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English for Cleaning Service Workers in University

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Published by agustina.2016ude018, 2019-12-08 12:47:11

English for Cleaning Service Workers in University

English for Cleaning Service Workers in University

English for Cleaning
Service Workers

in University Area

AGUSTINA DITA
MARSIANI SIMAN

Table of Contents

Chapter 1 3
Chapter 2 10
Chapter 3 15
Chapter 4 22
Chapter 5 27
Chapter 6 31
Chapter 7 35

3

CHAPTER
1

Learning Outcomes

Students are able to be aware of the importance of
English in their everyday job.
Students are able to enhance their vocabularies
(cleaning equipment).
Students are able to read signs found in the university
area.

"It is astonishing how much enjoyment one
can get out of a language that one
understands imperfectly."
— Basil Lanneau Gildersleeve

4

A. Discussion

Discuss these questions with your classmates.
Do you like or dislike learning English? Why?
Can you think of any jobs that don't use English?
How does English related to your job?

After discussing the three questions, try to answer the big
question below.

Is English important
in your life?

B. Vocabulary

In learning English, it is best to talk about the things that are
located around us. Cleaning service workers are surrounded by
cleaning equipment to do their jobs and activities. So, knowing the
English words of tools that they are using is very important.

Learning the vocabulary of cleaning equipment will sharpen our
ability to speak English because we tend to practice saying it
everyday. In addition, it will also make it easier for us to
communicate with English-speaking that are around us.

Below are the most common cleaning equipment vocabularies 5
that are used by cleaning service workers.

rubber gloves

soap

sponge

cloth

Broom A long-handled brush used for sweeping.
Mop A tool used for wiping floors or other surfaces.
Scrubbing brush A  hard bristles, used for cleaning floors.
Dustpan A flat receptacle, act as a place to collect the
trash swept.
Feather duster A long-handled brush with a head made of
feathers, used for dusting.
Bucket : A container used to hold and carry liquids or
other material.
Bin A place where you put the trash into.
Sponge A soft tool used for washing or cleaning.
Cloth cleaning fabric made from wool or cotton to
wipe tables or other dusty stuff.
Cleaning soap  A multi-purpose detergent used to clean.
Rubber gloves A protector for hands while cleaning or
washing.

Excercise:  Place the letter of the best answer in the space 6

provided!

1.Pass me the _____I need to wipe the 4. I only use non-________ laundry
counter. detergents. 
a. smelly  
a. rag b. scented  
b. brush c. smelling
c. broom

2. A _____ is used to remove dust around 5. Make sure you take out the
the house.  ________ after you're finished.  
a. thrush  
a. Dust-bin   b. thrash 
b. Duster c. trash
c. Dusty

3. Make sure to wear ________ so that the
solution doesn't get on your hands.  

a. goggles  
b. socks  
c. gloves

Excercise: Match the words or phrases with the correct picture!

Ironing board                                 
Dust cloth  
Hand vacuum  
Iron
Vacuum cleaner bag                    
Dust mop
Broom
Vacuum cleaner attachments            
Whisk broom                             
Carpet sweeper                      
Vacuum cleaner    
Feather duster     
Dustpan

7

D. Activity

Listen, Watch and Write
with Youtube!

1.Open this link
https://www.youtube.com/watch?
v=MZsoQqMnPZI

2.Watch the video
3.From the video, write down at least

three process of cleaning the restroom
with vocabularies that you have already
learned.

8

D. Reading

Exercise: Look at each sign and think about what it
means. Write the word and phrases from the box below.

GO TO https://kahoot.it/
ENTER GAME PIN 2675987

9

E. Writing

Write a short paragraph about the importance of
English in your job.
In writing, you need to include the answers to these
questions to be a part of your writing.

Do you think English is important in your job?
In what kind of occasion do you use English in your
job?
Have you got any difficulties in reading / writing /
speaking / listening English?

i think....

10

CHAPTER
2

Learning Outcomes

Students are able to ask permission to superiors and the
response that they will get from the superiors.
Students are able to know the use of modals to ask
perission to superiors.

To have another language is to possess a
second soul.
‒ Charlemagne

A. Common Phrases 11

When you want to clean classrooms or superiors' office rooms, you usually
have to ask permission for it.

When you ask for permission to use something that
belongs to someone else you have to do your best

to be polite. It is desirable to use the word
"please."

How can you ask for permission?
There are the phrases that you can use to ask for permission.

Can I go out, please?
May I open the window, please?
Please, can I have a look at your photo album
Please, may I taste that hot spicy couscous dish?
Do you mind if I smoke?
Would you mind if I asked you something?
Is it okay if I sit here?
Would it be all right if I borrowed your book?

What are the responses that you will get?
There are two kinds of responses that you will usually get from your superiors.

Refusing to Giving
Give Permission Permission

Responses of giving permission 12

Yes, please do.
Sure, go ahead.
Sure.
No problem.
Please feel free.

Excuse me, Could I
clean the room,
please?

Sure, go ahead.

Responses of refusing to give permission

No, please don’t.
I’m sorry, but that’s not possible.
I'm afraid, but you can't.

B. Grammar 13

What are modal verbs?

Modals are special verbs which behave irregularly in
English. They give additional information about
the function of the main verb that follows it. They have a
great variety of communicative functions, one of
them is to ask, give and refuse permission.

Modal verbs used to ask, give and refuse permission
are CAN / COULD / WILL.

Characteristics of modal verbs:
They never change their form. You can't add "s",
"ed", "ing"...
They are always followed by an infinitive without
"to" (e.i. the bare infinitive.)

C. Role Play 14

A: Excuse me, may I clean this
room?
B: Please, feel free.
A: Okay. Thank you.

You need to act out a situation between a
cleaning service worker who asks permission
to his/her superior to clean the superior's
office.
the superior's response may vary.
You need to include common phrases that have
been mentioned earlier.
You may add creativity and more details to the
story.
The conversation should last for 5 minutes.

15

CHAPTER
3

Learning Outcomes

Students are able to show the location of a thing with
preposition of place.
Students are able to direct guests to certain places in
university area.

“Language is the road map of a culture. It
tells you where its people come from and

where they are going.”
- Rita Mae Brown

16

A. Common Phrases

There are some important phrases that will help you when giving
direction.

Come out of the Nile Hotel and turn Left.
Turn right at the mini market.
Go straight on at the traffic light.
Turn second left after you past the office.
Go past the bus stop.
Go through until you get to the bank.
Cross the road and you will see the hospital in the left.
Turn second right until you reach bakery.

17

Look at the map and answer the questions, using the
preposition of place in brackets
1.Where is the library? (between) ........
2.Where is the music room? (behind) .......
3.Where is the computer lab (infront) .....
4.Where is the Auditorium) (next to)......

Look at the map from exercise 2 and complete the sentences
with the correct preposition.
1.The storage device is ............ the bookshop.  
2.The rest room is ....... English department.
3.The administration is ….........the bank.   
4.The stairs is ........... management
5.Department  and the computer lab
6.The junction is …..........the library.

18

B. Grammar

What is a preposition of place?
A preposition of place is a preposition which is used to refer to a
place where something or someone is located. There are only
three prepositions of place, however they can be used to discuss
an almost endless number of places

19

Exercise: Indicate whether the  statement is true (t)
or false (f)

1.The telephone is behind the plant T F
2.The book is on the table T F
3.The lamp is under the sofa T F
4.The TV is in front of the sofa T F
5.The clock is on the books
6.The bike is behind the sofa T F
7.The rug is under the table T F
8.The pillows are in the sofa T F

T F

20

C. Listening

Podcast-ing!

1.Open the link:
http://www.bbc.co.uk/worldservice/learningengli
sh/webcast/tae_betterspeaking_archive.shtml

2.Choose one of the topics provided there.
3.Listen to the whole podcast without stopping.
4.Write a short summary of what you heard, or record

an audio summary of it.
5.Listen again and see if you can add any extra

information. Repetition will improve your confidence.

21

D. Role Play

A: Excuse me, could you tell
me the way to the library?
B:  Sure, go straight until you
see Room 607, then turn left
two times, and the blibrary is
located in between Room 609
and Room 608.

You need to act out a situation between a cleaning
service worker and a guest in university area. The
guest may look for a place or a thing located inside
the university area..
You need to include prepositions of place and
common phrases that have been mentioned earlier.
You may add creativity and more details to the
story.
The conversation should last for 5 minutes.

22

CHAPTER
4

Learning Outcomes

Students are able to offer help to people around the
university area.
Students are able to write stories in offering help to
people around the university area using Past Simple
Tense.

“Learning another language is not only learning
different words for the same things, but learning

another way to think about things.”
- Flora Lewis

A. Common Phrases 23

Offering help.
Offering help to superiors or guest is important to do to show
initiative and sensitivity. To offer help in English, the easiest way is
to use a question. These questions can be formed in a number of
ways with varying levels of politeness. Here is a list of ways to
request help in English.

Exercise: Look at the pictures below and write the possible help
offer that you could give!

24

B. Grammar

Simple Past Tense

Use simple past tense for a situation that happened in the past.

Structure :
S + V2 + O

(I ate)
S + DID NOT / DIDN'T + V1 + O

(I didn't eat)
DID + S + V + O

(Did you eat?)

Fill in the correct past tense verb into each sentence !

The boy _____ a picture yesterday Listen
The girl_________ the teacher question Clean
Answer
Last night we ________ to music Comb
1. My brother______ the ball Paint
My dad_______ is hair this morning Kick
1. May mom _______the house yesterday

25

C. Listening

Podcast-ing!

1.Open the link:
http://www.bbc.co.uk/worldservice/learningengli
sh/webcast/tae_betterspeaking_archive.shtml

2.Choose one of the topics provided there.
3.Listen to the whole podcast without stopping.
4.Write a short summary of what you heard, or record

an audio summary of it.
5.Listen again and see if you can add any extra

information. Repetition will improve your confidence.

26

D. Writing

Write a short paragraph about your short experience
in offering help to people in the university area.
In writing, you need to include the answers to these
questions to be a part of your writing.

Who was the person that you helped? Why did you
offer help to him/her?
How did you offer help to the person?
how did the person react to your action?

The person that I helped was....

27

CHAPTER
5

Learning Outcomes
Students are able to asking for clarification
politely to their superiors.
Students are able to do formulate and
develop ideas about the topic in poster
presentation activity.

“Language is not a genetic gift, it is a
social gift. Learning a new language is
becoming a member of the club – the
community of speakers of that language.”

- Frank Smith

28

A. Discussion

Discuss these questions with your classmates.

How do you express lack of understanding and ask for clarification?
In what kind of situation do you think this thing often occurs?
Do you think being polite to people around the university while
doing your work is important?

After discussing the three questions, try to answer the big
question below.

How do you politely asking
for clarification about certain

things in your job?

B. Common Phrases

Do you ever misunderstand what is said to you in English?
Native and non-native English speakers alike occasionally don’t
understand what is said to them, and they are forced to ask for
clarification. However, doing so can be tricky, as simply asking
“What?” can appear to be brusque (harsh, rude).If you’re looking
for other ways of asking somebody to repeat what they’ve just said,
read on for some helpful tips.

Express lack of understanding 29

The first step is to tell the person that you are not sure that you have

understood them fully.

I’m sorry but I’m not sure (that) I \understand.
Sorry, I’m not sure (that) I know what you mean.
Sorry but I don’t quite follow you.

Other times, you may understand  part  of what someone has said but need
clarity on another part. In such situations, you can be more exact.

I’m sorry but I’m not sure I understand what you
mean by "tech giants."
Sorry but I don’t quite follow what you’re saying
about the new policy.

Ask for clarification
After you express your lack of understanding, the next step is to ask the
person to clarify what they have said. Here are some phrases you can use.

Could you say it in another way?
Can you clarify that for me?
Could you rephrase that?
When you say…, do you mean…?

Put it together
OK, we have talked about the two steps. But we haven't yet put them together.
Let’s do that now.

I’m sorry but I’m not sure I understand. When you say workers are on
furlough, do you mean they’re temporarily laid off from work?
Sorry but I don’t quite follow what you’re saying about the new policy.
Could you be more specific about gift card restrictions?

C. Infrographic Poster Making

1.Divide yourselves in a group of three.
2.Make a poster about the topic we have discussed

today (asking for clarification.)
3.Use the application of https://www.canva.com/

to make your infographic poster.
4.use the template for "Infographic."
5.This poster presentation is going to let you

express ideas about the use of English for
cleaning service workers in a systematic way.

Requirements
Poster must be made in Canva.
Put pictures and images in the poster.
Sections of the poster: 
Title of the presentation
Headings of each topic
Content with neat and visible font style
Conclusion

31

CHAPTER
6

Learning Outcomes

Students are able to respond to orders given to them.
Students are able to understand the use of simple future
tense in responding orders.

“A special kind of beauty exists which is
born in language, of language, and for

language.”
- Gaston Bachelard

32

A. Discussion

Discuss these questions with your classmates.

What kind of orders do you usually get from your superiors?
Do you feel burdens while replying their orders?
Do you give details of what will you do next after getting orders?

After discussing the three questions, try to answer the big
question below.

How do you usually reply to
orders given by superiors?

B. Grammar

Simple Future Tense Fill in the blank with suitable answer!
In responding to orders, we
usually use simple future tense. 1.I will _______ to work tomorrow.
The tense is used to describe a 2.You left your bottle, I will______ it for you.
simple action in the future or to 3.We will _______ the room.
make spontaneous decision. 4.He will_______ the heavy box.
5.Will you be able to______?
Structure : 6.I think it will _____
S + WILL + V1 7.I will ____ it right now.
(I will clean the room now) 8.Our group will___ on Thursday
S + WILL NOT + V1
(I will not clean the room now) go get lift help
WILL + S + V1 clean do meet rain
(Will you clean the room now?)

33

C. Writing

Write 5 orders that you usually get from your superiors
and how should you respond to the orders!

1. Order:
Response:

2. Order:
Response:

3. Order:
Response:

4. Order:
Response:

5. Order:
Response:

D. Role Play 34

A: Please clean classroom 811.
It is going to be used for the
seminar.
B:  Okay, I will do it as soon as
possible. Is there any thing
else that you need?
A: No. Thank you.

You need to act out a situation between a
superior who is giving order to a cleaning
service worker.
You need to decide how the orders should be
responded.
You need to include common phrases that have
been mentioned earlier.
You may add creativity and more details to the
story.
The conversation should last for 5 minutes.

35

CHAPTER
7

Learning Outcomes

Students are able to give information to people in the
university area.
Students are able to give information in a descriptive
text.

“A special kind of beauty exists which is
born in language, of language, and for

language.”
- Gaston Bachelard

36

A. Discussion

Discuss these questions with your classmates.
Do you think it is important to give accurate information?
Have you ever misunderstood someone when they give you
information? What do you think causes that?

After discussing the three questions, try to answer the big
question below.

Why should we give people
around us an accurate
information?

B. Activity

Exercise: Write a few information about yourself and
make it into a paragraph!

My name is...

37

WHAT AM I?

WHAT IS IT? WHAT AM I?

I have buttons or a I am paper's enemy.
zipper. You don't need me Keep me away from

in the summer. small children.
Hang me in your front I can change the style
closet. I'll protect you
of your hair.
from a cold wind. Please don't run with
I have pockets and
sometimes a belt. me in your hands.

GO TO https://kahoot.it/
ENTER GAME PIN 2345233

38

C. Grammar

Simple Present Tense
Indicates an action which happens in the present. It is used to

describe habits, unchanging situations.
Structure

(+) S + V (S/ES) + O
I like apple.

She Iikes apple.
(-) S+ DO NOT/ DOES NOT+ V + O
I do not / she does not like apple.

(?) DO NOT/ DOES + S + V + O?
Do you / does she like apple?

Exercise: Circle the correct answer!

1. Ram love/loves chocolate
2. Our school open/opens at 8 o'clock
3. The students are/is studying in the class
4. He always drink/drink coffee in the morning
5. She does not go/goes to school
6. My friend don't/doesn't play tennis
7. They doesn't/don't go to campus today
8. My mother like/likes drawing
9. i never wake/woke up early
1 0M. y s i s t e r a n d I w a t c h / w a t c h i n g t h e m o v i e

39

D. Reading

Descriptive Text
A kind of the text with a purpose to give information or the
description of particular things, place, animal, person or
others.

Fill in the blank with suitable answers!

My Cat Grely ______(1)my beautiful gray does
Persian cat. He _____ (2)with pride and grace, look
performing a dance of disdain as he slowly spends
lifts and lowers each paw with the delicacy walks
of a ballet dancer. His pride, however, is
________(3) not extend to his appearance, for have
he ______ (4) most of his time indoors enjoys
watching television and growing fat.
He _____ (5) TV commercials, especially
those for Meow Mix and 9 Lives.

40

E. Role Play

A: Have you checked the food
that I told you to buy?
B: I'm sorry, Sir. the food you
requested was out of stock.
A: What's available?
B: There was a spicy fish dish.
It looks very appetizing

You need to act out a situation between a cleaning
service worker who is giving information to the
people around the university area.
You need to include descriptive sentences that have
been mentioned earlier.
You may add creativity and more details to the
story.
The conversation should last for 5 minutes.

References

http://www.bbc.co.uk/worldservice/learningenglish/w
ebcast/tae_betterspeaking_archive.shtml
https://www.youtube.com/watch?v=MZsoQqMnPZI
https://busyteacher.org/14911-how-to-teach-students-
ask-for-clarification.html
https://www.gingersoftware.com/content/grammar-
rules/preposition/preposition-place/
https://www.wallstreetenglish.co.id/belajar-
grammar/simple-present-tense/
https://www.grammarly.com/blog/simple-future/
https://busyteacher.org/10144-what-am-i-game.html


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