mp4 video file (or https://www.youtube.com/watch?v=GLAreFQ3G5k)
PowerPoint or any other similar programme (Prezi, Keynote, Google slides, Emaze, Sway, etc.)
I can take an active part in discussion in contexts of aviation.
I can present clear, detailed descriptions on a specific set of subjects related to aviation history.
I can read articles and reports concerned with events in the past in terms of aviation history.
Internet access, KM player or Windows Media Player, Windows Movie Maker, http://goanimate.com/ or similar software for making video clips or movies, http://www.pixton.com/, http://www.makebeliefscomix.com/Comix/ or similar for making comics
Students discuss the significance of aviation. Teacher elicits their answers by giving them the following prompts:
Why has flying been so important to people?
How did the aviation help people improve their quality of life?
How have these achievements in the field of aviation helped scientists make important discoveries?
How has aviation changed the world?
NOTE: all these questions should be written on the board or projected on a screen if possible. (5- min approx)
Teacher presents a slide with just five of the following sentences about aviation. Students have to decide whether they’re true or false. Be careful! Sentences have to be both tempting and inspiring! Here are some sentences for the teacher to choose from in advance:
At the end of the activity the teacher gives the right answers, which should be illustrated by the photographs of these people or events (also to be prepared in advance). (10- min approx).
Students are given a timeline of the history of aviation (a printed hand-out). As they watch the video (https://www.youtube.com/watch?v=GLAreFQ3G5k), they fill in the timeline with the events or years that are missing. (10 min approx)
In groups of four or five, students use their android phones to discover additional information about the events on the timeline. Then the teacher assigns another event for the timeline to each group they need to search for and write down a few sentences about it. Finally, the groups present these new facts to the rest of the classroom while their colleagues add this new information to the timeline. (15 min approx)
HOMEWORK: Groups choose one important event from the timeline and prepare a multimedia presentation for the next session. They can make comics, short video clips, on-line books or magazines, blogs or they can make their own interactive museum of history of aviation.
THE SECOND SESSION
WARM-UP AND REVISION: The teacher plays a PowerPoint of an interactive quiz on aviation to review the aviation timeline from the previous session. The quiz should test not only their knowledge of aviation history but also their language skills so it should include a few listening sections, video clips, etc. (15 min approx)
STUDENTS PRESENT THEIR WORK
While each group makes a presentation of their products, the other students watch and complete an evaluation sheet of 5-10 question for each presentation. Note that the teacher must prepare and make copies in advance. (20 min approx)
Students may search, find and watch video clips or films or read an article or a book referring to some events from history of aviation. Then, students write a film / video clip / book review individually to be read to the class and discussed as a group
Students will get their marks according to these criteria:
Linguistic competence: (They have used vocabulary, grammar and textual devices correctly).
Digital competence: (They have used ICTs properly)
Before class, the teacher must
The teacher should prepare additional information for the timeline in case students do not find enough facts about their assigned events
Verify that students are already familiar with online programs for making animations, interactive books, etc. It is very important they have worked on it so as not to waste time and avoid problems when doing their homework.
Instead of playing the video clip, the teacher may prepare posters, photos or flashcards with names, years and planes that can support the history on the timeline.
This task requires students to process language pragmatically, focusing on content not language
Encourage teachers to adopt TBLT and the CEFR in their practice and implement ICT in their teaching approaches
This task may be implemented in areas unrelated to language. Students are encouraged to have an insight into the history of aviation not only in the context of national history but worldwide. Students may become interested either in aviation as a science or in terms of history.