Journals from Observation and Lesson

1. JOURNAL
TRAINEE´S NAME: PEDRAZZANI CAROLINA
PRACTICUM LEVEL: ESP
GROUP: ROOM 1 MORNING SHIFT
DATE: APRIL 2016
LESSON NUMBER 8
Lesson: Words in Context
Section 1: Describing the Lesson as it unfolds
This class is based on CLIL as it is highly attached to other subjects such as ´Conocimiento
del Buque Mercante´, ´Navegación y Maniobras´, ´Trabajo en Sala de Máquinas´, etc.
PEDAGOGICAL PRINCIPLES: In this lesson the power of effort of my learners will be evident
– they can see themselves able to achieve a goal (finish a sentence using a word in context
in this case) – they will make it real, i.e. they will see the relevance of their learning in the real
world, beyond the school. This exercise is also experiential as students learn by doing, making
use of their critical thinking and making connections, transferring prior knowledge, experience
on the field and using skills to attach vocabulary to real situations.
TEACHING STRATEGIES: I have used active learning to help students understand and retain
information. This also helps them develop their critical thinking so that my learners can reflect,
infer and connect meaning. Learners also work together in small groups – 3 to 5 –
(collaborative learning) where they are stimulated to solve real-world problems in a safe and
encouraging atmosphere.
Some students work and are able to follow instructions without much effort, whereas some
other are reluctant, anxious, afraid and also terrified about the English language (one of my
students told me that he fears me much more than he fears his ex wife!). So, we always work
in pairs or group. This way the ones that are more anxious get help from their partners and
feel more relaxed.
This kind of activities are very well-accepted by learners and encourages me to prepare similar
exercises. This doesn’t mean that everybody is happy with these kind of exercises – I have
around 50 students in each class – but performing similar exercises ´playing´ with vocabulary
will surely fit most of my learners needs.
Working in groups and reviewing content is very useful for my learners as they are studying
how to react to orders in the ship and they are studying to sit for an exam in front of the PNA
(Prefectura Naval Argentina) which makes them extremely anxious. So, I need them to feel
comfortable with the language and to use this knowledge in the real world.
Section 2: Making sense of the lesson though relevant lived experiences
I will chose a ´helping moment´ among my learners. (Photograph one)
Here we can see some students helping each other. This is what makes me the happiest,
when they ´help and ask for help´. They help each other and ask each other´s help, they also
ask me when in doubt (I always walk around monitoring their work and answering questions
and queries when needed). I believe this is one of the best moments in class and in the whole

2. term, where students become active learners, responsible for their own learning and
autonomous.
My reward, needless to say, is to be part of their development.
Section 3: Interpreting the lesson in words and images.
I think that the best metaphor will be ´Esta clase va viento en Popa´.
This culture-based metaphor is prevalent in how a given culture – Mariners – see the world.
If I have choose a quotation this will be when a 40-year-old learner said: ´It´s a miracle´! I can
speak English! It´s rewarding and I feel extremely well when I hear these comments.
WORKSHEET
I wrote the following words on the board.
PILOT – FAST – FULL – HELM – AIR – ANCHOR – AMIDSHIP – ENGINE– PILOTAGE –
SMALL – STAND BY – LENGTH – BAD WEATHER – FIRE – HALF
Then I delivered the following Worksheet
Exercise.
Finish the sentences using the words in the board.
1- Mind the _______________
2- _______________ the engine
3- Drop fore port _______________
4- The towing line is _______________
5- _______________ is compulsory
6- My ship is on _______________!
7- _______________ ahead!
8- _______________ astern!
9- What is your _______________ draught?
10- What is your _______________ overall?
11- The vessel has a diesel _______________
12- Helm to _______________!
13- Pilotage is suspended for _______________
14- I have no _______________ on board
15- Pilotage is suspended for _______________ vessels
LEARNERS HAD 15 MINUTES TO FINISH THE EXERCISE IN PAIRS AND THEN WE
CORRECTED IT ORALLY.
PICTURE ONE

