around the class by whispering them to cther students. Remind students thal they can only whisper once, and that they cannot write anything down. The last student to hear the sentence writes it on the board. Then, students com: crginal sentences with the final ones Paragraph fun I Photocopy and cut up an aie inia Part A ard Part B. Nex, pu your students ino to groups - Greup And Group 8. Then, cistrbute the fst halfof the ate o al ie studers in Group A, snd the second halo the ani oa he stodents Group 8. Stents in each soup tead and discuss thelr art f the alice loethe, Untrown trond, pirates, or sentences should be checked and unerstoed as 2 group. Afr ew minutes, students in each group work together herent summary for thet orton. Wher they are ead, students ‘om opposite groups pairup so thata student from Group A works with 2 student from Group B, Student Aevplains the contents of theirhalof theartce.It's impersan tha they focus cin the key ideas and provide supporting information, Nex, student B explains the contents of tei porton ofthe ancl. Now that al students understand the key information forthe whole article, ask your stdens some questions to check their comprehersion. Debate Put your students into two groups: Group A and Group 8. Studi in Group A ate in favour al something mentioned or discussed in the article | conversation (you decide on this) Studenis '9 Group B aren't in favour of i. Students in both groups think of arguments to back up their ideas, After afew minutes, regroup your students so that one student fram Group A works with one student fram Group B. Students have to convinee ene another that their ideas are the best, Alternatively, hold a dass debate, with all students conlributing to a general discussion. Give ‘everyone a chance to voice their cpinion belare opening the flaor to any comments. jenglish te to confer. fClass survey ‘Students prepare questions for a survey based on a topic or theme inthe article conversation In pais, students thik of five questions to ask their dassmates about this topic. Rernind sluderis that they should give possible answers lor their capes to choose from. in this case, the options could be: ayes boro ‘When they're ready, students walk around the class and ask their questions, making a note of the answers. After a few minutes, tell your students to sit down again, Students report backto the dass with any interesting findings, Speak out Fit, choose atopic or theme from the artck. Then, write out Ccontraversialstaterments about the topic on slips of paper Next, prepare some mate slips of paper with the words "agree J disagree” on ther Put your suderi fn pats nclvidualy students choose one controversial statement and one ofthe “agree / ditagree” cards. Students have one minute each 9 discuss their topic. For example, if they pick up 2 card thal says “agree”, they have to defend the statement... even if they don't agree with it Time a minute and shoul out “stop when the time expires, Then, the next student speaks for a minute, When their time 's up, the following student spezks, etc. Play until everyone hashada turn, Dictionary race ‘Take two dictionares to class and put ther outside the classroom, Put your students into ams snd tell thm that you'e going to seleet some dificult words from the ance and writ these on the board, Write about ten that you're fairy sure your students wwor't have seen before. in wach group, there's a *Writer® and a "Runner. Askthe "Runnels" Lo come toa poi in the classtoom ~ the imaginary “stati ine*. When you say *Go!” tive *Runmers” go to the dictionary (as fast as possible without it teeing dangerous), look up one ofthe words and ther run back and dictate (whispering) as much of the definition as possible to their partner the “Writer” The "Writer then writes the text as carefuly and quielly as possible. The winning team isthe fist to write down the definition Find someone who... Do this activity based on a topic oF theme inthe article. For example, ifthe topic were shopping or fashion, you could write the folowing on the beard Find someone who.. 1. goes clothes shopping ence @ week 2. “only buys branded clothin 3. has ever dane some modeling 4 was once a model fents to transform the sentences into questions. For example, number one would be, “Do you go clothes shopping orice 3 wee" You might ike to go through all the questions lke this rst before starting the activi. Then, in pairs, students think oftheir own questions (or copy out some of the ones from the board), When they're ready. they walk around {he room asking one another questions. They wie names nest fo each senterice if someone responds afirmalively. When students rave finished, they report back to you and the rest ofthe group, and comment on any Interesting findings. Scattergories Write a lis of ategores on the board, including one or two that tHe into the topic oF theme in the article or listening text. For UTS TEL example animals, food and dink, spots, schoo subjects... Students ‘workin teams, 5:/ eter ofthe alphabet, Students have (wo Iinutes to think of @ word from each category beginning with that leer. When the me is up, students say ter words. The group with the most words from all he categories wis. Running dictation Before the clos, stick a paragraph from the test on the wallinside ‘or outside the classroom (check with your neighbours first as it ‘can get naisy). if possible, blow up the text on the phatocopeer so Digger Make Sue that your students can see where you put the ten. Also be careful tat tis not too nea ay parvcula par ‘of students. Put your student into pais. Elan tat in exch pal there 2 "water and a “tunrer”. Demonsitate wth yourself asthe “writer” and with one of che students as the "runner". Walk (or run, hhence the name} to the text, make a show of weading it carefully and rmemorisng as much a possible, hen core back fo the “tuner” and dictate whatever you can remember, which te “write wiles ‘down, Then ga hack and da the same thing again (students ‘sometimes think they can only g0 up tothe text once, and that they have toy to memorise everything) Tel the students to swap roles vwhen they are about halfway through the tet. Reming them that this actly will enable them to practise the four key sks, 2 well 2 ther pronunciation and possibly the alphabet (hey ray have to Spell wores that ther partners don t understand). you have more than thre pars in dhe lass, stick more texts onthe wals so they don't crash into one anotnes oF crowd around the eat. Tel your students that te runner cant do aay ofthe wring! Follow-up activities Here area few ideas for fun activities for doing after your students have read the tet or done the Istening activites. Remember, if you're doing a speaking actviy, you should use the Error Coniection Shee! to make a nate of any mistales. Late, go over these wih yoursludens. Alo, tep the Ertor Conection