The Reading / Listening - Fire Ants - Level 6

Australia's unique ecosystems are under threat from an invasive and deadly species – the red fire ant. The tiny ant is native to South America, but has spread across the globe over the past century. It is one of the world's most invasive creatures. It causes extensive damage to crops and agricultural land. It also kills large numbers of indigenous insects and other animals, including livestock. The ant's painful and venomous sting can cause severe allergic reactions in humans. It can also cause fatal anaphylactic shock. A spokeswoman for the Minister for Agriculture called the fire ants "a terrible invasive super-pest, which cause serious social, economic and environmental harm".

Red fire ants were first detected in Australia in 2001. They have largely been contained within the state of Queensland since then. However, Australia's Invasive Species Council (ISC) says the ants are spreading across the country on flood waters. They are clinging to each other in their tens of thousands to form "rafts" on the storm water. An ISC statement said: "Fire ants are more active before or after rainfall and can form large floating rafts, which move with water currents to establish footholds in new areas." It added: "Our teams are focused on limiting further spread." The ISC warned that the fire ants will reach "every corner of Australia" if the current outbreak is not kept in check.

Try the same news story at these easier levels:

    Fire Ants - Level 4  or  Fire Ants - Level 5

Sources
  • https://www.bbc.com/news/world-australia-68002401
  • https://edition.cnn.com/2024/01/17/australia/fire-ants-forming-rafts-to-cross-australia-flood-waters-intl-scli-scn-climate/index.html
  • https://www.smh.com.au/environment/conservation/floating-rafts-of-deadly-fire-ants-pose-growing-threat-to-nsw-20240116-p5exnf.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. ANTS: Students walk around the class and talk to other students about ants. 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?
       unique / ecosystems / under threat / invasive / deadly / species / venomous / shock /
       ants / floods / rafts / rainfall / water / active / footholds / spread / corner / outbreak
Have a chat about the topics you liked. Change topics and partners frequently.
3. RELOCATION: Students A strongly believe governments should relocate invasive species to their countries of origin; Students B strongly believe qqqqqqq. Change partners again and talk about your conversations.
4. VENOMOUS CREATURES: What do you know about these venomous creatures? What should we do if we are bitten or stung by them? Complete this table with your partner(s). Change partners often and share what you wrote.

 

What I Know

When Bitten or Stung

Fire ant

 

 

Box jellyfish

 

 

Scorpion

 

 

Black widow spider

 

 

Cobra

 

 

Puffer fish (blow fish)

 

 
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. FIRE: Spend one minute writing down all of the different words you associate with the word "fire". Share your words with your partner(s) and talk about them. Together, put the words into different categories.
6. PESTS: Rank these with your partner. Put the biggest pests at the top. Change partners often and share your rankings.

  • Cockroaches
  • Aphids
  • Ants
  • Rats
  • Bed bugs
  • Mosquitos
  • Flies
  • Slugs

 

Vocabulary

    Paragraph 1

      1. unique a. Something done, felt, or thought in response to a situation or event.
      2. invasive b. Tending to spread very quickly and undesirably or harmfully.
      3. indigenous c. Farm animals regarded as an asset.
      4. livestock d. Being the only one of its kind; unlike anything else.
      5. venomous e. A destructive insect or other animal that attacks crops, food, livestock, etc.
      6. reaction f. Originating or occurring naturally in a particular place; native.
      7. pest g. Of an animal that can inject a poison by means of a bite or sting.

    Paragraph 2

      8. detected h. A flat structure of timber or other materials fastened together, used as a boat or floating platform.
      9. flood i. Holding on tightly to someone or something.
      10. clinging j. A sudden occurrence of something unwelcome, such as war or disease.
      11. raft k. Discovered or identified the presence or existence of.
      12. foothold l. An overflow of a large amount of water beyond its normal limits, especially over what is normally dry land.
      13. outbreak m. Controlled and prevented from becoming too great or powerful.
      14. kept in check n. A secure position from which further progress may be made.

