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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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Heathrow: Britain's Busiest Airport - Documentary

Date of Publication

26 September 2020

Target Group

Domain Area

Business & Communication

Learning Scenario

Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material


Linguistic Features





The resource is a YouTube video available online. It's a good resource for a warmer/lead-in activity to introduce the topic of travelling or airports related vocabulary, but it can also be used in other stages of a lesson.

This activity involving video/documentary is mainly aimed at tourism students and whose teachers want to develop their knowledge on airports and travelling related spheres. Such an approach/material like a video reinforces their knowledge of the referred concepts.
This activity helps students contact and use specific vocabulary and grammar regarding the world of travelling, employing different activities as suggested, namely: listening, speaking, and writing.

Case study

This resource was used in an English class of students studying the B2 degree in Tourism. As part of the syllabus, students were discussing the topic of Airports and travelling. Besides doing the activities suggested by the coursebook and other teacher's materials, students were shown a documentary about the world-famous and busy Heawthrow Airport. The video is available on Youtube. The students were asked to watch it and pay particular attention to the lesson-related concepts and items, its grammar and vocabulary, so they could use it later through a questionnaire (to be answered orally and in written format).


The following steps are suggested:
Lead-in: elicit from the students the types of airports facilities, services, security procedures and infrastructures.
Step 1: The students are asked about their experiences with airports and travelling.
Step 2: The teacher writes on the board keywords/concepts regarding the main topic.
Step 3 -The teacher shows the students the video/documentary and pauses as soon as a critical concept is referred, making sure the students understand the contents.
Step 4- After watching the video, the students are asked to orally answer a questionnaire about the previous documentary prepared by the teacher. (the questionnaire includes questions about episodes as they have happened in the documentary, jobs at the airport, infrastructures, …)
Step 5-the students do some writing practise by writing down their answers to the questionnaire.
Step 6- The teacher writes down the answers to the questionnaire on the board so that the students may correct their answers.


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 corresponds to lecturers' needs mainly. Indeed, it supports teachers in their lessons to illustrate how the specific vocabulary from travelling and airports may be used and enables students with complementary listening and writing exercises for a better domain of the referred concepts. Furthermore, it challenges students to listen carefully to the video and pay attention to details to later use it within the very contexts of speaking and writing. Learners may also watch it online on their own in case they need a further understanding. This YouTube video has got a significant number of viewers and is of good quality regarding its contents. It is of easy access and usage as well.
This resource may also be used/applied in other languages, as long as English is the target language.
Website of the Teaching Source: