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Type of Product
Language Skills Developed
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 several relationships in an ecosystem. They will acquire the basic English vocabulary connected with the topic, Relationships in an ecosystem (competition, predator and prey, symbiosis). 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: Relationships in an ecosystem (competition, predator and prey, symbiosis). from English into their mother tongue.
Subject specific aims
Students will be able to:
present and explain several relationships in an ecosystem
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 add information they hear according to a given structure (competition in an ecosystem, the predator and prey relationship, and symbiotic relationships). The teacher sets the class into groups of three or four and asks them to discuss the topic and then put together everything they have learned about the topic from the video (from their notes). After the allotted 1-2 minutes, each group has to rotate to the next group where they will read what others have written about it, discuss it with their group, add new information, and write down questions they will ask their teacher. Students continue this process until each group is back to their original places. The teacher wraps up the brainstorming session by having a discussion about what each group wrote and answering students’ questions as they go.
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 structured with suggestive illustrations and subtitles in English; it provides students with structured information related to the topic. •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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