English for materials Technology.pdf

ANH-VU GIA PHAN
HUY-BINH DO
HAI-DANG NGO
LIEN-HUONG VO
THANH-TRUC PHAM
ENGLISH FOR
MATERIALS TECHNOLOGY

Anh-Vu Gia PHAN (Ed.D.)
Huy-Binh DO (Ph.D.)
Hai-Dang NGO (Ph.D.)
Lien-Huong VO (Ph.D.)
Thanh-Truc PHAM (Ph.D.)
ENGLISH
FOR
VNUHCM PRESS
Ho Chi Minh City, 2023

3
THE AUTHORS
Anh-Vu Gia PHAN (Ed.D.) is the lecturer and Dean of the Faculty
of Applied Sciences, Ho Chi Minh City University of Technology and
Education (HCMUTE). He has been the author and co-author, as well as
examiner, of several national and international research papers. He has
also successfully advised many theses leading to master’s and doctoral
degrees in Physics and Physics Education. Having an exposure to
European education systems early in his career life, he has realized that
foreign languages, especially English, are the key to bridging the gaps in
education and scholarship between Vietnam and the world. Therefore, in
addition to teaching and researching in the field of Physics Education, he
has always had the inspiration to learn and help his students learn foreign
languages for professional purposes, hence his initiative for the present
textbook English for Materials Technology.
Huy-Binh DO (Ph.D.) is a lecturer at the Faculty of Applied Sciences
at HCMUTE. He earned the doctoral degree in Materials Science and
Engineering (2017) from National Chiao Tung University, Taiwan,
and worked as a postdoctoral research fellow there for a year. Hehas
becomea Research Associate at Sheffield University (the UK) since
2018. With over 30 publications, his interests pertain to exploring
advanced materials applicable to power and radio-frequency devices.
He has also been an active reviewer of Applied Physics Letter and APL
Materials. As he has recently grown interests in English specifically
used in the field of materials technology, he would like to make English
part of a training program to prepare his students with a language tool
for their future careers.
Hai-Dang NGO (Ph.D.) is a lecturer at the Faculty ofApplied Sciences,
HCMUTE. He has published several articles in different research topics
in international and national journals. In addition, he holds a degree of
Bachelor of Arts in English Translation and Interpreting granted by Hanoi
University, and has a great interest in using English as a means of instruction
and communication. With enthusiasm, he always wants to impart the latest
knowledge about materials technology to his students as well as help them
improve their English proficiency for professional purposes.

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Lien-Huong VO (Ph.D.) is a lecturer at the University of Foreign
Languages and International Studies, Hue University (HUFLIS).
Benefiting greatly from the postgraduate studies and doctoral research
in Australian prestigious institutions, she has research expertise in
Linguistics, Applied Linguistics and Translation Studies. With more than
twenty years of experience researching and teaching at a foreign language
specialized institution, her interests pertain to a wide range of areas:
cognitive, cultural and intercultural pragmatics, language in the workplace,
language for academic and professional purposes, and critical thinking in
language teaching. She is the author and co-author of severalpublications
in international and national journals, as well as textbooks for students of
English as a Foreign Language at HUFLIS. She is also a member of the
editorial board of the Internet Journal of Language, Culture and Society,
and an active editor for Hue University Press.
Thanh-Truc PHAM (Ph.D.) is a lecturer at the Faculty of Applied
Sciences, HCMUTE. She earned her doctoral degree in Chemical
Engineering from the University of Ulsan, South Korea. Her research
expertise lies in organic-based photocatalysts and polymeric materials. As
a nature lover and a research enthusiast, most of her studies were designed
for generating eco-friendly materials for environmental remediation. She
has published several articles in prestigious international journals, and
various presentations at international conferences. While working in the
field of materials technology, she has realized the power of the English
language, and thereby she wished to assist her students with a language
tool for study and career development.

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ACKNOWLEDGMENT
We the authors would like to extend our acknowledgment to the
following people who contributed to making this textbook possible:
• the HCMUTE Board of Presidents for their permission to make
English for Materials Technology a selective course and to use the textbook
officially;
• the staff in the Faculty ofApplied Sciences for their encouragement
and support;
• our families for their sharing and understanding.
No less importantly, we acknowledge with heartfelt gratitude both
named and anonymous authors who posted blogs, lectures and notes on the
open-access websites that are available for educational purposes. Without
these sources, it would have been very hard and time-consuming for us to
design the lessons.
Finally, we have been a great team working together, sharing experience
and giving support so that we could have healthy minds and spirits to
complete the textbook.
Thank you very much!

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TABLE OF CONTENTS
The authors.................................................................................................3
Acknowledgment.......................................................................................5
Table of contents........................................................................................7
Conventions.............................................................................................11
Preface......................................................................................................13
Unit 1 MATERIALS TECHNOLOGY...............................................15
Objectives................................................................................................15
Preliminary...............................................................................................15
Language Focus.......................................................................................16
Vocabulary...............................................................................................16
Grammar..................................................................................................17
Pronunciation...........................................................................................17
Skills Focus..............................................................................................18
Listening..................................................................................................18
Speaking...................................................................................................19
Reading....................................................................................................19
Writing.....................................................................................................21
Unit 2 TYPES OF MATERIALS.........................................................22
Objectives................................................................................................22
Preliminary...............................................................................................22
Language Focus.......................................................................................23
Vocabulary...............................................................................................23
Grammar..................................................................................................24
Pronunciation...........................................................................................24
Skills Focus..............................................................................................25
Listening..................................................................................................25
Speaking...................................................................................................26
Reading....................................................................................................26
Writing.....................................................................................................28

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Unit 3 COMPOSITES AND ADVANCED MATERIALS.................29
Objectives................................................................................................29
Preliminary...............................................................................................29
Language Focus.......................................................................................30
Vocabulary...............................................................................................30
Grammar..................................................................................................32
Pronunciation...........................................................................................33
Skills Focus..............................................................................................33
Listening..................................................................................................33
Speaking...................................................................................................34
Reading....................................................................................................35
Writing.....................................................................................................37
Unit 4 METALLIC MATERIALS.......................................................39
Objectives................................................................................................39
Preliminary...............................................................................................39
Language Focus.......................................................................................41
Vocabulary...............................................................................................41
Grammar..................................................................................................41
Pronunciation...........................................................................................43
Skills Focus..............................................................................................44
Listening..................................................................................................44
Speaking...................................................................................................45
Reading....................................................................................................45
Writing.....................................................................................................46
Unit 5 CERAMIC MATERIALS........................................................48
Objectives................................................................................................48
Preliminary...............................................................................................48
Language Focus.......................................................................................49
Vocabulary...............................................................................................49
Grammar..................................................................................................50
Pronunciation...........................................................................................51
Skills Focus..............................................................................................52
Listening..................................................................................................52
Speaking...................................................................................................53
Writing.....................................................................................................56

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Unit 6 POLYMERIC MATERIALS...................................................57
Objectives................................................................................................57
Preliminary...............................................................................................57
Language Focus.......................................................................................59
Vocabulary...............................................................................................59
Grammar..................................................................................................60
Pronunciation...........................................................................................62
Skills Focus..............................................................................................63
Listening..................................................................................................63
Speaking...................................................................................................64
Reading....................................................................................................64
Writing.....................................................................................................65
Unit 7 SEMICONDUCTOR MATERIALS........................................66
Objectives................................................................................................66
Preliminary...............................................................................................66
Language Focus.......................................................................................67
Vocabulary...............................................................................................67
Grammar..................................................................................................69
Punctuation..............................................................................................71
Skills Focus..............................................................................................72
Listening..................................................................................................72
Speaking...................................................................................................73
Reading....................................................................................................74
Writing.....................................................................................................75
Unit 8 THE VACUUM TECHNOLOGY............................................78
Objectives................................................................................................78
Preliminary...............................................................................................78
Language Focus.......................................................................................79
Vocabulary...............................................................................................79
Grammar..................................................................................................80
Punctuation..............................................................................................82
Skills Focus..............................................................................................84
Listening..................................................................................................84
Speaking...................................................................................................84

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Reading....................................................................................................85
Writing.....................................................................................................87
Unit 9 MICRO- AND NANO-FABRICATION METHODS.............88
Objectives................................................................................................88
Preliminary...............................................................................................88
Language Focus.......................................................................................90
Vocabulary...............................................................................................90
Grammar..................................................................................................92
Punctuation..............................................................................................93
Skills Focus..............................................................................................94
Listening..................................................................................................94
Speaking...................................................................................................95
Reading....................................................................................................95
Writing.....................................................................................................97
VOCABULARY LIST...........................................................................99
REFERENCES.....................................................................................112

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CONVENTIONS
[x.y] The square brackets indicate an example. Within the
brackets, X stands for the unit, and Y stands for the
order of the example within that unit.
Adapted from This is used when a text taken from a reference
source is rewritten to make it simple or linguistically
suitable.
Source This is used when a text is taken from a reference
source.
Synthesized from This is used when a text is written by synthesizing
information about the topic/issue from different
sources.

