книги / First steps in biotechnology. ╨Я╨╡╤А╨▓╤Л╨╡ ╤И╨░╨│╨╕ ╨▓ ╨▒╨╕╨╛╤В╨╡╤Е╨╜╨╛╨╗╨╛╨│╨╕╨╕
.pdfb) The set of DNA and RNA sequences that determine the amino acid sequences used in the synthesis of an organism's proteins.
2 Trait
a)is a horizontal mark drawn on a piece of paper
b)is a characteristic you inherit or a distinguishing characteristic or feature.
3 Insert
a)put one thing into another
b)place someone in an office or position
4 Protein
a)complex organic macromolecules that contain carbon, hydrogen, oxygen, nitrogen, and usually sulfur.
b)complex organic midi molecules that contain carbon, hydrogen, oxygen, nitrogen, and usually sulfur.
5 Make up
a)put together, construct or compose
b)cosmetics used on other parts of the body, as to cover birthmarks
6 Enzyme
a)a name of a medicine taken in case of pancreatitis.
b)globular protein that catalyses a biological chemical reaction
7 Modified
a)renewed, regenerated
b)changed; altered
8 Multiply
a)is defined as to cause to increase in number or degree.
b)Is defined as to cause to decrease in number or degree.
3.Write the correct form of the words in bold from exercise 2 in
the gaps to complete the sentences.
1 The __________ of an organism is altered to produce a desired _______.
2 This is done by taking a gene from one and ________ it into DNA of another.
3 Certain genes code for certain _________.
4 Proteins _________ all the different parts of the organism.
5 Scientists can use special __________ to cut parts of the DNA. 6 Humulin is created with genetically ____________ bacteria.
7Bacteria can ________very fast.
4.Work in pairs. Discuss whether you agree or disagree with the sentences in exercise 3. Use the phrases below.
Expressing agreement
1. I agree with you 100 percent.
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2.I couldn't agree with you more.
3.That's so true.
4.That's for sure.
5.You're absolutely right.
6.Absolutely.
7.I'm afraid I agree with James.
8.No doubt about it.
9.You have a point there.
10.I was just going to say that.
Expressing disagreement
1.I don't think so.
2.I'm afraid I disagree.
3.(strong) I totally disagree.
4.I beg to differ.
5.(strong) I'd say the exact opposite.
6.Not necessarily.
7.That's not always true.
8.That's not always the case.
9.No, I'm not so sure about that.
WHILE WATCHING
Watching for details
5. Watch the video about genetic engineering on 
channel http://www.youtube.com/watch?v=3IsQ92KiBwM and check your answers to exercise 3.
6.Watch the video again and describe the process of altering the gene in the following E-Chart. Write the main idea on the left. Write details that support on the right.
DISCUSSION
7.Look at the following statements about genetic engineering. Decide if you agree or disagree and why.
1 Genetic manipulation can help people solve many problems.
2 Genetic engineering can harm people’s lives.
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PREPARING TO READ
Remember |
1. Work in pairs. Discuss the questions: |
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1 What do you know about the development of genetics in your country? |
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2 Is this scientific branch highly-developed in our Russia? Why/ Why not? |
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3 What outstanding Russian geneticists do you know? |
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2. Look at the chart below and guess how these things and facts may be |
Predicting |
connected with N. Vavilov. Add your ideas into the chart. |
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NIKOLAI |
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VAVILOV |
the Leonardo Da |
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Commercial |
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64 countries |
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Saratov |
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Vinci |
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College |
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WHILE READING
3. Read the text and check your ideas to exercise 2.
A geneticist, breeder, and biologist, among many other things, Vavilov was the Leonardo Da Vinci of the plant world – a jack-of-all
trades who excelled at everything he set his brilliant mind to. Graduating from Commercial College in 1906– Vavilov quickly moved on to the Moscow Agricultural Academy, where his career took off. Working in some of the most highly respected laboratories in Germany, France, and Great Britain, Vavilov became a professor at the Department of Agriculture in 1918, after lecturing there for a year on the features of plants growing around the Volga River. In 1920, at an amazingly young age, he made one of his first major breakthroughs in putting for-
ward the “Law of Homologous Series in Hereditary Variation”–a theorem that helped to systematize information on variation, and predict the likelihood of discovering new plant varieties. As Vavilov’s career evolved, he became more and more influential in the scientific community in Russia. Throughout the 1920s-30s,
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he helped transform the academic field of botany in St. Petersburg, and throughout Europe.
Savior of the Seeds
Though all of these accomplishments were considerable, Vavilov’s signature achievement may be his contribution to seed collecting. Considered by many to be the “father of modern seed banks,” Vavilov went on countless seed expeditions throughout his lifetime–visiting over 64 countries, and learning
15 different languages in the process. “He was one of the first scientists to really listen to farmers–traditional farmers, peasant farmers around the world–and why they felt seed diversity was important in their fields,” says author Gary Paul
Nabham, who recently wrote a biography of Vavilov. Throughout all his excursions, Vavilov amassed a collection of some 220,000 seeds–which he transported back to the Institute in St. Petersburg. There – experimenting with genetic breeding – Vavilov dreamed of a utopian future in which new agricultural practices and science could one day create a form of “super plant” that would grow in any environment, thus ending world hunger. He called it a “mission for all humanity” and spent the majority of his short life devoted to that humanitarian end. His compassion for people and plants is what is most apparent from his work, and what is remembered most by the scientific field.
History Gets in the Way
In a tragic turn of events, Vavilov’s work became swept up by the currents of fascism tearing through pre-WWII Europe. During Stalin’s “Great Purge” of the
1930s, things became increasingly dangerous for Vavilov and his team. A new geneticist, Trofim Lysenko, began denouncing Mendelian genetics and advocating for a new pseudo-science in its place. Unfortunately, Lysenko’s “quack” biology won the favor of Stalin, and Lysenko began ousting the opposition. His campaigns quickly brought Vavilov under fire. Though Vavilov defended his beliefs, he could not stay afloat amidst the political chaos and fascist hysteria that increasingly gripped his country. Interrogated, discredited, and imprisoned, he was thrown in with a slew of other political “enemies,” and was scheduled to be executed on July 28th, 1941. At the last moment, Vavilov’s colleague and close friend, Dimitry Pryanishnikov, begged for the geneticist’s life. The tactic worked– but only barely. Instead of the firing squad, Vavilov was awarded the “clement” punishment of 20 years in prison. Valiantly attempting to carry on his life’s work from jail, Vavilov even went so far as to give scientific lectures to his cell mates, and write an impressive unpublished work entitled “The History of World Agriculture.” Not long after Vavilov was imprisoned, things became much, much worse for his team at the Institute. In September of 1941, the Siege of Leningrad began and Nazi forces cut off all imports to the city, stationing military battalions around its exits. Untended by their leader–and unaware of where he was–the workers at the Institute of Plant Industry came under fire from all directions. Begging citizens of St. Petersburg attempted to break into the building to steal
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seed. Nazis surged through the city. Barricaded in, unable to get food in or out of the Institute, and refusing to eat the seeds that Vavilov had worked so tirelessly to collect–many of the scientists starved to death. Vavilov himself starved in 1943, still imprisoned at Saratov.
A Legacy of Seeds
Though he died tragically – Vavilov left behind a legacy of exploration and agricultural care that has served as an inspiration to scientists ever since. Today his work is preserved at the Vavilov Institute in St. Petersburg, Russia – an ornate, three-story museum dedicated to the memory of his historic life and achievements. The Institute is now the oldest seed bank in the world, and holds a collection of over 325,000 seed samples–many of which were personally collected by
Vavilov during his many early expeditions. Vavilov’s story is important because it exemplifies a commitment and dedication to seeds unparalleled in modern history. His example of care for the future of agriculture and humanity is something we can all aspire to.
– Lucas Ropek, SEED: The Untold Story ©
Reading for main idea
4. Read the text again and complete the story-map (Fig. 9) about
N.Vavilov’s life. Discuss it with your partner / your group.
WHEN?
WHAT?
WHO?
WHERE? |
WHY? |
Fig. 9
DISCUSSION
5. Find more information about Investigate discuss the found information
mation to the group.
other Russian geneticists. Take turns to with your partner. Present your infor-
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Tip: use the ISP chart below.
Information |
Sources |
Page |
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Activating your knowledge
PREPARING TO LISTEN
1.You are going to listen to Akane and Tom’s debate about GM food.
Before listening complete the vocabulary map (Fig.10) for GM food. Take turns to discuss it with your partner.
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Synonym: |
Definition |
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Antonym: |
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Word
Origin |
Picture |
Fig. 10
2.Look at the sentence below from the listening text. Do you think the person is agreeing or disagreeing?
