English for construction 2 teachers book

English for construction 2 teachers book English for construction 2 teachers book English for construction 2 teachers book English for construction 2 teachers book

Pearson Education Limited

© Pearson Education Limited 2012

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Contents

1 Teamwork

Briefing

This unit introduces jobs and roles within an

organisation It covers the roles and responsibilities

of different departments, explains how an

organisation works and presents how to interpret

and write a CV In the last section, the various roles

of people involved in an international construction

project are discussed

Roles and responsibilities

Workers in the construction industry can be

self-employed, or work in small, medium-sized or large

organisations The larger the organisation, the more

specialised the roles and responsibilities will be

This section introduces different jobs within the

industry Students practise talking about their own

responsibilities The difference between the present

simple and present continuous is explained, as well

as the use of adverbs of frequency with the present

simple The section also introduces key vocabulary:

concrete (a hard, strong construction material

consisting of sand, conglomerate gravel, pebbles,

broken stone, etc.), master electrician (a highly

qualified skilled electrician who usually works as a

supervisor or owns their own contracting business),

labourer (a person whose job involves heavy

physical work), cement (a grey powder made from

lime and clay, used in building concrete), cement

mixer (a machine into which you put cement, sand

and water to make concrete), site manager or

construction manager (the person in charge of the

day-to-day running of a construction site), generator

(a machine that produces electricity), general

contractor (the main contractor on a construction

project, responsible for fulfilling the conditions of a

contract and usually employing subcontractors

(people or companies paid to do part of the work of

another person or company) to do some or most of

the work), consortium (several companies working

together on a particular project), construction

schedule (vital for any project as it helps companies

to co-ordinate and to stay within budget)

Structure of an organisation

This section focuses on understanding an

organisation chart Vocabulary includes

departments such as Operations, Business

Development, Engineering, which includes

Structural Engineering (the planning and building

of large structures such as bridges), Mechanical

Engineering (the design and building of machines

and tools) and Electrical Engineering (the design and building of electrical equipment), Materials and

Plant, Accounting, Administration and Legal

Vocabulary connected with describing structures is

also covered: divided, external, report to, section

The listening section introduces common

collocations such as deal with, divide into, liaise

with, look after, make sure, be responsible for

Jobs and experience This section introduces more jobs within the

industry: accountant, carpenter, civil engineer, land

surveyor and plumber Yes/No questions and wh-

questions are covered The section also focuses on reading and preparing a CV using the Europass CV structure Europass provide five different types of document with a standard structure, which can be understood and used throughout Europe and which make it possible to fully present skills and

qualifications in a clear, transparent and comprehensive way

Focus on a project: International Finance Centre (IFC) Seoul, Korea This section focuses on the IFC Seoul, Korea, currently under construction in the Yeouido Island district of Seoul, Korea Various facts about the organisations involved in the project are presented

Vocabulary includes architect, excavation, elevator

manufacturer (a company that makes elevators

(AmE) or lifts (BrE))

Preparing for this unit

Do the Entry test For the Listening part of the test,

use track 7, up to There are a lot of options: stone,

poured concrete, precast concrete, tiles,

Further reading

Use the following keywords to search the internet for websites which give more in-depth information about the topics covered in this unit: types of job in construction; Europass CV; IFC Seoul, Korea; construction companies; Balfour Beatty; Vinci; Amey UK; Costain

Teacher’s notes

Warm-up

Before you look at 1, introduce yourself (Good

morning/afternoon/evening My name’s /I’m and

I’m a teacher/trainer/etc.) Then ask students to

introduce themselves If they have problems, ask

questions to help them: What’s your name? What’s

your job? Check they understand the jobs mentioned

by all students

Roles and responsibilities

Speaking

1 Ask students to look at the illustration Say: Look

at E What’s his job? and elicit He’s a Then ask:

What’s he doing? and help with vocabulary if

necessary You can practise short answers by

asking Is E a driver? to elicit No, he isn’t He’s a

painter Ask the same question pointing to G and

elicit Yes, he is You can then ask a student to do

the same and choose someone in the class to

respond Repeat with the rest of the class until

everyone has asked a question

A reporters/journalists; they’re asking

questions about the site

B site manager; he’s in charge of the site

C apprentice electrician; he works for the

master electrician

D master electrician; he’s in charge of the

electrical systems

E painter; he paints things

F security guard; he controls access to the

site

G driver; he drives the concrete mixer

Vocabulary

2 Draw students’ attention to the sentences and

read the first one aloud Ask them to say which

person it is Then go through the sentences and

check that they understand all the words Get

them to identify things like staircase and ladder in

the illustration Then they can do the exercise

individually Check answers with the class

1 G 2 D, C 3 E 4 F 5 B 6 A

3 Ask students to write down as many other items

as they can from the illustration (for example,

gate, lorry/truck, bucket, toolbox, hard hat,

scaffolding, bricks, ladder, paint pot) and to then

compare answers in pairs

Speaking

4 Put students in pairs and ask them to explain what their jobs are, or to imagine they work on the construction site in 1 and explain one of those jobs Demonstrate by asking a confident student to talk about their job If they have problems, ask the following questions to elicit

examples: Who do you work for? What is your

company responsible for? What are you responsible for? If time allows, ask students to repeat the

activity once or twice, with a different partner each time

Listening

5 ► 02 Tell students that they are going to hear a conversation between two reporters and Martin Karp from Karp Construction Ask them what they think the reporters might want Play the recording, then check answers with the class The reporters want to find out more information about the people working on the site

6 Ask students to look at the questions and check

they are familiar with words like own and

represent Tell them not to worry about any

words they do not understand in the listening, and that you will explain any unknown words after they have done the exercise Ask them to listen again and to complete the sentences Play the recording Get students to compare answers

in pairs first, then ask individual students to read out a sentence each

Check that students understand the roles,

especially contractor, project manager, client and

supplier Other vocabulary which you may wish

to go through includes: background information,

press release, complex, subcontractor, cement You

could go through these words in class or ask students to look them up in their dictionaries

1 general contractor 2 site manager

3 project manager 4 Karp Construction/the

company 5 client 6 cement supplier

7 Martin’s assistant

Language

Go through the Language box with the class Draw students’ attention to the use of the present simple and continuous Remind them of

the forms Ask: What do I do? and elicit You’re a

teacher./You teach./You work for X Then write

something on the board and ask as you are

writing: What am I doing? Elicit You are writing on

the board Ask a confident student what they do

and what they are doing now, then get that

student to ask another student the same

questions, then that student to ask a third

student and so on round the class Draw

students’ attention to the adverbs of frequency

Ask a confident student what they usually do in

the evenings/at the weekend, what time they

usually start work, etc Ask that student to ask

another student, then the student answering to

ask a third student and so on round the class

7 Before doing the exercise, make sure students

understand all the verbs (they may not know

supervise, handle or repair) Ask them to read

through the text and underline any words they

do not understand Tell them that these will be

dealt with after they have done the exercise

Then ask them to choose the correct verb forms

When they have finished, get them to compare

answers in pairs before checking with the class

1 have 2 are working 3 are supervising

4 handle 5 bring 6 are painting 7 are

repairing

Speaking

8 Put students in small groups Tell them that they

are going to discuss four questions If the

vocabulary was covered in the Listening section,

then this is a chance to see who can remember

the words Explain that if no one in a group

knows an answer, they should try to guess

Discourage them from using dictionaries during

this exercise Set a time limit of about five

minutes, then discuss answers as a class

Suggested answers

1 A general contractor usually has overall

control of a project and works for the owner

or client A subcontractor usually has a more

specialised role, for example, just plumbing

or electricity, and works for the general

contractor

2 A consortium is a group of people or

companies that agree to work together on a

project Consortiums are common in large

construction projects

3 Possible answers include suppliers of

building materials, equipment, etc

4 co-ordinate all the subcontractors:

communicate with different people in the

project and be responsible for organising the

right people for the work; stay on schedule:

keep to deadlines and deliver on time; stay

within budget: not overspend

painter: I work on small sites and I paint the metalwork or the woodwork Today I’m painting some doors and windows

Structure of an organisation

If you have a chance before this lesson, you could ask in-work students to bring in an organisation chart of their company, if they have one Pre-work students could find one online You could also bring in a selection of charts, in case some of the students do not bring one in

Vocabulary

1 Ask students to look at the organisation chart Make sure they understand all the vocabulary

on it For example, Human Resources (the

department that recruits and looks after people

working for the company), Estimating (the

department that works out how much a

construction project will probably cost), materials

(the things you need to make or do something),

plant (a factory and all its equipment), Accounting, Payroll (the department that pays

salaries) and Legal (the department that ensures

the company follows all the laws of the country

it is working in) You do not need to go into great detail about the specific areas

Ask different questions to check students’ understanding of the vocabulary on the chart

(for example, How many departments are there?

Which department is responsible for health and safety? Who are site managers responsible to?)

