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Module 3 Cleaning and personal hygiene

PAGE 3:1

Hygiene habits
People are a common source of food poisoning through carrying pathogenic bacteria and following poor hygiene procedures. This page highlights good and bad hygiene habits while reinforcing reading skills. Learners need to recognise the difference between information and instructions and be able to act upon the latter. This page builds on the work done on instructional texts on page 2:6.

Go over the use of the imperative in instructions (see also page 2:6 for an introduction to this) and underline these and the other verbs in the Hand hygiene text, which also appears on Source page 0:09. You could compare the use of verbs in instruction sentences and those used in information sentences. Talk about the difference between information and instructions, or ask learners to define the two. Go around the group asking each learner to give a conditional instruction to the person sitting next to him or her, e.g. if you are hungry, tap the table; if you are wearing blue, wink your left eye, etc. Now move on to and read the hand washing instructions together on the learner page. Point out to learners that this text contains only instruction sentences; there are no information sentences. Ask learners to work individually to i) underline all of the verbs in the instructions, and ii) circle the use of the conditional.

Materials
Source page 0:09

Learning outcomes (objectives)


1 To learn about and understand the importance of personal hygiene habits in food handling. 2 To distinguish between instruction and information in a piece of text. 3 To recognise instructional language, e.g. imperatives. 4 To know that some instructions are conditional. FH Syllabus ref: explain the importance of personal hygiene in food handling; describe the sources of contamination from injuries, personal clothing or habits and how risks can be eliminated.

Suggestions for learners who are having difficulties

Suggestions for how to use this page

Begin by asking learners how often they wash their hands when handling food. Ask the group to compile a list of all the times in a day when hands should be washed and write it up on the flipchart or whiteboard. Supplement the list as necessary. Discuss what hand washing facilities learners have in their own places of work. Do they meet food hygiene standard requirements? Discuss the use of different kinds of soap, drying facilities and location of wash basins. Ask learners to read the text on hand hygiene on the learner page in small groups. Read the information boxes with learners and ask learners to perform the tasks in small groups. Feed back to the main group, comparing answers. Find the instructions in the text that do not give reasons for following them and check whether learners understand the reasons for these instructions.

Help learners who are having difficulty with the reading tasks by discussing a particular instruction or piece of information, writing down the key words and asking the learner to find the relevant sentence in the text. Some learners may have difficulty reading fully justified text as in the central text on the learner page. Offer a ruler or straight edge to help learners keep track of the correct line.

Suggestions for advanced learners


Learners who have little difficulty with the reading tasks could benefit from preparing a short talk on good and bad hygiene habits to take back to their place of work and present to colleagues and management in a staff meeting.
Curr ref Rt/L1.2; Rs/L1.1 Standards 2GEN3.1; 3GEN1.1; 2GEN4.1 Key Skills C1.2; WO1.1

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Hygiene habits
Hand washing is one of the most important features of food hygiene, and the one most often neglected. You have to follow good hygiene habits if you want to protect food.
Instructions on what to do to keep good hygiene habits and information on hygiene could be mixed together in the same piece of text. Recognising the difference can make the text easier to read and follow.

Look out for the instruction or action words that tell you what to do, like wash and cover. Can you find any more?

Hand hygiene
Wash your hands frequently throughout the day, especially when you begin work, whenever you have handled food, after going to the toilet or outside, and after smoking. Never test food with your finger, always use a clean spoon. Dont wear nail varnish it could flake off into food or jewellery, which could trap bits of food and cause cross-contamination. Cover cuts, scratches and spots with a waterproof plaster to prevent spreading bacteria to food and to protect the wound or spot. Waterproof plasters should be brightly coloured they are usually blue so that they can be easily seen if they come off. Some plasters contain a thin metal strip so that they can be automatically identified by a metal detector on production lines. If a plaster does fall into food, tell your employer immediately . If you have a weeping spot or boil, you must report this to your employer before you start work. People are the main source of Staphylococcus aureus food poisoning bacteria, which can spread from infected spots or boils

Some sentences give you information. Find two more sentences that are not instructions but instead give you information.

Some instructions include information about reasons. Sometimes you have to work out the reasons for yourself. Circle the reasons for not wearing jewellery or nail varnish.

Some instructions are conditional. This means you only have to follow them in certain circumstances Look out for the word if.

How to wash hands thoroughly:


1. Rinse any bits of food or dust off your hands. 2. Use comfortably hot, running water. 3. Use one squirt of soap from the dispenser. 4. Rub soap all around, including between your fingers. 5. Scrub nails with a nailbrush, especially if you have been to the toilet or have been handling raw food. 6. Rinse the nailbrush off carefully . 7. Rinse hands thoroughly, back and front. 8. Dry hands carefully on paper towels.

Numbered instructions should be followed in order.

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Module 3 Cleaning and personal hygiene

PAGE 3:2

Preparation areas
Food hygiene learners need to know what to clean and how to clean it when it comes to food preparation surfaces. In the workplace learners often need to follow complicated verbal instructions. This page combines practise in following instructions with learning about and understanding acceptable methods of cleaning and disinfecting.

Talk about the difference between written instructions and spoken instructions (note that pages 2:6 and 3:1 deal with written instructions). You generally only get to hear verbal instructions once so it is important to develop good strategies for listening carefully and picking out exactly what you need to do. Give learners a copy of the learner page, and read through the listening tips together. Make sure that learners understand the colour coding used for information boxes, speech bubbles and thought bubbles. If a colour copy is not available, these different features are distinguishable by shape. Discuss other order words and phrases, and write these on the board/flipchart (e.g. Before you do anything else ..., At the end ..., and so on). Look at the examples of self-questioning based on the instructions on the page. How will this help the worker to establish exactly what to do? Task 1 based on learner page: Explain that you are going to play the audio again, and this time you would like learners to note down how many things the food worker is being asked to do (see answers Task 1). Point out to learners that they will need to listen out carefully for the action words to count exactly how many instructions there are. Listen to the audio two or three times to get the gist of what the supervisor is saying. Task 2 based on learner page: Listen to the audio again. This time ask learners to listen out for the order words and put their list of instructions into the order that the tasks need to be carried out. Make sure that learners know what they need to do before they listen. Discuss what the food worker has been asked to do, especially leaving the disinfectant on the food surfaces. Discuss the reason for this, i.e. allowing sufficient contact time for the disinfectant to work.

Materials
Audio CD and player

Learning outcomes (objectives)


1 To learn about and understand acceptable methods of cleaning and disinfecting preparation areas. 2 To use strategies for picking out relevant details from verbal instructions. 3 To recognise key order words in instructions. 4 To know how to clarify and confirm understanding.

Suggestions for how to use this page

Begin by discussing which parts of a food preparation area need regular cleaning and disinfecting, focusing especially on those contact areas which are sometimes forgotten, for example handles of appliances. Explain to learners that you are going to play them an audio clip, but dont tell them what it is about. As soon as it is finished, quiz learners as to what the supervisor was telling the food worker to do. Talk about how difficult it might be to remember what was said. Point out to learners that the audio was a set of cleaning instructions given to a food worker in the workplace. Discuss instructions in general. What is meant by an instruction? Who gives instructions? How are they given (e.g. verbally, written)? How can you tell when something is an instruction (as opposed to advice, a comment on progress, etc.)? Instructions can often be identified by tone of voice and the use of instruction words. Ask learners for examples of each of these.

Suggestions for learners who are having difficulties

Pause the audio several times to think about and discuss what has just been said; use the audio transcript from the learner page to follow along, highlighting any key order and action words.

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Listening and making notes requires multi-tasking which most dyslexic learners will find difficult. They will need extensive practice.

Suggestions for advanced learners


Learners who have no difficulty following verbal instructions could usefully design a cleaning schedule for their own place of work.
Curr ref SLlr/L1.1 SLlr/L1.2 SLlr/L1.3 SLlr/L1.4 SLc/L1.1 SLc/L1.2 Standards 2GEN3.2; 2GEN4.2; 3GEN1.1 Key Skills WO1.1; C1.1

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Preparation areas
Food preparation areas need to be kept spotlessly clean and disinfected. You will be cleaning as you work, but a thorough clean has to be carried out at regular intervals. Make sure you know what to do by listening carefully.
Get ready to listen.
2

Ill tell you what to clean, then Ive got to dash out to the office. Just remember, you have to spray the disinfectant on after you cleaned, and leave it for at least 3 minutes, or it doesnt work. Start with the sinks and the drainer, and check the drains are clear and not clogging up. Then do the work surfaces, give them a good scrub, and use the special cleaner on the hob, just read the instructions first. You dont have to do inside the oven today, but make sure you wipe down the outside of the door and be specially careful of the handles.

Look as if you are listening:


nod look at the speaker.

Listen for the words that let you know what order to do things in.

Keep a notepad to jot down what you have to do or keep a mental note.

Order words might be things like first, second, then, afterwards, before that, later, next and finally. Check that what you hear makes sense to you. If you dont understand, ask questions.

Right, thats four things Ive got to do.

I have to listen for key words like do and dont. Is there anything I must not do?

Repeat key points to check youve got it right.

The special cleaner is that the Zapco one? Did you say three minutes?

Listen for the words which tell you what action to take or not to take. Action words might be things like do, dont, go, scrub, leave, remember.

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Protective clothing
Protective clothing is essential equipment for workers in the food industry, ensuring food is protected from hair, skin, and dust and dirt from outdoors. Employers have different requirements when it comes to a dress code and various processes need particular protection. This page introduces a range of protective clothing as well as giving practice in listening to verbal information and instructions.

Discuss strategies to help learners remember all the relevant information. Discuss whether it helps to have thought about what you are listening for before you listen (key words and phrases). See also the work done on listening to verbal instructions on page 3:2. Ask the group to write or to give a similar set of instructions for the protective clothing they wear for their own work. Have learners swap with a partner to check how easy their instructions are to follow, and whether every reasonable item of clothing has been included.

Materials
Examples of protective clothing would be an advantage where available, audio CD and player

Learning outcomes (objectives)


1 To understand the importance and properties of protective clothing. 2 To practise listening for and picking out key details in instructions and explanations. FH Syllabus ref: explain the importance and properties of protective clothing.

Suggestions for learners who are having difficulties

Give learners a table to complete for each item of protective clothing mentioned on the audio. The table should have four columns What/Why/ When/How. Blank out the parts of the How column which will not require an answer. Listening and making notes requires multi-tasking which most dyslexic learners will find difficult. They will need extensive practice. Some, but not all, dyslexic learners may experience auditory processing difficulties, and could find a group listening task difficult and frustrating. Allow these learners space to think before responding; encourage them to take their turn to respond and contribute; use their favoured learning style to reinforce their understanding of the key listening skills listed above. Play the audio clip, or read the script again, stopping frequently to allow learners to respond.

Suggestions for how to use this page

Begin by asking learners what items of protective clothing they wear and what their purpose is. Using actual items where available, talk about how particular clothing saves food from contamination. Try to cover a full range from different food processes. Go through the particular items of protective clothing on the learner page. Explain the setting and listening activity before playing the audio. Point out that the task is to listen for what, why, when and how. Ask learners to focus on the box on the learner page containing these questions. Listen to the audio through once for gist. Ask learners to complete the task on the learner page. Point out that How? can only be answered for two of the items: apron and gloves. Play the audio as many times as it is necessary for learners to record their answers. Discuss the answers as a whole group. (See the model answers provided on the answer pages.) Check for and discuss any unfamiliar words or phrases could they be understood from the context?

Suggestions for advanced learners


Learners who are familiar with protective clothing and the role it plays could usefully write a dress code for their own place of work, including a reason for using each piece of protective clothing worn, as a training resource for new members of staff where they work.
Curr ref SLlr/E3.2 Standards 2GEN3.1; 3GEN1.1; 2GEN4.1 Key Skills WO1.1; C1.1

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Protective clothing
What you wear at work plays an important role in protecting food from contamination. Employers will often have a dress code for staff to follow.
You need to listen very carefully to know what to wear. You need to be able to answer these questions:

What is the name of the piece of protective clothing? Why is the item used? When should you wear the item? How should the item be worn or put on?

Task
3

Listen to a supervisor explaining what staff at one company need to wear at work. Can you pick out all the items of protective clothing? Can you answer all the four questions in the box above?

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Washing up
Multiple-choice assessment is used at the end of many short courses. Learners can make errors on this style of test by not reading either the question or the choices carefully or by responding impulsively. This page offers some tips for completing multiple-choice questions within the context of washing up. The latter is also an area where people are often complacent and assume that they know the correct procedures.

Discuss the dangers associated with multiplechoice tests, for example, predicting the answer before reading the options thoroughly is a common error; guessing the answer; not reading the test instructions; not checking answers; recording answers incorrectly. Give examples of each danger. Point out the structure of some multiple-choice questions which use incomplete sentences. Explain to learners that they are going to read a text on the correct procedure for washing up by hand and then answer some practice multiplechoice questions. Encourage learners to read the questions first, before reading the information on the Source page; this gives a focus and reason for reading. When reading the Source page information encourage learners to read it through once for gist and overview. This could be done with pencil in hand to underline words that cannot be decoded or are not understood. Then read again in detail, making sure that they understand the text. Make sure the glossary is available to learners who would like to use it, and be prepared to offer help with particular words and understanding. Check and discuss the answers to the questions as a whole group. If learners answered incorrectly, try to establish whether it was because of misreading the question or the information. Check that all learners are aware of why certain answers are correct. For example why is the ideal temperature of rinse water 82C? Where available, look at the different chemicals for washing dishes and read the labels together. Discuss the different roles of detergent and disinfectant, rinse agents and dishwasher salt; and the purpose of using very hot water in the rinse cycle. Discuss the importance of using scrupulously clean drying cloths if there isnt time to air dry utensils.

Materials
Flip chart, sticky notes Source page 0:10

Learning outcomes (objectives)


1 To learn and understand acceptable methods of washing utensils and the reasons for following procedures when washing up. 2 To practise answering multiple-choice style comprehension questions. FH Syllabus ref Give examples of acceptable methods of cleaning and disinfection.

Suggestions for how to use this page

Discuss how learners feel about tests. Were they put off them at school? Have they taken any tests before? For example, the driving theory test. If so, what was their experience? Ask learners to share their own exam/test tips and/or disasters before handing out the learner page. Learners feelings and/or tips about exams/tests could be written on sticky notes (one colour for positive ideas, one for negative) and stuck on wall, flipchart or whiteboard. Stress the importance of listening carefully throughout the course in order to learn and remember important information. Talk about different learning styles and how learners, if they know they dont learn well through listening, should use other methods to help them retain information. This could be taking notes, talking things through with a colleague or friend, or reading through handouts and the course book. Read through the tips at the top of the page with learners.

Suggestions for learners who are having difficulties

Assist learners in using the glossary to look up some of the words.

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3:4 Washing up

Some learners could benefit from writing key words from the questions on slips of card, and searching the information for words which match those on the card.

Suggestions for advanced learners


Learners who have read and assimilated the information on washing up quickly could benefit from posing their own multiple-choice questions on the use of the different chemicals. Remind learners to use question marks where appropriate.
Curr ref Rt/L1.5 Standards 3GEN1.1 Key Skills C1.2

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Washing up
You may need to take a multiple-choice test at the end of your course. Here are some tips to help you.
Tips for multiple-choice questions

Read the instructions carefully and check that you understand how to record your answers. Read all the choices before choosing an answer. If you think there is more than one answer, choose the answer that is most correct. Do the questions you find easiest first and come back to the harder ones. Dont rush. Check your answers through at the end.

Read the instructions on Washing up in the Source material and answer these questions. 1 When using a dishwasher, you should: a Set it to run at 80C. b Make sure the cleaning jets are blocked. c Stack the machine according to the manufacturers instructions. d Fill the machine with chemicals. 2 What items of protective clothing should you wear when washing by hand? a An apron to protect your clothes from splashes. b Rubber gloves to protect your hands. c An overall to protect your clothes from chemicals. d Insulated gloves to protect your hands from hot water. 3 What is the ideal temperature for rinse water when washing by hand? a 82C b 89C c 55C d 30C 4 What is the best way to dry items after washing them by hand? a Paper towels b Clean, dry cloths c Leave them to dry in the air d A purpose designed basket

Questions may begin with a sentence which is not finished. You need to choose which phrase will complete the sentence correctly.

Sometimes you can think a question through and decide which makes best sense.

Sometimes you have to know the facts.

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Using chemicals
Any person using chemicals or cleaning products must be aware that many of these substances can be dangerous if used, or stored, incorrectly. The hazard warning symbols are the first and most visible indication that products need to be handled carefully. Learners should be aware of the format and meaning of COSHH symbols. This will alert them to the danger and they must then read and follow manufacturers instructions about the safe use and storage of these products. This page explores some of the common symbols and cautions seen on cleaning chemical labels. orange, which stands out clearly and symbolises caution. Look for the same, similar or other symbols on the labels of any cleaning chemicals you have available.

Using the symbols as a guide, ask learners to choose definitions for irritant, corrosive and flammable from the options available. Ask learners to think about the way in which graphics can give messages without words. Ask for other examples of this. Talk about the effect each substance could have on users, and ask learners for anecdotes, or examples, of anyone suffering ill effects from cleaning chemicals. Read through each of the warning labels together and explore the possible effects of not heeding the warnings given. Use the glossary to look up any unknown words. Look for similar warnings on any available cleaning chemical labels you have available and read them together.

Materials
Examples of different kinds of cleaning product labels would be an advantage

Learning outcomes (objectives)


1 To read and understand warning symbols and caution labels on cleaning chemicals. 2 To relate common chemical COSHH symbols to print and use them to obtain meaning.

Suggestions for how to use this page

Suggestions for learners who are having difficulties

Where you have actual cleaning chemicals available, display them and discuss their different purposes and methods for use. Ask learners what chemicals they use in their place of work, either to clean, or to disinfect appliances, work surfaces, floors and windows, handles, utensils, etc. Discuss the difference between cleaning and disinfecting using chemicals. Ask learners whether they use products which do both at once, or whether they clean first and then disinfect with something different. Talk about the safe storage of chemicals and the importance of keeping food covered and away from all cleaning activities to avoid contamination with splashes or drift from fine mist sprays, etc. Ask learners if they are aware of COSHH and ask them to interpret the acronym if possible (Control of Substances Hazardous to Health). Discuss the implications of COSHH regulations. Some learners may be familiar with data sheets for products that they use at work. Look at the labels on the learner page together. Talk about the colour of the symbols, i.e. black on

Warning labels are commonly written in language that is not usually used in informal speech, so the style of the language used might be unfamiliar to some learners. This could distract them from understanding the meaning of what they are reading. Rewrite the language together in more familiar language, for example instead of seek medical advice, use ask a doctor or nurse. Discuss the meaning, then use learners own words to paraphrase the labels. Note: it is important that the meaning is not altered.

Suggestions for advanced learners

Learners who are able to read and understand the language and symbols immediately could benefit from reading actual cleaning chemical labels and creating a glossary of unfamiliar terms used on each label to share with colleagues. Where Internet access is available, learners could search for definitions of words and terms.
Curr ref Rt/E3.9 Standards 2GEN3.2 Key Skills C1.2

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Using chemicals
Chemical cleaning products can be dangerous. They have to be used carefully and stored correctly. Look out for these symbols on product labels. They are there to warn you that these chemicals can harm you.

Irritant
Keep out of reach of children Store away from food products Avoid contact with eyes Seek medical advice if swallowed

Irritant means: a Annoying b Likely to cause reddening, swelling, itching, burning, or blistering c Likely to cause an allergic reaction

CAUTION

Corrosive
Causes severe burns Wear gloves, eye and face protection In case of contact with eyes or skin, rinse immediately with water and seek medical advice Do not breathe spray Use only in well ventilated areas

Corrosive means: a A chemical with the power to dissolve or eat away human skin, metal and other substance b Dangerously poisonous c Likely to catch fire

CAUTION

Flammable
Do not expose to temperatures above 50C Keep out of direct sunlight Keep away from sources of ignition NO SMOKING

Flammable means: a Powered by flame b Extremely hot to the touch c Likely to catch fire

CAUTION

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