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PREFACE
This book is designed as a textbook for undergraduate students at
the Faculty of Applied Sciences (FAS), Ho Chi Minh City University
of Technology and Education (HCMUTE). It aims at two goals: (i)
consolidating the general knowledge and skills of the English language that
students have been prepared in basic courses ENGL130137, ENGL230237
and ENGL330337 and (ii) providing students with more language for
specific fields of materials technology.
The contents of the textbook focus on the major aspects of the materials
technology that students will encounter when they start their specialization
in the third year of the training program leading to the degree of Bachelor
of Engineering.
The textbook comprises 9 units, with each unit comprising three
sections, namely, Preliminary, Language Focus and Skills Focus. The
Preliminary sets the scene for a unit, presenting a text related to the topic
of the unit. This text serves as the language background for the section
Language Focus, which includes three subsections: Vocabulary, Grammar,
and Pronunciation (Units 1-6) or Punctuation (Units 7-9). The section
Skills Focus has activities to consolidate and develop skills in listening,
speaking, reading and writing. The tasks in this section are designed in
consideration of their relation to the vocabulary and grammar presented
in Language Focus. Especially, the writing skill focuses on the kinds of
writing typical of written texts in Materials Technology.
An English textbook notwithstanding, it provides students with concepts
in materials technology at an introductory level, which is believed to lay
the solid ground for the students to read reference books at a higher level
later in their studies.

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UNIT 1
Objectives
By the end of this unit, students will be able to
• familiarize themselves with basic vocabulary related to materials
technology;
• understand the grammatical nature of concrete and abstract nouns
and make a distinction between them;
• know where the stressed syllable should be placed on a noun;
• comprehend a speech or writtentext of medium length about
technology in general terms;
• talk and write about the choices of studying materials technology.
Preliminary
Read the following text and notice the words and phrases in bold
typeface.
THE ADVENT OF MATERIALS TECHNOLOGY
As materials are often exposed to severe conditions like high
temperature, high pressure, low temperature and chemically reactive
environment, the production of these materials must add extra
functions to them to adapt well to environmental changes. These
“smart” materials are produced thanks to the advent of materials
technology.
Materials technology is a relatively comprehensive discipline
that begins with the production of goods from raw materials to
processing of materials into the shapes and forms needed for specific
applications.
Materials, including metals, plastics and ceramics,
typically have completely different properties, which means that
the technologies involved in their production are fundamentally
different. Materials technology is a constantly evolving discipline,
and new materials with interesting properties lead to new
applications. For example, the combination of different materials
into composites gives rise to entirely new material properties.

16
There are also many new materials available by the
nanotechnology, ranging from carbon nanotubes to inorganic
nanoparticles, conductive polymers, and so on.
(Synthesized from Science Direct and Seven Flanks)
Language Focus
Vocabulary
Activity 1. The words/phrases in the text above are listed in
column A. Match each with its definition in column B.
1. raw materials A. a quality or characteristic that something has
2. metals B. a kind of technology that makes use of matter
on an atomic, molecular, and supramolecular
scale for industrial purposes
3. plastics C. substances including elemental metals, metal
oxides, and metal salts
4. ceramics D. cylindrical molecules that consist of rolled-up
sheets of single-layer carbon atoms
5. properties E. a solid material that is typically hard, shiny,
malleable, fusible, and ductile, with good
electrical and thermal conductivity
6. composites F. organic polymers that conduct electricity
7. nanotechnology G. an inorganic non-metallic solid made up
of compounds that have been shaped and then
hardened by heating to high temperatures.
8. carbon nanotubes H. the basic material from which a product is made.

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9. inorganic
nanoparticles
I. a light strong material that is produced by
chemical processes and can be formed into shapes
when heated
10. conductive
polymers
K. a mixture of different materials
Grammar
CONCRETE vs. ABSTRACT NOUNS
Nouns are defined as words referring to persons, things, places or
ideas. Nouns can be either concrete or abstract. Concrete nouns refer to
things that you can see, feel, or touch (e.g., a tree, a newspaper). Abstract
nouns refer to things that you cannot perceive with your senses (e.g., love,
happiness) (Altenberg & Vago, 2010).
Activity 2. Put the nouns in an appropriate category.
courage culture atom piano
train honesty noise friendship
Concrete nouns Abstract nouns
......................... .........................
......................... .........................
......................... .........................
......................... .........................
......................... .........................
In light of the distinction between concrete and abstract nouns
suggested by Altenberg and Vago (2010), nouns for materials are concrete
because they refer to substances.
Activity 3. Look back at the preliminary text and pick out four
abstract nouns.
......................... .........................
......................... .........................
Pronunciation
THE STRESSED SYLLABLE IN NOUNS
AnywordinEnglishthathasmorethanonesyllablemusthaveastressed
syllable. There are no fixed rules for word stress as the English language has
so many exceptions. The following are the general rules for nouns in English.

18
• Most two-syllable nouns have the stress on the first syllable.
[1.1] function /ˈfʌŋkʃn/ advent /ˈædvent/
• Nouns ending in -IC/-ICS or -SION/-TION have the stress on
penultimate syllable (the second syllable from end).
[1.2] plastic /ˈplæstɪk/ ceramic /səˈræmɪk/
application /ˌæplɪˈkeɪʃn/ combination /ˌkɒmbɪˈneɪʃn/
• Nouns ending in -CY, -TY, -PHY, -GY and -AL have the stress
on the ante-penultimate syllable (the third syllable from end).
[1.3] property /ˈprɒpəti/ technology /tekˈnɒlədʒi/
Activity 4. Underline the stressed syllables in the following nouns.
jewelry acrylic toxin material
rubber crystal production industry
Skills Focus
Listening
Activity 5. You are going to listen to an extract from the recruitment
campaign talk, which is about ‘Studying Materials Science’ at the
Norwegian University of Science and Technology. Fill in the numbered
gaps with the words in the list below.
renewable paths footprint innovative
curious efficient support developing
creating consumption specialize demands
STUDY MATERIALS SCIENCE
Have you ever thought about the (1)………… on the materials
around you? They must protect us, (2)………… us and help us to new
heights. They form the bedrock on which we will build our future.
Every day, there are people (3)………… the materials you find in
the things around you and (4)………… the technology of tomorrow.
Energy (5)………… is increasing rapidly and the use of (6)…………
energy is vital for our future. Material science lets us integrate this into
our everyday lives. We need to become more (7)………… in extracting
these materials and leave a smaller (8)………… on the environment.
Because these materials you see around you every day (they) build the
future and they link us together, they give us the peace of mind to take

19
chances and to follow our dreams with confidence.
Many have chosen before you and now it’s your turn. Understanding
materials opens new (9)………… to creativity. We need people who are
(10)………… and keen to discover the hidden powers of materials. We
need (11)………… people with vision for the future. You will learn to
work in teams and you can (12)………… in the area that interests you
most. Now you could make a choice that could change you and could
change the future.
(Adapted from Fakultet for Naturvitenskap, 2019)
Speaking
Activity 6. Free speech
Everything happens for a reason. You certainly have reasons to
choose Materials Technology for your career. Talk about why you have
chosen this.
Reading
Activity 7. Read the passage about Nanotechnology and choose the
best answer for each question.
NANOTECHNOLOGY
The term nanotechnology is used to refer to science or technology
which manipulates things in the atomic level, which is measured in
nanometers. Nanotechnology is used in a number of fields, such as biology,
medicine, computers, materials, manufacturing, physics and several others.
Scientists are now able to manipulate atoms and molecules to make
new and exciting shapes. They have noticed that materials have different
properties at the ‘nano’ scale when compared with larger scales. The

20
color and strength of the material can be quite different. One example is a
carbon nanotube. Scientists created a carbon nanotube by rolling a sheet of
graphite molecules into a tube. The carbon nanotube is hundreds of times
stronger than steel but only one-sixth the weight.
Nanotechnology offers not just better products, but a vastly improved
means of production. It promises big things. Scientists are predicting that
it will be used in many ways in the future. In computers, memory chips
and the circuitry could be made using nanoparticles. This could make
computers smaller than the head of a pin. Small machines could be made
with nanoparticles. In medicine, robots could be made out of nanoparticles.
These ‘nanobots’could be used to perform surgery within the human body
by travelling through blood vessels. They could look for and kill cancer
cells. Nanoparticles could also be used to clean up pollution in oceans.
On the other hand, nanotechnology raises many issues. The potential
dangers of nanoparticles are not well understood. Some people are
concerned about the danger to human health. They fear that nanoparticles,
because they are so small, could avoid the body’s immune systems and
move into cells creating a detrimental effect. Others are concerned about
the effect of releasing nanoparticles into the environment.
(Adapted from Material Research Laboratory at UC, Santa Barbara)
1. What can be another title for the passage?
A. Nanotechnology in the future
B. Nanotechnology: its uses and risks
C. The development of nanotechnology
D. The problems with nanotechnology
2. Where in the passage can you find the definition of ‘nanotechnology’?
A. Paragraph 1
B. Paragraph 2
C. Paragraph 3
D. Paragraph 4
3.WhichofthefollowinginformationisNOTmentionedinthepassage?
A. Nanoparticles will be used in the production of memory chips.
B. Nanoparticles will be used as healing robots to cure cancer.
C. Nanoparticles will be used in the production of food.
D. Nanoparticles will be used for ocean cleaning.
4. The word ‘manipulates’ in paragraph 1 is closest in meaning to
....................

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A. controls
B. influences
C. performs
D. solves
5. What is the tone of the passage?
A. explanatory
B. exploratory
C. narrative
D. descriptive
Writing
Activity 8. Free writing
Based on what you listen to and read about materials and
nanotechnology, write a short text to attract high school students to
HCMUTE Faculty of Applied Sciences.

