Hard-hitting warning labels should be on everyday food, say campaigners
Level 1: Elementary
Article summary: This article discusses
the proposal to put warning labels on food b. Ask students to work in pairs again, this time to
products. complete the sentences using words from the
previous exercise in the correct form.
Time: 60 minutes
Key:
Skills: Reading, Speaking
1. ban
2. sponsorship
Language focus: Relative pronouns
3. misleading / deceptive
(which and whose)
4. warning
Materials needed: One copy of the 5. measures
worksheet per student 6. charity
7. campaigners
3. Comprehension check
1. Warmer
a. Ask students to work individually and choose the
a. Ask students to work in pairs and discuss the correct option to complete each sentence. Once
questions. Encourage them to give reasons for their finished, give them a few minutes to check in pairs
opinions. After a couple of minutes, hold a brief before checking answers with the whole class.
discussion with the whole group, so every pair can
share their views. Key:
1. measures
2. Key words 2. estimates
3. mandatory
a. Ask students to work individually or in pairs and 4. sports events
complete the sentences using key words from the 5. strict regulations
text. Tell them all the words appear in the article, so 6. prevention is better than cure
they can see them in context if they are unsure about
their meaning. Allow a few minutes for students to 4. Key language
check answers in pairs or groups of three before
checking with the whole group. a. Ask students to read the sentences from the
article and answer the questions. They can do this
Key: individually or in pairs. You may want to elicit what
1. Campaigners ‘which’ refers to in the first sentence (high levels of
2. charity salt and sugar) and also what belongs to whom in
3. ban the second one (the unhealthy products belong to
4. deceptive the firms who make them).
5. measures
6. sponsorship Key:
7. warning 1. which
8. prematurely 2. whose
9. misleading
10. taxes
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Hard-hitting warning labels should be on everyday food, say campaigners
Level 1: Elementary
b. Students work in pairs and complete the sentences a. Ask students to work in pairs or small groups and
with the missing relative pronouns. write five questions to ask their classmates about
their diets.
Key:
1. which b. Students ask their classmates and write down
2. whose their answers.
3. whose
4. which c. Give students a few minutes to analyse the results
5. whose (this sentence may help you clarify that and get ready to share the most interesting findings
‘whose’ can be used to refer both to people and with the class.
things)
d. Students share their findings and listen to the other
5. Discussion groups, making notes about any interesting /
different ideas shared.
a. Students discuss the statements from the article and
provide reasons for their opinions, referring to their e. In pairs again, students write sentences with
own experience whenever possible. suggestions for a healthier diet.
6. In your own words f. Students share their ideas with the class and see if
they agree.
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