The Maliaño & Raos quays
Panoramic view of the Port
The goods
Educational justification
Transporting goods is one of the main activities carried out at the port. Many different products are transported by sea and most often, they are commodities. A ship can transport a huge amount of these goods. It is good for the students to discover the importance of sea transport and the variety of boats that exist for this purpose. Sea transport allows many products to be moved long distances at low cost. Sea transport enables large amounts of goods to be transferred to other ports in Spain or to other countries.
Piece of work linked to the following stage areas:
Knowledge of the surrounding area, Spanish language and Maths.
Description of the work to be undertaken:
How?: Page 81 includes a list of the most common goods transported by the Port of Santander and their uses. If you are not familiar with the uses, a dictionary can be used. Page 19 explains the three groups into which goods are classified: liquid bulk cargo, dry bulk cargo and general goods. The drawings help to understand what is meant by each of these categories. Specific examples of each type can be given. Below are a few photos of different kinds of goods so that the students can identify them using the three classification groups. Later on, a number of countries are listed with the continent they are from, as well as those that relate to the European Union.
Finally, there is a file for noting down the different goods that the students see during their visit to the port.
Where?: In the classroom.
When?: During and after the visit.
Using what?: The relevant file, world map.
Assessment: For the teacher to decide.
Activity objectives:
To familiarise the students with the goods at the port.
To help the students understand the different kinds of goods transported.
return top
Panoramic view of the Port
Merchant ships
Educational justification
We continue with the transportation of goods by sea. Different ships are used to transport different kinds of goods. Knowing a ship's size and capacity leads to an explanation of some basic terms that describe a ship's physical properties.
Piece of work linked to the following stage areas:
Knowledge of the surrounding area, Spanish language and Maths.
Description of the work to be undertaken:
How?: This file allows us to include new concepts that are closely linked to the world of ships. The concepts are accompanied by drawings to help the students' understanding. Depending on the type of transport, each ship has a different name, as shown on page 25 of the students' chapter. Pages 26 and 27 include a practical piece of research work to be done during the visit to the port. It involves identifying different kinds of merchant ship, which the guide will explain in detail.
Where?: In the classroom and at the port.
When?: Before, during and after the visit.
Using what?: The relevant file.
Assessment: For the teacher to decide.
Activity objectives:
To enable the students to recognise the main physical features of a merchant ship.
To help students differentiate between kinds of merchant ship found at the port and to link them to the goods they transport.
return top
Panoramic view of the Port
The crew
Educational justification
As well as navigating and transporting passengers or goods, a ship requires a team of people to drive it and guide it. It is a good idea to look at the teamwork carried out by the crew, where each person has their own tasks and role, which enables the ship to operate and reach its destination. Each crew member has their own tasks on the ship.
Piece of work linked to the following stage areas:
Knowledge of the surrounding area and Spanish language.
Description of the work to be undertaken
How?: The file differentiates between the deck department and the engineering department. The students can place the people they think are needed in each department. Differences can be made between people who are needed on a merchant ship and those needed on a cruise. Once the students have decided on the jobs required, the teacher can add or move them to correct the activity. Page 29 suggests a short game to help discover the mistakes made.
Where?: In the classroom.
When?: After the visit.
Using what?: The relevant file.
Assessment: For the teacher to decide.
Activity objectives:
To familiarise the students with aspects relating to a ship's crew.
To recognise the different people and the functions they undertake as crew members.
return top
Panoramic view of the Port
Transporting goods
Educational justification
The port is not just a place where ships with people or goods arrive and leave from; it also has a complex infrastructure that enables the transported goods to be loaded, unloaded or stored. Both operations inside the ships, as well as the operations on land require a complex set of equipment to help with this work. We are used to seeing many of these elements, but perhaps we haven't stopped to think about what they are used for. We're not just talking about big cranes, which can easily be seen, but also belts, ramps, pipes, containers, etc. that make it possible to move goods.
Piece of work linked to the following stage areas:
Knowledge of the surrounding area, Spanish language and Maths.
Description of the work to be undertaken
How?: The drawing on page 30 of the students' chapter helps to explain the process of loading on to and unloading goods from a ship. The three stages are: docking and bulk breaking (inside the ship), loading and unloading (from the port) and transporting and storing. Once the students have understood this process, they can move on to page 32 where they can try and identify the kind of goods in the photos. On the following page there are a number of photos of the equipment used to load and unload the goods and this equipment can be paired up with the correct names using arrows. After this, they can match the relevant stickers to the crane accessories in the four available squares.
Page 35 shows a photo of how goods used to be unloaded, which all the students should look at. Subsequently, questions are asked to the group, so that the students can answer individually. It is important to allow all students to speak. Finally, there is another pairing activity using different kinds of tanks and storage units at the port. Many of these concepts will be new to the students and should be included in the vocabulary file.
Where?: In the classroom and at the port.
When?: During and after the visit.
Using what?: The relevant file.
Assessment: For the teacher to decide.
Activity objectives:
To familiarise the students with the tasks associated with loading and unloading ships.
To enable the students to understand the process goods go through at the port.
To understand the different tools required to load and unload goods.
return top
Panoramic view of the Port
Advertising
Educational justification
Creating an advert about the Port of Santander is an imaginative process that combines what the students know with their wishes. Making an advert means that the students first have to be aware of what information they have in order to be able to transmit this to others. The technique chosen (sentence, drawing, collage, etc.) should be simple, but very expressive. If we want to advertise the port, we should give it a good image, which means focussing on its advantages together with the most constructive and positive ideas the students have about how to create the advert.
In addition, this activity introduces new and specific English vocabulary.
Piece of work linked to the following stage areas:
Knowledge of the surrounding area, Art, Foreign Language and Consumer Education.
Description of the work to be undertaken:
How?: The students can start by thinking about the port's advantages on an individual basis and then they can be divided up into groups to design the advert. The teacher can decide whether to let the students choose the technique to be used or whether to suggest one him/herself. It is a good idea for the students to use fairly expressive elements and/or sentences and as few as possible. Before starting the activity, the students could look at a magazine to see how other products are advertised: the size of the pictures, the combination of text/pictures, the colours, the amount of objects or people, etc. The advert needs a title and make sure that each person in the group takes part in the activity.
Where?: In the classroom.
When?: After the visit.
Using what?: The relevant file, card, magazines, glue, paints, pencils, etc.
Assessment: It is important not to praise particular pieces of work. They are all good.
Activity objectives:
To design an advert in English about the Port of Santander.
To enable the students to create a way of communicating their thoughts and feelings.
return top