Citizens YF Bygg- og anleggsteknikk (LK20) Utdrag

CITIZENS

YF

Engelsk for Bygg- og anleggsteknikk

VG1

siri mohammad-roe · kaja granum skarpaas · monica opøien stensrud

© CAPPELEN DAMM AS, Oslo 2023

Materialet i denne publikasjonen er omfattet av åndsverklovens bestemmelser. Uten særskilt avtale med CAPPELEN DAMM AS er enhver eksemplarfremstilling og tilgjengeliggjøring bare tillatt i den utstrekning det er hjemlet i lov eller tillatt gjennom avtale med Kopinor, interesseorgan for rettighetshavere til åndsverk. Utnyttelse i strid med lov eller avtale kan medføre erstatningsansvar og inndragning, og kan straffes med bøter eller fengsel.

Design og sats: Welt, Erlend Askhov

Omslagsdesign: Erlend Askhov

Omslagsfoto: NTB/Maskot

Forlagsredaktør/Bilderedaktør:

Birger Nicolaysen

Repro: Narayana Press, Danmark

Trykk: Livonia Print Sia, Latvia 2023

Utgave 1

Opplag 1

ISBN 978-82-02-78665-6

www.citizens.cdu.no

www.cdu.no

PREFACE

We are happy to present to you an English textbook that has been designed specifically for you as a student of Building and Construction. As you work through the various topics covered in the book, we hope you will find them interesting, relevant to your vocational studies and useful for reflecting on the world and your place in it. The book is divided into five main chapters:

– The vocational focus begins in chapter 1, Connections, where you are introduced to English as a global working language and get to meet people who use English in their professional lives. You also start working with key vocabulary related to occupations, equipment and tools within Building and Construction. The chapter also looks at how we connect with each other, both in real life and on the internet.

– Chapter 2 is called Careers, and it addresses topics and questions that you will need to consider as you enter the world of work. It provides insight into what it takes to feel proud of the work you do, and highlights what employers look for in employees. The chapter also presents several of the occupations you can choose to pursue as a student of this education programme.

– Chapter 3, Challenges, deals with some of the difficult choices you may face in your career, in your life, or as part of a changing society in a challenging world. The chapter introduces you to people who have had to overcome personal difficulties or challenging situations. In addition, it covers global issues such as migration and the climate crisis.

In chapter 4 – Caution! – you will work with some important areas of professional practice, such as health and safety issues and communication. Other topics include workplace challenges related to ethical behaviour, for example professionals who “cut corners” at work. We also join Andrea, a fifteen-year-old from England, as she learns about different professions and tries to decide which one she would like to choose.

– The final chapter, Citizens, explores how people come together to form societies with rules and laws to ensure that everyone can get along and have a good life. The chapter also covers our duties as citizens, such as taking part in democracy, and how societies deal with difficult issues. It also emphasises the importance of being critical of what we read, especially when it comes to fake news.

Each chapter ends with a course that helps you improve your English writing skills. Throughout the book there is a wealth of tasks designed to reinforce your English skills and your understanding of the topics covered. Additionally, some texts contain an Explore task, which invites you to investigate a topic further on the book’s website at citizens.cdu.no. The website also contains interactive tasks for each text, listening material and a lot more.

Our hope is that this textbook will help you improve your English, and that you will find the learning experience both enjoyable and inspiring. We wish you the best of luck with your studies!

The authors

Chapter 1: CONNECTIONS

Chapter 2: CAREERS

Chapter 3:CHALLENGES

TEXT

110Articles Slam (Nick Hornby)116 LISTENING: novel extractThe novel Slam

Unprotected (Simon Rich) 119Short

The Hate U Give ( Angie Thomas)

1: The Last Border (Ben Judah) 130Book extract

2: HERE (Sarah Crossan & Brian Conaghan)132Verse novel extract

3: Am I Rootless, or Am I Free? (Ndéla Faye) 134Personal story New Boy

Does My Head Look Big in This? (Randa Abdel-Fattah)

CHALLENGE:

WRITING

Chapter 4:CAUTION!

TEXT

1: I Chose to Look the Other Way (Don Merrel)

2: Dumb Ways to Die (Ollie McGill, John Mescall & Patrick Baron)

CHALLENGE: Panache (William Patrick Kinsella)

WRITING

Chapter 5: CITIZENS

TEXT

All I Really Need to Know I Learned in Kindergarten (Robert Fulghum)

Fake News: Don’t Be Fooled!

216Essay

220Article

A Beautiful Mosaic

231Article

lyrics Guns in America and New Zealand

dialogue Democracy the American Way 241Article

The Hunger Games (Suzanne Collins)

My Story: “Are You British?”

Dog Eat Dog (Niq Mhlongo)

249Novel extract

255Interviews

260Novel extract

269Autobiography extract Born

CHALLENGE: Born a Crime (Trevor Noah)

WRITING

5: Five-paragraph Essays

CHALLENGE: Authentic text without “Shortcut”

Note: Challenging tasks are marked like this: At citizens.cdu.no you will find:

– interactive comprehension and vocabulary tasks

– Explore: learning paths containing texts, videos, interactive tasks and writing tasks

– Revise, Review & Research: tasks for revision and self-evaluation, and suggestions for indepth work

– Grammar: explanations and tasks (see next page)

– Audio: recordings of texts and listening tasks

Texts for quick reference:

– Speaking strategies: page 10

– Discussing: page 33

– Reading strategies: page 37

– Application letter: page 83

– Listening strategies: page 90

– Purpose and target audience: page 146

– The “WHITE” strategy: page 164

– Checking sources: page 219

Grammar and language topics at citizens.cdu.no:

Nouns – A or an? – The – Adjectives and adverbs –Prepositions – There or it? – Pronouns – Some or any?

– Subject-verb agreement – Singular or plural? – -ing form – Irregular verbs – Auxiliary verbs – Questions and negations – Problematic words – Word order – Spelling

– Punctuation – Sentences – Paragraphs and texts

Work with the following tasks. If you find them difficult, it is a good idea to work with the grammar topics at citizens.cdu.no.

1 These words are all nouns: table, conversation, app, relief, scarf, coffee shop. You probably know what a noun is, but do you know the difference between the plural forms of table and scarf ?

2 How do you explain the use of a and an in these sentences?

– Millions of children are left out of an increasingly connected world.

