English for Mechanical Engineering Student’s book

UNIT 1: MACHINE AGENDA

 Words/phrases related to
OPERATIONS machine operations
 Imperative structures
 First conditional
 Conjunctions
 Can/Could you

1. OVERALL OBJECTIVES
By the end of this unit, students will:
 develop the skill of reading for specific information through comprehension of
passages about machine operations;
 develop the skill of listening for specific information through comprehension of
passages about machine operations;
 write a paragraph about machine operations;
 present instructions on how to use some common mechanical machines.
2. KEY LANGUAGE KNOWLEDGE
Vocabulary 1: Nouns/noun phrases
 bench grinder /bentʃ ˈɡraɪndə(r)/  drill bit /drɪl bɪt/
 body mechanic’s hammer  groove /ɡruːv/
/ˈbɒdi məˈkænɪks ˈhæmə(r)/  mallet /ˈmælɪt/
 chisel /ˈtʃɪzl/  manual /ˈmænjuəl/
 chuck /tʃʌk/  manual tool /ˈmænjuəl tuːl/
 claw hammer /ˈklɔː hæmə(r)/  metal spark /ˈmetl spɑːk/
 clutch /klʌtʃ/  pilot hole /ˈpaɪlət həʊl/
 collar /ˈkɒlə(r)/  pressure /ˈpreʃə(r)/
 cord /kɔːd/  respirator /ˈrespəreɪtə/
 cordless drill /ˈkɔːdləs drɪl/  sawhorse /ˈsɔːhɔːs/
 crosscut saw /krɒskʌt sɔː/  splinter/ˈsplɪntə(r)/
 demolition /ˌdeməˈlɪʃn/
Vocabulary 2: Verbs/verb phrases

 clamp /klæmp/  handle /ˈhændl/

 claw /klɔː/  line up /laɪn ʌp/
 fit /fɪt/  sharpen /ˈʃɑːpən/
 force /fɔːs/  split /splɪnt/
 grip /ɡrɪp/

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Vocabulary 3: Adverb

 firmly /ˈfɜːmli/
Language focus 1: Imperatives
Imperatives are used to give instructions, commands and orders. It is a very simple
structure because we do not need to use the subject.
Examples
Get the saw with fine teeth.
Positive
Be careful! The saw has sharp teeth.
Don’t force a jammed bit through.
Negative
Don’t be rushed when fixing the bench grinder.

Language focus 2: First conditional

Conditional sentences consist of a conditional clause and a main clause. First

conditional sentences consider uncertain situations and the possible results of the
situations.

Conditional clause Main clause

If the head of the you can/will/may/should use a screwdriver to
hammer is loose, tighten the nails.
Examples
If you need to hold the hammer upside down, align the claw with
remove a nail, the nail and pull up with moderate pressure.
Language focus 3: Conjunctions

● When, after, before, while are subordinating conjunctions which can be used to
connect an action or an event to a point in time.
● The clause following when, after, before, while may be reduced if the subject of
both clauses is the same.
Structure 1:
Action/Event Conjunction Time
You need to perform a before
you turn the grinder on.
safety check when/while
turning the grinder on.
after

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Structure 2:
Action/Event Conjunction Time
you perform a safety check.
Only turn the grinder on If/when/after
performing a safety check.
unless/until
you perform a safety check.
Don’t turn the grinder on
without/before performing a safety check.

Language focus 4: Can/Could you

We use Can/Could you with “infinitive” without ‘to’ to make instructions/ commands/
orders sound more polite.
Example: Can/Could you hold the saw in your dominant hand and use the other hand
to hold the wood?

3. ONLINE LEARNING CHECKLIST

Look at the list of online learning tasks below and tick the tasks you have completed.
Online learning task Task focus Completed
Nouns/noun phrases related to
Presentation 1
instructions
Verbs/verb phrases related to
Presentation 2
instructions
Presentation 3 Adverb related to instructions
Task 1 Instructions: Meaning
Vocabulary
Task 2 Instructions: Spelling
Task 3 Instructions: Meaning
Task 4 Instructions: Meaning
Task 5 Instructions: Meaning
Task 6 Instructions: Meaning
Section test Instructions: Meaning and spelling
Presentation 1 Imperatives
Presentation 2 First conditional
Grammar Presentation 3 Conjunctions
Presentation 4 Can/Could you/Just
Task 1 Imperative: Multiple choice
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Task 2 Conjunctions: Gap filling

