BiotechnologyLet’s Speak

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collection dirigée par caroline bonnefoy f. cézard | i. livet | j. alliot

Enseignement technologique de langue vivante

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Biotechnology Let’s Speak

ColleCtion dirigée pAr CAroline Bonnefoy f. CézArd | i. livet | j. Alliot

Enseignement technologique en langue vivante (ETLV)

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III. How do living organisms process food?p. 36

11. What do you eat? And how do you keep healthy? p. 36

12. Investigating food: biochemical tests and chromatography p. 42

13. Cooking, serving and preserving food p. 47

14. Processing food: the digestive system p. 51

15. Bacterial nutrition and growthp. 56

16. Microorganisms can produce foods and drinks p. 63

17. Puzzling words p. 69

II. Every living organism is made up of cellsp. 14

4. Discovering micro-organisms: spontaneous generation vs biogenesis p. 14

5. Observing cells: the microcospe p. 18

6. Observing bacteria: Gram staining and wet mount p. 20

7. Describing bacterial morphology p. 24

8. Cell structures: Prokaryotes vs Eukaryotes p. 27

9. What’s inside a eukaryotic cell? p. 31

10. Puzzling words p. 34

I. Discovering your laboratoryp. 6

1. Laboratory equipment p. 6

2. Safety rules p. 9

3. Puzzling words p. 12

Table of contents

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IV. Every living organism contains geneticinformationp. 72

18. Genetic information is borne by DNA moleculesp. 72

19. Coding life p. 78

20. Investigating DNA p. 83

21. Modifying DNA: genetic engineering p. 87

V. How doesour body fightdiseases?p. 92

22. Blood cells: structure and functionp. 92

23. Infectious agentsand diseasesp. 95

24. How can we help our body fight diseases?p. 101

VI. Preparingfor the final examp. 104

25. On your marks?Get set!... p. 104

26. ... And go!p. 109

Bonusp. 118

Annexesp. 121

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I. Discoveringyour laboratory

1. Laboratory equipmentWhen doing experiments in a laboratory, technicians and scientists use a wide variety of tools and equipment. Th ey have to choose the correct equipment in order to perform safe experiments and to obtain signifi cant and reproducible results. Knowing the specifi c name of each piece of equipment is also important for a good communication.

activity 1Let’s discover the laboratory equipment!Instructions: Fill in the fi rst column of the following table with the letter corresponding to the appropriate device, when applicable. Then, complete the last column with the verbs given.

equipment

A B C D E F G

H I J K L M N

O P Q R S Tex

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Verbsto shake to spread to deliver (a volume) to mixto rinse to sterilize to discard to washto flood to stain to dye to dryto blot to pour to stir to boilto magnify to mount to collect (a sample) to freezeto measure to fill to observe to heatto examine to protect yourself to flame to dilute accuratelyto inoculate to weigh

Picture Beginning of the sentence… ...end of the sentence

B Use your hand... in order to… SHAKE

Use a wash bottle... in order to…

Use a graduated measuring cylinder... in order to…

Use safety goggles... in order to…

Use a dye... in order to…

Use a microscope... in order to…

Use an inoculation loop/a loop wire... in order to…

Use a pair of pincers/tweezers/tongs... in order to…

Use gloves… in order to…

Use liquid nitrogen... in order to…

Use a beaker... in order to…

Use a funnel... in order to…

Use a pipette/pipet... in order to…

Use a lab coat... in order to…

Use a hot plate... in order to…

Use a volumetric flask... in order to…

Use a biohazard bag... in order to…

Use scales... in order to…

Use a magnetic stir bar and a stirrer... in order to…

Use a slide... in order to…

Use water... in order to…

Use an absorbent tissue/paper... in order to…

Use a Bunsen burner... in order to…

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activity 2Let’s have a closer look at the laboratory equipment!Instructions: On the two pictures below fi nd the appropriate term for each letter, using what you know and the words provided by the teacher.

BLEACH

C.

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H.

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D.E.

F.

A.

B.

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O.

P.

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S.

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W.

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D.E.

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2. Safety rulesWhen working in a laboratory, technicians have to follow safety rules in order to protect themselves and others from risk. They also have to adopt good laboratory practice, which aims at decreasing risks and at obtaining good technical results.

In a biochemistry laboratory, most common hazards come from chemicals and biological materials, which can cause an infection. And every hazardous substance must carry pictograms that symbolize the risks.When performing microbiology experiments, good microbiological laboratory practice is important to avoid uncontrolled spread of microorganisms in order to protect:• samples from becoming contaminated by external microorganisms;• technicians from any infection.

activity 1 Let’s think about good microbiological laboratory practice (gmLP)!spoken interaction: B1

1. Before and after practical work, and whenever leaving the laboratory, hands should be carefully washed with soap and warm water.2. Lab coat should be worn and cleaned regularly. 3. Work surfaces should be swabbed using a disinfectant before and after work.4. Hand-to-mouth operation should be avoided: no eating, drinking, chewing, sucking pencils. 5. Cuts and wounds should be protected by the use of waterproof dressings.6. Workspace should be arranged properly. 7. Tools should be sterilized before and after use when reusable. If not, discard pots should be provided. 8. Aerosol formation should be avoided.

Instructions: For each guideline, explain what could happen if you don’t follow it.

TALKING ABOUT A POTENTIAL OR NECESSARY OUTCOME:If there is a possibility that the result might happen, use: if + simple present..., ...will + infinitive without «to»Ex: if I don’t work in a sterile area my samples will get contaminated.

CAREFUL!•Use “will” if you’re sure that the result will happen.•Use “could” if you’re quite sure that the result will happen.•Use “may” if you’re 50 % sure that the result will happen.•Use “might” if you’re even less sure that the result will happen.

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activity 2Let’s state the biochemistry safety rules!Instructions: Match the pictograms on the left with the correct meaning in the right-hand column.

• Explosive

• Flammable

• May cause or intensify fire

• Biohazard; may contain infectious substance and threatens human health

• Harmful if inhaled or swallowed; causes eye and skin irritations

• Carcinogenic; mutagenic; may damage fertility; causes malformation of the embryo or foetus, and damage to different organs

• Corrosive, causes severe skin burns and eye damage

• Fatal or toxic if inhaled, in contact with skin or swallowed

• Toxic or harmful to aquatic life

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activity 3 Let’s recap!Instructions: a. Match the elements in the left-hand column with the correct statement in the right-hand column.

Lab coat should be discarded in a special container

Hand-to-mouth operation

should be used under an extracting hood

Workspace should be labelled clearly

Food should be avoided because it involves a major entry point for bacteria

Substances which should not be inhaled

should be discarded in a special biohazard waste bag

Appropriate gloves avoids contamination of one’s clothes

Goggles should be worn when chemicals are irritating or toxic for the skin

Chemicals toxic to aquatic life

should be cleared of any unnecessary material, and reorganized appropriately

Every flask containing chemicals

must not be stored in areas where microorganisms are used or stored

Any biological material should be worn when chemicals are irritating or toxic for the eyes

B. Make a poster stating the safety rules and good laboratory practice.

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3. Puzzling wordsactivity 1Let’s reveal the secret to good laboratory practice!Instructions: • Fill in the following puzzle, using the definitions below.• Reveal the hidden message by copying the letters in the numbered cells to all the cells bearing the same number.

A21

B16

C20

D17 2

E 7 22

F14

G3 1 24

H5 4

I9

J6

K10 23

L8

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N12 13

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P15

Q18

HIDDEN MESSAGE

1 2 3 4 5 6 7 8 9 10 11 3 12 13 14

15 16 17 18 19 5 20 21 22 23 24

A. Long, skinny glass tubes that hold a small amount of liquid; can be used to observe reactions, mix reagents or heat chemicals.

B. A wide mouth jar used to heat or transport chemicals.

C. A graduated glass tube with a tap at one end, used to dispense precise volumes of reagents.

D. A narrow-necked bulbous glass container; can be used for dilution or dissolution in a precise final volume.

E. A device that is wide at the top and narrow at the bottom, used to guide a liquid or powder into a small opening.

F. A long, graduated glass or plastic tube used to transfer or measure out small quantities of liquid.

G. A plastic squeeze container with a nozzle, usually filled with deionized water and used to rinse glassware.

H. A type of laboratory flask with a flat bottom, conical body and cylindrical neck. Used to swirl

its contents; the narrow neck keeps the contents from spilling out.

I. A plastic object with a rounded shape, usually used attached to a pipette to fill it by creating a vacuum above the liquid.

J. Made of wood, plastic or metal, they are designed to hold test tubes.

K. Personal safety equipment meant to protect your hands.

L. Safety glasses.

M. Long and white, designed to protect your clothes.

N. A shallow circular transparent plastic plate with a flat lid, used for the culture of microorganisms.

O. A symbol characterizing risk assessment.

P. A suspension of droplets containing bacteria, that are dispersed in the air.

Q. A small gas burner used in laboratories to create an aseptic zone.

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VI. Preparing for the final exam

25. On your marks? Get set!...mind-mapping your final exam:

FINAL ORAL EXAM• 2 parts

• 2 marks out of 10 = final mark out of 20

• You need at least 10 to pass, but no penalty is given if you fail!

• Coefficient: 2• An oral exam

PART 1: TECHNOLOGICAL

PROJECT MANAGEMENT

PART 2: PRESENTATION

OF THE PROJECT ITSELF

HOW?• Possibility to use adequate    visual aids (transparencies, various illustrations, slideshow...)• Liveliness, clarity, enthusiasm

WHAT?Oral expression: present your project and its final results, its stakes (sustainability, economic impact, security...), explain and justify the choices you made, develop one aspect, one experiment...Oral interaction: interaction between you and the jury (on the project, your choices, the potential impact of what you have found out, your interests, your future...)

WHAT?Oral expression: presentation of the project, its origin, how it has been carried out so far, how the workload was shared, the problems you faced, the solutions you found, what the next steps are…Oral interaction: interaction between you and the jury (on the project, your choices, the organization of your work...)

HOW LONG?• About 3 minutes oral  presentation • About 3 minutes oral  interaction per candidate

HOW MUCH?• Oral expression:     5 out of 10• Oral interaction:    5 out of 10

WHEN?During the second trimester

WHEN?During the third trimester

HOW LONG?• About 5 minutes oral  presentation • 5 minutes oral interaction     per candidate

WHO?• 2 examiners: your    biotechnology teacher + an English teacher• You

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activity 1 Let’s shape up as quickly as possible! spoken interaction: B1/B2

Instructions:Pair work:a. You have five minutes to study carefully the mind map on the previous page and become familiar with it: • Student A focuses on the first part of the exam (“technological project management”); • Student B concentrates on the second part of the exam (“presentation of the project itself”). • Then hide the page.

B. Using the chart below, exchange as much information as you can about your final exam in five minutes!• Student A is eager to learn more about the second part of the exam;• Student B is willing to learn more about the first part of the exam.

Part 1: technological ProJect management

Part 2: Presentation of the ProJect itself

Who...?

When...?

What...?

how...?

how much...?

how long...? extra

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TALkING AbOUT ObLIGATIONS ANd NECESSITIES:• MUST + infinitive without to (e.g.: “you must get ready”) = subjective obligation (I must get ready because I think that it’s the best thing to do)• HAVE TO + infinitive without to (e.g.: “you have to study hard”) = objective obligation (I have to study hard because my teachers/parents ordered me to)• Future obligations: “You will have to” • To be expected/required to do something

TALkING AbOUT AN EXAM

• How much is it worth? (What is the value of...)• To assess (= to evaluate the quality of) / an assessment• An assignment / a task• To take an exam ≠ to pass an exam•To be valued ≠ to be penalized• Working in a team / teamwork• To consist in doing something

activity 2 Let’s find out what is expected from us! written comprehension: B2written production/spoken production: B1 / B2 Here are the different criteria you are supposed to meet:

Presentation of the ProJect management – sKills assessed

1. Presenting the project, its estimated or real state of progress (5 marks)

• Presenting where the interest of your project lies, the reasons for your choice• Describing the state of progress of your project, your ideas, the specificity of your approach, the solutions    you have thought of... • Identifying the collective or individual tasks fulfilled and/or to be carried out

2. taking part in a technical conversation in english (5 marks)

• Interacting with the members of the jury in order to convince them 

Presentation of the ProJect itself –sKills assessed

1. summarizing the project (5 marks)

• Contextualizing the project in its sociocultural background (sustainable development, security, economic aspects...)• Developing and justifying one of the choices made• Reporting on the final results of your experimentation, your method and the approach you chose 

2. taking part in a technical conversation in english (5 marks)

• Interacting with the members of the jury in order to convince them extra

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IV. P

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Instructions:a. Tick the correct box(es) when applicable for the following statements.

statementsWhat i

should not do

What i should do

ProJect management

ProJect itself

Explain that, in your group, one of your classmates did not work enough

Comment on the distribution of the workload

Compare the results to theoretical predictions

Very briefly answer the jury’s questions (e.g.: “yes”, “no”, “I don’t know”...)

Explain the difficulties you are faced with and how you are planning on solving them

Report at length on the figures, and provide as many details as possible

Present a translated version of your French project (PTA)

Talk about the experiments you decided not to carry out in the end

Explain why your project is relevant in today’s world

Use a slideshow in French

Ask the jury to repeat their question if you have not heard/understood them

Explain how you came to choose your project

Comment on one of the experiments in a language that can easily be understood by a non-scientist

Use complicated words without explaining them

Talk about the experiments you did not have time to perform but that you are considering for your project

Raise a key question

Provide an answer to your key question

Report on the possible practical applications of your results in our everyday life

B. Explain why you crossed the box “what I should not do” when applicable. extra

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activity 3 Let’s try and ask the good questions! written comprehension: B1written production/spoken production: B1 / B2 You have probably understood it by now: your project relies on the quality of your leading question !

a good key question:

• is the result of previous research work on a question that matters to you and your group;•is clear;•addresses an issue, and prompts discussions;•articulates what is already known to what remains to be found out thanks to your experiments.

on the contrary, it should not:

•be vague;•have an excessively limited or wide purpose;•be too long;•resort to complicated terms that have not been defined before;•have an obvious answer.

Instructions:Observe the following questions and, with your neighbor, decide whether they are relevant or not, and justify your choice.

1. Is yogurt good for health? 2. Can honey be used as an antibiotic?3. Is it dangerous to use deodorant every day? 4. Is it better to use antibacterial gel or Marseille soap in a hospital?

GIvING YOUR OPINION:

• To my mind, ...• In my opinion, ...• I think / I feel / I believe• Don’t you think that...?• Don’t forget that...

ASkING FOR CLARIFICATIONS:• Sorry, I didn’t get that!• Can you repeat what you said please?• What’s that again? • What exactly do you mean? • I didn’t get your point.

GAP-FILLERS:

• Actually, ...• Well, ...• You see, ...• You know, ...

EXPRESSING YOUR AGREEMENT:

• I quite agree with you on this point.• I quite share your view.• That’s quite right!• That’s true! • Exactly! / Absolutely!

ILLUSTRATING, GIvING EXAMPLES, REPHRASING:• For example, / for instance,• Namely • Let me give you an example:• I’ll explain it to you • In other words, ...• We could also say that...

MAkING CONCESSIONS:• You may be right, but...• It may be true, but...• I suppose you’re right, but...• That’s all very well, but...• In a way, ... / To some extent, ...• I see what you mean, but...extra

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Cet ouvrage d'enseignement technologique en langue vivante s’adresse à tous les élèves du cycle terminal de la série STL-Biotechnologie, dans un esprit d’ouverture et à des fins d’utilisation contextualisée en biologie. Diverses activités permettent ainsi la pratique de l’anglais scientifique, à un niveau adapté à un élève de Première ou de Terminale.L’ouvrage comprend cinq parties reposant sur les programmes de Chimie-Biochimie Sciences du Vivant (CBSV) et Biotechnologies, et une partie consacrée à la préparation à l’examen (présentation et méthodologie de l’épreuve, entraînement à l’oral).

Les points forts de L’ouvrage : pLusieurs rubriques faciLitant La pratique de La Langue •DES COMPéTENCES LINGUISTIQUES CLAIREMENT IDENTIFIéES (« compréhension écrite », « production orale », « production écrite », « interaction orale »), et dont le niveau linguistique est conforme au CECRL (Cadre Européen Commun de Référence pour les Langues).•DES ACTIVITéS DOCUMENTAIRES GUIDéES, nombreuses et variées, dont l'enchaînement logique et progressif permet la réflexion de l'élève, et dont la mise en œuvre favorise la prise de parole, l’interaction entre élèves, et la pratique de l’anglais tant à l’oral qu’à l’écrit.•DES « BULLES » LINGUISTIQUES, outils linguistiques adaptés à la réalisation des tâches.•DES ENCARTS BIOGRAPHIQUES qui proposent un éclairage historique sur les expériences et apports de certaines grandes figures de la science.•DES COMPLéMENTS D’INFORMATION (« GOING FURTHER ») pour aller vers des approfondissements scientifiques et / ou technologiques par rapport aux thèmes développés.•DES ANNEXES qui proposent des compléments d’ordre linguistique, culturel, et scientifique.

Biotechnologies collection caroline bonnefoy

a. afonso | s. naud | s. orsoni | c. vernier

Sciences et Technologies de Laboratoire

première stlPoints forts de l’ouvrage de Biotechnologies

Pour manuel de biotechnologies deux sommaires sont fournis :- Un premier sommaire présente le contenu des chapitres regroupés, en cinq parties : Partie 1 : Biotechnologies et environnement de travailPartie 2 : Biotechnologies appliquées aux Bio-Industries alimentaires : produits laitiersPartie 3 : Biotechnologies appliquées aux Bio-Industries alimentaires : le vinaigre, la bière, le pain et les colorants alimentairesPartie 4 : Biotechnologies appliquées à l’environnement : l’eau et le solPartie 5 : Biotechnologies appliquées à la santé, la salive, liquide biologique- Un seconde sommaire présente l’ensemble des fiches outils.

