20

N RIG H TS
HUMA
IVER SIT Y
&D

Unit 1
21
22
 Lesson 1
Can the food we eat shape
our identity?
Can find specific, predictable formation in simple, everyday material

Can understand basic instructions on routine tasks and assignments to be

carried out

Can describe simple processes using when, while, until, before, after, as soon
as, and where

Can talk about food and meals using singular and plural nouns

Can use the Present Simple and Continuous

Can recall Vowel sounds

How does our food portray

our identity in the world?
Can find specific formation in practical, concrete, predictable texts

Can understand phrases, vocabulary, and expressions related to shopping

Can count and use numbers using countable and uncountable nouns
with quantitatives

Can express needs and wants using abstract and compound nouns

Can recall the uses of the Present Perfect

23
 Develop Your Language

01  Complete the following sentences and compare

your answers with a classmate.

On hot days I like I can’t stand eating My favorite

drinking fl vor is

The best place to On special occasions I can cook

eat pizza is I normally eat

02  Go to your printed Awesome Reader and 03  Write five se tences that summarize the
Writer and read “Today’s Specials.” Talk to a text you read in disorder. Then, share them with
classmate and write four differe t categories of a classmate, who has to write the numbers 1-5
words and three words for each one. for the correct order.

24 Lesson 1 KEY WORDS  canteen  course  dessert  dish  healthy  lunch  machine
 reYourIdea
Sha s
04  Look at the photographs on the left. Talk to a classmate

#
LIVE
about whether you find these dishes in your school. Can you find sT U DI
junk food? Nutritious food? Do you take your own lunch to school?

O
05  Listen to the track and write “T” if the sentence is true or “F”
if it is false. Write two more and ask a classmate to answer them.
Roberto’s First Day at School

1. Roberto has been studying at that school for a while.

2. Roberto can go to the canteen now.

3. Ms. Thompson tells him exactly what time he can go.

4. Students need to check the website for timetable issues.

5. Roberto can eat whatever he wants at the canteen.

6.

7.

06  Ms. Thompson gave Roberto some 07  Read the notice board below and complete the
instructions for taking his lunch. Look at the rules and regulations with the information Roberto
following options and circle the ones that learned from Ms. Thompson.
are correct. Listen again and check.
Roberto’s First Day at School

1. Roberto has to check his timetable… Rules and regulations for food in
the canteen
a. on the internet b. in his classroom.
›› Eat a balanced lunch.
2. He can have lunch
›› Ask for veggies as a side dish.
a. at that moment. b. later.
›› Don’t add too much salt.
3. Roberto can only eat      at the canteen.
›› Don’t add too much sugar.

a. junk food b. healthy food ›› Do not eat too many desserts.

4. He needs to scan his ID to ››

››
a. get his food. b. leave the canteen.
››
5. Roberto has to book his lunch
››
a. every day from 12 to 1. b. on Mondays.

Y YOU REACT TO A PROBLEM DEPENDS

E WA ON
K TH YOU
R AT
U THIN TITU
O DE?
Y
DO

08  Compare your answers with a classmate. Can these

rules be applied to your school? Why or why not?

main  omelette  sour 25

 01  Go to your Photo Bank W1PB1 and rank the six vegetables, with the ugliest
at number one. After that, discuss the questions below with a classmate.

›› Would you eat these fruits?

›› Why? Why not?
›› Have you seen any fruits or vegetables like these in super markets?

02  Read this text and answer the questions below. 03  Circle the statement below that the author of the
Write two more questions and ask a classmate. text would agree with.

1. Funny-looking vegetables are as nutritious as pretty

Nature Value vegetables.

Restaurant 2. Every time I go to the supermarket I only choose round,

One in five vegetables or fruits grown in the United
States doesn’t even go to the supermarket stalls
because of cosmetic reasons. They might not meet the
size, color, or shape standards of supermarkets. Apples,
carrots, and eggplants are not sold if they look unusual.
bright tomatoes.
3. I would never buy a discounted fruit, as it may not be
very fresh.
4. You can cook all kinds of dishes with any sort of vegetables.

At Nature Value, we are trying to solve this problem in
a convenient way. We are working with supermarkets
and shops to buy these products more cheaply. We are
creating strategies to give away the unwanted food to
charity and to use it in our dishes.
04  Work in pairs. Write the products and how much of
them you would need to have a varied diet.
Breakfast: one banana, some cereal, and some milk.

