Staying safe outside the home

Teaching and Learning Engish (TaLE) project ESOL topic-based unit Staying safe outside the home Teacher s notes, materias and activities for use in and outside the UK Actions co-financed by the European Fund for the Integration of Third Country Nationas Working together to manage migration

TaLE project Staying safe outside the home Using this pack Teaching and Learning Engish (TaLE) is a 22-month European Integration Fund (EIF) project ed by Learning Unimited working in partnership with UKBET, St Gies Educationa Trust and Greenwich Community Coege. The TaLE project aims to provide an innovative and hoistic approach to ESOL teaching, earning and teacher training in Bangadesh to support the integration of women who are panning to join husbands and famiies and sette in the UK. It is buiding on and deveoping the work of a previous EIF-funded project, Wecome to the UK, aso ed by Learning Unimited, which ran pre-departure Preparing for ife in the UK workshops in Bangadesh for women in and around the Syhet district. This pack has been designed to suppement the Year 1 TaLE project topic-based pack ESOL in the UK as we as the Wecome to the UK and Preparing for ife in the UK materias tookits which are free and downoadabe from the Learning Unimited website: http://www.earningunimited.co/luorganisationsprojectswttuk.htm. These materias a use everyday ife in the UK as contexts for supporting adut earners to deveop their anguage and iteracy skis in Engish as we as their knowedge and confidence about ife in the UK. For this topic-based pack, Staying safe outside the home, the main objectives are for earners to: deveop their skis, knowedge and confidence in Engish recognise the simiarities and differences between staying safe outside in Bangadesh and the UK deveop anguage and strategies to hep them to stay safe in the UK deveop the skis, knowedge and confidence to foow up issues reating to persona safety in the UK. The pack incudes teacher s notes and materias for use with adut earners in Bangadesh or other non-eu settings. The teacher s notes are designed to provide a quick and easy overview for teachers who can then use, adapt and incorporate them into their own esson pans, as appropriate, in order to ensure that esson content and activities best meet the needs, interests and eves of their earners. These activities and materias are aimed at beginner and eementary adut earners working at the equivaent of ESOL Entry eves 1 and 2 in the UK/ A1 and A2 on the Common European Framework (CEFR). Suggestions for differentiation and extension activities for earners working at a higher eve are aso incuded. Most of the earner materias are aso avaiabe as authorabe word documents. Teachers using these notes and materias are advised to refer to the guidance in the Wecome to the UK and Preparing for ife in the UK materias tookits, avaiabe to downoad free on the Learning Unimited website. For more information about Learning Unimited, pease see www.earningunimited.co Karen Dudey TaLE Project Manager, Learning Unimited, +44 20 7911 5562, karen.dudey@earningunimited.co 2 Learning Unimited

Staying safe outside the home TaLE project Staying safe outside the home Pack contents Teacher s notes Worksheets/handouts Matching/sequencing activity cards images Listening fies to use with this unit are downoadabe from the Learning Unimited website: http://www.earningunimited.co/ resources/downoads What to prepare Print or photocopyhandouts/ worksheets Print sets of images and warm up activities one set for each group. Laminate, if possibe, and cut up. You can indicate correct matching on back to hep encourage sef-checking. Additiona materias Find some interesting items to put in your bag for earners to describe Search for and print exampes of ost property forms. Suggested pre-departure action Ask earners to research paces of interest for a day out that are near to their new home in the UK either by asking friends or reatives or using the internet Support the earners in searching on the internet for the nearest poice stations to where they wi be iving in the UK. Suggested action in the UK Ask earners to find out: where the nearest poice station is what famiy and friends do to say safe outside the home oca paces of interest (famiies in the UK, neighbours and new friends can hep). For each pace, ask them to find out how to get there, how ong the journey is and whether there is an entrance charge. Usefu websites Gossary for teachers: Learning tenses: https://www.teachers.cambridgeeso.org/ts/digitaassets/ 110970_tkt_gossary_august_2009_fina.pdf http://www.engishpage.com/verbpage/verbtenseintro.htm Staying safe in the UK: https://eso.britishcounci.org/aw-and-order Reporting ost or stoen www.recipero.com/reportmyoss items in the UK: www.immobiise.com/report_item.htm Learning Unimited 3

TaLE project Staying safe outside the home Objectives For this topic-based pack, Staying safe outside the home, the main objectives are for earners to: deveop their skis, knowedge and confidence in Engish. recognise some of the ways to keep safe outside the home in the UK deveop the skis, knowedge and confidence to give a brief account of a past event deveop the skis, knowedge and confidence to report ost, stoen or found items Main focus for each section Target anguage for each section Warm up activities 1. Ways to stay safe outside home 2. Teing a story 3. Reporting a ost item 4. Fiing in a form. Vocabuary for vauabe and non-vauabe persona items Order of common adjectives used to describe persona items, e.g. a sma, back umbrea Vocabuary reating to the topic of staying safe outside the home, e.g. pickpockets, crowded Key words/phrases: - inner/outer pockets - pickpockets - crowded - stay cam - stand sti - we-it streets - persona attack aarm Present simpe, statements, questions and answers Give a short account of a day out using time markers, the past simpe tense and conjunctions: and, but and because Report a ost bag Give a short description of a bag and its contents Order of common adjectives Read a text and extract information Fi in a simpe ost property form with persona detais and a description of a ost item 4 Learning Unimited

Staying safe outside the home TaLE project 1: Ways to stay safe Teachers s notes Here is a range of warm up activities to choose from to use at the beginning of essons: Vauabes 1. Take a few things out of your bag, eicit what they are and ask concept questions to check the meaning of word vauabe. 2. Ask earners to ca out Vauabe or Not vauabe for each other item you take out. 3. Ask earners to take a few things out of their bags and put them in front of them on their tabe in two groups vauabes and non-vauabe items. 4. Eicit, dri and practise the vocabuary for earners persona items. 5. Divide earners into sma groups of 3 or 4. Ask them to cover their items and remember a the different items that other earners in their groups dispayed, e.g. xxx has a/an/some Order of adjectives 1. Preparation: Print, aminate and cut up sets of Staying safe outside the home: Warm up activity 2 cards. 2. Without showing the earners or naming the item, describe one item from your bag or pockets and ask earners to guess what it is, e.g. It s back and it s made of eather. 3. Divide earners into groups of 3 or 4 and ask them to do the same with a few items in their bags or pockets. Encourage them to use describe the coour, materia, shape etc. 4. Differentiation: Lower eve earners can describe one or two items using simper descriptions. 5. Give out Staying safe outside the home: Warm up activity 2 Cards in groups and ask earners to group themseves and stand in the correct order. 6. Differentiation: Leave out some adjectives for ower eve earners. 7. Before earners sit down, check if earners can identify which words are adjectives and which are nouns. What s the word? 1. Preparation: Print some key words from previous esson on cards. 2. Ca a earner up to the board and give her one of the cards. Ask her to draw pictures on the board so the cass can try to guess the word or phrase within 2 minutes. Expain that she can t use any words. 3. If the cass can t guess the word or phrase in two minutes, the same earner has the option to try one more word or phrase then ask for another earner to vounteer. Aow up to 15 minutes for the game. Learning Unimited 5

TaLE project Staying safe outside the home: Warm up activity 2 cards 1: Warm up activity 2 Cards a a a a red sma back new wooen back eather bue mobie scarf umbrea purse phone 6 Learning Unimited

