This project has been funded with support from the European Commission.
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Type of Product
- Web Site/Portal
Language Skills Developed
Transferable/Scientific Skills Developed
Transferable skills: - teamwork, - listening, - communication, - time management, - dependability, - technology. Scientific skills: - listening and observing presentations and videos; - reading scientific articles and report on scientific website; - representing data using symbols, diagrams, graphs and tables; - writing scientific reports; - knowledge presentation by oral presentations, multimedia and posters.
• General aims Make the students aware of the universal relevance of this topic: the plastic impact on modern society. Know that the family of plastic materials is very large and each has specific properties crucial for its applications. Sensitize the students to the harmful effects of plastic on human health and the environmental. • Linguistic aims Improve the scientific English vocabulary with special reference to : nouns of the most famous natural and synthetic polymers, words and sayings relative to environmental sustainability and the life cycle of plastic. Listening comprehension related to environmental education. Ability to speak about this topic. • Subject specific aims Know what a polymer is Distinguish natural polymers from synthetic ones Know the history of the synthetic plastic which changed our life. Understand the benefits and the damages due to plastic. Learn about the most common commercial plastics, in particular: their scientific nomenclature, acronyms, applications, end of life. Understand the difference between recycle and reuse. Understand the symbol drawn on the label of the plastic containers and products. Know which plastics are recyclable and reusable too. Make the student aware about the environmental and human health effects of microfibers pollution and the possible solution. • Target group age 17-19 • Level of competence in English (CEFR) B1 • Time required to use the resource with the students: 5 hours • How to use it Group-based flipped methodology: the teacher shares the resource with the students that digest it prior to the class, and work in teams to deal with the material. Each team focuses on a specific section of this resource and their feedback consist in a lecture to the class, using slideshow presentations. • Possible difficulties for the students Since they work in team, their relationship needs to be collaborative and it is not always that.
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