This project (2020-1-PT01-KA226-HE-094809) has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Select language  >  EN ES HU IT LT PT RO

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.

Back to Teaching Sources

Africa’s endangered elephants

Date of Publication

7 April 2021

Target Group


Domain Area


Learning Scenario

Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material


Linguistic Features





This video is easily accessible through the BBC Learning English website. Though rather informative, it is a short video that focuses on a very up-to-date topic, namely the situation of endangered species around the world, in this case, Africa. Apart from listening to the video, the students can read the subtitles, which highlight the most relevant vocabulary regarding the topic. The resource can be used on itself or as a starting point for a debate on endangered species among the students. It combines linguistic features with environmental and sustainability issues which are among the main source of concern in 21st-century citizenship.

Case study

The resource was used by 1st year students of the BA in EATN, Environmental Education and Nature Tourism. The group consisted of 28 students whose language levels ranged between B1 and B2.
The guidelines on how to use the resource were followed but firstly pictures (check further documentation) were shown and discussed in groups. After this, students were asked to do a word search in pairs (check further documentation) and unknown vocabulary was explained.
From step 2 to step 4 guidelines were followed with no major occurrences apart from the fact that some students found the exercises quite easy.
When students moved into stages 5 and 6 the activity was undertaken in small groups so that we could mix students from different levels and they could help each other. The presentation was given to the class with the help of some flashcards and brief notes.
Finally, as homework, a handout was given (check further documentation) so as to better guide students for the written task. It was decided that an opinion essay would be written rather than an article since the former would be more suitable for these students.


Step 1 – The teacher asks if students know what endangered species are. The teacher creates several columns on the IWB with the headers ‘Place’ and ‘Animal’. Students participate by indicating the name of the endangered species and the location where it is endangered. The teacher asks around for the reasons that have caused that specific species to become endangered.
Step 2 – The class watches the video and students pay attention to the highlighted vocabulary.
Step 3 – Students fill in a listening activity about the video.
Step 4 – The listening activity is corrected as a group.
Step 5 – Students choose an endangered animal and research about it for 20 minutes (either through their notebooks or smartphones), preparing a small presentation about it and using the vocabulary taught during the video and used during the listening activity. This can also be done in pairs.
Step 6 – The presentation is given to the class.
Step 7 – As a homework, the research done can be used in an informational piece of writing, either in the form of a report or an article.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


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


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


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


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


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


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


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


This resource matches both lecturers and students’ needs. It meets the students’ needs as they must develop their speaking and listening skills and, simultaneously, they can expand related vocabulary. Lecturers have access to a recent resource for their lessons. Technically, it is very easy to use. Lecturers and students easily have access to the link and it has embedded subtitling. Despite not being a not so new technique, the right use of video resources is still rather appealing to students, keeping them highly motivated. This video is short and is a good starting point for students to expand their language proficiency in the field by creating a similar video or presentation on any other endangered animal, thus supporting a class presentation which enhances their speaking skills.
Website of the Teaching Source:

Further documentation: