UNIT 4

EAT, DRINK AND BE HAPPY!

COMMUNICATIVE OBJECTIVES

Speaking

Talking about quantity

Expressing purpose
Talking about familiarity
Talking about favourite foods

Listening

Listening to an interview about food and eating

Listening to an interview with a person who used to have an eating disorder

Reading

Reading an article about apples

Reading an article about drinking water

Writing

Writing a summary

82
CONTENTS

READING GRAMMAR VOCABULARY

Identifying key words in Articles (a, an, the, zero article) Food words and expressions
comprehension questions Quantifiers
Adjectives
Finding high-frequency words The gerund and the infinitive of
purpose
in a text
Be used to / get used to…

LISTENING SPEAKING WRITING

Using the speaker’s words Explaining the meaning of a Identifying the main ideas
when answering listening word before writing a summary
comprehension questions

Listening carefully to an
interviewer’s questions

INDEX
READING 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
COMPREHENSION CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
GRAMMAR 1: Articles (a, an, the, zero article) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
GRAMMAR PRACTICE 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
VOCABULARY BUILDING 1: Food words and expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
LISTENING 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
GRAMMAR 2: Quantifiers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
GRAMMAR PRACTICE 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
STOP AND SEND 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
READING 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
VOCABULARY BUILDING 2: Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
GRAMMAR 3: The gerund and the infinitive of purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
GRAMMAR PRACTICE 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
LISTENING 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
GRAMMAR 4: Be used to / get used to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
GRAMMAR PRACTICE 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
STOP AND SEND 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
SPEAKING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
WRITING: A summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
STOP AND SEND 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
EXAM PRACTICE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

83
UNIT 4
READING 1
Reading strategy: Before reading the text, read the comprehension questions
carefully. Identify the key words in each question. This will help you predict what
information to look for: a name, a number, a place, a reason etc. Then scan the
text for the relevant information.

1. Read the question and underline the Wh- word and the main content words. Then scan
the text for relevant information.

Why does the author consider the Dukan diet to be extreme?

An apple a day keeps the doctor away!

Everyone wants to live a long and healthy life. Testimony to this is the size of the health
food industry, which makes billions of dollars every year. People all over the world follow all
sorts of extreme diet plans, from the Dukan diet (where people eat mainly meat) to the artichoke
diet (where people eat mainly, you guessed it... artichokes!). They spend millions on tablets
and food supplements to lose weight, prevent illness, boost their energy levels, and live longer.
Some people endlessly search the internet in their hunt for the latest panacea: an elixir of life
that inevitably remains elusive. Others, more wary of the latest fads, turn to tried and tested
ways of staying fit and healthy.

Apples have been with us since time immemorial. They are one of the oldest cultivated
fruits in the world. Even Alexander the Great had a liking for them, back in 328 BC. And going
back further still, if one is to believe biblical stories, apples were with us at the very start of
human history, when Adam picked one to give to Eve as a sign of his love for her. This use of
the apple is apparent in Greek mythology too. The apple was given by Greek gods and goddesses
to symbolise their love for a person. These myths and legends perhaps explain why the expression
“the apple of my eye” refers to someone much loved. But apples have other benefits too.

It is known that the pectin in apples lowers LDL (“bad” cholesterol), which is a common
cause of heart problems. In fact, people who eat two apples every day may reduce their
cholesterol by as much as 16 percent. Another ingredient in apples, boron, strengthens bones.
One study showed that children with asthma who drank apple juice on a daily basis suffered
from fewer breathing difficulties than children who drank apple juice only once per month.
And the list goes on. A study at Cornell University found that the quercetin in apples may
protect brain cells from the kind of free radical damage that is believed to lead to Alzheimer’s
disease. According to another study, participants who ate the most apples had a 50 percent
lower risk of developing lung cancer than those who ate fewer apples. And to top it all, researchers
at the Chinese University of Hong Kong discovered that fruit flies which were fed an apple
extract lived 10% longer than other flies which were fed a normal diet.

Perhaps the elixir of life has been with us all the time: a simple, tasty apple!

84
 COMPREHENSION CHECK

1. Write answers to the questions.

1. Why does the author consider the Dukan diet to be extreme?

_____________________________________________________________________
2. What do people spend millions on?
_____________________________________________________________________
3. What do some people look for on the internet?
_____________________________________________________________________
4. Why do some people prefer traditional ways of staying healthy?
_____________________________________________________________________
5. Who from Greek history enjoyed apples?
_____________________________________________________________________
6. What did the apple symbolise in ancient times?
_____________________________________________________________________
7. What has eating apples been shown to reduce?
_____________________________________________________________________
8. How does drinking apple juice help children with asthma?
_____________________________________________________________________
9. What two other benefits does eating apples have?
_____________________________________________________________________
10. Why do scientists at the Chinese University of Hong Kong think eating apples may extend people’s
lives?
_____________________________________________________________________

2. Complete the sentences with the correct form of words from the text.

1. Eating too much is not h________.

2. When they want to lose weight, people usually go on a d________.
3. I s________ everywhere for my keys, and eventually I found them under the table.
4. In Spain, people usually p________ grapes in September or October.
5. The figure of Dracula is a m_______. He never actually existed.
6. I go for a run every morning as part of my d________ routine.
7. It is important to p________ young children from the effects of cigarette smoke.
8. Smoking can cause serious d________ to the lungs.

85
UNIT 4
GRAMMAR 1: Articles (a, an, the, zero article)

1. Match the rules to the examples.

We use a or an to refer to…

1. a single thing, or when we mention
something for the first time.
2. a class of people or things.

a) My uncle works as a greengrocer in the

main market.
b) There is a worm in my apple.

We use the…
3. when we refer to something for the second time.
4. when there is only one of something.
5. with countries that are groups of islands or states.
6. with superlatives.

c) I think I’ve swallowed the worm!

d) She was born in the USA.
e) This is the best apple I’ve ever eaten.
f) The Garden of Eden was full of apple trees.

We don’t use the article…

7. when we talk about people or things in general.
8. before the names of people, countries, or streets.
9. before the names of languages, sports or school subjects.
10. for certain public places (school, hospital, university, college, prison, etc)

g) She was taken to hospital after the accident.

h) Biology is my favourite subject.
i) Oranges and tangerines have a lot of vitamin C.
j) There is a great fruit shop in Cinnamon Street.

NOTE
We use an before words that start with a vowel sound: an apple, an orange.
Some words start with a vowel but not with a vowel sound: a university.

86
 GRAMMAR PRACTICE 1

1. Correct the mistakes in the following sentences.

1. People wouldn’t download free music if the CDs weren’t so expensive.

2. My mother is shop assistant in a department store and my dad works as nurse.
3. Before becoming Prime Minister, David Cameron was a MP.
4. I’d like to live in a old house in the country.
5. Do you drink an glass of hot milk before going to the bed?
6. I think Carla is brightest girl in her class.
7. Do you think the new government will raise taxes after elections?
8. Which is longer: the Amazon or Mississippi?
9. I found an one-pound coin on the seat of the taxi we took to the airport.
10. I would love to travel to North Pole in sleigh pulled by the huskies.

2. Complete the text with a, an, the or no article.

Pierre Dukan was working as (1) _____ family doctor in 1975 when (2) _____ obese person
came to his practice. At (3) _____ time, (4) _____ overweight people were told to follow low-
calorie diets and eat small meals. After years of research, Dukan created (5) _____ alternative
way to prevent (6) _____ patients from regaining (7) _____ weight they had lost while dieting. He
published his findings in a book that would become (8) _____ international bestseller: ‘I don’t
know how to lose weight’.

The Dukan Method proposes (9) _____ healthy eating plan that is based on (10) _____ list of
100 foods which are fundamental for (11) _____ human species, those eaten by (12) _____ primitive
man. His slogan for (13) _____ first phase of his plan is “eat as much as you can” from (14) _____
list of 100 foods. What comes as (15) _____ surprise to many dieters is that on (16) _____ list
there are 72 protein-rich foods like meat, and eggs, (17) _____ remaining 28 being fruit and
vegetables.

One morning in May 2000, (18) _____ woman from Quebec who had followed (19) _____
Dukan diet wrote (20) _____ message in (21) _____ forum expressing her happiness about losing
and stabilizing her weight. This resulted in (22) _____ community of (23) _____ happy women
supporters, who wanted to share their success with others. Carole Middleton introduced her
daughter Kate, now (24) _____ Duchess of Cambridge, to (25) _____ diet before her wedding to
(26) _____ Prince William. She lost two dress sizes! So if you are considering going on (27)
_____diet, this one might be worth (28) ____ try.

87
UNIT 4
VOCABULARY BUILDING 1: Food words and expressions
1. Match the words to a category. Use a dictionary to help, if necessary.

fish (F) meat (M) vegetable (V) fruit (FR) seafood (S) spice (SP)

1. broccoli ____ 8. banana ____ 15. cucumber ____ 22. pork ____
2. beef ____ 9. cauliflower ____ 16. peas ____ 23. ham ____
3. peach ____ 10. leek ____ 17. cinnamon ____ 24. cod ____
4. cabbage ____ 11. sardine ____ 18. shrimps ____ 25. dill ____
5. trout ____ 12. pear ____ 19. mutton ____ 26. veal ____
6. chicken ____ 13. lobster ____ 20. cumin ____
7. hake ____ 14. coriander ____ 21. cockles ____

2. Unscramble the words in these expressions.

1. a GAB of fruit _______ 9. a FOLA of bread _______

2. a RRABLE of beer _______
3. a TLTOBE of wine _______
4. a OWLB of fruit _______
5. a OXB of chocolates _______
6. a NAC of cola ________
7. a NOTCAR of milk _______
8. a JRA of honey _______
10. a LGE of chicken _______
11. a GUM of tea _______
12. a CKPTAE of biscuits ______
13. a IEEPC of apple ______
14. a ESLIC of ham ______
15. a NIT of beans ______
16. a UBT of ice-cream _______

3. Match phrases from columns A and B to make idioms for the definitions.
A B
1. something that is very easy the apple of the beans
2. very energetic a bad baked
3. to make a secret public as easy spilt milk
4. something or someone whom I love a lot to cry over apple cart
5. to regret something once it is too late full of nutshell
6. in a few words half my eye
7. a person who makes trouble in a egg
8. not well-thought out to spill as pie
9. to cause problems to upset the beans

LEARNER TIP Use a dictionary to find the meaning of new idiomatic expressions. Write
a translation to help you remember.

88
 LISTENING 1
Listening strategy: When answering comprehension questions about a listening, it is
OK to use the same words and expressions that the speakers use.

1. Listen to the interview with a health expert. Who or what is the expert’s
advice about?

(a) cows (c) pet dogs

(b) babies (d) pet cats

2. Listen again and answer the questions.

1. According to the interviewer, what is essential?

______________________________________________________
2. Is expensive food always the best?
______________________________________________________
3. What do you need to read before buying food?
______________________________________________________
4. What are the advantages of buying dry food?
______________________________________________________
5. What is the disadvantage of dry food?
______________________________________________________
6. What is one of the most common mistakes?
______________________________________________________
7. What are the two main reasons for being overweight?
______________________________________________________
8. What is the advantage of feeding twice a day?
______________________________________________________

3. Unscramble the sentences. Then listen to check.

1. keen everyone have you is to what hear to us tell

2. to great again here be
3. know how right you is which do one?
4. other keep are things in there mind to
5. real that problems to leads health

89
UNIT 4
GRAMMAR 2: Quantifiers
1. Study the examples and choose the correct option.
Are there any large supermarkets where you live?
There aren’t many brands of organic food.
Would you like some honey in your milk?

We normally use (1) some / any in positive

sentences and (2) some / any in questions and
negative sentences.
We often use (3) some / any in questions when
we expect people to say “Yes” (for example in
requests and offers).

NOTE:
The difference between somebody / anybody, someone / anyone, and something
/ anything is the same as the difference between some and any.

2. Study the examples and complete the rules with the words given.
There’s plenty of milk; we don’t need to get any.
There’s normally lots of sugar in soft drinks.
There’s supposed to be no caffeine in decaffeinated coffee.
Jessie needs to cut down on sweets. She eats too many.
There’s not enough flour for Mike’s birthday cake. Could you get some?

small quantities nothing large quantities more less correct

1. We use a lot of, lots of and plenty of for _______.

2. For _______, we use not many and a few with countable nouns and not much and a
little for uncountable nouns.
3. To say there is _______, we use not any and no.
4. We use too much or too many to express _______ than is desirable.
5. We use not enough for _______ than is desirable.
6. We use enough for the _______ quantity.

NOTE
Little and few are rather negative: they mean “not much / not many”.
A little and a few are more positive: their meaning is more like “some”.

