ĐHNN tiếng anh cho sinh viên ngành cơ khí nông nghiệp, lê thị thanh chi, 87 trang

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MINISTRY OF EDUCATION AND TRAINING
HUE COLLEGE OF AGRICULTURE AND FORESTRY

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A COURSE OF ENGLISH
FOR STUDENTS OF AGRICULTURAL ENGINEERING



Course designer: LÊ THỊ THANH CHI

HUE – 12/2008

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LỜI MỞ ĐẦU
“A course of English for students of agricultural engineering” là giáo trình tiếng Anh
chun ngành có thể dùng làm tài liệu giảng dạy hoặc tài liệu tham khảo cho sinh viên
ngành cơ điện nông nghiệp, ngành kỹ thuật cơ khí nơng nghiệp của trường Đại Học
Nơng Lâm và Đại Học Sư Phạm (ngành kỹ thuật).
Giáo trình này được biên soạn trên cơ sở sinh viên đã học qua chương trình
tiếng Anh cơ bản; có vốn kiến thức cơ bản về ngữ pháp tiếng Anh và kiến thức cơ bản
về các chuyên ngành liên quan đến cơ điện; sinh viên có nhu cầu phát triển kỹ năng

đọc, viết và dịch tiếng Anh chuyên ngành cơ điện nông nghiệp. Do đó mục đích của
giáo trình là:
Giúp sinh viên làm quen với văn phong tiếng Anh khoa học kỹ thuật.
Rèn luyện kỹ năng đọc hiểu các văn bản khoa học.
Cung cấp cho sinh viên các từ, thuật ngữ chuyên ngành.
Luyện thực hành viết và dịch một số cấu trúc ngữ pháp thường gặp.
Với đối tượng của giáo trình là sinh viên năm thứ 3 trường Đại Học Nông Lâm Huế và
thời lượng dành cho môn học là 60 tiết (4 đơn vị học trình), giáo trình này gồm 10
units và một số bài đọc thêm. Các bài text được trích dẫn hoặc phỏng theo các tài liệu
khoa học nhằm đảm bảo tính xã thực của văn bản. Các bài tập ngữ pháp được biên
soạn theo ngữ pháp tiếng Anh cơ bản và kết hợp các kiến thức chuyên ngành cơ điện
cơ bản mà sinh viên đã được học.
Việc biên soạn giáo trình này chắc chắn khơng tránh khỏi những khiếm khuyết.
Chúng tơi mong nhận được góp ý xây dựng của độc giả và người học để giáo trình
ngày càng hồn thiện hơn.
Lê Thị Thanh Chi

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TABLE OF CONTENTS
Page
Part I: Electrical and Mechanical Engineering
Unit 1: Engineering – What’s it all about ? ……………… …….4
Unit 2: Engineering Materials ……………………………. …….10
Unit 3: Mechanisms ……………………………………….. …….15

Unit 4: Forces in Engineering …………………………….. …….24
Unit 5: The Electric Motor ………………………………... …….31
Part II: The Agricultural Machinery
Unit 6: The Agricultural Tractor ………………………... …….39
Unit 7: Tractor Engines …………………………………... …….50
Unit 8: The Combine Harvester (A) ……………………..

…….59

Unit 9: The Combine Harvester (B) ……………………..

…….69

Unit 10: Farm Management ………………………………. …….77
Further reading
Portable Generator.............................................................
Engine Classification ........................................................
Connecting Rods and Crankshaft .....................................
The reel …………………………………………………..
Water Pumping System ………………………………….
Mechanization in Sugarcane Production –
Development of seed cane planter ………………………
References

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PART I: ELECTRICAL AND MECHANICAL ENGINEERING

UNIT 1: Engineering – What’s it all about ?
A. Reading:
1. Read the following passage and find out how many branches of engineering are
mentioned.
Engineering is largely a practical activity. It is about putting ideas into action. Civil
engineering is concerned with making bridges, roads, airports, etc. Mechanical engineering
deals with the design and manufacture of tools and machines. Electrical engineering is about
the generation and distribution of electricity and its many applications. Electronic engineering
is concerned with developing components and equipment for communications, computing,
and so on.
Mechanical engineering includes marine, automobile, aeronautical, heating and
ventilating, and others. Electrical engineering includes electricity generating, electrical
installation, lighting, etc. Mining and medical engineering belong partly to mechanical and
partly to electrical.
2. Complete the blanks in this diagram using information from the text.

Engineering

Civil

1………

3……. Automobile Aeronautical

Electrical

4……

Electricity
5………

7. ……….

Electrical
installation

2……….

6. ……...

Medical

3. Study these special words. They show some of the areas in which engineers work.
Can you identify them? What kinds of engineers are concerned with these areas – electrical,
mechanical or both?
Beer brewery – planes - super highway – blocks of building – X ray machine
Now read the following texts to check your answer. Match each text to one of the word
or phrase above.
Transport: cars, trains, ships and planes are all products of mechanical engineering.
Mechanical engineers are also involved in support services such as roads, rail track, harbours
and bridges.
Food processing: Mechanical engineers design, develop and make the machines and the
processing equipment for harvesting, preparing and preserving the foods and drinks that fill
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the supermarket.
Medical engineering: Body scanners, X-ray machines, life-support systems, and other
high-tech equipment result from mechanical and electrical engineers combining with medical
experts to convert ideas into life-saving and preserving products.
Building services: Electrical engineers provide all the services we need in our homes
and places of work, including lighting, heating, ventilation, air-conditioning, refrigeration,
and lifts.
Energy and power: Electrical engineers are concerned with the production and
distribution of electricity to homes, offices, industry, hospitals, colleges and schools, and the
installation and maintenance of the equipment involved in these processes.
(Source: Adapted from Turning Ideas into Action, Institution of Mechanical Engineers,
and Engineering a career, Institution of Electronics and Electrical Incorporated Engineers)
4. When you read, it is important to have a clear purpose. Here are some of the
purposes you may have for reading the texts. Match one purpose to each kind of text.

A
1.
2.
3.
4.
5.
6.
7.
8.

B

finding a job
pricing a component
finding out how to do something
choosing the best chapter to read
looking for specific information on a topic
learning about electrical equipment
choosing a course
looking for a specification

a.
b.
c.
d.
e.
f.
g.
h.

table
index
contents
book title
manual
price list of components
college brochure
job advertisement

5.
Fill in the gaps in this text with the words given below. Each gap represents
one word. Compare your answer with your partner.

In the United Kingdom you can …(1)… engineering at a college of further education or
a university. Most college courses …(2)… from one to two years. University undergraduate
course …(3)… engineering last from three to four years.
A college will take …(4)… after four years of secondary school education. Most
students study full-time, …(5)… day-release courses are available for people who …(6)… in
local engineering companies. Students will be given a certificate …(7)… a diploma at the
…(8)… of their course.
Most university students will have completed six …(9)… of secondary school. Others
will have taken a diploma course at college. …(10)… give degrees. A Bachelor‟s degree
…(11)… three to four years. A Master‟s …(12)… requires a further year.

Students / degree / last / years / in / work / end / study
/ universities / or / but (although) / takes
B. Language study:

deals with / is concerned with

What is the link between column A and column B ?

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A

B

mechanical

machines

electrical

electricity

Column A lists a branch of engineering or a type of engineer. Column B lists things
they are concerned with. We can show the link between them in a number of ways:
1.

Mechanical engineering deals with machines.

2.

Mechanical engineers deal with machines.

3.

Mechanical engineering is concerned with machines.

4.

Mechanical engineers are concerned with machines.

5.

Machines are the concern of mechanical engineers.

Match each item in column A with an appropriate item from column B and link the two
in a sentence.
A
B
1. marine
a. air-conditioning
2. aeronautical
b. roads and bridges
3. heating and ventilating
c. body scanners
4. electricity generating
d. cables and switch-gear
5. automobile
e. communication and equipment
6. civil
f. ships
7. electronic
g. planes
8. electrical installation
h. cars and trucks
9. medical
i. power stations
C. Word study:
Word stress
Words are divided into syllables. For example:
engine

en.gine

engineer

en.gin.eer

engineering

en.gin.eer.ing

Each syllable is pronounced separately, but normally only one syllable is stressed. That
means it is said more slowly and clearly than the other syllables. We say „engine but
engin‟eer. A good dictionary will show the stress syllables.
Look at these words. Try to mark the stressed syllable.
1. machinery

2. mechanical

3. machine

4. install

5. installation

6. electricity

7. electrical

8. electronic

9. aeronautical

10. ventilation

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New words and expressions:
- Engineering (n.):

ngành kỹ thuật

- civil engineering:

kỹ thuật dân dụng

- mechanical engineering:

kỹ thuật cơ khí

- deal with:

liên quan đến

- putting ideas into action:

chuyển ý tưởng thành hành động

- manufacture (v.):

sản xuất

- electricity generation:

sự phát điện

- distribution of electricity:

sự phân phối điện năng

- marine(n. & adj.):

(thuộc về) hàng hải

- aeronautical(adj.):

(thuộc) ngành hàng không

- heating and ventilating:

sưởi và thông gió

- food processing

chế biến thực phẩm

- harvesting:

thu hoạch

- preserving:

bảo quản

- maintenance (n.):

bảo dưỡng, bảo trì (máy móc)

- power station:

trạm điện năng

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LANGUAGE IN FOCUS
Using adverb clauses to show time relationships:
after

(a)After she graduates, she will get a job.
(b) After she (had) graduated, she got a job

before

(c) I will leave before he comes.

A present tense, not a future
tense is used in an adverb
clause of time. Notice example
(b) and (d).

(d) I (had) left before he came.
when

(e) When I arrived, he was talking on the phone.

When = at that time

(f) When I got there, he had already left.

(notice the different time
relationship expressed by the
tenses)

(g) When it began to rain, I stood under a tree.
(h) When I was in Chicago, I visited the museum.
(i) When I see him tomorrow, I will ask him.
While

(j) While I was walking home, it began to rain.

As

(k) As I was walking home, it began to rain.

By the time

(l) By the time he arrived, we had already left.
(m) By the time he comes, we will already have left.

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While, as = during that time
By the time = one event is
completed before another
event. (notice the use of the


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past perfect and future perfect
in the main clause)
Since

(n) I haven‟t seen him since he left this morning.

Since = from that time to the
present. (Notice the present
perfect is used in the main
clause)

Until

(o) We stayed there until we finished our work.

till

(p) We stayed there till we finished our work.

Until, till = to that time and
then no longer (till is used
primarily in speaking rather
than writing)

As soon as

(q) As soon as it stops raining, we will leave.

Once

(r) Once it stops raining, we will leave.

As long as

(s) I will never speak to him again as long as I live.

So long as

(t) I will never speak to him again so long as I live

As soon as, so long as = during
all that time, from beginning to
end.

Whenever

(u) Whenever I see her, I say hello.

Whenever = every time

Every time

(v) Every time I see her, I say hello.

The first time
The last time

(w) The first time I went to New York, I went to an
opera.

The next time

(x) I saw two plays the last time I went to New York.
(y) The next time I go to New York, I‟m going to see
a ballet.

As soon as, once = when one
event happens, another event
happens soon afterwards.

Adverb clauses can be
introduced by the following:
first
The second time
third
last
next

PRACTICE
A. Complete the following. Pay attention to verb tenses.
1. Last night I went to bed after I _________ my homework.
2. Tonight I will go to bed after I ______________ my homework.
3. Ever since I was a child, I _________ afraid of dogs.
4. Jane‟s contact lens popped out while she basketball.
5. Be sure to reread your composition for errors before you __________ it in to the
teacher tomorrow.
6. By the time I left my apartment this morning, the mail carrier _____ the mail.
7. I have known Jim Bates since he ___________ ten years old.
8. A black cat ran across the road as I ____________ my car to work this morning.
9. By the time I leave this city, I ___________ here for four months.
10. Whenever Mark __________ angry, his nose gets red.
11. I __________ to the beach whenever the weather was fine, but now I don‟t have
time to do that because I have to study.
12. We will have a big party when _____________.
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13. The next time I _________ to Hawaii, I‟m going to visit Mauna Loa, the world
largest volcano.
14. I had fried chicken the last time I ___________ at that restaurant.
B. Complete the following sentences. Punctuate carefully. Pay attention to verb
tense usage.
1. Just as I was falling asleep last night ............................................................
2. I‟ll help you with your homework as soon as I .............................................

3. .................................................... as long as I live.
4. Just before I ................................................................
5. The last time I .............................................................
6. I had already ................................. when ......................
7. Whenever ....................................................................
8. I will be here until I ......................................................
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UNIT 2: ENGINEERING MATERIALS
A. Reading:

Scanning tables

In engineering, it is important to practice reading tables, charts, diagrams, and graphs
because so much information is represented in these ways.
Scanning is the best strategy for finding information in a table. With scanning, you
know before you read what sort of information you are searching for. To scan a table, you
move your eyes up and down the columns until you find the word or words you want. To scan
quickly, you must learn to ignore any information which will not help you with your task.
1. Scan the table which follows to find a material which is:
a. soft
b. ductile
c. malleable

d. tough
e. scratch-resistant
f. conductive and malleable
g. durable and hard
h. stiff and brittle
i. ductile and corrosion-resistant
j. heat-resistant and chemical-resistant
Materials
Metal
Aluminium
Copper

Properties

Uses

Light,
soft,
ductile,
highly Aircraft, engine components,
conductive, corrosion-resistant
foil, cooking utensils.
Very malleable, tough & ductile, Electric wiring, PCBs, tubing
highly
conductive,
corrosionresistant.

Brass (65% copper, Very corrosion-resistant. Casts well, Valves, taps, castings, ship
35% zinc)
easily machined. Can be work fittings, electrical contacts

hardened. Good conductor.
Mild steel (iron High strength, ductile, tough, fairly
with 0.15% to 0.3% malleable, cannot be hardened and
carbon)
tempered, low cost, poor corrosion General purpose
resistance
High carbon steel Hardest of the carbon steels but less Cutting tools such as drills,
(iron with 0.7% to ductile and malleable. Can be files, saws
1.4% carbon)
hardened and tempered.
Thermoplastics
ABS

High impact strength & toughness, Safety
helmets,
car
scratch-resistant, light & durable
components,
telephones,
kitchenware

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Materials

Properties

Uses

Acrylic

Stiff, hard, very durable, clear, can Aircraft canopies, baths,
be polished easily, can be formed double glazing
easily

Nylon

Hard, tough, wear-resistant, self- Bearings, gears, castings
lubricating
for power tools

Thermosetting plastics
Epoxy resin

Polyester resin

Urea formaldehyde

High strength when reinforced, Adhesive, encapsulation of
good chemical & wear resistance
electronic components
Stiff, hard, brittle. Good chemical
and heat resistance
Moulding, boat and car
bodies

Stiff, hard, strong, brittle, heatresistant, and a good electrical Electrical fitting, adhesives
insulator

2. Scan the table to find:
a. A metal used to make aircraft.
b. Plastics used for adhesives
c. Steel which can be hardened
d. An alloy suitable for castings
e. A plastic with very low friction
f. A material suitable for safety helmets
g. A metal suitable for a salt-water environment
h. A metal for general construction use but which should be protected from corrosion
i. A plastic for car bodies
j. The metal used for the conductors in printed circuit boards

B. Language study:

1. Making definitions

Study these facts from the table about aluminium:
1.

Aluminium is a light metal.

2.

Aluminium is used to make aircraft.

We can link these facts to make a definition of aluminium:
1+2 Aluminium is a light metal which is used to make aircraft.

We can use the relative pronoun which in making definition of something, and the
which-clause is known as the adjective clause in these cases.
Use the table above to make definitions of each of the materials in column A. Choose the
correct information in column B and C to describe the materials in column A.

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A

B

1. an alloy

C
a. allows heat or current to flow easily

2. a thermoplastic

b. remains rigid at high temperatures

3. mild steel

a metal

c. does not allow heat or current to flow easily

4. a conductor

a material

d. contains iron & 0.7% to 1.4% carbon

5. an insulator

an alloy

e. becomes plastic when heated

6. high carbon steel

f. contains iron & 0.15% to 0.3% carbon

7. brass

g. formed by mixing other metals or elements

8. a thermosetting plastic

h. consists of copper and zinc

2. Adding information to a text
Study this sentence about aluminium
Aluminium is used to make aircraft, engine components, and many items for the kitchen.
We can add extra information to the sentence like this:
Aluminium, which is light, soft, and ductile, is used to make aircraft, engine

components – for example, cylinder heads – and many items for the kitchen, such as
pots.
Note that the extra information is marked with commas or dashes:
, which …,
- for example, … , such as …,
Add this extra information to the following text about plastics.
1. Plastics can be moulded into plates, car components, and medical aids.
2. Thermoplastics soften when heated again and again.
3. Thermosetting plastics set hard and do not alter if heated again.
4. ABS is used for safety helmets.
5. Nylon is self-lubricating.
6. Nylon is used for motorized drives in cameras.
7. Acrylic is a clear thermoplastic.
8. Acrylic is used for aircraft canopies and double glazing.
9. Polyester resin is used for boat and car bodies.
10. Polyester resin is hard and has good chemical and heat resistance.
Plastics are synthetic materials. They can be softened and moulded into useful articles.
They have many applications in engineering. There are two types of plastics: thermoplastics
and thermosetting plastics.
ABS is a thermoplastic which is tough and durable. Because it has high impact strength,

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it has application where sudden loads may occur.
Nylons is a hard, tough thermoplastic. It is used where silent, low-friction operation is

required.
Acrylic can be formed in several ways. It is hard, durable, and has many uses.
Polyester resin is a thermosetting plastic used for castings. It has a number of useful
properties.

C. Word study:

Properties of materials

Study these examples of adjective and noun pairs for describing the properties of materials.
Adjective

Noun

Flexible

flexibility

Light

lightness

Strong

strength

Now fill in the gaps in this table with the missing adjectives and nouns
Adjective
……….

Noun
wind resistance

elastic

………

……...

plasticity

tough

……….

soft

………

rigid

……….

wear-resistant

………

………

brittleness

hard

……….

New words and expressions:
- ductile (adj.):

dễ kéo sợi, dễ uốn

- malleable (adj.):

dễ dát mỏng

- scratch-resistant (adj.):

chống trầy xướt

- conductive (adj.):

có tính dẫn điện

- durable (adj.):

bền

- stiff and brittle (adj.):

cứng và giòn, dễ gãy

- corrosion-resistant (adj.):

chống ăn mòn (kim loại)

- friction (n.):

lực ma sát

- salt-water environment:

môi trường nước mặn

- circuit board:

bảng điện

- alloy (n.):

hợp kim

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LANGUAGE IN FOCUS
Using English to define
Aristotle suggested that a good definition should include the general classification of a term

plus the specific characteristics that differentiate the term from other members of its class. For
example, a definition of a giraffe should include a classification, such as, A giraffe is an
animal, and specific characteristics, such as, A giraffe is tall, African animal with a very long
neck.
Definition formula:
Term = Class + characteristics
Example: Chemical energy is potential energy that is stored in gasoline, food, and oil.
(Frequently, the characteristics appear as a relative clause beginning with which, that, who, or
where)
Chemical energy = potential energy + that is stored in gasoline, food and oil.
(term)
(class)
(characteristics)
Relative clauses:
A clause is a part of a sentence that contains a noun and a verb. A relative clause is one
that begins with which, that, where, or who. Which and that are most commonly used in
science definitions; who is used when referring to people. Science definitions often include
relative clauses containing the characteristics that distinguish an item from others in the class.
Formulating definitions: Using the information given in each series, write a definition. Use
the sentence patterns above to guide you.
1. an amoeba / one-celled animal / constantly change its shape.
An amoeba is a one-celled animal that constantly changes its shape.
2. an antibiotic / drug / cures bacterial diseases.
3. lung / organ / breathing.
4. acoustics / science / sound.
5. photosynthesis / process / plants manufacture food.
6. catalyst / substance / speeds up but is not changed by a chemical reaction.
7. calorie / unit / measures heat.
8. cyclotron / apparatus / bombards the nuclei of atoms.
Creating definitions: A good way to see if the definition is complete is to reverse it. For

example, if we reverse an elephant is an animal, we get an animal is an elephant, and it is
obvious that the definition for each of the following words and test each one by reversing it. If
you need help, use a dictionary.
1. a camera
2. a bridge
3. an x-ray
4. a butterfly
5. geology
6. a diamond
7. an echo
8. a virus
9. caffeine
10. an aquarium
--- o0o --

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UNIT 3: MECHANISMS
A. Reading:

Scanning a text

Scanning is the best strategy for searching for specific information in a text. Move your
eyes up and down the text until you find the word or words you want. Try to ignore any
information which will not help you with your task.

1.
mentioned
1. cam

Scan the text opposite quickly to find out which of these mechanisms are
2. tap 3. pendulum

4. foot pump

5. Escalator

Mechanisms are an important part of everyday life. They allow us to do simple things
like switch on lights, turn taps, and open doors. They also make it possible to use escalators
and lifts, travel in cars and fly from continent to continent.
Mechanisms play a vital role in industry. While many industrial processes have
electronic control systems, it is still mechanisms that deliver the power to do the work. They
provide the forces to press steel sheets into car body panels, to lift large components from
place to place, to force plastic through dies to make pipes.
All mechanisms involve some kind of motion. The four basic kinds of motion are:
Rotary: Wheels, gears, and rollers involve rotary movement.
Oscillating: The pendulum of a clock oscillates – it swings backwards and forwards.
Linear: The linear movement of a paper trimmer is used to cut the edge of the paper.
Reciprocating: The piston in a combustion engine reciprocates.
Many mechanisms involve changing one kind of motion into another type. For example,
the reciprocating motion of a piston is changed into a rotary motion by the crankshaft, while a
cam converts the rotary motion of the engine into the reciprocating motion to operate the
valves.
2. Now read the text to find the answer to these questions.
1. What does a cam do?
2. What does oscillating mean?

3. How are plastic pipes formed?
4. What simple mechanisms in the home are mentioned directly or indirectly?
5. What is the function of the crankshaft?
6. Give an example of a device which can produce a linear movement?
7. How are car body panels formed?
8. What do mechanisms provide in industry?

B. Language study:
1. Ways of linking ideas
When we write, we may have to describe, explain, argue, persuade, complain, etc. in all these
forms of writing, we use ideas. To make our writing effective, we have to make sure our
readers can follow our ideas. One way of helping our readers is to make the links between the

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ideas in our writing.
What are the links between these pairs of ideas ? What words can we use to mark the links ?
1. Mechanisms are important to us.
2. They allow us to travel.
3. Mechanisms deliver the power to do work.
4. They play a vital role in industry.
5. Friction is sometimes a help.
6. It is often a hindrance.
Sentence 2 is a reason for sentence 1. We can link 1 and 2 like this:
Mechanisms are important to us because/since/as they allow us to travel.

Sentence 4 is a result of sentence 3. We can link 3 and 4 like this:
Mechanisms deliver the power to do work so they play a vital role in industry.
Mechanisms deliver the power to do work; therefore they play a vital role in industry.
Sentence 6 contrasts with sentence 5. We can link 5 and 6 like this:
Friction is sometimes a help but it is often a hindrance.
Show the links between these sets of ideas using appropriate linking words.
1. Copper is highly conductive. It is used for electric wiring.
2. Weight is measured in newtons. Mass is measured in kilogram.
3. Nylon is used for bearings. It is self-lubricating.
4. ABS has high impact strength. It is used for safety helmets.
5. The foot pump is the class 2 lever. The load is between the effort and the fulcrum.
6. Friction is essential in brakes. Friction is a nuisance in an engine.
7. The upper surface of a beam is in compression. The lower surface is in tension.
8. Concrete beams have steel rods near the lower surface. Concrete is weak in tension.
2. Dealing with technical terms
One of the difficult things about the English of engineering is that there are many technical
terms to learn. Newer terms may be the same, or almost the same, in your own language. But
many terms will be quite different and you may not always remember them. When this
happens, you will have to use whatever English you know to make your meaning clear.
The technical terms in column A are similar in meaning to the more general English in
column B. Match them.
A
B
1. oscillates
a. changes
2. rotates
b. large, thin, flat pieces
3. reciprocates
c. moving stairs
4. has a linear motion

d. goes round and round
5. converts
e. movement
6. motion
f. goes in a line
7. escalator
g. swings backwards and forwards
8. sheets
h. goes up and down

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C. Word study:

Noun and Noun compounds

We can use adjectives to describe an object in greater detail. For example:
light
electric light
a motor

an electric motor

steel

stainless steel

gears

helical gear

We can also use nouns. For example:
light
laser light
a motor

an air motor

steel

carbon steel

gears

titanium gears

Many relationships are possible in noun compounds. For example:
an air motor
a motor which uses air
carbon steel

steel which contains carbon

titanium gears gears made of titanium
1. Put each of these examples in the correct column.

1. carbon blocks
2. a power tool
3. aluminium alloy

4. a ball bearing

5. carbon fibre

6. a concrete beam

7. a gas burner

8. a diesel boat

9. roller bearings

10. a spring balance

11. a circuit board

12. a plastic tube

13. a plastic pipe

14. steel sheets

15. magnesium alloy
Uses
……………
…………...

…………...
…………...
…………...
…………...
…………...
…………...

is made of
……………….
………………
………………
………………
………………
………………
………………
………………

contains
………………..
………………..
………………..
………………..
………………..
………………..
………………..
………………..

2. What new relationships can you find in the example below? Rewrite each compound to
show the relationship. For example:
a foot pump

a pump which is operated by foot

a ribbon cable a cable which is like a ribbon

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a gear lever
1. chain wheel

a lever for operating gears
6. College lecturer

2. disc wheel

7. Toe-clip

3. foot brake

8. Boiler thermostat

4. a hand throttle

9. Safety helmet

5. strain gauge

10. Aircraft engineer

New words and expressions:
- pendulum (n.):

con lắc

- escalator (n.):

cầu thang cuốn

- tap (n.):

vòi nước

- cam (camshaft) (n.):

trục cam

- make it possible:

làm cho có thể

- continent (n.):

châu lục

- play a vital role:

đóng/giữ một vai trị quan trọng

- industrial processes:

qui trình cơng nghiệp

- electronic control system:

hệ thống điều khiển bằng điện tử

- oscillating (n.):

(chuyển động) dao động

- linear (n.):

(chuyển động) thẳng

- reciprocating:

(chuyển động) tới lui

- rotary motion:

chuyển động quay

- steel sheet:

tấm thép

- fulcrum (n.):

điểm tựa

- concrete beam:

dầm làm bằng bê-tông

- stainless steel:

thép không gỉ

- a spring balance:

cân lò xo

- swing backwards and forwards:

đung đưa lui tới

- hindrance (n.):

trở lực

- self-lubricating:

tự bôi trơn

--- o0o ---

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LANGUAGE IN FOCUS
A. Adjectives and adverbs
Look at these examples:
-

Our vacation was too short – the time passed very quickly.

-

The driver of the car was seriously injured in the accident.

Quickly and seriously are adverbs. Many adverbs are made from an adjective + -ly:
Adjective:

quick

serious careful quiet

Adverb:

quickly seriously

carefully

heavy
quietly

bad
heavily

badly

Not all words ending in –ly are adverbs. Some adjectives end in –ly too, for example:
friendly

lively

elderly lonely

silly

lovely

B. Adjective or adverb ?
* Adjectives (quickly/careful, etc.) tell us * Adverbs (quickly/carefully, etc.) tell us about a
about a noun. We use adjectives before nouns verb. An adverb tells us how somebody does
and after some verbs, especially be:
something or how something happens:
-

Tom is a careful driver. (not a
carefully driver)

-

Tom drove carefully along the narrow
road. (not drove careful)

-

We didn‟t go out because of the heavy
rain.

-

We didn‟t go out because it was raining
heavily (not raining heavy)

-

Please be quiet.

-

Please speak quietly. (not speak quiet)

-

I was disappointed that my test results
were so bad.

-

I was disappointed that I did so badly on
the test. (not did so bad)

* We also use adjectives after the verbs
look/feel/sound/taste/smell/seem, etc.

-

Why don‟t you ever take me seriously?

-

She speaks English perfectly.

-

Why do you always look so serious?
She speak perfect English.
Compare these sentences with look:

Tom looked sad when I saw him. (= he seemed sad; his expression was sad)
Tom looked at me sadly. (= he looked at me in a sad way)
C. Comparison
Look at these examples:
- You should drive. It‟s cheaper.

- Should I drive or take a train ?

- Don‟t take the train. It‟s more expensive.

Cheaper and more expensive are comparative forms.
After comparatives you can use than:
It‟s cheaper to drive than to take a train.
Taking the train is more expensive than driving.

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The comparative form is –er or more ...
We use –er for short words (one syllable):

We use more ... for longer words (two
syllables or more):

more serious, more often, more expensive
We also use –er for two syllable words that We use more... for adverbs that end in –ly:
more slowly, more seriously, more quietly,
end in –y (-y => -ier)
more carefully
lucky – luckier, early – earlier, easy – easier,
pretty – prettier
- You‟re more patient than me.
cheap –cheaper, fast – faster, large – larger

-

you‟re older than me.

-

The exam was easy – easier than we
expected.

-

Can you walk a little faster ?

-

I‟d like to have a bigger car.

-

Last night I went to bed earlier than
usual.

-

The exam was difficult – more
difficult than we expected.

-

Can you walk a little more slowly ?

-

I‟d like to have a more reliable car.

-

I don‟t play tennis much these days. I
used to play more often.

* You can use –er or more ... with some two-syllable adjectives, especially:
quiet

clever

narrow

shallow

simple

Example: It‟s too noisy here. Can we go somewhere quieter / more quiet?
The adjectives and adverbs have irregular comparative forms:
Good/well => betterbad/badly => worse

far => farther/further

Comparison with as ... as ...
You can use as ... as... (but not so ... as ...) in positive sentences and questions:
Example: I‟m sorry I‟m late. I got here as fast as I could.
There‟s plenty of food. You can have as much as you want.
Can you send me the money as soon as possible, please ?

Tom isn‟t as old as he look. (= Tom is older than he is.)
It‟s not warm, but it isn‟t so cold as yesterday.
Less ... (than) is similar to not as ... (as):
I spent less money than you. ( = I didn‟t spend as much money as you.)
The shopping mall was less crowded than usual. (= It wasn‟t as crowded as usual.)
You can also use twice as ... as..., three time as ...as..., etc.
Gas is twice expensive as it was a few years ago.
Their house is about three times as big as ours.
We say the same as (not the same like):
Ann‟s salary is the same as mine. Or Ann makes the same salary as me.
Tom is the same age as Brian.

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D. Superlatives.
The superlative form is –est or most ... In general, we use –est for short words and
most for longer words. (The rules are the same as those for the comparative.)
long – longest hot – hottest
but

most famous

easy – easiest

most boring

hard – hardest

most difficult

most expensive

These adjectives are irregular:
good – best

bad – worst

far – farthest/furthest

We normally use the before a superlative (the longest / the most famous, etc.)
Yesterday was the hottest day of the year.
That was the most boring movie I‟ve ever seen.
Why does he always come to see me at the worst possible moment ?
After superlative we use in with places (town, buildings, etc.)
What is the longest river in the world? (not of the world)
We had a great room. It was one of the nicest in the hotel. (not of the hotel)
________________________
PRACTICE
I. Complete the sentences with adverbs. The first letters of each adverb are given.
1. We didn‟t go out because it was raining h___________.
2. Our team lost the game because we played very ba___________.
3. I had no trouble finding a place to live. I found an apartment quite ea________.
4. We had to wait for a long time, but we didn‟t complain. We waited pat_______.
5. Nobody knew Steve was coming to see us. He arrived unex______________.
6. Mike stays in shape by playing tennis reg__________.

II. Put in the right word.
1. The driver of the car was _____________ injured. (serious/seriously)
2. I think you behaved very _____________. (selfish/selfishly)
3. Kelly is _____________ upset about losing her job. (terrible/terribly)
4. There was a ___________ change in the weather. (sudden/suddenly)
5. Everybody at the party was ___________ dressed. (colorful/colorfully)
6. Linda likes wearing _____________ clothes. (colorful/colorfully)
7. She fell and hurt herself quite _____________. (bad/badly)
8.These pants started coming apart after I wore them only once. They‟re
_____________ made (bad/badly)
9. Don‟t go up that ladder. It doesn‟t look _________. (safe/safely)
10. He looked at me _____________ when I interrupted him. (angry/angrily)
III. Rewrite these sentences so that they have the same meaning.
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1. Jack is younger than he looks.
Jack isn‟t ............................................................
2. I didn‟t spend as much money as you.
You ....................................................................
3. The station was nearer than I thought.
The station wasn‟t ...............................................
4. I go out less than I used to.
I don‟t .....................................................................
5. Her hair isn‟t as long as it used to be.
She used to ..............................................................

6. I know them better than you do.
You don‟t ................................................................
7. There were fewer people at this meeting than at the last one.
There weren‟t ..........................................................
IV. Write sentences using the same as.
1. Sally and Kate are both 22 years old. Sally is ......................................................
2. You and I both have dark brown hair. Your hair .................................................
3. I arrived at 10.25 and so did you. I ......................................................................
4. My birthday is April 5. Tom‟s birthday is April 5, too. My ................................
V. Complete the sentences . Use a superlative (-est or most ...) + a preposition.
1. It‟s a very nice room. It‟s ......................................... the hotel.
2. It‟s a very cheap restaurant. It‟s ................................ the town.
3. It‟s a very happy day. It was .......................................... my life.
4. She‟s a very intelligent student. She ..................................... the class.
5. It‟s a very valuable painting. It ............................................. the gallery.
6. Spring is a very busy time for me. It ..................................... the year.
7. He‟s a very rich man. He‟s one of ........................................... the world.
8. It was a very bad experience. It ................................................. my life.
9. It‟s a very good college. It‟s one ................................................ the state.
10. He‟s a very dangerous criminal. He .......................................... the country.
VI. Complete the sentences. Use a superlative (-est or most ...) or a comparative (-er or
more ...)
1. We stayed at ...the cheapest... hotel in town. (cheap)
2. Our hotel was ...cheaper... than all the other hotels in the town. (cheap)
3. The United State is very large, but Canada is ________________. (large)

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4. What‟s _______________ river in the world ? (long)
5. He was a little depressed yesterday, but he looks ___________ today. (happy)
6. It was an awful day. It was ______________ days of my life. (bad)
7. What is _____________ sport in your country ? (popular)
8. Everest is _______________ mountain in the world. It is ___________ than any other
mountain. (high)
9. We had a great vacation. It was one of the _____________ vacation we‟ve ever had.
(enjoyable)
10. I prefer this chair to the other one. It‟s _________________. (comfortable)
11. What‟s ______________ way of getting from here to the bus station? (quick)
12. Mr. and Mrs. Brown have three daughters. ______________ is 14 years old. (old)
--- o0o ---

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UNIT 4: FORCES IN ENGINEERING
A. Reading:

Predicting

As you learn in unit 1, it is important to think about what you are going to read before
you read. Do not start to read a text immediately. One way to help you reading is to think

about the words which might appear in the text. The title might help to focus your thoughts.
Which words might appear in a text with the title Forces in Engineering ?
1.
The text you are going to read is called Forces in Engineering. Here are some
of the words it contains. Can you explain the links between each word and the title of the text?
weight

buoyancy

equilibrium

magnitude

resultant

Newton

elasticity
gravity

Now read the text. Use the information in the text to check the explanation you made above.

Forces in engineering
To solve the ship problem, we must look at the forces on the ship (Fig.1). The weight,
W, acts downwards. That is the gravity force. The buoyancy force, B, acts upwards. Since the
ship is in equilibrium, the resultant force is zero, so the magnitude of B and W must be the
same.

Another very important force in engineering is the one caused by elasticity. A good
example of this is a spring. Springs exert more force the more they are stretched. This

property provides a way of measuring force. A spring balance can be calibrated in newtons,
the unit of force. The block in Fig.2 has a weight of 10 newtons. The weight on the balance
pulls the spring down. To give equilibrium, the spring pulls up to oppose that weight. This
upward force, F1, equals the weight of the block, W.
It is important to get the distinction between mass and weight absolutely clear. Mass is
the quantity of matter in an object. Weight is the force on that object due to gravity. Mass is
measured in kilograms, whereas weight, being a force, is measured in newtons.
We have looked at the buoyancy, elasticity, and gravity. There is a
fourth force important in engineering, and that is friction. Friction
is a help in some circumstances but a hindrance in others. Let us
examine the forces on the box (Fig.3). Firstly, there is its weight,
W, the gravity force, then there is the reaction, R, normal to the
plane. R and W have a resultant force trying to pull the box down
the slope. It is the friction force, F, acting up the slope, that stop it
sliding down.

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B. Language study:

1. Grammar links in texts

One of the ways in which sentences in a text are held together is by grammar links. In
this extract, note how each expression in italics links with an earlier expression.
Another very important force in engineering is the one caused by elasticity. A good

example of this is a spring. Springs exerts more force the more they are stretched. This
property provides a way of measuring force.
Sometimes these links cause problems for readers because they cannot make the right
connection between words in different parts of a text
Study these common grammar links:
1.

A repeated noun becomes a pronoun.
Springs becomes they.

2.

A word replaces an earlier expression.
Forces in engineering becomes one.

3.

A word replaces a whole sentence or clauses.
Springs exerts more force the more they are stretched becomes this property

With which earlier expressions do the words in italics link ? Join them as in the
example above.
Friction in machine is destructive and wasteful. It causes the moving parts to wear and it
produces heat where it is not wanted. Engineers reduce friction by using very highly polished
materials and by lubricating their surfaces with oil and grease. They also use ball bearings and
roller bearings because rolling objects cause less friction than sliding ones.
(Source: S. Larkin and L. Bernbaun (eds.), The Penguin Book of the Physical World)
2. The present passive: Study these instructions for a simple experiment on friction.
1. Place a block of wood on a flat surface.
2. Attach a spring balance to one end of the block.

3. Apply a gradually increasing force to the balance.
4. Note the force at which the block just begins to move.
5. Pull the block along so that it moves at a steady speed.
6. Note the force required to maintain movement.

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