The Reading / Listening - Greying Hair - Level 4

Scientists found that stress turns hair grey in mice. Stem cell biologists from Harvard tested mice to find how stress affected them. The scientists injected the mice with the heat-giving ingredient in chili peppers. This caused a hair-colouring chemical in the mice to overwork in reaction to the stress. It used up all colour-regenerating cells. The mice's hair quickly turned white. A researcher said this was, "beyond what I imagined".



People have always believed that stress turns hair grey. France's Queen Marie Antoinette's hair supposedly turned white before she was beheaded. More recently, the hair of presidents have quickly lost colour. The strains of leadership have gone to the roots and follicles. The researcher said the loss of the colour-regenerating cells cannot be reversed. She said: "The damage is permanent." She thinks stress could also accelerate the aging process.

Try the same news story at these levels:

    Greying Hair - Level 5 or  Greying Hair - Level 6

Sources
  • https://www.thesun.co.uk/news/10800966/stress-cause-hair-to-go-grey/
  • https://www.the-scientist.com/news-opinion/stress-turns-hair-gray-by-depleting-pigment-producing-stem-cells-67004
  • https://metro.co.uk/2020/01/23/yes-stress-really-turn-hair-grey-12107764


Make sure you try all of the online activities for this reading and listening - There are dictations, multiple choice, drag and drop activities, crosswords, hangman, flash cards, matching activities and a whole lot more. Please enjoy :-)



Phrase Matching

Paragraph 1

  1. Stem cell
  2. find how stress
  3. The scientists injected
  4. the heat-giving ingredient
  5. a hair-colouring
  6. in reaction
  7. It used up all colour-
  8. this was beyond
  1. regenerating cells
  2. the mice
  3. what I imagined
  4. chemical
  5. to the stress
  6. in chili peppers
  7. biologists
  8. affected them

Paragraph 2

  1. People have always
  2. stress turns
  3. before she was
  4. the hair of presidents have
  5. The strains of
  6. the loss of the colour-
  7. The damage is
  8. accelerate the aging
  1. regenerating cells
  2. beheaded
  3. process
  4. believed that
  5. permanent
  6. hair grey
  7. leadership
  8. quickly lost colour

Listening — Listen and fill in the gaps

Scientists found that stress turns hair grey in mice. (1) ___________________ from Harvard tested mice to find (2) ___________________ them. The scientists (3) ___________________ with the heat-giving (4) ___________________ peppers. This caused a hair-colouring chemical in the mice to overwork (5) ___________________ the stress. It used up all colour-regenerating cells. The mice's hair quickly turned white. A researcher said this was, "(6) ___________________ imagined".

People have always (7) ___________________ turns hair grey. France's Queen Marie Antoinette's (8) ___________________ white before she was beheaded. More recently, the hair of presidents (9) ___________________ colour. The strains of leadership have gone to the (10) ___________________. The researcher said the loss of the colour-regenerating cells cannot be reversed. She said: "The (11) ___________________." She thinks stress could also accelerate (12) ___________________.

Put a slash (/) where the spaces are

Scientistsfoundthatstressturnshairgreyinmice.Stemcellbiologistsfr
omHarvardtestedmicetofindhowstressaffectedthem.Thescientistsin
jectedthemicewiththeheatgivingingredientinchilipeppers.Thiscause
dahair-colouringchemicalinthemicetooverworkinreactiontothestres
s.Itusedupallcolour-regeneratingcells.Themice'shairquicklyturne
dwhite.Aresearchersaidthiswas,"beyondwhatIimagined".Peoplehav
ealwaysbelievedthatstressturnshairgrey.France'sQueenMarieAntoi
nette'shairsupposedlyturnedwhitebeforeshewasbeheaded.Morerec
ently,thehairofpresidentshavequicklylostcolour.Thestrainsofleader
shiphavegonetotherootsandfollicles.Theresearchersaidthelossofthe
colour-regeneratingcellscannotbereversed.Shesaid:"Thedamageis
permanent."Shethinksstresscouldalsoacceleratetheagingprocess.

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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