The Reading / Listening - Venus Fly Traps - Level 6

New research sheds light on how carnivorous plants like the Venus fly trap developed a taste for meat. A study from the University of Würzburg in Germany suggests that subtle changes in the genetics of plants led to some becoming carnivorous. These changes led to the development of some of nature's most ingenious species. Carnivorous plants adapted novel and devious ways to entice and snare insects. The Venus fly trap uses clam-like leaves that snap shut when an insect crawls between them. The pitcher plant is shaped like a vase - insects go inside and then cannot crawl up the slippery insides. The sundew plant has long sticky leaves, which roll up after insects get stuck on them.

Researchers in a variety of fields collaborated in the study. They included computational evolutionary biologist Jörg Schultz and plant biologist Rainer Hedrich. They sequenced and compared the genomes of carnivorous plants to non-carnivorous plants. They discovered that meat-eating plants developed from the same common ancestor about 60 million years ago. Dr Schultz said: "We were able to trace the origin of carnivorous genes back to a duplication event that occurred many millions of years ago in the genome of the last common ancestor of the carnivorous species." Dr Rainer* added: "The function of these genes is related to the ability to sense and digest animals and to utilise their nutrients."

* CORRECTION: This should be Dr Hedrich (Apologies Dr Hedrich)

Try the same news story at these easier levels:

    Venus Fly Traps - Level 4  or  Venus Fly Traps - Level 5

Sources
  • https://www.sciencemag.org/news/2020/05/how-venus-flytraps-evolved-their-taste-meat
  • https://www.eurekalert.org/pub_releases/2020-05/uow-tcp051420.php
  • https://www.ibtimes.com/researchers-find-how-carnivorous-plants-evolved-their-meat-eating-lifestyle-2976644


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 :-)

Warm-ups

1. CARNIVOROUS PLANTS: Students walk around the class and talk to other students about carnivorous plants. 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?
       research / shed / light / taste / meat / genetics / carnivorous / plants / leaves / insect
       fields / collaborated / biologist / ancestor / origin / genes / species / function / sense
Have a chat about the topics you liked. Change topics and partners frequently.
3. VENUS FLY TRAPS: Students A strongly believe Venus fly traps are the best houseplants; Students B strongly believe they aren't.  Change partners again and talk about your conversations.
4. TASTE: Spend one minute writing down all of the different words you associate with the word "taste". Share your words with your partner(s) and talk about them. Together, put the words into different categories.

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. PLANTS: Rank these with your partner. Put the best plants at the top. Change partners often and share your rankings.

  • Venus fly traps
  • roses
  • cacti
  • palm tree
  • bamboo
  • sunflowers
  • orchids
  • hemp

 

Vocabulary

    Paragraph 1

      1. shed light on a. New or unusual in an interesting way.
      2. subtle b. Move slowly along a surface like an insect.
      3. genetics c. Help to explain something by providing further information about it.
      4. ingenious d. So delicate or precise as to be difficult to analyze or describe.
      5. novel e. Clever, original, and inventive.
      6. entice f. Attract or tempt by offering pleasure or advantage.
      7. crawl g. The study of the characteristics that pass down from one generation to the next.

    Paragraph 2

      8. collaborated h. Find or describe the origin or development of something.
      9. evolutionary i. An early type of animal or plant from which others have evolved.
      10. sequenced j. The complete set of genes or genetic material present in a cell or organism.
      11. genome k. Worked together on an activity, especially to produce or create something.
      12. ancestor l. Break down food in the body so it can be used for bodily functions.
      13. trace m. Relating to the gradual development of something.
      14. digest n. Found out the order of amino acid  in a protein, DNA, etc.

 

Before reading / listening

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

  1. There is new research on how light affects Venus fly traps.     T / F
  2. Plants became carnivorous because of changes in their genes.     T / F
  3. The Venus fly trap catches insects in between its leaves.     T / F
  4. The sundew plant uses the sun to burn insects.     T / F
  5. Researchers gathered in fields to collaborate.     T / F
  6. Scientists compared carnivorous with non-carnivorous plants.     T / F
  7. The first carnivorous plants emerged 60 million years ago.     T / F
  8. Genes help the carnivorous plants to digest animals.     T / F

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

  1. sheds
  2. taste
  3. ingenious
  4. devious
  5. stuck
  6. collaborated
  7. ancestor
  8. origin
  9. function
  10. digest
  1. predecessor
  2. inventive
  3. absorb
  4. liking
  5. joined forces
  6. cunning
  7. purpose
  8. casts
  9. birth
  10. glued

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

  1. New research sheds
  2. developed a
  3. subtle changes
  4. some of nature's most
  5. roll up after insects
  6. Researchers in a variety of
  7. plants developed from the same
  8. We were able to trace
  9. occurred many
  10. the ability to sense and
  1. get stuck on them
  2. millions of years ago
  3. taste for meat
  4. common ancestor
  5. ingenious species
  6. the origin
  7. light on how
  8. digest animals
  9. in the genetics
  10. fields collaborated

Gap fill

Put these words into the spaces in the paragraph below.
slippery
taste
species
crawls
sheds
roll
subtle
entice

New research (1) ____________ light on how carnivorous plants like the Venus fly trap developed a (2) ____________ for meat. A study from the University of Würzburg in Germany suggests that (3) ____________ changes in the genetics of plants led to some becoming carnivorous. These changes led to the development of some of nature's most ingenious (4) ____________. Carnivorous plants adapted novel and devious ways to (5) ____________ and snare insects. The Venus fly trap uses clam-like leaves that snap shut when an insect (6) ____________ between them. The pitcher plant is shaped like a vase - insects go inside and then cannot crawl up the (7) ____________ insides. The sundew plant has long sticky leaves, which (8) ____________ up after insects get stuck on them.

Put these words into the spaces in the paragraph below.
ancestor
sequenced
genes
collaborated
nutrients
trace
genomes
event

Researchers in a variety of fields (9) ____________ in the study. They included computational evolutionary biologist Jörg Schultz and plant biologist Rainer Hedrich. They (10) ____________ and compared the (11) ____________ of carnivorous plants to non-carnivorous plants. They discovered that meat-eating plants developed from the same common (12) ____________ about 60 million years ago. Dr Schultz said: "We were able to (13) ____________ the origin of carnivorous genes back to a duplication (14) ____________ that occurred many millions of years ago in the genome of the last common ancestor of the carnivorous species." Dr Rainer added: "The function of these (15) ____________ is related to the ability to sense and digest animals and to utilise their (16) ____________."

Listening — Guess the answers. Listen to check.

1) sheds light on how carnivorous plants like the Venus fly trap developed a ______
     a.  tasty for meat
     b.  tasted for meat
     c.  taste for meat
     d.  tastes for meat
2)  These changes led to the development of some of nature's ______
     a.  mostly ingenious species
     b.  most ingenious specials
     c.  mostly ingenious speeches
     d.  most ingenious species
3)  Carnivorous plants adapted novel and devious ways to ______ insects
     a.  entire sand snare
     b.  ant ice and snare
     c.  entice and snare
     d.  entice and snarl
4)  shaped like a vase - insects go inside and then cannot crawl up ______
     a.  the slip pairing insides
     b.  the slipper real insides
     c.  the slivery insides
     d.  the slippery insides
5)  The sundew plant has long sticky leaves, which roll up after ______
     a.  insects get stuck
     b.  insects get stack
     c.  insects get stick
     d.  insects get stock

6)  They included computational ______
     a.  evolutionary biologist
     b.  evolutionary biology
     c.  evolutionary bio logistic
     d.  evolutionary bio-logics
7)  They sequenced and compared the genomes ______
     a.  of carnivorous plants
     b.  of carnivorous plant
     c.  of carnivorous planted
     d.  of carnivorous planters
8)  We were able to trace the origin of carnivorous genes back to ______
     a.  a duplicated event
     b.  a duplication event
     c.  a duplicates event
     d.  a duplicative event
9)  that occurred many millions of years ago in the genome of the ______
     a.  last common ants aster
     b.  last common ants Easter
     c.  last common nan caster
     d.  last common ancestor
10)  related to the ability to sense and digest animals and to ______
     a.  utilise them nutrients
     b.  utilise their nutrients
     c.  utilise there nutrients
     d.  utilise they're nutrients

Listening — Listen and fill in the gaps

New research (1) ___________________ how carnivorous plants like the Venus fly trap developed (2) ___________________ meat. A study from the University of Würzburg in Germany suggests that (3) ___________________ the genetics of plants led to some becoming carnivorous. These changes led to the development of some of nature's most ingenious species. Carnivorous plants adapted (4) ___________________ ways to entice and snare insects. The Venus fly trap uses clam-like leaves that (5) ___________________ an insect crawls between them. The pitcher plant is shaped like a vase - insects go inside and then cannot (6) ___________________ slippery insides. The sundew plant has long sticky leaves, which roll up after insects get stuck on them.

