ENGLISH FOR TECHNICAL STUDENTS Mh Teacher's Notes Drones ari]Contents INTRODUCTION UNIT ONE 1 Check that the switch is on. Move it forwards Turn it clockwise until it's tight. 4A How to check a spark plug. 4B How to put up a shelf. UNIT_TWO 1 First, you mark the hole. 2 Switch off before you touch that wire. 3 Pull it firmly with a pair of pliers. 4A How to drill a hole in a steel plate. 4B How to prepare a foundation for a brick wall. UNIT THREE 1 The water flows out here. 2 When you press that pedal, the car goes fast. 3. This makes the wheel turn. 4A How it works: fuel warning light. 4B Wow it works; water tap. UNIT FOUR 1 This ladder is longer than that one. 2 It's as long as that one. 3 The most flexible. 4A Engines. 4B Wells. UNIT FIVE 1 Three quarters of it. 2 A little oil. A few nails. 3 One part cement to three parts sand. 4A How to weld (electric arc) 4B How to mix concrete by hand. REVISION UNIT A ai page 16 22 28 33 38page UNIT Six 40 ‘The nuts are loosened. ‘he fan is turned by the belt, which is turned by the engine, 3 The current is stopped by pressing this switch. 4k A car cooling system. 4B How to install a socket. UNIS SEVEN 45 1 It can't be bent easily. Pliers are for gripping things. 3 The spanner is too small for the nut. 4A Making a car panel. 48 Painting equipment. UNIT EIGHT 50 1 You might get a shock. 2 You must never smoke near petrol. 3 Tools that are damaged are dangerous. 4k Welding: safety rules. 4B Use of ladders: safety rules. UNIT NINE 55 1 Té the switch 4s broken, repair it. 2 It will exploge, 3 To cut a square hole, use a chisel. 4k Finding a fault in a cay. 48 Building @ road. UNIT TEN 60 1 I've changed the plugs. Now I'm changing the oil, 2 Don't touch the cable until you've switched off the power, 3 I tripped over a cable and fell down, 44 Accidents in the machine shop. 4B Accident report by Fred Robb. REVISION UNIT B 65 WORDLIST 67 iv1 AIM English for Technical Students 2 is designed for craft and technical students whose knowledge of English is elementary. It builds upon the foundations laid by Exglieh for Technical Students 1 but can also be used separately. The book is intended to help the learner who needs a basic level of knowledge and skill with his craft. studies or job, The exercises do not require special grammatical knowledge. Instead the book practises carefully selected and presented expressions which allow the learner to communicate in English about matters which are of importance and interest to craft students. The aim of the book is to lead the learner, by careful steps, to the point where he can begin to use English in a range of situations. After completing all the exercises in this course, the learner will be able to make and understand simple statements and questions in the following areas: ~ instructions, both singly and in sequence using the imperative (Units 1 and 2) and the passive (Unit 6) - descriptions of process, using the active (Unit 3) and the passive (unit 6) ~ comparisons between objects (Unit 4) ~ expressions of quantity, including decimals, fractions, percentages and ratio (Unit 5) - descriptions of properties and functions of objects (Unit 7) - rules and warnings in the context of safety, using modal (Unit 8) - hypotheses and predictions, using ‘if’ and ‘widz" (Unit 9) - reports of present and past events, in the context of accident and job reports (Unit 10) There is no rigid division in this book between communication in the spoken and written modes. However, there is an emphasis on the comprehension of written texts. 2° CONTENT As in Book 1, the language taught in this book is ‘common-core vocabulary and grasmar for technical students’. The language is not highly specialised in any technical area, but is carefully selected so as to provide a basic technical vocabulary which can be used by craft and technical students from a wide range of subject areas. However, this book does contain a certain amount of subject-specific vocabulary (such as ‘spark plug’ or ‘plumb-and- level'), mainly confined to the two reading comprehension passages at the end of each Unit. The ratio of specific to comman-core vocabulary is so low 1that students from all trade areas will be able to use the book effectively, The teacher does not need any specialist technical knowledge. In a nunber of exercises, however, some general technical knowledge is needed, and where this is the case, the required information is given in the Teacher's Notes. 3 ORGANISATION (a) Syiabus Here are the main elements of the syllabus organisation: - Language items have been selected on the basis of present and future usefulness to the learner, This means that al] the language in the book, though very simple, is very common in workshops and technical manuals. - the selected items have been put in a sequence to facilitate learning, carefully moving from the known to the unknown, from the more simple to the more complex, gradually building up the learner's active command of English. ~ Language is carefully linked with what the learner can actually do with the language (i.e. the functions of the language). {b) Division into learning units The division of the material into learning units is done on the principte that the learners will learn better with a large number of small, self- contained pieces of information and skill practice than with longer, less clearly-defined units, In the book there are ten Units (plus two Revision Units), each divided into five Sections (1, 3, 2, 4(A), 4(B)). Each Section is a compact lesson focussing on one specific learning point. The book therefore consists of 50 short, self-contained lessons, each lesson designed to hold the learner's attention for a period of approximately 45-60 minutes. 