Designer: Maria Jose Suazo Ocares Fall 2014

Safety is in your Hands! Teachers Guide

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TABLE OF CONTENTS

Page Part 1: Introduction ....... 3 Overview . 3 Topic & Content 3 Rationale .. 3 Context & Settings .. 3 Target Population 4 Instructional Goal .. 4 Objectives ... 4 Organization .. 5 Test . 5 Estimated Delivery Time .. 5 Materials .. 5 Unit Planning . 5 Part 2: Lesson Sequence Getting Started . 6 Class 1 .. 6 Preparation 6 Materials . 6 Procedures . 6-14 Class 2 ... 15 Preparation 15 Materials .. 15 Procedures . 15 Assessment Procedures . 15 Test . 15-18 Instructor Attitude Survey .. 19-21

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Part 1: Introduction Overview

Topic & Content: The topic of this class will be focused on English for Specific Purposes (ESP) in the area of welding. In Chilean system of education there are vocational schools that teach different areas of study as electricity, welding, construction, gastronomy, tourism just to name a few. While students are in 2nd high school some contents of those areas of study are presented in the English class to introduce them to each career for learners to have previous knowledge in the field of study to decide which area of specialization they will choose after finishing their 2nd high school. Welding area field was chosen since it is a growing career, especially in mining field. The material of the lesson will be aligned to Chilean curricula from Ministry of Education taken from its website (www.mineduc.cl) to teach grammar aspects. In relation to grammar content for this lesson, the use of modal verb can will be reviewed to express abilities and vocabulary related to safety precautions will be taught taken from a manual called Safety Quick-Guide (www.millerwelds.com) at the workplace. Rationale: We live in a globalized world where high-quality standards are required at workplace. Taking into account that statement, it is necessary that labor force is prepared to face competitiveness especially when companies are looking for markets. Regarding Chilean context, over the past years there has been a rapid mining growth in the north of Chile. Many American copper companies have set up there generating new positions in different areas. Most job advertisements require that their applicants have a good command of English (intermediate or advanced) in their field of specialization. The more skillful and prepared workers, the better salaries they get. Contexts and Settings: The instructional context for this lesson is a classroom. A PowerPoint will be delivered on the board to show students the symbols of safety precautions and the use of modal verb can to prohibition in English. Once the instruction is done, the instructor will provide the students worksheets for each student. Firstly, they will work on their own for 15 minutes and after that in pairs to as collaborative work. The instructor will give them a certain amount of time to work on their activity. Once they are ready, the instructor will start checking the worksheets. The estimated time of this lesson is two-period hour class (2 hours, 15 min.)

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Regarding the transfer context, students will apply how to express prohibition in welding setting with the aid of pictures that show potential danger in the workplace if safety precautions are not taken into account. In relation to the vocabulary, it might be reviewed when they are in 3rd vocational high-school, internships and at workplace. Target Population: The target population to which this lesson is addressed study at vocational high-school for two years. Learners have studied English for seven years with a 4 hour-week exposure to the language focused on four language skills, mainly reading comprehension. Most English classes delivered are grammar-focused due to the nature of the class (size). This population has no previous knowledge about welding area but they do have some knowledge of grammar content the use of modal verb can which was taught in 7th grade. In all vocational high-schools students choose their study field while they are at the end of 2nd high-school. Every vocational high-school teaches different vocational careers depending on the geographical area where the school is located. Regarding to welding, the career is two-year long and the plan of study is made up of 14 subjects. The try-out group is a 2nd vocational public high-school class at Miraflores Vocational High School, Via del Mar, Chile. The school gives classes from 1st high-school to 4th high-school and has a 1,300 student enrollment. Careers taught are Construction, Welding, Homemade Wood Products, Telecommunications, and Electronics. Students are between 15-16 years old. Classes are composed of male and female students; however, the percentage of male students is higher. In order students choose the appropriate area of study according their skills and interests, a vocational orientation course has been designed in 2nd high-school to be taught. They have been learning English as a second language since 5th primary. Their most developed ability in English is reading comprehension. According to the instructors information, the most preferred learning style is visual. Student performance will be measured through students peer review and feedback from the instructor. Instructional Goal Given the students a worksheet with the symbols of safety precautions at the workplace, students will have to interpret the symbols and match them to the sentences provided. Objectives:

Given pictures and sentences, students will identify and match the symbols of safety precautions to each sentence in the welding setting. 4

Given 12 safety precautions in welding setting, each student will be able to describe with a sentence each safety precaution using modal verb can and translate it into Spanish. The students will also learn to: Identify key vocabulary words in English and Spanish related to welding. Write sentences in English using the correct word order in an English sentence.

Organization The class is divided into two class-periods, the first takes 90 minutes and consists of reviewing modal verb can, teaching vocabulary words, safety precaution symbols and its translation into Spanish. They will work on practice sheets. In the second class that lasts 45 minutes the teacher will review the concepts studied the previous class. After that students will take the test. Tests: A pretest will not be taken since vocabulary words are new for the students and grammar content (modal verb CAN) will be reviewed quickly. This content was taught in 7th Primary. At the end of the instruction students will take a test related to the contents taught during the instruction. The format of the test will be similar to the worksheets done in class. Estimated Delivery Time: two-period hour classes (2 hours, 15 min.) Material:

Teachers Guide. Students Booklet. PowerPoint. Test. Dictionaries. Assessment.

Unit Planning As mentioned above the instruction will be delivered in two classes. The first session takes 90 minutes long and the second one 45 minutes long. Breaking up lessons: The student guide is divided into:

Introduction Activity 1: Vocabulary Words related to Welding. Activity 2: Knowing Safety Precaution Symbols.

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Activity 3: Interpreting Safety Precaution Symbols. Review.

Getting Started On the following pages, you will find all instructions to deliver the class.

Class 1 (90 minutes)

Preparation: For the first session, you will need a laptop and a projector to present an introductory video of welding, and a PowerPoint about the use of can, key vocabulary words related to welding and safety precaution symbols. Materials:

Teachers guide. Students guide (pages 3-8). PowerPoint.

Procedures: Begin the lesson asking about what do they know about welding? Where do welders work? Have you ever seen anyone doing this kind of work? If the answer is yes, what did it call you attention? Would you like to work in this field in the future? Once students have answered these questions, you will introduce the topic of welding through a short-video segment. Click on http://www.youtube.com/watch?v=M7IfJAV-rZg The short-video segment deals with workplaces where a welder can work, what necessary requirements are such as physical conditions, knowledge and expertise in the area, among others. It lasts about one minute long.

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Once the video is presented, you will ask: Where can a welder work? Welders can work at a wide variety of types of workplaces. What requirements are needed to work as a welder? In some jobs some physical and health conditions are required. Also, well-trained welders are needed. Now you will review the use of can (modal verb) in statement through a PowerPoint. You will explain the students the meaning of can, it is commonly taught to express ability but in this case you will explain them that it will be used to express what it is allowed to do at a welding setting. Then you will explain the word order of an affirmative sentence using can. Example: Arc rays can burn eyes (Arc rays: subject) + Modal Verb (can) + verb (infinitive: burn) + complement. Once you have explained its use and word order, you will practice the pronunciation of each sentence. You will read them aloud and the students will repeat the sentences after you.

After that, you will ask students go to page 4 to introduce 11 vocabulary words related to the lesson. You will read the words aloud and students will repeat the words after you. Then, elicit the Spanish translation of the words using the pictures. Tell the students to write them next to each word.

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Activity 1: Vocabulary Words related to Welding. Vocabulary words: Write the Spanish word next to each word.

1) BURN (QUEMARSE)

2) COOLANT (LQUIDO REFRIGERANTE)

3) CUTTING SPARKS (CHISPA DE CORTE)

4) CYLINDER (CILINDRO)

5) EXPLODE (EXPLOTAR)

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6) FUEL (COMBUSTIBLE)

7) GENERATOR (GENERADOR)

8) INJURE (HERIR)

9) MOVING PARTS (PIEZAS MVILES)

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10) PLASMA ARC (ARCO DE PLASMA)

11) EXHAUST SPARK (CHISPA DEL ESCAPE)

Now you will present a PowerPoint with some safety precaution symbols. Elicit students to identify vocabulary words already taught. Give the opportunity to all students to contribute with at least one vocabulary word. If they cannot come out with words easily, you can ask them to look for unknown words in the dictionary. Meanwhile words are being named you will write them on the board.

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Once you have completed this part of the class, you will ask students to go to 8. Read the instructions aloud. Give them 10 minutes to finish the activity. They can work individually and then in pairs to compare their answers. Once students finish their activity, you will project the worksheet and choose different students to come to the board and match the picture to the sentence. Practice pronunciation. Read the sentence aloud and ask whoever student to read the sentence you already read.

Activity 2. Knowing Safety Precaution Symbols.

Instructions: Write the number next to the correct sentence. THERE IS AN EXTRA SENTENCE.

1) a) 5 Battery acid can burn skin and eyes.

2) b) 10 Confined spaces can be hazardous.

3) c) 6 Steam and hot coolant can burn.

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4) d) 8 Cutting sparks can cause fire or explosion.

5) e) _ Breathing welding fumes can be hazardous to your health.

6) f) 11 Hot parts can burn.

7) g) 2 Using a generator indoor CAN KILL YOU IN MINUTES.

8) h) 12 Cylinders can explode if damaged.

9) i) 1 Fuel can cause fire or explosion.

10) j) 4 Battery explosion can injure.

11) k) 7 Exhaust sparks can cause fire.

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12) l) 9 Plasma arc can injure.

m) 3 Moving parts can injure. Once you have completed this exercise, you will ask students go to page 10. Ask them to read the instructions. They have to write the sentences in English for each safety precaution symbol. After that, they have to translate them into Spanish. Now ask them to work in pairs and give them 20 minutes to complete the activity. Remind them they can use their previous worksheet when necessary to remember those words that are difficult to remember. They can also use their dictionaries. Once students are ready, ask those students that did not come to the board in the previous exercise to write their answer on the board. As with the previous exercise, project the worksheet on the board to check the exercise. Practice pronunciation again. Use the same technique used before.

