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

Size: px
Start display at page:

Download "Teacher s Pack h"p://esol.bri.shcouncil.org/teaching5english5work/cleaners8"

Transcription

1 Cleaners: evaluating performance! Teacher s Pack h"p://esol.bri.shcouncil.org/teaching5english5work/cleaners8

2 Cleaning: evaluating performance teachers notes Cleaning: evaluating performance Contents Evaluating performance: teachers notes Evaluating performance: answers Evaluating performance: transcripts Evaluating performance: 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 us at: 1

3 Cleaning: evaluating performance 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 in the teachers resource page at A self-access resource for learners with online activities. This is available at: Overview This resource Evaluating performance is part of Unit 3 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. 2

4 Cleaning: evaluating performance teachers notes 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 Evaluating performance.ppt Accompanying videos Interactive self-access resources 3

5 Cleaning: evaluating performance teachers notes Evaluating performance Time: Approximately 1 hour Aims To familiarise learners with giving structured feedback in appraisals To give learners practice speaking in a formal situation To give learners language needed for checking and reporting stock levels Objectives Learners will be able to use appropriate language to: Describe strengths and weaknesses Give instructions for improvement Check understanding Learners will also be able to: Use an appropriate structure for a formal conversation 4

6 Cleaning: evaluating performance teachers notes 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 Evaluating performance.ppt to go to to play the accompanying videos: o Supervisor feedback 1 o Supervisor feedback 2 o Supervisor feedback 3 o Supervisor feedback 4 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. 5

7 Cleaning: evaluating performance teachers notes Introduction: Display the Introduction slide and ask learners how they know if the cleaners they work with are doing a good job. Check they are familiar with the term appraisal and check how many have undertaken one as a supervisor. Get whole class feedback on how these work in their companies and elicit from the group what they discuss in appraisals in their workplace. Activity 1: listening for gist Display the Activity 1 slide and explain to learners that they are going to watch four video recordings of cleaner appraisals. Ask them to watch the first, and find out if the supervisors are generally happy with the cleaners work. Play video recording 1; pause at the end to allow learners enough time to discuss their answers. Elicit the class s opinions; ask learners how they know that the supervisor is happy. If learners are unsure, highlight that the supervisor said some of your work is very good and that there are several strengths mentioned. Play the remaining videos and again elicit whether the supervisors are generally happy or not with the cleaners, and how learners could tell. Activity 2: listening for detail strengths and weaknesses Try to elicit any strengths or weaknesses that learners heard in the clips. Play the first clip and elicit which issues were mentioned from the group. Give out Worksheet 1 and ask learners to number the issues according to which clip they are in. Elicit answers from the class and display the first Activity 2 slide for learners to check. Display the example issues from Worksheet 1 and ask learners to work in pairs to identify which are strengths and which are weaknesses. Encourage learners to give personalised examples from work, and reasons why they are strengths or weaknesses, i.e. You know how to clean. This is a real strength because it means there won t be any complaints from clients! Circulate and monitor for any vocabulary misunderstandings. Provide feedback by eliciting answers from the class and displaying the second Activity 2 slide for learners to confirm. Ask learners to work in groups to categorise the issues according to whether they relate to the cleaners cleaning skills, their customer service skills and their ability to follow rules. Mark the different categories with the letters A, B and C respectively. Monitor groups to check that there are no problems with vocabulary. Use the final Activity 2 slide to give feedback and discuss which issues are the most important. Support learners with any vocabulary difficulties in this activity. If you have access to an IWB you may want to use an interactive activity to check learners comprehension of the videos here. Learners have to answer multiple choice questions to identify the weaknesses that the supervisor mentioned in each clip. Encourage the whole class to support the learner(s) at the board answering the questions. IWB link: 6

8 Cleaning: evaluating performance teachers notes Activity 3: listening for solutions Ask learners to watch the clip again to find the answers to the following questions. What instructions for improvement does the supervisor give? What will happen if the cleaner does not improve? Learners review problems from Worksheet 1, and try to recall the instructions given to cleaners in the clips. Play the clips again and encourage learners to check what instructions are given and what the consequences of non-improvement would be. You may also want to elicit from learners how the supervisors checked that their instructions had been understood. Ask learners to discuss whether they think the solutions suggested are appropriate. Encourage learners to discuss what instructions or suggestions they give to the cleaners that they supervise. If you have access to an IWB then you might want to try an interactive activity here. The activity requires learners to group sections of the conversation into strengths, weaknesses and actions and is best used as a review after learners have listened for solutions. Encourage learners to work together to group the sentences, and allow learners to discuss whether they have the correct answers before tapping Check answers. IWB link: Activity 4: giving feedback Tell learners they are going to practise giving appraisal feedback to their cleaning staff using the lists of strengths and weaknesses on Worksheet 1. Put learners into groups of three and ask them to choose one of three roles of cleaner, supervisor and observer. Explain that the role of the observer is to listen carefully to the conversation between the supervisor and the cleaner and decide whether the supervisor mentioned both strengths and weaknesses, gave clear instructions to improve and highlighted any possible consequences. Hand out a set of Activity 4 role cards to each group with prompts for their role. Learners can use the strengths and weaknesses on Worksheet 1 for support. When groups finish, the observer gives feedback to the supervisor. Learners swap roles and role cards and repeat with different strengths and weaknesses. Circulate and monitor, checking that learners are able to give effective feedback; support learners with any difficulties. You may want to finish the lesson by asking one or two groups to volunteer to do a role play for the whole class. If you have access to an IWB you many want to use an interactive activity to introduce this section. This activity requires learners to re-order the conversation from clip 4. The activity works best if you get the class to work together to order the dialogue. Learners can listen to the clip s soundtrack to check their answers or to get support. IWB link: 7