We believe that these kinds of campaigns can help

solve the problem of food waste in the world. People
can eat fruit that is not beautiful if it is fresh.

1. Why would supermarkets throw fine vegetables

away? 


FOOD CONSUMPTION
2. What cosmetic conditions should fruits and vegetables
It is crucial to make sure that the food you eat is fresh
have?  so you don’t get ill. Unfortunately, a lot of people throw
away food that is still in good condition.

Did you know that 1.3 billion tons of food is wasted or lost
3. What is the restaurant doing? 
around the world every year? All this food could help to
prevent problems like hunger or malnutrition.


4. What is one of the strategies developed? 

5. 


05  Imagine you own a grocery store. Create a poster in
6.  your notebook showing the differe t dishes and
ingredients you would need to have a balanced set of
 meals. Use your ideas from the previous exercise.

26 Lesson 1 KEY WORDS  boil  charity  essential  prevent  reason  rice  roll
 06  Discuss the following questions in 09  Write down four statements about the track. At
groups of three. least two of them should be false. Read them to a
classmate, who will tell you if they are right or wrong.
›› Have you ever cooked anything? Take turns.
›› Do you like cooking?
›› What is your favorite international dish?
›› If you could travel to a different ountry
to learn how to cook a dish, where
would you go?

07  Listen to Kumiko telling her

friend Daniel about authentic sushi.
Complete the sentences with
one word.
Sushi’s Authentic Recipe

1. Daniel invited Kumiko to join him for

eating          .

2. Kumiko told          the sushi is

not very authentic.

3. She said you need a special

         rice.

4. After you cook the rice, you add

some          .

5. The makisu is a mat made of

         .
10  Tell your classmate how you cook your favorite dish. Use the
08  Listen to the track again. Put prompts to help you. After that, tell another classmate without
the sentences in the correct order. reading the prompts.
Sushi’s Authentic Recipe
First,
1. Roll the sushi with care.
After that,
2. Boil the rice in a not very
deep pan. When

3. Add some vinegar over As soon as

the rice.

4. Wash the rice with water. 1

5. Add your favorite seafood.

6. Place the rice over a

mat of bamboo.

7. Cool the rice with a

traditional fan.

shape  unusual  waste 27

 01  Work with a classmate. Tell the other about
something
›› you eat that not many others do.
›› you eat when you are very happy.
›› you used to hate eating but now you don’t.
›› you eat on holidays.
02  Read the text “Can Something That You Eat Shape
Your Identity?” and underline the best answer to the
questions below.
1. How do Australians feel about vegemite?
a. They think it is something simple.
b. They are happy to take it to other countries.
2. What is Marmite?
a. The British version of Vegemite.
b. Something made with different spices
3. People outside Australia
a. don’t usually know what it is.
b. understand why Aussies love it so much.
4. Australians
a. feel proud of eating Vegemite.
b. feel proud of being Australians.
03  Read the following statements and write “T” if
they are true or “F” if they are false.
1. Australians feel proud of eating Vegemite.
2. Australians always visit France.
3. The Rugby World Cup is taking place now.
4. Australians never play jokes with Vegemite.
5. Julie’s cousin lives permanently in Australia.
28 Lesson 1
Can Something
That You Eat
Shape Your
Identity?
Millions of Australians
think that a simple
spreadable food makes
them feel more Australian.
Vegemite, British Marmite’s
cousin, is a thick, black paste
made from yeast extract and other
spices.
The majority of Australians have it every day with
their toast. They also take it everywhere they go. “This
week,” a French waiter says, “thousands of Australians
are visiting France for the Rugby World Cup. Every one
of them is asking for Vegemite. I don’t know what it is.”
Aussies love playing tricks on Americans and other
people by making them eat a piece of toast with
Vegemite. “The majority of foreigners hate it because
the fl vor is really strong,” says Julie, from Perth.
“My Canadian cousin, who is living in Australia at the
moment, doesn’t understand why we love it so much.”
04  Correct the following sentences. Discuss with a
classmate why they are wrong.
1. I am not knowing what it is.
T


2. The majority of foreigners are hating it.

3. My cousin lives here at the moment.
H ON YOUTUBE VIDEOS
WATC
GNERS TRYING
OF FOREI
VEGEMITE!
KEY WORDS  butter  foreigner  herb  joke  peanut  rugby  salmon
 05  Make sentences by putting words in the correct order.

