II. Write a similar letter to your friend about your first days at the University.
III. Translate the following text into Russian. Make sure you know the international words before you start.
Many areas of science are "-ologys". Some of them are familiar1 to you, for example, biology. Some of them are not. Let me tell you about several subjects and professions.
Molecular biology is interested in cells2 and genes. Molecular biologists are good at analysing DNA or fingerprints.
Mineralogists3 are busy with studying minerals in soils and rocks.
Enzyme technologists4 are interested in synthesizing new organic molecules or modifying existing molecules to make5 useful medicines and pharmaceuticals.
Geomorphology6 is busy with protecting water and important river ecosystems.
And immunologists7 are interested in studying different transplants, allergies, HIV and development of vaccines.
1 известны
2 клетки
3 минерологи
4 ферментологи
5 чтобы создать
6 геоморфология
7.иммунологи
Reading and Speaking
I. a) Fill in the blanks in this diagram with the branches of engineering that you know.
b) Read this text for additional information and complete the diagram.
Engineering is a very practical activity. It is the process of applying the latest achievements of science and technology into practice.
There are a lot of branches in engineering. Mechanical engineers are experts in the design and manufacture of tools and machines. Mechanical engineering has marine, automobile, aeronautical, heating and ventilating branches.
Electrical engineering is about producing and applying electricity in various fields of national economy. It has the following branches: electrical installation, electrical generation, lighting, etc.
Components and equipment for computing and communicating are the product of electronic engineering and bridges, roads and airports are the object of civil engineering.
c) Match each branch of engineering with its products.
1. civil
2. electronic
3. automobile
4. electric
5. heating and ventilating
6. marine
7. aeronautical
a) planes
b) ships
c) wires
d) roads and bridges
e) cars and lorries
f) air-conditioning
g) computers
II. You are a participant at the International Students’ Conference in the Netherlands. Your new friends are from Germany, Sweden and Italy. They are all technical students. Make up a conversation with them about your study at University.
(Пойдет в Check your progress )III. When you apply for a job you need to write a CV. Study this example below and write your own CV.
Curriculum Vitae
Personal details
Name: Alexei Kosov
Date of Birth: 21 January 1985
Marital Status: Single
Nationality: Belarusian
Address: 12, Nezavisimosti Ave, 27Minsk, 220012, Belarus
Tel: 275-12-12
e-mail: alexei@yahoo.com
Education
2008-to present
1997-2008
Belarusian National Technical University, Mechanical Engineering
Secondary School No.119
Work Experience
Mechanic apprentice at a service station
Languages
Russian, Belarusian, English (fluent), German (working)
Interests and Activities
Sports, computers, automobiles, travel
Other Information
Clean driving licence
References available upon request.
Section B. Some Geometrical Figures.
Lead-in
I. Is Geometry a very important subject for engineering? Name the most important geometrical figures.
II. Now let's revise some geometrical figures.
1.
Number 1 is a point.
This is a point.
What is this?
This is a point.
2.
What is number 2?
Number 2 is a line.
What is that?
That is a line.
That line is straight.
3.
What is this?
This is a curve.
Is this a curve?
Yes, it is.
Is it open?
Yes, it is.
4.
What are these?
These are circles.
Are these circles?
Yes, they are.
These circles are large.
Are these circles large?
Yes, they are.
5.
What are those?
Those are squares.
Those are squares, aren't they?
Yes, they are. They are squares.
Those squares are small.
Language Practice
I. Change singular into plural and plural into singular.
1. This is a tyre.
2. Those are pipes.
3. That is a wheel.
4. These are acute angles.
5. This is a straight line.
6. Those are matches.
II. a) Study this picture and learn the names of different tools.
b) Close the book and try to name as many tools as possible.
III. Make up sentences with the following expressions: a pair of, a set of, a box of, a packet of.
Example: a) pliers These are pliers. This is a pair of pliers.
a) pliers
b) pincers
c) scissors
d) goggles
e) glasses
f) spanners
g) screwdrivers
h) chisels
i) rulers
j) tools
k) matches
l) drills
m) nails
n) screws
o) nuts
p) bolts
IV. Look at the chart below. Choose the right tool for each profession.
Example: A screwdriver is for electricians. Screwdrivers are for electricians.
pliers
spanner
screwdriver
chisel
ruler
nails
screws
nuts
bolts
is
are
for
electricians
carpenters
mechanics
joiners
V. Find and correct mistakes in the following sentences.
1. – What is it? – This is curves.
2. – Are these containers full of water? – Yes, them are.
3. This chisels are new.
4. We are two-year students.
5. These are a set of screwdrivers.
6. Is this a pair of spanneres?
VI. Translate the following sentences.
1. Это квадрат.
2. Те трубы длинные.
3. – Что это? – Это шина. Она узкая.
4. Это колеса. Они большие.
5. Другими словами, этот угол прямой.
6. Это линия? – Правильно. Эта линия прямая.
7. Это тоже угол, но он острый.
8. Что это? – Это плоскости. Они параллельные.
9. Это кривые, не так ли?
10. Эти емкости полные.
Reading and Speaking
I. Read the texts and answer the questions.
1.
Number 1 is an angle.
This is an angle.
It is acute.
In other words this angle is acute.
1. What is this?
2. Is it an acute angle?
2.
Number 2 is also an angle.
That is also an angle.
But it is not acute.
It is right.
In other words that angle is a right angle.
1. What is that?
2. Is it also an acute angle?
3. It is a right angle, isn't it?
3.
Number 3 is an angle as well.
That is also an angle.
But it is neither acute nor right. It is obtuse.
Thus that angle is an obtuse angle.