Task 3 First conditional: Gap filling
Task 4 Can/Could you/Just: Gap filling
Task 5 Imperative: Matching
Imperative, first conditional,
Section test Conjunctions, Can/Could you/Just:
Gap filling
Listen for specific information: True
Task 1
or False
Listen for specific information: Gap
Task 2
filling
Listen for specific information: Gap
Task 3
filling
Listening
Listen for specific information: Gap
Task 4
filling
Listen for specific information:
Task 5
Answering questions
Listen for specific information: Gap
Task 6
filling
Read for specific information: Gap
Task 1
filling
Read for specific information:
Task 2
Matching
Read for specific information: True or
Task 3
False
Reading
Read for specific information: Gap
Task 4
filling
Read for specific information: Gap
Task 5
filling
Read for specific information: Short
Task 6
answer
Writing Task 1 First conditional: Multiple choice

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Task 2 Imperatives: Gap filling

Imperatives and first conditional: Gap
Task 3
filling
Task 4 Imperatives: Gap filling
Task 5 Conjunctions: Gap filling
Instructions of how to use one
Task 6 common mechanical tool/machine you
know: Paragraph writing
Speaking Instructions of how to use one
Task 1 common mechanical tool/machine you
know: A short talk

4. FACE TO FACE MATERIAL

Lesson objective:
By the end of this lesson, students will describe the instructions on how to use a drill
safely.
Warm-up: Finding the hidden pictures
Look at the clues/pictures to guess the words, then guess the hidden picture.

Q1: What are they? Q2: Guess the word Q3: What is it?
C_ _ _ _ is a type of
clamp for holding an
object firmly in a machine.

Q4: Guess the word Q5: Guess the word. Q6: What is it?

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If you drill regularly or for A m_ _ _ _ _a book that

long periods of time, you tells you how to do or
should wear a r_ _ _ _ _ _ _ operate something,
_ _ to protect your lungs especially one that comes
with a machine.

Activity 1: Understanding safety tips

Listen to a man talking about some tips on how to drill safely and fill in the blank with
NO MORE THAN TWO WORDS from the video. [10]

TIPS TAKE NOTES

Electrics  Check (1) _____________ running through the wall before you start
drilling.
 Buy a(n) (2) _________ to buzz or flash when drilling.
Clothing  Never wear loose clothing or dangling jewelry.
 Always wear (3) ____________ to protect yourself from flying dust
and debris.
Drill  Drill bit will become (4) _________ so keep your hands off it.
 Unplug the drill before (5) __________ bits.
Wall  Use the correct drill bits for the type of walls
 Use a masonry drill bit for solid brick walls.
 Use a (6) __________ drill bit for timber.
 Use a high-speed steel drill bit for (7) __________.
 Tap the wall to find whether it is not hollow.
Cords  Use a proper (8) __________ if you need a longer wire for your drill.
 Never pick the drill up by its flex.
Activity 2: Using a drill safely
Task 1: Read the text about how to use a drill safely. Match the headings for stage 1
(A - G) with each paragraph (1 - 7) and stage 2 (H - L) with each paragraph (1 - 5).
[10]

HOW TO USE A DRILL SAFELY

STAGE 1: PREPARING TO DRILL

HEADINGS
A. Protect your lungs when necessary
B. Wear ear protection if drilling regularly
C. Wear safe clothing and eye protection
D. Fit the drill bit firmly into the chuck

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E. Choose the correct drill bit

