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PROGRAMACIÓN GENERAL

English for Oil and Gas

CEF__________________

ÁREA DE LENGUA EXTRANJERAINGLÉS

Programación General – English for Oil and Gas 1

English for Oil and Gas Teaching Programme

UNIT 1: PEOPLE AND JOBS

I. AIMS- To read a information about people and jobs- To read a guide to jobs on an oil rig- To read a text about a refinery shutdown- To read some comments by oil workers- To listen to four conversations- To listen to someone talking about his or her job- To listen to three conversations- To explain a job to a partner- To speak about mobile phones and shoftware- To speak about activities they typically do each week- To speak about different types of transport- To describe roles and responsibilities- To explain how an oil rig is organized- To describe work routines- To explain how to get to work- To know the form and use of the present simple- To know word formation- To know the form and use of the past simple- To know prepositional phrases for describing location- To know vocabulary about oil industry jobs- To know vocabulary about oil rig jobs- To know the form and use of time expressions- To know vocabulary about types of transport - To improve the pronunciation of the English Language- To improve the intonation of the English Language

II. CONTENTSCommunication Skills- Reading a information about people and jobs- Reading a guide to jobs on an oil rig- Reading a text about a refinery shutdown- Reading some comments by oil workers- Listening to four conversations- Listening to someone talking about his or her job- Listening to three conversations- Speaking about jobs - Speaking about mobile phones and shoftware- Speaking about activities they typically do each week- Speaking about different types of transport- Speaking about roles and responsibilitiesLanguage reflections


A. Language and grammar functions- Present simple- Word formation- Past simple- Prepositional phrases for describing location

B. Vocabulary- Oil industry jobs- Oil rig jobs- Time expressions- Types of transport

Sociocultural Aspects- To show interest in economy- To think and talk about the labour market- To show interest in CVs and covering letters- To debate about different responsibilities- To debate about oil industry jobs

CROSS-CURRICULAR TOPICSMoral and civic educationTo greet and introduce peopleTo talk about other countries with respect and interestTo debate about the crisisTo debate about responsibilitiesEducation for peaceTo respect different countriesRoad SafetyTo use the car carefullyEducation for equalityTo respect men and women when having what is considered non-typical positions for their sexEnvironmental EducationTo respect nature and the environment

BASIC COMPETENCES- Communication in the mother tongue and in foreign

languages: present simple, past simple, word formation. Oil industry. Pronunciation, intonation and stress.

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);

- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually


or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ASSESSMENTI. Communication skills

- Students’ Book. Partner Files, pages 68, 76-79- Students’ Book. CD-ROM

II. Language reflections- Students’ Book. CD-ROM

III. Sociocultural aspects- Students’ Book. CD-ROM

UNIT 2: PROCEDURES

I. AIMS- To read an accident report- To read an extract from a company’s standard operating

procedures


- To read some safety hazards on an oil rig- To listen to a supervisor explaining decontamination

procedures - To listen to a supervisor giving instructions - To listen to three conversations- To speak about accidents- To speak about procedures for cleaning equipment- To speak about hazards in their place of work- To write a report- To understand safety rules and regulations- To work with written standard operating procedures- To describe hazards at the place of work- To know the form and use of the passive voice- To use should and must- To use if + present simple + imperative- To use might and could- To use vocabulary about offshore rig- To know vocabulary about cleaning and decontaminating- To know vocabulary about working with loads- To know types of hazard- To improve the pronunciation of the English Language- To improve the intonation of the English Language

II. CONTENTSCommunication Skills- Reading an accident report- Reading an extract from a company’s standard operating

procedures- Reading some safety hazards on an oil rig- Listening to a supervisor explaining decontamination

procedures to a new employee- Listening to a supervisor giving instructions to a roustabout- Listening to three conversations- Speaking about accidents- Speaking about procedures for cleaning equipment- Speaking about hazards in their place of work- Writing a report

Language reflectionsA. Language and grammar functions- Passive voice- Should- Must- If + present simple + imperative- Might- Could


B. Vocabulary- Offshore rig- Cleaning and decontaminating- Working with loads- Types of hazard

Sociocultural Aspects- To show interest in hazards- To debate about pollution - To think and talk about cleaning and decontaminating

CROSS-CURRICULAR TOPICSMoral and civic educationTo know hazardsTo talk about other countries with respect and interestEducation for peaceTo respect different countriesEducation for equalityTo respect men and women when having what is considered non-typical positions for their sexEnvironmental EducationTo respect nature and the environmentTo debate about cleaning and decontaminating


languages: passive voice. Should, must. If+present simple+imperative. Might, could. Types of hazard. Pronunciation, intonation and stress.



- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life.


It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;








UNIT 3: PROCESSES

I. AIMS- To read a text about petroleum geologists- To read a follow-up text- To read the description of the distillation process- To read a text about the oil refining process- To read a text about offshore oil- To listen to a conversation between an engineer and a visitor to

a drill site- To listen to a presentation about the refining process


- To listen to three conversations about laying pipelines- To speak about fractional distillation- To speak about the refining process- To know how to sequence events- To describe a process- To know the expressions to present a process- To know the form and use of sequencers- To talk about temperature- To use the passive with canto know vocabulary about oil field

formation- To know vocabulary about distillation- To know vocabulary about refining- To know laying pipelines- To improve the pronunciation of the English Language- To improve the intonation of the English Language

II. CONTENTSCommunication Skills- Reading a text about petroleum geologists- Reading a follow-up text- Reading the description of the distillation process- Reading a text about the oil refining process- Reading a text about offshore oil- Listening to a conversation between an engineer and a visitor

to a drill site- Listening to a presentation about the refining process- Listening to three conversations about laying pipelines- Speaking about fractional distillation- Speaking about the refining process- Describing a process- Speaking about temperatureLanguage reflectionsA. Language and grammar functions- Sequencers- Talking about temperature- Passive with can- Correcting

B. Vocabulary- Oil field formation- Distillation- Refining- Laying pipelines

Sociocultural Aspects- To show interest in processes- To debate about distillation and refining- To think and talk about oil field formation


- To debate about the climate change

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect colleaguesEducation for peaceTo respect different countriesEducation for equalityTo respect men and women when having what is considered non-typical positions for their sexEnvironmental EducationTo respect nature and the environmentTo debate about distillation and refiningTo debate about temperature


languages: sequencers, passive with can, correcting, describing processes. Pronunciation, intonation and stress.





- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the


world around. This should include awareness of ethical values and promote good governance.







UNIT 4: EQUIPMENT

I. AIMS- To read a text about the types of offshore oil platforms- To read a text about the minimum facilities platform- To read an article about BOPs- To read a text about the circulation system- To read a text about the components of oil and gas pipelines- To listen to statements about different types of offshore oil

platforms- To listen to people speaking about a blowout


- To listen to a conversation- To speak about the circulation system- To write short notes about offshore oil platforms- To write an article about the spar platform- To modify comparisons- To make comparisons- To ask questions about equipment- To answer questions about equipment- To know the form and use of the prepositions of movement- To know the contractions- To know the different types of platforms- To know the different types of blowout preventers- To know the oil rig circulation system- To know the components of oil and gas pipelines- To explain the function of a piece of equipment- To explain the components in a system- To improve the pronunciation of the English Language- To improve the intonation of the English Language

II. CONTENTSCommunication Skills- Reading a text about the types of offshore oil platforms- Reading a text about the minimum facilities platform- Reading an article about BOPs- Reading a text about the circulation system- Reading a text about the components of oil and gas pipelines- Listening to statements about different types of offshore oil

platforms- Listening to people speaking about a blowout- Listening to a conversation- Speaking about the circulation system- Writing short notes about offshore oil platforms- Writing an article about the spar platform- Speaking about equipmentLanguage reflectionsA. Language and grammar functions- Modifying comparisons- Asking and answering questions about equipment- Prepositions of movement- Contractions

B. Vocabulary- Types of oil platforms- Types of blowout preventers- Oil rig circulation system- Components of oil and gas pipelines

Sociocultural Aspects


- To show interest in blowout preventers- To debate about pollution- To think and talk about the use of oil and gas

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect colleaguesEducation for equalityTo respect men and women when having what is considered non-typical positions for their sexEnvironmental EducationTo respect nature and the environmentTo debate about distillation and refiningTo debate about oil and gas


languages: modifying comparisons, prepositions of movement, contractions. Oil and gas. Pronunciation, intonation and stress





- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the


world around. This should include awareness of ethical values and promote good governance.







