Preventing and reporting accidents - ESOL Nexus · Unit 2: health and safety • Safety signs • Fire safety • Personal protective equipment • Preventing and reporting accidents

Cleaners: preventing and reporting accidents!

Teacher’s Pack

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

© British Council 2014 1

Cleaning: preventing and reporting accidents – teachers’ notes

Cleaning: preventing and reporting accidents Contents Preventing and reporting accidents: teachers’ notes Preventing and reporting accidents: answers Preventing and reporting accidents: transcripts Preventing and reporting accidents: flashcards Preventing and reporting accidents: 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-preventing-and-reporting-accidents

• Two self-access resources for learners with online activities. These are available at: http://esol.britishcouncil.org/cleaners/avoiding-trips-and-slips http://esol.britishcouncil.org/cleaners/reporting-accidents

Overview This resource Preventing and reporting accidents is part of Unit 2 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 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 – Preventing and reporting accidents.ppt • Accompanying videos • Interactive self-access resources



Preventing and reporting accidents Time: Approximately 1 hour

Aims

• To help learners understand safety instructions in their workplace

• To help learners understand health and safety signs in their workplace

• To give learners practice in reporting workplace accidents Objectives Learners will be able to:

• Understand simple safety instructions • Recognise and understand safety signs • Be able to use sign colour and shape to work out meaning of signs • Be able to give information about an accident



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 Reporting accidents.ppt

• to go to http://esol.britishcouncil.org/cleaners/health-and-safety-preventing-and-reporting-accidents!to play the accompanying videos:

o Avoiding trips and slips o Reporting an accident

• 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 activities 3 and 4

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 ask ‘Do you feel safe at work?’ ‘Can you get hurt at work? How?’ Ask learners what can be dangerous in their workplaces. Use the images to elicit as much vocabulary as possible from learners. This is an opportunity to introduce the topic and see what learners already know so you should not introduce too much new vocabulary at this point. Activity 1: dos and don’ts Display the Activity 1 slide and ask learners how they stay safe and avoid accidents at work. Highlight the words on the slide, elicit example sentences and then ask learners to work in groups to come up with a list of dos and don’ts for their workplace. Give one example of each, pointing out that we use don’t for negative sentences, but do not usually use do in positive sentences. Circulate and support learners with vocabulary if needed. Feedback by eliciting suggestions from each pair or group. Activity 2: avoiding trips and slips Display the Activity 2a slide and ask learners what can be done to stop people slipping over at work. Elicit suggestions, but do not make any suggestions yourself at this point. Display the Activity 2b slide and give out Worksheet 2. Tell learners that they are about to watch a video clip. Learners should number the pictures on the worksheet according to the order in which they are mentioned in the clip. Play the Avoiding trips and slips clip and ask learners to check their answers in pairs or groups after the first viewing. For feedback, elicit answers from the group and confirm the correct order. Highlight the instruction phrases at the bottom of the sheet, and ask learners to listen again to match the phrases to the images. You may want to play the recording two or three times here for learners to get the correct answer. Feedback by playing the recording again, stopping after each sentence to drill the instructions chorally and individually.



There are three interactive activities which you may want to use if you have access to an interactive whiteboard (IWB). The first activity helps learners practise vocabulary. The ‘learn’ section of the activity can be used to present vocabulary, while the ‘remember’ section could be used as a learning check.

IWB link: http://gamedata.bcdev.org.uk/p/MTY5MDk=

The second activity requires learners to order the instructions from the video. This could be used in place of the exercise on Worksheet 2. Encourage learners to work together to support the learner(s) working at the board.

IWB link: http://gamedata.bcdev.org.uk/p/MTY5MTA=

The third activity requires learners to fill in the gaps in the transcript by typing in the word. You may wish to appoint a scribe to type the answers in. The whole class should work together to agree the spelling of the words entered. This could be used as a consolidation activity after completing the activities on the worksheet.

IWB link: http://gamedata.bcdev.org.uk/p/MTY5MTI= Extension activity If you have access to an ICT suite, or set of laptops, the following is a very useful resource to reinforce the learning here on this topic. Learners may need some support with the language in this resource. http://www.hse.gov.uk/slips/step/default.htm Activity 3: shapes and colours for safety signs Display the first Activity 3a slide (mandatory signs) and elicit from learners what the signs mean. Display the following Activity 3a slides to drill the meanings chorally and individually. You could use the Activity 3 flashcards as an alternative to the PowerPoint presentation. Use the Activity 3b slides to repeat this for the prohibition signs. The Activity 3c slides show hazard signs, Activity 3d slides show safety equipment signs and the Activity 3d slides show fire safety signs. Elicit and drill all signs. Give out a set of cut-up Activity 3 sign cards and Activity 3 category cards to each pair or small group of learners, and display the Activity 3f slide. Ask learners to match the sign cards to the category cards. Circulate and support learners, you may need to clarify the meaning of the categories. Once all pairs have completed the activity successfully, display the Activity 3g and elicit categories for the different sign shapes and colours. Ask learners to find similar signs in or near the classroom, encourage them to match signs to a category according to their shape and say what they mean.



Activity 4: safety signs bingo Give out the Activity 4 bingo cards to each learner. For the first game, read out a definition of a sign twice and ask learners to cross it through if it is on their card. The first learner to cross out all their signs is the winner. Play another round, giving learners a new bingo card and this time, nominate the winner of this round to read out the descriptions, making sure they mark off each one as they read it out. Cut up the six Activity 4 bingo cards and give them to individual learners or pairs. You could use additional copies of the cards if there are more learners in the group. Tell learners that they have to listen to the meanings and tick the corresponding sign off when they hear them. When they have three ticked-off signs in a horizontal, vertical or diagonal row they should put their hands up and shout ‘bingo!’. The first learner/pair to do so is the winner. Read the meanings in a random order from the Activity 4 bingo caller’s card. You may need to read each meaning several times. You may wish to continue the game until learners have ticked off all the instructions for further practice. Activity 5: reporting an accident Display the Activity 5 slide and ask learners what they should do if they have an accident at work. Elicit/teach that they should report accidents to their supervisor. Tell learners they are going to watch a video clip of a cleaner reporting a problem. Ask them to listen and find out what happened. Play the Reporting an accident clip for learners to find the answer. Allow learners to compare their answers in groups before checking with the whole class. Give out Worksheet 5 and ask learners to match the questions and answers. Play the video again for learners to check their work. To make this activity more challenging you could remove the possible answers from the bottom of the worksheet and require learners to write in the answers. Ask learners to use their worksheet as a prompt to role play a similar dialogue. You may want to elicit possible accidents and responses with the whole class before pairs start to work on this independently. Circulate and monitor, focussing on how well learners are able to communicate the details of the accident.



There are three interactive activities which you may want to use if you have access to an IWB. The first activity is a comprehension activity, which could be used after the first viewing of the clip. Encourage learners to work together to answer questions. Make sure that all learners shout out possible answers before the learner at the board answers the question.

IWB link: http://gamedata.bcdev.org.uk/p/MTY5MTQ=

The second activity requires learners to match the cleaner’s response to the supervisor’s questions. This could be used in place of the exercise on Worksheet 5. Encourage learners to work together to support the learner(s) working at the board.

IWB link: http://gamedata.bcdev.org.uk/p/MTY5MTk=

The third activity requires learners to complete the sentences from the clip by touching the words in the correct order. This could be used as an introduction to the role play task. Encourage the class to come to the board and answer the questions together. When the activity is completed the accuracy and time taken are displayed. You may want to ask learners to repeat the task to improve these scores.

