Food Manual 10.12 Final

ENGLISH FOR FOOD SCIENCE STUDENTS - PRE-INTERMEDIATE WORKBOOK 1
UNIT 1. HOW A FOOD PRODUCT IS MADE.

A. TOPICS FOR DISCUSSION. INTRODUCTION TO FOOD AND DRINK.
1. What is your favourite food product? How is it produced?
2. What is your favourite dish? How is it made? What is the recipe?
3. What is the strangest food you have ever eaten?
4. What types of food don’t you like?
I LIKE: I DON’T LIKE:

☼ ☼
☼ ☼
☼ ☼
☼ ☼
☼ ☼
☼ ☼
☼ ☼
☼ ☼
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B. GROUP-WORK. HOW A FOOD PRODUCT IS MADE. CHOOSE A FOOD PRODUCT

AND DESCRIBE THE PRODUCTION/PREPARATION PROCESS ACCORDING TO THE
MODEL:
1. WHERE DOES COFFEE COME FROM?

Coffee is a drink prepared from roasted coffee beans, which are the seeds of berries from
the Coffea plant. The earliest credible evidence of coffee-drinking appears in the middle of
the 15th century in Yemen. It was in Arabia that coffee seeds were first roasted and brewed
in a similar way to how it is now prepared.
2. WHERE IS COFFEE GROWN OR PRODUCED?

The plant was exported from Africa to countries around the world and coffee plants are
now cultivated in over 70 countries, primarily in the equatorial regions of the
Americas, Southeast Asia, India, and Africa.
3. HOW IS IT PRODUCED?
When ripe, coffee berries are picked, processed, and dried. Dried coffee seeds (referred to
as beans) are roasted to varying degrees, depending on the desired flavour. Roasted beans
are ground and brewed with near boiling water to produce coffee as a beverage.
Coffee is slightly acidic and has a stimulating effect on humans because of
its caffeine content. Coffee is one of the most popular drinks in the world. It can be
prepared and presented in a variety of ways (e.g., espresso, French press, cafe latte, etc.).
It is usually served hot, or as iced coffee. Clinical studies indicate that moderate coffee
consumption is beneficial in healthy adults, and it is believed that long-term consumption
inhibits cognitive decline during aging or lowers the risk of some forms of cancer.
(Adapted from Wikipedia Online Encyclopedia 2016)
GLOSSARY
beverage (n.) = any drink, excluding water
roasted (adj.) = cooked by heat; brown, dried or parched following exposure to heat
bean(s) (n.) = the edible nutritious seed of various plants of the legume family; any of
various other beanlike seeds or plants, such as the cocoa beans
berry (n. pl. berries) = small, stoneless juicy fruit, such as strawberry, blackberry, raspberry;
a dry seed or kernel
flavour (n.) = distinctive taste of something; a substance or extract that provides a particular
taste; (v.) to give flavour to something
brew (vb.) = to make or prepare (a drink, such as tea) by mixing, soaking or boiling in hot
water; to make (beer, ale, etc.) by boiling fermenting malt and hop; brewed
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C. VOCABULARY USE. FOOD PREPARATION AND COOKING VERBS. EMPLOY SOME

OF THE VERBS FROM THE IMAGE BELOW IN THE APPROPRIATE BLANK SPACE:
(Source: www.islcollective.com)
1. There is no need to___________the carrrots, you can cook them whole.
2. “Is the cake ready to_________?” No, I still have to_____________the dough and prepare the
filling.”
3. If you forget to_________ the jam every five minutes, it will be ruined.
4. Once the milk is warm, ________ it in a bowl and add cereals.
5. Everytime you leave ice outside of the refrigerator, it __________.
6. I ___________ dinner right now, so I cannot come to the phone.
7. Pizza tastes better if you_____________ cheese on top.
8. If you_____________the flour, you will obtain a finer powder.
9. In order to prepare French fries, you need to _________ the potatoes, __________and then
_________ them in cooking oil.
10. When the soup is ready, my mother_________some parsley on top.
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D. VOCABULARY USE. FORM ADJECTIVES FROM THE PAST PARTICIPLE OF THE

VERBS IN EXERCISE C. ADD NOUNS, WHERE POSSIBLE.
Verb Adjective Noun
boil
grate
chop
slice
grill
fry
peel
bake
steam
pour
spread
mix
roast
stir
beat
cook
carve
melt
squeeze
saute
sprinkle
cut
knead
sift
serve
E. VOCABULARY USE. EMPLOY THE VERBS, ADJECTIVES AND NOUNS EXPLORED

IN THE PREVIOUS EXERCISES TO DESCRIBE YOUR FAVOURITE FOOD RECIPE, STEP
BY STEP:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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F. HELP WITH GRAMMAR. PRESENT TENSE SIMPLE AND CONTINUOUS.

PRESENT SIMPLE PRESENT CONTINUOUS
Affirmative Affirmative
Add –s or –es after each the verb with Use am/are/is + -ing form of the verb
he/she/it e.g. I am cooking ('m cooking) lunch.
e.g.I/you/we/they specialize in diary products. He/she/it is cooking ('s looking) lunch.
He/She/It specializes in dairy products You/we/they are cooking ('re cooking) lunch.
☼ The verb to be is irregular (I am; ☼State verbs (e.g. love, hate, want, have,
you/we/they are; he/she it/ is) own, belong, see, smell, know, believe,
rememeber) are not regularly used in the
continuous form
Negative Negative
Auxiliary do/does (IIIrd person sg)+ not+ Use am/are/is +not+ -ing form of the verb
verb e.g. I'm not working hard.
e.g. I/you/we/they don’t start a restaurant He's waiting for the bus.
business. They’re not working hard.
He/she/it doesn’t start a restaurant business.
☼ For the verb to be, we only add not (I’m
not; you/we/they aren’t; he/she/it isn’t)
Interrogative Interrogative
- Use do or does + subject+ verb (the Use am/are/is+ subject+ -ing form of the verb
main form of the verb, without –s)
e.g. Do I/ you/we/they specialize in dairy e.g. Am I playing the piano?
products? Are you working on this project?
Does he/she/it specialize in dairy Is she planning to go to the concert?
products?
- With question words (who, where,
why, how, when, etc.), do and does
are used after the question word
e.g. Where do you work?
What type of cheese does he like?
☼ for the verb to be, we do not need do or
does, only inversion (Are you hungry? Is
he French?)
Usage Usage
1. General statements (universally- 1. Actions in progess at the moment of
valid): speaking, at present:
e.g. Nestlé produces a wide range of e.g. I am chopping the onions now.
sweets. 2. Actions in progress around or
2. Regular, habitual actions: including the present time:
e.g. We eat eggs every morning. e.g. He is taking cooking lessons this
3. NOT for present actions. For actions in summer, so he can become a chef.
progress at the moment, the Present
Continuous is used.
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1. Spot the Present Tense Simple verbs in the text about coffee (EXERCISE B) and describe
the type of actions they express. Turn them into the Present Tense Continous, forming a
sentence with each of these verbs, where possible and make all the necessary changes.
a.
b.
c.
d.
e.
2. Considering the thoretical information above, choose between the Present Tense Simple
and Present Tense Continuous of the verbs in bold:
a. People prefer/are prefering skim milk nowdays, because studies show/are showing that
it is low in saturated fat, while it provides/is providing the same amount of calcium and
protein.
b. I often wonder/am wondering why John is not/is not being more careful with his diet.
He needs/is needing to reduce his calorie intake significantly, or he will gain more weight.
c. Mom cooks/ is cooking the same thing for us every week, however this week she tries/is
trying some new receipes.
d. They work/are working on their Nutrition assignment but they don’t make/ aren’t
making any progress.
e. Jane has/is having lunch with her boss to discuss new company strategies at the Ritz as
we speak. She has/is having the best ideas and she is/ is being the first to be consulted in
this matter.
3. Provide short affirmative/negative answers to the following questions:

a. Do you work on Saturdays?
Yes, __________________.
No, __________________.
b. Are you working at the moment?
Yes, __________________.
No, __________________.
c. Does John usually stay at the Intercontinental?
Yes, __________________.
No, __________________.
d. Is your sister staying with you this weekend?
Yes, __________________.
No, __________________.
e. Are you calling the supplier for the fish?
Yes, __________________.
No, __________________.
f. Do you always call him when you are in trouble?
Yes, __________________.
No, __________________.
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4. Choose the right form of the verbs in brackets:

Gordon Ramsey ____________1. (be) a celebrity chef, restaurant owner and TV
personality. As a reality television personality and restaurant owner, Ramsay is known for
his fiery temper and strict behaviour. He often __________2. (make) controversial
comments, including insults about contestants and their cooking abilities. Also, he
____________3. (combine) activities in the television, film, hospitality, and food
industries. Ramsay ____________4. (present) TV programmes about competitive cookery
and food and is well known for his reputation as a perfectionist. His restaurant openings
usually _____________5. (gather) a crowd of followers and __________(6.) (prove) to be
profitable businesses.
5. Read the text about Game of Thrones and build questions based on the information in the
text.
Game of Thrones is an American fantasy drama television series created by David
Benioff and D. B. Weiss. Set on the fictional continents of Westeros and Essos, it has
several plot lines and a large cast. It is an adaptation of A Song of Ice and Fire, George R.
R. Martin's series of fantasy novels, the first of which is A Game of Thrones. It is filmed at
Titanic Studios in Belfast, on location in the United Kingdom, and in Croatia, Iceland,
Malta, Morocco, Spain, and the United States. The first story line follows a dynastic
conflict among competing claimants for succession to the Iron Throne of the Seven
Kingdoms, with other noble families fighting for independence from the throne. The
second covers attempts to reclaim the throne by the exiled last prince of the deposed ruling
dynasty; the third chronicles the threat of the coming winter and the legendary creatures
and fierce peoples of the North. At present, they are filming the seventh season that is going
to be aired mid-2017. Although the first season is a faithful adaptation of the novel, later
seasons have significant changes. According to David Benioff, the show is "about adapting
the series as a whole and following the map George R.R. Martin laid out for us and hitting
the major milestones, but not necessarily each of the stops along the way’’.
1. What type/ movie/ Game of Trones?
_____________________________
2. Where/ creators/set the story of the series?
_____________________________
3. Who/ writer of the books that the TV series is based upon?
_____________________________
4. What/ first story line/ follow?
_____________________________
5. What/ second story line/ cover?
_____________________________
6. What/ the third story line/ chronicle?
_____________________________
7. What/ film/ at present?
_____________________________
8. There/ any changes to later seasons, compared to the first?
_____________________________
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UNIT 2. METHODS OF FOOD PROCESSING AND

PRESERVATION. BASIC METHODS AND BASIC
FOOD PRODUCTS
A. VOCABULARY USE. PLANT RAW MATERIALS AND HERBS. LOOK AT THE
PICTURE UNDERNEATH AND IDENTIFY THE PLANT NAMES YOU KNOW. USE
A DICTIONARY TO IDENTIFY THE ROMANIAN EQUIVALENT OF THE WORDS
YOU DON’T KNOW AND WRITE THEM DOWN IN YOUR NOTEBOOKS.
1. Choose the most common food crops in your country. Use the words in the picture
above and/or add additonal crop names.
_____________________________________________________________________
2. Mention a few products or dishes that include these plant raw materials.
_________________________________________________________
3. Identify some food crops that are used in international cuisine in the picture above and
list them underneath:
Mediterranean cuisine:__________________________________________________
Asian cuisine:_________________________________________________________
African cuisine:________________________________________________________
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B. VOCABULARY USE. BASIC FOOD PRODUCTS. WRITE THE NAME OF

EACH FOOD CATEGORY AND INCLUDE THE FOOD PRODUCTS THEREIN:
1. 2. 3. 4.
5. 6. 7. 8.
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C. VOCABULARY USE. FOOD CONTAINERS IN A SUPERMARKET.

1. Fill in the blanks in the text underneath with some of the words in the images making
all the necessary changes.
2. Imagine you are throwing a surprise birthday party for your best friend. Make the
grocery list before you go shopping using the words in the images and the template on
page 49.
A supermarket, a large form of the traditional grocery store, is a self-service shop offering
a wide variety of food and household products, organized into aisles. It is larger and has a wider
selection than a traditional grocery store, but is smaller and more limited in the range of
merchandise than a hypermarket. Supermarkets usually offer products at relatively low prices by
using their buying power to buy goods from manufacturers at lower prices than smaller stores can,
thus exerting pressure on small suppliers and retailers. The supermarket typically comprises
________(1) of meat and other meat- processed products, fresh produce such as fruit and
vegetables, dairy, and baked goods organized on aisles, along with shelf space reserved for
_______(2) foods such as tuna, beer or food preserves and ________(3) goods such as snacks, that
are sold in _________(4) as well as for various non-food items such as kitchenware, household
cleaners, pharmacy products and pet supplies. Super markets are often associated with the
consumerist trend of the modern world, the increasing food waste or the obesity crisis. So, whether
you enter to buy a single___________(5) of oil, or a whole week's supply of groceries, people tend
to leave the supermarket with a ___________(6) or a __________(7) full of groceries, which they
don't always need (Adapted from Wikipedia Online Encyclopedia 2016).
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D. TOPICS FOR DISCUSSION.

1. Describe the type of food that modern man eats nowdays. Is the picture underneath
illustrative in this respect? Why? Why not?
2. How was food different 100 years ago?
3. How will food be different 100 years in the future?
(Source: Science News Organization)

READ THE TWO PARAGRAPHS UNDERNEATH AND DRAW YOUR PERSONAL
CONCLUSION ON THE CHANGES IN THE HUMAN DIET. MAKE USE OF THE HELPFUL
WORDS LISTED TO EXPRESS YOUR OPINION:
‘The Stone Age man’s diet consisted of high amounts of protein from fish, meat, herbs, fruit and
vegetables, but mainly excluded carbohydrates, as bread, pasta, rice and sweets were not available.
However, traces of seeds, aquatic plants and root vegetables have been found in different
settlements of prehistoric humans around the globe. Also, scientists reveal that these humans had
strong and healthy teeth and bones, showing that their food was healthy and not as prepared as it
is today. They were unable to cook and store their food most of the times, so they ate what was
available and edible around their settlements.’
‘Modern man’s diet consists of processed food purchased from convenience stores and
supermarkets, from fast foods and restaurants. As time is of the essence and modern man is always
in a rush, he has no time to cook or prepare his food from scratch. Also, the modern man eats on
the go and under stressful conditions, which is hard on the digestion. Modern man eats non-
seasonal products or products that are not consumed when picked, seriously affecting the vitamin
and mineral intake. Additionally, modern man eats sugary products, alcohol and cafeine, high-fat
products that may lead to health problems.’
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How has human diet evolved throughout the

ages?
TIPS! Expressing your opinion/
___________________________________________ agreeing/ disagreeing:
___________________________________________
 I think / consider / find / feel /
___________________________________________
believe / suppose / assume that ...
___________________________________________
___________________________________________  I am sure / I am certain that…
___________________________________________  I have no doubt that ...
___________________________________________  I would say that ...
___________________________________________  In my opinion, ...
___________________________________________  As far as I am concerned,/ As for
___________________________________________ me, ...
___________________________________________  I agree with you / him ... vs. I
___________________________________________ disagree with you/him…
___________________________________________  I have come to the same
___________________________________________ conclusion.
___________________________________________  I don't think that's quite right.
___________________________________________
___________________________________________
___________________________________________
E. VOCABULARY USE. FOOD PROCESSING AND PRESERVATION. USE THE
WORDS IN THE BOX TO FILL IN THE BLANKS.
consumption nutritious oldest these

frozen includes such products
destroy raw their preserved
by tastier delays technique
Food processing is a _________________(1) used to convert ____________(2) food stuff into

cooked and _______________(3) food products for daily _______________(4). There are
several methods used by the food industry to manufacture_________________(5) food
products. The preservation process __________(6) heating or boiling to ___________(7)
micro-organisms, as well as oxidation, dehydration or drying, freezing and various
combinations of all _________(8) methods. For example, drying is the __________ (9)
method used__________(10) humans to preserve ___________(11) food. It reduces the water
content and the lack of water _________ (12) bacterial growth. Also, smoking is used for many
foods, __________(13) as meat and fish, flavoured by the use of smoke that makes them even
_____________(14) to eat, without cooking them. Freezing is also used as the most common
technique to preserve and process food. A wide range of ____________(15) can be
_____________(16) to preserve their nutritional and chemical properties.
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E. HELP WITH GRAMMAR. PLURAL OF NOUNS

REGULAR PLURAL
ADD –S (e.g. boy-boys; cat-cats; spoon-spoons)
☼ some nouns change their ending (e.g. cherry-cherries; activity-activities);
☼ nouns ending in -ch, -s, -sh, -x, or -z, ad an –ES (e.g. watch-watches; box-boxes);
☼ nouns ending in –o, add –S or -ES (e.g. studio-studios; zoo-zoos, embry-oembryos; but
hero-heroes; tomato-tomatoes or both endings volcano-volcanoes/volcanos, mango-
mangoes/mangos);
FOREIGN PLURAL
☼ words of Latin origin in technical and scientific language (e.g. alga-algae; fungus-fungi;
bacterium-bacteria, nucleus-nuclei)
- some of them have been adapted to the English language (e.g. formula-
formulas/formulae; index-indices/indexes;);
☼ words of Greek origin (e.g. analysis-analyses; basis-bases; phenomenon-phenomena;
criterion-citeria).
IRREGULAR PLURAL
☼ change of the inside vowel(s)- (e.g. man-men; woman- women; tooth-teeth, mouse-mice;
foot-feet);
☼ ad –en (e.g. child-children; ox-oxen).
☼ most nouns ending in –f or –fe , change into –ves (e.g. knife-knives; leaf-leaves; shelf-
shelves but roof-roofs; cliff-cliffs or scarf-scafs/scarves)
SINGULAR INVARIABLES
☼ only have a singular form;
☼ used with a singular verb;
☼ concrete uncountable nouns: milk, honey, sugar, oil; flour; butter; copper, gold, silver,
money;
☼ abstract uncountable nouns: happiness, joy, safety, information, advice;
☼ nouns derived with the suffix –s: statistics, news, economics
e.g. The information he gave me was valuable.
PLURAL INVARIABLES
☼ only have a plural form;
☼ used with a plural verb;
☼ objects made of two parts: scissors, trousers, glasses;
☼ collective nouns: people; police, cattle;
☼ nouns derived with the suffix –s: goods, looks.
e.g. The police are chasing the robber.
ZERO PLURALS
☼ plural form coincides with the singular form;
☼ used with both singular and plural verbs;
☼ e.g. fish-fish; deer-deer; sheep-sheep;
☼ e.g. series-series; means-means; species-species.
e.g. This animal species is extinct.
There are so many animal species that are extinct.
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1. Choose the correct singular or plural option for the nouns in brackets:
a. These____________(man/mens/mans/men) are waiting for the bus.
b. The _____________(shelf/shelves/shelfs) need to be dusted.
c. You need to clean your ____________(tooth/teeths/tooths/teeth) at least twice a day.
d. The __________(deer/deers) are grazing in the clearing.
e. All the ____________(specie/species) will become extinct if we are not more careful,
until humans are the last __________(specie/species) left.
f. A glass of tap water contains millions of ____________
(bacteria/bacterias/bacterium/bacteriums).
g. ___________(mouse/mice/mouses) are often used in scientific experimentation.
h. My ______________(child/children/childs/childrens) are very fond of their toys.
i. Make sure the__________(people/peoples) hear you when you speak.
j. The _________________(pyjama/pyjamas) are on the bed.
k. He always relies on his good____________(look/looks).
l. ___________(sugar/sugars) is a basic ingredient in cooking, but
___________(sugar/sugars) are the small, sweet, soluble carbohydrates.
m. The government should respect a man’s _____________(belief/believes/beliefs).
2. Fill in the blanks with is or are.
a. This pair of scissors___________ very sharp.
b. The English__________very polite.
c. The Netherlands__________a country in Europe.
d. Where _____________your glasses?
e. The cattle_________ grazing on the pasture.
f. Statistics _____________a branch of economics.
g. The news_____________ at 6.30.
h. The furniture he bought ___________ very expensive.
i. Everybody says that money___________important.
j. The headquarters of FAO __________in Rome.
k. Darts_______________ a very popular game.
l. This TV series___________very old.
m. The staff___________discussing a new strategy for the company.
3. Choose the correct (singular or plural) form for the nouns in brackets:
________ (sugar) was a preferred method for preserving fresh__________ (fruit) and
many examples of this processing method appear in period cookbooks. Those
commercially processed preserves were done in_________ (glass) or _______ (can).
Pastes could be made of quinces, apples, apricots, plums, __________(raspberry),
or________ (strawberry). __________(marmeleade) were soft compounds made from the
pulp which were beaten with sugar or honey but differed from conserves because they were
not dried.
Vinegar was used as ______________ (preservative) either alone or combined
with__________ (sugar) and_________(spice). Whole, sliced, chopped or stuffed
vegetables and __________ (fruit) were preserved in this manner which also included
_________(relish). Vinegar was also used to extract flavor from fruits, seeds, and
vegetables and then it was used as a___________ (flavouring). Fruit flavored vinegars
were also used as a refreshing beverage. (Adapted after Virginia Mescher, In a Pickle!
Types of Food Preservation in the 19th century)
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4. Choose the appropriate quantifier in the box for the nouns underneath, designating food
items. Add additional food items to match some of the quantifiers in the box.
1. A piece of…
2. A loaf of…
3. A glass of…
4. A bar of…
5. A bottle of…
6. A slice of…
7. A cup of…
8. A bowl of…
9. A tube of
10. A jar of…
11. A bunch of…
12. A can of…
13. A bag of….
14. A package of….
A piece of… A glass of… A bar of… A bottle of… A slice of…
A package
A cup of… A bowl of… A jar of… A can of…
of…
5. Making use of the list of quantifiers for countable and uncountable nouns in English on
page 52 choose between any, a few, a little, a, much, a lot of, an, many and some in the
sentences underneath.
1. There was a rally in the square, ______________ people were injured, the press doesn’t
know how many, yet.
2. When you make steak, put _________beer in the pan, it makes it really tasty, but not too
much.
3. We only have __________ apples for the pie. We need to go and buy some more.
4. Squeeze _______orange on the salad, it will make it sweeter!
5. How ___________ guests do you have for dinner tonight?
6. I don’t need _________money from you. I work to support myself
7. Can you give me _________advice on the dishes I will serve at the wedding.
8. I ate at this restaurant____________ times and I still cannot get enough of their food.
9. There is not __________ news about the war in Syria, only on one channel.
10. Do I need to buy _________birthday cake for the party?
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E. SUPPLEMENTARY VOCABULARY USE. ENGLISH FOOD IDIOMS. IDENTIFY THE

MEANING OF EACH OF THESE EXPRESSIONS AND BUILD SENTENCES WITH THEM:
tough piece icing all eggs the big

nut to of on the in one good cheese
crack cake cake basket egg
bowl of rotten second whole

cherries apple banana enchilada
salt of
milk of bigger
the
human fish to small
earth
kindness fry potatoes
a. a challenging person to understand or b. the most worthy of people, a very good

deal with/a difficult task or moral person
c. more important/ more interesting d. something that makes a good situation
things to do even better
e. to depend for your success on one f. the whole thing, everything
person or plan of action
g. care, compassion and sympathy h. a person who supports another, or who
towards others is less in status or importance
i. a single bad person or thing j. good guy or kind person
k. something or someone insignificant l. something that is very easy to do
m. a very pleasant situation to experience n. the most important person
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UNIT 3. FERMENTATION. HOW CHEESE IS MADE.
A. READING COMPREHENSION. HOW CHEESE IS MADE. READ THE

FOLLOWING TEXT AND ANSWER THE QUESTIONS UNDERNEATH:
Cheese is a nutritious dairy product, consisting primarily of the curd, the semisolid substance
formed when milk coagulates. This process occurs naturally if milk is not used immediately: it
sours, forming an acid curd, which releases whey, a watery fluid and the semisolid curd, or fresh
cheese.
Hundreds of varieties of cheese are made from the milk of cows, goats, sheep, water buffalo and
other animals. Products vary according to the selection and treatment of the milk; adjustment of
its fat content; heating or pasteurizing; and addition of enzymes or cultures of bacteria, moulds, or
yeasts. Ripening and curing consists of biological and chemical changes that occur in the cheese
and are affected by the moisture content, acidity, texture, shape, size, and microorganisms in the
cheese. These changes alter the consistency and flavour of the cheese. Before ripening, cheese is
called fresh or green; after ripening it is called cured, aged, or ripened. In modern factories, cheese
is mass-produced according to standardized recipes and techniques that result in a more uniform
product. (Adapted from Encyclopedia Britannica, 2016)
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1. What kind of product is cheese?

____________________________________________________________________.
2. What are the main components of cheese?
____________________________________________________________________.
3. How many cheese varieties are there?
____________________________________________________________________.
4. What kind of milk can be used for cheese production?
____________________________________________________________________.
5. What are the steps involved in cheese making?
____________________________________________________________________.
6. What do ripening and curing consist of?
____________________________________________________________________.
7. What is cheese called before ripening?
____________________________________________________________________.
8. What is cheese called after ripening?
____________________________________________________________________.
GLOSSARY
nutritious (adj.)= efficient as food, nourishing;
dairy (n., adj.)= milk and milk products collectively; made of or containing milk;
curd (n.)= a soft, white substance formed when milk coagulates, used as the basis for cheese
(Rom. cheag);
whey (n.)= the watery part of milk that remains after the formation of curds (Rom. zer);
(to) occur (v.)= happen; take place; exist or be found to be present in a place;
(to) release (v.)= allow or enable to escape from confinement; set free; allow (something) to
move, act, or flow freely;
fat (n., adj.)= a natural oily substance occurring in animal bodies, especially when deposited as
a layer under the skin or around certain organs; any of a group of natural esters of glycerol and
various fatty acids, which are solid at room temperature and are the main constituents of
animal and vegetable fat; the presence of excess fat in a person or animal;
heat (v.)= make or become hot or warm;
bacterium (n. pl. bacteria)= a member of a large group of unicellular microorganisms;
mould (n.)= a growth of minute fungi typically in moist warm conditions, especially on food
or other organic matter; a container used to give shape to material when it cools and hardens;
yeast (n.)= a microscopic fungus consisting of single oval cells that reproduce by budding
(Rom. drojdie)
ripened (adj.)= matured; fully developed;
cured (adj.) = preserve (meat, fish or tobacco) by salting, drying, or smoking (Rom. conservat)
moisture (n.)= water or other liquid diffused in a small quantity within a solid or on a surface.
18
B. VOCABULARY USE. TYPES OF CHEESE. CONSULT THE TABLE UNDERNEATH