Before students do the exercise, check that they understand the meaning of the words in the box and go through any unknown vocabulary in the

sentences (for example, consist and consultant)

Ask them to complete the sentences individually, then get them to compare answers

in pairs before checking with the class

1 top 2 departments 3 section 4 report

5 divided 6 has 7 look 8 external, part

Listening

2 ► 03 Tell students that they are going to listen

to the seven heads of the departments talking

about their roles and that they have to write the

names of the departments Draw their attention

to the chart on page 6 Play the recording, then

check answers with the class During feedback,

you could ask students to explain how they

identified the different departments

1 Materials and Plant 2 Legal 3 Operations

4 Business Development 5 Accounting

6 Engineering 7 Administration

3 Explain to students that they are going to listen

again and identify the expressions the speakers

use to talk about their roles Point out that they

only need to listen for collocations with verbs,

i.e verbs and words often used with them Go

through the example with the class With weaker

classes, you could do the exercise with the class,

pausing the recording to allow them time to

write in their answers With stronger classes,

you could ask students to do the exercise

individually Check answers with the class,

making sure students understand all the

verbs/expressions

1 make sure, liaise with 2 handle 3 work

with, work for 4 work with, plan, work out,

look for 5 look after, send out 6 do (the

maths), make sure, work with 7 help (to

recruit), deal with, are (also) responsible for

Extra activities

1 Put students in small groups Ask them to

write one sentence for each of the

expressions in 3

2 Play a game Ask students to write each

sentence from the previous extra activity on

two separate strips of paper: the first part of

the sentence (up to and including the verb,

for example, The site managers make) on one

strip, then the second part (for example, sure

that all the work finishes on time.) on another

strip When the members of each group

have written up all their sentences, ask them

to shuffle the strips of paper and pass them

on to another group Each group then has

to match the sentence halves to make

complete sentences The first group to finish

are the winners

Vocabulary

4 This exercise reinforces the vocabulary in 3 To make sure students do not just copy the answers from the previous exercise, you could ask them

to cover it Ask them to match the sets of collocations and to then look at 3 to check their answers

2 d 3 a 4 c 5 f/h 6 g 7 h/f 8 e

5 Put students in pairs Ask them to work together

to complete the sentences Point out that they can refer to the organisation chart in 1 to help them Do the first item with the class as an example Elicit different answers to show that more than one answer is possible for each sentence

Suggested answers

1 The Administration department consists of

two sections: HR and Payroll

2 The head of Accounting reports to the

owner

3 Engineering is divided into three sections:

Structural, Mechanical and Electrical Engineering

4 The project managers liaise with many

people, including Health and Safety and the consultants

5 Business Development is responsible for

design, estimating and marketing

6 The site managers make sure the labourers

do their job

7 There are three sections in the Operations,

Business Development and Engineering departments

Speaking

6 Put students in pairs Tell them that in this activity they will be using the chart they have brought in If they have not brought one in, give out the ones you have brought in Tell them that they need to explain their chart to another pair and ask them to use as many expressions as they can from the previous exercises During the activity, go round monitoring, making sure that students are using the expressions correctly When they have finished, choose two pairs to present their charts to the class

Extra activity

Put students in different pairs and ask them to

repeat the activity from 6, but this time making

mistakes while describing the chart The

students listening have to spot the mistake and

correct it

Jobs and experience

Listening

1 ► 04 Draw students’ attention to the jobs in the

box and see how many of them they know If

there are unknown words, see if any of the

students do know them and can explain them to

the class Ask students to listen and identify the

job in each conversation Play the recording,

then check answers with the class

A cost estimator is the person who predicts the

costs of future construction projects Their role is

vital as contractors often submit bids or price

quotes for a construction job Without a good

estimate, the contractor could bid too high and

lose a potential project or bid too low and lose

money once the job is completed A project

manager manages and directs contractors on a

particular project The role involves inspecting

work in progress to ensure compliance with

building, electrical and ventilation codes, as well

as solving problems related to labour, supplies

and equipment

1 civil engineer 2 concrete finisher 3 land

surveyor

2 Ask students to study the table Go through any

unknown vocabulary (for example, manual, CAD

(computer aided design) programs, self-employed)

Ask a student to explain to the rest of the class

what they have to write in the table Make sure

they understand that they have to write Y for

yes, N for no and X for doesn’t say Ask them to

listen again and complete the table Play the

recording, then check answers with the class

Students may have questions about some of the

vocabulary in the listening

targeted are: renovated, open-plan, software,

password, clerk, physical, kneepads, protect, driveway, pavement, measure, dimensions, boundaries, features, slopes, location, total station

Class game

Give students a list of definitions and see who

is the quickest to match them to words from the audio script

Team game

Put students in teams Ask each team to select one person to write down their answers Then read out the definitions, pausing after each one

to allow students time to write down their answers The winning team is the one with the most correct answers

Alternatively, give students a list of the words and see how quickly they can find the English definitions in their dictionaries

Speaking

3 This activity focuses on questions and short answers Students ask and answer about themselves using the table in 2 Point out that questions 3 and 6 are about the past Make sure they understand that these two questions are different Go through the examples with the class, then ask students to do the activity Go round monitoring and giving help as needed

Language

The Language box is a summary of present simple and past simple questions Remind students how important questions are in work/business Point out that if you ask the wrong question, you might get an answer which could damage your work/job/project!

Go through the first section of the Language box

with the class: questions with be Ask individual

students the questions on the right For example,

ask a student: Are you self-employed? Elicit short answers (Yes, I am./No, I’m not.) Remind students that we do not say Yes, I’m When a student replies with yes, ask them the next question from the table: You’re self-employed?

Explain that this is often used to confirm what

you’ve heard or to show surprise If no one

responds positively, ask a question that you

know is true of one of your students (for

example, Are you an engineer/surveyor?)

Then turn to another student and ask them

about the student that answered the previous

question: Is he/she self-employed/an engineer?

When you get a positive answer, ask a third

student: He’s/She’s self-employed/an engineer?

Elicit Yes, he/she is Go through the third and

fourth examples in the Language box with the

class

Now go through the second section of the

Language box: questions with do/does/did Ask a

student the first question: Do you work indoors?

Elicit a short response Turn to another student

and ask them the second question, again

eliciting a short response Now get one student

to ask anyone in the class the first question The

student who responds then puts the second

question to another student Repeat with the

third question (Did you go to university?) Elicit a

response, then turn to another student and ask:

Did he go to university?

Move on to the third section of the Language

box: question words Point out that question

words always come at the beginning of the

question Make sure students understand the

meaning of How does it work? (which would refer

to a machine or system)

Speaking

4 Put students in pairs Explain that they have to

think of a job (not their own) and that they must

not tell their partner what it is Their partner is

going to ask questions to try and find out what

the job is Go through the examples with the

class and ask students what other questions they

think they may want to ask Elicit suggestions

You could refer students to the table in 2

Extra activity

With stronger classes, you may wish to hold

mini job interviews: put students in small

groups and ask them to think of a job vacancy

and write down questions they would ask

candidates at interviews Then ask them to act

out the interviews They could do this in pairs,

or in their groups (with two or three

interviewers and one interviewee per group)

You could then ask students to swap roles and

repeat the activity

Reading

5 For this activity, you may wish to download and make copies of the Europass CV template (http://europass.cedefop.europa.eu.)

Ask students what the purpose of a CV is and how important they think it is Do they think a

CV plays an important role in getting an interview? Then ask them to look at the CV and say if it is similar to CVs they have seen If not, ask them how it is different Do they think this

CV is clear and easy to follow? Do they think all countries should use the same format?

Read out the questions and check that students understand them Then ask them to see how quickly they can find the answers Tell them not

to worry about unknown vocabulary but to underline any words they are unsure about for you to explain at the end of the exercise Words

which may be unknown to students are: awarded,

covered, occupational, competencies, additional

Check answers with the class, then explain any words the students do not understand

1 He was born on 21.03.84 (His age

depends on the date students do the task.)

2 Blendorf Grammar School, Blendorf,

Germany

3 DM Construction

4 Bachelor’s degree in Construction

Engineering

5 Yes He has practical experience as a

project assistant, and has also studied project management at Vocational College

in Blendorf, Germany

Writing

6 If you have made copies of the Europass CV template, give them out and ask students to complete their own CV If your students have internet access, they could do this online

Alternatively, ask them to look at the CV in 5 to create their own CV Tell them to be as concise

as possible and to use the CV in 5 as a guide They may need help to describe their activities and responsibilities concisely When they have finished, ask them to swap CVs with a partner, who checks to see that the CV is clear and easy

to understand Go round monitoring and giving help as needed

Teamwork 1 9

Extra activity

Students can search for other CV templates

online and compare them to the Europass

template Get them to work in small groups to

identify the differences and to decide which

they think is best and why They can then

prepare their own version and present it to

the class

Focus on a project: International

Finance Centre (IFC) Seoul, Korea

Reading

1 The project used in this unit is the International

Finance Centre (IFC) Seoul, Korea Tell students

that they are going to read several short extracts

to find out what the project is Remind them that

being able to extract information/details quickly

is a very important skill for work Some students

tend to read too slowly and carefully, worrying

about every word Explain that they do not need

to worry about unknown vocabulary at this

stage When they have finished, check answers

with the class

The project is to build a group of buildings in

Seoul, Korea The development includes

(three) office buildings and a hotel

2 If there are any vocabulary queries, address

them now Then ask students to match the

organisations involved in the project with their

roles You could tell them that they can find

more information about the IFC online if they

are interested

2 c 3 b, f, g 4 e 5 a 6 f 7 d

Speaking

3 Pre-work students may need to find information

about different construction projects online

before they do this exercise

Students are asked to think of a large

construction project in their own area Before

they begin, elicit ideas from the class Then put

students in groups and ask them to discuss the

companies involved in the projects and the

role(s) they played Go round monitoring and

giving help as needed

Extra activity

Ask students to search the internet for another international project in any country except their own Ask them to collect information about the suppliers/contractors and to prepare a mini-presentation for the class, along the lines of the extracts in 1

Review

Vocabulary

1 This activity reviews nouns introduced in the unit It can be done as a test, with students completing it individually and without any help,

or as a class review activity Ask students to do the exercise Get them to compare answers in pairs before checking with the class

2 c 3 d 4 b 5 a

2 This activity focuses on collocations If done as a class review, ask students if they can remember any of the collocations they learnt in this unit before they look at the exercise Ask them to do the exercise individually, and then to compare answers in pairs Finally, check answers with the class

1 of 2 after 3 with 4 for 5 to

Language

3 This error correction exercise focuses on question forms Explain to students that being able to identify errors is a very useful skill to develop, especially if they need to write in English at work Ask them to do the exercise individually and then to compare answers in pairs Finally, check answers with the class If you identify any problems during feedback, you could refer students back to the Language box

on page 8

1 Do you work outdoors?

2 Are you self-employed?

3 Did you do an apprenticeship?

4 Were you good at maths at school?

5 What did you do yesterday?/What were you

doing yesterday?