4 METHODOLOGY These are the main elements of the teaching methodology of the book: + Each language item is presented in the book in a visual context which makes the meaning clear. - If teachers choose to do so, the native language can be used for explaining and discussing the contexts of the target language items, for explaining Vinguistic points, and for checking the Learners’ comprehension. ~ although many practice exercises are provided for each language item, there are no exercises which can be done purely 'parrot-fashion' without the learner having to think about the meaning of what he is saying. Every piece of language is linked directly with a meaning which has been shared 2by the teacher and learner (mainly by means of pictures and diagrams). a variety of exercise types is employed to hold the interest of the Tearner and ensure sufficient practice in both ‘productive! and ‘receptive’ skills. - There is a general niovement throughout the vook from the oral to the written mode. Nevertheless, there is no rigid distinction between oral and written exercises. Most instructions to the students (e.g. "Make sentences’) are phrased in such a way that the teacher is free to make it either an oral or a written exercise. 5 STRUCTURE OF EACH UNIT Seotion 1 Seetion 2 Seation 8 Presentation Presentation Presentation of first new of second new of third new Janguage item Yanguage item language item + + + Practice Practice Practice exercises enercises exercises Seotion 4(B) Seation (A) Revision & Revision é Vocabulary | vocabulary development | development through reading | through reading exercises, | exercises. Content: | Content: Automotives ' Building trades Mechanical i Each Unit has a theme and three main language items linked to this theme. Sections 1 - 3 contain these main language items. Sections 4(A) and 4(B) contain no new language (grammar) items, but revise the items from the previous three Sections. They do however provide opportunity for vocabulary development and development of reading skill. 4(A) is always a reading passage in the Automotive/Mechanical general trade area, and 4(B) is always a reading passage in the general area of Building Trades. There is an option here: teachers may choose to teach both 4(A) and 4(B), om they can choose to teach one of them only.In each of Sections 1, 2 and 3, there is a presentation of the new ‘Vanguage item in a visua? context, followed by a number of practice exercises. 6 PLANNING A LESSON Look at the Unit as a whole in your planning, In the Teacher s Notes, you will find the following information: UNIT, Theme Main language items Vocabulary assumed SECTION Notes ‘Answer key Tt is Suggested that you follow this procedure in planning your lesson: (a) Study the Theme and Main tanguage items for each Unit. (b) Study the Vocabulary ceeuned. This tells you words which are in the Sections, but are not specifically taught. You must decide whether your students know these words already. If you are in doubt, meke a short revision vocabulary lesson which will revise/teach these words before you begin to teach the Unit. (c) Prepare each Section (lesson) in detail, using the Notes and Answer key, Think carefully about how you will do the Presentation of the new language items. Decide if you need to take any visual aids into the classroom to make your presentation more clear. 7 TEACHING A LESSON Sections 1, 2 and 3 1 Presentation of new Language item (a) Discussion of the situation i}lustrated in the presentation pictures. The teacher should check that the students fully understand this situation. This discussion can either be in English or in the native language, since its purpose is not to teach language, but to set the context in which language can be presented and taught. This should last only a few miutes, (b) Presentation and repetition of the model sentences in the presentation pictures, If possible this should be in English (except for 'vi) tbelow). The steps of the presentation should be as follows: (i) ask the students to be silent 4(ii) say the words in the pictures slowly and clearly several times (iii) ask the students to repeat your words several times (iv) if the words in the picture are in the form of a dialogue, you should ask students to repeat the dialogue in pairs (v) make up your own examples using the pattern of the model given in the presentation pictures. Use vocabulary which the students already know. (vi) ask a few questions (in the students’ native language if you wish) to check that the students have understood the presentation. This shouldbe a very brief check - only a few minutes. There should be no long lectures on grammar. You should answer questions from the students, but be careful to limit this question time to a few minutes, and do not spend too much time ‘on only one or two students. 2 Practice of a new language item This is provided by the exercises in the book. The rain types of exercise are: (a) Make sentences. These can be done orally or in writing. (Example: Students’ Book page 20, exercise 8). Sometimes students are asked to make special kinds of sentences, such as Make instructions (page 4, exercise 8) (b) Make questions and anauers (or Ask and answer). These should always be oral exercises. Students should do them in pairs. One student takes A's part, and another takes B's part. (Example: page 79, exercise 3) (c) Match sentences/words with pictures, or with other sentences/words. These are simple reading comprehension exercises. The students simply say or write the numbers or letters of the sentences/words/pictures which go together. (Example: page 4, exercise 7: students write '(f) = anti-clockwise’) (d) Are these true or false? Correct the falee ones. Students have to say or write whether a sentence is true or false. Again, this is a reading comprehension exercise. If a sentence is false, the student has to make @ correct sentence. (Example page 21, exercise 9) (e) Complete the sentences (or the passage or the table). This can be done orally or in writing. (Example: page 6, exercise 14) (f) Anever these questione. These can be done orally or in writing. These are reading comprehension questions (either comprehension of the questions themselves, or of a reading passage preceding the questions). (Example: page 30 exercise 15)(q) Change these sentences. These are grammatical transformation exercises. For example, the student may be asked to change questions into instructions. These should be done in writing. (Example; page 3, exercise 5) (h) Put sentences into the correct order. Usually students are asked to put a jumbled sequence of instructions into the correct order. This is a reading comprehension exercise. It should be done in writing. (Example: page 20, exercise 2) (i) What do you think ...? These exercises expect students not only to use language correctly, but to do some thinking about the content of what is said. They should be done orally. (Example: ‘What do you think these tools are for?', page 56, exercise 9) (3) Study thie. The students read or study the material sitentty. Then you can question or test them about it. (Example: page 2, exercise 2) Sections 4(A), 4(8: This is the recommended procedure for tackling the reading comprehension passages and questions in the more specialist trade areas. (a) Discuss the general subject matter of the passage in class before reading it. You may choose to do this in the native language. If all or some of your students have some knowledge of the specialist area of the reading passage, encourage them to talk about it (in the native language, if necessary). This activation of prior knowledge will assist the comprehension task. (b) The reading of the passage should be eflent, not read out aloud, at least in the initial reading. Allow sufficient time for all the students to read the passage. ({c) Encourage the students to ask questions about the passage, but do not automatically answer every question. Try to get the students to guess the meanings of as many words as possible. Only give the meanings of words which they have tried and failed to guess. Do this either in English or the native tongue. (d) The students should do the exercises in writing. Walk round the class to see what the main problems are. {e) When alt the students have finished the exercises, get some students to say their answers to the rest of the class. Do not immediately say whether their answers are right or wrong. Ask the rest of the class first whether they agree or disagree, Ask individual students for their opinion, In this way try to get the full and active participation of the whole class.Notes on the Units Unit One The theme of this Unit is ‘Giving and following instructions. The instructions are about how to do things, and how to check things. MAIN LANGUAGE ITEMS. (Note: here, and in every Unit, the numbers 1, 2, 3, 4(A) and 4(B) refer to Section 1, Section 2, Section 3, Section 4(A), and Section 4(B).) 1 Check that ... + clause: Check that the (noun) is (adjective). Check ‘that the (plural noun) are (adjective). Vocabulary: insert (= put in)/remove (= take out)/rotate (= turn) examine (= look at) 2 Adverbs of movement used with imperatives: forwards/backwards /sqwards/ downmards/invards/outwards/elockwise/anti-clockwise/to the left/to the right e.g. Move the car forwards. 3 (a) Untid (used after a clause with an imperative) e.g. Plane the wood until it's emooth. (b) and and but joining clauses with imperatives e.g. Plug in and suitch on. (positive + positive) Plug in but don't owitoh on. (positive + negative) 4(A) Structures and general vocabulary as in Sections 1 - 3. Specialist vocabulary (automotive): cover/spanner/epark ptug/eocket/ gap/ gauge. 4(8) Structures and general vocabulary as in Sections 1 - 3. Specialist vocabulary (carpentry): tine/shelf/hole/drill/plug/bracket VOCABULARY ASSUMED Before the Unit, you should check that students know the meanings of the following words: Nouns torch/switch/mains ewitch (i.e. the switch controlling all the electrical power in a building) /fuse/traneformer/TV/window/door/tank (i.e. a water tank, or container)/car/light bulb/machine/floor/tool/fire bucket (i.e. a 7bucket containing materia? for extinguishing fires)/goggtes/store roon/power (i.e. electrical power or current) /matiet/chisel/plane/dettt/pliere/harmer/ wrench/bit (i.e. a drill bit) /mark/screw/file/natl/metal/pole/ualt/petrot/ head (@.g. the head of a nail - the top part of the nail)/rag/elock Verbs, turn/put in/take out/ Look at/test/euitah on/ewitch off/move/bend/push/drive/ pult/tighten/ Loosen/write/preas/pour/aqueene/uash/dry/plug in (1.8. to put an electrical plug into a socket, to connect the power) place (i.e, to put something in place)/replace/put up Adjectives open|closed/full/empty/etvaight/on (e.g. ‘the light is on')/off/aight/teft/ tight/loove/wide Note 1 Many of the above words are taught in znglish for Technical Students, Student's Book 1. 2 Teach/revise the words in contexts which are similar to (but not the same as) those in the Unit. 3 Make sure that the meaning you give is the same as the meaning given in the Unit. 4 It is not necessary to teach/revise alZ the above words before you teach the Unit. Use the list as a checklist. INTRODUCTORY EXERCISE (PAGE 1) The purpose of this page is to introduce the students to the three characters, Ron, Kamal and Alan. Ask the students to look at the pictures on page 1. Discuss with them in their own language the importance of learning English for their jobs and studies. (For example, they may have to read and understand instruction manuals, safety warnings, etc, written in English. Some of them may one day work with foreigners from English-speaking countries, etc.) Now say the words ("ZeZZ0. How are you? My name's Alan.' etc.) clearly several times. Ask the students to repeat your words, first all together, and then individually. EXERCISE 1 Ask the students what their jobs are (and/or what technical subjects they are studying). Write the list (in English) on the board. Now each student makes Six oY seven sentences about himself or herself. These should be true sentences. Example: ‘Hello! How are you? My name's Ahmed. I'm a bricklayer. I'm also a student of building. I live in Catro. I work at the XXX building 8Answers: (a) Yes, they're on. (or Yes, they are on.) (b) No, it's not closed. It's open. (e) Yeo, they're open. (d) Yee, it's off. (el No, ite not etraight. It's bent. (f) tee, it's full. (g) Wo, it's not clean. It's dirty. EXERCISE 2 Students study and learn these six words silently for a few minutes, Ask them to turn their books over. Do actions to illustrate the words; e.g. push 2 plug into an electrical socket and ask the students to produce the word ‘ineert". Then ask them to make full sentences, e.g. 'Zngert the plug’. Ask ‘them for English synonyms for the three verbs. Answers: ‘insert’ = 'put in’ (e.g, 'Put the key in.’ "Put the plug in.') "renove' = ‘take out! (e.g. "Take the key out.") ‘rotate! = tium! (e.g, ‘tum the key.) EXERCISE 3 Explain the situation, in the native language if necessary. Ron presses the Vight switch down, but the light doesn't go on. Alan wants to know why. He tells Ron to test the bulb first. Students can do this orally, or in writing first. They have to put the instructions in the correct order (i.e. the order which gives a meaning to the whole set of instructions). Answers: (1) Switch off the power. (2) Tum the bulb anti-clocksiee. (31 Take it out of the aocket. (4) Lock at it, (5) Fest tt. Note: To test the bulb, Ron takes it out of its original socket in the ceiling and puts in into a special test socket plugged into the wall. EXERCISE 4 Answers: (a) Look at the bulb. (b} Take out the bub. (c) Turn the bulb, EXERCISE 5 This exercise aims to make the students aware that an instruction such aS 'Check that al the machines are off’ can be a way of asking for information. So "check that all the machines axe off' can mean the sane as tare all the machines off?'. The students have to change the questions into the form of instructions beginning With ‘Chock that ...1. They ehould do thie exercise in writing first, and then read their answers out. Answers: (1) Check that ali the machines ave off. (2) Check that the floor te clean. (3) Check that the toole are in the boxes. (4) Check that the fire buckets are full. (5) Check that the goggles are in the store xoom. 10(6) Check that the store room is closed. (?) Check that the windovs and doors are closed. (8) Check that the maine eviteh ie off. ‘Note: In real language use, you could interpret the above instructions and questions to mean instructions to do the actions. e.g. ‘dre the vindove closed?’ and "Check that the windous are closed’ could mean "Please check that the windows are closed, and if they ave open, please close them’. This ‘interpretation depends on the context. Discuss this with the students, in the native language if necessary, and discuss whether the same interpretations could be made in the same situation if the native language were used instead of English. UNIT ONE, SECTION 2 PRESENTATION Say the model sentences 'Move the car forvards.' Bend the hook backwards.’ several times and get the students to repeat them, EXERCISE 6 The students study and learn these words and phrases silently for a few minutes. Then ask them to turn their books over. Draw the pictures on the board, and get the students to give the correct words. Nake hand gestures (e.g. move your hands upwards) and get the students to give the correct words. EXERCISE 7 Students should be able to guess these words with the help of clues from Exercise 6. They should do this in writing. Answers: anti-clockwise - (g)3 downwards -'(h); outwards - (J)5 backwards - (4); to the left - (f) EXERCISE 8 The letters in this exercise correspond to the pictures in Exercise 6. Answers: (a) Push the Lever to the right. (b) Tum the key clockwise. (ce) Move the car upwards. (d) Drive the car forvards. (e) Bend the nails imards. (f) Push the Lever to the left. (g) Tum the key anti-clockwise. (h) Move the car dowmards. (i) Drive the car backvards. (4) Bend the naile outwards. lLEXERCISE 9 You may need to revise the use ‘Don't' (or ‘Do not’) to mark negative instructions, or prohibitions. (This is taught in Snglieh for Teckntoat Students 1, pages 49-50.) Answers: (a) Don't tum the bulb clockwise, Turn tt anti-clockwise. (b) Don't pull the lever backwards. Push it forwards. (c) Don't bend the hook outwards. Bend it imoards. (d) Don't tum the car to the left. Turn it to the right. (e) Don't puch the handle upwards. Pull it downwards. (f) Don't tum the wheel anti-clockwise. Turn it clockwise. Note: You have to substitute ‘push’ for ‘pull' and vice versa if the direction changes. This is because these verbs express movement from the point of view of the speaker. EXERCISE 10 Students should do this exercise in writing. They write down the letters and numbers - e.g. ‘a - 5'. After they have al1 completed this task, you should check their answers orally. Don't allow any changes after they have finished, When you check their answers, ask one student for his or her answer, and then ask the others to put up their hands to show whether they agree or disagree. Everyone has to put their hand up - no ‘abstentions’ are allowed. Choose students to explain their answers. Use this technique for al] matching and true/false exercises. The purpose of this technique is to ensure that al] students think about the exercise independently. Answers: (a) - 63 (bi - 4; (e)- 15 (d)- 2: (e)- 65 (f)-8 EXERCISE 11 As with exercise 10, make sure that all the students do all the items, They should write the answers down first and when a student telis you his answer, all the others should show whether they agree or disagree (by a show of hands). Answer: fig l- drills fig 2- wrench: fig 3 - chiacls fig 4 - hanmer; fig 5 - plane; fig 6 - pliers EXERCISE 12 Again make sure all the students participate (see exercise 10 and exercise n). Answers: (a) - fig 6; (b) = fig 3; (0) » fig 1s (d) - fig 43 (e) - fig 23 (f) - fig 6 12JNIT_ONI IN 3 PRESENTATION Explain, in the native language if necessary, the meaning of ‘untiZ’. Alan has to continue planing the wood while it is still rough. When it is smooth, he can stop. Say clearly the model sentences 'Plane the wood until it's emooth.' 'Tt'e emooth.' and get the students to repeat them, in pairs as a dialogue, several times. EXERCISE 13 Students study this silently for a few minutes, and then turn their books over. Draw the pictures on the board and get students to make sentences. Note that the word ‘over’ means ‘vertically above’, and ‘under’ means ‘vertically below’. ® O© e.g. Ais above Xs C is above X3 but B is over Xe = X is below A and C, but under B. EXERCISE 14 Answers: (a) Plane the wood until it's smooth. (b) Turn the ecrevs clockwise until they're tight. (c) Pour the water out of the tanke until they're empty. (d) Chisel the wood until it's straight. (e) Drill the holes into the wood until they're 5 mm deep. (f) Move the shelf until it's horizontal. (g) Move the shelves downwards until they're level with the top of the window. Note: 'S mm' is said like this: '5 millimetres’ (See English for echnical Students 1 for:more work with units of measurement). EXERCISE 15 Students should write down the numbers and letters. Then they should read out full sentences. Answers: (a) - 3: Hanmer the nail in until the head ie Level with the vood. (b) - 1: Féle the metal until it's smooth. (ce) - 4: Move the pole until it's vertical. (d) - 5: Drill the hole in the wall until it's 8 mm deep. (e) - 2: Pour petrol into the tank until it's full. 13EXERCISE 16 Answers: (a) it's dry. (b) it's Lovee, (e) it's closed. (d) it'e clean. (e) it's tight. (f) ite empty EXERCISE 17 The students study and learn this silently for a few minutes. Then draw the pictures and ask students to say the correct sentences. Explain, in the native language if necessary, that ‘and’ is used to connect two positive instructions, whereas ‘but’ here joins a positive and a negative instruction {or an instruction and a prohibition). EXERCISE 18 Answers? (a) Plug in and ewiteh oi. (b) Cut the wood but don't file it. (cb Open the door and go into the room, (d) Empty the tank but don't clean it. (e) Drill the hole but don't insert the ecrew. (f) Open the door but don't go into the room. (g) Plug in but don't ewitch on. (h) Empty the tank and clean it. (4) Cut the ood and file it. (4) Tighten the screve but don't over-tighten them. (d) Clean the machine but don't switch it on. Note: The prefix ‘over-' means ‘toa much'. So, 'to over-tighten' means to tighten too much, with the result that damage may be caused. UNIT ONE, SECTION 4(A) Discuss, in the native language if necessary, how to check a spark plug. Encourage car mechanics in the class to give as much information (in their native language) as possible. The students then read the passage silently and do all the tasks in writing, When they have finished, check their answers in class, When the student reads out his/her answer, ask the others whether they agree or disagree before you give the correct answer. Answers: 1 (a) spark plug: (b) socket; (e) covers (d) gauges (e) geps (f) spanner 2, (a) NO. Turn the plug anti-clockwise and loosen it. (b) NO. Look at the gap and check that it ie clean. (c) YES; (d) YsS 5. (B) (0,85 ran) 4. (b) 4UNIT ONE, SECTION 4(B) Discuss, in the native language if necessary, how to put up a shelf. Encourage carpenters in the class to give as much information (in their native language) as possible. Then use the same procedure as in Section (A). Answers (f) plugs 2, (a) YBS; (b) YES; (c) NO. Téghten the serevs, but do not over-tighten them, (d) YES (a) bracket; (b) holes; (e) lines (d) shelf; (e) drills 15Unit Two The theme of the Unit is 'Giving and following @ sequence of instructions’. MAIN LANGUAGE ITEMS 1 'Piret/tThen/Mext/Pinally' + 'you' + present simple verb e.g. "Firat, you mark the hote. 2 Imperative + "before! + ‘you! + present simple verb e.g. ‘Switch off before you touch that wire’. 3 (a) Instrumental e.g. 'Puld that nail out with a hammer’, (b) Adverb of manner e.g. ‘Pull ¢¢ out firmly’. 4(A) Machine shop vocabulary: drélling machine! jawe/chuck/ chuck key/bit/ plate/vice/drilting table 4(B) Masonry vocabulary: trench/Line/peg/pickane/shovel/floor/plunb—and- level /etde/concrete/plumb/Level VOCABULARY ASSUMED Nouns. plank/wood/battery /pipe/uire/etone/vorkehop/ foundations /roof /house/brakes/ vit/petrol can/pair of pliers/tyre/glaee/bag/nortar/brick/cable/brush/ruler/ finger Verbs nark/take/eaa/plaster/use/put ... on/put ... doun/build/inetatt/paint/repaix/ operate/olean up/otove/dig/tie/hold/epread/hit/measure/prepare Adjectives eafe/uneafe/hard UNIT TWO, SECTION 1 PRESENTATION Explain the situation, in the students* native language if necessary. Explain that the pictures are in the wrong sequence, and while they are listening to your presentation, they should silently try to decide on the correct order for the pictures. Read out the whole text without pausing 16between sentences. Then say each sentence separately and repeat it several times. Get the students to repeat each sentence, Finally, read the whole text again without pauses. ‘First! is often used at the beginning of a sequence of instructions, and ‘Finally! is often used at the end. Either 'Then' or 'Next' om 'Now' can be used to introduce sentences in the middle of a sequence. EXERCISE 1 Answers: Firet, you mark the hole. - (ce); Then, you place the wood in a vice. ~ (b); Next, you suitch on the drill, - (d); Finally, you driit the hole. - (a) EXERCISE 2 Answers: (1) Mark the hole. (2) Place the wood in a vice. (5) Tighten the vice. (4) Do not over-tighten. (5) Take the electric drill. (6) Place the bit over the mark. (7) Switch on the drill. (8) Drill the hole. EXERCISE 3 Answers: Firet, you mark the hole. Then, you place the wood in a vice. Next, you tighten the vice, but don't overtighter. low, you take the electric drill and place the bit over the mark. Finally, you ewitch on the drill and arilt the hole. EXERCISE 4 Make sure that all the students write their answers down before you do the exercise in class. Answers: (a) = 65 (b) = 13 (c) - (g) = 83 (h) =? (a) - 23 (e) - (f) = EXERCISE 5 Answers: (a) 1 Insert the key. 2 Turn it clockwise. 3 Open the door, (b) 1 Plane the planks. 2. Get a hammer and nail, 3 Hanmer the planks together. (c) 1 Mark out the cut. 2 Place the pipe in a vice. 3 Saw the pipe. (d) 1 Put the plug in, 2 Switch on the drill. 3 Drill the hole. (e) 1 Turn the old bulb anti-clockwise. 2 Take it out, 3 Put ina new bulb. (fi) 1 Open the torch 2 Take out the old batteries. 3 Insert new batteries. (g) 1 Get a spanner, 2 Remove the nuts. 3 Take the wheel off. Vvbetween sentences. Then say each sentence separately and repeat it several times. Get the students to repeat each sentence. Finally, read the whole text again without pauses. "First! is often used at the beginning of a sequence of instructions, and ‘Finally’ is often used at the end. Ether ‘Then’ op ‘Next’ or 'Now' can be used to introduce sentences in the middle of a sequence. EXERCISE 1 Answers; Firot, you mark the hole. - (e)s Then, you place the vood in a vice. - (b)s Hext, you evitch on the drill, - (d)s Finally, you dritl the hole. - (a) EXERCISE 2 Answers: (1) Mark the hole. (8) Place the wood in a vice. (8) Tighten the vice. (4) Do not over-tighten, (5) Take the electric drill. (0) Place tha bit over the mark. (7) Switch on the drill, (8) Drill the hole. EXERCISE 3 Answers: Féret, you mark the hole. Then, you place the wood in a vice. Nest, you tighten the vice, but don't overtighten. Now, you take the electric drill and place the bit over the mark. Finally, you ewitch on the drill and drill the hote. EXERCISE 4 Make sure that all the students write thefr answers down before you do the exercise in class, Answers: fa) - 6s (b) = 1s (e) - 53 (da) - 23 (e)- 53 (f) - 43 (g) = 83 th) -7 EXERCISE 5 Answers: (a) 1 Insert the key. 2 Turn it clockwise. & Open the door. (b) 1 Plane the planks. 2. Get a homer and nail. 3 Hanmer the planks together. (c) 1 Mark out the cut. 2 Place the pipe ina viee. 3 Saw the pipe. (d) 1 Put the plug in, 2 Switch on the drill. § Dritt the hole. {e) 1 Tum the old bulb anti-clockwise. 2 Take it out. 3 Put in a new Iulb, (f) 1 Open the torch 2 Take out the old batteries. 3 Insert nev batteries. (g) 1 Get a epanner, 2 Remove the nuts. § Take the uheel off. WyEXERCISE 6 Answers: (a) Firet, you invert the key. Then, you tum it clockwise. Finally, you open the door. (bi Firet, you plane the planks. Then, you get a hammer and nail. Finally, you hammer the planks together. (ce) Firet, you mark out the cut. Then, you place the pipe in a vice, Finally, you eaw the pipe. (d) Piret, you put the plug in. Then, you ewiteh on the drill, Finally, you dritt the hole. (ej Piret, you tum the old butb onti- clockwise. Then, you take it out. Finally, you put in a new bulb. (f) Piret, you open the torch. Then you take out the old batteries, Finally, you insert now batteries, (g) Piret, you get a spanner. Then, you remove the nuts. Finally, you take the wheet off. UNIT TWO, SECTION 2 PRESENTATION Discuss the situation, in the native language if necessary. Ron is plastering a wall, and there is a bare electrical wire sticking out. Alan warns him to switch off the electrical power before he touches the wire, because the wire may be live. Present clearly the sentence ‘Switch off the mains before you touch that wire,', and get students to repeat it several times, EXERCISE 7 Answers: (a) Suitch off the mains before you touch that wire, (b) Sharpen the chisel before you wee tt. (0) Put petrol in the car before you drive ib. (d) Mark the wood before you cau it. (e) Remove the plug from the socket before you cut the wire. (f) Put your goggles on before you harmer the stone. (g) Put the guard dou before you grind the chisel. EXERCISE 8 This is a more difficult exercise than the previous one, and so you should give the students some help before they do it. Tell them to look at sentence 1. The second half of that sentence refers to chiselling. Ask the students if they can see another sentence which mentions chiselling. They should say ‘sentence 4', Ask the students to look at sentence 1 and sentence 4, and te} you the order in which the actions should be done. The students should say, ‘¥irst, put the wood in a vice. Then, chisel it, Then, plane it.’ Now tell them to do the same with all the actions (there are 18seven actions all together). The students should do the exercise in writing. Answers: (1) Put the wood in a vice. (2) Chisel it. (3) Plane it. (4) Mark out the hole. (5) Drill the hole. (6) Sitch off the machines. (7) Leave the workshop. EXERCISE 9 Answers: (a) You build the foundations before you build the walle. (b) Firet, you build the walls. Then, you build the roof. (ce) You build the roof. Then you inetall the electrical vires. (d) You inetall the electrical vires before you inetall the pipes. (e) Firet, you inetall the pipes. Then, you plaster the walle. (f) You plaster the valle before you paint them. Note: Other answers are possible for each item. EXERCISE 10 Answers: (a) UNSAFE. Switeh off the tape recorder before you repair it. (b) SAFE. (c) UNSAFE. Put the guard dow before you grind the chisel. (d) UNSAFE, Put on your goggles before you operate the drilling machine. (e) SAFE. ($) UNSAFE, Clean up the oil on the floor before you walk on it. (q) UNSAFE. Close the petrol can before you light the match. UN. 10, SECTION 3 PRESENTATION Discuss the situation, in the native language if necessary. Kamal is suggesting that Alan use a pair of pliers to pull the nail out. Present the model sentence ‘uti the nail out with a pair of pliers.’ and get the students to repeat it several times. EXERCISE 11 The students learn these words silently for a few minutes. Then they turn their books over. Draw the pictures on the board and test the students’ memory. EXERCISE 12 Answers: (a) Use a pair of pliers. (b) Use a pair of enippere. (c) Use a drilt. (d) Use a Line and pegs. (e) Use a pair of pliers. (f) Use a pickare. (g) Use a jack. (h) Use a spanner. 19EXERCISE 13 Use the information from exercise 12 to do this exercise. Answers: (a) Remove a nail from a tyre using a pate of pliers. (b) Cut an electric vire with a patr of enippers. (c) Make a hole in a steel plate using a drstt. (d) Mark out a trench with a Line and pegs. (e) Twist a thick wire ueing a pair of pliere, (f) Dig a trench with a pickaxe. (gq) Raise a car using a jack. (h) Tighten a nut with a spanner. Note: Either 'with' or ‘using' is correct in all the above sentences. Explain to the student that ‘with' is more conmon in speech, and ‘using’ is more common in writing. EXERCISE 14 The students learn this silently. You could give explanations of the meanings of the words in the native language if you choose to. EXERCISE 15 The sentences in this exercise refer to the pictures in exercise 14, but are in a different order e.g. sentence (a) refers to the picture of the bag in ‘the bottom right-hand box in exercise 14. Answers: (a) tightlys (b) firmlys (e) evenly; (d) gently; {e) hard; (f) carefully Note: "tightly is tighter than ‘firmly’. You would shake hands with someone with a ‘firm' grip, but not a 'tight' one. Both ‘gently’ and ‘carefully’ are correct for (d), but only ‘carefully’ is correct for (f). EXERCISE 16 Students do the first part of the exercise by writing down the numbers and letters (e.g. (a) - 5 - (C)). When all the students have done this for all the items in the table, and you have checked that they all have the correct answers, ask pairs of students to make dialogues from the table. (a) - (5) = (C): A: Remove this nail from the tyre. B: How? Ar Pull tt firmly with a pair of pliers. (b) - (3) - (A): A: Make a hole in thie eteel plate. B: How? A: Drill it carefully with an eteowie dritt. (o) = (1) ~ (C): At Join these cables. B: How? A: Twist them tightly with a pair of pliers, (d) - (2) - (B): A: Check that the concrete is dry. B: How? A: Press it gently with your finger. (e) - (4) - (E): A: Check the width of this shelf. B: Hoo? A: Measure it carefully vith a ruler. (f) = (6) - (D): A: Paint this wall, B: How? A: Spread paint eventy with a brush. Answers 20) Use the same process as in Unit One, Section 4(A). Answers: 1 (a) chucks (b) Jawo: (e) keys (d) bits (6) vices (f) plate: (g) table 2 (a) YES. (b) WO. You check that the bit is tight before you use the drill. (ce) ¥8S. (d) #0, Tighten the table and the vice. 3 (a) You rotate the key clockwise. (b) You rotate the key anti-clockwise. UNIT TWO, SECTION 4(B) Use the same procedure as in Unit One, Section 4(A), Answers: 1 (a) trench; (b) pegs: (e) line: (d) pickawes (e) concretes (f) shovels (g) plumb-and-level; (h) sides; (i) floor 2 (a) About 300 mm. (b) About 150 mu, (ce) Check it with a plumb-and-level. (d) Cheek it with a plumb-and-levet. 3 (a) line: (b) digs (c) build the wall 4 (a) verticals (b) horizontal a.Unit Three The theme of this Unit is ‘Describing a sequence of events’. MAIN LANGUAGE ITEMS 1 Present simple: singular e.g. The water flowe out here. 2 (a) 'When'-clause e.g. When you press that pedal, the car goes fast. (b) Present simple: plurals and negatives e.g. The Lighte go on. The car doesn't stop. 3 (a) X makes Y happen e.g. The pump makee the water flow. {b) X lets Y happen e.g. The pipe lets the water flow. 4(A) Automotive vocabulary: light/tank/Levet/float/arm/Lever/petrol/ electrical contact/fuet/uarning tight 4(B) Plumbing vocabulary: handle/tap/water/bolt/uasher/hole VOCABULARY ASSUMED Nouns bricklayer/nut (i.e. the part that fits on a bolt)/current/engine/punch/air, Lighte/fan/radio/knob/button/brake eystem/yater supply/water wheel/valve/ electrical contact/motor/gear/chain/accelerator pedal/steering wheel/eross section Verbs. pick up/start/stop/pour/flou/rise/falt (= sink, go down)/go on (e.g. 'the light goes on')/eowd (intrans. )/depress/altde/release/touch/turn on/ turn off UNIT THREE, SECTION 1 PRESENTATION Describe the situation, in the native language if necessary. Ron 1s explaining all the stages of the job of bricklaying to kamal. Read the passage out without pauses to the class several times. Then read it ovt sentence by sentence. Get the students to read it out a few times. Check, i the native language if necessary, that they have understood it. 22EXERCISE 1 AV] the students write their answers down. They should check their answers against the text in the presentation. Answers: (b) - (d) - (a) - (e) EXERCISE 2 Explain, in the native language if necessary, that ‘-2’ 1s normally put on the end of verbs when one is describing a process, i.e. a number of events which follow one another in sequence. The subjects of such verbs are usually names of people or things, or the pronouns 'he', 'she', ‘it! or ‘they’. The actions are not usually happening at the moment of saying the words, but are habitual, or common, sequences of actions. Although '-e' is the normal ending, '-ee’ is found on words which end ina /s/, /z/, / / or /t/ sound. The students study the table in exercise Z for a few minutes silently, and then turn their books over. Test their memory by writing ‘pick’, ‘spread’ etc on the board and asking them to write down the correct forms of the words after ‘he ...'. EXERCISE 3 Here the students read descriptions of processes, and then change them to sets of instructions with equivalent propositional meanings. (In grammatical terms, they have to change the present simple to the imperative.) Answers: (a) 1 Get a spanner. 2 Remove the nute. 3 Take off the wheel. (b) 1 Inert the key. 2 Turn it clockwise. 3 Start the engine. (c) 1 Dig the trench out. 2 Pour in the conerete. 3 Check that it is Level. (a) 1 Pick up the hammer and the punch. 2 Place the punch on the mark. 3 Hit it with the hammer. (e) i Place the pege on the ground. 2 Stretch the Line between them. (f) 1 Mark the hole. 2 Place the wood in a vice. 3 Switch on the drill. 4 Drilt the hole. EXERCISE 4 Answers: flows; goes; poure; rises EXERCISE 5 Answers: The water flowe out of the tank and into the pipe. It goes along the pipe and then poure out of the pipe and into the bucket. Then the water level in the bucket rises. 23EXERCISE 6 Explain that the numbers on the diagram correspond to the numbers of the sentences. Explain that the device in the illustrations is a ball valve ina water tank. Its purpose is to stop water flowing into the tank when the tank is full, to prevent overflow and spilling. The float is full of air, and so ‘it automatically rises on the surface of the water when the water Yevel in ‘the tank rises. When the float reaches a certain level (i.e. when the tank is full), the valve closes and water stops flowing in. The second illustration is a cross-section of the valve mechanism. If necessary, explain all this in the native language. If there are any plumbers among the students, ask them to give a description of the mechanism in their native Janguage. Answers: 1 The water flows into the tank. 2 The water level rises. 3 The float goes up. 4 The valve closes, 5 The vater stops. EXERCISE 7 Ask the students to describe (in the native language if necessary) what will happen when water flows out of the tank. They should still refer to the diagrams and words in exercise 6. Answers: 1 Water flovs out of the tank through pipe A. 2 The water Level falle. 3 The float goes dom. 4 The valve opene. 5 Water flove into the tank again. UNIT THREE, SECTION 2 PRESENTATION Describe the situation, Kamal is teaching Ron how to drive. Kamal is explaining the function of the accelerator pedal. Say clearly the mode) sentence ‘When you press that pedal, the car goes fast.*, and get the students to repeat it several times. EXERCISE 8 Make sure that the students make true sentences - i.e. they should match phrases on the Jeft-hand-side with phrases on the right-hand-side which make sense. The students may not be familiar with the function af some car controls, so before they do the exercise you should discuss the illustration with them, in the native language if necessary. Any students who know something about car controls should be encouraged to contribute to this discussion, 4