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UNIT 2
TYPES OF MATERIALS
Objectives
• name different materials in English and describe their properties;
• realize the adjectives through word/phrase structures;
• comprehend a speech of medium length about types of materials in
general terms;
• make notes and write a summary of a reading text.
Preliminary
Read the text and examine the words in bold typeface.
THE CLASSIFICATION OF MATERIALS
Matters exist in four fundamental states: solid, liquid, gas, and
plasma. Among these, solids are available for thousands of uses in
engineering applications. They could be divided into three classical sub-
classes based on the atomic structure forces of a particular sub-class:
metals, ceramics, and polymers.
Metals
Metal is a material (usually solid) comprising one or more metallic
elements (e.g., iron, aluminum, copper, chromium, titanium, gold, nickel),
and often also nonmetallic elements (e.g., carbon, nitrogen, oxygen) in
relatively small amounts. The unique feature of metals, as far as their
structure is concerned, is the presence of charge carriers, specifically
electrons. This feature is given by the nature of metallic bond. In metallic
bond, the atoms do not share or exchange electrons to bond together.

23
Instead, many electrons (roughly one for each atom) are more or less
free to move throughout the metal, so that each electron can interact with
many of the fixed atoms. The electrical and thermal conductivities of
metals originate from the fact that their outer electrons are delocalized.
Ceramics
A ceramic is a solid material comprising an inorganic compound
of metal, non-metal or metalloid atoms primarily held in ionic and
covalent bonds. Common examples are earthenware, porcelain, and
brick. In nuclear industry, uranium dioxide is a ceramic refractory
uranium compound, in many cases used as a nuclear fuel.
Polymers
Polymers are compounds (macromolecules) composed of
carbon, hydrogen, and other nonmetallic elements. Polymers range from
familiar synthetic plastics such as polystyrene to natural biopolymers
such as DNA and proteins that are fundamental to biological structure
and function. Some common and familiar polymers are polyethylene
(PE), nylon, polycarbonate (PC), polystyrene (PS), and silicone rubber.
(Adapted from material-properties.org)
Language Focus
Vocabulary
Activity 1. Match each of the following elements with its chemical symbol.
1. Cr A. iron
2. Ti B. aluminum
3. Ni C. copper
4. Au D. chromium

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5. Al E. titanium
6. Fe F. gold
7. Cu G. nickel
Activity 2. Name at least three elements you know.
…………………
…………………
…………………
Grammar
SUFFIXES -AL, & -IC
A suffix is a letter or group of letters added at the end of a word to
make a new word. In this unit, we will have a look at the meanings of
suffixes -AL and -IC that form adjectives that give more information about
the qualities or states of being of nouns.
• Adjective suffix -AL has the meaning of “relating to, having the
quality of”
[2.1] educational historical
regional social
universal personal
• Adjectives suffix -IC has the meaning of “pertaining or
connected with”
[2.2] scenic economic Arabic
Note that these ending forms can be nouns, which can be found in
nouns of materials, such as ceramic and metal.
Activity 3. Most of the following words can function as either an
adjective or a noun. Pick out those that can have one grammatical function.
crystal non-metal ironic plastic
acrylic metal synthetic thermal
Pronunciation
The following words are names of chemical elements.
aluminum /əˈluːmɪnəm/
chromium /ˈkrəʊmiəm/
uranium /juˈreɪniəm/
titanium /taɪˈteɪniəm/

25
sodium /ˈsəʊdiəm/
potassium /pəˈtæsiəm/
Activity 4. Practice the pronunciation of the words and provide the
chemical symbols for them.
Activity 5. Look at the pronunciation and tell what rule of word stress
for these words should be like.
Skills Focus
Listening
Activity 6. You are going to listen to a piece of news about the lightest
materials. Fill in each numbered gap with a word from the list below.
nickel top thinner fabricate height used
invented form impact other call air
dozens drop explained within
THE LIGHTEST MATERIAL
Scientists have (1) …………… the world’s lightest material. It is so
light that it can rest on (2) …………… of a dandelion. Researchers from
the University of California, the California Institute of Technology, and
HRL Laboratories created the material they (3) …………… “ultralight
metallic microlattice” (UMM).
It is 100 times lighter than Styrofoam – the material commonly (4)
…………… in packaging goods – and 10,000 times lighter than ultralight
aerogels and carbon foams (also used for packing). Lead researcher Tobias
Shandler of HRL (5) …………… why the material is so light. He said:
“The trick is to (6) …………… a lattice of interconnected hollow tubes
with a wall thickness 1,000 times (7) …………… than a human hair.” It is
so hollow that it is 99 per cent (8) …………….

26
The new material has been made largely of the metal (9)
……………, but Bill Carter, a manager at HRL, said it could be made
out of (10) …………… materials. He said UMM is so light that: “It
takes more than 10 seconds for the lightest material we’ve made to fall
if you (11) …………… it from shoulder height.” The developers believe
there are (12) …………… of uses for UMM and that it will be in many
everyday objects (13) …………… the next decade. Computer experts say
UMM will help create lighter and faster computers. Another use is (14)
…………… protection - researchers say that when it is squashed to half
its (15) ……………, the material almost rebounds back to its original (16)
……………. Other uses include sound dampening and thermal insulation.
(Adapted from Breaking News English, November 21, 2011)
Speaking
Activity 7. Discussion
Talk about your reactions to the news, using the following suggested
questions:
1. What do you think has been the world’s greatest ever invention?
2. What do you often expect when you hear the word ‘invention’?
3. What did you think when you read the headline?
4. What would be a good name for this new invention?
Reading
Activity 8. Read the passage and do the tasks that follow.
NEW MATERIALS WILL CHANGE THE WORLD
What will be the new materials that will change our world? This is
one of the questions that top researchers from around the world discussed
at the Euroscience Festival 2014 conference in Copenhagen.One of the
discussions at the conference was about ‘Materials and Virtual World’.
Karin Margarita Frei, a senior researcher in textiles and other
materials at the National Museum of Denmark, talked about the future
materials. Her research showed how a kind of thousands-of-year-old
material could find new uses in the hands of a researcher. But her research
into the history of textiles also focused on the extent to which human lives
were revolutionized when textiles were invented as a material. Frei has

27
followed the movement of textiles through past landscapes by measuring
strontium isotopes that she has shown can be measured in woolen textiles.
Measuring the isotopes gives her very precise information about where
the wool came from as the isotopes reveal where the animal lived while
its fleece still grew. While Frei used strontium isotopes to find detailed
information about textiles of the past the very same technique can also be
used on human hairs in modern forensic medicine to map where a person
has lived.
Dr. Nick Goldman, a senior researcher at the European Molecular
Biology Laboratory’s center in Britain, talked about his pioneering research
in one of the materials of the future. He and his team of researchers showed
that it would be possible to store computer data in DNA molecules. “I
certainly believe we can say that DNA is a new material,” he said.
Elham Kashefi, an associate professor at the School of Informatics,
University of Edinburgh, studied quantum computers. Unlike normal
digital computers, quantum computers make use of quantum mechanics
to process data which makes processing power much faster. Kashefi said
a computer build on the laws of quantum physics would not only be far
faster but also far more secure due to the nature of quantum states.
(Adapted from Larsen, 2014)
I. Match the invention applications with the inventor.
Inventors
Elham Kashefi …………………
Karin M. Frei …………………
Nick Goldman …………………
Invention applications
A. discovering the origin of wool by measuring the isotopes
B. making the processing speed faster
C. storing computer data in DNA molecules
D. securing information by means of quantum computers
E. finding a person’s place of origin by examining their hair
II. Choose the best answer.
1. What can be another title for this passage?
A. New material inventions

28
B. Researchers presenting their new inventions
C. New inventions impossible
D. New materials dominating the world
2. The word ‘revolutionized’ in paragraph 2 is closest in meaning to
……………
A. partly changed without impacts
B. completely unchanged
C. completely changed in a positive manner
D. completely changed with negative effects
3. The following statements are true of the reading passage except
A. Quantum computers will give secure communication.
B. Textile will dominate the world of materials.
C. DNA hard disks can survive for millennia.
D. Textile research gives answers to forensic scientists.
Writing
WRITING A SUMMARY
A summary is a short version of a longer work that gives the reader
a comprehensive understanding. To write a summary, it is necessary to
gather the main ideas of the work and condense them into a brief overview.
A summary is important when you need to keep the information for
future use, or when you recount something to someone else.
What are the tips for writing a summary?
• Find the main idea(s).
• Write about the ideas: remember to keep it brief and use synonyms
to avoid repetition.
• Present only the information; do not include your own opinions,
comments or judgments.
• Make sure your summary flow by shaping it in the form of a
paragraph.
Activity 9. Listen to the news again and write a summary; begin your
summary with the given sentence.
The report is about the lightest material. …

29
UNIT 3
COMPOSITES AND ADVANCED MATERIALS
Objectives
• explain the properties of materials, using collocations;
• describe the materials’ features impersonally by means of
passive voice;
• comprehend a speech about an application of nanotechnology;
• discuss the importance of advanced materials technology.
Preliminary
Read the text and examine the expressions in bold typeface.
COMPOSITES AND ADVANCED MATERIALS
Different materials can be combined and grouped by the types of
materials combined or the way the materials are arranged together to
create a more complex material.
Composites
Acomposite is composed of two (or more) individual materials,
such as metals, ceramics, and polymers. The design goal of a composite
is to achieve a combination of properties that is not displayed by any
single material and also to incorporate the best characteristics of each
of the component materials. Fiberglass, for example, is one of the
most common and familiar composites, which combines small glass
fibers and a polymeric material (normally epoxy or polyester). It has
the strong and stiff quality of the glass fibers and theflexible quality
of the polymer.

30
Advanced materials
Advanced materials are novel materials that are utilized in high-
technology (or high-tech) applications. These materials are usually
synthesized, improved or designed to achieve high performance in
very specific tasks. Advanced materials include semiconductors,
nanomaterials, biomaterials and smart materials, which may be
termed “materials of the future”.
Semiconductor materials have electrical properties that are
intermediate between the electrical conductors and insulators. That
is, they have the ability to switch from electrical insulators to
conductors by applying external voltage. For these properties,
semiconductors are at the center of electronic industry with various
applications such as computers, mobile phones, tablets, cameras, and
smart TV.
Nanomaterials are materials whose sizes typically range
from 1 to 100 nanometers. The sizes and/or geometries can
have strong impacts on the properties of thematerials. They can
present interesting or even strange properties compared with bulk
materials. For example, gold nanoparticles can be very chemically
active, unlike bulk gold.
Biomaterials are new materials that can be implanted into our
bodies. They are able to perform their designed functions and show
the ability to survive in living bodies.
Smart materials are materials designed to imitate biological
behaviors. The adjective “smart” implies that these materials are able
to sense changes in their environments and then respond to these
changes in predetermined manners.
(Synthesized from different sources)
Language Focus
Vocabulary
COLLOCATIONS
In the text, there are varioussentences about the characteristics of
materials. Each contains a particular fixed group of words. This fixed

31
combination is referred to as “collocation”. In this unit, we will look at the
collocations describing a state.
Collocation Meaning
be composed of … be made or formed from several
parts, things or people
be at the center of … be more involved in (something)
have the property of …
(variants:‘display/show/present
the property of …’)
have/show a quality or
characteristic that something has
have/show the ability to (do
something)
be able to (do something) or
possess a skill or talent to (do
something)
have/make an impact on … show the powerful effect on …
range from … to …(variant:
range between … and …)
vary between two particular
amounts or sizes
switch from … to … change or make something change
from one thing to another
Activity 1. Complete the following sentences by filling in each
numbered gap with an appropriate collocation in the list above.
1. A kind of material that ………………… high strength and light
weight ………………… current research in material technology.
2. Plywood ………………… thin veneers of wood plies that are
sandwiched together with binders, pressed, and heated.
3. Advanced materials ………………… all levels of economy and
society.
4. Matter ………………… solid, liquid, gas, and plasma.
Activity 2. Think about 3 collocations you know. Write them down on
a piece of paper and exchange it with a classmate.

32
Grammar
PASSIVE VOICE
Look at the italicized parts in the following sentences extracted from
the text:
[3.1] Different materials can be combined and grouped by the types
of materials combined or the way the materials are arranged together to
create a more complex material.
[3.2] These materials are usually synthesized, improved or designed
to achieve high performance in very specific tasks.
The structure of be + past participle is the passive voice
structure, which is a special form in English, as well as in some
other European languages. It is used to change the focus of an
action. Whereas the focus of active sentences is on the subject doing
an action (as in [3.3]), that of passive sentences is on the object that
receives an action (as in [3.4]).
[3.3] This company employs 2,000 people.
[3.4] Two thousand people are employed by this company.
As the passive voice gives a sense of objectivity, it occurs in most
scientific writing (Ananda, 2012), and thus in documents about materials
technology. It is necessary to be well aware of this structure:
Activity 3. The following sentences are in the active voice with the
subject “people” being unclear or unnecessary. Rewrite them, emphasizing
the action rather than the agent of the action.
1. People use epoxy coatings to prevent corrosive agents, such as
water and salts, from coming into contact with rebar.
2. In this book, people will fully examine the biocompatibility of
different materials.
3. People can activate multifunctional materials by electrical stimuli
so as to produce their geometry change or property change.
4. People introduce raw materials of biopolymers and they review

33
their active behaviors in terms of electronic and ionic working behaviors.
5. People form composite materials from two or more distinct phases
of materials.
6. People have well recognized the development of composite
material technology in recreational boats.
Pronunciation
THE RHYTHMIC PATTERNS IN COLLOCATIONS
In spoken language, there is a significant difference between the
way individual words are pronounced and the way they are pronounced
in a sequence. As English is a stress-timed language, we often try to make
the intervals between stressed syllables equal when we speak in order to
give the phrase rhythm by swallowing some non-essential words (i.e., we
pronounce them weakly).
Conjunctions, pronouns, prepositions, auxiliaries and articles are
often lost in a phrase. These are some examples:
at the center of
Instead of pronouncing in the strong form: /æt ðə ˈsentə ʌv/, we tend
to pronounce this phrase as /ət ðə ˈsentə əv/.
switch from … to …
For this collocation, the preposition from and to are often pronounced
in the weak forms /frəm/ and /tə/.
Activity 4. Now create the rhythmic patterns in collocations by
practicing the weak forms.
come to an agreement make a mistake
perform an experiment pay the respects to
conduct a survey run out of time
incorporate … into … draw the attention to
Can you tell what kind of words that need the strong form of
pronunciation in a collocation?
Skills Focus
Listening
Activity 5. You are going to listen to a talk about a new high-
tech product. As you listen, fill in each numbered gap with a word or a
phrase from the list below. There are extra words/phrases that you do
not need.

34
measure robotic reactions genius
contact discovery classed ever
revert convert holder mankind
incredible folder rotates just
SCIENTISTS MAKE MOLECULE-SIZED
ELECTRIC MOTOR
Scientists have made the smallest electric motor (1)………………
created.It is a featof scientific(2)……………… thatmost of us couldnever
even try to understand. Dr. Charles Sykes and his team fromAmerica’sTufts
University created the motor from a single molecule (3)……………… a
billionthofameterwide.Dr.Sykesisin(4)………………withtheGuinness
Book of World Records to have his motor recognized as the smallest ever.
The current world-record (5)……………… is a 200-nanometre-long
nano-tube made from carbon. Dr. Sykes’ creation is an (6)………………
200 times smaller. Naturally, the researchers hope their creation has uses
for (7)………………. It will be used to power the tiniest machines ever
built, and be used by doctors in nano-surgery and (8)……………….
It is the first time an electric motor has been made from a single
molecule. Scientists can make molecules (9)………………energy from
light and chemical (10)………………into movement, but Dr Sykes’
invention is the first to be(11)……………… as a motor – something that
can continually generate power. There is some mind-boggling science
behind Sykes’ device. A combination of chemicals and metals produces
the minuscule motor that (12)……………… 50 times a second. Dr Sykes
was excited about the future of his (13)………………, saying: “The next
thing to do is to get the thing to do work that we can (14)……………… -
to [link] it to other molecules, lining them up next to one another so they’re
like miniature cog-wheels.”
(Adapted from Breaking News English, September 7, 2011)
Speaking
NANOTECHNOLOGY DISCUSSION
Activity 6. Work in pairs. Choose one of the following suggested
questions to discuss. When you have finished, present your ideas in class.

35
1. Do you think the molecule motor is a feat of scientific genius?
2. How do you think scientists can work with and make things that
are a billionth of a meter wide?
3. What uses do you think the motor will have for mankind?
4. When do you think nanotechnology will be a widely used part of
our life?
5. How might nanotechnology help medicine?
6. Why do you think people are interested in nanotechnology?
7. What would the inventors of the first motors over a hundred years
ago think of a nanotechnology motor?
(Adapted from Breaking News English, September 7, 2011)
Reading
Activity 7. Read the following passage and do the tasks that follow.
METALS, NONMETALS, AND METALLOIDS
All matter is made up of the atoms of different elements. There are
more than 100 known elements found in nature. Each element has certain
physical properties.
A physical property is a characteristic of a substance that can be
observed without changing the substance into another substance. Color,
hardness, and luster are physical properties. Luster is the way a substance
reflects light. Whether an element is a solid, liquid, or gas is also a physical
property under certain conditions.
Physical properties of metals
Iron (Fe), copper (Cu), gold (Au), and silver (Ag) are examples of
metals. They are often shiny, malleable, ductile, and can conduct electricity.
A malleable material is one that can be rolled into flat sheets. A ductile
material is one that can be pulled out into a long wire. Copper can be made
into thin sheets and wire because it is malleable and ductile.
Conductivity is the ability of an object to transfer heat or electricity
to another object. Most metals are good conductors. In addition, a few
metals are magnetic. For example, iron (Fe), cobalt (Co), and Nickel (Ni)
are attracted to magnets. They can also be made into magnets.
Most metals are solid at room temperature except Mercury (Hg) that
is a liquid at room temperature.

36
Physical properties of nonmetals
A nonmetal is an element that lacks most of the properties of a metal.
In general, the physical properties of nonmetals are the opposite of those
of metals. Solid nonmetals are dull, (not shiny), brittle (not malleable
or ductile). Ten of the 16 nonmetals found in nature are gases at room
temperature. Some are solid or liquid at room temperature; some are noble
gases which do not ordinarily form compounds.
Physical properties of metalloids
The metalloids have some characteristics of both metals and
nonmetals. All are solids at room temperature. They are brittle and
hard. They can conduct electricity under certain conditions. The most
common metalloid is silicon (Si). Metalloids can vary in how well they
conduct electricity. Their conductivity depends on various factors, such
as temperature or light. For this reason, metalloids such as silicon (Si) and
germanium (Ge) are used to make semiconductors.
I. Decide if each of the statements is true or false.
___ 1. Some metals can be rolled into flat sheets.
___ 2. Rusting is a physical property.
___ 3. All metals are solid.
___ 4. Noble gases do not form metalloids.
___ 5. Metalloids share the characteristics of both metals and
nonmetals.
II. Fill in the diagram with the physical properties of metals,
nonmetals and metalloids, using the terms in the list.

37
solid liquid
gas hard
brittle ductile
dull shiny
malleable
good conductivity
poor conductivity
conductivity varies
Writing
PARALLELISM IN WRITING
Parallelism is an important element in English writing, especially
when you are listing, and comparing and contrasting items or ideas.
Parallelism means that each itemin a list or comparison follows the same
grammatical pattern. If you are writing alist and the first item in your list is
a noun, write all the following items as nouns also. If it is an adverb clause,
make all the others adverb clauses.
Consider the following pairs of sentences:
[3.5] a. The teacher wanted to know which country we came
from and our future goals.
b. The teacher wanted to know which country we came
from and what our future goals were. (The items are both noun clauses.)
[3.6] a. The students who attend class, they do their homework,
and practice speaking in English.
b. The students who attend class, do their homework, and
practice speaking in English. (The items are all verbs + complements.)
Activity 8. Rewrite the following sentences in parallel form.
Remember that you do not have to repeat all the words in the second item.
1. The disadvantages of using a credit card are overspending and you
pay high-interest rates.
………………………………………………………………………
………………………………………………………………………
2. Credit cards are accepted by department stores, airlines, and they
can beused in some gas stations.

38
………………………………………………………………………
………………………………………………………………………
3. You do not need to risk carrying cash or to risk to miss a sale.
………………………………………………………………………
………………………………………………………………………
4. With credit cards, you can either pay your bill with one check, or
you can stretch out your payments.
………………………………………………………………………
………………………………………………………………………
5. You can charge both at restaurants and when you stay at hotels.
………………………………………………………………………
………………………………………………………………………
6. Many people carry not only credit cards but they also carry cash.
………………………………………………………………………
………………………………………………………………………
7. Many people want neither to pay off their balance monthly nor do
they like paying interest.
………………………………………………………………………
………………………………………………………………………
8. Not making any payment or to send in only the minimum payment
everymonth is poor money management.
………………………………………………………………………
………………………………………………………………………
(Source: Oshima & Hogue, 2006, pp. 179-182)

39
UNIT 4
METALLIC MATERIALS
Objectives
• describe general characteristics of metals in English, using
adjectives;
• explain or give additional information by using relative clauses;
• pronounce the materials-related words correctly;
• comprehend a reading passage about materials technology;
• write a descriptive paragraph about a kind of metal.
Preliminary
Read the text and examine the words in bold typeface.
METALS
Metals are found everywhere in the materials world, and a world
without any metals would be unimaginable. Although some objects, such
as forks, could be made of plastic rather than silver, some applications
like skyscrapers, bridge, vehicles, home appliances, tools, pipes, and
railroad tracks or jet planes could not even exist without metals. What
makes this class of materials so special?
Quite simply, metals are primarily made up of metallic elements.
Metals tend to be solids at room temperature and atmospheric pressure,
except for mercury, which is a liquid.
Metals present shiny and opaque appearance. Most of them tend
to have high melting temperatures, and thus they are quite strong and
suitable for uses in applications for transportation and buildings.

40
The metallic elements are electropositive and are quite willing
to give up or share their valence electrons. The valence electrons are
“free” to roam around within the material and are not bound to any
particular atom. Collectively, the free electrons form a “cloud” or “sea
of electrons” that surrounds the metallic ion cores and forms the metallic
bonds between the atoms in order to form a solid. The electrons in a
metal can be thought of as the dough that surrounds and binds together
the chips in a chocolate chip cookie.
The concept of free electrons is helpful in explaining many of the
effects that we see with metals. Those free electrons are not static. They
are highly mobile and can travel large distances. Electrical currents
result from these flows of electrons whose ability to travel freely results
in high electrical conductivity of metals. In addition, the free and mobile
electrons in metals can rapidly carry away or dissipate heat, and thus
make you feel cold when you touch them. Thus, metals have high
thermal conductivity. Therefore, metals are good electrical and thermal
conductors.
Although some general characteristics are common to most metals,
there are other properties that can greatly vary. For example, some
metals (such as copper and gold) are ductile and malleable, whereas
other metals (such as magnesium and beryllium) are brittle.
Ingeneral,metalswillcontinueplayinganimportantpartinmodern
society. This important resource has brought countless applications
to the world. New alloys with novel functions and applications are
regularly investigated by scientists and engineers in materials science
and metallurgy.
(Source: Baillie & Vanasupa, 2003)

41
Language Focus
Vocabulary
Activity 1. Match the word/phrase with its definition.
1. shiny A. electrically positive; tending to lose
electrons and form positive ions in chemical
reactions
2. opaque B. hard but easily broken
3. electropositive C. that can be made into a thin wire
4. mobile D. not clear enough to see through or allow
light through
5. thermal E. easily changed into a new shape
6. ductile F. connected with heat
7. malleable G. reflecting the light
8. brittle H. moving or walking around freely
Activity 2. Complete the sentences by filling in each numbered gap
with a word in activity 1. You may not use all the words.
1. As the electrons propagate inside the target, they ionize the
material, which becomes …………… to the probe.
2. Lead and tin are …………… metals.
3. Hard and …………… materials are widely used in the electronics
industry, especially semiconductor materials like silicon.
4. The …………… corner of the glass door caused an erroneous
reflection.
5. Steel is a kind of …………… metal and its main element is iron.
6. Carbides are a class of compounds composed of carbon and an
…………… atom.
Grammar
RELATIVE CLAUSES
Relative clauses are found in most European languages when
additional information about a person or object is required for clarity.
This grammatical point, however, is not present in some Asian languages,
including Vietnamese. It is argued that the Vietnamese language does not
have relative pronouns, and relative clauses accordingly (Diệp Quang Ban,

42
1989; Hoàng Trọng Phiến, 2008). For this reason, a good command of
this special grammatical point is of great importance, especially in reading
science, and is essential for Vietnamese learners of English.
Let us have a look back at the text, and observe the italicized parts
of the sentences:
[4.1] Metals tend to be solids at room temperature and atmospheric
pressure, except for mercury, which is a liquid.
[4.2] .........… there are other properties that can greatly vary.
In these examples, the italicized parts are relative clauses. These
clauses add more information to the preceding noun (as in [4.1]) or explain
and restrict the preceding noun (as in [4.2]). The words which and that in
those clauses are called relative pronouns.
Types of relative clauses
1.We use a restrictive (or defining) relative clause when we use
relative clauses to make clear which person/thing we are talking about.
[4.3a] Marie Curie is the female scientist who discovered radium.
[4.4a] This is the house which my grandfather built.
In the restrictive relative clause, we can use that instead of who or
which. We can also leave out the pronoun if it is the object of the relative
clause (as in [4.4c]).
[4.3b] Marie Curie is the female scientist that discovered radium.
[4.4b] This is the house that my grandfather built.
[4.4c] This is the house that my grandfather built.
2. We use a non-restrictive (or non-defining) relative clause when
we want to give more information about a person/thing/situation.
[4.5] My uncle Tom, who is 80, is a big fan of Tottenham Hotspur.
[4.6] We had fish and chips, which I always enjoy.
With a non-restrictive relative clause, we use commas (,) to separate
it from the rest of the sentence. We cannot use that to replace who/which.
A non-restrictive relative clause can also be used to give more information
about the whole sentence as in [4.7] below:
[4.7] I met Rebecca in town yesterday, which was a nice surprise.
Relative clauses are more complex than they are presented within
this section. In the following activity, we focus on only the defining relative
clauses.

43
Activity 3. Add the phrase in brackets to the sentence using a relative
clause.
1. She bought the computer (her brother had recommended the
computer).
2. Biopolymers are renewable materials (these materials harmonize
with the environment).
3. It is natural to develop smart materials (these materials can be
renewable in the nature).
4. The development of polymer coatings has been investigated (these
coatings react to environmental stimuli, such as heat or pH changes, to
initiate crack healing).
5. Students will be prepared with both language and knowledge
about materials technology (these students enroll in the course English for
Materials Technology).
Pronunciation
SENTENCE STRESS
Sentencestressisthepatternofstressedandunstressedwordslike music
notes across a sentence. If the word stress is the accent given on syllables,
sentence stress is the “beat” given on certain words within a sentence.
Most sentences have two basic types of words: (1) Content words are
the important words of a sentence, carrying the meaning or content. They
are nouns, verbs, adjectives and adverbs; (2) structure words are words
whose existence ensures the sentence is grammatically correct. They are
pronouns, prepositions, articles, conjunctions and auxiliary verbs.
In general, the basic rules of sentence stress are:
• content words are stressed
• structure words are unstressed
• the time between stressed words is always the same
Listen to the beat across the speech. English is a stress-timed
language. The time between the stressed words remains the same.
one two three four
one and two and three and four
one and a two and a three and a four
one and then a two and then a three and then a four
Activity 4. Now underline the stressed words in the following
sentences and then read them aloud.
1. The kids are at the park.
2. Do you have any brothers or sisters?

44
3. Why aren’t you doing your homework?
4. He bought a red car for his daughter.
5. We are not familiar with this new computer program.
6. The athlete ran quickly and won the competition.
7. I don’t know the answer, either.
8. I’ve never heard of that before, but it makes sense.
Skills Focus
Listening
Activity 5. You are going to listen to an introduction to ‘Four Types
of Steel’. Fill in the numbered gaps with the words in the list. There are
extra words you do not need.
categorized microstructure maximum industry
minimum sub-category classified properties
alloys concentration composition system
THE FOUR TYPES OF STEEL
At metal supermarket we find it useful to group steel into four
categories using the acronym CAST. This stands for Carbon steel, Alloy
steel, Stainless steel and Tool steel.
The American Iron and Steel Institute, or the AISI, (1)……………
steel into these four groups based on chemical composition. Within each
category, there are many different grades of steel that have varying physical,
chemical and environmental (2)…………….. It is the amount of carbon
and the additional (3)…………… that determine the properties of each
grade. Different types of steel can also be (4)…………… by a variety
of different factors, such as composition, production method, finishing
method, form or shape, de-oxidization process, (5)……………, physical
strength and heat treatment.
To identify the properties of steel, the steel (6)…………… uses
two major numbering systems. The first was developed by AISI and
the second by the Society of Automotive Engineering, or SAE. Both
(7)…………… use four-digit number codes which identify the base
carbon and alloy steels. If the first digit is one, that indicates carbon
steel. The next digit indicates the (8)…………… based on particular
underlying properties. For example, the 10 series indicates plain
carbon steel containing 1% manganese (9)……………. The 11 series

45
contains re-sulfurized carbon steel. The 12 series is re-sulfurized and
re-phosphorized carbon steel. And finally, the 15 series contains non-
re-sulfurized high-manganese carbon steel.
Generally (but not always), the second digit in the series indicates
the (10)…………… of the major element in percentiles. The last two
digits indicate the carbon concentration to 0.01%. So, 4140 indicates a
molybdenum alloy steel containing 1% of molybdenum and 0.40% of
carbon. Hopefully, this introduction has helped you get a better idea of the
different types of steel available.
Speaking
Now that you have some ideas of the metal materials. Work in a
group and discuss the importance of metals in daily life.
Reading
Activity 7. Read the following passage and choose the best answer.
Metals account for about two-thirds of all the elements and about
24% of the mass of the planet. They are all around us in such forms as
steel structures, copper wires, aluminum foil, and gold jewelry. Metals are
widely used because of their properties: strength, ductility, high melting
point, thermal and electrical conductivity, and toughness.
These properties also offer clues as to the structure of metals. As
with all elements, metals are composed of atoms. The strength of metals
suggests that these atoms are held together by strong bonds. These bonds
must also allow atoms to move; otherwise how could metals be hammered
into sheets or drawn into wires?Areasonable model would be one in which
atoms are held together by strong, but delocalized, bonds. Such bonds could
be formed between metal atoms that have low electro-negativities and do
not attract their valence electrons strongly. This would allow the outermost
electrons to be shared by all the surrounding atoms, resulting in positive
ions (cations) surrounded by a sea of electrons (sometimes referred to as
an electron cloud).
Because these valence electrons are shared by all the atoms, they are
not considered to be associated with any one atom. This is very different
from ionic or covalent bonds, where electrons are held by one or two

46
atoms. The metallic bond is therefore strong and uniform. Since electrons
are attracted to many atoms, they have considerable mobility that allows
for the good heat and electrical conductivity seen in metals.
Above their melting point, metals are liquids, and their atoms are
randomly arranged and relatively free to move. However, when cooled
below their melting point, metals rearrange to form ordered, crystalline
structures.
1. In which paragraph are the properties of metals mentioned?
A. Paragraph 4 B. Paragraph 3
C. Paragraph 2 D. Paragraph 1
2. The verb “account for” in paragraph 1 is closest in meaning to
…………
A. explain B. take a proportion
C. calculate D. know
3. The following statements about metals are true EXCEPT
A. The strength of metals is determined by the atom bonding.
B. The metallic bond is strong and uniform in valence electrons.
C. Once melting, metals never return to their solid form.
D. Electrons are mobile, allowing for heat and electrical conductivity
in metals.
4. The phrase “associated with” in paragraph 4 means …………
A. connected with B. supportive to
C. influenced by D. relative to
A. explanatory B. narrative
C. expressive D. descriptive
6. What can be the best title for the passage?
A. The structure of metals B. The properties of metals
C. The classification of metals D. The processing of metals
Writing
WRITING A DESCRIPTIVE PARAGRAPH
A paragraph is a piece of writing covering one topic from start to
finish. A paragraph will usually contain more than one sentence.
There are many types of paragraphs. In this unit, you are familiarized

47
with the descriptive paragraph. This is a kind of paragraph that specifically
describes a person, place or thing.
Activity 8. Pre-writing. Read the model paragraph and answer the
questions.
GOLD
1
Gold, which is a precious metal, has two important characteristics.
2
First of all, gold has a shining beauty that is resistant to corrosion.
3
Therefore, it is suitable for jewelry, coins, and ornamental purposes. 4
Gold
never needs to be polished and will remain beautiful forever. 5
For example,
a Macedonian coin remains as untarnished today as the day it was made
25 centuries ago. 6
Another important characteristic of gold is its usefulness
to industry and science. 7
For many years, it has been used in hundreds of
industrial applications, such as photography and dentistry. 8
The most recent
use of gold is in astronauts’suits. 9
Astronauts wear gold-plated heat shields
for protection when they go outside spaceships in space. 10
In conclusion,
gold is highly valued not only for its beauty but also for its utility.
1. What is the topic of the paragraph?
2. What two main points does the writer make about the topic?
3. In which two sentences does the writer mention the two main points?
4. In which sentences does the writer give examples for the main points?
5. Which sentence wraps up the points?
The three parts of a paragraph
All paragraphs have a topic sentence and supporting sentences.
Some paragraphs also have a concluding sentence.
The topic sentence states the main idea of the paragraph. It has a
topic and a controlling idea. In the paragraph above the topic is ‘Gold’ and
the controlling idea is ‘two important characteristics’.
Supporting sentences develop the controlling idea by further
describing, giving examples or explaining the reasons.
The concluding sentence signals the end of the paragraph and leaves
the reader with important points to remember.
(Source: Oshima & Hogue, 2006, pp. 3-5)
Activity9.Chooseonekindofmetalandwriteaboutitscharacteristics.
Make sure your paragraph has a solid structure.

48
UNIT 5
CERAMIC MATERIALS
Objectives
• describe general characteristics of ceramics in English, using
compound adjectives;
• use compound adjectives appropriately in terms of function and
form;
• use correct stress in compound adjectives;
• talk about the benefits and shortcomings of ceramics;
• write a pros-and-cons paragraph about ceramics.
Preliminary
CERAMICS
Ceramics, which can be used as a broad term for a list of materials
such as glass, tiles, pottery, porcelain, bricks, cement, diamond, and
graphite, are defined as nonmetallic and inorganic solids.
Bricks, pottery, glass, porcelain, tiles, cement, and concrete are
our classic, time-tested ceramics. Although they all have different uses,
we can still think of them as general-purpose materials. Take tiles, for
example. We can put them inside our homes or outside; on the walls, the
floors, or the roof; and we can stick glass in our windows or poke away
at it on our smartphone screens. Ceramics like this are ancient materials.

49
By contrast, advanced ceramics are ones that have been engineered
for highly specific applications. For example, silicon nitrides and
tungsten carbides are designed for making exceptionally hard, high-
performance cutting tools. Most modern engineered ceramics are metal
oxides, carbides, and nitrides, which means they’re compounds made by
combining atoms of a metal with oxygen, carbon, or nitrogen atoms. So,
for example, we have tungsten carbide, silicon carbide, and boron nitride,
which are hard cutting-tool ceramics; aluminum oxide (alumina) and
silicon dioxide are used in making integrated circuits (‘microchips’);
and lithium-silicon oxide is used to make the heat-protective nose
cones on space rockets. High-temperature superconductors are made
from crystals of yttrium, barium, copper, and oxygen.
Not all high-tech ceramic materials are simple compounds.
Some are composite materials, in which the ceramic forms a kind of
background material called the matrix, which is reinforced with fibers
of another material (often carbon fibers, or sometimes fibers of a totally
different ceramic). A material like this is known as a ceramic matrix
composite (CMC). Examples include silicon carbide fibers in a silicon
carbide matrix (SiC/SiC) with boron nitride at the interface between
them – a material used in cutting-edge gas-turbine jet engines.
(Adapted from Woodford, 2021).
Language Focus
Vocabulary
COMPOUND ADJECTIVES
A compound adjective is a multi-word adjective. Most compound
adjectives are two-word adjectives, but they can be longer. Usually, a
hyphen (or hyphens) is used to link the words together to show that it is
one adjective.

50
It is not necessary that a compound adjective contains two singular
adjectives. There may be different word classes in a compound adjective. The
following are some different common types of Compound Adjectives:
Number + [singular] noun
[5.1] a three-page document
the twentieth-century technology
Adjective + noun
[5.2] a long-term contract
a high-quality product
Noun + Adjective
[5.3] a world-famous scientist
a brand-new computer
Adjective + present participle (V-ing)
[5.4] a tight-fitting lid
long-lasting effects
Noun + present participle (V-ing)
[5.5] a thought-provoking idea
a record-breaking invention
Noun + past participle (V-ed)
[5.6] wind-powered generators
fiber-reinforced plastics
Adjective + noun-ED
[5.7] a sharp-minded scholar
a warm-hearted teacher
Activity 1. What is the formation of the compound adjective in each
of the following noun phrases, and those in the text?
a one-way ticket
a time-saving device
gluten-free cookies
a water-resistant watch
an open-access resource
Grammar
COMPOUND ADJECTIVES: FUNCTION AND FORM
What function does a compound adjective perform in a sentence?
A compound adjective can be either attributive (i.e., in the position

