The Reading / Listening - Driving Rats - Level 6

The metaphor "rat race" may soon have a more literal meaning. This is because scientists have been teaching rats to drive a tiny, purpose-built car around a laboratory. Neuroscientist Dr Kelly Lambert from the University of Richmond in the USA has been working with the car-driving rodents since 2019. Speaking to the online news agency "The Conversation," she explained that the creatures not only learned to rev the engines of their miniature vehicles, they seemed to "get a kick out of it". She said: "Unexpectedly, we found that the rats had an intense motivation for their driving training, often jumping into the car and revving the 'lever engine' before their vehicles hit the road."

Lambert's study was to explore the relationship between rats and their environments. She wanted to find out how their cognition developed, and how they processed new skills. In her tests, she placed one group of lab rats in a space that contained many toys and companions. The other test rodents were put in an area with no toys and fewer friends. Dr Lambert trained the rats to correlate driving with a sweet cereal reward. Those in the more enriched environment learned to drive faster. Dr Lambert concluded her research findings supported the idea that complex environments enhanced neuroplasticity. This is the brain's ability to form and reorganize connections in response to learning.

Try the same news story at these easier levels:

    Driving Rats - Level 4  or  Driving Rats - Level 5

Sources
  • https://www.bbc.com/future/article/20241128-i-taught-rats-to-drive-a-car-and-it-may-help-us-lead-happier-lives
  • https://nypost.com/2024/11/17/science/scientists-teaching-rats-how-to-drive-discover-that-the-rodents-have-a-need-for-speed/
  • https://theconversation.com/im-a-neuroscientist-who-taught-rats-to-drive-their-joy-suggests-how-anticipating-fun-can-enrich-human-life-239029


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. DRIVING: Students walk around the class and talk to other students about driving. 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?
       rats / metaphors / scientists / cars / laboratories / neuroscientist / rodents / engines /
       relationships / cognition / new skills / toys / companions / cereal / neuroplasticity
Have a chat about the topics you liked. Change topics and partners frequently.
3. THE RAT RACE: Students A strongly believe life today is too hectic and we need to slow down; Students B strongly believe otherwise. Change partners again and talk about your conversations.
4. RODENTS: What do you know about these rodents? What do you want to know? Complete this table with your partner(s). Change partners often and share what you wrote.

 

What We Know

What We Want to Know

Rats

 

 

Squirrels

 

 

Beavers

 

 

Guinea Pigs

 

 

Capybara

 

 

Porcupines

 

 
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. RACE: Spend one minute writing down all of the different words you associate with the word "race". Share your words with your partner(s) and talk about them. Together, put the words into different categories.
6. RAT IDIOMS: Rank these with your partner. Put the best rat idioms at the top. You may have to research the meanings. Change partners often and share your rankings.

  • Rats!
  • Rat race
  • To smell a rat
  • You dirty rat
  • To look like a drowned rat
  • To rat on someone
  • Like a rat up a drainpipe
  • Like rats from a sinking ship

 

Vocabulary

    Paragraph 1

      1. metaphor a. A small animal like a mouse, rat, or squirrel that has strong, sharp teeth for biting.
      2. rat race b. To start a journey or leave a place.
      3. literal c. A way of describing something by saying it is something else to show how they are similar.
      4. rodent d. Taking words in their most basic meaning, without any exaggeration or special meaning.
      5. rev e. A situation where people work very, very hard for money, but never seem to get ahead or be happy.
      6. get a kick out of f. To make an engine go faster, or to increase speed.
      7. hit the road g. To enjoy something a lot or find it fun.

    Paragraph 2

      8. cognition h. A person or animal you spend time with and enjoy being with.
      9. companion i. To have a connection or relationship with something.
      10. correlate j. Made better or improved.
      11. cereal k. The process of thinking, learning, and understanding things.
      12. reward l. The brain’s ability to change and grow by learning new things.
      13. enhanced m. Something you get for doing something good or for working hard.
      14. neuroplasticity n. A food made from grains, usually eaten with milk for breakfast.

