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Empower b2 student s book answers pdf free online games online6 Who’s she? Draw attention to the spelling of having (NOT haveing) and sitting (NOT siting) and to the use of contractions (I’m, she’s, etc.). A I don’t have friends. Join pairs with other pairs for another minute or two to see if they agree on three important things. (Correct form It’s a picture of my home town.). Tell students to go back to SB p.61.(two) and drill doesn’t a few times. So, would you like to come for dinner at my flat? We had a nice time. She likes him. B Yes, I can. Well yes, but it’s a hotel. 6C Emphasising what you say 2 Photocopiable activity on p.235 You will need one sheet for each student. c Individually, students decide whether the marked sounds in each pair of words arethe same or different. You can also start with the negative or question form. 3.76 Answers 1 go 2 not 3 phone d Elicit the questions What’s the weather like? b Students go to Writing Plus 1C on SB p.154. Then repeat it in a cheerful way. Tell them they don’t need to answer the questions yet. Answers restaurant, interesting, favourite, every,family, vegetable, camera c In pairs, students practise saying the words in 2b. You may wish to pre-teach at the gym, in a sports centre and outside. A And, of course, no knives? I like it here. Or maybe there’s a sandwich in his bag. Students complete exercise b individually. There aren’t any hostels. Do students have the same or different opinions? b2.92 Students use the table in 3a to decide if the marked sounds are the same or different. Put them into pairs to compare sentences and find out how similar or different they are. Then students test each other’s memories by asking other questions about their partner, e.g. What’s Paulo’s favourite book? Within the CLMS, a number of different webtools, including message boards, forums and e-portfolios, provide opportunities for teachers and learners to communicate outside of class, and for learners to do additional practice. Why do people like hotels? Draw the long (—) and short ( ) symbols on the board next to each word. If you did the Extra activity in 3c, remind them of the list of thingsthey discussed that people sometimes need help with. Put students into pairs for exercise d. Make sure they are pronouncing was and were correctly (unstressed). Student B replies by choosing one of the options. He was on the same space programme. Take feedback as a class by drilling all the answers and getting students to say which category theletters a in the answers belong to, e.g. 1 Spain, /eɪ/ category 3. They don’t study there. 2 of the video or audio recording to the three different functions. Answers Sound 1 /ɑː/ Sound 2 /ɔː/ class father afternoon past four all water daughter For exercise 3, put students into pairs to practise saying the words in the table. For exercise e, put students intopairs to ask and answer the questions, giving their own true answers. (Correct form I arrived last week.). Do you sometimes buy things that you want, like Megan with the cups? – Does this person work in a restaurant? James lives near here too. (exercise 4c) 2 Practise the conversation with a partner. I live at home with my parents. Students thencomplete the exercises on SB p.121. Say these verbs and drill them, first with I’ll and then with I can: come, drive, go, help, pay, walk. Check answers as a class by playing the recording again and pausing after the time in each sentence. You can use one more than once as you continue to talk about the same noun. That’s 11.00, please. Compare yourideas with your partner. Ask your partner for the information about Senna. It has a clear focus on saying prices, which you can monitor and assess, but it also gives students the opportunity to talk more freely – sharing their knowledge and ideas with others, agreeing and disagreeing with each other, responding to information with interest or surprise.1 He 2 She . Individually, students complete exercise c. Tell students they’re going to listen to Kate and Giuseppe talking about clothes. Say: Listen. What’s this person’s name? *** It’s a great clock. Students complete exercise a in Part 1 on SB p.125. CULTURE NOTES Chris Hemsworth, born in 1983, is most famous for his roles in the films Thor(2011) and Rush (2013). M Oh, sorry. It’s a very simple place to stay, but it’s clean. Tell students to look at the question. What aren’t you going to use? Oh right. Check that students can pronounce the adjectives correctly, then write some of them on the board: old, new, big, small, good, bad, interesting, boring, beautiful Write these sentences fromexercise 3a on the board: It’s really nice. When the writing time is up, collect all the students’ work. They then use these words to interview their partner using: Do you like ? 2 I love old cups, plates and glasses. This ends in a /s/ sound. He works at Dubai Airport.’ a Ask Student B the time in these cities: 1 are wearing. (stay) your flat/housetonight? Play the recording for students to listen to the conversation for general meaning and tick the correct sentence. You're Reading a Free Preview Page 12 is not shown in this preview. Sam can help you. I have eggs for breakfast too sometimes! Do you eat potatoes? What other things do they have? How are you? Students complete the task inpairs. After students have asked one partner, encourage them to ask the same question to one or two other students. A Who are they? 1.7 1.6 I you Sandra and Pietro 1 I have two phones. Write a date. He joined FC Barcelona in 2013. Point to different things in the picture and nominate a few students to give their opinions using the adjectives on theboard or their own ideas. Ask students to tell the class how often they get a bus, train or taxi. Repeat the drill, changing Let’s go to Let’s stay, etc. 9 Who took your favourite photo and what is it? Read your words to Students A and C. Add it to the list of family members. 1 When do you go to work? 2 Marcus doesn’t meet many people. 1.31 Play Part3 of the video or audio recording again for students to complete the task. (this picture – singular, these chairs – plural, those books – plural, that radio – singular). 6B Present simple: he / she / it questions Photocopiable activity on p.185 You will need one sheet for each group of three or four students. It was beautiful. 3 a Answers 1 b 2 a 3 b 2 a USEFUL LANGUAGE Asking for and giving personal information 1.60 Tell students they’re going to hear more people asking for and giving personal information. Jeans, T-shirts. Emphasising what you say 2 a MEGAN Sophia and I are fine, S PRONUNCIATIONEXTRA ACTIVITY Write these statements on the board. ONLINE ACCESS Adrian Doff,Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones cambridgelms.org/empower This unique mix of engaging classroom material and reliable assessment, with personalised online practice, enables learners to make consistent and measurable progress. Take feedback as a class by drilling all the words with oo sounds. He’s American. Monitorand check students are pronouncing the expressions for making suggestions correctly. They compare their answers in pairs. (visit) B Yes, I 5 km. e 3 Give students one minute to think about some of the objects in one room in their home. Write the two answers on the board and underline the plural s in each phrase: three pounds eighty, twenty-fiveeuros. c In pairs, students practise saying four more questions. 4 There aren’t any free rooms. You want to go on holiday but you don’t have any money. Her name’s She’s from b Start a conversation with Student B about their life. Divide the class into groups of three and assign A, B and C roles. D Oh, you know, my parents, but I love living inLondon. Individually, students complete the conversation. Students prepare how they will ask for and give information about the places on their role cards. When do you eat meat? EXTRA ACTIVITY Ask students to write their own names in phonemic symbols. 2 What’s your favourite food? you we Short answers at home? My birthday is on Mybirthday is in days/weeks/months. 1 m s m 2 st t n 3 h t l 4 c f 5 sch l 6 b ch 7 s p rm rk t 2 3 Listen to your partner’s clues, look at 1–7 in Activity 1 and guess the place. ( He isn’t working.), You’re looking. Play Part 1 of the video or audio recording for students to understand the general meaning and check their answers to the twoquestions. Invite students to tell the class who their partner wrote about. Students complete exercises a and b on SB p.131. Put students into pairs to discuss their answers, then take feedback as a class. It may also be useful to model the pronunciation of the words so students are used to hearing how it sounds. Help as necessary. Known as ‘the pearlof the Sahara’, Ghadames is most famous for its old area, which is roughly circular in layout and formed of tightly clustered traditional houses made of mud, brick and palm tree trunks. about the activities in 1b. This is particularly useful when a word has an unfamiliar spelling rule. He’s about ten in this as a boy. He first found fame on the TV seriesER before going on to act in films such as The Descendants (2011), Gravity (2013) and Syriana (2005) for which he won an Oscar. A I can play quite well, but not very well. Ask students to match them to categories 1 –3 (70 –99% 2 most people, 5–69% 3 only some people, 100% 1 everyone). 6B Daily routine Photocopiable activity on p.209 Youwill need one sheet for each student. Answers 1 e 2 d 3 c 4 a 5 b 96 UNIT 8 Past events 3.50–3.51 Students complete the exercises in Vocabulary Focus 8B on SB p.138. You know, at my flat. Ask: How many is ‘a’? Ask: Is it easy or difficult to remember long sentences? Make sure you keep the pronunciation consistent as you build up thequestion. EXTRA ACTIVITY Books closed. Take feedback on the similarities and differences as a class. Remind students of the places they discussed in 1e. Monitor and check that students are using the expressions correctly. Tell students to go back to SB p.19. It is a port and railway junction and has many industries including shipbuilding andfactories that produce farm machinery, electrical equipment and paper. 