Note de Seminar FIFIM IV 2017 2018

LIMBA ENGLEZ
ANUL IV
Note de seminar
Universitatea de tiine Agronomice i Medicin Veterinar
Facultatea de mbuntiri Funciare i Ingineria Mediului
Bucureti
2017
UNIT 1
ENGINEERING
Exercise 1. Read the following text about engineering:

Engineering is the discipline, art and profession of acquiring and applying scientific,
mathematical, economic, social, and practical knowledge to design and build structures,
machines, devices, systems, materials and processes that safely realize a solution to the
needs of society.
Engineering, much like other sciences, is a broad discipline which is often broken
down into several sub-disciplines. These disciplines concern themselves with differing
areas of engineering work. Engineering is often characterized as having four main
branches:
Chemical engineering The application of physics, chemistry, biology, and
engineering principles in order to carry out chemical processes on a commercial scale.
Civil engineering The design and construction of public and private works, such
as infrastructure (airports, roads, railways, water supply and treatment etc.), bridges, dams,
and buildings.
Electrical engineering The design and study of various electrical and electronic
systems, such as electrical circuits, generators, motors, electromagnetic / electromechanical
devices, electronic devices, electronic circuits, optical fibers, optoelectronic devices,
computer systems, telecommunications, instrumentation, controls, and electronics.
Mechanical engineering The design of physical or mechanical systems, such as
power and energy systems, aerospace/aircraft products, weapon systems, transportation
products engines, compressors, powertrains, kinematic chains, vacuum technology, and
vibration isolation equipment.
Beyond these four, sources vary on other main branches. Historically, naval
engineering and mining engineering were major branches. Modern fields sometimes
included as major branches include aerospace, computer, electronic, petroleum, systems,
audio, software, architectural, biosystems, biomedical, industrial, materials, and nuclear
engineering.
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Exercise 2. Like art, engineering embodies all the creativity and imagination of the human
mind. Although rational and analytical, it is concerned with both form and functionality,
improving not only the usability but also the aesthetics of products. Here are several
engineering structures that can also be regarded as contemporary artworks:
The Gateshead Millennium Bridge
The Rolling Bridge
The Merchant Square Footbridge (also known as The Fan Bridge)
Exercise 3. Another famous engineering structure located in central London is Thames

Barrier. The world's second-largest movable flood barrier (after Oosterscheldekering in the
Netherlands) was completed in 1984 to prevent the capital of the UK from being flooded
by exceptionally high tides and storm surges moving up from the North Sea.
Listen to the presentation on how the Thames Barrier works and fill in the blanks with the
missing words:
The Thames Barrier is the main defence against .................................... for London and is sited across a
520 metre section of the River Thames.
The Thames Barrier has two types of gates:
- the .................................... .................................... gates sit above the river, making these sections
non-navigable;
- the .................................... .................................... gates rest on the river bed, which allows river
traffic to pass through the barrier.
In the open position the gate lies .................................... with the river bed. This allows the
tide to ebb and flow naturally and river traffic to pass through the gates.
.................................... .................................... are used to rotate the gates into position.
Individual gates can be closed in ten minutes but the .................................... barrier closure
takes one and a half hours. The closure usually takes place soon after low tide.
When fully raised, the barrier creates a .................................... .................................... wall
preventing water flowing upstream towards the capital. The four main gates
.................................... 61 metres and weigh over 3,300 tonnes each. Each gate is 20 metres high
and can .................................... .................................... loads of up to 9,000 tonnes.
The .................................... position assists the opening process as a controlled amount of
water is passed under the gate and up the Thames.
The Thames Barrier can only be reopened once the water level upstream of the barrier
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matches the level .....................................
The maintenance position allows barrier engineers to .................................... the gates and
keep them in working order.
The .................................... .................................... gates are sited towards the banks of the
river. These gates are held in position above the river, are non-navigable and are dropped in
position when required.
The protective walls .................................... have been raised to provide the same standard
of protection as the Thames Barrier.
Exercise 4. Watch the video and identify the components of various mechanisms operating
inside the Barrier.
Exercise 5. Think of other engineering megastructures you are familiar with from around
the world. Choose one and describe its structure (referring to some of its characteristics,
e.g., height, weight, materials, etc.) and operation mode.
Exercise 6. Match the essential qualities of a successful engineer with their explanations:
analytical aptitudes attention to detail communication skills
continuing education creativity logical thinking
mathematical inclination problem-solving skills team play
technical knowledge
a) Great engineers can translate complex technical lingo into plain English and also
communicate verbally with clients and other engineers working together on a project.
b) Great engineers stay on top of developments in the industry. Changes in technology
happen rapidly, and the most successful engineers keep abreast of new research and ideas.
c) Great engineers know that engineering is an intricate science that involves complex
calculations of varying difficulty.
d) Great engineers are continually examining things and thinking of ways to help things
work better. They are naturally inquisitive.
e) Great engineers can think of new and innovative ways to develop new systems and
make existing things work more efficiently.
f) Great engineers understand a variety of computer programs and other systems that are
commonly used during an engineering project.
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g) Great engineers are able to make sense of complex systems, understand how things
work and how problems arise.
h) Great engineers are aware that the slightest error can cause an entire structure to fail, so
every detail must be reviewed thoroughly during the course of completing a project.
i) Engineers are frequently called upon solely to address problems, and they must be able
to figure out where the problem stems from and quickly develop a solution.
j) Great engineers understand that they are part of a larger team working together to make
one project come together successfully, and therefore, must work well as part of that team.
Exercise 7. Watch the video and answer the questions below:

What does civil engineering deal with?
..................................................................................................................................................
..................................................................................................................................................
..................
What knowledge should civil engineers combine to perform their duties?
..................................................................................................................................................
..................................................................................................................................................
..................
Name some civil engineering subspecialties.
..................................................................................................................................................
..................................................................................................................................................
.................. ...............................................................................................................................
..................................................................................................................................................
.....................................
What do these subspecialties involve?
..................................................................................................................................................
..................................................................................................................................................
.................. ...............................................................................................................................
..................................................................................................................................................
.....................................
What is the minimum education requirement to become a civil engineer? How long does it
usually last?
..................................................................................................................................................
.........
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Exercise 8. The Calling of an Engineer
In Canada there is a ceremony named The Calling of an Engineer where Iron Rings are
given to graduating engineers who choose to obligate themselves to the highest
professionalism and humility of their profession. It is a symbol that reflects the moral,
ethical and professional commitment made by the engineer who wears the ring. The
ceremonies are private affairs with no publicity. Invitations to attend are extended to local
engineering alumni and professional engineers by those who are scheduled to participate.
For some schools, the invitation to witness the ceremony is open to anyone in the
engineering profession, and non-obligated engineers may not participate in the ritual. Some
graduating engineers choose to receive a ring passed on from a relative or mentor, giving
the ceremony a personal touch.
In the United States, the Order of the Engineer is an association for graduate and
professional engineers that emphasizes pride and responsibility in the engineering
profession. Before joining, members must take an oath to abide by a code of ethics called
The Obligation of an Engineer:
I am an Engineer.
In my profession I take deep pride. To it I owe solemn obligations.
Since the Stone Age, Human Progress has been spurred by the Engineering Genius.
Engineers have made usable Nature's vast resources of Materials and Energy for
Humanity's Benefit.
Engineers have vitalized and turned to practical use the Principles of Science and
the Means of Technology. Were it not for this heritage of accumulated experiences, my
efforts would be feeble.
As an engineer, I, (full name), pledge to practice Integrity and Fair Dealing,
Tolerance, and Respect, and to uphold devotion to the standards and dignity of my
profession, conscious always that my skill carries with it the obligation to serve humanity
by making best use of the Earth's precious wealth.
As an engineer, I shall participate in none but honest enterprises. When needed, my
skill and knowledge shall be given without reservation for the public good. In the
performance of duty, and in fidelity to my profession, I shall give the utmost.
Exercise 9. The graduates of the Faculty of Land Reclamation and Environmental

Engineering will basically work in one of the following areas of specialism:
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1) CIVIL ENGINEER
Duties / Tasks
Analyze survey reports, maps, drawings, blueprints, aerial photography, and other
topographical or geologic data to plan projects.
Plan and design transportation or hydraulic systems and structures, following
construction and government standards, using design software and drawing tools.
Compute load and grade requirements, water flow rates, and material stress factors
to determine design specifications.
Inspect project sites to monitor progress and ensure conformance to design
specifications and safety or sanitation standards.
Direct construction, operations, and maintenance activities at project site.
Direct or participate in surveying to lay out installations and establish reference
points, grades, and elevations to guide construction.
Estimate quantities and cost of materials, equipment, or labor to determine project
feasibility.
Prepare or present public reports, such as bid proposals, deeds, environmental
impact statements, and property and right-of-way descriptions.
Test soils and materials to determine the adequacy and strength of foundations,
concrete, asphalt, or steel.
Provide technical advice regarding design, construction, or program modifications
and structural repairs to industrial and managerial personnel.
Conduct studies of traffic patterns or environmental conditions to identify
engineering problems and assess the potential impact of projects.
Activities
Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment -
Providing documentation, detailed instructions, drawings, or specifications to tell
others about how devices, parts, equipment, or structures are to be fabricated,
constructed, assembled, modified, maintained, or used.
Making Decisions and Solving Problems - Analyzing information and evaluating
results to choose the best solution and solve problems.
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Interacting With Computers - Using computers and computer systems (including
hardware and software) to program, write software, set up functions, enter data, or
process information.
Communicating with Supervisors, Peers, or Subordinates - Providing information
to supervisors, co-workers, and subordinates by telephone, in written form, e-mail,
or in person.
Documenting/Recording Information - Entering, transcribing, recording, storing, or
maintaining information in written or electronic/magnetic form.
Thinking Creatively - Developing, designing, or creating new applications, ideas,
relationships, systems, or products, including artistic contributions.
Organizing, Planning, and Prioritizing Work - Developing specific goals and plans
to prioritize, organize, and accomplish your work.
Getting Information - Observing, receiving, and otherwise obtaining information
from all relevant sources.
Estimating the Quantifiable Characteristics of Products, Events, or Information -
Estimating sizes, distances, and quantities; or determining time, costs, resources, or
materials needed to perform a work activity.
Analyzing Data or Information - Identifying the underlying principles, reasons, or
facts of information by breaking down information or data into separate parts.
Interpreting the Meaning of Information for Others - Translating or explaining what
information means and how it can be used.
Scheduling Work and Activities - Scheduling events, programs, and activities, as
well as the work of others.
Evaluating Information to Determine Compliance with Standards - Using relevant
formation and individual judgment to determine whether events or processes
comply with laws, regulations, or standards.
Updating and Using Relevant Knowledge - Keeping up-to-date technically and
applying new knowledge to your job.
Communicating with Persons Outside Organization - Communicating with people
outside the organization, representing the organization to customers, the public,
government, and other external sources. This information can be exchanged in
person, in writing, or by telephone or e-mail.
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Judging the Qualities of Things, Services, or People - Assessing the value,
importance, or quality of things or people.
Developing and Building Teams - Encouraging and building mutual trust, respect,
and cooperation among team members.
Resolving Conflicts and Negotiating with Others - Handling complaints, settling
disputes, and resolving grievances and conflicts, or otherwise negotiating with
others.
Establishing and Maintaining Interpersonal Relationships - Developing
constructive and cooperative working relationships with others, and maintaining
them over time.
Processing Information - Compiling, coding, categorizing, calculating, tabulating,
auditing, or verifying information or data.
Monitor Processes, Materials, or Surroundings - Monitoring and reviewing
information from materials, events, or the environment, to detect or assess
problems.
Performing for or Working Directly with the Public - Performing for people or
dealing directly with the public. This includes serving customers in restaurants and
stores, and receiving clients or guests.
Inspecting Equipment, Structures, or Material - Inspecting equipment, structures, or
materials to identify the cause of errors or other problems or defects.
Identifying Objects, Actions, and Events - Identifying information by categorizing,
estimating, recognizing differences or similarities, and detecting changes in
circumstances or events.
Coordinating the Work and Activities of Others - Getting members of a group to
work together to accomplish tasks.
Coaching and Developing Others - Identifying the developmental needs of others
and coaching, mentoring, or otherwise helping others to improve their knowledge
or skills.
Selling or Influencing Others - Convincing others to buy merchandise/goods or to
otherwise change their minds or actions.
Training and Teaching Others - Identifying the educational needs of others,
developing formal educational or training programs or classes, and teaching or
instructing others.
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Monitoring and Controlling Resources - Monitoring and controlling resources and
overseeing the spending of money.
Developing Objectives and Strategies - Establishing long-range objectives and
specifying the strategies and actions to achieve them.
Provide Consultation and Advice to Others - Providing guidance and expert advice
to management or other groups on technical, systems-, or process-related topics.
Skills
Mathematics - Using mathematics to solve problems.
Critical Thinking - Using logic and reasoning to identify the strengths and
weaknesses of alternative solutions, conclusions or approaches to problems.
Science - Using scientific rules and methods to solve problems.
Active Listening - Giving full attention to what other people are saying, taking time
to understand the points being made, asking questions as appropriate, and not
interrupting at inappropriate times.
Reading Comprehension - Understanding written sentences and paragraphs in work
related documents.
Active Learning - Understanding the implications of new information for both
current and future problem-solving and decision-making.
Complex Problem Solving - Identifying complex problems and reviewing related
information to develop and evaluate options and implement solutions.
Monitoring - Monitoring/Assessing performance of yourself, other individuals, or
organizations to make improvements or take corrective action.
Negotiation - Bringing others together and trying to reconcile differences.
Judgment and Decision Making - Considering the relative costs and benefits of
potential actions to choose the most appropriate one.
Writing - Communicating effectively in writing as appropriate for the needs of the
audience.
Coordination - Adjusting actions in relation to others' actions.
Time Management - Managing one's own time and the time of others.
Operations Analysis - Analyzing needs and product requirements to create a design.
Social Perceptiveness - Being aware of others' reactions and understanding why
they react as they do.
Service Orientation - Actively looking for ways to help people.
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Speaking - Talking to others to convey information effectively.
Persuasion - Persuading others to change their minds or behaviour.
Instructing - Teaching others how to do something.
Technology Design - Generating or adapting equipment and technology to serve
user needs.
Learning Strategies - Selecting and using training/instructional methods and
procedures appropriate for the situation when learning or teaching new things.
Equipment Selection - Determining the kind of tools and equipment needed to do a
job.
Quality Control Analysis - Conducting tests and inspections of products, services,
or processes to evaluate quality or performance.
Troubleshooting - Determining causes of operating errors and deciding what to do
about it.
Management of Personnel Resources - Motivating, developing, and directing
people as they work, identifying the best people for the job.
Systems Evaluation - Identifying measures or indicators of system performance and
the actions needed to improve or correct performance, relative to the goals of the
system.
Abilities
Problem Sensitivity - The ability to tell when something is wrong or is likely to go
wrong. It does not involve solving the problem, only recognizing there is a
problem.
Oral Expression - The ability to communicate information and ideas in speaking so
others will understand.
Deductive Reasoning - The ability to apply general rules to specific problems to
produce answers that make sense.
Written Comprehension - The ability to read and understand information and ideas
presented in writing.
Oral Comprehension - The ability to listen to and understand information and ideas
presented through spoken words and sentences.
Near Vision - The ability to see details at close range (within a few feet of the
observer).
Speech Clarity - The ability to speak clearly so others can understand you.
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Visualization - The ability to imagine how something will look after it is moved
around or when its parts are moved or rearranged.
Information Ordering - The ability to arrange things or actions in a certain order or
pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters,
words, pictures, mathematical operations).
Inductive Reasoning - The ability to combine pieces of information to form general
rules or conclusions (includes finding a relationship among seemingly unrelated
events).
Originality - The ability to come up with unusual or clever ideas about a given topic
or situation, or to develop creative ways to solve a problem.
Speech Recognition - The ability to identify and understand the speech of another
person.
Written Expression - The ability to communicate information and ideas in writing
so others will understand.
Fluency of Ideas - The ability to come up with a number of ideas about a topic (the
number of ideas is important, not their quality, correctness, or creativity).
Mathematical Reasoning - The ability to choose the right mathematical methods or
formulas to solve a problem.
Selective Attention - The ability to concentrate on a task over a period of time
without being distracted.
Category Flexibility - The ability to generate or use different sets of rules for
combining or grouping things in different ways.
Knowledge / Experience
Engineering and Technology - Knowledge of the practical application of
engineering science and technology. This includes applying principles, techniques,
procedures, and equipment to the design and production of various goods and
services.
Design - Knowledge of design techniques, tools, and principles involved in
production of precision technical plans, blueprints, drawings, and models.
Mathematics - Knowledge of arithmetic, algebra, geometry, calculus, statistics, and
their applications.
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Building and Construction - Knowledge of materials, methods, and the tools
involved in the construction or repair of houses, buildings, or other structures such
as highways and roads.
English Language - Knowledge of the structure and content of the English language
including the meaning and spelling of words, rules of composition, and grammar.
Customer and Personal Service - Knowledge of principles and processes for
providing customer and personal services. This includes customer needs
assessment, meeting quality standards for services, and evaluation of customer
satisfaction.
Administration and Management - Knowledge of business and management
principles involved in strategic planning, resource allocation, human resources
modeling, leadership technique, production methods, and coordination of people
and resources.
Transportation - Knowledge of principles and methods for moving people or goods
by air, rail, sea, or road, including the relative costs and benefits.
Public Safety and Security - Knowledge of relevant equipment, policies,
procedures, and strategies to promote effective local, state, or national security
operations for the protection of people, data, property, and institutions.
2) CIVIL ENGINEERING MANAGER

Duties / Tasks
Confer with management, production, and marketing staff to discuss project
specifications and procedures.
Coordinate and direct projects, making detailed plans to accomplish goals and
directing the integration of technical activities.
Analyze technology, resource needs, and market demand, to plan and assess the
feasibility of projects.
Plan and direct the installation, testing, operation, maintenance, and repair of
facilities and equipment.
Direct, review, and approve product design and changes.
Recruit employees; assign, direct, and evaluate their work; and oversee the
development and maintenance of staff competence.
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Prepare budgets, bids, and contracts, and direct the negotiation of research
contracts.
Develop and implement policies, standards and procedures for the engineering and
technical work performed in the department, service, laboratory or firm.
Perform administrative functions such as reviewing and writing reports, approving
expenditures, enforcing rules, and making decisions about the purchase of materials
or services.
Review and recommend or approve contracts and cost estimates.
Present and explain proposals, reports, and findings to clients.
Consult or negotiate with clients to prepare project specifications.
Set scientific and technical goals within broad outlines provided by top
management.
Administer highway planning, construction, and maintenance.
Direct the engineering of water control, treatment, and distribution projects.
Plan, direct, and coordinate survey work with other staff activities, certifying
survey work, and writing land legal descriptions.
Confer with and report to officials and the public to provide information and solicit
support for projects.
Activities
or in person.
14
them over time.
Guiding, Directing, and Motivating Subordinates - Providing guidance and
direction to subordinates, including setting performance standards and monitoring
performance.
others.
information and individual judgment to determine whether events or processes
problems.
Judging the Qualities of Things, Services, or People - Assessing the value,
importance, or quality of things or people.
15
or skills.
Skills
related documents.
16
user needs.
audience.
about it.
Installation - Installing equipment, machines, wiring, or programs to meet
specifications.
Abilities
17
events).
person.
problem.
observer).
Fluency of Ideas - The ability to come up with a number of ideas about a topic (the
number of ideas is important, not their quality, correctness, or creativity).
Originality - The ability to come up with unusual or clever ideas about a given topic
or situation, or to develop creative ways to solve a problem.
Far Vision - The ability to see details at a distance.
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Time Sharing - The ability to shift back and forth between two or more activities or
sources of information (such as speech, sounds, touch, or other sources).
Number Facility - The ability to add, subtract, multiply, or divide quickly and
correctly.
Speed of Closure - The ability to quickly make sense of, combine, and organize
information into meaningful patterns.
Flexibility of Closure - The ability to identify or detect a known pattern (a figure,
object, word, or sound) that is hidden in other distracting material.
Perceptual Speed - The ability to quickly and accurately compare similarities and
differences among sets of letters, numbers, objects, pictures, or patterns. The things
to be compared may be presented at the same time or one after the other. This
ability also includes comparing a presented object with a remembered object.
services.
their applications.
Computers and Electronics - Knowledge of circuit boards, processors, chips,
electronic equipment, and computer hardware and software, including applications
and programming.
Physics - Knowledge and prediction of physical principles, laws, their
interrelationships, and applications to understanding fluid, material, and
atmospheric dynamics, and mechanical, electrical, atomic and sub- atomic
structures and processes.
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and resources.
satisfaction.
Personnel and Human Resources - Knowledge of principles and procedures for
personnel recruitment, selection, training, compensation and benefits, labor
relations and negotiation, and personnel information systems.
3) ENVIRONMENTAL ENGINEER
Duties / Tasks
Prepare, review, and update environmental investigation and recommendation
reports.
Collaborate with environmental scientists, planners, hazardous waste technicians,
engineers, and other specialists, and experts in law and business to address
environmental problems.
Obtain, update, and maintain plans, permits, and standard operating procedures.
Provide technical-level support for environmental remediation and litigation
projects, including remediation system design and determination of regulatory
applicability.
Monitor progress of environmental improvement programs.
Inspect industrial and municipal facilities and programs in order to evaluate
operational effectiveness and ensure compliance with environmental regulations.
Provide administrative support for projects by collecting data, providing project
documentation, training staff, and performing other general administrative duties.
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Develop proposed project objectives and targets, and report to management on
progress in attaining them.
Advise corporations and government agencies of procedures to follow in cleaning
up contaminated sites in order to protect people and the environment.
Advise industries and government agencies about environmental policies and
standards.
Inform company employees and other interested parties of environmental issues.
Assess the existing or potential environmental impact of land use projects on air,
water, and land.
Assist in budget implementation, forecasts, and administration.
Develop site-specific health and safety protocols, such as spill contingency plans
and methods for loading and transporting waste.
Coordinate and manage environmental protection programs and projects, assigning
and evaluating work.
Serve as liaison with federal, state, and local agencies and officials on issues
pertaining to solid and hazardous waste program requirements.
Design systems, processes, and equipment for control, management, and
remediation of water, air, and soil quality.
Prepare hazardous waste manifests and land disposal restriction notifications.
Serve on teams conducting multimedia inspections at complex facilities, providing
assistance with planning, quality assurance, safety inspection protocols, and
sampling.
Develop and present environmental compliance training or orientation sessions.
Maintain, write, and revise quality-assurance documentation and procedures.
Develop, implement, and manage plans and programs related to conservation and
management of natural resources.
Assess, sort, characterize, and pack known and unknown materials.
Request bids from suppliers or consultants.
Provide environmental engineering assistance in network analysis, regulatory
analysis, and planning or reviewing database development.
Activities
21
problems.
or in person.
them over time.
22
Skills
related documents.
audience.
23
Management of Financial Resources - Determining how money will be spent to get
the work done, and accounting for these expenditures.
user needs.
Social Perceptiveness - Being aware of others' reactions and understanding why
they react as they do.
Systems Evaluation - Identifying measures or indicators of system performance and
the actions needed to improve or correct performance, relative to the goals of the
system.
Systems Analysis - Determining how a system should work and how changes in
conditions, operations, and the environment will affect outcomes.
Abilities
problem.
24
events).
person.
observer).
their applications.
Law and Government - Knowledge of laws, legal codes, court procedures,
precedents, government regulations, executive orders, agency rules, and the
democratic political process.
services.
25
and resources.
Education and Training - Knowledge of principles and methods for curriculum and
training design, teaching and instruction for individuals and groups, and the
measurement of training effects.
Chemistry - Knowledge of the chemical composition, structure, and properties of
substances and of the chemical processes and transformations that they undergo.
This includes uses of chemicals and their interactions, danger signs, production
techniques, and disposal methods.
and programming.
satisfaction.
Clerical - Knowledge of administrative and clerical procedures and systems such as
word processing, managing files and records, stenography and transcription,
designing forms, and other office procedures and terminology.
4) SURVEY ENGINEER (CADASTRAL ENGINEER)

Duties / Tasks
Prepare and maintain sketches, maps, reports, and legal descriptions of surveys in
order to describe, certify, and assume liability for work performed.
Verify the accuracy of survey data, including measurements and calculations
conducted at survey sites.
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Direct or conduct surveys in order to establish legal boundaries for properties,
based on legal deeds and titles.
Record the results of surveys, including the shape, contour, location, elevation, and
dimensions of land or land features.
Calculate heights, depths, relative positions, property lines, and other
characteristics of terrain.
Prepare or supervise preparation of all data, charts, plots, maps, records, and
documents related to surveys.
Write descriptions of property boundary surveys for use in deeds, leases, or other
legal documents.
Plan and conduct ground surveys designed to establish baselines, elevations, and
other geodetic measurements.
Search legal records, survey records, and land titles in order to obtain information
about property boundaries in areas to be surveyed.
Coordinate findings with the work of engineering and architectural personnel,
clients, and others concerned with projects.
Adjust surveying instruments in order to maintain their accuracy.
Establish fixed points for use in making maps, using geodetic and engineering
instruments.
Determine longitudes and latitudes of important features and boundaries in survey
areas, using theodolites, transits, levels, and satellite-based global positioning
systems (GPS).
Train assistants and helpers, and direct their work in such activities as performing
surveys or drafting maps.
Analyze survey objectives and specifications in order to prepare survey proposals
or to direct others in survey proposal preparation.
Compute geodetic measurements and interpret survey data in order to determine
positions, shapes, and elevations of geomorphic and topographic features.
Develop criteria for survey methods and procedures.
Develop criteria for the design and modification of survey instruments.
Conduct research in surveying and mapping methods, using knowledge of
techniques of photogrammetric map compilation and electronic data processing.
27
Locate and mark sites selected for geophysical prospecting activities, such as
efforts to locate petroleum or other mineral products.
Survey bodies of water in order to determine navigable channels and to secure data
for construction of breakwaters, piers, and other marine structures.
Direct aerial surveys of specified geographical areas.
Determine specifications for photographic equipment to be used for aerial
photography, as well as altitudes from which to photograph terrain.
Activities
Performing for or Working Directly with the Public - Performing for people or
dealing directly with the public. This includes serving customers in restaurants and
stores, and receiving clients or guests.
or in person.
28
Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment -
Providing documentation, detailed instructions, drawings, or specifications to tell
others about how devices, parts, equipment, or structures are to be fabricated,
constructed, assembled, modified, maintained, or used.
problems.
others.
Guiding, Directing, and Motivating Subordinates - Providing guidance and
direction to subordinates, including setting performance standards and monitoring
performance.
Training and Teaching Others - Identifying the educational needs of others,
developing formal educational or training programs or classes, and teaching or
instructing others.
29
Operating Vehicles, Mechanized Devices, or Equipment - Running, maneuvering,
navigating, or driving vehicles or mechanized equipment, such as forklifts,
passenger vehicles, aircraft, or water craft.
Performing General Physical Activities - Performing physical activities that require
considerable use of your arms and legs and moving your whole body, such as
climbing, lifting, balancing, walking, stooping, and handling of materials.
them over time.
or skills.
Performing Administrative Activities - Performing day-to-day administrative tasks
such as maintaining information files and processing paperwork.
Skills
audience.
related documents.
30
Equipment Selection - Determining the kind of tools and equipment needed to do a
job.
Equipment Maintenance - Performing routine maintenance on equipment and
determining when and what kind of maintenance is needed.
about it.
Abilities
problem.
31
observer).
Far Vision - The ability to see details at a distance.
Number Facility - The ability to add, subtract, multiply, or divide quickly and
correctly.
person.
events).
Mathematical Reasoning - The ability to choose the right mathematical methods or
formulas to solve a problem.
Flexibility of Closure - The ability to identify or detect a known pattern (a figure,
object, word, or sound) that is hidden in other distracting material.
Perceptual Speed - The ability to quickly and accurately compare similarities and
differences among sets of letters, numbers, objects, pictures, or patterns. The things
to be compared may be presented at the same time or one after the other. This
ability also includes comparing a presented object with a remembered object.
Finger Dexterity - The ability to make precisely coordinated movements of the
fingers of one or both hands to grasp, manipulate, or assemble very small objects.
32
Mathematics - Knowledge of arithmetics, algebra, geometry, calculus, statistics,
and their applications.
services.
Geography - Knowledge of principles and methods for describing the features of
land, sea, and air masses, including their physical characteristics, locations,
interrelationships, and distribution of plant, animal, and human life.
and programming.
Law and Government - Knowledge of laws, legal codes, court procedures,
precedents, government regulations, executive orders, agency rules, and the
democratic political process.
and resources.
satisfaction.
33
Personnel and Human Resources - Knowledge of principles and procedures for
personnel recruitment, selection, training, compensation and benefits, labor
relations and negotiation, and personnel information systems.
NOTES
34
UNIT 2
TECHNICAL FUNCTIONS AND APPLICATIONS
Exercise 1. In pairs, think about two or three products you use regularly and discuss the
following questions:
What are the main functions of the products? (What do they do?)
What are their different applications? (What are they used for?)
Exercise 2. What do you know about Global Positioning System (GPS) devices? In pairs,
describe their main function, and give some examples of different applications of GPS
devices.
Exercise 3. Paula, a design engineer for a GPS manufacturer, is discussing product

development with Jose, a senior manager new to the company.
35
a) Listen to the conversation and complete the following notes.
the primary application of GPS
(1) ....
.
associated applications:
- tracking systems for (2) ..

- tracking systems for (3) ...

more creative features (on-boat GPS):
- (4) .. alarms
- (5) .. buttons
_not-technical innovations:
- (6) .. the technology
b) Complete the following extracts from the discussion with words that come from use:
- Then you've got associated applications, . that are related
to navigating.
- tracking systems you can . for monitoring delivery vehicles
- from the end-.s point of view, accuracy is no longer the
main selling point. Most devices are accurate enough. The key is to make them more
.
Exercise 4. a) Match the GPS applications (1-6) to their descriptions (a-f):
1. 1. topographical surveying a) a) navigation and safety at sea
2. 2. geological exploration b) b) setting out positions and levels of new structures
3. 3. civil engineering c) c) mapping surface features
4. 4. avionics equipment d) d) applications in mining and the oil industry
5. 5. maritime applications e) e) highway navigation and vehicle tracking
6. 6. GPS in cars and trucks f) f) air traffic control, navigation and autopilot systems
1. 2. 3. 4. 5. 6.
b) In pairs, practise explaining the applications of GPS in Exercise 4a to a colleague who

has limited knowledge of the devices using the following phrases:
used for -ing used to useful for be(come) used to -ing
36
Exercise 5. a) Complete the following extracts from the conversation by underlining the
correct words.
- ... there's a setting on the GPS that allows/prevents it to detect the movement
- ... an alarm sounds to warn you, and allows/prevents the boat from drifting unnoticed
- ... and enables/ensures that you don't lose track of where you were, which then
enables/ensures you to turn round and come back to the same
point
b) Match the words in Exercise 5a to the synonyms:

- .... = makes sure
- .... / . ... = permits
- .... = stops
c) Complete the following extract from the user's manual of a GPS device using the verbs in
Exercise 4a. Sometimes, more than one answer is possible.
The core function of your GPS receiver is to (1) ... you to locate your
precise geographical position. To (2) ... the device to function, it
receives at least three signals simultaneously from the GPS constellation three
dedicated satellites which (3) ... receivers can function anywhere
on earth. To (4) ... extremely precise positioning and (5)
... errors from occurring due to external factors, this device is designed
to receive four separate signals.
Exercise 6. Read the following article:

EXPLAINING HOW TECHNOLOGY WORKS
In his 1979 novel, The Fountains of Paradise, Arthur C. Clarke wrote about an elevator
connecting the earth's surface to space. Three decades later, this science-fiction concept is
preparing to take off in the real world. NASA has launched the Space Elevator Challenge, a
competition with a generous prize fund, and several teams and companies are working on
serious research projects aimed at winning it.
As its name suggests, a space elevator is designed to raise things into space. Satellites,
components for space ships, supplies for astronauts in space stations, and even astronauts
themselves are examples of payloads that could be transportedijnto orbit without the need for
explosive and environmentally unfriendly rockets. However, the altitude of orbital space - a
37
colossal 35,790 km above the earth - is a measure of the challenge facing engineers. How
could such a height be reached?
The answer is by using an incredibly strong and lightweight cable, strong enough to
support its own weight and a heavy load. The design of such a cable is still largely theoretical.
This would be attached to a base station on earth at one end and a satellite in geostationary
orbit (fixed above a point on the equator) at the other. Lift vehicles would then ascend and
descend the cable, powered by electromagnetic force and controlled remotely.
Exercise 7. Match the verbs (1-9) from the text in Exercise 6b to the definitions (a-i).
1. 1. connecting a) carried (objects, over a distance)
2. 2. raise
b) hold something firmly / bear its weight
3. 3. transported
4. 4. support c) climb down
5. 5. attached
d) provided with energy / moved by a force
6. 6. ascend
7. 7. powered e) joining
8. 8. descend
f) driven / have movement directed
9. 9. controlled
g) fixed
h) climb up
i) lift / make something go up
1. 2. 3. 4. 5. 6. 7. 8. 9.
Exercise 8. James, an engineer, is giving a talk on space elevators.

a) Complete his notes using the correct form of the verbs (l-7) in Exercise 7.
Challenge of (1) a satellite to earth by cable is
significant.
To (2) its own weight, and be securely (3)
at each end, cable would need phenomenal strength-
to-weight ratio.
How could vehicles be (4) into space, up cable?
Self-contained energy source problematic, due to weight (heavy fuel or batteries required
to (5) vehicle).
Two possible ways round problem:
- Transmit electricity wirelessly. But technique only at research stage.
- Solar power. But would only allow vehicle to (6)
38
slowly. Not necessarily a problem, as car could
be controlled remotely, allowing it to (7) payloads
unmanned.
b) Listen to part of James' talk and check your answers in Exercise 8a.
c) What kinds of wordS are missing from the notes? In pairs, compare the audioscript with
the notes in Exercise 8a.
Exercise 9. a) Read the first paragraph of some promotional literature from Otis, a
leading elevator company. What is the Gen2TM system?
OTIS- Unique Flat Belt
At the heart of the Gen2TM elevator system is a flat belt (developed by and unique to Otis). It is
just 3mm thick. Yet it is stronger than conventional steel cables. It lasts up to three times
longer. And it has enabled Otis to completely re-invent the elevator' The flat, polyurethane-
coated, steel belt totally eliminates the metal-to-metal effect of conventional systems.
Coupled with a smooth-surface crowned machine sheave, the result is exceptionally quiet
operation and superior ride comfort. Furthermore, the flexible flat belt enables a more
compact, energy-efficient machine, which can be contained in the hoistway. This enhanced
technology reduces building and system operating costs, and frees up valuable space.
b) Match the words (l6) from the text to their synonyms (a-f).
1. conventional a) decreases
2. eliminates b) better / the best
3. superior c) improved
4. energy-efficient d) standard, usual
5. enhanced e) gets rid of
6. reduces f) has low energy consumption
c) Complete the following text using the correct form of the words (1-6) in Exercise 9b
(you will need to use some words more than once):
Neither the belt nor the gearless machine, with its permanently sealed bearings, requires any
lubrication so the Gen2TM system is cleaner for the environment. The highly (1)
. . gearless machine, with its permanent-magnet synchronous
39
motor, (2) . power consumption by as much as 50 percent over
(3) . geared machines and 15 percent over other machines with
permanent-magnet motors of axial construction.
Long-lasting flat belts, smooth, crowned sheaves and minimal moving parts in the gearless
machine dramatically (4) . wear and increase durability and
efficiency. To further (5) . reliability and safety, Otis developed
the Pulse system, which continually monitors the status of the belts' steel cords. Unlike visual
inspections of (6) . steel ropes, the Pulse system
automatically detects and reports belt faults to maintenance personnel for rapid response,
providing owners with greater peace of mind. With flat belt technology, Otis has created a (7)
. system that (8) . the
need for a machine room, is quiet, clean, reliable and economical, and easy to install and
maintain.
Exercise 10. a) Complete the following tips on emphasising technical advantages using
the following words:
conventional eliminated enhanced reduced superior
When describing technical advantages, it's useful to emphasise:
a) (1) performance, compared with the older model
of the same product,
b) negative issues that have been (2) or completely
(3)
c) special features that differentiate the technology from (4)
systems.
d) performance levels that make the technology (5)
to the competition.
b) Stefan, an engineer, is briefing some sales colleagues on the advantages of a new pump
design. Listen to the briefing and match the tips (a-d) in Exercise 10a to the extracts (1-
4).
- E x t r a c t 1
40
- E x t r a c t 2 .
- E x t r a c t 3 .
- E x t r a c t 4 .
c) Complete the following sentences from the briefing by underlining the correct
emphasising word:
1. We've come up with a completely/significantly unique profile.
2. It completely/dramatically reduces vibration.
3. Machines like these can never be entirely/highly free from vibration.
4. The new design runs dramatically/extremely smoothly.
5. Another advantage of the new profile is that it's considerably/entirely lighter.
6. So compared with our previous range, it's highly/totally efficient.
7. Trials so far suggest the design is completely/exceptionally durable.
8. We expect it to be entirely/significantly more reliable than rival units.
d) Match the words in Exercise 10c to their synonyms:

considerably dramatically entirely
exceptionally highly totally
1 . / . = completely
2 . / . = significantly
3 . / . = extremely
Exercise 11. a) Richard, a structural engineer, often takes clients on guided tours of their
new buildings during construction. He is talking about explaining technical concepts to
non-specialists. Listen and answer the following questions:
- What does Richard say about explaining technical concepts?
- What does he mean by dull explanations?
- What is being patronising?
b ) ln pairs, think of some tips on how to solve the following problems:
41
1. not being understood 2. being patronising
3. explaining difficult concepts 4. sounding dull
c) Richard is giving some advice about the problems in Exercise 11b. Listen and summarise
his ideas. Compare his tips with your suggestions.
Exercise 12. a) Richard has made notes for a guided tour of a site. The project is a
skyscraper in the early stages of construction. During the tour he explains the technical
terms to the non-specialist group. In pairs, discuss the following terms and try to interpret
them using everyday language to rephrase them.
SUBSTRUCTURE
- Pile foundations (in general)
...................................................................................
- Bored in situ concrete piles
...................................................................................
- Pre-cast driven concrete piles
...................................................................................
- Pile driver
...................................................................................
- Pile auger
...................................................................................
- Bentonite
...................................................................................
b) Richard is giving a tour of a construction site. Listen and make notes of his
explanations of the following technical terms. Compare your ideas with his.
the substructure ..
.
a pile foundation
to bore (a pile) ...........

..
42
in situ concrete
.
pre-cast piles
.
to drive in (a pile)
.
a pile driver
..
a pile auger
bentonite
c) Listen again and compare Richard's explanations with the tips in Exercise 12b. Which
techniques did he use? Were they successful?
Exercise 13. Complete the following table using the following words:
basically (x2) call effectively essentially
imagine refer simple simply
other picture
Function Words / Phrases
- simplifying the language in ... terms / put ... /
in ... words / ...
- simplifying the concept ... / ... /

...
- focusing on technical terms what we ... /

what we ... to as
- illustrating with images if you ... /

if you ...
NOTES
43
44
UNIT 3
SPECIFIC MATERIALS
45
Exercise 1. In pairs, discuss the benefits and problems of recycling. Use the following
examples (and your own ideas):
breaking up ships demolishing buildings
recycling electronics scrapping cars
Exercise 2. a) Read the following text and complete the missing headings using the
following words:
aluminium copper glass plastic
rubber steel timber
... Scrap can be sorted easily using magnetism. lf the metal is
galvanised (coated with zinc) the zinc is fully recyclable. ' If it is stainless steel, other metals
mixed with the iron, such as chromium and nickel, can also be recovered and recycled.
... Soding is critical, as there are key differences between the
clear and coloured material used in bottles and jars, and the high-grade material used in
engineering applications, which contains traces of metals.
... Scarcity makes recycling especially desirable, and justifies the
cost of removing insulation from electric wires, which are a major source of scrap. Pure
meta| can also be recovered from alloys derived from it, notably brass (which also contains
quantities of zinc, and often lead) and bronze (which contains tin).
... The cost of melting down existing metal is significantly cheaper
than the energy-intensive process of electrolysis, which is required to extract new metal from
ore.
... Hardwood and softwood can be reused, However, the frequent
need to remove ironmongery and saw or plane off damaged edges, can make the process
costly.
... Tyres are the primary source of recyclable material. These can be
reused who|e in certain applications. They can also be ground into crumbs which have varied
uses.
... An obstacle to recycling is the need to son waste carefully.
While some types can be melted down for reuse, many cannot, or result in low-grade
material.
46
b) Match the materials from the text (l-8) in Exercise 2a to the definitions (a-h):
1. 1. stainless steel a) a metal used to make brass, and in galvanised coatings on steel
2. 2. zinc b) the predominant metal in steel
3. 3. iron c) a type of steel not needing a protective coating, as it doesn't rust
4. 4. bronze d) a dense, poisonous metal
5. 5. lead e) rocks from which metals can be extracted
6. 6. hardwood f) an alloy made from copper and tin
7. 7. ore g) timber from pine trees
8. 8. Softwood h) timber from deciduous trees
c) Complete the following sentences using from, with or of:

1. Bronze contains significant amounts copper.
2. Galvanised steel is steel coated zinc.
3. Steel is an alloy derived iron.
4. Pure metals can usually be recovered alloys.
5. To produce stainless steel, iron is mixed other metals.
6. Stainless steel contains quantities chromium and nickel.
7. Glass tableware contains traces metals, such as lead.
8. When new metal is extracted ore, costs can be high.
Exercise 3. lrina, an ecological adviser, is talking to a group of engineers on a training

course about environmentally friendly design.
a) Listen to an extract from the talk and compare your ideas with what lrina says. What
example does she use to illustrate her main point?
b) lrina asks the engineers to do a simplified environmental audit. Their task is to

compare steel and aluminium car bodywork from an ecological perspective. Listen to
Sophia and Pete, two of the engineers, discussing the topic and make notes of their ideas.
Exercise 4. What do you know about braking systems? In pairs, discuss the following
questions:
- Generally speaking, what do brakes do and how do they work?
- What kinds of material are used in brake pads and brake discs in different vehicles?
47
Exercise 5. a) Read the following article on braking systems:
GREEN BRAKES
A RED HOT TOPIC IN MOTOR RACING
As motor racing goes green. Formula I is aiming to lead automotive research in
finding hi-tech efficiency gains. One of the keys to this ecological drive is
regenerative braking (also known as kinetic energy recovery), which recovers energy
generated during deceleration, and stores it as a source of power for subsequent
acceleration.
Regenerative brakes limit the energy loss inherent in traditional braking
systems. In most vehicles. conventional brakes comprise pads previously made from
asbestos-based composites, but now consisting of compounds of exotic, non-
hazardous materials, and discs made of ferrous metal. The resulting friction generates
heat, which is wasted. In performance cars, this phenomenon is taken to extremes,
and due to the high temperatures generated, brake discs are often made out of
ceramics.
The carbon discs and pads used on Formula I cars generate so much heat that
they glow red hot. High temperatures are, in fact, necessary for the effective
operation of carbon brakes. But there 3 still plenty of potential for recovering the
kinetic energy, rather than merely dissipating it in the form of heat.
The potential for recovering energy also extends to the heat generated by
engines and exhaust systems. This area has also been discussed as a possible area for
future exploitation in motor racing. Heat recovery might offer the added benefit of
reducing heat soak (thermal absorption by the chassis) as delicate alloy parts and
sensitive non-metallic materials, such as polymers, are susceptible to heat damage.
b) Answer the following questions:

- In the title of the article, what do the colours green and red refer to?
- Why do most braking systems waste energy?
- What are regenerative braking systems, and how do they save energy?
- What characteristics are required of materials used for the brakes on racing cars?
- What is meant by heat soak, and why is it a problem in racing cars?
48
c) Match the materials from the text (l -7) to the descriptions (a-g):
1. compound a) materials that are not metal
2. exotic b) iron and steel
3. ferrous c) combination of materials
4. ceramics d) mixture of metals
5. alloy e) plastic materials
6. non-metallic f) minerals transformed by heat
7. polymers g) rare or complex
Exercise 6. a) Label the cross-section of a high-voltage cable with the parts (a-f).
a. copper tape b. insulation screen c. outer jacket (sheath)

d. conductor shield e. aluminium conductor f. XLPE insulation
b) Match the parts of the cable (a-f) in Exercise 6a to the following categories of
materials (you will need to use some parts more than once):
- non-metallic / /
- metallic /
- ferrous metal
- non-ferrous metal . . .
- polymer-based / /
Exercise 7. a) Read the following extract from DuPontTMs technical guide to Kevlar:
WHAT IS KEVLAR?
DuPont KEVLAR is an organic fiber in the aromatic polyamide family. The unique
properties and distinct chemical composition of KEVLAR distinguish it from other
49
commercial, man-made fibers.
KEVLAR has a unique combination of high modulus, toughness, abrasion resistance
and thermal stability. Lt was developed for demanding industrial and advanced-technology
applications. Currently. many types of KEVLAR are produced to meet a broad range of end
uses that require strong, lightweight, durable materials.
DuPont and KEVLAR are registered trademarks or trademarks of E.I. du Pont de
Nemours Company or its affiliates.
b) Find words in the text to match the following definitions:

- . = the opposite of fragility
- .. = r e s i s t a n c e t o d a m a g e c a u s e d
by friction
- . = resistance to problems caused
by temperature change
- . = l o n g - l a s t i n g
- . = t h e o p p o s i t e o f h e a v y
Exercise 8. a) Match the automotive parts (1-5) to their descriptions (a-e):

1. 1. drive belts a) a) sheets inserted between parts to prevent gas or fluid leakage
2. 2. brake pads b) b) pneumatic envelopes in contact with the road surface
3. 3. tyres c) c) flexible bands used in transmission systems
4. 4. sealing gaskets d) d) protective barriers capable of resisting gunshots
5. 5. bullet-resistant armour e) e) pads pressed against discs to induce deceleration
b) Read the information from DuPontTM explaining some of the automotive applications of
KEVLAR. Complete the text using the automotive parts in Exercise 8a:
Car and truck (1) .. have incorporated Kevlar into their

construction because it offers superb puncture, abrasion and tear resistance. The high modulus and
abrasion resistance of Kevlar help (2) .. retain their original
shape and tension over the millions of revolutions they go through over the lifespan of a vehicle.
The frictional forces that (3) .. are designed to endure
take less of a toll on those made with Kevlar pulp. The enhanced thermal stability and inherent
abrasion resistance of Kevlar allow them to last long and stop the vehicle safely and quietly.
50
Kevlar provides an effective, 1lightweight (4) ..
solution for vehicles that require protection against ballistic attack. allowing cars and light
trucks to retain most of their original handling characteristics.
Chemical stability and thermal stability help make (5)
.. reinforced with Kevlar pulp strong and durable. The
galvanic corrosion resistance of Kevlar also contributes to improved long-term engine
performance.
Exercise 9. Listen to a conversation about the properties of materials used in a specific type
of tool.
a) Answer the following questions.
- Where does the conversation take place?
- What tool is being discussed?
- Which materials can be used for its different parts?
b) Complete the following extracts from the conversation using the properties in Exercise
8c. Listen again and check your answers.
- The handle mustn't be heavy. Ideally, you want it to be
- Resisting friction is essential. The key requirement is
- The but has to be built to last. Obviously, they need to be very
- Heat builds up in the but. You need a good degree of
c) Match the words and phrases (1-5) from Exercise 9b to the synonyms (a-e):
1. ideally a) a) it's clear that
2. obviously b) b) for the best results
3. the last thing you want c) c) the most important factor
4. the key requirement d) d) a lot of / a high level of
5. a good degree of e) e) the worst situation
Exercise 10. In pairs, answer the following questions:

- In advertising, what hi-tech, high-performance situations are often used to promote
watches?
- What messages are they intended to send about the quality of products?
51
- What quality issues differentiate higher-quality watches from lower-quality ones?
- What is the difference between describing something as water-resistant and
waterproof?
E x erc is e 11. L ou is a, a marketing executive for a watch manufacturer, is
discussing material selection with Tom, one of her engineering colleagues.
a) Listen to the discussion and complete the four quality issues that are mentioned in the
meeting:
- resistance
- resistance
- resistance
- resistance
b) In pairs, discuss what is meant by each of the quality issues in Exercise 11a.
c ) L isten again and answer the following questions:

- What point does Tom make about the reasons for selecting materials?
- What does he say about submarine-grade steel to exemplify the above point?
- What problem does he describe with regard to the marketability of many materials?
- What hard commercial fact does Louisa give?
d) In pairs, mark the following statements True (T) or False (F) according to the views
expressed in the conversation. Read the audioscript and check your answers.
1. Often, exotic-sounding materials are not that suitable, technically.
2. People think that a submarine steel watch must be tremendously water-resistant.
3. The corrosion resistance of submarine steel is exceptionally good.
4. Submarine-grade steel looks fairly good.
5. Tom thinks submarine steel is particularly suitable for watches.
6. The firm has often used materials that are not adequately durable.
7. Often, the compositions of good watch materials are relatively complex.
8. Materials with complicated names are pretty good for marketing.
52
Exercise 12. Complete the following table using the following words:
exceptionally fairly insufficiently not adequately
not (alt) that not particularly pretty relatively
tremendously
extremely quite not very not enough definitely not

..... ..... ..... ....... ....
..... ..... ..... .......
.....
Exercise 13. In pairs, discuss the key properties and different types and grades of the
following materials. Give examples of the properties that make each material good or bad
for watch-making, from a quality perspective.
Materials Properties
aluminium abrasion-resistant
copper corrosion-resistant
glass shock-resistant
gold thermally stable
plastic water-resistant
rubber brittle
steel durable
titanium elastic
heavy
lightweight
tough
NOTES
53
54
55
UNIT 4
FAULTS AND TECHNICAL PROBLEMS. REPAIRS AND
MAINTENANCE
Exercise 1. Sabino, an engineer with a sports car racing team, is giving a talk to some of his
team's sponsors at a test session.
a) Listen to the talk and answer the following questions:
- What saying emphasises the importance of reliability?
- What expression refers to things that can cause failures?
- What expression describes damage caused by normal use?
b) In the talk, Sabino names five engineering enemies. Complete the following list:
- h.. = high temperatures
- p.. = loads from expanding gases or liquids
- v.. = continuous high-frequency movement or
shaking
- s.. = sudden impacts
- a.. = damage to surfaces caused by friction
Listen again and check your answers.
c) In pairs, suggest which engineering enemies in Exercise 1b can be the most

problematic for each of the following car parts.
1. chassis 4. suspension 7. wings
2. engine 5. brakes 8. cooling system
3. gearbox and clutch 6. tyres 9. nuts and bolts
Exercise 2. Listen to Sabino talking about some technical problems the team have had at
the test and mark the following statements True (T) or False (F).
1. Some liquid was lost from a pipe.
2. A car lost all its coolant with the engine still running.
3. A car's engine stopped on the circuit.
4. Some tyres were damaged.
5. A wheel nut fell off a car on the circuit.
56
6. A car's suspension was broken.
Exercise 3. Complete the following extracts from the talk using the following words:
bend blocking crick jam snap
... you don't want anything the airflow to the
radiators.
. . . t h e y h a d a w h e e l n u t , it wouldnt turn.
...he didn't hit the barriers and the
suspension or it completely.
. . . i t didn't the tub the chassis.
Exercise 4. Complete more extracts from the talk using the correct form of a verb below,
adding the words up or out:
blow clog cut leak
run wear work loose
a nut on a radiator pipe, which
resulted in coolant liquid
he switched off before the system had
of coolant.
the engine on one of the corners.
...the openings in the side pods always
with dirt.
The tyres weren't close to ... the
radiator problem didn't cause the engine to
Exercise 5. a) In pairs, discuss a technical problem you've experienced with a device,

equipment or vehicle. Describe the fault, and how you tried/managed to solve the
problem.
b) Read the training notes for telephone helpline staff working for a manufacturer of
mining plant. In pairs, discuss what each point means.
Problem-solving checklist
1. Users observations:
- nature of fault
57
- circumstances of fault
- external factors
1. 2. Process of elimination
2. 3. Identify the failure
3. 4.Determine action and urgency
Exercise 6. Mr. Rooney, an engineer at a quarry firm, is talking to Al, a helpline

consultant, about a technical problem with a diesel engine.
a) Listen to the conversation and answer the following questions:
- What does the warning message say?
- What external factor is discussed as a possible cause?
- Why is this possible cause eliminated?
- In what circumstances does the fault occur?
- What does the consultant identify as the most likely cause?
- What action is required, and how urgent is it?
b) Match the words in the box to their synonyms in the sentences (1-7):
defect defective fault faulty intermittently
major minor properly systematically
- There's a problem. /
- Perhaps something in the fuel injection system is wrong. /

- Its a serious problem.
- Its a slight problem.
- Is it working correctly?
- The problem only occurs from time to time.
- The problem doesnt occur every time.
c) Al made the following notes about three engine problems. Match the faults (1-3) to the
possible causes (a-c).
1. Starter motor sometimes works, a) Cooling system problem. Fan? Water
sometimes doesn't. Engine is 4 years old. pump?
2. Distribution bolt failed. Engine blew. b) Electrical contact problem. Loose
Belt replaced recently - almost new connection?
58
3. New engine. Runs for 20 mins, then c) Manufacturing defect? Incorrect fitting?
temp. gauge always goes into red, end Not wear
engine cuts off (safety override)
Exercise 7. Complete the following extracts from the conversation using the following
phrases. Listen again and check your answers.
I doubt its it cant be it could be it might be it must be it sounds like
it's
- Obviously, some sort of defect in the fuel injection system.
- S o a s o f t w a r e p r o b l e m .
- ... maybe a defective sensor.
- P r e s u m a b l y, a n y t h i n g t o o s e r i o u s .
- water, then, if the fuel went in directly from a delivery.
- a faulty fuel pre-heater.
Exercise 8. In pairs, analyse the problem described below. Underline the following words
to describe it:
major minor sudden systematic intermittent
The driver of a dump truck, which operates in a quarry has noticed that the truck's diesel
engine is slightly down on power. The problem has become progressively worse over
several weeks. Apart from the power loss, the engine is performing consistently, with no
misfiring and no overheating. The degree of power loss remains constant throughout a
given period of use, from starting the engine to turning it off. No increase in fuel
consumption has been noted.
Exercise 9. a) Read the article below and answer the following questions.
- How did the problem start?
- What were the initial, unseen consequences?
- What were the subsequent consequences?
"WE HAVE A PROBLEM"
THE TRUE STORY OF AIR TRANSAT FLIGHT 236
The chain of events began during routine maintenance work on an Air Transat Airbus A330. An
incorrect hydraulic pipe was fitted to the right-hand engine. The component was oversized,
leaving inadequate clearance with an adjacent fuel line. Subsequently, the two pipes rubbed
59
together, causing the fuel line to wear progressively. The problem went undetected, until the night
of August 24, 2001, at 35,000 feet above the Atlantic. With Flight 236 en route from Toronto to
Lisbon, carrying 306 people, the fuel line ruptured, resulting in a major leak. Less than two
hours later, the aircraft was completely out of fuel, gliding silently through the night sky...
b) Complete the sequence of events that followed the fuel leak on the Airbus A330
using the extracts (a-d):
04:38 The flight data recorder registered an abnormal increase in fuel consumption. At this
stage, however, this slight anomaly was insufficient to cause warning lights to come on to alert
the crew to any imminent danger.
04:58
05:33 A warning message came up. alerting the crew to an imbalance between the amount of
fuel in each wing tank. Initially, the problem was thought to be an instrument malfunction. But
further analysis by the crew revealed that the amount of fuel remaining in the right tank was
significantly below the planned quantity.
05:36
05:45 As a precaution. the crew decided to divert to the nearest airport - the Lajes military airbase
in the Azores.
06:13
06:26 ENG 2 FAIL appeared, and the left engine cut out. Having completely run out of fuel, and
with both engines now down, the Airbus A330 was gliding, descending at 2.000 feet per
minute.
06:27
06:46 With the airport in sight, the landing gear was lowered manually. The pilot then performed
a series of spectacular zigzag manoeuvres to slow the plane down as much as possible. The
aircraft touched down on the runway at 370 km/h - exceeding the standard approach speed by
over 100 km/h. The pilot applied emergency braking, causing several tyres to blow out and
catch fire. But the plane stopped safely, well before the end of the runway.
a) An alarm sounded, a red master warning lit up and the message ENG I FAIL came
up on the screen. Seconds later the right engine flamed out due to insufficient fuel.
b) During a routine instrument check, the crew noticed a disproportionate amount of
oil had been used by each engine. Oil pressure and temperature readings for each engine
were also irregular, but the levels were found to be within acceptable parameters.
60
c) As the aircraft was now powerless and potentially uncontrollable, an emergency
ram air turbine was deployed automatically to generate back-up electrical power for the fly-
by-wire controls and instruments. However, with the main hydraulics shut down. the flaps
and spoilers used to slow the plane before and after landing were inoperable. The co-pilot
calculated the plane could remain airborne for 15-20 minutes, and that Lajes airbase was an
estimated 20 minutes away.
d) The crew decided to take action to correct the anomaly, opening a cross-feed valve
to transfer fuel from the left tank to the right tank.
Exercise 10. a) Make opposites of the following words using the prefixes in the box.
ab- dis- im- in- (4x) ir- mat- over- un-
correct ................................................................................
undersized ................................................................................
adequate ................................................................................
detected ................................................................................
normal ................................................................................
sufficient ................................................................................
proportionate ................................................................................
regular ................................................................................
balance ................................................................................
function ................................................................................
operable ................................................................................
b) Complete the following sentences using the words in Exercise 10a. Sometimes more than
one word is possible.
1. The temperature gauge was faulty. That's why it was giving
readings.
2. The shaft was thinner than it should have been, so its strength was
3. The power output from the motor varies. We don't understand why it's
4. The bolts It's too big to fit into the hole.

5. The machine's not working as it should. There's some kind of
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6. The braking force on both front wheels should be the same. There shouldn't be an
7. The fault was None of the maintenance technicians had

noticed it.
8. The control panel isn't working, so you can't control the machine. It's totally
Exercise 11. Julia, an aircraft service technician, is phoning Alan, a colleague, about a
problem with the tyres on a plane.
a) Listen to the conversation and mark the statements True (T) or False (F):
- The tyre pressures on the block being discussed are OK.
- There is too little air inside some of the tyres.
- The tyre pressures are the same across the aircraft.
- The degree of wear across all the tyres is the same.
b) Complete the following sentences using words in Exercise 10a to make true sentences
about the conversation.
- The tyre pressures on the block being discussed are
- There is air pressure inside some of the tyres.
- The tyre pressures on that block are to the rest of the aircraft.
- T h e w e a r r a t e i s a c r o s s a l l t h e t v r e s .
Exercise 12. In pairs, discuss the difference between repairs and maintenance and
decide whether the following words relate to repairs, maintenance or both:
broken clogged defective faulty worn
- repairs
..................................................................................................................................
-
maintenance ..................................................................................................................
......
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Exercise 13. a) Match the content sections (1-10) of an aircraft service manual to the
descriptions (a-j).
Contents Descriptions
1. Opening and dismantling access panels a) Switching off the power supply
2. Topping up, draining and replacing coolants b) Making sure certain parts haven't worked
and lubricants c) Loose
3. Replacing filters d) Changing parts that can become clogged
4. Safely isolating electrical components e) Adding and changing fluids
5. Safely disconnecting and reconnecting f) Equipment that needs to be set up
electrical components precisely
6. Mechanical connections to be checked/ g) Taking something to pieces to allow
tightened at each service maintenance
7. Parts susceptible to wear/damage, to be h) Taking parts off and refitting them
examined at each service without danger
8. Sensitive devices to be adjusted at each i) Components that can't be repaired on site
service j) Details of how long parts are designed to
9. Information on non-serviceable parts / last
sealed units Making sure parts are still in good condition
10. Table of component life spans
b) Match the verbs (1-10) from Exercise 13a to the definitions (a-j):
1. 1. adjust a) a) carry out planned maintenance
2. 2. drain b) b) change an old or damaged part
3. 3. disconnect c) c) check carefully
4. 4. dismantle d) d) empty a liquid
5. 5. examine e) e) add more fluid to fill a tank to the recommended level
6. 6. replace f) f) set up carefully by making small changes
7. 7. reconnect g) g) take apart assembled components
8. 8. service h) h) apply the correct torque, for example to loose bolts
9. 9. tighten i) i) establish a connection again
10. 10. top up j) j) remove or isolate from a circuit or network
NOTES
63
64
65
UNIT 5
MEASUREMENTS
Exercise 1. Linear dimensions

The web page shows the key dimensions of the Airbus A380 in metres, and the explanations
below it describe how they are measured. In the explanations, the word plane means an
imaginary surface (not an aeroplane). On drawings, planes are shown as lines that indicate
where dimensions are measured from and to, and are positioned to strike (touch) the faces
(edges or surfaces) of components. Often, they are either horizontal planes or vertical planes.
Airbus A380 dimensions
Overall length is a measurement of how long the aircraft is in total. The measurement is
taken between the two points that are furthest apart (the front and rear extremities), along
the length of the aircraft. The length is measured along a horizontal plane. It is the distance
between a vertical plane striking the front of the nose, and a vertical plane striking the rear of
the tail.
Wingspan is the total distance spanned by both wings. The span is measured as a straight
line between the two wingtips.
Overall height measures how tall the aircraft is. The dimension is measured vertically
between the underside of the wheels and a horizontal plane striking the top of the tail.
Maximum fuselage width is the external width of the aircraft's body - how wide it is,
measured horizontally between vertical planes striking the outside faces of the fuselage.
66
Maximum cabin width states the maximum internal width, measured between the inside
faces of the fuselage. The measurement is equivalent to the external width, less the
thickness of the fuselage at each side of the aircraft.
Notes: When written, the words dimension and dimensions are often abbreviated to dim
and dims. Span is also used to describe the distance(s) crossed by a bridge, between its
supports. If a bridge has a support at its centre (as well as at each end), then it has two
spans.
Complete the key dimensions of the Millau Viaduct in France, using the following words:
height overall thickness span width
1. length: 2,460m
2. Maximum between supports: 342 m
3. of tallest support (ground to deck): 245 m
4. of deck: 32 m
5. of deck: 4.2 m
Exercise 2. Level and plumb

If a surface is described as being level, this means it is both horizontal and flat (smooth).
However, a surface which is flat is not necessarily horizontal. A flat surface may be vertical,
or inclined (sloping at an angle to the horizontal or vertical plane).
Faces that are vertical, such as those of the walls of buildings, are described by engineers as
being plumb. Structures that are slightly inclined from vertical are said to be out of plumb.
Decide whether the sentences about the viaduct are true or false, and correct the false
sentences:
1. The height of the towers is measured horizontally.
2. The overall span is measured along the width of the bridge.
3. The tops of the towers are at different levels, so a horizontal plane striking the top of one
tower will not strike the tops of all the others.
4. The highest point of the structure is the top extremity of the highest tower.
5. The thickness of each tower decreases towards the top, so the faces of the towers are
plumb.
6. The greatest thickness of each tower is its internal thickness at its base.
67
Exercise 3. Centrelines and offsets
The drawing below shows the position of some holes for bolts. The distances
between the holes can be shown as running dimensions or as chain dimensions.
Running
dimensions
Chain
dimensions
In both cases, the centreline (CL) a line through the centre of the hole is marked
(drawn), and the distances between the centrelines are given. Distances between
centrelines are called centre-to-centre (c/c) dimensions.
Centrelines are often used as reference points. These can be measured from, in order
to locate that is, give the position of points on components. The measurements
are offset from the centreline each is at a certain distance from it, and the offsets are
measured at a right-angle to the centreline (at 90 degrees to it).
Note: We can say at a right-angle to X, at 90 degrees to X, or of right-angles to X.
Look at the sentences about the design of a ship. Replace the underlined words and
expressions with alternative words and expressions:
1 The handrail is fixed by 115 brackets, which are 175 mm apart, between their
68
centres.
2 The dimensions are measured from the line down the middle of the ship.
3 How far is the widest point of the ship located away from the centreline?
4 Are the adjacent lengths of handrail at 90 degrees to each other?
5 These dimensions allow you to establish the position of the hole.
Exercise 4. Grids
In large designs, notably those of structures, grids are used for horizontal positioning.
The gridlines have numbers and letters. All numbered gridlines are parallel with one
another -that is, they are straight, and are regular distances apart. Lettered lines also
run parallel with one another, and are perpendicular to (at a right-angle to) the
numbered lines.
The perpendicular gridlines intersect at (cross at) the centres of columns. An
opening (hole) in the floor is shown using coordinate dimensions. These allow the
site engineer to set out (mark the position of) the opening by squaring off the
gridlines - marking lines that run at a right-angle to them - and then measuring along
these lines using a tape measure.
A theodolite - an optical device used for measuring angles - can be used to square off
gridlines accurately. To double-check dimensions - that is, carry out an extra check
-diagonal measurements can be used, as in the engineer's sketch below. The length of
diagonals can be calculated using Pythagoras's Theorem.
69
Look at the extracts from technical discussions on a construction site. Complete the sentences
using the following words:
gridline intersect parallel perpendicular set out square off
1. According to this drawing, .................................... 8 runs along the external wall of
the structure.
2. The positions were marked accurately they were ...................................... by our
site engineer.
3. The external wall runs along gridline 1, and the internal corridor wall
runs along gridline 2, so the walls are ........................................ with each other.
4. Ive marked a cross on the concrete floor, showing where the two
gridlines ...........................................
5. We need to show the position of the corner of the staircase with coordinate
dimensions. There should be two ........................................... dimensions, taken
from two gridlines.
6. Well use the theodolite to ........................................... the gridline and mark
a ninety-degree offset.
Exercise 5. Match the two parts of the sentences to complete the extract from a training
manual.
In civil engineering, the following precautions can help to prevent costly setting-out
mistakes:
1. Always use a steel tape measure (never a) ...to check that corners are right-angles.
a plastic one)... b) ...to ensure it does not stretch under
2. Check that both diagonals of tension.
rectangular shapes are equal... c) ...to prevent slight errors being multiplied.
3. Measure dimensions in two directions, d) ...to double-check your measurements.
from parallel gridlines,...
4. Add up chain dimensions to give
running dimensions...
Exercise 6. Pipe dimensions

Specific terms are used to describe the circular dimensions of pipes. The width of the
inside of a pipe is called the inside diameter (ID). It can also be called the bore. The
outside width is called the outside diameter (OD). When pipes are laid horizontally,
70
the top of the outside of the pipe is called the crown, and the bottom of the inside of
the pipe is called the invert.
Find words and expressions with the following meanings (one question has
two possible answers):
- the highest point of a horizontal pipe = ....................................................................
- the lowest point of the inside of a horizontal pipe
= ....................................................................
- the maximum overall external width of a pipe = ....................................................................
- the maximum internal width between the pipe walls
= .................................................................
Exercise 7. Addition, subtraction, multiplication and division

During a TV programme about garden design, the presenter is explaining the calculations
required to make a large setsquare which can be used for seeting out. Fill in the blanks with
the suitable word or expression:
add...to added together divide...by
equal equal to equals in imperial
is less minus multiplied by
plus square subtract... rom the square of
the square root the sum of times
To make one of these, you need to use Pythagorass Theorem. So, a quick geometry lesson.
Measure a length of timber for one of the sides adjacent to the right angle. I've made this 3 feet
long. Then that number 3 3
9. Then do the same with the other side adjacent to the right angle.
Ive made this one 4 feet long. Work out that. So, 4
4 16. Then work out
those two numbers so if I 16
9... 16 9 is 25. Then, calculate
of that. The square root of 25 is 5. That means the longest side
the hypotenuse needs to be 5 feet long. And it doesnt matter what length you make the two
adjacent sides if the square of the hypotenuse is the square of
each of the adjacent sides, , youll have a perfect right-angle.
Now, you can also start by making the hypotenuse, square the length of that, then make one of
the other sides, square the length of that, and then one
71
the other. For this example, that would be 25
16. So, 25 16 is 9. And the square root
of 9 is 3, which gives me the remaining side. Alternatively, you can make both the adjacent
sides make them the same length. So, take the square of the
hypotenuse, which is 25, that 2, which
is 12.5, then work out the square root of 12.5, which... requires a calculator! Thats why its
easiest to use a 3-4-5 triangle, like this, which conveniently works with whole numbers. And
thats also why Im measuring , because 3 feet by 4 feet by 5 feet is
a practical size to work with.
Exercise 8. Complete the calculations using the words below (sometimes there is more
than one possible answer):
divided less minus multiplied plus
square square root squared subtract sum
times
1. 14 + 8 = 22 Fourteen eight equals twenty-two.
2. 100 x 20 = 2,000 One hundred twenty is two thousand.
3. 7 x 11 = 77 Seven by eleven equals seventy-
seven.
4. 400 : 8 = 50 Four hundred by eight equals fifty.
5. 95 + 2 = 97 The of ninety-five and two is ninety-
seven.
6. 82 = 64 The of eight is sixty-four.
7. 50 30 = 20 If you thirty from fifty, it equals twenty.
8. 100 = 10 The of a hundred is ten.
9. 112 = 121 Eleven is a hundred and twenty-one.
10. 48 12 = 36 Forty-eight twelve equals thirty-six.
Exercise 9. Write the following numbers in words:

1.793 ......................................................................................................
1/100 mm ......................................................................................................
1/1000 mm ......................................................................................................
0 ................................................. or .................................................
72
Exercise 10. Weight, mass, volume and density
In everyday language, the term weight means how heavy things are (how much they
weigh), and grams and kilograms are used as units of weight. But in physics and in
engineering, grams and kilograms are units of mass. Whether an object is on earth -
where it is subjected to gravity (the pull of the earth) - or floating weightless in space,
its mass is always the same. The mass of an object depends on:
- the volume of the object, measured in cubic metres (m 3) - as an object's volume
increases,
its mass increases
- the density of the object, measured in kilograms per cubic metre (kg/m 3) - as density
increases, mass per unit of volume increases.
The mass of an object is the object's volume multiplied by its density. The weight of
an object is the force exerted on the object's mass by gravity.
Some materials are very dense, and therefore very heavy. An example is lead (Pb),
which has a density of 11,340 kg/m 3. Other materials, such as expanded polystyrene
(which can have a density as low as 10 kg/m 3), are very lightweight.
The component below is made of mild steel. It has a radius of 40mm and it is 1,200
mm long. Complete the calculations using the following words:
cross-sectional area density mass surface area volume
1.................................of mild steel: 7,85Okg/m3

2................................: rrr2 = 3.14 x 4D3 = 5 024mma = O.OO5O24m2
3.................................: 0.005024m 2 x 1.2m = 0,0060288m 3
4.................................: 0.0060288m 3 x 7,B50kg/m 3 = 47.32608kg
Circumference: 2nr = 3.14 x 40mm = 251 mm = 0.251 m
Total (5)..............................to be painted: 0.251 m x 1.2m + 0.005m s + 0.005m2 = 0.311 ms
Exercise 11. Now write the whole words for the unit abbreviations below:
- gal
.................................................................................................................
...
73
- kg/m3 .................................................................................................................
...
- lb .................................................................................................................
...
- m2 .................................................................................................................
...
- m3 ...................................................................................................................
.
- mm .................................................................................................................
...
- mm2 ...................................................................................................................
.
- mph .................................................................................................................
...
- mps .................................................................................................................
..
- pt .................................................................................................................
...
Exercise 12. Complete the extract from an article about satellite design using the
following words:
cubic gravity lightweight mass square weigh
weightless
Satellites need to be designed to cope with two very different phases: deployment (the journey
to cope with two very different phases: deployment (the journey into space by rocket) and
operation (working in space).
For the first phase, engineers are faced with the problem that every (1)
................................................. metre of volume taken up within the rocket will add
millions of dollars to its ticket into space. And each extra gram of (2)
................................................. added to the craft will increase the fuel needed to propel
it upwards against the pull of (3) ................................................. That extra fuel, in turn, will
74
(4) ................................................. a little more, further adding to the total weight of the craft.
With the cost of kilograms so high, the satellite must therefore be as (5)
................................................. as possible.
In the second phase, with the orbiting satellite now (6) ................................................. , its
mass is practically irrelevant. As for the amount of space occupied, the situation is completely
reversed. The satellite's solar panels, which transform sunlight into battery power, must unfold to
cover as wide an area as possible - opening out to cover an area of several (7)
................................................. metres - in order to maximize their exposure to the sun.
Exercise 13. Remember some basic metric-to-imperial conversions:
Length
1 inch (in) = 2.54 cm Volume
1 foot (ft) = 30.48 cm 1 in3 = 16.39 cm3
1 yard (yd) = 0.91 cm 1 pint (pt) = (UK) 0.56 L
1 mile = 1.60 km = (US) 0.47 L
1 (UK) centimeter / (US) centimeter (cm) 1 gallon (gal) = (UK) 4.54 L
= 0.39 in = (US) 3.78 L
1 (UK) metre / (US) meter (m) = 3.28 ft 1 m3 = 35.31 ft3
1 m = 1.09 yd 1 (UK) litre / (US) liter (L)
1 km = 0.62 miles = (UK) 1.75 pt
= (US) 2.11 pts
1 L = (UK) 0.22 gal
Area = (US) 0.26 gal
1 in2 = 6.45 cm2
1 ft2 = 0.09 m2
1 yd2 = 0.836 m2
1 sq mile = 2.59 km2 Weight
1 cm2 = 0.15 in2 1 ounce (oz) = 28.38 grams
1 m2 = 10.76 ft2 1 pound (lb) = 0.45 kg
1 m2 = 1.19 yd2 1 ton = (UK) 1.01 tonne (Imperial ton)
1 km2 = 0.38 sq miles = (US) 0.90 tonne (short ton)
1 g = 0.03 oz
1 kg = 2.20 lbs
75
1 tonne (European / Continental) Temperature
= (UK) 0.98 tons C to F = C x 9 : 5 + 32
= (US) 1.10 tons F to C = F 32 x 5 : 9
NOTES
76
77
UNIT 6
ENGLISHES
Exercise 1. The Common European Framework of Reference for Languages: Learning,

