Handbook Food and Health 2018 For Vle 2020 1

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Food and Health. Handout of Language Learning and Practice
María José Morchio, Cecilia Cad, Natalia Dalla Costa and Claudia Spataro
TABLE OF CONTENTS
PREFACE ............................................................................................... 1
1. FOOD .................................................................................................. 3
Types of Food ...................................................................................... 3
GM Food ........................................................................................... 10
Cooking ............................................................................................ 17
Consolidation ................................................................................... 17
2. EATING HABITS ................................................................................ 19
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Vegetarianism and veganism............................................................. 19
Food and festivals ............................................................................. 28
Consolidation ................................................................................... 28
3. HEALTHY vs JUNK FOOD ................................................................. 31
Healthy vs unhealthy food.................................................................. 31
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Junk food .......................................................................................... 37
Consolidation ................................................................................... 42
4. HEALTH ............................................................................................ 43
Talking about health ......................................................................... 43
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Circadian rhythms ............................................................................ 47
Consolidation ................................................................................... 52
5. THE BODY ........................................................................................ 53
Parts of the body .............................................................................. 53
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Consolidation ................................................................................... 57
6. KEEPING FIT ..................................................................................... 59
Keeping fit ........................................................................................ 59
Living longer ..................................................................................... 61
Consolidation ................................................................................... 70
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INJURIES AND ILLNESSES ................................................................... 71

Health problems ............................................................................... 71
Stress ............................................................................................... 76
Consolidation ................................................................................... 84

TREATMENTS ....................................................................................... 85
Different kinds of treatments ............................................................ 85
At the doctor’s .................................................................................. 88
Consolidation ..................................................................................... 9
BIBLIOGRAPHY ..................................................................................... 99

PREFACE
This handbook is an attempt to provide students of English Language I with

language learning and practice material for Unit 4: Food and Health. It contains
a great variety of speaking, reading, listening and writing activities that will help
students practise the four skills in an integrated way when they deal with the
main subtopics related to the unit. The handbook is divided into 8 main
sections: Food, Eating Habits, Healthy vs Junk Food, Health, The Body,
Keeping Fit, Injuries and Illnesses and Treatments so that students can learn
about different aspects of food and health in an organised way. Each section
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begins with a list of the main learning objectives and subsections. Learning
strategies are included so that students learn how to control and improve their
own learning. Phrasal verb and sentence transformation activities are also
included throughout the handbook. At the end of each section, students will find
reference to the online resources of the virtual classroom (VLE) that will help
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them further practise the topics and a checklist that will help them revise and
check their progress. We hope that this handbook can help students learn the
topic of the unit and English in an enjoyable way.
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FOOD
Main objectives  To learn about food groups, GM food and

cooking
 To learn how to use the strategies semantic
mapping, grouping, repeating, using the VLE
and self-evaluating
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Sections 1. Types of food
2. GM food
3. Cooking
4. Consolidation
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1.1 Complete the following chart with your information. Then, find a
classmate with the same answer!
You Find a classmate with

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the same answer

WHAT…
/eat for breakfast?
/drink for breakfast?
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/have for lunch?

/drink with your main meal?

/drink when going out?

/love cooking?
/favourite food?
/favourite fruit?
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In Keynote Intermediate (2016), you can find common food adjectives and a listening/speaking activity
to learn how to order food at a restaurant (p. 114, 117).

1.2 What comes to your mind when you think about food? Construct a
graphic organizer with collocations and related expressions.
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SEMANTIC MAPPING

Semantic mapping is a memory strategy that will help you store

and retrieve information easily. It consists of sketching a picture (which is called
a graphic organizer) by placing a key word or concept in the centre and
arranging words, collocations and expressions related to it with lines or arrows
around it. This strategy can be used when you start off with a new topic (to
recover the lexical items and ideas that you already have related to the topic) or
when you have just finished studying a topic (to store and check all the content
learned).
Adapted from: Oxford, R. (1990). Language learning strategies. What every teacher should
know. USA: Heinle & Heinle.

1.3 In small groups, try to answer the following questions:
Can you name all the foods that appear in the figure/pyramid below?
Can you think of a label to name the groups?
Why are they in a pyramid?
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1.4 Read the following Food Guide Pyramid published in 1992. Label
each section with its corresponding group.
The Food Pyramid

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The Pyramid is an outline of what to eat each day. It is not a rigid prescription, but a
general guide that lets you choose a healthful diet that is right for you. The Pyramid
calls for eating a variety of foods to get the nutrients you need and, at the same

time, the right amount of calories to maintain or improve your weight. The Food
Pyramid emphasizes foods from the five major food groups shown in the three
lower sections. Each of these food groups provides some, but not all, of the
nutrients you need. Foods in one group cannot replace those in another. No food
group is more important than the others – for good health, you need them all.
____________________
At the base of the Pyramid are breads, cereals, rice, and pasta – all foods from
grains. You need the most servings of these foods each day.
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____________________
This level includes foods that come from plants. Most people need to eat more of
these foods for the vitamins, minerals and fiber they supply.
____________________
On this level of the Food Pyramid are two groups of foods that come mostly from
animals: milk, yogurt and cheese; and meat, poultry, fish, dry beans, eggs and nuts.
These foods are important for protein, calcium, iron and zinc.
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____________________
The small tip of the Pyramid shows fats, oils and sweets. These are foods such as
salad dressings and oils, cream, butter, margarine, sugars, soft drinks, candies and
sweet desserts. These foods provide calories and they have little nutritional value.
Most people should use them sparingly.
.C Retrieved and adapted on 04/07/2018 from:

https://www.cnpp.usda.gov/sites/default/files/archived_projects/FGPPamphlet.pdf
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1.5 This original food pyramid, usually found at the back of food boxes,
has been highly criticized. New healthy eating pyramids and
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diagrams have been suggested worldwide which stress eating fruit

and vegetables over carbohydrates. Look for these new pyramids on
the Internet. Which one is the best for you? Why?
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1.6 Put these words in the correct column. Then, add more examples
taken from the previous text.

chicken orange juice soy minced beef

olive oil bacon pork biscuits
watermelon Coke white bread garlic
chips cake raisins ice cream
peanut salmon ketchup ham
sausage pepper jam mayonnaise
grapefruit pear turkey courgette
grape tangarine mushroom wholemeal
bread

Bread, cereal, fruit and Milk, yogurt and Meat, poultry, Fats, oils and
rice and pasta vegetables cheese fish, dry beans, sweets
eggs and nuts
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This memory strategy consists of classifying language material
into meaningful groups so that it is easier to study and remember. You can
make groups of synonyms or antonyms, groups of words that are the same part
of speech (v., n., adj., adv.), groups of expressions that have the same linguistic
function (e.g. asking for permission, apologizing, interrupting, etc.) or even
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groups of grammatical structures that have the same meaning. When working
with collocations, this strategy is particularly useful as putting together all the
related adjectives, verbs, nouns or adverbs that collocate with a key word can
help you remember those collocates much more easily!
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know. USA: Heinle & Heinle
1.7 WORDS OFTEN CONFUSED: Use your monolingual dictionaries to

find the difference in meaning among the following often confused

food words.
melon - watermelon
grape - grapefruit
butternut squash - pumpkin
pear - peas - beans
sheep - lamb
chips - crisps - French fries
sweets - candy

1.8 COUNTABLE VS UNCOUNTABLE NOUNS: The following food words
change their meaning depending on whether they are used as C or U
nouns. Use your monolingual dictionaries to write examples of each
case.
fish - cake - chocolate
1.9 QUANTIFIERS: Use your monolingual dictionaries to find the

quantifiers for the following U nouns.
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1. a _____________ of garlic 5. a _____________ of salt
2. a _____________ of fish 6. a _____________ of bacon
3. a _____________ of lettuce 7. a _____________ of bread
4. a _____________ of butter 8. a _____________ of chocolate
1.10 FOOD ADJECTIVES: Fill in the blanks with an adjective that best
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describes these foods.
crisps, carrots, apple, lettuce:

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pastries, cherry, jam, ice cream, raisin, plum:
curry, chili, red pepper:
grapefruit, black coffee:
chips, pizza, squid rings, fish fingers:
bad milk, lemon:
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mashed potato, yoghurt, milk:
1.11 FOOD IDIOMS: Use your monolingual dictionaries to match the food
idioms with their meanings. Can you think of Spanish equivalents?
Then fill in the sentences with the right food idioms.
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1. a piece of cake a. a problem, situation, etc. that is

difficult to deal with and causes a lot
of disagreement

2. give sb food for b. not the type of thing that you like
thought
3. not my cup of tea c. to make someone think seriously
about something
4. couch potato d. to be bought quickly and in large
numbers
5. go/sell like hot e. very similar, especially in appearance
cakes
6. on the breadline f. something that is very easy to do
7. be full of beans g. to have a lot of energy and
enthusiasm

8. like two peas in a h. person who watches a lot of television
pod and does not have an active life
9. as cool as a i. very calm or very calmly, especially
cucumber when this is surprising
10. the icing on the j. the level of income people have when
cake they are extremely poor
11. in a nutshell k. used when you are stating the main
facts about something in a short clear
way
12. a hot potato l. something that makes a good
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situation even better
1. The new iPod is apparently___________________.

2. Thanks for inviting me, but ballet isn't really ___________________.
3. I've never known anyone who is so ___________________ before
breakfast.
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4. The exam was ___________________. I guess I am going to pass with
flying colours!
5. Most students are ___________________.
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6. She walked in ___________________, as if nothing had happened.
7. I was just content to see my daughter in such a stable relationship but a
grandchild, that really was ___________________.
8. The twins are ___________________.
9. Thank you for your suggestion. It gave us a lot of
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___________________.
10. A lot of kids nowadays are overweight ___________________.
11. Well, to put it ___________________, we are lost.
12. The abortion issue is a political ___________________ in the USA.
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Meanings and sentences taken from: Cambridge Learner’s dictionary

http://dictionary.cambridge.org/dictionary/learner-english/
1.12 SHOPPING TROLLEY MEMORY GAME: Read the instructions to play

this memory game and play it with a classmate. Have fun!
This is a classic memory game where each person adds a new item to the list in
alphabetical order. For example, student 1: “I went to the shops and I bought an
apple”. Student 2: “I went to the shops and I bought an apple and a cake”.
Student 3: “I went to the shops and I bought an apple, a cake and some
sugar”. You cannot repeat the items and you cannot make grammatical
mistakes! For example, if you say “I went to the shops and *bought much eggs”,
you lose!
Adapted from: http://www.teachingenglish.org.uk/language-assistant/games/i-went-shops

BIOTECH FOOD
1.13 Use the prompts to make questions. Then, try to answer them in
small groups.
1. What/happen/next?
2. Who/eat/biotech foods?
3. /biotech foods/harm the environment?
4. What/difference/GM food/organic food?
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5. /biotech foods/help/feed the world?
6. How long/we/alter our food?
7. /biotech foods/safe for humans?
8. What/transgenic organisms?
9. Why/they/ban GM food?
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1.14 Skim the following National Geographic article and fill in the gaps
with the questions above. There are two questions that you do not
need to use.
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Food: How Altered?
BY JENNIFER ACKERMAN
Scientists continue to find new ways to insert genes for specific traits into plant
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and animal DNA. Genetic engineering —a field of promise and a subject of

debate— is changing the food we eat and the world we live in.
In the brave new world of genetic engineering, Dean Della Penna envisions this
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cornucopia: tomatoes and broccoli bursting with cancer-fighting chemicals and

vitamin-enhanced crops of rice, sweet potatoes, and cassava to help nourish the
poor. He sees wheat, soy, and peanuts free of allergens; bananas that deliver

vaccines; and vegetable oils so loaded with therapeutic ingredients that doctors
"prescribe" them for patients at risk for cancer and heart disease. A plant
biochemist at Michigan State University, Della Penna believes that genetically
engineered foods are the key to the next wave of advances in agriculture and
health. While Della Penna and many others see great potential in the products of
this new biotechnology, some see uncertainty, even danger. Critics fear that
genetically engineered products are being rushed to the market before their
effects are fully understood. Anxiety has been fueled by reports of taco shells
contaminated with genetically engineered corn not approved for human
consumption, the potential spread of noxious "superweeds" spawned by genes
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picked up from engineered crops, and possible harmful effects of biotech corn
pollen on monarch butterflies.
1. ____________________________________________________________
Most people in the United States do not realize that they have been eating
genetically engineered foods since the mid-1990s. More than 60 percent of all
processed foods on U.S. supermarket shelves—including pizza, chips, cookies,
ice cream, salad dressing, corn syrup, and baking powder—contain ingredients
from engineered soybeans, corn, or canola.
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2.____________________________________________________________
Genetic modification is not novel. Humans have been altering the genetic makeup
of plants for millennia, keeping seeds from the best crops and planting them in
following years, breeding and crossbreeding varieties to make them taste
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sweeter, grow bigger and last longer. In this way we have transformed the wild
tomato, Lycopersicon, from a fruit the size of a marble to today's giant, juicy
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beefsteaks. From a weedy plant called teosinte with an "ear" barely an inch long
has come our foot-long (0.3-meter-long) ears of sweet white and yellow corn. In
just the past few decades, plant breeders have used traditional techniques to
produce varieties of wheat and rice plants with higher grain yields. They have also
created hundreds of new crop variants using irradiation and mutagenic chemicals.
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However, the technique of genetic engineering is new, and quite different from
conventional breeding. Traditional breeders cross related organisms whose
genetic makeups are similar. In so doing, they transfer tens of thousands of
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genes. By contrast, today's genetic engineers can transfer just a few genes at a
time between species that are distantly related or not related at all. Genetic
engineers can pull a desired gene from virtually any living organism and insert it
into virtually any other organism. They can put a rat gene into lettuce to make a

plant that produces vitamin C or splice genes from the cecropia moth into apple
plants, offering protection from fire blight, a bacterial disease that damages
apples and pears. The purpose is the same: to insert a gene or genes from a
donor organism carrying a desired trait into an organism that does not have the
trait.
3.____________________________________________________________
The engineered organisms scientists produce by transferring genes between
species are called transgenic. Several dozen transgenic food crops are currently
on the market, among them varieties of corn, squash, canola, soybeans, and
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cotton, from which cottonseed oil is produced. Most of these crops are engineered
to help farmers deal with age-old agriculture problems: weeds, insects, and
disease. Farmers spray herbicides to kill weeds. Biotech crops can carry special
"tolerance" genes that help them withstand the spraying of chemicals that kill
nearly every other kind of plant. Other food plants—squash and papaya, for
instance—have been genetically engineered to resist diseases. Lately, scientists
have been experimenting with potatoes, modifying them with genes of bees and
moths to protect the crops from potato blight fungus, and grapevines with
silkworm genes to make the vines resistant to Pierce's disease, spread by insects.
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With the new tools of genetic engineering, scientists have also created transgenic
animals. Atlantic salmon grow more slowly during the winter, but engineered
salmon, "souped-up" with modified growth-hormone genes from other fish, reach
market size in about half the normal time. Scientists are using biotechnology to
insert genes into cows and sheep so that the animals will produce
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pharmaceuticals in their milk. None of these transgenic animals have yet entered
the market.
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4.____________________________________________________________
"Risks exist everywhere in our food supply," points out Dean Della Penna. "About
a hundred people die each year from peanut allergies. With genetically
engineered foods we minimize risks by doing rigorous testing." According to Eric
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Sachs, a spokesperson for Monsanto, a leading developer of biotech products:

"Transgenic products go through more testing than any of the other foods we eat.
We screen for potential toxins and allergens. We monitor the levels of nutrients,
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proteins, and other components to see that the transgenic plants are substantially
equivalent to traditional plants."
5.____________________________________________________________

Most scientists agree: The main safety issues of genetically engineered crops
involve not people but the environment. "We've let the cat out of the bag before
we have real data, and there's no calling it back," says Allison Snow, a plant
ecologist at Ohio State University. Snow is known for her research on "gene flow,"
the movement of genes via pollen and seeds from one population of plants to
another, and she and some other environmental scientists worry that genetically
engineered crops are being developed too quickly and released on millions of
acres of farmland before they have been adequately tested for their possible long-
term ecological impact. Advocates of genetically engineered crops argue that the
plants offer an environmentally friendly alternative to pesticides, which tend to
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pollute surface and groundwater and harm wildlife. But what might be the effect of
these engineered plants on so-called non target organisms, the creatures that
visit them? Concerns that crops with built-in insecticides might damage wildlife
were inflamed in 1999 by the report of a study suggesting that Bt corn pollen
harmed monarch butterfly caterpillars.
6.____________________________________________________________
"Eight hundred million people on this planet are malnourished," says
Channapatna Prakash, a native of India and an agricultural scientist at the Center
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for Plant Biotechnology Research at Tuskegee University, "and the number
continues to grow. Genetic engineering can help address the urgent problems of
food shortage and hunger, say Prakash and many other scientists. It can increase
crop yields, offer crop varieties that resist pests and disease, and provide ways to
grow crops on land that would otherwise not support farming because of drought
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conditions, depleted soils, or soils plagued by excess salt or high levels of
aluminum and iron. Some critics of genetic engineering argue that the solution to
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hunger and malnutrition lies in redistributing existing food supplies. Others believe
that the ownership by big multinational companies of key biotechnology methods
and genetic information is crippling public-sector efforts to use this technology to
address the needs of subsistence farmers.
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7.____________________________________________________________
Whether biotech foods will deliver on their promise of eliminating world hunger
and bettering the lives of all remains to be seen. Their potential is enormous, yet
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they carry risks—and we may pay for accidents or errors in judgment in ways we
cannot yet imagine. But the biggest mistake of all would be to blindly reject or
endorse this new technology. If we analyze carefully how, where, and why we
introduce genetically altered products, and if we test them thoroughly and judge

them wisely, we can weigh their risks against their benefits to those who need
them most.
Retrieved and adapted on 05/06/2018
from:https://www.nationalgeographic.com/environment/global-warming/food-how-altered/
1.15 Do you think it would be a mistake to endorse this new technology?

Would you accept it or reject it? Why?
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COOKING
1.16 In pairs, discuss the following questions.
Do you like cooking?

How often do you cook?
How good are you at cooking?
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Which is your favourite dish? Why?
What ingredients do you need to prepare it?
How do you make it?
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1.17 While fish and chips is the typical English food, tea is a typical
English drink. Listen to an Englishman telling how to make a good
cup of tea and fill in the gaps with the right words.
2. To make tea you need ……………………………………

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3. The English have been making tea for ……………………………………

4. First, you should ……………………………………
5. Then, you put the …………………………………… according to the
number of people who are going to drink tea.
6. Next, you have to pour …………………………………… into the pot.
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7. To get a superb infusion, you can …………………………………… the tea

in the pot once.
8. Edward has a proper ……………………………………
9. The tea will be ready to drink after ……………………………………

Adapted from: First Certificate in English handbook. UCLES (2001)
Culture note: Tea is the national drink of England and it was first imported from China in the mid
17th century. Tea is also the national drink of India. Scotch whiskey (or just ―Scotch‖) is the
national drink of Scotland and the famous beer Guiness is the Irish national drink. Jack Daniels,
probably the biggest brand of alcohol, is considered the national drink of the USA. And, needless
to say, mate is the national drink of Argentina!
Taken from: http://www.mydestination.com/travel-articles/721239/top-50-national-drinks
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1.18 Find 10 verbs related to cooking in this word search puzzle. Have
fun!
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1.19 Watch this useful quick recipe on how to make tomato sauce and
write down the ingredients and six steps.
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https://www.youtube.com/watch?v=_3c4xYl-o2o
Ingredients:
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Steps:
1.
2.
3.
4.
5.
6.
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1.20 Read the recipe and try to memorize the steps. Then repeat them with
a classmate.
REPEATING
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Repeating is a very useful cognitive strategy that is essential for
the four skills. If you cannot understand what a speaker is saying, you can
repeat that segment of the audio (if possible) or ask for repetition. Likewise, if
you cannot understand a sentence or paragraph in a reading passage, you can
reread it again to enhance comprehension. Repeating can also help you
improve your speaking and writing skills. You can listen to and repeat some
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segments from a recording and imitate the speaker‟s pronunciation, intonation,
structures or vocabulary. You can also read a text many times and repeat
phrases or sentences you have read in it. Finally, repeating is very useful to
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memorize new lexical items. If you repeat the steps to do sth, retell a story or
rephrase a text/audio you have just dealt with; you are likely to remember some
of the specific words and expressions used in it!
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1.21 WORD FORMATION: Read the text below. Use the word given in
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capitals to form a word that fits the corresponding space.
The Art of Cooking

1._______________ is not only a part of everyday life, but COOK

is also an art. Chefs are often praised for their
2._______________ not only due to their taste, but also the CREATE
3._______________ of their dishes. For many people, APPEAR
eating the same 4._______________ can become FEED
5._______________ so they constantly try new recipes. BORE
Despite these experiments, many chefs have
6._______________ recipes or ingredients. Fresh produce FAVOUR
is 7._______________ preferred as it is tastier than GENERAL
8._______________ or canned. It is also cheaper and more FREEZE
attractive to look at. The best produce is usually obtained
through specialist shops. The 9._______________ of chefs MAJOR
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are 10._______________ and aim to either work in top AMBITION
restaurants or own one. 11._______________ chefs have EXPERIENCE
trained for many years to achieve positions of responsibility.
Taken from: Evans, V. (1999). Practice exam papers 1. Newbury: Express Publishing. (p. 47).
1.22 MODAL VERBS: Rewrite the second sentence so that it has a similar
meaning to the first sentence using the word given. Do NOT change
the word given. You can refer to Keynote (p.160) and Access to FCE
(p.66-77) for help.
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1. I‟m sure he doesn‟t grow his own food. He doesn‟t have a vegetable
garden.
CAN‟T
_____________________________________________________________
MUST
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2. I‟m sure he is against biotech foods.
_____________________________________________________________
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3. It isn‟t necessary for her to worry about GM foods.
HAVE
_____________________________________________________________
4. It was not necessary to buy butter; we had some left in the fridge.
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NEEDN‟T
_____________________________________________________________
5. It was wrong of Tim to eat so much as his trousers do not fit him
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anymore!
SHOULDN‟T
_____________________________________________________________

CONSOLIDATION
1.23 In the section Food of the tab Unit 4: Food and Health in the VLE, you
will find:
 a crossword to revise food words
 a vocabulary activity to revise food idioms
 a conversation with arguments for and against GM foods
Try these useful activities to consolidate this section of the unit!
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1.24 Revise what you have learned in this section and try to answer the
following questions in full. Put a tick if you can answer them and a
cross if you cannot. Good luck!
Can you…
 mention 10 fruits and 10 vegetables?
 say words that collocate with food?
 name idioms related to food?
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 remember the adjectives describing food of the crossword?
 list 6 verbs related to cooking?
 explain the difference between two ways of cooking?
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EATING HABITS
Main objectives  To learn about vegetarianism and veganism

 To learn how to use the strategies summarising
and note taking
 To learn about eating habits on special
occasions
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Sections 1. Vegetarianism and veganism
2. Food and festivals
3. Consolidation
VEGETERIANISM AND VEGANISM
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2.1 In small groups, ask and answer the following questions.
Have you ever considered becoming a vegetarian or a vegan? Why (not)?

Do we need to eat animals to stay in good health? Why (not)?
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Could you kill, gut and clean an animal to eat it yourself? Why (not)?
Do you worry that the food we eat is becoming more contaminated? Why (not)?
How do people generally react to vegetarians or vegans in your country?
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Have you ever visited a vegetarian restaurant? What was the food like?
What are good reasons/is the best reason for becoming a vegetarian: health
reasons, environmental impact or animal rights?

Does the food we eat contribute to global warming? In which ways?
2.2 In pairs, look at the following picture and discuss which might be the
reasons why these icons are related to veganism.
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2.3 Take the quiz below to see how much you know and what you need
to learn to reduce the negative impact that our eating habits have on
the Earth.
.C How Much Do You Know About Sustainable Food?

1. Which kitchen appliance uses the most energy?
A. Refrigerator
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B. Toaster
C. Oven
D. Microwave
2. Composting can help reduce household waste, but which one of these should not be
used?
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A. Egg shells
B. Meat trimmings
C. Fruit Peels
D. Seeds
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3. Everything you eat on a raw food diet should be cold.

A. True
B. False?

4. The __________ industry generates nearly one-fifth of the human-made greenhouse gas
emissions worldwide.
A. Meat
B. Dairy
C. Processed Food
5. Which of the following accounts for the largest portion of carbon footprint when it comes
to food?
A. Processing
B. Transportation
C. Cooking
D. Waste disposal
Answers: 1(A), 2(B), 3(False), 4(A), 5(A), 6(D), 7(A), 8(C), 9(D), 10(C)
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2.4 Skim the first paragraph of the following article. According to the
writer, why do vegetarians choose their diet?
Making Choices: Ethics and Vegetarianism
In 2017, a vegetarian resource group conducted a poll and found that there
was a more marked increment in the number of people adopting vegetarianism
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compared to previous years’ data in USA, Europe and South America. Vegetarians
choose their diet for many reasons. Some are health-conscious, some believe
animal agriculture hurts the environment and others have moral or religious
objections to meat.
The word vegetarian broadly refers to those who restrict consumption of
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animal products such as meat, fish, poultry and largely rely on plant based foods
such as fruits, veggies, whole grains, dairy and pulses for living. Within this group,
there are various levels of vegetarians who are frequently classified from the most
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restrictive to those who are less so: vegan, lacto-vegetarian, ovo-vegetarian and
lacto-ovo vegetarian.
Studies show that vegetarians are less likely than meat eaters to suffer from
type 2 diabetes, heart disease, cancer and some other medical conditions.
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Furthermore, cutting out meat can markedly reduce our intake of fat, especially
saturated fat. Even extra lean minced beef has over four times the fat of pulses.
What is more, many people imagine that meat is essential to a balanced diet but
that is simply untrue. A vegetarian diet can easily provide enough protein, iron and
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other nutrients for any

stage of life. An
interesting example
related to changes in

eating habits is our

country. Although
Argentina is the 17th
highest meat
consumer in the world
(out of 177 countries)
with 60 kilograms of
21

meat per person per year, vegetarianism has started to gain traction in the last few
years and the growth of vegetarian restaurants and vegan products has also
increased sharply.
Apart from being healthy, this dietary change can also help the environment,
as it leaves a lighter carbon footprint. Behind meat production, there is a
phenomenally wasteful,
land- and energy-hungry
system of farming that
devastates forests, pollutes
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the air and waterways,
depends on oil and coal,
and is significantly
responsible for climate
change. In fact, human
.C
beings eat about 230m tons of animals a year, twice as much as we did 30 years
ago. We mostly breed four species – chickens, cows, sheep and pigs – all of which
DD
need vast amounts of food and water, emit methane and other greenhouse gases
and produce mountains of physical waste. Moreover, farming accounts for around
70% of all freshwater taken from waterways and underground water supplies
around the world, much of it to produce meat. Additionally, livestock production is
responsible for 20% of the Amazon deforestation in Latin America, where some
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areas of the rainforest have been cleared to create new pastures. Looking at these
facts makes it easy to see why so many people choose a vegetarian diet to help
reduce the negative impact that food production has on the environment.
FI
A vegetarian diet is, for some dieters, more sustainable and better for their
health; however, for many other people, going vegetarian is all about the animals.
In industrialized factory farms, animals are treated as just commodities and, as a
result, they endure brutal cruelty. The factory farming industry strives to maximize

output while minimizing costs. Animals are crammed by the thousands into filthy,
windowless sheds, stuffed into wire cages and they live in their own waste. In
addition, antibiotics are used to make animals grow faster and to keep them alive in
this unsanitary conditions. Research shows that on factory farms, the widespread
use of antibiotics can lead to antibiotic-resistant bacteria that threaten human
health. Because many animal cruelty laws do not protect them, factory-farmed
animals are often beaten, mutilated, and painfully slaughtered. Besides, these
factories are not only a nightmare for animals confined within, but also dangerous
for farm workers. Slaughterhouse workers endure appalling conditions, and labor
laws to protect workers typically go unenforced, since much of the workforce in the
22

plants consists of undocumented foreign workers who are less likely to complain
about conditions in which they work, for fear of deportation. As a result, the best
way to curb animals’ cruelty is by not eating meat or by reducing the amount of
animal products people consume daily.
In conclusion, switching to a vegetarian diet can help reduce the ecological
footprint, allowing people to tread lightly on the planet and be compassionate to its
inhabitants. Whether consumers go vegetarian for the environment, for their health,
or for animals, they have the power to change the world, simply by changing what
is on their plate.
OM
2.5 Read the text again to answer the following questions.
1. What did the vegetarian resource group find out?

2. Which are the levels of vegetarians?
3.
4.
5.
.C
Which are the health benefits of a vegetarian diet?
How much meat do Argentinians eat?
Which are the advantages of vegetarianism in relation to the environment?
DD
6. In which ways does the factory farming industry negatively affect the
environment?
7. In which conditions are animals kept in industrial farms?
8. Which conditions do slaughterhouse workers face?
9. Which is the percentage of greenhouse gas emissions that livestock
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accounts for?
10. Why was some meat recalled in 2011?
Adapted from https://www.peta.org/issues/animals-used-for-food/animals-used-food-

factsheets/vegetarianism-environment/ and https://www.youngveggie.org/resources/teachers
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SUMMARISING

This cognitive strategy is very useful to process and condense

new information. This strategy can be used in many ways. For example, you
can summarise a text or audio you have just read or heard by giving it a title.
You can summarise a story by putting pictures in order or by choosing the right
picture. Using a chart is another technique you can use to summarise a text or
audio.No matter which technique you use, summarising is always a useful
strategy to comprehend and to remember new information.
2.6 Complete the chart below summarising information from the reading.
23

Advantages of a Vegetarian Diet
Health
Environment
OM
Animals
.C
2.7 Which are the main drawbacks of a vegetarian diet?
Pitfalls of a Vegetarian Diet

DD
Health
LA
Money
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__________

2.8 We all know the arguments that being vegetarian is better for the
environment and for the animals -- but in a carnivorous culture, it can
be hard to make the change. Graham Hill has a powerful, pragmatic
suggestion: Be a weekday veg. Watch and listen to Graham and
decide whether the following statements are TRUE or FALSE. Justify
the statements that are false.
24

https://www.ted.com/talks/graham_hill_weekday_vegetarian/transcript
1. Graham grew up surrounded by hippie neighbours who lived in
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log cabins.
2. Eating a mere hamburger a day can increase the risk of dying
by a third.
3. Beef production uses 1000 times the water that most
vegetables do.
.C
4. Cutting four days a week the amount of meat you eat means
cutting 70 percent of your meat intake.
5. Meat was once the special little side treat, now it is the main
course.
DD
6. The main responsibility in terms of environmental damage and
health falls on harvested fish, red and processed meats.
7. As a consequence of the change in his eating habits, Graham
feels that his footprint is smaller, he‟s lessening pollution, he feels
better about the animals and he‟s saving money.
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8. He has put on some weight lately.
2.9 Watch the video again and take down notes on the comments
Graham Hill makes about each of the following topics.
FI
Animal cruelty
Environmental damage

Meat consumption
Third solution
Consequences of being a weekday

veggie
25

TAKING NOTES
This cognitive strategy is very useful for listening and reading.

You should always remember that the focus of note taking is on understanding,
not writing. That‟s why you should try to jot down key ideas or words and, if
possible, use personal codes and symbols to save time while writing. A good
way to organize your notes is by using a T-list: first draw a “T” on a piece of
paper, write the main theme or title on the top line (the crossbar of the T), write
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the basic or main topics on the left side of the vertical line and the secondary
ideas or details on the right.
.C
2.10 In pairs, discuss the following questions:
DD
Do you agree with Graham?
Would you stop eating meat during the week? Why (not)?
Did you know that the Meatless Monday campaign is active around the world in
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over 40 countries and 20 languages – from Israel to Bhutan to New Zealand?

Do you think these campaigns can actually make a change? Why (not)?
FI
2.11 Read the text below and think of the word that best fits each space.

Vegetarianism
Vegetarians don't eat any meat, fish or poultry, and they avoid foods with animal
products in 1.______. Some people avoid red meat but they include chicken
and fish 2.______ their diet. These are often people who recognize 3.______
health benefits of a vegetarian diet, but who find they can't 4.______ up meat
completely. This half-way position is sometimes taken by people who are
making the change 5.______ a completely vegetarian diet. Vegans go one step
further 6.______ other vegetarians, avoiding all foods of animal origin, such as
dairy produce, eggs and honey.
Vegetarians are growing in number. 7.______ estimated seven per cent of
British people are now vegetarian, and there are a 8.______ many others who
26

only eat meat occasionally. In the 9.______ few years, food manufacturers
have expanded their vegetarian ranges, and it has 10.______ a lot easier to
choose an animal-free diet. Many restaurants also now offer a wide variety
11.______ vegetarian dishes.
People might choose a vegetarian diet 12.______ moral or health reasons
13.______ both. Some vegetarians simply don't like the idea of eating other
creatures, and they may dislike the conditions in 14.______ many animals are
kept before 15.______ killed for food. Others may have become vegetarians
16.______ of the health benefits.
OM
Taken from: Harrison, M. & Kerr, R. (1996). First certificate practice tests. Oxford: OUP. (p. 40)
capitals at the end of each line to form a word that fits in the space in
the same line.
.C
Eat, Drink and Be Merry
The 1._______________ of festive periods like Christmas ARRIVE

DD
increases the 2._______________ of sweet things. CONSUME
3._______________ believe that it is not just the flavour PSYCHOLOGY
which makes us feel such 4._______________ for certain FOND
foods. Western 5._______________ eat more than two EUROPE
million tons of chocolate a year. There are many theories to
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explain the 6._______________ of chocolate. POPULAR

7._______________ have found that chocolate contains SCIENCE
endorphins, which make people more
8._______________, yet, in large amounts, it causes ENERGY
9._______________. Chocolate also contains caffeine, RELAX
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which is 10._______________. Whatever the theories, ADDICT

most chocoholics would say that eating chocolate is simply
11._______________. COMFORT

Taken from: Evans, V. (2001). FCE use of English. Newbury: Express Publishing.
FOOD AND FESTIVALS
2.13 In small groups, discuss these questions related to eating habits in

Argentina on special occasions.
27

What does a typical Christmas dinner in Argentina consist of?
What do Argentinians have for Easter?
What typical food is served on weddings in Argentina?
What is the traditional meal for Revolution and Independence Day?
Can you think of other special occasions on which special foods are served?
Culture note: Most festivals and celebrations are associated with food and drink. Sometimes,
OM
special food is served on such occasions. At Christmas, for example, British people have
Christmas cakes and mince pies and Americans eat Christmas cookies.
Adapted from: Longman dictionary of English language and culture (1998)(p. 790)
.C
2.14 Browse the net to find out about Thanksgiving Day and answer the
following questions.
DD
1. When is Thanksgiving Day and where is it celebrated?
2. What is its origin? Do you have a similar or different food festival in your
country?
3. What food do people eat? Try to recognize the food in the picture showing a
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typical Thanksgiving dinner.

FI

Retrieved on 24/07/14 from http://alicewwong.wordpress.com/2009/11/22/a-

thanksgiving-feast/
2.15 PHRASAL VERBS RELATED TO FOOD AND EATING HABITS:

Replace the words in bold with a phrasal verb derived from the verbs
below. You may need to use the same verb more than once.
28

BRING COME CUT FALL GET GIVE GO KEEP LET PUT
TAKE
1. Rotting food in your refrigerator emits odor.

2. Most vegetables are divided into two groups: cool season crops and
warm season crops.
3. Thomas was surfing the Net when he accidentally found an interesting
vegetarian recipe.
4. She ate hungrily the food as if she hadn't eaten for days.
5. I‟ve simply stopped eating egg yolks completely.
OM
6. He spat it out because he couldn‟t swallow it.
7. Food that has become stale, sour or rotten has been infected with
bacteria that cause illness.
8. He went to the kitchen and started to cook some potatoes to boil.
9. Changing your eating habits will cause positive effects.
10. She had to cut into small pieces the baby‟s food.
.C
11. She gained over a stone, she definitely needs to go on a diet.
12. Continue rinsing until the water is clear.
13. As he grew up, he began the habit of eating fish.
DD
14. Punch two holes, one to let the milk out, the other to allow the air to
enter.
15. Did you examine your drawers, darling, and cupboards? That sieve must
be there!
16. She stored her shopping in the kitchen.
LA
Sentences taken from: Collins Cobuild phrasal verbs dictionary (2002).

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CONSOLIDATION

2.16 In the section Eating Habits of the tab Unit 4: Food and Health in the
VLE, you will find:
 a vocabulary activity with useful phrasal verbs related to the topic
 a listening activity about how to develop healthy eating habits
 a listening activity with a Thanksgiving scene of the sitcom Friends
 a reading activity about foods in celebrations around the world
29

Can you…
 say and explain an English proverb related to eating habits?
 name 8 phrasal verbs that can be used to refer to food and eating
habits?
OM
 refer to typical celebrations around the world on which special food and
drinks are served?
.C
DD
LA
FI

30

HEALTHY vs JUNK FOOD

Main objectives  To learn about healthy and junk food
 To learn how to use the strategy predicting,
reflecting, self-monitoring and using peer
feedback
 To revise and self-monitor your use of reading
strategies
OM
 To learn specific vocabulary related to
healthy/junk food
Sections 1. Healthy vs unhealthy food

2. Junk food
3. Consolidation
.C HEALTHY VS UNHEALTHY FOOD

DD
3.1 In small groups, analyse the following cartoon and answer the
questions below:
LA
FI

Why is the cartoon funny?

What are the customers ordering?
Why do you think the customers are ordering that type of food?
31

3.2 Write down everything you have eaten and drunk in the last 24 hours.
Have you eaten more healthy or unhelathy food? Compare your lists
with a partner. Who has eaten more junk food?
MEALS SNACKS DRINKS
OM
3.3 Look at the title of the following text. What do you think are the
advantages of healthy food? What are the disadvantages of
.C
unhealthy food? What examples of healthy and unhealthy food do
you expect to find in the text? Try to predict what the text will be
about by filling in the following chart.
DD
Healthy food Unhealthy food
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FI
PREDICTING

This cognitive strategy consists in predicting or anticipating what

a written or spoken text is going to be about. To do so, you can inspect linguistic
clues such as the title or the introduction of the text, the context of the text (i.e.
the communicative situation in which the text is produced) and the text producer
(that is, the writer or speaker that produces the text). This strategy is very useful
because, by predicting the topic of the text, you can also anticipate the specific
genre (type of text), content, grammatical structures and lexical items that will
help you comprehend the written or spoken text more quickly and effectively.
32

3.4 Now skim the text and check if your predictions were right.
Advantages and Disadvantages of Healthy Food vs Junk Food

By Clay McNight – Oct 03, 2017
1 Wholefoods provide a variety of benefits, most notably substantially better

2 nutrition, when compared to junk foods. A common misconception is that
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3 healthy food is more expensive than junk food; however, research shows that
4 healthy foods can actually be cheaper options than junk foods. The single
5 disadvantage of health foods is their lack of convenience when compared to
6 fast foods and prepackaged junk foods in grocery stores.
7
8
9 .C
Empty Calories Versus Nutrient-rich Foods
A diet rich in fruits and vegetables can help reduce your risk of a variety of
DD
diseases, including heart attack and stroke. ChooseMyPlate.gov also notes
10 that eating produce regularly can protect against certain cancers and decrease
11 the risk of obesity and Type 2 diabetes. In addition, most vegetables are low-
12 calorie foods that contain high levels of many vitamins, minerals and fiber, all
13 of which can improve overall health. Junk foods are often the exact opposite of
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14 healthy foods -- they are high in calories and low in nutrients.
15 Dangerous Ingredients
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17 Junk foods not only lack nutrients, but they often contain ingredients that can
18 damage your health. Trans fats are often used in many fast food restaurants
19 and in many prepackaged foods such as cookies, margarine, cakes and

20 crackers. These human-made fats raise bad cholesterol while simultaneously

21 lowering good cholesterol. According to the American Heart Association,
22 eating trans fats can increase your chances of developing heart disease and
23 stroke. Because healthy foods are often left in their whole unprocessed form,
24 they very rarely contain any of the processed ingredients that have damaging
25 health effects.
26 Pricey Fast Food
27 A paper published in 2010 in Society of Teachers of Family Medicine studied
33

28 the costs of a diet based on fast foods versus a whole-foods based diet. The
29 study found that the average daily cost for healthy food was $7.48, while
30 unhealthy fast foods came in at $15.30 per day. By shopping at grocery stores
33 and choosing whole foods, including dairy, lean meats, fruits, vegetables and
31 grains, total monthly food costs were less than half of a diet composed of fast
32 foods.
33 The Convenience Factor
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34 Junk foods sold at grocery stores are often in their ready-to-eat state, while
35 fast foods can be purchased on the go for families or individuals with little time
36 to spare on cooking or preparing foods. In addition, according to a 2001 paper
37 published in the Journal of Agricultural and Resource Economics, fast food
38 chains have found ways to make their products more accessible. According to
39
40
41 .C
the authors, increases in fast food restaurants directly increase the amount of
fast food consumed. As fast food companies continue to increase the
availability of their products, fast food consumption is expected to steadily rise.
DD
Adapted from: https://www.livestrong.com/article/410164-advantages-
disadvantages-of-healthy-food-vs-junk-food/
3.5 Skim the passage and choose the statement that represents the main
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idea or gist of the reading.
1. Eating healthy food only has one disadvantage.

2. Healthy and unhealthy food has both advantages and disadvantages.
FI
3. Although eating junk food is not healthy, having fast food entails more
advantages.
3.6 Read the text and look for synonyms for these words: healthy food
and junk food

3.7 Use the table below to organize the information in the reading.
Advantages Disadvantages
Healthy Food
Junk Food
34

3.8 Read each question carefully and circle the letter for the correct
answer.
1. Ready-to-eat food (line 34) is a synonym of

A. take- away food
B. drive through food place
C. microwaved food
OM
2. “Junk foods not only lack nutrients” (line 17). What is the meaning and
word category of the word lack?
A. too many, noun
B. not enough, noun
C. not enough, verb
.C
3. Which of the following are examples of nutrient-rich foods (line 7)?
A. pasta, red meat and vegetables
DD
B. lean meat, vegetables and fat-free milk products
C. nuts, fried seafood and whole grains
4. To be labeled as low-calorie foods (lines 11-12), a food must contain

A. 80 calories per serving
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B. 40 calories per serving

C. 20 calories per serving
5. In which of these products can I find trans fats (line 18)?

A. full- fat dairy products
FI
B. lamb
C. French fries
TRANSITION SIGNALS
6. What information follows however in line 3?

A. a similar idea
B. an example of the idea
C. an opposite idea
7. What information is introduced by in addition in line 11?

A. a new idea
B. a new perspective
C. development of the topic by expanding on an idea
8. What information is introduced by because in line 23?

A. introduce a reason
35

B. add a new idea
C. explain some purpose
9. What information is introduced by while in line 29?

A. contrast of information
B. two developing situations
C. a point in time
10. What information is introduced by as in line 40?

A. contrasting information
OM
B. additional information
C. factual information
3.9 PREPOSITIONS: Analyse the text and fill in the gaps with the correct
preposition.
.C
1. A diet rich _____ fruits and vegetables can help reduce your risk of a
variety of diseases.
2. They are high _____ calories and low _____ nutrients.
DD
3. Society of Teachers of Family Medicine studied the costs of a diet based
_____ fast foods.
4. According to the authors, increases _____ fast food restaurants directly
increase the amount of fast food consumed.
5. Eating produce regularly can protect _____ certain cancers.
LA
6. The single disadvantage of health foods is their lack _____ convenience.

FI
3.10 With the class, answer the following questions:
In your opinion, do you think that people do smart health choices?

How can parents help their children acquire good eating habits?
Do people in Argentina have a healthy diet?
What can governments do to encourage people to go on a healthy diet?
REFLECTING
This cognitive strategy is a great tool that will help you, little by
little, enhance your critical thinking. In fact, by analysing, questioning, agreeing
or disagreeing with a text, you learn to reflect on the writer‟s or speaker‟s main
36

goal and intended meaning. Sometimes, the objective of the text producer is
“hidden” by the use of strategic linguistic and non-linguistic features (irony,
sarcasm, cultural reference, pictures, etc). Being able to successfully reflect on
a text and to discover its real meaning is a hard task that a future expert in a
foreign language should be able to perform!
OM
JUNK FOOD
3.11 In small groups read the information in the Culture Note and answer
the following questions.
.C
Culture note: The Heart Attack Grill is a restaurant located in Las Vegas, Nevada in the U.S.A. It
makes a point of serving food that is high in fat, sugar and cholesterol. In other words, food that,
if eaten regularly, would cause a heart attack. Should an actual heart attack occur, the meal is
DD
free.
Adapted from: http://www.hrp.org.uk/, http://www.english-heritage.org.uk/ and
https://www.nationaltrust.org.uk/
Would you eat in this restaurant?

LA
What are some of the risks of eating this type of food apart from suffering a heart
attack?
Do you think the government should ban this restaurant?
FI

3.12 You are going to read an article about junk food. Skim the text, what
is it about?
How Junk Food Affects Children
Junk food can be appealing for a variety of reasons, including convenience, price
and taste. For children, who do not always understand the health consequences of
their eating habits, junk food may appear especially appetizing. However, regularly
consuming fattening junk food can be addictive for children and lead to
complications such as obesity, chronic illness, low self-esteem and even
37

depression, as well as affecting how they perform in school and extracurricular
activities.
Energy and Focus

According to the Women’s and Children’s Health Network, diet has a significant
effect on children’s study habits. Junk food and foods with high sugar content
deplete energy levels and the ability to concentrate for extended periods of time.
Energy and focus are especially crucial for school-age children. Children set the
foundation for lifelong habits in their youth, making junk food particularly hazardous
OM
to their well-rounded development. Physical activity is also essential for children of
all ages, and regularly eating junk food does not provide the necessary nutrients
children need for sufficient energy to engage in physical activity. A lack of physical
activity is harmful to physical and mental wellbeing and may also exclude a child
from critical social development.
Obesity Risk
.C
DD
A study published in Pediatrics in 2004 found fast-food consumption in children was
linked with many dangerous precursors for obesity. According to this study, kids
who ate fast food were more likely to consume a higher amount of calories, fat,
carbohydrates and added sugars in one fast food meal. They were also less likely
to consume as much fiber, milk and fruits and vegetables as children who did not
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eat fast food. Children who consumed more fattening foods while eating fast food
were also likely, in general, to eat more unhealthy foods at other meals. According
to a statement released by the journal Nature Neuroscience in 2010, high-calorie
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food can be addictive, causing children who occasionally eat fast food to learn
problematic patterns of eating. These factors were found to place children who
regularly ate fast food at increased risk for obesity.

Chronic Illness
According to the Prevention Institute, experts blame junk food for rising rates of
diabetes, high blood pressure and stroke. Increasing rates of chronic illness affect
children who regularly consume junk food. The Centers for Disease Control and
Prevention predict that, if current trends continue, one in three U.S. adults will have
diabetes by the year 2050. Diabetes can result in disability and premature death.
The Center for Food Safety noted in 2012 that obese children are also more likely
to develop high cholesterol and heart disease later in life. According to the
Women’s and Children’s Health Network, changes can happen in children’s bodies
even when they’re young that are associated with disease at a more advanced age.
38

Self-Esteem and Depression

Self-esteem and confidence in oneself are especially important to growing children,
and regularly consuming junk food can negatively impact this sense of self.
According to Kids Health Club magazine, junk food can affect a child’s physical
development in detrimental ways, including unhealthy weight gain, which can result
in self-esteem problems. Low self-esteem can lead to consequences like
depression. Nutritionists at MayoClinic.com also report that eating junk food can
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potentially cause depression on its own. According to the journal American Family
Physician, depression -- which can be very dangerous for children -- has negative
impacts on growth and development, performance in school and social
relationships and can ultimately lead to suicide.
Taken from http://healthyeating.sfgate.com/junk-food-affects-children-5985.html
.C
3.13 Make a list with the disadvantages of eating junk food for children
and students.
DD
3.14 CLOZE: Read the text below and decide which word A, B, C or D
bests fits each space. There is an example at the beginning (0).
LA
Fast Food
Is fast food (0) _D_ that bad for us? Some experts 1.______ that all food is
nutritious to some 2.______ and that it all depends on how we 3.______ it in
FI
our diet. Chips, for example, are a(n) 4.______ good source of vitamin C. What
is more, the cheese on pizzas is 5.______ in protein and burgers contain
protein, 6.______ and vitamins. However, all 7.______ foods are very high in
fat, cholesterol and calories which can 8.______ to weight problems and heart

9.______ some people believe that we can become 10.______ to fast food but
scientists argue that there is 11.______ evidence to suggest this. In 12.______,
they say that it is a psychological 13.______ and not a physical one, and that it
is all in our minds. To sum up, whether or not we 14.______ ourselves to fast
food once in a while, we should keep in mind that what really 15.______ at the
end of the day is having a healthy, balanced diet.
0 A certainly B plainly C truthfully D really

1 A request B claim C ask D demand
2 A way B standard C degree D part
3 A enclose B involve C encircle D include
39

4 A fairly B enough C too D much
5 A great B big C high D tall
6 A iron B steel C gold D silver
7 A this B much C that D these
8 A pilot B lead C guide D steer
9 A illnesses B sickness C disease D infection
10 A effected B addicted C dependent D dedicated
11 A small B few C tiny D little
12 A truth B fact C data D actual
13 A need B necessity C demand D want
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14 A entertain B please C enjoy D treat
15 A says B notes C signifies D matters
Taken from: Evans, V. (2001). FCE Use of English. Newbury: Express Publishing.
.C
capitals at the end of some of the lines to form a word that fits the
space in the same line. There is an example at the beginning.
DD
The Wonders of Tea
The first people to realise how (0) _beneficial_ tea was were BENEFIT
the Chinese over 5,000 years ago. The 1._______________ of VARIOUS
benefits that they identified were helping with pains in joints,
2._______________ blood vessels, increasing mental STRONG
LA
perfomance and reducing 3._______________ TIRED

Tea was first brought to Britain in the 16th century. Now, over
70% of the British 4._______________ drink tea. On average POPULATE
they drink three cups a day each, and 90% of them take milk
FI
with their tea. Nowadays, scientists have made further

5._______________ about the benefits to one‟s DISCOVER
6._______________ of drinking tea. Firstly, tea can be used HEALTHY
as a 7._______________ measure against tooth decay as it is PREVENT

a natural source of fluoride. The tannin in tea also protects

teeth from damaging acid attacks. It is also
8._______________ rich in substances known as flavonoids, PARTICULAR
which have properties that help slow down the
9._______________ process, protecting us not only from AGE
wrinkles, but also from 10._______________ such as cancer ILL
and heart disease.
Taken from: Acklam, R. & Crace, A. (2008). Premium B2 level. Harlow: Pearson Education
Limited (p. 87).
40

3.16 [C], [U], QUANTIFIERS: Rewrite the second sentence so that it has a
similar meaning to the first sentence using the word given. Do NOT
change the word given. You can refer to Keynote (p.150) and Access
to FCE (p.118-129) for help.
1. There aren‟t many vegetables but we can still make the salad.
FEW
_______________________________________________________________
2. I don't spend much money on junk food.
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LITTLE
_______________________________________________________________
3. There aren't many healthy food options in the school cafeteria.

FEW
_______________________________________________________________
.C
4. There is little free drinking water in schools.
MUCH
DD
_______________________________________________________________
5. This fast food restaurant doesn‟t offer any vegan food.

NO
_______________________________________________________________
LA
3.17 Write a 200-word academic paragraph on ONE of the following

FI
topics:
A. The negative effects of GM foods
B. The advantages of vegeterianism
C. The difficulties of eating healthily

Brainstorm and narrow down the topic before writing. Use the information from
the previous activities and your own ideas. Try to include at least six specific
words and expressions.
Revise the qualities of a good topic sentence, supporting sentences and

concluding sentence and organize your ideas in an outline. Remember that
you cannot use the topic given as the T.S. or title. Then, write the first draft
of your paragraph, edit it and show it to a classmate (you can e-mail it or show it
to him/her in class). You classmate will check your draft and give you useful
feedback either with the comments or track changes tools of Word Processor or
41

in person. Once you have received peer feedback, self-monitor (revise and edit)
your paragraph and hand in your first draft.
USING PEER FEEDBACK
This social strategy consists in getting feedback from your

classmates on your oral/written work and also giving feedback to your
classmates on their work. The feedback may be positive (i.e. it should highlight
OM
the good qualities of the work) and negative (it should point out the mistakes
and problems of the work). This strategy is very useful to improve and develop
your oral and writing skills as you can benefit a lot from your classmates‟ ideas
and advice! Your feedback is also a valuable resource for your peers. As you
can see, this is a very useful strategy and you should try to use it in and outside
the class!
.C
DD
CONSOLIDATION
LA
3.18 In the section Healthy vs Junk Food of the tab Unit 4: Food and
Health in the VLE, you will find:
 a crossword about fast food
 a listening activity about healthy vs junk food
FI
 a reading activity about McDonalds

Can you…
 name 10 types of healthy food?
 list 10 types of junk food?
 explain the difference between fast food and junk food?
 remember the advantages of wholefood?
 mention and fully explain 3 reasons why people like eating junk food?
 name and explain 3 reasons why junk food is bad for our health?
42

HEALTH
Main objectives  To talk about health
 To learn how to use the strategy guessing
intelligently
 To learn specific vocabulary related to health
 To learn about Circadian rhythms
OM
Sections 1. Talking about health
2. Circadian rhythms
3. Consolidation
TALKING ABOUT HEALTH
.C
DD
4.1 In small groups, analyse the following health quotes. What do they
mean? Do you agree with them? Which one do you like best?
―If we could give every individual the right amount of nourishment and exercise, not
too little and not too much, we would have found the safest way to health.‖
LA
Hippocrates (?460-?377 BC), Greek author considered the Father of Medicine
―Health is not valued till sickness comes.‖

Thomas Fuller (1608-1661), English churchman and historian
FI
―Early to bed and early to rise makes a man healthy, wealthy and wise.‖
Benjamin Franklin (1706-1790), US politician, writer and scientist

―To keep the body in good health is a duty...otherwise, we shall not be able to keep
our mind strong and clear.‖
Buddha (?6thC- ?4thC BC), Indian sage considered the father of Buddhism
Retrieved on 28/07/14 from http://www.brainyquote.com/quotes/topics/topic_health.html
4.2 Where would you put the following in the table?
I’m fine/all right/good, thank you, and you? I’ve sprained my ankle.
How awful!/ Poor you! I was in an accident.
I’ve broken my leg. I’m not very well, actually.
I heard you’ve been ill / in an accident. I feel as if I’m at death’s door.
43

I’ve got a splitting headache. I'm as sick as a dog.
Oh, I’m pleased to hear that! I feel under the weather.
That’s great! I feel ill / sick.
What happened to you? I've got food poisoning.
Oh, I’m sorry to hear that. I've got a cold / the flu.
Are you all right? I’m a bit off colour at the moment.
Asking how someone is, or commenting on how they look:
OM
Saying how you are or how you have been:
.C
DD
Reacting to how someone is:
LA
Adapted from: Harmer, J. (2007). Just right intermediate. Student’s Book. London: Marshall
FI
Cavendish ELT.

4.3 ROLE PLAY: With a partner, choose one of the following situations
and act it out. Try to use the set questions, answers and expressions
above.
1. Two classmates meet at school after one of them has been in hospital
because of a bad chest infection, but he/she is better now.
2. Two colleagues meet at work. One of them is feeling really ill and is
about to go home and go to bed.
3. Two friends meet. One of them has a leg in plaster.
Adapted from: Harmer, J. (2007). Just right intermediate. Student’s Book. London: Marshall
Cavendish ELT.
44

4.4 COLLOCATIONS WITH HEALTH: Look up the word health in your

monolingual dictionaries and find out its different collocations. It
may be useful to use the strategy grouping for this activity.

find out the difference in meaning and use of these common words
related to health.
OM
sick – ill – unhealthy – unfit – unwell
doctor – physician – medical practitioner – general practitioner
chemist’s – pharmacy
4.6 HEALTH IDIOMS: Read the following health idioms. Which ones refer
.C
to good health? Which ones mean that you’ve been ill? Which ones
express bad health? Use your monolingual dictionaries if you need
help!
DD
1. My back is killing me.
2. I’m fighting fit.
3. There’s something going round.
4. I’m feeling very run down.
LA
5. I’m the picture of health.

6. I’m back on my feet.
7. I’m well on the way to recovery.
FI
8. I’m feeling a bit under the weather.

9. I’m as fit as a fiddle.
10. I’m a bit off-colour.

4.7 Memorise the idioms and try to complete the following sentences
without looking at the idioms above!
1. If a player was obviously off ____________, Karajan would never hurry

him.
2. „I can go on for another three or four years because I'm still as fit
____________,‟ he said.
3. Masie had responded brilliantly to treatment and seemed fighting
____________.
4. „My feet are ____________; I'll be making my way back,‟ I said, sitting
down suddenly.
45

5. And he was, as always, a picture ____________, dressed in black rags
and black boots and twitching maniacally.
6. Also, it might be that those who suffer from SAD differ from most people
only because they are more susceptible than the rest of the population to
feeling „under ____________‟ when they do not see daylight, particularly
in the morning.
7. I need to get myself back ____________ and forget all this and get it all
sorted out and, so I can live my life again.
8. I am pleased to report that Ken's attack was not major and that he is well
on ____________.
OM
9. He caught a nasty flu virus that's been____________.
10. Mr. Lennis sent for me and said that Mr. Andrew was feeling run
____________.
Sentences taken from British National Corpus http://www.natcorp.ox.ac.uk/
.C
4.8 PHRASAL VERBS RELATED TO HEALTH: Replace the words in bold
with a phrasal verb derived from the verbs below. You may need to
use the same verb more than once.
DD
BRING CARRY COME CUT GET GIVE GO HOLD LOOK
PUT RUN TAKE TURN
1. She is feeling much better as she has reduced smoking.

LA
2. The first experiments were conducted by Dr. Preston McLendon.

3. She became ill with pneumonia.
4. A coach nearly knocked us down in front of Trinity Church.
5. Nobody was making any attempt to cause her to regain
FI
consciousness.
6. The journey caused a severe attack of angina.
7. The current advice to pregnant women is to omit alcohol.
8. If you feel tired, go to bed early.
9. I thought I‟d begin running to lose weight.

10. I‟m glad to hear you have recovered from your cold.
11. “Sugar?” – “No, thanks, I abandoned it during the war.”
12. Sometimes, the fever comes for a day or two and then disappears.
13. I was feeling tired and ill and finally caught gastric flu.
14. Townsend picked up the receiver and was connected by phone to the
Laboratory.
15. She couldn‟t quite say what it was that made her hesitate.
16. Does your husband accept that he ought to be taking care of the baby?
17. If you are worried about your dog, get the vet to examine it carefully.
Sentences taken from: Collins cobuild phrasal verbs dictionary (2002)
46

4.9 Visit http://www.livescience.com/33104-why-is-the-medical-symbol-a-

snake-on-a-stick.html to find out about the medical symbol of health
and then answer the questions below.
Have you ever seen these symbols before? Where?

What are they called?
OM
What elements make up each symbol?
What makes them different?
What do they represent?
.C
DD
4.10 Learn about the father of medicine at
http://www.pbs.org/wgbh/nova/body/hippocratic-oath-today.html and
take down notes on the following:
LA
 Hippocrates’ Biography
 Early Life
 His Teaching Career
FI
 Adult Talents
 Hippocratic Corpus
 The God of Medicine

Be ready to share this information with your classmates.
Culture note: Did you know that many graduating medical-school students in the western world
take the Hippocratic Oath? This oath is said to have been written by Hippocrates and it contains
ethical standards that a physician should follow based on Hippocrates’ teachings.
From: http://www.pbs.org/wgbh/nova/body/hippocratic-oath-today.html
47

CIRCADIAN RHYTHMS
4.11 In pairs, answer the following questions:
1. What time do you usually wake up?

2. Do you wake up on your own or do you need an alarm clock?
3. Do you often have late nights or do you always go to bed early?
OM
4. Do you have a strict daily routine?
5. What do you usually do every day?
6. Do you have a healthy lifestyle? What would you like to change?
.C
7. Do you know anything about circadian rhythms?
DD
4.12 As this is an authentic text that has not been adapted, you may find
unknown words or expressions. Skim the text and try to use the
strategy guessing intelligently to infer the meaning of those
unfamiliar lexical items and expressions in bold.
LA
Can you Feel the Rhythm?
1 Routine is usually seen as a negative term nowadays, largely because we no

2 longer belong to a society of nine-to-fivers. We live in what is fast becoming a
FI
3 24-hour society, where everything is open all hours. You can buy your
4 groceries at midnight, book your holiday on the Internet at 3 am and do
5 business online at the crack of dawn. Before you join the 24-hour revolution,

6 however, take a minute to listen to what your body is trying to tell you - that a
7 round-the-clock lifestyle is not what nature intended.
8 In an area of our brains called the hypothalamus, we have a body clock that
9 controls our body's natural rhythms. It tells us when it is the right time to eat,
10 sleep, work and play. It plays an important part in our physical and
11 psychological wellbeing. It is, in fact, what makes us tick and it controls many
12 things including hormones, temperature, immune functions and alertness. It
13 synchronises all these like the conductor with an orchestra; it regulates tempo
14 and brings in all the different instruments on time to make music rather than
15 random noise. If we try to ignore our body clocks, or even to switch them off
48

16 for a while, we not only deprive ourselves of much needed rest but we also
17 run the risk of seriously damaging our health.
18 Ignoring your body clock and changing your body's natural rhythms can not
19 only make you depressed, anxious and accident prone, it can lead to many
20 more serious health problems. For example, heart disease, fatigue, ulcers,
21 muscular pain, and frequent viral infections can all result from trying to
22 outsmart our body clocks. Altering our patterns of sleeping and waking
23 dramatically affects our immune system. While we sleep, the body's repair
24 mechanisms are at work; when we are awake, natural killer cells circulate
OM
25 around our body and cause more damage. Our digestive system is affected,
26 too. High levels of glucose and fat remain in our bloodstream for longer periods
27 of time and this can lead to heart disease.
28 Unfortunately, we were not designed to be members of a 24-hour society. We
29 cannot ignore millions of years of evolution and stay up all night and sleep all
30
31
.C
day. We function best with a regular pattern of sleep and wakefulness that is in
tune with our natural environment. Nature's cues are what keeps our body
DD
32 clocks ticking rhythmically and everything working in harmony. Therefore, next
33 time you think a daily routine is boring and predictable, remember that routine
34 may well save your life in the long run.
Adapted from: Evans, V. (2006). Upstream Intermediate. Newbury: Express Publishing,

LA
pp. 70-71.
GUESSING INTELLIGENTLY
FI
This strategy is essential for reading and listening. It involves

making intelligent guesses, that is, guessing the meaning of a word or
expression in an informed way. To do so, you can use linguistic clues: use

your knowledge of English such as your knowledge of suffixes, prefixes and

word order. You can also use non-linguistic clues: use the information
provided by other sources such as the pictures that illustrate a text, the
information about the writer or the speaker, the speaker‟s tone of voice and
facial expression, the situation, the context and your knowledge of the world.
4.13 Read the text again and choose the correct answer, A, B, C or D for
questions 1-6.
49

1. What does it in line 9 refer to?
A. our body's natural rhythms
B. the hypothalamus
C. our body's biological clock
D. our brain
2. What does the word tick in line 10 mean?

A. check
B. motivate
OM
C. select
D. function
3. In what way is our body clock like the conductor of an orchestra?

A. The hypothalamus controls our actions.
B. It makes all the body's functions work together at the right time.
.C
C. The body clock is very precise.
D. We have a special programme.
DD
4. If we change our sleep patterns, we
A. will get an infection.
B. will disturb our immune system.
C. will get heart disease.
D. will get high levels of dangerous cells.
LA
5. According to the text, we should

A. do things when our body tells us to.
B. organise our body clock according to a strict schedule.
C. use the natural environment to work out a regular routine.
FI
D. have a boring, slow-paced life.
6. According to the text, our body clock

A. can be changed without harm.

B. determines when we should do things.

C. helps us to fight sleep.
D. is a boring routine.
4.14 After reading, answer these questions:
1. Is it important to have a standard daily routine? Why/Why not?

2. Are there any points in the article you disagree with?
3. Is there any information you did not know before reading it?
50

4.15 ADJECTIVES AND ADVERBS: Rewrite the second sentence so that it

has a similar meaning to the first sentence using the word given. Do
NOT change the word given. You can refer to Keynote (p.148) and
Access to FCE (p.84-89) for help.
1. What is the price of your health insurance?
MUCH
_____________________________________________________________
OM
2. Doing gym seems more effective than going on a diet.
AS
_____________________________________________________________
3. Philip and Ray are the same weight.

AS
.C
_____________________________________________________________
4. If you pay attention to your body and rest when you feel drowsy, you will
DD
feel better.
THE
_____________________________________________________________
5. I have never heard such a clear explanation about the “internal clock”.
LA
BEST
_____________________________________________________________
FI
CONSOLIDATION

4.16 In the section Health of the tab Unit 4: Food and Health in the VLE,
you will find:
 a crossword to revise key health words
 a vocabulary activity to revise health idioms
 online activities to learn, revise and test phrasal verbs
 a link to a BBC interactive site to learn about the history of medicine
51

Can you…
 name 2 quotes about health and explain them?
 define health?
 mention 5 collocations with “health”?
OM
 remember 4 ways of asking how someone is and saying how you are?
 name 6 idioms related to health?
 explain the meaning of the caduceus, the symbol of medicine?
 talk about Hippocrates, the father of medicine?
 talk about circadian rhythms?
.C
DD
LA
FI

52

THE BODY
Main objectives  To learn about the body

 To learn how to use the strategies employing
action and translating
 To learn specific vocabulary related to parts of
the body
OM
Sections 1. Parts of the body
2. Consolidation
PARTS OF THE BODY
.C
DD
5.1 Test your memory! How many words related to parts of the body can
you remember? Get in pairs and take turns to mention one at a time.
The person that manages to mention more parts of the body wins!
LA
5.2 Label the pictures with the correct word below. Use your
monolingual dictionaries if you need help.
FI

53

thigh knee chin
mouth head eyebrow
ear eye elbow
cheek finger nose
toe wrist neck
stomach belly button/navel leg
foot shoulder chest
arm nail hand
OM
forehead
5.3 Complete each sentence with a word from the list. Use each word
once only.
cheek knees throat
.C
waist
nose
chin
thumb
lips
wrist
DD
1. After speaking for two hours, the lecturer had a sore ____________
2. Terry was on his hands and ____________ looking for the fallen coin.
3. Paul gave his aunt an affectionate kiss on the ____________
4. There was such a terrible smell that I had to hold my ____________
5. Stan is deaf, but he can understand people by reading their
LA
____________
6. I never wear a watch because I don‟t like the weight on my
____________
7. One of the boxers punched the other on the ____________ and knocked
FI
him out.
8. When Diane was a baby, she used to suck her ____________
9. I‟ve lost a lot of weight, especially around the ____________
10. Norma wears a heart on a gold chain around her ____________

Adapted from: Vince, M. (2001). First certificate language practice with key. Oxford: Macmillan
Heinemann. (p. 242)
5.4 INTERNAL ORGANS: Read the following definitions and fill in the
gaps with the correct word. The first letter is given as a hint. Use
your monolingual dictionaries if you need help.
1. the organ inside your head that allows you to think and feel, and controls
your body: b_______________
2. one of the two organs in your chest that fill with air when you breath:
l_______________
54

3. the organ in your chest that makes blood flow around your body:
h_______________
4. the organ in your body that cleans your blood and produces bile (= a
liquid that helps your body process fat): l_______________
5. the organ inside your body where food begins to be digested:
s_______________
6. one of the two organs in your body that clean your blood and remove
waste: k_______________
Definitions taken from Macmillan dictionary http://www.macmillandictionary.com/
OM
5.5 In pairs, point to different parts of your body and say them out loud.
EMPLOYING ACTION
.CThe strategy of employing action is very useful to learn new

concrete words or expressions. It consists in linking a new word or expression
with a physical response (acting out, moving, touching, drawing, etc.) which will
DD
help you remember concrete lexical items quite quickly and in an original way!
LA
5.6 BODY LANGUAGE: Sometimes, we move parts of our body to

express our moods and feelings and even say something. Think
about the answers to the following questions:
FI
What do you try to “say” when…

you smile from ear to ear?
you clap your hands?
flutter your eyelashes at someone?

you put your hands on your hips?

you wink at someone?
your face goes red/ blushes?
you shrug your shoulders?
tap your foot?
stamp your foot?
your teeth chatter?
shake?
you tiptoe?
55

you yawn?
you scratch your head?
Collocations taken from Oxford collocations dictionary (2009).
5.7 In pairs, act out the previous body language signals and say them
out loud.
5.8 BODY IDIOMS: Read the following body idioms and try to infer their
meanings. Check your predictions with your monolingual
OM
dictionaries.
1. Let‟s face it, you are finished!

2. His success has gone to his head.
3. There are too many nosey old women at that shop.
.C
4. I do remember spending a few weeks before the exam learning
history essays off by heart.
5. I really don‟t like people that talk about me behind my back.
DD
6. I‟d give my right arm for a car like that!
7. Ask John, he is an old hand at solving this type of situations!
8. You literally need to elbow your way through the crowd on a packed
bus.
LA
9. He had only just bought it when we met, it had cost him an arm and
a leg.
10. Don‟t get mad, I‟m just pulling your leg!
11. He ordered drinks and then left me to foot the bill!
FI
12. He doesn‟t have much of a sweet tooth, except at breakfast.

13. I feel it‟s done me good to get it off my chest.
14. There was something about the man that worried Wycliffe, but he
couldn‟t put his finger on it.

15. Will you stop putting words into my mouth- I never said I disliked
the job!
16. The trip gave me itchy feet and I wanted to travel more!
17. She knew that something good was going to happen, she could feel it
in her bones.
18. I know it‟s true because I‟ve heard it (straight) from the horse’s
mouth.
Sentences taken from: Collins dictionaries http://www.collinsdictionary.com/
56

5.9 Can you think of Spanish equivalents of these idioms?
TRANSLATING
The cognitive strategy of converting the target language into your

mother tongue can be very useful to associate and remember set expressions
and idioms that are shared in both languages. Trying to find an equivalent in
your own language can be fun and it makes it much more likely that you will
OM
remember and use the idiom in the future.
5.10 Learn the idioms, then cover them and try to repeat them out loud!
.C
DD
5.11 In the section The Body of the tab Unit 4: Food and Health in the VLE,
you will find:
 an interactive game to revise parts of the body
 a vocabulary activity with body idioms
 a link to a National Geographic site to learn about the human body
LA

FI

Can you…
 name 20 parts of the body?
 define 5 internal organs?
 remember words to describe body language?
 mention and explain 10 body idioms?
57

OM
.C
DD
LA
FI

58

KEEPING FIT
Main objectives  To learn about keeping fit
 To learn about longevity
 To revise and self-evaluate speaking strategies
Sections 1. Keeping fit

2. Living longer
3. Consolidation
OM
KEEPING FIT
6.1 In pairs, answer the following questions.
.C Are you fit and healthy?

What do you do to stay healthy?
DD
Have you ever been really unfit? If so, why?
Culture note: The expressions be fit and keep fit are common in British English while in
American English the expressions be in shape and stay in shape are used.
LA
Taken from: Oxford advanced learner’s dictionary (2000)
6.2 You will listen to 6 people talking about the different ways in which
FI
they exercise. Decide whether the sentences are TRUE or FALSE.

Justify the False ones.
Speaker 1: He rides his bike because he does not have a car.

Speaker 2: She is not the best runner; she hopes one day she can go
running for at least twenty minutes.
Speaker 3: He does not run; he prefers to use the treadmill.
Speaker 4: She goes to yoga classes and does push-ups every week.
Speaker 5: In his free time, he cycles to the top of the mountain.
Speaker 6: She does not enjoy going to the gym.
Adapted from http://www.elllo.org/english/Mixer076/T090-Shape.htm
59

6.3 Skim this article about the benefits of exercising for students. Why is
physical activity important for students?
Physical Activity and Academic Performance
There are myriads of research studies that prove that students need to do
adequate physical activity not only to prevent obesity and obesity-related issues,
OM
but also to perform better academically. In 2017, the Health Department of
Columbia University, published research that states that physical activity can have
an impact on cognitive skills and attitudes, which are important components of
academic performance.
In 2016, this institution carried out an experiment that involved having students
.C
exercise for 20 minutes on treadmills or exercise bikes before starting their class.
Researchers noted a marked improvement in students’ ability to concentrate,
participate, and retain information during the class after they had exercised.
DD
Other scientific studies have shown that exercising can help relieve stress and
depression which students tend to
experience, especially in the first years in
college. The endorphins and serotonin
LA
released into the body after physical

exercises help improve mood, relieve tension
and will make life much easier for students,
even when the finals are knocking on the
FI
door. With a more positive attitude, students

are more likely to succeed and achieve their
goals. Also, by relieving the stress from all
the studying, the competition, the peer pressure and living by oneself, the risk of

stress- related problems is decreased.

Even though students may feel that they have no time to spare for performing
some sort of exercise, the benefits are so many that every student should consider
taking at least 30 minutes of their precious time 3 times a week to go to the gym, go
running, participate in a sports game, a Zumba class, do some weight lifting, do
yoga, Pilates or any other physical activities they enjoy. With regular exercise,
students will feel less stress, energized, with improved memory and cognitive
performance, plus they will stay fit and toned.
Adapted from: https://www.purdue.edu/newsroom/releases/2013/Q2/college-students-
working-out-at-campus-gyms-get-better-grades.html
60

6.4 Read the text again and decide whether the sentences below are
TRUE or FALSE. Justify the false ones.
1. Physical activity is a component of academic performance.
2. Exercising before classes helps students to concentrate more.
3. First year students release stress when they do physical

activity.
4. Endorphins and serotonin are brain chemicals responsible for
OM
people‟s depression.
5. Doing exercise three times a week can help students to
improve their academic performance.
LIVING LONGER
.C
DD
6.5 How much do you know about long life? Do the quiz and find out!
1. What‟s another word for “long life”?

A. longing
B. longevity
LA
C. longitude
2. How long did the world‟s oldest person live?

A. 122 years
B. 112 years
FI
C. 117 years
3. Which countries have the best diets for a long life?

A. China, USA, Germany

B. Japan, Greece, Italy

C. Canada, Brazil, France
6.6 What do you think contributes to a long life? Make a list.
6.7 Skim this article about different communities in which people live the
longest. In which places do people eat a lot of locally-grown food?
61

The Secrets of a Long Life

A long, healthy life is no accident. It depends on good genes and good habits.
Scientists who are interested in investigating what contributes to long life have been
focusing on groups living in several regions where longevity is the norm.
OM
A. Sardinians
.C
In a group of villages on the island of Sardinia, 91 of the 17,865 people born
between 1880 and 1900 lived to their 100th birthday, a rate more than twice as high
as the average for Italy.
DD
Why do they live so long? Lifestyle is part of the answer. The people work
hard on their farms and place great importance on family. Take 75-year-old
Sardinian Tonino Tola, for example. It is 11 am and Tonino has already milked four
cows, chopped wood and walked 6 km with his sheep. Taking a break, he sits down
LA
with his family to eat. Nutrition is a factor in Sardinians’ longevity. Their diets are
rich in fruits and vegetables, milk and dairy products, fish and some red wine, most
of which are produced on their own farms. Their genetic history also helps. Many of
them are related to the first Sardinians, who arrived in the area 11, 000 years ago.
FI
Genetic traits have become stronger over the years and favor longevity.
B. Residents of Loma Linda, California.

Marge Jetton is speeding down the motorway in her purple car. Marge, who

recently turned 101, is late for one of several volunteer commitments she has
today. Already this morning, she has eaten breakfast, walked 1.6 km, and lifted
weights.
Like many other residents of Loma Linda, Marge is a member of a religious
community that has always supported healthy living. It forbids smoking and drinking
alcohol, and discourages the consumption of most meat, rich foods and caffeinated
drinks as well as most spices. Instead, they enjoy beans, nuts, whole wheat bread,
soy milk, tomatoes and other fruits as well as five glasses of water a day. All of
these lower the risk of developing certain diseases. In addition, every Saturday,
62

they get together to socialize with each other and relieve stress. A study has
revealed that members of this community live four to ten years longer than other
Californians.
C. Okinawans
Ushi Okushima has just started a new job. Not long ago, she began wearing
perfume. Predictable behavior for a young woman, perhaps, but Ushi is 103.
With a life expectancy of 78 years for men and 86 years for women,
Okinawans are among the world’s longest-living people. They enjoy years free from
OM
illness, have very low rates of cancer and heart disease, and are less likely to
develop dementia. Their habit of consuming food grown on the island and eating in
moderation, ―eat until your stomach is 80 percent full,‖ may also contribute to their
longevity. Furthermore, many belong to a moai, a support network that provides
help. Ikigai may be another factor. The word means ―that which makes one’s life
.C
worth living‖ and it is different for everyone. ―My ikigai is right here‖, says Ushi as
she nods towards her friends. ―If they die, I will wonder why I am still alive.‖
DD
LA
FI
D. Ikarians

Socrates Xerolas parties hard and stays up past 2 every night. The amazing
thing is not that he does this in a remote mountain village, but that he does it at 103
years old.
On the Greek island of Ikaria, more than a third of the residents reach age 90.
They suffer less cancer and heart disease and, most surprisingly, none of the
dementia that afflicts other cultures. Long-living Ikarians observe about 150 days of
religious fasts a year, sleep late and nap daily. They eat mostly leafy greens,
potatoes and beans. But there is one unique factor that is not seen in other areas
where people live for a long time: the key ingredient to living longer is growing right
in their gardens. It is a selection of herbs used to make tea and they all have one
63

thing in common; they lower blood pressure, a major cause of heart disease and
dementia.
Adapted from: Healan, A. and Gormley, K (2014). Close Up B1+. 2nd edition. New York:
Cengage.Learning
6.8 Read the article again to find which community (A-D) has the
following characteristics/ does these activities.
In which community…
OM
do women live longer than men? 1.___
doesn‟t their religion allow them to eat some things? 2.___
is the role of genes important? 3.___
do they drink a special tea that fights disease? 4.___
do they go to weekly meetings? 5.___
do the oldest people live? 6.___ 7.___
.C
do they sleep in the daytime?
were they born in a specific twenty-year period?
do they get together to help or support each other ?
8.___
9.___
10.___ 11.___
DD
do they mainly work outdoors? 12.___
6.6 Try to complete these sentences without reading the article. Compare
your answers in pairs. Read the article again and check your
sentences.
LA
1. Sardinias eat _______________________________________________ and

drink___________________________________________________________
Their genetic history is important because _____________________________
FI
2. Many residents of Loma Linda belong to a___________________________

These groups encourage __________________________________________

and they forbid __________________________________________________

Once a week, they _______________________________________________
3. Okinawans are one of the _______________________________________

They have _______________________________________. They consume
________________. They belong to a _______________________ and their
friends or _____________________ are _____________________________
64

4. Ikarians suffer less____________________________; none of them suffer
from ____________. They fast ____________________________, sleep
____________ and eat__________________________. They drink a
homemade tea that ______________________________________
6.9 Work in pairs and take turns at being the teacher and the student.
OM
Student A (teacher): Ask three of the following questions and take down notes on
your classmate’s answers. Focus on clarity, accuracy and vocabulary. Use the
checklist below to give peer-feedback.
Student B (student): Answer the questions in full trying to use as many specific
.C
words and expressions as possible. Then listen attentively to your classmate’s
feedback.
DD
How healthy are you?
What do you do to stay healthy?
Do you exercise regularly? What do you do to stay physically active?
LA
Do you agree with the information in the article

Physical Activity and Academic Performance ? Why (not)
Do you have regular checkups? Why (not)?
FI
When did you last come down with something?

Did you get over it quickly?
What do you think you should cut down on, or cut out?

What kind of convenience food would you really hate giving up?
Do you think that people these days are healthier than they used to be?
What helps people live longer? In your answer, make specific reference to the
article The Secrets of a Long Life.
6.10 Considering your classmate’s performance, fill in the following chart.
65

Peer Feedback on Oral Work
Did your classmate... Yes/No Suggestions
answer each of the
questions in a fluent and
organised way?
put ideas across clearly?
keep closely to the task?
work well to complete the
OM
task?
use a range of
vocabulary?
use correct grammar?
.C
use correct pronunciation?
6.11 Use the chart below to self-monitor the speaking strategies you have
DD
used to carry out the previous task. Which strategies have you begun
to use? Which strategies are becoming automatic? Can you add any
other to the list?
Strategies Oral task:

LA
Staying Healthy
I organize the answer to the questions in an
outline.
I write down the main words/ideas I want to
express so that I don‟t forget them.
FI
I try to use words, expressions and structures I

have read/listened to previously.
I paraphrase words or expressions I don‟t

know.
I listen to my classmate‟s peer-feedback.
If I don‟t understand the question the speaker
is asking, I ask for repetition.
If I don‟t understand the question the speaker
is asking, I try to guess it intelligently.
Other strategies:
66

6.12 CLOZE: Read the text below and decide which word A, B, C or D best
fits each space.
Staying Healthy
Keeping fit and staying healthy have become a growing industry. 1.______
apart from the amount of money spent each year on doctors‟ 2.______ and
approved medical treatment, huge sums are now spent on health foods and
3.______ of various kinds, from vitamin pills to mineral water, not to mention
health clubs and keep-fit 4.______ and videos. We are more concerned than
OM
ever, it seems, 5.______ the water we drink and the air we breathe, and are
smoking less, though not yet drinking less alcohol. This does not appear to
mean that 6.______ and sneezes have been banished, or that we can all
expect to live to a hundred. To give a personal example, one of my friends, who
is a keep-fit 7.______, a non-smoker and a teetotaller, and who is very
8.______ about what he eats, is at present languishing in bed with a wrist in
.C
9.______ and a badly sprained ankle. Part of his healthy 10.______ is to play
squash every day after work, and that 11.______ for the ankle. He also cycles
everywhere and, if you have ever tried to cycle through the rush-hour traffic with
DD
a sprained ankle, you will understand 12.______ he acquired the broken wrist.
For 13.______, it seems, is not just a matter of a good 14.______ and plenty of
exercise. Too much exercise can be harmful, as many joggers have discovered.
Eating the right food can easily become an obsession, as can overworking,
which you might have to do so as to be able to afford your 15.______ of the
LA
squash club, your mountain bike, your health food, and a few holidays in
peaceful and healthy places.
1 A poles B far C quite D so

FI
2 A prescriptions B surgeries C hospitals D payments

3 A medications B cure C drugs D remedies
4 A books B television C advice D enthusiasts
5 A than B about C for D hence

6 A colds B coughs C flu D fevers

7 A fanatic B follower C fad D person
8 A interested B varied C detailed D particular
9 A crutches B plaster C treatment D danger
10 A living B lifetime C lifestyle D liveliness
11 A is B caters C depends D accounts
12 A how B that C whenever D thus
13 A fit B this C health D all
14 A diet B eating C menu D recipe
15 A share B visit C membership D subscription
Adapted from Vince, M. (2001). Advanced language practice with key. Oxford: Macmillan
Heinemann. (p. 231-214)
67

6.13 ERROR CORRECTION: Read the text below and look carefully at
each line. Some of the lines are correct and some have a word which
should not be there. If a line is correct, put a tick by the number. If a
line has a word which should not be there, cross it out.
Sweet Dreams
1 How important is a good night‟s sleep? For those

2 unfortunate people who they suffer from insomnia,
3 eight hours‟ sleep is all they want to. If you spend the
OM
4 whole night desperately trying to be sleep, you
5 will feel terrible the next day. You will not
6 be efficient at the work, you may argue with
7 family and friends, and may even be prone to
8 accidents. In fact, insomnia is one of the more commonest
reasons for seeking for a doctor‟s advice. How can
.C
9
10 people beat about insomnia? Doctors can prescribe
11 sleeping pills, but for those who unwilling to resort to drugs,
12 there are such other solutions. Tea, coffee, alcohol and
DD
13 tobacco should to be avoided for two hours before
14 bedtime. A milky drink or herbal tea may help. A
15 few minutes‟ gentle exercise and followed by a hot bath
16 will help you relax. Another one method is simply to
17 distract yourself with pleasant thoughts until you drop off.
LA
Adapted from Evans, V. (1999). Practice exam papers 1. Newbury: Express Publishing. (p. 131)
6.14 CONDITIONALS AND WISHES: Rewrite the second sentence so that

FI
it has a similar meaning to the first sentence using the word given.
Do NOT change the word given. You can refer to Keynote (p.132, 162)
and Access to FCE (p.158-165) for help.

1. College students do not exercise enough; that is why some of them

cannot concentrate.
ABLE
_____________________________________________________________
2. When she was a student, Alice didn‟t exercise; therefore, she fell into
depression.
FALLEN
_____________________________________________________________
68

3. Peter‟s grandma regrets not having followed a healthier diet as
Okinawans do. She suffers from multiple health conditions.
ONLY
_____________________________________________________________
4. Imagine living to 100! Which long-living community would you like to live
in?
SUPPOSING
_____________________________________________________________
OM
5. Socrates Xerolas‟ daughter, Ariadne, moved away from Ikaria when she
was 8. She did not fast regularly or followed a balanced diet. She
suffered the effects of cognitive decline and was hospitalized.
WOULDN‟T
_____________________________________________________________
.C
6. Tom‟s sister complains a lot about her weight yet she is not willing to
change her eating habits.
WOULD
DD
_____________________________________________________________
LA
6.15 Write a 200-word academic paragraph on ONE of the following

topics:
A. Excersing improves academic performance

FI
B. Changing some habits may help people to live longer
Brainstorm and narrow down the topic before writing. Use the information from
the previous activities and your own ideas. Try to include at least six specific
words and expressions.

Revise the qualities of a good topic sentence, supporting sentences and

concluding sentence and organize your ideas in an outline. Remember that
you cannot use the topic given as the T.S. or title. Then, write the first draft
of your paragraph, edit it and hand in your first draft.
69

CONSOLIDATION
6.16 In the section Keeping Fit of the tab Unit 4: Food and Health in the
VLE, you will find:
 a reading activity with tips to be fit and healthy
 a video watching activity about one of the communities studied in this
section
OM
.C
Can you…
DD
 name 3 reasons why it is important to stay healthy?
 suggest 5 ways to be fit and healthy and explain them?
 describe what the different communities do to live longer?
LA
FI

70

INJURIES AND ILLNESSES

Main objectives  To learn about injuries and illnesses
 To learn about the causes and effects of stress
and how to cope with it
 To learn specific vocabulary related to health
problems
OM
Sections 1. Health problems
2. Common Illnesses
3. Stress
4. Consolidation
HEALTH PROBLEMS
.C
DD
7.1 In pairs, read the cartoon. What is the patient's problem? Can you
name other health problems?
LA
FI

Taken from http://slaplaughter.danoah.com/35-weird-wacky-or-kinda-gross-facts-you-probably-

didnt-know-about-the-human-body/sore-knee/
7.2 Find 10 words related to illnesses and injuries in this word search
puzzle. Have you ever suffered from any of these injuries and
illnesses? What happened?
71

OM
.C
find out the difference in meaning and use of these common words
related to injuries and illnesses and complete the sentences with the
DD
word in the correct form.
ailment – illness – disease – condition
1. A healthy diet and regular exercise can help prevent heart

LA
_______________.
2. Asthma can be a very frightening _______________, especially in a
child.
3. Don‟t worry, the doctor said it‟s a minor _______________.
4. The doctor asked if she had a history of any serious _______________.
FI
5. Measles is the most devastating of all the major childhood

_______________.
pain – ache (n, v) – hurt

6. She felt a sharp _______________ in her stomach.

7. These are just _______________ and _______________.
8. Greg was in a lot of _______________.
9. My head was _______________ dully.
10. My back _______________.
injury – wound
11. A local man suffered serious _______________ when his car went off
the road and ran into a tree.
72

12. She was taken to hospital with serious _______________.
13. Two drivers escaped _______________ when their vehicles collided.
14. The nurse changed the bandage on the _______________ every day.
15. It took several months for his _______________ to heal.
cut – scratch – bruise – graze
16. The knife splipped and cut my finger, but it‟s only a _______________.
17. I fell on ice, but only got a small _______________.
OM
18. She was unharmed apart from a few _______________ and
_______________.
19. She fell over and _______________ her knees.
20. That knife is extremely sharp! Mind you don‟t _______________
yourself!
.C sprain – strain – pull
21. I stumbled and _______________ my ankle.

DD
22. On cold days, you are more likely to _______________a muscle.
23. You will _______________ your eyes trying to read in this light.
24. He _______________ a calf muscle in the game and had to be replaced.
25. I fell down the steps and _______________ my wrist.
LA
Sentences taken from: Oxford Advanced Learner’s Dictionary (2000) and Longman dictionary of
contemporary English Onlinehttp://www.ldoceonline.com/
Culture note: In British and American English headache and stomachache are [C] (He had a
headache/stomachache). In British English stomachache can also be [U] (He had stomachache).
FI
While in British English backache, earache and toothache are [U] (He had backache/earache/
toothache), in American English they are [C] (He had a backache/ an earache/ a toothache)
Taken from: Oxford advanced learner’s Dictionary (2000)

7.4 COLLOCATIONS WITH ILLNESS and ILL: Look up the words illness
and ill in your monolingual dictionaries and find out their different
collocations. It may be useful to use the strategy grouping for this
activity.
7.5 PHRASAL VERBS RELATED TO ILLNESSES: These speakers all

have health problems that can be described using phrasal verbs or,
in the case of blocked up, an adjective based on a phrasal verb. What
problems do they have? Match the phrasal verbs (1-8) with the
correct meanings (a-h).
73

(1) I keep (3) I‟ve put my

throwing (2) I‟m fighting
shoulder out.
up! off a sore throat.
(5) I‟m coming/going

(4) My nose is
down with flu, too.
blocked up.
OM
(7) I can‟t (8) I‟ve
(6) My ankle has
shake off passed out a
swollen up.
this cold. couple of times
recently
.C
a. dislocated or injured by making a bone move from its usual place.
b. (informal) vomiting
c. become larger or rounder than usual
d. (adjective) filled so that you are unable to breathe normally.
DD
e. becoming ill, usually with a disease that is not very serious, e.g. the flu, a
cold.
f. became unconscious, fainted
g. trying hard to get rid of
h. get rid of
LA
7.6 Complete this text using particles from the previous exercise.
I feel as if I‟m coming (1).......... with the flu. I‟m fighting (2)..........a sore throat
FI
and my nose is constantly blocked-(3).......... my glands have

swollen(4)..........and, if I try to eat anything, I feel as if I‟m going to throw
(5)..........I wish I could shake it (6)..........as I have so much work to do. I can‟t
afford to be absent.

Adapted from : McCarthy, M. & F. O´Dell. (2004). English phrasal verbs in use. Cambridge:
CUP. (p. 116-117)
7.7 PREPOSITIONS: Complete each sentence with a suitable preposition.
1. I am afraid she is suffering ______ an incurable disease.

2. I was ______ agony all night with a headache.
3. I think you‟ve put ______ a lot of weight lately.
4. The effect of this drug will slowly wear ______
5. You really get ______ my nerves sometimes!
6. Is Coral being operated ______ tomorrow?
74

7. Harry went ______ with flu during his holiday.
8. Peter was treated ______ minor injuries and shock.
9. Don‟t worry. I‟ll take care ______ you myself.
10. I have a nasty pain ______ my leg.
Adapted from: Vince, M. (2001). First certificate language practice with key. Oxford: Macmillan
Heinemann. (p. 244)
COMMON ILLNESSES
OM
7.8 What common ailments and illnesses have you suffered from
recently? What are their symptoms? Skim this article about common
ailments experienced by students at Virginia State University. Do you
.C
agree with the listing? Why (not)?
COMMON COLD
DD
What is it?
The common cold is an upper respiratory infection caused by any one of over 300
viruses.
How do you catch it?
Cold viruses enter the body through contact with fluid from the eyes, nose or throat
LA
of an infected person. Confinement in a small space with many people promotes

cold transmission.
What are the symptoms?
Generally feeling "blah" or weak
FI
Runny or stuffy nose or sneezing

Headache
Head congestion

Fever
Cough (may linger 1-2 weeks after first symptoms appear)
SORE THROAT
What is it?
A sore throat is an inflammation of the throat caused by either viruses or bacteria.
How do you catch it?
The infection is spread by sharing drinks, kissing, sneezing, nose blowing, and by
contaminated objects passed from hand to mouth.
75

Symptoms can include:
Painful, red throat
Difficulty swallowing
Swollen tonsils
Pus
Headache
Fever
Feeling "blah"
Swollen lymph nodes ("glands")
OM
UPSTET STOMACH
What is it?
"Upset stomach" is the term used to describe those symptoms accompanying the
inflammation of the stomach or intestines. This inflammation, also known as
.C
gastroenteritis, can be caused by viruses, contaminated food, medications or
exposure to unfamiliar bacteria during travel.
DD
Nausea (with or without vomiting)
Stomach cramps (with or without diarrhea)
Loss of appetite
Feeling "blah" and weak
LA
Retrieved on 30/07/14 from http://www.vsu.edu/student-life/support-and-resources/health-

services/common-ailments.php
FI
7.9 Read the article again and highlight useful words and expressions
related to ailments and illnesses.

STRESS
7.10 Look at the following cartoon. Do you think that stress has an effect
on our bodies? What type of effects?
76

OM
https://www.pinterest.es/pin/467248530061189871/
7.11 You will watch a video from the National Geographic called Science
of Stress. As you watch, answer the following questions.
.C
Science of Stress
DD
LA
https://video.nationalgeographic.com/video/science-stress-sci
What are some of the sources of stress?

What are the different types of stress that the video mentions?
FI
What is the impact of these types of stress on the human body?

Can we learn ways to handle stress?
Is all stress considered to be bad for us?

7.12 In small groups, look at the picture and discuss the questions below.
77

OM
.C
DD
How do you feel when the exam period comes?
What do you do to cope with the exam pressure before the exam?
LA
What do you do to overcome exam stress during the actual exam?

Do you think that feeling a bit stressed before exams is positive? Why?
7.13 Now read the following article about exam stress to check if your
FI
answers to the previous questions are the same as the ones in the
article.
Coping With Exam Stress

As the examination period approaches, you may feel the pressure of the
exams getting to you. This is not surprising — in fact, it is quite normal to feel some
anxiety about exams. Most people find that a bit of pressure spurs us on and
enables us to get down to serious work.
Organise your revision time. Planning ahead will mean you can keep to a
sensible schedule. (Don't feel you have to spend every waking hour in the library.
Revising well means revising wisely and balancing work with exercise and
relaxation).
78

If you are feeling anxious, you may find it helpful to talk to your personal
tutor or course tutors. 1._____
As Roger Mead, Stress Management Consultant and General Secretary of
the International Stress Management Association states: "Stress is not about the
exam, but about what you think about the exam. People shouldn't see them as
monsters they can't escape. With the right preparation they're not too scary."
The Institute for Stress Management website also offers advice and further
suggestions which may help you deal with the pressure of exams. An extract from
this website is provided below:
OM
General Exam Stress-Busting Tips:
 Believe in yourself: You wouldn't have been given a place on the course if you
didn't have the ability to do it. 2._____
 Don't try to be perfect: It's great to succeed and reach for the stars. But keep
.C
things in balance. If you think that "anything less than A+ means I've failed", then
you are creating mountains of unnecessary stress for yourself. 3._____
DD
 Take steps to overcome problems: If you find you don't understand some of
your course material, getting stressed out won't help. 4._____
 Don't keep things bottled up: Confiding in someone you trust and who will be
supportive is a great way of alleviating stress and worry.
 Keep things in perspective: The exams might seem like the most crucial thing
LA
right now but, in the grander scheme of your whole life, they are only a small
part.
FI
Tips for the revision period:

 Leave plenty of time to revise so that you don't get into a situation of having to
do last minute cramming. 5._____
 Develop a timetable so that you can track and monitor your progress. Make sure

you allow time for fun and relaxation so that you avoid burning out.
 As soon as you notice your mind is losing concentration, take a short break. You
will then come back to your revision refreshed.
 Experiment with several alternative revision techniques so that revision is more
fun and your motivation to study is high.
 Don't drink too much coffee, tea and fizzy drinks; the caffeine will 'hype' you and
make your thinking less clear. 6._____
 Regular moderate exercise will boost your energy, clear your mind and
reduce any feelings of stress.
 Try out some yoga, tai chi or relaxation techniques. 7._____
79

Tips for the exam itself:
 Avoid panic. It's natural to feel some exam nerves prior to starting the exam, but
getting excessively nervous is counterproductive as you will not be able to think
as clearly.
 The quickest and most effective way of eliminating feelings of stress and panic is
to close your eyes and take several long, slow deep breaths. 8._____
Simultaneously you could give yourself some mental pep-talk by mentally
repeating "I am calm and relaxed" or "I know I will do fine".
 If your mind goes blank, don't panic! Panicking will just make it harder to recall
OM
information. Instead, focus on slow, deep breathing for about one minute.
9._____
 After the exam, don't spend endless time criticising yourself for where you think
you went wrong. Often our own self-assessment is far too harsh. Congratulate
yourself for the things you did right, learn from the bits where you know you
.C
could have done better, and then move on.
These tips were produced for ISMA by Dr Dawn Hamilton. If you wish to go into the
DD
subject in more detail, then you should read her excellent book Passing Exams - A
Guide for Maximum Success and Minimum Stress, published by Cassell, ISBN 0-
304-70489-X.
Text taken on 24 July 2013 from:
LA
http://www.humanities.manchester.ac.uk/studyskills/assessment_evaluation/assessment/exam_
stress.html
7.14 Read the article again. Choose from the sentences (A-J) the one
that best fits each gap (1-10) to complete the text. There is an extra
FI
sentence you do not need to use.
A. Instead, take action to address the problem directly by seeing your

course tutor or getting help from your classmates.

B. Therefore, if you prepare for the exams properly, you should do fine,
meaning that there is no need to worry excessively.
C. Talking to your friends and family will also help you keep things in
perspective.
D. They will help to keep you feeling calm and balanced, improve your
concentration levels and help you to sleep better.
E. Most young people today tend to do anything to get rid of stress by any
means possible: procrastinating, watching TV, surfing the internet, etc.
F. If you still can't remember the information, then move on to another
question and return to this question later.
G. This approach will help to boost your confidence and reduce any pre-
exam stress as you know you have prepared well.
80

H. Breathing in this way calms your whole nervous system.
I. Eat healthily and regularly; your brain will benefit from the nutrients.
J. Aim to do your best but recognize that none of us can be perfect all of
the time.
7.15 Complete the following chart with what you consider are the most
important effects and possible solutions to deal with exam stress
according to the text and your own personal experience.
EFFECTS feeling anxious
OM
POSSIBLE
SOLUTIONS .C organising your revision time
DD
LA
FI
7.16 PHRASAL VERBS: Check the meaning of the phrasal verbs

underlined in the text.

7.17 SET EXRESSIONS: Check the meaning of the words in bold.
7.18 COLLOCATIONS. Considering the video and the text above, make a
collocation chart with typical adjectives and verbs that collocate with
the word “stress”. You can use a collocations dictionary to get help.
81

7.19 In pairs, discuss the following situation.
Student A: Tell your classmate how you feel / the symptoms you feel before /
during the exam.
Student B: Suggest to your classmate a possible course of action to overcome
OM
those feelings.
capitals at the end of each line to form a word that fits in the space in
.C
the same line.
What are the Symptons of Heart Disease?

DD
The typical symptoms of coronary artery disease are
associated chest pain with 1._______________ of breath. SHORT
Classically, the pain of angina is described as a pressure or
2._______________ behind the breast bone with radiation to HEAVY
LA
the jaw and down the arm accompanied by shortness of breath

and sweating. Unfortunately, angina has a variety of
presentations, and there may not even be specific chest pain.
There may be shoulder or backache, nausea, indigestion or
upper abdominal pain.
FI
Women, the elderly, and people with diabetes may have

different 3._______________ of pain or have no PERCEIVE
4._______________ at all. Instead, they may complain of COMFORT
malaise or fatigue.

Healthcare 5._______________ and patients may have PROVIDE

difficulty understanding each other when symptoms of angina
are described. Patients may experience pressure or
6._______________ but may deny any complaints of pain. TIGHT
People with coronary artery disease usually have gradual
7._______________ of their symptoms over time. As an artery PROGRESS
narrows over time, the symptoms that it causes may increase
in frequency and/or severity. Healthcare providers may inquire
about changes in exercise 8._______________ (How far can TOLERATE
you walk before getting symptoms? Is it to the mailbox? Up a
flight of stairs?) and whether there has been an acute change
82

in the symptoms.
Once again, patients may be 9._______________ until a SYMPTOM
heart attack occurs. Of course, some patients may also be in
10._______________ as to their symptoms and DENY
procrastinate in seeking care.
Adapted from: http://www.medicinenet.com/heart_disease/article.htm
7.21 REPORTED SPEECH: Rewrite the second sentence so that it has a

similar meaning to the first sentence using the word given. Do NOT
OM
change the word given. You can refer to Keynote (p.154) and Access
to FCE (p.134-143) for help.
1. "If I were you, I would exercise half an hour every day,” Anna said to
Tony.
ADVISED
.C
_____________________________________________________________
2. “Let‟s join a yoga class to relieve stress!” said Sally.

DD
SUGGESTED
_____________________________________________________________
3. “Don‟t add too much salt to your food or you will put on weight,” said
Mary to her friend.
WARNED
LA
_____________________________________________________________
4. “Please, control your anxiety,” said the doctor to her patient.

ASKED
FI
_____________________________________________________________
5. “What are the symptoms of psychological stress?” the patient asked

WANTED

_____________________________________________________________
CONSOLIDATION
7.22 In the section Injuries and Illnesses of the tab Unit 4: Food and
Health in the VLE, you will find:
 a vocabulary activity to revise key words related to injuries and illnesses
 an interactive listening activity about health problems at a hospital
83

 a listening activity with the tapescript of the video Stress Relief Tips and
Exercises (p.83)
 a link to the National Geographic site about common human diseases
OM
Can you…
 name 6 illnesses?
 mention commonly confused words related to illnesses and injuries and
explain their meanings?
.C
 say 5 collocations with “ill” and “illness”?
 describe 3 common ailments?
 mention 3 causes of stress?
 refer to 3 possible ways to relieve stress?
DD
LA
FI

84

TREATMENTS
 To learn about different treatments
Main objectives  To learn specific vocabulary related to
treatments
 To revise and self-monitor listening strategies
Sections 1. Different kinds of treatments
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2. At the doctor’s
3. Consolidation
DIFFERENT KINDS OF TREATMENTS
.C
8.1. In small groups, try to think of possible ways to successfully treat
the following health problems.
DD
Health problem Treatment
a headache
a broken leg
LA
the flu
diabetes
FI

8.2. MEDICINES: Label the following pictures of different medicines and

things you can use to treat illnesses and injuries.
1. 2. 3. 4.
85

5. 6. 7. 8. 9. 10.
11. 12.
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8.3. Complete the sentences with one of the words above.
1. She broke her leg a month ago and it's still in _______________ (AmE
in a cast).
2. She was back at work with her arm in a _______________.
.C
3. Take three vitamin _______________ daily after meals.
4. The medicine can be taken in tablet or _______________ form.
5. He was treated with penicillin _______________.
DD
6. Doctors always use a _______________ to listen to your heart and
breathing.
7. I always close my eyes when I put in_______________.
8. A _______________ (AmE Band-Aid) is a strip of sticky material used
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for covering small cuts or sores on your body.

9. After the accident, I spent 6 months on _______________.
10. If you have a temperature (AmE a fever), you should measure it
with a _______________.
11. Did you take your _______________?
FI
12. Wrap the _______________ around the wound to protect it.
Sentences taken from: Oxford learner’s dictionaries online

http://www.oxfordlearnersdictionaries.com/ and Collins Cobuildadvanced British English

learner’s dictionary http://www.collinsdictionary.com/dictionary/english-cobuild-learners
8.4. WORDS OFTEN CONFUSED: Use your monolingual dictionaries to

find the difference in meaning and use of the following words.
doctor’s office – medical practice – hospital

medicine – remedy
cure – heal – mend – recover – repair – solve
injection – vaccination
86

8.5 SET EXPRESSIONS: Read the following text, analyse the fixed
expressions in bold and mark the correct alternative in each pair in
the sentences below. Use your monolingual dictionaries to check the
meaning of the fixed expressions. Don’t forget that, when you look
up an idiomatic expression, you need to look for the first noun, verb,
adjective, or adverb of the set expression. For example, if you want
to find out the meaning of feel your age, look up the verb feel and
then look for the set expression in the same entry.
Example:
feel /‟fi:l/ v. past tense and past participle felt /felt/
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(15) feel your age: to realize that you are not as young or active as you
used to be.
Looking at his son made him feel his age.
George was (1) feeling his age. He hadn‟t (2) felt himself for a while and
.C
he was (3) off his food, which was unusual for him. He went to see his
doctor, who said he was (4) run down and needed a rest. The doctor told
DD
George to take a holiday and (5) recharge his batteries. He also said
George needed to change his lifestyle, stop smoking and take more exercise.
So George went to the south of France for three months, and when he got back,
he was (6) in good shape. His doctor gave him (7) a clean bill of health.
That was 20 years ago. George is (8) still going strong today.
LA
1. George was middle–aged/very old when he went to the doctor‟s.

2. He went to the doctor‟s because he felt different/unwell.
3. Also, he had no more food/didn’t want to eat.
FI
4. The doctor said he was very tired/had run too much.

5. The doctor told George to get back his energy/get a new battery.
6. When George got back from holiday, he had a good figure/was
physically fit.

7. His doctor said he was clean/healthy.

8. Today George is fit and healthy/strong.
Adapted from: Bell, J. & Gower, R. (2003). First certificate expert. Coursebook. Essex:
Longman. (p. 162)
87

AT THE DOCTOR’S
8.6. Listen to this conversation at a doctor’s office and answer the

following questions.
1. What problem does the patient have?
2. What are the symptoms?
3. What health problem does the doctor think the patient has? Why?
4. What solution to ease the pain does the doctor suggest?
OM
8.7. Listen to the conversation again and fill in the gaps with the exact
words the doctor or the patient use. The compensatory strategies
predicting and making intelligent guesses can be very useful for this
activity!
.C
Doctor: Good morning. Please, have a seat here. What's the problem?
Patient: I have a (1)_______________.
D: Do you have diarrhea?
DD
P: Yes, I do.
D: Do you have any other (2)_______________?
P: Yes, I feel (3)_______________.
D: You mean you feel (4)_______________?
LA
P: That's right. I feel like vomiting. And right now I feel (5)_______________, too.
D: When did the symptoms (6)_______________?
P: This morning. Yesterday evening I ate something (7)_______________.
D: All right. Please take off your clothes to the (8)_______________ and lie down
FI
there. ... Just let me see if it hurts when I do this.

P: It doesn't hurt. ... Ouch. It hurts there.
D: Okay. Let's hope it's just (9)_______________, but we'll need to run some
diagnostic tests to be sure. We'll run a (10)_______________ and we'll also need a

urine (11)_______________.
P: Can you give me something for the time being?
D: Yes, I'll give you a (12)______________________________.
Retrieved on 31/07/2014 from http://www.audioenglish.org/english-

learning/english_dialogue_doctor_2.htm
88

8.8. ROLE PLAY: Think of a health problem and act out a similar dialogue
with a classmate.
8.9 REVISION OF SENTENCE TRANSFORMATION: Complete the second

sentence so that it has a similar meaning to the first sentence using
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the word given. Do not change the word given.
1. It‟s a year since I started to suffer from deep depression. [PRESENT

TENSES]
BEEN
_____________________________________________________________
AGO
.C
2. How long is it since you bruised your knuckles? [PAST TENSES]
_____________________________________________________________
DD
3. The exercise routine she is performing will be finished by two o‟clock.
[FUTURE TENSES]
HAVE
_____________________________________________________________
LA
4. I‟ll leave the aspirin tablet at hand so that you can take one if you have a
headache again. [0/1st CONDITIONAL SENTENCES]
CASE
_____________________________________________________________
FI
5. He was so worried about his cold that he called the doctor but it was not
necessary to do so. [MODALS]
NEEDN‟T

_____________________________________________________________
6. She asked a nutritionist to write a diet plan for her. [PASSIVE

VOICE/CAUSATIVE HAVE]
SUCH
_____________________________________________________________
7. The pavement was so slippery that she fell and broke her knee.
[ADJECTIVES AND ADVERBS]
SUCH
_____________________________________________________________
89

8. Would you like some tea? [C,U]
A
__________________________________________________________
9. “Have you ever been on a diet before?” the doctor asked Tom.
[REPORTED SPEECH]
ASKED
__________________________________________________________
OM
10. I regret overindulging in sweets. [CONDITIONAL AND WISHES]
WISH
_____________________________________________________________
CONSOLIDATION
.C
DD
8.9. In the section Treatments of the tab Unit 4: Food and Health in the
VLE, you will find:
 a vocabulary activity to revise key words related to treatments
 a listening activity related to cold remedies
 a reading activity about conventional and alternative medicine
LA

FI
8.10. Revise what you have learned in this section and try to answer the
Can you…

 name 6 medicines or things used to treat illnesses or injuries ?

 mention commonly confused words related to illnesses and injuries and
explain their meanings?
 make an appointment at the doctor‟s?
 have a conversation at the doctor‟s?
90

BIBLIOGRAPHY
Books consulted
Acklam, R. & Crace, A. (2008). Premium B2 level. Harlow: Pearson Education

Limited
Bell, J. & Gower, R. (2008). First certificate expert. Coursebook. Harlow:
Pearson Longman.
Dummett, P., Stephenson, H. & Lansford, L. (2016). Keynote Intermediate.
Hampshire: Cengage Learning.
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Evans, V. (1999). Practice exam papers 1. Newbury: Express Publishing.
Evans, V. (2001). FCE Use of English. Newbury: Express Publishing.
Evans, V. (2006). Upstream Intermediate. Newbury: Express Publishing. First
certificate in English handbook. (2001). Cambridge: UCLES.
Harmer, J. (2007). Just right intermediate. Student’s Book. London: Marshall
.C
Cavendish Education.
Healan, A. & Gormley, K (2014). Close Up B1+. New York: Cengage Learning.
Harrison, M. & Kerr, R. (1996). First Certificate practice tests. Oxford: OUP.
McCarhty, M. & O‟Dell, F. (20049. English phrasal verbs in use. Cambridge:
DD
CUP.
Oxford, R. (1990). Language learning strategies. Boston: Heinle & Heinle
Publishers.
Parsalis, J. & Stephens, N. (2002). Access to FCE. Oxford: New Editions.
Vince, M. (2001). First certificate language practice with key. Oxford: Macmillan
LA
Heinemann.
Dictionaries consulted
FI
Collins Cobuild advanced British English learner’s dictionary

http://www.collinsdictionary.com/dictionary/english-cobuild-learners
Collins dictionaries
http://www.collinsdictionary.com/

Longman dictionary of contemporary English Online

http://www.ldoceonline.com/
MacMillan dictionary
http://www.macmillandictionary.com/
Oxford learner’s dictionaries online
http://www.oxfordlearnersdictionaries.com/
McIntosh, C. (ed.). (2009). Oxford collocations dictionary for students of
English. Oxford: OUP.
Parsalis, J. & Stephens, N. (2002). Access to FCE. Oxford: New Editions.
Sinclair, J. (ed.). (2002). Collins Cobuild phrasal verbs dictionary. Glasgow:
HarperCollins Publishers Limited.
91

Summers, D. (ed.). (1998). Longman dictionary of English language and
culture. Harlow: Pearson Education Limited.
Wehmeier, S. (ed.) (2000). Oxford advanced learner’s dictionary. Oxford: OUP:
Websites consulted
The Food Pyramid:

https://www.cnpp.usda.gov/sites/default/files/archived_projects/FGPPam
phlet.pdf
OM
Shopping trolley memory game:
http://www.teachingenglish.org.uk/language-assistant/games/i-went-
shops
Food: How Altered?:
https://www.nationalgeographic.com/environment/global-warming/food-
.C
how-altered/
National drinks:
http://www.mydestination.com/travel-articles/721239/top-50-national-
drinks
DD
How to Make Tomato Sauce:
https://www.youtube.com/watch?v=_3c4xYl-o2o
Making Choices: Ethics and Vegetarianism:
https://www.peta.org/issues/animals-used-for-food/animals-used-food-
factsheets/vegetarianism-environment/
LA
https://www.youngveggie.org/resources/teachers
Why I'm a Weekday Vegetarian:
https://www.ted.com/talks/graham_hill_weekday_vegetarian/transcript
Thanksgiving Day:
FI
http://alicewwong.wordpress.com/2009/11/22/a-thanksgiving-feast/
Advantages and Disadvantages of Healthy Food Vs Junk Food:
https://www.livestrong.com/article/410164-advantages-disadvantages-of-
healthy-food-vs-junk-food/

The Heart Attack Grill:

http://www.hrp.org.uk/, http://www.english-heritage.org.uk/ and
https://www.nationaltrust.org.uk/
How Junk Food Affects Children:
http://healthyeating.sfgate.com/junk-food-affects-children-5985.html
Health Idioms:
http://www.natcorp.ox.ac.uk/
Quotes on Health:
http://www.brainyquote.com/quotes/topics/topic_health.html
Why Is the Medical Symbol a Snake on a Stick?:
http://www.livescience.com/33104-why-is-the-medical-symbol-a-snake-on-
a-stick.html
92

Hippocrates Biography:
http://www.pbs.org/wgbh/nova/body/hippocratic-oath-today.html
Physical Activity and Academic Performance:
https://www.purdue.edu/newsroom/releases/2013/Q2/college-students-
working-out-at-campus-gyms-get-better-grades.html
Coping with Exam Stress:
http://www.humanities.manchester.ac.uk/studyskills/assessment_evaluatio
n/assessment/exam_stress.html
Common Ailments:
http://www.vsu.edu/student-life/support-and-resources/health-
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services/common-ailments.php
Heart Disease:
http://www.medicinenet.com/heart_disease/article.htm
At the Doctor‟s:
http://www.audioenglish.org/english-
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learning/english_dialogue_doctor_2.htm
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LA
FI

93

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INJURIES AND ILLNESSES ................................................................... 71

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This handbook is an attempt to provide students of English Language I with

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Main objectives  To learn about food groups, GM food and

You Find a classmate with

the same answer

/have for lunch?

/drink when going out?

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Semantic mapping is a memory strategy that will help you store

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1.3 In small groups, try to answer the following questions:

The Food Pyramid

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.C Retrieved and adapted on 04/07/2018 from:

diagrams have been suggested worldwide which stress eating fruit

chicken orange juice soy minced beef

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1.7 WORDS OFTEN CONFUSED: Use your monolingual dictionaries to

find the difference in meaning among the following often confused

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fish - cake - chocolate

1.9 QUANTIFIERS: Use your monolingual dictionaries to find the

crisps, carrots, apple, lettuce:

mashed potato, yoghurt, milk:

1. a piece of cake a. a problem, situation, etc. that is

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1. The new iPod is apparently___________________.

Meanings and sentences taken from: Cambridge Learner’s dictionary

1.12 SHOPPING TROLLEY MEMORY GAME: Read the instructions to play

this memory game and play it with a classmate. Have fun!

Adapted from: http://www.teachingenglish.org.uk/language-assistant/games/i-went-shops

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and animal DNA. Genetic engineering —a field of promise and a subject of

cornucopia: tomatoes and broccoli bursting with cancer-fighting chemicals and

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Sachs, a spokesperson for Monsanto, a leading developer of biotech products:

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1.15 Do you think it would be a mistake to endorse this new technology?

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1.16 In pairs, discuss the following questions.

Do you like cooking?

2. To make tea you need ……………………………………

3. The English have been making tea for ……………………………………

7. To get a superb infusion, you can …………………………………… the tea

Adapted from: First Certificate in English handbook. UCLES (2001)

Taken from: http://www.mydestination.com/travel-articles/721239/top-50-national-drinks

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capitals to form a word that fits the corresponding space.

The Art of Cooking

1._______________ is not only a part of everyday life, but COOK

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Try these useful activities to consolidate this section of the unit!

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Main objectives  To learn about vegetarianism and veganism

VEGETERIANISM AND VEGANISM