The Pack

Produced quarterly by Learn Hot English

Help your students learn the English they need!

Level: Pre-intermediate, A2. January to

April 2019

Index
1. What type of food do you hate? [track 01]
2. Not so common experiences! [track 02]
3. Have you seen these photo memes?[track 03]
4. The things we think it’s OK to steal! [track 04]
5. Most hated hand gestures!

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Welcome to The Pack!
This material from Learn Hot English will provide you with ready-to-
go lessons so your students can learn lots of useful English!

Teaching ideas
Here are a few quick ideas on how to use the material in this pack in class. The practical
lessons will get your students using lots of useful language and all the essential skills:
speaking, listening, reading and writing. A lot of these activities come with listening
material. You can download the audio files from www.learnhotenglish.com/teachers
and then load it onto your smartphone, tablet computer, etc. Please e-mail us with any
other ideas you may have, or any comments in general: andy@learnhotenglish.com

Remember, as part of the Learn Hot English method, we recommend three rounds of
listening / viewing:
1. Listen once without stopping for a general understanding (listening for gist).
2. Listen again to answer comprehension questions, this time pausing if/when
necessary.
3. Listen a final time, but this time reading the script at the same time.

Also, remind students that any discussion questions are simply a means to get them
speaking. Students are free to invent information if necessary, or if they think the
question is too “personal”. The questions are simply there to get students speaking. The
actual information is secondary.

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What type of food do you hate? [track 01]
Warm-up

Food brainstorm
On the board, write up the table below, or make copies for students. In pairs or
individually, students add more items of food to the lists. Go over this as a class. Then,
in pairs or small groups, or as a class, ask and answer questions about the food. For
example:
• What are some of your favourite vegetables?
Why do you like them?
• When did you last have some fish for dinner?
• Do you ever cook? What dishes do you know
how to prepare?
• What are some of your favourite dishes?
• What herbs or spices do you use?
• What meat do you eat? How often do you eat
meat?
Etc.

Food
Meat: pork, beef, bacon, sausages...

Fruit: banana, apple, pear...

Fish: cod, hake, haddock...

Vegetables: carrot, potato, lettuce...

Processed & canned food: baked beans, frozen peas, tinned tuna fish...

Herbs & spices: salt, pepper...

Other: ...

Lesson activities
Go through the activities for the lesson on the sheet: the Pre-reading, Reading I and
Reading II activities. You could do this lesson as a listening activity. In order to do this,
tell your students to turn over the sheet so they can’t see the text as they do the
exercises. For the first listening, play it once through without stopping.

If your students’ listening level is low, stop the recording after each paragraph and
check their understanding.
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After finishing that, and if you’ve done this as a listening activity (not a reading), let
your students read the text as you play the recording again. This is good for developing
their listening skills as they can see the connection between the written and spoken
language.

If you do this as a reading activity, you could assign a paragraph to different students.
Then, in pairs or small groups, get them to explain what their assigned food item
consists of.

Follow-up activities

Retell it!
Assign a paragraph (or paragraphs) to each student. Students have a minute or two to try
to remember the text. When they’re ready, students try to recount the information, using
as much of the language as possible. This works well in pairs, with you monitoring the
language.

Game fun
Describe an item of food. Students have to guess what it is. This could be played as a
game with two teams. For example:
Teacher: It’s a long, orange vegetable that rabbits like to eat.
Student: A carrot.
Etc.

Presentation
Students write notes for a one-minute presentation on how to prepare a dish. Students
should include information on what it is, the ingredients, how to make it, etc. When
they’re ready, ask for volunteers to give their presentations (using notes, not reading it
out word-for-word). Other students vote on the most interesting ones, or listen then ask
or answer questions.

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 Objective To improve your reading and listening skills.
Think about it What type of food do you dislike or hate? Why? What food did you hate as a child but now quite
like? What type of food do you like?
READ & LISTEN I Exams This reading and listening activity will help prepare you for English exams such as KET and TOEFL.
TRACK 2: SEVERAL ENGLISH ACCENTS
I HATE IT!
Answers on page 44

1 Pre-reading
Match the food-words (1 to 8)
to the pictures (a-h).
1. Mushroom
2. Coriander
3. Green beans
4. Avocado (pear)
5. Celery
6. Cabbage
7. Cauliflower
8. Mango

a WHAT TYPE OF
FOOD DO YOU HATE?
W
e asked several and cheese! anything in the fridge. So,
b people about the Amelia, 33 we went out on his rowing
food they don’t like. boat and caught some fish.
Here’s what they said. I can’t stand overcooked, Later, he boiled it up and
soggy cabbage or we ate it plain without even
c I really hate mushrooms. cauliflower, and the smell any salt or anything. It was
They’re just so rubbery. they produce when you’re horrible.
Jack, 32 cooking them just makes Mike, 34
me want to retch. However,
d I can’t stand coriander. It I do like sauerkraut, which GLOSSARY
tastes like soap to me. is made from cabbage.
e Kiera, 28 Strange!
rubbery adj
“rubbery” food feels soft or elastic, just
like rubber
Nicole, 29 can’t stand exp
I can’t stand mushy food, if you “can’t stand” something, you don’t
like that thing
like overripe bananas or soft The only vegetable I like is soap n
f tomatoes. the potato – I can’t stand a substance you use with water to wash
or clean yourself
Megan, 28 the rest. If I have to eat mushy adj
“mushy” food is soft and has no shape
vegetables in a restaurant stringy adj
I hate any stringy vegetables or at someone’s house, I “stringy” food has long, thin pieces that
are difficult to eat
like green beans, over-ripe put lots of mayonnaise or over-ripe adj
avocados or celery, which ketchup on to hide the taste. “over-ripe” fruit is very soft and old
to fill up phr vb
g also has this really nasty It’s the only way I can eat if food “fills you up”, you don’t feel
hungry after eating it – you feel full
h bitter taste. them! to pig out phr vb inform
Morgan, 26 Diane, 24 if you “pig out”, you eat a lot of food very
2 Reading I quickly
overcooked adj
Read the article once. Which I can’t bear the smell or I’m not that keen on mango. if food is “overcooked”, it has been
cooked for too long
comments do you agree with? taste of whisky. I got drunk It’s got this strange metallic soggy adj
“soggy” food has a lot of water in it
on it once when I was aftertaste which is a bit like to retch vb
3 Reading II young, and now even the medicine, and I hate the soft, if you “retch”, your stomach moves and
you feel as if you’re going to vomit (when
Read the article again. Then, smell is enough to make me firm texture. However, I do food comes up from your stomach and
write the name of an item of feel sick again. like mango juice. out of your mouth)
sauerkraut n
food next to each statement. Bradley, 31 Ben, 35 cabbage which has been cut into small
pieces and pickled (preserved in vinegar)
1. It doesn’t fill you up. keen on phr vb
2. It tastes like medicine. I was forced to eat a lot I hate fish, especially fish if you’re “keen on” something, you like
that thing
3. They’re rubbery. of soup at school, and my with lots of bones in it – it’s cotton wool n
4. It’s like eating cotton parents gave it to me for like eating cotton wool with a soft mass of white cotton. It’s often
used to put cream on your face, etc.
wool with needles. dinner almost every evening needles. Once, I went to stay a needle n
a small, very thin piece of metal which is
5. It tastes like soap. at home, so I’m not a big with my uncle in northern used for sewing. It has a sharp point at
6. It produces a horrible fan. Apart from that, it Norway. I remember that one end and a hole in the other
a rowing boat n
smell when it’s being doesn’t fill you up, so you I was really hungry when I a small boat that you move through water
cooked. end up pigging out on bread arrived, but he didn’t have by using oars (long pieces of wood)

