Pools Which tools do you need to carry out the following tasks? Label the pictures and complete the sentences. Seeeea ee ES / 2. To make a fence you need: 3. To fixa light you need: 5. To repair a pipe you need: i Ss Ral. i. What other things can be done with the tools in the boxes? Make sentences.HOUSENORD PHODLENS 1) What problems do these people have? A: ‘Lil eall the carpenter.” :Do you know a good plumber?’ B: ‘I need an electrician.’ 1. power switch is faulty. 2A king in the bathroom, pipe is leaking int 01 Du BQ 3. The kitchen sink got blocked. 4, Awooden door does not close properly. WE) 5. A heater is out of order. 6. The lights short-circuited, 7.A cheir got broken. 8. There is a gas leak in the kitchen, SPARE PIECES Spare pieces are useful for fastening and holding things together. Here are some of the most common. Can you match them with their names? Answer these questions: Which of these spare pieces... a. can be hammered?. b. are turned with a screwdriver? c-help to secure a screw?, ‘aysem anu @ 7 Hog ’aI>s( / WAN EU (ez SiOMEUY B'S(G/ EOS) L 4GUESS THE JOB 1. Look at these tools and instruments and write the job of their users below. 2. Find the names of all the tools/instruments(—» <— \ \¢ })and write them on the lines. PIR F 1 L R E;|M|M/A/H E A|B/A/| KI] S 7 I N}|Y]P s N I F[o/;K/ Ss u|tT s E | BE To Se 2 we Pp iL A|A/N/S H i [>7TeTcT rol clalolvi[ woe 1 604 FP Rk | Ms OL ee 2 R E x E|M|O;|M/R E{H|T R ujvic¢ Le a RO eed OP s{tlel[t{[ufo[s|[clo[plelr H|O/|/D/]Z/D I u F - Li] c|M TIA e E R e c}/o|]R{D cc R 0] EO |e | ROO [PAN [RR |e ew Si ee eee 3. Use the words to make sentences. Eg. The gardener is gathering the leaves with a rake, | nes odo. /awsweY | 9ped as / smog lOMsUY “WEG (¢/ asIeNO|(y / auEpIe (E | JBII98ID fe / 00 (11 SaMBUY @1g done when we ask somebody else to doit for us. For example: ‘Did you paint the wal painted. (It means that a painter di We have someti HAVE SOMETHING DoNE a) Rewrite these sentences using the structure ‘have something done’. 'No, had it it) 1. John didn’tinstall the central heating himself. E.g.: John had the central heating installed. 2. didn't make the bite dress myself. '3. Susan didn't take the photographs herself. ‘4. Mis. Jones didn't trim the bushes herselt '3. My father didn't repair the car himself. 6. The manager didnt type the letters himself. b) Who did it? £.g.:1.Agas fitter. ieee Etats Se a Sr a aM 3) Bi 6. REPAIR, FIX AND MEND source:oxors advanced Leamers DicionaryLorgman Languege Activator. a) Match the verbs with the definitions. The first has been done for you. J.overhaul a. To work on something that is broken, damaged, or not working properly to retum it to good condition. 2.mend b, To repair something quickly or provisionally, especially something with a hole in it. = 3.renovate _€. To repair something that is broken or not CR working properly, especially a car or machine, — Zi 1 q.patchup To repair something that is broken or damaged, NEU i especially something that has a hole init. en + 5.repair e. To look ata vehicle or machine at regular times and a make necessary repairs. s) 6. service £.To examine closely a machine, vehicle or piece of equipment and repair it if necessary Torestore 9. To carefully repair something, especially an old building to return itinto good condition. B.fix hh. To repair and clean an old building, vehicle, or work of art so that it looks like the original. MD @D WD ®D DH &Y ZF SF b) Complete the sentences with the verbs in the right tense: 1. The flight was delayed because the technicians had to one of the plane's engines. 2, Some people like to buy old houses and ‘them. 3, My dad the window glass with a piece of wood as a temporaty solution. 4,1had my old refrigerator ___and it works like a new one. 55, The statues damaged during the earthquake will be __ by experts. 6. After the storm, the hole in the roof got bigger. I'l call someone to it, 7. You should have your electrical appliances regularly to prevent accidents. 