Unit 1

Digital Dynamics.

1
Reading-

Skimming and Scanning

1. What is skimming and scanning?

2. Why are these methods useful?

3. How and where do we use these techniques?

Skimming and scanning are two specific speed reading techniques which enable you to cover
a vast amount of material very rapidly. These techniques are similar in process but
extremely different in purpose. Quickly “looking over” an article is neither skimming nor
scanning. Both require specific steps to be followed.

Skimming- is a method of rapidly moving the eyes over a text

with the purpose of getting the main ideas and the general overview
of the content. Mastering the art of
skimming means, that you
Skimming is useful in 3 different situations.
use it as frequently as
 Pre-reading- can give a more accurate idea of the text later. possible.
 Reviewing- For a text which is already read.
Skimming can usually be
 Reading – For quickly reading material which do not require
accomplished at about
much more attention.
1000 words per minute.

Steps in skimming an article.

 Read the title- It is the shortest possible summery of the article.
 Read the introduction or lead-in paragraph.
 Read the 1st paragraph completely.
 If there are subheadings, read each one, looking for relationships among them.
 Read the 1st sentence of each remaining paragraph.
 Dip deep into the text looking for
- Clue words that answer who / when/ where/ how / etc.
- Proper nouns.
- Unusual words, specifically if capitalized.
- Enumerations.

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 - Qualifying adjectives. (best/ worst/ most/ etc)
- Typographical cues. ( italics, bold, underlining, asterisk).
 Read the final paragraph completely.

Scanning- Rapidly covers a great deal of material in order to locate a specific fact or a piece of
information.

Scanning is very important in finding a name, place, date, statistic or fact without reading the entire
article.

In scanning you must be

Steps in scanning an article.
willing to skip over large
portions of texts without
 Keep in mind at all times, what it is you are searching reading or understanding
for. If you hold the image of the word or idea clearly in them.
mind, it is likely to appear more clearly than the
Scanning can be done at 1500
surrounding words.
or more words per a minute.
 Anticipate in what for the information is likely to appear.
Numbers, proper nouns, etc.
 Analyze the organization of the content before starting to
scan.
- If material is familiar and fairly brief, you maybe able to scan the entire article in a single
search.
- If the material is lengthy or difficult, a preliminary skimming maybe necessary, to
determine which part of the article must be scanned,
 Let your eyes run rapidly over a several lines of print, to be scanned at a time.
 When you have the sentence with the information you seek, read the entire sentence.

Activity 1- a) Skim the following article and discuss what it is about.

b) What is the relevance of it to the field of engineering? Discuss in pairs.

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4
Activity 2- Scan the following article. Write an appropriate topic for each paragraph.

5
1. ……………………………………………………………………………………………………………………………………………………..
2. ……………………………………………………………………………………………………………………………………………………
3. ……………………………………………………………………………………………………………………………………………………
4. ……………………………………………………………………………………………………………………………………………………

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Grammar- Reported Speech. (Direct/ Indirect).

Indirect speech (sometimes called reported speech), doesn't use quotation marks to enclose what the
person said and it doesn't have to be word for word. When reporting speech the tense usually changes.
This is because when we use reported speech, we are usually talking about a time in the past (because
obviously the person who spoke originally spoke in the past). The verbs therefore usually have to be in
the past too. -

Direct Speech  Indirect Speech

simple present  simple past
He said, “I go to school every day.” He said (that) he went to school every day.
simple past  past perfect
He said, “I went to school every day.” He said (that) he had gone to school every day.
present perfect  past perfect
He said, “I have gone to school every He said (that) he had gone to school every day.
day.”
present progressive  past progressive
He said, “I am going to school every day.” He said (that) he was going to school every day.
past progressive  perfect progressive
He said, “I was going to school every He said (that) he had been going to school every
day.” day,
future (will)  would + verb name
He said, “I will go to school every day.” He said (that) he would go to school every day.
future (going to)  present progressive
He said, “I am going to school every day.” He said (that) he is going to school every day.
past progressive
He said (that) he was going to school every day
Direct Speech  Indirect Speech
auxiliary + verb name  simple past
He said, “Do you go to school every day?” He asked me if I went to school every day.*
He said, “Where do you go to school?” He asked me where I went to school.
imperative  infinitive
He said, “Go to school every day.” He said to go to school every day.

http://englishpage4.blogspot.com/2010/11/reported-speech.html

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Note-

 As a connective, instead of using ‘that’, asked, demanded, inquired or a similar word has to
be used.
 If a WH question (who, what, when, why) is being asked, then use the WH to introduce the
clause. Also, note that with indirect speech, these are examples of embedded questions.
 When a Yes/ No question is being asked in direct speech, then a construction with IF or
WHETHER is used.
 The situation changes if instead of the common SAID another part of the very TO SAY is
used. In that case, the verb tenses usually remain the same. Some examples of the situation are
given below.
 When there are exclamative sentences, the indirect speech has to have an infinitive(verb).

Shifting of expressions of time

this (evening) = that (evening)

today/this day = that day
these (days) = those (days)
Now = then
(a week) ago = (a week) before
last weekend =the weekend before / the previous weekend
Here = there
next (week) = the following (week)
Tomorrow = the next/following day

Exercises- Activity 1.
1. “I am not going to tolerate this any more” said Ann.

………………………………………………………………………………………………………………………………………………………………

2. “You have always been my friend” said John.

………………………………………………………………………………………………………………………………………………………………

3. “We never eat meat”. Claimed Bill.

………………………………………………………………………………………………………………………………………………………………

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4. “I will talk to Samantha soon”. Told Caira.

………………………………………………………………………………………………………………………………………………………………

5. “Mary used to exercise every day” he declaired.

………………………………………………………………………………………………………………………………………………………………

6. “ I wish I was 20 years younger” said Lynda.

………………………………………………………………………………………………………………………………………………………………

7. “Answer the phone!” he told me.

………………………………………………………………………………………………………………………………………………………………

8. “Where is Alex” she asked me.

………………………………………………………………………………………………………………………………………………………………

9. “Where did you buy this saree from” she questioned me.

………………………………………………………………………………………………………………………………………………………………

10. “What time does the party begin”? He wanted to know.

………………………………………………………………………………………………………………………………………………………………

Activity 2.
1. I am going to the cinema with my girlfriend. ==» He said ……………………………………………………………………………….

he w as going to t I am going to the c

2. You have bought yourself a lovely new dress ! ==» He told
her ……………………………………………………………………..

she had bought h You have bought

3. They are waiting outside. ==» He announced
…………………………………………………………………………………………………

they w ere w aitin They are w aiting

4. I have been smoking too much. ==» She said
………………………………………………………………………………………………….

she had been sm I have been smok

5. I lost my temper last week. ==» He said
…………………………………………………………………………………………………………

he had lost his te I lost my temper la

6. I was as sick as a dog yesterday. ==» She told me
…………………………………………………………………………………………

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 she had been as I w as as sick as
7. You play the piano very well. ==» He told her
……….……………………………………………………………………………………….

she played the pi You play the pian

8. She has given me a birthday gift ! ==» He announced that
……………………………………………………………………………

she had given him She has given me

9. He is sitting right behind me. ==» I told her that
………..…………………………………………………………………………………..

he w as sitting rig He is sitting right

10. I will answer the phone. ==» He announced that
he w ould answ e I w ill answ er the
..……………………………………………………………………………………....
The reported spe 0 28102 15473 3738

5711 2555 625 28102 7 1391628659

it helped a lot! tha mire16 055 tle #he w as going to

1 196714 10 lucile83 |Indirect speech¤

__ <A HREF=/cgi2/m 0 0

0001

Writing-

Activity 1- Student Reporter

Divide into pairs. One student will be the reporter and the other will be someone worthy of an
exclusive interview: the mayor, a famous actress, a rich entrepreneur, an Olympic athlete, etc…The
celebrity answers a series of questions and the reporter reports back to the class: In an exclusive
interview, the mayor promised he would rid the streets of crime.

Activity 2- Gossips.
Students to walk around, while talking to their friends about the gossips they heard about a popular
person and then report it to the class

Speaking-
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Activity 1-
Take some scrap paper and write a - wh question, A yes-no question, A warning, A request, A
statement about an event that happened at the weekend, A piece of advice, etc

When you finish, make balls from the papers.

Play snowball for some time.

All of them should have a snowball in the end; they open the ball and report the things written on it.

Activity 2-

You are bored in the lesson and exchange messages secretly from the teacher (something they
always do) in pairs.
Imagine any situation and exchange messages until your teacher stops you.
Now, Stop and report the conversation.

Activity 3- Game- Celebrity Buzz

Use several copies of entertainment magazines or the showbiz section of the newspaper that your
teacher gives you. Students must read through them and find at least one juicy bit of celebrity gossip to
report to the rest of the class: To make this into a game, ask students to withhold the celebrity’s name
and have the other students guess: Ex- Which famous celebrity said she was engaged to boyfriend
Liam Hemsworth?

Listening-

1. Listen to ‘several steps to succeed in engineering’ and take down notes.

2. Construct 10 sentences in reported speech, following what the engineer explains.

http://www.youtube.com/watch?v=tSsVRHn5j70

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

Glossary

1. Access Time- The time from the application of a valid memory address to the appearance of
valid output data.

2. Addend- In addition, the number that is added to another number called the augends.

3. Amplitude- In a pulse waveform the height or, maximum value of the pulse as measured from its low
level.

4. asynchronous- Having no fixed time relationship; not occurring at the same time.

5. Augends- In addition, the number to which the addend is added.

6. Absorption- Act or process of absorbing.

B
1. Binary- Having two values or states; describes a number system that has a base of two and utilizes
one and zero as its digits. (1,0).

2. Bipolar- Having two opposite charge carriers within the transistor structure.

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C

1. Compound - a substance composed of two or more elements, such as water (H2O), carbon dioxide
(CO2), or table sugar (C12H22O11).

1. Dependent Variable - the responding variable; the variable that may change as a result of a change
in the independent variable

1. Electromagnet - a wire coil around a metal core (usually iron) that acts like a magnet when an
electric current flows through it
2. Electron - a tiny particle with a negative charge which orbits an atom's nucleus

F
1. Fahrenheit - a temperature scale at which water freezes at 32° and boils at 212°

G
1. Gluons - particles that hold quarks together

H
1. HTML - an acronym for HyperText Markup Language; the programming language or code used
for the creation of internet web pages
2. Hypothesis - an educated guess that can be tested or investigated

1. Interact - act with each other.

1. Jefferson Lab - a nuclear physics research facility built to explore quarks in the nucleus of the
atom, located in Newport News, Virginia

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Unit 2-

Information
Technology &
Computer Science

14
Reading-

How Computer Viruses Work- by Marshall Brain and Wesley Fenlon

Ah, the floppy disk: When most people

were using these to store and transport
computer programs, viruses spread like
wildfire.

©iStockphoto.com/filonmar

Virus History

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Traditional computer viruses were first widely seen in the late 1980s, and came about because of
several factors. The first factor was the spread of personal computers (PCs). Prior to the 1980s, home
computers were nearly non-existent. Real computers were rare, and were locked away for use by
"experts." During the '80s, real computers started to spread to businesses and homes because of the
popularity of the IBM PC (released in 1982) and the Apple Macintosh (released in 1984). By the late
1980s, PCs were in businesses, homes and college campuses.

The second factor was the use of computer bulletin boards. People could dial up a bulletin board with
a modem and download programs of all types. Games were extremely popular, and so were simple
word processors, spreadsheets and other productivity software. Bulletin boards led to the precursor of
the virus known as the Trojan horse. A Trojan horse masquerades as a program with a cool-sounding
name and description, enticing you to download it. When you run the program, however, it does
something uncool, like erasing your hard drive. You think you're getting a neat game, but instead, you
get a wiped-out system. Trojan horses only hit a small number of people because they're quickly
discovered, and word of the danger spreads among users.

The third factor that led to the creation of viruses was the floppy disk. In the 1980s, programs were
small, and you could fit the entire operating system, a few programs and some documents onto a
floppy disk or two. Many computers did not have hard disks, so when you turned on your machine it
would load the operating system and everything else from the floppy disk. Virus authors took
advantage of this to create the first self-replicating programs.

Early viruses were pieces of code embedded in a larger, legitimate program, such as a game or word
processor. When the user downloads and runs the legitimate program, the virus loads itself into
memory -- and looks around to see if it can find any other programs on the disk. If it can find one, it
modifies the program to add the virus's code into that program. Then the virus launches the "real
program." The user really has no way to know that the virus ever ran. Unfortunately, the virus has now
reproduced itself, so two programs are infected. The next time the user launches either of those
programs, they infect other programs, and the cycle continues.

If one of the infected programs is given to another person on a floppy disk, or if it is uploaded so other
people can download it, then other programs get infected. This is how the virus spreads -- similar to
the infection phase of a biological virus. But viruses wouldn't be so violently despised if all they did
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was replicate themselves. Most viruses also have a destructive attack phase where they do real
damage. Some sort of trigger will activate the attack phase, and the virus will then do something --
anything from displaying a silly message on the screen to erasing all of your data. The trigger might be
a specific date, a number of times the virus has been replicated or something similar.

Activity 1- In groups, use any note- taking method and take down notes on a flip chart.

Activity 2- Present the information accurately and coherently, to the class.

Grammar

Comparatives and Superlatives

Forming regular comparatives and superlatives

1. We use comparatives to compare two things or two people. (e.g She is taller than her husband.)
2. Superlatives are used, however, to compare to show the difference between more than two things or
more than two people. (e.g Paris is the biggest city in France)
3. To form comparatives and superlatives you need to know the number of syllables in the adjective.
Syllables are like "sound beats".

For instance:

 "find" contains one syllable,

 but "finding" contains two — find and ing.

The rules to form comparatives and superlatives:

1. One syllable adjective ending in a silent 'e' — nice

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  Comparative — add 'r' — nicer
 Superlative — add 'st' — nicest

2. One syllable adjective ending in one vowel and one consonant — big

 Comparative — the consonant is doubled and 'er' is added —bigger

 Superlative — the consonant is doubled and 'est' is added—biggest

3. One syllable adjective ending in more than one consonant or more than a vowel — high, cheap

 Comparative — 'er' is added — higher, cheaper

 Superlative — 'est is added — highest, cheapest

4. A two syllable adjective ending in 'y' — happy

 Comparative — 'y' becomes 'i' and 'er' is added — happier

 Superlative — 'y' becomes 'i' and 'est' is added — happiest

5. Tow syllable or more adjectives without 'y' at the end — exciting

 Comparative — more + the adjective + than — more exciting than

 Superlative — more + the adjective + than — the most exciting

Examples:

1. The Nile River is longer and more famous than the Thames. 2. Egypt is much hotter than Sweden.
4. Everest is the highest mountain in the world.4. This is one of the most exciting films I have ever seen.

Irregular comparatives and superlatives

Comparativ Superlativ
Adjectives
es es

bad worse worst

far(distanc farther farthest

e)

far(extent) further furthest Peter (6 years old) Charley (5 months old)

good better best Peter is older than Charley.
Charley is younger than Peter.
little less least

many more most

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 much more most

How to use comparatives and superlatives

Comparatives
Comparatives are used to
compare two things or two
people:
Alan is taller than John.
Superlatives
Superlatives are used to compare more
than two things or two people. Superlative
sentences usually use 'the':
Alan is the most intelligent.

Similarities- To express similarities use the following structure:

... as + adjective + as ...

Examples:

 Mike is as intelligent as Nancy. . Larry is as popular as Oprah.

http://www.myenglishpages.com/site_php_files/grammar-lesson-comparatives-superlatives.php

Exercises - COMPARATIVE - SUPERLATIVE

1. Fill in the gaps with the comparative form of the adjectives given.

1. A rock is…………………………….. than a leaf. (heavy)

2. Our house is…………………………….. than yours. (big)
3. The princess is…………………………….. than the witch. (beautiful)
4. Tom is a…………………………….. student than Mary. (good)
5. Bicycles are…………………………….. than motorbikes. (safe)
6. July is…………………………….. than January. (hot)
7. A lion is…………………………….. than a cat. (dangerous)
8. Helen is …………………………….. than Mary. (happy)
9. Computers are …………………………….. than telephones. (expensive)
10. I think golf is…………………………….. than football. (boring)
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2. Fill in the gaps with the superlative form of the adjectives given.
1. It is the…………………………….. shop in town. (large)
2. Monday is the…………………………….. day of the week. (bad)
3. Ben was the…………………………….. person in his family. (noisy)
4. Sam is the in the…………………………….. class. (popular)
5. Which is the…………………………….. subject at school? (difficult)
6. Jim is the…………………………….. player in the football team. (good)
7. Elephants are the…………………………….. animals. (heavy)
8. Let's pick the…………………………….. apple of the tree. (big)
9. Mary is the…………………………….. girl in the class. (thin)
10. That is the…………………………….. sofa in our house. (comfortable)

3. Fill in the gaps with the comparative or the superlative form of the adjectives given.
1. This armchair is…………………………….. than the old one. (comfortable)
2. Trains are…………………………….. than aeroplanes. (slow)
3. I bought the…………………………….. souvenir I could afford. (expensive)
4. In this classroom there are…………………………….. girls than boys. (many)
5. Ann is the…………………………….. child in the family. (young)
6. That TV set is the…………………………….. of all. (cheap)
7. You are…………………………….. here than there. (safe)
8. Fifi is…………………………….. than Kate. (pretty)
9. This is the…………………………….. film i have ever seen. (exciting)
10. Tim is…………………………….. than Peter. (talented)

4. Complete the following sentences. Use the comparative form of one of these adjectives. Use

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 each word only once. Add 'than' if necessary.
good, interesting, important, fat, high, difficult, lazy, interested, easy, old

1. My exam results are good. They are…………………………….. last year.

2. I think that speaking is…………………………….. writing. I don't find speaking difficult.
3. It is…………………………….. to be healthy than wealthy.
4. Mount Everest is…………………………….. Mont Blanc.
5. I am eating too much. I am much…………………………….. I was last month.
6. This exercise is very easy. Can you give me something…………………………….. ?
7. My mother is 42 but my father is much…………………………….. . He's 73.
8. Julietta never goes out. She's…………………………….. in studying for university.
9. His first book was boring but this one is…………………………….. .
10. Robert is…………………………….. anyone I know. He never lifts a finger to work.

5. Choose the correct form in the following sentences.

1. Yesterday we played our (worse, worst) …………………………….. concert.

2. I am (more hungrier, hungrier) …………………………….. now.
3. Who is the (shorter, more shorter, most short, shortest) …………………………….. of the four
sisters?
4. Is this the (best, better, more better, most best ) …………………………….. value that you have?
5. John is the (most happiest, happiest) …………………………….. kid I know.

Writing

Activity 1- Pick one of the following topics and

a) Write a paragraph about the difference between a civilian and a military personnel, using
comparative adjectives.

b) Write a paragraph about the difference between the old and the young generation of today.

c) Write the different feelings you have about your childhood and your adolescence.
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d) What is the importance of being an engineer to you than being involved in anyother professions.

Speaking-

Presentation Skills

Activity 1- Take a strip of paper and write a topic of your preference. Your topic has to be an
interesting and fun one which will keep everybody interested. Your teacher will now collect the topics
and keep them in front of the classroom.

