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Type of Product
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.
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)
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 www.mentimeter.com 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.
•Strengths: It is easy to use. The video is well organised in sections with subtitles. It provides students with structured information related to the topic. The simple act of pausing can make the activity based on the video more engaging and effective. •Scientific reliability: The source is reliable. •The activity encourages collaborative learning, self–directed learning, peer assisted learning, depending on how the task is organised.