Pre-intermediate (A2) 2012-2013 “Practical English language skills for successful communication! @ Learn to speak English effectively @ increase your range of vocabulary and useful expressions. res es presentations, making telephone calls, negotiating... and lots, lots more.Introduction english METHOD The Hot English Method is a unique learning 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 [42] @ Intermediate [Bi] e Upper Intermediate [B2] @ Advanced [Ci] ‘The Hot English Method offers: © Quality classes based on up-to-date news and events! @ An inriovative 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 a monthly, 48:page, glossy, colour magazine that’s divided into four levels that tie in with the Skills Booklets: Pre-Intermediate, Intermediate, Upper Intermediate and Advanced, The magazine provides language inpytin the form of uptodate Reading and Listening activities for each lével, which are linked in, unit by unit, with the themes and target language fram the Skills Booklets. It comes with a 60-minute CD. The Stills Booklets offer 2 sylabus that provides languageslearning structure. The Skis B) Booklets are full of useful and essential language for everyday communication, and come with speaking activities for students to engage in. Each Skills Booklet consists of approximately 100 pages divided into units 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: V- Two units from the Skills Booklets. WV One Reading and one Listening activity from Hot English magazine The Hot English Method has all the advantages of a coursebook in terms of structure and syllabus (from 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 (A1) and Elementary (A1-A2) level students These are not used in conjunction with Hot English magazine, Intermediate 2012-2013 Teacher's Guide t Hot English Publishing St 2012 wwwhotenglishmagazine.comTeacher'’sGuide “To learn to play the flute, one must play the flute” wa TEACHER'S GUIDE These pages are designed to help you teach with the Hot English method, Ifyou have any questions, Suggestions or comme, please send an eal to andyc @hotenglishmagazine.com There are videos on our website explaining how the Hot English Method works. The Hot English Method There are two prifcipal components to the Hot English Method: Hot English magazine and the Skills Booklets @ Hot English Magazine _ Hot English magazine is @ monthly, full-colour magazine that is sold all over the world Every student studying with Hot English Language Services receives a 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. @ It's divided into levels from Pre-intermediate (A2} to Advanced (C1). © It-comes with audio recordings by native speakers from all over the world The 60-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. 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 Skills Booklets for each level. The Skills Booklets offer: A comprehensive syllabus for ever evel, clearly shows the objectives for the year. This gives everyone a clear dea ofthe structure forthe academic year. 16 units covering a wide range of interesting topics and useful language, plus lois 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 {fom Hot English magazine) — the “Sills Booklet Reading’ 2. AListening activity (from Hot English magazine) ~ the “Skills Booklet Listening” 3. Two units of the Skills Booklets.** “The rest of the time, you can focus on things that your students rnay specifically request, or anything that you'd like to do #There are separate, stand-alone books for Beginner (Ai) and Elementary (A1-A2) levels, These booklets are not linked in with Hot English magazine. Hot English magazine covers the levels Pre-Intermediate (fa) to Advanced (C1). “During some months, you are only required to do one unit Pre-Intermediate 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 reinforced a structure or they have perfected some aspect of the language. Unfocused “chatting” is not good enough. This is why it is extremely important to follow our 4 This the student'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%6 of your teaching time using Hot English Language Services teaching material (the Bo 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 need help with Hot English teaching timetable 2011-2012 ‘The material is designed to be used over the course of an academic year. We have based the timetable ona typical 2- to shour 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 ammnar in the Skills Booklets, The timetable for this year is at the bottom ofthis page. ifthe language course starts in October, you start from Unit of the Skills Booklet. However, ifthe lan example, you start vege course starts in januay fo irom Unit 6 of the Skills Booklet. ‘And if the language course starts 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. phates September Unit o Magazine 126 October Units 1, 2 Magazine 127 November Units 3, 4 Magazine 128 December Unit 5 Magazine 129 January Units 6,7 Magazine 130 February Unit 8 Magazine 131 Progress Test I February Unit 9 Magazine 13) 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 Pre-Intermediate 2012-2013 Teacher's Guide Copyright Hot English Publishing SL 2012 unwwhotenglishmagazine.comTeacher'sGuide TEACHING WITH THE HOT ENGLISH METHOD Now let’s look at the key skills work that form part of the Hot English method. e (structures, grammar, Most language for levels Pre-Intermediate (Aa) to Advanced (Ci) is 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 urit, 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 drills can be teacher-led (often best first time around), but can also be done as pair-work activities. Speaking The speaking tasks (on the last page of each unit ofthe Skills Booklets) provide students with an opportunity to put the'r newly-accuired language into practice. For all of| these tasks, make sure that students have enough time to prepare for their ole/presentation, ec. before actually carying it out. Wile the students are carrying out the speaking task, make notes on the Error Correction Sheet. During the speaking task, students should be focusing on theirabilty to communicate a message, and not worrying too much about accuracy, However, youl 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 topicand language, You must complete one of these Readings per month. Remember, itis essential to do the Pre Reading exercises so trat 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. UTS ITE Copyright Hot Eng Listening The Listening exercises in Hot English magazine (the “Skil Booket Liscenings") te n with the unt in he Skils Bookets in terms of both topic and language. You must complete one ofthe Listening exercises per month foreach dass. Listeningis 2 hey ‘anguage skill possibly the mostimportant. However, ry students ty toaveid it because ts dificult and it can be ‘rusting I's yourjob to remind students that the car benefit realy fom learning how to focus onthe general message (not the exact meaning of every word). Also, remind your students that the more they practise listening the more progress they rake. You must make sure that you have tne right equipment todo these listering exercises. Sore comgary training roonts include a stereo system, but not al. We can provide CD or MP3 players ifyou need them, Please ak the 005 or ADOS if you ‘need anything, It is your responsibilty to ensure the lisienings 2a7e done REGULARLY in iss. 