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HEALTH AND FITNESSUNIT 5

YOUR KNOWLEDGE
Work with a partner. Discuss the questions.
1 What are the people in the photo doing? Why do you thinkthey’re doing it?
2 What advice would you give to someone who wants to live
to be 100 years old? What should the person do or not do?
3 Do you think it is easier or harder to stay healthy now thanit was 100 years ago? Why?

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WATCH AND LISTEN

ACTIVATING YOURKNOWLEDGE

PREPARING TO WATCH
1 Complete the questionnaire about health in your country.

Healthy living in1234Most / Some / A small number of adults eat too much unhealthy food.
Most / Some / A small number of adults don’t get enough exercise.
Most / Some / A small number of children eat too much unhealthy food.
Most / Some / A small number of adults don’t get enough exercise.
2 Work with a partner. Explain your answers to the questionnaire. What do
the results mean for your country?

PREDICTINGCONTENT USINGVISUALS

3 You are going to watch a video about healthy lifestyles in the UK. Look at
the pictures and read the glossary. Tick the ideas you think you will hearin the video.
1234
56

More people around the world are fat than in the past.
Unhealthy habits begin in childhood.
Children usually do more exercise than adults.
School lunches are healthier than lunches packed by their parents.
Most parents in the UK give their children unhealthy packed lunches.
Children can eat anything they want if they do a lot of exercise.

GLOSSARYobese (adj) fat in a way that is dangerous for healthoverweight (adj) being heavier than you want or than is good for you
PE (n, abbr) classes at school in which children do exercise and learn to play sport
on a mission (phr) trying to do something you think is important, but that is very difficult
packed lunch (n) a meal put in a bag or box, that you take with you to be eaten later, forexample at school or work
protein (n) something found in food, such as meat, cheese, fish or eggs, that the bodyneeds to grow and be strong

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WHILE WATCHING
4

Watch the video and check your ideas in Exercise 3.

5

Watch again. Complete the missing numbers in the student’s notes.

UNDERSTANDING
MAIN IDEAS
UNDERSTANDING
DETAIL

Obesity and childhood
The World • Three times more obese people than in (1)• (2)of children overweight or obese(3)
The UK•
children obese(4)•of packed lunches as healthy as
school lunches• (5)packed lunches include salad /vegetables(6)•packed lunches include salty snacks
6

Watch again. Complete the sentences.
1 Most people live in countries where more people die from.
2 Laurence Clark wants to help children to.
3 In the study, all the healthy lunches included.
4 Most parents include unhealthy foods, such as.
5 The advice for parents is to.

DISCUSSION
7 Work in small groups. Discuss the questions.
1 How similar or different were your PE lessons at school to the ones
shown in the video?
2 What is in a typical packed lunch in your country? Do you think it ishealthy or unhealthy? Why?

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LISTENING
LISTENING 1
PREPARING TO LISTENUNDERSTANDING
KEY VOCABULARY

1 You are going to listen to a podcast about why some people live a long life.
Before you listen, read the sentences (1–6) below and write the correct formof the words in bold next to the definitions (a–f).
1 My grandmother is very healthy. She’s never had a serious illness.
2 Research proves that exercising can improve your health.
3 I have a habit of eating chocolate in the evenings. I eat it almost
every night!
4 He has an unhealthy lifestyle. He never exercises and hardly ever eats
fruit and vegetables.
5 Exercise is important to me, so I work out at the gym three morningsa week.
6 I’m a few pounds overweight. I should probably go on a diet.
abcdef

USING YOURKNOWLEDGE

2 Work in a group and discuss the photos.
1 What are the differences between the lifestyles of the people inthe photos?
2 How do you think different lifestyles can affect our health?
3 Do you think that the genes we receive from our parents can affectour health? How?
a106(adj) not good for your health; not strong and well(phr v) to exercise in order to make your body stronger(v) to show that something is true(n) a disease of the body or mind(adj) being heavier than you want or than is good for you(n) something which you do regularlybUNIT 5© in this web service Cambridge University Press

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WHILE LISTENING
3

5.1 Listen to an introduction to a podcast and answer the questions.
1 Do people who live to be 100 years old always have a healthy lifestyle?

LISTENING FOR
MAIN IDEAS

2 What does the speaker say is more important than lifestyle for having
a long and healthy life?
45.2 Listen to the podcast and complete the notes.
Speaker AI think (1)I think that (2)I’d much rather have pizza than go to the gym.
Speaker B
It’s ridiculous to (3)I’m sure that (4)Speaker C
I prefer to (5)I also think that you won’t know you have the right genes until you get sick.
I’d say that (6)There’s no doubt that (7)Speaker D
I’m sure that children won’t have a long, healthy life if they eat junk food.
I prefer to (8)cd

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PRONUNCIATION FOR LISTENING
Attitude and emotion

SKILLSTo understand a speaker’s message, it is necessary to understand their attitude –what they are thinking or feeling. This is especially important in discussions,in which speakers might have different attitudes about a topic.
You can often learn about a speaker’s attitude from the sound of their voice.
When a speaker is expressing strong feelings, their voice often goes up anddown more than usual. Listen to the difference in the way the speaker says
this sentence:
5.3
I’m really surprised about that.
I’m really surprised about that.
I’m really surprised about that!
In the first sentence, the speaker’s voice does not go up or down very much.
He does not have strong feelings.
In the second sentence, the speaker’s voice goes down. He feels upset.
In the third sentence, the speaker’s voice goes up. He feels excited.
5

5.4 Listen to the extracts. How do you think each speaker feels about
what they are saying? How do you know?
1 I’m really happy about this new research!
The speaker feels. I know this because.
2 There’s no question that happy people live longer.
The speaker feels. I know this because.
3 It’s ridiculous to get too worried about healthy eating and exercise!
The speaker feels. I know this because.
4 He certainly never went to a gym.
The speaker feels. I know this because.
5 There’s no doubt that bad health habits increase the chances of getting
a serious illness.
The speaker feels. I know this because.

