The Reading / Listening - Bacteria Memories - Level 6

Just when scientists thought they knew all there was to know about bacteria, they have unearthed something quite unexpected. They have found that bacteria have a mechanism within their single-celled forms that can store and pass on memories to future generations. The research was on the ubiquitous E. coli bacterium. This is one of Earth's most well-studied organisms. Researchers at the University of Texas wrote about how bacteria could form memories while lacking a brain: "Bacteria don't have brains, but they can gather information from their environment, and if they have encountered that environment frequently, they can store it and quickly access it later for their benefit."

Bacterial memory differs from that in humans. It may be more akin to our muscle memory. Our bodily tissue has a sense of what to do next from having done it repetitively many times before. The researchers attributed bacterial memory to levels of iron in their physical constitution. A researcher said: "Before there was oxygen in the Earth's atmosphere, early life was utilizing iron for a lot of cellular processes." He added: "Iron is not only critical in the origin of life on Earth, but also in the evolution of life. It makes sense that cells would utilize it." He said his research could aid in combating bacterial diseases, as "the more we know about bacterial behaviour, the easier it is to combat them".

Try the same news story at these easier levels:

    Bacteria Memories - Level 4  or  Bacteria Memories - Level 5

Sources
  • https://www.earth.com/news/bacteria-form-memories-and-pass-them-on-to-future-generations/
  • https://www.unilad.com/technology/space/whats-inside-earth-core-696460-20231123
  • https://www.sciencealert.com/in-a-first-bacteria-seen-storing-memories-and-passing-them-on-for-generations


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 :-)

Warm-ups

1. MEMORY: Students walk around the class and talk to other students about memory. Change partners often and share your findings.
2. CHAT: In pairs / groups, talk about these topics or words from the article. What will the article say about them? What can you say about these words and your life?
       scientists / bacteria / mechanism / single-celled forms / research / memories / brain /
       humans / muscle / sense / iron / physical / constitution / oxygen / Earth / diseases
Have a chat about the topics you liked. Change topics and partners frequently.
3. MOST IMPORTANT: Students A strongly believe memories are the most important things we have; Students B strongly believe otherwise. Change partners again and talk about your conversations.
4. MEMORIES: Complete this table with your partner(s). Change partners and share what you wrote often.


Memories of…

Best Memories

Worst Memories

Elementary school

 

 

English lessons

 

 

Using a computer

 

 

Shopping

 

 

Holidays

 

 

Something unexpected

 

 
MY e-BOOK
ESL resource book with copiable worksheets and handouts - 1,000 Ideas and Activities for Language Teachers / English teachers
See a sample

5. SCIENTISTS: Spend one minute writing down all of the different words you associate with the word "scientists". Share your words with your partner(s) and talk about them. Together, put the words into different categories.
6. FUTURE GENERATIONS: Rank these with your partner. Put the most important things to pass on to future generations at the top. Change partners often and share your rankings.

  • Memories
  • Property
  • Photos
  • Money
  • Jewellery
  • Stories
  • Knowledge
  • Cleaner cities

 

Vocabulary

    Paragraph 1

      1. unearthed a. A natural or established process by which something takes place or is brought about.
      2. unexpected b. Of a quality that is absent; not available or in short supply.
      3. mechanism c. Discovered something hidden, lost, or kept secret by investigation or searching.
      4. ubiquitous d. Not regarded as likely to happen.
      5. organism e. Present, appearing, or found everywhere.
      6. lacking f. An individual animal, plant, or single-celled life form.
      7. encountered g. Unexpectedly be faced with or experience something hostile or difficult.

    Paragraph 2

      8. differ h. Making practical and effective use of.
      9. akin i. Be unlike or dissimilar.
      10. attributed j. A person's or creature's physical state as regards energy, health, and strength.
      11. constitution k. Having a decisive or crucial importance in the success, failure, or existence of something.
      12. utilizing l. Of similar character.
      13. critical m. Take action to reduce or prevent something bad or undesirable.
      14. combat n. Regard something as being caused by.