1. in Bavaria, Germany, / beer / at breakfast / People / have / often

Language Key
People in Bavaria, Germany, often have beer at breakfast.

2. herbs / French people / in their cooking / use / normally The Present Simple is used when a person
talks about routines. Sometimes, frequency

adverbs are used to emphasize that it is a
routine.


3. on everything / spreads / My cousin / peanut butter / always Example:

I always have a black coffee for breakfast.

We also use the Present Simple when we
 talk about something permanent.

4. drinking / Jonas / apple juice / right now / his / is Example:

I love eating Vegemite with toast.

The Present Continuous is commonly used
 to refer to actions happening at the moment
of speaking or temporary situations.

06  Read the Language Key and match the columns to Examples:
complete the sentences. Luis is cooking paella for his friends now.
John is doing a diet based on juice this week.
1. I always a. preparing salmon with
her favorite pasta.

2. We are not b. eat in restaurants with

my friends and family
on Sundays. 07  Write what you like for breakfast, lunch, and dinner.
3. My mom is Share your sentences with a classmate.
c. a lot of vegetables
every day.
4. Lucy never
d. eats meat.

5. I am e. cooking. We are at
a party!

6. Chinese f. eating and doing

people eat homework at the
canteen right now.

08  Tell a classmate about a kind of food you usually

eat that makes you feel unique. When do you eat it?

spices  thick  trick 29

 01  Work with a classmate and answer the following questions.
In English, we have two differen
›› How many kinds of cheese do you know? kinds of vowel sounds. Most of them
›› What dishes contain cheese? do not exist in other languages, so it

PRONUNCIATION BOX
›› How is cheese made? is a good idea to identify them. We classify
them as short and long vowel sounds.

02  Listen to the radio show about gastronomy and Short Vowels
complete the statements. Add two more of your own. /ʌ/, /æ/, /e/, /ə/, /ɪ/, /ɒ/, & /ʊ/
The Chef Who Saved the Cheese up, cat, bed, the, ship, not, put

1. An earthquake hit Modena in             . Short vowels end quickly and you don’t
have to open your mouth very wide to
2. Modena has a rich tradition in the production of say them.

           . Long Vowels

3. The number of cheese producers affected reached /ɑː/, /ɜː/, /iː/, /ɔː/, & /uː/
car, bird, sheep, door, moon
           .
To pronounce them, you need to move
4. People in             , London or Tokyo could your mouth from a closed position to an
try the recipe. open one or vice versa.

5.   .
04  Go to your Pronunciation Box and
6.   . organize the words from the previous
exercise in the chart. Check your answers
with the teacher.
03  Listen again and complete the lines with the words
from the track.
The Chef Who Saved the Cheese
/ʌ/ /æ/
1. Massimo has three Michelin           .

2. An earthquake          Modena, the place where the chef lives.

3. Modena          a tradition of cheese production. /e/ /ə/

4. With the earthquake, the          and buildings of

the          fell           .

/ɪ/ /ɒ/
5. Because a big          of cheese wheels were damaged,

Massimo talked to the          of cheese           .

6. The chef          a recipe, and people in

/ʊ/ /ɑː/
New                   eat the dish.

/ɜː/ /iː/

/ɔː/ /uː/

30 Lesson 1
Apply Your Knowledge

01  Sandra and Edson are looking for summer cooking courses. There are three
advertisements from cooking schools. Decide which summer course is the most
suitable for them.

Sandra loves Italian food and
would love to get involved in
the process of producing the
ingredients.
   
Edson is really into cooking Jonathan and Laura are
very traditional dishes. He siblings. They love eating
prefers taking the course in tasty food, and they have
English or Portuguese. to help their mother cook
    because she works all day.

a. Learn how to b. Italy-based c. Learn how to

prepare ancient institute offers cook Italian pasta with d. Do you
Chinese food in the great summer our team of chefs in want to eat yummy and
heart of China. experience learning central NY. The course easy to cook? You don’t
Available in English or to bake pizzas. Learn includes sessions on have to be an expert,
Chinese. from our Italian, French, how to grow your own but you need this
and Portuguese chefs. tomatoes for sauces. course! Your family
Course entirely will love it!
in Italian.

02  Below are sentences about mealtimes in differe t

countries. Use no more than three words to complete the
second sentence so that it means the same thing as the first

1. In Spain, people always have dinner really late at night. Spanish

people             dinner early in the evening.

2. In France nobody eats salty food before midday.

French people             anything salty

before midday.

3. Uruguayan people are famous for drinking mate at all times.

People in Uruguay                 mate.

reYourIdea
Sha s
03  Go to your Photo Bank W1PB2 and work
#

LIVE
in pairs. Take turns describing the photographs
sT U DI
and answering the questions below.
O

›› What are people eating?

›› Where are they eating?
›› How are they feeling?
›› Who are they with?
›› What time of day is it?

31
 Writing Time!
Go to the “Writing Process” section of this unit in your printed
Awesome Reader and Writer and work on your first step: Analyzing.

01 03 05 Publishing &
Brainstorming Drafting Assessing

Analyzing Organizing Editing

02 04 06

Word Bank
Write any difficul words you are learning
this week. Use meanings, drawings, or
anything you want to help you remember
these words.

UNPLUG YOURSELF!
MINDFUL
BE

Take a dance lesson, a yoga lesson,

or just move your body! Connect with it,
be thankful, and let it relax.

32 Lesson 1
Test Yourself

Listening – Part 2
For each question, underline the correct
answer.
Test: Tips from a Top Chef

1 You will hear a chef talking about pasta. How does he make sure it is
perfectly cooked?

A Leave the pasta boiling for as long as the package suggests.

B Remove the pasta from the heat a bit before the recommended time.

C Don’t stir the pasta while boiling, as it might get stuck together.

2 You will hear a chef talking about dressings. What does he suggest
to make them healthier?

A Use a lot of olive oil instead of mayo.

B Don’t use any oils, as the final result would be very greasy.

C Make the dressing with 50 percent mayo and 50 percent Greek yogurt.

3 You will hear a chef talking about baking. His top secret is:

A Take the butter and eggs out of the fridge some time before using them.

B Use fresh butter and eggs so they are at the right temperature.

C Beat the eggs enough before baking.

4 You will hear a chef giving tips. What is his tip for cooking for a lot of people?
S
A Do not try it if you have never done it before.

B Cook a smaller meal for one person in order to check fl vor.

For this part of the test, you
C Adjust fl vors every time a new person tries it. will listen to a long text. You have three
options to choose from.

5 You will hear a chef talking about cooking. What ingredient must always 1. Read the questions and try to
be in his kitchen? define the ontext of each and what
motivated the context.
A red wine 2. Think about the time of the question.
3. Consider the subject involved. That
B peppers
will help you get the answer.
C an excellent olive oil 4. Try to predict the reason they are
talking about that. This can give you
more ideas and you will be more
6 You will hear a chef giving a final re ommendation. What is it? receptive.

A Follow recipes without changing anything. In TOEFL Junior™ you can find an
exercise very similar to this, where the
B Make the recipe your own by modifying what you don’t like.
only difference is that you won’t find
C Watch out for ingredients that you might not like. statements and questions, only questions
with three options.

33
 Develop Your Language

01  Make a survey in your class. Ask at least four people the following
questions (and add two more). Write a short paragraph about the findings and
share it with the class.

Question Student 1 Student 2 Student 3 Student 4

What dish makes

you feel at home?

If you were away

for a long time, what
would you eat first
once back home?

02  Go to your digital Awesome Reader and Writer and 03  Choose three sentences that you liked
read “Delicatessen.” Choose two characters and write a from the text. Write them in your notebook
description of them. Use differe t words from the text. and then rewrite them using differe t words
but keeping the same idea.

34 Lesson 1 KEY WORDS  accept  bargain  brain  colorful  exchange rate  market  mind
 04  In Latin America we eat empanadas with absolutely
everything! Discuss the following questions with a
classmate.

›› What is the strangest empanada you have ever

eaten?
›› Is there an empanada you would never try? Why not?

05  You are going to listen to a conversation

between Rafael and his Canadian friend Rick,
who is visiting him. They are in a market in
Argentina. Match the two columns.
What Kind of Empanadas Do You Like?

a. what moripan is.