Each student in the class will be given 2 minutes to make a speech based on a topic that they pick…..

Make sure not to start by introducing the topic. Start with a ‘hook’ instead.

- You should have a proper introduction (30 Seconds).

- Body (1 Minute).
- Conclusion (30 Seconds).

Your lecturer or a peer will give you signals at 1.5 minutes and at 2 minutes.

Aim- Make the audience feel at ease and pay attention to you at all times.

Tips for a good presentation.

 Be familiar with the environment.

 Choosing the Topic and starting the speech- Using Hooks/ Tags.
- Humor
- Personal Experience
- Narratives

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 - Using Props
- Asking Questions
- Using Quotations by famous people

All the above mentioned tips can be included either at the beginning or in the middle of the speech.
The purpose is to keep the audience at ease, comfortable and interactive during the time of your
speech presentation. This is a guarantee that your audience will not feel bored, annoyed and furious
while you do the speech but would be definitely all ears and wanting for more.

 Practice

 Vocal Variations

 Using Eye Contact

 Facial Expressions

 Hand Gestures

 Body Movement

 Using the Stage

Activity 2- You must get into groups of 3-5 members. You must discuss and select an interesting topic
for a power point presentation. The presentation will have to last for 2-5 minutes and all members
must equally contribute in the presentation. You will be evaluated by your teacher and peers.
Constructive criticism is welcome at this point…

Listening-

Video on good presentations.

http://www.youtube.com/watch?v=RHX-xnP_G5s

Discuss-

a) What are the tips mentioned in the video on good presentations?

23
b) As engineers, when and where should you use your presentations?

c) Do you think that by doing a good presentation you can become a an outstanding speaker?

d) What do you think are the most important elements to be used in a unique individual presentation?

e) Select a famous personnel who has won you heart through his/her public speaking and write down a few
factors which motivated and encouraged you to listen with alert to this person.

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

Glossary

K
K-Basins
Two indoor, concrete rectangular structures at the DOE Hanford site that contained the largest
collection of spent nuclear reactor fuel.

L
LCOE
Lowest levelized cost of electricity.

Lepton
one of the two basic building blocks of matter (An electron is a lepton.)
Logistics
The process of planning and executing the transportation of material to required destinations to meet
schedules.

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M
Median - the middle number in a set of ordered data (The median of {1,1,1,2,4,6,6} is 2 since 2 is the
middle number when all of the numbers are placed in order. If there are an even number of numbers,
the median is the mean of th e two middle
numbers.
M&O
Management and Operations contracts, typically awarded by DOE to manage and operate facilities in
the DOE complex.

Modular Construction
A construction technique in which sections of a facility are prefabricated in "Modules," which are
transported to the project site, placed in position, and connected.

MS20SM (Managing Safety to Zero)

Fluor's web-based HSE performance measuring and reporting program with a centralized database for
tracking and trending key leading and trailing indicators.

N
NASA
National Aeronautics and Space Administration.

NAVPAC
Naval Facilities Engineering Command Pacific.

O
Observation

the use of one's senses to learn something new

P
Plasma - a very hot, gas-like state of matter

Probe - an object or device used to investigate the unknown

Prototype - an original type that serves as a model for later examples

Q
Quadrant
One quarter of the coordinate plane (The x- and y-axes divide the coordinate plane into four
quadrants.)
Qualitative

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Observations that do not involve measurements and numbers ("My brother is shorter than my sister,"
is a qualitative observation.)
Quantitative
Observations that involve measurements and numbers ("My brother is 30cm shorter than my sister,"
is a quantitative observation.)
R

Radiation

The transportation of heat from one place to another by waves or particles (The Earth is warmed by
the Sun due to radiation.)

Scatter - to go in many directions

Scientific Method - the 'tool' that scientists use to find the answer to questions (The Scientific
Method allows scientists to solve complicated problems by taking a series of smaller steps:
identify the problem - a scientific problem to be solved
research - the process of collecting information and data about a topic being studied
hypothesis - an idea about the solution to a problem, based on knowledge and research
experimentation - the process of testing a hypothesis by collecting data under controlled, repeatable
conditions
data analysis - organizing and examining the collected data using narratives, charts, graphs or tables
conclusion - a summary of the results of the experimentation and a statement of how the results
relate to the hypothesis
Superconductivity - the flow of electric current without any resistance in certain metals at
temperatures near absolute zero (The superconductors used at Jefferson Lab are cavities made of
niobium that are cooled to 2 K by liquid Helium.)

Theory

A general principle that explains or predicts facts or events

26
Unit 3-

BUILDING

27
MATERIALS
Reading-
Long-lasting Building
Materials

Around 10,000 years ago, man started to

make fundamental changes in the way he
lived. Slowly moving away from a

nomadic lifestyle, he started staying in one place for longer

periods. This was probably due to the ending of the last ice age creating more abundant resources.
Man didn't have to travel as far to find food, so he stayed where food was plentiful. Over time, a more
settled lifestyle brought some challenges with it. Instead of having to find caves or create makesift
shelters from animal skins for protection from the weather, man started to look for more durable
materials with which to build long-lasting dwellings [source: Castleden].

Over time, man has used a variety of materials, and they help to paint a picture of our ongoing quest to
make long-lasting structures to meet our changing needs. The evolution of architecture meets those
challenges and handles the cultural perception of what those buildings should look like and how they
should be used.

In the next few pages, we'll take a look at five materials that man has relied on to build homes, halls,
temples and many other types of structures. All five are still used today, and knowing something about
them will help us make the historic leap from mud huts and tents to skyscrapers that can shelter
thousands.

First up, lets take a look at the ever-versatile building material of man and termites alike: wood.

5. Wood

| Wood can survive a long time, although it does have some disadvantages.

28
 As a construction material, wood has a lot
going for it. It can be used as a primary
material, as seen in log cabin construction or
blended with other building materials and
used as either a decorative element or support
structure. Wood is lightweight compared to
stone, and it's strong once it's been seasoned
to remove moisture. It can also be cut to
length easily.

Wood does have some disadvantages, though.

It decays eventually, and it's vulnerable to
moisture damage like dry rot and predation
by insects like termites. Fire is a big problem,
too. Even with these vulnerabilities, wood buildings can survive a long time. Just how long may
surprise you. The oldest wood building in existence is the Horyu-ji temple in Japan, which dates to the
8th century [source: CWC].

4. Brick

Brick is an incredibly sturdy material to build with.

Usually made of clay, brick has been used in many ancient structures, like the Roman aqueducts, the
Pantheon and the Great Wall of China. The Sumerians made the earliest recorded bricks, and we can
deduce that those early bricks used in construction were crude, uneven, sun-dried blocks probably
made of silt that was deposited when high waters receded after storms [source: Britannica].

The silt dried naturally to a very hard consistency, and then it was dug up, broken into chunks and
used to make the walls of huts and other structures. Some experimentation led to the development of
forms and molds to create uniform bricks that could be stacked easily for smooth walls with clean
corners.

This style of brickmaking is still being used today and is very stable in dry climates. But too much rain
and the walls of your painstakingly built hut turn to mud. That's solved with the application of high

29
heat. These bricks are durable, weather resistant, fire resistant, easy to make and convenient to work
with.

3. Stone

Stone is durable and impressive stuff, but it's also challenging to quarry, and heavy to move, and it has
tension and stress limitations. Where there are resources available to excavate and cut it precisely,
stone can be an extremely strong and useful natural material. Unlike brick, it can be stacked without
mortar and support heavy vertical loads. Stone resists deforming, weathers the elements well,
withstands fire and helps maintain stable interior environments. There are so many extraordinary stone
structures that it seems a shame that modern construction uses stone more as decoration than anything
else.

Today, there are cheaper and more efficient building materials that have usurped the position of stone
in modern building construction, not the least of which are decorative stone veneers. It seems
humbling, but steel, wood and concrete construction with a thin layer of decorative stone on the
outside is more in keeping with modern budgets and standards of construction than the impressive,

towering stone edifices of historical buildings. Newer synthetic materials are even mimicking the look
of stone in much lighter weight, inexpensive incarnations, eliminating the need even for veneers.

Stone is still popular for its esthetic value, and it's unlikely that it will ever be completely eliminated.
Stone has probably been around since the first Stone Age settlers reached for a few rocks to hold down
their tent flaps, and as a decorative element in human design, it's bound to be a part of our structures
for a long time.

This style of brickmaking is still being used today and is very stable in dry climates. But too much rain and the
walls of your painstakingly built hut turn to mud. That's solved with the application of high heat. These bricks
are durable, weather resistant, fire resistant, easy to make and convenient to work with.

2. Concrete

30
 Concrete is an aggregate made up of a number
of materials like stones and sand that are mixed
with a binder like cement and water. The
mixture is then left to dry and harden. It's a
flexible material that can be formed on the spot
or poured into molds, hardened and then
transported. Reinforced concrete is everywhere
in construction.

Even though it had been around for hundreds

of years, it wasn't until 1860, when someone
realized that concrete could be reinforced to
increase its tensile strength (the amount of force or stress it could withstand), that concrete started
gaining wide acceptance.

Reinforced concrete can be formed into many shapes with a supporting structure of narrow steel rods
embedded right in the concrete when it's poured. Rebar reinforcement makes concrete an ideal
material for walls, beams, slabs, foundations, frames and many other applications. The use of metal
rods and mesh, together with a relatively inexpensive concrete medium, make reinforced concrete a
flexible, reliable and economical building choice.

Twentieth century refinements have made reinforced concrete an even bigger player in modern
building design and construction. Pre-cast concrete is made under controlled manufacturing
conditions that increase its water repelling characteristics and limit its capacity to expand and contract.
Pre-stressed concrete, made by placing stretched steel strands in the hardening concrete, increase
reinforced concrete's tensile strength and resistance to downward pressure.

1. Iron and Steel

Once man started building up instead of out,

stronger building materials became necessary
to support taller structures. And tall buildings
place a lot of weight on load-bearing walls;
some sort of support framework was needed
to carry the load.

We can see here that steel has a dual role in

our builder's toolkit. It can be embedded in
concrete to provide support or become a
foundation in itself. Steel can easily be
prefabricated to make for a fast and easy

31
installation. It can be welded, bolted or riveted in place. It can be up to 100 percent recyclable, too,
which is important with newer green building practices. Steel is a relatively economical commercial
building choice which is making inroads in residential construction, as well.

The advent of steel technology that allows man to design and build taller structures has changed the
face of architecture and expanded the way we find creative solutions to our building challenges.

1. What other building materials are you aware of?

2. What kind of materials do you recommend for the future?

3. Do you find the field of ‘Architecture’ fascinating? Why?

4. Discuss in groups and share your ideas on ancient and modern architecture.

5. Where do you see these kind of architectural designs around the world?

6. What is the most interesting building that you have come across in your lifetime? Explain why?

2. Reading-

The term civil engineering describes engineering work performed by civilians

for non-military purposes. In general, it describes the profession of designing
and executing structural works for the general public and the communal
environment. Civil engineers cover different areas of engineering, including
the design and construction of large buildings, roads, canals, bridges, railway
lines, airports, water- supply systems, dams, irrigation, harbor, clocks,
aqueducts, and tunnels.

The civil engineer needs a thorough knowledge of surveying of the properties

and the mechanics, of construction materials, of the mechanics of structures
and soils, and of hydraulics and fluid mechanics. Today, civil engineering includes the production and
distribution of energy, the development of air crafts and air ports, the construction of chemical process plants,
and nuclear power stations and water desalination.

Brieger, N. & Pohl, A. Technical English Vocabulary and Grammar. Oxford: Summertown, 2002. P.44.

What do Civil Engineers Do?

32
Civil Engineers design roads, bridges , tunnels dams and airports. They combine a knowledge of material
science, engineering, economics, physics, geology, and hydraulics to create the physical infrastructure that is
central to modern life. Naturally, there are numerous dub specialties: surveying and mapping engineers
identify the best sites for construction. Hydraulic and irrigation engineers focus on dams, flood control well
and reservoirs. Environmental engineers deal with waste water products, garbage disposal and recycling
plants. And traffic engineers specialize in designing people moving systems be they underground subways,
commuter railroads or new or improved roads and highways. A bachelors degree is the minimum education
requirement. At some universities, this is a five year programme but co-op, junior- colleges and night- school
options are also available. Becoming a civil engineer is a lot of work but if you like the idea of becoming a part
of big complex project to improve people’s lives, it could be just the profession for you.

First Stage of Building.

The digger takes the dirt out. It puts the dirt at the back of the truck and when it’s full, the truck holds the dirt
away. There is another digger. It’s clearing away a lot of small pieces of concrete that nobody needs anymore.
Here’s all that’s been dug already.

Activity 1- Think about a project which could improve the welfare of your community. Write a
short description of the project( maximum- 350 words).

……………………………………………………………………………………………
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33
……………………………………………………………………………………………
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……………………………………………………………………………………………

Grammar

Writing
Activity 1.

Look at the picture below of 2 men drinking in a bar. Write a story about them in groups. You are
supposed to use “if clause” in the stories you write. Follow the time limit given by your lecturer. Use
the Prompts provided: If he drinks, he will get drunk; If he gets drunk, he will be late; If he is late, his
wife will be angry;…..The group with the longest story wins.

34
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

Activity2.
Pair Work. One student must tell a true story that he/she could find on the Internet. The other student
must come up with different endings to the story by using if clauses:

Ex- If she had not gone there, they would not have seen her. She would not have been killed if
she had stayed at home. etc. This can be individual or group work.

……………………………………………………………………………………………
……………………………………………………………………………………………

……………………………………………………………………………………………
……………………………………………………………………………………………
…………………….………………………………………………………………………
Speaking-

35
Activity1- Song analysis. In groups, pick one song of your preference and create a story around the
song. Use if clauses as much as possible while doing so.

Activity2- Individual speaking activities on

if I belong to a weird fashion clan, (fashion related topics).

If tomorrow never comes…..I would……………….. today

If I were rich,

If I become the president,

If I win a lottery or

If I had to wear a neck ring for each b’day…..

If I had to wear shoes with long tips……

(speech of 2-4 minutes).

36
Listening-
If I were a boy –Biance (song) , If I lose myself tonight- One republic, if tomorrow never comes, what
if – Kate Winslet

If I Were A Boy Lyrics- beyonce

If I were a boy even just for a day {Chorus}

I'd roll out of bed in the morning If I were a boy
And throw on what I wanted and go I think I could understand
Drink beer with the guys How it feels to love a girl
And chase after girls I swear I'd be a better man
I'd kick it with who I wanted I'd listen to her
And I'd never get confronted for it 'Cause I know how it hurts
'Cause they stick up for me When you lose the one you wanted
'Cause he's taking you for granted
{Chorus} And everything you had got destroyed
If I were a boy
I think I could understand {Bridge}
How it feels to love a girl It's a little too late for you to come back
I swear I'd be a better man Say it's just a mistake
I'd listen to her Think I'd forgive you like that
'Cause I know how it hurts If you thought I would wait for you
When you lose the one you wanted You thought wrong
'Cause he's taking you for granted
And everything you had got destroyed {Chorus }
But you're just a boy
{Verse} You don't understand
If I were a boy Yeah you don't understand, oh
I would turn off my phone How it feels to love a girl
Tell everyone it's broken Someday you wish you were a better man
So they'd think that I was sleeping alone You don't listen to her
I'd put myself first You don't care how it hurts
And make the rules as I go Until you lose the one you wanted
'Cause I know that she'd be faithful 'Cavuse you're taking her for granted
Waiting for me to come home And everything you had got destroyed
But you're just a boy!

37
2. "If I Lose Myself" ONEREPUBLIC LYRICS

I stared up at the sun, It’ll be by your side.

Thought of all of the people, places and things I’ve I lose myself tonight...
loved. (oh) yeah, yeah, yeah.
I stared up just to see
With all of the faces, you were the one next to me. If I lose myself tonight,
It’ll be you and I.
You can feel the light start to tremble, Lose myself tonight...
Washing what you know out to sea. Whoooooooooo
You can see your life out of the window tonight.
[Instrumental] (Whoooooooooo)
If I lose myself tonight,
It’ll be by your side. Take us down and we keep trying,
I lose myself tonight... Forty thousand feet, keep flying.
(oh) yeah, yeah, yeah. Take us down and we keep trying,
Forty thousand feet, keep flying.
If I lose myself tonight, Take us down and we keep trying,
It’ll be you and I. Forty thousand feet, keep flying.
Lose myself tonight... Take us down and we keep trying,
Forty thousand feet, keep flying.
[Instrumental break]
(Lose myself)
I woke up with the sun, If I lose myself tonight...
Thought of all of the people, places and things I’ve
loved. Whoooooooooo
I woke up just to see Whoooooo, whoooo,
With all of the faces, you were the one next to me. Whooooooo

You can feel the light start to tremble, Whoooooooooo

Washing what you know out to sea. Whoooooo, whoooo,
You can see your life out of the window tonight. Whooooooo

If I lose myself tonight,

38
3. "If Tomorrow Never Comes"-RONAN KEATING LYRICS

Sometimes late at ………night……………………………..

I lie awake and watch her sleeping
She's lost in peaceful ……dreams………………………………
So I turn out the lights and lay there in the dark
And the thought crosses my ……mind…………………………..
If I never wake up in the morning
Would she ever ……………………………. the way I feel
About her in my heart

If tomorrow never comes

Will she know how much I loved her
Did I try in every way to show her every day
That she's my only one
And if my time on ……ear………………….. were through
And she must face this world without me
Is the love I gave her in the past
Gonna be enough to last
If tomorrow never comes

'Cause I've lost loved ……………ones……………… in my life

Who never knew ……………how………………. much I loved them
Now I live with the regret
That my true feelings for them never were revealed
So I made a promise to myself
To say ……each…………………. day how much she means to me
And avoid that …………circumestance…………………………
Where there's no ………second chance…………………………………. to tell her how I feel

If tomorrow never comes

Will she know how much I loved her
Did I try in every way to show her every day
That she's my only one
And if my time on earth were through
And she must face this world without me
Is the love I gave her in the past
Gonna be enough to last
If tomorrow never comes

So tell that someone that you love, Just what you're thinking of, If tomorrow never comes

39
4. "What If"-KATE WINSLET LYRICS

If only we could turn the hands of

………………………...
Here I stand alone
If I could take you back would you still be
With this weight …………………………. my heart
……………….
And it will not go away
In my head I keep on ……………………. ………………….
'Cos I ………………………….
Right back to the ……………………….
But I had to draw the line
Wondering what it was that made you …………………
And still this question keep on …………… in my mind
Well I tried
What if I had never let you go
But I had to draw the line
Would you be the man I used to know
And still this question keeps on ……………
What if I had never walked away
in my mind 'Cos I still love you more than I can say
If I'd ……………………………….
What if I had never let you go If you'd tried
Would you be the man I used to know If we could only turn back …………………..
If I'd ………………………………
But I guess we'll never know
If you'd tried
We'……………… never …………………...
If we could only turn back time
But I guess we'll never know

Many roads to take

Some to joy
Some to heart-ache
Anyone can lose their way
And if I said that we could turn it back
Right back to the start
Would you take the ……………………. and make the
change

Do you think how it would have been sometimes

Do you ……………………… that I'd never left your side

What if I had never let you go

Would you be the man I used to know
If I'd ………………………………
If you'd tried
If we could only turn back time
But I guess we'll never know

40
Glossary

A telescopic prop much used as a temporary support in construction. Named after the
Acrow:
American manufacturer who first introduced them to the UK.