F. Handle the cord safely
G. Clamp small pieces together
1.
Avoid baggy clothing or dangling jewelry that could catch in the drill as you lean over
it. Wear safety goggles or glasses that cover the sides of your eyes to protect them
from flying debris.
2.
A handheld electric drill produces about 90 decibels, which is just enough to cause
hearing damage after prolonged exposure. Most cordless drills are quiet enough that
hearing protection is not necessary. Hammer drills are the loudest handheld drills,
producing over 100 dB so hearing protection is recommended whenever using them.
3.
If the project kicks up a lot of dust, wear breathing protection. A dust mask is only
good for short-term comfort. Use a respirator if you drill regularly or for long periods
of time, or if the material you are drilling is a known respiratory hazard. Each
respirator is rated for certain types of hazards. Make sure the one you use is suited to
your project.
4.
Using a bit made from the wrong material can cause the bit or the material you're
drilling to break. When drilling a hole for a screw, there's an easy way to find the right
size bit. Hold the screw up directly behind the bit. The bit should hide the shaft of the
screw from view, but the screw threads should still be visible on both sides.
5.
The chuck is the clamp in the "jaws" of the drill. This holds the drill bit in place as it
spins. To replace a drill bit, make sure the drill is off (and unplugged if corded), then
loosen the chuck by rotating it. Depending on the drill, you may be able to do this by
hand, or you may need a chuck key located in a compartment in the top or handle of
the drill. Insert the drill bit into the chuck, then tighten again. Make sure the bit is
straight and secure, and remove the key before you turn on the drill.
6.
If you are drilling into a small, loose piece, clamp it down firmly before you drill. Do
not hold the piece down with one hand while drilling, as the drill could slip and injure
you.
7.
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If the drill has a cord, never leave it stretched across a pathway when it is not in use.
Never pick up the drill by the cord. If you are drilling in a wet or muddy area, use a
cordless drill instead.
STAGE 2: DRILLING SAFELY
HEADINGS
H. Drill with steady pressure
I. Adjust the clutch
J. Drill a pilot hole
K. Do not force a jammed bit through
L. Avoid overheating the drill bit
1.
In many cases, you'll get better results if you start with a drill bit a little smaller than
the final hole size. Drill a shallow "pilot hole," then switch to the larger bit to finish the
job. The pilot hole will help prevent your drill bit from slipping, and reduces the
chance of splitting wood or other damage.
2.
Hold the drill steady and push it into the material you're drilling. If it takes more than
light force to drill the hole, you're probably using the wrong bit.
3.
Each drill has a twistable collar to adjust the torque, often with a series of numbers on
it. The higher the number, the more torque (rotational force) the drill will apply. If you
are having trouble penetrating the material, increase the torque. If you are over-driving
screws (burying them too deep), or if drilling too deep could damage something, lower
the torque.
4.
If you are drilling through hard materials or drilling at high speeds, the drill bit will
encounter an immense amount of friction. This can rapidly overheat the bit, to the
point where it becomes red hot or burns the material you're drilling. Start at low drill
speeds, and only increase the speed if the drill isn't moving smoothly. If you're drilling
through hard materials, or drilling many holes in any material, stick to slow speeds and
pause occasionally to give the bit a few seconds to cool down.
5.
If the drill bit gets stuck in the material, don't try to force it out by running the drill.
Unplug the drill, separate the bit and the chuck, and remove the bit using manual tools.

Task 2: Read the passage again. Answer questions below.

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1. How many stages are there?

2. What should we wear when drilling?
3. What happens when we use a bit from the wrong material?
4. What does “the chuck” mean?
5. Why do we have to fit the drill bit firmly to the chuck?
6. What type of drill do we use when working in wet weather?
7. What are the advantages of drilling a pilot hole?
8. Should we lower or higher the torque when drilling too deep?
9. What should we do if the drill bit gets stuck in a material?

Activity 3: Sharing
Read the paragraph again and summarize the key information in the table then
describe how to use a drill safely in front of their supervisor.
HOW TO USE A DRILL SAFELY
Stage 1
1
2
3
4
5
6
7

Stage 2
1
2
3
4
5

Activity 4: Training
Your company has some new employees. They don’t know how to use a drill safely. Act
as a professional trainer. Give instructions based on the following pictures. [10]

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STAGE 1: PREPARING TO DRILL

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STAGE 2: DRILLING SAFELY

Lesson objective
By the end of this lesson, students will present the instructions on how to use a specific
mechanical machine.

Warm-up: Revising
Note down as many words as possible relating to machine instructions and read out
loud with a partner.
Activity 1: Using a bench grinder
Task 1: Complete the sentences using the given words. [11]
1. Perform/safety check/before/turn/grinder/on.
…………………………………………………………………………………………

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2. Wear/safety glasses/steeled toed shoes/earplugs/face mask/protect/yourself/from/

grinding dust.
…………………………………………………………………………………………
3. Turn/bench grinder/on.
…………………………………………………………………………………………
4. Place/metal/against/front wheel/roughly/25-30-degree angle.
…………………………………………………………………………………………
5. Move/metal/back and forth/across/grinder/until/chunk/metal/gone.
…………………………………………………………………………………………
6. Dip/piece/the water pot/cool/metal/during/grind.
…………………………………………………………………………………………
Task 2: Give instructions of how to use the bench grinder based on the following
pictures. Then present it in front of the whole class.[11]

Activity 2: Using other machines

Prepare a presentation of how to use a machine and then present in front of the class
using the following suggested questions.
 What is the name of the machine?
 What are its features?
 What are its functions?
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 How many steps are there when operating this machine?

 What should people do in each step?
Suggested machine tools
 Grinding machine  CNC machine
 Drilling press  Milling machine
 Lathe  Hammer
 Band saw  Welding machine
Requirements
A. For the presenters
Prepare a presentation about a machine tool including the parts of a presentation (an
introduction, body, conclusion and questions/games for the audience). All members
perform in the presentation in front of the class. Submit the hard copy of the slides
before presenting.
Time allowance: 10 - 15 minutes/each group (included presentation and the Q & A
session).
B. For the audience
Listen to the groups’ presentations carefully, write comments, give marks using the
presentation assessment criteria in the resource file and participate in the Q & A
session.

5. STUDENTS’ SELF-ASSESSMENT
Look at the objectives specified at the beginning of the unit and write down what you
have (not) achieved and what you need to do to improve your English.

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