I think it's a great idea.
3.Work in pairs. Complete the chart with your ideas about agreeing and polite disagreeing.
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Agreeing |
Polite disagreeing |
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WHILE LISTENING
4.Listen to Akane and Tom and choose the appropriate word. http://www.elllo.org/english/0451/486-Akane-GMFood.htm
Listening for details
1)Tom read that China is _______ using genetically modified foods.?
a)in favor of
b)against
c)considering
2)Akane says that within 30 years, Chinese people will _______.
a)have a higher quality of life than people in the U.S.
b)have an equal quality of life as people in the U.S.
c)have a poorer quality of life than people in the U.S.
3)Tom worries there could be _______ GM foods.
a)crop failures of
b)more expensive costs for
c)bad side effects of
4)Akane thinks GM foods _______.
a)should be researched carefully
b)should be widely available now
c)should not ever be available
5)Tom understands the use of GM foods _______.
a)in unpopular areas
b)in impoverished areas
c)in overpopulated areas
5.Listen again. Match the person to the opinion.
1 Akane |
a I think it's a great idea to have genetically modified foods. |
2 Tom |
b Right it's useful but we really don't know. |
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c That's a pretty solid argument. |
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d For sure, so I don't think we should rush it. |
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DISCUSSION
6.Look at the following statements about GM food. Decide if you agree or disagree and why.
1 It is not necessary to label that foods are genetically modified.
2 Genetically engineered food crops can be grown at places with unfavorable climatic conditions.
3 All genetically modified food can cause allergies.
7.Work in groups of three. Discuss each sentence in exercise 6. Agree or politely disagree using phrases from exercise 3 and give reasons.
Tip: you can find more information about GM food at http://www.buzzle.com/articles/genetically-modified-foods-pros-and-cons.html
CRITICAL THINKING
A debate is a formal discussion of a topic. Before a debate each team needs to think about the topic and plan their argument. A chairperson controls the debate.
At the end of this unit you are going to hold the debate on diverse problems caused by genetic engineering.
Understand |
1. The words in the box will be useful for your debate. Write the word ex- |
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pressions in the correct section of the idea wheel Fig. 11. |
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Resistance to herbicides and pests |
religious and ethical reasons for objection |
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higher nutritional value |
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changes in food-chain |
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appear fresher for longer |
extinction |
of birds, insects, and other animals |
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attack the predators |
may cause allergies |
increase productivity |
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higher levels of toxin |
produce important medicinal proteins |
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unpredictable harm to the environment |
organs transplantation |
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inability to constrain the expansion |
remove abnormal genes |
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Risks |
Benefits |
Fig. 11
2.Look at the debating topic in the flow chart below and decide if you are
“for” or “against” it.
Prepare
Genetic engineering is a relatively new technique not properly investigated therefore dangerous.
Against For
3.Think of three arguments for and against the debating topic using the word expressions from exercise 1. Add your arguments to the flow chart in exercise 2.
4.Work in pairs. Compare your ideas. Add your partner’s ideas to your flow chart.
5.Look at the phrases below used to offer opinions, agreeing and disagreeing. Write them into the correct place in the chart.
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I think … |
Yes, but … It seems to me … In my opinion … |
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It’s good but … |
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I totally agree. |
I am not really sure. |
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I feel … |
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That’s true. |
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I don’t think so. |
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Yes that’s right. |
I agree. |
I don’t agree with that. |
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Exactly. |
Yes I see what you are saying but … |
You are right. |
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Giving your opinion |
Agreeing |
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Disagreeing |
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6.Discuss the statements in the flow chart in exercise 2 giving different opinions. Use the phrases in exercise 5 to help you.
7.Work in small groups.
Practise |
1 Choose one person to be a chairperson. |
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Divide into smaller groups. |
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Decide if you agree or disagree with the debating topic. |
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4 Now hold the debate with the chairperson organizing. |
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Debate evaluation criteria
For each question use a scale of 1 to 5, with 1 =poor and 5 =excellent, to indicate score for each team.
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Team 1 |
Team 2 |
1. Did the team appear well prepared for the debate?
2. Did the team appear to work well as a team?
3. Did the team maintain respectful tone?
4.Did the team present plenty of empirical evidence to defend its position?
5.Did the team make its presentation creative and interesting?
6. Did the team use the allotted time well?
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