Personal Protective Equipment - ESOL Nexus | British … personal protective equipment – teachers’ notes Introduction This resource has been produced in two different formats:

Cleaners: personal protective equipment!

Teacher’s Pack

h"p://esol.bri.shcouncil.org/teaching5english5work/cleaners8

© British Council 2014 1

Cleaning: personal protective equipment – teachers’ notes

Cleaning: personal protective equipment Contents Personal protective equipment: teachers’ notes Personal protective equipment: answers Personal protective equipment: transcripts Personal protective equipment: flashcards Personal protective equipment: classroom materials

Copyright - please read

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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 in the teachers’ resource page at http://esol.britishcouncil.org/cleaners/health-and-safety-personal-protective-equipment

• A self-access resource for learners with online activities. This is available at: http://esol.britishcouncil.org/cleaners/personal-protective-equipment

Overview This resource Personal protective equipment is part of Unit 2 of the Cleaning series of vocational resources that 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 supervisor’s 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 (Units 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 • Problems at work • 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, transcripts and answers • Flashcards • Classroom resources (worksheets and cut-up activities)

Available on the ESOL Nexus website:

• Accompanying PowerPoint file – Personal protective equipment.ppt • Accompanying videos • Interactive self-access resources



Personal protective equipment Time: Approximately 1 hour

Aims

• To allow learners to ask important questions about personal protective equipment Objectives Learners will be able to:

• name and pronounce items of personal protective equipment correctly. • express obligation using need and have to • ask questions about personal protective equipment using appropriate language



Preparation You will need:

• an interactive whiteboard or data projector to show the accompanying PowerPoint file, videos and interactive activities (see note below). If this is not available, flashcards can be used for most activities.

• to download a copy of the PowerPoint file Personal protective equipment.ppt

• to go to !http://esol.britishcouncil.org/cleaners/health-and-safety-personal-protective-equipment!to play the accompanying video: PPE

o

• 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 5

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 Display the Introduction slide and elicit from the class what the symbols mean. Ask learners where they see these symbols in their jobs. Allow learners to tell you as much as possible at this stage. If learners are unfamiliar with the symbols, proceed straight to activity 1. Activity 1: vocabulary Display the first Activity 1 slide and elicit from learners what the items are. Use the Activity 1 flashcards or remaining Activity 1 slides to individually and chorally drill the names of the different items of PPE. You should also drill the abbreviation ‘PPE’ and highlight that it stands for Personal Protective Equipment. Ask learners to tell each other which of these items they use at work. Elicit suggestions from the class. Follow this by asking learners to tell each other when they use each of these items of PPE. Again, elicit suggestions from the class. If you have access to an IWB, there is an interactive activity that you may want to use. It could be used as an alternative way of presenting the items of PPE (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/MTY4OTA=

Activity 2: matching PPE to parts of the body Give out Worksheet 1 and ask learners to match the items of PPE to the parts of the body that they protect. Demonstrate by matching one as an example. Ask learners to work in pairs or small groups to complete this activity. When they have finished, model and drill the question ‘Why do you wear gloves’ and elicit/teach ‘To protect your hands'. Ask learners to work in pairs or small groups to ask and answer the question about the different items of PPE on the worksheet. Circulate, monitor and support with vocabulary. Note that the focus of this activity is to consolidate learners’ knowledge of the names of different items of PPE rather than language to describe reasons for wearing it. Activity 3: listening Give out Worksheet 2 and ask learners to tick off the PPE items mentioned in the video clip. Play the PPE clip once and ask learners to compare their answers in pairs or small groups. If necessary, you could play the clip a second time. Elicit the correct answers from the class for feedback. Ask learners to listen to the recording again and to match the items of PPE to when they should be used, according to the video. Play the clip once and then allow pairs or small



groups to compare their answers and then play the clip again for learners to check. Elicit the correct answers from the class and encourage learners to comment on whether this is the same where they work. Note that the colour coding of gloves will vary across different workplaces. If you have access to an IWB then you may want to use an interactive listening comprehension activity at this point. Ask for volunteers to come to the board to answer each question. Encourage the rest of the group to support and to discuss possible responses before deciding on a final answer. Learners can listen to the audio recordings as many times as they like by clicking on the speaker icon. IWB link: http://gamedata.bcdev.org.uk/p/MTY4OTA= Activity 4: language for obligation Give out Worksheet 3 and elicit from learners which words should go in the gaps, do not correct learners at this stage. Play the recording for learners to check. Elicit the correct answers and display the answers from the Activity 4 slides. Clarify meaning by asking learners if cleaners have any choice about using PPE. Highlight that these expressions are used to express obligation. Activity 5: questions Try to elicit the questions that the cleaner asks his supervisor in the video. Play the clip again, pausing after every question to drill them chorally and individually. You may want to give out Worksheet 4 at this point for learners to use as a prompt. If you have access to an IWB, there is an interactive activity to provide further practice of these questions. Learners should come to the board in groups and try to click the words making up each question in the correct order. When the activity is complete learners are shown the time taken and the accuracy of their answers. You may wish to ask learners to repeat the activity to see if they can do it faster, or with greater accuracy. IWB link: http://gamedata.bcdev.org.uk/p/MTY4OTI= Put learners into pairs or small groups and give each group a set of Activity 5 PPE cards. Ask learners to practise asking questions from the video about the equipment on the cards, if you have not already given out Worksheet 4 you should do so for learners to use as a prompt here. Circulate and monitor learners’ use of questions, this is the main focus of this activity.



Activity 6: talking about obligation Finish the lesson by eliciting sentences from learners about what they need to or have to wear in their jobs. Learners should then talk in pairs or small groups describing what they have to wear for different tasks at work. Learners could use the Activity 5 PPE cards to support themselves in this. Circulate and monitor learners’ use of the language for obligation presented in the video.


Cleaning: personal protective equipment – answers

Answers Activity 3


Cleaning: personal protective equipment – answers

Activity 4

!!

!!


Cleaning: personal protective equipment – transcript

Transcript: PPE Anna: Oh hi, how are you?

Rene: I’m very well, thanks and you?

Anna: I’m fine thanks. How can I help?

Rene: Can you tell me when I need to wear gloves?

Anna: Yeah, any time you are cleaning. They are colour-coded, you’ve got blue for outside areas, yellow for in the kitchen areas and red ones for toilets.

Rene: OK, so that’s blue for outside, yellow for kitchens and red for toilets.

Anna: Yes, that’s right.

Rene: And do I have to wear a mask or goggles in the job?

Anna: Yeah, you have to wear goggles when you use strong chemical products so that you don’t breathe in the fumes or splash any into your eyes. This would be harmful to your throat, your lungs and of course your eyes.

Rene: I see. Where can I get a mask or goggles?

Anna: There’s a box in the cupboard. But also you’ll have to wear an apron for when you diluting any strong chemical products to protect yourself and your clothes that you are wearing.

Rene: Oh great. Thanks.

Rene: And my shoes are OK for working in?

Anna: Oh, well they’re very nice shoes, but not for working in. You need to wear something to protect yourself from the chemicals or something that you may drop on your feet.

Rene: Oh, I see. Do I have to buy my own or can I get some here?

Anna: We’ll get some for you. If you can tell us your size then I’ll order some today.

Rene: Great, thanks.

.


Cleaning: personal protective equipment – flashcards

Activity 1 flashcards
















Cleaning: personal protective equipment – classroom resources

Worksheet 1



Worksheet 2

When you are diluting strong

chemicals

All the time

When you use strong chemical

products

All the time



Worksheet 3

Can you tell me when I _____ to wear gloves?

And do I _____ __ wear a mask or goggles in the job?

Yeah, you _____ __ wear goggles when you use strong chemical products

But also you’ll _____ __ wear an apron for when you are diluting any strong chemical products

You _____ to wear something to protect yourself from the chemicals

Do I _____ __ buy my own or can I get some here?



Worksheet 4

Can/tell/need/?

Do/have/wear/?

Where/get/?

Are/ok/working in?

Do/have/buy?



Activity 5 PPE cards

Documents

Personal Protective Equipment - ESOL Nexus | British … personal protective equipment – teachers’ notes Introduction This resource has been produced in two different formats: