x

5
Reading:
xxxxxx
Eat Up!
multiple texts, understanding the context in multiple texts
Vocabulary: 
food-related vocabulary, phrasal verbs, collocations & expressions, word
formation
Grammar:  transitive & intransitive phrasal verbs, separable & inseparable phrasal
verbs, same-way question tags, question tags for polite requests,
reinforcement tags
Listening: multiple-choice questions, identifying distractors
Speaking:  talking about food and eating, follow-up questions, answering follow-up
questions, adding ideas, contrasting, involving your partner
Writing:  proposal, understanding the purpose of a proposal, stating purpose,
introducing, talking about positives & negatives, recommending

Unit opener • As a class, ask students which picture shows savoury

food and which shows sweet food.
• Write Eat Up! on the board and explain to students that • Ask students to read the four questions below the
this is the title of Unit 5. Elicit that the title is a phrasal pictures and answer any queries they may have
verb which means to eat all of something. Give students about them.
a minute to write down as many food related-words in • Ask students to work in pairs and to take it in turns to
English as they can. Then write the headings savoury ask and answer the questions about themselves.
and sweet on the board and ask students to call out the • Go round the class monitoring students to make sure
words they have written down and say which column they are carrying out the task properly. Don’t correct any
they should go in. Elicit the words rice and noodles if the mistakes at this point, but make a note of any problems
students don’t mention them. in structure or pronunciation.
• In small groups, ask students, to look at the picture and • Ask each pair to ask and answer one question and
read the caption. Then ask them to discuss where the repeat until each student has had a turn.
picture was taken, what is going on in the picture and • Write any structural mistakes made by students on the
what the boys might be eating. Then ask each group to board without saying who made them, and ask them to
tell the class what they decided about the questions. correct them. Deal with any problems in pronunciation
• Ask students what is unusual about the way the boys are that came up.
eating (they are using chopsticks) and if they have ever
eaten food in this way. If students seem interested, give Answers
them more information about eating with chopsticks
1 savoury
using the Background Information box below.
2 sweet
Background Information Students’ own answers

Many find the thought of eating with chopsticks

B
somewhat daunting, but in fact it is quite easy once you
get the hang of it! When eating with chopsticks, hold • Ask students to look at the title of the first text and
the upper chopstick with your index finger, middle finger the picture beside it. Elicit how they are related (they
and thumb. Put the other chopstick between the bottom both have to do with sugar). Then ask them to do the
of your thumb and the tip of your ring finger. Move the same for the second text (they are both about foods
upper chopstick only when you pick up food. that people crave). Ask them if they have ever craved
a particular type of food, and if they have, what kind of
food was it.

Reading • Ask students to read the instructions for B and check

that they understand what they have to do.
• Ask them to skim read the texts to find relevant
A information regarding the main ideas in each. Explain
• Ask students to look at the pictures in A and to name as that they don’t have to read in detail as they will have
many of the foods shown as possible. Ask them to look another opportunity to do that later.
back at the list of foods they made for the Unit opener • Ask students to do the task individually, but check
to see if any of the foods they had written down are answer as a class.
shown in the pictures.
• Ask students to read the instructions and check that they
understand what they have to do.
• Read the words in the yellow box to students and
ask them to repeat them. Correct their pronunciation
where necessary.
54
 Suggested answers Ideas Focus
• Explain to students that they are going to complete
Can Sugar Make You Stupid?: a week’s menu and that they have to include only the
Research has shown that diets high in sugar can healthy foods that they enjoy.
negatively affect our ability to learn. • Ask students to read the instructions and explain
Stop Food Cravings through Imaginary Eating: anything they don’t understand.
Imagining yourself eating a specific food can help • Ask students to complete the menu individually and to
reduce cravings for that food. then compare their menu with a partner’s.
• Go round the class monitoring students to ensure they
Word Focus are carrying out the task properly. Don’t correct any
• Ask students to look at the words in red in the text and mistakes at this point, but make a note of any problems
to re-read the sentences they are found in. Ask students in structure or pronunciation.
to work in pairs to decide what each word means in the • Ask students at random to read out their menu for
Word Focus box and to then find synonyms, if any, for one day of the week, repeating until every student has
each word. had a turn. Ask the others if they agree with the menu
• Ask students to compare their answers with another pair. selections or if they have anything else to add.
Explain anything they don’t understand. • Write any structural mistakes made by students on the
board without saying who made them, and ask them to
C correct them. Deal with any problems in pronunciation
• Ask students to read the Exam Close-up and then ask that came up.
one to explain what it says in his or her own words.
Explain that when reading multiple texts they should Answers
always skim the texts first to get a general idea of what
Students’ own answers
they are about before answering any questions.
• Remind students to always read the Exam Task carefully
and underline any key words.
• Ask students to read the Exam Task and the questions. Vocabulary
Explain anything the students don’t understand.
• Ask students to underline any key words in the A
questions, and also to underline the parts in the texts • Ask students to look at the picture to the right of the
that refer to each of the items. text in A and ask them to describe what they see (a
• Ask students to do the task individually, but check as Japanese flag and sushi). Ask them if they like to cook
a class. and to say why or why not.
• Read the words in the yellow box to students and
Answers ask them to repeat them. Correct their pronunciation
1 B where necessary.
• Ask students to read the title of the text and ask what
2 A
they think a junior chef is. Ask them to skim read the
3 A
text, without filling in any answers, to find out (a young
4 B
person who is very good at preparing/cooking food).
Ask students if they, or anyone they know, are good at
D cooking or would like to be a chef in the future.
• Ask students to read the instructions and check that they • Ask students to do the task individually, but check as a
understand what they have to do. class.
• Point out that the verbs they are looking for must
complete the expressions in italics in the sentences. Answers
Stress that the verbs may be in a different form in the
1 feed 4 simmered
text and might need to be changed.
2 culinary 5 appetite
• Encourage students to read all the sentences in D before
3 cuisines
scanning the texts for the missing verbs.
• Ask students to do the task individually, but check as
a class. B
• Ask students to read the instructions and check that they
Answers understand what they have to do.
• Read the sets of words 1–8 to the students and ask
1 pile 4 run
students to repeat them after you. Correct their
2 play 5 shed
pronunciation where necessary.
3 quench 6 resist
• Ask students to work in pairs to encourage discussion,
but check the answers as a class. Then ask them to
explain why one of the words is the odd one out in
each item.

