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Vocational
English
Course ook
English
for
Construction
L E A R N I N G
P E R S O N
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Engl ish fo r
Construct ion i s p a r t o f t h e Pearson Longman
Vocat ional
Engl ish
s e ri e s. I t i s d e s i g n e d f o r s t u d e n t s i n v o c a t i o n a l
e d u c a t i o n a n d fo r e m p l o y e e s i n t r a i n i n g a t w o r k . W r i t t e n b y i n d u s t r y
p r a c t i t i o n e r s ,
i t c o m b i n e s a s t r o n g g r a m m a r s y ll a b u s w i t h t h e s p e c i a l i s t
v o c a b u l a r y a n d sk i l ls
t h a t
l e a r n e r s n e e d t o s u c c e e d i n t h e i r c h o s e n fie ld .
L e v e l
2 Eng l ish for Cons truct ion i s d e s i g n e d f o r s t u d e n t s w h o
h a v e
c o m p l e t e d L e v e l 1 o r h a v e a n e l e m e n t a r y k n o w l e d g e o f g e n e r a l E n g l i s h ,
w h o n o w r e q u i r e a p r e - i n t e r m e d i a t e ( C E F l e v el A 2 - B 1 ) c o u r s e i n t h i s
s p e c i f i c f ie ld . I t i n c l u d e s :
• t o p i c s t h a t r e f l e c t t h e l a te s t d e v e l o p m e n t s i n c o n s t r u c t i o n , m a k i n g t h e m
i m m e d i a t e l y r e le v a n t t o s t u d e n t s ' n e e d s .
• c l e a r l y d e f i n e d l a n g u a g e a n d f u n c t i o n o b j e c ti v e s w h i c h a r e b a c k e d u p b y
c o m p r e h e n s i v e o n - t h e - p a g e l a n g u a g e
b o x e s .
• e s s e n t i a l o n l i n e s u p p o r t f o r t e a c h e r s , i n c l u d i n g t e a c h e r ' s n o t e s ,
f u l l y
e d i t a b l e t e s t s a n d
m u l t i l i n g u a l
g l o s s a r i e s .
• a s t u d e n t C D - R O M w i t h i n t e r a c t i v e g l o s sa r i es i n b o t h B r i t i s h a n d
A m e r i c a n E n g l i s h a n d
f u l l
c o u r s e b o o k a u d i o i n M P 3 f o r m a t .
O t h e r t i t l e s i n t h e s e r i e s i n c l u d e :
E n g l i s h f o r B a n k i n g & F i n a n c e
E n g l i s h f o r I n f o r m a t i o n T e c h n o l o g y
E n g l i s h f o r N u r s i n g
E n g l i s h
f o r O i l & G a s
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C o n t e n t s
Func t i on
Language Vocabu l a r y
Ro les and respon s ib i l i t i e s p .
4
Talking about roles and
responsibi l i t ies
Present simple and present
cont inuous
Jobs
Roles and responsibi l i t ies
-*
o
S t ruc ture of a n o r gan i s a t i on p . 6
Explaining how an organisat ion
works
Departments in an organisation
Col locations with prepositions
i
T
m
Job s and expe r i ence p .
8
Descr ibing your job and
exper ience Wr i t ing your CV
Quest ions wi th
be
Quest ions wi th do/does/did
Quest ion words
Expressions for describing work
exper ience
c
Focus on
a
p ro j ec t : In te rna t i ona l
F i nance Ce nt re ( IFC) Seou l ,
Korea p. 10
Discussing roles in an
internat ional construc t ion
project
New developments
Review p. 11
Techn i c a l d r aw i ng p. 12 Descr ibing technical drawings
Dimensions ( imper ial and
metric)
2D and 3D shapes
Vocabulary relating to technical
drawing
J
D
g
Es t ima tes p. 14
Estimating
Zero cond itional Col loca tions relating to
est imat ing
J
D
g
I deas and imp r ovemen t s p.
16
Discuss ing ideas and
improvements
Introduc ing and responding to
ideas
Office features
F o c u s on
a
p ro j ec t : L i gh t tubes
in
Potsda me r P la tz , Ber l i n p. 18
Discussing l ight tube technology
Light tubes
Rev iew
p. 19
Ta l k i ng abou t equ i pmen t p 20 Talk ing about equipment Ask ing and answer ing quest ions
about equipment
Equipment and its uses
p
m
e
n
Fau l ts p .
22
Explaining faults
Passive with be a nd
get;
ge t
+ adjective
Faults
t
3
E
Repa i r s p .24 Deal ing with repairs need to + i n f ); need (+
-ing)
Repairs
c
3
Focus on
a
p ro j ec t : The S hard ,
London p . 26
Discuss ing equipment for
a
skyscraper project
Tower construction
Review p. 27
Orde r i ng mater i a l s p . 28 Order ing mater ia ls
The pass ive
Ordering materials
r
a
s
P rope r t i e s
of
mater i a l s p . 30 Descr ibing proper t ies of
materials
Comparat ives Proper t ies of materials
t
4
M
e
Del i very prob lem s p . 32 Explaining del ivery problem s Asking for clari f ication
Del ivery problems
c
F o c u s
on a
p ro j ec t : Bahra i n
In te rna t i ona l C i r cu i t Formula
1
(B IC)
p.
3 4
Discuss ing problems
and
solutions involving materials
Materials used in
the
construct ion of the B ahrain
International Circui t
Rev iew p.
35
Conten ts
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Func t i on Languag e Vocabu l a r y
Set t i ng ou t
p.
36 Sequenc ing events Sequenc ing
Processes
e
Recru i t ing proce sses p. 38 P lanning a process Present cont inuous to talk about
the future
Recrui tment
l
P
o
Purchas ing processes
p.
4 0
Explaining changes
used to
Purchas ing
&
3
Focus on a pro j ec t : Eme rgency
hou s ing p. 42
Discuss ing emergency hous ing
construct ion
Emergency hous ing
construct ion
Review p. 43
Kick in g of f p. 44
Highl ighting key issues Pronu nciation: senten ce stress Projects
tfj
9
1
Projec t me et in gs p.46 Manag ing tasks
Present perfect
+ now,
ust,
already
Project meetings
In
6
P
o
Contracts p.48
Discussing types of contract
most
Collocations relating to
contracts
-i
Focus on a p r o j ec t : W roc l aw -
Katowice Mo torwa y, Polan d p. 50
Talking about the scope of a
project
Tol l motorways
Review p. 51
Doc um ent con tro l p. 52 Explaining docum ent control
procedures
have to
Documentat ion
e
n
a
o
n
Am en dm en ts p. 54 Talk ing about amen dmen ts Punctuat ion Nouns and verbs relat ing to
amend ing documents
D
u
m
Spe ci fy ing p. 56 Giv ing spec i f ic informat ion
about documents
Relative clauses
Col locations relating to
documents
c
3
Focus on a pro j ec t : Go l f co urse
cons t ruc t i on p . 58
Discussing project
documentat ion
The des ign and bui ld process
Review p. 59
Heal th and safety gu ide l ine s p. 60 Comm unicat ing heal th and
safety guidel ines
Repor t ing ins truc t ions and
adv ice
Col locations relating to advice
n
d
s
e
y
Traffic co nt ro l p. 62 Giving instructions for traffic
control
Giving instructions using
need
Traffic control
H
h
a
Incid ents p. 64 Describin g incidents Past simple and past
cont inuous
Injuries
U
8
Focus on a pro j ec t : Hur r i can e
prepa rat ions, F lor ida , USA p. 66
Discussing hurricane
preparations
Hurr icane preparat ions
Review p.67
Partner files p. 68
Audio script
p.
7 0
Conten ts
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T e a m w o r k
• ta lk a b o u t r o l e s and r e spons ib i l i t i e s
• exp l a in how an o rgan i s a t i on wo rks
• des c r i be you r j ob an d exp er i en ce
• w r i t e y o u r C V
• d i s cu s s ro l e s i n an i n t e rna t iona l
cons t ruc t ion p ro j ec t
R o l e s
a n d r e s p o n s i b i l i t i e s
Speaking 1
L o o k a t
t h i s i l l u s t r a t i o n .
S a y w h a t t h e p e o p l e ' s j o b s a r e a n d w h a t t h e y d o .
Vocabulary 2
M a t c h t h e s e d e s c r i p t i o n s w i t h t h e
p e o p l e
i n t h e
i l l u s t r a t i o n
in 1.
1
I ' m a d r i v e r . I w o r k f o r a c o n c r e t e s u p p l i e r . W e d e l i v e r c o n c r e t e t o
c o n s t r u c t i o n
s i t e s a l l o v e r t h e c o u n t r y . Q
2 I ' m a m a s t e r e l e c t r i c i a n . T h i s i s m y a p p r e n t i c e . Q
3 I ' m a p a i n t e r .
T o d a y
I ' m p a i n t i n g a s t e e l s t a i r c a s e . Q
4 I ' m a s e c u r i t y g u a r d . I c o n t r o l a c c e s s t o t h e s i te . I ' m r e s p o n s i b l e t o t h e
s i t e m a n a g e r . Q
5 I ' m t h e s i t e m a n a g e r . M y c o m p a n y is r e s p o n s i b l e f o r t h e w h o l e p r o j e c t . Q
6 W e ' r e r e p o r t e r s . W e ' re v i s i t i n g t h e s i t e t o a s k
s o m e
q u e s t i o n s . Q
3 N a m e a s m a n y i t e m s i n t h e i l l u s t r a t i o n i n 1 a s y o u c a n . C o m p a r e y o u r l i s t w i t h
a p a r t n e r .
ladder, ...
1 Teamwork
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S p e a k i n g
4
W o r k i n p a i r s . E i t h e r a ) E x p l a i n w h a t y o u r j o b is a n d w h a t y o u d o . O r b ) I m a g i n e
y o u w o r k o n t h e c o n s t r u c t i o n s i t e i n 1 . E x p l a i n w h a t y o u r j o b i s a n d w h a t y o u d o .
I'm
a . . . I
work
for ... My
company
... I'm
respons ib le
for ...
L i s t e n i n g 5
L a n g u a g e
T w o r e p o r t e r s a r e v i s i t i n g
M a r t i n
K a r p f r o m K a r p C o n s t r u c t i o n . Li s te n
t o t h e i r c o n v e r s a t i o n . W h a t d o t h e r e p o r t e r s w a n t ?
L i s t e n a g a i n a n d c o m p l e t e t h e s e s e n t e n c e s .
1
K a r p C o n s t r u c t i o n
i s t h e
M a r t i n
K a r p i s t h e
S a b i n a T o m is t h e
K a s p e r K a r p o w n s
M r
L a n g r e p r e s e n t s
t h e
A n n a B l a c k w o r k s f o r t h e .
R o b e r t
L a n e
i s
P re s en t s im p l e a n d p r e s e n t c o n t i n u o u s
We use the pre se nt s im pl e to ta lk about rout ines and th ings
that are permanent or happen all the t ime.
/ control
access to the site.
She
works for
the ceme nt supplier.
We use the present cont inuous to ta lk about th ings that
take place at the t ime of spea king an d are not perma nent .
We 're visiting the site.
He 's walking through the gate.
We use adve rb s o f f r equen cy
(e.g. always, usually, often,
sometimes, never) w i th the present s imple to descr ibe how
often some body does som ething or how of ten so meth ing
happens.
We
usually
have about 100 people on site.
Sometimes we work in a consortium.
7 M a r t i n ' s a s s i s t a n t i s g i v in g m o r e i n f o r m a t i o n a b o u t p e o p l e ' s r o l e s o n s i t e .
C h o o s e t h e c o r r e c t v e r b f o r m s t o c o m p l e t e t h i s t e x t .
' . . . So , as
M a r t i n
s a i d ,
w e ( 1 )
have
/ are
hav ing
a r o u n d
1 00
p e o p l e
o n
s i t e
e v e r y d a y . T o d a y , m o s t p e o p l e ( 2 )
work
/ are
work ing
o n t h e b a si c s t r u c t u r e
o f t h e b u i l d i n g . T h e p e o p l e i n
g r e e n
j a c k e t s o v e r t h e r e a r e c o n c r e t e f i n i s h e r s
f r o m D K I C e m e n t , t h e c e m e n t s u p p l i e r . O n t h i s p r o j e c t , t h e y ( 3 )
superv ise
/ are
supervis ing t h e u n s k i l l e d l a b o u r e r s , w h o a r e a l l l o c a l p e o p l e . O f c o u r s e , t h e r e
a r e a l w a y s a l o t o f
h e a v y
e q u i p m e n t o p e r a t o r s .
T h e y
( 4 )
handle
/ are
handl ing
t h e c r a n e s , t h e c e m e n t m i x e r s , t h e c e m e n t p u m p s , a n d s o o n . T h e d r i v e r s
( 5 )
bring
/ are
br ing ing
i n f r e s h l o a d s o f c e m e n t s e v e r a l t i m e s a d a y . O v e r t h e r e ,
a c o u p l e
o f
p a i n t e r s
( 6 )
paint
/ are
paint ing
t h e
s t a i r c a s e ,
a n d t h e
e l e c t r i c i a n s
( 7 )
repair
/ are
repairing
o n e o f t h e g e n e r a t o r s . '
S p e a k i n g
8 W o r k i n s m a l l g r o u p s t o d i s c u s s
t h e s e
q u e s t i o n s .
1
W h a t ' s t h e d i f f e r e n c e b e t w e e n a g e n e r a l c o n t r a c t o r a n d a s u b c o n t r a c t o r ?
2 W h a t ' s a c o n s o r t i u m ?
3 W h a t s u p p l i e r s a r e t y p i c a l o n a c o n s t r u c t i o n s i te ?
4 I n a u d i o s c r i p t 2 o n p a g e 7 0 ,
M a r t i n
K a r p s a y s , 'W e
c o - o r d i n a t e
a l l t h e
s u b c o n t r a c t o r s a n d m a k e s u r e t h i n g s s t a y o n s c h e d u l e a n d s t a y w i t h i n
b u d g e t . ' W h a t d o t h e e x p r e s s i o n s i n b o l d m e a n ?
Teamwor k 1
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S t r u c t u r e o f a n o r g a n i s a t i o n
Vocabulary 1
L o o k a t
t h i s
o r g a n i s a t i o n c h a r t o f a c o n s t r u c t i o n c o m p a n y . T h e n c o m p l e t e t h e
s e n t e n c e s
w i t h
t h e w o r d s i n t h e b o x .
O W N E R
O P E R A T I O N S
r
H e a l t h
a n d S a f e t y ^ P r o j e c t m a n a g e r s ^ ^ C o n s u l t a n t s ^
^ S i t e m a n a g e r s / S u p e r v i s o r s J
L a b o u r e r s
J
B U S I N E S S D E V E L O P M E N 1
y~
D e s i g n ^ ^ E s t i m a t i n g
J
M a r k e t i n g
E N G I N E E R I N G
^
S t r u c t u r a l
E n g i n e e r i n g J ^ M e c h a n i c a l E n g i n e e r i n g ^ ^ E l e c t r i c a l E n g i n e e r i n g )
M A T E R I A L S
A N D P L A N T
— A C C O U N T I N G
A D M I N I S T R A T I O
H u m a n R e s o u r c e s ( H R ) ^ ^ P a y r o l l ^
L E G A L
d e p a r t m e n t s d i v i d e d e x t e r n a l h a s l o o k p a r t r e p o r t s e c t i o n t o p
1
O u r c o m p a n y h a s a s i m p l e s t r u c t u r e . A t t h e i s K a s p e r K a r p ,
t h e o w n e r .
2 T h e r e a r e s e v e n T h e d e p a r t m e n t h e a d s r e p o r t t o t h e o w n e r .
3 O p e r a t i o n s c o n s i s t s o f a H e a l t h a n d S a f e t y a n d a l l t h e
p r o j e c t m a n a g e r s .
4
T h e s i t e m a n a g e r s a n d s u p e r v i s o r s d i r e c t l y t o a p r o j e c t m a n a g e r .
5 B u s i n e s s D e v e l o p m e n t i s i n t o t h r e e s e c t i o n s : D e s i g n ,
E s t i m a t i n g a n d M a r k e t i n g .
6 E n g i n e e r i n g a l s o t h r e e s e c t i o n s : S t r u c t u r a l , M e c h a n i c a l
a n d E l e c t r i c a l .
7 T h e r e a r e d i f f e r e n t d e p a r t m e n t s w h i c h a f t e r m a t e r i a l s a n d
p l a n t , a c c o u n t i n g , a d m i n i s t r a t i o n a n d l e g a l .
8 S o m e t i m e s w e
h a v e
c o n s u l t a n t s t o h e l p
w i t h
s p e c i a l j o b s .
T h e y a r e n o t o f t h e c o m p a n y .
1
Teamwork
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Listening
2
L i s t e n t o t h e
h e a d s
o f t h e s e v e n d e p a r t m e n t s t a l k i n g a b o u t t h e i r r o l es .
W r i t e t h e n a m e s o f t h e i r d e p a r t m e n t s . U s e t h e o r g a n i s a t i o n c h a r t i n 1 t o h e l p y o u .
1
2
3
4
5
6
7
3 L i s t e n a g a i n . W r i t e t h e e x p r e s s i o n s u s e d t o t a l k a b o u t r o le s a n d r e s p o n s i b i l i t i e s .
make sure,
.,
work
out ,
send ou t
work with
Vocabulary 4 M a t c h
t h e
s e t s
o f
c o l l o c a t i o n s .
1 m a k e
a ) o f
2 l o o k
b )
s u r e
3 c o n s i s t c ) t o
4 r e p o r t d ) a f t e r
5 l i a i s e e ) i n t o
6 b e r e s p o n s i b l e 0
w i t n
7 d e a l g ) f o r
8 d i v i d e
h )
w i t h
5 C o m p l e t e t h e s e n t e n c e s . U s e t h e o r g a n i sa t i o n c h a r t i n 1 t o h e l p y o u .
S o m e t i m e s m o r e
t h a n
o n e a n s w e r i s p o s s i b l e .
1
T h e
A d m i n i s t r a t i o n d e p a r t m e n t c o n s i s ts
T h e h e a d o f a c c o u n t i n g r e p o r t s
E n g i n e e r i n g
i s
d i v i d e d
T h e p r o j e c t m a n a g e r s l ia i s e
B u s i n e s s D e v e l o p m e n t
i s
r e s p o n s i b l e .
T h e s i t e m a n a g e r s m a k e
T h e r e
a r e t h r e e s e c t i o n s i n
a n d .
Speaking 6 W o r k i n p a i r s . D r a w
a n
o r g a n i s a t i o n c h a r t
f o r a
c o n s t r u c t i o n c o m p a n y ( re a l
o r
i m a g i n a r y ) . E x p l a in y o u r c h a r t
t o
a n o t h e r p a i r .
At
the top is . . .
This department cons is ts
of...
These
people report
to ...
Teamwork
1
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J o b s
a n d e x p e r i e n c e
L i s t e n t o t h r e e c o n v e r s a t i o n s . M a t c h t h e j o b i n e a c h c o n v e r s a t i o n
w i t h
a
w o r d f r o m
t h e b o x .
c iv i l
e n g i n e e r c o n c r e t e f i n i s h e r l a n d s u r v e y o r
1
2 3
us in g a to ta l s ta t i on
R e a d t h e
q u e s t i o n s .
F o r
e a c h c o n v e r s a t i o n , a n s w e r
ye s ( Y ) , n o ( N ) , o r
doesn't
sa y ( X ) . T h e n l i s t e n a g a i n a n d c h e c k y o u r a n s w e r s .
Conversat ion
1
Conv ersation 2 Conversa tion 3
1 Is he a ma nual worker?
2 Does he work mostly indoors?
3 Wa s he goo d at ma ths at scho ol?
4 Does he work wi th CAD programs?
5 Does he use high-tech equipm ent on site?
6 Did he start as an apprentice?
7 Is he self-em ployed ?
S p e a k i n g
3 W o r k i n p a i r s .
R e a d t h e
q u e s t i o n s i n
t h e
t a b l e a g a i n .
T a k e t u r n s t o a s k
a n d
a n s w e r t h e m s o
t h a t
t h e y a r e t r u e f o r y o u .
A:
Are you a
manual worker?
B : No , I 'm no t . I 'm a project man ager.
A:
Do you
work most ly indoors?
B : Yes , I do . I work i n a n office. I' m respons ib le for a hospi ta l ca r park project.
L a n g u a g e
Q u e s t i o n s
Q ue st ion s w i th be begin wi th the correct form of the verb
be, or use a rising tone.
Are you self-employed?
Yo u
're
self-employed?
Is he on site today?
He
's
on site today?
Qu es t i ons w i th do/does/did Do
you work indoors?
Does
he work indoors?
Did you go to university?
Ques t i o n wo r d s
(what, where, who, how)
What
do you do?
Where
are they from?
Who
is the client?
How
does it work?
S p e a k i n g
4 W o r k
i n
p a i r s . T h i n k
o f a j o b
b u t d o n ' t t e l l y o u r p a r tn e r .
T a k e t u r n s t o a s k
a n d
a n s w e r q u e s t i o n s t o f i n d o u t t h e j o b s .
t he j ob
indoors
o r
outdoors?
Do yo u work a lone o r with other people?
What qual i f icat ions
do you
need?
What t ra in ing d id y o u d o ?
8
1 Teamwork
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Reading 5 R e a d t h i s
C V a n d a n s w e r t h e q u e s t i o n s a b o u t A r n o l d K e l l er .
1 H o w o l d i s h e ?
2 W h i c h s c h o o l d i d h e g o t o?
3 W h e r e d i d h e d o h is a p p r e n t i c e s h i p ?
4 W h a t i s h i s h i g h e s t q u a l i f i c a t i o n ?
5 D o e s h e k n o w a n y t h i n g a b o u t p r o j e c t m a n a g e m e n t ?
europass
Europass
Curriculum Vitae
Personal information
F i r s t
n a m e ( s ) / S u m a m e ( s )
A d d r e s s ( e s )
T e l e p h o n e ( s )
A r n o l d K e l l e r
M o z a r t s t r a s s e 2 3 , B l e n d o r f
H o m e : 0 1 7 5 6 7 8 6 3 4 M o b i l e : 0 7 7 4 3 4 6 7 5 3 3 2
F a x ( e s )
a r n o l d @ k e l l e r . d e
N a t i on a l i t y Ge r m an
Da t e o f
birth
21 .03 .84
G e n d e r M a l e
Work experience
Dat e s
2003
2 0 0 4 - 2 0 0 7
Oc c u p a t i on o r p os i t i on h e l d
Main
ac t i v i t i es and respons ib i l i t i es
N a m e
an d ad d r e s s o f e m p l oye r
T y p e o f bus iness or sec tor
A p p r e n t i c e
O n - t h e - j o b - t r a i n i n g
D M C o n s t r u c t i o n
C o n s t r u c t i o n
S t u d e n t t r a i n e e
P r o j e c t a s s i s t a n t - M o t o r w a y l a y - b y 2 0 04 , B r i d g e
r e n o v a t i o n 2 00 5, M o t o r w a y t u n n e l 2006
D M C o n s t r u c t i o n
C o n s t r u c t i o n
Education and training
Dat e s
Ju n e 2 003
Ju n e 2 007
T i t l e o f qua l i f i cat ion awarded
Pr inc ipa l
sub jec ts/occupat iona l sk i l l s
c ov e r e d
N a m e
an d t yp e o f o r g an i s a t i on
prov id ing
e d u c a t i on an d t ra ining
S c h o o l L e a v i n g C e r t i f i c a t e
M a t h s ,
P h y s i c s , E n g l i s h
B l e n d o r f G r a m m a r S c h o o l ,
B l e n d o r f , G e r m a n y
B a c h e l o r ' s d e g r e e i n C o n s t r u c t i o n E n g i n e e r i n g
H e a l t h a n d S a f e ty , S i t e m a n a g e m e n t , P r o j e c t
m a n a g e m e n t , C o s t e s t i m a t i n g
V o c a t i o n a l
C o l l e g e ,
B l e n d o r f ,
G e r m a n y
Personal skills
and
competences
M o t h e r
t o n g u e ( s )
G e r m a n
O t h e r
l a n g u a g e ( s ) E n g l i s h ,
F r e n c h
Writ ing 6
W r i t e y o u r o w n C V. U s e t h e E u r o p a s s C V s t r u c t u r e t o h e l p y o u p l a n a n d
o r g a n i s e y o u r d e t a i l s . T h e n s w a p C V s w i t h a p a r t n e r . C h e c k
t h a t
y o u r p a r t n e r ' s
C V i s c l e a r a n d e a s y t o u n d e r s t a n d .
Teamwork
1
9
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F o c u s
o n a
p r o j e c t :
I n t e r n a t i o n a l
F i n a n c e C e n t r e
( I F C ) S e o u l , K o r e a
R e a d i n g 1 Read
these
e x t r a c t s a b o u t a n e w development i n Seoul, Korea. W h a t i s t h e p r o j e c t ?
S
i e m e n s - S h m w h a h a s b e e n
a w a r d e d
a
c on t r a c t
t o
s u p p l y
a
fa e safety system f o r the
n e w I F C S e ou l p r o j e c t w h i c h w a s
d e v e l o p e d
b y A I G real estate .
D e s i g n e d
b y t h e
a w a r d - w i n n i n g
a r c h i t e c t u r a l
f i r m A r q u i t e c t o n i c a ,
I F C
S e o u l i s t h e
l ead ing bus ines s des t ina t i on
in
S e o u l w i th a p p r o x im a t e l y 5 0 0 , 0 0 0
s q u a r e m e t r e s o f d e v e l o p m e n t .
T
he I F C S e ou l is a j o i n t
v e n t u r e b e t w e e n t h e Seou l
M e t r o p o l i t a n
G o v e r n m e n t a n d
A I G G l o b a l
R e a l
Es ta te .
E
s tab l i shed i n 1968,
P O S C O is S o u t h
Kor ea ' s
l a rges t s te e l
p r od u c e r .
A
conso rtium led by GS Con struction and
POSCO won the contract to excavate
the site.The contract for the next phase o f
construction was signed with a new consortium,
including Daelim, POSCO, Hyundai Development and
headed by GS Construction in January of his year
T
o th e south
w i l l
b e the 29-s torey T w o I F C o ff i ce towe r , wh i c h
w i l l
of fer s o me 79,000 square metres o f f loor
space;
to the west
w i l l
b e
th e
32 -s torey O n e I F C
w i t h
88,000 square metres , wh i le the nor thern
corne r
w i l l
be reserved f o r a 450-gu es troom, 38-s torey f i v e -star hote l .
T h e s t ruc ture o n th e
no r th -eas te rn
side o f
th e
p ro j e c t , Three IFC ,
w i l l
be 55 s toreys in he igh t
and , w i th
a
t o ta l
office space o f 160,000 square
metres ,
w i l l
b e the largest
s t ruc ture
in the co mplex .
O t i s E l e v a to r Com p an y w a s a w a r d e d a
c on t r a c t
f r om A I G K o r e a n
R e a l
Es ta te
D e v e l op m e n t Y H to p r o v i d e 1 2 5 e l e vators ,
e s c a l a t o r s a n d m o v in g w a l k w a y s f o r
International F i n a n c e C e n t r e ( I F C ) S e o u l in
K or e a .
M a t c h t h e o r g a n i s a t i o n s i n v o l v e d i n t h e p r o j e c t
w i t h
t h e i r r o l e s .
Sometimes
more t h a n o n e answer i s possible.
1
G S C o n s t r u c t i o n
a )
a r c h i t e c t s
2 S i e m e n s - S h i n w h a
b )
e x c a v a t i o n
3
POSCO
c )
fire safety e q u i p m e n t s u p p l i e r
4
Seoul M e t r o p o l i t a n
d )
elevator
m a n u f a c t u r e r
Government a n d A I G
e )
owners/developers
G l o b a l
Real
E s t a t e
0
c o n s o r t i u m member
5 A r q u i t e c t o n i c a
g )
steel p r o d u c e r
6 D a e l i m
7
O t i s Elevator Company
S p e a k i n g 3 W o r k i n s m a l l g r o u p s . T h i n k o f a large c o n s t r u c t i o n p r o j e c t i n y o u r area.
D i s c u s s w h i c h
companies
were
in v o l v e d a n d t h e
role s)
t h e y p l a y e d .
1 Teamwork
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R e v i e w
m e a n i n g s a - e .
a ) a n a d v i s e r
b ) a g r o u p o f p e o p l e o r c o m p a n i e s w h o w o r k
t o g e t h e r o n a p r o j e c t
c ) a p e r s o n w h o h o l d s t h e l e g a l r i g h t s t o s o m e t h i n g
d ) a c u s t o m e r
e ) a p e r s o n o r c o m p a n y w h o
a g r e e s
t o p r o v i d e
m a t e r i a l s o r s e r v i c e s f o r a s p e c i f i c p r i c e
2
C o m p l e t e t h i s d e s c r i p t i o n o f t h e o r g a n i s a t i o n o f a c o m p a n y w i t h
a p p r o p r i a t e w o r d s .
T h e B e r l i n b r a n c h h as t h r e e d e p a r t m e n t s . T h e p r o j e c t m a n a g e m e n t
d e p a r t m e n t c o n s i s t s ( 1 ) s e v e n s e c t i o n s . E a c h s e c t i o n l o o k s
( 2 ) a d i f f e r e n t p r o j e c t . T h e l e g a l a n d f i n a n c e d e p a r t m e n t d e a ls
( 3 ) a l l a c c o u n t i n g i s su e s , a s w e l l a s c o n t r a c t s a n d c l a i m s . T h e
l o g i s t i c s d e p a r t m e n t i s r e s p o n s i b l e ( 4 ) m a k i n g s u r e t h a t t h e p r o j e c t
m a n a g e m e n t d e p a r t m e n t ha s t h e r es o u rc e s t o d o t h e j o b . T h i s i n c l u d e s a l l
p e r s o n n e l a n d p l a n t . T h e h e a d o f t h e B e r l i n b r a n c h r e p o r t s d i r e c t l y
( 5 ) t h e o w n e r , w h o i s b a s e d i n F r a n k f u r t .
Language
3
E a c h o f t h e s e q u e s t i o n s h a s o n e e r r o r . C o r r e c t t h e e r r o r s .
1 D o e s y o u w o r k o u t d o o r s ?
2 Is y o u s e l f - e m p l o y e d ?
3 D i d y o u d o n e a n a p p r e n t i c e s h i p ?
4 W a s y o u g o o d a t m a t h s a t s c h o o l ?
5 W h a t d i d y o u d o i n g y e s t e r d a y ?
6 W h e n d i d y o u s t a r t e d e x c a v a t i n g ?
7
W h e r e
is s u p p l y i n g t h e e l e v a t o r s ?
Wri t ing 4 W r i t e a s h o r t c o v e r i n g l e t t e r t o a p o t e n t i a l e m p l o y e r t o a c c o m p a n y y o u r
C V . I n c l u d e :
1 a n i n t r o d u c t i o n : i n t r o d u c e y o u r s e l f a n d s a y w h e r e y o u s a w t h e j o b a d v e r t .
2 a s u m m a r y o f y o u r q u a l i f i c a t i o n s .
3 a s u m m a r y o f y o u r e x p e r i e n c e i n t h e c o n s t r u c t i o n i n d u s t r y .
U s e t h e f o l l o w i n g p h r a s e s t o h e l p y o u :
/ am wri t ing in rep ly to your advert isemen t in [name of new spaper/webs i te ] for
[job
t it le] .
I
am current ly work ing on . ..
My main qual i f icat ions are . ..
I s tarted w ork ing in the cons t ruct ion indus t ry in . . .
I
bel ieve I have the r i ght exper ience and qual i fi cations for
this
job, specifica lly my ...
I look forward to hear ing from you in the near future.
Vocabulary I M a t c h 1 -5 w i t h t h e i r
1 a c o n t r a c t o r
2 a n o w n e r
3 a c l i e n t
4 a c o n s o r t i u m
5 a c o n s u l t a n t
Teamwork
1
11
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2
D e s i g n
•
d e s c r i b e
t e c h n i c a l
d r a w i n g s
• e s t imate
•
d i s c u s s i d e a s
a n d
i m p r o v e m e n t s
• d i s cu ss l i gh t tube techn o logy
T e c h n i c a l
d r a w i n g
Rea d i n g L o o k a t t h r e e r e p r e s e n t a t i o n s o f a h o u se . Na me t h e t y p e s o f d r a w i n g . T h en r e a d
t h e t e x t a n d c h e c k y o u r a n sw e r s .
bedroom
T
here are many wa ys of put t ing a 3D objec t in to 2D . Orth ogra phic pro ject ion s ca n
be found on a l l con stru ct ion pro jects. Th es e draw ings sh ow di f ferent view s of the
ob jec t , and can inc lude e leva t ions (a v iew f rom one s ide ) and cros s-sect i ons ( the v iew
wh en you cu t th rough an ob jec t ) . Ano th e r t ype o f d rawing sh ows e xp lode d v iews, wh ich
are very usefu l for understanding the assembly of an object , in other words how i t a l l f i ts
together . A th i rd type of drawing is the p lan view, which a l lows us to see an object f rom
above .
A typ ic a l ex am ple of th is is a f loor p l an . The se a re ve ry use fu l when we wa n t to
look at the f i t t ings in deta i l , in other words where objects l ike cookers and baths go.
S p e a k i n g
2
W o r k i n sm a l l g r o u p s . D i s cu s s wh a t o t h e r t y p e s o f d r aw i n g a re u se d i n t h e
c o n s t r u c t i o n i n d u s t r y .
V o c a b u l a r y 3 I d e n t i f y t h e s e 2D sh ape s i n t h e d r a w i n g s in 1 W r i t e t h e n ame s o f t h e sh a pe s o n
t h e d r a w i n g s .
c i r c l e
l - s h a p e o v a l r e c t a n g l e s q u a r e t r i a n g l e
2 Design
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4 W o r k i n p a i r s . B r a i n s t o r m o b j e c t s a n d e q u i p m e n t o n a c o n s t r u c t i o n s i te w h i c h
a r e t h e s e
3 D
s h a p e s .
c on e c ub e c y l i n d e r r e c t a ngu l a r p r i sm s phe r e
L i s t e n i n g 5 l^JUJM
L i s t e n t o a n a r c h i t e c t d e s c r i b i n g t h e h o u s e i n 1 . W r i t e t h e d i m e n s i o n s
y o u h e a r .
h o u s e - 2 8
foot long
(± 1 ), 20
foot w i de
(+ 1 )
1
t o t a l a r e a -
2 m a i n r o o m , w i t h t h e k i t c h e n -
3 b e d r o o m -
4 b a t h r o o m -
5 h e i g h t o f r o o m s -
6 d o o r s ,
n o t
i n c l u d i n g f r am e s
-
L a n g u a g e
T a lk in g a b o u t d im e n s i o n s
W e
write:
We say:
Imperial
12
1
x
7 6 '
twelve foot (or feet) by sixteen foot (or feet)
56 0 sq ft (or sq ft) five hundred and sixty square foot (or feet)
2'8 two foot (or feet) eight inches
sq yd (or sq yd) square yard (one square yard = three feet by three feet)
Metric
1.34 mm one point three four millimetres
0.03 cm zero (or nought) point oh three centimetres
25 m
2
twenty-five square metres
2,000 m two thousand metres
We
use plus or minus to talk about tolerances:
28 '±
twenty-eight foot (or feet) plus or minus o ne inch
We u se to to talk about scales:
15 :1 fifteen to one
6 S a y t h e s e d i m e n s i o n s a l o u d .
1 3 .065 m m 5 2 ,500 s q f t
2 3 ' 4 " 6 4 , 6 3 2 m
2
3
34 m x 28 m 7
0 .045
c m
4
26 ' ± H "
V o c a b u l a r y
7 M a t c h 1 -5 w i t h t h e i r m e a n in g s a - e .
1 s e c t i o n a ) t h e v i e w o f a b u i l d i n g s e e n f r o m o n e s i d e
2 e l e v a t i o n
b ) t h e
v i e w w h e n
y o u c u t
t h r o u g h
t h e
b u i l d i n g
3
s c a l e c ) t h e
v i e w f r o m
a b o v e
4 o r t h o g r a p h i c
d ) t h e s i z e o f a
d r a w i n g c o m p a r e d
t o
p r o j e c t i o n t h e
o r i g i n a l
5 p l a n v i e w e ) a 2 D r e p r e s e n t a t i o n o f a 3 D o b j e c t
S p e a k i n g
8 D r a w t h e f r o n t a n d s i d e e l e v a t i o n s a n d a p l a n v i e w o f a t y p i c a l h o u s e i n y o u r
c o u n t r y . I n c l u d e
t h e
d i m e n s i o n s . D e s c r i b e y o u r d r a w i n g
t o a
p a r t n e r .
9 D r a w a f lo o r p l a n . I n c l u d e d e t a i l s s u c h a s i m p o r t a n t f ittin gs . E x p l a i n y o u r
d r a w i n g t o a p a r t n e r .
Des i gn 2
13
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E s t i m a t e s
R e a d i n g
1
W h a t i s t h e s u r f a c e a r e a o f t h i s b o o k ? E s t i m a t e i t a n d t h e n m e a s u r e t o c h e c k .
H o w m u c h d o e s i t w e i g h ?
2
R e a d
t h e t e x t a b o u t e s t i m a t i n g . D o y o u a g r e e
w i t h
i t ?
E
st imat ing is at the heart o f the construct ion industry.
Est ima t ing i s abou t ca l cu la t i ng t ime , mate r ia l s , eq u ipm en t
costs an d so on . If we ove rest ima te , so me one e l se ge ts the
job. If we u nde rest im ate, we lose mo ney. So i t s very imp ortan t
that we get i t r ight.
L i s t e n i n g 3 L i s t e n
t o a
c o n t r a c t o r t a l k i n g a b o u t e s t i m a t i n g .
W h o is h e
s p e a k i n g
t o ?
4 L i s t e n a g a i n . C o m p l e t e t h e c o n t r a c t o r ' s s u m m a r y o f t h e e s t i m a t i n g
p r o c e s s .
look
a t v a r i o u s d o c u m e n t s
1
o u r
i n i t i a l
e s t i m a t e
2 m o r e a c c u r a t e
3 t h e p r o f i t
4 a n e s t i m a t e
V o c a b u l a r y
5
H e r e a r e s o m e o f t h e c o l l o c a t i o n s f r o m t h e l i s t e n in g . M a t c h t h e m a n d t h e n
u n d e r l i n e t h e m i n a u d i o s c r i p t 6 o n p a g e 7 1 .
u t i l i t y
r e l e v a n t
i n i t i a l
s u b c o n t r a c t o r
l e ga l
b u i l d i n g
t e m p o r a r y
a ) f e e s
b ) e s t i m a t e
c ) i n f o r m a t i o n
d ) q u o t e s
e ) r e q u i r e m e n t s
f )
c o n s t r u c t i o n
g )
p e r m i t s
6 F i n d w o r d s
i n
a u d i o s c r i p t
6
t h a t
a r e
s i m i l a r
i n
m e a n i n g
t o :
e q u i p m e n t
i n i t i a l
p r e c i s e
i n d i r e c t
c o s t s
p a p e r s
c u s t o m e r
o f f e r
L a n g u a g e
Z e r o c o n d i t i o n a l
We use the zero condit ional (if + present tense + present
tense) to say wha t we think is certain to happen . We think i t
is a fact.
If we
underestimate,
we
ose
money,
(or
We
lose
money if we underestimate.)
If it
snows,
we
can't
work,
(o r
We
can't
work if
it
snows.)
14
2 Des i gn
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7 M a t c h 1 -5 t o a - e t o m a k e s e n t e n c e s .
1 I f t h e m a t e r i a l s a r e l a t e , w e c a n ' t
2 I f w e e x p e c t b a d w e a t h e r , w e a l l o w
3 If w e w a n t a t e n - f o o t
w a l l ,
w e
4 I f w e d o n ' t m a k e a p r o f i t , w e a r e o u t
5 I f y o u
h a v e
a l a r g e p r o j e c t , e s t i m a t i n g
8 C o m p l e t e t h e s e s e n t e n c e s u s i n g y o u r o w n i d e a s .
1
I f y o u w a n t t o p r e v e n t a c c i d e n t s , ...
2 If
i r o n g e t s
w e t , . ..
3 If I
h a v e
a p r o b l e m , . ..
Reading 9 R e a d t h e e m a i l a n d a n s w e r t h e s e q u e s t i o n s .
a ) n e e d m o r e b r i c k s .
b ) o f b u s i n e s s .
c ) s t a r t w o r k .
d ) f o r
s t o p p a g e s .
e ) b e c o m e s q u i t e c o m p l e x .
1 W h o i s t h e e m a i l f r o m ?
2 W h o is t h e e m a i l to ?
3
W h a t is t h e e n q u i r y a b o u t ?
m
To : [email protected]
F r o m :
Dear Mr
Mar t in i ,
I
would like to build a swimming pool in my
g a r d en .
Please can you contact me to
discuss ho w much it will cost? My telephone number is be low.
Many thanks and best
r ega r ds ,
Fareed Ali
1 0
L i s t t h e t h i n g s t h e c o n t r a c t o r
n e e d s
t o
find
o u t
b e f o r e
p r o d u c i n g a n e s t i m a t e .
Listening
11
L i s t e n t o t h e c o n v e r s a t i o n a b o u t b u i l d i n g t h e s w i m m i n g p o o l . A c id t o
y o u r l i s t in 10.
1 2 L i s t e n a g a i n . A n s w e r t h e s e q u e s t i o n s .
1 H o w l o n g w i l l t h e p o o l b e ?
2 H o w d e e p w i l l i t b e a t t h e d e e p e s t e n d ?
3 W i l l t h e p o o l
h a v e s t e p s ?
4 W h a t t y p e o f g r o u n d is o n t h e s i t e ?
5 H o w l o n g
w i l l
t h e p r o j e c t t a k e ?
Speaking
1 3
I m a g i n e a f r i e n d a s k s y o u t o h e l p h i m e s t i m a t e t h e
c o s t s
f o r
b u i l d i n g
a
g a r a g e
o n
t h e s i d e o f h i s h o u s e . L i s t t h e t h i n g s h e n e e d s t o c o n s i d e r i n h i s e s t i m a t e .
T h e n c o m p a r e
i d e a s w i t h
a p a r t n e r .
dimens ions - First of a l l, we need to know the exact d imens ions of the garage,
ut i l it ies - We need to check electrical requirements.
Des i gn
2
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I d e a s a n d
i m p r o v e m e n t s
L i s t e n i n g
The FSC
1
(Forest Stewardship Counci l ) enco urage s
the use of sustainable wood products .
Volati le Organic Compounds (VOCs) are chemicals that can
be unhealthy and contr ibute to Sick Bui lding Syndrome.
1
2
i K i l s l i f l L i s t e n t o t w o s i t e m a n a g e r s , M a g d a a n d H a b i b , t a l k i n g a b o u t p l a n s f o r
a n e w o f f i c e b l o c k . W h a t i s t h e d i s c u s s i o n a b o u t ?
C o m p l e t e t h e
first
c o l u m n i n t h e t a b l e . T h e n
t i c k
w h o is d o i n g e a c h t a s k . L i s t e n
a g a i n a n d c h e c k y o u r a n s w e r s .
Magda Habib
1 calculat ions to st rengthen the
2 speak to client about
the floor
3 speak to Ahm ed about
4 speak to jo iners about FSC
5 organise natural
6 speak to HVAC people abo ut
L a n g u a g e
3 H e r e
a r e
s o m e w a y s M a g d a a n d H a b i b i n t r o d u c e a n d r e s p o n d
t o
i d e a s .
U n d e r l i n e t h e m
i n
a u d i o s c r i p t
8 o n p a g e 7 2 .
I d e n t i fy w h i c h p h r a s e s i n t r o d u c e
i d e a s
( I ) a n d w h i c h p h r a s e s r e s p o n d ( R ) t o t h e m .
How about i f l .. .?
I
know.
W h y
don ' t
we . ..?
Yes, good idea.
We'11 need
to ...
Maybe
w e
need
to ...
Yes,
that's
a good po in t .
Sure.
Yes,
that makes sense.
B u t
isn't...?
He's OK
with that .
There 's
n o
need
(to ...)
S p e a k i n g
4 W o r k in p a i r s . F i n d w o r d s i n a u d i o s c r i p t 8 t h a t c o l l o c a t e w i t h t h e s e w o r d s .
1 n a t u r a l
2 d i v i d i n g
3 w o r k s t a t i o n
4 e n v i r o n m e n t a l l y
5 e n e r g y
5 U s e s o m e o f t h e c o l l o c a t i o n s i n 4 t o d i s c u s s i m p r o v e m e n t s t o t h e r o o m y o u a r e
i n . T a k e t u r n s
t o
i n t r o d u c e
a n
i d e a
a n d
r e s p o n d
t o i t .
A:
W h y
don ' t
w e
make
th e
w i ndows b i gge r
to
increase
th e
natural l ight ing?
B :
Yes ,
good
idea.
B u t
isn' t that expens ive?
16
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Speaking 6 L o o k a t t h i s p l a n o f a c o n s t r u c t i o n s i t e a n d r e a d t h e l i s t o f p r o b l e m s w i t h i t .
D i s c u s s i m p r o v e m e n t s w i t h a p a r t n e r , t h e n t e l l t h e c la s s y o u r i d e a s .
P r o b l e m s
• F e n c in g i n c om p l e t e - c h i l d r e n p l ay i n g On
t h e s i t e
•
S i g n a g e
f o r v i s i t o r s a n d s u p p l i e r s
n O n - e x i s t e n t
• N o t e n ou g h p a r k j n g
7 M a n y c o n s t r u c t i o n s i t es h a v e s i m i l a r p r o b l e m s d u e t o l a c k o f s p a c e a n d
c o m p r o m i s e s a r e m a d e . T h i n k o f e x a m p l e s f r o m c o n s t r u c t i o n s i t e s y o u k n o w .
W o r k i n s m a l l g r o u p s a n d
t e l l
y o u r g r o u p a b o u t t h e m .
Des i gn
2
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F o c u s o n a p r o j e c t : L i g h t t u b e s i n P o t s d a m e r
P l a t z , B e r l i n
Reading
1 L o o k a t t h e p h o t o . W h a t a r e t h e t u b e s ? W h a t d o t h e y d o ?
2 R e a d
t h e t e x t a b o u t t h e li g h t t u b e s i n P o t s d a m e r P l a t z . W h a t i s a h e l i o s t a t ?
V i s i t o r s t o P o t sd amer P l a t z i n Be r l i n a re o f t en
in t eres t ed t o see three g lass t ubes , up t o t en met res
h i g h ,
n ea r t h e en t ran ce t o t h e u n d e rg rou n d ra i l w ay
s t a t i o n . T h e t u b es , mad e o f
g lass
and s t ee l , t rans f er
s u n l i g h t d o w n i n t o th e s t a t i o n .
There are three l i gh t tubes , 14 met res , 17 met res and
2 1
me t r e s i n l en g t h i n
t o t a l ,
each
w i t h
an ex t erna l
d i a m e t e r o f
1
me t r e . A t t h e t op i s a h e l io s t a t w h i c h
f o l l ow s t h e su n an d
uses
mi rr or s t o re f l ec t the sun 's
l i g h t i n t o t h e tu b e , w h i c h is l i n e d
w i t h
a h i g h l y
re f l ec t ive ma ter i a l . I ns id e each tu be i s a st eel p i pe ,
also
c o v e r ed
w i t h
a r e f le c t iv e ma t e r i a l . T h e l i g h t
t r a v e l s d ow n t h e t u b e
u n t i l
i t
reaches
a
g lass cover
w h i c h
a l l ow s t h e l i gh t t o spr ead i n t o t h e s t a t i on . A t
n i g h t a r t i f i c i a l l i gh t t rave l s up the tubes and he lps t o
l i g h t
up Pot sdam er P l a t z .
A r e t h e s e s t a t e m e n t s t r u e ( T ) o r f a ls e (F )? C o r r e c t t h e f a ls e s t a t e m e n t s .
1
E a c h t u b e i s o v e r t e n m e t r e s a b o v e g r o u n d . ( T / F )
2 T h e t u b e s a r e m a d e o f
g l a s s
an d s t e e l . ( T / F )
3 A h e l i o s t a t c o n t a i n s m i r r o r s . ( T / F )
4 E a c h l ig h t t u b e c o n t a i n s a p l a s t i c p i p e . ( T / F )
5 L i g h t c a n o n l y t r a v e l d o w n t h e t u b e s . ( T / F )
L o o k a t t h i s s k e t c h o f a l ig h t t u b e . W h a t d o t h e le t t e r s s t a n d f o r ?
Speaking
5 W o r k i n s m a l l g r o u p s . D o y o u t h i n k l i g h t t u b e s w i l l b e c o m m o n i n t h e f u t u r e ?
W h y
( n o t ) ?
18
2
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1
R e v i e w
Language 1
W r i t e th e s e d i m e n s i o n s i n w o r d s .
1
45 .805 c m 5 15 ' ± M "
2 2 7 ' 3 " 6 0 . 04 5 c m
3 7 ,643 s q y d 7 1 ,267 m
2
4 17 c m x 13 c m
2
P u t t h e s e w o r d s i n t h e c o r r e c t o r d e r t o m a k e
z e r o
c o n d i t i o n a l s e n t e n c e s .
1
I f / n e e d , / y o u /
t e l l
/ h e l p / m e
2 I f / i t / w e t / s i t e , / t h i n g s / o n / r a i n s / g e t
3 I f / v i s i t s / t h e / c l i e n t / l e t / k n o w / m e
4 I f / i s / y o u / a / c u b e / c u t , / t h e / a / c r o s s - s e c t i o n / s q u a r e
5 I f / s t r i k e / t h e r e / i s / a , / s t o p s / w o r k
3 C o m p l e t e t h i s c o n v e r s a t i o n b e t w e e n t w o b u i l d e r s . U s e o n e w o r d i n e a c h s p a c e .
A
B
A
B
A
B
A :
B :
T h e c l i e n t
t h i n k s t h a t
t h e r o o m i s t o o d a r k .
N o (1 ) . (2 )
d o n ' t w e i n s t a l l m o r e l i g h t s ?
. we
W e l l , h e w a n t s
n a t u r a l
l i g h t i n g .
s e e. H o w ( 3 ) i f I m a k e t h e w i n d o w s
b i g g e r ?
B u t
t h e w a l l s a r e n ' t s t r o n g e n o u g h ...
T h a t ' s a
g o o d
( 4 ) . I k n o w . .. w h y ( 5 )
u s e l i g h t t u b e s ?
L i g h t t u b e s ?
Y e s . T h e y c o m e i n
k i t s .
W e ' l l ( 6 ) t o c u t a h o l e i n t h e r o o f
first. t h i n k t h e d i a m e t e r i s a b o u t 4 0 c m . T h e t u b e goes f r o m t h e r o o f ,
t h r o u g h t h e a t t i c a n d c o m e s o u t i n t h e c e i l i n g . A t t h e t o p t h e r e ' s a s e m i -
s p h e r i c a l
g l a s s d o m e
w h i c h c o l l e c t s t h e s u n l i g h t . T h i s l i g h t i s r e f l e c t e d
d o w n t h e t u b e . A n d a t t h e b o t t o m th e r e ' s a c e i l i n g - m o u n t e d u n i t w h i c h
t r a n s f e r s t h e s u n l i g h t i n t o th e r o o m .
T h a t m a k e s ( 7 ) . B u t a r e n ' t t h e y e x p e n s i v e ?
N o t r e a l l y . A r o u n d $ 3 0 0 , 1 ( 8 ) . T h e y s h o u l d t a k e a r o u n d
h a l f a d a y t o
i n s t a l l .
I ' m
s u r e h e ' l l b e O K w i t h (9 ) .
A :
B:
A :
B: O K . I ' l l c a l l t h e o f f ic e a n d a s k t h e m t o p r o d u c e a p r o p e r ( 1 0 ) .
Vocabulary 4
N a m e
t h e s h a p e s
t h a t
a r e 9 0 - d e g r e e c r o s s - s e c t i o n s o f :
a c y l i n d e r a c irc le; a rectangle
a
c u b e
a r e c t a n g u l a r p r i s m
a s p h e r e
a c o n e
W r i t e t h e o p p o s i t e s .
s i m p l e
complex
1 p e r m a n e n t
final
s u b t r a c t
d i f f e r e n t
h a r d w a r e
l o s s
D o t h e f o l l o w i n g , t h e n c o m p a r e w i t h y o u r c l a s s m a t e s .
1 D r a w a f l o o r p l a n o f y o u r c l a s s r o o m a n d l a b e l t h e fit tin gs .
2 D r a w t h e f r o n t a n d s i d e e l e v a t i o n s o f a n o b j e c t i n t h e r o o m a n d i n c l u d e
d i m e n s i o n s .
Design 2
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3
E q u i p m e n t
• ta lk
a b o u t
e q u i p m e n t
• exp la in f au l ts
• d e a l w i t h r e p a i r s
• d i s c u s s e q u i p m e n t for a sky sc rap er pro jt
T a l k i n g
a b o u t e q u i p m e n t
V o c a b u l a r y
L o o k
a t
t h i s c o n s t r u c t i o n s i te e q u i p m e n t . W h i c h e q u i p m e n t
c a n y o u
i d e n t i f y ?
2
L o o k a t t h e i l l u s t r a t i o n a g a i n .
N a m e
e q u i p m e n t t h a t :
1 u s e s h y d r a u l i c s .
2
h a s
t r a c k s .
3
u s e s
s t a b i l i s e r s .
4 l i f t s l o a d s .
5 d i g s t r e n c h e s .
6 d r i v e s p i l e s i n t o t h e g r o u n d .
7 b r e a k s t h i n g s .
L a n g u a g e
A s k i n g a n d a n s w e r i n g q u e s t i o n s a b o u t e q u i p m e n t
What
does
a bulldozer
do?
What do bulldozers do?
It
moves
earth.
They move earth.
What s a jackhammer for?
What are jackhammers for?
It's for breaking up concrete, rocks, etc.
They're for breaking up concrete, rocks, etc.
What can an HP231 do?
What can HP231s do?
It can pump 30 litres per minute.
They can pump 30 litres per minute.
What's it used for?
What's it
used to do?
It's used for moving earth.
It's
used to lift
heavy loads.
What do yo u use this for?
What do yo u use this to do?
You use it or moving earth.
You use this to move earth.
3
E q u i p m e n t
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L i s t e n i n g
3
L X ' I ' M C o m p l e t e t h e d e s c r i p t i o n s o f c o n s t r u c t i o n s i te e q u i p m e n t . P u t o n e
w o r d i n e a c h g a p . T h e n l i s t e n a n d c h e c k y o u r a n s w e r s .
1
T h i s m a c h i n e i s d r i v i n g p i l e s i n t o t h e s o i l .
