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Файл:English(Part1).doc
X
- •Unit One. Engineering An Engineering Student Lead-in
- •I. List the main branches of engineering. Compare your list with that of your groupmates.
- •II. You are a student at University now. Listen to the dialogues you can hear at University during your first days of studying and learn how to introduce yourself.
- •III. That's how we greet and introduce each other in English. Study this table.
- •Language Practice
- •I. Imagine Kate and Mike or other students of the group are talking. Put in is / am / are and reproduce the dialogues.
- •II. Correct mistakes in the passage.
- •III. Study the following expressions in the frame and fill in the gaps.
- •X. Find and correct mistakes in the following sentences.
- •XI. Translate the following sentences into English.
- •Writing
- •I. This is how we write letters in English. Study this example.
- •II. Write a similar letter to your friend about your first days at the University.
- •III. Translate the following text into Russian. Make sure you know the international words before you start.
- •Reading and Speaking
- •I. A) Fill in the blanks in this diagram with the branches of engineering that you know.
- •Section b. Some Geometrical Figures. Lead-in
- •I. Is Geometry a very important subject for engineering? Name the most important geometrical figures.
- •II. Now let's revise some geometrical figures.
- •Language Practice
- •I. Change singular into plural and plural into singular.
- •II. A) Study this picture and learn the names of different tools.
- •Reading and Speaking
- •II. Complete the dialogues. Use the information from the pictures.
- •Activity
- •I. Check if your groupmate knows the English names of these tools. Begin like this.
- •II. Translate the Russian phrases into English and reproduce the dialogue with your partner.
- •Language Practice
- •II. Ask your groupmate about the objects in the picture below.
- •III. Study the table and give answers to the questions in two possible ways.
- •V. These are some more geometrical shapes. Match the shape with the correct name.
- •VI. That's how we express agreement and disagreement in English. Study this table.
- •VII. Say whether you agree or disagree with the following descriptions.
- •VIII. Translate the following sentences from Russian into English.
- •Reading and Speaking
- •I. Read the text and learn how to describe geometrical figures and objects.
- •II. Answer the following questions.
- •III. Complete the dialogues.
- •Activity
- •I. Draw different shapes and ask your groupmate to name them and describe them.
- •II. Use the expressions of agreement and disagreement and describe these objects in pairs.
- •Writing
- •II. Describe shapes of different objects in your classroom. Section b. Measurements Lead-in
- •I. Discuss the following questions:
- •II. Learn how to speak about dimensions of different objects and shapes.
- •III. Complete the dialogues.
- •Language Practice
- •I. Complete this following the example.
- •II. Use the proper word in the following situations.
- •VIII. Correct mistakes.
- •IX. Translate the following sentences into English using your active vocabulary.
- •Reading and Speaking
- •I. Look at the pictures below and answer these questions.
- •II. Read the text and check your answers.
- •III. Complete the dialogues.
- •Activity
- •Writing
- •Unit Three. The Workshop Section a. Tools and Instruments Lead-in
- •I. List as many tools as you know. Compare your list with that of your partner.
- •II. Students of the Technical University practise their skills in the workshop. Listen to their conversations and learn how to speak about the location of different tools in the workshop.
- •Language Practice
- •III. Match the sentences with the pictures.
- •IV. Are these sentences true or false? Correct the false ones.
- •V. A) Put the following pictures in the correct order.
- •VI. Match the words from the three columns.
- •VII. Translate the following sentences from Russian into English.
- •Reading and Speaking
- •I. Look at the picture and say what it is. Read the text to see if you are right.
- •II. Answer the questions given below.
- •III. Fill in the gaps and reproduce the text.
- •Activity
- •I. Ask your partner about the location of the objects below. Use different ways of expressing your opinion.
- •II. You are in the workshop. Ask your friend to bring the tools you need. You may start like this.
- •Writing
- •I. Write a safety-notice for a workshop. Use the words below.
- •II. Link two instructions into one.
- •Section b. Motor Vehicles Lead-in
- •I. Are you good at driving? Name as many differences between a car and a motorcycle. Compare your list with that of your groupmates.
- •II. Different vehicles have different types of engines. Listen to the students' conversation and learn the difference between a car engine and a motorcycle engine.
- •Language Practice
- •VII. Find mistakes in the following sentences and correct them.
- •VIII. Translate the following sentences from Russian into English.
- •Reading and Speaking
- •I. There is no motor vehicle without an engine. And today we have different types of engines. Read the text to learn more about them.
- •Activity
- •Writing
- •II. A) Match the English noun compounds with their Russian equivalents.
- •Unit Four. The Engine Section a. Types of Engines Lead-in
- •I. Discuss the following questions:
- •II. Andrew is talking to his friend Paul about different vehicle engines. Listen to their dialogue and learn the names of these engines.
- •III. That's how we usually ask and answer questions in English. Study this table.
- •IV. Complete the dialogues. Use question and answering techniques.
- •Language Practice
- •I. A) a four-stroke engine naturally has four working cycles. Do you know all of them? Study this picture.
- •III. A) Match the pictures with the expressions of quantity and make sentences.
- •VI. Correct mistakes in the following sentences.
- •VII. Translate the following sentences into English.
- •Reading and Speaking
- •I. Try to answer these questions before you read the text.
- •II. Read the text about different types of fuel and engines and check your answers.
- •III. Complete the sentences.
- •IV. A) Fill in the table using the information from the text. One answer is given already.
- •Activity
- •II. Translate the Russian phrases into English and reproduce the dialogue with your partner.
- •III. Discuss with your partner how many cars / lorries / motorcycles have diesel engines / two-stroke engines / four-stroke petrol engines. Writing
- •I. Study this picture and complete the description of the 4-stroke four-cylinder engine.
- •A four-stroke four-cylinder engine
- •II. Describe the complete cycle of operation for all the cylinders at any position of the crankshaft. Use the information from the table below.
- •Section b. Types of Fuel Lead-in
- •I. Discuss the following questions.
- •II. Listen to the following dialogues and learn how to speak about quantities of substances.
- •III. That's how we express request and possible replies in English. Study this table.
- •IV. Complete the dialogues using the expressions from the table above.
- •Language Practice
- •I. Are you good at substances? Choose the right Russian translation for the English word.
- •II. What chemical elements stand for these abbreviations?
- •V. Choose the right variant.
- •VI. A) Study the following examples.
- •VII Correct mistakes in the following sentences.
- •VIII. Translate the following sentences into English using your active vocabulary.
- •Reading and Speaking
- •I. Scan the text and find all chemical constituents of different fuels.
- •II. Now read this extract for more information.
- •III. Say if these sentences are true or false. Correct the false ones.
- •IV. Answer your partner's questions about the chemical composition of various fuels. Choose the right expression of quantity.
- •Activity
- •I. You are an expert in fuels. Answer your partner's questions about various types of fuels and their composition. Use different expressions of quantity.
- •Writing
- •I. Study the picture. Describe the composition of:
- •II. Translate the text into Russian. Use your dictionary if necessary.
- •Unit Five. Instrument Making Section a. Measuring Instruments Lead-in
- •I. What measuring instruments do you know? List as many as you can. Compare your list with that of your groupmates.
- •II. Listen to the following dialogues and learn how to name different devices in English.
- •III. That's how we attract somebody's attention and express gratitude in English. Study this table.
- •IV. Complete the dialogues using the phrases to attract attention and express gratitude.
- •Language Practice
- •II. Match each word with the proper definition.
- •III. Ask your friend to name the following instruments and tools.
- •IV. Complete the dialogues.
- •V. Correct mistakes in the following sentences.
- •VI. Translate the following sentences into English using your active vocabulary.
- •Reading and Speaking
- •I. Look at the picture below and guess what it is. What are these instruments called in English?
- •II. Now read the text and learn the functions of these instruments.
- •Activity
- •Writing
- •Section b. Devices and Their Functions Lead-in
- •I. It is important for an engineer to know the functions of different devices. Name the functions of some devices you know.
- •II. Professor and his student are talking about the new equipment in the lab. Listen to their conversation and learn how to name measuring devices in English.
- •III. Complete the dialogues.
- •Language Practice
- •I. Choose the proper definition for the words.
- •Reading and Speaking
- •I. Look at the pictures below. Try to name these objects and their functions.
- •II. Find answers to the following questions in the text.
- •III. Fill in the table using information from the text below.
- •Activity
- •Writing
- •Unit Six. Engineering Materials Section a. Metals and Non-metals Lead-in
- •I. List the materials you know which are used in engineering. Combine your list with that of your friend and say which of the materials are metals and non-metals.
- •II. Some students and their Instructor are discussing the materials that are used for making tools and instruments. Listen to their dialogue and learn how to name engineering materials.
- •Language Practice
- •V. Correct mistakes in the following sentences.
- •VI. Translate the following sentences into English using your active vocabulary.
- •Reading and Speaking
- •I. Try to answer these questions before you read the text.
- •II. Read the text attentively and check your answers.
- •III. Find the proper continuation of the sentences according to the information in the text.
- •IV. Say whether you agree or disagree with these statements.
- •V. Fill in the gaps.
- •Activity
- •Writing
- •Section b. Properties of Engineering Materials Lead-in
- •I. A) Why is it important for an engineer to know the properties of engineering materials?
- •II. A group of students is at the practical class now. Listen to their conversation and learn how we can compare properties of various materials.
- •III. That's how we can begin a phrase in English. Study this table.
- •IV. Complete the dialogues. Use the opening words and phrases from the tale above.
- •Language Practice
- •I. Complete the table.
- •II. Compare the properties of different substances.
- •Reading and Speaking
- •I. Try to answer these questions before you read the text.
- •II. Read the text and check your answers.
- •III. Find the endings of these sentences.
- •IV. Complete the sentences.
- •Activity
- •I. Ask your groupmate to name the following objects and say what materials they are made of.
- •II. Discuss with your partner the following questions.
- •Writing
- •I. Study this table and explain why these materials are used for making these things.
- •II. Translate the passage into Russian.
- •Check Your Progress
- •II. The following adjectives are used for giving precise description of objects. Arrange the adjectives in three groups accordingly.
- •III. Read the description of the first picture, complete the description of the second picture and make the third description yourself.
- •III. Fill in the gaps using the proper preposition.
- •IV. Ask your friend to name the following instruments and tools.
- •X. Translate from Russian into English.
- •XI. Try the crossword. If you do it correctly you will get a liquid metal in #1.
Reading and Speaking
I. Try to answer these questions before you read the text.
What are the most widely used metals in engineering?
What colour are these metals?
What metal is the hardest one: steel, aluminium or copper?
Copper is the heaviest metal, isn't it?
What metal is stronger: aluminium or copper?
What metal is more flexible: copper or steel?
Is aluminium the most or the least flexible metal?
II. Read the text and check your answers.
Steel, copper and aluminium are widely used in engineering. Steel is a grey elastic metal. It is heavier than aluminium, but it is the hardest and the strongest of those three metals. That is why it is widely used for constructing bridges, making tools and car components.
Copper is a red metal. It is harder and stronger than aluminium and more flexible than steel. Electric wires are generally made of copper because this metal has a high electric conductivity. However, copper is the heaviest metal of the three.
The lightest and the most flexible of these materials is aluminium, therefore aircraft, engine components and many kitchen items are made of this metal. Aluminium is a white hard metal.
III. Find the endings of these sentences.
-
Steel, copper and aluminium are widely used …
Steel is the hardest and the strongest of …
Copper is …
Steel is …
The lightest and the most flexible is …
a red material.
aluminium.
in engineering.
the three metals.
a grey elastic metal.
IV. Complete the sentences.
Different metals … widely … in … . Steel is a grey… metal. It is ... than aluminium. Copper is a red … . Steel is harder and stronger … copper, but copper is … flexible than steel. Copper is the … … . Aluminium is the … flexible material. Steel is … hardest and the … of these three materials.
Activity
I. Ask your groupmate to name the following objects and say what materials they are made of.
Example: ruler / plastic Paul: Look! This is called a ruler. Susan: By the way, what material is it made of? Paul: It is made of plastic. Susan: Why is it made of plastic? Paul: Because plastic is a light material, it is lighter than steel. And it is the least expensive material. Therefore it is used for making rulers.
Objects / materials
a cylinder / steel
a tyre / rubber
a beaker / glass
a wire / copper
a pipe / metal
a tin / aluminium
a shelf / wood
II. Discuss with your partner the following questions.
Why are bridges made of steel, not of copper?
Why are electric wires made of copper, not of plastic?
Why are aircraft made of aluminuim, not of steel?
Why are cutting tools made of steel, not of pure iron?
Writing
I. Study this table and explain why these materials are used for making these things.
Materials |
Properties |
Application |
aluminium |
light, soft, corrosion-resistant, highly conductive |
engine components, aircraft |
copper |
heavy, tough, corrosion-resistant, highly conductive |
electric wiring, tubing |
mild steel (iron with 0.15-0.3% of carbon) |
very strong, tough, non-resistant to corrosion |
general purposes |
high carbon steel (iron with 0.7-1.4% of carbon) |
hardest of carbon steels, tough, wear-resistant* |
cutting tools (drills, files, saws, etc.) |
*устойчивый к износу
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