First steps in biotechnology. Первые шаги в биотехнологии
.pdfFig. 6
2. Write the verbs from the box in the gaps to complete the sentences.
inherits |
harbours |
may have |
constitutes |
contains |
varies |
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1 The nucleus ___________the blueprint of life and the genetic material. 2 A child _____________ half of the genetic material from each of his/her parents.
3 Each strand ____________ a sequence of bases also called nucleotides.
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4 The length of the DNA strand ____________from organism to organism but within individuals of a particular species it is nearly constant.
5 A certain virus ___________only 50 000 (5 x 104) bases constituting the genetic material.
6 The coding sequence (genes) in humans___________ only five per cent of the total DNA.
WHILE READING
3.Read the text and check your answers to exercise 2.
DNA
Since the time Gregor Mendel began studying about inheritance in garden plants some 150 years back, researchers have worked to learn more about the language of life – how characteristics pass from one generation to another.
Researchers began to understand DNA from the 1800s when they stated that all living beings, whether plants, humans, animals, or bacteria, comprised cells that have the same basic components. Living organism are made up of cells, i.e. cells are the basic units of life. For example, each of us is made up of billions of this basic unit. If one closely inspects the structure of the cell, one is likely to find various smaller bodies or organelles like mitochondria that generates the energy required to perform all life processes (‘the powerhouse’), chloroplast (only in green plants and responsible for their coloration), the central core –‘the nucleus, to name a few. The nucleus harbours the blueprint of life and the genetic material – DNA or deoxyribonucleic acid – and is the control centre of any cell. The genetic material or the blueprint is contained in all the cells that make up an organism and is transmitted from one generation to another. A child inherits half of the genetic material from each of his/her parents. The chemical structure of everyone’s DNA is the same. Structurally, DNA is a double helix: two strands of genetic material spiraled around each other. Each strand contains a sequence of bases, also called nucleotides. A base is one of four chemicals: adenine, guanine, cytosine, and thymine. The two strands of DNA are connected at each base. Each base will only bond with one other base, as follows: Adenine (A) will only bond with thymine (T), and guanine (G) will only bond with cytosine (C). If one strand of DNA looks like A-A-C-T-G-A-T-A-G-G-T-C-T-A-,the DNA strand bound to it will look like T-T-G-A-C-T-A-T-C-C-A-G-A-T-C.
Together, the section of DNA would be represented as given in Figure.
T-T-G-A-C-T-A-T-C-C-A-G-A-T-C
A-A-C-T-G-A-T-A-G-G-T-C-T-A-G
Fig.
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The length of the DNA strand varies from organism to organism but within individuals of a particular species it is nearly constant. For example, a certain virus may have only 50 000 (5 x 104) bases constituting the genetic material whereas a human cell contains nearly 3.2 billion (3.2 x 109) bases in each of the cells (except the germ line cells). The amount and sequence in all the cells of an organism is identical. The DNA is for most part of the time present as condensed body called chromosomes (coloured body) except when it is replicating or dividing. A piece of a chromosome that dictates a particular trait, for example, eye and skin colour in humans, is called a gene. In any cell, the DNA can be classified into two categories – the sequence that codes for traits or genes and the sequence that has no apparent function or the non-coding DNA. The coding sequence (genes) in humans constitutes only five per cent of the total DNA and is identical in all humans. The non-coding sequence, which is nearly 95% in humans, varies from one individual to another.
Christopher Lewis. Biotechnology.©
Reading for details
4. Find the words in the text to match the following definitions 1 _____________ = the basic unit of life
2 _______________ = a piece of a chromosome.
3 _______________ = genetic material
AFTER READING
5.In pairs take turns to describe DNA using the words from exercise 1 and the phrases from the box.
made up of |
comprise generate contain |
bond with |
Design
Remember
6. Draw the model of DNA. Present it to your group mates.
PREPEARING TO LISTEN
1. You are going to listen to the podcast about autism. Answer the following questions:
1 What is autism?
2 Is this disease associated with the changes in a genetic code of a human? 3 Are there any medicines against autism?
2.Look at these signs of autism and complete chart with your partner(s). Change partners and share what you’ve heard.
How I would try to help this situation
Difficulty in making friends
Inability to speak to others
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Being unable to play
Repetitive use of language
Obsessed with an object
Repeating same routines
Predicting
content
3. Try to explain how the following things are connected with the problem of autism (Fig.7).
Fig. 7
4. Match the following synonyms from the podcast.
1 figure out |
a. aroma |
2 volume |
b. defect |
3 overwhelm |
c. regulate |
4 malfunction |
d. find out |
5 odor |
e. obtain |
6 sensory |
f. loudness of a sound |
7 adjust |
g. receptivity |
8 perception |
h. overflow |
9 acquire |
i. cognize |
10 perceive |
j. sensible |
WHILE LISTENING
5. Listen to the podcast again and answer the following questions:
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1 What kind of a fly can help explain a problem with autism? 2 What system allows human brain to process volume signals?
3 What has Wilson’s team discovered during a series of experiments on fruit flies?
4 Why were mice chosen for the further experiments instead of fruit flies?
5 What ability of the brain could be useful in treating a wide range of other brain development problems including autism?
AFTER LISTENING
6.Think back over the podcast and write down some questions you would like to ask your group mates about AUTISM.
Share your questions with other groups.
Ask your partner / group your questions.
DISCUSSION
7.How can we help people with autism? Give your own ideas for help. Rate them and share your ratings with your partner: 10 = this would be perfect; 1 = this wouldn’t work. Change partners and share your ratings again.
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AUTISM
Create
Remember
8.Write a magazine article about one of genetic diseases. Include imaginary interviews with experts who want to make more people aware of it.
Read what you wrote to your group mates in the next lesson.
TIP: Use for help http://www.examenglish.com/FCE/writing_an_article.html.
CRITICAL THINKING
1. What other genetic diseases do you know? Give your ideas. Work with a partner. Did you choose similar examples?
2. Work with a partner and think about one genetic disorder you would like to present. Write some notes into the chart.
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Genetic disease |
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TIP: If necessary use http://www.genome.gov/10001204
3.Look at the following poster presentation for Parkinson’s disease.
How many different sections can you see on the poster (Fig. 8)?
Fig. 8
4. Work with a partner. Follow the instructions.
1 Discuss how to present the information in the table on a poster. 2 Think about how much writing you will include.
3 Discuss how to make your poster look nice so that it helps to present your topic well.
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5.Create your poster about a genetic disease with your partner.
6.Complete your notes below to help you present your poster.
Our poster is about
_______________________________________________. People who have this disease have such difficulties as
___________________.
When this syndrome is suspected in a person, different tests can be performed _____________ (examples).
Treatment for this disease is based on
_________________________________.
Most cases of this syndrome are inherited / not inherited. (Give the explanation).
7. Present your poster to the rest of the group. Be ready to answer
Present |
your partners’ questions. Choose the best presentation and poster. |
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Evaluation criteria for your poster presentation.
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Use of Time |
Student us- |
Student us- |
Student uses |
Student does |
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es their time |
es most of |
some of |
not use their |
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to work |
their time to |
their time to |
time to work |
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productively |
work pro- |
work produc- |
productively |
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and |
ductively |
tively and ef- |
and efficient- |
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and effi- |
ficiently. |
ly. Student is |
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ciently. |
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frequently |
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off task. |
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Graphics/ |
Pictures and |
Most pic- |
Few of the |
The student’s |
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Pictures |
graphics are |
tures and |
pictures and |
pictures are |
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relevant. |
graphics are |
graphics are |
not clear or |
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clear and |
clear and rel- |
relevant. |
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relevant. |
evant. |
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Required |
All of the |
Most of the |
Few of the |
Missing most |
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Elements |
required el- |
required el- |
required el- |
or all of the |
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ements are |
ements are |
ements are |
required el- |
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clearly visi- |
clearly visi- |
clearly visi- |
ements. |
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ble, orga- |
ble, orga- |
ble, orga- |
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nized and |
nized and |
nized and |
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well placed. |
well placed. |
well placed. |
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May be miss- |
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ing elements. |
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Visual Clarity |
The project |
The project |
The project |
The project |
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and Appeal |
has an ex- |
has a nice |
needs im- |
needs signifi- |
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cellent de- |
design and |
provement in |
cant im- |
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sign and |
layout. It is |
design, lay- |
provement in |
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layout. It is |
neat and |
out or neat- |
design, lay- |
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neat and |
easy to |
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out and |
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easy to un- |
read. |
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neatness. |
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derstand |
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the content. |
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Content |
The project |
The project |
The project |
The project |
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Spelling |
has excel- |
has 1—2 |
has 3-5 |
has multiple |
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Grammar |
lent spelling, |
spelling, |
spelling, |
spelling, |
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Punctuation |
grammar, |
grammar, or |
gram-mar, or |
grammar, or |
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punctuation, |
punctuation |
punctuation |
punctuation |
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and orig- |
errors |
errors with |
errors. Some |
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inal content. |
with origi- |
original con- |
content is |
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tent. |
copy and |
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Total Points: |
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OBJECTIVESREVIEW |
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I can … |
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understand a film about genetics. |
Very well_____________Not very well |
listen and take notes. |
Very well_____________Not very well |
give a poster presentation. |
Very well_____________Not very well |
analyze information. |
Very well_____________Not very well |
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WORDLIST |
adenine |
genome assembly |
amino acid |
guanine |
bond with |
helix |
chromosome |
heredity |
comprise |
inheritance |
cytosine |
nucleotides |
DNA |
nucleus |
gene |
protein |
generate |
thymine |
genetic code |
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UNIT 3
GENETIC ENGINEERING
In this unit you will …
Listen / watch, read and talk about
genetic engineering
Nikolai Vavilov
GM food
Learn how to …
offer your opinion
agree and disagree
take part in a debate
Activate your knowledge.
Do you believe the science behind genetic engineering is flawed?
What real-life applications of genetic engineering do you know?
Activating your knowledge
PREPARING TO WATCH
1.You are going to watch the video about genetic engineering. Before you watch add details to the KWS chart.
Topic GENETIC ENGINEERING
What I Know |
What I Want to Learn |
Possible Sources |
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2. Choose the correct definition a or b for each word in bold.
TIP: Use dictionary to help you. http://www.yourdictionary.com/ or diction- ary.reference.com
1 Genetic code
a)The set of enzymes, DNA and RNA sequences that determine the amino acid sequences used in the synthesis of an organism's proteins.
RNA stands for ribonucleic acid, which is a long, singlestranded chain of cells that processes protein.
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