AND IDENTIFY A FEW NAMES OF CHEESE FOR EACH CATEGORY, ACCORDING
TO SOME OF THEIR CHARACTERISTICS.
CRITERION TYPE OF NAME OF CHARACTERISTICS

CHEESE CHEESES
Fresh cheeses - no preservatives;
- soft, spreadable;
- mild flavour;
Whey - made from whey;
AGE cheeses - can be aged;
Stretched - stretched and kneaded in a
curd cheeses ball;
- can be stored in brine;
Soft cheeses - matured or not;
Semi-soft - high moisture content;
cheeses - mild taste;
Medium- - semi-soft to firm texture;
hard cheeses - aromatic, sharp flavours;
MOISTURE - holes created by bacteria
CONTENT - ideal for melting;
- served on toast as quick
snack;
- firm texture;
Semi-hard - packed into moulds under
cheeses and more pressure;
hard cheeses - aged for a longer period;
- used for grating;
SOURCE OF MILK Cow milk
Other types
of mik
MOULD Soft-ripened - age from the exterior
cheeses inwards as they are exposed
to mould;
- the mould ca form a white or
blue crust;
Blue - injected with mould;
cheeses the mould grows within the
cheese, as it ages;
BRINED Pickled - matured in a solution of brine
cheeses in an air-tight or semi-
permeable container;
- soft or hard; acidic and salty
taste; mostly white.
19
C. VOCABULARY USE AND GRAMMAR REVISION. HOW DOES SWISS CHEESE

GET ITS HOLES? CHOOSE THE CORRECT WORD OPTION FROM THE LIST ON
THE FOLLOWING PAGE.
Although it (1) _______ picturesque on the packet, the mountainous landscape of Switzerland
(2)________ made medieval cheese-making quite a task. Salt had (3) ________taken uphill from
a faraway coast, and the Swiss authorities levied taxes (4) _________to the number of cheeses
(5)__________rather than their (6)_________, which led to the production of oversized wheels
(the typical Emmentaler is 1 meter in diameter, weighs 100 kilograms, and uses 1.5 tons of milk).
In response, cheese-makers developed new cutting tools, (7)_________cooking temperatures, and
specialized presses, to make sure that the cheese was dry enough. The result was a product with
the right elasticity and low enough acid and salt (8)_________ to favour the (9)________of the
carbon-dioxide-burping microbe Propionibacterium freudenreichii, whose metabolic by-products
give Swiss cheese its nutty, sweet flavour and its holes, properly known (10)________eyes. Up
until very recently, it was thought that the holes in Swiss cheese came from (11)__________that
form during the aging process. This specific type of bacteria is unique to Swiss cheeses, due to the
specific temperature the cheese wheels are (12)_________ at during the aging process. The
bacteria in Swiss cheese wheels give off carbon dioxide, and the carbon dioxide forms bubbles in
the cheese. When the bubbles "pop", (13)________ are created. Now, however, this theory is under
debate. Agroscope, a Swiss agricultural institute, believes that tiny specks of hay are responsible
(14)_________ the holes in Swiss cheese. (15)________ microscopic hay particles fall into
buckets of collected milk, then cause holes to form in the cheese as it ages. As modern milking
methods are (16)________ automated and antiseptic, and less hay particles drop into the milk, the
number of holes in Swiss cheeses such as Appenzeller and Emmentaler is smaller. (Adapted from
Nicola Twilley, How Does Swiss Cheese Get its Holes? in the New Yorker Magazine 2015)
20
1. a. looks b. look c. is looking d. looked

2. a. really b. practically c. actually d. just
3. a. be b. to be c. been d. being
4. a. according b. due c. because d. for
5. a. selling b. sold c. sell d. sale
6. a. weigh b. weighing c. size d. weight
7. a. higher b. more high c. the highest d. the most high
8. a. levers b. layers c. moulds d. levels
9. a. grow b. growth c. grown d. grower
10. a. and b. to c. like d. as
11. a. bacterium b. bacteriums c. bacteria d. bacterias
12. a. stored b. deposited c. storage d. deposit
13. a. craters b. circles c. nibbles d. holes
14. a. to b. for c. of d. from
15. a. these b. this c. that d. those
16. a. more b. less c. much d. few
D. VOCABULARY USE. GROUP WORK. CHOOSE ONE TYPE OF ROMANIAN OR

BRITISH TRADITIONAL TYPE OF CHEESE, IDENTIFY ITS CHARACTERISTICS AND
PRESENT THEM TO THE CLASS.
E. VOCABULARY USE. CONSIDER THE COMPOUND WORDS WITH THE WORD

‘CHEESE’ UNDERNEATH. ESTABLISH THEIR MEANING AND IDENTIFY THE ONES
THAT BELONG TO THE AREA OF FOOD SCIENCE AND PREPARATION.
Cheesed
Cheesecloth
Cheesecake
Cheesy
Cheese-it!
Cheesebuger
Cheesepairing
21
F. WRITING TASK. READ THE FOLLOWING PROVERBS/SAYINGS WITH THE

WORD 'CHEESE', TRY TO ESTABLISH THEIR MEANING. CHOOSE ONE TO COMMENT
ON IN ABOUT 10 LINES.
' Cheese, wine and a friend must be old to be good.'
' Don't stuff your servant with bread and he will not ask for cheese.'
' It is not the fault of the mouse, but of the one who offers him the cheese.'
' Cheese is gold in the morning, silver in the afternoon and lead at night.'
' There is no old bread that cannot find its cheese.'
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
F. SUPPLEMENTARY READING. THE ORIGIN OF THE WORD ‘CHEESE’ AND ITS

EMPLOYMENT. SHARE THE INFORMATION YOU KNOW ABOUT THE ORIGIN OF THE
ROMANIAN EQUIVALENT BRÂNZĂ AND ITS EMPLOYMENT.
The word comes from the Old English word cyse (West Saxon), of German
origin. The word originally derived from the Latin word caseus (source of
Italian cacio, Spanish queso, Irish caise, Welsh caws). From this Latin word
comes the English word casein, a scientific term first employed in the mid-19th
century, designating the main protein present in milk and in cheese. The word
caseus and therefore cheese derive from an earlier known proto-Indo-European
root, which is *kwat-, a term that refers to the process of making cheese, as it means “to ferment,
to become sour.”. The earliest references would be to compressed curds of milk used as food in
the 14th century and was transferred to other cheese-like substances by 1530s.
As a photographer's word to make subjects hold a smile, it is attested from

1930. No one can say for sure who coined the phrase “say cheese” for use in
getting people to smile, nor can we say with 100% certainty why that particular
phrase was chosen. The leading theory, however is that the “ch” sound causes
one to position the teeth just so, and the long “ee” sound parts their lips,
forming something close to a smile. (Adapted from Concise Oxford
Dictionary of English Etymology, 2003)
22
F. HELP WITH GRAMMAR. THE ADJECTIVE

FORM
 Position of the adjective- always before the noun: good food, sweet cake, qualified chef,
my book, this car; or after a link verb like be, look, feel: This song is beautiful. or This
book looks interesting.
 Invariable: regardless of whether the noun it determines is in the singular or plural,
masculine or feminine, the adjective remains the same: smart boy/girl; fresh
product/products.
 Adjective formation. Typical adjective suffixes:
- -able/-ible capable, edible, incredible, accessible
- -al chemical, magical
- -ful beautiful, helpful, harmful
- -ic artistic, terrific
- -ive intuitive, inventive, attractive
- -less hopeless, helpless
- -ous gorgeous, dangerous, fabulous
- -y tasty, sugary, icy
TYPE
 Numeric: ten, one thousand and two, etc.
 Quantitative: more, all, some, half, etc.
 Qualitative: adjectives of colour (black, whitish, scarlet), size (thin, small, big, large, wide,
long, short), age (young, old), material (wooden, glass), origin (English, French), etc.
 Possessive: my, your, his, her, its, our, their.
 Interrogative: which, whose, what etc.
 Demonstrative: this, that, those, these (distinction between singular/plural and near/far, not
between masculine/feminine) (e.g. This man/woman is smart. and These men/these women are
smart.)
 Adjectives ending in –ed and –ing (participle adjectives): interested-interesting; amused-
amusing.( e.g. I am interested in your story and Your story is interesting.).
DEGREES OF COMPARISON
1. Add –er for the comparative and –est for the superlative for shorter adjectives:
e.g. sweet -------sweeter-------the sweetest
high---------higher---------the highest
healthy-------healthier--------the healthiest
sad----------sadder---------the saddest
2. Add more and the most for longer adjectives:
e.g. beautiful------more beautiful------the most beautiful
interesting----more interesting----the most interesting
hard-working----more hard-working----the most hardworking.
3. Irregular degrees of comparison:
e.g. good----better----the best
bad----worse----the worst
far----farther/further----the farthest/the furthest
old----older/elder----the oldest/the eldest
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1. Choose the correct (demonstrative or possessive) adjective for the sentences underneath:
1.________ book here is mine, but ________ ones over there are John's.
2. _______ bread was made two days ago, but ________ impression is that it is already stale.
3. Jane believes _______ cookies are delicious. She wants to have another and bring some to
_______ daughters.
4. ______ is ______ first successful chocolate cake recipe.
5. ________wedding took place on June 21st. ________ day, there was a big storm.
6. It is on _________ day that Columbus discovered the Americas.
7. _________ math skills are poor, but he is definitely the best student in history.
8. Jane always boast about _________ mother’s cooking.
9. ________husband and I want to go to Paris. We want to see ________historical
monuments.
10. Ann and Mary go to high school. _________older brother is already in college.
11. ____________ house is only a few minutes away, so you can feel free to visit us when
you want.
2. Form the degrees of comparison for the adjectives in brackets according to the context.
a. The yoghurt manufacturing process took 1. ________ (long) than I expected, but it was,
by far, the 2.__________ (interesting) job I have ever been a part of. The leading engineer
was 3.__________ (kind) enough to walk us through the entire process and I haven’t seen my
colleagues as 4._________ (thrilled) as I saw them today.
b. Tim is 5. _____________(courageous) boy I know. He is 6. _________ (tough) than all
the boys in our class and I am glad that he is my 7. _________(good) friend.
c. It was because of the 8.___________ (excellent) reviews that this restaurant had, that we
decided to eat there. Unfortunately, the food was 9.____________(bad) than the one they
serve in our university cafeteria. Everything we ate tasted 10.________(bland) and we
decided that we would never go there again.
d. There are numerous__________(interesting) ways to spend your vacation, but I believe, I
found ______________(exciting), paragliding off ___________(high) mountain in Romania
and taking __________ (great) pictures while doing it.
3. Choose the appropriate adjective from the options in brackets:

1._________ (many/much) people now choose to consume one or more of the 2.________
(numerous/enumerated) "milk alternatives" (disposable/available), such as soy milk, almond
milk, coconut milk, hemp milk and others. In an attempt to maintain the popularity of cow's
milk, manufacturers have created many 3.________ (new/ novelty) products including 4.
_________(flavoring/ flavored) varieties like strawberry or chocolate, lactose-free milk, milk
with 5.______(added/auxiliary) omega-3s, hormone free or 6._________ (organic/inorganic)
milk and reduced fat milk. Milk offers a 7._____(rich/wealthy) source of calcium, a mineral
essential for healthy bones and teeth. Cow's milk is also often fortified with vitamin D, which
is also 8._________(beneficial/benefic) for bone health. However, lactose intolerance can be
associated with the consumption of milk, which is a condition in which a person lacks the
enzyme to break down the sugar found in milk for 9. _________(suitable/ proper)
digestion. Consuming too much potassium or phosphorus, both of which are
10.___________(big/high) in milk, can also prove to be 11. _________ (harmful/harmless)
for those whose kidneys are not fully functional and can lead to severe health problems.
24
UNIT 4. FERMENTATION. HOW BEER IS MADE.

A. LISTENING PRACTICE. LISTEN TO THE TRADITIONAL IRISH SONG 'WHEN
IRISH EYES ARE SMILING' AND FILL IN THE BLANKS WITH THE MISSING WORDS.
'When Irish eyes are smiling'
There's a tear in my eye

And I'm 1.___________ why
For it never should be there at 2._______
With 3._______ power in your smile
Sure a stone you'd beguile
So there's 4.________a teardrop should fall.
When your sweet lilting laughter

Like some fairy 5._________
And your eyes twinkle bright 6._____ can be
You can smile all the while
And all other 7.______ smile
So now, smile a 8.______for me
When Irish eyes are smiling

Sure, it is like the morn in 9.______
In the lilt of Irish laughter
You can hear the angels 10.______
When Irish hearts are happy
All the world seems bright and 11.______
And when Irish eyes are smiling
Sure, they 12._______ your heart away
For the smile in your heart

Is the 13._______ part
And it makes 14.______ sunshine
more bright
Like the linnet's 15._______song
Crooning all the day 16.________
Comes your laughter so 17.______ and light
For the springtime of life

Is the 18._______ of all
There is never a real care or 19.________
For the springtime is 20._______
Throughout all of youth's hours
So, let us smile 21.______ chance we get.
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B. VOCABULARY USE. 'A DRINK' AND ' A BEVERAGE'

Definition: BEVERAGE or DRINK is any liquid intended for human consumption, both non-
alcoholic and alcoholic (e.g. soda, milk, coffee, tea, wine, beer, etc.)
Note: these words are synonyms, but ‘drink’ is the ordinary noun used, whereas ‘beverage’ is not
as frequently used in common speech (it is mostly used commercially, with reference to products)
and additionally, it does not generally refer to water.
Employment: He works in beverage distribution. (alcoholic and
non-alcoholic).
The Coca-Cola Company manufactures a wide range of beverages
from soda to beer. (alcoholic and non-alchoholic).
Pepsi is one of the most well-known soft drinks. (non-alcoholic)
Would you like a drink? You are not driving. (alcoholic) but
Would you like something to drink? (using the verb, with
reference to both alcoholic and non-alcoholic drinks).
C. VOCABULARY USE AND DISCUSSION. LOOK AT THE IMAGE UNDERNEATH

AND COMPLETE THE REQUIREMENTS:
1. Mention a few examples of products that can be included in each of the categories above.
2. Which beverages mentioned should be included in a healthy diet?
3. What is the most frequently consumed alcoholic and non-alcoholic beverage? Why?
4. What should the legal age for alcohol consumption be?
5. What are the benefits of consuming alcohol? Why do people drink?
6. What are the disadvantages of consuming alcohol?
7. What is the social dimension of drinking? How can alcohol consumption influence us on a
social level?
26
D. READING PRACTICE. THE HISTORY OF BEER. READ THE TEXT UNDERNEATH

AND SUMMARIZE THE INFORMATION IN ABOUT 10 SENTENCES.
It’s difficult to attribute the invention of beer to a particular culture or time period, but the world’s
first fermented beverages most likely emerged alongside the development of cereal agriculture
some 12,000 years ago. As hunter-gatherer tribes settled into agrarian civilizations based around
staple crops like wheat, rice, barley and maize, they may have also stumbled upon the fermentation
process and started brewing beer. In fact, some anthropologists have argued that these early
peoples’ interest to produce alcohol contributed to the Neolithic Revolution by inspiring new
agricultural technologies.
The earliest known alcoholic beverage is a 9,000-year-old Chinese drink made from rice, honey
and fruit, but the first barley beer was most likely born in the Middle East. Evidence of beer
production dates back about 5,000 years to the Sumerians of ancient Mesopotamia. Archeologists
have discovered ceramic vessels from 3400 B.C. still sticky with beer residue as this beverage was
part of the Sumerian diet, and was a safer alternative to drinking water from nearby rivers and
canals, which were often contaminated by animal waste.
Beer consumption also flourished under the Babylonian Empire, as well as under the Egyptians.
Workers along the Nile were often paid with nutritious, sweet brew, and everyone from pharaohs
to peasants and even children drank beer as part of their everyday diet. Many of these ancient beers
were flavoured with unusual additives such as dates and olive oil. More modern-tasting types of
beer would not arrive until the Middle Ages, when Christian monks and other artisans began
brewing beers seasoned with hops.
One example in this respect is Trappist beer brewed by several monastery breweries — six
in Belgium, two in the Netherlands and one each in Austria, Italy and United States and sold
as Authentic Trappist Product. It was in 1997 that eight Trappist abbeys – six from Belgium
(Orval, Chimay, Westvleteren, Rochefort, Westmalle and Achel), one from the Netherlands
(Koningshoeven) and one from Germany (Mariawald) – founded the International Trappist
Association (ITA) to prevent other commercial companies from abusing the Trappist name. This
private association created a logo for goods (cheese, beer, wine, etc.) that respect precise
production criteria. For the beers, these criteria are the following:
 The beer must be brewed within the walls of a Trappist monastery, either by the monks
themselves or under their supervision.
 The brewery must be of secondary importance within the monastery and the business practices
proper to a monastic way of life.
27
 The brewery is not intended to be a profit-making business. The income covers the living
expenses of the monks and the maintenance of the buildings and surroundings. Whatever
remains is donated to charity for social work and to help persons in need.
This association has a legal standing, and its logo gives the consumer some information and
guarantees about the product. Trappist breweries are constantly monitored to assure the
irreproachable quality of their beers. (Adapted from History Channel Factsheets and Wikipedia
Encyclopedia, 2016)
Summary:____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
GLOSSARY
development (n.)= a state of growth or advancement
sticky (adj.)= tending or designed to stick to things on contact (Rom. lipicios)
waste (n.)= unwanted or unusable materials, substances or by-products; an act of using
something carelessly or to no purpose; (v.) (Rom. risipă, gunoi, deșeuri)
consumer (n.)= a person who purchases goods and services for personal use
consumption (n.)= the action of using up a resource, of drinking or eating something; the
purchase of goods and services by the public
brewery (n.)= a place where beer is made commercially (Rom. fabrică de bere, berărie)
flavoured (adj.)= (of food and drink) having a particular flavour, by adding a flavouring
seasoned (adj.)= (of food) having had salt, pepper, herbs added
hop (n.)= a climbing plant cultivated for the flowers used in beer making (Rom. hamei)
prevent (v.)= keep something from happening (Rom. a preveni)
good (n. goods)= merchandise and possessions (Rom. bunuri)
criterion (n. pl. criteria)= a standard by which something may be judged or decided
income (n.)= money received on a regular basis, for work or through investments (Rom.
venit)
expense (n.)= the cost required for something (Rom. cheltuială)
irreproachable (adj.)= beyond criticism, without fault (Rom. ireproşabil)
28
E. SUPPLEMENTARY READING, LISTENING AND WRITING TASK. OTHER

TYPES OF ALCOHOLIC BEVERAGES. READ THE TEXT ABOUT ICE WINE AND
WATCH THE VIDEO ENTITLED ‘ICE WINE MAKES THE BEST BREAKFAST’.
IDENTIFY ANY ADDITIONAL INFORMATION ABOUT THIS TYPE OF WINE IN THE
VIDEO THAT IS NOT MENTIONED IN THE TEXT AND INCLUDE THIS INFORMATION
IN THE SPACE PROVIDED FOR YOU.
Ice wine is a type of dessert wine produced from grapes that have
been frozen while still on the vine. The sugars and other dissolved solids do not
freeze, but only the water does, allowing a more concentrated liquid to
be pressed from the frozen grapes, resulting in a smaller amount of more
concentrated, very sweet wine. With ice wines, the freezing happens before
the fermentation, not afterwards. Unlike the grapes from which other dessert wines are made, such
as Sauternes or Tokaji, ice wine grapes should not be affected by Botrytis cinerea or noble rot, at
least not to any great degree. Only healthy grapes are used, kept in good shape until the opportunity
arises for an ice wine harvest, which in extreme cases can occur after the New Year, on a northern
hemisphere calendar. This gives ice wine its characteristic refreshing sweetness balanced by high
acidity. When the grapes are free of Botrytis, they are said to come in “clean”.
Ice wine production is risky (the frost may not come at all before the grapes rot or are otherwise
lost) and requires the availability of a large enough labour force to pick the
whole crop within a few hours, at a moment’s notice, on the first morning that
is cold enough. This results in relatively small amounts of ice wine being made
world-wide, making ice wines generally quite expensive.
Ice wine production is limited to that minority of the world’s wine-growing
regions where the necessary cold temperatures can be expected to be reached
with some regularity. Canada and Germany are the world’s largest producers
of ice wines.
More about ice wines: ____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
29
F. GROUP PROJECT WORK. CRITERIA FOR FOOD AND WINE MATCHING

(ALSO CALLED PAIRING). CHOOSE A TYPE OF WINE (E.G. RED, WHITE/ MERLOT,
CHARDONNAY, BORDEAUX OR OTHERS) AND RESEARCH ON ITS PAIRING WITH
THE APPROPRIATE TYPES OF FOOD. PRESENT YOUR FINDINGS TO THE CLASS AND
EXPLAIN THE CRITERIA BEHIND THE PAIRING. COLLECT THE INFORMATION FROM
THE OTHER GROUPS AND COMPLETE THE TABLE UNDERNEATH.
Three initial rules to consider for food and wine pairing:

1. Drink what you like.
2. Think about the dish or meal as a whole. What are its dominant characteristics?
Is it mild or flavourful?
Is it fatty or lean?
Is it rich or acidic?
3. Keep the flavours in balance.
Type of Wine Pairing Type of Food

Criteria
30
G. HELP WITH GRAMMAR. PAST TENSE SIMPLE AND PAST TENSE

CONTINUOUS.
PAST SIMPLE PAST CONTINUOUS
Affirmative Affirmative
Add –ed to the infinitive of regular verbs: Use was/were (past tense of the verb to be)
e.g. We cooked the best turkey ever. + -ing form of the verb
☼ - only –d is added to the infinitive of e.g. He was cooking lunch when she arrived.
regular verbs ending in –e
e.g. He lived in London.
☼ change –y to –i and add –ed to regular
verbs ending in consoant +y
e.g. Jane tried to become an engineer.
☼ double the consonant of regular verbs
ending in vowel+consonant
e.g. He stopped complaining.
Many verbs are irregular. Consult the list of
Irregular verbs on page 50
Negative Auxiliary did +not (didn't)+ verb in Negative
the short infinitive (for both regular and Use was/were +not+ -ing form of the verb
irregular verbs) e.g. They were not (weren't) working hard
e.g. I didn’t start a restaurant business. on the project when I entered the room. John
We didnt' spend a lot of time with him. was watching TV and Mary was not (wasn't)
☼ for the verb to be we do not use the auxiliary doing anything.
did, only the negation:
He wasn't there when I searched for him.
We weren't satisfied with his work.
Interrogative Interrogative
- Use did + subject+ verb (the short Use was/were+ subject+ -ing form of the verb
infinitive form of the verb/ 1st form)
e.g. Did you enjoy the play last evening? e.g. Were you studying? Sorry for
Did he buy all the ingredients? interrupting.
- With question words (who, where, Was she going to see the manager when I
why, how, when, etc.), did is used after stopped her?
the question word
e.g. Where did John study?
☼ for the verb to be, we do not need did,
only inversion (Was he happy? Were they
in London?)
Usage Usage
To describe a finished action in the past. 1.Actions in progess in the past, often
e.g. They received the guests and the interrupted by another short action in the Past
orchestra started to sing. It was the best Simple:
birthday party ever. e.g. I was eating dinner, when Jane called.
Words and phrases employed: yesterday, last 2. Several parallel actions in progress at the
month, in 1976, last evening, when I was same time in the past:
young e.g. Tom was working, while I was cooking.
31
1. Identify the Past Tense Simple verbs in the text about the History of Beer and establish whether
they are regular or irregular verbs. Find the infinitive form for each of these verbs and write them
in your notebook.
2. Complete the table underneath with the appropriate Past Simple form:
Affirmative Negative Interrogative
He found a cat in the alley.
I didn’t understand
anything he said.
Did they run for the marathon in
Vienna?
I woke up early.
We didn’t learn the song.
Did you put the cake back in the
refrigerator?
I bought this sweater yesterday
I didn’t hear him enter.
Was Jane’s performance good?
My mother forgot to buy the
cake.
3. Fill in the blanks with the Past Simple or Past Continous form of the verbs in brackets:
Last summer, my friends and I ___________(decide) to visit the United States. There_______(be)
ten of us. While we ____________(debate) the itinerary, everyone ________(be able) to express
their opinion. It ________(prove) to be very difficult to estabish a pre-set route so
John________(say) that we would each travel on their own. It _________(not seem) like a great
idea, but it ______(be) the best we_________(can) come up with at the time. At the beginning of
August, when we ________(get) to New York, Jane and I _________(set) for Boston, while some
___________(embark) for Los Angeles, others for New Orleans or Washington. So while we
___________(visit) the East Coast, the others _____________(travel) throughout the western part
of the US, as well. In the end, each person_________(manage) to see those parts of the US they
_________(be) interested in and nobody_________(fight). We ____________(arive) home until
September, but we were happy, rested and still friends.
3. Complete the questions:
a. How long________________________________with Jane?
I spent all day with Jane.
b. Which hotel______________________________at when you were in Paris?
I stayed at the Ritz.
c. What_____________________________________________?
They arrived at 10 o’clock.
d. Why__________________________________the company?
She left the company because she was not feeling appreciated.
e. What__________________________when the meeting started?
She was still working on the presentation for the meeting.
f. Who__________________________ the traning programme with?
We were discussing the programme with the team leader.
32
4. Fill in the blanks with the appropriate Past Tense Simple or Past Tense Continuous form of
the verb in brackets:
1. When I ______________(get up) yesterday morning, the sun ____________(shine) in the
sky, the birds________________(sing) and there__________(be) no cloud up in the sky.
2. It_____________(be) a beautiful morning.
3. So, I ___________(decide) to cycle around a little and breathe a little fresh air.
4. I_____________(go) to the shed and___________(take) my bike.
5. While I___________(cycle) past some villages, I__________(see) some people in their
gardens.
6. One man___________(mow) the grass, while his wife___________(pick) strawberries.
7. After one hour of cycling in he sunshine, a big fat raincloud suddenly____________(appear)
and it__________(start) to rain.
8. Luckily, a farmer___________(notice) me and _________(tell) me to come in.
9. While it__________(rain) outside, I __________(sit) in the farmer’s house.
10. After a while, the sun____________(come) out again.
11. I_____________(thank) the farmer for his hospitality and ____________(move) on.
5. Read this text about the history of wine and correct the mistakes. There is one or two mistakes in
each line.
People begin to grow grapes probably a little after they began growing wheat, maybe about 8,000
BC. Growing grape is a more serious project than growing wheat, because you have to take good
careful of the vines for several years before you get any grapes out of it. The first wine drinkers
was in Central Asia, West Asia and Egypt, and from there, wine drinking spread all around
Mediterranean Sea. In ancient Greek stories, the god Dionysus brought wine to Greece in the east.
As the romans conquered northern Europe, they brought wine with them, and by the time of the
Roman Empire (about 100 AD) people was drinking wine as far north as England. Wine travelled
east, too, along the Silk Road: Roman trade sold wine in India, and the Uighurs brought wine and
wine-doing to China about 700 AD.
Doctors used wine for medical purposes. Egyptian and sumerian doctors used wine and wine
vinegar alongside opium as a anesthetic for operations and childbirth, and as a base for herbal
medicines. Hippocrates, in West Asia, also used wine clean wounds and bandages, so they
wouldn't get infect. So did a later West Asian doctor, Galen. Islam forbidding Muslims to drink
alcohol, and al Razi prefer opium as a anesthetic for surgery, though Islamic doctors still used
wine to disinfect wounds. In China, doctors used older, local alcoholic drinks to mix its medicines.
But in medieval Europe, wine remained very popular not for drinking and for medicine, especially
as opium stopped be available. Wine has play an important role in religion. Red wine were
associated with blood by the ancient Egyptians and used by the Greek in the cult of Dionysus and
the Romans in their Bacchanalia, Judaism incorporate it in the Kiddush and Christianity in the
Eucharist.
33
UNIT 5. GENETIC ENGINEERING AND

