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5 CLIL • Science: 5 ClIl Science: Genetic engineering
I can understand genetic engineering and give my opinion about it.
Genetic engineering 1 Check the meaning of the words in the box. 3 Answer the questions.
Use the words to complete the text below. 1 Why did scientists genetically modify a
Aim alter crops diseases gene tomato?
Understand genetic engineering and genetic engineering herbicides 2 What do genes do?
3 What effect can herbicides have on crops?
nutrients weeds
give your opinion about it. 4 What sort of plants can resist herbicides?
5 Why do some people oppose the use of GMOs?
2 3.06 Read and listen to the text. Match
headings A–E with paragraphs 1–5.
Warm-up A What genetic engineering can do 4 uSe It! Work in pairs. Ask and answer
Focus on the photos and read out the title B Doubts about genetic engineering the questions.
1 Do you think GM food is a good idea?
C An example of genetic engineering
of the text. Elicit or explain the meaning of D Defining genes 2 Are you happy to eat GM vegetables or
GM foods (genetically modified foods) and E Genetic engineering and weeds fruit? Why / Why not?
GMOs (genetically modified organisms). 3 Are you happy to eat meat from a GM
animal? Why / Why not?
Ask: What do you know about genetic The Fish Tomato 4 How much more will you pay for organic food?
engineering? Elicit answers from individual and other 5 Will we be able to feed the world if we use
GM food?
students. Encourage students to share GM Foods
what they know, even if it is only a
small amount. 4 But does genetic engineering work? Farmers use
7 to kill weeds, but these chemicals can also
Exercise 1 damage crops. In the USA, farmers use GM crops which
Point out the gaps in the text. Suggest resist herbicides, so that they can destroy 8
without damaging the crop. However, some ‘superweeds’
that students should read each gapped 1 are becoming immune to the herbicides, so the farmers
sentence first, then check the meaning of Did you know that scientists have put a have to use more and more chemicals.
into a tomato? They
fish
1
the words in the box and decide which did it to develop tomatoes which can
word fits each gap. Put students into pairs grow in cold temperatures. 5 Food is very important to all of us and many
to complete the task. 2 people believe we are what we eat. These people
Check answers with the class, and check So what are genes? Genes are instructions which are worried about the overuse of chemicals
and the possible effects of eating GMOs. Some
exist inside every cell of every living thing. Each cell
that students understand all the words. in the human body contains about 25,000 to 35,000 governments oppose them. What do you think?
Model the pronunciation of words your genes which determine your eye colour, how tall
you are, what skills you have, and so on. So if you
students might find difficult, e.g. genetic 2 a plant gene, you can change a specific
engineering, herbicides. characteristic like colour, shape or height.
3
AnsWErs 3 changes the genes of plants or animals to make
1 gene 2 alter 3 Genetic genetically modified organisms (GMOs). Scientists believe that
engineering 4 crops 5 nutrients GMOs can help us in many ways. For example, GM 4 . They
can produce more food which contains more 5
6 diseases 7 herbicides 8 weeds can also have an engineered resistance to insects and 6 ,
and stay fresh for longer. GMOs can make fish grow larger and make
Exercise 2 e 3.06 cows produce healthier milk. Some people think that if we want to
feed the world’s population, we will need GMOs.
Read through the headings with the
class and check that students understand 94 ClIl
everything. Point out that the text has five
paragraphs, and students must match the
correct heading to each paragraph. Point 3 Herbicides are chemicals which can Optional activity: speaking
out that they should match the headings damage crops.
according to the general meaning of each 4 GM crops and superweeds can resist Hold a class debate on GMOs. Divide
paragraph. Play the audio for students to herbicides. the class in half. Tell one half of the class
read and listen and match the headings 5 Some people oppose the use of GMOs that they are in favour of GMOs, and tell
with the paragraphs. because they are worried about the the other half they are against GMOs.
Allow students time to compare their overuse of chemicals and the possible Within each group, put students into
answers in pairs, then check answers with effects of eating GMOs. small groups to prepare arguments to
the class. support their point of view. Point out
Exercise 4 UsE IT! that they should make their arguments
AnsWErs Read through the questions with the as strongly as possible in order to
1 C 2 D 3 A 4 E 5 B class and check that students understand persuade their classmates.
everything. Allow students time to prepare Ask the group in favour of GMOs to
Exercise 3 their ideas individually, then put them into present their arguments first, then ask
Students read the article again and answer pairs to compare and discuss their ideas. the group against GMOs to present their
the questions. Allow students time to Ask some pairs to tell the class what they arguments. Tell students that while they
compare their answers in pairs, then check agreed and disagreed about. are listening, they can prepare questions
answers with the class. to ask students from the opposing side.
AnsWErs
AnsWErs Allow time for questions and answers,
1 They did it to develop tomatoes which Students’ own answers. then hold a class vote. See if the class is
can grow in cold temperatures. for or against GMOs overall.
2 They determine your eye colour, how
tall you are, what skills you have, and More practice
so on.
Genetic engineering, DVD with worksheet

T98 CLIL