Cleaners: fire safety - ESOL Nexus | British Council · · 2014-10-20Cleaners: fire safety!...

Cleaners: fire safety!

Teacher’s Pack

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

© British Council 2014 1

Cleaning: fire safety – teachers’ notes

Cleaning: fire safety Contents Fire safety: teachers’ notes Fire safety: answers Fire safety: transcripts Fire safety: flashcards Fire safety: 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]

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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-fire-safety

A self-access resource for learners with online activities. This is available at: http://esol.britishcouncil.org/cleaners/fire-evacuation

Overview This resource Fire safety 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.

http://esol.britishcouncil.org/cleaners/health-and-safety-fire-safety

http://esol.britishcouncil.org/cleaners/fire-evacuation



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 – Fire safety.ppt Accompanying videos Interactive self-access resources



Fire safety Time: Approximately 1 hour

Aims

To practise vocabulary related to fire safety equipment

To enable learners to understand fire safety briefings

To help learners understand fire safety notices Objectives Learners will be able to:

name and pronounce items of fire safety equipment accurately ask where nearest fire safety equipment is using appropriate language understand instructions in a fire safety briefing understand common symbols used on fire action signs



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 Fire safety.ppt

to go to http://esol.britishcouncil.org/cleaners/health-and-safety-fire-safety to play the accompanying video: Fire evacuation

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 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.

http://esol.britishcouncil.org/cleaners/health-and-safety-fire-safety



Introduction Display the Introduction slide with images of fire signs and items. Ask the whole group: Which of these do you see at work? What are they for? Elicit suggestions from learners. Activity 1: vocabulary Use the Activity 1 flashcards or Activity 1 slides to elicit and drill the names of the fire safety equipment chorally and individually. Hand out Worksheet 1 and ask learners to work in pairs and to try to match the words to the pictures. Show them on the board to write the letter of each label – a), b), etc – next to the picture and do the first one together (the one chosen or identified above). Check the answers together. Be prepared to explain a bit about each one in case there are any words that they still do not understand. If you have access to an IWB, there is an interactive activity that you may want to use to present additional vocabulary items. Use the ‘learn’ section to present vocabulary and the ‘remember’ section to test learners. Encourage the whole class to support the individual learners answering the questions on the IWB.

IWB link: http://gamedata.bcdev.org.uk/p/MTY3NjA=

Activity 2: categorisation To consolidate vocabulary knowledge, give out Worksheet 2 and explain the categorisation task. Check learners understand the column heading and elicit an example of things that help you leave the building quickly. Write this in the correct column and ask learners to do the same with this example. If you think your group needs more examples, elicit one for each column. Then ask learners to put the words in the correct column. Either let them do this individually and check with a partner when finished or put them into pairs to work together. Check answers together by displaying the Activity 2 slides. Check that learners understand the difference between fire door, fire exit and fire escape. Activity 3: questions Choose a stronger learner and ask them “Where’s the fire escape?”, allow the learner to respond and then elicit the question from the group. Use the Activity 1 flashcards to drill the question chorally and individually with different fire safety items. Put learners into pairs or small groups and give out Worksheet 3. Ask learners to ask each other where the items on the worksheet are in their workplace. Learners could then write this down on the worksheet. If possible, allow learners to leave the class and look around the building to see if they can find the nearest example of each item. Circulate and monitor learners’ use of questions. Support with pronunciation and question forming as needed.

http://gamedata.bcdev.org.uk/p/MTY3NjA=



Activity 4: listening task Ask learners to watch the video Fire evacuation and listen to see how many of the fire safety equipment items are mentioned. Learners should tick these off on their copy of Worksheet 3. Once learners have listened to the recording once, you may want to use the Activity 4a slide or Activity 4a flashcards to elicit/teach the meaning of belongings, assembly point, fire marshal and fire drill. Give out the Activity 4 instructions cards and ask learners, in pairs or small groups, to match them to the large Do and Don’t cards. Ask learners to watch and listen to the video again and check their answers. Groups compare their answer with another group before checking together as a whole class. Drill the sentences chorally and individually, using positive or negative imperative forms. Use the Activity 4b slides or Activity 4b flashcards to drill and elicit the sentences from the group. If you have access to an IWB there are two comprehension activities that you may wish to use to accompany the video. The first activity allows learners to work together to answer comprehension questions on the content of the video:

IWB link: http://gamedata.bcdev.org.uk/p/MTY3NjE=

The second activity replicates the card activity; learners have to sort the sentences in to Do and Don’t lists:

IWB link: http://gamedata.bcdev.org.uk/p/MTY3NjI=

Encourage all learners to support the individuals answering questions on the board. You should elicit agreement or alternative answers from the class before allowing learners to click ‘check answers’. Activity 5: understanding fire safety signs Display the fire safety signs on the Activity 5 slides or use the Activity 5 flashcards. Elicit from learners where they see these signs. If there are any examples in or near the classroom, you may want to point them out. Elicit from learners what they think the signs mean and listen for a whole instruction – although you might only get single words. Hand out Worksheet 5 and ask learners to work in small groups or pairs to choose the correct meaning for each sign. Go round the class and help learners with any new words. Check answers together and drill the correct sentences chorally and individually, pointing to the image at the same time. Use the signs to elicit sentences from the group and individuals.

