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READING PLUS Cambridge English Empower A2 t i n UMeeting people SPEAKING b Read through the instructions and point out that the post in which students can find the answer is given in each question You could the first item together as a class, pointing out that there is a clue in the meaning in item 1 – people is plural Monitor and help as necessary Check answers as a class a Direct students to the photos and ask them what the people are doing (texting, talking / speaking to friends, meeting friends) Tell the class that you talk to your friends every day/week and in what way(s), e.g that you sometimes talk on the phone or Skype, Facebook, etc Students then ask and answer Question in pairs Conduct open class feedback before introducing Question Make sure students understand the meaning of meeting people You could approach one or two students, hold out your hand to shake hands, and say, ‘Hello Nice to meet you.’ Repeat the word meet and elicit the meaning Ask students where you can meet new people (Some possible places: at school, at work, at parties, on social media) Ask students to discuss the question in pairs Monitor and help as necessary before bringing the class together Ask three or four pairs to feed back to the class Answers contacts  2  local  3  show you around  4  to be honest  5  get together (with) c Ask students to read the questions and optional answers and check vocabulary as necessary Before students the activity, explain that they should consider each option carefully and be prepared to say why the answer they choose is the best answer Ask students to work individually before comparing in pairs Ask for volunteers to give answers and see if the class agrees before feeding back Ask for another volunteer to say why the answer is correct Do not over-correct for accuracy and help students get their meaning across as necessary READING Answers b  (She asks, ‘What’s he like?’) c  (‘He’s married to a famous Brazilian singer’) a  (‘I know an Irish woman’; ‘Tina Cross? From Ireland?’) b  (‘Cross? I know an Irish woman … with the same surname’) BETTER READING: SCANNING Scanning is a skill all readers use in their L1 but not always in their L2 It means to look across a text very quickly to identify specific information Students often tend to read on a wordby-word basis, sometimes actually following a finger moving slowly along the text as a word is decoded or understood Tell students that if they want to find a specific piece of information in a text, then reading word-by-word is not a very efficient technique Ask students why they would scan this text and direct them to the questions Elicit or give the following answers: you might use the technique to know if this is a conversation among many people, or just a dialogue between two You could set a very short time limit of, say, one minute to nudge students into scanning Ask for volunteers to give answers, and nominate others to see if they agree before feeding back a SPEAKING Put students into pairs to discuss the questions Monitor and encourage students to say more than just ‘yes’ or ‘no’ and to explain their answers Encourage them to ask follow-up questions, if necessary by writing ‘who, what, where, why, when’ on the board Ask for different pairs to volunteer to present their discussions to the class Finally, you could take a class vote on each of the discussion topics to see how popular each of the actions is Answers a four (Ariel, Simone, Martin, Chris) b the names are highlighted in blue (hyperlinks in social media) a Direct students to read questions 1–6 and check vocabulary as necessary Ask students to identify key words in the questions which will help them to find information in the social media post Ask students to compare answers in pairs before feeding back Answers 1 Martin  2 Ariel  3 Toni  4 Tom  5 Chris  6 Simone Cambridge English Empower A2 © Cambridge University Press PHOTOCOPIABLE READING PLUS Cambridge English Empower A2 t i n UQueuing a SPEAKING b Read the instructions and ask students to read sentences 1–5 and check vocabulary as necessary Ask students to make a note of the evidence in the text that leads them to decide if the sentences are true or false Put students into pairs to compare answers and evidence before asking for volunteers to suggest answers Make sure that students understand the word queue: direct students to the photo, ask them when they usually have to this and when was the last time they did it Point out that the pronunciation is like the letter Q (despite the complicated spelling) Answers True (the customers give it stars) False (you have to return when your turn comes) True (they will get the thing and deliver it to your address) False (you have to pay travel costs) True (comments like ‘terrible’ or ‘is like a slow death’) Put students into pairs to discuss the questions Monitor and help students get their ideas across Bring the class together and ask for volunteers or nominate individuals to share their ideas READING c Read through the instructions Ask students to read items 1–7 and check vocabulary as necessary Tell students that they can underline key words in the items and this will give them focus on the general idea Do the first item together as a class Ask students to say which words or phrases will help them find the information Ask students to work through the exercise individually and monitor and help as necessary You could suggest that students check their answers in a dictionary Put students into pairs to compare answers before feeding back to the class BETTER READING: SKIMMING Read through the information about skimming with the class, explaining that they this naturally when they read a text in their own language You can illustrate the idea of skimming by miming a flat stone being thrown across water Read the information about the two people, Harry and Emma Ask students to skim the texts and match each person with an advert You could set a short time limit to discourage students from reading every word Answers 1 earn  2 charger  3 form  4 trust  5 deliver  6 travel costs  7 service Ask for a volunteer to give answers and to explain why See if the class agrees before feeding back Answers Text A is more useful for Emma because it’s a job advert, and she’s looking for work Text B is more interesting for Harry because it’s an advert for a queuing service He’s short of time, and he can’t waste it queuing a Tell students that they’re going to read the texts again, more carefully Go through the instructions and ask students to work in pairs to answer the questions about Matt Monitor and help as necessary, pointing students in the direction of the relevant parts of the text Go through each action in turn and ask for volunteers to give answers Answers eat (he takes a picnic), read (he takes a book), watch films (he takes a tablet with some movies), sit (he takes a beach chair), probably listen to music (he takes a tablet so he would be able to) Cambridge English Empower A2 © Cambridge University Press PHOTOCOPIABLE a SPEAKING Put students into pairs to discuss the questions Monitor and encourage students to say more than just ‘yes’ or ‘no’ and explain their answers Encourage them to ask follow-up questions and give positive feedback where possible Ask for different pairs to volunteer to present their discussions to the rest of the class Finally, you could take a class vote on each of the discussion topics to see how popular each of the questions is As an alternative, you could ask students to mingle and ask and answer the questions Cambridge English Empower A2 READING PLUS t i n UTourism a SPEAKING Tell students they will be reading and talking about well-known cities and landmarks in different places around the world Put students into pairs to discuss the questions and monitor and help with pronunciation of place names as necessary Ask for volunteers to suggest answers and see if the class agrees before feeding back Answers 1 The Blue Mosque – Istanbul; The Statue of Liberty – New York; The Eiffel Tower – Paris They are famous views in these cities, and tourists take photos to show family and friends that they were there 2 Possible answers: Flamenco dancers in Spain, Corcovado in Brazil, Red Square in Russia, Macchu Picchu in Peru, the Bosphorus Bridge in Turkey, the Colosseum in Italy READING BETTER READING: PREDICTION Explain to students that prediction helps us to read more efficiently by activating schemata or information we already have in our minds which relates to the topic of a text In our L1, we this subconsciously when we see the titles and images that accompany a text Ask students to look at the title, photo and caption accompanying the text and to think what the text will be about For example, for this text: Who = gondoliers What = gondolas on canals Where = Venice Elicit the meanings of the following words from the caption and title – gondola, canal, gondolier – before asking students to choose two of the given topics Remind students to skim the text for key vocabulary and ideas connected to the four topics Put students into pairs to compare and explain their choices before checking answers as a class Answers The daily life of a gondolier;  3 What gondoliers think of their customers a Go through the instructions Direct students to look carefully at the possible topics for the paragraphs and say if any are similar (both a and b mention gondolas; both a and c mention a city) Elicit or tell students that for this activity, they should read the texts carefully and check that all parts of the topics are mentioned You could the first item together with the class, pointing out that paragraph contains information about different gondoliers in Venice Ask students to the activity individually before comparing in pairs Monitor and help as necessary, encouraging students to justify their answers based on the information in the paragraphs and topics where necessary Answers a 3  b 1  c 4  d 2 b Direct students to the questions and ask them how they are going to read to find the answers – skim, scan or read slowly and carefully? (They should scan the text to find the location of key words in the questions and then read the part of the text carefully to find the answers) Do item together to model the activity if necessary Then ask students to work individually to identify key words before looking for the answers and then to compare in pairs Ask for volunteers to give answers and nominate another student to see if there is agreement, before feeding back Answers Marco’s gondola Some of Marco’s customers 3 Giorgia Women who want to become gondoliers Most shops in Venice c Read through the instructions and go through item as a class to demonstrate the activity Check students understand the meaning of the phrase from side to side Ask students to read paragraph and as they to look for something that isn’t very wide (the canal) Ask students for the word that tells the reader this (narrow) You can use hand gestures to indicate wide and narrow Put students into pairs to continue the activity and monitor and help if necessary You could suggest that students check their answers in a dictionary Ask for volunteers to give answers and help with pronunciation as necessary Answers 1 narrow  2 selfie stick  3 licence  4 souvenirs  5 crowds Cambridge English Empower A2 © Cambridge University Press PHOTOCOPIABLE Unit d Ask students to read the questions and optional answers and check vocabulary as necessary Before students the activity, explain that they should consider each option carefully and be prepared to say why the answer they choose is the best answer Ask students to work individually before comparing their ideas in pairs Ask for volunteers to give answers and see if the class agrees before feeding back Ask for another volunteer to say why the answer is correct Do not over-correct for accuracy and help students get their meaning across as necessary Answers 1 b  2 c  3 a  4 c a SPEAKING Put students into pairs to discuss the questions Monitor and encourage them to say more than just ‘yes’ or ‘no’ and to explain their answers Encourage them to ask their partner follow-up questions Ask for different pairs to volunteer to present their discussions to the class The class listens and votes on which student asks more follow-up questions Cambridge English Empower A2 © Cambridge University Press PHOTOCOPIABLE READING PLUS Cambridge English Empower A2 t i n UFood a a SPEAKING c Read the instructions and the first item