«Генно-модифицированные продукты: «за» и «против». Конспект урока английского языка в 11 классе
план-конспект урока по английскому языку (11 класс)

Этапы урока

Речь и деятельность учителя

Речь и деятельность учащихся

Используемое оборудование

1. Приветствие и организационный момент

(0,5 мин.)

2. Введение в тему урока. Определение учащимися темы урока (фронтальная беседа)

(1,5 мин).

- Hello, dear girls and boys! Please, sit down. How are you today?

-Well, I’m very glad to hear this. Is anybody absent?

Thanks. Are you ready?

- Very good, then, let’s start!. Today we are going to meet a special case. Here it is, look!

AA, will you read the title aloud, please?

- Thank you, AA. Comrades, have a look at what my friend writes to me in his

BB, will you read it, please?

- What kind of food must it be? And now you can tell the theme of the lesson, can’t you?

- Absolutely right!

- Hello! We are fine.

- All are present / NN is absent.

- Yeah!

- Yes, certainly. “My friend is going to sell a special kind of food”.

- BB читает текст cообщения от «друга Александра» со слайда 2

- Yes, we can. It’s GMO food.

- The theme is GMO food/ GMO products.

ИП, слайд 1

ИП, слайд 2

3. Самостоятельная постановка проблемы и структурирование её под руководством учителя. (фронтальная беседа)

(2 мин.)

- Well, comrades, do you see any problem in Alexaner’s desision? If yes, tell us what the problem is.

-OK, there is such a popular opinion. But there are many people who don’t agree on it, aren’t there?

What is the problem?

- You know, I have to answer Alexander, but I don’t know what to write. Will you help me?

Thank you, friends! What do you think we should do now?

- And?

- OK, let’s try.

- Yes, I see a problem. I think that GMO food may be dangerous for people.

- Yes, there are.

- It’s really a problem.

- Nobody knows exactly if the food is dangerous or not.

- Yes, of course!

- We will try…

- I think, we should study some information and make a conclusion on this problem.

- …and write some advice for Alexander.

ИП, слайд 2

4. Определение аспектов проблемы (конкретизация заданий для поиска информации) методом мозгового штурма и заполнения кластера на интерактивной доске.

(3 мин.)

- Сomrades, what do you know about GMO?

- OK, what shall we look for in the texts?

What information can we find about GMO?

(Учитель записывает ВСЕ предположения на простой доске мелом в столбик)

- Well, well… Any more ideas?

Anything else? No? Well done. Now let’s fill in this cluster (пишет электронным стилосом на доске в «лепестках» аспекты проблемы вокруг центрального понятия “GMO” – History, Use, Danger, Regulation, Techniques)

- That’s it! These are the tasks for your groups… Yes, now you will form five groups of three students, ok? And then you will have to make short reports on your topics.

(Учитель раздаёт карточки с названиями аспектов-задач и пакеты-кейсы).

- Is your task clear to you?

- Then come on. You have

- Very little.

- Practically nothing.

- What it means…

- How people use it…

- What is GMO…

- Who invented GMO…

- Why it is bad…

- The history…

- What are the arguments against GMO?

- What to do with GMO…

Учащиеся распределяются по микрогруппам

- Yes, it is.

ИП, слайд 3

5. Работа в микрогруппах над поиском информации и составлением кратких сообщений.

(12 мин.)

Учащиеся читают тексты для ознакомления и поиска нужной информации, делают выписки, переформулируют, сокращают предложения, составляют краткий простой по структуре доклад на 1-2 мин.

ИП, слайд 4 с опорной лексикой

6. Презентация результатов работы в микрогруппах – кратких сообщений по конкретным аспектам проблемы.

(15-17 мин.)

7. Подведение итога кейса, выводы-рекомендации персонажу ситуации.

(5-6 мин.)

8. Рефлексия, итоги и постановка дифференцированного

домашнего задания.

(3-4 мин.)

- Well, comrades, it’s high time to share your information! Are you ready?

-Very good. Then come up to the blackboard, unfold the pictures you need and report what you have learnt.

- Thank you, friends, take your seats. What’s next?

- It’s very interesting, boys, thank you.

Who will proceed our research?

- Well done, comrades, thank you!

What’s next?

- It’s really makes us think on the subject. Thank you, comrades.

And the last (but not the least!) item is?...

- Thank you, comrades.

Now let’s make some conclusions. I think they are at least three. And they must be useful for Alexander, remember that!

What is the first one?

- OK, I agree with you. But what’s next?

- Sure, it’s evidently. And the final conclusion?...

- I think Alexander would agree with you after having listened to all your arguments.

But what do you think about your work at the lesson? Was it productive enough?

- Have you learnt anything useful?

- It’s very good. I’m glad to hear this.

So, AA, BB, DD and CC get “fives” and DD, EE and FF get “fours”

Your homework you can see on the screen, please, write it down.

Thank you for the lesson. See you tomorrow.

-Yes, we are.

- History.

Genetically modified foods (or GM foods) are foods produced from organisms that have had specific changes introduced into their DNA using the methods of genetic engineering. These techniques have allowed for the introduction of new traits as well as a far greater control over a food's genetic structure.

Scientists discovered in 1946 that DNA can transfer between organisms. The first genetically modified plant was produced in 1983, using an antibiotic-resistant tobacco plant. In 1994, the transgenic Flavr Savr tomato was approved by the FDA for marketing in the US.

Commercial sale of genetically modified crops began in 1994, when the firm Calgene first marketed its Flavr Savr delayed ripening tomato.

- Use.

To date, most genetic modification of foods have primarily focused on cash crops in high demand by farmers such as soybean, corn, canola, and cotton seed oil. These have been engineered for resistance to pathogens and herbicides and better nutrient profiles. GM livestock have also been experimentally developed, although as of November 2013 none are on the market.

The following transgenic crops received marketing approval: canola with modified oil composition, cotton resistant to the herbicide, potatoes, soybeans resistant to the herbicide. In 2000, with the creation of golden rice, scientists genetically modified food to increase its nutrient value for the first time. As of 2011, the US. leads a list of multiple countries in the production of GM crops, and 25 GM crops had received regulatory approval to be grown commercially. In 2013, roughly 85% of corn, 91% of soybeans, and 88% of cotton produced in the United States are genetically modified.

- We will.

Techniques (How it’s done)

Genetically engineered plants are generated in a laboratory by altering their genetic makeup and are tested in the laboratory for desired qualities. This is usually done by adding one or more genes to a plant's genome using genetic engineering techniques. Most genetically modified plants can be modified in a directed way by gene addition (cloning) or gene subtraction (genes are removed or inactivated). Plants are now engineered for insect resistance, fungal resistance, viral resistance, herbicide resistance, changed nutritional content, improved taste, and improved storage.

Once satisfactory plants are produced, sufficient seeds are gathered, and the companies producing the seed need to apply for regulatory approval to field-test the seeds. If these field tests are successful, the company must seek regulatory approval for the crop to be marketed. Once that approval is obtained, the seeds are mass-produced, and sold to farmers. The farmers produce genetically modified crops, which also contain the inserted gene and its protein product. The farmers then sell their crops as commodities into the food supply market, in countries where such sales are permitted.

Since 2013 there have been several GM crops that are food sources and there are no genetically modified animals used for food production.

- Risks.

There always has been dispute about if GMOs dangerous for humans or not

The dispute involves consumers, farmers, biotechnology companies, governmental regulators, non-governmental organizations, and scientists. The key areas of controversy related to GMO food are whether GM food should be labeled, the role of government regulators, the objectivity of scientific research and publication, the effect of GM crops on health and the environment, the effect on pesticide resistance, the impact of GM crops for farmers, and the role of GM crops in feeding the world population.

US scientists stated: "Despite methods that are becoming more and more sensitive, tests have not yet been able to establish a difference in the meat, milk, or eggs of animals depending on the type of feed they are fed. It is impossible to tell if an animal was fed GM soy just by looking at the resulting meat, dairy, or egg products. The only way to verify the presence of GMOs in animal feed is to analyze the origin of the feed ;

GMO is destroyed in the digestive system and even if directly injected, has no direct effect on humans. The Food and Drug Administration, World Health Organization, American Medical Association, American Dietetic Association, and the National Institute of Health have independently stated that dairy products and meat from BST treated cows are safe for human consumption.

- Opponents of genetically modified food such as the advocacy groups Organic Consumers Association, the Union of Concerned Scientists, and Greenpeace claim risks have not been adequately identified and managed, and they have questioned the objectivity of regulatory authorities. Some health groups say there are unanswered questions regarding the potential long-term impact on human health from food derived from GMOs, and propose mandatory labeling or a moratorium on such products. Concerns include contamination of the non-genetically modified food supply, effects of GMOs on the environment and nature and consolidation of control of the food supply in companies that make and sell GMOs.

- Regulation or rules of using GM foods.

Governments have taken different approaches to assess and manage the risks associated with the use of genetic engineering technology and the development and release of genetically modified organisms (GMO), including genetically modified crops and genetically modified fish. There are differences in the regulation of GMOs between countries, with some of the most marked differences occurring between the USA and Europe. Regulation varies in a given country depending on the intended use of the products of the genetic engineering. For example, a crop not intended for food use is generally not reviewed by authorities responsible for food safety.

One of the key issues concerning regulators is whether GM products should be labeled. Labeling can be mandatory up to a threshold GM content level (which varies between countries) or voluntary (It’s a point that is being argued about). A study investigating voluntary labeling in South Africa found that 31% of products labeled as GMO-free had a GM content above In Canada and the USA labeling of GM food is voluntary, while in Europe all food (including processed food) or feed which contains greater than of approved GMOs must be labelled.

By 2013 64 countries had begun to require GMO labeling.

- I think it’s that selling GM foods poses some problem.

- Moreover, selling such foods has some financial risks.

- Before starting his business Alexander should study all the aspects of the problem and think over all the pros and cons.

- I believe it was.

- I suppose it was useful.

- Yes, we have.

- We have learnt how to solve cases.

- We have leant some information about GMOs

- Thank you/ Good bye.

ИП, слайд 5

ИП, слайд 5

ИП, слайд 6.