A L W A Y S L E A R N I N G PEARSON

English for Construction is part of the Pearson Longman Vocational English series. I t is designed for students in vocational education and for company employees in training at work. Wri t ten by industry practitioners, i t combines a strong grammar syllabus wi th the specialist vocabulary and skills that learners need to succeed in their chosen field.

Level 1 English for Construction is designed for students with a basic knowledge of general English who now require an elementary (CEF level A 1 - A 2 ) English course in this specific field. It includes:

• topics that reflect the latest developments in construction, making them immediately relevant to students' needs.

• clearly defined language and function objectives which are backed up by comprehensive on-the-page language boxes.

• essential online support for teachers including teacher's notes, fully editable tests and multil ingual glossaries.

• student C D - R O M with interactive glossaries in both British and American English and full course book audio in MP3 format.

Other titles in the series include:

English for Banking & Finance

English for Information Technology

English for Nursing

English for Oi l and Gas

.pearsonELT.com/vocationalenglish

^ C O M M O N E U R O P E A N F R A M E W O R K ^

A 1 i n 1

Level 1

A 2

Level 1

A 2

Level 2 B l

Level 2 B l

B 2

m

ISBN 978-1 -4082-6991-6

78H08"269916

Contents Function Language Vocabulary

indu

stry

Introductions p. 4 Introducing yourself and others Present simple: be Present simple: regular verbs Adverbs of frequency

Jobs

-uct

ion

Finding out more p. 6 Talking about jobs in the construct ion industry

Wh- questions Questions with be

The alphabet Wh- question words

e co

nst

i

The construction industry p. 8

Describing parts of the construction industry

Plurals Prepositional verbs

Types of construction Industry sectors

lit 1

Th

Parts of a house p. 10 Understanding a house plan Naming parts of a house

77i/sis ... House features

Review p. 11

Trades and training p. 12 Describing trades and the stages of trade training

Present simple Trades Vocational courses

(ft <B

Trade materials p. 14 Talking about materials Making calculations

Parts of speech Numbers 1-100

Materials Calculation words

Uni

t 2

Trat

Instructions p. 16 Giving instructions Saying where things are

The imperative Sequencers Prepositions of place

Scaffolding

The apprentice p. 18 Giving personal information Questions and answers for personal information

Tools

Review p. 19

c B

Delivery p. 20 Answering questions about delivery Talking about the delivery of heavy equipment

Present cont inuous Movement verbs

eq

uip

rr

C r a n e s p. 22 Using cranes and control units Opposites There is/There are

Cranes

it 3

Hea

vy

Controls and equipment p. 24

Asking questions about equipment Explaining how to mix cement

clockwise/anticlockwise Remote controls Equipment for mixing concrete

c 3 On site p. 26 Making conversation Word order

Expressions: fair enough, will do Question phrases

Review p. 27

Building materials p. 28 Talking about building suppliers and materials

Word pairs Products and materials

supp

lie:

Materials p. 30 Placing and confirming an order Checking stock items

Phrases: order number, in stock Making requests

Supply orders

Uni

t 4

Bui

ldin

g

Insulation p. 32 Talking about insulation Changing a customer order/ delivery

Use to/Used as/Used for Emails

Types of insulation Stock

Uni

t 4

Bui

ldin

g

Problems on site p. 34 Explaining problems Too/Not enough Parts of a building site Adjectives: soft, wet, heavy

Review p. 35

Contents

Func t ion Language Vocabu lary

On-site subcontractors p. 36

Describing what subcontractors do/are doing at the moment

Present simple and present continuous

Subcontractors

s »

Directions p. 38 Following directions Giving directions

Giving directions Maps

Uni

t 5

On

Weather on site p. 40 Understanding different types of weather Giving reasons

Because of Weather

Food p. 42 Talking about food Conversation using present simple and present continuous

Food

Review p. 43

Warning signs p. 44 Identifying different types of signs Must Personal protective equipment (PPE)

and

saf

ety

Site safety p. 46 Describing problems Complet ing a vehicle safety checklist

Adjectives: too full Health and safety Vehicle parts

5 H

ealth

First aid p. 48 Explaining injuries Past simple: be Past simple

Parts of the body A first aid kit

c D

Waste disposal p. 50 Understanding waste disposal and colour codes

Word partnerships: clean metal, general waste

Waste materials

Review p. 51

fact

or's

off

ice

Clients p. 52 Welcoming clients Word pairs Job descript ions Nouns: structural engineer, bookkeeper

fact

or's

off

ice

Projects p. 54 Discussing projects Describing structures using dimensions

Metric and imperial measurements

Buildings

' T

he

cont

Shapes p. 56 Describing the shape of construct ions

Expressions: 30 by 60 Shapes Dimensions Word stress

Unit;

Calculations p. 58 Giving calculations Calculating an area

Calculations Word order

Calculation symbols

Review p. 59

•o i

Planning a project p. 60 Planning a new bridge Complet ing a schedule

Will future Calendar Months of the year

8 P

lann

ing

ahe

Schedules p. 62 Making appointments Telling the t ime

Prepositions of t ime Dates and times

8 P

lann

ing

ahe

Bridges p. 64 Making comparisons Comparative and superlative adjectives

Descriptive adjectives

Unit

Quantities p. 66 Writing quantities How much/How many Containers

Review p. 67

Partner files p. 68

Audio script p. 72

1 The construction industry

• introduce yourself and others • talk about jobs in the constructior

industry • describe types of construction • understand a house plan

Introductions

a building inspector a rooter

V o c a b u l a r y

L i s t e n i n g 2

Match photos A-E to texts 1-5.

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

Complete these conversations. Then listen and compare your answers. 1 Jun:

Isabelle:

Jun: Isabelle:

2 Karol: Santiago: Karol: Santiago: Karol:

3 Kamal: Santiago: Kamal: Santiago: Kamal:

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

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

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

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

Hello. (10) Hi, Kamal. I'm Karol Nowacki

name's Kamal Boukhaled. And this is Isabelle Roux.

Hello, Isabelle. Pleased to meet you. What do you (11) , Kamal? I'm a plumber. I'm a roofer. And Isabelle designs buildings. She's a(n) (12) ? Yes, that's right.

4 1 The construction industry

Read ing 3 Read this text and underline the verbs.

Harun Rashid is 35 vears old. He comes from Alexandria, but lives and works in Cairo.

Harun is a general contractor. He hires subcontractors to work on building projects. He also organises the material and equipment. Harun has a lot of experience in the construction industry.

Harun always works hard. Sometimes he has meetings with clients. Sometimes he visits construction sites. And sometimes he deals with suppliers. He is always busy.

But Friday is different. Harun never works on Fridays. Friday is a day off.

Correct these sentences. 1 Harun Rashid is a plumber. 2 He hires clients to work on building projects 3 He has a lot of experience in the tourist industry. 4 He never visits construction sites 5 He always works on Fridays

L a n g u a g e

Present s imple : be

We use be to say who somebody is or what something is. I'm Santiago Cruz. He's Harun Rashid. This is a construction site. We're roofers.

We use be to ask personal quest ions. What's your name? My name's Karol.

Present s imple: regular v e r b s

We use the present s imple to talk about routines, permanent situations and general truths.

We work in an office. Water freezes at 0°C.

We use adverbs of frequency and t ime e x p r e s s i o n s with the present simple.

Harun Rashid never works on Fridays. They work every Saturday.

Speaking 5 Work in pairs and introduce yourselves. Use this model to help you. A B

Hi!/Hello./Good morning.

Hi!/Hello./Good morning.

I'm /My name's . What's your ?

I'm /My name's .

Pleased to meet you.

Where are you ? I'm from And you?

I'm from

Finding out more L i s t e n i n g 1 flp'1'*]ff Listen and repeat the letters of the alphabet.

S p e a k i n g 3 Work in pairs. Student A look at the information on this page. Student B look at the information on page 68.

Student A Read the letters to Student B. Write the letters Student B says. What do the letters mean?

HVAC rpm AC JCB

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

4 Practise this conversation with your classmates. Write the names. A B What's your name?

Jun Takahashi. How do you spell that?

My first name is Jun - J-U-N. My family name is Takahashi • T-A-K-A-H-A-S-H-I.

Thank you.

6 1 The construction industry

L i s t e n i n g 5 Listen to three conversat ions. Wri te the jobs y o u hear for each person 1-. i. 1 Ahmed: 2 Tar iq : 3 Jacek: 4 Luis:

Rob: Pierre: K im:

8 Anton io : L a n g u a g e

Wh- q u e s t i o n s Wh- questions begin w i t h a quest ion w o r d (e.g. What, Where, How).

We use what when we want to know about something. What's your name? What do you do?

We use where to ask about places. Where do you work?

We use h o w to ask about the way to do something. How do you spell that?

Quest ions w i t h b e

We reverse the order of the verb be to form a quest ion. He is on site today. • Is he on site today?

6 Read the three conversat ions in audio scr ip t 5 on page 72 and under l ine the quest ions in the conversat ions.

7 Complete these sentences w i t h What, Where or How.

- do you live? _ do you do? _ are you? _'s your address?

t ime is it? o ld are you?

. is the site?

. are you from?

8 Put the words in 1-6 in the correct order t o make quest ions. Then match the quest ions to answers a-f.

1 • what / he / do / does / ? 2 n c a n / y o u / h e l p / I / ? 3 O how / spell / y ou / that / do / ? 4 Q where / w o r k / you / do / ? 5 O what / y o u / do / do / ? 6 Q are / the / manager / site / y o u / ?

a) He's a crane operator. b ) I 'm a plumber. c) On a bu i ld ing site. d) C-H-E-S-T-E-R-T-O-N-S. e) I 'm looking for K im. 0 Yes, I am.

S p e a k i n g 9 Work in pairs. Take turns to ask and answer quest ions about the people in 5.

A B What does K im do?

She's a site manager. What about Tariq?

Tar iq is a OK. Your t u r n .

The c o n s t r u c t i o n i n d u s t r y 1 7

The construct ion industry

L i s t e n i n g 1 Listen and wr i t e the miss ing letters.

t n n 1 r d b r d h s

s h _ 1 _ o s p _ t _ 1 a . a . t m t o _ f i c _ b _ o _ k

Listen and wr i t e the types of cons t ruc t i on y o u hear.

4 5 6

S p e a k i n g 3 Choose a role card. In t roduce yoursel f t o o ther students. Use the model below t o he lp you .

Name: Kasia Katolsky Job: bu i ld ing inspector Typica l projects: factories, schools From: Katowice, Poland

Name: Thomas Smith Job: roofer Typica l projects: residential projects (houses, apar tments ) From: Toronto, Canada

Name: Mohamed b in A l i Job: site manager Typica l projects: hospitals From: Dubai, United Arab Emirates (UAE)

A Hi! I 'm M y name's

What do y o u do?

What types of cons t ruc t i on do y o u w o r k on?

Where are y o u from?

Name: Park Ji-Wung Job: crane operator Typica l projects: bridges, f lyovers From: Seoul, Korea

B

Hi! I 'm Raja Anand./My name's Raja Anand.

I 'm a general contractor .

We bu i ld apar tment blocks.

I 'm f rom Mumba i , India.

8 1 T h e c o n s t r u c t i o n i n d u s t r y

R e a d i n g 4 Read th is text and complete char ts A and B.

The construction industry in the UK consists of four different sectors. The residential sector deals with houses and apartments. The industrial sector deals with big projects like factories and power plants. The infrastructure sector is for

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

i n d u s t r y i n

the U K

i n d u s t r i a l

( factories,

power p l an ts )

(roads,

b r idges ,

tunne l s )

(schools,

hosp i ta l s ,

office b locks )

subcontrac tor subcontrac tor subcontrac tor subcontrac tor

V o c a b u l a r y 5 Work in pairs . Take turns to draw dif ferent types of c ons t ruc t i on and say what they are.

6 Complete these sentences w i t h the verbs in the box.

are consists of deal with hires pays for

subcont rac tors . subcontrac tors , equ ipment and materials.

1 The general con t rac to r 2 General cont rac to rs 3 The team a site manager, three roofers and a plumber. 4 Roads, bridges and tunnels in f ras t ructure sector projects. 5 The cl ient the project .

L a n g u a g e

We add -s, -es, or -/es to make a noun p lu ra l . apartment -»apartments box • boxes factory > factories

Read the text in 4 again and under l ine the plurals .

cons t ruc t i on i ndus t r y in your area. List S p e a k i n g 8 Work in groups. Th ink about the examples of the fo l lowing.

1 c l ients 2 general cont rac to rs 3 subcontrac tors 4 residential sector projects

5 in f ras t ructure sector projects 6 commerc ia l sector projects 7 indus t r i a l sector projects

The c o n s t r u c t i o n i n d u s t r y 1 9

Parts of a house

L i s t e n i n g 1 B - ' T H L o o k at h o u s e p l a n s A a n d B. Then l i s t e n . D o c s t h e s p e a k e r d e s c r i b e t h e h o u s e c o r r e c t l y ?

first floor (American English) = ground floor (British English)

bedroom 1

second floor

S p e a k i n g 2 Work in pairs. Draw a s imple house p lan and label i t . Show it to your partner and ask and answer quest ions about i t . Then repeat w i t h a new partner.

A: What's this? B: This is a bathroom. A: And this? B: This is the hrst floor. And this is the second floor.

10 1 The c o n s t r u c t i o n i n d u s t r y

Review

W r i t i n g 1 Complete these sentences w i t h in fo rmat ion about yourself .

1 My name's . . . . 2 I 'm an ... . 3 I l ive in ... . 4 I come from ... .

2 Match these quest ions to your answers in 1.

a) Where are you from? b) What do you do? c) What's your name? d) Where do you live?

3 Wri te four things a general cont rac to r does. Use the correct f o rm of the verbs in the box.

deal with hire organise visit

4 Wr i te four things you do in your j ob . If y o u don ' t work , choose a j ob f rom the uni t .

V o c a b u l a r y 5 Complete these sentences.

T h e . T h e . T h e . T h e . T h e .

. i ndus t r y consists of four sectors.

. sector deals w i t h houses and apar tments .

. sector deals w i t h roads, bridges and tunnels .

. sector deals w i t h schools, hospi ta ls and office blocks.

. sector deals w i t h factories and power plants.

Wr i te five examples of the fo l lowing.

1 jobs in the cons t ruc t i on indus t r y 2 types of cons t ruc t i on 3 parts of a house

7 Complete th is text w i t h the words and phrases in the box.

about a project a new office block architect residential area subcontractor supplier

Today I have three meetings. First, I have a meet ing (1) w i t h a cl ient and a(n) (2) in Bulaq. The project is an apartment block i n a(n) (3) . I have a lot o f experience w i t h apartment blocks, but not i n this part o f Cairo. After lunch , I have a meet ing w i t h a new (4) on a construction site i n A l Nasr Road. This meet ing is about labourers and equipment for (5) . I n the evening, I have a meet ing w i t h a(n) (6) to discuss materials for a construction site i n Tura. It 's a busy day as always!

8 What do the fo l lowing letters mean?

1 HVAC 2 AC 3 PPE 4 HV

5 kg 6 POL 7 cm 8 r p m

The c o n s t r u c t i o n i n d u s t r y 11

• describe trades and the stages of trade train

2 Trades • talk about trade materials 2 Trades • give and understand instructions for erectin 2 Trades

scaffolding • give personal information

Trades and training

V o c a b u l a r y 1 Label tradespeople 1-8 w i t h the words in the box.

carpenter concrete finisher electrician glazier painter plumber roofer welder

a p . a c . a c a p .

a r . a w . a g -

R e a d i n g 2 Read this text and under l ine the trades. Use the photos in 1 to he lp you .

You can refer to tradespeople in several ways: • tradesperson/

tradespeople (for men and women)

• tradesman/ tradesmen (for men) tradeswoman/ tradeswomen (for women)

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

The construct ion industry has different trades o r 'crafts'. A tradesperson is a

specialist and normally has a qualification f rom a vocational school o r o ther

training inst i tute. Plumbers, electricians and roofers are all tradespeople. O the r

tradespeople on residential housing projects include carpenters, painters and

concrete finishers. Tradespeople are often subcontractors and w o r k for a

general contrac tor o r a client.

V o c a b u l a r y 3 Wr i te the p lura ls for 1-5. 1 t rade 2 craft 3 t radesman

4 housing project 5 general contrac tor

12

L i s t e n i n g 4

V o c a b u l a r y

5

6

Listen to Sam Smith talking about trades and complete these sentences.

Stage 1 : apprentice He/She is (1) at work . Stage 2: journeyman He/She works (2) Stage 3: master He/She supervises (3) workers .

Listen again and answer these questions.

1 What is Sam Smith's trade? 2 Where does he work?

Look at th is list of courses at a vocat ional school . Match A-C to three of the courses. Then wr i t e the trade that each course refers to.

DIPLOMA IN CONSTRUCTION TECHNOLOGIES

1 Basic tools and equ ipment :

2 Carpentry:

3 Masonry and concrete:

4 Paint ing and decorat ing:

5 Electr ical w i r i n g :

6 Resident ia l p l u m b i n g :

7 H V A C :

8 Hea l th and safety:

S p e a k i n g 7 Work in pairs. Student A look at the in fo rmat ion on th is page. Student B look at the in fo rmat ion on page 68.

Student A

Read th is email f rom a vocat ional schoo l in Calgary, Canada and under l ine the key in format ion .

