English for Mechanics © copyright Thorold
May 1996-2005; All Rights Reserved
2.1 Welding Safety (1)
pattern: Imperatives; never do X; do not do Y; use/keep/
leave Y
text:
[1] Most welding accidents are caused by carelessness, not lack
of knowledge. [2] Never take welding procedures for granted. [3]
Here are some basic rules. [4] Use a cylinder trolley with the cylinders
fastened to it firmly. [5] Keep full and empty cylinders away from
heat. [6] Protect the cylinder valves from knocks, falls and weather.
[7] NEVER strike an electric arc on a cylinder. [8] Do not place
electric leads across cylinders. [9] Do not use oil or grease on
regulator threads because pressurized oxygen can make them explode
violently. [10] Leave the key in place on the acetylene cylinder
for an emergency turn off.
response:
1. How are most welding accidents caused?
2. How should cylinders be stored?
3. Make a question using the words: why / cylinders / away from
/ heat
4. What part of an oxy/acetylene unit is most easily damaged?
5. Make a sentence using the words never / strike / electric
arc
6. Why shouldn't electric leads be placed across gas cylinders?
7. What can happen to oil or grease in contact with pressurized
oxygen?
8. What should be done with the acetylene bottle key?
key words (use
these as cues; retell the text to a partner)
[1] accidents; [2] for granted; [3] rules; [4] trolley; [5] empty;
[6] protect; [7] arc; [8] leads; [9] oil; [10] key.
English for
Mechanics © copyright Thorold May
1996-2005; All Rights Reserved
3.3 Plain Bearings
pattern: not X..rather, Y; other X; both X and Y
text:
[1] A plain or solid bearing has no moving parts. [2] Rather, it
uses a softer metal than the rotating shaft. [3] Two common alloys
used in plain bearings are babbit and bronze. [4] Babbit is an alloy
of lead and tin, while bronze is an alloy of copper and tin. [5]
Plain bearings are usually strengthened by a solid steel backing.
[6] Some plain bearings, such as piston-pin bushes, are made in one
piece. [7] Other plain bearings, such as crankshaft main bearings,
are split into two shells. [8] Some solid bearings with flanges can
support both radial and thrust loads. [9] It is important to lubricate
most solid bearings constantly with oil or grease. [10] Solid nylon
bearings in some small machines do not need to be lubricated.
response:
1. Put the following words into a sentence: moving / plain /
parts / bearing
2. What are the two most common alloys found in plain bearings?
3. Which of these metals combine to produce what alloys: copper
/ tin / lead ?
4. Put sentence 5] into the active voice.
5. Why is it necessary to back many solid bearings with a steel
shell?
6. Give an example of a) a single piece solid bearing and b) a two
section solid bearing.
7. How can a solid bearing be made to support a thrust load as well
as a radial load?
8. What is a type of solid bearing which does not need lubrication?
9. Find sentences in the text with patterns shown in the PATTERN note
(in the heading). Make some other sentences like these.
Keywords (use these as cues; retell the text to a partner)
[1] no moving; [2] softer; [3] alloy; [4] babbit; [5] backing; [6]
one piece; [7] shells; [8] flanges; [9] lubricate; [10] nylon
English for
Mechanics © copyright Thorold May
1996-2005; All Rights Reserved
6.2 Suspension Systems
pattern: firstly, secondly (sequencing); so that (consequence);
X together with Y
text:
[1] The suspension system of a car has two main functions. [2] Firstly
it must keep all four road wheels in contact with the road, so that
steering, braking and the transmission drive can operate properly.
[3] Secondly, the suspension system must offer passengers maximum
comfort. [4] The two functions are never quite compatible, so engineers
always make a compromise. [5] The main suspension components in modern
cars are leaf springs, coil springs, wishbones, torsion bars, shock
absorbers and McPherson struts. [6] Leaf springs are leaves of tempered
steel clamped together and fastened to the chassis by a shackle at
one end, a pivot at the other. [7] Coil springs are often used together
with wishbones to give independent front suspension. [8] McPherson
struts also offer independent front suspension. [9] They use a coil
spring together with a shock absorber. [10] The spring absorbs bumps,
while the shock absorber dampens (stabilizes) up and down bouncing.
[11] A torsion bar is springy steel which absorbs bumps by twisting
and untwisting. [12] Torsion bars are often part of the front-end
suspension unit.
response:
1. What is one function of a car's suspension system?
2. What is a second function of a car's suspension system?
3. Finish this
sentence: "The two functions
of suspension systems are never quite compatible, so ..."
4. Make a list of suspension components.
5. What is special about the steel in leaf springs?
6. Make a question
with these words: "what", "fastened", "shackle", "pivot".
7. Where are coil springs often used?
8. Finish this sentence: "Both
front wheels must stay on the road to steer a car, so ..."
9. What are the main components of a McPherson strut?
10. How exactly does a shock-absorber work?
11. How exactly does a torsion bar work?
12. Draw a diagram of a wishbone and coiled spring working together.
keywords (use these as cues; retell the text to a partner)
[1] functions; [2] road wheels; [3] comfort; [4] compromise; [5]
components; [6] leaf springs; [7] coil springs; [8] McPherson struts;
[9] together; [10] dampens; [11] torsion bars; [12] front-end
English for
Mechanics © copyright Thorold May
1996-2005; All Rights Reserved
7.4 Engine Valves
pattern: mushroom-shaped; bevelled part of X; pencil-shaped;
gas-tight seal; machined part of X;
text:
[1] The function of an engine valve is to open or close an engine
port. [2] This controls the intake and exhaust of gases in the combustion
chamber. [3] It also controls the gas pressure at which combustion
takes place. [4] The main parts of a valve are the valve head, valve
stem, valve face and valve seat. [5] The valve head is the wide,
mushroom-shaped part of the valve. [6] The valve face is the bevelled
part of the valve head. [7] The long, pencil-shaped part of the valve
is the valve stem.[8] The valve face must make a gas-tight seal with
the valve seat. [9] The intake valve seat may be a machined part
of the cylinder head. [10] The exhaust valve seat is usually a special
alloy insert, made to withstand high temperatures. [11] Some other
parts of the engine valve system are valve guides, valve springs,
push rods and rocker arms.
response:
1. What job do engine valves do?
2. Finish this sentence: Fuel intake to the combustion chamber
is controlled by .......
3. What is the position of both engine valves when the fuel ignites?
4. Name the four main parts of an engine valve.
5. Make questions using these two adjectives: mushroom-shaped and pencil-shaped
6. Which two parts of a valve make a gas-tight seal together?
7. Why is the exhaust valve seat usually an alloy insert?
8. Identify some other parts of an engine valve system.
9. Think of some adjectives or descriptors to describe these vehicle
components: cam, oil filter, radiator fan, speedometer readout,
spare wheel well.
keywords (use these as cues; retell the text to a partner)
[1] function; [2] intake; [3] gas pressure; [4] parts; [5] valve
head; [6] valve face; [7] valve stem; [8] gas tight; [9] intake valve
seat; [10] exhaust valve seat; [11] other parts.
English for
Mechanics © copyright Thorold May
1996-2005; All Rights Reserved
12.4
Starter Motor (2): dismantling
pattern: remove
X, disconnect Y; [Imperative instructions] text:
text :
[1] Disconnect the starter connecting strap from the solenoid
cap. [2] Remove the solenoid mounting screws. [3] Lift and pull
the solenoid away from the pivot lever and housing. [4]Remove the
shaft end cap screws, cap, circlip and spacing washers from the
starter. [5] Remove the through bolts and the commutator end housing.
[6] Lift the brush holder off the armature, after removing the
brushes. [7] Remove the yoke and field coils. [8] Note the position
of the dust cover and pivot lever, then remove the armature. [9]
Remove the circlip from the drive shaft, then slide the collar
off. [10] Slide the pinion and clutch assembly off the armature
(drive) shaft. [11] Remove the solenoid cap, desolder the solenoid
wires and then push the cap away from the solenoid chips.
response:
1. Make a sentence using these words: disconnect / strap /from
2.
How is the solenoid unit fastened to the starter motor?
3.
What is the function of the pivot lever?
4. Where are
spacing washers used on the starter?
5. What must
be removed before the commutator end housing?
6. Give the
next step after lifting the brush holder off the armature.
7.
Explain what the yoke is.
8. What precaution
must you take when removing the armature?
9. How is the
collar normally kept on the drive shaft?
10. What can
be slid off the armature drive shaft after the collar is removed?
11. Make a question using these words: what / desolder / solenoid
chips
keywords
: (use
these as cues; retell the text to a partner)
[1] connecting strap; [2] screws; [3] solenoid; [4] washers; [5]
through bolts; [6] brushes; [7] yoke; [8] armature; [9] circlip;
[10] pinion; [11] solenoid cap
English for
Mechanics © copyright Thorold May
1996-2005; All Rights Reserved
APPENDIX
I Some uses of short texts
a) Short texts can be presented orally and fairly quickly:
they don't exhaust the attention span of marginal students.
b) Short texts force an author/teacher to present an idea clearly and
succinctly.
c) Short texts can be held in memory, discussed and analysed
by a class in a single session of controlled length.
d) Short texts can be used as a vehicle to target specific objectives.
They might contextualize a grammatical usage, demonstrate an argument
form or introduce a topic. There are myriad applications.
Fluency
English for Mechanics is firstly about improving language
skills, and secondly about reinforcing technical knowledge in automotive
engineering. All kinds of skill and knowledge can be judged from
the fluency of an individual's behaviour.
Fluency is measured by ....
a) the speed of a student's comprehension and response
b) the precision of comprehension and response
c) the amount of information the student can hold in consciousness
at a given time.
Learning
For most of us, the hardest part of study is not the content of
a topic itself, but managing the learning process. Successful learning
is often controlled by whether information is mentally digestible,
or can be made digestible. Students will only learn and retain
...
a) what they can hold in short-term memory .
b) what they can grasp conceptually.
c) what has
some "emotional reality" for
them
Teaching
This book will be used by both teachers and students. Teachers
are a resource, but they don't know everything, and they can't
do the job of learning for anyone else. The best way to teach and
be taught is to start with a clear understanding of what the teacher
can offer. A teacher is more than a trainer, but less than a god.
Dogs are trained, and angels know it all anyway. Mere human beings
have to be coaxed with cunning and laughter to do their best.
a) Teaching is more art than science. Nobody anywhere really knows
how the human brain learns, least of all a language. We do know that memory
works best for things that are strongly felt.
b) English for Mechanics is a technical book, but it should
be taught humanely, with any amount of extra anecdote from the teacher
and students. Practical people are naturally attracted to the idea
of teaching for competence. We have to remember however though that
a competent human being is more than a machine, and does not learn
best in a machine-like way.
English for
Mechanics © copyright Thorold May
1996-2005; All Rights Reserved
APPENDIX
II Five steps to learning a text
1. LISTENING
The teacher will read the text to you orally (= by voice), and
explain any new ideas or new words. Feel free to discuss the topic
and ask any questions.
2. STUDENT TO STUDENT QUESTIONS
a) Student 1 sits, but student 2 stands
b) A copy of a text is pinned to the wall some distance away
c) Student 1 has a text + written questions, but student 2 has no
text
d) Student 1 asks student 2 a question from the sheet. Take care
to speak clearly with good rhythm and intonation.
e) If student 2 knows the answer, he can speak immediately. If student
2 does not know the answer, then he should walk over to the text
on the wall, read it, then return with the answer.
f) Student 1 and student 2 change places when all the questions
have been answered
3. MAKING QUESTIONS, SENTENCES OR TRANSFORMATIONS
Two written questions for each text will ask students to do something
with grammar. For example:
Make a sentence using these words: torque / setting /cylinder
/ might
Make a question using the words: why / cylinders / away from
/ heat
Change the following sentence to passive voice: Heat at a molecular
level describes the energy level in electrons.
_____________
4. TURNING A TEXT INTO AN OUTLINE-SKELETON
All students receive a copy of the written text. They should follow
these steps:
a) Underline the most important ideas in the text.
b) Notice how these ideas are connected to each other.
c) Reduce the ideas in each sentence to an outline skeleton. For
example:
Crude petroleum contains some compounds which vaporise naturally.
These gases can either be burned off, or liquefied by compression and sold.
Thus liquid petroleum gas, or LPG, can be natural, but
it also occurs as a by-product in petroleum refineries.
Use the last paragraph to help with meaning, then connect the following
into a tree diagram:
a)
crude petroleum
>> refining
by-product
>>
some compounds vaporise >> burn off
b)
natural
LPG
>> compression
>> liquefy >>
buy / sell
5. TURNING A SKELETON-OUTLINE INTO TEXT
Step 5 is an exact reversal of Step 4. Students should do these
things:
a) Hide the original text
b) Try to use the skeleton-outline as a memory aid to write a new
text.
c) When finished, compare the new text to the original text.
Note: Step 5 is the hardest step, but also the most useful.
English for
Mechanics © copyright Thorold May
1996-2011; All Rights Reserved
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