LESSON PLAN

SCHOOL: TECHNOLOGICAL HIGH SCHOOL NUCET

TEACHER: SOLOMON SIMONA-CRISTINA
GRADE: 1ST POST-SECONDARY SCHOOL OF FOOD INDUSTRY
SPECIALIZATION: BAKERY AND FLOUR CONFECTIONERY INDUSTRY
NUMBER OF STUDENTS: 23
LEVEL: INTERMEDIATE
TEXT BOOK: FOOD SERVICE INDUSTRY , EDITURA EXPRESS PUBLISHING
DATE: 10.06.2022
TOPIC: SAFETY PROCEDURE/ SAFETY PRACTICES AND REGULATIONS
TYPE OF LESSON: VOCABULARY PRACTICE
UNIT 6: OCCUPATIONAL HEALTH AND SAFETY PROCEDURES
LESSON AIMS:
1. To identify the main types of risk and procedures managing the risk;
2. To skimming through the employee safety manual in order to understand the
recommendations ;
3. To match the key words with the definitions;
4. To fill in the blanks with the correct words and phrases
5. To listening to a conversation and mark the statements as true /false and complete the
conversation
6. To write a memo about an upcoming safety meeting.

COMPETENCES: 1.1. Recepționează mesaje orale, pentru a duce la îndeplinire sarcinile de

serviciu, în domeniul profesional
Criterii de performanță:
b). extragerea informațiilor/ detaliilor specific necesare și relevante pentru sarcinile de serviciu,
din mesaje orale diverse
f). înțelegerea de instrucțiuni, solicitări și întrebări orale , care conțin vocabular specializat , în
realizarea de acțiuni adecvate pe baza informațiiilor obținute pe cale orală;

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 1.2. Recepționează mesaje scrise specializate, pentru a duce la
îndeplinire sarcinile de serviciu, în domeniul professional
Criterii de performanță:
a). identificarea și localizarea promptă și corectă de informații și opinii relevante pentru sarcinile
de serviciu, în texte de specialitate;
1.3. Formulează mesaje orale, pentru a duce la îndeplinire sarcinile de
serviciu, în domeniul professional
Criterii de performanță:
f). Utilizarea adecvată și suficient de corectă a unei varietăți de termeni de specialitate comuni/
familiari și de structure lingvistice astfel încât să se asigure comunicarea deplină a sensului, chiar
dacă există în text unele deficiențe de pronunție și/ sau de intonație și de gramatică și / sau
registru;
TIME: 45 min.
SKILLS INVOLVED: listening, reading, speaking, writing
TEACHING TECHNIQUES: Conversation, explanation, presentation, description, exercise
solving( training activities), dialogue, Venn diagram, questions, communicative aproaches
TEACHING AIDS: Students’ books, worksheet, interactive whiteboard, whiteboard, computer
ORGANIZATION: individual, pair work, frontal activity
INTERACTION: T- Ss, Ss- T, Ss- Ss
ANTICIPATED PROBLEMS: Some of the Ss may have difficulties in understanding some
words or explanations. In order to solve that the teacher will translate and give extra explanation
whenever it is necessary.
ASSESSMENT ACTIVITY : The students will be assessed on class participation.

LESSON STAGES:
Activity 1: WARM- UP:
Aim: to engage the students in a short conversation;
to create a pleasant atmosphere for learning;
Procedure: The teacher enters in the classroom , greets students and asks the students about their
mood; The students answer; The teacher asks if there are any absentees;
Time: 2 min.
Technique: Question- answer
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Skills: Speaking
Interaction: T>Ss, Ss>T
Materials used: catalogue
Activity 2: PRESENTATION :
Aim: to introduce the topic of the lesson and raise expectation;
Procedure: The teacher reads the presentation ,, safety in bakeries,, ( appendix 1) . Then writes
the title of the lesson on the board and announces lesson aims. She writes after that a Venn
diagram and gives further explanation where’s necessary; The students elicit main types of risk
and the procedures managing the risk.
Time: 13 min.
Technique: Reading aloud, explanation, Venn diagram
Skills: Speaking , Reading
Interaction: T>Ss, Ss> T
Material used: worksheet, whiteboard, marker
Activity 3 : DESCRIPTION OF A SPECIFIC ACTIVITY :
Aim: to focus students ‘attention on the new topic.
Procedure: The teacher proposes a short audio material consisting in presentation of an employee
safety manual. Then asks students to choose the correct answer, in order to understand the main
ideas.
Time: 10 min.
Technique: Description, conversation
Skills: Listening, Speaking .
Interaction: T> Ss, Ss- T
Materials used: laptop, interactive whiteboard

Activity 4: VOCABULARY PRACTICE 1:

Aim: to give Ss practice in using key words related to safety procedures and practices

Procedure:
Teacher gives each student a worksheet. Students have to match the key words with the
definitions. Then they have to fill in with some of them. ( Appendix 2)
Time: 7 min.
Techniques: explanation, conversation, exercise solving ( training activities)
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Skills: Reading, Speaking, Writing
Interaction: T>Ss, Ss>T, Ss- Ss
Materials used: worksheet
Activity 5: DEVELOPMENT PRACTICE 2:
Aim: To give Ss practice in listening to a conversation between two managers about safety
Procedure: The teacher asks students to listen to a conversation between two managers about
safety and answer the questions true/ false and then to complete the conversation ( Appendix 3)
Time : 10 min.
Techniques: conversation, explanation, exercise solving
Interaction: T – Ss; Ss – T, pair work
Skills: Listening, Speaking, writing
Materials used: laptop, interactive whiteboard, worksheet
Activity 6: PRODUCTION:
Aim: to write a memo about an upcoming safety meeting
Procedure: The teacher asks Ss to use the employee manual and the conversation from previous
task to write a memo to all staff about an upcoming safety meeting. Include concerns about
accidents, slippery floors and blocked emergency exits. ( Appendix 3)
Time: 7 min.
Techniques: conversation, exercise solving
Interaction: T – Ss; Ss – T, individual activity
Skills: Reading , writing
Material used: worksheet
Activity 7: FEEDBACK . INDIVIDUAL ACTIVITY
Aim: to provide feedback;
Procedures: The teacher gives to each student an individual worksheet with tasks to put the
students in the situation of using the new acquired topic. The teacher gives feedback on the
students’ activity; she makes some appreciations concerning students’ involvement in the lesson.
Teacher asks Ss to say a colour which best describes their emotional state at the end of the English
class or to draw an emoticon.
Time: 2 min.
Techniques: conversation,
Skills: Listening, speaking
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Interaction: T>Ss , Ss- t, frontal activity, individual activity
Materials used: whiteboard

Activity 8: HOMEWORK. WRITTEN ASSIGNMENT

Aim: to provide further practice;

Procedure: The teacher assigns the homework and explains the task: students have to draw o
poster or a collage of images including key words related to safety in bakeries.
Time: 1 min.
Interaction: T>Ss, Ss> T
Material used: worksheet

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APPENDIX 2 :
I.Read the employee manual. Then choose the correct answers.
1. What is the purpose of the passage?
a. To explain how to sharpen knives
b. To tell about injuries that can happen in a fall
c. To inform employees about safety regulations
d. To accompany an accident report
2. What should be placed on slippery floors?
a. A yellow sign board
b. A dry towel
c. A rubber mat
d. A grace cleaner
3. Which is NOT a recommended step to follow after an accident ?
a. call for assistance
b. give first aid
c. block emergency exits
d. remove customers from danger

II. Match the words ( 1-8) with the definitions ( A-H)

1……first aid 5…….accident
2……fire 6…….block
3…….burn 7…….fire hazard
4……sharp 8……spill
A. Having a thin, smooth blade suitable for cutting
B. An event or situation that is unexpected, and which often results in a negative outcome
C. Medical treatment applied immediately after an accident or injury
D. An object or situation that increases the risk of damage or injury from fire
E. The damage caused to skin by exposure to excessive heat
F. Liquid poured from its container unintentionally
G. A burning flame
H. To prevent movement through a space that is supposed to be clear

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III. Fill in the blanks with the correct words and phrases from the word bank: clear,
dull, accident report, cut, slippery, emergency exit
1. The manager filled out a (n) …………………………..after the cook burned her hand.
2. The server slid on the wet floor because it was…………………………
3. That knife needs to be sharpened because its blade is………………………
4. In case of fire, walk calmly to the ……………..and leave the building.
5. The hallway must be kept………………so that people can walk through.
6. Samantha needed a bandage after she……………..her finger with a dull knife.

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APPENDIX 3 :
I. Listen to a conversation between two managers. Mark the following statements as
true ( T) or false ( F)
1.1. ……The woman is concerned about safety.
1.2. ……The emergency exit was blocked two times
1.3. …… The woman nearly fell in the hall

II. Listen again and complete the conversation: kept clear, slippery,emergency exit, a
staff-wide meeting, a spill, some problems.

Manager 2: I’m concerned about safety. For one thing, I’ve found the
1……………………..twice this week.
Manager 1: Twice in one week? That’s bad.
Manager 2: Yes. Both times, I explained to the kitchen staff that the door had to be
2………………………………………
Manager 1: Did they move the stuff out of the way?
Manager 2: They did. But I think we need to do something more. Maybe a
3…………………….about safety.
Manager 1: That’s a great idea. I’ve noticed 4…………………………this week, too.
Manager 2: Like that?
Manager 1: When I came in today, the floor in the hall was so 5………………………that
I nearly fell.
Manager 2: What happened?
Manager 1: The floor was wet. There was a 6……………………..there that hadn’t been
cleaned up.

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 III. Memo:
To : All staff

Re: Safety meeting

All staff are required to attend a safety meeting .

Saturday, June, 4th at 10: 00am

Concerns to be addressed:

The manager are concerned about the…………..of accidents. Several ……….violations

have been found lately, including:

 ………………floors as a result of ……………not properly …………..up

 E……………..exits b………….by cartons

Please review your …………manual before the meeting. It is……………for all ……..to
follow safety r………………….Failure to follow …………………can lead to a………………,
f……., in……….. , or worse.

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