The teacher asks students the question: “Why do we make presentations?” and elicits ideas from the class. Students share their answers orally. The teacher then shows a few reasons from the PowerPoint and briefly compares them with students’ ideas. The teacher then asks: “What are the main parts of a presentation?” and elicits responses from students. After collecting answers, the teacher shows the correct structure (introduction, body, conclusion) on the PowerPoint and briefly confirms.

The teacher displays a Padlet board and asks students to scan the QR code. Students respond to two questions: “What is a presentation introduction and why is it important?” “What techniques do speakers use to make their introduction interesting?” Students post their ideas on Padlet individually or in pairs. The teacher monitors and then reviews selected responses with the class, highlighting key ideas and linking them to the concept of attention getters.

The teacher introduces the concept of attention getters and explains their purpose in engaging the audience. The teacher then presents different types of attention getters (e.g., rhetorical questions, quotations, anecdotes, statistics) using the PowerPoint slides. While presenting, the teacher refers back to students’ responses on Padlet and highlights any similar ideas, linking students’ prior knowledge to the target content. The teacher provides brief examples and checks understanding through simple questions (e.g., “Which one is a question?”, “Which one is more surprising?”).

The teacher distributes the matching worksheet and asks students to work in pairs. Students read the examples and match each one with the correct type of attention getter. The teacher monitors and provides support where necessary. After students finish, the teacher conducts whole-class feedback by eliciting answers and confirming them.

After the matching activity, the teacher briefly reviews what types of attention getters students identified. The teacher then highlights common mistakes to avoid when using attention getters (e.g., being too long, not relevant to the topic, or unclear). Next, the teacher focuses on the remaining components of a presentation introduction: greeting the audience, introducing the topic, and giving an overview of the content. The teacher presents these stages using the PowerPoint and provides short examples. The teacher checks understanding by asking concept-check questions (e.g., “What comes after the attention getter?”, “Why do we give an overview?”).

The teacher divides students into groups of 3–4 and assigns each group an aviation-related topic randomly. The teacher distributes the presentation roadmap and briefly demonstrates how to use it. Students are instructed to complete the roadmap while preparing the introduction of their presentation. Students use an AI tool (e.g., Gamma or Canva) to support them in designing their introduction. They are reminded to include an attention getter, greeting, introduction of the topic, and an overview of the main points, and to adapt AI-generated content rather than copying it directly. The teacher monitors and provides support as needed. Students then share the link to their presentations on Padlet under their assigned topic. They view each other’s work and give brief peer feedback by identifying the type of attention getter used and commenting on its effectiveness. If time allows, one volunteer group presents their introduction to the class, and the teacher provides brief feedback. The teacher reminds students that they will continue developing the body and conclusion of their presentations in the following lessons.