 

Before reading / listening

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

  1. The article says rats in a laboratory had a race.     T / F
  2. Scientists built custom-made cars for rats to drive.     T / F
  3. The rats seemed to like driving.     T / F
  4. Some of the rats crashed their cars when they hit the road.     T / F
  5. Researchers wanted to find out more about how rats developed skills.     T / F
  6. Some rats were given lots of toys, while other rats had no toys.     T / F
  7. Rats were given a reward of cereal if they drove well.     T / F
  8. Neuroplasticity is how the brain responds when we touch plastic.     T / F

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

  1. metaphor
  2. literal
  3. tiny
  4. get a kick out of
  5. hit the road
  6. explore
  7. cognition
  8. enriched
  9. form
  10. response
  1. enjoy
  2. shape
  3. exact
  4. investigate
  5. enhanced
  6. reaction
  7. figure of speech
  8. leave
  9. perception
  10. miniature

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

  1. The metaphor "rat race" may soon have
  2. teaching rats to drive a tiny, purpose-
  3. rev
  4. get a kick
  5. hit
  6. lab
  7. The other
  8. correlate driving
  9. complex environments enhanced
  10. the brain's ability to form and
  1. the road
  2. the engines
  3. test rodents
  4. neuroplasticity
  5. a more literal meaning
  6. reorganize connections
  7. out of it
  8. rats
  9. with a sweet cereal reward
  10. built car

Gap fill

Put these words into the spaces in the paragraph below.
rodents
literal
hit
kick
revving
tiny
intense
rev

The metaphor "rat race" may soon have a more (1) _________________________________ meaning. This is because scientists have been teaching rats to drive a (2) _________________________________, purpose-built car around a laboratory. Neuroscientist Dr Kelly Lambert from the University of Richmond in the USA has been working with the car-driving (3) _________________________________ since 2019. Speaking to the online news agency "The Conversation," she explained that the creatures not only learned to (4) _________________________________ the engines of their miniature vehicles, they seemed to "get a (5) _________________________________ out of it". She said: "Unexpectedly, we found that the rats had an (6) _________________________________ motivation for their driving training, often jumping into the car and (7) _________________________________ the 'lever engine' before their vehicles (8) _________________________________ the road."

Put these words into the spaces in the paragraph below.
cognition
neuroplasticity
cereal
explore
fewer
response
lab
complex

Lambert's study was to (9) _________________________________ the relationship between rats and their environments. She wanted to find out how their (10) _________________________________ developed, and how they processed new skills. In her tests, she placed one group of (11) _________________________________ rats in a space that contained many toys and companions. The other test rodents were put in an area with no toys and (12) _________________________________ friends. Dr Lambert trained the rats to correlate driving with a sweet (13) _________________________________ reward. Those in the more enriched environment learned to drive faster. Dr Lambert concluded her research findings supported the idea that (14) _________________________________ environments enhanced (15) _________________________________. This is the brain's ability to form and reorganize connections in (16) _________________________________ to learning.

Listening — Guess the answers. Listen to check.

1)  The metaphor "rat race" may soon have a ______
     a.  more lateral meaning
     b.  more liberal meaning
     c.  more literal meaning
     d.  more littering meaning
2)  teaching rats to drive a tiny, purpose-built car ______
     a.  around a lavatory
     b.  around a lab oratory
     c.  around a labor story
     d.  around a laboratory
3)  in the USA has been working with the car-driving ______
     a.  rodents stints 2019
     b.  rodents since 2019
     c.  rodents stance 2019
     d.  rodents mints 2019
4)  she explained that the creatures not only learned to rev the engines of ______
     a.  their manure vehicles
     b.  their adventure vehicles
     c.  their miniature vehicles
     d.  their immature vehicles
5)  motivation for their driving training, often jumping into the car and revving ______
     a.  the 'liver engine'
     b.  the 'river engine'
     c.  the 'lever engine'
     d.  the 'lover engine'

6)  She wanted to find out how ______
     a.  there cognition developed
     b.  them cognition developed
     c.  their cognition developed
     d.  these cognition developed
7)  she placed one group of lab rats in a space that contained many ______
     a.  toy and companion
     b.  toys and companion
     c.  toy and companions
     d.  toys and companions
8)  Dr Lambert trained the rats to correlate driving with a ______
     a.  sweet serial reward
     b.  sweet seer real reward
     c.  sweet sear all rewards
     d.  sweet cereal reward
9)  Lambert concluded her research findings supported the idea ______
     a.  that complex environments
     b.  that completes environments
     c.  that con-plex environments
     d.  that comp lex environments
10)  This is the brain's ability to form and reorganize connections in ______
     a.  responds to learning
     b.  response to learning
     c.  responders to learning
     d.  responsed to learning

Listening — Listen and fill in the gaps

The metaphor "rat race" may soon have a (1) _______________________________________________. This is because scientists have been teaching rats to drive a tiny, purpose-built car (2) _______________________________________________. Neuroscientist Dr Kelly Lambert from the University of Richmond in the USA has been working with the car-(3) _______________________________________________ 2019. Speaking to the online news agency "The Conversation," she explained that the creatures not only learned to rev the engines of (4) _______________________________________________, they seemed to "get a kick out of it". She said: "Unexpectedly, we found that the rats had (5) _______________________________________________ for their driving training, often jumping into the car and revving the 'lever engine' before (6) ______________________________________________ the road."

Lambert's study (7) _______________________________________________ the relationship between rats and their environments. She wanted to find out how their cognition developed, and how they (8) _______________________________________________. In her tests, she placed one group of lab rats in a space that contained many (9) _______________________________________________. The other test rodents were put in an area with no toys and fewer friends. Dr Lambert trained the rats to (10) _______________________________________________ a sweet cereal reward. Those in the more enriched environment learned to drive faster. Dr Lambert concluded her research findings supported the (11) _______________________________________________ environments enhanced neuroplasticity. This is the brain's ability to form and reorganize connections (12) _______________________________________________ learning.

Comprehension questions

  1. What might have a more literal meaning soon?
  2. Where do the rats go driving?
  3. For how long has a neuroscientist been working with the driving rats?
  4. What do the rats do to the engines of their cars?
  5. What do the rats hit after jumping into their cars?
  6. What was the neuroscientist interested in the development of?
  7. What did one group of rats have lots of?
  8. What treat did the rats get if they drove well?
  9. What did Dr Lambert say complex environments improved?
  10. What are connections in the brain reorganized in response to?

Multiple choice quiz

1)  What might have a more literal meaning soon?
a) the word "literal"
b) metaphor "the rat race"
c) laboratory testing
d) the word "rat"
2)  Where do the rats go driving?
a) through sewers
b) in a rat race
c) on race tracks
d) around a laboratory
3) For how long has a neuroscientist been working with the driving rats?
a) since 2019
b) for 19 years
c) for 40 years
d) for a few years
4) What do the rats do to the engines of their cars?
a) nest in them
b) tune them
c) rev them
d) try to eat them
5) What do the rats hit after jumping into their cars?
a) each other
b) the road
c) the speed limit
d) lamp posts

6) What was the neuroscientist interested in the development of?
a) cognition
b) the rats' driving skills
c) rat evolution
d) medicine
7) What did one group of rats have lots of?
a) cars
b) speeding fines
c) toys and companions
d) kicks
8) What treat did the rats get if they drove well?
a) a sweet cereal reward
b) a trophy
c) a driving licence
d) a new car
9) What did Dr Lambert say complex environments improved?
a) neuroplasticity
b) driving skills
c) rat relations
d) ideas
10) What are connections in the brain reorganized in response to?
a) cells
b) driving
c) adrenalin
d) learning

Role play

Role  A – Rat Race
You think "rat race" is the best rats idiom. Tell the others three reasons why. Tell them what is wrong with their idioms. Also, tell the others which is the worst of these (and why): "to smell a rat," "to rat on someone" or "Rats!".

Role  B – To Smell a Rat
You think "to smell a rat" is the best rats idiom. Tell the others three reasons why. Tell them what is wrong with their idioms. Also, tell the others which is the worst of these (and why): "rat race," "to rat on someone" or "Rats!".

Role  C – To Rat on Someone
You think "to rat on someone" is the best rats idiom. Tell the others three reasons why. Tell them what is wrong with their idioms. Also, tell the others which is the worst of these (and why): "to smell a rat," "rat race" or "Rats!".

Role  D – Rats!
You think "Rats!" is the best rats idiom. Tell the others three reasons why. Tell them what is wrong with their idioms. Also, tell the others which is the worst of these (and why): "to smell a rat," "to rat on someone" or "rat race".

After reading / listening

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

'rat'

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

    • and 'driving'.

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

    • • 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:

    • race
    • tiny
    • since
    • rev
    • intense
    • hit
    • explore
    • new
    • group
    • trained
    • faster
    • ability

    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 - Driving Rats

    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 'rat'?
    3. What do you think of rats?
    4. Why are rats always used in laboratory tests?
    5. Are you part of the rat race?
    6. What do you think of rats racing each other in cars?
    7. Why do you think rats might like driving?
    8. What things do you get a kick out of?
    9. Cars have doors, so why do we 'jump' into them?
    10. What do you have an intense motivation to do?

    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 'driving'?
    3. What do you think about what you read?
    4. What do you think of driving?
    5. How good are you at learning new skills?
    6. Do you still like playing with toys?
    7. In what kinds of environments do you learn faster?
    8. What would you like to know about neuroplasticity?
    9. What could we get rats in cars to do?
    10. What questions would you like to ask the scientists?

    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)

    The metaphor "rat race" may soon have a more (1) ____ meaning. This is because scientists have been teaching rats to drive a tiny, purpose-(2) ____ car around a laboratory. Neuroscientist Dr Kelly Lambert from the University of Richmond in the USA has been working with the car-(3) ____ rodents since 2019. Speaking to the online news agency "The Conversation," she explained that the creatures (4) ____ only learned to rev the engines of their miniature vehicles, they seemed to "get a (5) ____ out of it". She said: "Unexpectedly, we found that the rats had an intense motivation for their driving training, often jumping into the car and revving the '(6) ____ engine' before their vehicles hit the road."

    Lambert's study was (7) ____ explore the relationship between rats and their environments. She wanted to find (8) ____ how their cognition developed, and how they processed new skills. In her tests, she placed one group of lab rats in a space that contained many toys and companions. The other (9) ____ rodents were put in an area with no toys and fewer friends. Dr Lambert trained the rats to correlate driving (10) ____ a sweet cereal reward. Those in the more enriched environment learned to drive faster. Dr Lambert (11) ____ her research findings supported the idea that complex environments enhanced neuroplasticity. This is the brain's ability to form and reorganize connections (12) ____ response to learning.

    Which of these words go in the above text?

    1. (a)     lethal     (b)     literal     (c)     liberal     (d)     lateral    
    2. (a)     builds     (b)     built     (c)     building     (d)     builder    
    3. (a)     drive     (b)     driver     (c)     drivers     (d)     driving    
    4. (a)     nor     (b)     not     (c)     never     (d)     non    
    5. (a)     header     (b)     hit     (c)     punch     (d)     kick    
    6. (a)     liver     (b)     lava     (c)     lever     (d)     lover    
    7. (a)     to     (b)     for     (c)     at     (d)     on    
    8. (a)     up     (b)     in     (c)     out     (d)     to    
    9. (a)     tests     (b)     tested     (c)     testy     (d)     test    
    10. (a)     with     (b)     at     (c)     of     (d)     by    
    11. (a)     concluded     (b)     conducive     (c)     concreted     (d)     concerted    
    12. (a)     in     (b)     of     (c)     at     (d)     by

    Spelling

    Paragraph 1

    1. The atmpeohr "rat race"
    2. ursnecineitost Dr Kelly Lambert
    3. car-driving oedrnts
    4. the teacurres not only learned to rev
    5. rev the engines of their miniature eivlches
    6. revving the 'vleer engine'

    Paragraph 2

    1. find out how their gctinioon developed
    2. toys and mpnacionos
    3. trained the rats to rerolctae driving
    4. a sweet recela reward
    5. the more cedeinrh environment
    6. enhanced eyrlittacniosup

    Put the text back together

    (...)   out how their cognition developed, and how they processed new skills. In her tests, she placed one group
    (...)   kick out of it". She said: "Unexpectedly, we found that the rats had an intense motivation for their driving
    (...)   only learned to rev the engines of their miniature vehicles, they seemed to "get a
    (...)   from the University of Richmond in the USA has been working with the car-driving rodents
    (...)   findings supported the idea that complex environments enhanced neuroplasticity. This is the brain's
    (...)   ability to form and reorganize connections in response to learning. 
    (...)   training, often jumping into the car and revving the 'lever engine' before their vehicles hit the road."
    (  1  )   The metaphor "rat race" may soon have a more literal meaning. This is because scientists have been
    (...)   teaching rats to drive a tiny, purpose-built car around a laboratory. Neuroscientist Dr Kelly Lambert
    (...)   toys and fewer friends. Dr Lambert trained the rats to correlate driving with a sweet cereal
    (...)   of lab rats in a space that contained many toys and companions. The other test rodents were put in an area with no
    (...)   reward. Those in the more enriched environment learned to drive faster. Dr Lambert concluded her research
    (...)   Lambert's study was to explore the relationship between rats and their environments. She wanted to find
    (...)   since 2019. Speaking to the online news agency "The Conversation," she explained that the creatures not

    Put the words in the right order

    1. have   race   Rat   meaning   .   literal   a   more   may
    2. scientists   have   rats   to   been   drive   .   teaching   The
    3. car-driving   with   worked   They've   rodents   2019   .   since   the
    4. get   They   kick   all   it   .   a   of   out
    5. engine   .   Jumping   the   revving   and   the   into   car
    6. between   the   their   relationship   Explore   and   environments  .  rats
    7. wanted   to   She   cognition   know   how   their   developed   .
    8. to   the   learned   in   enriched   environment   Those   drive   .
    9. supported   the   her   concluded   idea   .  findings   research   Lambert
    10. connections   .   ability   the   to   reorganize   is   brain's   This

    Circle the correct word (20 pairs)

    The metaphor "rat race" may soon have a more lateral / literal meaning. This is because scientists have been teaching rats to drive a tiny / tinny, purpose-built car around a lavatory / laboratory. Neuroscientist Dr Kelly Lambert from the University of Richmond in the USA has been working with the car-driving rodent / rodents since 2019. Speaking / Spoken to the online news agency "The Conversation," she explained that the creatures not only learned to rev / ref the engines of their miniature vehicles, they seemed to "get a kick / punch out of it". She said: "Unexpectedly, we found that the rats had an inverse / intense motivation for their driving training, often jumping into the car and revving the 'lever / liver engine' before their vehicles hit the sidewalk / road."

    Lambert's study was to explore / implore the relationship between rats and their environments. She wanted to find out how their ignition / cognition developed, and how they processed new skill / skills. In her tests, she placed one group of fab / lab rats in a space that contained many toys and companions. The other test / testy rodents were put in an area with no toys and fewer friends. Dr Lambert trained the rats to corrugate / correlate driving with a sweet cereal / serial reward. Those in the more enriched environment learned to drive faster. Dr Lambert concluded her research findings supported the idea what / that complex environments enhanced neuroplasticity. This is the brain's ability to / at form and reorganize connections in response to / in learning.

    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)

    Th_  m_t_ph_r  "r_t  r_c_"  m_y  s__n  h_v_  _  m_r_  l_t_r_l  m__n_ng.  Th_s  _s  b_c__s_  sc__nt_sts  h_v_  b__n  t__ch_ng  r_ts  t_  dr_v_  _  t_ny,  p_rp_s_-b__lt  c_r  _r__nd  _  l_b_r_t_ry.  N__r_sc__nt_st  Dr  K_lly  L_mb_rt  fr_m  th_  _n_v_rs_ty  _f  R_chm_nd  _n  th_  _S_  h_s  b__n  w_rk_ng  w_th  th_  c_r-dr_v_ng  r_d_nts  s_nc_  2019.  Sp__k_ng  t_  th_  _nl_n_  n_ws  _g_ncy  "Th_  C_nv_rs_t__n,"  sh_  _xpl__n_d  th_t  th_  cr__t_r_s  n_t  _nly  l__rn_d  t_  r_v  th_  _ng_n_s  _f  th__r  m_n__t_r_  v_h_cl_s,  th_y  s__m_d  t_  "g_t  _  k_ck  __t  _f  _t".  Sh_  s__d:  "_n_xp_ct_dly,  w_  f__nd  th_t  th_  r_ts  h_d  _n  _nt_ns_  m_t_v_t__n  f_r  th__r  dr_v_ng  tr__n_ng,  _ft_n  j_mp_ng  _nt_  th_  c_r  _nd  r_vv_ng  th_  'l_v_r  _ng_n_'  b_f_r_  th__r  v_h_cl_s  h_t  th_  r__d."

