cleaners: following instructions - british council · 2014. 10. 20. · instruction slides to drill...

Cleaners: following instructions

Teacher’s Pack

http://esol.britishcouncil.org/teaching-english-work/cleaners

http://esol.britishcouncil.org/teaching-english-work/cleaners/job-following-instructions

© British Council 2014 1

Cleaning: following instructions

Following instructions Contents Following instructions: teachers’ notes Following instructions: transcripts Following instructions: flashcards Following instructions: classroom materials

Copyright - please read

All the materials on these pages are free for you to download and copy for educational use only. You may not redistribute, sell or place these materials on any other website without written permission from the British Council. If you have any questions about the use of these materials please email us at: [email protected]


Cleaning: following instructions – teachers’ notes

Introduction This resource has been produced in two different formats:

• This teachers’ pack, including teachers’ notes, classroom materials, PowerPoint presentation and an accompanying video, which can be found on the teachers’ resource page at http://esol.britishcouncil.org/teaching-english-work/cleaners/job-following-instructions

• A self-access resource for learners with online activities. This is available at: http://esol.britishcouncil.org/cleaners/what-does-cleaner-need

Overview This resource Following instructions is part of Unit 1 of the Cleaning series of vocational resources which aims to help learners develop the language that they will need when working in the cleaning sector. There are three units in this series: Unit 1: the job aims to give learners the language needed for tasks that they are likely to carry out every day in their jobs. Unit 2: health and safety aims to help learners understand health and safety information and training at work. It also aims to give learners the language they need to clarify important safety-related details. Unit 3: supervising is aimed at a higher level for learners who are working in a supervisors’ role. It focuses on equipping learners with language skills that they would use in this role. It also has a larger focus on reading and writing skills. Level (Unit 1 and 2): Entry 2/Access 3 in Scotland / CEF A2.

Level (Unit 3): Entry 3/ Intermediate 1 in Scotland / CEF B1.



Structure, learning hours and delivery context Each of the 12 Cleaning lessons provides a minimum of 1 hour of learning in a classroom context. It is made up of three topics: Unit 1: the job

• Following instructions • Reporting problems • Customers’ problems • Using chemicals

Unit 2: health and safety

• Safety signs • Fire safety • Personal protective equipment • Preventing and reporting accidents

Unit 3: supervising

• Customer complaints • Accident reports • Work orders • Evaluating performance

The resource is suitable for whole class use in a number of settings. Timings are flexible since teachers can adapt the resource to suit their learners and build in revision as required. The resource consists of the following components: In this document:

• Teachers’ notes and transcripts • Flashcards • Classroom resources (worksheets and cut-up activities)

Available on the ESOL Nexus website:

• Accompanying PowerPoint file – Following instructions.ppt • Accompanying video • Interactive self-access resource



Following instructions Time: Approximately 1 hour

Aims

• To introduce language of instruction and vocabulary associated with cleaning tasks

• To facilitate participation in everyday vocational conversations for ESOL learners employed as cleaners or looking for work in the sector

• To allow learners to practise listening for instructions and checking/confirming understanding

Objectives Learners will be able to:

• Name and pronounce items of cleaning equipment accurately • Name and pronounce cleaning duties accurately • Understand simple cleaning instructions • Confirm their understanding of instructions



Preparation You will need:

• an interactive whiteboard or data projector to show the accompanying PowerPoint file, videos and interactive activities (see note below).

• to download a copy of the PowerPoint file Following instructions.ppt.

• to go to http://esol.britishcouncil.org/teaching3english3work/cleaners/job3following3instructions to play the accompanying video

• to print a copy of the flashcards to use in class

• to print copies of the worksheets for learners to use in class

• to copy and cut up cards for activity 3

A note about interactive whiteboards (IWBs): Interactive activities are available to support this resource. We have provided links to each individual activity (these activities are also available to learners as self-access items). On some interactive whiteboards (not all), the activities will be fully functional (i.e. you will be able to touch the screen to drag and drop, and so on). Links for interactive whiteboards appear in boxes throughout the resource. As part of your preparation before the session you may wish to bookmark the activities you plan to use.