Sheets forminiquazesinfulure classes Dialogue fun Cut upline? from the conversations f dialogues from the Tapescrip! page and see if your students can put them back together a the correct order. Scrambled Sentences Selec 3 sentence from the ance, and write it upon the beard ‘nth the words in random order Then, time a minute and see ‘who can unscramble the sentence firs. Yes, but... Prepate alist of debating topics based on the article and write these on sips of paper. Pu your students int pairs and hand out copies of Ue slips Student Areads out one ofthe stalements Student B listens and then comments oni, beginning with Biase, “Yes, bu.” (effectively cariradicting the statemen) Student 8 should tr to speak for a east one mint Ther ‘when Student B has finshed, he/she reads out one of his/her statements Mini-interview Jn pais, students prepare a mintinteriew between a journalist and a character from the article or conversation. Tell your Students that they have to use 25 many ofthe ideas ftom the ail / conversation as they can Tell our students to mas the dialogue as funny / sly idculous / Serious ec. as they ke. ‘When they're ready, students perform their interviews in front of the class.Bingo Wie form Ie ate retin ane baad a random order Tel your students to choose four ar to wt them down on a sip of paper. When you're ready start calling out the words in random ordat. Students cross oul any words on their piece of paper that you say The frst student to cross out all their \words cals out Bingo! and wins the game, Remember to keep track ofthe words you callout in case there's 2 discrepancy Dictation After working on the article or conversation, choose three to four sentences fo dicate to your students. See who can write down the sentences wordforsword without making any mistakes, Read the sentences out just twice and speak a fairy natural speed, Definitions Read out a word, phrase or expression, Cive three possible efintions oft, ane of which fs correct. Students get 2 point for choosing the correct definition, Afterwards, students can prepare their av versions ofthis and playin pairs. Punctuation nightmare Copy outa paragraph or on from the article without any punctuation, Students have tree minutes to correct it Missing words Read out sentences fiom the aricle/conversation with one word missing. The fist student Io tel you the missing word ge" 3 point for thet eam, Definitions Read out definitions of words from the glossary box. The The first person to cortecly identify the word / expression gets 2 povat for thee team Presentation \ndividually in pairs orn small groups, students give 3 min presentation based on a topic or theme from the article. Tell your Students to make the presentation as persuasive as possible. When they're ready, students gve their presentations to the rest of the dass. Other student listen and then ask questions, Role-play conversation Put your studerts into pales. Using topic or theme from the article Gr conversation, studerts prepare a mini-conversation Tel them to mate it as funny, sly, serious, et asthey lke. When they e ready, students can perform the conversations in font ofthe dass. Picture representation Students draw a picture that sums up their feelings towards the topics or thernes in the aicle Article attack Tell your students tread over the text transcript once again. When your studenis have finished, ask rapids fire questions based on the {ext Students have fo answer the questions as quay 2s possible Thi can be Gone as a game. Put your students ino two teams. The {ust person to call out fe answer gets a porn for tel team, Article grammatical error Read out senfences from the aricle/corversation with deliberate grammatical errors in them, Fel your students to correct the Sentences. This can be done 2s a game. Put your students into wo teams. The fist person to call out the eortecl answer gels a point for their team Advanced 2012-2013 Teacher's Guide Copyright Hot English Publishing SL 2012 vnvwhotenglishmagazine.com Article content error Tell your students to read over the tex! again. Then, read out sentences from the article J carwersation wih delerate content | information j factual / numerical errers in Inem. Students must corcect the errors. This can be played as 2 gare. Put your students Into two teams. The fist student fo correct the information gets @ pont for their team. Did we read that? Tell your students to read over the text quickly. When your students ae ready, read ous sentences ‘rom the ance. Most of the sentences should be read out directly (and be repeated word for word), However, some ofthe sentences shouldbe slighty siflerert (you could change verbs, names, adjectives, etc}. This ‘ean be done asa game. PU your students into two tears. The frst student io idenbly the ineorecs or sentences ges 3 point For ts to read bverthe text quickly. When they're sentences from the artcie/cenversation with gaps. Sludents offer suggestions for the missing words. This can bedone as a game. Put your students into two teams, The first sludent io say the missing word/s gets @ point for ther team, The ‘gaps could be verbs, nouns, prepositions, ec Article termination ‘Choose a sentence fram the article/conversstion, Read the frst halfott, pausing to alow each team to fish the sentence. While your students ate doing this, they should try to use as many of the original words as they can, ‘captain from each team can write down each learn’ response. Check the answers and award points i theyre correct (or as clase 1 the original 35 possible. Demonstrate how it works so they can get te hang oF I before actually playing the game Article question formation Read ou sentence from the ancle/corversation, Students must transform the sentence into a question. For example: Teacher I she'd had enough bine, she would have gore tothe bank, ‘Suident: Would she have gone to the bank if she'd had enough time? Memo. Tell your students to read the article again and to try te memorise three or four ofthe sentences or staternents. Tell your students to repeat therm word-for-word to a partner Noughts and Crosses Play noughts and crosses wih words frm the article or ‘conversation. Draw a 31.3 grid (with 9 squates) on the board, Nex, write any of the words in each square of the grid, Divide the class into twe teams: Noughts (0) and Crosses () Fist, a member ‘of Noughts comes to the board, chooses a square and makes a ‘sentence using that word. Ifthe sentence is mote orks logical and grammatically comect, rub out the word and put a nought in the square rt the word remais, Contrue ike this, alternating teams. The fst am wath three noughts oF crosses n'a row wins Board rub On the board, ite up a paragraph o section fom an article or conversation. Gve your students a few mingtes to remember I ‘When your students are ready ub out belween sicand 0 ofthe words, See who can remember what the words were. Write the\words back ia again. Then, repeat the pracess with different words, ‘Mera while, start bing out complete phrases or lines and ask ‘who can rerrember what they were Finally rub cut al the ext. See ifyou can reconstruct itas a tass, orf your studerts can doiLin teams. Give prompis te help them out now and then Conversation memory Tell your students to read ever the teaitsript. Give them afew ‘minutes to do ths. Then, tell your students to cover the teat and {a ty Io recreate the conversation in pais, using as many af the ideas / words / expressions as possible, Tel your students that it doesnt mate they ean tertember much ~tey js need fo have fun and try to do as much as possible. For homewor, they could read over the conversation again and ty to learn as much Cf tas possible, Then, ina following class they can perform the Conversations / dialogues in front of the resto the class, Newsreaders Students prepare a TV news report based on the ideas in the aricle or corversation, When they're ready, students present the ‘ews story a5 if they were two reporters on 2 TV news programme, With bath of them sitting In front of the carvers ina studi, Tel your students to watch this short dip of 2 news report to see how ‘Us love: http: wmnyoutube.com/watch? v=OINGOU Pega Vocabulary building Putthe following (able on the board and put your students into pairs. Use wards rom the articles t create Ward beginnings and tword endings. Fr example rom the word “courtroom, you could have "court" (word beginning) and “room” (word ending). Students try to mach the beginnings withthe endings in ust ree Tminules. Before miting up the beg nnings and endings, create an answer key, then use this te mate the exercise they 2345678 : 2 b. i iS le a a : : 6. £ 7 theme or language point from the arlcle Student 2 repeats the sentence and adds another item. Student 3 repeats all the previous items and adds a new item... and so on, For example, in order {0 tise the Past Simple, you could do this. I went to the bank yesterday and withdrew some money. S2: | went to the bank yesterday and withdrew some money and cashed o cheque, Sg: ! went to the bonk yesterday and withdrew some money and cashed a cheque and paid some bills Students continue in this way around the circle until someone forgets an item. Then start a new chain, UT TEL Back to the board Pay *Backto the Beard" with vocabulary / expressions from the arvcle or conversation. Put your students into two learns, ‘A member from each team goes into the "hot seat" with their backs to the board, Now, write a word or expression on the board. Other students describe the word by defining it but without actually saying the word. The fst student in the hot seat to say the correct wotd gets a pons for his/her team. To make i ‘more challenging, you could have some "hoo" words (words that the students can't use). For example, the target word is “Film", one ofthe taboo words cnuld be ‘cinema Taboo The objective cf Taboo isto describe a word for teammates to guess correctly To prepare for the gare, write key words from the article/corwversation on lite cards or slips of paper, Under ‘each key word, include four taboo words (Words that students ‘can't use while describing the key word), For example, forthe key word “leacher*, you could inchide the “taboo" words “teach, ‘school, clas, lesson,” etc. When they're ready students take turns defining their key words, sing any words EXCEPT the tabco words ‘on the cards, They continue deseabing the key word unl someone guesses corcecly Ana; ‘Do an arageam activiy wth words from the vent Wei an anagram (2 scrambled version of a vocabulary word) on te board For example, the anagram ol the word *head” could be "deah” (a, scrambled version of the word *head"). This can he played as @ ‘game. Put your students Inia two teams. The fst person to call ‘ut the carect word gets point for their team. The winning team isthe team with the mest points Hangman Choose an item of key vocabulary (or an expression) from the test, ‘Mark dashes on the board to represent each letter ofthe word For example, *buttethy™—_ Also, draw the start ofa *gallaws on the board (an upside down “L'). Studen's take weg ‘saying letters of the alphabet. the letier appears in the word write ton all the corresponding dashes where it appears not, draw one part of a lick figure on the “gallows” for each wrong guess. Students wn they guess the word before the igue is completed Note: Ifyou have chosen a multisword expression, add backslashes (/) (0 mark the division between words. For example, “take down* would be ——— J Pictionary Put your students into two teams, In each team, assign an ‘artist Give the arsts board pens. When theyre eady, fash a word to the artis. The alists then race to draw the objects on the board. The first seam to say the word wins a point, Aliemativel, lust one artist draws, and anyone from ether eam can shout out the answer The person who shouts out the correct answer fs: gets point fe thee team, Banana! Dictate five or st sentences fom te article of conversation substituting a key vocabulary iters with the word banana 4. Nothing s more banana than riding a bike 2. The banana s manufactured in Shefed Sitess the word bonang nach senence. Students copy the sentences intatheirnotebooks, then in pairs they work together to ty to remember the aclual word, off think of an appropriate word without referring tothe atc Advanced 2012-2013 Teacher's Guide Copyright Hot English Publishing SL 2012 www hotenglishmagazine.comCharades Select some words or phrases fom the aticle or istening text Ask fora volunteer fo come ta the front. Whisper one of the \words or expressions to him her. This student then has to mime the word or expression. The frst student to guess wha the word ‘or expression Is acts out the next word or expression forthe class to guess Spelling com ‘ion Spell a rotate, Grose «wot hat fie to spell and say cut loud, Point 1o someone from Team &. ‘This person has to say the frst letter ofthe word, Then, point to someone rom Team Band ths person hasto say he second letter of the word... and so.on Auctions / betting / gambling Die your stats oa leat std Ee each ear 300, Using structures or language structures from the anicle or conversation, write sentences on the board, making sure that some of them have errors. Students decide i the sentences are Correct ot not and bid on them. Teams wrte down their bids an slips of paper. Collect these in. Those who win get double their ‘money these who ise, give you tne money. Keep 8 unring {otal onthe board of the amounts each team has. Post-it race this activity, you wil need some Postit notes. First create an answer grid For example, if you are going to have vo words, you reed to write out the numbers from 1 to 10 and then put letters from "2-7 in random order nest to them. inthe end, your answer rid will ook something like this (with different number-letter combinations, of course): te 2) 3f 4a 50 6g 7d Bh gi 10c Now, write the numbers 1 to 16.08 te diferent Post notes Then, on each Post note wre aword or expression from the ancl or conversation Then, while refering to Postit ‘note number one, take another Post-it note and write the ‘corresponding letier om it (‘e" in this example), plus a definition or translation of the word (you could also write synonyms, antonyms or anythng else fr the matching activity), Next, stick all the Post it notes in random order on walls around the cass {Once your students have arived, tell them fo go around the oom matching the numbered Postitnotes to the ones with letters on them. Your students should make a te ofthe ‘numbers and their matching letters. After the/ve finished, check the answers, The student with the most correct answers isthe Article summai Tell your students to vead over the tex again quickly and to make notes sothey can give a quick surnmacy of i When theyre ready Students give a short, oral surnmary of the anil conversation, Parts of speech Choose a word ffom the alice (or example “stressful. In small groups or pats students think ofall the ether parts af speech for this word, For example, from the word “stess{Ul” (adjective) you can get the folowing parts of speech: “stress” (noun); stressed” (adjective); “stress free” (adjective); “lo stress” (verb), "to stress ‘out” (phrasal verb], etc. When they've finished, students make sentences / questions with the words, Article tense search Tell your students to find an example of a particular tense jn the attide/conversation. This can be dane as 4 yarn Put your sludenis into two teams, The fist person to find an example of the Advanced 2012-2013 Teacher's Guide lshenagazine com Copyright Hot English Publishing SL 2012. Siament tense you have named, gets point for his/her team, For example Teacher: Find me 2n example of the Second Coreétional inthe arid Students I were you, eave ow. Teacher. Peviect What's the word? Give a definition ofa word or expression from the teat, Your sludenls have a tell you which word / expression youre referingto. For examoke Teacher: This word fs used to say that you are very, vey tre. Swudent: Exhausted Altemative, give the rarsation of the word and tel your sludents to fii the corresponding word in English fom the teil. For example, “Find a word that means Xin language Pronunciation Here are some fun ideas for ding punctuation activities based ‘on articles and conversations in Hot English magazine Phoneme fun Write word from the text / article / transcript on the board {wut for example), Wate the corresponding phoneli sept next to the word (Su:t}. Then, doa listen and repeat activity ‘with the werd, getting your students to repeat the word after you several times so they get used to the sound and preruncion The, el our stuers ono more words wath the same sou Minimal pairs eto werlon ihe tart bth a dound ye previously focussed on (the target sound), and another with a Similar sound but not the exact same one! For example: suit/ sort. Read out pais of words: one with the target sound acd another word with a sinlar sound (hut nat the same on) Studenis decide which word contains the target sound. They gel a point for their team if they guess correctly. Continue wilh diferent sounds or words. word from the txt / atic / transcript on the board (olay for example). Then, write other words on the boars with the same sound. For example ai, sny, take, pa, lc Students have to think of more words with ths sound. Then, do the same fr another sound. Fially on the board, write up 5 pool ef words withthe io diferent sounds, Wite the words iirrandom order. Then, read out a word. The first student o say anctier word wih the same Sound gets a point fr his/her team ‘Similar sounds & bingo ‘Write out words rom an article or corierseion, Then tell your students o think of other words with similar sounds (pick on a ‘yal or consenant sound from within the word). Fer example: @ Intend (e): lend, bend, tend. @ Learn (32): turn, stern, burn. @ Decide (ar): like, Mike, bike... @ Hope (a0): cope, broen, spoken. ‘Then, play Bingo with the words. First, write all the words up. ‘on the Doard in random order. Then, tell your students to pick three of the words with the same sound. When your students ate ready, call out wards In random order, Make a note of the words you mention. Students cross off the words they've chosen if you mention them. The first student to cross off all tines ofthe words winsTeachinaldeas Syllable stress Write mutate word fom the antl convestion oh board (for example, celebrate) Ast for a volunte! to pronounce the word withthe siess on the correct syllable (or example, celebrate} Then tell your students to think of more words with the Same stress pattem [his word has the stress onthe frst sable) This can be played as 3 game, Put your students inta two teams. Using the anil / audio script, write words with a variety of sess pattems on the board Pick an students at random to pronounce the words. Students get a port for their team ithe perscr ‘nominated says the word withthe correct stess. Connected s; Wiite a sentence rom the srcle/conversation on the boa your students to repeat it ter yeu as you say it at natural speed, When speaking you should use connected speech, merging, word-ending sounds with word:beginning sounds, For example ‘I've got a lot of work” would be, “I've go ta lo tof work.” Also, sess the key words and gide over the Urslessed words (Using "Schwa" sound where appropriate) “Then, waite another sentence onthe board. Ask fora volunteer to read ‘tout with connects speech Hep the student where necessary Nex playa game Pul yourstulents into two teas. Wie a sentence on the board. Askfora volunteer ror each team lo say the senlence with connected speech, i theyre corrector they do wel you beth jege ofthat}, they ge 2 point. Fro, they don't get any pois Emotional outburst fhe pegs of pe fh reas or Gen them. Forexample happy, sod, nereus, fuseotd, tired, a ‘angry, dkappontea, ected, ty, Hand out one ofthese to eac sludent. Ne, put your stadens ito pais. Then, using one ofthe Gialogues or conversations from the magazine, ell your stuck toreadover he lex, aking one of the roles exch, However, student must speak according to the emotion theyve been pen, For example ifther slip of paper says “Happy they have to speak in 2 Frappy voice, When they ve rsh, students ees which emotion thee partner was representing, Demonstrate his with 2 vclonter 0 your studen's are cear wha you want them to do, Afterwards, ask for voluntce: pairs to perform parts of the “emotional” dialogues in front ofthe cass Emphasis ie on ask fora volunteer lo read out the sentences, Tell hie to pul emphasis on cetain werd, Then, ask for another volunter and ell them to put eryphass ova iffetent word, For example a} You want ME to ve you the mone. i) Yoo want me to give you the MONEY. €) You want me fo GIVE you the money. Students practise saying the sentence using efferent emphas's Askyour students if they can lll you why someone would want to sitess these words What would the elfet / meaning be? Wha inferences are being made? Then , pul your sludenis ita pats Using » conversation / dialogue fam the Skls Booklet or Hot Engish magazine, tel your sluderts to practise the conve putting emphasis on diferent words and experiment Inerted meanings, Sentence stress Dictate sentences fom an aricle or conversation in the magazine Read them out at natural Ifyou say them fairly fast, the stess should fall onthe key words: nouns, verbs, adjectives, ec. Ask fora volunteer to write up the sentences on the board ‘Then, ask your students to Iden any key words ~ wards tha ate stressed in the sentence. These ar@ usually the main verbs, adverbs, adjectives and any nouns. Then, tell your students 10 repeat the sentences afler you as you say thern at nalural speed, putting emphasis on the key words {in hold). This is a good way 0! developing your students’ fluency Sentence stress mini-dialogues Using dialogues or conversation from the magazine, read out extracts at natural speed, Ask For yolunteersto copy the way you do with the correct rhgtnm and intonation and stress wil help your students get used tothe rym and intonation of spoken English. Afterwards, students ations oF dialogues in p Weak / unstressed forms ‘ite four Sentences onthe board from an article or conversation in the magazine, Read out the sentences at natural speed. For example 3}. Tve gotsore apples i my bag 1b) She's gat some money in her pocket Draw youir students’ tention tothe weak, unstressed forms such a5 some {Sam}, a (a), can (kan), an (an), et. In particular, focus fon words with the schwa sound (a), Students listen and repeat the Sentences with you, practising saying them at natural speed anc with natural ehythm, Then, ir emore sentences fot your students to wete down, Merging sounds On the Board rite questions (rom an artic or conversation in the magazine, Read them oul at aatural speed. Ack for volunteers to mark any connected speech (where sounds merge to form a new sound, particularly between the aunlary verbs and "you". For example a) Do yourlike it? ) Did you go there? Ther, tell your students to repeal the sentences aller youas you say them at natural speed. This is @ good way of developing your students fluency Contractions Dictate sentences from an article or conversation in the magazine Choose sentences with contractions. Say therm at natural speed For example 1 Ifshe wanted to use i, det 2. IF they called, we'd tell them where we 2 Ask fora volunteer to write the sentences on the board. Then, 35k for another volunteer to identi the fal forms from the contractions. The, tell your students to repeat the sentences alter you as you say them at natural speed. This & a good way of developing your students fluency Advanced 2012-2013 Teacher's Guide Copyright Hot Eng! Publ ing SL 2012 wuwhotenglishmagazine.comContents INDEX 201 9013 NS Objectives Vocabulary: Prcber= 8 V | Language structures: Passive structures / Phrasal ves Useful sills: Email wnting 2 |Social Splash Objectives Yee Socialising 4 Language structures: Conversstione € Hioratic expressions Useful sills: Meetings Le; I Matters Objectives ve lary: Lezal words 3 Eeeaeiere Renee dace 2 |Money Matters Objectives vocabulary: 4 | aspmage Srurture: reossons webs cassie ee 26 City Delight djectives vocabutary: ci) 3 5) Seren ean eae 2 6 Work Ti ime Objectives Vocabulary: Work Language structures: |diomatic jon 38 7 1B Objectives Vocabulary 5; ee Language structures: TheTnguage of gers or Use sls: eesetstions I Advert Alert objectiv Useful sills: Tephone English Romeo Let’s Complain! objectives vocabulary: Como'ainng Language structures: Pofies& Sulices Usafl alls: Email wn yo In the News! objectives vocabulary: N Language structures: Synonyis & Anionyms Usefal shi a1 | Travel Time Objectives vocabutary: ty! Language structures: 21:3: orbs ‘Useful skills: Presentations |! y2__ Film Fantastic Objectives vocabulary: Fils Language structures: Linking words & Opinion adverbs Usefal sll: Telephone Engi 3B That’s Incredible! Objectives vocabulary: hysterics Language structures: Frepostons of Time, Pace, Purpose & Movement / Rellecing onthe at Wseftl sills: £ rai writing V 14 (Communication! objectives vocabulary: Language structures: Prepcstionalsnrases Use skil | Vocabulary: Advertising Language structures: Co\locations tings \V £8 Ff 23 f BH 15 Success! objectives vocabulary: Power § success Language structures: Preposiion Review ‘Useful skills: Presentations (V Natural Beauty Objectives Vocabulary: inthe wc Language structures: Frontng 2nd nouns Useful sls: 16 bet PUrnew hae language st Structures Crossword The Phonetic Table el Punctuation Advanced 2012-2073 Teacher's Guide 4 Copyright Hot English Publishing SL 2012" vavwhotenglishmagazine.comSelf-Assessment Welcome to the Hot English Method, consisting of the Skills Booklets and Hot English magazine, Before starting the course, take some time to reflect on your own personal language needs General objectives ‘What are your personal objectives for this year? 2. To improve my speaking skills. 1] b. To improve my listening skills, 1 ¢. To improve my reading skills. 11 d, To improve my pronunciation. C1 @. To improve my writing skills. C] f. To improve my range of vocabulary. C] Other? Language experiences Complete the sentences / choose the correct options. a, I've been studying for ___years b. I'm good at but improve c. l'vestudied abroad / in a language academy / at school / at work / other. 4. I've lived in an English-speaking country (narr of country ) for years e. [ind listening / speaking / writing / English pronunciation / reading difficult. need to ne Language objectives Complete the sentences. a. | would like to learn how to b. I need to know how to . Itis important in my job to know how to 4. | have difficulty with e. I need to im| Other? D What do you do to improve your English outside the class? Put ticks, . I listen to songs in English. C1 b. I travel to English-speaking countries and practise English there.) \ read books / magazines / newspapers / online news sites, etc. in English, L] d. | watch films in English. 1) ¢. [listen to MP3s / CDs in English. C1] f. I speak to work colleagues in English.) Other? English in use Put ticks. a. use English in my job. b. I sometimes have meetings / make telephone calls / write emails in English.) | sometimes travel to English-speaking countries as part of my job. L) 4. l often deal with Engl job. speakers as part of my e. | sometimes find myselfin social situations with English-speakers. { £. | mostly deal with native English speakers. -] g. | mostly deal with non-native English speakers Other? Class activities ‘What do you find most effective in class? Put ticks. Developing speaking fluency. 