6 When did you start excavating?

7 Who is supplying the elevators?

Writing

4 Ask students if they have ever sent their CV to

an English-speaking employer and if so, if they wrote a letter in English to go with it Explain that although the exercise may seem difficult, the framework is provided and the language they have to produce is actually no harder than what they have been practising Go through the rubric and the phrases with the class Then ask students to try and match the phrases with the three points they have to include in their letter

As they did not write a letter in this unit, it might be a good idea to elicit a few suggestions first: get a few students to make complete sentences using the phrases before you ask them

to write the letter

Now do Unit test 1

Preparing for the next unit

In the first lesson of Unit 2 students will be

discussing technical drawings used in construction

You might like to prepare for this by asking students

to bring in any technical drawings they might have drawn themselves or worked on You may also wish

to ask them to find out what the type(s) of drawings they bring in are called in English

2 Design

Briefing

This unit introduces types of technical drawings

used in the construction industry and the

vocabulary of common 2D and 3D shapes In

addition, it practises talking about dimensions and

numbers It explains the importance of estimating,

encouraging students to consider what information

they would need in order to produce an estimate

The skills involved in discussing ideas and

improvements and dealing with potential problems

are also covered The last section deals with the

design of light tubes used to transfer sunlight to an

underground railway station in Berlin

Technical drawing

This section introduces 3 different types of technical

drawing: orthographic projection (a way of

representing a 3D object in 2D which uses different

views of the object, from viewpoints rotated through

90 degrees about the object’s centre), exploded view

(a diagram of a construction that shows its parts

separately but in positions that indicate their proper

relationships to the whole) and plan view or floor

plan (a drawing of the shape of a room or building

and the position of things in it as seen from above,

also called a ground plan)

The vocabulary of 2D and 3D shapes is presented,

(for example, oval, rectangle, square, circle, triangle

(2D shapes), cube, cylinder, sphere, cone,

rectangular prism (3D shapes)) The section also

covers talking about dimensions (for example, sixty

square feet, twelve feet by sixteen feet) and plans

(for example, elevation, scale, section)

Estimates

This section focuses on the importance of estimating

costs in construction, covering vocabulary such as

initial estimate (the first estimate, which is usually a

rounded up figure), relevant information (the

information you need in order to give an estimate),

overestimate (to estimate a cost to be higher than it

actually is), underestimate (to estimate a cost to be

lower than it actually is), profit (the money that you

make on a job once the costs have been covered),

preliminary specifications (a set of design details

produced in the early stages of a project), utility

requirements (water, gas and electricity services

needed), subcontractor quotes (written statements

from subcontractors saying what price they will

charge for the work), temporary construction (what temporary structures will need to be built), legal

fees (the money you have to pay to lawyers for the

work done), building permit (the official document

that allows someone to build on a piece of land),

stoppage (a situation in which workers stop

working for a short time) The zero conditional to talk about facts is also covered

Ideas and improvements

This section introduces FSC (Forest Stewardship Council), sustainable wood (there is no specific definition of sustainable, but in principle it means

that the wood comes from forests which are constantly replanted as trees are cut down so that they can continue to produce wood without being

destroyed), VOC (Volatile Organic Components) and Sick Building Syndrome (a situation in which

people experience a range of health problems which seem to be triggered when they spend time in a particular building Symptoms may include itchy eyes, skin rashes and general aches and pains with

no specific illness or cause identified) The Language section covers ways to introduce and respond to ideas The section also focuses on common

collocations like natural lighting, environmentally

friendly and energy efficient

Focus on a project: Light tubes in Potsdamer Platz, Berlin

The section focuses on the light tubes in Potsdamer Platz, Berlin Potsdamer Platz is an important public square and traffic intersection in the centre of Berlin, Germany Three light tubes were built into the square to provide natural light to the underground station The lights were designed and produced by Heliobus, a Swiss company After reading about the project, students label a diagram and discuss the value of these tubes for future projects

Further reading

Use the following keywords to search the internet for websites which give more in-depth information about the topics covered in this unit: types of construction drawings; Forest Stewardship Council; VOC paint; UK property websites (for floor plans); Potsdamer Platz, Berlin – light tubes; Heliobus AG

Teacher’s notes

Warm-up

Put students in pairs Quickly review the previous

lesson by getting them to ask each other questions

about their jobs and responsibilities Listen and

check if there are any problems When they have

finished, ask one or two students similar questions

Technical drawing

Reading

1 Ask students to look at the three representations

and see if they know what the types of drawing

are called Check pronunciation of orthographic

(/ˌɔːθəˈgræfɪk/) and projection (/prəˈdʒekʃən/) by

asking them to repeat the words after you Ask

where the main stress is in each word Write the

words on the board and underline the stressed

syllables (orthographic projection) You may wish

to do the same with the other types of drawing

The reading text explains what the three types of

drawing are called and also introduces the

words elevations, cross-sections, assembly and

fittings Ask students to read the text Check

their understanding of these words by giving

them the meanings from the text For example,

ask: What word in the text means ‘objects like

cookers and baths’? (fittings) Check if students

have any other unknown words from the text

1 orthographic projection 2 exploded view

3 plan view/floor plan

Speaking

2 If you asked students to bring in technical

drawings, ask them to show their drawings to

the rest of the class Ask each student if he/she

knows what type of drawing it is Then see if the

students can name any other types of drawing

used in the construction industry

Suggested answers

wiring diagrams, artists’ impressions for a

glossy brochure, architectural, engineering,

demolition, electrical/wiring, plumbing,

structural drawings

(There are many possible answers here A

typical construction project could have

hundreds of drawings.)

Vocabulary

3 This exercise focuses on 2D shapes: circle, l-shape,

oval, rectangle, square and triangle Check

pronunciation by asking students to look at the words in the box and repeat them after you

Write rectangle and triangle on the board and say

the words Ask students to say where the main stress falls in these words Underline the

stressed syllables (rectangle and triangle) and

suggest that students do the same in their books Before asking students to do the exercise, point

to something rectangular or square in the room and ask them what shape it is Then ask them to look at the drawings in 1 and write the names of the shapes on them You could then ask students

to identify more items that are these shapes in the classroom Check answers with the class circle: There are circles representing the bathroom sink, the cooker hob and the dining room chairs in the third drawing

shape: The deck in the third drawing is shaped

l-oval: The bath in the third drawing is oval rectangle: The base of the house in the first drawing is rectangular

square: There is a square forming part of the bed in the third drawing

Triangle: Part of the roof in the first drawing is triangular

4 This exercise focuses on 3D shapes: cone, cube,

cylinder, rectangular prism and sphere Ask

students to look at the words in the box and to repeat them after you Again, check stress with

cylinder and rectangular (cylinder, rectangular)

Point out the stress shift in rectangle–rectangular

Ask students if they can see any of these shapes

in the classroom Then put them in pairs and ask them to brainstorm objects and equipment on a construction site in these 3D shapes

Suggested answers

cone: traffic cone cube: box cylinder: tin of paint rectangular prism: brick sphere: ball bearing

Listening

5 ► 05 This activity introduces the language of dimensions Both imperial and SI measurements are used in the construction industry, so both are presented here

Ask students to say how long and how wide

they think the room is They will probably give

the dimensions in SI units (International System

of Units), commonly called metric Ask them

what they think the height of the room is If they

have difficulty with the word height, change the

question to How high are the walls? to enable

students to make the connection between the

two words Then ask them to work out the total

area (square metres/feet) The activity will test

their ability to listen to and write down

numbers accurately

Now ask students to look at items 1–7 and check

that there are no vocabulary problems (for

example, check that they understand frames)

Explain that you are going to play the recording

for them to listen and write down the

dimensions they hear, and then play it a second

time for them to check their answers and

complete any they have missed Play the

recording twice, then get students to compare

answers in pairs Finally, ask a confident student

to come to the board, choose different students

to give him/her the answers and write the

answers on the board

If you think weaker students may have

problems with numbers, do this exercise with

the class Ask students to write down a three-,

four- or five-figure number without showing it

to anyone Students then take turns reading out

their number for the rest of the class and you to

write down To check answers, you could

invite each student to write their number on

the board for the rest of the class to check

Alternatively, you could write all the numbers

on the board, asking each student to confirm

that you have written their number correctly,

and the rest of the class to check their answers

Language

The Language box focuses on dimensions and

includes imperial and metric/SI units It covers

the following symbols and abbreviations: ‘ (feet),

" (inches), mm (millimetres), cm (centimetres),

m (metres), sq ft (square foot/feet), sq yd (square

yard) and m 2 (square metres) It also covers plus and minus to talk about tolerance, and the use of

to to talk about scales

Draw students’ attention to the written symbols

for inches and feet Tell them that in spoken English we often say foot instead of feet for the

plural form but point out that they should avoid this in written English Ask individual students

to read out the examples on the right Highlight

the use of zero, nought or oh and of point for the

decimal point

6 Ask individual students to say the dimensions aloud, then get them to practise in pairs

1 three point oh six five millimetres

2 three foot/feet four inches

3 thirty-four metres by twenty-eight metres

4 twenty-six foot/feet plus or minus half an

inch

5 two thousand five hundred square foot/feet

6 four thousand six hundred and thirty-two

square metres

7 zero point oh four five centimetres

Extra activities

1 Prepare a list of dimensions written out in

words and give them out, asking students to write them in numbers They can do this individually or in pairs See which student/ pair is the first to complete the task

2 For further practice, you could repeat the

extra activity for 5, but this time substituting numbers with dimensions

Vocabulary

7 This matching task reviews language and vocabulary from this section Ask students to do the exercise individually, then check answers with the class You could then put students in pairs and ask A students to close their books and

B students to read out the definitions in random order for their partner to guess the words When they have finished, ask them to swap roles and repeat the activity

8 In this activity students have to draw the front

and side elevations and a plan view of a typical

house in their country Before they do this, you

could ask what they consider a ‘typical house’ in

their country Ask: What do you think might be the

key differences between houses in different countries?

Then ask them to prepare the drawing,

including the dimensions Refer them to page 12

if they need help with the type of drawing They

can then describe their drawing to a partner or

the class, depending on time available

9 Tell students that they now have to draw the

floor plan of the house they drew in 8, including

details such as important fittings Tell them that

they will then explain their drawing to a partner

Floor plans can be found on a number of UK

property market websites, so if students have

difficulty drawing a floor plan, they could

find one online and then add in details such

as fittings

Estimates

Reading

1 Estimating plays a vital role in the construction

industry It is important for calculating time,

materials, equipment costs, etc in order to

price a job

This activity asks students to guess the surface

area of the book and then say how much they

think it weighs This is generally known as

‘guesstimating’ and is often used to describe an

informal estimate, which is very different from

the formal estimation processes used in the

construction industry

When students have completed the task, you

could ask them to suggest things which need

to be estimated in the construction industry

Possible answers include labour, time, paving

and tarmac, cost of fittings for buildings, car

parks, equipment required, materials

required etc

2 Ask students to read the text about estimating

and to say if they agree with it Draw their

attention to underestimate and overestimate and

make sure they understand what they mean In

stronger classes, you could ask if anyone knows

other verbs which can take the same two

prefixes (for example, over-/underpay, over-/

undercharge, over-/undervalue, over-/underspend

Note, however, that it is not necessary to teach

these at this stage

Listening

3 ► 06 There are several words which may be

new here: quotes, overheads, bid price, building

permit, temporary, stoppages Explain to students

that you will deal with any unknown words after they have done the exercise

Tell students that they are going to hear a contractor talking about estimating Ask them to listen and decide who he is speaking to Before listening, you could ask them to guess who he might be talking to Play the recording, then check answers with the class You could go through unknown words from the listening before moving on to the next activity

a client

4 Ask students to look at the gapped phrases and

to tell you what kind of words they are looking for (verbs) Ask them to listen again and complete the contractor’s summary Play the recording, then check answers with the class

1 calculate 2 get 3 add 4 produce

Vocabulary

5 Explain that collocations are words which are often used together Set a time limit of two minutes and ask students to match as many of the collocations as they can Then ask students to compare answers in pairs To check answers, ask individual students to read out a collocation each You could then ask them to say what other collocations are possible from the words given

example, machines/machinery for 1, first for 2,

exact/correct for 3, reports/letters for 5 Then ask

them to look at the audio script on page 71 and find words with similar meanings

1 plant 2 preliminary 3 accurate

4 overheads 5 documents 6 client 7 bid

Language

The zero conditional is covered here It is used to talk about facts or what we think is certain to happen Ask students to look at the Language box and tell you what tense the verbs are in

(present simple) Also point out the commas in

the examples and explain that when we begin

with the if clause, we put a comma after it

7 Ask students to look at the exercise and match

1–5 to a–e to make sentences Set a time limit of

two minutes for students to do the exercise

Check answers by asking individual students to

read out the sentences

1 c 2 d 3 a 4 b 5 e

8 Tell students that they have to use their own

ideas to complete the sentences You can ask for

a couple of ideas for the first item, to make sure

they know what they have to do Put students in

pairs and ask them to complete the exercise

Give them enough time to complete the task and

then either ask them to compare answers in

different pairs or discuss answers with the

whole class If time allows, you could give

students more similar sentences to complete (for

example, If I am tired , If the project is late, )

Reading

9 Tell students that they are going to read an

enquiry email Check that they know what

enquiry means Some may know it as inquiry

Write enquiry and inquiry on the board and

explain that both are acceptable Now ask them

to read the email and find out who it is from,

who it is to and what the enquiry is about

1 The email is from Fareed Ali, a client

2 The email is to Mr Martini, a potential

contractor

3 The enquiry is about the cost of building a

swimming pool in Mr Ali’s garden

10 Ask students what things they think Mr Martini

needs to find out before producing an estimate

(for example, location, type of garden, size,

shape, depth of pool, whether heated or not,

type of filtration, finishing touches, plumbing

and electrical requirements) Do not give them

all these at this stage – simply make a list of their

suggestions on the board

Listening

11 ► 07 If you are not familiar with construction

terms, you may find the following definitions of

words from the listening helpful: Gunite is a

concrete mixture that is sprayed from a special

funnel over steel reinforcements in light

construction It is used to repair reinforced

concrete, or line tunnel walls or swimming

pools Pre-cast concrete may be blocks, pillars, bridge sections, etc that have been cast into form before being put into position Coping is the top layer of a masonry wall, usually sloped

to carry off water There may be several other words which are new to students but you can deal with these after they have completed the listening task

Tell students that they are going to listen to a conversation between Giovanni Martini and Fareed Ali about building the swimming pool Ask them to listen for things they can add to their list in 10 Play the recording, then check answers with the class

Check if students have any vocabulary

questions You may wish to focus on deep–depth,

long–length, wide–width, etc Note that shallow is

the opposite of deep Other words which may be new to students are: vinyl (a type of strong

plastic formed from polymerised vinyl

compound), fibreglass (a light material made

from small glass threads pressed together, often

used as insulation in buildings) and excavation

(the act of digging out and moving earth)

size, shape, depth, type, materials, below or above ground, plumbing, electrical equipment, location, excavation

12 Explain to students that they are going to listen

to the conversation again and answer questions 1–5 Play the recording, then check answers with the class

1 20 m 2 2 m 3 yes (three steps at the

shallow end) 4 mostly stone and sand

5 (around) two to three months

Speaking

13 Go through the rubric with the class Explain that students have to write a list of the things they will need to find out in order to produce an estimate Give them a few minutes to write their lists and then get them to compare ideas in pairs

Suggested answers

size/dimensions of garage utility requirements – electricity building permits

excavation costs design costs roof, walls, floor – materials doors/windows

electrical installation labour costs

Extra activity

If you have time, ask students to look at audio

script 7 and draw their attention to useful

phrases for asking for information in order to

produce an estimate (How much will it cost? Can

I ask you a couple of questions? What size would

you like? Have you thought about ? You’ll also

need to think about , Can you tell me something

about ? How long will it take? I have an idea of

what you’d like now.)

Put students in pairs Student A is the

contractor and Student B is a client who wants

a garage built Ask students to roleplay the

conversation Tell them that they can use audio

script 7 and the list they made in 13 to help

them Students then swap roles and repeat

the activity

Ideas and improvements

Listening

1 ► 08 Tell students to look at the two

illustrations and ask them if they recognise the

symbols and abbreviations Ask them why there

is an organisation like FSC and why people

would want to buy this kind of wood Check

that they understand sustainable wood products

and ask if they use such products Then ask

them what they think Sick Building Syndrome is

(see Briefing section) and find out if they have

ever experienced it themselves

Tell students that they are going to listen to two

site managers, Magda and Habib, talking about

plans for a new office block Explain that they

have to listen and decide what the discussion is

about Tell them not to worry about unknown

vocabulary at this stage The answer to the

question is modifications, which might be a new

word, but this can be dealt with after the first

listening Play the recording, then check answers

with the class

After feedback, you may wish to go over

difficult/unknown words like modifications,

aquarium, strengthen, open-plan, partition, cabling,

insulation, joinery, efficient and HVAC (Heating,

Ventilation and Air Conditioning) If students ask

you about any of the collocations covered in 4

(natural lighting, dividing walls, workstation

cabling, environmentally friendly, energy efficient),

tell them that these will be explained later

The discussion is about the modifications that the new client wants

2 Draw students’ attention to the table and give them a couple of minutes to see if they can fill in any of the gaps before listening again Then play the recording Check answers with the class and address any vocabulary queries

1 calculations to strengthen the floor – Habib

2 speak to client about raising the floor –

Magda

3 speak to Ahmed about insulation – Habib

4 speak to joiners about FSC timber – Habib

5 organise natural paints – Habib

6 speak to HVAC people about air

conditioning – Magda

Language

3 This activity focuses on introducing and responding to ideas You could introduce it by

saying How about if/Why don’t we do exercise 3

now? Encourage students to respond with Yes, good idea Read through the expressions, asking

students to repeat them after you, then check that they understand them Ask them to underline all the expressions in audio script 8, and to then identify which ones introduce ideas and which ones respond to them Give students

a few minutes to complete the task, then check answers with the class

How about if I ? I

I know Why don’t we ? I Yes, good idea R

We’ll need to I Maybe we need to I Yes, that’s a good point R Sure R

Yes, that makes sense But isn’t ? R He’s OK with that R

There’s no need (to ) R

Speaking

4 Put students in pairs Ask them to look at the list

of words and see how many of the collocations they can complete without looking at the audio script Give them a couple of minutes to do this, then ask them to look at the audio script to complete or check their answers Check answers with the class, then check pronunciation and stress Ask them to underline the stressed

syllable in each word (natural lighting, dividing

walls, workstation cabling, environmentally friendly, energy efficient)

Design 2 17

1 lighting 2 walls 3 cabling 4 friendly

5 efficient

5 Put students in pairs Explain that they are going

to practise the collocations in 4 by discussing

improvements to the room they are in Read out

the example question and ask a student to read

the response Then make another suggestion and

ask a confident student to respond To help

weaker students, elicit a few ideas and write

them on the board before they begin the activity

(for example, create more space, remove walls, tidy

cables, put cables through floor, redecorate using

natural paints without VOCs) Go round

monitoring and giving help as needed

6 Ask students to cover the list of problems, study

the plan and describe it to you first Make sure

they include all the elements shown in their

description Check there are no problems with

vocabulary Then ask them to read through the

list of problems and, again, address any

vocabulary queries

Put students in pairs and ask them to discuss

improvements with their partner, noting down

their suggestions Set a time limit of five

minutes If time allows, you could get them to

compare ideas in different pairs Then invite one

or two pairs to present their ideas to the class

7 If time is short, this activity can be set for

homework and discussed in the next lesson Ask

students to think of similar problems they know

about Pre-work students could list problems

they think might occur or, if the activity is set

for homework, they could look on the internet

for ideas

If you have both pre-work and in-work students,

put them in separate small groups if possible

and ask them to discuss the problems they

have come up with Then discuss answers

with the class

Focus on a project: Light tubes in

Potsdamer Platz, Berlin

Reading

1 The section focuses on the light tubes in

Potsdamer Platz, Berlin, which are used to direct

daylight into the underground station

Ask students to look at the photo Ask them if

they know what the tubes are and what they do

Elicit answers and see if anyone has any more knowledge on the subject

2 Ask students to read the text to find out what a heliostat is Check answers with the class

A heliostat is a device for reflecting the sun’s rays It follows the movement of the sun

3 Ask students to read the text again and decide if the five statements are true or false Check answers with the class, then ask students to correct the false statements

1 F (Each tube is up to ten metres above

ground.)