 

Before reading / listening

1. TRUE / FALSE: Read the headline. Guess if 1-8 below are true (T) or false (F).

  1. Scientists actually know everything there is to know about bacteria.     T / F
  2. The most well-studied bacteria on Earth are E. coli.     T / F
  3. The researchers said some cells may have a brain.     T / F
  4. Bacteria can gather information about their environment.     T / F
  5. Bacteria memory could be similar to muscle memory in humans.     T / F
  6. Early bacteria relied on iron to develop and survive.     T / F
  7. Iron was important is the beginnings of life on Earth.     T / F
  8. A researcher said his research would end all diseases.     T / F

2. SYNONYM MATCH: Match the following synonyms from the article.

  1. unearthed
  2. unexpected
  3. ubiquitous
  4. lacking
  5. encountered
  6. differs
  7. akin
  8. attributed
  9. evolution
  10. combat
  1. similar
  2. being without
  3. experienced
  4. development
  5. unpredicted
  6. credited
  7. discovered
  8. fight
  9. varies
  10. ever-present

3. PHRASE MATCH: (Sometimes more than one choice is possible.)

  1. they knew all
  2. they have unearthed something
  3. The research was on the ubiquitous
  4. bacteria could form memories while
  5. they can store it and quickly
  6. Bacterial memory differs from
  7. It may be more
  8. Before there was oxygen in
  9. in the evolution
  10. He said his research could aid in combating
  1. akin to our muscle memory
  2. E. coli bacterium
  3. access it later
  4. of life
  5. the Earth's atmosphere
  6. quite unexpected
  7. that in humans
  8. lacking a brain
  9. bacterial diseases
  10. there was to know

Gap fill

Put these words into the spaces in the paragraph below.
mechanism
ubiquitous
lacking
unearthed
access
single
gather
organisms

Just when scientists thought they knew all there was to know about bacteria, they have (1) _____________________ something quite unexpected. They have found that bacteria have a (2) _____________________ within their (3) _____________________ -celled forms that can store and pass on memories to future generations. The research was on the (4) _____________________ E. coli bacterium. This is one of Earth's most well-studied (5) _____________________. Researchers at the University of Texas wrote about how bacteria could form memories while (6) _____________________ a brain: "Bacteria don't have brains, but they can (7) _____________________ information from their environment, and if they have encountered that environment frequently, they can store it and quickly (8) _____________________ it later for their benefit."

Put these words into the spaces in the paragraph below.
utilizing
attributed
sense
differs
origin
muscle
constitution
combating

Bacterial memory (9) _____________________ from that in humans. It may be more akin to our (10) _____________________ memory. Our bodily tissue has a sense of what to do next from having done it repetitively many times before. The researchers (11) _____________________ bacterial memory to levels of iron in their physical (12) _____________________. A researcher said: "Before there was oxygen in the Earth's atmosphere, early life was (13) _____________________ iron for a lot of cellular processes." He added: "Iron is not only critical in the (14) _____________________ of life on Earth, but also in the evolution of life. It makes (15) _____________________ that cells would utilize it." He said his research could aid in (16) _____________________ bacterial diseases, as "the more we know about bacterial behaviour, the easier it is to combat them".

Listening — Guess the answers. Listen to check.

1)  thought they knew all there was to know about bacteria, they ______
     a.  have earthed something
     b.  have in earthed something
     c.  have unearthed something
     d.  have nerved something
2)  They have found that bacteria have a mechanism within their ______
     a.  single-sell forms
     b.  single-sold forms
     c.  single-cold forms
     d.  single-celled forms
3)  wrote about how bacteria could form memories while ______
     a.  slacking a brain
     b.  lacking a brain
     c.  lacking the brain
     d.  lacking a brainy
4)  information from their environment, and if they have encountered ______
     a.  that environment friendly
     b.  that environment frequently
     c.  that environment frequented
     d.  that environment frequency
5)  they can store it and quickly access it later ______
     a.  for their benefit
     b.  for their beneficial
     c.  for their Benny fit
     d.  for their bona fide

