[04678] - english for construction 2

7/24/2019 [04678] - English for Construction 2

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Vocational

English

Course ook

English

for

Construction

L E A R N I N G

P E R S O N



Engl ish fo r

Construct ion i s p a r t o f t h e Pearson Longman

Vocat ional

Engl ish

s e ri e s. I t i s d e s i g n e d f o r s t u d e n t s i n v o c a t i o n a l

e d u c a t i o n a n d fo r e m p l o y e e s i n t r a i n i n g a t w o r k . W r i t t e n b y i n d u s t r y

p r a c t i t i o n e r s ,

i t c o m b i n e s a s t r o n g g r a m m a r s y ll a b u s w i t h t h e s p e c i a l i s t

v o c a b u l a r y a n d sk i l ls

t h a t

l e a r n e r s n e e d t o s u c c e e d i n t h e i r c h o s e n fie ld .

L e v e l

2 Eng l ish for Cons truct ion i s d e s i g n e d f o r s t u d e n t s w h o

h a v e

c o m p l e t e d L e v e l 1 o r h a v e a n e l e m e n t a r y k n o w l e d g e o f g e n e r a l E n g l i s h ,

w h o n o w r e q u i r e a p r e - i n t e r m e d i a t e ( C E F l e v el A 2 - B 1 ) c o u r s e i n t h i s

s p e c i f i c f ie ld . I t i n c l u d e s :

• t o p i c s t h a t r e f l e c t t h e l a te s t d e v e l o p m e n t s i n c o n s t r u c t i o n , m a k i n g t h e m

i m m e d i a t e l y r e le v a n t t o s t u d e n t s ' n e e d s .

• c l e a r l y d e f i n e d l a n g u a g e a n d f u n c t i o n o b j e c ti v e s w h i c h a r e b a c k e d u p b y

c o m p r e h e n s i v e o n - t h e - p a g e l a n g u a g e

b o x e s .

• e s s e n t i a l o n l i n e s u p p o r t f o r t e a c h e r s , i n c l u d i n g t e a c h e r ' s n o t e s ,

f u l l y

e d i t a b l e t e s t s a n d

m u l t i l i n g u a l

g l o s s a r i e s .

• a s t u d e n t C D - R O M w i t h i n t e r a c t i v e g l o s sa r i es i n b o t h B r i t i s h a n d

A m e r i c a n E n g l i s h a n d

f u l l

c o u r s e b o o k a u d i o i n M P 3 f o r m a t .

O t h e r t i t l e s i n t h e s e r i e s i n c l u d e :

E n g l i s h f o r B a n k i n g & F i n a n c e

E n g l i s h f o r I n f o r m a t i o n T e c h n o l o g y

E n g l i s h f o r N u r s i n g

E n g l i s h

f o r O i l & G a s



C o n t e n t s

Func t i on

Language Vocabu l a r y

Ro les and respon s ib i l i t i e s p .

4

Talking about roles and

responsibi l i t ies

Present simple and present

cont inuous

Jobs

Roles and responsibi l i t ies

-*

o

S t ruc ture of a n o r gan i s a t i on p . 6

Explaining how an organisat ion

works

Departments in an organisation

Col locations with prepositions

i

T

m

Job s and expe r i ence p .

8

Descr ibing your job and

exper ience Wr i t ing your CV

Quest ions wi th

be

Quest ions wi th do/does/did

Quest ion words

Expressions for describing work

exper ience

c

Focus on

a

p ro j ec t : In te rna t i ona l

F i nance Ce nt re ( IFC) Seou l ,

Korea p. 10

Discussing roles in an

internat ional construc t ion

project

New developments

Review p. 11

Techn i c a l d r aw i ng p. 12 Descr ibing technical drawings

Dimensions ( imper ial and

metric)

2D and 3D shapes

Vocabulary relating to technical

drawing

J

D

g

Es t ima tes p. 14

Estimating

Zero cond itional Col loca tions relating to

est imat ing

J

D

g

I deas and imp r ovemen t s p.

16

Discuss ing ideas and

improvements

Introduc ing and responding to

ideas

Office features

F o c u s on

a

p ro j ec t : L i gh t tubes

in

Potsda me r P la tz , Ber l i n p. 18

Discussing l ight tube technology

Light tubes

Rev iew

p. 19

Ta l k i ng abou t equ i pmen t p 20 Talk ing about equipment Ask ing and answer ing quest ions

about equipment

Equipment and its uses

p

m

e

n

Fau l ts p .

22

Explaining faults

Passive with be a nd

get;

ge t

+ adjective

Faults

t

3

E

Repa i r s p .24 Deal ing with repairs need to + i n f ); need (+

-ing)

Repairs

c

3

Focus on

a

p ro j ec t : The S hard ,

London p . 26

Discuss ing equipment for

a

skyscraper project

Tower construction

Review p. 27

Orde r i ng mater i a l s p . 28 Order ing mater ia ls

The pass ive

Ordering materials

r

a

s

P rope r t i e s

of

mater i a l s p . 30 Descr ibing proper t ies of

materials

Comparat ives Proper t ies of materials

t

4

M

e

Del i very prob lem s p . 32 Explaining del ivery problem s Asking for clari f ication

Del ivery problems

c

F o c u s

on a

p ro j ec t : Bahra i n

In te rna t i ona l C i r cu i t Formula

1

(B IC)

p.

3 4

Discuss ing problems

and

solutions involving materials

Materials used in

the

construct ion of the B ahrain

International Circui t

Rev iew p.

35

Conten ts



Func t i on Languag e Vocabu l a r y

Set t i ng ou t

p.

36 Sequenc ing events Sequenc ing

Processes

e

Recru i t ing proce sses p. 38 P lanning a process Present cont inuous to talk about

the future

Recrui tment

l

P

o

Purchas ing processes

p.

4 0

Explaining changes

used to

Purchas ing

&

3

Focus on a pro j ec t : Eme rgency

hou s ing p. 42

Discuss ing emergency hous ing

construct ion

Emergency hous ing

construct ion

Review p. 43

Kick in g of f p. 44

Highl ighting key issues Pronu nciation: senten ce stress Projects

tfj

9

1

Projec t me et in gs p.46 Manag ing tasks

Present perfect

+ now,

ust,

already

Project meetings

In

6

P

o

Contracts p.48

Discussing types of contract

most

Collocations relating to

contracts

-i

Focus on a p r o j ec t : W roc l aw -

Katowice Mo torwa y, Polan d p. 50

Talking about the scope of a

project

Tol l motorways

Review p. 51

Doc um ent con tro l p. 52 Explaining docum ent control

procedures

have to

Documentat ion

e

n

a

o

n

Am en dm en ts p. 54 Talk ing about amen dmen ts Punctuat ion Nouns and verbs relat ing to

amend ing documents

D

u

m

Spe ci fy ing p. 56 Giv ing spec i f ic informat ion

about documents

Relative clauses

Col locations relating to

documents

c

3

Focus on a pro j ec t : Go l f co urse

cons t ruc t i on p . 58

Discussing project

documentat ion

The des ign and bui ld process

Review p. 59

Heal th and safety gu ide l ine s p. 60 Comm unicat ing heal th and

safety guidel ines

Repor t ing ins truc t ions and

adv ice

Col locations relating to advice

n

d

s

e

y

Traffic co nt ro l p. 62 Giving instructions for traffic

control

Giving instructions using

need

Traffic control

H

h

a

Incid ents p. 64 Describin g incidents Past simple and past

cont inuous

Injuries

U

8

Focus on a pro j ec t : Hur r i can e

prepa rat ions, F lor ida , USA p. 66

Discussing hurricane

preparations

Hurr icane preparat ions

Review p.67

Partner files p. 68

Audio script

p.

7 0

Conten ts



T e a m w o r k

• ta lk a b o u t r o l e s and r e spons ib i l i t i e s

• exp l a in how an o rgan i s a t i on wo rks

• des c r i be you r j ob an d exp er i en ce

• w r i t e y o u r C V

• d i s cu s s ro l e s i n an i n t e rna t iona l

cons t ruc t ion p ro j ec t

R o l e s

a n d r e s p o n s i b i l i t i e s

Speaking 1

L o o k a t

t h i s i l l u s t r a t i o n .

S a y w h a t t h e p e o p l e ' s j o b s a r e a n d w h a t t h e y d o .

Vocabulary 2

M a t c h t h e s e d e s c r i p t i o n s w i t h t h e

p e o p l e

i n t h e

i l l u s t r a t i o n

in 1.

1

I ' m a d r i v e r . I w o r k f o r a c o n c r e t e s u p p l i e r . W e d e l i v e r c o n c r e t e t o

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

s i t e s a l l o v e r t h e c o u n t r y . Q

2 I ' m a m a s t e r e l e c t r i c i a n . T h i s i s m y a p p r e n t i c e . Q

3 I ' m a p a i n t e r .

T o d a y

I ' m p a i n t i n g a s t e e l s t a i r c a s e . Q

4 I ' m a s e c u r i t y g u a r d . I c o n t r o l a c c e s s t o t h e s i te . I ' m r e s p o n s i b l e t o t h e

s i t e m a n a g e r . Q

5 I ' m t h e s i t e m a n a g e r . M y c o m p a n y is r e s p o n s i b l e f o r t h e w h o l e p r o j e c t . Q

6 W e ' r e r e p o r t e r s . W e ' re v i s i t i n g t h e s i t e t o a s k

s o m e

q u e s t i o n s . Q

3 N a m e a s m a n y i t e m s i n t h e i l l u s t r a t i o n i n 1 a s y o u c a n . C o m p a r e y o u r l i s t w i t h

a p a r t n e r .

ladder, ...

1 Teamwork



S p e a k i n g

4

W o r k i n p a i r s . E i t h e r a ) E x p l a i n w h a t y o u r j o b is a n d w h a t y o u d o . O r b ) I m a g i n e

y o u w o r k o n t h e c o n s t r u c t i o n s i t e i n 1 . E x p l a i n w h a t y o u r j o b i s a n d w h a t y o u d o .

I'm

a . . . I

work

for ... My

company

... I'm

respons ib le

for ...

L i s t e n i n g 5

L a n g u a g e

T w o r e p o r t e r s a r e v i s i t i n g

M a r t i n

K a r p f r o m K a r p C o n s t r u c t i o n . Li s te n

t o t h e i r c o n v e r s a t i o n . W h a t d o t h e r e p o r t e r s w a n t ?

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

1

K a r p C o n s t r u c t i o n

i s t h e

M a r t i n

K a r p i s t h e

S a b i n a T o m is t h e

K a s p e r K a r p o w n s

M r

L a n g r e p r e s e n t s

t h e

A n n a B l a c k w o r k s f o r t h e .

R o b e r t

L a n e

i s

P re s en t s im 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 pre se nt s im pl e to ta lk about rout ines and th ings

that are permanent or happen all the t ime.

/ control

access to the site.

She

works for

the ceme nt supplier.

We use the present cont inuous to ta lk about th ings that

take place at the t ime of spea king an d are not perma nent .

We 're visiting the site.

He 's walking through the gate.

We use adve rb s o f f r equen cy

(e.g. always, usually, often,

sometimes, never) w i th the present s imple to descr ibe how

often some body does som ething or how of ten so meth ing

happens.

We

usually

have about 100 people on site.

Sometimes we work in a consortium.

7 M a r t i n ' s a s s i s t a n t i s g i v in g m o r e i n f o r m a t i o n a b o u t p e o p l e ' s r o l e s o n s i t e .

C h o o s e t h e c o r r e c t v e r b f o r m s t o c o m p l e t e t h i s t e x t .

' . . . So , as

M a r t i n

s a i d ,

w e ( 1 )

have

/ are

hav ing

a r o u n d

1 00

p e o p l e

o n

s i t e

e v e r y d a y . T o d a y , m o s t p e o p l e ( 2 )

work

/ are

work ing

o n t h e b a si c s t r u c t u r e

o f t h e b u i l d i n g . T h e p e o p l e i n

g r e e n

j a c k e t s o v e r t h e r e a r e c o n c r e t e f i n i s h e r s

f r o m D K I C e m e n t , t h e c e m e n t s u p p l i e r . O n t h i s p r o j e c t , t h e y ( 3 )

superv ise

/ are

supervis ing t h e u n s k i l l e d l a b o u r e r s , w h o a r e a l l l o c a l p e o p l e . O f c o u r s e , t h e r e

a r e a l w a y s a l o t o f

h e a v y

e q u i p m e n t o p e r a t o r s .

T h e y

( 4 )

handle

/ are

handl ing

t h e c r a n e s , t h e c e m e n t m i x e r s , t h e c e m e n t p u m p s , a n d s o o n . T h e d r i v e r s

( 5 )

bring

/ are

br ing ing

i n f r e s h l o a d s o f c e m e n t s e v e r a l t i m e s a d a y . O v e r t h e r e ,

a c o u p l e

o f

p a i n t e r s

( 6 )

paint

/ are

paint ing

t h e

s t a i r c a s e ,

a n d t h e

e l e c t r i c i a n s

( 7 )

repair

/ are

repairing

o n e o f t h e g e n e r a t o r s . '

S p e a k i n g

8 W o r k i n s m a l l g r o u p s t o d i s c u s s

t h e s e

q u e s t i o n s .

1

W h a t ' s t h e d i f f e r e n c e b e t w e e n a g e n e r a l c o n t r a c t o r a n d a s u b c o n t r a c t o r ?

2 W h a t ' s a c o n s o r t i u m ?

3 W h a t s u p p l i e r s a r e t y p i c a l o n a c o n s t r u c t i o n s i te ?

4 I n a u d i o s c r i p t 2 o n p a g e 7 0 ,

M a r t i n

K a r p s a y s , 'W e

c o - o r d i n a t e

a l l t h e

s u b c o n t r a c t o r s a n d m a k e s u r e t h i n g s s t a y o n s c h e d u l e a n d s t a y w i t h i n

b u d g e t . ' W h a t d o t h e e x p r e s s i o n s i n b o l d m e a n ?

Teamwor k 1



S t r u c t u r e o f a n o r g a n i s a t i o n

Vocabulary 1

L o o k a t

t h i s

o r g a n i s a t i o n c h a r t o f a c o n s t r u c t i o n c o m p a n y . T h e n c o m p l e t e t h e

s e n t e n c e s

w i t h

t h e w o r d s i n t h e b o x .

O W N E R

O P E R A T I O N S

r

H e a l t h

a n d S a f e t y ^ P r o j e c t m a n a g e r s ^ ^ C o n s u l t a n t s ^

^ S i t e m a n a g e r s / S u p e r v i s o r s J

L a b o u r e r s

J

B U S I N E S S D E V E L O P M E N 1

y~

D e s i g n ^ ^ E s t i m a t i n g

J

M a r k e t i n g

E N G I N E E R I N G

^

S t r u c t u r a l

E n g i n e e r i n g J ^ M e c h a n i c a l E n g i n e e r i n g ^ ^ E l e c t r i c a l E n g i n e e r i n g )

M A T E R I A L S

A N D P L A N T

— A C C O U N T I N G

A D M I N I S T R A T I O

H u m a n R e s o u r c e s ( H R ) ^ ^ P a y r o l l ^

L E G A L

d e p a r t m e n t s d i v i d e d e x t e r n a l h a s l o o k p a r t r e p o r t s e c t i o n t o p

1

O u r c o m p a n y h a s a s i m p l e s t r u c t u r e . A t t h e i s K a s p e r K a r p ,

t h e o w n e r .

2 T h e r e a r e s e v e n T h e d e p a r t m e n t h e a d s r e p o r t t o t h e o w n e r .

3 O p e r a t i o n s c o n s i s t s o f a H e a l t h a n d S a f e t y a n d a l l t h e

p r o j e c t m a n a g e r s .

4

T h e s i t e m a n a g e r s a n d s u p e r v i s o r s d i r e c t l y t o a p r o j e c t m a n a g e r .

5 B u s i n e s s D e v e l o p m e n t i s i n t o t h r e e s e c t i o n s : D e s i g n ,

E s t i m a t i n g a n d M a r k e t i n g .

6 E n g i n e e r i n g a l s o t h r e e s e c t i o n s : S t r u c t u r a l , M e c h a n i c a l

a n d E l e c t r i c a l .

7 T h e r e a r e d i f f e r e n t d e p a r t m e n t s w h i c h a f t e r m a t e r i a l s a n d

p l a n t , a c c o u n t i n g , a d m i n i s t r a t i o n a n d l e g a l .

8 S o m e t i m e s w e

h a v e

c o n s u l t a n t s t o h e l p

w i t h

s p e c i a l j o b s .

T h e y a r e n o t o f t h e c o m p a n y .

1

Teamwork



Listening

2

L i s t e n t o t h e

h e a d s

o f t h e s e v e n d e p a r t m e n t s t a l k i n g a b o u t t h e i r r o l es .

W r i t e t h e n a m e s o f t h e i r d e p a r t m e n t s . U s e t h e o r g a n i s a t i o n c h a r t i n 1 t o h e l p y o u .

1

2

3

4

5

6

7

3 L i s t e n a g a i n . W r i t e t h e e x p r e s s i o n s u s e d t o t a l k a b o u t r o le s a n d r e s p o n s i b i l i t i e s .

make sure,

.,

work

out ,

send ou t

work with

Vocabulary 4 M a t c h

t h e

s e t s

o f

c o l l o c a t i o n s .

1 m a k e

a ) o f

2 l o o k

b )

s u r e

3 c o n s i s t c ) t o

4 r e p o r t d ) a f t e r

5 l i a i s e e ) i n t o

6 b e r e s p o n s i b l e 0

w i t n

7 d e a l g ) f o r

8 d i v i d e

h )

w i t h

5 C o m p l e t e t h e s e n t e n c e s . U s e t h e o r g a n i sa t i o n c h a r t i n 1 t o h e l p y o u .

S o m e t i m e s m o r e

t h a n

o n e a n s w e r i s p o s s i b l e .

1

T h e

A d m i n i s t r a t i o n d e p a r t m e n t c o n s i s ts

T h e h e a d o f a c c o u n t i n g r e p o r t s

E n g i n e e r i n g

i s

d i v i d e d

T h e p r o j e c t m a n a g e r s l ia i s e

B u s i n e s s D e v e l o p m e n t

i s

r e s p o n s i b l e .

T h e s i t e m a n a g e r s m a k e

T h e r e

a r e t h r e e s e c t i o n s i n

a n d .

Speaking 6 W o r k i n p a i r s . D r a w

a n

o r g a n i s a t i o n c h a r t

f o r a

c o n s t r u c t i o n c o m p a n y ( re a l

o r

i m a g i n a r y ) . E x p l a in y o u r c h a r t

t o

a n o t h e r p a i r .

At

the top is . . .

This department cons is ts

of...

These

people report

to ...

Teamwork

1



J o b s

a n d e x p e r i e n c e

L i s t e n t o t h r e e c o n v e r s a t i o n s . M a t c h t h e j o b i n e a c h c o n v e r s a t i o n

w i t h

a

w o r d f r o m

t h e b o x .

c iv i l

e n g i n e e r c o n c r e t e f i n i s h e r l a n d s u r v e y o r

1

2 3

us in g a to ta l s ta t i on

R e a d t h e

q u e s t i o n s .

F o r

e a c h c o n v e r s a t i o n , a n s w e r

ye s ( Y ) , n o ( N ) , o r

doesn't

sa y ( X ) . T h e n l i s t e n a g a i n a n d c h e c k y o u r a n s w e r s .

Conversat ion

1

Conv ersation 2 Conversa tion 3

1 Is he a ma nual worker?

2 Does he work mostly indoors?

3 Wa s he goo d at ma ths at scho ol?

4 Does he work wi th CAD programs?

5 Does he use high-tech equipm ent on site?

6 Did he start as an apprentice?

7 Is he self-em ployed ?

S p e a k i n g

3 W o r k i n p a i r s .

R e a d t h e

q u e s t i o n s i n

t h e

t a b l e a g a i n .

T a k e t u r n s t o a s k

a n d

a n s w e r t h e m s o

t h a t

t h e y a r e t r u e f o r y o u .

A:

Are you a

manual worker?

B : No , I 'm no t . I 'm a project man ager.

A:

Do you

work most ly indoors?

B : Yes , I do . I work i n a n office. I' m respons ib le for a hospi ta l ca r park project.

L a n g u a g e

Q u e s t i o n s

Q ue st ion s w i th be begin wi th the correct form of the verb

be, or use a rising tone.

Are you self-employed?

Yo u

're

self-employed?

Is he on site today?

He

's

on site today?

Qu es t i ons w i th do/does/did Do

you work indoors?

Does

he work indoors?

Did you go to university?

Ques t i o n wo r d s

(what, where, who, how)

What

do you do?

Where

are they from?

Who

is the client?

How

does it work?

S p e a k i n g

4 W o r k

i n

p a i r s . T h i n k

o f a j o b

b u t d o n ' t t e l l y o u r p a r tn e r .

T a k e t u r n s t o a s k

a n d

a n s w e r q u e s t i o n s t o f i n d o u t t h e j o b s .

t he j ob

indoors

o r

outdoors?

Do yo u work a lone o r with other people?

What qual i f icat ions

do you

need?

What t ra in ing d id y o u d o ?

8

1 Teamwork



Reading 5 R e a d t h i s

C V a n d a n s w e r t h e q u e s t i o n s a b o u t A r n o l d K e l l er .

1 H o w o l d i s h e ?

2 W h i c h s c h o o l d i d h e g o t o?

3 W h e r e d i d h e d o h is a p p r e n t i c e s h i p ?

4 W h a t i s h i s h i g h e s t q u a l i f i c a t i o n ?

5 D o e s h e k n o w a n y t h i n g a b o u t p r o j e c t m a n a g e m e n t ?

europass

Europass

Curriculum Vitae

Personal information

F i r s t

n a m e ( s ) / S u m a m e ( s )

A d d r e s s ( e s )

T e l e p h o n e ( s )

A r n o l d K e l l e r

M o z a r t s t r a s s e 2 3 , B l e n d o r f

H o m e : 0 1 7 5 6 7 8 6 3 4 M o b i l e : 0 7 7 4 3 4 6 7 5 3 3 2

F a x ( e s )

E-mail

a r n o l d @ k e l l e r . d e

N a t i on a l i t y Ge r m an

Da t e o f

birth

21 .03 .84

G e n d e r M a l e

Work experience

Dat e s

2003

2 0 0 4 - 2 0 0 7

Oc c u p a t i on o r p os i t i on h e l d

Main

ac t i v i t i es and respons ib i l i t i es

N a m e

an d ad d r e s s o f e m p l oye r

T y p e o f bus iness or sec tor

A p p r e n t i c e

O n - t h e - j o b - t r a i n i n g

D M C o n s t r u c t i o n

C o n s t r u c t i o n

S t u d e n t t r a i n e e

P r o j e c t a s s i s t a n t - M o t o r w a y l a y - b y 2 0 04 , B r i d g e

r e n o v a t i o n 2 00 5, M o t o r w a y t u n n e l 2006

D M C o n s t r u c t i o n

C o n s t r u c t i o n

Education and training

Dat e s

Ju n e 2 003

Ju n e 2 007

T i t l e o f qua l i f i cat ion awarded

Pr inc ipa l

sub jec ts/occupat iona l sk i l l s

c ov e r e d

N a m e

an d t yp e o f o r g an i s a t i on

prov id ing

e d u c a t i on an d t ra ining

S c h o o l L e a v i n g C e r t i f i c a t e

M a t h s ,

P h y s i c s , E n g l i s h

B l e n d o r f G r a m m a r S c h o o l ,

B l e n d o r f , G e r m a n y

B a c h e l o r ' s d e g r e e i n C o n s t r u c t i o n E n g i n e e r i n g

H e a l t h a n d S a f e ty , S i t e m a n a g e m e n t , P r o j e c t

m a n a g e m e n t , C o s t e s t i m a t i n g

V o c a t i o n a l

C o l l e g e ,

B l e n d o r f ,

G e r m a n y

Personal skills

and

competences

M o t h e r

t o n g u e ( s )

G e r m a n

O t h e r

l a n g u a g e ( s ) E n g l i s h ,

F r e n c h

Writ ing 6

W r i t e y o u r o w n C V. U s e t h e E u r o p a s s C V s t r u c t u r e t o h e l p y o u p l a n a n d

o r g a n i s e y o u r d e t a i l s . T h e n s w a p C V s w i t h a p a r t n e r . C h e c k

t h a t

y o u r p a r t n e r ' s

C V i s c l e a r a n d e a s y t o u n d e r s t a n d .

Teamwork

1

9

mailto:[email protected]




F o c u s

o n a

p r o j e c t :

I n t e r n a t i o n a l

F i n a n c e C e n t r e

( I F C ) S e o u l , K o r e a

R e a d i n g 1 Read

these

e x t r a c t s a b o u t a n e w development i n Seoul, Korea. W h a t i s t h e p r o j e c t ?

S

i e m e n s - S h m w h a h a s b e e n

a w a r d e d

a

c on t r a c t

t o

s u p p l y

a

fa e safety system f o r the

n e w I F C S e ou l p r o j e c t w h i c h w a s

d e v e l o p e d

b y A I G real estate .

D e s i g n e d

b y t h e

a w a r d - w i n n i n g

a r c h i t e c t u r a l

f i r m A r q u i t e c t o n i c a ,

I F C

S e o u l i s t h e

l ead ing bus ines s des t ina t i on

in

S e o u l w i th a p p r o x im a t e l y 5 0 0 , 0 0 0

s q u a r e m e t r e s o f d e v e l o p m e n t .

T

he I F C S e ou l is a j o i n t

v e n t u r e b e t w e e n t h e Seou l

M e t r o p o l i t a n

G o v e r n m e n t a n d

A I G G l o b a l

R e a l

Es ta te .

E

s tab l i shed i n 1968,

P O S C O is S o u t h

Kor ea ' s

l a rges t s te e l

p r od u c e r .

A

conso rtium led by GS Con struction and

POSCO won the contract to excavate

the site.The contract for the next phase o f

construction was signed with a new consortium,

including Daelim, POSCO, Hyundai Development and

headed by GS Construction in January of his year

T

o th e south

w i l l

b e the 29-s torey T w o I F C o ff i ce towe r , wh i c h

w i l l

of fer s o me 79,000 square metres o f f loor

space;

to the west

w i l l

b e

th e

32 -s torey O n e I F C

w i t h

88,000 square metres , wh i le the nor thern

corne r

w i l l

be reserved f o r a 450-gu es troom, 38-s torey f i v e -star hote l .

T h e s t ruc ture o n th e

no r th -eas te rn

side o f

th e

p ro j e c t , Three IFC ,

w i l l

be 55 s toreys in he igh t

and , w i th

a

t o ta l

office space o f 160,000 square

metres ,

w i l l

b e the largest

s t ruc ture

in the co mplex .

O t i s E l e v a to r Com p an y w a s a w a r d e d a

c on t r a c t

f r om A I G K o r e a n

R e a l

Es ta te

D e v e l op m e n t Y H to p r o v i d e 1 2 5 e l e vators ,

e s c a l a t o r s a n d m o v in g w a l k w a y s f o r

International F i n a n c e C e n t r e ( I F C ) S e o u l in

K or e a .

M a t c h t h e o r g a n i s a t i o n s i n v o l v e d i n t h e p r o j e c t

w i t h

t h e i r r o l e s .

Sometimes

more t h a n o n e answer i s possible.

1

G S C o n s t r u c t i o n

a )

a r c h i t e c t s

2 S i e m e n s - S h i n w h a

b )

e x c a v a t i o n

3

POSCO

c )

fire safety e q u i p m e n t s u p p l i e r

4

Seoul M e t r o p o l i t a n

d )

elevator

m a n u f a c t u r e r

Government a n d A I G

e )

owners/developers

G l o b a l

Real

E s t a t e

0

c o n s o r t i u m member

5 A r q u i t e c t o n i c a

g )

steel p r o d u c e r

6 D a e l i m

7

O t i s Elevator Company

S p e a k i n g 3 W o r k i n s m a l l g r o u p s . T h i n k o f a large c o n s t r u c t i o n p r o j e c t i n y o u r area.

D i s c u s s w h i c h

companies

were

in v o l v e d a n d t h e

role s)

t h e y p l a y e d .

1 Teamwork



R e v i e w

m e a n i n g s a - e .

a ) a n a d v i s e r

b ) a g r o u p o f p e o p l e o r c o m p a n i e s w h o w o r k

t o g e t h e r o n a p r o j e c t

c ) a p e r s o n w h o h o l d s t h e l e g a l r i g h t s t o s o m e t h i n g

d ) a c u s t o m e r

e ) a p e r s o n o r c o m p a n y w h o

a g r e e s

t o p r o v i d e

m a t e r i a l s o r s e r v i c e s f o r a s p e c i f i c p r i c e

2

C o m p l e t e t h i s d e s c r i p t i o n o f t h e o r g a n i s a t i o n o f a c o m p a n y w i t h

a p p r o p r i a t e w o r d s .

T h e B e r l i n b r a n c h h as t h r e e d e p a r t m e n t s . T h e p r o j e c t m a n a g e m e n t

d e p a r t m e n t c o n s i s t s ( 1 ) s e v e n s e c t i o n s . E a c h s e c t i o n l o o k s

( 2 ) a d i f f e r e n t p r o j e c t . T h e l e g a l a n d f i n a n c e d e p a r t m e n t d e a ls

( 3 ) a l l a c c o u n t i n g i s su e s , a s w e l l a s c o n t r a c t s a n d c l a i m s . T h e

l o g i s t i c s d e p a r t m e n t i s r e s p o n s i b l e ( 4 ) m a k i n g s u r e t h a t t h e p r o j e c t

m a n a g e m e n t d e p a r t m e n t ha s t h e r es o u rc e s t o d o t h e j o b . T h i s i n c l u d e s a l l

p e r s o n n e l a n d p l a n t . T h e h e a d o f t h e B e r l i n b r a n c h r e p o r t s d i r e c t l y

( 5 ) t h e o w n e r , w h o i s b a s e d i n F r a n k f u r t .

Language

3

E a c h o f t h e s e q u e s t i o n s h a s o n e e r r o r . C o r r e c t t h e e r r o r s .

1 D o e s y o u w o r k o u t d o o r s ?

2 Is y o u s e l f - e m p l o y e d ?

3 D i d y o u d o n e a n a p p r e n t i c e s h i p ?

4 W a s y o u g o o d a t m a t h s a t s c h o o l ?

5 W h a t d i d y o u d o i n g y e s t e r d a y ?

6 W h e n d i d y o u s t a r t e d e x c a v a t i n g ?

7

W h e r e

is s u p p l y i n g t h e e l e v a t o r s ?

Wri t ing 4 W r i t e a s h o r t c o v e r i n g l e t t e r t o a p o t e n t i a l e m p l o y e r t o a c c o m p a n y y o u r

C V . I n c l u d e :

1 a n i n t r o d u c t i o n : i n t r o d u c e y o u r s e l f a n d s a y w h e r e y o u s a w t h e j o b a d v e r t .

2 a s u m m a r y o f y o u r q u a l i f i c a t i o n s .

3 a s u m m a r y o f y o u r e x p e r i e n c e i n t h e c o n s t r u c t i o n i n d u s t r y .

U s e t h e f o l l o w i n g p h r a s e s t o h e l p y o u :

/ am wri t ing in rep ly to your advert isemen t in [name of new spaper/webs i te ] for

[job

t it le] .

I

am current ly work ing on . ..

My main qual i f icat ions are . ..

I s tarted w ork ing in the cons t ruct ion indus t ry in . . .

I

bel ieve I have the r i ght exper ience and qual i fi cations for

this

job, specifica lly my ...

I look forward to hear ing from you in the near future.

Vocabulary I M a t c h 1 -5 w i t h t h e i r

1 a c o n t r a c t o r

2 a n o w n e r

3 a c l i e n t

4 a c o n s o r t i u m

5 a c o n s u l t a n t

Teamwork

1

11



2

D e s i g n

•

d e s c r i b e

t e c h n i c a l

d r a w i n g s

• e s t imate

•

d i s c u s s i d e a s

a n d

i m p r o v e m e n t s

• d i s cu ss l i gh t tube techn o logy

T e c h n i c a l

d r a w i n g

Rea d i n g L o o k a t t h r e e r e p r e s e n t a t i o n s o f a h o u se . Na me t h e t y p e s o f d r a w i n g . T h en r e a d

t h e t e x t a n d c h e c k y o u r a n sw e r s .

bedroom

T

here are many wa ys of put t ing a 3D objec t in to 2D . Orth ogra phic pro ject ion s ca n

be found on a l l con stru ct ion pro jects. Th es e draw ings sh ow di f ferent view s of the

ob jec t , and can inc lude e leva t ions (a v iew f rom one s ide ) and cros s-sect i ons ( the v iew

wh en you cu t th rough an ob jec t ) . Ano th e r t ype o f d rawing sh ows e xp lode d v iews, wh ich

are very usefu l for understanding the assembly of an object , in other words how i t a l l f i ts

together . A th i rd type of drawing is the p lan view, which a l lows us to see an object f rom

above .

A typ ic a l ex am ple of th is is a f loor p l an . The se a re ve ry use fu l when we wa n t to

look at the f i t t ings in deta i l , in other words where objects l ike cookers and baths go.

S p e a k i n g

2

W o r k i n sm a l l g r o u p s . D i s cu s s wh a t o t h e r t y p e s o f d r aw i n g a re u se d i n t h e

c o n s t r u c t i o n i n d u s t r y .

V o c a b u l a r y 3 I d e n t i f y t h e s e 2D sh ape s i n t h e d r a w i n g s in 1 W r i t e t h e n ame s o f t h e sh a pe s o n

t h e d r a w i n g s .

c i r c l e

l - s h a p e o v a l r e c t a n g l e s q u a r e t r i a n g l e

2 Design



4 W o r k i n p a i r s . B r a i n s t o r m o b j e c t s a n d e q u i p m e n t o n a c o n s t r u c t i o n s i te w h i c h

a r e t h e s e

3 D

s h a p e s .

c on e c ub e c y l i n d e r r e c t a ngu l a r p r i sm s phe r e

L i s t e n i n g 5 l^JUJM

L i s t e n t o a n a r c h i t e c t d e s c r i b i n g t h e h o u s e i n 1 . W r i t e t h e d i m e n s i o n s

y o u h e a r .

h o u s e - 2 8

foot long

(± 1 ), 20

foot w i de

(+ 1 )

1

t o t a l a r e a -

2 m a i n r o o m , w i t h t h e k i t c h e n -

3 b e d r o o m -

4 b a t h r o o m -

5 h e i g h t o f r o o m s -

6 d o o r s ,

n o t

i n c l u d i n g f r am e s

-

L a n g u a g e

T a lk in g a b o u t d im e n s i o n s

W e

write:

We say:

Imperial

12

1

x

7 6 '

twelve foot (or feet) by sixteen foot (or feet)

56 0 sq ft (or sq ft) five hundred and sixty square foot (or feet)

2'8 two foot (or feet) eight inches

sq yd (or sq yd) square yard (one square yard = three feet by three feet)

Metric

1.34 mm one point three four millimetres

0.03 cm zero (or nought) point oh three centimetres

25 m

2

twenty-five square metres

2,000 m two thousand metres

We

use plus or minus to talk about tolerances:

28 '±

twenty-eight foot (or feet) plus or minus o ne inch

We u se to to talk about scales:

15 :1 fifteen to one

6 S a y t h e s e d i m e n s i o n s a l o u d .

1 3 .065 m m 5 2 ,500 s q f t

2 3 ' 4 " 6 4 , 6 3 2 m

2

3

34 m x 28 m 7

0 .045

c m

4

26 ' ± H "

V o c a b u l a r y

7 M a t c h 1 -5 w i t h t h e i r m e a n in g s a - e .

1 s e c t i o n a ) t h e v i e w o f a b u i l d i n g s e e n f r o m o n e s i d e

2 e l e v a t i o n

b ) t h e

v i e w w h e n

y o u c u t

t h r o u g h

t h e

b u i l d i n g

3

s c a l e c ) t h e

v i e w f r o m

a b o v e

4 o r t h o g r a p h i c

d ) t h e s i z e o f a

d r a w i n g c o m p a r e d

t o

p r o j e c t i o n t h e

o r i g i n a l

5 p l a n v i e w e ) a 2 D r e p r e s e n t a t i o n o f a 3 D o b j e c t

S p e a k i n g

8 D r a w t h e f r o n t a n d s i d e e l e v a t i o n s a n d a p l a n v i e w o f a t y p i c a l h o u s e i n y o u r

c o u n t r y . I n c l u d e

t h e

d i m e n s i o n s . D e s c r i b e y o u r d r a w i n g

t o a

p a r t n e r .

9 D r a w a f lo o r p l a n . I n c l u d e d e t a i l s s u c h a s i m p o r t a n t f ittin gs . E x p l a i n y o u r

d r a w i n g t o a p a r t n e r .

Des i gn 2

13



E s t i m a t e s

R e a d i n g

1

W h a t i s t h e s u r f a c e a r e a o f t h i s b o o k ? E s t i m a t e i t a n d t h e n m e a s u r e t o c h e c k .

H o w m u c h d o e s i t w e i g h ?

2

R e a d

t h e t e x t a b o u t e s t i m a t i n g . D o y o u a g r e e

w i t h

i t ?

E

st imat ing is at the heart o f the construct ion industry.

Est ima t ing i s abou t ca l cu la t i ng t ime , mate r ia l s , eq u ipm en t

costs an d so on . If we ove rest ima te , so me one e l se ge ts the

job. If we u nde rest im ate, we lose mo ney. So i t s very imp ortan t

that we get i t r ight.

L i s t e n i n g 3 L i s t e n

t o a

c o n t r a c t o r t a l k i n g a b o u t e s t i m a t i n g .

W h o is h e

s p e a k i n g

t o ?

4 L i s t e n a g a i n . C o m p l e t e t h e c o n t r a c t o r ' s s u m m a r y o f t h e e s t i m a t i n g

p r o c e s s .

look

a t v a r i o u s d o c u m e n t s

1

o u r

i n i t i a l

e s t i m a t e

2 m o r e a c c u r a t e

3 t h e p r o f i t

4 a n e s t i m a t e

V o c a b u l a r y

5

H e r e a r e s o m e o f t h e c o l l o c a t i o n s f r o m t h e l i s t e n in g . M a t c h t h e m a n d t h e n

u n d e r l i n e t h e m i n a u d i o s c r i p t 6 o n p a g e 7 1 .

u t i l i t y

r e l e v a n t

i n i t i a l

s u b c o n t r a c t o r

l e ga l

b u i l d i n g

t e m p o r a r y

a ) f e e s

b ) e s t i m a t e

c ) i n f o r m a t i o n

d ) q u o t e s

e ) r e q u i r e m e n t s

f )


g )

p e r m i t s

6 F i n d w o r d s

i n

a u d i o s c r i p t

6

t h a t

a r e

s i m i l a r

i n

m e a n i n g

t o :

e q u i p m e n t

i n i t i a l

p r e c i s e

i n d i r e c t

c o s t s

p a p e r s

c u s t o m e r

o f f e r

L a n g u a g e

Z e r o c o n d i t i o n a l

We use the zero condit ional (if + present tense + present

tense) to say wha t we think is certain to happen . We think i t

is a fact.

If we

underestimate,

we

ose

money,

(or

We

lose

money if we underestimate.)

If it

snows,

we

can't

work,

(o r

We

can't

work if

it

snows.)

14

2 Des i gn



7 M a t c h 1 -5 t o a - e t o m a k e s e n t e n c e s .

1 I f t h e m a t e r i a l s a r e l a t e , w e c a n ' t

2 I f w e e x p e c t b a d w e a t h e r , w e a l l o w

3 If w e w a n t a t e n - f o o t

w a l l ,

w e

4 I f w e d o n ' t m a k e a p r o f i t , w e a r e o u t

5 I f y o u

h a v e

a l a r g e p r o j e c t , e s t i m a t i n g

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

1

I f y o u w a n t t o p r e v e n t a c c i d e n t s , ...

2 If

i r o n g e t s

w e t , . ..

3 If I

h a v e

a p r o b l e m , . ..

Reading 9 R e a d t h e e m a i l a n d a n s w e r t h e s e q u e s t i o n s .

a ) n e e d m o r e b r i c k s .

b ) o f b u s i n e s s .

c ) s t a r t w o r k .

d ) f o r

s t o p p a g e s .

e ) b e c o m e s q u i t e c o m p l e x .

1 W h o i s t h e e m a i l f r o m ?

2 W h o is t h e e m a i l to ?

3

W h a t is t h e e n q u i r y a b o u t ?

m

To : [email protected]

F r o m :

[email protected]

Dear Mr

Mar t in i ,

I

would like to build a swimming pool in my

g a r d en .

Please can you contact me to

discuss ho w much it will cost? My telephone number is be low.

Many thanks and best

r ega r ds ,

Fareed Ali

1 0

L i s t t h e t h i n g s t h e c o n t r a c t o r

n e e d s

t o

find

o u t

b e f o r e

p r o d u c i n g a n e s t i m a t e .

Listening

11

L i s t e n t o t h e c o n v e r s a t i o n a b o u t b u i l d i n g t h e s w i m m i n g p o o l . A c id t o

y o u r l i s t in 10.

1 2 L i s t e n a g a i n . A n s w e r t h e s e q u e s t i o n s .

1 H o w l o n g w i l l t h e p o o l b e ?

2 H o w d e e p w i l l i t b e a t t h e d e e p e s t e n d ?

3 W i l l t h e p o o l

h a v e s t e p s ?

4 W h a t t y p e o f g r o u n d is o n t h e s i t e ?

5 H o w l o n g

w i l l

t h e p r o j e c t t a k e ?

Speaking

1 3

I m a g i n e a f r i e n d a s k s y o u t o h e l p h i m e s t i m a t e t h e

c o s t s

f o r

b u i l d i n g

a

g a r a g e

o n

t h e s i d e o f h i s h o u s e . L i s t t h e t h i n g s h e n e e d s t o c o n s i d e r i n h i s e s t i m a t e .

T h e n c o m p a r e

i d e a s w i t h

a p a r t n e r .

dimens ions - First of a l l, we need to know the exact d imens ions of the garage,

ut i l it ies - We need to check electrical requirements.

Des i gn

2

15







I d e a s a n d

i m p r o v e m e n t s

L i s t e n i n g

The FSC

1

(Forest Stewardship Counci l ) enco urage s

the use of sustainable wood products .

Volati le Organic Compounds (VOCs) are chemicals that can

be unhealthy and contr ibute to Sick Bui lding Syndrome.

1

2

i K i l s l i f l L i s t e n t o t w o s i t e m a n a g e r s , M a g d a a n d H a b i b , t a l k i n g a b o u t p l a n s f o r

a n e w o f f i c e b l o c k . W h a t i s t h e d i s c u s s i o n a b o u t ?

C o m p l e t e t h e

first

c o l u m n i n t h e t a b l e . T h e n

t i c k

w h o is d o i n g e a c h t a s k . L i s t e n

a g a i n a n d c h e c k y o u r a n s w e r s .

Magda Habib

1 calculat ions to st rengthen the

2 speak to client about

the floor

3 speak to Ahm ed about

4 speak to jo iners about FSC

5 organise natural

6 speak to HVAC people abo ut

L a n g u a g e

3 H e r e

a r e

s o m e w a y s M a g d a a n d H a b i b i n t r o d u c e a n d r e s p o n d

t o

i d e a s .

U n d e r l i n e t h e m

i n

a u d i o s c r i p t

8 o n p a g e 7 2 .

I d e n t i fy w h i c h p h r a s e s i n t r o d u c e

i d e a s

( I ) a n d w h i c h p h r a s e s r e s p o n d ( R ) t o t h e m .

How about i f l .. .?

I

know.

W h y

don ' t

we . ..?

Yes, good idea.

We'11 need

to ...

Maybe

w e

need

to ...

Yes,

that's

a good po in t .

Sure.

Yes,

that makes sense.

B u t

isn't...?

He's OK

with that .

There 's

n o

need

(to ...)

S p e a k i n g

4 W o r k in p a i r s . F i n d w o r d s i n a u d i o s c r i p t 8 t h a t c o l l o c a t e w i t h t h e s e w o r d s .

1 n a t u r a l

2 d i v i d i n g

3 w o r k s t a t i o n

4 e n v i r o n m e n t a l l y

5 e n e r g y

5 U s e s o m e o f t h e c o l l o c a t i o n s i n 4 t o d i s c u s s i m p r o v e m e n t s t o t h e r o o m y o u a r e

i n . T a k e t u r n s

t o

i n t r o d u c e

a n

i d e a

a n d

r e s p o n d

t o i t .

A:

W h y

don ' t

w e

make

th e

w i ndows b i gge r

to

increase

th e

natural l ight ing?

B :

Yes ,

good

idea.

B u t

isn' t that expens ive?

16

2 Des i gn



Speaking 6 L o o k a t t h i s p l a n o f a c o n s t r u c t i o n s i t e a n d r e a d t h e l i s t o f p r o b l e m s w i t h i t .

D i s c u s s i m p r o v e m e n t s w i t h a p a r t n e r , t h e n t e l l t h e c la s s y o u r i d e a s .

P r o b l e m s

• F e n c in g i n c om p l e t e - c h i l d r e n p l ay i n g On

t h e s i t e

•

S i g n a g e

f o r v i s i t o r s a n d s u p p l i e r s

n O n - e x i s t e n t

• N o t e n ou g h p a r k j n g

7 M a n y c o n s t r u c t i o n s i t es h a v e s i m i l a r p r o b l e m s d u e t o l a c k o f s p a c e a n d

c o m p r o m i s e s a r e m a d e . T h i n k o f e x a m p l e s f r o m c o n s t r u c t i o n s i t e s y o u k n o w .

W o r k i n s m a l l g r o u p s a n d

t e l l

y o u r g r o u p a b o u t t h e m .

Des i gn

2

17



F o c u s o n a p r o j e c t : L i g h t t u b e s i n P o t s d a m e r

P l a t z , B e r l i n

Reading

1 L o o k a t t h e p h o t o . W h a t a r e t h e t u b e s ? W h a t d o t h e y d o ?

2 R e a d

t h e t e x t a b o u t t h e li g h t t u b e s i n P o t s d a m e r P l a t z . W h a t i s a h e l i o s t a t ?

V i s i t o r s t o P o t sd amer P l a t z i n Be r l i n a re o f t en

in t eres t ed t o see three g lass t ubes , up t o t en met res

h i g h ,

n ea r t h e en t ran ce t o t h e u n d e rg rou n d ra i l w ay

s t a t i o n . T h e t u b es , mad e o f

g lass

and s t ee l , t rans f er

s u n l i g h t d o w n i n t o th e s t a t i o n .

There are three l i gh t tubes , 14 met res , 17 met res and

2 1

me t r e s i n l en g t h i n

t o t a l ,

each

w i t h

an ex t erna l

d i a m e t e r o f

1

me t r e . A t t h e t op i s a h e l io s t a t w h i c h

f o l l ow s t h e su n an d

uses

mi rr or s t o re f l ec t the sun 's

l i g h t i n t o t h e tu b e , w h i c h is l i n e d

w i t h

a h i g h l y

re f l ec t ive ma ter i a l . I ns id e each tu be i s a st eel p i pe ,

also

c o v e r ed

w i t h

a r e f le c t iv e ma t e r i a l . T h e l i g h t

t r a v e l s d ow n t h e t u b e

u n t i l

i t

reaches

a

g lass cover

w h i c h

a l l ow s t h e l i gh t t o spr ead i n t o t h e s t a t i on . A t

n i g h t a r t i f i c i a l l i gh t t rave l s up the tubes and he lps t o

l i g h t

up Pot sdam er P l a t z .

A r e t h e s e s t a t e m e n t s t r u e ( T ) o r f a ls e (F )? C o r r e c t t h e f a ls e s t a t e m e n t s .

1

E a c h t u b e i s o v e r t e n m e t r e s a b o v e g r o u n d . ( T / F )

2 T h e t u b e s a r e m a d e o f

g l a s s

an d s t e e l . ( T / F )

3 A h e l i o s t a t c o n t a i n s m i r r o r s . ( T / F )

4 E a c h l ig h t t u b e c o n t a i n s a p l a s t i c p i p e . ( T / F )

5 L i g h t c a n o n l y t r a v e l d o w n t h e t u b e s . ( T / F )

L o o k a t t h i s s k e t c h o f a l ig h t t u b e . W h a t d o t h e le t t e r s s t a n d f o r ?

Speaking

5 W o r k i n s m a l l g r o u p s . D o y o u t h i n k l i g h t t u b e s w i l l b e c o m m o n i n t h e f u t u r e ?

W h y

( n o t ) ?

18

2

Design



1

R e v i e w

Language 1

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

1

45 .805 c m 5 15 ' ± M "

2 2 7 ' 3 " 6 0 . 04 5 c m

3 7 ,643 s q y d 7 1 ,267 m

2

4 17 c m x 13 c m

2

P u t t h e s e 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

z e r o

c o n d i t i o n a l s e n t e n c e s .

1

I f / n e e d , / y o u /

t e l l

/ h e l p / m e

2 I f / i t / w e t / s i t e , / t h i n g s / o n / r a i n s / g e t

3 I f / v i s i t s / t h e / c l i e n t / l e t / k n o w / m e

4 I f / i s / y o u / a / c u b e / c u t , / t h e / a / c r o s s - s e c t i o n / s q u a r e

5 I f / s t r i k e / t h e r e / i s / a , / s t o p s / w o r k

3 C o m p l e t e t h i s c o n v e r s a t i o n b e t w e e n t w o b u i l d e r s . U s e o n e w o r d i n e a c h s p a c e .

A

B

A

B

A

B

A :

B :

T h e c l i e n t

t h i n k s t h a t

t h e r o o m i s t o o d a r k .

N o (1 ) . (2 )

d o n ' t w e i n s t a l l m o r e l i g h t s ?

. we

W e l l , h e w a n t s

n a t u r a l

l i g h t i n g .

s e e. H o w ( 3 ) i f I m a k e t h e w i n d o w s

b i g g e r ?

B u t

t h e w a l l s a r e n ' t s t r o n g e n o u g h ...

T h a t ' s a

g o o d

( 4 ) . I k n o w . .. w h y ( 5 )

u s e l i g h t t u b e s ?

L i g h t t u b e s ?

Y e s . T h e y c o m e i n

k i t s .

W e ' l l ( 6 ) t o c u t a h o l e i n t h e r o o f

first. t h i n k t h e d i a m e t e r i s a b o u t 4 0 c m . T h e t u b e goes f r o m t h e r o o f ,

t h r o u g h t h e a t t i c a n d c o m e s o u t i n t h e c e i l i n g . A t t h e t o p t h e r e ' s a s e m i -

s p h e r i c a l

g l a s s d o m e

w h i c h c o l l e c t s t h e s u n l i g h t . T h i s l i g h t i s r e f l e c t e d

d o w n t h e t u b e . A n d a t t h e b o t t o m th e r e ' s a c e i l i n g - m o u n t e d u n i t w h i c h

t r a n s f e r s t h e s u n l i g h t i n t o th e r o o m .

T h a t m a k e s ( 7 ) . B u t a r e n ' t t h e y e x p e n s i v e ?

N o t r e a l l y . A r o u n d $ 3 0 0 , 1 ( 8 ) . T h e y s h o u l d t a k e a r o u n d

h a l f a d a y t o

i n s t a l l .

I ' m

s u r e h e ' l l b e O K w i t h (9 ) .

A :

B:

A :

B: O K . I ' l l c a l l t h e o f f ic e a n d a s k t h e m t o p r o d u c e a p r o p e r ( 1 0 ) .

Vocabulary 4

N a m e

t h e s h a p e s

t h a t

a r e 9 0 - d e g r e e c r o s s - s e c t i o n s o f :

a c y l i n d e r a c irc le; a rectangle

a

c u b e

a r e c t a n g u l a r p r i s m

a s p h e r e

a c o n e

W r i t e t h e o p p o s i t e s .

s i m p l e

complex

1 p e r m a n e n t

final

s u b t r a c t

d i f f e r e n t

h a r d w a r e

l o s s

D o t h e f o l l o w i n g , t h e n c o m p a r e w i t h y o u r c l a s s m a t e s .

1 D r a w a f l o o r p l a n o f y o u r c l a s s r o o m a n d l a b e l t h e fit tin gs .

2 D r a w t h e f r o n t a n d s i d e e l e v a t i o n s o f a n o b j e c t i n t h e r o o m a n d i n c l u d e

d i m e n s i o n s .

Design 2

19



3

E q u i p m e n t

• ta lk

a b o u t

e q u i p m e n t

• exp la in f au l ts

• d e a l w i t h r e p a i r s

• d i s c u s s e q u i p m e n t for a sky sc rap er pro jt

T a l k i n g

a b o u t e q u i p m e n t

V o c a b u l a r y

L o o k

a t

t h i s c o n s t r u c t i o n s i te e q u i p m e n t . W h i c h e q u i p m e n t

c a n y o u

i d e n t i f y ?

2

L o o k a t t h e i l l u s t r a t i o n a g a i n .

N a m e

e q u i p m e n t t h a t :

1 u s e s h y d r a u l i c s .

2

h a s

t r a c k s .

3

u s e s

s t a b i l i s e r s .

4 l i f t s l o a d s .

5 d i g s t r e n c h e s .

6 d r i v e s p i l e s i n t o t h e g r o u n d .

7 b r e a k s t h i n g s .

L a n g u a g e

A s k i n g a n d a n s w e r i n g q u e s t i o n s a b o u t e q u i p m e n t

What

does

a bulldozer

do?

What do bulldozers do?

It

moves

earth.

They move earth.

What s a jackhammer for?

What are jackhammers for?

It's for breaking up concrete, rocks, etc.

They're for breaking up concrete, rocks, etc.

What can an HP231 do?

What can HP231s do?

It can pump 30 litres per minute.

They can pump 30 litres per minute.

What's it used for?

What's it

used to do?

It's used for moving earth.

It's

used to lift

heavy loads.

What do yo u use this for?

What do yo u use this to do?

You use it or moving earth.

You use this to move earth.

3

E q u i p m e n t



L i s t e n i n g

3

L X ' I ' M C o m p l e t e t h e d e s c r i p t i o n s o f c o n s t r u c t i o n s i te e q u i p m e n t . P u t o n e

w o r d i n e a c h g a p . T h e n l i s t e n a n d c h e c k y o u r a n s w e r s .

1

T h i s m a c h i n e i s d r i v i n g p i l e s i n t o t h e s o i l .

2 T h i s m a c h i n e h a s a b u c k e t w h i c h i s u s e d s c o o p s o i l o u t

o f t h e g r o u n d .

T h i s m a c h i n e l i f t h e a v y l o a d s h i g h i n t h e a i r .