    L_mb_rt's  st_dy  w_s  t_  _xpl_r_  th_  r_l_t__nsh_p  b_tw__n  r_ts  _nd  th__r  _nv_r_nm_nts.  Sh_  w_nt_d  t_  f_nd  __t  h_w  th__r  c_gn_t__n  d_v_l_p_d,  _nd  h_w  th_y  pr_c_ss_d  n_w  sk_lls.  _n  h_r  t_sts,  sh_  pl_c_d  _n_  gr__p  _f  l_b  r_ts  _n  _  sp_c_  th_t  c_nt__n_d  m_ny  t_ys  _nd  c_mp_n__ns.  Th_  _th_r  t_st  r_d_nts  w_r_  p_t  _n  _n  _r__  w_th  n_  t_ys  _nd  f_w_r  fr__nds.  Dr  L_mb_rt  tr__n_d  th_  r_ts  t_  c_rr_l_t_  dr_v_ng  w_th  _  sw__t  c_r__l  r_w_rd.  Th_s_  _n  th_  m_r_  _nr_ch_d  _nv_r_nm_nt  l__rn_d  t_  dr_v_  f_st_r.  Dr  L_mb_rt  c_ncl_d_d  h_r  r_s__rch  f_nd_ngs  s_pp_rt_d  th_  _d__  th_t  c_mpl_x  _nv_r_nm_nts  _nh_nc_d  n__r_pl_st_c_ty.  Th_s  _s  th_  br__n's  _b_l_ty  t_  f_rm  _nd  r__rg_n_z_  c_nn_ct__ns  _n  r_sp_ns_  t_  l__rn_ng.

    Punctuate the text and add capitals

    the metaphor rat race may soon have a more literal meaning this is because scientists have been teaching rats to drive a tiny purposebuilt car around a laboratory neuroscientist dr kelly lambert from the university of richmond in the usa has been working with the cardriving rodents since 2019 speaking to the online news agency the conversation she explained that the creatures not only learned to rev the engines of their miniature vehicles they seemed to get a kick out of it she said unexpectedly we found that the rats had an intense motivation for their driving training often jumping into the car and revving the lever engine before their vehicles hit the road

    lamberts study was to explore the relationship between rats and their environments she wanted to find out how their cognition developed and how they processed new skills in her tests she placed one group of lab rats in a space that contained many toys and companions the other test rodents were put in an area with no toys and fewer friends dr lambert trained the rats to correlate driving with a sweet cereal reward those in the more enriched environment learned to drive faster dr lambert concluded her research findings supported the idea that complex environments enhanced neuroplasticity this is the brains ability to form and reorganize connections in response to learning

    Put a slash (/) where the spaces are

    Themetaphor"ratrace"maysoonhaveamoreliteralmeaning.Thisisbe
    causescientistshavebeenteachingratstodriveatiny,purpose-builtca
    raroundalaboratory.NeuroscientistDrKellyLambertfromtheUniversit
    yofRichmondintheUSAhasbeenworkingwiththecar-drivingrodentss
    ince2019.Speakingtotheonlinenewsagency"TheConversation,"shee
    xplainedthatthecreaturesnotonlylearnedtorevtheenginesoftheirmin
    iaturevehicles,theyseemedto"getakickoutofit".Shesaid:"Unexpecte
    dly,wefoundthattheratshadanintensemotivationfortheirdrivingtrain
    ing,oftenjumpingintothecarandrevvingthe'leverengine'beforetheirv
    ehicleshittheroad."Lambert'sstudywastoexploretherelationshipbet
    weenratsandtheirenvironments.Shewantedtofindouthowtheircogni
    tiondeveloped,andhowtheyprocessednewskills.Inhertests,sheplace
    donegroupoflabratsinaspacethatcontainedmanytoysandcompanion
    s.Theothertestrodentswereputinanareawithnotoysandfewerfriends
    .DrLamberttrainedtheratstocorrelatedrivingwithasweetcerealrewar
    d.Thoseinthemoreenrichedenvironmentlearnedtodrivefaster.DrLa
    mbertconcludedherresearchfindingssupportedtheideathatcomplex
    environmentsenhancedneuroplasticity.Thisisthebrain'sabilitytofor
    mandreorganizeconnectionsinresponsetolearning.

    Free writing

    Write about rats love driving for 10 minutes. Comment on your partner’s paper.

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    Academic writing

    We must end scientific tests that use animals. 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. DRIVING: Make a poster about driving. Show your work to your classmates in the next lesson. Did you all have similar things?
    4. DRIVING RATS: Write a magazine article about training rats to operate driverless cars. 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 driving. Ask him/her three questions about driving. Give him/her three of your ideas. 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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