Listening and Speaking 3.

Unit 2 Test A
Teacher’s Assessment Guide
Name: ______________________________________ Date: _____________

Unit 2 Test Purposes

 Comprehend the main ideas and details in a listening passage (Listening)
 Identify causes and effects in a listening passage (Note-taking Skill)
 Choose and use target vocabulary from the unit (Vocabulary)
 Identify causes and effects in listening texts (Listening Skill)
 Identify linking sounds /w/ and /j/ in listening texts (Pronunciation Skill)
 Use adjective-noun collocations (Vocabulary Skill)
 Choose and use modals to give advice (Speaking Skill)
 Use quantifiers with count and noncount nouns (Grammar Skill)
 Discuss a speaking prompt using unit ideas and skills

I. Note-taking skill: Causes and effects

Learning objective: Identify causes and effects in a listening passage (p. 35)

Listen to four speakers. Do they talk about a cause or an effect? Choose A or B.

1. There isn’t enough food for everyone today, therefore we must change the way we produce and eat
food.
2. Insects are easier to farm than cows because they need less food and water.
3. Due to my family’s careful work, I was rarely ill due to eggs again.
4. My parents were worried, so they took me to see a doctor.

1.
A. cause
B. effect
Answer: B
The word “therefore” introduces an effect.

2.
A. cause
B. effect
Answer: A
The word “because” introduces a cause.

3.
A. cause
B. effect
Answer: A
“Due to” introduces a cause.

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 Listening and Speaking 3. Unit 2 Test A
Teacher’s Assessment Guide
4.
A. cause
B. effect
Answer: B
The word “so” introduces an effect.

1 point for each correct answer 4

II. Listening
Learning objective: Comprehend the main ideas and details in a listening passage

In this section you will hear a student giving information about food from her own past and her ideas
about food in the future. You will hear the talk twice. Choose the correct answer.

Natcha: Here is a food story from my childhood. I grew up in Thailand, where food is very
important. In fact, people say that “Thailand’s favorite topic of conversation is food”. Thai meals are very
spicy—even a salad can burn your mouth! And everyone eats lots of fresh fruit, vegetables, and fish.
Most people buy fresh produce from their local market every day. At family meals, everyone sits around
a table, which is usually a circle shape, or sometimes they sit in a circle on the floor. Lots of dishes, full of
delicious food, are placed in the middle of the table. You start with a spoon or two of rice and then you
add a small amount of a vegetable or meat dish on top. When the bowl is finished, you take more, so
you get to try everything. Often, the youngest child in the family will serve the older people. Meals are
noisy and long. You’re supposed to talk and take your time.

Because food is so important, you’ll understand why my situation was difficult. You see … when I was
very young, I was often ill after eating food. My parents were worried, so they took me to see a doctor.
Soon, we had an answer. I had an egg allergy. In other words, if there was egg in my food, even a tiny bit
of egg mixed with other food, I was ill. Allergies like this are not unusual. In the United States, around
two million kids have a peanut allergy.

My parents had to make lots of changes in our home. Eggs were stored in a closed box. If my mother
made a meal using eggs for the rest of family, my food was made using different kitchen equipment. The
pans, the knives, the chopping board … everything was different. And we had to be really careful about
washing our hands and keeping the kitchen equipment clean. So, eating at home was OK. But it was
impossible for me to eat at restaurants. And, of course, I could not eat sweet treats like cakes or
pancakes. I also remember being sad at my cousin’s wedding because I was not allowed the same food
as everyone else.

But this story has a happy ending. Due to my family’s careful work, I was rarely ill due to eggs again.
When, I was around six years old, the doctor said I should start to eat a tiny amount of egg in my food.
He said it was normal for children to lose this illness over time. He was right. I am happy to say that,
today, I do not have an egg allergy.

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 Listening and Speaking 3. Unit 2 Test A
Teacher’s Assessment Guide
Now, I’ll move on to our second assignment topic, the future of food. Will the foods we eat 50 years in
the future be different to the foods we eat now? Yes, definitely. There isn’t enough food for everyone
today, therefore we must change the way we produce and eat food. Let’s consider beef, for example.
Farms for cows require a lot of land and a lot of water, which is an environmental problem. And we
know that eating red meat, like beef, isn’t particularly good for us.

So what choice do we have? I think Thailand has one answer: worms and insects. Now, many insects—
like flies, ants, and other bugs—won’t help. But some could. On the streets of Phuket you will often see
fried grasshoppers and worms for sale as snacks. They are very tasty! My favorite are Bamboo worms. In
Thai, they’re called Rot Duan, which means “express train” because that describes the shape of the
worms! Insects are easier to farm than cows because they need less food and water, and they also take
up less room. Cows require a lot of land, and it takes even more land to grow their food. If we eat
insects instead, we could turn that extra land into parks, or forests, or cities. On the other hand, there
are some possible problems. Today, insect farming is quite a small industry. If we’re going to feed
everyone this way, we’ll need much, much bigger insect farms. No one knows what technology we will
need to look after and process so many insects. However, in conclusion, I think the future of food is bug
burgers. Thank you.

5. According to Natcha, Thai meals __________.

A. burn her mouth
B. are spicy and fresh
C. don’t take a long time to prepare

Answer: B
“Thai meals are very spicy … and everyone eats lots of fresh fruit, vegetables, and fish.” Option A is too
specific (it is given as a comment about salads). Option C is not mentioned.

6. At family meals in Thailand, __________.

A. people usually take several portions
B. children often have less spicy food
C. people always sit on the floor
Answer: A
This question tests understanding of “portion” and various adverbs of frequency. Spicy food is
mentioned (option B), but not that children have less spice. Sitting on the floor is mentioned (option C)
but only “sometimes” is specified (not always). A is correct because people fill their bowls several times.

7. When she was a child, Natcha was unwell if she ate __________.
A. eggs
B. shellfish
C. nuts
Answer: A
This fact-based response could be answered on a first listening. Natcha discusses her egg allergy in
detail.

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 Listening and Speaking 3. Unit 2 Test A
Teacher’s Assessment Guide
8. Due to her food problems, Natcha’s parents __________.
A. decided to change their diet
B. made lots of changes in the family kitchen
C. did not go to a family wedding
Answer: B
Natcha discusses the effects of her allergy in the home, so students may need to decide between
options A and B as they listen. The focus is on preparation of separate food for Natcha in the kitchen
(option B is correct) and no mention is made of different food for the rest of the family (option A is
incorrect). Although Natcha mentions a family wedding, she was definitely present, so option C can be
discounted. NB This question uses the language of cause and effect.

9. When she was six years old, Natcha’s diet changed again because __________.
A. the family’s doctor gave her some new medicine
B. her illness became worse
C. food allergies often go away when children are older
Answer: C
Natcha mentions her doctor, so students may initially be drawn to option A. However, no mention is
made of medicine. Her focus on happiness means option B can soon be discounted. Natcha talks in
general terms about the way children often grow out of allergies (option C is correct). NB This question
uses the language of cause and effect.

10. Fifty years in the future, __________.

A. Natcha is certain that the food we eat will be different
B. Natcha is not sure if there will be enough food for our cities
C. Natcha thinks people might stop eating meat and fish
Answer: A
Natcha’s opinions on this subject are strong (“Yes, definitely”). On that basis alone, options C and B can
be discounted. NB This is a gist question which could be answered on a first listening.

11. According to Natcha, beef is a problem __________.

A. for scientific and ethical reasons
B. for environmental and health reasons
C. for cultural and economic reasons
Answer: B
Natcha says beef farming “is an environmental problem” and “isn’t particularly good for us”.

12. Which of the following is true?

A. Natcha has visited an insect farm.
B. Natcha’s uncle sells insects in Phuket.
C. Natcha has eaten insects.
Answer: C
This is an inference question. Natcha says that insects are “very tasty” and that Bamboo worms are her
“favorite”. Options A and B are not mentioned.

13. One positive effect of eating insects is __________.

A. it is cheaper than eating beef

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 Listening and Speaking 3. Unit 2 Test A
Teacher’s Assessment Guide
B. insect farms use less land than cow farms
C. we can also use insects to feed animals
Answer: B
Although all three options are true, only B is mentioned. NB This is a gist question which could be
answered on a first listening.

