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Type of Product
Language Skills Developed
Transferable/Scientific Skills Developed
Student will develop team work, analytical skills and problem-solving skills.
Students will be able to explain the phenomenon, its causes and effects and provide solutions to related problems in their context. They will acquire the basic English vocabulary connected with the topic (Is There Gravity in Space?). Students will develop positive learning habits such as team work, skimming and scanning and problem-solving skills.
Students will be able to:
-listen to English videos with ease
-reflect on their reading experience and share it with their peers
-get the main ideas from a video
-comprehend the topic correctly
-translate words connected with the topic (Is There Gravity in Space?) from English into their mother tongue.
Subject specific aims
Students will be able to:
-explain the phenomenon, its causes and effects
Target groups age:
Students from high school 16-18+ years old.
Level of competence in English (CEFR)
Time required to use the resource with the students: 1 - 2 hours
How to use it
Teacher introduces the topic and the video: Is there gravity in space? In this video Professor Mac uses Newton's Law of Universal Gravitation and a series of experiments to answer this question. Students are asked to fill in a table with what they know about the topic and what they want to know (questions); at the end of the lesson they will have to complete the table with what they have learned during the class. Students watch the video and look for answers to their questions in the table. The teacher encourages class discussion on these individual findings – the unanswered questions will be given as home assignment (students are encouraged to do research on the internet). Next, the teacher divides the video into small sections; s/he also divides the class into small groups and assigns one section of the video for each group. Each group has to formulate questions based on their section of the video (scanning and skimming, vocabulary-based or discussion questions). Once students have written their questions, each group has to ask the other ones their questions in the order of the video. Class discussion on the topic may follow; the teacher may encourage students to research and find their own examples from the internet. At the end of the lesson students have to put down what they have learned during the class.
•Possible difficulties for the students
Some students may need more guidance than others and may have problems with the language. Pair work or group work may make some students feel more comfortable.
•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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