UNIT 5: PROJECT MANAGEMENT

I. AIMS- To read a schedule- To read a newspaper ad- To listen to three managers in meeting with their teams- To listen to a project manager talking about a new pipeline- To listen to a phone conversation- To listen to a project manager explaining a project- To speak about tasks for dismantling a rig- To speak about airports- To speak about learning English- To write about the future- To discuss progress- To explain plans- To outline alternatives- To present information- To use the past simple and the present perfect- To know the form and use of the future forms- To use the first conditional- To know the form and use of adverbs in English


- To know vocabulary about oil rig assembly- To know vocabulary for schedules and plans- To know pipelines and water crossings- To improve the pronunciation of the English Language- To improve the intonation of the English Language

II. CONTENTSCommunication Skills- Reading a schedule- Reading a newspaper ad- Listening to three managers in meeting with their teams- Listening to a project manager talking about a new pipeline- Listening to a phone conversation- Listening to a project manager explaining a project- Speaking about tasks for dismantling a rig- Speaking about airports- Speaking about learning English- Writing about the future- Speaking about progress- Speaking about plansLanguage reflectionsA. Language and grammar functions- Past simple and present perfect- Future forms- First conditional- Adverbs

B. Vocabulary- Oil rig assembly- Schedules and plans- Pipelines and water crossings- Storage facilities

Sociocultural Aspects- To show interest in progress- To debate about travelling abroad- To think and talk about learning English to get a better job- To show interest in discovering new countries

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect colleaguesTo think and talk about proper schedules and plansTo respect different countriesEducation for equalityTo respect men and women when having what is considered non-typical positions for their sexEnvironmental Education


To respect nature and the environmentTo debate about pipelines and water crossingsTo debate about oil


languages: past simple, present perfect, future forms, first conditional, adverbs. Plans. Pronunciation, intonation and stress













UNIT 6: PRODUCTS

I. AIMS- To read a text about important properties of petroleum

products- To read a text about water content- To read a text about natural gas- To read an information sheet- To read an email- To read an extract about shipping documents- To read a text about a training course- To write a short text- To listen to a conversation about storage measures- To listen to a presentation about contamination- To listen to a driving instructor talking about a training course- To speak about cars and driving cars- To speak about training courses- To explain the properties of oil- To discuss storage facilities- To explain problems- To follow hazmat regulations- To know adjectives- To know prefixes to form adjectives- To know the form and use of compound nouns- To know vague language- To know abbreviations in English


- To know vocabulary about the properties of oil- To know vocabulary about underground storage facilities- To know vocabulary about pipeline contamination equipment

and control- To know vocabulary about shipping documents and dangerous

goods- To improve the pronunciation of the English Language- To improve the intonation of the English Language

II. CONTENTSCommunication Skills- Reading a text about important properties of petroleum

products- Read a text about water content- Reading a text about natural gas- Reading an information sheet- Reading an email- Reading an extract about shipping documents- Reading a text about a training course- Writing a short text- Listening to a conversation about storage measures- Listening to a presentation about contamination- Listening to a driving instructor talking about a training course- Speaking about cars and driving cars- Speaking about training courses- Speaking about storage facilities- Speaking about problemsLanguage reflectionsA. Language and grammar functions- Adjectives: prefixes- Compound nouns- Vague language- Abbreviations

B. Vocabulary- Properties of oil- Underground storage facilities- Pipeline contamination equipment and control- Shipping documents and dangerous goods

Sociocultural Aspects- To debate about the properties of oil- To think and talk about positive and negative aspects of oil

and its use- To think and talk about problems and solutions- To debate about underground storage facilities

CROSS-CURRICULAR TOPICS


Moral and civic educationTo respect colleaguesEducation for equalityTo respect men and women when having what is considered non-typical positions for their sexEnvironmental EducationTo respect nature and the environmentTo debate about pipelines and water crossingsTo debate about oilTo debate about pipeline contamination control


languages: adjectives, prefixes, compound nouns, vague language, abbreviations. Oil. Storage. Pronunciation, intonation and stress






- Cultural awareness and expression which involves appreciation of the importance of the creative expression of


ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).