Y o u t h i s m a c h i n e t o m o v e la r g e a m o u n t s o f e a r t h .

e l e c t r i c i t y f r o m p e t r o l ,

u s e d

f o r

t r a n s p o r t i n g c o n c r e t e

t o

h i g h

t o t r a n s p o r t

p e o p l e t o

h i g h p a r t s

o f a

T h i s m a c h i n e

T h i s m a c h i n e

p a r t s o f a

c o n s t r u c t i o n s i te .

7 T h i s m a c h i n e

i s


s i t e .

4

M a t c h t h e s e t y p e s

o f

e q u i p m e n t

t o

t h e i r d e s c r i p t i o n s

i n 3 .

a ) a

c r a n e

b ) a

l i f t / a n e l e v a t o r

c ) a

p i l e d r i v e r

d ) a g e n e r a t o r

e ) a c o n c r e t e p u m p / a c e m e n t p u m p

f ) a b a c k h o e

g ) a b u l l d o z e r

S p e a k i n g 5 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 d i f f e re n t w a y s t o u s e t h e s e i t e m s .

R e a d i n g 6

R e a d t h e s e e x t r a c t s f r o m m a n u f a c t u r e r s '

s a l e s

b r o c h u r e s .

N a m e t h e

t y p e s

o f

e q u i p m e n t t h e y d e s c r i b e .

We manu factu re

a com plete range

of units, including

truck and trai ler

mounted. Great

rel iabi l i ty and superb

performance.

Our largest units

can pump up to

160 cubic metres

per hour.

• Range of up to 25 m

• Rechargeable battery

• State of the art

joysticks give precise

handling

• Our products are

used to con trol lifting

equipment all over

the world.

Ou r un i ts com e in a

variety of sizes and

are fu l ly equ ipped

and ready to use.

Standard features

include steps, off ice

furn i ture, heat ing/

a ir c ondi t ion ing,

and interior and

exterior l ight ing.

Made o f h igh qual i ty

steel,

they a re used

to t ransport heavy

construct ion waste,

inc lud ing rubble

an d

other debris . A l l

models have large

lift ing eyes a n d a

sloped

e nd t o make

load d ischarge easy.

S p e a k i n g 7 W o r k i n p a i r s . D i s c u s s e q u i p m e n t y o u a r e f a m i l i a r w i t h o r a r e

t r a i n i n g

t o u s e .

A:

I u s e a jackhamm er in m y j ob .

B : W h a t

d o y o u u s e it

for?

A:

You use i t fo r

breaking

u p

concrete.

E q u i p m e n t 3

21



F a u l t s

R e a d i n g R e a d t h e m a i n t e n a n c e c h e c k l i s t . I d e n t i f y t h e p i e c e o f e q u i p m e n t i t r e f e r s t o .

D a i l y

i n s p e c t i o n c h e c k l i s t

Inspector: Date: T ime :

Vehicle/Plant identif ication number:

/ = OK

O =

keep u nder observation

R =

replace/repair N /A

=

not applicable

I T E M C H E C K F O R

C O M M E N T S

S a f e t y

f i r e

e x t i n g u i s h e r d a m a g e

S a f e t y

f i r s t a i d k i t

c o n t e n t s

S a f e t y

t r i a n g l e d a m a g e

S a f e t y

R O P S *

d a m a g e

C a b

g l a s s / m i r r o r s d a m a g e , c l e a n l i n e s s

C a b

h o r n / l i g h t s

f u n c t i o n

C a b

w i p e r s

w e a r , f u n c t i o na b

s e a t / s e a t b e l t d a m a g e , f u n c t i o n

C a b

h e a t e r

f u n c t i o n

E n g i n e

e n g i n e o i l

l e v e l ,

l e a k s

E n g i n e

h o s e s d a m a g e , l e a k s

E n g i n e

b e l t s w e a r , l o o s e n e s s

E n g i n e

b a t t e r y d a m a g e , c l e a n l i n e s s

O t h e r

g e n e r a l

l o o s e / m i s s i n g b o l t s

o r f i x t u r e s , d a m a g e ,

c l e a n l i n e s s

O t h e r

f l u i d

r e s e r v o i r s l e v e l s , l e a k s

t h e r

h y d r a u l i c s

w e a r , d a m a g e , l e a k s

O t h e r

b u c k e t

w e a r , e d g e , c l e a n l i n e s s

* Roll Over Protection System

L i s t e n i n g

2

E i ^ X H L i s t e n t o t w o e n g i n e e r s g o i n g t h r o u g h t h e c h e c k l i s t i n 1 . M a k e n o t e s

a n d

t h e n c o m p l e t e t h e Comments c o l u m n . U s e O o r R f r o m t h e k e y a s n e c e s s a r y .

3 L i s t e n a g a i n . W r i t e s i m p l e s e n t e n c e s t o e x p l a i n t h e m e a n i n g o f th e s e s e n t e n c e s

a n d p h r a s e s .

1 A c o u p l e o f t h i n g s .

2 I t i g h t e n e d i t .

3

A n y t h i n g

e l s e ?

4 I ' l l s p e a k t o t h e s e c u r i t y p e o p l e .

5 G o t a t o r c h h a n d y ?

6

M o h a m m e d ' s o f f s i c k .

7 T e l l

F a r i d

i t ' s u r g e n t .

22

3 Equ ipmen t



L a n g u a g e

The p a ss i v e w i t h be a n d get

We often use the be passive (be + past part iciple) to show

the state of some thing.

The m irror is cracked.

The hose is damaged.

We often use the get passive (get + past part iciple) to

explain how things happened.

It got fixed yesterday.

They got broken when we moved the box.

get + ad jec t i ve

Note that we also u se

get

fo l lowed by an adject ive to talk

about how th ings happe ned.

It

got loose.

How did it

get wet?

4 C o m p l e t e t h e s e n t e n c e s

w i t h

t h e c o r r e c t f o r m o f t h e v e r b i n b r a c k e t s .

1 T h e w i p e r g o t ( b r e a k ) .

2 T h e h o s e s a r e ( w e a r ) .

3 T h e h o r n i s ( f i x ) .

4 T h e r e s e r v o i r g o t ( d a m a g e ) .

5 T h e r e a r b r a k e l i g h t i s ( c r a c k ) .

5

A r e t h e s e s t a t e m e n t s t r u e ( T ) o r f a l s e ( F ) ? C o r r e c t t h e f a l s e s t a t e m e n t s .

1

A

m i r r o r

c a n g e t

b r o k e n .

( T

/

F )

2 A m a n u a l c a n g e t w e t . ( T / F )

3 A h o s e c a n g e t u p d a t e d . ( T / F )

4 A b a c k h o e c a n ' t g e t p a i n t e d . ( T / F )

5 A t r e n c h c a n ' t g e t b u i l t . ( T / F )

6 M a t c h 1 -5 t o a - e t o m a k e

s e n t e n c e s .

1

T h e c u p ? I t g o t b r o k e n

2 T h e m a n u a l ? I t g o t u p d a t e d

3 T h e n e w t o t a l s t a t io n ? I t g o t

d a m a g e d

4 T h e t a n k ? I t g o t filled u p a t

5 T h e h y d r a u l i c f lu i d ? I t g o t c h e c k e d

a )

y e s t e r d a y .

S a m

s a i d

h e p u t i n

h a l f

a

l i t r e .

b ) i n t r a n s i t . T h e r e w a s t o o m u c h v i b r a t i o n .

c ) w h e n I w a s m a k i n g t e a . I d r o p p e d i t .

d ) l a s t y e a r . T h a t ' s a n o l d v e r s i o n .

e ) t h e p e t r o l s t a t i o n b e f o r e w e l e f t .

7 C o m p l e t e t h e s e c o n v e r s a t i o n s u s i n g ge t , gets o r go t .

1 H o w d i d t h e w i n d s c r e e n B y s o m e s t o n e s .

c r a c k e d ? H e w a s d r i v i n g t o o f a s t .

2 W h e r e ' s m y s a n d w i c h ? I t e a t e n .

3 W h y d i d n ' t y o u p h o n e ? M y p h o n e w e t .

d r o p p e d i t i n a p u d d l e .

4 W h y w a s J o h n l a te ? H e l o s t .

5 W h y a r e y o u p a c k i n g u p ? I t d a r k a t five.

6 H o w d i d i t d a m a g e d ? I ' m n o t s u r e , p r o b a b l y i n t r a n s i t .

S p e a k i n g 8 W o r k i n p a i r s t o t a l k a b o u t a

d a m a g e d

p i e c e o f e q u i p m e n t . S t u d e n t A : U s e t h e

i n f o r m a t i o n b e l o w .

S t u d e n t B : T u r n t o p a g e 6 8 .

S t u d e n t A : U s e a l l t h e w o r d s i n t h e b o x . D e c i d e w h a t h a p p e n e d t o t h e

w h e e l b a r r o w .

b e n t b r o k e n b u m p e r d e n t h i t

t r u c k

w h e e l w h e e l b a r r o w

E q u i p m e n t

3

23



R e p a i r s

Speaking

1 W h a t ' s t h e d i f fe r e n c e b e t w e e n

mainta in

a n d

repair?

G i v e e x a m p l e s .

Listening 2

^ L 3 H L i s t e n t o a s u p e r v i s o r g iv i n g

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

a b o u t

s o m e

r ep a i r s t o an o f f i c e

t r a i l e r .

M a k e n o t e s a b o u t t h e r e p a i r s

t h a t

n e e d d o i n g .

3 L i s t e n a g a i n . W h o i s d o i n g e a c h t a sk ? C o m p l e t e t h e t a b l e .

NAME TASK

John

(

4

)

(1)

(2)

(3)

(

s

)

Supervisor

grease

t he

jack

(6)

Vocabulary

4 W r i t e t h e p h r a s e :

1

t h e s u p e r v i s o r u s e s t o e x p l a i n

t h a t

h e i s g i v i n g

i n s t r u c t i o n s .

2 t h e s u p e r v i s o r u s e s t o d e s c r i b e a q u i c k t a s k .

3 t h e s u p e r v i s o r u s e s t o s a y

t h a t

h e

w i l l

d o t h e w o r k .

4 S a n d r a u s e s t o e x p l a i n

t h a t

t h e w e l d i n g

w i l l

t a k e n o m o r e

t h a n

s i x t y m i n u t e s .

5

U s e t h e p h r a s e s i n 4 t o c o m p l e t e

t h i s

c o n v e r s a t i o n .

J o s e : E x c u s e m e , a r e y o u t h e s u p e r v i s o r ?

S u p e r v i s o r : Y es , t h a t ' s r i g h t .

J o s e : I ' m J o s e , t h e c a r p e n t e r ' s a p p r e n t i c e . M r R o d r i g o s a i d y o u h a d a

j o b f o r m e . H e s a i d ( 1 )

S u p e r v i s o r : A h , y e s , b u t n o t a n h o u r . ( 2 )

J o s e : O K , g o o d .

S u p e r v i s o r : Y o u s e e t h e e l e c t r i c i a n s o v e r t h e r e ? W e l l , t h e y ' v e j u s t i n s t a l l e d a

n e w s y s t e m . T h e y w a n t t o t e s t i t . ( 3 ) :

n e e d y o u t o s t a n d o n t h e o t h e r s i d e o f t h e b u i l d i n g . Y ou ' l l s e e a

g r e y b o x o n t h e w a l l . W h e n y o u ' r e i n p o s i t i o n , I ' l l r a i s e m y h a n d .

T h e y ' l l

s w i t c h e v e r y t h i n g o n a n d y o u c h e c k t h a t t h e g r e e n l i g h t s

c o m e o n , O K ?

J o s e : Y es , O K . A n d w h a t a b o u t t h i s d o c u m e n t a t i o n f o r t h e e l e c t r ic i a n s ?

S u p e r v i s o r : ( 4 ) J u s t g e t i n p o s i t i o n n o w .

J ose : O K .

3

E q u i p m e n t



R e a d i n g 6

R e a d

t h e o p e r a t i n g i n s t r u c t i o n s f o r a

p i e c e

o f e q u i p m e n t . I s i t a ) a p o r t a b l e

g e n e r a t o r ,

b ) a

p i le d r i v e r

o r c ) a b u l l d o z e r ?

1 Ma ke sure the unit is on level gro un d.

2 Op en the fuel coc k.

3 Ope n the choke to FULL .

4 Pull the start ing rope slowly unt i l you feel resistanc e.

5 Pull the start ing rope hard and fast.

6 W he n the unit is running , move choke lever to RU N.

7

R e a d

t h e t r o u b l e s h o o t i n g ( f a u l t f inding) g u i d e f o r t h e e q u i p m e n t i n 6 . M a t c h t h e

p r o b l e m

t o a p o s s i b l e c a u s e a n d t o t h e c o r r e c t i v e a c t i o n .

PROBLEM POSSIBLE CAUSE CORRECTIVE ACT ION

1

engin e turns, but fails to start -

I no co olant

clean fuel l ines

2 engine does not turn - no fue l ~_ replace pressure gauge

3 low oil pressu re f lat battery \ check for leaks

4

eng ine misf ires blocked fuel l ines -f i l l up fuel tank

5 engin e overh eats faulty pressu re gaug e charg e or replace battery

L i s t e n i n g 8 E 3 ^ B

C o m p l e t e

t h e s e s e n t e n c e s

w i t h

t h e w o r d s i n t h e b o x . T h e n l i s t e n a n d

c h e c k

y o u r

a n s w e r s .

g a u g e l i g h t s

m i s f i r i n g r e s e r v o i r s t a r t t u r n i n g

1 I c a n ' t g e t t h e

g e n n y

t o T h e

e n g i n e

is

o v e r ,

s o

t h e b a t t e r y m u s t

b e a l l r i g h t .

2 T h e r e ' s a p r o b l e m

w i t h

t h e J C B . T h e t e m p e r a t u r e i s s h o w i n g r e d .

3

L i s t e n

t o t h e b u l l d o z e r . T h e e n g i n e i s A n y i d e a s

w h a t

i t c o u l d b e ?

4

H a v e

y o u

s e e n

t h e

m e c h a n i c ?

T h e g a u g e i s

s h o w i n g

l o w

p r e s s u r e ,

b u t t h e o i l

i s

f u l l .

5

C a n y o u l o o k a t t h e c r a n e , p l e a s e ? I t 's

c o m p l e t e l y d e a d .

T h e r e a r e n o

,

n o t h i n g .

L a n g u a g e

Need to/need + -ing

e use need in dif ferent ways, dep end ing on where we w ant

to put the e mp has is.

We need to sort out the trailer.

The trailer needs sorting out.

9 R e a d

a u d i o s c r i p t 1 1 o n p a g e 7 3 . U n d e r l i n e t h e

p h r a s e s w i t h need . N o t i c e

h o w

t h e w o r d

i s

u s e d .

1 0 U s e t h e

t r o u b l e s h o o t i n g

g u i d e i n 7 t o g i v e

s o l u t i o n s

t o t h e

p r o b l e m s

i n 8.

7 77?e fuel tank is

empty.

W e

need

to fill it

up./The

tank

needs fi l l ing

up .

S p e a k i n g 11 C h o o s e o n e o f t h e

r e p a i r s

t h a t

n e e d d o i n g

t o t h e

o f f i c e t r a i l e r

o n p a g e 2 4 a n d

e x p l a i n

t o a p a r t n e r h o w t o d o i t .

The broken

h i n g e

needs

rep lac ing,

s o ftrstyou need to .. .

1 2

R e a d

a u d i o s c r i p t 1 1 o n p a g e 7 3

b e t w e e n

t h e s u p e r v i s o r a n d h i s t e a m .

R o l e p l a y

a s i m i l a r

s i t u a t i o n w i t h

y o u r

c l a s s m a t e s .

Equ ipment 3

25



F o c u s o n a p r o j e c t : T h e S h a r d , L o n d o n

Reading

T h e S h a r d i s a s k y s c r a p e r i n t h e c e n t r e o f L o n d o n , j u s t n e a r t h e f a m o u s

T o w e r

B r i d g e . It i s o n e o f t h e t a l l e s t b u i l d i n g s i n E u r o p e . D e s i g n e d b y R e n z o P i a n o , t h e

t o w e r h a s 88

l e v e l s

a n d i s c l a d e n t i r e l y i n g l a s s . It c o n t a i n s o f fi c e s , r e s t a u r a n t s ,

b a r s ,

c a f e s ,

v i e w i n g g a l l e ri e s , a h o t e l a n d r e s i d e n t i a l a p a r t m e n t s . O n e o f t h e

b i g g e s t c h a l l e n g e s t h e

d e v e l o p e r s

h a d t o d e a l w i t h w a s t o m i n i m i s e d i s r u p t i o n

i n t h e l o c a l a r e a : T h e S h a r d is l o c a t e d n e x t t o L o n d o n B r i d g e s t a t i o n , o n e o f t h e

b u s i e s t t r a n s p o r t h u b s i n L o n d o n , a n d G u y ' s H o s p i t a l , a l a r ge t e a c h i n g h o s p i t a l .

N o i s e a n d d u s t h a d t o b e k e p t t o a

m i n i m u m .

O n t h i s p a g e y o u w i l l l o o k a t s o m e

o f t h e e q u i p m e n t

t h a t

w a s u s e d i n t h e c o n s t r u c t i o n o f T h e S h a r d .

T h e s e

c a n t i l e v e r l o a d i n g p l a t f o r m s

a re

e a sy

t o i n s t a l l a n d m o v e . C r a n e s

l i f t t h e p l a t f o r m s i n t o p o s i t i o n .

T h e y a r e

flush

w i t h th e f loo r

a l l o w i n g t h e m o v e m e n t o f la r g e

o b j e c t s i n a n d o u t o f t h e s t r u c t u r e .

H i g h - r i s e b u i l d i n g s l i k e t h e S h a rd

n e e d a l o t o f c o n c r e t e . T h i s p r o j e c t

u s e d a p o w e r f u l , h i g h - p e r f o r m a n c e

p u m p w h i c h c a n p u m p m o r e

t h a n

9 0 m

1

o f c o n c r e t e p e r h o u r .

N o r m a l l y a l i f t

s h a f t h a s t o b e

c o m p l e t e

b e f o r e

a

l i f t

c a n b e i n s t a l l e d .

W i t h

j u m p

l i f t

t e c h n o l o g y t h i s

i s n o t necessary .

A s t h e b u i l d i n g

r i s e s , t h e j u m p

l i f t

w h i c h c o n t a i n s i t s

o w n m a c h i n e r o o m ,

r i s e s w i t h i t .

T h e S h a r d

c o n s t r u c t i o n s i t e

u s e d a n u m b e r

o f c r a n e s . T h e

l e a d c r a n e i n t h e

c e n t r e o c c u p i e d t h e

h i g h e s t s p o t . T h i s

c r an e w as m o u n t e d

i n s i d e t h e c o r e .

A s t h e b u i l d i n g

r o s e t h e c r a n e w a s

j a c k e d u p .

Vocabulary 1

R e a d t h e t e x t a n d l o o k a t th e p h o t o s . F i n d w o r d s w h i c h a r e c l o s e i n m e a n i n g t o

t h e s e w o r d s .

1 s i m p l e 5 t a l l

2 o n t h e s a m e l e v e l a s 6 m i d d l e

3 e l e v a t o r 7 u p p e r m o s t

4 f i n i s h e d

Speaking 2

T h i n k a b o u t t h e f o u r p i e c e s o f e q u i p m e n t m e n t i o n e d i n t h e t e x t s . W h a t a r e t h e y

f o r ? M a k e n o t e s a n d d i s c u s s y o u r id e a s w i t h a p a r t n e r .

3 H o w d o y o u

t h i n k

t h e t o p c r a n e w a s r e m o v e d a t t h e e n d o f t h e c o n s t r u c t i o n p h a s e ?

4 F i n d p h o t o s o f T h e S h a r d c o n s t r u c t i o n s i t e o n t h e in t e r n e t . C a n y o u i d e n t i f y

a n y o t h e r p i e c e s o f e q u i p m e n t ? R e p o r t b a c k t o t h e c la s s . E x p l a i n w h a t t h e

e q u i p m e n t i s f o r .

26

3 E q u i p m e n t



R e v i e w

Vocabulary 1 R e a d th e s e t w o c o n v e r s a t i o n s a b o u t m a i n t e n a n c e . C o m p l e t e t h e m w i t h t h e

w o r d s i n t h e b o x .

ank

. w i t h

b a t t e r y

d a m a g e d

d i r t g r e a s e h o s e t a n k

C o n v e r s a t i o n

1

A : W h a t a r e w e g o i n g t o d o a b o u t t h e le a k ?

B:

D o y o u m e a n t h e l e a k i n t h e ( 1 ) ?

A: Yes .

B : W e l l , i t ' s

j u s t

a s m a l l l e a k . I t h i n k w e c a n t o p u p t h e ( 2 ) .

h y d r a u l i c

o i l , a n d k e e p a n e y e o n i t .

A : O K . A n d t h e c r a c k e d ( 3 ) ?

B: L e t ' s t r y g l u e .

A : G l u e ?

B :

Y es , i t 's o n l y t h e c a s i n g . I t s h o u l d b e O K .

A : F i n e , b u t i t c o u l d b e ( 4 ) i n s i d e .

B : T h a t ' s

t r u e .

L e t ' s r e p l a c e i t t h e n .

C o n v e r s a t i o n 2

A : I g r e a s e d a l l t h e Z e r k f i t t i n g s o n t h e b a c k h o e . T h e y n e e d e d i t . T h e r e w a s

l o t s o f (1 )

T h a n k s . 1 n o r m a l l y d o t h e m e v e r y m o r n i n g , b u t I w a s t o o b u s y t h i s m o r n i n g

A n y i d e a w h y t h e y ' r e c a l l e d Z e r k f i t t i n g s ?

A g u y c a l l e d Z e r k i n v e n t e d t h e m , I

t h i n k .

Y o u c a n a l s o c a l l t h e m

( 2 ) fittings. I t m a k e s m o r e s e n s e .

A: Yes.

Language

2

A n s w e r t h e s e q u e s t i o n s .

1 W h a t i s h y d r a u l i c o i l u s e d f o r ?

2 W h a t d o b a t t e r i e s d o ?

3 W h a t a r e Z e r k f it ti ng s f o r ?

3

W r i t e t h e s e s e n t e n c e s i n a n o t h e r w a y s o

t h a t

t h e e m p h a s i s c h a n g e s .

W e n e e d t o s o r t o u t t h e d e l i v e r y . The de l ivery needs sort ing out.

1 W e n e e d t o i m p r o v e t h e q u a l i t y o f t h e c o n c r e t e .

2 W e n e e d t o r e v i s e t h e s c h e d u l e .

3 W e n e e d t o c o v e r t h e s a n d b e f o r e i t s t a r t s t o r a i n .

4 W e n e e d t o i n s p e c t t h e w i r i n g .

5 W e n e e d t o g o t h r o u g h t h e c o n t r a c t .

6 W e n e e d t o

f i l l

i n t h e t r e n c h b y 5 p . m .

4 C o r r e c t t h e e r r o r s

w i t h

ge t i n t h e s e s e n t e n c e s .

L e t ' s p a c k u p . I t g e t d a r k a t a r o u n d s i x .

Let's

pack up. I t ge ts dark at around s ix .

1 T h e p a p e r w o r k g e t s a l l w e t w h e n i t r a i n e d .

2 T h e p i p e g e t s f i x e d y e s t e r d a y .

3 T h e o i l

t a n k

g et d a m a g e d i n t h e a c c i d e n t .

4 A n e x t i n g u i s h e r g e t s t o l e n

e v e r y

w e e k .

5 H o w d i d i t g o t c r a c k e d ?

6 W h e r e w e r e y o u w h e n h e g e t fir ed ?

Writing 5 C h o o s e

o n e o f t h e s e

p i e c e s

o f e q u i p m e n t . W r i t e d o w n f ive t h i n g s y o u s h o u l d

c h e c k r e g u l a r l y a s p a r t o f a m a i n t e n a n c e p r o g r a m m e .

b a c k h o e b u l l d o z e r c e m e n t p u m p c r a n e f o r k

l i f t

t r u c k

g e n e r a t o r

Equipment

3

27



M a t e r i a l s

•

o rde r mate r i a l s

•

d e s c r i b e p r o p e r t i e s o mater i a l s

• e x p l a i n d e l i v e r y p r o b le m s

• d i s c u s s p r o b le m s a n d so lut ions

i n v o l v i n g m a t e r i a l s

R e a d i n g

O r d e r i n g m a t e r i a l s

1

Read th e f o u r

t e x t s .

Decide the

order

they were w r i t t e n i n .

o 0

Torano Ltd

Plumbing

Supplies

O

O

o

DELIVERY NOTE

CONSIGNO R S COPY

o 0

Torano Ltd

Plumbing

Supplies

O

O

o

Suppl ier :

Torano Ltd, Plumbing

Suppl ies ,

PasAIKhor

Industrial Area

Date:

7

M a y

Reference: HU 23/67

o 0

Torano Ltd

Plumbing

Supplies

O

O

o

Customer address : AUadaf Avenue456 Customer Ident i f icat ion Number : 26751

o 0

Torano Ltd

Plumbing

Supplies

O

O

o

Del ivery address: Jumeirah Street 23A

o 0

Torano Ltd

Plumbing

Supplies

O

O

o

Transpor t :

Truck

Shipping Agent : Shonker

o 0

Torano Ltd

Plumbing

Supplies

O

O

o

Order number : 3723

Total weight:

3 4 k g

o 0

Torano Ltd

Plumbing

Supplies

O

O

o

Descr ipt ion: P ipes HT-670

Value: 239.07 AED

o 0

Torano Ltd

Plumbing

Supplies

O

O

o

Del ivered by: Quant i ty :

4 m

o 0

Torano Ltd

Plumbing

Supplies

O

O

o

Name (BLOCK CAPS) : AUHAMAD

o 0

Torano Ltd

Plumbing

Supplies

O

O

o

Received:

o 0

Torano Ltd

Plumbing

Supplies

O

O

o

I

cer t i fy the above i tems were received

in

good order

and condi t ion.

Date:

7 7/5

Time: 72:25

o 0

Torano Ltd

Plumbing

Supplies

O

O

o

Name (BLOCK CAPS) : GHAD

Signature: QLJ.

«

* c +

Dear

Ms

Sark is ,

T h a n k

you for

y ou r r eques t

for a

p r ice quote . Unfor tuna te ly

the

p i pes

you

r eques t ed are not in s t ock at the mom en t . Howeve r we can o f fer you othe r

s im i la r p ipes for the s am e p r i ce . A c o p y of t he spec i f i ca t ions is a t t a ched .

P lease

let us

k now you r dec i s i on .

A l f redo Torano

Manage r

T o r a n o

Request for price quote

Torano Ltd

Plumbing Supplies

I tem:

pipes HT-675

Quant i ty : 4 m

Del ivery address: Jumeirah St r ee t 23A

Delivery date: 17 May

Customer Ident i f icat ion Number : 2675L

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Materials



Vocabu l a r y

2 M a t c h

t h e

t e r m s

i n 1 - 7 w i t h

t h e i r m e a n i n g s

a - g . U s e t h e

t e x t s

i n

1

t o

h e l p

y o u .

1 B L O C K C A P S

a )

a d o c u m e n t fr o m t h e s e l l e r t o t h e b u y e r , g i v i n g

2 p r i c e q u o t e

d e t a i l s

o f a

d e l i v e r y

3

i n s t o c k

b )

a s k

f o r

4 F A Q s

c )

i n f o r m a t i o n

a b o u t h o w m u c h t h e g o o d s c o s t

5

s i g n a t u r e

d )

a

p e r s o n ' s n a m e ,

w r i t t e n i n

h i s / h e r

o w n h a n d w r i t i n

6

d e l i v e r y n o t e

e )

C A P I T A L L E T T E R S

7 r e q u e s t

0

F r e q u e n t l y A s k e d Q u e s t i o n s

g )

T h e s e l l e r h a s t h e i t e m s i n h i s s t o r e .

3

F i n d w o r d s

i n t h e

t e x t s

i n 1 t h a t a r e

s i m i l a r

i n

m e a n i n g

t o

t h e s e w o r d s .

1 g o o d s

2 n u m b e r

3 v a l u e

4 s e l l e r

5 l o r r y

6 c l i e n t

7 d e t a i l s

L a n g u a g e

The p a ss i v e

In an active sentence, the subject is the doer who

performs the action of the verb. In a pas siv e sentence,

the object of the active verb becomes the subject.

Ms Sarkis ordered the goods, (active)

The goods

were ordered

by Ms Sarkis.

(passive)

We use the pass ive wh en the doer is unknown or

unimportant, or when the doer is obvious. We form the

passive with an appropriate form of be + past participle.

This equipment is made in Germany.

The packages

were sent

last week.

C o m p l e t e t h e s e s e n t e n c e s w i t h i n f o r m a t i o n f r o m t h e t e x t s i n 1 .

1

T h e

n a m e

o f t h e

s e l l e r

i s

2

T h e g o o d s w e r e

o r d e r e d

b y

3 T h e g o o d s c o s t .

4


d e l i v e r e d

t o

(address).

5


d e l i v e r e d

b y

(name).

6 T h e g o o d s w e r e s i g n e d f o r b y

7 T h e g o o d s w e r e

d e l i v e r e d

a t

(time).

R e a d

t h i s

t e x t a b o u t

o n e o f t h e

gr e a te s t c o n s t r u c t i o n p r o j e c t s

i n

h i s t o r y .

C o m p l e t e

i t

w i t h

t h e

c o r r e c t p a s s i v e f o r m

o f t h e

v e r b s

i n

b r a c k e t s .

T h e G r e a t P y r a m i d o f G i z a ( 1 ) (des ign) a s ( 4 ) (remove) b y l a t e r g e n e r a t i o n s . T h e

a

t o m b f o r a n E g y p t i a n P h a r a o h . M a n y p e o p l e t h i n k p y r a m i d c o n t a i n s a t le a s t t h r e e c h a m b e r s . T h e l o w e s t

i t ( 2 )

(construct)

u s i n g s l a ve l a b o u r , b u t w e is u n d e r t h e p y r a m i d a n d (5 ) (cut ) i n t o

h av e n o r e a l e v i d e n c e o f t h i s . T h e p y r a m i d h a s c h a n g e d t h e r o c k . I t ( 6 ) n e v e r (f inish).

o v e r t h e y e a r s . F o r e x a m p l e , i t ( 3 ) o r i g i n a l l y T h e o t h e r c h a m b e r s ( 7 ) build) i n t o t h e

(cover) i n c a s i n g s t o n e s , b u t t h e s e p y r a m i d i t s e l f .

j

S p e a k i n g

6 W o r k i n p a i r s . T h i n k

o f a c o n s t r u c t i o n

s i t e

y o u

k n o w .

H o w a r e b u i l d i n g

m a t e r i a l s

o r d e r e d ? W h a t p a p e r w o r k

i s

r e q u i r e d ?

G i v e

e x a m p l e s .

M a t e r i a l s

4

29



P r o p e r t i e s o f m a t e r i a l s

Speaking

1 W o r k i n p a i r s . I m a g i n e y o u a r e g o i n g t o b u i l d a d r i v e w a y t o a h o u s e . T h i n k

a b o u t t h e m a t e r i a l s a n d t h e d i f f e r e n t l a y e r s y o u

w i l l

n e e d .

G i v e

r e a s o n s fo r y o u r

c h o i c e s . U s e t h e s e s k e t c h e s t o h e l p y o u .

surface

binder

base

sub base

sub grade

Listening 2

K ^ X c I L i s t e n t o a c o n t r a c t o r d e s c r i b i n g t w o t y p e s of d r i v e w a y c o n s t r u c t i o n .

L i s t t h e m a t e r i a l s y o u h e a r .

stones,

...

3 H e r e a r e s o m e a d j e c t i v e s ( i n i t a l i c s ) t h a t t h e c o n t r a c t o r u s e s t o d e s c r i b e t h e

m a t e r i a l s . W r i t e t h e o p p o s i t e o f t h e a d j e c t i v e s . T h e n l i s t e n a g a i n a n d c h e c k

y o u r a n s w e r s .

1

a

firm

s u r f a c e

2

coarse

s a n d o r g r i t

3 a

strong

s u b - b a s e

4

tough

e d g i n g

5 a n

attractive a p p e a r a n c e

6 a

rough

t e x t u r e

4 E 3 H L i s t e n t o a c o n t r a c t o r t a l k i n g a b o u t t h e k e y p r o p e r t i e s o f a s p h a l t .

M a k e n o t e s o n w h a t h e

s a y s

a b o u t t h e f o l l o w i n g .

p e n e t r a t i o n v a l u e -

tel ls you how hard or soft the asphalt is ;

depends

on the cl imate

1

c u t b a c k

2 p o r o s i t y

3 n o i s e r e d u c t i o n

4 r e f l e c t i o n

5

M a t c h

t h e s e

w o r d s t o t h e k e y p r o p e r t i e s i n 4 . L i s t e n a g a i n a n d c h e c k

y o u r a n s w e r s .

c u r e g l a r e h a r d s o u n d w a t e r

Speak ing

6 W o r k i n p a i r s . D i s c u s s w h y t h e p r o p e r t i e s i n 4 a r e i m p o r t a n t i n b u i l d i n g r o a d s .

Penetrat ion values tel l us how ha rd or soft the asph alt is . I think harder asph alt

lasts l onger , but in hot cl imates hard asph alt cracks.

30 Mater i a l s



V o c a b u l a r y

7 M a t c h

t h e

n o u n s

1 -6

w i t h

t h e

c o r r e c t a d j e c t iv e s

a - f .

8

1 s t r e n g t h

a )

e l a s t i c

2 t o u g h n e s s

b )

s t r o n g

3

h a r d n e s s

c )

b r i t t l e

4 e l a s t i c i t y

d )

p o r o u s

5 b r i t t l e n e s s

e )

h a r d

6 p o r o s i t y

0

t o u g h

C o m p l e t e t h e s e s e n t e n c e s

b y

c h o o s i n g

t h e

c o r r e c t w o r d s

i n

italics.

1 A s p h a l t

i s

u s e d

i n

ro a d c o n s t r u c t i o n b e c a u se

i t i s

strength

/

strong.

2

Hardness /

Hard a s p h a l t

i s

o f te n v e r y br it t leness

/

brittle.

3 Porosity

/

Porous a s p h a l t i m p r o v e s s a f e ty

b y

r e m o v i n g w a t e r f r o m

t h e

s u r f a c e

o f t h e

r o a d .

4 To ugh n ess

/

Tough

i s a

m e a s u r e

o f t h e

e n e r g y

y o u

n e e d

t o

b r e a k s o m e t h i n g .

5

I t i s

i m p o r t a n t t h a t r o a d s h a v e e n o u g h elasticity

/

elast ic

t o

r e t u r n

t o

t h e i r

o r i g i n a l s h a p e a f t e r l o a d i n g .

L a n g u a g e

C o m p a r a t i v e s

We use ad jec t ive s to descr ibe nouns . a oose/firm

surface

an original shape

a strong material

We make comp a r i so ns by chang ing

the adject ive.

Shor t adject ives:

hard - harder strong -

stronger

Adject ives ending in

-y: heavy - heavier easy -

easier

Long adject ives:

brittle - more/less brittle, porous - more/less porous

C o m p l e t e t h e s e s e n t e n c e s w i t h m a t e r i a l s

o f

y o u r c h o i c e .

1

A

r u b b e r b a n d

i s

m o r e e l a s t i c t h a n

A

c e r a m i c t i l e

i s

m o r e b r i t t l e t h a n

A

p i e c e

o f

s t e e l

i s

h a r d e r

t h a n

S o i l

i s

m o r e p o r o u s t h a n

A

s l a b

o f

c o n c r e t e

i s

s t r o n g e r t h a n

A

p i e c e

o f Kev la r® i s

t o u g h e r t h a n

_

1 0 W h a t

b u i l d i n g

m a t e r i a l (s )

c a n b e

u s e d

t o

c o m p l e t e

a l l o f t h e

s e n t e n c e s

i n 9 ?

S p e a k i n g

11 S c a f f o l d i n g c a n b e c o n s t r u c t e d u s i n g d i f f e r e n t m a t e r i a l s , s u c h a s m e t a l p ip e s o r

b a m b o o . W i t h a p a r t n e r , l i s t t h e p r o p e r t i e s o f t h e s e t w o m a t e r i a ls a n d d i s c u s s

t h e a d v a n t a g e s a n d d i s a d v a n t a g es o f e a c h .

M at e r i a l s 4

31



D e l i v e r y p r o b l e m s

S p e a k i n g

1 L o o k

a t

t h e s e

i l l u s t r a t i o n s .

D i s c u s s w h a t

t h e

p r o b l e m

i s

i n e a c h .

L i s t e n i n g 2

L i s t e n

t o

t h r e e c o n v e r s a t i o n s a b o u t d e l i v e r y p r o b l e m s . I d e n t i f y

t h e

p r o b l e m i n e a c h .


1


2

C o n v e r s a t i o n 3

3 R e a d

t h e

i n f o r m a t i o n f r o m C o n v e r s a t i o n

1 .

L is t e n a g a i n

a n d

c o r r e c t

t h e

f o u r

m i s t a k e s .

Caller:

Compan y :

Order number :

Goods d i s pa t c hed

A b d u l l a

K a w a s o k i C o n s t r u c t i o n

~

G 2 3 5 6 - J

1 0 : 0 5

Goo ds a r r i v ed :

Goods s i gned fo r by

De l i very address :

9 : 0 0

~

M a l i k Z a h i d

1 2 B r i d g e

R o a d

4

I m a g i n e

y o u a r e t h e

c a l l e r

i n


2 .

L i s t e n a g a i n

a n d

c o m p l e t e

t h e

s e n t e n c e s t o s u m m a r i s e t h e p r o b l e m .

1 I ' m c a l l i n g a b o u t . . .

2 Y o u

s e n t

t h e

w r o n g

. . .

3 W e o r d e r e d . . .

4 Y o u s e n t . . .

5

L i s t e n a g a i n t o C o n v e r s a t i o n 3 . W h e r e i s t h e t r u c k ? C h o o s e t h e c o r r e c t s k e t c h .

B^O- , — — ^

H

— B ? Q *

/ / . 200 m

.

/ / (8r~^^

/ / , 200 m

,

®

1 / , 200 m

,

^^^^

^ / / 1 1

Construct ion —

Site

J J

Construct ion ——

Site

^^~^^^JH

C onstruction ^ ^ ^ ^ ^ ^ ^ ^

Site

^ ^ - ^ j ~ n

4 M a t e r i a l s



L a n g u a g e 6 C o m p l e t e t h e s e q u e s t i o n s f r o m a u d i o s c r i p t 15 o n p a g e 7 4 .

W h a t .

S o

. I j u s t c o n f i r m y o u r c o m p a n y n a m e , p l e a s e ?

. i t t h e w r o n g s a n d ?

y o u m e a n ?

y o u s a y i n g t h a t w e s e n t y o u t h r e e t r u c k l o a d s ?

i s t h e s a n d n o w ?

y o u s a y u n l o a d e d ?

y o u r e p e a t

t h a t ,

p l e a s e ?

M a t c h t h e

p r o b l e m s

1 -7

w i t h

t h e r e s p o n s e s a - g .

1 T h e

r e b a r

w e

o r d e r e d h a s n ' t a r r i v e d .

T h e

o rd e r n u m b e r

i s

2 3 5 6 88 .

2

Y o u

s e n t

u s a

b i l l

f o r

$ 3 ,000.

I t

s h o u l d

b e

$300.

3

Y o u

s e n t

u s a

b i l l

f o r

$ 3 ,000.

W e

p a i d

i t

l a s t

w e e k .

4

W e

n e e d a n o t h e r

b a g o f

c e m e n t .

D o y o u h a v e a n y i n

s t o c k ?

5

W e

o r d e r e d

14

X A F s .

Y o u

o n l y s e n t

u s 1 2 .

6

T h e

c a t a lo g u e n u m b e r

o n t h e p a c k a g e i s

d i f f e r e n t

t o t h e o n e o n t h e

d e l i v e r y n o t e .

7 T h e c a t a lo g u e n u m b e r o n t h e p a c k a g e i s d i f f e r e n t t o t h e o n e o n t h e i t e m .

a ) I t s o u n d s l i k e w e p u t t h e w r o n g i t e m s i n t h e b o x .

b )

J u s t i g n o r e i t . S o r r y a b o u t

t h a t .

c ) I ' l l s o r t i t o u t n o w a n d s e n d y o u a n e w

b i l l

t o d a y .

d ) I t h i n k s o , y e s . L e t m e c h e c k a n d I ' l l g e t b a c k t o y o u . W h a t ' s y o u r n u m b e r ?

e ) D i d y o u s a y r e b a r ? J u s t o n e m o m e n t , p l e a s e . I ' l l p u t y o u t h r o u g h t o t h e

r i g h t d e p a r t m e n t .

f ) I t s o u n d s l i k e t h e d r i v e r g a v e y o u t h e w r o n g p a c k a g e . .. o r t h e w r o n g

p a p e r w o r k .

g ) W e ' l l s e n d y o u t w o m o r e t h i s a f t e r n o o n .

Ask i n g f o r c l a r i f i c a t i o n

Ask the other person to repeat. Could you repeat

that,

please?

Could you say that again?

Pardon?

Say i t again in your own w ords .

Just to clarify,...

Do you mean that...?

So are you saying that.,.?

Did you say...?

Ask for more detai ls. What do you mean?

Could you clarify that?

S p e a k i n g 8 W o r k i n p a i r s . R o l e p l a y t h e s i t u a t i o n s i n a u d i o s c r i p t 15 o n p a g e 7 4 .

1

S t u d e n t

A : Y o u a r e

A b d u l l a .

P h o n e

M a l i k Z a h i d

a n d

t e l l

h i m w h a t h a p p e n e d .

S o l v e t h e p r o b l e m .

S t u d e n t B : Y o u a r e M a l i k Z a h i d . T a k e t h e c a l l .

2 S t u d e n t A : Y o u a r e C h r i s t i n a D u d e k . P h o n e a c o l l e a g u e a n d a s k fo r

s u g g e s t i o n s a b o u t h o w t o s o l v e t h e s a n d d e l i v e r y p r o b l e m .

S t u d e n t B : Y o u a r e C h r i s t i n a D u d e k ' s c o l l e a g u e . H e l p h e r s o l v e h e r p r o b l e m .

3 S t u d e n t A : Y o u a r e A l a n o B a l d a m e r o . C a l l o n e o f y o u r s u p e r v i s o r s a n d a s k

h i m

t o s e n d a c r e w t o

p u l l

o u t t h e

t r u c k

t h a t ' s s t u c k .

S t u d e n t B : Y o u a r e a s u p e r v i s o r w o r k i n g f o r A l a n o B a l d a m e r o . T a k e t h e c a l l .

M a k e s u r e y o u h a v e a l l t h e d e t a i l s y o u n e e d .

9 D o y o u k n o w a n y s t o r i e s a b o u t w r o n g d e l iv e r i e s? W h a t h a p p e n e d ? S h a r e t h e m

w i t h

t h e

c l a s s .

M a t e r i a l s 33



F o c u s o n a p r o j e c t : B a h r a i n I n t e r n a t i o n a l C i r c u i t

F o r m u l a

1 (B IC )

Reading

B a h r a i n I n t e r n a t i o n a l C i r c u i t ( B IC ) w a s c o m p l e t e d i n 2 00 4 a n d is n o w u s e d as a

v e n u e f o r d i f fe r e n t r a c i n g e v e n t s , i n c l u d i n g F o r m u l a 1. I t c o s t a p p r o x i m a t e l y U S$ 1 50

m i l l i o n

t o

b u i l d .

O n e o f t h e m o s t i n t e r e s t i n g f e a t u r e s o f t h e t r a c k i s i t s d e s e r t

l o c a t i o n ,

w h i c h c r e a t e d i n t e r e s t i n g c h a l l e n g e s f o r t h e d e s i g n e r s .

1 R e a d

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

B a h r a i n

I n t e r n a t i o n a l C i r c u i t . C o m p l e t e i t

w i t h

t h e f ig u r e s i n t h e b o x .

4 0 , 5 0 9 m

2

4 0 0 , 0 0 0 l i t r e s 6 0 0 7 0 , 0 0 0 m

3

8 , 5 0 0 t on n e s

T h e c o n s t r u c t i o n o f th e

c i r c u i t

w a s c a r r i e d o u t i n r e c o r d

t i m e f o r s u c h a h u g e p r o j e c t . I t w a s c o m p l e t e d i n

j u s t

4 8 5 d a y s - f r o m c o n c e p t t o ra c e . I t r e q u i r e d 8 , 2 6 5 , 0 0 0

m a n h o u r s , 2 , 0 8 4 w o r k e r s , ( 1 ) o f s w e e t

w a t e r , 3 0 0 , 0 0 0 h o l l o w b l o c k s , 1 9 0 , 8 1 0 m ' p a v i n g

b r i c k s ,

8 2 0 , 0 0 0 m

3

r o c k r e m o v i n g , 3 0 0 , 0 0 0 m

a s p h a l t ,

(2)

( 3 ) .

_ c o n c r e t e , 1 , 0 0 0 t o n n e s a l u m i n i u m ,

s t e e l , 7 , 7 5 0 m

2

g la s s , 3 0 , 0 0 0 m e l e c t r i c

w i r i n g , 7 0 , 0 0 0 t i m i n g c i r c u i t r y , 7 8 , 9 1 9 m

2

p a i n t ,

( 4 ) p l a s t e r , 10 , 800 m

2

r o o f i n g m e m b r a n e a n d

f ina ll y ( 5 ) p a lm t r ee s .

2 R e a d

t h e t e x t a g a i n . F i n d e x a m p l e s o f b u i l d i n g m a t e r i a l s f o r t h e s e c a t e g o r i e s :

p a i n t i n g

a n d d e c o r a t i n g ; e l e c t r i c a l ; l a n d s c a p i n g ; m a s o n r y .

Speaking 3

A f t e r c o m p l e t i o n , t h e t r a c k w a s s u r r o u n d e d b y a r t i f i c i a l g r a s s . W h a t p r o b l e m

d o e s

t h a t s o l v e ? C h o o s e

f r o m t h i s

l i s t .

W h i c h m a t e r i a l s i n t h e t e x t

s o l v e

t h e

o t h e r t w o p r o b l e m s ?

1

I t

s p e e d s

u p c o n s t r u c t i o n t i m e .

2 I t s t o p s s a n d b l o w i n g o n t o t h e t r a c k .

3 I t h e l p s t o

k e e p

t h e b u i l d i n g s c o o l i n s i d e .

4

W o r k i n p a i r s . S t u d e n t A : T u r n t o

p a g e

6 9 .

S t u d e n t

B : T u r n t o

p a g e

68.

34

4

Mat er i a l s



R e v i e w

V o c a b u l a r y M a t c h t h e m a t e r i a l s 1 - 5 t o t h e i r p r o p e r t i e s a - e .

1

r u b b e r

a )

r o u g h

2 s a n d

b )

p o r o u s

3 r e i n f o r c e d c o n c r e t e

c )

b r i t t l e

4

c e r a m i c t i l e s

d )

e l a s t i c

5 s a n d p a p e r

e )

s t r o n g

L a n g u a g e

2 P u t

t h e s e s e n t e n c e s i n t o

t h e

p a s s i v e .

1 W e

o r d e r e d

t h e

p a r t s .

2 T h e y s e n t

u s t h e

w r o n g i t e m s .

3

T h e

s u p p l i e r

g a v e h i m t h e

w r o n g n u m b e r .

4

A t r u c k

d e l i v e r e d

t h e

h e a v i e s t

b o x .

5 A b d u l s i g n e d

t h e

p a p e r w o r k .

3 P u t

t h e s e 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 q u e s t i o n s

a n d

s e n t e n c e s a b o u t

d e l i v e r y p r o b l e m s .

1

l a t e /

D i d

/

s a y / y o u

/

?

2

p l e a s e

/ C o u l d /

y o u

/

t h a t

/ r e p e a t /

?

3

y o u

/ e x a c t l y / m e a n /

d o

/ W h a t /

?

4

A r e

/ d e l i v e r /

y o u

/

t h a t

/ s a y i n g /

y o u

/ c a n ' t / t o d a y

/ ?

5 W h o / p l e a s e / s p e a k i n g / a m / 1 / t o / ?

6 p r o b l e m / I ' m / a b o u t / a / c a l l i n g / d e l i v e r y

7 p r o b l e m s / c a l l / a g a i n / i f / 1 / a n y / h a v e / I ' l l

W r i t i n g 4 I m a g i n e y o u h a v e

j u s t

r e c e i v e d s p a r e p a r t s f o r a g e n e r a t o r b y m o t o r b i k e

c o u r i e r . C o m p l e t e t h e d e l i v e r y n o t e .

G e n e r a t o r x p e r t s

upp l i e s

DEL IVERY NOTE CON SIGNO R S COPY

G e n e r a t o r x p e r t s

upp l i e s

Suppl ier:

Generator

Experts

Slock 4

Hal id Koad

Date:

Reference:

F D Z

O

Customer Address:

Customer Ident i f icat ion Number: 36723

O

Del ivery A ddress:

Order number:

36765

Total weigh t: 2 k g

Descript ion: Value:

$234 .56

Delivered by: Qu anti ty:

o

Name (BLOCK CAPS) : KHANl

o

Received:

1

cert i fy the above i tems were received in good order

and con di t ion.

Date:

T ime:

Nam e (BLOC K CAPS ): Signature:

Mate r ia l s



5

P r o c e s s e s

s e q u e n c e e v e n t s

p l a n a p r o c e s s

e x p l a i n c h a n g e s

d i s c u s s

em erge ncy hous ing const ruc t ic

Speaking

S e t t i n g o u t

W o r k i n s m a l l g r o u p s a n d a n s w e r t h e q u e s t i o n s .

1 W h a t i s a s t r a i g h t l in e ? T r y t o

a g r e e

o n a c l e a r d e f i n i t i o n .

2 W h a t i s t h e

e a s i e s t

w a y o f s e t t i n g o u t a s t r a i g h t l in e o n a c o n s t r u c t i o n s it e?

Listening 2 E Z Z l I L i s t e n t o a s u r v e y o r d e s c r i b i n g t h e p r o c e s s o f s e t t i n g o u t a s t r a i g h t

l i n e . M a r k t h e f o l l o w i n g o n t h e i l l u s t r a t i o n .

1 t h e o b s e r v e r

2 t h e a s s i s t a n t

3 a r a n g i n g p o l e

4 a p l u m b l i n e

3 U s e t h e s e p r o m p t s t o m a k e n o t e s a b o u t t h e p r o c e s s o f s e t t i n g o u t a s t r a i g h t

l i n e . L is t e n a g a i n a n d c h e c k y o u r a n s w e r s .

1 p l a n s a n d d r a w i n g s 4 p l u m b l in e s

2 e q u i p m e n t 5 a s s i s t a n t

3

p o l e s

6

p e g s

Vocabulary 4 A p r o c e s s i s a s e r i e s o f a c t i o n s t h a t a r e d o n e i n o r d e r t o a c h i e v e a p a r t i c u l a r

r e s u l t . E x p l a i n t h e d i f fe r e n c e b e t w e e n

process

a n d

project.

5

M a t c h t h e w o r d s i n b o l d i n 1 -5

w i t h

t h e w o r d s o r p h r a s e s i n a - e .

1 T h i s i s a r o u t i n e j o b - w e d o i t

e v e r y

d ay .

2 W h a t ' s t h e p r o c e d u r e f o r s e t t i n g o u t ?

3 T h e r e a r e t h r e e s t a g e s i n t h e p r o c e s s .

4 T h e r e s u l t i s a s t r a i g h t l i n e .

5 I t 's i m p o r t a n t t o b e s y s t e m a t i c .

a ) o u t c o m e

b ) s t e p s

c ) n o r m a l

d ) s t a n d a r d w a y o f o p e r a t i n g

e ) o r g a n i s e d

5 P r o c e s s e s



L a n g u a g e

Sequen c i n g

It is important that the l istener know s w hen you f inish talking

about one step in a process , and start the next one. To do

this we use sequence markers.

First,...

Second ,... Third,...

First of

all,...

(Note that we do not say Second of

aH,...)

Next

After

that,...

/After

+

-ing ...

Then

Finally,...

These phrases are also useful for sequencing events:

That's all want to say about...

Moving on to the next step ...

Before

that,...

/Before + -ing ...

6

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 b o x .

F i n a l l y F i r s t r e su l t r ou t i n e s t a g e s T h i r d

. T h e p r o c e d u r e i s s i m p l e .

T h e r e

a n d

t h e ( 3 ) i s

a l w a y s

t h e

W e d o t h i s e v e r y d a y : i t ' s ( 1 ) _

a r e o n l y

s e v e n ( 2 )

s a m e .

( 4 ) , y o u s m i l e a t t h e g u a r d a n d s a y

' G o o d

m o r n i n g ' .

S e c o n d , t h e g u a r d s m i l e s b a c k a n d s a ys ' G o o d m o r n i n g ' . ( 5 )

t h e g u a r d a s k s y o u f o r y o u r I D . A f t e r s h o w i n g h i m y o u r I D , t h e g u a r d s m i l e s a n d

s a y s ' T h a n k y o u ' . T h e n y o u a l s o s m i l e a n d s a y T h a n k y o u ' . ( 6 ) ,

y o u e n t e r t h e s i t e .

S p e a k i n g

7

W o r k i n p a i r s . T a k e t u r n s t o u s e t h e f l o w c h a r t t o e x p l a i n t h e p r o c e s s o f p a i n t i n g

a h o u s e .

cau lk = t o

f i l l

i n

th e

holes

t o

k e e p

water

o u t

scrape

= t o r e m o v e

sth

f r o m a surface

us ing a

sharp ob j ec t

exposed = n o t

c o v e re d , n o t

pro tec ted

p r i me r

=

p a i n t

that

y o u p u t o n

wo o d , me t a l , e tc .

before t h e

m a i n

layer o f pa i n t

First, yo u

need

to

c lean

S T A R T

1

C l e a n a l l

p a i n t e d s u r f a c e s

E N D

J _

P a i n t

h o u s e

Yes

1

S c r a p e of f

f l a k i n g p a i n t

P u t p r i m e r o n

e x p o s e d w o o d

J

Yes

Yes

R e m o v e

o l d c a u l k a s

n e e d e d

A p p l y n e w

c a u l k

N o

8 W o r k i n p a i r s t o e x p l a i n o t h e r p r o c e s s e s y o u k n o w a b o u t . C h o o s e o n e a n d d r a w

a f l o w c h a r t . T h e n e x p l a i n

t h e

p r o c e s s

t o

a n o t h e r p a i r .

Processes 5



R e c r u i t i n g p r o c e s s e s

S p e a k i n g

L i s t e n i n g

1

2

H o w

d o

o r g a n i s a t i o n s r e c r u i t

n e w e m p l o y e e s ? G i ve s o m e

e x a m p l e s .

L l i l L i s t e n

t o t h e

c o n v e r s a t i o n a b o u t r e c r u i t i n g

a

n e w s t r u c t u r a l e n g i n e e r

a n d

a n s w e r t h e s e q u e s t i o n s .

1 W h y d o S u s a n n e a n d P e t e r n e e d a n e w s t r u c t u r a l e n g i n e e r ?

2 W h a t i s t h e m e e t i n g o n M o n d a y a b o u t ?

P u t

t h e s t a g e s o f t h e

r e c r u i t m e n t p r o c e s s

i n t h e

c o r r e c t o r d e r . L i s t e n a g a i n

a n d

c h e c k y o u r a n s w e r s .

a d v e r t i s e e x t e r n a l l y

a d v e r t i s e i n t e r n a l l y

c a r r y o u t

i n t e r v i e w s

c h e c k

C V s

c h e c k r e f e r e n c e s

i d e n t i f y

k e y

s k i l l s 1

i n f o r m

a p p l i c a n t

m a k e d e c i s i o n

o r g a n i s e i n d u c t i o n

p r e p a r e / u p d a t e j o b d e s c r i p t i o n

p r o d u c e s h o r t l i s t

V o c a b u l a r y

4 C h a n g e t h e s e v e r b s

t o

n o u n s . T h e n c o m p l e t e

t h e

e x c h a n g e s

w i t h

t h e

n o u n s ,

adve r t i s e i n f o rm o r g an i s e p r e pa r e p r o du ce upda t e

y o u a s k e d f o r .


1

A : H e r e a r e t h e ( 1 )

B: T h a n k y o u . I ' m s o r r y i t ' s a b i t o f a r u s h . T h e r e ' s n e v e r e n o u g h t i m e f o r

(2 ) •


2

A : W h a t

c a n y o u

t e l l

m e

a b o u t

t h e ( 1 ) ?

B:

W e l l , t h e y o n l y h a v e

o n e ( 2 ) .

.

T h e y m a k e

t h e

p r o j e c t

i n t h e n e w s p a p e r .

m a n a g e m e n t s o f t w a r e

w e u s e .


3

A: W e n e e d t o p u t a n ( 1 )

B: N o p r o b l e m . I ' v e a l r e a d y

w r i t t e n

t h e n e w j o b d e s c r i p t i o n , a n d i n c l u d e d a l l

t h e ( 2 ) .

S p e a k i n g

5 E x p l a i n

h o w t h e

r e c r u i t m e n t p r o c e s s

i s

d i f f e r e n t

f o r

h i r i n g u n s k i l l e d l a b o u r e r s

o n

a

s h o r t - t e r m ,

c a s u a l

o r

t e m p o r a r y b a si s .

G i v e

e x a m p l e s f r o m y o u r

o w n

e x p e r i e n c e .

L a n g u a g e

P r e s e n t c o n t i n u o u s t o t a l k a b o u t t h e f u t u r e

We can use the prese nt c on t in uo us to talk about f ixed

arrangem ents in the future.

I'm seeing the client tomorrow.

We 're meeting next Mond ay at three

o clock.

When s sh e planning to leave?

Is s he coming back after she has the baby?

Are yo u working next week?

I'm no t travelling next month.

3 8

5 Processes



6 M a t c h q u e s t i on s 1 -5 w i t h t h e c o r r e c t r e s p o n s e s a - e .

1

W h a t a r e y o u d o i n g t o m o r r o w ?

2 A r e n ' t y o u g o i n g o n l e a v e

n e x t w e e k ?

3 W h e n a r e y o u v i s i t i n g t h e s i t e ?

4 H o w a r e y o u g e t t i n g t h e r e ?

5 W h o a r e y o u g o i n g w i t h ?

a ) N o b o d y . I ' m g o i n g o n m y o w n .

b ) N o , I ' m n o t . N o t a n y m o r e . I t w a s

c a n c e l l e d .

c ) I ' m g o i n g o n m y m o t o r b i k e .

d ) L a t e r t h i s a f t e r n o o n .

e ) I ' m t r a v e l l i n g t o C a i r o . I ' m h a v i n g

a m e e t i n g w i t h a s u p p l i e r .

7 A n s w e r

t h e s e

q u e s t i o n s

s o t h a t

t h e y

a r e

t r u e

f o r y o u .

1 W h a t t i m e a r e y o u g o i n g h o m e t o d a y ?

2 W h a t a r e y o u e a t i n g t h i s e v e n i n g ?

3 W h e n a r e y o u g o i n g t o b e d ?

W r i t i n g 8 A c t i o n a n e m a i l . C h o o s e e i t h e r A o r B .

A Y o u w o r k f o r a b u i l d i n g c o n t r a c t o r . R e a d a n d t h e n a c t i o n t h e e m a i l f r o m

y o u r b o s s .

As you k now, we hav e recen t l y recru i ted a new me mb er o f s ta f f fo r the o f f i ce . L i ke you ,

he is a (write your own job title here). A l though he i s ve ry

expe r ienced in the const ruc t i on indust ry , he on ly spe aks Eng l i sh . As you a re one o f

the best Eng l ish spea kers in the comp any,

I

would l ike you to look af ter the induct ion

process, wh ich shou ld take no more than th ree days. P lease d raw up a p rog ramme

show ing the key top ics you th ink we shou ld cover an d send it to me by the end o f the

day. Include a l ist o f the people you th ink he should meet .

[

B

Y o u a r e a s t u d e n t . R e a d a n d t h e n a c t i o n t h e e m a i l f r o m o n e o f y o u r t e a c h e r s .

A s

y o u

k n o w ,

w e

h a v e r e c e n t l y

r e c e i v e d a n e w

i n t a k e

o f

s tu d e n ts

a t

(write

th e

name

of your

college here).

O n e o f

t h e

n e w

s tu d e n ts

o n l y s p e a k s E n g l i s h .

A s y o u a r e o n e o f

t h e b e s t En g l i s h s p e a k e r s

i n t h e c o l l e g e , I

w o u l d l i k e

y o u

t o l o ok a f t e r h i m

f o r t h e

first

f e w

d ays .

P l e a s e

d r a w

u p a n

i n d u c t i o n p r o g r a m m e s h o w i n g w h a t

par ts

o f

t h e

c o l l e g e y o u

w i l l s h o w h i m

a n d

s e n d

i t t o m e b y t h e e n d o f

th e

d a y .

I n c l u d e

a

l i s t

o f

th e p e o p l e

y o u

t h i n k

h e

s h o u l d m e e t

a n d

t h i n g s

h e

s h o u l d k n o w .

S p e a k i n g 9 W o r k i n p a i r s . E x p l a i n t h e p r o c e s s y o u f o l l o w e d t o g e t t o y o u r p r e s e n t p o s i t i o n .

/ found ou t about th is course/job from a fr iend. First , I wrote a letter o f appl icat ion.

Then I...

10 W o r k i n p a i r s o r s m a l l g r o u p s . E x p l a i n o n e o f

t h e s e

p r o c e s s e s . G i v e

e x a m p l e s

f r o m

y o u r o w n

e x p e r i e n c e .

a p p l y i n g f o r a

t r a i n i n g

c o u r s e a p p l y i n g f o r l e a v e

c l a i m i n g

e x p e n s e s g e t t i n g a p a r t - t i m e j o b i n d u c t i o n

Processes 5

3 9



P u r c h a s i n g p r o c e s s e s

R e a d i n g 1

R e a d

t h i s

t e x t a b o u t p u r c h a s i n g . T h e n e x p l a i n i n y o u r o w n w o r d s t h e d i f f e r e n c e

b e t w e e n a p u r c h a s e o r d e r, a d e l i v e r y n o t e a n d a n i n v o i c e .

All contractors have processes which cover the various purchasing needs of a project, for

example, for buying m aterials or renting eq uipmen t. Most systems d eal with three main

types of document:

1 Purchase Order

Th e

P O

is a written contract b etween the buyer a nd the seller. It provides details about

the purchased item and is usually ne cessary when the amoun t goes over a pre-arranged

level. The contractor sends a copy to the supplier authorising the delivery.

2 Delivery Note

Also kn own as a packing slip, this docum ent gives details of what was actually delivered.

3 Invoice

Invoices are sent from the seller to the buyer and list the products or services su pplied,

the amount to be paid and the payment terms . The purchase order number an d the

delivery note number may also be included on the invoice.

L i s t e n i n g 2 L i s t e n

t o a

c o n t r a c t o r e x p l a i n in g h o w

h i s

c o m p a n y h a n d l e d i n v o ic e s

i n

t h e

p a s t . C o m p l e t e

t h e

f l o w c h a r t .

R e c e i v e

i n v o i c e

R e t u r n

t o

3

i n v o i c e

t o p r o j e c t

m a n a g e r

F i l e i n v o i c e

i n

9 i n v o i c e

f i le

8

p a y m e n t

F i l e invo i ce

i n

a c c o u n t s

7 f i le

in to

b o o k s

A n s w e r t h e s e q u e s t i o n s . T h e n

l i s t e n

a g a i n

a n d


1

W h o

s e n t

t h e

i n v o i c e ?

2

W h o

m a t c h e d

t h e

i n v o i c e w i t h

t h e

p u r c h a s e o r d e r ?

3 W h o a p p r o v e d t h e i n v o i c e ?

4 W h o e n t e r e d t h e d e t a i l s o f t h e i n v o i c e i n t o t h e b o o k s ?

5

W h o

filed

t h e

i n v o i c e

i n t h e

a c c o u n t s p a y a b l e file ?

Processes



V o c a b u l a r y

4

M a t c h 1 -6 w i t h a - f t o m a k e c o l l o c a t i o n s .

1

p a c k i n g

a )

p a y a b l e

2 d e l i v e r y

b )

t r a n s f e r

3

p a y m e n t

c )

t e r m s

4 p u r c h a s e

d )

s l i p

5 a c c o u n t s

e )

o r d e r

6

b a n k

0

n o t e

L i s t e n i n g

5

H ^ U f l

L i s t e n

t o t h e

c o n t r a c t o r e x p l a i n i n g

h o w h i s

c o m p a n y h a n d l e s i n v o i c e s

n o w. A n s w e r t h e s e q u e s t i o n s .

1

W h a t

h a s

c h a n g e d ?

2 W h a t

a r e t h e a d v a n t a g e s ?

6

W r i t e

t h e

fo u r t h i n g s

t h e

a c c o u n t s d e p a r t m e n t e n t e r o n t o

t h e

s y s t e m w h e n

t h e y r e c e i v e

a n

i n v o i c e . T h e n l i s t e n a g a i n

a n d


1

2

3

4

L a n g u a g e

Used to

We use used to when we want to talk about past

routines which are no longer true in the p resent.

When was an apprentice, used to w ork eight hours a day.

Now work twelve hours.

We used to match each invoice to its purchase order and

delivery note by hand. Now the computer does it.

Negative

We didn't use to wear hard hats on site.

They didn't use to have so many projects overseas.

Questions

Did you use to go to work by bus?

No,

used to walk. There were no buses.

What

did

you

use to

do at lunchtime?

We

used to

go to the restaurant round the corner.

7

U n d e r l i n e

t h e

e x a m p l e s

o f

used

to i n

a u d i o s c r i p t s

1 8 a n d 1 9 o n p a g e 7 6 .

8

W r i t e t h r e e t h i n g s

p e o p l e i n t h e

c o n s t r u c t i o n i n d u s t r y used

to

do/didn't

u s e t o

do

b e f o r e

c o m p u t e r s .

Th ey u s e d t o d o a l l t he calculat ions b y hand.

Th ey d i d n t u s e t o f i l e docum ents electronical ly.

S p e a k i n g 9 D r a w a f l o w c h a r t t o s h o w h o w t h e c o m p a n y i n a u d i o s c r i p t 1 9 o n p a g e 7 6 n o w

h a n d l e s i n v o i c e s . T h e n w o r k

i n

p a i r s

a n d

e x p l a i n

t h e

p r o c e s s

t o

y o u r p a r t n e r .

C o m p a r e f l o w c h a r t s .

1 0 W o r k i n p a i r s . E x p l a i n h o w t h i n g s h a v e c h a n g e d i n y o u r w o r k p l a c e o r h o w y o u r

l i f e s t y l e h a s c h a n g e d o v e r t h e l a s t f e w y e a r s .

People used t o u s e typewriters to write letters. Today w e u s e computers to

send emails.

I used to walk to col lege every d a y . N o w I r ide m y motorbike.

P r o c e s s e s

5

4 1



F o c u s o n a p r o j e c t : E m e r g e n c y h o u s i n g

Speaking 1

W o r k in s m a l l g r o u p s . T h i n k a b o u t

s o m e

r e c e n t , l a r g e - s c a l e n a t u r a l d i s a s t e r s

( e. g. e a r t h q u a k e s , f l o o d s ) . B r a i n s t o r m f a c t o r s y o u t h i n k a r e i m p o r t a n t i n th e


o f p o s t - d i s a s t e r h o u s i n g .

t r a n s p o r t a t i o n o f emergency hous ing to disaster zone

Reading 2 I n t w o g r o u p s , r e a d t h e a r t i c l e s a b o u t e m e r g e n c y h o u s i n g i n C h i n a a n d J a p a n .

G r o u p A:

R e a d

A r t i c l e A . G r o u p B:

R e a d

A r t i c l e B . T h e n i n A /B p a i r s c o m p a r e

t h e w o r d s i n y o u r a r t i c l e

t h a t

m e a n :

1 a t t h e s a m e t i m e

2 m o v a b l e

3 a

b u i l d i n g

u s e d f o r s t o r a g e o f m a t e r i a l s

A r t i c l e

A

M o d u l a r

c o n s t r u c t i o n m e t h o d s a re b e c o m i n g m o r e a n d

m o r e p o p u l a r i n m a n y p a r t s o f t h e w o r l d a n d a re o f t e n

u s e d i n e m e rg e n c y h ou s e c o n s t r u c t i o n . T h e p r e f a b r i c a t i o n

c a n

b e c a r r i e d o u t c o n c u r r e n t l y

w i t h

t h e s it e p r e p a r a t i o n ,

a l l o w i n g

s i g n i f i c a n t s a v i n g s i n t e r m s o f c o s t a n d a l s o o f

t i m e . T h e p h o t o s h o ws p r e fa b r i c a t e d b u i l d i n g s e r e ct e d t o

h o u s e e a r t h q u a k e v i c t i m s i n S i c h u a n P r o v i n c e i n C h i n a i n

2 0 0 8 .

I n s u c h b u i l d i n g s , m o d u l e s a r e e i t h e r d e l i v e r e d a l m o s t

r e ad y t o u s e o r a re a s s e m b l e d on s i t e . L a r g e r s p a n s t r u c tu r e s

s u c h a s w a r e h o u se s o f t e n m a k e u se o f s te e l f r a m e w o r k s . W a l l s

a r e t y p i c a l l y m a d e o f e x p a n d e d p o l y s t y r e n e ( E P S ) s a n d w i c h

p a n e l s . A n o t h e r v a r i a t i o n i s t o u se m o b i l e h o m e s , w h i c h c a n

b e t r a n s p o r t e d t o d i f f e r e n t l o c a t i o n s a n d r e u s e d as n e c es s ar y .

A r t i c l e B

T h e s u p p l y o f f o o d a n d m e d i c i n e i s v i t a l a f t e r an y n a t u r a l

d i s a s te r , b u t r e l i e f o r g a n i s a t i o n s a ls o n e e d t o s i m u l t a n e o u s l y

p r o v i d e s h e l t e r f o r t h e s u r v i v o r s . T h e r e a r e m a n y p o s s i b l e

s o l u t i o n s , i n c l u d i n g u s i n g s h i p p i n g c o n t a i n e r s , t e n t s a n d

p l a s t i c

s h e e t i n g . O f t e n s u r v i v o r s a re h o u s e d i n la r g e b u i l d i n g s

s u c h a s s t o r e h ou s e s o r sc h oo l s an d s o s i m p l e w a l l s a r e n e e d e d

t o d i v i d e u p a re as i n t o s m a l l e r , p r i v a t e s p ac es . A f t e r t h e 2 0 1 1

t s u n a m i i n J a p a n , o n e w a y J a p a n e se c o m p a n i e s s o l v e d t h e

p r o b l e m

w a s t o m a k e p a r t i t i o n s o u t o f m a t e r i a l s s u c h as p a p e r

a n d c a r d b o a r d . I n s o m e

cases ,

w h o l e h o u s es w e r e b u i l t o u t o f

c a r d b o a r d .

T h e s e

h o us e s a re v e ry p o r t a b l e , c h e a p a n d q u i c k t o

e r e c t , b u t n e e d t o b e c ov e r e d i n p l a s t i c s h e e t i n g i f th e y a r e t o

s t a n d

u p t o th e w e a th e r .

Speaking 3 W o r k i n p a i r s a n d d i s c u s s t h e s e q u e s t i o n s . R e f e r t o t h e a r t i c l e y o u r e a d i n 2 .

1 W h a t n a t u r a l d i s a s t e r d o e s t h e a r t i c l e m e n t i o n ?

2 W h a t t y p e o f e m e r g e n c y h o u s i n g d o e s t h e a r t i c l e d e s c r i b e ?

3 W h a t c o n s t r u c t i o n m a t e r ia l s

w e r e

u s e d ?

4

I m a g i n e a n a t u r a l d i s a s t e r i n y o u r c o u n t r y . Y o u r c o m p a n y w a r e h o u s e i s f u l l o f

o l d

s h i p p i n g c o n t a i n e r s

t h a t

v i c t i m s c o u l d u s e as e m e r g e n c y h o u s i n g . M a n y

e m p l o y e e s h a v e v o l u n t e e r e d t o h e l p a n d t h e c o m p a n y d i r e c t o r h a s a g r e ed t o

c o v e r c o s t s . D i s c u s s t h e p r o c e s s y o u n e e d t o f o l l o w t o g e t t h e c o n t a i n e r s t o t h e

d i s a s t e r a r e a a n d i n u s e as e m e r g e n c y h o u s i n g .

2

5

P r o c e s s e s



R e v i e w

Vocabulary

1

P u t t h e a c t i v i t i e s i n a s m a l l -s c a l e r e s i d e n t i a l c o n s t r u c t i o n p r o j e c t i n t h e c o r r e c t

o r d e r . T h e n w r i t e a s h o r t t e x t e x p l a i n i n g t h e p r o c e s s .

c o n s t r u c t i o n d e s i g n h a n d o v e r o c c u p a n c y s i te p r e p a r a t i o n

d e s i gn

2 P r o d u c e a f l o w c h a r t f o r m o d u l a r h o u s e c o n s t r u c t i o n u s i n g t h e s a m e a c t i v i t i e s

as in 1 .

3 C i r c l e t h e w o r d o n t h e r i g h t t h a t i s c l o s e s t i n m e a n i n g t o t h e w o r d o n t h e l e f t .

1

2

3

4

5

6

7

s i m u l t a n e o u s

r e s u l t

p r e p a r a t i o n

r o u t i n e

u p d a t e

m o b i l e

w a r e h o u s e

s a m e / c o n c u r r e n t / e q u a l

o u t c o m e / e n d /

finish

d e s i g n / p l a n n i n g / p r o c e s s

n o r m a l

/ r a r e /

u n u s u a l

i n f o r m /

i n s t r u c t

/ e x p l a i n

m o v a b l e / m o d u l a r / p r e f a b r i c a t e d

s h e l t e r / c o n t a i n e r / s t o r e h o u s e

Language 4 C o m p l e t e t h i s c o n v e r s a t i o n u s i n g t h e p r e se n t c o n t i n u o u s ( w i t h f u t u r e m e a n i n g )

f o r m

o f t h e v e r b s i n b r a c k e t s .

A : W h a t ( l ) ( y o u / d o ) t o m o r r o w ? ( 2 )

B:

A:

B:

A:

B:

A:

B:

A:

B:

A:

( a r r i v e ) a r o u n d n i n e o ' c l o c k .

( y o u / m e e t ) t h e c l i e n t s ?

Y e s , t h a t ' s

r i g h t .

T h e y ( 3 )

1 ( 4 ) give) a p r e s e n t a t i o n first a n d t h e n I

( 5 ) ( t a k e ) t h e m t o t h e s i t e .

H o w ( 6 ) ( y o u / g e t ) t h e r e ? B y c a r ?

N o , t h e r e a r e s e v e n p e o p l e i n t h e g r o u p , s o I ( 7 )

t h e m i n i b u s .

W h a t ( 8 ) ( y o u / s h o w ) t h e m ? T h e f o u n d a t i o n s ?

( u s e )

Y es . A n d t h e n w e ( 9 ) .

a t

t h e g l a s s p a n e l s .

W h e r e ( 1 0) ( y o u / h a v e ) l u n c h ?

I n t h e r e s t a u r a n t o p p o s i t e t h e s i te - t h e

I t a l i a n .

W h a t t i m e ?

O n e o ' c l o c k .

G r e a t

( g o ) o v e r t o t h e s t o r a g e a r e a t o l o o k

m i g h t j o i n

y o u .

5

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 b o x .

b e g i v e h a v e s h o u t s i n g s m s w o r r y

W h e n I w a s a n a p p r e n t i c e , t h i n g s u s e d t o ( 1 ) v e r y d i f f e r e n t . F i r s t o f

a l l , w e

d i d n ' t

u s e t o ( 2 ) e a c h o t h e r a l l t h e t i m e . T h e r e w e r e n ' t a n y

m o b i l e p h o n e s i n t h o s e d a y s . I r e m e m b e r m y first s i t e m a n a g e r - h e w a s a h a r d

m a n .

H e u s e d t o ( 3 ) u s d i r t y j o b s i f w e w e r e l a t e . A n d h e u s e d t o

( 4 ) a t u s a l l t h e t i m e . W e

d i d n ' t

u s e t o ( 5 ) s o m u c h a b o u t

h e a l t h

a n d s a f e t y e i t h e r : n o h a r d h a t s , n o g l o v e s , n o r e f l e c t i v e v e s t s . W e

j u s t

d i d

t h e j o b . B u t w e a l s o u s e d t o ( 6 ) a l o t o f f u n . I r e m e m b e r w e u s e d t o

( 7 ) w h i l e w e w o r k e d . Y o u n e v e r h e a r

t h a t

n o w .

Writing 6 T h i n k o f a p r o c e s s a t w o r k ( o r a t c o l l e g e ) t h a t y o u a r e f a m i l i a r w i t h . W r i t e a n

e m a i l t o a n e w c o l l e a g u e ( o r t o a n e w s t u d e n t ) e x p l a i n i n g t h e k e y s t a g e s .

P r o c e s s e s 5

43



• highlight key issues

r\ • i • manage tasks

I v J J L u • discuss types of contract

• talk about the scope of a project

Kicking off

Speaking 1

Listening

2

3

4

5

Work in pairs. Tick the

statements

yo u

agree

w i t h .

Explain your reasons.

A project has a beginning and an end.

2 A project

needs

people.

3 A proje ct is led by a proje ct manager (PM).

4 A project always has a team.

5 A proje ct is

always

for a client.

W hat are the key factors in any cons tru ctio n project?

E ^ ^ l Listen to a project manager (I'M) briefing her new team at a kick-off

meeting. What tw o

documents does

she mention ?

Wh a t does each docum ent do? Listen

again

an d

check

you r answ ers.

l^fc j^B Listen to the next pari of the briefing. The I'M talks about three issues

that affect

each

other. Write them in the chart.

6 Wh a t does the PM say about her role in the project? Listen

again

an d check

your answer.

Vocabulary 7 Match the w ords in bold in 1-7 w i t h their meanings

Have

you seen th e first draft

of

the project plan?

2 The project manager clarified the

scope of the project at the meeting.

3 The new WBS softw are is saving us

a lot of time.

4

Rashid

w i l l

be in

charge

of co-ordinating

resources

for the project.

5 The accountants are not happy

wi t h

the budget.

6 The room for the kick- off mee ting

has been

changed.

It's now in

Room

2E.

7 The WBS splits the w o r k into

smaller elements.

a-g.

a)

components

b) document summarising

al l aspects of the project

c) Work Breakdown

Structure

d )

cost

breakdown

e)

first

meeting

f)

th e w o r k that needs to

be done

g) people, materials and

other assets available

fo r

the project

Speaking

8 W ork in pairs . Wh at other things happen at a kick-off

meeting?

Discuss.

6 P rojects



Language

Pronunciation: sentence stress

Where you put the stress in a sentence

changes the meaning of what you say.

/ us t w an t t o c la r if y some po in t s abou t how I see fit/2 pro jec t running .

(not other projects)

/ us t wa nt to c lar i f y som e points abo ut h ow / see this projec t running .

(my perspective, not yours)

/ us t wa nt to c lar i f y som e points abou t ho w I see this pfo jec t running .

(the wa y I s ee it)

9 Read the

sentences.

Identify the w ord( s) you need to

emphasise

to mean a-c in

each question.

First of all I w ant to

stress

the importance of the project plan.

a) In a min ute I w i l l give you other points - this one is only the first. First

of all

b) not the oth er plans

c) This is my personal p erspec tive.

2 Al l of us

need

to be very familiar

w i t h

this document.

a) not another docu ment

b) not other people

c) not just a

little

It's

important that you see the big picture, too.

a) as

w e l l

as the other points we

have discussed

b) the people in this roo m

c) not just your ow n

area

of interest

Listen and underline the emphasised

w o r d .

Then, in pairs, discuss

how the change in emphasis changes the meaning.

We

need

to get the roof finished before the rainy

season

starts.

2 We need to get the roof finished before the rainy season starts.




Speaking

11

Work in pairs.

Decide

how

these

comments from project meetings relate to

cost,

time and/or scope. Explain your

reasons.

We had so many meetings du ring the planning

phase,

just to discuss the WBS.

2 The timbe r w e orde red is stuck in the

p ort :

the dockers are on str ike. We c an

replace i t, bu t it's going t o cost abo ut 50 perce nt mo re.

3 The deadline is the end of June. We're still on target.

4 I'm going to

clear

this invoice

w i t h

the client - it's a bit more than we had

originally forecast.

5 I'll

send

you a revised project plan. You'll get it by Friday.

6 Can yo u discuss

these

specifications w i t h the architect after the visit? They

don't

look right to me.

7 They

used

the w rong additives in the concrete. It's already cracking .

12 Practise

reading the

sentences

in 9 aloud, changing the

emphasis

to

change

the meaning.

P ro jects 6

45



Project meetings

Speaking 1 Use the w ord s in the box to talk about the type of meetings you attend. Are any

of them project meetings?

length location participants planned or impromptu topic(s)

Listening 2 ^ L x s f l Listen to part of a meeting and answ er the questions .

What type of meeting is it?

2 Wh at is the problem?

3 Listen

again

and answer these questions.

What are the reasons sh e gives for the problem?

2 W ho has she spoken to about the problem?

3 How is she plannin g to

solve

the problem?

Speaking 4 This is a Gantt ch art , w hic h is often used to manage project tasks. How does i t

w ork ? Discuss w i th a partner.

M A R C H

A P R I L MA Y J U N E

P reparation of the grou nd

Special foundations

Adjustments of surface

Infrastructure

Roofs

Bulk heading

Interiors

Treatment

Grounds

Ceilings

P lumbing

Electricity

5 Think about your ow n situation. How do people communicate? Do you know

any other tools w hich are used in projects?

46 6 Projects



Language

Present perfect

We use the

present perfect

(have past participle) to talk

about things that happened

in the

past

but not at a

specific

time.

/ have discussed

this with the directors.

We have decided

to set up a

portal

Why avent

you

ctioned

the

email?

W h o has h e spoken t o

Note that we often use now, just and lready with

the

present perfect.

1 have now/just/already spoken to he client and

we can go

ahead

Make

questions

in the

present perfect using these prompts.

you /

speak

to / the electricians?

2 he / w r i te / the new WBS?

3 they / deliver / all the timber?

4

she

/ meet / the client?

5 you / hear / the weather forecast?

6 how many times / they / visit / the site?

7 why / they / not answer / the email?

Complete these responses.

Have you seen Mr

Pavlak?

2

Have

you been to the

site?

3 Has the supervisor arrived yet?

4 Why haven't you actioned

the

email?

5 Has he finished?

6 Where's John?

7

Have

you used

the

p ort al

at

all?

Yes, I've just.

No, I

Yes, he

Building 13.

Sorry.

I've

him.

. He's in

too busy.

N ot

yet. He's built the w a l l , but he

painted

it.

He's the keys again.

He's looking for them.

Yes, it's great. In fact, I've

entered the data.

8 Answer

these

questions. Compare your answers w i t h a partner.

Have

you already eaten today?

2

Have you just drunk

a cup of coffee?

3 Have you ever visited other countries?

4 Have you ever used

a

Gantt Chart?

5 Have you ever taken part in project meetings? Give details.

Speaking

9 Work in pairs to roleplay a telephone call between a project manager and a

member

of

the project team. Student

A: Use

the information below. Student

B:

T u rn to page 68.

Student

A: You are a

member

of a

project team.

You've

lost your copy

of the

to-do list that the project manager gave you. The PM w i ll go through the list

and

ask if

you've completed the tasks. Answer 'no'

to each

task and give

a

different

excuse each time.

No,

I m

sorry,

I

haven t.

I ve been too busy today.

Projects

6

47



Contracts

Speaking 1 Wh at is a contrac t? W hy are con tract s importa nt? Discuss w i t h a partner.

Listening 2

W

^ ^ S Listen to a consultant explaining three types of contract to a client.

Circle the three types y o u hear.

cost plus fixed

percentage

lump sum renovation turnkey

Matc h these descriptions to the three types of contract in 2. Then listen

again

an d

check

your answers.

design an d

build

2 fixed amou nt of money

3

cost

of materials and labour plus extra payment

Vocabulary 4 M atc h the financial w ord s 1-5 w i t h their

meanings

a-

Reading 5

fixed fee

bonus

lump sum

cost

overrun

savings

a) one payment

b) money not spent

c) an extra amo unt of money

d) an

agreed

payment

that

does

no t

change

e) higher

costs

than

originally

forecast

Read

these extracts about new projects. Match w ords to these

meanings

an offer to carry out w o r k for an agreed sum (Extract 1)

2 put a

piece

of equipment into

service

(Extract 2)

3 give or present something for approval (Extract 3)

4 the poss ibility (Extract 4)

After analysing the various tenders,

the city authorities selected

JEMMAG

Construction to provide general

contracting

services

for

a

new recreation

centre in the Northfield district. The

estimated construction

cost

is $23

million. 'This was not the lowest bid,'

said a councillor, 'but we all

felt

it gave

us the most attractive solution.'

Lakrah LLC has started planning for a

new 145 ,00 0,0 00 projec t for the city

energy utilities. 'Most companies in the

area were not big enough to take on

such a large project', said the mayor.

'Lakrah LLC will be responsible for all

construction works as well as the delivery

and commissioning of two gas turbines.

We wanted to f ind someone who could

simply do the whole job for a fixed fee.'

Most companies submitted bids which

were far too high for the hospital's budget.

In the end we awarded the contract to

K olbek an d P artners, who will take over

full res pon sib ility for the projec t. T he

reasons for choosing Kolbek were not

only f inancia l; their des ign also made

the most intelligent use of the existing

facilities.

The city is looking for bidders to carry out a

study which will examine the feasibility of

wid en ing the ring road betwee n J unctions

45 and 49. T he ma yor is kee n to find a

solution which will avoid cost overruns.

O ppo si tion is expected from a numbe r of

groups due to the fact that the project will

take place in one of our most important

areas of natural beautv.

6

Find examples of the w o r d

most

in the extracts in 5. Decide w h e th e r each

example describes

a noun or makes a comparison.

is

6

Projects



Vocabulary 7 Complete

these

collocations w i t h nouns from the extracts in 5.

Speaking

8

9

l

2

3

4

5

6

7

award a

carry out a _

examine t h e .

take over

submit a

take on a

find a

analyse

a

provide

Work in pairs. Add other nouns that go

w i t h

the verbs in 7.

Read the collocation s in 7 again. Have you ever done any of these things

yourself?

Discuss w i t h

a partner.

Language

Most

Most

can be us ed: to describe a noun. In this sen se ,

most

means

the majority of.

mos t comp an ies /mos t o rgan isa t ions /mos t

peop le

Most

can be us ed to make a co mparis on. In this sens e

the

most means the one that is more than any other.

the mo st inte l l igen t pe rson/ the mo st bea ut i fu l

des ign / the mos t impor t an t i s sue

10

Complete

these statements

w i t h

most or th e

most.

Do you

agree w i t h

the

statements?

l is t ed = te rm used

in the UK to sh ow

an o ld bu i l d ing

i s pro t ec t ed by

government order

construction site.

In

the UK

people in the construction industry have never

been

on a

The client is.

old buildings are listed.

important perso n in any pr ojec t.

One of.

building

inspectors

w o r k

for local authorities,

engineers are not familiar w i t h proje c t management tools,

unskilled labourers

w o r k

on a te m porary

basis.

difficult tasks

in project

management

is avoiding

cost overruns.

Speaking

11

Wo rk in pairs. List the financial w ord s from 4 and 5. Then use th e w ord s in a

roleplay.

Student A: You are a pot entia l client. Ask Student B (a build ing co ntr ac to r) to

clarify the meaning of some of the w ords on the list.

Student B: You are a build ing cont racto r. Explain the meaning of the w ords that

Student A (a potential client) asks about.

A:

Could you explain the

meaning

of lump sum , please?

B: Yes, of course. Lump sum is when you ...

Then

swap

roles, find a new partner and repeat the roleplay.

12 Wo rk in small grou ps. Describe types of contract that you are familiar wi t h .

Projects 6



Focus

on a project:

Wroclaw-Katowice Motorway, Poland

Speaking 1 Loo k at this illustration of the construction of a moto rw ay toll area. Imagine

you are in the project team that provides the things in the illustration.

With

a

partner,

brainstorm the

scope

of the project.

n m n r n

Cj

4 b w

Reading 2 Read this text about construction w o r k o n th e Wr o c la w -K a t o w i c e Mo t o r w a y i n

Poland.

Decide

w h ic h

phrase

best

describes

the overall

scope

of the project.

toll

installation

2 transpo rt equipment improvem ents

3 transpo rt infrastructure upgrade

4 road buildings renov ation

5 con stru ctio n and maintenance overhaul

The A4 Wroclaw-Katowice toll motorway

EGSTRA, a consortium

composed

of Egis Projects and

Strabag

Sp z.o.o., were awarded the contract, worth €50

million,

to upgrade the 162 km section o f mot orw ay

between Wroclaw and Katow ice. The contract consisted

of designing, supplying and installing:

• 14

tolling

stations w ith

a total

o f 68

lanes

and

associated

toll central computer

• 3 maintenance centres

• 162 road

emergency

phone

boxes

and

associated

call

central computer

• 162 km

of

optic fibre with

associated

telecommunication

equipment and netw ork management system

• 2 traffic statistical stations, Weight In Motion station

and

associated

traffic central computer.

The contract covered tw o

phases.

The

first

phase,

construction, was expected to last 24 months. The

second

phase

was a maintenance period for all the equipment

installed during the first phase, and was

expected

to last

a further 36 months.

The client for the project was the Polish Road Directorate.

As consortium leaders,

Egis

Projects w ere responsible

for the design, supply, delivery, commissioning and

maintaining of all fixed equipment.

Strabag

Sp z.o.o.

were in

charge

of the buildings.

3 Identify w hat these numbers refer to in the text.

2 3 14 36 50 68 162

4

A n s w e r these questions about the project.

Who is the client?

2 Who is the conso rtium

leader?

3 Wh o is responsible for the con stru ctio n of the buildings?

4 W hat is the value of the contra ct?

5 How long is constru ction expected t o take?

Speaking 5 Wo rk in pairs. Student A: Tur n to page 69. Student B: Turn to page 68.

50

6 Projects



Review

Language Complete this email

w i t h

the present perfect

form

of the verbs in the box.

agree

be happen

have increase

solve start

work

just want to update you on what (1) over the last few months .

As you know we (2) now pha se two of the project

and the client (3) to the changes we wan ted. Tom and his team

(4) very busy with all the different subcontractors and we

(5) the numb er of people in the logistics group. There are now twenty,

up from fifteen. I wou ld now like to introduce Abdul M oh ammed, who will be joining us

for this phase. He

(6)

on man y projec ts in this area and knows the

local condi tions very well. We (7) already a couple

of very useful discussions about cement delivery, for example, and he

(8)

the rebar pro blem we had last week.

Vocabulary 2 Complete

these

sentences w i t h the words in the box. There is one extra

w o r d .

i

awarded bids client fixed

savings

study sum tools

The contract was to a contractor

from

New York.

2 He was

asked

to carry out a feasibility for the client.

3 The city authorities

have asked

for to be submitted by the

end of the month.

4 They

have

agreed on a lump for the

w ork .

5 The client thinks we can make if we use

cheaper

materials.

6 The most important person at the kick-off meeting was the

7 The new software includes a number of project management

Reading 3 Read

the text about contracts and answer

these

questions.

What is the difference between the two

models?

2 What are the

advantages

and disadvantages of the DB model?

Traditionally, most companies use a design b id

b u i l d

(DBB) model.

The client finds a company to design their project and then looks for

a construction company (or companies) to

b u i l d

it for them. Different

companies bi d for the

w o r k .

And

finally,

the contractor w i th the most

attractive offer is selected and becomes responsible for the project. I n

the design

b u i l d

(DB) model, the client only has one

p o i n t

of contact.

This may be an architect, for example, or a general contractor. There is

no bidding. This means that the DB system is faster and

cheaper,

but of

course the client has to hope that quality is not compromised. It is

easy

fo r a contractor to cut corners.

Projects 6



7

Documentation

explain document control

procedures

• talk about amendments

• give specific information at

documents

• disc uss project documentati

Speaking 1

Listening 2

Document

control

Work in pairs. Brainstorm

types

of document used in the construction industry.

te2£fl A manager is show ing a new

employee

around the

company.

Listen

and note dow n at

least

three

documents

he mentions.

3

Listen again an d

answer these

questions.

Wh at is a docum ent controller?

2 W hy is document c o n t r o l necessary?

3 W hat is the difference betw een an RFI and an RFI

log?

4 W hy isn't the w hole document control

system computerised?

5 Wh y do

some

documents

need

to be

archived?

Reading

4

Loo k at

these

three

documents

an d

decide

w h a t

types

of document they are.

Choose

from

the

names

in the box.

a change order procedu re a contract an engineering draw ing

a job site

memo

a

report

an RFI log

•

To:All subcontractors

From:

Roberto C am ille ri

Memo 289 Traffic C o ntro l

Please note that with

immediate effect a l l works

tra ffi c is to use Gate B

to e xi t the s it e . T his

is to comply with lo c al

police requirements.

Roberto C amill eri

P ro je c t Manager

4 May

•

Request for information

P roject: K L Building M (Fo undations)

P roject Ma nager: Ro berto Camiller i

Number Subject

Status Date rec/d Date completed

001 B roke n pile

P rocee d 3/11

002 P ump oil C los ed 3/11 4/11

003 P ile orientation

Approved

3/11

4/11

004

P ier 23 S teel R ejected

4/11 4/11

a

E mergen cy cha nge orde rs require immediate action to

avoid a serious work stoppage, delay and/or extra costs.

Ve rbal appro val may be given by the Pro ject Ma nager,

and is to be followed up in writing within one week

(Fo rm 34B). T he appro val is to inclu de details of the

emergency situation and, if possible, an estimate of the

costs involved.

E

Documentation



Vocabulary 5

Complete this document

c o n t r o l

procedure

w i t h

the words in the box.

amended archived books out figures

log

number

scan

track version

When a document comes in, we first make a

handwritten note in the (1) . If

necessary,

we give it a serial (2) .

We then (3) it in, so that we

have

a permanent electronic record. As you can see,

the serial number

ends

w i th a

slash

and then

another number, always three (4) .

So, 001 is the first (5) of the

document. If the document is (6)

or updated in any way, it

receives

a new version

number and so on. We also use the log to

(7 ) the movement of the

document. If

someone

(8) the

document, the date and time are recorded here

and when it comes back in, the date and time

are recorded again. At the end of the project, the

document is either destroyed or

(9) , depending on its importance.

Listening 6 B ^ ^ 9 Listen to a conversation about a document management system.

Label the buttons on the screenshot.

i .

Details

2.

r

4 . 5.

n

7

Listen again. What

does

the user see when

he/she

clicks

each

button?

Language

Have to

We use have to to show that we are

required to do something.

We

have to

keep certain documents for three years.

We

wll have to

move to a fully computerised system.

This has to be sent to all the subcontractors.

The client had some new ideas so we had to amend the floor plan.

8

Match 1-7

w i t h

a-g to make

sentences.

We

have

to send the amendments

a)

enter.

2 You

have

to

press

b)

has a serial number.

3

We

have

to log and

c)

first thing

tomorrow.

4 We

have

to make sure

that each

document

d)

ou t

of the document centre

5

have

to book every document in and

e)

track

every document.

6 Key documents

have

to be

0

w r itten

in capital letters.

7

The

name

has to be

g)

locked in the safe at night.

Speaking 9 Work in pairs.

Design

a simple log

sheet

for tracking documents. Explain how to

use it. You have to put the date in this column.

Compare

your log

sheet

w i t h others in the class.

Documentation 7

53



Amendments

Reading 1 Loo k at

these

extracts and

decide

w hat type of docu ment they are

from.

GENERAL NOTES

All dimensions in mm.

All

load bearing walls to be

minimum

200 mm thick.

Concrete

mix ratios as follows:

(i) structural

concrete

1:116:3

(cement: sand:

aggregate)

(ii)

blinding conc rete 1:3:5

(cement: sand:

aggregate)

Concrete covers

as follows:

(i)

substructures 50 mm

(ii)

columns 40 mm

(iii)

beams

35 mm

All

structural

steel to be painted

with tw o

coats

of

primer

(one after

fabrication and one after erection).

All plates to be

mild

steel to GS

5950;

•

SCHEDULE O F DRAWINGS

Dra wing no. Des cription

Sheet no.

G F /400/ 001 S ite plan 1 of 1

G F /400/002 Floor plans

1-5 of 5

GF/400/013

Foundat ions -

warehouse

1-4 of 4

GF/400/004

Warehouse elevations

and section

1-6 of 6

G F /400/005 Wall details

1 of 1

GF/400/006

P lumbing dia grams 1-7 of 7

PLUMBING LEGEND

S Y M B O L D E S CR I PT I O N

PO I N T O F CO N N E CT I O N

C W

DOMEST IC COLD WATER, INSULATED

HW

DOME STIC HO T WATER, INSULATED

SAN NEW SANITARY SEWER

V

SANITARY VENT

•

FLOOR DRA IN

C.A . COMP RE SSE D A IR

WATER METER WITH REMOTE READER

G GAS LINE

Listening 2 H x^ I Listen to the telephone conversa tion about the extracts in 1 and

answer

these

questions.

What are the

speakers'

jobs?

2 Wh at is the call

about?

3 The re are five changes to the extracts in 1. Listen again and mark the changes.

54

Documentat ion



Vocabulary 4 Circle the w o rd on the right

w i t h

the correct meaning of the w o rd on the left in

the context of the extracts in 1.

schedule

legend

sheet

a p roject tim e plan / a list / to arrange (a m eeting )

a story / a table of sym bols / a famous person

a piece of plastic

used

to cover things / a flat piece of

metal / a large piece of paper

5

Complete

this table w i t h the missing nouns or verbs.

V E R B

N O U N

abbreviate

alter

amend

modify

mod i f i ca t i on

revision

Language

Punctuation

•

full stop/period (but note that for numbers we say 'point

3'

for

.3)

slash/forward slash

comma

colon (but note that when we say ratios, we say '1 to 3', no t '1 co lon 3')

semi-co lon

dash

0

brackets

»

inverted commas

i, ii, iii, iv, etc.

Roman numerals

H ca pital H

Note how we say:

(ix)

'Roman numerals

9,

in brackets', or 'O pe n brackets , Ro man nu mera ls

9,

close brackets.'

'KZ'

'Capital K, capital Z, in inverted commas', or 'Open inverted commas, capital K capital Z, close

inverted commas.'

Speaking 6 Wo rk in pairs . Student A: Use the information below. Student B: Tu r n to page 69.

Student A: Dictate this list to your partner.

Drg No. CD/356/001

2 (iv ) conc rete mix ratios 1:3:6

3 M -2 Unit 'A' and 'B' A/C plans

4 ISO/IEC 27001:2005

5 For .5/.25 ink syst em, 7 and 10 mm diamete rs apply

7 Test yo ur partne r. Draw some symbols used in construction drawings. Ask your

partner w hat they mean. Then w ri t e a legend for any new symbols you find useful.

Documentation 7

55



Specifying

Reading

Read

this email and identify th e piece of information that is missing.

From: mman@ ps l . ne t

To:

tenders@ minis trypubl icworks .gov

P roject: K ZH 897

This email is to notify you that it is our intention to bid for the above-mentioned project which

wa s advertise d on your webs ite. Ple ase s end any information regarding the project to my

office at this address.

Y ours sincerely,

Mustafa Mohammed Al Najashi

P roject Ma nager

Listening 2 Listen to the telephone conv ersation about the bid . Identify the

illustration

that

shows

the project Mr Al Najashi is bidding for. What was the problem?

Reading

3 In the conversation tw o types of address are mentioned. What are they and

w h a t

is the difference be tw een them? Listen again an d check your answers.

4

Read

the email

that

Mr Al Najashi sent to Mr

Campbell

next. What is the

situation now?

* * c

H

Dea r Mr C amp be l l ,

T ha nk you very muc h for the information pa ck which arr ived this morn ing . M y staff are

al ready work ing on the bid and we plan to send you the completed forms tomorrow in

time for the deadline.

Ap o log ies aga in fo r the misun ders tanding a bout the emai l a ddres s .

Wi th bes t w i shes ,

M us t a fa M o h am me d A l N a j as h i

P r o j e c t M anage r

5 Read the tw o emails

again

and answer these questions.

Where was the project advertised?

2 When did the information pack arrive?

Listening 6 When did M r Al Najashi

send

th e first email? Listen

again

an d check your answer.

56

7 Documentation







Language

Relative clauses

We often use

which

or

that

to give specific information

about the thing we are talking about.

I t is our in ten t ion to b id for the pro ject

which/that

wa s

adve r t i sed on you r webs i te .

Thank you fo r the in fo rma t i on pack which/that a r r ived

th i s mo rn ina .

I s i t you r comp any

which/that

i s do ing the b r i dqe

re fu rb ishm en t on the same h ighway?

We can leave out

which

if it is follo wed by a pro no un .

I t 's abou t an ema i l

(which/that) 1

s e n t yo u on 27 Mav .

Have you looked a t the d ra f t (which/that)

1

w ro te

th i s mo rn ing?

7

M atch 1-7 to a-g to

make sentences.

Here's

the letter w hich y ou

a)

on his desk.

2 The docum ent that yo u

b)

need

is w i t h the client.

3

We are

still

looking for the drawings w hich

c)

w r o t e

this morning?

4 The letter w hic h I sent yo u y esterday

d )

revised.

5 Wh ere is the co ntra ct that I signed

e)

was not the

final draft.

6

Have

you looked at the draft w hic h I

0

last

week?

7

Here

are the documents that w e found

g)

you redrafted.

8 Read these sentences.

Use brackets to show where we can

leave

ou t

which

or

that.

1

The manual w hic h I sent yo u has not

come back.

2 He

needs

to

rewrite

the letter that he drafted yesterday.

3

We discussed the specifications w hic h w e received last w eek.

4 Wh ere is the change order that was sent this morning?

5 The email w hic h I sent last w eek w as ignored .

6 I'm looki ng for the RFI log tha t w as on the

desk.

7 The documents w hic h are kept in the

safe

are all confidential.

8 Where's the draw ing w hic h contains th e details of the retaining w all?

9

Have

they sent us the change orde r w hic h w e

asked

for?

Speaking

9

Wo rk in pairs.

Take

turns to choose a document type

from

the

first

box. Tell

your partner exactly w hich document you need. Use w ords

from

th e

second

box to be more specific. Follow the

example

conversation below .

age nda change order co ntract drawing email floor plan manual

minutes permit presentation proc edure report RF I log schedule

ame nded archived backed up destroyed redrafted revised

signed wrote

A: I need a copy of the contract.

B : Which contract?

A: The contract which we signed last w eek.

B :

We signed two contracts last week.

A: I need the one which has to do with the residential housing project in Takara

Road.

B: OK.

Documentation

1 *



Focus on a project: Golf course construction

Reading

1 Castle

Golf

is an American company w h ic h designs and builds miniature

golf courses. Read Castle Golf's

design

an d build process and underline the

d o c u men t types it mentions.

The Castle Golf Design and Build Process

1

C as tle G olf and cl ient begin conve rsation.

Castle Golf sends l i terature and emails

helpful information. Questions are

answered, project goals are discussed and

clarifications occur as we seek a high level

of comfort.

C l ient decides to use Cast le Gol f .

3 C lient and Ca stle G olf enter into a

retainer/des ign agreement, the fee based

on the magnitude of the project.

C l ient and Ca stle G olf explore target

customers and appropr iate s tyles

including theme, hole designs, etc.

C l ient may send photos , postcards , etc . ;

so metime s the cl ient has a C as tle G olf

representative visit the site.

Cl ient sends site plans, topography and other required information to al low the design work to

proceed.

C as tle G olf begins de velo pme nt of layout an d prel iminary plan.

C l ient and C as tle Go lf review initial plan before pro gre ss ing further. This is a co nc ep t proce dure to

see if we are on the right track.

8 A final design layout ready for pricing wil l be attained and then the process of design and budget

reconci l iation typical ly occurs.

U po n arriving at an agre eme nt on des ign and cost, Ca stle G olf wil l prep are a con struc tion c ontrac t

for cl ient review, approval and deposit.

Castle Golf develops construction documents and arrives on site to begin construction of the project.

While Castle Golf is constructing the project, the agreed-upon theme structures, props and effects wil l

be fabricated and delivered to the site for installation.

12 C on stru ctio n is co mple ted and play beg ins .

2

Categorise the types of document

from

the text.

D E S I G N D O C U M E N T S C O N T R A C T U A L D O C U M E N T S

C O N S T R U C T I O N D O C U M E N T S

literature and emails

Speaking

3 W ork in pairs. Imagine you are document controllers. Decide w h ic h

categories

in

2 are the most i mp ort ant to control. Explain how you w o u ld log and track them.

58

7

D o c ume nt a t i o n



Review

Vocabulary 1 Find w ords in the box w hic h are similar in meaning to the w ords in

bold.

amend bid contract draft electronic minutes private

Can you

send

us the documents in dig ita l format, please?

2 We need to lock these drawings away - they're confidential .

3

Have

you had a

chance

to revise the legend

yet?

4 The tend er documents

need

to go in by next Friday.

5 Don't w o r r y , all the details are in the w r i t t e n agreement.

6 This is the

first

version of the letter - have y o u

seen

the latest one?

7 I w ou ld like to see the rec or d of the m eeting.

2 M atch 1-6 w i t h a-f.

1

2

3

4

5

6

h a n d wr i t t en

site

change

submission

minor

serial

a) number

b) plan

c) order

d) changes

e) note

0 date

Language

3

Complete

these conversations

w i t h

have

to , has to

o r

had to .

A:

B:

A:

B:

A:

B

A

B

A:

B:

What's the problem

w i t h

th e safe?

I've lost the combination. I'll

What a hassle.

What's the hurry?

need

to

find

Ali ma . I've jus t heard she ,

permits by next Monday.

Where were you this morning?

In Samir's

office. We sign the con trac t.

Why are the lights on in the

office?

It's after

seven.

The doc ument controllers are w orking late. They

call the locksmith now.

apply for the

scan

in

the paperw ork w hich arrived this afternoon so w e can use it tomo rrow .

D o y ou k n ow w he re

Pedro

is?

He go to the print er's to pick up the draw ings.

Name the punctuation.

1 .

2 ,

3 ;

4 ( )

5 /

6 -

7 ' '

Insert which or that, if necessary.

1 The letter I sent yest erday has come

back:

'not know n at this address'.

2 Have y o u seen the change order arrived yesterday?

3 I

need

a copy of the presentation you gave yesterday.

4 Where is the copy of the cont ract I asked for?

5 He w ants us to look at the draw ings are in the archives.

Documentation

59



8

Health and

safety

communicate health and

safety guidelines

give instructions for traffic contr

describe incidents

discuss

hurricane precautions

Health and safety guidelines

Speaking 1 Look at the final slide from a health and safety presentation.

With

a partner,

decide what topics are in the presentation.

health safety

Listening

2

Listen to the presentation. Number the illustrations in l in the order

the speaker mentions them.

3

Match 1-5 w i t h a-e. Then listen again to check.

What did the speaker say

about hazardous waste?

What is one of the most

common accidents?

What did he say about

rigging

loads?

What happened in sand last year?

What did he call protective clothing?

a) He said, 'Waste needs to be sorted

properly and dealt w i t h properly'

b) He called it PPE.

c) He

told

us not to rig

loads

unless

we're trained to do it.

d) He said it's falls.

e) He said that one person died by

being buried alive.

Vocabulary

4 Choose

the correct verb to complete the advice.

Follow / Take /

Name

the instructions.

2 Take / Give / Receive proper precautions.

3 Don t fall / Don t cut / Don t rig corners.

4 Take / Break / Remember your time.

5 Take / Use / Keep the equipment.

6 Keep / Handle / Wear your hard hat.

7 Use / Follow / Keep the recommendations.

6

8 Health and safety



Language

Reporting instructions and advice

There are different ways to report instructions and

advice. On e way is to say exactly the s am e thing.

He

said,

'Don' t cut corners

H e said, ' Keep yo ur eyes open . '

Another way is to use told. (Note that told needs an

object.)

He told us not to cut corne rs .

H e told us t o keep our eyes open .

Note that like

say

and

tell,

so me verbs need an object

and some do not.

H e recommended that w e ...

H e

warned us

n o t t o ..

H e instructed us t o ...

H e

suggested that

w e ...

5 Complete these conversations w i t h .say,

said, tell

or

told.

1 A: P ut the cone over there.

. B: W hat di d he ?

C: He , 'Put th e cone over there.'

B: Next to the othe r cone?

C: Yes, tha t's

right.

2 A: Put out the road w orks sign.

B: W hat di d he me to do?

C: He yo u to put out the road w orks sign.

B: Where do I get a road wo rks sign from?

C: I do n't know . Go and ask hi m . He us to ask hi m if w e had

any questions.

3 A: Pick up the deb ris and pu t it in the skip .

B: W hat di d she ?

C: She , 'Pick up the deb ris and pu t it in the skip .'

B:

Why?

C: I don 't know .

Just

do as yo u'r e .

4 A: Get Tony to

check

the rigging.

B: W hat di d he ?

C: He us to get Ton y to check the rigging.

B: Sorry. Wh at did yo u ?

C: I that he us to get Ton y to

check

the rigging.

B: OK, OK, no

need

to shout

Speaking 6 Wo rk in pairs.

Read

the

advice

and report it to you r partne r. Student A: Use the

information below. Student B: Tu r n to

page

69 and follow the instructions.

Student A:

You're

an apprentice painter.

Read

the

advice

from your supervisor

about u sing electrical equipm ent. Report it to your partner.

, N

Keep wet hands away from electrical equipment and light switches.

Don't disconnec t any thing by pulling on the cab le. Pull o u t the plug.

Unplug equipment when it isn't in use.

Don't cover switches with wallpaper paste.

He told us to keep wet hands away fr om ...

7 Write some

advice

for a

piece

of equipment that you are familiar w i t h. Then

share the advice w i t h others in the class.

Health and safety 8 61



Traffic control

Vocabulary 1 Look at the

illustration

from the UK Department for Transport road

safety

guidelines.

Label

it w i t h the w ords in the box.

barrier 'end of road works ' sign hazard 'keep right' sign kerb lane

'road narrows ahead' sign 'road works' sign single carriageway

Reproduced f r o m t he De pa r t m e n t o f T r a n s po r t w e b s it e : ht t p:/ / w w w . df t . g o v . uk

Listening

2

H

l

J U B

Listen to a site superv isor giving instructio ns about setting out the

site in 1. Wh at is the superviso r's

role?

3

Listen again. How long are D and T in the

illustration

in 1?

Vocabulary 4 Wo rk in pairs.

Discuss

the meaning of

these phrases.

oncoming traffic

2

face

the traffic

3 volu me of traffic

a t ape r

62 8 Health and safety

http://www.dft.gov.uk/




Reading 5 Look at this table. Calculate the speed limit of the road in 1. Is the supervisor

correct when he says he

needs

five metres between the

cones?

Safety at street works and road works

Size and siting distance: details of signs and cones and safety

zone dimensions

Minimum and

n o r m a l

maximum

sitting distance D)

of first sign in

advance of lead-in

Minimum

clear

visibility

to first

sign

Minimum Minimum

height

Type of road

size

or

signs

mm)

of

signs

mm)

Sideways

Safety

Details

of

lead-in cone tapers

Zone Recommended lengths

5)

Width of hazar d metres)

including

Safety Zone S)

Single carriageway

Length of taper T) in metres 13 26

39

52 65 78 91

r oa d , restricted to 20 to 45 60

600 450

0.5 m

Minimum No. of cones 4

4

6 7 9 10

12

30 mph or less

Minimum No. of lamps at night 3 3

5

6 8 9

11

Single carriageway

Length of taper T) in metres 20 40 iO 80 100 120 140

r oa d , restricted to speeds of

45 to 110 60 750 450 0.5 m Minimum No. of cones 4 6

8

10 13 15 17

31 to 40 mph inclusive

Minimum No. of lamps at night

3 5

7

9

12 14

16

A ll purpose dual carriageway

Length of taper T) in metres

25 50

75

100 125 150 175

r oa d , restricted to

110 to 275 60 750 450 0.5 m Minimum No. of cones 4 7 10 13 15 18 21

40 mph or less


3 6

9 12 14 17 20

Single carriageway

Length of taper I) in metres

25 50

75

100 125 150 175

r oa d ,

with speed limit

of 27 5

to 450

75 750 450

1.2 m Minimum

No. of

cones

4

7

10 13 15 18 21

50

mph or more


3

6 9

12 14 17 20

A ll purpose dual carriageway

Length of taper T) in metres

32 64

96 128

160 192 224

r oa d ,

with speed limit

of

72 5 to 1600 105

1200 750

1.2 m Minimum

No. of

cones

5 9

12

16 19 23 26

50 mph or more

Minimum

No. of

lamps

at

night 4 8 11 15 18 22 25

Speed limit mph) 30 or less 40 50 60 70

Minimum longways

c l e a r a n c e

L)metres

15 30 60

100

Reproduced

from

the Department of Transport website:

ht t p:/ / w w w . df t . g o v . uk

6 Use the

illustration

in 1 and the tables in 5 to complete this table.

D

T

S L

1 Hazard width 3 metres; Single

carriageway; 50 mph speed limit

275-450m 75m 1.2m 30m

2 Hazard width 2 metres; Dual


3 Hazard width 5 metres; Dual


Language

Giving instructions

In spoken English we can use

nee

to

give instructions.

We need more width /This needs to be wider

The spacing between the cones needs to be increased/bigger

This needs to be 12 metres long and 3 metres wide

The sideways/longways clearance needs to be at

least

We need a t least 12 metres clearance here

Speaking 7 Work in pairs.

Discuss

how to set out a site if the works are in the centre of the

road.

Draw a sketch.

8

What do you know about traffic control and site

safety

regulations in your country?

Health and safety 8 63





Incidents

Speaking

Listening

1

Many people get injured on con str uct ion

sites

every year. With a partner,

brainstorm some

common injuries.

2

Listen to six conv ersatio ns about acciden ts. Match

these

illustrations

w i t h the conv ersations .

whi te f inger

synd rome = a l so

kn own a s Hand

Arm V ib ra t i on

S ynd r ome (HAVS )

> l so

nd

3 Complete these

conversations

w i t h

the w ords in the box. Listen

again

to

check,

back ear finger foot hands knee wrist

1 A: A friend of mine had w hite

syndrome from using

vibrating

po w er too ls. He lost all feeling in his

B: Sounds painful.

2 A: I had an accid ent last year. I tr ip pe d over a

cable

an d fell. I put out my

arm to sto p myself and broke my .

B:

Ouch.

I bet that

hurt.

3 A: I saw an accide nt th is mo rni ng . One of the laboure rs dro pp ed a load of

bricks on his . He w as only w earing

sandals,

not safety

boots, w hich didn't help.

B:

What?

I'll

speak

to the

manager.

Everyone

needs

boots.

4 A: injuries are ve ry com mo n.

People lift

things w hich are

too

heavy.

B: Straight back, bend the knees.

That's

w hat I alw ays say.

5 A: One of the drive rs w as hit by a tru ck. He w asn't w earing his hi-vis vest

and the other driver didn't see him. The bumper hit his leg just below

his and fracture d it .

B: I bet he wears his vest from now o n.

6 A:

People

don 't use pro tect ion and then

damage

their

hearing. It's a gradual process, so they're not aw are of w hat's happening.

B:

Pardon?

What did you

say?

6

8 Health and safety



Vocabulary 4 Read the conversations in 3 again. Underline the PPE (Personal Protective

Equipment) items.

Speaking 5 Work in pairs. Discuss the precautions you need to take to prevent the injuries

in 3.

Language

Past simple and past continuous

We use the

past imple

to report what happened.

/ ripped over a cable.

1 broke my wrist

The driver

didnt see

him.

We use the

past continuous

to describe an action in

progress.

He was wearing sandals.

He wasnt wearing his vest

Past simple and past continuous

1

was talking

to the site manager when the fire

started.

He was waiting for the lumber delivery when the

accident happened.

6

Complete

these sentences

w i th the correct past

form

of the verbs in brackets.

We were thinking about going home when the cement .

(arrive)

2 We the column when the telephone rang, (pour)

3 I was having a cup of tea when

that

the winch was on fire.

(notice)

4 She the newspaper when the client came through the

gate.

(read)

5 He the scaffolding when it suddenly .

(climb; collapse)

7

Match conversations 1-7 w i t h a-g. Underline the examples of the past simple

and past continuous.

Where did you go yesterday?

a

) He was lifting a load when one of

2 Where were they the slings snapped.

wo r ki n g yesterday

9 D

) I went to the hospit al. I had to see

3 What did you do last week?

t h e

doctor.

4 How did he burn his hand?

c

) Just before our lunch break.

5 What was she doing on

site?

d

) They were w o r ki n g on the bridge

6 What happened? refurbishment on the other site.

7 When did the accident happen?

e

) She was visiting the apprentices.

f) I had a busy week. I worked on the

new site plans.

g) He was

wo r ki n g

w i t h the welders.

He forgot the metal was hot.

Speaking 8 Work in pairs. Take turns to ask about an injury and explain how it happened.

A: How did you break your arm?

B: I was walking along the road when I tripped over

some

debris.

A:

Debris? What debris?

B: The skip was overflowing. There was debris everywhere.

Health and safety

8

65



Focus on a project:

Hurricane preparations, Florida, USA

Speaking

Imagine

y ou w o r k on a construction site and

receive

a w arning of bad w eather:

high winds and

possible

flooding. Work in pairs and

list

the preparations you

need

to

make.

Reading

2

Hurricanes are com mon in Florida, USA. The Florida

Home

Builders

Association

gives

hurricane preparation tips to construction

sites. Read

this extract

from

their guidelines

and add to or

change

y our

list

in

1.

Hurricane preparation tips for construction sites

Loc al eme rgen cy ope rations off icials and the National W ea ther S ervice wil l

provide hurricane landfall probabilities. Approximately 60 to 48 hours before the hurricane is

exp ec ted to make landfall, cons ide r canc ellin g the delivery of buildin g materials to all jo b sites

except any materials needed to secure the building site from storm damage.

While contractors generally don't want to stop or delay construction activities, the 48- to

24-hour window before landfall is the suggested time to stop all construction activity. It's

important to note that most local building departments generally stop field inspections, except

for those related to pouring columns, tie beams, wet decks, floors and similar structural items,

during this time as well.

C on trac tors are enc ou rag ed to activate their hurric ane job site plan durin g this wi nd ow of time.

Notify subcontractors to help secure the building site. Helpful hints for site protection include:

• S ec ure all jo b site s, givin g priority attention to

those loca ted in the most populated a re as . . . ; -^^

• C lea n up all co ns tructio n deb ris.

• Tie or ban d toge ther all loos e ply wo od and lumber.

S ec ure other loose building supplies.

• R emo ve permit bo ard and all job site sig nag e.

• L oc ate and turn off electricity, wa ter and gas .

A l s o , s ec ure all portable toilets. P ortable toilets can also

be anchored adjacent to L-shaped walls of the home

under construction and they can be weighted down

with concrete blocks or sand.

After the site is secure, advise subcontractors to leave

and not return until the hurricane threat has passed.

Make sure to have contact numbers for all subcontractors

sto red in a se cu re and dry plac e and that they kno w wh o

will contact them after the hurricane passes.

Speaking

3

W ork in sm all gro ups . One of yo u is a site manager and the others are

subcontractors on a construction site

near

y ou.

Site manager:

Yo u

have

just received a hurricane

wa r n i n g . Make notes

on the

preparations you

need

to

make.

Then brief

your subcontractors. Start

like this:

77iere are a lot of preparations we need to

make.

First , w e need to ...

Subcontractors:

Yo u

have

just received a hurricane wa r n i n g . The site manager

w i l l

brief

you on hurricane preparations.

Make

notes on the

questions

y o u need

t o

ask.

Then

ask him/her the questions.

When do you want us to .. .? Wh at about the .. .?

4

W ork w i t h

people from

other groups.

Compare

your hurricane preparations.

He said, W e need to remove al l signage.

She told us to check the batteries in our

mobile phones.

66

8 Health and

safety



Review

in

column 3.

dual

a)

zone

2 length of\

b)

taper

f 0

3 safety \

c)

traffic J

iii)

4 traffic

^ - d )

carriageway-'

iv)

5 oncoming

e)

number

6

speed

0

limit

v )

7 minimum

g)

cone vi)

vii)

Vocabulary Match the expressions in columns 1 and 2. Then match them to their definitions

tw o lanes

h ow fast you are allowed to drive

the smallest amount

h ow

long the slant is on the row

of

traffic

cones

the

cars

coming towards you

an area free of traffic where

people can w o r k

a

piece

of equipment used to

c ont rol

moving cars

Language 2

Read the supervisor's instructions . Then complete the labourer's summary

w i t h told or said. Correct the four errors in the labourer's summary.

Supervisor's instructions:

Listen carefully. Here's what I want you to do. First, fix the signs properly. Use

sandbags

to prevent them falling over.

Second,

make sure the

signs

are at least

150 metres away from the ditch. We need to give drivers enough warning. Third,

keep checking the signs to make sure they haven't been knocked over by traffic.

Labourer's summary:

He (1) us lots of things. First of all , he (2) that he

wants us to use cement to stop the signs falling over. Second, he (3)

we need to put the signs at least 15 metres away from the kerb. And third, he

(4 )

us to

keep

checking the signs to make sure they're not

dirty.

Complete these sentences

w i t h

your own ideas. Sometimes more than one

w o r d

is possible.

I was walking along the road and I tripped over a . I broke my

He was rigging the.

. when one of the .

. snapped.

Luckily no one was hurt.

She was to the supervisor when the crashed

into the barrier.

He was putting out the

signs

when a car .

The hurricane started at about 6 p.m. The first thing that flew into the air

was the .

List the bad weather preparations for a construction site near you. Use the

w o r d s in the box to help you.

advise call cancel deliveries lumber portable toilet

secure signage subcontractors tie turn off

Writing 5

Look at these illustrations and w r i t e the story about what happened to the

c o n s t r u c t i o n worker.

7 k

Health and safety

8

6



Partner files

Student B

3 Equipment

Fau lts Spea king exerc ise 8 page 23

Student B: Use all the w ord s in the box.

Make

up yo ur ow n explanation as to w hat

happened to the pipe.

broken leaking pipe road tyre marks unprotected

Focus on a project

4 Materials

S peaking exerc ise 4 page 34

Student B: Look at this illustration of a crash

barrier. Your partner has a different picture.

Explain the const ruc tion (inc ludin g layout and

materials) to your partner, and then draw a

sketch of your partner's construction. Discuss

w h i c h construction is better for a

race

track

like the BIC.

Guardrail

Spacer

6 Projects

Pro ject meetings S pea king exerc ise 9 page 47

Student B: You are the project manager.

You

gave

your team member a to-do

list. Phone

him/her to

check

that the

tasks have

been completed. Note dow n

th e

responses.

Start like this:

Have you written a letter to the clients

yet to explain the delays in the project?

To

dO:

w r i t e letter to client (explaining

the delays)

organise delivery of new w indow fram es

t o site

print

out project documentation

Order new soft w are

look, a t th e new

VJBS

update Gantt chart

Fo cu s on a projec t Spea king exerc ise 5 page 50

Student B: Prepare a short talk about the companies involved in the Wroclaw-

Katow ice moto rw ay project. Explain w hat companies are involved and w hat their

responsibilities are. Be prepared to answer your partner's questions.

Alternatively,

talk about the

companies

in a project you know about.

Partner files



7 Documentation

Amendments S peaking exerc ise

6

page

55

Student

B:

Dictate this list

to

yo ur p artner.

Scale 1:50

2 Job

No: ZH/362-06

3 Section IV,

Part

B - Schedule of

drawings

4 Version:

1.0

Date: 04/27/09

Page

1

of 5

5

Pencil:

Recommended

H/2H

or use HB

8 Health and safety

Health

and

safety guidelines S peaking exerc ise

6

page

61

Student B:

You're

a labourer. Read the

advice

from your supervisor

about w o r k i n g

w i t h

or

near heavy

earth-moving equipment. Report it to

your partner.

Don't give hand signals unless you're trained.

Make sure the driver can see you. Don't stand

behind the vehicle.

Keep away from cables and moving parts.

Don't touch any controls

or

switches .

He told us not to give

hand

signals unless ...

Student

A

4 Materials

Focus

on a

project S peaking exerc ise

4

page

34

Student A: Look at this i llustration of a

crash

barrier.

Your

partner has a different picture.

Explain the cons truction (includ ing layout

and materials) to your partner, and t h en d r a w

a sketch of your partner's con struc tion. Discuss

w h i c h co ns t r u ct io n

is

better for

a

race

track

like

the BIC.

6

Projects

Focus

on a

project S peaking exerc ise

5

page

50

Student

A:

Prepare

a

s h o r t talk about

the scope of

the Wroclaw -Katow ice

m o t o r w a y projec t . Explain exactly w hat

w o r k needs to be

done

and

in w hat order.

Be prepared

to

answ er you r partner's question s.

Alternatively,

talk about

the scope of a

construction project you know about.

Partner files 69



Audio script

Unit 1 Teamwork

[ M

M:

S:

= Martin S =

Sandra

A = Ahmed]

So ... how can I help

you?

M

M

S:

M:

A:

M

Well,

we'd like

some

background information

about the project...

OK, I can ask my assistant to send you

some

details. We sent out a

press release

a couple of

weeks ago.

Yes, we

have

a copy of that, thank you. We're

interested in finding out more information

about the people working here. How many

w o r k e r s

do you

have

on

site?

What do they

do? Where are they from? Are they all local

people?

Oh, that

depends

on what's happening. As you

can imagine, this is quite a complex business,

so we

have

different subcontractors and

suppliers coming in and out all the time.

OK.

But,

to answer your question, I'd say we

usually

have

about 100 people on site. And

they're mostly from this area.

And you're in

charge

of the

site?

Well,

yes, my company - actually, my father's

company - is the general contractor for the

project.

We co-ordinate all the subcontractors

and make sure things stay on

schedule

and

stay

w ith in

budget. I report to the project

manager,

Sabina

Tom.

see. And your father is

Kasper Karp?

Yes, that's

right.

Sometimes, on bigger

projects, we w o r k in a consortium w i t h other

contractors and companies.

Could you

tell

us something

about...?

Excuse

me, I've just

seen

Mr Lang. He's

wa lki n g

through the gate. He represents the

client, and I

have

a meeting w i t h him and Anna

Black in a few minutes' time ...

Anna Black?

Anna works for the cement supplier, DKI

Cement.

They're supplying all the cement

fo r

the project. Just a moment,

please.

My

assistant, Robert

Lane,

w i l l answer any further

questions you have.

S and A: Thank you.

A:

M

S:

M

S:

M:

My role is to make sure that all the project

managers

have

the support they need for

materials and equipment. We

have

a fleet of

vehicles which the project

managers

and site

managers

use, and I

also

liaise

w i t h

many

different

suppliers.

There are only five people in my department,

t w o

lawyers and three assistants. We handle

al l

the contracts and claims.

My department works

w i t h

all the other

departments. The project

managers w o r k

for

me, but the people in the project

teams come

from

the other departments.

These

teams

change

as the project goes through different

phases.

Our main role is to w o rk w i t h the clients and

o u r

management to plan the projects and work

out

costs.

We

also

help to look for new clients.

Our main task is to look after all the income

and outgoings in the company. So we send out

the bills to our clients and pay the suppliers.

We are the technical department. We do the

maths and make sure that things

w o r k

the way

they should. We

w o r k

a lot

w i t h

Operations

and

also Business

Development.

We help to

recruit

new staff and deal wi t h

training

and development. We are

also

responsible for paying

expenses

and paying

wages

and salaries.

A: So, let me go over

some

general points.

B: OK.

A: So, we start

w o rk

every morning between

seven

and nine. You must be in by nine,

OK?

B: Yes, that's fine.

A: Now then ... Your office is being

renovated, so for the

first

couple of weeks

you'll

be in the site managers' office. They

have

a spare desk. You'll be able to move

in to your office w i t h the other engineers

at the beginning of

April .

It's open-plan

and very nice. There are new

desks,

new

computers,... even new plants.

B:

Great.

Any idea what CAD software we

use?

Audio script



A: No, sorry. You'll

have

to ask

Jozef.

He's

responsible for IT. He'll give you your

password, make sure you

have

all the

right software, that sort of thing.

B: OK. It's very different to university.

A: Yes, I'm sure it is. OK. I

think

that's about

it .

Any other questions?

B: Yes, could you tell me about parking? Do I

need a pass or anything?

A: Yes, yes, you do.

Speak

to

Roza.

She'll fix

that

for you.

B: OK, thank you.

2 A: Let's see. I normally

w o rk

around 40

hours a week.

B: What time do you start work?

A: Every day is different. It depends on

what's happening on the site. There's

quite

a lot of overtime, especially in the

summer.

B: How did you get

into

this job?

A: I started as a clerk in an office. I

didn't

like

that.

I wanted an outdoor job. So when I

was twenty, I got a job as a labourer on

co ns t r u ct io n

sites. After a year I got onto

an apprenticeship programme. That took

three

years. I was sponsored by a local

contractor.

I spent twenty years

wo r ki n g

on

large projects like hospitals,

schools

and factories. It's a hard physical job. I

also have to bend a lot and

lift

things.

And I spend a lot of time on my knees.

usually wear kneepads to protect my

knees. A lot of the

w o rk

is outside, so bad

weather sometimes stops us

w o r kin g .

B: Where do you

w o rk

now?

A: I'm self-employed now. I have two

assistants and we do small jobs like

d r ivew a ys , pavements, that

kind

of

thing.

3

A: I really do three things in my job. I

measure dimensions of buildings. I

w o r k

ou t

where boundaries are, in other words

where one property

ends

and another

begins. And I look at the land and record

details of topographic features like hills

and slopes. I

have

an office, but I spend

most of my time outdoors.

B: Do you use any special equipment?

A: I use GPS, which tells me my exact

location.

And of course I use a

total

station.

I often use GIS applications,

w h i c h

help me

analyse

my data.

B: Sorry, what's

GIS?

A: GIS stands for Geographic Information

Systems.

A: How did you get into this job?

was good at maths at school, especially

algebra and

trigon om e try .

I

liked

computers and software. And I wanted

a job outdoors. I had a summer job on a

co ns t r u ct io n site when I was a teenager,

and I looked at all the different jobs. This

one looked good.

Unit 2 Design

Right, so let's look at the floor plan. As you can

see, the

house

is 28 foot long and 20 foot wide.

This

gives

a

total

area of 560 square feet. The

main room, w i th the kitchen, is 16 by 20 foot. The

bedroom is 12 by 14 foot. And the bathroom is 6 by

14 foot. Note that all

these

dimensions are

w i t h i n

a

tolerance of plus or minus one inch. The rooms are

standard height, 8 feet. The doors are all the

same

-

2 foot 8, or 32 inches wide, and 6 foot 8 high,

no t

including the frames.

Please

note that

these

drawings are not to

scale,

so the dimensions are

fo r

guidance only.

First

we look at various documents, such as

preliminary

specifications, drawings,

utility

requirements

and so on - anything which can

give us relevant information. We then calculate

our initial estimate. As the design moves on into

specific details - for example, floor plans, fittings,

- we get more accurate. This means we include

cost of labour, materials and plant, subcontractor

quotes, and overheads - that's things like

legal

fees,

building permits, on site temporary

c o n s t r u c t i o n , transport and so on. We even allow

fo r stoppages due to weather. For example, if

it snows, we can't

w o r k

on roofs. And then we

add the

profit

we expect. Finally, we produce an

estimate that can be sent to you, the client. This is

the bid price.

[ A =

Fareed Ali B = Giovanni

Martini]

A: Fareed Ali.

B:

Martini

Pools, Giovanni

Martini

speaking. You

sent us an email?

A: Ah, yes, Mr

M art i ni .

I'd like to

build

a

s w i m m i n g

pool, an outdoor pool, in my garden

here in Cairo. How much

w i l l

it

cost?

B: Can I just ask you a couple of questions? First

of

all, what

size

of swimming pool would you

like?

About 20 by 10.

Is that metres?

Yes.

So ... a rectangle? No curves?

Audio script

71



A: Yes, exactly.

B: And what about depth?

A: Say, two metres at the

deep

end and then a

slope to the shallow end,

w i t h

three

steps

at

the shallow end.

B: No problem.

Have

you thought about the type

of

swimming pool? Gunite, which is very long

lasting,

is more expensive than, say, fibreglass

or vin yl .

Or maybe you want an above-ground

pool?

A: What's gunite?

B: A type of concrete.

A: OK, yes, that

sounds

great.

B: OK, you'll

also

need to

think

about tiles and

coping. Coping is what we

have

on the

edge

of

the pool. There are a lot of options: stone,

poure d concrete, precast concrete, tiles, ...

A: Of course.

B: Well, the price

w i l l

depend on which you

choose.

And then there are things like

p lu mbi n g

and electrical equipment to

install.

A: Can you explain?

B: Well, you'll need to

think

about pumps and

filtration systems

and so on.

A:

I

see.

B: Can you

tell

me something about the location?

Excavation

costs

depend on the type of

ground.

A: We're on the

edge

of the city. There is desert

behind us. So it's mostly stone and sand

wi t h

one or two trees to remove.

B: OK. Is it flat?

A: No, we're on a

hill.

B: OK.

A: One last question. How long

w i l l

it

take?

B: Around two to three months,

once

we

have

a

building

permit. Again it

depends

on exactly

w h a t you want.

A: Yes, I understand.

B: OK,

w e l l ,

I

have

an idea of what you'd like now,

but

need to see the site and

discuss

a few

more details w i t h you. Can I visit

some

time?

A:

Can't

you just send me an estimate?

B: Well, not really. To do this I need to

have

more

i nformat i on.

I can only give you a very rough

estimate. Very rough.

A: That's OK. So ... how

much?

B: Can

call you back in ten minutes? I need to

do

some

calculations.

A: Yes, that's fine. Thank you.

Goodbye.

B: Bye.

0 8

[A

=

Magda

B = Habib]

A: We need to make

some

modifications to the

original

plans.

B: What? Why?

A: The new client. He wants us to make

some

changes.

B: OK. So

tell

me ... what

changes?

A: Well, first he wants to

build

a floor-to-ceiling

aquarium here, on the

right.

That

means

strengthening the floor.

B: OK. How about if I do

some

calculations and

get back to you on that?

A: Yes, I'm OK

w i t h

that. Thank you.

Now, the lighting ...

B: What about the lighting?

A: He wants more natural lighting. Do you

have

any thoughts?

B: I know, why don't we remove

these

dividing

walls?

A: Yes, good idea. He

also

wants more

space,

a

more open-plan design, so that fits in nicely.

What do you think?

B: Well, they are only

partition

walls. But

we'll

need to run the workstation cabling through

the floor.

Maybe

we need to raise the floor?

A: Yes, that's a good point. I'll

speak

to him again

about this. Next thing ... He wants better

insulation.

He thinks it's too noisy. Can you

speak

to Ahmed about that?

B:

Sure.

A: OK, now the joinery.

B: What about the joinery?

A: Well, the doors and windows stay the

same,

but

he wants us to use FSC timber. It's more

environmentally

friendly.

B: OK. How about if I

speak

to the joiners and see

w h a t

they recommend?

A: OK. And we need to

change

the paint.

B: What about the paint?

A: He wants us to use natural paints. No VOCs.

B: Yes, that

makes sense.

But isn't that more

expensive?

A: Yes, he knows. He's OK w i t h that.

B: OK. I'll organise that.

A: And finally the air conditioning. He wants us

to think

about different systems,

systems

that

are more energy-efficient if possible.

B: OK. I'll

speak

to the HVAC people.

A: There's no need. I'm

seeing

them later today.

I'll

speak

to them.

B: Thank you.

72

Audio script



Unit 3 Equipment

<5»9

This m achine is for driv ing piles into the soil.

2 This machine has a bucket w hic h is used to

scoop soil out of the ground.

3 This mach ine can

lift heavy loads

high in the

air.

4 You use this machine to move large amou nts of

earth.

5 This machine makes electricity from petrol .

6 This mach ine is used for transporting

concrete to high parts of a construction site.

7 This mach ine is

used

to transport people to

high parts of a construction site.

3 H

A: Hi, Kar l. You asked about the backhoe.

A couple of thing s. One of the mirr ors is

cracked.

B: I tho ugh t it got fixed. Can yo u put it on the

checklist?

A: Yes, I've already done that . An d one of the

belts was loose. I tight ened it.

B: OK.

Let's keep

an eye on that. Anything

else?

A: W ell, the

first

aid kit is mis sing .. . and th e fire

extinguisher, too.

B: What, again?

That's

the

third

time this month

I'll speak to the security people.

A: And there's a pro blem w i t h the hydraulics.

Can you come an d have a look?

B: Oh? W hat's up?

A: Look at th is.

B: Yes, that's too mu ch oil. Did yo u check the

reservoir?

A: Yes, it's nearly emp ty.

B: OK.

Let's have

a look . . . Got a torch

handy?

A: Yes, jus t a second . . . Here you are.

B: Ah , I see the pro blem .

A: W hat is it?

B: The hose is

damaged

here. Just behind the

tank. Can you see?

A: Yes, I missed that , so rry .

Shall

I call

Moham m e d,

then?

B: No,

Mohammed's

off sick today. But Farid

should be around somewhere.

A: OK. I'll give hi m a ca ll.

B: Tell Farid it's urg ent. We

need

the backhoe t o

dig those

trenches.

A: Yes, OK. I'm on it now .

11

[A = Superv isor B = John C = Sandra]

A: OK, liste n up . We need to sort out the office

trailer. It's a bit of a mess. Here's w hat I w an t

you to do. First of all, the roof is leaking. John,

can you look at that?

B:

Sure,

no pr ob lem . I'll fix it this aft erno on, OK?

A: Yes, that's fine, tha nks . Secondly, one of the

steps

is broken. It

needs

w e l d in g .

Sandra?

C: OK. I'll do tha t

right

aw ay. It sh ou ld take me an

hour,

tops.

A: Good. Can you look at the jack as w e l l , please?

It looks like it needs some grease. It's a tw o-

minute job .

C:

Sure.

A: Next, the electrics . Some of the w i ri ng is

damaged,

so there are no lights. And I don't

t h i nk

th e air cond itio ning is w orkin g either. I'll

ask the

HVAC

people to

have

a look at those.

Leave that w i t h m e. And finally, the door. The

lock is broken and needs replacing. And one of

the

hinges needs

replacing, too. John, can you

do

those

after the roof?

B: Just to clarify - is it just the lock that needs

replacing or the handle and key plate as well?

A: Just the lock.

There's

a broken key in it. It's a

mortise lock.

B: OK, no pro ble m.

A: Great. Thanks, ever yone . Any mo re

questions ...?

*» 12

I can't get th e genny to sta rt. The engine is

turning

over, so the battery must be all

right.

2

There's

a problem

w i t h

th e JCB. The

te m pe rature

gauge

is show ing red.

3 Listen to the bulldozer. The engine is misfiring.

A ny ideas w hat it cou ld be?

4 Have y o u

seen

the mechanic? The gauge is

sho w ing low pressu re, bu t the oil reservo ir is

full.

5 Can yo u look at the crane, please? It's

completely dead. There are no lights, nothing.

Audio script

73



Unit

4 Materials

>13

There are basically two types of driveway. You

can

have

a

firm

surface, like stones or concrete

or

asphalt, and you can

have

a loose surface of

aggregate, like gravel or crushed stone. Each type

needs layers of different materials underneath the

surface layer, and the materials you use for

these

layers

have

different properties. So, for example,

if you want paving stones, you need a bedding

layer underneath, which is normally coarse sand

or grit.

If the sand is too fine, the bedding layer

w i l l be too soft. Under that you may have a base

layer, and underneath that you may have another

layer, called a sub-base. This sub-base needs to

be strong enough to take the weight of vehicles,

like family cars. If this sub-base is too weak, the

driveway w i l l subside, or sink.

These

two layers

w i l l

be aggregates of different

sizes.

The larger

aggregates are at the bottom. The sub-base sits

on

the sub-grade, in other words on the existing

ground. On the outside you

have

edgings. The

edgings are often stone or concrete.

Some

edgings,

like in children's playgrounds, can be elastic. On

driveways, the edgings need to be strong enough

to

hold the paving together. And they need to be

tough. Brittle

edgings

are no good - they break or

chip easily. Edgings also need to look attractive. So

it's important to think about things like colour and

f inish,

otherwise the finished driveway may look

unattractive. You also need to take texture into

account. Will the texture be rough or

smooth?

And then you could also ...

<8H

When you put down asphalt, you

have

to think

about its properties. The

first

is the pen value, or

penetration value, which tells you how hard or

soft the asphalt is. The pen value depends on the

climate and the local temperatures. If the asphalt

is too hard, it w i l l crack. If it's too soft, it will

d is to r t , or change shape. The

second

property

is cutback, which has to do

w i t h

how fast the

asphalt cures, in other words, how quickly it

reaches maximum strength and hardness. Again,

this w i l l

change depending on local conditions.

Another property is porosity, or how much

water

the asphalt lets through. And then there's

noise reduction and reflection. Both of

these

are

i mp ort ant

on motorways, but not so important

on

driveways. Motorways need to be as quiet as

possible, particularly in built-up areas. And they

mustn't produce glare which can affect a driver's

eyes. The dark surface of the asphalt absorbs light

and

reduces

reflection. W i t h an asphalt surface

you don't have a bedding layer, but you do have a

binding layer, which holds everything together.

>

15

1

[A

= Site Manager, of Harrogate Solutions

B = Abdulla, of Kawasoki Construction]

A: Harrogate Solutions. How can I help

you?

B: Hi. My name is Abdulla. I'm calling about an

order. There are a few problems

w i t h

it.

A: Do you

have

the order number?

B: Yes, yes of course. It's

J2356-G.

A: Just one moment, please. Can I just confirm

your company name, please?

B: Yes, it's Kawasoki Construction.

A: Thank you. Yes, three

packages

of electrical

supplies. It seems that the

packages

were

dispatched at nine this morning. Just one

moment. I'll call up the delivery note. Yes, it

was signed for by a Mr Malik Zahid.

At

10:05.

B: Malik

Zahid?

We don't

have

anyone of that

name on our site. What was the delivery

address?

A: 34 Bridge Street.

B: Ah, that's the problem. That's not our site.

That's a couple of blocks down. It's the same

street but we're at number 12.

A: Oh, I'm sorry about that. I'll sort out a new

delivery straight away. It should be

wi t h

you tomorrow.

B: Wait... there's no need. I'll send someone

d o w n to see Mr Zahid. It'll be quicker. I'll call

again if I

have

any problems .. .

2

[A = Lopez B = Christina Dudek]

A:

Hello?

B:

Just

one moment,

please.

Sorry about that.

OK, go ahead.

A: Ah, good. Thank you. My name's Lopez. Who

am I speaking to,

please?

B: Christina Dudek. How can I help you?

A: I'm calling about a problem

w i t h

an order. We

ordered some sand.

B: Hasn't it arrived?

A: Yes, yes, it's here. That's not the problem.

B: Is it the wrong sand?

A: No, it's the right sand. But it's the wrong

quantity.

B: What do you

mean?

A: Well, we ordered three 10 kg bags. And we

received three truckloads.

B: So are you saying that we sent you three

truckloads?

A: Yes, that's right. No, w a i t . . . now we

have

six

truckloads Three more

have

just arrived ...

B: Where is the sand now?

A: In our car park. Our security guard didn't

check

the delivery - he just signed for it .

B: Oh, no.

4

Audio script



A: Oh, yes. They unloaded six trucks before we

could

stop them.

B: Did you say unloaded? Oh, no ...

3

[A = Site

Manager

B = Alano Baldamero of

Sevant

Contractors]

A: Hello.

B:

Good

mo r n i n g . This is Alano Baldamero from

Sevant

Contractors.

A: Could you repeat that,

please?

I didn't

catch that.

B: This is Alano Baldamero from

Sevant

Contractors.

A: Ah, yes. Are you calling about the

beams?

B: Yes, exactly. Where are they? We're waiting

fo r

them.

A: Yes, w el l , the

driver

just called. He's stuck.

B: Sorry? What do you mean?

A: He's stuck in the mud. And he can't move, he

says.

B: OK. Where is he? I'll send someone to pull

him

out.

A: He's just off the B391, about 100 metres down

the track to your site. He said he pulled over

to

let a wide load go past and then he got

stuck.

B: Yes, I think I know the spot. We had another

delivery

stuck there this morning. Can you tell

him

w e ' l l be there in about half an hour?

A: Yes, thank you. And one more

thing

...

B: Yes?

A: Any chance you could do something about the

track? We'll be sending you more materials

tomorrow.

B: Well, it's the rain, but I take your

point.

I'll see

w h a t I can do.

A: Thanks.

Unit 5 Processes

16

Setting out is basically the process of putting what

was on the plan on to the ground. We use various

tools and techniques to do

this,

ranging from simple

pegs

and ranging poles to sophisticated electronic

equipment, depending on the job. It's all about

maths. The simplest

thing

to set out is a straight

line.

As an example, let's imagine we are setting out

a straight line for a new road. Let me explain the

process step by step. First, we make sure we have

the

plans and drawings we need. Next we get the

equipment. The simplest way to set out a straight

line

is to use three ranging poles and three plumb

lines. You also need two people, an observer and

an assistant. Let's say

that

the straight line is to

go from Point A to Point B. The observer and his

assistant place the ranging poles at points A and B.

It's important

to use the plumb lines to make sure

that

the rods are

vertical.

Next the observer stands

at Point A. The assistant places a third pole at Point

C, closer to A than to B, and moves it until the

observer is satisfied

that

it is in the correct place.

Finally,

the line is marked w i th a series of pegs, say

te n

metres apart. For longer distances more rods

can be used.

<fr 17

[A

=

Susanne

Kohl B = Peter]

A: HR.

Susanne

Kohl speaking.

B: Hi,

Susanne.

It's Peter. How's it

going?

A: Fine, thanks. Busy as ever.

B: You left me a

message

to call you . ..

A: Ah, yes.

Have

you heard the news about

Sally?

B: What news?

A:

She's

pregnant.

B: So?

A: So

you'll

need a new structural engineer for

y o u r

team.

B: Ah, yes, of course. When is she planning to

leave?

A: She said mid-July.

B: OK. Is she coming back after she has the

baby?

A: She'll decide later on. But she may take a

couple of years off.

B: We'd better think about finding a replacement

t h en . We can't cover for that long.

A: Yes. And even if she

does

come back, we need

extra people in the team, anyway. There's a lot

to

do.

B: OK, so what's the procedure?

A: Well, first of all you need to identify the key

skills

you want her replacement to have. And

then

we need to prepare, or probably just

update, the job description.

B: OK, that's easy enough.

A: Then we need to advertise,

first internally,

the n

externally.

B: OK.

A: Then it's a matter of looking at people's CVs,

producing

a

shortlist

and carrying out the

interview s.

B: That's it?

A:

Well,

w e ' l l

also

need to check references

before we make our

final

decision. And then

we inform the successful applicant and

organise the

induction.

B: OK. Look. Why don't we meet next Monday to

talk

about the key skills you mentioned?

A:

Just

a second. Let me check my

diary.

Yes, OK,

that

sounds good. Three

o'clock?

B: Perfect. See you then.

Audio script

75



<8H8

This is w hat we

used

to do. Every day we got

hundred s of invoices from different supp liers.

These w ent straight to the accounts department.

Let's

imagine that the invoice was for some

materials, say, a load of sand. The

first

thing they

did was match the invoice w i t h the

purchase

order (to

check

that we had ordered the sand)

and the delivery note (to check that the sand had

been

received). If the documen ts did not mat ch,

the invoice was sent

back

to the supplier. If they

did match, the

accounts

department sent the

invoice, together w i t h th e purchase order and the

delivery

note, to the project manager for approval.

Once the invoice was approved, the

accounts

depa rtme nt entered the details into the

books

and

filed

the invoices in the

accounts

payable file. The

payment was then dealt w i t h , normally by bank

transfer,

w i t h i n

30

days

of receipt of the invoice.

The invoices then w ent into the paid invoices file.

These

files w ere kept for ten years .

3H9

That's

the w ay w e

used

to do it .

Nowadays

the

system is all on computer. When the invoice

comes

in , it goes to the

accounts

department, as before.

They type the

process

order number into the

system and scan in the invoice. They also type in

the date of the payment, the invoice number and

the amount to be paid. The system then

checks

w heth er or not the invoice is for the right amount

and if it has been approved. If everything is OK,

the authorisation is given for payment to be made.

It's m uc h

easier,

much faster and there are fewer

mistakes.

Unit 6 Projects

20

Welcome

to this kick-off meeting. I just w ant t o

clarify some points about how I see this pro ject

running. First of all, I w ant to

stress

the importance

of t he project plan, w hic h is this docu ment , and

w h i c h covers al l aspects of the project. Among

other things, it outlines the scope, in other w ords

the w ork that

needs

to be done in order for the

project to be completed

successfully.

All of us

need

to be very familiar w i t h this document. In fact,

by the end of next w eek, I expect us all to know

this docume nt better than our ow n partners . The

second

document is the WBS, or Work Breakdown

Structure. This splits the w ork into smaller elements

w h i c h are

easier

to manage in terms of resources,

costs,

and so on.

Each

of you will be responsible for

y our ow n

elements

in the WBS, but it's imp orta nt

that you see the big picture, too.

21

As I see it, I'm really concerned w i t h three

issues:

cost,

in other w ords keeping to budget;

time,

or

keeping to the schedule and meeting our deadlines;

an d scope, w hi ch is, as I explained earlier, the w ork

that

needs

to be done. A

change

in one of

these

issues

affects

the other tw o. Don't get me w rong ,

know changes will happen: change is part of any

project. My main job is to continually monitor

w hat's happe ning, so that I know w here we are in

term s of the pro ject plan and so that I can fix any

problems.

&22

We

need

to get the roof finished before the

rainy

season

starts.

2

We need to get the roof finished before the

rainy season starts.

3 We

need


rainy

season

starts.

4

We

need


rainy

season

starts.

5 We need to get the roof finished before the

rainy season

starts.

» 2 3

Thank you all for coming at such short notice.

Wh at I w ant to talk about is communication. Things

are not going

w e l l .

I know t hat w e're all ver y busy,

and that w e're all members of other project teams.

also understand that we all

come

from different

companies an d

have

different ways of w ork i ng. But

w e

need

to improve our comm unication, otherw ise

w e are never going t o meet all our deadlines and

finish

this project on time.

I've

discussed

the communication problem w ith

the dir ec to rs , and w e feel there are a num ber of

things we can do to

solve

the problem. First of all,

w e

need

to

have

more meetings -

face-to-face

or

at least online.

Secondly,

we all use the intranet

already, so w e

have

decided to set up a new portal,

w h i c h

will

include project updates, documentation,

Gantt charts - that is to say project schedules

- and tools and templates. There will also be

information about team members, specialists,

previous experience and so on. We basically need

to

get to know

each

other better. And finally the

HR depa rtmen t has contacted a company w ho will

organise team-b uilding activities for us, w hich I will

tell

you about later. Again, this w i l l help us w ork

better as a team.

76

Audio script



3»24

[A = Client B = Consultant]

A: What about types of

contracts?

B: There are many different types of contracts.

A: What do you

mean?

B: Well, let's take the simplest contract - a lump

sum contract. In this contract the client

agrees to pay a fixed amount of money for the

finished product.

A: I see. So the client knows exactly how much

the project w i l l

cost?

B: Yes, exactly. But if there are any problems,

the contractor has to pay the extra

costs.

The

contractor is taking the risk.

A: I see. So it's good for the client?

B: Not always. A contractor might use cheap

materials to lower the

costs.

A: Ah, OK. What other types are

there?

B: Another type is a

cost

plus contract. This

means that the client pays all the costs of

the project, plus extra payment so that the

contractor makes a

profit.

A: I see. And how is the extra payment

calculated?

B: There are different ways. For example, in a

cost

plus fixed fee contract the client

covers

al l the costs, including any cost overruns, but

the contractor only

gets

a fixed fee, so there is

an incentive to finish the job quickly.

A: OK.

B: You could also have a cost plus fixed fee plus a

bonus

for work that is finished ahead of time.

Or a bonus for any savings that the contractor

makes.

And so on.

A: Yes, yes, of course.

B: And then there are turnkey projects.

A: Turnkey?

B: Turnkey means that one person, or company,

is responsible for all the work. Normally a

client

has to work

w i t h

a

designer such

as an

architect and a contractor, who is responsible

fo r the building. In a turnkey solution, the

client only has to speak to one person who

is responsible for the whole project and at

the end gives the key to the client. Nice and

simple...

Unit 7 Documentation

25

[A = Manager B = New

employee

C = Jeff, a document controller]

A: This room is, in a way, the heart of the

company. Everything

comes

into or

goes

out

from here.

B: What do you

mean?

A: Well, our company deals

w i t h

hundreds

of

documents relating to all the different

projects, you know, documents such as

correspondence, job site memos, change

orders, reports, drawings, RFI

logs,

procedures

and so on. So document control is very

im p o r ta n t . All documents come through

this room. These

people

- the document

controllers - are responsible for looking after

the documents so that they are in the

right

place

at the

right

time or can be accessed

whenever they are

needed.

Any delays

cost

money.

B: I see. Erm ... you said RFI logs?

A: Oh, yes. RFI

stands

for 'request for

in f o r m a tio n ' . It's a document that asks for

in f o r m a tio n about

specific

details in a project.

And an RFI log is a list of the RFIs.

B: Ah, yes, of course. But ... isn't it all

done

on

computer?

A: Well, yes and no. Yes, we do use computers,

of course. But no, because we

still

get a lot

of

documentation which isn't in electronic

format, so that has to be processed manually.

Of course we

scan

a lot of documentation, but

that

takes time - logging it in, giving it a serial

number, tracking it so that we know where it

is , making sure it

gets

booked out to the

right

person, making copies or backups, that sort of

thing.

B: I see.

A: But I think we'll have to

change

to a better

system soon. It's not only processing this

volume of documents that

takes

time, but

also managing all the amendments. There are

always draft versions of documents which

need to be replaced or updated. If we had a

fully

integrated system, I'm sure things would

be faster and more efficient.

B:

What's

in that room over

there?

A: Those are the archives. We have to keep

certain documents for up to three years,

according to the law. We also keep confidential

documents in there, in a safe.

Audio script

77



26

[A

= office worker B = employee]

A: First you have to type in a password. OK,

good, so this is a typical document. You

can see the first button on the top

left

says

Details. That's the document serial number

and document type - a drawing, a memo, an

agenda

or whatever. And the next button is

the Status. If you click on Status, you get two

options -

draft

or

final.

B: Yes. OK.

A: And next to it is the Confidentiality level

b u t t o n .

We have three levels:

restricted

documents can only be

seen

by certain

people,

internal

documents are for our use

only and open documents, which anyone can

see.

B: Uh-huh, all

right.

A: Moving

across,

you can see the Originator

b u t t o n ,

which is normally

someone's name

-

b u t

it could

also

be a department - and their

contact telephone number and email address.

Then there's the Document history

b u tto n ,

which is a list of the different versions of

the documents, together w i t h

dates

and the

people involved.

B: OK.

A: And if you click this

b u t t o n ,

you get the

Document output menu. We can set different

possibilities, for example, 'only allow online

viewing',

or 'transfer files', or 'print' . And for

special documents, like big drawings, we can

click

here and that

sends

the drawings straight

to

the

printer.

B: I see.

3>27

[A = Thomas B = Vince]

A: Hi Vince. It's Thomas.

B: Thomas. What's up?

A: I just received

some

changes to

some

of the

drawings. I thought I'd phone and tell you.

B:

Can't

you just send them?

A: Yes, but they wouldn't get to you before this

afternoon.

And you're already

w o r k i n g

on the

foundations, aren't

you?

B: The foundations? They want changes to the

foundations?

A: Only minor amendments, don't

w o r r y.

B: I hope so. OK. I'll just get the drawings. Which

ones

do I need?

A: The drawing number is GF/400/013. Well, it

says

013, but it should be 003. Foundations -

warehouse, the

t hi r d

row on the

schedule

of

drawings.

You need the general notes for that.

B: OK. Hang on a second. OK, got them. 003, not

013. OK. What are the other changes?

A: You see note 2, load bearing walls? The

specs

have been modified.

B: Note 2. Load bearing walls. Got it.

A: It should read 250 mm thick, not 200.

B: OK. 250, not 200. Anything else?

A: Yes. Note 3, Roman numeral 2. They

think

that

the blinding ratios should be 1 to 3 to 6, not to

5.

B: OK, 1 to 3 to 6. And they call

these

minor

changes, huh?

A: The next one is minor. Very minor. You see the

abbreviation in note 6? There's a typo.

B:

Yeah,

yeah. It should read BS, not GS. No

problem. Anything else?

A: The semi-colon at the end of note 6 should be

a full stop.

B: Yes, yes, OK.

A: And you see the plumbing? Bottom right-hand

corner?

B: Yes.

A: There's nothing wrong w i t h it . You'll get the

revised drawings this afternoon.

B: OK. Thanks, Thomas. And it's a good thing

you called. We were just starting to mix the

cement.

A: I

saved

you a bit of time, then.

B: Yes. Right, gotta go. I need to sort this out

asap.

* 2 8

[A = Alexandra Puccini, M i ni s t ry of Public Works

B = Mustafa Mohammed Al Najashi

C = Hamish Campbell, head of department at

M i ni s t ry of Public Works]

A:

M i ni s t ry

of Public Works. Alexandra Puccini

speaking.

B: Hello? Is that the M i ni s t ry of Public Works?

A: Yes, that's

right.

How can I help

you?

B: I'd like to speak to somebody about a tender

we'd

like to submit.

A: One moment, please. I'll put you through to

Hamish Campbell.

B: Thank you.

C: Hello. Hamish Campbell speaking.

B: Hello, Mr Kandell. My

name

is Mustafa

Mohammed Al Najashi. I'd like to

speak

to

someone

about a tender.

C: The

name's

Campbell, not Kandell.

B: Oh, I'm sorry, Mr Campbell.

C: No problem. A tender? Do you

have

a project

number?

B: Yes, it's KZH 897.

C: KZH

897?

One moment, please. Ah, yes. It's to

do w i t h the tunnel refurbishment on Highway

36.

B: Yes, that's

right.

C: How can I help

you?

B: It's about an email which I sent you on the

27th

of May, confirming that my company

78

Audio script



w o u l d like to bid for the project and asking

for more i nformat i on. But I haven't received

anything.

And I believe the submission date is

next week.

C: What did you say your

name was?

B: Mustafa Mohammed Al Najashi.

C: Ah, yes, yes. Mr Al Najashi. Is it your company

which

is doing the bridge refurbishment on

the

same

highway?

B: Yes, that's

right.

C: Yes, yes,

remember. Ah, I've found it now.

We sent you a reply asking for your postal

address, but I'm afraid the email bounced.

B:

Bounced?

C: Yes. The

address

is unknown.

B: Ah,

w a it

a minute. What email

address

did you

send it to?

C: [email protected].

B: Ah, no, no. That email

address

is no good. It's

been changed. I'm sorry. My new

address

is

[email protected].

C: I see. No problem. You're

still

in time if you'd

like

to submit a tender.

B: Thank you. Will you send me the necessary

information?

C: Yes, but I do need your postal

address

first. I'd

like to send you the information pack, but it's

not

available in digital format. Snail

mail ,

I'm

afraid.

B: Of course. It's ... erm ... are you

ready?

Unit

8 Health and safety

<j»29

So, to recap, here are the five most important

things I have covered in today's talk. First of

all, hazardous waste.

Waste

needs

to be sorted

properly and dealt w i t h properly. Just follow the

instructions

and take proper precautions. Next,

falls,

which is one of the most common

causes

of

accidents. People

fall

off scaffolding, off ladders,

off

roofs. Don't climb on things which aren't fixed

properly.

And don't cut corners.

Take

your time.

Don't forget, height can kill. T h i r d , cranes and

loads, which are just as dangerous.

People

either

fall

off things or things

fall

on them.

Keep

your eyes

open. And remember, don't rig loads unless you

are trained to do it. Next, watch out when trucks

are loading or unloading. As I said, last year three

people on sites near here died by being buried

alive.

One of them was buried in sand just like

this.

And finally, PPE: Personal Protective Equipment.

We give you this equipment

because

it helps to

keep

you

safe.

Remember: use the equipment.

Wear your hard hat. Follow the recommendations.

Any questions?

<S

»30

Right, listen up. Here's what's going to happen.

We're going to park the vehicle just in front of the

w o r k

area, to give us protection

from

oncoming

traffic.

Bob, I want you and Ali to put out the signs.

Put out the

'keep

right' signs first, and then the

'road

narrows' signs, and lastly the 'road works'

signs. Make sure the 'road works' sign is at least

50 metres away

from

the end of the taper. That's

the wide end, not the narrow end. Do our side of

the road first and then the other side, OK?

Good.

The rest of you

w i l l

put out the

cones.

I'll stay in

the middle and do the barrier. We need at least 5

metres between the cones, and the taper

needs

to

be around 25 metres long. Start

from

the kerb and

face the traffic as you

w o r k .

The volume of traffic

here isn't very high, but it's better to be safe. And

don't forget to

keep

the safety

zone

clear. Any

questions about that?

» 3 1

1

A: A

friend

of mine had white finger

syndrome

from

using

vibrating

power

tools.

He lost all feeling in his hands.

B:

Sounds

painful.

2 A: I had an accident last year. I

tr ip p ed

over

a

cable

and fell. I put out my arm to stop

myself and broke my w r i s t .

B: Ouch. I bet that

hurt.

3 A: I saw an accident this morning. One of the

labourers dropped a load of bricks on his

foot.

He was only wearing sandals, not

safety boots, which

d id n 't

help.

B: What? I'll

speak

to the manager. Everyone

needs

boots.

4

A:

Back

injuries are very common.

People lift

things which are too heavy.

B: Straight back, bend the knees. That's

what I always say.

5

A: One of the drivers was hit by a truck.

He wasn't wearing his hi-vis vest and

the other driver

d id n 't

see him. The

bumper hit his leg just below his knee and

fractured

it.

B: I bet he wears his vest

from

now on.

6

A:

People

don't use ear protection and

then damage

their hearing. It's a gradual

process, so they're not aware of what's

happening.

B:

Pardon?

What did you

say?

Audio script

79







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Edinburgh Gate

Harlow

E s s e x C M 2 0 2 J E

England

and As soc iated Com pani es throughout the world.

www.pearsonelt .com

© P ears on E duc ation Limited 2012

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Work has been asserted by him in accordance with the

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All rights reserved; no part of this publication may be

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written permi ss ion of the P ublishe rs

First published 2012

I S B N :

978-1-4082-6992-3

S et in ITC C heltenh am B ook

P rinted by G raficas E stella, Spain

Acknowledgements

T he pu blishe rs an d author would like to thank the follow ing

people for their feedback and comments during the

development of the material:

J u l ie C ordel l-S zczurek, Ge rmany; E dward Halton, UA E ;

P amela He ath, C anad a; Teresa and Tony Higgins, U K;

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