 

Before reading / listening

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

  1. Australia's ecosystems could kill a deadly invasive species.     T / F
  2. The red fire ant originally comes from South America.     T / F
  3. The red fire ants can kill farm animals.     T / F
  4. The red fire ants can kill humans.     T / F
  5. Red fire ants arrived in Australia earlier this century.     T / F
  6. The ants group make rafts out of grass to float in flood waters.     T / F
  7. Fire ants are more active before rainfall than after it.     T / F
  8. It's possible fire ants could get to every corner of Australia.     T / F

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

  1. unique
  2. deadly
  3. indigenous
  4. severe
  5. detected
  6. clinging
  7. establish
  8. limiting
  9. reach
  10. kept in check
  1. holding on to
  2. acute
  3. create
  4. lethal
  5. curbed
  6. discovered
  7. distinctive
  8. get to
  9. restricting
  10. native

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

  1. Australia's unique ecosystems are under
  2. invasive and
  3. The ant's painful and venomous
  4. It can also cause fatal anaphylactic
  5. a terrible invasive super-
  6. spreading across the country on
  7. clinging to each other in their
  8. move with water
  9. establish footholds
  10. if the current outbreak is not kept
  1. sting
  2. pest
  3. currents
  4. deadly species
  5. tens of thousands
  6. in check
  7. threat
  8. flood waters
  9. shock
  10. in new areas

Gap fill

Put these words into the spaces in the paragraph below.
pest
allergic
native
livestock
threat
harm
fatal
invasive

Australia's unique ecosystems are under (1) _____________________ from an invasive and deadly species – the red fire ant. The tiny ant is (2) _____________________ to South America, but has spread across the globe over the past century. It is one of the world's most (3) _____________________ creatures. It causes extensive damage to crops and agricultural land. It also kills large numbers of indigenous insects and other animals, including (4) _____________________. The ant's painful and venomous sting can cause severe (5) _____________________ reactions in humans. It can also cause (6) _____________________ anaphylactic shock. A spokeswoman for the Minister for Agriculture called the fire ants "a terrible invasive super- (7) _____________________, which cause serious social, economic and environmental (8) _____________________ ".

Put these words into the spaces in the paragraph below.
flood
rainfall
detected
check
form
limiting
contained
currents

Red fire ants were first (9) _____________________ in Australia in 2001. They have largely been (10) _____________________ within the state of Queensland since then. However, Australia's Invasive Species Council (ISC) says the ants are spreading across the country on (11) _____________________ waters. They are clinging to each other in their tens of thousands to (12) _____________________ "rafts" on the storm water. An ISC statement said: "Fire ants are more active before or after (13) _____________________ and can form large floating rafts, which move with water (14) _____________________ to establish footholds in new areas." It added: "Our teams are focused on (15) _____________________ further spread." The ISC warned that the fire ants will reach "every corner of Australia" if the current outbreak is not kept in (16) _____________________.

Listening — Guess the answers. Listen to check.

1)  Australia's unique ecosystems are under threat from an invasive ______
     a.  and deadly specials
     b.  and deadly spurious
     c.  and deadly spaces
     d.  and deadly species
2)  The tiny ant is native to South America, but has spread ______
     a.  across the globule
     b.  across the global
     c.  across the globe
     d.  across the globes
3)  It is one of the world's ______
     a.  most invasion creatures
     b.  most invaded creatures
     c.  most invasive creatures
     d.  most in massive creatures
4)  It also kills large numbers of indigenous insects and other ______
     a.  animal, including livestock
     b.  animals, including life stock
     c.  animals, including livestock
     d.  animals, including live stack
5)  A spokeswoman for the Minister for Agriculture called the fire ants "a terrible ______
     a.  invasive super-best
     b.  invasive super-vest
     c.  invasive super-pest
     d.  invasive super-lest

6)  Invasive Species Council (ISC) says the ants are spreading across the country ______
     a.  on blood waters
     b.  on flood waters
     c.  on cloud waters
     d.  on flood waters
7)  They are clinging to each other in their tens of thousands ______
     a.  to form rafts
     b.  to firm rafts
     c.  to frame rafts
     d.  to farm rafts
8)  and can form large floating rafts, which move with water currents ______
     a.  to establish footholds
     b.  to establish handrails
     c.  to establish headroom
     d.  to establish leg-ups
9)  Our teams are focused on ______
     a.  limiting further spared
     b.  limiting further spread
     c.  limiting further speared
     d.  limiting further speed
10)  reach "every corner of Australia" if the current outbreak is not ______
     a.  kept on check
     b.  kept in check
     c.  kept up check
     d.  kept to check

Listening — Listen and fill in the gaps

Australia's unique ecosystems are (1) ____________________ an invasive and deadly species – the red fire ant. The tiny ant (2) ____________________ South America, but has spread across the globe over the past century. It is one of the world's most invasive creatures. It causes extensive (3) ____________________ and agricultural land. It also kills large numbers of indigenous insects and other animals, including livestock. The ant's painful (4) ____________________ can cause severe allergic reactions in humans. It can also cause (5) ____________________. A spokeswoman for the Minister for Agriculture called the fire ants "a terrible (6) ____________________, which cause serious social, economic and environmental harm".