55
 5 Eat Up!

Answers Extra Class Activity

1 s ip (The others are ways of describing ways of If time allows, ask students to write sentences of their own
eating, but ‘sip’ refers to taking a small amount using the wrong words in each of the sentences from C
of a drink.) and swap with a partner.
2 salty (The others mean when something tastes
bitter, but ‘salty’ means when something has too D
much salt in it.)
• Ask students to read the instructions and check that
3 stunted (The others are ways of saying someone
they understand what they have to do. Explain that they
is very hungry, but ‘stunted’ means when
have to decide where the two words should go in each
something is smaller in size than it should be.) sentence.
4 supper (The others are ways of describing a huge • Read the words in the yellow boxes and ask students
meal with multiple courses, but ‘supper’ means a to repeat them after you. Correct their pronunciation
light meal you have in the evening.) where necessary.
5 bake (The others are ways of cooking something • Encourage students to read the whole sentence before
in boiling water, but ‘bake’ means to cook filling in any answers.
something inside the oven.) • Ask students to do the task individually, but check as
6 fizzy (The others describe food that is past its a class.
best and possibly inedible, but ‘fizzy’ usually
refers to drinks that contain bubbles.) Answers
7 bland (The others are ways of saying that food
or drink is appealing, but ‘bland’ describes 1 scraps, leftovers 3 bitter, sharp
something with little flavour.) 2 drink, beverage 4 crack, beat
8 platter (The others are ways of describing an
amount of food which is enough for one person, E
but ‘platter’ means a large shallow dish used for • Read phrasal verbs 1–8 to the students and ask
serving food.) them to repeat them. Correct their pronunciation
where necessary.
C • Ask students to read definitions a–h without filling in any
answers at this stage.
• Ask students to read the instructions and check that they
• Ask students to do the task individually, but check as a
understand what they have to do. Explain that they are
class.
now going to do a food-related quiz.
• Encourage students to copy the phrasal verbs and their
• Elicit how many things they have to do in this task (two)
meanings into their notebooks.
and what they are (circle the correct words and answer
the questions).
• Ask students to read the sentences without circling any Answers
words or answering any questions at this stage. 1h 2d 3f 4a 5g 6b 7e 8c
• Read the words in red to students and ask them
to repeat them. Correct their pronunciation where F
necessary. Point out that the task tests words that are
often confused so the correct answers will depend on • Ask students to read the instructions and check that they
how naturally each option fits in with the context of understand what they have to do. Stress that they have
the sentence. to use the phrasal verbs from E in the correct form to fill
• Ask students to circle their answers individually, but in the gaps.
check as a class. • Ask students to first read the sentences for gist to work
out which phrasal verb might be missing from each one.
Answers Remind them to pay attention to the subject and also
other tenses used in the sentences to help them write
1 napkins 5 edible the verbs in the correct form.
2 cultivated 6 extracted • Ask students to do the task individually, but check as
3 toppings 7 ethnic a class.
4 staple 8 consume
Answers
• Then, ask students to write their answers to the eight 1 tuck in 5 warm up
questions individually, and once they have finished to 2 whipped up 6 polished off
discuss their answers with a partner.
3 picked at 7 dine out
• Ask students to look at the bottom of the page to see
4 lives on 8 pack away
which answers are correct.
• As a class, discuss which answers surprised them
the most.