6 / www.hotenglishgroup.com / Check out the interactive PDF offer. Visit: www.hotenglishmagazine.com

 Objective To improve your reading and listening skills.
Think about it What type of food do you dislike or hate? Why? What food did you hate as a child but now quite
like? What type of food do you like?
READ & LISTEN I Exams This reading and listening activity will help prepare you for English exams such as KET and TOEFL.
TRACK 2: SEVERAL ENGLISH ACCENTS
I HATE IT!
Answers on page 44

1 Pre-reading
Match the food-words (1 to 8)
to the pictures (a-h).
1. Mushroom
2. Coriander
3. Green beans
4. Avocado (pear)
5. Celery
6. Cabbage
7. Cauliflower
8. Mango

a WHAT TYPE OF
FOOD DO YOU HATE?
W
e asked several and cheese! anything in the fridge. So,
b people about the Amelia, 33 we went out on his rowing
food they don’t like. boat and caught some fish.
Here’s what they said. I can’t stand overcooked, Later, he boiled it up and
soggy cabbage or we ate it plain without even
c I really hate mushrooms. cauliflower, and the smell any salt or anything. It was
They’re just so rubbery. they produce when you’re horrible.
Jack, 32 cooking them just makes Mike, 34
me want to retch. However,
d I can’t stand coriander. It I do like sauerkraut, which GLOSSARY
tastes like soap to me. is made from cabbage.
e Kiera, 28 Strange!
rubbery adj
“rubbery” food feels soft or elastic, just
like rubber
Nicole, 29 can’t stand exp
I can’t stand mushy food, if you “can’t stand” something, you don’t
like that thing
like overripe bananas or soft The only vegetable I like is soap n
f tomatoes. the potato – I can’t stand a substance you use with water to wash
or clean yourself
Megan, 28 the rest. If I have to eat mushy adj
“mushy” food is soft and has no shape
vegetables in a restaurant stringy adj
I hate any stringy vegetables or at someone’s house, I “stringy” food has long, thin pieces that
are difficult to eat
like green beans, over-ripe put lots of mayonnaise or over-ripe adj
avocados or celery, which ketchup on to hide the taste. “over-ripe” fruit is very soft and old
to fill up phr vb
g also has this really nasty It’s the only way I can eat if food “fills you up”, you don’t feel
hungry after eating it – you feel full
h bitter taste. them! to pig out phr vb inform
Morgan, 26 Diane, 24 if you “pig out”, you eat a lot of food very
2 Reading I quickly
overcooked adj
Read the article once. Which I can’t bear the smell or I’m not that keen on mango. if food is “overcooked”, it has been
cooked for too long
comments do you agree with? taste of whisky. I got drunk It’s got this strange metallic soggy adj
“soggy” food has a lot of water in it
on it once when I was aftertaste which is a bit like to retch vb
3 Reading II young, and now even the medicine, and I hate the soft, if you “retch”, your stomach moves and
you feel as if you’re going to vomit (when
Read the article again. Then, smell is enough to make me firm texture. However, I do food comes up from your stomach and
write the name of an item of feel sick again. like mango juice. out of your mouth)
sauerkraut n
food next to each statement. Bradley, 31 Ben, 35 cabbage which has been cut into small
pieces and pickled (preserved in vinegar)
1. It doesn’t fill you up. keen on phr vb
2. It tastes like medicine. I was forced to eat a lot I hate fish, especially fish if you’re “keen on” something, you like
that thing
3. They’re rubbery. of soup at school, and my with lots of bones in it – it’s cotton wool n
4. It’s like eating cotton parents gave it to me for like eating cotton wool with a soft mass of white cotton. It’s often
used to put cream on your face, etc.
wool with needles. dinner almost every evening needles. Once, I went to stay a needle n
a small, very thin piece of metal which is
5. It tastes like soap. at home, so I’m not a big with my uncle in northern used for sewing. It has a sharp point at
6. It produces a horrible fan. Apart from that, it Norway. I remember that one end and a hole in the other
a rowing boat n
smell when it’s being doesn’t fill you up, so you I was really hungry when I a small boat that you move through water
cooked. end up pigging out on bread arrived, but he didn’t have by using oars (long pieces of wood)

6 / www.hotenglishgroup.com / Check out the interactive PDF offer. Visit: www.hotenglishmagazine.com

Not so common experiences! [track 02]
Warm-up

Questions
Print off the following questions for students to ask and answer in pairs, or write them
up on the board. When they’ve finished, ask students to report back with any interesting
information they found out about other students.

My experiences!
• Have you ever been in a theatre play?
• Have you ever made any bread?
• Have you ever met a famous person?
• Have you ever given a speech?
• Have you ever been on TV?
• Have you ever been to the theatre?
• Have you ever broken a bone?
• Have you ever fed a wild animal?
• Have you ever cheated in an exam?
• Have you ever driven a sports car, van,
lorry or tractor?
• Have you ever fallen asleep on a train or bus and missed your stop?
• Have you ever fallen in love at first sight?
• Have you ever been in a fight?
• Have you ever been skiing, snowboarding or surfing?
• Have you ever fired a gun?
• Have you ever tried any extreme or adventure sports?
• Have you ever been inside a police car?
• Have you ever cooked for more than 10 people?
Other?

