English for Construction được biên soạn bởi 2 giáo sư Evan Frendo and David Bonamy, là cuốn giáo trình tiếng anh chuyên ngành xây dựng chi tiết nhất cho dân xây dựng thuộc bộ giáo trình Express dành cho người đi làm của Đại học Oxford. Một bộ giáo trình tương đương với một khóa học 2530 tiếng, thích hợp cho những bạn muốn học tiếng anh chuyên ngành xây dựng cấp tốc, những người muốn nói chuyện với đồng nghiệp và sếp một cách tự tin và lưu loát hơn.Bộ English for Construction bao gồm 2 phần : Audio (Phần nghe) và Student book (Phần sách).Phần sách gồm 8 chương, nói về nhiều mảng khác nhau trong xây dựng1 The construction industry2 Trades3 Heavy equipment4 Building supplies5 On site6 Health and safety7 The contractors office8 Planning aheadSách được thiết kế rõ ràng và nhất quán từ đầu đến cuối, tất cả các bài đều được bố cục với nhiều hoạt động đa dạng để bạn luyện tập, bao gồm:– Các hoạt động khởi động– Các bài đọc và nghe để trau dồi từ vựng và cách giao tiếp theo ngữ cảnh– Tài liệu học thuật chuyên ngành tiếng anh xây dựng– Hoạt động đóng vai, làm việc nhóm và thảo luận chuyên đề– Các bài tập tiếng AnhCác nội dung kiến thức trong sách tiếng anh chuyên ngành xây dựng gắn liền với những tình huống thực tế trên môi trường công sở, mang tính ứng dụng và thực hành cao, có nhiều hình ảnh minh họa giúp người học phát triển toàn diện vốn từ vựng và khả năng đọc – hiểu. Thêm vào đó nhiều bài nghe để hoàn thiện kỹ năng nghe cho người học Với những đặc điểm trên, ebook English for Construction là công cụ hỗ trợ tối đa cho những người muốn học tiếng anh online nhưng không có thời gian để học
1 The construction industry Briefing This unit offers a general introduction to the construction industry It focuses on the different types of jobs, construction and sectors in the industry It introduces the alphabet and practises spelling out names It also provides practice in introducing oneself in a work setting, and understanding and describing a house plan Introductions In this section students will learn how to introduce themselves and others They will learn the names of some jobs in the construction industry, which include architect (someone who designs buildings), building inspector (someone who checks the work on a building is done in the correct way), plumber (someone whose job is to install water pipes, baths, toilets, etc.), roofer (someone who constructs or repairs roofs of a building) and crane operator Students will also learn the terms we use to relate people who work on a construction project to each other For example, the client pays the general contractor (who is responsible for organising the project) The building work takes place on the construction site This section also teaches the names of some countries The Language section focuses on the present simple of be, the present simple of regular verbs, as well as adverbs of frequency and time expressions in the context of introductions and talking about one’s job Finding out more This section introduces students to the alphabet and the difference in pronunciation between the letter z in British and American English Students practise saying the alphabet by spelling names and using abbreviations Note that rpm is a unit for measuring speed of rotation; it states the number of times a shaft, wheel, etc makes a 360° rotation per minute; the term JCB is often used to identify the actual earth-moving equipment, not just the company Students will learn how to ask and answer questions about people’s jobs They will also learn more terms to describe people’s jobs in the construction industry (for example, labourer (a worker who does hard physical work), subcontractor (hired by a general contractor to specialist tasks such as roofing or plumbing) and site manager (who manages the workforce and arranges for suppliers to supply goods and services for the project)) The Language section focuses on Wh- questions and questions with be The construction industry This section focuses on different types of construction and sectors in the construction industry To prepare students for this lesson, see the text in Exercise on page for examples of key vocabulary relating to the four sectors (or parts) of the construction industry: residential, industrial, infrastructure and commercial Students are introduced to prepositional verbs to help them describe the industry in their area (for example, consist (of), deal with and pay for) The Language section focuses on the noun plural endings -s, -es and -ies Parts of a house In this section students learn the names of parts of a house The section also aims to help students understand a house plan and provides them with practice in describing their own home from a house plan they have drawn 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 jobs, construction industry, Construction Industry Council, house plans Preparing for this unit Do the Entry test For the Listening part of the test, use track 14 Prepare role cards with names, job titles and different countries for Exercise on page Bring in maps/photos of the local area for the extra activity following Exercise on page Prepare cards with names of different types of construction for the extra activities for pages 8–9 Research the construction industry in the area your students come from, for Exercise on page The construction industry Teacher’s notes Extra activities Ask students to look back at sentences 1–5 and find the names of five countries Ask: Where is Kamal Boukhaled from? (Morocco) Then ask students to work in pairs and take turns to ask each other where the people in sentences 1–5 are from Ask students if they know the name of their job in English If not, ask them to look it up in a dictionary Then put students in pairs Ask them to introduce themselves to their partner using any of the sentences in as a model Warm-up With books closed, begin the lesson by introducing yourself to the class: Hi I’m [name] I’m from [country] Encourage some confident students to introduce themselves to the class, first by introducing yourself again, then by asking: And you? You could go on to respond by saying Pleased to meet you If appropriate, ask students to stand and walk around the class introducing themselves to each other Monitor them as they so The purpose of this warm-up activity is to help you find out the level of your students’ English, check some basic structures and identify stronger and weaker students Introductions Vocabulary Ask students to look at photos A–E Explain that the people all have jobs in the construction industry Allow students time to look at the photos and to ask you any questions about the jobs Point out that the b in plumber and the u in building are not pronounced There are many silent letters in English which can cause difficulties in pronunciation and spelling for students There is no need to go into any detail here but it is good to make students aware of these when they come up You could drill these words chorally first, then ask for individual repetition Draw students’ attention to the five sentences Ask them to read the sentences and to match them to the photos Check answers with the class, then check pronunciation of the different jobs Ask students to look back at the sentences and find three different ways to say hello Then ask them to say I’m Karol Nowacki in another way Ask a couple of students What’s your name? 1E 2C 3D 4B Listening 02 Tell students that they are going to hear the five people from introducing themselves to each other Draw their attention to Conversation and explain that from the Ministry means that Jun Takahashi is someone official or an inspector Put students in pairs Ask them to read through the conversations and try to complete as many of the gaps as they can Tell them to refer back to the sentences in for help Do the first item with the class as an example Play the recording, pausing after each conversation and asking students to check their answers in their pairs Play the recording again before checking answers with the class Go through the texts, focusing on I’m , I’m from [country] or I come from [country] Explain that I‘m is the contracted form of I am and that we normally use this form when speaking Ask students to find two different questions in the conversations (What you do? and Where are you from?) and drill these two questions around the class You could then ask a few students these questions I’m France inspector meet operator roofer name’s Where Morocco 10 My 11 12 architect 5A The construction industry Language Reading Draw students’ attention to the Language box Go through the explanation in the first table (Present simple: be) with the class Draw their attention to the sentences using contractions in the right-hand column and point out the contracted forms ’m, ’s and ‘re Ask students if they know the full forms Remind them that when we speak English, and also in informal writing, we normally use contracted forms We use full forms in formal writing Encourage students to use contracted forms when speaking in class Point out that the full form is used after this as it is impossible to pronounce in the contracted form Ask students to look at the man in the photo and ask: What does he do? Do not confirm answers Ask students to read the text to find out what the man does Then ask them if they were right Explain to students that they are now going to look through the text and underline all the verbs If necessary, explain that a verb is a word to describe an action You could ask students to look at photo C on page Say: Isabelle designs buildings Ask students to find this sentence in Conversation and to say which word is the verb Then, as examples, ask them to find the first two verbs in the text in Exercise Students work on their own to find and underline the rest of the verbs Draw students’ attention to the question What’s your name? and answer My name’s Karol Drill the question and answer by asking a confident student the question When they answer with their name, get them to ask another student the question Then allow students to this three or four more times During feedback, point out that most of the verbs are in the third person singular Explain that most of the verbs are regular (for example, live and work) and that they end in -s in the third person singular, but that be is irregular Tell them that they will study this further in the Language section to follow If necessary, explain that has is the third person singular of have Go through any unfamiliar verbs (for example, hire and deal with) and jobs (for example, general contractor, subcontractor and supplier) with the class is, comes, lives, works, is, hires, work, organises, has, works, has, visits, deals, is, is, works, is Draw students’ attention to sentences 1–5, which are about Harun Rashid, and tell them that these sentences are not correct Ask them to find a word in each sentence which is incorrect and correct it Students could this in pairs if they like You could ask stronger students to try and the exercise without looking back at the text in first and then to check their answers in the text Harun Rashid is a general contractor He hires subcontractors to work on building projects He has a lot of experience in the construction industry He sometimes visits construction sites He never works on Fridays Go through the information in the second table (Present simple: regular verbs) with the class Point out that the base form is used for all forms apart from the third person singular Draw their attention to the position of adverbs of frequency and time expressions with the present simple Speaking Go through the model conversation with the class and ask individual students how they would complete each gap Point out that hi should not be used in more formal work situations Demonstrate the activity with a confident student Take the part of A in the conversation, ask the student to take the part of B and introduce yourselves to each other Then put students in pairs to practise the conversation Go round monitoring, making sure students are using contractions correctly and helping them with vocabulary and pronunciation of their own jobs and countries If students come from the same place or vocational school, the extra activity below When they have finished, you could allow a couple of confident pairs to act out their conversations The construction industry Speaking Extra activity This activity provides further practice in carrying out simple conversations and also revises the jobs and countries students have met so far in this unit Prepare some cards and write a name, a job and a country on each one Give out the cards and ask students to work in (different) pairs and practise introducing themselves to their partners Ask A students to use the abbreviations on page and B students to use the abbreviations on page 68 Go round the class monitoring and making sure that they are pronouncing the letters correctly Finding out more To assess students’ ability to say the letters of the alphabet, with books closed, write your name on the board or on a piece of paper, then say your name and spell it out to the class You could then check that students know the alphabet in English Remind them first that there are 26 letters Accept either the British or the American version of the letter z Then ask individual students to spell their names out to the class Extra activity You could ask students if they know any other abbreviations in English Check that they are pronouncing the abbreviations correctly and ask them if they know what the letters stand for If they not know the answers, ask them to find out for homework and check their answers in the next lesson Listening 03 Ask students to open their books and look at the letters of the alphabet in Explain that the letters are not in alphabetical order but in groups according to how the letters sound For example, the letters in the first group (A, H, J and K) all have an /e / sound Point out that the letter z has a different pronunciation in British and American English Play the recording so that students can listen to the letters in their groups Then play the recording again, pausing after each group for students to repeat You could go on to some individual repetition of each group of letters 04 Ask students to listen to the recording and write the surnames they hear Point out that we use Pardon? when we want someone to repeat something Trochowski del Bosque Burgess Extra activity Ask students to write the name of a famous person on a piece of paper Then put them in pairs and ask them to take turns spelling the name out to their partner Their partner writes the name down When they finish, their partner tells them who the famous person is Ask students to close their books and put them in pairs Write cm on the board and tell students that this is an abbreviation, i.e the short form of a word Ask them what the word is (centimetre) Tell them that they are going to take turns reading out some abbreviations to their partner Their partner writes down the letters they hear They then check that they have written the correct letters down and say what the letters mean Tell students that they are going to practise spelling out their names to each other Draw their attention to the model conversation Drill the two questions first, then choose a confident student to demonstrate the activity Remind students to say thank you after they have got their information Ask students to stand up with their notebooks and to go round the class to find out how their classmates’ names are spelt When they have finished, ask a few pairs to act out the conversation Extra activity As a warm-up for the listening activity in 5, get the class to brainstorm jobs in the construction industry and write them on the board These could be jobs students have come across in the unit or any others they know If electrician, labourer and site manager are not mentioned, write these up too Ask students to try and explain what an electrician, a labourer and a site manager The construction industry Listening 05 Draw students’ attention to the names in Tell them that they are going to listen to three conversations In the conversations they will hear what jobs these people Ask them to listen and write the jobs they hear next to the names Play the recording Allow students to check their answers with a partner, then play the recording again and check answers with the class You could point out that the spelling of some words is different in British and American English (for example, labourer (BrE) and laborer (AmE)) Where What Where/How What What How Where Where electrician roofer roofer crane operator labourer labourer site manager building inspector Language Conversation Chestertons, the subcontractors? What does he do? Conversation Pardon? Are you the new electrician? Can I help you? Kim, the site manager? Ask students to complete sentences 1–8 Tell them to look back at the Language box if they need help Then get them to compare answers in pairs before checking with the class Draw students’ attention to the model conversation Tell them that they are going to work in pairs and take turns asking and answering questions about the people in Ask them to try and answer the questions without looking back at their answers in if they can Demonstrate the activity with a confident student, asking them to say what Tariq does Students then the activity Go round monitoring and giving help as needed Extra activity Ask students to look at the audio script for track on page 72 Explain that these are the conversations they listened to in Ask them to read the conversations and underline the questions Allow students to discuss their answers in pairs before checking with the class You could then ask students to look back at the ‘Questions with be’ section of the Language box and to find two questions with the same word order in the audio script (Are you the new electrician? Can I help you?) What does he do? a Can I help you? e How you spell that? d Where you work? c What you do? b Are you the site manager? f Speaking Go through the Language box with the class, drawing students’ attention to the meaning of what, where and how, and the examples Point out that the word order changes in questions with be Explain that we use the auxiliary verb to form questions with most other verbs in the present simple Point out that in the third person singular, we use does, not (for example, What does he do? Where does she work?) This exercise is in two parts Ask students to put the words in 1–6 in the correct order to make questions first, and then to match the questions to answers a–f When checking answers, choose one student to ask a question and another student to answer If appropriate, put students in pairs and ask them to take turns asking and answering questions about their classmates, following the model in The construction industry Listening 06 To prepare students for this activity, write p l _ m b _ r on the board Explain to students that this is the name of a job Ask them what the missing letters are Then write the missing letters in the gaps Ask students to look at the photos Explain that they are all different types of construction and ask students if they can identify them Tell them that they are going to hear the spelling of each type of construction and that they should write in the missing letters Play the recording The construction industry Alternatively, students could try and complete any of the missing letters first and then listen to the recording to check their answers Check answers by asking one student to choose one of the photos and spell out the name of the construction Make sure that they pronounce bridge /br / correctly put students in pairs to practise the conversation Go round monitoring and giving help as needed Reading tunnel road bridge house school hospital apartment office block 07 Tell students that they will now listen to six conversations and they must choose which type of construction from the people are talking about Play the recording, pausing after each conversation to allow students time to write in their answers Then play the recording again for students to check their answers Allow students to compare answers in pairs before checking with the class construction residential infrastructure commercial general contractor Extra activity If you have brought in maps/photos of the local area (see Briefing section), show them to the class and ask students to pick out different construction types school bridge apartment(s) office block(s) tunnel hospital Extra activity Put students in pairs Hand out a set of cards to each pair (see Preparing for this unit in the Briefing section) Ask students to put the cards face down Explain that Student A starts by picking up a card and showing it to Student B Student B says what type of construction it shows (for example, bridge) Student A then asks Student B: How you spell ‘bridge’? and Student B has to spell out the word Student B then picks up a card to show Student A Ask students to check with you if there are any disputes Vocabulary Draw students’ attention to the role cards Tell them that they are going to practise introducing themselves to other students using the information in the cards Go through the role cards with the students and explain any words they might not know or need reminding of (for example, factories (buildings where workers make a large number of things to be sold) and flyover (a bridge that carries one road over another); you could draw a picture of a flyover if necessary.) Ask students to work alone and draw three or four different types of construction Then put them in pairs and ask them to take turns showing their drawings to their partner for him/her to say what they are Extra activity Play a game of Pictionary using cards with names of different types of construction Demonstrate the activity first Ask a confident student to come to the front of the class and give them a card (for example, with the word school) The student must not say what is on his/her card Instead they have to draw the building for the rest of the class to guess what it is Set a time limit of one minute for the class to guess The student that guesses the building correctly then has a turn Speaking Draw students’ attention to the two charts and allow them a few moments to take in the information Point out that some information is missing Remind students that a client is someone who pays a person or organisation for a service (for example, to build a bridge) Ask them to read the text and complete both charts After checking answers, go through any language problems with the class and check that students understand the meaning of consists of, deals with, pays for and hires Ask students to complete the sentences with the words in the box Check answers with the class hires deal with pays for consists of are Draw students’ attention to the model conversation and demonstrate the activity with a confident student using two of the cards Then The construction industry and that they must listen carefully and say whether the speaker describes it correctly Before listening, allow students one or two minutes to take in the information in the house plans Play the recording, then check answers with the class Language Go through the Language box with the class Draw students’ attention to the different plural endings Point out that we add -s to form the plural of most nouns but when a noun ends in -ch, -sh, -ss, -s or –x, we form the plural by adding -es For nouns ending in -y, we change the -y to -i and then add -es Ask students to read through the text in again and underline all the plural nouns No, the speaker does not describe the house correctly: there are four bedrooms Speaking The construction industry in the UK consists of four different sectors The residential sector deals with houses and apartments The industrial sector deals with big projects like factories and power plants The infrastructure sector is for projects like roads, bridges and tunnels The commercial sector is for things like schools, hospitals and office blocks The client pays for the project, and hires general contractors to deal with subcontractors, equipment and materials Review Writing Speaking Put students in small groups Draw their attention to items 1–7 and tell them that they are going to discuss the construction industry in their area and list examples of each of the items Tell them to look back at the text and charts in to help them Go round monitoring and giving help as needed Use the list from your research to jog students’ memory Extra activity You could ask students to describe one person in their group to the rest of the class The rest of the students then have to guess who is being described Parts of a house Listening 08 Draw students’ attention to the two diagrams and explain that they are house plans Check that they understand ground floor and first floor Explain that ground floor is British English and that in American English first floor is used instead Make sure students understand the meaning of the different parts of the house and check any tricky pronunciation (for example, / k n/ and /p : /) Then tell students that they are going to hear someone describing the house This exercise reviews ways of introducing oneself Ask students to complete the sentences on their own They can then compare their answers in small groups Students’ own answers Extra activity For homework, students could write up a short paragraph about the industry they talked about in 8, using the text in for guidance Tell students that they are now going to draw a simple house plan and label it Explain that they will show their plan to a partner and ask and answer questions about it Go through the example questions with the class before putting students in pairs to talk about their house plans When they have finished, ask students to find a new partner and repeat the activity This exercise reviews Wh- questions used to introduce oneself Students match questions a–d to their answers in They can then practise asking and answering the questions with a partner a4 b2 c1 d3 Ask students to write four things a general contractor does using the correct form of the verbs in the box Suggested answer A general contractor hires subcontractors, deals with clients, organises equipment and materials and visits construction sites The construction industry Ask students to write four sentences to describe what they in their job Pre-work students can write about a job from the unit Students’ own answers Vocabulary Ask students to complete the sentences with nouns used to describe the different sectors of the construction industry Suggested answers construction residential commercial industrial Preparing for the next unit Unit introduces students to more names of trades, as well as materials used in the construction industry Bring in pictures of buildings from magazines for students to name the materials used in them for the extra activity following Exercise on page 14 Also prepare role cards with different names, surnames, addresses, telephone numbers and ages for Exercise on page 18 infrastructure This activity reviews vocabulary from the unit Ask students to write five examples of each of the items listed Suggested answers plumber, electrician, general contractor, crane operator, site manager, building inspector, roofer, architect house, hospital, factory, school, office block, apartment, road, tunnel, bridge hall, window, door, kitchen, bathroom, bedroom, stairs, dining area, family area, loft area Ask students to complete the text with the words and phrases in the box You could get them to compare answers in pairs before checking with the class about a project architect residential area subcontractor a new office block supplier In this activity students revise abbreviations used in the unit Ask them to write what the letters mean, then check answers with the class heating, ventilation and air conditioning alternating current personal protection equipment high voltage kilogram petrol, oil and lubricants centimetre revolutions per minute Now Unit test The construction industry 10 ... few students these questions I’m France inspector meet operator roofer name’s Where Morocco 10 My 11 12 architect 5A The construction industry Language Reading Draw students’ attention to the... sentences 1 5 and find the names of five countries Ask: Where is Kamal Boukhaled from? (Morocco) Then ask students to work in pairs and take turns to ask each other where the people in sentences 1 5... activity following Exercise on page 14 Also prepare role cards with different names, surnames, addresses, telephone numbers and ages for Exercise on page 18 infrastructure This activity reviews