51
before the noun that it modifies) or predicative (i.e., in the position after
the linking verb such as BE, BECOME, GET, TURN, etc.).
What form does a compound adjective take when it performs different
functions in a sentence?
• When a compound adjective is attributive, it must be written with
a hyphen:
[5.8] This material is fiber-reinforced plastic.
• When a compound adjective functioning as predicative has the
second component as an adjective, a present participle, a past participle or
a form of Noun-ED, it is written with a hyphen in between.
[5.9] The girl is good-looking and good-natured.
• When a compound adjective functioning as predicative has other
structures, it is written as two separate words (without a hyphen).
[5.10] The rug is reddish brown.
The product is high quality.
Activity 2. Identify the functions (attributive or predicative) of the
compound adjectives in the sentences.
1. Bricks, pottery, glass and porcelain are some of the time-tested
ceramics.
2. We can still think that these materials are general-purpose.
3. High-temperature superconductors are made from crystals of
yttrium, barium, copper, and oxygen.
4. The nose cones on space rockets are heat-protective.
5. Some high-tech ceramic materials can be used in cutting-edge
gas-turbine jet engines.
Pronunciation
STRESS IN COMPOUND ADJECTIVES
In compound adjectives, both parts are stressed. The stronger stress
usually falls on the second component of two-word compound adjectives.

long-lasting
If one of the components in a two-word adjective is a noun, stronger
stress may fall on the noun, irrespective of whether it is the first or second
component.
wind-powered

52
Activity 3. Look back at the text, pick out the compound adjectives
and put them in the appropriate column.
Stressed on the first component Stressedonthesecondcomponent
………………………………. ……………………………….
………………………………. ……………………………….
………………………………. ……………………………….
………………………………. ……………………………….
………………………………. ……………………………….
Skills Focus
Listening
Activity 4. You are going to listen to an introduction to the British
advanced ceramic manufacturer ‘International Syalons’. Fill in the
numbered gaps with the words or phrases in the list. There are extra words
or phrases you do not need.
fabrication micro-structure patent toughness
world-class automotive quality system automobile
non-ferrous silicon nitride corrosion micro-component
ADVANCED ENGINEERING CERAMICS
International Syalons are the UK’s leading manufacturer of sialon
and (1)…………… advanced ceramics the early 1980s when we were the
first company in the world to (2)…………… and manufacture a central
silicon nitride. We have continued to manufacture and develop advanced
silicon nitride ceramics. In addition, we now also offer other ceramics such
as zirconia alumina and silicon carbide.We manufacture our ceramics using
the latest (3)…………… machining and sintering technologies. These
include state-of-the-art CNC green machining, gas pressure sintering and
precision diamond grinding, all controlled and monitored under our ISO
9001 (4)……………. In addition, we have in-house mechanical testing
capabilities and X-ray diffraction.
International Syalons are committed to providing (5)……………
advanced ceramic solutions, supplying applications and markets such
as molten metal handling, oil and gas, friction and wear, chemical and
process, (6)…………… and aerospace. Our silicon nitride materials which

53
we call ‘sialon’ covers a wide range of properties from high strength and
(7)…………… to extreme hardness. These materials as well as having
excellent wear and (8)…………… resistance have outstanding properties
such as excellent thermal shock resistance in contact with molten
(9)…………… metals. We have an active R&D set up and are developing
new processes such as 3D printing of complex (10)…………… and
developing the next generation of advanced silicon nitride materials.
Speaking
Activity 5. Work in groups, and discuss the advantages and
disadvantages of ceramics. Note them down.
When you speak, use the following expressions to signal that you are
giving your opinion:
In my opinion, ...
From my point of view, ...
My opinion/belief is that ...
I believe that ... ...
I have no doubt that ...
If you agree with a member of your group, use the following
expressions:
I agree with you/him/her.
I share your/his/her view.
I really think so.
I have the same idea
I hold the same opinion.
If you disagree with a member of your group, use the following
expressions:
I disagree.
I don’t think so.
I think otherwise.
I don’t agree with what you say.
I take a different view.
I don’t share your/his/her view.
Reading
Activity 6.
APPLICATIONS OF FIBER-REINFORCED PLASTICS
Fiber-reinforced plastics (FRP) are a composite material consisting
of a polymer matrix carefully combined with a supporting fiber which

54
serves to enhance the mechanical strength and elasticity of the plastic.
Common fibers include basalt, carbon, glass or aramid although in some
cases it might include asbestos, wood or paper.
Fiber-reinforced plastics are well-suited to any design that
necessitates weight saving, precision engineering, predetermined
tolerances and simplification of parts in production and operation. Since
FRP typically have a low weight and high strength, it is attractive to a
number of trades, including the automotive, aerospace, ship-building and
construction industries.
Aerospace
The rudder of the Airbus A310 is composed of carbon-FRP, which
offers a 25% reduction in weight compared to aluminum sheeting. The
Airbus A35 XWB is 52% carbon-FRP, including its wing spars and
components of the fuselage. The economy of parts results in lower
production costs and weight savings, which leads to fuel savings and
lowers the cost of flying the plane.
Civil Engineering
Carbon-FRPs are popular in civil engineering to strengthen concrete,
masonry, steel, cast iron and timber structured either by retrofitting existing
structures to improve their strength or as an alternative reinforcing material
to steel. Carbon-FRP can be wrapped around certain areas of a structure,
a column, for instance, to enhance the shear strength of its reinforced
concrete. Aluminum windows, doors and facades are also thermally
insulated using plastics made of a glass-fiber-reinforced polyamide.
Automotive Industry
Carbon-FRPs are also attractive to the automotive industry. The
lighter weight material replaces metal in the body panels of high-end
cars and supercars, making the vehicles not only lighter but more fuel
efficient too.
Glass-fiber-reinforced plastics, specifically glass-fiber-reinforced
PA 66, are also used in the automotive industry in engine intake manifolds
- the part of an engine that supplies the fuel/air mixture to the cylinders.
Glass-FRPs are also found in gas and clutch pedals, replacing stamped
aluminum.
Sporting and Consumer Goods
Carbon-RFPs are also making their way into sporting goods such

55
as squash, tennis and badminton racquets; hockey sticks; bike frames;
fishing rods and surfboards. Other uses for carbon-FRP include in musical
instruments – violin bows and guitar picks, for example, or the whole
instrument in some cases! It is also found in firearms where it has replaced
certain metal, wood and fiberglass components, and in lightweight poles
such as tripods and tent poles.
Other Uses
Fiber-reinforced plastics have properties such as good thermal
insulation, structural integrity, fire hardiness, UV radiation stability and
resistance to chemicals and corrosives. Those reinforced with glass are
ideal for the power industry as they have no magnetic field and are resistant
to electrical sparks. Plastics reinforced with aramids demonstrate robust
heat resistance and exceptional strength and thermals stability. As a result,
they are utilized in bullet-proof and fire-resistant clothing.
1. Which of the following statement best summarizes the passage?
A. Fiber-reinforced plastics have been attractive to manufacturers.
B. Fiber-reinforced plastics have been useful in many industries
and trades.
C. Fiber-reinforced plastics have been used effectively.
D. Fiber-reinforced plastics have been difficult to manufacture.
2. The word ‘economy’ in paragraph 3 is closest in meaning to
……………
A. economic system B. avoidance of waste
C. good value for money D. way of saving money
3. According to the passage, carbon-FRPs are popular in civil
engineering because they are ……………
A. brittle B. durable
C. fusible D. malleable
4.Which of the following statements is not true of the fiber-reinforced
plastics, according to the passage?
A. Fiber-reinforced plastics are resistant to corrosion and chemicals.
B. Fiber-reinforced plastics are heat-insulating.
C. Fiber-reinforced plastics are UV-absorbing.
D. Fiber-reinforced plastics have low weight and high strength.
A. technical B. personal
C. official D. legal

56
Writing
WRITING AN EXPOSITORY PARAGRAPH
An expository paragraph is one in which you give information,
explain a subject, give directions, or show how something happens. In
expository writing, linking words like first, second, then, and finally are
usually used to help readers follow the ideas. Examine the following
paragraph. Sometimes, the expository paragraph is a combination of
giving information and explaining a problem.
1
There are many ways for teens to become
healthy. 2
First, participating in various kinds
of fitness can keep them in shape. 3
This can
include walking, riding their bikes, and playing
sports. 4
Next, maintaining a nutrient-rich diet
can help teens stay well. 5
Three balanced
meals and two wholesome snacks a day can
keep their health on track. 6
Finally, staying
out of dangerous situations can keep teens
healthy. 7
Avoiding strangers, wearing seatbelts
in cars, and checking smoke detectors are all
great ways to accomplish this task. 8
Teens
who follow these tips will keep their bodies
unharmed and in good physical shape.
1
Topic sentence
2
Supporting idea 1
3
Giving examples
4
Supporting idea 2
5
Further explanation
6
Supporting idea 3
7
Giving examples
8
Concluding sentence
(Adapted from Time4Writing.com)
Activity 7. Now use the notes that you took in activity 5 and write up
a paragraph about the advantages or disadvantages of ceramics. Begin
your paragraph with the given sentence.
Ceramics as used in industry has certain advantages (or
disadvantages). …

57
UNIT 6
POLYMERIC MATERIALS
Objectives
• describe general characteristics of polymers in English, using
complex adjectives and relative clauses;
• realize and use words containing Greek-origin suffixes in materials
technology;
• apply the appropriate rhythmic patterns in different types of relative
clauses;
• comprehend spoken and written texts about products as applications
of polymer technology;
• produce a piece of writing that comprises different paragraphs of
different types.
Preliminary
POLYMERS
A polymer is a large molecule or a macromolecule which
essentially is a combination of many subunits. The term polymer in
Greek means ‘many parts’. Polymers can be found all around us, from
the strand of our DNA, which is a naturally occurring biopolymer, to
polypropylene, which is used throughout the world as plastic.
Polymers may be naturally found in plants and animals (natural
polymers) or may be man-made (synthesis polymers). Different polymers
have a number of unique physical and chemical properties due to which
they find usage in everyday life.

58
Polymers are all created by the process of polymerization where
their constituent elements, called monomers, are reacted together to
form polymer chains. The type of polymerization mechanism used
depends on the type of functional groups attached to the reactants. In
the biological context, almost all macromolecules are either completely
polymeric or are made up of large polymeric chains.
The classification of polymers
Polymers can be classified based on the source of availability: natural
polymers, semi-synthetic polymers and synthetic polymers. Natural
polymers are the polymers which are obtained naturally. A natural polymer
has its origin in plants and animals. Starch, cellulose, proteins, and natural
rubber are the examples of natural polymers. Semi-synthetic polymers are
the polymers which are originated from naturally occurring polymers and
go through further chemical changes, such as cellulose nitrate and cellulose
acetate. Synthetic polymers are the man-made polymers or the polymers
which are synthesized in the laboratory. Some typical examples of synthetic
polymers are polyethylene, polyvinyl chloride, nylon, synthetic rubbers.
The applications of polymers
Every polymer has its unique characteristics, but the majority of
polymers can be resistant to chemicals, light in weight with significant
degreesofstrength.Theyarethermalandelectricalinsulators,too.Polymers
have a limitless variety of applications. In agriculture, polymeric materials
are used in and on soil to improve aeration, provide mulch, and promote
plant growth and health. In medicine, many biomaterials, especially heart
valve replacements and blood vessels, are made of polymers like Dacron,
Teflon and polyurethane. Furthermore, automobile parts, windshields for
fighter planes, pipes, tanks, packing materials, insulation, wood substitutes,
adhesives,matrixforcomposites,andelastomersareallpolymerapplications
used in the industrial market.

59
Language Focus
Vocabulary
GREEK-ORIGIN PREFIXES
English vocabulary, especially in scientific disciplines, has been
greatly influenced by Greek. Many English words are formed by taking
basic words and adding combinations of prefixes and suffixes to them.
Knowing the basic meanings of these prefixes and suffixes can help you
enrich your vocabulary.
In this unit, you will familiarize yourselves with some Greek prefixes
you often encounter in the language of materials technology.
Prefix Basic meaning Example
aero-/aer- relating to the air aeration
auto- self, same automobile
bio- life, living organism biomaterials
macro- large; on a large scale macromolecule,
micro- small; on a small scale microchip
nano- on a very small scale nanomaterials
mono- one, single, alone monomers
poly- many polymers
syn- with; combining synthesis
thermo-/therm- relating to heat thermal
Activity 1. Add a suitable prefix to each word/part of a word to
make a new word. Some words/parts of words can combine with more
than one prefix.
………chronization ………phone
………technology ………plastics
………nautics ………mers
………meter ………biography
………economics ……… hedron

60
Grammar
MORE ON RELATIVE CLAUSES
In Unit 4, we focused on the relative clauses beginning with who and
which (or that) and modify the preceding noun. In this unit, we look at the
relative clauses that begin with other relative words, such as whose (for
possessive), where, when and why (known as relative adverbs).
Whose
‘Whose’ replaces a possessive. It is always in the subject of the
relative clause and followed by a noun phrase for people and things. It
cannot be omitted.
[6.1] The little girl whose doll was lost is sad.
(The little girl is sad. The little girl’s doll was lost.)
Where, when & why
We can sometimes use these words instead of relative pronouns and
prepositions.
[6.2] This is the shop where I bought my bike.
= This is the shop in which I bought my bike.
(This is the shop. I bought my bike in this shop.)
[6.3] The summer when I graduated from university was long
and hot.
= The summer in which I graduated was long and hot.
(Thesummerwaslongandhot.Igraduated[fromuniversity]
in the summer.)
[6.4] No one knew the reason why he left.
= No one knew the reason for which he left.
In case the verb in the relative clause needs a preposition, we usually
put the preposition at the end of the relative clause. In case the preposition
comes before the relative pronoun, that cannot be used. For example,
listen to
[6.5] The music which/that Julie listens to is good.
= The music to which Julie listens is good.
work with
[6.6] My brother met a woman who/whom/that I used to work with.
= My brother met a woman with whom I used to work.
apply for

61
[6.7] The job which/that she applied for is well paid.
= The job for which she applied is well paid.
Note that when we put the preposition before the relative pronoun,
we only use whom and which (that is never used).
(Adapted from Perfect English)
Activity 2. Choose the best relative word for each sentence.
1. February, which is the second month of the year, is the month
………… many of my colleagues take vacation for skiing.
A. which B. when
C. in which D. where
2. The dress ………… the movie star is wearing weighs about fifty
pounds.
A. whom B. that
C. why D. which
3. The old words you see on the board, most _______ were becoming
obsolete, are now trending again.
A. where B. of which
C. at which D. that
4. The family ………… house was decorated the most beautifully
for the holidays will receive a trophy.
A. which B. whose
C. whom D. why
5. You are allowed to have just half an hour, after ………… you are
supposed to submit your exam paper.
A. what B. that
C. when D. which
6. There are no special reasons ………… I should meet her one day.
A. why B. when
C. whose D. where
7. When we reached our arranged holiday resort, ………… we were
planning to spend two weeks, we realized that it was not worth it.
A. which B. whose
C. where D. for which
8. As soon as the 12-year-old genius attended by his father climbed
on the stage, ………… he was going to give a short account of his success,
everyone burst into applause.

62
A. which B. where
C. when D. why
9. Mary resigned from her post after she was rejected for promotion,
………… did not surprise us at all.
A. which B. by whom
C. for what D. that
10. Do you know the exact time ………… our orders will be
delivered at?
A. where B. which
C. when D. whose
11. Ezgi is among the few students ………… we can rely for the
organization of the charity exhibition.
A. whom B. with whose
C. in which D. on whom
12. Is it not really important whether Ahmet has come or not as long
as he has sent us the agreement ………… by our rivals?
A. that signed B. that was signed
C. if signed D. was signed
Pronunciation
NOTES ON THE PRONUNCIATION IN RELATIVE CLAUSES
1. The rhythmic patterns in relative clauses
The rhythmic patterns in restrictive relative clauses are integrated
into the larger construction. Non-restrictive relative clauses, however, are
ones that are set apart and spoken as a separate intonation unit, the rhythmic
pattern is treated independently. In writing, this difference is reflected in
the punctuation, usually commas, but sometimes stronger punctuation,
such as dashes or parentheses.
2. The strong form of preposition at the end of the relative clauses
When the preposition accompanying the verb in the relative clause
comes before the relative pronoun, it is pronounced in the weak form. On
the contrary, if the preposition is put at the end of the relative clause, it is
pronounced in the strong form. For example, in the example below, the
preposition is in strong form /tuː/ in (a) and in weak form /tə/ in (b).
(a) The music which/that Julie listens to is good.
(b) The music to which Julie listens is good.

63
The speaker’s use of the strong form or weak form of prepositions
in relative clauses helps the hearer realize the grammatical structure and
interpret the message properly.
Activity 3. Pronunciation practice
Now that you have finished completing 12 sentences in activity
2, speak aloud those sentences to practice the weak and strong form
pronunciation in the relative clauses.
Skills Focus
Listening
Activity 4. You are going to listen to a talk about 3D printing – an
application of polymer in life. Listen and do the tasks.
I. Fill in each numbered gap with a word or a phrase from the list
below. There are extra words/phrases that you do not need.
thin layers computer-generated familiar liquid polymers
many factories medical field manufacturing similar
device prosthetics esthetic practical uses
thick layers standard
3D PRINTER
A 3D printer is a (1)………… device that is used to create objects
from (2)………… models. 3D printers may seem like complex machines,
but they are actually very (3)………… to regular printers. A normal
printer uses nozzles filled with ink to print words on paper. A (4)…………
3D printer uses nozzles containing (5)…………, a waxy substance that
solidifies quickly. The machine receives instructions from a computer, and
the nozzles follow these instructions. They print the objects by building
up (6)………… of polymer from the bottom to the top. Although the
average person might use a 3D printer to make something fun like a toy
or figurine, this technology also has a lot of (7)………… – especially in
the (8)………. Scientists have used 3D printers to make (9)………… for
injured and disabled patients. This is important because 3D printing can
often be much cheaper than other types of (10)………….
(Adapted from EnglishClub)
II. Answer the comprehension questions by choosing an
appropriate option.

64
1. The nozzles of a standard 3D printer contain …………
A. ink
B. liquid polymer
C. plastic
2. A 3D printer creates an object by …………
A. building up layers of polymer
B. making a mold to fill with polymer
C. using an existing object as a model
3. Scientists have used 3D printers to …………
A. make toys and figurines
B. make guns
C. make prosthetics
(Source: EnglishClub)
Speaking
Everything has two sides. Useful as polymers are, they are potential
of hazards. Based on what you know about their composition, discuss
the hazards polymers may have to the environment or to the people with
frequent exposure.
Reading
Activity 6. Read the passage about a new advanced material and
choose the best answer to each of the questions.
NEW, SUPER-THIN MATERIAL COOLS BUILDINGS
A team of engineers has created a super-thin material that could help
keep buildings cool. The team is from the University of Colorado Boulder
in the USA. Engineers from the university developed the revolutionary
new material, that is very thin and can cool objects even under direct
sunlight. The material does not need energy to work nor does it need water
to help keep things cool. The engineers say the new material could provide
an answer to air conditioners, which are expensive to run and need a lot
of water. The material is unlike anything found in nature. It is a glass-
polymer hybrid that is just 50 micrometers thick. That is slightly thicker
than the aluminum foil we use for cooking.
The engineers explained how their new material works. They said
when it is put on top of something, two things happen. The first thing is

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