Lesson activities
Go through the activities for the lesson on the sheet: the Pre-reading, Reading I and
Reading II activities. You could do this lesson as a listening activity. In order to do this,
tell your students to turn over the sheet so they can’t see the text as they do the
exercises. Remember, for the first listening you should play the recording once without
stopping so students get the gist of it.

For the second listening, if your students’ listening level is low, stop the recording after
each paragraph, section or question to check their understanding.

After finishing that, and if you’ve done this as a listening activity (not a reading), let
your students read the text as you play the recording again. This is good for developing
their listening skills as they can see the connection between the written and spoken
language.

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Follow-up activities

Retell it!
Assign a paragraph (or paragraphs) to each student. Students have a minute or two to try
to remember the text. When they’re ready, students try to recount the information, using
as much of the language as possible. This works well in pairs, with you monitoring the
language.

Percentage game
Play a game with the text. Read out a description, and students have to tell you the
corresponding percentage. The first student who does so gets a point for his/her team.
For example:
Teacher: The percentage of people who have never been drunk.
Student: Fourteen!
Etc.

Survey
Students create a survey with 6 “Have you ever...?” questions to ask other students.
When they’re ready, students ask and answer their survey questions. Finally, they report
back to the whole class with any interesting information from the answers.

Dialogue
In pairs, students write a dialogue between someone carrying out a survey in the street
and a member of the public. Tell your students to make the dialogue as funny, silly or
serious as they like. When they’re ready, ask for volunteers to act out their dialogues
(from memory or by using notes, not reading it out word-for-word). Other students
listen and vote on the best ones.

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Objective To improve your reading and listening skills.
Think about it When was the last time you went to the cinema? When did you last send an e-mail?
Have you ever seen a James Bond film?

Exams This reading and listening activity will help prepare you for English exams such as KET and TOEFL. READ & LISTEN II
TRACK 3: US MAN & IRISHMAN

NOT SO COMMON
EXPERIENCES
H
Answers on page 44 ave you ever been McDonald’s restaurant. things that others take for
to McDonald’s, granted in their everyday
1 Pre-reading sent an e-mail …eighteen percent have lives… it seems some
When was the last time you... or used a mobile phone? never owned a car. people are managing to
a) ...went skiing? You probably have. But get on perfectly well without
b) ...ordered a takeaway according to a recent survey …seventeen percent have modern day distractions.”
coffee? by the internet search never wired a plug.
c) ...bought a car? engine Ask Jeeves, millions GLOSSARY
d) ...ate at a McDonald’s of Britons have never done …sixteen percent have a survey n
restaurant? several things that you’d never sent an e-mail. if a company carries out a “survey”, they
ask people questions in order to find out
e) ...sent an e-mail? consider normal. Here are information
f) ...saw a James Bond some examples. …fourteen percent have a search engine n
a website such as Google or Yahoo! that
film? never been drunk. you can use to find other websites
a play n
g) ...went to the cinema? According to the survey… a piece of writing that’s performed in a
…nine percent have never theatre
2 Reading I …sixty-eight percent of the seen a James Bond film.
takeaway adj
“takeaway” food is food that you buy to
Read the article once. Which people questioned have eat outside the restaurant
to own vb
fact is the most surprising? never been skiing. …seven percent have never if you “own” something, it’s yours
to wire vb
Why? seen a black and white film. if you “wire” something (such as a piece
…thirty-seven percent have of equipment), you put wires (long, thin
3 Reading II never read a Shakespeare …six percent have never
pieces of metal) inside it so that electricity
can pass into it or through it.
Read the article again. Then, play. made a call with a mobile a plug n
a small plastic object with two or three
answer the questions. phone. metal pins which is used to connect the
equipment to the electricity supply
What percentage of those …thirty-six percent have drunk adj
questioned had never… never been to a football …five percent have never if someone is “drunk”, they’ve had too
much alcohol. As a result, they can't walk
1. …read a Shakespeare match. used a public toilet. or talk properly
play? a public toilet n
a toilet in a street that anyone can use
2. …ordered a takeaway …thirty percent have never …and four percent have significant numbers exp
large numbers
coffee? ordered a takeaway coffee. never been to the cinema. to take for granted exp
3. …never flown in a if you “take something for granted”, you
often use it but don’t really appreciate it
plane? …twenty-three percent have An Ask Jeeves to get on phr vb
4. …owned a car? never flown in a plane. spokesperson said, “It’s if you “get on” well in a situation, you live
perfectly in that situation
5. …sent an e-mail? surprising to find that a distraction n
an activity which entertains and amuses
6. …seen a black and …nineteen percent significant numbers of you, and which has nothing to do with
white film? have never eaten in a people have never tried work

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Have you seen these photo memes! [track 03]
Warm-up

Photo captions
Print off some unusual or funny photo. Use the ones below or any others. Students
describe what’s happening, and also think of any funny comments to make about them,
or they invent some text to put in a speech bubble. They could write the comments
below the photos. You could also play a game with them. Read out a comment. Other
students have to guess which photo it’s referring to.

Lesson activities
Go through the activities for the lesson on the sheet: the Pre-reading, Reading I and
Reading II activities. You could do this lesson as a listening activity. In order to do this,
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tell your students to turn over the sheet so they can’t see the text as they do the
exercises.

If your students’ listening level is low, stop the recording after each paragraph and
check their understanding.

After finishing that, and if you’ve done this as a listening activity (not a reading), let
your students read the text as you play the recording again. This is good for developing
their listening skills as they can see the connection between the written and spoken
language.

Follow-up activities

Retell it!
Assign a paragraph (or two, etc.) to each student. Students have a couple of minutes to
try to remember the text. When they’re ready, students try to recount the information,
using as much of the language as possible.

Meme fun
In pairs, small groups or individually, students choose one of the memes from this
lesson and think of a caption for it. When they’re ready, they display the meme with
their caption. Other students vote on the best one/s.

Meme creation
In pairs, small groups or individually, students create a new meme. Then, they should
present it to the class, explaining what it is, who it is, what type of comments you can
add to it, who it is making fun of, etc. They should also include a few examples of
typical comments to add to the meme. Other students listen then ask questions, or vote
on the best ones.