UNIT 7: IMPACT

I. AIMS- To read an extract from a report about an incident at an LPG

road- To read an extract from accident/incident reporting regulations- To read an incident report form- To read a hot work permit- To read an extract from procedures for spill prevention control- To listen to a report about an incident- To listen to a conversation- To listen to a conversation between two workers about an

incident- To listen to a person talking about oil spills- To speak about how to prevent an accident- To speak about the main causes of oil spills- To speak about fire incidents- To write a hot work permit- To explain what happened in a given situation- To explain the causes of accidents- To know how to fill in forms- To know how to deal with spills- To know collocations with fire- To know how to explain why something happened- To tell the time- To use be supplied- To know vocabulary about fire incidents- To know vocabulary about connecting equipment- To know vocabulary to write accident/incident reports- To know vocabulary about spill kits- To improve the pronunciation of the English Language


- To improve the intonation of the English Language

II. CONTENTSCommunication Skills- Reading an extract from a report about an incident at an LPG

road- Reading an extract from accident/incident reporting regulations- Reading an incident report form- Reading a hot work permit- Reading an extract from procedures for spill prevention control- Listening to a report about an incident- Listening to a conversation- Listening to a conversation between two workers about an

incident- Listening to a person talking about oil spills- Speaking about how to prevent an accident- Speaking about the main causes of oil spills- Speaking about fire incidents- Writing a hot work permitLanguage reflectionsA. Language and grammar functions- Collocations with fire- Explaining why something happened- Telling the time- Be supplied

B. Vocabulary- Fire incidents- Connecting equipment- Accident/incident reports- Spill kits

Sociocultural Aspects- To debate about fire incidents- To think and talk about accidents and its consequences

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect colleaguesEducation for equalityTo respect men and women when having what is considered non-typical positions for their sexEnvironmental EducationTo respect nature and the environmentTo prevent fires

BASIC COMPETENCES


- Communication in the mother tongue and in foreign languages: collocations with fire, explaining why something happened, be supplied, telling the time. Fire. Accidents. Pronunciation, intonation and stress













UNIT 8: SUPPLY AND DEMAND

I. AIMS- To read a text about how natural gas is traded- To read a text about crude oil prices- To read a quotation- To read a programme from a conference on innovation in the

oil and gas industry- To listen to a marketer explaining how he sells gas- To listen to an employee talking about the costs for the drilling

operations of an exploration project- To listen to a talk about OPEC’s World Oil Outlook- To listen to five experts talking about trends in the oil and gas

industry- To speak about gas- To speak about gas prices- To speak about different trends- To speak about new technologies- To speak about ways to continue learning English- To explain a buying and selling process- To explain pricing and costs- To discuss about a conference programme- To use on behalf of someone/on someone’s behalf- To know the form and use of phrasal verbs- To know adjectives and adverbs in English- To use yes to agree and disagree- To know vocabulary and expressions to use when buying and

selling natural gas- To know vocabulary about crude oil pricing and production

costs- To know vocabulary about graphs and trends- To improve the pronunciation of the English Language- To improve the intonation of the English Language


II. CONTENTSCommunication Skills- Reading a text about how natural gas is traded- Reading a text about crude oil prices- Reading a quotation- Reading a programme from a conference on innovation in the

oil and gas industry- Listening to a marketer explaining how he sells gas- Listening to an employee talking about the costs for the drilling

operations of an exploration project- Listening to a talk about OPEC’s World Oil Outlook- Listening to five experts talking about trends in the oil and gas

industry- Speaking about gas- Speaking about gas prices- Speaking about different trends- Speaking about new technologies- Speaking about ways to continue learning EnglishLanguage reflectionsA. Language and grammar functions- On behalf of someone/on someone’s behalf- Phrasal verbs- Adjectives and adverbs- Yes to agree and disagree

B. Vocabulary- Buying and selling natural gas- Crude oil pricing and production costs- Graphs and trends- Conference programmes

Sociocultural Aspects- To debate about ways to learn English- To think and talk about the importance of the English

language nowadays- To debate about buying and selling gas- To debate about the crisis- To debate about prices and costs- To debate about trends- To think and talk about natural gas

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect colleaguesTo think and talk about the crisisTo debate about pricesEducation for equality


To respect men and women when having what is considered non-typical positions for their sexEnvironmental EducationTo respect nature and the environment


languages: on behalf of someone, on someone’s behalf, phrasal verbs, adjectives and adverbs, agree and disagree, buying and selling, trends. Pronunciation, intonation and stress







- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English


Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.






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