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Topic |
Blood types |
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Date |
The 27th of November |
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Class |
8 grade |
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Teaching aims |
- To determine the blood group of the man and the legend - To distinguish between the blood group antigens on erythrocytes and antibodies in the plasma, to compare them - To investigate the pattern of matching the blood group of the donor and recipient - Discuss special RH protein |
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Content objectives |
By the end of the lesson students will be able to: - Explain the mechanism of agglutination and rhesus conflict - Compare blood groups in connection with antigens and antibodies. |
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Language objectives |
Lexis: blood Type, antigen, Rh factor, antigens, antibody, antigen, clumping, compatibility, donor, recipient. Functional language: comparing, explaining , discussing, analyzing, write the word |
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Assessment |
- Know blood groups and their designations - Distinguish blood groups by their antigens and antibodies - Give examples of donation and recipient - Describe the Rh factor, pay attention to the dangers of Rh conflict |
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Cognition |
working with definitions and play the game “Blood Types” |
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Culture |
understanding that topic of blood types is essential for human health |
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Communication |
- discussing on Rh conflict - defining key terms - to prove the consequences of non-compliance of blood groups during its transfusion |
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Content |
working with text about “blood types” and present understanding of the topic |
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Materials |
Book, Attachment 1, cards with different blood types, papers for Reflection |
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Stage / Aim |
Time 40 m |
Procedure |
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Lead in |
12 min |
T: Good morning, learners! I am glad to see you! Who is absent today? Let’s play the game «Yes/No». Встаньте в одну шеренгу. Рассчитайтесь на первый, второй. Первые номера сделайте шаг вперед и развернитесь лицом ко вторым номерам. Я сейчас буду читать утверждения, вы внимательно слушайте и если утверждение верно – делайте шаг вперед, если утверждение неверное – делайте шаг назад. 1. Artificial – переводится искусственный (+) 2. To recover – переводится приобретать (-) восстанавливать 3. Приобретенный иммунитет – передается от матери к ребенку (-) когда сам переболеет 4. Искусственный иммунитет бывает активный и пассивный (+) 5. Natural – переводится искусственный (-) естественный 6. Пассивный иммунитет вырабатывается при введении прививки (-) сыворотки 7. Иммунитет – невосприимчивость организма к заболеваниям (+) 8. Врожденный иммунитет передается от матери к ребенку (+) 9. Прививка – готовые антитела (-) слабо убитые бактерии 10. Активный иммунитет вырабатывается при введении прививки (+) Good job! Sit down, please. Before we start I have some questions for you: - What makes our blood different from others? - Why a person should know their blood type? (ответы учащихся, они определяют тему урока и ставят цели урока) Today’s lesson is going to focus on “Blood types”. Open your copybooks and write down the date and topic, Classwork. What is the date today? Look at the board! After today’s lesson you will be able to explain the mechanism of agglutination and rhesus conflict. We will start with Explanation and we will finish with Activity. |
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Warm up ( to set the context and activate prior knowledge) |
3 min |
T: Open the books on page 57, listen to me and repeat after me. Ss: students repeat after teacher new terminology. T: Well done. Now, Let’s work with new terminology. Each table has a table with new words. I want you to look at the new words and translate the words you know. (Attachment 1). Ss: students write translations of words that they know and discuss with the teacher. T: listen to me, I will translate key terms and you should rewrite them in your copybooks. |
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Presentation ( to present the blood types) |
12 min |
Now, moving on to Explanation let’s open the text on pages 56 and 57 and listen to me. ICQ: Do we have to read the text on page 50 оr 64? (56)? Do you have to read the text or listen to me? (Listen to you) Объяснение учителя с демонстрацией схемы переливания крови. There are four blood types in humans: OO, OA, OB, AB. If the person pour the wrong blood type, then erythrocytes clumping – this process is called agglutination. Rh-factor - → - - → + + → + + → - (conflict) |
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Practice ( to consolidate the material, to check understanding of the topic) |
8 min |
T: Now let’s move on to practical activity. You have to work all together. I will give you card with blood types. You should help the person, which lost a lot of blood, and explain your behavior. Who can help him if he has A type? (Attachment 2). Ss: Students play the game. Закрепление. Учащиеся на получают карточки, на которых записана группа крови. После этого учитель называет группу крови, а учащиеся «спешат» на помощь реципиенту. Затем задание усложняется добавлением к группе резус-фактора. Каждый раз учащиеся объясняют свое поведение, используя термины: донор, реципиент, группа крови, резус-фактор, агглютинация, агглютинин, агглютиноген. |
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Production |
2 min |
T: Well done. Good job! Let’s get back to the aims of the lesson. What did we study today? |
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Reflection (to reflect on what they have studied) |
2 min |
You have paper on which you write down your assessment: What did you learn today? What remains unclear? What is necessary to work? - что узнал, чему научился - что осталось непонятным - над чем необходимо поработать |
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Conclusion (to finish the lesson and set the homework) |
1 min |
Open your dairies and write down your hometasks. Read the text on p.56-57, learn the terminology. Have a nice day! See you soon. |