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Objective To improve your reading and listening skills.
Think about it Have you ever received a joke or funny photo from someone? What did you think of it?
What jokes or funny images have you sent on to friends? What memes are there from your country?
READ & LISTEN II
Exams This reading and listening activity will help prepare you for English exams such as KET and TOEFL. TRACK 3: US WOMAN &
NEW ZEALAND MAN

HAVE YOU SEEN THESE

I’M NOT IMPRESSED
WITH THIS MEME!

PHOTO MEMES? By Georgina Kiely

A
meme is an image, film in which Willy Wonka
photo or video clip (played by Gene Wilder)
that people adapt, shows the children one of
then send to their friends his sweets, the “Everlasting
and colleagues. If the meme Gobstopper”. The text
becomes popular, other added to the picture
people do their own versions usually consists of a
of it, and then it gets even sarcastic or condescending
more popular. Here are five comment, such as, “Oh,
photo memes from 2012. you just graduated? You
says, “One does not must know everything!”,
1 simply walk into Mordor.” or “Oh, you post quotes
Grumpy Variations of the meme from philosophers on
cat include, “One does not Facebook? You must be
The simply check in to Mordor”, so intellectual!”, and “Oh,
“grumpy “One does not simply get you’re going as a vampire
cat” off the internet!”, or “One for Halloween? How
meme is does not simply look at only original!”
a picture of an angry-looking one meme!”
cat. People write text under Why don’t you create a
the picture that represents meme?
the cat’s thoughts. Typical
comments include, “The GLOSSARY
Answers on page 44 best part of waking up is a meme n
going back to sleep!”, “The an image, photo, video, etc. that people
send to one another. These images,
1 Pre-reading world will end in 2012? photos, videos, etc. are often adapted:
text is added, music is added, etc.
Look at the pictures of the Good!”, and, “I had fun to adapt vb
photo memes. Which ones once. It was awful.” 4 McKayla Is Not if you “adapt” something, you change it
in some way
have you seen before? Why Impressed grumpy adj
are they popular? Who’s in the 2 The Philosoraptor This meme is created if someone is “grumpy”, they’re a bit
angry
pictures? This meme is a picture of a with a photo of American awful adj
bad / terrible
“velociraptor”, a dinosaur gymnast McKayla a claw n
2 Reading I from the Jurassic Park films. Maroney. McKayla won an animal’s “claw” is its hand/foot
a chin n
Read the article once. Which He’s got his claw under his a silver medal at the the part of your face that’s under your
memes do you like / dislike? chin in a thoughtful pose. 2012 Olympics, but was mouth
a pose n
Why? Which comments on The text written around disappointed that she the way that you stand or sit when
someone is taking your photo, etc.
the memes are the funniest? the picture is usually a hadn’t won a gold medal, to fail vb
philosophical question such which is why she pulled if you “fail”, you aren’t successful – things
3 Reading II as, “Is a fly without wings the face. A photo of her is
go badly
to succeed vb
Read the article again. Then, called a usually superimposed onto if you “succeed”, you’re successful –
things go well
write the name of a meme walk?”, a famous image, such as Mordor n
an imaginary land in the book Lord of
next to each statement. “What the moon landing or the the Rings
1. It’s a picture of a would Mona Lisa painting. to pull a face exp
if you “pull a face”, you show an emotion
character from The happen with your face. For example, if you “pull
Lord of the Rings. if an angry face”, you make yourself look
angry
2. The text represents Pinocchio to superimpose vb
if image A is “superimposed” on image B,
the cat’s thoughts. said my nose is going to you put image A on image B
3. It’s based on an grow?”, and, “If you try to sarcastic adj
to say the opposite of what you mean
image of a character fail and succeed, which in order to make fun of someone. For
from the film Charlie have you done?” example, when you say, “that shirt is
really nice”, but you really mean that you
and the Chocolate don’t like it
Factory. 3 Boromir 5 Condescending Wonka condescending adj
if A is being “condescending”, A is talking
4. It’s a picture of a This meme shows a picture This meme is based on to B in a superior way because A thinks
he/she is more important than B
dinosaur from the of the character Boromir an image of the character to graduate vb
film Jurassic Park. from The Lord of the Rings Willy Wonka from the film to finish your studies at university/college
to post vb
5. A photo of her is films. The text on the image Charlie and the Chocolate to put an image / text on a website
a quote n
often superimposed is based on a quote from Factory. The picture is a phrase or sentence from a book /
onto famous images. the film in which Boromir taken from a scene in the interview, etc.

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The things we think it’s OK to steal! [track 04]
Warm-up

Questions
Print off the following
questions for students to ask
and answer in pairs. When
they’ve finished, ask students
to report back with any
interesting information they
found out about other
students.

Would you ever...?

• Would you ever take shampoo home from a hotel room?
• Would you ever take any sachets of ketchup home from a restaurant?
• Would you ever take home any stationery from the office where you work?
• Would you ever pick and take home any flowers from the park?
• Would you ever put any extra fruit in your bag after weighing it in a supermarket?
• Would you ever steal food if you were hungry?
• Would you ever lie to your parents, boss or partner?
• Would you ever feed the animals at the zoo when it’s prohibited?
• Would you ever smoke in a no smoking area?
• Would you ever drive a car if you were a bit drunk?
• Would you ever drive at night with only one headlight?
• Would you ever drive a car if the brakes didn’t work (but you could use the •
handbrake)?
• Would you ever borrow money secretly (and later pay it back) from family or friends?
Other?

Lesson activities
Go through the activities for the lesson on the sheet: the Pre-reading, Reading I and
Reading II activities. You could do this lesson as a listening activity. In order to do this,
tell your students to turn over the sheet so they can’t see the text as they do the
exercises.

If your students’ listening level is low, stop the recording after each paragraph and
check their understanding.

After finishing that, and if you’ve done this as a listening activity (not a reading), let
your students read the text as you play the recording again. This is good for developing
their listening skills as they can see the connection between the written and spoken
language.
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Follow-up activities

Retell it!
Assign a paragraph (or two, etc.) to each student. Students have a minute or two to try
to remember the text. When they’re ready, students try to recount the information, using
as much of the language as possible. Or, ask for volunteers to retell the, using as much
of the original language as possible (or even by heart if they can).

Poster or video
In pairs, small groups or individually, students design a poster to stop people taking
things from hotel rooms. They should think about an interesting way to get this message
across. Instead of a poster, they could make a short video, getting people to stop taking
things from hotels. They could film it on their smartphones.