8. It only took me a few minutes to the TV set. ‘a Ry tg panes [a pOSIs@ palbia(s paynewano y dh papied le sencuel(@ AS ‘neo (L (@:,puow pera eday,siansuy 2 (8/4 (L/219/2(5 /9(¥/ B(E PIE (1 (e.puau PuE xy Medea, soMsUY “ue!25 (9 avELDou e(s sLepeO ety soudesbotayd Ce yeu (2 (a.auop Sushower exe, ssousuy “p3a/: na] aa po o8eveur oul (9 ‘veda 10 an pey owe; 4 (g “Pau SSN AD eussuor sie “ave: syeboio4d auraey rn uernse 9pHu SNP a4 au Dey (“Paes GeO enUeD x pey UNO (L[e,euOP BUNOUOS aneH, IAMSUYPERSONAL PROTECTIVE EQUIPMENT 1. Fill in the spaces with the appropriate personal protective equipment: C goggles - earplugs - bump cap - earmuffs - gauntlets - helmet - safety shoes - mask - respirator » Personal Protective Equipment consists of clothing and accessories to avoid injuries when any part of our body comes into contact with dangerous elements or substances when we are working, Here are some tips (1) Protect your head with a ora... from the impact of falling objects or electric shock when you are doing building work or repairing machines. (2) Protect your eyes and face with E and from flying particles, chemical drops, gases, or radiation. (3) Protect your ears with if you are exposed to high levels of noise that could damage your hearing. (4) Protect your respiratory system from dust particles, vapour or gas using a ora (5) Protect your hands from cuts, burns, toxic substances and electric shack with ora (6) Protect your feet with from falling objects, cuts and punctures, electricity, or slipping. ‘These people are working in unsafe conditions. What personal protective equipment should they use? He should use He should use He should use ‘lose (Siu e (y Soous Mayes (€ Sonoyo (e syruues (Lez stoMsuy AS _s004s Aas (9 stapunes “sano (gscreadsos sew (p 'sOnydieaSynusia (f spjtys-298)'o}6506 ‘sasel6 Aaj (zed dna, YoUuay (LL siOMEuY ap weind on poster 2, several pictures of tools, frequently used in different jobs and ‘occupations. The poster can be used as a reference when teaching vocabulary, or in games and activities about this topic. Although the pictures especially cater for teachers working in ‘Technical Schools, they can be useful for other age groups and levels as well. Here are some suggestions: Brainstorm jobs to find out what students know about them and complete the chart with the information they provide. (A picture dictionary Brainstorm vocabulary related to jobs and the tools used. Elicit some example sentences and write them on the board ‘Ask students to use the sentences, of 10 make their own, in a picture dictionary divided into subjects. They can draw the Divide the class into two groups. Hide one of the tools in the box and ask a student from one of the teams to guess which tool you have hidden'by feeling inside the box | through the hole. If the guess is correct, the student's team gets a point. The teams take turns until all the tools have been guessed. The winner is the team with the highest score 2, The Mime Game (to practise actions) | eeeespecially cater for teachers working in Technical Schools, they can be useful for other age groups and levels as well. Here are some suggestions: Jobs and their tools (Primary/Secondary) students can play a memory game that includes cards about jobs and cards about the tools used in those jobs. The game involves putting the cards downwards in two piles: one for the job cards and the other for the tool cards. The players take turns to turn over two cards, one from each pile. If both cards match up, the player wins the cards. It is important that while the students turn the cards over, they mention the jobs and tools that come up so as to check they know the vocabulary they ‘were taught, (For this game you can use the picture cards on pages 14 and 15.) (Making a graphic organiser (Primary/Secondary) If you want to check prior knowledge, this is a good way to do it. Draw a graph on the board like the following: sos | pace | activity | Toot sentences and write them on the board. ‘Ask students to use the sentences, or to ‘make their own, in a picture dictionary divided into subjects. They can draw the pictures, and write the definitions and example sentences. ‘The Carpenter makes furniture. He uses his saw to cut wood. (Two Games 1. Which tool is it? ‘You will need: tools and a decorated box with a hole on one side, For this game you have to ask children to bring some tools to school. Show the tools to the group and ask students to name them. 2, The Mime Game (to practise actions) You will need: small strips of paper with the names of jobs and a plastic bag, Divide the class into two ‘groups. Ask a student from one team io come to the front and take a card from the bag. He must mime an activity for his own team to guess the job. If the guess is correct, the team gets a point. If not, the other team can give the answer. The ‘winner is the (eam with more points. (7) These ideas were sent by ictoria Foot and Paula Bordetas, teachers of English