Researchers in a (7) ___________________ collaborated in the study. They included computational evolutionary biologist Jörg Schultz and plant biologist Rainer Hedrich. They sequenced and (8) ___________________ of carnivorous plants to non-carnivorous plants. They discovered that meat-eating plants developed from the same (9) ___________________ 60 million years ago. Dr Schultz said: "We were able to (10) ___________________ of carnivorous genes back to a duplication event that occurred many millions of years ago in the genome of (11) ___________________ ancestor of the carnivorous species." Dr Rainer added: "The function of these genes is related to the ability to (12) ___________________ animals and to utilise their nutrients."

Comprehension questions

  1. What did research shed on how carnivorous plants liked meat?
  2. What kind of changes happened in the genetics of carnivorous plants?
  3. What kind of species did the article say genetic changed created?
  4. What kind of leaves did the article say Venus fly traps have?
  5. What happens to the leaves of the sundew plant?
  6. Who is Rainer Hedrich?
  7. What did scientists compare the genomes of carnivorous plants to?
  8. When did carnivorous plants develop?
  9. What did scientists say they were able to trace?
  10. What did a scientist say the plants can digest?

Multiple choice quiz

1)  What did research shed on how carnivorous plants liked meat?
a) pollen
b) light
c) water
d) enlightenment
2) What kind of changes happened in the genetics of carnivorous plants?
a) serious changes
b) interesting changes
c) bid changes
d) subtle changes
3) What kind of species did the article say genetic changed created?
a) special species
b) disingenuous species
c) ingenious species
d) genus species
4) What kind of leaves did the article say Venus fly traps have?
a) clam-like leaves
b) green leaves
c) dangerous leaves
d) edible leaves
5) What happens to the leaves of the sundew plant?
a) they die
b) they roll up
c) they get hot
d) they become moist

6) Who is Rainer Hedrich?
a) a plant biologist
b) a gardener
c) a botanist
d) a horticulturalist
7) What did scientists compare the genomes of carnivorous plants to?
a) humans
b) bamboo
c) non-carnivorous plants
d) moss
8) When did carnivorous plants develop?
a) about 60 million years ago
b) about 66 million years ago
c) about 660 million years ago
d) about 600 million years ago
9) What did scientists say they were able to trace?
a) new species
b) leaves
c) designs
d) the origin of carnivorous genes

10) What did a scientist say the plants can digest?
a) information
b) light
c) animals
d) water

Role play

Role  A – Venus Fly Traps
You think Venus fly traps are the best plants. Tell the others three reasons why. Tell them what is wrong with their plants. Also, tell the others which is the worst of these (and why): cacti, bamboo or sunflowers.

Role  B – Cacti
You think cacti are the best plants. Tell the others three reasons why. Tell them what is wrong with their plants. Also, tell the others which is the worst of these (and why): Venus fly traps, bamboo or sunflowers.

Role  C – Bamboo
You think bamboo is the best plant. Tell the others three reasons why. Tell them what is wrong with their plants. Also, tell the others which is the worst of these (and why): cacti, Venus fly traps or sunflowers.

Role  D – Sunflowers
You think sunflowers are the best plants. Tell the others three reasons why. Tell them what is wrong with their plants. Also, tell the others which is the worst of these (and why): cacti, bamboo or Venus fly traps.

After reading / listening

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

'fly'

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

    • and 'trap'.

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

    • • 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:

    • light
    • changes
    • species
    • snare
    • vase
    • stuck
    • fields
    • compared
    • 60
    • back
    • common
    • digest

    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 - Venus Fly Traps

    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 'fly'?
    3. What do you know about Venus fly traps?
    4. What do you think of carnivorous plants?
    5. Would you like carnivorous plants in your home?
    6. What are your favourite plants?
    7. What plants don't you like?
    8. What is your favourite insect?
    9. Would you like to have a job researching plants?
    10. Would you touch the carnivorous plants?

    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 'trap'?
    3. What do you think about what you read?
    4. What do you think a computational evolutionary biologist does?
    5. What is a genome?
    6. Why is sequencing a genome useful?
    7. What was life on Earth like 60 million years ago?
    8. What do you know about your ancestors?
    9. Do you think carnivorous plants are useful?
    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)

    New research (1) ____ light on how carnivorous plants like the Venus fly trap developed a (2) ____ for meat. A study from the University of Würzburg in Germany suggests that subtle changes (3) ____ the genetics of plants led to some becoming carnivorous. These changes led to the development of some of nature's most (4) ____ species. Carnivorous plants adapted novel and devious ways to entice and snare insects. The Venus fly trap uses clam-like leaves that (5) ____ shut when an insect crawls between them. The pitcher plant is shaped like a vase - insects go inside and then cannot crawl up the (6) ____ insides. The sundew plant has long sticky leaves, which roll up after insects get stuck on them.

    Researchers in a variety of (7) ____ collaborated in the study. They included computational evolutionary biologist Jörg Schultz and plant biologist Rainer Hedrich. They sequenced and compared the (8) ____ of carnivorous plants to non-carnivorous plants. They discovered that meat-eating plants developed from the same common ancestor about 60 million years ago. Dr Schultz said: "We were able to (9) ____ the origin of carnivorous genes back to a (10) ____ event that occurred many millions of years ago in the genome of the last (11) ____ ancestor of the carnivorous species." Dr Rainer added: "The function of these genes is related to the ability to sense and digest animals and to utilise their (12) ____."

    Which of these words go in the above text?

    1. (a)     caves     (b)     shacks     (c)     cabins     (d)     sheds    
    2. (a)     taster     (b)     tasted     (c)     tasty     (d)     taste    
    3. (a)     by     (b)     in     (c)     at     (d)     on    
    4. (a)     pressure     (b)     myriad     (c)     ingenious     (d)     spectacle    
    5. (a)     close     (b)     clip     (c)     snap     (d)     boot    
    6. (a)     slippery     (b)     properly     (c)     surly     (d)     surely    
    7. (a)     lawns     (b)     fields     (c)     parks     (d)     patches    
    8. (a)     genomes     (b)     gnomes     (c)     gnocchi     (d)     gnostic    
    9. (a)     etch     (b)     trace     (c)     sketch     (d)     draw    
    10. (a)     multiply     (b)     times     (c)     duplication     (d)     addition    
    11. (a)     heath     (b)     dale     (c)     common     (d)     moor    
    12. (a)     sentient     (b)     recipients     (c)     ingredients     (d)     nutrients

    Spelling

    Paragraph 1

    1. changes in the sctneieg of plants
    2. led to some becoming oicrusnrova
    3. some of nature's most nieouigsn species
    4. adapted novel and evousid ways
    5. ntecie and snare insects
    6. the eriyplps insides

    Paragraph 2

    1. cedaloabtlro in the study
    2. nvtoaureyloi biologist
    3. They quceensde and compared the genomes
    4. the same common rsaentoc
    5. sense and egitsd animals
    6. utilise their iurnsnett

    Put the text back together

    (...)  ancestor of the carnivorous species." Dr Rainer added: "The function of these genes is related
    (...)  non-carnivorous plants. They discovered that meat-eating plants developed from the same common
    (...)  them. The pitcher plant is shaped like a vase - insects go inside and then cannot crawl up the slippery
    (...)  of some of nature's most ingenious species. Carnivorous plants adapted novel and devious ways to entice and snare
    (...)  to a duplication event that occurred many millions of years ago in the genome of the last common
    (...)  insects. The Venus fly trap uses clam-like leaves that snap shut when an insect crawls between
    (...)  Researchers in a variety of fields collaborated in the study. They included computational evolutionary
    (...)  changes in the genetics of plants led to some becoming carnivorous. These changes led to the development
    (...)  insides. The sundew plant has long sticky leaves, which roll up after insects get stuck on them.
    (  1  ) New research sheds light on how carnivorous plants like the Venus fly trap developed a taste
    (...)  for meat. A study from the University of Würzburg in Germany suggests that subtle
    (...)  to the ability to sense and digest animals and to utilise their nutrients."
    (...)  ancestor about 60 million years ago. Dr Schultz said: "We were able to trace the origin of carnivorous genes back
    (...)  biologist Jörg Schultz and plant biologist Rainer Hedrich. They sequenced and compared the genomes of carnivorous plants to

    Put the words in the right order

    1. becoming   to   led   plants   some   Genetics   of   carnivorous   .
    2. of   some   nature's   most   species   .   ingenious   of   Development
    3. an   them   .   crawls   insect   when   Snap   between   shut
    4. plant   a   pitcher   like   shaped   vase   .   is   The
    5. insects   after   get   them   .   up   stuck   on   Roll
    6. of   fields   collaborated   .   variety   Researchers   a   in
    7. carnivorous   Sequenced  of   genomes  and   plants   .   compared   the
    8. the  plants   developed  common  same   ancestor  .  from   Meat-eating
    9. related   .   function   is   of   these   The   genes
    10. The   and   sense   ability   to   digest   animals   .

    Circle the correct word (20 pairs)

    New research sheds / shards light on how carnivorous plants like the Venus fly trap developed a taste / tasty for meat. A study from the University of Würzburg in Germany suggests that stubble / subtle changes in the genetics of plants led to some become / becoming carnivorous. These changes led to the development of some of nature's most genus / ingenious species. Carnivorous plants adapted novella / novel and devious ways to entice and snare insects. The Venus fly trap uses clam-like leaves that snap / snip shut when an insect crawls between us / them. The pitcher plant is shaped like a vase - insects go inside and then cannot crawly / crawl up the slippery insides. The sundew plant has long sticky leaves, which roll / rail up after insects get stuck on them.

    Researchers in a various / variety of fields collaborated in the study. They included / inclusive computational evolutionary biologist Jörg Schultz and plant biologist Rainer Hedrich. They sequential / sequenced and compared the genomes / gnomes of carnivorous plants to non-carnivorous plants. They discovered that meat-eating plants developed from the same commonly / common ancestor about 60 million years ago. Dr Schultz said: "We were able to trace / trade the origin of carnivorous genes back to a duplication / subtraction event that occurred many millions of years ago in the genome of the last common ancestral / ancestor of the carnivorous species." Dr Rainer added: "The function of these genes is related / belated to the ability to sense and digest animals and to utilise their nutritious / nutrients."

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

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

    N_w r_s__ r c h s h_d s l_g h t _n h_w c_r n_v_r__ s p l_n t s l_k_ t h_ V_n_s f l y t r_p d_v_l_p_d _ t_s t_ f_r m__ t . A s t_d y f r_m t h_ U n_v_r s_t y _f W ü r z b_r g _n G_r m_n y s_g g_s t s t h_t s_b t l_ c h_n g_s _n t h_ g_n_t_c s _f p l_n t s l_d t_ s_m_ b_c_m_n g c_r n_v_r__ s . T h_s_ c h_n g_s l_d t_ t h_ d_v_l_p m_n t _f s_m_ _f n_t_r_' s m_s t _n g_n___s s p_c__ s . C_r n_v_r__ s p l_n t s _d_p t_d n_v_l _n d d_v___s w_y s t_ _n t_c_ _n d s n_r_ _n s_c t s . T h_ V_n_s f l y t r_p _s_s c l_m - l_k_ l__ v_s t h_t s n_p s h_t w h_n _n _n s_c t c r_w l s b_t w__ n t h_m . T h_ p_t c h_r p l_n t _s s h_p_d l_k_ _ v_s_ - _n s_c t s g_ _n s_d_ _n d t h_n c_n n_t c r_w l _p t h_ s l_p p_r y _n s_d_s . T h_ s_n d_w p l_n t h_s l_n g s t_c k y l__ v_s , w h_c h r_l l _p _f t_r _n s_c t s g_t s t_c k _n t h_m .

