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WEBQUEST
for lovers of aviation of all ages
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DAREDEVILS OF THE SKY
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PROCESS AND RESOURCES
Step 1:
Develop a reading strategy. MIND MAPS.
Step 2:
Read the articles about aerobatics listed below. Work with a partner (or in small groups of 3) and DESIGN A MIND MAP. As you develop your mind map, concentrate on what you understand from the reading. If an area confuses you, simply include a question mark (?) on your map in the appropriate place and continue. Issues that are unclear can be addressed later and the map can be revised as needed. Be prepared to use your mind map to deliver a short presentation to the rest of the class.
Tips: It is NOT necessary to include all information from the articles on your map. Focus on key areas you would like to address in your presentation.
Resources:
http://en.wikipedia.org/wiki/Aerobatics
http://en.wikipedia.org/wiki/Aerobatic_maneuver
http://www.iac.org/begin/figures.html#Inside-Outside%20Eight
http://planenews.com/modules.php?name=News&file=article&sid=3378
http://www.airforce.com/thunderbirds/2005history.htm (Thunderbirds Team)
Extra resources:
http://members.fortunecity.com/gvanroy1/aerobat.html
http://www.wingsnthings.com.au/Helicopters/flyingLessons.htm
http://www.rmcs.cranfield.ac.uk/aeroxtra/olaeperform.htm
Teams:
The Red Arrows
http://www.raf.mod.uk/reds/
Snowbirds:
http://www.snowbirds.forces.gc.ca/index_e.asp
Blue eagles
http://www.deltaweb.co.uk/eagles/hist.htm
Flying Bulls:
http://www.ameinfo.com/news/Detailed/51666.html
Dictionaries: If you need any help with the vocabulary, you can go to:
http://www.dtic.mil/doctrine/jel/doddict/
(military dictionary)
http://www.ulib.iupui.edu/subjectareas/gov/military.html
(a list of military dictionaries)
http://www.merriam-webster.com/
http://dictionary.cambridge.org/
Step 3:
When giving procedural description in English, several grammatical features are commonly used. They are the infinitive, the imperative and the gerund.
INFINITIVE: The basic form of the verb without reference to person, number or tense; preceded by "to".
To enter a turn, refer to the attitude indicator.
He needs to cross-check the heading indicator.
IMPERATIVE: A verb that expresses a command or directive.
Practice these maneuvers!
Start a roll in either direction and adjust the rate of roll so that…
GERUND: A verbal noun ending with -ing.
Gerund is used after a preposition.
Before entering a turn, you should decide upon a bank angle.
Upon reaching level flight, center the turn needle.
Gerund is also used after certain verbs: mind, enjoy, avoid, involve, etc.
Effective cross-check technique involves dividing your attention properly and making accurate interpretations.
Avoid making steep turns.
Your task is to apply what you have learned from the reading by writing clear PROCEDURAL DESCRIPTION for at least one aerobatic maneuver. Focus on writing two or three grammatically correct sentences.
Step 4:
Share the mind map that you and your partner(s) have developed by delivering a short PRESENTATION (7 minutes) to the entire class.
Tips for an effective presentation:
If you are familiar with the topic and feel comfortable giving detailed explanations, do so. Make sure, however, that all students in class can follow and understand what you present. If you have flying experience, feel free to draw upon and include your own background knowledge.
If you are not familiar with the topic, focus only on key points. Avoid getting tangled in unfamiliar details which can cause your speech to become choppy and difficult to understand.
Explain new vocabulary that others may not be familiar with.
Begin your presentation with a simple statement such as: "The topic of my presentation today is ….." Then identify the subtopics. Show them on the mind map you and your partner have developed. End your presentation by saying: "This concludes my presentation. If there are any questions, I'd be happy to answer them."
Focus on pronunciation. Most pronunciation problems can be avoided by simply slowing down and opening your mouth.
Step 5.
SELF-EVALUATION
It is now time to evaluate your work on this project. You should (individually) write a composition in English of about 200 words, answering these questions:
1. How effective was my contribution to the group work?
2. What did I learn about the topics we researched?
3. How did my English improve doing this project?
4. What did I learn about using the internet?
When it is ready, give your self-evaluation to your teacher.
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