English For Construction Unit 1 Key Answer

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

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 4 on page 9 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

Teacher’s notes

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 do 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

1 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?

1 E 2 C 3 D 4 B 5 A

Extra activities

1 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

2 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 1 as

a model

Listening

2 02 Tell students that they are going to hear the five people from 1 introducing themselves to each other Draw their attention to Conversation

1 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 1 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 do you do? and Where are you from?) and drill these two questions around the

class You could then ask a few students these questions

1 I’m 2 France 3 inspector 4 meet

5 operator 6 roofer 7 name’s 8 Where

9 Morocco 10 My 11 do 12 architect

Reading

3 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 4 Say: Isabelle designs

buildings Ask students to find this sentence in

Conversation 4 and to say which word is the

verb Then, as examples, ask them to find the

first two verbs in the text in Exercise 3 Students

work on their own to find and underline the rest

of the verbs

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

4 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 do this in pairs if they

like You could ask stronger students to try and

do the exercise without looking back at the text

in 3 first and then to check their answers in the

Language

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

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 do this three or four more times

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

5 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

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

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

Listening

1 03 Ask students to open their books and look

at the letters of the alphabet in 1 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 do some

individual repetition of each group of letters

2 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

1 Trochowski 2 del Bosque 3 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

Speaking

3 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

Ask A students to use the abbreviations on page

6 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

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 do not know the answers, ask them

to find out for homework and check their answers in the next lesson

4 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 do

Listening

5 05 Draw students’ attention to the names in

5 Tell them that they are going to listen to three

conversations In the conversations they will

hear what jobs these people do 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))

1 electrician 2 roofer 3 roofer 4 crane

operator 5 labourer 6 labourer 7 site

manager 8 building inspector

Language

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 do to

form questions with most other verbs in the

present simple Point out that in the third person

singular, we use does, not do (for example, What

does he do? Where does she work?)

6 Ask students to look at the audio script for track

5 on page 72 Explain that these are the

conversations they listened to in 5 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?)

1 Where 2 What 3 Where/How 4 What

5 What 6 How 7 Where 8 Where

8 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

1 What does he do? a

2 Can I help you? e

3 How do you spell that? d

4 Where do you work? c

5 What do you do? b

6 Are you the site manager? f Speaking

9 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 5 Ask them to try and answer the questions without looking back at their answers in 5 if they can

Demonstrate the activity with a confident student, asking them to say what Tariq does

Students then do the activity Go round monitoring and giving help as needed

Extra activity

If appropriate, put students in pairs and ask them to take turns asking and answering questions about their classmates, following the model in 9

The construction industry

Listening

1 06 To prepare students for this activity, write

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

1 tunnel 2 road 3 bridge 4 house

5 school 6 hospital 7 apartment

8 office block

2 07 Tell students that they will now listen to

six conversations and they must choose which

type of construction from 1 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

1 school 2 bridge 3 apartment(s)

4 office block(s) 5 tunnel 6 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 do 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

Speaking

3 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.)

Draw students’ attention to the model

conversation and demonstrate the activity with a

confident student using two of the cards Then

put students in pairs to practise the conversation Go round monitoring and giving help as needed

Reading

4 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

1 construction 2 residential 3 infrastructure

4 commercial 5 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

Vocabulary

5 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

6 Ask students to complete the sentences with the words in the box Check answers with the class

1 hires 2 deal with 3 consists of 4 are

5 pays for

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

7 Ask students to read through the text in 4 again

and underline all the plural nouns

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

Speaking

8 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 4

to help them Go round monitoring and giving

help as needed Use the list from your research

to jog students’ memory

Extra activity

For homework, students could write up a short

paragraph about the industry they talked about

in 8, using the text in 4 for guidance

Parts of a house

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

No, the speaker does not describe the house correctly: there are four bedrooms

Speaking

2 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

Review

Writing

1 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

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

2 This exercise reviews Wh- questions used to

introduce oneself Students match questions a–d

to their answers in 1 They can then practise asking and answering the questions with a

4 Ask students to write four sentences to describe

what they do in their job Pre-work students can

write about a job from the unit

Students’ own answers

Vocabulary

5 Ask students to complete the sentences with

nouns used to describe the different sectors of

the construction industry

Suggested answers

1 construction 2 residential 3 infrastructure

4 commercial 5 industrial

6 This activity reviews vocabulary from the unit

Ask students to write five examples of each of

the items listed

Suggested answers

1 plumber, electrician, general contractor,

crane operator, site manager, building

inspector, roofer, architect

2 house, hospital, factory, school, office block,

apartment, road, tunnel, bridge

3 hall, window, door, kitchen, bathroom,

bedroom, stairs, dining area, family area, loft

area

7 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

1 about a project 2 architect 3 residential

area 4 subcontractor 5 a new office block

6 supplier

8 In this activity students revise abbreviations

used in the unit Ask them to write what the

letters mean, then check answers with the class

1 heating, ventilation and air conditioning

2 alternating current 3 personal protection

equipment 4 high voltage 5 kilogram

6 petrol, oil and lubricants 7 centimetre

8 revolutions per minute

Now do Unit test 1

Preparing for the next unit

Unit 2 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 4 on page 14 Also prepare role cards with different names, surnames, addresses, telephone numbers and ages for Exercise 5 on page 18