2 T

3 T

4 F (Each light tube contains a steel pipe.)

5 F (Light can travel up and down the tubes.)

4 Ask students to label the sketch, then check answers with the class

A glass and steel B mirror C heliostat

D glass E glass cover

Speaking

5 Put students in small groups Explain that they are going to discuss whether they think light tubes will be common in the future, justifying their opinions Set a time limit of five to ten minutes for this During the activity, go round monitoring and giving help as needed Then ask one student from each group to summarise their discussion for the rest of the class

Suggested answers

Some points that may be discussed are:

Advantages: simple design, lower electricity bills, less conventional cabling and lighting required, low maintenance

Disadvantages: expensive materials (especially reflective materials), poor light in cloudy

weather, do not work at night, need space

1 forty-five point eight oh/zero five centimetres

2 twenty-seven foot/feet three inches

3 seven thousand six hundred and forty-three

6 zero/oh point oh four five centimetres

7 one thousand two hundred and sixty-seven

square metres

2 This activity reviews the zero conditional

Remind students of the pattern by asking them

for examples Then ask them to complete the

exercise Check answers with the class

1 If you need help, tell me

2 If it rains on site, things get wet

3 If the client visits, let me know

4 If you cut a cube, the cross-section is a

square

5 If there is a strike, work stops

3 Ask students to read through the conversation

first and then to complete it Check answers with

the class Students could then practise the

conversation in pairs

1 problem 2 Why 3 about 4 point

5 don’t 6 need/have 7 sense 8 think/

guess/imagine 9 that 10 estimate

Vocabulary

4 This activity focuses on shapes Ask students to

complete the exercise, then check answers with

the class

1 a square 2 a rectangle 3 a circle

4 a triangle; a circle

5 Ask students to complete the exercise and then

get them to compare answers in pairs Finally,

check answers with the class

1 temporary 2 initial 3 add 4 similar

5 software 6 profit

6 If time is short, you could ask students to do the

drawings for homework and then discuss them

in the next lesson

Now do Unit test 2 and Progress test 1 For the

Listening part of the Progress test, use track 4,

conversations 1 and 2

Preparing for the next unit

Unit 3 is about construction equipment For the

first lesson, ask students to bring in pictures of construction equipment they have used or are familiar with You could also ask them to bring in sales brochures, operating instructions and/or maintenance checklists they may have for this equipment

3 Equipment

Briefing

This unit focuses on common equipment found on

construction sites In the first section students talk

about equipment and identify it from descriptions

The next section looks at equipment faults and

presents the passive The third section covers giving

and understanding instructions for repairs The

Focus on a project section is about the construction

of the Shard, a high-rise building in London

Talking about equipment

This section introduces several pieces of equipment:

bulldozer (a heavy vehicle with a broad metal

blade, used for moving earth, tree stumps, rocks and

sometimes small buildings), excavator (BrE) or

backhoe (AmE) (a large machine which has a bucket

attached to a rigid bar hinged to a boom, used for

digging up the ground), truck, crawler crane (a

crane mounted on and operated from a crawler

tractor), crane (a tall machine used by builders for

lifting heavy things), cement pump, pile driver (a

machine used for driving heavy posts/piles into the

ground), pneumatic drill (BrE) or jackhammer

(AmE) (a large powerful tool used for breaking up

hard materials), scaffolding (a set of poles and

boards built into a structure for workers to stand on

when they are working on the outside of a building)

Other vocabulary includes hydraulics (parts of a

machine or system that use the pressure of water or

other liquids to move or lift things), tracks

(continuous metal bands that go over the wheels of a

vehicle such as a bulldozer, allowing it to move over

uneven ground), stabilisers (a piece of equipment

that helps make something such as a large vehicle

steady), loads (heavy objects), trench (a long narrow

hole dug into the surface of the ground), lift (BrE) or

elevator (AmE), generator, wheelbarrow, battery,

tape measure, remote control, office trailer, skip

Language for describing the use of equipment is also

presented: used for, be for, can do, use to

Faults

This section deals with faults and maintenance It

covers describing faults and giving instructions as to

how to repair them Using a maintenance checklist,

students learn what kind of checks are carried out

and the colloquial language needed for this The

Language section covers the passive with be and get

Repairs This section presents and practises language for repairs, including colloquial phrases Students read

operating instructions for a portable generator

New vocabulary includes: fuel cock (the device which controls the flow of fuel), choke (a piece of

equipment that controls the amount of air going into

an engine), starting rope (the piece of strong string

that you pull to start an engine) Students then look

at a troubleshooting guide in order to identify

corrective actions and learn vocabulary such as

coolant (a liquid or gas used to cool an engine), fuel line (a hose or tube that brings fuel from one point

in a vehicle or engine to another), gauge (an

instrument for measuring the amount of fuel/

temperature/pressure/etc in something), misfire

(when an engine misfires, the petrol mixture does

not burn at the right time), overheat (become too hot), oil reservoir (the part of an engine where the oil is kept) The Language section focuses on need to and need + -ing

Focus on a project: The Shard, London The Shard is a building in the London Bridge area of London When finished, it will be the tallest building

in the European Union and the 45th tallest building

in the world, standing at 310 metres tall The section focuses on words for describing the equipment used

in its construction: cantilever loading platform (a

cantilever is a projecting structure such as a beam, which is supported at one end and carries a load at

the other end or along its length), flush with (if two

surfaces are flush (with each other), they are at the

same level so the place where they meet is flat), lift

shaft (the area or passage which goes down through

a building to house the lift), jump lift (a set of

climbing lifts which use the permanent shaft during the construction phase and move or ‘jump’ higher as

the building gets higher), machine room (the room

which contains all the machinery to operate the lift),

lead crane, jack up (to lift a heavy weight off the

ground and support it while it is in the air)

Further reading

Use the following keywords to search the internet for websites which give more in-depth information about the topics covered in this unit: construction equipment; equipment maintenance checklists; The Shard, London

Teacher’s notes

Warm-up

Ask students what pictures they have brought in of

equipment they are familiar with Ask one or two of

the students to tell the class something about their

pictures Most students will probably know the

English name for the piece of equipment shown If

not, you can supply it However, if you do not know

the words for any of the pieces of equipment in the

pictures, it is fine to tell students that you will find

out for them for the next lesson Do not worry at this

stage about language used to describe what the

equipment does as this will be presented later on in

the unit

Talking about equipment

Vocabulary

1 Types of equipment are introduced in this

activity Put students in pairs and ask them to

look at the illustrations and see if they can name

the equipment

A bulldozer B crane C cement pump

D scaffolding E backhoe F jackhammer/

pneumatic drill G crawler crane H truck

I pile driver

2 Draw students’ attention to descriptions 1–7

Tell them that you are not going to explain any

new vocabulary at this stage Put them in pairs

and ask them to match the descriptions with the

equipment in 1 Point out that there is more than

one possible answer for some of the items

Check answers with the class Some of the new

vocabulary may now be self-explanatory but if

not, address any queries now Read out the

following words and ask students to repeat

them after you, to check pronunciation, paying

particular attention to word stress: hydraulics

(/haɪˈdrɒlɪks/), tracks, stabiliser (/ˈsteɪbəlaɪzə/),

loads, trenches

1 most vehicles (bulldozer, backhoe, truck)

2 bulldozer, crawler crane, backhoe

piece of equipment (What does a crane do?) and

elicit an answer Then ask that student to use the same question to ask someone else about a different piece of equipment Repeat with several students, then go through the rest of the Language box with the class Finally, you could put students in pairs and get them to ask and answer questions about the equipment in 1 using the different forms in the Language box

1 for 2 to 3 can 4 use 5 makes 6 is

7 used

4 This exercise introduces the word generator (a

machine that produces electricity) Do not explain its meaning before students do the exercise Students who do not know the word may be able to work out its meaning by process

of elimination You could then check understanding at the end of the activity

Ask students to match the types of equipment with the descriptions in 3 To check answers, ask individual students to read out the sentences in

3, substituting the name of the equipment for the

words this machine

1 c 2 f 3 a 4 g 5 d 6 e 7 b

Speaking

5 Ask students to identify the pieces of equipment

in the photos: battery (an object that provides the electrical power for a machine, toy, car, etc.), tape measure (a very long piece of cloth or metal with inches or centimetres marked on it, which you use for measuring things), wheelbarrow (a container with one wheel at the front that you use outdoors for carrying heavy things), spirit level (a tool used for testing whether a surface

is level)

Put students in small groups and allow them a

maximum of five minutes to brainstorm

different ways to use these items At least two

students in each group should keep written

record of what is suggested When they have

finished, one student from each group (with a

list of suggestions) moves to another group to

compare ideas

Reading

6 In this activity students read extracts from sales

brochures describing pieces of equipment They

have to read the extracts and work out what

equipment is being described in each As three

of the extracts describe equipment which

students have not seen in this unit, you may

decide to give them a list of the types of

equipment described before they read, turning

this into a matching task Alternatively, get them

to read the extracts and see if they can find the

answers without any help

Ask students to read the descriptions and

underline any new vocabulary, which will be

explained later It is important for students to be

able to extract important information without

knowing every word When they have finished,

put them in small groups and ask them to name

the types of equipment described Then check

answers with the class

1 cement pump 2 remote control 3 office

trailer 4 skip

Speaking

7 For this activity, you may wish to ask students

to use the pictures of equipment they have

brought in Explain that they are going to have

short conversations about equipment, similar to

the one in the example Ask two students to read

out the example conversation For weaker

classes, you could ask a second pair of students

to demonstrate the activity, changing the

example conversation as necessary for a

different piece of equipment

Put students in pairs and set a time limit of

about four or five minutes During the activity,

go round monitoring and giving help as needed

You could then invite different pairs to present

their conversations to the class

Extra activity

You could use this extra activity with stronger classes Put students in groups of three or four Each student thinks of a piece of equipment and writes down different sentences describing what it is used for, without mentioning the name of the equipment He/She then reads out one of the sentences to the rest of the group for them to guess the equipment If they do not find the answer, the student reads out a second sentence, then a third one, etc until someone makes a correct guess Repeat until all the students have had a chance to present their equipment to their group

Ask students to quickly read through the checklist and underline any new words Address vocabulary queries If any students know the words their classmates ask about, see if they can

explain them in English ROPS (Roll Over

Protection System) refers to safety devices which are in operator compartment structures and which are intended to protect the equipment operators from injury if the vehicle tips over

Check pronunciation of fire extinguisher (/faɪə ɪkˈstɪŋgwɪʃə/) and cleanliness (/ˈklenliːnəs/) Point out the difference in pronunciation between

cleanliness and clean (/kliːn/)

Now ask students to look at the checklist again and identify the piece of equipment it refers to

a backhoe

Listening

2 ► 10 Tell students that they are going to listen

to two engineers going through the checklist in

1 They have to make notes so that they can

complete the Comments column Before listening,

check that they know what they have to write

in the column: ✓ for OK, O for keep under

observation, R for replace/repair and N/A for not applicable Explain that if something is not

mentioned, it means that it is OK Play the

recording If students have not got all the

answers, play it a second time Then check

answers with the class

All other items should be ticked

3 This exercise focuses on useful expressions from

the conversation in 2 and asks students to write

simple sentences to explain their meaning

Before playing the recording, go through the

expressions with the students and see if they

know what they mean Do not confirm answers

at this stage

Play the recording for students to complete the

task, then get them to compare answers in pairs

Finally, check answers with the class

Suggested answers

1 I found a few problems

2 The belt is not loose any more

3 Are there any other problems?

4 I’ll report the problem to the people in

charge of security

5 Do you have a torch close by/with you?

6 Mohammed is ill and not at work today

7 Farid must do this as soon as possible

Language

The passive with be and get is presented here

Passive structures with get are very common in

spoken English To introduce the passive, say

something about you or the room you are in (for

example, My car got repaired yesterday This table is

broken How did the table get broken?)

