L6 U (10-12)

Part 1 Objectives

Trainees will be able to:

speculate about the possible causes of dangerous or unusual event which has happened to them in their work or in their life.(6.10.1.S)

match given types of structural failure to given phrases explaining them.(6.10.1.R)

New Vocabulary

Speculation

the activity of guessing possible answers to a question without having enough information to be certain

New Vocabulary

collapse

suddenly fall down or give way

New Vocabulary

investigation

a formal inquiry or systematic study

New Vocabulary

compression

the action of compressing or being compressed

New Vocabulary

bomb

a container filled with explosive or incendiary material, designed to explode on impact or when detonated by a timing, proximity, or remote-control device.

New Vocabulary

thermal shock

expanding or contracting suddenly because of extreme heat or cold

New Vocabulary

corrosion

disintegration caused by chemical reaction with oxygen and water

New Vocabulary

wear (v)

wore (p)

worn (pp)

removal of surface material by rubbing or friction

New Vocabulary

impact

striking it with a hard force over a short period

New Vocabulary

buckling

temporary bending due to compression

New Vocabulary

metal fatigue

damage caused by continued loading

New Vocabulary

tension

a pulling or stretching force

New Vocabulary

girder

a large iron or steel beam or compound structure used for building bridges and the framework of large buildings

New Vocabulary

trigger (v)

cause (an event or situation) to happen or exist.

Watch the following video and follow the instructions shown from time to time on the video.

LISTENING

Listen and tick the speculations that are mentioned.

LISTENING

Listen and tick the speculations that are mentioned.

After the collapse of the I-35W bridge, some technical experts called a radio phone-in show and suggested possible causes. Listen and tick the speculations that are mentioned.

x

VOCABULARY

Match these phrases with words or phrases

compression bomb thermal shock corrosion wear impact buckling metal fatigue fracture tension

metal fatigue

buckling

impact

thermal shock

a. damage caused by continued loading

b. temporary bending due to compression

c. striking it with a hard force over a short period

d. expanding or contracting suddenly because of extreme heat or cold

e. disintegration caused by chemical reaction with oxygen and water

f. breaking into two or more pieces

g. removal of surface material by rubbing or friction

h. a pulling or stretching force

corrosion

fracture

wear

tension

LANGUAGE

PAST SPECULATIONS

CERTAINTY

must have + PP

The wing of the Columbia shuttle must have been damaged by an insulating tile.

POSSIBILITY

could have

might have + PP

may have

The collapse may have been triggered by buckling.

IMPOSSIBILITY

couldn't have

+ PP

can't have

The collapse can't have been caused by a bomb.

LANGUAGE

PAST SPECULATIONS

Mark these statements from the phone-in P (possible), C (certain) or I (impossible).

I

P

I The collapse can't have been caused by a bomb.

2 I think that one or more of the girders might have buckled.

3 Well, I reckon the collapse could have been due to metal fatigue.

4 My own view is that one of the bearings must have corroded and rusted away.

5 Well, I think the collapse could have been caused by thermal shock.

6 I think the collapse must have been caused by wear.

C

P

C

LANGUAGE

PAST SPECULATIONS

These statements were made after investigations into other disasters. Change them into speculations made before the investigations.

LANGUAGE

PAST SPECULATIONS

These statements were made after investigations into other disasters. Change them into speculations made before the investigations.

1. The Challenger shuttle disaster was caused by a faulty O-ring seal. (could)

The seal broke away from a fuel tank and damaged it. (might)

1 The Challenger disaster could have been caused by a faulty O-ring seal. The seal might have broken away from a fuel tank and damaged it.

2. The wing of the Columbia shuttle was damaged by an insulating tile. (must)

The tile fell off the nose cone at launch. (may)

2 The wing of the Columbia shuttle must have been damaged by an insulating tile.

The tile may have fallen off the nose cone at launch.

LANGUAGE

PAST SPECULATIONS

3 The Warsaw radio mast collapsed because of human error. (may)

The cables securing the mast were not fastened correctly. (might not)

The mast bent and then snapped into two. (must)

The Warsaw radio mast may have collapsed because of human error.

The cables securing the mast might not have been fastened correctly.

The mast must have bent and then snapped into two.

4 The crash of the Air France Concorde was not caused by a fault in the plane itself. (can't)

One of its tyres was cut by a metal strip lying on the runway. (must)

Another aircraft dropped the strip on the runway some minutes before. (could)

The crash of the Air France Concorde can’t have been caused by a fault in the plane itself.

One of its tyres must have been cut by a metal strip lying on the runway.

Another aircraft could have dropped the strip on the runway some minutes before.

LANGUAGE

PAST SPECULATIONS

Change the following sentences into speculations made before the investigations.

1. The rail crash was definitely caused by a broken rail.

2. The rail possibly suffered thermal shock due to excessive heat.

3. Maybe the aircraft did not have a mechanical failure.

4. Perhaps the flight crew fell asleep due to cabin depressurization and lack of oxygen.

5. The captain probably wanted to save time by steering close to the headland.

6. He possibly did not realize that the depth of water in the channel was insufficient.

7. The houses definitely didn't collapse in the earthquake because of a design error.

8. The disintegration of the bridge was probably not caused by substandard concrete.

LANGUAGE

PAST SPECULATIONS

Change the following sentences into speculations made before the investigations.

1. The rail crash was definitely caused by a broken rail.

The rail crash must have been caused by a broken rail.

2. The rail possibly suffered thermal shock due to excessive heat.

The rail may have suffered thermal shock due to excessive heat.

3. Maybe the aircraft did not have a mechanical failure.

The aircraft might not have had a mechanical failure.

4. Perhaps the flight crew fell asleep due to cabin depressurization and lack of oxygen.

The flight crew couldn't fallen asleep due to cabin depressurization and lack of oxygen.

LANGUAGE

PAST SPECULATIONS

Change the following sentences into speculations made before the investigations.

5. The captain probably wanted to save time by steering close to the headland.

The captain might have wanted to save time by steering close to the headland.

6. He possibly did not realize that the depth of water in the channel was insufficient.

He may not have realized that the depth of water in the channel was insufficient.

7. The houses definitely didn't collapse in the earthquake because of a design error.

The houses can't have collapsed in the earthquake because of a design error.

8. The disintegration of the bridge was probably not caused by substandard concrete.

The disintegration of the bridge might not have been caused by substandard concrete.

SPEAKING

PAST SPECULATIONS

What do yo think the following disasters were caused by.

1. The Challenger shuttle disaster, January, 1986

2. The wing of the Columbia shuttle, February 2013

3. The Warsaw radio mast, August, 1991

4. The crash of the Air France Concorde, July, 2000

5. The Indonesian plane crash Lion Air Flight 610, October, 2018

6. The Italian bridge collapse, Genoa, February, 2019

7. Shanghai building collapse, May 2019

SPEAKING

PAST SPECULATIONS

What do yo think collapse of the hotel walkways were caused by.

ONLINE PRACTICE

https://quizizz.com/admin/quiz/start_new/5ce90855d87eea001aabce26

END OF UNIT 7 PART 1

New Vocabulary

truss

a framework, typically consisting of rafters, posts, and struts, supporting a roof, bridge, or other structure

New Vocabulary

girder

a large iron or steel beam or compound structure used for building bridges and the framework of large buildings.

New Vocabulary

gusset plate

a plate for connecting beams and girders to columns

New Vocabulary

bearing

It's is a component of a bridge which typically provides a resting surface between bridge piers and the bridge deck.

New Vocabulary

pier

A pier, in architecture, is an upright support for a structure or superstructure such as an arch or bridge.

DISCUSSION

Watch the following video to speculate other reasons you think the bridge collapse was caused by.

Watch the following video to make sure about your speculations.

DISCUSSION

VOCABULARY

Match the words in the box with the labels 1-6.

truss girder gusset plate bearing pier deck

deck

girder

truss

gusset plate

bearing

pier

LISTENING

Listen and tick in the correct boxes.

LISTENING

Listen and tick in the correct boxes.

LISTENING

Listen and tick in the correct boxes.

LISTENING

Listen and tick in the correct boxes.

have

been

have

been

had

wouldn't

have

LANGUAGE

PAST BLAME/ٌREGRET

should have + PP

shouldn't have + PP

ACTIVE

Your company shouldn't have replaced the bearings.

Your company should have oiled the bridge.

PASSIVE

should have been + PP

shouldn't have been + PP

The bearings shouldn't have been replaced .

The bridge should have been oiled.

LISTENING

Listen and tick in the correct boxes.

LISTENING

Listen and tick in the correct boxes.

21 months before crash

backlog of essential maintenance work

6 months

USA, Sweden

3

6 million

LANGUAGE

THIRD CONDITIONAL

LISTENING

Listen and tick in the correct boxes.

LISTENING

Listen and tick in the correct boxes.

CHECK YOUR ANSWERS.

been

have

should

have

hadn't

wouldn't

should

have

been

PAIR WORK

Speculate about unreal situations in the past.

PAIR WORK

Speculate about unreal situations in the past.

1 The main column buckled and then the building collapsed.

If the main column had not buckled, the building would not have collapsed.

2 The plane's fuel tank fractured and then the fuel exploded.

If the plane's fuel tank had not fractured, the fuel would not have exploded.

PAIR WORK

Speculate about unreal situations in the past.

3 A ship crashed into the bridge pier and now the pier is cracked.

If the ship hadn't crashed into the bridge pier, the pier wouldn't be cracked now.

4 Friction wore down the brake pads and so the brakes do not work now.

If friction hadn't worn down the brake pads, the brakes would work now.

PAIR WORK

Speculate about unreal situations in the past.

5 Tensile forces stretched the cables and as a result the cables snapped.

If tensile forces hadn't stretched the cables, they wouldn't have snapped.

6 Compressive forces pressed down on the columns, and as a result they are now fractured in three places.

If compressive forces hadn't pressed down on the columns, they wouldn't be fractured in three places now.

GROUP WORK

WHAT SHOULD HAVE HAPPENED?

In groups, read the details on pages 110,112,114 and 115 to identify what shouldn't have happened to avoid such collaps.

END OF UNIT 10 PART 2

Part 3 Objectives

Trainees will be able to:

match sections of an investigation report to given section headings of the same report. (6.10.3.R)

DISCUSSION

REPORT SECTIONS

Put the following report sections in the correct order.

Recommendations Introduction Abstract Conclusions

Attachments Background Method Findings

1 Abstract

5 Findings

2 Introduction

6 Conclusions

3 Background

7 Recommendations

4 Method

8 Attachments

Abstract can also be called Summary. Method can also be called Procedure.

PAIR WORK

WHAT DO THE REPORT SECTIONS MEAN?

1 Abstract

c) summarize the whole report

2 Introduction

f) explain briefly your purpose in writing the report

a) give history to explain why the investigation was necessary

3 Background

4 Method

h) show how you carried out the investigation

b) present the evidence or data that you discovered

5 Findings

6 Conclusions

d) give your overall opinion based on all the evidence

7 Recommendations

e) say what action others should take as a result of the report

g) provide additional tables, diagrams, reference and documents

8 Attachments

PAIR WORK

Write the correct heading for each section of the investigation report.

1 Abstract 2 Introduction 3 Background 4 Method

5 Findings 6 Conclusions 7 Recommendations 8 Attachments

6. Conclusions

PAIR WORK

Write the correct heading for each section of the investigation report.

1 Abstract 2 Introduction 3 Background 4 Method

5 Findings 6 Conclusions 7 Recommendations 8 Attachments

4. Method

7. Recommendations

2. Introduction

PAIR WORK

Write the correct heading for each section of the investigation report.

1 Abstract 2 Introduction 3 Background 4 Method

5 Findings 6 Conclusions 7 Recommendations 8 Attachments

5. Findings

PAIR WORK

Write the correct heading for each section of the investigation report.

1 Abstract 2 Introduction 3 Background 4 Method

5 Findings 6 Conclusions 7 Recommendations 8 Attachments

1. Abstract

PAIR WORK

Write the correct heading for each section of the investigation report.

1 Abstract 2 Introduction 3 Background 4 Method

5 Findings 6 Conclusions 7 Recommendations 8 Attachments

3. Background

Reading for details

Answer these questions about the report.

1. According to the conclusions, which parts of the bridge failed?

2. What design error caused these parts to fail?

3. What happened on the day of the collapse which added to the load on the bridge?

4. What physical evidence of the collapse did the investigators examine?

Reading for details

Answer these questions about the report.

The gusset plates joining a group of girders (at the U10 nodes)

At 13 mm, some of the gusset plates were too thin for the loads on the bridge.

1. According to the conclusions, which parts of the bridge failed?

2. What design error caused these parts to fail?

3. What happened on the day of the collapse which added to the load on the bridge?

4. What physical evidence of the collapse did the investigators examine?

There was construction equipment on the bridge (adding an extra 261,000 kg) and four lanes were closed (concentrating traffic load into the remaining four lanes).

CCTV camera footage; wreckage from the collapsed bridge; photos and documents of previous inspections

PAIR WORK

Which sections (Introduction, Findings, etc.) of an investigative report would contain these sentences. Then discuss the verb form used in each case. and why.

1. The accident must have been caused by a fault in the railway signals.

2. New safety equipment should be supplied to all staff working on the rig.

3. The ship should have been inspected for cracks and fractures every year.

4. Twenty-six near-miss incidents were reported to central air traffic control.

5 This report gives an account of the investigation into the recent fire.

PAIR WORK

Which sections (Introduction, Findings, etc.) of an investigative report would contain these sentences.

Conclusions

Recommendations

1. The accident must have been caused by a fault in the railway signals.

2. New safety equipment should be supplied to all staff working on the rig.

3. The ship should have been inspected for cracks and fractures every year.

4. Twenty-six near-miss incidents were reported to central air traffic control.

5 This report gives an account of the investigation into the recent fire.

Conclusions

Findings

PAIR WORK

Write the correct heading for each section of the investigation report.

1. Introduction 2. Background 3. Method

4. Findings 5. Conclusions 6. Recommendations

Method

PAIR WORK

Write the correct heading for each section of the investigation report.

1. Introduction 2. Background 3. Method

4. Findings 5. Conclusions 6. Recommendations

Conclusions

PAIR WORK

Write the correct heading for each section of the investigation report.

1. Introduction 2. Background 3. Method

4. Findings 5. Conclusions 6. Recommendations

Introduction

PAIR WORK

Write the correct heading for each section of the investigation report.

1. Introduction 2. Background 3. Method

4. Findings 5. Conclusions 6. Recommendations

Recommendations

PAIR WORK

Write the correct heading for each section of the investigation report.

1. Introduction 2. Background 3. Method

4. Findings 5. Conclusions 6. Recommendations

Background

PAIR WORK

Write the correct heading for each section of the investigation report.

1. Introduction 2. Background 3. Method

4. Findings 5. Conclusions 6. Recommendations

Findings

PAIR WORK

must have been

should place

must

should be checked

have failed

should

be installed

should

inspect

Put the verbs in brackets into the active or passive, using must and should, plus the infinitive or perfect infinitive.

should

be increased

PAIR WORK

Match the verbs 1-8 with their definitions a-h.

h

f

b

e

g

c

a

VOCABULARY

STUDY THE FOLLOWING.

END OF UNIT 10

Part 1 Objectives

Trainees will be able to:

complete a given table about materials used in a product after listening to a recorded description of these materials.(6.11.1.L)

LISTEN AND REPEAT.

VOCABULARY

New Vocabulary

elastic

materials that return to its original length or shape after being stretched.

New Vocabulary

flexible

capable of bending easily without breaking.

New Vocabulary

tough

(of a substance or object) strong enough to withstand adverse conditions or rough handling.

New Vocabulary

impact resistant

a material's ability to withstand intense force or shock applied to it over a short period of time.

New Vocabulary

tensile

strength

the resistance of a material to breaking under tension.

WATCH AND DISCUSS

DISCUSSION

Watch the following to identify the rope materials properties.

GROUP WORK

Choose a sport. Make a list of the main equipment used, then draw up a chart like this.

LISTENING

Listen to this phone call and answer the questions.

1. What is the purpose of the call?

2. What happened before the call?

3. What will happen as a result of the call?

LISTENING

Listen to this phone call and answer the questions.

1. What is the purpose of the call?

Albert wants to follow up his presentation of football boots to Ramon’s team the previous day.

2. What happened before the call?

Albert gave a presentation about his new boot design to Ramon’s team.

3. What will happen as a result of the call?

Albert will get a formal proposal to Ramon by special delivery the next morning.

READING

Read this letter and say which word or phrase in the box best describes it.

proposal

letter of thanks

invitation

invoice

presentation

proposal

attachment

covering letter

personal letter

application

READING

Answer these questions about the letter.

1. What two things did Albert do before he wrote the letter?

2. What action does Albert want Ramon to take next?

3. How does Albert try to convince Ramon that aramid fiber is needed in a boot?

4. Which sentence explains that the boot helps the player to twist his body easily without slipping or falling?

5. Can the studs to be unscrewed or removed easily from the boot?

6. What will happen if Ramon waits for six weeks to make his order?

READING

Answer these questions about the letter.

1. What two things did Albert do before he wrote the letter?

He gave a presentation and then phoned Ramon to follow it up.

2. What action does Albert want Ramon to take next?

He wants Ramon to make a firm order for football boots.

3. How does Albert try to convince Ramon that aramid fiber is needed in a boot?

by referring to Beckham’s and Rooney’s foot injuries

READING

Answer these questions about the letter.

4. Which sentence explains that the boot helps the player to twist his body easily without slipping or falling?

"The boot gives the player torsional stability."

5. Can the studs to be unscrewed or removed easily from the boot?

No, because they are injection moulded as part of the bottom (sole).

6. What will happen if Ramon waits for six weeks to make his order?

The proposal will lapse and he will have to ask for a new price.

LISTENING

LISTEN AND FILL IN.

soft

strong in tension

lightweight

impact absorbent

elastic flexible tough

impact resistant

LISTENING

LISTEN AND FILL IN.

lightweight

flexible

soft

strong in tension

lightweight

impact absorbent

elastic flexible tough

impact resistant

strong in tension

impact resistant

soft

impact absorbent

tough

elastic

LANGUAGE

DESCRIBING PROPERTIES

READING

Complete these sentences

weigh

bent

stretched

breaking

reduces

transferring

break

stretched

bent

return

Part 2 Objectives

Trainees will be able to:

match a given material properties to a list of meanings. (6.11.2.R)

VOCABULARY

NEW VOCABULARY

Listen to the following new vocab and repeat them

New Vocabulary

Malleability

Malleability is the quality of something that can be hammered or rolled into a new shape without breaking, like the malleability of clay.

New Vocabulary

ductile

able to be pulled into a longer, thinner shape without braking.

New Vocabulary

absorbent

able to take in liquids easily.

New Vocabulary

strong in torsion

torsional strength

the resistance of a material to breaking under tension and the resisting of a twisting force.

New Vocabulary

strong in compression

able to withstand a heavy force pressing down on it

WATCH AND DISCUSS

DISCUSSION

Watch the following video to identify how scientists have been improving carbon fiber.

PAIR WORK

Match the words in the box to the photos

malleability tensile strength flexibility compressive strength

flexibility

tensile

strength

compressive

strength

malleability

What properties must these items have?

PAIR WORK

non-flammability

1. a firefighter's protective jacket

rigidity

2. a concrete beam in a skyscraper

water resistance

3. a scuba diver's watch

heat resistance

4. the metal for an electric cable

Scanning

Practice your speed reading.

Look at page pages 117 to be first to answer these questions.

1 How many plastics have the property of impact resistance?

2 Which two plastics are used in making arrows?

3 How many plastics have the property of durability?

4 Which two plastics are used in clothing?

Scanning

Practice your speed reading.

1 How many plastics have the property of impact resistance?

three (carbon fibre, fibreglass, polycarbonate)

2 Which two plastics are used in making arrows?

carbon fibre; fibreglass

3 How many plastics have the property of durability?

five (carbon fibre, fibreglass, nylon, polycarbonate, polyester)

4 Which two plastics are used in clothing?

spandex; nylon

ADJECTIVES AND MEANINGS

Vocabulary

Match the adjectives and adjectival phrases l-6 with their meanings

ADJECTIVES AND MEANINGS

Vocabulary

1. malleable

e) capable of being hammered or rolled into a new shape

f) capable of withstanding heat without being affected

2. heat tolerant

3. ductile

b) able to be pulled into a longer, thinner shape without breaking

4. absorbent

a) able to take in liquids; able to reduce the effect of impact

5. strong in torsion

c) capable of resisting a twisting force

6. strong in compression

d) able to withstand a heavy force pressing down on it

ADJECTIVES AND MEANINGS

Vocabulary

Match the adjectives and adjectival phrases l-6 with their meanings

ADJECTIVES AND MEANINGS

Vocabulary

1. absorbent

f) can reduce the effect of a sudden impact

c) can be rolled or pulled into a longer, thinner shape

2. ductile

3. durable

h) stays in good condition for a long time

a) can stretch and go back to its original length

4. elastic

5. flammable

d) burns easily

6. flexible

g) can bend easily without breaking

7. malleable

e) can be permanently formed into a new shape

8. rigid

b) can resist loads without bending

CHANGE NOUNS INTO ADJECTIVES.

Vocabulary

malleable

1. malleability

non-flammable

2.non-flammability

tolerant

3. tolerance

ductile

4. ductility

durable

5. durability

absorbent

6. absorbency

Rewrite these sentences to give the same meaning.

Vocabulary

Rewrite these sentences to give the same meaning.

Vocabulary

1. Steel cable has good tensile strength.

Steel cable is very strong in tension.

2. Concrete has high compressive strength

Concrete is extremely strong in compression.

3. Nylon is extremely strong in tension.

Nylon has excellent tensile strength.

This metal is very strong in torsion.

4. This metal has excellent torsional strength

5. This steel is very strong in compression.

This steel has high compressive strength.

6. Kevlar has very good shear strength

Kevlar is very strong in shear.

RESISTANCE & TOLERANCE

LANGUAGE

This plastic tolerates heat extremely well.

This plastic is highly heat tolerant.

This is an extremely heat- tolerant plastic.

This plastic has very good tolerance to heat.

This plastic has excellent heat tolerance.

LANGUAGE

C

o

m

p

l

e

t

e

this

text.

Part 3 Objectives

Trainees will be able to:

complete a meeting minutes about equipment and material properties. (6.11.3.L)

DISCUSSION

WATCH AND DISCUSS

Watch the following to identify different ways leaders can improve team performance.

LISTEN AND ANSWER

LISTENING

Listen to this meeting and answer the questions.

1. What two important issues are discussed in the meeting?

2. What (a) land-based sports and (b) water-based sports are discussed?

CHECK YOUR ANSWERS.

LISTENING

1. What two important issues are discussed in the meeting?

equipment and team training

2. What (a) land-based sports and (b) water-based sports are discussed?

(a) running (for 100/200/400 m and long-distance/ marathon)

(b) swimming, rowing and sailing

LISTEN AND ANSWER

LISTENING

Listen and complete the minutes.

LISTEN AND ANSWER

LISTENING

Listen and complete the minutes.

withstand impact

lightweight

impact absorbent

slip resistant

hydrodynamic

data about force and speed

a real-time readout of wind

LISTEN AND ANSWER

LISTENING

Listen and fill in the missing parts of the properties section.

strength

torsional rigidity

lightness

stiffness

C

H

E

C

K

YOUR

A

N

S

W

E

R

S

torsional strength

elasticity

strength

LISTENING

Listen and make notes in the table

Check your answer.

strong

not resistant to corrosion

durable, ductile

too soft

hard

expensive

SUGGESTIONS

LANGUAGE

Complete these phrases used in the meeting by people making suggestions.

SUGGESTIONS

LANGUAGE

Complete these phrases used in the meeting by people making suggestions.

don’t we

Let’s

could

make

that

would

about

let's

SUGGESTIONS

LANGUAGE

Ways of making a suggestion:

SUGGESTIONS

GROUP WORK

How to improve your English class.

CAPABILITY

LANGUAGE

CAPABILITY

LANGUAGE

CAPABILITY

LANGUAGE

1 Kevlar is used in bulletproof vests because it has the ability to resist severe

impact. (capable)

Kevlar is used in bulletproof vests because it is capable of resisting severe impact.

2 Polypropylene is used inside crash helmets because it has the capacity to absorb

impact and to soften a blow to the head. (capability)

Polypropylene is used inside crash helmets because it has the capability of absorbing impact and softening a blow to the head.

CAPABILITY

LANGUAGE

3 Nylon is commonly used in waterproof jackets because it is capable of.

withstanding water and preventing it from passing through. (capacity)

Nylon is commonly used in waterproof jackets because it has the capacity to withstand water and to prevent it from passing through.

4 Wood is rarely used nowadays for making a boat hull because it is unable to stop

rocks from cutting into the hull. (incapable)

Wood is rarely used nowadays for making a boat hull because it is incapable of stopping rocks from cutting into the hull.

PROOF & RESISTANT

Vocabulary

Proof is generally stronger than resistant; for example, a waterproof jacket is

probably guaranteed to keep out all water, but a water-resistant jacket may not be.

PROOF

foolproof heatproof soundproof rustproof

greaseproof shatterproof heatproof weatherproof

bombproof leakproof shockproof

ovenproof lightproof windproof

PROOF & RESISTANT

Vocabulary

Proof is generally stronger than resistant; for example, a waterproof jacket is

probably guaranteed to keep out all water, but a water-resistant jacket may not be.

RESISTANT

The door is fire resistant. It's a fire-resistant door.

The pipe is corrosion resistant. It's a ______________________________.

The jacket is water resistant. It's a ______________________________.

END OF UNIT 11

PART 1

PART 2

PART 3

Trainees will be able to:

Units (7-12) Objectives

change written sentences including direct speech into reported speech.(6.7.1.S)

change a given written instruction to a statement using a past simple passive verb. (6.8.3.S)

compare the differences between two objects through given a comparison table about them. (6.9.1.S)

speculate about the possible causes of dangerous or unusual event which has happened to them in their work or in their life.(6.10.1.S)

describe a given object's similarities to and differences from other objects. (6.12.2.S)

PAIR WORK

CHANGE TO REPORTED SPEECH

Use a different reporting verb from the box for each sentence.

tell inform order instruct assure confirm explain promise

CHECK YOUR ANSWERS

1 The pilot said to everyone, "Please leave the plane immediately."

The pilot told everyone to leave the plane immediately.

2 The passenger said to the policeman, "I'm innocent."

The passenger assured the policeman that he was innocent.

3 The security official said to the man, "Walk through the gantry."

The security official instructed the man to walk through the gantry.

4 The pilot said, "l can confirm that the plane is safe."

The pilot confirmed that the plane was safe.

CHECK YOUR ANSWERS

5 The policeman said to the passenger, "Come with me."

The policeman ordered the passenger to go with him.

6 The security manager said to his staff, "There was a security incident this morning."

The security manager informed his staff that there had been a security incident that morning.

7 The security official said, "l will be more careful in future."

The security official promised to be more careful in future.

8 The inspector said, "l pretended to be a passenger."

The inspector explained that he had pretended to be a passenger.

PAIR WORK

CHANGE TO REPORTED SPEECH

Use a different reporting verb from the box for each sentence.

tell inform order instruct assure confirm explain promise

1. She said to him, "Sorry, sir. You must buy three seats together because of your broken leg."

2 The steward said to the passenger, "Please don't smoke in the departure lounge."

3 The helpline said to us, "Oh, yes, you can carry 10 kg of medical equipment free of charge."

4 The airline official said to her, "Don't worry, the plane will not leave without you."

5 The check-in clerk said to us, "I'll book you on the next possible flight."

6 The clerk said to him, "Folding wheelchairs are carried free of charge."

7 The steward said to the children, "Don't sit in the emergency exit row."

8 The pilot said to the crew, "Evacuate the aircraft immediately."

PAIR WORK

CHECK YOUR ANSWERS

Use a different reporting verb from the box for each sentence.

tell inform order instruct assure confirm explain promise

1. She said to him, "Sorry, sir. You must buy three seats together because of your broken leg."

She informed him that he had to buy three seats together because of his broken leg.

2 The steward said to the passenger, "Please don't smoke in the departure lounge."

The steward told the passenger no to smoke in the departure lounge.

3 The helpline said to us, "Oh, yes, you can carry 10 kg of medical equipment free of charge."

The help line confirmed that we could carry 10 kg of medical equipment free of charge.

4 The airline official said to her, "Don't worry, the plane will not leave without you."

The airline official assured her that the plane would not leave without her.

PAIR WORK

CHECK YOUR ANSWERS

Use a different reporting verb from the box for each sentence.

tell inform order instruct assure confirm explain promise

5 The check-in clerk said to us, "I'll book you on the next possible flight."

The check-in clerk promised he would book us on the next possible flight.

6 The clerk said to him, "Folding wheelchairs are carried free of charge."

The check-in desk explained to him that folding wheelchairs were carried free of charge.

7 The steward said to the children, "Don't sit in the emergency exit row."

The steward instructed the children not to sit in the emergency exit row.

8 The pilot said to the crew, "Evacuate the aircraft immediately."

The pilot ordered the crew to evacuate the aircraft immediately.

CHANGE INTO PAST PASSIVE.

LANGUAGE

1. Attach the drill pipe to the drill bit.

2. Slide the drill collar over the drill pipe.

3. Fix the kelly to the drill pipe.

4. Lower the drill strings through the rotary table.

5. Switch on the mud pump.

6. Check the mud hoses for leaks.

7. Switch on the power to the rotary table.

8. Lower the drill string into the well hole.

9. Lower the drill bit to the rock layer.

CHECK YOUR ANSWERS

LANGUAGE

1. Attach the drill pipe to the drill bit.

The drill pipe was attached to the drill bit.

2. Slide the drill collar over the drill pipe.

The drill collar was slid over the drill pipe.

3. Fix the kelly to the drill pipe.

The kelly was fixed to the drill pipe.

4. Lower the drill string through the rotary table.

The drill string was lowered through the rotary table.

CHECK YOUR ANSWERS

LANGUAGE

5. Switch on the mud pump.

the mud pump was switched on.

6. Check the mud hose for leaks.

The mud hose was checked for leaks.

7. Switch on the power to the rotary table.

The power to the rotary table was switched on.

8. Lower the drill string into the well hole.

The drill was lowered into the well hole.

9. Lower the drill bit to the rock layer.

The drill bit was lowered to the rock layer.

CHANGE INTO PAST PASSIVE

PAIR WORK

1. Attach narrow diameter drill bit to drill string.

2. Drill narrow pilot hole.

3. Enlarge pilot hole using wash pipe

4. Pump drilling fluid through drill string to drill bit

5.Break rock into small pieces

6. Carry rock pieces back to entrance hole at drill rig

7. Reach exit point and came out of ground

8. Detach drill bit from string and attach reamer

COMPARE BETWEEN THE TWO VEHICLES

PRACTICE

COMPARE BETWEEN THE TWO BULBS

PRACTICE

EXPECTED ANSWERS

1.An incandescent bulb consumes much more energy/ many more watts than a CFL bulb.

2.A CFL bulb lasts more than six times as long as/six times longer than an incandescent bulb.

3.A CFL bulb has slightly less output in lumens than an incandescent bulb.

4.For 10,000 hours, you need more than six times as many incandescent bulbs as CFL bulbs.

5.A CFL bulb costs almost twice as much as an incandescent bulb.

6.An incandescent bulb uses more than four times as much electricity as a CFL bulb.

7.The total cost of using an incandescent bulb is almost five times greater than using a CFL bulb.

PRACTICE

Compare the differences between these two sports cars

Examples:1.The GT Sport accelerates a great deal faster than the Roadster.

5. The maximum speed of the GT Sport is 71 kph faster than the Roadster's.

PRACTICE

EXPECTED ANSWERS

1. The GT Sport accelerates a great deal faster than the Roadster.

1. The Roadster's acceleration is much worse than the GT port's.

2. The Roadster is a lot more economical than the GT Sport.

2. The Roadster uses two thirds as much fuel as the GT Sport

3. The GT Sport is a little more stable than the Roadster.

3. The Roadster is slightly more unstable than the GT Sport

4. The Roadster's suspension is slightly better than the GT Sport's.

4. The GT Sport's suspension is a little less comfortable than the Roadster's.

5. The maximum speed of the GT Sport is 71 kph faster than the Roadster's.

5. The Roadster's top speed is two thirds as fast as the GT Sport's.

6. The Roadster's engine is two thirds as powerful as the GT Sport's.

6. The GT Sport's engine is one and a half times more powerful than the Roadster's.

7. The Roadster has half as much storage space as the GT Sport.

7. The GT Sport's storage space is twice as large as the Roadster's.

8. The GT Sport is 50% more expensive than the Roadster.

8. The Roadster is 30% cheaper than the GT Sport.

PRACTICE

Compare between these two of the following stadium floodlights.

Modify the comparisons in a general way and in a more specific way, using far, much, a great deal, a lot, slightly and a little.

Example: 1 The wattage of the AX 210 is exactly twice as powerful as the wattage of the RS 90.

SPEAKING

PAST SPECULATIONS

What do yo think the following disasters were caused by.

1. The Challenger shuttle disaster, January, 1986

2. The wing of the Columbia shuttle, February 2013

3. The Warsaw radio mast, August, 1991

4. The crash of the Air France Concorde, July, 2000

5. The Indonesian plane crash Lion Air Flight 610, October, 2018

6. The Italian bridge collapse, Genoa, February, 2019

7. Shanghai building collapse, May 2019

SPEAKING

PAST SPECULATIONS

What do yo think collapse of the hotel walkways were caused by.

GROUP WORK

SIMILARITIES AND DIFFERENCES

Describe these objects in a way which expresses their similarity to and difference from other objects.

Example: 1. A surfboard is like a small boat, but / except that it uses a flat board instead of a hull.

GROUP WORK

SIMILARITIES AND DIFFERENCES

1. A surfboard is like a small boat but uses a flat board instead of a hull.

2. A hovercraft goes over the sea like a boat but it doesn't actually sit on the water. Instead, it floats (hovers) a short distance above it.

3 A seaplane is like an aeroplane but instead of wheels, it lands on a pair of floats.

4 A helicopter flies through the air like an aeroplane but it uses blades instead of wings.

5 A submarine can float on water like a ship but unlike a ship, it can also submerge below the surface.

6 A space shuttle is like an aeroplane but instead of flying only in the atmosphere, it can fly outside the atmosphere like a space rocket.

Units (7-12) Objectives

Trainees will be able to:

match given parts of figures in a lecture to given diagrams. (6.7.3.R)

complete a text about petrochemical facility given with statistics. (6.8.2.R)

identify if given statements comparing buildings, given with factsheets about architecture of these buildings, are correct or incorrect. (6.9.9.R)

match given types of structural failure to given phrases explaining them.(6.10.1.R)

match sections of an investigation report to given section headings of the same report. (6.10.3.R)

match a given material properties to a list of meanings. (6.11.2.R)

complete a table for similarities and differences between objects in a given article. (6.12.2.R)

identify information in a given factsheet about a system given with a feature of the system. (6.12.3.R)

READING

Read this transcript of a lecture, and match the figure numbers 1-7 to the diagrams

A-G in 6.

CHECK YOUR ANSWERS

3

1

5

7

4

2

6

PAIR WORK

Match the words with the diagrams

battery

capacitor

switch

terminal

capacitor conductor battery earth resistor switch terminal

conductor

resistor

earth

READING

200 km

USE STATISTICS TO FILL IN THE MISSING PARTS

2,000

1995

1.3 trillion m3

656,000 t

100,000 t

245,000 m3

303 m

35 m

20 min

55 mm

PAIR WORK

Correct the false information in these statements.

The Hearst Tower has by far the most extensive (or greatest) floor area of the three buildings, and is also the tallest and has the largest number of storeys. The floor plan is the closest to a rectangular shape. The top of the tower is the most tapered (or pointed) of the three.

The top of the tower is the least tapered

PAIR WORK

Correct the false information in these statements.

Capital Gate has the fewest storeys of the three, and is easily the shortest of the

three towers, with the least extensive floor area. It has the most curvilinear (or

curved) shape of the three, and is the most inclined (or leaning) from the vertical.

delete: with the least extensive floor area.

PAIR WORK

Correct the false information in these statements.

The Swiss Re Building has the most conical overall shape, and the most circular floor plan of the three. The narrowest point is at the top of the tower, and the widest part is at the base: It is the least tall of the three buildings and has the fewest storeys and the least extensive floor area.

the widest part is at the sixteenth floor/delete the fewest storeys and

VOCABULARY

Match these phrases with words or phrases

compression bomb thermal shock corrosion wear impact buckling metal fatigue fracture tension

metal fatigue

buckling

impact

thermal shock

a. damage caused by continued loading

b. temporary bending due to compression

c. striking it with a hard force over a short period

d. expanding or contracting suddenly because of extreme heat or cold

e. disintegration caused by chemical reaction with oxygen and water

f. breaking into two or more pieces

g. removal of surface material by rubbing or friction

h. a pulling or stretching force

corrosion

fracture

wear

tension

PAIR WORK

Which sections (Introduction, Findings, etc.) of an investigative report would contain these sentences.

Conclusions

Recommendations

1. The accident must have been caused by a fault in the railway signals.

2. New safety equipment should be supplied to all staff working on the rig.

3. The ship should have been inspected for cracks and fractures every year.

4. Twenty-six near-miss incidents were reported to central air traffic control.

5 This report gives an account of the investigation into the recent fire.

Conclusions

Findings

PAIR WORK

Write the correct heading for each section of the investigation report.

1. Introduction 2. Background 3. Method

4. Findings 5. Conclusions 6. Recommendations

Method

PAIR WORK

Write the correct heading for each section of the investigation report.

1. Introduction 2. Background 3. Method

4. Findings 5. Conclusions 6. Recommendations

Conclusions

PAIR WORK

Write the correct heading for each section of the investigation report.

1. Introduction 2. Background 3. Method

4. Findings 5. Conclusions 6. Recommendations

Introduction

PAIR WORK

Write the correct heading for each section of the investigation report.

1. Introduction 2. Background 3. Method

4. Findings 5. Conclusions 6. Recommendations

Recommendations

PAIR WORK

Write the correct heading for each section of the investigation report.

1. Introduction 2. Background 3. Method

4. Findings 5. Conclusions 6. Recommendations

Background

PAIR WORK

Write the correct heading for each section of the investigation report.

1. Introduction 2. Background 3. Method

4. Findings 5. Conclusions 6. Recommendations

Findings

Vocabulary

ADJECTIVES AND MEANINGS

Match the adjectives and adjectival phrases l-6 with their meanings

Vocabulary

ADJECTIVES AND MEANINGS

1. malleable

e) capable of being hammered or rolled into a new shape

2. heat tolerant

f) capable of withstanding heat without being affected

3. ductile

b) able to be pulled into a longer, thinner shape without breaking

4. absorbent

a) able to take in liquids; able to reduce the effect of impact

5. strong in torsion

c) capable of resisting a twisting force

6. strong in compression

d) able to withstand a heavy force pressing down on it

Vocabulary

ADJECTIVES AND MEANINGS

Match the adjectives and adjectival phrases l-6 with their meanings

Vocabulary

ADJECTIVES AND MEANINGS

1. absorbent

f) can reduce the effect of a sudden impact

2. ductile

c) can be rolled or pulled into a longer, thinner shape

3. durable

h) stays in good condition for a long time

a) can stretch and go back to its original length

4. elastic

5. flammable

d) burns easily

6. flexible

g) can bend easily without breaking

7. malleable

e) can be permanently formed into a new shape

8. rigid

b) can resist loads without bending

READING

How is the Greenbird similar to and different from an aircraft, a racing car

and a sailing boat? Answer in note form.

READING

How is the Greenbird similar to and different from an aircraft, a racing car and a sailing boat? Answer in note form.

Differences

Similarities

shape of rigid sail

on land

aircraft

racing car

has horizontal wings for stability

no engine, has vertical sail

has a sail

sailing boat

sail is rigid and has skates

READING

Answer these questions about the text.

2. What is the maximum speed of the Greenbird compared with the wind?

3. What is the maximum force of a side wind that the Greenbird can withstand?

4. What can stop other vehicles going faster even when the wind is stronger?

5. Which of the Greenbird's wings provide a downwards force?

6. What would happen to the vehicle if lift was minimised and drag was maximised?

THE GREENBIRD reties on a solid sail, which is very similar to an aircraft wing. Just as aiflow over a horizontal wing pushes an aircraft up, the flow of air over the Greenbird's vertical wing propels the vehicle forwards. This force enables the craft to travel at a staggering speed of five times the speed of the wind. In addition, the Greenbird uses Formula One racing car technology to achieve exceptional stability. Made from carbon composites, the vehicle can withstand a massive sideways force (of up to one tonne). The wings transfer this force into the ground. Wind-powered speed records are unlike normal records, where more power equals more speed. In fact, more wind does not always equal more speed. Instead, a technical solution is required, which maximizes lift, but minimizes drag (or friction). The Greenbird is very much like a very high-performance sailboat, but it uses wings instead of sails, and three skates instead of a keel on the hull. It has one vertical wing (similar to a boat's sail, but made of a solid composite instead of canvas), and two horizontal wings (which resemble the wings on a racing car). The Greenbird's vertical wing provides lift exactly like an aircraft wing, except that it pushes the craft forwards, not upwards. Then, to prevent the vehicle from falling over, horizontal wings are used to keep the vehicle close to the ground, much like the wings in a Formula One car. Once the Greenbird starts to move, it creates an apparent wind, which has tremendous force and can be much faster than the true wind. It acts aerodynamically on the vertical wing and, because the vehicle is light and efficient, there is very little drag. This technological miracle has produced the fastest wind-powered land vehicle in the world.

READING

Answer these questions about the text.

2. What is the maximum speed of the Greenbird compared with the wind?

five times the speed of the wind

one tonne

3. What is the maximum force of a side wind that the Greenbird can withstand?

4. What can stop other vehicles going faster even when the wind is stronger?

drag, or friction

5. Which of the Greenbird's wings provide a downwards force?

the horizontal ones

6. What would happen to the vehicle if lift was minimised and drag was maximised?

it would go much more slowly

PAIR WORK

Discuss the following questions

Similarities: They are all methods for charging the batteries of an electric car.

Differences: They all use different charging methods. The hydrogen fuel cell method charges the battery internally, whereas the other three use an external source of energy. Two of the three use an external electric current (non-contact and switch station), whereas the solar car uses sunlight. In the switch station method a newly- charged battery replaces the old one, whereas in the non-contact method the battery is charged in the car itself (using induction).

GROUP WORK

THE BEST ELECTRIC CAR SYSTEM

GROUP WORK

THE BEST ELECTRIC CAR SYSTEM

Student A: Argue for the cheapest system to buy and run.

the cheapest system to buy:

1 battery exchange; 2 non-contact; 3 solar; 4 hydrogen fuel cell.

the cheapest system to run:

1 solar; 2 non- contact; 3 battery exchange; 4 hydrogen fuel cell

Student B: Argue for the safest system to use.

1 non-contact; 2 battery exchange; 3 solar; 4 hydrogen fuel cell

Units (7-12) Objectives

Trainees will be able to:

identify if written tasks in a list done, in progress, or planned after listening to a recorded progress report. (6.7.3.L)

complete a given specs chart after listening to a description of an object.(6.8.1.L)

match a given recorded description of a task to a written list of stages. (6.8.3.L)

match recorded descriptions of a building to given printed site plans.(6.9.3.L)

complete a given table about materials used in a product after listening to a recorded description of these materials.(6.11.1.L)

complete a meeting minutes about equipment and material properties. (6.11.3.L)

LISTENING

LISTEN AND CHECK

Listen to this progress report and complete the checklist. Write D for job done, I for job in progress or P for job planned.

LISTENING

CHECK YOUR ANSWER.

Listen to this progress report and complete the checklist. Write D for job done, I for job in progress or P for job planned.

D

I

D

P

I

LISTENING

LISTEN AND COMPLETE THE SPECS CHART

LISTENING

CHECK YOUR ANSWERS

170

36

2383

45,000

9

5

35

130,000

LISTEN AND ARRANGE

LISTENING

LISTENING

CHECK YOUR ANSWERS.

6

4

5

2

7

9

1

10

3

8

LISTENING

Listen and write the letters A-H from the site plan next to the names of these buildings.

LISTENING

Listen and write the letters A-H from the site plan next to the names of these buildings.

G

C

D

F

H

E

A

B

LISTENING

MORE LISTENING PRACTICE

CHECK YOUR ANSWERS

LISTENING

E

D

B

G

C

H

I

LISTENING

LISTEN AND FILL IN.

soft

strong in tension

lightweight

impact absorbent

elastic flexible tough

impact resistant

LISTENING

LISTEN AND FILL IN.

lightweight

flexible

soft

strong in tension

lightweight

impact absorbent

elastic flexible tough

impact resistant

strong in tension

impact resistant

soft

impact absorbent

tough

elastic

LISTENING

LISTEN AND ANSWER

Listen and complete the minutes.

LISTENING

LISTEN AND ANSWER

Listen and complete the minutes.

withstand impact

lightweight

impact absorbent

slip resistant

hydrodynamic

data about force and speed

a real-time readout of wind

LISTENING

LISTEN AND ANSWER

Listen and fill in the missing parts of the properties section.

strength

torsional rigidity

lightness

stiffness

C

H

E

C

K

YOUR

A

N

S

W

E

R

S

torsional strength

elasticity

strength

LISTENING

Listen and make notes in the table

Check your answer.

strong

not resistant to corrosion

durable, ductile

too soft

hard

expensive

LISTENING

LISTEN AND COMPLETE

LISTENING

no

5

LISTEN AND COMPLETE

yes

no

Denmark

200,000 units

160 km

yes

140 kph

yes

80% under 30 m

yes

no

yes

52

yes

11

yes

hybird petrol electrical engine

4.2

2.5

SPEAKING

TASK 1

SPEAKING

Answer the following questions

SPEAKING

TASK 2

SPEAKING

TASK 3

SPEAKING

Look at the picture and read the instructions.