STS CIM 1

 Cours de BTS 1ère année
  1. Studying – Studying abroad
  2. Bar turning
  3. New technologies
  4. Electric vehicles contest
  5. Addictions
  6. Environment : recycling metal
  7. Looking for a work-placement
  8. Work safety
     

Lesson 2: Units and measurements - Describing controls

Goal: Present the machine of your choice

  1. Listening: Queen Mary 2 -- Discovery Channel


    1. Listen and answer the following questions

Type of document: documentary excerpt Title: The Building of Queen Mary 2
Where was the ship built?     Chantiers de l'Atlantique, Saint-Nazaire, France
When was the ship built?    in 2003
What gender is a ship in the English language? female (she)

  1. Listen again and fill in this chart with the appropriate figures and units

Weight
150.000 tonnes
Cost
$ 800 million
Built in
18 months/over a year
Length
345 m
Passengers
3.500
Amount of materials
hundreds of tonnes
Man-hours
millions
Number of drawings
80.000

  1. Note down the words and expressions used to describe the ship.
    an ocean liner -- a triumph -- of marine engineering -- one of the largest ships in the world
    keynote superliner -- transatlantic liner for the 21st century

  2. What questions would you ask to have the information from the chart.

    How heavy is the ship?
    How much did it cost?
    How long did it take to build it?
    How large is it
    How many passengers can go on board?
    How much material was necessary?
    How many man hours were necessary?
    How many drawings were made?
  3. List as many other questions of the same type as you can.

width: How wide is it?
height: How high is it? How tall are you?
depth: How deep is it?
speed: How fast does it go?


Grammar review: Les questions en how?

How interroge sur trois choses différentes:
la manière: How are you? How did you go to the party? How was the ship built?

How + auxiliaire + sujet + verbe  + complément?

la mesure: How heavy is the ship? How fast does it go? How high is it?

How + adjectif/adverbe + auxiliaire + sujet + verbe?

la quantité: 
une quantité comptable: How many drawings were necessary? How many people worked on this ship?

How + many + nom pluriel + auxiliaire/verbe + sujet + (verbe) + complément?

une quantité non comptable: How much iron was used? How much water flows under the ship?

how + much + nom singulier + auxiliaire/verbe + sujet (+ verbe) + complément?

  1. Ask questions about the south bent turret lathe
  2. Controls Where is it? from Tech Talk Unit 5

  1. Describing a lathe: name the part of the lathe. Find the French equivalent for each word.
Vocabulary
Use gdt.oqlf.gouv.qc.ca to find the French translations of the words you may not have understood.


bar machine: tour à barre
ballscrew: vis sphérique
bed: banc
boring: élargir/alésage
carbide insert: mise en carbure/outil
chuck: mandrin
chucker: tour à mandrin
collet: collier
clutch: embrayage
compound rest: chariot porte-outil/pivotant
carriage: chariot/traînard
cross slide: chariot transversal
apron: tablier
feed control: commande d'avance
feed rod: barre de chariotage
chip pan: bac à copeaux
tool post: support porte-outil
headstock: poupée
tailstock: contrepoupée
spindle: broche
spindle speed selector: sélecteur de vitesse de la broche
ways: glissières
tailstock quill: contre-pointe
facing: dressage
contour turning: tournage par reproduction/à lame/de forme
drilling: perçage
chamfering: biseautage/chanfreinage
grooving: saignage
threading: filetage
reaming: alésage
taper turning: tournage conique
turning: tournage/décolletage
lead screw: vis sphérique
compound rest: chariot de support d'outils

More vocabulary to be found here:


 1. Studying – Studying abroad
    1. Introduce yourself
    2. Introduce yourself briefly to the class.
    3. Ask questions to the teacher.
    4. Graeme Anthony CVIV: watch the excerpt and say what you understand.
    5. Discuss the advantages and drawbacks of sending a video of yourself instead of a CV when applying for a job.

2. Prepare yourself to introduce yourself as Graeme.
    1. Learn about ICT in Vocational Education
Watch the video and note down as much information as you can

Read Hazel Owen's blog and recap the information about ICT in vocational training.

Hazel Owen
I am an Education and eLearning Consultant with, and Director of, Ethos Consultancy NZ.

I have a keen interest in all aspects of ICT enhanced learning and teaching where the focus lies on ways of scaffolding and empowering learners. In particular, I am interested in the way that creative, blended approaches to Professional Learning and Development can create trust, rapport and encourage reflective practice. As such, learning is approached from facilitation, design, evaluation and assessment as opposed to the tools and what they can offer.

I am a strong advocate of the potential of Web 2.0 to empower learners from all walks of life and cultures, especially after my experiences working for 6 years in the Middle East. In particular, I am interested how ePortfolios can be used in the Vocational Education and Traning sector (especially where Literacy and Language challenges are faced), in Recognition of Prior Learning, and in authentic, applied assessment.

I have been involved with designing and developing learning approaches and programmes for twelve years. Following research informed approaches and design, I apply a qualitative, iterative process to evaluate the effectiveness of interventions, programmes and tools, encouraging learners' voices and input from all stakeholders.

http://ictelt.blogspot.fr

Hazel Owen’s introductory blog entry


Name: Hazel Owen


Job: teacher, Education and eLearning Consultant with, and Director of, Ethos Consultancy NZ


How she works: ICT enhanced learning and teaching -- Professional Learning and Development
strong advocate of the potential of Web 2.0 -- ePortfolios
Why does she work that way?
create trust, rapport and encourage reflective practice
to evaluate the effectiveness of interventions, programmes and tools, encouraging learners' voices and input from all stakeholders.

Pick out the structures that express her tastes in the topic.
have a keen interest in -- I am interested in -- am a strong advocate of -- I am interested how
Quel temps utilise-t-elle pour parler de ses expériences?
Le present perfect qui est toujours utilisé pour parler des expériences, le résultat d'un action


Find the French equivalent of the following words:
enhanced: amélioré
scaffolding: (échaffaudage) consolidation
blended: incorporé
rapport: relation
reflective: réfléchi
literacy: alphabétisation
iterative: répété
effectiveness: efficacité
input: contribution
stakeholder: parties/ personnes engagées

3. Apply to CPIT
1. Fill the form to apply to CPIT

2. Explain why you would like to study at CPIT and what you would like to study





Languages
Social & Medical
Sales
Technology
Creative
English: teacher, journalist, other combined with another course
Applied Sciences and Allied Health: laboratory assistant, biologist
Business: store manager, sales manager
Computing: computing engineer, video games designer
Architecture : architect
Te Puna Wanaka: Maori language
Food and hospitality: hostel manager, B&B owner
Trades: tradesman, stock-broker
Engineering: engineer in many fields
Art and design: artist, designer...
Humanities (latin, greek, ancient history, and arts): researcher, archeologist, historian, teacher
Nursing and human services: social worker, nurse...

Trades: manual work (joinery, wood industry, carpentry, building…)
Performing arts: artists, comedian, actor-ress,...

Sustainability and outdoor education



NZ Broadcasting school: reporter, radio host, jouralist...



NZ Broadcasting school: reporter, radio host, jouralist...
Campus connect
Campus connect
Campus connect
Campus connect
Campus Connect

******************************************************************************

Lesson 2: Units and measurements - Describing controls


Goal: Present the machine of your choice


  1. Listening: Queen Mary 2 -- Discovery Channel


    1. Listen and answer the following questions


Type of document: .......................................... Title: ............................................................
Where was the ship built? ............................................................
When was the ship built? ............................................................
What gender is a ship in the English language? ............................................................


  1. Listen again and fill in this chart with the appropriate figures and units


Weight

Cost

Built in

Length

Passengers

Amount of materials

Man-hours

Number of drawings



  1. Note down the words and expressions used to describe the ship.
  2. What questions would you ask to have the information from the chart.
  3. List as many other questions of the same type as you can.


width:
height:
depth:
speed:


  1. Ask questions about the south bent turret lathe
  2. Controls Where is it? from Tech Talk Unit 5
  3. Describing a lathe: name the part of the lathe. Find the French equivalent for each word.
The lathe and vocabulary list
diagram-lathe.jpg
clutch
spindle speed selector
headstock
feed selector
chip pan
spindle
apron
ool post
lead screw
tool post
compound rest
cross slide
split-nut control
longitudinal and transverse feed control
feed rod
carriage
bed
tailstock
quill
ways 

bar machine: tour à barre
ballscrew: vis sphérique
bed: banc
boring: élargir/alésage
carbide insert: mise en carbure/outil
chuck: mandrin
chucker: tour à mandrin
collet: collier
clutch: embrayage
compound rest: chariot porte-outil/pivotant
carriage: chariot/traînard
cross slide: chariot transversal
apron: tablier
feed control: commande d'avance
feed rod: barre de chariotage
chip pan: bac à copeaux
tool post: support porte-outil
headstock: poupée
tailstock: contrepoupée
spindle: broche
spindle speed selector: sélecteur de vitesse de la broche
ways: glissières
tailstock quill: contre-pointe
facing: dressage
contour turning: tournage par reproduction/à lame/de forme
drilling: perçage
chamfering: biseautage/chanfreinage
grooving: saignage
threading: filetage
reaming: alésage
taper turning: tournage conique
turning: tournage/décolletage

**********************************************************************************************************

Lesson 3: New Technologies -- gadgets

Goal: You will be assigned a gadget. You will work in groups. You will distribute the roles, and perform a debate.

  1. CNN Report: Goggle Glass Preview – Maggie Lake: watch the video.
    1. Circle the word you hear:
Manhattan – New-York – class – picture map – destruction – car – weather – touch – for us – French body guard – fairy – cab whether – tissues – complex connectivity comfortable – customers – visitors – hotel – crises – app – happen – far off – prices potential feature – rule Say as much as you can about the type of document it is.
This is a report from CNN the reporter is Maggie Lake. She is in downtown Manhattan presenting the Google Glass and what one can do with it. She weighs the pros and the cons. Answer the questions Where is it shot? Name the different places you hear about or see, and find them on the map. Manhattan -- Time Square - Rockefeller Building roof-top What can you do with this pair of glasses?
Take pictures, record videos, find your way Fill in the blanks (number of words) You can get some of the (1) features of the Google Now with the Google Glass, but there are no (3) third-party app yet, and that's where the real (1) potential is I would love if I had an (1) app that told me where the nearest Mexican restaurant was to Time Square. Or something that I could (2) compare prices for a shop I was gonna go into. That is not (2) far off Say what the advantages and drawbacks are.
+ can take pictures, give directions, record films
- has short-life batteries, connectivity can be complex, it is expensive Recap and say what you think about his gadget. It doesn't do much more than a smart phone can do but seems fun BBC Report: Google Glass: For and Against Yes, but... How to give arguments. Watch the video Fill in the grid.
For
Against
Reporter:
doesn't need to look for his smart-phone
it is comfortable
photo and video are wonderful






Google tech-developer:
it is the newest thing and best object so far
it is really cool
comparable to the smartphone
apps will appear and it will change the way we think about technology
Reporter:
it has short-life batteries
no third-party app






Whistle blower (pay attention to phrases to argue against):
life privacy
personal data





Prepare your debate. Group 1: would you use drone delivery? Journalist – book retailer – privacy consultant – photographer Group 2: should tablets and computers replace handwriting? Journalist – education supervisor – school teacher – neuroscientist – computer manufacturer Group 3: are there too many smart phone models? Journalist –expert on smart phones – consuming consultant – smart phone manufacturer Group 4: is technology helping the world? Journalist – technology blogger – human rights activist – sustainability consultant Group 5: should the use of 3-D printer be universal? Journalist – 3-D printer manufacturer – lawyer – technology expert – human rights activist Make your pick. Distribute the roles. Gather information. Put your ideas together. = 1 hour + homework
Rehearse.= 1 hour
Perform you 5'-10' debate.= 2 hours



Linking Arguments
First of all, I think …
Not only that, but I also think that …
Not only are they …, they are also …
They are not …, nor are they …
There are various/several/many reasons for this.
First, … / Firstly, …
Second, … / Secondly, …
Moreover, … / Furthermore, … / In addition, …
Another significant point is that …
Finally, …
On the one hand, … On the other hand, …
In contrast to this is …
Because of …
That is why …
After all, …
The reason is that …
In that respect …
The result of this is that …
Another aspect/point is that …
It is because …
Although it is true that … it would be wrong to claim that …
That may sometimes be true, but …
One could argue that …, but …

Providing Examples
Take for example (the case of) …
Look at …
For instance … / For example …
Let me give you an example.

Additions and Conclusion
Most probably …
It appears to be …
It is important to mention that...
As I already indicated …
In other words, …
I am most concerned about …
I should like to repeat once again that …
I should like to emphasise that …
I would (just) like to add …
So all in all I believe that...
(In) summing up it can be said that …
Weighing the pros and cons, I come to the conclusion that …

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