Citizens YF Teknologi- og industrifag (LK20) Utdrag

CITIZENS

Engelsk for Teknologi- og industrifag

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: Frank May/NTB

Forlagsredaktør/Bilderedaktør:

Birger Nicolaysen

Repro: Narayana Press, Danmark

Trykk: Livonia Print Sia, Latvia 2023

Utgave 1

Opplag 1

ISBN 978-82-02-79371-5

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 Technological and Industrial Production. 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 Technological and Industrial Production. 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

Overcoming Obstacles

110Articles

Slam (Nick Hornby)116

Unprotected (Simon Rich)

LISTENING: novel extractThe novel Slam

119Short story

The Hate U Give ( Angie Thomas)

125Novel extract

The Hate U Give: film and novel Immigrant

1: The Last Border (Ben Judah)

130

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)138 LISTENING: novel extract

Being a Zero Waster

CHALLENGE: Comparing Opinions

WRITING COURSE 3: Opinion Piece

Chapter 4: CAUTION!

TEXT

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

140Interview

147Opinion pieces

151Writing course

Rethinking everyday life

2: Dumb Ways to Die (Ollie McGill, John Mescall & Patrick Baron) 162Song

Wrong Channel (Roberto G. Fernandez) 176Short

Workplace Challenges: Andrea’s Choice

Working Like Dogs? Cases from English-Speaking Countries 200Cases

CHALLENGE: Panache (William Patrick Kinsella) 205Short story

WRITING COURSE 4: Accident Report

Chapter 5: CITIZENS

TEXT

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

Fake News: Don’t Be Fooled!

A Beautiful Mosaic

216Essay

220Article

231Article

dialogue Democracy the American Way

Guns in America and New Zealand

241Article

The Hunger Games (Suzanne Collins)

My Story: “Are You British?”

Dog Eat Dog (Niq Mhlongo)

249Novel extract

255Interviews

260Novel extract

project

CHALLENGE: Born a Crime (Trevor Noah)

269Autobiography extract Born

5: Five-paragraph Essays 276Writing

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 Technological and Industrial Production, 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, not just to perform your work tasks, but also to connect with other people and to 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 Technological and Industrial Production?

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, or 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. 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.

“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.” -

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,

trond vinje, hr director of evry

Mechanic explaining in English

what is wrong with a car. The customer is a Dutch tourist who has been surprised by the condition of some of the roads in the northern part of Norway.

range utvalg, rekke / utval, rekkje manufacturing produksjon, utvikling maintenance vedlikehold/ vedlikehald demand etterspørsel to conduct å gjennomføre manual bruksanvisning, manual / bruksrettleiing, manual tool verktøy, (arbeids)redskap / verktøy, (arbeids)reiskap trade yrke, bransje

You have chosen a professional field – Technological and Industrial Production – that offers a fantastic range of job opportunities within product design, manufacturing, maintenance and repair. The industrial and technological world of today and tomorrow is becoming increasingly complicated, so there will be greater demand for technically skilled workers. Solid English skills may help you get the kind of job you want, as companies –even very small ones – increasingly operate on the international market. There is also a fair chance you will have English-speaking customers or colleagues here in Norway.

– 8 out of 10 industrial businesses in Norway report using English, rising to 9 out of 10 for businesses with more than 100 employees

–

2 out of 10 industrial businesses use English as their official language at work

– In 5 out of 10 businesses, English is found to cause communication problems

–

UNDERSTAND

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

b What is globalisation?

c Why can good English skills be necessary in jobs within Technological and Industrial Production?

4 out of 10 foreign workers in Norway speak little or no Norwegian

(Source: see p. 298)

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 information that is out there: magazines, articles, manuals, instructions, 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: colleagues

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: Most of my colleagues speak some English. I helped a customer who called me early 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 Technological and Industrial Production are the pictures supposed to represent? (See p. 294 for a list of occupations in English.) What in the pictures makes you think so?

c In what ways can English be used in the situations you see in the pictures? Find one or two examples for each situation.

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 Technological and Industrial Production. Match the Norwegian title with the correct English translation.

A. sveiser 1. logistics operator

B. platearbeider2. well operator

C. verktøymaker3. professional driver

D. faglaborant4. toolmaker

E. vaskerioperatør 5. welder

F. billakkerer6. car painter/sprayer

G. bilmekaniker7. sheet metal worker

H. yrkessjåfør8. laundry operator

I. logistikkoperatør9. seaman

J. brønnoperatør10. car mechanic

K. matros 11. qualified laboratory technician

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

1) Operates heavy laundry equipment such as the tumblers and the extractors, loading and unloading laundry into and out of the machines.

2) Produces, modifies and repairs the tools used in manufacturing processes.

3) Uses pieces of thin steel, aluminium or other alloyed metal in manufacturing and construction.

4) Prepares the surfaces of vehicles, matches and mixes colours and applies paint to vehicles.

5) Operates large vehicles to transport cargo over various distances.

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 ingform.

Use the name of the occupation you think is correct for each photo and combine each with one of the following verbs: check – relax – grind – hang – adjust

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:

– A car mechanic is replacing an exhaust pipe.

– The drill operator is monitoring the gauges.

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

– 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.

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 passengers 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 Technological and Industrial Production, 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 car-related terms below into Norwegian. Use an online dictionary if necessary.

oil filter / tyre / spark plug / dipstick / cylinder / brake pad / transmission / engine / piston / exhaust pipe / high voltage battery

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:

engine Norwegian: motor French: moteur

d There are many more car parts you might need to know the English name of if you choose to work with cars. To practise vocabulary related to a car’s exterior, match the following words to the correct numbers on the drawing:

rear door / bonnet / front bumper / headlight / roof / tyre / windscreen / grill / rim / side-view mirror / wheel arch / front door

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 …

What I think is difficult about is … I because …

– I would like to improve my English because …

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

Here are a few examples of occupations within Technological and Industrial Production:

Maintaining vents and pipes

Close attention to detail

Able to handle stress

Good English skills

Personal qualities

Maintaining ship engines

Key tasks

Ship engine mechanic

Guard duties

Possible to work in land-based industry

Working environments

Usually works onboard ships

Often long stays at sea

Planning, taking and analysing tests

Maintaining instruments and equipment

Key tasks

Assessing and verifying analysis results

Industry

Systematic

Patient

Personal qualities

Able to follow procedures

Laboratory technician

Technological and Industrial Production

Works in laboratories

Hospitals and universities

Often 14-day shifts

Long working days

Public companies

Drill operator

Works in the offshore industry

Becomes a lifestyle

Cable operations

Key tasks

Front-line maintenance

Physical and mental strength

Personal qualities

Team worker

Positive attitude

Sea-floor installation

Close attention to detail

Good with hands

Welder

Efficient

Personal qualities

Maintaining equipment

Key tasks

Handling materials

Creating or repairing metal products

Logistics operator

Transport sector

Freight terminals or airports

Working environments

Commercial enterprises

Able to learn new things

Efficient

Personal qualities

Good technical insight

Car mechanic

Servicing, troubleshooting and repairing cars

Key tasks

Repairing car parts

Using electronic and mechanical diagnostic methods

Can work in building construction

Working environments

Can work in shipbuilding

Can work in manufacturing

Processing orders, storage and packing

Key tasks

Customer management

Securing transport of goods and cargo

Efficient

Personal qualities

Able to provide good customer service

Usually works with light vehicles

Usually works in auto repair shops

Physical strength

Can work in car dealership or independent repair shop

Often works with computers

There are many different jobs within Technological and Industrial Production. 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 CNC operator is concentrating on his work.

b A car painter is spraying a car.

c A heavy vehicle mechanic is working on a loader.

d A laboratory technician is examining a sample.

e A light vehicle mechanic is diagnosing a problem.

f A locksmith is installing a new lock in a door.

g Two welders are working together.

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 English important? (Answer: ship engine mechanic)

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:

CNC operator – car body repairer – professional driver –locksmith – seaman

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. Divide the people on this and the next two pages between you, three for each.

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 Technological and Industrial Production explain what makes them proud of the work they do.

JANE BROWN:

locksmith låsesmed p. 70:

sheet metal worker platearbeider/platearbeidar ductwork ventilasjonssystem glitch feilfunksjon to remount å sette opp på nytt, å remontere / å setje opp på nytt, å remontere meticulous grundig scales vekt to scrap å kassere, å skrote

I am a locksmith, and my job can be quite demanding: people generally need their doors opened 30 minutes before you even arrive! In addition, there are new things to learn all the time. There are always new locks and mechanisms on the market, not to mention the digital locks that are becoming more and more popular. Some of my colleagues find it hard to keep up, but I take great pride in being up to date and ready to tackle new technology.

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 within technical and industrial professions can 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 Why must the chemicals used by mechanics be properly disposed of?

b Why is this more challenging when working outdoors?

c What can happen to workers who fail to handle oil waste correctly?

Chris Perry (22), mechanic

UNDERSTAND

a How does Tina feel about her work placement?

b How does her supervisor behave?

c What worries Tina?

UNDERSTAND

a What is the problem with Joseph’s colleague?

b What did the colleague fail to notice?

c What happened to the owner of the Toyota?

UNDERSTAND

a What are some important qualities of a bus driver?

b What should a bus driver do if caught in traffic?

c How does Keith behave when he is behind schedule?

UNDERSTAND

a What was Juan supposed to do?

b What did he do instead?

c How was the problem solved?

Tina Jackson Mill (17), welding student

Joseph Smith (34), car mechanic

Patty Bell (28), bus driver

Juan Martinez (22), crane operator

|PRESENT & 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 car mechanic, sheet metal worker, commercial driver or in another 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 mechanic whose co-worker does not follow important standards, or Armin (29), a car painter 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 in question.

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.

Auto repair shop

We used this shop when we were stuck in the area after our car broke down. We had to wait a long time before someone came to the front desk, because the receptionist was asleep in the back room. When we finally got help, the mechanic was quick figuring out our problem. He could not fix it without ordering spare parts but found a temporary solution, so we were able to drive home. Because he did very little work on the engine, we were surprised by the price we had to pay. I later asked my regular mechanic, and he assured me we were ripped off.

All in all, this shop is an okay choice if you are in dire need – as we were – but it would definitely not be my first choice.

Bus service

First of all, the bus was 50 minutes delayed upon arrival, which was annoying but understandable as a car accident had blocked traffic. When the bus finally arrived, we were told to use the restrooms at the bus station because the onboard toilet would not flush. Several people had to go, and so the bus was further delayed.

The bus driver kept letting people use the restrooms at various bus stops, and altogether the trip took more than two hours longer than expected. The considerable delay and the malfunctioning toilet are factors that make me think I will not book a trip with this company again.

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 acompany supplying engine equipment 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

Background

THE “WHITE” STRATEGY

When skimming, we search for clues to what a text is about, without focusing on details. One way of skimming a text is to look for WHITE:

You look for: You ask yourself:

Whole text impression

Headings

What text type is this? Does it look like a textbook text, poem, article or something else? What makes you think this?

What do the heading and subheadings tell you about the text? What keywords can you discover there?

Illustrations What information can you find in the pictures, graphs or other types of illustrations? What do the captions say?

Topic sentences What do the topic sentences (see p. 58) tell you about the topic? Extract some key information from these.

Ending What do the final sentences tell you about the content of the text?

Below is what a student noted down after using the WHITE strategy on the text “Fake News: Don’t Be Fooled!” (p. 220):

Whole text impression

Looks like a factual text about the topic “fake news” (length, pictures, tasks, sub-headings, etc.).

Headings “Fake News: Don’t Be Fooled!” The title gives us the topic “fake news” and includes a direct appeal to the reader. This suggests that the text will give advice on how to avoid being fooled by fake news.

Subheadings:

Going viral / Fake news = big business / Social media and fake news / Fake news in a complicated world / Challenge to democracy / The consequences of fake news

Illustrations and their captions

Topic sentences: Key information extracted from the first five paragraphs

- the photos in the text and their captions are typical photos you see in news articles, with captions that give more information

- there is a cartoon as well as statistics – a quick look reveals that both concern fake news

- “fake news” = false news that looks or sounds true

- some fake news stories are partly true, others completely false

- not always bad intentions behind fake news

- stories going viral: spreading like a virus

- people spread fake news without knowing that they are doing it

- Facebook: accused of not working hard enough to remove fake news stories

These sentences reveal that the text will cover the topic of fake news from different angles, starting with a definition of the term itself.

Ending Fake news is here to stay. It is our responsibility to check whether information is true and reliable before passing it on.

This conclusion places a personal responsibility on each of us to make good use of the information and advice the text has given us.

PRACTISE:

Using a reading strategy

a Individually, skim the text on pp. 166–170 and fill in a WHITE table (see p. 164).

b In pairs or small groups, compare what you have found out about the text. Then agree on answers to the following questions:

– What do you think this text is about? Why do you think so?

– What do you think you will learn from reading this text?

Safety in Technological and Industrial Production

REFLECT

a Think back: why did you choose to study Technological and Industrial Production?

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 Technological and Industrial Production?

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 Technological and Industrial Production and is now a car painter. 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 motorcycle repair technician

a Messenger dialogue between Andrea and Kevin’s girlfriend Melissa, who is a sheet metal worker

– a job description for the profession of commercial driver

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 car painter, or car sprayer as it’s also called, working 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! Most of the time I’m repairing damaged paintwork on cars that have had smaller accidents and scraped or dented the doors or fenders. You wouldn’t believe how many cars need fixing. Let me tell you, there’s always plenty to do. I mostly work on refinishing smaller areas of the car’s surface, but on occasion I have also had the opportunity to repaint the entire car body in a completely new colour. That’s rad! But you must be very careful, or a number of things can go wrong: Your new topcoat might dissolve pigments in the old finish and cause bleeding, or you may suffer adhesion loss or have air trapping, and with metallic finishes there is also the issue of mottling and …

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

KEVIN: Yeah, sorry, it just excites me. I like that what I do requires specialised knowledge and experience. It’s not something anyone can do without training. There’s a reason people use professionals for this, you know. They need me, not only to do a great job, but also to give advice on what type of finish to opt for, and should they use urethane paint, acrylic enamel, acrylic urethane or perhaps …

ANDREA: Kevin! Stop! Too many details. I can tell you love your work, but there must be some downsides as well. Huh?

KEVIN: Hmm … I should probably mention that it’s quite a dangerous profession, at least if you don’t know what you’re doing. There are lots of opportunities for inhaling fumes or getting chemical burns. It’s also quite physical, which I mostly like. But if you’re tired or you’ve been round to the pub the night before, there’s no time to sit and chill. I think my mate in the insurance business has more opportunities to relax.

ANDREA: Is there anything else I should know about?

KEVIN: There’s one thing that I at least find pretty cool: You can actually compete in car painting. I bet you didn’t know that. People compete in restoring a damaged vehicle to its original finish, and are judged on their ability to match colours, shades and textures exactly and their ability to work in a safe and responsible manner. I’m thinking of entering on a national level, but the competition is steep. Last year’s winner did a really great job and I think he came in third in the world championship. I don’t know if you still like competing, but I remember how you wanted to win so badly when our families had those bowling tournaments when we were kids.

car painter billakkerer/billakkerar dent bulk fender skjerm refinishing etterbehandling surface overflate rad (slang): awesome, cool adhesion heft mottle (farge)flekk to inhale å puste inn fume gass to restore å restaurere / å restaurera

UNDERSTAND

a What does Kevin like about being a car painter?

b What can be challenging about being a car painter?

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, welder 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

Background

THE UK, GREAT BRITAIN AND THE BRITISH ISLES

THE UNITED KINGDOM (the United Kingdom of Great Britain and Northern Ireland, the UK): This is a political term. It is the name of the nation that includes England, Scotland, Wales and Northern Ireland. These four countries are all represented in the UK Parliament in London.

GREAT BRITAIN: This is a geographical term, but not the name of a country/state. The term refers to the island that consists of England, Scotland and Wales.

THE BRITISH ISLES: This is a geographical term that includes Great Britain, the island of Ireland and around 6000 smaller islands. The British Isles contain two independent nations: the United Kingdom and the Republic of Ireland.

POPULATION: The United Kingdom: 67 million people – England: 56.5 million / Wales: 3.1 million / Scotland: 5.5 million / Northern Ireland: 1.9 million.

(Office for National Statistics, mid-2021 estimates)

NATIONALITY: People from the United Kingdom are British. Depending on their birthplace, they are also either English, Scottish, Welsh or Northern Irish. Note: Calling a British person from Wales, Scotland or Northern Ireland English is something you should avoid. (It is, in fact, quite an insult.)

FLAG: The Union Jack was named after King James, who became the first Anglo-Scottish king a century before England and Scotland were formally united in 1707. The original union flag was changed again, to include the Irish flag of St Patrick, when Ireland was made part of the union in 1801.

NATIONAL ANIMAL: If you look closely at the Welsh flag, you will notice a red dragon in the centre. This dragon is the national animal of Wales. England has a lion as its national animal, while Scotland has, since the 12th century, had a unicorn as its national animal. Northern Ireland has no particular national animal.

England Scotland

Original Union Flag (1606) Ireland

Current Union Flag (1801)

REFLECT

In pairs or groups, ask each other the following questions:

– Do you think of yourself as Norwegian?

– How do you feel about the place where you live?

MY STORY:

“Are You British?”

England's Raheem Sterling celebrates scoring in the 2022 World Cup with teammates Harry Kane (left), Bukayo Saka (top) and Jude Bellingham (right).

VOCATIONAL GLOSSARY: TE CHNOLOGICAL AND INDUSTRIAL PRODUCTION

1. Machinery, tools and equipment (p. 290)

2. Methods and processes (p. 292)

3. Materials, chemicals and gases (p. 293)

4. Occupations (p. 294)

5. HSE (p. 294)

6. Useful words (p. 296)

7. On the job (p. 297)

1. MACHINERY, TOOLS AND EQUIPMENT

In Technological and Industrial Production, you work with different machinery, tools and equipment.

