This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Subject taught
- Physics
Type of Product
- Articles
- Diagrams and graphs
- Videos
Language Skills Developed
- Interaction
- Reading
- Speaking
- Writing
Transferable/Scientific Skills Developed
Students will develop communication skills, self-motivation, analytical skills, critical thinking skills, problem-solving skills.
Description
General aims
Students will be able to explain the concept. They will learn about different types of lenses and the characteristics of images formed by converging and diverging lenses. They will acquire the basic English vocabulary connected with the topic (lenses). Students will develop positive learning habits such as organisational and problem-solving skills.
Linguistic aims
Students will be able to:
- read English texts with ease
- reflect on their reading experience and share it with their peers
- get the main ideas from a text
- comprehend the topic correctly
- translate words connected with the topic (greenhouse effect) from English into their mother tongue.
Subject specific aims
Students will be able to:
- explain the phenomenon
Target groups age:
Students from high school 16-18+ years old.
Level of competence in English (CEFR)
B1+/B2
Time required to use the resource with the students: 1 hour
How to use it
The teacher asks students to read the first part of the text (Types of lenses) and take notes in pairs (https://www.physicsclassroom.com/class/refrn/Lesson-5/The-Anatomy-of-a-Lens). Pairs join in groups of four and compare their notes. A class discussion may follow with contributions to the topic from all students. Students are then asked to create a mind map with words they associate with lenses (they compare it with the second text- The language of lenses). They can use https://www.canva.com/en_gb/ to create their mind map. The teacher highlights some new words for students in English and students should give the translation these words into the mother tongue and write down the new words in English in the notebook with the translation. The students are invited to use Optics Bench Interactive ( https://www.physicsclassroom.com/Physics-Interactives/Refraction-and-Lenses/Optics-Bench/Optics-Bench-Refraction-Interactive), which provides a virtual optics bench for exploring the images formed by mirrors and lenses. In this Interactive, learners will explore converging/diverging lenses. A candle can be dragged to varying locations and the characteristics of the image can be quickly observed. Discussion on teh findings follows.
Possible difficulties for the students
Students who have poor knowledge of English can have problems with understanding the content.
Comments
Students will explore the lenses by themselves and thus have a first hand learning experience, which is memorable. In order for the students to take advantage of this experience the teacher should organise a class discussion to highlight the advantages of simulations and to clear up any confusion before students embark on the simulation. Instructions should be very clear and short to the point to avoid any misunderstanding. Some students may need more guidance than others and may have problems operating the controls of the programme (probably a step by step model of the simulation will be necessary). Pair work or group work may make some students feel more comfortable with the simulation. Students can also use the programme at home at their own pace.
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