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
Link
https://www.youtube.com/watch?v=SeaWCamCHWQ
Type of Product
- Videos
Language Skills Developed
- Interaction
- Listening
- Speaking
- Writing
Transferable/Scientific Skills Developed
Students will develop self-motivation, analytical skills, critical thinking skills, problem-solving skills.
Description
General aims
Students will be able to explain the phenomenon. They will acquire the basic English vocabulary connected with the topic (Refraction of Light). Students will develop positive learning habits such as organisational and problem-solving skills.
Linguistic aims
Students will be able to:
-listen English video with ease
-reflect on their listening experience and share it with their peers
-get the main ideas
-comprehend the topic correctly
-translate words connected with the topic (Refraction of Light) 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
The teacher introduces the topic (Refraction of Light - Why does a pencil look bent in water?) and asks students to come up with their own suggestions and has students check their answers by watching the video. The video may make an interesting introduction to the topic that can raise students’ curiosity. Then s/he brainstorms key words/concepts from the video. S/he invites students to watch the video again and take notes while they watch the video. S/he has to provide enough structure and support around this task (a graphic organizer like a response sheet – true/false; questions; ordering statements). Then s/he asks students to write a brief summary and present it to their peers. Students can do the experiment and complete their knowledge by doing some online research on the topic and share their findings with the class (https://www.youtube.com/watch?v=zarxpu43-ls/ https://www.youtube.com/watch?v=NLmpNM0sgYk).
Possible difficulties for the students
Even if students’ knowledge of English is poor, they may not have video problems with understanding the content as the video illustrates the topic very well.
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