giáo trình tiếng anh xây dựng by Đức Hùng

A L W A Y S

L E A R N I N G

PEARSON

English for Construction is part o f the Pearson Longman Vocational English series. I t is designed for students i n vocational education and for company employees i n training at work. W r i t t e n by industry practitioners, it combines a strong grammar syllabus w i t h the specialist vocabulary and skills that learners need to succeed i n their chosen field.

Level 1 English for Construction

is designed for students with a basic

knowledge o f general English who now require an elementary (CEF level A 1 - A 2 ) English course in this specific field. It includes: • topics that reflect the latest developments in construction, making them immediately relevant to students' needs. • clearly defined language and function objectives which are backed up by comprehensive on-the-page language boxes. • essential online support for teachers including teacher's notes, fully editable tests and multilingual glossaries. • student C D - R O M w i t h interactive glossaries i n both British and American English and full course book audio in MP3 format.

Other titles in the series include: English for Banking & Finance English for Information Technology English for Nursing English for O i l and Gas

^COMMON EUROPEAN FRAMEWORK^ A n

1 1

Level 1 A2

Level 2

ISBN 9 7 8 - 1 - 4 0 8 2 - 6 9 9 1 - 6

m B2

.pearsonELT.com/vocationalenglish

78H08"269916

Contents lit 1 Th e consti-uction industry

Function

Introductions p. 4

Introducing yourself and others

Language

Vocabulary

Present simple: b e

Jobs

Present simple: regular verbs Adverbs of frequency Finding out more p. 6

Talking about jobs in the construction industry

Wh- questions Questions with b e

The alphabet Wh- question words

T h e construction industry p. 8

Describing parts of the construction industry

Plurals Prepositional verbs

Types of construction Industry sectors

Parts of a h o u s e p. 10

Understanding a house plan

77i/sis ...

House features

Naming parts of a house R e v i e w p. 11 T r a d e s a n d training p. 12

Describing trades and the stages of trade training

Present simple

Trades Vocational courses

Trade materials p. 14

Talking about materials

Parts of speech Numbers 1-100

Materials Calculation words

Unit 2 Trat

(ft <B

Making calculations Instructions p. 16

Giving instructions Saying where things are

The imperative Sequencers Prepositions of place

Scaffolding

T h e apprentice p. 18

Giving personal information

Questions and answers for personal information

Tools

Delivery p. 20

Answering questions about delivery Talking about the delivery of heavy equipment

Present continuous

Movement verbs

C r a n e s p. 22

Using cranes and control units

Opposites There is/There are

Cranes

Controls a n d equipment p. 2 4

Asking questions about equipment

clockwise/anticlockwise

Remote controls Equipment for mixing concrete

R e v i e w p. 19

it 3 Heavy equiprr

c B

c 3

Explaining how to mix cement O n site p. 2 6

Making conversation

Word order

Question phrases

Expressions: fair enough,

will do

R e v i e w p. 27 Building materials p. 28

Talking about building suppliers

Word pairs

Products a n d materials

Supply orders

Unit 4 Building supplie:

and materials Materials p. 30

Insulation p. 32

Problems on site p. 34

Placing a n d confirming an order

Phrases: order number, in stock

Checking stock items

Making requests

Talking about insulation Changing a customer order/ delivery

Use to/Used

Explaining problems

Too/Not

as/Used

Emails

enough

for

Types of insulation Stock

Parts of a building site Adjectives: soft, wet, heavy

R e v i e w p. 35

Contents

Function On-site

Unit 5 On

Vocabulary

Describing w h a t subcontractors do/are doing at the m o m e n t

Present simple and present continuous

Subcontractors

subcontractors p. 3 6 Directions p. 38

Following directions

Giving directions

Maps

Because

Weather

s Âť

Language

Giving directions Weather on site p. 4 0

Understanding different types of weather

Giving reasons Food p. 42

Talking about food

Conversation using present

Food

simple and present continuous Review p. 43 Warning signs p. 44

Identifying different types of signs

Must

Personal protective equipment

5 Health and safety

(PPE)

c D

Site safety p. 46

First aid p. 48

Describing problems Completing a vehicle safety checklist

Adjectives: too full

Explaining injuries

Past simple: be

Health and safety Vehicle parts

Parts of the body A first aid kit

Past simple Waste disposal p. 50

Understanding waste disposal and colour c o d e s

Word partnerships: clean general waste

Welcoming clients

Word pairs

metal,

Waste materials

Review p. 51

Unit;' The contfactor's office

Clients p. 52

J o b descriptions Nouns: structural bookkeeper

engineer,

Projects p. 54

Discussing projects Describing structures using dimensions

Metric and imperial measurements

Buildings

Shapes p. 56

Describing the shape of constructions

Expressions: 30 by 60

Shapes Dimensions Word stress

Calculations p. 58

Giving calculations Calculating an area

Calculations Word order

Calculation symbols

Planning a new bridge Completing a schedule

Will future

Calendar

Schedules p. 62

Making appointments Telling the time

Prepositions of time

Dates and times

Bridges p. 64

Making comparisons

Comparative and superlative adjectives

Descriptive adjectives

Quantities p. 66

Writing quantities

How much/How

Containers

Review p. 59 Planning a project p. 60 Unit 8 Planning ahe

â&#x20AC;˘o i

Review p. 67 Partner files p. 68 Audio script p. 72

Months of the year

many

The construction industry

• introduce yourself and others • talk about jobs in the constructior industry • describe types of construction • understand a house plan

Introductions

a building inspector

a rooter

Match photos A-E to texts 1-5.

Vocabulary

Listening

Hello, I'm Kamal Boukhaled, from Morocco. I'm a plumber. I'm Isabelle Roux, from France. I'm an architect Hi, my name's Santiago Cruz. I'm from Venezuela. I'm a crane operator. Hi, I'm Karol Nowacki. I'm from Poland. I'm a roofer. Hello there. My name's Jun Takahashi. I'm from Japan. I'm a building inspector. Complete these conversations. Then listen and compare your

answers. 1 Jun: Isabelle:

Jun: Isabelle:

Hi! I'm Jun Takahashi, from the Ministry. Hi, Mr Takahashi. (1) Isabelle Roux. I'm from (2) I'm the architect on this project. Ah, I'm a building (3) Pleased to (4) you.

Karol: Santiago: Karol: Santiago: Karol:

Hi! Karol Nowacki. Santiago Cruz. What do you do, Santiago? I'm a crane (5) And you? Me? I'm a(n) (6)

3 Kamal: Santiago: Kamal: Santiago: Kamal:

Hi! My (7) _ . is Kamal Boukhaled. Hi, Kamal. I'm Santiago. (8) are you from? From Caracas, Venezuela. Ah, Caracas. A beautiful city. I come from (9)

4 Kamal: Karol: Kamal: Isabelle: Karol: Kamal: Karol: Kamal: Isabelle:

Hello. (10) name's Kamal Boukhaled. Hi, Kamal. I'm Karol Nowacki And this is Isabelle Roux. Hello, Isabelle. Pleased to meet you. What do you (11) , Kamal? I'm a plumber. I'm a roofer. And Isabelle designs buildings. She's a(n) (12) ? Yes, that's right.

The construction industry

Reading

Read this text and underline the verbs. Harun Rashid is 35 vears old. He comes from Alexandria, but lives and works in Cairo. Harun is a general contractor. He hires subcontractors to work on building projects. He also organises the material and equipment. Harun has a lot of experience in the construction industry. Harun always works hard. Sometimes he has meetings with clients. Sometimes he visits construction sites. And sometimes he deals with suppliers. He is always busy. But Friday is different. Harun never works on Fridays. Friday is a day off.

Correct these sentences. 1 2 3 4 5

Harun Rashid is a plumber. He hires clients to work on building projects He has a lot of experience in the tourist industry. He never visits construction sites He always works on Fridays

Language Present s i m p l e : be We use be to say w h o s o m e b o d y is or what s o m e t h i n g is.

I'm Santiago

Cruz. He's Harun

This is a construction What's your name?

We use be to ask personal questions.

Rashid.

site. We're My name's

roofers. Karol.

Present s i m p l e : r e g u l a r v e r b s We use the present s i m p l e to talk about routines,

We work in an

permanent situations a n d general truths.

Water freezes at 0Â°C.

We use adverbs of f r e q u e n c y a n d time e x p r e s s i o n s with

Harun Rashid

the present simple.

They work every

Speaking

office.

never works on Fridays. Saturday.

Work in pairs and introduce yourselves. Use this model to help you. A

Hi!/Hello./Good morning. Hi!/Hello./Good morning. I'm

/My name's .

What's your

? I'm

/My name's .

Pleased to meet you. Where are you

? I'm from

I'm from

And you?

Finding out more Listening

1 flp' '*]ff

Speaking

Listen and repeat the letters of the alphabet.

Work in pairs. Student A look at the information on this page. Student B look at the information on page 68. Student A Read the letters to Student B. Write the letters Student B says. What do the letters mean? HVAC

rpm

JCB

HVAC = heating, ventilation and air conditioning rpm = revolutions per minute AC = alternating current JCB = JC Bamford Excavators Limited (a construction equipment manufacturer)

Practise this conversation with your classmates. Write the names. A B What's your name? Jun Takahashi. How do you spell that? My first name is Jun - J-U-N. My family name is Takahashi â&#x20AC;˘ T-A-K-A-H-A-S-H-I. Thank you.

The construction industry

Listening

Listen t o t h r e e c o n v e r s a t i o n s . W r i t e t h e j o b s y o u hear for each p e r s o n 1-.i. 1 2 3 4

Ahmed: Tariq: Jacek: Luis:

Rob: Pierre: Kim: Antonio:

Language Wh- q u e s t i o n s

Wh- questions begin w i t h a q u e s t i o n w o r d (e.g. What, Where, We use what w h e n we want to know about s o m e t h i n g .

How).

What's your name? What do you do?

We use where to ask about places.

Where do you work?

We use h o w to ask about the way to do s o m e t h i n g .

How do you spell that?

Questions w i t h b e We reverse the order of the verb b e to f o r m a question.

He is on site today. â&#x20AC;˘ Is he on site today?

Read t h e t h r e e c o n v e r s a t i o n s i n a u d i o s c r i p t 5 o n page 72 a n d u n d e r l i n e t h e questions i n the conversations.

C o m p l e t e these sentences w i t h What, Where o r How. - d o y o u live? _ d o y o u do? _ are you? _'s y o u r address?

t i m e is it? o l d are you? . is t h e site? . are y o u from?

Put t h e w o r d s i n 1-6 i n t h e c o r r e c t o r d e r t o make q u e s t i o n s . T h e n m a t c h t h e q u e s t i o n s t o answers a-f. 1 â&#x20AC;˘ w h a t / he / d o / does / ? 2 ncan/you/help/I/? 3 O h o w / spell / y o u / t h a t / d o / ? 4 Q where / w o r k / y o u / do / ? 5 O what / y o u / do / do / ? 6 Q are / t h e / manager / site / y o u / ? a) b) c) d) e) 0

Speaking

He's a crane operator. I'm a plumber. O n a b u i l d i n g site. C-H-E-S-T-E-R-T-O-N-S. I ' m l o o k i n g for K i m . Yes, I a m .

W o r k i n p a i r s . Take t u r n s t o ask a n d answer q u e s t i o n s a b o u t t h e p e o p l e i n 5. A W h a t does K i m do?

B She's a site manager.

W h a t a b o u t Tariq? T a r i q is a OK. Your t u r n .

The construction industry

The c o n s t r u c t i o n i n d u s t r y Listening

Listen and w r i t e the missing letters.

nn 1

_ 1

_ o sp_ t_1

a . a . t m

o _ f i c _ b _ o _ k

Listen a n d w r i t e t h e t y p e s of c o n s t r u c t i o n y o u hear. 4 5

6 Speaking

Choose a r o l e c a r d . I n t r o d u c e y o u r s e l f t o o t h e r s t u d e n t s . Use t h e m o d e l b e l o w to help you.

Name: Kasia K a t o l s k y Job: b u i l d i n g i n s p e c t o r T y p i c a l p r o j e c t s : factories, s c h o o l s From: Katowice, Poland

Name: T h o m a s S m i t h Job: roofer T y p i c a l p r o j e c t s : r e s i d e n t i a l p r o j e c t s (houses, apartments) F r o m : T o r o n t o , Canada

Name: M o h a m e d b i n A l i

Name: Park Ji-Wung Job: crane o p e r a t o r T y p i c a l p r o j e c t s : bridges, flyovers F r o m : Seoul, Korea

Job: site manager Typical projects: hospitals From: Dubai, U n i t e d A r a b Emirates (UAE) A Hi! I'm M y name's

Hi! I ' m Raja Anand./My name's W h a t d o y o u do?

Raja A n a n d . I ' m a general c o n t r a c t o r .

W h a t t y p e s of c o n s t r u c t i o n d o y o u w o r k on? We b u i l d a p a r t m e n t blocks. W h e r e are y o u from? I'm f r o m M u m b a i , India. 8

The construction industry

Reading

Read t h i s t e x t a n d c o m p l e t e c h a r t s A a n d B. The construction industry in the UK consists of four different sectors. The residential sector deals with houses and apartments. The industrial sector deals with big projects like factories and power plants. The infrastructure sector is for

projects like roads, bridges and tunnels. The commercial sector is for things like schools, hospitals and office blocks. The client pays for the project and hires general contractors to deal with subcontractors, equipment and materials.

industry in the U K

industrial (factories,

(roads,

(schools,

power plants)

bridges,

hospitals,

tunnels)

office b l o c k s ) subcontractor

Vocabulary

subcontractor

W o r k i n p a i r s . Take t u r n s t o d r a w different t y p e s of c o n s t r u c t i o n a n d say w h a t t h e y are.

C o m p l e t e these sentences w i t h t h e v e r b s i n t h e b o x . are 1 2 3 4 5

consists of

deal with

hires

pays for

T h e general c o n t r a c t o r subcontractors. General c o n t r a c t o r s subcontractors, equipment and materials. The team a site manager, t h r e e roofers a n d a p l u m b e r . Roads, b r i d g e s a n d t u n n e l s infrastructure sector projects. The client the project.

Language

We add -s, -es, or -/es to make a noun p l u r a l .

apartment -Âťapartments box â&#x20AC;˘ boxes factory > factories

Read t h e t e x t i n 4 again a n d u n d e r l i n e t h e p l u r a l s . Speaking

W o r k i n g r o u p s . T h i n k a b o u t t h e c o n s t r u c t i o n i n d u s t r y i n y o u r area. List examples of t h e f o l l o w i n g . 1 2 3 4

clients general c o n t r a c t o r s subcontractors residential sector projects

5 6 7

infrastructure sector projects commercial sector projects industrial sector projects

The construction industry

Parts of a house Listening

B-'TH

L o o k a t h o u s e p l a n s A a n d B. T h e n l i s t e n . D o c s t h e s p e a k e r d e s c r i b e

the house correctly? first floor (American English) = ground floor (British English)

bedroom 1

second floor

Speaking

W o r k i n pairs. Draw a s i m p l e house p l a n a n d label i t . Show it t o y o u r p a r t n e r a n d ask a n d answer q u e s t i o n s a b o u t i t . T h e n repeat w i t h a n e w partner. A: What's this? B: This is a bathroom. A: And this? B: This is the hrst floor. And this is the second

The construction industry

floor.

Review Writing

C o m p l e t e these sentences w i t h i n f o r m a t i o n a b o u t yourself. 1

M y name's .... I ' m an ... . I live i n ... . I c o m e f r o m ....

2 3 4 2

M a t c h these q u e s t i o n s t o y o u r answers i n 1. a) b) c) d)

W h e r e are y o u from? W h a t do y o u do? What's y o u r name? W h e r e do y o u live?

W r i t e four t h i n g s a general c o n t r a c t o r does. Use t h e c o r r e c t f o r m of t h e v e r b s i n t h e box. deal with

Vocabulary

hire

organise

visit

W r i t e four t h i n g s y o u d o i n y o u r j o b . If y o u d o n ' t w o r k , c h o o s e a j o b f r o m the unit.

C o m p l e t e these sentences. The. The. The. The. The.

. i n d u s t r y consists . sector deals w i t h . sector deals w i t h . sector deals w i t h . sector deals w i t h

of four sectors. houses a n d a p a r t m e n t s . roads, bridges a n d t u n n e l s . s c h o o l s , h o s p i t a l s a n d office b l o c k s . factories a n d p o w e r p l a n t s .

W r i t e five examples of t h e f o l l o w i n g . 1 2 3 7

jobs in the construction i n d u s t r y t y p e s of c o n s t r u c t i o n p a r t s of a house

C o m p l e t e t h i s t e x t w i t h t h e w o r d s a n d phrases i n t h e box. about a project subcontractor

a new office block

architect

residential area

supplier

Today I have three meetings. First, I have a m e e t i n g (1) with a client and a(n) (2) i n B u l a q . T h e project is an apartment block i n a(n) (3) . I have a l o t o f experience w i t h apartment blocks, b u t not i n this part o f Cairo. A f t e r l u n c h , I have a m e e t i n g w i t h a new (4) on a c o n s t r u c t i o n site i n A l Nasr Road. T h i s m e e t i n g is about labourers and e q u i p m e n t for (5) . I n the evening, I have a m e e t i n g w i t h a(n) (6) to discuss materials for a c o n s t r u c t i o n site i n Tura. It's a busy day as always!

W h a t do t h e f o l l o w i n g letters mean? 1

HVAC

2 AC 3 PPE 4

5 6 7 8

kg POL cm rpm

The construction industry

• describe trades and the stages of trade train • talk about trade materials • give and understand instructions for erectin

Trades

scaffolding • give personal information

Trades and training Vocabulary

Label t r a d e s p e o p l e 1-8 w i t h t h e w o r d s i n t h e b o x . carpenter plumber

ap.

a c.

a r.

a w. Reading

concrete finisher roofer

electrician

glazier

painter

welder

ap.

a c

ag-

Read t h i s t e x t a n d u n d e r l i n e t h e trades. Use t h e p h o t o s i n 1 t o h e l p y o u .

You can refer to

A j o b in t h e c o n s t r u c t i o n

tradespeople in several ways:

industry?

• tradesperson/ tradespeople (for

T h e c o n s t r u c t i o n industry has different trades o r 'crafts'. A tradesperson is a

men and women)

specialist and normally has a qualification f r o m a vocational school o r o t h e r

• tradesman/ tradesmen

training institute. Plumbers, electricians and roofers are all tradespeople. O t h e r

(for men)

tradespeople o n residential housing projects include carpenters, painters and

tradeswoman/

c o n c r e t e finishers. Tradespeople are often s u b c o n t r a c t o r s and w o r k f o r a

tradeswomen (for

general c o n t r a c t o r o r a client.

women)

Vocabulary

W r i t e t h e p l u r a l s for 1-5. 1 trade 2 craft 3 tradesman

4 5

housing project general c o n t r a c t o r

Listening

Listen to Sam Smith talking about trades and c o m p l e t e these sentences.

Stage 1 :

Vocabulary

apprentice

He/She is (1)

at w o r k .

Stage 2: journeyman

He/She w o r k s (2)

Stage 3:

He/She supervises (3)

master

workers.

L i s t e n again a n d answer these q u e s t i o n s .

L o o k at t h i s list of courses at a v o c a t i o n a l s c h o o l . M a t c h A - C t o t h r e e of t h e courses. T h e n w r i t e t h e t r a d e t h a t each c o u r s e refers t o .

W h a t is Sam Smith's trade?

W h e r e does he w o r k ?

DIPLOMA IN C O N S T R U C T I O N T E C H N O L O G I E S

Basic tools and e q u i p m e n t :

Electrical w i r i n g :

Carpentry:

Residential p l u m b i n g :

Masonry and concrete:

HVAC:

P a i n t i n g and d e c o r a t i n g :

H e a l t h and safety:

Speaking

W o r k i n pairs. Student A l o o k at t h e i n f o r m a t i o n o n t h i s page. Student B l o o k at t h e i n f o r m a t i o n o n page 68. Student A Read t h i s e m a i l f r o m a v o c a t i o n a l s c h o o l i n Calgary, Canada a n d u n d e r l i n e t h e key i n f o r m a t i o n .

CB2 O

â&#x20AC;˘

From: Lucy Dani <lucy.d@netfish.ca> To: J. Benjamin <jed.benjamin@calgarycollege.ca> Thank you very much for your telephone call. Our school offers five apprenticeship programs which include supervised training, on-the-job training and classroom teaching. The programs take three or four years to complete. The programs are HVAC, carpentry, residential electrician, welding and masonry. All programs include health and safety training, maths and English.

(

W o r k i n t h e same p a i r s . C o m p a r e t h e t w o t r a i n i n g i n s t i t u t e s i n 7. W h a t t h i n g s are t h e same? W h a t t h i n g s are different?

Trades

Trade materials Vocabulary

W h a t m a t e r i a l s d o these t r a d e s p e o p l e use? M a t c h materials A - F t o t r a d e s p e o p l e 1-6.

1 2 3

carpenter. glazier painter

4 5 6

bricklayer and mason welder c o n c r e t e finisher

C o m p l e t e these sentences. W r i t e o n e w o r d i n each gap. 1 2 3

I ' m a bricklayer. I lay . I'm a ( n ) I do the wiring. I'm a(n) t e c h n i c i a n . I d o t h e heating, v e n t i l a t i o n a n d air conditioning. I'm a carpenter. I w o r k w i t h I'm a ( n ) I install w i n d o w s . I'm a painter. I use _ t o d e c o r a t e houses. I'm a welder. I w e l d .

C o m p l e t e t h i s table w i t h t h e missing v e r b s . Nouns

Speaking

Verbs

painter

(1)

decorator

(2)

instructor

(3)

welder

(4)

worker

(5)

supervisor

(6)

trainer

(7)

W o r k i n pairs. A s k y o u r p a r t n e r a b o u t t h i n g s i n t h e r o o m . B

A W h a t ' s that? ^ â&#x20AC;&#x201D;

It's a w i n d o w .