Dialogue
In pairs, students write a dialogue between a journalist and someone who was arrested
for “stealing” sheets and towels from a hotel room. Or, the conversation could be
between a manager and a guest at a hotel, with the manager accusing the guest of
stealing towels, etc. Tell your students to make the dialogue as funny, silly or serious as
they like. When they’re ready, ask for volunteers to act out their dialogues (using notes,
not reading it out word-for-word). Other students listen and vote on the best ones.

Debate it!
Hold a debate! Divide the class into two. Half the class thinks it’s OK to take small
items (such as shampoo) from a hotel room; the other half believes it’s wrong to do this.
In their groups (or in pairs or smaller groups), students prepare arguments either in
favour of or against the proposal (even if they don’t agree with it personally). When
they’re ready, allow representatives from each group to stand up and present their
arguments. When both sides have finished, open up the debate so anyone can make
comments, respond to previous points, etc. At the end (after a few minutes), hold a vote
and see which idea is the most popular. Tell students they can vote either way and that
they don’t have to vote according to their initial group and the stance that they were
representing.

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Objective To improve your reading and listening skills.
Think about it Have you ever taken home any shampoo or soap from a hotel? What other things would you take
without feeling guilty? What would you take from the office without feeling bad?

Exams This reading and listening activity will help prepare you for English exams such as KET and TOEFL. READ & LISTEN II
TRACK 3: US WOMAN & ENGLISHMAN
PROPERTY
IS THEFT!
Answers on page 44

1 Pre-reading I
Look at the list of things
below. Which ones would you
take without feeling guilty?

Shampoo
(from a hotel bathroom)

Sachet of ketchup
(from a restaurant)

Stapler (from the office)

Coffee
(from a
colleague
at work) THE THINGS WE THINK
IT’S OK TO STEAL!
T
heft is a crime, isn’t price of the meal”. home park flowers to
Pencil (from IKEA) it? Well, not always. decorate the house or to
According to a recent At work, 27% felt it was give as gifts to friends or
survey carried out by OK to take home office relatives.
paintballing.co.uk, there are stationery, with 22%
Extra apple some things that people also thinking there was What would you take
(from the supermarket) think it’s all right to take. nothing wrong with helping without feeling guilty?
themselves to a colleague’s
As part of the poll, 1,000 tea, coffee or biscuits. GLOSSARY
adults were asked what they to feel guilty exp
felt was acceptable to steal Out shopping, 17% felt it if you “feel guilty” about something you
did in the past, you feel bad about it
Flowers (from a park) without feeling guilty. Top of was all right to eat pick- a freebie n
the list were hotel “freebies” and-mix sweets as they something you’re given for free. Often

2 Reading I such as shampoo, soap, were going to buy some

a product with the name and logo of a
company on it
Read the article once. towels, razors, hairbrushes anyway. Eleven percent saw unsecured internet exp
if access to someone’s internet
Which statistic is the most and bathrobes, with 93% nothing wrong with taking is “unsecured”, you don’t need a
password to use it
surprising? Why? believing that it was “all part the odd extra apple at the to have no qualms exp
of staying at the hotel”. supermarket fruit counter if you “don’t have any qualms” about

3 Reading II after weighing their fruit.

something, you aren’t worried about it
being wrong or bad
Read the article again. Next on the list was Ten percent thought it was password-protected exp
if access to someone’s internet is
Then, answer the questions. unsecured internet, with OK to weigh expensive food “password-protected”, you need a
password to use it
What percentage of 88% saying they’d have no items (such as avocadoes) to walk off with phr vb
people think it’s OK to qualms about accessing a as cheaper ones (like if someone “walks off with”
something, they take it without asking
take… neighbour’s network if it tomatoes). And 8% said permission and with no intention of
1. …unsecured internet? wasn’t password-protected. they wouldn’t feel guilty for returning it
stationery n
2. …restaurant walking off with pens or equipment used in an office: paper,
pens, pencils, rubbers, rulers, etc.
condiments? This is followed by pencils from shops such to help yourself to exp
3. …office stationery? restaurant condiments, as IKEA as it was a form of if you “help yourself to” something, you
take it without asking permission first
4. …a colleague’s tea or with 55% feeling that it was publicity for the company as pick-and-mix sweets n
coffee? perfectly acceptable to walk the pens had their logos on. a selection of sweets that you can buy in
a shop. You choose the sweets you want
5. …an extra apple at the off with sachets of ketchup and put them in a little plastic bag
a gift n
supermarket? and mustard as they’d Finally, three percent a present; something that someone
6. …park flowers? “already paid for them in the admitted to having taken gives you

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Most hated hand gestures!
Warm-up

Simon says
Play a game of Simon says to revise parts
of the body. First, brainstorm parts of the
body and write these on the board. Make
sure there are lots of not-so-common
ones such as eyelid, earlobe, elbow,
shoulder... apart from the typical ones
(arm, leg, head, etc.).
Then, play the game. Students touch their
body in the right place if you say Simon
says, but not if you don’t say it. For
example:
Teacher: Simon says touch your head!
[Students should touch their heads.]
Teacher: Touch your arm! [Students
shouldn’t touch their arms because you
didn’t say Simon says.]
Etc.

Lesson activities
Put your students into pairs. Then, give page 1 of the lesson to one student, and page 2
to the other student. Students read over their information. Then, they take turns doing a
hand gesture and explaining what it means.

Follow-up activities

Memory game
Play a game with the information. Do one of the hand gestures and students have to
identify it. The first student to do so gets a point for his/her team. Or they could write
down the answers and you could check them afterwards. For example:
Teacher: [Doing the “I’m watching you!” gesture.]
Student: I’m watching you!
Etc.

Mime conversation
In pairs, students create a dialogue based entirely on mime or gesture. They should try
to use as many of the hand gestures from this lesson as possible, but they can also use
any others. When they’re ready, ask for volunteers to perform their mimed dialogues
(with no words at all). Other students watch and then have to describe what is
happening.

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Invent it
Students invent a new hand gesture. When they’re ready, they present it to the class
explaining what it means and why we need to have it. They could think about the
following areas for their new hand gesture:
• In class for the teacher
• In class for the student
• At work for an employee
• At work for a manager
• In a restaurant
• During an army exercise
• At the gym
• In a hotel
• While driving
Other?

