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Type of Product
Language Skills Developed
Transferable/Scientific Skills Developed
Students will develop self-motivation, collaborative skills, problem-solving skills.
Students will be able to explain the phenomena. They will acquire the basic English vocabulary connected with the topic (Photosynthesis - Relationship between Photosynthesis and Cellular Respiration). Students will develop positive learning habits such as collaborative and problem-solving skills.
Students will be able to:
-Read/listen to English written/audio texts with ease
-reflect on their reading/listening experience and share it with their peers
-practice asking questions
-comprehend the topic correctly
-translate words connected with the topic (Photosynthesis - Relationship between Photosynthesis and Cellular Respiration) 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. What is more, this web site can be used by anyone who wants to do extend knowledge about the greenhouse effect.
Level of competence in English (CEFR)
Time required to use the resource with the students: 1 hour
How to use it
The teacher elicits from students what words they associate with the topic and create a mind map (the teacher can create a cloud on www.mentimeter.com and invite students to come up with their suggestions). The teacher goes through the vocabulary collected with the whole group and s/he can also ask them to provide the mother tongue version of the words. Students can watch the animation and read the explanatory notes. The teacher can interrupt the animation from time to time and have students explain the phenomenon by asking questions such as (before the explanation is given by the animation): What happens during the photosynthesis? What is a chloroplast? What is the role of chlorophyll? How does the plant use the energy it gets from the sun? What happens during cellular respiration?). Students compare their answers with the answers provided by the animation. The teacher can get students into groups and ask them to write questions about the topic for their peers; Kahoot can be used. Each group will ask their peers the questions they have prepared. The teacher asks students to write down 3 more questions on the topic which will be answered by an “expert”. The expert can be the teacher or a guest. Possible difficulties for the students
Students may have problems with writing questions; probably a short revision of question structures will help them.
• Strengths: It is easy to use. The animation is short, well organised and its images are suggestive. It provides students with structured information related to the topic. • Weakness – The presence of ads may be distracting for some students. • Scientific reliability: The source is reliable. The activity can be done individually or in pairs. It encourages collaborative learning, self–directed learning, peer assisted learning, depending on how the task is organised.
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