    R_s__ r c h_r s _n _ v_r__ t y _f f__ l d s c_l l_b_r_t_d _n t h_ s t_d y . T h_y _n c l_d_d c_m p_t_t__ n_l _v_l_t__ n_r y b__ l_g_s t J ö r g S c h_l t z _n d p l_n t b__ l_g_s t R__ n_r H_d r_c h . T h_y s_q__ n c_d _n d c_m p_r_d t h_ g_n_m_s _f c_r n_v_r__ s p l_n t s t_ n_n - c_r n_v_r__ s p l_n t s . T h_y d_s c_v_r_d t h_t m__ t -__ t_n g p l_n t s d_v_l_p_d f r_m t h_ s_m_ c_m m_n _n c_s t_r _b__ t 6 0 m_l l__ n y__ r s _g_. D r S c h_l t z s__ d : " W_ w_r_ _b l_ t_ t r_c_ t h_ _r_g_n _f c_r n_v_r__ s g_n_s b_c k t_ _ d_p l_c_t__ n _v_n t t h_t _c c_r r_d m_n y m_l l__ n s _f y__ r s _g_ _n t h_ g_n_m_ _f t h_ l_s t c_m m_n _n c_s t_r _f t h_ c_r n_v_r__ s s p_c__ s . " D r R__ n_r _d d_d : " T h_ f_n c t__ n _f t h_s_ g_n_s _s r_l_t_d t_ t h_ _b_l_t y t_ s_n s_ _n d d_g_s t _n_m_l s _n d t_ _t_l_s_ t h__ r n_t r__ n t s . "

    Punctuate the text and add capitals

    new research sheds light on how carnivorous plants like the venus fly trap developed a taste for meat a study from the university of wrzburg in germany suggests that subtle changes in the genetics of plants led to some becoming carnivorous these changes led to the development of some of natures most ingenious species carnivorous plants adapted novel and devious ways to entice and snare insects the venus fly trap uses clamlike leaves that snap shut when an insect crawls between them the pitcher plant is shaped like a vase  insects go inside and then cannot crawl up the slippery insides the sundew plant has long sticky leaves which roll up after insects get stuck on them

    researchers in a variety of fields collaborated in the study they included computational evolutionary biologist jrg schultz and plant biologist rainer hedrich they sequenced and compared the genomes of carnivorous plants to noncarnivorous plants they discovered that meateating plants developed from the same common ancestor about 60 million years ago dr schultz said we were able to trace the origin of carnivorous genes back to a duplication event that occurred many millions of years ago in the genome of the last common ancestor of the carnivorous species dr rainer added the function of these genes is related to the ability to sense and digest animals and to utilise their nutrients

    Put a slash (/) where the spaces are

    NewresearchshedslightonhowcarnivorousplantsliketheVenusflytra
    pdevelopedatasteformeat.AstudyfromtheUniversityofWürzburginG
    ermanysuggeststhatsubtlechangesinthegeneticsofplantsledtosome
    becomingcarnivorous.Thesechangesledtothedevelopmentofs
    omeofnature'smostingeniousspecies.Carnivorousplantsadaptedno
    velanddeviouswaystoenticeandsnareinsects.TheVenusflytrapusescl
    am-likeleavesthatsnapshutwhenaninsectcrawlsbetweenthem.Thep
    itcherplantisshapedlikeavase-insectsgoinsideandthencannotcrawl
    uptheslipperyinsides.Thesundewplanthaslongstickyleaves,whichrol
    lupafterinsectsgetstuckonthem.Researchersinavarietyoffieldscolla
    boratedinthestudy.Theyincludedcomputationalevolutionarybiologis
    tJörgSchultzandplantbiologistRainerHedrich.Theysequencedandco
    mparedthegenomesofcarnivorousplantstonon-carnivorousplants.T
    heydiscoveredthatmeat-eatingplantsdevelopedfromthesamecom
    monancestorabout60millionyearsago.DrSchultzsaid:"Wewereablet
    otracetheoriginofcarnivorousgenesbacktoaduplicationeventthatocc
    urredmanymillionsofyearsagointhegenomeofthelastcommonancest
    orofthecarnivorousspecies."DrRaineradded:"Thefunctionofthesege
    nesisrelatedtotheabilitytosenseanddigestanimalsandtoutilisetheirn
    utrients."

    Free writing

    Write about Venus fly trap for 10 minutes. Comment on your partner’s paper.

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    Academic writing

    Everyone should have carnivorous plants in their house. 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. CARNIVOROUS PLANTS: Make a poster about carnivorous plants. Show your work to your classmates in the next lesson. Did you all have similar things?
    4. RESEARCH: Write a magazine article about more research going into carnivorous plants. 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 carnivorous plants. Ask him/her three questions about them. Give him/her three of your thoughts on carnivorous plants. 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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