The Reading / Listening - Car Fumes - Level 3

Breathing in air pollution could change our brain. A new study shows that car fumes can change how our brain is wired – how parts of the brain connect with other parts. The research is from the University of British Columbia in Canada. Researchers found that car fumes can change our brain's connectivity in just two hours. A researcher, Professor Chris Carlsten, was surprised at what he found. He said: "For many decades, scientists thought the brain may be protected from the harmful effects of air pollution." He added: "This study, which is the first of its kind in the world, provides fresh evidence supporting a connection between air pollution and [thinking]."

The traffic pollution study was on 25 adults. The researchers asked the adults to breathe in car fumes in a laboratory. The research team took brain scans of the adults for two hours. The scans showed that networks in the brain that we use for thinking and remembering changed. There were fewer connections between the networks. Another professor said the research was worrying. She said: "It's concerning to see traffic pollution interrupting these networks." The researchers said there needed to be more research to see how car fumes change our brain. They also advised people to close car windows when in traffic. The brains of the 25 people returned to normal after they breathed clean air.

Try the same news story at these easier levels:

    Car Fumes - Level 0,  Car Fumes - Level 1   or  Car Fumes - Level 2

Sources
  • https://www.sciencealert.com/inhaling-car-fumes-can-change-a-brains-connectivity-in-just-2-hours-study-finds
  • https://neurosciencenews.com/air-pollution-functional-connectivity-22355/
  • https://ca.news.yahoo.com/breathing-exhaust-fumes-impairs-human-brains-within-two-hours-154151191.html


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. CAR FUMES: Students walk around the class and talk to other students about car fumes. 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?
       breathing / air pollution / brain / wired / car fumes / connectivity / scientists / world /
       traffic / breathe / brain scans / networks / professor / research / car windows / normal
Have a chat about the topics you liked. Change topics and partners frequently.
3. ELECTRIC CARS: Students A strongly believe all cars should be electric from next year; Students B strongly believe the opposite. Change partners again and talk about your conversations.
4. THE BRAIN: How do these things affect people's brain? How do they affect your brain? Complete this table with your partner(s). Change partners often and share what you wrote.

 

Effects

My Brain

Car Fumes

 

 

Sleep

 

 

Studying English

 

 

Hiking

 

 

Chocolate

 

 

The Internet

 

 
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. BREATHE: Spend one minute writing down all of the different words you associate with the word "breathe". Share your words with your partner(s) and talk about them. Together, put the words into different categories.
6. POLLUTION: Rank these with your partner. Put the worst types of pollution at the top. Change partners often and share your rankings.

  • Car fumes
  • Factory smoke
  • Forest fires
  • Plastic
  • Litter
  • Noise pollution
  • Light pollution
  • Water pollution

 

Vocabulary

    Paragraph 1

      1. breathing a. Of a device or network in which different parts are joined and communicate with each other.
      2. pollution b. All of the facts or information that show something is true.
      3. fume c. The action of taking air into the lungs and letting out.
      4. wired d. An amount of gas or smoke that smells bad or is dangerous to breathe in.
      5. connect e. The dirty, harmful or poisonous things in the air, rivers and the environment.
      6. decade f. Bring or join together.
      7. evidence g. A period of ten years.

    Paragraph 2

      8. traffic h. A room or building equipped for scientific experiments, research, or teaching, or for the manufacture of drugs or chemicals.
      9. laboratory i. Move an electromagnetic light over something to take a photo or image of it.
      10. scan j. Gave suggestions to someone about the best thing to do.
      11. concerning k. The cars, buses, trucks, etc. on a road.
      12. interrupting l. Went back to how or where things were before.
      13. advised m. Stopping the continuous progress of an activity.
      14. returned n. Worrying.