4.76 Play Part 2 of the video or audio recording again for students to listen in more detail and tick the correct answer. V Oh, where were you? If you have space, get the students up and walking round the classroom to do this. Answer Yes, they do. (go) in a café with her friend.Divide the class into groups of three or four. I’m tired.). 2 What other buildings do you think are near these rooms? 1.25 Answers 1 Good evening. Individually, students decide whether a passenger or station official says each expression. (a shop assistant) Who works in a big place that makes cars or computers or phones or other things? Answers 1works 2 eats 3 has 4 goes 5 teaches 6 studies d Students underline the correct answers. Write: ask: a or an? Write them in order, for example, the date you started university or the year your child was born, etc. Then show two books that are the same and repeat the question (yes). – I’ll do it for you. Answer Guadalupe’s Place (we wentswimming every morning in their pool) b Give students two minutes to read the blog again and choose the correct answers. 4A Sentence stress in questions Photocopiable activity on p.230 You will need one sheet for each group of three students, cut up. Listen to B and write the correct endings. c Give students 5–10 minutes to read the notes andwrite an email to a friend about their life now. Take feedback by asking students about their conversations at the market stall: Do you have some new objects? M Do you think so? Ask the class for an example of a good book and write the name on the board. I have lunch. Do you drink coffee? Check answers to the questions as a class by askingpairs of students to ask and answer the questions across the classroom. Student A selects a card (without saying what it is) and gives a clue as before. UNIT CONTENTS G V P C GRAMMAR Present simple: I / you / we / they Adverbs of frequency Language Plus: What time ? Play the recording for students to listen and identify whether the twomarked sounds in each sentence are the same or different. Answer Present continuous positive ( ): I / you / he / she / it / we / they be verb -ing CAREFUL! Learners at this level tend to avoid using the present continuous, using the present simple instead, e.g. I write to tell you about my new house. PAST NOW FAST FINISHERS Ask fastfinishers to write the -ing forms of the daily routine expressions in Vocabulary Focus 6B on SB p.137 (waking up, getting up, etc.) and the -ing forms of the transport verbs in Vocabulary Focus 9A on SB p.153 (going, getting, flying, etc.). Monitor and notice whether students know the words boat and ship and how much weather vocabulary they canproduce, but don’t teach any vocabulary or correct any errors at this stage. WRITING Answers It’s from Megan. It’s for James, her cousin. Ask one student in each group to shuffle the cards, and place them face down on the table. Instead, they use their sofas (divan) and turn them into beds at night. ADDITIONAL MATERIAL Workbook 2B a Askstudents to write three things they have in their bag Photocopiable activities: Grammar p.152, Vocabulary p.159, Pronunciation p.165 (or pocket). Monitor and check they’re pronouncing them correctly. For example: Teacher: So, what questions do Megan and Sophia ask the station official? As a class, discuss whether each of these activities in 9A and9B was to practise accuracy or fluency: 1 Where do you usually stay on holiday? 11A She met him in 1963 At the end of this lesson, students will be able to: understand a text about people who were the first to achieve something significant use a lexical set of life events correctly use object pronouns correctly talk about life events and whichyear they happened in OPTIONAL LEAD-IN Books closed. Answers 1 was 2 was 3 were Answers Ask students to find more examples of was and were in the texts. b Put students into small groups. Yes, I am. Draw a table on the board with four columns (Who?, When?, Where?, What?), and eight rows with all the names. What aren’t you going totake? Yes, I hope there’s a restaurant! And a building with showers too. d Students swap their writing with a partner. 