5 On site

The vocabulary focus is on buildings and structures

Briefing on construction sites, as well as rooms found in a
typical building on the site (see 6 and 7 on page 39).
This unit focuses on the present simple and the
present continuous. These two forms have already Weather on site
been introduced in previous units. Here the aim is to
consolidate and compare them. The unit also looks This section focuses on describing different types of
at ways of following, asking for and giving weather. Adjectives and nouns to talk about weather
directions using a map and a ground plan. Types of are introduced, including sunny, cloudy, windy,
weather are then introduced, focusing on extreme snow, rain and lightning. The Reading section on
weather and problems it could cause on a page 40 includes examples of problems caused by
construction site. Finally, the topic of food and drink extreme weather on construction sites: injuries such
is presented in a conversation about what people are as dehydration (when someone becomes ill because
having for lunch, providing practice in talking about it is very hot and they have lost a lot of water in
lunchtime food and drink. their body) and sunburn (damage to the skin caused
by too much sun), as well as problems caused by
On-site subcontractors wet weather, mud and strong winds.
This section presents ways to describe what work The Language section focuses on giving reasons
colleagues and students themselves do in their jobs using because of.
and what they are doing at the moment. It also looks
at expressions for asking where someone is, such as Food
Excuse me, I’m looking for ... . Vocabulary to
This section introduces vocabulary for food and
describe tasks is introduced, including a number of
drink (see 1 on page 42). In the UK, builders on a
verb–noun collocations: test (electrical) systems,
construction site often bring their own packed
maintain a crane (keep a crane in a good condition),
lunch, prepared at home, or they might go to a local
erect scaffolding (put the scaffolding together in an
café for lunch. Some of the conversations students
upright position), co-ordinate specifications
listen to in this section are about workers’ packed
(organise the requirements of the design), install
lunches. Several questions are introduced, including
(drainage/roofing) systems (put pieces of
What have you got? What are you drinking/
equipment in place and connect them),
eating? What’s in the flask? Would you like some?
check/design buildings, lift equipment.
Students practise using the present simple and
The Language section focuses on the present simple present continuous to talk about what they usually
to talk about things in general and the present have for lunch and what they are having today.
continuous to talk about things that are happening
now, with verbs such as drink, plan, visit, train Further reading
(teach), look for, collect. Use the following keywords to search the internet
for websites which give more in-depth information
Directions about the topics covered in this unit: construction
work, weather forecasts for the construction
The focus of this section is on giving directions
industry, extreme weather, extreme weather +
using the imperative. Practice is provided in
construction, food and drink.
following directions on a map. Useful phrases for
asking for and giving directions are introduced,
including phrases with the imperative (see 2 and 3
on page 38). Vocabulary for places in a town is
presented on a map. It includes: tunnel,
roundabout, railway bridge and hospital. Further
practice is provided in giving directions using the
site map of a construction site and the floor plans of
a building.

On site 5 35

Teacher’s notes
Warm-up
1 With books closed, revise jobs. Put students in
small groups. Give them three to four minutes to
brainstorm all the jobs they know. Tell them to
appoint one person in the group to make a list of
the jobs they mention. Then find out which
group has the most jobs and ask one person
from that group to read out their list. Ask other
students in the class to add any other jobs that
were not mentioned.
2 With books closed, revise/pre-teach the verbs in
the table in 1. Write the following on the board
and ask students to complete the verbs to do
with everyday jobs on a construction site:
1 ch_ck buildings
2 Ask students to match 1–7 to a–g to make seven
2 d_s_gn office blocks
3 _r_ct scaffolding
4 _nst_ll wall insulation
5 l_ft heavy equipment
6 m_ _ nt_ _ n cranes
(Answers: check, design, install, erect, lift,
maintain)
On-site subcontractors
Listening
1 ► 28 Ask students to look at the photos. Tell
them that they are going to listen to these five
people talking about their jobs. Draw their
attention to the list of tasks in the first column of
the table and explain that as they listen, they
should tick the things that these people do in
their jobs. Answer any vocabulary queries
students might have, then play the recording.
Allow students to compare answers in pairs
before you check with the class.
You could ask students to look at the audio
script for track 28 on page 75 and to underline
all the verbs.
1 building inspector: test electrical systems,
check buildings
2 roofer: erect scaffolding, install roofing
systems
3 architect: co-ordinate specifications, design
buildings
4 crane operator: maintain crane, lift
equipment
5 plumber: install drainage systems
Extra activity
Ask students to look back in their course books
and choose a job but not to tell anyone what it
is. Ask them to imagine that it is their job and
to think about the things they do (for example,
if they choose carpenter: I work with wood. I make
things.) Allow them a few minutes to do this.
Demonstrate the activity first: choose a
confident student and tell the rest of the class
that they have to guess his/her job by asking
yes/no questions (for example, Do you supervise
people?). The student can only give short
answers (for example, Yes, I do./No, I don’t.).
When someone has guessed the job, put
students in small groups to continue the
activity. Go round monitoring and giving help
as needed.
short conversations. Demonstrate the word
waving by waving to the class. To check answers,
you could get pairs of students to read out the
conversations.
Now ask students to look at the conversations
and find phrases that are used when you want
to know where someone is. (I’m looking for ..., Are
you looking for ...?, Do you know where ... are?, Is ...
here?). Point out the answers They’re over there.,
He’s sitting over there., She’s in ... . Go on to ask
students to find two questions about jobs. (What
do you do? and What does Ahmed do?).
Ask questions about a few of the students (for
example, Is Luis here? Do you know where Claudia
is? What does Khalid do?) and elicit answers.
1c 2f 3b 4g 5a 6e 7d
Language
Go through the first part of the Language box,
about the present simple, with the class. Remind
students that we use does not do in the third
person singular. Point out that we use the
present simple to talk about something we do in
general, or things that we do every day.
Then go through the second part of the
Language box, about the present continuous,
and point out its difference from the present
simple: here we are talking about things that are
happening now. Explain that we use the
auxiliary verb be followed by the main verb +
-ing. Point out the contractions ’m (for am) and ’s
(for is) in the example sentences and remind
students that the contracted form of are is ’re.
On site 5 36

Extra activity
Ask students to look back at the conversations
in 2 and to find examples of the present
continuous.
Answers:
I’m looking for Susan.
I’m looking for the supervisor.
Are you looking for Ken?
They’re taking a break.
He’s sitting over there. Look, he’s waving.
They’re checking stock.
3 Ask students to read through the sentences and
answer any questions on vocabulary. Point out
that most of the sentences are in the present
6 Ask students to write down five things they do
continuous and ask them which sentences are in
the present simple (3 and 5). Point out the
negative in item 2. Explain that to form the
negative in the present continuous, we add not
between be and the main verb. Then ask students
to make the sentence in 1 negative. Remind them
how to form the negative of the present simple:
we use do not/does not before the main verb.
Draw attention to item 3 and ask students to
make this sentence negative. Then ask them to
tick the sentences that are true for them and
rewrite the sentences that are not.
1 ► 29 Tell students that in this lesson they are
Students’ own answers
Extra activity
Put students in pairs. Ask them to write five
sentences about someone in the class using the
present simple and present continuous. Tell
them not to tell anyone the name of the person.
Then choose students to read out their
sentences for the rest of the class to guess who
they are talking about.
4 Ask students to complete the sentences with the
correct form of the verbs in brackets. You could
get them to compare answers in pairs before
checking with the class.
1 are you visiting 2 stay 3 I am looking
4 Manuel is having 5 He is training 6 They
are working
Speaking
5 Draw students’ attention to the example
conversation. Choose a confident student to act
it out with you. Then explain that they are going
to make up their own conversations using the
prompts in 1–3. Tell them that these words
replace the words in bold for B. Explain that
they can also substitute the pronouns. Use the
following as an example:
A: Where is Brigitte?
B: She’s in the office.
A: What’s she doing?
B: She’s working on a drawing.
Put students in pairs to make conversations
using the prompts. With stronger classes, you
could extend the activity by asking students to
make up their own conversations using different
places and activities.
Writing
every week, using the present simple tense. You
could tell them what you do every week as an
example.
Students’ own answers
Directions
Listening
going to study how to give directions. Draw
their attention to the map and ask them what
buildings they can see. Explain any words
students do not know. Then revise top, bottom, on
the left, in the middle and on the right. Start
students off by asking: What building is on the
bottom left? (the fire station), What building is on
the top right? (Mamma Mia Pizza), What building
is in the middle? (the hospital).
Tell students that they are now going to listen to
a driver asking for directions. Ask them to look
at the map again and find Sparky’s Electrical
Supplies and the red cross next to it. Explain that
this is where the driver is and that the red dotted
line shows the route that he needs to take. Point
out that this is a British map and that in the UK
people drive on the left. Ask them to listen and
follow the route on the map. Play the recording.
Now ask students where the driver wants to go
(Mill Street construction site). Get them to point
to a roundabout, a tunnel and a railway bridge
on the map. Remind them that they saw photos
of a tunnel and a bridge on page 8 and point out
that there are two roundabouts and two railway
bridges on the map.
On site 5 37
2 Ask students to look at sentences 1–5 and tell
them that the expressions are all from the
recording in 1. Allow them to work in pairs to
complete the sentences with the words in the
box. Then play the recording for students to
check their answers. You could play it a second
time, pausing after each expression for students
to check their answers. Finally, ask students to
repeat the sentences.
1 tell 2 exit 3 past 4 on 5 miss
Extra activity
You could ask students to copy sentences 1–3
from 2 in their notebooks and underline the
words they think are stressed. Then students
say the sentences, stressing the correct words.
Answers:
1 Can you tell me where Mill Street is?
2 Take the first left.
3 Then drive to the hospital.
3 Draw students’ attention to the six sentences.
Explain that they are directions from Mill Street
construction site to Brigg’s Timber Yard but that
the sentences are not in the correct order. Ask
them to find the two places on the map first,
then to put the sentences in the correct order.
You could get students to compare answers in
pairs before checking with the class.
Check that they understand under, through and
past, using three objects as a car, a building and a
railway bridge, and your hand as a tunnel. Point
out that the sentences beginning Go ... and
Turn ... are in the imperative and they do not
have a subject. Explain that we often use the
imperative to give directions.
The correct order is: 4, 3, 6, 2, 1, 5
4 ► 30 Draw a simple roundabout on the board
and ask students what it is. Then do the same
with a T-junction.
Ask students to look at the map in 1 and find
Brigg’s Timber Yard. Explain that they are going
to listen to directions from the timber yard to
different places on the map. Tell them to listen
carefully and say whether the directions are
correct. If not, they should correct them.
1 incorrect (... The hospital is on your left.)
2 incorrect (... Then take the first right. You
can’t miss it.)
3 correct
Speaking
5 Ask students to look at the map in 1 and find the
city hall. Tell them that they are at the city hall
and that they are going to practise giving and
asking for directions, starting at the city hall.
Read through the example conversation first and
ask students to follow the directions on the map.
Then put students in pairs to take turns asking
for and giving directions. Point out that they can
ask for directions to anywhere on the map.
Listening
6 ► 31 Ask students to look at A and explain that
it is a map of the Mill Street construction site
from the map on page 38. Allow them a few
minutes to look at the site map and to ask you
any questions relating to vocabulary. Pre-teach
portable cabins by drawing attention to the photo
on the right. Ask students to find the ramp and
fence on the site map and make sure they
understand what they are. Tell them they are
going to listen to a conversation and that they
need to mark where the site manager’s office is.
Play the recording. You could get students to
compare answers in pairs before checking with
the class. After checking answers, ask students
to look at the portable cabins on the site map
and to point at the second one from the left.
Check that they are pointing at the correct cabin.
The site manager’s office is the second
portable cabin from the left.
Language
Go through the example questions and answers
in the Language box with the class.
You could drill Where’s the ...? and How do I get
to ...? replacing site manager’s office and the
conference room with other places in the building
you are in. Check that the students remember
the prepositions opposite and next to by asking a
couple of students in the class to stand opposite
and then next to each other.
Explain corridor, fire doors, lift, stairs and then
check that students understand the following
phrases by miming the actions: Go along the
corridor., Take the lift., When you come out of the lift,
turn right., Go up the stairs., Go through the fire
doors. Ask students to look at the Answers section
in the Language box and to tell you which
phrase you are miming each time.
On site 5 38
 Speaking
7 Tell students that they are going to practise
asking for and giving directions, using the plans
of the ground floor and first floor of Building 2
at the Mill Street construction site. Ask them to
look at the plans and answer any questions they
may have. You may need to pre-teach some
vocabulary before they begin. Tell them that the
plans show the rooms, offices and departments
of a construction company. Explain that a
department is a specialised part of a large
organisation. Check that they understand
reception, photocopying, storage, purchasing and
1 Ask students to look at the photos. Explain that
accounts. Remind them of the terms residential
and commercial (they saw these in Unit 1, page 9)
and explain that toilet is another word for WC.
Check again that they remember next to, opposite
and between. You may also need to point out that
ground floor is used in British English, whereas in
American English first floor is used instead, and
that what is called the first floor in British
English is the second floor in American English.
Put students in pairs. Ask A students to look at
the floor plans on page 39 and B students to look
at the floor plans on page 69. Tell them to find
the reception and ask them where it is (on the
ground floor, next to the entrance). Go round
monitoring as students are practising their
conversations, giving help as needed. When they
have finished, check answers by asking different
students to say where the different rooms are.
Suggested answers
Student A
1 The site manager’s office is on the first floor,
next to the commercial department.
2 The first floor conference room is opposite
the lift.
3 The supervisor’s office on the first floor,
between the storage room and the projects
department.
Student B
1 The general manager’s office is on the
ground floor, on the right of the accounts
department.
2 The purchasing department is on the ground
floor, on the left of the accounts department/
opposite the photocopying room.
3 On the ground floor, the toilet is on the right
of the photocopying room, opposite the
purchasing department. There is another
one next to the lift, opposite reception. On
the first floor, there is a toilet on the right of
the storage room, opposite the residential
department, and another one next to the lift.
Extra activity
Ask students to take turns asking for and
giving directions to different places in the
building you are in now, starting at the
classroom. Go round the class monitoring and
giving help as needed.
Weather on site
Vocabulary
this lesson is all about weather. Go through the
photos with the students, reading out the labels
one by one and getting students to repeat the
words after you. Write the following on the
board:
Adjectives: sunny, cloudy, windy
Verbs: rain, snow
Nouns: lightning
Then point to one of the photos and ask: What’s
the weather like? Explain that when we answer
this question, we can use it’s + adjective (for
example, it’s sunny) or the present continuous
(for example, it’s raining). However, we do not
say it’s lightning. We could say there’s lightning,
although we would normally say there’s a storm
(or thunderstorm) or it’s stormy.
Extra activities
1 Ask students to close their books. If you
have brought in pictures that illustrate
weather words, hold them up one by one (in
a different order to the ones on page 40),
and ask: What’s the weather like? Elicit an
answer for each picture. You could give out
some pictures to different students and get
them to ask the question instead.
2 With books open, ask students if the photos
in 1 show good weather or bad weather.
Then ask them to tell you what weather they
like/do not like, giving reasons for their
answers (for example, ... because it is difficult
to work outside in bad weather). Do not go into
too much detail about problems at work.
Students will be discussing these in 9.
On site 5 39
 Listening
2 ► 32 Tell students that five of the photos in 1
show bad weather. Explain that they are now
going to listen to six conversations about very
bad weather conditions and construction sites.
Tell them that they have to match the
conversations to the weather photos in 1. With
stronger classes, you could ask students to write
the numbers 1–6 in their notebooks and to then
write the correct weather word next to the
number for each conversation as they listen.
With weaker classes, you may wish to pause
after each conversation, getting students to give
you one answer at a time.
Play the recording, then ask students to check
their answers by looking at the audio script on
page 76. Point out that cloud, sun and wind are
nouns for the adjectives cloudy, sunny and windy.
1D 2B 3E 4C 5A 6F
Extra activity
Ask students to look at the audio script for
track 32 on page 76 and to tell you what the
problems are in conversations 1, 3, 5 and 6.
This will help them with some of the
vocabulary that will come up in the reading
text in 3. To explain blow away, you could hold
up a small piece of paper and blow on it, then
let it go. Ask students what problems people
can have when it is very, very hot and sunny
and elicit sunburn and dehydration. Then ask
them to work in pairs to make a list of
problems they can have with bad weather
when they are working on a construction site.
Get a few pairs to read out their lists. If they
mention rain, try to elicit mud.
Reading
3 Ask students to look at the photo and explain
that the text is about working on construction
sites in extreme weather. Ask them what they
think extreme weather means (very, very bad
weather). Then ask them to complete the text
with the words in the box. Tell them not to
worry about any words they do not understand.
1 hot 2 wet 3 wind 4 Lightning 5 cold
4 Ask students to read the text in 3 again and to
match the word pairs. You could mention that
we say strong wind and strong sun but heavy rain
and heavy snow.
1b 2d 3a 4e 5c
5 Ask students to write the words in the box in the
correct column. Point out that some words can
go in more than one column. You could get
students to compare answers in pairs before
checking with the class. During feedback, ensure
students are pronouncing the words correctly.
Suggested answers
Hot: dehydration, lightning, sunburn, sunny,
wind
Cold: wind, cloud, rain, snow, sunny
Wet: mud, lightning, cloud, rain, snow
Note that answers may vary, depending on
where your students come from. The answers
above reflect typical weather in the UK. In other
climates, cloud may be associated with hot,
humid weather. You can also get sunburn in
the snow in the mountains in winter.
Listening
6 ► 33 Tell students that they are going to listen
to five conversations in which people are talking
about problems with the weather. Explain that
they should complete the table as they listen.
You may need to pause after each conversation
to allow students to write in their answers. Play
the recording and get students to compare
answers in pairs. Before checking answers with
the class, play the recording again and answer
any vocabulary questions students may have.
1 rain 2 can’t work on the roof (, too
dangerous) 3 cold/snow 4 delays/trucks
can’t get to site 5 storm/sand storm
6 can’t work outside 7 wind 8 sheeting on
scaffolding blowing away (, too late to tie down)
9 cold/ice 10 one man injured/has a broken
arm, ice on ladder
Language
Go through the Language box with the class.
Model the phrase because of the rain and get
students to repeat it after you. Check that they
are pronouncing because of (/bɪˈkɒzəv/) correctly.
Also check their pronunciation of dangerous
(/ˈdeɪnʤərəs/).
7 Ask students to look at the audio script for track
33 on page 76 and to underline all the examples
of because of in the conversations.
On site 5 40
 Conversation 1:
Because of the rain.
Conversation 4:
Yes, because of the wind.
Conversation 5:
Because of the rain?
No, because of the ice.
Extra activity
Remind students of the use of too to say that
something is more than you want it to be. Ask
them to find examples in the audio script for
track 33 on page 76. Explain why we say too
much snow if students ask (we add much after
too here because snow is a noun). Do not go into
any more detail for now.
Answers:
Conversation 1:
It’s too dangerous.
There’s just too much snow.
Conversation 4:
It’s too strong.
It’s too late, I think.
8 Ask students to match questions 1–5 to reasons
a–e. Tell them that they can work in pairs if they
want to. Then check answers with the class.
1d 2a 3b 4e 5c
Speaking
9 Ask students to imagine that they work on
construction sites all over the world. Give them
a few minutes to brainstorm problems they can
have with the weather in four or five different
countries. Read out the example conversation
with a confident student. Point out that instead
of you can’t work on the roof in the rain they can
say you can’t work on the roof because of the rain.
Ask students to work in pairs and tell each other
about the countries they work in and the
problems they have with the weather in each
one. Go round monitoring and encouraging
students to use because of wherever possible.
Food
With books closed, put students in small groups and
ask them to make a list of as many food and drink
words as they can in three minutes. Then, if you
have brought in pictures of food and drink, show
them to the students and elicit the words for the
different types of food/drink. Check students’
pronunciation as you do so. Then ask one member
of the group who have written the most words to
read out any words from their list that were not
mentioned. The other students in the class can add
these to their lists. Finally, ask the rest of the groups
if they have any other words to add.
Vocabulary
1 Draw students’ attention to the photos in the
margin and explain that they have to match
them to conversations 1–6. Then tell them to
complete the conversations with the words in
the box. During feedback, check students’
pronunciation of the words, particularly biscuits
(/ˈbɪskɪts/) and sandwiches (/ˈsӕnwɪʤɪz/). Say the
words and get students to repeat them after you.
Elicit the singular form of sandwiches and remind
students that for nouns that end in -ch, we add
-es to form the plural.
1E 2C 3F 4A 5D 6B
1 biscuits 2 milk 3 sandwiches 4 coffee
5 noodles 6 soup
Extra activity
Ask students to look at the conversations in 1
and underline more food and drink words. If
you have pictures for any of these items with
you, get students to match the underlined
words to the pictures. Check that students are
pronouncing the words correctly, paying
particular attention to the /ʧ/ sound in
chocolate (/ˈʧɒklət/), cheese (/ʧi:z/), tuna
(/ˈʧu:nə/), chicken (/ˈʧɪkən/) and the /ʃ/ sound
in sugar (/ˈʃʊgə/).
Answers:
chocolate, orange juice, cheese, tuna, snacks,
sugar, chicken, fish, rice,
Speaking
2 Tell students that they are going to work in pairs
and practise the conversations in 1. During the
activity, go round monitoring and checking that
they are pronouncing the food items correctly,
and using the present simple and present
continuous correctly.
3 Put students in small groups. Explain that they
are working on a building site and that it is
lunchtime. Tell them to find out what each of
their colleagues is having for lunch. If you have
On site 5 41
 brought in food and drink pictures, you can
display them for students to use as prompts for
their conversations.
Review
Writing
1 Ask students to complete the conversation with
the correct form of the verbs in brackets. You can
get them to compare answers in pairs before
checking with the class.
1 am looking for 2 is working 3 is installing
4 is carrying 5 is walking
2 Ask students to write down the answers to the
two questions about the conversation in 1, then
check answers with the class.
1 She’s an electrician.
2 She’s working, she’s installing a lighting
system (on the ground floor), she’s carrying
a box, she’s walking past the blue portable
cabin.
3 Tell students that they need to look at the map
on page 38 and write directions for the places in
1–3. When they have finished, choose three
students to read out their sentences and get the
rest of the class to say if they are correct or not.
Suggested answers
1 Take the first right. Go through the tunnel.
Take the first right after the tunnel and then
take the second left. The supermarket is on
the left.
2 Turn right at the roundabout. Go past the
city hall. Turn left and it’s on your left.
3 Turn right. At the roundabout, turn right.
Go past the hospital. Mill Street is the
second street on the left after the tunnel.
4 Explain to students that the words and phrases
in 1–5 are all problems that bad weather can
cause. Ask them to write the type of weather
that causes each problem, then check answers
with the class.
Suggested answers
1 hot, sunny weather 2 a sand storm, wind
3 wind 4 cold, icy weather 5 wet weather,
rain
5 Ask students to write questions for answers 1–4.
You could give an example for the first item
(Why are you late?) to make sure that students
understand what they have to do. Choose some
students to read out their answers to the class.
Suggested answers
1 Why can’t the trucks deliver the aggregate?
2 Why can’t we paint the walls today?
3 Why is it dangerous to work on the roof?
4 Why is everyone inside?
6 Draw students’ attention to the email and ask
them to complete it with what they had for
lunch today or yesterday.
Students’ own answers
7 Put students in small groups. Give them three
minutes to make a list of things to eat and drink.
Find out which group has the most words and
ask one of the students in that group to read out
their list. Finally, ask the other students in the
class if they can add any other words to the list.
Suggested answers
Things to eat: chicken, fish, rice, cheese,
sandwiches, tuna, biscuits, noodles, chocolate
Things to drink: coffee, tea, orange juice,
milk, water
Now do Unit test 5.
Preparing for next unit
Prepare a simple map with a ‘You are here.’ sign
and various shops and buildings to revise directions
during the warm-up. Make one copy for each pair of
students in your class. Also find some examples of
common warning signs for the extra activity
following Exercise 7 on page 45. You could also
prepare some cards with words for injuries for
Exercise 8 on page 49.
On site 5 42