Cleaners: using chemicals - ESOL Nexus Chemicals.pdf · Cleaning: using chemicals – teachers’...

Cleaners: using chemicals!

Teacher’s Pack

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

© British Council 2014 1

Cleaning: using chemicals – teachers’ notes

Cleaning: using chemicals Contents Using chemicals: teachers’ notes Using chemicals: answers Using chemicals: transcripts Using chemicals: 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]



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/job-using-chemicals

• A self-access resource for learners with online activities. This is available at: http://esol.britishcouncil.org/cleaners/product-label-instructions

Overview This resource Using chemicals 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 (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. The topic is organised in three units: 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 – Using chemicals.ppt • Accompanying videos • Interactive self-access resources



Using chemicals Time: approximately 1 hour

Aims

• Learners will be able to ask for information about products that they use at work.

• Learners will see how a chemical product label is organised.

• Learners will be able to find information in a product label Objectives Learners will be able to:

• ask for handling information using appropriate language • understand the purpose of each section of product labels • extract key information from a product label



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 Using chemicals.ppt

• to go to http://esol.britishcouncil.org/cleaners/job-using-chemicals to play the accompanying video: Product label instructions

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

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

• to cut up cards to use with activity 2

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 from the PowerPoint presentation and ask learners what chemicals they use in their job. Ask them what they need to find out about the chemicals before using them. Ask them where they find out this information and what they can do if they do not understand it. Activity 1: listen for gist Show the first Activity 1 slide and ask learners if they know what the product is for, and how it is used. Elicit suggestions from learners, but do not confirm answers. Watch the video Product label instructions to check the answers. Activity 2: scanning Display the Activity 2 slide and ask learners what information they can find on a label and elicit suggestions. If learners find this difficult, encourage them to think about what they saw in the video. Write the suggestions on the board, then give out Worksheet 1 and ask learners if they can find that information in the label. Give out Activity 2 label section cards and ask learners to look at the label and match the cards to where the following information can be found:

• product description!• how to use the product!• safety information

Monitor to check that learners place the cards on the correct areas of the label. Give feedback by highlighting the correct sections of the label on the Activity 2 slide. If you have access to an IWB, you could use an interactive activity for learners to consolidate this activity. Learners have to match different sentences to the correct sections of the label. Ask learners to come to the front of the room and work together to put sentences into the correct categories. Encourage all learners to contribute and do not let stronger learners dominate.

IWB link: http://gamedata.bcdev.org.uk/p/MTc2MTE=



Activity 3: find specific information Explain to learners that you are going to play the clip again. This time they should listen and underline the specific information on Worksheet 2 that answers the cleaner’s questions. Play the video pausing after each answer. Learners should work in pairs to underline the specific information on the label that answers the cleaner’s questions. Do the first one together as an example and encourage learners to identify where the information is by considering the supervisor’s directions here on the label/ Under the name of the product, etc. If you have access to an IWB, you might want to give feedback by underlining the correct pieces of information on the board. Activity 4: asking questions Elicit from the group what questions the cleaner asked her supervisor and how she checked that she had understood correctly. Play the video again, pausing after each of the cleaner’s questions and responses. Drill the questions chorally and individually as needed. You should also drill the responses where the cleaner repeats the instruction to check understanding; play close attention to modelling appropriate intonation. If you have access to an IWB, you could use an interactive activity to consolidate question forms. Ask learners to come to the front of the group and take it in turns to try to select words in the correct order. Encourage learners who are not working at the board to shout out answers to help the group. Once learners have made all the sentences in the activity they are given a score. Encourage them to try again and see if they can improve on their time or accuracy.

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

There is a second interactive activity which allows learners to arrange the supervisor’s answers according to which question they are responding to. Ask learners to come to the front of the room and work together to put sentences into the correct categories. Encourage all learners to contribute and do not let stronger learners dominate.

IWB link: http://gamedata.bcdev.org.uk/p/MTY4ODY=

Display the second Activity 4 slide to elicit questions from the learners. Give out Worksheet 3 and ask learners to take turns in pairs to ask these questions. They can use Worksheet 3 as a prompt sheet. Circulate and monitor, paying attention to the cleaners’ questions. The supervisors’ responses are not a focus of this lesson. Check with the class that they understand the meaning of the dilution ratio 1:50, elicit other ways that this can be written (20ml to 1 litre, One to fifty) and write them on the board.



Activity 5: role play Ask learners to work in pairs and give out Worksheet 4. Learners should work in pairs to role play a similar dialogue to that in the video, with a different product. Suggest that learners use Worksheet 3 as a prompt. If needed, elicit and drill the questions from the video, using the images on Worksheet 3 as prompts. Circulate and monitor learners’ use of the questions, supporting if needed. Also ensure that learners are aware what section of the label they should look at. To finish, elicit answers to the questions about the new product from learners.