9 Cleaning: evaluating performance answers Answers Activity 2 A A Issue Has learnt very quickly how to do the job Cleaning of desks is not thorough enough Clip number(s) Strength () 1, 3, 4 Weakness () 2 C Follows health and safety rules 2, 3 C Has excellent timekeeping 2, 4 B Interrupts clients after A Most cleaning is good 2 A His/her cleaning is thorough 3, 4 C Doesn t use yellow sign 4 C Never late for work 1, 2, 4 A A lot of your work is very thorough 1, 3, 4 B Threw away paperwork 1 B Client is very happy 3, 4 8

10 Cleaning: evaluating performance transcript Transcript: evaluating performance Clip 1 Hi Rene, do you have time to speak to me about how you are getting on? Yes, that s fine, I have time now. OK, take a seat, thank you. Ok, so you ve been here for two weeks now and a lot of your work is excellent. Thank you. Your timekeeping is excellent; you're never late for work and you've learnt very quickly how to do the job. Thanks A lot of your work is very thorough, but there are one or two things that you need to be careful with. Yes? We ve had some complaints you've thrown away some paperwork on people's desks they've complained that they left notes for you, but you've ignored them. It's really important and the client will get unhappy if documents get lost. Have you seen any notes? I think so, but I didn t understand. Ok, no problem, if you see a note that you don t understand, then you need to show it to somebody and find out what it means. Is that clear? Yes, I will find someone to help me. 9

11 Cleaning: evaluating performance transcript OK, I m going to speak to the client again next week, but if I get any more complaints about this then we need to have another conversation. Do you understand? Yes, that s OK. OK, I mean most of your work is fine, but we do need to be careful with client s documents. Ok thank you for your time. Clip 2 Hi Rene, I wanted to talk to you quickly about your work do you have time now? Yes, that s OK... Ah, Excellent, you ve been here a month now and some of your work is very good. Thank you. Your timekeeping is excellent;; you re never late for work and yes... you follow all the health and safety rules and most of your cleaning is very good. Thanks There's just one problem though Yes? Yeah, I ve had a couple of complaints about the desks, some of them aren't cleaned thoroughly enough;; there's a lot of dust. It s very important that you follow our service standards. We need to keep the clients happy. Do you remember the standards? Erm, I m not sure No problem, erm tomorrow I will show you everything you need to know to clean the desks and what the standards are. Thank you 10

12 Cleaning: evaluating performance transcript Then, I'm going to check your work everyday when you've finished. If it doesn t get better then I m going to have to give you a written warning. It is really important that we don t get any more complaints. Is that OK? Yes, that s OK. Good. Your timekeeping and most of your cleaning is great; so we just need to be careful with this thing. Is that Ok? Thats' OK Thanks for your time. Clip 3 Hi Rene, I just wanted to talk about your work quickly and see how you are getting on, is that OK? That's OK, I have time now Ok, well you ve been here two months now and a lot of your work is great. You've learnt quickly how to do the job, your cleaning is very thorough and the client is very happy with this. You always follow the health and safety rules, which is really important Thank you That s all good, however there is something you need to be careful with. Yes? Remember that you need to finish the second-floor offices by I ve had complaints that you are interrupting people who are working there after that time. 11

13 Cleaning: evaluating performance transcript This is really important;; we need to make sure that the customers staff can do their job without being interrupted. Do you usually clean the second floor offices first? No, I usually start on the first floor. OK, you can leave that one until a bit later, but the second floor needs to be finished by 8.30 every day. I m going to speak to the client again next week. If I hear any more complaints about this, then we will have to meet again, is that OK? OK Thanks. The rest of your work is really good, but we need to work with the client. Ok, I'll make sure I start with the second floor. Ok, that's great, that's all - thank you for your time Clip 4 Hi Susana, I just want to talk about your work quickly and see how you are getting on, is that OK? Susana: Susana: Yes, that s fine, I have time now. Excellent, Ok, you ve been here two weeks now and a lot of your work is excellent. Thank you. Your timekeeping is excellent;; you re never late for work. You have learnt quickly how to do the job and your cleaning is very thorough. The client is very happy. Susana: Susana: Yes, now it s easier than when I started. That s good, however there is something you need to be careful with. Yes? 12

14 Cleaning: evaluating performance transcript I ve had some complaints that you don t always put out the yellow warning signs, when you are mopping floors. This is a really important safety issue, it s the law. If someone had an accident we could get taken to court. Do you know where the signs are kept? Susana: No, I haven t been shown where they are. Ok, we keep them in the storage cupboards on every floor. You have to put them up every time you use a mop. Do you understand? Susana: Yes, when I use the mop. Ok, for the next two weeks, I will check that you put the signs up every day. If you don t then we ll have to speak again. This is really important. Is that OK? Susana: Yes, that s OK. I will use the signs now. Great. Everything else that you are doing is excellent, but we need to be very careful with health and safety. Ok, that s all, thanks for your time. 13

15 Cleaning: evaluating performance classroom resources Worksheet 1 Issue Clip number(s) Strength () Weakness () Has learnt very quickly how to do the job Cleaning of desks is not thorough enough Follows health and safety rules Has excellent timekeeping Interrupts clients after 8.30 Most cleaning is good His/her cleaning is thorough Doesn t use yellow sign Never late for work A lot of your work is very thorough Threw away paperwork Client is very happy 14

16 Cleaning: evaluating performance classroom resources Activity 4 role cards Observer Your role is to listen and check the following: Did the supervisor talk about both strengths and weaknesses? Did the supervisor give instructions to improve? Did the supervisor mention any consequences Did the supervisor check the cleaner had understood? Supervisor Your role is to make sure that you: Talk about both strengths and weaknesses Give instructions for the cleaner to improve Explain what will happen if situation does not improve Check the cleaner has understood Cleaner Your role is to ask questions or ask for clarification to make sure that you are completely clear about: Your strengths and weaknesses How you can improve What will happen if you do not improve 15

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

Teacher s Pack hp://esol.bri.shcouncil.org/teaching5english5work/cleaners8 Cleaners: preventing and reporting accidents! Teacher s Pack h"p://esol.bri.shcouncil.org/teaching5english5work/cleaners8 Cleaning: preventing and reporting accidents teachers notes Cleaning: preventing

More information

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

Teacher s Pack hp://esol.bri.shcouncil.org/teaching5english5work/cleaners8 Cleaners: accident reports! Teacher s Pack h"p://esol.bri.shcouncil.org/teaching5english5work/cleaners8 Cleaning: accident reports teachers notes GGCleaning: accident reports Contents Accident reports:

More information

Someone on the phone An emergency Teacher s pack. English in my home Someone on the phone. Unit 2c An emergency

Someone on the phone An emergency Teacher s pack. English in my home Someone on the phone. Unit 2c An emergency English in my home Someone on the phone Unit 2c An emergency 1 Contents Unit 2c An emergency teacher s notes An emergency learner resources (including transcript) An emergency answers Video 2 Introduction

More information

Teacher s Pack h"ps://esol.bri.shcouncil.org/teaching5uk5life/emergency5services;

Teacher s Pack hps://esol.bri.shcouncil.org/teaching5uk5life/emergency5services; Is it an emergency?! Teacher s Pack h"ps://esol.bri.shcouncil.org/teaching5uk5life/emergency5services; Is it an emergency? Is it an emergency? Contents Is it an emergency: teacher s notes Is it an emergency:

More information

Call 999: teacher s notes

Call 999: teacher s notes Call 999: teachers notes Call 999 Contents Call 999: teacher s notes Call 999: answers & transcripts Call 999: flashcards Call 999: classroom materials Copyright - please read All the materials on these

More information

Someone at the door Electricity meter reading Teacher s pack. English in my home Someone at the door. Unit 1a Electricity meter reading

Someone at the door Electricity meter reading Teacher s pack. English in my home Someone at the door. Unit 1a Electricity meter reading English in my home Someone at the door Unit 1a Electricity meter reading 1 Contents Unit 1a Electricity meter reading teacher s notes Electricity meter reading learner resources Electricity meter reading

More information

To download the script for the listening go to: http://www.teachingenglish.org.uk/sites/teacheng/files/learning-stylesaudioscript.

To download the script for the listening go to: http://www.teachingenglish.org.uk/sites/teacheng/files/learning-stylesaudioscript. Learning styles Topic: Idioms Aims: - To apply listening skills to an audio extract of non-native speakers - To raise awareness of personal learning styles - To provide concrete learning aids to enable

More information

Reading aloud to a child

Reading aloud to a child Reading aloud to a child Festivals and celebrations: introduction Me and my culture: festivals and celebrations Contents Festivals and celebrations: teachers notes Festivals and celebrations: classroom

More information

Preparing for an ORAL PRESENTATION Advice for students

Preparing for an ORAL PRESENTATION Advice for students Preparing for an ORAL PRESENTATION Advice for students 1. How to prepare a presentation 2. What makes a good talk? / What makes a bad talk? 3. Managing your nerves 4. Dealing with question time 5. Other

More information

TeachingEnglish Lesson plans. Mobile phones. Topic: Mobile phones and text communications

TeachingEnglish Lesson plans. Mobile phones. Topic: Mobile phones and text communications Mobile phones Topic: Mobile phones and text communications Aims: - To develop students understanding of telephone and text communications - To give students a chance to practise speaking Level: Pre-intermediate

More information

ESOL Teaching Skills TaskBook Listening 1: Listening sub-skills and a typical lesson: Unit 3 a)

ESOL Teaching Skills TaskBook Listening 1: Listening sub-skills and a typical lesson: Unit 3 a) What are the different listening sub-skills and how do we practise them in the classroom? This lesson will help you understand what different listening subskills students need to practise. It will also

More information

BBC Learning English Talk about English Business Language To Go Part 1 - Interviews

BBC Learning English Talk about English Business Language To Go Part 1 - Interviews BBC Learning English Business Language To Go Part 1 - Interviews This programme was first broadcast in 2001. This is not a word for word transcript of the programme This series is all about chunks of language

More information

PET Speaking Part 2 teacher s notes

PET Speaking Part 2 teacher s notes PET Speaking Part 2 teacher s notes Description to introduce and practise Part 2 of the Speaking test and to consider what makes a good performance in PET Speaking Part 2 Also to identify and practise

More information

GET THINKING. Lesson: Get Thinking Museums. Teacher s notes. Procedure

GET THINKING. Lesson: Get Thinking Museums. Teacher s notes. Procedure Level: Intermediate + Age: Teenagers / Adult Time: 90 minutes + Language objectives: collocations, understanding vocabulary in context Key life skills: learner autonomy, giving feedback, social responsibility

More information

The Town reflects life in the UK and aims to help learners interact with the world around them as well as to develop their English language skills.

The Town reflects life in the UK and aims to help learners interact with the world around them as well as to develop their English language skills. The Town Overview The Town reflects life in the UK and aims to help learners interact with the world around them as well as to develop their English language skills. Level: Entry 1 (Access 2 in Scotland)

More information

2013 Satisfaction Survey. How are we doing? Easier to Read Version

2013 Satisfaction Survey. How are we doing? Easier to Read Version 2013 Satisfaction Survey How are we doing? Easier to Read Version We asked people some questions about their support. Here is some of what people said and the changes we will make. That someone who knows

More information

Assessing Speaking Performance Level B2

Assessing Speaking Performance Level B2 Examiners and speaking assessment in the FCE exam Speaking tests are conducted by trained examiners. The quality assurance of Speaking Examiners (SEs) is managed by Team Leaders (TLs) who are in turn responsible

More information

TeachingEnglish Lesson plans

TeachingEnglish Lesson plans Worksheets - Meetings (3): Managing a meeting TeachingEnglish Lesson plans As you may know, we are developing a major new project, Project Z. I am attaching a short summary of the project for your information.

More information

Can you answer Milly s question and tell her why? Jot down your answers on a note pad, then check the answer key below.

Can you answer Milly s question and tell her why? Jot down your answers on a note pad, then check the answer key below. When you have to write a lesson plan is it sometimes difficult to write down your aims? This lesson will give you ideas on how to write better aims when you need to. Task 1 Milly s dilemma. Milly is asking

More information

Station 1. Buzzwords (Online)

Station 1. Buzzwords (Online) Page 1 of 6 Literacy Stations Teaching Activities Title: Class: Duration: The Rainbow Fish Senior Infants 10/15 minutes per activity Overview of activities: A total of 5 station teaching activities and

More information

Lesson plan: Watching television

Lesson plan: Watching television Watching television Topic: Watching television / using adjectives Level: SfL E2/E3; SQA Access 3/Int 1; CEFR A2/B1 Time: 70-90 minutes Aims To develop students ability to listen and understand a short

More information

STAFF TRAINING SESSION

STAFF TRAINING SESSION STAFF TRAINING SESSION i The following are some exercises for staff to use to prepare to deliver the programme. Exercises can be used as part of an INSET/training day. You may wish to invite volunteers

More information

Collaborative Task: Just Another Day at the Office

Collaborative Task: Just Another Day at the Office At a glance Level: ISE II Collaborative Task: Just Another Day at the Office Focus: Collaborative task Aims: To develop speaking skills by responding to prompts related to the workplace Objectives: To

More information

Absolute Beginners TEACHER S NOTES. by Frances Marnie. Unit 6. Before the lesson. Procedure

Absolute Beginners TEACHER S NOTES. by Frances Marnie. Unit 6. Before the lesson. Procedure Unit 6 Level: Beginners Age: Adults Time: Approx. 90-120 minutes Language objectives: Active: fish, chicken, meat, bread, rice, pasta, salad, wine, beer, juice, orange, carrot, potato, days of the week.

More information

Top Ten Mistakes in the FCE Writing Paper (And How to Avoid Them) By Neil Harris

Top Ten Mistakes in the FCE Writing Paper (And How to Avoid Them) By Neil Harris Top Ten Mistakes in the FCE Writing Paper (And How to Avoid Them) By Neil Harris Top Ten Mistakes in the FCE Writing Paper (And How to Avoid Them) If you re reading this article, you re probably taking

More information

Starting and Ending Presentations- Phrases

Starting and Ending Presentations- Phrases Starting and Ending Presentations- Phrases Without looking below, listen to your teacher read out phrases and hold up the right one of the cards they have given you. If the phrase can be used both at the

More information

Healthy and Safety Awareness for Working Teens Unit 5 Communicating Workplace Problems

Healthy and Safety Awareness for Working Teens Unit 5 Communicating Workplace Problems Healthy and Safety Awareness for Working Teens Unit 5 Communicating Workplace Problems Unit 5 Communicating Workplace Problems 1 Unit 5 Overview This purpose of this unit is to help students develop the

More information

Grade 8 English Language Arts 90 Reading and Responding, Lesson 9

Grade 8 English Language Arts 90 Reading and Responding, Lesson 9 GRADE 8 English Language Arts Reading and Responding: Lesson 9 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and

More information

Line Segments on the Geoboard A Lesson for Fourth and Fifth Graders

Line Segments on the Geoboard A Lesson for Fourth and Fifth Graders Line Segments on the Geoboard A Lesson for Fourth and Fifth Graders by Rusty Bresser From Online Newsletter Issue Number 17, Spring 2005 Geometry comes to life in this lesson, as Rusty Bresser has fourth

More information

Learner s worksheet A job interview. Worksheet 1

Learner s worksheet A job interview. Worksheet 1 Learner s worksheet A job interview Worksheet 1 Warmer What can you see in the pictures? Write useful words in the boxes below each picture. Think about the job interview process. Put the pictures into

More information

BBC Learning English Talk about English Business Language To Go Part 2 - Induction

BBC Learning English Talk about English Business Language To Go Part 2 - Induction BBC Learning English Business Language To Go Part 2 - Induction This programme was first broadcast in 2001. This is not a word for word transcript of the programme Forget about struggling with dictionaries

More information

How Can Teachers Teach Listening?

How Can Teachers Teach Listening? 3 How Can Teachers Teach Listening? The research findings discussed in the previous chapter have several important implications for teachers. Although many aspects of the traditional listening classroom

More information

TeachingEnglish Lesson plans

TeachingEnglish Lesson plans Born, Bread and Buttered in London In this lesson students hear a man being interviewed about his life in London. He talks about the different parts of London he has lived in and how things have changed

More information

Lesson Share TEACHER S NOTES. Making arrangements by Claire Gibbs. Activity sheet 1. Procedure. Lead-in. Worksheet.

Lesson Share TEACHER S NOTES. Making arrangements by Claire Gibbs. Activity sheet 1. Procedure. Lead-in. Worksheet. Lesson Share TECHER S NOTES Making arrangements by Claire Gibbs ge: Level: Time: im: Teenagers / dults Pre-intermediate 60 mins To practise functional language for making arrangements Key skills: Speaking

More information

Cambridge English: First (FCE) Writing Part 1

Cambridge English: First (FCE) Writing Part 1 Cambridge English: First (FCE) Writing Part 1 Teacher s notes Aims of the lesson to familiarise students with Part 1 of the Writing paper and give them practice at planning an essay Time needed 50 minutes

More information

Consensus. Decision Making. 2hr sample workshop plan

Consensus. Decision Making. 2hr sample workshop plan Consensus Decision Making 2hr sample workshop plan The activities we suggest should work for most groups but feel free to tweak the plan based on what you know about the participants and your own facilitation

More information

Dundee and Angus College

Dundee and Angus College Preparing Presentations Like any academic project, before giving a PowerPoint presentation you need to prepare and plan ahead. Dundee and Angus College Identifying the purpose By firstly identifying the

More information

Running a STAR English conversation class

Running a STAR English conversation class Running a STAR English conversation class A guide for STAR volunteers who are leading English conversation classes. The pack contains: 1. Tips and advice for running a class 2. Ideas for classroom activities

More information

BBC LEARNING ENGLISH Shakespeare Speaks

BBC LEARNING ENGLISH Shakespeare Speaks BBC LEARNING ENGLISH Shakespeare Speaks Wild-goose chase: Lesson plan The video to accompany this lesson plan can be found here: http://www.bbc.co.uk/learningenglish/english/course/shakespeare/unit-1/session-8

More information

Mental Health Role Plays

Mental Health Role Plays Mental Health Role Plays Goals: To discuss various mental health issues and mental illnesses. To discuss stigma, support and treatment options surrounding mental health issues and mental illnesses. Requirements:

More information

Lesson plan for piloting: Language Experience Approach

Lesson plan for piloting: Language Experience Approach Around our college Topic: Our College Level: SfL pre-entry / SQA Access 2 ESOL Literacies / CEFR A1 Time: 70-90 minutes (more with extension writing activities) Aims To develop students ability to read

More information

TIPS TO HELP YOU PREPARE FOR A SUCCESSFUL INTERVIEW

TIPS TO HELP YOU PREPARE FOR A SUCCESSFUL INTERVIEW TIPS TO HELP YOU PREPARE FOR A SUCCESSFUL INTERVIEW Preparing for the Interview RESEARCH Don t forget to research the organization/company before the interview. Learn what you can about the workplace prior

More information

TeachingEnglish Lesson plans

TeachingEnglish Lesson plans Topic: Sleep Aims: - To help students talk about sleep and how it affects our lives - To develop students reading and listening skills - To develop students communication skills - To develop students debating

More information

Lesson 2: How to Give Compliments to Tutees

Lesson 2: How to Give Compliments to Tutees Kids As Reading Helpers: A Peer Tutor Training Manual Copyright 2002 by Jim Wright www.interventioncentral.org L2-1 Lesson 2: How to Give Compliments to Tutees Introduction When correctly used, compliments

More information

Xavier, Hanh, and Mia

Xavier, Hanh, and Mia Slide 1 My name is Sarah Braun Hamilton, and I am a Teacher / Community Coordinator at Central Vermont Adult Basic Education in Montpelier, Vermont. I ve made this presentation to tell you about a lesson

More information

Cambridge English: Advanced Speaking Sample test with examiner s comments

Cambridge English: Advanced Speaking Sample test with examiner s comments Speaking Sample test with examiner s comments This document will help you familiarise yourself with the Speaking test for Cambridge English: Advanced, also known as Certificate in Advanced English (CAE).

More information

Learn How to Revise 1

Learn How to Revise 1 Learn How to Revise 1 SCHOOL EXAM DATES 2016 END OF YEAR EXAMS FOR YEARS 7-9 BEGIN ON MONDAY 6 TH JUNE THEY WILL TAKE PLACE IN LESSONS DURING THIS WEEK AND IF NECESSARY THE WEEK AFTER. Some subjects are

More information

BBC LEARNING ENGLISH 6 Minute Vocabulary Reporting verbs

BBC LEARNING ENGLISH 6 Minute Vocabulary Reporting verbs BBC LEARNING ENGLISH 6 Minute Vocabulary Reporting verbs This is not a word-for-word transcript Hello! Welcome to 6 Minute Vocabulary with me, and me,. In this programme, we re looking at reporting verbs.