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Objective To learn about forms of non-verbal communication in English-speaking countries.
Think about it
What do these signs mean in your country? Are there any that don’t exist? Which ones?

Part I

MOST HATED HAND GESTURES!

A recent survey lists the most hated hand gestures in the UK. What hat do you think of them?
re they popular in your country? This is the first of a two-part series. More
Are ore next month!

1 2
Blah, blah, blah Talk to the hand
Method: Make an imaginary mouth with your Method: Hold up a hand with the palm facing
hand. Then, move your fingers and thumb to someone.
make the mouth look as if it’s talking. Meaning: “Talk
alk to my hand, because I’m not
Meaning: “You’re boring me!” going to listen to you anymore!”

4
3
The pistol
It’s none of your business Method: Use two fingers and a thumb to form
Method: Touch your nose with your index finger. the shape of a gun.
Meaning: Stop asking me questions about Meaning: You’re in trouble! / Watch it! / I’m
something that’s none of your business. going to kill you! / I’m
’m going to shoot you!

6
5 I’m watching you
Hand punch Method: Touch the corner of your eye with your
index finger. Or, touch the corner of both eyes
Method: Make a fist and hit it into one of your palms. with your index and middle finger.
Meaning: You’re in trouble! / Watch it! / I’m
’m going to hit you! Meaning: I’m watching you! / Be careful!

7 GLOSSARY
Call me a thumb n
the thickest (and shortest) finger on your
hand
Method: Use your thumb a palm n
and little finger to form the inside part of your hand
an index finger n
the shape of a phone. the finger you use for pointing at things
Hold the thumb to your (it’s) none of your business exp
ear, and your little finger it’s private / it’s got nothing to do with you /
it isn’t your problem
to your mouth. a fist n
a closed hand used for hitting
Meaning: Call me! / I’ll a middle finger n
call you! / Let’s call one the finger in the middle of your hand. It’s
your longest finger
another!

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Objective To learn about hand gestures from English-speaking countries.
Think about it
Do you ever use any of these hand gestures? Which ones have a different meaning in your country?

Part II
MOST HATED HAND GESTURES!
A recent survey lists the hand gestures people hate the most in the UK. This is the second part of a two-part
series. Model:
odel: Danielle Ott

1
No!
How to do it: Move 2
your index finger
from right to left as a Shush!
way of saying “no”.
Meaning: No! / You How to do it: Put your index finger to your lips.
can’t do that! / Don’t Make a shushing noise as you do it.
do that! Meaning: Bee quiet! / Stop talking! / Shut up!

4
Inverted commas
3 How to do it: Using your index fingers and middle fingers
Cut throat make some inverted commas in the air.
Meaning: This is often used to add emphasis to a word or
How to do it: Run your index finger across your to show that you’re being ironic. For example, if you say,
throat. I thought the film was really “good”! (putting the inverted
Meaning: You’re in trouble. / I’m
’m going to kill commas around the word “good”), you’re saying you
you. / You’re going to die! thought the film wasn’t good (it was bad!).

GLOSSARY
an index finger n
the finger you use for pointing at things
lips n
the part of your mouth that you use for
kissing
a throat n
the tube that goes from your mouth to your
stomach
5 inverted commas n
6 punctuation marks that are used in writing
to show where speech begins and ends: “ “
Boring ironic adj

How to do it: Hold the

Seal your lips! if you're being “ironic”, you say the opposite
to what you mean, often as a way of being
funny or as a type of humour
palm of a hand to your How to do it: Move your a palm n
mouth and pretend to index finger and thumb the inside part of your hand
yawn. The action may be across your lips. to yawn vb
when you “yawn”, you open your mouth very
accompanied by an “ah” Meaning: It’s a secret! / wide and breathe in more air than usual,
sound. Keep your lips sealed! / often when you are tired or bored
to seal vb
Meaning: You’re boring. / Don’t tell anyone about if you keep your lips “sealed”, you don’t talk.
Literally, to “seal” something is to close it so
You’re boring me. / Boring! it! / Keep quiet about it! that no air can enter

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Objective To improve your reading and listening skills.
Think about it When was the last time you went to the cinema? When did you last send an e-mail?
Have you ever seen a James Bond film?

Exams This reading and listening activity will help prepare you for English exams such as KET and TOEFL. READ & LISTEN II
TRACK 3: US MAN & IRISHMAN

NOT SO COMMON
EXPERIENCES
H
Answers on page 44 ave you ever been McDonald’s restaurant. things that others take for
to McDonald’s, granted in their everyday
1 Pre-reading sent an e-mail …eighteen percent have lives… it seems some
When was the last time you... or used a mobile phone? never owned a car. people are managing to
a) ...went skiing? You probably have. But get on perfectly well without
b) ...ordered a takeaway according to a recent survey …seventeen percent have modern day distractions.”
coffee? by the internet search never wired a plug.
c) ...bought a car? engine Ask Jeeves, millions GLOSSARY
d) ...ate at a McDonald’s of Britons have never done …sixteen percent have a survey n
restaurant? several things that you’d never sent an e-mail. if a company carries out a “survey”, they
ask people questions in order to find out
e) ...sent an e-mail? consider normal. Here are information
f) ...saw a James Bond some examples. …fourteen percent have a search engine n
a website such as Google or Yahoo! that
film? never been drunk. you can use to find other websites
a play n
g) ...went to the cinema? According to the survey… a piece of writing that’s performed in a
…nine percent have never theatre
2 Reading I …sixty-eight percent of the seen a James Bond film.
takeaway adj
“takeaway” food is food that you buy to
Read the article once. Which people questioned have eat outside the restaurant
to own vb
fact is the most surprising? never been skiing. …seven percent have never if you “own” something, it’s yours
to wire vb
Why? seen a black and white film. if you “wire” something (such as a piece
…thirty-seven percent have of equipment), you put wires (long, thin
3 Reading II never read a Shakespeare …six percent have never
pieces of metal) inside it so that electricity
can pass into it or through it.
Read the article again. Then, play. made a call with a mobile a plug n
a small plastic object with two or three
answer the questions. phone. metal pins which is used to connect the
equipment to the electricity supply
What percentage of those …thirty-six percent have drunk adj
questioned had never… never been to a football …five percent have never if someone is “drunk”, they’ve had too
much alcohol. As a result, they can't walk
1. …read a Shakespeare match. used a public toilet. or talk properly
play? a public toilet n
a toilet in a street that anyone can use
2. …ordered a takeaway …thirty percent have never …and four percent have significant numbers exp
large numbers
coffee? ordered a takeaway coffee. never been to the cinema. to take for granted exp
3. …never flown in a if you “take something for granted”, you
often use it but don’t really appreciate it
plane? …twenty-three percent have An Ask Jeeves to get on phr vb
4. …owned a car? never flown in a plane. spokesperson said, “It’s if you “get on” well in a situation, you live
perfectly in that situation
5. …sent an e-mail? surprising to find that a distraction n
an activity which entertains and amuses
6. …seen a black and …nineteen percent significant numbers of you, and which has nothing to do with
white film? have never eaten in a people have never tried work

