Lesson plans may june 2016 (1)

PEDRAZZANI CAROLINA – TALLER DE PRÁCTICA DOCENTE

ALUMNO RESIDENTE: PEDRAZZANI, Carolina

Período de Práctica: Adultos

Institución Educativa: Scholorum Nautas

Dirección: Virrey Cevallos1292 CABA

Sala / Grado / Año - sección: ESP (Inglés Técnico Básico)

Cantidad de alumnos: 45

Nivel lingüístico del curso: Básico

Tipo de Planificación: Clase

Unidad Temática: Maniobras de Fondeo, al Timón y Velocidades

Clase Nº: 8

Fecha: 19 Mayo 2016

Hora: 9:00 a 9:40

Duración de la clase: 40 minutes

Fecha de entrega: 10 Mayo 2016

Learning aims or goals:

During this lesson, learners will be able to:

√ Develop their speaking skills giving prominence to the words that convey meaning. For

example, heave UP PORT FORE anchor.

√ Develop their reading skills through the use of the active learning approach by associating

vocabulary to orders at the anchor, helm and speeds.

√ Develop their critical thinking skills by performing mental activities to infer and clarify meaning

√ Develop their listening skills by answering to orders in different parts of the vessel.

Teaching points:

√ Revision of vocabulary and jargon related to the front and back of the vessel.

√ Use of the vocabulary leant to make real sentences (orders) used during work on the ship.

Comentado [A1]: 40 minutes


Language focus:

FUNCTION LEXIS STRUCTURE PRONUNCIATION

REV Using the language learnt to recognize parts of the ship and identify task to be done on the ship.

Parts of the vessel: Bow / stern Port / starboard Fore / aft Ahead / astern Numbers 1 - 10

Verbs related to commands: Drop/let go – heave up

Coloring /r/ For example

port /pɔ:t/(Br) or

/pɔrt/ (NAE)

NEW Using the language learnt to be able to obey orders on the vessel. Using words in context

Speeds (full, half, slow, knots)

Commands and orders. Drop/Let go Heave up Full, Half, Slow

Prominence and Intonation in discourse that accompanyies signal words

Teaching approach:

Content Based Learning

Integration of skills: What skills will be integrated and how?

In this lesson plan, the four skills are integrated through teacher´s speech and students

interaction using the topic.

Materials and resources:

Board, colour markers, microphone (because of the quantity of learners teachers have to use

microphones to be heard properly), mobile phones

Pedagogical use of ICT in class or at home:

No use of ICT in this class. Learners will use their mobile phones to surf the net and find out

the difference between kilometres and knots.

Seating arrangement:

Comentado [A2]: You should list them


Students will be seated in pairs and will work alone or with their partner according to the

exercise given. In pairs, ss can help each other and be cooperative and exchange ideas. Due to

the learning background differences among students, cooperative learning is necessary.

Possible problems / difficulties and their possible solutions during the class:

Students always face problems remembering new vocabulary. To help my learners with this, I

give them some tips, ideas and techniques (such as the use of post-its, coloured markers,

glossaries, etc) that they are allowed to use and consult in class.

Classroom management strategies:

With a correct planning, reviewing and discovering new words in context it will be easier to for

learners because when they associate and understand new and revised vocabulary, this

motivates students and helps us to work in a comfortable and relaxed atmosphere.

Students in my class are free to seat wherever they want, learners who need more attention

from the teacher usually choose to sit on the front so I can help them when they need assistance.

It´s their choice, they feel more comfortable being ́ close´ and helps them build their self esteem.

I always motivate them to participate and tell them that errors are welcome, this is what learning

is about.

Assessment:

Assessment will be done by watching learners working during the whole lesson and during the

completion of the exercises and pair work (monitoring the class), plus answering questions and

echoing new vocabulary to check and assess pronunciation.

Routine (1´)

I will greet students saying. Hello! How are you today?

I will wait for them to answer. I will expect answers such as Hi! Hello! – Good! Fine! Great!

Transition: Okay! Let´s draw a beautiful vessel on the board.

Okay! Do you remember the four main parts of the vessel?

Look at this. Which part of the vessel is it?

I will show the slides (power point) and read. Parts of the vessel (Slide 1)

I will draw a basic ship on the board to review already learnt vocabulary. students are used to

this drawing from the first class in every subject.

Comentado [A3]: You haven`t mentioned management strategies.

Comentado [R4]: Context?

Comentado [A5]: Why don`t you take a picture of a vessel for a change then?


Presentation (5´)

I will show the picture of the bow of a ship (slide 2) and ask. What part of the vessel is this?

And I will expect my learners to say ´Bow´.

Tech: Good! Let´s see (slide 3 will show the same picture with the name bow). And this? (Slide

4)

Ss: Stern

Tch: Great! And I will show slide 5. Now, (showing slide 6)

Ss: Starboard or Starboard Side

Tch: Perfect! And I will show slide 7. Finally, what´s this?


Ss: Port side

Tch: Good job! (showing slide 9). Fantastic!

I will ask my learners to say the parts of the ship. I will point to the front of the ship and say:

Okay! ¿Cómo se llama la parte de adelate del barco?

Ss: Proa!

Tch: In English?

Ss: Bow

And so forth to complete Bow, stern, port, starboard, ahead, astern, fore, aft, focusing on

accuracy and pronunciation.

I will thank students for their participation and say ´Fantastic!´ Ýou are good, yea?!.

I always say things like these to motivate my learners and have some fun. Adult learners are very

afraid and anxious about English and after a few years of working with them I´ve found these

types of comments help them relax and enjoy the class.

Ahead

Astern

Starboard

Bow Stern

Port

Fore Aft

Comentado [cp6]: I speak a lot of Spanish in class because learners don´t react very well to English. However, little by little I began adding English in my speech and most of the students are able to assimilate the language. Others are reluctant and will probably run out of my classes.

Comentado [A7]: You should try in English first. Your expected answer showed that if you ask in Spanish they will answer in Spanish.

Comentado [A8]: ?


Transition: Okay!. Let´s make orders!

I will show slide 10 and ask my learners. What´s this? I will expect them to answer ´Helm´.

Activity 1 (6´) warm up and brainstorming.

I will say: What can we do with the helm? What will the Captain or Pilot order?

And I will expect ss to say ´Port/Starboard the helm´, Helm to port/starboard´

Good! (I will divide the learners into port side (from the middle of the class to the right) and

starboard side (from the middle of the class to the left) . – As I am standing in front of the

learners – and I´ll say: From here (middle) to that wall you are Port Side, and from here to the

other wall you are Starboard side. You will have to stand up whenever I name your position.

Now, I am the master.

Tch: Stand by the helm! And expect learners to stand up (on the ship Stand By means being

ready to work)

Good!

Tch: Helm to port!

Ss: The ones at port side will stand up

Tch: Good! Sit down. And I will say Starboard the helm!

Ss: The ones at starboard side will stand up.

Tch: Ten to starboard!

Ss: The ones at starboard will stand up and move to their right.

Tch: Great job! Finally, port four!

Ss: The ones at port will stand and move

Tch: Fantastic!

I will write five to port on the board and say it aloud. Then I will ask ss

Tch: Qué me pide el pilot or captain que haga? And i wait for them to answer

Ss: cinco a babor

Tch: Great! And what about…? And I will write port five next to five to port. And wait for them

to think that it is the same. And say. Si dice port y dice five, qué hago con el timón?

Ss: aaaaa igual!

Tch: Yes! Perfect! So, five to port = port five and I will write an equal sign between them. Then

I will write four zero to starboard and say it aloud. And wait for them to say cuarenta a estribor.

I will congratulate them and ask them to copy the sentences on their folders.

Comentado [R9]: ?

Comentado [R10]: I’ll wait

Comentado [R11]: Why don’t you create a context /dialogue in which you introduce these expressions and the previous vocabulary? Can SS really learn the language if the lesson is in Spanish and they work on isolated vocabulary?

Comentado [R12]: Which sentences?


Transition: Okay! Ahora veamos esto…

Let´s see…. (and I will show slide 11) What is this? And I will expect answers as Speed!

I will say: Yes! It´s a speed command. Very good!

Activity 2: (6´)

Now look!

I will ask ss to name the parts of this ship speed command in turn.

They will say ahead, astern, full, half, slow, dead slow (and I will show them – body language

and speed of my voice – the different speeds) for example when they say dead slow I will walk

very very slowly and say deeeeaaad sloooooowwww; and walk forward or backward.

Activity 3: (6´)

I will say: Now, look at these pictures and say the orders!

I will show them slides 12 to 15 and wait them to say the order

Slide 12: Full Astern

Comentado [R13]: ?


Slide 13 – Slow Ahead

Slide 14 – Full Ahead

Slide 15 –Slow Astern


Slide 16 – Half Ahead

Tch: Good job everyone! Now, are speeds in kilometres?

Ss: No! en nudos!

Tch: Very good. KNOTS (and I will write knots on the board). Okay take your phones and open

google. Write knots to km and tell me the conversion

Ss: 1 knot is one eight five kms

Tch: Good! One knot equals one point eighty five kmp.

Recuerden que las órdenes en el buque son directas, directo al punto. Es decir, si yo les digo

Starboard! Qué hacen? And I wait them to answer – Corro a Estribor! Me prepare en estribor!

Tch: Perfect! So, si yo digo : Full Ahead! (and I will write it on the board). I will also use my

body language to show high speed. Qué hacemos?

Ss: Avanzamos a toda máquina!

Tch: Yes! And… Full Astern!? I will write it on the board next to the previous one

Ss: A popa a toda máquina!


Tch: Great! And if I say… Half Ahead? (I will also use body language here). Here the answers

will vary until one says: Avance media (máquina)! Que es la jerga adecuada. I will write Half

Astern next to it. Then I will write and say Slow Ahead

Ss: Avance lento, despacio

Tch: Y hacia popa?

Ss: Slow Astern! I will write it on the board

Tch: ¿Y como se mide la velocidad? Kilometres?

Ss: NO! Nudos!

Tch: Yea! Knots!

The board will be like this. I will ask my learners to copy it on their notebooks and will answer

and clarify doubts when necessary.

SPEEDS

Full ahead Full astern Half ahead Half astern Slow ahead Slow astern 25 knots ahead 25 knots astern

Transition: Well, now, si yo les digo Anchor! Qué hacen? And I wait them to answer – Fondeo!

Tiro en ancla!

I will show slide 17 and say: What is this?

I will expects ss to say Anchor.

Tch: Good! What can we do with the anchor? I will raise my hands so they can answer:

Ss: Heave up


Tch: Great! I will put my hands down so they can answer

Ss: Drop/Let go!

Tch: Yes!

Perfect!

Activity 4: (6´)

I will say: Look at this picture (slide 18) Which anchors are these?

Ss: Fore/ forward anchors

Tch: showing slide 19, Great! And this is..? (showing the right anchor)

Ss: Starboard Fore or Fore Starboard anchor

Tch: perfect! And I will do the same as before with the aft anchors (slides 20 and 21)

I will draw a ship on the board again and say: ´Si digo Drop fore port anchor!. ¿Qué hago?´

I will write the sentence on the board and wait for their answers.

I expect them to answer ´Fondeo con el ancla de adelate de babor. And I will write a cross on

the place the anchor should be placed.

The drawing will be like this:

Comentado [R14]: Revise this section and present all this language in a meaningful context.


Starboard

Bow Stern

Port

Fore Aft

Tch: Very good!!! Now… ¿Si quiero virar a estribor en popa? ¿Qué digo? And I will wait for

their answer. They should say: Heave up aft Starboard anchor.

As soon as they say it so, I will write it on the board slowly, I will mimic heave up, and then

showing every part of the ship with its corresponding word so everybody can see what we are

doing.

Closure (10´)

I will congratulate them and thank them for their active participation.

I will ask them to translate these sentences for homework. I will write the following on the board:

I will write these sentences on the board and ask them to translate them. They will work with

their partners. I will give them some minutes to complete the task and we will correct the

sentences orally. I will write the translation below each sentence in red while ss tell me the

translation.

1. Suelte el ancla de estribor a proa

Drop starboard fore anchor

2. A popa poco a poco

3. 35 nudos a estribor

4. Vire las anclas de babor

5. Timón a babor

Please note: PNA´s final examination is a multiple choice one. It has 20 similar questions. For

example:

HELM TO PORT significa en castellano

a) Timón a estribor

b) Timón al medio

c) Timón a babor

Comentado [R15]: Will this stage take that long?

Comentado [R16]: Were they active? In what activity is that reflected? The lesson is based on presentation of isolated vocabulary and translation.


So, some Assignments worked in class are exercises like this one

Furthermore, my students make mop exams every fortnight. These exams take 10-15 minutes

and then we continue with the class- Once the exams are corrected, common errors are

commented in class

Sorry for my first poor Lesson Plan, I hope this one can make the difference.

Lesson plan component

Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1

Visual organization x

Coherence and sequencing

x

Variety of resources – Learning styles

x

Stages and activities x

Teaching strategies x

Class. management strategies

x

Language accuracy x

Observations Minimum score: 21 / 35 Score: _13___ /35 = 4 Dear Carolina, There are many aspects you should reconsider. You should try to use different teaching strategies, visual aids, etc. Maybe this way of teaching has worked so far for you, but we want you and all the trainees to use English as much as possible and to suggest creative and appealing activities. Please reflect on our comments and resubmit your lesson plan. Include material of your own. Rewrite the lesson plan below, with adjustments in a different colour. Cecilia and Aurelia










Unidad Temática: Dimensiones del Buque

Clase Nº: 9

Fecha: 26 Mayo 2016

Hora: 9:00 a 9:40

Duración de la clase: 40 minutos




√ Develop their speaking skills through the use of intonation and prominence


vocabulary to sizes among the ship.


Teaching points:

√ Revision of vocabulary and jargon related to the front and back of the vessel.

√ Use of the vocabulary leant to make questions and answers used during work duty on the

bridge and port.


Language focus:


REV Being able to pronounce and obey orders on the vessel

Parts of the vessel: Bow / stern Port / starboard Fore / aft Ahead / astern Slow / Half / Full knnots

Verbs related to commands: Drop/let go – heave up Question word: What?


port /pɔ:t/(Br) or

/pɔrt/ (NAE)

NEW Using the language learnt to be able to ask and answer questions on the bridge and port.

Draught Length (overall) Breadth Height Feet

Questions and answers about the dimensions of the ship: What´s your draught / length / breadth / height? My draught / length / breadth / height is….

Prominence and Intonation in discourse that accompany signal words

Teaching approach:







microphones to be heard properly), two worksheets, my computer and internet access to be

able to watch a video

Video link: https://www.youtube.com/watch?v=YZm5o-MIVYc


Comentado [A17]: You should download it, just in case…

https://www.youtube.com/watch?v=YZm5o-MIVYc


Students will use their mobile phones to browse the internet and convert feet to centimetres.










Students in my class are free to sit wherever they want, learners who need more attention from

the teacher usually choose to sit on the front so I can help them when they need assistance. It´s

their choice, they feel more comfortable being ćlose´ and this helps them build their self-

esteem.


is about.

Assessment:

Assessment will be done by watching learners working during the whole lesson and during the



Routine (1´)



Transition: Okay. Do you remember last class? I expect they say yes!

I will begin to ask them the vocabulary from last class.

Warm up and Brainstorming: (3´)

Tch: What´s the front of the vessel called?

Comentado [A18]: Try thinking of a more appealing warm up.

Comentado [A19]: Will you use some visual prompts?


Ss: Bow

Tch: And the back?

Ss: Stern

Tch: Good! And the left side? (Waving my right hand – because I´m in front of them – to make

it clear)

Ss: Port

Tch: What about the right side? (Waving my left hand)

Ss: Starboard

Tch: Great! And what about speeds?

Ss: Full, Half, Slow

Tch: Where? I will again use body language to show them forward and backwards.

Ss: Ahead and Astern

Tch: Yes! Thant´s right! And what about the anchors at bow?

Ss: Fore anchors

Tch: Yes! And the ones at stern?

Ss: Aft anchors

Tch: Great job everyone!

Activity 1: REVISION: (12´)

I will deliver Worksheet 1 and say: Ńow, in this exercise you have to complete the sentences

using the words from the box´.

During the completion of the task I will be walking around monitoring and answering queries

when needed.

Worksheet 1

AHEAD – ANCHOR – FORE – SLOW – FULL – FIVE – STAND BY – UP – FINISH – HELM

1. Heave __________________ the anchor.

2. __________________ ahead.

Comentado [A20]: You should always provide a meaningful context. You may create a situation or different situations so that they complete with the corresponding words. But sentences in isolation are not a good idea.

Comentado [cp21]: A couple of learners take more time than the others to perform the tasks and assignments given. So, from my experience, they first translate the words given (because, unfortunately, they feel more comfortable) and then they complete the task at home and I correct it the following day downstairs a few minutes before they begin classes. Sometimes we talk via skype as every Saturday from 9 to 11 my learners know I am available and they can contact me on-line to answer questions and clarify doubts)


3. Dead __________________ ahead.

4. Port the __________________

5. __________________ the helm.

6. Drop __________________ starboard anchor.

7. __________________ with the engine.

8. __________________to port.

9. 40 knots __________________

10. Let go starboard __________________

We will correct the sentences orally in class and I will thank them.

Transition:

Last Friday with the Conocimiento del Buque Merantes´ teacher, students visited ´Tandanor´

which is the second biggest shipyard in the world. There, they were able to see ships that were

out of water and they could see the legendary Icebreaker A.R.A. “Almirante Irizar” now repaired.

Let´s watch a video and tell me what you can see.

Presentation: (3´)

Video link: https://www.youtube.com/watch?v=YZm5o-MIVYc

During the video I will ask my learners:

Where is it?

What ship is this?

I expect them to recognize Tandanor and the Almirante Irizar Icebreaker.

Activity 2: (6´)

I will show learners a picture with description of the Almirante Irizar Icebreaker.

And say: Look at this description. And I will read it aloud. Where it says research I will add

investigations to clarify the new word and using the picture I will name each part of the ship

and show learners the parts in the picture.

The Almirante Irizar was designed to supply Argentinian research stations in the

Antarctic.

Dimensions: Length overall: 398 feet; Breadth 25 metres; Draught 9.5 metres; Air

Draught 42.2 metres; Draught Aft 8.2 metres; Draught Forward 9.5 metres;

Height 51.7 metres. Displacement 14,900 tonnes; Propulsion Diesel-electric.

Speed, open water 16.5 knots.

Comentado [A22]: You should tell them what the video is about.

Comentado [A23]: Transcript?

Comentado [A24]: Will this be part of a poster?

https://www.youtube.com/watch?v=YZm5o-MIVYc


Then, I will show them the parts of the ship again (breadth, draught, height and length) and

wait for them to recognize and repeat them.

Once they have noticed length overall, I will say: Can you see that the length of the ship is in

feet? Do you know what is a feet? And I will show them my feet.

I expect them to recognize my feet. Then I will say: Take your phones, open google and write

feet to centimetres and tell me the conversion.

Ss: 30.48 cm

Tch: Yes, good. So 398 feet are….metres?

Ss: 121,3

Tch: Very good!

Activity 3: (12´)

Worksheet 2

Imagine you are a mariner in the Icebreaker Almirante Irizar.

The ship gets to port and you´re on duty at the bridge.

Comentado [A25]: Word order

Comentado [A26]: Context!


Answer the questions to the operator at port:

1. What is your draught?

.

2. What is your draught aft?

.

3. What is your draught forward?

.

4. What is your difference in draught?

.

5. What is your air draught?

.

6. What´s your length overall?

.

7. What´s your breadth?

.

8. What´s your height?

.

We will correct them orally in class as usual.

Closure: (2´)

Homework:

Browse the internet, choose a ship and draw it. Then answer the questions given in the

worksheet.

Tch: thank you! And see you next week! Have a nice weekend.


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1



x



x




x

Language accuracy x

Observations Minimum score: 21 / 35 Score: __21__ /35 = 6 Dear Carolina, You have included more resources and varied activities in this lesson. Good for you. Keep on focusing on the idea of providing a meaningful context for every single task. Cecilia and Aurelia










Unidad Temática: Al llegar al puerto y Maniobras con el práctico

Clase Nº: 10

Fecha: 2 Junio 2016

Hora: 9:00 a 9:40





√ Develop their speaking skills through the use of intonation and prominence


vocabulary to port arrival and pilot.


Teaching points:

√ Revision of vocabulary and jargon related to the front and back of the vessel, anchoring and

speeds.


bridge and port.

Comentado [R27]: Please, read our comment to your first lesson plan about this aim which is too broad. They will develop their communicative skills through a pair work activity, a discussion session, etc.

Comentado [R28]: We skipped this before, but the aim implies cognitive rather than critical thinking skills.

Comentado [R29]: Revise your learning aims. Should they be the same for every lesson?


Language focus:


REV Being able to pronounce and obey orders on the vessel. Ask and answer questions on the bridge

Parts of the vessel: Bow / stern Port / starboard Fore / aft Ahead / astern Slow / Half / Full Knots Measures: Draught Length (overall) Breadth Height Feet

Verbs related to commands: Drop/let go – heave up Question word: What?


port /pɔ:t/(Br) or

/pɔrt/ (NAE)

NEW Using the language learnt to be able to ask and answer questions at port arrival and follow orders with the pilotage

Ship and crew information: Name, ID, nationality, call sign, flag state, destination Pilotage: Pilot, pilot ladder / accommodation ladder, port / starboard lee, compulsory / mandatory, bad weather, small / some / all

Questions and answers about the ship and crew: What´s your name, ID, call sign…? My name, ID, call sign is….

Prominence and Intonation in discourse that accompaniesy signal words

Teaching approach:







microphones to be heard properly), two worksheets and a test, computer.

Comentado [R30]: Remember that listening from other sources is also necessary for SS to develop their listening skills.



No use of ICT in this class. Students used ICT when browsing the internet to perform homework

given the previous class.





When performing the test, learners have to work on their own.









esteem.


is about.

Assessment:

Assessment will be done by watching learners work during the whole lesson and during the



During the test completion, I may answer queries.

Routine (1´)




Transition: Okay. How was your homework? Was it easy or difficult?

I will wait for them to answer.

Activity 1 (3´)

I will make learners work in pairs and ask them to ask and answer the questions given for

homework. Then, I will ask learners the questions randomly trying to give each learner space

to answer. I will clarify doubts if necessary.

I will congratulate them and thank them for sharing their answers


Tch: So, as soon as we arrive to the port we should give the operator some information, i.e. we

have to identify the ship and… What else should we do? What about the crew?

Ss will answer ´personal information´

Tch: What kind of information?

Ss: name, nationality, call sign, identification (ID), name of the vessel, flag state, destination.

Tch: Great! I will repeat the words to check pronunciation and add the ones that may not be

named. I will copy all the words on the board.

Tch: Now, work in pairs. Using the ships you have chosen for homework imagine that one of

you is the Captain and the other is the operator. Ask and answer each other. For example:

I will say and write on the board. ´What´s your ID?´ 36.125.128

Got it? Is it clear? And wait for them to answer Ýes´.

After 3– 4 minutes I will choose a student randomly and ask: What´s your call sign? And wait

for his answer.

I will ask each question to three or four students arbitrarily – and then ask one of the students

that are is more anxious – and wait for them to answer.

I will continue asking

What´s your name / identification (ID)/ nationality / flag state / destination?

What´s the name of your vessel?

Tch: Good! Thank you!

Activity 2: (5´)

Now look at Worksheet 1. Here you have to make the questions for these answers

Worksheet 1

Comentado [A31]: Great!

Comentado [A32]: Will they provide this answer in L2?

Comentado [A33]: Will they know the questions they are supposed to ask?


Imagine you are an operator and you are on duty at the port.

One ship gets to port, ask questions for these answers:

1. What´s your ?

Carolina

2. ?

Argentina

3. . ?

30.777.987

4. . ?

Almirante Irizar

5. . ?

The Antarctic

This exercise will be corrected in class as usual.

I will thank learners.

Transition:

Tch: So, we have talked about the ship specifications and the crew. Now, what do we need

when we get to port? What is mandatory?

Ss: the Pilot

Tch: That´s right. And you know you should not enter without a pilot

Activity 3: (7´)

Tch: What will the agent or operator at the port say?

Ss: Pilotage is compulsory / mandatory

Tch: Great! What else? – I will write some words on the board to help them remember Pilotage

vocabulary (the ones in bold)

Pilot is coming to you

Make a signal for the pilot boat

Rig pilot ladder/accommodation ladder on port/starboard side

Make a port/starboard lee for the pilot boat

Comentado [R34]: checked

Comentado [A35]: Do they know the meaning of the word? It appears as new lexis in your teaching points.

Comentado [A36]: Do they already know the answer?


Pilotage is suspended for bad weather/small vessels/all vessels/some vessels

Tch: Perfect! Now, Let´s look at Worksheet 2, here you have to write True or False

Worksheet 2

Look at these words, write (T) true or (F) false. Remember to

correct the false ones.

Eg. Pilot / Capitán F. Práctico/Captain, Master

1. Mandatory / Obligatorio

2. Master / Contramaestre

3. Accommodation ladder / Línea guía

4. Small vessels / Buques pequeños

5. Pilot boat / Bote del remolcador

6. Port lee / socaire a babor

7. Port side / Lado de babor

8. Bad weather / Buen tiempo

9. Pilotage / Pilotaje

10. Tug / Remolcador

This exercise will be corrected in class as usual.

Comentado [A37]: Why do you use translation? Can´t you do a True/False exercises with definitions in English?

Comentado [R38]: checked


Tch: Very good!

Transition:

Okay, now we have to make a test! So please close your folders and take a pen.

Closure: (15´)

Test.

Test

Choose the best answer

1. Port the helm

a. Timón a estribor

b. Timón a babor

c. Todo a babor

2. Stand by the engine

a. Pare la máquina

b. Terminamos con la máquina

c. Atento a la máquina

3. What´s your air draught?

a. ¿Cuál es su eslora?

b. ¿Cuál es su calado?

c. ¿Cuál es su obra muerta?

4. Heave up port anchor

a. Vire el ancla de estribor

b. Vire el ancla de babor

c. Fondee a babor

5. My height is 40 metres

Comentado [R39]: do


a. Mi calado es de 40 metros

b. Mi manga es de 40 metros

c. Mi altura es de 40 metros

6. Drop starboard fore anchor

a. Vire el ancla de babor a proa

b. Vire el ancla de estribor a proa

c. Fondee el ancla de estribor a proa

7. Slow astern!

a. A popa a toda máquina

b. A popa poco a poco

c. A proa poco a poco

8. Finish with the engine

a. Pare la máquina

b. Terminamos con la máquina

c. Atento a la máquina

9. Port side

a. Banda de babor

b. Banda de estibor

c. Amura de babor

10. What´s your length?

a. ¿Cuál es su calado?

b. ¿Cuál es su manga?

c. ¿Cuál es su eslora?

This test will take learners around 15 minutes to complete. Meanwhile I will take call the

attendance.



Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1



x


x




x

Language accuracy x

Observations Minimum score: 21 / 35 Score: __18__ /35 = 5 Dear Carolina, There are several aspects to reconsider. You expect students to give you correct answers from the onset. Do they already know what you are presenting to them? As regards the use of L1 in the worksheet and in the test, we would like you to re design those activities making use of the target language. It may be more challenging but it is worthwhile. Please, resubmit your lesson plan below. Cecilia and Aurelia

Here is my revised Lesson Plan. Changes have been noted in red. Worksheet 2 and the exam

have been changed to be performed using only L2









Tipo de Planificación: Clase de repaso y examen escrito

Unidad Temática: Al llegar al puerto y Maniobras con el práctico

Clase Nº: 10

Fecha: 2 Junio 2016

Hora: 9:00 a 9:40





√ Develop their speaking skills by interacting with the language through pair work.

√ Develop their reading skills through the use of the communicative approach by associating

isolated vocabulary to make real sentences and questions at port arrival.


Teaching points:

√ Revision of vocabulary and jargon related to the front and back of the vessel, anchoring and

speeds.


bridge and port.

Comentado [A40]: cognitive


Language focus:


REV Being able to pronounce and obey orders on the vessel. Ask and answer questions on the bridge

Parts of the vessel: Bow / stern Port / starboard Fore / aft Ahead / astern Slow / Half / Full Knots Measures: Draught Length (overall) Breadth Height Feet Ship and crew information: Name, ID, nationality, call sign, flag state, destination Pilotage: Pilot, pilot ladder / accommodation ladder, port / starboard lee, compulsory / mandatory, bad weather, small / some / all

Verbs related to commands: Drop/let go – heave up Questions using: What? Crew: Pilot, Captain, Master, Boatswain, Mariner, Cook, Fitter, Chief officer, Second Officer, Chief Engineer, Second Engineer Personal Information: Name, ID, call sign, flag state, Nationality


port /pɔ:t/(Br) or

/pɔrt/ (NAE)

NEW Using the language learnt to be able to ask and answer questions at port arrival and follow orders with the pilotage

Questions and answers about the ship and crew: What´s your name, ID, call sign…? My name, ID, call sign is….

Prominence and Intonation in discourse that accompanies signal words in questions

Teaching approach:








microphones to be heard properly), two worksheets and a test, computer.


No use of ICT in this class. Students used ICT when browsing the internet to perform homework

given the previous class.





When performing the test, learners have to work on their own.









esteem.


is about.

Assessment:

Assessment will be done by watching learners work during the whole lesson and during the



During the test completion, I may answer queries.


Routine (1´)



Transition: Okay. How was your homework? Was it easy or difficult?

I will wait for them to answer.

Activity 1 (3´)

I will make learners work in pairs and ask them to ask and answer the questions given for

homework. Then, I will ask learners the questions randomly trying to give each learner space

to answer. I will clarify doubts if necessary.

I will congratulate them and thank them for sharing their answers


Tch: So, as soon as we arrive to the port we should give the operator some information, i.e. we

have to identify the ship and… What else should we do? What about the crew?

Ss will answer ´personal information´

Tch: What kind of information?

Ss: name, nationality, call sign, identification (ID), name of the vessel, flag state, destination.

Tch: Great! I will repeat the words to check pronunciation and add the ones that may not be

named. I will copy all the words on the board.

Tch: Now, work in pairs. Using the ships you have chosen for homework imagine that one of

you is the Captain and the other is the operator. Ask and answer each other. For example:

I will say and write on the board. ´What´s your ID?´ 36.125.128

Got it? Is it clear? And wait for them to answer Ýes´.

After 3– 4 minutes I will choose a student randomly and ask: What´s your call sign? And wait

for his answer.

I will ask each question to three or four students arbitrarily – and then ask one of the students

that is more anxious – and wait for them to answer.

I will continue asking

What´s your name / identification (ID)/ nationality / flag state / destination?

What´s the name of your vessel?

Tch: Good! Thank you!

Activity 2: (5´)

Now look at Worksheet 1. Here you have to make the questions for these answers


Worksheet 1

Imagine you are an operator and you are on duty at the port.

One ship gets to port, ask questions for these answers:

1. What´s your ?

Carolina

2. ?

Argentina

3. . ?

30.777.987

4. . ?

Almirante Irizar

5. . ?

The Antarctic

This exercise will be checked in class as usual.

I will thank learners.

Transition:

Tch: So, we have talked about the ship specifications and the crew. Now, what do we need

when we get to port? What is mandatory?

Ss: the Pilot

Tch: That´s right. And you know you should not enter without a pilot

Activity 3: (7´)

Tch: What will the agent or operator at the port say?

Ss: Pilotage is compulsory / mandatory


Tch: Great! What else? – I will write some words on the board to help them remember Pilotage

vocabulary (the ones in bold)

Pilot is coming to you

Make a signal for the pilot boat

Rig pilot ladder/accommodation ladder on port/starboard side

Make a port/starboard lee for the pilot boat

Pilotage is suspended for bad weather/small vessels/all vessels/some vessels

Tch: Perfect! Now, Let´s look at Worksheet 2, here you have to write True or False

Worksheet 2

Look at these words, write (T) true or (F) false. Remember to

correct the false ones.

Eg. Pilotage is not mandatory F. Pilotage IS mandatory

1. Quarters are at stern

2. The Boatswain is a mariner

3. The accommodation ladder is for the tug

4. Tugs have heaving lines

5. All mariners must wear a life jacket

6. The chief engineers is at the bridge

7. The pilot gives orders

8. The tug is a small vessel

9. A tanker is a small vessel

10. The fitter is at the engine room

This exercise will be checked in class as usual.

Tch: Very good!


Transition:

Okay, now we have to do a test! So please close your folders and take a pen.

Closure: (15´)

Test.

Test

Choose a word(s) for each gap

1. Port the _______________

a. Helm

b. Anchor

c. Starboard

2. ______________ the engine

a. Full

b. Stand by

c. Heave up

3. What´s your air _________________?

a. Length

b. Breadth

c. Draught

4. Heave up port __________________?

a. Helm

b. Anchor

c. Quarter

5. My _____________ is 40 metres

a. Height

b. Identification

Comentado [A41]: Did they know they were going to have a test?


c. Accommodation ladder

6. Drop _______________ fore anchor

a. Starboard

b. Heave up

c. Stern

7. Slow _______________!

a. Stern

b. Astern

c. To bow

8. Finish with the _______________

a. Hold

b. Engine

c. Engine room

9. Port _______________

a. Stern

b. Side

c. Starboard

10. What´s your _______________?

a. Pilot boat

b. Call sign

c. Anchor

This test will take learners around 15 minutes to complete. Meanwhile I will call the

attendance.


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1




x


x




x

Language accuracy x

Observations Minimum score: 21 / 35 Score: _21___ /35 = 6 Dear Carolina, We do appreciate the improvement you have made. Remember how important it is to expose students to challenging and meaningful situations. Cecilia and Aurelia

Education

Lesson plans may june 2016 (1)