90
 GRAMMAR PRACTICE 2
1. Choose the correct word in the sentences.

1. Is there (something / anything) I can do to help?

2. There isn’t (some / any) vinegar for the salad dressing but we can use (some / any) lemon juice.
3. Have you got (some / any) brothers and sisters?
4. Would you like (something / anything) to drink?
5. I haven’t done (some / any) revision for the exam so I hope it’s easy.
6. Is there (something / anything) you want me to bring to the party?

2. Rewrite the sentences using the words in brackets.

1. There’s a little milk in the fridge. (much)

____________________________________________________
2. We’ve got some raisins, but not many. (few)
____________________________________________________
3. There’s more cream than you will need. (plenty)
____________________________________________________
4. I hardly eat any bread. (very little)
____________________________________________________
5. There’s hardly any sugar left. (almost no)
____________________________________________________
6. There’s not much you can do to help. (very little)
____________________________________________________

3. Complete the gaps with few, a few, little or a little.

1. Would you like _______ more cake?

2. I know _______ words of German and I speak _______ French.

3. If you give me ______ time, I’ll help you solve the problem.

4. I have very ______ English friends so I never practise my English.

5. I can’t lend you any money. I’ve got very ______ left.

6. Would you like a chocolate? There are still ______ left in the box.

7. ______ people know that she used to be an actress.

91
UNIT 4
STOP AND SEND 1

1. Complete the names of the containers in the shopping list.

Shopping for today

4 __________ of milk

1 __________ of beans

4 __________ of coke

1 __________ of biscuits

1 __________ of washing powder

1 __________of strawberry jam

1 _________ of ice cream

2. Write a questionnaire to find out whether your friend has a balanced diet. Use the prompts
given.

1. How much water / drink / every day?

2. drink coffee? How much coffee / drink?

3. What / you / usually / have for breakfast? always / have breakfast before you leave the
house / morning?

4. what / favourite / vegetables?

5. how often / fast food? eat / lots of fatty foods? ever / eat / fish? How many times a week /
fish?

6. How many / types of fruit / eat? How often / eat meat? What / favourite / type of meat?

3. Write a short composition (about 100 words) for your class blog on the topic of food.
Choose ONE of the following topics:

– The best meal I’ve ever had

– My favourite types of food
– How to make the best Spanish omelette (or any other dish of your liking)

92
 READING 2

Reading strategy: Finding high-frequency content words in a text will give you vital clues
to its content.

1. Read the text quickly. What word is missing? _______________

You pay your money and you take your choice!

Whether we drink it from the tap or a bottle, ______ is essential to good health. We in developed
countries are lucky. Drinking tap ______ is quite safe and relatively inexpensive, although this
hasn’t stopped bottled ______ becoming the fastest-growing drink, generating billions in profits
for bottling companies every year. Even though bottled ______ is much more expensive, people
prefer it. So why do so many people choose to drink bottled ______? Some people drink it as an
alternative to other beverages; others drink it because they think it is safer than their tap ______.
Some people prefer buying bottled ______ because of its taste.
All our drinking ______ comes from similar sources, either from places we can see, such as
rivers and lakes, or from places we can’t see, such as underground aquifers. The taste and
quality of both bottled and tap ______ depend on where the ______ comes from, its natural
mineral content and how, or if, it is treated. Drinking ______ (both bottled and tap) can reasonably
be expected to contain at least small amounts of some contaminants. However, the presence of
contaminants does not necessarily indicate that the ______ poses a health risk. Minerals such
as magnesium and calcium give a distinctive flavour, and are essential to the body. Of course, at
high levels, these and other contaminants, such as pesticides, can cause adverse effects or
illness.
One of the key taste differences between tap and bottled ______ is due to how the ______ is
disinfected. Tap ______ may be disinfected with chlorine and chloramine, because they are
effective and inexpensive and they continue to disinfect as ______ travels through pipes to
homes and businesses. Bottled ______ is typically disinfected using ozone. Ozone is preferred
by bottlers, though it is more expensive than chlorine, because it does not leave a taste and
because bottlers do not need to worry about maintaining disinfectant in ______ sealed in a
container. Untreated ______, whether from a bottle or from a tap, will have the characteristic
taste of its source.