Go through the Language box with the class See

if any of the students know when the passive is

used Ask: When do we use the passive?/When is

the passive used? Explain that we use it when we

do not know or do not want to say who did

something, or if the action itself is more

important than the person who did it Point out

that be and get are followed by a past participle

Draw their attention to the past participles in the

examples Then elicit a few more examples from

students: ask them if they can tell you something

about them using the passive

4 This activity focuses on the past participle in

passive sentences To introduce it, you could ask

students for the past participle form of some

verbs they have already seen (for example,

deliver, do, bring, cut, send, make, supply, lose, estimate) Remind them that regular verbs (for

example, delivered, supplied, estimated) form the past participle with -ed, and that irregular verbs (for example, broken, made, built) do not follow a

rule – students will need to learn these by heart Ask students to complete the exercise Get them

to compare answers in pairs before checking with the class

1 broken 2 worn 3 fixed 4 damaged

5 cracked

5 Ask students to do the exercise and check answers with the class Then ask them what other things can get broken/painted/updated/ built Also ask them to suggest other adjectives

that could be used with get (for example, hot,

cold) See if they can form example sentences for

these adjectives (for example, The engine got very

hot after a few hours The room got very cold when the heating was turned off.)

1 T

2 T

3 F (Software or manuals can get updated

A hose can get replaced or repaired.)

4 F (A backhoe can get painted.)

5 T

6 Before asking students to do the exercise, check

vocabulary such as in transit, vibration, version and total station (an electronic instrument used in

surveying)

Do the first item with the class, as an example You could ask students to supply different

endings for this sentence (for example, The cup?

It got broken when it fell off the table/in the dishwasher.) Ask students to complete the

exercise, then get them to compare answers in pairs To check answers, ask individual students

to read out the sentences You could then elicit alternative endings for all the sentences

1 c 2 d 3 b 4 e 5 a

7 This activity gives further practice in get for

passive sentences Ask students to complete the conversations, then get them to compare answers in pairs, with A students reading out the first part and B the second Finally, check answers with the class

1 get 2 got 3 got 4 got 5 gets 6 get

Equipment 3 23

Extra activity

Play a game Prepare 40 cards with the words

below and photocopy them so you have three

or four sets Cut the cards out, then shuffle the

cards in each set Put students in pairs or small

groups and give each team a set of 40 cards

Explain that they have to use the cards to

make ten sentences, using four cards per

sentence The team to get them all correct first

are the winners

the manual / got / updated / by the last supervisor

the wipers / got / damaged / in the accident

the trench / got / dug / yesterday

how did / the mirror / get / cracked?

how did / the backhoe / get / broken?

the wall / got / painted / green

the tank / got / filled up / at the petrol station

the hoses / are / worn / in the engine

the jackhammer / is / broken / and needs repairing

the machine / got / fixed / and is working now

Speaking

8 This is the first time students use the Partner

Files at the back of the book They are going to

talk about damaged equipment Tell all students

to look at Student A’s information and ask for

some ideas as to how to use the words given (for

example, The wheelbarrow got broken A truck hit

the wheelbarrow and bent the wheel and damaged the

bumper.) With weaker classes, you may need to

go through Student B’s information on page 68

and ask for ideas before students pair up and do

the roleplay When they have finished, ask them

to swap roles and repeat the activity Finally,

invite different pairs to act out their

conversations in front of the class

Repairs

Speaking

1 Here students are asked to explain the difference

between maintain (to keep a machine in good

condition by checking and repairing it regularly)

and repair (to fix something that is damaged,

broken, split or not working properly) Accept

any reasonable answers (for example, maintain:

what you do when things get worn/need replacing;

repair: what you do when things are broken)

Listening

2 ► 11 Ask students to look at the illustration

Ask them what they can see in it and try to elicit

steps, doors, windows, roof, door handles, lock, hinges, jack and leak Mortise lock is mentioned in

the listening, so you might like to ask students

if they know what it is (a strong lock that fits

into a hole cut into the edge of a door; dead

bolt = AmE)

Explain that students are going to listen to a supervisor giving instructions about some repairs to the office trailer, and that they have to make notes about them Play the recording Get students to compare answers in pairs before checking with the class

• fix the leaking roof

• weld the broken step

• grease the jack

• repair the damaged wiring and the air conditioning

• replace the broken door lock

• replace one of the door hinges

3 Explain to students that they are going to listen again and complete the table Play the recording, then check answers with the class

If students have difficulty completing the task, try to find out why (unknown vocabulary? too fast?) This will allow you to determine how best

to help your students develop their listening skills

1 fix the leaking roof

2 replace the broken door lock

3 replace one of the door hinges

4 Sandra

5 weld the broken step

6 speak to the HVAC people about the

damaged wiring and the air conditioning not working

Vocabulary

4 This focuses on colloquial phrases used in the conversation in 3 Ask students if they can remember any of them If not, play the recording again, pausing after each phrase and

encouraging students to repeat it and to then write it down At the end of the activity, refer students to the audio script so they can check they have spelt their answers correctly

1 Here’s what I want you to do

2 It’s a two-minute job

3 Leave that with me

4 It should take me an hour, tops (Tops is an

informal way of saying maximum.)

5 Ask students to quickly read through the

conversation without trying to do the exercise

Then ask them to read again and complete the

conversation Check answers with the class

1 It should take me an hour, tops

2 It’s a two-minute job

3 Here’s what I want you to do

4 Leave that with me

Reading

6 Ask students what equipment they have had to

use operating instructions for Tell them that the

instructions in 6 could be for a portable

generator, a pile driver or a bulldozer Ask them

to read the instructions and decide which piece

of equipment they think it is for Check they

understand all the vocabulary (for example,

cock = something that controls the flow of liquid

or gas out of a pipe or container; choke = the

piece of equipment that controls the amount of

air going into an engine) Check answers with

the class

a (a portable generator)

7 Ask students if they have ever had to use the

troubleshooting guide for a piece of equipment

Ask: What was the problem? What did you have to

do to solve the problem? Was the troubleshooting

guide helpful? If not, why wasn’t it helpful?

Ask students to look at the table and underline

any words they do not know (for example,

coolant, gauge, misfires, blocked, overheat)

Encourage students who do know these words

to try and explain them in English

Note that the causes in the middle column are

only possible causes You might like to

encourage students to suggest other possible

causes for each problem

2 engine does not turn – flat battery – charge

or replace battery

3 low oil pressure – faulty pressure gauge –

replace pressure gauge

4 engine misfires – blocked fuel lines – clean

fuel lines

5 engine overheats – no coolant – check for

leaks

Listening

8 ► 12 This exercise is about the generator in 1

It introduces the short form commonly used in

spoken English: genny Ask students if they know any other short forms (for example, rebar used for reinforcing bar, pre-fab used for

prefabricated, air con used for air conditioning)

Check that students remember the meanings of the words in the box before they do the exercise

Point out the use of dead to mean ‘not working’

Ask students to complete the exercise, then get them to compare answers in pairs before playing the recording for them to check

1 start, turning 2 gauge 3 misfiring

4 reservoir 5 lights

Language

The Language box looks at the use of need to and

need + -ing Go through it with the class Point

out that the first sentence emphasises the need to

do something, whereas the second sentence emphasises the something that needs to be done You could give students some more examples:

You need to study these words This room needs painting This table needs replacing

9 Ask students to look at audio script 11 on page

73 and underline the phrases with need Ask

them how the word is used in each example Check answers, then ask three students to act out the conversation for the rest of the class

We need to sort out the office trailer

It needs welding

It looks like it needs some grease

The lock is broken and needs replacing

And one of the hinges needs replacing, too is it just the lock that needs replacing or the handle and key plate as well?

10 Tell students that they are going to give solutions to the problems in 8 Ask a student to read out the example Then elicit a few ideas for

one of the problems in 8 For example, say: We

have a flat battery Then ask different students to

suggest solutions using need

Put students in pairs and ask them to do the speaking activity, taking turns to give solutions

Suggested answers

2 The engine is overheating We need to

check the coolant./The coolant needs

checking

3 The engine is misfiring We need to clean

the fuel lines./The fuel lines need cleaning

4 We have a faulty oil pressure gauge We

need to replace it./The gauge needs

replacing

5 We have a flat battery We need to

recharge/replace the battery The battery

needs recharging/replacing

Speaking

11 In pairs, students are going to choose one of the

repairs that needs doing in the office trailer on

page 24 and explain to a partner how to do it

Before asking students to do the exercise, do the

hinge problem as an example Elicit different

ideas from students to show that more than one

answer is possible each time

Put students in pairs Ask them to choose a

different repair each and explain to their partner

how to do it Give them about five minutes for

this, then invite different students to present

their solutions to the class

12 Ask students to look at audio script 11 on page

73 again Explain that they are going to roleplay

a similar situation They will need to think of

something other than the trailer to talk about,

otherwise they will just read the script

Put students in groups of three and ask them to

think of a problem To help students, you might

like to elicit a few ideas before they do the

roleplay Set a time limit for the activity and ask

students to begin Go round monitoring and

giving help as needed When they have finished,

you could ask different groups to act out their

conversations for the rest of the class

Focus on a project: The Shard, London

Reading

The project focused on is the Shard, a high-rise

building in London Ask students if they know

anything about it Explain the meaning of shard

(a sharp piece of broken glass, metal, etc.)