MODIFICATION.
A. TOPICS FOR DISCUSSION
1. What is genetic engineering (GE)?
What is genetic modification (GM) ?
2. Can you give any examples of
genetically-modified food products, food
ingredients or crops?
3. Why is genetic engineering applied
worldwide?
4. What could the advantages of GE and GM be?
5. What could the disadvantages of GE and GM be?
6. What is your opinion: are these processes beneficial or detrimental to humankind on an
overall ?
7. Are there any moral, ethical or religious issues in relation to these scientific
advancements?
B. VOCABULARY USE. TAKE A LOOK AT THE IMAGES UNDERNEATH AND TRY

TO USE ONE SENTENCE TO DESCRIBE THEM, OR TO DESCRIBE THE EFFECT
THEY HAVE ON YOU AT FIRST GLIMPSE:
1. ___________________________________________________
2.___________________________________________________
3.___________________________________________________
4.___________________________________________________
34
C. READING AND VOCABULARY PRACTICE. BENEFITS OF GENETIC

ENGINEERING AND CLONING.
Industrial agriculture and animal
breeding, as well as the industrial food
production sector have dealt with
genetic engineering and cloning of
animals for the past two decades. This
involves the use of animals selected for
their great yields, rapid growth rates
and therefore their increased
profitability.
But what is cloning? Imagine
the perfect dairy cow. For eight years
she has gotten pregnant on the first try,
given birth easily, and produced high
quantities of the best milk. Even when
other cows got sick, she stayed healthy.
She is ideally suited to the climate in
which she lives. The farmer has
depended on this cow but now she is at
the end of her reproductive life.
Apart from conventional reproduction, the farmer has the alternative of copying her. Biological
copying is referred to as cloning. By cloning this prize cow, breeding the clones, and keeping their
offspring, the farmer can introduce the natural positive characteristics into the herd quickly. It
would take several more years to achieve these same improvements by conventional breeding.
Cloning is a complex process that produces one exact copy with the same genetic, or
inherited traits of an animal. In reproductive cloning, researchers remove a mature somatic cell,
such as a skin cell, from an animal that they wish to copy. They transfer the DNA of the donor
animal's somatic cell into an egg cell that has had its own DNA-containing nucleus removed. The
egg is allowed to develop into an early-stage embryo in the test-tube and then is implanted into the
womb of an adult female animal. Finally, the adult female gives birth to an animal (the clone) that
has the same genetic make up as the animal that donated the somatic cell.
Researchers have cloned livestock since 1996. In 2001, the FDA Center for Veterinary
Medicine in the USA asked that food from clones and their offspring be voluntarily kept out of the
food chain. They also began an intensive evaluation that included examining the safety of food
from these animals. At present there are no specific tests that can distinguish between food from
cloned animals and food from their non-cloned counterparts. However, genetic testing, similar to
that used in Genetically Modified Organism (GMO) testing, may be adapted to identify genetically
identical individuals. In the EU, food from cloned animals is not on sale at present and this issue
is still under debate at European level.
Among livestock mammal species that scientists have successfully cloned are cattle, swine,
sheep, goats, alongside mice, rats, rabbits, cats, mules, horses, dogs and a rhesus monkey. Chickens
or other types of birds have not yet been cloned, although research has been conducted in this area.
Despite several claims, human cloning still appears to be fiction. Currently, there is no solid
scientific evidence that anyone has cloned human embryos. (Adapted from FDA- A Primer on
Cloning and Its Use in Livestock Operations 2014)
35
Learn more about their story:

1. Dolly, the Sheep saw the light of day in 1996 and was
considered the first successful mammal cloned. She lived for 6
years and gave birth to lambs. Later, several hundred other
Dollies were cloned.
2. Cumulina, the Mouse was the first mouse cloned and lived
until she was two years and six months of age, which was a
victory for her creators.
3. Noto and Kaga, the Cows were the first cows to be cloned
in 1998, followed by several hundred other cows, paving the way for clones engineered to produce
better milk and meat.
4. A Family of Pigs: Millie, Alexis, Christa, Dotcom, and Carrel created in 2000 to grow cells
and organs that humans are able to use.
5. Copy Cat (CC), cloned in 2001, was the first of the pet-cloning process that may eventually
become an industry.
6. Ditteaux, the African Wildcat. Although African wildcats aren’t endangered, US scientists
cloned one in 2003 as a trial to be applied for cloning other endangered, more vulnerable animals.
GLOSSARY
animal breeding (n.)= the branch of agriculture concerned with the care and reproduction of
domestic animals
yield (n.)= production of an agricultural or industrial product; (v.) produce or provide (a natural,
agricultural product) (Rom. recoltă, producţie)
growth (n.)= the process of increasing in size, amount, value or importance or developing
physically, mentally or spiritually
offspring (n.)= a person’s child; an animal’s young (Rom. copil, urmaş, progenitură)
achieve (v.)= reach a desired objective or result successfully, by effort, skill or courage
inherited (adj.)== derived from one’s parents or ancestors (e.g. a quality, trait) or received as
an heir (e.g. money, fortune)
trait (n.)= distinguishing quality or characteristic
nucleus (n. pl. nuclei) = central and most important part of an object, group, movement; a
dense part of most cells, containing the genetic information
womb (n.)= female mammal organ where offspring are conceived and where they gestate
before birth; uterus
livestock (n.)= farm animals regarded as an asset
food chain (n.)= a series of organisms, each dependent on the next as a source of food
distinguish (v.)= recognize or treat someone or something as different (Rom. a diferenţia)
safety (n.)= the condition of being protected from danger, risk, injury or disease
counterpart (n.)= a person or thing that corresponds to, or has the same function as another
person or thing in a different situation (Rom. echivalent, copie, omolog, corespondent)
36
D. WRITING PRACTICE. ADVANTAGES AND DISADVANTAGES OF

GENETICALLY MODIFIED ORGANISMS (GMOs) IN FOOD PRODUCTION. READ
THE LIST OF GMO AVANTAGES, USE THE CARTOONS AND YOUR KNOWLEDGE OR
RESEARCH ON THE DISADVANTAGES OF GMOs TO COMPLETE THE TABLE. WRITE
A SHORT ARGUMENTATIVE ESSAY ENTITLED ‘GMOs- WHY ALL THE FUSS?’ USING
THE WRITING TIPS ON PAGE 46.
Advantages of GMOs Disadvantages of GMOs

- resistance to insects
- tolerance of herbicides
- tolerance for heat, cold or drought
- increased crop yields
- stronger colours of products
- increased shelf life
- undesired characteristics eliminated
- higher levels of specific nutrients
- sustainable way to feed people
- growth in marginal environments
37
E. HELP WITH GRAMMAR. PRESENT PERFECT SIMPLE.

Affirmative
have/has+ past participle form of the verb (+ed for regular verbs/ 3rd form of the verb for irregular
ones- see See the Irregular Verb List on page 50)
I have (I’ve) enjoyed the time spent with your company.
He/she/It has (He’s/She’s/It’s) completed all tasks already.
They have (They’ve) been all around the world this year.
Negative
Have/has+ not+ past participle form of the verb
I haven’t finished my work for today.
The train hasn’t arrived yet.
Interrogative
have/has+ subject+ past participle form of the verb
Have you read the new receipe for chocolate cake?
What has she worked on this week?
Questions + short answers:
Have you seen the last Scorsese movie?
Yes, I have./ No, I haven’t.
Usage
1. To talk about past actions when the time includes the present.
I have seen three movies today/ this week/this year.
But I saw three movies yesterday. (Past Simple is used for past actions, when the time does
not include the present time)
2. To talk about past actions when the time of the action is not mentioned.
The research team has discovered a cure for cancer.
But The research team discovered a cure for cancer in 2000.(Past Simple is used when
the time of the action is mentioned)
3. To describe progress in a series of actions planned, using already… and (not)…yet?
Have you finished your project yet?
No, I haven’t, but I have already assigned the rest of the work to our colleagues.
4. To ask about general experiences in someone’s life, using ever.
Have you ever been to New York?
No, I haven’t./ Yes, I have. I was there last January.
5. To talk about actions started in the past and continuing now.
I have lived in London for three years/ since 2013. (and I still live in London)
but I lived in London for three years. (I don’t live in London anymore)
☼ we use for with the period of time
He’s had this pain for a week
☼ we use since with a precise date or point in time
We’ve studied here since June/this morning/ last year.
☼ How long…? and for (+ period of time can be used with both the Present Perfect and
the Past Simple)
Present Perfect Past Simple
How long have you studied at How long did you study at your university?
this university?
I have studied here for two years. I studied there for two years back in 2000.
38
Name: Paul Gudelsky

DOB: 14 September 1981
Qualifications
2004 Degree in Food Science and Technology
University of Agricultural Sciences and Veterinary Medicine Cluj-
Napoca
Work Experience
2009- present Panemar Cluj-Napoca- Quality Inspection Engineer
Day-to-day quality assurance and food safety inspection of
milling and bakery products
2007-2009 Consumer Protection Authority Cluj-Napoca- Senior Inspector
Performing food safety inspections at food processing and food retail
units in Cluj county
2004-2007 Consumer Protection Authority Cluj-Napoca - Junior Inspector
Responsible for food safety inspections in rural areas of Cluj
county
1. Look at Paul Gudelsky’s curriculum vitae and correct the sentences:

1. I’ve got a degree from Cluj University in 2004.
2. I worked as a Quality Inspection Engineer at Panemar since 2009.
3. I have been responsible for quality assurance since several years.
4. I have worked as a Junior Inspector at the Consumer Protection Authority for 3 years.
5. I have covered all food retail units in Cluj county as a Senior Food Inspector for the Consumer
Protection Authority.
6. I have worked as a Senior Food Inspector for three years.
7. I have left the Consumer Protection Agency in 2009.
2. Complete the questions with the Present Perfect or Past Simple using the information from Paul
Gudelsky’s curriculum vitae:
1. How long/Paul/work/ Panemar?
______________________________________________________________________________
2. When/ he/ join/ Consumer Protection Authority?
______________________________________________________________________________
3. How long/ he/ be/ Junior Inspector for the Consumer Protection Authority?
______________________________________________________________________________
4. How long/ he/ be/ a Quality Inspection Engineer?
______________________________________________________________________________
5. Where/ he/ work/ 2004-2007?
______________________________________________________________________________
6. How long/ he/ be/ responsible for quality assurance at Panemar?
______________________________________________________________________________
39
3. A student is talking about the situation at university. Complete the text with the Present Perfect
Simple or Past Tense Simple of the verbs in brackets.
This year________________1. (not/ be) the best for me. I ______________ 2. (not/ pass) the
exams in my first session last winter. I_____________3. (not/ exhaust) all my options yet, I am
allowed to take them again, but the pressure of studying ____________4. (become) too much for
me lately and I feel I caanot manage studying and working at the same time. It is true that there
__________ 5. (be) more tasks to complete at work the last few months, because two of my
colleagues____________6. (leave) their jobs and my boss__________7. (not/find) anyone to
replace them yet, so I have do do all the work myself, most of the time. It looks like my boss is not
going to employ anyone, because I____________8. (ask) him several times and
he____________9. (say) that he was thinking about it, but at the same time, he ____________10.
(focus) on saving as much money as possible during these hard times, so employing someone
might not be an option for the moment. I know I__________11. (lose) some time with work tasks
and my exams are more important. The situation cannot continue like this, I ___________12.
(not/make) a decision yet, but I think I have to quit my job and focus on studying. My
parents__________ 13. (always/ want) for me to get a university degree and I would like to make
them happy. They ________14. (already/spend) so much on my tuition and I cannot disappoint
them. So, I have to study harder and make them proud.
4. Choose the correct option for the questions underneath.

1. Did you study for the exam/ Have you studied for the exam this week?
2. Did you see/ Have you seen the Picasso exhibition on display at the Art Museum last month?
3. Have you ever found/ Did you ever find a date online?
4. Have all the managers gathered/ Did all the managers gather for the meeting today?
5. Did you learn/ Have you learned anything during your last internship?
6. Have you had/ Did you have any work experience when you applied for this job?
7. Has she made/ Did she make a lot of progess on her report today?
5. Match the answers underneath with the questions at exercise 4.

1. Yes, I did. I had a few jobs when I was at university.
2. No, I haven’t had the time yet.
3. No, never.
4. Yes, they have.
5. Yes, I did. It was great.
6. Yes I did. It was the best use of my time.
7. Just a little bit, this morning.
40
UNIT 6. ORGANIC AND BIO-PRODUCTS.

TRADITIONAL FOOD PRODUCTS AND
GEOGRAPHICAL INDICATIONS
A. TOPICS FOR DISCUSSION. ORGANIC, NATURAL AND CONVENTIONAL
FOOD.
1. Do “natural” and “organic” have the same meaning?
2. What are the characteristics of natural foods?
3. What are the guidelines that an organic producer or
manufacturer has to comply with, in your opinion?
4. Which type of food is considered healthier: natural, organic,
or conventional food?
5. What about the nutritional content? Are natural, organic or conventional foods richer in
nutrients?
6. Do you take into account the origin of products when making a purchase?
7. Read the paragraphs underneath and express your opinion. Rank the paragraphs from 1 to 3, 1-
the one you most agree with , 3- the one you least agree with. Find evidence to support your
opinion in agreement or disagreement with the position expressed in these paragraphs.
a. ‘Some have claimed that organic foods have a higher concentration of some nutrients,
but the evidence is mixed. The nutritional content of foods also varies greatly according to when
the food was harvested and how it has been stored or processed. Unless they are fresher, there is
also no evidence that organic or natural foods taste better than regular foods. However, taste
is determined by plant genetics, rather than by whether the crop is organically or conventionally
grown. Harvesting and handling also affect taste. A peach or tomato that is picked when it is too
green will never develop the full taste of fruit that is allowed to ripen on the tree or the vine.’
(Nutrition: What Every Parent Needs to Know, American Academy of Pediatrics, 2011)
b. ‘Organic foods are richer in nutrients. This means they improve satiety and naturally
help regulate body weight…Plants produce antioxidants to protect themselves from pests like
insects and to withstand harsh weather. When they’re treated with chemicals such as pesticides,
they don’t need to produce as much of their own natural defenses, so the levels are lower.’ (Cynthia
Sass, Cinch! Conquer Cravings, Drop Pounds, and Lose Inches, 2010)
c. ‘A study released in the Annals of Internal Medicine finds that organics have some safety
advantages over conventional foods, but nutritionally speaking they have little extra to offer.
Researchers discovered very little difference in nutritional content, aside from slightly higher
phosphorous levels in many organic foods, and a higher omega-3 fatty acid content in organic milk
and chicken. Organic produce, in terms of food safety, showed 30% lower pesticide residues than
conventional foods. But, if you’re buying organic solely for better nutrition, based on this review
there’s no evidence you’re gaining any real advantages.’ (Stephanie Watson, Organic food no
more nutritious than conventionally grown food, 2012)
41
GLOSSARY
Eco – coming from ecological, relating to ecology, the science of the relationships
between organisms and their environments. It can be a practice, policy, product
tending to benefit or cause minimal damage to the environment.
Bio –coming from biological - pertaining to biology, the natural science that studies life and
living organisms. Related to products, the bio-products or bio-based products are materials,
chemicals and energy derived from renewable biological resources. With reference to products,
it is mostly original from Europe, mostly in the Francophone world, and in Romance languages,
with the same meaning as organic products, but it is very rarely used with this meaning in the
Anglo-Saxon world
Organic: produced by nature; not artificial. Natural, pesticide-free, chemical-free, additive-

free.
B. READING COMPREHENSION. COVENTIONAL FOOD PRODUCTION SYSTEMS-

CHICKEN FARMS. READ THE TEXT AND DECIDE WHETHER THE SENTENCES IN
THE TABLE ARE TRUE OR FALSE:
Chickens raised for their flesh—called

“broiler” chickens by the meat industry—are
confined to massive, windowless sheds that
hold tens of thousands of birds each. While
chickens can function well in small groups,
where each bird is able to find his or her spot
in the pecking order, it’s virtually impossible
for them to establish a social structure in such
large numbers. Because of this, the frustrated
birds often peck at one another relentlessly,
causing injury and even death. Additionally, it
was found that two-thirds of chicken meat
analyzed was infected with salmonella or
campylobacter—or both. The existence of
dangerous contaminants in chicken flesh is
largely from the filthy conditions in the sheds
where the birds are raised. Factory-farmed
animals are fed doses of antibiotics as “growth
promoters.” Feeding animals low doses of
antibiotics encourages the development of
antibiotic-resistant bacteria—which people come into contact with, when they handle or consume
infected meat. In addition to drugs, genetic selection is also used to make chickens grow faster and
larger. The average chicken today is four times bigger than one in the 1950s, and chicken breasts
are 80 percent larger than they were back then. Many chickens become crippled because their legs
cannot support the weight of their bodies. It’s common for chickens to die from ascites, a disease
thought to be caused by the inability of birds’ hearts and lungs to keep up with their rapid skeletal
growth. (Adapted from PETA Official Document, The Chicken Industry, 2010)
42
True False
1. Broiler chickens are confined to small spaces, without any

sunlight.
2. It is easy for the chickens to establish a social structure in such
large numbers.
3. The birds are frustrated and hurt one another in the sheds.
4. The greatest part of chicken meat is infected with viruses.
5. The conditions the chickens are raised in are unsanitary.
6. The development of antibiotic-resistant bacteria is caused by the

use of growth hormones.
7. The average chicken today is four times smaller than the one in
the 1950s.
8. The birds’ internal organs cannot cope with the rapid artificial
growth.
C. VOCABULARY USE. RE-BUILD TEXTS A, B, C ABOUT THE RAW VEGAN DIET.

THE FIRST PART OF EACH TEXT IS PROVIDED FOR YOU, THE REST OF THE
SENTENCES ARE JUMBLED:
1. not another “fad diet” as we normally think of one.
2. one that our bodies are naturally suited for.
3. In addition to raw fruits and vegetables, you might consume fish, fermented foods,
4. In fact, some experts on raw diets say that they’re essentially the opposite:
5. While there’s no need to go completely raw or to declare yourself a “raw vegan,”
6. grains, nuts, seeds, eggs, and even some meat and raw dairy products.
7. “anti-diets” and more like a lifestyle that simply promotes eating more foods in their
natural state.
8. making sure to consume at least some raw vegetables and fruits every day is important
for everyone.
9. The thing that links various raw food diets together is that generally no foods that have
been pasteurized, homogenized,
10. A raw food diet, sometimes called “raw foodism,”
11. Maybe you’re wondering how much raw food it takes to consider
12. or produced with the use of synthetic pesticides, chemical fertilizers or chemical food
additives are included.
13. is about eating mostly or all unprocessed and uncooked foods
14. yourself someone who eats a mostly raw food diet.
15. This means avoiding, most popular packaged and processed foods sold in the grocery
store like breads, cereals, crackers, cheese, refined oils and processed meats
43
a. Despite what you might have heard, a raw food diet is
b. The goal of eating more raw foods is to obtain plenty of nutrients in an easy-to-digest
manner,
c. Depending on the exact type you choose to follow, raw food diets can include more than
just fresh products.
D. SUPPLEMENTARY READING. ‘BUY LOCAL’. READ THE SHORT TEXT AND

ADD YOUR REASONS FOR BUYING LOCAL OR TRADITIONAL PRODUCTS FROM A
SMALL BUSINESS
Buying local products, may be better for the environment, for the
working conditions in the area, strengthening the community and
providing health benefits for the consumer. The first benefit is
environmental. Bringing goods from a distance requires more
energy for transportation. Also, local small-scale growers might be
more environmentally-friendly, since they do not traditionally rely
on chemical fertilizers, genetically- modified crops in their
activity, unlike conventional, industrialized agriculture. Secondly,
buying local might help the local economy, by creating jobs and
supporting business initiatives, making communities stronger and
relying on the fact that farmers can support a community. For the
consumer, the benefits are clear: the food is fresh, more ripe and
seasonal and is less contaminated, as it does not travel distances to
get to the consumer. Therefore, consuming local products
promotes a ‘green’ alternative and lifestyle for the average
consumer.
44
E. GROUP PRESENTATION. ‘BUY ROMANIAN’. CHOOSE ONE

TRADITIONAL ROMANIAN FOOD PRODUCT, OR LOCAL FOOD
PRODUCT, OR A ROMANIAN PRODUCT WITH A GEOGRAPHICAL
INDICATION IN THE EU. PRESENT THE PRODUCT TO THE CLASS
EMPHASIZING THE ADVANTAGES OF BUYING LOCAL,
TRADITIONAL PRODUCTS. CONSIDER THE PRESENTATION TIPS
ON PAGE 47.
A Geographical Indication is a distinctive sign used to identify a product as originating in

the territory of a particular country in the EU, region or locality where its quality, reputation
or other characteristic is linked to its geographical origin. For example, Champagne, Parma
ham, Feta cheese
The Country of Origin is the country of manufacture, production of growth of a certain article
or product comes from that appears on the label of products. Research shows that consumers'
broad general perceptions of a country, including of its national characteristics, economic and
political background, history, traditions, and representative products, combine to create an
overall image or stereotype that is then attached to the products of that country. This image has
a significant influence on consumer perceptions and behaviours,
F. SUPPLEMENTARY VOCABULARY USE. IDENTIFY THE MEANING OF THE WORDS

AND PRASES IN THE TABLE AND BUILD SENTENCES WITH THEM.
National nationalist
nationalise
national brand
national market
national culture
Traditional traditional culture
traditional/non-traditional family
traditional cuisine
Local localized
local development
local customs
45
INFORMATION FILES
A.Tips for Writing an Argumentative Essay (Unit 4.D.)
What is it?
This type of essay has to be written in order to argue and
prove that your opinion about an issue is correct.
Guidelines:
 The arguments should be focused and clear
 It should be a topic that you can support with solid
evidence that is convincing and thoroughly researched
on
 The argumentative essay should be based on pros and cons
 Structure your approach well
 Use good transition words/phrases
 One single topic per paragraph is recommended and clear transition to another is required
 End with a strong conclusion.
Tips:
1. Make a list of the pros and cons. Choose the most important pros and cons and focus on them.
2. The argumentative essay has three models. Choose the one that you find most suitable for your
argument.
 Model 1:
Statement (main argument):
Pro idea 1+ Pro idea 2
Con(s) + Disagreement with con(s)
Conclusion
 Model 2:
Con(s) + Disagreement with con(s)
Pro idea 1+ Pro idea 2
Conclusion
 Model 3
Con idea 1 and your disagreement
Conclusion
3) Use good transition words when providing the arguments, between pros and cons.
For example:
 While I have shown that.... other may say
 Those who disagree claim that …
When you want to counter the cons you may start with:
 However,
 Nonetheless,
 but
 On the other hand,
4) Use facts, statistics, quotes and examples to convince of your argument
46
B. 13 Tips for a Good Presentation (Unit 6.E.):
1. Connect with the audience by showing

you are passionate about the subject.
2. Respond to the needs of the audience,
making sure that you know what the audience
will get out of the presentation. Give them the
chance to interact with you.
3. Make the presentation simple,
communicating the message in a simple, clear
manner.
4. Smile and make eye contact with the audience.
5. The beginning of your presentation is very important, that is when you need to draw the
attention of the audience and keep it.
6. If it is a PowerPoint Presentation, Guy Kawasaki of Apple suggested the 10-20-30 rule:
 Contain no more than 10 slides;
 Last no more than 20 minutes; and
 Use a font size of no less than 30 points.
7. Tell stories and be fun and entertaining, as people are programmed to respond to stories.
8. Use body language, making open and confident gestures.
9. Slow down, when presentating.
10. Don’t read, it shows that you do not know your ideas and that you are not confident in your
message.
11. Practice before a presentation make you competent and confident.
12. Have fun and show enthusiasm.
13. Use images, cartoons, videos to impress the audience.
Useful Language for Presentations:
1. Welcoming
 Good morning and welcome to [name of company, name of conference hall, hotel, etc.].
 Thank you all very much for coming today.
2. Introducing yourself
 My name is Mark Watson and I am responsible for … .
 Let me introduce myself; my name is Mark Watson and I am responsible for … .
3. Introducing your presentation
 The purpose of today’s presentation is to … .
 The purpose of my presentation today is to … .
 In today’s presentation I’d like to … show you … . / explain to you how … .
You can also outline your presentation to give the audience a clear overview of what they can
expect:
 In today’s presentation I’d like to cover three points:
 firstly, … , secondly … , and finally … .
4. Explaining that there will be time for questions at the end
 If you have any questions you’d like to ask, please leave them until the end, when I’ll be
happy to answer them.
47
5. Starting the presentation

 To begin with … .
 To start with … .
 I’d like to start by looking at … .
6. Closing a section of the presentation
 So, that concludes [title of the section] … .
 I think that just about covers … .
7. Beginning a new section of the presentation
 Now let’s move on to … .
 Now let’s take a look at … .
 Now I’d like to move on to … .
 Next I’d like to take a look at … .
8. Concluding and summarizing the presentation
 That brings us to the end of the final section. Now, if I can just summarise the main points
again.
 That concludes my presentation. Now, if I can just summarise the main points.
. Finishing and thanking
 Thank you for your attention.
 That brings us to the end of my presentation.
 Finally, I’d like to finish by thanking you (all) for your attention.
 I’d like to thank you (all) for your attention and interest.
10. Inviting questions
 If anyone has any questions, I’ll be pleased to answer them.
 If anyone has any questions, please feel free to ask them now.
Other useful phrases
Referring to a previous point made
 As I mentioned earlier … .
 As we saw earlier … .
Dealing with (difficult) questions
 I’ll / We’ll come back to that question later in my presentation.
 I’ll / We’ll look at that point in more detail later on.
 Perhaps we can look at that point at the end / a little later
48
49
IRREGULAR VERB LIST

