The Reading / Listening - Bacteria Memories - Level 4

Scientists thought they knew most things about bacteria. However, they have just found that bacteria can pass on memories to future generations. The research was on the well-studied E. coli bacteria. Researchers said these bacteria can form memories even though they have no brain. Bacteria can get information from their environment. They can store memory of this and can quickly access it for later use.

Bacterial memory is different from human memory. It is more like our muscle memory. Our muscles have a sense of what to do next. Bacterial memory is because of levels of iron. A researcher said early life used iron for many cellular processes. Iron was essential for the evolution of life. A researcher said his research could help to fight bacterial diseases. He said the more we know about bacterial behaviour, the easier it is to combat disease.

Try the same news story at these levels:

    Bacteria Memories - Level 5 or  Bacteria Memories - Level 6

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 :-)

Phrase Matching

Paragraph 1

  1. Scientists thought
  2. most things
  3. they have just
  4. bacteria can pass
  5. the well-studied
  6. even though they have
  7. get information from their
  8. quickly access it
  1. E. coli bacteria
  2. found that
  3. environment
  4. about bacteria
  5. no brain
  6. for later use
  7. on memories
  8. they knew

Paragraph 2

  1. Bacterial memory is different
  2. It is more
  3. Our muscles have
  4. what to do
  5. levels
  6. early life used iron for
  7. essential for the
  8. the easier it is to combat
  1. of iron
  2. many cellular processes
  3. evolution of life
  4. like our muscle memory
  5. next
  6. from human memory
  7. disease
  8. a sense

Listening — Listen and fill in the gaps

Scientists (1) ___________________ most things about bacteria. However, they (2) ___________________ that bacteria can pass on memories to future generations. The research was (3) ___________________-studied E. coli bacteria. Researchers said these bacteria can form memories (4) ___________________ have no brain. (5) ___________________ information from their environment. They can store memory of this and can (6) ___________________ for later use.

Bacterial memory is different (7) ___________________. It is more like our muscle memory. Our muscles have a sense of what (8) ___________________. Bacterial memory is because of levels of iron. A researcher said early life used iron for (9) __________________. Iron was essential for (10) ___________________. A researcher said his research could help to (11) ___________________. He said the more we know about bacterial behaviour, the easier it is (12) _________________.

Put a slash (/) where the spaces are

Scientiststhoughttheyknewmostthingsaboutbacteria.However,they
havejustfoundthatbacteriacanpassonmemoriestofuturegenerations
.Theresearchwasonthewell-studiedE.colibacteria.Researcherssaidt
hesebacteriacanformmemorieseventhoughtheyhavenobrain.Bacter
iacangetinformationfromtheirenvironment.Theycanstorememoryof
thisandcanquicklyaccessitforlateruse.Bacterialmemoryisdifferentfr
omhumanmemory.Itismorelikeourmusclememory.Ourmuscleshav
easenseofwhattodonext.Bacterialmemoryisbecauseoflevelsofiron.
Aresearchersaidearlylifeusedironformanycellularprocesses.Ironwa
sessentialfortheevolutionoflife.Aresearchersaidhisresearchcouldhel
ptofightbacterialdiseases.Hesaidthemoreweknowaboutbacterialbe
haviour,theeasieritistocombatdisease.

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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