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Type of Product
Language Skills Developed
Transferable/Scientific Skills Developed
The skills which can be developed: -The ability to gather, organise evidence, data and information - The ability to extract key elements from complex information -The ability to marshal arguments lucidly, coherently, logically and concisely -The ability to present material orally in a clear and effective way, including sensitivity to listeners' perspectives -The ability to present written material clearly and effectively, including sensitivity to the reader's perspective - Attention to detail - Ability to think quickly - Respecting different viewpoints -The ability to write and think under pressure - Listening in a foreign language - Reading materials in a foreign language - Speaking/conversing in a foreign language - Writing in a foreign language
• General aims
What do we know about proteins?
Where do we find them?
Show how the proteins are important for human’s body
• Linguistic aims
-use proper grammar structures
-learn and use a specific vocabulary
- correct pronunciation
• Subject specific aims
-Presenting groups of proteins
- Explain what the proteins are
-Show the structures of proteins
- Give examples how to provide proteins for our bodies
- Point of chemical process in which proteins take place and major function in living things
• Target group age
• Level of competence in English (CEFR)
• Time required to use the resource with the students
About 10 minutes
• How to use it
This video can be used as a way to present the topic: Proteins – chemical compounds in food, then when it is necessary teacher can explain new words, or prepare a list of new words before watching. Teacher can prepare a list of questions about proteins. It will be a way of checking if students understand the video. So students are split into small groups and they can work together to find out the answers. In these groups students will have time to speak out their ideas. They can discuss if they are right or wrong, so it will be a good way that everyone will be able to say something. After that, a leader/ a speaker of each group can present their answers. Each group can compare the answers. Then a teacher can summarise the team work, correct or explain questions. In the end, a teacher can ask students to write a short review of the video.
This video can be also used as an additional material for the topic, it can be used as a conclusion of the lesson because this video shows the groups of proteins, explain how they are built, answers what they are and where they are ( in what kind of food) and explains the function of protein in living things. This video is not long and it gives essential information about proteins.
This video is very well constructed because it contains introduction, main body and conclusion. This structure can be useful for students to prepare their speech because the information is done in the chronological order.
• Possible difficulties for the students
the difficulties can be:
- lack of vocabulary,
-a lot of new names
- the pronunciation of new words
• Strength - This video is short - It gives the most important information about the topic - It provides true information - It is colourful and interesting - In this video there are subtitles which make it easier to understand - Teacher can rely on this video • Weakness -Too many new vocabulary to remember - A lot of difficult names to pronounce • Scientific reliability -All pieces of information which are presented in the video are true, -The pictures used are accurate, -The structures presented in the video are correct - A teacher can rely on this video - In this video are used the techniques to help students remember all the pieces of information like: pictures, subtitles • Pedagogical value (e.g. collaborative learning, self–directed learning, peer assisted learning, etc) - Increasing memory performance -Collaborative learning - State their own opinion -Dual coding -The ability to take initiative -The ability to write, talk and think
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