Verb Past simple Past Verb Past simple Past
(infinitive)- form- 2nd participle- (infinitive)- form- 2nd participle-
1st form form 3rd form 1st form form 3rd form
become became become leave left left
begin began begun lend lent lent
break broke broken lose lost lost
bring brought brought make made made
build built built mean meant meant
buy bought bought meet met met
catch caught caught pay paid paid
choose chose chosen put put put
come came come read read read
cost cost cost ride rode ridden
cut cut cut rise rose risen
do did done run ran run
draw drew drawn say said said
drink drank drunk see saw seen
drive drove driven sell sold sold
eat ate eaten send sent sent
fall fell fallen set set set
feed fed fed show showed shown
50
feel felt felt sing sang sung
fight fought fought sit sat sat
find found found sleep slept slept
fly flew flown speak spoke spoken
forget forgot forgotten spend spent spent
forgive forgave forgiven stand stood stood
got (Br.E) /
gotten
get got (Am.E) steal stole stolen
give gave given swim swam swum
go went gone take took taken
grow grew grown teach taught taught
have had had tell told told
hear heard heard think thought thought
hide hid hidden throw threw thrown
hit hit hit understand understood understood
hold held held wear wore worn
know knew known win won won
learn learnt/learned learnt/learned write wrote written
51
LIST OF QUANTIFIERS FOR COUNTABLE AND

UNCOUNTABLE NOUNS
Singular Plural Uncountable

Quantifier
nouns (C) nouns (C) nouns (U)
all – Yes Yes
any No Yes Yes
both - Yes -
each Yes – –
enough – Yes Yes
every Yes – –
few/a few/fewer – Yes –
little/a little/less – – Yes
lots of / a lot of – Yes Yes
many – Yes –
more – Yes Yes
no Yes Yes Yes
several – Yes –
some – Yes Yes
52
SUPPLEMENTARY READING AND WRITING EXERCISES

(ON FOOD AND FOOD-RELATED TOPICS)
A. READ THE POEMS UNDERNEATH AND PROVIDE A BASIC INTERPRETATION
OF YOUR OWN IN 3-5 SENTENCES. FEEL FREE TO BE IMAGINATIVE AND ORIGINAL:
Fame is a fickle food
Upon a shifting plate
Whose table once a
Guest but not
The second time is set.
Whose crumbs the crows inspect

And with ironic caw
Flap past it to the Farmer's Corn--
Men eat of it and die.
Fame Is A Fickle Food

Emily Dickinson
So are you to my thoughts as food to life,
Or as sweet-seasoned showers are to the ground;
And for the peace of you I hold such strife
As 'twixt a miser and his wealth is found.
Now proud as an enjoyer, and anon
Doubting the filching age will steal his treasure;
Now counting best to be with you alone,
Then bettered that the world may see my pleasure;
Sometimes all full with feasting on your sight,
And by and by clean starvèd for a look;
Possessing or pursuing no delight
Save what is had, or must from you be took.
Thus do I pine and surfeit day by day,
Or gluttoning on all, or all away.
Sonnet 75: So Are You To My Thoughts As Food To

Life- William Shakespeare
Love is not all: it is not meat nor drink
Nor slumber nor a roof against the rain;
Nor yet a floating spar to men that sink
And rise and sink and rise and sink again;
Love can not fill the thickened lung with breath,
Nor clean the blood, nor set the fractured bone;
Yet many a man is making friends with death
Even as I speak, for lack of love alone.
It well may be that in a difficult hour,
Pinned down by pain and moaning for release,
Or nagged by want past resolution's power,
I might be driven to sell your love for peace,
Or trade the memory of this night for food.
It well may be. I do not think I would.
Love Is Not All (Sonnet XXX)

Edna St. Vincent Millay
53
B. ENRICH YOUR KNOWLEDGE ABOUT ORGANIC FOOD AND NUTRIENT

CONTENT. ADD ANY PREVIOUS KNOWLEDGE ACQUIRED IN UNIT 6 AND PROVIDE
AN INFORMED OPINION ABOUT THIS MATTER IN ABOUT TEN LINES.
‘Are Organic Vegetables More Nutritious After All?’ (2014)- Dan Charles,
(Adapted version)
There may never be an end to arguments over whether organic food
is more nutritious. But a new study is the most ambitious attempt so far to
resolve the issue — and it concludes that organic fruit and vegetables offer a
key benefit. It's a scientific reply to an analysis that some researchers at Stanford University
published two years ago. That paper, which generated lots of media coverage and
much controversy, reviewed more than 200 studies of organic and conventional food, and
concluded that organic foods do not really offer any significant nutritional benefit.
This new analysis, from a group of scientists mostly based in Europe, collected data from
a bigger pile of studies: 343, carried out over the past several decades. The new analysis repeats
some of the Stanford group's findings. It finds that organic and conventional vegetables offer
similar levels of many nutrients, including minerals, vitamin C and vitamin E. Conventional crops
are higher in protein. And there are fewer pesticide residues on organic foods, as you'd expect.
But the group found a significant difference in the levels of special compounds called
antioxidants. "Across the important antioxidant compounds in fruits and vegetables, organic fruits
and vegetables deliver between 20 and 40 percent higher antioxidant activity," says Charles
Benbrook, from Washington State University's Center for Sustaining Agriculture and Natural
Resources, a co-author of the study.
These antioxidant compounds, which go by names like flavonoids and carotenoids, are
getting a lot of attention lately. Their effects remain somewhat unclear, but scientists say they can
protect cells from the effects of aging, or from the sort of damage that can lead to cancer. Benbrook
says this is a big reason why public health experts want us all to eat more fruits and vegetables:
They deliver a good dose of antioxidants. And if organic produce provides more of them, he says,
"we think that's a big deal."
Benbrook thinks there are a couple of reasons why they're seeing this result. First, plants
make these compounds to protect themselves against insects or diseases. And organic crops,
because they aren't protected by as many chemical pesticides, have to fight off more hungry bugs.
The second reason, Benbrook says, is that organic crops aren't getting as much fertilizer. More
heavily fertilized conventional crops grow faster and get bigger, but as a result, their nutrients get
diluted.
This analysis, however, probably isn't the end of this debate. Jeffrey Blumberg, a professor
of nutrition at Tufts University, says attempts to draw conclusions from collections of hundreds of
different studies comparing organic and conventional food, have a series of methodological
problems. First, there's no single "organic" or "conventional" production system. Some organic
crops get lots of organic fertilizer; some don't. Some are protected with lots of natural pesticides;
some are not. Conventional practices vary widely, too. So it's difficult to know, in the end, what
you are comparing. And food that's compared in these studies may not be the same as the food
you're buying in the store.
In any case, Blumberg says, the difference in nutritional quality between organic and non-
organic fruits and vegetables really isn't that big. What really will make a difference in people's
health, he says, is just eating more fruits, vegetables and whole grains. If you eat plenty of these
foods — whether they're organic or not — you'll get plenty of antioxidants.
54
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
C. READ THE TEXT. IDENTIFY THE TYPES OF CHEESE MENTIONED AND THEIR
TRAITS IN THE TABLE.
‘Is this the best cheese in the

world? - 3,000 cheeses and
a very pungent room - inside
the World Cheese Awards
2015’ (2015)- Felicity
Spector (Adapted version)
Just picture the scene - a

giant room at Birmingham's
NEC filled with 2,727
cheeses (the dairy intolerant
should probably skip this
event). Giant blocks of
cheddar, vast wedges of
Comte, tiny rounds of Torta
de trujillo: this was the truly
global selection on display at the World Cheese Awards, 2015. The judges were every continent,
from Australia to Japan, from Canada to the Canaries.
Armed with white coats and special "cheese irons" with which to extract samples, judges had about
47 types of cheese to grade before lunch. My table included a chirpy Swiss cheesemaker, who
exuded enthusiasm and hope, and a Yorkshireman with very strong opinions about cheddar. "This
one has a very weak body", he declared stridently, pressing one large block with his thumb. "Far
too much moisture." We tried a 10-month Emmental which looked impressive, but failed to deliver
much flavour. A couple of pots of flavoured cream cheese were swiftly dismissed, before we
deliberated over some borderline feta. Finally we hit gold - a beautifully made semi-hard goat
cheese with a complex, rounded flavour. We crowned it our 'supergold' - one of 62 shortlisted to
go before an international grand jury in the afternoon.
55
The first choice, picked by Australian judge Kris Lloyd, was, she said, exquisite: the best she'd
tasted all day, but South Africa's Kobus Mulder wasn't so impressed. "It's a very specific cheese",
he complained. "I'd have it in the afternoon, with a large glass of wine. But it would be impossible
to eat it for breakfast. You'd get messy fingers." (Ah, the eternal quest for a 'breakfast cheese'.)
Perhaps Mexico's Carlos Yescas would have better luck. Last year his aromatic goat's cheese
wrapped in avocado leaves made it to the final, but he didn't: his appendix ruptured on the flight
over, and he was rushed straight to intensive care. Happily this time, he was there in person,
enthusiastic about an intensely creamy burrata. "I hope everyone gets to try it. This cheesemaker
has amazing milk. England's Charlie Turnbull promoted a "rude and robust" blue which divided
the critics: while another finalist, said a Spanish judge, would have been considered a failure 20
years ago: "We used to feed these cheeses to the pigs. I'm very happy that people appreciate them
now." Bob Farrand, who founded the awards 28 years ago, was brief and to the point about his
choice. "Let's not talk too much about it, let's just eat "much with it."
At last the scorecard was complete: and by a single point, the 2015 winner was declared: a Le
Gruyere AOP made by Switzerland's Cremo and Von Muhlnen, a gloriously nutty, rich and
rounded cheese with a slight crunch of salt crystal at the end. The man behind it, Rene Ruch, held
his trophy. "I can't explain what I feel right now", he said. "It's just fantastic, it recognises all the
hard work, the quality of the milk, the small family producers who work seven days a week, and
do such a great job."
According to Bob Farrand, the secret of the Gruyere's success was its international appeal. "It ticks
more boxes for more nations. The summer milk, from cows which graze on the mountain pastures,
is truly unique. At about 17 to 18 months, it develops a complexity which everyone can
appreciate."
From 2,727 cheeses, to just one, a triumph of true craftsmanship, and a room filled with the
cheeseboard of dreams. Next year, the awards will go on the road, to San Sebastian. Let's hope
someone remembers to bring the crackers.
Type of cheese Traits

Emmental
Cream cheese
Feta
Semi-hard goat cheese
Burrata
Blue cheese
Le Gruyere
56
D. READ THE TEXT AND EXPRESS YOUR OPINION ABOUT ALCOHOL

CONSUMPTION IN YOUNG PEOPLE IN ABOUT 10 LINES.
‘Alcohol can rewire the teenage brain’- Binge
drinking may harm a teen’s brain now — and
forever — a mouse study suggests- Tara Haelle
(2015) (Adapted version)
Alcohol is a drug. And every day, more than 4,750
American kids aged 15 and younger take their first
full drink of this drug. That’s according to the U.S.
Substance Abuse and Mental Health Services Administration, or SAMHSA. And the problem is
not just that this consumption is illegal. Kids who start drinking before age 15 also are five times
more likely to become alcoholics or abuse alcohol than are people who wait until adulthood for
their first sip. Another big problem for kids who experiment with this drug is that they are more
likely than adults are to consume too much alcohol over a short period of time. This is known
as binge drinking.
What few people realize is that binge drinking poses many risks that go well beyond getting drunk
and acting irresponsibly. That’s why an organization of doctors has just issued a new report laying
out those risks. It appeared in the August 30 issue of Pediatrics.
Lorena Siqueira is a pediatrician at Florida International University and Nicklaus Children’s
Hospital in Miami. She studies teen alcohol use and helped write the new Pediatrics report. “When
kids drink, they tend to do heavy drinking,” she notes. Unfortunately, she adds, “Their bodies are
not ready to handle that kind of alcohol.”
Teens are most likely to binge drink
Some teens drink because they have low self-esteem or think it will make them feel happier, the
new Pediatrics report states. Others are impulsive. They are looking for new experiences. Teens
also drink when many of their friends drink. Underage drinking accounts for 11 percent of all the
alcohol consumed in the United States, SAMHSA notes. More than one in five kids 12 and younger
has consumed alcohol. By high school, two out of three teens has, a new study reports. The
problem: Many teens don’t stop at a few sips. They binge.
In adults, binge drinking means downing at least four drinks in a row, if you’re a woman — five
in a row if you’re a man. A drink is one beer, one glass of wine or one shot of hard liquor. For
adolescents, it takes less alcohol to constitute a binge. Downing just three drinks in a row is binging
for boys 9 to 13 or for any girl under 17. Among boys 14 to 15, it’s four drinks.
Teens often start drinking because they are curious and experimenting, Siqueira says. But they
tend to drink quickly, “so they take in more than they realize,” she says. Not surprisingly, they can
get dangerously drunk very fast.
Plus, “the younger they start, the more likely they are to continue to drink and to drink larger
amounts,” Siqueira says. Teens who binge drink are more likely to become alcoholics, she reports.
Binge drinking is dangerous
“We live in a world where many adults and some teenagers drink alcohol,” says Vivian Faden.
She’s a scientist at the National Institute on Alcohol Abuse and Alcoholism, or NIAAA, in
57
Rockville, Md. “So it is normal to be curious about alcohol,” she concedes. But there are good
reasons why it makes sense to hold off drinking alcohol “until the teenage years are over,” she
says.
Binge drinking leads people to get very drunk. Normally, the liver helps remove alcohol from the
blood. But when the liver cannot keep up, the alcohol then circulates through the bloodstream and
brain while waiting to be removed by the liver. This is when a person becomes drunk, a condition
known as intoxication. About half of high school seniors have been drunk at least once, according
to recent research. Some 10 percent of eighth graders have too.
“When you binge drink, you can get into all kinds of trouble,” Siqueira says. Big trouble.
For one, auto accidents. One in every 5 teen drivers involved in fatal car crashes has alcohol in
their bloodstream, according to the CDC. More than 80 percent have blood-alcohol levels above
the legal limit for adults. But a teen doesn’t have to be behind the wheel for alcohol to pose a grave
risk. Teens can get depressed and injure themselves or hurt someone else. A teen might black out,
forgetting what happened when he or she was drunk. Some teens drink so much that alcohol
poisoning stops them from breathing.
Long-term effects on the brain
People forget what happens when they are drunk because alcohol makes it harder for the brain to
turn short-term memories into long-term ones. But for teens, alcohol’s dangers go well beyond
impairing memory. A new rodent study finds that alcohol can lead to long-term — and harmful —
changes to the brain. “We used to think that brain development was done by the time you’re a
teenager,” Siqueira says. “Now we know that’s not true.” The brain keeps developing into a
person’s 20s and even early 30s, she explains.
In the new study, scientists gave 10 doses of alcohol to adolescent rats over 16 days. The amounts
led to blood-alcohol levels that might model a binge-drinking teen. After these exposures, the rats
never tasted alcohol again. Later, in adulthood, the scientists attached electrical equipment to a
part of each animal’s brain. Called the hippocampus, this region controls memory and learning.
Nerve cells in that part of the brain communicated abnormally, the scientists found. The cells also
looked more immature than usual. Again, this damage showed up in that part of the brain linked
with learning and memory. “For humans, this means binge drinking during adolescence may
permanently change brain functioning,” says the NIAAA’s Faden. What’s more, she adds, these
changes “appear to be irreversible.”
Mary-Louise Risher of Duke University in Durham, N.C., led that new rodent study. Her team
published it in the June issue of Alcoholism: Clinical and Experimental Research.
Other research has shown that teens who drink heavily lose more white matter in their brain over
time than do teens who don’t, Faden says. White matter acts a bit like the brain’s superhighway
system. It connects areas of the brain’s so-called gray matter, which processes information. The
white matter allows messages to shuttle quickly, even over relatively long distances in the brain.
Alcohol also can hurt a portion of gray matter in a region known as the prefrontal cortex, Faden
says. This area is used for attention, concentration, self-control and making decisions.
Those kinds of skills work together to create what brain scientists refer to as executive function.
Poor executive function makes it harder for individuals to control their behavior. And it makes it
more difficult for them to stop doing something that know could hurt them. A person with poor
58
executive function may be less likely to turn down the chance to drink alcohol or may get behind
the wheel of a car when it would be dangerous to drive.
As alcohol makes a teen less likely to turn down alcohol, the risk of binging grows. This drinking
can create a cycle of inappropriate behavior. Worst of all, this cycle may lead to alcoholism in
some teens, Faden notes.
The bottom line, she says: When it comes to the developing adolescent brain, “There is no known
safe level of binge drinking.”
addiction- the uncontrolled use of a habit-forming drug or uncontrolled and unhealthy habit
(such as video game playing or phone texting). It results from an illness triggered by brain
changes that occur after using some drugs or engaging in some extremely pleasurable activities.
People with an addiction will feel a compelling need to use a drug (which can be alcohol, the
nicotine in tobacco, a prescription drug or an illegal chemical such as cocaine or heroin), even
when the user knows that doing so risks severe health or legal consequences. (For instance,
even though 35 million Americans try to quit smoking each year, fewer than 15 out of 100
succeed).
alcohol poisoning - serious and potentially deadly condition that occurs when someone drinks
a very large amount of alcohol in a short time period. The alcohol can reduce a person's body
temperature. It also can slow a person's heart rate and breathing until one or both stop.
Symptoms include confusion, vomiting, seizures, slow or irregular breathing, pale or blue-
colored skin, low body temperature and not being able to wake up.
binge drinking- to consume a dangerous amount of alcohol in a short period of time. At a
minimum, this would be five servings by an adult within a single day, usually within a short
period of time. For teens, it could take far less alcohol to constitute binging.
development (n.) (in biology)- the growth of an organism from conception through adulthood,
often undergoing changes in chemistry, size and sometimes even shape.
intoxicating (adj .) describing something that can cause a sensory high (such as alcohol or
certain other drugs) — or an event or condition that can also cause an extremely pleasurable
sensation. The “drug” that does this is known as an intoxicant.
long-term memory- the brain’s system for storing, maintaining and recalling information from
the past. opposite of ‘short-term memory’
neuron or nerve cell- any of the impulse-conducting cells that make up the brain, spinal
column and nervous system. These specialized cells transmit information to other neurons in
the form of electrical signals.
self esteem- how a person collectively views one’s abilities, attractiveness and overall self-
worth.
59
BIBLIOGRAPHY
1. Alexander, L.G.- Longman English Grammar Practice, Longman 1990
2. Charles, Dan- Are Organic Vegetables More Nutritious After All, All Things Considered,
Magazine, June 2014
3. Grant, David, Hudson Jane- Business Result, Pre-intermediate Student’s Book, OUP 2009
4. Haelle, Tara- Alcohol Can Rewire the Teenage Brain, Science Review for Students, October
2015
5. Mescher, Virginia- In a Pickle! Types of Food Preservation in the 19th century, New Yorker
Magazine, August 2015
6. Rata Georgeta, Boldea, Oana- English for Food Processors, Mirton, Timisoara, 2004
7. Redston, Chris, Cunningham, Gillie- Face2face Pre-intermediate Student’s Book, Cambridge
University Press 2007
8. Sass, Cynthia - Cinch! Conquer Cravings, Drop Pounds, and Lose Inches, HarperOne, 2010
9. Spector, Felicity- Is this the best cheese in the world? Daily Telegraphy, September 2015
10. Twilley, Nicola - How Does Swiss Cheese Get its Holes, in the New Yorker Magazine,
September 2015
11. Watson, Stephanie- Organic food no more nutritious than conventionally grown food, Harvard
Medical School Heath Publications, September 2012
12. Zdrenghea, Mihai, Greere Anca- A Practical English Grammar with Exercises, Clusium, 1999
13. *** American Academy of Pediatrics- Nutrition: What Every Parent Needs to Know¸ 2011
14. *** Concise Oxford Dictionary of English Etymology, OUP, 2003
15. *** FDA Document - A Primer on Cloning and Its Use in Livestock Operations 2014
16. *** The Oxford English Dictionary, OUP, 2014
17. *** PETA Official Document, The Chicken Industry, 2010
Online Sources:
18. *** Encyclopedia Britannica-www.britannica.com
19. *** History Channel Factsheets- www.history.com
20. *** Wikipedia Online Encyclopedia- www.en.wikipedia.org
21. *** www.islcollective.com
22. *** www.poemhunter.com
23. ***www.sciencemag.com
60
BIBLIOGRAPHY
1. Alexander, L.G.- Longman English Grammar Practice, Longman 1990
2. Charles, Dan- Are Organic Vegetables More Nutritious After All, All Things Considered,
Magazine, June 2014
3. Grant, David, Hudson Jane- Business Result, Pre-intermediate Student’s Book, OUP 2009
4. Haelle, Tara- Alcohol Can Rewire the Teenage Brain, Science Review for Students, October
2015
5. Mescher, Virginia- In a Pickle! Types of Food Preservation in the 19th century, New Yorker
Magazine, August 2015
6. Rata Georgeta, Boldea, Oana- English for Food Processors, Mirton, Timisoara, 2004
7. Redston, Chris, Cunningham, Gillie- Face2face Pre-intermediate Student’s Book, Cambridge
University Press 2007
7. Sass, Cynthia - Cinch! Conquer Cravings, Drop Pounds, and Lose Inches, HarperOne, 2010
8. Spector, Felicity- Is this the best cheese in the world? Daily Telegraphy, September 2015
9. Twilley, Nicola - How Does Swiss Cheese Get its Holes, in the New Yorker Magazine,
September 2015
10. Watson, Stephanie- Organic food no more nutritious than conventionally grown food, Harvard
Medical School Heath Publications, September 2012
11. Zdrenghea, Mihai, Greere Anca- A Practical English Grammar with Exercises, Clusium, 1999
12. *** American Academy of Pediatrics- Nutrition: What Every Parent Needs to Know¸ 2011
13. *** Concise Oxford Dictionary of English Etymology, OUP, 2003
14. *** Food and Drug Administration Document - A Primer on Cloning and Its Use in Livestock
Operations 2014
15. *** The Oxford English Dictionary, OUP, 2014
16. *** PETA Official Document, The Chicken Industry, 2010
Online Sources:
17. *** Encyclopedia Britannica-www.britannica.com
18. *** History Channel Factsheets- www.history.com
61
19. *** Wikipedia Online Encyclopedia- www.en.wikipedia.org

20. *** www.islcollective.com
19. *** www.poemhunter.com
20. ***www.sciencemag.com
62

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ENGLISH FOR FOOD SCIENCE STUDENTS - PRE-INTERMEDIATE WORKBOOK 1

UNIT 1. HOW A FOOD PRODUCT IS MADE.

I LIKE: I DON’T LIKE:

B. GROUP-WORK. HOW A FOOD PRODUCT IS MADE. CHOOSE A FOOD PRODUCT

1. WHERE DOES COFFEE COME FROM?

2. WHERE IS COFFEE GROWN OR PRODUCED?

C. VOCABULARY USE. FOOD PREPARATION AND COOKING VERBS. EMPLOY SOME

D. VOCABULARY USE. FORM ADJECTIVES FROM THE PAST PARTICIPLE OF THE

E. VOCABULARY USE. EMPLOY THE VERBS, ADJECTIVES AND NOUNS EXPLORED

F. HELP WITH GRAMMAR. PRESENT TENSE SIMPLE AND CONTINUOUS.

3. Provide short affirmative/negative answers to the following questions:

4. Choose the right form of the verbs in brackets:

UNIT 2. METHODS OF FOOD PROCESSING AND

B. VOCABULARY USE. BASIC FOOD PRODUCTS. WRITE THE NAME OF

C. VOCABULARY USE. FOOD CONTAINERS IN A SUPERMARKET.

D. TOPICS FOR DISCUSSION.

(Source: Science News Organization)

How has human diet evolved throughout the

consumption nutritious oldest these

Food processing is a _________________(1) used to convert ____________(2) food stuff into

E. HELP WITH GRAMMAR. PLURAL OF NOUNS

E. SUPPLEMENTARY VOCABULARY USE. ENGLISH FOOD IDIOMS. IDENTIFY THE

tough piece icing all eggs the big

bowl of rotten second whole

a. a challenging person to understand or b. the most worthy of people, a very good

UNIT 3. FERMENTATION. HOW CHEESE IS MADE.

A. READING COMPREHENSION. HOW CHEESE IS MADE. READ THE

1. What kind of product is cheese?

B. VOCABULARY USE. TYPES OF CHEESE. CONSULT THE TABLE UNDERNEATH

CRITERION TYPE OF NAME OF CHARACTERISTICS

C. VOCABULARY USE AND GRAMMAR REVISION. HOW DOES SWISS CHEESE

1. a. looks b. look c. is looking d. looked

D. VOCABULARY USE. GROUP WORK. CHOOSE ONE TYPE OF ROMANIAN OR

E. VOCABULARY USE. CONSIDER THE COMPOUND WORDS WITH THE WORD

F. WRITING TASK. READ THE FOLLOWING PROVERBS/SAYINGS WITH THE

F. SUPPLEMENTARY READING. THE ORIGIN OF THE WORD ‘CHEESE’ AND ITS

As a photographer's word to make subjects hold a smile, it is attested from

F. HELP WITH GRAMMAR. THE ADJECTIVE

3. Choose the appropriate adjective from the options in brackets:

UNIT 4. FERMENTATION. HOW BEER IS MADE.

There's a tear in my eye

When your sweet lilting laughter

When Irish eyes are smiling

For the smile in your heart

For the springtime of life

B. VOCABULARY USE. 'A DRINK' AND ' A BEVERAGE'

C. VOCABULARY USE AND DISCUSSION. LOOK AT THE IMAGE UNDERNEATH

D. READING PRACTICE. THE HISTORY OF BEER. READ THE TEXT UNDERNEATH

E. SUPPLEMENTARY READING, LISTENING AND WRITING TASK. OTHER

F. GROUP PROJECT WORK. CRITERIA FOR FOOD AND WINE MATCHING

Three initial rules to consider for food and wine pairing:

Type of Wine Pairing Type of Food

G. HELP WITH GRAMMAR. PAST TENSE SIMPLE AND PAST TENSE

UNIT 5. GENETIC ENGINEERING AND

B. VOCABULARY USE. TAKE A LOOK AT THE IMAGES UNDERNEATH AND TRY

C. READING AND VOCABULARY PRACTICE. BENEFITS OF GENETIC

Learn more about their story:

D. WRITING PRACTICE. ADVANTAGES AND DISADVANTAGES OF

Advantages of GMOs Disadvantages of GMOs

E. HELP WITH GRAMMAR. PRESENT PERFECT SIMPLE.

Name: Paul Gudelsky

1. Look at Paul Gudelsky’s curriculum vitae and correct the sentences:

4. Choose the correct option for the questions underneath.

Food processing is a _____(1) used to convert (2) food stuff into