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 different way of pronouncing the words, Of course, there is no right ar wrong answer, So you trap eed te chedear adape tis beforehand Homework Give students atleast one task/exercse to complete outside dass ‘every week. Even if your students tell you they don't have the ime todo tnework, you must stil set the homework. Constant) remind students that doing homework isan excelent way of reinforin ‘znd developing language skis, andas @ way for students total ‘more control oftheir learning — something that ' essential they want to see real progress. There are ideas i the Teache’s Guide inthe Sls Boole for folowup tasksthatcan be cone at home. Youcanalso set the Grammar and Vocabulary exercises from the Sills Booklets as homework. only some ofthe students have dove the homewok, you vilhave to correct t outside clas time, Exams The oars ("Progress Tests") are our oficia 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 out in class, the only diflerence being thatthe results are recorded, are the activities are carried ‘out uncer exam conditions. n addltion, there.re grammar anc ‘writing tasks Tests provide teachers, students and HR managers with valuable information, They are especially good for stucents as 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 of the class in general 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 Pre-Intermediate 2012-2013 Teacher's Guide lish Publishing SL 2012 ww hotenglishmagazine.comTeacher’sGuide GOLDEN RULES Things you must remember! @ You absolutely MUST follow the Hot English Method {unless you have had clear approval / instructions not todo so by management) Following the Hot English Method will ensure that your students have structure on which to base their lezrning © 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 lass! “In this lesson, we're going to..." © Create esson plans for every class. 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 happy. you need to address any issues they may have. © Set homework every week — even for students wro tel you they don’t have the time todo it © Do listening activities as they are key to language learning jourees &CD.or MP playe le 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 problems 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' ook nto it later, and then get back to them with your response. © Make Sure you're always clean and we'-dressed (smart casual /s the norm). No jeans, T-shirts o tracksuits! Personal hygiene is also important! €@ Never aughea, 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, learning 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 nave been developed by top language training professionals anc expert writers 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 and dislike, Here are some of the comments we've received from students. They will help you learn a lat about the reasons behind some of the features in the course anc method Pre-Intermediate 2012-2013 Teacher's Guide Copyright Hot English Publishing SL 2or2 www otenglishmagazine.com Complaints By just talking we don't learn anything. @ "I think the teacher should correct our pronunciation more.” @ "I wish the teacher would go over our errors more. @ "We should revise grammar or errs from the previous lesso fe never practise forming grammatically correct sentences © "We never practise using the grammar, or forming sentences or conjugating verbs." @ "The teacher never explains anything,” © “We never practise writing,” “We never do listening exercises." he teacher doesn't seem to plan classes.” here 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.” @ “It’s obvious that the teacher has put some time into ring the class.” like the conversations we have with the teacher as we have to make an effort ta understand what's being talted about." @ "It’s nice to have up-to-date material to study.” 1 ike discussing the articles in the magazine.” tke 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 listening exercises then reading over the transcript to check our understanding, That's really useful.” @ "Theteacher makes an effort to make the classes fur and dyrarnic.” Comments about Hot English magazine @ "11S fun and | like the content. The audio content is great 6 Tis grat fr tearing vocabulary” @ “Ithelps re with my understanding and to Jearn vocabulary and expressions.” @ "Vestn alot fromit” @ "1 read it and enjoy i @ "1 ke the magazine because it looks at current affairs, and up-to-date topics. ‘© "1 lke it when we use the magazine in class because i's entertaining and you can learn while you're having fur.” helps me with my listening and pronunciation." he artides are really interesting.” @ "I love the magazine, especially the atticles about current affairs and fernous people."Teacher'sGuide LEARNING A LANGUAGE No one is really sure how we learn languages, However, there are some 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 Hit English are a great source of language input. Having a chat in English is good, but there is very litle in the vay of language input. Try to include 2 text of some kind (either 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 language. 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 oflanguage and to learn them as a fixed expression. For example, 1's up to you. / 'm fed up of. / There aren't any left." Ete. Learning how structures are formed js useful for generating language. However, grammar alone will not help you communicate in a language. Listening is key to language learning. Students should learn to listen holistically (in 2 general way) in order to get the gist 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 excelent 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 wil help thery to internalise and assimilate structures and language without effort ~ something that children do when they learn thei first 'enguage. Errors form a natural part of language learning. And when it comes to spontaneous speaking, errors are common with native speakers too, as any analysis ofa transcript ofa native-speaker conversation will show. So, ty not (o 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. pT TEL Copyright Hot Eng h Terie neo ee ey awveningthe Remember, there is no ol Engjish language (as there is with 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 Inco common usage, However, italso 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 of that, 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 ofthe different learning styles that your students may nave, Of course, many of us have a mixture of learning styles and preferences, but some styles are clearly stronger and more dominant within us than others. Here are some of the principa| leaming styles Intra) 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 work on their own. Interpersonal - these leamers like interacting with others and enjoy role plays and pait-work tasks, Verbal /linguistic - these leamers are good at expressing thernselves, and prefer to do so verbally (as ‘opposed to communicating in written form) Logical/mathematical - these learners like systems and Understanding the logic behind the language. They often think in terms of numbers, quantities and operations. ual / spatial — these learners like to be shown how things work. They learn best when analysing photos / pictures / drawings / diagrams, charts, etc. Musical intelligence - these learners are good. at assimilating information and language aurally (by listening). They are good at identifying patterns. Bodily kinaesthetic - these learners ike to use their hands, and move ahout, making things, cutting things up, etc Alesson thar includes listening, a language explanation, some individual work, a role play and a reading exercise would, for example, appeal to a number of diferent learning styles. Try to think about this when planning your lessons Pre-Intermediate 2012-2013 Teacher's Guide ish Publishing SL 2012 www-hotenglishmagazine.comLesson Plan template yh Hot Engh ubihing So Teacher; == Company and Group; Level; = = ess — = Date, Company: = Classcode: Class time: Unit in Skills Booklet: _ = Lesson objectives Time Resources Review Time Resources: Warmer Tine Resources Stage 1 Time Resources Stage 2 Time Resources Stage 3 Time Resouces Stage 4 Time [a 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 a valuable resource that can be used in class Teacher: Group: Copyright Hot English Publishing SL 2012 Language feedback from class on (date): Errors 0 | New vocabulary (mistakes made; grammar, expressions, etc): (words learnt in class): Pronunciation : (words that students mispronounce): Pre-Intermediate 2012-2013 Teacher's Guide Copyright Hot English Publishing SL 2012 vawwhotenglishmagazine.comCopyright Hot English Publishing SL 2012 Hot English magazine is great to use in class. Here area few ideas for exploiting the material. |f you Fave any other ideas, please wr te to: andye@hotengishmagazine.com Warmers Here area few ideas for fun