W h a t ' s it m a d e of? Glass a n d w o o d . 14

Trades

Language Numbers 1-100 1

one

eleven

twenty-one

two

twelve

thirty

three

thirteen

forty

four

fourteen

fifty

five

fifteen

sixty

six

sixteen

seventy

seven

seventeen

eighty

eight

eighteen

ninety

nine

nineteen

100

ten

twenty

ciUM

a hundred/one hundred

Listen a n d t i c k / t h e w o r d y o u hear,

thirteen Q / thirty Q

sixteen Q / s i x t y [~~|

fourteen Q / forty Q

nine Q / n i n e t y | |

Say these n u m b e r s . T h e n listen a n d cheek y o u r answers. 56 13

34 30

89 14

63 40

76 16

W r i t e these n u m b e r s .

Listening

twenty-four

2 3

thirty-three forty-seven

sixty-nine seventy-two ninety-one

rT.'lkJJB L i s t e n t o a n a r c h i t e c t t a l k i n g a b o u t an office b l o c k . W h a t d o t h e n u m b e r s refer to? M a t c h 1-5 t o a-e. 1 2 3 4 5

six 22 44 32 two

a) n u m b e r of w i n d o w s p e r floor b ) n u m b e r of floors c) m d ) n u m b e r of r o o m s p e r floor e) w i n d o w s p e r r o o m 2

Make t h e c a l c u l a t i o n s for t h e office b l o c k i n 8.

plus

minus

Example: 1 264 (2 windows per room x 22 rooms = 44 44 windows x 6 floors = 264 windows) t h e t o t a l n u m b e r of w i n d o w s : 264 t h e t o t a l n u m b e r of d o o r s : t h e t o t a l n u m b e r of r o o m s : t h e t o t a l space per floor ( m ) :

times

divided by

equals

brackets

windows;

S p e a k i n g 10

W r i t e a n u m b e r f r o m 1 t o 100 o n a piece of paper. O n t h e o t h e r side, w r i t e a c a l c u l a t i o n for t h e number. W o r k i n s m a l l groups. Read y o u r c a l c u l a t i o n i n 10 t o t h e o t h e r s t u d e n t s . T h e first s t u d e n t t o a n s w e r c o r r e c t l y is t h e winner. A: Eight times eight, plus thirty-one, thirty-eight B: A: C: A:

equals

divided

by five, plus

....

Fifty-eight. Wrong! Fifty-seven. Correct!

Trades

Instructions 1

Vocabulary

M a t c h d i a g r a m s A - H t o t h e v e r b s i n t h e box. adjust

attach

fill in

fit

join

level

nail

slide onto

••5

t. 2

L o o k at t h e s e d i a g r a m s of s c a f f o l d i n g a n d c o m p l e t e t h e a p p r e n t i c e ' s notes. T h e n underline the verbs in the notes.

•

Erecting scaffolding

• guardrail

Fill in i k e holes and level t h e a r e a . Nail

jack

planking

t h e (1)

base plate

w u a s i l l !

Sliae t h e f r a m e s Onto t h e j a c k s . Adjust

ladder mudsill ^ ^ " ^

t h e j a c k s . Use ( Z )

p i n s

flna

locking pins t o join t h e f r a m e s . A t t a c h

nails

braces.

r locking pin A - \ 4

base plate

Fit t h e planking. A t t a c h t h e guardrails.

coupling

A t t a c h t h e ladder. Inspect t h e scaffold!

i n

Remember!

1 1

D o n ' t climb t h e scaffolding. Use the D o n ' t use b r i c k s t o leve t h e f r a m e s . Use t h e ( 4 ) C 3 )

Don i f o r g e t t o use loclom (5) Language The imperative W e c a n use the i m p e r a t i v e to give instructions.

Fill in the holes.

Use don't

Don't

(do not) before the verb to give negative instructions.

W e c a n use the present simple instead of the imperative for

climb

You level the

the

scaffolding.

frames.

informal instructions. Sequencers W e can use first, next, then, after that, etc. to d e s c r i b e the

First, fill in the holes. Next, adjust

order of instructions.

Then, fit the

Writing

Trades

the jacks.

planking.

W o r k i n p a i r s . Close y o u r b o o k s . W r i t e i n s t r u c t i o n s for e r e c t i n g

scaffolding.

box of pins

base plates

hammer

Listening

E j u H

jacks

toolbox

Look at t h e i l l u s t r a t i o n above. Then listen a n d c o m p l e t e these

sentences. 1 2 3

T h e base plates are the truck. T h e h a m m e r is the toolbox, T h e c o u p l i n g pins a n d l o c k i n g pins are

the truck. a box,

the truck,

t h e base plates. T h e jacks are the truck. . the truck. The foreman's flask is . W h i c h sentence i n t h e l i s t e n i n g is i n c o r r e c t ? Vocabulary

L i s t e n again. A r e t h e s e sentences true ( T ) o r false (F)? 1 2 3 4 5

T h e base plates are next t o t h e flask. ( T / F) T h e flask is i n t h e t r u c k . ( T / F) T h e jacks are b e h i n d t h e t r u c k . ( T / F) T h e h a m m e r is u n d e r t h e t r u c k . ( T / F) T h e t o o l b o x is i n front of t h e t r u c k . ( T / F)

Language Prepositions of p l a c e We use p r e p o s i t i o n s of p l a c e to say w h e r e s o m e t h i n g is.

(in) between The hammer is under

Writing

the truck. The toolbox

is in front

of the truck.

W r i t e four sentences t o s h o w w h e r e t h e objects are i n this i l l u s t r a t i o n .

The apprentice 1 2i!XEI

Listening

Listen t o a c o n v e r s a t i o n between a foreman and an apprentice and c o m p l e t e these sentences a b o u t Mickey, t h e a p p r e n t i c e . 1 2 3 4 5 6

When: Where: Mickey's t e l e p h o n e n u m b e r :

H o w o l d are you? What's y o u r name? W h e r e d o y o u live? Coffee? What's y o u r t e l e p h o n e n u m b e r ? H o w t a l l are you? W h a t t i m e is it?

C o m p l e t e t h i s f o r m w i t h i n f o r m a t i o n a b o u t yourself.

Name:

(1).

Surname:

(2).

Nickname:

(3).

Address:

(4).

Telephone number:

(5).

Age:

(6).

H e i g h t (in c m ) :

Speaking

years o l d .

M a t c h q u e s t i o n s 1-7 t o answers a-g. 1 2 3 4 5 6 7

. college.

l E ^ ^ I Listen t o an a p p r e n t i c e , Jeff, asking Mickey questions about his birthday party and complete this information. 1 2 3

Language

M i c k e y ' s real name is He c o m e s f r o m He lives i n He goes t o He's a(n) He's

(7)

W o r k i n p a i r s . Practise t h i s c o n v e r s a t i o n . A: What's your telephone number? B: It's And yours? A: It's A: B: A: A: B: A:

How old are you? I'm And you? I'm Where do you live? In/At And you? I live in/at

a) Yes, please. b) It's 265775. c) It's seven o'clock. d) I'm 33. e) It's J o h n S m i t h . 0 In Paris. g) I'm 1.78 m .

Review Writing

W r i t e t h e t r a d e s p e r s o n t h a t w o r k s w i t h each of these m a t e r i a l s . 1 2 3

wood metal glass

4 5 6

Are these sentences true ( T ) o r false 1 2 3

bricks concrete paint (F)?

J o u r n e y m e n w o r k u n s u p e r v i s e d . (T / F) HVAC stands for 'heating, v e n t i l a t i o n a n d air c o n d i t i o n i n g ' . (T / F) Twelve d i v i d e d b y t h r e e is t h r e e . (T / F)

Label these d i a g r a m s .

W r i t e i n s t r u c t i o n s for e r e c t i n g scaffolding. Use t h e w o r d s i n t h e box. adjust attach fill in fit inspect join level nail SHII^iHHHHHHHHHHHHHHRBBHHilHHHHIHllHHHHHHiHi^

slide

use

Label these d i a g r a m s w i t h t h e c o r r e c t p r e p o s i t i o n s .

â&#x20AC;˘

&3 6

Complete this text w i t h the words in the box. apprentice(s)

between

on-the-job

qualification

safety

The Institute o f Masonry is i n the centre o f t o w n , i n (1)

years

a factory and

an office block. I t has 28 (2)

and three instructors. A l l the w o r k is

supervised and includes (3)

training, instruction on the use o f m o d e r n

equipment, tools and materials, and instruction o n health and (4) The training takes three (5)

to complete. A t the end o f the course,

apprentices get the Level 2 D i p l o m a i n Stone Masonry (6)

Trades

• talk about the delivery of heavy equipmei

p \ t \ t «/

I_J

6QU1DIT1GII t *•

and control units w< • describe how a crane and • give instructions for operating equipment oper *

t a l k

m i x i n

g cement

• m a k e c o n v e r s a t i o n o n sit<

Delivery Vocabulary

M a t c h sentences 1-4 t o i l l u s t r a t i o n s A - D . T h e n p u t sentences 1-4 i n t h e correct o r d e r for u n l o a d i n g t h e crates. 1 2 3 4

Listening

EJEH

Listen t o t h r e e c o n v e r s a t i o n s about deliveries and answer these q u e s t i o n s . 1 2 3

Heavy equipment

W h a t ' s i n t h e crate? W h a t ' s i n t h e box? W h a t ' s o n t h e pallet?

Listen t o three more c o n v e r s a t i o n s about deliveries and w r i t e (he problem(s) w i t h the following. 1

He's p a r k i n g t h e t r u c k o n t h e h a r d s t a n d i n g . |T| He's u n l o a d i n g t h e crates. Q He's a d j u s t i n g t h e stabiliser. Q He's a t t a c h i n g t h e slings t o t h e h o o k . | |

rebar

timber

sand

Language Present c o n t i n u o u s We use the p r e s e n t c o n t i n u o u s to talk about things that are

I am phoning

the

happening now. W e use the form am/is/are

She is waiting

for the timber.

We are waiting

for the driver.

suppliers.

C o m p l e t e these sentences w i t h t h e present c o n t i n u o u s f o r m of t h e v e r b s in b r a c k e t s . 1 2 3 4 5 6

Vocabulary

+ -ing.

We (unload) the truck. I ( l o o k for) t h e site manager. He (deliver) the sand. She ( p h o n e ) t h e supplier. They (have) a meeting. I'm sorry, but I ( r u n ) late.

A c r a n e d r i v e r is d e s c r i b i n g t o an a p p r e n t i c e h o w t o o p e r a t e a crane. L o o k at A-C a n d c o m p l e t e t h i s t e x t . There are two levers. First, the lever on the left. Push i t away from you t o (1) you t o (2)

the load. Pull i t towards

it. OK? Second,

This moves t h e load (3) load t o the left, pull i t (4)

the lever on the right. or right. To move t h e you. To move the load

t o t h e right, push i t (5)

from you.

Any questions?

Answer the apprentice's questions. 1 2 3 4 5 6

Speaking

How How How How How How

d o I raise t h e load? d o I l o w e r t h e load? d o I m o v e t h e l o a d t o t h e left? d o I m o v e t h e l o a d t o t h e right? d o I raise t h e l o a d a n d m o v e i t t o t h e right? d o I l o w e r t h e l o a d a n d m o v e it t o t h e left?

W o r k i n p a i r s . Imagine y o u have t w o c r a n e levers. Take t u r n s t o m o v e t h e m . Your p a r t n e r says w h a t y o u ' r e d o i n g w i t h t h e l o a d .

Heavy equipment

A: W h a t are t h e differences b e t w e e n t h e t w o cranes? B: T h e c r a n e o n t h e left is a t o w e r crane. T h e o p e r a t o r sits i n a(n) (1) near t h e t o p of t h e (2) There's a c o u n t e r w e i g h t b e h i n d t h e cab. T h e l o a d is o n t h e o t h e r side of t h e j i b . T h e o p e r a t o r uses t h e w i n c h a n d b l o c k t o l o w e r o r raise t h e (3) A: I see. B: T h e c r a n e o n t h e r i g h t is a m o b i l e crane. The o p e r a t o r ' s cab is near t h e g r o u n d . T h e o p e r a t o r extends o r r e t r a c t s t h e (4) , o r m o v e s it f r o m left t o r i g h t o r u p a n d d o w n . B o t h cranes use s t a b i l i s e r s o r (5) ' ' a n d c o u n t e r w e i g h t s t o m a i n t a i n stability. A: OK. T h a n k y o u . Write the opposites. 1 2 3

extend lower left

M a t c h 1-5 t o a-e t o make expressions a b o u t cranes. 1 2

operator's extend

a) c r a n e b ) cab

mobile

c) t h e b o o m

4 5

raise tower

d) the load e) c r a n e

W o r k i n p a i r s . Close y o u r b o o k s . Student A d r a w a t o w e r crane for Student B t o label. Student B d r a w a m o b i l e c r a n e for Student A t o label. Check each other's work.

Heavy equipment

Listening

L i s t e n t o a d e s c r i p t i o n of c r a n e c o n t r o l s a n d l o o k at A and B. T h e n complete this text.

â&#x20AC;˘

C r a n e o p e r a t o r s u s e different controls to raise a n d lower the

extend the boom

(1)

, rotate t h e c a b ,

joystick

e x t e n d a n d retract t h e b o o m , w i n d a n d u n w i n d t h e (2) and control other equipment.

winch

hook

This operator has t w o O n e controls

(3)

left-to-right m o v e m e n t of t h e b o o m and the other controls forward

wind the winch

and backward movement. T h e o p e r a t o r u s e s t h e foot

cab

(4)

t o retract o r

extend the b o o m .

foot pedal

L i s t e n again a n d c h e c k y o u r a n s w e r s t o 5.

Language There is/There

are

We use there is/there

are to say that s o m e b o d y o r

There is a key switch

something exists.

There are two

Singular questions:

Is there

Plural questions:

Are there

Negative forms:

There isn't

a stan button? any buttons?

There aren't

Reading

on the right.

joysticks. Yes, there

is./No, there

Yes, there are./No, there

isn't. aren't.

a light, (singular) any switches,

(plural)

Read t h i s t e x t a b o u t a r e m o t e c o n t r o l a n d l a b e l t h e i l l u s t r a t i o n .

Sometimes crane operators use remote controls. In this model there's a stop button on the left. There's a key switch on the right. There are two joysticks in the middle. There are three toggle switches on the top. '*""'"

â&#x20AC;&#x201D;

Writing

Rewrite the text in 7 for this remote control.

Speaking

W o r k i n p a i r s . D r a w a r e m o t e c o n t r o l . Put t h e c o n t r o l s w h e r e y o u like. D e s c r i b e it f o r y o u r p a r t n e r t o d r a w . Heavy equipment

Controls and equipment Listening

M a t c h q u e s t i o n s 1-6 t o answers a-f. T h e n l i s t e n a n d check y o u r answers. 1 2 3

W h a t ' s this? A r e m o t e c o n t r o l ? W h a t ' s t h i s for? W h a t does t h i s do?

a) L o w e r it? You m o v e t h e j o y s t i c k . b) It's a r e m o t e c o n t r o l . That's r i g h t . c) Yes, t h a t ' s t h e p o w e r s w i t c h .

4 5 6

How do I extend the boom? How do I lower the boom? W h a t ' s t h i s s w i t c h for? Is it the power switch?

d) E x t e n d it? You use t h e pedal. e) It's for e x t e n d i n g t h e b o o m . f) It s t a r t s t h e m o t o r .

K ^ E Q I Put each c o n v e r s a t i o n in the correct order. Then listen and check y o u r answers. 1

[T] D i d y o u say t u r n t h e key? I | Thanks. â&#x20AC;˘ Yes, t h a t ' s r i g h t . I | Clockwise. I

Speaking

| Clockwise or anticlockwise?

Q ] H o w d o I s t a r t t h e engine? I | S w i t c h off? Press t h e b i g r e d b u t t o n here. I | Press t h e green b u t t o n a n d t u r n t h e key. I | Thanks. I | A n d h o w d o I s t o p it?

W o r k i n p a i r s . S t u d e n t A l o o k at i l l u s t r a t i o n A o n t h i s page. Student B l o o k at i l l u s t r a t i o n B o n page 68. W r i t e d o w n w h a t each c o n t r o l is for. T h e n take t u r n s t o e x p l a i n y o u r i l l u s t r a t i o n . Use these q u e s t i o n s t o h e l p y o u . What's this for? What does this do? What's this switch/button/joystick How do I...?

Heavy equipment

for?

Reading

Read t h i s t e x t a b o u t m i x i n g c o n c r e t e . A r e sentences 1-5 true ( T ) o r false (F)?

oncrete mixers mix and pour concrete. For small quantities of concrete, hand mixers are ideal. The portable mixer has wheels and uses electricity. It has a small drum which rotates. Concrete transport trucks - or in-transit mixers - transport large quantities of concrete to the site. The drum rotates during transport. The chute man pours the concrete down the chute, or uses I a pump to get the concrete to difficult locations. Sometimes a crane lifts a hopper full of concrete to the job site.

1 2 3 4 5 Vocabulary

Speaking

Concrete m i x e r s m i x a n d p o u r c o n c r e t e . ( T / F) For s m a l l q u a n t i t i e s of c o n c r e t e , t r a n s p o r t t r u c k s are ideal. ( T / F) P o r t a b l e m i x e r s use e l e c t r i c i t y . ( T / F) Cranes lift h o p p e r s full of c h u t e m e n t o t h e j o b site. ( T / F) In-transit m i x e r s r o t a t e d u r i n g t r a n s p o r t . ( T / F)

Label p h o t o s A - F w i t h t h e e q u i p m e n t i n t h e b o x .

W o r k i n p a i r s . L o o k at t h e p h o t o s i n 5. Make t h r e e sentences a b o u t each p h o t o . T h e n c o m p a r e y o u r sentences w i t h a n o t h e r pair. Heavy equipment

On site Listening

L i s t e n a n d w r i t e t h e c o n v e r s a t i o n n u m b e r next t o each w o r d o r phrase. T h e r e is one e x t r a w o r d o r phrase. boom concrete. sand base plates

remote c o n t r o l .

A: B: A:

Where's t h e sand? (1) I / t h e / o n / t h i n k / it's / w a y I h o p e so.

W h e r e are t h e base plates?

B: A:

(2) t h e y ' r e / sure / t h e / i n / I ' m / t r u c k A h , OK. T h a t makes sense.

A: B: A:

(3) t o o / t h e / b o o m / is / t h i n k / h i g h / I A h , yes, y o u ' r e r i g h t . Use t h e r a d i o a n d speak t o t h e o p e r a t o r . OK. G o o d idea.

A: B: A: B: A:

I t h i n k t h e c o n c r e t e is t o o h a r d . I d o n ' t t h i n k so. (4) looks / i t / t o / me / OK Are y o u sure? OK, go a n d ask J i m . Will do.

A: B: A: B:

Where's y o u r h a r d hat? Over there. Why? Go a n d get i t . (5) t h i s / y o u / wear / h a r d / m u s t / area / a / h a t / i n OK. Here i t is.

A: B: A: B:

We have a p r o b l e m . (6) h o p p e r / hole / there's / in / a / t h e John's i n t h e house. He's a welder. Ask h i m to fix i t . G o o d idea. T h a n k s . You're w e l c o m e .

(7) d o n ' t / flask / t h e / t o u c h

B: A: B:

Why? Is it y o u r s ? No, it's N o r m a n ' s . Fair e n o u g h .

W o r k i n p a i r s . You're o n a c o n s t r u c t i o n site. Take t u r n s t o s t a r t a c o n v e r s a t i o n u s i n g one of t h e phrases i n t h e box. T h e n repeat w i t h a new p a r t n e r . I think t h e . . .

Where are the ...? A: Where's the remote control? B: I think it's in the truck. A: OK, thanks. B: You're welcome.

Heavy equipment

How do I...?

hard hat. flask hopper _

Put these w o r d s i n t h e c o r r e c t o r d e r t o m a k e sentences. T h e n listen again and c h e c k y o u r answers.

Speaking

5 6 7

What does ...?

Where's the ...?

Review Writing

W r i t e o n e s i m i l a r i t y a n d o n e difference b e t w e e n a m o b i l e c r a n e a n d a tower crane. 1

similarity:

difference:

Put these w o r d s i n t h e c o r r e c t o r d e r t o make q u e s t i o n s . 1

w h a t ' s / for / t h i s / ?

2 3 4 5 6 7 8

d i d / y o u / t h e / t u r n / say / k e y / ? h o w / I / b o o m / extend / do / the / ? d i d / y o u / m o v e / say / j o y s t i c k / t h e / ? w h a t / t h i s / does / d o / ? is / t h i s / b u t t o n / t h e / s t a r t / ? does / t h i s / m o t o r / t h e / s t a r t / ? is / a / k e y / t h e r e / ?

M a t c h w o r d s 1-6 t o d e f i n i t i o n s a-f. hand mixer portable mixer concrete t r a n s p o r t truck chute concrete p u m p hopper a piece of e q u i p m e n t t o get t h e c o n c r e t e f r o m t h e m i x e r t o t h e j o b site a l i g h t w e i g h t m a c h i n e w i t h a d r u m for m i x i n g c o n c r e t e a h a n d t o o l for m i x i n g c o n c r e t e a v e h i c l e for t r a n s p o r t i n g c o n c r e t e a c o n t a i n e r for c o n c r e t e a machine t o push concrete along a pipe

The control unit has three levers. The one on the left raises and lowers the boom. Pull it towards you to raise the boom. Push it away to lower the boom. The lever on the right moves the boom from right to left: right is forward and left is backward.The lever in the middle extends or retracts the boom. Pull it towards you to extend and push it away from you to retract. The red button stops the power.

1 2 3 4 5

lever

H o w d o I m a k e t h e b o o m go up? H o w d o I m a k e t h e b o o m go t o t h e right? H o w d o I make t h e b o o m extend? W h a t does t h e r e d b u t t o n do?

D r a w a r e m o t e c o n t r o l . Put t h e c o n t r o l s w h e r e y o u like. T h e n w r i t e a d e s c r i p t i o n of i t .

Heavy equipment

talk about building materials describe problems on site order materials check stock items talk about insulation change a customer order/delivery

Building supplies Building materials Reading

Read these e x t r a c t s f r o m s u p p l i e r s ' websites a n d m a t c h e x t r a c t s 1-6 t o photos A-R 1

T h o m s o n ' s Aggregates: We offer a wide range of construction aggregates, including gravel and sand. We also stock concrete mix.

Watson's Goods L t d : We specialise in acoustic, thermal and fire protection insulation for walls and floors. M o r r i s a n d Sons L t d : Our timber comes in a range of standard sizes, but can also be made to order. It is perfect for flooring, roofing and general building work. We also stock plywood and chipboard. Williams Brothers: We design, produce and install high quality steel staircases, gates and railings made to your specifications. We also have a range of standard products. S h o c k i n g l y Good!: We supply a wide range of electrical products, cables, alarm systems, sockets, conduits (PVC and steel) and other electrical httings.

plugs,

Penter's Paint Supplies: We supply everything y o u need to paint, including brushes, rollers, clothing, spray equipment a n d , of course, paint.

Building supplies

W r i t e t h r e e t h i n g s these s u p p l i e r s sell. 1 2 3 Vocabulary

Penter's Paint Supplies T h o m s o n ' s Aggregates Williams Brothers

Watson's Goods L t d S h o c k i n g l y Good! M o r r i s a n d Sons L t d

Choose t h e best w o r d t o c o m p l e t e these w o r d p a i r s . b) i n s u l a t i o n acoustic a) gravel b) mix concrete a) i n s u l a t i o n b ) railings a) sizes construction b) fittings a) aggregate electrical b) sizes a) i n s u l a t i o n thermal t>) aggregate a) systems alarm b) m i x a) i n s u l a t i o n steel

c) c) c) c) c) c) c)

work equipment aggregate sizes gates mix staircase

C o m p l e t e these phrases w i t h t h e w o r d s i n t h e box. everything 1 2 3

4 5 6

order

standard

wide

your

a range of

sizes y o u need made t o . . specifications

4 5

a made t o

range of p r o d u c t s

Label p h o t o s A - K w i t h t h e w o r d s i n t h e box.

Steffi

Speaking

chipboard

electrical fittings

insulation

railings

roofing

fire alarm

floor boards

steel fire escape

gate

gravel path

timber

W o r k i n s m a l l g r o u p s . T h i n k a b o u t s u p p l i e r s y o u k n o w o r use. W h a t p r o d u c t s d o t h e y sell? Discuss. Building supplies

Materials Listening

Listen t o this t e l e p h o n e c o n v e r s a t i o n a n d choose t h e c o r r e c t answer. W h o are S m i t h a n d Sons? a) t h e s u p p l i e r b) the customer W h o are A p e x Building? a) t h e s u p p l i e r b) the customer

1 2 2 C D

L i s t e n again a n d c o m p l e t e t h i s e m a i l .

•

Subject: Order confirmation From: Ernest_Smith@sasconstructionsupplies.com To: jjones@apexbuilding.com First n a m e : Last name: Company name: Customer

number:

Order number: Item n u m b e r : Quantity: Item n u m b e r : Quantity: Item n u m b e r : Quantity: Delivery: Pick-up: Pick-up date: Comments:

Vocabulary

Jenny Jones Apex Building (1) GGC33471 Description: chipboard (2) (3) Description: plywood (4) (5) Description: plywood (6) (7) (8) yes / no (9) yes / no (10) Customer also wants timber XP6754. Out of stock.

B M - ' T ^ M Listen t o t h e follow-up p h o n e call. What is new'.'

L o o k at a u d i o s c r i p t s 22 a n d 23 o n pages 74-75. U n d e r l i n e useful phrases for telephone conversations.

U n d e r l i n e t h e correct w o r d s o r phrases i n italics t o c o m p l e t e these conversations. 1 need s o m e three-core cable, please. 2.5 m m . 240 V. I ' m s o r r y . We're in stock / out of stock. I want t o order some timber. Yes, of c o u r s e . W h a t ' s y o u r customer

number

/ order number,

please?

Do y o u have t r a n s p o r t ? No, I ' m s o r r y . I d o n ' t . No p r o b l e m . We organise delivery

/ pick-up.

Where is t h e site?

Hello again. Hello. Can I place an order / change an order, please? We need three bags of sand, n o t t h i r t y . No p r o b l e m at a l l . Speaking

W o r k i n p a i r s . Practise a t e l e p h o n e c o n v e r s a t i o n b e t w e e n a s u p p l i e r a n d a buyer. Use t h e w o r d s a n d phrases i n 5 t o h e l p y o u . A: I'd like to place an order. B: Certainly. What's your customer

Building supplies

number?

Listening

L i s t e n t o t h e c o n v e r s a t i o n a n d answer these q u e s t i o n s .

1 2

W h a t t h r e e t h i n g s does Isaac want? W h a t t w o t h i n g s does Alex give Isaac?

M a t c h 1-4 t o a - d t o c o m p l e t e t h e c o n v e r s a t i o n s . 1 2 3 4

How's i t going? Let's see. Here y o u are. Can I b o r r o w y o u r drill? D o y o u have a n e x t e n s i o n cable?

a) b) c) d)

No, I ' m s o r r y . It's b r o k e n . Good, t h a n k s . A n d you? Thank y o u very much. Yes, I t h i n k I d o .

Practise t h e q u e s t i o n f o r m Do you have ...?Start w i t h q u e s t i o n 1. T h e n change t h e p a r t of t h e q u e s t i o n i n bold each t i m e . W r i t e t h r e e m o r e q u e s t i o n s . Do y o u have a spare r o l l of insulating tape i n y o u r t o o l b o x ? Do y o u have a spare box of plugs i n y o u r t o o l b o x ? Do y o u have a spare b o x of plugs i n y o u r t r u c k ?

1 2 3 Language Making requests Do you have a spare roll of

Does Alex have a three-core

insulating

Yes, he does./No,

tape? Yes, 1 do./No, 1 don't.

S p e a k i n g 10

doesn't.

cable?

Can 1 borrow course./No,

your drill? Yes, of

I'm sorry. I'm using it.

W o r k i n p a i r s . Student A l o o k at t h e i n f o r m a t i o n o n t h i s page. S t u d e n t B l o o k at t h e i n f o r m a t i o n o n pages 6 8 - 6 9 . Student A Read t h i s list. Check w i t h Student B t h a t t h e i t e m s are i n stock. T h e n ask t o b o r r o w t h e i t e m s y o u need.

Check stock: •

1 2 m extension c a b l e -

•

5 A / 2 5 0 V plug -

•

20 m m flexible metal c o n d u i t - ^7

•

3 G p o w e r cable -

•

18 m m x 3 0 m P V C insulating t a p e -

3 Wv

"3 TOILS

A: B: A: B:

Do you have three 12-metre extension Yes, we do. We have seven in stock. What about conduits? Yes, we have conduits. What type?

A: B:

Can I borrow ...? Yes, no problem.

cables?

You have: •

spare grey paint

•

t w o brushes

•

a roller

You need to borrow: •

spray e q u i p m e n t (for painting)

Building supplies

^â&#x20AC;&#x201D;^â&#x20AC;&#x201D;\

elt tape

Listening

Listen t o a n d read the beginning of a c o n v e r s a t i o n b e t w e e n a client a n d a b u i l d i n g c o n t r a c t o r a n d c h o o s e t h e c o r r e c t answer. 1 2 A: B: A: B:

W h i c h speaker is t h e client? (A / B) W h i c h speaker is t h e b u i l d i n g c o n t r a c t o r ? (A / B) Can y o u t e l l m e a b o u t w a l l i n s u l a t i o n ? Sure. T h e r e are t w o t y p e s of w a l l i n s u l a t i o n : c a v i t y a n d s o l i d . B o t h types provide thermal and acoustic insulation. W h a t ' s t h e difference? Let me e x p l a i n . Sometimes w a l l s are s o l i d , so t h e i n s u l a t i o n is o n t h e o u t s i d e of t h e w a l l . T h i s is s o l i d w a l l i n s u l a t i o n .

Read t h e rest of t h e c o n v e r s a t i o n a n d p u t it i n t h e correct o r d e r Then l i s t e n a n d c h e c k y o u r answers. I

| Yes, exactly. ^ Sometimes walls have t w o p a r t s : an i n n e r w a l l a n d an o u t e r w a l l . C a v i t y w a l l i n s u l a t i o n means t h a t t h e i n s u l a t i o n m a t e r i a l is inside t h e w a l l . [Tl A n d c a v i t y w a l l insulation? I | A h , OK. So s o l i d w a l l is o u t s i d e a n d c a v i t y w a l l is inside? I 11 see. T h a n k y o u . I | W h a t a b o u t pipes? I

| OK, I u n d e r s t a n d . A n d w h a t t y p e s of i n s u l a t i o n d o y o u use for c a v i t y w a l l insulation?

I | O u r c o m p a n y uses t h r e e t y p e s of c a v i t y w a l l i n s u l a t i o n t o fill t h e gap: foam, m i n e r a l w o o l , o r p o l y s t y r e n e beads. I | For pipes, w e n o r m a l l y use felt tape o r f o a m t u b i n g . 3

Are these statements true (T) o r false (F)? C o r r e c t t h e false statements. 1 2 3 4 5

Building supplies

Solid w a l l i n s u l a t i o n is used t o p r o v i d e t h e r m a l i n s u l a t i o n . (T / F) Felt t a p e is used as c a v i t y w a l l i n s u l a t i o n . ( T / F) C a v i t y w a l l i n s u l a t i o n goes b e t w e e n t h e i n n e r a n d o u t e r walls. (T / F) Foam t u b i n g is used t o insulate pipes. (T / F) P o l y s t y r e n e beads are used t o i n s u l a t e pipes. ( T / F)

Language Used to/Used

as/Used

for

Used to is followed by a verb.

Solid wall insulation

Used as/used for is followed by a noun or adjective + noun.

Polystyrene

beads

is used to provide are used a s cavity

Felt tape is used for

thermal wall

insulation.

pipes.

C o m p l e t e these sentences w i t h to, as o r for. 1 2

Foam t u b i n g is used Foam t u b i n g is used

i n s u l a t e pipes. pipe insulation.

3 4 5

P l a s t e r b o a r d is used cover the inner wall. Wall ties are used h o l d t h e i n n e r a n d o u t e r walls together. P o l y s t y r e n e beads are u s e d cavity wall insulation.

L o o k at t h e i l l u s t r a t i o n s o n page 32. Listen again t o r e c o r d i n g 26 i n 2 and answer these questions.

Speaking

L o o k at i l l u s t r a t i o n 1. Is i t s o l i d w a l l i n s u l a t i o n o r c a v i t y w a l l

insulation? W h a t t h r e e m a t e r i a l s are used i n c a v i t y w a l l i n s u l a t i o n ?

3 4

or W h a t t w o t y p e s of i n s u l a t i o n are u s e d for pipes? W h i c h w o r d i n t h e c o n v e r s a t i o n means cavity?

, or

W o r k i n pairs a n d have t w o t e l e p h o n e c o n v e r s a t i o n s . Student A l o o k at t h e i n f o r m a t i o n o n t h i s page. S t u d e n t B l o o k at t h e i n f o r m a t i o n o n page 69.

Student A 1

You w o r k for a supplier. Here is an e x t r a c t of y o u r e m a i l t o a customer. Phone t h e c u s t o m e r a n d t e l l h i m / h e r t h a t Supamat 56 is o u t of stock. D e l i v e r y is next week. Supamat 87 is i n s t o c k . You c a n d e l i v e r t o m o r r o w .

9 Thank you for your order for insulation materials, as follows: Mineral wool glass Supamat 56 (200 mm x 6 m x 1130 mm) - 10 rolls Mineral wool glass Supamat 87 (200 mm x 6 m x 1130 mm) - 7 rolls Please note your order number is B23451K.

T h e r e is a p r o b l e m w i t h t h e c u s t o m e r ' s order. A n s w e r his/her call. Building supplies

Problems o n site

/ WET -1 PAINT

Listening

]{

fljj__E___ L i s t e n t o t w o engineers t a l k i n g o n a b u i l d i n g site. W h a t d o t h e y say a b o u t these things? Choose t h e c o r r e c t answer i n italics. 1 2 3 4

Vocabulary

5 6 7

concrete, second floor: liquid / solid concrete, first floor: liquid / solid p a i n t : wet / dry c o n c r e t e aggregate: too fine / too coarse

scaffolding: light / heavy g r o u n d : too soft / too hard toolboxes: too big / too small

Choose t h e adjective i n italics t h a t d o e s n ' t go w i t h t h e n o u n . 1 2 3

soft I hard / coarse g r o u n d liquid / heavy / we/ scaffolding dry / /?of / soft c o n c r e t e

4 fine / soft / coarse aggregate 5 wet / /me / /zguitf p a i n t 6 big / heavy / soft t o o l b o x

Language Too/Not

enough

W e use too + adjective to say that s o m e t h i n g is more t h a n y o u want it to be.

The ground

W e use not + adjective + enough

The aggregate

to say that y o u want s o m e t h i n g to be

is too soft. is not fine

enough.

more t h a n it is.

C o m p l e t e t h i s c o n v e r s a t i o n w i t h t h e w o r d s i n t h e box. coarse

coffee

deliver

order

soft

Problems, p r o b l e m s . I need a ( n ) (1) W h a t ' s up? T h o m s o n ' s is here w i t h t h e aggregate. T h e y say t h e g r o u n d is t o o (2) for t h e t r u c k . T h e y c a n ' t (3) t o t h e j o b site. I see. W h a t ' s y o u r plan? We're p u t t i n g mats d o w n . E v e r y o n e is h e l p i n g . Good. A n d a n o t h e r t h i n g . I t h i n k it's t h e w r o n g aggregate. It's n o t ( 4 ) e n o u g h . Can y o u call T h o m s o n ' s a n d check t h e (5) ? 4

Use t h e adjectives i n 1 a n d 2 t o d e s c r i b e 1-6. 1 2 3

Speaking

Building supplies

4 5 6

gravel: sand: paint (on a wall):

W o r k i n p a i r s . Make a list of p r o b l e m s o n site. Use too a n d not enough. discuss s o l u t i o n s . A: B:

steel: wood: glass:

The ground is too soft for the scaffolding. We need timber to make mudsills.

Then

A: The gravel is not coarse enough. B: We need to order new gravel.

Review Vocabulary

W r i t e t h r e e types of t h e f o l l o w i n g . 1 2 3

insulation: , electrical products: paint supplies:

, , ,

Write the opposites. heavy small wet cold coarse

Writing

Complete this email from a supplier t o a customer w i t h the words in the box insulating

item number

order

quantity

services

spray

telephone

Dear Ms Drescher, T h a n k y o u for y o u r ( 1 ) .

. call. T h i s is to c o n f i r m y o u r ( 2 ) .

(3)

Item

(4)

HB392

plywood

7 pieces

ZU3452M

chipboard

5 pieces

HU786

(5)

RE3425

three core cable 2.5 m m

Pi 9 9 8

(6)

3 rolls

tape

equipment

n u m b e r 367.

16 m I 1 set

With best wishes, Ernest Smith C u s t o m e r (7)

Smith and Sons 4

Construction Supplies

Complete t h i s t e l e p h o n e c o n v e r s a t i o n a b o u t t h e e m a i l i n 3. Hello. S m i t h a n d Sons C o n s t r u c t i o n Supplies. Ernest S m i t h (1) . Hello. D o r o t e a Drescher here. Oh, hello, Ms Drescher. It's (2) the email. Yes? There's a m i s t a k e . We need 60 metres of three-core cable, (3) _ One m o m e n t , (4) OK. That's i t e m n u m b e r RE3425? Yes, t h a t ' s r i g h t . OK, n o (5) 60, n o t 16. (6) you very much. You're w e l c o m e . G o o d b y e .

16.

(7) 5

You are a supplier. Write three sentences a b o u t y o u r c o m p a n y and y o u r p r o d u c t s .

Building supplies

• say what colleagues do/are doing ai the moment • give and follow directions • talk about the weather

On site

• give reasons using because • talk about food

On-site subcontractors

Listening

Listen t o five people. W h a t d o t h e y do? T i c k / t h e c o r r e c t boxes. (1) building

(2) roofer

(3) architect

inspector test electrical s y s t e m s

(4) c r a n e operator

maintain crane erect scaffolding co-ordinate specifications install d r a i n a g e systems c h e c k buildings install roofing systems lift e q u i p m e n t d e s i g n buildings

M a t c h a - g t o 1-7 t o c o m p l e t e t h e conversations. 1

I ' m l o o k i n g for Susan. So, w h a t d o y o u do? Excuse me. I ' m l o o k i n g for t h e supervisor. W h a t a b o u t maintenance? Do crane o p e r a t o r s m a i n t a i n t h e i r cranes? Do y o u k n o w w h e r e M a n u e l a n d Carlos are?. Are y o u l o o k i n g for Ken? W h a t does A h m e d do?

a) b) c) d) e) f) g)

O n site

T h e y ' r e o v e r t h e r e . T h e y ' r e t a k i n g a break. He's s i t t i n g o v e r there. Look, he's w a v i n g . She's i n t h e t i m b e r y a r d w i t h Janet. They're c h e c k i n g s t o c k . He's a n e l e c t r i c i a n . Yes, I a m . Is he here? I ' m a b u i l d i n g inspector. I c h e c k systems i n new b u i l d i n g s . I n general, yes. B u t m e c h a n i c s h e l p , t o o .

(5) plumber

Present s i m p l e a n d p r e s e n t c o n t i n u o u s We use the p r e s e n t s i m p l e to talk about things in general. We use the p r e s e n t c o n t i n u o u s to talk about things that are h a p p e n i n g now.

T i c k / t h e sentences t h a t are t r u e for y o u . R e w r i t e t h e o t h e r sentences so t h e y b e c o m e t r u e for y o u . 1 2 3 4 5 6 7

B: A: B: A: B: A:

Writing

Q I'm sitting in a classroom. Q I'm not listening to the radio. Q I w o r k o n b u i l d i n g sites. Q I'm wearing a helmet. Q I use c o m p u t e r s . O I'm d r i n k i n g tea. Q I ' m p l a n n i n g m y next holiday.

C o m p l e t e t h i s c o n v e r s a t i o n w i t h t h e c o r r e c t f o r m of t h e v e r b s i n b r a c k e t s . A: B: A:

Speaking

/ test electrical and plumbing systems. (That's my job.) H e designs buildings. (That's his job. He's a n architect.) I'm testing the fire alarms. He's checking the stock.

H i , Geoff. G o o d t o see y o u . Same t o y o u , Tony. So, w h y ( 1 ) (you/visit) t h e site? You n o r m a l l y (2) i n y o u r office. Well, (3) (I/look) for M a n u e l . I have a r e p o r t for h i m . I see. I t h i n k (4) (Manuel/have) his l u n c h at t h e m o m e n t . A h , OK. Do y o u k n o w where? (5) (he/train) s o m e n e w a p p r e n t i c e s today. (6) ( t h e y / w o r k ) w i t h scaffolding i n B u i l d i n g 4. OK, t h a n k s . You're w e l c o m e .

(stay)

W o r k i n p a i r s . Practise t h i s t e l e p h o n e c o n v e r s a t i o n , t h e n create y o u r o w n conversations using the prompts. A: B: A: B:

W h e r e are y o u ? I ' m i n t h e office. W h a t are y o u doing? I'm w o r k i n g o n a d r a w i n g .

1 2 3

o n site / t e s t i n g e l e c t r i c a l e q u i p m e n t i n the restaurant / meeting a client in the supplier's warehouse / collecting timber

W r i t e d o w n five t h i n g s y o u d o e v e r y week. / install heating

equipment.

I write reports

...

O n site

Directions Listening

Listen to a d r i v e r asking for directions from Sparky's Electrical Supplies and follow t h e r o u t e o n t h e m a p .

C o m p l e t e these expressions for g i v i n g d i r e c t i o n s w i t h the w o r d s i n the box. T h e n l i s t e n again a n d c h e c k y o u r answers. exit

miss

past

tell

Can y o u

2 3 4 5

Take t h e first Then drive the hospital. M i l l Street is t h e s e c o n d street t h e left after t h e t u n n e l . You can't t h e e n t r a n c e t o t h e c o n s t r u c t i o n site.

me w h e r e M i l l Street is?

L o o k at t h e m a p in 1. Read these d i r e c t i o n s f r o m M i l l Street c o n s t r u c t i o n site to Brigg's T i m b e r Yard a n d p u t t h e d i r e c t i o n s i n t h e c o r r e c t order. ^] Go u n d e r t h e r a i l w a y b r i d g e . Q Go t h r o u g h t h e t u n n e l . â&#x20AC;˘ It's o n t h e left. 3 T u r n right. |T| Go d o w n M i l l Street t o t h e m a i n r o a d . I | T u r n left at t h e r o u n d a b o u t .

Look at the map in 1 again. You're at Brigg's T i m b e r Yard. Listen to the d i r e c t i o n s . Are t h e y c o r r e c t o r i n c o r r e c t ? Correct t h e d i r e c t i o n s as necessary. Example: / incorrect

Speaking

On s i t e

is on your

left.

W o r k i n p a i r s . Practise giving d i r e c t i o n s u s i n g t h e m a p in 1. Start at the c i t y hall. A:

Can you tell me where the supermarket

Yes. Go past the police your

- The hospital

right.

station.

is?

Turn right. Go past Sam s Paint Shop and it's on

Listening

_ _ r ' _ _ B Listen t o t h i s c o n v e r s a t i o n and m a r k t h e site manager's o f f i c e i n A.

Questions:

Can you help me?'/Where's

the site manager's

Answers:

Go along the corridor./Take

the lift./lt's

up the stairs./When

Speaking

office?/How

the second

do 1 get to the conference

door on the right/Go

you come out of the lift, turn right/It's

opposite

through

the lift./lt's

the fire

room? doors./Go

next to the ... .

W o r k i n p a i r s . Take t u r n s g i v i n g d i r e c t i o n s . S t u d e n t A l o o k at t h e i n f o r m a t i o n o n t h i s page. S t u d e n t B l o o k at t h e i n f o r m a t i o n o n page 69. Student A L o o k at these floor plans. Y o u are at R e c e p t i o n . A s k S t u d e n t B h o w t o get t o t h e following. 1 2 3

purchasing

photocopying

ground floor

t h e site m a n a g e m e n t office t h e first floor conference r o o m t h e s u p e r v i s o r ' s office general manager

accounts

conference room

10 residential

storage

commercial

projects

lift

WC entrance

On site

Weather o n site Vocabulary

L o o k at p h o t o s A-F. Say t h e w o r d s a l o u d .

n Listening

Reading

L i s t e n a n d m a t c h c o n v e r s a t i o n s 1-6 t o t h e w e a t h e r p h o t o s i n 1. C o m p l e t e t h i s t e x t a b o u t e x t r e m e w e a t h e r a n d c o n s t r u c t i o n sites w i t h t h e w o r d s in t h e box. cold

hot

lightning

wet

wind

B a d w e a t h e r often c a u s e s l o n g d e l a y s o n c o n s t r u c t i o n sites. Building materials behave differently, e q u i p m e n t n e e d s protection a n d injuries are m o r e c o m m o n . In (1)

weather,

p a i n t a n d c o n c r e t e d r y t o o fast, s a n d g e t s into m a c h i n e s a n d o t h e r e q u i p m e n t , a n d injuries include d e h y d r a t i o n a n d s u n b u r n . In (2) w e a t h e r , a big p r o b l e m is m u d . S t r o n g (3) away. (4)

c a n kill. A n d in (5)

blows things

weather, w o r k e r s require

s p e c i a l c l o t h i n g a n d f i n g e r s stick to m e t a l , In e x t r e m e w e a t h e r , a c c i d e n t s a r e m o r e c o m m o n . In s h o r t , w e a t h e r is e x p e n s i v e .

On site

Read t h e t e x t i n 3 again a n d m a t c h t h e s e w o r d p a i r s f r o m t h e t e x t . strong

clothing

big

wind delays

special

wet

problem

long

weather

Reading

Put t h e w o r d s i n t h e b o x i n t h e c o r r e c t c o l u m n . Sometimes m o r e t h a n o n e w o r d is possible. cloud

dehydration

lightning

mud

Hot

Listening

rain

snow

sunburn

Cold

sunny

wind

Wet

L i s t e n t o five t e l e p h o n e c o n v e r s a t i o n s a n d c o m p l e t e t h i s table. Conversation

Weather

Problem(s)

(1)

(2)

(3)

(4)

(5)

(6)

(7)

(8)

(9)

(10)

Language

Because

We can use

because of

to explain why w e can't do s o m e t h i n g

or why something isn't possible.

How's

going?

Well, we can't work on the roof at the

moment.

Why not?

Because of

the rain. It's too

dangerous.

Ah, yes, OK.

L o o k at a u d i o s c r i p t 33 o n page 76. U n d e r l i n e because

M a t c h q u e s t i o n s 1-5 t o reasons a-e. 1 2 4 5

W h y c a n ' t y o u w o r k o n t h e roof? W h y d o y o u need m o r e sheeting? W h y c a n ' t y o u w o r k outside? W h y c a n ' t y o u use t h e crane? W h y d o y o u need sunglasses?

a) b) c) d) e)

Because Because Because Because Because

Speaking

of in t h e c o n v e r s a t i o n s .

of t h e sand. We need t o c o v e r t h e m a c h i n e s . it's t o o c o l d . We need b e t t e r c l o t h i n g . of t h e s u n . It's v e r y b r i g h t . of t h e r a i n . It's t o o dangerous for t h e roofers. it's t o o w i n d y . It's difficult t o h a n d l e t h e loads.

Imagine y o u w o r k o n c o n s t r u c t i o n sites all over t h e w o r l d . Give examples of p r o b l e m s different t y p e s of w e a t h e r c a n cause. Discuss these w i t h a p a r t n e r . A: B: A:

One big problem on building sites is rain. Why? You can't work on the roof in the rain. It's too dangerous. too soft for big trucks. B: And the paint can't dry. A: Yes, good point.

And the ground is

On site

Food

Vocabulary

Read c o n v e r s a t i o n s 1-6 a n d m a t c h t h e m t o p h o t o s A-R T h e n c o m p l e t e t h e conversations w i t h the words in the box. biscuits 1

Speaking

On site

coffee

milk

noodles

sandwiches

soup

A: B: A: B: A:

W h a t have y o u got? . Want one? You l o o k h u n g r y . C h o c o l a t e (1) Yes, please. A n d y o u ' r e r i g h t . 1 a m h u n g r y . T h e r e y o u go. Thanks.

A: B: A:

W h a t are y o u d r i n k i n g ? Orange j u i c e . W o u l d y o u like some? No, t h a n k s . I always d r i n k (2)

A: B: A:

There's a t a k e a w a y d o w n t h e r o a d . W h a t d o t h e y do? (3) Different k i n d s , like cheese a n d t u n a . A n d t h e y also do o t h e r snacks. T h a t s o u n d s like j u s t w h a t I need.

A: B: A: B:

W o u l d y o u like s o m e (4) Yes, please. H o w d o y o u take it? W h i t e w i t h sugar, t h a n k s .

A: B: A:

W h a t are y o u eating? C h i c k e n (5) A h . I have fish w i t h rice.

A: B: A: B: A: B:

It's c o l d today. Yes. B e l o w zero, I t h i n k . W h a t ' s i n t h e flask? (6) Smells great. Is i t chicken? Yes.

w h e n I'm t h i r s t y .

W o r k i n pairs a n d p r a c t i s e t h e c o n v e r s a t i o n s i n 1. W h a t d o y o u u s u a l l y have for l u n c h ? W h a t are y o u h a v i n g today? Discuss w i t h y o u r partner.

W o r k i n s m a l l g r o u p s . You're o n a b u i l d i n g site. It's l u n c h t i m e . Ask y o u r colleagues w h a t t h e y ' r e h a v i n g for l u n c h .

Review Writing

C o m p l e t e t h i s c o n v e r s a t i o n w i t h t h e c o r r e c t f o r m of t h e v e r b s i n b r a c k e t s . A B A B A: B: A: B A B

Hi! Can I h e l p you? Yes, I (1) ( l o o k for) Saskia P o l i n s k i . She's an e l e c t r i c i a n . Yes, I k n o w Saskia. T o d a y she (2) (work) in that building over there. She ( 3 ) . ( i n s t a l l ) a l i g h t i n g s y s t e m o n t h e g r o u n d floor. Thanks. Just a m o m e n t . Isn't t h a t her o v e r there? In t h e b l u e jacket? She (4) (carry) a box or something. No, I c a n ' t see her. She (5) ( w a l k ) past t h e b l u e p o r t a b l e c a b i n . Yes, I t h i n k y o u ' r e r i g h t . T h a n k s . Don't mention it.

A n s w e r these q u e s t i o n s a b o u t t h e c o n v e r s a t i o n i n 1. 1 2

W h a t does Saskia do? W h a t is Saskia doing? (four t h i n g s )

L o o k at t h e m a p o n page 38. W r i t e d i r e c t i o n s : 1 2 3

f r o m t h e M i l l Street c o n s t r u c t i o n site t o t h e s u p e r m a r k e t . f r o m Sparky's E l e c t r i c a l Supplies t o t h e p e t r o l s t a t i o n . f r o m Brigg's T i m b e r Yard t o M i l l Street.

W r i t e t h e t y p e of w e a t h e r t h a t causes t h e f o l l o w i n g . 1 2 3

dehydration sand t o get i n m a c h i n e s s h e e t i n g t o b l o w away

4 5

fingers t o s t i c k t o m e t a l soft g r o u n d

W r i t e q u e s t i o n s for answers 1-4. 1 2 6

Because of t h e snow. Because it's t o o w e t .

3 4

Because of t h e w i n d . Because it's t o o h o t .

C o m p l e t e t h i s e m a i l w i t h w h a t y o u h a d for l u n c h .

Dear Sam, Thanks for looking after me this morning. The site is looking good and the traffic management system is well organised. And lunch was great! I really enjoyed the (1)

and the (2)

was

perfect - much better than I have at home! See you soon, Carol

W o r k i n s m a l l g r o u p s . B r a i n s t o r m lists of t h i n g s t o eat a n d d r i n k .

On site

• identify w a r n i n g s i g n s

Health a n d safety

• c o m p l e t e a v e h i c l e safety checklist • explain injuries • talk about waste disposal colou codes

Warning signs Vocabulary

L o o k at t h e s e signs. W h a t d o t h e y mean? C o m p l e t e t h e sentences for signs 1-6 w i t h the words in the box.

©q®<d©o a harness

a mask

protective clothing 1 2 3 2

ear protection

gloves

safety glasses 4 5 6

You must w e a r . You m u s t w e a r . You must w e a r .

You m u s t w e a r . You m u s t w e a r . You must w e a r .

Here are s o m e o t h e r signs. W h a t is t h e difference b e t w e e n these signs and t h e

'A 'A A A signs i n 1?

—

Danger Scaffolding incomplete 1

Caution Slippery surface

Warning Stand clear of suspended load

Caution Trip hazard

Warning Fork lift trucks

Warning Falling objects

A A A A Caution Overhead cables

Caution Guard dogs on patrol

Read t h e s e sentences. W h a t sign is needed? L o o k at t h e signs i n 2 a n d w r i t e t h e sign l e t t e r f o r 1-8. 1 2 3 4 5 6 7 8 6

Health and safety

T h e r e are m e n w o r k i n g o n t h e roof today. T h e n e w s e c u r i t y c o m p a n y uses dogs T h e r e are p o w e r cables near t h e fence There's a l o t of d e b r i s o n t h e g r o u n d We're e r e c t i n g t h e scaffolding t h i s a f t e r n o o n We're u s i n g t h e c r a n e today. We're m o v i n g t h e t i m b e r today. There's o i l o n t h e g r o u n d

Use clues 1-9 t o fill i n t h e squares. W h a t h e a l t h a n d safety a d v i c e d o y o u read in t h e c o l u m n ? Clues:

1 2 3 4 5 6 7 8 9 Listening

overhead surface falling. suspended. hazard stand lift t r u c k dog safety.

•••••• •••••••• ••••••• • ••• • ••• • •••• • ••• • •••• •••••••

L i s t e n t o eight c o n v e r s a t i o n s a n d m a t c h t h e m t o t h e signs i n 2.

1 2 3 4 5 6 7 8

Conversation Conversation Conversation Conversation Conversation Conversation Conversation Conversation

1 2 3 4 5 6 7 8

a) b) c) d) e)

A B C D E

g) G h) H

L o o k at these p h o t o s . W h a t are A - E called? L i s t e n again a n d c h e c k y o u r answers.

Speaking

W o r k i n p a i r s . W h a t o t h e r safety signs d o y o u know/see o n site? Discuss w i t h y o u r p a r t n e r . Take t u r n s t o say w h a t t h e signs mean.

Health and safety

Site safety Vocabulary

L o o k at t h i s i l l u s t r a t i o n . Circle t h e h e a l t h and safety p r o b l e m s y o u see.

You are an inspector. L o o k at t h e i l l u s t r a t i o n i n 1 again. T i c k (/) g o o d o r cross (X) b a d for 1-6 i n t h i s r e p o r t . T h e n w r i t e t h e p r o b l e m for each u s i n g t h e w o r d s i n t h e box. boots

children

RB Johnson Construction

Speaking

Health and safety

Waste

PPE

Access

Vehicles

Signs

Equipment

fall

Good

helmet

ladder

Bad

mask

oil

skip

trip

welding

Problem(s)

W o r k i n p a i r s . C o m p a r e y o u r r e p o r t s i n 2.

Find a n e w p a r t n e r . Take t u r n s t o d e s c r i b e a p r o b l e m o n a c o n s t r u c t i o n site. Is t h e p r o b l e m i n t h e i l l u s t r a t i o n i n 1?

Vocabulary

Listening

L o o k at t h i s i l l u s t r a t i o n . Say t h e w o r d s a l o u d . T h e n close y o u r b o o k , d r a w an i l l u s t r a t i o n of a f o r k lift t r u c k a n d label i t .

Listen t o this c o n v e r s a t i o n . W r i t e the vehicle n u m b e r t h e n complete t h e c h e c k l i s t w i t h a t i c k (/) o r cross (X).

Fork lift Daily Inspection Checklist

Documents

Battery

Fluids

Tyres

Seat belt

Mirrors

/ = OK X = action needed

Lights

Vehicle number:

Tuesday L i s t e n again a n d d e s c r i b e t h e t h r e e p r o b l e m s w i t h t h e v e h i c l e .

W o r k i n p a i r s . Student A l o o k at t h e i n f o r m a t i o n o n t h i s page. Student B l o o k at t h e i n f o r m a t i o n o n page 70. Student A

Seat be

Tyres

Fluids

Battery

Documents

GHfc75

Seat

/ = OK X = action needed

Mirrors

Read t h e list of faults for v e h i c l e GH675 a n d e x p l a i n t h e m t o Student B. T h e n make notes a b o u t t h e faults for v e h i c l e JK893.

Lights

Speaking

Health and safety

First aid head

chest

elbow

eye

back

hand

finger

knee

thumb

foot ankle

H j ^ x H

Vocabulary

L i s t e n t o six c o n v e r s a t i o n s a b o u t i n j u r i e s o n site and m a t c h 1-6 t o a-f

to c o m p l e t e the sentences. 1

He s p r a i n e d

his a r m .

He b r o k e

his back.

He b u r n t

h e r finger.

He h u r t

his h a n d .

She c u t

his ankle.

The pallet c r u s h e d

his knee.

Language

Past simple: be We use the past simple of b e to talk about the past.

1/He/She/It We/You/They

was/wasn't

In the site manager's

were/weren't

here this

office

yesterday.

morning.

Past simple We use t h e p a s t s i m p l e t o t a l k a b o u t a c t i o n s a n d s i t u a t i o n s t h a t s t a r t e d a n d f i n i s h e d i n t h e past. To form the past simple of regular v e r b s , we add - e d to the verb.

/ sprained

ankle.

The pallet crushed

his

hand.

Some verbs do not form the past simple with -ed.They are irregular

He fell off the scaffolding,

(fall

(e.g. go

He broke his arm. (break

> went, buy

â&#x20AC;˘ bought,

meet

-* met, etc.).

â&#x20AC;˘> fell) broke)

Read t h i s e x t r a c t f r o m a n a c c i d e n t r e p o r t a n d u n d e r l i n e t h e v e r b s i n t h e past s i m p l e . W h i c h v e r b s are regular?

ACCIDENT REPORT Name: Michel Kempinski '

Date: 7th November

L o c a t i o n : Mill S t r e e t

T h i ' i -n Description Of incident: 1 was in the site manager s Of fee yesterday. I here

RB Johnson

Construction

was a problem with some waste management paperwork^. The site manager told me to cheeky the skjps in the gard. I counted the skips and found there were Onlg six, not eight. Then I saw the accident. Warrg tried to lift a skip wrt-h his Crane. The load was too heavg and the Crane tipped over. I t Crashed into the scaffolding that we erected gesterdag. Four men were hurt. We called the emergenCg services. Theg sent twO ambulances.

Health and safety

Vocabulary

T i c k / t h e items y o u need t o t r e a t a c u t finger.

•

a bandage

•

a roll of tape

Put these sentences for t h e t r e a t m e n t of a c u t finger i n t h e c o r r e c t order. Q Clean t h e c u t u n d e r r u n n i n g water. I | Cover t h e c u t w i t h a dressing o r plaster. I | Put o n d i s p o s a b l e gloves. [T| Wash y o u r h a n d s . I | Dry the cut using a dressing or c o t t o n wool. Imagine a w o r k e r c u t his finger yesterday. W r i t e d o w n h o w y o u t r e a t e d i t . Use the verbs in the box to help you. cleaned Listening

covered

dried

put on

washed

L i s t e n and c o m p a r e . Is a n y t h i n g different t o t h e w a y y o u t r e a t e d t h e finger in 5?

Listen to a health and safety officer o r d e r i n g s u p p l i e s f r o m a m e d i c a l s u p p l i e r for t h e first aid k i t and c o m p l e t e t h i s list.

1 -two rolls of (I) <me tube of <m-tiseptic ( 2 ) . •tUree boxes of (3) « couple of packers of (V) a bottle of (S")

Speaking

W o r k i n p a i r s a n d take t u r n s . Choose one of t h e i n j u r i e s i n 1. Tell y o u r p a r t n e r a b o u t t h e i n j u r y a n d e x p l a i n h o w i t h a p p e n e d . Your p a r t n e r explains w h a t t o d o using t h e phrases i n t h e box. call an ambulance

get the first aid kit

go to hospital

see the doctor

take an X-ray A: I cut my finger on some broken glass. B: OK. I need to get the hrst aid kit. First, I need to clean the

cut... Health and safety

Waste disposal Vocabulary

Read t h i s w a s t e d i s p o s a l n o t i c e a n d w r i t e t h e n a m e of t h e c o n t a i n e r for items 1-7.

WASTE DISPOSAL Please follow these waste disposal procedures. Containers are colour coded as follows: Biohazard - food, plants

G y p s u m - plasterboard and gypsum products

H a z a r d o u s - contaminated wastes such as asbestos, paint tins, tar I n e r t - concrete, rubble, tiles, bricks, debris

M e t a l - clean metal

M i x e d - general waste

W o o d - clean, untreated timber

1 2 3 4

manuals: left-over food: b r o k e n steel pipe: paint tins:

2 Mr'Th'B Speaking

Health and safety

5 6

o l d sheeting: tarmac:

painted wood:

L i s t e n a n d check y o u r answers to 1.

W o r k i n s m a l l g r o u p s . Talk a b o u t w a s t e d i s p o s a l i n y o u r area. A: We have three skips. One is for debris, one is for paint and one is for general waste. B:

What about

Glass goes in general

glass? waste.

Review Writing

W r i t e t h e meanings of these signs.

Describe t h e faults o n a v e h i c l e y o u i n s p e c t e d . Use t h e w o r d s i n t h e box. broken

3 4

cracked

dirty

flat

leaking

missing

W r i t e t h e i t e m s y o u need t o t r e a t a c u t ringer. T h e n w r i t e h o w t o t r e a t i t . Read t h i s e m a i l a b o u t a c c i d e n t s o n t h e M i l l Street site a n d c o r r e c t t h e w o r d s in b o l d .

D C C C

•

•1

To: site manager F r o m : site supervisor We (1) h a d d four accidents on the Mill Street site this week. Ahmed (2) c u t t e d his finger and needed stitches. Micki (3) b r e a k e d his arm. Kim (4) b u r n d his hand. And Susan (5) f a i l e d in a hole and had to go to hospital.

Use t h e c h a r t o n page 50 t o c o m p l e t e t h i s e m a i l a b o u t w a s t e d i s p o s a l o n a c o n s t r u c t i o n site.

To: site supervisor F r o m : health and safety inspector

Please remind your workers to use the correct skips for waste disposal. Here is a list of colours and types of waste. Green: untreated wood Grey: (1)

Orange: (3)

Blue: (2)

Black: (4)

Regards

Health and safety

The contractor's office

• w e l c o m e c l i e n t s a n d e x p l a i n what staff m e m b e r s d o • d i s c u s s projects • d e s c r i b e s t r u c t u r e s u s i n g dimension • d e s c r i b e the s h a p e of constructions • calculate an area

Clients Reading

Read t h i s e m a i l . W h a t is it about?

From: To:

SRamirez@ramco.com Arnold_Schmidt@gov.co.uk

Dear Mr Schmidt, Thank you for your email and congratulations on your new job! I confirm I am available on Tuesday for a meeting and look forward to your visit to our offices next Tuesday at 9 a.m. to meet our staff and to discuss the Cambridge Road Hospital project. With best wishes, Susana Ramirez General Manager R a m

Listening

_ _ _ _ _ _ _ Listen t o five c o n v e r s a t i o n s between A r n o l d Schmidt a n d Susana Ramirez a n d answer these q u e s t i o n s . 1 2 3 4 5

W h e r e does A r n o l d S c h m i d t w o r k ? W h a t is Susana Ramirez i n charge of? H o w does A r n o l d S c h m i d t take his coffee? W h a t p l a n does Susana Ramirez suggest? W h a t t i m e does A r n o l d S c h m i d t have t o leave?

M a t c h 1-5 t o a-e t o c o m p l e t e t h e c o n v e r s a t i o n s . L i s t e n again a n d c h e c k y o u r answers. 1 2 3 4

C o

Hello. M y name's A r n o l d S c h m i d t . I'm here t o see Susana Ramirez Hello. I ' m Susana Ramirez. You m u s t be M r S c h m i d t Before w e s t a r t , w o u l d y o u like coffee? H o w a b o u t if I i n t r o d u c e y o u t o t h e t e a m first? T h e n w e can l o o k at t h e designs a n d y o u can ask a n y q u e s t i o n s y o u have H o w l o n g have w e got?

a) b) c) d) e)

Yes, t h a t ' s r i g h t . Pleased t o meet y o u . A h , yes. One m o m e n t , please. She's e x p e c t i n g y o u . I have t o leave at 11.30. So w e ' v e got a b o u t an hour. Yes, please. W i t h m i l k a n d one sugar, please. T h a t s o u n d s perfect.

The contractor's office

_ _ _ _ _ _ _ L i s t e n t o Susana Ramirez i n t r o d u c i n g her staff. I low m a i n employees are there?