together as a class to demonstrate the activity Put students into pairs and monitor and help as necessary as students continue Go over answers with the class Check students understand the meaning of the word dish before asking them to discuss the question in pairs Monitor and ask for suggestions around the class Answers The pufferfish Eating too much red meat 3 Salad The amanita mushroom 5 Tetrodoxin The poison in one pufferfish READING Direct students to the title of the text and the accompanying pictures Put students into pairs to discuss the questions Monitor and help with vocabulary and pronunciation as necessary b Read the question and ask students how they are going to read the text Suggest they skim to get the general idea, and then return to relevant parts of the text to read more slowly for detail Advise them to guess, more or less, what a new word or phrase refers to before reading on Students read the text and talk to a partner about whether or not they found anything surprising Ask for volunteers to share their reaction with the class d Read the instructions and stress that only one of the sentences 1–6 is true before asking students to read and check understanding of vocabulary in items 1–6 Before students continue individually point out that, although they may remember some of the answers, they should always read carefully to check their answers Ask students to compare their answers in pairs before going over them as a class Answers False Eating too much red meat can give you heart disease 2 False Dirty salad is bad for you False Amanita mushrooms are dangerous to eat 4 False Some mushrooms are dangerous 5 True False Eating pufferfish will kill you if it is not carefully prepared BETTER READING: G UESSING THE MEANING OF SPECIALIST WORDS Point out to students that, no matter how well they speak a language, there will be words they won’t know, for example, specialist science or technology words Tell students they will still be able to understand the text and that they should guess what kind of thing the word refers to Explain that often other words that come before or after it can give a clue to the meaning of the word Do the first item together to demonstrate Ask them to scan the text to find the word amanita, to read the sentence containing the word more carefully and decide what it is an example of Tell students to read the paragraph entitled mushrooms carefully and to find mention of the amanita Ask them to read the other paragraphs quickly to see if there is any more information in the text a Ask students to continue individually finding the other science words Monitor and help as necessary, before putting students into pairs to compare their ideas Ask for different pairs to volunteer to have their discussions for the class The class listens and says which student asks more follow-up questions If students are finding it difficult to come up with a term to describe each of the items, write the following words and phrases on the board: something in the blood, bacteria, mushroom, poisons Nominate students to suggest answers, and others to say if they agree or not before feeding back SPEAKING Read the instructions and ask students why they think the writer has started and ended the text with a question (to get the reader thinking about and interested in the topic) Put students into pairs to discuss the questions Remind them to say more than just ‘yes’ or ‘no’ and to explain their answers Encourage students to ask their partner follow-up questions and give examples whenever they can Answers salmonella (in the paragraph entitled Salad): bacteria tetrodotoxin, cyanide (in the paragraph entitled Pufferfish): poisons amanita: mushroom cholesterol (in the paragraph entitled Red meat): something in the blood Cambridge English Empower A2 © Cambridge University Press PHOTOCOPIABLE Cambridge English Empower A2 READING PLUS t i n UShopping a SPEAKING To introduce the topic, you could write some true/ false statements about Canada and Montreal on strips of paper and give one to each pair of students Ask students to check, using online resources if possible, whether or not the sentences are true or false Alternatively, put students into pairs to talk about what they know about Canada and Montreal Encourage them to think of location, size, geography, climate, cities, languages, currency and so on Each pair takes turns to present its information to the class READING BETTER READING: INCREASING READING SPEED Tell students that they can become faster readers by getting into the habit of focusing on content words and skipping over function words, such as auxiliary verbs, articles and connectors Ask students when they might want to read more quickly (suggested answer: to get the general idea of information in the text to decide if they want to read the text or not) Tell students they will practice increasing their reading speed by following the instructions on parts of the text Montreal’s Underground City 1 Students the task: They read paragraphs and and time themselves - or in a smaller class, the teacher could time them, with students putting their hands up to indicate they have finished Students may use calculators on their phones to calculate reading speed in words per minute 2 Go through the instructions and help students identify the content words in the first sentence in paragraph (easily, spend, day, shopping, RÉSO) Monitor and help as students continue individually Help them calculate their reading speeds Ask them what the differences are between their answers to reading tasks and a Tell students to read the text by focussing only on the content words and to answer the question Put students into pairs to compare before asking them to share their answers with the class Possible answer A guidebook or website about Canada; a travel feature in a newspaper or magazine b Read the instructions and set a short time limit for students to scan the texts to find the numbers and to read content words to find what the numbers refer to To help speed up the process in a noticeable manner, students could read and you could feed back one item at a time Answers people who use RÉSO every day kilometres of tunnel in RÉSO winter temperatures in Montreal shops in RÉSO cinemas in RÉSO offices in RÉSO c Direct students to the questions and ask them how they are going to read to find the answers – skim, scan or slowly and carefully? (They should scan the text to locate the key or content words in the questions and then read the part of the text carefully to find the answers) Do item together to model the activity if necessary before asking students to work individually to identify content words before looking for the answers and then compare in pairs Ask for volunteers to give answers and nominate another student to see if there is agreement before feeding back Answers because it’s very cold in winter 2 because it’s not all underground – some of the tunnels are on or above the ground 3 hockey No, there are hotels and nightclubs a metro station It’s an indoor area 3 Monitor and help as students repeat the activities with paragraphs and Cambridge English Empower A2 © Cambridge University Press PHOTOCOPIABLE Unit d Read through the instructions Tell students to read items 1–8, check vocabulary as necessary and point out the paragraph number where students will find the answer Do item together as a class, reminding students to focus on content words as they read Ask them if they think there will be any similarities between the answers (they are all nouns) Put students into pairs to continue the activity and monitor and help if necessary You could suggest that students check their answers in a dictionary Ask for volunteers to give answers and help with pronunciation as necessary Answers 1 complex 2 pedestrian department store 4 tunnel 5 nightclubs conference centres 7 exhibition 8 network a SPEAKING Put students into pairs to discuss the questions Monitor and encourage them to say more than just ‘yes’ or ‘no’ and explain their answers Encourage students to ask their partner follow-up questions Ask for different pairs to volunteer to have their discussion on the first question for the class The class listens and votes on which student asks more follow-up questions For the second question, students could a class survey and report back class preferences on shopping areas Cambridge English Empower A2 © Cambridge University Press PHOTOCOPIABLE READING PLUS Cambridge English Empower A2 t i n UDifferent brother a SPEAKING c Read through the instructions and items and as a class Put students into pairs to continue the activity and monitor and help if necessary You could point out that students can check the meaning of words and grammatical information in their dictionaries Ask for volunteers to give answers and help with pronunciation as necessary Read through the instructions and make sure students know the meaning of get on well together – to be friends; to have a good relationship Put students into pairs to discuss the question and monitor and encourage them to use examples from their own family or people they know Bring the class back together and ask for volunteers to tell the class about their discussions Do not over-correct for accuracy and help students get their ideas across READING Answers 1 single  2 wore  3 strict  4 bought  5 fun-loving  6 knew  7 unusual d Ask students to read the questions and optional answers and check vocabulary as necessary Before students the activity, remind them that they should consider each option carefully and be prepared to say why the answer they choose is the best one Ask students to work individually before comparing in pairs Ask for volunteers to give answers and see if the class agrees before feeding back Ask for another volunteer to say why the answer is correct Do not over-correct for accuracy and help students get their meaning across as necessary a Encourage students to give their predictions about what the text is about Don’t confirm answers at this stage b Go through the instructions and check students understand all the words in the descriptions Use this opportunity to pre-teach the meanings of parent, sibling, personalities and career, all of which occur in the text Set a short time limit of about three minutes to encourage students to read quickly Answers 1 c  2 a  3 b  4 c  5 a Answer Why siblings don’t usually have the same personalities SPEAKING BETTER READING: S KIMMING TO IDENTIFY THE MAIN IDEA IN A PARAGRAPH a As the students have already seen in unit 2, skimming, or reading for gist, is about getting an impression of the overall meaning or general idea of a text and not being distracted by small details This is especially important when you are reading in an L2, where it is easy to be distracted by words you don’t know and might give up altogether Here the skill is applied to identifying the idea in each paragraph of a text Put students into pairs to discuss the questions Monitor and encourage them to say more than just ‘yes’ or ‘no’ and explain their answers Encourage them to ask their partner follow-up questions and to comment on whether or not they agree with their partner and why or why not 1 As a lead-in activity, ask the students if they remember what skimming is Get them to discuss their ideas in pairs before asking them for feedback Explain that skimming is also known as reading for gist Give students about five minutes to make notes on their answers to the questions and monitor and help with ideas and vocabulary as necessary Ask for different pairs to volunteer to present their discussions for the class The class listens and votes on which student asks more follow-up questions Ask students to read items a–f and check students understand that in item 1, strict means expecting people (especially children) to follow rules, whereas easy-going could describe parents who not have many rules for their children Do the first item as a class to remind students how to the activity Put students into pairs and monitor and help as they continue Nominate students to give answers and others to say if they agree or not before feeding back Answers a 4  b 6  c 1  d 5  e 3  f 2 Cambridge English Empower A2 © Cambridge University Press PHOTOCOPIABLE READING PLUS Cambridge English Empower A2 t i n UTravel READING a Go through the instructions for the activity and set a short time limit of about two minutes for students to look at the pictures and answer the questions Put students into pairs to compare ideas Ask for suggestions, write notes on the board and ask for a show of hands to see which one is most popular Possible answers It’s on the coast because there are sea animals It’s on a large continent because the river is big b Read the instructions and ask students to read the texts BETTER READING: INFERRING Explain to students that sometimes a writer doesn’t explicitly state information, but leaves it to the reader to ‘read between the lines’ Read the instructions and go through item with the class, directing students to the specific parts of the text which leads the reader to infer the relevant information (See possible answers below) Ask students to continue the activity individually, before putting them into pairs to compare Bring the class together to check answers: ask for volunteers to give answers and reasons and others to say if they agree Possible answers 1 Javiera – No, she took the opportunity when she was in Quito for some other reason Alexis – Yes, he was prepared He knew it was possible to have a stopover 2 Javiera – No, the trip was an opportunity, in other words, not something she could any time Alexis – No, he could speak only ‘a little’ Russian, so he’s not from Russia Javiera – No, she was with her brother Alexis – Yes, he never mentions another person going with him; he only uses ‘I’ Javiera – I don’t know There’s nothing in the text about that Alexis – Yes, he talked a lot to people on the train and made friends with people in the village quickly to see if they matched the photos and the texts Answers b, c and d are in the Galapagos Islands, Ecuador; a and e are in Siberia, Russia c Tell students to read the texts again to find words and phrases for the things in the photos Do the first item together with the class, pointing out that students should find the name (noun) and other adjectives in the text which are part of the phrase Monitor and help if necessary Ask for volunteers to give answers and see if the class or other students agree before feeding back Help with pronunciation as you check answers Possible answers: a  the bridge over the Amur river  b  ugly marine iguanas  c  a shark  d  famous giant tortoises  e  a lakeside village e Explain to or remind students that they can often guess the meaning of unknown vocabulary from the context, that is by using other information in the text Go through the instructions, example and answer together with the class to demonstrate the activity Monitor and help as necessary as students continue individually Help with pronunciation as you check answers d Direct students to read items 1–6 and check vocabulary as necessary Go through the example with the class before asking students to read the blog posts again carefully and decide if the statements are true or false Monitor and help as necessary before putting students into pairs to compare their answers Answers 2 True 3 False ‘The baby sea lions were so friendly – they actually come and play with you’ 4 True 5 True 6 False ‘That’s a very long train ride … It takes seven days non-stop, but it took me longer …’ It = the whole journey He did ‘it’ Cambridge English Empower A2 © Cambridge University Press PHOTOCOPIABLE Answers goggles: glasses for protecting the eyes when seeing under water ancient: very old wildlife: animals, giant tortoises, marine iguanas, lizards, sea lions stopover: stopping for a while, usually for at least one night, in the middle of a journey delicious: tasty (for food); ‘It was the best part of the whole trip!’ lakeside: on the side of a lake f Put students into pairs to discuss the questions Encourage the students to say more than just ‘yes’ or ‘no’ and to ask follow-up questions Ask for volunteers to tell the class any other interesting travel ideas they discussed Do not over-correct for accuracy and help students get their ideas across READING PLUS Cambridge English Empower A2 t i n UFantastic sports a SPEAKING Ask students to read the title of the article, tell them they can use their dictionaries to check any unknown vocabulary and ask for suggestions of what the text might be about Write the first three suggestions on the board and take a class vote to see where there is most agreement Put students into pairs to tell each other about their outdoor sports or activities Monitor and help with vocabulary and encourage students to ask one another for more information Ask for volunteers to tell the class about their partner You could suggest that students check their answers in a dictionary Ask for volunteers to give answers and explanations and help with pronunciation as necessary READING a Read the question Ask students to look at the pictures and the article Elicit or point out that the subtitles of each of the paragraphs contain a clue, and more information is given in the following paragraphs Ask students to the activity individually and check answers as a class Return to the suggested topics of the text, and ask students if they have changed their minds at all and, if so, why Answers a BASE jumping  b mermaiding  c skeleton  d  urban free climbing b Tell students to read the questions and check vocabulary as necessary Ask students what they are going to to find the answers (identify key words in the questions, scan the text for relevant information and then read carefully to find the answers) Tell students to the activity individually before putting them in pairs to compare Ask for volunteers to give answers and help with pronunciation as necessary Answers urban free climbing 2 mermaiding 3 skeleton BASE jumping 5 skeleton 6 skeleton urban free climbing 8 mermaiding c Read through the instruction and go through item together as a class Ask students to read paragraph and as they to look for a word that means something that isn’t a human being (creature) Put students into pairs to continue the activity, encourage students to explain their answers to each other and monitor and help if necessary Cambridge English Empower A2 © Cambridge University Press PHOTOCOPIABLE Answers 1 creature 2 imaginary 3 breathing 4 wingsuit wings 6 parachute 7 head-first 8 brave 9 urban 10 skyscrapers BETTER READING: INTENSIVE READING Read through the information and ask students for an example situation when they need to read intensively (for example, following instructions or studying) Tell