More information

2 Mathematics Curriculum

2 Mathematics Curriculum New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic E: Model Numbers Within 1000 with Place Value Disks 2.NBT.A Focus Standard: 2.NBT.A Understand place value. Instructional

More information

English Nexus ESOL Offender Learning Learner resources working to help others in prison

English Nexus ESOL Offender Learning Learner resources working to help others in prison Working to help others in prison Topic: Support jobs around the prison Level: Entry 1- Entry 3 Time: 90 minutes Aims To develop learners' vocabulary for different support roles in a prison: job titles

More information

Fun for all the Family 3- Quite a few games for articles and determiners

Fun for all the Family 3- Quite a few games for articles and determiners Fun for all the Family 3- Quite a few games for articles and determiners Articles in English is one of those grammar points that are fairly easy to explain the fundamentals of, but even Advanced learners

More information

BBC Learning English Talk about English Business Language To Go Part 12 - Business socialising

BBC Learning English Talk about English Business Language To Go Part 12 - Business socialising BBC Learning English Business Language To Go Part 12 - Business socialising This programme was first broadcast in 2001. This is not an accurate word-for-word transcript of the programme. In this programme

More information

CLASSROOM ENGLISH PHRASES

CLASSROOM ENGLISH PHRASES 1. Good morning CLASSROOM ENGLISH PHRASES 2. How are you? Good morning, everybody. Good afternoon, everybody. Hello, everyone. Hello there, James. 3. Introductions My name is Mr/Mrs/Ms Kim. I'm your new

More information

TeachingEnglish Lesson plans

TeachingEnglish Lesson plans Worksheets Meetings (1): Getting down to business Reading: Text 1 Let s stop wasting time and get on with it! TeachingEnglish Lesson plans Did you know you can download a clock from the internet to calculate

More information

Information for teachers about online TOEIC Listening and Reading practice tests from

Information for teachers about online TOEIC Listening and Reading practice tests from oxford english testing.com Information for teachers about online TOEIC Listening and Reading practice tests from www.oxford english testing.com oxford english testing.com What do the online TOEIC Listening

More information

Learning Styles Diagnostic Assessment Entry 1+

Learning Styles Diagnostic Assessment Entry 1+ Learning Styles Diagnostic Assessment Entry 1+ Group Tutorial Activity (45 mins - 1 hour) Four different learning styles are considered in this assessment: 1. Visual 2. Auditory 3. Kinaesthetic 4. Independent

More information

CROSSING THE LINE. Self-esteem lesson plan FILM 4: TALKING HEADS

CROSSING THE LINE. Self-esteem lesson plan FILM 4: TALKING HEADS CROSSING THE LINE Self-esteem lesson plan FILM 4: TALKING HEADS Film 4: Talking Heads Key words: cyberbullying, self-esteem, editing apps Topic: Self-esteem, social media Time: 20 60 mins (educators can

More information

www.britishcouncil.org/learnenglish

www.britishcouncil.org/learnenglish Series 2 Episode 8: Happy New Year Introduction This support pack accompanies: This support pack contains the following materials: Before you listen Comprehension Task Grammar Task Vocabulary Task Audio

More information

STEP 5: Giving Feedback

STEP 5: Giving Feedback STEP 5: Giving Feedback Introduction You are now aware of the responsibilities of workplace mentoring, the six step approach to teaching skills, the importance of identifying the point of the lesson, and

More information

Lesson Share TEACHER S NOTES. Socializing by Gary Jones. Procedure

Lesson Share TEACHER S NOTES. Socializing by Gary Jones. Procedure Lesson Share TEACHER S NOTES Socializing by Gary Jones Age: Level: Time: Aim: Adults Upper intermediate 90 mins To practise making small talk; to learn lexis for active listening Key skills: Speaking Materials:

More information

Teacher s Guide. Banks, Credit & the Economy in a fla STEP BY STEP

Teacher s Guide. Banks, Credit & the Economy in a fla STEP BY STEP Teacher s Guide Banks, Credit & the Economy in a fla Time Needed: Two class periods Materials Needed: Student worksheets Projector (optional) Calculators (optional) Copy Instructions: Advance Organizer

More information

Lesson 2 Social Skill: Active Listening

Lesson 2 Social Skill: Active Listening Lesson 2 Summary and Rationale Listening is a social skill required for almost all interactions. It is also prerequisite to participating in a group process such as the Thinking for a Change Program. It

More information

124 Multimedia software is an exciting and very interesting area within IT.

124 Multimedia software is an exciting and very interesting area within IT. multimedia software UNIT 124 Multimedia software is an exciting and very interesting area within IT. The term multimedia covers a wide area. It is usually associated with graphics, images and new age media

More information

CALL 1 Dispatch: Santa Fe regional dispatch this is Daniel. Hotel desk: Hi Daniel, I'm calling from the El Dorado Hotel and uh we have a guest that

CALL 1 Dispatch: Santa Fe regional dispatch this is Daniel. Hotel desk: Hi Daniel, I'm calling from the El Dorado Hotel and uh we have a guest that CALL 1 Dispatch: Santa Fe regional dispatch this is Daniel. Hotel desk: Hi Daniel, I'm calling from the El Dorado Hotel and uh we have a guest that has been partying in their room. They've been warned

More information

This is a simple stage intended to introduce the lesson and some relevant lexis.

This is a simple stage intended to introduce the lesson and some relevant lexis. Money conversations A good conversation lesson can often begin with the students not being sure what the topic of the day is. Not that we want to keep them in the dark for long, but it can get their attention

More information

Chapter 3 Empowering Your Students with Learning Strategies

Chapter 3 Empowering Your Students with Learning Strategies Chapter 3 Empowering Your Students with Learning Strategies In this chapter, we demonstrate how you can teach your students to make their learning more efficient and effective by thinking about their learning

More information

How can a guide dog change a life?