6)  It may be more akin to ______
     a.  our muscle memory
     b.  hour muscle memory
     c.  our muscle memorial
     d.  our muscular memorial
7)  Our bodily tissue has a sense of what to do next from having ______
     a.  done it repetitively
     b.  done it repetitive
     c.  done it repeated lively
     d.  done it repeat it lively
8)  researchers attributed bacterial memory to levels of iron in ______
     a.  their physical constipation
     b.  their physical constituent
     c.  their physical construction
     d.  their physical constitution
9)  early life was utilizing iron for a lot ______
     a.  of cellular process is
     b.  of cellular processes
     c.  of cellular pros essays
     d.  of cellular progresses
10)  He said his research could aid in ______
     a.  combat in bacterial diseases
     b.  combat thing bacterial diseases
     c.  combating bacterial diseases
     d.  combative bacterial diseases

Listening — Listen and fill in the gaps

Just when scientists thought they knew all there was to know about bacteria, they have (1) ____________________ unexpected. They have found that bacteria have a mechanism within their (2) ____________________ that can store and pass on memories to future generations. The research was (3) ____________________ E. coli bacterium. This is one of Earth's most well-studied organisms. Researchers at the University of Texas wrote about how bacteria could form memories while (4) ____________________: "Bacteria don't have brains, but (5) ____________________ information from their environment, and if they have encountered that environment frequently, they can store it and quickly access it later (6) ____________________."

Bacterial memory differs from that in humans. It may be (7) ____________________ our muscle memory. Our bodily tissue has a sense of what to do next from having (8) ____________________ many times before. The researchers attributed bacterial memory to levels of iron in (9) ____________________. A researcher said: "Before there was oxygen in the Earth's atmosphere, early life was utilizing iron for a lot of cellular processes." He added: "Iron is not only (10) ____________________ origin of life on Earth, but also in the evolution of life. It makes sense that (11) ____________________ it." He said his research could aid in combating bacterial diseases, as "the more we know about bacterial behaviour, the easier it is (12) ____________________".

Comprehension questions

  1. What does the article say scientists have unearthed?
  2. What does the article say is one of the most well-studied organisms?
  3. What university is this research from?
  4. What did researchers say bacteria lack?
  5. From where do bacteria get information?
  6. What might bacteria memory be similar to?
  7. What does our body tissue have a sense of?
  8. What did a researcher say was in the Earth's atmosphere before oxygen?
  9. What was iron critical in the evolution of?
  10. What could the research help to fight?

Multiple choice quiz

1) What does the article say scientists have unearthed?
a) new bacteria
b) worms
c) a cure to a disease
d) something unexpected
2) What does the article say is one of the most well-studied organisms?
a) norovirus
b) the E. coli bacteria
c) salmonella
d) listeria
3) What university is this research from?
a) the University of Bacteria
b) the University of Tuscany
c) the University of Turkey
d) the University of Texas
4) What did researchers say bacteria lack?
a) direction
b) electrons
c) a brain
d) a skeleton
5) From where do bacteria get information?
a) each other
b) our stomachs
c) fungus
d) their environment

6) What might bacteria memory be similar to?
a) computer memory
b) semantic memory
c) muscle memory
d) short-term memory
7) What does our body tissue have a sense of?
a) What to do next.
b) sniffles
c) power
d) fashion
8) What did a researcher say was in the Earth's atmosphere before oxygen?
a) pollen
b) lead
c) iron
d) water
9) What was iron critical in the evolution of?
a) making steel
b) life
c) plumbing
d) spinach
10) What could the research help to fight?
a) bacterial diseases
b) combat
c) life on Earth
d) evolution

Role play

Role  A – Property
You think property is the most important thing to pass on to future generations. Tell the others three reasons why. Tell them why their things aren't as important. Also, tell the others which is the least important of these (and why): money, stories or cleaner cities.

Role  B – Money
You think money is the most important thing to pass on to future generations. Tell the others three reasons why. Tell them why their things aren't as important. Also, tell the others which is the least important of these (and why): property, stories or cleaner cities.

Role  C – Stories
You think stories are the most important things to pass on to future generations. Tell the others three reasons why. Tell them why their things aren't as important. Also, tell the others which is the least important of these (and why): money, property or cleaner cities.

Role  D – Cleaner Cities
You think cleaner cities are the most important things to pass on to future generations. Tell the others three reasons why. Tell them why their things aren't as important. Also, tell the others which is the least important of these (and why): money, stories or property.

After reading / listening

1. WORD SEARCH: Look in your dictionary / computer to find collocates, other meanings, information, synonyms … for the words...

'bacteria'

  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________

    • and 'memory'.

  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________

    • • Share your findings with your partners.

    • Make questions using the words you found.

    • Ask your partner / group your questions.

    2. ARTICLE QUESTIONS: Look back at the article and write down some questions you would like to ask the class about the text.

    •Share your questions with other classmates / groups. •Ask your partner / group your questions.

    3. GAP FILL: In pairs / groups, compare your answers to this exercise. Check your answers. Talk about the words from the activity. Were they new, interesting, worth learning…?

    4. VOCABULARY: Circle any words you do not understand. In groups, pool unknown words and use dictionaries to find their meanings.

    5. TEST EACH OTHER: Look at the words below. With your partner, try to recall how they were used in the text:

    • thought
    • single
    • ubiquitous
    • lacking
    • gather
    • quickly
    • differs
    • akin
    • levels
    • early
    • origin
    • combat

    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 - Bacteria Memories

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

    1. What did you think when you read the headline?
    2. What images are in your mind when you hear the word 'bacteria'?
    3. What do you know about bacteria?
    4. What can we do to keep harmful bacteria away?
    5. What do you think of bacteria having a form of memory?
    6. What is the purpose of bacteria?
    7. What memories do you think bacteria might pass on?
    8. What are your earliest memories?
    9. What memories do you want to pass on to future generations?
    10. How good is your memory?

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

    1. Did you like reading this article? Why/not?
    2. What do you think of when you hear the word 'memory'?
    3. What do you think about what you read?
    4. What do you know about muscle memory?
    5. How powerful is our memory?
    6. What do you know about the origins of life on Earth?
    7. What can we do to improve our memory?
    8. What are your best memories?
    9. What would you like to know about bacteria?
    10. What questions would you like to ask the researchers?

    Discussion — Write your own questions

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

    (a) ________________

    (b) ________________

    (c) ________________

    (d) ________________

    (e) ________________

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

    (f) ________________

    (g) ________________

    (h) ________________

    (i) ________________

    (j) ________________

    Language — Cloze (Gap-fill)

    Just when scientists thought they (1) ____ all there was to know about bacteria, they have unearthed something quite unexpected. They have found that bacteria have a mechanism within their single-(2) ____ forms that can store and pass on memories to future generations. The research was (3) ____ the ubiquitous E. coli bacterium. This is one of Earth's most well-studied organisms. Researchers at the University of Texas wrote about how bacteria could form memories while (4) ____ a brain: "Bacteria don't have (5) ____, but they can gather information from their environment, and if they have encountered that environment frequently, they can store it and quickly (6) ____ it later for their benefit."

    Bacterial memory (7) ____ from that in humans. It may be more akin to our muscle memory. Our bodily tissue has a sense of what to do next from (8) ____ done it repetitively many times before. The researchers attributed bacterial memory to levels of iron in their physical (9) ____. A researcher said: "Before there was oxygen in the Earth's atmosphere, early life was utilizing iron for a lot of cellular processes." He added: "Iron is not only critical in the (10) ____ of life on Earth, but also in the (11) ____ of life. It makes sense that cells would utilize it." He said his research could aid (12) ____ combating bacterial diseases, as "the more we know about bacterial behaviour, the easier it is to combat them".

    Which of these words go in the above text?

