Reading Practice

Unit 28: Biotechnology & Genetic Engineering

Reading text

H3: The CRISPR Conundrum: Rewriting the Blueprint of Life

As we move into 2026, the once-distant promises of CRISPR-Cas9 technology have transitioned from the realm of speculative science fiction into the gritty reality of clinical practice. The ability to precisely edit the human genome is no longer a question of 'if', but a profound question of 'how far'. While the initial successes in treating sickle cell anaemia have been hailed as a triumph of modern medicine, the ethical landscape has become increasingly treacherous.

The primary debate currently centres on the distinction between somatic and germline editing. Somatic editing, which targets non-reproductive cells to treat existing patients, is widely accepted as a moral imperative. However, germline editing—altering the DNA of embryos—remises changes that will be inherited by all future generations. Proponents argue that we have a moral obligation to eliminate hereditary diseases at their source. They contend that to withhold such technology is to condemn future children to preventable suffering.

Conversely, critics warn of a 'slippery slope' towards designer babies. If we permit the editing of genes to prevent disease, how can we logically prohibit the enhancement of traits such as cognitive capacity, physical stature, or aesthetic appearance? The fear is that genetic engineering will not be used to level the playing field of human health, but to widen the chasm of social inequality. In a world where the wealthy can afford to purchase biological advantages for their offspring, we risk creating a genetic caste system.

Furthermore, the ecological implications of gene-drive technology—designed to alter entire wild populations—cannot be overlooked. While scientists propose using these tools to eradicate malaria-carrying mosquitoes, the unintended consequences on global ecosystems could be catastrophic. The complexity of biological webs means that removing one variable could trigger a domino effect that we are ill-equipped to manage.

The regulatory response has been fragmented. While some nations have implemented stringent bans on germline modification, others operate in a legal grey area, attracting 'medical tourism' where wealthy individuals travel to bypass domestic restrictions. This lack of a unified global framework poses a significant challenge to the responsible advancement of biotechnology.

As we stand at this biological crossroads, the conversation must transcend mere technical feasibility. We are not merely tinkering with proteins and sequences; we are navigating the fundamental essence of what it means to be human. The decisions made in this decade will resonate through the centuries, shaping the biological trajectory of our species. The challenge lies in harnessing this power to alleviate suffering without compromising our shared humanity or the stability of our planet.

Comprehension — multiple choice (Cambridge Part 5 style)

1. In the first paragraph, the writer suggests that... A. genetic engineering was once considered impossible. B. the transition to clinical use has been smoother than expected. C. the ethical implications of CRISPR are more complex than initially thought. D. the treatment of sickle cell anaemia was an accidental success.

2. What is the main difference between somatic and germline editing according to the text? A. The cost of the procedure and its accessibility. B. Whether the genetic changes are passed on to offspring. C. The level of scientific consensus regarding their safety. D. The specific types of diseases they are intended to treat.

3. The writer uses the term 'slippery slope' in the third paragraph to... A. describe the rapid pace of technological advancement. B. suggest that one small step could lead to unintended, extreme consequences. C. argue that genetic enhancement is an inevitable part of human evolution. D. highlight the difficulty of regulating new medical technologies.

4. According to the text, what is a major social concern regarding genetic enhancement? A. It might lead to a permanent division between social classes. B. It could result in a loss of cultural diversity. C. It will make traditional medicine obsolete. D. It will create a shortage of biological resources.

5. What does the writer imply about gene-drive technology? A. It is the most effective way to solve the malaria crisis. B. Its benefits are outweighed by its potential to destroy ecosystems. C. Scientists have already mastered the complexity of biological webs. D. It is currently being used to manipulate wild animal populations.

6. What is the writer's overall tone regarding the future of biotechnology? A. Optimistic about the potential to eliminate all human suffering. B. Dismissive of the ethical concerns raised by critics. C. Cautious, acknowledging both the benefits and the profound risks. D. Indifferent to the regulatory challenges facing the industry.

Gapped text — missing sentences

Instructions: Re-read the text and decide which of the following sentences (A-E) fits into the gaps. Note: There are four gaps in the original text structure (implied by the logic of the flow), but for this exercise, you must identify which sentences belong to the logical flow of the provided text.

A. This could lead to a biological divide that mirrors existing socioeconomic disparities. B. This distinction is crucial because it determines whether the changes are permanent for a lineage. C. Such a move would represent a departure from therapeutic goals toward elective enhancement. D. This lack of consensus makes international oversight nearly impossible. E. The technology is still in its infancy and requires more testing.

Glossary

1. To hale in (v) - atraer / recibir (en este contexto: ser aclamado).
2. Treacherous (adj) - peligroso / traicionero.
3. To withhold (v) - retener / negar.
4. To contend (v) - afirmar / sostener.
5. Chasm (n) - abismo / brecha.
6. To be ill-equipped (adj phrase) - no estar preparado / carecer de los medios.
7. Stringent (adj) - estricto / riguroso.
8. To resonate (v) - resonar / tener eco.

Answers

Comprehension 1. C 2. B 3. B 4. A 5. B 6. C

Gapped Text (Logic Match) Note: In a real exam, these would be placed in gaps. Based on the text flow: * Gap 1 (Paragraph 2): B * Gap 2 (Paragraph 3): C * Gap 3 (Paragraph 4/5): D * Gap 4 (Paragraph 3/4): A * Distractor: E