1. Rick      b. Argentinians are crazy

for the kind of food
2. Rick doesn’t know     
they eat.
3. The place     
c. likes the appearance
4. Rick thinks      of the market.

d. only takes cash.

O A PROBLEM YO
U R REACTION T U HA D
LD YO A YE
WOU AR A
GO
06  Listen again and complete the sentences

BE D
with the correct words. Check your answers.

IFFE
What Kind of Empanadas Do You Like?

REN
T
1. How much do you think I will              ?

NOW
?
2. …if the           rate hasn’t changed much.

3. that’s a             !

4. I’ll ask for a             .

5. I’m sure the price is very             .

6. Do you think I can pay by            here?

7. They only take             .

reYourIdea
Sha s
08  Role-play with a classmate a conversation
#

LIVE
07  Talk to a classmate about the expressions you must in which you tell a friend about restaurants
sT U DI
say when you are shopping. Discuss which are the most in your country.
O

common or easiest for you. Write them in your notebook.

1. Use words and expressions given in previous exercises.

2. Talk about unusual dishes for foreigners.

3. Talk about how restaurants usually work (in terms of cash,

sitting, ordering, paying).

reasonable  spend  spicy 35

 01  Discuss the following questions with a classmate. 03  Organize the following
sentences in the correct order.
›› Have you ever eaten any insects? Listen again and check.
›› Do you know if people eat insects in your country? Fear and Disgust of Insects
›› Can you name some insects people eat?
1. it is disgusting to / Do you think / eat some
02  You will listen to a talk by an archaeologist that kinds of food?
explains why people hate insects. Answer the questions.
Fear and Disgust of Insects Do you think it is disgusting to eat some

1. Can you order beef in an Indian restaurant? Why? kinds of food?

 2. feel fear / insects? / if you see / Do you

 

2. How are insects used in Mexican cooking? 

 3. a few / have the / Only / courage of

trying them


3. Do many people order insects in Mexico?


4. can / The taste / change / depending / of
 the insect

04  Complete the extracts in your notebook

with ideas of your own. Discuss with a
classmate.
1. The taste of…

2. I feel fear when/if…

3. I would never have the courage to…

4. What is unique in my culture is that…

5. Most people consider…is a luxury.

6. When I think about food, I am curious to…

05  Write a blog entry in your notebook about a kind of food you
tried and didn’t like. Use as many expressions as possible.

1. Say how you felt.

2. Describe the taste of it.
3. Explain why you didn’t like it.

36 Lesson 1 KEY WORDS  courage  culture  disgusting  fear  leaf  several  taste
 06  Before reading the text, complete the following
What Is a Tamale? sentences about tamales. Add two more. Compare with
a classmate.
If you ask that question to people all
over Mexico, Nicaragua, Colombia,
Guatemala, Costa Rica, and many 1. My favorite kind of tamale is
other Latin American countries you
will get a lot of different an wers. How
many varieties of tamale are there? Every country 2. I eat tamales when
has its own way of making them, with some countries
having several symbolic ways of cooking tamales.
3. In my region, the most common type of
There are hundreds of different types f tamales tamale is
according to region. Most tamales are wrapped in banana
leaves or corn husks. Mexican and Guatemalan tamales
are usually filled with pork or chicken, and they also have 4.  
sweet tamales. Nacatamales from Nicaragua include
tomatoes, olives, achiote-seasoned pork, and chile congo.
Colombian tamales are not spicy; they are moist and are 5.  
much larger than Mexican tamales. Costa Rican tamales
at Christmas include rice, peas, and potatoes. They are
eaten with a special sauce called Salsa Lizano.

All varieties express the culture and traditions of

the people, their hopes and dreams, as well as their
obstacles and problems.

07  Match the tamales description with the country

they represent.

1. Achiote-seasoned pork    a. Mexico/Guatemala

2. Sweet tamales     
b. Costa Rica
3. Salsa Lizano     
c. Colombia
4. Not spicy     
d. Nicaragua
5. Pork or chicken     

08  Use one of the two options to rewrite each sentence so it

means the same as the previous sentence.

1. You will get a lot of different an wers.

a
You will get      different an wers.
reYourIdea
Sha s
a. loads of b. some 09  Go to your Photo Bank
#

LIVE
W2PB1 and discuss the questions
2. Every country has its own kind. sT U DI
below with a classmate.
O

     countries have their own kind.