76 UNIT 6 Work and routines SPEAKING WRITING a Give students one minute to read the email and answer the questions. The student who forgets what has been said before or uses the wrong sentence stress is out of the gameand the game restarts from the beginning. Includes access to: tests from Cambridge English Language Assessment personalised practice online workbook EMPOWER A1 STARTER STUDENT’S BOOK WITH ONLINE ACCESS A1 STARTER STUDENT’S BOOK cambridge.org/empower Other components include: Teacher’s Book Presentation PlusDVD-ROM Class Audio CDs Class DVD STARTER BOOK STUDENT’S E ACCESS WITH ONLIN A1 System Requirements: This product is optimised for use on the following systems and browsers: Windows Vista, Windows 7, Windows 8, Windows 8.1. Supported browsers: Internet Explorer 10 and 11, most recent version of Chrome, most recent versionof Firefox Mac OSX 10.8 and 10.9. Supported browsers: Safari 6.0 and 7.0 JavaScript must be enabled in the browser Minimum internet speed: 3Mbps download and 512 Kbps upload speed per user Firewall: Must allow delivery of content from multiple IP addresses What could your students achieve with Adrian Doff, Craig Thaine Herbert Puchta, JeffStranks, Peter Lewis-Jones Hardware requirements: Minimum screen resolution: 1024x768px Microphone for voice recording activities Online Assessment Online Practice Online Workbook Student’s Book with online access Cambridge English Empower? If you only have one dice per pair, tell students to roll it twice for When? Your partner says thenumber. Play the recording again, pausing after each exchange so students can listen and repeat. Yes, they do. These are my students, Maya and Sabine. Check they understand light by pointing to an area of the room that has lots of light and contrasting it with an area that doesn’t have so much light. But I don’t like meat. Say: I’m going to give youinformation about the people. Alternatively, use the Extra activity. Check this before the next stage and drill the words again. Sophia: I’d love to, but c J: Oh, good. Divide the class into groups of six to eight students. Check that the numbers they crossed out were ones you actually read out, then announce that they’re the winner. Depending onyour students, you may wish to adjust the difficulty of the activity. d Answers 1 works 2 lives 3 has CAREFUL! The most common learner error with this grammar area is the omission of the -s/-es ending from the verb, e.g. My brother start work at 6:00 am and finish at 4:00 pm. d Sound and spelling /ɜː/ 2.72 For exercise 1, play the recording forstudents to hear the pronunciation of the words and answer the question. Student A will give you clues for your missing words. Go through the information in exercise a as a class. Answers 1 waitress 2 taxi driver 3 doctor 4 receptionist 5 teacher 6 chef EXTRA ACTIVITY Elicit more jobs and write them on the board (e.g. waiter, officeworker, factory worker, football player, tennis player, student, shop assistant, businessman / businesswoman, bank worker, IT worker). Why do people like hostels? Write these gapped phrases on the board and elicit the missing prepositions: half past six, five minutes, two hours, 6:45 (at, in, in, at). Ask one or two stronger pairs torepeat their new conversation for the class to hear. Are there any cafés in your town? There isn’t a park. EXTRA ACTIVITY Put students into pairs. (in a shop) What do you think Sophia wants to buy? 1 READING a If you didn’t do the Optional lead-in, elicit or teach the word breakfast by pointing to the four typical breakfast foods in 1c. And he canhave a coffee if he brought some! A Can he play the guitar? The photo shows castell performers inside the Millennium Man sculpture in front of Barcelona’s Montjuïc fountain as part of the city’s New Year’s celebrations 2014–2015. Class guesses: False? If students don’t know the name of the object in English, pre-teach it and write it on the board.Give each group the set of cards and the second half of the sheet. Point to the picture of Megan and Sophia looking at the computer on SB p.69. Student As read the information about Gamal on SB p.105. If the class does not divide neatly into groups of four, this activity will easily work in groups of three. 2 Thank you! 3 Write soon! 4 Newbookshop! 5 Can I pay by credit card? (a town in Turkey) 2 Do all the rooms at the hostel have the same prices? (9A 2f) 3 Complete the sentences with ‘did’ or ‘do’/‘did’. Do a few more examples with different students. It’s difficult to sleep. In picture A, there are three biscuits; in picture B, there are five. Divide the class into pairs or groups of threeand give each student a sheet. Write the corrected sentences on the board. He finished school in 1977 and he moved to England in 1981. Underline really. The first student who calls out the correct object wins the card, and then the next student picks a card and does a mime. c Sound and spelling /t/ and /d/ 3.44 For exercise 1, play the recording forstudents to listen to the pronunciation of talked and killed. Tell students to look at the list and rate shopping for each kind of thing from 1 ( I like going shopping for this/these very much) to 4 ( I really don’t like shopping for this/these). Do the same with They eat toast for breakfast and sometimes (sometimes before eat). Ask: Do you have familymembers in or from other countries? (They both sleep twice every night.). Use each verb twice, e.g. He likes her. How do you spell that? If students need prompting to use past simple, say Past?. Ask: What verb does Megan use when she asks James to meet them at the station in the car? 138 UNIT 12 Plans b Give students another minute to writetwo things from their everyday life they aren’t going to do on their next holiday. Pair B turns over their sheets so they cannot see words a–g. a Elicit an initial response to the picture. LISTENING AND GRAMMAR Remind students about Cara, Antonio and Ava. Elicit Sophia has flowers. Answers 1 thirty-seven 2 nineteen 3 twenty-four LanguagePlus How old ? There are things for the swimming pool. I live there. Audioscript A Is it a hot country? (yes 21, no 3) Cambridge English Empower A1 Teacher’s Book Cambridge University Press 2016 PHOTOCOPIABLE 21 You make the cake, but it’s terrible! The woman isn’t going to pay for the cake. Elicit the missing word (am). It wasn’t until1962 that a more widely used computer game was created, Spacewar!, in which two players fired torpedoes at each other from spaceships. 1 h sp t l 2 sw mm ng p l 3 b nk 4 sh p 5 p rk 6 c n m 7 r st r nt 2 Say your clues. The student continues with a different adjective and you respond with its opposite. Use the questions below to help you. Ifthe sentence is correct, that student keeps the pair of cards. Graph 2 Four students always have a big dinner. Video/Audioscript (Part 1) RECEPTIONIST Good morning, Electric Blue Technology? EXTRA ACTIVITY Write these sentences and phrases on the board and ask students to come to the board to mark the consonant-tovowel links. Play therecording for students to listen and practise saying the words. Remember to use capital letters and full stops. The first student to guess all of his or her partner’s numbers wins. OK? Nominate a few pairs to share their answers with the class. (the sentence with changing tone). And they’re shopping for clothes, of course. Oh, Spain. It’s in It’s near 2.56 5B a bed a chair a TV b VOCABULARY Hotels 1 a bath a phone a computer pictures room bed TV beautiful exciting shower 1 2 1 There 2 There Look at pictures 1–3 of Turkey. 2 I’m waiting for the plane at the airport. Drill expressions for asking an opinion (What do you think of ? Take feedback by showing some of the object cards andgetting students to say this, that, these or those. a 3.86 Play the recording for students to listen and underline can or could in each request. Mime eating something. Answer The clock was quite expensive ( 150). It’s near here. With 6b, monitoring is a little more difficult, as you are aiming to feed back on students’ pronunciation. study – at home orat school? They listen to their partner and say which sentences they think are true and which are false. 3 Are they going to go to Italy next summer? Then drill some of Marcus’s ‘clear’ statements, e.g. I’m going to go shopping. Check the answer as a class, playing the recording again if necessary and using your hands to show the downwardmovement of the tone. Tell students to go back to SB p.77. Answers 1 jeans 2 choose 3 orange 4 cheese c In pairs, students practise saying the words in 3b. b talk about your photos This is my mother. Vocabulary 163 A student in the group takes the top card and mimes the activity. Monitor and notice whether students are using past simpleverbs correctly, and how much weather vocabulary they can produce. 2.86 Answers 1 can 2 help 3 I’ll LOA TIP CONCEPT CHECKING Write these expressions on the board: 2.89 Play the recording for students to listen to the two offers, focusing on the strongly stressed word in each. S Yes, very much. Monitor and check that they arepronouncing the words correctly. A Santiago? Can your friends dance? ( s , t w ) something I can use. Nominate a few students to share their answers with the class. (Megan) 4 What did Sophia and Megan do together at the weekend? They have an international focus and flavour, and each text has a story to tell or a point of view tooffer that will be of interest to learners. They’re American. Write your own sentence and question for number 12. Lord Grey and James White stayed in the house and talked about business. It’s an old flat. 5 Yasmin and Adele were in New York two weeks ago. 8 Is your house big? a 3.60 Check students understand transport (how we travel fromplace to place) and weather (you can draw sun, cloud or rain symbols on the board, as well as some temperatures, e.g. 20 C, –5 C). Nominate a few pairs to act out their conversation in front of the rest of the class. (Correct form Those pictures are interesting.). Listen to A and write the correct endings. e In pairs, students find the items in picturesa–c. hostel room Unit Progress Test covering grammar, vocabulary and functional language Also available: Speaking Test for every unit mid-course and end-of-course competency tests The hostel has different rooms with different prices. Write the answers on the board. They had a meal at his house. Write these phrases on the board: anAmerican man elicit any names yet. Ask them to look for the three main topics that Sophia writes about. Mime drinking something. I think the man is her father, not her brother. Take a class vote to find out which object in the picture most people in the class want. 5 Can you speak both Japanese and Mandarin? You really helped a lot. A I thinksomewhere far. hostel room The Cave Hostel This is a great hostel in Göreme, in Turkey. Answers 1 T 2 F (Luiza works in a small hospital.) 3 F (Her work is very interesting.) 4 T 5 F (After school he plays sports with the children.) 6 T CULTURE NOTES Jobs international is a fictional example of a non-profit organisation, which sends college-agedvolunteers abroad to work on projects in the fields of community education, public health and entrepreneurship. Monitor and help when necessary. Tell students to go back to SB p.42. I never go to other countries on holiday. SOPHIA Nice to meet you, Megan. S Oh, I love it. Tell students that their pictures are similar but there are eightdifferences. What was the weather like yesterday?). Let’s go tomorrow. Well, we didn’t stay in their house. Students complete exercise d. 5 What do you study (at university)? 2 tomorrow 3 in winter 4 this Wednesday 5 in three weeks 6 at the weekend 7 on Monday 8 this evening 9 next week 10 in the summer 11 on Thursday morning 12 on mybirthday 1 me 2 our teacher 3 my friend 4 we 5 you 6 and (your own ideas) 2 study Japanese 3 start a new job 4 buy a flat 5 not eat meat 6 buy a motorbike 7 not play computer games 8 swim 20 km 9 not drink coffee 10 go on holiday 11 not drive 12 run 10 km Who? 100 UNIT 8 Past events SOUND AND SPELLING Write killedand liked on the board and underline the -ed endings. Ask them for their plans. (run) C I my English homework. And two tables. How many questions can they answer correctly? Play the recording again for students to listen and tick the things in the hostel. LISTENING Point to the map and ask: Which country is this? (beautiful) Ask: Which wordmeans ‘very good’ – ‘nice’ or ‘great’? (present) LANGUAGE NOTES Elicit more expressions with go to (e.g. a party, a concert, a meeting, bed, Germany, Chicago). No phone or computer. GRAMMAR Present simple: he / she / it positive a Tell students to look at the table. Answers 1 do 2 lives 3 are 4 do 5 are 6 go 2 VOCABULARY a Writethe example on the board and do it as a class. Read through the texts for the class, seeing if students can guess who wrote each one. Would you like to do Fred’s job or Luiza’s job? CULTURE NOTES Time management and ‘bucket lists’ In her self-help book about time management, What the most successful people do on the weekend (2012), LauraVanderkam suggests ways to help you make the most of your free time by focusing on what really matters to you and setting time aside to do it. 170 Pronunciation Answers 1 rest(au)rant 2 fam(i)ly 3 cam(e)ra 4 veg(e)table 5 fav(ou)rite 6 fact(o)ry 7 diff(e)rent 8 int(e)resting 9 bus(i)ness 10 We(d)n(e)sday 10B Main stress in questions (presentcontinuous) Photocopiable activity on p.242 You will need one sheet for each group of four students, cut up. If there’s plenty of space in the classroom and you have the time, you could prepare a large piece of paper with the words at home on it and put it at the opposite end of the classroom from the board. Ask them to answer the question under thecartoon: Does she get up early? (Maria) – She has four children. room bed TV G there is / there are: negative and questions V Hotels 2 2.45 Match the words in the box with pictures 1–5. Demonstrate the activity with the lead-in sentence and then the first item, e.g. In my bag there’s a pen. Try to elicit the gapped word (going). We add a /w/ soundbetween words ending with /uː/ and words starting with a vowel. and asking students to say the missing word (isn’t). 2 What do you think of the new restaurant? Many people say he was the best racing driver of all time. If the class is small, they should write a sentence about everybody at least once before using a classmate a second time. b 2.61Match the two possible answers in a–c with questions 1–3 in 4a. Use the answers to elicit the six free time activities in their present simple form. And what does that mean for the next step in the learning process? Short speaking activities that prompt a personal response – leading to longer-lasting learning and a sense of ownership from the start.Write this gapped sentence on the board: students never have coffee with milk. My favourite food is 3. Then write Yes, please. There isn’t a supermarket near me, but there’s a shop in the next street. You may wish to point out that if you think someone only has one thing, the question is Do you have a . Get one group to demonstrate thegame by doing a few moves. 4 Put students into groups to read out and compare their sentences from 3f. This could be the verb, the place phrase or the time phrase, e.g. Do you listen to music in the car? Each time, indicate that the stude

Empower b2 student s book answers pdf free online games online 6 Who's she? Draw attention to the spelling of having (NOT haveing) and sitting (NOT siting) and to the use of contractions (I'm, she's, etc.). A I don't have friends. Join pairs with other pairs for another minute or two to see if they agree on three important things.