Buying and Selling: 6a The Food We Eat
Buying and Selling: 6a The Food We Eat
Buying and Selling: 6a The Food We Eat
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Teacher’s notes Module 6
Students could discuss the questions in pairs or small groups. You may want to point out to students that there are two
As feedback, ask a few students to share their answers with variations of the Summary completion task: they may be
the class. asked to select words from the passage or there may be a
list of answers to choose from.
B
Reading pp. 88–89
2d You may want to do the first item as an example with the
Lesson objectives: to practise understanding class. Ask students to continue individually and then check
paraphrasing; to practise a Summary completion task answers in pairs before class feedback. Point out that
in paraphrases, there will be different types of changes:
Warm-up changes to vocabulary (i.e. a different word), changes to
the form of a word (e.g. from a noun to a verb), changes to
Elicit the names of different places to buy food, e.g.
the overall structure of the sentence. You could give them
supermarket, butcher, bakery, fishmonger, greengrocer.
examples of these using the sentences in this exercise.
Divide students into small groups and give them 5 minutes
to discuss where they do their shopping and why. Then ask 1 the population of the world … 25 percent
a few students to share their answers with the class. 2 We must, therefore, change … a population of this size.
3 She even worries … familiar to us.
1 Ask students to discuss the questions in pairs and then 4 consumers have no idea what they are eating
get feedback from the class. You could bring in some food
5 She prefers to cook … natural food.
items so students can explore the information on the labels.
6 The answer must be … scientists are developing.
2 Suggested answers: information about what is in the product
3 Give students plenty of time (6–8 minutes) to find the
(the ingredients), calories, where the product comes from, a use-
answers. During feedback, check that they are clear on
by date, how to use the product
exactly which words/parts of the passage are relevant.
2a Give students 2–3 minutes to read the passage and elicit 1 the first sentence of the second paragraph; because of the link
the answer.
between (a) ‘business people’ and ‘companies’ and (b) ‘putting
B money into’ and ‘investing’
2 unusual new ways of producing food
2b Give students 2–3 minutes to do this individually and then 3 people or organisations of some kind
check in pairs. During feedback, ensure students justify
4 governments (NB: a plural noun)
their answers according to the passage.
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4 Ask students to do this exercise individually and then 1 Where are you going to have lunch tomorrow?
compare answers in pairs before class feedback.
2 Who is going to cook your evening meal tonight?
2 a place of some kind 3 some kind of substance 3 Are you going to eat out this weekend?
4 some kind of food produce 5 places or organisations 4 Are you going to cook any meals this week?
6 a problem 5 Is it going to be easier or more difficult to eat healthily in the
future?
6 Are you going to have a coffee after class?
Expert IELTS 7 Are we going to have more choice of food in the future?
Identifying parts of speech is an essential skill for IELTS. It 8 Are food prices going to go up or down this year?
is useful for many of the Reading and Listening tasks such
as Summary completion, Note completion and Diagram 4 Go through the example with students, and point out that
completion. In addition, it will improve the accuracy of there is more than one possible answer for each question.
students’ writing and speaking. Students could do the exercise individually or in pairs.
Suggested answers
5 Give students 10 minutes for the test task. Ask them to
2 I’m going to grow my own vegetables.
compare answers in pairs before class feedback.
3 I’m going to stop eating meat.
2 lab 3 proteins 4 eggs 5 institutions 6 shortages 4 I’m going to ask my doctor for advice.
5 I’m going to do a cookery course.
6 Ask students to discuss the questions in pairs and then get 6 I’m going to find the recipe.
some feedback from the class.
7 I’m going to look online.
7 Students could discuss the questions in groups or you 8 I’m going to have a meal in a Thai restaurant.
could do this as a class discussion.
Student’s Resource Book > Reading pages 56–57 5 Draw students’ attention to the examples and then divide
MyEnglishLab > 6a Reading them into pairs for this exercise. As feedback, ask a few
students to share their plans with the class.