Chemicals added to cement based products (concrete, mortar, render, screed etc) to impart various
desirable properties such as to increase or reduce curing time, increase strength, enhance workability
Additive:
and so on. The amount of additives should be watched carefully since in excess or combination they
can have undesirable effects.

A lightweight aerated cement-based material from which easily handled high insulating building-blocks
Aircrete:
are made.

Ballast: Mixed size aggregate.

Bessemer
A kind of steel-making plant, no longer in use.
converter:

A list of all the quantities of each component and operation required in a construction project. The
Bill of
BOQ enables all the tenderers to price exactly the same work, and makes it simple to work out the
quantities
value of the work done at any time during the job. For small jobs the benefit of a BOQ may be
(BOQ):
outweighed by the cost of producing it.

Smooth bricks made by compressing and heating a mixture of sand, or ground flint, and
Calcium silicate
lime. Popular in the mid 20th century but less used now, because of their tendency to
bricks:
shrink.
Cantilever: Overhanging beam, roof or floor.

Borough officers first appointed after the Great Fire of London to supervise the
District Surveyor:
Building Regulations. Now combined with the Building Control Officer.

41
 A window projecting
Dormer:
from the slope of a roof.

(Concrete) A steel bar for transferring load across a joint. (Joinery) A timber moulding with a
Dowel:
circular cross section.

Ductwork: Air-handling pipes fabricated from sheet steel.

External The landscaping, roads and paths created in the parts of the site not occupied by the
works: building.
Extrados: The upper surface of an arch.
Most brickwork bonds are designed so that one side of the wall can be built 'fair-faced'
English
(suitable for viewing as finished work); the other side, inside the building, will be
Garden Wall
plastered so the brickwork can be left rough. Garden walls however will be seen from both
Bond:
sides, so Garden Wall bond is designed so that both sides can be built fair-faced.

The most common bond in brickwork 225mm or more in thickness, it consists of

Flemish
alternating headers and stretchers, with each header being in the middle of the
Bond:
stretchers above and below.

The common type of machine-made yellow/orange frogged brick used in the south-east of England
Fletton:
and London. Named after Fletton, near Peterborough.

Channel formed with brickwork or specially made blocks or pipes through which the products of
Flue: combustion pass to the outside. Until the middle 20th century, the need to stack flues from storey to
storey imposed a discipline on architecture which is now absent.

A container with water in it, to seal the outlet from a drain and prevent the release of noxious
Gully:
gases.
H

A roof feature in which two pitched roofs meet at a corner; the rafter forming such a junction. the
Hip:
hip rafter is not usually a load bearing member. (Fr. arête (f) de croupe).
I

42
Ionic One of the ancient Greek orders of architecture, characterised by a fluted column and a capital
Order: consisting of four volute scrolls. Named after Ionia in Greece, where it was first used.

One thousand Newtons – the unit of force in the SI system. Newtons are very small, and the
KiloNewton:kiloNewton is the practical unit most often used by engineers. In imperial terms it is approximately
equivalent to the weight of two hundredweights. Abbreviation kN.

Live load: Imposed load.

Load bearing:Designed to support a load in addition to its own weight.

In general usage this describes work constructed of stone, but technically the term masonry also
Masonry:
includes brickwork and blockwork. (Fr. maçonnerie, m).

A document which shows how the construction will be carried out safely. Under most forms of
contract the Contractor will prepare any necessary method statements and the Engineer will
Method
usually check them. Method statements are also sometimes required by neighbouring owners
statement:
where potentially hazardous work is being proposed, or by Planning authorities to ensure that a
proposal is buildable.

An architectural style popular in suburban development in the twenties and thirties, in which
Mock Tudor:
traditional styles were copied poorly.

A binder for masonry. The traditional product was Lime Mortar; modern mortars rely upon cement
Mortar: mixed with sand, with the addition of lime or plasticizer added to make them workable or 'buttery'.
(Fr. mortier, m).

Wooden trusses, usually triangular in shape, spanning between the external walls at 600mm
Trussed centres or thereabouts to form a roof. They are cheap and easy to use for new roofs and do not
rafters: require internal support from beams or partitions, but their disadvantage is that they restrict the
use of the loft space more than conventional 'cut timber' roofs.

43
Unit 04-

SPACE AND AERO

DYNAMICS

44
Reading-

What does an Aerospace Engineer do?

•Design and build aircrafts, such as commercial or military airplanes

•Spacecraft

•Design different kinds of machines, build them, and test to make sure they can do what they are
supposed to.

•Designs have to be very exact, and they have to solve all kinds of problems before the airplane is built.

•For example, they have to figure out not only what equipment an aircraft needs, but also what materials
it will use, how much the equipment weighs and exactly how much space it will take up in the aircraft.

Education and Training

If you are interested in a career in aerospace engineering, you should study as much math and science as
possible.

•Physics, the science of motion, is particularly important for aerospace engineers to know.

•Courses in English, speech, and communications, are also important when you have to talk, or just
explain detailed and complicated plans.

•Jobs in aerospace engineering require a bachelor’s degree

•Many college take 4 years to complete, while others take 5-6 years.

•Aerospace engineers must be licensed.

45
Tasks
Designs products and systems, including testing methods, production costs, quality standards, and
completion dates.
2.Reviews the products to determine if there are any damages or problems.

3.Writes documents, reports, or handbook for customers and staff.

4.Maintains records of performance for future reference.
5.Improves production methods and tries to reduce the cost.

Skills

Mathematics-need to be able to solve problems

•Science-use scientific rules and methods to solve problems
•Active Learning-need to be able to learn quick and use new information for current and future problems
and decision making.
•Reading Comprehension-understand directions, written sentences and paragraphs.
•Technology Design-be able to use today's technology to make your job easier.
•Quality Control Analysis-be able to conduct tests, to prove your thinking, or test safety.
•Critical Thinking-use logic to identify the strengths and weaknesses of your projects.

Earnings

The average salary in 2002, was $72,750.

The 50% from the middle class earned between $59,520 and $88,310.
The lowest 10% earned less then $49,640
The highest 10% earned more than $105,060
These are some of the average in 2002 were:Federal Government-$81,830Architectural, engineeringand
related services $74,890Aerospace product andparts manufacturing $70,920

46
Neil Armstrong
•Born on August 5, 1930
Education-he attended Purdue University, and received a
Bachelor of Science degree in Aeronautical Engineering in
1955
Position-commander
Achievements-first docking of two orbiting spacecraft, in
1966. He served as commander of the backup crew for the
Apollo 8 lunar orbital mission in 1968. He also escaped
death during training in a crash of the lunar landing
training vehicle.

Kalpana Chawla
•Born in India

Education-Kalpana graduated from Tagore School, Karnal, India

in 1976. She has a bachelor of science degree in aeronautical
engineering, a master of science degree in aerospace engineering,
and a doctorate of philosophy in aerospace engineering.

She worked at NASA, and was a great astronaut.

Kalpana went on many missions. She went on the STS-87 (the fourth US Micro gravity Payload flight),
and she was on the Columbia Disaster.
47
Rutgers

The Aerospace program at Rutgers emphasis the understanding of fundamentals and

engineering methods of analysis and reasoning.

Projects

Some of the projects that they are working on a Rutgers have to do with energy transfer rates, internal
combustion, robots, solar systems, rocket engines, gas turbines and nuclear reactors.

Today’s aerospace engineers may take for granted the

accomplishments of the field thus far, but a hundred years ago
these things were the stuff of science fiction. As we look ahead
we can imagine what future innovations may bring — some of
today’s science fiction will surely become fact.

A View to the Future

The field, Aerospace Engineering has, since its inception, been recognized as one of the leading
members of the academic component of the aerospace enterprise. Throughout its nearly 100-year
history, the entire educational and research activities have been organized around advancing and
teaching the essential elements of the aerospace enterprise, and especially the evolving engineering
issues associated with air and space vehicles, vehicle systems, and their associated technologies.

Today’s aerospace engineers may take for granted the accomplishments of the field thus far, but a
hundred years ago these things were the stuff of science fiction. As we look ahead we can imagine what
future innovations may bring — some of today’s science fiction will surely become fact. The
Commercial high-speed flight will become practical. Unmanned vehicles will become increasingly
important, and in some cases their design may be inspired by biological flyers. Safe and quiet vertical
flight may enable direct air travel into city centers. Parts of the hub-and spoke travel system may be
replaced by new point-to-point models. Air routes will open up new corners of the world and pose new
challenges to aircraft designers. Satellite-based technologies will pervade our lives in ways we cannot
yet imagine.

48
To accomplish these and other innovations, aerospace engineers will increasingly work in
interdisciplinary teams. International collaborations will be needed to enable ambitious and expensive
projects. The complexity of aerospace systems may call for new modes of analysis and design.
Software-based tools may replace some of yesterday’s subject matter specialists.

Aerospace engineers, like those in other disciplines, may move more frequently from one employer to
another. Many will adopt entrepreneurial careers. The aging U.S. population and the large federal and
state entitlements through Social Security, Medicare, and Medicaid will likely have major implications
for support of university research and education. Growing concerns over energy and environmental
sustainability will drive basic research efforts, and aerospace engineering will contribute to solutions
such as better wind turbines, advanced propulsion systems, and more efficient aerodynamic designs.

While it is impossible to predict the precise future of the aerospace enterprise a decade or two from now,
it is clear what changes a leading academic department must make to remain at the forefront of this
field. In this document we envision the new challenges and opportunities that the aerospace engineers of
tomorrow will face, and describe the key
initiatives that we have put in place at Michigan to prepare our graduates and our research endeavors to
succeed in this future.

Tomorrow’s aerospace enterprise will continue to be a pillar of the U.S. and world economies, in part
because of the broad impact that this field has on our society and the continuing fascination it inspires in
the most innovative minds of each new generation.

Along the way, tomorrow’s aerospace engineering graduates from Michigan will continue to serve as
leaders into this future, making use of their strong backgrounds in the science and technologies on which
the future will be founded, and the abilities that we have instilled in them to think independently,
critically, and creatively.
/ 4 aerospa ce at michigan /
François-Xavier Bagnoud (FXB) Building, home of the
Department of Aerospace Engineering at the University of
Michigan. Today’s

49
Grammar

Question Formation

Simple Present Questions:

QUESTION WORD AUXILIARY VERB SUBJECT MAIN VERB

Where do you work?

What does Martha think about the project?

How do you like your new apartment?

How many kids does Bob have?

Simple Past Questions:

QUESTION WORD AUXILIARY VERB SUBJECT MAIN VERB

How did they learn English so fast?

When did you get home from work yesterday?

What did the manager think about your idea?

Where did you buy that T-shirt?

Present Continuous Questions:

QUESTION WORD AUXILIARY VERB SUBJECT MAIN VERB

What are you doing at the moment?

Why is he ignoring me?

What time are we meeting up for dinner?

Who is she dating now?

Past Continuous Questions:

QUESTION WORD AUXILIARY VERB SUBJECT MAIN VERB

Who were you talking to on the phone?

What was Jim doing when you called?

50
Why were the children eating candy before dinner?

How was he feeling after the surgery?

Present Perfect Questions:

QUESTION WORD AUXILIARY VERB SUBJECT MAIN VERB

How much money have you spent on clothes this month?

How long has your teacher worked at this school?

What have they been doing all day?

How long has the client been waiting for their order?

Future Questions:
QUESTION WORD AUXILIARY VERB SUBJECT MAIN VERB

Who will you invite to the party?

What will your parents think about your plan?

When are you going to clean your room?

Why is she going to quit her job?

Modal Questions:
QUESTION WORD AUXILIARY VERB SUBJECT MAIN VERB

What would you do if you had a million dollars?

How could we improve our English?

Where should I go on my next vacation?

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Exceptions:

Yes/No questions do not use a question word…

…but they still follow ASM (Auxiliary verb – Subject – Main verb)

 Do you like bananas?

 Did you enjoy the movie?
 Are you studying English?
 Were you sleeping when I called you last night?
 Have you finished your homework?
 Will you call me when you get home?
 Are you going to accept the job offer?
 Should we take the early morning flight?

A simple sentence consisting of Subject, Verb and Object, can be formed to a question by simply adding
Do or Does in front of the sentence, depending on the Subject. .

Exercise 1-:

How to form questions in English - Exercise 3

1) She is opening a present……………………………………………………………………………………………………………………………?

2) The boys are hiding under Tom's bed. ……………………………………………………………………………………………………..?

3) My sister prefers porridge for breakfast. ………………………………………………………………………………………………….?

4) On Thursday Jack has German, History and Maths. …………………………………………………………………………………..?

5) Yesterday Carol and Jane went to the swimming pool. ……………………………………………………………………………..?

6) The plane is landing at the airport. …………………………………………………………………………………………………………….?

7) The telephone is ringing . …………………………………………………………………………………………………………………………..?

8) Sarah has to stop because of a security check. …………………………………………………………………………………………..?

9) Andrew's new mountain bike costs €1000. …………………………………………………………………………………………………?

10) At sunset Peter is walking along the beach . ……………………………………………………………………………………………?

52
Exercise 2-:

Question Formation II

1. ________________ yesterday? a. Whose called b. Who called

2. ________________ talk to? a. Who did you b. Who you did c. Who you

3. __________________you born? a. Where was b. Where are c. Where were

4. ___________________ to the train station? a. How do I get b. How I get

5. _____________________ the flight delayed? a. Why did b. Why is c. Why

6. _____________________ you have?

a. How much hand-luggage do b. How many hand-luggage do c. How much hand-luggage

7. __________________ the river?

a. How deep has b. How deep can be c. How deep is

8. When _______________ leave? a. should we b. we should c. should we to

9. _________________ the answer? a. Who knows b. Who know

10. ___________ to the airport? a. How far is b. How far is it c. How distance
is it

53
 11. How much ___ ? a. do you weight b. does your weight c. do you weigh

12. How long ___ waiting for me? a. have you been b. you have been c. have you

Exercise 3-: Write the questions for the these answers:

1. _____________________________________________________________________________

Five times a week.

2. _____________________________________________________________________________

Green.

3. _____________________________________________________________________________

About 100 Kilometres.

4. _____________________________________________________________________________

Susan's.

5. _____________________________________________________________________________

30 waist, 32 leg.

6. _____________________________________________________________________________

Five times.

7. _____________________________________________________________________________

$900 a month.

8. Which_______________________________________________________________________

TV Globo.
54
 9. _____________________________________________________________________________

It takes me half an hour if the traffic isn't too bad.

10. _____________________________________________________________________________

It snows a lot these days due to festive season.

Articles

What Are Articles? (with Examples)

There are two types of articles:

 The Definite Article (the)

 The Indefinite Article (a and an).

The articles are classified as adjectives.

The is called the definite article because it is used to indicate something specific.

A and An are called the indefinite articles because they are used to indicate something unspecific.

Examples of the Definite and Indefinite Articles

Here are some examples of the articles in use:

 I fell over the chair again.

(The chair is specific. It is known to the audience.)

 Can you pass me a chair?

(This means an unspecific chair, i.e., any chair.)

 I loved the apple pie after the meal.

(In this example, the audience knows which apple pie is being praised, e.g., the one at last night's
dinner.)

 I love an apple pie after dinner.

(The audience understands that the speaker likes to eat an apple pie after dinner (any apple pie will

55
 do).)

 I'm not a troublemaker. I'm the troublemaker!

(This means "I'm not any old troublemaker. I'm the one you all know about.")

When Do You Use An and A?

The main question regarding articles is when to use an instead of a.

An is used instead of a to make speaking easier. An is used when the first sound of the next word is a
vowel sound. Note: Consonants can create a vowel sound, and vowels can create a consonant sound.
The use of an is determined by the sound not the letter. Look at these examples:

 A house
 An hour

(House and hour start with the same three letters; however, house attracts a, and hour attracts an. This
is because house starts with a consonant sound, but hour starts with a vowel sound.)

 A uniform row
 An unidentified man

(Uniform and unidentified start with the same three letters; however, uniform attracts a, and
unidentified attracts an. This is because uniform starts with a consonant sound (yoo), but unidentified
starts with a vowel sound.)

http://www.grammar-monster.com/glossary/articles.htm

Exercises 4- Choose the correct (and most natural-sounding) response to complete each sentence:

1. I love living in this __________ city.

no article a the

2. Generally speaking, __________ boys are physically stronger than girls.

a no article the

3. Bill enjoys reading __________ mystery novels.

a the no article

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4. Do you remember __________ girl that we saw last night?

a the no article

5. P1: Did you go to the Thai restaurant? P2: No, I went to __________ place where you and I normally
go.

the a no article

6. He is __________ really good person.

the a no article

7. My brother is __________ expert at fixing cars.

the no article an

8. __________ Paris is a beautiful city.

A no article The

9. My __________ teacher's name is William.

no article a the

10. We got our son __________ dog for Christmas.

the a no article

57
3. Quantifiers

We use quantifiers when we want to give someone information about the number of something: how
much or how many.

Sometimes we use a quantifier in the place of a determiner:

Most children start school at the age of five.

We ate some bread and butter.
We saw lots of birds.

We use these quantifiers with both countable and uncountable nouns:

all any enough less a lot of lots of

more most no none of some

and some more colloquial forms:

plenty of heaps of a load of loads of tons of etc.

Some quantifiers can be used only with count nouns:

both each either (a) few fewer neither several

and some more colloquial forms:

a couple of hundreds of thousands of etc.

58
Some quantifiers can be used only with uncountable nouns:

a little (not) much a bit of

And, particularly with abstract nouns such as time, money, trouble, etc:, we often use:

a great deal of a good deal of

Members of groups

You can put a noun after a quantifier when you are talking about members of a group in general…

Few snakes are dangerous.

Both brothers work with their father.
I never have enough money.

…but if you are talking about a specific group of people or things, use of the … as well

Few of the snakes are dangerous.

All of the children live at home.
He has spent all of his money.

Note that, if we are talking about two people or things we use the quantifiers both, either and neither:

One supermarket Two supermarkets* More than two supermarkets

Both the supermarkets were closed. All the supermarkets were closed
The supermarket was closed
Neither of the supermarkets was None of the supermarkets were
The supermarket wasn't open
open. open
I don’t think the supermarket
I don’t think either of the I don't think any of the
was open.
supermarkets was open. supermarkets were open

59
*Nouns with either and neither have a singular verb.

Singular quantifiers:

We use every or each with a singular noun to mean all:

There was a party in every street. = There were parties in all the streets.

Every shop was decorated with flowers. = All the shops were decorated with flowers.

Each child was given a prize. = All the children were given a prize.

There was a prize in each competition. = There were prizes in all the competitions.

We often use every to talk about times like days, weeks and years:

When we were children we had holidays at our grandmother’s every year.

When we stayed at my grandmother’s house we went to the beach every day.
We visit our daughter every Christmas.

BUT: We do not use a determiner with every and each. We do not say:

The every shop was decorated with flowers.

The each child was given a prize.

60
Some Notes on Quantifiers

Like articles, quantifiers are words that precede and modify nouns. They tell us how many or how
much. Selecting the correct quantifier depends on your understanding the distinction between Count and
Non-Count Nouns. For our purposes, we will choose the count noun trees and the non-count noun
dancing:

The following quantifiers will work with count nouns:

many trees
a few trees
few trees
several trees
a couple of trees
none of the trees

The following quantifiers will work with non-count nouns:

not much dancing
a little dancing
little dancing
a bit of dancing
a good deal of dancing
a great deal of dancing
no dancing

The following quantifiers will work with both count and non-count nouns:
all of the trees/dancing
some trees/dancing
most of the trees/dancing
enough trees/dancing
a lot of trees/dancing
lots of trees/dancing
plenty of trees/dancing
a lack of trees/dancing

In formal academic writing, it is usually better to use many and much rather than phrases such as a lot of,
lots of and plenty of.

http://grammar.ccc.commnet.edu/grammar/determiners/determiners.htm

61
Activities 5-
submit_answ ers 2103

1. You've been eating sweets, haven't you? I found the ________ on the carpet.
A wrappers B silver C paper D skins

2. All I've eaten today is a ______ of crisps.

A pack B packet C bar D sack

3. I'm on a diet, but I think I might have a small _____ of cake.

A part B segment C slice D cut

4. The soup will taste nicer if you add a _____ of salt.

A pinch B slice C pack D lump

5. I was so hungry I ate a whole ______ of biscuits.

A pack B packet C cake D bar

6. Please put a new ___ of soap in the bathroom.

A pack B packet C bar D segment

7. He cut himself when he was opening a ___ of soup.

A box B jar C tin D bottle

8. There's always a ______ of corn flakes on the table at breakfast.

A jar B packet C pack D tin

9. Can I have a ___ of Coca-cola, please?

A jar B can C box D packet

10. I try not to have more than one ___ of chocolate a day.
A bar B jar C block D pack

11. Put all your shopping in my ______; it'll be easier to carry.

A pack B basket C packet D bucket

12. Could we have a ___ of tea for two, please?

A pot B jug C jar D bottle

62
2. Complete the following exercise with correct quantifiers, choosing from the items given.

1. We are going to be late. There is too___________________________ (much / many) traffic.

Yeah, the___________________________ (amount / number) of people driving is incredible.

I've never seen this___________________________ (much / many) cars.

2. Can you bring soda to the picnic? I don't have___________________________ (some / any).

Yeah, I think I've got___________________________ (some / any) left over from the party.

3. How do you feel about your new job? Do you have as___________________________ (much /

many) responsibilities as you used to?

The job is great. I have about the same___________________________ (amount / number) of

work to do as before, but I have___________________________ (less / fewer) stress and

___________________________ (less / fewer) problems.

4. How do you think you did on the test? I think I did___________________________ (little / a

little) better than last time, maybe even___________________________ (a lot / many) better.

What about you?

Well, I think I probably made___________________________ (few / a few) mistakes, but I have

the feeling I did well overall.

5. Mr. President, do you think___________________________ (much / many) of your proposed

legislation will be passed by Congress during this session?

63
Yes I think___________________________ (a great deal / a great many) of our proposals

will be approved. We're not taking___________________________ (nothing / anything) for

granted, though. We still have___________________________ (a great deal of / a great

many) work to do.

The polls say that there's___________________________ (little / a little) support nationwide

for your military program. Isn't that going to hurt you?

Not in the long run, no. ___________________________ u(Few / A few) of the voters actually

support the military system the way it is now. I think we will be successful.

3. Choose the correct quantifier.

1. They have had___________________________(homework in mathematics recently.

2. How___________________________time do you need to finish the work?
3. There are too___________________________students in the library.
4. Have you visited___________________________foreign countries?
5. Although he's very ill, he didn't take___________________________medicine.
6. ___________________________people know as much about linguistics as John does.
7. They say___________________________knowledge is a dangerous thing.
8. He's having___________________________of trouble passing his driving test.
9. I spend___________________________of my time reading novels.
10. He knows___________________________ English. He knows enough English to manage.

64
Writing

Activity 1: Take a piece of paper and write down an open-ended question. Make sure that it is an
interesting question where the answer has to be elaborated. Give the paper to your teacher. Your
lecturer will hand over another piece of paper written by a class mate.

a) Correct the question using a different colour pen and

b) Find a suitable answer for the question.

Activity2:

Fill in the blanks with a suitable article in groups. The one to finish filling in the blank the fastest
will be the winner of the quiz.

"You don't have to be French to enjoy ------------- decent red wine,"

Charles Jousselin de Gruse used to tell his foreign guests whenever he
entertained them in Paris. "But you do have to be French to recognize
one," he would add with a laugh.

After ------------------ lifetime in the French diplomatic corps, ---------------

Count de Gruse lived with his wife in an elegant townhouse on Quai
Voltaire. He was ------------- likeable man, cultivated of course, with ------
well-deserved reputation as ---------------- generous host and ----------------
amusing raconteur.

This evening's guests were all European and all equally convinced that
immigration was at the root of Europe's problems. Charles de Gruse said
nothing. He had always concealed his contempt for such ideas. And, in
any case, he had never much cared for these particular guests. The first of
the red Bordeaux was being served with -------------- veal, and one of the
guests turned to de Gruse.

65
Activity 3:

Find 3 sentences with quantifiers and underline. Use the same quantifiers and make questions.
The students who get all three sentences grammatically correct, are assumed to be successful in
their question formation capability.

She was walking lazily, for the fierce April sun was directly overhead.
Her umbrella blocked its rays but nothing blocked the heat - the sort of
raw, wild heat that crushes you with its energy. A few buffalo were
tethered under coconuts, browsing the parched verges. Occasionally a
car went past, leaving its treads in the melting pitch like the wake of a
ship at sea. Otherwise it was quiet, and she saw no-one.

In her long white Sunday dress you might have taken Ginnie Narine for
fourteen or fifteen. In fact she was twelve, a happy, uncomplicated child
with a nature as open as the red hibiscus that decorated her black, waist-length hair. Generations earlier
her family had come to Trinidad from India as overseers on the sugar plantations. Her father had had
some success through buying and clearing land around Rio Cristalino and planting it with coffee.

On the dusty verge twenty yards ahead of Ginnie a car pulled up. She had noticed it cruise by once
before but she did not recognize it and could not make out the driver through its dark windows,
themselves as black as its gleaming paintwork. As she walked past it, the driver's glass started to open.

"Hello, Ginnie," she heard behind her.

She paused and turned. A slight colour rose beneath her dusky skin. Ravi Kirjani was tall and lean, and
always well-dressed. His black eyes and large, white teeth flashed in the sunlight as he spoke. Everyone
in Rio Cristalino knew Ravi. Ginnie often heard her unmarried sisters talk ruefully of him, of how, if
only their father were alive and they still had land, one of them might marry him. And then they would
squabble over who it might be and laugh at Ginnie because she was too simple for any man to want.

"How do you know my name, Ravi?" she asked with a thrill.

"How do you know mine?"

66
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

Speaking-

Activity 1 :

Divide in to 2 groups. The teacher will suggest a brief but interesting Topic for each individual to
make a question or create a sentence on quantifiers or articles based on the topic. One student
from the group gets up and asks a question or makes a sentence , within 30 seconds suggested by
the other group. Let your team decide who should answer the question or create the sentences
before your teacher provides a topic.

The group with the most number of grammatically correct questions and sentences win the game.
Good Luck having fun.

67
Listening.

Listen to the audio on “Aviation Mysteries”. Write the the 10 down and mention one in detail.

http://www.youtube.com/watch?v=T2uP6rHgNaw

………………………………………………………………………………………………
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68
Glossary

69
Unit 4

Basics of Sea Collision Regulations: Lights, Shapes, and Sound Signals

written by: Manu • edited by: KennethSleight • updated: 2/14/2014

While it is primarily the responsibility of the navigators, Marine Engineers who work at sea should also
understand the lights, shapes and sound signals used on ships. These indicate the length and type of ship
to others, and help navigators determine their responsibility and actions.

There exists specific rules and responsibilities between vessels at sea, as dictated by the International
Regulations for Preventing Collisions at Sea 1972 (COLREGs).

For example, a sailing vessel, must keep clear of a vessel constrained by her draft. But how does she
know that this is so? It becomes easy once we realize that the vessel constrained by her draft and the
sailing vessel must both display typical lights and shapes. It then becomes easy to determine which is the
‘give way’ vessel, and action is taking accordingly.

The heights and arcs of visibility of each light are prescribed under the rules, and are subject to survey
and approval during the construction of the ship. The distance at which each light can be seen at sea is
also fixed; for example, a masthead light must be visible at six nautical miles. This is true for all lights,
shapes and sound signals for all ships worldwide.

Normal Lights & Shapes for Power Driven Vessel

A normal power driven vessel displays (click on any image to enlarge)


o A mastlight high on her forward mast
o A second mastlight even higher on her after mast if the length of the vessel is more than 50 meters.
o A sternlight on her stern
o Two sidelights, a green one on her starboard (right) side and a red one on her port (left) side

At anchor, a power driven vessel shows an all round (360 degree) light. When she is more than 50
meters in length, she shows two all round lights, with the forward one being higher than the one near her
stern.

70
Lights on Other Vessels

Click on the diagram on the left; it gives you some typical lights that are displayed by different
vessels at night.

It is important to realise that most 'special lights' are shown in addition to the normal running lights of a
power driven vessel when a vessel is under mechanical power. For example, the vessel constrained by
her draft shows three all round red lights in addition to the normal masthead light(s), sidelights and
sternlight.

Note also that a vessel aground (where she has run into the seabed and is fast there) shows two red lights
in addition to her anchor lights.

A sailing vessel that is moving shows the same sidelights and sternlight as a powerboat, but does not
show a masthead light. A vessel with sails up, but also being propelled by machinery must show the
power-driven vessel 'running lights'

A fishing vessel is defined as one engaged in fishing with nets, lines, trawls, or other gear that restricts
her ability to manoeuvre. The diagram shows a trawler.

A tug towing a barge is not normally considered to be restricted in her ability to manoeuvre. A tug
towing another vessel does not show normal masthead lights, but must show two masthead lights
instead one vertically above the other. (normal masthead lights are horizontally displaced, but not in the
case of a tug). If the length of the tow is more than 200 meters, it must display three masthead lights
vertically disposed. In addition, it displays sidelights and a sternlight. It also must display an all round
towing light at the stern, above the sternlight.

A vessel being towed does not display masthead lights, but sidelights and a sternlight.

A towing vessel seen from far away can be confusing to a first time mariner, and care must be exercised.

Shapes

What lights indicate by night, shapes indicate in the daytime. Shapes are, typically, 'a ball' (spherical), a
cylinder, a diamond, a cone etc. As with lights, their shape, colour and size is prescribed under the rules.
These are normally hoisted on a mast so that they can be seen from afar by other vessels.

Some typical shape configurations:

o A normal power driven vessel shows nothing special at daytime

o A vessel at anchor shows a black ball at her forward end on the forecastle.
o A vessel not under command shows two black balls in a vertical line on her main (highest) mast
o A vessel restricted in her ability to manoeuvre shows two black balls separated by a diamond.

71
Some other typical shape configurations can be seen in the diagram below, along with the kind of ship
they represent.

Sound Signals

There are only three types of sound-signal equipment mentioned in the Rules - whistle, bell, and gong,
with the latter only required on vessels 100 meters or more in length. As with everything else, the
specifications of the equipment are prescribed in the rules. The whistle and gong are used by larger
vessels when anchored in poor visibility in addition to the normal sound signals.

o A short blast is a signal on the foghorn (or whistle) of about one second duration.
o A long or prolonged blast is of four to six second duration
o When moving, a ship may use the following basic signals to 'contact' other ships
o One short blast- I am turning to starboard (my right)
o Two short blasts- I am turning to port (my left)
o Three short blasts- I am going astern (backwards)
o One long blast- I am moving (usually used in fog or at blind turns)
o One long blast followed by two short ones: I am not under command
o Five short rapid blasts: Please declare your intentions (also used to say, "what are you doing?, or get out
of the way!"

Other kinds of vessels have similar signals identified in the rules, which must be followed.

Conclusion and Resources

Important: This series has been a basic primer on the Colregs. The rules can be very complex and a
navigator is well advised to devote considerably time to this safety-critical issue. For further reading,
search for Colregs on the internet, where the full text of the rules is available.

References

www.marineconnect.com.au

www.btinternet.com/~keith.bater

http://www.skysailtraining.co.uk/

http://www.boatdocking.com/other/Sounds.html

72
CONTAINING THE SUN – THE CHALLENGES FACING ITER

Read the text below and check your understanding with these questions.

Pierre-Gilles de Gennes, winner of the Nobel prize for Physics, famously declared ‘We say that we will put the sun
into a box. The idea is pretty. The problem is, we don't know how to make the box.’ He was talking about nuclear
fusion reactors, and the ‘box’ is the casing of the reactor. But what should the box be made of? This is the problem
that materials scientists around the world are working on in preparation for the construction of ITER (International
Thermonuclear Experimental Reactor).

ITER will be the next stage of research into nuclear fusion, and aims to pave the way for commercial fusion reactors
by developing the necessary technologies and processes. The reactor will reproduce the nuclear reactions that occur
in the sun using super-heated gas, or plasma, in a tokamak. The tokamak generates an intense doughnut-shaped
magnetic field which confines the plasma and allows fusion to take place.

ITER will use two isotopes of hydrogen: deuterium and tritium. When these isotopes fuse, they produce helium
nuclei and high energy neutrons. The problem is that the resulting severe neutron irradiation turns many elements
into dangerously radioactive isotopes. The challenge is to find materials for the reactor walls that will withstand this
bombardment and remain stable.

Researchers have already discovered that iron, carbon and chromium remain relatively stable, and are looking into
the possibility of using special steels. It is not, however, possible to recreate the conditions inside a nuclear fusion
reactor in the lab, so researchers are having to infer the behaviour of materials, using data from lightly irradiated
samples and a variety of modelling techniques.

ITER will be located in Caderache, in southern France. Construction of the site is due to begin in 2008, and the
tokamak itself is scheduled to be built in 2011. Scientists will need to be confident that the materials chosen to build
the reactor can indeed withstand the extraordinary conditions needed for nuclear fusion.

EMOTIONAL INTELLIGENCE

Read about emotional intelligence and check your general comprehension. Click here to decide on the headings
for each paragraph.

"...success at work is 80% dependent on emotional intelligence and only 20% dependent on IQ, " HR magazine,
November 1997. Is Emotional Intelligence really more important than traditional IQ?

1. In 1995 Time Magazine ran an article about Daniel Goleman’s book 'Emotional Intelligence: Why It Can Matter
More Than IQ'. This catapulted the term Emotional Intelligence into the limelight and probably boosted the book’s
sales figures. Then, in 1998, Goleman’s second book 'Working With Emotional Intelligence' attracted the attention
of the business world. But what exactly is emotional intelligence? And – perhaps more importantly - can it be
measured?

2. Emotional Intelligence (EQ) implies first being aware of emotions and then having the skills to see how these
emotions can interact with traditional intelligence (IQ). In order to function well, a person needs to have both IQ

73
 and EQ. An academic paper written in 1993 by Mayer and Salovey suggests that an emotionally intelligent person is
skilled in four areas:

 Identifying emotions
 Using emotions
 Understanding emotions
 Regulating emotions

3. According to Goleman, people possessing a high level of emotional intelligence will show personal competence
and social competence. If we transfer these skills to the workplace, the benefits are obvious. Workers possessing
personal competence are aware of their own preferences and intuitions. They regulate their impulses and have
facilities to enable them to reach their goals. If these same workers also possess social competence, then they are
naturally more empathetic. They are aware of the feelings of their fellow workers and understand their concerns.
Furthermore, their social skills allow them to induce desired responses in others.

4. To date there have been very few studies published on the theories surrounding EQ so it is difficult to measure
its importance in the workplace. Another drawback has been highlighted by Goleman himself. There is no reliable
instrument which can measure emotional intelligence.

5. Research, however, is growing in this direction. The Hay Group is working on a way to measure emotional
intelligence in terms of personal development. Mayer and Salovney have published an EQ test which they claim can
be effectively used in employee selection processes and the Emotional Intelligence Consortium has been set up to
address some of the issues surrounding EQ.

6. Whatever the future holds for emotional intelligence, the concept is undoubtedly a useful one for those of us
interested in the role that our emotions play both on a personal level and at work.

ACHIEVEMENT

In this article we shall be looking at achievement and the importance of having this competency. This is a very
important skill as the more you can achieve, the better your job prospects will be. Are you going for a promotion? Do
you plan to change jobs in the future? Your achievements are the key factors which prospective employers will be
looking for. This article seeks to define achievement, discuss its importance and provides a guide on how to
demonstrate your achievements.

Vocabulary activity - make some common collocations

Click here to do the vocabulary activity

What is Achievement?
Achievement is what you have done of significance at work which has benefited your company or organisation.
Think about your work achievements. Or even your life achievements - these are the successes that you have had
so far. Perhaps you have just passed your driving test, or maybe after many years of trying, you have learnt to
swim. This is an achievement as it is something you have worked hard for, and in the end the results have been
successful.

Why is this important?

In our lives it is important to have objectives so when you have reached them you can say you have some
achievements. Think about when you were younger, and your ambitions. Maybe you wanted to become a doctor,
so you studied hard, and you finally became a doctor. Perhaps you wanted to have a house with a big garden. Can
you remember the day you fulfilled this dream? These are personal achievements and they give you the feeling of
self satisfaction, confidence, and happiness. Let us now take a look at your work achievements. When you have
achievement at work it means that you are working towards goals normally set by others, but they can be set by
yourself, too. Perhaps you have to reach a sales target, or you need to complete a project within a deadline, or
perhaps you need to see clients or customers and help them in some way. If you succeed in helping them, or you
reach your sales target, or you complete your project by the deadline, you have examples of achievements.
Striving for achievements shows determination and tenacity.

How can you show you have this competency?

If you have a job interview and you want to demonstrate your achievements you need to think about different
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situations you have been in, the actions you have taken, and the results of these actions. Perhaps you have had a
difficult customer, how have you dealt with that person? Did your action benefit your organisation? In what way? If
your results were successful, state this either in your job application , or in your interview.
Think about the skills which you have which make you attractive and valuable as an employee. Remember the
more achievement you can give as examples, the more you can sell and market yourself for the job.

How to improve this skill

If there is a goal which seems difficult to achieve, don’t give up easily. If you can understand your goal and work
towards it this will show that you have the potential to achieve. You need to be able to face obstacles and be
determined enough to meet targets. Think about a time where you have had to take “no” for an answer, did you
just accept it? Don’t just accept it, find out why the answer is “no”.
Also ask for feedback as this can give you an indication of how you are doing. You could compare this to learning a
language, for example, if you find some grammar difficult you can always ask your teacher for feedback on your
exercises. You can apply this rule to the work place as well and if you are not sure of how you are progressing, ask!

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