– Recently, he took a career aptitude test that determined he’d be well suited as a pharmacist.

3 Each sentence below contains an error involving an adjective or an adverb. Can you find the mistakes and correct them?

– Kevin Keegan was a greatly footballer.

– My father tried to become a professional chef, but in fact he can’t cook very good.

– Personally, I think football and cooking are terrible boring.

4 Can you find the adjectives in these sentences? How do we use adjectives for comparison in English?

– The demand for water is greater than the supply.

– Australia is the driest inhabited continent in the world.

5 In, at and on are some of the prepositions that we use for expressing time. Each of the sentences below contains a preposition error. Can you correct the mistakes?

– I will be there on six o’clock.

– He was always late for work in Thursdays.

– Jim was often tired at the evening.

6 “There is” and “it is” both mean “det er” in Norwegian. Can you explain why there or it is used in these sentences?

– There are many skyscrapers in New York City.

– There was so much to get used to.

– It is much colder in England than in Pakistan.

7 Look at the sentences below. Which possessive pronoun would you use?

– Being American is not about ( your/yours) passport.

– “This country is (my/mine)!” the crazy president shouted at the TV cameras.

8 Look at the following sentences. Can you detect a pattern for when to use some (or someone, somebody, something, somewhere, etc.), and when to use any (or anyone, anybody, anything, anywhere, etc.)?

– We listened to some British people talking about their lives on TV.

– There weren’t any Americans or Australians on the show.

– Have you ever talked to anyone from Britain yourself?

– Once I talked to some girls from Scotland, but they didn’t have anything interesting to say.

9 Sometimes it is difficult to know if a noun is singular (entall/eintal ) or plural ( flertall/fleirtal ). Which verb form do you think is correct in these sentences?

– American politics (is/are) very interesting.

– The news (is/are) not good, I’m afraid.

– Everyone (needs/need ) a friend sometimes.

– The prime minister’s trousers (was/were) far too tight.

1

CONNECTIONS

INTRODUCTION

More than one and a half billion people around the world have one thing in common: they speak English. You are one of those people. As a student of Building and Construction, you prepare to work in occupations where you must expect to work with people who do not speak Norwegian. Being able to communicate in English will be a huge advantage for you because English helps you connect with other people and understand more about their backgrounds, feelings and points of view. By learning English, you are also able to share your own thoughts, opinions and feelings with other English speakers.

REFLECT

a When do you use English?

b What do you like the most and the least about using English?

c What are your expectations for your English classes this school year?

d How could English be important in jobs within the building and construction industry?

COMPETENCE AIMS IN FOCUS

The aims of the studies are to enable pupils to

– use appropriate strategies for language learning, text creation and communication

– explain the reasoning of others and use and follow up input during conversations and discussions on vocationally relevant topics

– use knowledge of similarities between English and other languages the pupil knows in language learning

– describe key features of the development of English as a language in working life

Icebreakers

SNOWBALL FIGHT

a Write three facts about yourself on a sticky note or a small piece of paper.

b Crumble up the note so it looks like a small snowball. Have a “snowball fight” with your classmates for about one minute. After the minute has passed, everyone grabs a “snowball” from the floor and tries to find out who has written the facts on that sticky note. Walk around the classroom and ask questions to find out who the snowball belongs to.

Example: If the snowball says: I play football, you will ask: Do you play football? If the person answers “No” to the first question, you find a new person to ask. If the person answers “Yes”, you ask about the next fact on the snowball.

c When you have found your partner, join him or her and help find the person on their snowball. Continue until everyone in the class has been matched with their “snowball”.

GUESS THE CELEBRITY

This game is played in groups of three or four.

a Each player in the group writes the names of two or three famous people on sticky notes without showing what they write to anyone. (If you do not have sticky notes, you can use small pieces of paper and tape.)

b Then, each player gets a sticky note stuck to their forehead with the name of a famous person. The player must guess the name of the person on their own forehead by asking their group members “yes” or “no” questions. It can be questions such as: Am I a female? Am I a historical figure? Am I currently alive? If the answer to your question is “Yes”, you get to ask another question. If the answer is “No”, it is the next person’s turn to ask questions and try to guess the name on their own forehead.

The first player to guess the identity of their mystery person is the winner! Everyone else can keep playing for second and third place, or you can start a whole new round with completely different mystery people.

THREE TRUTHS AND A LIE

In groups of four, you are going to take turns playing detectives and suspects. (For help on speaking strategies, see p. 10.)

a First, each of you must come up with four statements about yourself; they can be experiences, likes/dislikes, skills, interests, wishes, etc. Three must be true statements, and one must be a lie. Do not make your lie too obviously impossible nor your truths too easy to guess.

b In each round, three of you will be detectives and one of you the suspect. The detectives must interrogate the suspect and the suspec t must defend the statements. For example: “You say you are left-handed –can you write a sentence with your left hand to prove it?” or “When did you go on holiday to Timbuktu?”

– “It was at Christmas last year.”

c Each detective then chooses which statement they think is the lie. Those detectives who guess the correct statement get a point. The suspect gets one point for each detective that guesses wrongly. Then change roles.

GET TO KNOW THE WEBSITE

In addition to this book, the website at citizens.cdu.no will be a valuable learning tool for you this school year. In pairs or small groups, see who can be the quickest to find:

vocabulary tasks for the text “Communication Skills at Work”

the audio file for the text “Discussing the Future”

an EXPLORE learning path about small talk

a GRAMMAR lesson on prepositions

three Norwegian translations of the English word waffle

three English translations of the Norwegian word magasin

Football players like Erling Braut Haaland and Julian Alvarez of Manchester City often use English regardless of first language. This is an example of English being used as a lingua franca.

Instructions are often written in English.

Warning signs and texts are often in English.

REFLECT

a Do you have a clear idea of what kind of job you want? If so, what job is it?

b What options are open to you after this year at school?

c Do you think English will be important for you in the future? Why/Why not?

Why Is English the Language of Work?

In fields like education, sport, business, science and technology, English holds an unrivalled position as a global lingua franca. This means that it is a common language for people who do not speak one another’s native language. An international gaming convention, a meeting between Japanese and German businesspeople, a coffee break at a Norwegian building site, a furious argument between a player and the referee at an international football match: these are just some of the many situations in which English is likely to be called into service.

