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STUDENTS BOOK ANSWER KEY
answers. 7. Student's own answers. Writing Page 14. 1. Student's own answers. 2. C Lucy's elephant is exactly the same. 3a. Student's own answers. Page 4. B1.
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Workbook pages with answer key. Student's App. Gateway 2nd Edition wordlist for the award-winning. Sounds App (available for download).
Feed your mind
Gateway 2nd Edition wordlist for the award-winning. Sounds App (available for download) Answers. 1 fried 2 raw 3 spicy 4 fast/unhealthy 5 stale.
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Feed your mind
UNIT OVERVIEW
AaVocabulary
PRONUNCIATION
Reading
CRITICAL
THINKING
Grammar in
contextwill, be going toDeveloping
vocabularyLife skills
Listening
Grammar in
contextDeveloping
speakingDeveloping
writingExam success
students will be able to: CEFKEY LEARNING OUTCOMES
Resources for exam preparation and measuring student progress fl fl flTESTING AND ASSESSMENT
Student's App
Gateway 2
ndEdition
Teacher's Resource Centre
flFlipped classroom video Unit 4:
flLife skills video Unit 4:
fl Grammar communication activity Unit 4: The right response flWorksheets for this unit, including:
continuousDIGITAL OVERVIEW
Presentation Kit
flFlipped classroom video unit 4:
flLife skills video unit 4:
flVocabulary Tool
Vocabulary tool:
flInteractive versions of Student"s Book activities
fl Integrated audio and answer key for all activities flWorkbook pages with answer key
vocabulary Tool65Unit 4
GAB1+TB_02_notes.indd 654/12/2015 3:44:20 PM
Vocabulary
Talking about and describing food and meals and how food tastesFAST TRACK
You could ask students to do exercise 3a at home so that less confident students can take the necessary time to look up the vocabulary in the Macmillan Online Dictionary. Students can then compare their lists in class.WARMER
In pairs, students discuss the meaning of the unit titleFeed your mind
and what they think the unit is going to be about. Elicit the pronunciation of the word food and practise the long soundSuggested answers
Feed your mind
can be taken literally and metaphorically. Literally, it could be about foods that are good for the brain, but metaphorically it could describe ways to nourish and engage your mind. The unit is about different aspects of the theme of food.Vocabulary Tool
Food and meals
1 Students look at the photos and say how many food and drink items they can see using the words from the box.Answers
chicken, cream, olive, pea, pie, rice, sweetcorn, tuna 2 In pairs, students put the words in the correct place in the table. Tell them to use their dictionaries if necessary.Explain that
semi-skimmed milk is milk from which half the fat has been removed.Answers
Fruit:
peach, plumVegetables:
carrot, lettuce, olive, pea, sweetcornMeat/Fish/Seafood:
chicken, lamb, prawn, tuna, turkeyDairy products:
cream, semi-skimmed milkSweets/Bakery products:
pancake, pieOther:
oil, rice 3a Students read the questions and check they understand the words in red. To check comprehension, ask students to give you an example of each word. Ask students which words they could use to talk about the photos in exercise 1.Suggested answers
Photo a:
dessertPhoto b:
main course, dishPhoto c:
starter, snack 3b PRONUNCIATION Ask students to mark the stress in each word, then say which one is the odd one out.Answer
de ssert (the stress is on the second syllable) 3c20 Play the track for students to listen, check and
repeat. See p118 for the audioscript for this exercise. Aa Bb 3d SPEAKING Students work in pairs and ask and answer the questions in exercise 3a.FAST FINISHERS
Students could write more questions similar to
the ones in exercise 3a to ask their partners. Alternatively, you could write these questions on the board for students to ask their partners:How often
do you cook? What did you eat for lunch today?What is your favourite food? What food don"t you
like?Vocabulary Tool
Describing food
4 Students match the words with the definitions.
Answers
1 spicy 2 tasty 3 raw 4 healthy/unhealthy
5 frozen 6 fried 7 boiled 8 baked 9 roast
10 fresh 11 fast 12 stale
5 In pairs, students choose one or two types of food that
they think can go with each of the words in exercise 4.Draw students' attention to the example.
Suggested answers
healthy - semi-skimmed milk roast - chickenFAST FINISHERS
Students think of other adjectives used to describe food and match them with types of food ( sour - lemons, salty - pizza, creamy - ice cream etc.). 6 LISTENING 21 Play the track for students to listen to six short dialogues and choose a word from exercise4 to describe the food. Ask different students around
the class and elicit the information in the listening that helped students make their choices. With a less confident class, pre-teach these words: pan : a round metal container with a handle that is used for cooking; lime : a fruit with a hard green skin and sour juice; pepper : a green, yellow or red vegetable with white seeds in it; ruin : to spoil or destroy something. See p118 for the audioscript for this exercise.Answers
1 fried 2 raw 3 spicy 4 fast/unhealthy 5 stale 6 roastEXTRA ACTIVITY
Ask some follow-up questions:
When is the chicken
ready to eat? How do they prepare the raw sh? Have you tried raw sh? Did you like it? Why is the dish spicy? Do you like hot (spicy) food? Where are they eating junk food? Why is it bad for you? Do you like junk food? How often do you eat junk food? 7 SPEAKING In pairs, students describe a type of food or drink and see if their partner can guess it. Draw students' attention to the example.66Unit 4
GAB1+TB_02_notes.indd 664/12/2015 3:44:20 PM
TEACHER DEVELOPMENT: STUDENT TRAINING
In oral examinations, students often need to be able to describe something, what it looks like, and its function or purpose. When they are describing food, they will need to use adjectives for taste, aroma, avour, shape, colour, origin, texture. Remind them to be careful with adjective order. You could brainstorm useful associated verbs smell, taste, mix etc.).EXTRA ACTIVITY
breakfast, lunch, dinner, snack, dish, main course, starter, dessert fresh, fried, frozen, junk, spicy fruit, dairy products, vegetables, bakery products pan HOMEWORK
Reading
p45Making predictions about content and reading for
detail and specific informationFAST TRACK
You could ask students to do exercises 1 and 2 at home in preparation for completing exercise 3 together in class.WARMER
C The team that nishes all the categories rst shouts STOP! All the other students stop writing. The teams compare their words and allocate points according to the following criteria: words repeated by three or more teams = 10 points words that are not repeated by anyone = 50 pointsChoose another letter for the next round. At the
end of the game, all the subtotals are added and the team with the highest score is the winner. 1First, ask students to look at the photos and title of the article. What do they think the article is going to be about?
2 READINGAsk students to read the article and check their predictions to exercise 1. 3Students read the article again and decide if the statements are true or false. Tell students to write the number(s) of the line(s) where they found the answer. Ask
fast nishers to correct the false statements.Answers
1T (lines 4-5) 2 T (lines 16-20) 3 F (lines 30-31)
4 T (lines 33-35) 5 T (lines 40-43) 6 T (lines 63-65) 7F (lines 70-72) 8 F (lines 76-77)
4CRITICAL THINKING
TEACHER DEVELOPMENT:
S T UDENT TRAININ
G Regular use of a monolingual dictionary helps expand students" vocabulary and aids student autonomy. Words are printed in large bold type at the upper top left-hand and right-hand corner of any page to help you quickly nd a word in the dictionary.Many words have more than one meaning, and each
different meaning is shown by a number. Some words have many different meanings so their entries can be long. In the Macmillan Online Dictionary, entries with ve or more meanings have a menu" at the top to make it easier to nd the specic meaning you are looking for. The International Phonetic Alphabet shows you how a word is pronounced. Stress marks tell you which part of a compound to stress when you are saying it. Examples in italics show you how a word is used in context. Abbreviations in italics indicate the part of speech, e.g. adj . (adjective). A list of abbreviations is usually included on one of the rst pages of a dictionary. Monolingual dictionaries specically aimed at learners of English give clear denitions and contextualised examples. Bilingual dictionaries on the other hand tend to give translations without giving contextualised examples, but they do offer the possibility to compare the mother tongue and the target language. 5 Ask students to look back at the underlined words in the article and guess their meaning. Allow them to check in the dictionary.67Unit 4
Feed your mind
GAB1+TB_02_notes.indd 674/12/2015 3:44:20 PM
Answers
EXTRA ACTIVITY
Ask students to close their books and write the
numbers: 90, 80, 20s and 35 on the board. Ask students to work in pairs to say why these numbers are relevant to the reading text.Answers
6SPEAKING What about you?
HOMEWORK
Assign students page 31 in their Workbook or the
relevant sections of the Online Workbook.Grammar in context
pp46-47 Using will, be going to, and the present continuous and present simple to talk about the futureFAST TRACK
Test before you teach
It's (snow) soon. The clouds are very grey and low in the skyPerhaps I
China one day. (visit)
What time
tomorrow? (leave/you)The train
at 8.00 this evening. (arrive)Answers
1aAnswers
1 2 3 4 1b will, be going toAnswers
1 2 3 4TEACHER DEVELOPMENT: P
RON UNCIATION
Contracted form
'll 'll 'll ull full light. will: 'll I'll be there at 7 pm. It'll probably snow. Who'll get the phone? What'll you do when he comes home? Where'll you go to eat?There'll be doughnuts and cakes for breakfast.
James'll do it.
TEACHER DEVELOPMENT:
LAN GUAGE use of tensesPresent simple
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