2. Mark the statements true or false, according to the article.

1. Bottled water is safer than tap water. T/F

2. Bottled water comes from different places than tap water. T/F
3. All water is contaminated to some extent. T/F
4. Bottled water tastes different because it has special additives. T/F
5. Water that is not treated often tastes of disinfectant. T/F

93
UNIT 4
VOCABULARY BUILDING 2: Adjectives
1. Add appropriate suffixes to the words to make adjectives. You will need to change the spelling
of some of the words.

-able -ible -ous -less -ful -ic -al -ive

1. achieve ______ 2. remark ______ 3. danger ______ 4. function ______

5. logic ______ 6. beauty ______ 7. care ______ 8. harm ______
9. courage ______ 10. acid ______ 11. attract ______ 12. controversy ______
13. invent ______ 14. persuade ______ 15. breath ______ 16. hope ______
17. ground ______ 18. taste ______ 19. peace ______ 20. disaster ______

2. Write the opposites of these adjectives.

1. clean: d_ _ _ _ 9. distant: c_ _ _ _
2. bad: g _ _ _ 10. great: t _ _ _ _ _ _ _
3. bright: d _ _ _ 11. honest: d _ _ _ _ _ _ _ _
4. clever: s _ _ _ _ _ 12. silent: n _ _ _ _
5. cold: h _ _ 13. simple: c _ _ _ _ _ _ _ _ _ _
6. common: r_ _ _ 14. strange: o _ _ _ _ _ _ _
7. deep: s_ _ _ _ _ _ 15. wide: n_ _ _ _ _
8. difficult: e_ _ _

3. Read the note, then mark the adjectives gradable (G) or non-gradable (NG).

- Most adjectives in English are gradable. This means we can qualify them with words like
very, quite and fairly, for example: very cold, quite hot, fairly wet.
- Some adjectives are non-gradable. To qualify these adjectives, we cannot use very, quite
and fairly. We have to use words like absolutely and really, for example: absolutely freezing.

1. furious _____ 2. angry _____ 3. scared _____ 4. terrified _____

5. happy _____ 6. overjoyed _____ 7. fresh _____ 8. stale _____
9. boiling _____ 10. huge _____ 11. beautiful _____ 12. gorgeous _____
13. tasty _____ 14. unbelievable _____ 15. delicious _____

94
GRAMMAR 3: The gerund and the infinitive of purpose
1. Match the uses to the examples.

We use the gerund…

1 as a noun. ____
2. after a preposition. ____
3. after certain verbs (enjoy, prefer,
fancy, finish, avoid, keep, mind, go,
feel like) ____
4. after certain expressions (can’t
stand, can’t help, it’s worth, there’s
no point in) ____

a) Many people prefer drinking bottled water.

b) My mum is thinking of starting the Dukan diet.
c) My sister can’t help biting her fingernails.
d) Drinking lots of water is essential to good health.

NOTE:
To make the negative form of the gerund, we put not before the gerund:
I am considering not going to the meeting.

2. Read the explanations about the use of the infinitive of purpose.

We use to + infinitive to express purpose: why we do something.

People go on a diet to lose weight.
Chlorine is used to disinfect water.

To sound more formal, we use in order to / so as to + infinitive.

Eva listens to the BBC news in order to improve her listening skills.

To express a negative purpose, we use in order not to / so as not to + infinitive.

Workers who manipulate food use gloves so as not to contaminate it.
I try to use my English as much as possible in order not to forget it.

95
UNIT 4
GRAMMAR PRACTICE 3
1. Complete the passage with the gerund or the infinitive of the verbs in brackets.

Have you ever considered the impact on our planet of what you eat? Advocates of the ecotarian
movement have, and very seriously. They believe in (1) ________ (eat) sustainably, which means
making an effort (2) ________ (reduce) the impact of food production on the environment. They
defend five basic principles: food should be plant-based, organic, locally grown, fair and balanced.

(3) ________ (produce) meat is very demanding on the environment. Consider all the waste produced
and the hormones and antibiotics used in order (4) _______ (raise) farm animals. Organic farming
is better than (5) _______ (use) fertilizers and pesticides (6) ________ (grow) food. (7) _______
(eat) local means (8) _______ (reduce) the distance between where food is produced and where it
is consumed. Just think of the amount of petrol that is spent (9) ________ (transport) food around
the world. Farmers in developing countries work long hours (10) ________ (produce) foods such
as coffee or cocoa and are not usually paid fairly for their effort. And finally, (11) _______ (have) a
balanced diet means you are eating all sorts of food which are good for you and for the planet. So
the next time you go (12) ________ (shop) for food, give it a thought.

2. Put the words in order to make sentences.

1. avoid eating doing You should meals heavy before exercise

_______________________________________________________________
2. I travel I prefer eating When the local food to fast food restaurants going to
_______________________________________________________________
3. lots juice Drinking will of orange prevent help you colds.
_______________________________________________________________
4. I don’t doing if you do the afterwards mind washing up the cooking
_______________________________________________________________

3. Rewrite the sentences with the verb in brackets.

1. Doing the shopping is OK. (don’t mind)

2. I hate ironing shirts. (can’t stand)
3. I’d rather play football than watch it on TV. (prefer)
4. We got up really early to get to the airport on time. (so as to)
5. Golfers wear a glove to have a better grip. (in order to)

96
 LISTENING 2
Listening strategy: When listening to an interview, listen carefully to the questions
the interviewer asks.

1. Listen and complete the questions the interviewer asks.

1. You used to have a very serious __________, didn’t you, Anna?

2. Why did you stop __________?
3. Did other people __________?
4. What about __________? Didn’t they notice?
5. So what made __________?
6. So when did you get used to __________?
7. And now... are you __________ now?

2. What eating disorder did Anna have?

(a) morbid obesity (b) a food allergy (c) anorexia

3. Listen again and answer the questions.

1. When did Anna start losing weight?

__________________________________________
2. How much did she weigh?
__________________________________________
3. What was her attitude towards food?
__________________________________________
4. What did she use to do to avoid eating meals?
__________________________________________
5. How did she hide the problem from her parents?
__________________________________________
6. What made her change?
__________________________________________
7. How was she able to recover?
__________________________________________
8. What is her attitude to food now?
__________________________________________

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UNIT 4
GRAMMAR 4: Be used to / get used to
1. Study the examples and complete the rules.

I’m used to eating a lot of vegetables.

I’m getting used to driving on the right.

We use (1) be used to / get used to + ing to

talk about things that we are familiar with and
that are no longer difficult or strange.

We use (2) be used to / get used to + ing to

talk about things that become familiar over a
period of time.

NOTE
The form of used to does not change in negative sentences and questions.
Affirmative
I’m used to eating lots of fruit. Ana is getting used to the cold weather.
Negative
I’m not used to eating lots of fruit. Ana isn’t getting used to the cold weather.
Question
Are you used to eating lots of fruit? Is Ana getting used to the cold weather?

2. Match the examples to the verb forms.

Present Simple Present Continuous Present Perfect Past Simple will + infinitive

1. I haven’t got used to eating with chopsticks. _____________

2. I wasn’t used to seeing so many bicycles on the road. _____________
3. I’ll never get used to eating fried insects. _____________
4. I’m getting used to drinking tea. _____________
5. I’m used to getting up early. _____________

NOTE
Remember that used to + infinitive is used to talk about past habits, states
and actions that are repeated in the past (see Unit 2).
I used to drive to work. (I don’t do it any more.)
I didn’t use to like curry. ( I like it now.)

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 GRAMMAR PRACTICE 4
1. Correct the mistakes in the following sentences.

1. I’m not use to work so hard.

I’m not used to working so hard.
2. I am getting used to wear a suit to work.
3. Did you use to watching cartoons when you were a kid?
4. I’m used to eat less chocolate now.
5. I’ll never get use to this rainy weather!
6. Have you got used to chat with your new smart phone?

2. Complete with used to, be used to or get used to and the verb in brackets.

1. I’ve never worn contact lenses but I’ll have to get used to wearing them. (wear)
2. If you are ___________ by yourself, it is difficult to share a flat. (live)
3. Do you think you could ___________ 3D television? (watch)
4. I’ll never ___________ rice instead of bread with my meals. (eat)
5. She __________ hiking but now she loves it! (not like)
6. _________ you _________ in bed before you met Marcia? (read)
7. I __________ every morning. I feel awful if I don’t. (jog)

3. Rewrite the sentences using used to or be/ get used to.

1. It’s difficult for me to speak English all the time because I haven’t done it before.
____________________________________________________
2. She finds it hard to live in the countryside. She’s not accustomed to the silence.
____________________________________________________
3. I’ll have to get accustomed to taking the underground to work. The traffic is getting really bad.
____________________________________________________
4. I’m really tired. I find it difficult to get up so early.
____________________________________________________
5. I’m finding it hard to feel comfortable with my new trainers.
____________________________________________________
6. I never played in the street when I was a child.
____________________________________________________

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UNIT 4
STOP AND SEND 2

1. Complete the exchanges using extreme adjectives like in the example.

1. A: Lucy was really angry when Sara danced with her boyfriend.
B: Angry? I think she was absolutely furious.
2. A: It’s cold, isn’t it?
B: Cold? I think it’s ………………………………………..…………...
3. A: Mmm! This cake is very tasty.
B: Yes, it’s really………………………………………………………..
4. A: Were you scared when the man put his hand in your pocket.
B: Scared? I was ………………………………………………………!
5. A: The bride looked great – much better than the groom.
B: I agree completely. She was ……………………………………

2. Complete the questions and write answers about you.

1. What do you feel like ________ (do) on a rainy day?

2. Is there any food you can’t stand ________ (eat)?
3. Are you good at _________ (cook)?
4. Do you mind _________ (do) the shopping?
5. Do you prefer ________ (read) to ________ (surf) the web? Why (not)?
6. What kind of things do you avoid ________ (do) because they aren’t good for you?

3. Imagine you have moved to a foreign country. Write sentences about your life there
using the prompts below.

1. I’m used to __________________________ so I don’t find that a problem.

2. I’m getting used to __________________________ but I’m still not used to it.
3. I’ll have to get used to _______________________________________________.
4. I don’t think I’ll ever get used to ________________________________________.
5. I used to _____________________________ but now I can’t.

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 SPEAKING
Speaking strategy: To explain the meaning of a word, you can use expressions
like: It's a thing you use to..., It’s a kind of..., It's for...

1. Read the dialogue and match the functions to the expressions.

1. Talking about preferences (a) What about the bacon?

2. Giving instructions (b) Good idea!
3. Asking for clarification (c) My favourite food is…
4. Making a suggestion (d) Then you boil the spaghetti.
5. Agreeing (e) It’s a kind of...
6. Defining (f) How about some fish and chips?

BOB: So what's your favourite food?

ANN: Well, I love Italian food. Things like pizzas and pasta. My favourite food is spaghetti
carbonara. It's absolutely delicious.
B: Is it easy to make?
A: Yes. You just need some bacon, eggs and cheese. Parmesan cheese is the best and, of
course, spaghetti. Then you boil the spaghetti in salted water, beat the eggs with the cheese
and when the spaghetti is ready, just mix in the egg and cheese.
B: What about the bacon?
A: Well, you add the fried bacon at the end and it's ready to eat. It's really simple. What about
you?
B: I prefer rice and vegetables. I love Chinese food. If you use a wok to fry the vegetables,
the flavours are better.
A: A what?
B: A wok... a thing to fry food in... a kind of pan. It's really healthy too. It doesn't taste greasy.
The vegetables taste much fresher. You don't lose any of the goodness because you aren’t
cooking it for too long.
A: So who's going to cook tonight?
B: I don’t know... I can’t be bothered.
A: Neither can I.
B: Let’s get a takeaway.
A: OK... Chinese or Italian?
B: How about some fish and chips?
A: Good idea. Sounds delicious!

2. Listen again. Pretend to be one of the people and read aloud what they
say as you listen.

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UNIT 4
WRITING: A summary
Writing strategy: Before writing a summary, read the text carefully and identify
the main ideas in each paragraph.

1. Write the number of the paragraph where each of the ideas comes from.
a) Fast food companies use special techniques to attract young children. (Para ___ )
b) Fast food contains many harmful ingredients. (Para ___ )
c) Americans spend huge amounts of money on fast food. (Para ___ )
d) Fast food is very addictive. (Para ___ )
e) The documentary ‘Supersize me’ proved that eating only fast food is very bad for a person’s
health. (Para ___ )
f) Readers should remember this before they eat more fast food. (Para ___ )
g) People do not eat much home-cooked food any more. (Para ___ )

In the past, people used to have more time to eat home-cooked meals
which were prepared from fresh ingredients. Nowadays, however, such meals
are the exception. We have got used to a lifestyle in which we snack more,
eat on the move and rely on fast foods. Americans spend more on fast food
than on movies, books, magazines, newspapers, videos and recorded music
combined. In fact, they even spend more money on fast food than on higher
education, personal computers, computer software and new cars! Surveys
have shown that the golden arches that form the letter M in McDonalds are
more widely recognised than the Christian cross.
We all know that junk food is highly addictive; in other words, the more
you eat, the more you want. It is this addictiveness which is the key to the
success of fast food companies. Their adverts target younger people very cleverly.
The use of vibrant colours combined with special gifts for kids is like honey
for bees. And the companies know that once young children develop a taste
for fast food, they want to eat it regularly.
There is no need to stop eating fast food altogether but it is important
not to become a fast food addict. The documentary ‘Supersize me’ is an
excellent film that shows how eating junk food regularly, in this case from
McDonalds, can damage a person’s health. The protagonist in the film ate
only what McDonalds sold at their restaurants for breakfast, lunch and
dinner. It took just three weeks for his health to deteriorate dangerously
and over a month for him to get himself back to normal or nearly normal!
Clearly, fast food is not something a person should eat on a regular basis
because of all the additives, colouring and fat it contains, and what these
ingredients do to the human body.
So, remember this the next time you pass a fast food restaurant, and think
twice about the harm it might do before going in. Then enjoy your next
happy, healthy meal!

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2. Number the steps of writing a summary in the correct order.

Step ____

a) Review your summary and cross out information that is repeated or unnecessary.

Step ____

b) Read the text carefully and underline the main points in each paragraph.

Step ____

c) Write your final summary.

Step ____

d) Write the points in your own words. Omit detailed examples and descriptions unless
they are absolutely necessary.

3. Read the note, then write a summary of the article about fast food on the previous page.
Use the main points given in activity 1.

- When you write a review, use expressions like: The writer / author says / explains
that / tells us / describes / thinks…
- Start your summary with the words: In this article, the author discusses… + topic.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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UNIT 4
STOP AND SEND 3
Write a summary of Reading 1 in this unit: ‘An apple a day keeps the doctor away’.

GUIDE TO WRITING: WRITING A SUMMARY

Follow these steps when you write your summary:

Step 1:
Read the text carefully. Underline or note down
the main points in each paragraph.

Step 2:
Write the points in your own words.

Step 3:
Read your summary and omit information that is
repeated or unnecessary.

Step 4:
Count the words in your summary.
– If there are too many words, omit some information or try to say the
same thing with fewer words.
– If your summary is far too short, include more information.

Step 5:
Check the grammar, vocabulary and spelling.

Step 6:
Write the final draft of your summary.

Step 7:
Check it again!

104
 EXAM PRACTICE
Read the following text and then answer the five questions below.

In these times of economic crisis, welcome to the latest tribe on British streets: freegans. Freegans
are people who go round supermarket bins at night, collecting food that gets thrown out because
it is past its sell-by date. On a good night, a freegan can collect enough food to feed a family for a
week.

As the recession gets worse, the food the supermarkets throw out becomes more valuable.
More than 2.2 million children and 2 million adults are now officially living in poverty in the UK,
meaning that they earn less than 60 percent of the national household average. In the past five
years, food prices have gone up twice as much as the minimum wage.

Charities which distribute food to the poor say that demand for their services is increasing. Yet
they cannot legally distribute food which is past its sell-by date, a date which, in fact, bears no
relation to when food is safe to eat. The government wants supermarkets to display a use-by
date, which is a safety indicator, but supermarkets are reluctant to do this as they say it would
confuse customers.

Although supermarkets throw out a shocking amount of food – about 360,000 tons – food
manufacturers throw out much more – about 2.6 million tons – due to overproduction, expired
promotions and packaging errors. Yet the biggest amount of waste food in the UK is in ordinary
homes. The government estimates that we throw out over 8 million tons a year and has launched
a campaign to encourage people to use food in more imaginative ways, rather than simply throwing
it away.

Provide answers (5-10 lines) to the following four questions on the text using your own words:

1) (1.5 points) Provide a summary of the information presented in this text.

2) (1.5 points) Why is the food that supermarkets throw out becoming more valuable?

3) (1.5 points) Why does the government want supermarkets to change the way they label food?

4) (1.5 points) What is the government doing to encourage people to throw out less food?

5) (4 points) Write a composition of approximately 15 lines on the following topic: What could be
done to encourage people to stop wasting food at home?

105