 

Before reading / listening

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

  1. Car fumes can help to wire our brain.     T / F
  2. The research is from a university in Colombia.     T / F
  3. A researcher said the findings in his research weren't surprising.     T / F
  4. The article in the study is the first of its kind.     T / F
  5. Over 250 adults had brain scans as part of the research.     T / F
  6. Researchers scanned the brains of adults for two hours.     T / F
  7. A researcher advised people to close car windows in traffic.     T / F
  8. The brains of people who breathed car fumes returned to normal.    T / F

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

  1. change
  2. wired
  3. other
  4. harmful
  5. evidence
  6. laboratory
  7. showed
  8. worrying
  9. close
  10. clean
  1. different
  2. concerning
  3. proof
  4. shut
  5. damaging
  6. connected
  7. fresh
  8. revealed
  9. transform
  10. lab

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

  1. Breathing in
  2. change how our brain
  3. how parts of the brain connect
  4. protected from the harmful
  5. the first of its kind
  6. The research team took brain
  7. There were fewer connections between
  8. close car windows when
  9. The brains of the 25 people returned
  10. they breathed clean
  1. air
  2. with other parts
  3. scans of the adults
  4. to normal
  5. is wired
  6. in the world
  7. in traffic
  8. air pollution
  9. the networks
  10. effects of air pollution

Gap fill

Put these words into the spaces in the paragraph below.
parts
found
fresh
pollution
connectivity
kind
wired
harmful

Breathing in air (1) _____________________ could change our brain. A new study shows that car fumes can change how our brain is (2) _____________________ - how parts of the brain connect with other (3) _____________________. The research is from the University of British Columbia in Canada. Researchers found that car fumes can change our brain's (4) _____________________ in just two hours. A researcher, Professor Chris Carlsten, was surprised at what he (5) _____________________. He said: "For many decades, scientists thought the brain may be protected from the (6) _____________________ effects of air pollution." He added: "This study, which is the first of its (7) _____________________ in the world, provides (8) _____________________ evidence supporting a connection between air pollution and [thinking]."

Put these words into the spaces in the paragraph below.
laboratory
fewer
close
adults
clean
needed
brain
worrying

The traffic pollution study was on 25 (9) _____________________. The researchers asked the adults to breathe in car fumes in a (10) _____________________. The research team took (11) _____________________ scans of the adults for two hours. The scans showed that networks in the brain that we use for thinking and remembering changed. There were (12) _____________________ connections between the networks. Another professor said the research was (13) _____________________. She said: "It's concerning to see traffic pollution interrupting these networks." The researchers said there (14) _____________________ to be more research to see how car fumes change our brain. They also advised people to (15) _____________________ car windows when in traffic. The brains of the 25 people returned to normal after they breathed (16) _____________________ air.

Listening — Guess the answers. Listen to check.

1) A new study shows that car fumes can change how our ______
     a.  brain is weird
     b.  brain is wired
     c.  brain is wayward
     d.  brain is weighed
2)  how parts of the brain connect ______
     a.  with another parts
     b.  with others' parts
     c.  with other parts
     d.  with othering parts
3)  Researchers found that car fumes can change ______
     a.  a brain's connectivity
     b.  hour brain's connectivity
     c.  awe brain's connectivity
     d.  our brain's connectivity
4)  For many decades, scientists thought the brain may be protected from ______
     a.  the harmful affects
     b.  the harmful reflects
     c.  the harmful effects
     d.  the harmful afflicts
5)  This study, which is the first of its kind in the world, ______
     a.  provides fresh evidence
     b.  provides flesh evidence
     c.  provides flush evidence
     d.  provides flash evidence

6)  The traffic pollution study was ______
     a.  in 25 adults
     b.  on 25 adults
     c.  in 25 aid dolts
     d.  on 25 add dolts
7)  The researchers asked the adults to breathe in car fumes ______
     a.  in a lavatory
     b.  in a laboratory
     c.  in a lab oratory
     d.  in a lab lottery
8) scans showed that networks in the brain that we use for thinking ______
     a.  and remember ring changed
     b.  and remembering changed
     c.  and remember in changed
     d.  and rim member ring changed
9)  They also advised people to close car windows ______
     a.  when in traffic
     b.  when on traffic
     c.  when intra-flick
     d.  when intra-thick
10)  The brains of the 25 people returned to normal after they ______
     a.  breezed clean air
     b.  breathed cream air
     c.  breezed cream air
     d.  breathed clean air

Listening — Listen and fill in the gaps

Breathing in air (1) ____________________ our brain. A new study shows that car fumes can change how our brain is wired - how parts of the brain (2) ____________________ parts. The research is from the University of British Columbia in Canada. Researchers found that car (3) ____________________ our brain's connectivity in just two hours. A researcher, Professor Chris Carlsten, (4) ____________________ what he found. He said: "For many decades, scientists thought the brain may (5) ____________________ the harmful effects of air pollution." He added: "This study, which is the first of its kind in the world, (6) ____________________ supporting a connection between air pollution and [thinking]."

