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Collection of Reviewed Teaching Resources

Metals: the chemical properties of metals

Subject taught
- Chemistry

Link
https://www.youtube.com/watch?v=Oh0nv3ErjqU

Type of Product
- Videos

Language Skills Developed
- Interaction
- Listening
- Speaking
- Writing

Transferable/Scientific Skills Developed
Students will develop note-taking skills, communication skills, self-motivation, analytical skills, critical thinking skills.

Description
General aims
Students will be able to present the chemical properties of metals. They will acquire the basic English vocabulary connected with the topic (Metals). Students will develop positive learning habits such as organisational and note-taking skills.

Linguistic aims
Students will be able to:
- read English texts with ease
- reflect on their reading experience and share it with their peers
- get the main ideas from a text
- comprehend the topic correctly
- translate words connected with the topic (greenhouse effect) from English into their mother tongue.

Subject specific aims
Students will be able to:
- present the chemical properties of metals

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)
B1+/B2
Time required to use the resource with the students: 1 hour

How to use it
The teacher tells students the topic of the lesson and asks them to fill in the first two columns of the ‘I know/I want to know/ I have learned’ grid the teacher prepared before the lesson. The teacher tells students that they will watch a video on the topic and they will have to take notes in an unsual way. The teacher asks students to fold an A4 sheet to form 6 equal squares. Then s/he tells them to unfold it. The teacher starts playing the video and stops it at regular intervals. The teacher tells students to take bullet-point notes on the information they have just heard in the first square. The teacher repeats these steps for all the squares. When the video is finished, the teacher asks students to retell the content of the video with a partner in a ‘ping-pong manner’: student A talks about square1; student B listens and adds. Then student B talks about square 2; student A listens and adds–until they have completed all the squares. Class discussion may follow. The students fill in the last column of the initial grid and exchange opinions.

Possible difficulties for the students
Students who have poor knowledge of English can have problems with understanding the content.

Comments
Strengths: The resource provides interesting self-directed learning, collaborative learning, self–directed learning, peer assisted learning, etc. The resource is visually appealing to students as it provides suggestive pictures illustrating the topic. Scientific reliability: This web site is scientifically reliable and can be recommended to students; it is well-organised and accessible. The teacher can play the video or the section students are listening several times or slow down its speed.