4 Drilling

Briefing This unit looks at the methods for drilling an oil well, as well as naming common hand tools and asking for and giving directions. It also introduces helicopter safety instructions and ordering food in a canteen.

Drilling a well

This section introduces several technical words related to drilling: drill pipe, hollow thick-walled steel piping used on drilling rigs; drill bit, the cutting tools of drilling machines; drill collar, the part of the drill that provides weight; kelly, the upper part of the drill stem; drill string, a column (or string) of drill pipe that transmits drilling fluid; casing, a metal tube used during the drilling of a well. This section also introduces/reviews sequencing language: first, second, etc.

The rotary system

This section goes into more detail about drilling, with descriptions and diagrams of the lifting system and the rotary system. These diagrams use much of the vocabulary already seen in the previous section, with the addition of swivel, a device which allows a connected object to rotate vertically. The language practice in this section is How does the work?

Lifting gear

In this section, technical vocabulary related to lifting gear is introduced. Some of the items mentioned are: pulley, a mechanism composed of a wheel on an axle and a cable or chain; crown block, the stationary section of a block that contains a set of pulleys; travelling block, a freely moving section of a block; winch, a mechanical device used to wind up or release a rope or cable. Herodotus first describes the using of the winch in 480 BC. The Language section covers describing things (for example, This is a . This goes from to .).

Hand tools

This section features hand tools (paint brush, electric drill, screwdriver, pliers, wrench, hammer) and what they are used with or for (paint, a hole, a screw, wire, a nut, a nail). The Language section covers the different forms of to and too.

Directions

This section introduces the language of directions with their related imperative verbs (go straight ahead, turn left, etc.). It also introduces the apostrophe () and demonstrates how it is used with plural nouns or to show possession.

Health and safety: Helicopters

This section presents the safety instructions to follow when travelling by helicopter. Important words in this context are: tail rotor, seatbelt, survival suit and lifejacket.

Off-shift in the canteen

This section introduces the vocabulary of food and drink usually found in a canteen. This includes food such as beefburger, chicken, rice and vegetables, and drinks such as coffee and orange juice. The Language section focuses on asking for and about food with phrases such as Id like a , How about a ? and Would you like ?

Further reading Use the following keywords to search the internet for websites which give more in-depth information about the topics covered in this unit: well drilling, Oil and Gas Well Drilling and Servicing eTool, offshore helicopter operations.

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Teachers notes Warm-up

Begin with some short informal conversations. For example: Wheres (a particular town or oil field)? Do you wear a hard hat/PPE at work? By the way, what time do you start/finish work? What time does the lesson end/do you have breakfast? Include some informal phrases in your responses to what students say (for example, as I didnt know that. Are you sure?).

Drilling a well

Listening 1 32 If you can, bring in some photos or

illustrations (from a magazine or the internet showing wells being drilled and items of drilling equipment). Share these with the class.

Tell students that they are going to hear instructions to do with drilling an oil well. Play the recording and ask students to study the diagrams as they listen. After listening, ask them if they noticed anything about the first words in each sentence. Explain that the first words are all sequencing words, which they will learn more about in the Language section. Check that they understand the meaning of all the words in the diagrams.

2 32 Before students do this exercise, and particularly with weaker classes, play the recording again, this time with books closed. Explain that the verbs used here are all to do with drilling a well. Draw students attention to the use of the imperative.

Now get students to open their books and point out the box explaining the meaning of trip into/out of. Ask students to work in pairs to put the verbs into a logical order, then play the recording again so they can check their answers.

a 3 b 10 c 7 d 4 e 5 f 9 g 1 h 2 i 6 j 8

Language Go through the Language box with the class.

Explain that sequencing words help to set out the order of things. Ask students to suggest activities in which a clear sequence is important (for example, following a recipe or assembling a furniture kit).

3 In pairs, students take it in turns to give instructions, using the diagrams in Exercise 1 to guide them. Go round checking that they are using the sequencing words and imperatives correctly, and give help as necessary.

If you shared visuals with the class at the beginning of this section, students could also use these to help them.

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The rotary system

Listening 1 33 Before students listen, ask them to study

the two diagrams with a partner. Then ask if any students can describe how these systems work; try to elicit the following sentence type: The X + present tense verb + the Y (subject + present tense verb + object). Note any accurate attempts on the board.

Play the recording, telling students to listen while they check the instructions against the diagrams. Then ask them to complete the sentences, using appropriate words from the diagrams. Note that most of the missing words are nouns but one is a verb. Go through the answers with the class, checking that students are clear about how the system works and that they understand the vocabulary.

2 kelly 3 turntable 4 engines 5 rotates 6 kelly 7 drill

2 Ask students to work in pairs and go through the statements one by one, checking them against the diagrams and the sentences in Exercise 1. Make sure that they are clear about which parts move and which do not (for example, the top part of the swivel is stationary and the bottom part rotates). Go through the answers with the class.

2 T 3 T 4 F 5 T 6 T 7 T 8 F 9 T 10 F 11 F 12 T 13 T 14 T 15 F

Speaking 3 Before students close their books, allow them to

look again at the diagram of the rotary system (not the lifting system this time). They should draw the diagram individually first. Then, in pairs, they should take it in turns to describe how it works, with Student A starting with the swivel, then Student B picking it up with the kelly. Go round giving help where necessary.

Extra activity With a stronger in-work class, you could extend the Speaking exercise by asking students to draw and describe different rotary systems, using magazine photos or other diagrams/illustrations. Go round during the activity, encouraging as necessary.

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Lifting gear

Reading 1 Before students read the text, ask them to look at

the diagram. Point out that this is similar to the one of the lifting system in the previous section but this time the focus is on the lifting gear rather than the rotary system. Then ask students to read the text and underline the words from the diagram. Check their understanding of the text and how the system works by asking questions.

The following words should be underlined: blocks, pulleys, cable, winch, crown block, travelling block, derrick (The only label from the diagram which does not appear in the text is hook.)

For extra practice (and to help students in using the correct verbs later in Exercise 3), ask students to go over the text in pairs and underline the verbs in the present simple. Check with the whole class, then ask students to tell you the infinitive forms of these verbs. (Answers: are (be), use, goes (go), does not move (move), is (be), hangs (hang), moves (move), pulls (pull), releases (release), goes up/down (go up/down)).

2 Ask students to complete the sentences, which check their understanding of the text, in pairs. Check answers with the class.

2 does not move. It is fixed to the top of the derrick 3 hangs from the crown block. It moves up and down 4 pulls or releases the cable 5 goes up 6 goes down

Speaking 3 Ask students to work with a partner, taking it in

turns to say what the photos show (a winch, a travelling block and a derrick). Point out that the last phrase (When the , the ) expresses cause and effect. Monitor the students exchanges, then ask some of the more confident pairs to share their descriptions with the rest of the class.

Extra activity For in-work classes, find photos or diagrams of other items of industrial lifting equipment and ask students to write a short description of how one particular item (of their choosing) works. This could be done in pairs or small groups. Ask them to do a mini-presentation to the class, with one student in the pair or group acting as a spokesperson. For pre-work classes, prepare a similar activity using photos of cranes (perhaps from docks or building sites).

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Hand tools

Vocabulary 1 If you can, bring in some hand tools and

materials like the ones shown in the photos. Alternatively, make photocopies of relevant pages from a DIY stores catalogue or website. Share these with the class and ask if any students use such tools in their work (for in-work classes) or at home (for in-work and pre-work classes). Do they know the names in English? What jobs do/did they use them for? Note any items they mention on the board.

Ask students to study the photos and labels. Explain that pliers is a plural noun (because, as with scissors, it has two linked parts) and that we often say a pair of pliers, adding -s to pair in the plural. Point out that the -w in wrench is silent.

Get students to work in pairs to match the six hand tools in the top row with the items in the row below. Go through the answers with the class, asking students to say complete sentences for each pair of photos.

The drill and the hole go together. The screwdriver and the screw go together. The pliers and the wire go together. The wrench and the nut go together. The hammer and the nail go together.

With more confident classes, you could ask students to add a few words about what these tools are used for and to say if they use these tools themselves.

Listening 2 34 Play the recording and ask students what

three hand tools are mentioned the conversations (pipe wrench, sledgehammer, pliers).

Play the three conversations again for students to match each one to the appropriate photo. Check answers with the class and ask students if they know what each tool is used for. Looking at the photos and from the conversations, how do they think these three tools differ from the similar tools in Exercise 1 (for example, a sledgehammer is bigger than a hammer and is used for heavier work)?

Conversation 1: B Conversation 2: A Conversation 3: C

Language The pronunciation of to and too is similar, which

may at first confuse students. Go through the Language box with the class, explaining the different meanings of to and too, as used in the example sentences. The nut is too small. Too goes before an adjective (or an adverb) and means that something is more or less than what we want or need. (Explain, if appropriate, that too can mean also, as in Ive got a flask, too.) Listen to the instructions. In listen to, to is always used before a noun because listen is never followed directly by a noun. We need a wrench to do this. To is part of the infinitive of the verb do. Theyre next to the flask. (Next) to indicates position. Go from the canteen to the washroom. Go from to indicates place or direction.

3 Ask students to do this exercise individually, then check answers with the class. Ensure students are clear about the different meanings.

2 to 3 to 4 to 5 too

Vocabulary 4 Students will already have heard three of these

pairs in Exercise 2 and should be able to deduce the other two. Check answers with the class and explain reflective if necessary.

2 e 3 a 4 d 5 b

Speaking 5 If students own or work with hand tools, ask

them to make notes individually about possible problems. Go round helping with any vocabulary problems. Then put students in pairs or small groups to describe what they use or possess, how they use it and what problems they encounter. During feedback, ask if most students identified similar problems.

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Directions

Vocabulary 1 35 Tell students that they are going to hear

two questions asking for directions, with different answers. Before they listen, ask them for some simple directions (for example, to somewhere in the workplace, college or town, as appropriate). Make this a spontaneous class activity and note any verbs or useful expressions they already know on the board.

With books closed, play the recording sentence by sentence, with students repeating chorally or individually. Concentrate on phrases used to give directions (at the end of, down the , on the right, etc.).

Ask students to open their books and with the aid of the map for Exercise 2, teach or review on the left/right, straight ahead, etc. Play the recording again for students to complete the sentences. If appropriate to your class, point out that the missing words are all prepositions.

2 on 3 on 4 through 5 through 6 past 7 next to 8 opposite 9 between

2 Look at the map showing escape routes on an oil platform and read the instructions to the class. Explain the meaning of TSR (temporary safe refuge). Ask students to read the directions and draw the route in pairs. Go round checking that they all understand the directions and have drawn the route correctly.

Writing 3 This time students have to write the directions

from a different starting point. Point out that there are several possible routes from B to the TSR, so they may have different answers. Ask students to compare answers in pairs, then check with the whole class.

Suggested answer Go straight ahead. Take the second turning on your right. Take the first turning on your left. Go straight until you come to a T-junction, then turn left. The TSR is on your right.

Language Go through the Language box with the class.

Point out that all three words end in -s but they have different meanings, as explained here.

In spoken English, the apostrophe should not raise too many problems; there is no difference in pronunciation between, for example, engineers, engineers and engineers but the differences in meaning between the plural noun, the singular possessive and the plural possessive are obvious from the context.

4 The students maps will be slightly different from the one in Exercise 2. They will need to show different places in the workplace and label them. Before students draw their map, brainstorm places they might include, focusing on words learnt here or ones they may already know (for example, canteen, recreation room). Students draw their map in their pairs so that they each have the same map. Encourage them to add a starting point A for their directions.

Then, in their pairs, students take turns giving directions to a place labelled on the map but without saying the name of the place. The partner has to follow the directions and find the correct place. Before starting, briefly review imperative verbs and must/mustnt.

Extra activity Photocopy and give out a road map of a region or country (so long as there are towns and several intersecting roads, preferably with lakes or sea, etc.). Give one of the more confident students the same map, already marked with a starting point and a destination. Ask the student to dictate the route to the rest of the class, who should draw it on their maps. Follow up with a whole-class feedback session.

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Health and safety: Helicopters

Listening 1 36 Before students listen, ask them to look at

the photo and discuss helicopters in the oil industry and safety issues. For example: Students describe what they see in the photo (a helicopter on the deck of an oil rig; it looks as if it has just landed and the workers are disembarking/have just got off). Students try to name some of the main parts of a helicopter (for example, rotor, engine, tail, wheels, seats). Students describe what the men in the photo are wearing (lifejackets and possibly helmets) and why. Students talk about their personal experience of helicopter travel (What was it like? Where did they go?). Students describe the possible dangers of helicopter travel or its advantages for the oil industry.

Ask students to close their books and listen to the instructions. Ask: Whats the subject in general? Elicit safety instructions. Then, with books open, ask students to read and complete the text. Play the recording a second time for students to check their answers. Then ask: What PPE items do you hear? Elicit seatbelt, ear protection, survival suit and lifejacket.

2 rotor 3 pilot 4 lifejacket

Reading 2 Ask students to do this reading exercise

individually, then review the answers with the class.

1 the pilot 2 ear protection 3 loose items (which might blow away) 4 You get in the helicopter. 5 You fasten it. 6 a survival suit and a lifejacket

3 Students could do this exercise in pairs. Encourage them to number the sentences without referring back to the text. Draw their attention to the use of imperatives in these safety instructions.

2 a 3 d 4 g 5 c 6 e/b 7 b/e

Speaking 4 Put students in pairs and ask them to decide

who will be A and who will be B. The A students turn to page 68 and the B students to page 79 and look at the information there.

Encourage A students to ask checking questions (like the questions in Exercise 2) and B students to suggest which parts their partner should name on their diagram.

Monitor the students conversations, checking for correct use of safety vocabulary and imperatives, and giving help as necessary.

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Off-shift in the canteen

Vocabulary 1 With books closed, begin by writing canteen on

the board and encourage some reactions (good/bad food, lots of choice/not enough choice, fresh food, friendly staff, too big/noisy, etc.) Then add the word food next to canteen. Elicit soup, pasta, chips, rice, bread, coffee, etc. If most of the class are in-work students and use canteens, ask briefly about their quality.

Ask students to open their books and do the exercise in pairs, matching the words to the illustrations. You could point out that fries are often called chips in British English and that spaghetti is the name for a long, thin type of pasta.

1 fries 2 rice 3 spaghetti 4 beefburger 5 pizza 6 chicken 7 soup 8 vegetables 9 bread

Listening 2 37 With books closed, play the recording

and ask: What are they doing? Elicit ordering/ buying/paying for food/meals/drinks, etc.

Now ask students to open their books and play the recording a second time. Tell them to complete the table in pairs, then check answers with the class.

Conversation 1 Food: fries; Drink: cola; Price: $1 Conversation 2 Food: pizza; Drink: (a glass of) water; Price: $7.35 Conversation 3 Food: soup, beefburger; Drink: (a glass of) orange juice; Price: $5.50

3 Ask students to look at the menu in their pairs while you play the recording again. They will need to add up the items and the change the cashier gives the workers to find the mistakes.

In Conversation 2, the worker was given $2.55 in change instead of $2.65. In Conversation 3, the worker was charged $5.50 instead of $5.00.

Language Go through the Language box with the class.

Point out that in the first two examples, the speaker is asking for food; in the third example, he/she is asking what something is. In the first A/B exchange, A is making a suggestion to B; in the second one, A is offering food to B.

To reinforce this, play the recording from Exercise 2 again, this time focusing on the language for making requests or suggestions. Explain that in everyday social English, Could I have ? and Id like are regarded as more polite than I want .

Speaking 4 Put students in pairs and ask them to decide

who will be A and who will be B. The A students turn to page 68 and the B students to page 79 and look at the information there. Students are going to roleplay a conversation similar to the one in Exercise 2 but here they need to ask and answer about opening and closing times for the canteen. Several times are given; suggest that students focus on just one opening/closing time. Monitor their conversations and give help where needed. Allow one or two more confident pairs to act out their conversation for the rest of the class.

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Review

Writing 1 Ask students to do this exercise in pairs with

books closed, assigning one category (tools, things to wear in a helicopter, things to eat, things to drink) to each pair. Go round the class helping where necessary. Then have a whole-class feedback session and refer students to the relevant sections in the unit (Hand tools, Health and safety: Helicopters and Off-shift in the canteen).

2 Ask students to label the two diagrams individually first, then compare answers with a partner to fill in any gaps and/or make corrections. Ask them to work from memory as much as possible.

Then ask students to write the five sentences individually. Check answers with the whole class.

Diagram 1 1 crown block 2 derrick 3 travelling block 4 cable 5 winch 6 engines 7 drill pipe 8 drill bit 9 drill collar 10 turntable 11 kelly 12 swivel 13 hook 14 pulley Diagram 2 1 hook, swivel, 3 kelly, 4 turntable, 5 drill pipe

Suggested answers 1 The swivel hangs from the hook. 2 The kelly turns the drill pipe. 3 The turntable rotates. 4 The kelly connects the swivel to the drill pipe. 5 The kelly goes through the turntable.

3 Make this a pair activity. First go through the diagram with the whole class to establish what they can see on the map (pumpjacks, derricks, tanks, buildings, car park, entry gate). Ask students to choose a route from the three possibilities (to the left and around the derricks, then straight on towards the entry gate; through the centre of the oil field, between the derricks on the left and the storage tanks and pumpjacks on the right, then straight on to the entry gate; to the right, with the storage tanks and pumpjacks on the left, then turning right towards the buildings, through the car park and then joining the road towards the entry gate). Ask students to write down their instructions using sequencing words and imperatives (for example, First, turn left.).

Preparing for the next unit

As preparation for Unit 5 on working offshore, which includes dimensions of various parts of offshore fixed platforms, you could bring a ruler or tape measure and some pipe or tubing so that students can do some practical measuring.

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