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SKILLS

Listening for attitude

6You can also identify a speaker’s attitude by listening for their use of:
Adjectives
A positive adjective used with a sarcastic intonation can express a negativeattitude.
I’m afraid I lost your gym membership card.
Well, that’s just great! (Great is usually a positive adjective, but here thespeaker is not happy.)
Rhetorical questions
A rhetorical question (a question you are not expected to answer) issometimes used to express a negative attitude.
So, you didn’t enjoy the yoga class?
What do you think? (The rhetorical question makes it clear the speaker didnot enjoy the class.)
But be careful! Rhetorical questions do not always express a negative attitude.
Listen to the intonation to decide if the speaker has a negative attitude.

5.5 Work with a partner. Listen to the extracts and look at the audio
script on page 215. Then, discuss the questions.

LISTENING FOR
ATTITUDE

1 Is the attitude of each speaker positive or negative?
2 What tells you their attitude – adjectives, rhetorical questions,intonation or a combination of these?

POST-LISTENING

SKILLS

Identifying references to common knowledge
Common knowledge means ideas which most people know about. Speakers
often refer to common knowledge to make their arguments stronger andpersuade other people that they are right. To express common knowledge,
use phrases such as:
It’s common knowledge that …
There is no doubt that …
Everyone knows that …
Most people think that …
There is no question that …
Sometimes speakers use these phrases with ideas which may not becompletely true or which may not be shared by everyone, to persuade thelistener that they are right.

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7 Work with a partner. Look at the sentences. Do you agree with eachstatement? Why / Why not? Discuss your opinions.
1 Most people think that if they eat healthy food, they’ll have a long,
healthy life.
2 There is no question that happy people live longer.
3 There is no doubt that bad health habits increase the chances ofgetting a serious illness.
4 Everyone knows that exercise makes us happier.

DISCUSSION
8 Work with a partner. Discuss the questions.
1 Do you think your lifestyle is healthy? Why / Why not? What could
you do to make your lifestyle healthier?
2 Do you know any very old, healthy people? What kind of lifestyle dothey have?
3 If you want to have a healthy lifestyle, what do you think are the mostimportant things to do?
9 Work with a partner. Do you agree or disagree with the statement below?
Discuss your opinions and give reasons for them.
There are more important things than a healthy lifestyle if you
want to live a long life.

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LANGUAGE DEVELOPMENTPHRASAL VERBSGRAMMAR

Phrasal verbs are two- or three-word verbs. They consist of a verb and one or
two particles (small words like up, out, in). It is not always easy to understandthe meaning of a phrasal verb by focusing only on the meaning of the verb
and the particle(s). The parts together often have a completely different
meaning than the individual parts.
When you see a phrasal verb that you do not know, try to work out its
meaning from the context.
I ran into my old friend Henry at the gym. I was surprised to see him
after so many years.
The words surprised and see him can help you figure out that the phrasal verb
run into means to meet someone you know when you are not expecting to.
Phrasal verbs are very common in informal, spoken English. Try to memorize
any new phrasal verbs and use them when you speak.
1 Look at the sentences. Underline the phrasal verb in each sentence.
1 If you want to lose weight, you should cut down on fatty foods.
2 Last winter, I came down with four colds. I hope I’m healthier this year!
3 I want to try something new. Maybe I’ll take up tennis.
4 Tim is going to try out for the football team. I don’t think he’ll make it,though – he’s not a great player.
5 No matter how good their genes are, these children will not be able toenjoy a long and happy life unless they give up crisps, chocolate bars
and sugary drinks.
6 Why don’t you sign up for a yoga class? Yoga is good exercise and it
helps you relax.
7 Would you like to join in the game? You can be on our team.
8 It took me a long time to get over the flu. I was ill for two weeks.
2 Work with a partner. Discuss the questions.
1 What do you think the phrasal verbs in Exercise 1 mean?
2 What words in the context helped you work out the meanings?

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3 Write the phrasal verbs from Exercise 1 next to the correct definitions.
1234

to get an illness, especially one which is not serious
to stop a habit, often because it is unhealthy
to agree to become involved in an organized activity
to become involved in an activity withother people
to compete for a position on a sports team or apart in a play
to become healthy again after having an illness
to start doing a particular job or activity
to eat or drink less of something

5678

4 Complete the questions with phrasal verbs.
1 Have you evera bad habit, like eating chocolate?
2 Have you ever had a cold or the flu? How long did it take you toit?
3 Have you everfor exercise classes or fora gym membership?
4 Have you
any new activities in the past
few years?
5 Have you everfor a team?
?
6 Are there any foods which you want to
Why do you want to eat less of these foods?
5 Write a follow-up question for each of the questions in Exercise 4.
1 What did you give up?
23
456
6 Work with a partner. Ask and answer the questions in Exercise 4. Ask yourfollow-up questions to find out more information.
Have you ever givenup a bad habit, likeeating chocolate?

What did you
give up?

112

Yes, I have.

I gave up fast food.
Burgers, chips, thatsort of thing!

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