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Collection of Reviewed Teaching Resources

Renewable energies - Future perspectives

Subject taught
- Biology
- Physics

Link
https://www.nrdc.org/stories/renewable-energy-clean-facts

Type of Product
- Web Site/Portal

Language Skills Developed
- Reading
- Speaking
- Writing

Transferable/Scientific Skills Developed
+intellectual skills -The ability to gather, organise and deploy evidence, data and information - The ability to extract key elements from complex information + communication skills -The ability to marshal arguments lucidly, coherently, logically and concisely -The ability to present material orally in a clear and effective way, including sensitivity to listeners' perspectives -The ability to present written material clearly and effectively, including sensitivity to the reader's perspective - Attention to detail - Ability to think quickly + interpersonal skills - Respecting different viewpoints +organisational skills -The ability to write and think under pressure + Foreign language skills - Listening in a foreign language -Reading materials in a foreign language -Speaking/conversing in a foreign language -Writing in a foreign language Please describe the teaching resource taking into consideration the: • General aims Presenting alternative kinds of energy Possibilities to use them in our lives • Linguistic aims - use proper grammar structures -learn and use a specific vocabulary - correct pronunciation • Subject specific aims -Presenting kinds of renewable energies with examples, - advantages of using renewable energies, - eco-friendly patterns to follow, -how to encourage people to use green energy • Target group age 15-19 • Level of competence in English (CEFR) B1, B2 • Time required to use the resource with the students 20 minutes • How to use it In both cases (B1, B2), this text can be used as a way to present the topic: renewable energies, then when it is necessary teacher can explain new words, or prepare a list of new words before reading. Teacher can prepare a list of questions about renewable energies. It will be a way of checking if students understand the text well. So students are split into groups and they can work together to find out the answers. In these small groups students will have time and opportunities to speak out their ideas, they can discuss if they are right or wrong, so it will be a good way that everyone will be able to say something. After that, a leader/ a speaker of each group can present their answers. Each group can compare the answers. Then a teacher can summarise the team work, correct or explain questions. In the end, a teacher can ask students to write a short review of the text. • Possible difficulties for the students -Lack of vocabulary -too shy personality - too numerous groups

Description
• General aims
Presenting alternative kinds of energy
Possibilities to use them in our lives
• Linguistic aims
- use proper grammar structures
-learn and use a specific vocabulary
- correct pronunciation
• Subject specific aims
-Presenting kinds of renewable energies with examples,
- advantages of using renewable energies,
- eco-friendly patterns to follow,
-how to encourage people to use green energy
• Target group age
15-19
• Level of competence in English (CEFR)
B1, B2
• Time required to use the resource with the students
20 minutes
• How to use it
In both cases (B1, B2), this text can be used as a way to present the topic: renewable energies, then when it is necessary teacher can explain new words, or prepare a list of new words before reading. Teacher can prepare a list of questions about renewable energies. It will be a way of checking if students understand the text well. So students are split into groups and they can work together to find out the answers. In these small groups students will have time and opportunities to speak out their ideas, they can discuss if they are right or wrong, so it will be a good way that everyone will be able to say something. After that, a leader/ a speaker of each group can present their answers. Each group can compare the answers. Then a teacher can summarise the team work, correct or explain questions. In the end, a teacher can ask students to write a short review of the text.
• Possible difficulties for the students
-Lack of vocabulary
-too shy personality
- too numerous groups

Comments
• Strength - Up to date topic - It is not too long - Text is interesting - Text gives examples - Text is divided into paragraphs - Text includes pictures which can help to understand the whole text • Weakness - Too many details - Too many new vocabulary to remember • Scientific reliability -All pieces of information which are presented in the text are true, -the pictures used are accurate, - renewable energies presented are correct as well as the examples of them - a teacher can rely on this text • Pedagogical value (e.g. collaborative learning, self–directed learning, peer assisted learning, etc) - Increasing memory performance - Collaborative learning - State their own opinion - Creates awareness - Dual coding - The ability to take initiative - The ability to write and think under pressure - To get students to reflect on their creative process - To challenge students