Escolar Documentos
Profissional Documentos
Cultura Documentos
Developing
speaking Students App
Replying to informal invitations Gateway 2nd Edition wordlist for the award-winning
Sounds App (available for download)
Developing
writing
Speaking: Negotiating
Writing: Transactional tasks
Exam success
Test Generator Units 14 Printable test Unit 4 Gateway to exams Units 3 and 4
(end of Unit 4)
Unit 4 65
Fast Finishers
Talking about and describing food and meals and how
food tastes Students could write more questions similar to
the ones in exercise 3a to ask their partners.
Fast track Alternatively, you could write these questions on the
board for students to ask their partners: How often
You could ask students to do exercise 3a at home so do you cook? What did you eat for lunch today?
that less confident students can take the necessary What is your favourite food? What food dont you
time to look up the vocabulary in the Macmillan Online like?
Dictionary. Students can then compare their lists in class.
WARMER
Describing food
4 Students match the words with the definitions.
Vocabulary Tool
drink items they can see using the words from the box. Fast Finishers
Answers Students think of other adjectives used to describe
food and match them with types of food (sour
chicken, cream, olive, pea, pie, rice, sweetcorn, tuna
lemons, salty pizza, creamy ice cream, etc.).
2 In pairs, students put the words in the correct place in
the table. Tell them to use their dictionaries if necessary. 6 Listening 21 Play the track for students to listen to
Explain that semi-skimmed milk is milk from which half six short dialogues and choose a word from exercise
the fat has been removed. 4 to describe the food. Ask different students around
the class and elicit the information in the listening
Answers
that helped students make their choices. With a less
Fruit: peach, plum confident class, pre-teach these words: pan: a round
Vegetables: carrot, lettuce, olive, pea, sweetcorn metal container with a handle that is used for cooking;
Meat/Fish/Seafood: chicken, lamb, prawn, tuna, turkey lime: a fruit with a hard green skin and sour juice;
Dairy products: cream, semi-skimmed milk pepper: a green, yellow or red vegetable with white
Sweets/Bakery products: pancake, pie seeds in it; ruin: to spoil or destroy something. See p118
Other: oil, rice for the audioscript for this exercise.
Answers
3a Students read the questions and check they understand
the words in red. To check comprehension, ask students 1 fried 2 raw 3 spicy 4 fast/unhealthy 5 stale
to give you an example of each word. Ask students 6 roast
which words they could use to talk about the photos in
exercise 1. Extra Activity
Suggested answers Ask some follow-up questions: When is the chicken
ready to eat? How do they prepare the raw fish?
Photo a: dessert
Have you tried raw fish? Did you like it? Why is the
Photo b: main course, dish
dish spicy? Do you like hot (spicy) food? Where are
Photo c: starter, snack they eating junk food? Why is it bad for you? Do you
3b PRONUNCIATION Ask students to mark the stress in each word, like junk food? How often do you eat junk food?
then say which one is the odd one out.
7 SPEAKING In pairs, students describe a type of food or drink
Answer
and see if their partner can guess it. Draw students
dessert (the stress is on the second syllable) attention to the example.
3c 20 Play the track for students to listen, check and
repeat. See p118 for the audioscript for this exercise.
66 Unit 4
Unit 4 67
68 Unit 4
Unit 4 69
Developing vocabulary p47 Aa Bb With an increase in pre-prepared food, and the ready
availability of fast food, learning to cook for themselves is
Understanding and using prefixes an important skill for students to have so they can avoid
less healthy options. Learning how to cook not only
allows students to be more aware of the ingredients, but
Fast track also the safety aspects of preparing food.
Students could do exercises 2 and 3 as homework, using If students become competent at cooking, when they
a dictionary if necessary. leave home or go to college or university they will
be more self-sufficient and able to make better food
Prefixes choices. Cooking can also be a social activity and one
1a Students look at the words and match them with the that many students will benefit from in this sense, too.
definitions.
Answers WARMER
1 undercooked 2 recooked 3 precooked Write a simple three-course menu on the board,
4 overcooked using dishes that students are likely to have heard of.
In pairs, ask students to brainstorm the ingredients
1b Draw students attention to the red parts of the words they think they would need for each course, and
in exercise 1a. Tell students these are called prefixes. how they would prepare them. Remind them of the
Students say what the function of a prefix is. vocabulary they have learnt for cooking earlier in the
Answer unit. Elicit ideas from different pairs.
Prefixes change the meaning of the word. Allow students time to read through the Life skills
objectives and the Key concepts before starting the
2 Students match the prefixes and their meanings. lesson.
Answers
1 In pairs, students discuss the questions. Nominate
1 e 2 f 3 d 4 h 5 c 6 g 7 a 8 b
different pairs to feedback to the class.
3 Students complete the sentences by adding the correct
prefix to the word in red. 2 Reading Ask students to read the article by a top chef and
match the titles with the correct section.
Answers
Answers
1 inter 2 re 3 mis 4 dis 5 over 6 under 7 co
1 H 2 E 3 D 4 J 5 G 6 A 7 C 8 B 9 I
4a Students complete the questions with words from 10 F
exercises 1 and 3.
Answers Fast Finishers
1 misunderstood 2 disadvantages Ask students to number the sections from 110 in
3 precooked/recooked 4 international order of how important they think each piece of
advice is.
4b SPEAKING In pairs, students take it in turns to ask and
answer the questions in exercise 4a. 3 Ask students to read the statements and write which
section of the article gives the information about each
Homework
advantage. Ask students to underline the part of the text
Assign students page 33 in their Workbook or the that gave them the information. With a less confident
relevant sections of the Online Workbook. class, you could read the statements together to check
they understand the vocabulary.
70 Unit 4
Answers 7 In pairs, students say what they think of the advice in the
a 5 ( eating out is nearly always more expensive than video and any other food safety advice they can think of.
eating at home.)
Extra Activity
b 8 ( make your friends happy and show them your
skills ) In pairs, students make a poster highlighting
c 4 ( give you a great sense of freedom.) important food safety and hygiene rules.
d 7 (You can have a great time just by being imaginative
and creative in the kitchen.) LIFE TASK
e 10 (Maybe youll become a professional chef, )
f 3 ( limit the amount of sugar and fat in each meal.) Tell students they are going to find or invent a
recipe for a tasty and healthy salad.
g 1 ( with just a few basic, natural ingredients you can
Step 1
make delicious meals )
h 9 (Cooking can teach you about different In small groups, students either invent or find a
countries ) recipe for their salad.
Step 2
i 2 ( when you cook dishes yourself, you know exactly
what they contain, ) Read through the criteria students need to include
j 6 (Just increase the quantities and youll have enough in their presentation, then give them time to
to freeze and eat another day.) prepare.
Step 3
4 In pairs, students decide what they think are the three Groups give their presentations, then the class vote
best reasons for learning to cook. They can use the ideas on the healthiest and tastiest.
from the text or add reasons of their own. They also
think of the least important reason. Nominate pairs to
give their answers, giving their reasons. Listening p50
Extra Activity
Listening for gist and overall understanding
Before playing the video properly, play it with the
volume turned down. Ask students what problem WARMER
they think each person in the video has. This is
a good opportunity to help students with any Elicit all the prefixes students can remember and
vocabulary they may need. write them on the board. Students play Word tennis
in pairs. The first student serves a prefix and the
5 Listening 22 Tell students they are going to other student must provide a correct word for the
watch or listen to a video of teenagers cooking. prefix to win a point. Then they serve a prefix back to
Students write what each chef is making. See their partner. The student with the most points wins
p118 for the audioscript/videoscript for this exercise. the game. Prefixes: pre-, over-, mis-, inter-, dis-, co-,
re-, under-, im-
Answers 1 SPEAKING In pairs, students look at the photos showing
1 Jasmine: special fried fish 2 Ben: Italian salad futuristic ideas about food and take it in turns to
describe what they see.
6 22 Tell students they are going to watch or listen
again and find something that each chef is doing 2 Listening 23 Play the track for students to listen to four
incorrectly in the kitchen. Before they watch or listen, people talking about their predictions for what we will
have students read through the Problem column and be eating in the year 2050. Tell students to match each
guess what the problem could be. Play the video or speaker to a photo in exercise 1. See pp118119 for the
track again for students to write notes. audioscript for this exercise.
Suggested answers Answers
olive oil oil is slippery when its on the floor, you could 1 d 2 c 3 a 4 b
slip with a knife or hot food in your hands (Ben)
apron and hair hygiene, hair must be tied back or 3 23 Play the track again for students to listen and
covered and wear an apron because it keeps you and match the speakers and the opinions.
food clean (Jasmine) Answers
jewellery you cant wash your hands and make them a 2 b 1 c 4 d 2 e 3 f 4 g 3 h 2
100% clean if you are wearing jewellery (Jasmine)
knife and chopping board wash knife and chopping 4 SPEAKING What about you? Students discuss which of the
board after cutting meat, dont cut salad in same place predictions about the future they agree with in an
as meat, get food poisoning (Ben) open-class discussion. With a less confident class,
students could write notes before participating in this
speaking activity.
Unit 4 71
Grammar in context pp5051 4a Students look at the diary of a busy chef for next
Monday.
Using the future continuous and the future perfect to
4b Students complete the sentences with either the future
talk about the future
continuous or future perfect using the verbs.
72 Unit 4
This page is taken from Gateway 2nd Edition B1+ Teachers Book. It is photocopiable and may be used within class.
Macmillan Publishers Limited 2016 Unit 4 73
3 Ask students to read the reply and check all the Extra Activity
information from exercise 2 has been included. When students have finished writing, ask them to
4 Ask students whether they think the emails are formal or use a writing checklist and grade their partners
informal. Ask them to give reasons for their opinion. invitations, using the checklist as a guideline.
1 Did they answer the task?
Suggested answers
2 Did they make good use of structures and
Informal The emails use contracted forms and informal expressions?
expressions. 3 How accurate were they?
5 Students complete the examples in the Writing bank by 4 Did they use appropriate style?
looking again at the invitation and reply.
Suggested answers Homework
Invitations: Nina can make it, to see you, back Assign students page 36 in their Workbook or the
Replies: Thanks, sorry, Would, looking forward relevant sections of the Online Workbook.
This page is taken from Gateway 2nd Edition B1+ Teachers Book. It is photocopiable and may be used within class.
74 Unit 4 Macmillan Publishers Limited 2016
Fast track 1 Students put the letters in order to make names of food.
Students read the Grammar reference and Vocabulary Then they write what type of food each one is.
sections on page 54 before completing the revision Answers
exercises on the following page.
1 lettuce (vegetable) 2 turkey (meat)
3 carrot (vegetable) 4 plum (fruit)
Grammar revision p55 5 cream (dairy product) 6 prawn (fish/seafood)
7 pancake (sweet)
Present simple for future
DESCRIBING FOOD
1 Students complete the dialogue with the present simple
or will. 2 Students complete the sentences with the words.
Remind them there are two words they do not need.
Answers
a does (your train) leave b arrive c will look Answers
d Will (you) remember e get f ll call 1 fresh 2 stale 3 fried 4 boiled 5 spicy 6 raw
2 Students choose the correct alternative. 3 Students underline the prefix and write the meaning of
the prefix.
Answers
Answers
1 m having, ll call 2 going to rain 3 will get 4 will be
5 will win 6 m going 1 dis, the opposite 2 re, again 3 co, with
4 under, not enough 5 inter, between
Future continuous and future perfect 6 mis, wrong 7 over, too much
Unit 4 75
This page is taken from Gateway 2nd Edition B1+ Teachers Book. It is photocopiable and may be used within class.
76 Units 34 Gateway to exams Macmillan Publishers Limited 2016