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.

Select language   >   IT EN RO PO LT

Collection of Teaching Resources

Teaching Resource: Physical and Chemical Properties of Metals

Subject taught
- Chemistry


Type of Product
- Videos

Transferable/Scientific Skills Developed
Students will develop note-taking, critical thinking skills and team work

General aims Students will be able to present and explain the physical and chemical properties of metals. They will acquire the basic English vocabulary connected with the topic (Physical and Chemical Properties of Metals). 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 (Physical and Chemical Properties of Metals) 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 introduces the topic and elicits from students what words they associate with the topic. The teacher helps students to create a mind map (the teacher can create a cloud on and invite students to come up with their suggestions). The students are invited to watch the video and take notes according to a given structure (physical properties/ chemical properties/reactions with oxygen, water, acid, chlorine and hydrogen). The teacher can use the Watch-think-write strategy. The teacher fragments the video into its main sections. The teacher pauses the video after each section to allow students to process the information, to ask questions, discuss and complete the task. Thus students are given enough time to include the new information in their guided notes and summarize it. Then students discuss key points (their notes) in pairs or groups; students use their guided notes as a way to explain the content to each other. Students complete their initial mind map with new words they want to retain and create concept maps based on prior knowledge and new ideas from the video sections they watched. •Possible difficulties for the students Students who have poor knowledge of English can have problems with understanding the content.