Speaking 3
Lead-in
1 Look at the photo and answer the questions.
1 Do you have food labels in your country?
2 How helpful do you think food labels are for
teaching people about healthy eating? Do you use
them? Why/Why not?
Vocabulary
2 Complete the sentences with the words in the
box.
calories cheaper convenient habits nutritious salt
1 In the twenty-first century, people want food
which is to prepare. They
don’t want to spend hours cooking a meal.
2 Advances in food production have resulted in
food items.
3 They say that seaweed is very
Apparently it has many vitamins and minerals.
4 Food high in is not good for
our health.
5 are units of energy which
indicate how much energy is available in food.
6 Changing people’s eating is
very difficult. People just get used to eating the
same types of food.
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Test training: Opposing opinion
3 Complete the text with the words in the box.
educate government informative microwaveable
products responsibly
Well, it’s true that food labels can help to
1 people. They tell us what
kinds of things are in the food we buy, like the
number of calories or the amount of salt, so we
can act more 2 and eat a
more balanced diet. Having said that, I’m not
sure labels do actually result in healthier eating
because most people are just too busy to look
at them – I know I rarely do. For example,
3 meals have a lot of salt in
them. While the label is there to help me choose
. the healthiest option, I never read it. So although
food labels can be 4 , they
don’t actually work and I think we should look more
closely at the manufacturing process. We should
ask the 5 to create new laws
about quantities of salt, sugar and fat in food
6 .
Photocopiable 1
 Speaking 3

4 Underline the stressed syllable in each word.
1 educate (v), education (n), educative (adj)
2 responsibility (n), responsible (adj),
responsibly (adv)
3 microwave (v), microwave (n),
microwaveable (adj)
4 inform (v), information (n), informative (adj)
5 govern (v), government (n), governmental (adj)
6 product (n), produce (v), productive (adj)
5 Look at the text again in Activity 3. Find three
words/phrases that introduce an opposing
opinion.
6 Make sentences about fast food from the
prompts. Use the word in brackets to introduce
the opposing viewpoint. You can change the
order of information.
1 can taste good / unhealthy (It’s true that …)
2 is convenient / not high quality (although)
3 popular / not everyone eats it (while)
4 cheap / not always nutritious (although)
5 gives you energy / soon feel hungry again (It’s true
that …)
Test practice: Speaking Part 3: Discussion
7 Look at the task questions in the box and answer
the questions.
1 Write down three words, phrases or collocations
you can use to answer each question.
2 Think about an opposing idea you can introduce
for each question.
1 How are eating habits in your country today
different from those in the past?
2 How do you think eating habits might change in
the future?
3 What can a government do to prevent people
from eating unhealthy foods?
4 Whose responsibility is a person’s health?
8 Work in pairs. Take turns to ask and answer
the questions. Listen to your partner and make
notes.
Pronunciation Notes
• easy to
understand
• used word
stress correctly

Follow-up
9 Say what your partner did well in their long turn.
Say one thing he/she could improve upon next
time.

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