    1. (a)     knew     (b)     knowing     (c)     knows     (d)     known    
    2. (a)     cells     (b)     cellulite     (c)     celled     (d)     cellar    
    3. (a)     at     (b)     by     (c)     on     (d)     as    
    4. (a)     fracking     (b)     tracking     (c)     slacking     (d)     lacking    
    5. (a)     brainy     (b)     brainless     (c)     brains     (d)     brainwave    
    6. (a)     excess     (b)     access     (c)     recess     (d)     process    
    7. (a)     differentials     (b)     differs     (c)     differences     (d)     diffidence    
    8. (a)     has     (b)     having     (c)     had     (d)     have    
    9. (a)     competition     (b)     conditional     (c)     constitution     (d)     contraction    
    10. (a)     organist     (b)     organ     (c)     original     (d)     origin    
    11. (a)     devolution     (b)     revolution     (c)     convolution     (d)     evolution    
    12. (a)     at     (b)     on     (c)     of     (d)     in

    Spelling

    Paragraph 1

    1. unearthed something quite unexpected
    2. bacteria have a emihancsm
    3. their single-dleelc forms
    4. the uitouiqsbu E. coli bacterium
    5. Earth's most well-studied rsoiamsgn
    6. information from their nnmroeivetn

    Paragraph 2

    1. more ikan to our muscle memory
    2. done it reeiltepyivt
    3. tidrtbutae bacterial memory to levels of iron
    4. in their physical stuniinoctot
    5. a lot of llarelcu processes
    6. in the loeoiuvtn of life

    Put the text back together

    (...)   how bacteria could form memories while lacking a brain: "Bacteria don't have brains, but they can gather
    (...)   oxygen in the Earth's atmosphere, early life was utilizing iron for a lot of cellular
    (...)   Bacterial memory differs from that in humans. It may be more akin to our muscle memory. Our bodily
    (...)   frequently, they can store it and quickly access it later for their benefit."
    (...)   we know about bacterial behaviour, the easier it is to combat them".
    (...)   bacterium. This is one of Earth's most well-studied organisms. Researchers at the University of Texas wrote about
    (...)   something quite unexpected. They have found that bacteria have a mechanism within their single-celled forms
    (...)   life. It makes sense that cells would utilize it." He said his research could aid in combating bacterial diseases, as "the more
    (  1  ) Just when scientists thought they knew all there was to know about bacteria, they have unearthed
    (...)   that can store and pass on memories to future generations. The research was on the ubiquitous E. coli
    (...)   tissue has a sense of what to do next from having done it repetitively many times before. The researchers
    (...)   information from their environment, and if they have encountered that environment
    (...)   processes." He added: "Iron is not only critical in the origin of life on Earth, but also in the evolution of
    (...)   attributed bacterial memory to levels of iron in their physical constitution. A researcher said: "Before there was

    Put the words in the right order

    1. there   was   knew   all   know   .   They   to
    2. have   single-celled   a   mechanism   Bacteria   their   forms   .   within
    3. E. coli   on   ubiquitous   bacterium   .   the   The   was   research
    4. memories   while   lacking   could   Bacteria   brain   .   a   form
    5. later   benefit   .   access   their   quickly   They   for   it
    6. from   differs   Bacterial   humans   .   that   in   memory
    7. a   what   of   sense   do   to   next   .   Have
    8. life   .   of   in   critical   the   is   Iron   origin
    9. makes   utilize   cells   sense   It   would   that   it   .
    10. bacterial   diseases   .   could   research   in   combating   His   aid

    Circle the correct word (20 pairs)

    Just when scientists thought they knew all there was to know about bacterium / bacteria, they have unearthed something quite unexpected. They have found that bacteria have a machination / mechanism within their single-celled forms that can store and pass on / in memories to future generations. The research was on the ubiquity / ubiquitous E. coli bacterium. This is one of Earth's most well-studied organics / organisms. Researchers at the University of Texas wrote about how bacteria could form memories while slacking / lacking a brain: "Bacteria don't have brains, but they can lather / gather information from their environment, and if they have recounted / encountered that environment frequently, they can store it and quickly excess / access it later for their beneficial / benefit."

    Bacterial memory difference / differs from that in humans. It may be more skin / akin to our muscle memory. Our bodily tissue / fissure has a sense of what to do next from having done it repetitively many times early / before. The researchers attributed bacterial memory to levels of ironing / iron in their physical constitution / constriction. A researcher said: "Before there was oxygen in the Earth's atmosphere, early life was idealizing / utilizing iron for a lot of cellular processes." He added: "Iron is not only critical in the origin / original of life on Earth, but also in the evolution of life. It makes sense that cells would utilize it." He said his research could aid in competing / combating bacterial diseases, as "the more we know about bacterial behaviour, the easier it be / is to combat them".

    Talk about the connection between each pair of words in italics, and why the correct word is correct. Look up the definition of new words.

    Insert the vowels (a, e, i, o, u)

    J_st  wh_n  sc__nt_sts  th__ght  th_y  kn_w  _ll  th_r_  w_s  t_  kn_w  _b__t  b_ct_r__,  th_y  h_v_  _n__rth_d  s_m_th_ng  q__t_  _n_xp_ct_d.  Th_y  h_v_  f__nd  th_t  b_ct_r__  h_v_  _  m_ch_n_sm  w_th_n  th__r  s_ngl_-c_ll_d  f_rms  th_t  c_n  st_r_  _nd  p_ss  _n  m_m_r__s  t_  f_t_r_  g_n_r_t__ns.  Th_  r_s__rch  w_s  _n  th_  _b_q__t__s  _.  c_l_  b_ct_r__m.  Th_s  _s  _n_  _f  __rth's  m_st  w_ll-st_d__d  _rg_n_sms.  R_s__rch_rs  _t  th_  _n_v_rs_ty  _f  T_x_s  wr_t_  _b__t  h_w  b_ct_r__  c__ld  f_rm  m_m_r__s  wh_l_  l_ck_ng  _  br__n:  "B_ct_r__  d_n't  h_v_  br__ns,  b_t  th_y  c_n  g_th_r  _nf_rm_t__n  fr_m  th__r  _nv_r_nm_nt,  _nd  _f  th_y  h_v_  _nc__nt_r_d  th_t  _nv_r_nm_nt  fr_q__ntly,  th_y  c_n  st_r_  _t  _nd  q__ckly  _cc_ss  _t  l_t_r  f_r  th__r  b_n_f_t."

    B_ct_r__l m_m_ry d_ff_rs fr_m th_t _n h_m_ns. _t m_y b_ m_r_ _k_n t_ __r m_scl_ m_m_ry. __r b_d_ly t_ss__ h_s _ s_ns_ _f wh_t t_ d_ n_xt fr_m h_v_ng d_n_ _t r_p_t_t_v_ly m_ny t_m_s b_f_r_. Th_ r_s__rch_rs _ttr_b_t_d b_ct_r__l m_m_ry t_ l_v_ls _f _r_n _n th__r phys_c_l c_nst_t_t__n. _ r_s__rch_r s__d: "B_f_r_ th_r_ w_s _xyg_n _n th_ __rth's _tm_sph_r_, __rly l_f_ w_s _t_l_z_ng _r_n f_r _ l_t _f c_ll_l_r pr_c_ss_s." H_ _dd_d: "_r_n _s n_t _nly cr_t_c_l _n th_ _r_g_n _f l_f_ _n __rth, b_t _ls_ _n th_ _v_l_t__n _f l_f_. _t m_k_s s_ns_ th_t c_lls w__ld _t_l_z_ _t." H_ s__d h_s r_s__rch c__ld __d _n c_mb_t_ng b_ct_r__l d_s__s_s, _s "th_ m_r_ w_ kn_w _b__t b_ct_r__l b_h_v___r, th_ __s__r _t _s t_ c_mb_t th_m".

    Punctuate the text and add capitals

    just when scientists thought they knew all there was to know about bacteria they have unearthed something quite unexpected they have found that bacteria have a mechanism within their singlecelled forms that can store and pass on memories to future generations the research was on the ubiquitous e coli bacterium this is one of earths most wellstudied organisms researchers at the university of texas wrote about how bacteria could form memories while lacking a brain bacteria dont have brains but they can gather information from their environment and if they have encountered that environment frequently they can store it and quickly access it later for their benefit

    bacterial memory differs from that in humans it may be more akin to our muscle memory our bodily tissue has a sense of what to do next from having done it repetitively many times before the researchers attributed bacterial memory to levels of iron in their physical constitution a researcher said before there was oxygen in the earths atmosphere early life was utilizing iron for a lot of cellular processes he added iron is not only critical in the origin of life on earth but also in the evolution of life it makes sense that cells would utilize it he said his research could aid in combating bacterial diseases as the more we know about bacterial behaviour the easier it is to combat them