Cleaning: using chemicals – answers

Answers Activity 2 Activity 3


Cleaning: using chemicals – answers

Activity 5 1. Can it be used on carpets?

No, this is for use on hard surfaces

2. Do I have to wear gloves? Yes, it says “Wear suitable gloves”

3. Do I have to dilute it? Yes, it says dilute 50ml to 5 litres of hot water##


Cleaning: using chemicals – transcript

Transcript Susana: Phil, is this the right product for cleaning carpets? Can I check it with you?

Phil: Sure. What does it say? Er… ‘Deodoriser Concentrate – can be used on carpets’ so

yeah, that’s fine.

Susana: Where can I find that?

Phil: Here on the label.

Susana: Where exactly?

Phil: Under the name of the product.

Susana: Under the name?

Phil: Yes. Find the name of the product in bold. Then underneath it tells you what you can

use it for.

Susana: Okay, so find the name, and underneath, it tells you what you can use it for?

Phil: Yes.

Susana: And do I have to wear rubber gloves with this one?

Phil: Er... What does it say?.... ‘Wear suitable gloves’ so yes.


Phil: It’s here on the label.


Phil: Under Handling and Safety.

Susana: Under Handling and Safety?

Phil: Yes. Find Handling and Safety in bold and in capitals. Then underneath it tells you

how to use the product to stay safe.

Susana: Okay, so find the name, and under, it tells you how to use it to stay safe?

Phil: Yes.

Susana: Ok, for this one do I dilute it?

Phil: Sure. Do you want to use it in a spray?

Susana: Yes.

Phil: Right. Direct spray application, Dilute 1:50, so 20 ml to 1 litre of water.



Cleaning: using chemicals – transcript

Phil: Here on the label.


Phil: Under Directions.

Susana: Under Directions?

Phil: Yes. Find Directions in bold and capitals. Then underneath t tells you what you can

use it for and gives you the dilution ratios.

Susana: Okay, so find the Directions, and under, it gives the dilutions?

Phil: Yes. that’s right.


Cleaning: using chemicals – classroom materials

Worksheet 1

Deodoriser concentrate

Su

pa

Product code: B378 A concentrated deodoriser which can be used on carpets and fabrics. Also for general application use on hard surfaces. Manufacturer: Supa UK Ltd, Forest Road, Shipton, Yorkshire YO45 2LY Tel: 01901 2355 Emergency Action: If you have a medical enquiry about this product please contact your doctor or local hospital, who may contact the National Poisons Service, where our full product details are held.

Directions Powerful natural deodoriser containing bio-enzymes Follows environmental guidelines Effective against urine and other offensive odours Biodegradable, phosphate and VOC free Mild pH Contains natural lemon and eucalyptus fragrance Always pre-test carpet for colour fastness with a diluted solution Vacuum carpet and remove surface soil when possible Direct spray application, Dilute 1:50 Apply using a carpet pressure spray applicator. Wait for at least 15 minutes, then rinse-extract with B175 Supa Carpet Cleaner or B853 Carpet Rinse. For difficult odours re-apply.

Handling & Safety For professional and industrial use only. Safety data sheet available for professional user on request. Eyes: Contact may cause moderate eye irritation Skin: prolonged contact may cause irritation and possible dermatitis Inhalation: Not expected in normal use. Ingestion: ingestion of small amounts is unlikely to cause injury. Wear suitable gloves and safety glasses when handling concentrate.

Fragrant and Eco-friendly

Clear liquid with natural lemon fragrance. Ready-to-use pH8 Unit 5L Product number: B378 – 06



Activity 2 – label section cards

Product description

How to use the product

Safety information

Product description


Safety information

Product description


Safety information

Product description


Safety information

Product description


Safety information



Worksheet 2 – question prompts

?

?

?

Dilute?



Worksheet 3

Surface Cleaner

Su

pa

Product code: B368 A general purpose cleaner which can be used on all types of hard surfaces. Manufacturer: Supa UK Ltd, Forest Road, Shipton, Yorkshire YO45 2LY Tel: 01901 2355 Emergency Action: If you have a medical enquiry about this product please contact your doctor or local hospital, who may contact the National Poisons Service, where our full product details are held.

Directions Effective and fast acting. Easily removes dirt and grease. Follows environmental guidelines Less that 5% Phosphonat/Polycarboxylate/Nonionic Surfactant Contains perfumes. Direct spray application, Dilute 50 ml to 5 litres of hot water. Ideal for spray-on-wipe-off cleaning. Apply using spray application.

Handling & Safety For professional and industrial use only. Safety data sheet available for professional user on request. Eyes: Contact may cause moderate eye irritation Skin: prolonged contact may cause irritation and possible dermatitis Inhalation: Not expected in normal use. Ingestion: ingestion of small amounts is unlikely to cause injury. Wear suitable gloves when handling product.

Fragrant and Eco-friendly

Blue liquid with natural lemon fragrance. Ready-to-use pH7 Unit 5L Product number: B368 – 05

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