CB2 O • _

From: Lucy Dani <lucy.d@netfish.ca> To: J. Benjamin <jed.benjamin@calgarycollege.ca>

Thank you very much for your telephone call. Our school offers five apprenticeship programs which include supervised training, on-the-job training and classroom teaching. The programs take three or four years to complete. The programs are HVAC, carpentry, residential electrician, welding and masonry. All programs include health and safety training, maths and English.

(

8 Work in the same pairs. Compare the two t ra in ing inst i tutes in 7. What things

are the same? What things are different?

Trades 2 13

Trade materials

V o c a b u l a r y 1 What mater ials do these tradespeople use? Match materials A-F to tradespeople 1-6.

1 carpenter . 2 glazier 3 painter

4 br ick layer and mason 5 welder 6 concrete f inisher

Complete these sentences. Wr i te one w o r d in each gap.

1 I 'm a bricklayer. I lay . 2 I 'm a(n) I do the w i r ing . 3 I 'm a(n) technic ian. I do the heating, vent i l a t i on and air

cond i t ion ing . I 'm a carpenter. I w o r k w i t h I 'm a(n) I instal l w indows . I 'm a painter. I use _ I 'm a welder. I w e l d .

to decorate houses.

3 Complete th is table w i t h the missing verbs.

N o u n s Verbs

painter (1)

decorator (2)

instructor (3)

welder (4)

worker (5)

supervisor (6)

trainer (7)

S p e a k i n g 4 Work in pairs. Ask your par tner about things in the room.

A B What 's that?

^ — It's a window. What 's it made of?

Glass and wood .

14 2 Trades

L a n g u a g e

Numbers 1 -100

1 one 11 eleven 21 twenty-one 2 two 12 twelve 30 thirty 3 three 13 thirteen 40 forty 4 four 14 fourteen 50 fifty 5 five 15 fifteen 60 sixty 6 six 16 sixteen 70 seventy 7 seven 17 seventeen 80 eighty 8 eight 18 eighteen 90 ninety 9 nine 19 nineteen 100 a hundred/one hundred

10 ten 20 twenty

L i s t e n i n g 8

+ plus

- minus X times / divided by = equals

0 brackets

ciUM Listen and t ick / the word you hear,

th i r t e en Q / t h i r t y Q 3 sixteen Q / s ix ty [~~|

fourteen Q / f o r t y Q 4 nine Q / n inety | |

Say these numbers . Then listen and cheek your answers.

56 13

34 30

89 14

63 40

76 16

21 60

Wri te these numbers .

1 twenty- four 2 th i r ty - three 3 forty-seven

sixty-nine seventy-two ninety-one

rT. ' lkJJB Listen to an architect ta lk ing about an office b lock. What do the numbers refer to? Ma tch 1-5 to a-e.

1 six a) number of w indows per floor 2 22 b ) number of f loors 3 44 c) m 2

4 32 d ) number of rooms per f loor 5 two e) w indows per r o o m

Make the calculat ions for the office b lock in 8.

Example: 1 264 (2 windows per room x 22 rooms = 44 windows x 6 floors = 264 windows)

the to ta l number of w indows : 264 the to ta l number of doors : the to ta l number of rooms:

44 windows;

the t o ta l space per floor (m 2 ) :

Speak ing 10 Wr i te a number f rom 1 to 100 on a piece of paper. On the other side, w r i t e a ca lculat ion for the number.

11 Work in smal l groups. Read your ca lculat ion in 10 to the other students . The first s tudent t o answer cor rec t l y is the winner.

A: Eight times eight, plus thirty-one, divided by five, plus thirty-eight equals ....

B: Fifty-eight. A: Wrong! C: Fifty-seven. A: Correct!

Trades 2 15

Instructions

Vocabulary 1 Ma tch diagrams A - H to the verbs in the box.

adjust attach fill in fit join level nail slide onto

• • 5

t.

2 Look at these diagrams of scaffolding and comple te the apprentice 's notes.

Then under l ine the verbs in the notes.

• guardrail

ladder

planking

base plate

• jack

\ / base plate

mudsill

^ ^ " ^ nails

r locking pin

A - \ 1

coupling

1 P i n

4 J 1

coupling

1 P i n

Erecting scaffolding

Fill in i k e holes and level the a rea . Nail

the (1) p | a t e s l o i k w u a s i l l !

Sliae the f rames Onto the jacks . Adjust

the jacks . Use ( Z ) p i n s flna

locking pins t o join the f rames . A t t a c h |

b races.

Fit the planking. A t t a c h the guardrai ls.

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

Remember!

D o n ' t climb the scaffolding. Use the C 3 ) D o n ' t use br icks t o leve the f rames . Use the ( 4 ) Don i f o rge t t o use loclom (5)

L a n g u a g e

T h e i m p e r a t i v e

We can use the impe ra t i ve to give instructions. Use don't (do not) before the verb to give negative instructions.

Fill in the holes. Don't climb the scaffolding.

We can use the present simple instead of the imperative for informal instructions.

You level the frames.

S e q u e n c e r s

We can use first, next, then, after that, etc. to descr ibe the order of instructions.

First, fill in the holes. Next, adjust the jacks. Then, fit the planking.

W r i t i n g 3 Work in pairs. Close your books. Wr i te ins t ruct ions for erect ing scaffolding.

16 2 Trades

box of pins base plates

hammer toolbox

jacks

L i s t e n i n g 4 E j u H Look at the i l lus t ra t ion above. Then l isten and complete these sentences.

1 The base plates are the t ruck . 2 The hammer is the too lbox, the t ruck . 3 The coup l ing pins and lock ing pins are a box, the t ruck ,

the base plates. The jacks are the t ruck . The foreman's flask is . . the t ruck .

Vocabu la ry 5

W h i c h sentence in the l is tening is incorrect?

Listen again. Are these sentences true (T) or false (F)?

1 The base plates are next t o the flask. (T / F) 2 The flask is in the t ruck . (T / F) 3 The jacks are beh ind the t ruck . (T / F) 4 The hammer is under the t ruck . (T / F) 5 The too lbox is in front of the t ruck . (T / F)

L a n g u a g e

Preposi t ions o f p l a c e

We use p repos i t i ons of p lace to say where something is.

(in) between

The hammer is under the truck. The toolbox is in front of the truck.

W r i t i n g 6 Wr i te four sentences to show where the objects are in this i l lus t ra t i on .

The apprentice

L i s t e n i n g 1 2i!XEI Listen to a conversat ion between a foreman and an apprentice and comple te these sentences about Mickey, the apprent ice.

1 Mickey's real name is 2 He comes f rom 3 He lives in . 4 He goes to college. 5 He's a(n) 6 He's years o ld .

2 l E ^ ^ I Listen to an apprent ice, Jeff, asking Mickey questions about his b i r thday par ty and complete th is in format ion .

1 When: 2 Where: 3 Mickey's te lephone number :

L a n g u a g e 3 Ma tch quest ions 1-7 to answers a-g.

1 How o ld are you? a) Yes, please. 2 What 's your name? b) It's 265775. 3 Where do you live? c) It's seven o'clock. 4 Coffee? d) I 'm 33. 5 What 's your te lephone number? e) It's John Smith. 6 How ta l l are you? 0 In Paris. 7 What t ime is it? g) I 'm 1.78 m.

4 Complete this f o rm w i t h in fo rmat ion about yourself .

N a m e : ( 1 ) .

S u r n a m e : ( 2 ) .

N i c k n a m e : ( 3 ) .

A d d r e s s : ( 4 ) .

T e l e p h o n e n u m b e r : ( 5 ) .

A g e : ( 6 ) .

He igh t ( in c m ) : (7)

S p e a k i n g 5 Work in pairs. Practise th is conversat ion.

A: What's your telephone number? B: It's And yours? A: It's A: How old are you? B: I'm And you? A: I'm A: Where do you live? B: In/At And you? A: I live in/at

Review

W r i t i n g 1 Wri te the t radesperson that works w i t h each of these materials.

1 wood 4 br icks 2 meta l 5 concrete 3 glass 6 paint

2 Are these sentences true (T ) or false (F)?

1 Journeymen w o r k unsuperv ised. (T / F) 2 HVAC stands for 'heating, vent i l a t i on and air cond i t i on ing ' . (T / F) 3 Twelve d iv ided by three is three. (T / F)

•

3 Label these diagrams.

4 Wri te ins t ruct ions for erect ing scaffolding. Use the words in the box.

adjust attach fill in fit inspect join level nail slide use SHII^iHHHHHHHHHHHHHHRBBHHilHHHHIHllHHHHHHiHi^

5 Label these diagrams w i t h the correct prepos i t ions.

h r \

&3

6 Complete this text w i t h the words in the box.

apprentice(s) between on-the-job qualification safety years

The Institute o f Masonry is in the centre of town, i n (1) a factory and

an office block. I t has 28 (2) and three instructors. A l l the work is

supervised and includes (3) training, instruction on the use of modern

equipment, tools and materials, and instruction on health and (4)

The training takes three (5) to complete. At the end of the course,

apprentices get the Level 2 Diploma in Stone Masonry (6) .

Trades 2 19

3 I_J p \ t \ t • describe how a crane and «/ • give instructions for oper

6QU1DIT1GII t * t a l k a D O U t m i x i n g cement *• • make conversat ion on sit<

• talk about the delivery of heavy equipmei • describe how a crane and control units w< • give instructions for operating equipment

Delivery

V o c a b u l a r y 1 Ma tch sentences 1-4 to i l lustrat ions A-D. Then put sentences 1-4 in the correct order for unload ing the crates.

1 He's park ing the t ruck on the hard standing. |T| 2 He's un load ing the crates. Q 3 He's adjust ing the stabiliser. Q 4 He's at taching the slings to the hook. | |

L i s t e n i n g 2 EJEH Listen to three conversat ions about deliveries and answer these quest ions.

1 What 's in the crate? 2 What 's in the box? 3 What 's on the pallet?

3 Listen to three more conversat ions about deliveries and wri te (he prob lem(s ) w i t h the fo l lowing.

1 rebar 2 t imber 3 sand

3 Heavy equipment

L a n g u a g e

Present c o n t i n u o u s

We use the p resen t c o n t i n u o u s to talk about things that are happening now. We use the form am/is/are + -ing.

I am phoning the suppliers. She is waiting for the timber. We are waiting for the driver.

4 Complete these sentences w i t h the present cont inuous form of the verbs in brackets.

(unload) the t ruck . 1 We 2 I ( look for) the site manager. 3 He (del iver ) the sand. 4 She (phone ) the supplier. 5 They (have) a meet ing. 6 I 'm sorry, but I ( run ) late.

V o c a b u l a r y 5 A crane dr i ver is descr ib ing to an apprent ice how to operate a crane. Look at A-C and complete th is text.

There are two levers. First, the lever on the left. Push i t away from you to (1) the load. Pull i t towards

you to (2) i t . OK? Second, the lever on the right. This moves the load (3) or right. To move the

load to the left, pull i t (4) you. To move the load to the right, push i t (5) from you.

Any questions?

6 Answer the apprentice 's quest ions.

1 How do I raise the load? 2 How do I lower the load? 3 How do I move the load to the left? 4 How do I move the load to the right? 5 How do I raise the load and move i t to the right? 6 How do I lower the load and move it t o the left?

S p e a k i n g 7 Work in pairs. Imagine y o u have two crane levers. Take turns to move them. Your par tner says what you ' re do ing w i t h the load.

Heavy equipment 3

A: What are the differences between the two cranes? B: The crane on the left is a tower crane. The operator sits in a(n)

(1) near the t op of the (2) There's a counterweight beh ind the cab. The load is on the o ther side of the j ib . The operator uses the w i n c h and b lock to lower or raise the (3)

A: I see. B: The crane on the r ight is a mobi le crane. The operator 's cab is near the

ground. The operator extends or retracts the (4) , or moves it f rom left to r ight or up and down. Both cranes use stabi l isers or (5) ' ' and counterweights to mainta in stabi l i ty.

A: OK. Thank you .

Wr i te the opposites.

1 extend 2 lower 3 left

Match 1-5 to a-e to make expressions about cranes.

1 operator 's a) crane 2 extend b) cab 3 mobi le c) the boom 4 raise d) the load 5 tower e) crane

Work in pairs. Close your books. Student A draw a tower crane for Student B to label. Student B draw a mobi le crane for Student A to label. Check each other 's work .

22 3 Heavy equipment

L i s t e n i n g 5 Listen to a descr ip t ion of crane contro ls and look at A and B. Then

complete th is text .

•

extend the boom

hook winch

wind the winch

cab

C rane opera to rs use dif ferent cont ro ls to raise a n d lower the (1) , rotate the cab, ex tend a n d retract the b o o m , w i n d a n d unw ind the (2)

a n d cont ro l o ther equ ipmen t . Th is operator has t w o (3) O n e contro ls left-to-right movemen t of the b o o m and the other contro ls forward and backward movemen t . T h e opera to r uses the foot (4) to retract or ex tend the b o o m .

6 L isten again and check your answers t o 5.

L a n g u a g e

There is/There are

joystick

foot pedal

We use there is/there are to say that somebody or something exists.

There is a key switch on the right. There are two joysticks.

Singular questions: Is there a stan button? Yes, there is./No, there isn't.

Plural quest ions: Are there any buttons? Yes, there are./No, there aren't.

Negative forms: There isn't a light, (singular) There aren't any switches, (plural)

R e a d i n g 7 Read th is text about a remote con t ro l and label the i l lus t ra t i on .

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

' * " " ' " " — '

W r i t i n g 8 Rewrite the text in 7 for th is remote cont ro l .

S p e a k i n g 9 Work in pairs. Draw a remote cont ro l . Put the contro ls where y o u like. Describe

it for your par tner t o draw.

Heavy equipment 3 23

Controls and equipment

L i s t e n i n g 1 Match quest ions 1-6 to answers a-f. Then l isten and check y ou r answers.

a) Lower it? You move the joyst ick. b) It's a remote cont ro l . That's r ight . c) Yes, that 's the power swi tch. d) Extend it? You use the pedal. e) It's for extending the boom. f) It s tarts the motor .

1 What 's this? A remote contro l? 2 What 's th is for? 3 What does th is do? 4 How do I extend the boom? 5 How do I lower the boom? 6 What 's th is sw i t ch for? Is it

the power switch?

2 K ^ E Q I Put each conversat ion in the correct order. Then listen and check your answers.

1 [T] D id y o u say t u r n the key? I | Thanks. • Yes, that 's r ight . I | Clockwise. I | Clockwise or ant ic lockwise?

2 |T| What do I do next? I | Thank you . • OK. W h i c h one is the s tar t but ton? I | Press the s tar t b u t t o n . I | It's the green one, on the left.

3 Q ] How do I s tar t the engine? I | Switch off? Press the big red b u t t o n here. I | Press the green b u t t o n and t u r n the key. I | Thanks. I | And how do I s top it?

S p e a k i n g 3 Work in pairs. Student A look at i l lus t ra t ion A on th is page. Student B look at i l lus t ra t i on B on page 68. Wr i te d o w n what each cont ro l is for. Then take turns to explain your i l lus t ra t i on . Use these questions to help you .

What's this for? What does this do? What's this switch/button/joystick for? How do I...?

24 3 Heavy equipment

R e a d i n g 4 Read th is text about mix ing concrete. Are sentences 1-5 true (T ) or false (F)?

Concrete mixers mix and pour concrete. For small quantities of concrete, hand mixers are ideal. The portable mixer has wheels

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

1 Concrete mixers m ix and pour concrete. (T / F) 2 For smal l quant i t ies of concrete, t r anspo r t t rucks are ideal. (T / F) 3 Portable mixers use e lectr ic i ty . (T / F) 4 Cranes li ft hoppers ful l of chute men t o the j ob site. (T / F) 5 In-transit mixers rotate du r ing t ranspor t . (T / F)

V o c a b u l a r y 5 Label photos A -F w i t h the equ ipment in the box.

S p e a k i n g 6 Work in pairs. Look at the photos in 5. Make three sentences about each photo . Then compare your sentences w i t h another pair.

Heavy equ ipmen t 25

On site

L i s t e n i n g 1 Listen and wr i t e the conversat ion number next to each word or phrase. There is one extra w o r d or phrase.

b o o m concre te . sand base plates

5 6 7 8 remote c o n t r o l .

hard h a t . flask hopper _

2 Put these words in the correct order to make sentences. Then l isten again and check your answers.

1 A: Where's the sand? B: (1) I / the / on / th ink / it 's / way A: I hope so.

2 A: Where are the base plates? B: (2) they ' re / sure / the / in / I 'm / t r u c k A: Ah, OK. That makes sense.

3 A: (3) too / the / b o o m / is / th ink / high / I B: Ah , yes, you ' re r ight . Use the radio and speak to the operator. A: OK. Good idea.

4 A: I t h i n k the concrete is too hard. B: I don ' t t h i n k so. (4) looks / i t / to / me / OK A: Are you sure? B: OK, go and ask Jim. A: W i l l do.

5 A: Where's your hard hat? B: Over there. Why? A: Go and get i t . (5) th is / y o u / wear / hard / must / area / a / hat / in B: OK. Here i t is.

6 A: We have a prob lem. (6) hopper / hole / there's / in / a / the B: John's in the house. He's a welder. Ask h im to fix i t . A: Good idea. Thanks. B: You're welcome.