http://gamedata.bcdev.org.uk/p/MTY3NjE=

http://gamedata.bcdev.org.uk/p/MTY3NjI=



Activity 6 – briefing bingo This is a speaking and listening activity to consolidate the language learnt in this session. Put learners into small groups and give each learner a copy of the Activity 6 briefing bingo card. Learners should take it in turns to give a fire safety briefing to the other learners in their group. The learners being briefed, should tick off the pictures representing different instructions as they hear them on their cards. The aim of the game is to see who can remember the highest number of instructions. When monitoring this activity, note that the focus should be on practising listening to and identifying the meaning of instructions, rather than giving them accurately. You may want to give extra support to learners giving the instructions as it may be a challenging task.


Cleaning: fire safety – answers

Answers Activity 1

Activity 2

Things that tell you there is a fire

Things that stop the fire Things that help you get

out of the building

Smoke alarm Fire alarm

Fire extinguisher Fire blanket Hose reel Fire door

Fire exit Fire escape

Fire Extinguisher

Fire Blanket

Hose reel

Fire door

Fire escape

Smoke alarm

Fire alarm

Fire exit



Activity 4

Do Don’t

Use the emergency pushbar doors

Leave the building when the fire alarm goes off

Go to the assembly point at the back of

the building

Use the stairs

Look for the green signs for the fire escape

Get out of the building as quickly as

possible

Take your belongings

Wait outside the building

Go in to the building before the fire marshal tells you

Use the emergency pushbar doors if

there is no fire

Use the lift

Stay in the building if there's a fire drill



Activity 5

Sound the alarm

Leave building by nearest available exit

Report to assembly point

Rear of the car park

Do not return to the building

until authorised to do so

Do not use the lifts


Cleaning: fire safety – transcript

Transcript: fire evacuation Phil: It’s really important that you know what to do when the fire alarm goes off. Rene: We all have to leave the building, don’t we? Phil: Yes, that’s right. But there a few things to remember. The first thing is to get out of the building as quickly as possible so don’t stop to pick up your belongings, you know, your bag or your coat for example. Rene: OK. I think it’s safe to use the stairs but not the lift. That is right? Phil: Yes it is. Always use the stairs. Look for the green signs to the nearest fire exit. I’ll show you the fire escape, you know, the metal staircase outside the building, just so you know it. And I’ll also show you the push bar emergency doors. Rene: Oh yes, I’ve seen some of these doors. We can’t usually open them, can we? Phil: That’s right, because if you do, the alarm will go off. But you should use them in an emergency there’s a green sign on them that says ‘push bar to open’ so you know it’s an emergency exit. Susana: I see – so I just wait outside the building then?


Cleaning: fire safety – transcript

Phil: No, but we go to one place so that we know everyone is out safely. This is called the assembly point. The assembly point is at the back of the building on the pavement by the big tree. Then we wait unit the fire marshal tells us we can go in again. Susana: OK. Thank you for explaining this to me. Phil: Well, we want you to be safe at work. Just two more things you need to know.

Every Wednesday morning at eleven you’ll hear the alarm for a few seconds. This is just a test, you know, to make sure the alarm is working. And sometimes, but not very often,there is a fire drill, you know, for practice. This means the alarm will keep ringing and we don’t know if it is a real emergency or not so we must get out quickly.

We don’t do fire drills very often but they’re very important because this way everyone learns exactly what to do when the alarm goes off. So that’s it. Any questions? Susana: When can you show me the fire escape and push bar doors? Phil: I’ll do that right now.

.


Cleaning: fire safety – flashcards

Activity 1 flashcards



Activty 4a flashcards



Activity 4b flashcards



Activity 5 flashcards


Cleaning: safety signs – classroom resources

Worksheet 1

Fire door Fire escape Smoke alarm Fire hose

Fire exit Fire extinguisher Fire alarm Fire blanket



Worksheet 2

Things that tell you there is a fire

Things that stop the fire Things that help you get

out of the building

Fire door Fire escape Smoke alarm Fire hose

Fire exit Fire extinguisher Fire alarm Fire blanket



Worksheet 3

Location: _________________

Location: _________________

Location: _________________

Location: _________________

Location: _________________

Location: _________________

Location: _________________

Location: _________________



Activity 4 instruction cards

Take your belongings Wait outside the building

Use the emergency pushbar doors Go in to the building before the fire marshal tells you

Use the emergency pushbar doors if there is no fire

Leave the building when the fire alarm goes off

Use the lift Go to the assembly point at the back of the building

Use the stairs Stay in the building if there's a fire drill

Look for the green signs for the fire escape

Get out of the building as quickly as possible



Do Don’t



Worksheet 5

Sound the alarm A

Leave building by nearest available exit

B

Report to assembly point C Rear of the car park

D Do not return to the building until authorised to do so

E Do not use the lifts



Activity 6 briefing bingo card

Cleaners: fire safety - ESOL Nexus | British Council · · 2014-10-20Cleaners: fire safety!...

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