students they will practise intensive reading and explain that not only will they read very carefully, they should also ignore background noise or the movement of others so they can give the text their full attention Ask students to read the first paragraph very carefully and then write down what they remember Tell students they could give themselves a mark for their notes (for example, as above as a percentage) and that they can practise this activity at home using the other paragraphs or different short texts d Go through the instructions and the first item with the class Tell students that while they are using their own ideas, the answers the give must be coherent within the context of the information given in the text Monitor as students continue individually, and occasionally ask individuals to explain an answer Put students into pairs to compare Bring the class together and ask for volunteers to suggest answers Accept any answers which can be justified with reference to the text Possible answers Because you are under the water You hit the ground very hard and probably die You arrive at the bottom of the hill It’s dangerous for them and for the climber a SPEAKING Put students into pairs to discuss the questions Monitor and encourage them to ask their partner followup questions Ask for different pairs to volunteer to choose a question and present their discussion to the class At the end, the class votes on which student asks more follow-up questions READING PLUS Cambridge English Empower A2 t i n UAirport shopping a SPEAKING Ask students about the last time they went into a duty-free shop at an airport – ask What did you buy? Was it cheap? If there are students who have never been to an airport duty-free shop, get them to ask questions to the others Encourage students to react to what the others say Tell them to look at the title, photo and caption and to answer the questions Possible answer Students will probably make the point that duty-free is good for some things but not others READING BETTER READING: IDENTIFYING THE WRITER’S ATTITUDE Explain to students that they can often guess how the writer feels about the topic For instance, they may use words with a negative connotation such as mistake or trick They may give favourable or unfavourable facts For example, in the context of a consumer magazine, prices being too expensive is a bad thing Tell students they are going to identify the writer’s attitude in the article Ask students to read options 1–4 and check vocabulary as necessary Put students into pairs to discuss each of the options and to find information in the text which supports the best option Answers 1 Airport departure areas are getting more and more like shopping centres, and make no mistake – everything is planned The path they make you take through the duty-free shop is winding: they know that will make us spend more a Go through the instructions and ask students how they are going to read to the activity Elicit or suggest they underline key words in the options, scan the text quickly to find relevant information and then read more carefully to check Do the first item together as a class before asking students to continue individually Tell students to be prepared to say how they decided on the answers Students can compare in pairs before volunteering their answers to the class Check everyone agrees before feeding back c Read the instructions and ask students to read items 1–5 and check vocabulary as necessary Monitor and help as necessary, directing students to the corresponding paragraph if they seem to be struggling to locate the information (see below) To check answers, first ask if the sentences are true or false to check for consensus Then ask for a volunteer to correct a false sentence Answers c  (‘in the first 60 minutes’) d  (‘The path they make you take’) b  (‘the fact is …’) e  (‘people shop more in busy places’) a  (‘their last opportunity to buy something special to …’) Answers True (paragraph 1) False Businesses call it the ‘golden hour’ (paragraph 1) True (paragraph 2) 4 False A lot of those things are cheaper outside the airport (paragraph 3) 5 False The prices are sky-high It is better to buy before you come to the airport (paragraph 5) b Read the instructions and the first item together as a class Tell students that they can replace the words or phrases in the article with the idea in the exercise to check to see if they answer if correct Monitor and check students seem to be scanning the text as they continue with the activity individually Put them into pairs before comparing and checking their answers Check answers as a class Answers last but not least the price is sky-high make no mistake high street 5 souvenirs 6 winding 7 fake 8 tricks Cambridge English Empower A2 © Cambridge University Press PHOTOCOPIABLE a SPEAKING Discussion questions Begin by asking students to discuss the questions in pairs, encouraging them to say more than just ‘yes’ or ‘no’ and explain their answers Encourage the students to ask follow-up questions You could regroup the students or make small groups of four to choose one of the topics Monitor and help students get their ideas across before bringing the class together and asking for any points of interest from the discussion Help students to express their ideas Cambridge English Empower A2 t i UThenAmazon online VOCABULARY a Put students into pairs to answer the questions before bringing the class together and seeing what they know about WWW Possible answers ‘World Wide Web’, also called ‘the Web’, is the ‘www’ in website addresses b This exercise will help students understand some of the vocabulary in the text You could the activity as a whole class: draw two columns on the board and write the words in the correct column according to students’ answers Help with pronunciation as necessary Alternatively, students the activity individually and compare in pairs Check answers as a class Answers rainforest: canoe, hut, tribe, village technology: digital age, online, satellite, selfie READING a Tell students not to worry about any vocabulary they don’t understand at this stage Set a short time limit of about three minutes for students to read the text quickly and answer the question Nominate several students to answer before feeding back Answers It’s good – it may help to protect the rainforest b Tell students to read the paragraph titles a–d and check vocabulary as necessary Ask students to work individually before comparing in pairs and identifying corresponding information in a paragraph which matches the selected title Answers 1 b  2 d  3 a  4 c Cambridge English Empower A2 © Cambridge University Press PHOTOCOPIABLE READING PLUS BETTER READING: PRONOUN REFERENCE Ask students to look at the highlighted words in the text and ask Are they nouns, verbs or pronouns? (They are pronouns) Point out that by using pronouns in speaking or writing, it is possible to avoid repeating the same word or piece of information Explain that this means that it is essential to follow the links across the text created by pronouns and the things they refer to in order understand what the writer is saying Direct students to the first highlighted pronoun they in the text and ask what it refers to (tribes) Read the sentence aloud or copy it onto the board, stressing the words tribes and they to flag up the connection You could also read the next sentence and point out that them also refers back to tribes Ask students to continue with the activity individually and monitor and help as necessary Check answers as a class Answers a tribes b the Trio tribe c the mines and paths leading to them d the difficult journey e the satellite equipment f sharing information about the large farms c Read through the instructions, ask students to read items 1–6 and check vocabulary as necessary Put students into pairs to continue the activity and monitor and help if necessary You could suggest that students use a dictionary to check their answers Ask for volunteers to give answers and see if the class agrees before feeding back Help with pronunciation as necessary Answers 1 government 2 destroying 3 traditional 4 charity 5 mine Unit 10 d Ask students to read the questions and optional answers and check vocabulary as necessary Before students the activity, explain that they should consider each option carefully and be prepared to say why the answer they choose is the best answer Ask students to work individually before comparing in pairs Ask for volunteers to give answers and see if the class agrees before feeding back Ask for another volunteer to say why the answer is correct (or not) Do not over-correct for accuracy and help students get their meaning across as necessary Answers 1 c  2 a  3 c  4 b a SPEAKING Put students into pairs to ask and answer the questions Monitor and encourage them to give detailed answers to question Encourage students to ask followup questions Ask for different pairs to volunteer to practise their conversation for the rest of the class The class listens and votes on which student asks more follow-up questions Tell students to talk about the advantages and disadvantages of the Internet and monitor and help students express their ideas Bring the class together and ask for volunteers to give advantages and disadvantages Take a class vote on whether or not the class thinks, in general, that the Internet is a good or bad thing Cambridge English Empower A2 © Cambridge University Press PHOTOCOPIABLE READING PLUS Cambridge English Empower A2 1 t i UFilmns VOCABULARY b Direct students to the questions and ask them how they are going to read to find the answers – skim, scan or slowly and carefully? (They should scan the text to locate key or content words in the questions and then read the part of the text carefully to find the answers) Tell students to read questions 1–6 and ask if any of them will have answers in common – all apart from question will give a reason for something Do question together to model the activity if necessary Then ask students to work individually to identify content words before looking for the answers and then compare in pairs Ask for volunteers to give answers and nominate another student to see if there is agreement before feeding back a This exercise includes both words that the students will know and a few that they won’t They all relate to films, and appear in the text Ask students to read items 1–8 and check vocabulary as necessary before putting them into pairs to continue the activity Monitor and help as necessary and suggest that students use their dictionaries to help Answers 1 actors 2 producer 3 movie western 5 location 6 cinema 7 action the big screen Answers Because they started to get televisions, videos and DVDs Because they were set in the western part of the USA Because the desert looked like the American west As examples of other kinds of films made here Cowboy towns and Mexican villages 6 Because people can see films on their computers and other devices Note: producers organise the making of the film, for example getting the money together Directors actually tell the actors what to during filming A location is a place outside the studio selected by the film makers to film in ‘The big screen’, literally a large screen, is also used to mean the cinema as opposed to TV or other home or electronic device The term ‘small screen’ is sometimes used to contrast with ‘the big screen’, meaning the screen on a TV or other electronic device where you can watch films READING BETTER READING: TOPIC SENTENCES Tell students that the first sentence in a paragraph is very often a ‘topic sentence’ A topic sentence provides an abstract of what the paragraph will be about Good readers get some idea of what a paragraph will say from the topic sentence 1 Tell students to read the topic sentences of the four paragraphs from the article and check vocabulary as necessary Ask students how they are going to read to match the topic sentences with each of the paragraphs (scan to locate key words and then read carefully to check) Monitor and help as students the activity individually Bring the class together and check answers Answers a 2  b 1  c 4  d 3 a Ask students to read the article carefully to answer the question Ask for suggestions and write key words on the board before confirming ideas Suggested answer An area in the desert near Almeria, in Spain, which was used for making many famous western films Cambridge English Empower A2 © Cambridge University Press PHOTOCOPIABLE c Read through the