4

Drilling

Briefing
This unit looks at the methods for drilling an oil
well, as well as naming common hand tools and
asking for and giving directions. It also introduces
helicopter safety instructions and ordering food in
a canteen.

Drilling a well
This section introduces several technical words
related to drilling: drill pipe, hollow thick-walled
steel piping used on drilling rigs; drill bit, the
cutting tools of drilling machines; drill collar, the
part of the drill that provides weight; kelly, the
upper part of the drill stem; drill string, a column
(or string) of drill pipe that transmits drilling fluid;
casing, a metal tube used during the drilling of a
well. This section also introduces/reviews
sequencing language: first, second, etc.

The rotary system

This section goes into more detail about drilling,
with descriptions and diagrams of the lifting system
and the rotary system. These diagrams use much of
the vocabulary already seen in the previous section,
with the addition of swivel, a device which allows a
connected object to rotate vertically. The language
practice in this section is How does the work?

Lifting gear

Directions
This section introduces the language of directions
with their related imperative verbs (go straight
ahead, turn left, etc.). It also introduces the
apostrophe () and demonstrates how it is used with
plural nouns or to show possession.

Health and safety: Helicopters

This section presents the safety instructions to
follow when travelling by helicopter. Important
words in this context are: tail rotor, seatbelt,
survival suit and lifejacket.

Off-shift in the canteen

This section introduces the vocabulary of food and
drink usually found in a canteen. This includes food
such as beefburger, chicken, rice and vegetables,
and drinks such as coffee and orange juice. The
Language section focuses on asking for and about
food with phrases such as Id like a , How about
a ? and Would you like ?

Further reading
Use the following keywords to search the internet
for websites which give more in-depth information
about the topics covered in this unit: well drilling,
Oil and Gas Well Drilling and Servicing eTool,
offshore helicopter operations.

In this section, technical vocabulary related to lifting

gear is introduced. Some of the items mentioned are:
pulley, a mechanism composed of a wheel on an
axle and a cable or chain; crown block, the
stationary section of a block that contains a set of
pulleys; travelling block, a freely moving section of
a block; winch, a mechanical device used to wind up
or release a rope or cable. Herodotus first describes
the using of the winch in 480 BC. The Language
section covers describing things (for example, This is
a . This goes from to .).

Hand tools
This section features hand tools (paint brush,
electric drill, screwdriver, pliers, wrench, hammer)
and what they are used with or for (paint, a hole, a
screw, wire, a nut, a nail). The Language section
covers the different forms of to and too.
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30

Teachers notes
Warm-up
Begin with some short informal conversations. For
example: Wheres (a particular town or oil field)?
Do you wear a hard hat/PPE at work? By the way, what
time do you start/finish work? What time does the lesson
end/do you have breakfast? Include some informal
phrases in your responses to what students say (for
example, as I didnt know that. Are you sure?).

In pairs, students take it in turns to give

instructions, using the diagrams in Exercise 1 to
guide them. Go round checking that they are
using the sequencing words and imperatives
correctly, and give help as necessary.
If you shared visuals with the class at the
beginning of this section, students could also use
these to help them.

Drilling a well
Listening
1

32 If you can, bring in some photos or

illustrations (from a magazine or the internet
showing wells being drilled and items of drilling
equipment). Share these with the class.
Tell students that they are going to hear
instructions to do with drilling an oil well. Play
the recording and ask students to study the
diagrams as they listen. After listening, ask them
if they noticed anything about the first words in
each sentence. Explain that the first words are all
sequencing words, which they will learn more
about in the Language section. Check that they
understand the meaning of all the words in the
diagrams.

32 Before students do this exercise, and

particularly with weaker classes, play the
recording again, this time with books closed.
Explain that the verbs used here are all to do
with drilling a well. Draw students attention to
the use of the imperative.
Now get students to open their books and point
out the box explaining the meaning of trip
into/out of. Ask students to work in pairs to put
the verbs into a logical order, then play the
recording again so they can check their answers.
a3
h2

b 10 c 7
i6 j8

d4

e5

f9

g1

Language
Go through the Language box with the class.
Explain that sequencing words help to set out
the order of things. Ask students to suggest
activities in which a clear sequence is important
(for example, following a recipe or assembling a
furniture kit).

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31

The rotary system

Listening
1

33 Before students listen, ask them to study

the two diagrams with a partner. Then ask if any
students can describe how these systems work;
try to elicit the following sentence type: The X +
present tense verb + the Y (subject + present tense
verb + object). Note any accurate attempts on
the board.
Play the recording, telling students to listen
while they check the instructions against the
diagrams. Then ask them to complete the
sentences, using appropriate words from the
diagrams. Note that most of the missing words
are nouns but one is a verb. Go through the
answers with the class, checking that students
are clear about how the system works and that
they understand the vocabulary.
2 kelly
6 kelly

3 turntable
7 drill

4 engines

5 rotates

Ask students to work in pairs and go through

the statements one by one, checking them
against the diagrams and the sentences in
Exercise 1. Make sure that they are clear about
which parts move and which do not (for
example, the top part of the swivel is stationary
and the bottom part rotates). Go through the
answers with the class.
2T 3T 4F 5T 6T 7T 8F
9 T 10 F 11 F 12 T 13 T 14 T
15 F

Speaking
3

Before students close their books, allow them to

look again at the diagram of the rotary system
(not the lifting system this time). They should
draw the diagram individually first. Then, in
pairs, they should take it in turns to describe
how it works, with Student A starting with the
swivel, then Student B picking it up with the
kelly. Go round giving help where necessary.

Extra activity
With a stronger in-work class, you could
extend the Speaking exercise by asking
students to draw and describe different rotary
systems, using magazine photos or other
diagrams/illustrations. Go round during the
activity, encouraging as necessary.
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32

Lifting gear
Reading
1

Before students read the text, ask them to look at

the diagram. Point out that this is similar to the
one of the lifting system in the previous section
but this time the focus is on the lifting gear
rather than the rotary system. Then ask students
to read the text and underline the words from
the diagram. Check their understanding of the
text and how the system works by asking
questions.

Extra activity
For in-work classes, find photos or diagrams of
other items of industrial lifting equipment and
ask students to write a short description of how
one particular item (of their choosing) works.
This could be done in pairs or small groups.
Ask them to do a mini-presentation to the class,
with one student in the pair or group acting as
a spokesperson.
For pre-work classes, prepare a similar activity
using photos of cranes (perhaps from docks or
building sites).

The following words should be underlined:

blocks, pulleys, cable, winch, crown block,
travelling block, derrick
(The only label from the diagram which does
not appear in the text is hook.)
For extra practice (and to help students in using
the correct verbs later in Exercise 3), ask students
to go over the text in pairs and underline the
verbs in the present simple. Check with the
whole class, then ask students to tell you the
infinitive forms of these verbs. (Answers: are (be),
use, goes (go), does not move (move), is (be), hangs
(hang), moves (move), pulls (pull), releases (release),
goes up/down (go up/down)).
2

Ask students to complete the sentences, which

check their understanding of the text, in pairs.
Check answers with the class.
2 does not move. It is fixed to the top of the
derrick
3 hangs from the crown block. It moves up
and down
4 pulls or releases the cable
5 goes up
6 goes down

Speaking
3

Ask students to work with a partner, taking it in

turns to say what the photos show (a winch, a
travelling block and a derrick). Point out that the
last phrase (When the , the ) expresses cause
and effect. Monitor the students exchanges,
then ask some of the more confident pairs to
share their descriptions with the rest of the class.

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Language

Hand tools

The pronunciation of to and too is similar, which

may at first confuse students. Go through the
Language box with the class, explaining the
different meanings of to and too, as used in the
example sentences.
The nut is too small. Too goes before an
adjective (or an adverb) and means that
something is more or less than what we want
or need. (Explain, if appropriate, that too can
mean also, as in Ive got a flask, too.)
Listen to the instructions. In listen to, to is
always used before a noun because listen is
never followed directly by a noun.
We need a wrench to do this. To is part of the
infinitive of the verb do.
Theyre next to the flask. (Next) to indicates
position.
Go from the canteen to the washroom. Go from
to indicates place or direction.

Vocabulary
1

If you can, bring in some hand tools and

materials like the ones shown in the photos.
Alternatively, make photocopies of relevant
pages from a DIY stores catalogue or website.
Share these with the class and ask if any
students use such tools in their work (for inwork classes) or at home (for in-work and prework classes). Do they know the names in
English? What jobs do/did they use them for?
Note any items they mention on the board.
Ask students to study the photos and labels.
Explain that pliers is a plural noun (because, as
with scissors, it has two linked parts) and that we
often say a pair of pliers, adding -s to pair in the
plural. Point out that the -w in wrench is silent.
Get students to work in pairs to match the six
hand tools in the top row with the items in the
row below. Go through the answers with the
class, asking students to say complete sentences
for each pair of photos.
The drill and the hole go together.
The screwdriver and the screw go together.
The pliers and the wire go together.
The wrench and the nut go together.
The hammer and the nail go together.

2 to

Play the three conversations again for students

to match each one to the appropriate photo.
Check answers with the class and ask students if
they know what each tool is used for. Looking at
the photos and from the conversations, how do
they think these three tools differ from the
similar tools in Exercise 1 (for example, a
sledgehammer is bigger than a hammer and is
used for heavier work)?

4 to

5 too

Students will already have heard three of these

pairs in Exercise 2 and should be able to deduce
the other two. Check answers with the class and
explain reflective if necessary.
2e

3a

4d

5b

Speaking

Listening
34 Play the recording and ask students what
three hand tools are mentioned the
conversations (pipe wrench, sledgehammer,
pliers).

3 to

Vocabulary

With more confident classes, you could ask

students to add a few words about what these
tools are used for and to say if they use these
tools themselves.

Ask students to do this exercise individually,

then check answers with the class. Ensure
students are clear about the different meanings.

If students own or work with hand tools, ask

them to make notes individually about possible
problems. Go round helping with any
vocabulary problems. Then put students in pairs
or small groups to describe what they use or
possess, how they use it and what problems they
encounter. During feedback, ask if most students
identified similar problems.

Conversation 1: B
Conversation 2: A
Conversation 3: C
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Writing

Directions
3

Vocabulary
1

35 Tell students that they are going to hear

two questions asking for directions, with
different answers. Before they listen, ask them
for some simple directions (for example, to
somewhere in the workplace, college or town, as
appropriate). Make this a spontaneous class
activity and note any verbs or useful expressions
they already know on the board.

Suggested answer
Go straight ahead. Take the second turning on
your right. Take the first turning on your left. Go
straight until you come to a T-junction, then
turn left. The TSR is on your right.

With books closed, play the recording sentence

by sentence, with students repeating chorally or
individually. Concentrate on phrases used to
give directions (at the end of, down the , on the
right, etc.).

Language
Go through the Language box with the class.
Point out that all three words end in -s but they
have different meanings, as explained here.

Ask students to open their books and with the

aid of the map for Exercise 2, teach or review on
the left/right, straight ahead, etc. Play the
recording again for students to complete the
sentences. If appropriate to your class, point out
that the missing words are all prepositions.
2 on 3 on 4 through 5 through
7 next to 8 opposite 9 between
2

In spoken English, the apostrophe should not

raise too many problems; there is no difference
in pronunciation between, for example,
engineers, engineers and engineers but the
differences in meaning between the plural noun,
the singular possessive and the plural possessive
are obvious from the context.

6 past

Look at the map showing escape routes on an oil

platform and read the instructions to the class.
Explain the meaning of TSR (temporary safe
refuge). Ask students to read the directions and
draw the route in pairs. Go round checking that
they all understand the directions and have
drawn the route correctly.

This time students have to write the directions

from a different starting point. Point out that
there are several possible routes from B to the
TSR, so they may have different answers. Ask
students to compare answers in pairs, then
check with the whole class.

The students maps will be slightly different

from the one in Exercise 2. They will need to
show different places in the workplace and label
them. Before students draw their map,
brainstorm places they might include, focusing
on words learnt here or ones they may already
know (for example, canteen, recreation room).
Students draw their map in their pairs so that
they each have the same map. Encourage them
to add a starting point A for their directions.
Then, in their pairs, students take turns giving
directions to a place labelled on the map but
without saying the name of the place. The
partner has to follow the directions and find the
correct place. Before starting, briefly review
imperative verbs and must/mustnt.

Extra activity
Photocopy and give out a road map of a region
or country (so long as there are towns and
several intersecting roads, preferably with
lakes or sea, etc.). Give one of the more
confident students the same map, already
marked with a starting point and a destination.
Ask the student to dictate the route to the rest
of the class, who should draw it on their maps.
Follow up with a whole-class feedback session.

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Speaking

Health and safety: Helicopters

4

Listening
1

36 Before students listen, ask them to look at

the photo and discuss helicopters in the oil
industry and safety issues. For example:
Students describe what they see in the
photo (a helicopter on the deck of an oil rig; it
looks as if it has just landed and the workers
are disembarking/have just got off).
Students try to name some of the main
parts of a helicopter (for example, rotor,
engine, tail, wheels, seats).
Students describe what the men in the
photo are wearing (lifejackets and possibly
helmets) and why.
Students talk about their personal experience
of helicopter travel (What was it like? Where
did they go?).
Students describe the possible dangers of
helicopter travel or its advantages for the oil
industry.

Put students in pairs and ask them to decide

who will be A and who will be B. The A
students turn to page 68 and the B students to
page 79 and look at the information there.
Encourage A students to ask checking questions
(like the questions in Exercise 2) and B students
to suggest which parts their partner should
name on their diagram.
Monitor the students conversations, checking
for correct use of safety vocabulary and
imperatives, and giving help as necessary.

Ask students to close their books and listen to

the instructions. Ask: Whats the subject in
general? Elicit safety instructions. Then, with
books open, ask students to read and complete
the text. Play the recording a second time for
students to check their answers. Then ask: What
PPE items do you hear? Elicit seatbelt, ear
protection, survival suit and lifejacket.
2 rotor

3 pilot

4 lifejacket

Reading
2

Ask students to do this reading exercise

individually, then review the answers with the
class.
1 the pilot 2 ear protection 3 loose items
(which might blow away) 4 You get in the
helicopter. 5 You fasten it. 6 a survival suit
and a lifejacket

Students could do this exercise in pairs.

Encourage them to number the sentences
without referring back to the text. Draw their
attention to the use of imperatives in these safety
instructions.
2a

3d

4g

5c

6 e/b

7 b/e

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Language

Off-shift in the canteen

Go through the Language box with the class.

Point out that in the first two examples, the
speaker is asking for food; in the third example,
he/she is asking what something is. In the first
A/B exchange, A is making a suggestion to B; in
the second one, A is offering food to B.

Vocabulary
1

With books closed, begin by writing canteen on

the board and encourage some reactions
(good/bad food, lots of choice/not enough
choice, fresh food, friendly staff, too big/noisy,
etc.) Then add the word food next to canteen.
Elicit soup, pasta, chips, rice, bread, coffee, etc. If
most of the class are in-work students and use
canteens, ask briefly about their quality.
Ask students to open their books and do the
exercise in pairs, matching the words to the
illustrations. You could point out that fries are
often called chips in British English and that
spaghetti is the name for a long, thin type of
pasta.
1 fries 2 rice 3 spaghetti
5 pizza 6 chicken 7 soup
9 bread

4 beefburger
8 vegetables

Listening
2

37 With books closed, play the recording

and ask: What are they doing? Elicit ordering/
buying/paying for food/meals/drinks, etc.
Now ask students to open their books and play
the recording a second time. Tell them to
complete the table in pairs, then check answers
with the class.

To reinforce this, play the recording from

Exercise 2 again, this time focusing on the
language for making requests or suggestions.
Explain that in everyday social English, Could I
have ? and Id like are regarded as more
polite than I want .

Speaking
4

Put students in pairs and ask them to decide

who will be A and who will be B. The A
students turn to page 68 and the B students to
page 79 and look at the information there.
Students are going to roleplay a conversation
similar to the one in Exercise 2 but here they
need to ask and answer about opening and
closing times for the canteen. Several times are
given; suggest that students focus on just one
opening/closing time. Monitor their
conversations and give help where needed.
Allow one or two more confident pairs to act out
their conversation for the rest of the class.

Conversation 1
Food: fries; Drink: cola; Price: $1
Conversation 2
Food: pizza; Drink: (a glass of) water; Price:
$7.35
Conversation 3
Food: soup, beefburger; Drink: (a glass of)
orange juice; Price: $5.50
3

Ask students to look at the menu in their pairs

while you play the recording again. They will
need to add up the items and the change the
cashier gives the workers to find the mistakes.
In Conversation 2, the worker was given $2.55
in change instead of $2.65.
In Conversation 3, the worker was charged
$5.50 instead of $5.00.

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Review
Writing
1

Ask students to do this exercise in pairs with

books closed, assigning one category (tools,
things to wear in a helicopter, things to eat,
things to drink) to each pair. Go round the class
helping where necessary. Then have a wholeclass feedback session and refer students to the
relevant sections in the unit (Hand tools, Health
and safety: Helicopters and Off-shift in the canteen).

Ask students to label the two diagrams

individually first, then compare answers with a
partner to fill in any gaps and/or make
corrections. Ask them to work from memory as
much as possible.

Preparing for the next unit

As preparation for Unit 5 on working offshore,
which includes dimensions of various parts of
offshore fixed platforms, you could bring a ruler or
tape measure and some pipe or tubing so that
students can do some practical measuring.

Then ask students to write the five sentences

individually. Check answers with the whole
class.
Diagram 1
1 crown block 2 derrick 3 travelling block
4 cable 5 winch 6 engines 7 drill pipe
8 drill bit 9 drill collar 10 turntable
11 kelly 12 swivel 13 hook 14 pulley
Diagram 2
1 hook, swivel, 3 kelly, 4 turntable, 5 drill pipe

Suggested answers
1 The swivel hangs from the hook.
2 The kelly turns the drill pipe.
3 The turntable rotates.
4 The kelly connects the swivel to the drill
pipe.
5 The kelly goes through the turntable.
3

Make this a pair activity. First go through the

diagram with the whole class to establish what
they can see on the map (pumpjacks, derricks,
tanks, buildings, car park, entry gate). Ask students
to choose a route from the three possibilities (to
the left and around the derricks, then straight on
towards the entry gate; through the centre of the
oil field, between the derricks on the left and the
storage tanks and pumpjacks on the right, then
straight on to the entry gate; to the right, with
the storage tanks and pumpjacks on the left,
then turning right towards the buildings,
through the car park and then joining the road
towards the entry gate). Ask students to write
down their instructions using sequencing words
and imperatives (for example, First, turn left.).

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