Cambridge English Empower B2 READING PLUS

n i t 1
UCharity challenge
1 SPEAKING 4 READING 2
a If possible, show students some brochures (or
websites) of two or three charities. In pairs, students
VOCABULARY SUPPORT
discuss the questions. Monitor and help with language stamina (n) – the physical and psychological strength to
if necessary. Take feedback as a class and ask for two or do something that might be difficult or take a long time.
three example answers to the questions. (Example: ‘I’ve been training hard and I now feel I have
enough stamina to complete a triathlon.’)
2 VOCABULARY
a Individually, students match the words to the definitions BETTER READING: PREDICTING INFORMATION IN A TEXT
then check in pairs. Check answers as a class. You could 1 Tell students that Better Reading aims to give them
indicate the stress on: fundraiser and rewarding. strategies to help with their reading. Tell them it is often
easier to understand a text if they think about what
Answers
information might be in it before they read it. Check that
1 cause
2 fundraiser students understand that FAQ stands for ‘frequently
3 rewarding asked questions’. Give students one minute to read the
questions only – tell them not to read the answers.
b Give students a minute to read and think about the 2 Put students into pairs to discuss their ideas for two or
questions. In small groups, they talk about the answers. three minutes.
Take feedback as a class and ask for two or three example
Give students two minutes to gist read the answers to the
answers.
questions. They should see if their predictions are similar
3 READING 1 to the answers given. Students check their answers in pairs.
Take feedback as a class, and for each question ask whose
a In pairs, students discuss the questions. Don’t take ideas were similar and whose were different.
feedback at this point.
a Students read the text again more slowly and match
Before reading, you may wish to pre-teach the words in the summaries to the questions and answers. Students
the box. compare their answers in pairs then check them as a class
on the board.
VOCABULARY SUPPORT
Answers
trek (n), (v) – to walk a long distance over land such
a 4
as hills, mountains and forests. (Example: point to the
b 3
picture on the worksheet) c 1
d 5
b Tell students to read only the first part of the text. They e 2
answer the two questions and check if the ideas they
discussed in exercise 3a are mentioned. After reading,
students compare their answers in pairs. Take feedback as
a class and accept different answers. For question 2, guide
students towards the ideas in the suggested answer.
Suggested answer
2 
advantages: you have a very different experience, you go
somewhere new, you get to meet new people, you help a
charity, the trip is organised for you
disadvantages: not a relaxing holiday, requires lots of
preparation, it could be difficult to find sponsors, getting to the
place could be expensive for you

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OPTIONAL LANGUAGE FOCUS:
VOCABULARY – EXPRESSIONS
Please note: There are no instructions on the worksheet for this
activity.
Write the following expressions on the board:
1 people who are less fortunate
2 give yourself time to do something
3 put your heart and soul into something
4 feel passionate about something
Ask students to find and underline each expression in the
text. In pairs, they discuss what it means. Check answers as
a class.
Answers
1 people who are poorer, have a hard life and may be suffering
from an illness – they need help and support
2 don’t push yourself too hard but try to do things at a
manageable pace
3 do everything you can to do something as well as you possibly
can
4 feel strongly that you care about something
Cambridge English Empower B2 © Cambridge University Press PHOTOCOPIABLE
Unit 1
5 SPEAKING
a Tell students to read the example charity challenges.
They choose one and think about why it’s a good
challenge. They should think about the destination, the
level of challenge and the amount of time.
b Before students get into groups, give your own
example of the challenge you have chosen and your
reasons for doing so. Put students in small groups and
tell them to share their choices. Suggest they comment
on or ask one another questions about their choices, for
example, Have you done a lot of cycling? Do you think it’ll
be hard work? Students discuss their choices. Monitor
and help with language if necessary. Take feedback as a
class and ask if any students in the same group made the
same choice. Give feedback on language you heard when
monitoring – both good examples and errors.
2