Staying safe outside the home TaLE project 1: Ways to stay safe Teacher s notes 1. Preparation: Print one handout for each earner: Staying safe outside home 1: Going out on your own Handout Staying safe outside home 1: Ways to stay safe Matching Activity Staying safe outside the home 1: Ways to stay safe Listening Worksheet Print, aminate and cut up sets of cards one set for each group: Staying safe outside the home 1: Ways to stay safe Fashcards Staying safe outside the home 1: Ways to stay safe Sentence Cards Save Staying safe outside the home 1: Listening fies onto a aptop or memory stick and ensure there is a aptop with speakers to use in the cass. 2. To set the context, have a discussion about where earners go independenty outside their home in Bangadesh e.g. to visit famiy and friends, to shops, to their anguage schoo etc. and where they think they wi go independenty in the UK. 3. Expain that earners are going to find out more about how to stay safe in the UK. Ask earners what they do to stay safe when they go out in Bangadesh. 4. Divide earners into pairs or sma groups. Give out Staying safe outside home 1: Going out on your own Handout. Ask the earners to discuss the questions on the handout and foow up with a whoe group discussion. Make sure earners identify that it is not safe to use your mobie on the street, especiay if you are on your own and that handbags shoud be cosed/fastened and worn across the body, if possibe. 5. Give out Staying safe outside home 1: Ways to stay safe Fashcards. Divide the earners into groups of 3 or 4 and ask the groups to discuss what they can see in each image. 6. Give out Staying safe outside home 1: Ways to stay safe Matching activity, one for each earner. Ask earners to match each image and setting. Check the answers together. 7. Expain that the earners are now going to isten to five teachers and earners in the UK taking about what they do to keep themseves safe in these different settings. Pre-teach and dri the foowing vocabuary using the fashcards, reaia or by demonstration: wear my bag on my shouder/across my body, inner/outer pockets, pickpocket, separation, crowded, stand sti, stay cam, spread my vauabes, persona attack aarm, we it streets 8. Write the teachers and earners names on the board randomy i.e. not in the order that you wi pay the sound fies: Khadija, Sarah, Beauty, Sajna, Lisa. Eicit a few ideas from earners about what they may hear about staying safe in the UK. 9. Pay each recording in the order of the transcripts in the tabe. Ask earners to number the images in the order they hear each recording using the box in the corner of each image on the handout. Ask them to make a note of each speaker s name in the margin next to each image. 10. Eicit the correct answers numbering the names on the board and asking a earner to vounteer to stick the reevant fashcard next to each speaker too. Learning Unimited 7

TaLE project Staying safe outside the home 11. Give a set of Staying safe outside the home 1: Ways to stay safe Sentence cards to each group. If possibe, make sure there is a higher eve earner in each group. Ask earners to pace each sentence card with the correct fashcard image. Pay the recordings again and ask earners to isten and check the sentences are matched with the correct image and setting. 12. Check the answers together: 1. Sajna 2. Beauty 3. Khadija 4. Lisa 5. Sarah I wear my bag across my body. I put my mobie phone in one of my inner pockets I stay cose to peope. I avoid quiet areas. I aways charge my phone. It s a good idea to carry a persona attack aarm. I spread my vauabes across my body. I wak aong streets that are we it. I aways take the name of the driver. 13. Give out Staying safe outside the home 1: Ways to stay safe Listening worksheet, one for each earner. Ask earners to answer the questions in Activity 1. Read out the questions before paying each recording for the beginner reader writers. Check the answers as a whoe group. Answers are highighted in the istening transcript. 14. Ask earners to discuss questions in Activity 2 in groups. If possibe, make sure there is one higher eve earner in each group. Check the answers as a whoe group: a. You re safer with peope around. b. Comfortabe shoes hep you run easiy. c. Make sure it is the right taxi. Before you get in, ask the driver his name. d. Persona attack aarms can frighten dangerous peope away and et other peope know that you need hep. 15. Ask the earners do the gap fi together. Encourage beginner reader writers to use the sentence cards and match the sentences in the cards against the sentences in Activity 3 and copy the words in the gaps. Check the answers as a whoe group. Answers: a. charge; b. buy; c. stay; d. put; e. spread; f. avoid; g. wear; h. take. 16. Extension activities: Ask earners to identify present simpe verbs in the sentence cards and write their own sentences about what they do to stay safe. Divide earners into sma groups. Ask earners to make a poster about what they do to stay safe outside the home using the ideas in the sentence cards, the istening script and adding their own ideas. Encourage them to use the present simpe tense. 17. Finish by eiciting and recapping the main earning from this section and any new key words/phrases. Use as an opportunity to reinforce the correct use of present simpe tense. Eicit the correct speing of any new words and invite earners to write the words with correct speing on to the board. Learners can then copy the words into their vocabuary notebooks. 8 Learning Unimited

Staying safe outside the home TaLE project 1: Ways to stay safe Teacher s notes Listening transcript/answers 1. Sajna 2. Beauty 3. Khadija 4. Lisa 5. Sarah Hi, my name is Sajna Begum. I come from Bangadesh. I ive in the UK now. We, I think markets are quite safe. When I do shopping at the oca market, I wear my bag across my body. I try not to put anything in my outer pockets. I put my mobie phone in one of my inner pockets. In this way, I keep mysef safe from pickpockets. If I go shopping with my famiy or friends, I try to avoid separation. It is easy to ose each other as the market can be very crowded so we agree a pace to meet if we get separated beforehand. Hi, my name is Beauty Akhter and I come from Bangadesh. Now I ive in the UK. I don t usuay go to the park aone. I think it s more enjoyabe to go with someone you can chat to. It s safer too. But when everybody is busy and I want to get some fresh air, I avoid quiet areas in the park and stay cose to peope. I keep away from cycists and dogs. If a dog comes running towards me, I stand sti and stay cam. Hi, I m Khadija. I m from Syhet in Bangadesh. I think ife in the UK is safe. I fee safe here in London but I m carefu when I visit new paces. Before starting my journey, I pan it carefuy. I check the address and think how I am going to get there. I aways charge my phone so that I can ca somebody I know if I get ost. I spread my vauabes across my body and wear comfortabe shoes. I try not to wear a ot of jeweery but if I do, I cover it so not to attract any attention. I think it s a good idea to carry a persona attack aarm. My name s Lisa and I ive in London. I often go out in the evenings and I m aware that it can be dangerous at night time when it s dark. So I try to trave I wak aong streets that are we it. So there are ots of amp posts and there are ots of ights, street ighting just to make sure I can see where I m going and that it isn t dark that somebody can t come up behind me. Aso I make sure I don t go anywhere oney that is where there aren t any peope or houses or anywhere where I can quicky run into for hep. I think that s reay important that there are houses on the street, there are other peope, there are cars, that it is a busy pace, ots of peope around. My name is Sarah and I ive in London. When I need a taxi or a cab I aways book it ahead of my journey. At that time I aways take the name of the driver. On the actua journey, in the cab or taxi, I aways make sure I sit at the back. I keep my distance from the driver, don t make too much conversation. And when I arrive at the end of my journey, I make sure I have my keys ready so I can get into my front door quicky. Shop at the market Visit the park Visit new paces Go out in the evening Take a taxi Learning Unimited 9

TaLE project Staying safe outside the home 1: Going out on your own Handout????????? Look at the picture and discuss the questions: a. Where is the woman? b. Where do you think she's going? c. There are three things that are not safe, what are they? d. What can she do to stay safer? 10 Learning Unimited

Staying safe outside the home TaLE project 1: Ways to stay safe Fashcards 1/3 % Learning Unimited 11

TaLE project Staing safe outside the home 1 1: Ways to stay safe Fashcards 2/3 % 12 Learning Unimited

Staying safe outside the home TaLE project 1: Ways to stay safe Fashcards 3/3 % *This image to be used to expain what a persona attack aarm is. Learning Unimited 13

TaLE project Staying safe outside the home 1: Ways to stay safe Matching activity Match the pictures and the words Go out in the evening Take a taxi Shop at the market Visit the park Visit new paces 14 Learning Unimited

Staying safe outside the home TaLE project 1: Ways to stay safe Sentence cards % i aways charge my phone. it s a good idea to carry a persona attack aarm. i stay cose to peope. i put my mobie phone in one of my inner pockets. i aways take the name of the driver. i spread my vauabes across my body. i avoid quiet areas. i wear my bag across my body. i wak aong streets that are we-it. Learning Unimited 15

TaLE project Staying safe outside the home 1: Ways to stay safe istening Listening worksheet 1. Listen to the recordings and answer the questions. a. What does Sajna do if she gets separated from her famiy or friends in the market? b. What does Beauty do if a dog comes towards her? c. Why does Khadija cover her jeweery when she goes out? d. Why does Lisa wak in we-it streets? e. Where does Sarah sit when she gets in a taxi? 2. Discuss the questions in groups. a. Why is it important to stay cose to peope when you go out? b. Why is it important to wear comfortabe shoes? c. Why is it important to take the name of the driver when you book a taxi? d. How can carrying a persona attack aarm hep? 3. Fi in the gaps using the words in the box. take stay put buy charge spread avoid wear a. i aways my phone. b. it s a good idea to a persona attack aarm. c. i cose to peope. d. i my mobie phone in one of my inner pockets. e. i my vauabes across my body. f. i quiet areas. g. i my bag across my body. h. i aways the name of the driver. 16 Learning Unimited

Staying safe outside the home TaLE project 2: A day out Teacher s notes 1. Preparation Print, aminate and cut up 1 set of Staying safe outside the home 2: A day out Story cards and Sentence cards for each group. Make cards ready for sef-checking by writing the correct sequence number at the back of each story and sentence card. Print, aminate and cut up 1 set of Staying safe outside the home 2: A day out Verb headings. Prepare a set of 15 cut up pieces of card for each group for the past simpe activity and bu-tac. Either use a different coour of card for each group or have a different cooured marker pen for each group. 2. To set the context, expain that earners are going to ook at a story of two friends who went for a day out in London together. Write the beginning of a sentence: My friends and I ike to. Give some of your own exampes about what you ike to do with your friends and then ask earners to share their ideas oray in pairs/groups. Foow up with a brief whoe cass discussion. 3. Divide earners into groups of 3 or 4, if possibe, make sure there is a higher eve earner in each group. Give out Staying safe outside the home 2: A day out Story cards and ask earners to ook at them together and share ideas about what the story might be about. 4. Use the fashcards/images/reaia to eicit/pre-teach and then dri the foowing vocabuary: journey, directions, the tube, bench, information desk, attendant, jeweery and arrive. 5. Ask the groups to try and put the pictures in the correct sequence for the story and then check as a whoe group. 6. When the groups a have the pictures in the correct sequence, give out Staying safe outside the home 2: A day out Sentence cards and ask the earners to match the correct sentence cards to each picture. Check as a whoe group. 7. Ask earners how we can te the story took pace in the past and eicit the answer that the verbs are in the past form. 8. Check that earners understand what a verb is and ask them to find some exampes of verbs in the past simpe on the sentence cards and ca some exampes out. 9. Give out different cooured cards and/or pens to each group and ask them to copy each exampe of a verb in the past simpe they can find on to a separate card. 10. Ask groups to take it in turns to ca out a different verb in the past simpe and then stick their card on the board/wa/door. Differentiation: Continue unti either there is a range of common reguar and irreguar verbs dispayed or, for higher/mixed eve groups, unti there is one card for each verb in the past from the sentence cards dispayed, i.e. decided, panned, found, met, had, arrived, visited, oved, sat, went, reaised, didn t, was/wasn t, asked, handed. Learning Unimited 17

TaLE project Staying safe outside the home 2: A day out Teacher s notes 11. Check that earners understand the meaning of each verb dispayed and then dri the correct pronunciation for each verb. 12. Eicit/expain that there are two main types of verb in the past reguar and irreguar. Eicit/expain that reguar past verb forms have -ed at the end. Stick up the Reguar and Irreguar headings and ask earners to work together to sort their verbs into two coumns reguar and irreguar. 13. Check the answers together and ask earners to move cards between coumns as necessary. 14. Remove the irreguar verbs from the dispay and then mode and dri the different pronunciation of ed endings. 15. Ask earners to work together to identify in which words the 'ed' is pronounced, and the reason for this. 16. Check the answers together: the 'ed' is pronounced in decided, visited and handed. Eicit/expain that this is because the base verb form ends in 'd' or 't'. Eicit/give other exampes, e.g. wanted, painted, ended, etc. 17. Check together, repeating the chora dri practice. 18. Ask each group to take back their past tense verb cards from the dispay the different cooured card or pen ink wi hep. Ask earners to work together in their groups to put their cards back in the correct sequence for the story and to practise reteing the story using the verb cards and images to hep. (Extension activity: Higher eve earners can practise joining the sentences using conjunctions: and, but and because). 19. Divide earners into groups of 3 or 4 and ask them to take turns to te each other about a recent day out with their friends or famiy. Extension activity: Learners can find or draw pictures or use photographs and write simpe sentences about their day out. 20. Finish by eiciting and recapping the main earning from this section and any new key words/phrases. Eicit the correct speing or invite earners to write the words with correct speing on to the board. Learners can then copy the words into their notebooks. 18 Learning Unimited

Staying safe outside the home TaLE project 2: A day out Story cards (1/5) % Let s go to the Victoria and Abert museum this Saturday! Yeah, that s a great idea! Learning Unimited 19

TaLE project Staying safe outside the home 2: A day out Story cards (2/5) % 10.00 11.00 20 Learning Unimited

Staying safe outside the home TaLE project 2: A day out Story cards (3/5) % These jeweery boxes are ovey! Yes, they re beautifu. Sha we sit down for a few minutes rest? $ That s better I needed to sit down for a few minutes. Sha we go to the gass room next? Learning Unimited 21

TaLE project Staying safe outside the home 2: A day out Story cards (4/5) % Where s my bag? Oh no! I think I ve eft it on the bench! 22 Learning Unimited

Staying safe outside the home TaLE project 2: A day out Story cards (5/5) % Heo, can I hep you? Yes, pease. I ve ost my bag Oh, dear!` What s it ike? I see if I can find it. Coud you wait at the information desk, pease? It s a arge, white bag with two handes and a zip. Yes, of course. Thank you I m gad to say that we ve found your bag. Thank you so much! Learning Unimited 23

TaLE project Staying safe outside the home 2: A day out Sentence cards % My friend and I decided to visit the Victoria and Abert museum. First, we panned our journey. We found directions on the internet. We met at the train station at 10 o cock. First we took a train and then we took the tube. We arrived at the museum at 11 o cock. We visited the jeweery room. We both oved the jeweery boxes. We decided to have a rest. We sat on the bench. Then we decided what to do next. We went to the gass room. I reaised I didn t have my bag with me. We went back to the bench. My bag wasn t there! I asked an attendant for hep. She asked me to wait at the information desk. The woman at the information desk checked. They had my bag! I was very happy to hear this. 24 Learning Unimited

Staying safe outside the home TaLE project 2: A day out Verb headings % Reguar Irreguar Learning Unimited 25

TaLE project Staying safe outside the home 3: Reporting a ost bag Teacher s notes 1. Preparation: Print, aminate and cut up Staying safe outside the home 3: Reporting a ost bag Sentence cards, one set for each group. Print Staying safe outside the home 3: Reporting a ost bag Handout, one for each earner. 2. To set the context, expain that you are going to tak about osing property when you are away from home. Ask earners to discuss the foowing questions in groups: Have you ever ost anything when you were out? Where and when did it happen? Did you report it? You can write the questions on the board, if this wi hep. 3. If any earners have exampes to share, ask them to describe what they ost, if they don t give an exampe of your own. Use this as an opportunity to teach/revise nouns and adjectives. Eicit exampes from the earners and estabish that adjectives usuay go before the noun, e.g. a back bag, a eather purse. (Differentiation: For higher eve earners, carify the usua order of adjectives: Opinion Size Shape Coour Materia Noun sma round mirror beautifu white bag back eather purse Expain that if earners need to add extra detai they can use with, e.g. with a ong strap. 4. Divide earners into pairs and ask them to take some items out of their bags and take it in turns to describe one or two items, e.g. a sma back mobie phone. Remind them to use the correct order of adjectives and support and correct each other, if necessary. 5. Expain that the earners are going to buid up a conversation using a set of cards between a receptionist and a visitor who has ost her bag. 6. Eicit/pre-teach and then dri the foowing vocabuary items: report, purse, zip, handes, fi in a form. 7. Give out Staying safe outside the home 3: Reporting a ost bag Sentence cards. Divide the earners into pairs and ask them to put the cards in the correct order. Give out Staying safe outside the home 3: Reporting a ost bag Handout and ask them to check their answers. 8. Ask them to practise the conversation using the cards. When they become more confident, they can turn over either the visitor or receptionist cards and use the prompts in Activity 2. Differentiation: Higher eve earners can change the detais of the bag and its contents. Pairs can aso fod the handout over and both ony use the conversation prompts instead. 9. Invite some confident pairs to do their roe pay in front of the cass. 10. Finish by eiciting and recapping the main earning from this section and any new key words/phrases. Eicit the correct speing or invite earners to write the words with correct speing on to the board. Learners can then copy the words into their notebooks. 26 Learning Unimited