L i s t e n again a n d c o m p l e t e t h i s staff d i r e c t o r y . Use t h e w o r d s i n t h e box. W h o is o u t of t h e office? Bookkeeper

Civil E n g i n e e r i n g s t u d e n t

Structural Engineer

Team Assistant

R a m C o

â&#x20AC;˘o staff directo Susana Ramirez Kenneth McGarry Rowena Murphy Janet L Jones

Vocabulary

Architect

(1) Structural Engineer

Timothy Wiseman

Project M a n a g e r

Luisa Serrano

Project M a n a g e r

Thomas McNamara

(2)

Julita Zielinski

(3)

Nasim Orgun

(4)

a) b)

team engineering project structural book

manager keeper

c) assistant d) student e) engineer

Put these w o r d s i n t h e c o r r e c t o r d e r t o make sentences. 1 2 3 4 5

Speaking

General Manager

M a t c h 1-5 t o a-e t o m a k e n e w w o r d s o r w o r d p a i r s . 1 2 3 4 5

Rowena / t h e / a l l / does / c a l c u l a t i o n s Julita / of / charge / is / i n / staff / t h e / s c h e d u l e T h o m a s / next / g r a d u a t e / hopes / t o / year N a s i m / t h e / looks / after / finances t h e / o t h e r s / t h e / a l l / o u t / are / at / m o m e n t

Work in small groups and complete the following. 1 2 3

Imagine y o u w o r k t o g e t h e r i n a general c o n t r a c t o r ' s office. W h o does w h a t ? W r i t e a staff d i r e c t o r y u s i n g j o b t i t l e s . Send one p e r s o n - ' t h e v i s i t o r ' - t o a n o t h e r 'office' t o be i n t r o d u c e d t o t h e i r staff. I n t r o d u c e t h e v i s i t o r t o y o u r staff. E x p l a i n t h e j o b s a n d r e s p o n s i b i l i t i e s of y o u r staff.

A: This is ... . He/Shes responsible B: Pleased to meet you. A: And this is

for .

. At the moment

he/she's

working

....

The contractor's office

Projects Listening

_______

L i s t e n t o Susana Ramirez and A r n o l d S c h m i d t t a l k i n g a b o u t Block A of

t h e C a m b r i d g e Road H o s p i t a l p r o j e c t a n d find t h e t h i n g s t h e y t a l k a b o u t i n A - D . •J entrance

- glass roof

rooms \

entrance •

25 m passage

passage

Ground floor: Amenities

(m) cafe

bank

book shop

fruit shop

es'a an* J

bank

toy shop

•

gift shop |

post office

cafe

Language

Metric a n d imperial m e a s u r e m e n t s T h e construction industry uses both metric (e.g. cm/m/km) feet/yards)

a n d imperial (e.g.

inches/

measurements.

1 inch = 1" = 2.54 c m 12 inches = 1 foot = 1' 3 feet = 3' = 1 yard 1 m = 3.281'

You c a n a s k a n d a n s w e r q u e s t i o n s about

How high is it? It's 25 metres

d i m e n s i o n s in different ways:

How wide is it? It's 16

The height

metres.

OR What's the width? 16

How long is it? It's 150 metres

long.

The width is

metres.

What's the area?

It's 25 m .

(square m e t r e s )

What's the length? is 250

metres

wide.

What's the height? 25

high.

The

length

What's the volume?

metres.

It's 46 m .

(cubic metres)

Fill i n t h e gaps i n t h e c o n v e r s a t i o n . A:

So t e l l m e a b o u t t h e n e w p r o j e c t . I hear i t has a ( n ) (1)

B: Yes, t h a t ' s r i g h t . A n d a ( n ) (2) A:

H o w (3)

passage?

roof.

is it?

B: T h e passage? 16 (4) A:

H o w m u c h is t h a t i n feet?

B: O h , a b o u t (5)

feet.

A: A n d h o w l o n g is it? B: 250 m . Sorry. A b o u t (6) A:

B: Yes. T h e (7) 7

The contractor's office

yards.

Q u i t e a l o t of floor space then? is 4000 m . A n d d o n ' t ask me w h a t t h a t is i n feet! 2

________ L i s t e n t o t h r e e m o r e c o n v e r s a t i o n s a b o u t B l o c k A of t h e C a m b r i d g e Road H o s p i t a l p r o j e c t and c o m p l e t e t h i s table. T h e n c o m p a r e y o u r answers w i t h a partner. Conversation

Topic

Details

(1)

(2)

(3)

(4)

(5)

(fi)

Read t h i s n e w s p a p e r a r t i c l e a b o u t t h e C a m b r i d g e Road H o s p i t a l p r o j e c t a n d c o r r e c t t h e seven mistakes. W o r k o n the C a m b r i d g e Road H o s p i t a l project is g o i n g to p l a n , says A r n o l d S m i t h , the g o v e r n m e n t official responsible for the project. T h e new skyscraper has six floors a n d is 150 metres l o n g . T h e design has a c e n t r a l passage w i t h o n each side. T h e

passage has

rooms

different

amenities, i n c l u d i n g shops and restaurants, and a w o o d e n roof. T h e project manager i n charge, J u l i t a Z i e l i n s k i o f R a m C o , says t h a t the project includes a n e w u n d e r g r o u n d car park. A local company, H i n g e w e l l D o o r s , are s u p p l y i n g the doors.

W o r k i n p a i r s . S t u d e n t A l o o k at t h e i n f o r m a t i o n o n t h i s page. Student B look at t h e i n f o r m a t i o n o n page 70. Exchange i n f o r m a t i o n a b o u t t w o b u i l d i n g s . Student A

L o o k at t h i s p h o t o a n d read t h e i n f o r m a t i o n a b o u t Taipei 101. Tell Student B a b o u t t h e b u i l d i n g . T h e n l i s t e n a n d take notes a b o u t S t u d e n t B's b u i l d i n g .

Taipei 101 This skyscraper is 5 0 8 metres high and has 101 floors. An interesting feature is the steel p e n d u l u m w h i c h hangs from the 9 2 n d floor and acts as a d a m p e r against strong w i n d s . It consists of 41 circular steel plates. Each plate is 125 millimetres high. Together they form a 5.5 metre diameter sphere. Every year, there is a race up the 2,046 steps from floors 1 to 9 1 . The record is just under 10 minutes and 3 0 seconds.

" f t * - c3â&#x20AC;&#x17E;rj-

Khalifa

He./gh-f: (J.).

D/Vu&ns/onS: (Z) timber

o f uti^AouiZ: (3)

The contractor's office

Shapes Vocabulary

________ Listen and w r i t e the c o n v e r s a t i o n letter next to the shape. Listen again a n d c o m p l e t e t h e t a b l e u s i n g t h e w o r d s i n t h e box. l-shaped

rectangular

o o "

sphere

square

triangular

a triangle

a(n)

an l-shape

a(n)'

a circle

a circular rod

a square

a(n) .

a cylinder

a cylindrical can

a(n)

a spherical d a m p e r

a rectangle

a(n)

. truss

. girder

â&#x20AC;&#x201D;

. beam

room

U n d e r l i n e t h e stress i n these w o r d s . T h e n l i s t e n a n d c h e c k y o u r answers.

Speaking

cylinder

2 3 4

rectangle triangle circle

C o m p l e t e these sentences w i t h w o r d s t o describe shapes. 1

T h e p e n d u l u m i n Taipei 101 is

2 3 4 5

T h i s page is M y c u p of coffee is A 90Â° cross-section of a p i p e is M a n y steel beams are

W o r k i n a s m a l l g r o u p . Make lists of t h i n g s t h a t are t h e f o l l o w i n g shapes. 1 2 3 4 5 6 7

cylindrical rectangular triangular circular

circular rectangular cylindrical square spherical l-shaped triangular

C o m p a r e y o u r lists i n 4 w i t h o t h e r g r o u p s .

Listening

________ Listen t o a s t r u c t u r a l engineer d e s c r i b i n g t h e d i m e n s i o n s of t w o beams: a n I-shaped cross-section a n d a s t a n d a r d c h a n n e l c r o s s - s e c t i o n , a n d a r o d . C o m p l e t e these t a b l e s .

flange width (w)

â&#x20AC;˘

'web beam height (h)

J\ |~- web thickness (b) l e n g t h (I)

flange _ flange thickness (t)

radius (r)

l-shaped c r o s s - s e c t i o n

Rod

Standard channel cross-section

Flange width:

(1)

Depth (h):

(6)

Radius (r):

(10)

Flange thickness:

(2)

W i d t h (w):

(7)

L e n g t h (I):

(11)

Web thickness:

(3)

W e b thickness (s):

(8)

Beam height:

(4)

Area:

(9)

Area:

(5) Language

Expressions 3.520 = three point five two oh

Note how w e say d i m e n s i o n s :

0.370 = (nought/zero/oh)

point three seven

(We d o N O T say three point fifty-two, and 1 inch = approximately 25 millimetres

five

hundred

3.402

twenty.)

This board is 30 x 600. = This board is 30 by 600.

W r i t e these dimensions in w o r d s . 1

Speaking

or three point

2.345

0.146

35.290

63.38

W o r k i n p a i r s t o c o m p l e t e t h e s e d i m e n s i o n s . S t u d e n t A l o o k at t h e i n f o r m a t i o n o n t h i s page. S t u d e n t B l o o k at t h e i n f o r m a t i o n o n page 70.

What are the dimensions

It's 4.35 metres

What about

The radius

long,

the

of the

rod?

....

radius?

is ... .

T h e c o n t r a c t o r ' s office

Âť

Calculations Vocabulary

L o o k at these cross-sections. Calculate t h e areas. 30 mm

area of a circle = jtr

volume of a

25 mm

20 mm

cylinder = ;rr h z

volume of a sphere = ^ n r

volume of a cone

Language Calculations

N o t e h o w w e say c a l c u l a t i o n s : 2 0 x 3 0 = 6 0 0 = twenty 2

irr = pi r

times thirty is/equals

600

2nr = two pi r

- minus

600 m = six hundred

square

6 0 0 m = six hundred

cubic

J 64 = 8 = the square

root of sixty-four

= equals + plus

squared

/ divided by

metres

x multiplied by/times

metres is

eight

V the square root of

Calculate t h e s e v o l u m e s . C o m p a r e y o u r answers w i t h a partner.

8 cm 5 mm

T h e answers t o these c a l c u l a t i o n s are i n c o r r e c t . C o r r e c t t h e answers and t h e n c o m p a r e w i t h a partner. 1 2 3 4 5

Speaking

W o r k i n p a i r s . Take t u r n s t o give each o t h e r s i m p l e c a l c u l a t i o n s t o do. A: B: A: B:

3x4=15 16/8 = 3 V25 = 4 18-15 = 2 76 + 32 = 107

T h e c o n t r a c t o r ' s office

What's the square root of 121? 11. My turn. What's 174 divided 48. No, it's 58.

by 3?

Review Writing

W r i t e t h e n o u n ( n ) and adjective (adj) for each shape.

l(n)_

3(n)_

5(n)_

7(n)_

2 (adj)

4 (adj)

6 (adj)

8 (adj).

9(n)_

ll(n)_

13 ( n )

10 (adj)

12 (adj)

14 ( a d j ) .

C o m p l e t e t h i s t e x t w i t h t h e w o r d s i n t h e box. council

engineers

plan

staff

R a m C o e m p l o y s n i n e (1) finance

water

o n e general manager,

architect, t w o s t r u c t u r a l (2) one

team

one

, three project co-ordinators,

specialist a n d a(n)

(3)

assistant. Susana Ramirez

is t h e a r c h i t e c t i n c h a r g e o f t h e C a m b r i d g e R o a d H o s p i t a l p r o j e c t . E v e r y t h i n g is g o i n g t o ( 4 ) (5)

, s h e says, e x c e p t f o r t h e

s u j i p l y , w h i c h r e m a i n s a p r o b l e m . T h e s o l u t i o n is a

n e w p u m p s y s t e m , s h e says, b u t t h e r e is n o t e n o u g h m o n e y i n t h e budget. T h e local g o v e r n m e n t official, A r n o l d S c h m i d t , says t h a t h e is a s k i n g f o r m o r e m o n e y f r o m t h e l o c a l (6)

T h e h o s p i t a l is useless w i t h o u t a

r e l i a b l e w a t e r s u p p l y , h e says.

Imagine y o u are a v i s i t o r at a c o n t r a c t o r ' s office. W r i t e answers t o t h e r e c e p t i o n i s t ' s q u e s t i o n s 1-3. 1 2 3

W r i t e these n u m b e r s i n w o r d s . 1

Can I h e l p you? W o u l d y o u like coffee? H o w long have y o u got?

2.905

67.98

0.223

453.608

14.890

W r i t e these c a l c u l a t i o n s i n w o r d s . 1 5 x 6 = 30 2 1 0 0 / 5 = 20 3 V36 = 6

4 5 +3-1 =7 5 7 = 7 x 7 = 49 2

L o o k at t h e b u i l d i n g s i n 5 o n pages 55 a n d 70. W r i t e t h r e e sentences a b o u t each b u i l d i n g . Use t h e i n f o r m a t i o n o n pages 55 a n d 70 t o h e l p y o u .

T h e c o n t r a c t o r ' s office

• complete a schedule

Planning ahead

• make

appointments

• t a l k a b o u t d a y s , dates a n d time • make comparisons • write quantities

Planning a project Listening

_ _ _ _ _ _ _ L i s t e n t o a project manager e x p l a i n i n g t h e schedule for a beam bridge a n d l o o k at t h i s d i a g r a m . T i c k / t h e four w o r d s y o u hear.

,deckQ

abutment

superstructure [_

spanQ~

foundations [_

Are t h e s e sentences true ( T ) o r false (F)? Correct t h e false sentences. 1 2 3 4 Vocabulary

The The The The

deck is a b o v e t h e s u p e r s t r u c t u r e . ( T / F) piers are b e l o w t h e f o u n d a t i o n s . ( T / F) s u p e r s t r u c t u r e rests o n t h e piers a n d a b u t m e n t s . ( T / F) b r i d g e has t h r e e a b u t m e n t s . (T / F)

M a t c h 1-5 t o a-e t o make w o r d p a i r s . project beam design site opening

Planning ahead

a) p r e p a r a t i o n s b) bridge c) ceremony d) schedule e) phase

Listening

L i s t e n again a n d c o m p l e t e t h i s s c h e d u l e .

February

re Q. E <

March April

Design

May

>•

re ~33 s

3 ~3

Sept

January u O

> o z

u o Q

c re

-3

k_ (0

0) u_

c Q. ra 3 2 < -J

3 -3

•/////.

W/.

Site preparations

June July

Foundations

August

Pier construction

September

Superstructure

October November

Deck

December

Opening

ceremony

L o o k at t h e s c h e d u l e i n 4 a n d answer t h e s e q u e s t i o n s . 1 2 3 4

W h e n w i l l w o r k o n t h e f o u n d a t i o n s begin? W h e n w i l l w o r k o n t h e s u p e r s t r u c t u r e end? W i l l t h e site p r e p a r a t i o n s s t a r t i n June t h i s year? W i l l t h e b r i d g e o p e n i n June next year?

Language

Will (future) We use will + t h e infinitive to talk

We'll start work on the

about something that w e think,

at the beginning

believe or know will h a p p e n in t h e

(we'll = we will)

future.

I'll see you next week. (I'll = I will)

open

in July?

Yes, it

will./No, it won't (will not).

W o r k i n pairs. Student A look at t h e i n f o r m a t i o n o n t h i s page. Student B look at t h e i n f o r m a t i o n o n page 71. Student A

Look at t h i s s c h e d u l e for a b r i d g e c o n s t r u c t i o n p r o j e c t a n d ask Student B for t h e m i s s i n g information. A: When will we do the foundations? B: We '11 start in August and we 11 hnish in A: So, it will take hue months? B: Yes, that's right. A: OK, what about...?

>. (0

Design

c 3

-3

it n

CD 3 <

u O

December.

> o z

u <u o

re LL0)

Q. <

>• re

c 3

—3

-3

D) 3 <

Sept

Will the bridge

foundations

August,

Sept

Speaking

Site preparations Foundations Pier construction Superstructure Deck Opening

if H

ceremony

Planning ahead

Schedules Listening

_ _ _ _ _ _ _ Listen t o five c o n v e r s a t i o n s and look at t h i s calendar. W r i t e the days of t h e meetings. Monday

Tuesday

Wednesday

Thursday

Saturday

Friday

Sunday

2& 1

W r i t e these years i n figures.

1 2

n i n e t e e n eighty-six eighteen o h one

t w e n t y o h one/two t h o u s a n d and one

4 5 6

t w e n t y thirty-five nineteen ninety t w e n t y eleven

W r i t e these years i n w o r d s . 1972 2018 2007 2034 2010 2015

Language

P r e p o s i t i o n s of t i m e W e use on with days a n d dates. Note: w e write 2 2 J u n e or 22nd June, twenty-second

or the twenty

second

o n Tuesday/22 but w e say June of

June/Monday

June.

W e use in with parts of the day a n d longer periods of time.

in the morning/the

W e use at with clock times a n d s o m e expressions.

at 5.15 p.m./the

Saying years:

1998 = nineteen

summer weekend/the

Are you free on

...

at ten

o'clock?

in the

morning?

Speaking

Planning ahead

and ...

all

week,

Friday.

on Monday at 5.30 in the

seven

evening,

p.m. afternoon.

Monday.

W o r k i n pairs a n d ask a n d answer q u e s t i o n s 1-6. Make a n o t e of t h e answers. T h e n find a n o t h e r p a r t n e r a n d repeat. 1 2 3 4 5 6

morning?

week?

1 can't make it on

thousand I'm free

Tuesday?

on Wednesday

moment

ninety-eight

2 0 0 7 = fwenfy oh seven/two Making appointments:

evening

the

When's y o u r b i r t h d a y ? W h e n was y o u r last holiday? When's y o u r next holiday? W h e n d i d y o u last go o v e r a bridge? W h e n d i d y o u last v i s i t a c o n s t r u c t i o n site? W h e n w i l l y o u retire?

Vocabulary

L o o k at c l o c k s 1-6. L i s t e n t o t h e t i m e s a n d w r i t e t h e m i n w o r d s .

Write these times in w o r d s . 1

7.25

8.45

2.05 12.30

3.15

6.10

_ _ _ _ _ _ _ _ L i s t e n to seven c o n v e r s a t i o n s . W r i t e the t i m e s and w h a t is h a p p e n i n g . 1 2 3 4 5 6 7

Language

T e l l i n g the t i m e 6.00 = six o'clock

What's the time?/What

time is it?

6.05 = five past six/six oh five 6.10 = ten past six/six ten

It's half past seven/seven

6.15 = quarter past six/six fifteen

It's quarter

6.20 = t w e n t y past six/six t w e n t y

It's five past six/six

to seven/six

thirty. (7.30) forty-five.

(6.45)

oh five. (6.05)

6.25 = twenty-five past six/six twenty-five 6.30 = half past six/six thirty 6.35 = twenty-five to seven/six thirty-five 6.40 = twenty to seven/six forty 6.45 = quarter to seven/six forty-five 6.50 = ten to seven/six fifty 6.55 = five to seven/six fifty-five a.m. = in the m o r n i n g p.m. = in the afternoon/in the evening Asking what time s o m e t h i n g starts:

What time is the meeting? two fifteen.

Making a r r a n g e m e n t s to meet:

Are you free at 11 How

Speaking

It's at quarter

past

two/

(2.15)

about/What

o'clock? about

11.30?

Take o u t y o u r o w n s c h e d u l e for t h i s week. W o r k i n a s m a l l g r o u p . A r r a n g e a t i m e t h a t s u i t s all of y o u t o h a v e a t w o - h o u r m e e t i n g t o d i s c u s s a new

project.

Planning ahead

Bridges Reading

Read these d e s c r i p t i o n s of five bridges a n d m a t c h texts 1-5 t o diagrams A - E . 1

2 3 4 5

Speaking

Planning ahead

In a s u s p e n s i o n b r i d g e , cables go f r o m o n e t o w e r t o a n o t h e r a n d t h e deck hangs f r o m v e r t i c a l s u s p e n d e r s (cable o r r o d s ) a t t a c h e d t o t h e m a i n cable A c a n t i l e v e r is a b e a m s u p p o r t e d at one e n d . In c a n t i l e v e r bridges, a beam balances o n t o p of t w o o r m o r e o t h e r beams, o r c a n t i l e v e r a r m s A r c h e s are n o r m a l l y s e m i c i r c u l a r in shape. In t h i s t y p e of bridge, there are n o cables o r t o w e r s . Beam b r i d g e s are t h e m o s t c o m m o n t y p e of b r i d g e . T h e design is v e r y s i m p l e . T h e b e a m sits o n t o p of t w o o r m o r e s u p p o r t s o r a b u t m e n t s In a cable-stayed b r i d g e , t h e cables go d i r e c t l y f r o m t h e t o w e r t o t h e deck. Cable-stayed b r i d g e s can have a n y n u m b e r of t o w e r s

W o r k i n p a i r s . Cover t h e d i a g r a m s a n d t h e t e x t s i n 1. Together, s k e t c h t h e five t y p e s of b r i d g e s i n 1 a n d e x p l a i n t h e differences t o each other.

Reading

Read these t e x t s a b o u t t h r e e cable-stayed b r i d g e s . Are sentences 1-5 true (T) o r false (F)? C o r r e c t t h e false sentences.

he S u t o n g Y a n g t z e

River B r i d g e i n C h i n a has a m a i n s p a n of

1,088 m . There are also side

he R i o n - A n t i r i o n B r i d g e

is i n Greece. C o m p l e t e d i n A u g u s t 2004, t h e

b r i d g e is 2,880 m l o n g a n d 28 m

h e T a t a r a B r i d g e i n Japan has a t o t a l l e n g t h of 1480 m , w i t h a m a i n

s p a n o f 890 m . T h e deck w i d t h

spans, m a k i n g t h e t o t a l b r i d g e

w i d e . T h e cable-stayed deck is

l e n g t h 8,206 m . The t w o h i g h e s t

2,252 m l o n g . I t has f o u r t o w e r s ,

220 m h i g h . T h e Tatara B r i d g e

t o w e r s i n the b r i d g e are 306 m

each 220 m h i g h .

w a s c o m p l e t e d i n M a y 1999.

is 30.6 m a n d t h e t o w e r s are

high. The bridge opened i n M a y 2008.