56
G
• Ask students to read the instructions and check that they
Grammar
understand what they have to do. • Write the sentences below on the board and elicit from
• Ask students to read the sentences without circling any students where they have seen them before
answers at this stage. (in the Reading texts on pages 58 and 59 about food).
• Read the words in red to students and ask them Ask students to identify the phrasal verb and object in
to repeat them. Correct their pronunciation where each sentence. Ask students if the phrasal verbs are
necessary. Point out that the task tests collocations so transitive or intransitive and elicit or explain why. Ask
the correct answers will depend on how naturally each students which of the two phrasal verbs is separable and
option goes with the following word or phrase. which is inseparable and elicit or explain why.
• Ask students to do the task individually, but check as −− As well as making us pile on the pounds, products
a class. laced with corn sugar may also be affecting our
brains. (pile on; transitive because it is followed by
Answers an object (the pounds) after the particle, intransitive
phrasal verbs are not; separable because the object
1 smell 5 egg could come between the verb and the particle, with
2 cake 6 toast inseparable phrasal verbs the object comes after
3 sliced 7 beans the particle).
4 spilt 8 hot −− The researchers hope that the findings from this
study can help them come up with an anti-overeating
H technique. (come up with; transitive because it is
• Ask students to read the instructions and check that they followed by an object (an anti-overeating technique)
understand what they have to do. after the particle, intransitive phrasal verbs are not;
• Read the words in capital letters to the students and ask inseparable because the object comes after the
them to repeat them. Correct their pronunciation where particle, with separable phrasal verbs the object could
necessary. Ask students which part of speech each come between the verb and the particle. Generally,
word is (verbs: skim, diet, digest, act; nouns: gene, diet, phrasal verbs with two particles are inseparable.)
nutrition, act) and which other parts of speech of these • Explain to students that in this lesson they will
words they know. concentrate on transitive and intransitive phrasal verbs
• Ask students to read the sentences, without filling in any and separable and inseparable phrasal verbs.
answers, to work out what part of speech is missing from Extra Class Activity
each gap.
• Remind students to re-read the sentences once they If time allows, ask students to look back at the Reading
have finished to check their answers. texts on pages 58 and 59 to find other phrasal verbs and
• Ask students to do the task individually, but check as to say if they are transitive or intransitive; separable or
a class. inseparable.

Answers A
1 skimmed 4 indigestion • Ask students to read the instructions and check that they
2 genetically 5 malnutrition understand what they have to do.
3 dietary 6 inactive • Ask students to read sentences 1, 2 and 3 carefully
before underlining or circling any answers.
Ideas Focus • Ask students to do the task in pairs to encourage
discussion, but check as a class.
• Explain to students that they are going to answer
some questions about food and health. Ask students
to read the questions and explain anything they
Answers
don’t understand. 1 phrasal verb: picked at, object: her food
• Ask students to answer the questions in pairs. Then 2 phrasal verb: looks down on,
go round the class monitoring students to ensure they object: the pastry cook
are carrying out the task properly. Don’t correct any 3 phrasal verb: pulled through, no object
mistakes at this point, but make a note of any problems
in structure or pronunciation.
B
• Write any structural mistakes made by students on the
board without saying who made them, and ask them to • Ask students to read the rules carefully and to refer back
correct them. Deal with any problems in pronunciation to sentences 1, 2 and 3 before circling their answers.
that came up. • Ask students to do the task individually, but check as
a class.
Answers Answers
Students’ own answers
1 followed
2 not followed

57
 5 Eat Up!

C Answers
• Ask students to read the instructions and check that they
understand what they have to do. 1 incorrect; … polished them off …
• Ask students to read the sentences carefully and to 2 correct
focus on the words in bold before moving on to D. 3 incorrect; … came up against some problems …
4 incorrect; … gulp it down …
D 5 correct
• Ask students to read the rules carefully and to refer back 6 incorrect; … coming down with it too
to the sentences in C before circling their answers. 7 incorrect; … our plans fell through …
• Ask students to do the task individually, but check as 8 incorrect; … get ahead as a chef.
a class.
• Write the sentences below on the board and elicit from
Answers students what they all have in common (they all contain
some kind of tag).
1 inseparable
−− We’re eating out tonight, aren’t we?
2 can
−− We’re eating out tonight, are we?
3 cannot
−− We couldn’t eat out tonight, could we?
−− We could eat out tonight, we could.
Be careful! • Ask students what they know about question-question
• Read the information in Be Careful! to the students and tags (Question-question tags are added to the end
explain anything they don’t understand. of a sentence. An affirmative statement is followed
• Ask students to write a few sentences of their own using by a negative question tag, and a negative statement
separable and inseparable phrasal verbs with personal is followed by an affirmative question tag.) and what
pronouns and objects. these tags are normally used for (to confirm or check
Now read the Grammar Reference on page 165 (5.1 & 5.2) information or ask for agreement).
with your students. • Elicit from students which of the sentences on the board
is a question-question tag and ask what it is being
E used for (the first one; it is being used to confirm or
• Read the phrasal verbs in the yellow box to the check information).
students and ask them to repeat them. Correct their • Explain to students that in this lesson they will learn
pronunciation where necessary. about other kinds of tags and what they are used for.
• Tell students that they have to consider the meaning of • Ask a student to read out the second sentence and as
the verb and the particle together and not just focus on class discuss what is different about the tag it contains.
the verb. (It is a positive statement followed by an affirmative
• Ask students to read the instructions and check that they question tag.)
understand what they have to do. • Explain to students that this is called a same-way
• Ask them to read the sentences on their own to work question tag and that these tags are used to express
out the meaning of the missing phrasal verb. Also emotions like interest, surprise, joy, anger, etc. and are
encourage them to underline the subject of each not real questions. Read the sentence aloud again and
sentence so that they write the verbs in the correct form. ask the students what they think it expresses (interest,
• Ask students to do the task individually, but check as a surprise).
class. • Read the third sentence aloud to the students and
• Encourage students to copy the phrasal verbs and their elicit that it contains a negative statement followed
meanings into their notebooks. by a positive question tag. Ask students what the tag
expresses (a polite request) and explain that these kinds
Answers of tags are structured in the same way as question-
question tags (an affirmative statement is followed by
1 picked something up 5 fight it off a negative question tag, and a negative statement is
2 tuck in 6 pass out followed by an affirmative question tag).
3 dine out 7 threw it up/threw up • Read the last sentence aloud and explain that it contains
4 picking at it 8 pull it off something called a reinforcement tag and that this kind
of tag is used to reinforce what the speaker has said.
F • Elicit from students that a reinforcement tag takes the
• Ask students to read the instructions and check that they form subject + auxiliary/modal verb and that this is the
understand what they have to do. opposite of questions tags.
• Point out that they have to pay attention to the phrasal
verbs and the objects in each sentence to work out
which sentences are correct and which are incorrect.
• Encourage students to look back at the Grammar points
and Be Careful! if they need help as they do the task.
• Ask students to do the task individually, but check as
a class.

58
Teaching Tip
These structures will make more sense to students and
Answers
sound more natural if they are given the opportunity to The reinforcement tags take the form subject +
use them. Create cards with the situations below on them auxiliary/modal verb, i.e. the opposite of question
to give to each student. Then ask students to stand up tags.
and wander around the class until they ‘meet’ one of their
classmates. They should then ask or inform them about Now read the Grammar Reference on page 165 (5.3 to 5.5)
the situation on their card using one of the structures from with your students.
G, H or I.
– You want to go out for a meal. J
– You want to act surprised that your classmate’s • Ask students to read the instructions and check that they
mum won a cooking contest. understand what they have to do.
– You want to check that your classmate wants to go • Encourage students to read the whole sentence before
out for dinner that night. circling any answers to look for clues to the right
– You want to stress that you and your classmate had answer. Tell them they should pay particular attention
fun at a barbecue at the weekend. to the verbs in the statements to see what they are and
– You want to show surprise at how much food your whether they are positive or negative.
classmate’s brother can eat in one sitting. • Remind students to re-read the sentences once they
have finished to check their answers.
• Ask students to do the task individually, but check as
G
a class.
• Ask students to read the instructions and check that they
understand what they have to do.
• Ask students to read sentences a and b and underline
Answers
the question tags. 1 shall we 5 is it
• Elicit from students that the tags in these sentences are 2 did he 6 would you
same-way question tags. 3 will you 7 am I
• Read 1–4 with the students and explain anything they 4 have they 8 could you
don’t understand.
• Ask students to do the task individually, but check as K
a class. • Ask students to read the instructions and check that they
understand what they have to do.
Answers • Encourage students to read the whole sentence before
a have you? writing any answers to look for clues to the right
b won’t you? answer. Tell them they should pay particular attention
1 A positive tag is used with a positive statement, to the verbs in the statements to see what they are and
and a negative tag is used with a negative whether they are positive or negative.
statement. This is not the normal structure for • Encourage students to look back at G, H and I if they
question tags. need help when doing the task.
2 no • Remind students to re-read the sentences once they
3 surprise/interest have finished to check their answers.
4 anger/warning • Ask students to do the task individually, but check as
a class.
H Answers
• Ask students to read through the information on
Question Tags for Polite Requests and the example 1 did 4 does
sentences. Then ask them if they can think of any 2 would 5 have
further examples. 3 am 6 do
• Check students understand how they are used.
L
Answers • Ask students to read the instructions and check that they
Both sentences include a negative statement followed understand what they have to do.
by a positive question tag (couldn’t borrow ... could • Encourage students to read the whole sentence before
I?, don’t suppose I could, could I?). writing any answers to look for clues to the right
answer. Tell them they should pay particular attention
to the subject and any auxiliary or modal verbs in the
I statements.
• Read the information on reinforcement tags to the • Encourage students to look back at I if they need help
students and explain anything they don’t understand. when doing the task.
• Ask them to read the instructions and check that they • Remind students to re-read the sentences once they
understand what they have to do. have finished to check their answers.
• Ask students to read the example sentences, focusing • Ask students to do the task individually, but check as
on the tags in bold. a class.
• Ask students to do the task in pairs to encourage
discussion, but check as a class.

59
 5 Eat Up!

Answers C
• Ask students to read the instructions and make sure they
1 he has 4 they would understand what they have to do.
2 that is 5 we had • Ask students to read the statements again focusing on
3 she does 6 you are the answers that they did not tick.
• Ask the students to work with a partner to discuss what
changes could be made to the statements to make
Listening them correct.
• Check the answers as a class and ask students to justify
A their answers using the words and expressions they
• Ask students to read the instructions and make sure they heard on the recording.
understand what they have to do.
• Ask students to read the questions and underline any Answers
key words. a 1 The man gives the woman one option for lunch
• Remind students that in multiple-choice listening tasks, (made up of two foodstuffs – cuttlefish and a
ideas are often paraphrased and that it is a good idea to green salad).
get into the habit of reading questions before listening 2 The woman points out that they had seafood
and to think of other words and phrases that they might the previous day. OR, The man points out the
hear on the recording. cuttlefish will go off if they don’t eat it soon.
• Play the recording once all the way through and ask b 2 The woman reckons the man is in peak
students to write down their answers. Ask students to condition.
compare their answers with a partner and to justify any 3 The woman wouldn’t find it easy to cut out carbs.
answers they have that are different. OR, The man has found it easy to cut out carbs.
• Play the recording again to check their answers and fill in
any missing answers.
• Check answers as a class and ask students to justify their D
answers using the words and expressions they heard on • Ask students to read the Exam Close-up and ask a
the recording. student to explain what it says in his or her own words.
• Elicit from students how this type of multiple-choice
Answers listening task is different to other multiple-choice
listening tasks that they have come across in the past.
a 1 cuttlefish and a green salad
(They won’t be asked any specific questions. They
2 the woman, because they ate octopus the day will be given three options and they must choose the
before correct one based on what a speaker says during the
3 because the cuttlefish will go off otherwise conversation.)
b 1 the man • Remind students of any differences in any answers they
2 he is in great shape might have had in the second part of B and explain
3 for sticking to the diet that this task shows how important it is to read and
understand the options properly in this type of listening
B task.
• Ask students to read the instructions and make sure they • Point out that in this kind of listening task, the distractors
understand what they have to do. will be carefully worded wrong answers that use words
• Explain that students will hear the same two and ideas from the conversation, so it is essential that
conversations again. Ask them to read the statements they underline any key words in the options, and listen
and underline any key words. Explain anything they very carefully so as not to select wrong options.
don’t understand. E
• Play the recording once all the way through and ask
• Ask students to read the instructions and check they
students to tick their answers. Ask students to compare
understand what they have to do.
their answers with a partner and to justify any answers
• Explain that they will hear eight short conversations and
they have that are different.
they must choose the correct option based on what they
• Play the recording again to check their answers or to fill
hear on the recording.
in any missing answers.
• Give students time to read 1–8 and to underline any key
• Check answers as a class and ask students to justify their
words in the options. Answer any questions they might
answers using the words and expressions they heard on
have about them.
the recording.
• Play the first conversation on the recording once and
Answers ask students to circle their answer to question 1 before
playing the conversation again. Check the answer to the
a3 b1 question and ask students to justify it before playing the
rest of the recording.

60
• Play the recording once all the way through and ask −− I think factory farming that raises battery hens should
students to circle their answers. Then ask students to be banned; forcing an animal to spend its entire life in
discuss their answers with a partner and to justify any a tiny cage is simply wrong.
answers they have that are different. −− My grandfather raises free-range hens on his farm;
they are happy and healthy because they spend lots
F of time outside.
• Play the recording again and ask students to check their −− Mass production has been the norm for many
answers and to circle any missing answers. decades now; almost everything we buy is made in
• Check the answers as a class and ask students to justify huge quantities.
their answers. −− Subsistence farming may not provide a farmer with
any profit, but at least he can grow enough food to
Answers feed his family.
1b 2c 3b 4b 5a 6a 7c 8b −− I’m not much of a cook, so I pretty much live on ready
meals that I get from the local supermarket.
−− I always like going home; mum always has a hot
Teaching Tip freshly cooked meal on the table.
−− Genetically-modified produce indeed! Who would
If students run into problems while listening, play the
want to eat a square tomato!
recording again once you have checked their answers.
−− My family eats only organic produce; it’s delivered to
Stop after each conversation and ask students what
the house once a week by the farmer himself.
question was asked and to summarise the conversation in
• Go round the class monitoring students to make sure
their own words.
they are carrying out the task properly. Don’t correct any
mistakes at this point, but make a note of any problems

Speaking
in structure or pronunciation.
• Ask each pair to talk about one of the sets of phrases
until each pair has had a turn. Ask the others if they
A agree or if they have anything else to add.
• Ask students to read the four questions and answer any • Write any structural mistakes made by students on the
queries they may have about them. board without saying who made them, and ask them to
• Ask students to work in pairs and to take it in turns to correct them. Deal with any problems in pronunciation
ask and answer the questions about themselves. that came up.
• Go round the class monitoring students to make sure
they are carrying out the task properly. Don’t correct any Answers
mistakes at this point, but make a note of any problems 1 e
 ating on the hoof means eating while doing
in structure or pronunciation. other things usually walking; a sit-down meal is a
• Ask each pair to ask and answer one question and formal meal, served at a table
repeat until each student has had a turn. 2 a working lunch is where people meet to discuss
• Write any structural mistakes made by students on the business or work matters while having lunch;
board without saying who made them, and ask them to to work through lunch means that you keep on
correct them. Deal with any problems in pronunciation working despite it being your lunch break
that came up.
3 battery hens are hens that are kept in a confined
space; free-range hens are hens that are allowed
Answers to roam freely in the farmyard
Students’ own answers 4 mass production is when food is produced in
extremely large quantities; subsistence farming
B is when you produce food for your own
consumption
• Ask students to read the instructions and check that they
5 a ready meal is a pre-prepared and pre-cooked
understand what they have to do.
meal bought in a container; a freshly cooked
• Read the phrases to the students and ask them to repeat
meal is a dish prepared using only fresh produce
them. Correct their pronunciation where necessary.
for immediate consumption
• Ask the students to work in pairs to discuss the
6 genetically-modified produce is food that has
difference between the phrases in each set.
• If students are totally unfamiliar with these phrases, write been grown from seeds whose genes have been
the pairs of sentences below on the board to help them. altered to make them more resistant to pests and
−− I don’t like eating on the hoof, but some days I’m so diseases; organic produce is food that has been
busy that I’ve no choice but to eat as I walk or drive. grown without or with very small amounts of
−− No matter how busy we are, my husband and pesticides and other chemicals
I always make time for a long, leisurely sit-down meal
in the evening.
−− I rather enjoy working lunches; you can deal with
important business matters and have something to
eat at the same time!
−− What a day! I didn’t have a moment to myself and I
even had to work through lunch. Now, I’m starving!

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 5 Eat Up!

C Useful Expressions
• Ask students to read the instructions again and ask them • Read the Useful Expressions to the students and ask
how many things they have to do (two) and what they them to repeat them. Correct their pronunciation and
are (talk about how the photos show various approaches intonation where necessary.
to food nowadays and decide which picture best reflects • Point out to students that they should use some of these
modern attitudes to eating). expressions when they do C and the Exam Task.
• Explain to students that in collaborative tasks, like this,
they should listen carefully to their partner and try to
Ideas Focus
naturally link their ideas with theirs. • Ask students to read the questions quickly and deal with
• As a class, elicit what approach to food is shown in the any queries they may have.
pictures and encourage students to think about which • Ask students to work in pairs and to take it in turns to
picture best reflects modern attitudes to eating. answer the questions.
• Ask students to do the task in pairs and to use the • Go round the class monitoring students to make sure
structures from the Useful Expressions box to present they are carrying out the task properly. Don’t correct any
their opinions and reach a decision. mistakes at this point, but make a note of any problems
• Go round the class monitoring students to make sure in structure or pronunciation.
they are carrying out the task properly. Don’t correct any • Ask a student from each pair to answer one of the
mistakes at this point, but make a note of any problems questions until each pair has had a turn. Ask the other
in structure or pronunciation. students if they agree or if they have anything else
• Ask each pair to tell the rest of the class which option(s) to add.
they chose and say why. • Write any structural mistakes made by students on the
• Write any structural mistakes made by students on the board without saying who made them, and ask them to
board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation
correct them. Deal with any problems in pronunciation that came up.
that came up.
Answers
Answers Students’ own answers
Students’ own answers

D Writing: a proposal
• Ask students to read the Exam Close-up. • Ask students what a proposal is and why they are
• Point out that in this type of task, it is very important written. Ask students if they have ever written a proposal
that students always listen to what their partner says. If for anyone. If so, ask them who the person was, what
they don’t listen to their partner, they will be unable to the proposal was about and whether the reader
link their ideas to his or hers. of the proposal adopted the course of action they
• Explain to students that they will learn various structures recommended.
for linking their ideas in the Useful Expressions box. • Explain to students that in this lesson they are going to
• Ask students to read through the rubric and the deal with writing proposals.
Exam Task and think about how they would answer • Read the Learning Focus on understanding the purpose
the questions. of a proposal to the students and explain anything they
E don’t understand. Ask students how a proposal is similar
to a report (organisation, register and target reader)
• In pairs, students should take turns answering the follow- and how it differs from a report (a report is to identify a
up questions in the Exam Task. problem, explain it and recommend action that will lead
• Go round the class monitoring students to make sure to a solution, while a proposal is to persuade the reader
they are carrying out the task properly. Don’t correct any to adopt a course of action about a product, service
mistakes at this point, but make a note of any problems or idea). Elicit from students when reports are usually
in structure or pronunciation. written (after something has been experienced) and
• Ask a student from each pair to answer one of the when a proposal is usually written (before an action is
questions until each pair has had a turn. Ask the other carried out).
students if they agree or if they have anything else
to add. A
• Write any structural mistakes made by students on the • Ask students to read the instructions and check that they
board without saying who made them, and ask them to understand what they have to do.
correct them. Deal with any problems in pronunciation • Allow students time to look at the writing task and
that came up. deal with any queries students might have about
unfamiliar words.
Answers • Ask students to do the task individually, but check as
Students’ own answers a class.

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 Answers • Ask some students to read out their conclusions to the
rest of the class. You could hang all the conclusions on
proposal (x2) the wall and ask students to read each other’s work.

B Answers
• Ask students to read the instructions and check that they Students’ own answers
understand what they have to do.
• Ask students to read the writing task in A again F
and questions 1–3 in B. Explain anything they don’t
• Ask the students to read the Exam Close-up and point
understand.
out that the writer of the example proposal did all the
• Ask students to work in pairs to encourage discussion,
things on the list.
but check as a class.
• Remind students that they can use the information here
Answers as a checklist when writing their own proposals.
• Ask students to read the instructions and the Exam Task
1 the social committee; same peer group; and ask them to underline any key words and phrases in
semi-formal (contractions acceptable) the task. Explain anything they don’t understand.
2 probably all three, but describing one or two is • Ask students to answer the questions in B about this
also possible writing task so that they know what they have to do.
3 one of the venues for the end-of-year event; by • As a class, ask students who has asked them to write
comparing the students’ suggestions with the the proposal (their principal), what their proposal should
handwritten notes be about (improvements to the college canteen) and
what they should use when writing their proposal (the
principal’s email and their notes).
C
• Ask students to read the paragraph plan and to make
• Ask students to read the instructions and check that they notes for each paragraph, if time allows. Ask students
understand what they have to do. how many paragraphs they will have in their proposals
• Ask students to read the writing task in A and the (six, introduction, one paragraph for each of the four
example proposal in C and explain anything they suggestions, conclusion).
don’t understand. • Set the Exam Task for homework.
• Ask students to do the task individually, but check as a • Encourage students to use the Writing Reference and
class. Encourage students to justify their answers using checklist for proposals on page 179.
information from the example proposal.

Suggested answers
I agree that the river boat cruise would be the best
option because it would be fun and also something
that the students wouldn’t have experienced before.

D
• Ask students how many things the task asks them to
do (two things: 1 to identify the language the writer
has used instead of repeating the words from the input
material; 2 to find where the writer reveals their choice
of venue and identify the language used).
• Ask students to work in pairs to encourage discussion,
but check as a class.

Answers
1 great food delicious, affordable reasonably
priced, costs nothing to hire free, fun
entertaining, unusual original
2 In the conclusion; I strongly recommend

E
• Ask students to read the instructions and check that they
understand what they have to do.
• Ask students to look at the writing task in A again,
choose a different venue and use the notes to write a
conclusion in their notebooks.
• Give students no more than five minutes to write
their conclusions and go round the class offering help
where necessary.

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 5 Eat Up!

Suggested answers
Proposal for improvements to the college
canteen
Introduction
The purpose of this proposal is to recommend
improvements that could be made to the college
canteen.
Food
Regarding food, at the moment there are only
sandwiches available. There could be a wider range
of food. For example, vegetarian students could be
catered for and also ethnic foods, such as Chinese,
Italian and Indian cuisine could be introduced.
Décor
In terms of décor, at the moment the walls of the
canteen are a dull shade of grey. Maybe painting it a
nice bright colour would help.
Queues
At the moment students have to queue for a long
time to pay for their food which eats into their break
time. Perhaps another cashier could be employed
although this would be very expensive.
Hygiene
With so many students using the canteen every
lunchtime it often gets messy. If there were more
cleaning staff on hand to tidy up it would probably be
a nicer place to spend time. Again this may cost a lot
of money.
Conclusions
I strongly recommend introducing a wider variety of
food. At the moment the vegetarian students are
not being catered for and have to bring in packed
lunches. Also, many students said that they would use
the canteen if the food was more varied.

Useful Expressions
• Read the words and phrases in Useful Expressions to
the students and ask them to repeat them. Correct
their pronunciation and intonation if necessary. Explain
anything they don’t understand.
• Ask them to circle words and phrases from the list
that are in the example proposal (The purpose of this
proposal is to recommend …, On the minus side, …, I
strongly recommend …)
• Elicit in which part of their proposal they can use each
category of expressions and tell them to use them when
writing their proposal for the Exam Task.

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5 The Smelliest Fruit Video

General Note Answers

Please see the information about the National Geographic 1 F (00:28) 4 T (01:30)
videos on page 18 of this Teacher’s Book. 2 T (00:40) 5 F (01:36)
3 T (01:05) 6 F (02:14)
Background Information
Borneo, which lies on the equator, is the third largest After you watch
island in the world and its territory spreads across
Malaysia, Indonesia and Brunei. It is a beautiful place with C
white sandy beaches and the oldest rainforest on the • Explain to students that this is a summary of the
planet. It is a large region and has many distinct traditional information they heard on the video.
foods which vary from place to place. Fruit is often eaten • Read the words in the yellow box to the students and
raw in large salads. Some of the stranger-looking Borneo ask them to repeat them. Correct their pronunciation
fruit include the rambutan, which is red and hairy, and the where necessary. Ask them to write N, V, Adj, Adv
jackfruit, which is yellow and prickly. or Prep beside each of the words depending on
whether it is a noun, a verb, an adjective, an adverb or
a preposition.
Before you watch
• Explain to students that they should read the whole
A summary through before writing any answers first, to
work out what part of speech is missing.
• Explain to students that in this lesson they are going to
• Tell students to re-read the text once they have finished
watch a video about a special fruit. Ask them to look at
to check their answers.
the globe and to tell you in which part of the world the
• Ask students to do the task individually, but check as a
fruit grows (Malaysian Borneo). Elicit what they know
class.
about Malaysian Borneo and the food that people eat
there.
• Ask students to read the instructions and the three
Answers
questions and explain anything they don’t understand. 1 rotten   6 smuggle
• Ask students to answer the questions in pairs. 2 strongly   7 bedspreads
Encourage them to draw on their own personal 3 Despite   8 slowly
experiences involving foods from other cultures. 4 bear   9 long
• Go round the class monitoring students to make sure 5 constant 10 fresh
they are carrying out the task properly.
• Ask each pair to answer one of the questions and repeat Ideas Focus
until each pair has had a turn.
• Deal with any problems in pronunciation that came up. • Ask students to read the three questions and answer any
queries they might have.
Answers • Ask students to work in pairs and explain that they
should both give their opinions on all questions.
Students’ own answers • Go round the class monitoring students to make sure
they are carrying out the task properly. Don’t correct any
While you watch mistakes at this stage, but make a note of any problems
in structure and pronunciation.
B • Ask each pair to answer one of the questions and repeat
• Explain to students they are now going to watch the until each pair has had a turn.
video and do a task based on the information they hear. • Write the foods that students think have an unpleasant
• Ask students to read statements 1–6 and ask them what smell and what foods they think it is totally unacceptable
the documentary will be about (the durian fruit). to consume on the board.
• Ask them to think about which answers might be true • Deal with any problems in pronunciation that
and which might be false before watching. Explain came up.
anything in the statements that the students don’t
understand. Answers
• Play the video all the way through without stopping Students’ own answers
and ask students to mark their answers. Ask students
to compare their answers with a partner’s and to justify
any answers they have that are different. Play the video
again so that they can check their answers.
• Ask students to do the task individually, but check as a
class.

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