Ivan: What shape is it?

Date: 2015-10-07; view: 684.

СОДЕРЖАНИЕ

ЛИТЕРАТУРА

My friend Andy

My best friend's name is Andy. He's very nice, and he's really funny. He's 22, and he's a student at university. He isn't married, but he has a beautiful girlfriend. Her name is Carrie, and she's American.

Andy's parents have a flat in Manchester. It's near the centre of town. His father's a taxi driver, and his mother has a part-time job in a hospital.

He has two sisters. Their names are Alison and Molly. They're both at school.

Andy has a lot of CDs. His favourite music is rock ‘n' roll, and his favourite pop group is Mood. He is also a fan of Manchester United!

When we're together, we have a good time.

Английский для начинающих / Панова, И.И. [и др.]. Мн. : Вышэйш. шк., 2000.

Иванова, А.К., Сатинова, В.Ф. Английский язык : Коррективный курс : пособие для самостоятельной работы студентов. Мн. : Вышэйш. шк., 1991.

Лебединская, Б.Я. Фонетический практикум по английскому языку. М. : Междунар. отношения, 1978.

Михальчук, В.А., Лисенко, М.В. Практическая фонетика английского языка. СПб. : Издат. дом «Книжный мир», 2003.

Практическая фонетика английского языка / Карневская, Е.Б. [и др.]. Мн. : Вышэйш. шк., 1990.

Практическая фонетика английского языка / Карневская, Е.Б. [и др.]. Мн. : Ураджай, 1999.

Фонетика английского языка : нормативный курс / Васильев, В.А. [и др.]. М. : Высш. шк., 1980.

Mortimer, C. Elements of Pronunciation. Cambridge University Press, 1995.

O'Connor, J.D. Better English Pronunciation. Cambridge University Press, 1992.

Practical English Phonetics : advanced course / Карневская, Е.Б. [и. др.]. Мн. : Вышэйш. шк., 1982.

Soars, J. & L. New Headway English Course : Beginner. Oxford University Press, 2002.

Soars, J. & L. New Headway English Course : Elementary. Oxford University Press, 2002.

Walher, E., Elsworth, S. Grammar Practice for Elementary Students. Pearson Education Limited, 2000.

Olga: It's rectangular. It has two equal sides.

Ivan: Is the ruler wide?

Olga: No, it isn't. It's rather narrow.

B

Alice: Look at this object. What shape is it?

Paul: I think it's square. It has four right angles and four equal sides.

Alice: No, you are wrong. It's rectangular. Only two parallel sides are equal.

Paul: And the angles are right, aren't they?

Alice: Certainly.

III. Complete the following dialogues.

1. – What is this?
– …
– What …?
– It's a square.

2. – What shape is the object?
– … . It has no angles.

3. – Look at this object. … .
– If I'm not mistaken it's … .
– Yes, you are quite right.

Language Practice

I. Match the picture with the noun and with the adjective and make a sentence with them.

Example: a) This is a ruler. The ruler is rectangular.

a)		a wheel	circular
b)		a plug	rectangular
c)		a ruler	round
d)		a socket	triangular
e)		a wall	square
f)		a door
g)

II. Ask your groupmate about the objects in the picture below.

Example: A: What is it? A: What are these?
B: This is a small square. B: These are large squares.

III. Study the table and give answers to the questions in two possible ways.

Example: A: What shape is the window?
B: It's rectangular.
or It's a rectangle.

IV. Fill in the gaps. Use to have in the right form.

1. This square … four right angles.

2. The circle … … any angles.

3. … you … a spare tyre?

4. … he … a lot of free time?

5. My brother … many tools.

6. I … … goggles. Please, give me yours.

7. These objects … the shape of a cylinder, … they?

8. This clock on the wall … 10in diametre.

V. These are some more geometrical shapes. Match the shape with the correct name.

square	a)	rectangle	e)
octagon	b)	decagon	f)
heptagon	c)	pentagon	g)
hexagon	d)

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.

1. This is a triangle. It has three sides and 3 right angles.

2. This is a square. It has four equal parallel sides and four right angles.

3. This is a pentagon. It has no parallel sides, all the angles are acute.

4. This is a hexagon. It has three pairs of parallel sides, one of the angles is obtuse.

5. The sum of the angles of a triangle is 90⁰.

6. An obtuse triangle has two obtuse angles.

VIII. Translate the following sentences from Russian into English.

1. Какую форму имеет этот блок? – Он квадратный.

2. У квадратов четыре равные стороны и четыре прямых угла.

3. Круги не имеют углов и сторон.

4. Эти предметы имеют разные формы: квадратные, прямоугольные, треугольные, круглые.

5. Эта стена квадратная, не так ли? – Да. Она квадратная.

6. Этот треугольный предмет имеет равные углы. – Нет, не совсем.

7. Эта дверь прямоугольная или квадратная? – Она прямоугольная.

Reading and Speaking

I. Read the text and learn how to describe geometrical figures and objects.

	A. Look at the picture. These are different shapes. They are triangles, squares, rectangles and circles. Triangles have three sides and three angles. Squares and rectangles have four sides. Squares have four equal sides, but rectangles have two equal sides. Circles do not have angles or sides.
	B. Look at the picture. These are different objects. This is a box, a wheel, a frame, a door and a pair of nails. They have different shapes. The box is square. The door is not square, it is rectangular. The nails are circular. The wheel is circular too. The frame is triangular.

II. Answer the following questions.

A

1. What shapes are these?

2. Do triangles have three sides?

3. Do they have three angles?

4. Do squares have four or two equal sides?

5. Do rectangles have four equal sides?

6. Circles do not have angles or sides, do they?

B

1. Do these objects have different shapes?

2. What shape is the box?

3. Is the door square or rectangular?

4. Are the nails circular?

5. The wheel is circular, isn't it?

6. What shape is the frame?

III. Complete the dialogues.

A

Paul: What are those?

Ann: ... ... shapes.

Paul: What ... they?

Ann: They are triangles, ..., … and ... .

Paul: Squares have ... sides and ... angles.

Ann: Triangles ... three ... and ... angles.

Paul: Yes, ... ... .

Ann: Rectangles have ... sides and four ….

Paul: Circles do not have ... or ….

B

Alex: What's this?

Peter: ... … a box.

Alex: What's the shape of the box? Is it circular?

Peter: No, ... is ... .It is .…

Alex: What's that?

Peter: ... … a wheel.

Alex: The wheel is …, isn't it?

Peter: Certainly.

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.

Begin like this: – This is a triangle, isn't it?
– Absolutely right.
– It has three angles and two sides.
– No, you are wrong. It has three angles and three sides.
‑ …

a triangle	a rectangle	a square	a circle
a box	a wheel	a screen

Writing

I. Link the sentences using appropriate linking words such as and, but.

1. a) Squares have four sides.
b) Rectangles have four sides.

2. a) Squares have four equal sides.
b) Rectangles have two equal sides.

3. a) Triangles have three angles.
b) Rectangles have four angles.

II. Describe shapes of different objects in your classroom.

Section B. Measurements

Lead-in

I. Discuss the following questions:

a) Is an engineering project possible without knowledge of measurements?

b) Are you familiar with any units of measurement? If so, name them.

II. Learn how to speak about dimensions of different objects and shapes.

A

‑ How wide is the box?

‑ It's 2 centimetres wide.

‑ How long is it?

‑ It's 3 centimetres long.

‑ By the way, how high is it?

‑ It's 2 centimetres high.

‑ And what is the volume of this box?

‑ It's 12 cm³ (cubic centimetres).

B

‑ What's the width of the room?

‑ The width is 3 metres.

‑ And what's the length of the room?

‑ The length is 7 metres.

‑ So, what is the square of the room?

‑ Well, it is 21 m² (square metres).

III. Complete the dialogues.

1. – How … is the book?
– It's … wide.

2. – What's the … of the block?
– The length is … .

3. – How long is the ruler?
– … .

Language Practice

I. Complete this following the example.

Example: length – long

width – _____

height – _____

depth – _____

thickness – _____

II. Use the proper word in the following situations.

1. The distance is very long/length. The long/length of the route is 2 km.

2. The wide/width of the river is 57m. It's not very wide/width.

3. – What's the high/height of the building?
– The building is rather high/height. It's about 60m.

4. – Is this lake deep/depth?
– No, it isn't. The deep/depth of this lake is only 6m.

5. It's a very thick/thickness wall. Its thick/thickness is 46 cm.

III. Study this table.

IV. Write down and read the following numbers.

V. Play Bingo.
Look at the numbers given below. Write down any five of the numbers. Listen to the teacher calling out the numbers in random order. If you hear one of your numbers, cross it out. The first student to cross out all five of his numbers calls out "Bingo" and reads out the numbers to prove his claim.

7; 13; 2.5; 100; 99; 1000; 107; 5.5; 5; 88; 87; 12; 41; 55; 0.5; 1,356; 1,007; 112; 1021; 48; 84; 119; 9.9; 73; 8.8; 1,119; 18.18; 1.356; 3.14

VI. Complete according to the table.

long - longer - (the) longest

short – ... – (the) shortest

thick – thicker – ...

thin – ... – (the) thinnest

narrow – … – (the) narrowest

wide – … – …

large – ... – ...

small – … – …

high – … – …

low – … – …

VII. Compare the objects.

Example: The nail is 6 cm long but the screw is only 3 cm long.
The nail is longer than the screw.
or The screw is shorter than the nail.

1. The wall is 6 cm long but the wire is only 4 cm long.

2. The frame is 2 m high but the glass is only 1 m high.

3. The сar is 2 m wide but the truck is 4 m wide.

4. The lorry is 4 m high but the bridge is only 3 m high.

5. The instrument is 30 cm long but the box is only 20 cm long.

VIII. Correct mistakes.

1. The room is a rectangular.

2. This lamp are circular.

3. Triangles have four angles and four sides.

4. –How width is the box?

5. The wide of the box is 6cm.

6. This block is 30cm length, 10cm wide and 3cm high.

7. It is the larger car in the garage.

8. This road is long than that one.

9. The area of this window is 2 cubic metres.

10. The volume of that room is 24 square metres.

IX. Translate the following sentences into English using your active vocabulary.

1. Какой высоты эта стена? – Ее высота – три метра.

2. Эта вещь имеет высоту пять сантиметров, длину – 3 сантиметра, ширину – один сантиметр, следовательно, ее объем составляет 15см³.

3. Наша комната прямоугольная. Ее площадь составляет примерно 25 м².

4. В комнате одно окно длинной 2 метра и шириной один метр.

5. Какова длина классной комнаты? Между прочим, какова ее ширина?

6. На самом деле площадь классной комнаты составляет 30 м².

7. Эта вещь – большая, а та вещь – еще больше. К тому же, третья вещь – самая большая.

8. Этот блок имеет длину 20 см, ширину 5см и высоту 10см.

Reading and Speaking

I. Look at the pictures below and answer these questions.

A

1. Is the room rectangular?

2. How high is the room?

3. How long is it?

4. What's the volume of the room?

B

1. How high is block B?

2. How wide is block B?

3. What's the length of block C?

4. Is block B larger than block A?

5. Which is the largest block?

II. Read the text and check your answers.

	A. This is a room. It's rectangular. The height of the room is 3 m. The room is about 4 m wide. It has a length of 8 m. So, the volume of the room is approximately 96 m3. The room is light. It has two wide windows. The length of the window is 2 m and the width is 1 m. Thus, the area of the windows is 2 m2.
B. These are blocks A, B and C. Block A is 4 cm high, 8 cm wide and 11 cm long. Block B has a height of 4 cm, a width of 10 cm and a length of 18 cm. Block C has the following dimensions: it is 5 cm high, 15 cm wide and 20 cm long. So, the volumes of the blocks are different. Block B is larger than block A, but block C is the largest.

III. Complete the dialogues.

A

A: What's this?

B: … … room.

A: ... it square?

B: No, … ... rectangular.

A: How wide is ... ?

B: It's 3 m ….

A: What ... the length of the room?

B: It ... 6 m ….

A: How ... is the room?

B: It ... 2 m high.

A: So, the volume of the room ... approximately … ….

B

A: What … these?

B: … … blocks A, B and C.

A: Block A has a … of 5cm, a … of 6cm, and a … of 7cm.

B: How … is block B?

A: … … 5cm high.

B: How … … block C?

A: The width … 15cm.

B: You see, the … of these blocks … different.

A: I quite agree.

IV. Describe the dimensions of your classroom and some objects in it.

Activity

I. Describe the dimensions of the objects.

a wall

Example: A: How wide is the wall? B: It's 60 centimetres wide. A: How long is it? B: It's 10 metres long. A: How high is the wall? B: It's 3 metres high.

II. Describe the dimensions of an object from the box below. Do not mention the object. Let your groupmates guess what it is.

Example: The length of the object is about 12m.
The width is about 7m.
The height is about 5m.
So the volume of the object is about 420 m³. What is it? (It is a classroom.)

Writing

I. Choose an object in your classroom and write its description using the following words.

area, height, length, width, approximately, volume, etc

II. Translate the following text into Russian paying attention to British units of length.

The test section is a metal cylinder 2 ft 6 in long, 6 in id and 6.25 in od. Both ends of the cylinder have glass plates ¼ in thick. An admission port* 2.7 in diametre is at each end of the cylinder.

1 in = 1 inch = 2.54 cm

1 ft = 1 foot = 12 inches = 0.3048 m

id = inner diametre – внутренний диаметр

od = outer diametre - внешний диаметр

*впускное отверстие

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.

A.

Paul: This is a workshop, isn't it?

Olga: I think it is.

Paul: And where is the workbench?

Olga: Well, it's in the middle of the room.

Paul: Where's the toolbox? Is it on the bench?

Olga: No, it isn't. It's under the bench.

Paul: And where are the nails? Are they on the bench or in the box?

Olga: They are in the box.

Paul: I see. And where's the hammer?

Olga: It seems to me, it's on the shelf above the table.

Paul: Well, give me the hammer, please.

Olga: Here you are.

Paul: Thanks.

B.

Mike: Look here. What are these?

Andrew: These are screws.

Mike: And where are the nuts? Are they on the workbench?

Andrew: Yes, they are. Oh, no, I'm sorry. They are on the shelf under the bench.

Mike: Are they big or small?

Andrew: They are rather small.

Mike: How long are they?

Andrew: I think they are approximately 20 mm long.

Mike: How wide are they?

Andrew: I believe they are 4 mm wide.

Mike: O.K. Give me some, please.

Andrew: Here you are.

Mike: Thank you.

III. This is how we express our opinion in English. Study this table.

IV. Complete the dialogues using different ways of expressing opinions.

1. – Where is the spanner?
–… .
– And where is the toolbox then?
–… .

2. – …
– This is my brand-new chisel.
– And where is your old chisel?
– … .
– Is your new chisel bigger than the old one?
– … .

Language Practice

I. Study the following word-building rule and translate the sentences below.

1. There is a drill on the workbench.

2. Drill a hole in the piece.

3. Put the drill over the mark.

4. Mark the hole.

5. Saw this piece of wood into two parts.

6. There is no saw in the toolbox.

II. Ask where the following things are.

Example 1:

a hammer

on the shelf on the workbench

A: ‑Where is the hammer? Is it on the shelf?

	B:	or	‑Yes, it is. It is on the shelf. ‑No, it is not. It is on the workbench.
a drill		in the box under the table
a spanner		on the floor in the toolbox
a screwdriver		on the shelf on the toolboard
a file		on the bench in the drawer

Example 2:

nails

on the table in the box

A: ‑Where are the nails? Are they on the table?

	B:	or	‑Yes, they are. They are on the table. ‑No, they are not. They are in the box.
nuts		among screws in the packet
screws		in the box in the drawer
tools		between the table and the bench under the shelves
switches		to the left of the window to the right of the door

III. Match the sentences with the pictures.

1. The switch is below the window.

2. The screwdriver is in the box.

3. The switch is above the window.

4. The switch is between the window and the door.

5. The screwdriver is on the table.

6. The screwdriver is under the table.

7. The switch is beside the window.

IV. Are these sentences true or false? Correct the false ones.

Example: (a) The screwdriver is under the shelf.
FALSE. The screwdriver is on the shelf.

a)		The screwdriver is under the shelf.
b)		The door is between the socket and the table.
c)		The ruler is in the drawer.
d)		The switch is below the table.
e)		The box is on the table.
f)		The socket is above the window.
g)		The screw is under the box.
h)		The socket is on the table.
i)		The saw is on the shelf.

V. a) Put the following pictures in the correct order.

b) Arrange the following instructions to fill in the gaps.

VI. Match the words from the three columns.

Student A: Ask your friend how to do the following jobs.

Student B: Give your friend instructions.

Example: (a)-(5)-(c)
– How to remove this nail from the tyre?
– Pull it firmly with a pair of pliers.

VII. Translate the following sentences from Russian into English.

1. – Это мастерская? – Да.

2. – Где находится верстак, - По-моему, он стоит в центре мастерской.

3. – Где коробка с инструментами? Она на полке?
– Нет, мне кажется, она под полкой.

4. – Плоскогубцы находятся в коробке, не так ли?
– Нет, я думаю, что плоскогубцы и молоток на полке за столом.

5. – Дай мне, пожалуйста, гвозди и шурупы. – Держи.

6. Инструкция по технике безопасности висит над рабочим столом.

7. Коробка с инструментами стоит справа, а коробочка с шурупами и гайками находится слева.

Reading and Speaking

I. Look at the picture and say what it is. Read the text to see if you are right.

This is a workshop. Two students are here. They are Sveta and Oleg. They are electricians. A toolboard is in the middle of the workshop. Many tools are on the toolboard. They are chisels, screwdrivers, a pair of pliers, a set of spanners, etc. A safety-notice is above the toolboard. The bench is on the left and the shelf is on the right. There are many nails, nuts and screws on the shelf. They are large and small. The hammer is not on the shelf, it is on the bench. The switch is between the bench and the shelf. Sveta is to the right of the bench near the switch. Oleg is on the other side of the workshop just opposite the toolboard.

II. Answer the questions given below.

1. This is a workshop, isn't it?

2. What are the names of the students?

3. What are Oleg and Sveta?

4. Where is the toolboard?

5. Where are the tools?

6. What are they?

7. Is the bench on the right or on the left?

8. The hammer is not on the shelf, is it?

9. Where are the students?

III. Fill in the gaps and reproduce the text.

This is a … . A toolboard is in the ... ... the workshop. Many ... are … the toolboard. They are chisels, …, a pair of ... , a ... of spanners. A safety-notice is ... the toolboard. A bench is … the ... and a shelf is … the .… There are many nuts, ..., ... on the shelf. They … large and small. A hammer ... on the shelf, it is ... the …. A switch is ... the bench and the shelf. Oleg is ... the toolboard. Sveta ... to the ... of the bench.

Activity

I. Ask your partner about the location of the objects below. Use different ways of expressing your opinion.

Example: the nails / in the packet / in the box
– The nails are in the packet, aren't they?
– No, I think they are in the box.

the instruments / on the table / in the toolbox

a pair of pliers / on the toolboard / on the shelf

a set of chisels / to the right of the files / to the left of the files

the switches / above the bench / under the bench

the nuts / among the nails / among the screws

II. You are in the workshop. Ask your friend to bring the tools you need. You may start like this.

A: Give me some nails, please.
B: What nails? Big or small?
A: The biggest ones.
B: Where are they?
A: Well, I think they are in the box.
B: No, they are in the drawer.
A: Here you are.
B: Thanks.
A: Now give me, please, …
B: …

Writing

I. Write a safety-notice for a workshop. Use the words below.

II. Link two instructions into one.

Example: (a) First switch off the mains. Then touch that wire.
Switch off the mains before you touch that wire.

a) First switch off the mains. Then touch that wire.

b) First sharpen the chisel. Then use it.

c) First get into the car. Then drive it.

d) First mark the wood. Then saw it.

e) First remove the plug from the socket. Then cut the wire.

f) First put your goggles on. Then hammer the stone.

g) First put the guard down. Then grind the chisel.

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.

Tanya: Look at the picture. What's there in the first picture? Alex: There is a motorcycle. Tanya: And there's a car in the second picture, isn't there? Alex: Certainly. Tanya: As far as I know both vehicles have engines. Is there any difference between the types of engines? Alex: Well, let me think. If I'm not mistaken, a motorcycle has an air-cooled engine and there's a water-cooled engine in a car. Tanya: Are there any other differences? Alex: Yes, of course. Water-cooled engines always have a radiator. But there's no radiator in the motorcycle. Tanya: You mean air-cooled engines never have a radiator. Alex: You are absolutely right.

III. That's how we express certainty and uncertainty in English. Study this table.

IV. Complete the dialogue and use the expressions of certainty and uncertainty.

– Look, can you help me?

– … .

– I don't know the difference between the engines in a car and in a motorcycle. Can you tell me?

– … . The motorcycle … engine, and the car …, if I'm not … .

– Do water-cooled engines always have a radiator?

– … .

– And what about air-cooled engines?

– … .

– … .

Language Practice

I. Cross out the odd word.

1. fuel, diesel, petrol, gas

2. valve, vehicle, spark plug, engine

3. car, motorcycle, vehicle, radiator

4. headlights, wipers, windscreen, injector

5. saw, tool, hammer, drill

6. on, in, but, between

II. Match the words from two columns to make up word combinations.

spark wheel

air-cooled injector

spare engine

oil plug

steering parts

fuel sump

III. These two sentences have a different structure but the same meaning. Change the structure of the sentences below so as to keep their meaning unchanged.

Example: The car has a radiator.
There is a radiator in the car.

1. The motorcycle has an air-cooled engine.
There ......…

2. The 2-stroke diesel engine has a fuel injector.
There ………

3. The diesel engine has an oil sump.
There ...……

4. The motorcycle engine has a fan.
There ...……

5. A car has a steering wheel.
There …......

IV. Describe these pictures.

Example: (a) There are nails on the road.

V. Ask your friend where the following things are. Make questions with 'Is there ...?' and 'Are there ...?' and your partner will answer using different expressions of certainty and uncertainty.

Example 1: radiator / in the car
– Is there a radiator in the car?
– Yes, certainly. There is a radiator in the car.

fan / at the front of the car engine

an engine / at the back of the car

a spare wheel / in the garage

a jack / under the car

Example 2: valves / in the engine
– Are there any valves in the engine?
– Yes, there are. As far as I know, there are some valves in the engine.

spark plugs / in the engine

tools / in the toolbox

headlights / on the front

spare tyres / in the boot

VI. Study this example. Pay attention to the translation of "the one". Complete the sentences below and translate them into Russian.

Example: There are two files in the toolbox. One has a handle and the other has no handle. Give me … - Give me the one without a handle.

1. There are two hammers on the workbench. One has a long handle and the other has a short one. Please give me … .

2. There are two boxes under the table. One has a lid and the other has no lid. Could you bring me … .

3. There are two pairs of scissors on the shelf. One has short blades and the other has long blades. I need … .

4. There are two pairs of pliers on the toolboard. One has plastic handles and the other has rubber handles. Please bring me … .

VII. Find mistakes in the following sentences and correct them.

1. The nuts is on the workbench.

2. – Where are the nails? Are they on the table?
– Yes, it is.

3. Switch off the drill and then drill the hole.

4. Is there many differences between the types of engines?

5. Water-cooled engines always has a radiator.

6. There are water-cool and air-cool engines.

7. You should hold a workpiece between the vice.

8. You have two spare tyres. Bring me the one tyre from the boot.

VIII. Translate the following sentences from Russian into English.

1. Транспортные средства имеют различные типы двигателей.

2. В мотоциклах стоит двигатель с воздушным охлаждением, а в автомобиле – с водяным.

3. У двигателей с водяным охлаждением всегда есть радиатор.

4. Насколько я знаю, существует два типа двигателей: дизельный и бензиновый.

5. В бензиновых двигателях есть свечи зажигания, а в дизельных двигателях их нет.

6. Без сомнения, существуют различия между двух- и четырёхтактными двигателями.

7. Если я не ошибаюсь, в четырёхтактных двигателях всегда есть клапаны.

8. Запасные части находятся в гараже в ящике для инструментов.

9. В этом горючем нет масла.

10. Я считаю, что дизельные двигатели имеют форсунки.

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.

All motor vehicles have an engine. There are two types of engines. There are petrol engines and there are diesel engines. There are two engines in the diagram.

There is a two-stroke petrol engine on the left. There is a four-stroke diesel engine on the right. There are spark plugs in all petrol engines. Diesel engines do not have spark plugs. They have fuel injectors.

There are always valves in 4-stroke engines. There are no valves in 2-stroke petrol engines. A 2-stroke petrol engine never has valves.

There is no oil sump in a 2-stroke engine. There is oil in the fuel. The 4-stroke engines have an oil sump. There is no oil in the fuel.

II. Answer the questions.

1. Is there an engine in all motor vehicles?

2. What are the types of engines?

3. Which engines are there in the diagram?

4. Are there any spark plugs or fuel injectors in diesel engines?

5. There are always valves in 4-stroke engines, aren't there?

6. Which engines have oil sumps?

III. Complete this table according to the information in the text.

IV. Define whether the sentences are true or false. Correct the false ones.

1. Modern vehicles have no engine.

2. All petrol engines have spark plugs.

3. A two-stroke petrol engine has valves.

4. A motorcycle has a steering wheel.

5. A car usually has side lights.

6. There are handlebars in all vehicles.

V. Discuss with your friend the differences between a motorcycle and a car.

Activity

I. You want to get a driving licence. Continue the conversation with your examiner.

Example: A: Are there side lights in the car?
B: Yes, there are.
A: Where are they exactly?
B: They are at the front of the car.
A: …
B: …

II. Describe a car you'd like to have in the future. Use the following key words.

vehicle, engine, difference, fuel, fan, headlights, steering wheel, wipers, etc.

Writing

I. Study the picture and complete the description accordingly.

In the diagram there is a motorcycle on the ... and there is a ... on the right. ... ... a headlight on the front of the motorcycle. The car … two headlights at each side. There … two wipers on the windscreen. ... ... no windscreen on the … and it has ... wipers. … ... two side lights on the front of the … . … ... no side lights on the front of the ... . ... ... a steering wheel in the car. A motorcycle ... no steering wheel. ... … handlebars. ... is a mirror on the car and there ... a mirror on the motorcycle.

II. a) Match the English noun compounds with their Russian equivalents.

vehicle engine двигатель с боковым расположением клапанов

side valve engine двигатель с верхним расположением клапанов

overhead valve engine степень сжатия

compression ratio двигатель транспортного средства

b) Translate the following passage paying attention to the translation of the noun compounds.

Almost all modern vehicle engines have valves. There are side valve engines. In this design the valves are at the side of the cylinder. It is a comparatively simple design. The side valve engines are not very powerful but quite reliable.

There are also overhead valve engines for vehicles. In this design the valves are overhead the engine and have a complex design. The overhead valve engines are powerful and have high compression ratio.

Unit Four. The Engine

Section A. Types of Engines

Lead-in

I. Discuss the following questions:

a) How are various types of vehicles different from each other?

b) Are there different types of engines in different vehicles?

II. Andrew is talking to his friend Paul about different vehicle engines. Listen to their dialogue and learn the names of these engines.

Andrew: Hi, Paul. How are you?

Paul: Excellent, thanks. And you?

Andrew: So-so. You know I've got a problem.

Paul: What is it?

Andrew: I have a test on car devices tomorrow. Do you happen to know what types of engines there are in motor vehicles?

Paul: Well, let me think. A lot of motor vehicles have petrol engines. There are some motor vehicles with diesel engines.

Andrew: Are there any motor vehicles with gas engines?

Paul: I'm not sure but it seems to me that a few vehicles have gas engines.

Andrew: OK. And one more question to you. Are there any mixed fuel engines?

Paul: Well, I don't know exactly. I think only a few motor vehicles have such engines.

Andrew: Thank you so much for the information.

III. That's how we usually ask and answer questions in English. Study this table.

IV. Complete the dialogues. Use question and answering techniques.

‑ … what types of engines there are in motor vehicles?

‑ … . There are … with petrol engines . And some motor vehicles … .

‑ I wonder if there are … with gas … .

‑ … but … a few … have gas engines.

‑ And there are some …, aren't there?

‑ … .

‑ Thanks for the information.

Language Practice

I. a) A four-stroke engine naturally has four working cycles. Do you know all of them? Study this picture.

b) Match the English word combinations with their Russian equivalents.

1. power stroke a) ход выпуска

2. exhaust stroke b) ход сжатия

3. compression stroke c) ход впуска

4. induction stroke d) рабочий ход

II. You want to know more about your friend's workshop. Ask him about the location of the following things using 'some', 'any', 'not any'.

Example: spare wheels / in the garage

1. wipers / on the windscreen

2. spark plugs / in the engine

3. tools / in the tool-box

4. tyres / in the garage

5. cylinders / in the engine

6. nuts / on the work-table

III. a) Match the pictures with the expressions of quantity and make sentences.

Example: a) There are a lot of houses.

a)		d)		few a few many a lot of
b)		e)

c)

f)

b) Make up sentences using a lot of, few, a few and translate them into Russian.

Example: cars / two-stroke engines
– It seems to me there are a few cars with two-stroke engines.

1. lorries / four-stroke engines

2. motorcycles / two-stroke engines

3. lorries / six wheels

4. cars / an engine at the front

5. motorcycles / air-cooled engines

6. vehicles / two-cylinder engines

IV. Answer your partner's questions in two possible ways. Pay attention to the difference between 'none' and 'no'.

Example: motorcycles / diesel engines
A: How many motorcycles have diesel engines?

1. lorries / two-stroke petrol engines

2. motorcycles / water-cooled engines

3. engines / fans

4. hammers / blades

5. motorcycles / steering wheels

6. air-cooled engines / radiators

V. Fill in the blanks with some, any, not many, few, a few.

1. Are there ... car mechanics among your friends? – Yes, there are … .

2. Are there ... students in the workshop? – No, there aren't … .

3. There are ... nails on the bench but there aren't … screws.

4. I have too ... questions to ask about types of engines.

5. There are … cars with two-stroke engines, aren't there?

6. How … cars have diesel engines? ... cars have diesel engines

7. There are … nuts on the toolboard but there are ... bolts there.

VI. Correct mistakes in the following sentences.

1. There are not much vehicles with two-stroke engines.

2. This plant produces motorcycles. Only little motorcycles have four-stroke petrol engines.

3. – Are there some tools in that tool-box?
– No, there are not any tools in it.

4. I'd like to know how many spark plugs are there in the engine.

5. There is not many cars with two-stroke engines, is there?

6. There are a lot of student in the workshop at the moment.

7. Are there some lorries with two-stroke engines?

8. I don't think there are some lorries with two-stroke engines.

9. I have few tools. Let's repair the car.

10. There are a few nails left. We need to buy some more.

VII. Translate the following sentences into English.

1. Многие автомобили имеют двигатели, работающие на бензине.

2. Ты случайно не знаешь, сколько свечей зажигания в этом двигателе?

3. Мне кажется, что только некоторые автомобили имеют газовые двигатели.

4. – Есть ли двигатели со смешенным видом топлива?
– Я точно не знаю.

5. Немногие грузовики имеют четырехтактные двигатели.

6. Большинство двигателей находятся в передней части автомобиля.

7. Очень мало автомобилей имеют двигатели посередине.

8. Многие мотоциклы имеют двухтактные двигатели, не так ли?

Reading and Speaking

I. Try to answer these questions before you read the text.

1. Are there any basic types of fuel for motor vehicles? What are they?

2. How many motorcycles have four-stroke petrol engines/two-stroke petrol engines?

3. Are there any motorcycles with diesel engines?

4. What motor vehicles have diesel engines?

5. How many lorries have diesel engines?

6. How many cars have four-stroke petrol engines?

7. Are there many lorries with petrol engines?

II. Read the text about different types of fuel and engines and check your answers.

There are some basic types of fuel for motor vehicles. There is diesel fuel, there is petrol and there is fuel mixture.

Most motorcycles have two-stroke petrol engines. But there are a few motorcycles with four-stroke petrol engines. There are no motorcycles with diesel engines.

A lot of buses have diesel engines but only a few cars have such engines. There are also a few cars with two-stroke engines but most cars have four-stroke petrol engines.

Most lorries have diesel engines. There are not many lorries with four-stroke petrol engines but there are no lorries with two-stroke engines.

A lot of engines are at the front of the car. A few engines are at the back and very few are in the middle.

III. Complete the sentences.

1. There are a ... motorcycles with four-stroke petrol engines.

2. … motorcycles have diesel engines.

3. There are a ... cars with diesel engines.

4. … cars have two-stroke engines, ... cars have four-stroke petrol engines.

5. Are there ... lorries with four-stroke petrol engines? There are not ... lorries with such engines.

6. A … of engines are at the front of the car.

7. There are a … engines at the back and there are very … engines in the middle.

IV. a) Fill in the table using the information from the text. One answer is given already.

b) Use the information from the table above and describe what engines various vehicles have.

Example: Most motorcycles have two-stroke petrol engines.

Activity

I. Your partner wants to know the quantity of different things in the garage. Make up dialogues using some, any, many, a lot of, a few, few. Use question and answering techniques in your dialogue.

II. Translate the Russian phrases into English and reproduce the dialogue with your partner.

– Do you know what basic types of fuel for motor vehicles there are?

– Конечно. Основные виды топлива для механических транспортных средств – дизельное топливо и бензин.

– Could you tell me if there are many motorcycles with diesel engines?

– Мне кажется, что мотоциклов с дизельным двигателем не существует вообще. Но многие автобусы имеют дизельные двигатели.

– As far as I know, there are no lorries with two-stroke engines. I wonder how many lorries there are with four-stroke petrol engines.

– На самом деле, существует очень мало грузовиков с четырехтактным бензиновым двигателем. Я полагаю, большинство грузовиков имеют дизельные двигатели.

– One more question to you. Do you happen to know where most cars have their engines?

– Без сомнения, у большинства машин двигатели спереди.

– Thank you so much for your answers.

– Пожалуйста.

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

The most common multi-cylinder engine is … . The layout is normally in-line and the firing order is generally 1342. Each cylinder is always on a different stroke from all the others. When cylinder 1 is on the … stroke, cylinder 2 is on the … …, cylinder 3 is on the … …, cylinder 4 is on the … …. The main advantage of this engine is that the power … is once every 180º of crankshaft rotation.

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.

a) Are you good at Chemistry? How many elements are there in the Periodic Table?

b) What are the basic fuels that vehicles use? What are their elements?

II. Listen to the following dialogues and learn how to speak about quantities of substances.

1. Instructor: Paul, how much petrol is there in the fuel tank?

Paul: Well, I am sure there is a lot of petrol there.

Instructor: Will you add some into this car then, please?

Paul: All right. How much?

Instructor: Well, about 5 litres.

2. Alex: Michal, is there much oil in this tank?

Michal: No, there isn't. There is little oil there.

Alex: And how much oil is there in the tin?

Michal: I am absolutely certain, there is no oil there at all.

Alex: Could you bring and pour some into the tin, please?

Michal: I'm afraid, I can't. There is too little oil in the tank.

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.

1. – How much diesel … … in the fuel tank?
–…, … .
– Will you bring …, …?
– … .
– Thanks.

2. – Oleg, is there much … in that bucket?
–…, … . There is little … .
– Would you bring …, please?
– …, I can't.
– It's OK. Don't worry.

Language Practice

I. Are you good at substances? Choose the right Russian translation for the English word.

1. carbon a) сера

2. nickel b) водород

3. cast iron c) углерод

4. rubber d) железо

5. copper e) никель

6. sulphur f) каучук

7. iron g) сталь

8. steel h) чугун

9. zinc i) медь

10. hydrogen j) цинк

II. What chemical elements stand for these abbreviations?

Ni, Zn, Fe, Cu, Al, H, S

III. Answer your friend's questions about the quantity of different elements in these substances. Use some, any, no.

Example: nickel / steel
– Is there any nickel in this steel?
– Yes, there is. There is some nickel in this steel.
– No, there is not. There's no nickel in this steel.

carbon / cast iron

aluminium / alloy

copper / bronze

iron / steel

cement / concrete

IV. Build up short dialogues using expressions of request. In your answers use little, a little.

oil / diesel fuel

sulphur / petrol

hydrogen / diesel fuel

carbon / petrol

copper / aluminium alloys

air (fuel) / fuel and air mixture

V. Choose the right variant.

1. There is ... zinc in pure iron.
a) plenty of b) no c) a little

2. There is ... carbon in carbon steel.
a) much b) little c) no

3. There is … sulphur in diesel fuel.
a) a lot of b) little c) too much

4. There is too … sand in the bucket.
a) a little b) little c) no

5. There is … cement in the concrete.
a) plenty of b) a little c) no

6. There is … hydrogen in water.
a) a little b) much c) no

VI. a) Study the following examples.

It's a half. It's a quarter. It's a fifth.

a)		b)		c)
d)		e)		f)
	These are three quarters.		It's a tenth.		It's an eighth.

b) Read the following sentences.

Example: a) Put ½ of the cement into the bucket.
Put a half of the cement into the bucket.

a) Put ½ of the cement into the bucket.

b) Pour ¼ of the oil out of the tin.

c) Throw ¾ of the water away.

d) Cut off ¹/₁₀ of the plank.

e) Please give me ¹/₅ of the sand.

f) You can use ¹/₈ of the gravel.

VII Correct mistakes in the following sentences.

1. A lot of motor vehicles has petrol engines.

2. I guess there are a little vehicles with gas engines.

3. Only a few motor vehicles has mixed fuel engines.

4. I have too much questions to ask about types of engines.

5. How much liquid there is in the tank?

6. There are a lot of carbon in petrol.

7. Have you got some sand in this bucket?

8. We haven't got no sand in the bucket.

9. There are plenty of aluminium in most aluminium alloys.

10. There is too few petrol left. Let's go to the gas station.

VIII. Translate the following sentences into English using your active vocabulary.

1. В дизельном топливе много углерода и мало серы.

2. – Сколько бензина в топливном баке?
– Я думаю, около 10 литров.

3. – Не принесешь ли ты немного масла для машины?
– Вот, пожалуйста.

4. В большинстве алюминиевых сплавах много алюминия и мало меди.

5. Горючее для четырехтактных двигателей не имеет масла.

6. В горючей смеси для двухтактных двигателей содержится большое количество бензина и совсем немного масла.

7. Не можешь ли ты мне сказать, сколько углерода содержится в дизельном топливе?

8. Сколько углерода содержится в бензине?

Reading and Speaking

I. Scan the text and find all chemical constituents of different fuels.

II. Now read this extract for more information.

There is a lot of carbon (about 85%) in diesel fuel. There is also a lot of carbon in petrol. There is a little hydrogen in both these fuels. But there is little sulphur (about 1%) in diesel fuel and there is no sulphur in petrol. There is a great deal of petrol (about 95%) and a little oil (about 5%) in the fuel mixture for two-stroke engines. There is no oil in the fuel for four-stroke engines. There is a great deal of air (90%) and not much fuel (10%) in the fuel and air mixture.

III. Say if these sentences are true or false. Correct the false ones.

1. There's a lot of carbon in diesel fuel.

2. Petrol has a low percentage of carbon.

3. There's too much sulphur in petrol.

4. There's a lot of hydrogen both in diesel fuel and in petrol.

5. There's no oil in the fuel for four-stroke engines.

6. There's more fuel than air in the fuel and air mixture.

IV. Answer your partner's questions about the chemical composition of various fuels. Choose the right expression of quantity.

Example: a) –How much carbon is there in diesel fuel?
–There's a lot of carbon in diesel fuel.

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.

II. Study this table and discuss with your partner which type of fuel is suitable for these vehicles: racing cars, passenger cars, motorcycles, lorries, buses.

Writing

I. Study the picture. Describe the composition of:

a) fuel and air mixture:

b) aluminium alloy in engine fins

Replace the percentage (…%) with expressions of quantity.

II. Translate the text into Russian. Use your dictionary if necessary.

As you know there are three types of internal combustion engine¹ which are very important for our industrial life. These are, of course, the petrol engine, the diesel engine and the gas turbine. They have a lot in common. They all use liquid fuel, produce mechanical work and also exhaust gases. However there are many differences in the principles of their construction and operation.

Let's consider the gas turbine now. It has five characteristics. They are:

– a high power-weight ratio²

– a very small number of moving parts (in comparison with the petrol engine and the diesel engine)

– independent of major water supplies

– rapid starting (≈30 seconds to the full power)

1. двигатель внутреннего сгорания

2. мощность на единицу веса

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.

1. Teacher: I say, Paul. What is there on the table?

Paul: There is a device there.

Teacher: What is it called, Paul?

Paul: To my mind, it is called a manometer.

Teacher: Yes, right you are. And what is a manometer?

Paul: I believe it's an instrument for measuring pressure, isn't it?

Teacher: Yes, that's right. Look, it has a scale and a pointer.

Paul: Well, I see.

2. Julia: Look here, Peter! What is there on the shelf?

Peter: There are some measuring instruments there.

Julia: What are they called?

Peter: They are called thermometers.

Julia: And what is a thermometer?

Peter: Well, a thermometer is an instrument for measuring temperature of different bodies, liquids and gases.

Julia: OK, I see. Thank you, Peter.

Peter: You are welcome.

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.

1. – … Roman! What is there in the box?
– …
– What … … called?
– …, it's called …

2. – …
– It's a very important thing for a car.
– …
– … . It's called an ammeter.
– …
– Well, it's a special instrument in a car for … .
– … .
– … .

Language Practice

I. Add "-ing" to the following verbs. Pay attention to the spelling. Consult Appendix .. .

work stay study		+ ing	working staying studying
But: lie + ing = lying close + ing = closing shut + ing = shutting

to measure to stop to try

to protect to begin to stay

to tighten to hit to lay

to produce to permit to say

to perform to travel to put

to cut to start to set

to use to lie to apply

II. Match each word with the proper definition.

III. Ask your friend to name the following instruments and tools.

Example: A: ‑This instrument is for measuring temperature. What is it called?
B: ‑It is called a thermometer.

1. This instrument is for indicating the speed of a car.

2. This device is for indicating the current.

3. This device is for performing mathematical operations.

4. This tool is for measuring microdimensions.

5. This tool is for cutting materials.

6. This instrument is for tightening screws.

IV. Complete the dialogues.

a battery	1. A: What ... there in the picture? B: It ... called a ... . A: It is ... a battery, isn't ...? B: Yes, right you are. It … ... a battery.
a chisel	2. A: What ... it ... ? B: To my mind, it's called a ... . A: It's for ... metal, isn't it? B: Yes, ... ... . It's for ... different engineering materials.
calculators	3. A: What are these ... ? B: I believe they … called … . A: They ... for ... mathematical operations, aren't ... ? B: Quite right. They ... for ... mathematical operations.

V. Correct mistakes in the following sentences.

1. What is these called?

2. This is called a manometers.

3. What is this device to?

4. This device is for measure pressure.

5. Is a speedometer for indicate the engine speed?

6. A speedometer are for indicating the speed of a car.

7. There are a few tool in the box.

8. An ammeter have a scale and a pointer.

VI. Translate the following sentences into English using your active vocabulary.

1. – Послушай, Александр, как называется этот прибор?
– Я думаю, он называется тахометр.

2. – Ты не можешь мне сказать, что такое манометр?
– Я полагаю, это прибор для измерения давления, не так ли?

3. – Ты случайно не знаешь, как называются эти части автомобиля?
– Двигатель и аккумулятор, если я не ошибаюсь.
– Спасибо.
– Не за что.

4. – Скажите пожалуйста, для чего шины в колесах?
– Они для защиты колес. Также их называют протекторами.

5. Отвертка – для закручивания винтов.

6. – Что такое калькулятор?
– Это прибор для выполнения математических операций.

7. Этот прибор называется термометр.

8. Этот инструмент используется для резки по металлу.

9. Этот прибор имеет шкалу и стрелку.

10. Спидометр используется для измерения скорости автомобиля.

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.

This is an instrument panel in a car. There are 3 instruments on it. Instrument A is for indicating the speed of a car. It has a scale and a pointer. It's called a speedometer. Instrument B is for indicating the current. It is called an ammeter. It also has a scale and a pointer. Instrument C is for indicating the engine speed. It is called a tachometer. It has a scale and a pointer, too.

III. Answer the questions.

1. What is instrument A called?

2. What is it for?

3. What is an ammeter?

4. What is an instrument for indicating the engine speed called?

5. A speedometer has a scale and a pointer, doesn't it?

IV. Define whether the following sentences are true or false.

1. There are more than 3 instruments on the car panel.

2. A speedometer doesn't have a pointer.

3. An ammeter is for indicating the current.

4. A tachometer is for indicating the speed of a car.

V. Ask your groupmate about the function of these devices.

Example: a speedometer
– What is this?
– This is a speedometer.
– What is it for?
– It's for indicating the speed of a car.

1. a speedometer

2. an ammeter

3. a tachometer

Activity

I. Make up short dialogues using different expressions of opinion, agreement and gratitude as in the example.

Example: – What is this called?
– I guess, this is called a screwdriver.
– Is this a tool for driving in screws?
– Yes, right you are.
– Many thanks.
– Don't mention it.

a) a screwdriver / for driving in screws

b) a speedometer / for indicating the speed of a car

c) an ammeter / for indicating current

d) a thermometer / for measuring the temperature

II. Describe with your partner the functions of these instruments in the picture.

Writing

I. Look at the pictures. Do you recognise these instruments? Give their description.

ammeter

manometer

thermometer

II. Translate this text into Russian.

As you know we have different devices for indicating current. They are called ammeters. Are these devices reliable? Here are several instructions for your work with them.

Check that your ammeters show zero when there is no current in the circuit.

Connect two or more ammeters in series in a circuit. If one ammeter has a very different reading, it is badly calibrated*.

* - плохо калиброван

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.

Helen: Professor, there is some new equipment in the lab, isn't there?

Professor: Yes, you are quite right.

Helen: I wonder what this thing is called?

Professor: A laser. It is known as a laser.

Helen: What is it used for?

Professor: It's used for producing a very powerful beam of light.

Helen: How interesting, indeed. And what about these devices? What are they?

Professor: As for these devices, they are known as pressure gauges. What are they used for? What do you think?

Helen: They are used for measuring pressure, aren't they?

Professor: Right you are. And this type of gauges is used for measuring low pressures.

III. Complete the dialogues.

1. – Listen, Ivan, is there … in the workshop?
‑ … .
‑ Do you know what …?
‑ … .

2. ‑ What is this device … ?
‑ … for calculating.
‑ And these are used for …, aren't …?
‑ … these are ammeters.
‑ … .
‑ … .

Language Practice

I. Choose the proper definition for the words.

II. Rephrase the following.

Example: A: We measure pressure with the help of a manometer.
B: It is used for measuring pressure.

1. We measure high temperature with the help of a pyrometer.

2. We transport people and goods with the help of a car.

3. We make holes with the help of an electric drill.

4. We measure distances with the help of a laser.

III. Ask your groupmate to name the defined word.

Example: A: This is a device for performing mathematical operations. What is it called?
B: It is known as a calculator.

1. This is an instrument for measuring time.

2. This is a device for measuring low pressure.

3. This is an instrument for measuring speed.

4. This is a device for producing a powerful beam of light.

IV. Answer your friend's questions about the functions of these devices.

Example: a) – What device is it?
– This device is known as a laser.
– What is it used for?
– It is used for producing a powerful beam of light.

a) a laser / to produce a powerful beam of light

b) a manometer / to measure pressure

c) an electric drill / to make holes

d) a chisel / to cut different engineering materials

e) a computer / to calculate at high speeds

V. Fill in the gaps.

– What … it?

– It is a device.

– What is it …?

– This device is called a manometer.

– Is it … for measuring pressure?

– Yes, right you …. A manometer is used … measuring pressure.

– It has a scale and a pointer, … it?

– That … right. The manometer … a scale and a pointer.

VI. Translate the following sentences into English.

1. Не знаете ли вы, как называется эта вещь? – Несомненно, это весы.

2. Насколько я знаю, существуют различные типы весов.

3. Если я не ошибаюсь, этот станок используется для обработки деталей.

4. Я полагаю, этот прибор используется для измерения температуры.

5. Этот прибор известен как лазер, не правда ли?

6. И ещё вопрос, для чего используется этот инструмент?

7. – Интересно, что такое манометр?
– Мне кажется, этот прибор используется для измерения давления в шинах.

8. Этот прибор имеет собственный источник энергии и линзы.

9. Кстати, как называется прибор для измерения давления?

10. По-моему, лазер используется для получения мощного пучка света.

Reading and Speaking

I. Look at the pictures below. Try to name these objects and their functions.

A

B

C

II. Find answers to the following questions in the text.

1. What is instrument A called?

2. What is it used for?

3. What is instrument B called?

4. What is the scale used for?

5. What is instrument C known as?

6. What is it used for?

There are different instruments in the picture. Instrument A is known as a manometer. It's used for measuring pressure. It has a scale and a pointer. Instrument B is defined as scales. It has two pans. It is used for measuring weights. There are different types of scales. Instrument C is known as a ruler. It is used for drawing straight lines and different shapes. It has marks and numbers on it.

III. Fill in the table using information from the text below.

Number 1	Number 1 is known as a laser. This device is used for producing a very powerful beam of light. It has its own power source and several lenses.
Number 2	Number 2 is known as a telephone. This is an apparatus for communicating. It has a receiver.
Number 3	Number 3 is known as a car. This vehicle is used for transporting passengers and goods. Every car has four wheels and an engine.
Number 4	Number 4 is defined as a robot. It is used for performing different jobs instead of human beings. It has a manipulator, a control unit and a drive.

Activity

I. Ask your friend what the following objects are and what they are used for.

Example: A: -What's this called, Boris?
B: -I think this is called an ammeter.
A: -And what is it used for?
B: -Oh, it's used for measuring current.

a thermometer

a computer

a camera

a hammer

a gauge

II. Choose one of the objects and describe it to your groupmate. Let him guess what it is.

Example: A: Boris, it's a thing for tightening screws. What's it called? B: I think it's a screwdriver. Here it is. A: Yes, you are quite right.

Writing

I. Complete these sentences.

	1. This tool ... known … a hammer. It's ... for ... in nails. It … a wooden ... and a metal … .
	2. There are some ... in the picture. They ... called a ... and a …. They are ... for ... metal and wood. They have also wooden … and metal … .

II. Translate the text into Russian.

Any instrument for measuring electricity is known as a meter. An ammeter is used for measuring current in amperes. The abbreviation for the ampere is amp. There are very delicate ammeters that are used for measuring very small current. They are known as a milliammeter and a microammeter. The device for reading a thousandth of an ampere is called a milliammeter while a microammeter is a device for reading a millionth of an ampere.

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.

1. Julia: Is this a workshop, Instructor?

Instructor: Yes, you are quite right. It is a workshop and there are many tools for your practice here. They are made of different engineering materials.

Paul: What are these materials called?

Instructor: They are called plastic, glass, wood, rubber and metal.

Michal: I think steel,iron and copper are widely used for making tools.

Instructor: That is right. These metals are widely used for making bolts, screws, pipes, rods, nuts, wires, etc.

2. Paul: Look. There is a box of nuts and bolts. They are made of steel.

Julia: And that wire is made of copper, isn't it?

Michal: Yes, it is. What about this hammer? Is it made of copper too?

Paul: No, it is not. It is made of wood and steel. The handle is made of wood and the head is made of steel.

Julia: Michal, give me that beaker, please.

Michal: Be careful, Julia. Don't drop it. It is made of glass. Put it here on this shelf.

III. Complete the dialogues with suitable words.

1. – … a workshop?
– … and there are many … .
– What are they made of?
– They … .

2. – … What is this box made of?
– … .
– And by the way, is its lid …, too?
– … .
– Bring …, please.
– … .

Language Practice

I. Match the English phrases with the Russian equivalents.

cast iron пластмассовая коробка

a plastic box железный болт

a steel pipe стеклянная ваза

a copper cup чугун

a glass vase медная чашка

an iron bolt стальная труба

II. Rephrase the following sentences and translate them into Russian.

Example A: This wire is made of copper.
This is a copper wire.

1. This rod is made of metal.

2. This handle is made of rubber.

3. This tin is made of aluminium.

4. This beaker is made of glass.

Example B: This is a steel blade.
This blade is made of steel.

1. This is a plastic cover.

2. This is a copper pipe.

3. This is a plastic ruler.

4. This is an iron bolt.

III. Give instructions to your groupmates.

Example: steel / ruler / wooden
Helen, don't use the wooden ruler (rulers).
Use the steel one (ones).

1. metal / tray / plastic

2. rubber / pipe / copper

3. glass / rod / plastic

4. iron / bolts / steel

5. copper / nuts / steel

6. wooden / beams / concrete

IV. Complete the dialogue.

a tin-metal a chisel: handle – wood blade – steel tyres – rubber nails – iron

Paul: What is this device ... of? Julia: It … made of … . Paul: What … it called? Michal: … is called a … . Paul: What … the handle of the chisel … of? Michal: … is made of … . Paul: The blade … … of …, isn't it? Michal: Yes, … … . The blade … … of steel. Julia: What … these tyres … of? Paul: … are made of … Julia: … is a tough material, isn't …? Paul: …, it is. … is used for … tyres. Michal: What ... these nails … of? Julia: … are made of … . Michal: … is a hard …, isn't it? Julia: …, it is. … is a … material.

V. Correct mistakes in the following sentences.

1. This beaker is made from glass.

2. This beam made of concrete.

3. What is the chisel made?

4. This steel pipes are made of cast iron.

5. Tyres is usually made of rubber.

6. The device for measuring temperature is known a thermometer.

7. The metre ruler is used for measure lengths and widths.

VI. Translate the following sentences into English using your active vocabulary.

1. Эти инструменты сделаны из различных технических материалов.

2. Существует 2 типа технических материалов: металлы и неметаллы.

3. Сталь, медь, литейный чугун широко используются для изготовления болтов, винтов, гаек.

4. Как металлы, так и неметаллы обладают определенными свойствами, поэтому они широко используются в производстве технических изделий.

5. Резина – очень прочный материал.

6. Ручка этого молотка сделана из дерева, а обух – из стали.

7. – Олег, дай мне, пожалуйста, эту стеклянную колбу.

8. Будь осторожен, не урони эту вещь. Она сделана из стекла.

9. – Дмитрий, не используй этот медный провод, используй стальной.

10. Пластик – очень легкий материал.

Reading and Speaking

I. Try to answer these questions before you read the text.

1. What groups are all engineering materials divided into?

2. Where are different metals used?

3. There are ferrous and non-ferrous metals, aren't there?

4. Are steel and cast iron ferrous or non-ferrous metals?

5. What are non-ferrous metals?

6. What are the characteristics of non-ferrous metals?

II. Read the text attentively and check your answers.

All engineering materials are divided into metals and non-metals. Copper, cast iron, aluminium are examples of metals. Rubber, plastic and ceramics are examples of non-metals. Today different metals are widely used in machine-building industry.

We can divide all metals into ferrous and non-ferrous. Steel and cast iron are in the group of ferrous metals. They are alloys of iron with carbon, manganese, silicon and other components.

Non-ferrous metals are metals and alloys the main component of which is not iron but some other element such as aluminium, copper and others. Some of the characteristics of non-ferrous metals are high electric and heat conductivity, high corrosion resistance, light weight and easiness of fabrication.

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.

1. All engineering materials are divided into metals and non-metals.

2. Steel, iron and copper are widely used for making tools.

3. One of the main characteristics of ferrous metals is high corrosion resistance.

4. Aluminium and copper are the main components of non-ferrous metals.

5. Plastic is a heavy material.

6. Rubber is a very tough engineering material.

V. Fill in the gaps.

1. Ferrous metals are … of iron … carbon, manganese, silicon and other components.

2. People use various metals … machine-building … .

3. We can divide all … elements … metals and non-metals.

4. Steel and cast iron are … the group of … metals.

VI. Fill in the table with the following engineering materials: iron, glass, aluminium, wood, cast iron, plastic, copper, steel, rubber.

Activity

I. Ask your groupmates what materials the following objects are made of.

a beaker, a bolt, a pipe, a wire, a cylinder, gloves, shelves, nuts, screws

II. Give answers to the given questions and reproduce the dialogue with your partner.

– There are two kinds of engineering materials, aren't there?

– … .

– What are they?

– … .

– Can you give me any examples of non-metals?

– Sure. … .

– Are engineering materials widely used?

– Certainly. … .

III. Name the objects around you and say what materials they are made of.

Writing

I. Describe this tank according to the information from the table.

	part of the tank	material	its quality
1. sides 2. lid 3. pipe at the top 4. pipe at the bottom	steel rubber plastic copper	strong tough light heavy

II. Translate the passage into Russian.

Chemical elements are metals or non-metals. They are widely used in making tools, instruments and devices. Metals and non-metals have different properties.

The combination of metals and non-metals is known as an alloy. For example, steel is an alloy of iron and carbon. The alloy of copper and zinc is known as brass. The properties of alloys are often better than the properties of their constituents. That is why the majority of engineering products are made of various alloys.

Section B. Properties of Engineering Materials

Lead-in

I. a) Why is it important for an engineer to know the properties of engineering materials?

b) List the properties you know. Compare your list with that of your fiend.

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.

1. Paul: Alex, help me, please. This pipe is very heavy.

Alex: Is it really? What material is it made of?

Paul: Actually, it is made of metal.

Alex: Why is it made of metal?

Paul: Well, because it is a strong material. In any case, it is stronger and more rigid than rubber.

Alex: Is it an expensive material?

Paul: Yes, it is. It is the most expensive material, as a matter of fact.

2. Alice: Paul, take that pipe, please. It is rather light.

Paul: Oh! It is very light. What material if it made of?

Alice: It is made of plastic.

Paul: Why is it made of plastic?

Alice: Well, it is a rigid material, but it is less flexible than rubber. In fact, it is the lightest and the least expensive material.

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.

– Look here, … . I bet that … is very heavy!
– I'm sure it is not!
– Hmm, … what material …?
–…, to my mind … .
–… not! Can't you see?! It's made of … .
– … strong?
– Well, on the one hand, it is … than … . On …, it is less … than … .

Language Practice

I. Complete the table.

II. Compare the properties of different substances.

Example 1: plastic – weak rubber – ?
Rubber is weaker than plastic.

1. plastic – strong metal – ?

2. aluminium – hard copper – ?

3. aluminium – light rubber – ?

4. cast iron – soft aluminium – ?

Example 2: plastic – flexible rubber – ?
Rubber is more flexible than plastic.

1. rubber – rigid steel – ?

2. wood – brittle glass – ?

3. steel – plastic copper – ?

4. steel – elastic rubber – ?

III. Complete the sentences with these words: rigid, soft, elastic, hard, brittle, expensive, valuable. Translate them into Russian.

1. Gold is the … … of the metals.

2. Glass is … … than cast iron.

3. This tank is the … one because it is made of steel.

4. This material is the … … of these new materials.

5. The … of these materials is aluminium.

6. Copper is … than rubber.

7. This metal is more … than iron.

IV. Complete the table with the nouns for each property.

V. Rephrase the following sentences. The table above will help you.

Example: material / flexible
This material is very flexible.
It has the property of flexibility.

1. glass / hard

2. aluminium / soft

3. copper / plastic

4. steel / elastic

5. aluminium / light

VI. Correct mistakes in the given sentences.

1. This pipe is made of plastic because it's a rigider material than rubber.

2. Rubber is the most elastic than steel.

3. Metal is more stronger than plastic.

4. Glass is brittler than wood.

5. This tank is the harder one because it's made of steel.

6. This material is very flexible than that one.

7. What material this pipe is made of?

8. Copper is harder then alluminium.

VII. Translate the following sentences into English using your active vocabulary.

1. Этот материал самый ценный из всех материалов.

2. Мне кажется, эти трубы – легкие, потому что они сделаны из пластика.

3. С одной стороны, пластик – менее гибкий материал, чем резина, но с другой стороны он – самый легкий и наименее дорогой материал.

4. Он обладает свойством пластичности, поэтому этот материал широко используется.

5. Литейный чугун – тяжелый, но он легче, чем медь.

6. Стальные трубы – самые тяжелые и наименее гибкие.

7. Медь и алюминий легче, чем литейный чугун и стекло, но более твердые, чем резина.

8. Эти пружины сделаны из стали, потому что сталь – эластичный металл.

9. Стекло – очень хрупкий материал.

10. Сталь – самый эластичный материал из всех этих материалов.

Reading and Speaking

I. Try to answer these questions before you read the text.

1. What are the most widely used metals in engineering?

2. What colour are these metals?

3. What metal is the hardest one: steel, aluminium or copper?

4. Copper is the heaviest metal, isn't it?

5. What metal is stronger: aluminium or copper?

6. What metal is more flexible: copper or steel?

7. 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.

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

1. a cylinder / steel

2. a tyre / rubber

3. a beaker / glass

4. a wire / copper

5. a pipe / metal

6. a tin / aluminium

7. a shelf / wood

II. Discuss with your partner the following questions.

1. Why are bridges made of steel, not of copper?

2. Why are electric wires made of copper, not of plastic?

3. Why are aircraft made of aluminuim, not of steel?

4. 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.

^*устойчивый к износу

II. Translate the passage into Russian.

It's impossible to live without metals. The main advantage of metals is their strength and toughness. Concrete is used in building because it has steel for strength. Plastics are lighter than metals but they are not usually very strong.

Not all metals are strong, however. Copper and aluminium, for example, are both fairly weak. But the alloy of these metals, which is called aluminium bonze, is much stronger than pure copper or pure aluminium. In general, alloys are used for obtaining special valuable properties, such as strength, toughness, resistance to wear, magnetic properties, high electrical resistance or corrosion resistance.

Check Your Progress

II. The following adjectives are used for giving precise description of objects. Arrange the adjectives in three groups accordingly.

light, circular, copper, brittle, cylindrical, flexible, glass, gold, oval, iron, elastic, rectangular, rubber, rigid, round, square, cement, tough

III. Read the description of the first picture, complete the description of the second picture and make the third description yourself.

1.	2.	3.
This is a big rectangle. Inside the rectangle there is a circle, a small square and three triangles. On the left at the top there is a small circle. On the right at the top there is a small square. In the middle there are three small triangles. On the right at the bottom there is a point.	This is a big … . … the triangle … the left there is a … . At the … there is a … … . Outside the triangle on the … there is a … … . Outside the triangle on the … there is a small … near the top.	…

III. Fill in the gaps using the proper preposition.

1. This device is made … plastic.

2. These metals are widely used … making bolts, screws, pipes, rods, nuts, wires.

3. This is a tool … turning in screws.

4. We make holes … the help … an electric drill.

5. There is a lot … carbon … diesel fuel.

6. We have got plenty … petrol in the petrol tank.

7. There are not many lorries … four-stroke petrol engines.

8. There are two cars … this garage.

9. The length … the ruler is 1m.

10. This tank is full … liquid.

IV. Ask your friend to name the following instruments and tools.

Example: Maria: This object is made of plastic and steel.
The blades are made of plastic and the guard is made of steel. It is
used for airing. What is it?
Oleg: This is a fan.

1. This object is made of wood and metal. It has a handle and a blade. It is used for…

2. This object is made of wood and steel. It has a head and a handle. It is used for…

3. This object is normally made of wood and plastic. It is rectangular and has a handle. It is used for…

4. This object is made of plastic and steel. It has a handle and a blade. It is used for…

5. This object is made of wood and iron. It has four sides and a lid. It is used for…

Answers: a door, a hammer, a knife, a chisel, a box.

V. Solve the following problems.

a) A rectangle is 1.35 cm long, 7.05 cm high. Define its area.

b) A parallelepiped is ¹/₃ m long, ¹/₄ m high and ²/₉ m wide. Define its volume.

VI. Play the guessing game. Think of an object and your friend must find out what it is. He can ask no more than ten questions.

Possible questions:

Is it made of wood/metal/glass/ …?

Is it useful?

Is it liquid?

Is it hard/soft/heavy/light/ …?

What's the shape of the object?

What's the width/length/height of it?

Is there one in this room?

Is it on/under the table?

…

VII Do the engineering materials quiz. Is there anyone in your group who knows all the answers?

1. What material is the most flexible? a)rubber b)glass c)plastic

2. What material is the weakest? a)steel b)rubber c)plastic

3. What metal is the most expensive? a)aluminium b)copper c)steel

4. What material is the lightest? a)metal b)rubber c)plastic

5. What metal is the most plastic? a)aluminium b)copper c)steel

6. What material is the least flexible? a)steel b)rubber c)plastic

5. VIII.

IX. Correct mistakes in the following sentences.

1. Let me to introduce myself. My name's Andrew Kosov.

2. Who is this man? – He's an engineer.

3. What a shape is the box? – The box is rectangular.

4. Are these objects have different shapes?

5. – How width is the block?

6. – The long of the wall is 7 m.

7. The screw is the shortest than the nail.

8. – How many motor vehicles there are with mixed fuel engines?

9. – Are there some motorcycles with gas engines?

10. – This instrument is used to indicating the speed of a car. It's called a speedometer.

X. Translate from Russian into English.

A

1. Иванов – студент-первокурсник.

2. Он – студент технического вуза.

3. Что это? – Это круги, квадраты, линии.

4. Этот бак пустой или полный?

5. Это шины, не так ли?

6. Какой формы эта вещь? – Я думаю, она прямоугольная. Только две стороны у нее параллельны.

7. Какой ширины, высоты и длины эта комната?

8. Между прочим, эта труба толще, длиннее и шире, чем та.

9. Объемы этих блоков разные.

10. Где инструменты? – Молоток и отвертка – на рабочем столе, а гаечный ключ и дрель – в ящике справа от верстака.

11. – Дай мне, пожалуйста, гвозди. – Они в ящике с гайками и шурупами.

12. Существуют различные виды двигателей – с воздушным и водным охлаждением.

13. Насколько мне известно, бензиновые двигатели имеют свечи зажигания.

B

Знаешь ли ты, какие мотоциклы имеют двухтактные бензиновые двигатели?

– Сколько машин в гараже? – Я точно не знаю, но думаю, что не много.

У них есть несколько запасных частей к автомобилю.

Сколько бензина в канистре?

Насколько я знаю, в большинстве алюминиевых сплавов много алюминия и мало меди.

Может, ты мне скажешь, сколько масла в этой горючей смеси?

Как называются эти запчасти для автомобиля?

– Этот прибор называется спидометр, не так ли? – Да, ты прав.

Калькулятор – это устройство для выполнения математических операций.

– А что это за прибор? – Этот прибор известен как лазер. Давай поработаем с ним.

Из чего сделан этот предмет?

Я думаю, что этот инструмент сделан из стали.

Медь, чугун и алюминий – это примеры металлов.

XI. Try the crossword. If you do it correctly you will get a liquid metal in #1.

Across:

1. …?

Down:

2. It is used for making concrete.

3. An extremely flexible material.

4. A chemical element, ferrous metal.

5. There is a lot of … in diesel oil.

6. There is much … in most aluminium alloys.

7. Without this element water is impossible.

8. This gas is used for breathing.

XII.

Unit One. Engineering......................................................................................................................... 3

Section A. An Engineering Student................................................................................................. 3

Lead-in.......................................................................................................................................... 3

Language practice.......................................................................................................................... 4

Reading and Speaking................................................................................................................... 7

Activity.......................................................................................................................................... 9

Writing......................................................................................................................................... 10

Section B. Some Geometrical Figures............................................................................................ 11

Lead-in........................................................................................................................................ 11

Language Practice....................................................................................................................... 11

Reading and Speaking................................................................................................................. 13

Activity........................................................................................................................................ 15

Writing......................................................................................................................................... 15

Unit Two. The Basics of Geometry................................................................................................... 16

Section A. Shapes and Forms......................................................................................................... 16

Lead-in........................................................................................................................................ 16

Language Practice....................................................................................................................... 16

Reading and Speaking................................................................................................................. 19

Activity........................................................................................................................................ 20

Writing......................................................................................................................................... 21

Section B. Measurements................................................................................................................ 21

Lead-in........................................................................................................................................ 21

Language Practice....................................................................................................................... 22

Reading and Speaking................................................................................................................. 23

Activity........................................................................................................................................ 25

Writing......................................................................................................................................... 26

Unit Three. The Workshop................................................................................................................. 27

Section A. Tools and Instruments................................................................................................... 27

Lead-in........................................................................................................................................ 27

Language Practice....................................................................................................................... 28

Reading and Speaking................................................................................................................. 32

Activity........................................................................................................................................ 32

Writing......................................................................................................................................... 33

Section B. Motor Vehicles.............................................................................................................. 33

Lead-in........................................................................................................................................ 33

Language Practice....................................................................................................................... 34

Reading and Speaking................................................................................................................. 37

Activity........................................................................................................................................ 38

Writing......................................................................................................................................... 38

Unit Four. The Engine........................................................................................................................ 40

Section A. Types of Engines........................................................................................................... 40

Lead-in........................................................................................................................................ 40

Language Practice....................................................................................................................... 41

Reading and Speaking................................................................................................................. 43

Activity........................................................................................................................................ 44

Writing......................................................................................................................................... 44

Section B. Types of Fuel................................................................................................................. 45

Lead-in........................................................................................................................................ 45

Language Practice....................................................................................................................... 46

Reading and Speaking................................................................................................................. 48

Activity........................................................................................................................................ 48

Writing......................................................................................................................................... 49

Unit Five. Instrument Making............................................................................................................ 50

Section A. Measuring Instruments.................................................................................................. 50

Lead-in........................................................................................................................................ 50

Language Practice....................................................................................................................... 51

Reading and Speaking................................................................................................................. 53

Activity........................................................................................................................................ 53

Writing......................................................................................................................................... 54

Section B. Devices and Their Functions......................................................................................... 54

Lead-in........................................................................................................................................ 54

Language Practice....................................................................................................................... 55

Reading and Speaking................................................................................................................. 56

Activity........................................................................................................................................ 57

Writing......................................................................................................................................... 58

Unit Six. Engineering Materials......................................................................................................... 59

Section A. Metals and Non-metals................................................................................................. 59

Lead-in........................................................................................................................................ 59

Language Practice....................................................................................................................... 59

Reading and Speaking................................................................................................................. 61

Activity........................................................................................................................................ 62

Writing......................................................................................................................................... 63

Section B. Properties of Engineering Materials.............................................................................. 63

Lead-in........................................................................................................................................ 63

Language Practice....................................................................................................................... 64

Reading and Speaking................................................................................................................. 66

Activity........................................................................................................................................ 66

Writing......................................................................................................................................... 67

Check Your Progress.......................................................................................................................... 68