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6
BIOLOGY, BIOCHEMISTRY
AND PHARMACOLOGY
In this unit, students focus on some more of the basic principles of medicine. The first
text deals with cells (their structure and function), viruses and DNA, helping students
to develop skills in paraphrasing as well as sentence construction. The second text
focuses on the principles of pharmacology through its history up to the present day.
This leads to further work on sentence structure and production.
Skills focus
Vocabulary focus
Reading
●
●
locating key information in complex sentences
synonyms, replacement subjects, etc.
for sentence-level paraphrasing
Writing
●
reporting findings from other sources: paraphrasing
●
writing complex sentences
Key vocabulary
abnormality
adverse
anaesthetic
analgesic
anatomical
antiviral
autonomic
bacteria
biopsy
characteristic
chromosome
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contaminant
eliminate
lipid
membrane
metabolic
molecular
nucleus
nutrient
pharmacy
polysaccharide
prevent
protein
relieve
separation
soothing
substance
therapeutic
tissue
toxic
toxicology
treatment
virus
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BIOLOGY, BIOCHEMISTRY AND PHARMACOLOGY
6.1 Vocabulary
General note
Read the Vocabulary bank at the end of the Course
Book unit. Decide when, if at all, to refer students
to it. The best time is probably at the very end of
the lesson or the beginning of the next lesson, as a
summary/revision.
Lesson aims
paraphrase at sentence level using passives,
synonyms, negatives, replacement subjects
Further practice in:
● affixes
● stress within words
● word sets – synonyms, antonyms
●
Introduction
1 Revise affixes, e.g., geo~, un~, in~, micro~, ~ize,
~al, ~ic, ~ist, ~ion, ~ology. Do this by dividing the
class into small groups. Give each group one affix.
Allow three or four minutes. The group which can
list the most words is the winner.
Exercise A
1 Tell students to make a table with three columns
and 15 rows in their notebooks. Go through the
example in the Course Book. Set the exercise for
individual work and pairwork checking. Tell
students to use their dictionaries to check meanings,
grammatical category, etc. Feed back with the
whole class, building the first three columns in the
Answers section on the board. Ask students to say
what general meanings they can give for the words.
2 Refer to the example (infection) in the Course
Book. Ask students to suggest a form of infection
which is an adjective (infectious). Set for pairwork.
Students should fill as many empty boxes as
possible with words with appropriate affixes. They
should use their dictionaries to check meanings and
spellings. Note that it is possible to use the past
participle of a verb as an adjective if there is no
other possibility. Feed back with the whole class,
checking meanings of the words added to the table.
3 Add a fourth column with the heading Medical
meaning. Underline or highlight the words as
shown in the table below, and with the whole class,
ask students to suggest (or find in their dictionaries)
meanings specific to medicine for these words.
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4
Work in a similar way with the fifth column,
Medical synonym. Limit the synonyms to those
for the underlined words.
5 Set for pairwork. Feed back with the whole class,
checking pronunciation.
Answers
Model answers: 1–4
Language note
Rules in language are made to be broken. The
suffix ~ly normally makes an adjective into an
adverb, but there are cases where this is not what
happens. Here, the noun destructive is made into
an adjective destructively by the addition of –ly.