7 A: (7) don ' t / flask / the / t ouch B: Why? Is it yours? A: No, it 's Norman's. B: Fair enough.

S p e a k i n g 3 Work in pairs. You're on a cons t ruc t i on site. Take turns to start a conversat ion using one of the phrases in the box. Then repeat w i t h a new partner.

How do I...? I think t h e . . . Where are the ...?

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

What does ...? Where's the ...?

26 Heavy equ ipmen t

Review

W r i t i n g 1 Write one s imi la r i t y and one difference between a mobi le crane and a tower crane.

1 s imi lar i ty : 2 difference:

Put these words in the correct order to make quest ions.

1 what 's / for / th is / ? 2 d id / you / the / t u r n / say / key / ? 3 how / I / boom / extend / do / the / ? 4 d id / you / move / say / joys t i ck / the / ? 5 what / this / does / do / ? 6 is / th is / b u t t o n / the / s tar t / ? 7 does / th is / mo to r / the / s tar t / ? 8 is / a / key / there / ?

Match words 1-6 to def init ions a-f.

hand mixer por tab le mixer concrete t r anspo r t t r u c k chute concrete p u m p hopper

a piece of equipment to get the concrete f rom the mixer t o the j ob site a l ightweight machine w i t h a d r u m for mix ing concrete a hand too l for mix ing concrete a vehic le for t ranspor t ing concrete a container for concrete a machine to push concrete along a pipe

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

lever

1 How do I make the boom go up? 2 How do I make the boom go to the right? 3 How do I make the boom extend? 4 What does the red b u t t o n do?

5 Draw a remote cont ro l . Put the controls where you like. Then wr i t e a descr ip t ion of i t .

Heavy equ ipmen t 3 27

4 Bu i l d ing suppl ies

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

Building materials

R e a d i n g 1 Read these extracts from suppl iers ' websites and ma t ch extracts 1-6 to photos A-R

1 Thomson's Aggregates:

We offer a wide range of construction aggregates, including gravel and sand. We also stock concrete mix.

2 Watson's Goods L td :

We specialise in acoustic, thermal and fire protection insulation for walls and floors.

Mor r i s and Sons L td :

Our timber comes in a range of standard sizes, but can also be made to order. It is perfect for flooring, roofing and general building work. We also stock plywood and chipboard.

Wil l iams Brothers :

We design, produce and install high quality steel staircases, gates and railings made to your specifications. We also have a range of standard products.

Shockingly Good!:

We supply a wide range of electrical products, cables, alarm systems, plugs, sockets, conduits (PVC and steel) and other electrical httings.

Penter's Paint Supplies:

We supply everything you need to paint, including brushes, rollers, clothing, spray equipment and, of course, paint.

1

28 4 Building supplies

Write three things these suppl iers sell.

1 Penter's Paint Supplies 4 2 Thomson 's Aggregates 5 3 Wi l l iams Brothers 6

Watson's Goods L td Shockingly Good! Morr i s and Sons L td

V o c a b u l a r y 3 Choose the best w o r d to complete these w o r d pairs. acoustic concrete cons t ruc t i on e lectr ical thermal a larm steel

a) gravel a) insulat ion a) sizes a) aggregate a) insu la t ion a) systems a) insulat ion

b) insulat ion b ) m ix b ) rail ings b) f itt ings b) sizes t>) aggregate b) m ix

c) w o r k c) equ ipment c) aggregate c) sizes c) gates c) mix c) staircase

4 Complete these phrases w i t h the words in the box.

everything order standard wide your

1 a range of 2 you need

sizes 4 a 5 made to

range of products

3 made t o . . speci f ications

5 Label photos A -K w i t h the words in the box.

Steffi

chipboard electrical fittings fire alarm floor boards gate gravel path insulation railings roofing steel fire escape timber

S p e a k i n g 6 Work in smal l groups. Th ink about suppl iers y o u know or use. What products do they sell? Discuss.

Building supplies

Materials

L i s t e n i n g 1 Listen to this te lephone conversat ion and choose the correct answer. 1 Who are Smith and Sons? a) the suppl ier b) the customer 2 Who are Apex Building? a) the suppl ier b) the customer

2 L isten again and complete this email .

C D E B • • • •

Subject: Order confirmation j From: Ernest_Smith@sasconstructionsupplies.com

To: jjones@apexbuilding.com I

F i r s t n a m e : Jenny L a s t n a m e : Jones C o m p a n y n a m e : Apex Building C u s t o m e r n u m b e r : (1) O r d e r n u m b e r : GGC33471 I t e m n u m b e r : (2) Description: chipboard Q u a n t i t y : (3) I t e m n u m b e r : (4) Description: plywood Q u a n t i t y : (5) I t e m n u m b e r : (6) Description: plywood Q u a n t i t y : (7) D e l i v e r y : (8) yes / no P i c k - u p : (9) yes / no P i c k - u p d a t e : (10) C o m m e n t s : Customer also wants timber XP6754. Out of stock. I

3 B M - ' T ^ M Listen to the fol low-up phone call. What is new'.'

4 Look at audio scr ipts 22 and 23 on pages 74-75. Underl ine useful phrases for te lephone conversat ions.

V o c a b u l a r y 5 Underl ine the correct words or phrases in italics to complete these conversations.

1 need some three-core cable, please. 2.5 m m . 240 V. I 'm sorry. We're in stock / out of stock.

I want t o order some t imber. Yes, of course. What 's your customer number / order number, please?

Do you have t ranspor t? No, I 'm sorry. I don ' t .

No prob lem. We organise delivery / pick-up. Where is the site?

Hello again. Hello. Can I place an order / change an order, please? We need three bags of sand, not th i r t y . No prob lem at a l l .

S p e a k i n g 6 Work in pairs. Practise a te lephone conversat ion between a suppl ier and a buyer. Use the words and phrases in 5 to help you .

A: I'd like to place an order. B: Certainly. What's your customer number?

30 4 Bu i l d ing supp l ies

L i s t e n i n g 7

8

Listen to the conversat ion and answer these questions.

1 What three things does Isaac want? 2 What two things does Alex give Isaac?

Match 1-4 to a - d to complete the conversat ions.

1 How's i t going? 2 Let's see. Here y o u are. 3 Can I bo r r ow your dri l l? 4 Do you have an extension cable?

a) No, I 'm sorry. It's broken. b ) Good, thanks. And you? c) Thank y o u ve ry much . d ) Yes, I t h i n k I do.

Practise the quest ion f o rm Do you have ...?Start w i t h quest ion 1. Then change the part of the quest ion in bold each t ime. Wr i te three more quest ions.

1 Do y o u have a spare rol l of insulating tape in y ou r too lbox? 2 Do y o u have a spare box of plugs in your toolbox? 3 Do y o u have a spare box of plugs in your truck?

L a n g u a g e

M a k i n g r e q u e s t s

Do you have a spare roll of insulating tape? Yes, 1 do./No, 1 don't.

Does Alex have a three-core cable? Yes, he does./No, he doesn't.

Can 1 borrow your drill? Yes, of course./No, I'm sorry. I'm using it.

S p e a k i n g 10 Work in pairs. Student A look at the in fo rmat ion on th is page. Student B look at the in fo rmat ion on pages 68-69.

Student A

Read th is l ist . Check w i t h Student B that the items are in stock. Then ask to bo r row the items you need.

Check stock: • 1 2 m extension cable - 3

• 5A /250 V plug - 3

• 20 mm flexible metal condui t - ^7 Wv

• 3 G power cable -

• 18 mm x 30 m P V C insulating tape - "3 TOILS

You have: • spare grey paint

• two brushes

• a roller

You need to borrow: • spray equipment (for painting)

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

A: Can I borrow ...? B: Yes, no problem.

Building supplies 4

JX ^ — ^ — \

f elt tape

L i s t e n i n g 1 Listen to and read the beginning of a conversat ion b e t w e e n a client and a bu i ld ing con t rac to r and choose the correct answer.

1 W h i c h speaker is the client? (A / B) 2 W h i c h speaker is the bu i ld ing contractor? (A / B)

A: Can you te l l me about wal l insulat ion? B: Sure. There are t w o types of wa l l insulat ion: cav i ty and sol id. Both types

prov ide the rma l and acoust ic insulat ion . A: What 's the difference? B: Let me explain. Sometimes wal ls are so l id , so the insulat ion is on the

outs ide of the wal l . This is so l id wal l insulat ion.

2 Read the rest of the conversat ion and put it in the correct o rder Then l isten and check your answers.

I | Yes, exactly. ^ Sometimes walls have two parts : an inner wal l and an outer wa l l . Cavity wal l

insulat ion means that the insulat ion mater ia l is inside the wa l l . [Tl And cav i ty wal l insulation? I | Ah , OK. So sol id wal l is outs ide and cav i ty wa l l is inside? I 11 see. Thank you . I | What about pipes? I | OK, I understand. And what types of insu la t ion do y o u use for cavity wal l

insulat ion? I | Our company uses three types of cav i ty wa l l insu la t ion to fil l the gap: foam,

minera l woo l , or polystyrene beads. I | For pipes, we normal l y use felt tape or foam tub ing .

3 Are these statements true (T) or false (F)? Correct the false statements.

1 Solid wa l l insulat ion is used to prov ide the rma l insulat ion. (T / F) 2 Felt tape is used as cavi ty wa l l insulat ion . (T / F) 3 Cavity wa l l insulat ion goes between the inner and outer walls. (T / F) 4 Foam tub ing is used to insulate pipes. (T / F) 5 Polystyrene beads are used to insulate pipes. (T / F)

32 4 Bu i l d ing supp l ies

L a n g u a g e

Used to/Used as/Used for

Used to is followed by a verb. Solid wall insulation is used to provide thermal insulation.

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

Polystyrene beads are used as cavity wall insulation. Felt tape is used for pipes.

4 Complete these sentences w i t h to, as or for.

1 Foam tub ing is used insulate pipes. 2 Foam tub ing is used pipe insulat ion . 3 Plasterboard is used cover the inner wa l l . 4 Wall ties are used ho l d the inner and outer walls together. 5 Polystyrene beads are used cav i ty wa l l insulat ion .

5 Look at the i l lustrat ions on page 32. Listen again to recording 26 in 2 and answer these questions.

1 Look at i l lustrat ion 1. Is i t so l id wa l l insu la t ion or cav i ty wa l l insulation?

2 What three materials are used in cav i ty wa l l insulat ion? , or

3 What two types of insu la t ion are used for pipes? or 4 W h i c h w o r d in the conversat ion means cavity?

S p e a k i n g 6 Work in pairs and have t w o te lephone conversat ions. Student A look at the in format ion on th is page. Student B look at the in fo rmat ion on page 69.

Student A

1 You w o r k for a supplier. Here is an extract of your emai l to a customer. Phone the customer and te l l him/her tha t Supamat 56 is out of stock. Del ivery is next week. Supamat 87 is in stock. You can del iver tomorrow.

9 Thank you for your order for insulation materials, as follows:

Mineral wool glass Supamat 56 (200 mm x 6 m x 1130 mm) - 10 rolls

Mineral wool glass Supamat 87 (200 mm x 6 m x 1130 mm) - 7 rolls

Please note your order number is B23451K.

2 There is a p rob l em w i t h the customer 's order. Answer his/her cal l .

Bu i ld ing supp l ies 33

Problems on site

I

A / WET \ ] -1 PAINT 1 {

L i s t e n i n g 1 fljj__E___ L isten to two engineers ta lk ing on a bu i ld ing site. What do they say about these things? Choose the correct answer in italics.

1 concrete, second floor: liquid / solid 2 concrete, first floor: liquid / solid 3 paint : wet / dry 4 concrete aggregate: too fine /

too coarse

5 scaffolding: light / heavy 6 ground: too soft / too hard 7 toolboxes: too big / too small

V o c a b u l a r y 2 Choose the adject ive in italics tha t doesn't go w i t h the noun.

1 soft I hard / coarse g round 4 fine / soft / coarse aggregate 2 liquid / heavy / we/ scaffolding 5 wet / /me / /zguitf paint 3 dry / /?of / soft concrete 6 big / heavy / soft too lbox

L a n g u a g e

Too/Not enough

We use too + adjective to say that something is more than you want it to be. The ground is too soft.

We use not + adjective + enough to say that you want something to be more than it is.

The aggregate is not fine enough.

3 Complete th is conversat ion w i t h the words in the box.

coarse coffee deliver order soft

Problems, prob lems. I need a(n) (1) What 's up? Thomson 's is here w i t h the aggregate. They say the ground is too (2) for the t ruck . They can't (3) to the j ob site. I see. What 's your plan? We're pu t t i ng mats down . Everyone is helping. Good. And another th ing . I t h i n k it 's the wrong aggregate. It's not ( 4 ) enough. Can y o u call Thomson's and check the (5) ?

4 Use the adjectives in 1 and 2 to describe 1-6.

1 steel: 4 gravel: 2 wood : 5 sand: 3 glass: 6 paint (on a wa l l ) :

S p e a k i n g 5 Work in pairs . Make a l ist of problems on site. Use too and not enough. Then discuss so lut ions.

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

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

4 Bu i ld ing supp l ies

Review V o c a b u l a r y 1 Wr i te three types of the fo l lowing.

1 insulat ion : , , 2 e lectr ical products : , 3 paint suppl ies: , ,

2 Wri te the opposites.

heavy small wet co ld coarse

W r i t i n g 3 Complete th is emai l f rom a suppl ier t o a customer w i t h the words in the box

insulating item number order quantity services spray telephone

Dear M s Drescher ,

T h a n k you for your ( 1 ) . . cal l . Th is is to con f i rm your ( 2 ) . n u m b e r 367.

(3) I tem (4)

HB392 plywood 7 pieces

ZU3452M chipboard 5 pieces

HU786 (5) tape 3 rolls

RE3425 three core cable 2.5 m m 16 m

Pi 998 (6) equ ipment I 1 set

Wi th best w i s h e s ,

E rnes t Smi th

C u s t o m e r (7)

Smith and Sons C o n s t r u c t i o n S u p p l i e s

4 Complete th is te lephone conversat ion about the emai l in 3.

Hello. Smith and Sons Cons t ruc t i on Supplies. Ernest Smith (1) . Hello. Dorotea Drescher here. Oh, hello, Ms Drescher. It's (2) the email . Yes? There's a mistake. We need 60 metres of three-core cable, (3) _ One moment , (4) OK. That 's i t em number RE3425? Yes, that 's r ight . OK, no (5) 60, not 16. (6) y ou ve ry much . You're welcome. Goodbye. (7)

16.

5 You are a supplier. Write three sentences about your company and your products.

Bui ld ing supp l ies 4 35

• say what colleagues do/are doing ai

5 the moment

5 On site • give and follow directions • talk about the weather 5 • give reasons using because of • talk about food

On-site subcontractors

L i s t e n i n g 1 Listen to five people. What do they do? T ick / the correct boxes.

(1) building inspector

(2) roofer (3) architect (4) crane operator

(5) plumber

test electrical systems / maintain crane

erect scaffolding

co-ordinate specif icat ions

install drainage systems

check buildings

install roofing systems

lift equipment

design buildings

Match a-g to 1-7 to comple te the conversations.

1 I 'm looking for Susan. So, what do y o u do? Excuse me. I 'm looking for the supervisor. What about maintenance? Do crane operators maintain the i r cranes? Do you know where Manuel and Carlos are?. Are y o u look ing for Ken? What does Ahmed do?

a) They ' re over there. They ' re tak ing a break. b) He's s i t t ing over there. Look, he's waving. c) She's in the t imber ya rd w i t h Janet. They're checking stock. d) He's an e lectr ic ian. e) Yes, I am. Is he here? f) I 'm a bu i ld ing inspector. I check systems in new bui ld ings . g) In general, yes. But mechanics help, too.

36 H I On si te

Presen t s i m p l e a n d p r e s e n t c o n t i n u o u s

We use the p resen t s i m p l e to talk about things in general.

/ test electrical and plumbing systems. (That's my job.) He designs buildings. (That's his job. He's an architect.)

We use the p resen t c o n t i n u o u s to talk about things that are happening now.

I'm testing the fire alarms. He's checking the stock.

3

4

S p e a k i n g 5

W r i t i n g 6

Tick / the sentences that are t rue for you . Rewrite the other sentences so they become t rue for you .

1 Q I 'm s i t t ing in a c lassroom. 2 Q I 'm not l is tening to the radio . 3 Q I w o r k on bu i ld ing sites. 4 Q I 'm wear ing a helmet . 5 Q I use computers . 6 O I 'm dr ink ing tea. 7 Q I 'm planning my next holiday.

Complete th is conversat ion w i t h the correc t f o rm of the verbs in brackets.

A: Hi , Geoff. Good to see you . B: Same to you , Tony. A: So, w h y ( 1 ) (you/visit ) the site? You norma l l y (2) (stay)

in your office. B: Well, (3) (I/look) for Manuel . I have a repor t for h i m . A: I see. I t h i n k (4) (Manuel/have) his lunch at the moment . B: Ah, OK. Do y o u know where? A: (5) (he/train) some new apprent ices today. (6)

( they/work) w i t h scaffolding in Bu i ld ing 4. B: OK, thanks. A: You're welcome.

Work in pairs. Practise th is te lephone conversat ion, then create your own conversat ions using the p rompts .

A: Where are you? B: I 'm in the off ice. A: What are y o u doing? B: I 'm w o r k i n g on a d r a w i n g .

1 on site / test ing e lectr ical equ ipment 2 in the restaurant / meet ing a c l ient 3 in the suppl ier 's warehouse / co l lect ing t imber

Wri te d o w n five things you do every week.

/ install heating equipment. I write reports ...

On si te 37

Directions L i s t e n i n g 1 Listen to a dr iver asking for directions from Sparky's Electrical Supplies

and fol low the route on the map.

2 Complete these expressions for g iv ing d irect ions w i t h the words in the box. Then l isten again and check your answers.

exit miss on past tell

1 Can you me where Mi l l Street is? 2 Take the f irst 3 Then dr ive the hospi ta l . 4 Mi l l Street is the second street the left after the tunne l . 5 You can't the entrance to the cons t ruc t i on site.

3 Look at the map in 1. Read these d irect ions f rom Mi l l Street cons t ruc t i on site to Brigg's T imber Yard and put the d irect ions in the correct order.

^] Go under the ra i lway bridge. Q Go th rough the tunne l . • It's on the left. 3 T u r n r ight .

|T| Go d o w n Mi l l Street t o the main road. I | Tu rn left at the roundabout .

4 Look at the map in 1 again. You're at Brigg's T imber Yard. Listen to the

d i rect ions . Are they correct or incorrect? Correct the d irect ions as necessary.

Example: / incorrect - The hospital is on your left.

S p e a k i n g 5 Work in pairs. Practise giving d irect ions using the map in 1. Start at the c i ty hall .

A: Can you tell me where the supermarket is? B: Yes. Go past the police station. Turn right. Go past Sam s Paint Shop and it's on

your right.

38 5 On s i te

L i s t e n i n g 6 _ _ r ' _ _ B Listen to this conversat ion and mark the site manager's o f f i ce i n A.

Questions: Can you help me?'/Where's the site manager's office?/How do 1 get to the conference room?

Answers: Go along the corridor./Take the lift./lt's the second door on the right/Go through the fire doors./Go up the stairs./When you come out of the lift, turn right/It's opposite the lift./lt's next to the ... .

S p e a k i n g 7 Work in pairs. Take turns g iv ing d i rect ions. Student A look at the in format ion on th is page. Student B look at the in fo rmat ion on page 69.

Student A

Look at these f loor plans. You are at Reception. Ask Student B how to get t o the fo l lowing.

1 the site management office 2 the first f loor conference r o o m 3 the superv isor 's office

purchasing accounts general manager

wc photocopying conference room

ground floor

lift

WC

10 residential commercial

WC storage projects

lift

WC

entrance

On site 39

Weather on site

V o c a b u l a r y 1 Look at photos A-F. Say the words a loud.

L i s t e n i n g 2

n 11

Listen and match conversat ions 1-6 to the weather photos in 1.

R e a d i n g 3 Complete th is text about extreme weather and cons t ruc t i on sites w i t h the

words in the box.

c o l d ho t l i gh tn i ng w e t w i n d

Bad wea the r often c a u s e s long de lays on cons t ruc t ion si tes. Bu i ld ing mater ia ls behave differently, equ ipmen t needs pro tec t ion a n d in jur ies are more

c o m m o n . In (1) weather , pa int a n d concre te dry too fast, s a n d ge ts into m a c h i n e s a n d other e q u i p m e n t , a n d in jur ies inc lude dehydra t ion a n d s u n b u r n . In (2)

weather , a big p rob lem is m u d . S t rong (3) b lows th ings away. (4) can ki l l . A n d in (5) wea ther , w o r k e r s require spec ia l c lo th ing a n d f ingers st ick to meta l , c o m m o n . In shor t , wea the r is expens ive .

In ex t reme weather , acc iden ts are more

4 Read the text in 3 again and match these w o r d pairs f rom the text.

s t rong

b ig

special

wet

long

a) c l o th ing

b) w i n d

c) delays

d) p rob lem

e) weather

5 On site

R e a d i n g 5 Put the words in the box in the correct co lumn. Sometimes more than one w o r d is possible.

cloud dehydration lightning mud rain snow sunburn sunny wind

Hot C o l d Wet

L i s t e n i n g 6 L isten to five te lephone conversat ions and complete th is table.

C o n v e r s a t i o n Wea the r P rob lem(s )

1 (1) (2)

2 (3) (4)

3 (5) (6)

4 (7) (8)

5 (9) (10)

L a n g u a g e

Because of We can use because of to explain why we can't do something How's it going? or why something isn't possible. Well, we can't work on the roof at the moment.

Why not? Because of the rain. It's too dangerous. Ah, yes, OK. \

7 Look at audio scr ip t 33 on page 76. Under l ine because of in the conversat ions.

8 Match quest ions 1-5 to reasons a-e.

1 Why can't y ou w o r k on the roof? Why do y o u need more sheeting? Why can't y ou w o r k outside? Why can't y o u use the crane?

2 3 4 5 Why do you need sunglasses?

a) Because of the sand. We need to cover the machines. b) Because it 's too co ld . We need better c lo th ing . c) Because of the sun. It's very br ight . d ) Because of the ra in . It's too dangerous for the roofers. e) Because it 's too windy. It's di f f icult t o handle the loads.

S p e a k i n g 9 Imagine y o u w o r k on cons t ruc t i on sites all over the w o r l d . Give examples of problems dif ferent types of weather can cause. Discuss these w i t h a partner.

A: One big problem on building sites is rain. B: Why? A: You can't work on the roof in the rain. It's too dangerous. And the ground is

too soft for big trucks. B: And the paint can't dry. A: Yes, good point.

On site 5 4

Food

V o c a b u l a r y 1 Read conversat ions 1-6 and match them to photos A-R Then complete the conversat ions w i t h the words in the box.

biscuits coffee milk noodles sandwiches soup

S p e a k i n g

1 A: B: A: B: A:

A: B: A:

A: B: A:

A: B: A: B:

A: B: A:

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

What have y o u got? Chocolate (1) . Want one? You look hungry. Yes, please. And you ' re r ight . 1 am hungry. There y o u go. Thanks.

What are y o u dr inking? Orange juice . Would you like some? No, thanks. I always d r i n k (2) when I 'm th irsty .

There's a takeaway d o w n the road. What do they do? (3) Different k inds, l ike cheese and tuna. And they also do o ther snacks. That sounds l ike jus t what I need.

Would y o u l ike some (4) ? Yes, please. How do you take it? Whi te w i t h sugar, thanks.

What are you eating? Chicken (5) Ah . I have fish w i t h r ice.

It's co ld today. Yes. Below zero, I th ink . What 's in the flask? (6) Smells great. Is i t chicken? Yes.

2 Work in pairs and pract ise the conversat ions in 1. What do you usually have for lunch? What are you having today? Discuss w i t h your partner.

3 Work in smal l groups. You're on a bu i ld ing site. It's luncht ime . Ask your colleagues wha t they ' re having for lunch .

42 5 On site

Review

Writing 1 Complete th is conversat ion w i t h the correct f o rm of the verbs in brackets.

Hi ! Can I help you? Yes, I (1) ( look for) Saskia Pol inski . She's an e lectr ic ian. Yes, I know Saskia. Today she (2) (work ) in tha t bu i l d ing over

( instal l ) a l i ght ing system on the g round floor.

A B A B

A: B:

A: B A B

there. She (3 ) . Thanks. Just a moment . Isn't that her over there? In the blue jacket? She (4) ( car ry ) a box or something . No, I can't see her. She (5) (walk) past the blue por tab le cabin. Yes, I t h i n k you ' re r ight . Thanks. Don't ment i on i t .

Answer these quest ions about the conversat ion in 1.

1 What does Saskia do? 2 What is Saskia doing? ( four th ings )

Look at the map on page 38. Wr i te d i rect ions:

1 f rom the M i l l Street c ons t ruc t i on site to the supermarket . 2 f rom Sparky's Electr ical Supplies to the pe t ro l s tat ion. 3 f rom Brigg's T imber Yard to M i l l Street.

Wri te the type of weather tha t causes the fo l lowing.

1 dehydra t i on 4 fingers to st ick to meta l 2 sand to get in machines 5 soft g round 3 sheeting to b l ow away

Wri te quest ions for answers 1-4.

1 Because of the snow. 3 2 Because it 's too wet . 4

Because of the w i n d . Because it 's too hot .

6 Complete this emai l w i t h what you had for lunch .

Dear Sam,

Thanks for looking after me this morning. The site is looking good and the traffic management system is well organised.

And lunch was great! I really enjoyed the (1) and the (2) was

perfect - much better than I have at home!

See you soon,

Carol

7 Work in smal l groups. Bra ins to rm lists of th ings to eat and dr ink .

On site 5 43

6 Health and safety

• identify wa rn ing signs

• complete a vehic le safety checklist

• expla in injuries

• talk about waste disposal colou

codes

Warning signs

V o c a b u l a r y 1 Look at these signs. What do they mean? Complete the sentences for signs 1-6 w i t h the words in the box.

©q®<d©o a harness a mask ear protection gloves protective clothing safety glasses

1 You must wear . 2 You must wear . 3 You must wear .

4 You must wear . 5 You must wear . 6 You must wear .

2 Here are some o ther signs. What is the difference between these signs and the signs in 1?

'A 'A A A — \ A A

Danger Scaffolding incomplete 1

Caution Slippery surface

Warning Stand clear 1 of suspended load

Warning Falling objects

A A A A Caution

Overhead cables Caution

Trip hazard Warning

Fork lift trucks Caution

Guard dogs on patrol

Read these sentences. What sign is needed? Look at the signs in 2 and wr i te the sign let ter for 1-8.

1 There are men wo rk ing on the roof today. 2 The new secur i ty company uses dogs 3 There are power cables near the fence 4 There's a lo t of debr is on the ground 5 We're erect ing the scaffolding this af ternoon 6 We're us ing the crane today. 7 We're mov ing the t imber today. 8 There's o i l on the ground

6 Health and safety

4 Use clues 1-9 to f i l l i n the squares. What hea l th and safety advice do y o u read in the column?

L i s t e n i n g 5

fa l l ing .

C l u e s : 1 overhead 2 3 4 5 6 7 8 9

surface

suspended. hazard

stand

safety.

•••••• • • •••••• • •••••• • • •• • • • • • • • •• • • • • • • • • • • • • •••• Listen to eight conversat ions and match them to the signs in 2.

li ft t r u c k dog

1 Conversat ion 1 a) A 2 Conversat ion 2 b ) B 3 Conversat ion 3 c) C 4 Conversat ion 4 d ) D 5 Conversat ion 5 e) E 6 Conversat ion 6 0 F 7 Conversat ion 7 g) G 8 Conversat ion 8 h ) H

Look at these photos . What are A-E called? Listen again and check your answers.

S p e a k i n g 7 Work in pairs . What o ther safety signs do y o u know/see on site? Discuss w i t h your partner. Take turns to say what the signs mean.

Health and safety 6 4

Site safety

V o c a b u l a r y 1 Look at th is i l lus t ra t i on . Circle the hea l th and safety problems you see.

2 You are an inspector. Look at the i l lus t ra t i on in 1 again. Tick (/) good or cross (X) bad for 1-6 in this report . Then wr i t e the prob lem for each using the words in the box.

boots children fall helmet ladder mask oil skip trip welding

RB Johnson Construction G o o d Bad Problem(s)

1 Waste

2 PPE

3 Access

4 Vehicles

5 Signs

6 Equipment

S p e a k i n g 3 Work in pairs . Compare your repor ts in 2.

4 Find a new partner. Take turns to descr ibe a prob lem on a cons t ruc t ion site. Is the p rob l em in the i l lus t ra t i on in 1?

46 6 Health and safety

Vocabu la ry 5 Look at th is i l lus t ra t i on . Say the words a loud. Then close your book, draw an i l lus t ra t i on of a fork li ft t r u c k and label i t .

L i s t e n i n g 6 Listen to this conversat ion. Wri te the vehicle number then complete the checkl ist w i t h a t i ck (/) or cross (X).

Fork lift Daily Inspection Checklist Vehicle number:

/ = OK X = action needed Li

ghts

Mir

rors

o>

Sea

t be

lt

Tyr

es

Flu

ids

Bat

tery

Do

cum

ents

Tuesday

7 L isten again and descr ibe the three prob lems w i t h the vehic le .

S p e a k i n g 8 Work in pairs . Student A look at the in fo rmat ion on th is page. Student B look at the in fo rmat ion on page 70.

S t u d e n t A

Read the l ist of faults for vehic le GH675 and expla in t h e m to Student B. Then make notes about the faults for vehic le JK893.

Doc

umen

ts

/ = OK X = action needed

Lig

hts

Mir

rors

Sea

t

Sea

t be

Tyr

es

Flu

ids

Bat

tery

Doc

umen

ts

GHfc75 X / / X / X X

Health and safety 6 47

First aid

V o c a b u l a r y

L a n g u a g e

P a s t s i m p l e : be

eye

finger

thumb

head

chest

hand

knee

foot

elbow

back

ankle

H j ^ x H Listen to six conversat ions about injuries on site and match 1-6 to a-f

t o comple te the sentences.

1 He spra ined a) his a rm.

2 He broke b) his back.

3 He b u r n t c) her finger.

4 He h u r t d ) his hand.

5 She cut e) his ankle.

6 The pallet c rushed f) his knee.

We use the past simple of be to talk about the past. 1/He/She/It was/wasn't In the site manager's office yesterday. We/You/They were/weren't here this morning.

P a s t s i m p l e We use the p a s t s i m p l e t o ta lk about act ions and s i tuat ions that s tar ted and f inished in the past.

To form the past simple of regular verbs , we add -ed to the verb. / sprained my ankle. The pallet crushed his hand.

Some verbs do not form the past simple with -ed.They are irregular (e.g. go > went, buy • bought, meet -* met, etc.).

He fell off the scaffolding, (fall •> fell) He broke his arm. (break -> broke)

2 Read th is extract f rom an accident repor t and under l ine the verbs in the past

s imple . W h i c h verbs are regular?

ACCIDENT REPORT

Name: Michel Kempinski Date: 7th November Location: Mill S t ree t ' RB Johnson

T h i ' i -n Construction Description Of incident: 1 was in the site manager s Of fee yesterday. I here was a problem with some waste management paperwork^. The site manager told me to cheeky the skjps in the gard. I counted the skips and found there were Onlg six, not eight. Then I saw the accident. Warrg tried to lift a skip wrt-h his Crane. The load was too heavg and the Crane tipped over. I t Crashed into the scaffolding that we erected gesterdag. Four men were hurt. We called the emergenCg services. Theg sent twO ambulances.

48 6 Health and safety

Vocabu la ry 3 T ick / the items y o u need to treat a cut finger.

•

a bandage | •

a roll of tape 1 n

Put these sentences for the t reatment of a cut finger in the correct order.

Q Clean the cut under runn ing water. I | Cover the cut w i t h a dressing or plaster. I | Put on disposable gloves. [T| Wash your hands. I | Dry the cut using a dressing or co t t on woo l .

Imagine a worke r cut his finger yesterday. Wr i te d o w n how you treated i t . Use the verbs in the box to he lp you .

L i s t e n i n g 6

7

cleaned covered dried put on washed

Listen and compare. Is any th ing dif ferent to the way y o u treated the finger in 5?

Listen to a hea l th and safety officer order ing suppl ies f rom a medical suppl ier for the first aid kit and complete this l ist .

1 -two rolls of (I)

<me tube of <m-tiseptic (2 ) .

•tUree boxes of (3)

« couple of packers of (V)

a bottle of (S")

S p e a k i n g 8 Work in pairs and take turns . Choose one of the injuries in 1. Tell y ou r par tner about the in ju ry and explain how it happened. Your par tner explains what to do using the phrases in the box.

call an ambulance take an X-ray

get the first aid kit go to hospital see the doctor

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

Health and safety 6 49

Waste disposal

V o c a b u l a r y 1 Read th is waste disposal not ice and wr i t e the name of the container for items 1-7.

WASTE DISPOSAL Please follow these waste disposal procedures. Containers are colour coded as follows:

Biohazard - food, plants

Gypsum - plasterboard and gypsum products

Hazardous - contaminated wastes such as asbestos, paint tins, tar

I ne r t - concrete, rubble, tiles, bricks, debris

Metal - clean metal

Mixed - general waste

W o o d - clean, untreated timber

1 manuals: 2 left-over food: 3 broken steel pipe: 4 paint t ins :

5 o ld sheeting: 6 tarmac: 7 painted wood :

2 Mr'Th'B L isten and check your answers to 1.

S p e a k i n g 3 Work in smal l groups. Talk about waste disposal in your area. A: We have three skips. One is for debris, one is for paint and one is for

general waste. B: What about glass? A: Glass goes in general waste.

50 6 Health and safety

Review

Writing 1 Wr i te the meanings of these signs.

2 Describe the faults on a vehic le y ou inspected. Use the words in the box.

broken cracked dirty flat leaking missing

3 Wr i te the i tems y o u need to treat a cut ringer. Then wr i t e how to treat i t .

4 Read th is emai l about accidents on the M i l l Street site and correct the words in b o l d .

D C C C • » •1

To: site manager From: site supervisor

We (1) h a d d four accidents on the Mill Street site this week. Ahmed (2) cu t ted his finger and needed stitches. Micki (3) b r e a k e d his arm. Kim (4) b u r n d his hand. And Susan (5) fa i led in a hole and had to go to hospital.

5 Use the char t on page 50 to complete th is email about waste disposal on a cons t ruc t i on site.

!

To: site supervisor From: health and safety inspector !

Please remind your workers to use the correct skips for waste disposal. Here is a list of colours and types of waste.

Green: untreated wood

Grey: (1) Orange: (3)

Blue: (2) Black: (4)

Regards

Health and safety 6 51

7 The contractor 's office

• welcome clients and explain what staff members do

• discuss projects • descr ibe structures using dimension • descr ibe the shape of constructions • calculate an a rea

Clients

R e a d i n g 1 Read th is email . What is it about?

From: SRamirez@ramco.com To: Arnold_Schmidt@gov.co.uk

Dear Mr Schmidt,

Thank you for your email and congratulations on your new job! I confirm I am available on Tuesday for a meeting and look forward to your visit to our offices next Tuesday at 9 a.m. to meet our staff and to discuss the Cambridge Road Hospital project.

With best wishes,

Susana Ramirez

General Manager

R a m C o

L i s t e n i n g 2 _ _ _ _ ___ Listen to five conversat ions between Arno ld Schmidt and Susana Ramirez and answer these questions.

1 Where does A rno ld Schmidt work? 2 What is Susana Ramirez in charge of? 3 How does A rno ld Schmidt take his coffee? 4 What p lan does Susana Ramirez suggest? 5 What t ime does A rno ld Schmidt have to leave?

3 Ma t ch 1-5 to a-e to complete the conversat ions. L isten again and check your answers.

1 Hello. M y name's A r n o l d Schmidt. I 'm here to see Susana Ramirez 2 Hello. I 'm Susana Ramirez. You must be Mr Schmidt 3 Before we star t , w o u l d you like coffee? 4 How about if I in t roduce y o u to the team first? Then we can look at the

designs and you can ask any questions you have 5 How long have we got?

a) Yes, that 's r ight . Pleased to meet you . b) Ah, yes. One moment , please. She's expect ing you . c) I have to leave at 11.30. So we've got about an hour. d ) Yes, please. W i t h mi lk and one sugar, please. e) That sounds perfect.

7 The contractor's office

4 _ _ _ _ ___ Listen to Susana Ramirez in t roduc ing her staff. I low ma in employees are there?

5 L isten again and complete th is staff d irectory. Use the words in the box. Who is out of the office?

B o o k k e e p e r C iv i l E n g i n e e r i n g s t u d e n t S t r u c t u r a l E n g i n e e r T e a m A s s i s t a n t

R a m C o

•o staff directo a S u s a n a Ramirez

Kenne th M c G a r r y

R o w e n a M u r p h y

Jane t L Jones

T imo thy W i s e m a n

Lu isa Se r rano

T h o m a s M c N a m a r a

Jul i ta Z ie l insk i

N a s i m O r g u n

Genera l M a n a g e r

Archi tect

(1) Struc tura l Eng ineer

Project M a n a g e r

Project M a n a g e r

(2) (3) (4)

V o c a b u l a r y 6 Match 1-5 to a-e t o make new words or w o r d pairs.

1 2 3 4 5

team engineering project s t ruc tura l book

a) manager b ) keeper c) assistant d ) s tudent e) engineer

7 Put these words in the correct order to make sentences. 1 Rowena / the / al l / does / calculat ions 2 Jul i ta / of / charge / is / in / staff / the / schedule 3 Thomas / next / graduate / hopes / to / year 4 Nasim / the / looks / after / finances 5 the / others / the / al l / out / are / at / moment

S p e a k i n g 8 Work in smal l groups and complete the fo l lowing.

1 Imagine you w o r k together in a general contractor ' s office. Who does what? Wr i te a staff d i r ec to ry using j ob t i t les .

2 Send one person - ' the v i s i t o r ' - to another 'office' t o be in t roduced to the i r staff.

3 Introduce the v is i tor to your staff. Explain the jobs and responsibi l i t ies of your staff.

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

. At the moment he/she's working on

The contractor's office 7 53

Projects

L i s t e n i n g 1 _ _ _ _ _ _ _ Listen to Susana Ramirez and Arno ld Schmidt talking about Block A of

the Cambridge Road Hospita l project and find the things they talk about in A-D.

•J rooms entrance / \ entrance

•

passage *-

L

- glass roof

25 m

passage

H m I Ground floor: | Amenities

L a n g u a g e

Metr ic a n d imper ia l m e a s u r e m e n t s

(m) ® • cafe book shop bank r es 'a J

r an* gift shop |

® (D fruit shop bank toy shop post office cafe

The construction industry uses both metric (e.g. cm/m/km) and imperial (e.g. inches/ feet/yards) measurements.

1 inch = 1" = 2.54 cm 12 inches = 1 foot = 1' 3 feet = 3' = 1 yard 1 m = 3 .281 '

You can ask and answer questions about dimensions in different ways:

How high is it? It's 25 metres high. OR What's the height? The height is 25 metres.

How wide is it? It's 16 metres wide. OR What's the width? The width is 16 metres.

You can ask and answer questions about dimensions in different ways:

How long is it? It's 150 metres long. OR What's the length? The length is 250 metres.

What's the area? It's 25 m2. (square metres)

You can ask and answer questions about dimensions in different ways:

How long is it? It's 150 metres long. OR What's the length? The length is 250 metres.

What's the volume? It's 46 m3. (cubic metres)

2 Fill in the gaps in the conversat ion.

A: So te l l me about the new project. I hear i t has a(n) (1) passage?

B: Yes, that 's r ight . And a(n) (2) roof.

A: How (3) is it?

B: The passage? 16 (4)

A: How m u c h is tha t in feet?

B: Oh, about (5) feet.

A: And how long is it?

B: 250 m. Sorry. About (6) yards.

A: Quite a lot of f loor space then?

B: Yes. The (7) is 4000 m 2 . And don' t ask me what that is in feet!

7 The contractor's office

________ Listen to three more conversat ions about Block A of the Cambridge Road Hospita l project and complete th is table. Then compare your answers w i t h a partner.

Conversat ion Topic Details

1 (1) (2)

2 (3) (4)

3 (5) (fi)

Read th is newspaper ar t ic le about the Cambridge Road Hospital project and correct the seven mistakes.

W o r k on the Cambridge Road Hosp i ta l project is go ing to plan, says A r n o l d

Smith, the government official responsible for the project. The new skyscraper

has six floors and is 150 metres long. The

design has a central passage w i t h rooms

o n each side. The passage has d i f f e rent

amenities, inc lud ing shops and restaurants,

and a wooden roof. The project manager i n

charge, Jul i ta Z ie l insk i o f RamCo, says that

the project includes a new underground car

park. A local company, Hingewel l Doors, are

supply ing the doors.

Work in pairs. Student A look at the in fo rmat ion on th is page. Student B look at the in fo rmat ion on page 70. Exchange in fo rmat ion about two bui ld ings.

S t u d e n t A

Look at th is pho to and read the in fo rmat ion about Taipei 101. Tell Student B about the bu i ld ing . Then l isten and take notes about Student B's bu i ld ing .

Taipei 101 This skyscraper is 508 metres high and has 101 floors. An interesting feature is the steel pendulum which hangs from the 92nd floor and acts as a damper against strong winds. It consists of 41 circular steel plates. Each plate is 125 millimetres high. Together they form a 5.5 metre diameter sphere. Every year, there is a race up the 2,046 steps from floors 1 to 9 1 . The record is just under 10 minutes and 30 seconds.

" f t * - c3„rj- Khalifa

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

D/Vu&ns/onS: (Z)

timber o f uti^AouiZ: (3)

The contractor's office 55

Shapes

V o c a b u l a r y 1 ________ Listen and wr i t e the conversat ion letter next to the shape. Listen again and comple te the table using the words in the box.

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

a triangle a ( n ) : . truss

an l-shape

—

a(n ) ' . girder

o a circle a circular rod

a square a ( n ) 7 . . beam

a cylinder a cylindrical can

o a(n) a spherical damper

" A a rectangle a(n) room

Underl ine the stress in these words . Then l isten and check your

answers.

1 cy l inder 2 rectangle 3 tr iangle 4 c irc le

cy l indr i ca l rectangular t r iangular c i rcular

3 Complete these sentences w i t h words to describe shapes.

1 The pendu lum in Taipei 101 is 2 This page is 3 M y cup of coffee is 4 A 90° cross-section of a p ipe is 5 Many steel beams are

S p e a k i n g 4 Work in a smal l group. Make lists of things that are the fo l lowing shapes.

1 c i rcu lar 2 rectangular 3 cy l indr i ca l 4 square 5 spher ica l 6 l-shaped 7 t r iangular

5 Compare your l ists in 4 w i t h o ther groups.

L i s t e n i n g 6 _ _ ______ L i s t e n t o a s t r u c t u r a l e n g i n e e r d e s c r i b i n g t h e d i m e n s i o n s o f t w o

beams: an I-shaped cross-section and a standard channel cross-section, and a

rod . Complete these tables.

beam height (h)

flange width (w)

'web

J\ |~- web thickness (b)

flange

_ flange thickness (t)

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

Flange width: (1)

Flange thickness: (2)

Web thickness: (3)

Beam height: (4)

Area: (5)

•

l eng th (I)

radius (r)

Standard channel c r o s s - s e c t i o n

Depth (h): (6)

Width (w): (7)

Web thickness (s): (8)

Area: (9)

Rod

Radius (r): (10)

Length (I): (11)

L a n g u a g e

E x p r e s s i o n s

Note how we say dimensions: 3.520 = three point five two oh 0.370 = (nought/zero/oh) point three seven oh (We do NOT say three point fifty-two, or three point five hundred and twenty.)

1 inch = approximately 25 millimetres This board is 30 x 600. = This board is 30 by 600.

7 Wr i te these d imensions in words .

1 2.345 2 0.146 3 35.290 4 63.38 5 3.402

S p e a k i n g 8 Work in pairs to complete these d imensions. Student A look at the in format ion

on th is page. Student B look at the in fo rmat ion on page 70.

A: What are the dimensions of the rod?

B: It's 4.35 metres long, ....

A: What about the radius?

B: The radius is ... .

The con t rac to r ' s office 1 »

Calculations

V o c a b u l a r y 1 Look at these cross-sections. Calculate the areas.

area of a circle = j t r 2

volume of a cylinder = ; r r z h volume of a sphere = ^ n r 3

volume of a cone

30 mm 1 20 mm

25 mm

25 mm

L a n g u a g e

C a l c u l a t i o n s Note how we say ca lculat ions:

20 x 30 = 600 = twenty times thirty is/equals 600 = equals irr 2 = pi r squared + plus 2nr = two pi r - minus 600 m 2 = six hundred square metres / divided by 600 m 3 = six hundred cubic metres x multiplied by/times J 64 = 8 = the square root of sixty-four is eight V the square root of

2 Calculate these vo lumes. Compare your answers w i t h a partner.

4"

4" 8 cm

5 mm

3 The answers to these calculat ions are incorrect . Correct the answers and then compare w i t h a partner.

1 3 x 4 = 1 5 2 1 6 / 8 = 3 3 V25 = 4 4 1 8 - 1 5 = 2 5 76 + 32 = 107

S p e a k i n g 4 Work in pairs . Take turns to give each other s imple calculat ions to do.

A: What's the square root of 121? B: 11. My turn. What's 174 divided by 3? A: 48. B: No, it's 58.

7 The con t rac to r ' s office

Review

Writing 1 Wr i te the noun (n) and adjective (adj) for each shape.

l ( n ) _

2 (adj)

3 ( n ) _

4 (adj)

5 ( n ) _

6 (adj)

7 ( n ) _

8 (ad j ) .

9 ( n ) _

10 (adj)

l l ( n ) _

12 (adj)

13 (n) _

14 (ad j ) .

2 Complete th is text w i t h the words in the box.

council engineers plan staff team water

o n e g ene ra l manager , o n e

, t h r e e p r o j e c t c o - o r d i n a t o r s ,

assistant. Susana Ramirez

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

a r ch i t e c t , t w o s t r u c t u r a l (2 )

o n e finance spec ia l is t a n d a (n ) (3 )

is t h e a r ch i t e c t i n cha rge o f t h e C a m b r i d g e Road H o s p i t a l p ro j e c t .

E v e r y t h i n g is g o i n g t o (4 ) , she says, e x cep t f o r t h e

(5 ) su j ip ly , w h i c h r e m a i n s a p r o b l e m . T h e s o l u t i o n is a

n e w p u m p sys tem, she says, b u t t h e r e is n o t e n o u g h m o n e y i n

t h e b u d g e t . T h e loca l g o v e r n m e n t o f f i c ia l , A r n o l d S c h m i d t ,

says t h a t h e is a sk ing f o r m o r e m o n e y f r o m t h e l oca l

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

re l i ab l e w a t e r supp ly , h e says.

3 Imagine you are a v i s i t o r at a contractor ' s office. Wr i te answers to the receptionist 's quest ions 1-3.

1 Can I help you? 2 Would you like coffee? 3 How long have you got?

4 Wr i te these numbers in words .

1 2.905 2 67.98 3 0.223 4 453.608 5 14.890

5 Wr i te these calculat ions in words .

1 5 x 6 = 30 4 5 + 3 - 1 = 7 2 100/5 = 20 5 7 2 = 7 x 7 = 49 3 V36 = 6

6 Look at the bui ld ings in 5 on pages 55 and 70. Wr i te three sentences about each bui ld ing . Use the in fo rmat ion on pages 55 and 70 to he lp you .

The con t rac to r ' s office 7

8 Planning ahead

• complete a schedule

• make appointments

• talk about days, dates and time

• make comparisons

• write quantities

Planning a project

L i s t e n i n g 1 _ _ _ _ ___ Listen to a project manager expla ining the schedule for a beam bridge and look at th is d iagram. T ick / the four words y o u hear.

, d e c k Q abutment

superstructure [_

spanQ~

foundations [_

Are these sentences true (T) or false (F)? Correct the false sentences.

1 The deck is above the supers t ructure . (T / F) 2 The piers are below the foundat ions. (T / F) 3 The supers t ruc ture rests on the piers and abutments . (T / F) 4 The bridge has three abutments . (T / F)

V o c a b u l a r y 3 Match 1-5 to a-e to make w o r d pairs.

project beam design site opening

a) preparat ions b) br idge c ) ceremony d ) schedule e) phase

8 P lanning ahead

L i s t e n i n g 4 L isten again and complete th is schedule.

January February March April May June July August September October November December

L a n g u a g e

Will (future)

_ re

E

*_ Q. <

>• re

s

c 3

~3 3

~3

O) < S

ept

u O

> o z

u o Q

c re -3

0) u_ k_ (0 Q.

< ra 2

c 3 - J

3 -3

Design i t •/////. W/.

Site preparations

Foundations

Pier construction

Superstructure

Deck

Opening ceremony

5 Look at the schedule in 4 and answer these quest ions.

1 When w i l l w o r k on the foundat ions begin? 2 When w i l l w o r k on the supers t ruc ture end? 3 Wi l l the site preparat ions s tar t in June th is year? 4 Wi l l the br idge open in June next year?

We use will + the infinitive to talk about something that we think, believe or know will happen in the future.

We'll start work on the foundations at the beginning of August, (we'll = we will) I'll see you next week. (I'll = I will)

Will the bridge open in July? Yes, it will./No, it won't (will not).

S p e a k i n g 6 Work in pairs. Student A look at the in format ion on th is page. Student B look at the informat ion on page 71.

S t u d e n t A

Look at th is schedule for a br idge c ons t ruc t i on project and ask Student B for the miss ing in format ion .

A: When will we do the foundations? B: We '11 start in August and we 11 hnish in December. A: So, it will take hue months? B: Yes, that's right. A: OK, what about...?

>. (0

c 3

-3 3

-3

CD 3 < S

ept

u O

> o z

u <u o

c re ~3

.Q 0) LL

_ Q. <

>• re c 3

—3 3

-3

D) 3 < S

ept

Design it w n Site preparations

Foundations

Pier construction

Superstructure I if Deck

Opening ceremony H

Planning ahead 8 61

Schedules

L i s t e n i n g 1 _ _ _____ Listen to five conversat ions and look at this calendar. Write the days of the meetings.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

7 2 3 4 5

7 d 9 10 77 12 73

74 15 16 17 18 19 2 0

27 22 23 24 25 26 2 7

2&

1 3 3 4

L a n g u a g e

P r e p o s i t i o n s of t ime

Wri te these years in figures.

1 nineteen eighty-six 2 eighteen oh one 3 twenty oh one/two thousand and one

3 Wr i te these years in words .

1972 2018 2007 2034 2010 2015

4 twen ty thir ty- f ive 5 nineteen ninety 6 twenty eleven

We use on with days and dates. Note: we write 22 June or 22nd June, but we say June the twenty-second or the twenty second of June.

on Tuesday/22 June/Monday evening

We use in with parts of the day and longer periods of t ime. in the morning/the summer

We use at with clock t imes and some expressions. at 5.15 p.m./the weekend/the moment

Saying years: 1998 = nineteen ninety-eight 2007 = fwenfy oh seven/two thousand and seven

Making appointments: Are you free ... on Tuesday? on Wednesday morning? at ten o'clock? in the morning? next week?

I'm free ... all week, on Friday. on Monday evening, at 5.30 p.m. in the afternoon.

Making appointments:

1 can't make it on Monday.

S p e a k i n g 4 Work in pairs and ask and answer quest ions 1-6. Make a note of the answers. Then find another par tner and repeat.

1 When's your b i r thday? 2 When was your last holiday? 3 When's your next holiday? 4 When d id y o u last go over a bridge? 5 When d id y o u last v is i t a cons t ruc t i on site? 6 When w i l l y o u retire?

62 8 Planning ahead

V o c a b u l a r y 5 Look at clocks 1-6. Listen to the t imes and wr i t e them in words .

1 4

2 5

3 6

6 Wr i te these t imes in words .

1 7.25 4 2.05

2 8.45 5 12.30

3 3.15 6 6.10

7 _ _ ______ Listen to seven conversat ions. Write the t imes and what is happening.

1

2

3

4

5

6

7

L a n g u a g e

Tel l ing the t ime

6.00 = six o'clock 6.05 = five past six/six oh five 6.10 = ten past six/six ten 6.15 = quarter past six/six fifteen 6.20 = twenty past six/six twenty 6.25 = twenty-five past six/six twenty-five 6.30 = half past six/six thirty 6.35 = twenty-five to seven/six thirty-five 6.40 = twenty to seven/six forty 6.45 = quarter to seven/six forty-five 6.50 = ten to seven/six fifty 6.55 = five to seven/six fifty-five a.m. = in the morning p.m. = in the afternoon/in the evening

What's the time?/What time is it?

It's half past seven/seven thirty. (7.30) It's quarter to seven/six forty-five. (6.45) It's five past six/six oh five. (6.05)

Asking what t ime something starts: What time is the meeting? It's at quarter past two/ two fifteen. (2.15)

Making arrangements to meet: Are you free at 11 o'clock? How about/What about 11.30?

S p e a k i n g 8 Take out your own schedule for th is week. Work in a smal l group. Arrange a

t ime that suits all of y o u to have a two-hour meet ing to discuss a new project .

Planning ahead 8

Bridges

R e a d i n g 1 Read these descr ipt ions of five bridges and match texts 1-5 to diagrams A-E.

1 In a suspension bridge, cables go f rom one tower to another and the deck hangs f rom ver t i ca l suspenders (cable or rods ) at tached to the main cable

2 A cant i lever is a beam suppor t ed at one end. In canti lever bridges, a beam balances on top of two or more o ther beams, or canti lever arms

3 Arches are norma l l y semic ircular in shape. In th is type of bridge, there are no cables or towers .

4 Beam bridges are the most c ommon type of bridge. The design is very s imple . The beam sits on t op of two or more suppor t s or abutments

5 In a cable-stayed bridge, the cables go d i rec t ly f rom the tower to the deck. Cable-stayed bridges can have any number of towers

S p e a k i n g 2 Work in pairs . Cover the diagrams and the texts in 1. Together, sketch the five types of bridges in 1 and explain the differences to each other.

64 8 Planning ahead

R e a d i n g 3 Read these texts about three cable-stayed bridges. Are sentences 1-5 true (T) or false (F)? Correct the false sentences.

T he SutongYangtze

River Bridge i n Ch ina

has a m a i n span of

1,088 m . There are also side

spans, m a k i n g the tota l br idge

l ength 8,206 m . The t w o highest

towers i n the br idge are 306 m

h i gh . The br idge opened i n M a y

2008.

T he R i o n - A n t i r i o n Bridge

is i n Greece. Comp le t ed

i n Augus t 2004, the

br idge is 2,880 m l o n g a n d 28 m

w ide . The cable-stayed deck is

2,252 m long . I t has four towers,

each 220 m h i g h .

T heTataraBr idge i n Japan

has a to ta l l eng th of

1480 m , w i t h a m a i n

span o f 890 m . The deck w i d t h

is 30.6 m a n d the towers are

220 m h i gh . The Tatara Bridge

was comple ted i n M a y 1999.

1 The longest br idge is the Sutong Yangtze River Bridge. (T / F) 2 The oldest br idge is the Tatara Bridge. (T / F) 3 The Tatara Bridge is longer than the Rion-Ant i r ion Bridge. (T / F) 4 The Rion-Ant i r ion Bridge has the highest towers . (T / F) 5 The Sutong Yangtze River Bridge has the shor tes t ma in span. (T / F)

L a n g u a g e

C o m p a r a t i v e a n d s u p e r l a t i v e a d j e c t i v e s

We use comparat ive adject ives to compare two people or things. We use superlat ive adject ives to describe one in a group of three or more people or things.

The Rion-Antirion Bridge is longer than the Tatara Bridge. The oldest bridge is the Tatara Bridge. long > longer than -» the longest old -» older than > the oldest high -> higher than • the highest short -» shorter than -* the shortest new - newer than • the newest

Complete these sentences. There is more than one correct answer.

1 The Tatara Bridge is than the Sutong Yangtze River Bridge. The Sutong Yangtze River Bridge is than the Rion-Ant ir ion Bridge. The Rion-Ant ir ion Bridge is . . t han the Tatara Bridge and . than the Sutong Yangtze River Bridge. The Sutong Yangtze River Bridge is t h e . The Tatara Bridge is the

S p e a k i n g 5 Work in pairs. Make compar isons about the bridges in th is table.

Completed Length Type Height (above water)

Firth of Forth Bridge, Scotland 1890 8,296 feet cantilever 151 feet

Golden Gate Bridge, USA 1937 8,981 feet suspension 220 feet

Howrah Bridge, India 1943 705 m cantilever/suspension 8.8 m

1 m = 3.28 feet

Planning ahead 8 65

Quantities

L i s t e n i n g 1 ________ Listen to the conversat ion and answer these questions.

1 What are they ta lk ing about? 2 What are they bui lding?

2 L isten again and wr i t e the quant i t ies for 1-7.

1 br i ck blocks: 5 sand: 2 mor ta r : 6 gravel: 3 concrete: 7 water: 4 cement:

L a n g u a g e

H o w m u c h / H o w m a n y

We use h o w m u c h to talk about quantities we can't count. How much mortar will you need?

We use how many to talk about quantities we can count. How many bags of mortar will you need?

3 How much or How many? Wr i te the nouns in the box in the correct co lumn. Add three more nouns to each co lumn.

boxes bricks cement metres mortar water

How m u c h ? How m a n y ?

V o c a b u l a r y 4 Complete these phrases.

1 a ro l l of 2 a box of 3 a bag of 4 a cup of

a packet o f . a bot t le of _ a t i n of

8 a flask o f .

S p e a k i n g 5 Work in pairs. Student A look at the in fo rmat ion on this page. Student B look at the in fo rmat ion on page 71.

S t u d e n t A

You want to bu i l d a 7 m 2 single skin br i ck wal l . Ask Student B what materials y ou w i l l need, and in what quant i ty . Use th is table to answer Student B's quest ions.

Brickwork (m 2 ) : sol id brick wall Number of br icks Number of bags of mortar

1 120 5

2 240 10

3 360 15

4 480 20

5 600 24

6 720 29

7 840 34

8 960 39

9 1080 44

66 8 Planning ahead

Review

Writing 1 Put these phases of br idge cons t ruc t i on in the correct order 1-7.

_| foundat ions __ pier cons t ruc t i on site preparat ions _] deck

I | opening ceremony supers t ruc ture __ design

2 Complete th is conversat ion about a br idge project . Wr i te one or t w o words in each gap.

A: So, when w i l l they s tar t the design phase? In November. The who le project (1) about 24 months . I see. What sort of br idge (2) i t be? It (3) a s imple beam bridge.

B A: B: A: B:

A B A B

And how (4 ) . w i l l i t be? I t h ink the overa l l length w i l l be 300 metres. But I 'm not sure. (5) . have to check. So i t ' l l be (6) t han the o ther bridge? Yes, that 's r ight . OK. How many piers w i l l it (7) _? Three? No, the c iv i l engineer says tha t two (8) . . enough.

Sketch one type of br idge design. Name the br idge type and label the parts of the br idge using some of the words in the box.

abutment beam cable circular deck foundation pier

rod superstructure support tower

4 Wr i te these dates in words .

1 3 Oct 1992 3 16 Mar 2010 2 24 Feb 2001 4 12 Apr 1987

5 Wr i te these t imes in words .

6 Are these quest ions correct (C) or incorrect ( I ) ? Correct the mistakes.

1 How m u c h bags of cement? (C / I ) 4 How many projects? (C / I ) 2 How many l i tres of water? (C /1) 5 How m u c h sand? (C /1) 3 How m u c h metres? (C / I )

7 Read th is in fo rmat ion about a br idge project and wr i t e a shor t text about i t for your company brochure . Draw and label a d iagram w i t h the d imensions. Start l ike th is . We started the project in ....

Completed

56 m (highest po in t )

Sept 2009

| N o v 2010

nor thern Germany

government

P lanning ahead 8 67

Partner files

1 The construct ion industry F i n d i n g out m o r e S p e a k i n g e x e r c i s e 3 p a g e 6

S t u d e n t B

Read these letters to Student A. Wr i te the letters Student A says. What do the

letters mean?

PPE H V kg POL

PPE = personal protect ion equipment

HV = high voltage

kg = ki logram

POL = petrol , o i l , lubricants

T r a d e s a n d t ra in ing

2 Trades S p e a k i n g e x e r c i s e 7 p a g e 13

S t u d e n t B

Read about a t ra in ing inst i tute in Dubai, Uni ted Arab Emirates (UAE) and under l ine

the key in format ion .

The institute is 24 years old and has over 1,000 students.The f irst year of training is general and includes training on basic tools and equipment, health and safety and algebra. In the second year apprentices specialise in one trade: construct ion electrician, painting and decorating, concrete specialist, heating, ventilation and air condit ioning technician, indoor plumbing, roofing o r residential glazing.The training takes three years t o complete and includes on-the-job experience.

3 Heavy equipment C o n t r o l s a n d S p e a k i n g e x e r c i s e 3 p a g e 24

e q u i p m e n t

Mater ia ls

4 Building supplies S p e a k i n g e x e r c i s e 10 p a g e 31

S t u d e n t B

Read the list on the oppos i te page. The items are in stock in the s toreroom. Answer

Student A's quest ions. Then ask to bo r r ow the i tems y o u need.

68 Par tner files

In stock: • 12m extension cable - 1 • 15 m extension cable - 10 • 5A/250V plug - 30 • 15 mm flexible metal condui t -10 |H • 25 mm flexible metal conduit - 30 l*v • 3G power cable - ^-l l*V • 18 mm x 30 m PVC insulating tape - ^0 rOtlS You have: • spare red paint • spray equipment (for painting)

You need to borrow: • a paint brush

A: B: A: B:

A: B:

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

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

4 Building supplies Insu la t ion S p e a k i n g e x e r c i s e 6 p a g e 3 3

S t u d e n t B

1 You are a customer. Read this extract f rom a suppl ier 's email . Answer the phone.

Thank you for your order for insulation materials, as follows:

Mineral wool glass Supamat 56 (200 mm x 6 m x 1130 mm) - 10 rolls

Mineral wool glass Supamat 87 (200 mm x 6 m x 1130 mm) - 7 rolls

Please note your order number is B23451K.

2 Your boss wants 17 rol ls of Supamat 87, not 7. Phone the suppl ier and change the order.

5 On site Di rec t ions S p e a k i n g e x e r c i s e 7 p a g e 3 9

S t u d e n t B

Look at these floor plans. You are at Reception. Ask Student A how to get to the fol lowing.

1 the general manager's office 2 the purchasing depar tment 3 the to i let

accounts

photocopying conference room reception

lift

reception

residential commercial site

management

storage supervisor's projects

lift

entrance

Partner files 69

6 Health and safety Si te sa fe ty S p e a k i n g e x e r c i s e 8 p a g e 47

S t u d e n t B

Listen and make notes about the faults for vehic le GH675. Then read the list of faults for vehic le JK893 and explain them to Student A.

P r o j e c t s

c

ID in CD

Tyr

es CO

>. 01 E

/ = 0 K X = action needed L

igh

t

Mir

ro

Sea

t

Sea

t

Tyr

es

Flu

id

CD e to m D

ocu

GHb7S

X • • X X • /

7 The contractor 's office S p e a k i n g e x e r c i s e 5 p a g e 55

S t u d e n t B

Listen and take notes about Student A s bu i ld ing . Then look at this pho to and read the in fo rmat ion about the Burj Khalifa. Tell Student A about the bui ld ing .

The Burj Khalifa The Burj Khalifa is a skyscraper in Dubai. It is 828 metres high and has 160 floors. The total floor area is over 300,000 m 2 . The building contains offices, a hotel and swimming pools, as well as 900 residential apartments. There are 24,348 windows and 2909 steps. The Burj Khalifa contains more than 330,000 m 3 of concrete and 39,000 tonnes of steel rebar.

Taipei I d He-i'^M-: CO

r W b e r o£ s+epS: t$> —

Race, record-- W

7 The contractor 's office S h a p e s S p e a k i n g e x e r c i s e 8 p a g e 57

3.65 m

1.33 m 67 cm r

4.83 m

65 cm

330 mm

6.38 m

45 cm

2 mm 4 mm

500 mm

6 mm

A: What are the dimensions of the rod?

B: It's 3.65 metres long, ....

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

Par tner files

8 Planning ahead Planning a project Speaking exercise 6 page 61

Student B

Look at this schedule for a br idge cons t ruc t i on project and ask Student A for the missing in format ion .

A: When will we do the site preparations? B: We'll start in June and we'll finish in October. A: So, it will take five months? B: Yes, that's right. A: OK, what about....

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c 3

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Design

Site preparations /////, __2 i

Foundations

Pier construction ///V/ Wi

V//// l l Superstructure

Deck WM y////y////, Opening ceremony

8 Planning ahead Quantities Speaking exercise 5 page 66

Student B

You want t o bu i l d a 3 m 2 so l id br i ck wal l . Ask Student A what mater ials y ou w i l l need, and in what quant i ty . Use th is table t o answer Student A's questions.

Brickwork (m 2 ) : sol id brick wall Number of br icks Number of bags of mortar

1 60 3

2 120 5

3 180 8

4 240 10

5 300 12

6 360 15

7 420 17

8 480 20

9 540 22

Partner files 71

Audio scr ipt f * I

Unit 1 The construction industry

[JT = Jun Takahashi ; IR = Isabelle Roux] JT: Hi ! I 'm Jun Takahashi , f r om the M in i s t r y . IR: Hi , M r Takahashi . I 'm Isabelle Roux. I 'm f r om

France. I 'm the a rch i t ec t on th is pro ject . JT: A h , I 'm a b u i l d i ng inspector . IR: Pleased t o meet y o u . [KN = Karo l Nowack i ; SC = Santiago Cruz ] KN: H i ! Karo l Nowack i . SC: Santiago Cruz. KN: Wha t do y o u do, Santiago? SC: I 'm a crane operator . A n d you? KN: Me? I 'm a roofer.

[KB = Kamal Boukha led ; SC = Santiago Cruz ] KB: Hi ! M y name is Kamal Boukha led . SC: H i , Kamal . I 'm Santiago. KB: Where are y o u from? SC: From Caracas, Venezuela. KB: A h , Caracas. A beaut i fu l city. I come f r om

Morocco .

[KB = Kamal Boukha led ; KN = Karo l Nowack i ; IR = Isabelle Roux] KB: Hel lo. My name's Kamal Boukha led . KN: Hi , Kamal . I 'm Karo l Nowack i . A n d th is is

Isabelle Roux. KB: Hel lo, Isabelle. IR: Pleased t o meet y o u . KN: W h a t do y o u do, Kamal? KB: I 'm a p lumber . KN: I 'm a roofer. A n d Isabelle designs bu i ld ings . KB: She's an archi tect? IR: Yes, that 's r i gh t .

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

Hel lo. M y name's T r o chowsk i . That 's T-R-O-C-H-O-W-S-K-I. First name? Robert . Thank you .

Carlos. Carlos de l Bosque. How do y o u spel l that? It's del Bosque. D-E-L. New wo rd . B-O-S-Q-U-E. Thank y o u .

Sasha Burgess.

B: Pardon? A: Burgess. That 's B-U-R-G-E double S. B: Thank you .

[A = A h m e d ; T = Tar iq ; J = Jacek] A: Hel lo. I 'm A h m e d . I 'm the e lectr ic ian. From

Chester tons . T: Chester tons, the subcontrac tors? A: Yes, that 's r i gh t . T: Ah , good t o see you , A h m e d . I 'm Tar iq . Roofer.

Th is is Jacek. He's a roofer too . A: Hi , Jacek. J: Hel lo, Ahmed . T: A n d that ' s Luis . A: What does he do? T: He's a crane operator . A: OK.

[K = K im ; A = Ahmed ; R = Rob; P = Pierre; L = Luis; T = Tar iq ] K: OK, everybody. New people, so please say

y o u r name and y o u r j ob . A: A h m e d . E lectr ic ian. From Chestertons. R: Rob. Labourer. P: Pierre. Labourer. L: Luis. Crane operator . T: Tar iq . Roofer. K: A n d I 'm K im . Site manager. [A = An ton io ; A h = A h m e d ] A: Hel lo. M y name's An ton i o . A h : Pardon? A: An ton i o .

A h : Hi , An ton i o . I 'm Ahmed . Are y o u the new electr ic ian?