The traffic (7) ____________________ on 25 adults. The researchers asked the adults to breathe in car fumes in a laboratory. The research team took (8) ____________________ the adults for two hours. The scans showed that networks in the brain that we use for thinking and remembering changed. There (9) ____________________ between the networks. Another professor said the research was worrying. She said: "It's (10) ____________________ traffic pollution interrupting these networks." The researchers said there needed (11) ____________________ research to see how car fumes change our brain. They also advised people to close car windows when in traffic. The brains of the 25 people returned to normal after they (12) ____________________.

Comprehension questions

  1. What does the article say car fumes can do to the wiring of our brain?
  2. In which country was the research done?
  3. How did a researcher feel about his research?
  4. For how long have scientists thought air pollution doesn't harm the brain?
  5. How many other studies of this kind have there been?
  6. How many adults participated in this research?
  7. What are the affected areas of the brain used for?
  8. What did a researcher say was needed?
  9. What did a researcher advise people to close?
  10. What happened to the participants' brains after they breathed clean air?

Multiple choice quiz

1) What does the article say car fumes can do to the wiring of our brain?
a) confuse it
b) rewire it
c) correct it
d) change it
2) In which country was the research done?
a) the USA
b) Canada
c) Colombia
d) Britain
3) How did a researcher feel about his research?
a) shocked
b) surprising
c) surprised
d) shocking
4) For how long have scientists thought air pollution doesn't harm the brain?
a) decades
b) years
c) months
d) centuries
5) How many other studies of this kind have there been?
a) dozens
b) one
c) none
d) eight

6) How many adults participated in this research?
a) 26
b) 25
c) 24
d) 22
7) What are the affected areas of the brain used for?
a) love and emotion
b) photos and writing
c) fear and hate
d) thinking and remembering
8) What did a researcher say was needed?
a) more research
b) more wires
c) more air
d) more brains
9) What did a researcher advise people to close?
a) their mind
b) their eyes
c) car windows
d) their mouth
10) What happened to the participants' brains after they breathed clean air?
a) they became befuddled
b) they returned to normal
c) they got smaller
d) they grew

Role play

Role  A – Car Fumes
You think car fumes is the worst form of pollution. Tell the others three reasons why. Tell them why their forms of pollution aren't as bad. Also, tell the others which is the least damaging of these (and why): plastic, noise pollution or light pollution.

Role  B – Plastic
You think plastic is the worst form of pollution. Tell the others three reasons why. Tell them why their forms of pollution aren't as bad. Also, tell the others which is the least damaging of these (and why): car fumes, noise pollution or light pollution.

Role  C – Noise Pollution
You think noise pollution is the worst form of pollution. Tell the others three reasons why. Tell them why their forms of pollution aren't as bad. Also, tell the others which is the least damaging of these (and why): plastic, car fumes or light pollution.

Role  D – Light Pollution
You think light pollution is the worst form of pollution. Tell the others three reasons why. Tell them why their forms of pollution aren't as bad. Also, tell the others which is the least damaging of these (and why): plastic, noise pollution or car fumes.

After reading / listening

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

'traffic'

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

    • and 'pollution'.

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

    • • 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:

    • breathing
    • wired
    • two
    • surprised
    • decades
    • fresh
    • 25
    • hours
    • remembering
    • worrying
    • advised
    • normal

    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 - Car Fumes

    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 'traffic'?
    3. How much do you worry about pollution?
    4. How bad is pollution where you live?
    5. How worried are you about car fumes?
    6. How do you feel when you breathe in car fumes?
    7. Is it healthier to live in the countryside?
    8. Why might car fumes change the way the brain connects?
    9. How can we reduce air pollution?
    10. What advice do you have for someone in a polluted city?

