The Reading / Listening - Seafood - Level 1

A study says high levels of "forever chemicals" may be in seafood. Forever chemicals are man-made toxins. They stay in our blood and lead to health issues. These include cancer and kidney problems. Researchers said we need safety guidelines for these chemicals in seafood, especially for marine creatures like prawns and lobster. People who love sushi and prawn cocktails may have to change their diet and eat less seafood.

Forever chemicals were created in the 1930s. Today, they are found in food packaging, food wrappers, and food containers. Over the decades, the chemicals have entered our food chain. A professor wants people to enjoy seafood, but also to be aware of the risks. She said: "Our recommendation isn't to not eat seafood." She thinks it is important for us to understand more about what is in the food we eat.

Try the same news story at these levels:

    Seafood - Level 0 Seafood - Level 2   or  Seafood - Level 3

Sources
  • https://scitechdaily.com/dartmouth-research-uncovers-hidden-dangers-in-popular-seafoods/
  • https://www.newsweek.com/warning-toxic-forever-chemical-risk-seafood-diet-1889465
  • https://link.springer.com/article/10.1007/s12403-024-00640-w


Make sure you try all of the online activities for this reading and listening - There are dictations, multiple choice activities, drag and drop activities, sentence jumbles, which word activities, text reconstructions, spelling, gap fills and a whole lot more. Please enjoy :-)

Phrase Matching

Paragraph 1

  1. high levels
  2. Forever chemicals are man-
  3. They stay
  4. lead to health
  5. kidney
  6. we need safety
  7. marine
  8. change their diet and eat
  1. made toxins
  2. in our blood
  3. problems
  4. guidelines
  5. less seafood
  6. of forever chemicals
  7. issues
  8. creatures

Paragraph 2

  1. Forever chemicals were
  2. they are found in
  3. food
  4. the chemicals have entered
  5. A professor wants people
  6. be aware
  7. it is important
  8. what is in
  1. of the risks
  2. wrappers
  3. the food we eat
  4. to enjoy seafood
  5. created in the 1930s
  6. for us to understand
  7. food packaging
  8. our food chain

Listening — Listen and fill in the gaps

(1) ___________________ high levels of "forever chemicals" may be in seafood. Forever chemicals (2) ___________________. They stay in our blood and lead (3) ___________________. These include cancer and kidney problems. Researchers said we need (4) ___________________ these chemicals in seafood, especially for (5) ___________________ prawns and lobster. People who love sushi and prawn cocktails may have to change their (6) ___________________ less seafood.

Forever chemicals (7) ___________________ the 1930s. Today, they are found (8) ___________________, food wrappers, and food containers. (9) ___________________, the chemicals have entered (10) ___________________. A professor wants people to enjoy seafood, but also to (11) ___________________ the risks. She said: "Our recommendation isn't to not eat seafood." She thinks it is important for us to understand more (12) ___________________ in the food we eat.

Put a slash (/) where the spaces are

Astudysayshighlevelsof"foreverchemicals"maybeinseafood.Foreve
rchemicalsareman-madetoxins.Theystayinourbloodandleadtoheal
thissues.Theseincludecancerandkidneyproblems.Researcherssaidw
eneedsafetyguidelinesforthesechemicalsinseafood,especiallyforma
rinecreatureslikeprawnsandlobster.Peoplewholovesushiandprawnc
ocktailsmayhavetochangetheirdietandeatlessseafood.Foreverchem
icalswerecreatedinthe1930s.Today,theyarefoundinfoodpackaging,f
oodwrappers,andfoodcontainers.Overthedecades,thechemicalshav
eenteredourfoodchain.Aprofessorwantspeopletoenjoyseafood,buta
lsotobeawareoftherisks.Shesaid:"Ourrecommendationisn'ttonoteat
seafood."Shethinksitisimportantforustounderstandmoreaboutwhat
isinthefoodweeat.

Student survey

Write five GOOD questions about this topic 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.

(Please look at page 12 of the PDF to see a photocopiable example of this activity.)

Discussion — Write your own questions

STUDENT A’s QUESTIONS (Do not show these to student B)

(a) ________________

(b) ________________

(c) ________________

(d) ________________

(e) ________________

(f) ________________

(g) ________________

(h) ________________

STUDENT B’s QUESTIONS (Do not show these to student A)

(i) ________________

(j) ________________

(k) ________________

(l) ________________

(m) ________________

(n) ________________

(o) ________________

(p) ________________

Free writing

Write about this topic for 10 minutes. Comment on your partner’s paper.

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Answers

(Please check your answers against the article above.

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