Introduction Find out about your learner’s everyday duties; ask learners where they work and what they have to clean. Use the Introduction slide from the PowerPoint presentation or the Introduction flashcard to show learners mages of workplaces and elicit what jobs cleaners do in each kind of workplace. Activity 1: vocabulary Ask learners about cleaning equipment. What do you use? Elicit from learners what equipment they use in each room. Use the equipment slides or equipment flashcards to drill the pronunciation of different types of equipment. You may prefer to use real equipment from your workplace. Hand out Worksheet 1a and ask learners to match equipment to nouns in pairs. Monitor learners and support any who are unsure of the vocabulary. Monitor pronunciation and provide individual support with any difficulties. If any learners have low-level literacy skills and are unable to read the words, check their understanding by asking them to call out the names of the objects in the pictures. If you have an IWB in the classroom there is an interactive vocabulary activity which could be used as an alternative way of presenting the vocabulary (using the ‘learn’ section), or as a learning check at the end of the lesson (using the ‘remember’ section). Encourage the whole class to support the individual learners answering the questions on the IWB. IWB link: http://gamedata.bcdev.org.uk/p/MTY3MzA=

Activity 2: listening for key equipment Explain that learners are going to watch the next conversation in which a supervisor tells Susana, a cleaner, what she will need in order to clean an office. As a pre-viewing task, ask learners to predict what equipment will be needed. Play the clip up to 0.45 and ask learners to tick off the equipment they heard on Worksheet 1a. Check the answers around the class by asking “Do I need….?” with each item, eliciting the answer. Once you have checked the answers, drill the question “Do I need….” with the different items on the worksheet. Ask learners to work in pairs to ask which items they need, according to the video. Circulate and monitor for accurate pronunciation and comprehension of the video. If learners cannot remember what equipment the cleaner in the video had to use, play the clip again. Differentiation/extension If you feel that Worksheet 1a has too many items for your learners, you could use Worksheet 1b which has a more restricted set of vocabulary.



Activity 3: information gap Play the clip again up to 0.45 and ask learners if Susana was able to remember everything that she needed to do. You should be able to elicit from learners that she repeated the list of things she needed to the supervisor to check. If learners did not notice this, play the video again, pausing at the point after Susana has checked the instruction. Try to elicit from learners whether they think that it is good to check instructions or say when they do not understand something. If needed highlight the importance of checking instructions to avoid problems. Drill appropriate intonation for repeating the list of items. Do this chorally and individually as needed. Put learners into pairs and hand out the Activity 3 supervisor and cleaner cards. The ‘supervisor’ has the workplace plus the equipment needed, whereas the ‘cleaner’ has a picture of the workplace only. Supervisors have to give instructions using the picture prompts, while cleaners have to repeat to check that they have remembered everything. Circulate and monitor how cleaners check instructions, this is the main focus of this activity. For the same reason learners should swap roles, so that all get the chance to be a ‘cleaner’. Differentiation The supervisor cards are differentiated at two levels for learners literate in English. Higher-level learners have cards depicting only the equipment. Lower-level learners have cards where the equipment is labelled.



Activity 4: listening for actions Explain that learners are going to watch the next part of the conversation where the supervisor gives Susana instructions on how to clean the office. Review what equipment she needs and ask learners to predict what she is going to do with them, i.e., bin-liners – put the bin-liners in the bin to collect the rubbish. Put learners into pairs. Hand out Worksheet 4a and ask learners to fold the table in half, so only the verbs are visible. Tell learners they are going to listen for the verbs and number them according to the order in which they are said in the video. Play the second half of the video (0.45-1.50), you may wish to do this twice if learners find it difficult on the first listening. Check the answers by asking learners for the correct order. Assist learners with pronunciation if needed. Next, learners should unfold the table and see if they can match nouns to the verbs. Play the video again for learners to check their answers. Use the Instruction flashcards or Instruction slides to drill the pronunciation of the instructions chorally and individually. If you have an IWB in your classroom, there are two interactive activities that you may wish to use as learning checks or to give further practice on cleaning instructions. Ask learners to work together as a group to complete the activities, encourage them to discuss which are the correct answers before clicking ‘check answers’. IWB links: http://gamedata.bcdev.org.uk/p/MTY3MzM= http://gamedata.bcdev.org.uk/p/MTcwMTg=

Differentiation Lower-level learners may prefer to use Worksheet 4b and match the instructions with the pictures. Monitor to check learners’ understanding of the language in the video clip.



Activity 5: Listening for phrases to check/confirm understanding Ask learners if Susana understands everything she is told to do and elicit how she checks. Play the second section of the video again so learners can identify Susana’s use of repetition ‘Okay, so I need to … and clarification questions Could you say that again?’ and ´What do you mean?’. Drill the examples from the video chorally and individually as needed. Ensure that learners use the correct intonation. Give learners Worksheet 4b (they may already have used this in activity 4). Explain that they should work in pairs to practise giving and checking instructions using the items on the worksheet. If you want to increase the level of challenge, ask learners to fold back the verbs at the bottom of the page. Monitor learners, ensuring that they check understanding appropriately and use the correct verbs. If learners rely on using only one technique (repetition or clarification questions) encourage them to use the other. Differentiation In lower-level groups you may wish to focus on one technique for checking instructions. Learning check Finish the lesson by asking learners to take turns nominating a classmate to give an instruction to. The classmate should respond by checking the instruction and either agreeing or disagreeing with it.


Cleaning: following instructions –transcript

Following instructions- transcript Phil: Ok, you’ll find everything you need here. Susana: I’ll take this trolley? What do I need? Phil: Everything for cleaning the offices. So you need duster and polish. Susana: I need duster and polish? Phil: Yeah, and bin-liners for the bins, and the vacuum cleaner. Susana: I need bin-liners for the bin, and vacuum cleaner? Phil: Yes. That’s everything. Susana: Okay, let me check. The duster, the polish, the vacuum cleaner. Phil: Yes, don’t forget the bin-liners for the bins. Susana: Got it. I need the duster, the polish, the vacuum cleaner and the bin-liners! Right, what should I do first? Phil: Empty the bins and put new bin-liners in. Susana: Empty the bins and …..what? Sorry. Could you say that again? Phil: Yes, put new bin-liners in the bin. Okay?


Cleaning: following instructions –transcript

Susana: Yes. Okay, so I need to empty the bins and put new bin-liners in? Phil: Yes. That’s right. Next, dust the desks. Susana: Dust? What do you mean? Phil: Dust the desks … with the duster. Let me show you. Susana: Duster! I see. Dust the desks with the duster. Phil: And use some polish as well. Last, vacuum the carpets. Susana: Okay, so I need to dust the desks, and use some polish, and vacuum the carpets. Phil: Right. Susana: What about the floors? Phil: Right. You need to use the floor cleaner, with the bucket and the mop. Susana: Okay, so I need the floor cleaner and the bucket and mop? Phil: Yes, that’s right .


Cleaning: following instructions –workplace flashcard

Workplace flashcard


Cleaning: following instructions – equipment flashcards

Equipment flashcards


Cleaning: following instructions – instruction flashcards

Instruction flashcards

Em

pty

the

bins



Put

bin

-line

rs in



Dus

t the

des

ks



Use

som

e po

lish



Vac

uum

the

carp

ets



Use

the

floor

cle

aner



Use

the

buck

et a

nd m

op



Wea

r rub

ber g

love

s


Cleaning: following instructions – classroom materials

Worksheet 1a

vacuum cleaner toilet rolls

bin-liners mop

broom polish

rubber gloves bucket

hand towels duster



Worksheet 1b

broom mop

rubber gloves bucket

duster



Activity 3 supervisor cards



Activity 3 supervisor cards – differentiated version

duster polish

vacuum cleaner bin-liners

gloves

gloves bucket

mop toilet paper

hand towels



gloves bin-liners

bucket mop

hand towels

duster polish

bin-liners bucket

mop gloves



duster bin-liners

bucket

gloves



Activity 3 cleaner cards



Worksheet 4a –

Fold along the dotted line, watch the video and number the verbs.

Verb% Noun%

empty: Rubber:gloves::

put: (the):bucket:and:mop:

dust: (some):polish:

use: (the):desks::

vacuum:: (the):floor:cleaner::

use: (the):carpets:

use: bin3liners:(in)::

wear: (the):bins:



Worksheet 4b

empty put

dust use x 3

vacuum wear

cleaners: following instructions - british council · 2014. 10. 20. · instruction slides to drill...

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