PARAGRAPH ONE:
1. |
waging war |
a. |
are discussing how |
2. |
in the interests |
b. |
well-being |
3. |
harmful to people's |
c. |
less sugar in it |
4. |
he did not rule |
d. |
rates of obesity |
5. |
buy food with |
e. |
on sugar |
6. |
Politicians in the U.K. |
f. |
in food |
7. |
less sugar |
g. |
of public health |
8. |
reduce Britain's rising |
h. |
out the idea |
MY e-BOOK
PARAGRAPH TWO:
1. |
carbonated |
a. |
content in drinks |
2. |
sales of sugary drinks went |
b. |
of obesity |
3. |
An alternative to taxing |
c. |
drinks |
4. |
reduce the level of |
d. |
over five years |
5. |
cutting the sugar |
e. |
down by 12 per cent |
6. |
by 40 per cent |
f. |
even notice this |
7. |
prevent one million cases |
g. |
sugar in them |
8. |
people might not |
h. |
sugared drinks |
The United States and United Kingdom are (1) ___________________ sugar in the interests of public health. They say (2) ___________________ too much sugar and this is harmful to people's well-being. On Thursday, the U.S. printed new (3) ___________________. These strongly recommend people get less than 10 per cent of their (4) ___________________ from added sugar. On the same day, Britain's Prime Minister said (5) ___________________ the idea of a tax on sugar so people would buy food with less sugar in it. Politicians in the U.K. are discussing how less sugar in food could help reduce Britain's rising (6) ___________________.
The governments (7) ___________________ carried out in Mexico that showed how a tax on (8) ___________________ reduced consumption. The tax meant sales (9) ___________________ went down by 12 per cent in 2014. Sales of mineral water (10) ___________________ per cent in the same year. An alternative to taxing sugared drinks is to reduce the level of sugar in them. Researchers at a London university (11) ___________________ the sugar content in drinks by 40 per cent over five years could prevent one million cases of obesity in the U.K. Researchers say people might (12) ___________________ this.
Write five GOOD questions about sugar in the table. Do this in pairs. Each student must write the questions on his / her own paper.
When you have finished, interview other students. Write down their answers.
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STUDENT 1
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STUDENT 2
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STUDENT 3
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Q.1.
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Q.2.
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Q.3.
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Q.4.
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Q.5.
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- Now return to your original partner and share and talk about what you found out. Change partners often.
- Make mini-presentations to other groups on your findings.
Student A: Do not show these to your speaking partner(s).
a) |
________________________________________________________ |
b) |
________________________________________________________ |
c) |
________________________________________________________ |
d) |
________________________________________________________ |
e) |
________________________________________________________ |
f) |
________________________________________________________ |
g) |
________________________________________________________ |
h) |
________________________________________________________ |
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Student B: Do not show these to your speaking partner(s).
a) |
________________________________________________________ |
b) |
________________________________________________________ |
c) |
________________________________________________________ |
d) |
________________________________________________________ |
e) |
________________________________________________________ |
f) |
________________________________________________________ |
g) |
________________________________________________________ |
h) |
________________________________________________________ |
Write about sugar for 10 minutes. Comment on your partner’s paper.
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