Making Connections in Biology + Starter

11.4.3 — skim a range of lengthy texts with speed to identify content meriting closer reading  on a range of more complex and abstract,  general and curricular topics

11.1.6 — organize and present information clearly to others

11.1.7 — develop and sustain a consistent argument when speaking or writing

11.3.7 — use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics

11.5.5 — develop with minimal support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics

Most learners will be able to:

use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information

Resources

BEGINNING THE LESSON

Read the title of the module Starter and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

11.5.2

11.5.2

11.5.2

11.4.3

11.5.2

11.4.3 11.5.2

11.1.6

11.1.7

11.3.7

11.5.2

11.5.5

•          Ask Ss to look at the pictures and read the definitions.

•          Give Ss time to complete the task and then check Ss’ answers.

Answer Key                                                                          

1          B         3          D         5          E         7          I          9  F

2          A         4          G         6          C         8          H

Ex. 2   p. 5     To present/revise vocabulary related to human anatomy

•          Ask Ss to read the list of organs/parts of the body and look at the diagram and complete the labels.

•          Give Ss time to complete the task and then check Ss’ answers.

•          Elicit more organs/parts of the body from Ss (e.g. large intestine, colon, bladder, small intestine, nerves, spinal column, etc.)

Ex. 3   p. 5    To present/revise vocabulary related to chemical elements

Go through the lists of chemical symbols and elements.

Give Ss time to match them to each other and then check Ss’ answers around the class.

Ex. 4   p. 6    a) To read for coherence & cohesion

• Go through the list of words and explain/  elicit the meanings of any that Ss are unsure    of.

• Give Ss time to read the online forum and   complete the gaps and then check Ss’  answers.

Answer Key

1 brain                9 universe

2 system            10 engineering

3 organisation   11 intelligence

4 sources          12 biology

5 fossil             13 system

6 crops             14 nanotechnology

7 pesticides      15 reality

8 exploration

b) To talk about one’s academic new year’s resolution

Give Ss time to consider their answers and then ask various Ss around the class to share their resolution with the rest of the class. Suggested Answer Key

I’d really like to study conservation biology at university because I want to help protect endangered species and stop them from becoming extinct. I would also like to do some volunteer work at a wildlife park in order to learn more about the conservation efforts being made here in Kazakhstan. I hope one day I can work in countries all around the world helping to protect lots of different animals and plants.

(Ss’ own answers)

Read the title of the module Making Connections in Biology and ask Ss to suggest what they think the module will be about (the module is about biology, genetics, taxonomy, blood types, archaea and cloning). Go through the objectives list to stimulate Ss’ interest in the module.

To listen and read for gist

Ask Ss to look at the pictures and then elicit what, if anything, Ss know about these races.

Elicit a variety of questions about them from Ss around the class and write three of them on the board.

Play the recording. Ss listen and read and see if their questions are answered.

SB Ex. 1 p. 7   Vocabulary To introduce vocabulary related to biology • Direct Ss’ attention to the timeline and ask them to read the words in the list. • Then have Ss read the timeline and use the new vocabulary to fill the gaps. • Play the recording. Ss listen and check their answers.

Answer Key

1 taxonomy 7 helix 2 evolution 8 structure 3 pasteurisation 9 domain 4 inheritance 10 fertilisation 5 transfusion 11 clone 6 crystallography 12 Genome • Play the video for Ss and elicit their comments.

Discussion Did you know? To expand the topic Read out the Did you know? Box and elicit whether Ss were aware of this information or not.

1.2 OVER TO YOU! To discuss and expand the topic • Ask Ss to work in pairs or small groups and put the events in the timeline in order of importance. • Elicit answers and explanations from various pairs/groups around the class. Suggested Answer Key (From most to least important) 1900 Karl Landsteiner, 1862 Louis Pasteur, 1951 and 1953 DNA structure discovery, 1978 first test-tube baby was born, 1996 Dolly the sheep, 1865 Gregor Mendel’s laws of inheritance, 1859 Charles Darwin’s Theory of Evolution, 2003 the Human Genome Project, 347 BCE Aristotle, 1977 Carl Woese. I think the most important event is Karl Landsteiner’s discovery of blood types because it helps to save people’s lives. I think Carl Woese’s discovery is the least important because it doesn’t affect many people’s daily lives. Although it does help scientists to classify new organisms.

• Ss research online for other important discoveries in the field of biology.

SB

Home Task

Suggested Answer Key

There are lots of other important discoveries in the field of biology. For example, in 1663, Robert Hooke discovered the first cell while he was examining some tree bark using a microscope. In 1879, Louis Pasteur developed the principles of vaccination and discovered that by using an inactive or weakened form of a virus immunity was attained. Then, in 1928, Alexander Fleming discovered penicillin which is a life-saving antibiotic all over the world given to people with bacterial infections.

Page 7

Prepare a presentation about discoveries in the field of Biology

(at Teacher’s discretion)

SB

prompt less able learners to engage in whole class checking and plenary activity with supportive questioning

challenge more able learners to come up with a strategy for effectively recording different types of vocabulary presented in this lesson

check pronunciation of new words and reinforce with drilling where necessary

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Starter (Sample)

11.4.3 — skim a range of lengthy texts with speed to identify content meriting closer reading  on a range of more complex and abstract,  general and curricular topics

11.1.9 — use imagination to express thoughts, ideas, experiences and feelings

11.3.7 — use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics

Most learners will be able to:

use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information

Resources

BEGINNING THE LESSON

Read the title of the module Starter and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

11.5.2

11.5.2

11.5.2

11.4.3

11.5.2

11.4.3 11.5.2

•          Ask Ss to look at the pictures and read the definitions.

•          Give Ss time to complete the task and then check Ss’ answers.

Answer Key                                                                          

1          B         3          D         5          E         7          I          9  F

2          A         4          G         6          C         8          H

Ex. 2   p. 5     To present/revise vocabulary related to human anatomy

•          Ask Ss to read the list of organs/parts of the body and look at the diagram and complete the labels.

•          Give Ss time to complete the task and then check Ss’ answers.

•          Elicit more organs/parts of the body from Ss (e.g. large intestine, colon, bladder, small intestine, nerves, spinal column, etc.)

Ex. 3   p. 5    To present/revise vocabulary related to chemical elements

Go through the lists of chemical symbols and elements.

Give Ss time to match them to each other and then check Ss’ answers around the class.

Ex. 4   p. 6    a) To read for coherence & cohesion

• Go through the list of words and explain/  elicit the meanings of any that Ss are unsure    of.

• Give Ss time to read the online forum and   complete the gaps and then check Ss’  answers.

Answer Key

1 brain                9 universe

2 system            10 engineering

3 organisation   11 intelligence

4 sources          12 biology

5 fossil             13 system

6 crops             14 nanotechnology

7 pesticides      15 reality

8 exploration

b) To talk about one’s academic new year’s resolution

Give Ss time to consider their answers and then ask various Ss around the class to share their resolution with the rest of the class. Suggested Answer Key

I’d really like to study conservation biology at university because I want to help protect endangered species and stop them from becoming extinct. I would also like to do some volunteer work at a wildlife park in order to learn more about the conservation efforts being made here in Kazakhstan. I hope one day I can work in countries all around the world helping to protect lots of different animals and plants.

(Ss’ own answers)

Read the title of the module Making Connections in Biology and ask Ss to suggest what they think the module will be about (the module is about biology, genetics, taxonomy, blood types, archaea and cloning). Go through the objectives list to stimulate Ss’ interest in the module.

To listen and read for gist

Ask Ss to look at the pictures and then elicit what, if anything, Ss know about these races.

Elicit a variety of questions about them from Ss around the class and write three of them on the board.

Play the recording. Ss listen and read and see if their questions are answered.

SB

Page 6 ex.4b (Home Task)

Modern Genetics

11.4.1 — understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.4.2 — understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.4.3 — skim a range of lengthy texts with speed to identify content meriting closer reading  on a range of more complex and abstract,  general and curricular topics

11.4.5 — deduce meaning from context  in extended texts on a  wide range of familiar and unfamiliar general and curricular topics

11.5.2 — use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

11.1.6 — organize and present information clearly to others

11.3.2 — ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics

11.3.7 — use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics

Most learners will be able to:

use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gist and identify all specific information

Resources

BEGINNING THE LESSON

11.5.2

Ex. 1 p. 8  To introduce key vocabulary from a text

• Read out the list of words and give Ss time to use them to complete the diagram. • Play the recording. Ss listen and check their answers. Answer Key

1 seed 4 pod 7 stem 2 seed 5 pod 3 flower 6 flower

11.4.1

11.4.2

11.4.3

11.4.2

11.5.2

11.4.5

11.5.2

• Read out the questions. • Then elicit Ss’ guesses in answer to them. • Play the recording. Ss listen and read the text to find out if their guesses were correct.

Suggested Answer Key

Gregor Mendel is a scientist who carried out experiments using pea plants to demonstrate the inheritance of traits. He discovered how traits were passed from one generation to the next and came up with laws of inheritance that explain his findings. He is considered the ‘father of genetics’ because his work has helped us to understand how genetic information is passed down between generations.

Ex. 3  p. 8 To read for specific information (T/F/DS)

• Ask Ss to read the sentences 1-5.

• Then give Ss time to read the text and mark the statements according to what they read. • Check Ss’ answers around the class. Answer Key

1 DS 2 T 3 T 4 F 5 F

• Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

• Play the video for Ss and elicit their comments

Ex. 4 p. 8   To consolidate new vocabulary (collocations)

• Read out the Study Skills box and then give Ss time to complete the phrases using the words in the list and make sentences with them.

• Check Ss’ answers around the class.

Answer Key

1 offspring 3 breeding 5 model 2 variation 4 allele 6 inheritance

To practise  new vocabulary (collocations)

Suggested Answer Key

The first offspring generation in Mendel’s experiments were heterozygous. Mendel conducted experiments on variation in plants. He used selective breeding. Dominant alleles tend to be expressed more often. Mendel’s primary model system was the pea plant. Mendel discovered the fundamental principles of inheritance.

Ex. 5  p. 9     To consolidate new vocabulary

• Ask Ss to read the text and choose the correct words in bold using their dictionaries or the Word List to help them if necessary.

• Check Ss’ answers around the class.

Answer Key

1 genes 4 trait 7 generation 2 dominance 5 dominant 3 alleles 6 passed

11.1.6

11.3.2

11.3.7

Suggested Answer Key

A: Gregor Mendel was an Austrian monk who performed experiments on pea plants in order to understand genetic inheritance. He chose pea plants because they grew quickly and had various observable traits. From his series of experiments, Mendel came to three conclusions. He called these the laws of inheritance. B: The first law states that when gametes are formed, they only contain one randomly selected allele for each gene from the parents. A: The second law explains that the genes we inherit for different traits are inherited independently of one another and these are unchanged. This is why we have some parts that are more similar to our mother and parts more similar to our father. B: The third law explains that for each gene there are a number of alleles and some alleles are dominant over others. This means that if the offspring inherits two different alleles for a particular trait, only the dominant one will be expressed in the organism. But this doesn’t mean that the recessive allele cannot be passed on to the next generation. A: Mendel’s work was our first real understanding of genetics which is why he became known as the ‘father of genetics’.

prompt less able learners to engage in whole class checking and plenary activity with supportive questioning

provide sentence starters for final writing task

challenge more able learners to structure final writing to include key words

monitor for spoken accuracy in plot prediction task and use a range of oral correction techniques

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Grammar Adjective complements

11.1.4 — evaluate and respond constructively to feedback from others

11.1.6 — organize and present information clearly to others

11.1.8 — develop intercultural awareness through reading and discussion

11.2.5 — recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.3.2 — ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics

11.3.5 — interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics

11.5.1 — plan, write, edit and proofread work at text level independently  on a wide range of general and curricular topics

11.5.2 — use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

11.5.5 — develop with minimal support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics

Most learners will be able to:

use an increased variety of reported speech forms for statements, questions and commands, including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics with some support;

Some learners will be able to:

use an increased variety of reported speech forms for statements, questions and commands, including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics without support;

Resources

BEGINNING THE LESSON

Grammar revision adjectives complements

PRESENTATION AND PRACTICE

11.6.3

11.6.3

11.1.4

11.1.6

11.1.8

11.2.5

11.3.2

11.3.5

11.5.1

11.5.2

11.5.5

• Direct Ss to the Grammar Reference section and tell them to study the theory. • Then elicit examples from the text. Suggested Answer Key Examples in the text: he was happy that, was curious what, he was confident to, it was sad that

Ex. 8  p. 9     To practise adjective complements

• Explain the task and give Ss time to complete it.

• Check Ss’ answers.

Answer Key

1 c 2 e 3 d 4 a 5 f 6 b

Ex. 9  p. 9    Writing  To expand the topic

• Give Ss time to research online and find out more information about Gregor Mendel and his experiments and theories. Then give them time to use this information to prepare a presentation.

• Ask Ss to present their information to the class. The rest of the class should ask questions and the Ss presenting should answer them. Have the class perform peer assessment and evaluate each other’s performance.

Gregor Mendel was born on 22nd July 1822 in a rural area of Hynčice in the Czech Republic. He was very intelligent as a child and his parents sent him away to study. After school, he studied a two-year philosophy programme where he excelled in the areas of mathematics and physics. In 1850, Mendel continued his study of mathematics and science at the University of Vienna. He worked alongside some of the most notable scientists of that time; Christian Doppler, a physicist, Andreas von Ettinghausen, a mathematical physicist and Franz Unger, a botanist. He then became a secondary school teacher in Brno in the Czech Republic. Between 1854 and 1856, Mendel carried out his experiments in hybridization, performing tests with 34 varieties of pea plant. These experiments led him to develop his laws of inheritance. He was able to understand a lot about inheritance, including the presence of dominant and recessive alleles and the way in which they are inherited. He also was able to analyse data to produce ratios of traits visible in the offspring and calculate different ratios for both the expected phenotype and genotype of the next generation. His findings underpin our understanding of inheritance and are the reason he is referred to as the ‘father of genetics’.

provide support for less able learners in recounting task in the form of a plot line template

monitor learner language for accuracy in opinion feedback task and ask other learners to peer correct errors