4. JOURNAL – May 19th 2016
TRAINEE´S NAME: PEDRAZZANI CAROLINA
PRACTICUM LEVEL: ESP (Beginners)
GROUP: ROOM 1 MORNING SHIFT
DATE: May 19th
2016
LESSON NUMBER 8
Lesson: Anchoring, at the Helm and Speeds.
Section 1: Describing the Lesson as it unfolds
This class is based on CLIL as it is highly attached to other subjects such as ´Conocimiento
del Buque Mercante´, ´Navegación y Maniobras´, ´Trabajo en Sala de Máquinas´, etc.
PEDAGOGICAL PRINCIPLES: In this lesson the power of effort of my learners are evident –
they can see themselves able to achieve a goal (watching pictures of different parts of the
vessel and tell what they are and the orders they can receive in each place) – they make it
real, i.e. they can see the relevance of their learning in the real world, beyond the school. This
exercise is also experiential as students learn by doing, making use of their critical thinking
and making connections, transferring prior knowledge, experience on the field and using skills
to attach vocabulary to real situations.
TEACHING STRATEGIES: I have used active learning to help students understand and retain
information. This also helps them develop their critical thinking so that my learners can reflect,
infer and connect meaning. Learners also work together in pairs (collaborative learning) where
they are stimulated to solve real-world problems in a safe and encouraging atmosphere.
Some students work and are able to follow instructions without much effort, whereas some
others are reluctant, anxious, afraid and also terrified about the English language. However,
they try and make the effort necessary to achieve the goal. That´s why we always work in
pairs or in small groups. This way the ones that are more anxious get help from their partners
and feel more relaxed.
This kind of activities are very well-accepted by learners and encourages me to prepare similar
exercises. This doesn’t mean that everybody is happy with these kind of exercises – I have
around 50 students in each class – but performing similar exercises ´playing´ with vocabulary
will surely fit most of my learners´ needs.
Working in groups and reviewing content is very useful for my learners as they are studying
how to react to orders on the ship and they are also studying to sit for an exam in front of the
PNA (Prefectura Naval Argentina) which makes them extremely anxious. So, I need them to
feel comfortable with the language and to use this knowledge in the real world.
Section 2: Making sense of the lesson though relevant lived experiences
I will chose a ´helping moment´ among my learners.
In the second video (where learners are performing a task) they help each other and ask me
for help to clarify doubts. This is what makes me the happiest, when they ´help and ask for
help´.
I always walk around monitoring their work and answering questions and queries when
needed. I believe this is one of the best moments in class and in the whole term, where
students become active learners, responsible for their own learning and autonomous.
My reward, needless to say, is to be part of their development.

5. Section 3: Interpreting the lesson in words and images.
I think that the best metaphor will, again, be ´Esta clase va viento en Popa´.
This culture-based metaphor is prevalent in how a given culture – Mariners – see the world.
If I have to choose a quotation this will be when a student came to the front and give their
peers a couple of orders. Although he said ´Three a starboard´, his peers recognized the order
and performed it properly. It´s rewarding and I felt extremely good when I saw they could work
together as a whole group.

6. JOURNAL – May 26th 2016
TRAINEE´S NAME: PEDRAZZANI CAROLINA
PRACTICUM LEVEL: ESP (Beginners)
GROUP: ROOM 1 MORNING SHIFT
DATE: May 26th
2016
LESSON NUMBER 9
Lesson: Ship dimensions
Section 1: Describing the Lesson as it unfolds
This class is based on CLIL as it is highly attached to other subjects such as ´Conocimiento
del Buque Mercante´, ´Navegación y Maniobras´, ´Trabajo en Sala de Máquinas´, etc.
PEDAGOGICAL PRINCIPLES: In this lesson the power of effort of my learners are evident –
they can see themselves able to achieve a goal (watching pictures of different parts of the
vessel and tell what they are and the orders they can receive in each place) – they make it
real, i.e. they can see the relevance of their learning in the real world, beyond the school. This
exercise is also experiential as students learn by doing, making use of their critical thinking
and making connections, transferring prior knowledge, experience on the field and using skills
to attach vocabulary to real situations.
TEACHING STRATEGIES: I have used active learning to help students understand and retain
information. This also helps them develop their critical thinking so that my learners can reflect,
infer and connect meaning. Learners also work together in pairs (collaborative learning) where
they are stimulated to solve real-world problems in a safe and encouraging atmosphere.
Some students work and are able to follow instructions without much effort, whereas some
others are reluctant, anxious, afraid and also terrified about the English language. However,
they try and make the effort necessary to achieve the goal. That´s why we always work in
pairs or in small groups. This way the ones that are more anxious get help from their partners
and feel more relaxed.
This kind of activities are very well-accepted by learners and encourages me to prepare similar
exercises. This doesn’t mean that everybody is happy with these kind of exercises – I have
around 50 students in each class – but performing similar exercises ´playing´ with vocabulary
will surely fit most of my learners´ needs.
Working in groups and reviewing content is very useful for my learners as they are studying
how to react to orders on the ship and they are also studying to sit for an exam in front of the
PNA (Prefectura Naval Argentina) which makes them extremely anxious. So, I need them to
feel comfortable with the language and to use this knowledge in the real world.
Section 2: Making sense of the lesson though relevant lived experiences

7. I will chose a ´helping moment´ among my learners.
In the videos learners help each other and ask me for help to clarify doubts. This is what makes
me the happiest, when they ´help and ask for help´.
I always walk around monitoring their work and answering questions and queries when
needed. I believe this is one of the best moments in class and in the whole term, where
students become active learners, responsible for their own learning and autonomous.
My reward, needless to say, is to be part of their development.
Section 3: Interpreting the lesson in words and images.
I think that the best metaphor will, again, be ´Esta clase va viento en Popa´.
This culture-based metaphor is prevalent in how a given culture – Mariners – see the world.
If I have to choose a quotation this will be when a student saw the video (Tandanor and
Almirante Irizar) they play with the language and a couple said ´Tandanor´ using an English
tone. They are having fun and this is another moment I enjoy a lot.

8. JOURNAL – June 2nd 2016
TRAINEE´S NAME: PEDRAZZANI CAROLINA
PRACTICUM LEVEL: ESP (Beginners)
GROUP: ROOM 1 MORNING SHIFT
DATE: May 26th
2016
LESSON NUMBER 9
Lesson: Review
Section 1: Describing the Lesson as it unfolds
This class is based on CLIL as it is highly attached to other subjects such as ´Conocimiento
del Buque Mercante´, ´Navegación y Maniobras´, ´Trabajo en Sala de Máquinas´, etc.
PEDAGOGICAL PRINCIPLES: In this lesson the power of effort of my learners are evident –
they can see themselves able to achieve a goal (watching pictures of different parts of the
vessel and tell what they are and the orders they can receive in each place) – they make it
real, i.e. they can see the relevance of their learning in the real world, beyond the school. This
exercise is also experiential as students learn by doing, making use of their critical thinking
and making connections, transferring prior knowledge, experience on the field and using skills
to attach vocabulary to real situations.
TEACHING STRATEGIES: I have used active learning to help students understand and retain
information. This also helps them develop their critical thinking so that my learners can reflect,
infer and connect meaning. Learners also work together in pairs (collaborative learning) where
they are stimulated to solve real-world problems in a safe and encouraging atmosphere.
Some students work and are able to follow instructions without much effort, whereas some
others are reluctant, anxious, afraid and also terrified about the English language. However,
they try and make the effort necessary to achieve the goal. That´s why we always work in
pairs or in small groups. This way the ones that are more anxious get help from their partners
and feel more relaxed.
This kind of activities are very well-accepted by learners and encourages me to prepare similar
exercises. This doesn’t mean that everybody is happy with these kind of exercises – I have
around 50 students in each class – but performing similar exercises ´playing´ with vocabulary
will surely fit most of my learners´ needs.
Working in groups and reviewing content is very useful for my learners as they are studying
how to react to orders on the ship and they are also studying to sit for an exam in front of the
PNA (Prefectura Naval Argentina) which makes them extremely anxious. So, I need them to
feel comfortable with the language and to use this knowledge in the real world.
Section 2: Making sense of the lesson though relevant lived experiences
I will chose a ´helping moment´ among my learners.
In the videos learners help each other and ask me for help to clarify doubts. This is what makes
me the happiest, when they ´help and ask for help´.

9. I always walk around monitoring their work and answering questions and queries when
needed. I believe this is one of the best moments in class and in the whole term, where
students become active learners, responsible for their own learning and autonomous.
My reward, needless to say, is to be part of their development.
Section 3: Interpreting the lesson in words and images.
I think that the best metaphor will, again, be ´Esta clase va viento en Popa´.
This culture-based metaphor is prevalent in how a given culture – Mariners – see the world.
If I have to choose a quotation this will be when a student said that his ship was from Bolivia
and most of the learners laugh because there´s no sea in Bolivia. Again, they are playing with
the language and that´s something I really appreciate and enjoy.
Another funny? Moment would be of the student that is always dropping his folder onto the
floor; there is no one class that he miss that. This time I was about to catch it but I missed.
Please note the reaction of his partners!
In picture One, there´s a summary of key words students have named about basic and crew
information when getting to port. Next to this information there is an example of the questions
they have to ask each other. Please note that as the classroom is huge, big letters are
necessary so everybody is able to read and copy.

10. In picture Two we can see the sentences students said. I guided them with some tips that
can be seen in red ink.
It is amazing how much they have learnt in three months!