КСП «Taxonomy Blood types» по английскому языку, 11 класс

1. Goal 1 (reading/skimming): By the end of the lesson, 11 out of 13 students will be able to skim a 400‑word scientific text about Karl Landsteiner and blood groups and identify at least 3 key pieces of information that require closer reading (e.g., discovery, compatibility rule, paternity test).
2. Goal 2 (dependent prepositions): Students will correctly use at least 5 dependent prepositions (e.g., interest in, based on, responsible for, contribute to, consist of) in written sentences or a short paragraph about blood types.
3. Goal 3 (value integration – diligence & professionalism): Students will demonstrate the ability to finish a complex task independently, plan their steps and organise their work with quality, showing persistence and initiative.

Teacher: “Good morning, biologists! Let’s start with a challenge. Imagine you are in a hospital emergency room. A patient needs an urgent blood transfusion. The nurse hands you two bags: one labelled ‘Type O’ and one ‘Type AB’. Which one would you give to a patient with Type A blood? Raise your hand for O, raise your hand for AB, or stay still if you are not sure.”

Teacher counts votes quickly (show of hands). Then brief debrief: “Interesting – many of you chose O. Why? Let’s find out today. Actually, O is the universal donor, but AB can receive from anyone. We will discover the science behind blood groups and the scientist who figured it out.”

Value link: “Professional doctors must know this precisely – lives depend on finishing the right procedure with quality.”

• Students listen and raise hands to vote.
• 2-3 students share initial ideas (e.g., “O is universal”, “AB is rare”).