activites todo in cass before you actual ook 3 the articles or do the listening actives. These activities wil help stadents activate their existing knowdedge ofthe top. This, infu lel them wt her understanding ofthe main tet, 2nd will alow them to predic content and puess he meaning of words, expressions, phrasal verbs ar idioms. Guess the topic Belore your students stat working on the text or article, wt the tide and subtitle onthe board. Ask your students to guess what the aie ‘might be about. Ther, ead oul the fist sentence ofeach paragrach and tel your students to guess what they tnink each paragraph wll be about. Afterwards, they can read the article to compare their ideas. Picture Fun Before the css, find and print off pictures related othe topic ‘or theme of the article. Stick the pictures up on the wall in the dlasstcom, or place them on the tables. Studerts commerton the pictures snd lscuss any issues related fo them, Vocabulary guessing Before your students fead the ancl rliten te the conversation, ‘writen the board some ofthe bolded vocabulary words/ tepressions ftom the atic, Tell your students lo guess the meaning of the words ard to imagine whet he article might be Shout This is 3 good way of preparing students forthe ace, and activating any existing knowedge related to the topic. Pros & Cons Photocopy and cut up (or copy out on slips of paper) Pros and Cons based on a topic in the ate. Then, put your students ito pals cr small groups (or doit asa class) 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 Tell your students to brainstorm alist otis based on the topic ci the arte or conversation. Wite the ideas up on the board and then tel our students to rank the ideas according to how effective they could be. Name it! Bralstorm alist of words related to the topej theme in he ate Wie these on the board, Then, rub the words off and start the game. Say cn ofthe words related tothe theme and point o.a Eludent. Ths student haste say another, different word. Those who can't think of word are eliminated peo Aart beens board key words or phrases thal are either directly fiom the text Cor thal are somehow related toi In paits or individually, ell your Students to invent a story based around these words. This could also be used as a writing activi. Quiz Use te internet or an encyclopaedia to create quiz based on a topic from the aril or conversation, Put your students into teams. For each question dictated, students have one minute to confer. students get the question righ, they win a certain number af pons ifthey'e wrong, they lose points. Keep track of the points gained and lost nd add up the total at the end, To make easier, wile up the answers in random order onthe boatd. Then, the fst team to ‘all out the correct answer gets 2 point for thelr team. True or false quiz Read ou! statements axed on the topic or theme ofthe article Make sute some of them are false Students say whether they ate true or false, This can be played as a game, Simply pul your Sludens into two tears. Keep a tally heir scores The jeam with the most points wins Paragraph fun Put your graph nto groups of four (ifyou have fewer students, simply give some students more than one paragraph), Print off ‘and cut up paragraohs from an article and hand out a diferent paragraph to each student (or in some cases you may Want to fe more than ore paragraph toa particular student), Tel 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 referring to the tes (they have o ether memorise Itor refer to some notes they ve made on it) Together, they have to reconstruct the artic. Whisper ch: Use sentences from an article or conversation to start a whisper chain, Choose between one and four students to come to the front ‘of the class (depending on the size of your dass). Then, whisper a different sentence to cach student. Tell these students to pass ‘on the messages around the class by whispering them to cther Students. Remind students that 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 compare the ‘oniginal sentenc Paragraph fun II Photocopy and cut up an article into Part A and Part 8. Nex, put your students into two groups - Group Aand Group B. Then, cistribute the fst halfol the atc to al te students in Group A, znd the second haf ofthe arid to all the students Group B. Students in each group fead and dscuss their pat of the alice logethe. Unknown, ‘words, vases, or sentences shouldbe checked and urderslood 2s 4 group. Afer afew minutes, students in each group work together inorder to ceatea coherent summary for tei portion. When they ‘ate ready, students from opposite groups pair up so that a student from Group A works with 2 student from Group B. Student Aexplains the contents oftheir halfof the article. I's important thal they ecus ‘on the key ideas and provide supporting information Nex. student 8 explains the contents of ther portion ofthe anicle. Now that al students understand the key information forthe whole article, ask your students sare questions to check teir comprehenslon. Debate Put your students into two Froups: Group A and Group B. Students in Group A ate in favour af something mentioned or discussed ine arc /comversalion (you deede om th) Students Group B aren in favour of. Sudents in both groups ihinkofarguments to back up thelr ideas, Aft a ew minutes regroup your studerts 0 that one stem hom Gu A wos tn cesar fm Group Sets ave enn cre “nother that ter eds are the bes. Alternatively old a dass debate, with all students contributing to a general discussion, Give teveryone a chance to voice ther option Belere epening the Noor foary comments with the final ones Pre-Intermediate 2012-2013 Teacher's Guide Copyright Hot English Publishing SL 2012 www hotenglishmagazine.comTeachinaldeas Class survey five questions to ask their classmates about this topic. Rernind students that they should give possible answers for their capes to choose fram. In this case, the options could be: Speak out Fit, choose atopic or theme from the artck. Then, write out Ccontraversialstaterments about the topic on slips of paper Nest, prepa some mare sips of paper with the words gre disagree” on ther Put your suderi fn pats nclvidualy students choose one controversial statement and one of the “agree / ditagree” cards. Students have one minute each 9 discuss their topic. For example, if they pick up a 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 sludent speaks, ete. 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, White about ten that you're fairy sure your students wwor't have seen befor. in each group, there's a "White and a "Runner. Askthe "Runnels" Lo come toa poi in the classioom ~ the imaginary “starting line". When you say *Go!” the Runes” got he dcionay (as fast. possible without it treing 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 carefully And quicly as possible. The winning team isthe first 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 clothing £ Shas er darissarne peel 4 was oncea model E Then, tell your students 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 frst before starting the actly. Then, in pais, students think of ther own questions (or copy out some of the ones from the board), When they're ready. they walk around {he oom asking one another questions. They wile names nest fo each sentence if someone responds afirmalivel. When students rave finished, they report back to you and the rest ofthe group, and comment on any Interesting findings, Scattergories ‘Write alist of ategores on the board, including one or two that tie into the topic of theme in the article or listening text. For Pre-Intermediate 2012-2013 Teacher's Guide Copyright Hot English Publishing SL 2012 vnvwhotenglishmagazine.com xi0 example animals, food and dink, spits, schoo subjects... Students ‘work in teams, Saya letter of the alphabet. Slucents have [wo minutes to think of @ word from each category beginning with that letter. When the t me is up, students say their words. The group ‘ith the most words from all the categories wins Running dictation Before the cls, sticka paragraph from the tet onthe wall inside ‘or outside the classroom (check with your neighbours first as it ‘an get roi). possible, blow vp the tet