As for English in working life, Norwegian companies often operate on the international market, where goods, services and workers cross borders more than ever before, and the building and construction industry is no exception. All this is part of a phenomenon called “globalisation”. Globalisation means the way the world is becoming increasingly interconnected through new forms of communication, transportation, technology and trade. To interact, people from different parts of the world frequently use English as their common language. Just think of how people of your generation have been able to connect with each other on social media across national borders through having a common language.

science (natur)vitenskap/ (natur)vitskap unrivalled enestående, uten like / eineståande, utan like common felles native language morsmål goods varer interconnected forbundet med hverandre / knytt til kvarandre trade handel to interact å samhandle corporate language bedriftsspråk, konsernspråk to collaborate å samarbeide innovation innovasjon, nyskapning,

“We use English as the corporate language because we collaborate with customers and partners in other countries. English is key for sharing documentation and for us to take part in international technological innovation.” -

trond vinje, hr director of evry

Two construction workers communicating in English because the man on the left has just moved to Norway and does not speak any Norwegian yet.

range utvalg, rekke / utval, rekkje manufacturer produsent, fabrikant building site byggeplass, byggetomt / byggjeplass, byggjetomt

foreign country utland manual bruksanvisning, manual / bruksrettleiing, manual tool verktøy, (arbeids)redskap / verktøy, (arbeids)reiskap trade yrke, bransje

You have chosen a professional field – Building and Construction – that offers a fantastic range of job opportunities. Solid English skills may help you get the kind of job you want, as companies – even very small ones – need people who are able to communicate with customers and manufacturers from all over the world.

In addition, many English-speaking foreigners come to live in our country. On a building site in Norway, you will probably work alongside people from all over the world as right now, there are over 40,000 workers from foreign countries working within the building industry in Norway.

Five areas in Norway where you can work only speaking English

– Hospitality

– Construction

– IT

– Shipping

– Oil and gas industry

(Source: see p. 298)

UNDERSTAND

a What is a lingua franca? Why is English an important lingua franca today?

b What is globalisation?

c Why are good English skills important when working within Building and Construction?

Having good English language skills puts you in a position to express yourself, conduct customer service and learn new and necessary things in your line of work. What is more, you might find yourself working in places where speaking English is necessary. And let us not forget all the written information that is out there: magazines, articles, manuals, tutorials and other videos on YouTube, etc. Only a small amount of all this is translated into Norwegian.

So, you might even say that English is a tool of your trade.

1 |INTERACT

One of your classmates has overslept and has not had time to read the text. You agree to fill her in and send her a message with the three most important points in the text.

a Write the message you would send to your friend.

b Compare your message to that of a partner. Discuss whether you have included the same important information from the text. If not, write a new and improved list together.

2 |PRACTISE: Vocabulary

a Read the text again and find at least three words for each of these categories:

Word list A: I know what these words mean

Example: language = språk

Word list B: I think I know what these words mean

Example: manual

Word list C: I don’t know what these words mean

Example: customer

b Find the meanings of the words you included in list B and list C by checking a dictionary or asking someone (a student or your teacher). For each of these words, write a sentence where you use it. Examples: I need some help understanding the language in this manual. She helped a customer earlier this morning

3 |PRACTISE: Describing

a Look at the pictures on the left. What do you see? Choose one of the pictures and describe it to another student. Use three sentences and let the other student guess which picture you described.

Useful phrases: “The picture I am describing has a person/thing that …” “It is on the left/right side of …” “Next to the person/thing there is a …”

b Which occupations within Building and Construction are the pictures supposed to represent? (See p. 294 for a list of occupations in English.) What in the pictures makes you think so?

4 |CREATE & COMPARE

a Choose an average day and create a log where you list all the various situations in which you encounter English. You could, for example, start like this:

– 07.50: Listening to music (note down artists and titles of songs) on the bus to school

– 11.30: Watching a video by an American YouTuber (note down the name) at lunch

b Read your log from task 4a aloud to another student. Then listen to them reading their log.

c Answer these questions after listening to your partner’s log:

– How many times did your partner use or encounter English in a day?

– Which things in your logs were similar and which were different?

5 |PRACTISE: Workplace vocabulary

a Below are some possible occupations you can choose as a student of Building and Construction. Match the Norwegian title with the correct English translation.

A. industrimaler1. bricklayer

B. asfaltør2. landscaper

C. rørlegger3. fire prevention technician

D. murer4. roofer

E. steinfagarbeider5. plumber

F. taktekker6. industrial painter

G. stillasbygger7. asphalter

H. anleggsgartner8. scaffolder

I. brannforebygger9. glazier

J. glassfagarbeider10. mason

b Here are short descriptions of some of the occupations in task 5a. Find out which job matches each description:

1) Erects scaffolds around buildings

2) Lays brickwork and blockwork

3) Repairs and installs glass and windows

4) Does preventive fire safety

5) Works stone into slate sheets, blocks or different products

c Write a caption (bildetekst) for each of the photos on the next page where you describe what is happening in the photo, and who is doing it. Write the captions using the present progressive, also known as the ing-form.

Use the name of the occupation you think is correct for each photo and combine each with one of the following verbs: install – fix – cut – erect – measure

The present progressive

– The student is working with a task on the Citizens website.

This verb form is called the present progressive. We use the present tense of to be + the ing-form of the main verb to form the present progressive.

We use the present progressive to state that something is happening right now, and that it is not finished:

– EXPLORE –

Q&A: English in the world

– “Why is English so popular everywhere?”

– “Is English the most widely spoken language in the world?”

These are two of the questions young English learners have sent to the podcast “The English Oracle”. Go to citizens.cdu.no to listen to the podcast and work with tasks.

– The young plumber is fixing the sink in a bathroom.

See the GRAMMAR section at citizens.cdu.no to learn more about the ing-form and work with tasks.

1 |UNDERSTAND: Who?

a Who wishes he had learned more vocabulary at school that he could use in his job now?

b Who does a lot of communication through pointing and explaining?

c Who thinks safety is the most important issue to communicate efficiently and precisely about?

d Who thinks it is better to use English than Norwegian in order to create a “character”?

e Who believes communication is important because it helps patients feel safe?

f Who translates from English to Norwegian for older colleagues?

2 |REFLECT: After reading

a Were you right about any of the situations you talked about before reading (task a, p. 27)? Is there anything you could add after reading?

b Some people believe there should be more teaching of English in Norwegian schools to meet the challenges of increasing use of English in working life. Do you agree? Explain your opinion.

c Below are some reasons to learn English. Choose the four you think will be the most important in your future profession. Be ready to explain your choices.

to talk about work procedures with colleagues – to take part in small talk – to make sure safety regulations are followed – to prepare for a future where English use in Norway is increasing – to communicate with customers – to understand written documentation (for example instructions, manuals, articles, emails) in English – to produce documentation in English – to develop as a professional – to qualify for a job abroad or with an international company in Norway

d Explain your choices to a partner and listen to theirs. Use phrases like this one: I think/believe that to … is important because … (see p. 33 for more phrases).

3 |REFLECT: Professional English

a Customer service is likely to be important in some occupations within Building and Construction, while it might not be in others. Work with a partner to list at least three jobs related to your study programme where you think customer service will be important. (Note: for job titles in English, see p. 294.)

b Looking at the jobs in your list from task 3a, what sort of topics will workers in these fields talk to their customers about?

4 |PRACTISE: Workplace vocabulary

a Work in pairs and translate the tools/equipment below into Norwegian. Use an online dictionary if necessary.

brick / concrete / crane / helmet or hard hat / insulation / mortar / plywood / shovel / tape measure / angle grinder / clamp / chisel / wrench

b In class, work together to see how many of these words and phrases you know in other languages than English and Norwegian.

c Find pictures of everything on the list in task 4a online and make an illustrated word list in Word or OneNote with the word/phrase in English, its Norwegian translation and the picture you have found. Feel free to add what the word/phrase is in other languages you know.

Example:

hammer Norwegian: hammer Spanish: martillo

d On a building site there is often a lot of heavy machinery. Find the Norwegian names for these machines:

5 |PRACTISE: Presenting yourself

You have read a presentation of three Norwegians and how they use English in their everyday lives. Now it is your turn! Make a presentation about yourself and how you use English. Then join a couple of classmates and present yourselves to each other. (See “Speaking Strategies” on p. 10 for help.)

Plan your presentation by writing down keywords. You may use some of the following phrases:

– My name is … I’m … years old and live in … I’m originally from …

– I am a student at … When I finish school, I would like to work as a … because …

– My hobbies are … / I’m interested in … / I like … in my spare time. (Examples: reading, listening to music, exercising, playing football, playing the piano, being on social media, playing computer games, hanging out with friends, watching films)

– In my daily life, I think I use English __% of the time. What I use English for is …

– What I like about English is …

– What I think is difficult about English is …

– I would like to improve my English because …

– In my future job, I think English will be important because …

ROADROLLER BULLDOZER BACKHOE

EXCAVATOR MIXER TRUCK

CRANE

WRECKING BALL CRANE

W HEEL LOADER SKID FORKLIFT LOADER TRENCHER

DUMP TRUCK GRADER FLAT BED TRUCK

PILE DRIVER SCRAPERS

CHERERRY PICKER

Here are a few examples of occupations within Building and Construction:

Rehabilitation and maintenance of buildings

Creative and handy

Environmentally conscious

Close attention to detail

Working with wood, masonry, steel or concrete

Personal qualities

Key tasks

Carpenter

Producing/installing modules and furnishings

Construction companies

Working environments

Building contractors

Both inside and outdoors

Laying tiles and natural stones

Mounting of fireplaces

Key tasks

Brickwork and blockwork

Master bricklayer

Systematic

Practical minded

Personal qualities

Bricklayer and Tiler

Good at communicating

Building and Construction

Working environments

Public company

Property development company

Asphalter

Mostly outside

Different parts of the country

Working environments

Private and public companies

Operating machinery for producing/laying asphalt

Key tasks

Marking and surveying

Team worker

Personal qualities

Physical strength

Technical know-how and handiness

Laboratory and inspection work

Detail oriented

Good physical health

Personal qualities

Handiness

Landscaper

Public places, parks, etc.

Working environments

Garden centres

Private homes/gardens

Designing terrain

Key tasks

Choosing surfaces like asphalt, stones and gravel

Maintaining green areas all year

Painter/ Decorator

Applying paint and lacquer

Key tasks

Setting up wall coverings

Protecting interior and exterior surfaces

Private painting companies

Public sector

Working environments

Specialised companies (i.e. flooring or decoration)

Interest in tools

Efficient

Personal qualities

Flexible and open to change Able to provide good customer service

Maths skills

Personal qualities

Plumber

Work well with others

Both private and public sector

Working environments

Small or mediumsized companies

Offshore industries

Installing water and sewage pipes

Key tasks

Installing equipment for heating systems

Providing service and repairs

There are many different jobs within Building and Construction. Here you can check out some of them. Note: a job can also be called an occupation, a profession, a career, a vocation or a trade.

What Are They Doing?

1 |PRACTISE: Workplace vocabulary

Who does what? Which picture matches each description?

a A carpenter is cutting plank ends with a skill saw.

b A foreman is checking concrete construction work.

c A heavy equipment operator is inspecting the safety lights on an earth mover.

d A painter is using a paint roller.

e A plumber is installing new pipes.

f A road construction worker is operating the asphalt roller.

g A roofer is nailing shingles.

2 |REFLECT

In which of these occupations would you most and least like to work? Explain why.

3 |CREATE: Quiz and mind map

a On your own, make a quiz with five questions based on the mind map on pp. 64 – 65.

Example: In which occupation is a good knowledge of maths necessary? (Answer: plumber)

b Swap quizzes with a partner. See who can answer the most questions correctly.

c The following occupations were not included in the mind map on pp. 64 – 65:

roofer – scaffolder – fire prevention technician – institutional cleaner – construction vehicle/machinery operator

Choose three of these occupations and create a mind map with the same kind of information as in the mind map you studied earlier.

I HEAR AMERICA SINGING

By Walt Whitman (1819–1892)

I hear America singing, the varied carols I hear, Those of mechanics, each one singing his as it should be blithe and strong, The carpenter singing his as he measures his plank or beam, The mason singing his as he makes ready for work, or leaves off work, The boatman singing what belongs to him in his boat, the deckhand singing on the steamboat deck, The shoemaker singing as he sits on his bench, the hatter singing as he stands, The wood-cutter’s song, the ploughboy’s on his way in the morning, or at noon intermission or at sundown, The delicious singing of the mother, or of the young wife at work, or of the girl sewing or washing, Each singing what belongs to him or her and to none else, The day what belongs to the day – at night the party of young fellows, robust, friendly, Singing with open mouths their strong melodious songs.

4 |UNDERSTAND & REFLECT

Work with a partner. Read the poem above and then answer the questions:

a Write a list of all the occupations you can find in this poem. Do they have anything in common?

b What is the mood in this poem? Is it happy, optimistic, pessimistic, sad? How can you tell?

c The poem was written in the mid-19th century. Which occupations do you think Whitman would have written about today?

d Why do you think Walt Whitman wrote this poem?

carol jubelsang/jubelsong blithe munter, glad ploughboy gårdsgutt/gardsgut intermission pause

UNDERSTAND & PRESENT

Work in pairs. Each of you chooses three of the people on this or the next two pages.

a Individually, read the three texts and write down 4 –5 keywords about each of the people you have chosen.

b Use the keywords to tell your partner about the people you have read about.

MY STORY: Professional Pride

pro·fes·sion·al·ism

noun

The competence or skill expected of a professional. The key to quality and efficiency is professionalism.

OXFORD ENGLISH DICTIONARY

Having professional pride means being proud of your work. Here, six workers in jobs within Building and Construction explain what makes them proud of the work they do.

JENNIFER FRENCH:

professional pride yrkesstolthet/ yrkesstoltheit

efficiency effektivitet

landscaper anleggsgartner/ anleggsgartnar

surroundings omgivelser/ omgivnader

puzzled forvirret, forundret / forvirra, forundra

loader laster, lastebil / lastar, lastebil

p. 70:

maintenance vedlikehold/ vedlikehald

restoration restaurering, renovering heavy equipment operator anleggsmaskinfører/ anleggsmaskinførar

shovel loader hjullaster/hjullastar furniture maker møbelsnekker/ møbelsnikkar to craft å lage, å skape to prolong å forlenge / å forlengje

I work as a landscaper for a company based in Surrey, England. I always knew I wanted to be a landscaper. I am very proud to be in a profession that affects people’s surroundings. I also love that I get to operate machinery. People still get a little puzzled when the operator is a girl. To me, one of the most fun parts of the job is that people don’t expect a girl to come out of a loader. But this is changing, I think!

PRACTISE: Listening

The text you are about to listen to is an excerpt from the novel Slam. Listen to the text twice at citizens.cdu.no

a The first time you listen, focus on understanding the big picture. Do not note down details but concentrate on the events that you believe are important. Ask yourself: Where are we? What is happening here? Then work with task 1 on page 117.

b Before listening for the second time, look at the questions in task 2 on page 117. Note down answers to the questions while listening.

Slam

By Nick Hornby

Sam Jones lives with his mother in London. He has never had a serious girlfriend, but one day he meets Alicia and they fall madly in love. For a few weeks, they spend all their spare time together, and they start having sex. Being without Alicia “is like not breathing”, Sam thinks. However, Sam soon loses interest in Alicia and goes back to spending his time skating and gaming. He tells his mother that he wants to break up with Alicia, but he does not actually go through with it. He just stops seeing her or talking to her.

A slam is a hard fall in skateboarding, but nothing compares to the slam that Sam experiences when he receives a text from Alicia on his sixteenth birthday …

1 | PRACTISE: Listening for overview

Place the events below in the correct order according to what happens when in the text:

∙ Sam wants to sit on his mum’s lap

∙ Sam eats breakfast

∙ Sam is given cards, presents and doughnuts

∙ Sam turns off his mobile

∙ Alicia goes home to get more money

∙ Sam receives a text from Alicia

∙ Sam meets Alicia at Starbucks

∙ Sam and Alicia go to the chemists to check how much a pregnancy test costs

2 | PRACTISE: Listening for details

Answer the following questions:

a Why is this a special day for Sam?

b How does Sam react when he reads the text from Alicia?

c Where does Sam go, and what is he thinking about on the way there?

d What does Alicia tell Sam?

e Why can’t Sam ask her all the questions he has on his mind?

f What do they decide to do first?

g What does Sam do when Alicia goes to fetch the money?

3 | REFLECT: Talking

Discuss in pairs or small groups. Remember to explain your opinion.

a What do you think of the way Sam acts? Do you have any sympathy for him?

b How should Sam and Alicia deal with this new situation, do you think?

c Do you think children and teenagers learn enough about important adult matters such as sex and responsibility? If not, what should be done to educate them better?

d Teenagers are often called lazy and uncaring, but is this a true description of today’s youth? Read the quote below and explain why you agree or disagree with it.

“This generation of teens is not particularly rebellious – they drink less, they do fewer drugs, they start having sex at an older age. They’re far more engaged; they’re highly preoccupied by their academic performance and their future job prospects – 70% of teenagers say it really matters to them what grades they get and making their parents proud.”

natasha kizzie, executive director of the national citizen service uk

“Cutting corners” means choosing a quicker and easier route, by paying little or no attention to rules. Typically, the motivation for cutting corners is to save time, and sometimes – since time is money – to save money. The consequences, however, may be severe. Cutting corners in the building and construction industry can not only lead to unhappy customers, but it could also cause dangerous situations for you as a worker.

REFLECT

In which professions do you think it would be the most dangerous to “cut corners”? Why? What could the consequences be?

MY STORY:

Cutting Corners at Work

Choose two of the people and listen to their stories at citizens.cdu.no. They talk about cut ting corners in their trade. While listening, answer the “Understand” questions.

UNDERSTAND

a What did the builder and the house owner disagree on?

b How did the builder try to save money?

c How was the disagreement settled?

Joseph Smith (34), carpenter

UNDERSTAND

a What did the roofer tell his customers? Why did he do this?

b What were the consequences of his actions?

c What does it mean to “let someone go” from a company?

UNDERSTAND

a How did Linda’s supervisor cut corners?

b What is Linda’s dilemma?

UNDERSTAND

a What did the carpenter do to avoid being drenched by the sudden rainfall?

b Why could this have caused serious injury to Alex?

UNDERSTAND

a What was Juan supposed to do?

b What did he do instead?

c How was the problem solved?

Chris Perry (22), roofer

Linda Potter (17), bricklaying student

Alex Hutchinson (25), scaffolder

Juan Martinez (22), crane operator

& REFLECT

a In small groups, tell each other about the two people you have listened to and what you learnt from their stories.

b In pairs, sort the points below from least to most important when it comes to building and maintaining the reputation of a business or company.

quality of tools/equipment – customer service – health and safety – in-service training – product/service quality – prices they charge –advertising – awards they have won

c Imagine that you work as a scaffolder, plumber, carpenter, landscaper or in any other occupation of your choice (see list on p. 294). Where do you think it would be most tempting to “cut corners”? What consequences could this have for you as an employee, for your colleagues, for your employer or for your customers?

d Draw a cartoon where someone has an accident because they cut corners. You can use the stories you have listened to as inspiration.

2 |PRACTISE: Workplace vocabulary

a In pairs, study the following terms and their definitions. Help each other out if there are any words you do not understand.

malpractice carelessness by a professional person ethics the knowledge of what is right and wrong behaviour job abandonment when an employee does not report to work as scheduled without notifying their employer hazard a source of danger, a possible cause of an accident incident an unforeseen event that occurs without intent prejudice making judgements and having views and opinions before knowing the facts

coercion forcing someone to do something against their will negligence the failure to follow existing safety rules or standards, resulting in danger to workers or the public unreported employment illegal employment that is not reported to the government

b Use at least three of the terms from 2a and write your own story about “cutting corners at work”. You could, for example, write about Simone (24), a well driller who has a careless co-worker, or Armin (29), a plumber who works without a proper contract. You are also free to create your own character from

scratch. Start by introducing your character, and then describe the situation. You may end with the character’s evaluation of the incident.

3 |INTERACT

In pairs, take turns describing what you think might happen to the people in the illustrations. Include details to make it more interesting such as their name, age, occupation, etc.

4 |CREATE: Writing

Choose one task:

a Imagine that you witnessed what happened to one of the people in the photos in task 3 and write a text message to a friend about what you saw. You need to make up more information about the person and the incident.

b Choose one of the photos in task 3 and write a short work instruction (see p. 106) for the person or people in the illustration so they can avoid making the same mistake again.

5 |INTERACT: Writing & role play

A good reputation is the key to a company’s success. Leaving online feedback or reviews on sites such as Facebook, Yelp or Google has become increasingly common. According to a survey, three out of four potential customers state that when they read a positive review, they have more trust in a business. On the right are examples of negative reviews from an online review forum.

Painter and decorator

The work has not been done to the standard I am expecting. My beautiful new oak floors have been scratched by the painters’ ladders, and I’ve also had to remove paint on door frames and on the floors. It seems as if they didn’t cover the floors properly. The actual paint work itself has mainly been done in a professional manner, but there also some walls that have been sloppily painted. I used this company because they were able to take on the job at short notice, but I will not be using them again!

Bricklayer

This company is an absolute shambles! They spent four months(!) re-rendering a façade. They then took the money and left, leaving behind a slew of defects, including a fairly large unrendered area. The biggest issue is that the project manager stopped communicating once issues were raised – refusing to even show up for the final inspection. I can deal with people making mistakes if they take responsibility for them. They never did. Avoid like the plague.

a Choose one of the reviews and use it as the starting point for creating a role play in pairs. The role play should consist of a phone conversation where the owner of the business calls the person who has left the review to get more information and hopefully ideas on how to avoid such reviews in the future.

b Act out your script.

6 |REFLECT: Case studies

a In pairs, comment on the cases below. Focus on these two things:

1) How can what happens affect the company?

(Example: If an employee steals from work, the company makes less money. This could lead to employees being fired or even to bankruptcy.)

2) What would you have done in these situations?

Case 1: You work for a large building company and notice that the secretary fails to answer several of the incoming calls.

Case 2: A good friend of yours really needs a job and asks you to put in a good word for her with your boss. You know that she has been fired before and that she lies about this in job interviews.

Case 3: During lunch, you hear a co-worker criticising your boss and your workplace on the phone. He is speaking very loudly, so many people are hearing the entire conversation.

b Work in pairs and write a case similar to the ones above about something that could happen at your future workplace. Swap cases with another pair and comment on it, using the two questions in task 6a.

7 |UNDERSTAND & CREATE

If you look around the classroom, you will probably see signs and posters that give you information about things you should and should not do. It is the same in any workplace, where you will see warning signs, notice signs and instruction signs.

a Take a look at the signs on the right and try to figure out the following:

– What does the sign say? (What information is included?)

– What is the purpose of the sign? (Why was it made?)

– Who is the target audience? (Who is it made for?)

b Make a sign for your future workplace that encourages people to focus on the task at hand and not spend their time looking at their phones.

REFLECT

Talk about the following with a partner:

a Based on the titles of texts 1 and 2, “I Chose to Look the Other Way” and “Dumb Ways to Die”, what do you think they are about?

b What have you learnt about workplace safety from your vocational teachers?

Texts are written with different purposes in mind, for example to persuade, entertain or inform (see p. 146). However, some texts that want to provide people with important information try to do so while entertaining them, moving them or persuading them at the same time. Think about this while reading or listening to two texts.

PROMOTING SAFETY:

Poem and Song

I Chose to Look the Other Way

By Don Merrell

I could have saved a life that day, But I chose to look the other way. It wasn’t that I didn’t care; I had the time, and I was there.

But I didn’t want to seem a fool, Or argue over a safety rule. I knew he’d done the job before; If I spoke up he might get sore.

The chances didn’t seem that bad; I’d done the same, he knew I had. So I shook my head and walked on by; He knew the risks as well as I.

He took the chance, I closed an eye; And with that act, I let him die. I could have saved a life that day, But I chose to look the other way.

Now every time I see his wife, I know I should have saved his life. That guilt is something I must bear; But it isn’t something you need share.

If you see a risk that others take That puts their health or life at stake, The question asked or thing you say; Could help them live another day.

If you see a risk and walk away, Then hope you never have to say, “I could have saved a life that day, But I chose to look the other way.”

