Если учащиеся сталкиваются с трудностями в понимании и использовании технических терминов на английском языке, вот несколько способов помочь им:

• Применение контекстуального обучения: Вместо простого запоминания терминов, учитель может помочь учащимся связывать эти термины с конкретными контекстами и примерами из реального мира. Это поможет им лучше понять значения и использование терминов.

Пример

Topic: Ecosystem Interactions

1. Field Trip: Organize a field trip to a local ecosystem, such as a forest, wetland, or park. Allow students to observe the interactions between different organisms and the environment. Encourage them to take notes, sketch, and ask questions. After the trip, facilitate a discussion where students can share their observations and discuss the ecological relationships they witnessed.
2. Case Studies: Present students with real-life case studies related to ecosystem interactions. For example, you could discuss the impact of deforestation on a specific ecosystem or the consequences of invasive species on native plants and animals. Analyze the cause-and-effect relationships and have students propose solutions or strategies to address these issues.
3. Simulation Games: Engage students in interactive simulation games that simulate ecological processes. For instance, you can create a game where students take on the roles of different organisms within an ecosystem and experience the challenges they face, such as competition for resources or the effects of environmental changes. This hands-on activity allows students to experience firsthand the complexity of ecosystem interactions.
4. Guest Speakers: Invite guest speakers, such as local conservationists or environmental scientists, to share their experiences and expertise. They can discuss specific ecological projects or research they have been involved in, highlighting the importance of understanding ecosystem interactions and the impact of human activities on the environment.
5. Project-Based Learning: Assign students a project that requires them to investigate and analyze ecosystem interactions. For example, they could choose a local habitat, research the species found there, and create a poster or presentation illustrating the ecological relationships within that ecosystem. Encourage them to include visual representations, data analysis, and potential conservation strategies.

• Использование визуальных средств: Использование диаграмм, схем, иллюстраций и других визуальных средств может помочь учащимся визуализировать и запомнить технические термины. Учитель может создавать визуальные материалы или использовать доступные ресурсы, чтобы поддержать учебный процесс.
• Объяснение терминов на простом языке: Учитель может использовать простой и понятный язык для объяснения технических терминов. Вместо использования сложных определений и терминологии, учитель может представить термины в более простой форме, использовать аналогии или примеры из повседневной жизни.

Simplified explanations of common genetics terminology:

1. Gene: A gene is a segment of DNA that contains instructions for building specific proteins. Genes determine our traits, such as eye color, hair texture, and blood type.
2. DNA: DNA (Deoxyribonucleic Acid) is a molecule that carries the genetic instructions for all living organisms. It is like a blueprint or code that provides information for the development, functioning, and reproduction of cells.
3. Chromosome: Chromosomes are structures made of DNA that contain many genes. Humans typically have 23 pairs of chromosomes (46 in total), which are found in the nucleus of our cells. They carry genetic information and are responsible for passing traits from parents to offspring.
4. Allele: An allele is a variant or form of a gene. We inherit two alleles for each gene, one from each parent. Alleles can be dominant (expressed when present) or recessive (expressed only when both alleles are recessive).
5. Genotype: Genotype refers to the genetic makeup of an organism, representing the combination of alleles it carries for a particular trait. For example, in eye color, the genotype could be represented as «BB» for someone with two dominant alleles for brown eyes or «bb» for someone with two recessive alleles for blue eyes.
6. Phenotype: Phenotype is the observable or physical expression of an organism’s genetic makeup. It is how a trait appears or is manifested. For example, the phenotype for eye color could be «brown» or «blue.»
7. Dominant: A dominant allele is one that is expressed when present, even if only one copy is present. It masks the expression of a recessive allele. Dominant alleles are represented by uppercase letters (e.g., B).
8. Recessive: A recessive allele is one that is only expressed when two copies are present. If a dominant allele is present, it masks the expression of the recessive allele. Recessive alleles are represented by lowercase letters (e.g., b).
9. Punnett Square: A Punnett square is a tool used to predict the possible combinations of alleles and their probabilities in offspring. It is a grid with rows and columns representing the alleles of the parents, which can be used to determine the potential genotypes and phenotypes of their offspring.
10. Inheritance: Inheritance refers to the passing of genetic traits from parents to their offspring. It involves the transmission of alleles from one generation to the next, determining the characteristics and traits that individuals inherit.

• Создание глоссария: Учитель может создать глоссарий, содержащий объяснения технических терминов и их переводы на родной язык учащихся. Это даст учащимся возможность обратиться к глоссарию для получения дополнительной поддержки и лучшего понимания терминологии.

Cellular respiration

1. Cellular Respiration (клеточное дыхание): The process by which cells convert nutrients into energy in the form of ATP.
2. ATP (аденозинтрифосфат): Adenosine Triphosphate, the energy currency of cells, produced during cellular respiration.
3. Glycolysis (гликолиз): The first step of cellular respiration, occurring in the cytoplasm, where glucose is broken down into pyruvate molecules, releasing a small amount of ATP.
4. Pyruvate (пируват): A three-carbon molecule produced during glycolysis that enters the mitochondria for further processing in aerobic respiration.
5. Citric Acid Cycle (цикл Кребса): Also known as the Krebs cycle or TCA (tricarboxylic acid) cycle, it occurs in the mitochondria and completes the breakdown of glucose, producing ATP, NADH, and FADH2.
6. Electron Transport Chain (цепь транспорта электронов): A series of protein complexes embedded in the inner mitochondrial membrane that uses high-energy electrons from NADH and FADH2 to generate a large amount of ATP through oxidative phosphorylation.
7. Oxidative Phosphorylation (окислительное фосфорилирование): The process by which ATP is synthesized using energy from the electron transport chain.
8. Aerobic Respiration (аэробное дыхание): Cellular respiration that requires oxygen and occurs in the presence of oxygen, involving glycolysis, the citric acid cycle, and oxidative phosphorylation.
9. Anaerobic Respiration (анаэробное дыхание): Cellular respiration that occurs in the absence of oxygen. The most common form is fermentation, which produces a small amount of ATP.
10. Fermentation (ферментация): A metabolic pathway that occurs in the absence of oxygen after glycolysis, converting pyruvate into other products, such as lactic acid or ethanol, and regenerating NAD+.

• Практические задания и активности: Учитель может предложить учащимся практические задания и активности, которые помогут им применить и закрепить технические термины. Это может быть выполнение лабораторных работ, решение задач, создание проектов или дискуссии на основе конкретных терминов.
• Индивидуальная поддержка: Учитель может предложить индивидуальную помощь и консультации учащимся, которые испытывают трудности с технической терминологией. Это может включать объяснение и дополнительные примеры, работу в небольших группах или индивидуальные занятия для уточнения понимания.