How can a guide dog change a life? Module 1 How can a guide dog change a life? Contents 1.1 What does a guide dog do? - Lesson plan 3 Resource sheet - plan of a town 6 1.2 How are guide dogs trained? - Lesson plan 8 Resource sheet - application

More information

What to do if you re unhappy with the Child Maintenance Service. Help with complaints, disputes and appeals

What to do if you re unhappy with the Child Maintenance Service. Help with complaints, disputes and appeals What to do if you re unhappy with the Child Maintenance Service Help with complaints, disputes and appeals About this leaflet This leaflet explains what to do if you re unhappy with the service provided

More information

Cambridge English: Preliminary (PET) Frequently Asked Questions (FAQs)

Cambridge English: Preliminary (PET) Frequently Asked Questions (FAQs) Cambridge English: Preliminary (PET) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: Preliminary exams? Yes. There is a Cambridge English: Preliminary (PET) vocabulary list

More information

Welcome to your free download from Seafish and the Seafood Training Academy.

Welcome to your free download from Seafish and the Seafood Training Academy. Welcome to your free download from Seafish and the Seafood Training Academy. Before you get started on your document, please take a few seconds to read this first page to find out what other free resources

More information

PE TIP SHEET NO. 11: Tips for Effective Public Speaking

PE TIP SHEET NO. 11: Tips for Effective Public Speaking Last month s Tip Sheet No. 10 provided information on forming and utilizing a speakers bureau. Now somebody s got to get out there and deliver an insightful, stimulating and captivating speech. Yikes --

More information

ESP MARKETING TEACHER S NOTES

ESP MARKETING TEACHER S NOTES Teacher s notes: Level 1 (Intermediate) ESP MARKETING TEACHER S NOTES Worksheet A A. Vocabulary With stronger students, don t give them the correct answers until they have read the text and have had a

More information

Lesson Plan: Getting a BC Driver s License (CLB 5-6)

Lesson Plan: Getting a BC Driver s License (CLB 5-6) Lesson Plan: Getting a BC Driver s License (CLB 5-6) CLB Outcomes CLB 6-II: Giving Instructions CLB 5-II: Comprehending Instructions CLB 5-II: Reproducing Information Give sequential instructions and directions

More information

ESP MARKETING TEACHER S NOTES

ESP MARKETING TEACHER S NOTES Teacher s notes: Level 2 (Upper Intermediate Advanced) ESP MARKETING TEACHER S NOTES Worksheet A Pre-reading 1: Discussion Get students to discuss ideas as a class or in groups and then note their suggestions

More information

Conversation Partners: Presentation Skills and Academic Conversation

Conversation Partners: Presentation Skills and Academic Conversation Writing Center (last updated 8/2014) Conversation Partners: Presentation Skills and Academic Conversation Table of Contents Presentation Organization... 1 Body Language... 2 Transitional Phrases... 3 Visuals...

More information

Level 2 6.4 Lesson Plan Session 1

Level 2 6.4 Lesson Plan Session 1 Session 1 Materials Materials provided: image of 3R symbol; 4 environment images; Word Map; homework puzzle. Suggested additional materials: examples of compostable and non-compostable waste, i.e., apple

More information

EDITED TRANSCRIPTION OF TESTIMONY Interim Committee Training for Chairs and Vice Chairs Monday, September 26, 2011

EDITED TRANSCRIPTION OF TESTIMONY Interim Committee Training for Chairs and Vice Chairs Monday, September 26, 2011 EDITED TRANSCRIPTION OF TESTIMONY Interim Committee Training for Chairs and Vice Chairs Monday, September 26, 2011 Following is an edited transcript of the questions asked and answers given at the Interim

More information

Writing Checklist Lesson Level B1

Writing Checklist Lesson Level B1 Writing Checklist Lesson Level B1 Teacher s notes Description This lesson introduces students to a checklist which they can use when checking their own writing, as well as writing by other students. This

More information

Task-Teach-Task Sample Lesson

Task-Teach-Task Sample Lesson Task-Teach-Task Sample Lesson Lesson Title: Getting to Know One Another Communicative Goal(s): Introducing yourself; Asking/answering questions to learn more about someone. Objective(s): Students will

More information

Faculty Guide for Getting Started with WebEx

Faculty Guide for Getting Started with WebEx Faculty Guide for Getting Started with WebEx WebEx is a web conferencing tool. It allows instructors to hold live classes, office hours or training over the Internet, and to record these sessions for later

More information

Independent Listening Task: Stereotypes

Independent Listening Task: Stereotypes At a glance Level: ISE III Independent Listening Task: Stereotypes Focus: Independent listening task Aims: To develop listening strategies when listening to a lecture on the use of stereotypes in education

More information

Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction

Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction Grade 3: Module 1: Unit 1: Lesson 8 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

Math Solutions Professional Development Q&A: Using Talk in Math Class to Help Students Learn

Math Solutions Professional Development Q&A: Using Talk in Math Class to Help Students Learn Math Solutions Professional Development Q&A: Using Talk in Math Class to Help Students Learn Q. Many of our teachers have students talk with each other during math to support learning. As a faculty, we

More information

CHECK IT OUT CHECK IT OUT! Spring Contents. Age 9-11 Key Stage 2. Series Producer: Henry Laverty. Spring 2001

CHECK IT OUT CHECK IT OUT! Spring Contents. Age 9-11 Key Stage 2. Series Producer: Henry Laverty. Spring 2001 Age 9-11 Key Stage 2! FRIENDSHIP Series Producer: Henry Laverty Spring 2001 Friday 12.10-12.30 p.m. from 19 January to 2 March Transmission: Friday 19 January Summer Term: Tuesday 24 April Summer 2001

More information

A Taxonomy of Reflection

A Taxonomy of Reflection A Taxonomy of Reflection 1. A Taxonomy of Lower to Higher Order Reflection Assume an individual has just completed a task. What types of questions might they use to reflect on the experience? How might

More information

TKT: YL (Young Learners) Part 3: Using practice activities Trainer s notes

TKT: YL (Young Learners) Part 3: Using practice activities Trainer s notes TKT: YL (Young Learners) Part 3: Using practice activities Trainer s notes Description This session covers the area of knowledge using practice activities to consolidate children s language learning. Participants

More information

1. Demonstrate an understanding of conflict resolution strategies.

1. Demonstrate an understanding of conflict resolution strategies. Lesson Plan # 5 Global Title: Conflict Resolution Objectives: In this lesson, the participants will: 1. Demonstrate an understanding of conflict resolution strategies. 2. Practice assertive communication.

More information

Meeting People and Meeting People Again

Meeting People and Meeting People Again Meeting People and Meeting People Again Stand up and go around roleplaying meeting people in the room, imagining it is the first time you have met (even you have had previous contact by email etc.) Do

More information

Sample from Classroom Stories for SEAL KS1 and KS2 Theme 6 Relationships: Curriculum development resources Year 3

Sample from Classroom Stories for SEAL KS1 and KS2  Theme 6 Relationships: Curriculum development resources Year 3 Theme 6 Relationships: Curriculum development resources Year 3 Max s Bad Week Embarrassment (guilt) Happiness (proud) Story It was Saturday morning and Max was still in bed. He knew that Mum would soon

More information

CREATIVE S SKETCHBOOK

CREATIVE S SKETCHBOOK Session Plan for Creative Directors CREATIVE S SKETCHBOOK THIS SKETCHBOOK BELONGS TO: @OfficialSYP 1 WELCOME YOUNG CREATIVE If you re reading this, it means you ve accepted the We-CTV challenge and are

More information

BBC Learning English Talk about English Business Language To Go Part 10 - Dealing with difficult clients

BBC Learning English Talk about English Business Language To Go Part 10 - Dealing with difficult clients BBC Learning English Business Language To Go Part 10 - Dealing with difficult clients This programme was first broadcast in 2001. This is not an accurate word-for-word transcript of the programme. We ll

More information

How to WOW! Your Guests

How to WOW! Your Guests Tools Technology Skills How to WOW! Your Guests Training Workbook Copyright 2005 Choice Hotels International WOW! Page 3 4 WOW! Page WOW! Page 5 What is WOW! Service? What is WOW!? and service! WOW! separates

More information

Suggested Grade 1 2 Lesson Plan Students Rights and Responsibilities

Suggested Grade 1 2 Lesson Plan Students Rights and Responsibilities Suggested Grade 1 2 Lesson Plan Students Rights and Responsibilities Lesson 1 My Rights and Responsibilities Grade 1 st and 2 nd Objective: The students will discuss and summarize their rights and responsibilities

More information

Module 6.3 Client Catcher The Sequence (Already Buying Leads)

Module 6.3 Client Catcher The Sequence (Already Buying Leads) Module 6.3 Client Catcher The Sequence (Already Buying Leads) Welcome to Module 6.3 of the Client Catcher entitled The Sequence. I recently pulled over 300 of the local lead generation explosion members

More information

English Nexus ESOL Offender Learning

English Nexus ESOL Offender Learning Lesson plan Using film to teach English: teacher notes Topic: Making the most of film in the classroom Level: Entry 1-3 / National 2 4 / CEFR A1 - B1 Time: 90 minutes plus extension material Aims To understand

More information

Business Communication Course

Business Communication Course ABSTRACT Designing tasks to transfer learning to and from the workplace There was a resident complained a new staff. I explained the reason and sorted the problem. Gains in language, literacy and numeracy

More information

1. Provide a knowledge base 2. Create an atmosphere 3. Present a stimulus 4. Generate questions 5. Facilitate a discussion

1. Provide a knowledge base 2. Create an atmosphere 3. Present a stimulus 4. Generate questions 5. Facilitate a discussion 1. Provide a knowledge base 2. Create an atmosphere 3. Present a stimulus 4. Generate questions 5. Facilitate a discussion 1 1. Provide a knowledge base If you want students to discuss a scientific or

More information

Grade 4: Module 3B: Unit 3: Lesson 2 Reading Opinion Pieces, Part II: How Authors Support Their Opinions with Reasons and Evidence

Grade 4: Module 3B: Unit 3: Lesson 2 Reading Opinion Pieces, Part II: How Authors Support Their Opinions with Reasons and Evidence Grade 4: Module 3B: Unit 3: Lesson 2 How Authors Support Their Opinions with Reasons and Evidence This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

More information

Spoken English for Work (SEW) exams Guide for Teachers (B1)

Spoken English for Work (SEW) exams Guide for Teachers (B1) Spoken English for Work (SEW) exams Guide for Teachers (B1) Trinity College London 89 Albert Embankment London SE1 7TP UK T +44 (0)20 7820 6100 F +44 (0)20 7820 6161 E esol@trinitycollege.co.uk www.trinitycollege.co.uk

More information

How to teach listening 2012

How to teach listening 2012 How to teach listening skills "Great speakers are not born, they re trained." - Dale Carnegie (1921) Intended Learning Outcomes (ILOs) To enhance deeper understanding of the process of listening as a communicative

More information