Staying safe outside the home TaLE project 3: Reporting a ost bag Sentence cards % Good afternoon, can I hep you? Yes, pease. I ve ost my bag. Oh dear. When and where did you ose it? I think it was about 10 minutes ago. We sat on a bench near the 1st foor café. Then we went into the gass room. I reaised I didn t have my bag with me. We went back to the bench but it wasn t there. Oh dear, I m sorry to hear that. Can you describe the bag and te me what was inside it, pease? Yes. It s a arge, white, eather bag with two handes and a zip. My purse and mobie were in it. Oh, and there was my house key and my Oyster card too. OK, I check whether anybody s handed it in. In the meantime, coud you fi this form in, pease? If there s anything you re not sure about, just ask. Thank you very much for your hep. Learning Unimited 27

TaLE project Staying safe outside the home 3: Reporting a ost bag Handout 1. Check if you put the sentence cards in the correct order. Receptionist Visitor Receptionist Visitor Receptionist Visitor Receptionist Visitor Good afternoon, can I hep you? Yes, pease. I ve ost my bag. Oh dear. When and where did you ose it? I think it was about 10 minutes ago. We had unch on a bench near the 1st foor café. Then we went into the gass room. I reaised I didn t have my bag with me. We went back to the bench but it wasn t there. Oh dear, I m sorry to hear that. Can you describe the bag and te me what was inside it, pease? Yes. It s a arge, white, eather bag with two handes and a zip. My purse and mobie were in it. Oh, and there was my house key and my Oyster card too. OK, I check and find out whether anybody s handed it in. In the meantime, coud you fi this form in, pease? If there s anything you re not sure about, just ask. Thank you very much for your hep. 2. Roe pay the conversation using the chart beow. Receptionist: Greet Receptionist: Ask for more information Receptionist: Say what wi happen next Visitor: Greet Expain about your ost bag Visitor: Give more information about your bag 28 Learning Unimited

Staying safe outside the home TaLE project 4: Fiing in a form Teacher s notes 1 Preparation: Print Staying safe outside the home 4: Fiing in a form Worksheet and Staying safe outside the home 4: Fiing in a form Form, one for each earner. 2 To set the context, divide earners into pairs or sma groups. Ask earners to discuss the foowing questions in their groups: What do you do in Bangadesh if you find something e.g. a mobie phone or a purse? If you ose a bag or it gets stoen, where can you report it? Why is it important to report your ost/stoen bag? 3. Have a whoe group discussion and make sure earners understand the foowing: a. It is very important to report ost or stoen ID documents and bank cards as somebody might use the persona detais for frauduent activities such as appying for a oan etc. b. In the UK, there are many ways you can report ost/stoen or found property. 4. Eicit/pre-teach and then dri the foowing vocabuary items: property, item, website, onine and hand in. 5. Give each earner a copy of Staying safe outside the home 4: Fiing in a form Handout and ask earners to work in pairs, read the text and answer the questions in Activity 1. If possibe pair up higher eve earners with beginner reader writers. Answers: a. onine, by phone and at a poice station; b. you can hand it in at a poice station. 6. Ask earners to read the text again and mark the statements as True or Fase in activity 2. Do one together as an exampe. Answers: a. T; b. T; c. F; d. F. 7. Now ask earners to compete Activity 3 in Staying safe outside the home 4: Fiing in a form Worksheet. Check the answers together and to consoidate earning, carify the meaning of the words/phrases, do a chora and individua dri. Answers: 1 f; 2 e; 3 d; 4 a; 5 b; 6c. 8. Expain to earners they are now going to practise fiing in a form to report ost or stoen property. Give each earner a copy of Staying safe outside the home 4: Fiing in a form. Ask earners to ook at the form in pairs and discuss what information they need to give. 9. Ask earners to imagine they are in the UK and that they have ost something vauabe on a day out at the Victoria and Abert Museum. Write the museum s address on the board: Victoria and Abert Museum, Cromwe Rd, London SW7 2RL. 10. Ask each earner to say what they have ost and then compete the form. Remind them to use capita etters and encourage them to use their UK address if they know where they wi be iving. Monitor their work and give support as necessary. 11. When earners have finished their forms, divide them into pairs. In mixed eve groups, pair up higher eve earners with beginner reader writers. Ask them to interview each other using the questions on the form. (You can refer them back to Staying safe outside the home 3: Reporting a ost bag for giving a description of an item). 12. Finish by eiciting and recapping the main earning from this section and any new key words/phrases. Eicit the correct speings or invite earners to write the new words with correct speing on to the board. Learners can then copy the words into their notebooks. Learning Unimited 29

TaLE project Staying safe outside the home 4: Fiing in a form Worksheet Lost or stoen? Report it! it is a good idea to register your vauabes onine on https://www.immobiise.com website. You can register your mobie phone, aptop, bike, jeweery and much more. if you ose an item you have registered, you can report it on this website. You can aso report ost or stoen items at a poice station. You wi need to fi in a form. You can ca the poice on 0300 123 1212 or 101 to report stoen or ost property. if you find a ost item, hand it in to a poice station. 1. Read the text and answer the questions. a. How can you report a ost or stoen item in the UK? b. What do you do if you find a ost item in the UK? 2. Read the text again and mark the statements True (T) or Fase (F): a. You can register your bike on https://www.immobiise.com. b. You can report a ost or stoen item on https://www.immobiise.com. c. You can t report a ost or stoen item at a poice station. d. Ca 999 to report a ost or stoen item. 3. Match the words and their meanings: 1. andine number 2. make 3. mode number 4. features 5. property 6. ocation a. detais b. artice or item c. a pace d. number of product used to identify it e. name of the company that made an item e.g. Sony f. home teephone number 30 Learning Unimited

Staying safe outside the home TaLE project 4: Fiing in a form Form Pease write ceary in CAPITAL LETTERS Lost or stoen property form Tite (pease tick 4 ) n Ms n Mrs n Miss n Mr n Other Name Address Postcode Date of birth Landine number Mobie number Emai address Property status (pease tick 4 ) n Lost n Stoen Date property ost or stoen Approximate time property ost or stoen Address or ocation of where property was ost or stoen Detais and description of property incuding make, mode number, coour and any other features Learning Unimited 31

TaLE project Staying safe outside the home Acknowedgements The Teaching and Learning Engish project, ed by Learning Unimited and deivered in partnership with UKBET, St Gies Educationa Trust and Greenwich Community Coege, is funded through the EU European Integration Fund. This Teaching and Learning Engish topic-based unit was produced as part of the EIF funded Teaching and Learning Engish (TaLE) project. The materias were written by Ege Pavioniene (Greenwich Community Coege) with support from Karen Dudey (Learning Unimited), Judith Kirsh and the TaLE project advisory group. We are aso gratefu to UKBET and Greenwich Community Coege teachers and earners for pioting these materias and for their vauabe feedback and suggestions. We are gratefu to Greenwich Community coege staff and earners for giving us permission to use their images. Additiona copyright free images were sourced from the foowing websites and we are aso gratefu for being abe to use these in this tookit: Microsoft Cipart onine #etpics (www.etpics.com) For more information or to contact us, pease visit www.earningunimited.co 32 Learning Unimited