Activity 3. Interpreting Safety Precaution Symbols.

Instructions: Write in English (E) the corresponding sentence next to each picture. Provide the Spanish (S) translation. Use the vocabulary words from the box to help you to write the sentences.

1) E: Plasma arc can injure.________________________________

S: El arco de plasma puede causar lesiones. _________________

2) E: Fuel can cause fire or explosion.________________________

S: El combustible puede causar fuego o explosin.____________

HOT COOLANT HOT PARTS - MOVING PARTS BATTERY EXPLOSION STEAM - FUEL EXHAUST SPARK - PLASMA ARC BATTERY ACID -

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3) E: Moving parts can injure.______________________________

S: Las piezas mviles pueden provocar lesiones.______________

4) E: Battery explosion can injure.__________________________

S: La explosin de la batera puede producir explosiones.______

5) E: Battery acid can burn skin and eyes._____________________

S: El cido de la batera puede quemar la piel._______________

6) E: Steam and hot coolant can burn.________________________

S: El vapor y el lquido refrigerante del motor caliente le puede quemar.

7) E: Exhaust sparks can cause fire.________________________

S: Las chispas del escape pueden causar incendio.___________

8) E: Hot parts can burn.__________________________________

S: Las partes calientes pueden causar quemaduras severas.____

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Before finishing the class, review the main concepts learnt in the class by asking the following questions orally: 1) When do we use the modal verb can? 2) What is the word order of an affirmative sentence using the modal verb can? 3) Show them three pictures of safety precaution symbols and ask them to say aloud what each picture represent and ask them to give the correct translation of each sentence. Remind students that next class you will assess the contents that you taught todays class. You will assess vocabulary words related to safety precautions and the use of modal verb can. Class 2 (45 minutes)

Preparation: For the second session, you will need a laptop and a projector to present a PowerPoint to review the vocabulary words about safety precaution symbols and the use of modal verb can. Materials:

Teachers guide. Students guide. PowerPoint. Tests.

Procedures: Begin the lesson reviewing the concepts studied last class. Ask students open their notebooks and tell them that you will show them eight safety precaution symbols. A PowerPoint will be shown and students will have to write the corresponding sentence and the translation for each picture. Once they have finish, ask different students provide the correct answer. Practice pronunciation. Now tell the students they will take the test. Hand out the tests and read the instructions aloud. Tell them they will have 20 minutes to finish their tests. Once they have finished, hand them in.

Assessment Procedures: 15

Tell the students that they will take the test and will have 20 minutes to finish. Hand them out. Once all of them have their tests, read the instructions aloud and ask them if they have any questions. If they do, answer them. Scoring: Part 1: each question is worth 2 points. Part 1 has 10 points. Part 2: each correct sentence is worth 2 points. Part 2 has 20 points.

Test: Safety Precaution Symbols

Name: _______________________________________ Grade: __________________

Score: ______ / _30 points_

Part 1

1) Label the pictures below. Use the words from the box. THERE ARE TWO EXTRA WORDS. __10__ / 10 points.

a) _____ COOLANT ________ b) ________FUEL __________ c) ______ SPARKS _________

GENERATOR - FUEL- CYLINDER BURN - COOLANT INJURE SPARKS PLASMA ARC

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d) ______ BURN ____________ e) ______ PLASMA ARC ____

Part 2

2. Write the sentence that best represents each safety precaution symbol. Then translate it into Spanish.

__20__ /20 points.

1)

E: Moving parts can injure.__________________________________

S: Las piezas mviles pueden provocar lesiones.__________________

2)

E: Exhaust sparks can cause fire.______________________________

S: Las chispas del escape pueden causar incendio.________________

3)

E: Battery explosion can injure._______________________________

S: La explosin de la batera puede producir heridas.______________

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4)

E: Plasma arc can injure.____________________________________

S: El arco de plasma puede causar lesiones. _____________________

5)

E: Hot parts can burn.______________________________________

S: Las partes calientes pueden causar quemaduras severas.________

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Instructor Attitude Survey

Directions: The following survey is to find out what your attitudes are concerning the package on Safety is in Your Hands!

Please circle the most suitable answer for you.

SA = Strongly Agree.

SA = Agree.

N = Neither Agree or Disagree.

D = Disagree.

SD = Strongly Disagree.

1. The material is worthwhile for students to learn.

SA A N D SD

2. The program objectives were clearly stated. SA A N D SD

3. The practice exercises helped the students learn the material. SA A N SD

4. The teacher guide was easy to use. SA A N D SD

5. I received adequate directions for conducting the unit. SA A N D SD

6. The difficulty level was appropriate for students. SA A N D SD

7. The unit was well organized. 19

SA A N D SD

8. The materials were appealing and interesting. SA A N D SD

9. I liked the program. SA A N D SD

10. I would use this program again. SA A N D SD

Please answer the questions below.

1. What was the major strength of this unit?

_____________________________________________________________

2. What was the major weakness of this unit?

__________________________________________________________________________________________________________________________

_____________________________________________________________

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3. What kinds of changes would you make in the program? _____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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