Cambridge English Empower A2
n i t 8
UFantastic sports
1 SPEAKING
a 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.
2 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 do 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 do 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 do the
activity individually before putting them in pairs to
compare. Ask for volunteers to give answers and help with
pronunciation as necessary.
Answers
1 urban free climbing
2 mermaiding
3 skeleton
4 BASE jumping
5 skeleton
6 skeleton
7 urban free climbing
8 mermaiding
c Read through the instruction and go through item 1
together as a class. Ask students to read paragraph 1 and
as they do 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
READING PLUS
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.
Answers
1 creature 6 parachute
2 imaginary 7 head-first
3 breathing 8 brave
4 wingsuit 9 urban
5 wings 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
1 Because you are under the water.
2 You hit the ground very hard and probably die.
3 You arrive at the bottom of the hill.
4 It’s dangerous for them and for the climber.
3 SPEAKING
a Put students into pairs to discuss the questions.
Monitor and encourage them to ask their partner follow-
up 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.
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