empower pre-intermediate tb[@cambridge_library]

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20 unit 1 communicating at the end of this unit, students will be able to: understand texts and conversations about meeting people for the first time and communicating discuss attitudes to communication and describe their own communication habits exchange personal information greet people, show interest in a person and end conversations write a personal email unit contents g grammar question forms present simple and present continuous v vocabulary common adjectives: awful, delicious, gorgeous, perfect, rude, serious, silly, ugly, alright, strange, boring, serious, amazing, lovely, horrible adverbs: absolutely, especially, fairly, generally, hardly ever, mainly, normally, particularly, pretty, rarely, really wordpower: like to mean: for example, if you want, similar to, what is/was your opinion of p pronunciation syllables and word stress sentence stress long and short vowel sounds c communication skills asking and answering personal questions talk about how you communicate greeting people ending a conversation writing a personal email correcting …

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reak or a tea break. lunch breaks are usually between 30 minutes and an hour long. most companies in the uk don’t allow employees to use personal mobile phones while they are working. the girl on the right of the picture has a packet of crisps in her hand. crisps are a popular snack food in the uk. people in the united kingdom eat 6 billion packets of crisps and 4.4 billion bags of savoury snacks a year – around 150 packets per person, per year. b discuss the questions in pairs. monitor and support students with vocabulary they need to discuss the questions. extra activity show students a photo you like on your own phone. choose a photo with people in it if possible. if your group is large, you could project the photo onto a screen or whiteboard. encourage questions from the group. ask the group if they …

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from the conversations and ask them what the responses were. don’t worry if students don’t remember the responses word for word, e.g. say: it’s a nice day today. students: it’s a perfect/great day for a (birthday) party. put students in pairs and give them each a conversation to role play. monitor and help with prompts if necessary. choose a pair to perform their conversation for the class. fast finishers ask fast finishers to re-create the other two conversations. 2 vocabulary common adjectives a 1.3 students complete the sentences. play the recording again to check. answers 1 perfect 2 delicious 3 alright, boring 4 awful 5 strange b discuss the questions as a class. give some practice by asking students to tell you something that they think is perfect/delicious/alright/boring/awful/strange, e.g. i’m reading a boring book at the moment. answers positive: perfect, delicious; negative: boring, awful, strange; ok: alright optional lead-in books …

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ing. play the recording, pausing after each conversation to take feedback from the class. you may need to play the conversations more than once. with a stronger group, ask students to work individually and then compare their answers in pairs. check the answers as a class. answers the party: 1, 2, 3; people they know: 1; money: 2; where they live: 1, 2; work: 2; their interests: 3; education: 1 audioscript a it’s a nice day today. b yes, it’s a perfect day for a birthday party. it’s great that so many people are here. a so, how do you know ana? b we were at university together. we did the same course. a oh right. what did you study? b english literature. and you? how do you know ana? a i’m her neighbour. i live in the house next door. b really? it’s a lovely street. a i think …

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correctly • stress the correct words in questions • ask for and give personal information do you play any sports?1a unit 1 communicating 21 22 unit 1 communicating 4 grammar question forms a books closed. put students in small groups. give them two minutes to remember as many questions from the listening and reading tasks as they can. ask each group in turn to tell you a question. write the questions on the board. which group remembered the most? ask students to look at the questions in the book. are any the same as the ones on the board? individually, students complete the tables. check answers as a class. answers why were you late? are you married? is she your sister? where did you meet? who do you know at this party? do you like the music? b ask students for the answers to the questions. you could elicit the …

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20 unit 1 communicating at the end of this unit, students will be able to: understand texts and conversations about meeting people for the first time and communicating discuss attitudes to communication and describe their own communication habits exchange personal information greet people, show interest in a person and end conversations write a personal email unit contents g grammar question forms present simple and present continuous v vocabulary common adjectives: awful, delicious, gorgeous, perfect, rude, serious, silly, ugly, alright, strange, boring, serious, amazing, lovely, horrible adverbs: absolutely, especially, fairly, generally, hardly ever, mainly, normally, particularly, pretty, rarely, really wordpower: like to mean: for example, if you want, similar to, what is/was your opi...

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