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Objective To improve your reading and listening skills.
Think about it Have you ever received a joke or funny photo from someone? What did you think of it?
What jokes or funny images have you sent on to friends? What memes are there from your country?
READ & LISTEN II
Exams This reading and listening activity will help prepare you for English exams such as KET and TOEFL. TRACK 3: US WOMAN &
NEW ZEALAND MAN

HAVE YOU SEEN THESE

I’M NOT IMPRESSED
WITH THIS MEME!

PHOTO MEMES? By Georgina Kiely

A
meme is an image, film in which Willy Wonka
photo or video clip (played by Gene Wilder)
that people adapt, shows the children one of
then send to their friends his sweets, the “Everlasting
and colleagues. If the meme Gobstopper”. The text
becomes popular, other added to the picture
people do their own versions usually consists of a
of it, and then it gets even sarcastic or condescending
more popular. Here are five comment, such as, “Oh,
photo memes from 2012. you just graduated? You
says, “One does not must know everything!”,
1 simply walk into Mordor.” or “Oh, you post quotes
Grumpy Variations of the meme from philosophers on
cat include, “One does not Facebook? You must be
The simply check in to Mordor”, so intellectual!”, and “Oh,
“grumpy “One does not simply get you’re going as a vampire
cat” off the internet!”, or “One for Halloween? How
meme is does not simply look at only original!”
a picture of an angry-looking one meme!”
cat. People write text under Why don’t you create a
the picture that represents meme?
the cat’s thoughts. Typical
comments include, “The GLOSSARY
Answers on page 44 best part of waking up is a meme n
going back to sleep!”, “The an image, photo, video, etc. that people
send to one another. These images,
1 Pre-reading world will end in 2012? photos, videos, etc. are often adapted:
text is added, music is added, etc.
Look at the pictures of the Good!”, and, “I had fun to adapt vb
photo memes. Which ones once. It was awful.” 4 McKayla Is Not if you “adapt” something, you change it
in some way
have you seen before? Why Impressed grumpy adj
are they popular? Who’s in the 2 The Philosoraptor This meme is created if someone is “grumpy”, they’re a bit
angry
pictures? This meme is a picture of a with a photo of American awful adj
bad / terrible
“velociraptor”, a dinosaur gymnast McKayla a claw n
2 Reading I from the Jurassic Park films. Maroney. McKayla won an animal’s “claw” is its hand/foot
a chin n
Read the article once. Which He’s got his claw under his a silver medal at the the part of your face that’s under your
memes do you like / dislike? chin in a thoughtful pose. 2012 Olympics, but was mouth
a pose n
Why? Which comments on The text written around disappointed that she the way that you stand or sit when
someone is taking your photo, etc.
the memes are the funniest? the picture is usually a hadn’t won a gold medal, to fail vb
philosophical question such which is why she pulled if you “fail”, you aren’t successful – things
3 Reading II as, “Is a fly without wings the face. A photo of her is
go badly
to succeed vb
Read the article again. Then, called a usually superimposed onto if you “succeed”, you’re successful –
things go well
write the name of a meme walk?”, a famous image, such as Mordor n
an imaginary land in the book Lord of
next to each statement. “What the moon landing or the the Rings
1. It’s a picture of a would Mona Lisa painting. to pull a face exp
if you “pull a face”, you show an emotion
character from The happen with your face. For example, if you “pull
Lord of the Rings. if an angry face”, you make yourself look
angry
2. The text represents Pinocchio to superimpose vb
if image A is “superimposed” on image B,
the cat’s thoughts. said my nose is going to you put image A on image B
3. It’s based on an grow?”, and, “If you try to sarcastic adj
to say the opposite of what you mean
image of a character fail and succeed, which in order to make fun of someone. For
from the film Charlie have you done?” example, when you say, “that shirt is
really nice”, but you really mean that you
and the Chocolate don’t like it
Factory. 3 Boromir 5 Condescending Wonka condescending adj
if A is being “condescending”, A is talking
4. It’s a picture of a This meme shows a picture This meme is based on to B in a superior way because A thinks
he/she is more important than B
dinosaur from the of the character Boromir an image of the character to graduate vb
film Jurassic Park. from The Lord of the Rings Willy Wonka from the film to finish your studies at university/college
to post vb
5. A photo of her is films. The text on the image Charlie and the Chocolate to put an image / text on a website
a quote n
often superimposed is based on a quote from Factory. The picture is a phrase or sentence from a book /
onto famous images. the film in which Boromir taken from a scene in the interview, etc.

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Objective To improve your reading and listening skills.
Think about it Have you ever taken home any shampoo or soap from a hotel? What other things would you take
without feeling guilty? What would you take from the office without feeling bad?

Exams This reading and listening activity will help prepare you for English exams such as KET and TOEFL. READ & LISTEN II
TRACK 3: US WOMAN & ENGLISHMAN
PROPERTY
IS THEFT!
Answers on page 44

1 Pre-reading I
Look at the list of things
below. Which ones would you
take without feeling guilty?

Shampoo
(from a hotel bathroom)

Sachet of ketchup
(from a restaurant)

Stapler (from the office)

Coffee
(from a
colleague
at work) THE THINGS WE THINK
IT’S OK TO STEAL!
T
heft is a crime, isn’t price of the meal”. home park flowers to
Pencil (from IKEA) it? Well, not always. decorate the house or to
According to a recent At work, 27% felt it was give as gifts to friends or
survey carried out by OK to take home office relatives.
paintballing.co.uk, there are stationery, with 22%
Extra apple some things that people also thinking there was What would you take
(from the supermarket) think it’s all right to take. nothing wrong with helping without feeling guilty?
themselves to a colleague’s
As part of the poll, 1,000 tea, coffee or biscuits. GLOSSARY
adults were asked what they to feel guilty exp
felt was acceptable to steal Out shopping, 17% felt it if you “feel guilty” about something you
did in the past, you feel bad about it
Flowers (from a park) without feeling guilty. Top of was all right to eat pick- a freebie n
the list were hotel “freebies” and-mix sweets as they something you’re given for free. Often