2 T h i s m a c h i n e h a s a b u c k e t w h i c h i s u s e d s c o o p s o i l o u t
o f t h e g r o u n d .
T h i s m a c h i n e l i f t h e a v y l o a d s h i g h i n t h e a i r .
Y o u t h i s m a c h i n e t o m o v e la r g e a m o u n t s o f e a r t h .
e l e c t r i c i t y f r o m p e t r o l ,
u s e d
f o r
t r a n s p o r t i n g c o n c r e t e
t o
h i g h
t o t r a n s p o r t
p e o p l e t o
h i g h p a r t s
o f a
T h i s m a c h i n e
T h i s m a c h i n e
p a r t s o f a
c o n s t r u c t i o n s i te .
7 T h i s m a c h i n e
i s
c o n s t r u c t i o n
s i t e .
4
M a t c h t h e s e t y p e s
o f
e q u i p m e n t
t o
t h e i r d e s c r i p t i o n s
i n 3 .
a ) a
c r a n e
b ) a
l i f t / a n e l e v a t o r
c ) a
p i l e d r i v e r
d ) a g e n e r a t o r
e ) a c o n c r e t e p u m p / a c e m e n t p u m p
f ) a b a c k h o e
g ) a b u l l d o z e r
S p e a k i n g 5 W o r k i n s m a l l g r o u p s . B r a i n s t o r m d i f f e re n t w a y s t o u s e t h e s e i t e m s .
R e a d i n g 6
R e a d t h e s e e x t r a c t s f r o m m a n u f a c t u r e r s '
s a l e s
b r o c h u r e s .
N a m e t h e
t y p e s
o f
e q u i p m e n t t h e y d e s c r i b e .
We manu factu re
a com plete range
of units, including
truck and trai ler
mounted. Great
rel iabi l i ty and superb
performance.
Our largest units
can pump up to
160 cubic metres
per hour.
• Range of up to 25 m
• Rechargeable battery
• State of the art
joysticks give precise
handling
• Our products are
used to con trol lifting
equipment all over
the world.
Ou r un i ts com e in a
variety of sizes and
are fu l ly equ ipped
and ready to use.
Standard features
include steps, off ice
furn i ture, heat ing/
a ir c ondi t ion ing,
and interior and
exterior l ight ing.
Made o f h igh qual i ty
steel,
they a re used
to t ransport heavy
construct ion waste,
inc lud ing rubble
an d
other debris . A l l
models have large
lift ing eyes a n d a
sloped
e nd t o make
load d ischarge easy.
S p e a k i n g 7 W o r k i n p a i r s . D i s c u s s e q u i p m e n t y o u a r e f a m i l i a r w i t h o r a r e
t r a i n i n g
t o u s e .
A:
I u s e a jackhamm er in m y j ob .
B : W h a t
d o y o u u s e it
for?
A:
You use i t fo r
breaking
u p
concrete.
E q u i p m e n t 3
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F a u l t s
R e a d i n g R e a d t h e m a i n t e n a n c e c h e c k l i s t . I d e n t i f y t h e p i e c e o f e q u i p m e n t i t r e f e r s t o .
D a i l y
i n s p e c t i o n c h e c k l i s t
Inspector: Date: T ime :
Vehicle/Plant identif ication number:
/ = OK
O =
keep u nder observation
R =
replace/repair N /A
=
not applicable
I T E M C H E C K F O R
C O M M E N T S
S a f e t y
f i r e
e x t i n g u i s h e r d a m a g e
S a f e t y
f i r s t a i d k i t
c o n t e n t s
S a f e t y
t r i a n g l e d a m a g e
S a f e t y
R O P S *
d a m a g e
C a b
g l a s s / m i r r o r s d a m a g e , c l e a n l i n e s s
C a b
h o r n / l i g h t s
f u n c t i o n
C a b
w i p e r s
w e a r , f u n c t i o na b
s e a t / s e a t b e l t d a m a g e , f u n c t i o n
C a b
h e a t e r
f u n c t i o n
E n g i n e
e n g i n e o i l
l e v e l ,
l e a k s
E n g i n e
h o s e s d a m a g e , l e a k s
E n g i n e
b e l t s w e a r , l o o s e n e s s
E n g i n e
b a t t e r y d a m a g e , c l e a n l i n e s s
O t h e r
g e n e r a l
l o o s e / m i s s i n g b o l t s
o r f i x t u r e s , d a m a g e ,
c l e a n l i n e s s
O t h e r
f l u i d
r e s e r v o i r s l e v e l s , l e a k s
t h e r
h y d r a u l i c s
w e a r , d a m a g e , l e a k s
O t h e r
b u c k e t
w e a r , e d g e , c l e a n l i n e s s
* Roll Over Protection System
L i s t e n i n g
2
E i ^ X H L i s t e n t o t w o e n g i n e e r s g o i n g t h r o u g h t h e c h e c k l i s t i n 1 . M a k e n o t e s
a n d
t h e n c o m p l e t e t h e Comments c o l u m n . U s e O o r R f r o m t h e k e y a s n e c e s s a r y .
3 L i s t e n a g a i n . W r i t e s i m p l e s e n t e n c e s t o e x p l a i n t h e m e a n i n g o f th e s e s e n t e n c e s
a n d p h r a s e s .
1 A c o u p l e o f t h i n g s .
2 I t i g h t e n e d i t .
3
A n y t h i n g
e l s e ?
4 I ' l l s p e a k t o t h e s e c u r i t y p e o p l e .
5 G o t a t o r c h h a n d y ?
6
M o h a m m e d ' s o f f s i c k .
7 T e l l
F a r i d
i t ' s u r g e n t .
22
3 Equ ipmen t
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L a n g u a g e
The p a ss i v e w i t h be a n d get
We often use the be passive (be + past part iciple) to show
the state of some thing.
The m irror is cracked.
The hose is damaged.
We often use the get passive (get + past part iciple) to
explain how things happened.
It got fixed yesterday.
They got broken when we moved the box.
get + ad jec t i ve
Note that we also u se
get
fo l lowed by an adject ive to talk
about how th ings happe ned.
It
got loose.
How did it
get wet?
4 C o m p l e t e t h e s e n t e n c e s
w i t h
t h e c o r r e c t f o r m o f t h e v e r b i n b r a c k e t s .
1 T h e w i p e r g o t ( b r e a k ) .
2 T h e h o s e s a r e ( w e a r ) .
3 T h e h o r n i s ( f i x ) .
4 T h e r e s e r v o i r g o t ( d a m a g e ) .
5 T h e r e a r b r a k e l i g h t i s ( c r a c k ) .
5
A r e t h e s e s t a t e m e n t s t r u e ( T ) o r f a l s e ( F ) ? C o r r e c t t h e f a l s e s t a t e m e n t s .
1
A
m i r r o r
c a n g e t
b r o k e n .
( T
/
F )
2 A m a n u a l c a n g e t w e t . ( T / F )
3 A h o s e c a n g e t u p d a t e d . ( T / F )
4 A b a c k h o e c a n ' t g e t p a i n t e d . ( T / F )
5 A t r e n c h c a n ' t g e t b u i l t . ( T / F )
6 M a t c h 1 -5 t o a - e t o m a k e
s e n t e n c e s .
1
T h e c u p ? I t g o t b r o k e n
2 T h e m a n u a l ? I t g o t u p d a t e d
3 T h e n e w t o t a l s t a t io n ? I t g o t
d a m a g e d
4 T h e t a n k ? I t g o t filled u p a t
5 T h e h y d r a u l i c f lu i d ? I t g o t c h e c k e d
a )
y e s t e r d a y .
S a m
s a i d
h e p u t i n
h a l f
a
l i t r e .
b ) i n t r a n s i t . T h e r e w a s t o o m u c h v i b r a t i o n .
c ) w h e n I w a s m a k i n g t e a . I d r o p p e d i t .
d ) l a s t y e a r . T h a t ' s a n o l d v e r s i o n .
e ) t h e p e t r o l s t a t i o n b e f o r e w e l e f t .
7 C o m p l e t e t h e s e c o n v e r s a t i o n s u s i n g ge t , gets o r go t .
1 H o w d i d t h e w i n d s c r e e n B y s o m e s t o n e s .
c r a c k e d ? H e w a s d r i v i n g t o o f a s t .
2 W h e r e ' s m y s a n d w i c h ? I t e a t e n .
3 W h y d i d n ' t y o u p h o n e ? M y p h o n e w e t .
d r o p p e d i t i n a p u d d l e .
4 W h y w a s J o h n l a te ? H e l o s t .
5 W h y a r e y o u p a c k i n g u p ? I t d a r k a t five.
6 H o w d i d i t d a m a g e d ? I ' m n o t s u r e , p r o b a b l y i n t r a n s i t .
S p e a k i n g 8 W o r k i n p a i r s t o t a l k a b o u t a
d a m a g e d
p i e c e o f e q u i p m e n t . S t u d e n t A : U s e t h e
i n f o r m a t i o n b e l o w .
S t u d e n t B : T u r n t o p a g e 6 8 .
S t u d e n t A : U s e a l l t h e w o r d s i n t h e b o x . D e c i d e w h a t h a p p e n e d t o t h e
w h e e l b a r r o w .
b e n t b r o k e n b u m p e r d e n t h i t
t r u c k
w h e e l w h e e l b a r r o w
E q u i p m e n t
3
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R e p a i r s
Speaking
1 W h a t ' s t h e d i f fe r e n c e b e t w e e n
mainta in
a n d
repair?
G i v e e x a m p l e s .
Listening 2
^ L 3 H L i s t e n t o a s u p e r v i s o r g iv i n g
i n s t r u c t i o n s
a b o u t
s o m e
r ep a i r s t o an o f f i c e
t r a i l e r .
M a k e n o t e s a b o u t t h e r e p a i r s
t h a t
n e e d d o i n g .
3 L i s t e n a g a i n . W h o i s d o i n g e a c h t a sk ? C o m p l e t e t h e t a b l e .
NAME TASK
John
(
4
)
(1)
(2)
(3)
(
s
)
Supervisor
grease
t he
jack
(6)
Vocabulary
4 W r i t e t h e p h r a s e :
1
t h e s u p e r v i s o r u s e s t o e x p l a i n
t h a t
h e i s g i v i n g
i n s t r u c t i o n s .
2 t h e s u p e r v i s o r u s e s t o d e s c r i b e a q u i c k t a s k .
3 t h e s u p e r v i s o r u s e s t o s a y
t h a t
h e
w i l l
d o t h e w o r k .
4 S a n d r a u s e s t o e x p l a i n
t h a t
t h e w e l d i n g
w i l l
t a k e n o m o r e
t h a n
s i x t y m i n u t e s .
5
U s e t h e p h r a s e s i n 4 t o c o m p l e t e
t h i s
c o n v e r s a t i o n .
J o s e : E x c u s e m e , a r e y o u t h e s u p e r v i s o r ?
S u p e r v i s o r : Y es , t h a t ' s r i g h t .
J o s e : I ' m J o s e , t h e c a r p e n t e r ' s a p p r e n t i c e . M r R o d r i g o s a i d y o u h a d a
j o b f o r m e . H e s a i d ( 1 )
S u p e r v i s o r : A h , y e s , b u t n o t a n h o u r . ( 2 )
J o s e : O K , g o o d .
S u p e r v i s o r : Y o u s e e t h e e l e c t r i c i a n s o v e r t h e r e ? W e l l , t h e y ' v e j u s t i n s t a l l e d a
n e w s y s t e m . T h e y w a n t t o t e s t i t . ( 3 ) :
n e e d y o u t o s t a n d o n t h e o t h e r s i d e o f t h e b u i l d i n g . Y ou ' l l s e e a
g r e y b o x o n t h e w a l l . W h e n y o u ' r e i n p o s i t i o n , I ' l l r a i s e m y h a n d .
T h e y ' l l
s w i t c h e v e r y t h i n g o n a n d y o u c h e c k t h a t t h e g r e e n l i g h t s
c o m e o n , O K ?
J o s e : Y es , O K . A n d w h a t a b o u t t h i s d o c u m e n t a t i o n f o r t h e e l e c t r ic i a n s ?
S u p e r v i s o r : ( 4 ) J u s t g e t i n p o s i t i o n n o w .
J ose : O K .
3
E q u i p m e n t
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R e a d i n g 6
R e a d
t h e o p e r a t i n g i n s t r u c t i o n s f o r a
p i e c e
o f e q u i p m e n t . I s i t a ) a p o r t a b l e
g e n e r a t o r ,
b ) a
p i le d r i v e r
o r c ) a b u l l d o z e r ?
1 Ma ke sure the unit is on level gro un d.
2 Op en the fuel coc k.
3 Ope n the choke to FULL .
4 Pull the start ing rope slowly unt i l you feel resistanc e.
5 Pull the start ing rope hard and fast.
6 W he n the unit is running , move choke lever to RU N.
7
R e a d
t h e t r o u b l e s h o o t i n g ( f a u l t f inding) g u i d e f o r t h e e q u i p m e n t i n 6 . M a t c h t h e
p r o b l e m
t o a p o s s i b l e c a u s e a n d t o t h e c o r r e c t i v e a c t i o n .
PROBLEM POSSIBLE CAUSE CORRECTIVE ACT ION
1
engin e turns, but fails to start -
I no co olant
clean fuel l ines
2 engine does not turn - no fue l ~_ replace pressure gauge
3 low oil pressu re f lat battery \ check for leaks
4
eng ine misf ires blocked fuel l ines -f i l l up fuel tank
5 engin e overh eats faulty pressu re gaug e charg e or replace battery
L i s t e n i n g 8 E 3 ^ B
C o m p l e t e
t h e s e s e n t e n c e s
w i t h
t h e w o r d s i n t h e b o x . T h e n l i s t e n a n d
c h e c k
y o u r
a n s w e r s .
g a u g e l i g h t s
m i s f i r i n g r e s e r v o i r s t a r t t u r n i n g
1 I c a n ' t g e t t h e
g e n n y
t o T h e
e n g i n e
is
o v e r ,
s o
t h e b a t t e r y m u s t
b e a l l r i g h t .
2 T h e r e ' s a p r o b l e m
w i t h
t h e J C B . T h e t e m p e r a t u r e i s s h o w i n g r e d .
3
L i s t e n
t o t h e b u l l d o z e r . T h e e n g i n e i s A n y i d e a s
w h a t
i t c o u l d b e ?
4
H a v e
y o u
s e e n
t h e
m e c h a n i c ?
T h e g a u g e i s
s h o w i n g
l o w
p r e s s u r e ,
b u t t h e o i l
i s
f u l l .
5
C a n y o u l o o k a t t h e c r a n e , p l e a s e ? I t 's
c o m p l e t e l y d e a d .
T h e r e a r e n o
,
n o t h i n g .
L a n g u a g e
Need to/need + -ing
e use need in dif ferent ways, dep end ing on where we w ant
to put the e mp has is.
We need to sort out the trailer.
The trailer needs sorting out.
9 R e a d
a u d i o s c r i p t 1 1 o n p a g e 7 3 . U n d e r l i n e t h e
p h r a s e s w i t h need . N o t i c e
h o w
t h e w o r d
i s
u s e d .
1 0 U s e t h e
t r o u b l e s h o o t i n g
g u i d e i n 7 t o g i v e
s o l u t i o n s
t o t h e
p r o b l e m s
i n 8.
7 77?e fuel tank is
empty.
W e
need
to fill it
up./The
tank
needs fi l l ing
up .
S p e a k i n g 11 C h o o s e o n e o f t h e
r e p a i r s
t h a t
n e e d d o i n g
t o t h e
o f f i c e t r a i l e r
o n p a g e 2 4 a n d
e x p l a i n
t o a p a r t n e r h o w t o d o i t .
The broken
h i n g e
needs
rep lac ing,
s o ftrstyou need to .. .
1 2
R e a d
a u d i o s c r i p t 1 1 o n p a g e 7 3
b e t w e e n
t h e s u p e r v i s o r a n d h i s t e a m .
R o l e p l a y
a s i m i l a r
s i t u a t i o n w i t h
y o u r
c l a s s m a t e s .
Equ ipment 3
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F o c u s o n a p r o j e c t : T h e S h a r d , L o n d o n
Reading
T h e S h a r d i s a s k y s c r a p e r i n t h e c e n t r e o f L o n d o n , j u s t n e a r t h e f a m o u s
T o w e r
B r i d g e . It i s o n e o f t h e t a l l e s t b u i l d i n g s i n E u r o p e . D e s i g n e d b y R e n z o P i a n o , t h e
t o w e r h a s 88
l e v e l s
a n d i s c l a d e n t i r e l y i n g l a s s . It c o n t a i n s o f fi c e s , r e s t a u r a n t s ,
b a r s ,
c a f e s ,
v i e w i n g g a l l e ri e s , a h o t e l a n d r e s i d e n t i a l a p a r t m e n t s . O n e o f t h e
b i g g e s t c h a l l e n g e s t h e
d e v e l o p e r s
h a d t o d e a l w i t h w a s t o m i n i m i s e d i s r u p t i o n
i n t h e l o c a l a r e a : T h e S h a r d is l o c a t e d n e x t t o L o n d o n B r i d g e s t a t i o n , o n e o f t h e
b u s i e s t t r a n s p o r t h u b s i n L o n d o n , a n d G u y ' s H o s p i t a l , a l a r ge t e a c h i n g h o s p i t a l .
N o i s e a n d d u s t h a d t o b e k e p t t o a
m i n i m u m .
O n t h i s p a g e y o u w i l l l o o k a t s o m e
o f t h e e q u i p m e n t
t h a t
w a s u s e d i n t h e c o n s t r u c t i o n o f T h e S h a r d .
T h e s e
c a n t i l e v e r l o a d i n g p l a t f o r m s
a re
e a sy
t o i n s t a l l a n d m o v e . C r a n e s
l i f t t h e p l a t f o r m s i n t o p o s i t i o n .
T h e y a r e
flush
w i t h th e f loo r
a l l o w i n g t h e m o v e m e n t o f la r g e
o b j e c t s i n a n d o u t o f t h e s t r u c t u r e .
H i g h - r i s e b u i l d i n g s l i k e t h e S h a rd
n e e d a l o t o f c o n c r e t e . T h i s p r o j e c t
u s e d a p o w e r f u l , h i g h - p e r f o r m a n c e
p u m p w h i c h c a n p u m p m o r e
t h a n
9 0 m
1
o f c o n c r e t e p e r h o u r .
N o r m a l l y a l i f t
s h a f t h a s t o b e
c o m p l e t e
b e f o r e
a
l i f t
c a n b e i n s t a l l e d .
W i t h
j u m p
l i f t
t e c h n o l o g y t h i s
i s n o t necessary .
A s t h e b u i l d i n g
r i s e s , t h e j u m p
l i f t
w h i c h c o n t a i n s i t s
o w n m a c h i n e r o o m ,
r i s e s w i t h i t .
T h e S h a r d
c o n s t r u c t i o n s i t e
u s e d a n u m b e r
o f c r a n e s . T h e
l e a d c r a n e i n t h e
c e n t r e o c c u p i e d t h e
h i g h e s t s p o t . T h i s
c r an e w as m o u n t e d
i n s i d e t h e c o r e .
A s t h e b u i l d i n g
r o s e t h e c r a n e w a s
j a c k e d u p .
Vocabulary 1
R e a d t h e t e x t a n d l o o k a t th e p h o t o s . F i n d w o r d s w h i c h a r e c l o s e i n m e a n i n g t o
t h e s e w o r d s .
1 s i m p l e 5 t a l l
2 o n t h e s a m e l e v e l a s 6 m i d d l e
3 e l e v a t o r 7 u p p e r m o s t
4 f i n i s h e d
Speaking 2
T h i n k a b o u t t h e f o u r p i e c e s o f e q u i p m e n t m e n t i o n e d i n t h e t e x t s . W h a t a r e t h e y
f o r ? M a k e n o t e s a n d d i s c u s s y o u r id e a s w i t h a p a r t n e r .
3 H o w d o y o u
t h i n k
t h e t o p c r a n e w a s r e m o v e d a t t h e e n d o f t h e c o n s t r u c t i o n p h a s e ?
4 F i n d p h o t o s o f T h e S h a r d c o n s t r u c t i o n s i t e o n t h e in t e r n e t . C a n y o u i d e n t i f y
a n y o t h e r p i e c e s o f e q u i p m e n t ? R e p o r t b a c k t o t h e c la s s . E x p l a i n w h a t t h e
e q u i p m e n t i s f o r .
26
3 E q u i p m e n t
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R e v i e w
Vocabulary 1 R e a d th e s e t w o c o n v e r s a t i o n s a b o u t m a i n t e n a n c e . C o m p l e t e t h e m w i t h t h e
w o r d s i n t h e b o x .
ank
. w i t h
b a t t e r y
d a m a g e d
d i r t g r e a s e h o s e t a n k
C o n v e r s a t i o n
1
A : W h a t a r e w e g o i n g t o d o a b o u t t h e le a k ?
B:
D o y o u m e a n t h e l e a k i n t h e ( 1 ) ?
A: Yes .
B : W e l l , i t ' s
j u s t
a s m a l l l e a k . I t h i n k w e c a n t o p u p t h e ( 2 ) .
h y d r a u l i c
o i l , a n d k e e p a n e y e o n i t .
A : O K . A n d t h e c r a c k e d ( 3 ) ?
B: L e t ' s t r y g l u e .
A : G l u e ?
B :
Y es , i t 's o n l y t h e c a s i n g . I t s h o u l d b e O K .
A : F i n e , b u t i t c o u l d b e ( 4 ) i n s i d e .
B : T h a t ' s
t r u e .
L e t ' s r e p l a c e i t t h e n .
C o n v e r s a t i o n 2
A : I g r e a s e d a l l t h e Z e r k f i t t i n g s o n t h e b a c k h o e . T h e y n e e d e d i t . T h e r e w a s
l o t s o f (1 )
T h a n k s . 1 n o r m a l l y d o t h e m e v e r y m o r n i n g , b u t I w a s t o o b u s y t h i s m o r n i n g
A n y i d e a w h y t h e y ' r e c a l l e d Z e r k f i t t i n g s ?
A g u y c a l l e d Z e r k i n v e n t e d t h e m , I
t h i n k .
Y o u c a n a l s o c a l l t h e m
( 2 ) fittings. I t m a k e s m o r e s e n s e .
A: Yes.
Language
2
A n s w e r t h e s e q u e s t i o n s .
1 W h a t i s h y d r a u l i c o i l u s e d f o r ?
2 W h a t d o b a t t e r i e s d o ?
3 W h a t a r e Z e r k f it ti ng s f o r ?
3
W r i t e t h e s e s e n t e n c e s i n a n o t h e r w a y s o
t h a t
t h e e m p h a s i s c h a n g e s .
W e n e e d t o s o r t o u t t h e d e l i v e r y . The de l ivery needs sort ing out.
1 W e n e e d t o i m p r o v e t h e q u a l i t y o f t h e c o n c r e t e .
2 W e n e e d t o r e v i s e t h e s c h e d u l e .
3 W e n e e d t o c o v e r t h e s a n d b e f o r e i t s t a r t s t o r a i n .
4 W e n e e d t o i n s p e c t t h e w i r i n g .
5 W e n e e d t o g o t h r o u g h t h e c o n t r a c t .
6 W e n e e d t o
f i l l
i n t h e t r e n c h b y 5 p . m .
4 C o r r e c t t h e e r r o r s
w i t h
ge t i n t h e s e s e n t e n c e s .
L e t ' s p a c k u p . I t g e t d a r k a t a r o u n d s i x .
Let's
pack up. I t ge ts dark at around s ix .
1 T h e p a p e r w o r k g e t s a l l w e t w h e n i t r a i n e d .
2 T h e p i p e g e t s f i x e d y e s t e r d a y .
3 T h e o i l
t a n k
g et d a m a g e d i n t h e a c c i d e n t .
4 A n e x t i n g u i s h e r g e t s t o l e n
e v e r y
w e e k .
5 H o w d i d i t g o t c r a c k e d ?
6 W h e r e w e r e y o u w h e n h e g e t fir ed ?
Writing 5 C h o o s e
o n e o f t h e s e
p i e c e s
o f e q u i p m e n t . W r i t e d o w n f ive t h i n g s y o u s h o u l d
c h e c k r e g u l a r l y a s p a r t o f a m a i n t e n a n c e p r o g r a m m e .
b a c k h o e b u l l d o z e r c e m e n t p u m p c r a n e f o r k
l i f t
t r u c k
g e n e r a t o r
Equipment
3
27
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M a t e r i a l s
•
o rde r mate r i a l s
•
d e s c r i b e p r o p e r t i e s o mater i a l s
• e x p l a i n d e l i v e r y p r o b le m s
• d i s c u s s p r o b le m s a n d so lut ions
i n v o l v i n g m a t e r i a l s
R e a d i n g
O r d e r i n g m a t e r i a l s
1
Read th e f o u r
t e x t s .
Decide the
order
they were w r i t t e n i n .
o 0
Torano Ltd
Plumbing
Supplies
O
O
o
DELIVERY NOTE
CONSIGNO R S COPY
o 0
Torano Ltd
Plumbing
Supplies
O
O
o
Suppl ier :
Torano Ltd, Plumbing
Suppl ies ,
PasAIKhor
Industrial Area
Date:
7
M a y
Reference: HU 23/67
o 0
Torano Ltd
Plumbing
Supplies
O
O
o
Customer address : AUadaf Avenue456 Customer Ident i f icat ion Number : 26751
o 0
Torano Ltd
Plumbing
Supplies
O
O
o
Del ivery address: Jumeirah Street 23A
o 0
Torano Ltd
Plumbing
Supplies
O
O
o
Transpor t :
Truck
Shipping Agent : Shonker
o 0
Torano Ltd
Plumbing
Supplies
O
O
o
Order number : 3723
Total weight:
3 4 k g
o 0
Torano Ltd
Plumbing
Supplies
O
O
o
Descr ipt ion: P ipes HT-670
Value: 239.07 AED
o 0
Torano Ltd
Plumbing
Supplies
O
O
o
Del ivered by: Quant i ty :
4 m
o 0
Torano Ltd
Plumbing
Supplies
O
O
o
Name (BLOCK CAPS) : AUHAMAD
o 0
Torano Ltd
Plumbing
Supplies
O
O
o
Received:
o 0
Torano Ltd
Plumbing
Supplies
O
O
o
I
cer t i fy the above i tems were received
in
good order
and condi t ion.
Date:
7 7/5
Time: 72:25
o 0
Torano Ltd
Plumbing
Supplies
O
O
o
Name (BLOCK CAPS) : GHAD
Signature: QLJ.
«
* c +
Dear
Ms
Sark is ,
T h a n k
you for
y ou r r eques t
for a
p r ice quote . Unfor tuna te ly
the
p i pes
you
r eques t ed are not in s t ock at the mom en t . Howeve r we can o f fer you othe r
s im i la r p ipes for the s am e p r i ce . A c o p y of t he spec i f i ca t ions is a t t a ched .
P lease
let us
k now you r dec i s i on .
A l f redo Torano
Manage r
T o r a n o
Request for price quote
Torano Ltd
Plumbing Supplies
I tem:
pipes HT-675
Quant i ty : 4 m
Del ivery address: Jumeirah St r ee t 23A
Delivery date: 17 May
Customer Ident i f icat ion Number : 2675L
Exit FAQs Contact us
Materials
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Vocabu l a r y
2 M a t c h
t h e
t e r m s
i n 1 - 7 w i t h
t h e i r m e a n i n g s
a - g . U s e t h e
t e x t s
i n
1
t o
h e l p
y o u .
1 B L O C K C A P S
a )
a d o c u m e n t fr o m t h e s e l l e r t o t h e b u y e r , g i v i n g
2 p r i c e q u o t e
d e t a i l s
o f a
d e l i v e r y
3
i n s t o c k
b )
a s k
f o r
4 F A Q s
c )
i n f o r m a t i o n
a b o u t h o w m u c h t h e g o o d s c o s t
5
s i g n a t u r e
d )
a
p e r s o n ' s n a m e ,
w r i t t e n i n
h i s / h e r
o w n h a n d w r i t i n
6
d e l i v e r y n o t e
e )
C A P I T A L L E T T E R S
7 r e q u e s t
0
F r e q u e n t l y A s k e d Q u e s t i o n s
g )
T h e s e l l e r h a s t h e i t e m s i n h i s s t o r e .
3
F i n d w o r d s
i n t h e
t e x t s
i n 1 t h a t a r e
s i m i l a r
i n
m e a n i n g
t o
t h e s e w o r d s .
1 g o o d s
2 n u m b e r
3 v a l u e
4 s e l l e r
5 l o r r y
6 c l i e n t
7 d e t a i l s
L a n g u a g e
The p a ss i v e
In an active sentence, the subject is the doer who
performs the action of the verb. In a pas siv e sentence,
the object of the active verb becomes the subject.
Ms Sarkis ordered the goods, (active)
The goods
were ordered
by Ms Sarkis.
(passive)
We use the pass ive wh en the doer is unknown or
unimportant, or when the doer is obvious. We form the
passive with an appropriate form of be + past participle.
This equipment is made in Germany.
The packages
were sent
last week.
C o m p l e t e t h e s e s e n t e n c e s w i t h i n f o r m a t i o n f r o m t h e t e x t s i n 1 .
1
T h e
n a m e
o f t h e
s e l l e r
i s
2
T h e g o o d s w e r e
o r d e r e d
b y
3 T h e g o o d s c o s t .
4
T h e g o o d s w e r e
d e l i v e r e d
t o
(address).
5
T h e g o o d s w e r e
d e l i v e r e d
b y
(name).
6 T h e g o o d s w e r e s i g n e d f o r b y
7 T h e g o o d s w e r e
d e l i v e r e d
a t
(time).
R e a d
t h i s
t e x t a b o u t
o n e o f t h e
gr e a te s t c o n s t r u c t i o n p r o j e c t s
i n
h i s t o r y .
C o m p l e t e
i t
w i t h
t h e
c o r r e c t p a s s i v e f o r m
o f t h e
v e r b s
i n
b r a c k e t s .
T h e G r e a t P y r a m i d o f G i z a ( 1 ) (des ign) a s ( 4 ) (remove) b y l a t e r g e n e r a t i o n s . T h e
a
t o m b f o r a n E g y p t i a n P h a r a o h . M a n y p e o p l e t h i n k p y r a m i d c o n t a i n s a t le a s t t h r e e c h a m b e r s . T h e l o w e s t
i t ( 2 )
(construct)
u s i n g s l a ve l a b o u r , b u t w e is u n d e r t h e p y r a m i d a n d (5 ) (cut ) i n t o
h av e n o r e a l e v i d e n c e o f t h i s . T h e p y r a m i d h a s c h a n g e d t h e r o c k . I t ( 6 ) n e v e r (f inish).
o v e r t h e y e a r s . F o r e x a m p l e , i t ( 3 ) o r i g i n a l l y T h e o t h e r c h a m b e r s ( 7 ) build) i n t o t h e
(cover) i n c a s i n g s t o n e s , b u t t h e s e p y r a m i d i t s e l f .
j
S p e a k i n g
6 W o r k i n p a i r s . T h i n k
o f a c o n s t r u c t i o n
s i t e
y o u
k n o w .
H o w a r e b u i l d i n g
m a t e r i a l s
o r d e r e d ? W h a t p a p e r w o r k
i s
r e q u i r e d ?
G i v e
e x a m p l e s .
M a t e r i a l s
4
29
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P r o p e r t i e s o f m a t e r i a l s
Speaking
1 W o r k i n p a i r s . I m a g i n e y o u a r e g o i n g t o b u i l d a d r i v e w a y t o a h o u s e . T h i n k
a b o u t t h e m a t e r i a l s a n d t h e d i f f e r e n t l a y e r s y o u
w i l l
n e e d .
G i v e
r e a s o n s fo r y o u r
c h o i c e s . U s e t h e s e s k e t c h e s t o h e l p y o u .
surface
binder
base
sub base
sub grade
Listening 2
K ^ X c I L i s t e n t o a c o n t r a c t o r d e s c r i b i n g t w o t y p e s of d r i v e w a y c o n s t r u c t i o n .
L i s t t h e m a t e r i a l s y o u h e a r .
stones,
...
3 H e r e a r e s o m e a d j e c t i v e s ( i n i t a l i c s ) t h a t t h e c o n t r a c t o r u s e s t o d e s c r i b e t h e
m a t e r i a l s . W r i t e t h e o p p o s i t e o f t h e a d j e c t i v e s . T h e n l i s t e n a g a i n a n d c h e c k
y o u r a n s w e r s .
1
a
firm
s u r f a c e
2
coarse
s a n d o r g r i t
3 a
strong
s u b - b a s e
4
tough
e d g i n g
5 a n
attractive a p p e a r a n c e
6 a
rough
t e x t u r e
4 E 3 H L i s t e n t o a c o n t r a c t o r t a l k i n g a b o u t t h e k e y p r o p e r t i e s o f a s p h a l t .
M a k e n o t e s o n w h a t h e
s a y s
a b o u t t h e f o l l o w i n g .
p e n e t r a t i o n v a l u e -
tel ls you how hard or soft the asphalt is ;
depends
on the cl imate
1
c u t b a c k
2 p o r o s i t y
3 n o i s e r e d u c t i o n
4 r e f l e c t i o n
5
M a t c h
t h e s e
w o r d s t o t h e k e y p r o p e r t i e s i n 4 . L i s t e n a g a i n a n d c h e c k
y o u r a n s w e r s .
c u r e g l a r e h a r d s o u n d w a t e r
Speak ing
6 W o r k i n p a i r s . D i s c u s s w h y t h e p r o p e r t i e s i n 4 a r e i m p o r t a n t i n b u i l d i n g r o a d s .
Penetrat ion values tel l us how ha rd or soft the asph alt is . I think harder asph alt
lasts l onger , but in hot cl imates hard asph alt cracks.
30 Mater i a l s
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V o c a b u l a r y
7 M a t c h
t h e
n o u n s
1 -6
w i t h
t h e
c o r r e c t a d j e c t iv e s
a - f .
8
1 s t r e n g t h
a )
e l a s t i c
2 t o u g h n e s s
b )
s t r o n g
3
h a r d n e s s
c )
b r i t t l e
4 e l a s t i c i t y
d )
p o r o u s
5 b r i t t l e n e s s
e )
h a r d
6 p o r o s i t y
0
t o u g h
C o m p l e t e t h e s e s e n t e n c e s
b y
c h o o s i n g
t h e
c o r r e c t w o r d s
i n
italics.
1 A s p h a l t
i s
u s e d
i n
ro a d c o n s t r u c t i o n b e c a u se
i t i s
strength
/
strong.
2
Hardness /
Hard a s p h a l t
i s
o f te n v e r y br it t leness
/
brittle.
3 Porosity
/
Porous a s p h a l t i m p r o v e s s a f e ty
b y
r e m o v i n g w a t e r f r o m
t h e
s u r f a c e
o f t h e
r o a d .
4 To ugh n ess
/
Tough
i s a
m e a s u r e
o f t h e
e n e r g y
y o u
n e e d
t o
b r e a k s o m e t h i n g .
5
I t i s
i m p o r t a n t t h a t r o a d s h a v e e n o u g h elasticity
/
elast ic
t o
r e t u r n
t o
t h e i r
o r i g i n a l s h a p e a f t e r l o a d i n g .
L a n g u a g e
C o m p a r a t i v e s
We use ad jec t ive s to descr ibe nouns . a oose/firm
surface
an original shape
a strong material
We make comp a r i so ns by chang ing
the adject ive.
Shor t adject ives:
hard - harder strong -
stronger
Adject ives ending in
-y: heavy - heavier easy -
easier
Long adject ives:
brittle - more/less brittle, porous - more/less porous
C o m p l e t e t h e s e s e n t e n c e s w i t h m a t e r i a l s
o f
y o u r c h o i c e .
1
A
r u b b e r b a n d
i s
m o r e e l a s t i c t h a n
A
c e r a m i c t i l e
i s
m o r e b r i t t l e t h a n
A
p i e c e
o f
s t e e l
i s
h a r d e r
t h a n
S o i l
i s
m o r e p o r o u s t h a n
A
s l a b
o f
c o n c r e t e
i s
s t r o n g e r t h a n
A
p i e c e
o f Kev la r® i s
t o u g h e r t h a n
_
1 0 W h a t
b u i l d i n g
m a t e r i a l (s )
c a n b e
u s e d
t o
c o m p l e t e
a l l o f t h e
s e n t e n c e s
i n 9 ?
S p e a k i n g
11 S c a f f o l d i n g c a n b e c o n s t r u c t e d u s i n g d i f f e r e n t m a t e r i a l s , s u c h a s m e t a l p ip e s o r
b a m b o o . W i t h a p a r t n e r , l i s t t h e p r o p e r t i e s o f t h e s e t w o m a t e r i a ls a n d d i s c u s s
t h e a d v a n t a g e s a n d d i s a d v a n t a g es o f e a c h .
M at e r i a l s 4
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D e l i v e r y p r o b l e m s
S p e a k i n g
1 L o o k
a t
t h e s e
i l l u s t r a t i o n s .
D i s c u s s w h a t
t h e
p r o b l e m
i s
i n e a c h .
L i s t e n i n g 2
L i s t e n
t o
t h r e e c o n v e r s a t i o n s a b o u t d e l i v e r y p r o b l e m s . I d e n t i f y
t h e
p r o b l e m i n e a c h .
C o n v e r s a t i o n
1
C o n v e r s a t i o n
2
C o n v e r s a t i o n 3
3 R e a d
t h e
i n f o r m a t i o n f r o m C o n v e r s a t i o n
1 .
L is t e n a g a i n
a n d
c o r r e c t
t h e
f o u r
m i s t a k e s .
Caller:
Compan y :
Order number :
Goods d i s pa t c hed
A b d u l l a
K a w a s o k i C o n s t r u c t i o n
~
G 2 3 5 6 - J
1 0 : 0 5
Goo ds a r r i v ed :
Goods s i gned fo r by
De l i very address :
9 : 0 0
~
M a l i k Z a h i d
1 2 B r i d g e
R o a d
4
I m a g i n e
y o u a r e t h e
c a l l e r
i n
C o n v e r s a t i o n
2 .
L i s t e n a g a i n
a n d
c o m p l e t e
t h e
s e n t e n c e s t o s u m m a r i s e t h e p r o b l e m .
1 I ' m c a l l i n g a b o u t . . .
2 Y o u
s e n t
t h e
w r o n g
. . .
3 W e o r d e r e d . . .
4 Y o u s e n t . . .
5
L i s t e n a g a i n t o C o n v e r s a t i o n 3 . W h e r e i s t h e t r u c k ? C h o o s e t h e c o r r e c t s k e t c h .
B^O- , — — ^
H
— B ? Q *
/ / . 200 m
.
/ / (8r~^^
/ / , 200 m
,
®
1 / , 200 m
,
^^^^
^ / / 1 1
Construct ion —
Site
J J
Construct ion ——
Site
^^~^^^JH
C onstruction ^ ^ ^ ^ ^ ^ ^ ^
Site
^ ^ - ^ j ~ n
4 M a t e r i a l s
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L a n g u a g e 6 C o m p l e t e t h e s e q u e s t i o n s f r o m a u d i o s c r i p t 15 o n p a g e 7 4 .
W h a t .
S o
. I j u s t c o n f i r m y o u r c o m p a n y n a m e , p l e a s e ?
. i t t h e w r o n g s a n d ?
y o u m e a n ?
y o u s a y i n g t h a t w e s e n t y o u t h r e e t r u c k l o a d s ?
i s t h e s a n d n o w ?
y o u s a y u n l o a d e d ?
y o u r e p e a t
t h a t ,
p l e a s e ?
M a t c h t h e
p r o b l e m s
1 -7
w i t h
t h e r e s p o n s e s a - g .
1 T h e
r e b a r
w e
o r d e r e d h a s n ' t a r r i v e d .
T h e
o rd e r n u m b e r
i s
2 3 5 6 88 .
2
Y o u
s e n t
u s a
b i l l
f o r
$ 3 ,000.
I t
s h o u l d
b e
$300.
3
Y o u
s e n t
u s a
b i l l
f o r
$ 3 ,000.
W e
p a i d
i t
l a s t
w e e k .
4
W e
n e e d a n o t h e r
b a g o f
c e m e n t .
D o y o u h a v e a n y i n
s t o c k ?
5
W e
o r d e r e d
14
X A F s .
Y o u
o n l y s e n t
u s 1 2 .
6
T h e
c a t a lo g u e n u m b e r
o n t h e p a c k a g e i s
d i f f e r e n t
t o t h e o n e o n t h e
d e l i v e r y n o t e .
7 T h e c a t a lo g u e n u m b e r o n t h e p a c k a g e i s d i f f e r e n t t o t h e o n e o n t h e i t e m .
a ) I t s o u n d s l i k e w e p u t t h e w r o n g i t e m s i n t h e b o x .
b )
J u s t i g n o r e i t . S o r r y a b o u t
t h a t .
c ) I ' l l s o r t i t o u t n o w a n d s e n d y o u a n e w
b i l l
t o d a y .
d ) I t h i n k s o , y e s . L e t m e c h e c k a n d I ' l l g e t b a c k t o y o u . W h a t ' s y o u r n u m b e r ?
e ) D i d y o u s a y r e b a r ? J u s t o n e m o m e n t , p l e a s e . I ' l l p u t y o u t h r o u g h t o t h e
r i g h t d e p a r t m e n t .
f ) I t s o u n d s l i k e t h e d r i v e r g a v e y o u t h e w r o n g p a c k a g e . .. o r t h e w r o n g
p a p e r w o r k .
g ) W e ' l l s e n d y o u t w o m o r e t h i s a f t e r n o o n .
Ask i n g f o r c l a r i f i c a t i o n
Ask the other person to repeat. Could you repeat
that,
please?
Could you say that again?
Pardon?
Say i t again in your own w ords .
Just to clarify,...
Do you mean that...?
So are you saying that.,.?
Did you say...?
Ask for more detai ls. What do you mean?
Could you clarify that?
S p e a k i n g 8 W o r k i n p a i r s . R o l e p l a y t h e s i t u a t i o n s i n a u d i o s c r i p t 15 o n p a g e 7 4 .
1
S t u d e n t
A : Y o u a r e
A b d u l l a .
P h o n e
M a l i k Z a h i d
a n d
t e l l
h i m w h a t h a p p e n e d .
S o l v e t h e p r o b l e m .
S t u d e n t B : Y o u a r e M a l i k Z a h i d . T a k e t h e c a l l .
2 S t u d e n t A : Y o u a r e C h r i s t i n a D u d e k . P h o n e a c o l l e a g u e a n d a s k fo r
s u g g e s t i o n s a b o u t h o w t o s o l v e t h e s a n d d e l i v e r y p r o b l e m .
S t u d e n t B : Y o u a r e C h r i s t i n a D u d e k ' s c o l l e a g u e . H e l p h e r s o l v e h e r p r o b l e m .
3 S t u d e n t A : Y o u a r e A l a n o B a l d a m e r o . C a l l o n e o f y o u r s u p e r v i s o r s a n d a s k
h i m
t o s e n d a c r e w t o
p u l l
o u t t h e
t r u c k
t h a t ' s s t u c k .
S t u d e n t B : Y o u a r e a s u p e r v i s o r w o r k i n g f o r A l a n o B a l d a m e r o . T a k e t h e c a l l .
M a k e s u r e y o u h a v e a l l t h e d e t a i l s y o u n e e d .
9 D o y o u k n o w a n y s t o r i e s a b o u t w r o n g d e l iv e r i e s? W h a t h a p p e n e d ? S h a r e t h e m
w i t h
t h e
c l a s s .
M a t e r i a l s 33
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F o c u s o n a p r o j e c t : B a h r a i n I n t e r n a t i o n a l C i r c u i t
F o r m u l a
1 (B IC )
Reading
B a h r a i n I n t e r n a t i o n a l C i r c u i t ( B IC ) w a s c o m p l e t e d i n 2 00 4 a n d is n o w u s e d as a
v e n u e f o r d i f fe r e n t r a c i n g e v e n t s , i n c l u d i n g F o r m u l a 1. I t c o s t a p p r o x i m a t e l y U S$ 1 50
m i l l i o n
t o
b u i l d .
O n e o f t h e m o s t i n t e r e s t i n g f e a t u r e s o f t h e t r a c k i s i t s d e s e r t
l o c a t i o n ,
w h i c h c r e a t e d i n t e r e s t i n g c h a l l e n g e s f o r t h e d e s i g n e r s .
1 R e a d
t h e t e x t a b o u t t h e q u a n t i t i e s o f m a t e r i a l s u s e d i n t h e c o n s t r u c t i o n o f
B a h r a i n
I n t e r n a t i o n a l C i r c u i t . C o m p l e t e i t
w i t h
t h e f ig u r e s i n t h e b o x .
4 0 , 5 0 9 m
2
4 0 0 , 0 0 0 l i t r e s 6 0 0 7 0 , 0 0 0 m
3
8 , 5 0 0 t on n e s
T h e c o n s t r u c t i o n o f th e
c i r c u i t
w a s c a r r i e d o u t i n r e c o r d
t i m e f o r s u c h a h u g e p r o j e c t . I t w a s c o m p l e t e d i n
j u s t
4 8 5 d a y s - f r o m c o n c e p t t o ra c e . I t r e q u i r e d 8 , 2 6 5 , 0 0 0
m a n h o u r s , 2 , 0 8 4 w o r k e r s , ( 1 ) o f s w e e t
w a t e r , 3 0 0 , 0 0 0 h o l l o w b l o c k s , 1 9 0 , 8 1 0 m ' p a v i n g
b r i c k s ,
8 2 0 , 0 0 0 m
3
r o c k r e m o v i n g , 3 0 0 , 0 0 0 m
a s p h a l t ,
(2)
( 3 ) .
_ c o n c r e t e , 1 , 0 0 0 t o n n e s a l u m i n i u m ,
s t e e l , 7 , 7 5 0 m
2
g la s s , 3 0 , 0 0 0 m e l e c t r i c
w i r i n g , 7 0 , 0 0 0 t i m i n g c i r c u i t r y , 7 8 , 9 1 9 m
2
p a i n t ,
( 4 ) p l a s t e r , 10 , 800 m
2
r o o f i n g m e m b r a n e a n d
f ina ll y ( 5 ) p a lm t r ee s .
2 R e a d
t h e t e x t a g a i n . F i n d e x a m p l e s o f b u i l d i n g m a t e r i a l s f o r t h e s e c a t e g o r i e s :
p a i n t i n g
a n d d e c o r a t i n g ; e l e c t r i c a l ; l a n d s c a p i n g ; m a s o n r y .
Speaking 3
A f t e r c o m p l e t i o n , t h e t r a c k w a s s u r r o u n d e d b y a r t i f i c i a l g r a s s . W h a t p r o b l e m
d o e s
t h a t s o l v e ? C h o o s e
f r o m t h i s
l i s t .
W h i c h m a t e r i a l s i n t h e t e x t
s o l v e
t h e
o t h e r t w o p r o b l e m s ?
1
I t
s p e e d s
u p c o n s t r u c t i o n t i m e .
2 I t s t o p s s a n d b l o w i n g o n t o t h e t r a c k .
3 I t h e l p s t o
k e e p
t h e b u i l d i n g s c o o l i n s i d e .
4
W o r k i n p a i r s . S t u d e n t A : T u r n t o
p a g e
6 9 .
S t u d e n t
B : T u r n t o
p a g e
68.
34
4
Mat er i a l s
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R e v i e w
V o c a b u l a r y M a t c h t h e m a t e r i a l s 1 - 5 t o t h e i r p r o p e r t i e s a - e .
1
r u b b e r
a )
r o u g h
2 s a n d
b )
p o r o u s
3 r e i n f o r c e d c o n c r e t e
c )
b r i t t l e
4
c e r a m i c t i l e s
d )
e l a s t i c
5 s a n d p a p e r
e )
s t r o n g
L a n g u a g e
2 P u t
t h e s e s e n t e n c e s i n t o
t h e
p a s s i v e .
1 W e
o r d e r e d
t h e
p a r t s .
2 T h e y s e n t
u s t h e
w r o n g i t e m s .
3
T h e
s u p p l i e r
g a v e h i m t h e
w r o n g n u m b e r .
4
A t r u c k
d e l i v e r e d
t h e
h e a v i e s t
b o x .
5 A b d u l s i g n e d
t h e
p a p e r w o r k .
3 P u t
t h e s e w o r d s
i n t h e
c o r r e c t o r d e r
t o
m a k e q u e s t i o n s
a n d
s e n t e n c e s a b o u t
d e l i v e r y p r o b l e m s .
1
l a t e /
D i d
/
s a y / y o u
/
?
2
p l e a s e
/ C o u l d /
y o u
/
t h a t
/ r e p e a t /
?
3
y o u
/ e x a c t l y / m e a n /
d o
/ W h a t /
?
4
A r e
/ d e l i v e r /
y o u
/
t h a t
/ s a y i n g /
y o u
/ c a n ' t / t o d a y
/ ?
5 W h o / p l e a s e / s p e a k i n g / a m / 1 / t o / ?
6 p r o b l e m / I ' m / a b o u t / a / c a l l i n g / d e l i v e r y
7 p r o b l e m s / c a l l / a g a i n / i f / 1 / a n y / h a v e / I ' l l
W r i t i n g 4 I m a g i n e y o u h a v e
j u s t
r e c e i v e d s p a r e p a r t s f o r a g e n e r a t o r b y m o t o r b i k e
c o u r i e r . C o m p l e t e t h e d e l i v e r y n o t e .
G e n e r a t o r x p e r t s
upp l i e s
DEL IVERY NOTE CON SIGNO R S COPY
G e n e r a t o r x p e r t s
upp l i e s
Suppl ier:
Generator
Experts
Slock 4
Hal id Koad
Date:
Reference:
F D Z
O
Customer Address:
Customer Ident i f icat ion Number: 36723
O
Del ivery A ddress:
Order number:
36765
Total weigh t: 2 k g
Descript ion: Value:
$234 .56
Delivered by: Qu anti ty:
o
Name (BLOCK CAPS) : KHANl
o
Received:
1
cert i fy the above i tems were received in good order
and con di t ion.
Date:
T ime:
Nam e (BLOC K CAPS ): Signature:
Mate r ia l s
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5
P r o c e s s e s
s e q u e n c e e v e n t s
p l a n a p r o c e s s
e x p l a i n c h a n g e s
d i s c u s s
em erge ncy hous ing const ruc t ic
Speaking
S e t t i n g o u t
W o r k i n s m a l l g r o u p s a n d a n s w e r t h e q u e s t i o n s .
1 W h a t i s a s t r a i g h t l in e ? T r y t o
a g r e e
o n a c l e a r d e f i n i t i o n .
2 W h a t i s t h e
e a s i e s t
w a y o f s e t t i n g o u t a s t r a i g h t l in e o n a c o n s t r u c t i o n s it e?
Listening 2 E Z Z l I L i s t e n t o a s u r v e y o r d e s c r i b i n g t h e p r o c e s s o f s e t t i n g o u t a s t r a i g h t
l i n e . M a r k t h e f o l l o w i n g o n t h e i l l u s t r a t i o n .
1 t h e o b s e r v e r
2 t h e a s s i s t a n t
3 a r a n g i n g p o l e
4 a p l u m b l i n e
3 U s e t h e s e p r o m p t s t o m a k e n o t e s a b o u t t h e p r o c e s s o f s e t t i n g o u t a s t r a i g h t
l i n e . L is t e n a g a i n a n d c h e c k y o u r a n s w e r s .
1 p l a n s a n d d r a w i n g s 4 p l u m b l in e s
2 e q u i p m e n t 5 a s s i s t a n t
3
p o l e s
6
p e g s
Vocabulary 4 A p r o c e s s i s a s e r i e s o f a c t i o n s t h a t a r e d o n e i n o r d e r t o a c h i e v e a p a r t i c u l a r
r e s u l t . E x p l a i n t h e d i f fe r e n c e b e t w e e n
process
a n d
project.
5
M a t c h t h e w o r d s i n b o l d i n 1 -5
w i t h
t h e w o r d s o r p h r a s e s i n a - e .
1 T h i s i s a r o u t i n e j o b - w e d o i t
e v e r y
d ay .
2 W h a t ' s t h e p r o c e d u r e f o r s e t t i n g o u t ?
3 T h e r e a r e t h r e e s t a g e s i n t h e p r o c e s s .
4 T h e r e s u l t i s a s t r a i g h t l i n e .
5 I t 's i m p o r t a n t t o b e s y s t e m a t i c .
a ) o u t c o m e
b ) s t e p s
c ) n o r m a l
d ) s t a n d a r d w a y o f o p e r a t i n g
e ) o r g a n i s e d
5 P r o c e s s e s
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L a n g u a g e
Sequen c i n g
It is important that the l istener know s w hen you f inish talking
about one step in a process , and start the next one. To do
this we use sequence markers.
First,...
Second ,... Third,...
First of
all,...
(Note that we do not say Second of
aH,...)
Next
After
that,...
/After
+
-ing ...
Then
Finally,...
These phrases are also useful for sequencing events:
That's all want to say about...
Moving on to the next step ...
Before
that,...
/Before + -ing ...
6
C o m p l e t e t h i s t e x t w i t h
t h e
w o r d s
i n t h e b o x .
F i n a l l y F i r s t r e su l t r ou t i n e s t a g e s T h i r d
. T h e p r o c e d u r e i s s i m p l e .
T h e r e
a n d
t h e ( 3 ) i s
a l w a y s
t h e
W e d o t h i s e v e r y d a y : i t ' s ( 1 ) _
a r e o n l y
s e v e n ( 2 )
s a m e .
( 4 ) , y o u s m i l e a t t h e g u a r d a n d s a y
' G o o d
m o r n i n g ' .
S e c o n d , t h e g u a r d s m i l e s b a c k a n d s a ys ' G o o d m o r n i n g ' . ( 5 )
t h e g u a r d a s k s y o u f o r y o u r I D . A f t e r s h o w i n g h i m y o u r I D , t h e g u a r d s m i l e s a n d
s a y s ' T h a n k y o u ' . T h e n y o u a l s o s m i l e a n d s a y T h a n k y o u ' . ( 6 ) ,
y o u e n t e r t h e s i t e .
S p e a k i n g
7
W o r k i n p a i r s . T a k e t u r n s t o u s e t h e f l o w c h a r t t o e x p l a i n t h e p r o c e s s o f p a i n t i n g
a h o u s e .
cau lk = t o
f i l l
i n
th e
holes
t o
k e e p
water
o u t
scrape
= t o r e m o v e
sth
f r o m a surface
us ing a
sharp ob j ec t
exposed = n o t
c o v e re d , n o t
pro tec ted
p r i me r
=
p a i n t
that
y o u p u t o n
wo o d , me t a l , e tc .
before t h e
m a i n
layer o f pa i n t
First, yo u
need
to
c lean
S T A R T
1
C l e a n a l l
p a i n t e d s u r f a c e s
E N D
J _
P a i n t
h o u s e
Yes
1
S c r a p e of f
f l a k i n g p a i n t
P u t p r i m e r o n
e x p o s e d w o o d
J
Yes
Yes
R e m o v e
o l d c a u l k a s
n e e d e d
A p p l y n e w
c a u l k
N o
8 W o r k i n p a i r s t o e x p l a i n o t h e r p r o c e s s e s y o u k n o w a b o u t . C h o o s e o n e a n d d r a w
a f l o w c h a r t . T h e n e x p l a i n
t h e
p r o c e s s
t o
a n o t h e r p a i r .
Processes 5
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R e c r u i t i n g p r o c e s s e s
S p e a k i n g
L i s t e n i n g
1
2
H o w
d o
o r g a n i s a t i o n s r e c r u i t
n e w e m p l o y e e s ? G i ve s o m e
e x a m p l e s .
L l i l L i s t e n
t o t h e
c o n v e r s a t i o n a b o u t r e c r u i t i n g
a
n e w s t r u c t u r a l e n g i n e e r
a n d
a n s w e r t h e s e q u e s t i o n s .
1 W h y d o S u s a n n e a n d P e t e r n e e d a n e w s t r u c t u r a l e n g i n e e r ?
2 W h a t i s t h e m e e t i n g o n M o n d a y a b o u t ?
P u t
t h e s t a g e s o f t h e
r e c r u i t m e n t p r o c e s s
i n t h e
c o r r e c t o r d e r . L i s t e n a g a i n
a n d
c h e c k y o u r a n s w e r s .
a d v e r t i s e e x t e r n a l l y
a d v e r t i s e i n t e r n a l l y
c a r r y o u t
i n t e r v i e w s
c h e c k
C V s
c h e c k r e f e r e n c e s
i d e n t i f y
k e y
s k i l l s 1
i n f o r m
a p p l i c a n t
m a k e d e c i s i o n
o r g a n i s e i n d u c t i o n
p r e p a r e / u p d a t e j o b d e s c r i p t i o n
p r o d u c e s h o r t l i s t
V o c a b u l a r y
4 C h a n g e t h e s e v e r b s
t o
n o u n s . T h e n c o m p l e t e
t h e
e x c h a n g e s
w i t h
t h e
n o u n s ,
adve r t i s e i n f o rm o r g an i s e p r e pa r e p r o du ce upda t e
y o u a s k e d f o r .
C o n v e r s a t i o n
1
A : H e r e a r e t h e ( 1 )
B: T h a n k y o u . I ' m s o r r y i t ' s a b i t o f a r u s h . T h e r e ' s n e v e r e n o u g h t i m e f o r
(2 ) •
C o n v e r s a t i o n
2
A : W h a t
c a n y o u
t e l l
m e
a b o u t
t h e ( 1 ) ?
B:
W e l l , t h e y o n l y h a v e
o n e ( 2 ) .
.
T h e y m a k e
t h e
p r o j e c t
i n t h e n e w s p a p e r .
m a n a g e m e n t s o f t w a r e
w e u s e .
C o n v e r s a t i o n
3
A: W e n e e d t o p u t a n ( 1 )
B: N o p r o b l e m . I ' v e a l r e a d y
w r i t t e n
t h e n e w j o b d e s c r i p t i o n , a n d i n c l u d e d a l l
t h e ( 2 ) .
S p e a k i n g
5 E x p l a i n
h o w t h e
r e c r u i t m e n t p r o c e s s
i s
d i f f e r e n t
f o r
h i r i n g u n s k i l l e d l a b o u r e r s
o n
a
s h o r t - t e r m ,
c a s u a l
o r
t e m p o r a r y b a si s .
G i v e
e x a m p l e s f r o m y o u r
o w n
e x p e r i e n c e .
L a n g u a g e
P r e s e n t c o n t i n u o u s t o t a l k a b o u t t h e f u t u r e
We can use the prese nt c on t in uo us to talk about f ixed
arrangem ents in the future.
I'm seeing the client tomorrow.
We 're meeting next Mond ay at three
o clock.
When s sh e planning to leave?
Is s he coming back after she has the baby?
Are yo u working next week?
I'm no t travelling next month.
3 8
5 Processes
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6 M a t c h q u e s t i on s 1 -5 w i t h t h e c o r r e c t r e s p o n s e s a - e .
1
W h a t a r e y o u d o i n g t o m o r r o w ?
2 A r e n ' t y o u g o i n g o n l e a v e
n e x t w e e k ?
3 W h e n a r e y o u v i s i t i n g t h e s i t e ?
4 H o w a r e y o u g e t t i n g t h e r e ?
5 W h o a r e y o u g o i n g w i t h ?
a ) N o b o d y . I ' m g o i n g o n m y o w n .
b ) N o , I ' m n o t . N o t a n y m o r e . I t w a s
c a n c e l l e d .
c ) I ' m g o i n g o n m y m o t o r b i k e .
d ) L a t e r t h i s a f t e r n o o n .
e ) I ' m t r a v e l l i n g t o C a i r o . I ' m h a v i n g
a m e e t i n g w i t h a s u p p l i e r .
7 A n s w e r
t h e s e
q u e s t i o n s
s o t h a t
t h e y
a r e
t r u e
f o r y o u .
1 W h a t t i m e a r e y o u g o i n g h o m e t o d a y ?
2 W h a t a r e y o u e a t i n g t h i s e v e n i n g ?
3 W h e n a r e y o u g o i n g t o b e d ?
W r i t i n g 8 A c t i o n a n e m a i l . C h o o s e e i t h e r A o r B .
A Y o u w o r k f o r a b u i l d i n g c o n t r a c t o r . R e a d a n d t h e n a c t i o n t h e e m a i l f r o m
y o u r b o s s .
As you k now, we hav e recen t l y recru i ted a new me mb er o f s ta f f fo r the o f f i ce . L i ke you ,
he is a (write your own job title here). A l though he i s ve ry
expe r ienced in the const ruc t i on indust ry , he on ly spe aks Eng l i sh . As you a re one o f
the best Eng l ish spea kers in the comp any,
I
would l ike you to look af ter the induct ion
process, wh ich shou ld take no more than th ree days. P lease d raw up a p rog ramme
show ing the key top ics you th ink we shou ld cover an d send it to me by the end o f the
day. Include a l ist o f the people you th ink he should meet .
[
B
Y o u a r e a s t u d e n t . R e a d a n d t h e n a c t i o n t h e e m a i l f r o m o n e o f y o u r t e a c h e r s .
A s
y o u
k n o w ,
w e
h a v e r e c e n t l y
r e c e i v e d a n e w
i n t a k e
o f
s tu d e n ts
a t
(write
th e
name
of your
college here).
O n e o f
t h e
n e w
s tu d e n ts
o n l y s p e a k s E n g l i s h .
A s y o u a r e o n e o f
t h e b e s t En g l i s h s p e a k e r s
i n t h e c o l l e g e , I
w o u l d l i k e
y o u
t o l o ok a f t e r h i m
f o r t h e
first
f e w
d ays .
P l e a s e
d r a w
u p a n
i n d u c t i o n p r o g r a m m e s h o w i n g w h a t
par ts
o f
t h e
c o l l e g e y o u
w i l l s h o w h i m
a n d
s e n d
i t t o m e b y t h e e n d o f
th e
d a y .
I n c l u d e
a
l i s t
o f
th e p e o p l e
y o u
t h i n k
h e
s h o u l d m e e t
a n d
t h i n g s
h e
s h o u l d k n o w .
S p e a k i n g 9 W o r k i n p a i r s . E x p l a i n t h e p r o c e s s y o u f o l l o w e d t o g e t t o y o u r p r e s e n t p o s i t i o n .
/ found ou t about th is course/job from a fr iend. First , I wrote a letter o f appl icat ion.
Then I...
10 W o r k i n p a i r s o r s m a l l g r o u p s . E x p l a i n o n e o f
t h e s e
p r o c e s s e s . G i v e
e x a m p l e s
f r o m
y o u r o w n
e x p e r i e n c e .
a p p l y i n g f o r a
t r a i n i n g
c o u r s e a p p l y i n g f o r l e a v e
c l a i m i n g
e x p e n s e s g e t t i n g a p a r t - t i m e j o b i n d u c t i o n
Processes 5
3 9
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P u r c h a s i n g p r o c e s s e s
R e a d i n g 1
R e a d
t h i s
t e x t a b o u t p u r c h a s i n g . T h e n e x p l a i n i n y o u r o w n w o r d s t h e d i f f e r e n c e
b e t w e e n a p u r c h a s e o r d e r, a d e l i v e r y n o t e a n d a n i n v o i c e .
All contractors have processes which cover the various purchasing needs of a project, for
example, for buying m aterials or renting eq uipmen t. Most systems d eal with three main
types of document:
1 Purchase Order
Th e
P O
is a written contract b etween the buyer a nd the seller. It provides details about
the purchased item and is usually ne cessary when the amoun t goes over a pre-arranged
level. The contractor sends a copy to the supplier authorising the delivery.
2 Delivery Note
Also kn own as a packing slip, this docum ent gives details of what was actually delivered.
3 Invoice
Invoices are sent from the seller to the buyer and list the products or services su pplied,
the amount to be paid and the payment terms . The purchase order number an d the
delivery note number may also be included on the invoice.
L i s t e n i n g 2 L i s t e n
t o a
c o n t r a c t o r e x p l a i n in g h o w
h i s
c o m p a n y h a n d l e d i n v o ic e s
i n
t h e
p a s t . C o m p l e t e
t h e
f l o w c h a r t .
R e c e i v e
i n v o i c e
R e t u r n
t o
3
i n v o i c e
t o p r o j e c t
m a n a g e r
F i l e i n v o i c e
i n
9 i n v o i c e
f i le
8
p a y m e n t
F i l e invo i ce
i n
a c c o u n t s
7 f i le
in to
b o o k s
A n s w e r t h e s e q u e s t i o n s . T h e n
l i s t e n
a g a i n
a n d
c h e c k y o u r a n s w e r s .
1
W h o
s e n t
t h e
i n v o i c e ?
2
W h o
m a t c h e d
t h e
i n v o i c e w i t h
t h e
p u r c h a s e o r d e r ?
3 W h o a p p r o v e d t h e i n v o i c e ?
4 W h o e n t e r e d t h e d e t a i l s o f t h e i n v o i c e i n t o t h e b o o k s ?
5
W h o
filed
t h e
i n v o i c e
i n t h e
a c c o u n t s p a y a b l e file ?
Processes
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V o c a b u l a r y
4
M a t c h 1 -6 w i t h a - f t o m a k e c o l l o c a t i o n s .
1
p a c k i n g
a )
p a y a b l e
2 d e l i v e r y
b )
t r a n s f e r
3
p a y m e n t
c )
t e r m s
4 p u r c h a s e
d )
s l i p
5 a c c o u n t s
e )
o r d e r
6
b a n k
0
n o t e
L i s t e n i n g
5
H ^ U f l
L i s t e n
t o t h e
c o n t r a c t o r e x p l a i n i n g
h o w h i s
c o m p a n y h a n d l e s i n v o i c e s
n o w. A n s w e r t h e s e q u e s t i o n s .
1
W h a t
h a s
c h a n g e d ?
2 W h a t
a r e t h e a d v a n t a g e s ?
6
W r i t e
t h e
fo u r t h i n g s
t h e
a c c o u n t s d e p a r t m e n t e n t e r o n t o
t h e
s y s t e m w h e n
t h e y r e c e i v e
a n
i n v o i c e . T h e n l i s t e n a g a i n
a n d
c h e c k y o u r a n s w e r s .
1
2
3
4
L a n g u a g e
Used to
We use used to when we want to talk about past
routines which are no longer true in the p resent.
When was an apprentice, used to w ork eight hours a day.
Now work twelve hours.
We used to match each invoice to its purchase order and
delivery note by hand. Now the computer does it.
Negative
We didn't use to wear hard hats on site.
They didn't use to have so many projects overseas.
Questions
Did you use to go to work by bus?
No,
used to walk. There were no buses.
What
did
you
use to
do at lunchtime?
We
used to
go to the restaurant round the corner.
7
U n d e r l i n e
t h e
e x a m p l e s
o f
used
to i n
a u d i o s c r i p t s
1 8 a n d 1 9 o n p a g e 7 6 .
8
W r i t e t h r e e t h i n g s
p e o p l e i n t h e
c o n s t r u c t i o n i n d u s t r y used
to
do/didn't
u s e t o
do
b e f o r e
c o m p u t e r s .
Th ey u s e d t o d o a l l t he calculat ions b y hand.
Th ey d i d n t u s e t o f i l e docum ents electronical ly.
S p e a k i n g 9 D r a w a f l o w c h a r t t o s h o w h o w t h e c o m p a n y i n a u d i o s c r i p t 1 9 o n p a g e 7 6 n o w
h a n d l e s i n v o i c e s . T h e n w o r k
i n
p a i r s
a n d
e x p l a i n
t h e
p r o c e s s
t o
y o u r p a r t n e r .
C o m p a r e f l o w c h a r t s .
1 0 W o r k i n p a i r s . E x p l a i n h o w t h i n g s h a v e c h a n g e d i n y o u r w o r k p l a c e o r h o w y o u r
l i f e s t y l e h a s c h a n g e d o v e r t h e l a s t f e w y e a r s .
People used t o u s e typewriters to write letters. Today w e u s e computers to
send emails.
I used to walk to col lege every d a y . N o w I r ide m y motorbike.
P r o c e s s e s
5
4 1
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F o c u s o n a p r o j e c t : E m e r g e n c y h o u s i n g
Speaking 1
W o r k in s m a l l g r o u p s . T h i n k a b o u t
s o m e
r e c e n t , l a r g e - s c a l e n a t u r a l d i s a s t e r s
( e. g. e a r t h q u a k e s , f l o o d s ) . B r a i n s t o r m f a c t o r s y o u t h i n k a r e i m p o r t a n t i n th e
c o n s t r u c t i o n
o f p o s t - d i s a s t e r h o u s i n g .
t r a n s p o r t a t i o n o f emergency hous ing to disaster zone
Reading 2 I n t w o g r o u p s , r e a d t h e a r t i c l e s a b o u t e m e r g e n c y h o u s i n g i n C h i n a a n d J a p a n .
G r o u p A:
R e a d
A r t i c l e A . G r o u p B:
R e a d
A r t i c l e B . T h e n i n A /B p a i r s c o m p a r e
t h e w o r d s i n y o u r a r t i c l e
t h a t
m e a n :
1 a t t h e s a m e t i m e
2 m o v a b l e
3 a
b u i l d i n g
u s e d f o r s t o r a g e o f m a t e r i a l s
A r t i c l e
A
M o d u l a r
c o n s t r u c t i o n m e t h o d s a re b e c o m i n g m o r e a n d
m o r e p o p u l a r i n m a n y p a r t s o f t h e w o r l d a n d a re o f t e n
u s e d i n e m e rg e n c y h ou s e c o n s t r u c t i o n . T h e p r e f a b r i c a t i o n
c a n
b e c a r r i e d o u t c o n c u r r e n t l y
w i t h
t h e s it e p r e p a r a t i o n ,
a l l o w i n g
s i g n i f i c a n t s a v i n g s i n t e r m s o f c o s t a n d a l s o o f
t i m e . T h e p h o t o s h o ws p r e fa b r i c a t e d b u i l d i n g s e r e ct e d t o
h o u s e e a r t h q u a k e v i c t i m s i n S i c h u a n P r o v i n c e i n C h i n a i n
2 0 0 8 .
I n s u c h b u i l d i n g s , m o d u l e s a r e e i t h e r d e l i v e r e d a l m o s t
r e ad y t o u s e o r a re a s s e m b l e d on s i t e . L a r g e r s p a n s t r u c tu r e s
s u c h a s w a r e h o u se s o f t e n m a k e u se o f s te e l f r a m e w o r k s . W a l l s
a r e t y p i c a l l y m a d e o f e x p a n d e d p o l y s t y r e n e ( E P S ) s a n d w i c h
p a n e l s . A n o t h e r v a r i a t i o n i s t o u se m o b i l e h o m e s , w h i c h c a n
b e t r a n s p o r t e d t o d i f f e r e n t l o c a t i o n s a n d r e u s e d as n e c es s ar y .
A r t i c l e B
T h e s u p p l y o f f o o d a n d m e d i c i n e i s v i t a l a f t e r an y n a t u r a l
d i s a s te r , b u t r e l i e f o r g a n i s a t i o n s a ls o n e e d t o s i m u l t a n e o u s l y
p r o v i d e s h e l t e r f o r t h e s u r v i v o r s . T h e r e a r e m a n y p o s s i b l e
s o l u t i o n s , i n c l u d i n g u s i n g s h i p p i n g c o n t a i n e r s , t e n t s a n d
p l a s t i c
s h e e t i n g . O f t e n s u r v i v o r s a re h o u s e d i n la r g e b u i l d i n g s
s u c h a s s t o r e h ou s e s o r sc h oo l s an d s o s i m p l e w a l l s a r e n e e d e d
t o d i v i d e u p a re as i n t o s m a l l e r , p r i v a t e s p ac es . A f t e r t h e 2 0 1 1
t s u n a m i i n J a p a n , o n e w a y J a p a n e se c o m p a n i e s s o l v e d t h e
p r o b l e m
w a s t o m a k e p a r t i t i o n s o u t o f m a t e r i a l s s u c h as p a p e r
a n d c a r d b o a r d . I n s o m e
cases ,
w h o l e h o u s es w e r e b u i l t o u t o f
c a r d b o a r d .
T h e s e
h o us e s a re v e ry p o r t a b l e , c h e a p a n d q u i c k t o
e r e c t , b u t n e e d t o b e c ov e r e d i n p l a s t i c s h e e t i n g i f th e y a r e t o
s t a n d
u p t o th e w e a th e r .
Speaking 3 W o r k i n p a i r s a n d d i s c u s s t h e s e q u e s t i o n s . R e f e r t o t h e a r t i c l e y o u r e a d i n 2 .
1 W h a t n a t u r a l d i s a s t e r d o e s t h e a r t i c l e m e n t i o n ?
2 W h a t t y p e o f e m e r g e n c y h o u s i n g d o e s t h e a r t i c l e d e s c r i b e ?
3 W h a t c o n s t r u c t i o n m a t e r ia l s
w e r e
u s e d ?
4
I m a g i n e a n a t u r a l d i s a s t e r i n y o u r c o u n t r y . Y o u r c o m p a n y w a r e h o u s e i s f u l l o f
o l d
s h i p p i n g c o n t a i n e r s
t h a t
v i c t i m s c o u l d u s e as e m e r g e n c y h o u s i n g . M a n y
e m p l o y e e s h a v e v o l u n t e e r e d t o h e l p a n d t h e c o m p a n y d i r e c t o r h a s a g r e ed t o
c o v e r c o s t s . D i s c u s s t h e p r o c e s s y o u n e e d t o f o l l o w t o g e t t h e c o n t a i n e r s t o t h e
d i s a s t e r a r e a a n d i n u s e as e m e r g e n c y h o u s i n g .
2
5
P r o c e s s e s
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R e v i e w
Vocabulary
1
P u t t h e a c t i v i t i e s i n a s m a l l -s c a l e r e s i d e n t i a l c o n s t r u c t i o n p r o j e c t i n t h e c o r r e c t
o r d e r . T h e n w r i t e a s h o r t t e x t e x p l a i n i n g t h e p r o c e s s .
c o n s t r u c t i o n d e s i g n h a n d o v e r o c c u p a n c y s i te p r e p a r a t i o n
d e s i gn
2 P r o d u c e a f l o w c h a r t f o r m o d u l a r h o u s e c o n s t r u c t i o n u s i n g t h e s a m e a c t i v i t i e s
as in 1 .
3 C i r c l e t h e w o r d o n t h e r i g h t t h a t i s c l o s e s t i n m e a n i n g t o t h e w o r d o n t h e l e f t .
1
2
3
4
5
6
7
s i m u l t a n e o u s
r e s u l t
p r e p a r a t i o n
r o u t i n e
u p d a t e
m o b i l e
w a r e h o u s e
s a m e / c o n c u r r e n t / e q u a l
o u t c o m e / e n d /
finish
d e s i g n / p l a n n i n g / p r o c e s s
n o r m a l
/ r a r e /
u n u s u a l
i n f o r m /
i n s t r u c t
/ e x p l a i n
m o v a b l e / m o d u l a r / p r e f a b r i c a t e d
s h e l t e r / c o n t a i n e r / s t o r e h o u s e
Language 4 C o m p l e t e t h i s c o n v e r s a t i o n u s i n g t h e p r e se n t c o n t i n u o u s ( w i t h f u t u r e m e a n i n g )
f o r m
o f t h e v e r b s i n b r a c k e t s .
A : W h a t ( l ) ( y o u / d o ) t o m o r r o w ? ( 2 )
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
( a r r i v e ) a r o u n d n i n e o ' c l o c k .
( y o u / m e e t ) t h e c l i e n t s ?
Y e s , t h a t ' s
r i g h t .
T h e y ( 3 )
1 ( 4 ) give) a p r e s e n t a t i o n first a n d t h e n I
( 5 ) ( t a k e ) t h e m t o t h e s i t e .
H o w ( 6 ) ( y o u / g e t ) t h e r e ? B y c a r ?
N o , t h e r e a r e s e v e n p e o p l e i n t h e g r o u p , s o I ( 7 )
t h e m i n i b u s .
W h a t ( 8 ) ( y o u / s h o w ) t h e m ? T h e f o u n d a t i o n s ?
( u s e )
Y es . A n d t h e n w e ( 9 ) .
a t
t h e g l a s s p a n e l s .
W h e r e ( 1 0) ( y o u / h a v e ) l u n c h ?
I n t h e r e s t a u r a n t o p p o s i t e t h e s i te - t h e
I t a l i a n .
W h a t t i m e ?
O n e o ' c l o c k .
G r e a t
( g o ) o v e r t o t h e s t o r a g e a r e a t o l o o k
m i g h t j o i n
y o u .
5
C o m p l e t e
t h i s
t e x t w i t h t h e w o r d s i n t h e b o x .
b e g i v e h a v e s h o u t s i n g s m s w o r r y
W h e n I w a s a n a p p r e n t i c e , t h i n g s u s e d t o ( 1 ) v e r y d i f f e r e n t . F i r s t o f
a l l , w e
d i d n ' t
u s e t o ( 2 ) e a c h o t h e r a l l t h e t i m e . T h e r e w e r e n ' t a n y
m o b i l e p h o n e s i n t h o s e d a y s . I r e m e m b e r m y first s i t e m a n a g e r - h e w a s a h a r d
m a n .
H e u s e d t o ( 3 ) u s d i r t y j o b s i f w e w e r e l a t e . A n d h e u s e d t o
( 4 ) a t u s a l l t h e t i m e . W e
d i d n ' t
u s e t o ( 5 ) s o m u c h a b o u t
h e a l t h
a n d s a f e t y e i t h e r : n o h a r d h a t s , n o g l o v e s , n o r e f l e c t i v e v e s t s . W e
j u s t
d i d
t h e j o b . B u t w e a l s o u s e d t o ( 6 ) a l o t o f f u n . I r e m e m b e r w e u s e d t o
( 7 ) w h i l e w e w o r k e d . Y o u n e v e r h e a r
t h a t
n o w .
Writing 6 T h i n k o f a p r o c e s s a t w o r k ( o r a t c o l l e g e ) t h a t y o u a r e f a m i l i a r w i t h . W r i t e a n
e m a i l t o a n e w c o l l e a g u e ( o r t o a n e w s t u d e n t ) e x p l a i n i n g t h e k e y s t a g e s .
P r o c e s s e s 5
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• highlight key issues
r\ • i • manage tasks
I v J J L u • discuss types of contract
• talk about the scope of a project
Kicking off
Speaking 1
Listening
2
3
4
5
Work in pairs. Tick the
statements
yo u
agree
w i t h .
Explain your reasons.
A project has a beginning and an end.
2 A project
needs
people.
3 A proje ct is led by a proje ct manager (PM).
4 A project always has a team.
5 A proje ct is
always
for a client.
W hat are the key factors in any cons tru ctio n project?
E ^ ^ l Listen to a project manager (I'M) briefing her new team at a kick-off
meeting. What tw o
documents does
she mention ?
Wh a t does each docum ent do? Listen
again
an d
check
you r answ ers.
l^fc j^B Listen to the next pari of the briefing. The I'M talks about three issues
that affect
each
other. Write them in the chart.
6 Wh a t does the PM say about her role in the project? Listen
again
an d check
your answer.
Vocabulary 7 Match the w ords in bold in 1-7 w i t h their meanings
Have
you seen th e first draft
of
the project plan?
2 The project manager clarified the
scope of the project at the meeting.
3 The new WBS softw are is saving us
a lot of time.
4
Rashid
w i l l
be in
charge
of co-ordinating
resources
for the project.
5 The accountants are not happy
wi t h
the budget.
6 The room for the kick- off mee ting
has been
changed.
It's now in
Room
2E.
7 The WBS splits the w o r k into
smaller elements.
a-g.
a)
components
b) document summarising
al l aspects of the project
c) Work Breakdown
Structure
d )
cost
breakdown
e)
first
meeting
f)
th e w o r k that needs to
be done
g) people, materials and
other assets available
fo r
the project
Speaking
8 W ork in pairs . Wh at other things happen at a kick-off
meeting?
Discuss.
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Language
Pronunciation: sentence stress
Where you put the stress in a sentence
changes the meaning of what you say.
/ us t w an t t o c la r if y some po in t s abou t how I see fit/2 pro jec t running .
(not other projects)
/ us t wa nt to c lar i f y som e points abo ut h ow / see this projec t running .
(my perspective, not yours)
/ us t wa nt to c lar i f y som e points abou t ho w I see this pfo jec t running .
(the wa y I s ee it)
9 Read the
sentences.
Identify the w ord( s) you need to
emphasise
to mean a-c in
each question.
First of all I w ant to
stress
the importance of the project plan.
a) In a min ute I w i l l give you other points - this one is only the first. First
of all
b) not the oth er plans
c) This is my personal p erspec tive.
2 Al l of us
need
to be very familiar
w i t h
this document.
a) not another docu ment
b) not other people
c) not just a
little
It's
important that you see the big picture, too.
a) as
w e l l
as the other points we
have discussed
b) the people in this roo m
c) not just your ow n
area
of interest
Listen and underline the emphasised
w o r d .
Then, in pairs, discuss
how the change in emphasis changes the meaning.
We
need
to get the roof finished before the rainy
season
starts.
2 We need to get the roof finished before the rainy season starts.
3 We need to get the roof finished before the rainy season starts.
4 We need to get the roof finished before the rainy season starts.
5 We need to get the roof finished before the rainy season starts.
Speaking
11
Work in pairs.
Decide
how
these
comments from project meetings relate to
cost,
time and/or scope. Explain your
reasons.
We had so many meetings du ring the planning
phase,
just to discuss the WBS.
2 The timbe r w e orde red is stuck in the
p ort :
the dockers are on str ike. We c an
replace i t, bu t it's going t o cost abo ut 50 perce nt mo re.
3 The deadline is the end of June. We're still on target.
4 I'm going to
clear
this invoice
w i t h
the client - it's a bit more than we had
originally forecast.
5 I'll
send
you a revised project plan. You'll get it by Friday.
6 Can yo u discuss
these
specifications w i t h the architect after the visit? They
don't
look right to me.
7 They
used
the w rong additives in the concrete. It's already cracking .
12 Practise
reading the
sentences
in 9 aloud, changing the
emphasis
to
change
the meaning.
P ro jects 6
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Project meetings
Speaking 1 Use the w ord s in the box to talk about the type of meetings you attend. Are any
of them project meetings?
length location participants planned or impromptu topic(s)
Listening 2 ^ L x s f l Listen to part of a meeting and answ er the questions .
What type of meeting is it?
2 Wh at is the problem?
3 Listen
again
and answer these questions.
What are the reasons sh e gives for the problem?
2 W ho has she spoken to about the problem?
3 How is she plannin g to
solve
the problem?
Speaking 4 This is a Gantt ch art , w hic h is often used to manage project tasks. How does i t
w ork ? Discuss w i th a partner.
M A R C H
A P R I L MA Y J U N E
P reparation of the grou nd
Special foundations
Adjustments of surface
Infrastructure
Roofs
Bulk heading
Interiors
Treatment
Grounds
Ceilings
P lumbing
Electricity
5 Think about your ow n situation. How do people communicate? Do you know
any other tools w hich are used in projects?
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Language
Present perfect
We use the
present perfect
(have past participle) to talk
about things that happened
in the
past
but not at a
specific
time.
/ have discussed
this with the directors.
We have decided
to set up a
portal
Why avent
you
ctioned
the
email?
W h o has h e spoken t o
Note that we often use now, just and lready with
the
present perfect.
1 have now/just/already spoken to he client and
we can go
ahead
Make
questions
in the
present perfect using these prompts.
you /
speak
to / the electricians?
2 he / w r i te / the new WBS?
3 they / deliver / all the timber?
4
she
/ meet / the client?
5 you / hear / the weather forecast?
6 how many times / they / visit / the site?
7 why / they / not answer / the email?
Complete these responses.
Have you seen Mr
Pavlak?
2
Have
you been to the
site?
3 Has the supervisor arrived yet?
4 Why haven't you actioned
the
email?
5 Has he finished?
6 Where's John?
7
Have
you used
the
p ort al
at
all?
Yes, I've just.
No, I
Yes, he
Building 13.
Sorry.
I've
him.
. He's in
too busy.
N ot
yet. He's built the w a l l , but he
painted
it.
He's the keys again.
He's looking for them.
Yes, it's great. In fact, I've
entered the data.
8 Answer
these
questions. Compare your answers w i t h a partner.
Have
you already eaten today?
2
Have you just drunk
a cup of coffee?
3 Have you ever visited other countries?
4 Have you ever used
a
Gantt Chart?
5 Have you ever taken part in project meetings? Give details.
Speaking
9 Work in pairs to roleplay a telephone call between a project manager and a
member
of
the project team. Student
A: Use
the information below. Student
B:
T u rn to page 68.
Student
A: You are a
member
of a
project team.
You've
lost your copy
of the
to-do list that the project manager gave you. The PM w i ll go through the list
and
ask if
you've completed the tasks. Answer 'no'
to each
task and give
a
different
excuse each time.
No,
I m
sorry,
I
haven t.
I ve been too busy today.
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Contracts
Speaking 1 Wh at is a contrac t? W hy are con tract s importa nt? Discuss w i t h a partner.
Listening 2
W
^ ^ S Listen to a consultant explaining three types of contract to a client.
Circle the three types y o u hear.
cost plus fixed
percentage
lump sum renovation turnkey
Matc h these descriptions to the three types of contract in 2. Then listen
again
an d
check
your answers.
design an d
build
2 fixed amou nt of money
3
cost
of materials and labour plus extra payment
Vocabulary 4 M atc h the financial w ord s 1-5 w i t h their
meanings
a-
Reading 5
fixed fee
bonus
lump sum
cost
overrun
savings
a) one payment
b) money not spent
c) an extra amo unt of money
d) an
agreed
payment
that
does
no t
change
e) higher
costs
than
originally
forecast
Read
these extracts about new projects. Match w ords to these
meanings
an offer to carry out w o r k for an agreed sum (Extract 1)
2 put a
piece
of equipment into
service
(Extract 2)
3 give or present something for approval (Extract 3)
4 the poss ibility (Extract 4)
After analysing the various tenders,
the city authorities selected
JEMMAG
Construction to provide general
contracting
services
for
a
new recreation
centre in the Northfield district. The
estimated construction
cost
is $23
million. 'This was not the lowest bid,'
said a councillor, 'but we all
felt
it gave
us the most attractive solution.'
Lakrah LLC has started planning for a
new 145 ,00 0,0 00 projec t for the city
energy utilities. 'Most companies in the
area were not big enough to take on
such a large project', said the mayor.
'Lakrah LLC will be responsible for all
construction works as well as the delivery
and commissioning of two gas turbines.
We wanted to f ind someone who could
simply do the whole job for a fixed fee.'
Most companies submitted bids which
were far too high for the hospital's budget.
In the end we awarded the contract to
K olbek an d P artners, who will take over
full res pon sib ility for the projec t. T he
reasons for choosing Kolbek were not
only f inancia l; their des ign also made
the most intelligent use of the existing
facilities.
The city is looking for bidders to carry out a
study which will examine the feasibility of
wid en ing the ring road betwee n J unctions
45 and 49. T he ma yor is kee n to find a
solution which will avoid cost overruns.
O ppo si tion is expected from a numbe r of
groups due to the fact that the project will
take place in one of our most important
areas of natural beautv.
6
Find examples of the w o r d
most
in the extracts in 5. Decide w h e th e r each
example describes
a noun or makes a comparison.
is
6
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Vocabulary 7 Complete
these
collocations w i t h nouns from the extracts in 5.
Speaking
8
9
l
2
3
4
5
6
7
award a
carry out a _
examine t h e .
take over
submit a
take on a
find a
analyse
a
provide
Work in pairs. Add other nouns that go
w i t h
the verbs in 7.
Read the collocation s in 7 again. Have you ever done any of these things
yourself?
Discuss w i t h
a partner.
Language
Most
Most
can be us ed: to describe a noun. In this sen se ,
most
means
the majority of.
mos t comp an ies /mos t o rgan isa t ions /mos t
peop le
Most
can be us ed to make a co mparis on. In this sens e
the
most means the one that is more than any other.
the mo st inte l l igen t pe rson/ the mo st bea ut i fu l
des ign / the mos t impor t an t i s sue
10
Complete
these statements
w i t h
most or th e
most.
Do you
agree w i t h
the
statements?
l is t ed = te rm used
in the UK to sh ow
an o ld bu i l d ing
i s pro t ec t ed by
government order
construction site.
In
the UK
people in the construction industry have never
been
on a
The client is.
old buildings are listed.
important perso n in any pr ojec t.
One of.
building
inspectors
w o r k
for local authorities,
engineers are not familiar w i t h proje c t management tools,
unskilled labourers
w o r k
on a te m porary
basis.
difficult tasks
in project
management
is avoiding
cost overruns.
Speaking
11
Wo rk in pairs. List the financial w ord s from 4 and 5. Then use th e w ord s in a
roleplay.
Student A: You are a pot entia l client. Ask Student B (a build ing co ntr ac to r) to
clarify the meaning of some of the w ords on the list.
Student B: You are a build ing cont racto r. Explain the meaning of the w ords that
Student A (a potential client) asks about.
A:
Could you explain the
meaning
of lump sum , please?
B: Yes, of course. Lump sum is when you ...
Then
swap
roles, find a new partner and repeat the roleplay.
12 Wo rk in small grou ps. Describe types of contract that you are familiar wi t h .
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Focus
on a project:
Wroclaw-Katowice Motorway, Poland
Speaking 1 Loo k at this illustration of the construction of a moto rw ay toll area. Imagine
you are in the project team that provides the things in the illustration.
With
a
partner,
brainstorm the
scope
of the project.
n m n r n
Cj
4 b w
Reading 2 Read this text about construction w o r k o n th e Wr o c la w -K a t o w i c e Mo t o r w a y i n
Poland.
Decide
w h ic h
phrase
best
describes
the overall
scope
of the project.
toll
installation
2 transpo rt equipment improvem ents
3 transpo rt infrastructure upgrade
4 road buildings renov ation
5 con stru ctio n and maintenance overhaul
The A4 Wroclaw-Katowice toll motorway
EGSTRA, a consortium
composed
of Egis Projects and
Strabag
Sp z.o.o., were awarded the contract, worth €50
million,
to upgrade the 162 km section o f mot orw ay
between Wroclaw and Katow ice. The contract consisted
of designing, supplying and installing:
• 14
tolling
stations w ith
a total
o f 68
lanes
and
associated
toll central computer
• 3 maintenance centres
• 162 road
emergency
phone
boxes
and
associated
call
central computer
• 162 km
of
optic fibre with
associated
telecommunication
equipment and netw ork management system
• 2 traffic statistical stations, Weight In Motion station
and
associated
traffic central computer.
The contract covered tw o
phases.
The
first
phase,
construction, was expected to last 24 months. The
second
phase
was a maintenance period for all the equipment
installed during the first phase, and was
expected
to last
a further 36 months.
The client for the project was the Polish Road Directorate.
As consortium leaders,
Egis
Projects w ere responsible
for the design, supply, delivery, commissioning and
maintaining of all fixed equipment.
Strabag
Sp z.o.o.
were in
charge
of the buildings.
3 Identify w hat these numbers refer to in the text.
2 3 14 36 50 68 162
4
A n s w e r these questions about the project.
Who is the client?
2 Who is the conso rtium
leader?
3 Wh o is responsible for the con stru ctio n of the buildings?
4 W hat is the value of the contra ct?
5 How long is constru ction expected t o take?
Speaking 5 Wo rk in pairs. Student A: Tur n to page 69. Student B: Turn to page 68.
50
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Review
Language Complete this email
w i t h
the present perfect
form
of the verbs in the box.
agree
be happen
have increase
solve start
work
just want to update you on what (1) over the last few months .
As you know we (2) now pha se two of the project
and the client (3) to the changes we wan ted. Tom and his team
(4) very busy with all the different sub- contractors and we
(5) the numb er of people in the logistics group. There are now twenty,
up from fifteen. I wou ld now like to introduce Abdul M oh ammed, who will be joining us
for this phase. He
(6)
on man y projec ts in this area and knows the
local condi tions very well. We (7) already a couple
of very useful discussions about cement delivery, for example, and he
(8)
the rebar pro blem we had last week.
Vocabulary 2 Complete
these
sentences w i t h the words in the box. There is one extra
w o r d .
i
awarded bids client fixed
savings
study sum tools
The contract was to a contractor
from
New York.
2 He was
asked
to carry out a feasibility for the client.
3 The city authorities
have asked
for to be submitted by the
end of the month.
4 They
have
agreed on a lump for the
w ork .
5 The client thinks we can make if we use
cheaper
materials.
6 The most important person at the kick-off meeting was the
7 The new software includes a number of project management
Reading 3 Read
the text about contracts and answer
these
questions.
What is the difference between the two
models?
2 What are the
advantages
and disadvantages of the DB model?
Traditionally, most companies use a design b id
b u i l d
(DBB) model.
The client finds a company to design their project and then looks for
a construction company (or companies) to
b u i l d
it for them. Different
companies bi d for the
w o r k .
And
finally,
the contractor w i th the most
attractive offer is selected and becomes responsible for the project. I n
the design
b u i l d
(DB) model, the client only has one
p o i n t
of contact.
This may be an architect, for example, or a general contractor. There is
no bidding. This means that the DB system is faster and
cheaper,
but of
course the client has to hope that quality is not compromised. It is
easy
fo r a contractor to cut corners.
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7
Documentation
explain document control
procedures
• talk about amendments
• give specific information at
documents
• disc uss project documentati
Speaking 1
Listening 2
Document
control
Work in pairs. Brainstorm
types
of document used in the construction industry.
te2£fl A manager is show ing a new
employee
around the
company.
Listen
and note dow n at
least
three
documents
he mentions.
3
Listen again an d
answer these
questions.
Wh at is a docum ent controller?
2 W hy is document c o n t r o l necessary?
3 W hat is the difference betw een an RFI and an RFI
log?
4 W hy isn't the w hole document control
system computerised?
5 Wh y do
some
documents
need
to be
archived?
Reading
4
Loo k at
these
three
documents
an d
decide
w h a t
types
of document they are.
Choose
from
the
names
in the box.
a change order procedu re a contract an engineering draw ing
a job site
memo
a
report
an RFI log
•
To:All subcontractors
From:
Roberto C am ille ri
Memo 289 Traffic C o ntro l
Please note that with
immediate effect a l l works
tra ffi c is to use Gate B
to e xi t the s it e . T his
is to comply with lo c al
police requirements.
Roberto C amill eri
P ro je c t Manager
4 May
•
Request for information
P roject: K L Building M (Fo undations)
P roject Ma nager: Ro berto Camiller i
Number Subject
Status Date rec/d Date completed
001 B roke n pile
P rocee d 3/11
002 P ump oil C los ed 3/11 4/11
003 P ile orientation
Approved
3/11
4/11
004
P ier 23 S teel R ejected
4/11 4/11
a
E mergen cy cha nge orde rs require immediate action to
avoid a serious work stoppage, delay and/or extra costs.
Ve rbal appro val may be given by the Pro ject Ma nager,
and is to be followed up in writing within one week
(Fo rm 34B). T he appro val is to inclu de details of the
emergency situation and, if possible, an estimate of the
costs involved.
E
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Vocabulary 5
Complete this document
c o n t r o l
procedure
w i t h
the words in the box.
amended archived books out figures
log
number
scan
track version
When a document comes in, we first make a
handwritten note in the (1) . If
necessary,
we give it a serial (2) .
We then (3) it in, so that we
have
a permanent electronic record. As you can see,
the serial number
ends
w i th a
slash
and then
another number, always three (4) .
So, 001 is the first (5) of the
document. If the document is (6)
or updated in any way, it
receives
a new version
number and so on. We also use the log to
(7 ) the movement of the
document. If
someone
(8) the
document, the date and time are recorded here
and when it comes back in, the date and time
are recorded again. At the end of the project, the
document is either destroyed or
(9) , depending on its importance.
Listening 6 B ^ ^ 9 Listen to a conversation about a document management system.
Label the buttons on the screenshot.
i .
Details
2.
r
4 . 5.
n
7
Listen again. What
does
the user see when
he/she
clicks
each
button?
Language
Have to
We use have to to show that we are
required to do something.
We
have to
keep certain documents for three years.
We
wll have to
move to a fully computerised system.
This has to be sent to all the subcontractors.
The client had some new ideas so we had to amend the floor plan.
8
Match 1-7
w i t h
a-g to make
sentences.
We
have
to send the amendments
a)
enter.
2 You
have
to
press
b)
has a serial number.
3
We
have
to log and
c)
first thing
tomorrow.
4 We
have
to make sure
that each
document
d)
ou t
of the document centre
5
have
to book every document in and
e)
track
every document.
6 Key documents
have
to be
0
w r itten
in capital letters.
7
The
name
has to be
g)
locked in the safe at night.
Speaking 9 Work in pairs.
Design
a simple log
sheet
for tracking documents. Explain how to
use it. You have to put the date in this column.
Compare
your log
sheet
w i t h others in the class.
Documentation 7
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Amendments
Reading 1 Loo k at
these
extracts and
decide
w hat type of docu ment they are
from.
GENERAL NOTES
All dimensions in mm.
All
load bearing walls to be
minimum
200 mm thick.
Concrete
mix ratios as follows:
(i) structural
concrete
1:116:3
(cement: sand:
aggregate)
(ii)
blinding conc rete 1:3:5
(cement: sand:
aggregate)
Concrete covers
as follows:
(i)
substructures 50 mm
(ii)
columns 40 mm
(iii)
beams
35 mm
All
structural
steel to be painted
with tw o
coats
of
primer
(one after
fabrication and one after erection).
All plates to be
mild
steel to GS
5950;
•
SCHEDULE O F DRAWINGS
Dra wing no. Des cription
Sheet no.
G F /400/ 001 S ite plan 1 of 1
G F /400/002 Floor plans
1-5 of 5
GF/400/013
Foundat ions -
warehouse
1-4 of 4
GF/400/004
Warehouse elevations
and section
1-6 of 6
G F /400/005 Wall details
1 of 1
GF/400/006
P lumbing dia grams 1-7 of 7
PLUMBING LEGEND
S Y M B O L D E S CR I PT I O N
PO I N T O F CO N N E CT I O N
C W
DOMEST IC COLD WATER, INSULATED
HW
DOME STIC HO T WATER, INSULATED
SAN NEW SANITARY SEWER
V
SANITARY VENT
•
FLOOR DRA IN
C.A . COMP RE SSE D A IR
WATER METER WITH REMOTE READER
G GAS LINE
Listening 2 H x^ I Listen to the telephone conversa tion about the extracts in 1 and
answer
these
questions.
What are the
speakers'
jobs?
2 Wh at is the call
about?
3 The re are five changes to the extracts in 1. Listen again and mark the changes.
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Vocabulary 4 Circle the w o rd on the right
w i t h
the correct meaning of the w o rd on the left in
the context of the extracts in 1.
schedule
legend
sheet
a p roject tim e plan / a list / to arrange (a m eeting )
a story / a table of sym bols / a famous person
a piece of plastic
used
to cover things / a flat piece of
metal / a large piece of paper
5
Complete
this table w i t h the missing nouns or verbs.
V E R B
N O U N
abbreviate
alter
amend
modify
mod i f i ca t i on
revision
Language
Punctuation
•
full stop/period (but note that for numbers we say 'point
3'
for
.3)
slash/forward slash
comma
colon (but note that when we say ratios, we say '1 to 3', no t '1 co lon 3')
semi-co lon
dash
0
brackets
»
inverted commas
i, ii, iii, iv, etc.
Roman numerals
H ca pital H
Note how we say:
(ix)
'Roman numerals
9,
in brackets', or 'O pe n brackets , Ro man nu mera ls
9,
close brackets.'
'KZ'
'Capital K, capital Z, in inverted commas', or 'Open inverted commas, capital K capital Z, close
inverted commas.'
Speaking 6 Wo rk in pairs . Student A: Use the information below. Student B: Tu r n to page 69.
Student A: Dictate this list to your partner.
Drg No. CD/356/001
2 (iv ) conc rete mix ratios 1:3:6
3 M -2 Unit 'A' and 'B' A/C plans
4 ISO/IEC 27001:2005
5 For .5/.25 ink syst em, 7 and 10 mm diamete rs apply
7 Test yo ur partne r. Draw some symbols used in construction drawings. Ask your
partner w hat they mean. Then w ri t e a legend for any new symbols you find useful.
Documentation 7
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Specifying
Reading
Read
this email and identify th e piece of information that is missing.
From: mman@ ps l . ne t
To:
tenders@ minis trypubl icworks .gov
P roject: K ZH 897
This email is to notify you that it is our intention to bid for the above-mentioned project which
wa s advertise d on your webs ite. Ple ase s end any information regarding the project to my
office at this address.
Y ours sincerely,
Mustafa Mohammed Al Najashi
P roject Ma nager
Listening 2 Listen to the telephone conv ersation about the bid . Identify the
illustration
that
shows
the project Mr Al Najashi is bidding for. What was the problem?
Reading
3 In the conversation tw o types of address are mentioned. What are they and
w h a t
is the difference be tw een them? Listen again an d check your answers.
4
Read
the email
that
Mr Al Najashi sent to Mr
Campbell
next. What is the
situation now?
* * c
H
Dea r Mr C amp be l l ,
T ha nk you very muc h for the information pa ck which arr ived this morn ing . M y staff are
al ready work ing on the bid and we plan to send you the completed forms tomorrow in
time for the deadline.
Ap o log ies aga in fo r the misun ders tanding a bout the emai l a ddres s .
Wi th bes t w i shes ,
M us t a fa M o h am me d A l N a j as h i
P r o j e c t M anage r
5 Read the tw o emails
again
and answer these questions.
Where was the project advertised?
2 When did the information pack arrive?
Listening 6 When did M r Al Najashi
send
th e first email? Listen
again
an d check your answer.
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Language
Relative clauses
We often use
which
or
that
to give specific information
about the thing we are talking about.
I t is our in ten t ion to b id for the pro ject
which/that
wa s
adve r t i sed on you r webs i te .
Thank you fo r the in fo rma t i on pack which/that a r r ived
th i s mo rn ina .
I s i t you r comp any
which/that
i s do ing the b r i dqe
re fu rb ishm en t on the same h ighway?
We can leave out
which
if it is follo wed by a pro no un .
I t 's abou t an ema i l
(which/that) 1
s e n t yo u on 27 Mav .
Have you looked a t the d ra f t (which/that)
1
w ro te
th i s mo rn ing?
7
M atch 1-7 to a-g to
make sentences.
Here's
the letter w hich y ou
a)
on his desk.
2 The docum ent that yo u
b)
need
is w i t h the client.
3
We are
still
looking for the drawings w hich
c)
w r o t e
this morning?
4 The letter w hic h I sent yo u y esterday
d )
revised.
5 Wh ere is the co ntra ct that I signed
e)
was not the
final draft.
6
Have
you looked at the draft w hic h I
0
last
week?
7
Here
are the documents that w e found
g)
you redrafted.
8 Read these sentences.
Use brackets to show where we can
leave
ou t
which
or
that.
1
The manual w hic h I sent yo u has not
come back.
2 He
needs
to
rewrite
the letter that he drafted yesterday.
3
We discussed the specifications w hic h w e received last w eek.
4 Wh ere is the change order that was sent this morning?
5 The email w hic h I sent last w eek w as ignored .
6 I'm looki ng for the RFI log tha t w as on the
desk.
7 The documents w hic h are kept in the
safe
are all confidential.
8 Where's the draw ing w hic h contains th e details of the retaining w all?
9
Have
they sent us the change orde r w hic h w e
asked
for?
Speaking
9
Wo rk in pairs.
Take
turns to choose a document type
from
the
first
box. Tell
your partner exactly w hich document you need. Use w ords
from
th e
second
box to be more specific. Follow the
example
conversation below .
age nda change order co ntract drawing email floor plan manual
minutes permit presentation proc edure report RF I log schedule
ame nded archived backed up destroyed redrafted revised
signed wrote
A: I need a copy of the contract.
B : Which contract?
A: The contract which we signed last w eek.
B :
We signed two contracts last week.
A: I need the one which has to do with the residential housing project in Takara
Road.
B: OK.
Documentation
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Focus on a project: Golf course construction
Reading
1 Castle
Golf
is an American company w h ic h designs and builds miniature
golf courses. Read Castle Golf's
design
an d build process and underline the
d o c u men t types it mentions.
The Castle Golf Design and Build Process
1
C as tle G olf and cl ient begin conve rsation.
Castle Golf sends l i terature and emails
helpful information. Questions are
answered, project goals are discussed and
clarifications occur as we seek a high level
of comfort.
C l ient decides to use Cast le Gol f .
3 C lient and Ca stle G olf enter into a
retainer/des ign agreement, the fee based
on the magnitude of the project.
C l ient and Ca stle G olf explore target
customers and appropr iate s tyles
including theme, hole designs, etc.
C l ient may send photos , postcards , etc . ;
so metime s the cl ient has a C as tle G olf
representative visit the site.
Cl ient sends site plans, topography and other required information to al low the design work to
proceed.
C as tle G olf begins de velo pme nt of layout an d prel iminary plan.
C l ient and C as tle Go lf review initial plan before pro gre ss ing further. This is a co nc ep t proce dure to
see if we are on the right track.
8 A final design layout ready for pricing wil l be attained and then the process of design and budget
reconci l iation typical ly occurs.
U po n arriving at an agre eme nt on des ign and cost, Ca stle G olf wil l prep are a con struc tion c ontrac t
for cl ient review, approval and deposit.
Castle Golf develops construction documents and arrives on site to begin construction of the project.
While Castle Golf is constructing the project, the agreed-upon theme structures, props and effects wil l
be fabricated and delivered to the site for installation.
12 C on stru ctio n is co mple ted and play beg ins .
2
Categorise the types of document
from
the text.
D E S I G N D O C U M E N T S C O N T R A C T U A L D O C U M E N T S
C O N S T R U C T I O N D O C U M E N T S
literature and emails
Speaking
3 W ork in pairs. Imagine you are document controllers. Decide w h ic h
categories
in
2 are the most i mp ort ant to control. Explain how you w o u ld log and track them.
58
7
D o c ume nt a t i o n
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Review
Vocabulary 1 Find w ords in the box w hic h are similar in meaning to the w ords in
bold.
amend bid contract draft electronic minutes private
Can you
send
us the documents in dig ita l format, please?
2 We need to lock these drawings away - they're confidential .
3
Have
you had a
chance
to revise the legend
yet?
4 The tend er documents
need
to go in by next Friday.
5 Don't w o r r y , all the details are in the w r i t t e n agreement.
6 This is the
first
version of the letter - have y o u
seen
the latest one?
7 I w ou ld like to see the rec or d of the m eeting.
2 M atch 1-6 w i t h a-f.
1
2
3
4
5
6
h a n d wr i t t en
site
change
submission
minor
serial
a) number
b) plan
c) order
d) changes
e) note
0 date
Language
3
Complete
these conversations
w i t h
have
to , has to
o r
had to .
A:
B:
A:
B:
A:
B
A
B
A:
B:
What's the problem
w i t h
th e safe?
I've lost the combination. I'll
What a hassle.
What's the hurry?
need
to
find
Ali ma . I've jus t heard she ,
permits by next Monday.
Where were you this morning?
In Samir's
office. We sign the con trac t.
Why are the lights on in the
office?
It's after
seven.
The doc ument controllers are w orking late. They
call the locksmith now.
apply for the
scan
in
the paperw ork w hich arrived this afternoon so w e can use it tomo rrow .
D o y ou k n ow w he re
Pedro
is?
He go to the print er's to pick up the draw ings.
Name the punctuation.
1 .
2 ,
3 ;
4 ( )
5 /
6 -
7 ' '
Insert which or that, if necessary.
1 The letter I sent yest erday has come
back:
'not know n at this address'.
2 Have y o u seen the change order arrived yesterday?
3 I
need
a copy of the presentation you gave yesterday.
4 Where is the copy of the cont ract I asked for?
5 He w ants us to look at the draw ings are in the archives.
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8
Health and
safety
communicate health and
safety guidelines
give instructions for traffic contr
describe incidents
discuss
hurricane precautions
Health and safety guidelines
Speaking 1 Look at the final slide from a health and safety presentation.
With
a partner,
decide what topics are in the presentation.
health safety
Listening
2
Listen to the presentation. Number the illustrations in l in the order
the speaker mentions them.
3
Match 1-5 w i t h a-e. Then listen again to check.
What did the speaker say
about hazardous waste?
What is one of the most
common accidents?
What did he say about
rigging
loads?
What happened in sand last year?
What did he call protective clothing?
a) He said, 'Waste needs to be sorted
properly and dealt w i t h properly'
b) He called it PPE.
c) He
told
us not to rig
loads
unless
we're trained to do it.
d) He said it's falls.
e) He said that one person died by
being buried alive.
Vocabulary
4 Choose
the correct verb to complete the advice.
Follow / Take /
Name
the instructions.
2 Take / Give / Receive proper precautions.
3 Don t fall / Don t cut / Don t rig corners.
4 Take / Break / Remember your time.
5 Take / Use / Keep the equipment.
6 Keep / Handle / Wear your hard hat.
7 Use / Follow / Keep the recommendations.
6
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Language
Reporting instructions and advice
There are different ways to report instructions and
advice. On e way is to say exactly the s am e thing.
He
said,
'Don' t cut corners
H e said, ' Keep yo ur eyes open . '
Another way is to use told. (Note that told needs an
object.)
He told us not to cut corne rs .
H e told us t o keep our eyes open .
Note that like
say
and
tell,
so me verbs need an object
and some do not.
H e recommended that w e ...
H e
warned us
n o t t o ..
H e instructed us t o ...
H e
suggested that
w e ...
5 Complete these conversations w i t h .say,
said, tell
or
told.
1 A: P ut the cone over there.
. B: W hat di d he ?
C: He , 'Put th e cone over there.'
B: Next to the othe r cone?
C: Yes, tha t's
right.
2 A: Put out the road w orks sign.
B: W hat di d he me to do?
C: He yo u to put out the road w orks sign.
B: Where do I get a road wo rks sign from?
C: I do n't know . Go and ask hi m . He us to ask hi m if w e had
any questions.
3 A: Pick up the deb ris and pu t it in the skip .
B: W hat di d she ?
C: She , 'Pick up the deb ris and pu t it in the skip .'
B:
Why?
C: I don 't know .
Just
do as yo u'r e .
4 A: Get Tony to
check
the rigging.
B: W hat di d he ?
C: He us to get Ton y to check the rigging.
B: Sorry. Wh at did yo u ?
C: I that he us to get Ton y to
check
the rigging.
B: OK, OK, no
need
to shout
Speaking 6 Wo rk in pairs.
Read
the
advice
and report it to you r partne r. Student A: Use the
information below. Student B: Tu r n to
page
69 and follow the instructions.
Student A:
You're
an apprentice painter.
Read
the
advice
from your supervisor
about u sing electrical equipm ent. Report it to your partner.
, N
Keep wet hands away from electrical equipment and light switches.
Don't disconnec t any thing by pulling on the cab le. Pull o u t the plug.
Unplug equipment when it isn't in use.
Don't cover switches with wallpaper paste.
He told us to keep wet hands away fr om ...
7 Write some
advice
for a
piece
of equipment that you are familiar w i t h. Then
share the advice w i t h others in the class.
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Traffic control
Vocabulary 1 Look at the
illustration
from the UK Department for Transport road
safety
guidelines.
Label
it w i t h the w ords in the box.
barrier 'end of road works ' sign hazard 'keep right' sign kerb lane
'road narrows ahead' sign 'road works' sign single carriageway
Reproduced f r o m t he De pa r t m e n t o f T r a n s po r t w e b s it e : ht t p:/ / w w w . df t . g o v . uk
Listening
2
H
l
J U B
Listen to a site superv isor giving instructio ns about setting out the
site in 1. Wh at is the superviso r's
role?
3
Listen again. How long are D and T in the
illustration
in 1?
Vocabulary 4 Wo rk in pairs.
Discuss
the meaning of
these phrases.
oncoming traffic
2
face
the traffic
3 volu me of traffic
a t ape r
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Reading 5 Look at this table. Calculate the speed limit of the road in 1. Is the supervisor
correct when he says he
needs
five metres between the
cones?
Safety at street works and road works
Size and siting distance: details of signs and cones and safety
zone dimensions
Minimum and
n o r m a l
maximum
sitting distance D)
of first sign in
advance of lead-in
Minimum
clear
visibility
to first
sign
Minimum Minimum
height
Type of road
size
or
signs
mm)
of
signs
mm)
Sideways
Safety
Details
of
lead-in cone tapers
Zone Recommended lengths
5)
Width of hazar d metres)
including
Safety Zone S)
Single carriageway
Length of taper T) in metres 13 26
39
52 65 78 91
r oa d , restricted to 20 to 45 60
600 450
0.5 m
Minimum No. of cones 4
4
6 7 9 10
12
30 mph or less
Minimum No. of lamps at night 3 3
5
6 8 9
11
Single carriageway
Length of taper T) in metres 20 40 iO 80 100 120 140
r oa d , restricted to speeds of
45 to 110 60 750 450 0.5 m Minimum No. of cones 4 6
8
10 13 15 17
31 to 40 mph inclusive
Minimum No. of lamps at night
3 5
7
9
12 14
16
A ll purpose dual carriageway
Length of taper T) in metres
25 50
75
100 125 150 175
r oa d , restricted to
110 to 275 60 750 450 0.5 m Minimum No. of cones 4 7 10 13 15 18 21
40 mph or less
Minimum No. of lamps at night
3 6
9 12 14 17 20
Single carriageway
Length of taper I) in metres
25 50
75
100 125 150 175
r oa d ,
with speed limit
of 27 5
to 450
75 750 450
1.2 m Minimum
No. of
cones
4
7
10 13 15 18 21
50
mph or more
Minimum No. of lamps at night
3
6 9
12 14 17 20
A ll purpose dual carriageway
Length of taper T) in metres
32 64
96 128
160 192 224
r oa d ,
with speed limit
of
72 5 to 1600 105
1200 750
1.2 m Minimum
No. of
cones
5 9
12
16 19 23 26
50 mph or more
Minimum
No. of
lamps
at
night 4 8 11 15 18 22 25
Speed limit mph) 30 or less 40 50 60 70
Minimum longways
c l e a r a n c e
L)metres
15 30 60
100
Reproduced
from
the Department of Transport website:
ht t p:/ / w w w . df t . g o v . uk
6 Use the
illustration
in 1 and the tables in 5 to complete this table.
D
T
S L
1 Hazard width 3 metres; Single
carriageway; 50 mph speed limit
275-450m 75m 1.2m 30m
2 Hazard width 2 metres; Dual
carriageway; 30 mph speed limit
3 Hazard width 5 metres; Dual
carriageway; 50 mph speed limit
Language
Giving instructions
In spoken English we can use
nee
to
give instructions.
We need more width /This needs to be wider
The spacing between the cones needs to be increased/bigger
This needs to be 12 metres long and 3 metres wide
The sideways/longways clearance needs to be at
least
We need a t least 12 metres clearance here
Speaking 7 Work in pairs.
Discuss
how to set out a site if the works are in the centre of the
road.
Draw a sketch.
8
What do you know about traffic control and site
safety
regulations in your country?
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Incidents
Speaking
Listening
1
Many people get injured on con str uct ion
sites
every year. With a partner,
brainstorm some
common injuries.
2
Listen to six conv ersatio ns about acciden ts. Match
these
illustrations
w i t h the conv ersations .
whi te f inger
synd rome = a l so
kn own a s Hand
Arm V ib ra t i on
S ynd r ome (HAVS )
> l so
nd
3 Complete these
conversations
w i t h
the w ords in the box. Listen
again
to
check,
back ear finger foot hands knee wrist
1 A: A friend of mine had w hite
syndrome from using
vibrating
po w er too ls. He lost all feeling in his
B: Sounds painful.
2 A: I had an accid ent last year. I tr ip pe d over a
cable
an d fell. I put out my
arm to sto p myself and broke my .
B:
Ouch.
I bet that
hurt.
3 A: I saw an accide nt th is mo rni ng . One of the laboure rs dro pp ed a load of
bricks on his . He w as only w earing
sandals,
not safety
boots, w hich didn't help.
B:
What?
I'll
speak
to the
manager.
Everyone
needs
boots.
4 A: injuries are ve ry com mo n.
People lift
things w hich are
too
heavy.
B: Straight back, bend the knees.
That's
w hat I alw ays say.
5 A: One of the drive rs w as hit by a tru ck. He w asn't w earing his hi-vis vest
and the other driver didn't see him. The bumper hit his leg just below
his and fracture d it .
B: I bet he wears his vest from now o n.
6 A:
People
don 't use pro tect ion and then
damage
their
hearing. It's a gradual process, so they're not aw are of w hat's happening.
B:
Pardon?
What did you
say?
6
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Vocabulary 4 Read the conversations in 3 again. Underline the PPE (Personal Protective
Equipment) items.
Speaking 5 Work in pairs. Discuss the precautions you need to take to prevent the injuries
in 3.
Language
Past simple and past continuous
We use the
past imple
to report what happened.
/ ripped over a cable.
1 broke my wrist
The driver
didnt see
him.
We use the
past continuous
to describe an action in
progress.
He was wearing sandals.
He wasnt wearing his vest
Past simple and past continuous
1
was talking
to the site manager when the fire
started.
He was waiting for the lumber delivery when the
accident happened.
6
Complete
these sentences
w i th the correct past
form
of the verbs in brackets.
We were thinking about going home when the cement .
(arrive)
2 We the column when the telephone rang, (pour)
3 I was having a cup of tea when
that
the winch was on fire.
(notice)
4 She the newspaper when the client came through the
gate.
(read)
5 He the scaffolding when it suddenly .
(climb; collapse)
7
Match conversations 1-7 w i t h a-g. Underline the examples of the past simple
and past continuous.
Where did you go yesterday?
a
) He was lifting a load when one of
2 Where were they the slings snapped.
wo r ki n g yesterday
9 D
) I went to the hospit al. I had to see
3 What did you do last week?
t h e
doctor.
4 How did he burn his hand?
c
) Just before our lunch break.
5 What was she doing on
site?
d
) They were w o r ki n g on the bridge
6 What happened? refurbishment on the other site.
7 When did the accident happen?
e
) She was visiting the apprentices.
f) I had a busy week. I worked on the
new site plans.
g) He was
wo r ki n g
w i t h the welders.
He forgot the metal was hot.
Speaking 8 Work in pairs. Take turns to ask about an injury and explain how it happened.
A: How did you break your arm?
B: I was walking along the road when I tripped over
some
debris.
A:
Debris? What debris?
B: The skip was overflowing. There was debris everywhere.
Health and safety
8
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Focus on a project:
Hurricane preparations, Florida, USA
Speaking
Imagine
y ou w o r k on a construction site and
receive
a w arning of bad w eather:
high winds and
possible
flooding. Work in pairs and
list
the preparations you
need
to
make.
Reading
2
Hurricanes are com mon in Florida, USA. The Florida
Home
Builders
Association
gives
hurricane preparation tips to construction
sites. Read
this extract
from
their guidelines
and add to or
change
y our
list
in
1.
Hurricane preparation tips for construction sites
Loc al eme rgen cy ope rations off icials and the National W ea ther S ervice wil l
provide hurricane landfall probabilities. Approximately 60 to 48 hours before the hurricane is
exp ec ted to make landfall, cons ide r canc ellin g the delivery of buildin g materials to all jo b sites
except any materials needed to secure the building site from storm damage.
While contractors generally don't want to stop or delay construction activities, the 48- to
24-hour window before landfall is the suggested time to stop all construction activity. It's
important to note that most local building departments generally stop field inspections, except
for those related to pouring columns, tie beams, wet decks, floors and similar structural items,
during this time as well.
C on trac tors are enc ou rag ed to activate their hurric ane job site plan durin g this wi nd ow of time.
Notify subcontractors to help secure the building site. Helpful hints for site protection include:
• S ec ure all jo b site s, givin g priority attention to
those loca ted in the most populated a re as . . . ; -^^
• C lea n up all co ns tructio n deb ris.
• Tie or ban d toge ther all loos e ply wo od and lumber.
S ec ure other loose building supplies.
• R emo ve permit bo ard and all job site sig nag e.
• L oc ate and turn off electricity, wa ter and gas .
A l s o , s ec ure all portable toilets. P ortable toilets can also
be anchored adjacent to L-shaped walls of the home
under construction and they can be weighted down
with concrete blocks or sand.
After the site is secure, advise subcontractors to leave
and not return until the hurricane threat has passed.
Make sure to have contact numbers for all subcontractors
sto red in a se cu re and dry plac e and that they kno w wh o
will contact them after the hurricane passes.
Speaking
3
W ork in sm all gro ups . One of yo u is a site manager and the others are
subcontractors on a construction site
near
y ou.
Site manager:
Yo u
have
just received a hurricane
wa r n i n g . Make notes
on the
preparations you
need
to
make.
Then brief
your subcontractors. Start
like this:
77iere are a lot of preparations we need to
make.
First , w e need to ...
Subcontractors:
Yo u
have
just received a hurricane wa r n i n g . The site manager
w i l l
brief
you on hurricane preparations.
Make
notes on the
questions
y o u need
t o
ask.
Then
ask him/her the questions.
When do you want us to .. .? Wh at about the .. .?
4
W ork w i t h
people from
other groups.
Compare
your hurricane preparations.
He said, W e need to remove al l signage.
She told us to check the batteries in our
mobile phones.
66
8 Health and
safety
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Review
in
column 3.
dual
a)
zone
2 length of\
b)
taper
f 0
3 safety \
c)
traffic J
iii)
4 traffic
^ - d )
carriageway-'
iv)
5 oncoming
e)
number
6
speed
0
limit
v )
7 minimum
g)
cone vi)
vii)
Vocabulary Match the expressions in columns 1 and 2. Then match them to their definitions
tw o lanes
h ow fast you are allowed to drive
the smallest amount
h ow
long the slant is on the row
of
traffic
cones
the
cars
coming towards you
an area free of traffic where
people can w o r k
a
piece
of equipment used to
c ont rol
moving cars
Language 2
Read the supervisor's instructions . Then complete the labourer's summary
w i t h told or said. Correct the four errors in the labourer's summary.
Supervisor's instructions:
Listen carefully. Here's what I want you to do. First, fix the signs properly. Use
sandbags
to prevent them falling over.
Second,
make sure the
signs
are at least
150 metres away from the ditch. We need to give drivers enough warning. Third,
keep checking the signs to make sure they haven't been knocked over by traffic.
Labourer's summary:
He (1) us lots of things. First of all , he (2) that he
wants us to use cement to stop the signs falling over. Second, he (3)
we need to put the signs at least 15 metres away from the kerb. And third, he
(4 )
us to
keep
checking the signs to make sure they're not
dirty.
Complete these sentences
w i t h
your own ideas. Sometimes more than one
w o r d
is possible.
I was walking along the road and I tripped over a . I broke my
He was rigging the.
. when one of the .
. snapped.
Luckily no one was hurt.
She was to the supervisor when the crashed
into the barrier.
He was putting out the
signs
when a car .
The hurricane started at about 6 p.m. The first thing that flew into the air
was the .
List the bad weather preparations for a construction site near you. Use the
w o r d s in the box to help you.
advise call cancel deliveries lumber portable toilet
secure signage subcontractors tie turn off
Writing 5
Look at these illustrations and w r i t e the story about what happened to the
c o n s t r u c t i o n worker.
7 k
Health and safety
8
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Partner files
Student B
3 Equipment
Fau lts Spea king exerc ise 8 page 23
Student B: Use all the w ord s in the box.
Make
up yo ur ow n explanation as to w hat
happened to the pipe.
broken leaking pipe road tyre marks unprotected
Focus on a project
4 Materials
S peaking exerc ise 4 page 34
Student B: Look at this illustration of a crash
barrier. Your partner has a different picture.
Explain the const ruc tion (inc ludin g layout and
materials) to your partner, and then draw a
sketch of your partner's construction. Discuss
w h i c h construction is better for a
race
track
like the BIC.
Guardrail
Spacer
6 Projects
Pro ject meetings S pea king exerc ise 9 page 47
Student B: You are the project manager.
You
gave
your team member a to-do
list. Phone
him/her to
check
that the
tasks have
been completed. Note dow n
th e
responses.
Start like this:
Have you written a letter to the clients
yet to explain the delays in the project?
To
dO:
w r i t e letter to client (explaining
the delays)
organise delivery of new w indow fram es
t o site
out project documentation
Order new soft w are
look, a t th e new
VJBS
update Gantt chart
Fo cu s on a projec t Spea king exerc ise 5 page 50
Student B: Prepare a short talk about the companies involved in the Wroclaw-
Katow ice moto rw ay project. Explain w hat companies are involved and w hat their
responsibilities are. Be prepared to answer your partner's questions.
Alternatively,
talk about the
companies
in a project you know about.
Partner files
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7 Documentation
Amendments S peaking exerc ise
6
page
55
Student
B:
Dictate this list
to
yo ur p artner.
Scale 1:50
2 Job
No: ZH/362-06
3 Section IV,
Part
B - Schedule of
drawings
4 Version:
1.0
Date: 04/27/09
Page
1
of 5
5
Pencil:
Recommended
H/2H
or use HB
8 Health and safety
Health
and
safety guidelines S peaking exerc ise
6
page
61
Student B:
You're
a labourer. Read the
advice
from your supervisor
about w o r k i n g
w i t h
or
near heavy
earth-moving equipment. Report it to
your partner.
Don't give hand signals unless you're trained.
Make sure the driver can see you. Don't stand
behind the vehicle.
Keep away from cables and moving parts.
Don't touch any controls
or
switches .
He told us not to give
hand
signals unless ...
Student
A
4 Materials
Focus
on a
project S peaking exerc ise
4
page
34
Student A: Look at this i llustration of a
crash
barrier.
Your
partner has a different picture.
Explain the cons truction (includ ing layout
and materials) to your partner, and t h en d r a w
a sketch of your partner's con struc tion. Discuss
w h i c h co ns t r u ct io n
is
better for
a
race
track
like
the BIC.
6
Projects
Focus
on a
project S peaking exerc ise
5
page
50
Student
A:
Prepare
a
s h o r t talk about
the scope of
the Wroclaw -Katow ice
m o t o r w a y projec t . Explain exactly w hat
w o r k needs to be
done
and
in w hat order.
Be prepared
to
answ er you r partner's question s.
Alternatively,
talk about
the scope of a
construction project you know about.
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Audio script
Unit 1 Teamwork
[ M
M:
S:
= Martin S =
Sandra
A = Ahmed]
So ... how can I help
you?
M
M
S:
M:
A:
M
Well,
we'd like
some
background information
about the project...
OK, I can ask my assistant to send you
some
details. We sent out a
press release
a couple of
weeks ago.
Yes, we
have
a copy of that, thank you. We're
interested in finding out more information
about the people working here. How many
w o r k e r s
do you
have
on
site?
What do they
do? Where are they from? Are they all local
people?
Oh, that
depends
on what's happening. As you
can imagine, this is quite a complex business,
so we
have
different subcontractors and
suppliers coming in and out all the time.
OK.
But,
to answer your question, I'd say we
usually
have
about 100 people on site. And
they're mostly from this area.
And you're in
charge
of the
site?
Well,
yes, my company - actually, my father's
company - is the general contractor for the
project.
We co-ordinate all the subcontractors
and make sure things stay on
schedule
and
stay
w ith in
budget. I report to the project
manager,
Sabina
Tom.
see. And your father is
Kasper Karp?
Yes, that's
right.
Sometimes, on bigger
projects, we w o r k in a consortium w i t h other
contractors and companies.
Could you
tell
us something
about...?
Excuse
me, I've just
seen
Mr Lang. He's
wa lki n g
through the gate. He represents the
client, and I
have
a meeting w i t h him and Anna
Black in a few minutes' time ...
Anna Black?
Anna works for the cement supplier, DKI
Cement.
They're supplying all the cement
fo r
the project. Just a moment,
please.
My
assistant, Robert
Lane,
w i l l answer any further
questions you have.
S and A: Thank you.
A:
M
S:
M
S:
M:
My role is to make sure that all the project
managers
have
the support they need for
materials and equipment. We
have
a fleet of
vehicles which the project
managers
and site
managers
use, and I
also
liaise
w i t h
many
different
suppliers.
There are only five people in my department,
t w o
lawyers and three assistants. We handle
al l
the contracts and claims.
My department works
w i t h
all the other
departments. The project
managers w o r k
for
me, but the people in the project
teams come
from
the other departments.
These
teams
change
as the project goes through different
phases.
Our main role is to w o rk w i t h the clients and
o u r
management to plan the projects and work
out
costs.
We
also
help to look for new clients.
Our main task is to look after all the income
and outgoings in the company. So we send out
the bills to our clients and pay the suppliers.
We are the technical department. We do the
maths and make sure that things
w o r k
the way
they should. We
w o r k
a lot
w i t h
Operations
and
also Business
Development.
We help to
recruit
new staff and deal wi t h
training
and development. We are
also
responsible for paying
expenses
and paying
wages
and salaries.
A: So, let me go over
some
general points.
B: OK.
A: So, we start
w o rk
every morning between
seven
and nine. You must be in by nine,
OK?
B: Yes, that's fine.
A: Now then ... Your office is being
renovated, so for the
first
couple of weeks
you'll
be in the site managers' office. They
have
a spare desk. You'll be able to move
in to your office w i t h the other engineers
at the beginning of
April .
It's open-plan
and very nice. There are new
desks,
new
computers,... even new plants.
B:
Great.
Any idea what CAD software we
use?
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A: No, sorry. You'll
have
to ask
Jozef.
He's
responsible for IT. He'll give you your
password, make sure you
have
all the
right software, that sort of thing.
B: OK. It's very different to university.
A: Yes, I'm sure it is. OK. I
think
that's about
it .
Any other questions?
B: Yes, could you tell me about parking? Do I
need a pass or anything?
A: Yes, yes, you do.
Speak
to
Roza.
She'll fix
that
for you.
B: OK, thank you.
2 A: Let's see. I normally
w o rk
around 40
hours a week.
B: What time do you start work?
A: Every day is different. It depends on
what's happening on the site. There's
quite
a lot of overtime, especially in the
summer.
B: How did you get
into
this job?
A: I started as a clerk in an office. I
didn't
like
that.
I wanted an outdoor job. So when I
was twenty, I got a job as a labourer on
co ns t r u ct io n
sites. After a year I got onto
an apprenticeship programme. That took
three
years. I was sponsored by a local
contractor.
I spent twenty years
wo r ki n g
on
large projects like hospitals,
schools
and factories. It's a hard physical job. I
also have to bend a lot and
lift
things.
And I spend a lot of time on my knees.
usually wear kneepads to protect my
knees. A lot of the
w o rk
is outside, so bad
weather sometimes stops us
w o r kin g .
B: Where do you
w o rk
now?
A: I'm self-employed now. I have two
assistants and we do small jobs like
d r ivew a ys , pavements, that
kind
of
thing.
3
A: I really do three things in my job. I
measure dimensions of buildings. I
w o r k
ou t
where boundaries are, in other words
where one property
ends
and another
begins. And I look at the land and record
details of topographic features like hills
and slopes. I
have
an office, but I spend
most of my time outdoors.
B: Do you use any special equipment?
A: I use GPS, which tells me my exact
location.
And of course I use a
total
station.
I often use GIS applications,
w h i c h
help me
analyse
my data.
B: Sorry, what's
GIS?
A: GIS stands for Geographic Information
Systems.
A: How did you get into this job?
was good at maths at school, especially
algebra and
trigon om e try .
I
liked
computers and software. And I wanted
a job outdoors. I had a summer job on a
co ns t r u ct io n site when I was a teenager,
and I looked at all the different jobs. This
one looked good.
Unit 2 Design
Right, so let's look at the floor plan. As you can
see, the
house
is 28 foot long and 20 foot wide.
This
gives
a
total
area of 560 square feet. The
main room, w i th the kitchen, is 16 by 20 foot. The
bedroom is 12 by 14 foot. And the bathroom is 6 by
14 foot. Note that all
these
dimensions are
w i t h i n
a
tolerance of plus or minus one inch. The rooms are
standard height, 8 feet. The doors are all the
same
-
2 foot 8, or 32 inches wide, and 6 foot 8 high,
no t
including the frames.
Please
note that
these
drawings are not to
scale,
so the dimensions are
fo r
guidance only.
First
we look at various documents, such as
preliminary
specifications, drawings,
utility
requirements
and so on - anything which can
give us relevant information. We then calculate
our initial estimate. As the design moves on into
specific details - for example, floor plans, fittings,
- we get more accurate. This means we include
cost of labour, materials and plant, subcontractor
quotes, and overheads - that's things like
legal
fees,
building permits, on site temporary
c o n s t r u c t i o n , transport and so on. We even allow
fo r stoppages due to weather. For example, if
it snows, we can't
w o r k
on roofs. And then we
add the
profit
we expect. Finally, we produce an
estimate that can be sent to you, the client. This is
the bid price.
[ A =
Fareed Ali B = Giovanni
Martini]
A: Fareed Ali.
B:
Martini
Pools, Giovanni
Martini
speaking. You
sent us an email?
A: Ah, yes, Mr
M art i ni .
I'd like to
build
a
s w i m m i n g
pool, an outdoor pool, in my garden
here in Cairo. How much
w i l l
it
cost?
B: Can I just ask you a couple of questions? First
of
all, what
size
of swimming pool would you
like?
About 20 by 10.
Is that metres?
Yes.
So ... a rectangle? No curves?
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A: Yes, exactly.
B: And what about depth?
A: Say, two metres at the
deep
end and then a
slope to the shallow end,
w i t h
three
steps
at
the shallow end.
B: No problem.
Have
you thought about the type
of
swimming pool? Gunite, which is very long
lasting,
is more expensive than, say, fibreglass
or vin yl .
Or maybe you want an above-ground
pool?
A: What's gunite?
B: A type of concrete.
A: OK, yes, that
sounds
great.
B: OK, you'll
also
need to
think
about tiles and
coping. Coping is what we
have
on the
edge
of
the pool. There are a lot of options: stone,
poure d concrete, precast concrete, tiles, ...
A: Of course.
B: Well, the price
w i l l
depend on which you
choose.
And then there are things like
p lu mbi n g
and electrical equipment to
install.
A: Can you explain?
B: Well, you'll need to
think
about pumps and
filtration systems
and so on.
A:
I
see.
B: Can you
tell
me something about the location?
Excavation
costs
depend on the type of
ground.
A: We're on the
edge
of the city. There is desert
behind us. So it's mostly stone and sand
wi t h
one or two trees to remove.
B: OK. Is it flat?
A: No, we're on a
hill.
B: OK.
A: One last question. How long
w i l l
it
take?
B: Around two to three months,
once
we
have
a
building
permit. Again it
depends
on exactly
w h a t you want.
A: Yes, I understand.
B: OK,
w e l l ,
I
have
an idea of what you'd like now,
but
need to see the site and
discuss
a few
more details w i t h you. Can I visit
some
time?
A:
Can't
you just send me an estimate?
B: Well, not really. To do this I need to
have
more
i nformat i on.
I can only give you a very rough
estimate. Very rough.
A: That's OK. So ... how
much?
B: Can
call you back in ten minutes? I need to
do
some
calculations.
A: Yes, that's fine. Thank you.
Goodbye.
B: Bye.
0 8
[A
=
Magda
B = Habib]
A: We need to make
some
modifications to the
original
plans.
B: What? Why?
A: The new client. He wants us to make
some
changes.
B: OK. So
tell
me ... what
changes?
A: Well, first he wants to
build
a floor-to-ceiling
aquarium here, on the
right.
That
means
strengthening the floor.
B: OK. How about if I do
some
calculations and
get back to you on that?
A: Yes, I'm OK
w i t h
that. Thank you.
Now, the lighting ...
B: What about the lighting?
A: He wants more natural lighting. Do you
have
any thoughts?
B: I know, why don't we remove
these
dividing
walls?
A: Yes, good idea. He
also
wants more
space,
a
more open-plan design, so that fits in nicely.
What do you think?
B: Well, they are only
partition
walls. But
we'll
need to run the workstation cabling through
the floor.
Maybe
we need to raise the floor?
A: Yes, that's a good point. I'll
speak
to him again
about this. Next thing ... He wants better
insulation.
He thinks it's too noisy. Can you
speak
to Ahmed about that?
B:
Sure.
A: OK, now the joinery.
B: What about the joinery?
A: Well, the doors and windows stay the
same,
but
he wants us to use FSC timber. It's more
environmentally
friendly.
B: OK. How about if I
speak
to the joiners and see
w h a t
they recommend?
A: OK. And we need to
change
the paint.
B: What about the paint?
A: He wants us to use natural paints. No VOCs.
B: Yes, that
makes sense.
But isn't that more
expensive?
A: Yes, he knows. He's OK w i t h that.
B: OK. I'll organise that.
A: And finally the air conditioning. He wants us
to think
about different systems,
systems
that
are more energy-efficient if possible.
B: OK. I'll
speak
to the HVAC people.
A: There's no need. I'm
seeing
them later today.
I'll
speak
to them.
B: Thank you.
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Unit 3 Equipment
<5»9
This m achine is for driv ing piles into the soil.
2 This machine has a bucket w hic h is used to
scoop soil out of the ground.
3 This mach ine can
lift heavy loads
high in the
air.
4 You use this machine to move large amou nts of
earth.
5 This machine makes electricity from petrol .
6 This mach ine is used for transporting
concrete to high parts of a construction site.
7 This mach ine is
used
to transport people to
high parts of a construction site.
3 H
A: Hi, Kar l. You asked about the backhoe.
A couple of thing s. One of the mirr ors is
cracked.
B: I tho ugh t it got fixed. Can yo u put it on the
checklist?
A: Yes, I've already done that . An d one of the
belts was loose. I tight ened it.
B: OK.
Let's keep
an eye on that. Anything
else?
A: W ell, the
first
aid kit is mis sing .. . and th e fire
extinguisher, too.
B: What, again?
That's
the
third
time this month
I'll speak to the security people.
A: And there's a pro blem w i t h the hydraulics.
Can you come an d have a look?
B: Oh? W hat's up?
A: Look at th is.
B: Yes, that's too mu ch oil. Did yo u check the
reservoir?
A: Yes, it's nearly emp ty.
B: OK.
Let's have
a look . . . Got a torch
handy?
A: Yes, jus t a second . . . Here you are.
B: Ah , I see the pro blem .
A: W hat is it?
B: The hose is
damaged
here. Just behind the
tank. Can you see?
A: Yes, I missed that , so rry .
Shall
I call
Moham m e d,
then?
B: No,
Mohammed's
off sick today. But Farid
should be around somewhere.
A: OK. I'll give hi m a ca ll.
B: Tell Farid it's urg ent. We
need
the backhoe t o
dig those
trenches.
A: Yes, OK. I'm on it now .
11
[A = Superv isor B = John C = Sandra]
A: OK, liste n up . We need to sort out the office
trailer. It's a bit of a mess. Here's w hat I w an t
you to do. First of all, the roof is leaking. John,
can you look at that?
B:
Sure,
no pr ob lem . I'll fix it this aft erno on, OK?
A: Yes, that's fine, tha nks . Secondly, one of the
steps
is broken. It
needs
w e l d in g .
Sandra?
C: OK. I'll do tha t
right
aw ay. It sh ou ld take me an
hour,
tops.
A: Good. Can you look at the jack as w e l l , please?
It looks like it needs some grease. It's a tw o-
minute job .
C:
Sure.
A: Next, the electrics . Some of the w i ri ng is
damaged,
so there are no lights. And I don't
t h i nk
th e air cond itio ning is w orkin g either. I'll
ask the
HVAC
people to
have
a look at those.
Leave that w i t h m e. And finally, the door. The
lock is broken and needs replacing. And one of
the
hinges needs
replacing, too. John, can you
do
those
after the roof?
B: Just to clarify - is it just the lock that needs
replacing or the handle and key plate as well?
A: Just the lock.
There's
a broken key in it. It's a
mortise lock.
B: OK, no pro ble m.
A: Great. Thanks, ever yone . Any mo re
questions ...?
*» 12
I can't get th e genny to sta rt. The engine is
turning
over, so the battery must be all
right.
2
There's
a problem
w i t h
th e JCB. The
te m pe rature
gauge
is show ing red.
3 Listen to the bulldozer. The engine is misfiring.
A ny ideas w hat it cou ld be?
4 Have y o u
seen
the mechanic? The gauge is
sho w ing low pressu re, bu t the oil reservo ir is
full.
5 Can yo u look at the crane, please? It's
completely dead. There are no lights, nothing.
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Unit
4 Materials
>13
There are basically two types of driveway. You
can
have
a
firm
surface, like stones or concrete
or
asphalt, and you can
have
a loose surface of
aggregate, like gravel or crushed stone. Each type
needs layers of different materials underneath the
surface layer, and the materials you use for
these
layers
have
different properties. So, for example,
if you want paving stones, you need a bedding
layer underneath, which is normally coarse sand
or grit.
If the sand is too fine, the bedding layer
w i l l be too soft. Under that you may have a base
layer, and underneath that you may have another
layer, called a sub-base. This sub-base needs to
be strong enough to take the weight of vehicles,
like family cars. If this sub-base is too weak, the
driveway w i l l subside, or sink.
These
two layers
w i l l
be aggregates of different
sizes.
The larger
aggregates are at the bottom. The sub-base sits
on
the sub-grade, in other words on the existing
ground. On the outside you
have
edgings. The
edgings are often stone or concrete.
Some
edgings,
like in children's playgrounds, can be elastic. On
driveways, the edgings need to be strong enough
to
hold the paving together. And they need to be
tough. Brittle
edgings
are no good - they break or
chip easily. Edgings also need to look attractive. So
it's important to think about things like colour and
f inish,
otherwise the finished driveway may look
unattractive. You also need to take texture into
account. Will the texture be rough or
smooth?
And then you could also ...
<8H
When you put down asphalt, you
have
to think
about its properties. The
first
is the pen value, or
penetration value, which tells you how hard or
soft the asphalt is. The pen value depends on the
climate and the local temperatures. If the asphalt
is too hard, it w i l l crack. If it's too soft, it will
d is to r t , or change shape. The
second
property
is cutback, which has to do
w i t h
how fast the
asphalt cures, in other words, how quickly it
reaches maximum strength and hardness. Again,
this w i l l
change depending on local conditions.
Another property is porosity, or how much
water
the asphalt lets through. And then there's
noise reduction and reflection. Both of
these
are
i mp ort ant
on motorways, but not so important
on
driveways. Motorways need to be as quiet as
possible, particularly in built-up areas. And they
mustn't produce glare which can affect a driver's
eyes. The dark surface of the asphalt absorbs light
and
reduces
reflection. W i t h an asphalt surface
you don't have a bedding layer, but you do have a
binding layer, which holds everything together.
>
15
1
[A
= Site Manager, of Harrogate Solutions
B = Abdulla, of Kawasoki Construction]
A: Harrogate Solutions. How can I help
you?
B: Hi. My name is Abdulla. I'm calling about an
order. There are a few problems
w i t h
it.
A: Do you
have
the order number?
B: Yes, yes of course. It's
J2356-G.
A: Just one moment, please. Can I just confirm
your company name, please?
B: Yes, it's Kawasoki Construction.
A: Thank you. Yes, three
packages
of electrical
supplies. It seems that the
packages
were
dispatched at nine this morning. Just one
moment. I'll call up the delivery note. Yes, it
was signed for by a Mr Malik Zahid.
At
10:05.
B: Malik
Zahid?
We don't
have
anyone of that
name on our site. What was the delivery
address?
A: 34 Bridge Street.
B: Ah, that's the problem. That's not our site.
That's a couple of blocks down. It's the same
street but we're at number 12.
A: Oh, I'm sorry about that. I'll sort out a new
delivery straight away. It should be
wi t h
you tomorrow.
B: Wait... there's no need. I'll send someone
d o w n to see Mr Zahid. It'll be quicker. I'll call
again if I
have
any problems .. .
2
[A = Lopez B = Christina Dudek]
A:
Hello?
B:
Just
one moment,
please.
Sorry about that.
OK, go ahead.
A: Ah, good. Thank you. My name's Lopez. Who
am I speaking to,
please?
B: Christina Dudek. How can I help you?
A: I'm calling about a problem
w i t h
an order. We
ordered some sand.
B: Hasn't it arrived?
A: Yes, yes, it's here. That's not the problem.
B: Is it the wrong sand?
A: No, it's the right sand. But it's the wrong
quantity.
B: What do you
mean?
A: Well, we ordered three 10 kg bags. And we
received three truckloads.
B: So are you saying that we sent you three
truckloads?
A: Yes, that's right. No, w a i t . . . now we
have
six
truckloads Three more
have
just arrived ...
B: Where is the sand now?
A: In our car park. Our security guard didn't
check
the delivery - he just signed for it .
B: Oh, no.
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A: Oh, yes. They unloaded six trucks before we
could
stop them.
B: Did you say unloaded? Oh, no ...
3
[A = Site
Manager
B = Alano Baldamero of
Sevant
Contractors]
A: Hello.
B:
Good
mo r n i n g . This is Alano Baldamero from
Sevant
Contractors.
A: Could you repeat that,
please?
I didn't
catch that.
B: This is Alano Baldamero from
Sevant
Contractors.
A: Ah, yes. Are you calling about the
beams?
B: Yes, exactly. Where are they? We're waiting
fo r
them.
A: Yes, w el l , the
driver
just called. He's stuck.
B: Sorry? What do you mean?
A: He's stuck in the mud. And he can't move, he
says.
B: OK. Where is he? I'll send someone to pull
him
out.
A: He's just off the B391, about 100 metres down
the track to your site. He said he pulled over
to
let a wide load go past and then he got
stuck.
B: Yes, I think I know the spot. We had another
delivery
stuck there this morning. Can you tell
him
w e ' l l be there in about half an hour?
A: Yes, thank you. And one more
thing
...
B: Yes?
A: Any chance you could do something about the
track? We'll be sending you more materials
tomorrow.
B: Well, it's the rain, but I take your
point.
I'll see
w h a t I can do.
A: Thanks.
Unit 5 Processes
16
Setting out is basically the process of putting what
was on the plan on to the ground. We use various
tools and techniques to do
this,
ranging from simple
pegs
and ranging poles to sophisticated electronic
equipment, depending on the job. It's all about
maths. The simplest
thing
to set out is a straight
line.
As an example, let's imagine we are setting out
a straight line for a new road. Let me explain the
process step by step. First, we make sure we have
the
plans and drawings we need. Next we get the
equipment. The simplest way to set out a straight
line
is to use three ranging poles and three plumb
lines. You also need two people, an observer and
an assistant. Let's say
that
the straight line is to
go from Point A to Point B. The observer and his
assistant place the ranging poles at points A and B.
It's important
to use the plumb lines to make sure
that
the rods are
vertical.
Next the observer stands
at Point A. The assistant places a third pole at Point
C, closer to A than to B, and moves it until the
observer is satisfied
that
it is in the correct place.
Finally,
the line is marked w i th a series of pegs, say
te n
metres apart. For longer distances more rods
can be used.
<fr 17
[A
=
Susanne
Kohl B = Peter]
A: HR.
Susanne
Kohl speaking.
B: Hi,
Susanne.
It's Peter. How's it
going?
A: Fine, thanks. Busy as ever.
B: You left me a
message
to call you . ..
A: Ah, yes.
Have
you heard the news about
Sally?
B: What news?
A:
She's
pregnant.
B: So?
A: So
you'll
need a new structural engineer for
y o u r
team.
B: Ah, yes, of course. When is she planning to
leave?
A: She said mid-July.
B: OK. Is she coming back after she has the
baby?
A: She'll decide later on. But she may take a
couple of years off.
B: We'd better think about finding a replacement
t h en . We can't cover for that long.
A: Yes. And even if she
does
come back, we need
extra people in the team, anyway. There's a lot
to
do.
B: OK, so what's the procedure?
A: Well, first of all you need to identify the key
skills
you want her replacement to have. And
then
we need to prepare, or probably just
update, the job description.
B: OK, that's easy enough.
A: Then we need to advertise,
first internally,
the n
externally.
B: OK.
A: Then it's a matter of looking at people's CVs,
producing
a
shortlist
and carrying out the
interview s.
B: That's it?
A:
Well,
w e ' l l
also
need to check references
before we make our
final
decision. And then
we inform the successful applicant and
organise the
induction.
B: OK. Look. Why don't we meet next Monday to
talk
about the key skills you mentioned?
A:
Just
a second. Let me check my
diary.
Yes, OK,
that
sounds good. Three
o'clock?
B: Perfect. See you then.
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<8H8
This is w hat we
used
to do. Every day we got
hundred s of invoices from different supp liers.
These w ent straight to the accounts department.
Let's
imagine that the invoice was for some
materials, say, a load of sand. The
first
thing they
did was match the invoice w i t h the
purchase
order (to
check
that we had ordered the sand)
and the delivery note (to check that the sand had
been
received). If the documen ts did not mat ch,
the invoice was sent
back
to the supplier. If they
did match, the
accounts
department sent the
invoice, together w i t h th e purchase order and the
delivery
note, to the project manager for approval.
Once the invoice was approved, the
accounts
depa rtme nt entered the details into the
books
and
filed
the invoices in the
accounts
payable file. The
payment was then dealt w i t h , normally by bank
transfer,
w i t h i n
30
days
of receipt of the invoice.
The invoices then w ent into the paid invoices file.
These
files w ere kept for ten years .
3H9
That's
the w ay w e
used
to do it .
Nowadays
the
system is all on computer. When the invoice
comes
in , it goes to the
accounts
department, as before.
They type the
process
order number into the
system and scan in the invoice. They also type in
the date of the payment, the invoice number and
the amount to be paid. The system then
checks
w heth er or not the invoice is for the right amount
and if it has been approved. If everything is OK,
the authorisation is given for payment to be made.
It's m uc h
easier,
much faster and there are fewer
mistakes.
Unit 6 Projects
20
Welcome
to this kick-off meeting. I just w ant t o
clarify some points about how I see this pro ject
running. First of all, I w ant to
stress
the importance
of t he project plan, w hic h is this docu ment , and
w h i c h covers al l aspects of the project. Among
other things, it outlines the scope, in other w ords
the w ork that
needs
to be done in order for the
project to be completed
successfully.
All of us
need
to be very familiar w i t h this document. In fact,
by the end of next w eek, I expect us all to know
this docume nt better than our ow n partners . The
second
document is the WBS, or Work Breakdown
Structure. This splits the w ork into smaller elements
w h i c h are
easier
to manage in terms of resources,
costs,
and so on.
Each
of you will be responsible for
y our ow n
elements
in the WBS, but it's imp orta nt
that you see the big picture, too.
21
As I see it, I'm really concerned w i t h three
issues:
cost,
in other w ords keeping to budget;
time,
or
keeping to the schedule and meeting our deadlines;
an d scope, w hi ch is, as I explained earlier, the w ork
that
needs
to be done. A
change
in one of
these
issues
affects
the other tw o. Don't get me w rong ,
know changes will happen: change is part of any
project. My main job is to continually monitor
w hat's happe ning, so that I know w here we are in
term s of the pro ject plan and so that I can fix any
problems.
&22
We
need
to get the roof finished before the
rainy
season
starts.
2
We need to get the roof finished before the
rainy season starts.
3 We
need
to get the roof finished before the
rainy
season
starts.
4
We
need
to get the roof finished before the
rainy
season
starts.
5 We need to get the roof finished before the
rainy season
starts.
» 2 3
Thank you all for coming at such short notice.
Wh at I w ant to talk about is communication. Things
are not going
w e l l .
I know t hat w e're all ver y busy,
and that w e're all members of other project teams.
also understand that we all
come
from different
companies an d
have
different ways of w ork i ng. But
w e
need
to improve our comm unication, otherw ise
w e are never going t o meet all our deadlines and
finish
this project on time.
I've
discussed
the communication problem w ith
the dir ec to rs , and w e feel there are a num ber of
things we can do to
solve
the problem. First of all,
w e
need
to
have
more meetings -
face-to-face
or
at least online.
Secondly,
we all use the intranet
already, so w e
have
decided to set up a new portal,
w h i c h
will
include project updates, documentation,
Gantt charts - that is to say project schedules
- and tools and templates. There will also be
information about team members, specialists,
previous experience and so on. We basically need
to
get to know
each
other better. And finally the
HR depa rtmen t has contacted a company w ho will
organise team-b uilding activities for us, w hich I will
tell
you about later. Again, this w i l l help us w ork
better as a team.
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3»24
[A = Client B = Consultant]
A: What about types of
contracts?
B: There are many different types of contracts.
A: What do you
mean?
B: Well, let's take the simplest contract - a lump
sum contract. In this contract the client
agrees to pay a fixed amount of money for the
finished product.
A: I see. So the client knows exactly how much
the project w i l l
cost?
B: Yes, exactly. But if there are any problems,
the contractor has to pay the extra
costs.
The
contractor is taking the risk.
A: I see. So it's good for the client?
B: Not always. A contractor might use cheap
materials to lower the
costs.
A: Ah, OK. What other types are
there?
B: Another type is a
cost
plus contract. This
means that the client pays all the costs of
the project, plus extra payment so that the
contractor makes a
profit.
A: I see. And how is the extra payment
calculated?
B: There are different ways. For example, in a
cost
plus fixed fee contract the client
covers
al l the costs, including any cost overruns, but
the contractor only
gets
a fixed fee, so there is
an incentive to finish the job quickly.
A: OK.
B: You could also have a cost plus fixed fee plus a
bonus
for work that is finished ahead of time.
Or a bonus for any savings that the contractor
makes.
And so on.
A: Yes, yes, of course.
B: And then there are turnkey projects.
A: Turnkey?
B: Turnkey means that one person, or company,
is responsible for all the work. Normally a
client
has to work
w i t h
a
designer such
as an
architect and a contractor, who is responsible
fo r the building. In a turnkey solution, the
client only has to speak to one person who
is responsible for the whole project and at
the end gives the key to the client. Nice and
simple...
Unit 7 Documentation
25
[A = Manager B = New
employee
C = Jeff, a document controller]
A: This room is, in a way, the heart of the
company. Everything
comes
into or
goes
out
from here.
B: What do you
mean?
A: Well, our company deals
w i t h
hundreds
of
documents relating to all the different
projects, you know, documents such as
correspondence, job site memos, change
orders, reports, drawings, RFI
logs,
procedures
and so on. So document control is very
im p o r ta n t . All documents come through
this room. These
people
- the document
controllers - are responsible for looking after
the documents so that they are in the
right
place
at the
right
time or can be accessed
whenever they are
needed.
Any delays
cost
money.
B: I see. Erm ... you said RFI logs?
A: Oh, yes. RFI
stands
for 'request for
in f o r m a tio n ' . It's a document that asks for
in f o r m a tio n about
specific
details in a project.
And an RFI log is a list of the RFIs.
B: Ah, yes, of course. But ... isn't it all
done
on
computer?
A: Well, yes and no. Yes, we do use computers,
of course. But no, because we
still
get a lot
of
documentation which isn't in electronic
format, so that has to be processed manually.
Of course we
scan
a lot of documentation, but
that
takes time - logging it in, giving it a serial
number, tracking it so that we know where it
is , making sure it
gets
booked out to the
right
person, making copies or backups, that sort of
thing.
B: I see.
A: But I think we'll have to
change
to a better
system soon. It's not only processing this
volume of documents that
takes
time, but
also managing all the amendments. There are
always draft versions of documents which
need to be replaced or updated. If we had a
fully
integrated system, I'm sure things would
be faster and more efficient.
B:
What's
in that room over
there?
A: Those are the archives. We have to keep
certain documents for up to three years,
according to the law. We also keep confidential
documents in there, in a safe.
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26
[A
= office worker B = employee]
A: First you have to type in a password. OK,
good, so this is a typical document. You
can see the first button on the top
left
says
Details. That's the document serial number
and document type - a drawing, a memo, an
agenda
or whatever. And the next button is
the Status. If you click on Status, you get two
options -
draft
or
final.
B: Yes. OK.
A: And next to it is the Confidentiality level
b u t t o n .
We have three levels:
restricted
documents can only be
seen
by certain
people,
internal
documents are for our use
only and open documents, which anyone can
see.
B: Uh-huh, all
right.
A: Moving
across,
you can see the Originator
b u t t o n ,
which is normally
someone's name
-
b u t
it could
also
be a department - and their
contact telephone number and email address.
Then there's the Document history
b u tto n ,
which is a list of the different versions of
the documents, together w i t h
dates
and the
people involved.
B: OK.
A: And if you click this
b u t t o n ,
you get the
Document output menu. We can set different
possibilities, for example, 'only allow online
viewing',
or 'transfer files', or 'print' . And for
special documents, like big drawings, we can
click
here and that
sends
the drawings straight
to
the
printer.
B: I see.
3>27
[A = Thomas B = Vince]
A: Hi Vince. It's Thomas.
B: Thomas. What's up?
A: I just received
some
changes to
some
of the
drawings. I thought I'd phone and tell you.
B:
Can't
you just send them?
A: Yes, but they wouldn't get to you before this
afternoon.
And you're already
w o r k i n g
on the
foundations, aren't
you?
B: The foundations? They want changes to the
foundations?
A: Only minor amendments, don't
w o r r y.
B: I hope so. OK. I'll just get the drawings. Which
ones
do I need?
A: The drawing number is GF/400/013. Well, it
says
013, but it should be 003. Foundations -
warehouse, the
t hi r d
row on the
schedule
of
drawings.
You need the general notes for that.
B: OK. Hang on a second. OK, got them. 003, not
013. OK. What are the other changes?
A: You see note 2, load bearing walls? The
specs
have been modified.
B: Note 2. Load bearing walls. Got it.
A: It should read 250 mm thick, not 200.
B: OK. 250, not 200. Anything else?
A: Yes. Note 3, Roman numeral 2. They
think
that
the blinding ratios should be 1 to 3 to 6, not to
5.
B: OK, 1 to 3 to 6. And they call
these
minor
changes, huh?
A: The next one is minor. Very minor. You see the
abbreviation in note 6? There's a typo.
B:
Yeah,
yeah. It should read BS, not GS. No
problem. Anything else?
A: The semi-colon at the end of note 6 should be
a full stop.
B: Yes, yes, OK.
A: And you see the plumbing? Bottom right-hand
corner?
B: Yes.
A: There's nothing wrong w i t h it . You'll get the
revised drawings this afternoon.
B: OK. Thanks, Thomas. And it's a good thing
you called. We were just starting to mix the
cement.
A: I
saved
you a bit of time, then.
B: Yes. Right, gotta go. I need to sort this out
asap.
* 2 8
[A = Alexandra Puccini, M i ni s t ry of Public Works
B = Mustafa Mohammed Al Najashi
C = Hamish Campbell, head of department at
M i ni s t ry of Public Works]
A:
M i ni s t ry
of Public Works. Alexandra Puccini
speaking.
B: Hello? Is that the M i ni s t ry of Public Works?
A: Yes, that's
right.
How can I help
you?
B: I'd like to speak to somebody about a tender
we'd
like to submit.
A: One moment, please. I'll put you through to
Hamish Campbell.
B: Thank you.
C: Hello. Hamish Campbell speaking.
B: Hello, Mr Kandell. My
name
is Mustafa
Mohammed Al Najashi. I'd like to
speak
to
someone
about a tender.
C: The
name's
Campbell, not Kandell.
B: Oh, I'm sorry, Mr Campbell.
C: No problem. A tender? Do you
have
a project
number?
B: Yes, it's KZH 897.
C: KZH
897?
One moment, please. Ah, yes. It's to
do w i t h the tunnel refurbishment on Highway
36.
B: Yes, that's
right.
C: How can I help
you?
B: It's about an email which I sent you on the
27th
of May, confirming that my company
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w o u l d like to bid for the project and asking
for more i nformat i on. But I haven't received
anything.
And I believe the submission date is
next week.
C: What did you say your
name was?
B: Mustafa Mohammed Al Najashi.
C: Ah, yes, yes. Mr Al Najashi. Is it your company
which
is doing the bridge refurbishment on
the
same
highway?
B: Yes, that's
right.
C: Yes, yes,
remember. Ah, I've found it now.
We sent you a reply asking for your postal
address, but I'm afraid the email bounced.
B:
Bounced?
C: Yes. The
address
is unknown.
B: Ah,
w a it
a minute. What email
address
did you
send it to?
B: Ah, no, no. That email
address
is no good. It's
been changed. I'm sorry. My new
address
is
C: I see. No problem. You're
still
in time if you'd
like
to submit a tender.
B: Thank you. Will you send me the necessary
information?
C: Yes, but I do need your postal
address
first. I'd
like to send you the information pack, but it's
not
available in digital format. Snail
mail ,
I'm
afraid.
B: Of course. It's ... erm ... are you
ready?
Unit
8 Health and safety
<j»29
So, to recap, here are the five most important
things I have covered in today's talk. First of
all, hazardous waste.
Waste
needs
to be sorted
properly and dealt w i t h properly. Just follow the
instructions
and take proper precautions. Next,
falls,
which is one of the most common
causes
of
accidents. People
fall
off scaffolding, off ladders,
off
roofs. Don't climb on things which aren't fixed
properly.
And don't cut corners.
Take
your time.
Don't forget, height can kill. T h i r d , cranes and
loads, which are just as dangerous.
People
either
fall
off things or things
fall
on them.
Keep
your eyes
open. And remember, don't rig loads unless you
are trained to do it. Next, watch out when trucks
are loading or unloading. As I said, last year three
people on sites near here died by being buried
alive.
One of them was buried in sand just like
this.
And finally, PPE: Personal Protective Equipment.
We give you this equipment
because
it helps to
keep
you
safe.
Remember: use the equipment.
Wear your hard hat. Follow the recommendations.
Any questions?
<S
»30
Right, listen up. Here's what's going to happen.
We're going to park the vehicle just in front of the
w o r k
area, to give us protection
from
oncoming
traffic.
Bob, I want you and Ali to put out the signs.
Put out the
'keep
right' signs first, and then the
'road
narrows' signs, and lastly the 'road works'
signs. Make sure the 'road works' sign is at least
50 metres away
from
the end of the taper. That's
the wide end, not the narrow end. Do our side of
the road first and then the other side, OK?
Good.
The rest of you
w i l l
put out the
cones.
I'll stay in
the middle and do the barrier. We need at least 5
metres between the cones, and the taper
needs
to
be around 25 metres long. Start
from
the kerb and
face the traffic as you
w o r k .
The volume of traffic
here isn't very high, but it's better to be safe. And
don't forget to
keep
the safety
zone
clear. Any
questions about that?
» 3 1
1
A: A
friend
of mine had white finger
syndrome
from
using
vibrating
power
tools.
He lost all feeling in his hands.
B:
Sounds
painful.
2 A: I had an accident last year. I
tr ip p ed
over
a
cable
and fell. I put out my arm to stop
myself and broke my w r i s t .
B: Ouch. I bet that
hurt.
3 A: I saw an accident this morning. One of the
labourers dropped a load of bricks on his
foot.
He was only wearing sandals, not
safety boots, which
d id n 't
help.
B: What? I'll
speak
to the manager. Everyone
needs
boots.
4
A:
Back
injuries are very common.
People lift
things which are too heavy.
B: Straight back, bend the knees. That's
what I always say.
5
A: One of the drivers was hit by a truck.
He wasn't wearing his hi-vis vest and
the other driver
d id n 't
see him. The
bumper hit his leg just below his knee and
fractured
it.
B: I bet he wears his vest
from
now on.
6
A:
People
don't use ear protection and
then damage
their hearing. It's a gradual
process, so they're not aware of what's
happening.
B:
Pardon?
What did you
say?
Audio script
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