Glossary: see p. 301

REFLECT

a Think back: why did you choose to study Building and Construction?

b Is there anything you know now that you wish you had known before choosing this education programme?

c What are some potential challenges you think you will meet in your future profession?

d What advice would you give students who are thinking about applying for Building and Construction?

WORKPLACE CHALLENGES: Andrea’s

Choice

Andrea is a fifteen-year-old student from England. Like most people her age, she is unsure of what to be when she grows up. Her cousin, Kevin, chose Building and Construction and is now a bricklayer. Andrea is leaning toward choosing this education programme, but she wants to know more about some of the possible professions she can choose. The texts you are about to read are:

– a transcript of a conversation Andrea had with Kevin

– an opinion piece written by Kevin’s friend Peter, who is a plumber

– a Messenger dialogue between Andrea and Kevin’s girlfriend Melissa, who is a landscaper

a job description for the profession of painter and decorator

While reading the texts, consider what they say about the positive and negative aspects of these professions.

ANDREA: What exactly is your job, Kev?

KEVIN: I’m a bricklayer. I work for a small firm owned by our old neighbour, Ruben.

ANDREA: Do you like it? What is it you do?

KEVIN: Honestly, I love it! Right now I’m building foundations for a summer house, but I also do quite a lot of tiling inside. I prefer being outdoors though. During the pandemic many people wanted swimming pools in their gardens, and many of those need tiling as well. My favourite is working on garden walls, and I like being able to use different techniques to change the expression of the walls and buildings. Most people are familiar with the stretcher bond, where the long side of the brick is exposed. But you also have header bond where the short side of the brick is exposed or the English bond where you do a mix of these and …

ANDREA: You’re getting a little bit too technical now!

KEVIN: Yeah, sorry, it just excites me. But I also like being active and building something using my hands. I could never sit in an office all day! I’m sure they do different things on their computer and use their heads in different ways, but I get to do my work in different places, with different people, seeing different projects take shape. Sometimes I also get to help people make important decisions when it comes to tiling, for example. Just like with bricks, the placement of tiles creates different looks, such as vertical offset or vertical stack or brick bond or herring bone or …

ANDREA: Again, with the details! Do you ever not like your job?

KEVIN: Hmm … I must admit we often start work quite early. And as you know, I need my beauty sleep. So, I’ve had to change my routines and go to bed a bit earlier than I used to. Also, working outdoors can be a bit cold in the winter. Those might be the only days I wish I were in an office.

ANDREA: Is there anything else I should know about?

KEVIN: Yeah, be ready for some odd questions or even negative remarks from people when they learn what you do for a living. Everyone has an opinion about people in our industry because most people meet builders, electricians, plumbers and so on from time to time. They don’t always understand how complex our jobs can be, and how it’s not always possible to be on time when you have to go from one end of town to the other for different projects. You’ll have to get used to people making snarky remarks about the experiences they have with people in our industry. But you’ll find ways to cope.

foundation grunnmur, fundament tiling flislegging/flisleggjing bond forband snarky spydig to cope å klare seg

UNDERSTAND

a What does Kevin like about being a bricklayer?

b What can be challenging about being a bricklayer?

4 |CREATE: Writing

Choose one task:

a A few days after the accident, Gunderson writes his brother an email to tell him about what happened. Write Gunderson’s email.

b Write a short story about someone who experiences discrimination or is bullied at work.

c In this story Mr. Nichols tries to inspire the boys by telling them about panache. Who or what do you find inspiring? Who motivates you in life? Write a short text.

d The foreman had to write a report to his boss about the accident. Write the foreman’s report. (See p. 212 for help.)

5 |PRACTISE: Workplace vocabulary

a There are many different construction vehicles – but can you tell them apart? Match each illustration on page 210 with the correct English and Norwegian label.

English names: dump truck – skid-steer loader – fuel truck – excavator – concrete truck – flatbed truck –bulldozer – road roller – front loader – motor grader

Norwegian names: hjullaster – betongblander –tippvogn – gravemaskin – bulldoser – veivals –veihøvel – kompaktlaster – flatvogn – tankbil

b Here are descriptions of what four of these machines are used for. Which machine fits each description?

(i) It carries ready-mixed concrete to a construction site. The rotating mixing drum helps prevent the concrete from setting in transit.

(ii) It is a heavy-duty machine designed with a long blade, often used in the construction and maintenance of dirt and gravel roads for creating a flat surface where the asphalt will be placed.

(iii) It is a powerful machine used for shallow digging and ditching; short-range transportation of material; spreading soil dumped from trucks; rough grading; removing trees, stumps and boulders; and cleaning and levelling around loading equipment.

(iv) It is a compact, multipurpose piece of construction equipment often used for digging. It is manoeuvrable and lightweight, and its arms can attach to different tools for various construction and landscaping jobs.

c Choose one of the other machines and write a short description of its uses. Join a couple of classmates and see if you can guess which machine each of you is describing.

6 |REVIEW

a Make a table like the one below. Choose at least three texts from this chapter.

Name of textThree important things I learned from the text

b Which text did you enjoy the most in this chapter? Give reasons for your opinion.

c Did you find any of the texts in this chapter challenging? If so, why?

d What do you want to learn more about when it comes to safety and/or communication in the workplace? Write a short text and also explain why you think it is important to learn more about this.

WRITING COURSE 4: ACCIDENT REPORT

A report is a text that explains something we have seen or done. At school, you may be asked to write a report on a visit to a company or to reflect on your work and the skills you have gained. You may also be asked to write a report to explain the work process that led to a finished product. At work, we may have to write a report when a project is finished, or when an accident happens. Sometimes, for example when something unexpected happens at work or if you have been involved in a car accident, the reports will be specific forms that you have to use, such as an injury report (“skademeldingsskjema”).

The person who reads the report expects useful and correct information about a topic or an event. It is therefore important that the report is written using formal and objective language (see p. 282), that it contains relevant information and that it is not too long.

A report is written using the first person: I or we. This course is about accident reports, but you will find other types of report at citizens.cdu.no.

Accident report

If there has been an accident at your workplace, you need to write a report to your boss, so he or she will know what happened, and why it happened. A report may be used to place responsibility for an accident, to change routines or to decide whether a person should get some compensation for an injury. When you sign your name at the bottom of the report, it means that you approve of the content of the report.

An accident report might look like this:

To: (name / job title)

From: (name / job title)

To: Dennis McIntyre, manager/owner of McIntyre inc.

From: Jeremy Lanigan, construction worker at McIntyre inc.

Date: 20 September 2023

Subject: (Write what the report is about)

Background: Why are you writing this report?

Brief description of the incident: What happened? Who? When? Where? Facts, not opinion.

Laceration of thigh due to faulty angle grinder disc

On 18 September 2023 at 1:30 PM, I suffered a laceration injury working at the High Street construction site. I will be on two weeks’ injury leave, starting this Monday.

While I was cutting a steel rod for the stairs by H6M in the High Street, the angle grinder disc broke, hurling a piece of the disc toward my left thigh. I was alone at the site, but my colleague Ian heard me and came to my rescue. It cut deep into the flesh, and the wound had to be stitched together at the doctor's.

I noticed the disc was somewhat worn, but as there was no spare disc available and I had only a small cutting job left, I unfortunately chose to proceed. I admit that I should not have taken this unnecessary risk.

Suggested measures:

I suggest that the company strengthen the routines for inspecting tools and equipment, to ensure safe usage. Time pressure and deadlines for when the work needs to be finished can lead us to take unnecessary risks. At any rate, the company should make sure there are new replacement parts available at all times.

Conclusion / Next steps: I will be on sick leave for two weeks, starting this Monday. This is because I am not allowed to strain the muscles in my legs, as this will make it more difficult for the wound to heal.

Signature: Jeremy Lanigan

VOCATIONAL GLOSSARY: BUILDING AND CONS TRUCTION

1. The construction site (p. 290)

2. Tools (p. 292)

3. Planning, drawing and documentation (p.293)

4. Occupations (p. 294)

5. HSE (p. 294)

6. Useful words (p. 296)

7. On the job (p. 297)

1. THE CONSTRUCTION SITE

On a construction site, common work tasks are foundation and concrete work, bricklaying and carpentry work.

Norwegian EnglishExplanation

aluminium aluminium

Aluminium is an element that is strong and has low weight.

anleggsmaskiner construction machineryConstruction machinery is machinery that moves soil and rock masses on the construction site.

arbeidsbukk sawhorse

arbeidslag work team

arbeidsstasjon workstation

A sawhorse provides support and relief for various work tasks.

A work team consists of two to six skilled workers who do production work.

A workstation is where you do your work tasks.

Fittings are equipment or accessories for technical installations. armering armouring, rebar

armatur fittings

Armouring or rebar is a reinforcement of concrete by using iron bars.

betong concrete Concrete consists of cement, water and sand, and is used for casting.

bindingsverk timber framing

bjelkelag joist

Timber framing is a construction method for wooden houses.

A joist is a thick board that is part of the structure of the floor or ceiling.

brakke shed, portable cabinA shed or portable cabin is an easily built structure that is used as a break room and meeting room on construction sites.

byggeplassleder/ byggjeplassleiar

construction site managerA construction site manager is responsible for running the construction site and implementing the construction project.

drager/dragar girder

dumper/dumpar dump truck

A girder is a beam that supports other beams.

A dump truck is a machine that transports and dumps soil and rock masses.

fall incline An incline is a slope in the floor that directs water towards the drain.

fliselim tile adhesive

fliselegging tiling

forskaling formwork

Tile adhesive is a type of glue that attaches tiles to walls and floors.

Tiling is to lay tiles on the floor or mount them on a wall.

Formwork is forms composed of castings.

fuge joint A joint is a space between tiles or between bricks.

fugemasse grout

Grout is a substance for filling and sealing joints.

gesims cornice A cornice is the transition between the roof and the wall of a house.

gipsplate plasterboardYou use plasterboard as a base for wallpaper, tiles or paint.

gravemaskin excavatorAn excavator is a machine that digs out building and construction areas.

gulvlegging/golvlegging floor-layingFloor-laying is laying parquet, laminate and wooden floors.

hjullaster/hjullastar front-end loaderA front-end loader is a machine that loads and transports loose masses.

isolasjon insulationInsulation is a material that prevents heat loss.

ledningsnett/leidningsnett wiringWiring is an arrangement of wires used for electric distribution in a building.

legering alloyAn alloy is a mixture of different metals.

listverk moulding, trim finishingMoulding is decorative strips used for ornamentation or finishing.

maling/måling paintPaint is a substance used on surfaces (walls, floors, ceilings, etc.) for greater endurance and colour.

murverk brickworkBrickwork is bricks laid with mortar.

møne roof ridgeThe roof ridge is the highest part of the roof of a building.

mørtel mortarMortar is the material that binds bricks together.

pipe, skorstein chimneyA chimney is made of brick, concrete or tin and removes smoke from, and supplies air to, the fireplace.

rør-i-rør-system / røyr-i-røyrsystem pipe-in-pipe systemA pipe-in-pipe system consists of an inner and an outer water pipe, wall boxes and a distributor cabinet.

sement cementCement is a binder that becomes hard when it dries.

servant washbasinA washbasin is a sink for washing hands or equipment in.

skråbånd/skråband cross braceA cross brace is a board that is used to stabilise the structure.

sliping sandingTo sand is to make a material even and smooth.

sparkling spackling, plasteringTo spackle or plaster is to use a hole-filling paste in joints and holes, on edges and on uneven surfaces, to make the surface smooth.

stender studA stud is a board that is part of the timber frame in wooden houses.

stillas scaffoldA scaffold is a temporary work platform.

støping/støyping castingTo cast is to pour liquid material into a mould that solidifies and becomes a solid material.

stål steelSteel is an alloy of iron that contains carbon in any amount up to about 1.7 per cent.

takkonstruksjon roof structureA roof structure is the load-bearing foundation for the roof.

taktekking roofingRoofing is making the roof wind- and waterproof.

tapetlim wallpaper glue, wallpaper paste Wallpaper glue or paste is an adhesive that attaches the wallpaper to the wall.

tapetsering wallpaperingTo wallpaper is to glue wallpaper onto the wall.

teglstein brickA brick is a rectangular unit of building or paving material made of burnt clay.

underlag substrate, subfloorSubstrate or subfloor is a material to lay under the floor.

veihøvel/veghøvel graderA grader is a machine for levelling earth, typically on roads.

våtrom wet roomA wet room is a room with a water supply and a drain in the floor.