on the photocoperso i's bigger Make sure that your stadents can see where you pu the tex. Also be careful that isnot too near any parc cular pat ‘of stadens. Put your students into pais Explain Hat in ech pa thereis 2 “witer ard a “runner” Bemmonstate wth yourself asthe “writer” and with one of che students as the "runner". Walk (or run, hence the name) :o the text, make a show of eading it carefully and remorsirg as much as possible, then tome back othe “turner” aed dictate whatever you ca retires, which ie “writer” wiles down Then go hack and lathe same thing again (shes sometimes think they can only 20 up tthe tet cnce, ae that they have o ty to memorise everything), Tel the students to swap roles vihen they are sbout haya through the tet. Remind them that this activ will enable them to practise the four key sil, 25 wel as their pronunciation and possibly the alphabet (they may have to Spell woes that thor partners dont understand) you have more than three pairs in the cass, stick more texts on the walls so they don't crash into one anaes or crowd around the tex. Tell your ‘students thatthe runner can't do any of the wen Follow-up activities Here are a few iseas for fun activites for doing after your students hhave read the text or done the listening actives. Remember ifyou're doing a speaking activity, you should use the Error Contection Sheel to make a note of any mistakes. Later, go over these with your students. Also, keep the Err Correction Sheets for miniquizzes in future classes Dialogue fun Cut up lines from the conversations / 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 8 listens and then comments oni, beginning withthe Biase, “Yes, bu.” (effectively cariradicting the statemen) Suid 8 shoul yo spake sleastone mire Then ‘when Student B has finshed, he/she reads out one of his/her statements Mini-interview in pais, students prepare a minkinterview between 3 journalist and a character from the article or conversation. Tell your ‘students that they have to use as many of the ideas from the ail / conversation as they can Tell our students to mats the dialogue as funny / ily idculous / Serious, ec. as they He. ‘When they're ready, students perform their interviews in front of the class jenglish0 Write Words from the article or conversation nthe boate in random order Tell your students to choose four ar 9 wit 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 of the words you call out in case there's a discre 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 word-forsord without making any mistakes, Read sentences out just twice and speak at fairly 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 out a paragraph or section from the article without any punctuation, Students have tree minutes to cored Missing words Read out secer arb ville teal th 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 topicor 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 class. Other students listen and then ask questions Role-play conversation Puryear Sader rte js Usnge ae or thee Fah ail Cr conversation, students 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 prcture that sums up thei felings towards the {opies or themes in the aticle. Article attack Tell your students tread over the text transcript once again. When your studenis have fished, ask rapide questions based on the {ext Students have to answer the questions as quick as possible Ths can be doneasa game. Pu your students inte lwo teams. {ust person to call out fe answer gets a porn for tel team. Article grammatical error Read out senfences from the aicle/corversation wih deliberate grammatical errors in them, Fel your students to correct the Sentences. This can be done 2s @ game. Put your students into wo teams. The fist person 10 call out the eortecl answer gels a point for their team Article content error Tell your students to read over the tee! again. Then, read out sentences from the article J carwersation wih delferate 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 lo read over the text quietly. When your students ae ready, read out sentences ‘rom the ance. Most of the sentences should be read out directly (and be repeated vord for word), However, some of the sentences should be slightly different (you could change verbs, names, adjectives, etc). This can be done a3 a game. Put your students Ino two teams. The frst student io idenbly the ineorecs or sentences ges 3 point For their team Article memo! Tel our stents tread thee gully When he ready, e36 out serterces from the alice conversation with gaps. Students offer suggestions for the missing words. This can fedone asa game. Put your students into two fears, Tha fist student sy the missing words gets 2 point forthe tear, The ‘gaps could be verts, nouns, prepositions, etc. Article termination Choose a sentence from the aricle/conversation, Rex 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 If she'd had enough time, she would have gone tothe bank, ‘Student: Would she have gone to the bank i she'd had enough time? Memory Tell your sti lo read the article again and to try to 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 ciosses wih words from the atick or conversation, Drawa 3x3 grid (with 9 squares) on the board, Nes, weriteany ofthe words a each square ofthe 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 or less logical and grarmattally comect, rub out the word and puta nought in the square. Irrt, the word remains. Continue ike this alternating teams. The fst am wath thee noughts oF crosses n'a row wins Board rub On the board, write upa paragraph o section fom an article or conversation. Gwve your stents few minutes to remember Wher your sluderts ae ead tub out between stad 10.0 The words, See ho can remember whal the words were. Wie the Pre-Intermediate 2012-2013 Teacher's Guide Copyright Hot English Pub ing SL 2012 wiwhotenglishmagazine.comTeachinaicicas \words back ia again. Then, repeat the process with different words, ‘tera while, start rubbing 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, of your studerts can doit in 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, Tell your students that it doesnt mate they ean tertember much ~tey js need fo have fun and ty te do a much as possible. For homework, 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 infront ofthe restr the clas, Newsreaders Students prepare a TV news report based on the ideas in the aricle or corversation, When they¢e read, 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 its done. hthp://www.youtube.com/watch?>v=OfNGOUPixgA Vocabulary buildin; PuLthe lowing len thebont a putyout st io pairs. Use word lrom the articles to create ward beginnings and Word endings. For example, fom the word “courtroam’. you could have “cour” (word beginning) and “room” (word ending). Students try to match the beginnings with the endings in just three ‘inules. Before mixing up the beginnings and endings, create an answer key, then use this to make the exercise: Answer hey: 2.345678 ini . 2 b & © as [a. s e 6 f 2 8 Memory chain Students fort a dcl. Student says a sentence based ona topic theme or language point ffor the article Student 2 repeats the sentence and adds another item. Student 3 repeats athe previous items and ads anew ier.. ard so an, For example, in order fo tse the Past Simple, you could do this {went to the bank yesterday and withdrew some money 52: | went to the bank yesterday and withdrew some money and cashed o cheque 3: I went tothe bank yesterday and withdrew some monny and cashed a cheque and paid some bil Students continue inthis way around the cele until someone forgets an item, Then start a new chain. Pre-Intermediate 2012-2013 Teacher's Guide Copyright Hot English Publishing SL 2or2 www hotenglishmagazine.com | io a al. Back to the board Pray *Bock tothe Board” with vocabulary) / expressions from the arvck or conversation. Pu your students nie iyo tears. ‘A member from each team goes into the "hot seat" with their backs to the board. Now, write 3 ord 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 cant use). For example, the target word(s “flm’, one ofthe taboo words could be cinema” Taboo The objective cf Taboo isto describe a word for teammates to guess caret To prepare fo he game, we key words rom 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 anagram activity with words from the tex. Write 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 tears. The fst person to call ‘cut the correct word gets 3 point for their team. The winning team. isthe team wth 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 ues ‘saying letters of the alphabet. the letier appears i the word ‘write val the corresponding dashes where i appears. Int ‘draw one part ofa slick igure on the “gallows” for each wrong ‘guess. Students wn they guess the word before the igure is completed Note: Ifyou have chosen a multisword expression, add backslashes (/) (0 mark the division between words. For example, “take down" would be 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 fst gets a point for their team, Banana! Dictate five or st sentences fom te article or conversation substituting 2 key vocabulary iter with the word banana 4. Nothing more banana than riding a bike 2. The banana s manufactured in Shetied Siress the word honana in each sentence. Sladents copy the sentences int theirnotebooks, then in pairs they work together to try to remember the aclual word, off tink of an appropriate word without referring tothe aceTeachinaicicas Charades Select some words or phrases From the aticle or listening 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 what the word Cr expression Is acts out the next word or expression forthe lass to guess Spelling competition Spelt a onit es. Grose «wold hats ifie 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 from Tearn B, and this person has to say the second letter of the word... and so.0n Auctions / betting / gambling Die your stats na leat std Exe each ear 00. Using strictures or language structures Irom the ance 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 wha lose, give you their money. Keep a running, {otal onthe board of the amounts each team has. Post-it race this atv, you wil need some Postit notes. First create an answer grid. For sample, you ate going to have 16 wore, you feed to write out the numbers from 110 and then pu eters from “2; in random order nest to them. inthe end, your answer id will look something like this (with different number-leter Combinations, ofcourse): 1e 2) 3f 4a $0 6E Id Bh gi 10 Now, write the numbers 1 to 16.08 ten diferent Postit notes. Then, on each Postt note we a word or expression from she aril of conversation. Then, wile refering to Postit note number one, take another Post-it note and write the corresponding letter om It ("e" in this example), plus a definition Or translation of the word (you could aso write synonyms, antonyms or anything else for the matching activity), Next, stick al the Post. it notes in random order on walls around the cass {nce your students have arived, tell them fo go around the oom matching the numbered Postit notes to the ones with letters on them. Your students should make a note of the ‘numbers and their matching letters. After they've finished, check the answers, The student wit the most correct answers Is the Article summai Tell your students to read over the ten again quickly and to make notes sothey can give a quick surnmacy of i When theyre ready students give a sho: Parts of speech Choose a word ‘fom the article (or example stressful). In small groups or pats students think ofall the ether parts af speech for this Word. For example, from the word “stressful (adjective) you can get the folowing parts of speech: “stress” (noun); stressed” (adjective) “to stress” (ver); "to stress 2c. When they've finished, students make sentences / questions with Ie words Article tense search Telyour suensiofndan empl of aparcar tense n the attide/conversation, This can be dane as 4 gare. Put your students nto lwo teams, The fist person to find an example ofthe ‘oral summary of the atticle/conversation, bOI TE tense you have named, gets a point for his/her team, For example: Teacher: Find me an example of the Secand Cardilional in the anice, ‘Student: IF were you, I'd leave row. Teacher: Perfect What's the word? Give a definition ofa word or expression from the et. Your sludents have to tll you which word / expression you are refering\o. For examake Teacher: This word fs used to say that you are very, very tre. Swuden: Exhausted Altematively, give the translation ofthe word and tll your students 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 actives based ‘on articles and conversations in Hot English magazine Phoneme fun Writes word from the tet / atid / transcript on the board {wut for example), Wate the corresponding phoneli sept next to the ward (Su:t). Then, do alisten 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 tusers nko more words Wath the same sour Minimal pairs ‘Write two words the board: one with 2 sound youve previously focussed on (the target sour), and another with a Emir sound but not the exact same one’ For example: SUit/ Sort Read out pats of words: one withthe target sound: and another word with a similar sound {hut not the same one) Students decide which word contains the target sound. They gel a point for their team if they guess correctly. Continue with diferent sounds or words. Which word next? White 2 word from the text fatile [transcript onthe board lay for example). Then, write other words on the beara with the same sound, For example: rai, sy, take, po, el: Students nave to think of more words with this sound. Then, do the same for anather sound. Final, on the board, write up 2 pool ef words with the two different sounds, Write the words inrandom order. Then, read aut a word, The first student to Say anther word withthe same sound gets a point for hsjhet team Similar sounds & bingo ‘Write oul words from an article or conversation, Then, tell your students to think of other words with similar sounds (pick on a ‘vowel or consenant sound Irom within the word). For example: @ Intend (@): lene, bend, lend, © Learn (33): turn, stern, burn © Decide (an): like, Mike, bike © Hope (au): cope, broken, spoken “Then, play Bingo with the words, Firs, write all the words up, fon the beard in random order. Then, tell your students to pick three of the words with the seme sound. When your students are ready, call out wards in randam order. Make a note of the words you mention, Students cross off the words they've ‘chosen if you mention them. The fist student to cross of all three of their words wins. Pre-Intermediate 2012-2013 Teacher's Guide Copyright Hot English Publishing SL 2012 www.hotenglishmagarine.comTeachinaldeas Syllable stress Connected s; Write a sentence from the article/conversation on the b your students to repeat it after you as you say ita natural spe When speaking you should use connected speech, merging, word-ending sounds with word:beginning sounds. For example, “Ke gota 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 connected speech Hep the student where necessary Net, playa game Pul yourstulents into two teas. Wie a sentence on the board. Ask fora volunteer em each team lo say the sentence with connected speech, i theyre corrector they do wel you beth judge oF that), they get 3 point. fnot, they don't get any points. Emotional outburst re the ss, prepare slips of paper wth the nats of emaions cn ther, Forexample: hop, sd. newous fot, ted, avi ‘angry, dkappontea, ected, ty, Hand out one ofthese to eac sludent, Nev, put your stadens ito pais. Ther, using one ofthe Gialogues or conversations fromthe magazine, el your stude toreadover he lex, aking one of the roles exch, However, each student must speak according to the emotion theyve been pen, For ‘example, if thar slip of paper says "Happy", they have to speakin a Frappy voice, When they ve finshed, stunts guess 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 {he to put ermphass ora iffetent word, For exam a} You want ME to ve you the mone. B) Yoo want me to give you the MONEY. €) You want me fo GIVE you the money. Students practise saying the sentence using cifferent ernphas's Ask your students fey can tell you why someone would want to sitess these words What would the elfet / meaning be? Wha in reese beg mae? The, pl ou suet pas Using conversation / dialogue fia the Sls Bootle or Hot English magazine, tel your studerts lo or pulling emphasis on diferent words and experimenti Inverced meanings Sentence stress Dictate sentences fom an article or conversation in the magazine. Read them out at natutl speed. Ifyou say them fan fast, the tess should fll onthe key words? nouns, verbs ec. Ask fora volunteer to write up the sentences on the board ‘Then, ask your students to Identify any key words ~ wards tha Pre-Intermediate 2012-2013 Teacher's Guide Copyright Hot English Publishing SL 2012 wwwhotenglishmagazine.com ate stressed in the sentence. These até usually the main verbs, adverbs, adjectives and ary nouns. Then, tell your students to 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 al natural speed, Ask for yolunteersto copy the way you do with the correct rhythm and intonation and stress, This ‘will help your students get used tothe rhythm and intonation of spoken English. Afterwards, students practise the conversations or dialogues in Weak / unstressed forms ‘Write four Sentences on the 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 oon words with the chva sound (2). Students isten and repeat the sentences with you, practising saying them at natural speed and with natural rhythm, Then, dictate four more sentences for your students to write down, Me sounds On the Boardrurte questions from an article 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 3} Do youllke it? b) Did you go there? Ther, tell your students to repeal the sentences aller youas you say em at natural speed. This good way of developing your sludents fluency. Contractions Dictate sentences from an article or conversation in the magazine Choose sentences with contractions. Say therm at natural speed For example eI she wanted to use i'd let hex 2. If they called, we'd tell them where we Ask fora volunteer to write the sentences on the board. Then, ask for another volunteer to identify the ful forms from the Contractions. Then, tll our students to repeat the sentences after you as you Say them at natural speed This is a good way of developing your students pat TEL)PRE-INTERMEDIATE Contents INDEX 2012-2013 City Delight! objectives vocabulary: inthe city Language structures: To be, hove go, 1 [Ree® tatoo sl wong cna | How are you? Objectives vocabut 2 language steer Tic Preven Spl set “ 3 Partners! Objectives vocabutary: istorii &p a Language structures: The Prse: Continucis Useful skills: © a ing staring/ending an ema 4 What was it like? objectives vocabulary: adjecives& tne went 26 Language structures: the ps Useful skills: Soc ssn intros Shopping Fun objectives vocab: clothing Spee ten nn tne Pos Spc Uta aal pone gh Ging des = 6 | Work Time objectives vocabulary: W/o: Language structures: Th: 38 | Continuous Useful sills: Social ising 7 Problems! Objectives vocabulary: Problems Language structures: Modal verbs 44 Useful skis: Ea writing aiached documents 3 Free- @ Fun Objectives vocabulary: me activities Language structures: The 50 | future wth will articles: he /2 / an Usa kil English: asking question Perec El 9 Travel Time Objectives vocabulary: 1202! Language structures: 1) 58 Useful skills: Socislising: creating conversation Social Splash Objectives vocabulary: socialising Language structures: Features of HOAs nd dion tase date Eonalaaing sergcgameeme 64 a1_ [Festival Fun objectives vocabulary: Festisai Language structures: Th future vith be + 7o prepositions of time Useful skills: a2 Away Days! objec , Team 0 76 Sto: 3 | Usatid shite: Emad wring: 82 | Property Plan Objectives Vocabula 1 cepa tn ant poe meet ne = 15 Food Fun objectives vocabulary: 0d Language structures: Quaniies 94 Useful skis: Socialising: invitations 16 How it Works! objectives vocabulary: 46 Language structures: The Present Siriple Passive Useful skills: © rail ying: confirming infor RoC ba ec 106 eae) Answers 108 Irregular Verbs ng Pre-Intermediate 2012-2013 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 & nglish 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. ¢. To improve my reading skills. d, To improve my pronunciation. 1 @. To improve my writing skills. f. To improve my range of vocabulary. CL] Other? B Language experiences Complete the sentences / choose the correct options. a, I've been studying for years b. I'm good at but improve «. I've studied abroad / in a language academy / at school / at work / other. 4. I've lived in an English-speaking country (name of country) for years. e. | find listening / speaking / writing / English pronunciation / reading difficult need to 1 Language objectives Complete the sentences. a. | would like to learn how to b. I need to know how to tis important in my job to know how to 4. | have difficulty with e. need to improve Other? What do you do to improve your English outside the class? Put ticks, 2. | listen to songs in English. C1 b. | travel to English-speaking countries and practise English there. L] \ read books / magazines / newspapers / online news sites, etc. in English, L] 4. watch films in English. 2] | listen to MP3s / CDs in English. 1) | 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.) 4. | often deal with English-speakers job. | sometimes find myself in social situations with English-speakers. { £ I mostly deal with native English speakers. 1] | mostly deal with non-native English speakers. C1] Other? tof my Class activities ‘What do you find most effective in class? Put ticks. a. Developing speaking fluency. CI) b, Working on listening skills. 1] c. Interacting with other students in English. 1] d. Discussing things with the teacher. 1] e. Working on new vocabulary. f. Doing writing activities. 0 g Playing language games. Other? Pre-Intermediate 2012-2013 Teacher's Guide Copyright Hot English Publishing SL 2012 wwwhotenglishmagazine.com 5Unit o Welcome to the Hot English Pre-Intermediate Skills Booklet. Good luck! 8 Greetin ‘Complete the with the correct information, Hi, I’m Jessica Hello! I'm Hi, I'm Molly Marlow. I'm 29 Harry Bates. Smith, I'm 26 years old, 'm- I'm English ars old. I'm Canadian and| and | lve in rom Australia, live in Toronto. London. !'m 32 but I'm living I'mafinancial years old. in Hong Kong, adviser, right now, Tn) Cede ad & Bio completion Complete the text with information about yourself, My rame is. Vm... age) I'm frorn... (country) Ive in. (ety town) I work in [ for. company) | study at... (university / college) Fi Clock times Match the docks (1 to 6) tothe times (af). Pre-Intermediate 2012-2013 Teacher's Guide 6 Copyright Hot English Publishing SL 2012 vowwhotenglishmagazine.com a. A quarter to seven / six forty-five b. Five to eleven / ten fifty-five © Twenty past nine / nine-twenty 4. A quarter past six sixfiffeen @. Half past three / three-thirty © Seven o'clock j sever pm A Classroom language ‘Add letters to complete the typical classroom questions / statements. 1. How would you transl___ this word? 2 What does this mea_? 3. How do you say this wo__ in English? 4- What's the pronuncia, 5, What pa_— ist on? 6. Could | goto the toll__. please? 7. Sorry ('m late. The traff__ was tertible. 8. I'm sorry but | didn’t underst___ 9. Coulé you repe__ that, please? 7a.Could you speak a bit more slow, please? — of this word? i Numbers Write or say the next five numbers. 1. Four, five, six 2. Thirteen, fourteen, fifteen. 3, First, second, thie... 4. Ore hundred and twenty nine. 5. Two thousand and ninety eight 1 Useful questions ‘Answer the questions. 1. What's your name> 2, Where are you from? 3. What do you do? 4. Where do you work? 5. Have you got any brothers or sisters? 6. Where do you live? 7. What's your phore number? i Classroom language ‘Match the questions (1 to 6) to the answers (a). 1. Ganyou repeat that, please? 2. Can you spell it, please? C1 3. What does this expression mean, please? LI |. How do you pronounce this word, please? L] 5. What page is it on, please? L] 6. How do you translate this expression into (German)? C1 a. Page sity-fve The German equivalent would be “Ich habe zwei." It's the sare as the pronunciation of the colour “red” ~ "read" 4. It means, “It's your choice. / It's your decision.” e. Yes, it's ABSENT, £ Yes, of course. My name is Helen.5 Matchin| 1 Blog completion atch the wards to 10) tothe pictures (2). Complete the blog with the correct form of to be or have got. 1. Single bed / double bed 2. Mattress ae PohetelemwesD Cool People.com ili ae 4. Wardrobe (tcloset” in US English) "oie, dane, ge a 5. Bedside table with a bedside light / lamp C] = teat : 4 6. Curtains) 7 7. Duvet ‘° 8 Pillow Profiles » » Phoebe » » 9. Blanket] Phoebe () 29 years old. She (a) T®.Dirty clothes basket / laundry basket / washing basket] | two sisters and one brother. Her mum} Scottish and her dad is American She (4 a motorbike and two cars. She (5) (not) at a holiday Tih Ta work today because it (6) | ii ————— eee iz } { Your turn! ' Write a short paragraph about someone you know. WH @ Practical English Read the conversation. Then, complete the table with the information about the missing bag. At the police station Police: Good afternoon. How may |help you? Gait: Hi, lost my bag last right. Police: OK. What's your name and surname, please? Gaitin: Catia Harper =e Police: And your address? Gaitlin: 14 Marple Street. Police: When and where did you lose the bag? Gitlin: Last night on the train, | think, Police: What does the bag look like? Gait: 1's small and green. Police: What was in the bag? Gait: My purse with some moneyin it my passport and some books Police: OK Have you got a mobile phone number? Gait: Yes, it's 698 342 786. Police: OK We'll contact you if we find anything, Caitlin: Thanks, Ene . es W Address BY Missing object bo Place where lost Description of item Fi Vocabulary Complete the vocabulary lists with two mare words foreach group. 1. Sunday, Monday, Tuesday, Wednesday... 2, Spring, summer. 3. January, February, March, April 4. Tshirt, trousers, socks... 5. Cinema, supermarket, park, restaurant. 6. Ship, train, bicycle. 7. Mum, dad, brother.. 8. Rainy, sunny, srowy. Your turn! g. Journalist, salesperson, vet, shop assistant, 1a short dialogue that takes place in a police station. 10.Back, leg, arm, eye. Pre-Intermediate 2012-2013 Teacher's Guide Copyright Hot English Publishing SL 2012 wwwhotenglishmagazine.com 7 Bf items inside bag eesOrton Cee ene Here are some ideas on how to exploit the material in class. TOP TIP! Remind your stodents to talkin English all the time during the class. Insist fom the very beginning of the course. NINA Remember to use the Error Correction Sheet, especially uring speaking tas. In future lessons, you can use the errors you've made a note ofto doa quick test on any mistakes or tricky grammatical structures, favs The Vocabulary and Grammar exercises are tobe either given as homework or done oraly in class. STARTING THE UNIT Google and print off pictures of cities from around the word. Stick the images around the oom oron a table inthe room. Students walk around and comment on the cities/countries. What do they know about these cities? Alternatively, use the {questions from the discussion section on the opening page MAKING GRAMMAR FUN Presentation Tell your students to ask you questions about the area where you ae rom. Put the following prompts on the board: shops / transport / hospitals / parks / entertainment, ec. Tllyour students that you're going to give them five minutes to prepare questions to ask you about your city. When they're ready, tell your students to ask you the questions they've prepared. Try to answer with the structures there is/ are and have got. Tell the rest ofthe cass tolisten carefully because you'e going to ack them a few comprehension questions afterwards Student: /s there a bank near where you live? Teacher: Yes, there is. When you've finished, aska couple of quick comprehension questions. For example: "How Faraway isthe park rom my house?” Then, writeup some of the questions or things you said on the board. Ask your students what the structures are and how they're formed. Then, refer your students to the grammar pages of this unit. Practice After describing your city, tel students you'd like to find out about their city. ‘Maybe you're new to the city and would like to know what theres todo there. Put your students into pairs. The students prepare a description of their city using the target grammar. After ive minutes, ask for volunteers to describe their cities Students will enjoy telling you about their Gitiesjhometowns. Speaking Task Thisis a mini-presentation. Give your students plenty of time to prepare for this task. While your students are doing the speaking task, sit atthe back ofthe class, listen carefully to them and use the Error Corection Sheet to make a ‘note of any errors (grammatical, lexical, pronunciation, etc). Afterwards, go over these errors with your students. Keep the Error Correction Sheets fr future games, quizzes and revision exercises. Pronunciation ideas “Dictionary race’ towork on word stress in countries. (Most dictionaries indicat the stress of words in each entry) Take some dictionaries to class (enough for one per each pai, or tll your students to bring in theirs. Put your students into teams. In each group, students havea dictionary. Brainstorm a lst of countries and write these on the board. Then tll your students that they're going to have a race to see which team can mark the correct stress on each word first For example, “Russia”. The winning team isthe frst team to mark the stress on all the countries in the list. When they're finished, students hand you in a sheet of paper with the countries marked with the correct sess for you to check Follow-up For homework, students write up a description of either their city ora city that they visited during their holidays Fo the following class, students could read out their descriptions. Pre-Intermediate 2012-2013 Teacher's Guide Copyright Hot English Publishing SL zor2 www fotenglishmagazine.com FLUENCY PRACTICE nm The verb to be Askyour students these questions. ® Where is the highest mountain in the world? ‘© What's the currency in Germany? © Where's the River Amazon? ‘© What's the capital of France? ‘© Who is the president of the LISA? © Where's the River Nile? © What's the capital of Russia? © What is 16 plus 5? Numbers Dictate the numbers for your students to write down, 60 38 96 2 15 50 87 146 893 509 2B 459 216 744 932745 1450 3,688 2,900 4.333 2,808 7.893 Website addresses Dictate these website addresses for your students to write down, 8 wwxhelpathand.com wworbuyhere.co.uk wwuclothes-today.com (ryphen) www.book.shop.com wewa'food_galore.com (underscore) wwwsam-blog.co.ukUNIT El City Delight Objectives Vocabulary: In the city Language: To be, have got, There is / There are Useful skills: E-mail writing: starting/ending an e-mail Write the name of a city next to the descriptions (1t0 10} 1. It's the capital of Canada, 2 n England, x pital of Arger ra sh city 5 I tal of South Africa 6. It’s acity in the USA 7: lt’ the capital of Austria 8. It’s acity in Au 9. It’s a Chinese city | the capital of Denmark ‘Melbourne Bristol “Think about it Have you visited any ofthese cies? What did you think f them? Whi ity rom this page wuld you mast keto visit? Why? Which «iy would you litt ive in? Wy? Pre-Intermediate 2012-2013 Teacher's Guide 8 Copyright Hot English Publishing SL 2012 vavwhotenglishmagazine.comUNIT @ City Delight Vocabulary: In the city © Matchi Match the words (1 o 8) tothe pictures (a-g) Are any ofthese places near your house? How do you get there? 