1 2 3 4 5

The The The The The

longest b r i d g e is t h e Sutong Yangtze River B r i d g e . (T / F) oldest b r i d g e is t h e Tatara Bridge. (T / F) Tatara B r i d g e is longer t h a n t h e R i o n - A n t i r i o n Bridge. (T / F) R i o n - A n t i r i o n Bridge has t h e highest t o w e r s . (T / F) Sutong Yangtze River B r i d g e has t h e s h o r t e s t m a i n s p a n . (T / F)

Language

Comparative and superlative adjectives We use c o m p a r a t i v e a d j e c t i v e s to compare two

The Rion-Antirion

people or things. We use superlative a d j e c t i v e s

The oldest

to describe one in a group of three or more people or things.

long

Bridge

bridge

> longer

old -» older

than -» the

than

high -> higher short

-» shorter

new

- newer

is longer

is the Tatara

than

> the

Bridge.

longest oldest

• the

highest

than -* the than

than the Tatara Bridge.

• the

shortest newest

C o m p l e t e these sentences. T h e r e is m o r e t h a n one c o r r e c t answer. 1

Speaking

T h e Tatara B r i d g e is t h a n t h e Sutong Yangtze River Bridge. T h e Sutong Yangtze River B r i d g e is t h a n t h e R i o n - A n t i r i o n Bridge. T h e R i o n - A n t i r i o n B r i d g e is . . t h a n t h e Tatara B r i d g e a n d . t h a n t h e Sutong Yangtze River Bridge. T h e Sutong Yangtze River B r i d g e is t h e . T h e T a t a r a Bridge is t h e

W o r k i n p a i r s . Make c o m p a r i s o n s a b o u t t h e b r i d g e s i n t h i s t a b l e . Completed

Length

Type

Height (above water)

Firth of Forth Bridge, Scotland

1890

8,296 feet

cantilever

151 feet

Golden Gate Bridge, USA

1937

8,981 feet

suspension

220 feet

Howrah Bridge, India

1943

705 m

cantilever/suspension

8.8 m

1 m = 3.28

feet

Planning ahead

Quantities Listening

________ L i s t e n t o t h e c o n v e r s a t i o n a n d answer these questions.

1 2

W h a t are t h e y t a l k i n g about? W h a t are t h e y b u i l d i n g ?

L i s t e n again a n d w r i t e t h e q u a n t i t i e s for 1-7.

1 2 3 4

brick blocks: mortar: concrete: cement:

5 6 7

sand: gravel: water:

Language How m u c h / H o w many W e use h o w m u c h to talk about quantities we can't count.

How much

W e use how

How

many to talk about quantities w e c a n count.

bricks

How

of mortar will you

need?

cement

metres

much?

mortar

How

water

many?

C o m p l e t e these phrases. 1 2 3 4

Speaking

many bags

need?

How much o r How many? W r i t e t h e n o u n s i n t h e b o x i n t h e c o r r e c t c o l u m n . A d d t h r e e m o r e n o u n s t o each c o l u m n . boxes

Vocabulary

mortar will you

a a a a

roll box bag cup

of of of of

a a a a

packet o f . b o t t l e of _ t i n of flask o f .

W o r k i n p a i r s . Student A l o o k at t h e i n f o r m a t i o n o n t h i s page. Student B l o o k at t h e i n f o r m a t i o n o n page 7 1 . Student A

You w a n t t o b u i l d a 7 m single skin b r i c k w a l l . Ask Student B w h a t materials y o u w i l l need, a n d i n w h a t q u a n t i t y . Use t h i s table t o answer Student B's questions. 2

Planning ahead

B r i c k w o r k (m ): s o l i d brick wall

N u m b e r of b r i c k s

Number of b a g s of mortar

120

240

360

480

600

720

840

960

1080

Review Writing

Put these phases of b r i d g e c o n s t r u c t i o n i n t h e c o r r e c t o r d e r 1-7. _| f o u n d a t i o n s

_ _ pier c o n s t r u c t i o n

site p r e p a r a t i o n s I | opening ceremony _ _ design 2

_] deck superstructure

C o m p l e t e t h i s c o n v e r s a t i o n a b o u t a b r i d g e p r o j e c t . W r i t e one o r t w o w o r d s i n each gap. A: B A: B: A: B: A B A B

So, w h e n w i l l t h e y s t a r t t h e design phase? In November. T h e w h o l e p r o j e c t (1) a b o u t 24 m o n t h s . I see. W h a t s o r t of b r i d g e (2) i t be? It (3) a s i m p l e beam b r i d g e . And how (4). w i l l i t be? I t h i n k t h e o v e r a l l l e n g t h w i l l be 300 metres. But I'm n o t sure. (5) . have t o check. So i t ' l l be (6) t h a n t h e o t h e r bridge? Yes, t h a t ' s r i g h t . OK. H o w m a n y piers w i l l it (7) _? Three? .enough. No, t h e c i v i l engineer says t h a t t w o (8) .

Sketch one t y p e of b r i d g e design. N a m e t h e b r i d g e t y p e a n d label t h e p a r t s of t h e b r i d g e u s i n g s o m e of t h e w o r d s i n t h e box. abutment rod 4

beam

superstructure

cable

deck

foundation

pier

tower

W r i t e these dates i n w o r d s . 1 2

3 Oct 1992 24 Feb 2001

W r i t e these t i m e s i n w o r d s .

Are these q u e s t i o n s correct

circular

support

3 4

1 2

H o w m u c h bags of cement? (C / I ) H o w m a n y litres of water? (C /1)

H o w m u c h metres? (C / I )

16 M a r 2010 12 A p r 1987

( I ) ? C o r r e c t t h e mistakes. 4 5

H o w m a n y projects? (C / I ) H o w m u c h sand? (C /1)

Read t h i s i n f o r m a t i o n a b o u t a b r i d g e p r o j e c t and w r i t e a s h o r t t e x t a b o u t i t for y o u r c o m p a n y b r o c h u r e . D r a w and label a d i a g r a m w i t h t h e d i m e n s i o n s . Start like t h i s . We started the project in ....

56 m (highest p o i n t ) Sept 2 0 0 9 Completed | N o v

2010

northern Germany government

P l a n n i n g ahead

Partner files 1 The construction industry Finding out more

Speaking exercise 3 page 6 Student B Read t h e s e l e t t e r s t o S t u d e n t A. W r i t e t h e l e t t e r s S t u d e n t A says. W h a t d o t h e l e t t e r s mean? PPE

POL

PPE = p e r s o n a l p r o t e c t i o n e q u i p m e n t HV = h i g h v o l t a g e kg = k i l o g r a m POL = p e t r o l , o i l , l u b r i c a n t s

2 Trades T r a d e s a n d training

S p e a k i n g e x e r c i s e 7 p a g e 13 Student B Read a b o u t a t r a i n i n g i n s t i t u t e i n D u b a i , U n i t e d A r a b E m i r a t e s (UAE) a n d u n d e r l i n e t h e key i n f o r m a t i o n . The institute is 24 years old and has over 1,000 students.The first year of training is general and includes training on basic tools and equipment, health and safety and algebra. In the second year apprentices specialise in one trade: construction electrician, painting and decorating, concrete specialist, heating, ventilation and air conditioning technician, i n d o o r plumbing, roofing o r residential glazing.The training takes three years t o complete and includes on-the-job experience.

3 Heavy equipment Controls and

S p e a k i n g e x e r c i s e 3 p a g e 24

equipment

4 Building supplies Materials

S p e a k i n g e x e r c i s e 1 0 p a g e 31 Student B Read t h e list o n t h e o p p o s i t e page. T h e i t e m s are i n s t o c k i n t h e s t o r e r o o m . A n s w e r S t u d e n t A's q u e s t i o n s . T h e n ask t o b o r r o w t h e i t e m s y o u n e e d .

P a r t n e r files

In stock: • • • • • • •

1 2 m extension cable - 1 15 m extension cable - 10 5A/250V plug - 30 15 mm flexible metal c o n d u i t - 1 0 |H 25 mm flexible metal conduit - 30 l*v 3 G power cable - ^-l l*V 18 mm x 30 m PVC insulating tape - ^0

A: B: A: B:

Do you have three 12-metre extension Yes, we do. We have seven in stock. What about conduits? Yes, we have conduits. What type?

Can I borrow ...? Yes, no problem.

rOtlS

cables?

You have: • •

spare red paint spray equipment (for painting)

You need to borrow: •

a paint brush

4 Building supplies Insulation

Speaking exercise 6 page 33 Student B

You are a customer. Read t h i s e x t r a c t f r o m a s u p p l i e r ' s e m a i l . A n s w e r t h e p h o n e .

Thank you for your order for insulation materials, as follows: Mineral wool glass Supamat 56 (200 mm x 6 m x 1130 mm) - 10 rolls Mineral wool glass Supamat 87 (200 mm x 6 m x 1130 mm) - 7 rolls Please note your order number is B23451K.

Your boss w a n t s 17 rolls of Supamat 87, n o t 7. P h o n e t h e s u p p l i e r a n d change t h e order.

5 On site Directions

Speaking exercise 7 page 39 Student B

Look at these floor plans. You are at Reception. A s k Student A h o w t o get t o t h e following. 1 2 3

t h e general manager's office the purchasing department the toilet

accounts

photocopying

residential

conference room

storage supervisor's reception

lift

site management

commercial

projects

lift

entrance P a r t n e r files

6 Health and safety Site safety

S p e a k i n g e x e r c i s e 8 p a g e 47 Student B

L i s t e n a n d m a k e notes a b o u t t h e faults for v e h i c l e GH675. T h e n read t h e list of faults for v e h i c l e JK893 a n d e x p l a i n t h e m t o Student A.

Seat

Tyres

•

c 01

e to m

Docu

Mirro

Fluid

Light

/ = 0K X = action n e e d e d

•

GHb7S

7 The c o n t r a c t o r ' s office Projects

S p e a k i n g e x e r c i s e 5 p a g e 55 Student B

L i s t e n a n d take notes a b o u t S t u d e n t A s b u i l d i n g . T h e n look at t h i s p h o t o a n d read t h e i n f o r m a t i o n a b o u t t h e Burj Khalifa. Tell Student A a b o u t t h e b u i l d i n g .

The Burj Khalifa The Burj Khalifa is a skyscraper in Dubai. It is 8 2 8 metres high a n d has 160 floors. The total floor area is over 3 0 0 , 0 0 0 m . The building 2

contains offices, a hotel and s w i m m i n g pools, as well as 9 0 0 residential apartments. There are 2 4 , 3 4 8 w i n d o w s and 2 9 0 9 steps. The Burj Khalifa contains more than 3 3 0 , 0 0 0 m of concrete and 3 9 , 0 0 0 3

tonnes of steel rebar. Taipei

He-i'^M-: CO

r W b e r o£ s+epS: t$> —

Race, record-- W

7 The c o n t r a c t o r ' s office Shapes

S p e a k i n g e x e r c i s e 8 p a g e 57 1.33 m 67 cm

65 cm r

330 mm

4.83 m

3.65 m

45 cm 500 mm 2 mm

6.38 m

4 mm 6 mm

What are the dimensions of the rod? B: It's 3.65 metres long, ....

P a r t n e r files

A: What about the radius? B: The radius is ... .

8 Planning ahead Planning a project

Speaking exercise 6 page 61 Student B L o o k at t h i s s c h e d u l e f o r a b r i d g e c o n s t r u c t i o n p r o j e c t a n d ask Student A f o r t h e missing information.

OK, what

about.... >. 03

-s

3 -i

3 <

> o z

ÂŤJ

-s

A 01

a. <

> CO

3 ~i

3 -3

3 <

Sept

we do the site preparations? in June and we'll finish in October. take five months? right.

Sept

A: When will B: We'll start A: So, it will B: Yes, that's

Design /////,

Site preparations

__2

Foundations

///V/ V//// ll Wi

Pier construction Superstructure

WM y////y////,

Deck Opening

ceremony

8 Planning ahead Quantities

Speaking exercise 5 page 66 Student B You w a n t t o b u i l d a 3 m s o l i d b r i c k w a l l . Ask Student A w h a t m a t e r i a l s y o u w i l l need, and i n w h a t q u a n t i t y . Use t h i s table t o a n s w e r Student A's questions. 2

B r i c k w o r k ( m ) : s o l i d brick wall

N u m b e r of b r i c k s

N u m b e r of b a g s of mortar

120

180

240

300

360

420

480

540

Partner

files

Audio script Unit 1 The construction industry

B: A: B:

[JT = J u n T a k a h a s h i ; IR = Isabelle R o u x ] JT: H i ! I ' m J u n T a k a h a s h i , f r o m t h e M i n i s t r y . IR: H i , M r T a k a h a s h i . I ' m Isabelle Roux. I ' m f r o m France. I ' m t h e a r c h i t e c t o n t h i s p r o j e c t . JT: A h , I ' m a b u i l d i n g i n s p e c t o r . IR: Pleased t o m e e t y o u . [ K N = K a r o l N o w a c k i ; SC = Santiago C r u z ] KN: Hi! Karol Nowacki. SC: Santiago Cruz. K N : W h a t d o y o u d o , Santiago? SC: I ' m a c r a n e o p e r a t o r . A n d y o u ? K N : Me? I ' m a roofer. [KB KB: SC: KB: SC: KB:

= K a m a l B o u k h a l e d ; SC = Santiago C r u z ] H i ! M y n a m e is K a m a l B o u k h a l e d . H i , K a m a l . I ' m Santiago. W h e r e are y o u from? F r o m Caracas, Venezuela. A h , Caracas. A b e a u t i f u l city. I c o m e f r o m Morocco.

I ' m a roofer. A n d Isabelle d e s i g n s b u i l d i n g s . She's a n a r c h i t e c t ? Yes, t h a t ' s r i g h t .

Ah: A: Ah: A: Ah: A:

A, H, J, K B, C, D, E, G, P, T, V, Z F, L, M , N, S, X, Z I, Y O

H e l l o . M y name's T r o c h o w s k i . T h a t ' s T-R-O-CH-O-W-S-K-I. First name? Robert. Thank you. Carlos. Carlos d e l B o s q u e . How d o y o u spell that? It's d e l Bosque. D-E-L. New w o r d . B-O-S-Q-U-E. Thank you. Sasha Burgess.

Audio script

Pardon? Burgess. T h a t ' s B-U-R-G-E d o u b l e S. Thank you.

[ K = K i m ; A = A h m e d ; R = Rob; P = Pierre; L = Luis; T = Tariq] K: OK, e v e r y b o d y . N e w people, so please say y o u r name and y o u r job. A: A h m e d . Electrician. From Chestertons. R: Rob. L a b o u r e r . P: Pierre. Labourer. L: L u i s . Crane o p e r a t o r . T: T a r i q . Roofer. K: A n d I ' m K i m . Site manager. [A = A n t o n i o ; A h = A h m e d ] A: H e l l o . M y name's A n t o n i o . A h : Pardon? A: Antonio.

= Kamal Boukhaled; KN = Karol Nowacki; Isabelle R o u x ] H e l l o . M y name's K a m a l B o u k h a l e d . H i , K a m a l . I ' m K a r o l N o w a c k i . A n d t h i s is Isabelle Roux. K B : H e l l o , Isabelle. IR: Pleased t o m e e t y o u . K N : W h a t d o y o u d o , Kamal? KB: I ' m a p l u m b e r .

Q, U, W R

[ A = A h m e d ; T = T a r i q ; J = Jacek] A: Hello. I'm A h m e d . I'm the electrician. From Chestertons. T: Chestertons, the subcontractors? A: Yes, t h a t ' s r i g h t . T: A h , g o o d t o see y o u , A h m e d . I ' m T a r i q . Roofer. T h i s is Jacek. He's a r o o f e r t o o . A: H i , Jacek. J: Hello, A h m e d . T: A n d that's Luis. A: W h a t d o e s he do? T: He's a c r a n e o p e r a t o r . A: OK.

[KB IR = KB: KN:

KN: KB: IR:

1 2 3 4 5 6 7 8

Hi, Antonio. I'm Ahmed. Are y o u the new electrician? No, I ' m A n t o n i o R i v a l d i . B u i l d i n g i n s p e c t o r from the Ministry. A h , OK. Can I h e l p y o u ? I ' m l o o k i n g for K i m . K i m , t h e site manager? T h a t ' s K i m o v e r t h e r e . Thank you.

t u n n e l - T-U-N-N-E-L r o a d - R-O-A-D b r i d g e - B-R-I-D-G-E h o u s e - H-O-U-S-E s c h o o l - S-C-H-0-O-L h o s p i t a l - H-O-S-P-I-T-A-L a p a r t m e n t - A-P-A-R-T-M-E-N-T office b l o c k - O-F-F-I-C-E B-L-O-C-K

I ' m l o o k i n g for t h e s i t e manager. Are y o u f r o m the school? Yes, t h a t ' s r i g h t . I'm t h e crane operator on the new bridge. Pleased t o m e e t y o u .

W h a t does he do?

He's an a r c h i t e c t . He designs a p a r t m e n t s . J: S:

T h a t ' s H e n r i e t t a S a m s o n . She w o r k s for t h e

M i n i s t r y . She i n s p e c t s office b l o c k s .

A h , 1 see. T h a n k y o u . Who's that? T h a t ' s K e n . He's a l a b o u r e r o n t h e t u n n e l project.

S: F: All: F:

I ' m l o o k i n g for Salim. Salim? Yes, he's i n charge of t h e roofers at t h e h o s p i t a l .

A: B:

Can y o u t e l l m e a b o u t t h e house? Yes, of c o u r s e . T h e h o u s e has t w o f l o o r s . We h a v e a kitchen, two bathrooms and two bedrooms. The k i t c h e n o p e n s o u t i n t o a f a m i l y area a n d a d i n i n g area. We also have a p o r c h . D i d y o u say t w o b a t h r o o m s ? Yes, t h a t ' s r i g h t . A n d t w o b e d r o o m s . OK. W h a t a b o u t t h e garden?

Unit 2 Trades Hi! M y name's Sam S m i t h . I ' m an e l e c t r i c i a n b y t r a d e . I w o r k o n b u i l d i n g sites. I ' m also an i n s t r u c t o r at a vocational school. Today I want to talk about trades. Trades n o r m a l l y have t h r e e stages. T h e first stage is a p p r e n t i c e . A p p r e n t i c e s are s u p e r v i s e d at w o r k a n d l e a r n o n t h e j o b . M o s t a p p r e n t i c e s also a t t e n d v o c a t i o n a l s c h o o l a n d get a q u a l i f i c a t i o n . T h e s e c o n d stage is journeyman. Journeymen w o r k unsupervised. A master is t h e t h i r d stage. M a s t e r s s u p e r v i s e o t h e r w o r k e r s , a n d also t r a i n a p p r e n t i c e s .

thirteen

forty

sixty

fifty-six, t h i r t y - f o u r , e i g h t y - n i n e , s i x t y - t h r e e , seventy-six, t w e n t y - o n e thirteen, thirty, fourteen, forty, sixteen, sixty

T h e office b l o c k has six f l o o r s . Each f l o o r has t w e n t y - t w o r o o m s . Each r o o m has t w o w i n d o w s a n d a door, so t h e r e are f o r t y - f o u r w i n d o w s per f l o o r a n d t w e n t y - t w o d o o r s . Each w i n d o w is 1 m 20 b y 80 c m . Each r o o m is 32 m . 2

[L= Lenny, c o n s t r u c t i o n w o r k e r ; F = F o r e m a n ; M = Mickey, a p p r e n t i c e ; J = Jeff, a p p r e n t i c e ; S = Sam, apprentice] 1

L: F: L:

W h e r e are t h e base plates? O n t h e t r u c k t o o ? No, t h e y ' r e b e h i n d t h e t r u c k . OK, t h a n k s .

L: M: L: M: L:

I need a h a m m e r . For t h e base p l a t e n a i l s . M y h a m m e r is i n t h e t o o l b o x . W h e r e is it? T h e t o o l b o x ? It's i n f r o n t of t h e t r u c k . Thanks.

W h e r e are t h e c o u p l i n g pins? A n d t h e l o c k i n g pins?

In a box, b e h i n d t h e t r u c k , n e x t t o t h e base p l a t e s . A s k Lenny. Thanks. W h e r e are t h e jacks? B e h i n d t h e t r u c k . B e t w e e n t h e base p l a t e s a n d t h e b o x of p i n s . OK, t h a n k s . Where's m y flask? Under the truck. OK, t h a n k s .

[F = F o r e m a n ; M = Mickey, a p p r e n t i c e ] F: So, M i c k e y . Is M i c k e y s h o r t for M i c h a e l ? M: No, it's a n i c k n a m e . It's s h o r t for M i c k e y M o u s e . I have b i g ears. F: A h ! I see. W h a t ' s y o u r real name? M: Ken. Ken Chambers. F: W h e r e are y o u from? M: Manchester. F: M a n c h e s t e r ? T h a t ' s a l o n g w a y f r o m here. Do y o u live in Manchester? M: No, I d o n ' t . I l i v e i n Leeds. F: A h ! OK. W h i c h c o l l e g e d o y o u go to? M: Leeds C o n s t r u c t i o n . F: Is t h a t n e a r t h e c e n t r e ? M: Yes. Near t h e h o s p i t a l . F: W h a t trade? M: I'm a plumber. F: A n d h o w o l d are y o u ? M: F: M: F: M:

I ' m n i n e t e e n . A l m o s t t w e n t y . M y b i r t h d a y is o n Thursday. D i d y o u say T h u r s d a y ? T h a t ' s i n t e r e s t i n g . Why? M y b i r t h d a y is o n T h u r s d a y t o o . Coffee? Yes, please. T h a n k s .

[J = J: M: J: M: J: M: J: M: J: M: J:

Jeff, a p p r e n t i c e ; M = M i c k e y , a p p r e n t i c e ] When's the party, Mickey? Saturday. What time? Eight o ' c l o c k . Where? A t m y place. W h a t ' s t h e address? Sixteen, C o n w o r t h Road. Is t h a t C-O-N-W-O-R-T-H? Yes, t h a t ' s r i g h t . OK. O h , w h a t ' s y o u r t e l e p h o n e n u m b e r , i n case there's a problem? M: It's 564362. J: D i d y o u say 362 o r 363? M: 362. J: T h a n k s . See y o u o n Saturday. M: Great!