instruction Tell students to read items 1–7, check vocabulary as necessary and point out that the paragraph number where students will find the answer is given Do item together as a class, reminding students to focus on content words as they read Put students into pairs to continue the activity and monitor and help if necessary You could suggest that students check their answers in a dictionary Ask for volunteers to give answers and help with pronunciation as necessary Answers Wild West 2 moviegoers classic movies film sets a ghost towns popularity entertainment SPEAKING Students ask and answer with a partner Encourage the students to say more than one-word answers and explain their answers Encourage the students to ask follow-up questions Monitor and help students get their ideas across but not over-correct for accuracy To round off the activity, set up open pair questions Ask for a volunteer to choose a question and to nominate another to give a detailed answer The second student chooses another question and nominates a third student to give a detailed answer Continue until everyone has had a turn READING PLUS Cambridge English Empower A2 t i UToonmany tourists a SPEAKING Put students into pairs and ask them not to read the text yet, but to look at the photos and discuss the questions together Monitor and help as necessary before bringing the class together to check answers Ask students if they know the names of the places in the photos and if they can guess which country they are in Don’t say whether their guesses are correct yet Tell students they will need to read the text to find this information, which they will need in order to complete the table on page Answers 1 Macchu Pichu – Peru Santorini – Greece Pulpit Rock – Norway Bath – England / UK Possible answers 2 Eiffel Tower, Statue of Liberty, Statue of Christ in Rio, Pyramids, Big Ben, Elephants and Kilimanjaro, Table Mountain, Istanbul skyline READING a Ask students to read the article for gist to get a general idea of the places and to say whether or not they would like to visit any of the places Put them into pairs to compare answers and give reasons During the feedback phase, you could make one or two notes about each of the places on the board and see which of the places is the most popular with the class Possible answers Yes, because they’re beautiful places No, because they have too many tourists already Note: UNESCO = United Nations Educational, Scientific and Cultural Organization BASE jumping is a sport in which people jump from high places and fall, landing with a parachute Many BASE jumpers wear a suit with wings to control their fall (The first part of the name is written in capitals because it is originally an acronym from building, antenna, span, and Earth.) BETTER READING: READ AND MAKE NOTES Explain to students that reading and taking notes is a useful skill, especially for people who are going to study in English 1 Point out that sometimes it is a good idea to make notes in a table as this helps make the differences between different items more obvious Ask students to look at the information already given in the table and to see if they notice anything Ask, Are the notes written in complete sentences? (no) Monitor and help as necessary as students work individually to complete the table Ask for different volunteers to give a small amount of information so you can involve as many students as you can in the feedback stage Answers Macchu Picchu Santorini Pulpit Rock Bath 1 Country Peru Greece Norway England What’s there? Inca city white buildings, blue sea, volcano rock high above fjord Roman baths, hot springs A big number 2,500 metres high built 600 years ago 10,000 visitors a day new 8,000 visitors limit 600 metres above sea level 600 metres high built 2,000 years ago A problem on UNESCO list of places in danger visitors from cruise ships accidents and emergencies tourists annoy locals The result guide and paths daily limit of 8,000 laws to stop climbers locals give tourist bus a shower Cambridge English Empower A2 © Cambridge University Press PHOTOCOPIABLE Unit 12 b Tell students that the words are in the same order as they appear in the text Do the first item together as a class Ask students to find the word annoy and ask them to think about the type of word – is it a noun or a verb, for example, and to use information in the text to guess the meaning Ask for suggestions and help students get their meaning across Point out that the first sentence in the first paragraph is about making people want to visit places, but this is followed by the word but, suggesting that the word annoy probably means something negative (to make angry) Monitor and help as necessary as students continue in pairs and ask for volunteers to give answers Answers annoy: adjective, make angry spectacular: adjective, very beautiful and amazing enormous: adjective, very big cruise ships: noun, ships for tourists laws: noun, rules about what people can and can’t open-topped tour bus: noun, a bus with no roof so that tourists get a better view hot springs: noun, place where natural hot water comes from the ground d Ask students to find the answer the questions and to decide whether or not they agree with them Encourage students to give reasons and help them get their ideas across Possible answers Lorraine has decided not to go to famous tourist places anymore Andy has decided not to tell people about the beautiful place where he lives a SPEAKING Put students into pairs to discuss the questions Monitor and encourage them to say more than just ‘yes’ or ‘no’ and explain their answers Encourage them to ask their partner follow-up questions Ask for different pairs to volunteer to have their discussions in front of the class The class listens and votes on which student asks more follow-up questions c Read through the instruction and go through item as a class to demonstrate the activity Put students into pairs to continue the activity and monitor and help if necessary Ask for volunteers to give answers and see if the class agrees before feeding back If there is any disagreement, encourage students to explain why they have chosen the answer Answers 1 a  2 c  3 b  4 a  5 c Cambridge English Empower A2 © Cambridge University Press PHOTOCOPIABLE