14. The future for insect farming is uncertain because __________.

A. many people won’t want to change their diets
B. large insect farms may cause health problems
C. there is no technology for large insect farms yet
Answer: C
Although all three concerns are true, only option C is mentioned.

1 point for each correct answer 10

III. Vocabulary
Learning objective: Choose and use target vocabulary from the unit (pp. 29 and 37)

A. Match each underlined word with the correct definition. Write the letter. There are three
definitions that you don’t need.

15. _____ Let’s take a look at the key data.

16. _____ I’ve been vegetarian for approximately four years now.
17. _____ Western food products are rare in this region.
18. _____ It takes skill to season curries.
19. _____ There are several local restaurants specializing in ethnic food.

A. add flavor, e.g., salt and pepper, to food

B. nearby
C. cook very quickly
D. important
E. very successful
F. nearly accurate or correct
G. easily
H. uncommon

Answers: 15. D, 16. F, 17. H.,18. A, 19. B

1 point for each correct answer 5

B. Complete the sentences. Choose A, B, or C.

20. I like __________ with ingredients to create exciting new meals.

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 Listening and Speaking 3. Unit 2 Test A
Teacher’s Assessment Guide
A. consuming B. experimenting C. accounting

21. I’m not confident enough to cook __________ food at home.

A. spicy B. seasoning C. delicious

22. My grandfather’s story __________ the consequences of an unhealthy lifestyle.

A. plays a role in B. illustrates C. enjoys

23. There is a strong __________ between nutrition in babies and health outcomes in adults.
A. feature B. degree C. correlation

24. Food fashions are a __________ of powerful economic forces, among other things.
A. respect B. function C. reduction

Answers: 20. B, 21. A, 22. B, 23. C.,24. B

Tip: Items 20, 23, and 24 can be deduced using the subsequent preposition.

1 point for each correct answer 5

IV. Listening Skill: Listening for causes and effects

Learning objective: Identify causes and effects in listening texts (p. 33)

Listen to four people who have changed their diet. Match the speaker to the correct cause. Write the
letter. There is one cause that you don’t need.

25. Every morning I used to buy lunch on my way to work. As a result, I was spending hundreds of
dollars each year on sandwiches and coffee. What a waste!
26. I became a vegetarian two years ago because I moved from Germany to India. Many people here
don’t eat meat or fish, so it felt like the right thing to do.
27. Transporting food all over the world leads to pollution. Consequently, I decided to eat more food
from my local area to reduce damage to our planet.
28. Last year I gained a little weight, so I made some simple changes to my lifestyle. I eat fewer snacks
these days, and I drink more water.

25. Speaker 1 ___

26. Speaker 2 ___
27. Speaker 3 ___
28. Speaker 4 ___

A. Health reasons
B. Emotional reasons
C. Family reasons
D. Cultural reasons
E. Environmental reasons

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 Listening and Speaking 3. Unit 2 Test A
Teacher’s Assessment Guide
F. Financial reasons

Tip: Listen for linking words and phrases that signal cause and effect.

25.
Answer: F
Speaker 1 focuses on cost (“hundreds of dollars each year”), the financial effect of buying a pre-made
lunch. Effect phrase: “as a result”.

26.
Answer: D
Speaker 2 has become a vegetarian. There can be many causes for this (so students will need to listen
carefully), but in this case the cause is cultural: a move to India. Effect phrase: “so”.

27.
Answer: E
Speaker 3 focuses on an environmental cause. We hear “pollution” and “reduce damage to our planet”.
Effect phrase: “consequently”.

28.
Answer: A
Speaker 4 focuses on losing weight, a health cause. Effect phrase: “so”.

1 point for each correct answer 4

V. Pronunciation Skill: Links with /j/ and /w/

Learning objective: Identify linking sounds /w/ and /j/ in listening texts (p. 45)

Listen to the sentences. Which linking sound do you hear: /w/ or /j/?

29. I’d no idea he was ill.

30. Do you always take notes in class?
31. You should try again later.
32. It must be interesting to travel so much.

29.
A. /w/
B. /j/
Answer: A
The initial vowel in “idea” follows /əʊ/ in “no”, so a /w/ is used.

30.
A. /w/

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 Listening and Speaking 3. Unit 2 Test A
Teacher’s Assessment Guide
B. /j/
Answer: A
The initial vowel in “always” follows /uː/ in “you”, so a /w/ is used.

31.
A. /w/
B. /j/
Answer: B
The initial vowel in “again” follows /aɪ/ in “try”, so a /j/ is used.

32.
A. /w/
B. /j/
Answer: B
The initial vowel in “interesting” follows /iː/ in “be”, so a /j/ is used.

1 point for each correct answer 4

VI. Vocabulary Skill: Adjective-noun collocations

Learning objective: Use adjective-noun collocations (p. 41)

Match each noun with an adjective to form a collocation. There are two adjectives that you don’t
need.
33. _____ diet
34. _____ fried
35. _____ drink
36. _____ food

A. steady
B. soft
C. junk
D. dark
E. balanced
F. deep

Answers: 33. E, 34. F ,35. B, 36. C

1 point for each correct answer 4

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 Listening and Speaking 3. Unit 2 Test A
Teacher’s Assessment Guide
VII. Speaking Skill: Giving advice
Learning objective: Choose and use modals to give advice (p. 46)

Write advice. Use the words provided and should/ought to or shouldn’t.

37. I’m worried about plastic waste in my kitchen.

______________________________________ (buy / more fresh fruit and vegetables)
38. I probably eat too much salt.
______________________________________ (really / eat / so much fast food)
39. My parents are overweight.
______________________________________ (perhaps / do more exercise)
40. I have a terrible headache.
______________________________________ (really / see a doctor)

Answers:
37. You should/ought to buy more fresh fruit and vegetables.
38. You really shouldn’t eat so much fast food.
39. Perhaps they/your parents should/ought to do more exercise.
40. You really should/ought to see a doctor.

1 point for each correct answer 4

VIII. Grammar: Quantifiers with count/noncount nouns

Learning objective: Use quantifiers with count and noncount nouns (p. 43)

A. Correct the underlined quantifier in each sentence.

41. How many rice have we got? ______________

42. We need more flour. We haven’t got much to make the cake for Tanya. ______________
43. Don’t eat too many ice cream. You’ll feel sick. ______________
44. How enough water is the right amount to drink each day? ______________
45. Five? That’s too much chilies for mom, I think. ______________
46. How much tomatoes are left in the fridge? ______________
47. I eat too enough salt, and I want to cut down. ______________
48. How enough eggs do we need for this cake? ______________
49. There’s not many hot water for everyone. I’ll boil some more. ______________
50. If you use too enough sugar, the recipe will not work. ______________

Answers: 41. much, 42. enough, 43. much, 44. much, 45. many, 46. many, 47. much, 48. many, 49.
enough, 50. much
Items 45, 46, 48 involve count nouns.
Items 41, 42, 43, 44, 47, 49, 50 involve noncount nouns.
1 point for each correct answer 10

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 Listening and Speaking 3. Unit 2 Test A
Teacher’s Assessment Guide
IX. Speaking
Learning objective: Discuss a speaking prompt using unit ideas and skills

Prepare to talk about the following question:

“In 50 years, do you think the foods eaten in this country will be very different? Why/Why not?”

You should speak for two minutes. Make notes to prepare for your presentation.

Preparation:
Advise students to decide initially whether they agree or disagree with the prompt statement. Provide
each student with an empty T-chart of “Causes and Effects” in which to make preparatory notes. The
candidate should speak for 2–3 minutes. Be prepared to ask prompt questions if needed to maintain the
flow of speech.
Refer to the Unit 2 Test Speaking Rubric for scoring.

20 points Section IX 20

Unit 2 Test
Speaking Rubric

Student name: _____________________________________________________

Date: _________________________

Speaking Prompt: Discuss the future of food in this country.

Opinion about the future of food Points

(0 – 5)
Discourse competence: Gives opinion with supporting evidence. /5
task coverage
Linguistic competence: Uses appropriate structures relating to arguing for or /5
structure against an issue.
Linguistic competence: Uses appropriate vocabulary relating to the topic of /5
terminology food habits.
Discourse competence: Presentation skills, e.g., level of hesitation, use of /5
context-specific focus notes, continues speaking without requiring further
prompts.

Total points: ______________

Comments:

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