Red fire ants were (7) ____________________ Australia in 2001. They have largely been contained within the state of Queensland since then. However, Australia's Invasive Species Council (ISC) says the ants are spreading across the country (8) ____________________. They are clinging to each other in their (9) ____________________ to form "rafts" on the storm water. An ISC statement said: "Fire ants are more active before (10) ____________________ and can form large floating rafts, which move with water currents to (11) ____________________ new areas." It added: "Our teams are focused on limiting further spread." The ISC warned that the fire ants will reach "every corner of Australia" if the current outbreak is not (12) ____________________.

Comprehension questions

  1. What does the article say are under threat?
  2. For how long have red fire ants been spreading around the world?
  3. What kinds of animals did the article say red fire ants could kill?
  4. What can the sting of a red fire ant cause to kill a human?
  5. What did a government spokeswoman call the red fire ant?
  6. When were red fire ants first discovered in Australia?
  7. What do the ants create when they cling to each other?
  8. When are the red fire ants more active?
  9. What is the ISC focused on?
  10. Where could the ants get to if they are not kept in check?

Multiple choice quiz

1) What does the article say are under threat?
a) Australia's snakes
b) kangaroos
c) Australia's unique ecosystems
d) the whole world
2) For how long have red fire ants been spreading around the world?
a) a hundred years
b) fifty years
c) 25 years
d) a decade
3) What kinds of animals did the article say red fire ants could kill?
a) kangaroos
b) livestock
c) rodents
d) koalas
4) What can the sting of a red fire ant cause to kill a human?
a) suffocation
b) lethal allergens
c) a heart attack
d) anaphylactic shock
5) What did a government spokeswoman call the red fire ant?
a) scary
b) amazing
c) a super-pest
d) a real threat

6) When were red fire ants first discovered in Australia?
a) 2000
b) 2001
c) 1999
d) 1990
7) What do the ants create when they cling to each other?
a) warmth
b) love
c) a menace
d) a raft
8) When are the red fire ants more active?
a) at night
b) before and after rainfall
c) before and after lunch
d) at midday
9) What is the ISC focused on?
a) killing the ants
b) limiting the spread of the ants
c) sending the ants back to S. America
d) research
10) Where could the ants get to if they are not kept in check?
a) every corner of Australia
b) the Moon
c) Antarctica
d) Fiji

Role play

Role  A – Cockroaches
You think cockroaches are the biggest pests. Tell the others three reasons why. Tell them why their pests aren't as much of a nuisance. Also, tell the others which is the least troublesome of these (and why): bed bugs, rats or mosquitos.

Role  B – Bed Bugs
You think bed bugs are the biggest pests. Tell the others three reasons why. Tell them why their pests aren't as much of a nuisance. Also, tell the others which is the least troublesome of these (and why): cockroaches, rats or mosquitos.

Role  C – Rats
You think rats are the biggest pests. Tell the others three reasons why. Tell them why their pests aren't as much of a nuisance. Also, tell the others which is the least troublesome of these (and why): bed bugs, cockroaches or mosquitos.

Role  D – Mosquitos
You think mosquitos are the biggest pests. Tell the others three reasons why. Tell them why their pests aren't as much of a nuisance. Also, tell the others which is the least troublesome of these (and why): bed bugs, rats or cockroaches.

After reading / listening

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

'fire'

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

    • and 'ant'.

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

    • • 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:

    • unique
    • most
    • tiny
    • kills
    • painful
    • terrible
    • first
    • across
    • tens
    • areas
    • limiting
    • check

    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 - Fire Ants

    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 'ants'?
    3. What do you think of fire ants?
    4. What invasive species are there in your country?
    5. What damage do invasive species do?
    6. What can we learn from ants?
    7. How can we stop invasive species from spreading?
    8. What do you know about anaphylactic shock?
    9. What experiences do you have with pests?
    10. What economic harm do pests 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 'invasive'?
    3. What do you think about what you read?
    4. How useful are ants?
    5. What do you think of the name 'fire ant'?
    6. What would you do if there were fire ants in your house?
    7. How will the spread of invasive species change the world?
    8. What do you know about Australian animals?
    9. What is the world's biggest pest?
    10. What questions would you like to ask a fire ant expert?

    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)

    Australia's unique ecosystems are (1) ____ threat from an invasive and deadly species – the red fire ant. The tiny ant is (2) ____ to South America, but has spread across the globe over the past century. It is one of the world's most invasive (3) ____. It causes extensive damage to crops and agricultural land. It also kills large numbers of indigenous insects and other animals, including livestock. The ant's painful and venomous (4) ____ can cause severe allergic reactions in humans. It can also cause fatal anaphylactic (5) ____. A spokeswoman for the Minister for Agriculture called the fire ants "a terrible invasive super (6) ____, which cause serious social, economic and environmental harm".

    Red fire ants were first (7) ____ in Australia in 2001. They have largely been contained within the state of Queensland since then. However, Australia's Invasive Species Council (ISC) says the ants are spreading across the country on flood waters. They are clinging (8) ____ each other in their tens of thousands to (9) ____ "rafts" on the storm water. An ISC statement said: "Fire ants are more active before or after (10) ____ and can form large floating rafts, which move with water currents to establish (11) ____ in new areas." It added: "Our teams are focused on limiting further spread." The ISC warned that the fire ants will reach "every corner of Australia" if the current outbreak is not kept (12) ____ check.

    Which of these words go in the above text?

    1. (a)     above     (b)     under     (c)     below     (d)     over    
    2. (a)     nativism     (b)     nature     (c)     nativity     (d)     native    
    3. (a)     creatives     (b)     creatures     (c)     cretins     (d)     creators    
    4. (a)     stink     (b)     thing     (c)     sting     (d)     trinket    
    5. (a)     shock     (b)     aghast     (c)     surprise     (d)     blow    
    6. (a)     pest     (b)     pesticide     (c)     pestilence     (d)     pestle    
    7. (a)     delectable     (b)     defected     (c)     dejected     (d)     detected    
    8. (a)     to     (b)     of     (c)     at     (d)     as    
    9. (a)     foam     (b)     form     (c)     fork     (d)     fort    
    10. (a)     rainproof     (b)     raindrop     (c)     rainfall     (d)     rainbow    
    11. (a)     handholding     (b)     footlights     (c)     footholds     (d)     footprints    
    12. (a)     at     (b)     in     (c)     up     (d)     of

    Spelling

    Paragraph 1

    1. Australia's uneiuq ecosystems are under threat
    2. one of the world's most nsaievvi creatures
    3. large numbers of duinnesgio insects
    4. other animals, including ovletskic
    5. The ant's painful and unovsoem sting
    6. fatal patyhccalnia shock

    Paragraph 2

    1. first dedteetc in Australia
    2. ldoof waters
    3. form large floating srfat
    4. water rnetcsru
    5. establish otldoofsh in new areas
    6. the current eboarukt

    Put the text back together

    (...)   within the state of Queensland since then. However, Australia's Invasive Species Council (ISC) says the ants
    (...)   the red fire ant. The tiny ant is native to South America, but has spread across the globe over
    (...)   livestock. The ant's painful and venomous sting can cause severe allergic reactions
    (...)   in humans. It can also cause fatal anaphylactic shock. A spokeswoman for the Minister for Agriculture
    (...)   called the fire ants "a terrible invasive super-pest, which cause serious social, economic and environmental harm".
    (...)   that the fire ants will reach "every corner of Australia" if the current outbreak is not kept in check.
    (...)   areas." It added: "Our teams are focused on limiting further spread." The ISC warned
    (...)   Red fire ants were first detected in Australia in 2001. They have largely been contained
    (  1  )   Australia's unique ecosystems are under threat from an invasive and deadly species –
    (...)   rainfall and can form large floating rafts, which move with water currents to establish footholds in new
    (...)   the past century. It is one of the world's most invasive creatures. It causes extensive damage to crops
    (...)   and agricultural land. It also kills large numbers of indigenous insects and other animals, including
    (...)   are spreading across the country on flood waters. They are clinging to each other in their tens of
    (...)   thousands to form "rafts" on the storm water. An ISC statement said: "Fire ants are more active before or after

    Put the words in the right order

    1. threat   are   under   from   ecosystems   ants   .   unique   Australia's
    2. South   ant   is   to   native   America   .   The   tiny
    3. world's   creatures   .   one   of   invasive   It's   the   most
    4. sting   The   severe   cause   venomous   reactions   .   allergic   can
    5. are   terrible   super   The   invasive   ants   pest   .   a
    6. fire   first   Red   were   in   Australia   .   detected   ants
    7. spreading   country   flood   across   They're   waters   .   the   on
    8. cling   They   their   other   each   to   in   thousands   .
    9. are   limiting   further   Our   focused   teams   spread   .   on
    10. outbreak   not   in   check   .   current   kept   is   The

    Circle the correct word (20 pairs)

    Australia's unique ecosystems are under / over threat from an invasive and deadly species – the red fire ant. The tiny ant is nature / native to South America, but has spread across the globe / global over the past century. It is one of the world's most invasive creatures. It causes extensive damage / damaging to crops and agricultural land. It also kills large number / numbers of indigenous insects and other animals, inclusive / including livestock. The ant's painful and venomous sting can cause severe allergic reactions on / in humans. It can also cause vital / fatal anaphylactic shock. A spokeswoman for the Minister for Agriculture said / called the fire ants "a terrible invasive super-pest, which cause serious social, economic / economics and environmental harm".

    Red fire ants were first detected / defected in Australia in 2001. They have largely been contained wither / within the state of Queensland since that / then. However, Australia's Invasive Species Council (ISC) says the ants are spreading across the country up / on flood waters. They are clinging to / for each other in their tens of thousands to form "rafts" on the storm water. An ISC statement said: "Fire ants are more actively / active before or after rainfall and can reform / form large floating rafts, which move with water currents to establish footholds / footprints in new areas." It added: "Our teams are focused on limiting farther / further spread." The ISC warned that the fire ants will reach "every corner of Australia" if the current outbreak is not kept in / out check.

    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)

    __str_l__'s  _n_q__  _c_syst_ms  _r_  _nd_r  thr__t  fr_m  _n  _nv_s_v_  _nd  d__dly  sp_c__s  –  th_  r_d  f_r_  _nt.  Th_  t_ny  _nt  _s  n_t_v_  t_  S__th  _m_r_c_,  b_t  h_s  spr__d  _cr_ss  th_  gl_b_  _v_r  th_  p_st  c_nt_ry.  _t  _s  _n_  _f  th_  w_rld's  m_st  _nv_s_v_  cr__t_r_s.  _t  c__s_s  _xt_ns_v_  d_m_g_  t_  cr_ps  _nd  _gr_c_lt_r_l  l_nd.  _t  _ls_  k_lls  l_rg_  n_mb_rs  _f  _nd_g_n__s  _ns_cts  _nd  _th_r  _n_m_ls,  _ncl_d_ng  l_v_st_ck.  Th_  _nt's  p__nf_l  _nd  v_n_m__s  st_ng  c_n  c__s_  s_v_r_  _ll_rg_c  r__ct__ns  _n  h_m_ns.  _t  c_n  _ls_  c__s_  f_t_l  _n_phyl_ct_c  sh_ck.  _  sp_k_sw_m_n  f_r  th_  M_n_st_r  f_r  _gr_c_lt_r_  c_ll_d  th_  f_r_  _nts  "_  t_rr_bl_  _nv_s_v_  s_p_r  p_st,  wh_ch  c__s_  s_r___s  s_c__l,  _c_n_m_c  _nd  _nv_r_nm_nt_l  h_rm".

    R_d  f_r_  _nts  w_r_  f_rst  d_t_ct_d  _n  __str_l__  _n  2001.  Th_y  h_v_  l_rg_ly  b__n  c_nt__n_d  w_th_n  th_  st_t_  _f  Q___nsl_nd  s_nc_  th_n.  H_w_v_r,  __str_l__'s  _nv_s_v_  Sp_c__s  C__nc_l  (_SC)  s_ys  th_  _nts  _r_  spr__d_ng  _cr_ss  th_  c__ntry  _n  fl__d  w_t_rs.  Th_y  _r_  cl_ng_ng  t_  __ch  _th_r  _n  th__r  t_ns  _f  th__s_nds  t_  f_rm  "r_fts"  _n  th_  st_rm  w_t_r.  _n  _SC  st_t_m_nt  s__d:  "F_r_  _nts  _r_  m_r_  _ct_v_  b_f_r_  _r  _ft_r  r__nf_ll  _nd  c_n  f_rm  l_rg_  fl__t_ng  r_fts,  wh_ch  m_v_  w_th  w_t_r  c_rr_nts  t_  _st_bl_sh  f__th_lds  _n  n_w  _r__s."  _t  _dd_d:  "__r  t__ms  _r_  f_c_s_d  _n  l_m_t_ng  f_rth_r  spr__d."  Th_  _SC  w_rn_d  th_t  th_  f_r_  _nts  w_ll  r__ch  "_v_ry  c_rn_r  _f  __str_l__"  _f  th_  c_rr_nt  __tbr__k  _s  n_t  k_pt  _n  ch_ck.

    Punctuate the text and add capitals

    australias unique ecosystems are under threat from an invasive and deadly species  the red fire ant the tiny ant is native to south america but has spread across the globe over the past century it is one of the worlds most invasive creatures it causes extensive damage to crops and agricultural land it also kills large numbers of indigenous insects and other animals including livestock the ants painful and venomous sting can cause severe allergic reactions in humans it can also cause fatal anaphylactic shock a spokeswoman for the minister for agriculture called the fire ants a terrible invasive super-pest which cause serious social economic and environmental harm

    red fire ants were first detected in australia in 2001 they have largely been contained within the state of queensland since then however australias invasive species council isc says the ants are spreading across the country on flood waters they are clinging to each other in their tens of thousands to form rafts on the storm water an isc statement said fire ants are more active before or after rainfall and can form large floating rafts which move with water currents to establish footholds in new areas it added our teams are focused on limiting further spread the isc warned that the fire ants will reach every corner of australia if the current outbreak is not kept in check

    Put a slash (/) where the spaces are

    Australia'suniqueecosystemsareunderthreatfromaninvasiveanddea
    dlyspecies–theredfireant.ThetinyantisnativetoSouthAmerica,buth
    asspreadacrosstheglobeoverthepastcentury.Itisoneoftheworld'smo
    stinvasivecreatures.Itcausesextensivedamagetocropsandagricultu
    ralland.Italsokillslargenumbersofindigenousinsectsandotheranimal
    s,includinglivestock.Theant'spainfulandvenomousstingcancausese
    vereallergicreactionsinhumans.Itcanalsocausefatalanaphylacticsho
    ck.AspokeswomanfortheMinisterforAgriculturecalledthefireants"at
    erribleinvasivesuper-pest,whichcauseserioussocial,economicanden
    vironmentalharm".RedfireantswerefirstdetectedinAustraliain2001.
    TheyhavelargelybeencontainedwithinthestateofQueenslandsinceth
    en.However,Australia'sInvasiveSpeciesCouncil(ISC)saystheantsar
    espreadingacrossthecountryonfloodwaters.Theyareclingingtoeach
    otherintheirtensofthousandstoform"rafts"onthestormwater.AnISCs
    tatementsaid:"Fireantsaremoreactivebeforeorafterrainfallandcanfo
    rmlargefloatingrafts,whichmovewithwatercurrentstoestablishfooth
    oldsinnewareas."Itadded:"Ourteamsarefocusedonlimitingfurthersp
    read."TheISCwarnedthatthefireantswillreach"everycornerofAustral
    ia"ifthecurrentoutbreakisnotkeptincheck.

    Free writing

    Write about fire ants for 10 minutes. Comment on your partner’s paper.

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    Academic writing

    Governments should relocate invasive species to their countries of origin. 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. FIRE ANTS: Make a poster about fire ants. Show your work to your classmates in the next lesson. Did you all have similar things?
    4. INVASIVE SPECIES: Write a magazine article about all governments returning invasive species to their countries of origin. 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 ants. Ask him/her three questions about ants. 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

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    Answers

    (Please look at page 26 of the PDF to see a photocopiable example of this activity.)

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