Teaching, Assessment (CEFR or CEF) includes six levels referring to the reading,
listening, speaking and writing skills of a learner:
A1 Breakthrough / Beginner
A2 Waystage / Elementary
B1 Threshold / Intermediate
B2 Vantage / Upper Intermediate
C1 Effective Operational Proficiency / Advanced
78
C2 Mastery / Proficiency
These levels show that:
a) You can understand and use familiar everyday expressions and very basic
phrases. You can introduce yourself and others, and can ask and answer questions about
personal details (where you live, people you know and things you have). You can interact
in a simple way provided the other person talks slowly and clearly, and is prepared to help.
b) You can understand sentences and frequently used expressions related to areas of
most immediate relevance (very basic personal and family information, shopping, local
geography, employment). You can communicate in words in order to exchange information
on familiar and routine matters. You can describe in simple terms aspects of your
background, immediate environment and matters in areas of immediate need.
c) You can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure, etc. You can deal with most situations likely
to arise while travelling in an area where the language is spoken. You can produce simple
connected text on familiar or personal topics. You can describe experiences and events,
hopes and ambitions, and briefly give reasons and explanations for opinions and plans.
d) You can understand the main ideas of complex text on both concrete and abstract
topics, including technical discussions in your field of specialisation. You can interact with
a degree of fluency and spontaneity that makes regular interaction with native speakers
quite possible without strain for either party. You can produce clear, detailed text on a wide
range of subjects and explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.
e) You can understand a wide range of longer texts, and recognise implicit meaning.
You can express ideas fluently and spontaneously without much obvious searching for
expressions. You can use language flexibly and effectively for social, academic and
professional purposes.You can produce clear, detailed text on complex subjects, showing
controlled use of organisational patterns, connectors and cohesive devices.
f) You can understand with ease virtually everything heard or read. You can
summarise information from different spoken and written sources, reconstructing
arguments and accounts in a coherent presentation. You can express yourself
spontaneously, very fluently and precisely, differentiating finer shades of meaning even in
the most complex situations.
79
Based on the descriptions above, which do you think is the English ability you need to
improve most urgently?
........
What do you think you should do to improve this ability?
........
Exercise 2. Students who wish to further their education abroad must demonstrate their
English abilities through internationally recognised tests. The most common and best
known are the following:
CERTIFICATE IN ADVANCED ENGLISH (CAE)

CAE is ranked at the C1 level and is considered very valuable, especially for international
students applying to British universities, as it is the required English certificate. Like all the
other Cambridge exams, once the exam is passed the qualification never expires.
The advanced general English exam provided by the University of Cambridge is comprised
of 5 parts:
- Reading (1 hour and 15 minutes)
- Writing (2 hours)
- Use of English (1 hour and 30 minutes)
- Listening (approx. 45 minutes)
- Speaking (15 minutes)
Each component carries 20% of the total marks. There are three pass grades (A, B and C)
and certificates are awarded to candidates who achieve these grades. Candidates who
achieve a grade D or E are judged not to have reached the required standard for CAE.
Passing Grades Failing Grades
Grade A: 80% and above Grade D: 55% to 59%
Grade B: 75% to 79% Grade E: 54% and below
Grade C: 60% to 74%
Once awarded Cambridge ESOL CAE certificates are valid for life.
80
CERTIFICATE OF PROFICIENCY IN ENGLISH (CPE)
CPE is ranked at the C2 level and is the most advanced general English exam provided by
the University of Cambridge. The English level of those who have passed the CPE is
supposed to be similar to that of a fairly educated native speaker of English.
CPE is ideal for those who want to work or study abroad, or to develop a career which
requires language skills (e.g. business, medicine, engineering). The CPE certificate is
recognised by thousands of universities and employers throughout the world.
Like CAE, the CPE exam comprises 5 parts:
- Reading (1 hour and 30 minutes)

- Writing (2 hours)
- Use of English (1 hour and 30 minutes)
- Listening (approx. 40 minutes)
- Speaking (approx. 19 minutes)
Each component carries 20% of the total marks. There are three pass grades (A, B and C)
and certificates are awarded to candidates who achieve these grades. Candidates who
achieve a grade D or E are judged not to have reached the required standard for CPE.
Once awarded, CPE certificates are valid for life.
For both CAE and CPE, the Reading/Writing/Use of English/Listening/Speaking papers

assess the candidates skills and abilities as follows:
The Reading paper assesses the ability of the candidates to read and understand texts taken
from a wide range of sources, including fiction and non-fiction books, journals, newspapers
and magazines. They are expected to understand the meaning of written English at word,
phrase, sentence, paragraph and whole text level. It includes understanding of text content,
organisation and structure, and the development of ideas, opinions and attitudes.
The Writing paper assesses the ability to write non-specialised texts types such as letters,
articles, reports and reviews for a given purpose and target reader, covering a wide range of
topics. The paper also includes questions on set texts. Responses are of 300-350 words in
length.
In the Use of English paper, candidates are expected to demonstrate their knowledge and
control of the language system by completing various tasks at word, sentence and text level.
These include gap-filling and word formation exercises, comprehension questions and a
summary writing task.
The Listening paper assesses the ability to listen to and understand texts taken from a variety
81
of text types including interviews, discussions, lectures and conversations. It tests the ability to
understand the meaning of spoken English, to extract information from a spoken text and to
understand speakers' attitudes and opinions.
The Speaking test assesses the ability to interact in conversational English in a range of
contexts. The paper contains three parts, which take the form of an interview section, a
collaborative task and individual long turns with follow-up discussion. Candidates are
provided with picture and written stimulus and they normally take the Speaking Test in pairs.
THE TEST OF ENGLISH AS A FOREIGN LANGUAGE (TOEFL)

TOEFL evaluates the potential success of an individual to use and understand Standard
American English at a college level. It is required for non-native applicants at many
English-speaking colleges and universities. Additionally, institutions such as government
agencies, businesses, or scholarship programs may require this test.
The four-hour test has 2 formats and contents - Internet-Based and Paper-Based -
consisting of four sections, each measuring mainly one of the basic language skills
focusing on language used in an academic, higher-education environment.
Internet-Based
Reading (60 minutes) - consists of 35 long passages and questions about the passages.
The passages are on academic topics; they are the kind of material that might be found in
an undergraduate university textbook. Students answer questions about main ideas, details,
inferences, sentence restatements, sentence insertion, vocabulary, function and overall
ideas. New types of questions in the iBT require paraphrasing, filling out tables, or
completing summaries. Generally prior knowledge of the subject under discussion is not
necessary to come to the correct answer, though a priori knowledge may help.
Listening (50 minutes) - consists of six long passages and questions about the passages.
The passages consist of two student conversations and four academic lectures or
discussions. The questions ask the students to determine main ideas, details, function,
stance, inferences, and overall organization.
Speaking (20 minutes) - consists of six tasks, two independent tasks and four integrated
tasks. In the two independent tasks, students must answer opinion questions about some
aspect of academic life. In two integrated reading, listening, and speaking tasks, students
must read a passage, listen to a passage, and speak about how the ideas in the two passages
are related. In two integrated listening and speaking tasks, students must listen to long
passages and then summarize and offer opinions on the information in the passages. Test
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takers are expected to convey information, explain ideas, and defend opinions clearly,
coherently, and accurately.
Writing (55 minutes) - consists of two tasks, one integrated task and one independent task.
In the integrated task, students must read an academic passage, listen to an academic
passage, and write about how the ideas in the two passages are related. In the independent
task, students must write a personal essay.
The Internet-Based Test is scored on a scale of 0 to 120 points. Each of the four sections
(Reading, Listening, Speaking, and Writing) receives a scaled score from 0 to 30. The
scaled scores from the four sections added together to determine the overall score.
Speaking is initially given a score of 0 to 4, and writing is initially given a score of 0 to 5.
These scores are converted to scaled scores of 0 to 30.
Paper-Based Test
Listening (30-40 minutes) - consists of three parts. The first one contains 30 questions
about short conversations. The second part has 8 questions about longer conversations. The
last part asks 12 questions about lectures or talks.
Structure and Written Expression (25 minutes) - has 15 exercises of completing
sentences correctly and 25 exercises of identifying errors.
Reading Comprehension (55 minutes) - has 50 questions about reading passages.
Writing (30 minutes) - one essay with 250-300 words in average.
For the Computer-Based Test, three subscores are obtained, each of which is given on a 0
30 scale: Listening, Structure/Writing (combined), and Reading. These subscores are
averaged to obtain the final score, which is on a 0300 scale. The Writing test is scored on
a scale from 0 to 6. A score of 6 showed strong writing abilities, 5 average writing abilities,
and 4 minimal writing abilities. A score of 3, 2 or 1 showed a lack of writing technique.
The essay was read by two testing evaluators. Each one gave the essay a score. The two
scores are averaged to produce the final Writing scores. If the evaluators were more than 1
point different in their assessment, a third evaluator scored the essay.
INTERNATIONAL ENGLISH LANGUAGE TEST SYSTEM (IELTS)

IELTS is a test of English language proficiency accepted by most Australian, British,
Canadian, Irish, New Zealand and South African academic institutions, by an increasing
number of academic institutions in the USA, and by various professional organisations. It
is also a requirement for migration to Australia and Canada.generally required for those
who wish to work or study in Australia.
83
Candidates may choose either the Academic Module if they wish to enroll in universities
and other institutions of higher education, or rhe General Training Module is intended for
those planning to undertake non-academic training or to gain work experience, or for
immigration purposes.
IELTS tests the ability to speak, read, listen and write in English, using a variety of accents
and writing styles as it focuses on International English, which includes British English,
American English and other varieties.
Nine band scores are used for each language sub-skill, corresponding to different English
competence:
9 Expert User 4 Limited User
8 Very Good User 3 Extremely Limited User
7 Good User 2 Intermittent User
6 Competent User 1 Non User
5 Modest User
TEST OF ENGLISH FOR INTERNATIONAL COMMUNICATION (TOEIC)

TOEIC is is another English language test designed specifically to measure the everyday
English skills of people who are preparing to enter the workforce in an international
environment, individuals who want to measure their speaking and writing skills in English,
people who use English in workplace settings such as offices, hotels, hospitals, restaurants,
international meetings, conventions and sports events, as well as managerial, sales and
technical employees in international business, industry, commerce and government.
TOEIC test questions are based on real-life work settings in an international environment
(meetings, travel, telephone conversations, etc).
There are two separate parts to the TOEIC test which you can do one or both parts. The
Listening & Reading Test consists of two equally graded tests of comprehension
assessment activities totaling a possible 990 score; the newer Speaking & Writing Test
comprises tests of pronunciation, vocabulary, grammar, fluency, overall coherence, and
structure (organization of sentences) totaling a possible 400 score.
The Listening and Reading test is a paper-based, multiple-choice test that takes 2.5 hours
and is taken at a test centre.
Listening Reading
100 questions 100 questions
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Part 1 photos 20 questions Part 5: Incomplete sentences: 40 questions
Part 2: Question Response: 30 questions Part 6: Error recognition: 20 questions
Part 3: Short conversation: 30 questions Part 7: Reading comprehension: 40 questions
Part 4: Short talks: 30 questions Reading 7: double passages
The Speaking and Writing test is an online test that is taken in a test centre and takes 90
minutes. This is a new test which is only available in some countries.
The TOEIC Speaking Test The TOEIC Writing Test

20 minutes 60 minutes
The test is taken online and your voice is recorded and sent The test is taken online and
to be marked. Scores arrive in 3 to 4 weeks. sent to be marked. Scores
You have to do the following tasks: arrive in 3 to 4 weeks.
- read a paragaraph aloud (tests pronunciation) You have to do the following
- describe a picture (tests vocabulary/grammar) tasks:
- respond to recorded questions (tests fluency/extended Write sentences about pictures
discourse) Write an email response
- propose a solution Write an essay
- express an opinion
The TOEIC Reading and Listening gives a score between 10 and 990:
905 - 990 International Proficiency
785 900 Working Proficiency Plus
605 780 Limited Working Proficiency
405 600 Elementary Proficiency Plus
255 400 Elementary Proficiency
185 250 Memorised Proficiency
10 180 No Useful Proficiency
TOEIC Speaking and Writing tests are scored out of 200.
Like TOEFL and IELTS, TOEIC test scores are only valid for two years.
Exercise 3. British or American English? English is spoken in many countries either as the
mother tongue or as a second language. That is why instead of English there are many
Englishes variations of the language. The differences are somewhat minor and tend to
enrich communication rarther than slow it down. Moreover, with the ongoing
85
internationalization of our modern world they could even said to be diminishing. Since it is
impossible to cover all the differences between British and American English, here is a
brief selection of some important issues.
Spelling
British English American English
aluminium aluminum
catalogue catalog
centre center
theatre theater
colour color
favour favor
defence defense
licence license
jewellery jewelry
pyjamas pajamas
analyse analyze
criticise criticize
civilisation civilization
organisation organization
Pronunciation
Americans usually pronounce the letter r by rolling their tongue back and pressing it to
the roof of their mouths whereas most British people dont pronounce the letter r,
especially when it occurs at the end of a word.
Words like bath, cant, class, glass, laugh, path, water have distinctly
different pronunciations in British English and American English.
Word stress
address address
advertisement advertisement
detail detail
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Vocabulary
There are some words and terms that are either used only in British or American English.
lift elevator
boot trunk
litter garbage
crossroad crossing
trousers pants
Grammar
The Present Progressive (Continuous)

There are some verbs in British English that cannot be used in the Present Progressive
Tense while in American English they can. Here are two examples:
British English I like this conversation more and more.
I remember this quite clearly.
American English Im liking this conversation more and more.
Im remembering this quite clearly.
The Present Perfect

In British English the Present Perfect Tense is used to express an action that has occurred
in the recent past that has an effect on the present moment. For example: Shes lost her
purse. Can you help her look for it?
In American English the present perfect is often replaced with the past simple: She lost
her key. Can you help her look for it?
British English Ive just received an email.
Ive already answered it.
American English Ive just received an email. / I just received an email.
Ive already answered it. / I already answered it.
Possession
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There are two forms to express possession in English: have and have got. The form
have got (have you got, he hasnt got, etc.) is generally the preferred form in British
English while most speakers of American English use only have (do you have, he
doesnt have etc.)
British English Have you got a computer?
She hasnt got any hobbies.
American English Do you have a computer?
She doesnt have any hobbies.
Adverbs
Americans tend to use adjectives instead of adverbs. Instead of Thats really good you
might hear them say Thats real good or instead of Im doing very well they say Im
doing pretty good.
British English He did that really quickly.
Lets take things slowly.
American English He did that real quick.
Lets take things slow.
In conclusion, British and American English are more similar than they are
different. New media and globalization enable more and more people to participate in an
active exchange of ideas and experiences and therefore the geographical differences in the
versions of English are becoming less instead of greater.
Exercise 4. Read the following text and sum up the differences between ESP (English for
Specific Purposes) and EFL (English as a Foreign Language):
The major difference between ESP and EFL lies in the learners and their purposes
for learning English. ESP students are adults who already have some familiarity with
English and are learning the language in order to communicate a set of professional skills
and to perform particular job-related functions.
EFL is mainly concerned with the acquisition of grammar patterns and language
structures necessary for every-day communication purposes. ESP concentrates less on
grammar and language structures, and places emphasis more on language in context. It is
integrated into a subject matter area important to the learners and covers subjects ranging
from accounting or computer science to tourism and business management.
88
EFL and ESP differ not only in the nature of the learner, but also in the scope of the
goals of instruction. Whereas in EFL all four language skills (listening, reading, speaking,
and writing) are stressed equally, in ESP a needs assessment determines which language
skills are most needed by the students. An ESP programme, might, for example, stress the
development of reading skills in students who are preparing for graduate work in
engineering; or it might stress the development of conversational skills in students who are
studying English in order to become tour guides.
ESP integrates English language instruction and subject matter (computer science,
accounting, business management, economics, tourism, engineering, etc.). Such a
combination is highly motivating because students approach the learning of English
through a field that is already known and relevant to them.
English as a Foreign Language (EFL) English for Specific Purposes (ESP)
Exeercise 5. Read the text below about the English language as the global means of
communication:
If we were to simplify a language, to make it easier to read, write and understand,
why choose English? Because, of all languages in the world, English is the most widely
spread language throughout the world. This distribution started when England established
colonies in many parts of the world. Later on, the industry and international business
ensured further spread. Nowadays, in a major part of the world, students learn English as a
second language to their native language.
English is the major language in most industries. It has grown to become the
language mostly used for writing tec hnical documentation and for international
89
communication in general. Therefore, it was an obvious choice to use English as a basis for
a simplified language.
This was not an easy choice, given the rich English vocabulary consisting of over
59,000,000 words and the fact that in English many words have multiple meanings. Take
the word axis, for example it means: 1) a straight line around which a body rotates; 2)
the second vertebra on the neck; 3) a main line of direction; 4) a wild animal found in
India. Sometimes, all these meanings may be combined into one single sentence; Turning
on his axis, he grasped the axis along its axis and snapped its neck at the axis. In a single,
standard language each word has only one meaning; the other possibilities are no longer
valid. One word must no longer give rise to any misunderstandings. A word must be
functional. The meaning of a word must no longer be derived from the context.
The three criteria for word selection should be: actions; things; quality. To this,
good syntax constructions should be used, in order to promote the logical sequence of the
actions in language. The following three examples show the same content and meaning:
1. a random sentence: With the cover removed, tighten the screw using an Allen
key while holding the nut with a spanner before replacing the cover.
2. better syntax: While the cover is not fitted, tighten the screw using an Allen key
while holding the nut with a spanner. Refit the cover.
3. better syntax and clear style: Remove the cover. Use a spanner to hold the nut
and tighten the screw with an Allen key. Refit the cover.
Which one is easiest to read?
Exercise 7. There are several rules that must be observed when using Technical English:
1) Use only words that are in the dictionary.
2) Use the approved words only as the part of speech given and with the approved
meaning of the words.
3) Make instructions as specific as possible.
4) Use consistent spelling.
5) Use the approved forms of verbs only to make:
- an infinitive
- an imperative
90
- the Simple Present Tense
- the Past Simple Tense
- the Simple Future Tense
6) Use the Active Voice, avoid passive verb tenses.
7) Keep to one topic per one sentence - put sentences in a logical sequence of
action, preferably underneath one another.
8) Keep sentences as short as possible divide long sentences into a number of
shorter sentences: max. 21 words per sentences is acceptable, but less is better.
9) Identify commands correctly, especially in warnings or cautions.
All these rules result in several advantages, among which improved readability
(fewer errors and misunderstandings) and optimum translatability of a clear, unambiguous
text. See the differences between the following two texts:
- It is equally important that there should be no seasonal changes in the
procedures, as, although aircraft fuel system icing due to water contamination is
more often met in winter, it can be equally dangerous during the summer
months.
- Use the same procedures all the time because water in the fuel system can
freeze during summer or winter.
Exercise 8. Match the characteristics of good scientific writing with their description:
1. accurate a) Ideas and processes are expressed in a logical order. The text is
2. clear divided into sections with clear headings.
3. impartial b) It avoids making assumptions (Everyone knows that...) and
4. objective unproven statements (It can never be proved that...). It presents how
5. simple and where data were collected and supports its conclusions with
6. structured logically evidence.
c) It avoids unnecessary detail.
d) It avoids vague and ambiguous language such as: about,
approximately, almost.
e) It uses direct language, avoiding vague or complicated sentences.
Technical terms and jargon are used only when they are necessary for
accuracy.
f) Statements and ideas are supported by appropriate evidence that
demonstrates how conclusions have been drawn as well as
91
acknowledging the work of others.
1. 2. 3. 4. 5. 6.
Exercise 9. Euro-English. The European Commission has just announced an agreement

whereby English will be the official language of the European Union rather than German,
which was the other possibility. As part of the negotiations, the British Government
conceded that English spelling had some room for improvement and has accepted a 5-year
phase-in plan that would become known as "Euro-English". Here are the proposed
changes:
In the first year, "s" will replace the soft "c". Sertainly, this will make the sivil
servants jump with joy. The hard "c" will be dropped in favour of "k". This should klear up
konfusion, and keyboards kan have one less letter.
There will be growing publik enthusiasm in the sekond year when the troublesome
"ph" will be re placed with "f". This will make words like "fotograf" 20% shorter.
In the 3rd year, publik akseptanse of the new spelling kan be expekted to reach the
stage where more komplikated changes are possible. Governments will enkourage the
removal of double letters which have always ben a deterent to akurate speling. Also, al wil
agre that the horibl mes of the silent "e" in the languag is disgrasful and it should go away.
By the 4th yer people wil be reseptiv to steps such as replasing "th" with "z" and
"w" with "v".
During ze fifz yer, ze unesesary "o" kan be dropd from vords kontaining "ou" and
after ziz fifz yer, ve vil hav a reil sensibl riten styl. Zer vil be no mor trubl or difikultis and
evrivun vil find it ezi tu understand ech oza. Ze drem of a united urop vil finali kum tru.
Und efter ze fifz yer, ve vil al be speking German like zey vunted in ze forst plas.
If zis mad you smil, pleas pas on to oza pepl.
Exercise 10. RULES FOR EXCELLENT ENGLISH
1. Never study grammar rules. Grammar rules teach you to think about English, you want
to speak automatically without thinking!
2. Listen first (Learn with your ears). Stop reading textbooks, start listening every day. Try
listening not just to what the words mean, but to how the person says them and in which
situation.
3. Learn and revise phrases, not individual words. Never write a single word in your
notebook, always write the complete phrase.
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4. Use materials for native speakers. Use real magazines, audio articles, TV shows, movies,
radio talk shows, and audio books.
5. Use interactive materials. In Question-and-Answer stories, a speaker tells a short simple
story. He also asks a lot of easy questions. Every time you hear a question, you pause and
answer it. You learn to answer questions quickly without thinking. Your English becomes
automatic.
6. Learn English every day, every hour, every second. Use online lessons.
Download materials from the net. Put listening texts and dictionaries on your
smart phone.
7. If (whenever) possible, spend time in an English-speaking country.
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NOTES
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LIMBA ENGLEZ

Universitatea de tiine Agronomice i Medicin Veterinar

Facultatea de mbuntiri Funciare i Ingineria Mediului

Exercise 1. Read the following text about engineering:

Exercise 3. Another famous engineering structure located in central London is Thames

Exercise 7. Watch the video and answer the questions below:

Exercise 9. The graduates of the Faculty of Land Reclamation and Environmental

2) CIVIL ENGINEERING MANAGER

4) SURVEY ENGINEER (CADASTRAL ENGINEER)

Exercise 3. Paula, a design engineer for a GPS manufacturer, is discussing product

b) In pairs, practise explaining the applications of GPS in Exercise 4a to a colleague who

b) Match the words in Exercise 5a to the synonyms:

Exercise 6. Read the following article:

Exercise 8. James, an engineer, is giving a talk on space elevators.

d) Match the words in Exercise 10c to their synonyms:

b ) ln pairs, think of some tips on how to solve the following problems:

to bore (a pile) ...........

- simplifying the concept ... / ... /

- focusing on technical terms what we ... /

- illustrating with images if you ... /

c) Complete the following sentences using from, with or of:

Exercise 3. lrina, an ecological adviser, is talking to a group of engineers on a training

b) lrina asks the engineers to do a simplified environmental audit. Their task is to

b) Answer the following questions:

a. copper tape b. insulation screen c. outer jacket (sheath)

b) Find words in the text to match the following definitions:

Exercise 8. a) Match the automotive parts (1-5) to their descriptions (a-e):

Car and truck (1) .. have incorporated Kevlar into their

- Heat builds up in the but. You need a good degree of

Exercise 10. In pairs, answer the following questions:

c ) L isten again and answer the following questions:

extremely quite not very not enough definitely not

Listen again and check your answers.

c) In pairs, suggest which engineering enemies in Exercise 1b can be the most

Exercise 5. a) In pairs, discuss a technical problem you've experienced with a device,

Exercise 6. Mr. Rooney, an engineer at a quarry firm, is talking to Al, a helpline

4. The bolts It's too big to fit into the hole.

7. The fault was None of the maintenance technicians had

Exercise 1. Linear dimensions

Airbus A380 dimensions

Exercise 2. Level and plumb

Exercise 6. Pipe dimensions

Exercise 7. Addition, subtraction, multiplication and division

Exercise 9. Write the following numbers in words:

cross-sectional area density mass surface area volume

1.................................of mild steel: 7,85Okg/m3

Exercise 13. Remember some basic metric-to-imperial conversions:

Exercise 1. The Common European Framework of Reference for Languages: Learning,

What do you think you should do to improve this ability?

CERTIFICATE IN ADVANCED ENGLISH (CAE)

- Reading (1 hour and 30 minutes)

For both CAE and CPE, the Reading/Writing/Use of English/Listening/Speaking papers

THE TEST OF ENGLISH AS A FOREIGN LANGUAGE (TOEFL)

INTERNATIONAL ENGLISH LANGUAGE TEST SYSTEM (IELTS)

TEST OF ENGLISH FOR INTERNATIONAL COMMUNICATION (TOEIC)

The TOEIC Speaking Test The TOEIC Writing Test

The Present Progressive (Continuous)

The Present Perfect

Exercise 9. Euro-English. The European Commission has just announced an agreement

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