A: No, I 'm An ton i o Rivaldi . Bu i l d ing inspector f rom the Min i s t ry .

Ah : A h , OK. Can I he lp you? A: I 'm l ook ing for K im . A h : K im, the site manager? That 's K im over there. A: Thank y o u .

1 tunne l - T-U-N-N-E-L 2 road - R-O-A-D 3 br idge - B-R-I-D-G-E 4 house - H-O-U-S-E 5 schoo l - S-C-H-0-O-L 6 hosp i ta l - H-O-S-P-I-T-A-L 7 apar tment - A-P-A-R-T-M-E-N-T 8 office b lock - O-F-F-I-C-E B-L-O-C-K

I 'm l ook ing for the site manager. Are y o u f r om the school? Yes, that 's r i ght .

I 'm the crane opera to r on the new bridge. Pleased t o meet you .

72 Aud i o s c r ip t

3

4

What does he do? He's an arch i tec t . He designs apar tments . That 's Henr ie t ta Samson. She works for the Min is t ry . She inspects office b locks . Ah , 1 see. Thank y o u . Who 's that? That 's Ken. He's a labourer o n the tunne l pro ject . I 'm look ing for Salim. Salim? Yes, he's in charge of the roofers at the hospi ta l .

A: B:

Can y o u te l l me about the house? Yes, of course. The house has t w o f loors. We have a k i t chen , t w o ba throoms and t w o bedrooms. The k i t chen opens out in t o a fami ly area and a d in ing area. We also have a po r ch . Did y o u say two bathrooms? Yes, that 's r ight . And t w o bedrooms. OK. What about the garden?

Unit 2 Trades

Hi! My name's Sam Smith . I 'm an e lec t r i c ian by t rade . I w o r k on bu i l d ing sites. I 'm also an i n s t r u c t o r at a vocat iona l school . Today I want t o ta lk about t rades . Trades norma l l y have three stages. The f irst stage is apprent ice . Apprent ices are superv i sed at w o r k and learn on the j ob . Mos t apprent ices also a t t end voca t i ona l schoo l and get a qua l i f i ca t ion . The second stage is j ourneyman. Journeymen w o r k unsuperv i sed . A master is the t h i r d stage. Masters superv ise o ther worke rs , and also t r a in apprent ices .

F: In a box, b eh ind the t ruck , next t o the base plates. Ask Lenny.

J: Thanks . S: Where are the jacks? F: Beh ind the t ruck . Between the base plates and

the box of p ins . S: OK, thanks . F: Where 's m y flask? A l l : Under the t ruck . F: OK, thanks .

[F = Foreman; M = Mickey, apprent i ce ] F: So, Mickey. Is Mickey sho r t for Michael? M: No, i t 's a n ickname. It's sho r t for Mickey Mouse. I

have b ig ears. F: Ah ! I see. What 's y o u r real name? M: Ken. Ken Chambers . F: Where are y o u from? M: Manchester. F: Manchester? That 's a long way f rom here. Do y o u

l ive in Manchester? M: No, I don ' t . I l ive in Leeds. F: Ah ! OK. W h i c h col lege do y o u go to? M: Leeds Cons t ruc t i on . F: Is that near the centre? M : Yes. Near the hosp i ta l . F: Wha t trade? M: I 'm a p lumber . F: A n d how o l d are you? M : I 'm nineteen. A lmos t twenty . M y b i r t h d a y is on

Thursday . F: Did y o u say Thursday? That 's interest ing. M: Why? F: M y b i r t h d a y is o n Thur sday too . Coffee? M: Yes, please. Thanks .

1 th i r t e en 2 f o r t y 3 s i x t y

fifty-six, th i r ty - four , e ighty-nine, s ixty-three, seventy-six, twenty-one th i r t e en , th i r t y , fourteen, forty, s ixteen, s ix ty

The office b l ock has six f loors. Each f loor has twen ty - two rooms. Each r o o m has two w indows and a door, so there are forty- four w i n d o w s per f loor and twen ty - two doors . Each w i n d o w is 1 m 20 by 80 cm. Each r o o m is 32 m 2 .

[L= Lenny, c ons t ruc t i on worker ; F = Foreman; M = Mickey, apprent ice ; J = Jeff, apprent i ce ; S = Sam, apprent ice ]

1 L: Where are the base plates? On the t r u c k too? F: No, they ' re beh ind the t ruck . L: OK, thanks .

2 L: I need a hammer. For the base plate nai ls. M: My hammer is in the too lbox . L: Where is it? M: The too lbox? It's in f ront of the t r u c k . L: Thanks.

3 J: Where are the coup l ing pins? A n d the l ock ing pins?

[J = Jeff, apprent i ce ; M = Mickey, apprent i ce ] J: When's the par ty , Mickey? M: Saturday. J: What t ime? M: Eight o 'c lock. J: Where? M: A t m y place. J: What ' s the address? M : Sixteen, C o n w o r t h Road. J: Is tha t C-O-N-W-O-R-T-H? M: Yes, that 's r i ght . J : OK. Oh, what ' s y our te l ephone number, in case

there 's a prob lem? M: It 's 564362. J: D id y o u say 362 or 363? M: 362. J: Thanks . See y o u on Saturday. M: Great!

Unit 3 Heavy equipment

What 's in the crate? A rebar cutter . A what? A rebar cutter . You know, t o cut rebar. Ah , OK.

Aud i o sc r ip t 73

A: What 's i n the box? B: The label says M1G we ld ing equ ipment . Hang

on . A h , i t 's we ld ing w i re . A: What 's on the pallet? B: It looks l ike sheets of glass. A: OK.

A: What 's o n the f latbed, under the sheeting? B: Rebar. Lots of rebar. A: What are y o u doing? B: I 'm phon ing the suppl iers . We don ' t need rebar.

Hello? Hello? Is tha t Harr isons? We have a prob lem. Your man is unload ing rebar in our car park . We don ' t need rebar. We don ' t use rebar. Why? I don ' t know why ! OK. Uh-huh. Thank you .

A: What 's happening? B: It 's a mistake. He's p h o n i n g his d r i v e r now. A: Good morn ing . B: M o r n i n g . A: I have a de l i v e ry for the site carpenter , A b d u l

Ka r im . B: Ah , yes. He's wa i t i ng for the t imber . F loor ing

t imber , r ight? A: No, roo f ing t imber . B: Oh ! Park over there , please. I t h i n k we have a

p rob l em.

A: Hel lo. I 'm l ook ing for the site manager. B: Sure. I 'm the site manager. Janek Kro l . What 's

up? A: H i ! I 'm Marc M a r t i n , f r om Mar t in ' s Aggregates. B: Hel lo . Good t o see y o u . We are wa i t i ng for y o u r

sand. A: Yes, we l l , the sand is c om ing - in about t w o

hours . B: Two hours? Why? I need the sand now. A: I 'm sorry . We're w a i t i n g for the dr iver . B: What? A: The dr i ver ' s r u n n i n g late. I 'm real ly sor ry .

Crane opera to rs use di f ferent con t ro l s t o raise and lower the boom, ro tate the cab, ex tend and re t rac t the boom, w i n d and u n w i n d the w i n c h and c o n t r o l o the r equ ipment . Th is ope ra to r has t w o joys t i cks . One cont ro l s left-to-r ight movement of the b o o m and the o the r cont ro l s f o rward and backward movement . The opera to r uses the foot pedals t o re t rac t o r ex tend the boom.

D id y o u say t u r n the key? Yes, that 's r i ght . C lockwise or ant ic lockwise? Clockwise. Thanks .

What do I do next? Press the s tar t b u t t o n . OK. W h i c h one is the s tar t but ton? It's the green one, on the left. Thank y o u .

How do I s ta r t the engine? Press the green b u t t o n and t u r n the key. And how do I s top it? Swi tch off? Press the b ig red b u t t o n here. Thanks.

Where 's the sand? I t h i n k it 's on the way. I hope so.

Where are the base plates? I 'm sure they ' re in the t ruck . A h , OK. That makes sense.

I t h i n k the b o o m is t oo h igh . Ah , yes, you ' re r i gh t . Use the rad io and speak t o the operator . OK. Good idea.

I t h i n k the concrete is t oo hard . I don ' t t h i n k so. It looks OK to me. Are y o u sure? OK, go and ask J im. Wi l l do.

Where 's y o u r ha rd hat? Over there . Why? Go and get i t . You must wear a hard hat in this area. OK. Here it is.

We have a problem. There's a hole in the hopper. John's in the house. He's a welder. Ask h i m to fix i t . Good idea. Thanks. You're we lcome. Don ' t t o u c h the flask. Why? Is it yours? No, i t 's Norman 's . Fair enough.

What 's this? A remote contro l? It's a remote c on t r o l . That 's r i gh t .

What 's th i s for? It 's for ex tend ing the boom.

What does th i s do? It s tar ts the motor .

How do I ex tend the boom? Extend it? You use the pedal .

How do I l ower the boom? Lower it? You move the j oys t i ck .

What 's th i s s w i t c h for? Is i t the power swi tch? Yes, that 's the power sw i t ch .

Unit 4 Building supplies

[ES = Ernest Smi th ; JJ = Jenny Jones] ES: Smi th and Sons Cons t ruc t i on Supplies. Customer

services, Ernest Smi th speaking. Can I he lp you? JJ: Hel lo, th i s is Jenny Jones f r om Apex Bui ld ing . I 'd

l ike t o place an order, please. ES: Certainly. One moment , please. OK, go ahead. JJ: My cus tomer n u m b e r is 25673929. ES: 25673929. Thank y o u . JJ: I 'd l ike t o o rder some ch ipboa rd , please. That 's i t em

n u m b e r AJ437 and I 'd l ike t en pieces, please. ES: OK, so that 's t en pieces of AJ437.

•4 Aud i o s c r ip t

JJ: Yes. I 'd also l ike some p l ywood , i t em numbers HB392, four pieces, and HB396, nine pieces.

ES: HB392, four pieces, and HB396, n ine pieces. JJ: Yes, that 's r i ght . ES: Any th ing else? JJ: Yes, one more th ing . I 'd l ike some t imber , please.

I tem number XP6754. Is i t in stock? ES: Just one moment . I ' l l check. JJ: Thank y o u . ES: No, I 'm sorry . We're out of stock. We expect some

next week. JJ: No prob l em. ES: OK, thank you . Is tha t for de l i ve ry or pick-up? JJ: Pick-up, please. Is t o m o r r o w m o r n i n g OK? ES: Yes, that 's fine. So that 's for p ick-up on the 8 t h of

July. Thank you ve ry m u c h . JJ: Thank you . ES: Just one more th ing . Your o rder n u m b e r is

GGC33471. I ' l l send y o u an emai l t o c on f i rm . JJ: That 's great. Thank you . Goodbye. ES: Thank you . Bye.

<8»23

[ES = Ernest Smith ; JJ = Jenny Jones] ES: Smith and Sons Cons t ruc t i on Supplies. Customer

services, Ernest Smi th speaking. JJ: Hello, th is is Jenny Jones f rom Apex Bu i ld ing . I 'd

l ike to change an order, please. ES: Certainly. Just a moment , please. OK, go ahead. JJ: My customer number is 25673929. The order

number is GGC33471. ES: OK. What 's the change? JJ: The i t em number is HB392, that 's p l ywood . I

ordered four pieces bu t we now need eight pieces. ES: OK, so change the o rder t o e ight pieces? JJ: Yes, that 's r i ght . ES: Any th ing else? JJ: No, that 's al l . Thank y o u . ES: OK, thank you . Goodbye. JJ: Goodbye.

«j> 24

[ I = Isaac; A = Alex ] I : H i , Alex. How's i t going? A: Hi, Isaac. Good, thanks. A n d you? I : Yes, all good. Alex, I need some e lec tr ica l suppl ies .

Do you have a spare ro l l of insu la t ing tape in y o u r toolbox?

A: Let's see. Yes, I do . Here y o u are. I: Thank you v e r y m u c h . That 's great. A: You're we lcome. I : Do you have an extens ion cable? A: Yes, I t h i n k I do. I : I need fifteen metres. A: Fifteen metres? I on l y have five metres . I : Oh, that 's fine for now, thanks . One last th ing . Can I

b o r r ow your dri l l? A: No, I 'm sorry. It 's b roken . I : OK, I ' l l ask Tom. Thanks, anyway. A: No prob l em.

%25

A: Can y o u te l l me about wa l l insulat ion? B: Sure. There are two types of wa l l insu la t i on : cav i ty

and so l id . Bo th types prov ide th e rma l and acoust ic insula t ion .

A: What 's the difference? B: Let me exp la in . Somet imes wal ls are so l id , so the

insu la t i on is o n the outs ide of the wa l l . Th is is so l id wa l l insu la t i on .

§ 1 2 6

A: A n d cav i ty wa l l insulat ion? B: Sometimes wal ls have t w o par ts : an inner wa l l and

an outer wa l l . Cav i ty wa l l i n su la t i on means tha t the insu la t i on mater ia l is ins ide the wa l l .

A: A h , OK. So so l id wa l l is outs ide and cav i t y wa l l is inside?

B: Yes, exactly. A: OK, I unde rs tand . A n d wha t types of i n su la t i on do

y o u use for cav i t y wa l l insulat ion? B: Our c o mpany uses three types of cav i ty wa l l

i nsu la t i on t o f i l l t he gap: foam, minera l woo l , o r po lys ty rene beads.

A: Wha t about pipes? B: For pipes, we n o r m a l l y use felt tape or foam tub ing . A: I see. Thank you .

* 2 7

A: Let's check the l is t . B: OK. First ques t i on . How's the concrete? A: The concre te o n the second f loor is s t i l l l i qu id . B: Wha t about the f i rst f loor? A: The concre te on the f i rst f loor is so l id . B: That 's good. Wha t about the paint? A: The pa int is OK. It 's a l l dry . B: Yes, t oday was nice and hot . Perfect for paint . A: Is the concre te aggregate a l l r ight? B: No, it 's t oo coarse. A: I ' l l speak t o the suppl ier . B: Thanks . A: A n d the scaf fo lding. Is i t up? B: No, the scaf fo lding is heavy and the g round is t oo

soft. We need t i m b e r t o make muds i l l s . A: OK. B: Oh, and one last th ing . You k n o w the new

too lboxes? A: Yes. B: They ' re too smal l . A: No way!

Unit 5 On site § 1 2 8

1 I examine plans and check bu i ld ings . I test e lec tr ica l and p l u m b i n g systems, and make sure that bu i ld ings are safe. I 'm a bu i l d i ng inspector .

2 I w o r k on bu i l d i ng sites. I ins ta l l or replace roo f ing systems. Sometimes I erect scaf folding. I 'm a roofer.

3 I design bu i ld ings . I w o r k i n an office. I co-ord inate c o n s t r u c t i o n drawings and speci f icat ions f r om dif ferent subcon t rac t o r s . I 'm an arch i t ec t .

4 I w o r k o n bu i l d ing sites. I l i f t e qu ipment and mater ia ls . I also ma in ta in m y crane. I 'm a crane operator .

5 I w o r k i n bu i ld ings . I ins ta l l wa te r p ipes and drainage systems. I 'm a p lumber .

A u d i o sc r ip t

I)

[D = Dr iver ; P • Pedestr ian] D: Excuse me, can y o u t e l l me where M i l l Street is? I 'm

l ook ing for the c o n s t r u c t i o n site. M i l l Street? Yes, that 's r i gh t . The M i l l Street c o n s t r u c t i o n site. A h , yes, of course . F rom here, go t o the r oundabou t . The r oundabou t . OK. Take the f irst exi t . Then d r i v e past the hosp i ta l , under the ra i lway br idge and t h r o u g h the tunne l . OK, so, f i rst exit , past the hosp i ta l , under the ra i lway br idge and t h r o u g h the tunne l .

P: Yes, that 's r i gh t . M i l l Street is the second street o n the left after the t u n n e l . You can' t miss the entrance t o the c o n s t r u c t i o n site. There 's a b ig s ign next t o the gate.

D: The second street on the left. Thank y o u . P: You're we lcome.

The hospita l? No p r ob l em . Go d o w n t o the r oundabou t and t u r n r i ght . The hosp i t a l is on y o u r r i gh t .

Sam's Paint Shop? Go s t ra i gh t over the r oundabou t and take the f irst left. Then take the second r i gh t . Sam's Paint Shop is on y o u r r i gh t . You can ' t miss i t . The c i t y hall? Go t o the r oundabou t . T u r n left and t h e n go al l the way t o the T - junc t ion . T u r n r i gh t . The c i t y ha l l is o n y o u r r i ght .

[V = V is i tor ; C = Cons t ruc t i on w o r k e r ] V: Hi , can y o u te l l me where the site manager 's office

is, please? I have some p a p e r w o r k for h i m . C: Yes, of course. You see the tower crane? Over there? V: Yes. C: Dr ive past the crane. Go d o w n a r a m p and fo l low

the signs t o the car park. You can ' t miss i t . V: OK. C: F rom the car park y o u ' l l see a fence, and beh ind

the fence is a r ow of po r tab l e cabins. The s i te manager 's office is the second f r om the left - the b lue one.

V; Thank y o u .

A: B:

A: B: A: A B

A

A B: A: A: B A B

More snow on the way? I hope not . We're w o r k i n g o n the roof at the moment .

H m m . Look, lots of c l ouds are c om ing in . Yes, bu t no ra in was forecast for today. Ah , good.

Th is w i n d is ge t t ing stronger. Yes. That 's w h y we ' re t y ing d o w n the sheet ing on the t imber . We don ' t wan t it t o b l ow away. Good idea.

I hate th i s ra in ! A n d the co ld . Me too . M i n d the pudd le ! Urgh! 1 real ly hate th i s ra in . It 's v e r y ho t today. Yes. It 's at least f o r t y degrees. It feels l ike forty-f ive. A n d the sun is so b r i gh t . I need m y sunglasses.

A: A n d sun cream. Sunburn is a real p rob l em. B: So is d ehyd ra t i on . We're d r ink ing a lot of

water.

A: Looks l ike there 's a s t o r m coming . Shall I call the crane opera to r down?

B: No, he's al l r i ght in his cab. But get the worke r s away f rom the hopper in case there's l i gh tn ing .

A: OK.

A: How's it going? B: Well , we can ' t w o r k on the roof at the moment . A: W h y not? B: Because of the ra in . It's t oo dangerous. A: A h , yes, OK.

A: What 's the weather like? B: It 's v e r y co ld . There 's lots of snow. A: Are there any delays? B: Yes. The t rucks can' t get t o the site. There's

jus t t oo m u c h snow. We're c lear ing it at the moment .

A: OK, good.

A: Is tha t a sand s t o r m coming in? B: Yes, I t h i n k so. A: OK. Call the men in . We can' t w o r k outs ide in

th i s . B: OK. A: What 's up?

B: The sheet ing is b l ow ing away. A: Wha t sheeting? The sheet ing on the

scaffolding? B: Yes, because of the w i n d . It's t oo strong. A: Can y o u t ie i t down? B: It 's t oo late, I t h ink . A: Is e v e r y th ing OK?

B: No, one man is in jured . He has a broken arm. A: What? How? Because of the rain? B: No, because of the ice. There's ice on the

ladders . It 's v e r y co ld here. It 's be low zero.

Unit 6 Health and safety

What 's tha t sound? Fork lift t rucks . We're mov ing some pallets. Oh , O K

The roofers are w o r k i n g today. So be careful a r ound the bu i ld ing . They often d rop things. OK. Thanks .

We are erect ing scaf fo lding today. So be careful . OK.

It's co ld today. Yes. There 's ice o n the g round . I put up a sign. We're us ing cranes today, so be careful. OK.

Careful w h e n y o u move the cranes today. There are e lec tr ica l cables everywhere. OK. Thanks .

76 Aud i o s c r ip t

A: It's a c ons t ruc t i on site, so there 's a l o t of debr is on the g round .

B: OK, thanks. I ' l l be careful .

A: We had a break- in last week. B: Is that w h y we have guard dogs now? A: Yes, exactly.

§ » 3 5 |

A: OK, let 's go t h r o u g h the checkl is t . Today is ...? B: Tuesday. A: OK. What 's the vehic le number? B: BH324. A: BH324. How are the l ights? B: They 're all f ine. A: And the brake l ights , too? B: Yes. They ' re a l l OK. A: And wha t about the mi r rors? B: One is broken . A: H m m , OK. What about the seat and seat belt? B: Bo th are OK. A: And the tyres? B: Yes, they ' re al l good. The f ront r i gh t looks a l i t t l e

wo rn , though . A: No, i t 's OK. Fluids? B: They ' re al l fu l l . But there 's a ba t t e ry leak. A: A leak? B: Yes. There's l i qu i d under the bat tery . A n d there 's a

crack. A: Let's see. Yes, it 's cracked. OK, I ' l l make a no te of

that . B: Is that it? A: No, what about the documents? B: Erm, there are no documents . They ' re miss ing . A: H m m , OK. Right.

§ > 3 6

1 A: Can I he lp you? B: Hello, doctor. Yes, please. I t h i n k I spra ined m y

ankle yesterday. I t r i p p e d on some debr is on the bu i l d ing site.

A: Let's have a look. Yes, i t 's v e r y swo l l en . You need an X-ray.

2 A: What 's up? B: It's not me. It 's Ahmed . He fell off the

scaffolding. He broke his a r m . A: I ' l l cal l an ambulance ! B: Yes, h u r r y !

3 A: What 's the matter? B: He burn t his knee. He was we ld ing . A: Ouch!

4 A: I h u r t m y back because the whee lba r row was too heavy. Can I go and see the doctor?

B: Of course. Let me k n o w what he says.

5 A: That glass is sharp . I cu t m y finger. B: Be careful! You're d r i p p i n g b l ood on me. A: Sorry! Any idea where the first a id k i t is? B: In the site manager 's office. A: Thanks. B: And next t ime , wear gloves.

6 A: What happened? B: The pallet c rushed his hand . A: How? B: It fell off the t ruck .

§ » 3 7

First I washed m y hands. Then I p u t on d isposable gloves and cleaned the cut . I d i d n ' t have water, so I used d is in fectant . Then I d r i ed the cu t w i t h c o t t o n w o o l and covered it w i t h a plaster. A n d tha t was i t , al l f in ished.

* 3 8

[S = Susan, hea l th and safety officer; J = John, med ica l supp l i e r ] S: Hel lo. John? J: Hi , Susan. How's i t going? S: Great, thanks . L isten, I need some medica l suppl ies

for the f irst a id k i t . It 's a lmost empty. J : OK, no p r ob l em . What do y o u need? S: Let's see, t w o ro l ls of tape, one tube of ant isept ic

cream, three boxes of plasters and a coup le of packets of c o t t o n woo l . Is tha t OK?

J: Sure. I ' l l pu t t h e m at recept ion . You can p i ck t h e m up t omor row .

S: Thanks . Oh, and one more th ing : I also need a bo t t l e of d is in fectant , please.

J: OK, I've got tha t . A n y t h i n g else? S: No, that ' s i t . Thanks , John. J: You're we lcome. Any t ime . Take care now. S: You too . Bye. J: Bye.

§ 1 3 9

A: I hear we have a new sys tem for waste d isposal . B: Yes, that ' s r i gh t . There 's a no t i ce outs ide the

manager 's office. A: OK, let 's see. Manuals - they go in packaging, r ight? B: Yes. A: A n d left-over food is easy - b iohazard . B: Yes. A: Steel p ipe is meta l . H m m , pa int t ins . Where do o ld

pa int t ins go? In the meta l skip? B: No, the meta l sk ip is for c lean meta l only. Use the

sk ip w i t h the orange label for pa int t ins . A: Ah , OK. What about o l d sheeting? It's po ly thene, I

th ink . Does it go in packaging? B: No, packaging is on l y for paper and cardboard . Use

the m ixed sk ip . A: OK. A n d the ta rmac f rom the o ld road? I guess

that ' s iner t , r ight? B: No, w r o n g again. It 's hazardous. A: H m m , OK. Wood is easy. That 's green, r ight? B: On ly unt rea ted w o o d goes in green. Painted w o o d is

hazardous. A: OK, thanks . B: You're we lcome.

Unit 7 The contractor's office § 1 4 0

[AS = A r n o l d Schmidt ; SR = Susana Ramirez; R = Recept ionis t ]

1 AS: Hel lo. M y name's A r n o l d Schmidt . I 'm f rom the Counc i l . I 'm here t o see Susana Ramirez.

R: Ah , yes. One momen t , please. She's expect ing y o u .

2 SR: Hel lo . I 'm Susana Ramirez. I 'm the general manager of RamCo. I 'm also the pro ject

A u d i o s c r ip t 77

manager i n charge of the Cambr idge Road Hosp i ta l pro ject . You mus t be M r Schmidt .

AS: Yes, that ' s r i ght . Pleased t o meet y o u .

3 SR: Before we s tar t , w o u l d y o u l ike coffee? AS: Yes, please. W i t h m i l k and one sugar, please.

4 SR: OK. How about if I i n t r oduce y o u t o the t eam first? Then we can look at the designs and y o u can ask any quest ions y o u have.

AS: That sounds perfect .

5 SR: How long have we got? AS: I have t o leave at 11.30. So we 've got about an

hour.

O 41

[SR = Susana Ramirez; RM = Rowena M u r p h y ; AS = A r n o l d Schmidt ; T M = Thomas McNamara ; JZ = Jul i ta Z ie l insk i ; NO = Nas im Orgun] SR: So, th i s is Rowena Murphy . RM: Pleased t o meet y o u . AS: Wha t do y o u do here, Rowena? RM: I 'm a S t ruc tu ra l Engineer. I do al l the calculat ions t o

make sure the bui ld ings stay up . AS: I see. SR: A n d th i s is Thomas McNamara . He's a s tuden t

w o r k i n g w i t h us for six mon ths . He's w o r k i n g o n a res ident ia l pro ject at the m o m e n t - a b l ock of flats in the centre of t o w n . A n unusua l feature is the garden o n the roof.

AS: How do y o u do? T M : Pleased t o meet y o u . AS: Wha t are y o u s tudy ing , Thomas? T M : Civ i l engineer ing. 1 hope t o graduate next year. AS: Good luck. T M : Thanks . SR: A n d th is is Ju l i ta Z ie l insk i . She's our Team

Assistant . She's i n charge of the staff schedule , so she makes sure we are a l l in the r i gh t place at the r i gh t t ime .

AS: Hel lo, Jul i ta . JZ: Hel lo . SR: Jul i ta 's also the on l y one w h o knows how to fix the

photocop ie r . AS: A h . SR: Th is is Nas im Orgun, our Bookkeeper. She looks

after o u r f inances. AS: Hi ! NO: Hel lo . SR: E rm. A n d that 's i t . We have four more employees,

bu t they ' r e al l out of the office at the moment . One is on ho l iday and the o thers are e i ther v i s i t i ng c l ients o r o n site.

AS: OK.

» 4 2

[AS = A r n o l d Schmidt ; SR = Susana Ramirez ] SR: This is Block A. This is al l new. The basic design is

arcade s t ruc ture . This means that there's a centra l passage d o w n the m idd l e of the block, w i t h rooms on each side. The passage is glass covered.

AS: How long is the passage? SR: The passage is 250 m long and 16 m w ide , so it

has an area of 4000 m 2 . There are shops and o the r amenit ies on each side, o n the g r ound floor.

AS: Sorry. D id y o u say the l ength is 250 m? SR: Yes, that 's r i gh t .

AS: Thank y o u . What amenit ies do you mean? SR: Let's see. We have t w o banks, a gift shop, two cafes,

a restaurant , a bookshop , a post office, a t oy shop. Oh , and a f ru i t shop.

AS: A n d the roof? How h i gh is it? SR: The he ight f r om the t op of the roof t o the g round is

25 m. There are five f loors in the bu i ld ing . As I said, the passage is glass and the rest of the bu i l d ing has a t russed roof w i t h t e r raco t ta t i les.

€ M 3

[AS = A r n o l d Schmidt ; SR = Susana Ramirez]

1 SR: These are the doors we p lan t o use in Block A. They ' r e a l l GRP.

AS: Excuse me - GRP? SR: Glass re inforced polyester. It's v e ry easy to

clean and it doesn' t have the same problems that wooden or steel doors have. For example, wood rots and metal rusts .

AS: I see. SR: We're us ing a local manufacturer as the main

suppl ier , Hingewel l Doors. AS: Hingewel l Doors? Yes, I know the owner. That 's

good.

2 AS: What about the water supply? I unders tand there are some prob lems.

SR: Yes, the water supp l y is a l i t t l e d i f f icul t due t o the l oca t ion . There are prob lems w i t h the water pressure. It 's no t rel iable. Sometimes it's t oo h i gh and somet imes it 's t oo low.

AS: I see.

3 AS: What about parking? SR: Yes, park ing is dif f icult in th is par t of t own . We

have plans for a mult i -s torey car park. AS: Isn ' t t h a t expensive? SR: Yes, i t is. But there 's no o the r so lu t i on . We

need t o have pa rk ing for v i s i to rs . AS: Yes, of course.

<5»44

A The r o o m is rectangular. B The t russ is tr iangular . C The r od is c ircular . D The damper is spher ica l . E The g irder is I-shaped. F The beam is square. G The can is c y l i nd r i ca l .

£ > 4 5

1 cy l inder cy l indr i ca l 2 rectangle rectangular 3 t r iang le t r i angu lar 4 c i rc le c i r cu la r

«5»46 | A: Let's do the I-shaped cross-sect ion f irst . A l l

d imens ions are in inches. The flange w i d t h is 12.855 and the flange th ickness is 0.960.

B: 12.855 and 0.960. Right. A: The web th ickness is 0.605. B: OK. A: The beam height is 24.48 and the area is 38.5 i n 2 . B: 38.5. OK. A: Now, the s tandard channe l cross-section. Again, all

d imens ions are in inches. The dep th is 15, the w i d t h

78 Aud i o s c r ip t

is 3.520, the web th ickness is 0.520 and the area is 11.8 i n 2 .

B: Slow down , please. Can y o u read t h e m again? A: Sure. Depth 15, w i d t h 3.520, web th ickness 0.520

and the area is 11.8 i n 2 . B: OK, thanks . A: And the last one is the r od . Th is t ime the

d imens ions are in metr i c . The rad ius is 13 m m and the l ength is 3 m.

B: 13 m m and 3 m. OK, great. Thanks.

Unit 8 Planning ahead % 47

I'd like to explain the project schedule for the Highway 473 beam bridge. As you can see f rom the slide, the design phase w i l l take from March t o June. At the end of May we' l l begin the site preparat ions, w h i c h w i l l take four months. At the beginning of August we ' l l s tart w o r k on the foundations. These w i l l take un t i l the beginning of November. In November we ' l l s tart w o r k on the piers, wh ich w i l l take around three months . In the midd le of February we ' l l start w o r k on the superstructure , and in June we' l l lay the deck. The opening ceremony w i l l be in July next year.

1 A: How about Wednesday the 23rd? For the project meet ing, I mean?

B: Yes, that 's fine w i t h me. I 'm free al l day.

2 A: Let's meet on Tuesday. B: The 8th? A: No, the 15th. I can ' t make the 8 t h . I have t o

v is i t a suppl ier . B: OK, no p rob l em.

3 A: We need t o meet next week. How about the 24th or 25th?

B: The 24th is no good. I have another mee t ing that day, about the hosp i ta l pro ject .

A: Ah, yes. Then we ' l l have to meet on the 25th. B: OK. It's in the diary.

4 A: Are y o u free on Fr iday the 11th? B: I 'm sorry, Friday is fu l l . How about the 14th? A: Yes, that 's OK. I ' l l be there in the a f te rnoon. B: OK.

5 A: How about the 28th? B: I 'm sorry. The 28th is no good. I have a pro ject

meet ing. A: OK. How about the 27th? B: The 27th is ful l , too . But I 'm free o n the 26th. A: The 26th? Yes, that ' s fine w i t h me, too . Great.

* 4 9 |

1 six o 'c lock 2 seven fifteen or quar t e r past seven 3 nine twenty-f ive or twenty- f ive past n ine 4 ten t h i r t y or half past t en 5 eleven forty-f ive or quar t e r t o twe l ve 6 twelve fifty-five or five t o one

$ 5 0

1 A: Hi! Rebecca. The c l ient w i l l be here at n ine o 'clock. A Ms Gorski - An i t a Gorski .

B: OK, thanks.

2 A: H i ! Rebecca. The meet ing w i t h the subcon t rac t o r s is now at nine fifteen.

B: OK, that 's no p r ob l em .

3 A: Wha t t ime is it? B: It 's three twenty- f ive. A: A n d w h e n w i l l the concre te be here? B: Between four and four th i r t y . A: H m m . We' l l have t o hur r y . B: Yes.

4 A: What ' s the t ime? B: I don ' t know. A b o u t five t h i r t y maybe? A: He's late. He said five fifteen. B: W h o said five fifteen? A: The contrac tor . M r Perez. B: I see.

5 A: Wha t t ime is the pro ject meeting? B: It s tar ts at 10 a.m. and finishes at a round 5 p.m. A: Seven hours? B: Yes.

6 A: How about n ine forty-f ive t o ta lk about the rebar de l ivery?

B: No, I 'm sorry . I can ' t make tha t . How about half past ten?

A: Yes, half past t en is fine.

7 A: Are y o u free at quar t e r t o four? Mr Sanchez w i l l be here.

B: Yes, of course . No p r ob l em .

<5>51 A: Can we ta lk about the quant i t i es now? B: Sure. A: Wha t w i l l we need? How many blocks? B: We' l l have t en square metres of b r i c k w o r k in the

wa l l , so we ' l l need 100 b locks . It 's r ough ly t en b locks per square metre .

A: OK. A n d h o w m u c h m o r t a r w i l l we need? B: Let's see. We ca lculate t w o bags per square metre,

so that ' s ... A: Twen ty bags. B: Yes, exactly. A: OK, that ' s fine. Wha t about the path? B: The pa th w i l l be concrete . We' l l need about one

cub ic met re of concrete . So tha t w i l l be eight bags of cement , twenty- f ive bags of sand, forty-f ive bags of gravel and, of course, water.

A: Sorry, how m a n y bags of gravel d i d y o u say? B: Forty-f ive. A n d twenty- f ive bags of sand. A: OK. A n d h o w m u c h wate r w i l l we need? B: 150 l i t res w i l l be enough. A: OK, that w o n ' t be a p r ob l em .

Aud i o s c r ip t 79

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