Teacher’s guide
1. Aims
The aims (generals or/and specifics) of this AF are:
· To learn, know and understand survival rules and instructions.
· To understand and learn how to use the Standard Maritime Phrases of the IMO (only the part related to safety and security onboard and passengers care).
· To be able to understand survival manuals and give information related to them.
· To communicate and give instructions to the crew and passengers in case of emergency on board.
· To listen and learn how to give technical instructions to the crew, passengers or professionals (only the part related to safety and security onboard).
2. Using the materials and tips for teachers
The materials of this Formative Activity are different depending on the skill that is worked and the Unit. There are five units:
· Unit 1: Survival manuals. Terms and phrases. RA2 and RA4
· Unit 2: Instructions related to safety and security, survival rules. RA2, RA4 and RA5
· Unit 3: Instructions in case of emergency and drills. Giving instructions. Helping passengers. Understanding orders and questions. Man overboard. RA1 and RA3
· Unit 4: Dangers at the sea. RA2, RA4 and RA5.
· Unit 5. Distress communications in case of emergency: mayday, securité, pan pan. Understand real communication cases and communicate using these communications. RA1, RA3 and RA5.
Units 1, 2 and 4 mainly work with the written skills, mixed with the cultural and social skill. These units will have material related to vocabulary and texts with important information. Students are asked to read all the texts included in the Units, or some parts, if it is specified in the description of the activity. They also will have to do some work using their computers (in case of online activities). Moreover, they will have to do some tasks on their notebook or a paper to hand as part of the assessment.
Units 3 and 4 mainly have oral activities. They have a lot of listenings and some videos that students should watch not only at class but also at home to practise with the pronunciation and get used to it (for example repeating sentences). It will depend on the teacher and the way he or she prefers to work more on that.
3. Methodology
Concerning the planning, this Formative Activity should be done in not more than 16 hours (exam included). Every Unit will last 3 hours, which should be divided into different spaces (1 hour in a normal class, 1 hour in a computer classroom and 1 hour in a class with digital whiteboard) so we will be able to work with all the materials and all the skills easily.
Every Unit will be introduced with a warm up that each teacher can adapt or decide depending on the level of the class. It’s an activity to do together, the whole class, with the teacher guiding them and helping them. After that, they will have a list with some of the main aims of that unit, so they will be able to know what they are expected to learn throughout each lesson. This list will be used to do a tick list so the students think about what they will learn and if they need to improve. During each Unit, the students, guided by the teacher, must follow the documents and instructions in each unit and do all the tasks. Moreover, the teacher should check the glossary that students will be doing during all these Units.
It’s very important to make sure that the methodology is based firstly on the scaffolding process, so the students will have to work and learn alone (making deduction and creating their own knowledge) in some parts of the units, or work by pairs or groups so they will be able to help other students or receive help from others if they need it. They can complete their glossaries with the extra help of their mates. Moreover, some of the tasks for the assessment will be done in pairs, so they will have to be responsible of the organization of the tasks and the division of the work. Finally, in this scaffolding process, students will have the teacher’s support at any time, and her/his initial explanations to guide them and teach them all the contents in the units.
Another important part in the methodology is the teaching by skills, which is also very important. We have to make sure that all the skills are more or less worked at class during the same number of hours.
The interaction in class is considered one of the most important parts, not only for the learning process but also for the assessment.
4. Assessment
Instruments:
· Continuous assessment of the students through activities in class, communication, questions and the use of moodle.
· The five tasks will be handed-in (some of them in pairs or groups).
A written exam at the end of the Unit as well as an oral exam (listening and speaking), that will be done individually (partially) and in pairs.
The assessment of the Formative Activity should be as follows:
· Unit 1: Task 1 (individually)
· Unit 2: Task 2 (exercise 5 to be handed-in, individually)
· Unit 3: Task 3 (speaking exercise 6, in pairs)
· Unit 4: Task 4 (writing an interview, exercise 3, in pairs)
· Unit 5: Task 5 (recordings, exercise 4, in pairs)
· Oral test
· Written test
The tests will have a value of 6 over 10, the tasks 3 over 10 and the attitude in class, attention and interaction 1 over 10.
5. Answers for the units
Unit 1
Ex. 2.
- To carry out the survival procedures in this manual, you will need to BE fit and mentally alert.
- Be aware of the need to avoid unnecessary exertion.
- Is the patient breathing? Is the heart beating?
- Anti-seasickness tablets must be issued to all survivors.
- Blow directly into their lungs and watch for the chest to rise.
- An unconscious casualty should be looked after in the coma or recovery position.
- Do not massage in an attempt to warm the casualty.
- Frostbite occurs if skin is exposed to cold wind.
Ex 3.
1. No, they can’t.
2. This is because of the high protein content in fish or sea birds which requires fresh water to help the digestion process.
3. DO NOT TOUCH THE WIRE from the helicopter until the pilot has earthed it by dragging through the water.
4. High morale and the will to live are vital if a person is to survive after abandonment into lifeboats.
5. Extra clothing is not included.
Ex. 4. Immediate actions to be taken.
1. Clear away from the ship.
2. Look for and pick up survivors.
3. Marshal liferafts and other survival craft.
4. Secure survival craft together – distribute personnel and equipment as necessary.
5. Stream sea anchor.
6. In an open boat rig the exposure cover.
7. Ensure that everyone in the boat is as dry and warm as possible.
8. Ensure all loose gear is secured in the boat when not required for use e.g. oars, axes, etc.
9. Read the SURVIVAL MANUAL kept in the small gear locker.
Unit 2
Ex. 2.