    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 'pollution'?
    3. What do you think about what you read?
    4. What dangers are there of breathing in car fumes?
    5. When do you have trouble thinking and remembering?
    6. Should all vehicles be electric?
    7. Do you always close your windows in city traffic?
    8. What three adjectives best describe this article?
    9. Where can you go to breathe cleaner, fresher air?
    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)

    Breathing in air pollution could change our brain. A new study shows that car fumes can change how our brain is (1) ____ - how parts of the brain connect with other (2) ____. The research is from the University of British Columbia in Canada. Researchers found that car fumes can change our brain's connectivity (3) ____ just two hours. A researcher, Professor Chris Carlsten, was surprised at (4) ____ he found. He said: "For many decades, scientists thought the brain may be protected from the harmful (5) ____ of air pollution." He added: "This study, which is the first of its kind in the world, provides (6) ____ evidence supporting a connection between air pollution and [thinking]."

    The traffic pollution study was (7) ____ 25 adults. The researchers asked the adults to breathe in car fumes in a (8) ____. The research team took brain scans of the adults for two hours. The scans (9) ____ that networks in the brain that we use for thinking and remembering changed. There were fewer connections between the networks. Another professor said the research was (10) ____. She said: "It's concerning to see traffic pollution interrupting these networks." The researchers said there needed to (11) ____ more research to see how car fumes change our brain. They also advised people to close car windows when in traffic. The brains of the 25 people returned to normal after they (12) ____ clean air.

    Which of these words go in the above text?

    1. (a)     ward     (b)     wired     (c)     weaved     (d)     weird    
    2. (a)     ports     (b)     parts     (c)     points     (d)     pints    
    3. (a)     on     (b)     of     (c)     at     (d)     in    
    4. (a)     that     (b)     what     (c)     which     (d)     thus    
    5. (a)     reflects     (b)     effects     (c)     infects     (d)     affects    
    6. (a)     flesh     (b)     flash     (c)     fresh     (d)     flush    
    7. (a)     at     (b)     as     (c)     on     (d)     to    
    8. (a)     lavatory     (b)     circulatory     (c)     laboratory     (d)     obligatory    
    9. (a)     shower     (b)     shows     (c)     shown     (d)     showed    
    10. (a)     worrying     (b)     worries     (c)     worry     (d)     worrier    
    11. (a)     be     (b)     get     (c)     study     (d)     write    
    12. (a)     breath     (b)     breather     (c)     breathed     (d)     breaths

    Spelling

    Paragraph 1

    1. trgebainh in air pollution
    2. change how our brain is erdwi
    3. how parts of the brain ocnentc
    4. For many ceeadds
    5. protected from the harmful sffecet
    6. fresh nivceeed

    Paragraph 2

    1. the tacrfif pollution study
    2. in a yrbtaolora
    3. It's nreicnngoc to see
    4. tnpiurtnrige these networks
    5. They also aveddsi people to close car windows
    6. returned to lomanr

    Put the text back together

    (  1  ) Breathing in air pollution could change our brain. A new study shows that car fumes can change how our brain
    (...)  is wired - how parts of the brain connect with other parts. The research is from the University of British Columbia
    (...)  pollution." He added: "This study, which is the first of its kind in the world, provides fresh
    (...)  laboratory. The research team took brain scans of the adults for two hours. The scans showed that networks
    (...)  in Canada. Researchers found that car fumes can change our brain's connectivity in just
    (...)  see traffic pollution interrupting these networks." The researchers said there needed to be more
    (...)  evidence supporting a connection between air pollution and [thinking]."
    (...)  decades, scientists thought the brain may be protected from the harmful effects of air
    (...)  in the brain that we use for thinking and remembering changed. There were fewer connections
    (...)  The traffic pollution study was on 25 adults. The researchers asked the adults to breathe in car fumes in a
    (...)  between the networks. Another professor said the research was worrying. She said: "It's concerning to
    (...)  two hours. A researcher, Professor Chris Carlsten, was surprised at what he found. He said:  "For many
    (...)  research to see how car fumes change our brain. They also advised people to close car windows when in traffic. The brains
    (...)  of the 25 people returned to normal after they breathed clean air.

