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Cambridge English Empower C1

READING PLUS

5 t i n UHonesty? 1 a

SPEAKING Ask students, Do you know any interesting logic puzzles? Students can give examples for the rest of the class to try and solve. Put students into small groups to find a solution to this puzzle. Ask students for their solutions and then give the model solution. Answer ‘What door would your brother say?’ (and then choose the opposite door: the brother who lies would tell you the wrong door; the brother who tells the truth would also name the wrong door because he knows his brother would say this).

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VOCABULARY

a Explain to students that the phrases in bold are all

informal and idiomatic. Elicit from students what idiomatic language means, and elicit a couple of example to illustrate how the general meaning of an idiom can’t be deducted from individual words, e.g. over the moon means extremely happy. Ask students to read through sentences 1–6 and make a guess at the meaning of each sentence, using the surrounding context, before looking at options a–c. Once students have chosen definitions, check answers as a whole class. Additionally, you could ask students to form their own sentences using the informal phrases. Answers 1 b 2 c 3 a 4 c 5 c 6 a

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READING

a Ask students, Do we sometimes need to tell lies? Get answers as a class.

Give students a time limit to do the questionnaire and match their answers to the key. Students could also work in pairs and ask each other the questions. If necessary, pre-teach the vocabulary (or use it as a vocabulary focus after the reading).

b Ask students to work with a new partner, and compare

quiz results. As they do this, they should give reasons for their choices, explaining the motivation behind their behaviour. If students feel comfortable, you could also ask them if they have ever been in similar situations.

Cambridge English Empower C1 © Cambridge University Press PHOTOCOPIABLE

BETTER READING: PREDICTING THE STRUCTURE OF TEXTS Ask students, Is there any pattern in the A, B and C answers? Elicit the pattern (A = very dishonest, C = very honest, B = in the middle) and then ask students to work out which answers fit the same pattern in the three new questions. Take feedback as a class. Put students into pairs to ask each other the new questions. Answers 1 B/A/C  2 A/C/B  3 C/B/A

c Tell students to read a–f and match to question 1 (d). Ask,

Why is this the answer? (The question is about pretending to be ill and not going to work.) Give students a time limit to match the questions and descriptions. Give feedback as a class. Ask students, Did you have any alternative answers to any of the questions? Take answers as a class. Answers 1 d  2 a  3 e  4 c  5 f  6 b

OPTIONAL LANGUAGE FOCUS: PROVERBS Please note: There are no instructions on the worksheet for this activity. Point out that Honesty is the best policy in the answer key to the quiz is a proverb. Dictate the beginning of these proverbs and ask students to complete them and say what they mean. Let sleeping dogs … (lie – to warn someone that they should not talk about a bad situation that most people have forgotten about) Too many cooks … (spoil the broth – too many people are involved in trying to do the same thing, so that the final result will not be good) A stitch in time … (saves nine – it is better to act or deal with problems immediately, because if you wait and deal with them later, things will get worse and the problems will take longer to deal with) In for a penny … (in for a pound – since you have started something or are involved in it, you should complete the work although it has become more difficult or complicated than you had expected) Once bitten … (twice shy – when you are frightened to do something again because you had an unpleasant experience doing it the first time)

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Unit 5

4 a

SPEAKING Ask students to work in pairs, and discuss the questions. As they do so, encourage them to provide examples to support their ideas. Monitor, helping with vocabulary where necessary. Note down any interesting views, and present these to the whole class as feedback. You could also ask for a class consensus on the questions by having students vote Yes or No. Once they have done this you could elicit a few reasons why / why not.

Cambridge English Empower C1 © Cambridge University Press PHOTOCOPIABLE

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