Fine-tune your information Ask good questions
thought- pro voking encouraging serious thought
SUPPORT TASK: 1 Write down the question words used on this page. Which of the 5W1H questions have not been used?
2 Turn the questions below into statements. What do you notice about the order of words in the questions and the
statements? a Can children understand how adverts work?
b Should food containing sugar carry a health warning?
c Do adults always set a good
example? 36
An active listener asks questions. We ask different questions for different reasons. 1 Take turns, with a partner, to read the questions below. a Questions help you find out the right information. These questions focus mostly on getting facts. • At what age can a child make responsible food choices?
• Why are children fatter today? • What types of food are unhealthy?
b Thought-provoking questions make you think. These questions focus mostly on finding out opinions. • Could advertisers do something to tell their audience about the risk of their products?
• How can parents help their children to eat properly and exercise?
• Should unhealthy food adverts be banned? • Who should be acting responsibly?
2 Write some of your own questions to add to the list above. Think clearly about why you are asking specific questions.
3 Take turns, with a partner, to ask and answer the questions above and also your own questions.
4 Look up the meaning of “intentional” and “unintentional” in a dictionary. Write down the definitions of these words. a See if you can identify intentional and unintentional messages in adverts. (Ask your teacher if you are unsure.) Would you say adverts intend to promote their products? But promoting unhealthy lifestyles is unintentional?
b Talk about other adverts and the intentional and unintentional messages they might have.
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