1. Museum () Sports centre Restaurant L) Cinema) ‘Swimming pool [1] Hospital Park). Library Bi Descriptions What an you buy atthe shops below? Write three sentences. What shops are there near your house? bookshop, greengrocer’s, butcher's, supermarket, chemist’s, newsagents, bakery, florist's, fishmonger's, pub, corner shop, stationer’s, sweet shop, ironmonger’s (‘hardware store” in US English), tailors, department store, retail park (a large area with many shops) For example: You can buy fruit and vegetables at the greengrocer's. 1 Collocations ‘Match five of the verbs from A to any of the words in B. Then, make three sentences about the things you can doin a town city. A play, walk, visit go, take, buy, go to, eat, do, have, see, go on VOCABULARY sightseeing, tennis, some food, a drink in a bar, some people-watching, in a restaurant, a boat trip, swimming, fora swim, the park, the cinema, the theatre, in the park, shopping, souvenirs, a museum, the sights For example: You can have a drink in a bar. You can eat ina restaurant. i City description Read the conversation. Then, tick the items that are mentioned, Mark: So, what's it like living here? ‘Amy: Oh, it's great. There's a sports centre just close by with tennis courts and a swimming pool ‘Mark: That's good. What about shops? A Thee at os fil shops very cls by. Tae’s also commer shop that sellsjust about everything, and then in the high street there's a butcher's where | buy the meat anda fishmonger’s where | get some fish ona Friday. The greengrocer'sis also rea for fresh fit. The only things that there isn’t a library ora big supermarket. Ifyou want to goto the library or the supermarket you have to drive into Tapping whichis abou inate aay by ca Mark; What about going out? ‘Amy: Well there are a couple of pubs, but fyou want to go to see film, you have to travel into Marling, which is about ten minutes away by bus. I's got two cinemas There's also a nice park just across the street which i great for walking Mark: Sounds good! © Sports centre] © LibrayO @ Swimming pool @ Supermarket] @ Comer shop] © Publ] @ Butcher's) © Cinema @ Fishmonger's I © Park) © Greengrocer'sC] ‘Your turn! ites short paragraph but our town and the shops ere. { Think about tl | What's the best thing about your town/city? What could be done to improve your town/city? What are some of the biggest cities in your towns lages inthecty? county? What are some ofthe most aac Jn your country? Why do you lik cisike about i ‘What are some ofthe advantages/ disadvantage Pre-Intermediate 2012-2013 Teacher's Guide Copyright Hot English Publi ing SL 2012 wuwhotenglishmagarinecomUNIT El City Delight Language Structures: The Present Simple Ura Ret 1m not hoppy. You aren't hapoy. [Ave you happy? ead He isn’t happy. We're happy. Theyre happy ‘We often use cortractions with the verb to be. For example: 'm= lam; you're = you are; he’s = he is; she's = she is; it's = it is; we've = we are; they're = they are. The negative forms are: isn’t = isnot; aren't = are not, To be We can use the verb to be to talk about our age and where we are from. We can also use it to describe people: For example, “I'm italian. / She's French, He's 26." We can use question words (what, when, where, why, who, etc.) wth the verb to be. We place these before the verb. For example, "Where's the car?” @ Sentence order Put the words inthe correct order 1. Is / work / Phoebe / at 2. in / Jasmine and Brandon / the garden / are 3 29/old he's / years 4 Australia / I'm / from 5. the cinema / at /is J Rachel 6 home / aren't / we / at There is / There are We often use cortractions with this structure. For example: There's = There is. inn Negative ernie There arta pen. sthere a pen? There aren't two pens. There are two Are there two pers. pens? The negative forms are: There isn't = There is not; There aren't = There are nat. We use There is / There are to talk about the existence/ presence of something. For example, “There's a present {for you on the bed.” & Word choice Complete the sentences with There's / There isn'tor There are / There aren't. 1» two museums inthe city. 2, some great restaurants near here. 3 a castle just outside the town, Pre-Intermediate 2012-2013 Teacher's Guide 10 Copyright Hot English Publishing SL 2012 wwwhotenglishmagazine.com GRAMMAR 4 three statues in the main square. & (not) 2 shopping centre near here. 6 (not ary public toilets in the park Fi Picture description Lookat the photo. What can you see? Make four sentences using There is / There are. For example: There's a man with a bog. N tra Thaven't gota |Haye | got a ean Be Near 8 You've got a car. |You haven't got | Haye you got a a car car? He's gota car. |He hasn't got |Has he gota B aca 8 lear She's got a car. |She hasn't got | Has she got a i acon car 8 Wsgotacar |ithasn'tgota |Hagit gota car. car? We've got acar. |We haven't got |Hasit got a i acon e Nearh We've got a car. |They haven't | Haye they got a got 9 car. ar \We offen use contractions with have got, For example: I've got = | have got; you've got = you have got; he's got = he has got; she's got = she has got; it's got = it has got; we've got = we have gor; they've got ~ they have got. The contracted negative forms are: haven't = have not; hasn't = has not. We can use have/has got to talk about possession, For ‘example, “I've got a new car.” For example, “What have you got in that bag?” i Sentence completion Complete the sentences withthe corec form of have got. a. The city 2 lot of restaurants. 2, They {not) 2 map with them, 3 She jong hair + He {not} brown eyes 5 The town really old castleUNIT Sl City Delight 6 it centre. 7. | ____ {nol a lot of work to do. i Fluency practice ‘Answer the questions. Use short answers: Yes, ! have. / No, haven't. / Yes, there is/are. / No, there isn't / aren't. 1. Have you got a house by the beach? 2. Are there many museums in your city? 3. Have you gota pet cat or dog? 4: |sthere a swimming poo! near your house? 5. Have you got three bedrooms in your house? 6. Are there any parks near your house? 7. Ate there any statues of famous people near where you work? 8, is there 2 post office near your house? a lot of museums in the Gg Telephone conversation Read the telephone conversation, Then, answer the questions Yes or No, Mason: Hello, Mason Bramwell speaking Faith: Oh, hi, is Paul Barker there, please? Mason: No, I'm sorry, he isn't in the office at the moment. He's ata conference in Dubai. Hell be back on Saturday OK Cou youtel him to call me when he gets bac, please? Yes, sure. Has he got your number? | don't think soas I've got anew mobile phone. It's 01937 268 492. That's 01937 268 492. Yes, that's right. OK, I'l leave the message on his desk Thanks very much. Bye Mason: Bye. 1. [s Paul in the office? 2. Ishe at home? ____— 3 Has Paul got Faith’s number? 4. Has Faith got 2 new mobile phone? 5. |s Faith's number 01937 268 549? 6. |s Faith going to phone Paul? Fi E-mail Esra aetiin Complete the e-mail with the corect form ofa verb, Use to be or have got. Te Ryan@yahoo.com | Sujets ny tip to France Hi Ryan, | I hope everything's well with you. I'm in a small town in the south of France. |t () | really beautiful, At the moment, 1 @) ina café in the town square. | Vm doing a bit of people-watching and I'm writing this e-mail from my computer. It) an incredible lite town. It (4) | (not) very big, but there (5) GRAMMAR { three museums ard there (6) 2 castle you can visit just outside the town. It @) —__ a lot of great restaurants, and they @ tol expensive ata There (9) a beautiful fountain Jn the middle of the square. Vil take a photo of it and send it to you. Tell me what you'te doing, Spezk soon, Rebecca. Your turn! Write an email to a fiend. Describe a place you ae visting, Conversation analysis Read the conversation. Then, complete the fable, Amber isin a tourist office. At the tourist office Oficial: Good aftemoon, ‘Amber: Good afternoon, Could you tell me where the main squareis, please? Ocak: Yes, it's just atthe end ofthis road “Amber: Ave there any clothes shops near the square? Oficial: Well, here are lots of bars and restaurants inthe main square, but for dothes, you need to goto the high street, which is just off the square, Great, And could you tell me where the 200i, please? I: Yes, it's about ten minutes from the city. You can get thereon the number 6q bus, leaves hom the igh street every ten minutes, The bus conductor wil tell You where to get of. That’s great. And one last question. I'm interested in visitng afew museums. Which ones would you recommend? Wel, there's an art museum near the main square, anda natural history museum in the park. The modern art museum is atthe end ofthe high stret. It's gota beautiful garden with lots of sculptures init Thats great. Thanks alot Here take this map. It should help. Great, thanks alot Official: ‘Amber: feescrry aa the main square 2. | athe shops 3. |athez00. 14. athe art museum J, the natural history iuseum 6, /=themodem ait ‘museum Pre-Intermediate 2012-2013 Teacher's Guide Copyright Hot English Publishing SL 2012 wwwhotenglishmagazinecom 11