210 book 2020

Developed by:
Engineering tasks and Glossary
Charles Lloyd and James A. Frazier Career Paths Engineering
Jim D. Dearholt Career Paths Mechanics
Peter Astley and Lewis Lansford Oxford English for Careers Engineering
D. Bayarmaa /Ph. D/, B. Arvaazana /Ph. D/, A. Mungunchimeg /Ph. D/
G. Ariunaa, Ch. Solongo, G. Gantuya, A. Bolormaa, N. Altanzul,
B. Tuya, A. Ariunaa, T. Tsend-Ayush, B. Burmaa, A. Amarzaya,
D. Tsengel, L. Munhjargal
Grammar
Ch. Zolzaya /Ph. D/, D. Altantsetseg /Ph. D/, S. Dugarmaa /Ph. D/
Self-study tasks
T. Tsend-Ayush
Edited by: S. Dugarmaa /Ph. D/, Ts. Enkhbaatar /Ph. D/
Published by the permission of Academic Council of IFL, MUST.
Compiled by: B. Arvaazana /Ph. D/, G. Gantuya
ISBN: 978-99978-57-43-9

CONTENT
Unit 1 - Engineering science ………….……………….…………………….
Lesson A - What is engineering? ………….……………….…………………
Lesson B - Traits of an engineer ………….……………….……………………
Lesson C - Simple past, past progressive forms past simple tense ………………
Unit 2 - Materials technology ………….……………….………………….
Lesson A - Materials and properties ………….……………….……………….
Lesson B - Materials in processes ………….……………….…………………
Lesson C - The comparative and superlative ………….……………….……
Unit 3 - Drawing and modeling ………….……………….…………….......
Lesson A - Shapes ………….……………….………………….......................
Lesson B - Dimensions and drawings ………….……………….…………
Lesson C - Adjective and adverb derivation ………….……………….……
Unit 4 – Techniques ………….…………….…………………......................
Lesson A - Tools ………….……………….…………………..........................
Lesson B - Simple Machines ………….……………….………………….........
Lesson C - The present perfect simple ………….……………….…………
Unit 5 – Energy ………….………….………………….............................
Lesson A - Energy ………….……………….…………………........................
Lesson B - Electricity ………….……………….…………….....................
Lesson C - Modal verbs ………….……………….……………………
Unit 6 – Measurement ………….………….…………………..................
Lesson A - Types of measurement ………….……………….…………………
Lesson B - SI System of Units ………….……………….…………….......
Lesson C - Passive voice (Past passive) ………….………………………
Unit 7 – Numbers ………….……………….……………............................
Lesson A - Working with numbers I ………….……………….…………
Lesson B - Working with numbers II ………….……………….…………
Lesson C - Count and non-count nouns ………….……………….…………
Unit 8 – Method ………….……………….……………...............................
Lesson A - The scientific method ………….……………….……………....
Lesson B - Engineering design method ………….……………….……………
Lesson C - Future tense ………….……………….……………………
Unit 9 – Machines ………….……………….……………...........................
Lesson A - Farm machines ………….……………….……………..............
Lesson B - Hybrids ………….……………….………………….......................
Lesson C - Forms of the infinitive ………….……………….………………
Unit 10 - Computer science ………….……………….…………….............
Lesson A - Computer engineering ……………….……………….…………....
Lesson B - Software engineering ……………….……………….…………......
Lesson C - Passive voice (Perfect and future passive) ………….……………
Unit 11 – Industry ……………….……………….………….......
Lesson A - Industrial engineering ……………….……………….……….......
Lesson B - Genetic engineering ……………….……………….………….......

Lesson C - Sequence adverbs……………….……………….………….......
Unit 12 - Light and sound ……………….……………….………….......
Lesson A - Describing sound and light ……………….……………….………
Lesson B - Understanding lasers ……………….……………….…………......
Lesson C - Phrasal verbs……………….……………….………….......
Unit 13 - Manufacturing ……………….……………….………….......
Lesson A - Manufacturing processes ……………….……………….……….
Lesson B - Cost engineering ……………….……………….………….......
Lesson C - Linking sentences (because however, although) ………….......
Unit 14 – Codes and standards ……………….……………….………….......
Lesson A - Describing codes and standards ……………….……………….…
Lesson B - Comparing codes ……………….……………….………….......
Lesson C - Relative clause (which, who, that, whose, where) ….…………….
Unit 15 - Helping to save the planet ……………….……………….………...
Lesson A - Carbon cycle ……………….……………….………….......
Lesson B - The greenhouse effect and geo-engineering ……………….……
Lesson C - The basic sentence and fragment ……………….………….......
Appendix ……………….………….………….............................................
Glossary .........................................................................................................
Self-study tasks ...............................................................................................
Study plan in weeks ………….…………………………………………..........
Individual work I. Engineering – What’s it all about? …….…………..............
Individual work II. Environmental problems we face today ..............…….……
Individual work III. Genetic engineering …………….……............………
Individual work IV. Presentation skill building ………….………..........…….
Individual work V. What is engineering – Video making ……………...............
Individual work VI. The language of math …………….……….............…….
Individual work VII. The laws of thermodynamics ……….………..........….
Individual work VIII. Measurement ……….………………............………….
Vocabulary quiz for Unit 4 – Simple machines ………….…….........…….
Vocabulary quiz for Units 1-5 ……………….………….…….........……….
What’s electricity? …………...……………….……………...........………….
Alternative energy sources …………….………….………………….........….
Renewable energy ………………………….……….........….………………
What is GPS? ………………………….………….……................………………
Space elevator ………………………….…………..................…………………….
Sample writing and oral tests …………….………….………………….........….
Appendix …………….………….………………….........………………………….
Reference …………….………….………………….........………………………….

ABOUT THE BOOK
English for Engineering is a course book which develops language skills and language
knowledge of engineering professionals, enabling them to com-municate more
confidently and effectively with colleagues and customers. The compiled units from the
Career Paths series, Oxford English for Careers and Cambridge Professional English
cover topics common to all kinds of engineer¬ing including civil, electrical and
mechanical. Authentic activities describing technical problems and solutions to working
with drawings make the course relevant and motivating. Incorporating career-specific
vocabulary and contexts, each unit offers step-by-step instruction that immerses students
in the four key language components: reading, listening, speaking and writing. Every
unit in-cludes a test of reading comprehension, vocabulary and listening skills and leads
students through written and oral production.
A grammar reference section contains the particular grammar points that you intend to
practice. The exercises are organized thematically including the use of tenses, the
comparative and superlative forms of adjectives, pas¬sive voice, articles, count and non-
count nouns, relative clauses, prepositions, infinitive, gerund, pronouns and the sentence
structures of English. All tasks, activities and exercises are flexible enough to be
handled confidently by an average undergraduate student. Each lesson concludes with a
revision-based activity for consolidating the previous learning. Moreover, the
appendices in¬clude some important grammar points and glossary relating to the
specific field, text, or dialect, with explanations and illustrations.
The self-study section has audio files offering the students the oppor-tunity to practice
listening comprehension skills. Furthermore, it focuses on the correct pronunciation, so
that a good number of words and phrases are included to improve the pronunciation for
a better understanding in English. All the audio tracks are on MUST website. The link is
www.mustenglish.tk. There are two main sections in the self-study material. The main
part includes eight individual works that are intended to improve various skills students
need to master in their study and prospective career development. The extra materials
section provides different kinds of supportive information to specific topics of the
course with tests, quizzes, IQ problems to give some fun, and supportive reading
materials that help student understand more about the topic area.

UNIT 1 ENGINEERING SCIENCE
Lesson A What is engineering?
1. Match each picture with a
description.
1. Technicians maintain and improve
the products that engineers create.
2. Engineers apply mathematics and
science. They create and improve
products that people use.
3. Scientists work to increase our
understanding of the world. They
make careful observations, then
make predictions and test ideas to
establish basic principles.
2. Who said it? A scientist, an
engineer,
or a technician?
1. I designed the front part of the
motorcycle. It moves through the
air very easily.
2. I’m responsible for repairs and
maintenance.
3. I do research in aerodynamics – the
study of the flow of air.
Vocabulary
Subject within engineering
1. Before you read, answer the
questions.
1. What subjects are the most
important for people who want to
be engineers?
2. What skills do engineers need for
their job?
3. How many types of engineering can
you name?
2. Read the Engineering foundation
course description and check your
answers.
Engineering foundation
Engineers shape our world. They imagine
our houses, transport, roads, bridges,
entertainment- and even our clothes,
foods, and medicines. Then they apply
science to create them. Almost
everything we use every day is a product
of science, technology, and engineering.
This course is the first step in a career
in engineering. In the foundation year
you will study:
 mathematics
 physics
a
a
b
c

 communication
 information and communication
technology
 materials
 design and manufacture.
This class will create a group project
and will visit several engineering
companies.
The course will help you develop:
an understanding of basic engineering
principle
the numerical and mathematical skills
you will need in the first year of an
engineering
an appreciation of technology and a
familiarity with a range of simple
engineering components
study, research, and presentation skills,
including the ability to manage your
time, undertake self-directed study, and
communicate clearly
computer and software skills.
Towards the end of the course you can
choose one of the branches of
engineering below to study for your
degree.
 materials science and engineering
 aerospace engineering
 electrical and electronic engineering
 architectural engineering
 chemical engineering
 civil engineering
 mechanical engineering
3. Complete the table with words from
the text.
Subjects Examples of topics
studied
mathematics geometry, algebra,
calculus
__________1 forces, velocity,
radioactivity
__________2 speaking, writing,
listening
__________3 computers,
telecommunications,
managing, data
__________4 metals, plastics,
concrete
__________5 inventing, drawing,
making things
Skills Examples of uses of skills
numerical and doing calculations
mathematical
skills
__________6 learning about a topic
and explaining what
you’ve discovered
__________7 programming, doing
computer-aided design,
systems analysis,
maintenance
Fields (types) Examples of projects
of engineering
materials mining, artificial limbs,
crash investigation
________8 buildings, bridges,
city planning
________9 paints, fuels, medicines
________10 roads, railways, dams
________11 power stations,
electric motors, lighting
________12 engines, compressors,
pipes, tanks
________13 planes, space craft,
satellites
4. Answer the questions.
1. Which subjects are the most
interesting?
2. Which subjects are the most

difficult?
3. Which skills are your best now?
4. Which skills do you need to learn?
5. What type of engineering would you
like to study? Why?
 The ending –al on an adjective usually
means related to. For example,
architectural means related to
architecture.
5. Complete the list of adjectives.
Seven
of them are used in the reading on p.
4.
Noun Adjective
architecture architectural
chemistry 1
electricity 2
mathematics 3
matter 4
mechanics 5
nation 6
number 7
physics 8
practice 9
6. Complete each sentences with the
correct noun or adjective from 5.
1. H2O is the _______ symbol for
water.
2. _______ is the science of movement
and force.
3. Engineers try to create __________
solutions to everyday problems.
This means solutions that work
well and don’t cause a lot of
problems.
4. Most homes have a lot of
__________ equipment, for
example lights, ovens, and
televisions.
5. _________ is the study of force,
heat light, sound etc.
6. I want to study ____ because I love
buildings and I want to design them.
7. a + b=c is ________equation.
8. 3.14 is the _______expression of pi.
9. Abu Dhabi Water and Electric
Authority is the Emirate’s ________
supplier of electricity and water.
It’s my job
1. Hassan Abdul Mosaad works and
studies in the United Arab Emirates.
Match the words and phrases that
describe his activities and interests.
1. employer a. match and physics
2. job b. machinist
3. work place c. a foundation
course
4. favorite school d. playing football
subjects and following
motor racing
5. activities he e. a United Arab
enjoys at work Emirates
electricity
supply company
6. current studies f. the workshop at a
power station
7. next course g. using tools,
repairing
equipment,
reading drawings
8. planned h. a general
university engineering
course course leading to
a diploma
9. hobbies i. a degree in
electrical
engineering

2. Listen and check your answers
3. Write T (true) or F (false).
1. Hassan has a job now.
2. Hassan has a diploma in
engineering.
3. Hassan helps to keep the plant
operating.
4. Hassan hopes to get a different job
after his foundation course.
5. Hassan visited the Formula One race
track at Yas Island
4. Listen again and check your
answers.
1. Is Hassan a scientist, an engineer, or
a technician?
2. What does Hassan mean by
downtime?
3. What three levels of education does
Hassan talk about?
4. Where does Hassan expect to learn
more about the electrical supply
business?
5. Would you like to do Hassan’s job?
Why/ why not?
Language spot
Present simple and past simple
1. Look at the sentences from It’s my
job
and underline the verbs.
1. I work for an electricity supply
company
2. I started the job two years ago.
3. I’m a machinist.
4. At school, my favorite subject were
math and physics
2. Which verbs in 1 refer to the
present?
Which refer to the past?
3. Which expressions do we usually use
with the present? Which do we
usually use with the past?
1. two years ago
2. these days
3. last year
4. every day
5. yesterday
6. in 2011
7. every Tuesday evening
4. Choose the correct words
1. Pietro finishes /finished his course
last year.
2. I love my job. I worked / work for a
large engineering company.
3. When Fawaz is / was a teenager, he
loved Formula One racing
4. I’m a student now. My classes start
/
started every day at nine o’clock.
5. Matteus and his boss had / have a
meeting at eight o’clock every
Monday morning.
6. Ania works / worked in Singapore
two years ago.
5. Put the verbs in brackets in the
correct tense, Present simple or Past
Simple.

Adel Al Zamil is an electrical engineer.
He _______1
(work) for a
telecommunications company. When he
was a child, he______2
(go) to school in
Tabuk, his hometown. At school, he___3
(become) very interested in math. After
he____4
(finish) school, he____6
(live) in
Medina. These days, he _____7
(travel) a
lot with his work. Every month, he ____
8
(have) a trip to the UAE.
6. Make notes about your past and
present. Write about:
 when you first become interested in
engineering
 things you do as a student now (take
English classes, go the library every
evening, etc.)
7. Work in pairs. Talk about your past
and present.
Listening
Choosing a career in engineering
1. Listen to five young engineers
explain why they chose engineering
as
a career. Match each person with
each
person with the correct field.
1. Joanne a. mechanical
2. Marcos b. civil
3. Mosaad c. aerospace
4. Anders d. electronics
5. Terry e. materials
2. Listen again. Tick () the correct
box.
J M M A T
wants to
improve the
world
sees
engineering is
all around us
has worked as
a technician
loves vehicles
is interested in
how things
work
3. What subjects have you studied in
your engineering studies (see for
names of classes)?
4. Work in small groups. Explain why
you chose engineering as a course of
study.
Reading
Scanning
1. Complete the flow chart which
shows
the main steps in producing an
invention. Use these words.
brainstorm identify improve
plan produce test use
_____1
a need, a want, or a problem
_____2
and find a solution
Do research and _____3
a product
Design, build, and _____4
the product
Make a prototype and then ___5
the product
____6
the product or sell the product to users
_____ 7
the product

2. Look at the picture. What problem
does it show? Can you think of a
solution?
3. Before you read the text, look at the
table. Then quickly scan the text to
find the information to complete the
table. Don’t read the whole text. Just
focus on the information you need.
The problem
The solution
Research and planning activities
Producer and seller of the product
Improvements
One day in the early 2000s, Howard
Stapleton’s seventeen-year-old daughter
went to the shop near their home for
some milk. However, she soon returned
without milk. The problem? There was a
gang of boys in front of the shop. She
was afraid to go inside.
Stapleton, a security consultant, wanted
to solve the problem. Then he had an
idea. As a child, he visited a factory with
his father. Workers in the factory used
ultrasonic welding equipment. The noise
from the equipment hurt Howard’s ears,
so he left the room. But he noticed that
none of the adults could hear it. He later
learned that when we’re in our 20s, we
lose our ability to hear very high sounds.
It’s a natural part of ageing.
Stapleton began to experiment with
equipment that could produce very high-
pitched sounds. He asked his children to
listen to different sounds. At first, some
of the sound he used were painfully loud
to the kids. They helped him choose ones
that were annoying, but not painful.
He called his invention the Mosquito.
He tested the product at a shop in Wales
in 2005, then made improvements, for
example adding an ‘age switch’ so the
user can choose to produce a sound that
only teenagers will hear, or that anyone
can hear.
Now Stapleton’s own company,
Compound Security Systems, produces,
markets, and sells the unit- which is an
international success.
4. Think of another invention.
Complete
the table. If you don’t know about
research and planning activities, use
your imagination.
Invention
The problem
The solution
Research and planning activities
Producer and seller of the product
Improvements
Writing
A class enrolment form
1. You are enrolling in an engineering
foundation course. Complete the
form.
Class Enrolment Form

First name _______________________
Family name______________________
Date of birth______________________
Address__________________________
________________________________
Qualifications_____________________
________________________________
Work experience__________________
________________________________
What branch of engineering are you
interested in? _____________________
________________________________
What do you expect to learn on this
course? ________________________
2. Work in pairs. Compare your
answers.

Lesson B Traits of an engineer
1. Before you read the passage, talk
about these questions.
1. What are good qualities for
engineers to have?
2. How can these qualities be
developed?
Hire engineers
http:// www.hireengineers.com
Looking for a perfect engineer
At Miracle Co, we know that having a
good education is important. But we’re
interested in more than just someone with
a degree. Miracle Co is looking for the
perfect engineer!
So what qualities must the perfect
engineer have?
Obviously, we need an engineer with
technical competency. Basic common
sense is a must. Furthermore, having
dependability means that we trust you.
Most importantly, we need an outgoing
person with excellent interpersonal
skills. We want an engineer with the
courage to tell us when things are going
wrong.
Our perfect engineer has good
organizational skills and uses
quantitative thinking to assess the
work. He or she enjoys the challenge of
problem solving – this means having the
curiosity to ask questions. And more
than anything else, our perfect engineer
thinks about projects in the long-term and
what they mean for the company.
Do you think you’re the perfect engineer
for us? Then send your resume to
kathyrichards@mairacle.co.com
Reading
2. Read this job posting. Then, choose
the correct answers.
1. What is the posting about?
a. minimum education requirements
b. years of experience applications
must have
c. an engineering positions
responsibilities
d. characteristics of a potential
employee
2. What is NOT listed as an important
quality?
a. bravery b. reliability
c. punctuality d. curiosity
3. What can you infer about Miracle
Co?
a. It is hiring several engineers at
this time
b. It focuses on short-term projects

c. It values long-term thinking more
than courage
d. Its current employees lack
interpersonal skills
Vocabulary
3. Match the words (1-7) with the
definitions (A-G)
1. __ organizational skills
2. __ problem solving
3. __ dependability
4. __ curiosity
5. __ common sense
6. __ degree
7. __ quantitative thinking
a. trustworthiness
b. completion of academic study
c. using numbers in thought
d. finding solutions
e. basic practical knowledge
f. ability to keep things in order
g. interest in learning
4. Complete the sentences. Fill in the
blanks with the correct words from
the
word bank.
courage long-term quality
interpersonal
competence
1. Carl was fired because he lacked
basic ____________.
2. Think about your future and
____________ career goals.
3. Bob’s ____________ skills help
him communicate well.
4. Alanna’s best ____________ is her
curiosity.
5. It takes ____________ to admit you
made a mistake.
5. Listen and read the job posting.
Why must an engineer be numerate?
Listening
6. Listen to a conversation between
interviewer and an engineer. Mark
the
following statements as true (T) or
false (F).
1. __ The woman is interested in the
man’s resume.
2. __ The man built a television in
college.
3. __ The man has strong interpersonal
skill.
7. Listen again and complete the
conversation.
Interviewer: So tell me about yourself
and what you can bring to
Miracle Co.
Engineer: First of all, I have a 1.
________ __________
Electrical Engineering.
Interviewer: I read that on your resume.
Tell me what I can’t read
about.
Engineer: Well, anyone can get a
degree, but not everyone has
2. _____.
Interviewer: And you do?
Engineer: I think so. Ever since I was
a
kid I’ve always 3. ______
______ ______.
Interviewer: Can you give me an
example?
Engineer: Sure. When I was ten, I
took
a television apart just to see

how it works.
Interviewer: Excellent! Now, how
would you rate your 4.
_________ skills?
Engineer: I’m very good with people.
I
ran several 5. ______
______ _____.
Speaking
8. With a partner, act out the roles
below,
based on task 7. Then switch roles.
USE LANGUAGE SUCH AS:
Tell me what you can bring to ….?
Not everyone has curiosity …
How would you rate your… skills?
Student A: Student B is an interviewer.
Ask about student B:
- qualities
- examples
- interpersonal skills
Student B: You are an engineer.
Answer Student A’s questions.
WRITING
9. Use the job posting and the
conversation from Task 8 to
complete
the interviewer’s notes. Make up a
name for the applicant.
Interviewer: ___________________
_______________________________
Applicant: _____________________
_______________________________
Qualities: ______________________
_______________________________
Examples: _____________________
_______________________________
_______________________________
_______________________________
Recommend for hire? ____________
_______________________________
_______________________________
_______________________________
_______________________________
10. Match these jobs to their job
description.
a. a development engineer
b. a product planner
c. a geologist
d. a quality controller
e. a field engineer
f. a mechanic
g. a software programmer
h. an architect
i. a civil engineer
j. a chemical engineer
1. Repairs and services machines and
equipment, works for a steel
producer …………..
2. Works with pharmaceuticals, food,
mineral processing and chemicals
…………………….
3. Works for an oil company, analyses
rocks and minerals from the sea bed
………………
4. Works for a car producer, checks and
inspects the finished cars and writes
reports…..............
5. Builds roads, bridges and viaducts …
6. Designs new parts and products,
works with CAD technology, and
works for an aerospace company
…………….
7. Works for a construction company
and is responsible for planning and
designing new factories and buildings
……………..
8. Works for an engineering company
and organizes and checks production

schedules……..…..
9. Works for a telecommunication
company, spends a lot of time
travelling to companies to repair and
replace or install telephone systems
…………………
10. Works for an IT company, writes
codes, updates and debugs programs
…………….

Lesson C Simple past, past progressive forms
Uses
Action happened at a
definite time in the
past
A meteorite struck the Arizona desert
30,000 years ago.
Actions which
happened
immediately one after
the other in the past
He tested the product in 2005, and then
made certain improvements.
Expressing past
habits or states
which are now
finished
Many foods didn’t use to contain
additives.
At school, my favorite subjects used to be
mathematics and physics.
Form
Affirmative: Past Simple ends in – ed (regular verbs), but many
verbs are irregular: write-wrote, shut-shut, see-saw
Negative: S + didn’t + infinitive without -to
Interrogative: (Q/W) Did + S + V (infinitive)
Time
expressions
Yesterday, then, when, how long ago?, last night/week/month/
year/Tuesday, in 1997, etc.
Past continuous tense
Uses
Actions in progress at a
stated time in the past. We
do not mention when the
action started or finished.
What were you doing at ten o’clock
this morning?
I was reading some important
documents in my office.
Actions which was in
progress when another
action interrupted it.
As we were surfing the Internet we
found a website about horoscopes.
/Surfing the Internet is the longer
action/
For two or more
simultaneous past actions
She was talking on her mobile phone
while she was driving to work.
Description of the
atmosphere, setting, etc.
in the introduction to a
story before describing
the main events.
One autumn afternoon, Ben was
strolling down a country lane. The
birds were singing and the leaves
were rustling in the breeze.
Form
Affirmative: S + was/were + V+ ing
Negative: S + wasn’t/weren’t + V+ ing
Interrogative: (Q/W) Was/were + S + V+ ing?
Time
expressions
while, when, as, all morning/evening/day/night, etc.
1. Put the verbs in brackets into the
past
simple or the past continuous, as in
the

example.
Last year we …began …(begin) a
study of airbags on our four-wheel
drive vehicles. First, we _________
(analyze) the results of the test that we
_________ (carry out). After the
results had been compiled, we _____
(use) modeling software to evaluate
the
performance of the airbags. This
_____
(show) how well they had performed
under different conditions. While we
___________ (evaluate) the physical
performance, another study _________
(assess) the materials that we
________
(use). All the results were then
recorded
into a database.
past
simple or the past continuous. Say
which is the longer action in each
sentence?
1. As we …...were surfing…. (surf)
the Internet we ...found … (find) a
website about horoscopes. /surfing
the Internet is the longer action/
2. While we _________ (study) the
airbags, we _________ (make) a
significant discovery.
3. They_________ (see) a boy run into
an abandoned building as they
_________ (drive) down the
deserted street.
4. What _________ you _________
(do) during the test?
5. Sarah _________ (write) an e-mail
when the lights _________ (go out).
6. My brother _________ (tidy) his
room when he ______ (find) a copy
of his passport.
7. Judy _________ (cycle) when
suddenly her bike _________ (get)
a flat tyre.
8. We _________ (not develop)
the software ourselves.
9. The beaker _________ (break)
when the water _________ (boil).
10. The geologist _________ (take)
photographs when the volcano
_________ (erupt).
11. Ed ______ (leave) the office when
he ______ (hear) the phone ring.
12. We _________ (focus) our
attention on the movement across
the membrane on our latest
experiments.
3. The following sentences contain
mistakes. Find and correct them.
1. Sydney Harbour Bridge was
building in 1932.
2. The system didn’t working
because the loudspeaker had been
wrongly connected.
3. Louis was discovering the action
of germs while he was studying
fermentation.
4. The first road builders in Britain
was the Romans.
5. Last year Mark was introducing
new quality standards.
6. Engineer is working in Germany
two years ago.
7. There was many type of machies
that people use every day.
8. Anna is talking on her mobile
phone while she is working with
electricity.
9. Right now, I was testing the

material of carbon fiber which is
used for making aircraft.
10. The birds were singing and the
leaves are rustling in the breeze.

UNIT 2 MATERIALS TECHNOLOGY
Lesson A Materials and properties
1. What kinds of materials do people
use to build structures?
2. Why are some materials better for
projects than others?
Construction basics
http:www.construction.com
Construction Basics: Understanding
Your Materials
Many kinds of building materials are
available today, and they all have
different properties. Understanding these
materials can help you make the best
choice for your project.
Natural materials are always popular
options. These include wood, glass, and
metal. Wood is a good insulator. But it
only has moderate tensile strength. Glass
is a transparent material suitable for
windows. But it is also very brittle.
Metals are useful for the frameworks of
structures. They are great conductors
and have lots of luster. Their high
ductility and hardness are other
benefits.
Synthetic materials like foam and
plastics are becoming increasingly
popular. Foam is light and is a great
insulator. Plastics are also very light and
malleable. They are durable and easy to
maintain. But they are also expensive.
Certain building materials work better for
certain situations. Making the right
choices will save your time and money in
the long run.
Reading
2. Read this page from the website of
“Abel Construction Co”. Then,
complete the table using information
from the passage.
malleable luster
brittle transparent
natural
foam

Material Properties
Glass
Metal
Plastic
Vocabulary
definitions (A-F).
1.__ malleable 4. __ insulator
2.__ natural 5. __ ductility
3.__ plastic 6. __ luster
a. a material’s ability to not break
b. coming from nature, such as wood
c. a material that contains heat or
electricity
d. the brightness or shine of a metal
e. easily shaped or bent
f. a common synthetic material
4. Check () the sentence that uses the
underlined parts correctly.
1. __ a. Cotton is a synthetic material.
__ b. Glass is brittle and can shatter.
2. __ a. You can stretch rubber
because it has very low tensile
strength.
__ b. Foam retains heat well and is a
good conductor.
3. __ a. Most glass is transparent.
__ b. Metals have low levels of
hardness.
4. __ a. Cost of plastics is relatively
low.
__ b. The right choice of materials
reduces expenses.
5. __ a. Metal is used to make
electrical equipment because
of its good conductivity.
__ b. Wood is a suitable material for
window pane.
5. Listen and read the webpage.
What
is the problem with plastic as a
building material?
Listening
an
engineer and her client. Mark the
false (F).
1. __ The client wants to use synthetic
materials.
2. __ The engineer recommends steel
over wood.
3. __ The client has little money for
the project.
conversation.
Client: Hi Beth. I’m calling regarding
the building materials for the
new park swing set.
Engineer: Okay. What can I do for you?
Client: I need advice on materials for
the framework. I want to use
1. ______ materials.
Engineer: Well, your two main options
are wood and steel.
Client: Which do you recommend?
Engineer: Steel’s ductility makes it a 2.
______ ______. And it’s not
3. ______, so it won’t break
from frequent use.
Client: Is it more expensive than
wood?
Engineer: Yes, it does cost more. Is that
4. ______ ______?
Client: Somewhat. I’m 5. ______
_____ ______ ______.

Engineer: Well, wood is cheaper. But it
absorbs moisture over time.
This reduces its 6. ______.
Client: So is steel the better value?
Engineer: Yes. At least in the long term.
It’s very durable and requires
less maintenance than wood.
Speaking
8. With a partner, act out the
roles below, based on task 7. Then
switch roles.
What can I do for you?
I need advice on materials for the ...
Which do you recommend?
Student A: You are building a new
swing set. Ask Student B questions to
find out:
 options for materials
 recommendations
 costs
Student B: You are an industrial
engineer. Answer Student A’s
questions.
Writing
9. Use the webpage and the
conversation
from Task 8 to complete the client’s
notes.
Materials for project
Options:
________________________
Benefits/Drawbacks of each
material:
_____________________________
Better value:
____________________
_______________________________
10. Test yourself!
1. The chemical properties of a
material indicate:
a. their capacity to endure plagues
b. the possible reactions to other
materials
c. its own properties
2. The ratio between the mass and
volume of a material is called:
a. hardness b. density
c. hygroscopicity
3. When a material is susceptible to
rotting, we say it is:
a. biodegradable
b. hygroscopic
c. porous
4. What does the grain on wood depend
on?
a. on the growth rings, that is, on the
age of the tree
b. on the height of the trunk
c. on the length of the fibers
5. What is the aim of drying wood?
a. to make it easier to work with
b. to dry out the water it contains so as
to avoid its rotting too quickly
c. to harden it
6. Which wood is the hardest?
a. walnut b. black poplar
c. Aleppo pine
7. Why is recycling beneficial?
a. we can make cheaper paper
b. we reduce tree felling and lower the
energetic cost of production
c. we obtain a paper of an extremely
high quality
8. What is the name of the mineral from
which we extract a metal?
a. ore b. native mineral
c. tailings
9. Which one of the following metals is
ferric?

a. copper b. aluminum
c. steel
10. Which one out of the following
plastics is very difficult to recycle?
a. polyethylene
b. melamine resin
c. polyvinyl chloride

Lesson B Materials in processes
1. Look at the pictures. Use two words
from the list to say why each
material
has been used.
cheap flexible light stiff strong
1. nylon rope
Example
Because it’s strong and flexible.
2. steel beam
3. paper hat
4. carbon fiber bicycle frame
5. rubber tire
2. Can you name one other
construction
material that fits each of the five
descriptions in 1?
Vocabulary
Properties and processes
1. Look at the definitions. Then
complete
the table of adjectives and their
opposites using the words in the list.
brittle easily broken. Glass is brittle.
dense heavy in relation to size. Hard
rock, such as granite, is dense.
ductile (of metal) can be stretched and
yet retain its strength. Copper is
ductile.
elastic will spring back to its original
shape when stretched. Rubber is
elastic.
plastic will keep its new shape when
stretched or bent. A copper wire is
plastic.
ductile expensive light
soft stiff weak
Adjectives
elastic plastic
strong 1
2 brittle
flexible 3
hard b
5 heavy
cheap 6
dense -
2. We form some nouns by modifying
adjectives. Add -ity or -ness to
complete the nouns.
Nouns
strength weak ____1

ductility brittle ____2
flexibil ____3
stiffness
hard ____4
softness'
lightness heavi ____5
dens ____6
___
Note: We usually say low cost and high
cost rather than cheapness and
expensiveness.
3. Look at the adjectives and
definitions.
What products can you name that
have
these properties?
durable lasting a long time, not
wearing out
malleable able to be hammered into
shape
tough can withstand cracking under
shock
smooth having an even surface
4. Look at the industrial processes. Use
the words to complete the sentences.
rolling extrusion
casting forging
1. _____ is one of the oldest industrial
processes. Hammers or weights
force malleable material into the
desired shape.
2. _____ is useful for creating a long
piece with a complex profile. A
compressive force pushes the
material through a hole to shape it.
This process works with both ductile
and brittle materials.
3. Iron is a heavy material, and it’s
also brittle when cast. In _____, it’s
heated to 1260°C and poured into
useful shapes such as frying pans.
4. _____ is used to turn ductile
materials like copper and aluminum
into sheet.
It’s my job
1. Discuss the questions.
1. Why do you think it takes longer to
build an oil platform than a standard
ship?
2. What is the main material used in
shipbuilding?
3. What conditions or environmental
factors are important design
consideration for ships?
2. Listen and check your answers.
3. Listen again. Answer the
questions.
1. What are the main products of Mr.
Kim’s company?
2. What two parts of the company does
Mr. Kim’s team work the most
closely with?
3. What does Mr. Kim help the other

teams to do?
4. What property of steel can cause
problems for shipbuilders?
5. What’s the name for steel combined
with other metals?
6. What’s the name for damage caused
to materials by sea water?
7. What’s name for parts that, if they
failed, would cause the failure of a
structure?
8. What is Mr. Kim’s role while a ship
is being built?
4. In small groups, discuss the
questions.
1. Why must every oil platform be
unique and made to order?
2. Why don’t shipbuilders use amazing
new materials?
3. Why is cooperation important in
shipbuilding?
5. Would you like to do Mr. Kim’s
job?
Why/ why not?
Language spot
Comparatives and superlatives
1. Look at the information. Complete
the sentences with the words in the
list.
better cheaper less brittle
more brittle more expensive
the best worse the cheapest
the least brittle the most brittle
the most expensive the worst
Metals – price per tone
Steel - $700
Aluminum alloy - $1950
Copper - $7600
Titanium $23 300
1. Steel is _____ than aluminum alloy.
2. Copper is _____ than aluminum
alloy.
3. Titanium is _____ metal.
4. Steel is _____ metal.
Metals – ductility and brittleness
very ductile copper
low carbon steel
high carbon steel
very brittle cast iron
5. High carbon steel is _____ than
cast iron.
6. Low carbon steel is _____ than
copper.
7. Cast iron is _____ metal.
8. Copper is _____ metal.
Lightweight bicycle frames -
performance
good steel, aluminum
titanium
very good carbon fiber
9. Carbon fiber is _____ material.
10. Aluminum is _____ than steel.
11. Steel is _____ choice for a
lightweight frame.
12. The performance is steel is _____
than the performance of carbon
fiber.
2. Complete the sentences with the
correct form of the adjectives in the
list.
brittle ductile flexible
heavy soft weak
1. The _____ ship we made last year
weighed 150 000 tones.
2. Glass, which is ___ material used in
the production of our mobile phones,
may break if the phone is dropped.
3. Because it is _____, aluminum can
be cut by high carbon steel.
4. If the component fails, it will always
fail at _____ point.
5. The pipe needs to bend several times

as we pass it into the structure, so we
don't want it to be stiff. We should
choose _____ pipe we can find.
6. Copper is used for wire because it is
_____ than most other metals.
3. Find five things around you and
compare them. Use comparatives
and
superlatives.
Examples
The concrete floor is denser than the
wooden ceiling.
The glass in the windows is the most
brittle material in the room.
Number talk
Strength, stiffness and toughness
1. Read the text. Then complete the
sentences with the words in the list.
∆ Extension-load graph for rubber
Young's modulus is a mathematical
description of how a material behaves
when it is stretched. The unit of Young's
modulus is the giga Pascal (GPa). Steel
typically has a Young's modulus of 200
GPa, while rubber has a Young's modulus
of 3 GPa. The same force will stretch
rubber more than steel. Engineers and
scientists test and calculate the Young's
modulus of materials using machines that
stretch a material and measure its
behavior.
The measurements are used to produce an
extension-load graph for the material.
Load is measured in newton and
extension is measured in millimeters.
less lower millimeters
more newton stiff
1. The Young's modulus of a material
expresses how _____ the material
is.
2. The same force will stretch steel
_____ than rubber.
3. Rubber has a _____ Young's
modulus than steel.
4. Rubber will stretch _____ than steel
before it breaks.
5. The amount that the material
stretches are expressed in _____.
6. The force applied to cause
stretching is expressed in _____.
2. Read the text. Answer the questions.
In the previous part, we talked about
stress and strain. Engineers use stress-
strain graphs to show the strength,
stiffness, mid toughness of materials.
Stress-strain graphs are produced using
load-extension data. Stress and strain are
calculated using the cross sectional area
of the material and its original length.
Graphs for soft, flexible materials such as
rubber often have curved lines and show
large strains before they break. Graphs tor
many stronger, stiffer materials such as
steel and glass fiber are linear. They start
with straight lines and show less strain
before they break.
Which of these graphs shows rubber?
Which shows glass fiber?
strain strain
3. Using the words stress and strain,
explain why rubber, not glass, is
used
for car tires.

4. Which of these is most likely the
Young’s modulus for iron and which
for aluminum? Which material is
stiffer?
190 GPa 70 GPa
Speaking
Discussing a stress – strain curve
1. Match the diagrams with the
materials.
strain % strain %
strain % strain %
1. low carbon steel 3. wood (pine)
2. glass plate 4. copper
2. Match each description with the
correct material and graph in 1.
a. The graph is linear right up to the
breaking point. It is not as strong as
steel, and it is more brittle than
wood.
b. The graph is linear at first, then there
is a sharp change and the graph
curves. It is stronger than wood and
is the stiffest of these materials.
c. This graph is non-linear. The
material reaches its tensile strength,
and then it forms a neck. The stress
measured by the original area falls
until the material breaks at the neck.
The material is the most ductile.
d. The graph is linear, then there is a
short curve before failure. This
material is brittle but not as brittle as
glass.
Reading
Aluminum
1. What properties does aluminum
have?
2. What products are made from
aluminum?
3. What processes form aluminum into
shapes we can use?
2. Read the first paragraph of the text.
Check your answers
Our good friend al
Aluminum is everywhere Aluminum is
a lightweight, high-strength metal,
resistant to corrosion and easily recycled.
When alloyed with other elements, it can
be processed by casting, rolling,
extruding, or forging. This makes it a
favorite material of engineers in almost
every field, from construction, rail
transport, and aviation to the electrical
industry, and many more.
Strength and malleability Some
aluminum alloys can be as strong as
many steels, and its ductility and
malleability mean it is easy to form. Its
Young's Modulus, about 70 GPa, is about

33% of steel, and it's less dense than
steel. Without aluminum there would be
no air transport.
Corrosion resistance Aluminum is
highly reactive. This means that it
changes chemically when it comes into
contact with certain other substances.
When aluminum is exposed to oxygen, it
reacts. The result is a strong but thin
oxide film on the surface of the
aluminum. If the film is damaged, it
forms again in most conditions. This
gives aluminum excellent corrosion
resistance It also makes aluminum easy
to color and decorate. This, along with
ease of recycling, makes it perfect for
drinks cans and other food packaging.
Conductivity Its high electrical
conductivity - combined with its
lightness and strength - mean that
aluminum is used more frequently than
copper for overhead power cables.
Aluminum's conductivity is lower than
copper's, but engineers prefer the lower
density and cost of aluminum.
3. Read the whole text. Answer the
questions.
1. What properties make aluminum a
good material for aircraft?
2. What is a typical Young's modulus
of aluminum alloy?
3. What property protects aluminum
from corrosion?
4. Name three properties that make
aluminum a good material for soft
drinks cans.
5. What properties make aluminum a
good material for electrical
transmission?
1. Since aluminum is stronger than
wood, why do we still use wood for
building houses?
2. There is plenty of aluminum in the
Earth so why should we recycle it?
3. How do you think they make pure
aluminum stronger?
4. Why can't we use very strong but
brittle materials for building
aircraft?
Listening
An aircraft wing spar problem
1. Look at the picture of an aircraft
wing.
Answer the questions.
1. What properties do engineers look
for in materials for airplane parts?
2. Why are testing and quality control
especially important in airplane
manufacture?
3. What types of problems would you
expect to find in the manufacture of
wing spars?
2. Listen to two engineers discussing a
problem with a wing spar and the
result of some tests that were done
on

it. Choose the correct option to
complete the sentence.
1. The problem with the wing spar was
that it was ____________.
a. incomplete b. cracked
c. broken
2. The tensile test showed that the
material was __________.
a. low quality b. incorrect
c. within tolerances

Lesson C The Comparative and Superlative Adjectives
Uses
Comparative adjectives are
used to compare differences
between the two objects they
modify /in sentences where
two nouns are compared/.
The Dead Sea is saltier than the
Mediterranean Sea.
Working in a factory is more
dangerous than working in a
chemical laboratory.
There’s a higher risk of accidents in
the area.
TV’s today is smaller than ever
before.
Flammable materials have a lower
flash point and must be handled with
more care.
Jim and Jack are both my friends, but
I like Jack better. ("than Jim" is
understood)
Form
Noun (subject) + verb + comparative adjective + than + noun
(object) The second item of comparison can be omitted if it is clear
from the context (see final example above).
Superlative adjectives
Uses
Superlative adjectives are
used to describe an object
which is at the upper or
lower limit of a quality.
They are used in sentences
where a subject is compared
to a group of objects.
The factory is the noisiest of all.
At present we have the cheapest and
the most reliable electronic
appliances.
We all threw our rocks at the same
time.
My rock flew the highest. ("of all the
rocks" is understood)
Form
Noun (subject) + verb + the + superlative adjective + noun
(object).
The group that is being compared with can be omitted if it is clear
from the context (see final example above).
Forming regular comparatives and superlatives
Forming comparatives and superlatives is easy. The form depends on the number of
syllables in the original adjective.
One syllable adjectives
Add –er for the comparative and –est for the superlative. If the adjective has a consonant
+ single vowel + consonant spelling, the final consonant must be doubled before adding
the ending.
Adjective Comparative Superlative

strong stronger the strongest
smooth smoother the smoothest
fun funnier the funniest
Two syllables
Adjectives with two syllables can form the comparative either by adding -er or by
preceding the adjective with more. These adjectives form the superlative either by
adding -est or by preceding the adjective with most. In many cases, both forms are used,
although one usage will be more common than the other. If you are not sure whether a
two-syllable adjective can take a comparative or superlative ending, play it safe and use
more and most instead. For adjectives ending in y, change the y to an i before adding the
ending.
tilted more tilted most tilted
tangled more tangled most tangled
Three or more syllables
Adjectives with three or more syllables form the comparative by putting more in front of
the adjective, and the superlative by putting most in front.
important more important most important
malleable more malleable most malleable
Irregular comparatives and superlatives have completely irregular forms.
Adjec-
tive
Compara-
tive
Superla-
tive
Examples
good better best You weld better than I do.
Carbon fiber is the best material.
bad worse worst Today is the worst workday I've had in a long
time.
little less least This is the least expensive gadget in the
store. Aluminum alloy is less expensive than
copper.
much more most Titanium is the most expensive metal of all.
Cast iron is the most brittle metal.
far further /
farther
furthest/
farthest
Which waves travel further through sea
water: sound or light?
1. Put the correct form of adjectives.
1. Your lecture on Modern Art was
_______________ (interest) than

mine.
2. The Internet is without doubt one of
the ________________ (important)
inventions in history.
3. The Coliseum is known to be one of
the _______________ (famous)
monuments in the world for its
beauty and enormous size.
4. Aluminum is used _____________
(frequently) than copper for
overhead power cables.
5. The planet that is ___________
(close) to the sun is Mercury.
6. Russia has _________________
(large) territory in the world.
7. (first) ______________ person to
discover the application of penicillin
was Alexander Fleming.
8. The Pacific ‘ring of fire’ is the
location of (extensive) __________
earthquake activity in the world.
9. (light) ______________ metal used
for construction is aluminum.
10. This chair is __________________
(comfortable) than the other one.
11. If the component fails it will
always fail at the ______________
(weak) point.
12. The winter months are the
________________ (dangerous)
for
electrical wires.
13. Cars are getting _______________
(expensive) as the years go by.
14. _______________ (many) people
are opening their own businesses
these days.
15. I felt very ill last week, but I’m
slightly _____________ (good)
now.
2. Cross out the unnecessary word or
add
necessary item.
1. He is much more taller than his
fellows.
2. I think David is nicest man I`ve ever
met.
3. My sister is the taller than me.
4. Becky is as much clever as Stella.
5. This is the most best film I`ve ever
seen.
6. Going on holiday abroad is very
more exciting than staying at home.
3. Write the correct form of the
comparative or superlative and
complete the sentences with your
own
ideas.
1. In my opinion, the tiger is the most
dangerous (dangerous) animal of
all.
2. ____________ is ____________
(nice) place I have ever been to.
3. I think _________________ is
______________ (difficult) subject
of all others.
4. _________________ is
_______________ (intelligent)
person I have ever met.
5. ____________ is ________
(healthy) food of all.
4. Translate following sentences into
Mongolian.
The market for these goods is growing
faster all the time. Consumer societies
encourage people to buy bigger and
better products. For example, “smarter”
phones come out every year. In a
consumer society, people are often
buying the newest and the most
advanced products.

UNIT 3 DRAWING AND MODELING
Lesson A Shapes
1. How do shapes relate to
engineering?
2. What different shapes do engineers
use to construct buildings?
The roman coliseum
The Importance of Shapes Architecture
and Engineering
Most students learn about geometric
shapes in school. But architects also
need to understand them. In fact, those
basic shapes appear in many historical
buildings. For example, look at the
Roman Coliseum.
Although most buildings have a
rectangle or square shape, the Coliseum
is an ellipse, or oval. It features many
arches supported by columns, which are
cylinders. They provide support. Some
parts of the Coliseum, have extended
arches, or vaults, which form prisms.
These hallways have high ceilings in the
shape of a semi-circle.
These shapes are in modern architecture,
too. They add support, structure, and
style, all at the same time.
Reading
2. Read this blog entry. Then, choose
the
correct answers.
1. What is the blog mainly about?
a. how an ancient building was
constructed
b. why shapes are important to
architects
c. why students learn about
geometric shapes
d. which shapes provide the best
support
2. A column is an example of a(n)
a. cylinder c. square
b. oval d. arch
3. Which shape is NOT used in the
Coliseum?
a. a semi-circle c. a rectangle
b. an oval d. a circle
Vocabulary
definitions (A-F)
1. __ semi-circle 4. __ geometric
2. __ ellipse 5. __ prism
3. __ rectangle 6. __ vault
a. a closed arch that resembles a flat
circle
b. a shape with four sides and right

angles
c. a shape that has three dimensions
d. a shape that is half of a circle
e. relating to the study of shapes
f. an arch that extends through
a structure
4. Write a word that is similar in
meaning
to the underlined part.
1. Meg’s table is a round shape that is
longer than it is wide. o _ _ l
2. The building is a shape with four
equal sides. s _ _ a _ e
3. Many old buildings have curved
shapes over the openings. _ r _ h _ _
4. Amy wants to be a person who
designs structures. _ r _ _ i _ _ _ t
5. Laura’s cup is a shape with two
circular ends. c _ _ i _ d _r
5. Listen and read the blog. Why
are
shapes important nowadays?
Listening
an
architect and her client. Mark the
false (F).
1.__ The woman sent the man building
designs.
2. __ The client wants a bigger room.
3. __ A vaulted ceiling saves energy.
conversation.
Architect: Keystone Architecture. This
is Donna.
Client: Hi, Donna. It’s Jim North. I’m
calling about the 1. ____ that
you sent me.
Architect: Is there a problem?
Client: Well, I’m wondering, why do
we need the 2. ____ on the
ceilings?
Architect: Oh, vaulted ceilings create
more 3. _____.
Client: So they make rooms look 4.
__?
Architect: Yes, exactly. The only
downside is that they can 5.
____ energy costs.
Client: In that case, I’d rather go with
flat ceilings so we’re not 6.
____ energy.
Speaking
below,
I’m calling about the ….
Why do we need the…?
The only downside is that ….
Student A: Student B is an architect.
Talk to him or her about the plans for
your new building. Include:
 ceiling design
 space
 energy usage
Make up a name for the client.
Student B: You are an architect
designing Student A’s new building.
Answer Student A’s questions.
Make up a name for the architect.
WRITING
9. Use the conversation from Task 8 to

complete the client’s notes.
Building design
Question: Why have ____________?
Benefits: ______________________
Drawbacks: ____________________
Decision: ______________________
10. Learn the following geometric
shapes.
11. Look at the crossword and
complete
it.
12. Match the shape to the shape name
13. Look for the names of the
geometric
shapes among the letters.

Lesson B Dimensions and drawings
1. What kind of drawings do engineers
make?
2. What is the purpose of engineers’
drawings?
To: Julia Smith [jsmith@designplus.com]
From: Dave Tanaka
[dtanaka@designplus.com]
Subject: Notes on cell phone
Julia,
After many meetings and cost analyses,
we’re finally moving forward with the cell
phone project to expand, for the first time,
into the communications market.
What I need from you in these early stages
is a CAD drawing detailing the
schematics of the device.
The blueprint should include details for
the dimensions of the phone. This
includes the device’s length, width, depth
and the perimeter of the screen.
As for scale, the device is small. So make
the drawing at least four times larger than
the device.
The diagram also needs an exploded
view to show how the components will fit
together. This includes the circuit board
battery, microphone, speakers and liquid
crystal display. We also need a cross-
section of the phone to see those
components all within the outer casing.
Don’t forget to show the geometry of the
phone from different angles.
Please contact me with any questions you
have.
-Dave.
Reading
2. Read this email from an engineer.
Then, choose the correct answers.
1. What is the note about?
a. drawing a cell phone diagram
b. determining the scale of a cell
phone
c. choosing materials to make a cell
phone
d. explaining a cell phone’s
dimensions
2. Which is NOT true about the
engineer’s request?
a. He wants different views of the
phone.
b. He wants to see what’s inside the
phone.
c. He wants to know the dimensions.
d. He wants the drawing to be actual
size.
3. What can you infer about the
company?
a. It recently hired new engineers.
b. It typically makes larger devices.
c. It has never made cell phones
before.
d. It provides cost analysis to
engineers.
Vocabulary
definitions (A-H).

1. __ depth 5. __cross-section
2. __ geometry 6. __ schematic
3. __ width 7. __ dimensions
4. __ diagram 8. __ length
a. a drawn plan of something
b. height, width and depth
c. deepness
d. wideness
e. how long something is
f. a diagram showing an object’s
inside
g. shape
h. the form and features of something
4. Use the words from the word bank
to
fill in the blanks.
perimeter exploded views
scale CAD drawing
1. _____ show how machines’ pieces
fit together.
2. Draw the plans at a small _______.
3. The ______ shows the layout of the
new machine.
4. Add all sides to calculate the _____.
5. Listen and read the email. How
much bigger will the drawing be
than
the phone itself?
Listening
two engineers. Mark the following
statements as true (T) or false (F).
1. __ The note didn’t include the
dimensions.
2. __ The depth of the phone is 1 inch.
3. __ The screen size has not been
determined.
conversation.
Engineer 1: Dave, we have a problem.
Do you have a minute?
Engineer 2: Sure thing. Is it about the 1
___ ____ ____ ____.
Engineer 1: Yeah, actually. Your note
didn’t include the 2 ___.
Engineer 2: Sorry about that. So, the
phone has a 3 ____ of 6
inches and a 4 _____ of a 2
inches.
Engineer 1: What about depth?
Engineer 2: That’s going to be half an
inch.
Engineer 1: Half an inch? Is there 5
____
for the battery?
Engineer 2: Yeah, we’re using the L20
battery. It’s not even a 6
____ ____ ____ ____ thick.
Engineer 1: What about the screen?
Engineer 2: We want a 2 by 1.5-inch
screen. So, can you get this
done by tomorrow?
Engineer 1: Will do. I’ll bring it over as
soon as I’m finished.
Engineer 2: Thanks a lot.
Speaking
below,
Is it about the … CAD drawings?
You didn’t include the dimensions.
Is that enough room for the battery?
Student A: You’re creating CAD
drawings. Ask Student B about:
 dimensions
 battery size
 screen size

Student B: You are an engineer. Answer
Student A’s questions.
Writing
9. Use the conversation from Task 8 to
complete the engineer’s notes about
the new product.
Project notes
Engineer: _____________________
_____________________________
Product: ______________________
______________________________
Dimensions: ___________________
______________________________
Battery type: ___________________
______________________________
Battery dimensions: ______________
______________________________
Screen dimensions: _______________
_______________________________
How to measure mobile screen size in
inches?
To know how the size of cell phone
screen, you must measure the phone
screen size in inches between to
diagonally opposite corners. For
example, measure from bottom left
corner of screen to top right corner of
phone screen. This is the diagonal
measurement of cell phone screen as
shown in the image here.
The screen size is measured in inches,
but in countries which have the metric
system of measurement; it will be given
in centimeters. To convert inches into
centimeters, the inch size is multiplied by
2.54, since 1 inch equals 2.54
centimeters. The phone in the image has
a screen size of 4”, which when
converted to centimeters equals 10.2cms.
10. Now measure your cell phone using
the metric and imperial system.
11. Find measurement vocabulary
words
hidden in the puzzle. Use the words
at
the bottom for clues.

(centimeter, inch, length, width, height,
long, short, tall, about, almost, exactly,
measure, ruler, capacity, volume, area,
foot, actual)

Lesson C Adjective and Adverb Derivation
We can form adjectives from nouns by adding the following suffixes.
-ous space-spacious, danger-dangerous
-able, ible flame-flammable, renew-renewable
-ive digest-digestive, innovate-innovative
-ful meaning-meaningful, wonder-wonderful
-y oil- oily, health-healthy
-ly natural-naturally, short-shortly
-ing demand-demanding, mine-mining
-ed finish-finished, skill-skilled
-less care-careless, taste-tasteless
In addition to this, we use the following prefixes to form opposite meanings of
adjectives.
dis-honest-dishonest
il-(before l) legal-illegal
in-dependent-independent
im-(before m,p) mature-immature
un-safe-unsafe
ir- (before r) responsible-irresponsible
But: realistic-unrealistic reliable-unreliable reasonable-unreasonable
We usually form adverbs by adding –ly to the adjective. Quick-quickly, special-specially
etc.
Adjectives ending in consonant+y drop the –y and take –ily (easy-easily), adjectives
ending in –l take –ly (careful-carefully), adjectives ending in –ic usually take –ally
(specific-specifically), adjectives ending in –le drop the –e and take –y (probable-
probably), and adjectives ending in –e take –ly (polite-politely, but true-truly).
Form an adjective from the following words by adding the correct suffix:
-ful, -ic, -ous, -y, -ant, -al, -able, -ent, -ed, -ial, -ive, -ible.
danger rely experiment
dirt origin wash
magnet expense flex
use excel resist
industry response comfort

1. Complete the following sentences
with
the adjective and adverbs in
brackets.
Use each word once only.
1. The system will shut
down_____________. There’s an
____________temperature control.
(automatic/automatically)
2. New testing methods have made the
process much more _____________.
Quality control now runs more
_____________ (efficient/efficiently)
3. Our aim is to ensure
_____________operation at the plant.
The manufacturing process should run
_____________. (smooth/smoothly)
4. Demand for electricity is lower
________ in the evening. Statistics show
that there is a _______ fall in demand
after 10p.m. (general/generally)
5. People are becoming more interested
in _______ friendly products. There is a
growing interest in ______ issues.
(environmental/environmentally)
6. Safety procedures must be
____________ observed to avoid
accidents. The manager in a coal mine
must be _____________ about activities
underground. (strict/strictly)
2.Fill in the gaps with the adjectives
derived from the words in bold.
1. Helping people who are in need can be
a very ____________ (meaning)
experience.
2. When working in this area, please
wear __________(protect) clothing.
3. ___________ (Occupation) health is
one of the parts of Health and Safety.
4. Working in a noisy factory without ear
protectors is a (danger) _____________
activity.
5. Petrol and oil are (flame)
_______________ chemicals.
6. Multiple sclerosis is a disease of the
(digest) _______________ system.
7. Installing a dishwasher is (differ)
______________ than installing a
garbage disposal.
8. These chemicals must be kept in a
locked cupboard because they are
____________ (harm).
9. It is _________________ (interest)
book I’ve ever read.
10. Ted is __________________
(experience) than Alec.
3. Here is a presentation about a textile
industry in the UK. Choose the
correct
word in bold.
The number of people who work in the
textile a) manufactured / manufacturing
industry in the UK has fallen b)
considerable / considerably over the last
50 years.
Today is employed c) approximate /
approximately 130,000 people.
Textiles for clothing and carpets d)
important / importantly but today there
is e) increasing / increasingly trade in
fabrics for f) industrial / industrially
applications. Fabrics are used g)
increasing / increasingly in the
healthcare and automotive industries.
The expert of wool and h) woolen / wool
products has remained fairly i) constantly
/ constant over the last 15 years.
The UK has a j) significant / significantly
silk industry which produces over $170
million worth of goods k) annual /
annually.

UNIT 4 TECHNIQUES
Lesson A Tools
Instructions for lamp repair
1. Secure the appliance in a vise to
hold the lamp in place and free
your hands.
2. Remove screws from the covering
plate with a screwdriver or an electric
drill. Remove the plate to reveal the
wiring inside.
3. Locate the wiring causing the bad
connection. Using pliers, clip the
faulty connection.
4. Strip the insulation from the faulty
wire with a wire stripper.
5. Using the soldering iron, apply
solder
to the bare wires to make a new
connection.
6. Replace the insulation and put the
wire back into the lamp.
7. Put the plate back and replace the
screws to seal the base.
8. Test the lamp to make sure it works.
about
these questions
1. What jobs do different tools do?
2. Why is it important to have the right
Reading
2. Read this section from an
instruction
manual. Then, choose the correct
answers.
1. What are the instructions about?
a. installing a vise
b. fixing faulty wiring
c. installing new appliances
d. safety using a soldering iron
2. According to the manual, what tool is
used to clip wiring?
a. pliers
b. an electric drill
c. a wire stripper
d. a soldering iron
3. What can you infer about the repair?
a. it is very dangerous
b. it requires buying new wire
c. it fixes insulation problems
d. it assumes there is faulty wiring
Vocabulary
definitions (A-G).
1. __ vise 5. __ soldering
2. __ wire stripper iron
3. __ screw 6. __ drill
4. __ screwdriver 7. __ pliers
a. Makes holes or inserts and removes
screws.
b. Twisted by hand to insert or remove
screws.
c. Used to grab, pull and cut objects
d. Piece of metal used to fasten objects
e. Removes insulation from wiring
f. Holds an object in place
g. Heats and connects metal objects
together

4. Choose the word that is closest in
meaning to the underlined part.
1. Use the pliers to cut the wiring.
a. clip b. drill c. strip
2. Use soft metal to fuse the wires.
a. vise b. clip c. solder
3. Remove the cover from the wire.
a. clip b. strip c. drill
5. Complete the crossword using the
hand tools of pictures
6. Complete the sentences with the
giving phrases.
a. The contractors
b. Preparing the foundation of a
house or building
c. The electrical infrastructure
d. The house decorator
e. The construction sector
f. The client
g. The designer of a project
h. The heavy equipment
operator
i. Bricklaying and tile flooring
k. The woodworking
1. ______is usually a nation's
biggest industry.
2. ______ is the one who owns
the project and decides what
should be built.
3. ______ of a project is an
architect or a civil-engineer.
4. ______ will carry out the actual
work of any new build.
5. ______ of a house or building is
the ground worker's job.
6. ______ drives large machinery
such as a retro-excavator.
7. ______ and tile flooring is what
a mason knows all about.
8. ______ is mainly done by a
carpenter and his team.
9. ______ is the responsibility of
the electrician.
10. ______ takes care of the
wallpaper and painting the
interior.
7. Listen and read the instruction
manual. What problem does the
manual give instructions on how to
fix?
Listening
8. Listen to a telephone
conversation
between an engineer and a shop
owner.
Mark the following statements as
true
(T) or false (F).

1. ___ The woman needs a
soldering iron.
2. ___ The woman is repairing a
small circuit.
3. ___ The owner offers two tool
options.
conversation.
Owner: Hello, ma’am. Can I help you
find anything?
Engineer: Yes. I’m 1_______ _______ a
soldering iron.
Owner: Okay. We have a few
different
models. Can I ask what you’ll
be using it for?
Engineer: I need to repair some 2_____.
Owner: Well, we have the Lanford
250
or the Hilldale 400.
Engineer: Okay. What’s the 3______?
Owner: The Lanford 250 is for
4_______ wiring. The Hilldale
400 is 5________ _______
small circuits.
Engineer: I think 6 ____________
_______ the Lanford.
Speaking
10. With a partner, act out the
roles
below, based on task 7. Then
switch roles.
I’m looking for….
Can I ask what you’ll be….?
What’s the difference?
Student A: You own a hardware store.
Ask Student B questions to find out
about:
 Tool needed
 Choices
 Use of each tool
Student B: You need a tool. Talk to
Student A about which one to buy.
Writing
11. Use the conversation from Task 8
to
complete the engineer’s notes.
Tools recommended
Tool 1: ______________________
____________________________
____________________________
Purpose: ____________________
____________________________
____________________________
Tool 2: ______________________
____________________________
____________________________
Purpose: _____________________
_____________________________
____________________________
Selection: ____________________
_____________________________
_____________________________
12. Write the name of the tools in your
notebook.

Lesson B Simple machines
1. What are some simple machines?
2. How to simple machines make work
easier?
Simple machines
People often think of machines as large
complicated devices. However, there are
many types of simple machines that
people use every day.
Inclined plane – This machine is a
slanted surface that makes it easier to
move heavy loads.
Pulley – A pulley is like a wheel and
axle. It uses a rope wrapped around a
wheel to raise and lower heavy objects.
Lever – A lever creates leverage by
turning a long arm against a fulcrum.
Wedge – This machine can split objects

and push apart the pieces.
Wheel and axle – This machine rolls
objects to reduce friction.
Screw – this machine is turned to drill
through wood easily.
Reading
2. Read this passage from a textbook.
Then, mark the following statements
As true (T) or false (F)
1. ____ A wedge makes it easier to
move heavy objects.
2. ____ Turning a lever against a
fulcrum creates a friction.
3. ____ Pulleys are used to lift and
drop heavy items.
Vocabulary
definitions (A-E).
1. __lever
2. __simple machine
3. __wheel and axle
4. __load
5. ___wedge
a. A tool with one wide end and one
pointed end
b. A machine with few or no moving
parts
c. An amount of weight that is lifted
or carried
d. A bar that rests on a fulcrum
e. A circular object with a rod through
4. Use the words from the word bank
to
fill in the blanks.
complicated pulley fulcrum
leverage inclined plane
1. A lever provides __ to lift heavy
items.
2. Eric is constructing a(n)_______
with wheels and rope.
3. Not all machines are _______.
4. A ramp with a high and low end is
a(n) _________.
5. A lever requires a(n) _________.
5. Memorize the simple machines sort
6. Fill the chart using the table above

Simple machines quiz
7. Write the name of the simple
machine
that is described questions
1. This is necessary to get something
moving.
a. resistance b. force
c. wedge d. screw
2. A rod attached to the center of a
wheel is called:
a. a magnet b. a wedge
c. a top d. an axle
3. What should you do to reduce the
amount of effort needed to lift
something using a first class lever?
a. move the fulcrum to the middle of
the lever
b. move the fulcrum closer to the
load
c. move the fulcrum closer to the
effort Title I ESO – Simple
Machines Quiz
4. The efficiency of a simple
machine
a. is always less than 100%
b. is equal to 100%
c. is always 50%
d. is always more than 100%.
5. If the mechanical advantage of a
simple machine is 4, then the
a. output force is 4 times the effort
b. effort is 4 times the output
force
c. efficiency is 4%
d. the work output is 4 times the
input
8. Listen and read the passage.
What
is a wedge used for?
Listening
9. Listen to conversation between a
student and teacher. Mark the
false (F).
1. ___ The teacher asks students
to define simple machines.
2. ___ The woman asks the teacher to
define a pulley.
3. ___ There is a simple machine
just outside the glass.
conversation.
Teacher: Hi, Paula. Did you have a
question?
Student: Yes. Did you say that
people use 1______
_______ every day?
Teacher: Yes. We all use them.
Student: Um, besides the 2_______on
my bike, I can’t 3_____

______ any.
Teacher: Well, think about elevators.
They use 4______ to raise
and lower the car.
Student: 5________ _________.
I never thought of that.
Teacher: And we have an 6 _______
________ right outside this
classroom.
Student: Oh yeah, the wheelchair ramp.
Speaking
below, based on task 10. Then
switch
roles.
Did you have a question?
Well, think about …
I never thought of that
Student A: You are a teacher. Help a
student think of simple machines used
every day. Include:
 Wheels
 Pulleys
 Inclined planes
Student B: You are a student. Talk to
Student A about simple machines.
Writing
12. Use the conversation from Task
11
to complete the student’s notes.
Use today’s date.
Engineering 101 Notes
Date: ____________________
Examples of Simple Machines
1. Simple Machines: ___________
Example: __________________
Example: __________________
Example: __________________
Example: __________________
Lesson C The Present Perfect Simple
Uses
Action happened at
an unstated time in
the past or the
consequences of past
events in relation to
the present situation.
/the action may be
repeated/. That is
why we call it the
"present" perfect
Our contractor has built a supporting
wall, but they haven’t drained the water
yet.
Have you ever worked with radioactive
materials?
Please compare: The company built the
dam five years ago. The company has
built several dams.
Form
Affirmative: S + have/has + Past Participle /V3/
Negative: S + haven’t/hasn’t + Past Participle /V3/
Interrogative: (Q/W) Have/Has + S + Past Participle /V3/?
Time
expressions
Just, yet, already

Present perfect progressive
Uses
Past action which
was in progress when
another action
interrupted it.
We have been working on this project
since last year.
The doctor has been seeing patients for
most of the afternoon.
Form
Affirmative: S + have been/has been+ V+ ing
Negative: S + haven’t been/hasn’t been + V+ ing
Interrogative: (Q/W) Have/Has + S + been+V+ing?
present perfect simple.
1. The role of blood clots in heart
attack _________ (not
determined).
2. Eruptions _________ (occur) in this
area for centuries.
3. Paleontologists _________
(discover) the oldest form of life on
earth.
4. Medical researches _________
(report) that X-rays may cause
heart
disease.
5. Several people _________ (survive)
the earthquake.
6. Ever since he took over the company,
he _________ (hire) over twenty
employees.
7. The scientists _________recently
(present) some detailed analyses of
the
results.
8. Technology _________ (change) very
rapidly.
9. Spare parts for the equipment in the
power station _________ (not/arrive)
yet.
10. We _________ just (have) the report
about the new project.
2. Complete the following text with the
correct form of the verbs in
brackets.
Over the past ten years, this area a)
____________ (experience) severe
flooding. Houses b) _______________
(damage) and roads c) _____________
(destroy). The local authority d)
______________ (decide) to introduce
a flood control system. At present our
workforce e) ________________
(build) a dam on the west side of the
town and dikes along the river bank f)
_____________ (heighten).
We must complete the work within two
months, so at present we g) _________
(work) 24 hours a day. We h)
______________ (believe) that these
measures will solve the problem in the
short term but on 1st
May we i)
______________ (start) work on new
watercourse. The plants j) __________
already _____________ (draw up) and
we k) ______________ (be) ready to
start next week.
3. Identify the tenses in bold, then
match
them with the correct tense
description
1. She has painted the room in the
office.

2. She has been painting this room
since 9 o’clock.
3. He has just finished typing all the
letters for cooperating agencies.
4. Her feet are sore. She has been
walking all morning.
a. recently completed action
b. recent event with no time reference
c. action which started in the past and
continues up to the present
d. past action of certain duration
having visible results/effects in the
present
4. Write sentences about your recent
changes using Present Perfect or
Present Perfect Continuous as in the
example.
1. I have improved my English
Grammar skills since the end of July.
2. ____________________________
3. ____________________________
4.____________________________
5.____________________________
6._____________________________
7._____________________________
8._____________________________
5. Choose the correct form of the verbs
in
brackets.
1. Her eyes hurt because she (is been
looking, is looked) at that computer
screen for hours.
2. I'm tired because I (haven’t been
having, haven’t had) a holiday for
ages.
3. It (is showed, is been showing) for
hours. If it continues we won't be
able to go to school tomorrow.
4. I hope Tom's alright. We (haven’t
been seeing, haven’t seen) him
recently.
5. The office is really busy. The
phones (have rung, have been
ringing) all day.
6. (Have you read, Have you been
reading) any of Alan Bennett's
work?
7. They're tired because they (have
cycled, have been cycling) over
thirty miles today.
8. We (have waited, have been
waiting) for over half an hour and
there's still no sign of the bus.

UNIT 5 ENERGY
Lesson A Energy
1. What types of energy are there?
2. How do engineers make cars safer?
Reading
2. Read this abstract from a seatbelt
test.
Then, mark the following statements
as true (T) or false (F).
1. ___ Kinetic energy becomes
potential energy in a crash.
2. ___ Shorter stopping distances
exert less force on people.
3. ___ Stretching seatbelts cause
less work to be done on people
Belt test
Abstract
Background: Passengers who are riding
in a car have potential energy. In a
crash, a car decelerates quickly. This
causes the passengers’ potential energy to
become kinetic energy. Passengers
wearing seatbelts stop. With non-
stretching seatbelts, the passenger’s
stopping distance is short. Stretching
seatbelts increase this distance. The work
energy principle shows a that slightly
greater stopping distance exerts less force
on passengers.
Results: Tests show that stretching
seatbelts reduce the force and Gs that
passengers feel.
Conclusions: The new seatbelts reduce
injuries. This is because less work is
done on passengers. Instead, most of the
passenger’s kinetic energy transfers to
the belt.
Vocabulary
3. Read the sentence pairs. Choose
where
the words best fit in the blanks.
1. decelerate / stopping distance
The ____ of this car is dangerously
long.
Drivers ____ when they press the
brakes.
2. kinetic energy / potential energy
A still object has _____.
A moving object has _____.
3. force / work
decelerate
stopping distance

When you kick a ball, the ___ moves
it forward.
A machine does _____ when it
moves another object.
definitions (A-D).
1. ___ abstract
2. ___ work-energy principle
3. ___ G
4. ___ transfer
a. a summary of an article,
document, or other text
b. to move from one object to another
c. the unit of force that equals the
force of gravity
d. the idea that a moving object’s
energy equals the distance it moves
Forms of energy
The effects of energy can be seen, felt or
heard in different ways, depending on the
form of energy in question. The main
forms are listed below:
kinetic energy: energy in the form of
movement
thermal energy: energy in the form of
heat
electrical energy: energy in the form of
an electrical energy
sound energy: energy in the form of
noise
light energy: for example, light emitted
from the sun or from a light bulb
chemical energy: energy within
substances that can produce a chemical
reaction
nuclear energy: energy from an atomic
reaction
5. Make word combinations with
energy
using words from the extract above.
Then match the combinations with
the
descriptions (1-8).
1. ___ energy = energy stored within
the liquids
2. ___ energy = mechanical energy
in the form of movement
3. ___ energy = potential energy
stored in a deformed material
4. ___ energy = energy converted to
the form required for a purpose
5. ___ energy = energy converted to a
form that cannot be used
6. ___ energy = the form of energy
that shines, and can be seen
7. ___ energy = the form of energy
that can be heard
8. ___ energy = energy that results in
an increase in temperature
6. Listen and read the abstract.
How
do the new seatbelts reduce
injuries?
Listening
two engineers. Choose the correct
answers.
1. What is the conversation mostly
about?
a. the drawbacks of longer stopping
distances
b. the benefits of a new seatbelt
design
c. the safety of non-stretching
seatbelts
d. the failure of a new seatbelt
design
2. The woman thinks the new seatbelt
will

a. fail the test next week.
b. transfer potential energy.
c. shorten the stopping distance.
d. be safer than the current seatbelts.
conversation.
Engineer 1: I heard you’re working on
the new seatbelt designs.
Engineer 2: Yes, I am. I think I can
make
them 1 ____ ____ our
current models.
Engineer 1: Really? How can you do
that?
Engineer 2: All I have to do is extend
the
2 ____ ____.
Engineer 1: How? Are you going to
make the seatbelts stretch
more?
Engineer 2: Yes, exactly. That way the
passenger’s 3 ____ ____ will
be transferred to the 4 ____.
Engineer 1: That’s a 5 ____ ____ idea.
Engineer 2: Yeah, I think it is. We’re 6
____ it next week.
Speaking
below, based on task 8. Then switch
roles.
How can you do that?
Are you going to make the seatbelts
…?
We’re testing it next week.
Student A: You have a new seatbelt
design. Talk to Student B about:
 safety
 stopping distance
 energy transfer
Student B: You are an engineer. Discuss
the effects of the new seatbelt design
with Student A.
Writing
10. You are an engineer. Use the
conversation from Task 9 to
complete
your notes on stretching seatbelts
(100-120 words).
Write about:
 how to extend a passenger’s
stopping distance
 what effect this will have on
energy transfer
 how this will affect safety
11. Put the jumbled letters in the
correct
order.
Example: STEWA disposal -
waste disposal
1. KWOR energy _____________
2. PINGTOSP distance ________
3. stretching TELBAEST _______
4. SELS work ________________
5. TGILH energy ______________
6. DNUOS energy ____________
12. Complete the table.
Adjective Noun
1 danger
distant 2
3 atom
reaction 4
5 electricity

stretching 6
7 nature
intelligent 8
9 strength
angry 10

Lesson B Electricity
1. Number the pictures of electricity
production, distribution, and
consumption in the correct order.
2. Read the descriptions of DC and
AC.
Identify which picture above mainly
deals with DC and which pictures
mainly deal with AC.
Direct current (DC) flows in one
direction. Low voltage electricity is
usually DC.
Alternating current (AC) changes
directions many times every second
depending on the frequency, 50 or 60
Hz (hertz). High voltage electricity is
usually AC.
1. What electrical equipment do you
use that runs on DC current?
2. What electrical equipment do you
use that runs on AC current?
3. What advice do manufacturers
usually give for using electrical
equipment safely?
Vocabulary
Circuit essentials
1. Read the text. Match the nouns in
bold
with the correct definitions.
A battery pushes electrons round a
circuit1
. The flow of electrons is
called a current2
. Current is measured
in amperes3
(A).
Potential difference (PD), or voltage,
is measured in volts4
(V). The greater
the PD across a battery, the more
potential energy each electron is
given. The greater the PD across a
bulb or other component, the more
energy each electron loses as it passes
through.
To make current flow through a
conductor5
, there must be a potential
difference (voltage) across it. Copper
connecting wire is a good conductor
and a current passes through it easily.
However, a similar piece of nichrome
wire is not so good and less current
flows for the same PD. The nichrome
wire has more resistance6
than the
copper.
a. a unit for measuring the force of
an electric current
a
b c
d e
f

b. the opposition of a piece of
electrical equipment to the flow of
direct current
c. the flow of electricity through a
wire
d. the unit for measuring electric
current
e. a substance that allows electricity
to pass along it or through it
f. the complete path of wires and
equipment along which an
electric current flows
2. Look at the circuit diagram. Then
complete the text with words from 1.
This drawing shows a simple lighting
______1
. The bulb creates light through a
special wire called a filament. A
filament is a _____2
- it allows electricity
to pass along it – but because of its high
________3
, it produces heat and light.
When a PD of 230 _____4
is applied, a
_____5
of about one quarter of one ____6
flows through the wire.
1. What is the voltage of domestic
electrical supply in your country?
2. Which uses a higher amperage: an
electric oven or an electric light
bulb?
3. What materials are good
conductors?
Number talk
Resistance
1. Listen. Complete the text.
______ 1
is calculated using the equation
below. The SI ______2
of resistance is
the ohm(Ω). (The symbol Ω is the Greek
letter omega.)
resistance (Ω)= (PD across conductor(V)
(current through conductor(A)
For example, if a PD of ____3
is needed
to make a current of _____4
flow through
a wire: resistance = 6 V / 3 A = ___5
Ω.
We use these units for measuring higher
resistances:
1 kilohm (k Ω) = _____6
1 megohm (M Ω) = _____7
2. Work in pairs. Practice reading the
calculations aloud.
1. 12 V / 4 A = 3 Ω
2. 1400 V / 40 A= 35 Ω
3. 200 000 V / 50 A = 4kΩ
4. 5 000 000 V / 2 A = 2.5 MΩ
It’s my job
1. What do you think an electrical
engineer in a good processing
company does? Work in pairs and
discuss the questions.
1. What sort of raw material does a
food processing company start with?
2. What finished products does a food
processing company produce?
3. What do you think an electrical
engineer would do on the job in a
food processing company?
4. What pieces of electrical equipment
would you expect to find in a food
processing company?

2. Listen to Anna Panikowsky, a
trainee electrical engineer. Does
Anna
mention any of your ideas from 1?
3. Listen again. Answer the
questions.
1. Which department is helping Anna
to learn her job?
2. What sort of ‘electrical support’
does Anna provide?
3. What examples of control
equipment does Anna mention?
4. Why is hygiene important in the
factory?
5. What hazard does Anna mention?
4. Would you like to do Anna’s job?
Why/why not?
Listening
Electrical safely
1. Where would you see these electrical
danger signs? Match a-d with 1-4.
1. near where foundations are being
dug for an extension to a factory
2. over an access road used by mobile
cranes
3. on a high voltage pump
4. on an electrical switchgear cabinet
2. A group of engineering trainees is
visiting a factory. Choose the best
way to complete each sentence.
1. The main purpose of the talk is to
explain_____.
a. new equipment
b. electrical safety
c. how the electricity supply works
2. The talk begins with an explanation
of how electricity is ___ the
factory.
a. supplied to
b. generated by
c. sold to
3. The students _____ the high voltage
switch room.
a. are going to work in
b. will be shown
c. are not allowed to go into
4. ______ supplies electricity to the
entire factory.
a. The substation
b. The utilities block
c. The process area
5. The man says that it’s important __.
a. to work quickly
b. to work safely
c. to finish on schedule
6. Isolation is when the electrical
current is ______.

a. tested
b. decreased
c. switched off
7. ____ electrical work is done when
the electrical supply is switched on.
a. No
b. Some
c. All
8. The man explains how _____.
a. electricity can damage the body
b. workers can damage the
equipment
c. workers should try to relax
9. The man warns the students about
______.
a. not working alone
b. hidden cables
c. wearing gloves
3. Listen again and check your
answers.
Language spot
Warnings and instructions
1. Complete the sentences from
Listening
with the imperative verbs in the list.
Check Don’t be Know
Remember Take Work
1. _______ to take care when dealing
with concealed cables.
2. _______ in a hurry.
3. _______ your time.
4. _______ carefully.
5. _______ your basic procedures.
6. _______ that it is isolated.
3. Complete the sentences from
Listening
with should or shouldn’t.
1. You _______ never continue work if
you have any doubt.
2. You ______ always look out for live
conductors.
3. You ________ rush your work
4. You _________ have respect for all
voltages.
5. You __________ ever relax
completely when you’re working
with electricity.
6. You ________ ever go in the switch
room.
5. Write two sentences for each sign.
Use
an imperative verb in one sentence
and
should or shouldn’t in the other.

Writing
Giving instructions and warning
1. Match the instructions with the
pictures. Then listen and check your
answers.
Installing a circuit breaker
a. Remove the knockouts. You should
wear eye protection when you do this.
____
b. Connect the earth wire. Check that
it’s secure. ___
c. Install the circuit breaker. Make sure
that it isn’t upside down. ___
d. Test the circuit. You should replace
the cover of the unit before doing
this. ____
e. Connect the wires to the circuit
breaker. Take your time. Be sure the
connection is secure. ___
f. Turn off the power. You should use
a voltmeter to check that the power is
really off. __
g. Strip the wire insulation. Remember
to take care not to cut the wire. ____
Reading
Powering the ISS
1. Work in pairs. Discuss the
questions.
1. Is solar energy used in your
country? If so, what does it power?
2. What are the benefits of solar
electricity?
3. What are the drawbacks of solar
electricity?
4. What do you know about the
International Space Station (ISS)?
2. Read the text. Answer the questions.
1. What specifications does the article
mention that relate directly to
astronauts’ comfort?
2. How much power is available to run
all the equipment aboard?
3. When is power not directly available
from the SAWs?
4. How is power supplied during that
time?
5. What major engineering challenge
does power generation create?
6. How many people are always
onboard the ISS?
3. Texts often use reference words to
avoid repetition. What do the
underlined words in these sentences
from the text refer to?
1. It supplies enough electricity to run
all of the equipment onboard.
2. This includes a climate-control
system to keep the internal
temperature at a comfortable 18-
27`C
and the internal pressure at an Earth-
like 958-1013 hPa.

3. They fit into a storage box that is
only
51 centimeters high and 4.57 meters
long.
4. This means that it is blocked from
the
Sun because it’s travelling through
Earth’s shadow.
5. During that time, the station is
powered by rechargeable batteries.
6. Any build-up of excess heat could
damage the station and its delicate
equipment.
7. Engineers have solved this problem
by using a system of radiators to
dissipate the heat and maintain a
safe operating temperature.
4. Would you like to visit the ISS?
Why/why not?
Powering the international
Space station
The electrical system on the International
Space Station (ISS) is the largest power
system ever built for use in space. It
supplies enough electricity to run all of
the equipment onboard. This includes a
climate control system to keep the
internal temperature at a comfortable 18-
27`C and the internal pressure at an
Earth-like 958-1013 hPa. The system
also supplies power for the electrical
equipment for scientific experiments, and
the control systems for the station.
Solar power
The station has eight solar array wings
(SAWs). Each SAW is 12 x 34 meters.
Each SAW contains nearly 33 000 solar
cells. The blankets of cells can be folded
away for storage. They fit into a storage
box that is only 51 centimeters high and
4.57 meters long.
The system can produce 32.8 kilowatts of
DC power. The voltage generated from
the solar arrays is 160 volts DC at peak.
The converter units reduce the peak to a
constant 120 volts DC for general use.
Rechargeable batteries
The space station orbits the Earth every
90 minutes. For 35 minutes of each orbit,
the station is in ‘eclipse’. This means that
it is blocked from the Sun because it’s
travelling through Earth’s shadow.
During that time, the station is powered
by rechargeable batteries.
Heat
The process of generating and
distributing electricity in this way also
produces a lot of heat. Any build–up of
excess heat could damage the station and
its delicate equipment. Engineers have
solved this problem by using a system of
radiators to remove the heat and maintain
a safe operating temperature.

Lesson C Modal verbs
The verbs can, could, may, might, must, will, would, shall, should, and ought are modal
verbs. They do not take a suffix and are followed by a bare infinitive, except for ought
which is followed by a to-infinitive. They go before the subject in questions and are
followed by not in negations.
Modals Uses Example
Must, can’t,
couldn’t
Logical
Assumptions
He must be a new manager. He looks just
like a new employee! (I’m sure he is a
new employee.)
It’s Sunday today. Ted can’t be at work.
Can + present
infinitive
Possibility The streets can get very slippery when it
rains.
Could/May/
Might +present
infinitive
it is possible, it
is likely;
perhaps
I can’t find him anywhere. Where
can/could/ or might he have gone?
Must/have to/
should/ ought to/
need
Obligation/Duty
/Necessity
You must obey the safety rules.
We have to buy a new heating system for
this building.
Shop assistants should/ought to be polite
to the customers.
Need I call the director today?
Needn’t/Don’t
have to/Don’t
need to + present
infinitive
Absence of
Necessity
You needn’t /don’t have to/don’t need
to take a taxi. Our senior manager will
drive you to the airport.
Mustn’t/Can’t Prohibition You mustn’t/can’t park your car on
double yellow lines. (= it’s against the
law).
1. Put in ‘may’, 'can', 'can't', 'don’t
have
to', ‘mustn’t’, ‘could / should / might
/ ought to haven't to or 'couldn't'.
1. We _______ get to the meeting on
time yesterday, because the train
was delayed by one hour.
2. He's amazing, he _______speak five
languages, including Chinese.
3. The museum is free. You
_______pay to get in.
4. You ________smoke inside the
office.
5. There ____something wrong with
the fridge! It's making a very
unusual noise.
6. Animals are also considered a
renewable resource, because, like
plants, you ________breed them to
make more.
7. Hydropower technologies _______
generate electricity.

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