Distress communication / Search and rescue / Requesting medical assistanceWhat is your ETA at distress position?
Report injured persons
I am sinking after collision
Flooding is under control / Transfer of persons not possible
How many lifeboats will you launch? / Do you have a doctor onboard?
Report injured persons
Ex.3
Escape route: A clearly marked way in the vessel which has to be followed in case of an emergency.
To leg go: To set free, let loose, or cast off (of anchors, lines, etc.).
To launch: To lower, e.g. lifeboats to the water.
Assembly station: Place on deck, in mess rooms, etc., assigned to crew and passengers where they have to meet according to the muster list when the corresponding alarm is released or announcement made.
Flooding: Major flow of seawater into the vessel.
Casualty: Case of death in an accident or shipping disaster.
General emergency alarm: A sound signal of seven short blasts and one prolonged blast given with the vessel´s sound system.
Recover: To pick up shipwrecked persons.
Lifeboat station: Place assigned to crew and passengers where they must gather before being ordered into the lifeboats.
PA system: Public address system: Loudspeakers in the vessel's cabins, mess rooms, etc., and on deck through which important information can be broadcast from a central point, mostly from the navigation bridge.
Distress alert: A radio signal from a distressed vessel automatically directed to an MRCC giving position, identification, course and speed of the vessel as well as the nature of distress.
Muster list: List of crew, passengers and all on board and their functions in a distress or drill.
Ex.4
1 B 6 B
2 C 7 A
3 C 8 C
4 B 9 A
5 C 10 A
Ex. 6
· Entering the forecastle of the vessel is prohibited
· Number of casualties is …
· I do not require assistance
· I require shore assistance
· Do not enter the engine room without permission
· Accident on pier
· Do not smoke in prohibited areas
Unit 3
Ex. 1.
man overboard17 / all passengers have to be assembled in a drill
4 / put your cigarettes in a container provided 6 / public address system
life jackets are stored in your cabins 1, 5 / smell fumes 2 / do not push each other when entering the lifeboat 9 / seven short blasts and one prolonged blast
5, 7
listen carefully to the safety instructions 3 / Safety regulations
4 / telephone the bridge immediately 2 / assembly stations
4, 5
Radio contact 10, 14 / how to act and behave 2 / Minor fire 10 / cargo rooms and compartments 8
do not forget personal documents 1 / strictly prohibited 6 / all regulations have to be obeyed 3 / inform a member of the crew 12
remain calm 7 / areas marked crew only 8 / Roll call 12 / no reason to be alarmed 14
follow the demonstration 11 / keep a sharp lookout 16 / never let children to climb 13 / Call out “fire” 2
vessels are coming to our rescue 14 / send a mayday
16 / tighten the strings 11 / enough provisions for 48 hours
14
act as follows 3 / call out a name 12 / do not drink sea water
16 / vessel abandoned due to fire 14
Ex. 2. Choose an appropriate heading for each extract depending on the information that they contain.
Extract Headings
- General information to passengers 3
- Drills 4
Reporting FIRE 2
- Allocating/directing to assembly stations, describing how to escape. 5
- Briefing on how to dress and what to take to assembly stations 11
- PA announcements on emergency 10
- Briefing on prohibited areas, decks and spaces.
- The general emergency alarm 7
- Instructions on how to embark and behave in lifeboats / life-rafts 9
- Preventing fire 6
- Briefing on how to put on lifejackets 8
- Protective measures for children 13
- Performing roll call 12
- Informing on present situation 14
- Escorting helpless passenger 15
- Person overboard 17
- On-scene measures and actions in lifeboats/ life-rafts 16
Ex. 3. Listen to the extracts 5, 6 and 10 (exercise 1) and then fill in the blanks with suitable words (it can be a term, a verb, a preposition, etc.).
Extract 6
Be careful to EXTINGUISH cigarettes completely. Put your cigarette in the container PROVIDED. Never SMOKE in bed. Never smoke on deck EXCEPT in SMOKING areas. Never throw cigarettes OVERBOARD. Never use lighted CANDLES.
Extract 10
Attention please. This is your captain with an important ANNOUNCEMENT. We have a minor FIRE. There is no immediate DANGER to our passengers and there's no reason to be _ALARMED_. For safety reasons, we ___REQUEST__ all passengers to go to their _ASSEMBLY_ stations on deck and _WAIT there for ___FURTHER__ instruction. The ship __FIREFIGHTING__ team is fighting the fire.
Extract 5
When the general emergency alarm is sounding, which consists _SEVEN_ seven short blasts and one _PROLONGED__ blast, all passengers have to go to the _ASSEMBLY_ stations. Take your lifejackets and blankets with you. Lifejackets are _STORED___ in your cabins _UNDER__ your beds. You are encouraged to try _ON_ your lifejackets. All passengers with their lifejackets and ___BLANKETS__ are requested to go to their assembly stations immediately.
Ex. 4.
/ Man overboard. Prevention and recoverya) What's a PFD? Personal flotations
b) How many PFDs? 200 pdf to fishermen
c) What is the best PFD? The one that you’ll wear most often
d) What three things in the video does the fisherman give to the participant (in the drill)? Whistle, knife, a light
e) How does the MOB activate? By a transmitter that you wear attached with you or in your pocket.
f) What's the main advantage of the lifesling? Provides flotation to the victim, it provides you enough line to pull the person onboard. It can be attached to the boat to circle the victim.
g) Explain two of the main steps in the MOB recovery process. Open answer
h) What are the main guidelines of prevention? Warn the crew. No one being on deck alone specially at night.