lead-in x8

X8READINGtopic: health campaignsskill: differentiating between similar opinionstask: cross-text multiple matching

GRAMMARthe passivebeing concise

VOCABULARYexpressing emotionsadjective + noun collocations

LISTENINGtopic: food and cultureskill: understanding paraphrasestask: sentence completion

USE OF ENGLISHopen clozemultiple-choice cloze

SPEAKINGtopic: healthskill: interrupting, asking for clarificationtask: collaborative task

WRITINGtopic: health educationskill: cohesiontask: essay

SWITCH ON video: frozen landsproject: cultural study

Lead-in SB p105Ask students to look at the picture on page 105. Ask students to tell their partner whether the burger is something they would like to eat and why. Read the quote aloud Everything is fine in moderation. Ask: What does this quote mean? (if you do something in moderation, such as drinking coffee or eating certain foods, it is OK as long as you do not do it too much or too often). Put students into pairs to discuss the questions. Elicit some ideas.

Focus students’ attention on the unit title: Healthy body, healthy mind. Ask: What does this title imply? (There is a connection between physical and mental wellness). Ask: Do you agree?

extra: whole classAsk students to discuss the following questions in pairs, then elicit a few ideas for each. These discussion questions could also be used as alternative ways to start or finish your class throughout this unit.

1 How important is it to have a good balance between work and play in our lives?

2 Do you think it’s a good idea to find time every day to relax and do nothing? Why/Why not?

3 Would you say that there is a link between health and happiness?

Healthy body, healthy mind

135

M01 GoldXP TB C1 Global 39842.indd 135 4/19/18 11:09 AM

extra: whole classIf you have access to the internet in class, search for and play a clip called ‘I am whole’ with Jordan Stephens. Ask students to discuss in pairs what they thought of the clip. If necessary, scaff old the discussion with some questions such as: What is your initial impression of the video? Who do you think the video is targeting and what do you think they are trying to achieve? How authentic (real) is the campaign? Do you think the clip is eff ective?

Alternatively, post the questions and a link to the video in your class online area and ask students to watch it for homework, and post a short (50-word) comment about the video, using the questions as a prompt.

Read on3 Give students fi ve minutes to read comments A–D to fi nd

out anything the commenters liked/disliked about the campaign and/or video clip.

Possible answersA Likes: length (The short but punchy clip serves to illustrate

the main point of the campaign extremely well); circle on palm symbol, celebrity involvement, based on true facts

B Likes: the campaign concept of removing stigma/shame of depression, motto and symbol, campaign overall.

Dislikes: the video clip lengthC Likes: the clip increases empathy in those who don’t suff er

from depression, the campaign highlights an important issue, interesting comment thread on website.

Dislikes: Some aspects seemed under-researched.D Likes: powerful video, use of celebrity role models,

simplicity, good medium for reaching young people.

exam task: cross-text multiple matchingIn the Cambridge exam there would not be such a long lead-in. Here included to engage students.

Read the exam tip introduction aloud before doing the task. Remind students that scanning is when you search a text for specifi c information. Ask: What strategies could you use to scan the text for references quickly? (e.g. identifying and underlining key words in the questions, thinking about paraphrases/synonyms to look for, using your fi nger to guide your eyes over the page quickly). Ask students to work in pairs to answer the questions, then elicit some responses.

1 Text A: positive (short but punchy clip, illustrates … extremely well)

2 Text B: negative (I fear that something has been lost in the brevity of the video … time constraints means it has to oversimplify the issues involved … would have more impact were the celebrities to talk a little about how they or people they have known have been touched by the issues.)

Text C: positive (as the excellent campaign video demonstrates)

Text D: positive (Here, however, the balance is just right. The video isn’t wordy and it speaks directly to those who need to understand what having such problems means, through a medium that young people will appreciate.)

READING SB pp106–107

To startAsk: What do you know about depression? What diff erent attitudes do people hold towards mental illness?

Elicit that depression is a medical condition that makes you very unhappy and anxious in a way that aff ects your life; a feeling of sadness that makes you think there is no hope for the future.

If possible, take this opportunity to let students know about support services at the school and/or in your area or suggest possible people that students could approach if they want to talk about an issue or aren’t feeling OK, e.g. school teacher or counsellor, telephone counselling service, friends and family members.

1 Ask students to discuss the question. Then elicit some ideas.

alternativeDraw a mind map in the style of a Speaking exam collaborative task and select fi ve of the issues in Ex 1 to put around it. Students discuss the question in pairs as if it is a collaborative task. Then give them one minute to make a decision about the following question: Which issue would you recommend for a health campaign for young people in your area?

Possible answers• I’m pretty sure that all of these health issues aff ect young

people in some way. Perhaps the most serious issue is depression. I say this because I’ve known quite a few people who suff er from depression and anxiety, and it can be absolutely devastating.

• When I look around my friends, I’d say physical fi tness is right up there as one of the most important issues. Some of us are couch potatoes and others work out to the point of obsession.

• Skin complaints and acne tend to aff ect adolescents more than adults, at least in my experience.

2 Ask students to think about campaign advertising they may have seen in diff erent mediums, e.g. social media, television, posters/brochures. Elicit some ideas then ask some follow-up questions such as: Did the campaign have a slogan or symbol? Who was the target audience? Did the campaign have any celebrity backing?

Possible answersOne campaign I saw relating to depression was ‘R U OK?’ day. It was encouraging people to ask others how they were really feeling. It did actually remind me to be in touch with a few friends I hadn’t seen for a while.There’s a campaign about the importance of vaccination going on at the moment. I think the government is trying to correct some misinformation spread by anti-vaxers. I’m already fully vaccinated so it didn’t change anything for me personally.

8 Healthy body, healthy mind

136


Speak up7 Students discuss the questions in pairs. Then elicit a

few ideas.

Possible answers1 • Videos that make people think about a topic are pretty

effective. Celebrity endorsement and a snappy slogan can definitely help make the clip more memorable as well. I find I remember what I watch far more than what I read.

• I’m cautious to say it would be effective without having any evidence. I’m behind the idea that videos effectively bring people’s attention to an issue, but will people actually modify their behavior after watching?

2 • I’m not convinced you can just ‘cheer up’ someone who is suffering from depression. That said, the way you could support them would probably be to keep in touch regularly, be a listening ear and maybe encourage them to get professional help.

• I’d encourage them to come out with me, maybe spend some time in nature or do something we both enjoy. I’m not pretending that it would turn off the depression like a switch, but it would be more beneficial than them sitting alone at home.

• I’ve suffered from depression in the past and one of my friends made a point of texting me every single day. I still felt isolated to be honest, but a little less so. If I know someone is feeling down, I try to keep in touch like my friend did for me.

Fun footerAsk students to read the footer. Ask: How have attitudes towards tobacco changed over the last century? What measures can governments take to reduce smoking?

Elicit students’ ideas and write them on the board. Ask students to discuss the effectiveness of each measure in pairs. Ask: If you were a politician, how would you tighten or relax tobacco laws? Why?0

backgroundKing James I (1566–1625) was already king of Scotland when he was crowned the king of England in 1603. In some circles, he was nicknamed the ‘wisest fool in Christendom’.

To finishPut students into small groups. Ask students to choose a health issue that concerns young people today (refer them to the list in Ex 1). Students plan a campaign to offer help. Depending on time, ask them to consider some or all of the following: the key message, a slogan and symbol, the medium for the campaign (e.g., social media, TV, billboards, etc.) and who would be in it.

Ask groups to share their ideas with the class and vote on which campaign might be the most effective and why.

In preparation for the Grammar lesson, ask students to read the explore grammar box on page 108 and the Grammar file section on the passive on page 156. Ask them also to complete Ex 1 on page 157. Students can also go through the PowerPoint Grammar Presentation.

Presentation tool: Unit 8, Reading

Workbook / Online Practice: p87

Photocopiable activity: 8A

Extra Practice App

4 Students answer the questions, then compare their answers in pairs.

1 B B has a negative view of the video (something has been lost in the brevity of the video), compared to the positive views by A (short but punchy clip), B (as the excellent campaign video demonstrates) and D (the balance is just right.)

2 C (depression is something that affects an increasing number of people, including children, and they need to be supported, not punished for it – Text A)

(although I hate to mention this, some sufferers are vilified as the excellent campaign video demonstrates – Text C)

3 A (I was also impressed by the care the developers of the campaign have taken to getting at the true facts – Text A)

(Although some information highlighted in the campaign was, to my mind, a little under-researched – Text C)

4 C (… campaign does really well is to make those of us who are lucky enough not to suffer from depression realise how devastating an illness it can be – Text C)

(it speaks directly to those who need to understand what having such problems means – Text D)

5 Students find words and phrases in the text to complete the sentences. To support weaker students, you could give them the words and phrases out of order or the initial letters, if necessary. Check the answers. Check students understand no holds barred (when there are no rules or limits on what you are allowed to do, e.g. It seems there are no holds barred when it comes to making a profit).

1 holds barred 2 brevity 3 time constraints 4 laudable 5 vilify 6 wordy

Sum up6 Read one of the summaries in the answer key below

and ask students to guess which comment you are summarising. Encourage students to paraphrase as they take turns to summarise comments and guess in pairs.

Possible answersA The commenter likes that the campaign is direct and

thinks the message is well-supported by the video clip. He/she suggests that the clip is well-researched and would be encouraging for people suffering from depression.

B The commenter applauds the idea behind the campaign and hopes it shines a spotlight on depression. However, he/she found the video too short and simplified. He/she would have liked to have seen more personal experiences in the clip for greater impact.

C The commenter emphasises how important it is to be aware of the effect and symptoms of mental illness in people we know. He/she agrees with the campaign’s message that this is one of the most significant youth issues today. He/she appreciated the range of views expressed on the website, but believed the campaign could have been improved by more robust investigation.

D The commenter is a huge fan of the campaign and video clip. In particular, he/she liked how famous people were involved, and the message was promoted in a very clear, concise way. The commenter contrasted some other clips which were much more harrowing and not as likeable.

137


4 You are going to be given a medal for your bravery. (unimportant agent)

5 It has been discovered that this drug has dangerous side eff ects./This drug has been discovered to have dangerous side eff ects. (It is obvious who the agent is.)

6 The most interesting lecture was given by an American lawyer. (The agent is put at the end of sentence for impact.)

3 Point out the picture of a wilderness area at the bottom of the page. Ask: Where do you think this is? (Scotland). Elicit the meaning of wilderness (a large area of land which has never been developed or farmed). Ask students to speculate on what the Wilderness Project might involve in pairs.

Possible answerIt might involve giving young people some sort of outdoor experience in the wilderness. Maybe it would involve learning some survival skills and getting away from mobile devices, or working as a team. It could be aimed at young people who live in cities or don’t normally have access to nature.

4 8.1 Play the recording for students to fi nd out what the Wilderness Project is and complete the text. For weaker classes, play the recording twice if necessary. Go through the answers as a class to ensure students have the same answers to use for Ex 5.

1 received 2 determined 3 identifi ed 4 develop 5 found 6 improve 7 give 8 review

5 Students rewrite the text using passive forms. If time is short, ask half the class to rewrite the fi rst half, and the other class to rewrite the second half (from However …).

Possible answerStatistics have recently been received relating to young people who have been on programmes such as the Wilderness Project and it has been determined that a very high percentage of them profi ted signifi cantly from their experiences. We are in the process of setting up more such programmes to accommodate the increasing numbers of young people who have been identifi ed as being in need of experiences like this. However, with more funding from the government, even more programmes could be developed. It has been found that a person’s self-esteem and confi dence can be signifi cantly improved by being close to nature and learning various skills and craft s in a natural setting. It is very important that young people are given these opportunities. The current programme will be reviewed at a later date.

extra: whole classStudents work in small groups. Give them the following scenario: Imagine that you are running a health programme with limited funds. You can fund either a wide-scale social-media campaign about depression and anxiety, or fund 200 young people to attend the Wilderness Project. It is believed that both projects would have signifi cant benefi ts, but you can only fund one. Give students fi ve minutes to discuss their decision, then report back to the class with a reason.

GRAMMAR SB p108

To startWrite the following two sentences on the board:

1 Some information was a little under-researched.2 The comments thread showed a whole range of attitudes

towards mental health issues.

Elicit which sentence is active and which is passive. Students work in pairs. Ask them to discuss: How do we construct a passive form? When do we usually use the passive instead of the active? Give an example of a present, future and past passive form in a context sentence.

Sentence 1 is passive.Sentence 2 is active.To construct a passive form, we use the correct form of be and the past participle.We use the passive to change the emphasis of the sentence.Possible examples:Cigarette advertising is banned in some countries.Mental health campaigns have been praised for raising awareness of the help available.A presentation on healthy eating will be held tomorrow.

explore grammar SB p156

1 If you didn’t follow the fl ipped classroom approach suggested at the end of the previous lesson, go through the PowerPoint Grammar Presentation or the explore grammar box with the class now. Students then match the uses with examples 1–4, if necessary referring to the Grammar fi le section on the passive on page 156 to help them. Ask students to compare their answers in pairs.

A 1, 3 B 2 C 4

watch out forIntransitive verbs cannot be used in the passive. An intransitive verb has a subject but no object, and is marked [I] in many dictionaries, e.g. arrive, occur, go.

2 Read through the task. Say: Start by identifying the object in the sentence. That will be your new starting point. Students rewrite the sentences. Conduct class feedback.

extra: mixed abilityIf you have a weaker class, go through the sentences as a class identifying the object as a starting point, e.g. the town; items from the robbery; you; this drug; the most interesting lecture.

(In all the sentences, the passive form is more appropriate – see the reasons in brackets below.)1 In recent years, the town has been aff ected by increasing

amounts of traffi c. (The agent is complicated to express simply.)

2 Items from the robbery were found on a ferry to France. (unimportant agent)

3 You were reported for being late to work fi ve times last week. (This sounds more diplomatic when expressed in the passive.)


138


VOCABULARY SB p109

expressing emotionsTo startAsk students to work in pairs to think of as many words and phrases as they can to describe emotion and mood, e.g. cry, laugh, shout, anger. Elicit ideas. Ask: Is it better to wear your heart on your sleeve or bottle up your emotions? How do family and cultural background influence people’s views on showing emotions?

1 Ask students to discuss the questions in pairs. Then elicit some responses.

Possible answers1 • My sister has always been a very emotional person and

isn’t afraid to show it. She’ll yell if she’s angry and burst into tears at the smallest thing. On the other hand, if she’s happy, she can light up the room.

• I have a friend who wears his heart on his sleeve. You always know what kind of mood he’s in because he’ll be laughing his head off or ranting about something.

2 • In my view, it is wise to keep your emotions bottled up in the workplace up to a point. You don’t have to hide everything, but it undermines your professional capability if you show every mood swing.

• It basically comes down to how well you know the people in any given situation. If you don’t know the people well, I’d suggest being a bit more subtle with your emotions.

2 8.2 Play the recording. Elicit what the speakers say about crying, anger and laughter.

crying: improves our mood, physically good for usanger: exercise, running and yelling get rid of frustrationlaughing: good for healing, medicine

3 Students work in pairs to complete the activity. Point out that all the words are verbs, except for the group in 3, which are all nouns. Emphasise that the words in each group have similar meanings, but are not exactly the same. For example, giggle means to laugh quickly, quietly, and in a high voice, because something is funny or because you are nervous or embarrassed; chuckle means to laugh quietly; snigger means to laugh quietly at something which is not supposed to be funny; smirk means to smile in an unpleasant way.

1 yell 2 sob 3 rant 4 giggle

extra: fast finishersEncourage students to use a thesaurus or dictionary to add another word or phrase to each list.

Possible answers include: 1 yelp, squeal, wail; 2 sniffle, burst into tears; 3 resentment, irritation; 4 burst out laughing, grin.

Speak up6 Tell students about something you have been put off

doing, e.g. At one stage, I was quite keen on the idea of bungee jumping. But then I heard some rumours that it could damage your eyesight and I have been completely put off doing it. Students discuss the items in pairs. Circulate, listening for correct use of passive forms using the correct form of be + past participle.

Possible answers1 I once got sick from some undercooked seafood, and am

sorry to say that I have been completely put off ordering it ever again.

2 I have been reminded countless times about not biting my fingernails, but it’s a habit that is so hard to break!

3 I was told off for eating on public transport. I knew the rules, but I was starving.

4 I was overcharged at the cinema once, I’d forgotten my ID and they didn’t believe I was under 16 at the time, so I had to pay for an adult ticket.

5 I have been criticised for speaking my mind, but, I really believe it’s better to be upfront with people.

6 I have been praised for helping my brother with his homework. My parents really appreciate it.

7 I’ve been delighted by that new café opening on the corner. I’ve wanted somewhere local to get coffee for a very long time.

8 I have been angered by people thinking depression is something you can snap out of. It’s far more complex than that.

To finishStudents work in pairs. Write the list of prompts below on the board, or post them to your class online space. Give students the following scenario: Imagine that recent research has been done into how our lifestyle affects our health. Ask them to write sentences with their own ideas using the prompts if necessary. Give them about five minutes to do this. Elicit some ideas

After a lot of research …

1 it can be concluded that …2 it has been found that …3 it is suggested that …4 it has been decided that …5 it has been discovered that …6 It is thought that …

Presentation tool: Unit 8, Grammar


Grammar reference and practice: SB p156

Photocopiable activity: 8B

Audioscript: SB p182

139


Speak up7 Encourage students to think about this question in

relation to part-time jobs they may have, or jobs they may wish to do in the future. Students discuss the question in pairs. Elicit a few ideas.

Possible answer• In my view, it’s fair enough that employers require workers

to manage their emotions. Imagine if you went into a shop or a restaurant or the hospital, and the people working there were sobbing or ranting, it would be awful as a customer.

• I don’t think it’s healthy myself. When people are forced to bottle up their emotions at work, it’s more likely to lead to an explosive outburst or feelings of isolation and loneliness.

• There’s a balance to strike between allowing extreme emotions to show and wearing a mask. It’s helpful for workers to be provided with safe spaces where they can get things off their chests.

Fun footerAsk students to read the footer. If necessary, clarify that ‘Yeah, right’ is oft en used to show sarcastic disbelief. Point out that the sarcasm may be humorous, e.g. A: Leave the chocolates here with me, I’ll keep them safe for you. B: Yeah, right. (Both speakers use sarcasm for humour.)

Sarcasm can also be used to show annoyance (in an impolite way), for example: A: You’re the fi rst customer to complain about the experience, no one else has had a problem with it. B: Yeah, right. (B uses sarcasm to show annoyance and disbelief.)

Discuss as a class the importance of choosing appropriate situations to use sarcasm, and the cues they could use to make it clear that they are being sarcastic, such as using a lower tone, extending the vowels in a word, giving a chuckle, a snigger or a groan.

To fi nishStudents work in pairs. Ask them to take turns to choose a word or phrase from the page and without saying the item, give a defi nition or an example situation so that their partner can guess, e.g. I’m sorry to hear that you missed out on the scholarship. I know how much work you put into the application. (sympathise).

extraRefer the whole class or fast fi nishers to the list of sports and games idioms in the Extend Vocabulary section on page 160. Allocate diff erent idioms to individuals or pairs. Give them fi ve minutes to research the meaning of the idiom and teach it to the rest of the class by explaining the meaning with an example or creating a picture that will help them remember it.

Presentation tool: Unit 8, Vocabulary


Extend vocabulary: SB p160

Photocopiable activity: 8C


Extra Practice App

VOCABULARY (Continued)

extraThis activity could be done with the whole class or fast fi nishers, in pairs or individually. Give students all or some of the following prompts. Students complete each sentence in their own words.

1 The girl screamed when …2 The dog howled when …3 We shrieked when …4 I wept when …5 The baby wailed when …6 Jacky’s friends sniggered when …7 I saw the boy smirk when ..8 I heard my dad chuckle when …

4 Students work in pairs to choose the correct word to complete the sentences then discuss the diff erences in meaning in pairs. Conduct class feedback.

1 A empathise B sympathise2 A moan B groaned3 A gloomy B grumpy4 A consideration B compassion

explore languageAsk students to read the explore language box. Ask: What strategies could you use to remember diff erences in meaning and use? (e.g. writing down explicitly the diff erence, using colour coding such as highlighting informal words pink, writing personalised examples that show meaning).

5 Students match the sentence halves, using context to guess what the words in bold mean. Then ask students to think of another situation for each expression.

1 E grin and bear it = to accept an unpleasant or difficult situation without complaining, usually because you realise there is nothing you can do to make it better

2 A lose it = to become very angry and upset, or, to become crazy or confused

let rip = (informal) to speak or behave violently or emotionally

3 C have a long face = a sad or disappointed expression on someone’s face

4 D shaken up = be upset, shocked, or frightened by something that has happened to you

5 F be in fi ts = to laugh uncontrollably6 B shoot your mouth off = talk about something that you

should not talk about or that you know nothing about get a few things off my chest = to tell someone about

something that has been worrying or annoying you for a long time, so that you feel better aft erwards

6 Ask: Why might smiling be bad for you? Elicit some predictions. Ask students to read the article quickly to check their ideas, then complete the article. Elicit the answers.

1 grumpy 2 moan 3 grin 4 lose it 5 yell/rant 6 shaken up 7 blub/sob 8 sympathise


140


exam task: sentence completion

5 8.4 Play the recording for students to complete the sentences in Ex 3. Go through the answers as a class.

1 significance (Eating is never a just a biological activity. For me, whether it is simply or elaborately prepared, food always carries with it some significance.)

2 characteristics (I’ve cooked in many other countries, and in doing so, what I’ve observed is that what different communities choose to eat and how they eat … is actually very closely connected to the unique characteristics we have)

3 past experiences (In other words, what you choose to cook and eat is an accumulation of all these past experiences.)

4 group identity (And then, looking at how we eat as a group, consider how every single community and religion uses food as part of their celebrations. … I would say that this helps make our group identity stronger.)

5 tastes (Think about all the Chinese cooks who emigrated. … it was inevitable in those circumstances that the dishes they served had to be adjusted to accommodate tastes in their new culture.)

6 traditional skills (It’s a shame that those traditional skills are dying out)

7 bringing people together (All this swapping of tips and information is a great way of bringing people together.)

8 extension (we even make a thing of waiting in line for a table at a restaurant … we turn it into a social event and, if you are with friends, it’s an extension of eating with them.)

6 Students discuss the meaning of the highlighted words and phrases, comparing the meaning to the literal meaning in brackets. Go through the answers with the class to check students have the correct understanding.

1 is accompanied by2 show where you come from3 to be adequate or successful economically4 an emotional connection or link5 to feel emotionally or intellectually part of a group6 to be something that is an essential quality

extra: whole classAsk students to tell a partner about:

• a food/dish that carries some significance for them.• how close their ties are to their extended family.• a defining characteristic of their family culture.

LISTENING SB p110

To startAsk students to note down the following:

1 an appealing food smell2 an unappealing food smell3 how spicy they like their food4 food textures they like or dislike

Put students into small groups to compare their answers.

Power up1 Read the saying aloud: You are what you eat. Ask: What

does this mean? Students discuss in pairs to what extent they agree with the quote.

It is used to say that you will be healthy if the food you eat is healthy and vice versa.

2 Students read the text and discuss how far each factor has influenced them.

Possible answers• I’m not sure about the pregnancy one. I say this because

my mum craved cheese when she was pregnant and I’m allergic to dairy products!

• I’m sure growing up in a family where spicy food was the norm has developed my taste for that kind of thing.

Listen up3 Give students time to skim the sentences summarising

Mina’s talk. Ask: What is the talk going to be about?

The idea of food choices being affected by culture.

4 8.3 Play the recording. Emphasise that students should listen for gist and the cultures Mina refers to without worrying about the gaps yet.

Korean, American and Chinese

exam tipRead through the exam tip as a class after students have attempted Ex 5 and you are going through the answers.

In the first part of the recording, Mina mentions that age, gender, status and work affect our tastes. However, she is talking about collective tastes at that point rather than personal tastes (… what I’ve observed is that what different communities choose to eat and how they eat – and even how certain dishes are prepared – is actually very closely connected to the unique characteristics we have such as age or gender, our status in society or even sometimes the kind of work we do.)

141


USE OF ENGLISH 1 SB p111

To startAsk students to discuss in pairs: Do you have a sweet tooth? Are you a fussy eater? Do you prefer home cooking or eating out?

1 Ask students to read the sentences, and elicit how sentence 2 expresses the same ideas more concisely.

The information has been condensed into noun phrases.

explore language SB p156

Ask students to read the explore language box, referring students to the Grammar fi le on page 156 for more information if they have not already read it. Ask students to complete Ex 4 on page 157.

2 Remind students of point C in the explore language box: that most compound adjectives (but not -ly adverbs) have a hyphen before a noun. Students complete the exercise, then compare in pairs.

1 (long-lasting), 3 (long-standing) and 5 (two-day-old) need hyphens. We don’t use a hyphen with -ly adverbs.

3 Students work in pairs to make questions 1–6 more concise.

1 Would you rather eat in a fi ve-star restaurant or a family-run café?

2 What do you consider a well-balanced diet consists of?3 Why do you think convenience food is so

popular nowadays?4 Would you rather eat home-grown or frozen vegetables?5 Would you rather do regular exercise or eat a healthy diet?6 Would you rather eat local or international dishes?

extraThis activity is suitable for fast fi nishers or the whole class. Students work in pairs to take it turns to ask and answer the questions in Ex 3, giving reasons why.

4 Give students one minute to skim the article to fi nd out what the writer is suggesting.

You can eat food to make you more intelligent.

exam task: open cloze

5 Give students fi ve minutes to complete each gap with one word only. Go through the exam tip (below) before checking as a class.

1 on (a fi xed phrase with a dependent preposition – have an eff ect on)

2 make (a collocation with smarter)3 were (a previous past reference, using the passive)4 This/It (backward referencing)5 try (a verb meaning ‘experiment’ before an -ing form)6 as (while is not correct here – we don’t say while

you age)7 every (= all of the organs)8 so (part of so that – talking about a consequence)

LISTENING (Continued)

Speak up7 Students discuss the questions in pairs. Elicit a few ideas

for each one.

Possible answers1 When I think of comfort food, I think of my grandmother’s

apple pie. We always have it at family gatherings and it takes me back to my childhood.

2 I suppose when you eat at a restaurant, it’s quite common for people to order lots of diff erent dishes, whereas at home, everyone would be having the same thing. Another diff erence might be that home-cooked food is generally healthier, although of course it depends on the home and restaurant you’re talking about! At a restaurant, we would also be served at the table, but at my place we’re expected to serve ourselves – and do the dishes aft erwards, too!

3 Here in Argentina, I would say that the barbecue is the most representative because it is something that people all over the country enjoy, and we have a reputation for doing it well. It’s served with chimichurri, a sauce made of herbs. I’d also say dulce de leche, which is a rich caramel spread. Each region has its own specialities, for instance, locro stew, made of corn, beans and potato, in the north west. I think regional variations in food are partly based on what produce grows well in the area, as well as the infl uence of indigenous people, and groups of immigrants settling in certain areas.

Fun footerAsk students to read the footer. Say: This sounds like a great excuse to eat chocolate, but how could you fi nd out whether the study was reliable? Is a study robust scientifi c evidence? What would you look for in deciding whether a study was robust? Elicit questions such as: Was it peer reviewed? Where was it published? How big was the sample size? Who commissioned the study?

If students have access to the internet in class, see if they can fi nd any information to back up the claim that chocolate can improve maths, and weigh up the source against the criteria they came up with.

To fi nishAsk students to discuss the following questions in pairs or small groups.

1 How far do you agree that food is part of our cultural identity?

2 Do you think food will become more similar across cultures in the future?

3 Why do you think some food, e.g. pizza, has travelled well across cultures?

In preparation for the Use of English lesson, encourage students to read the Grammar fi le section about being concise on page 156. Students could also complete Ex 4 on page 157.

Presentation tool: Unit 8, Listening



Extra Practice App


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USE OF ENGLISH 2 SB p112

To startAsk students to discuss in pairs: Do you like to exercise? What forms of exercise suit you best? What are the benefits of regular exercise? Elicit some ideas.

1 Ask students to discuss the question in pairs. Elicit some ideas.

Possible answerStudies have shown that exercise can improve mood and help with depression. However, people often neglect to do exercise.

2 8.5 Play the recording. Ask: What are the people like? Do you know anyone like them?

Possible answerI know someone like the speakers – me! I’m not a big exercise fan and I find it really hard to stick to a routine. As for someone like Jake, a fitness fanatic, well my sister’s like that. She can’t get enough of the gym and is very discerning about food. ‘Fuel for the body’, she calls it.

3 8.6 Play the recording for students to complete the collocations. Then ask students to explain the meanings in pairs. Elicit some ideas.

1 sore (A sore point is something that is likely to make someone upset or angry when you talk about it.)

2 strict (A strict diet is one in which you eat a very limited amount or range of food.)

3 strong (A strong aversion is an extremely strong dislike of something.)

4 tough (If something is tough going, it means the conditions are difficult.)

explore languageGo through the explore language box with the class.

4 These are examples of weak collocations. The adjectives collocate with a lot of different nouns. Put students into groups of three or four to discuss. Elicit the answers.

1 concentration 2 visit 3 sound 4 ambition 5 matter 6 frown

5 Students complete the sentences, then compare answers in pairs.

1 solid gold 2 close call 3 strict laws 4 casual remark 5 tough call 6 heavy fine

exam tipAsk students to read through the exam tip. Tell students that they will not be penalised for incorrect answers, so should be sure to answer every question. Point out that even if they aren’t sure, it is better to first eliminate the answers they think aren’t right and guess from the remaining ones than take a completely random guess. Remind students to think about word class, collocation, and all the surrounding words.

exam tipRead the exam tip introduction with the class, then ask them to answer the question in pairs. Elicit the answer. As you go through the other answers, elicit the reason for each.

A 2 B 41 noun + preposition collocation2 verb + adjective collocation3 past passive4 backward referencing5 verb before -ing form6 time linker7 determiner8 consequential linker

extra: fast finishersStudents look at the text in Ex 4 again and underline the modified nouns in the text

(long-lasting effect, the most powerful organ, tiny but powerful blueberry, learning capacity, motor skills, short-term memory, big exam, terrific sources, cognitive decline, monounsaturated fat, healthy blood flow, whole grains, brain cells).

Fun footerAsk students to read the footer. If necessary, clarify that working memory means the part of a person’s memory which stores information about the thing being worked on.

Ask for some predictions: Why do you think it might affect working memory? Give students five minutes to research online how climbing trees makes you smarter. Students should write sentences using passive tenses to describe what they find.

The fun footer fact was discovered by researchers at the University of North Florida. It was found that two hours of tree-climbing or walking on a balance beam improved study participants’ working memories by around 50%. It is believed that memory improves from the combination of using the brain and the body in an unpredictable environment.

Ask students to discuss the following questions in pairs: Does climbing trees to improve memory appeal to you? What other activities might also improve working memory? Elicit other activities which use brain power and body awareness in an unpredictable setting, for example, rock climbing, parkour or obstacle course racing.

To finishStudents work in groups of three. Say: You have been asked to teach the younger students in your school about a smarter diet. Decide what information you need to give the students, for example, which foods you will suggest, and give reasons why. Give students about ten minutes’ preparation time, before they present their ideas to the rest of the class.

Presentation tool: Unit 8, Use of English 1


Grammar reference and practice: SB p156

Extra Practice App

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SPEAKING SB p113

To startIf possible, before class, fi nd a current news article related to health and wellness on a topic which is appropriate and likely to be of interest to your students. Note the headline.

In class, share the headline and ask students to speculate in pairs what the article might be about. Elicit some ideas. Give students the link or post it to your class online area for students to read for homework.

Power up1 Focus students on the fi rst headline. Ask: What do you

think this news story is about? Elicit a few ideas. Students speculate about the remaining headlines in pairs using some of the phrases from the ‘To start’ activity. Elicit some ideas.

Possible answers1 This article might raise the point that antibiotics are being

overused. It will probably also discuss how we need to invest more money in the research for new drugs.

2 This article could raise the point that people in many professions believe they are overworked and underpaid. Or it might point out that later in their careers, doctors oft en end up earning decent salaries.

3 I wonder if this article raises the point that too many health campaigns may dilute the eff ectiveness of each one because people get tired of them. I’d guess it might point out that although smoking rates have reduced, tobacco continues to harm people’s health.

4 I would expect this to raise the point that until now, food-labelling controls in this country have been a lot more relaxed than in other countries. It may also discuss how food labelling can help consumers make more informed choices about their diet.

2 Students match the comments with the headlines. Elicit the answers.

1 B 2 C 3 A 4 D

Speak up3 8.7 Aft er students have read the speaking task, ask:

In a collaborative task, what sort of interaction is good? Elicit that there should be a roughly equal amount of speaking between each candidate, and candidates should be encouraging their partner to share opinions, and then responding to what he or she has to say. Play the recording for students to see how well the students do this. Elicit some responses.

The interaction is not good because the boy dominates the discussion too much.

exam tipAsk students to read the tip about turn-taking. Say: Conversation is like playing tennis, you hit the ball to your partner and your partner hits it back. If your partner doesn’t hit the ball, you take a new ball and hit to them again. Refer students to the Speaking fi le on page 163 for more information on the collaborative task.

USE OF ENGLISH 2 (Continued)

exam task: multiple-choice clozeThere are more adjective noun collocations tested here than in the Cambridge exam as it is the focus of the lesson.

6 Set a time limit of eight minutes for students to complete the blog. Challenge stronger students to not refer to any notes (and mask the rest of the page with a piece of paper).

1 D (other options do not collocate with start)2 B (profi t = benefi t)3 C (other options do not collocate with high)4 A (part of the fi xed phrase do the trick)5 D (correct collocation with solid, also evidence has the

most appropriate meaning)6 D (other options do not collocate with eff ects)7 B (other options do not collocate with reliance)8 C (other options do not collocate with control)

Speak up7 Students discuss the questions in pairs. Ask a few

students to report what their partner said.

1 I don’t like the idea of supplements myself. Trying to replace a balanced diet of fresh produce with processed pills? It doesn’t seem like common sense, and there isn’t any evidence to back up their eff ectiveness anyway. Occasionally taking some vitamins or a protein shake won’t hurt, but I just don’t think there is enough evidence to warrant spending money on them regularly.

2 If an athlete fails a banned substance test, I think they should face a ban from the sport for at least a few years. The rules are there to make things fairer for everyone and also to protect the health of the athletes. Some banned substances can be quite harmful to the long-term health of athletes, I think. Yet, it seems too harsh to ban them forever. Many who have used banned substances face a huge social stigma, lose their sponsorships and so on, so let’s not punish them for life. Everyone makes mistakes, aft er all.

Fun footerAsk students to read the footer and discuss how they think the other 20% leaves our bodies. (The other 20% of fat is lost through water.) Ask students to think of any adjectives they know which collocate with the noun breath (deep, shallow, bad).

To fi nishAsk students: Which of the adjective–noun collocations were the most useful or interesting to learn today and why? Did any collocations surprise you because they were diff erent to other languages you know?

Presentation tool : Unit 8, Use of English 2


Extend vocabulary: SB p160


Extra Practice App


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6 Remind students that after the collaborative task, they will have one minute to discuss a decision question. Set a time limit of one minute for students to discuss which measure in Ex 3 is likely to have the most impact.

Possible answerA: Mm, let’s see. I would say either health awareness

campaigns or controlling food labelling. I say this because these are preventative measures to stop people getting sick. They also target a very wide audience. What do you think?

B: Well, all these measures would be beneficial, wouldn’t they? That said, if we’re looking at the one that would make the biggest difference, I’d lean towards developing new medicines – cancer treatment, for instance. It could be the difference between life and death for some people.

A: I’m inclined to agree with you. Although new drugs wouldn’t reach as many people as, say, a health campaign, it really still should be a priority.

Speaking extra7 Remind students of the useful language box on page

163. Students discuss the questions in pairs. Ask a few students to report something interesting their partner said using one of the reporting verbs from page 97.

Possible answers1 • Governments have a role in looking after their people’s

health. When people have access to good, affordable or free health care, the nation as a whole is better off.

• People should take more individual responsibility for their own health. It seems very unfair that other taxpayers have to subsidise health care for people that don’t take good care of themselves.

2 • I’m intrigued by the possibility of testing for diseases you are genetically prone to, and then taking pre-emptive treatment. It would be so much better than only treating a condition after you get it.

• Maybe scientists will be able to recommend food or exercise that will benefit people with certain types of genetic make-up.

• I wonder if people will become more empathetic towards people with diseases if it’s found that they are caused by genetics rather than a consequence of personal decisions?

3 • Our generation is more conscious about healthy eating because there is so much information available on the internet. That said, ironically, I think we are less healthy, probably because of our sedentary lifestyles with so much technology.

• Unfortunately, I think we’ve become less health conscious. My parents’ generation was all about growing your own fresh produce, and today we all seem to reach for processed food out of convenience.

4 8.8 Play the recording for students to hear what phrases the girl uses for 1 and 2. Elicit the answers.

1 I’m sorry, what do you mean by ‘overuse?’2 Could I just come in here?

useful language: interrupting politely; asking for clarificationAsk students to read through the useful language box and tick the phrases they have used before. Encourage them to try out any new phrases in the discussion in Ex 5.

exam task: collaborative task SB p163

In the Cambridge exam candidates are not asked to limit their discussion to two of the points. They are here to practise the functions focused on in the lesson.

5 Go through the rubric with the class. Circulate, listening to the interruptions and clarifications. If necessary, remind students of the importance of gentle tone of voice to convey politeness.

Possible answerA: In my view, it is high time that more money was

spent on improving health care facilities, for example, refurbishing hospitals and updating equipment. This has been done in some of the big cities, but smaller hospitals in rural areas are often quite run-down and …

B: That’s a really good point, but I’d just like to add that I would say that updating equipment is likely more beneficial than making cosmetic changes …

A: I’m sorry, I’m not quite sure what you mean by ‘cosmetic’ changes.

B: Oh, what I mean is changes to the appearance of the hospital, like painting walls and or adding artwork, things like that.

A: Thanks. Actually, I think it’s vital to spend money on both the appearance and the actual facilities. If patients are in a pleasant environment, I’m convinced it aids their recovery.

B: I suggest that another area which is vital to spend money on is developing new drugs to fight diseases that have such horrible consequences for many people. What they need to do is give research scientists more funding. With the right funding, I’m sure …

A: Excuse me, can I just say that it isn’t quite as simple as that. Even if new drugs are developed, they’re likely to be so expensive that they only benefit the few people who can afford them.

B: Could you rephrase that please?A: Sure. What I’m getting at is that it’s crucial that the

new drugs developed are affordable. Otherwise, it isn’t worth the investment.

alternativeAsk students to do the collaborative exam task in Ex 3 as a complete task. Time them for two minutes. Alternatively, if practical, ask students to meet outside the class to practise the full task. Invite them to film themselves doing the full task and share it with you through your class online space so that you can provide some individualised feedback.

145


WRITING SB pp114–115

To startAsk students to refl ect on what they have learned about essays so far in this course, including the feedback they have received. Students work in pairs to think of advice for themselves and their classmates for writing a good essay. Elicit some ideas. Ask students to refl ect on which advice they consistently take and which they will concentrate on improving this time.

Possible answerRead the task carefully, include the correct number of points, use formal or semi-formal style, have a clear introduction, divide your work into paragraphs, use topic sentences to introduce each paragraph, support your points with reasons and examples, use a range of language and structures, avoid repetition of the ‘discussion’ and yourself by using paraphrasing and synonyms, use linking expressions to connect ideas, fi nish with a conclusion which summarises your view.

Power up1 Brainstorm with the class some diff erent ways that young

people could be taught about health issues. Put students into pairs to discuss which of the ways they think are most eff ective/persuasive. Elicit some ideas.

Possible answersbeing given information in a short video, being given information at school, workshops, magazines, conversations with their parents, healthy cooking classes, online newsletter, watching or being in a play, a MOOC (massive open online course)

Plan on2 Point out that when reading the task, it may be helpful

to read the instructions above and below the notes boxes fi rst, as these contain the main instructions. Give students one minute to read the task, encouraging them to underline/highlight key words and points. Elicit the purpose and audience.

The essay is about persuading young people to take better care of their health. Your tutor will read it.

3 Students read the task to answer the questions. Elicit the answers.

1 I wholeheartedly agree with the writer’s argument as teenagers aren’t taught about health in school, so we need to fi nd a way to get the message through. What I particularly like was their suggestion to use social media as a way of communicating the information to them – great idea!

2 The writer uses lots of reasons and examples.3 Yes. The writer thinks videos are the best way.

exam tipGo through the exam tip box with students.

It overtly refers back to the issue of health education mentioned in the introduction.

SPEAKING (Continued)

extra: whole classAsk students to swap partners, and discuss the following questions. Elicit a few responses.

1 To what extent do air, water and sea pollution aff ect our health?

2 Do you think that all major diseases will be eradicated in the future?

3 Some people say that we are overly obsessive about diet today and we should think about ‘everything in moderation’. What do you think?

game onWith the class, brainstorm some controversial current issues on the board that students could use for the discussion, e.g. vaccination, food labelling, plastic bags, the gender pay gap, increasing taxes, paying teachers more, etc.

Student take turns to make a statement about one of the topics that isn’t their true opinion, e.g. Plastic bags are so convenient, I think a ban is absolutely ridiculous.

Student B argues the other point of view, and asks questions such as Why do you think that? Do you have any evidence to back up your opinion?

To fi nishStudents work in pairs. Student A turns to a random page in the Student’s Book and reads something very fast aloud. Student B must interrupt politely and ask for clarifi cation. For example:

A (reading fast): I recently carried out an anonymous survey to fi nd out the number of people at the leisure centre who currently take protein supplements …

B: Sorry to interrupt, but I’m not sure I understand what you mean.

A: I was just re-reading the blog on page 112 about supplements.

Students take turns to read and interrupt politely, using a diff erent way to interrupt each time.

Presentation tool: Unit 8, Speaking


Speaking fi le: SB p163



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1 Obviously, people will read anything we put on social media.

(Generally/It is likely that people will read most things we put on social media.)

2 We know for sure that young people will always listen to others, such as their sports coaches.

(It could be that young people will usually/mostly listen to others, such as their sports coaches.)

3 Putting the information in a video is certainly the best way to approach this problem.

(Putting the information in a video is probably an effective way to approach this problem.)

4 There is no doubt that using social media is the most sensible way to tackle this.

(I would suggest that using social media is a sensible way to tackle this.)

Write on

extra: whole classAsk students to discuss in pairs the following question: How would you describe the health education provided in schools in your country?

8 Students work in pairs to write the notes. Then elicit some ideas from the class.

Possible answers• improved academic performance: widely accepted link

between physical health and performance, will lead to better health and better grades

• ‘fitness for life’: students who exercise at school are more likely to continue to stay active into adulthood, so individuals benefit from being healthier as adults, and society benefits from having healthier adults

• ‘fitness for life’ is most important because it will benefit current students and could also have an effect on future generations

• The issue is important because many young people today live sedentary lives, affecting their health and general wellbeing.

• Health education would encourage young people to develop healthy habits.

• Numerous benefits to health education, e.g. improvements to academic success and a healthier society in the long run.

9 Students work through the questions at their own pace while you circulate to provide assistance.

exam task: essay SB p165

The third opinion is slightly longer than it would be in the Cambridge exam.

10 Students should complete this essay as timed practice, in 30 minutes. Encourage students to read the assessment points in Ex 12 before they write. In addition, if students selected some advice in the ‘To start’ activity, remind them to keep it in mind as they write.

useful language: introductory phrasesFocus students’ attention on the useful language box, which contains introductory phrases including many passive structures that were covered on page 108.

Elicit the meaning of it’s high time which is used to say strongly that you think something should happen soon or should already have happened.

4 Students work in pairs to write their own introduction for the task in Ex 2 using one of the phrases. Combine pairs to form groups of four for students to share their introductions.

Possible answerThere is no doubt that people growing up today live in a high-pressure society. That is why it is high time that more effort and resources were put into improving the health of the young. In this essay, consideration will be given to two possible alternatives to encourage young people to look after their own health: social media and short educational video clips.

5 Remind students that it is best to paraphrase ideas from the task notes to avoid repetition. Students discuss possible paraphrases for each idea in pairs. Elicit possible answers.

Possible answers1 ways in which young people can be persuaded/how to

influence young people2 to look after themselves more3 to put details on the web/to post details online4 to organise workshops/courses that train people in …5 designing/developing/making videos

6 Remind students that hedging language is important to sound persuasive and plausible. If they are too emphatic or overstate, it could come across as impolite or unconvincing. (See the exam tip on hedging on page 31.) Ask students to find at least five examples of modified language in the essay and to work in pairs to think of possible alternatives.

Possible answersIt is therefore worth considering how (For this reason, it would be worthwhile to consider how …)In order to do this, consideration should be given to … (To achieve this, we might think about …)There are two options that I think could be effective … (Two alternatives worth weighing up are …)… then it would probably be shared … (then it would likely be shared …)this is likely to be a very effective way … (this may well be an effective way …)What would be best is … (What would be ideal …)and I would suggest that … (I am of the view/opinion that …)Something short and fun could have … (Something short and fun is likely to …)

7 Focus on the first sentence as an example. Elicit the words that could be too emphatic and possible alternatives. Point out that hedging one or two of these sentences is likely to be sufficient to sound polite and hedging all of them is likely to be overdoing it.

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SWITCH ON SB p116

Frozen lands1 The idea is to get students thinking about how food

infl uences their lives. Do they make moral choices about what they eat? Or is it something they take for granted because it is so readily available?

Put students into groups of three to fi ve to discuss the questions. If necessary, clarify that a vegan is someone who does not eat any animal products at all, including fi sh, eggs, cheese or milk.

Remind students to try and balance their participation in the discussion as they did in the speaking lesson on page 113, for example, by encouraging other members to share their opinions and using polite language to interrupt, if necessary. Elicit some pros and cons of diff erent eating choices.

Possible answers1 • Food is a core part of who I am. That is how I was

brought up – to value home-cooking and hospitality. • Not sure food is more important than any of these

other areas to be honest. I’m not as much of a foodie as some others I know.

• That’s a diffi cult question. I’m not sure that you can even separate food from some of these areas. When I think of home, food is part of that. I cook and go out to eat for pleasure as well. I’d be keen to work in the restaurant industry one day too.

2 Vegetarian/vegan Pros: lower risk of certain diseases and health problems;

signifi cantly lower carbon footprint; not supporting animal maltreatment; diet generally lower in saturated fat and processed food; can be cheaper.

Cons: may need to take vitamin B12 supplements; sometimes vegans/vegetarians may not be catered for well in social situations; less choice when eating out.

Meat-eating Pros: in some parts of the world this is the status quo, so

there may be an element of social acceptability; meat is an easy source of some nutrients such as zinc and iron; some people enjoy eating meat.

Cons: meat and dairy consumption has been linked to an increased risk of certain diseases and health problems; animal farming is one of the largest contributors to climate change; it may condone cruelty to animals; meat can be expensive.

extra: whole classTell students they are going to watch a clip about the Dolgan tribe. Ask students to look at the picture on page 116 and speculate in pairs about what life would be like in the Dolgan tribe in the extreme cold. Elicit some ideas.

2 Play the clip. Elicit what makes survival possible for the Dolgan tribe.

The reindeer fur which the Dolgan use for their clothes and for lining their houses.

WRITING (Continued)

Model answerMany young people today live sedentary lives in front of a screen, which aff ects their health and general wellbeing. It is high time that health education was highlighted in schools to encourage young people to develop healthy habits. There are numerous benefi ts to an increased focus on health education within the curriculum including improvements to academic success and a healthier society in the long run.It is widely accepted that there is a link between physical health and performance. If students have opportunities to engage in more physical activity as a result of health promotion, this will likely lead to better focus and improved grades.It is also worth considering the possible long-term benefi ts of health promotion in schools. For example, students who exercise regularly at school are probably more likely to continue to stay active into adulthood. As a result, individuals and society reap the benefi ts of fi tness for many years beyond the initial investment.It is my view that the latter benefi t is the most convincing. If young people are equipped with health and fi tness skills, not only will we benefi t the current generation, but it could have a possible eff ect on the next. Ultimately, I think we should stop complaining about health issues that can be addressed with lifestyle changes, and start addressing them. In my view, health promotion in every school is a straightforward starting point.

Improve it11 12 These refl ection exercises may be set for homework.

Students may make changes to their essays in relation to the points before handing in for individualised feedback. Use the assessment points from Ex 12 as your marking schedule.

alternativeSet the essay in Ex 10 and the refl ection exercises in Exs 11–12 for homework, using the class time instead to conduct more detailed whole-class feedback on the points in Ex 9.

13 If you have a mixed-ability class, try to pair students with similar abilities for this exercise. Alternatively, encourage students to identify some assessment points that their partner did well, rather than necessarily better.

To fi nishAsk students to work in pairs to discuss their own views about things they think should happen soon or should already have happened, using the phrases It’s high time … or It’s about time … .

Presentation tool: Unit 8, Writing


Writing fi le: SB p165


148


Project6 Put students into groups of three for the project. Sample

cultures could include any group that has an important relationship with animals for work or leisure (e.g. sheep farmers in Scotland, deep-sea trawler fishers, falconry in the Middle East, race-horse jockeys or trainers, pet owners). Set a time limit for each presentation, e.g. three minutes. Students could use digital slides to support their presentation or try a modified PechaKucha format of nine slides for 20 seconds each (three minutes). After students present, encourage a moment of reflection to discuss how they found working in teams. For example, ask: What worked and what didn’t? Were the tasks equally distributed? Did everyone contribute equally?

extra: project1 Have a class debate on veganism vs. meat eating.

Students can use the internet to research the pros and cons of each diet, the effects of climate change, the health debate, etc. before putting forward their views in a debate.

2 Students look more deeply at their own and their society’s relationship to food. How much is it dependent on their culture and their family traditions? How and where do they get their food?

Allow students to pick the topics they want to include in their research and presentations.

3 Students research a dish from another culture and why it is representative of that culture. Alternatively, they could find out about how a dish in their culture has local variants and why.

Presentation tool: Unit 8, Switch on

Switch on videoscript: TB p182

3 Give students time to read the questions, then play the video again. Students discuss the questions in pairs. Elicit some ideas. Read the answers below for students to check their ideas.

1 The reindeers eat ‘the tiny plants that survive beneath the snow’.

2 They keep it in the snow (‘one big deep freeze’).3 The children are sewn into their clothes to avoid frostbite.4 They move often to find new grazing for their reindeer.

4 Elicit the difference between eating to live (eating for necessity) and living to eat (eating for pleasure).

Possible answerThe Dolgan eat to live because food is so scarce and so difficult to find. They have very little choice – their diet consists mainly of frozen fish and occasionally reindeer meat (though this is only used as a last resort). Their whole lives are geared around finding food for their reindeer who supply the furs which enable the people to survive in the freezing temperatures.In the West, we live to eat because food is so abundant that eating is a pleasure rather than a necessity. Because we have such a huge range of choice, eating has become a sophisticated part of our culture and eating out in restaurants has become a hobby for many affluent people. We lead such indulgent lives in the West that obesity is now one of the greatest threats to our health.

5 Students discuss the questions in small groups.

Possible answers• We can learn that it is possible to have a happy life and

good relationships within families and generations when living close together. Less is sometimes more. When there is a very restricted choice and everyone is focused on the same urgent goal (finding food) there is no time for arguing about trivial things. Also, although it might be too much of a shock for some, we could benefit from experiencing the Dolgan lifestyle for a while.

• Some might say that it is a futile sort of life. In order to survive in the freezing cold, the Dolgan people have to raise reindeers for their furs. But if they didn’t live there, they wouldn’t need the fur or the reindeer. In the short clip, we didn’t see any of the negative aspects of their lives – how do they get health care? How do they manage to have a varied diet? What happens when the young grow up and want to marry or move away? Also, in the West, we have moved so far away from that kind of life. Most people in the West would not be able to tolerate the shock. There are other less uncomfortable ways to take time out to re-evaluate our lives, for instance going on a retreat in the mountains or volunteering with a charity.

149


6 Students set their own goals then compare their answers in pairs.

Possible answerI would like to improve my speaking because it will help me to make myself understood when I travel and work with international colleagues.Next time I do a speaking activity, I will try to focus on using a range of language rather than repeating myself.I think I can improve my speaking skills by reviewing and practising the useful phrases in the Speaking File on pages 161–164.

extra: whole classGive students an opportunity to do a speaking task, taking into consideration their refl ection in Ex 6. Ask students to turn to the Speaking fi le on page 161, and choose two of the questions from the Example Task to ask their partner. Students take turns to ask their partner the questions.

UNIT CHECK SB p117If possible, do Practice Ex 1–3 in class. The other exercises may be completed in class or set for homework. Relevant Unit Check exercises may also be set for fast fi nishers during other lessons.

Practice1 8.9 1 solid 2 close 3 adverse 4 heavy

5 sore 6 heavy

2 • back to square one (used when you start something again because you were not successful the fi rst time)

• comfort food (used when talking about simple food that makes you feel relaxed and happy)

• eradicate (used in formal speech and writing to talk about completely getting rid of something such as a disease or social problem)

• laudable (used in formal speech and writing to say that something deserves praise, even if it’s not completely successful)

• preventative (describing something used to prevent a negative consequence, for example preventative measures or preventative medicine)

• stigma (used to describe a strong feeling in society that being in a particular situation or having a particular illness is something to be ashamed of, for example, in some places there may be a stigma associated with leaving school before graduation)

3 Possible answers• The fi lm was so sad that I couldn’t help blubbing and I’m

sure everyone in the cinema could hear me sobbing my heart out.

• I could hear so much wailing and yelling, I couldn’t believe they were just watching the football.

• He looked so gloomy that I had to ask why he had such a long face today.

• We started chuckling about what happened and soon we were in fi ts.

• I hoped the coach wouldn’t lose it aft er the match, but she just let rip at the whole team.

INDEPENDENT LEARNING SB p116

Listening and speaking1 Ask students to refl ect on the questions individually.

Then ask students to share their answers in small groups.

Possible answers1 To help prepare for listening: read the questions/task

before you listen, think about what you already know about the topic, identify key words in the task and think of paraphrases, use the questions/task to predict what kind of content it will contain.

2–3 Students’ own answers.

2 Before students look back, see if the class can remember any of the tips. Alternatively, allocate each individual or pair one unit. Students re-read the listening tip from that unit and summarise it for the class. The page references for the exam tips are: Unit 1 (page 12), Unit 2 (page 26), Unit 3 (page 40), Unit 4 (page 54), Unit 5 (page 68), Unit 6 (page 82), Unit 7 (page 96), Unit 8 (page 110).

Possible answers1 multiple choice: short texts: We oft en understand

opinions, feelings and attitude from several phrases rather than one word. (Unit 4, page 54)

2 multiple choice: longer text: Use key words in the fi rst part of each question to help you understand where to listen. (Unit 6, page 82)

3 If students fi nd this challenging, brainstorm tips as a class, then ask students to choose the three most applicable tips to them to discuss. Encourage students to make their plan realistic and measurable.

Possible answerToday I will choose three podcasts that interest me to download (e.g. from TedTalks).By next week I will listen to at least one of the talks and tell someone about the gist of what I learned.When I listen, I will focus on understanding the attitude of the speaker and consider her/his purpose (e.g. suggesting, informing, recommending, persuading).

4 Ask students to refl ect on the questions individually.

5 Students compare their answers to Ex 4 in pairs before giving each other advice.

Possible answerA: So, the skill I’m least confi dent in would probably

be structuring answers, especially in the long turn. Sometimes, I end up wandering away from the question I’ve been asked.

B: Something I always do to help keep on track is to look at the question. Remember, we’ll be given it in the exam. With the comparison we do fi rst, I always try to talk about a couple of similarities fi rst, and then move on to diff erences. I just fi nd it easier to structure it that way to make sure I’ve said a similarity and a diff erence. And then, once I’ve done the comparison, I quickly look back at the written question and spend a bit of time on that, making sure I justify my points as I go along with reasons and examples.


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6 Possible answerWe all know that an unhealthy lifestyle can cause problems. Now it has been shown that playing sport is the one thing can that make a difference to our levels of fitness and contribute to our overall health. Although most students at school and college play sports, often it is not enough. For example, many students may only go to the gym or play a team sport once a week. In fact, it has been discovered that we need to do some physical activity every day. My advice is simple. If you can’t actually make it to the gym every day, then do small things that will build up into enough activity every day. Walk instead of taking the bus, walk up stairs rather than taking the lift. If you do need to take the bus, then run to the bus stop. Offer to do the shopping and carry it back from the shop. Also, something you may find more enjoyable is to maybe to go dancing – but not too late on a school night!

GRAMMAR FILE SB p157

1 1 have been sighted 2 to be delayed 3 were breached 4 are currently being questioned 5 shouldn’t be underestimated

2 1 We were asked to complete a questionnaire following our medical check-up.

2 The risk of illness is greatly increased by years of eating food with low nutritional value.

3 We were taught how to identify and use a range of phrasal verbs in class today.

4 The armed robbers will be sentenced later today and the ruling will be televised.

3 1 is said to have developed2 setting off I had been alerted3 must have been thrown out4 time won’t be allowed5 is reported that scanners have been6 this information should not be

4 1 hard-hitting report 2 mass-produced furniture 3 air-conditioned offices 4 so-called expert 5 old-fashioned approach 6 long-standing agreement 7 one-sided account 8 self-made man

5 1 over (phrasal verb)2 users (compound noun with internet)3 have (present perfect)4 given (collates with that)5 attention (compound noun with span)6 which (non-defining relative clause)7 events (compound noun with world)8 like/as (similar to)

Presentation tool: Unit 8, Unit check



Review1 1 Because the telling is important, not who is doing

the telling.2 Because the agent is not important, the action is.3 Because this is a generally accepted viewpoint; it is also

less personal on a sensitive issue.4 Because it highlights fitness as the issue (often this

structure is used when introducing a problem).5 Because who does the monitoring is not important. It

can be inferred that the monitoring would be done by health professionals or health apps, without needing to explicitly say.

6 Because the focus is on the research, not who is going to do it.

2 1 The effect of food on the brain is being researched (by scientists).

2 Food distribution was investigated by an international team.

3 Physical education has been studied (by students) for three years now.

4 If sport is on the curriculum a healthier lifestyle will be developed (by students).

5 The course can be adapted as new students arrive.6 Children must be helped by their parents to understand

what a healthy diet is.7 Junk food should not be eaten at home (by families) on a

regular basis.8 Students are to be advised on all aspects of their lifestyle

by sports coaches.

3 1 food recognition2 rapid action3 every evening, long-standing obsession, long hours4 sporting achievements5 dietary concerns

4 Possible answers1 The tired students had a well-deserved rest.2 My cousin went for a job interview but it turned out it was

only a short-term post.3 We had some over-cooked pasta and so we had to eat it

with a soup spoon.4 Since my brother got his mountain bike, he’s been off on

lots of three-day weekend breaks.5 Many popular sports events only allow entry to season

ticket holders.6 Shopping centres/malls have been blamed for people

getting less fresh air.

5 1 are (passive)2 be (passive)3 to (fixed phrase = used to best effect)4 order (fixed phrase to show purpose = in order to)5 them (pronoun to refer to the target audience)6 most (superlative)7 such (fixed phrase to introduce an example = such as)8 would/might/may (modal of possibility)

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lead-in x8

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