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03 Wk47 NL TN Advanced Foodlabels Finals 141865

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7 views2 pages

03 Wk47 NL TN Advanced Foodlabels Finals 141865

Uploaded by

konrad.a.knap
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Hard-hitting warning labels should be on everyday food, say campaigners

Level 3: Advanced
b. Ask students to work in pairs again, this time to
Article summary: This article discusses
the proposal to put warning labels on food complete the sentences using words from the
products. previous exercise in the correct form.

Time: 60 minutes Key:


1. stark
Skills: Reading, Speaking 2. plea
3. boosted
Language focus: Word formation 4. deceptive
5. mandatory
Materials needed: One copy of the 6. outlawed
worksheet per student 7. compelled
8. bar
9. stringent
10. urged
1. Warmer
3. Comprehension check
a. Ask students to work in pairs and discuss the
questions. Encourage them to give reasons for their a. Ask students to work individually and complete
opinions. After a couple of minutes, hold a brief the sentences using words from the article. Once
discussion with the whole group, so every pair can finished, give them some minutes to check in pairs
share their views. before checking answers with the whole class.

2. Key words Key:


1. dying prematurely
a. Ask students to work individually or in pairs and 2. estimates
match the words with their definitions. Tell them all 3. deeply ingrained
the words appear in the article, so they can see them 4. mandatory; voluntarily
in context if they are unsure about their meaning. 5. ban
Allow a few minutes for students to check answers 6. predatory marketing tactics
in pairs or groups of three before checking with the 7. prevention
whole group.

Key:
1. g 9. n
2. i 10. c
3. d 11. o
4. m 12. e
5. a 13. l
6. h 14. b
7. f 15. j
8. k
D •
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Published by Macmillan Education Ltd. © Macmillan Education Limited, 2024.


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Home >> Adults >> General English >> NEWS LESSONS


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Hard-hitting warning labels should be on everyday food, say campaigners
Level 3: Advanced
4. Key language 5. Discussion

a. Students work in pairs again, this time to complete a. Students discuss the statements from the article and
the sentences from the text with the correct form of provide reasons for their opinions, referring to their
the words in brackets. You may want to elicit what own experience whenever possible.
affixes are (prefixes and suffixes) and how these
help us transform words into different word classes. 6. In your own words
It may be useful to elicit some examples and their
meanings before carrying out the activity, as well as a. Students work in pairs or small groups and create
give students some minutes to think about the word a short survey to gather information about their
class they need in each case before writing classmates’ opinions on the introduction of warning
an answer. labels and their effectiveness. Ask them to include at
least five questions.
Key:
1. sponsorship (noun) b. Give students some minutes to analyse their
2. increasingly (adverb) results and present their findings and conclusions
3. nutritious (adjective) to the class.
4. disability (noun)
5. reformulate (verb) c. Encourage students to listen to their classmates’
6. ambitious (adjective) findings and jot down any interesting conclusions
7. deceptive (adjective) they can add to their own.
8. harms (noun, plural)
d. Ask students to write a report using both their own
findings and at least one insight from another group.

D •
TE E E
SI AD L
EB LO B
W N IA

Published by Macmillan Education Ltd. © Macmillan Education Limited, 2024.


M W P
O DO O
FR BE OC

Home >> Adults >> General English >> NEWS LESSONS


T
O
H
AN
•P
C

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