Norwegian EnglishExplanation

arbeidstegning/ arbeidsteikning work drawing

avbitertang/avbitartong wire cutters

batteri battery

batteridrill power drill

You use a work drawing to describe what the product will be like and how to do the job correctly.

You use a pair of wire cutters to cut metal wires.

A battery contains chemical substances and stores electrical energy.

A power drill is used to loosen and tighten screws or drilling holes.

baufil hacksaw You use a hacksaw to cut through metal.

benkeslipemaskin bench grinder

bitssett bit set

blikksaks tin snips

bolt bolt

bor drill bit

brotsj reamer

A bench grinder is an appliance that is used to sharpen other tools.

A bit set contains different bits for a power drill.

You use a pair of tin snips to cut thin metal sheets.

You use a bolt to screw several parts together.

You use a drill bit to make round holes in materials.

You use a reamer to make holes that must have a very precise measurement.

båndsag/bandsag band saw A band saw cuts metal with a rotating blade.

CNC-dreiebenk CNC lathe

dor mandrel

dreiebenk lathe

A CNC lathe is an electronic lathe that you control with a computer programme.

You use a mandrel to push something out of a hole.

A lathe is a machine that removes material from a piece of rotating metal.

fastnøkkel spanner (US English: wrench) A spanner has a fixed opening. You use a spanner to provide grip when turning objects such as nut and bolts.

fil file

fresemaskin milling machine

gjengelære thread gauge

There are many types of files and you use them to smooth out the surface of materials.

A milling machine is used to mill chips off a piece of work.

You use a thread gauge to measure the pitch of a thread.

gjengetapp taper tap A taper tap cuts internal threads.

gradskive protractor A protractor is used to measure and draw angles.

høyderisser/høgderissar height gaugeA height gauge is used to measure and mark the height of a workpiece.

kaldsag cold sawA cold saw saws metal by the blade going back and forth.

kjoks chuckA chuck is a drill or a workpiece for a drill, mill or lathe.

kjørner/kjørnar centre punchA centre punch has a pointed end, and you use it to mark for holes in metal.

knekkemaskin/ knekkjemaskin

metal working machineA metal working machine is used to bend or twist metal sheets.

kulehammer/kulehammar ball peen hammerA ball peen hammer is used to tap and shape metal.

meisel chiselA chisel is used to work metal and stone.

metermål metre rulerA metre ruler is a foldable ruler that you measure with.

MIG/MAG-sveiseapparat MIG/MAG welding machine A MIG/MAG welding machine is used to weld metal by means of a melting electrode wire and active or inactive shielding gas.

mikrometer micrometerMicrometers are used when you want to measure to an accuracy of 100th of a millimetre.

multimeter multimeterA multimeter is used to measure voltage, current and resistance.

mutter nutA nut has internal threads and holds screws or bolts.

måleur dial indicatorA dial indicator is used to measure the run-out in a shaft.

passer/passar compassA compass is used to measure circles and arcs.

plasthammer/plasthammar plastic hammerA plastic hammer is used to hammer parts together without damaging the parts.

radiuslære radius gaugeA radius gauge is used to measure or check a radius.

rissepenn drawing penA drawing pen is used to make marks on metal.

skiftenøkkel adjustable spanner (US English: adjustable wrench) With adjustable spanners you can alter the width gap of the spanner to fit different objects.

skjærebrenner/skjerebrennar cutting torchYou use a cutting torch to cut steel using the gases oxygen and acetylene.

skralle ratchetYou use a ratchet to loosen or tighten a screw and nuts without lifting the tool from the screw.

skrue screwA screw has threads and a head and fastens materials together.

skrujern, skrutrekker / skrujern, skrutrekkjar screwdriverYou use a screwdriver to loosen or tighten screws.

skrustikke viceYou use a vice when you need to clamp a workpiece.

skyvelære calliperA calliper is used to measure the inside, outside and depth of an object.

stålbørste wire brushYou use a wire brush to remove rust or paint from a piece of metal.

svingjern tap wrenchYou use a tap wrench together with a threaded pin to make internal threads.

søyleboremaskin column drilling machineA column drilling machine is a drill that stands on a column on the floor.

tang/tong pliersPliers come in many different types, and you use them to grip, shape or cut material.

TIG-sveiseapparat TIG welding machineYou use a TIG welding machine to weld metal with a non-melting electrode.

tvinge screw clampYou use a screw clamp to hold in place materials that you want to fasten together.

vinkelslipemaskin angle grinderYou use an angle grinder to grind, cut and polish metal surfaces.