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Type of Product
- Diagrams and graphs
Language Skills Developed
Transferable/Scientific Skills Developed
Transferable skills: - teamwork, - listening, - communication, - time management, - dependability, - technology. Scientific skills: - study a topic by means of a poster based on pictures and captions; - reading scientific articles and report on scientific website; - representing data using symbols, diagrams, graphs and tables; - writing scientific reports;
• General aims
Explain to the students that fossil fuels such as coal, crude oil and natural gas are the products of plant and animal remains subject to geological processes spanning eras.
Make the students aware that pressure and temperature are key physical parameters of geological processes.
• Linguistic aims
Improve the scientific English vocabulary in the natural science field with special reference to:
- nouns of fossil fuels;
- nouns of the organic and inorganic matter which make up the natural environment;
- words and sayings relating to chemical-physical processes involving plants and sea animals.
Ability to speak about this topic.
• Subject specific aims
Know what fossil fuels are.
Know that coal and crude oil belong to the organic sedimentary rocks family.
Know how fossil fuels are formed.
Make the students aware that the geological processes to transform the dead organic matter in fossil fuels started about hundreds of millions of years ago.
Know that different types of coal exist.
Learn about the composition of crude oil and natural gas.
• Target group age: 17-19
• Level of competence in English (CEFR): B1
• Time required to use the resource with the students: 2 hours
• How to use it
This resource will be used in the framework of a brainstorming didactic methodology, which is useful to recall some basic prerequisites such as: sedimentary rocks classification and their formation processes.
Initially, the poster will be shown as a slide during the lesson, then it will be shared by e-mail with the students. Their homework will be to deepen the topic using all the accessible means.
In the subsequent lesson, by collaborative learning, students will work in small groups to compare their learning about fossil fuels.
• Possible difficulties for the students
Students cannot completely understand the meaning of some figure captions, because of some nouns and verbs which are absolutely new for them
? Strength The resource is concise and this can either encourage the brainstorming at the beginning of the lesson or stimulate the deepening of the topic during the homework. The resource is easily accessible for all students by means of an e-mail or by a photocopy for lack of internet access. ? Weakness It might be unattractive for students’ attention because figures are not really clear and little coloured. ? Scientific reliability This resource is inside an authoritative web portal for UK teachers. ? Pedagogical value (e.g. collaborative learning, self–directed learning, peer assisted learning, etc) The proposed resource will be used as tool for brainstorming methodology which involves all the students, maximizing their ability to generate new ideas. The other planned didactic methodology is collaborative learning which allows a satisfactory acquisition of both transferable and scientific skills.
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