1 b, Working on listening skills. Interacting with other students in English. C] d. Discussing things with the teacher. 1] Working on new vocabulary. £. Doing writing activities. g. Playing language games. 1) Other? Advanced 2012-2013 Teacher's Guide Copyright Hot English Publishing SL 2012 wwwhotenglishmagazine.com 5Unit o Welcome to the Hot English Advanced Skills Booklet. Good hack! Profile analysis Read over the profil, Then, complete the table. | Jennifer Reed Managing Director Company: EuroGlobal Net Industry: Financial services Statement | V've been working in finance for \ Ze the past six years, but I'm looking to change professions in the i near future. I'd describe myself \ as harc-working, committed — and extremely focused. | love a A challenge and I'm happy when Se W'tn in a dynamic environment. In my free time, play hockey in a team, and regularly go swimming, sailing and skiing. | also like watching films, cooking and reading. Twice a month, | do some charity work, helping out in a young person's charity Profile © Fluent speaker of English, French, German and Chinese © Lived and worked ir England, China, Australia and the USA © Sorre of the companies I've worked f Gardiner, Watermnans PLC and Euro Holiday Zones. Prockwell and Career industry Selfdescription a Pe > Your turn! a short description of yourself 3 Character descriptions Read the descriptions. Then, 'a name next to each statement. 1. She loves reading. 2. She wants to set up her own business. 3. He's a people-person. 4. Her job is perfect for her. 5 countries. 6. She likes sport and cinema, 7. He takes photos in his free time. Advanced 2012-2013 Teacher's Guide 6 Copyright Hot English Publishing SL 2012 wwhotenglishmagazine.com he often comes into contact with people from other I'd describe myself as highly motivated. I'm the kind of persor who needs several projects on the go at the same time. 'd love to start my ‘own business one day. I'm really into “ sportand film.” mgoan 22 'ma really methodical person. I'¢ say that attention to detail is one of my key skills and that’s wiy accounting is just perfect for me. I'm a bit of a bookworm and can get through = about 10 books a month." Addie, 26 I'd describe myself as pretty ambitious and I'm determined to reach my {ull potential professionally speaking, | really enjoy holding positions of responsibility and being involved in the decision-making process. | doa lot of photography in my free time.” jack, 32 1 love being part of group and getting involved in projects with Otner people, I'm quite good at managing people too, and often lead teams at work. When I'm nat in the office, | love working out in the gym or meeting up with friends.” Harry, 33 “I'm a problern-salver and a good h negotiator. | do a lot of business with overseas investors. | find it fascinating dealing with people from different cultures. | spend a ~ lot of my time outside work writing and travelling.” Melisa, 51 Language Find a word or expression in the text that means. jou really like something = I'm really u do things carefully and thoroughly. = 3. ..you love reading = I'm 2 bit ofa 4. you want to go far in life. = I'm re 5. ..t0 do exercise. = To 6. ..,ftom another country. = Fl Conversation analysis Read over the conversation. Then, answer the questions. Kateand jack, two old acquaintances, have just met up ata conference. Kate: Hi it’s ack isntit? Jack: That’ right. You're Kate Brooks, aren't you? Kate: Yes, thats itJack: We met in Brussels, didn't we? Kate: Yes, at last year's conference. So how are things? Jack: Pretty busy. How about yourself? Kate: Not too bad. You were living in Sweden, weren't you? Jack: Yes, still there. Kate: So, what's that lke? Jack: Pretty good, actully. The wife and kids are settled in mow. My wife's working for a local frm, and the children arereally enjoying schoo! now that they've made some friends and picked up abit ofthe language. You were living in ltaly last time | met you, weren't you? Yes, that's right. So, how’s your Italian coming along? Not too bad. | can’t get by pretty well now. I did a course awhile ago, and I can more or less follow the news and read a paper, so that’s good, atleast. The problem i, most of the people I deal with speak perfect English so. it'shard to get a chance to practise | know hat you mean. It's the same in Sweden. Oh, well, it was nice to catch up with you. Hope to see you again soon, Net year's conference, probably. Exactly! Bye. Kate: Jade Kate: Jack: Kates Jack: 1. Where had Kate and Jack met before? 2. Where's Jack living now? 3. Why is he happier there now? 4. Wheee's Kate living? 5. How is her Italian coming along? 6. What have they both found that makes it hard t improve the'r language skills? Your turn! Write a dialogue between two ex-colleagues who've just bumped into one another. Hi Verb tenses CCompletethe sentences with the corect forms ofthe verbsin brackets, 1. The food (prepare). (Present Passive Continuous) 24s! (walk) in the park it = {stan} to rain, (Past Continuous and Past Simple) 3 The stories {publish} ic all the major newspapers. (Present Perfect Passive) al (work) really nard recently. (Present Perfect Continuous) 5. You —__ {should /tel) me that you were vegetarian, Perfect Modal Verbs) 6. We {finish} she work by 7 pn tonight. (Future Perfect) She (lie) on 2 beach in the Caribbean nen week fate Cominous 8, The e-mails {send) later this afternoon. (Future Passive with “will) 9. The rooms (decorate) in blue. (Future with be + going to) She told us that she (Reported Speech) u,ifsomeone (all) to me Ike I (Feport) them to the author {Second Conditional) walfyou (spend) more time on it, i (be) 3 lot better (Third Conditional) A Vocabulary ite 4 more wordsfepresson foreach word group. 1, Law: suspect, alibi, court, tria 2. Charader descriptions: seish, ambitious, greedy. 3. Business: profit and loss, sales target, breakeven point 4- Cinema: soundtrack, trailer, script 5. Jobs: badly-paid, rewarding, dangerous, challenging, 6. Natural disasters: drought, earthquake, bush re 1 Anecdote analysis Read ove the story. Then, answer the questions, 10, Sally: “Ill be there later.” ies. The mobile phone | was sitting on a train ‘once when I noticed this mobile phone on the floor. Hooked around but | couldn' see anyone nearby who could have dropped it After about ten minutes, I decided to pick it up. It looked quite new and it was stil on, Curious to see who might have dropped I scrolled through the address book ard opened text message but it was ina language | couldn't understand. Eyentvally, | decided fo send a message in English to couple ofthe names in the phone book. I wrote, *Please tell the owner ofthis phone to call me” then ladded my mobile number. | didn’ hear anything for a while, but just as I was getting off the train, the phone rang. | answered and a wornén's voice in English said, "Hello, I think you've got my phone!” | explained what had happened and she asked me to wait at the station café so she could come ard pick up the phone. An hour later she artived, And that's how! met my wife, Olge By Alex 1 What did Alex notice on the floor? 2. Why did he scroll through the address book? 3. When did the phone ring? 4. Where did they arrange to meet? 5. What dic Alex and Olga do eventually? PS Your turn! Write a short anecdote or story about something that happened to you. Invent if necessary. Advanced 2012-2013 Teacher's Guide Copyright Hot English Publishing SL 2012 www.hotenglishmagazine.com 7leachers Here are some ideas on how to exploit the material in class. TOP TIP! Remind your students to talkin English all the time during the class. Insist fom the very beginning of the course, PINAY Remember to use the Error Correction Sheet, especially uring speaking tasks, In futurelessons, you can use the errors you've made a note ofo do a quick test on any mistakes o tricky grammatical structures, Pa The Vocabulary and Grammar exercises are tobe either given as homework or done orally in class. TOP TIP! Make the fluency drills fast and dynamic. | Ask the questions quickly and pick on | students at random. Keep the pace up and | jmp from student to student. Afterwards, | yom could give students copy ofthe | questions toask one another in pairs. You | canalsotel them to askyou questions | sing this structure: “Ask me if. Ask | me what time.” This is good fr geting | students to practise forming questions. STARTING THE UNIT Brainstorm alist of world problems: the environment, hunger, animal rights, taxation, corruption, water, health, education, war, drugs, population control, alcoholism, smoking, nuclear power, ratural disasters, pollution, refugees, the elderly, the homeless, energy sources, global warming, animal conservation, rubbish /litter, unernployraent, Jaw and order, crime, child labour democracy, Then, putyour students into pars, They have tocorme up with extremely quick and radical solutions to as many of he problems as they caninjust Five minutes. When they're ready, they presenttheir ideas. The rest ofthe dass votes on the best ideas Alternatively, descibe one ofthe problems. The first student to guess which one you're referingto gets a point for hisfher team, MAKING GRAMMAR FUN Presentation Prepare @ questionnaire for your students Make sure that the questions contain passive structures. For example: Have you ever been given any work to finish at the weekenc? © Have you ever been awarded a prize? © When was the last time you were shown how to do something? @ Have you ever been obliged to deal with an awkward custorner? © When was the last time you were congratulated on something you'd done? @ Have you been presented with an award? © Doyou mind being told what to do by someone in authority? Then, ak fora volunteer Tel the rest of theclass to listen carefully to what you sy ‘because you're going to ask them a few questions about the volunteer's answers When you've finished. Ask the questions and make a note ofthe answers. ‘When you've finished, ask three quick comprehension questions. For example, “What prize was she awarded?" Students geta point for each correct answer. Then, When you've finished, write out some of your questions on the board. Ask your students to identity the tenses. Then, refer them tothe grammar pages ofthis unit. Practice Students prepare sixof their own questions and create their own questionnaire using the passive structures. When they'e ready they go around the class asking one another the questions. Later, they can report back with any interesting findings. Pronunciation Do the following exercise so students, can practise idetijing weak forms with passive structures. Dictate the following sentences fr your students to write down, Read them out at natural speed a) The work has deen comple b) The rooms were being cleaned, g) The cars are manufactured in this town, 4) Ihe work will have been completed by Friday, Advanced 2012-2013 Teacher's Guide Copyright Hot English Publishing SL 2012" vavwhotenglishmagazine.com Ask fora volunteer to write the sentences, ‘on the board. Tell himyher to identify any weak forms: a) az (has) b) wa (were) ¢) 2 (are) d) av (have) ‘Ask fora volunteer to circle the weak forms. Then tell your students to listen and repeat the sentences after you as you say them at natural speed. Repeat with other sentences FLUENCY PRACTICE Take {with time) Ask your students these questions. ‘© How long does it take you to pin the morning? ‘© How jong will it take you to get to work this morning? @ How iong does it take you to cook, prepare and eat breakfast? @ How long would it take you to get to sleeo iFyou had @ cup of coffee just before going to bed? © How long would it take you to walk to work? © How long di it take you to get dressed this morning? ‘© How long dic it take you t home last q Website addresses Dictate these website addresses for your students to write down. © wawvord-exam.com (hy} © ww nikes_busines: {underscor © ywalunchreads.com/books (forward slash) © wawminds grovicom\videos (back siash) © wwwlets_go.com Dates, times & numbers Dictate these dates, times and numbers. Forthe clock times, use a quarter io / hralj pas, ec. Read the times/numbers ‘quickly and just once. 8 2006 1865 1989 2025 ‘45 630 239 945102 40 435 3:22 13489 439,021 237,809 1278349 5,983,088 | 32,452,801 Follow-up Fo: homework, students write a text based ontheir presentation fo the Speaking Task,UNIT & Problems & Solutions Objectives Vocabulary: Problems Language structures: Passive structures / Phrasal verbs 1 “Annoying things” ranking Tick three ofthe things that you ind annoying. © You lose your mobile phone. (I © You can't get in touch with someone you need to speak to urgently. [] © You get cut off during an important telephone conversation. 1] © You don't have mobile phone coverage when you need to make an urgent call. © You get stuck in traffic on the way to an important meeting. CI You get lost while tying to meeting. CJ (0 an important © You've got so much work to do that you don't have time for lunch.) © You have totake work home at night or atthe weekend. 7] © You lose your house keys. [] @ You can't find a receipt for an iter of clothing that you want to return. C] © The photocopier gets jammed as you're printing something really urgent. CI © Your computer crashes and you lose work. “Think about it Have any ofthese things happened to you lately? What else would you add tothe list” How frequent} do these things happen toyou at ‘work? Can you thnk of possible solutions to any ofthese problems? What other annoying things happen at work? Advanced 2012-2073 Teacher's Guide 8 Copyright Hot English Publishing SL 2012" vavwhotenglishmagazine.comUNITE Problems & Solutions \/OCABULARY Vocabulary: Problems 1 Text messages analysis Wiite the mobile phone text messages in standard English. Use the key below to help you with some ofthe abbreviations, ‘Waring: some words have been misspelt. For example: intermt {which should be internet). nternt. nt working +i cant send docs u ed. wil do 2nite fm home 2. closd door w keys inside. need u 2 get me 8 d locksmith asap 3. am @ home. cant find glasses. did u see where i put them? 4. b.room flooded. sum! left tap on. hav cald plumber 5. need 2 get report frm ur computer. wot is password? 6. no money in acct. u need 2 put sum in asap as bils need paying 7. uw wont beliv this but escapd jaguar from zoo is in bk garden. com kwik! not 2 b mist 8, angry client demanding mony bk. not sure wot 2 do. kan u com ovr 2 deal w it? KEY umber Wiite three text messages describing problems / emergencies. Use text speak abbreviations where possible. a. Are more important than b. To allow something to begin solution that only fixes the problem fora short amount of time. 4. To exclude from consideration; to ignore. & Atemporaty solution that you think of quickly, £. To maintain neutrality in a dispute. g To accept or confront a problem. fh. To ignore a problem i, Though: of jt. To take responsibilty for a situation; to make yourself open to criticism, Fi Top tips for saving money Read over the top tips for saving money. Tick the ones you do. ‘Afterwards, complete the expressions with the correct words, ‘© Tekeadvantage ofthe sales and any two-orone offers. 1] ‘© Cook large amounts of food and then freeze any leftovers for busy nights.) ‘© Scrape out food jars to use the last itl bit. -) ‘© Eat outst once a month. C] Base most of your meals on rice or beans to.cut down on mest consumption, C) ut out all izzy drinks and sticeto water! C] ° Kors fp om {your car maintenance so it’s running as smoothly and efficiently as possible. | {© Trade in any od electrical goods for more energy-efficient ‘ones. [_] ‘@ Shop around for insurance. The rates can vary a lot! "] ‘© Never leave the water running when rinsing dishes, bushing your teeth, etc. ‘© Splt a starter or dessert with someone else when you go out for dinner. [1] ‘© Take advantage of “get in free" days atthe museum, etc [] ‘© Cutyour ow hair and do your own manicures. [_] hop for Christmas gifts yea round to avoid any pre-Xmas price hikes. 7 ‘© Sell offany old items you don't need on eBay or Craigslist. ‘© Payoff any debts as quickly 2s possible. This saves on interest] © Use a spreadsheet to keep track of your variable expenses. _] 1. Take advantage something & Matching Match the expressions in bold (x to 1) tothe definitions (a) 1. 's.2 shortterm solution that won't help us ir the long run. 2. They aren't prepared to give it the go-ahead until a full study has been carried out. 3. They're just burying their heads in the sand] 4. They need to face up to the issues. C] 5. The pros definitely outweigh the cons in this case. 6. We shouldn't rule out looking at alternative solutions to this. 7. The government hasn't come up with any viable solutors to it. 7] 8, |'sjust 2 quickefix solution that wor't help us in the long run. C1 9. Noone's prepare to stick their neck onthe ine ary mo 10. They're content to just sit on the fence. [] 2. Eat ata restaurant % Cut on something 4 Cut ____ something from your ciet 5 Shop for something, 6. Sell old items 7. Pay any debts, 8 Keep track something Write four top tips for saving money. | Think aboutit! Problems: ‘What ae yourtop tips for dealing with problems? Who do to when you've got a problem? What da you do when a problem crops up? 5 turn Advanced 2012-2013 Teacher's Guide Copyright Hot English Publ hing SL 2012 wuwhatenglishmagazine.comUNIT & Problems & Solutions Language Structures: Passive structures \We form passive structures with the verb to be in an appropriate tense and the past participle ofa transitive verb. \We use the passive when we want to focus on the events and achievernents rather than the people who 2re performing the actions. The agent (the person who does the action) is either unknown or not important. For example: a) The award was presented to her during the ceremony, b) The money has been handed in to tne police. We can form passives with the infinitive of the yerb to be. For example: a) There's a lot to be done, so we'll have to get a move on b) (remains to be seen whether she can achieve al she's set out to do. We can use passive forms to create complex noun groups. For example: a) Being paid a monthly amount is much better. b) Being given a new one to use for this job makes It much easier We can also use passive -ing forms after verbs that are normally followed by the gerund. For example a) | remember being taken there, out can’t recall what happened afterwards. b) She enjoyed being given an ooportunity to show what she was capable of We can also create informal passives with the verb to get. For example a) We got taken to the station b) They got stuck in the ft. For more information on the Passi Resource Section, , please see the 1 Photo analysis Match the sentences (to 5) tothe photos (a-). 1. She doesn't like to be kept waiting. CI 7 4e can’t stand being told wnat to-do. 7] 3 | hate beng charged for hings | didi oder 4. | dor’t like being disturbed while I'm on the phone. 5. She hates being interrupted while she's talking. [] on ab “gq Advanced 2012-2013 Teacher's Guide 10 Copyright Hat English Publishing SL 2012" ww whotenglishmagazine.com GRAMMAR 8 Transformation Transform these sentences from active to passive. 1, They were making the beds when we got there 2. Theyll show us round the town later in the afternoon. 3 They need to do a lot before the deadline. 4 Theyll have edited the video by tonight § We wor't send it until we've completed it. 6 They hadn't told us what to do, 7. They're going to restore the work of an. Fi Comments completion Complete the comments withthe correct participles. What do you find annoying? | hate it when you're in a shop and you get (]_____ to go to another Counter after you've been waiting there for ages. {hate it when you get (a) | those diry looks from wa | leave a “small” tip It really annoys me when you get a “Final Notice” letter telling you to pay a bill that you know has already been (3) —— Z | I hate it at work when you're (4) waiting at a meeting | because someone's late | I can't stand it when you're (5 to cover for someone who's off sick, or you're obliged to take on extra work because | someone's notin the ofce. That really gets me! | | can't stand it when you do a good job and | you aren't (6) for it, or worse, | someone else takes the credit for it [irate [som hen you get ing tnat isnt your Feu I hate it in a restaurant wher you get table right in the | middle when there are lots of other | better tables free four turn! Write alist of five things that you find annoying.