Des rubriques facilitent la lecture : • « Un qUestIonnement en DéBUt De chaPItre » donne ensuite envie à l’élève d’aller chercher la réponse dans les activités technologiques proposées dans le livre.• « Des Photos », aussi souvent que possible, présentent des objets, des gestes, des résultats expérimentaux visibles, en particulier des couleurs de réactions, des appareils.• « Des actIvItés DocUmentaIres gUIDées », l’enchainement logique et progressif des questions permet la réflexion de l’élève utilisant le livre seul, avant la séance ou accompagné par le professeur.• « Des actIvItés exPérImentales » qui précisent les pré-requis des élèves pour qu’ils les utilisent à différents moments de l’année en fonction des choix pédagogiques du professeur. ce choix de progression est laissé à l’enseignant, car certaines activités fondamentales vont permettre à l’élève d’acquérir les bases et seront donc effectuées en début de séquence.• « savez-voUs l’essentIel », fiches synthétiques des savoirs attendus, qui aident l’élève à cibler les connaissances fondamentales attendues en fin de cursus. ces connaissances ont toutes été préalablement mises en place par les activités documentaires ou expérimentales. ces fiches sont complétées par un lexIqUe en fin de livre qui définit les termes essentiels à connaître.• « les fIches oUtIls, les fIches méthoDologIqUes et fIches technIqUes » proposent une démarche méthodique qui pourra s’acquérir progressivement. elles sont appelées dans les différents chapitres où elles peuvent être utiles.• Certaines fiches sont communes aux ouvrages de « Mesures et Instrumentation », « Biotechnologies » et « cBsv » et biotechnologies.

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ISBN : 978 2 71353 3983

retrouvez nos ressources et nouveautés sur : www.casteilla.fr

Biotechnologies collection caroline bonnefoy

a. afonso | j. dhenaut | s. naud | s. orsoni | c. vernier

Sciences et Technologies de Laboratoire

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POINTS FORTS DE L’OUVRAGE DE BIOTECHNOLOGIES

Des rubriques facilitent la lecture : • « Je sais ou pas », une auto-évaluation diagnostique sur ce qu’il reste des acquis des années précédentes ou des cours précédents.• « un questionnement en début de chapitre » donne ensuite envie à l’élève d’aller chercher la réponse dans les activités proposées dans le livre.• « des activités documentaires guidées », l’enchainement logique et progressif des questions permettent la réflexion de l’élève utilisant le livre seul, avant la séance ou accompagné par le professeur.• « des activités expérimentales/ou des photos » aussi souvent que possible qui présentent des étiquettes, des gestes, des résultats expérimentaux visibles, qui permettent de suivre une dissection et son exploitation scientifique pour comprendre le fonctionnement des organes.• « Je retiens », fiche synthétique qui aident l’élève à cibler les connaissances fondamentales attendues en fin de cursus. Ces connaissances ont toutes été préalablement mises en place par les activités documentaires ou expérimentales.• « les fiches-outils : fiches techniques et fiches méthodologiques » proposent une démarche méthodique que l’élève peut s’approprier progressivement. Dans les chapitres où elles peuvent être utiles, elles sont appelées à l’endroit voulu. Elles ont été réalisées pour des activités technologiques transversales.Certaines fiches sont communes à CBSV et Biotechnologies.• « pour aller plus loin », rubrique qui permet de s’adapter au rythme de chacun et de donner envie aux élèves les plus curieux de dépasser les attendus stricts du programme. Cette rubrique vise à entretenir leur curiosité scientifique et à nourrir la soif de connaissances des plus rapides.• « Je réinvestis », des exercices, pour mobiliser les acquis du chapitre avec les corrigés. De difficulté croissante, ils permettent de rassurer l’élève par des applications simples des acquis et ouvrent progressivement vers des résolutions plus complexes intégrant plusieurs types de documents dont l’analyse sera croisée.

Retrouvez nos ressources et nouveautés sur : www.casteilla.fr

ISBN 9782713535550

9 782713 535550

Chez le même éditeur

www.casteilla.fr

9 782713 535420

isbn : 978-2-713-53542-0

Let’s Speak Biotechnology1re t le BAC STL