The reading text focuses on the equipment used

in building the Shard Ask students to read the

introductory paragraph, then ask a few

comprehension questions (for example, Where is

the Shard? Is it one of the tallest buildings in Europe? Who designed it? How many levels does it have?) You could deal with any vocabulary

queries at this point

Now draw students’ attention to the four short extracts and photos of different pieces of equipment (cantilever loading platforms, jump lifts, cement pumps, crane) Before reading, ask different students to describe the photos Then ask them to read the four texts Do not cover vocabulary at this stage When students have read the texts, see if they can describe a cantilever loading platform, if they know what jump lifts are and what the highest crane they have used is

Vocabulary

1 Ask students to read the texts and look for words which are close in meaning to words 1–7 Get them to compare answers in pairs before checking with the class After feedback, see if students have any more vocabulary queries

1 easy 2 flush with 3 lift 4 complete

5 high-rise 6 centre 7 highest

Speaking

2 Put students in pairs Explain that they have to think about what the pieces of equipment mentioned in the texts are for and discuss with

their partner (for example, A cantilever loading

platform is used to move large objects in and out of the structure.) During the activity, go round

monitoring and giving help as needed

Extra activity

Play Equipment 20 Questions Explain the game

to the class: one student thinks of any piece of construction equipment and the rest of the class ask questions to find out what it is They have a maximum of 20 questions to find the

answer They can only ask yes/no questions,

while the student answering must not say

anything else except yes or no If the class

cannot guess the equipment after 20 questions, the student tells them the answer and then thinks of a different piece of equipment If someone guesses the answer correctly, it is their turn to think of a piece of equipment Keep a record of how many questions are asked each time Do not accept incorrect question forms If a student makes a mistake, ask them to try again

Equipment 3 26

3 Ask students how they think the top crane was

removed at the end of the construction phase

Elicit ideas and then ask them to research this at

home for the next lesson

At the time of writing, the plan is to use the four

cranes around the outside to help dismantle

the lead crane and lower it down the outside

of the building, bit by bit You could search the

internet for more in-depth/current information

4 Ask students to look for photos of the Shard

with pieces of equipment in them and to identify

the equipment used They can either bring in the

photos or use their laptops/mobile phones/etc

to show them to the class

Review

Vocabulary

1 Before students do the exercise, ask them to tell

you as many words as they can think of related

to maintenance Then ask them to complete the

exercise and check answers with the class

2 Ask students to write down their answers, then

check with the class

Suggested answers

1 It’s used to transfer the pressure in the

hydraulic system

2 They store energy

3 They’re for greasing/lubricating bearings

without allowing dirt to enter

3 This activity can be done in class or, if time is

short, you could set it for homework

1 The quality of the concrete needs improving

2 The schedule needs revising

3 The sand needs covering before it starts

to rain

4 The wiring needs inspecting

5 The contract needs going through

6 The trench needs filling in by 5 p.m

4 This error correction activity focuses on get Ask

students to compare answers in pairs before checking with the class

1 got 2 got 3 got 4 gets 5 get 6 got

Writing

5 Students can brainstorm ideas in groups first and then write their checklists: put them in small groups and ask them to brainstorm what needs

to be checked on each piece of equipment Allow two or three minutes for this, then assign one piece of equipment to each student and ask them

to write the checklist

Now do Unit test 3

Preparing for the next unit

To prepare for Unit 4, which is about materials, ask

students to bring in any delivery notes and order forms they have for construction materials, or to find examples online (Lesson 1) You could ask in-work students to bring in a list of materials required for their current project (Lessons 1 and 2)

Also ask them to find out about the construction of the Bahrain International Circuit (BIC) Formula 1 (Lesson 4)

4 Materials

Briefing

This unit focuses on common materials used in

construction It looks at ordering materials and the

function of a delivery note (a document

accompanying a shipment of goods that gives the

description and quantity of the goods delivered), as

well as vocabulary for ordering and delivering The

passive form is practised in the context of building a

driveway to a house Properties (characteristics or

particular features) of materials are also presented,

as well as adjectives to describe them Students also

look at types of delivery problems and how to deal

with them, and practise asking for clarification In

the last section, they learn about the materials used

in the construction of a Formula 1 circuit

Ordering materials

This section focuses on ordering materials, covering

associated vocabulary: consignor (a person or firm,

usually the seller, who delivers a consignment to a

carrier for transporting it to a consignee, usually the

buyer), supplier (a company or person that supplies

goods or services), goods (things that are produced

to be sold), customer (a person or organisation that

buys goods or services from a shop or company),

client (a person or company that pays for services

or advice from a professional), price quote (a

written statement of how much something will cost),

in stock (available to sell), specification (an official

written description) The Language section covers

the passive

Properties of materials

This section focuses on the properties of different

materials It introduces materials required for

building a driveway to a house: paving stones (flat

pieces of stone used to make a hard surface to walk

on), (coarse) sand (very small pieces of rocks and

minerals that form beaches and deserts), aggregate

(sand, crushed stone or gravel used for mixing with

cement, bitumen, lime, gypsum or other adhesive to

form concrete or mortar), concrete (a substance used

for building that is made by mixing sand, small

stones, cement and water), asphalt (a black sticky

substance that becomes hard when it dries, used for

making the surface of roads The terms asphalt and

bitumen are mostly interchangeable, to mean both

natural and manufactured forms of the substance

Adjectives used to describe materials are also

presented: firm, loose, coarse, fine, strong, weak,

tough, brittle, unattractive, rough, smooth, porous, elastic Some of the nouns formed from these

adjectives are also presented: elasticity, toughness,

brittleness, porosity The language focus is on

comparative forms of adjectives

Delivery problems This section looks at problems which can occur with

deliveries Vocabulary introduced includes: goods

dispatched (goods which have been sent), signed for (someone has signed to show goods have been

delivered), package (goods or paperwork packed

together and wrapped up, ready to be sent),

truckload (the amount that fills a truck), bill (a

written list showing how much you have to pay for

goods or services), paperwork (documents you need

for a business deal) In the Language section, students practise asking for clarification

Focus on a project: Bahrain International Circuit Formula 1 (BIC) This section focuses on the materials used in the construction of the Bahrain International Formula 1 Circuit, initiated by the Bahraini royal family and funded by government-backed investment companies The BIC circuit was completed in time for the first grand prix in March 2004 Because it is built in the middle of sand dunes, the organisers have to spray the surrounding sand with an adhesive to keep it in place They still have to regularly sweep the track during a race weekend In

2007 it became the first active grand prix circuit to be named as an FIA Centre of Excellence for safety The section aims to encourage students to think about and discuss the different materials needed to build crash barriers (a strong fence or wall built to keep cars apart or to keep them away from people,

in order to prevent an accident)

Further reading

Use the following keywords to search the internet for websites which give more in-depth information about the topics covered in this unit: construction materials; sample delivery notes; sample order forms; Bahrain International Formula 1 Circuit

Teacher’s notes

Warm-up

Ask students what order forms and delivery notes

they have brought in Ask one or two to explain

them to the class, saying what they are, what is

being ordered/delivered and what it was used for

Ask what they think the most important things are

when you are ordering and delivering goods (for

example, getting a good price, speedy delivery,

reliable suppliers)

Do a quick revision of dimensions, which were

practised in Unit 2, as these will be needed for

today’s lesson You could say a few numbers and

dimensions and ask students to write them in

words, or write them on the board and ask students

to say them

Ordering materials

Reading

1 Draw students’ attention to the four texts on the

page (a delivery note, a text message, an email

and a request for a price quote via a website)

and ask them to read them and to decide the

order they were written in Get them to compare

answers in pairs, then check answers with the

class Do not explain vocabulary at this stage as

new words are covered in the vocabulary section

that follows Ask in-work students for examples

of ordering processes in their own companies

1 text message 2 request for price quote

3 email 4 delivery note

Vocabulary

2 This activity and the one following it cover

vocabulary from the texts in 1 Ask students to

look at words 1–7 and match them with their

meanings Ask them to do the exercise

individually and to then compare answers in

pairs Finally, ask them to find and underline

the words in the texts in 1 Check answers with

the class

1 e 2 c 3 g 4 f 5 d 6 a 7 b

3 Ask students to look at words 1–7 and see if they

can give you the synonyms without looking

back at the texts If not, ask them to work in

pairs to find the synonyms in the texts in 1

1 items 2 quantity 3 price 4 supplier/

consignor 5 truck 6 customer

7 specifications

Language

The Language box reviews the present simple passive and introduces the past simple passive The present simple passive was introduced in Unit 3, Lesson 2, so students should remember

it, although the agent (by someone) was not

covered in Unit 3

Review the past simple tense and ask students when it is used You can introduce the past simple passive by getting students to look at the

delivery note in 1 and asking: What was ordered?

When were the goods delivered?

Go through the Language box with the class Ask students to identify the agent in the first

passive sentence (Ms Sarkis)

4 Explain to students that they have to look back

at the texts in 1 in order to complete the sentences Allow them time to complete the exercise and then get them to compare answers

in pairs To check answers, ask different students to read out a sentence each

1 Torano 2 Ms Sarkis 3 289.07 AED

4 Jumeirah Street 23A 5 Ali Hamad 6 Ghad

7 12:25

Extra activity

Give students the first part of some passive sentences and ask them to complete them with information that is both grammatical and

sensible For example, This building was ( decorated/painted/built last year.), This book

was ( published by Pearson.)

5 This activity focuses on the past simple passive Ask students to quickly read through the text without trying to do the exercise Ask them what tense they think all the verbs should be in Elicit

past simple (although for 5 the present simple is

also possible) Remind them to pay attention to

whether they need to use was or were Allow

students time to complete the exercise, then check answers with the class

You can then give more practice by asking quick comprehension questions and eliciting short

answers (for example, What was the tomb designed

as? Was it constructed by slave labour?)