Unit 3 Heavy equipment W h a t ' s i n t h e crate? A rebar cutter. A what? A r e b a r c u t t e r . Y o u k n o w , t o c u t rebar. A h , OK. Audio script

A: B:

W h a t ' s i n t h e box? T h e l a b e l says M1G w e l d i n g e q u i p m e n t . H a n g

W h a t ' s o n t h e pallet?

D i d y o u say t u r n t h e key? Yes, t h a t ' s r i g h t . Clockwise or anticlockwise? Clockwise. Thanks.

o n . A h , it's w e l d i n g w i r e . B:

It l o o k s l i k e sheets of glass.

OK.

A: B: A: B:

W h a t ' s o n t h e f l a t b e d , u n d e r t h e sheeting? Rebar. Lots of rebar. W h a t are y o u doing? I'm p h o n i n g t h e s u p p l i e r s . We d o n ' t need rebar. Hello? Hello? Is t h a t H a r r i s o n s ? We h a v e a p r o b l e m . Your m a n is u n l o a d i n g rebar i n o u r c a r p a r k . We d o n ' t need rebar. We d o n ' t use rebar. W h y ? I d o n ' t k n o w w h y ! OK. U h - h u h . T h a n k y o u . What's happening? It's a m i s t a k e . He's p h o n i n g h i s d r i v e r now. Good morning. Morning.

A: B: A: B: A: B: A: B: A: B: A: B: A: B: A: B: A:

W h a t d o I d o next? Press t h e s t a r t b u t t o n . OK. W h i c h o n e is t h e s t a r t b u t t o n ? It's t h e green one, o n t h e left. Thank you. H o w d o I s t a r t t h e engine? Press t h e green b u t t o n a n d t u r n t h e key. A n d h o w d o I s t o p it? S w i t c h off? Press t h e b i g r e d b u t t o n here. Thanks.

W h e r e ' s t h e sand? I t h i n k it's o n t h e way. I h o p e so.

I h a v e a d e l i v e r y for t h e site c a r p e n t e r , A b d u l Karim. A h , yes. He's w a i t i n g for t h e t i m b e r . F l o o r i n g timber, right? No, r o o f i n g t i m b e r . O h ! P a r k o v e r t h e r e , please. I t h i n k w e h a v e a problem.

W h e r e are t h e base plates? I'm sure they're in the truck. A h , OK. T h a t makes sense. I t h i n k t h e b o o m is t o o h i g h . A h , yes, y o u ' r e r i g h t . Use t h e r a d i o a n d speak t o the operator. OK. G o o d idea.

Hello. I ' m l o o k i n g for t h e site manager. Sure. I ' m t h e site manager. Janek K r o l . W h a t ' s up? H i ! I ' m M a r c M a r t i n , f r o m M a r t i n ' s Aggregates. H e l l o . G o o d t o see y o u . We are w a i t i n g for y o u r sand. Yes, w e l l , t h e s a n d is c o m i n g - i n a b o u t t w o hours. T w o h o u r s ? W h y ? I need t h e s a n d now. I ' m s o r r y . W e ' r e w a i t i n g for t h e d r i v e r . What? T h e d r i v e r ' s r u n n i n g late. I ' m r e a l l y s o r r y .

I t h i n k t h e c o n c r e t e is t o o h a r d . I d o n ' t t h i n k so. It l o o k s OK t o me. A r e y o u sure? OK, go a n d ask J i m . Will do. W h e r e ' s y o u r h a r d hat? Over there. Why? Go a n d get i t . You m u s t w e a r a h a r d hat i n t h i s area. OK. Here it is. We have a p r o b l e m . There's a hole i n the hopper. J o h n ' s i n t h e h o u s e . He's a welder. Ask h i m t o fix i t . G o o d idea. T h a n k s . You're w e l c o m e . D o n ' t t o u c h t h e flask. W h y ? Is it y o u r s ? No, it's N o r m a n ' s . Fair e n o u g h .

Crane o p e r a t o r s use d i f f e r e n t c o n t r o l s t o raise a n d l o w e r t h e b o o m , r o t a t e t h e cab, e x t e n d a n d r e t r a c t the boom, w i n d and u n w i n d the w i n c h and control o t h e r e q u i p m e n t . T h i s o p e r a t o r has t w o j o y s t i c k s . One c o n t r o l s l e f t - t o - r i g h t m o v e m e n t of t h e b o o m a n d t h e other controls forward and backward movement. The o p e r a t o r uses t h e foot pedals t o r e t r a c t o r e x t e n d t h e boom.

W h a t ' s this? A r e m o t e c o n t r o l ? It's a r e m o t e c o n t r o l . T h a t ' s r i g h t . W h a t ' s t h i s for? It's for e x t e n d i n g t h e b o o m . W h a t d o e s t h i s do? It s t a r t s t h e m o t o r . How do I extend the boom? E x t e n d it? Y o u use t h e p e d a l . How do I lower the boom? L o w e r it? Y o u m o v e t h e j o y s t i c k . W h a t ' s t h i s s w i t c h for? Is it t h e p o w e r s w i t c h ? Yes, t h a t ' s t h e p o w e r s w i t c h .

â&#x20AC;˘4

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Unit 4 Building supplies [ES = Ernest S m i t h ; JJ = Jenny Jones] ES: S m i t h a n d Sons C o n s t r u c t i o n Supplies. C u s t o m e r s e r v i c e s , Ernest S m i t h s p e a k i n g . Can I h e l p you? JJ: Hello, t h i s is J e n n y Jones f r o m A p e x B u i l d i n g . I'd like t o place an order, please. ES: C e r t a i n l y . One m o m e n t , please. OK, go ahead. JJ: M y c u s t o m e r n u m b e r is 25673929. ES: 25673929. T h a n k y o u . JJ: ES:

I ' d l i k e t o o r d e r s o m e c h i p b o a r d , please. T h a t ' s i t e m n u m b e r AJ437 a n d I'd l i k e t e n pieces, please. OK, so t h a t ' s t e n pieces of AJ437.

JJ: ES: JJ: ES: JJ: ES: JJ: ES: JJ: ES: JJ: ES: JJ: ES: JJ: ES:

Yes. I'd also like s o m e p l y w o o d , i t e m n u m b e r s HB392, f o u r pieces, a n d HB396, n i n e pieces. HB392, f o u r pieces, a n d HB396, n i n e pieces. Yes, t h a t ' s r i g h t . A n y t h i n g else? Yes, one m o r e t h i n g . I'd l i k e s o m e t i m b e r , please. I t e m n u m b e r XP6754. Is it i n stock? Just one m o m e n t . I ' l l check. Thank you. No, I ' m s o r r y . We're o u t of s t o c k . We e x p e c t s o m e next week. No p r o b l e m . OK, t h a n k y o u . Is t h a t for d e l i v e r y o r pick-up? Pick-up, please. Is t o m o r r o w m o r n i n g OK? Yes, t h a t ' s fine. So t h a t ' s for p i c k - u p o n t h e 8 t h of July. T h a n k y o u v e r y m u c h . Thank you. Just one m o r e t h i n g . Your o r d e r n u m b e r is GGC33471. I ' l l send y o u an e m a i l t o c o n f i r m . T h a t ' s great. T h a n k y o u . G o o d b y e . T h a n k y o u . Bye.

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«j> 24 [I = Isaac; A = A l e x ] I: H i , Alex. H o w ' s i t going? A: Hi, Isaac. G o o d , t h a n k s . A n d y o u ? I: Yes, all g o o d . Alex, I need s o m e e l e c t r i c a l s u p p l i e s . Do y o u h a v e a spare r o l l of i n s u l a t i n g t a p e i n y o u r toolbox? A: Let's see. Yes, I d o . Here y o u are. I: T h a n k y o u v e r y m u c h . T h a t ' s great. A: You're w e l c o m e . I: Do y o u h a v e an e x t e n s i o n cable? A: Yes, I t h i n k I d o . I: I need fifteen m e t r e s . A: Fifteen metres? I o n l y h a v e five m e t r e s . I: O h , t h a t ' s fine for now, t h a n k s . One last t h i n g . Can I b o r r o w y o u r drill? A: No, I ' m s o r r y . It's b r o k e n . I: OK, I ' l l ask T o m . T h a n k s , anyway. A: No p r o b l e m .

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Can y o u t e l l m e a b o u t w a l l i n s u l a t i o n ? Sure. T h e r e are t w o t y p e s of w a l l i n s u l a t i o n : c a v i t y and s o l i d . B o t h t y p e s p r o v i d e t h e r m a l a n d a c o u s t i c insulation.

A n d cavity wall insulation? S o m e t i m e s w a l l s h a v e t w o p a r t s : an i n n e r w a l l a n d an o u t e r w a l l . C a v i t y w a l l i n s u l a t i o n m e a n s t h a t t h e i n s u l a t i o n m a t e r i a l is i n s i d e t h e w a l l . A h , OK. So s o l i d w a l l is o u t s i d e a n d c a v i t y w a l l is inside? Yes, exactly. OK, I u n d e r s t a n d . A n d w h a t t y p e s of i n s u l a t i o n d o y o u use for c a v i t y w a l l i n s u l a t i o n ? O u r c o m p a n y uses t h r e e t y p e s of c a v i t y w a l l i n s u l a t i o n t o fill t h e gap: f o a m , m i n e r a l w o o l , o r p o l y s t y r e n e beads. W h a t a b o u t pipes? For pipes, w e n o r m a l l y use felt t a p e o r f o a m t u b i n g . I see. T h a n k y o u . * 2 7

<8»23 [ES = Ernest S m i t h ; JJ = J e n n y J o n e s ] ES: S m i t h a n d Sons C o n s t r u c t i o n Supplies. C u s t o m e r s e r v i c e s , Ernest S m i t h s p e a k i n g . JJ: Hello, t h i s is Jenny Jones f r o m A p e x B u i l d i n g . I'd like t o change a n order, please. ES: Certainly. Just a m o m e n t , please. OK, go a h e a d . JJ: M y c u s t o m e r n u m b e r is 25673929. T h e o r d e r n u m b e r is GGC33471. ES: OK. W h a t ' s t h e change? JJ: T h e i t e m n u m b e r is HB392, t h a t ' s p l y w o o d . I o r d e r e d four pieces b u t w e n o w n e e d eight pieces. ES: OK, so change t h e o r d e r t o e i g h t pieces? JJ: Yes, t h a t ' s r i g h t . ES: A n y t h i n g else? JJ: No, t h a t ' s a l l . T h a n k y o u . ES: OK, t h a n k y o u . G o o d b y e . JJ: Goodbye.

W h a t ' s t h e difference? Let m e e x p l a i n . S o m e t i m e s w a l l s are s o l i d , so t h e i n s u l a t i o n is o n t h e o u t s i d e of t h e w a l l . T h i s is s o l i d wall insulation.

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Let's c h e c k t h e list. OK. First q u e s t i o n . H o w ' s t h e c o n c r e t e ? T h e c o n c r e t e o n t h e s e c o n d f l o o r is s t i l l l i q u i d . W h a t a b o u t t h e f i r s t floor? T h e c o n c r e t e o n t h e f i r s t f l o o r is s o l i d . That's good. W h a t about the paint? T h e p a i n t is OK. It's a l l d r y . Yes, t o d a y was n i c e a n d h o t . Perfect for p a i n t . Is t h e c o n c r e t e aggregate a l l r i g h t ? No, it's t o o c o a r s e . I ' l l speak t o t h e s u p p l i e r . Thanks. A n d t h e s c a f f o l d i n g . Is i t up? No, t h e s c a f f o l d i n g is h e a v y a n d t h e g r o u n d is t o o soft. We n e e d t i m b e r t o m a k e m u d s i l l s . OK. O h , a n d o n e last t h i n g . You k n o w t h e n e w toolboxes? Yes. They're too small. No way!

Unit 5 On site §128 1

I e x a m i n e plans a n d c h e c k b u i l d i n g s . I test e l e c t r i c a l and p l u m b i n g systems, and make sure that b u i l d i n g s are safe. I ' m a b u i l d i n g i n s p e c t o r .

I w o r k o n b u i l d i n g sites. I i n s t a l l o r r e p l a c e r o o f i n g s y s t e m s . S o m e t i m e s I e r e c t s c a f f o l d i n g . I ' m a roofer.

I design b u i l d i n g s . I w o r k i n an office. I c o - o r d i n a t e c o n s t r u c t i o n drawings and specifications from different s u b c o n t r a c t o r s . I ' m an a r c h i t e c t .

I w o r k o n b u i l d i n g sites. I lift e q u i p m e n t a n d m a t e r i a l s . I also m a i n t a i n m y c r a n e . I ' m a c r a n e operator.

I w o r k i n buildings. I install water pipes and drainage systems. I'm a plumber.

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[D = Driver; P â&#x20AC;˘ Pedestrian] D: Excuse m e , c a n y o u t e l l m e w h e r e M i l l Street is? I ' m l o o k i n g for t h e c o n s t r u c t i o n site. M i l l Street? Yes, t h a t ' s r i g h t . T h e M i l l Street c o n s t r u c t i o n site. A h , yes, of c o u r s e . F r o m here, go t o t h e r o u n d a b o u t . T h e r o u n d a b o u t . OK. Take t h e first e x i t . T h e n d r i v e p a s t t h e h o s p i t a l , under the railway bridge and through the tunnel. OK, so, first e x i t , past t h e h o s p i t a l , u n d e r t h e I) railway bridge and through the tunnel. P: Yes, t h a t ' s r i g h t . M i l l Street is t h e s e c o n d s t r e e t o n t h e left after t h e t u n n e l . You c a n ' t m i s s t h e e n t r a n c e t o t h e c o n s t r u c t i o n site. T h e r e ' s a b i g s i g n n e x t t o t h e gate. D: P:

T h e s e c o n d s t r e e t o n t h e left. T h a n k y o u . You're welcome.

T h e h o s p i t a l ? No p r o b l e m . Go d o w n t o t h e r o u n d a b o u t a n d t u r n r i g h t . T h e h o s p i t a l is o n y o u r right. Sam's Paint Shop? Go s t r a i g h t o v e r t h e r o u n d a b o u t a n d t a k e t h e first left. T h e n t a k e t h e s e c o n d r i g h t . Sam's Paint Shop is o n y o u r r i g h t . You c a n ' t m i s s i t . T h e c i t y hall? Go t o t h e r o u n d a b o u t . T u r n left a n d t h e n go all t h e w a y t o t h e T - j u n c t i o n . T u r n r i g h t . T h e c i t y h a l l is o n y o u r r i g h t .

[V = Visitor; C = C o n s t r u c t i o n w o r k e r ] V: H i , c a n y o u t e l l m e w h e r e t h e site manager's office is, please? I h a v e s o m e p a p e r w o r k for h i m . C: Yes, of course. You see t h e t o w e r crane? O v e r there? V: Yes. C: D r i v e past t h e c r a n e . Go d o w n a r a m p a n d f o l l o w t h e signs t o t h e c a r p a r k . You c a n ' t m i s s i t . V: OK. C: F r o m t h e c a r p a r k y o u ' l l see a fence, a n d b e h i n d t h e fence is a r o w of p o r t a b l e c a b i n s . T h e s i t e manager's office is t h e s e c o n d f r o m t h e left - t h e blue one. V; Thank you.

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More snow on t h e way? I h o p e n o t . We're w o r k i n g o n t h e roof at t h e moment.

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H m m . L o o k , l o t s of c l o u d s are c o m i n g i n . Yes, b u t n o r a i n was forecast for today. Ah, good.

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T h i s w i n d is g e t t i n g stronger. Yes. T h a t ' s w h y w e ' r e t y i n g d o w n t h e s h e e t i n g o n t h e t i m b e r . We d o n ' t w a n t it t o b l o w away. G o o d idea. I hate this rain! A n d the cold. Me too. M i n d the puddle! Urgh! 1 really hate this rain. It's v e r y h o t today. Yes. It's at least f o r t y degrees. It feels l i k e forty-five. A n d t h e s u n is so b r i g h t . I n e e d m y sunglasses.

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A n d s u n c r e a m . S u n b u r n is a real p r o b l e m . So is d e h y d r a t i o n . We're d r i n k i n g a lot of water.

L o o k s l i k e there's a s t o r m c o m i n g . Shall I call the crane operator down? No, he's all r i g h t i n h i s cab. B u t get t h e w o r k e r s a w a y f r o m t h e h o p p e r i n case there's lightning. OK.

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H o w ' s it going? Well, w e c a n ' t w o r k o n t h e roof at t h e m o m e n t . W h y not? Because of t h e r a i n . It's t o o d a n g e r o u s . A h , yes, OK.

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W h a t ' s t h e w e a t h e r like? It's v e r y c o l d . T h e r e ' s l o t s of snow. A r e t h e r e a n y delays? Yes. T h e t r u c k s c a n ' t get t o t h e site. There's j u s t t o o m u c h snow. We're c l e a r i n g it at t h e moment. OK, g o o d .

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Is t h a t a s a n d s t o r m c o m i n g in? Yes, I t h i n k so. OK. Call t h e m e n i n . We c a n ' t w o r k o u t s i d e i n this. OK. W h a t ' s up? T h e s h e e t i n g is b l o w i n g away. W h a t sheeting? T h e s h e e t i n g o n t h e scaffolding? Yes, b e c a u s e of t h e w i n d . It's t o o s t r o n g . Can y o u tie it d o w n ? It's t o o late, I t h i n k . Is e v e r y t h i n g OK? No, one m a n is i n j u r e d . He has a b r o k e n a r m . W h a t ? H o w ? Because of t h e rain? No, b e c a u s e of t h e ice. There's ice o n t h e l a d d e r s . It's v e r y c o l d here. It's b e l o w zero.

Unit 6 Health and safety What's that sound? Fork lift t r u c k s . We're m o v i n g s o m e pallets. Oh, O K T h e r o o f e r s are w o r k i n g today. So be careful a r o u n d t h e b u i l d i n g . T h e y often d r o p t h i n g s . OK. T h a n k s . We are e r e c t i n g s c a f f o l d i n g today. So be careful. OK. It's c o l d today. Yes. T h e r e ' s ice o n t h e g r o u n d . I p u t u p a sign. We're u s i n g c r a n e s today, so be careful. OK. Careful w h e n y o u m o v e t h e cranes today. T h e r e are e l e c t r i c a l cables e v e r y w h e r e . OK. T h a n k s .

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It's a c o n s t r u c t i o n site, so t h e r e ' s a l o t of debris on the ground. OK, t h a n k s . I ' l l be c a r e f u l .

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We h a d a b r e a k - i n last week. Is t h a t w h y w e h a v e g u a r d d o g s n o w ? Yes, exactly.

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OK, let's go t h r o u g h t h e c h e c k l i s t . T o d a y is ...? Tuesday. OK. W h a t ' s t h e v e h i c l e n u m b e r ? BH324. BH324. H o w are t h e lights? T h e y ' r e all fine. A n d t h e b r a k e l i g h t s , too? Yes. T h e y ' r e a l l OK. And what about the mirrors? One is b r o k e n . H m m , OK. W h a t a b o u t t h e seat a n d seat belt? B o t h are OK. A n d t h e tyres? Yes, t h e y ' r e all g o o d . T h e f r o n t r i g h t l o o k s a l i t t l e worn, though. No, it's OK. Fluids? T h e y ' r e all full. B u t t h e r e ' s a b a t t e r y leak. A leak? Yes. There's l i q u i d u n d e r t h e b a t t e r y . A n d t h e r e ' s a crack. Let's see. Yes, it's c r a c k e d . OK, I ' l l m a k e a n o t e of that. Is t h a t it? No, w h a t a b o u t t h e d o c u m e n t s ? E r m , t h e r e are n o d o c u m e n t s . T h e y ' r e m i s s i n g . H m m , OK. Right.

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Can I h e l p y o u ? Hello, d o c t o r . Yes, please. I t h i n k I s p r a i n e d m y ankle yesterday. I t r i p p e d o n s o m e d e b r i s o n t h e b u i l d i n g site. Let's have a l o o k . Yes, it's v e r y s w o l l e n . Y o u need an X-ray.

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W h a t ' s up? It's n o t me. It's A h m e d . He fell off t h e scaffolding. He b r o k e h i s a r m . I ' l l c a l l an a m b u l a n c e ! Yes, h u r r y !

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What's the matter? He b u r n t his knee. He w a s w e l d i n g . Ouch!

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I h u r t m y b a c k because t h e w h e e l b a r r o w w a s t o o heavy. Can I go a n d see t h e d o c t o r ? Of c o u r s e . Let m e k n o w w h a t he says.

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T h a t glass is s h a r p . I c u t m y finger. Be careful! Y o u ' r e d r i p p i n g b l o o d o n me. Sorry! A n y idea w h e r e t h e first a i d k i t is? In t h e site manager's office. Thanks.

A n d next t i m e , w e a r g l o v e s .

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What happened? T h e pallet c r u s h e d his h a n d . How? It fell off t h e t r u c k .

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First I w a s h e d m y h a n d s . T h e n I p u t o n d i s p o s a b l e g l o v e s a n d c l e a n e d t h e c u t . I d i d n ' t have water, so I u s e d disinfectant. Then I dried the cut w i t h c o t t o n w o o l and c o v e r e d it w i t h a plaster. A n d t h a t w a s i t , all f i n i s h e d .

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[S = Susan, h e a l t h a n d safety officer; J = J o h n , m e d i c a l supplier] S: H e l l o . John? J: H i , Susan. How's i t going? S: Great, t h a n k s . L i s t e n , I need s o m e m e d i c a l s u p p l i e s for t h e first a i d k i t . It's a l m o s t e m p t y . J: OK, n o p r o b l e m . W h a t d o y o u need? S: Let's see, t w o r o l l s of t a p e , one t u b e of a n t i s e p t i c c r e a m , t h r e e b o x e s of p l a s t e r s a n d a c o u p l e of p a c k e t s of c o t t o n w o o l . Is t h a t OK? J: Sure. I ' l l p u t t h e m at r e c e p t i o n . You c a n p i c k t h e m up tomorrow. S: T h a n k s . O h , a n d o n e m o r e t h i n g : I also need a b o t t l e of d i s i n f e c t a n t , please. J: OK, I've got t h a t . A n y t h i n g else? S: No, t h a t ' s i t . T h a n k s , J o h n . J: Y o u ' r e w e l c o m e . A n y t i m e . Take care now. S: Y o u t o o . Bye. J: Bye. §139 A: B: A: B: A: B: A: B: A: B: A: B: A: B: A: B:

I h e a r w e h a v e a n e w s y s t e m for w a s t e d i s p o s a l . Yes, t h a t ' s r i g h t . T h e r e ' s a n o t i c e o u t s i d e t h e m a n a g e r ' s office. OK, let's see. M a n u a l s - t h e y go i n packaging, r i g h t ? Yes. A n d left-over f o o d is easy - b i o h a z a r d . Yes. Steel p i p e is m e t a l . H m m , p a i n t t i n s . W h e r e d o o l d p a i n t t i n s go? I n t h e m e t a l skip? No, t h e m e t a l s k i p is for c l e a n m e t a l only. Use t h e s k i p w i t h t h e o r a n g e label for p a i n t t i n s . A h , OK. W h a t a b o u t o l d sheeting? It's p o l y t h e n e , I t h i n k . Does it go i n packaging? No, p a c k a g i n g is o n l y for p a p e r a n d c a r d b o a r d . Use the mixed skip. OK. A n d t h e t a r m a c f r o m t h e o l d road? I guess that's inert, right? No, w r o n g again. It's h a z a r d o u s . H m m , OK. W o o d is easy. T h a t ' s green, r i g h t ? O n l y u n t r e a t e d w o o d goes i n green. P a i n t e d w o o d is hazardous. OK, t h a n k s . You're welcome.

Unit 7 The contractor's office §140 [AS = A r n o l d S c h m i d t ; SR = Susana Ramirez; R = Receptionist] 1

AS: R:

SR:

H e l l o . M y name's A r n o l d S c h m i d t . I ' m f r o m t h e C o u n c i l . I ' m h e r e t o see Susana Ramirez. A h , yes. One m o m e n t , please. She's e x p e c t i n g you. H e l l o . I ' m Susana Ramirez. I ' m t h e general m a n a g e r of RamCo. I ' m also t h e p r o j e c t

Audio script

AS:

m a n a g e r i n c h a r g e of t h e C a m b r i d g e Road H o s p i t a l p r o j e c t . Y o u m u s t be M r S c h m i d t . Yes, t h a t ' s r i g h t . Pleased t o m e e t y o u .

SR: AS:

Before w e s t a r t , w o u l d y o u l i k e coffee? Yes, please. W i t h m i l k a n d o n e sugar, please.

SR:

OK. H o w a b o u t if I i n t r o d u c e y o u t o t h e t e a m first? T h e n w e c a n l o o k at t h e designs a n d y o u c a n ask a n y q u e s t i o n s y o u have. That sounds perfect.

AS: 5

SR: AS:

H o w l o n g h a v e w e got? I h a v e t o leave at 11.30. So w e ' v e got a b o u t an hour.

AS: SR:

€M3 [AS = A r n o l d S c h m i d t ; SR = Susana Ramirez] 1

O 41 [SR = Susana Ramirez; R M = R o w e n a M u r p h y ; AS = A r n o l d S c h m i d t ; T M = T h o m a s M c N a m a r a ; JZ = J u l i t a Zielinski; NO = Nasim Orgun] SR: So, t h i s is R o w e n a M u r p h y . R M : Pleased t o m e e t y o u . AS: W h a t d o y o u d o here, Rowena? R M : I ' m a S t r u c t u r a l Engineer. I d o all t h e c a l c u l a t i o n s t o make sure t h e b u i l d i n g s stay u p . AS: I see. SR: A n d t h i s is T h o m a s M c N a m a r a . He's a s t u d e n t w o r k i n g w i t h us for s i x m o n t h s . He's w o r k i n g o n a r e s i d e n t i a l p r o j e c t at t h e m o m e n t - a b l o c k of flats i n t h e c e n t r e of t o w n . A n u n u s u a l f e a t u r e is t h e g a r d e n o n t h e roof. AS: TM: AS: TM: AS: TM: SR:

H o w d o y o u do? Pleased t o m e e t y o u . W h a t are y o u s t u d y i n g , T h o m a s ? C i v i l e n g i n e e r i n g . 1 h o p e t o g r a d u a t e n e x t year. Good luck. Thanks. A n d t h i s is J u l i t a Z i e l i n s k i . She's o u r T e a m A s s i s t a n t . She's i n c h a r g e of t h e staff s c h e d u l e , so she makes s u r e w e are a l l i n t h e r i g h t p l a c e at t h e right time. AS: H e l l o , J u l i t a . JZ: Hello. SR: Julita's also t h e o n l y o n e w h o k n o w s h o w t o fix t h e photocopier. AS: A h . SR: T h i s is N a s i m O r g u n , o u r Bookkeeper. She l o o k s after o u r finances. AS: H i ! NO: H e l l o . SR: E r m . A n d t h a t ' s i t . We h a v e f o u r m o r e e m p l o y e e s , b u t t h e y ' r e all o u t of t h e office at t h e m o m e n t . One is o n h o l i d a y a n d t h e o t h e r s are e i t h e r v i s i t i n g c l i e n t s o r o n site. AS:

OK.

T h a n k y o u . W h a t a m e n i t i e s d o y o u mean? Let's see. We h a v e t w o b a n k s , a gift s h o p , t w o cafes, a r e s t a u r a n t , a b o o k s h o p , a p o s t office, a t o y s h o p . Oh, and a fruit shop. A n d t h e roof? H o w h i g h is it? T h e h e i g h t f r o m t h e t o p of t h e r o o f t o t h e g r o u n d is 25 m . T h e r e are five f l o o r s i n t h e b u i l d i n g . As I said, t h e passage is glass a n d t h e rest of t h e b u i l d i n g has a t r u s s e d r o o f w i t h t e r r a c o t t a tiles.

SR: AS: SR:

AS: SR: AS: 2

AS: SR:

T h e s e are t h e d o o r s w e p l a n t o use i n B l o c k A. T h e y ' r e a l l GRP. Excuse m e - GRP? Glass r e i n f o r c e d polyester. It's v e r y easy t o clean a n d it d o e s n ' t have t h e same p r o b l e m s t h a t w o o d e n o r steel d o o r s have. For example, w o o d rots and metal rusts. I see. We're u s i n g a l o c a l m a n u f a c t u r e r as t h e m a i n supplier, Hingewell Doors. H i n g e w e l l Doors? Yes, I k n o w t h e owner. That's good. What about the water supply? I understand t h e r e are s o m e p r o b l e m s . Yes, t h e w a t e r s u p p l y is a l i t t l e d i f f i c u l t d u e t o t h e l o c a t i o n . T h e r e are p r o b l e m s w i t h t h e w a t e r p r e s s u r e . It's n o t reliable. Sometimes it's t o o h i g h a n d s o m e t i m e s it's t o o low.

AS:

I see.

AS: SR:

What about parking? Yes, p a r k i n g is difficult i n t h i s p a r t of t o w n . We have plans for a m u l t i - s t o r e y car park. I s n ' t t h a t expensive? Yes, it is. B u t t h e r e ' s no o t h e r s o l u t i o n . We n e e d t o h a v e p a r k i n g for v i s i t o r s . Yes, of c o u r s e .

AS: SR: AS:

<5»44 A B C D E F G

The The The The The The The

r o o m is rectangular. t r u s s is t r i a n g u l a r . r o d is c i r c u l a r . d a m p e r is s p h e r i c a l . g i r d e r is I-shaped. b e a m is s q u a r e . c a n is c y l i n d r i c a l .

£>45 1 2 3 4

cylinder rectangle triangle circle

cylindrical rectangular triangular circular

»42 [AS = A r n o l d S c h m i d t ; SR = Susana R a m i r e z ] SR: T h i s is B l o c k A. T h i s is all new. T h e basic design is arcade s t r u c t u r e . T h i s means t h a t there's a c e n t r a l passage d o w n t h e m i d d l e of t h e b l o c k , w i t h r o o m s o n each side. T h e passage is glass c o v e r e d . AS: H o w l o n g is t h e passage? SR: T h e passage is 250 m l o n g a n d 16 m w i d e , so it has an area of 4000 m . T h e r e are s h o p s a n d o t h e r a m e n i t i e s o n each side, o n t h e g r o u n d floor. AS: Sorry. D i d y o u say t h e l e n g t h is 250 m? SR: Yes, t h a t ' s r i g h t . 2

Audio script

«5»46 | A:

B: A: B: A: B: A:

Let's d o t h e I-shaped c r o s s - s e c t i o n first. A l l d i m e n s i o n s are i n i n c h e s . T h e flange w i d t h is 12.855 a n d t h e flange t h i c k n e s s is 0.960. 12.855 a n d 0.960. Right. T h e w e b t h i c k n e s s is 0.605. OK. T h e b e a m h e i g h t is 24.48 a n d t h e area is 38.5 i n . 38.5. OK. Now, t h e s t a n d a r d c h a n n e l cross-section. Again, all d i m e n s i o n s are i n i n c h e s . T h e d e p t h is 15, t h e w i d t h 2

is 3.520, t h e w e b t h i c k n e s s is 0.520 a n d t h e area is 11.8 i n . Slow d o w n , please. Can y o u read t h e m again? Sure. D e p t h 15, w i d t h 3.520, w e b t h i c k n e s s 0.520 and t h e area is 11.8 i n . OK, t h a n k s . A n d t h e last one is t h e r o d . T h i s t i m e t h e d i m e n s i o n s are i n m e t r i c . T h e r a d i u s is 13 m m a n d t h e l e n g t h is 3 m . 13 m m a n d 3 m . OK, great. T h a n k s .

A: B:

H i ! Rebecca. T h e m e e t i n g w i t h t h e s u b c o n t r a c t o r s is n o w at n i n e fifteen. OK, t h a t ' s n o p r o b l e m .

A: B: A: B: A: B:

W h a t t i m e is it? It's t h r e e t w e n t y - f i v e . A n d w h e n w i l l t h e c o n c r e t e be here? Between four and four thirty. H m m . We'll h a v e t o h u r r y . Yes.

A: B: A: B: A: B:

What's the time? I d o n ' t k n o w . A b o u t five t h i r t y maybe? He's late. He said five fifteen. W h o s a i d five fifteen? T h e c o n t r a c t o r . M r Perez. I see.

A: B: A: B:

W h a t t i m e is t h e p r o j e c t meeting? It s t a r t s at 10 a.m. a n d finishes at a r o u n d 5 p . m . Seven h o u r s ? Yes.

H o w a b o u t n i n e forty-five t o t a l k a b o u t t h e rebar delivery? No, I ' m s o r r y . I c a n ' t m a k e t h a t . H o w a b o u t half past ten? Yes, half p a s t t e n is fine.

B: A:

Unit 8 Planning ahead %

I'd like t o explain t h e project s c h e d u l e for t h e H i g h w a y 473 beam bridge. As y o u can see f r o m t h e slide, t h e design phase w i l l take f r o m M a r c h t o June. A t t h e e n d of May w e ' l l begin t h e site p r e p a r a t i o n s , w h i c h w i l l take four m o n t h s . At t h e beginning of August w e ' l l s t a r t w o r k on the foundations. These w i l l take u n t i l t h e b e g i n n i n g of November. In N o v e m b e r w e ' l l s t a r t w o r k o n t h e piers, w h i c h w i l l take a r o u n d t h r e e m o n t h s . In t h e m i d d l e of February w e ' l l s t a r t w o r k o n t h e s u p e r s t r u c t u r e , a n d i n June w e ' l l lay t h e deck. T h e o p e n i n g c e r e m o n y w i l l be i n July next year.

B: A: 7

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A: B: A:

H o w a b o u t W e d n e s d a y t h e 23rd? For t h e p r o j e c t m e e t i n g , I mean? Yes, t h a t ' s fine w i t h me. I ' m free all day. Let's meet o n Tuesday. T h e 8th? No, t h e 15th. I c a n ' t m a k e t h e 8 t h . I h a v e t o visit a supplier. OK, no p r o b l e m .

A: B:

We need t o m e e t n e x t week. H o w a b o u t t h e 2 4 t h o r 25th? T h e 2 4 t h is n o g o o d . I h a v e a n o t h e r m e e t i n g t h a t day, a b o u t t h e h o s p i t a l p r o j e c t . A h , yes. T h e n w e ' l l have t o meet o n t h e 2 5 t h . OK. It's i n t h e d i a r y .

A: B: A: B:

Are y o u free o n F r i d a y t h e 11th? I ' m s o r r y , F r i d a y is f u l l . H o w a b o u t t h e 14th? Yes, t h a t ' s OK. I ' l l be t h e r e i n t h e a f t e r n o o n . OK.

A: B:

H o w a b o u t t h e 28th? I ' m s o r r y . T h e 2 8 t h is n o g o o d . I h a v e a p r o j e c t meeting. OK. H o w a b o u t t h e 27th? T h e 2 7 t h is full, t o o . B u t I ' m free o n t h e 2 6 t h . T h e 26th? Yes, t h a t ' s fine w i t h m e , t o o . Great.

A: B: A: * 4 9 1 2 3 4 5 6

A: B:

A r e y o u free at q u a r t e r t o four? M r Sanchez w i l l be here. Yes, of c o u r s e . No p r o b l e m .

<5>51 A: B: A: B:

A: B: A: B: A: B:

A: B: A: B: A:

Can w e t a l k a b o u t t h e q u a n t i t i e s n o w ? Sure. W h a t w i l l w e need? H o w m a n y blocks? W e ' l l h a v e t e n s q u a r e m e t r e s of b r i c k w o r k i n t h e w a l l , so w e ' l l need 100 b l o c k s . It's r o u g h l y t e n blocks per square metre. OK. A n d h o w m u c h m o r t a r w i l l w e need? Let's see. We c a l c u l a t e t w o bags p e r square m e t r e , so t h a t ' s ... T w e n t y bags. Yes, exactly. OK, t h a t ' s fine. W h a t a b o u t t h e path? T h e p a t h w i l l be c o n c r e t e . W e ' l l need a b o u t o n e c u b i c m e t r e of c o n c r e t e . So t h a t w i l l be eight bags of c e m e n t , t w e n t y - f i v e bags of s a n d , forty-five bags of g r a v e l a n d , of c o u r s e , water. Sorry, h o w m a n y bags of g r a v e l d i d y o u say? Forty-five. A n d t w e n t y - f i v e bags of s a n d . OK. A n d h o w m u c h w a t e r w i l l w e need? 150 l i t r e s w i l l be e n o u g h . OK, t h a t w o n ' t be a p r o b l e m .

six o ' c l o c k seven fifteen o r q u a r t e r past s e v e n n i n e twenty-five o r t w e n t y - f i v e p a s t n i n e t e n t h i r t y o r half past t e n eleven forty-five o r q u a r t e r t o t w e l v e t w e l v e fifty-five o r five t o o n e $50

A: B:

Hi! Rebecca. T h e c l i e n t w i l l be h e r e at n i n e o'clock. A M s G o r s k i - A n i t a G o r s k i . OK, t h a n k s . Audio script

P e a r s o n E d u c a t i o n Limited Edinburgh Gate Harlow Essex C M 2 0 2 J E England and Associated C o m p a n i e s t h r o u g h o u t the w o r l d . www.pearsonelt.com © Pearson Education Limited 2012 T h e right of Evan Frendo to be identified as a u t h o r of this W o r k has been a s s e r t e d by him in a c c o r d a n c e with the Copyright, Designs a n d Patents Act 1988. All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers. First published 2012 ISBN: 978-1-4082-6991-6 Set in ITC C h e l t e n h a m Book Printed by Graficas Estella, Spain Acknowledgements T h e publishers a n d a u t h o r w o u l d like to t h a n k the following people a n d institutions for their feedback and c o m m e n t s during the development of the material: Edward Halton, UAE; Julie Cordell-Szczurek, G e r m a n y ; Pamela Heath, C a n a d a ; Sotirios Koutskoukos, UK; Tony Higgins, UK The publishers w o u l d like to thank the following for their kind permission to reproduce their photographs: (Key: b-bottom; c-centre; l-left; r-right; t-top) 4 A l a m y I m a g e s : TongRo Image Stock (A). Getty I m a g e s : Marc Romanelli (C). Photolibrary.com: J i m Toomey / age fotostock (D). S u p e r S t o c k : Tetra Images (E); Stockbroker (B). 5 S h u t t e r s t o c k . c o m : Katy89. 6 Shutterstock. c o m : Marko Marcello. 8 Fotolia.com: gaelj (3). P e a r s o n E d u c a t i o n Ltd: Jules S e l m e s (7); J o h n Foxx Images and Images 4 C o m m u n i c a t i o n (2). S h u t t e r s t o c k . c o m : Stephen Mahar (6); ruzanna (1); Q Q 7 (8); KK Art a n d Photography (5); A n d y Dean Photography (4). 12 C o n s t r u c t i o n Photography: Ray Hardinge (7). Fotolia.com: thijimcox (3); Lisa F.Young (8); B o g d a n Vasilescu (6). P e a r s o n E d u c a t i o n Ltd: Ben Nicholson (2). S h u t t e r s t o c k . c o m : Yellowj (4); sculpies (5); Lisa F.Young (1). 13 D K I m a g e s : Andy Crawford (A). P e a r s o n E d u c a t i o n Ltd: Gareth Boden (B) . 14 Fotolia.com: Sirena Designs (F); R o m a n Millert (A) ; Rafal Olechowski (B). P e a r s o n E d u c a t i o n Ltd: Image Source (E); Gareth Boden (D). S h u t t e r s t o c k . c o m : S V L u m a (C) . 21 S h u t t e r s t o c k . c o m : Alberto Tirado. 22 Shutterstock. c o m : Rob Kints (I); Lusoimages (r). 23 Photolibrary.com: Jim Toomey / age fotostock.25 F o t o l i a . c o m : StockHouse (B) ; skaljac (A). S h u t t e r s t o c k . c o m : Timothy Large (F);

Orange Line Media (D); Kzenon (E); Dr Ajay Kumar Singh (C). 26 A l a m y I m a g e s : Blend Images. 28 Alamy Images: Golden Pixels LLC (B). Art Directors and T R I P Photo Library: Helene Rogers (D). Fotolia.com: Kzenon (E); Aaron Kohr (F). S h u t t e r s t o c k . c o m : photogen (C); GQ (A) . 29 Fotolia.com: kosoff (A); Ken Ng (I); Joe Gough (H); dbvirago (F). P e a r s o n E d u c a t i o n Ltd: Trevor Clifford (E). S h u t t e r s t o c k . c o m : Sue Ashe (D); olmarmar (G); Max Blain (C); L F File (K); Isabella Pfenninger (B); Evok20 (J). 30 Fotolia.com: Fatbob. 31 Fotolia.com: WINIKI (A); Oleksandr Dorokhov (C); Brian W e e d (B). 33 Photolibrary. c o m : Blend Images (A). S h u t t e r s t o c k . c o m : Diego Cervo (B) . 36 A l a m y I m a g e s : TongRo Image Stock (1). Getty I m a g e s : Marc Romanelli (3). Photolibrary.com: Jim Toomey / age fotostock (4). S u p e r S t o c k : Tetra Images (5); Stockbroker (2). 39 A l a m y I m a g e s : Nikreates (B). 40 Fotolia.com: Theresa Martinez (b); Sean Gladwell (B); Ljupco Smokovski (D); Ekaterina Dushenina (C); Antonio Herrera (F). S h u t t e r s t o c k . c o m : Perry Correll (E); Miao Liao (A). 42 A l a m y I m a g e s : Janine Wiedel Photolibrary (tr); FirstShot (F); Cris Haigh (tl). Fotolia.com: Monkey Business (D); g u n n a r 3 0 0 0 (E). Getty I m a g e s : Maja Smend (B). P e a r s o n E d u c a t i o n Ltd: Tudor Photography (A). S h u t t e r s t o c k . c o m : Valentyn Volkov (C). 44 Shutterstock. c o m : Barry Barnes (1 to 6, A to H). 45 Alamy I m a g e s : m o o d b o a r d (B). S h u t t e r s t o c k . c o m : Mares Lucian (E); Marek Pawluczuk (C); Baloncici (A); Alberto Tirado (D). 47 S h u t t e r s t o c k . c o m : Artzzz. 48 S h u t t e r s t o c k . c o m : Lisa F.Young. 49 A l a m y I m a g e s : studiomode (I); Isaac Iken Emokpae (E). D K I m a g e s : Gary Ombler (D). Fotolia.com: Ruben Pinto (F); design56 (B); aris sanjaya (C). Pearson E d u c a t i o n L t d : Tudor Photography (G). Shutterstock.com: photomak (H); Brian Tan (A). 50 DK I m a g e s : Steve Gorton (I/Mixed); Steve Gorton (Gypsum); Matthew Ward (r/Mixed). Fotolia.com: Gudellaphoto (Inert); Andres Rodriguez (Box); Alex White (Hazardous). S h u t t e r s t o c k . c o m : stocksnapp (Wood); R a m o n a Heim (metal); Baloncici (glass); A R E N A Creative (Biohazard). 51 S h u t t e r s t o c k . c o m : Barry Barnes (1 to 4, 5 to 8). 52 Alamy I m a g e s : Andres. 54 Shutterstock. c o m : Lev Kropotov. 55 S h u t t e r s t o c k . c o m : Zurijeta (t); punksid (b). 65 A l a m y I m a g e s : J T B Photo Communications, Inc. (r). Getty I m a g e s : © 2 0 0 8 ChinaFotoPress (I). P h o t o s h o t H o l d i n g s Limited: De Agostini / World Illustrated (c). 70 Rex Features. C o v e r photo: Front: Getty Images: Driendl Group I; Photolibrary.com: Corbis / Bridge background, Corbis Premium RF r, UpperCut Images c All other images © Pearson Education Every effort has been m a d e to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication.