safety at work stusent ac

8/13/2019 SAFETY AT WORK STUSENT AC

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9 Take care

Safety hazards

Hazards and safety precautions

should, shouldn't, and could

Instructions

Instructions and procedures

Adjectives and adverbs: tight,tightly, etc.

Safety hazardsSafety is a key issue in technical English. This

section includes:

practice of the modal verbs should, shouldnt,

and could

vocabulary to do with workplace accidents

and safety.

1 As in the Students Book. Collect answers

from the class and explain any unknown

words in the notice.

AnswerYou could find a notice like this is a factory

workshop. Depending on where they work, the

students may have similar notices in dangerous

areas of their facilities.

2 Draw attention to the words injury and

damage.We usually use injurywhen we talk

about people getting hurt, but damagewhen

we talk about things. However, we receive eyeinjuries and hearing damage.

3 and 4 As in the Students Book.

Answers3 le,2a

4 1 You should roll up your sleeves.2 You shouldnt leave these boxes here.

3 Someone could trip over them and hurt

themselves.

We use couldto talk about future possibilities.

We use should to say wh ats right or correct.We use shouldnt to say whats wrong or dangerous.

5 Check the stude nts answ ers before they go

on to read the conversations with a partner.

Draw attention to these words and phrases

in the conversations:

to slip - co ntr as t with to trip.W hen we slipwe

slide. So we slip on wet floors but we tripover

raised objects.

to get an electric shock - to receive / experience

on e

to have anasty accident- nasty = bad,

unpleasant

to spill- to come out of a container - used

especially to talk about liquids

to lose a finger- to have a finger cut off.

Answers1 A Someone could slip. We should clean it up

right away.

B Yes, and we should turn off all the

machines. Someone could get a shock.2 A You shouldnt use this machine without

goggles. You could injure your eyes.

B I dont know where they are.

3 A Who took the guard off this machine?

Someone could have a nasty accident.

B It takes longer to clean if its on.

A But you shouldnt remove it. You could cut

yourself, or even lose a finger.

Note

Hurtand injuredhave similar meanings. We usehurt when it isnt very serious, e.g. My son hurt his

arm when he fell off his bike.

We use injuredwhen its more serious, e.g. His sonwas injured in a carcrash and rushedto hospital.

AnswersId, 2a, 3e, 4c, 5b

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Extra activity

The students say what could happen if they don't takeprecautions. Ask them to suggest endings for thesesentences.

ExampleIf you don't roll up your sleeves, they could get caught up inthe machines.

1 If you leave things lying on the floor, someone ...

2 If you use electric tools when the work area is wet,

y o u ...

3 If you remove safety guards from machines,...

4 If you don't wear go gg les, ...

5 If you don't wear ear protectors,...

6 The students will need this vocabulary laterwhen they move on to describing the hazards.

Answersladder b goggles h

drawer 1 hand cart e

sink d glass flask f

drill g fork-lift truck a

shelf c crumbs k

lead j socket i

7 Pairs of students should work on identifying

the hazards first. Collect their answers and

then demonstrate the conversations with a

student first before moving on to pair practice.

Answers1 A man is riding on top of the fork-lift truck

load. He could fall off.

2 The man pushing the hand cart is running.

Things could fall off or he could knock into

things.

3 The man on the ladder is throwing a box. He

could fall off the ladder, and the box could hit

someone.

4 The woman is trying to pick up a heavy box

without bending her knees. She could hurt or

strain her back.

5 The man is trying to reach something on top

of the cupboard without using the step ladder.

Things could topple off and hit him.

6 The man coming through the door is carrying

too much. He cant see where hes going so he

could walk into things.

7 Theres a leak from the sink. Someone could

slip on the wet floor.

8 The glass flask is uncorked and not stored in

a safe place. Whatevers inside it could spill

out and someone could drink its contents by

mistake.

9 The filing cabinet drawer is open. Someone

could walk into it.

10 The man is eating and dropping crumbs on

the floor. They could attract rodents.

11 The woman is smoking near a container of

flammable liquid. She could start a fire or

cause an explosion.

12 The man operating the machine isnt wearing

goggles. Sparks or small pieces of wood could

get in his eyes.

8 Brainstorm a list with the class. Give one or

two students pens and tell them to write the

list on the board as you go.

Answers

1 He shouldnt ride on the fork-lift truck load.

He should ride inside the cab or walk.

2 He shouldnt run with a hand cart.

3 He shouldnt throw the boxes. He should

hand them down.

4 She should bend her knees when she picks up

heavy things, and she should get help if they

are really heavy.

5 He should use the steps.

6 He should carry fewer boxes so he can see

where hes going. He should also use a hand

cart if they are heavy.

7 They should fix the leak and they should mop

up the water on the floor.

8 They should cork the flask and store it in a

safe place.

9 They should close the filing cabinet drawer.

10 He should clean up the crumbs and he

shouldnt eat in the workshop.

11 She shouldnt smoke in the workshop.

12 He should wear goggles.

9 Explain that all members of a group will be

required to present some of this information

to the new apprentices, and set time limits

for the preparation. Depending on your

students needs and interests, these group

presentations can be small or large, informal

or formal affairs. Suggest they write lists of

precautions (in the style of those in exercise

1), or prepare posters with pictures and

safety warnings. If possible, provide the

students with flip charts, overheads, slides,or a whiteboard that they can write on.

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Extra activities

1 How could you improve safety in the company shown in6 ? Hold a meeting to discuss the problem. Draw up anagenda. Discuss:

1 what are the most common causes of accidents?

2 a safety publicity cam paign - what should it contain ?

3 safety training - how should you do it?

4 safety rules- what should they be, and should therebe punishments for breaking safety rules? (What?)

5 anything else? (What?)

2 Design safety posters to make people more aware ofsafety issues in your workplace.

3 Investigate safety issues in your workplace. How can youcollect statistics on:

1 numbers of accidents?

2 comm on causes of accidents?

3 the cost of accidents?

InstructionsAs well as instructions on whatshould be done,

equipment manuals often contain instructions

on how it should be done. This section provides

practice in:

understanding written instructions adverbs of manner

verbs for describing physical tasks.

It lays some important groundwork for later

sections of the syllabus on comparative adverbs.

1 The pictures show the steps of changing the

oil and oil filter in a car in the correct

sequence. Use them to elicit the actions from

the students, making a note of useful words

and phrases on the board. The students will

find out the answers in the next exercise.

2 When the students have read the text, ask

them what words they dont know and

explain any unknown words. Highlight:

shallow =not deep

tightly =not loosely

thoroughly= carefully and completely

to unscrew =opposite of to screw

to flow - to move in a smooth and

continuous way (like water)

to rotate= to turn something aroundclockwise= opposite of anti-clockwise

(icounter-clockwisein AmE)

seal fordisposal = close tightly for throwing

away

directlyunderneath = exactly in position below.

Answers4 Then locate the oil filter.

8 Lower the car to ...1 Check the handbrake ...

6 Screw in the new ...

9 Repeat this process ...

3 Unscrew the drain plug ...

7 Remove the drain pan ...

2 Make sure th a t...

5 Remove the filter ...

3 As in the Students Book.

As the students give you their answers, write

the adverbs on the board, e.g.

directly underneathcompletely, easily

tightly

not tightly

carefully

regularly

Read the language note.

4 As in the Students Book.

Answers1 tight 6 slow

2 easy 7 easily

3 thoroughly 8 thorough

4 tightly 9 slowly

5 careful

Write this sentence on the board.

Shes a quick worker. She works____

Elicit quickly.

Then change the adjective to slow.

Shes a slow worker. She works_____

Elicit slowly.

Answers1 Directly underneath the engines drain plug.

2 Unscrew the plug and wait for the oil to drain.

3 Do it up tightly with a wrench.

4 No.

5 Carefully pour it into a container you can seal

for disposal.

6 Every 5,000 kilometres.

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Then change the adjective to careful.

Shes a careful worker. She works________.

Highlight that we usually form adverbs by

adding -ly to adjectives.

Warn the students that there are three

importan t irregular forms and write:

She's a goodworker. She w o r k s________

.Shes a hard worker.She works_________.

She's a fas t worker. She w or ks________.

Elicit well, hard, and fast, and then read the

language note.

NoteConfusing adjectivesSome common adjectives end in -ly. You may

want to warn your students that these words are

adjectives, not adverbs:

louelyfriendly early

5 As in the Students Book. Call on differentstudents to read their sentences to the class.

Extra activity

The students think of three things that

1 they find hard

2 they are good at.

They make two sentences about each one.

Examples

It's hard to remember new English words. RememberingEnglish words is hard.

I'm good at parking in small spaces. I park the car well.

6 This task prepares the students with a wide

range of adverbs. Encourage the students to

suggest adverbs not on the list as well and

write them up on the board.

7 This is a variation on a traditional charades

game. As the verbs and adverbs become

muddled up, some of the words that are

drawn together will be unlikely matches.

For example:

to screw a lid on abottle accurately

to add up a sum tightly

The difficulty of acting things out adds to the

humour but it can provide also opportunities

for class discussion. Be ready to ask:What kinds of things do we usually try to do

accurately, tightly,etc?

44 Unit 9

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