1 was designed 2 was constructed 3 was,

covered 4 were removed 5 was/ is cut

6 was, finished 7 were built

Extra activity

Play a game Prepare 30 cards with the words

below and photocopy them so you have three

or four sets Cut the cards out, then shuffle the

cards in each set Put students in pairs or small

groups and give each team a set of cards

Explain that they have to use the cards to

make six passive sentences, using five cards

per sentence The team to finish first are the

winners

the aggregate / was / sent / by / Acre Supplies

the goods / were / delivered / to / the new site

the pyramids / were / built / by / the Egyptians

the casing stones / were / removed / by later

generations

the pyramid / was / covered / in / casing stones

the equipment / was / made / in / Germany

Speaking

6 This activity focuses on the present simple

passive Students have to think of a construction

site and describe how the building materials are

ordered and what paperwork is required They

could use the documents they have brought in

Pre-work students could either use a site they

know of, or be grouped with in-work students to

ask questions and elicit information

Put students in pairs Before they begin, ask one

or two students: How are building materials

ordered? What paperwork is required? Set a time

limit for the activity and ask students to begin

During the activity, go round monitoring and

giving help as needed

Properties of materials

Speaking

This section deals with the different materials

that can be used for the construction of a

driveway

1 There are many possible answers to this

exercise, as the choice of materials depends on

local conditions Ask students if anyone has ever

been involved in the building of a road/

driveway If so, get these students to tell the

class about the materials used

Put students in pairs and explain that, for this activity, they have to imagine they are going to build a driveway to a house, and think about the materials and the different layers they will need Tell them that they can use the two sketches to help them Check that they understand the vocabulary given here Note that most of the words are explained in the listening activity that

follows, except for binder (something which

binds/sticks materials together) Ask students to begin the activity and allow them enough time

to discuss their choices Go round monitoring and giving help as needed During feedback, elicit ideas from the class and see what materials the students have come up with

Listening

2 ► 13 Tell students that they are going to hear a contractor describing two types of driveway construction Explain that they have to write down the materials they hear Play the recording and ask students if they managed to get all the materials mentioned If not, play the recording a second time

stones, concrete, asphalt, aggregates (for example, gravel, crushed stone), paving stones, (coarse) sand, grit

3 Ask students what they know about the properties of the materials mentioned in 2 Can they remember any of the descriptions in the recording? Draw students’ attention to the list of adjectives Check that they understand them all Then ask them to write the opposites When they have finished, play the recording for students to check their answers Check answers with the class, then refer students to the audio script on page 74 and ask them to check that they have spelt the words correctly

1 loose 2 fine 3 weak 4 brittle

5 unattractive 6 smooth

4 ► 14 Tell students that they are going to hear a contractor talking about the main properties of asphalt (see Briefing section) Check that the students know what asphalt is and find out what they already know about its properties Then draw their attention to the list of properties

in this exercise: penetration value, cutback, porosity,

noise reduction and reflection Read the words

aloud and check pronunciation by asking students to repeat them after you If students do not know all the words, ask them to try and

work out what they mean as they listen Explain

that they have to listen and make notes on what

the contractor says about these properties Play

the recording Check answers with the class

If students have any unknown words, you can

explain them now Check that they understand

the short form pen value (penetration value)

1 cutback – how fast the asphalt cures (gets

strong and hard)

2 porosity – how much water the asphalt lets

through

3 noise reduction – important on motorways,

not so important on driveways; motorways

need to be as quiet as possible

4 reflection – important on motorways, not so

important on driveways; motorways mustn’t

produce glare

5 Ask individual students to read out the words in

the box and check pronunciation Pay particular

attention to cure (/kʊə/) and glare (/gleə/) Then

ask them to match the words with the properties

in 4 Finally, play the recording for students to

check their answers Check if there are any

further vocabulary queries

cure – cutback

glare – reflection

hard – penetration value

sound – noise reduction

water – porosity

Speaking

6 In this activity students discuss why the

properties in 4 are important in building roads

Ask a confident student to read out the example

Then elicit a few ideas for cutback from different

students Put students in pairs and ask them to

talk about the other properties Set a time limit

of five minutes During feedback, ask different

students to tell the class about the reasons they

discussed in their pairs

Vocabulary

7 Read through the list of nouns and ask students

to repeat them after you, paying attention to

pronunciation Pay particular attention to

toughness (/ˈtʌfnəs/) and elasticity (/ˌiːlæˈstɪsəti/)

Also check pronunciation of the adjectives,

especially elastic and porous, where the stress is

different from the noun forms Ask students to

complete the exercise Get them to compare

answers in pairs before checking with the class

1 b 2 f 3 e 4 a 5 c 6 d

8 The nouns and adjectives covered in 7 are practised in this exercise Do the first item as an example with the class, then ask students to complete the rest of the sentences by choosing the correct option You could get them to compare answers in pairs before checking with the class

1 strong 2 Hard, brittle 3 Porous

4 Toughness 5 elasticity

Language

Go through the Language box with the class When going through the examples for comparatives, point out the spelling and form changes, and make sure that students

understand less

After going through the Language box, list some

of the adjectives covered in this unit on the board and ask students to give you their comparative forms

Use people and things in the room to demonstrate the use of the comparative (for

example, This desk is bigger/larger/smaller than

that one John is taller than Philip This bag is heavier than that bag This material is more elastic than that material.) Then ask students to think of some

more example sentences about their jobs, materials they are familiar with or things they own

9 Draw students’ attention to the first sentence Do the first item as an example with the class Read out the first part and ask students to complete it Point out that several answers are possible for each sentence Check that students understand

slab (a thick flat piece of a hard material such as

stone or concrete) and Kevlar ® (registered trademark for a high-strength synthetic fibre, known for being used in bullet-proof clothing for the military and police

Ask students to do the exercise individually During feedback, elicit answers from different students – find out how many different responses there were for each one and list them

on the board

Suggested answers

1 wood 2 steel 3 rubber 4 plastic

5 cotton

Materials 4 31

10 Students may have already found the answer to

this question Ask them to look at the answers to

9 on the board and work out which material(s)

appeared in all of them Can students think of

any more?

Suggested answers

wood, timber, aluminium

Speaking

11 Ask students what materials are usually used for

scaffolding in their country Answers will

probably include metal or wood

Put students in pairs and ask them to list the

properties of metal and bamboo and discuss the

advantages and disadvantages of each Give

students about five minutes for this and then put

them in different pairs so they can compare

answers and add to their lists During feedback,

ask individual students to present their ideas to

the class

Suggested answers

metal: high strength, rigid and reliable but

heavy and expensive

bamboo: light, cheap, high strength to weight

ratio and adaptable but quality and shape can

be uncertain

Extra activity

Prepare two lists of words from the unit for a

spelling and pronunciation test Divide the

class into two teams Ask students to close their

books and give each team a list of words

Students in Team A take turns reading out

words from their list and asking different

students from Team B to spell the words Team

A gets a point for each word pronounced

correctly Team B gets a point for each word

spelt correctly Team B then read out their

words for Team A to spell The team with the

most points wins

Delivery problems

Speaking

1 Ask students to look at the three illustrations

Put them in pairs and explain that they are going

to practise describing each illustration in as

much detail as possible Tell them that a good

way of approaching this is to imagine that they

are describing the illustrations to someone who

cannot see them Give them five minutes or so to practise in their pairs, then ask individual students to describe the illustrations to the class

Now put students in small groups and ask them

to discuss what the problem is in each illustration, giving reasons for their answers

When they have finished, elicit different ideas about each illustration

A The wrong materials have been delivered./

The wrong quantity of materials has been delivered

B The delivered goods are broken

C The cement mixer is arriving too late

Listening

2 ► 15 Tell students that they are going to listen

to three conversations about delivery problems and that they have to identify the problem in each Play the recording and pause after the first conversation Ask students what they think the problem is If no one answers correctly, play the recording again Follow the same procedure for conversations 2 and 3

1 The delivery address is wrong

2 The quantity of the delivered goods is

wrong

3 The delivery cannot reach the site

3 Ask students to read the information from the first conversation in 2 Ask questions to check

understanding (for example, Who is calling? What

company does he work for?) Then tell them that

there are four mistakes in the form and that they are going to listen to the conversation again in order to correct them Play the recording, then check answers with the class

Order number: J2356-G Goods dispatched: 9:00 Goods arrived: 10:05 Delivery address: 34 Bridge Street

4 Ask students to look at the sentence beginnings 1–4 and imagine that they are the caller Elicit possible responses from the class Then ask them

to listen to the second conversation again and complete the sentences Play the recording, then check answers with the class

1 I’m calling about a problem with an order

2 You sent the wrong quantity

3 We ordered three 10 kg bags

4 You sent six truckloads

5 Draw students’ attention to the three sketches

and ask them to describe the differences

between them Make sure they are aware of the

scale Then explain that they have to listen to the

third conversation again and decide which

sketch shows where the truck is Play the

recording, then check answers with the class

During feedback, ask students to explain how

they reached their answer

There may be problems with words like beams

(long, heavy pieces of wood or metal used in

building houses, bridges, etc.), stuck (unable to

move from a particular position) and bogged in

(another way of saying stuck) If students do

have unknown words, address their queries

after checking answers with the class

Sketch A is correct

Extra activity

Divide the class into three groups Ask them to

look at audio script 15 and assign one

conversation to each group Ask groups to

write as many comprehension questions as

they can about their conversation (for example,

for Conversation 1: Why is Abdulla calling?

What’s the order number? How many packages

were dispatched?) Go round monitoring and

check that the questions students write are

accurate All the members of each group must

write down the questions

When they have finished, put students in new

groups of three, with one student from each of

the original groups Ask them to close their

books and listen again in order to answer the

questions their classmates wrote

Begin with Conversation 1: ask the student that

has the questions for it to place them so that the

other two members of the group can see them

Play Conversation 1 and allow students

enough time to write down their answers

Check answers before moving on to the next

conversation Follow the same procedure for

Conversations 2 and 3

Language

This section focuses on the language of

clarification: asking other people to repeat

things, saying it again in your own words and

asking for more details

6 Ask students to try and complete the questions

without looking at the audio script When they

have done as many as they can, tell them to look

at the audio script and check/complete their answers Check answers with the class, then ask students to repeat the questions after you to ensure they have the correct intonation

1 Can 2 Is 3 do 4 are 5 Where

6 Did 7 Could

7 Ask students to read through the problems and responses and to then match them To check answers, ask one student to read out a problem and another to respond

1 e 2 c 3 b 4 d 5 g 6 f 7 a

Go through the Language box with the class Read out the examples and ask students to repeat them after you Pay particular attention

to intonation

Speaking

8 Put students in pairs and assign each situation

to different pairs Ask students to look at the relevant conversation in the audio script and study it for a few minutes Then ask them to close their books and do the roleplay without looking at the audio script When they have finished, you could ask three pairs to act out each conversation for the class

9 Ask students if they have ever had problems with deliveries Ask them to tell you what happened, why it happened, what problems it caused on the site and what the solution was If all the students are pre-work students, they could talk about deliveries of domestic goods they have ordered

Focus on a project: Bahrain International Circuit Formula 1 (BIC)

Reading

This section focuses on the Bahrain International Circuit Formula 1 (BIC) Ask students what they know about Formula 1, the design of race tracks and the materials used Elicit answers from different students

Now ask students to quickly read through the introductory paragraph Do a quick

comprehension check (for example, When was the

track completed? How much did it cost?) Then ask

them why they think it cost so much and what kind of challenges they think it presented