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Collection of Reviewed Teaching Resources

Hydrocarbons – comparison of alkanes, alkenes & alkynes

Subject taught
- Chemistry

Link
https://www.youtube.com/watch?v=CEH3O6l1pbw

Type of Product
- Videos

Language Skills Developed
- Interaction
- Listening
- Reading
- Speaking
- Writing

Transferable/Scientific Skills Developed
The skills which can be developed: -The ability to gather, organise information - The ability to extract key elements from complex information -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

Description
• General aims
Basic information about hydrocarbons.
The main group of hydrocarbons and differences between them
• Linguistic aims
-use proper grammar structures
-learn and use a specific vocabulary
- correct pronunciation
• Subject specific aims
Presenting groups of hydrocarbons
Explain what the hydrocarbons are
Show the structures of hydrocarbons
The hydrocarbons in our body and their connection with the fats

• Target group age-use proper grammar structures
16-17
• Level of competence in English (CEFR)
B2
• Time required to use the resource with the students
10 minutes
• How to use it
This video can be used as a way to present the topic: Hydrocarbons – comparison of alkanes, alkenes & alkynes, then when it is necessary teacher can explain new words, or prepare a list of new words before watching. There can be a given list of questions for students. 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 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 hydrocarbons, explain how they are built, answers what they are and where they are. This video is not long and it gives essential information about hydrocarbons.
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. There are also subtitles which can help to understand the video.
• Possible difficulties for the students
-lack of vocabulary,
-a lot of new names, examples,
- the pronunciation of new words,
- the speaker speaks fast,

Comments
• 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 - The information is done in the chronological order. • Weakness -Too many new information to remember - New vocabulary - A lot of difficult names to pronounce - The speaker speaks fast in a very short time • 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 - It shows how speech should be given, because it has: introduction, main body and conclusion • Pedagogical value (e.g. collaborative learning, self–directed learning, peer assisted learning, etc) - Increasing memory performance -Collaborative learning - State their own opinion -Dual coding, repeating new vocabulary -The ability to take initiative -The ability to write, talk and think