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Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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Laboratory equipment

Date of Publication

Has not been published yet but used in classroom since Feb 2022

Target Group

Students

Domain Area

Engineering

Learning Scenario

Classroom Context

Target Language

English

Language of Instruction

Estonian

CEFR level

B2
C1

Type of Material

Activity/task
Audio

Linguistic Features

Vocabulary

Skills

Listening
Speaking

Description

The purpose of the task is to teach the names of laboratory equipment to chemical engineering students. The resources are based around a YouTube video by Eric Pantano: https://www.youtube.com/watch?v=_A3JxpMU63s The video and supplementary materials can be used to teach and revise terminology. There are also 15 comprehension questions:
1) What are the three types of glassware used in a lab?
2) What are beakers used for?
3) What is the official name of the flask?
4) Why do we do chemical reactions in flasks but not in beakers?
Vocabulary: breaker, flask, graduated cylinder, test tube, Bunsen burner, wire gauze, crucible, etc.
There are also some picture flashcards.
There is an answer key for teachers or self-study.

Case study

The resource has been used successfully with chemical engineering students in 2022. it was used by Estonian students in higher education. It helped them successfully learn the appropriate terminology of the lab equipment.

Guidelines

Necessary equipment: students’ worksheet and a possibility to watch a video in youtube.
Task 1 (Warm-up): ask the students what kind of lab equipment they already know and what they have used.
Task 2: Give students the worksheet. They will watch the video about laboratory equipment and answer the questions. Task 3: Match the words with the definitions.
Task 4: Alias with lab terminology.
The answer key for teachers is available here: https://drive.google.com/file/d/1G2hN8h5-Yk9UH5XPuKtVXvnQzWEga05g/view?usp=sharing

Review

Category
Rate
Comprehensive approach
Capacity to match the needs of lecturers and students

5

Added value
The provided tangible improvements

3

Motivation enhancement
The capacity to motivate students to improve their language skills

5

Innovation
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning

3

Transferability
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries

5

Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning

4

Adaptability
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need

5

Usability
Assess the technical usability from the point of view of the lecturer and the student

5

Accessibility
Assess the accessibility from the point of view of the lecturer and the student

5

Comments:
The task enables the students to acquire the vocabulary necessary for working in the English-speaking environment. The video is in clear American English and is useful for anyone working in a lab to know how to communicate and specify lab equipment. The available materials could be adapted. There is a worksheet, teacher's notes, and flashcards, which could be used for revision. All the materials are open access, from a YouTube video with pictures to a worksheet. As they are PDFs, there are no issues with access. The supplementary materials could still be used if the YouTube video is no longer accessible. The materials are for teaching, so 4 was given for skills validation as assessment is not the main aim of the resource.
Website of the Teaching Source:
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