Noun
Verb
Adjective
Medical meaning
infection
infect
infectious
(n) invasion of the body by
(n) virus
pathogenic microorganisms and their
multiplication, which can lead to
tissue damage and disease
analysis
analyze
analytical
(n) the separation of a whole into its
constituents in order to study them
(n) investigation
anatomy
anatomize
anatomical
(adj) related to the structure of a
human or animal body
(adj) bodily
characteristics
characterize
characteristic
(n) a distinguishing trait
(n) attributes
contaminants
contaminate
contaminated
(n) a substance that spoils the purity
of something or makes it poisonous
(n) pollutants
conversion
convert
convertible
(v) change the nature, purpose, or
function of something
(v) change
destruction
destroy
destructive
(n) an event (or the result of an event) (n) death, obliteration
that completely destroys something
generalist
generalize
generalized
(adj) not biologically differentiated or
adapted to a specific function or
environment
identification
identify
identifiable
(v) recognize as being similar to
(v) recognize
something or someone already known
instructions
instruct
instructive
(n) a description of how something
is to be done to bring about a
particular objective
(n) rules, directions
metabolism
metabolize
metabolic
(adj) system for converting
carbohydrate to energy
(v) convertible, convert
prevention
prevent
preventative
(v) to stop something from happening (v) stop
replication
replicate
replicated
(n) an exact copy of something
sign
signify
significant
(n) something which shows a medical (n) indication
condition/illness exists
specialist
specialize
specialized
(adj) devoted to a particular task
(adj) expert
nucleus
nucleate
nuclear
(n) core component
-
equator
-
equatorial
(adj) in a line along the centre
(adj) in a line along the centre
envelope
envelop
enveloping
(n) substance surrounding another
(v) surround
cell
-
cellular
(n) minimal unit of life with fixed
boundaries
-
cycle
cycle
cyclical
(n) series of fixed stages
(n) process
separation
separate
separate
(n) move apart from
(n) move apart
daughter
-
daughterly
(n) child or/descended from
(n) child
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Medical synonym
(adj) undifferentiated
(n) reproduction
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Language note
Point out to your students that there is no true
synonym for the noun metabolism but that one
does exist for convert in the verb form.
5
o
Oo
oO
Ooo
oOo
oOoo
ooOo
ooOoo
oooOo
sign, cell
cycle, daughter
convert, prevent
generalized, specialized, nucleus, envelope
destruction, infection, instructions
analysis, contaminants, identify
metabolic, replication, separation
anatomical, equatorial
characteristics
Exercise B
1 Set for pairwork discussion. Students should refer
to the words they have looked at in Exercise A to
help describe what they can conclude from the
diagram. Monitor but don’t assist. Feed back with
the whole class, checking that students can state
that the diagrams show the structures of human
cells, bacteria and viruses. Elicit words which can
be used from Exercise A.
2 Set for pairwork discussion. Remind students about
words they have already studied for describing cells.
Feed back with the whole class. It may be necessary
to remind students that the question relates to what
can be inferred from the diagram.
3 Set for pairwork discussion and feed back with the
whole class.
Answers
Model answers:
1 It shows some components of human cells and that
cells perform different functions in the body, some
components of a bacteria and some components of
a virus.
2 Both human cells and bacteria have cell walls, a
nucleus and chromosomes. Viruses only have RNA/
DNA and a lipid envelope. Human cells are specialized,
while cells in bacteria tend to be generalized.
3 It shows the five stages of mitosis, in which a cell
reproduces itself by creating an identical copy of its
chromosomes.
Exercise C
Answers
1 The nuclear envelope dissolves during the prophase.
2 The number of chromosomes in the cell doubles
during the prophase.
BIOLOGY, BIOCHEMISTRY AND PHARMACOLOGY
3 In the metaphase, the chromosomes align at the
equator of the cell.
4 During the anaphase, the chromosomes separate.
5 During the telophase, the nuclear envelope begins to
gradually reappear.
6 The two new cells created in the cycle are daughter
cells of the original cell.
Exercise D
Set for pairwork. The aim is for the students to notice
the differences between the original text and the version
written by Student B.
Elicit the idea of paraphrasing and set students to identify
the main ways to do this at a sentence level, namely:
• using different grammar
• using different words
• reordering the information
Write these points on the board.
Also make the point very strongly that a paraphrase
is not a paraphrase unless 90% of the language is
different. There are some words which must remain
the same, as they do not have a synonym.
It is best to try to use all three of the above strategies,
if possible. It is important to emphasize to students
that medical language requires exactness and that while
some words can be expressed in more than one way,
many cannot; paraphrasing of a diagnosis for example,
is not appropriate or expected.
It may be helpful for the students if you reproduce the
sentences from Exercise C and the sentences in Exercise
D on strips of paper so that they can move them around.
Both sets of sentences are reproduced in the additional
resources section (Resource 6B) to facilitate this.
Ask students to locate the parts of each sentence which
seem to match. They will need to look at the overall
meaning of each phrase, using pairwork. Feed back
with the whole group, using the OHT strips and
highlighting the matching parts with coloured pens.
Answers
Model answers:
1 The nuclear envelope
dissolves during the
prophase
b During the prophase, the
nuclear envelope begins to
break down
2 The number of
chromosomes in the
cell doubles during the
prophase
c In the first part of the
reproductive cycle, the
number of chromosomes
in the cell doubles
3 In the metaphase, the
chromosomes align at
the equator of the cell
f The chromosomes align
themselves in the equator
of the cell in the
metaphase
4 During the anaphase, the
chromosomes separate
d Separation of the
chromosomes occurs
during the anaphase
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5 During the telophase, the
nuclear envelope begins
to gradually reappear
a As the telophase
progresses, the nuclear
envelope reappears
gradually
6 The two new cells created e The product of the cycle is
in the cycle are daughter
two daughter cells, which
cells of the original cell
have been created from
the original cell
A final step is to discuss the changes that have been
made in detail. Students should refer to the list of types
of changes you have written on the board. Look at
each paraphrase with the class and ask students what
changes have been made. Be specific about the types
of vocabulary or grammar changes. For example, in
sentence 1, a synonym is used for dissolves. In sentence
4 the paraphrase uses a noun in first position.
Remind students that this is simply an awarenessraising activity and that they will have chance to
analyze sentences in more detail later in the unit.
Exercise E
1/2 Set for individual work.
3 Set for pairwork. Go round and check what
students have written, giving advice if necessary.
4 Set for individual work, pairwork or for
homework. Tell students to try to follow the advice
for paraphrasing in Exercise D, i.e., to reorder the
information and to change vocabulary and
grammar as far as possible. You may wish to refer
students to the Vocabulary bank at this point to
provide a reminder for grammar structures to use.
Answers
1 The development of a virus
2 a) Cell material converted into new viruses,
destroying cell in the process = 4
b) Virus infects the cell, injecting DNA through
cell membrane = 2
c) Virus attaches to cell = 1
d) Virus DNA replicates itself using cell
mechanisms = 3
3/4 Students’ own answers.
Closure
Discussion:
Ask students to compare difficulties they had in
paraphrasing the stages of the lifecycle of a virus, giving
examples where possible.
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6
BIOLOGY, BIOCHEMISTRY AND PHARMACOLOGY
6.2 Reading
General note
Read the Skills bank at the end of the Course Book
unit. Decide when, if at all, to refer students to it.
The best time is probably after Exercise E, or at the
very end of the lesson or the beginning of the next
lesson, as a summary/revision.
Lesson aims
●
identify the kernel SVC/O of a long sentence
Further practice in:
● research questions
● topic sentences
● paraphrasing
Introduction
Remind the class about techniques when using written
texts for research. Ask:
What is it a good idea to do:
● before reading? (think of research questions)
● while you are reading? (look for topic sentences)
● after reading? (check answers to the research questions)
What words in a text signal the development of a
topic in a new direction? (markers showing contrast
such as but, however, at the same time, on the other
hand, etc.)
If you wish, refer students to Unit 4 Skills bank.
Exercise A
Set for general discussion. Allow students to debate
differences of opinion. Encourage them to give
examples if they can. Do not correct or give
information at this point, as these topics will be
dealt with in the text.
Exercise B
1/2/3 Set for pairwork discussion. Feed back with the
whole class. Accept any reasonable answers. If
students do not know, do not tell them, but say
they may find out in the text they will read during
the lesson.
Exercise C
1 Set for individual work. Elicit ideas, but do not
confirm or correct.
2 Set for individual work and pairwork checking.
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Exercise D
Set for individual work. Feed back with the whole class.
Exercise E
Draw a table with the headings from the Answers
section on the board. If you wish, students can also
draw a similar table in their notebooks. Explain that in
academic writing, sentences can seem very complex.
This is often not so much because the sentence
structure is highly complex in itself, but that the
subjects and objects/complements may consist of
clauses or complex noun phrases. Often the verb is
quite simple. But in order to fully understand a text,
the grammar of a sentence must be understood.
Subject + verb + object or complement is the basic
sentence structure of English. Students need to be able
to locate the subjects, main verbs and their objects or
complements.
Elicit from the students the subject, main verb and
object for the first sentence. Ask students for the head
word of each subject, main verb and object (underlined
in the table in the Answers section). Write them in the
table on the board. Using high-speed questioning, get
students to build the whole phrase that constitutes the
subject/main verb/object/complement.
Example 1:
An understanding of the principles of pharmacology
forms a key component in the study of medicine.
What is the sentence about? = understanding
What does understanding do? = it forms
What does it form? = a key component
Write these head words in the table on the board.
Then elicit the remaining words and add to the table:
Understanding what exactly? = the principles of
pharmacology
Give me more information about what this forms =
a key component in the study of medicine.
Example 2:
This example shows how to deal with is + complement.
Antibiotic penicillin is a good example of the effects of
chemicals on biological systems as it destroys bacteria
by inhabiting an enzyme that synthesizes as essential
polysaccharide of the bacterial wall.
What is this sentence about in general? = penicillin
More particularly? = the fact that it kills bacteria
and how it goes about doing this
What’s the main verb in this sentence? = is
So what is a good example? = penicillin
The idea is that students should be able to extract
something which contains the kernel even if it does not
make complete sense without the full phrase.
Ask students to identify the leading prepositional/
adverbial phrase in the fourth sentence (is A good
example of this ...). Point out that this part contains
information which is extra to the main part of the
sentence. The sentence can be understood quite easily
without it.
Set the remainder of the exercise for individual work
followed by pairwork checking. Finally, feed back with
the whole class.
You may wish to refer students to the Skills bank –
Finding the main information.
Answers
Model answers:
Subject
Verb
Object/complement
An understanding of the
principles of pharmacology
forms
a key component in the study of medicine.
Students of pharmacology
look at
the way in which the biochemical, physiological and
psychological processes in health and disease are affected by
drugs.
Firstly, there is autonomic
pharmacology, which
is
the study of the effect of chemicals and drugs on the functioning
of the autonomic nervous system.
Antibiotic penicillin is a good
example
is
of the effects of chemicals on biological systems
Having made significant advances have now created
in the field, researchers
so-called ‘designer drugs’.
Both discoveries
far-reaching consequences for the future of medicine.
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are sure to have
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Exercise F
Set for individual work and pairwork checking. Make
sure that students identify the original phrases in the
text first (sentences 4 to 7 of paragraph 5) before
looking at the paraphrases.
Feed back with the whole class. A good way to
demonstrate how Student A’s text contains too many
words from the original is to use an OHT or other
visual medium and highlight the common words in
colour. (A table giving the sentences plus commentary is
included in the additional resource section – Resources
6C and 6D.) Check that students are able
to say which parts of the paraphrase match with the
original, and which structures have been used.
BIOLOGY, BIOCHEMISTRY AND PHARMACOLOGY
Closure
1 Divide the class into two teams. Write the six topic
sentences from the reading text on strips, or
photocopy them from the additional resources
section (Resource 6E). One team chooses a topic
sentence and reads it aloud. The other team must
give the information triggered by that topic
sentence. Accept only the actual paragraph content.
Answers
1 The second part of paragraph 5.
2 Student B’s paraphrase is better, because it uses
fewer words from the original text and uses
different sentence structures.
Language note
It is important that students understand that when
paraphrasing, it is not sufficient to change a word
here and there and leave most of the words and the
basic sentence structure unchanged. This approach
is known as ‘patch-writing’ and is considered to be
plagiarism. It is also important when paraphrasing
not to change the meaning of the original – also
quite hard to do.
Exercise G
Refer students to the Vocabulary bank at this stage.
Review paraphrasing skills with the whole class before
starting this exercise.
Divide the class into parts. For example, each
paragraph can be divided into two so that there are ten
different sections (though of course you should not use
the second part of paragraph 5). Give each section to
different students to work on. Alternatively, you could
choose one part of the text for all students to work on,
for example the first part of paragraph 4. This can be
done in class or, if you prefer, as individual
work/homework. If students are doing the work in
class in groups or pairs, a good way to provide
feedback is to get them to write their paraphrase on an
OHT or other visual medium. Show each paraphrase
(or a selection) to the class and ask for comments. Say
what is good about the work. Point out where there are
errors and ask for suggestions on how to improve it.
Make any corrections on the OHT with a different
colour pen.
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