IWB link: http://gamedata.bcdev.org.uk/p/MTY5MTI=

Activity 6: consolidation Put learners into groups of 3-4, elicit typical work tasks from the class and allocate one to each group. Ask each group to discuss what safety advice is appropriate for their task, and what safety signs would be relevant. Circulate and monitor for appropriate use of vocabulary and present structures. Support with any difficulties. Finish the lesson by asking different groups to tell the class what they have spoken about.


Cleaning: preventing and reporting accidents – answers

Answers Worksheet 2

4 spills

1 yellow sign

3 mop

2 dilute the product correctly

4 Use a paper towel to clean up any… 1 You need to use a…

2 Make sure you… 3 You need to wring out the…



Activity 3

You have to do something

You must not do something

Danger – be careful

Something to help you stay safe

Fire safety



Worksheet 5

What happened?

a) She slipped over, there were some chemicals on the floor

Where was Susana?

b) She was in the storeroom on the first floor

Could she move?

c) No, it was too painful, she can’t move


Cleaning: preventing and reporting accidents – transcript

Anna: Ok Rene. I’m going to show you some ways that you can stop people

slipping over when you’re cleaning the floor. They’re really easy things to do

but they’re very important. You need to use a yellow sign whenever you’re

cleaning the floor. Do you know the ones that I mean?

Rene: Yes, but where can I find them?

Anna: Ok, well you can find them in store cupboards on every floor. You must

remember to use the sign every time that you mop the floor. It means that

people are safe. A wet floor is really dangerous and people can slip over

and hurt themselves. Do you understand?

Rene: Yes, yes I do.

Anna: There are some other things you need to do when you are cleaning the

floor.

Rene: Yes?

Anna: Make sure you dilute the product correctly. If there’s too much cleaning

product and not enough water, this makes the floor slippery and that’s

dangerous.

Rene: Ok, so I should always check the instructions on the label carefully.



Anna: Another important thing is this. When you clean the floor, you need to wring out the

mop.

Rene: Wring out?

Anna: Yeah, you squeeze all the water out. We say wring out.

Rene: Ok, I see.

Anna: This means that you don’t have too much water so the floor doesn’t get too wet

and it will dry quickly.

Anna: Now, this is the last thing to keep people really safe. If you see any small spills on

the floor, like tea or coffee or water, then use a paper towel to clean it up. If the

floor’s clean, you don’t need any extra water and so the floor is clean and dry

and safe to walk on.

Rene: Ok, when I clean the floor, I should put the warning sign out, mix the products

correctly, squeeze the water from the mop and clean small spills with a paper

towel.



Transcript: reporting accidents

Rene: Anna, there’s been an accident

Anna: Really what's happened?

Rene: It was Susana, She slipped over; there were some chemicals on the floor.

Anna: Oh chemicals, where was she?

Rene: It was in the storeroom on the first floor

Anna: OK, could she move?

Rene: No, it was too painful, she can’t move.

Anna: Right, I'm going to phone an ambulance right now, you need to get Ewa, the first-

aider and go and check.

Rene: OK


Cleaning: preventing and reporting accidents – flashcards

Activity 3 flashcards




















Cleaning: preventing and reporting accidents – classroom resources

Worksheet 2

spills

yellow sign

mop

dilute the product correctly

Use a paper towel to clean up any… You need to use a…

Make sure you… You need to wring out the…



Activity 3 sign cards



Activity 3 category cards

You have to do something

You must not do something

Danger – be careful

Something to help you stay safe

Fire safety



Activity 4 bingo cards







Activity 4 bingo caller’s card

No smoking

Wash your hands

Emergency eye wash

Fire alarm

Wear protective footwear

Danger - high voltage

First aid

Fire extinguisher

No entry

Danger – wet floor



Worksheet 5

What happened?

a)

Where was Susana?

b)

Could she move?

c)

OK She slipped over, there were some chemicals on the floor

No, it was too painful, she can’t move She was in the storeroom on the first floor

Documents

Preventing and reporting accidents - ESOL Nexus · Unit 2: health and safety • Safety signs • Fire safety • Personal protective equipment • Preventing and reporting accidents