Cambridge English Empower A2
n i
UQueuingt 2
1 SPEAKING
a Make sure that students understand the word queue:
direct students to the photo, ask them when they usually
have to do this and when was the last time they did
it. Point out that the pronunciation is like the letter Q
(despite the complicated spelling).
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.
2 READING
BETTER READING: SKIMMING
Read through the information about skimming with the
class, explaining that they do 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.
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
READING PLUS
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.
Answers
1 True (the customers give it 5 stars)
2 False (you have to return when your turn comes)
3 True (they will get the thing and deliver it to your address)
4 False (you have to pay travel costs)
5 True (comments like ‘terrible’ or ‘is like a slow death’)
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.
Answers
1 earn  2 charger  3 form  4 trust  5 deliver  6 travel
costs  7 service
3 SPEAKING
a 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.
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