Language development p. 90 Student’s Resource Book > Language development page 58
MyEnglishLab > 6a Language development
Lesson objective: to practise be going to for intentions
and predictions Vocabulary p. 91
1 am not going to eat 2 am going to cook 3 isn’t going to be 2 Ask students to use their dictionaries for this exercise.
4 are going to have to 5 am going to buy 6 is going to drink
During feedback you could ask students to give examples
of foods with each of the flavours in italics.
7 are going to try 8 am going to go 9 aren’t going to shop
10 am going to stop 1 savoury, sweet 2 sour 3 salty 4 sweet 5 bitter 6 spicy
3a–b Ask students to write their questions individually, then 3a You may want to do the first item as an example with
check as a class before they ask and answer in their pairs. the class. Students can then continue individually, using a
Monitor as they are speaking, and make notes of any dictionary if necessary, and check answers in pairs before
errors for brief class feedback afterwards. class feedback.
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1 A fast, B fattening 2 A junk, B takeaway 2c You could do this as a whole class, checking answers as
you go. If possible, project the text onto the board and
3 A processed, B fresh 4 A home-cooked, B ready-made
draw lines between the underlined words and the nouns
5 A organic, B nutritious
they refer to.
3b Divide students into pairs to talk about their eating habits,
1 drink 2 snack bars 3 vitamins 4 the energy drinks
then get brief feedback from the class.
5 ready-made low-fat meals
4 Students could do this individually or in pairs. Point out
that it is important that they focus on the context to help 3a Divide students into pairs to discuss the question, then
them decide which word is not possible. elicit the answer.
5 Check that students know the meaning of the words in 3b Get students to compare their answers in pairs before
the box, and drill their pronunciation. Then ask students class feedback.
to do the exercise individually and check answers in pairs
before class feedback. 1E 2C 3A 4F 5B
1 calories 2 appetite 3 hunger 4 snack 5 meal 6 thirst 4 Students could review the audio script in pairs or, in
7 main course 8 dessert 9 ingredients 10 dish
stronger classes, you could ask them to work individually.
1 Check that students understand the words in the list Lesson objective: to introduce language for expressing
before they begin. They could then discuss the questions doubt; to practise a Part 3 task
in pairs or small groups.
Warm-up
2a Divide students into pairs and ask them to discuss what
phrases or what type of information they think could Ask students to think of their favourite dish from their
go in the gaps. After playing the recording and checking country. Give them 2–3 minutes to make some notes on
answers, ask pairs if any of their guesses were correct. the following: the ingredients for the dish, how to prepare
it, when people eat it, if it is popular, if it is healthy. Then
1 Did you say 2 Why don’t you 3 You’re right divide students into small groups to share their information
4 There’s just one other thing 5 I’m not sure for 6–8 minutes. As feedback, ask a few students to report
back on a dish they learnt about from another student in
2b This exercise could be done as a whole class.
their group.
1C 2D 3A 4E 5B
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1 Divide students into groups to discuss the questions, then 1a Check that students understand locally grown food and ask
get brief feedback from the class. In a multicultural class, them to complete the exercise individually.
you may want to spend more time in feedback, so that
a student from each country has the opportunity to give Suggested answers
their answers. People should only buy locally grown food; it is better for
individuals and society. To what extent do you agree with this
2a–b After checking answers to both exercises, encourage
students to record the phrases from Exercise 2b in their statement?
notebooks. B
2a The man comes from Greece. He says the country is famous for 1b Give students 2 minutes to read the essay and answer the
olives and olive oil, as well as feta cheese and Greek salad. question, then elicit the answer.
2b 1 not sure but 2 suppose 3 could be wrong 4 difficult to say The writer agrees with the statement.
5 can’t say for sure
2a–b Check that students remember what a topic sentence
2c Give students 2 minutes to think about their answers, is and clarify if necessary. Ask them to do both exercises
then put them in pairs to do the exercise. Monitor and individually, then check answers as a class. If possible,
check students’ use of the phrases. As feedback, ask one project the model answer onto the board, highlighting
or two pairs to share their responses with the class. the answers.
3a After checking answers with the class, you could ask
students to think of more words with silent letters or give 2a 1 the first sentence 2 They explain the idea in the topic
them some examples such as climb, design, receipt, knee. sentence. 3 yes (examples of advantages: they taste better, they
have all the natural vitamins and nutrients we need; strawberries are
The letters in bold are all silent, i.e. we do not pronounce them. given as an example of food we cannot eat at all times of the year)
2b A 1 B 3 C 2 D 4
3b–c For Exercise 3b, you could ask students to try to
identify the silent consonants before they listen, then play 2c Check that students understand nutrients, limited and
the recording for them to check their answers. When varied. Ask them to compare answers in pairs before
doing Exercise 3c, encourage them to correct each other’s checking with the class. During feedback, ask them to
pronunciation. explain what helped them decide on the order.
1 should, knives, scissors 2 Who, talk, Wednesday 1C 2B 3D 4A
3 knee, climbing, autumn 4 know, write, listening
5 honest, half, answers, wrong 3a Give students 3–4 minutes to do this individually, then
check answers with the class.
4 Check that students understand typical before they begin.
Divide them into pairs to ask and answer the questions, for instance, for example, like, such as
and encourage them to record their answers if possible.
3b You may want to do the first item as an example with the
5 Keep students in the same pairs to analyse their class. Point out that two versions are possible: one with
performance, using their recordings if they have them. the example included in the same sentence and one with
the example in a new sentence. Elicit two examples for
Extra! question 1, then ask students to continue individually.
Divide students into pairs and ask them to write three Suggested answers
more questions on the topic of food. Ensure both students 1 Many countries export food such as fruit, vegetables, meat and
write down the questions. Then put them into different dairy.
pairs to ask and answer their questions. 2 Exporting food is important for the economies of some countries.
To give an example, Brazil exports coffee all over the world.
MyEnglishLab > 6a Speaking
3 Green vegetables like spinach and peas are full of vitamins and
other nutrients.
Writing p. 94 4 The farm sells dairy products such as cheese and yoghurt.
Lesson objectives: to practise basic paragraph 4 Go through the list of key points with students before they
structure for a Task 2 essay; to practise language for begin. Give them 10 minutes to write their paragraphs.
giving examples
Extra!
Warm-up
Divide students into pairs to discuss their paragraphs and
Write on the board: What are the advantages and
check that they have followed the instructions. You could
disadvantages of shopping in supermarkets? Divide students
ask them to rewrite their paragraphs for homework, based
into pairs and give them 3–5 minutes to make a list of ideas.
on their partner’s feedback.
Then join pairs together into groups of four to share their
ideas. After 4–6 minutes, get brief feedback from the class.
Student’s Resource Book > Writing page 60
MyEnglishLab > 6a Writing
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Language development p. 96
6b How we buy
Lesson objectives: to practise will for predictions,
Listening p. 95 offers and spontaneous decisions; to contrast will and
be going to
Lesson objective: to practise a Matching task
Warm-up
Warm-up
Write on the board: my next shopping trip. Ask students
Write on the board: food, accommodation, transport, to think about their next shopping trip and answer
leisure/entertainment, clothes, toiletries and check students these questions: What food will you buy? Will you go to a
know the meaning of the words. Ask them to rank the supermarket or smaller shops? When will you buy something for
items on the list in the order they spend money on them yourself ? What will you buy? Highlight that the questions are
per month, from highest to lowest. Then put students in asking about the future and tell students they are going to
small groups to compare their lists. After 4–6 minutes, get study structures to talk about the future in this lesson. Give
brief feedback from a few groups. students 5 minutes to discuss the questions in pairs or small
groups and then get brief feedback from the class.
1 Check that students understand stationery, greetings cards
and department store, and divide them into pairs to discuss 1a This could be done as a whole class. Refer students to the
the questions. After 3–4 minutes, ask a few students to Expert grammar section on will on page 188 before or
share their responses with the class. after this exercise.
2 Give pairs 2–4 minutes to discuss the questions, then
1B 2C 3A
check answers with the class.
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Vocabulary p. 97 Extra
Lesson objective: to develop vocabulary related to Ask students to write 100–150 words on their shopping
shopping habits using some of the vocabulary from this page. They
could do this in class or as homework.
Warm-up
Student’s Resource Book > Vocabulary page 63
Divide students into groups of three or four and ask them MyEnglishLab > 6b Vocabulary
to describe their favourite shop to each other. Give them
some possible areas to talk about, including why they like it, Reading pp. 98–99
what it sells, how often they shop there, the atmosphere in
the shop, etc. After 5–10 minutes get some feedback from Lesson objective: to practise a Summary completion
a couple of groups. task
1a Ask students to do this exercise individually, using
Warm-up
dictionaries if necessary. During feedback, you might
want to drill the pronunciation of the words, especially Write on the board: How has advertising changed over the
chemist’s and antique shop. last 50 years? and some prompts for students to think
about, e.g different media, changing views, trends, types
1H 2G 3F 4E 5A 6D 7B 8C of products. Divide students into groups to discuss the
1b Give students 3–4 minutes to discuss in their pairs, then question, then invite a few students to share their ideas
ask a few students to share their answers with the class. with the class. Write any useful vocabulary on the board
and ask students to record it in their notebooks.
2a Elicit or explain the meaning of the words in the box and
check that students can pronounce receipt correctly. Ask 1 Students could discuss the questions in pairs, small groups
them to complete the exercise individually, then check or as a whole class.
answers with the class.
2a Before students begin, check that they understand the
1 sales assistant 2 fitting room 3 receipt 4 bill 5 order meaning of convince. To help them, you could tell them
6 customers that increase is used as a noun in question 6. Ask them to
complete the exercise individually and then check answers
2b Students could do this exercise in small groups in order to in pairs before class feedback.
get a wider variety of views into the discussion. Elicit ideas
from different students as feedback. 1 customers 2 persuade 3 businesses 4 forms 5 family
6 growth
1 on 2 on 3 on 4 in 5 on 6 by 7 in 8 on 9 back 10 at
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Writing pp. 100–101 The answer to all the questions is yes. There are four clear
paragraphs: an introduction, two main body paragraphs and a
Lesson objectives: to practise sentence linking; to
conclusion. The student explains their opinion in the main body
practise writing a Task 2 essay
paragraphs and summarises it in the conclusion. There are clear
examples (introduced by phrases like such as and like). The
Warm-up
student also uses a range of linking words and phrases (underlined
Write consumerism on the board and elicit or explain its in the model answer).
meaning (the belief that it is good to buy and use a lot of
goods and services). Then write: Consumerism has more of 6a–b Ask students to do Exercise 6a individually, then divide
a positive effect on the world than a negative effect. Divide them into pairs to plan their essays in Exercise 6b. You
students into groups and give them 5 minutes to discuss the may want to ask a few students to share their plans as
statement. As feedback, draw a table with two columns on feedback.
the board, headed Positive effects and Negative effects, and 7 Refer students to the Test strategies on page 181. Then
elicit ideas from the class, writing them in the correct column. give them 25–30 minutes for the writing task (less than 40
Encourage students to record any useful vocabulary in their minutes, to remove time for understanding the question,
notebooks. planning and checking).
8 Students could do this individually or in pairs, checking
1 Give pairs 3–4 minutes to discuss the questions, then ask
each other’s essays. Ask them to copy the table from
a few students to share their answers with the class.
Exercise 5 in their notebooks and make notes.
2 Before doing this exercise, you could refer students to
the Expert writing section on page 205, which provides
a model of a Task 2 opinion essay. Students could then Extra!
complete this exercise individually or in pairs. If students do Exercises 7 and 8 in class, they could rewrite
their essays for homework, using their own or their
Suggested answers
partner’s notes from Exercise 8 to improve them.