    Put the words in the right order

    1. brain   .   our   air   pollution   change   Breathing   could   in
    2. how   brain   Fumes   can   wired   .   change   our   is
    3. Change   two   connectivity   in   just   brain's   hours   .   our
    4. be   may   protected   .   the   brain   thought   Scientists
    5. kind   of   its   first   the   in   The   world   .
    6. The   was   traffic   on   adults   .   pollution   25   study
    7. fumes   laboratory   .   car   in   in   Adults   breathe   a
    8. for   brain   in   use   thinking   .   we   Networks   the
    9. More   see   research   to   change   .   car   fumes   how
    10. They   also   people   car   windows   .   advised   to   close

    Circle the correct word (20 pairs)

    Breathing in air pollution could change our brainy / brain. A new study shows that car fumes can change how our brain is wired / wires - how parts of the brain connect with other apart / parts. The research is from the University of British Columbia on / in Canada. Researchers found that car fumes can change our brain's connectivity in / on just two hours. A researcher, Professor Chris Carlsten, was surprised / surprising at what he found. He said:  "For many / much decades, scientists thought the brain may be protected from the harmful affects / effects of air pollution." He added: "This study, which is the first of / off its kind in the world, provides fresh evidence supporting a connection between / among air pollution and [thinking]."

    The traffic pollution study / studying was on 25 adults. The researchers asked the adults to breath / breathe in car fumes in a laboratory. The research team took brain scan / scans of the adults for two hours. The scans showed / shown that networks in the brain that we use for thinking and remember / remembering changed. There were fewer connections between the networks. Another professor said the research was worried / worrying. She said: "It's concerning to see / seeing traffic pollution interrupting these networks." The researchers said there needy / needed to be more research to see how car fumes change our brain. They also advised / advice people to close car windows when in traffic. The brains of the 25 people returned to normal / normally after they breathed clean air.

    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)

    Br__th_ng  _n  __r  p_ll_t__n  c__ld  ch_ng_  __r  br__n.  _  n_w  st_dy  sh_ws  th_t  c_r  f_m_s  c_n  ch_ng_  h_w  __r  br__n  _s  w_r_d  -  h_w  p_rts  _f  th_  br__n  c_nn_ct  w_th  _th_r  p_rts.  Th_  r_s__rch  _s  fr_m  th_  _n_v_rs_ty  _f  Br_t_sh  C_l_mb__  _n  C_n_d_.  R_s__rch_rs  f__nd  th_t  c_r  f_m_s  c_n  ch_ng_  __r  br__n's  c_nn_ct_v_ty  _n  j_st  tw_  h__rs.  _  r_s__rch_r,  Pr_f_ss_r  Chr_s  C_rlst_n,  w_s  s_rpr_s_d  _t  wh_t  h_  f__nd.  H_  s__d:    "F_r  m_ny  d_c_d_s,  sc__nt_sts  th__ght  th_  br__n  m_y  b_  pr_t_ct_d  fr_m  th_  h_rmf_l  _ff_cts  _f  __r  p_ll_t__n."  H_  _dd_d:  "Th_s  st_dy,  wh_ch  _s  th_  f_rst  _f  _ts  k_nd  _n  th_  w_rld,  pr_v_d_s  fr_sh  _v_d_nc_  s_pp_rt_ng  _  c_nn_ct__n  b_tw__n  __r  p_ll_t__n  _nd  [th_nk_ng]."

    Th_  tr_ff_c  p_ll_t__n  st_dy  w_s  _n  25  _d_lts.  Th_  r_s__rch_rs  _sk_d  th_  _d_lts  t_  br__th_  _n  c_r  f_m_s  _n  _  l_b_r_t_ry.  Th_  r_s__rch  t__m  t__k  br__n  sc_ns  _f  th_  _d_lts  f_r  tw_  h__rs.  Th_  sc_ns  sh_w_d  th_t  n_tw_rks  _n  th_  br__n  th_t  w_  _s_  f_r  th_nk_ng  _nd  r_m_mb_r_ng  ch_ng_d.  Th_r_  w_r_  f_w_r  c_nn_ct__ns  b_tw__n  th_  n_tw_rks.  _n_th_r  pr_f_ss_r  s__d  th_  r_s__rch  w_s  w_rry_ng.  Sh_  s__d:  "_t's  c_nc_rn_ng  t_  s__  tr_ff_c  p_ll_t__n  _nt_rr_pt_ng  th_s_  n_tw_rks."  Th_  r_s__rch_rs  s__d  th_r_  n__d_d  t_  b_  m_r_  r_s__rch  t_  s__  h_w  c_r  f_m_s  ch_ng_  __r  br__n.  Th_y  _ls_  _dv_s_d  p__pl_  t_  cl_s_  c_r  w_nd_ws  wh_n  _n  tr_ff_c.  Th_  br__ns  _f  th_  25  p__pl_  r_t_rn_d  t_  n_rm_l  _ft_r  th_y  br__th_d  cl__n  __r.

    Punctuate the text and add capitals

    breathing in air pollution could change our brain a new study shows that car fumes can change how our brain is wired  how parts of the brain connect with other parts the research is from the university of british columbia in canada researchers found that car fumes can change our brains connectivity in just two hours a researcher professor chris carlsten was surprised at what he found he said  for many decades scientists thought the brain may be protected from the harmful effects of air pollution he added this study which is the first of its kind in the world provides fresh evidence supporting a connection between air pollution and thinking

    the traffic pollution study was on 25 adults the researchers asked the adults to breathe in car fumes in a laboratory the research team took brain scans of the adults for two hours the scans showed that networks in the brain that we use for thinking and remembering changed there were fewer connections between the networks another professor said the research was worrying she said its concerning to see traffic pollution interrupting these networks the researchers said there needed to be more research to see how car fumes change our brain they also advised people to close car windows when in traffic the brains of the 25 people returned to normal after they breathed clean air

    Put a slash (/) where the spaces are

    Breathinginairpollutioncouldchangeourbrain.Anewstudyshowsthatc
    arfumescanchangehowourbrainiswired-howpartsofthebrainconnec
    twithotherparts.TheresearchisfromtheUniversityofBritishColumbiai
    nCanada.Researchersfoundthatcarfumescanchangeourbrain'sconn
    ectivityinjusttwohours.Aresearcher,ProfessorChrisCarlsten,wassur
    prisedatwhathefound.Hesaid:"Formanydecades,scientiststhoughtt
    hebrainmaybeprotectedfromtheharmfuleffectsofairpollution."Head
    ded:"Thisstudy,whichisthefirstofitskindintheworld,providesfreshevi
    dencesupportingaconnectionbetweenairpollutionand[thinking]."Th
    etrafficpollutionstudywason25adults.Theresearchersaskedtheadult
    stobreatheincarfumesinalaboratory.Theresearchteamtookbrainsca
    nsoftheadultsfortwohours.Thescansshowedthatnetworksinthebrain
    thatweuseforthinkingandrememberingchanged.Therewerefewerco
    nnectionsbetweenthenetworks.Anotherprofessorsaidtheresearchw
    asworrying.Shesaid:"It'sconcerningtoseetrafficpollutioninterruptin
    gthesenetworks."Theresearcherssaidthereneededtobemoreresearc
    htoseehowcarfumeschangeourbrain.Theyalsoadvisedpeopletoclose
    carwindowswhenintraffic.Thebrainsofthe25peoplereturnedtonorma
    laftertheybreathedcleanair.

    Free writing

    Write about car fumes for 10 minutes. Comment on your partner’s paper.

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    Academic writing

    All vehicles on the roads should be electric only.  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. CAR FUMES: Make a poster about car fumes. Show your work to your classmates in the next lesson. Did you all have similar things?
    4. ELECTRIC VEHICLES: Write a magazine article about banning all vehicles that use gasoline or diesel and having only electric hvehicles on the road. 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 car fumes. Ask him/her three questions about car fumes. 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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