›› What are some different Latin American
a. All b. Some dishes?
›› Do you like them?
3. Some countries have several symbolic ways of cooking them. ›› How many varieties of each dish do
you know?
Some countries have      symbolic ways of cooking them. ›› What kinds of ingredients and how
many of each do they require?
a. a lot b. various

tiny  variety  wrap 37

 01  Write which dishes or products you associate the
following food items with. Discuss with a classmate.

1. Corn 

2. Potato 

3. Chili pepper 

02  Listen to an interview with the author

of the book From Latin America to the World.
Match the following sentences to one of the
three products.
From Latin America to the World 04  Complete the sentences below.

1. Latin American ingredients have been part of international

1. Corn 
cooking          centuries.
2. Potato 
2.          recently written a book.
3. Chili pepper 
3. They have          them in their cooking for ages.
a. It is thought to be Irish even if it isn’t. 4. We still          finished, Alejandro.

b. It is common in Asia, but comes from America. 5.          been really interesting. Thanks!

c. It is widely used as an ingredient in Europe,

America, and Africa.

03  Listen to the interview again. Correct the

following sentences. Add one more on your own. GOVERNANCE
From Latin America to the World
It is the government’s responsibility to
1. Alejandro Vega wrote a few books about Latin ensure all citizens have access to food,
American food. health services, and education. What do
you think is better, helping local producers
 make their businesses bigger or helping
other countries sell products with more
 freedom while having the possibility to sell
to them as well?
2. Potatoes have been brought to Europe by colonial
travelers.

3. Asian food was influenced a lot by it

4. 

38 Lesson 1 KEY WORDS  author  bitter  century  dinner  huge  ingredient  obvious
 05  Complete the following sentences with one word only.

1. I have cooked Italian food        I was a little child.

Language Key
2. We have        tried Japanese food; I wonder
what it is like.
We use the Present Perfect to refer to
3. Sara has        graduated from a cooking course. something that started in the past and
continues in the present or something that
4. Daniel hasn’t done the shopping for tonight’s
happened in the recent past.
dinner        .
Example:
5. We have bought the same brand of chocolate        Latin American ingredients have been part of
a long time. international cuisine.

We also use the Present Perfect to talk

06  Read the Language Key. Underline the correct
option to complete the sentences.
1. We have / has used avocados in our cooking since / for
the 12th century.
2. The author has just published / publishes his
second book.
about experiences or actions that are not
finished
Example:
She’s won the Michelin star since 2012.
We can indicate the length of the action
with for or since. We normally use ever in
questions and never in negative form.

3. Americans started / have started using peanuts for Examples:

making butter 130 years ago. My family has cooked the same for Christmas
for six years.
4. I have tried / have never tried Vegemite, and I never will. Have you ever tried Swiss chocolate? No, I
have never tried any kind of chocolate.

07  Look at the pictures below. Create sentences for

each picture in your notebook using the prompts given.
Look at the example.

1. The agent / just / arrive

2. The woman / wait / her /

three hours
1. They / just / bake / a cake reYourIdea
Sha s
08  Go to your Photo Bank
#

They have just baked a cake. LIVE

W2PB2 and discuss the questions sT U DI
O

2. They / never / cook / before below with a classmate.

1. He / paint / many canvas
2. He / not / sold / many
paintings
›› Have you tried those dishes?
›› Have you eaten them recently?
›› When did you start eating them and for
how long have you done it?

shopping  snack  wonder 39

 Apply Your Knowledge

01  Read the text below and choose the correct answer for
each space.

The History of Avocados

c
People have considered avocados an essential 1.        of the

Mexican and the Guatemalan diets 2.        thousands

of years.

The Olmec and the Mayans grew 3.        kinds of the

avocado plant since the Aztecs started using it. The Spanish

discovered them during the Conquest and 4.        them to

02  Your friend Pablo invited you to have
Europe in the sixteenth century. They didn’t grow in other countries
dinner at his place last weekend. Write a
until the nineteenth century, and they 5.        well-known note (35–45 words) to your friend using the
below prompts.
in the last century.
1. Thank him for the invitation.
Even when they are really expensive in many countries, they can be
2. Say what you like best.
found at any 6.        for a very 7.        price most of
3. Suggest somewhere to eat.
the time.

1. a. fl vor b. herb c. ingredient d. taste

2. a. for b. yet c. since d. recently

3. a. every b. several c. any d. no

4. a. take b. had took c. took d. had taken

5. a. are b. become c. has became d. have become

6. a. bargain b. dinner c. cost d. market

7. a. reasonable b. spicy c. wonder d. tiny

03  Work with a classmate. Take turns describing the pictures

below. The first stude t describes Photo A. Then, the second Photo A Photo B
student describes Photo B. You have approximately one minute.
Write some notes to guide you.

40 Lesson 1
Writing Time!
Go to the “Writing Process” section of this unit in your printed
Awesome Reader and Writer and work on your second step:
Brainstorming.

01 03 05 Publishing &
Brainstorming Drafting Assessing

Analyzing Organizing Editing

02 04 06

Word Bank
Write any difficul words you are learning
this week. Use meanings, drawings, or
anything you want to help you remember
these words.

UNPLUG YOURSELF!
MINDFUL
BE

Give a presentation without using any

software or a projector. Get creative!

41
 Test Yourself

Reading – Part 1
Look at the text in each question.
What does it say?
Underline the correct letter A, B, or C.
Example:

Tables are for A You can eat at the tables outside.

0
customers. B You can’t bring food you didn’t buy there.
No food from outside
allowed. C You have to buy food outside to sit in there.

A Coffee p oduction takes 20 years.

Producing coffee for B This coffee xpires in 20 years.
1 more than 20 years.
C The company started producing coffee a ound 20 years ago.

Buy one bottle and A The second bottle is $5.

2
get $5 off he B Get 5 bottles for the same price.
second one.
C There is a $5 discount on the second bottle.

42 Lesson 1
 What is the main message?
You don’t need to add
3 A Sugar is included.
sugar to your drink.
B You shouldn’t add sugar.

C Sugar isn’t available.

Th s product isn’t What does this label on a chocolate bar mean?

4
nut free. A It’s fine i you’re allergic.
Not advisable if
you’re allergic. B It has some nuts.

C It does not have any nuts.

A The mix has never been sold out of Peru.

Authentic Peruvian
5 tamales ready-to-cook B You need to buy the mix only in Peru.
mix available here.
C The mix doesn’t require much preparation.

M E TIMES A HEALTHIER OPTIO

O N TO
A RE S C
S S E TARIAN F O O D
VEG ?
LIKE HOO
AN T

SE FR
TAUR

OU

For this part of the test you need to read

O
VEGETARIAN RES

M.
DO Y

five short t xts and choose the option that

fits best. It is especially important to decide in which
situation this text would appear.

›› Make sure you understand the context of each

text: where the situation is happening, why it is
happening, and who is supposed to read it.

›› Try to imagine the purpose of each one of the

texts. Is it an indication? Is it an order? Is it formal
or informal?

›› Choose the option that best explains it.

In TOEFL Junior™ you can find xercises like this. Be

careful! They usually have more than one question.

43
 Connect Your Learning

01  Write in each box a piece of advice to help you improve in each area below.
Compare your answers with two classmates.

Listening Writing Speaking

Reading Pronunciation Vocabulary

02  Think of possible answers to the questions in this lesson. Compare your
ideas with a classmate. Add new ideas you might like.

Can the food we eat shape our identity? How does our food portray our identity in the world?

44 Lesson 1
 T THEIR FAVORITE DISH IS. DRAW A COLLAGE W
IX FRIENDS WHA ITH THE
RESULT
ASK S S.

BE Aware of Your Progress

It’s time for your assessment. First, ask a classmate to help you assess your
performance during this lesson (Peer Assessment). Allow your classmate to
provide you with some feedback. Later, assess yourself (Self-assessment) based
on how you felt during this lesson.

VG — Very good G — Good N — Need to Improve

Peer Self-
I can... Assessment assessment

find specific, predictable formation in simple, everyday material.

find specific formation in practical, concrete, predictable texts.

understand basic instructions on routine tasks and assignments to be carried out.

understand phrases, vocabulary, and expressions related to shopping.

describe simple processes using when, while, until, before, after, as soon as,
and where.

count and use numbers using countable and uncountable nouns

with quantitatives.

talk about food and meals using singular and plural nouns.

express needs and wants using abstract nouns and compound nouns..

use the Present Simple and Continuous.

recall the uses of the Present Perfect.

recall Vowel sounds.

45