Buying new things has too much importance in modern society.
To what extent do you agree with this statement? Student’s Resource Book > Writing page 64
Correct answer: B
3 Give students 2–3 minutes to read the essay and then Speaking p. 102
elicit the answer.
Lesson objectives: to introduce language for
The student agrees with the statement. expressing different degrees of certainty; to practise
improving lexical range; to practise a Part 3 task
4a–b Students could do these individually or in pairs. You
could write up the answers in a table on the board, for Warm-up
students to refer to when they do the writing task.
Write on the board: 1 People are too focused on material
(Answers to Exercise 4b are in italics.) things. 2 We should recycle more and produce less. 3 Shopping
Adding: in addition, also, as well as this, moreover is a good thing because it makes many people happy. Check
Showing result: then, as a result, therefore, so that students understand material things and give them
Showing contrast: although, even though, but, however, on the one 2 minutes to decide if they agree or disagree with the
hand … on the other hand statements and to note down some of their reasons. Then
Giving examples: such as, like, for instance, one example (of …) is … divide students into pairs to discuss their views. Ask a
Listing points: firstly, secondly, for a start, finally
couple of pairs to share their ideas with the class. You could
also ask students if they changed any of their views based
4c–d Ensure students do these individually so you can on what their partner said.
monitor and check their understanding. For Exercise 4d,
you could refer students to the exercises on paragraph 1 Divide students into pairs for this exercise and then get
structure (2a–2c) on page 94. brief feedback from the class. To introduce the concept of
expressing different degrees of certainty, you could draw
4c A for instance B of C then D but E addition students’ attention to definitely, possibly and probably, and
4d C, B, A, E, D ask them how they could change these words to match
how much they agree or disagree with each statement.
5 Divide students into pairs and go through the questions in
the table with them before they begin. If possible, project 2a Do this as a whole class. After checking answers, explain
the model answer onto the board during feedback, to to students that there are different degrees of certainty
highlight answers/examples. and different ways to express them, and that they will be
looking at one of them in this lesson.
1 advertising 2 She is very certain about the first answer, but not
so certain about her other two answers.
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2c It may be worth eliciting a couple of examples from 1 1 processed 2 nutritious 3 minerals 4 calories 5 weight
students for the first item. Then divide students into pairs 6 fresh 7 ready-made 8 fattening 9 carbohydrate
to continue with the rest of the items. As feedback, ask a 10 ingredients
few students to share their views with the class. 2 1 C, aren’t going to eat 2 E, ’m going to put on
3a–b Before students do Exercise 3a, elicit different ways 3 A, ’m going to make 4 F, isn’t going to have
of saying phrases 1–3. Then ask them to complete both 5 D, ’re going to go 6 B, ’s going to help
exercises individually, and check answers with the class. 3 1 receipt 2 sales/shop assistant 3 department store
Remind students of the importance of using a range of 4 florist’s 5 newsagent’s 6 fitting room 7 bill 8 chemist’s
vocabulary in the Speaking Paper. 4 1 on 2 in 3 afford 4 browse 5 at 6 on 7 second-hand
3a 1 all over the place, in every place 8 customers 9 back 10 order
2 are not (really) necessary, can do without 5 1 ’m going to finish 2 ’s going to cook 3 ’s going to take
3 laws, restrictions 4 ’ll probably go 5 ’m going to have 6 ’m going to go
3b 1 in my culture, where I live 7 ’m going to take 8 ’ll take 9 ’m going to start
2 in the coming years, in years to come 10 isn’t going to be 11 ’m going to visit 12 ’ll be able to
3 not be easy, be hard MyEnglishLab > Module Test 6
4 parts of the world, nations MyEnglishLab > Review Test 3
5 be different, not be the same
6 buy things, spend money on
Extra!
For homework, students could repeat the task in Exercise
4a, implementing the feedback from their partners.
Encourage them to record and listen to their answers, to
get a sense of how they improved.
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