2 Reading I such as shampoo, soap, were going to buy some

a product with the name and logo of a
company on it
Read the article once. towels, razors, hairbrushes anyway. Eleven percent saw unsecured internet exp
if access to someone’s internet
Which statistic is the most and bathrobes, with 93% nothing wrong with taking is “unsecured”, you don’t need a
password to use it
surprising? Why? believing that it was “all part the odd extra apple at the to have no qualms exp
of staying at the hotel”. supermarket fruit counter if you “don’t have any qualms” about

3 Reading II after weighing their fruit.

something, you aren’t worried about it
being wrong or bad
Read the article again. Next on the list was Ten percent thought it was password-protected exp
if access to someone’s internet is
Then, answer the questions. unsecured internet, with OK to weigh expensive food “password-protected”, you need a
password to use it
What percentage of 88% saying they’d have no items (such as avocadoes) to walk off with phr vb
people think it’s OK to qualms about accessing a as cheaper ones (like if someone “walks off with”
something, they take it without asking
take… neighbour’s network if it tomatoes). And 8% said permission and with no intention of
1. …unsecured internet? wasn’t password-protected. they wouldn’t feel guilty for returning it
stationery n
2. …restaurant walking off with pens or equipment used in an office: paper,
pens, pencils, rubbers, rulers, etc.
condiments? This is followed by pencils from shops such to help yourself to exp
3. …office stationery? restaurant condiments, as IKEA as it was a form of if you “help yourself to” something, you
take it without asking permission first
4. …a colleague’s tea or with 55% feeling that it was publicity for the company as pick-and-mix sweets n
coffee? perfectly acceptable to walk the pens had their logos on. a selection of sweets that you can buy in
a shop. You choose the sweets you want
5. …an extra apple at the off with sachets of ketchup and put them in a little plastic bag
a gift n
supermarket? and mustard as they’d Finally, three percent a present; something that someone
6. …park flowers? “already paid for them in the admitted to having taken gives you

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Objective To learn about forms of non-verbal communication in English-speaking countries.
Think about it
What do these signs mean in your country? Are there any that don’t exist? Which ones?

Part I

MOST HATED HAND GESTURES!

A recent survey lists the most hated hand gestures in the UK. What hat do you think of them?
re they popular in your country? This is the first of a two-part series. More
Are ore next month!

1 2
Blah, blah, blah Talk to the hand
Method: Make an imaginary mouth with your Method: Hold up a hand with the palm facing
hand. Then, move your fingers and thumb to someone.
make the mouth look as if it’s talking. Meaning: “Talk
alk to my hand, because I’m not
Meaning: “You’re boring me!” going to listen to you anymore!”

4
3
The pistol
It’s none of your business Method: Use two fingers and a thumb to form
Method: Touch your nose with your index finger. the shape of a gun.
Meaning: Stop asking me questions about Meaning: You’re in trouble! / Watch it! / I’m
something that’s none of your business. going to kill you! / I’m
’m going to shoot you!

6
5 I’m watching you
Hand punch Method: Touch the corner of your eye with your
index finger. Or, touch the corner of both eyes
Method: Make a fist and hit it into one of your palms. with your index and middle finger.
Meaning: You’re in trouble! / Watch it! / I’m
’m going to hit you! Meaning: I’m watching you! / Be careful!

7 GLOSSARY
Call me a thumb n
the thickest (and shortest) finger on your
hand
Method: Use your thumb a palm n
and little finger to form the inside part of your hand
an index finger n
the shape of a phone. the finger you use for pointing at things
Hold the thumb to your (it’s) none of your business exp
ear, and your little finger it’s private / it’s got nothing to do with you /
it isn’t your problem
to your mouth. a fist n
a closed hand used for hitting
Meaning: Call me! / I’ll a middle finger n
call you! / Let’s call one the finger in the middle of your hand. It’s
your longest finger
another!

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Objective To learn about hand gestures from English-speaking countries.
Think about it
Do you ever use any of these hand gestures? Which ones have a different meaning in your country?

Part II
MOST HATED HAND GESTURES!
A recent survey lists the hand gestures people hate the most in the UK. This is the second part of a two-part
series. Model:
odel: Danielle Ott

1
No!
How to do it: Move 2
your index finger
from right to left as a Shush!
way of saying “no”.
Meaning: No! / You How to do it: Put your index finger to your lips.
can’t do that! / Don’t Make a shushing noise as you do it.
do that! Meaning: Bee quiet! / Stop talking! / Shut up!

4
Inverted commas
3 How to do it: Using your index fingers and middle fingers
Cut throat make some inverted commas in the air.
Meaning: This is often used to add emphasis to a word or
How to do it: Run your index finger across your to show that you’re being ironic. For example, if you say,
throat. I thought the film was really “good”! (putting the inverted
Meaning: You’re in trouble. / I’m
’m going to kill commas around the word “good”), you’re saying you
you. / You’re going to die! thought the film wasn’t good (it was bad!).

GLOSSARY
an index finger n
the finger you use for pointing at things
lips n
the part of your mouth that you use for
kissing
a throat n
the tube that goes from your mouth to your
stomach
5 inverted commas n
6 punctuation marks that are used in writing
to show where speech begins and ends: “ “
Boring ironic adj

How to do it: Hold the

Seal your lips! if you're being “ironic”, you say the opposite
to what you mean, often as a way of being
funny or as a type of humour
palm of a hand to your How to do it: Move your a palm n
mouth and pretend to index finger and thumb the inside part of your hand
yawn. The action may be across your lips. to yawn vb
when you “yawn”, you open your mouth very
accompanied by an “ah” Meaning: It’s a secret! / wide and breathe in more air than usual,
sound. Keep your lips sealed! / often when you are tired or bored
to seal vb
Meaning: You’re boring. / Don’t tell anyone about if you keep your lips “sealed”, you don’t talk.
Literally, to “seal” something is to close it so
You’re boring me. / Boring! it! / Keep quiet about it! that no air can enter

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