    Put a slash (/) where the spaces are

    Justwhenscientiststhoughttheyknewalltherewastoknowaboutbacte
    ria,theyhaveunearthedsomethingquiteunexpected.Theyhavefound
    thatbacteriahaveamechanismwithintheirsingle-celledformsthatca
    nstoreandpassonmemoriestofuturegenerations.Theresearchwason
    theubiquitousE.colibacterium.ThisisoneofEarth'smostwell-studie
    dorganisms.ResearchersattheUniversityofTexaswroteabouthowbac
    teriacouldformmemorieswhilelackingabrain:"Bacteriadon'thavebrai
    ns,buttheycangatherinformationfromtheirenvironment,andiftheyh
    aveencounteredthatenvironmentfrequently,theycanstoreitandquic
    klyaccessitlaterfortheirbenefit."Bacterialmemorydiffersfromthatinh
    umans.Itmaybemoreakintoourmusclememory.Ourbodilytissuehas
    asenseofwhattodonextfromhavingdoneitrepetitivelymanytimesbef
    ore.Theresearchersattributedbacterialmemorytolevelsofironintheir
    physicalconstitution.Aresearchersaid:"Beforetherewasoxygeninthe
    Earth'satmosphere,earlylifewasutilizingironforalotofcellularprocess
    es."Headded:"IronisnotonlycriticalintheoriginoflifeonEarth,butalsoi
    ntheevolutionoflife.Itmakessensethatcellswouldutilizeit."Hesaidhis
    researchcouldaidincombatingbacterialdiseases,as"themoreweknow
    aboutbacterialbehaviour,theeasieritistocombatthem".

    Free writing

    Write about bacteria memories for 10 minutes. Comment on your partner’s paper.

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    Academic writing

    Memories are the most important things we have. Discuss.

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    Homework

    1. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or Google’s search field (or another search engine) to build up more associations / collocations of each word.
    2. INTERNET: Search the Internet and find out more about this news story. Share what you discover with your partner(s) in the next lesson.
    3. MEMORIES: Make a poster about memories. Show your work to your classmates in the next lesson. Did you all have similar things?
    4. BACTERIA: Write a magazine article about spending more money to kill all harmful bacteria. Include imaginary interviews with people who are for and against this.
    Read what you wrote to your classmates in the next lesson. Write down any new words and expressions you hear from your partner(s).
    5. WHAT HAPPENED NEXT? Write a newspaper article about the next stage in this news story. Read what you wrote to your classmates in the next lesson. Give each other feedback on your articles.
    6. LETTER: Write a letter to an expert on memory. Ask him/her three questions about it. Give him/her three of your ideas on how to improve our memory. Read your letter to your partner(s) in your next lesson. Your partner(s) will answer your questions.

    A Few Additional Activities for Students

    Ask your students what they have read, seen or heard about this news in their own language. Students are likely to / may have have encountered this news in their L1 and therefore bring a background knowledge to the classroom.

    Get students to role play different characters from this news story.

    Ask students to keep track of this news and revisit it to discuss in your next class.

    Ask students to male predictions of how this news might develop in the next few days or weeks, and then revisit and discuss in a future class.

    Ask students to write a follow-up story to this news.

    Students role play a journalist and someone who witnessed or was a part of this news. Perhaps they could make a video of the interview.

    Ask students to keep a news journal in English and add this story to their thoughts.

    Also...

    Buy my 1,000 Ideas and Activities for Language Teachers eBook. It has hundreds of ideas, activity templates, reproducible activities for:

    • News
    • Warm ups
    • Pre-reading / Post-reading
    • Using headlines
    • Working with words
    • While-reading / While-listening
    • Moving from text to speech
    • Post-reading / Post-listening
    • Discussions
    • Using opinions
    • Plans
    • Language
    • Using lists
    • Using quotes
    • Task-based activities
    • Role plays
    • Using the central characters in the article
    • Using themes from the news
    • Homework

    Buy my book

    $US 9.99

    Answers

    (Please look at page 26 of the PDF to see a photocopiable example of this activity.)

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