1. What is that?
2. Is it a right angle?
3. It is an obtuse angle, isn't it?
4.
5.
All these are curves.
These are simple curves.
They are simple open and closed curves. In other words these curves are simple open and closed.
1. What are all these?
2. Are they simple curves?
3. These curves arc simple open and closed, aren't they?
Those are planes.
Those are parallel planes.
They are parallel.
So those planes are parallel.
1. What are these?
2. Are they parallel planes?
3. Those planes are parallel, aren't they?
II. Complete the dialogues. Use the information from the pictures.
1.
This is a pipe. It is long.
Number 1 is … … .
What … this?
… … a pipe.
Is … long?
Yes, it … . … is … .
2.
That is a tyre.
It is narrow.
… is a tyre.
What is that? … … a tyre?
…, it is.
Is … wide?
No, it … … . It is … .
3.
These are wheels. They are big.
What … …?
… … wheels.
Are … small?
…, they are not.
… are big.
4.
Those are containers.
They are full.
What … …?
… … containers.
Are … full?
…, they … .
… they empty?
…, they are not.
They are full, aren't they?
…, they are. They are … .
Activity
I. Check if your groupmate knows the English names of these tools. Begin like this.
– What is this? – This is a chisel. – Is it a new chisel? – No, it isn't. It is a very old tool. ‑…
II. Translate the Russian phrases into English and reproduce the dialogue with your partner.
– Hi. What are you busy with?
– Я занят геометрией. Может, поможешь?
– Yes, of course. That's easy. Look. Basic geometrical elements are точка, прямая, плоскость.
– Are the lines all the same?
– Конечно, нет. Они бывают прямыми и кривыми. А кривые бывают замкнутыми и незамкнутыми.
– And what are these? – Это углы. Это острый, это прямой, а это тупой угол.
– What are those, I wonder? – А это плоскости. Они параллельны.
– And one more question. What are basic geometrical shapes?
– Круг и квадрат.
– I see it now. Thanks a lot.
– Пожалуйста.
Writing
I. Describe some geometrical shapes and use the following adjectives.
right, obtuse, acute, open. closed, parallel
II.
Unit Two. The Basics of Geometry
Section A. Shapes and Forms
Lead-in
I. List different geometrical shapes. Compare your list with that of your groupmate.
II. The students are at the lesson of Geometry now. Listen to their conversation and learn how to name different geometrical shapes.
A
Ivan: What's this?
Olga: It's a ruler.
Ivan: What shape is it?
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.
Figures
a square, a triangle, a rectangle, a circle
Shapes
square, triangular, rectangular, circular
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.
HOW TO EXPRESS AGREEMENT AND DISAGREEMENT
Yes, it is/does
Certainly
I quite agree with you
You are quite right
I think so
I can't but agree with you
Absolutely right
I agree only to some extent
No, it isn't/doesn't
Certainly not
No, you are wrong
You are mistaken, I'm afraid
Far from it
I disagree
I can't agree with you
I'm of the opposite opinion
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.
Write it like this:
4,653
4.653
1.01
0.57
Say it like this:
four thousand, six hundred and fifty-three
four point six five three
one point oh one or one point zero one
point five seven
IV. Write down and read the following numbers.
17.04
3.14
19.316
95,012
60.015
2402.7
340.18
72.023
7.2023
0.72023
0.072023
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.
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.)
a) desk top (surface)
b) blackboard
c) window
d) door
e) drawer (in a table)
f) eraser
Writing
I. Choose an object in your classroom and write its description using the following words.
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.
HOW TO EXPRESS OPINION:
I think (that) …
I believe (that) …
From my point of view
As I see it
As for me
I consider (that) …
In my opinion
To my mind
It seems to me
I guess …
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.
a drill ‑
сверло (существительное)
to drill ‑
сверлить (глагол)
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 shelfon 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 tablein 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.
First, you …
Then you …
Next, … but don't …
Now, you … and …
Finally, … and …
a) Switch on the drill.
b) Place the wood in a vice.
c) Place the bit over the mark.
d) Tighten the vice.
e) Take the electric drill.
f) Drill the hole.
g) Mark the hole.
h) Do not overtighten.
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.
Job
Method
Tool
a) remove / nail / tyre
b) make / hole / steel pipe
c) join / cables
d) check / concrete / dry
e) check / width / shelf
f) paint / wall
a) electric drill
b) finger
c) pair of pliers
d) brush
e) ruler
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.
Always
Never
hold
wear
clean
use
keep
…
machines with a brush – never with your hands.
a workpiece in a vice.
metal ladders near electrical wires.
goggles when you grind something.
workshop floors clean and free from oil.
damaged switches.
…
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.
HOW TO EXPRESS CERTAINTY AND UNCERTAINTY:
Yes, certainly
Definitely
I'm sure
There is no doubt about it
I think so
I'm not sure
As far as I know
If I'm not mistaken
If I remember right
I don't think so
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.
Oil sump
Valves
Fuel injector
Spark plug
2-stroke petrol engine
4-stroke diesel engine
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.
Number 1 is an angle.
This is an angle.
It is acute.
In other words this angle is acute.
1. What is this?
2. Is it an acute angle?
Number 3 is an angle as well.
That is also an angle.
But it is neither acute nor right. It is obtuse.
Thus that angle is an obtuse angle.
1. What is that?
2. Is it a right angle?
3. It is an obtuse angle, isn't it?
This is a pipe. It is long.
That is a tyre.
It is narrow.
These are wheels. They are big.
Those are containers.
They are full.
What is this?
Ivan: What's this?
a triangle
a circle
A
a wall
Paul: This is a workshop, isn't it?
Mike: Look here. What are these?
